Bridging British Education Virtual Academy 伦桥国际教育

Debate Trial Lesson - Fireworks Debate 辩论试听课 - 烟花辩论

1. Course Basic Information 1. 课程基本信息

Course Name: PL DBA Public 课程名称： PL DBA 公开课

Topic: Introduction to Debate: Agree or Disagree Game and Fireworks Debate 主题： 辩论介绍：同意或不同意游戏与烟花辩论

Date: Unknown 日期： 未知

Student: William, Noah, Herman, Claire (Implied) 学生： William, Noah, Herman, Claire (Implied)

Teaching Focus 教学重点

Introducing basic debate structure (opening statement, arguments, conclusion), vocabulary (e.g., banned, tragic), and practicing persuasive speaking via an 'Agree or Disagree' game and a formal debate topic.

介绍基本的辩论结构（开场陈述、论点、结论），词汇（如 banned, tragic），并通过“同意或不同意”游戏和正式辩论主题练习说服性表达。

Teaching Objectives 教学目标

Students can understand the basic structure and components of a formal debate. 学生能够理解正式辩论的基本结构和组成部分。
Students can articulate reasons to agree or disagree with a given proposition. 学生能够就给定命题表达赞成或反对的理由。
Students can define and use key debate vocabulary, such as 'banned' and 'tragic'. 学生能够定义并使用关键辩论词汇，如 'banned'（禁止）和 'tragic'（悲剧性的）。

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

Initial Greetings and Setup: Teacher (Amber) introduces herself, checks student volume, asks students to turn on cameras, and sets expectations for raising hands and using headphones.

问候与课堂设置： 老师（Amber）自我介绍，检查学生音量，要求学生打开摄像头，并设定举手和使用耳机的要求。

Warm-up Game: Agree or Disagree (Topic 1: Children watching TV): Introduced the 'Agree or Disagree' game. Discussed the meaning of 'banned' and elicited initial agreement/disagreement and reasons regarding banning children from watching TV.

热身游戏：同意或不同意（主题1：儿童看电视）： 介绍了“同意或不同意”游戏。讨论了 'banned' 的含义，并引出了关于禁止儿童看电视的初步同意/不同意的观点和理由。

Agree or Disagree (Topic 2: Parents on phones): Students discussed whether parents spend too much time on their phones, eliciting reasons related to eye health.

同意或不同意（主题2：父母看手机）： 学生讨论了父母是否花太多时间在手机上，引出了与眼睛健康相关的理由。

Debate Introduction and Structure: Explained what a debate is (opposing sides, proof), introduced key vocabulary ('opposition', 'tragic'), and detailed the required structure: opening statement (opinion + 3 reasons), supporting arguments, and conclusion (restatement + summary). Used examples to illustrate structure, persuasive language, and time connectives (e.g., firstly, secondly).

辩论介绍与结构讲解： 解释了什么是辩论（对立双方，证明），介绍了关键词汇（'opposition', 'tragic'），并详细说明了所需结构：开场陈述（观点+3个理由）、支持论点和结论（重申+总结）。使用示例说明结构、说服性语言和时间连接词（如 firstly, secondly）。

Debate Practice (Topic: Children should read every day): Students practiced giving arguments for and against the topic of daily reading, focusing on expressing reasons clearly.

辩论练习（主题：儿童应每天阅读）： 学生练习就每日阅读的主题提出赞成和反对的论据，重点是清晰地表达理由。

Main Debate Preparation and Practice (Topic: Fireworks): Introduced the main topic: 'Should fireworks be set off to celebrate the New Year?' Students watched a short video clip. They generated initial pros (fun, beautiful) and cons (noisy, dangerous, pollution). The teacher guided students through summarizing main points from provided texts (pro-culture/tradition, con-pollution/drones). Final practice rounds were held where students clearly stated their side and three reasons.

