Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Lesson 9: Negative Cases in Debating 1v1 英语课程 - 第九课：辩论中的反方立场

1. Course Basic Information 1. 课程基本信息

Course Name: UIE LS05DBA 课程名称： UIE LS05DBA

Topic: Developing a Negative Case in Debating: Refuting the Motion 主题： 发展辩论中的反方论点：反驳动议

Date: November 21st, 2025 日期： 2025年11月21日

Student: Emma, Xu weikun 学生： Emma, Xu weikun

Teaching Focus 教学重点

Mastering the development of a negative debating case, including choosing a position (no problem, won't fix, makes things worse) and building supportive arguments (points).

掌握反方辩论论点的构建，包括选择立场（没有问题、无法解决、使情况更糟）和建立支持性论据（论点）。

Teaching Objectives 教学目标

Students will understand the concept of a negative case and how it refutes the affirmative motion. 学生将理解反方论点的概念以及如何反驳正方动议。
Students will practice selecting one of the three main negative positions. 学生将练习选择三个主要的反方立场之一。
Students will practice developing specific points (arguments) to support their chosen negative position. 学生将练习发展具体的论点来支持他们选择的反方立场。

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 Roster Check: Teacher (Haley) introduces herself, checks on student attendance (noting mixed new/returning students), and establishes context (Lesson 9 on debating skills).

介绍与点名确认： 代课老师（Haley）自我介绍，核对学生出勤情况（注意到有新老学生混合），并确定课程背景（第9课，辩论技巧）。

Defining Negative Cases: Reviewing the difference between affirmative (agree) and negative (disagree/refute). Introduction to the two steps for the negative team: Position and Points.

定义反方论点： 复习正方（同意）和反方（不同意/反驳）的区别。介绍反方团队的两个步骤：立场和论点。

Identifying Negative Positions: Reading and explaining the three possible negative positions: 1. There is no problem; 2. The plan won't fix the problem; 3. The plan will make things worse. Discussion on defending the position.

识别反方立场： 阅读并解释三个可能反方立场：1. 没有问题；2. 计划无法解决问题；3. 计划会使情况更糟。讨论如何捍卫立场。

Developing Arguments (Points) and Vocabulary: Discussing Step 2: Making points/arguments. Practicing with the motion 'School exams should be banned.' Vocabulary check: 'ban,' 'refute,' 'rebuttal.'

发展论点和词汇学习： 讨论第二步：提出论点/论据。用‘学校应该禁止考试’的辩题进行练习。词汇检查：‘ban’（禁止）、‘refute’（反驳）、‘rebuttal’（反驳意见）。

Mini-Debate: Banning School Exams: Students spontaneously argue for and against banning exams, identifying their own positions based on the lesson material.

小型辩论：禁止学校考试： 学生自发地对禁止考试进行正反方辩论，根据课程内容确定自己的立场。

Applying Skills to New Motion: Introducing the main practice motion: 'Children should get paid for doing housework.' Defining key vocabulary ('paid,' 'housework,' 'chores').

将技能应用于新辩题： 介绍主要的练习辩题：‘孩子应该因为做家务而获得报酬’。定义关键词汇（‘paid’、‘housework’、‘chores’）。

Argument Preparation in Teams: Students split into Affirmative (Alex & Emma) and Negative (Valerie & Xu) teams to develop arguments for 6 minutes.

分组准备论点： 学生分为正方（Alex和Emma）和反方（Valerie和Xu）小组，进行6分钟的论点准备。

Formal Debates: Round 1: Alex (Aff) vs. Valerie (Neg). Round 2: Xu (Neg) vs. Emma (Aff). Teacher provided feedback on structure and rebuttals.

正式辩论环节： 第一轮：Alex（正）vs Valerie（反）。第二轮：Xuu（反）vs Emma（正）。老师对结构和反驳提出了反馈。

Review and Next Steps: Reviewing key affirmative points and assigning homework/next week's motion.

总结与后续计划： 回顾正方的要点，并布置作业/下周的辩题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, motion, affirmative, negative, refute, position, points, argument, evidence, ban, incentive, rebuttal, chores, vacuuming, dusting, washing up/dishes.

