Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate: Third Speaker Role 1v1 英语课程 - 辩论：第三发言人角色

1. Course Basic Information 1. 课程基本信息

Course Name: Debate Skills Training 课程名称： 辩论技巧训练

Topic: Role and Responsibilities of the Third Speaker in a Debate 主题： 辩论中第三发言人的角色和职责

Date: Date Unknown (Referenced as 1124) 日期： 日期未知 (参考 '1124')

Student: Jasper, Scarlett 学生： Jasper, Scarlett

Teaching Focus 教学重点

Understanding the specific role of the third speaker in a debate (rebuttal and reinforcement without introducing new material), and practicing application through role-play.

理解辩论中第三发言人的特定角色（反驳和加强，但不引入新材料），并通过角色扮演进行实践。

Teaching Objectives 教学目标

Students will be able to define the core restriction of the third speaker (no new arguments). 学生将能够定义第三发言人的核心限制（不引入新论点）。
Students will practice summarizing and rebutting previous arguments from the perspective of a third speaker. 学生将练习从第三发言人的角度总结和反驳先前的论点。
Students will prepare and deliver a short rebuttal speech based on a given motion. 学生将准备并发表一个关于给定议题的简短反驳演讲。

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

Waiting for Second Student: Teacher prepared resources while waiting for Scarlett to join.

等待第二位学生： 老师在等待Scarlett加入时准备了资源。

Explaining the Third Speaker Role: Detailed explanation of the third speaker's duties: must not introduce new material, focus on rebuttal and reinforcement of teammates' points.

解释第三发言人的角色： 详细解释第三发言人的职责：不得引入新材料，重点反驳和加强队友的论点。

Clarifying Rules and Fairness: Q&A session to confirm why the rule against new material is crucial for fairness.

澄清规则与公平性： 问答环节，确认禁止引入新材料的规则为何对公平至关重要。

Required Skills for Third Speaker: Discussed necessary skills: excellent listening, quick thinking, efficient note-taking, identifying points of clash, and summarizing.

第三发言人所需技能： 讨论了所需技能：出色的倾听能力、快速思考、高效笔记、识别冲突点和总结能力。

Debate Motion Assignment: Introduced the motion: 'Professional athletes are overpaid.' Jasper assigned Proposition, Scarlett assigned Opposition. Both instructed to prepare as third speakers.

辩论动议分配： 引入议题：'职业运动员薪水过高'。Jasper被分配正方，Scarlett被分配反方。要求两人都以第三发言人的身份准备。

Preparation Period: 30 minutes provided for preparation, with a reminder to focus on third speaker role.

准备时间： 提供了30分钟的准备时间，并提醒要专注于第三发言人的角色。

Jasper's Speech (Proposition Third Speaker): Jasper delivered a very short speech focusing only on 'unfairness' and mentioning money, lacking substance and structure for a third speaker.

Jasper的演讲（正方第三发言人）： Jasper发表了一个非常简短的演讲，只关注“不公平”，并提到了金钱，缺乏第三发言人应有的实质内容和结构。

Feedback for Jasper: Teacher noted time management issues during preparation and suggested specific arguments (comparison with doctors).

对Jasper的反馈： 老师指出了准备期间的时间管理问题，并提出了具体的论点建议（与医生进行比较）。

Scarlett's Speech (Opposition Third Speaker): Scarlett delivered a structured speech covering hard work, bringing joy/example, and fairness based on viewer support, adhering well to the third speaker role.

Scarlett的演讲（反方第三发言人）： Scarlett发表了一个结构化的演讲，涵盖了努力工作、带来快乐/榜样以及基于观众支持的公平性，很好地遵守了第三发言人的角色。

Final Feedback and Wrap-up: Positive feedback for Scarlett on role adoption. Discussed Jasper's potential rebuttal points against Scarlett's speech. Encouraged both to seek help during preparation.

