Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 0204 VJ DB B G3 课程名称： 0204 VJ DB B G3

Topic: Debate Topics: Children's Tattoos & Overpaid Athletes 主题： 辩论主题：儿童纹身与运动员薪酬过高

Date: Session Date Unknown (Follow-up session) 日期： 课程日期未知（跟进课程）

Student: Luna and Cassie 学生： Luna and Cassie

Teaching Focus 教学重点

Structuring debate arguments (Point, Evidence, Explain, Link) and content rebuttal practice.

结构化辩论论点（论点、证据、解释、联系）和内容反驳练习。

Teaching Objectives 教学目标

Successfully structure and present arguments for both sides of a debate motion (Short Prep structure). 成功构建并陈述辩论动议正反双方的论点（短准备结构）。
Practice researching and integrating factual evidence (e.g., WHO statistics) into spoken arguments. 练习研究并将事实证据（如世界卫生组织统计数据）融入口头论述中。
Develop rebuttal skills against prepared arguments. 培养对已准备论点的反驳技巧。

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 Technical Check: Teacher and students catch up on recent activities (Australia trip, etc.) and resolve audio/sharing issues.

寒暄与技术检查： 师生寒暄近况（如澳洲之行），并解决音频和屏幕共享问题。

Short Prep Debate Practice: Banning Dangerous Sports: Reviewing the structure (P-E-E-L) and collaboratively researching/integrating WHO evidence regarding injuries from dangerous sports.

短准备辩论练习：禁止危险运动： 回顾结构（论点-证据-解释-联系），并协作研究/整合关于危险运动造成的伤害的世界卫生组织证据。

Long Prep Debate: Children and Tattoos: Cassie (Affirmative) presented her case; Luna (Negative) presented her counter-argument. Focus on clear delivery and use of supporting facts.

长准备辩论：儿童与纹身： Cassie（正方）陈述论点；Luna（反方）陈述反驳论点。重点关注清晰的表达和使用支持性事实。

Introduction to Next Motion: Overpaid Athletes: Teacher introduced the next debate motion and initial arguments were exchanged between students.

介绍下一个动议：薪酬过高的运动员： 教师介绍了下一个辩论动议，并师生间进行了初步的论点交换。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Permanent, autonomy, affirmation, indigenous, continuity, significant, recreational, spinal cord injuries, traumatic brain injuries (TBI), abyssailing, bungee jumping, regret, puberty.

词汇：
永久的，自主权，肯定，土著的，连续性，显著的，娱乐性的，脊髓损伤，创伤性脑损伤（TBI），下降运动，蹦极，后悔，青春期。

Concepts:
P-E-E-L structure for debate, developing self-ownership, cultural continuity through tradition, the functionality of the frontal cortex (linking to decision-making age), and the severe impact of TBI/SCI.

概念：
辩论的P-E-E-L结构，发展自我所有权，通过传统实现文化连续性，额叶皮层的功能（关联到决策年龄），以及TBI/SCI的严重影响。

Skills Practiced:
Debate structuring, evidence integration, oral fluency, listening for rebuttal points, and vocabulary usage in a formal context.

练习技能：
辩论结构化，证据整合，口语流利度，倾听反驳点，以及在正式语境中使用词汇。

Teaching Resources and Materials 教学资源与材料

AI/Google Search for evidence gathering. 用于收集证据的AI/谷歌搜索。
Pre-prepared debate structure template (P-E-E-L breakdown). 预先准备的辩论结构模板（P-E-E-L分解）。

3. Student Performance Assessment (Luna and Cassie) 3. 学生表现评估 (Luna and Cassie)

Participation and Activeness 参与度和积极性

Both students were highly engaged, especially during collaborative research and rebuttal segments. 两位学生参与度都很高，尤其是在协作研究和反驳环节。

Language Comprehension and Mastery 语言理解和掌握

Both students demonstrated a strong grasp of the debate structure (P-E-E-L) and were able to explain complex medical/legal terms in their own words. 两位学生都对辩论结构（P-E-E-L）有很好的掌握，并能用自己的话解释复杂的医学/法律术语。

Language Output Ability 语言输出能力

Oral: 口语：

Luna's prepared speech was exceptionally clear and fluent; Cassie showed good structure but struggled slightly more with technical vocabulary reading. Luna的准备发言非常清晰流畅；Cassie结构性很好，但在阅读技术词汇时略显吃力。

Written: 书面：

N/A (Focus was on spoken delivery and on-screen note-taking/highlighting during the session).

