Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: UIE LS04 DBB 课程名称： UIE LS04 DBB 课程

Topic: Debate Preparation (Short vs. Long) and Application in an Ethical Scenario 主题： 辩论准备（短期与长期）及在伦理情景中的应用

Date: January 15th (Inferred) 日期： 1月15日 (推断)

Student: Zoe, Chloe, Renee, Mason, George, Cherry (New Student) 学生： Zoe, Chloe, Renee, Mason, George, Cherry (New Student)

Teaching Focus 教学重点

Distinguishing between short and long debate preparation; applying critical thinking to an ethical dilemma (Save a Cat vs. Famous Painting).

区分短期和长期辩论准备；将批判性思维应用于伦理困境（救猫还是救名画）。

Teaching Objectives 教学目标

Students will be able to define and contrast short preparation and long preparation techniques in debating. 学生能够定义并对比辩论中的短期准备和长期准备技巧。
Students will apply structured thinking (defining motion, identifying stakeholders) to an ethical debate motion. 学生将对一个伦理辩题应用结构化思维（定义动议、识别相关方）。
Students will practice teamwork and presentation skills in a group debate format. 学生将在小组辩论形式中练习团队合作和演讲技巧。

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

Greetings and Student Check-in: Teacher greets students (Zoe, Chloe, Renee, Mason, George), notes mood (many students stressed due to exams/homework), welcomes new student Cherry.

问候与学生情况了解： 老师问候学生，注意到许多学生因考试/作业压力大，并欢迎新学生Cherry。

Concept Introduction: Short vs. Long Preparation: Teacher explains the differences between short preparation (quick thinking, note-taking) and long preparation (research, deep thought) for debates.

概念介绍：短期 vs. 长期准备： 老师解释了辩论中短期准备（快速思考、做笔记）和长期准备（研究、深入思考）的区别。

Ethical Debate Discussion: Cat vs. Famous Painting: Introduction of the motion: 'If an art gallery is on fire, which one will you save? A cat or a famous painting?'. Initial class discussion exploring moral vs. financial value, referencing the Trolley Problem.

伦理辩论讨论：猫 vs. 名画： 引入辩题：‘如果美术馆着火，你会救猫还是救名画？’。初步全班讨论，探索道德价值与经济价值的权衡，并提及电车难题。

Group Preparation and Team Debate: Students are split into two groups (one team presenting both sides, the other committed to saving the cat). Groups prepare arguments. The first team (Chloe, Mason, Zoe) presents their balanced arguments. The second team (Renee, Cherry, George) presents their argument focused on saving the cat.

小组准备与团队辩论： 学生被分成两组（一组提出双方观点，另一组专注于救猫）。小组准备论据。第一队（Chloe, Mason, Zoe）展示平衡的论点。第二队（Renee, Cherry, George）展示专注于救猫的论点。

Conclusion and Wrap-up: Teacher delivers verdict (Team 2/Cat supporters win), praises all participants, welcomes Cherry formally, and announces the next topic (Short Debate: Should children be allowed to get a tattoo?).

总结与收尾： 老师宣布裁决（支持救猫的第二队获胜），表扬所有参与者，正式欢迎Cherry，并宣布下一主题（短期辩论：儿童应被允许纹身吗？）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Preparation, chewy, motion, research, actors, stakeholders, mechanism, rebuttal, value, irreplaceable, consciousness, empathy, signposting, verdict.

词汇：
准备，有嚼劲的，动议/论题，研究，行动者，利益相关者，机制，反驳，价值，不可替代的，意识，同理心，指引/提示语，裁决。

Concepts:
Short Preparation Debating, Long Preparation Debating, Ethical Dilemma (Life vs. Value), Defining Terms in a Motion.

概念：
短期准备辩论，长期准备辩论，伦理困境（生命 vs. 价值），辩论动议中的定义。

Skills Practiced:
Critical thinking, structuring arguments, rebutting, active listening, teamwork, public speaking under time constraints.

练习技能：
批判性思维，构建论点，反驳，积极倾听，团队合作，时间压力下的公开演讲。

Teaching Resources and Materials 教学资源与材料

Classroom discussion prompts. 课堂讨论提示。
Debate structure/signposting handout for the new student (Cherry). 为新学生（Cherry）提供的辩论结构/提示语讲义。

3. Student Performance Assessment (Zoe, Chloe, Renee, Mason, George, Cherry (New Student)) 3. 学生表现评估 (Zoe, Chloe, Renee, Mason, George, Cherry (New Student))

Participation and Activeness 参与度和积极性

Overall participation was high, with all students engaging in the complex ethical discussion, including the new student Cherry. 整体参与度很高，所有学生都参与了复杂的伦理讨论，包括新学生Cherry。
Mason mentioned relating the scenario to the Trolley Problem, showing deeper conceptual link. Mason提到了将此情景与电车难题联系起来，显示出更深层次的概念联系。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the difference between short and long preparation well, articulating when each is used. 学生很好地理解了短期准备和长期准备的区别，并阐述了各自的使用场景。
The complexity of the cat/painting dilemma required deep understanding of inherent vs. monetary value, which most students explored effectively. 猫/画作困境的复杂性要求学生深入理解内在价值与货币价值，大多数学生都有效地进行了探索。

Language Output Ability 语言输出能力

Oral: 口语：

Renee, Cherry, and George delivered notably strong, clear, and well-structured arguments in the final debate round. 在最后的辩论环节，Renee、Cherry和George的论述非常有力、清晰且结构良好。
Zoe provided excellent cross-examination questions to the first team, demonstrating strong active listening. Zoe对第一队提出了出色的质询问题，展示了很强的积极倾听能力。

Written: 书面：

Not explicitly recorded, but note-taking and structuring points were emphasized by the teacher.