词汇：
辩论、辩题、正方、反方、反驳、立场、论点、论据、证据、禁止、激励/诱因、反驳（意见）、杂务、吸尘、掸灰、洗碗/洗餐具。

Concepts:
Negative Case Structure (Position + Points), Defending a Position, Rebuttal Techniques, Value of Money, Duty vs. Employment.

概念：
反方论点结构（立场+论点）、捍卫立场、反驳技巧、金钱的价值、责任与雇佣。

Skills Practiced:
Constructing coherent negative arguments, oral presentation of complex ideas, listening and responding to counter-arguments (rebuttal), understanding debate terminology.

练习技能：
构建连贯的反方论点、口头表达复杂想法、倾听并回应反方意见（反驳）、理解辩论术语。

Teaching Resources and Materials 教学资源与材料

Lesson Slides for Lesson 9 (Focus on Negative Cases) 第9课的课程幻灯片（重点关注反方论点）
Debate Motion: School exams should be banned. 辩题：学校应该禁止考试。
Debate Motion: Children should get paid for doing housework. 辩题：孩子应该因为做家务而获得报酬。

3. Student Performance Assessment (Emma, Xu weikun) 3. 学生表现评估 (Emma, Xu weikun)

Participation and Activeness 参与度和积极性

Participation was generally high, especially once students got into the debate structure. 参与度总体较高，尤其是在学生进入辩论结构后。
Alex showed strong willingness to participate, even when assigned the position opposite to his personal belief. Alex表现出强烈的参与意愿，即使被分配到与他个人观点相反的立场。
Student actively used the virtual hand raise feature and responded well to direct questioning. 学生积极使用了虚拟举手功能，并能很好地回应直接提问。

Language Comprehension and Mastery 语言理解和掌握

Student demonstrated strong comprehension of the difference between affirmative and negative stances. 学生对正方和反方立场之间的区别表现出很强的理解力。
The concept of 'Position' (No problem/Won't fix/Makes things worse) was grasped well, as seen in the post-debate analysis. ‘立场’的概念（没有问题/无法解决/使情况更糟）被很好地掌握，这在辩论后的分析中得到了体现。
Vocabulary like 'ban' and 'refute' were understood quickly. 像‘ban’（禁止）和‘refute’（反驳）这样的词汇很快被理解了。

Language Output Ability 语言输出能力

Oral: 口语：

Alex provided several well-reasoned, structured arguments during preparation and the debate. Alex在准备和辩论中提供了几个结构合理、论据充分的论点。
Valerie provided clear, logical refutations, particularly concerning the real-world implications of the housework motion. Valerie提供了清晰、合乎逻辑的反驳，尤其是在关于家务动议的现实影响方面。
Emma's confidence grew throughout the session, leading to clear articulation of her points in the second debate. Emma在整个课程中信心逐渐增强，在第二场辩论中清晰地阐述了自己的观点。

Written: 书面：

N/A (Primarily oral/discussion-based lesson; note-taking was encouraged but not formally assessed).

不适用（主要为口语/讨论课程；鼓励做笔记但未正式评估）。

Student's Strengths 学生的优势

Alex has a talent for generating multiple, distinct supporting arguments quickly. Alex有能力快速生成多个、不同的支持性论点。
Valerie excels at understanding the practical consequences and structuring clear negative responses. Valerie擅长理解实际后果并构建清晰的反方回应。
Student quickly grasped the need to define terms (e.g., 'ban,' 'get paid') before debating. 学生们很快领会了在辩论前定义术语（例如‘ban’，‘get paid’）的必要性。

Areas for Improvement 需要改进的方面

Student needss practice in some incorporating direct rebuttals (acknowledging the opponent's point before refuting it). 学生需要在某些整合直接反驳（在反驳前先承认对方的观点）方面进行练习。
Fluency when reading prepared text needs consistency across all participants. 所有参与者在朗读准备好的文本时，流畅度需要保持一致性。
Student occasionally relied on agreeing with a previous speaker rather than formulating an independent argument (especially in the second debate pair). 学生有时倾向于同意前一位发言者的观点，而不是形成自己独立的论点（尤其是在第二对辩手之间）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The 'Position' and 'Points' framework was clearly communicated and applied effectively in the mini-debates. ‘立场’和‘论点’的框架传达清晰，并在小型辩论中得到了有效应用。
The activity of forcing student to argue against their personal beliefs proved highly effective for skill building. 强迫学生为他们个人不相信的立场辩护的活动被证明对技能培养非常有效。
The teacher managed the complex breakout room activity smoothly, despite being new to the platform feature. 尽管老师是新使用分组讨论室功能，但她顺利地管理了复杂的活动。

