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: Debating Skills: Roles and Practice (Motion: Should cars be banned from city centers?) 主题： 辩论技巧：角色与实践（动议：是否应禁止汽车进入市中心）

Date: Date not specified in transcript, based on title: 1219 日期： 日期未在文本中明确，基于标题：1219

Student: Molly, Angel, Alex (Partial participation) 学生： Molly, Angel, Alex (Partial participation)

Teaching Focus 教学重点

Introduction to debate structure (Agree/Disagree teams, Chair/Judge role) and focusing on the Third Speaker's role (rebuttal and conclusion). Practicing the first full debate.

介绍辩论结构（正方/反方，主席/裁判角色）并重点关注第三发言人的角色（反驳和总结）。练习第一次完整的辩论。

Teaching Objectives 教学目标

Students will understand the roles of the First, Second, and Third speakers in a formal debate. 学生将理解正式辩论中第一、第二和第三发言人的角色。
Students will practice constructing arguments and rebuttals based on the motion: 'Should cars be banned from city centers?'. 学生将练习根据动议‘是否应禁止汽车进入市中心’构建论点和反驳。
Students will practice signposting and concluding their arguments effectively. 学生将练习有效使用路标和进行总结。

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

Casual Talk & Introduction: Greeting students (Molly, Angel, Alex) and light chat about Christmas; brief technical check for Alex.

闲聊与介绍： 问候学生（Molly, Angel, Alex）并进行圣诞节的轻松交谈；为Alex进行简短的技术检查。

Explaining Debate Structure: Teacher explains the roles: Agree/Affirmative team, Disagree/Negative team, and the Chair/Judge role. Focus on the roles of the three speakers (1st: define/present, 2nd: rebut/new point, 3rd: summarize/conclude).

解释辩论结构： 教师解释角色：正方/同意方，反方/不同意方，以及主席/裁判的角色。重点讲解三位发言人的角色（第一：定义/陈述，第二：反驳/新观点，第三：总结/结论）。

Topic Discussion & Brainstorming: Discussing the motion: 'Should cars be banned from city centers?'. Students offer initial arguments for and against, exploring alternatives (e.g., electric cars, public transport cost).

主题讨论与头脑风暴： 讨论动议：‘是否应禁止汽车进入市中心？’学生们提供初步的正反方论点，探讨替代方案（例如电动汽车、公共交通成本）。

Debate Setup and Practice Speeches: Assigning teams (Affirmative: Molly & Angel; Negative: Alex & Teacher/Lisa acting as final speaker). Students prepare and deliver their timed speeches (Molly first, then Alex, Angel, and Teacher). Teacher provides signposting aids.

辩论设置与练习发言： 分组（正方：Molly和Angel；反方：Alex和教师/Lisa作为最后一位发言人）。学生准备并进行限时发言（Molly先，然后是Alex、Angel和教师）。教师提供路标提示。

Questions and Voting: Open floor for cross-team questions. Teacher facilitates, then holds a vote. Affirmative team (Molly & Angel) wins the practice debate.

提问与投票： 开放提问环节。教师引导，然后进行投票。正方（Molly和Angel）赢得了本次练习辩论。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, motion, agree team, affirmative team, disagree team, negative team, chair, judge, rebut, conclusion, signposting, practical, revenue, vulnerable groups, accessibility, pollution, congestion, electric cars, public transport.

词汇：
辩论，动议，正方，肯定方，反方，不同意方，主席，裁判，反驳，结论，路标，实际的，收入，弱势群体，可及性，污染，拥堵，电动汽车，公共交通。

Concepts:
Formal debate structure, specific roles of speakers, constructing reasoned arguments, rebutting opponents' points, concluding effectively, considering practical implications vs. idealistic goals.

概念：
正式辩论结构，发言人的具体角色，构建有理有据的论点，反驳对手的观点，有效总结，考虑实际影响与理想目标之间的权衡。

Skills Practiced:
Public speaking, argumentation, critical thinking, rapid response (rebuttal), use of formal linking words (signposting), time management during presentation.

练习技能：
公开演讲，论证，批判性思维，快速反应（反驳），使用正式的连接词（路标），演讲中的时间管理。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Visual aid for debate structure mapping. 白板/视觉辅助工具用于绘制辩论结构图。
Pre-recorded video clip of UK teachers discussing the motion on banning city center cars. 英国教师讨论‘禁止市中心汽车’动议的预录视频片段。
Timer for speech length (2 minutes target). 计时器用于控制演讲时间（目标2分钟）。

3. Student Performance Assessment (Molly, Angel, Alex (Partial participation)) 3. 学生表现评估 (Molly, Angel, Alex (Partial participation))

Participation and Activeness 参与度和积极性

Molly and Angel were highly engaged throughout the introduction and debate structure explanation. Molly和Angel在整个介绍和辩论结构解释中都表现出高度参与。
Alex faced initial technical issues but participated actively once connected, contributing thoughtful points. Alex起初有技术问题，但连接后积极参与，提出了深思熟虑的观点。
All students participated in the final debate, demonstrating willingness to apply the learned concepts. 所有学生都参与了最后的辩论，展现了应用所学概念的意愿。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the basic structure (Agree vs. Disagree) quickly. 学生们很快掌握了基本结构（正方 vs. 反方）。
The concept of the Third Speaker's role (repeating/concluding) was understood, though complex in application. 第三发言人角色（重复/总结）的概念被理解，尽管在应用上较复杂。
Molly demonstrated excellent comprehension by integrating statistics and expert opinions into her opening speech. Molly通过在开场陈述中整合统计数据和专家意见，展示了出色的理解力。

Language Output Ability 语言输出能力

Oral: 口语：

Molly delivered a well-researched opening speech but spoke too quickly due to nervousness. Molly进行了研究充分的开场陈述，但由于紧张语速过快。
Alex showed significant improvement in consistency and clarity of points compared to previous sessions. Alex在一致性和论点清晰度方面比以往表现出显著进步。
Angel effectively used signposting ('First,' 'Second') during her speech. Angel在发言中有效地使用了路标词（'First', 'Second'）。

Written: 书面：

No explicit written work reviewed, but students were encouraged to write notes/speeches.

