Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 1126 LS03DBA 课程名称： 1126 LS03DBA

Topic: Debate: The Role of the First Speaker and Student Choice in Curriculum 主题： 辩论：第一发言人的角色和学生课程选择权

Date: Today's Date (Inferred) 日期： 今日日期（推断）

Student: Anne, George, Moomu 学生： Anne, George, Moomu

Teaching Focus 教学重点

Practicing the structure, role, and required elements of the First Speaker in a debate (Affirmative team).

练习辩论中第一发言人的结构、角色和必需要素（正方）。

Teaching Objectives 教学目标

Students will be able to articulate the key components of a first speaker's speech (motion setting, definition, main points). 学生将能够阐述第一发言人演讲的关键组成部分（陈述动议、定义、主要论点）。
Students will practice speaking for a sustained period (3 minutes) in a structured debate format. 学生将练习在结构化的辩论格式中进行持续发言（3分钟）。
Students will explore the pros and cons of the motion: 'Children should choose what they want to learn in school.' 学生将探讨动议：“学生应该选择他们想在学校学什么”的利弊。

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

Catch-up and Ice Breaker: Discussed students' recent tests (Anne, Moomu) and talent show preparations (George).

近况交流与热身： 讨论了学生的近期考试情况（Anne、Moomu）和才艺表演准备（George）。

Debate Structure Introduction: Detailed explanation of the roles of the first speaker (Affirmative) versus other speakers, emphasizing preparation and rebuttal strategy.

辩论结构介绍： 详细解释了第一发言人（正方）与其他发言人的角色区别，强调准备和反驳策略。

Motion Exploration: Student Choice: Brainstorming arguments for and against the motion: 'Children should choose what they want to learn in school.'

动议探讨：学生选择权： 集思广益探讨动议：“学生应该选择他们想在学校学什么”的正反方观点。

Speech Planning: Teacher provided a speech structure template; students spent time planning their 3-minute first speaker speeches.

演讲准备： 老师提供了演讲结构模板；学生用时间规划他们的3分钟第一发言人演讲。

First Speaker Presentations: George, Moomu, and Anne presented their prepared speeches sequentially. Teacher provided immediate, specific feedback after each speech.

第一发言人展示： George、Moomu和Anne依次展示了他们的准备好的演讲。老师在每次演讲后提供了即时、具体的反馈。

Voting and Next Steps: Informal vote on the most convincing speaker and introduction to next week's motion.

总结与后续： 进行了非正式投票选出最有说服力的发言人，并介绍了下周的动议。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Affirmative, motion, structure, definition, rebuttle, opponents, signposting, in conclusion, toxic, dangerous, dedicated, motivated, core subjects.

词汇：
正方，动议，结构，定义，反驳，对手（opponents），铺垫/引导（signposting），总之，有毒的，危险的，专注的，积极主动的，核心课程。

Concepts:
The specific responsibilities and constraints of the first speaker role in a debate (setting the framework). The necessity of core subjects versus freedom of choice in education.

概念：
辩论中第一发言人的具体职责和限制（设定框架）。教育中核心课程与自由选择的必要性。

Skills Practiced:
Structured public speaking, logical argumentation structuring, sustained fluency, impromptu definition of terms, rebuttal acknowledgement (even when practicing alone).

练习技能：
结构化公开演讲，逻辑论证构建，持续流利度，即兴定义术语，反驳确认（即使是单独练习）。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Screen for displaying debate structure template. 用于展示辩论结构模板的白板/屏幕。
Verbal cues and examples for structuring arguments (Problem, Plan, Points). 用于构建论点的口头提示和示例（问题、计划、论点）。

3. Student Performance Assessment (Anne, George, Moomu) 3. 学生表现评估 (Anne, George, Moomu)

Participation and Activeness 参与度和积极性

All three students actively participated in the initial discussion and showed engagement during the planning phase. 所有三名学生都积极参与了初步讨论，并在规划阶段表现出投入。
High level of effort shown in attempting to adhere to the strict 3-minute presentation time. 在努力遵守严格的3分钟陈述时间方面表现出高度的努力。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the concept that the first speaker must prepare the entire framework (motion, definition). 学生们理解了第一发言人必须准备整个框架（动议、定义）的概念。
Students successfully integrated points from the class discussion into their self-developed speeches. 学生们成功地将课堂讨论中的观点融入到他们自己构建的演讲中。

Language Output Ability 语言输出能力

Oral: 口语：

George maintained clear projection and structure, clearly setting the motion and definitions. George 保持了清晰的发音和结构，清晰地设定了动议和定义。
Moomu demonstrated strong fluency and effective use of signposting, notably correcting a key vocabulary item ('opponents'). Moomu 展示了强大的流利度和有效的引导词使用，特别是纠正了一个关键的词汇项（'opponents'）。
Anne presented a balanced argument, effectively incorporating the need for 'sensible' choices that lead to future employment. Anne 提出了一个平衡的论点，有效地融入了需要做出有助于未来就业的“明智”选择的观点。

Written: 书面：

N/A (Focus was on spoken structure and notes, not formal written submission).