不适用（本次课程重点在于口头表达和屏幕上的笔记/高亮标记）。

Student's Strengths 学生的优势

Luna: Excellent flow and clear articulation when explaining points in her own language. Luna：在用自己的语言解释观点时，语流极佳，表达清晰流畅。
Cassie: Strong ability to define terms clearly at the start and integrate culturally specific evidence (e.g., tribal tattoos). Cassie：在开场清晰定义术语以及整合具有文化特色的证据（如部落纹身）方面表现出色。
Both: Effective use of research to support arguments, notably integrating WHO statistics. 双方：有效利用研究来支持论点，特别是整合了世界卫生组织的统计数据。

Areas for Improvement 需要改进的方面

Both: Practice reading complex or unfamiliar vocabulary slowly to maintain flow during formal presentations. 双方：练习放慢速度阅读复杂或不熟悉的词汇，以在正式陈述中保持流畅性。
Luna: Should be encouraged to add more depth to her points, leveraging the teacher's feedback (e.g., frontal cortex development). Luna：应鼓励她对自己的论点添加更多深度，利用老师的反馈（例如额叶皮层发育）。
Cassie: Needs to clearly separate evidence reading from explanation/linking to ensure the audience follows the logical steps. Cassie：需要清晰地区分证据阅读和解释/联系部分，以确保听众理解逻辑步骤。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively guided the P-E-E-L structure using live note-taking and visual aids (highlighting), despite technical difficulties. 尽管存在技术困难，教师仍通过实时笔记和视觉辅助（高亮）有效地指导了P-E-E-L结构。
The inclusion of direct rebuttal practice increased engagement and critical thinking immediately following the prepared speeches. 直接纳入反驳练习，立即提高了在准备发言后的参与度和批判性思维。

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

The pace was slow during the Short Prep research phase to ensure deep understanding, which was beneficial. The debate sections were paced well to allow for detailed feedback. 短准备研究阶段的节奏放慢，以确保深入理解，这一点很有益。辩论部分的节奏掌握得当，允许进行详细反馈。

Classroom Interaction and Atmosphere 课堂互动和氛围

Warm, supportive, and intellectually rigorous. The teacher provided personalized encouragement and skillfully managed distractions/technical issues.

温暖、支持性强且学术严谨。老师提供了个性化的鼓励，并熟练地处理了干扰和技术问题。

Achievement of Teaching Objectives 教学目标的达成

The structural objective was successfully met, as both students demonstrated the ability to apply the P-E-E-L framework. 结构目标达成成功，两位学生都展示了应用P-E-E-L框架的能力。
Evidence integration was achieved, although further refinement in delivery is needed. 证据整合得以实现，但口头表达的进一步完善仍有必要。

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 the complex P-E-E-L debate structure through live demonstration and group highlighting. 通过实时演示和分组高亮，对复杂的P-E-E-L辩论结构提供了出色的脚手架式指导。
Skillful transition between formal debate practice and informal interaction/technical troubleshooting. 在正式辩论练习与非正式互动/技术故障排除之间转换自如。

Effective Methods: 有效方法：

Encouraging students to rephrase complex evidence in their own words to improve retention and flow. 鼓励学生用自己的话重新表述复杂的证据，以提高记忆和流畅性。
Pausing formal timing during the first long prep debate to allow students to fully present their pre-prepared arguments. 在第一个长准备辩论中暂停正式计时，以允许学生完整地陈述其预先准备的论点。

Positive Feedback: 正面反馈：

High praise for Luna's fluent reading and Cassie's precise introduction and evidence choice. 对Luna流畅的阅读和Cassie精准的引言及证据选择给予了高度赞扬。

Next Teaching Focus 下一步教学重点

Applying the P-E-E-L structure independently to the new motion: 'Professional Athletes are Overpaid.' 将P-E-E-L结构独立应用于新动议：‘职业运动员薪酬过高’。
Developing stronger counter-arguments for the affirmative side (Cassie's role next week). 为正方（下周Cassie的角色）发展更强有力的反驳论点。

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

Speaking & Communication: 口语与交流：

For formal speeches, pre-select 3-4 'power words' from the research (like TBI or Autonomy) to practice pronouncing slowly before the session. 对于正式发言，在课前挑选3-4个研究中的'力量词汇'（如TBI或Autonomy），练习缓慢清晰地发音。
Luna: Try to weave in more of the teacher's feedback points (like brain development age) into your future arguments for deeper impact. Luna：尝试在未来的论点中融入更多老师的反馈点（如大脑发育年龄），以产生更深远的影响。

Debate & Argumentation: 辩论与论证：

Cassie: When presenting, clearly signal transitions between your Point, Evidence, and Explanation, even if reading from notes. Cassie：陈述时，即使是照着笔记读，也要清晰地标示出论点、证据和解释之间的过渡。
Both: When rebutting, actively connect the opponent's point back to your core motion/stance (e.g., 'This directly supports why banning tattoos is necessary...'). 双方：反驳时，要积极地将对手的观点与自己的核心动议/立场联系起来（例如：‘这直接支持了为什么禁止纹身是必要的…’）。

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

Research 2 strong points and 2 pieces of evidence (statistics/examples) for the 'Athletes are Overpaid' motion, focusing on sources other than personal opinion. 为‘运动员薪酬过高’的动议研究2个强有力的论点和2条证据（统计数据/例子），重点关注除个人观点以外的来源。
Review the medical terms covered today (TBI, Spinal Cord Injury) to improve reading fluency. 复习今天学到的医学术语（TBI，脊髓损伤），以提高阅读流利度。