Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debating C Trial jm 1对1 英语课程 - 辩论C 审判jm

1. Course Basic Information 1. 课程基本信息

Course Name: Miraiku Debating C Trial jm 课程名称： Miraiku 辩论C 审判jm

Topic: Debating: Agree/Disagree and Rebuttal Skills 主题： 辩论：同意/不同意与反驳技巧

Date: 11/19 日期： 11月19日

Student: Jack & Mike 学生： Jack & Mike

Teaching Focus 教学重点

Introduction to formal debate structure, practicing giving opinions, agreeing/disagreeing, and using rebuttal techniques. Focus on the motion: 'Should we have a single global language only?'

介绍正式辩论结构，练习表达观点、同意/不同意以及使用反驳技巧。重点讨论议题：“我们是否应该只设一种全球语言？”

Teaching Objectives 教学目标

Students can define what debating is (formal argument). 学生能够定义什么是辩论（正式论证）。
Students can practice expressing agreement or disagreement with statements and provide reasons. 学生能够练习对陈述表达同意或不同意并提供理由。
Students can practice the basic skill of rebuttal in a guided activity. 学生能够在指导活动中练习反驳的基本技能。

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

Classroom Setup and Check-in: Teacher addressed camera/headphone issues with students (Mike initially absent/camera off). Established rules (raising hands).

课堂设置与签到： 教师处理了学生（Mike最初缺席/关闭摄像头）的摄像头和耳机问题。确立了举手规则。

Introduction to Debate & Agree/Disagree Practice: Discussed the concept of debate (formal argument, arguing for/against). Practiced 'Agree/Disagree' using simple statements (e.g., Strawberries are the best fruit; Summer is the best season), focusing on providing reasons.

辩论介绍与同意/不同意练习： 讨论了辩论的概念（正式论证，为某事辩护或反对）。使用简单陈述（如：草莓是最好的水果；夏天是最好的季节）练习“同意/不同意”，重点是提供理由。

Defining Debate and Rebuttal: Read and discussed the definition of debate and the importance of debate skills in life. Defined 'rebuttal'. Introduced and explained 'Rebuttal Tennis' rules.

定义辩论与反驳： 阅读并讨论了辩论的定义以及辩论技能在生活中的重要性。定义了“反驳”。介绍了“反驳网球”规则。

Rebuttal Tennis Practice (Topics 1 & 2): Practiced rebuttal tennis. Topic 1: Video games should be subjects in school (Mike struggled with maintaining position against his own view). Topic 2: English is the best subject in school (Students debated the meaning of 'best' vs. 'useful').

反驳网球练习（议题1和2）： 练习了反驳网球。议题1：学校应该开设电子游戏课程（Mike在坚持反对自己的观点时遇到困难）。议题2：英语是学校最好的科目（学生们辩论了'最好'与'有用'的区别）。

New Motion Setup & Idea Generation: Introduced the main motion: 'Should we have a single global language only?'. Assigned sides (Mike: For, Jack: Against). Students brainstormed pros/cons. Mike copied unsupported ideas from another source, which the teacher addressed.

新议题设置与想法生成： 介绍了主要议题：“我们是否应该只设一种全球语言？”分配立场（Mike：赞成，Jack：反对）。学生们集思广益，思考利弊。Mike从其他来源复制了缺乏证据的观点，教师对此进行了纠正。

Summary and Wrap-up: Teacher summarized student arguments for both sides and provided additional points for Jack. Concluded the lesson positively, noting good overall performance but suggesting improvement in note-taking.

总结与收尾： 教师总结了双方的论点，并为Jack提供了额外的论点。积极结束课程，指出整体表现良好，但建议改进笔记记录。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, disagree, agree, formal argument, rebuttal, motion, statement, best, flavor, texture, season, coherently, passionately, opposition, enforcement, convenience, unified, literary language, identity, culture, ethical, translation.

