Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 0116 UIE LS05DB A 课程名称： 课程 0116 UIE LS05DB A

Topic: Stage Fright Management and Debate on Footballer Wages 主题： 舞台恐惧管理与足球运动员薪资辩论

Date: Unspecified Date (Based on Session ID) 日期： 日期不详（基于课程序号）

Student: Alex, Ashley, Marina, Celine, Charlotte 学生： Alex, Ashley, Marina, Celine, Charlotte

Teaching Focus 教学重点

Practicing argumentation structure in a debate setting, building confidence, and oral fluency through discussion.

在辩论环境中练习论证结构，建立自信，并通过讨论提高口语流利度。

Teaching Objectives 教学目标

Students will effectively use debate structure (Firstly, Secondly, For example, In conclusion) in their arguments. 学生将在论证中有效运用辩论结构（首先、其次、例如、总之）。
Students will practice techniques to manage stage fright and speaking anxiety. 学生将练习管理舞台恐惧和演讲焦虑的技巧。
Students will articulate and defend their position regarding the motion: 'Footballers are paid too much money.' 学生将清晰阐述并捍卫他们对“足球运动员薪水是否过高”这一动议的立场。

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

Student Introductions & Settling In: Greeting students, managing technical issues (mute, camera), and confirming prior debating experience.

学生介绍与稳定状态： 问候学生，管理技术问题（静音、摄像头），并确认以往的辩论经验。

Discussion on Stage Fright: Discussing causes of stage fright (audience presence) and brainstorming calming techniques (deep breathing, looking at friends, power poses, practice).

舞台恐惧讨论： 讨论舞台恐惧的原因（观众的存在）并集思广益冷静技巧（深呼吸、看朋友、力量姿势、练习）。

Tongue Twister Practice: Practicing tongue twisters ('Peter Piper picked...', 'How can a clam cram...') for clear articulation, volume, and speed.

绕口令练习： 练习绕口令（'Peter Piper picked...'，'How can a clam cram...'）以清晰的口齿、音量和语速。

Debate Setup and Preparation: Introducing the motion ('Footballers are paid too much money'), clarifying debate structure (Affirmative/Negative), and allocating 5 minutes for preparation.

辩论设置与准备： 介绍动议（“足球运动员薪水是否过高”），阐明辩论结构（正方/反方），并分配5分钟准备时间。

Formal Debate Session: Teacher presented the Affirmative case first, followed by structured rebuttals from Celine/Charlotte (Negative), Marina (Negative), and Alex (Negative).

正式辩论环节： 教师首先陈述正方观点，随后是Celine/Charlotte (反方)、Marina (反方) 和 Alex (反方) 的结构化反驳。

Post-Debate Q&A and Wrap-up: Teacher posed follow-up questions to test consistency, teacher conceded to the Negative team, and planned next session.

辩论后问答与总结： 教师提出后续问题以检验论点一致性，教师最终让步给反方，并计划下一课内容。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Stage fright, anxious, audience, power poses, superhero pose, alliteration, tongue twisters, conviction, affirmative, negative, motion, concede, justification.

词汇：
舞台恐惧, 焦虑的, 观众, 力量姿势, 超级英雄姿势, 头韵, 绕口令, 信念, 正方, 反方, 动议, 让步, 理由/辩护。

Concepts:
Debate Structure (Opening statement, rebuttal, conclusion), Managing performance anxiety, Comparative salary justification (Sports vs. Essential Services).

概念：
辩论结构（开场陈述、反驳、结论），管理表演焦虑，比较薪资合理性（体育 vs. 基础服务）。

Skills Practiced:
Argument construction, persuasive speaking, active listening (especially during preparation and rebuttal), fluency under pressure.

练习技能：
论证构建，说服性演讲，积极倾听（尤其是在准备和反驳期间），压力下的流利表达。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Screen for displaying notes and debate structure. 白板/屏幕用于展示笔记和辩论结构。
Pre-prepared debate notes/statistics on footballer salaries vs. other professions. 预先准备的关于足球运动员薪资与其他职业薪资的辩论笔记/统计数据。

3. Student Performance Assessment (Alex, Ashley, Marina, Celine, Charlotte) 3. 学生表现评估 (Alex, Ashley, Marina, Celine, Charlotte)

Participation and Activeness 参与度和积极性

High engagement from all five students throughout the session, especially during the initial discussion and the formal debate. 所有五名学生在整个课程中参与度很高，尤其是在初步讨论和正式辩论中。
Students were attentive to technical checks (unmuting) and instructions. 学生们注意到了技术检查（取消静音）和指令。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the core argument of the debate and were able to articulate reasons for their assigned side. 学生们理解了辩论的核心论点，并能为自己分配的立场阐述理由。
Students demonstrated understanding of the debate structure, even if slightly hesitant in application. 学生们表现出对辩论结构的理解，尽管在应用时略显犹豫。

