Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: LS04DBA 课程名称： LS04DBA 课程

Topic: Exploring Debate Styles: Oxford vs. British Parliamentary 主题： 探索辩论风格：牛津式与英式议会辩论

Date: Date Not Specified 日期： 日期未指定

Student: Victor, Valerie, Alice, Bruce, Alex (Group Session) 学生： Victor, Valerie, Alice, Bruce, Alex (Group Session)

Teaching Focus 教学重点

Introducing and practicing British Parliamentary debate structure and the core question: 'Do you have to win to be successful?' by arguing both sides.

介绍并练习英式议会辩论结构，通过正反方辩论核心问题：“你必须赢才能成功吗？”

Teaching Objectives 教学目标

Students will be able to identify and differentiate between major debate styles (e.g., Oxford style vs. British Parliamentary). 学生将能够识别并区分主要的辩论风格（例如牛津式与英式议会辩论）。
Students will practice constructing arguments for both the affirmative and negative sides of a motion. 学生将练习就某一动议构建正方和反方的论点。
Students will improve their ability to listen actively and formulate rebuttal questions. 学生将提高积极倾听和提出反驳问题的能力。

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

Holiday Catch-up and Attendance Check: Teacher checks in with students (Victor, Valerie, Alice, Bruce, Alex) about their recent holidays and ensures all students are visible/present.

假期交流与点名： 老师与学生（Victor, Valerie, Alice, Bruce, Alex）交流假期情况，并确认所有学生都在线上并可见。

Introduction to Debate Styles: Teacher introduces Oxford style and focuses on the detailed structure of British Parliamentary (BP) debate, including roles (PM, LO, DPM, DLO, etc.) and speaking order.

辩论风格介绍： 老师介绍了牛津式辩论，并详细讲解了英式议会辩论的结构，包括角色（首相、反对党领袖等）和发言顺序。

Exploring the Motion: Winning vs. Success: Whole-class discussion on the motion: 'Do you have to win to be successful?' Students provide initial opinions, citing examples (Walt Disney, athletes).

探讨动议：赢与成功： 全班讨论动议：“你必须赢才能成功吗？”学生引用例子（华特·迪士尼、运动员）提供初步观点。

Structured Debate Round 1 & 2 (Agree vs. Disagree): Practice debate simulation where students rotate roles (speaker, panelist). Round 1: Alice (Agree) vs. Valerie (Disagree). Round 2: Victor (Agree) vs. Alex (Disagree). Panelists vote.

结构化辩论第一轮与第二轮（正方对反方）： 辩论实践，学生轮换角色（发言者、评委）。第一轮：Alice (正方) 对 Valerie (反方)。第二轮：Victor (正方) 对 Alex (反方)。评委投票。

Structured Debate Round 3 & 4 (Rotation): Round 3: Alex (Agree) vs. Alice (Disagree). Round 4 (Final): Bruce (Disagree) vs. Victor (Agree). Teacher emphasizes the need for structure and listening.

结构化辩论第三轮与第四轮（轮换）： 第三轮：Alex (正方) 对 Alice (反方)。第四轮（最终轮）：Bruce (反方) 对 Victor (正方)。老师强调结构和倾听的重要性。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Resolution, motion, affirmative, opposition, rebuttal, closing summary, government, prime minister, opposition whip, panelists, objective, consistent, concise, debate competition, world's best.

词汇：
动议/决议, 正方, 反方, 反驳, 总结陈词, 政府方, 首相, 反方鞭子, 评委, 客观的, 一致的, 简洁的, 辩论比赛, 世界最佳。

Concepts:
The structure of British Parliamentary debate; The distinction between 'winning' and 'being successful'; The necessity of arguing opposing viewpoints.

概念：
英式议会辩论的结构；“赢”与“成功”的区别；论证对立观点的必要性。

Skills Practiced:
Argument construction, structured speaking (using markers like 'Firstly', 'In conclusion'), rebuttal skills, active listening, role-playing different argumentative stances.

练习技能：
论点构建，结构化发言（使用“首先”、“总之”等提示词），反驳技巧，积极倾听，扮演不同论点立场。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Screen displaying debate structure and pro/con arguments for the motion. 显示辩论结构和动议正反方论点的白板/屏幕。
Examples of real-life debate scenarios (e.g., Parliament, sports). 现实生活中的辩论场景示例（如议会、体育运动）。

3. Student Performance Assessment (Victor, Valerie, Alice, Bruce, Alex (Group Session)) 3. 学生表现评估 (Victor, Valerie, Alice, Bruce, Alex (Group Session))

Participation and Activeness 参与度和积极性

High engagement from all five students, often requiring redirection (e.g., unmuting, camera focus). Victor and Valerie showed strong initial verbal participation. 所有五名学生参与度都很高，但需要多次提醒（如取消静音、注意摄像头）。Victor 和 Valerie 在初始阶段口头参与度很高。
Students struggled initially with impromptu structure but improved significantly after being guided to use preparation notes. 学生最初在即兴组织结构方面有些困难，但在被指导使用准备笔记后有了明显进步。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the core concept of BP structure (Government vs. Opposition) and the need for rebuttal. 学生理解了英式议会辩论的核心概念（政府方对反对方）以及反驳的必要性。
Understanding of complex reasoning improved as the lesson progressed, especially when applying the 'win vs. success' concept to different scenarios. 随着课程深入，学生对复杂推理的理解有所提高，尤其是在将“赢与成功”的概念应用于不同场景时。