主要辩论准备与练习（主题：烟花）： 引入了主要辩论主题：‘新年庆祝活动中是否应该燃放烟花？’学生观看了短视频。他们初步提出了赞成（有趣、美丽）和反对（吵闹、危险、污染）的观点。老师引导学生总结了所提供文本的主要论点（赞成文化/传统，反对污染/无人机）。进行了最后的练习环节，学生清晰地陈述了自己的立场和三个理由。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Banned, Tragic, Opposition, Coherently, Passionately, Persuasive, Connective (Time Connective), Pollution, Outdated, Affirmative, Negative

词汇：
禁止 (Banned), 悲剧性的 (Tragic), 对立面 (Opposition), 有条理地 (Coherently), 热情地 (Passionately), 有说服力的 (Persuasive), 连接词 (Connective / Time Connective), 污染 (Pollution), 过时的 (Outdated), 正方 (Affirmative), 反方 (Negative)

Concepts:
Debate Structure (Opening, Arguments, Conclusion), Proving a point, Supporting arguments with reasons, Persuasive language use, Culture and tradition in celebrations.

概念：
辩论结构（开场、论点、结论），证明观点，用理由支持论点，说服性语言的使用，庆祝活动中的文化与传统。

Skills Practiced:
Listening for definitions, Critical thinking in binary choices (Agree/Disagree), Articulating reasons clearly, Structuring persuasive arguments, Note-taking/identifying main points in text.

练习技能：
听取定义，二元选择中的批判性思维（同意/不同意），清晰地表达理由，构建说服性论点，从文本中做笔记/识别要点。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Screen for writing definitions and debate structure. 白板/屏幕用于书写定义和辩论结构。
Sample debate arguments (written text for analysis). 示例辩论论点（用于分析的书面文本）。
Short video clip demonstrating drone light displays. 演示无人机灯光表演的短视频片段。

3. Student Performance Assessment (William, Noah, Herman, Claire (Implied)) 3. 学生表现评估 (William, Noah, Herman, Claire (Implied))

Participation and Activeness 参与度和积极性

All visible students (William, Noah, Herman) participated actively in both warm-up games and the main debate practice, raising hands to contribute. 所有可见的学生（William, Noah, Herman）都积极参与了热身游戏和主要辩论练习，并举手发言。
Claire joined later but engaged when she was able to resolve audio issues. Claire 稍晚加入，但在解决音频问题后参与了讨论。

Language Comprehension and Mastery 语言理解和掌握

Students successfully grasped the core concept of 'Agree or Disagree' and the required structure of debate arguments (stating side + reasons). 学生成功掌握了“同意或不同意”的核心概念以及辩论论证所需的结构（陈述立场+理由）。
Students struggled initially to define abstract words like 'banned' and 'tragic' but improved after teacher clarification. 学生最初在定义抽象词汇如 'banned' 和 'tragic' 时遇到困难，但在老师澄清后有所改进。

Language Output Ability 语言输出能力

Oral: 口语：

Students generally provided simple supporting reasons, although articulation could be hesitant at times (especially early on). 学生通常能提供简单的支持性理由，尽管有时表达有些犹豫（尤其是在开始时）。
The teacher effectively prompted students (e.g., William) to elaborate on vague answers ('What do you mean by good?'). 老师有效地引导学生（如 William）阐述模糊的回答（“你说‘好’是什么意思？”）。

Written: 书面：

N/A (Oral focus)

不适用（口语为主要焦点）

Student's Strengths 学生的优势

Students demonstrated a clear personal preference regarding the fireworks topic (either strongly for or against). 学生在烟花主题上表现出明确的个人偏好（要么强烈支持，要么强烈反对）。
Herman was quick to identify the negative aspects (noisy, dangerous) for the 'against' side. Herman 很快就指出了反方论点（吵闹、危险）。
Noah and William articulated the aesthetic enjoyment of fireworks well (beautiful colors, fun to watch). Noah 和 William 很好地表达了欣赏烟花带来的审美享受（美丽的颜色，观看的乐趣）。

