Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debating Skills 1v1 英语课程 - 辩论技巧

1. Course Basic Information 1. 课程基本信息

Course Name: 1111 Miraiku Debating C Trial 课程名称： 1111 Miraiku 辩论 C 试用

Topic: Debating: Should the British Museum return artifacts? 主题： 辩论：大英博物馆是否应归还文物？

Date: Not specified 日期： 未指定

Student: Jack and Mike 学生： Jack and Mike

Teaching Focus 教学重点

To introduce and practice debating techniques, focusing on constructing arguments for and against the return of artifacts to their countries of origin.

介绍和练习辩论技巧，重点在于构建支持和反对将文物归还其原籍国的论点。

Teaching Objectives 教学目标

Understand the definition and purpose of a debate. 理解辩论的定义和目的。
Identify and define key terms related to the debate motion. 识别和定义与辩论动议相关的关键术语。
Learn and apply persuasive language devices (e.g., rhetorical questions, anecdotes, emotive language, statistics, triplets). 学习和运用说服性语言技巧（例如，反问、轶事、情感语言、统计数据、三元组）。
Construct arguments for both sides of a given debate motion. 构建给定辩论动议双方的论点。
Practice active listening and responding to counter-arguments. 练习积极倾听和回应反驳。

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

Introduction and Warm-up: Greeting students, checking audio/video, and introducing the topic of debate. Students define what a debate is.

介绍与热身： 问候学生，检查音视频，并介绍辩论主题。学生定义什么是辩论。

Defining Key Terms: The teacher guides students to understand and define terms like 'debate,' 'artifact,' 'return,' 'British Museum,' and related concepts like 'rebuttal' and 'anecdote'.

定义关键术语： 教师引导学生理解和定义诸如“辩论”、“文物”、“归还”、“大英博物馆”等术语，以及“反驳”和“轶事”等相关概念。

Exploring the Motion and Arguments: Discussing the specific motion: 'Should the British Museum return artifacts?'. Exploring arguments for and against, including historical context, cultural significance, preservation, and ownership.

探讨动议与论点： 讨论具体动议：“大英博物馆是否应归还文物？”。探讨支持和反对的论点，包括历史背景、文化意义、保存和所有权。

Introducing Persuasive Devices: The teacher introduces and explains the 'DEFOREST' mnemonic for persuasive devices (Direct address, Anecdote, Fact, Opinion, Rebuttal, Examples, Statistics, Triplets) and other rhetorical tools.

介绍说服性技巧： 教师介绍并解释说服性技巧的助记符“DEFOREST”（直接称呼、轶事、事实、观点、反驳、例子、统计数据、三元组）和其他修辞工具。

Argument Construction and Practice: Students are assigned sides (Jack for returning, Mike against). They use a digital whiteboard to brainstorm and write arguments, incorporating persuasive devices. Teacher provides feedback and guidance.

构建论点与练习： 学生被分配立场（杰克支持归还，迈克反对）。他们使用数字白板集思广益并撰写论点，融入说服性技巧。教师提供反馈和指导。

Student Debate and Discussion: Students present their arguments, responding to each other. The teacher facilitates and guides the discussion, highlighting effective use of techniques.

学生辩论与讨论： 学生展示他们的论点，并互相回应。教师引导讨论，强调技巧的有效运用。

Wrap-up and Homework Assignment: Teacher summarizes the lesson, praises student efforts, and assigns homework focusing on practicing persuasive devices.

总结与作业布置： 教师总结课程，表扬学生的努力，并布置侧重于练习说服性技巧的作业。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, topic, argue, side, justify, convincing, rebuttal, hook, anecdote, motion, artifact, return, British Museum, origin, cultural significance, preservation, ownership, museum, education, repression, plunder, stolen, empire, repatriation, heritage, identity, ritual, ceremony, ancestors, human history, humankind, humanity, restitution, colonial power, finders keepers, custodianship, masterpiece, dispute, dialogue, artifact, sculpture, volcanic rock, ceremonial, spiritual, tangible, intangible, curator, collection, exhibition, ethics, morality, controversy, repatriation, restitution, cultural appropriation, colonialism, historical context, evidence, proponent, opponent, counter-argument, persuasive, rhetorical, emotive, statistics, triplets, metaphor, simile, alliteration.

词汇：
辩论、话题、争论、一方、辩解、有说服力的、反驳、引子、轶事、动议、文物、归还、大英博物馆、起源、文化意义、保护、所有权、博物馆、教育、镇压、掠夺、偷窃的、帝国、遣返、遗产、身份、仪式、典礼、祖先、人类历史、人类、人类、归还、殖民势力、拾得者保留、保管权、杰作、争端、对话、人造物品、雕塑、火山岩、仪式性的、精神的、有形的、无形的、策展人、收藏、展览、伦理、道德、争议、遣返、归还、文化挪用、殖民主义、历史背景、证据、支持者、反对者、反驳、说服性的、修辞的、情感的、统计数据、三元组、隐喻、明喻、头韵。

Concepts:
Definition of debate, arguments for/against artifact repatriation, persuasive language techniques (DEFOREST), understanding bias, cultural heritage, historical context, ethical considerations in museums.