Language Output Ability 语言输出能力

Oral: 口语：

Clarity varied; Alice was advised to slow down her fast-paced speaking in Round 3. Victor and Valerie used clearer sentence structures in later rounds. 清晰度不一；Alice 在第三轮被建议放慢语速。Victor 和 Valerie 在后续轮次中使用了更清晰的句子结构。
Students successfully used basic discourse markers (e.g., 'In conclusion', 'Firstly') by the end of the session. 到课程结束时，学生成功使用了基本的话语标记（例如“总之”、“首先”）。

Written: 书面：

N/A (Primarily oral debate session)

不适用（主要是口头辩论环节）

Student's Strengths 学生的优势

Valerie provided excellent, thoughtful responses, particularly in Round 1, using personal definitions of success. Valerie 提供了出色且深思熟虑的回答，特别是在第一轮，她使用了对成功的个人定义。
Victor provided a strong, clear example in Round 2, directly addressing the teacher's prompt. Victor 在第二轮中提供了一个有力、清晰的例子，直接回应了老师的提问。
Alice showed improvement in structuring her affirmative points clearly in Round 3. Alice 在第三轮中展示了构建清晰正方论点的进步。

Areas for Improvement 需要改进的方面

Consistency in maintaining camera visibility and focusing during peer arguments (notably Alex). 在同伴辩论时保持摄像头开启和专注度方面需要一致性（尤其是 Alex）。
Developing examples and evidence to support abstract claims, especially in the final rounds. 发展支持抽象论点的例子和证据，尤其是在最后几轮。
Pacing and fluency: Some students spoke too quickly (Alice) or hesitated significantly when unprepared (Bruce in Round 4). 语速和流畅度：有些学生说得太快（Alice），有些在未准备时犹豫不决（Bruce 在第四轮）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The activity of arguing both sides (Agree/Disagree) was highly effective for deep critical thinking. 正反两方辩论（Agree/Disagree）的活动对于培养深入的批判性思维非常有效。
The role rotation system successfully ensured every student experienced speaking, paneling, and arguing both sides. 角色轮换制度成功地确保了每位学生都体验了发言、评判以及正反双方的论证。

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

Pace was initially moderate but became fast-paced during the actual debate rounds to fit in maximum speaking time. 节奏最初是适中的，但在实际辩论轮次中加快了速度，以适应尽可能多的发言时间。
Teacher managed time well, giving brief preparation slots and controlling Q&A flow effectively. 老师对时间管理得当，给予了简短的准备时间，并有效地控制了问答流程。

Classroom Interaction and Atmosphere 课堂互动和氛围

Energetic and challenging, yet supportive. The teacher created a safe space for students to make mistakes while pushing them to think critically on both sides of an issue.

充满活力且富有挑战性，但同时也很支持。老师营造了一个安全的空间让学生可以犯错，同时推动他们对议题的双方进行批判性思考。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Identify debate styles) achieved through initial instruction. 教学目标1（识别辩论风格）通过初始讲解达成。
Objective 2 & 3 (Constructing arguments/rebuttal) were actively practiced across three full rounds of structured debate. 教学目标2和3（构建论点/反驳）在三轮结构化辩论中得到了积极的练习。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

The innovative structure forcing students to argue both sides of the motion in rotation. 创新的轮换结构，强迫学生对动议的正反两方进行辩论。
Effective use of peer panelists to maintain accountability and decision-making. 有效利用同伴评委来维持责任感和决策过程。

Effective Methods: 有效方法：

Providing structured argument prompts on the board to support students during preparation time. 在准备时间内，在白板上提供结构化的论点提示，以支持学生。
Immediate feedback and modeling of rebuttal techniques during the Q&A sections. 在问答环节中提供即时反馈和反驳技巧的示范。

Positive Feedback: 正面反馈：

Teacher praised students for excellent analysis, particularly Victor’s example in Round 2 and Valerie's rebuttal in Round 1. 老师表扬了学生出色的分析能力，特别是 Victor 在第二轮中的例子和 Valerie 在第一轮中的反驳。
Enthusiasm shown by the teacher encouraged participation despite the difficulty of the task. 老师的热情鼓励了学生参与，尽管这项任务有难度。

Next Teaching Focus 下一步教学重点

Applying the BP structure with a new, prepared motion. 应用英式议会辩论结构，准备一个新的动议进行辩论。
Focusing specifically on the roles of the Deputy Speakers (DPM/DLO) and how to bridge arguments between the opening and closing halves. 特别关注副发言人的角色（DPM/DLO）以及如何连接开篇和收尾阶段的论点。

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

Pronunciation & Reading: 发音与阅读：

Practice consciously slowing down speech when presenting key arguments to ensure clarity and impact (for Alice). 练习有意识地放慢语速来陈述关键论点，以确保清晰度和影响力（针对 Alice）。

Speaking & Communication: 口语与交流：

For future debates, attempt to integrate external examples (like the England World Cup mention) into the main argument structure, not just the rebuttal. 在未来的辩论中，尝试将外部例子（如英格兰世界杯的提及）整合到主要论点结构中，而不仅仅是反驳中。

Classroom Management: 课堂管理：

Remind students consistently to keep cameras on during formal debate segments to ensure full engagement and visual communication. 在正式辩论环节中持续提醒学生打开摄像头，以确保充分参与和视觉交流。

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

Research the key differences between Oxford Style and British Parliamentary Debate formats. 研究牛津式辩论和英式议会辩论格式的主要区别。