词汇：
辩论，不同意，同意，正式论证，反驳，议题，陈述，最好的，风味，质地，季节，连贯地，热情地，反对派，执行，便利性，统一的，文学语言，身份，文化，道德的，翻译。

Concepts:
The nature of formal debate; Subjectivity vs. Objectivity when evaluating 'best'; The importance of evidence in arguments; The concept and structure of rebuttal (I disagree because... Therefore...); The societal implications of a single global language.

概念：
正式辩论的本质；评估“最好”时的主观性与客观性；论据中证据的重要性；反驳的概念和结构（我不同意，因为……因此……）；单一全球语言的社会影响。

Skills Practiced:
Expressing and justifying opinions, active listening for rebuttal opportunities, structured argumentation, vocabulary usage in formal discussion.

练习技能：
表达和证明观点，为反驳机会进行积极倾听，结构化论证，在正式讨论中使用词汇。

Teaching Resources and Materials 教学资源与材料

Slides defining debate and rebuttal. 定义辩论和反驳的幻灯片。
Prepared 'Agree/Disagree' statements for warm-up. 为热身准备的“同意/不同意”陈述。
Debate motion sheet (Single Global Language). 辩论议题表（单一全球语言）。

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

Participation and Activeness 参与度和积极性

Both students participated actively, although Mike required several prompts regarding camera usage and focus. 两位学生都很积极地参与了，尽管Mike需要关于摄像头使用和注意力的几次提示。
Students successfully engaged in the give-and-take of the rebuttal exercise. 学生们成功地参与了反驳练习中的一来一往的互动。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the core concept of debate (arguing different sides) and rebuttal. 学生们理解了辩论的核心概念（论证不同立场）和反驳。
Comprehension of abstract concepts (like the implications of a global language) was better when supported by concrete examples. 当抽象概念（如全球语言的含义）有具体例子支持时，学生的理解更佳。

Language Output Ability 语言输出能力

Oral: 口语：

Mike’s articulation improved after initial setup, but struggled when forced to argue against his own initial stance (e.g., Topic 1). Mike在初始设置后，清晰度有所提高，但在被迫反对自己初始立场时遇到困难（例如，议题1）。
Jack provided good, detailed justifications, though sometimes drifted from directly addressing the 'best' aspect of the prompt. Jack提供了良好、详细的理由，尽管有时偏离了直接针对提示中的“最好”方面进行论述。

Written: 书面：

The initial idea generation phase for the final motion was weak, with Mike copying external unanalyzed text. Students were encouraged to take notes, but this skill needs reinforcement.

最终议题的初步想法生成阶段较弱，Mike复制了外部未经分析的文本。鼓励学生做笔记，但此项技能需要加强。

Student's Strengths 学生的优势

Jack demonstrated strong logical reasoning and the ability to elaborate on complex issues (e.g., defining 'best'). Jack展示了强大的逻辑推理能力和阐述复杂问题的能力（例如，定义'最好'）。
Mike showed resilience in sticking to his assigned position (For a global language) despite personal disagreement in the second half. Mike在第二阶段表现出坚持其分配立场（支持全球语言）的韧性，尽管这与他个人意见相悖。
Both students handled the 'Rebuttal Tennis' structure reasonably well once the flow was established. 一旦流程建立，两位学生都相当好地处理了“反驳网球”的结构。

Areas for Improvement 需要改进的方面

Adhering strictly to the assigned debate position, especially when it conflicts with personal opinion (Mike). 严格坚持分配的辩论立场，特别是当它与个人观点冲突时（Mike）。
Ensuring arguments directly address the core motion word (e.g., focusing on 'best' vs. 'useful' in the English subject debate). 确保论点直接针对核心议题词（例如，在英语科目辩论中关注“最好”而非“有用”）。
Developing original ideas and taking notes during brainstorming rather than relying on external/copied text. 在头脑风暴期间发展原创想法并做笔记，而不是依赖外部/复制的文本。

