Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: UIE-LS01DB-A 课程名称： UIE-LS01DB-A 课程

Topic: Debate Manners and Posture Review, Science vs. Art Debate 主题： 辩论礼仪和姿势回顾，科学与艺术辩论

Date: January 12th 日期： 1月12日

Student: Hannah, Daniel, Three (三) 学生： Hannah, Daniel, Three (三)

Teaching Focus 教学重点

Reviewing proper debate etiquette (listening, posture, presence) and conducting a structured debate on the topic: Is Science Better Than Art?

回顾适当的辩论礼仪（倾听、姿势、在场感）并就“科学是否优于艺术”的主题进行结构化辩论。

Teaching Objectives 教学目标

Students will review and demonstrate proper classroom and online debating posture and etiquette. 学生将回顾并展示正确的课堂和在线辩论姿势和礼仪。
Students will actively participate in a debate on the motion 'Is Science Better Than Art?' supporting assigned positions. 学生将积极参与关于“科学是否优于艺术”的辩论，支持分配到的立场。
Students will attempt to incorporate expert opinions/quotes into their debate arguments. 学生将尝试将专家意见/引述纳入他们的辩论论点中。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Casual Check-in & Teacher Update: Teacher shared an anecdote about cutting their finger and visiting the hospital.

随意问候与教师近况更新： 老师分享了自己切到手指去看医院的轶事。

Debate Etiquette and Posture Review: Reviewing good/bad posture (hands in pockets, looking down, body language) for both in-person and online debates; emphasizing active listening as chair.

辩论礼仪和姿势回顾： 回顾面对面和在线辩论中良好/不良的姿势（手插口袋、低头、肢体语言）；强调作为主席时积极倾听的重要性。

Pre-Debate Discussion: Science vs. Art: Initial discussion on whether science or art is 'better,' exploring concepts like creativity, usefulness, and interdependence.

辩论前讨论：科学与艺术： 初步讨论科学或艺术哪个更“好”，探讨了创造力、实用性、相互依赖性等概念。

Team Formation and Preparation: Teacher assigned teams (Daniel & Three for Affirmative/Science; Hannah & Teacher for Negative/Art) and provided preparation time with a focus on finding expert opinions.

组队与准备： 老师分配了队伍（Daniel和Three支持正方/科学；Hannah和老师支持反方/艺术），并提供了准备时间，重点是寻找专家意见。

Formal Debate: Science vs. Art: Students presented their arguments, with Hannah successfully incorporating an expert quote.

正式辩论：科学与艺术： 学生们陈述了他们的论点，Hannah成功纳入了专家引述。

Feedback and Next Topic Assignment: Individual feedback provided to all students; announced next week's topic: 'Are Footballers Paid Too Much?'

反馈与下节课主题分配： 向所有学生提供了个人反馈；宣布下周的主题是：“足球运动员的薪水是否过高？”

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Rebuttal, affirmative, negative, posture, stable, shivering, concise, articulate, endorphins, ecosystem, fundamental, illustration, negotiation, petrified.

词汇：
反驳, 正方, 反方, 姿势, 稳固的, 发抖, 简洁的, 清晰阐述的, 内啡肽, 生态系统, 基本的, 插图, 协商, 吓坏的。

Concepts:
Debate structure (speaker roles), integrating expert opinions, non-verbal communication in debates, interdependence of art and science.

概念：
辩论结构（发言人角色），整合专家意见，辩论中的非语言交流，艺术与科学的相互依赖性。

Skills Practiced:
Structured argumentation, rebuttal delivery, maintaining eye contact/presence, using external resources (quotes), teamwork under time pressure.

练习技能：
结构化论证，反驳表达，保持眼神交流/在场感，使用外部资源（引述），时间压力下的团队合作。

Teaching Resources and Materials 教学资源与材料

Visual examples of good/bad debate postures. 良好/不良辩论姿势的视觉示例。
Expert quote regarding the value of Art (found via Google search). 关于艺术价值的专家引述（通过谷歌搜索找到）。

3. Student Performance Assessment (Hannah, Daniel, Three (三)) 3. 学生表现评估 (Hannah, Daniel, Three (三))

Participation and Activeness 参与度和积极性

All three students participated actively in both the introductory discussion and the formal debate. 所有三名学生都积极参与了介绍性讨论和正式辩论。
Students demonstrated good collaborative spirit in preparing their debate points. 学生在准备辩论论点时表现出良好的合作精神。

Language Comprehension and Mastery 语言理解和掌握

Students understood the assigned debate positions, even when holding personal preference for the opposite side. 学生们理解了分配到的辩论立场，即使他们个人偏爱对立面。
Comprehension of debate structure (turn-taking, roles) was solid. 对辩论结构（轮流发言、角色）的理解很扎实。

Language Output Ability 语言输出能力

Oral: 口语：

Three delivered a very clear and well-structured conclusion, significantly improved from previous sessions. Three的结论非常清晰且结构良好，比之前的课程有显著进步。
Daniel used strong factual claims about science, though vocabulary needs specificity. Daniel使用了关于科学的有力事实主张，但词汇需要更具体。
Hannah successfully integrated an expert quote and demonstrated improved clarity in her speaking sections. Hannah成功地融入了专家引述，并在发言部分展示了更清晰的表达。

Written: 书面：

N/A - Focus was entirely on oral debate performance.