未明确审查书面作业，但鼓励学生做笔记/撰写发言稿。

Student's Strengths 学生的优势

Molly: Strong research skills, effectively integrating external evidence (statistics) into arguments. Molly：扎实的研究能力，能有效地将外部证据（统计数据）融入论点。
Alex: Improved confidence and consistency in point delivery; good focus on practical rebuttals. Alex：发言的信心和一致性有所提高；注重实际的反驳。
Angel: Good use of structural language (signposting) in her contribution. Angel：在发言中很好地使用了结构性语言（路标词）。

Areas for Improvement 需要改进的方面

Molly: Needs to consciously slow down her speech rate to ensure clarity and maximize impact. Molly：需要有意识地放慢语速，以确保清晰度和最大化影响力。
All students: Need further practice in the 'Third Speaker' role, specifically summarizing and concluding powerfully. 所有学生：需要进一步练习‘第三发言人’的角色，特别是强有力地进行总结和结论。
Alex: Needs to ensure arguments are fully developed, especially when refuting complex points. Alex：需要确保论点得到充分发展，尤其是在反驳复杂观点时。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The hands-on debate activity was highly effective in immediately applying the complex debate rules. 实际的辩论活动在立即应用复杂的辩论规则方面非常有效。
The teacher provided excellent scaffolding by breaking down speaker roles and providing example sentence starters. 教师通过分解发言人角色并提供例句开头，提供了出色的脚手架支持。
The motion chosen was relevant and allowed students to bring in real-world considerations (cost, environment). 所选动议具有现实意义，允许学生引入现实世界的考量（成本、环境）。

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

The pace was fast during the introduction to cover all structural elements, which was appropriate for the introduction. 介绍阶段节奏较快，以涵盖所有结构要素，这对于入门来说是合适的。
The preparation time was well-managed, allowing students a brief opportunity to practice before the formal speeches. 准备时间管理得当，让学生在正式发言前有机会进行简短练习。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was encouraging, energetic, and focused, especially once the debate began. The teacher created a supportive environment for first-time debaters.

课堂氛围积极、精力充沛且专注，尤其是在辩论开始后。教师为初次辩论者创造了一个支持性的环境。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Understanding roles) was largely met through the explanation and practice order. 目标1（理解角色）通过解释和练习顺序基本达成。
Objective 2 (Argument construction/rebuttal) was actively pursued during the main debate activity. 目标2（论点构建/反驳）在主要辩论活动中得到了积极的追求。
Objective 3 (Signposting/Conclusion) was practiced by Angel and Molly, though more refinement is needed for the final summary role. Angel和Molly练习了目标3（路标/总结），但最后的总结角色还需要更多完善。

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, clear explanation of the complex debate roles and structure right at the start. 对复杂的辩论角色和结构进行了出色、清晰的开场解释。
Effective use of real-time discussion points to help students refine arguments mid-activity. 有效利用实时讨论点帮助学生在活动中途完善论点。
Highly positive and specific feedback given to each student after their contribution, boosting confidence. 在每位学生发言后都给予了高度积极和具体的反馈，增强了信心。

Effective Methods: 有效方法：

Setting clear expectations for timing and structure before the debate began. 在辩论开始前设定了明确的时间和结构期望。
Using the video resource to provide real-world context before students formed their opinions. 使用视频资源在学生形成观点之前提供现实背景。

Positive Feedback: 正面反馈：

Feedback to Molly on using statistics was highly encouraging. 对Molly使用统计数据的反馈非常有鼓励性。
Noting Alex's consistent improvement across sessions was a strong positive reinforcement. 指出Alex在各次课程中的持续进步是一种强有力的正面强化。

Next Teaching Focus 下一步教学重点

Deep dive practice on the Third Speaker role, focusing heavily on concluding techniques and summarization. 深入练习第三发言人角色，重点关注总结技巧和概括能力。
Practicing rebuttals against arguments they initially agreed with (to strengthen critical thinking flexibility). 练习反驳那些他们最初同意的论点（以增强批判性思维的灵活性）。

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

Pronunciation & Reading: 发音与阅读：

Molly: Practice reading speeches slowly to control pacing and maximize the effect of advanced vocabulary. Molly：练习慢速朗读发言稿，以控制语速并最大化高级词汇的效果。

Speaking & Communication: 口语与交流：

All Students: Focus future preparation on crafting a strong Third Speaker conclusion, ensuring key team points are summarized and linked back to the motion. 所有学生：未来的准备工作应侧重于构建强有力的第三发言人结论，确保总结团队的关键论点并将其与动议挂钩。
Alex: Continue to build confidence; work on ensuring rebuttals flow smoothly from the opponent's point to your counter-argument. Alex：继续建立信心；努力确保反驳能从对手的论点顺畅地过渡到你的反论点。

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

Review the video clip again, focusing on how the professional speakers transition between points (signposting). 再次回顾视频片段，关注专业发言者如何在观点之间过渡（路标）。
Prepare notes for the next motion: 'Should every child have to join a sports club or team?' 为下一个动议‘每个孩子都应该参加体育俱乐部或团队吗？’准备笔记。