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 to structured rebuttal was logical and effective for introducing the topic. 从简单的同意/不同意到结构化反驳的演进是合乎逻辑的，对于引入该主题是有效的。
The teacher effectively managed student misbehavior/technical issues without significantly disrupting the flow of the lesson. 教师有效地管理了学生的行为不当/技术问题，而没有严重扰乱课程流程。

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

The initial pace was slightly slow due to technical check-ins, but the pace increased appropriately during the rebuttal practices. 由于技术检查，初始速度稍慢，但在反驳练习期间，速度适当地加快了。
The final segment (idea generation for the global language motion) was rushed due to time constraints. 由于时间限制，最后一部分（全球语言议题的想法生成）有些仓促。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was engaging and supportive, especially during the rebuttal tennis, encouraging students to voice potentially uncomfortable counter-arguments.

课堂气氛积极投入且支持性强，特别是在反驳网球环节，鼓励学生表达可能不舒服的反驳论点。

Achievement of Teaching Objectives 教学目标的达成

Students defined debate and practiced justifying opinions (Met). 学生定义了辩论并练习了为观点辩护（达成）。
Students practiced rebuttal structures (Partially Met, needed more focus on consistency in the final exercise). 学生练习了反驳结构（部分达成，在最后的练习中需要更加注重一致性）。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Clear introduction and scaffolded practice (Opinion -> Rebuttal Tennis -> Formal Motion). 清晰的介绍和脚手架式的练习（观点 -> 反驳网球 -> 正式议题）。
Effective use of follow-up questions to deepen critical thinking (e.g., defining 'best'). 有效利用后续问题来深化批判性思维（例如，定义'最好'）。

Effective Methods: 有效方法：

The 'Rebuttal Tennis' format, which is fast-paced and interactive, helped maintain engagement. “反驳网球”的格式，节奏快且互动性强，有助于保持参与度。
Directly addressing instances of copying notes and emphasizing originality/personal reasoning. 直接处理复制笔记的情况，强调原创性和个人推理。

Positive Feedback: 正面反馈：

Positive reinforcement throughout the rebuttal sessions for clear reasoning. 在整个反驳环节中对清晰推理的积极强化。
Teacher praised both students at the end for their overall effort. 教师在最后赞扬了两位学生付出的总体努力。

Next Teaching Focus 下一步教学重点

Structuring a full, sustained debate argument for the motion: 'Should we have a single global language only?' 为议题“我们是否应该只设一种全球语言？”构建一个完整、持续的辩论论点。
Improving note-taking during the preparation phase to organize points logically. 改进准备阶段的笔记记录，以逻辑方式组织论点。

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

Pronunciation & Reading: 发音与阅读：

Mike should practice speaking clearly while sitting upright to ensure clear projection, especially during formal arguments. Mike应该练习坐直时清晰发言，以确保在正式论证中声音清晰。

Speaking & Communication: 口语与交流：

When defending a position (like Jack in the English debate), always circle back to directly argue why your side is 'the best' or correct, rather than just proving the other side is 'useful'. 在捍卫立场时（如Jack在英语辩论中），要始终回到直接论证为什么你的立场是“最好的”或正确的，而不仅仅是证明对方是“有用的”。
Develop arguments by structuring them: Claim, Reason, Example/Evidence, Conclusion (or using the I disagree because... Therefore... format). 通过构建论点来发展论据：主张、理由、例子/证据、结论（或使用“我不同意，因为……因此……”的格式）。

Writing & Preparation: 写作与准备：

Practice outlining ideas independently before sharing them to avoid copying source material. 练习在分享前独立概述想法，以避免抄袭源材料。

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

Prepare three main points (Pros and Cons) for the motion: 'Should we have a single global language only?' Make sure each point has supporting evidence or examples. 为议题“我们是否应该只设一种全球语言？”准备三个主要论点（正反方）。确保每个论点都有支持的证据或例子。
Research examples where differing languages have either caused conflict or led to unique cultural benefits. 研究不同语言在引起冲突或带来独特文化益处方面的实例。