Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: LS05DBA 课程名称： LS05DBA 课程

Topic: Introduction to Debate Structure and First Speaker Role (Motion: Children should choose what they want to learn in school) 主题： 辩论结构和第一发言人角色介绍 (动议：儿童应该选择他们在学校想学什么)

Date: Unspecified Date (Based on internal code 1114) 日期： 未指定日期 (基于内部代码 1114)

Student: York (and Alex, Valerie) 学生： York (and Alex, Valerie)

Teaching Focus 教学重点

Introducing debate structure (Problem, Plan, Points) and signposting for the first affirmative speaker, followed by a practice debate.

介绍辩论结构（问题、计划、论点）和第一肯定发言人的引导词，随后进行模拟辩论。

Teaching Objectives 教学目标

Student York understands the basic structure of a debate (affirmative/negative teams, points, reasons). 学生York理解辩论的基本结构（肯定/否定队、论点、理由）。
Students practice using signposting language within a debate setting. 学生在辩论环境中练习使用引导性话语（signposting）。
Students participate in a timed debate on the motion: 'Children should choose what they want to learn in school'. 学生就“儿童应该选择他们在学校想学什么”这一动议进行限时辩论。

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

Greeting and Casual Talk: Teacher greets students (York joins late) and engages in brief conversation about their day and hobbies (e.g., basketball).

问候与寒暄： 老师问候学生（York迟到），并进行简短交谈，了解他们的一天和爱好（例如篮球）。

Debate Structure Introduction: Teacher explains the structure of debating (agree/disagree teams, need for points/reasons) and the role of the first speaker, focusing on Problem, Plan, and Points structure, and signposting techniques.

辩论结构介绍： 老师解释辩论结构（同意/不同意队，需要论点/理由）和第一发言人的角色，重点讲解问题、计划和论点结构以及引导词技巧。

Practical Example and Signposting Review: Teacher uses the topic 'Plastic bags should be banned' to model the Problem-Plan-Points structure. Further review of signposting phrases (e.g., 'However,' 'In conclusion').

实例演示与引导词回顾： 老师以“塑料袋应该被禁止”为例，演示问题-计划-论点结构。进一步回顾引导性短语（如“然而”、“总之”）。

Practice Debate Preparation: The motion 'Children should choose what they want to learn in school' is introduced. Teams are set (Affirmative: Lisa/Valerie; Negative: Alex/York). Teacher uses a breakout room to brief Valerie, while Alex and York prepare.

模拟辩论准备： 引入动议“儿童应该选择他们在学校想学什么”。确定队伍（肯定方：Lisa/Valerie；否定方：Alex/York）。老师使用分房间功能指导Valerie，同时Alex和York准备。

Timed Debate: Four students deliver 2-minute speeches, practicing opening addresses and rebuttals. Teacher provides praise and final notes on debate etiquette.

限时辩论： 四名学生进行2分钟的发言，练习开场白和反驳。老师给予表扬并对辩论礼仪给出最后指导。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debating, affirmative, disagree, signposting, motion, rebuttle, chairperson, opponents, structure, pollution, toxic fumes, independence, motivation, consequences, academic, disruptive.

词汇：
辩论，肯定方，反驳，引导词，动议，反驳，主席，对手，结构，污染，有毒烟雾，独立性，积极性/动机，后果，学术的，扰乱性的。

Concepts:
Debate structure (Problem, Plan, Points); Signposting techniques; Formality in debate (addressing opponents); The role of core vs. elective subjects.

概念：
辩论结构（问题、计划、论点）；引导词技巧；辩论中的正式性（称呼对手）；核心课程与选修课的作用。

Skills Practiced:
Structuring an argumentative speech (First Speaker), active listening, on-the-spot rebuttal, formal address.

练习技能：
组织论证性演讲（第一发言人），积极倾听，现场反驳，正式开场陈词。

Teaching Resources and Materials 教学资源与材料

Whiteboard notes detailing Problem-Plan-Points structure. 详细说明问题-计划-论点结构的白板笔记。
List of useful signposting sentences. 有用的引导性句子的列表。

3. Student Performance Assessment (York (and Alex, Valerie)) 3. 学生表现评估 (York (and Alex, Valerie))

Participation and Activeness 参与度和积极性

York's participation was highly valuable as this was his first formal debate; he spoke for the full two minutes. York的参与非常有价值，这是他的第一次正式辩论；他发言满了两分钟。
Alex and Valerie showed strong engagement, particularly in the Q&A phase and debate itself. Alex和Valerie表现出强烈的参与度，尤其是在问答环节和辩论本身。

Language Comprehension and Mastery 语言理解和掌握

York demonstrated basic understanding of the structure requirement (mentioning 'conclusion' and using numbering). York展示了对结构要求的初步理解（提到了“结论”并使用了编号）。
Students grasped the core conflict in the motion, debating motivation vs. necessity of core subjects. 学生们理解了动议的核心冲突，即学习动机与核心科目必要性之间的权衡。

Language Output Ability 语言输出能力

Oral: 口语：

York's fluency was acceptable for a first attempt, though structure delivery needs refinement. 对于初次尝试来说，York的流利度尚可，但结构表达需要完善。
Alex provided clear, structured arguments with good use of linking vocabulary ('connected'). Alex提供了清晰、结构化的论点，并有效地运用了连接词汇（“connected”）。

Written: 书面：

N/A - Focus was purely oral and structural introduction.