Language Output Ability 语言输出能力

Oral: 口语：

Alex demonstrated resilience by recovering well after losing his place in the speech. Alex在演讲中途迷失方向后表现出很好的恢复能力。
Marina's points were clearly signposted, indicating good organizational skills in speech delivery. Marina的观点清晰，表明她在演讲表达中具有良好的组织能力。
Celine and Charlotte successfully coordinated their joint speaking time. Celine和Charlotte成功协调了她们共同的发言时间。

Written: 书面：

N/A (Focus was purely oral debate)

不适用（重点完全在口头辩论）

Student's Strengths 学生的优势

Strong engagement in collaborative discussion (Stage Fright activity). 在协作讨论（舞台恐惧活动）中表现出高度的参与性。
Ability to use examples (e.g., contrasting doctor's pay) to support arguments. 能够使用例子（例如，对比医生的薪水）来支持论点。
Resilience and ability to self-correct during timed speaking tasks (Alex). 在限时口语任务中表现出的韧性和自我修正能力（Alex）。

Areas for Improvement 需要改进的方面

Consistency in remembering to check microphone status (unmute/mute) throughout the session. 在整个课程中持续关注麦克风状态（取消静音/静音）的连贯性。
Maintaining correct speech pacing, especially during high-anxiety moments like the debate. 保持正确的语速，尤其是在辩论等高焦虑时刻。
Ensuring all provided notes/resources are actively utilized during preparation to avoid repetition or hesitation. 确保在准备期间积极利用所有提供的笔记/资源，以避免重复或犹豫。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The structured debate format provided an excellent high-stakes practice environment. 结构化的辩论形式提供了一个优秀的、有挑战性的实践环境。
The initial stage fright discussion validated student feelings and offered tangible coping mechanisms. 最初的舞台恐惧讨论肯定了学生的感受并提供了切实的应对机制。

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

Pace was slightly rushed during the tongue twister section but well controlled during the debate segments. 绕口令部分的节奏略快，但在辩论环节的控制得当。
Sufficient time was allocated for preparation (5 minutes) before the timed speaking slots. 为限时发言环节分配了足够的时间进行准备（5分钟）。

Classroom Interaction and Atmosphere 课堂互动和氛围

Energetic, supportive, and intellectually stimulating, despite initial technical interruptions.

充满活力、支持性和智力激发性，尽管最初有技术干扰。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Structure) achieved; students referenced 'Firstly, Secondly' etc. 目标1（结构）达成；学生引用了“首先、其次”等。
Objective 2 (Stage Fright) addressed successfully through preliminary discussion. 目标2（舞台恐惧）通过初步讨论得到了成功解决。
Objective 3 (Defending Position) achieved, resulting in the teacher conceding the debate. 目标3（捍卫立场）达成，导致教师让步接受反方观点。

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 transition from anxiety management to a complex argumentative task. 从焦虑管理到复杂的论证任务的有效过渡。
Skillful moderation during the debate, including targeted follow-up questions. 辩论期间娴熟的调控技巧，包括有针对性的后续提问。

Effective Methods: 有效方法：

Using student personal experiences (Celine's sports meet speech) to illustrate concepts. 利用学生的个人经历（Celine的运动会演讲）来阐述概念。
Providing clear structural scaffolding for the debate arguments. 为辩论论点提供清晰的结构化脚手架。

Positive Feedback: 正面反馈：

Praise for Alex's composure when regaining his train of thought during his speech. 赞扬Alex在演讲中恢复思路时的沉着表现。
Positive affirmation regarding Marina's clear signposting of arguments. 对Marina清晰的论点指示给予了积极的肯定。

Next Teaching Focus 下一步教学重点

Applying debate structure to the new motion: 'Robots in every home.' 将辩论结构应用于新动议：'每个家庭引入机器人'。
Focusing on improving transition words and phrases to connect ideas more logically. 专注于改进过渡词和短语，以使思想连接更合乎逻辑。

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 practicing tongue twisters focusing on speed and clarity, perhaps recording and listening back to monitor pacing. 继续练习绕口令，重点关注速度和清晰度，可以录音并回放以监控节奏。

Speaking & Communication: 口语与交流：

For future debates, ensure all students in a team (especially pairs) coordinate on who will cover which points to ensure smooth transitions. 对于未来的辩论，确保团队中的所有成员（尤其是配对的）协调好谁负责哪些论点，以确保过渡顺畅。
When presenting arguments, try to vary sentence openers beyond 'Firstly' and 'Secondly' to enhance sophistication. 在陈述论点时，尝试在'Firstly'和'Secondly'之外变化句首用语，以提升表达的成熟度。

Debate & Logic: 辩论与逻辑：

When preparing rebuttals, explicitly plan counter-arguments against predicted opposing points, rather than relying solely on pre-written notes. 在准备反驳时，明确计划针对预期相反观点的对策，而不是仅仅依赖预先写好的笔记。

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

Students should research arguments for and against the introduction of domestic robots (Affirmative/Negative stances). 学生应研究支持和反对在家庭中引入机器人的论点（正方/反方立场）。
Review the benefits of deep breathing and power poses discussed today for future speaking engagements. 复习今天讨论的深呼吸和力量姿势的益处，以备将来演讲之需。