不适用 - 焦点完全在口头辩论表现上。

Student's Strengths 学生的优势

Three's exceptional conclusion structure and clear articulation. Three出色的结论结构和清晰的表达能力。
Daniel's ability to recall factual knowledge regarding science's impact. Daniel召回关于科学影响的事实知识的能力。
Hannah's proactive integration of external expert sources. Hannah积极整合外部专家来源的做法。

Areas for Improvement 需要改进的方面

Daniel needs to eliminate vague language (e.g., 'stuff,' 'things') and use more precise vocabulary. Daniel需要消除模糊的语言（例如'stuff'、'things'）并使用更精确的词汇。
Hannah needs to expand her spoken answers beyond listing points and incorporate more vocabulary. Hannah需要扩展她的口头回答，不仅仅是列举要点，并纳入更多词汇。
Three needs to begin incorporating expert opinions and more detailed examples into arguments. Three需要开始在论点中纳入专家意见和更详细的例子。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of a formal debate structure was highly effective in engaging all students and pushing them to prepare. 正式辩论结构的使用在吸引所有学生参与和推动他们进行准备方面非常有效。
The focus on non-verbal skills (posture, eye contact) was well-received and demonstrated. 对非语言技能（姿势、眼神交流）的关注得到了很好的接受和展示。

Teaching Pace and Time Management 教学节奏和时间管理

The initial prep time was tight (6 minutes), but the teacher managed the transitions smoothly. 初始准备时间很紧张（6分钟），但老师平稳地管理了过渡环节。
The pace accelerated appropriately during the formal debate allowing time for substantial feedback. 正式辩论期间的节奏相应加快，为提供实质性反馈留出了时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaged, energetic, and competitive (in a positive way). Students were highly focused during the debate segments.

投入、充满活力且具有（积极的）竞争性。学生在辩论环节非常专注。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Etiquette) was achieved through the initial review. 目标1（礼仪）通过初步回顾得以实现。
Objective 2 (Debate Participation) was fully achieved with all students actively arguing their assigned sides. 目标2（辩论参与）完全实现，所有学生都积极论证了分配到的立场。
Objective 3 (Expert Opinion) was partially achieved, with Hannah and Daniel demonstrating strong incorporation. 目标3（专家意见）部分实现，Hannah和Daniel展示了很好的融入能力。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Effective use of real-time student performance (posture examples) to illustrate concepts. 有效地利用实时学生表现（姿势示例）来说明概念。
Providing specific, actionable praise and criticism for each student. 为每位学生提供具体、可操作的表扬和批评。

Effective Methods: 有效方法：

Assigning opposing sides randomly/strategically to ensure commitment to the argument, regardless of personal views. 随机/策略性地分配对立立场，以确保学生致力于论点，无论个人观点如何。
Rewarding engagement (Hannah as Debater of the Day) directly after performance. 在表现后直接奖励参与度（Hannah获得当日辩手奖）。

Positive Feedback: 正面反馈：

The teacher acknowledged the students' progress (making a leap forward) across the board. 老师认可了学生们（整体上）取得了巨大进步（飞跃）。
The teacher praised Three's excellent conclusion delivery. 老师表扬了Three出色的结论陈述。

Next Teaching Focus 下一步教学重点

Preparation and argumentation structure for the next debate topic. 为下一次辩论主题做准备和论证结构练习。
Applying the use of expert opinions/evidence into arguments for all students. 要求所有学生将专家意见/证据应用到论点中。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Pronunciation & Reading: 发音与阅读：

Hannah: Expand answers to be more discursive rather than listing facts; incorporate richer vocabulary. Hannah：将回答扩展得更具讨论性，而不仅仅是列举事实；纳入更丰富的词汇。
Daniel: Focus on replacing vague fillers ('stuff', 'things') with domain-specific and stronger vocabulary. Daniel：专注于用领域特定的、更强的词汇替换模糊的填充词（如'stuff'、'things'）。

Speaking & Communication: 口语与交流：

Three: Begin integrating evidence from external sources (expert opinions/examples) into your next debate arguments. Three：在下一次辩论论点中开始融入来自外部来源的证据（专家意见/例子）。
All: Continue practicing structured rebuttal by directly addressing opponents' points immediately after they speak. 所有人：继续练习结构化反驳，在对手发言后立即直接回应他们的观点。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Research both sides of the next debate topic: 'Are Footballers Paid Too Much?' 研究下一次辩论主题：“足球运动员的薪水是否过高？”的双方论点。
Develop three strong points supported by research for the next class. 为下节课准备三个有研究支持的强有力论点。