不适用 - 重点完全在于口头和结构介绍。

Student's Strengths 学生的优势

York successfully delivered a full two-minute speech in his first debate. York在他的第一次辩论中成功地进行了整整两分钟的演讲。
Valerie offered inventive and clear boundaries for her arguments (e.g., setting age limits for subject choice). Valerie为她的论点提供了富有想象力且清晰的界限（例如，为选科设定年龄限制）。
Alex effectively used rebuttal language and demonstrated strong logical connection between subject needs. Alex有效地运用了反驳语言，并展示了科目需求之间强大的逻辑联系。

Areas for Improvement 需要改进的方面

All students need to consistently implement the formal debate address (e.g., 'Good morning, chairperson, worthy opponents'). 所有学生都需要始终如一地使用正式的辩论称呼（例如，“早上好，主席，尊敬的对手们”）。
York needs practice in maintaining flow and integrating signposting naturally. York需要练习保持流畅性并将引导词自然地融入演讲中。
Students need to ensure their points directly address the motion rather than drifting into tangential issues. 学生需要确保他们的论点直接针对动议，而不是偏离到次要问题上。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The step-by-step introduction to debate structure using the familiar 'Plastic Bag' topic was highly effective for scaffolding York's understanding. 使用熟悉的“塑料袋”话题逐步介绍辩论结构，对于搭建York的理解非常有效。
The timing and role assignments for the practice debate provided excellent, immediate application of the learned theory. 实践辩论的时间安排和角色分配为所学理论提供了极好的即时应用。

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

Pace was initially slow to ensure York understood the core concepts, then accelerated appropriately for the preparation and debate phases. 为了确保York理解核心概念，节奏最初较慢，随后在准备和辩论阶段适当地加快了速度。
Teacher managed time well, wrapping up the core theory before moving into team preparation. 老师很好地管理了时间，在进入团队准备之前完成了核心理论的讲解。

Classroom Interaction and Atmosphere 课堂互动和氛围

Supportive and engaging. The teacher praised all students, especially York for his first effort, creating a positive learning environment for risk-taking.

支持性和参与性强。老师表扬了所有学生，特别是York的第一次尝试，为尝试新事物创造了积极的学习环境。

Achievement of Teaching Objectives 教学目标的达成

The basic structure and signposting were introduced and immediately applied, achieving the structural objective. 基本结构和引导词被介绍并立即应用，实现了结构目标。
All students delivered a speech, providing necessary practice, although further refinement on etiquette is required. 所有学生都进行了发言，提供了必要的练习，尽管在礼仪方面还需要进一步完善。

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 technique, moving from abstract concepts to concrete application. 出色的脚手架技术，从抽象概念过渡到具体应用。
Effective management of a mixed-level group by pairing students strategically for the debate. 通过策略性地为辩论分组，有效地管理了混合水平的群体。

Effective Methods: 有效方法：

Modeling the 'Problem, Plan, Points' structure using a relatable, non-academic topic (plastic bags). 使用易于理解的、非学术性的主题（塑料袋）来演示“问题、计划、论点”结构。
Providing clear feedback focusing on one major area for improvement (formal opening address) for next time. 提供明确的反馈，重点关注下次需要改进的一个主要方面（正式开场致辞）。

Positive Feedback: 正面反馈：

Praise for Alex's logical connections and Valerie's inventive structuring of arguments. 表扬了Alex的逻辑连接和Valerie富有创意的论点构建。
Strong encouragement for York's successful completion of his first full debate. 对York成功完成第一次完整辩论给予了强有力的鼓励。

Next Teaching Focus 下一步教学重点

Consistently applying the formal debate opening address/etiquette. 持续应用正式的辩论开场致辞/礼仪。
Analyzing the structure and application of the second speaker's role (rebuttal and extension). 分析第二发言人角色（反驳和延伸）的结构和应用。

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

Pronunciation & Reading: 发音与阅读：

Students should practice the rhythm and intonation of formal phrases to sound more persuasive. 学生应练习正式短语的节奏和语调，以听起来更具说服力。

Speaking & Communication: 口语与交流：

All debaters must prioritize the opening address: 'Good morning/evening, Chairperson, Judges, and Worthy Opponents' before stating their stance. 所有辩手都必须优先进行开场致辞：在陈述立场前，先说“早上好/晚上好，主席、评委和尊敬的对手们”。
York should practice integrating signposting language ('Firstly,' 'Secondly') while delivering his main points to improve clarity. York应该练习在陈述主要论点时融入引导词（“首先”、“其次”），以提高清晰度。

Debate Mechanics: 辩论机制：

Practice defining core terms of the motion early in the first speech to prevent ambiguity. 练习在首次发言中尽早定义动议的核心术语，以避免歧义。

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

Research the next motion: 'Children should get paid after they do house work' (for next week's debate). 研究下一个动议：“儿童做完家务后应该获得报酬”（用于下周辩论）。
Review the provided list of signposting phrases for fluency practice. 复习提供的引导性短语列表，以练习流利度。