最终反馈与总结： 对Scarlett成功扮演角色给予了积极反馈。讨论了Jasper可以用来反驳Scarlett演讲的潜在论点。鼓励双方在准备时寻求帮助。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, Speaker, Rebut, Rebuttal, Introduce, Material, Argument, Proposition, Opposition, Reinforce, Valid, Clash, Motion, Overpaid, Adjudicator

词汇：
辩论，发言人，反驳，反驳论点，引入，材料，论点/论据，正方，反方，加强/巩固，有效的，冲突点，议题，薪酬过高，裁判

Concepts:
The strict rule against introducing new content as the third speaker; The dual responsibility of attacking the opposition's points while supporting the team's case; Preparation strategies (note-taking, summarizing, brainstorming rebuttals).

概念：
第三发言人严格禁止引入新内容的规则；攻击对方论点同时支持己方论点的双重责任；准备策略（笔记、总结、头脑风暴反驳）。

Skills Practiced:
Active listening, structuring a rebuttal speech, summarizing complex arguments under time constraints, and applying debate roles.

练习技能：
积极倾听、构建反驳演讲、在时间限制下总结复杂论点、应用辩论角色。

Teaching Resources and Materials 教学资源与材料

Visual aid/Diagram explaining the structure of Proposition and Opposition speakers. 解释正反方发言人结构的视觉辅助/图表。
Short video clip of a third speaker's opening lines (interrupted/used for context). 第三发言人开场白短视频片段（被中断/用于上下文）。

3. Student Performance Assessment (Jasper, Scarlett) 3. 学生表现评估 (Jasper, Scarlett)

Participation and Activeness 参与度和积极性

Jasper participated actively during Q&A but struggled significantly with the preparation and delivery phase. Jasper在问答环节积极参与，但在准备和演讲阶段表现出明显的困难。
Scarlett showed high engagement, understood the role quickly, and executed the task effectively. Scarlett表现出高度参与，快速理解了角色，并有效地执行了任务。

Language Comprehension and Mastery 语言理解和掌握

Both students grasped the concept that new arguments cannot be introduced. 两位学生都理解了不能引入新论点的概念。
Scarlett demonstrated deeper understanding through her structured application of the role. Scarlett通过她结构化的角色应用展示了更深入的理解。

Language Output Ability 语言输出能力

Oral: 口语：

Jasper's delivery was brief and lacked argumentative depth, suggesting preparation issues. Jasper的表达简短，缺乏论证深度，表明准备存在问题。
Scarlett's delivery was clear, organized, and successfully mimicked the required third speaker tone and content. Scarlett的表达清晰、有条理，成功模仿了所需第三发言人的语气和内容。

Written: 书面：

N/A (Focus was on spoken delivery based on prepared notes).

不适用（重点是基于准备笔记的口头表达）。

Student's Strengths 学生的优势

Scarlett: Excellent adherence to the specific third speaker requirements (no new points). Scarlett：对第三发言人的特定要求（无新观点）的遵守程度极佳。
Scarlett: Strong ability to structure arguments logically (hard work, entertainment value, fairness). Scarlett：逻辑构建论点的能力强（努力工作、娱乐价值、公平性）。
Jasper: Willingness to ask clarifying questions regarding the motion and assignment. Jasper：愿意就动议和任务提出澄清问题。

Areas for Improvement 需要改进的方面

Jasper: Significant time management during preparation; needed to develop substance beyond basic assertions. Jasper：准备期间时间管理严重不足；需要发展比基本断言更深入的实质内容。
Both students: Need to focus on the *rebuttal* aspect—directly addressing and dismantling the opponent's points, not just summarizing their own side. 两位学生：需要关注*反驳*方面——直接针对并瓦解对方的论点，而不仅仅是总结自己一方的观点。
Scarlett: Speech could have been longer by summarizing the arguments of her two teammates in more detail. Scarlett：通过更详细地总结两位队友的论点，演讲可以更长。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The initial detailed explanation of the third speaker's role was highly effective for Scarlett. 对第三发言人角色进行的详细初始解释对Scarlett非常有效。
The role-play assignment immediately tested and reinforced the concept taught. 角色扮演任务立即测试并加强了所教的概念。