不适用（重点在于口头结构和笔记，而非正式书面提交）。

Student's Strengths 学生的优势

George: Strong application of the 'Problem/Consequence' structure in his arguments against student choice. George：在反对学生选择权的反方论点中，有力地应用了“问题/后果”的结构。
Moomu: Excellent pacing and confident delivery, demonstrating good retention of lesson concepts. Moomu：语速稳定、表达自信，展现了对课程概念的良好掌握。
Anne: Strong ability to integrate counter-arguments (e.g., the need for career-focused subjects) into the affirmative speech. Anne：很强的能力将反方观点（例如需要职业导向的科目）整合到正方演讲中。

Areas for Improvement 需要改进的方面

All students need continued focus on precise vocabulary usage (e.g., distinguishing 'opponents' from 'opportunity'). 所有学生都需要继续关注精确的词汇使用（例如区分 'opponents' 和 'opportunity'）。
Students occasionally drifted slightly off the formal structure when nearing the end of the 3-minute limit. 学生在接近3分钟限制结束时，偶尔会出现偏离正式结构的情况。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The activity was highly effective in simulating the pressure and requirements of being the first speaker. 该活动在模拟第一发言人的压力和要求方面非常有效。
The structure provided served as an excellent scaffolding tool for students preparing their arguments. 所提供的结构是学生准备论点时的优秀脚手架工具。

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

The teacher managed the class time well, allocating sufficient time for preparation despite technical delays (Moomu's audio/chat). 老师很好地管理了课堂时间，尽管有技术延迟（Moomu的音频/聊天），仍为准备工作分配了充足的时间。
The pacing of the speeches (3 minutes each) was appropriate for demonstrating the core skill. 演讲的时间安排（每人3分钟）非常适合展示核心技能。

Classroom Interaction and Atmosphere 课堂互动和氛围

Very positive, supportive, and encouraging. The teacher frequently praised effort and recognized the difficulty of the task.

非常积极、支持和鼓励。老师经常赞扬努力并认可任务的难度。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 achieved: Students successfully used the defined structure in their speeches. 目标1达成：学生在演讲中成功使用了定义的结构。
Objective 2 achieved: All students delivered speeches close to or at the 3-minute mark. 目标2达成：所有学生都完成了接近或达到3分钟的演讲。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Clear demarcation and explanation of the First Speaker's unique role. 对第一发言人独特角色的清晰划分和解释。
Excellent scaffolding by providing the speech template (Introduction, Define, Points, Conclusion). 通过提供演讲模板（介绍、定义、论点、结论）实现了出色的脚手架支持。

Effective Methods: 有效方法：

Immediate, specific, and positive feedback immediately following each presentation. 在每次展示后立即提供即时、具体和积极的反馈。
Using the class discussion outcomes directly as content for the practiced speeches. 将课堂讨论结果直接用作练习演讲的内容。

Positive Feedback: 正面反馈：

Teacher emphasized that 'you never have to be perfect in this class,' creating a low-stakes learning environment. 老师强调“在这个课堂上你永远不必完美”，营造了低风险的学习环境。
Acknowledging the high quality of all three speeches and organizing an informal vote. 肯定了所有三篇演讲的高质量，并组织了非正式投票。

Next Teaching Focus 下一步教学重点

Practicing the role of the Second Speaker (focusing primarily on rebuttal). 练习第二发言人的角色（主要关注反驳）。
Applying the learned structure to the next motion: 'Children should get paid after they do house work.' 将所学结构应用于下一个动议：“学生做完家务后应该得到报酬。”

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

Pronunciation & Reading: 发音与阅读：

Moomu: Practice the word 'opponents' (对手) instead of 'opportunity' (机会) or 'opposition' (反对派) in a debate context. Moomu：在辩论语境中，练习说‘opponents’（对手）而不是‘opportunity’或‘opposition’。
George & Anne: Continue to work on pacing. Ensure the delivery is clear but not overly slow, maintaining energy throughout the three minutes. George & Anne：继续关注语速控制。确保表达清晰但不宜过慢，在三分钟内保持精力。

Speaking & Communication: 口语与交流：

All: Focus on internalizing the role of 'rebuttal' even when practicing individually, by explicitly mentioning what the opponent *might* say. 全体：即使是单独练习，也要专注于内化“反驳”的角色，通过明确提及对手*可能*会说什么。
Anne: Continue to refine how you explicitly address potential counter-arguments within your main points to strengthen your case. Anne：继续完善你如何在主要论点中明确地提出潜在的反驳意见，以加强你的论证。

Structure & Content: 结构与内容：

All: When preparing notes, ensure the core structure (Introduction, Definition, Points, Conclusion) is clearly visible for quick reference. 全体：准备笔记时，确保核心结构（引言、定义、论点、结论）清晰可见，以便快速查阅。

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

Review the provided debate structure template and write down three concise points supporting the new motion for next week. 复习提供的辩论结构模板，并为下周的新动议写下三个简洁的论点。
Moomu: Write out the full definition section for the new motion to solidify the use of formal language. Moomu：为新动议写出完整的定义部分，以巩固正式语言的使用。