Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: LS05DBA 课程名称： LS05DBA

Topic: Debate: Is being a teacher the best job? 主题： 辩论：做老师是最好的工作吗？

Date: September 26th 日期： 09月26日

Student: Alex, Lemon, Hannah 学生： Alex, Lemon, Hannah

Teaching Focus 教学重点

Revisiting debate structure, argumentation, delivery, and rebuttal skills.

复习辩论结构、论证、表达和反驳技巧。

Teaching Objectives 教学目标

Students will review and practice the formal structure of a debate (Introduction, Points 1-3, Conclusion). 学生将复习并练习辩论的正式结构（开场陈述、论点1-3、结论）。
Students will articulate reasons supporting their assigned debate side (Affirmative or Negative) on the topic 'Is teaching the best job?'. 学生将清晰地阐述支持其在“做老师是最好的工作吗？”这一主题中被分配立场的理由。
Students will engage in rebuttal by questioning arguments made by the opposing team. 学生将通过质疑对手团队的论点来进行反驳。

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

Personal Check-in & Topic Introduction: Teacher checked in with Alex about his day (school, lunch break) before formally introducing the debate topic: 'Teacher is the best job'.

个人问候与主题引入： 老师询问了Alex当天的活动（上学、午休情况）后，正式引入辩论主题：“老师是最好的工作”。

Reviewing Debate Rules and Brainstorming: Teacher reviewed what a debate is (two sides, winning with best reasons) and facilitated brainstorming on the pros and cons of teaching careers (vacation, pay, student behavior, paperwork). Students were assigned teams (Lemon=Affirmative, Alex/Hannah=Negative).

复习辩论规则和头脑风暴： 老师复习了辩论的定义（正反两方，以最佳理由获胜），并引导集思广益讨论教师职业的利弊（假期、薪水、学生行为、文书工作）。学生被分配到队伍（Lemon=正方，Alex/Hannah=反方）。

Formal Debate Rounds: Students delivered their prepared speeches following the structure: Affirmative (Lemon, then Teacher acted as Affirmative due to initial confusion), followed by Negative (Hannah, Alex).

正式辩论环节： 学生按照结构（开场陈述、论点1-3、结论）进行了准备好的发言。先是正方（Lemon，后因Lemon临时改边立场，老师代为正方发言），然后是反方（Hannah, Alex）。

Rebuttals and Feedback: Teacher opened the floor for rebuttals (Lemon questioned Teacher's points, Hannah and Alex questioned each other's team). Teacher provided positive feedback on structure and participation, and announced the Negative team won.

反驳与总结： 老师开放反驳环节（Lemon反驳老师的观点，Hannah和Alex互相提问）。老师对结构和参与度给予了积极反馈，并宣布反方获胜。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, motion, topic, agree, disagree, argument, reason, paperwork, tenure, standardized tests, financial security, rebuttal, affirmative, negative.

词汇：
辩论，动议，主题，同意，不同意，论点，理由，文书工作，终身教职，标准化测试，财务保障，反驳，正方，反方。

Concepts:
The structure of formal argumentation; balancing pros and cons in a complex issue; maintaining team alignment in a debate.

概念：
正式论证的结构；在复杂议题中权衡利弊；在辩论中保持团队立场的一致性。

Skills Practiced:
Speaking clearly and loudly, maintaining a debate structure, developing logical arguments, active listening, and formulating spontaneous rebuttals.

练习技能：
清晰响亮地表达、保持辩论结构、发展逻辑论点、积极倾听和形成即兴反驳。

Teaching Resources and Materials 教学资源与材料

Video on 'Pros and Cons of Teaching' (used for content generation). 关于“教师工作的利弊”的视频（用于内容生成）。
Whiteboard/Visual aids for listing pros and cons. 白板/视觉辅助工具用于列出利弊。
Pre-defined debate structure template (Introduction, Firstly, Secondly, Thirdly, Conclusion). 预设的辩论结构模板（开场陈述、首先、其次、第三、结论）。

3. Student Performance Assessment (Alex, Lemon, Hannah) 3. 学生表现评估 (Alex, Lemon, Hannah)

Participation and Activeness 参与度和积极性

All three students (Alex, Lemon, Hannah) participated actively in brainstorming and the formal debate. 所有三名学生（Alex, Lemon, Hannah）都积极参与了头脑风暴和正式辩论。
Lemon showed growth in confidence, although initially struggled with team consistency. Lemon在信心方面有所提升，尽管最初在团队立场一致性上有所挣扎。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated a good understanding of what a debate requires (taking a side, using reasons). 学生们表现出对辩论要求的良好理解（选边站队，使用理由）。
Comprehension of the debate topic's nuances (e.g., focusing on the teacher's feelings, not the student's) was achieved through guided discussion. 通过引导讨论，学生们理解了辩论主题的细微差别（例如，关注老师的感受，而不是学生的感受）。

Language Output Ability 语言输出能力

Oral: 口语：

Alex successfully implemented the structural markers ('Firstly', 'Secondly', 'Thirdly', 'In conclusion') in his debate. Alex在他的辩论中成功运用了结构性标记（“首先”，“其次”，“第三”，“总之”）。
Lemon spoke for a longer duration and effectively conveyed several strong points. Lemon发言时间较长，有效地传达了几个有力的论点。

Written: 书面：

Students were encouraged to write down their points/structure, which aided delivery and focus.