Areas for Improvement 需要改进的方面

Developing more than 1-2 distinct, robust arguments for the practice topics. 在练习主题上，需要发展出多于 1-2 个清晰、有力的论据。
Using the learned structural phrases (e.g., 'In conclusion,' 'Firstly, secondly...') in their own arguments. 在自己的论述中运用所学到的结构性短语（如“In conclusion,” “Firstly, secondly,”等）。
Clarity in initial responses; students sometimes needed prompting to clarify their stance. 初始回应的清晰度；学生有时需要引导才能明确自己的立场。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The progression from simple 'Agree/Disagree' game to formal debate structure was logical and scaffolded well. 从简单的“同意或不同意”游戏到正式辩论结构的过渡是合乎逻辑且脚手架搭建得很好的。
The teacher effectively paused the lesson to define new/difficult vocabulary ('banned', 'tragic') and structural terms ('time connective'). 老师有效地暂停课程来定义新的/困难的词汇（'banned', 'tragic'）和结构术语（'time connective'）。

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

The pace was generally well-managed, though slightly slowed down by initial audio setup issues and vocabulary checks. 课程节奏总体管理得当，尽管最初的音频设置问题和词汇检查稍稍减慢了速度。
Teacher handled interruptions and late arrival (Claire) smoothly by pausing instruction and looping back. 老师通过暂停教学和回顾的方式，顺利处理了中断和迟到（Claire）的情况。

Classroom Interaction and Atmosphere 课堂互动和氛围

Supportive and encouraging, with the teacher using positive reinforcement frequently. The atmosphere was conducive to practicing speaking in front of peers.

支持和鼓励的，老师频繁使用积极的强化语言。课堂氛围有利于在同伴面前练习口语。

Achievement of Teaching Objectives 教学目标的达成

Students were exposed to and practiced structuring arguments, achieving the basic objective of presenting reasons for/against a proposition. 学生接触并练习了论证结构，达到了就提议提出赞成/反对理由的基本目标。
The debate topic (fireworks) was engaging, leading to high motivation during the practice segments. 辩论主题（烟花）很吸引人，在练习环节中激发了较高的积极性。

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: moving from controlled vocabulary checks to analyzing written arguments before attempting student-led practice. 优秀的脚手架搭建：从控制词汇检查，到分析书面论点，再到尝试学生主导的练习。
Clear and enthusiastic presentation of debate terminology. 清晰且热情地介绍了辩论术语。

Effective Methods: 有效方法：

Using the 'Agree or Disagree' game as a low-stakes entry point for opinion sharing. 使用“同意或不同意”游戏作为低风险的意见分享切入点。
Modeling the expected structure by underlining/highlighting components in sample texts. 通过在示例文本中进行下划线/高亮显示来演示期望的结构。

Positive Feedback: 正面反馈：

Specific praise for clear articulation (e.g., complimenting Noah on clear reasons later in the lesson). 对清晰表达的具体的表扬（例如，在课程后期称赞 Noah 的理由清晰）。

Next Teaching Focus 下一步教学重点

Applying the full debate structure (Opening, 3 Arguments with support, Conclusion) in a new practice scenario. 在新的练习场景中应用完整的辩论结构（开场、3个有支持的论点、结论）。
Expanding persuasive vocabulary beyond simple adjectives (e.g., stronger transition phrases). 将说服性词汇扩展到简单的形容词之外（例如，更强的过渡短语）。

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 pronouncing multi-syllabic words like 'celebrations' and 'traditions' clearly. 练习清晰地发音多音节词，如 'celebrations' 和 'traditions'。

Speaking & Communication: 口语与交流：

Next time, try to immediately incorporate the learned time connectives ('Firstly,' 'Secondly,') when stating your three reasons. 下次在陈述三个理由时，尝试立即纳入所学的连接词（'Firstly,' 'Secondly,'）。
When agreeing/disagreeing, always state your position clearly before giving the supporting reason (e.g., 'I agree because...'). 在同意/不同意时，始终在给出支持理由之前明确说明立场（例如，“I agree because...”）。

Content Development: 内容发展：

For the next debate, try to prepare a broader range of arguments covering social, economic, and personal impacts. 对于下一次辩论，尝试准备更广泛的论据，涵盖社会、经济和个人影响等方面。

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

Review the written summary of the debate structure (Opening, Arguments, Conclusion). 复习关于辩论结构的文字总结（开场、论点、结论）。
Think of three reasons for and three reasons against the proposition: 'Students should wear uniforms to school.' 为“学生上学应该穿校服”这一命题思考三个赞成理由和三个反对理由。