未明确记录，但老师强调了记笔记和构建要点的过程。

Student's Strengths 学生的优势

George's concluding points regarding irreplaceable life vs. cultural heritage were very persuasive. George关于不可替代的生命与文化遗产的总结论点非常有说服力。
Cherry navigated her first debate successfully, maintaining a calm pace and clear structure. Cherry成功地应对了她的第一场辩论，保持了平静的节奏和清晰的结构。
Renee demonstrated excellent clarity and logical flow in her debate presentation. Renee在她的辩论展示中表现出极佳的清晰度和逻辑流畅性。

Areas for Improvement 需要改进的方面

The first team (Chloe, Mason, Zoe) struggled to commit to one side, resulting in arguments lacking sharp contrast, though they excelled in exploring nuance. 第一队（Chloe, Mason, Zoe）在坚持一个立场上有些困难，导致论点缺乏鲜明对比，尽管他们在探索细微差别方面表现出色。
Managing time within the speech structure needs more practice (e.g., first speaker talking too long, or drawing instead of preparing notes). 在演讲结构内控制时间需要更多练习（例如，第一位发言者谈论时间过长，或画图而不是准备笔记）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively adapted the standard debate structure to accommodate the complexity of the motion and the presence of a new student. 老师有效地调整了标准的辩论结构，以适应辩题的复杂性和新学生的参与。
The teacher successfully guided students past initial uncertainty to develop strong moral and philosophical arguments. 老师成功引导学生克服了最初的不确定性，发展出强有力的道德和哲学论点。

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

The initial segment on preparation concepts was efficient. The debate session required significant time management to allow all students to speak. 关于准备概念的初始环节很有效率。辩论环节需要大量的时间管理，以便让所有学生都有发言机会。
The teacher efficiently managed interruptions and redirected focus back to structured debate components. 老师有效地管理了干扰，并将焦点重新引导回结构化的辩论组成部分。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, intellectually stimulating, and supportive, especially towards the new student, Cherry.

参与性强，智力刺激充分，且具有支持性，尤其是对新学生Cherry。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Distinguish prep types) achieved during the concept introduction phase. 目标1（区分准备类型）在概念介绍阶段达成。
Objective 2 (Apply structure to dilemma) achieved through the successful group debates. 目标2（将结构应用于困境）通过成功的小组辩论达成。
Objective 3 (Teamwork/Presentation) achieved, particularly noted in the second team's strong cohesion. 目标3（团队合作/展示）得以达成，尤其体现在第二队强大的凝聚力上。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Excellent management of a complex, morally ambiguous motion, encouraging deep thought rather than easy answers. 对复杂、道德模糊的辩题管理得非常出色，鼓励深度思考而非简单答案。
Effective scaffolding for the new student, Cherry, by providing clear speech structures and involving her early. 为新学生Cherry提供了有效的脚手架支持，提供了清晰的演讲结构并在早期让她参与进来。
High praise and specific positive feedback were given to individual students (e.g., Renee's note-taking, Cherry's first performance). 对个别学生给予了高度赞扬和具体的积极反馈（例如，Renee的笔记，Cherry的首次表现）。

Effective Methods: 有效方法：

Using the 'Trolley Problem' analogy to connect abstract ethics to the debate scenario. 使用‘电车难题’类比将抽象的伦理学与辩论情景联系起来。
Adapting the debate format for the first team to present both sides, maximizing engagement with the difficult motion. 调整第一队的辩论形式以展示双方观点，最大化对这个困难动议的参与度。

Positive Feedback: 正面反馈：

Students successfully addressed counterarguments during cross-examination (e.g., Zoe questioning the cat's value/ownership). 学生们在质询环节成功地提出了反驳论点（例如，Zoe质疑猫的价值/所有权）。
The class recognized the importance of preparation, contrasting the stress of exams with the value of hard work for future careers. 学生们认识到准备工作的重要性，将考试压力与为未来职业所做的努力价值进行了对比。

Next Teaching Focus 下一步教学重点

Applying short preparation skills to a new motion: 'Should children be allowed to get a tattoo?' 将短期准备技巧应用于新的辩题：‘儿童应被允许纹身吗？’
Focusing on efficient note-taking and role assignment within a strict time limit. 在严格的时间限制内，重点关注高效的笔记记录和角色分配。

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

Pronunciation & Reading: 发音与阅读：

Continue focusing on clear articulation, especially when articulating nuanced philosophical terms (e.g., 'irreplaceable', 'consciousness'). 继续关注清晰的发音，尤其是在阐述细微的哲学术语时（例如，'irreplaceable'，'consciousness'）。

Speaking & Communication: 口语与交流：

For teams presenting both sides (Team 1), ensure clear internal agreement or division of labor to avoid confusing the primary stance. 对于同时陈述双方观点的队伍（第一队），需确保明确的内部共识或分工，以避免混淆主要立场。
Practice the 'signposting' phrases (Firstly, Secondly, In conclusion) until they become automatic, as demonstrated well by Renee and George. 练习‘指引性短语’（Firstly, Secondly, In conclusion），直到它们变得自然，就像Renee和George所展示的那样。

Structure & Content: 结构与内容：

When discussing preparation, emphasize the need to start note-taking immediately during the short prep period rather than drawing extensively. 在讨论准备工作时，强调在短期准备期间需要立即开始记笔记，而不是进行大量的绘画。

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

Review notes on short vs. long preparation techniques. 复习关于短期与长期准备技巧的笔记。
Prepare initial notes/arguments for the next short debate motion: 'Should children be allowed to get a tattoo?' 为下一个短期辩题‘儿童应被允许纹身吗？’准备初步笔记/论点。