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

The initial pacing was slightly slow due to confirming student attendance and technical issues (e.g., unmuting). 由于确认学生出勤和技术问题（如取消静音），初始节奏略显缓慢。
Once the debate preparation began, the pace was energetic and appropriate for maximizing practice time. 一旦辩论准备开始，节奏就变得充满活力，适合最大限度地利用练习时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was positive, supportive, and engaging. The teacher maintained high energy and provided frequent positive reinforcement (trophies).

课堂气氛积极、支持性强且引人入胜。老师保持了高涨的热情，并提供了频繁的正面鼓励（奖杯）。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Understanding negative case) was achieved through definitions and review. 目标1（理解反方论点）通过定义和复习得以实现。
Objective 2 (Selecting position) was achieved through immediate application in the practice debate. 目标2（选择立场）通过在练习辩论中立即应用得以实现。
Objective 3 (Developing points) was strongly achieved during the breakout room prep and formal debates. 目标3（发展论点）在分组准备和正式辩论中得到了强有力的实现。

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 use of positive reinforcement (the 'trophy' system) to motivate participation. 极佳地运用了正面强化（“奖杯”系统）来激励参与。
Clear scaffolding of complex skills: starting with definitions, moving to position, then points. 对复杂技能进行了清晰的脚手架搭建：从定义开始，然后到立场，最后到论点。
Effective use of spontaneous discussion (banning exams) to warm up the core concepts. 有效地利用了自发的讨论（禁止考试）来预热核心概念。

Effective Methods: 有效方法：

Implementing mandatory role-playing where students argue positions contrary to their personal beliefs. 实施强制性的角色扮演，要求学生为与其个人信念相反的立场辩护。
Providing immediate, specific feedback on structure (e.g., need to acknowledge opponent's point before rebutting). 就结构提供即时、具体的反馈（例如，需要在反驳前承认对手的观点）。

Positive Feedback: 正面反馈：

Teacher praised students for clear articulation, especially Alex's strong arguments despite initial reading nervousness. 老师表扬了学生清晰的表达，尤其是Alex尽管一开始对阅读感到紧张，但论点强劲。
The teacher skillfully managed the two simultaneous group preparations. 老师熟练地管理了两个同时进行的小组准备工作。

Next Teaching Focus 下一步教学重点

Researching and preparing both affirmative and negative arguments for the next motion. 研究和准备下一个动议的正反方论点。
Deepening understanding of when to use specific structural words like 'incentive' and 'rebuttal' correctly in context. 加深对如何在语境中正确使用‘incentive’（激励）和‘rebuttal’（反驳）等特定结构性词汇的理解。

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

Speaking & Communication: 口语与交流：

When rebutting, ensure you verbally acknowledge the opponent's argument before presenting your counter-point (e.g., 'That's an interesting point, however...'). 在反驳时，确保在提出反驳意见前口头承认对手的论点（例如：‘这是一个有趣的观点，然而……’）。
Focus on maintaining clear pronunciation during spoken arguments, particularly for new vocabulary introduced in the lesson. 在口头论述中关注保持清晰的发音，尤其是在针对课程中引入的新词汇时。

Debate Structure & Logic: 辩论结构与逻辑：

For the negative team, clearly state which of the three positions (no problem, won't fix, makes things worse) your arguments directly support. 对于反方，应明确指出你的论点直接支持哪一个立场（没有问题、无法解决、使情况更糟）。
In future debates, try to structure the argument with a clear opening statement, 2-3 supporting points, and a strong conclusion, as demonstrated by Alex. 在未来的辩论中，尝试以清晰的开场陈述、2-3个支持论点和有力的结论来构建论证，如Alex所展示的那样。

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

Prepare arguments for the next motion: 'In the current technological generation, school should use e-textbooks rather than paper books.' 为下一个动议准备论点：‘在当前的科技时代，学校应该使用电子教科书而不是纸质书。’
Review notes on negative case development (Position & Points) before the next session. 在下节课前复习反方论点构建（立场与论点）的笔记。