鼓励学生写下他们的论点/结构，这有助于表达和专注。

Student's Strengths 学生的优势

Alex's clear adoption of formal debate structure (Firstly, Secondly, Thirdly). Alex清晰地采用了正式的辩论结构（首先、其次、第三）。
Hannah's effective and thoughtful rebuttal skills demonstrated strong listening. Hannah有效的和深思熟虑的反驳技巧展示了出色的倾听能力。
Lemon's confidence growth during the session and the strength of his initial points. Lemon在课程中的信心增长以及他初始论点的力度。

Areas for Improvement 需要改进的方面

Maintaining team consistency; Lemon initially stated a position contrary to his assigned team. 保持团队立场的一致性；Lemon最初陈述的立场与他被分配的队伍不符。
Pacing and clarity in delivery for all students during high-pressure speaking moments. 所有学生在有压力的发言时刻，语速和清晰度仍需提升。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The review of debate rules and content seeding via video was highly effective in generating substantive arguments. 通过视频回顾辩论规则和输入内容，对产生实质性论点非常有效。
The interactive rebuttal phase successfully engaged students beyond simple statement delivery. 互动反驳环节成功地使学生超越了简单的陈述，积极参与其中。

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

The preparation time was well-managed, using countdown timers to build anticipation for the debate. 准备时间管理得当，利用倒计时来为辩论环节营造期待感。
The pace was dynamic, moving quickly between discussion, video, preparation, and performance. 节奏充满活力，在讨论、视频、准备和表演之间快速切换。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaged, supportive, and focused, particularly during the debate structure review and performance.

投入、支持性和专注，尤其是在辩论结构复习和表演期间。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Structure review) was fully met during the prep phase. 目标1（结构复习）在准备阶段得到充分实现。
Objective 2 (Articulating reasons) was met by all students delivering structured speeches. 目标2（阐述理由）通过所有学生的结构化发言得到满足。
Objective 3 (Rebuttal) was partially met, showing great potential, especially with Hannah's questions. 目标3（反驳）得到部分实现，展现出巨大潜力，尤其是Hannah的提问。

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 scaffolding of complex tasks like debate preparation. 对辩论准备等复杂任务的支架式教学做得非常出色。
Effective use of real-world content (video) to fuel critical thinking. 有效地利用现实世界的内容（视频）来激发批判性思维。

Effective Methods: 有效方法：

Explicitly framing debate success around structure (Firstly, Secondly, Thirdly) greatly benefited Alex's delivery. 明确将辩论成功框架为结构化表达（首先、其次、第三）极大地帮助了Alex的表达。
Encouraging students to prepare notes rather than memorize helped maintain focus. 鼓励学生准备笔记而不是死记硬背，有助于保持专注。

Positive Feedback: 正面反馈：

The teacher managed the initial debate team confusion smoothly by stepping in as a temporary affirmative speaker. 老师通过临时充当正方发言人，顺利地处理了最初的辩论队伍混乱问题。
High praise was given to all students for their improvement and effort. 老师对所有学生在进步和付出的努力给予了高度赞扬。

Next Teaching Focus 下一步教学重点

Continue practicing debate skills, focusing specifically on formulating strong, timed questions for the opposing team. 继续练习辩论技巧，特别是专注于为对手团队制定强有力、有时限的问题。
For the next session, students will be assigned new teams, ensuring they might argue a side they don't personally agree with. 在下一节课中，学生将被分配到新队伍，确保他们可能需要为自己不赞同的一方进行辩论。

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

Speaking & Communication: 口语与交流：

Students should practice sticking to their assigned team stance throughout the preparation and performance to avoid confusion. 学生应在整个准备和表演过程中练习坚持自己被分配的团队立场，以避免混乱。
For future debates, encourage all students to focus on delivering a strong opening and concluding statement. 对于未来的辩论，鼓励所有学生专注于提供强有力的开场陈述和总结陈词。

Debate Strategy: 辩论策略：

Next time, focus on structuring rebuttals more formally (e.g., 'I disagree with X because...'). 下次，应更正式地关注反驳的结构（例如，“我不同意X的观点，因为……”）。
Lemon needs to review the team assignment immediately upon selection to ensure immediate alignment. Lemon需要在选定队伍后立即复核团队分配，以确保立场立即一致。

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

Review the video content again and prepare at least three strong arguments for BOTH sides of the next debate topic. 回顾视频内容，并为下一辩论主题的双方准备至少三个有力的论据。
Practice saying the debate structure aloud multiple times to internalize the pacing. 练习大声说出辩论结构多次，以内化表达节奏。