概念：
辩论的定义、文物遣返的正反方论点、说服性语言技巧（DEFOREST）、理解偏见、文化遗产、历史背景、博物馆中的伦理考量。

Skills Practiced:
Argument construction, critical thinking, persuasive speaking, active listening, defining terms, applying rhetorical devices, understanding different perspectives.

练习技能：
构建论点、批判性思维、说服性口语、积极倾听、定义术语、运用修辞技巧、理解不同观点。

Teaching Resources and Materials 教学资源与材料

Digital whiteboard (e.g., Sketchboard) 数字白板（例如 Sketchboard）
Presentation slides detailing persuasive devices (DEFOREST mnemonic). 展示说服性技巧的幻灯片（DEFOREST 助记符）。
Teacher-prepared examples and explanations of debate concepts and artifacts. 教师准备的辩论概念和文物的示例与解释。

3. Student Performance Assessment (Jack and Mike) 3. 学生表现评估 (Jack and Mike)

Participation and Activeness 参与度和积极性

Both students actively participated in discussions, defining terms, and brainstorming arguments. 两位学生都积极参与讨论，定义术语并集思广益构建论点。
Jack was more vocal in the initial definition phase and the final debate. 杰克在最初的定义阶段和最后的辩论中更为活跃。
Mike contributed thoughtfully, especially when prompted, and engaged well during the argument construction phase. 迈克贡献了有见地的想法，尤其是在被提示时，并在论点构建阶段表现良好。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated a good understanding of the core concepts of debate and the specific motion. 学生们对辩论的核心概念和具体动议表现出良好的理解。
They could define key terms like 'artifact' and 'repatriation' with guidance. 在指导下，他们能够定义“文物”和“遣返”等关键术语。
Understanding of persuasive devices improved throughout the lesson, especially after practical application. 对说服性技巧的理解在课程中不断提高，尤其是在实际应用之后。

Language Output Ability 语言输出能力

Oral: 口语：

Both students attempted to articulate their arguments clearly. 两位学生都努力清晰地阐述自己的论点。
Jack used more direct language and specific examples in his arguments. 杰克在他的论点中使用了更直接的语言和具体的例子。
Mike's arguments were sometimes less fluent but showed attempts to incorporate learned techniques. 迈克的论点有时不太流畅，但显示了他尝试运用所学技巧。
Pronunciation was generally clear, with occasional minor hesitations. 发音总体清晰，偶尔有轻微的犹豫。

Written: 书面：

Students utilized the digital whiteboard effectively to record their ideas and arguments during the practice session.

学生在练习环节有效地利用数字白板记录他们的想法和论点。

Student's Strengths 学生的优势

Willingness to engage with complex topics and express opinions. 乐于接触复杂话题并表达观点。
Ability to grasp new concepts and apply them in practice (persuasive devices). 能够掌握新概念并将其付诸实践（说服性技巧）。
Good listening skills, responding to teacher prompts and peer arguments. 良好的倾听能力，能够回应老师的提示和同伴的论点。
Jack's ability to recall and use specific examples effectively. 杰克能够有效回忆并使用具体示例。
Mike's thoughtful consideration of the counter-arguments presented. 迈克认真考虑了提出的反驳论点。

Areas for Improvement 需要改进的方面

Fluency and confidence in expressing arguments, particularly for Mike. 表达论点的流利度和自信心，特别是对迈克而言。
Deeper integration and varied use of persuasive devices in spoken arguments. 在口头论证中更深入地整合和多样化地运用说服性技巧。
Developing stronger counter-arguments and rebuttals. 发展更强的反驳论点和辩驳。
Expanding vocabulary related to debate and cultural heritage. 扩展与辩论和文化遗产相关的词汇。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The lesson was highly effective in introducing the core concepts of debate and persuasive techniques. 该课程在介绍辩论的核心概念和说服技巧方面非常有效。
The use of a relevant and engaging topic (artifact repatriation) kept students interested. 使用相关且引人入胜的话题（文物遣返）使学生保持兴趣。
The structured approach, from defining terms to practicing arguments, facilitated learning. 结构化的教学方法，从定义术语到练习论点，促进了学习。
The teacher's guidance and feedback during the practice session were crucial for student development. 教师在练习期间的指导和反馈对学生的进步至关重要。

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

The pace was generally well-managed, allowing sufficient time for explanations and practice. 课程节奏总体管理得当，为解释和练习留出了充足的时间。
The time allocated for argument construction might have been slightly short for deeper application of all devices. 分配给论点构建的时间可能略短，不足以深入应用所有技巧。
The transition between activities was smooth. 活动之间的过渡很顺利。

Classroom Interaction and Atmosphere 课堂互动和氛围

The classroom atmosphere was positive, interactive, and encouraging, fostering a safe environment for students to practice and make mistakes.