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

The pace was slightly uneven due to Jasper's very short speech, requiring the teacher to pivot quickly to Scarlett. 由于Jasper的演讲非常短，节奏略有不均，老师需要迅速转向Scarlett。
Teacher managed the time well, maximizing the learning from the successful speech by Scarlett. 老师很好地管理了时间，最大限度地利用了Scarlett成功演讲带来的学习效果。

Classroom Interaction and Atmosphere 课堂互动和氛围

Supportive and encouraging, despite Jasper's difficulties. The teacher provided immediate, constructive feedback.

尽管Jasper遇到困难，课堂氛围依然是支持和鼓励的。老师提供了即时、建设性的反馈。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Define core restriction) was achieved through confirmation. 目标1（定义核心限制）通过确认得到实现。
Objective 2 & 3 were partially achieved, with Scarlett succeeding fully and Jasper showing the need for further practice. 目标2和3部分达成，Scarlett完全成功，而Jasper则显示出需要进一步练习。

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 differentiation of the third speaker's unique role compared to speakers 1 and 2. 清晰地区分了第三发言人与第一、第二发言人的独特角色。
Effective use of a concrete debate motion to ground the theoretical concept. 有效地使用具体的辩论动议来巩固理论概念。

Effective Methods: 有效方法：

Using hypotheticals (e.g., fairness implications if the rule is broken) to justify the core rule. 使用假设情景（例如，如果违反规则的公平性影响）来证明核心规则的合理性。
Instructing students to prepare *as* the third speaker during the prep time. 在准备时间指导学生“扮演”第三发言人进行准备。

Positive Feedback: 正面反馈：

High praise for Scarlett's ability to internalize and demonstrate the third speaker framework. 高度赞扬Scarlett内化并展示第三发言人框架的能力。
Encouraging Jasper to seek help proactively before submitting incomplete work. 鼓励Jasper在提交不完整作品前主动寻求帮助。

Next Teaching Focus 下一步教学重点

Continue developing stronger, more structured rebuttal skills, focusing on specific counter-arguments. 继续发展更强、结构更严谨的反驳技巧，重点关注具体的反制论点。
Applying the preparation techniques (note-taking summary, clash identification) to the next debate motion. 将准备技巧（笔记总结、冲突点识别）应用于下一个辩论动议。

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

Pronunciation & Reading: 发音与阅读：

Jasper: Focus on pacing and projection during delivery to ensure the audience can follow the argument. Jasper：关注表达时的节奏和音量，确保听众能够跟上论点。

Speaking & Communication: 口语与交流：

Both: Practice 'signposting'—clearly stating which previous argument you are rebutting or reinforcing (e.g., 'My first speaker established X, and I argue Y proves X further'). 双方：练习“指示性语言”——清晰地说明你正在反驳或加强哪个先前的论点（例如，“我的第一发言人确立了X，我论证Y进一步证明了X”）。
Jasper: When preparing, map out at least three distinct lines of attack/support, even if you only use one in the speech. Jasper：准备时，至少规划出三个明确的攻击/支持路线，即使在演讲中只使用了一个。

Preparation & Time Management: 准备与时间管理：

Jasper: Use the full preparation time to structure your speech, dedicating specific time blocks to outlining arguments and rebuttals. Jasper：利用完整的准备时间来构建演讲结构，专门分配时间段来列出论点和反驳。

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

Find transcripts of real third speaker speeches online and analyze how they structured their summary and rebuttals. 在网上查找真实的第三发言人演讲稿，并分析他们是如何构建总结和反驳的。
Homework: Prepare a 3-minute third speaker summary for the topic 'Social media does more harm than good,' assuming you are the proposition side. 作业：为“社交媒体弊大于利”这一话题准备一个3分钟的第三发言人总结，假设你是正方。