课堂气氛积极、互动且令人鼓舞，营造了一个安全的环境，让学生能够练习并犯错。

Achievement of Teaching Objectives 教学目标的达成

Students demonstrated understanding of debate definition and key terms. 学生们展示了对辩论定义和关键术语的理解。
They began to apply persuasive devices, though further practice is needed. 他们开始运用说服性技巧，但仍需进一步练习。
Students constructed arguments for both sides of the motion. 学生构建了动议双方的论点。
The objective of introducing debating skills was largely met, with practical application initiated. 介绍辩论技巧的目标在很大程度上得以实现，并已启动实践应用。

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 explanation of complex concepts like persuasive devices. 清晰地解释了说服性技巧等复杂概念。
Effective use of a relevant and engaging debate topic. 有效利用了相关且引人入胜的辩论话题。
Structured lesson plan facilitating step-by-step learning. 结构化的课程计划，促进了循序渐进的学习。
Provision of practical application opportunities (digital whiteboard activity). 提供了实践应用机会（数字白板活动）。

Effective Methods: 有效方法：

Defining key terms collaboratively. 协作定义关键术语。
Using a mnemonic (DEFOREST) to aid memory for persuasive devices. 使用助记符（DEFOREST）来帮助记忆说服性技巧。
Assigning opposing sides to ensure comprehensive exploration of the topic. 分配对立立场以确保对主题进行全面探讨。
Providing targeted feedback during the practice session. 在练习期间提供有针对性的反馈。

Positive Feedback: 正面反馈：

The teacher's encouragement and positive reinforcement were evident. 教师的鼓励和积极强化是显而易见的。
Students felt comfortable attempting the new skills. 学生们在尝试新技能时感到自在。
The lesson was described as 'brilliant' and 'excellent' by the teacher's summary. 教师的总结将课程描述为“精彩”和“优秀”。

Next Teaching Focus 下一步教学重点

Continued practice with persuasive devices, focusing on spontaneous application. 继续练习说服性技巧，重点在于即时运用。
Developing more sophisticated argument structures, including anticipating and refuting counter-arguments. 发展更复杂的论点结构，包括预测和反驳反驳论点。
Exploring another debate topic to apply learned skills in a new context. 探讨另一个辩论话题，以便在新环境中应用所学技能。

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 reading articles related to cultural heritage and museums to improve pronunciation and vocabulary. 练习阅读与文化遗产和博物馆相关的文章，以提高发音和词汇量。
Focus on clear enunciation, especially for longer or less common words encountered in the debate topic. 注重清晰的发音，特别是辩论主题中遇到的较长或不太常见的单词。

Speaking & Communication: 口语与交流：

Encourage students to actively use a wider range of persuasive devices in their arguments, moving beyond basic statements. 鼓励学生在论点中积极运用更广泛的说服性技巧，超越基本陈述。
Practice formulating and delivering counter-arguments more assertively. 练习更自信地构建和提出反驳论点。
Engage in short, informal debates on various topics to build fluency and confidence. 就不同话题进行简短的非正式辩论，以提高流利度和自信心。
For Mike, focus on building sentence complexity and connecting ideas more smoothly. 对迈克而言，着重于构建句子复杂性并将想法更流畅地连接起来。
For Jack, focus on incorporating more nuanced vocabulary and varied sentence structures. 对杰克而言，着重于融入更细致的词汇和多样的句子结构。

Vocabulary & Concepts: 词汇与概念：

Create flashcards or vocabulary lists for key terms related to debate, museums, and cultural heritage. 为与辩论、博物馆和文化遗产相关的关键术语创建抽认卡或词汇表。
Research specific examples of artifacts and their historical/cultural significance to deepen understanding. 研究具体的文物案例及其历史/文化意义，以加深理解。

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

Homework: Choose one persuasive device (e.g., anecdote, rhetorical question) and write a short paragraph using it effectively on a familiar topic. 作业：选择一种说服性技巧（例如，轶事、反问），并在熟悉的话题上有效地写一个短段落。
Resource: Recommend watching short clips of formal debates (e.g., from Model UN or parliamentary debates) to observe techniques in action. 资源：建议观看正式辩论的短片（例如，模拟联合国或议会辩论），以观察技巧的实际应用。
Resource: Provide a list of articles or websites about famous artifacts and repatriation debates for further reading. 资源：提供关于著名文物和遣返辩论的文章或网站列表，供进一步阅读。