Bridging British Education Virtual Academy 伦桥国际教育

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

1. Course Basic Information 1. 课程基本信息

Course Name: Debate Preparation and Practice 课程名称： 辩论准备与练习

Topic: Hypothetical Debates: Saving Art vs. Life, and Taxing Meat 主题： 假设性辩论：拯救艺术品 vs. 生命，以及肉类税

Date: November 23rd, 2025 日期： 2025年11月23日

Student: Luna and Cassie (Two students) 学生： Luna and Cassie (Two students)

Teaching Focus 教学重点

Differentiating between policy and idea motions in debate, understanding short prep vs. long prep formats, and practicing argumentation for hypothetical scenarios.

区分政策性辩题和观点性辩题，理解短时准备（Short Prep）与长时准备（Long Prep）的区别，并练习假设性情景下的论证。

Teaching Objectives 教学目标

Students will be able to distinguish between policy motions (changeable rules) and idea motions (imaginary concepts). 学生能够区分政策性辩题（可改变的规则）和观点性辩题（想象的概念）。
Students will practice developing core arguments for both affirmative and negative sides of a debate motion under time constraints. 学生将在时间限制下练习为辩题的正反方构建核心论点。
Students will grasp the fundamental differences in preparation strategy between short prep (relying on quick argumentation) and long prep (relying on research). 学生将掌握短时准备（依赖快速论证）和长时准备（依赖研究）在准备策略上的基本区别。

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

Technical Check and Introduction: Teacher addresses initial technical issues (students appearing together) and introduces the session's core topic: the hypothetical debate: 'Saving the cat vs. saving the painting.'

技术检查与介绍： 老师处理了初步的技术问题（学生看起来在一起），并介绍了本节课的核心主题：假设性辩论‘拯救猫还是拯救画作’。

Short Prep vs. Long Prep: Teacher explains the structure and focus of short preparation (15 mins, focus on powerful arguments) versus long preparation (one week, focus on research).

短时准备 vs. 长时准备： 老师解释了短时准备（15分钟，侧重有力论点）与长时准备（一周，侧重研究）的结构和侧重点。

Policy vs. Idea Motions: Analyzing the difference between policy motions (changeable rules, e.g., taxing meat) and idea motions (imaginary, e.g., cat/painting scenario), including identifying actors and stakeholders.

政策性辩题 vs. 观点性辩题： 分析政策性辩题（可改变的规则，如征税）和观点性辩题（假设的，如猫/画作场景）的区别，包括识别参与者和利益相关者。

Debate Simulation (Cat vs. Painting): Luna argues for saving the cat (Life > Possessions). Cassie argues for saving the painting (Cultural Value > Individual Life). Teacher provides feedback on arguments.

模拟辩论（猫 vs. 画作）： Luna为救猫辩护（生命 > 财物）。Cassie为保画作辩护（文化价值 > 个体生命）。老师对论点进行反馈。

Mini-Debate on Meat Taxation: Brief analysis of the policy motion 'Meat should be taxed,' discussing impacts, actors, stakeholders, and mechanism.

肉类税小型辩论： 简要分析政策性辩题‘肉类应被征税’，讨论影响、参与者、利益相关者和机制。

Hypothetical Debate (Money ≠ Happiness): Both students practice arguing for and against 'Money does not bring happiness,' using their initial points and teacher-provided research snippets.

假设性辩论（金钱不带来幸福）： 两位学生练习为和反驳‘金钱不带来幸福’的观点，运用了他们初始的论点和老师提供的研究片段。

Short Prep Practice & Conclusion: Students briefly practice short prep notes for the next long prep topic: 'Children should be allowed to get a tattoo.'

短时准备练习与总结： 学生对下一堂课的长时准备主题‘儿童应被允许纹身’进行简短的短时准备笔记练习。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Hypothetical, policy motion, idea motion, actors, stakeholders, mechanism, tax, Yuan (currency), possession, rebuttal, vegetarian, industry, trial, roller coaster, billionaire, jealous, purpose, irreplaceable.

词汇：
假设的, 政策性辩题, 观点性辩题, 参与者, 利益相关者, 机制, 税, 人民币（元）, 财产/所有物, 反驳, 素食者, 行业, 试行, 过山车, 亿万富翁, 嫉妒的, 目的, 不可替代的。

Concepts:
The philosophical debate on prioritizing life (animal) versus irreplaceable cultural artifacts. The economic and social implications of taxation (meat tax). The relationship between wealth, time, and happiness.

概念：
关于优先考虑生命（动物）还是不可替代的文化艺术品的哲学辩论。税收（肉类税）的经济和社会影响。财富、时间与幸福之间的关系。

Skills Practiced:
Structuring debate points, developing arguments under pressure (short prep simulation), rebuttal techniques, using personal analogies (roller coaster metaphor), and clarifying complex policy terms (taxation, stakeholders).

练习技能：
构建辩论要点、在压力下发展论点（短时准备模拟）、反驳技巧、使用个人类比（过山车隐喻）、澄清复杂的政策术语（税收、利益相关者）。

Teaching Resources and Materials 教学资源与材料

Debate motion handout (Cat vs. Painting) 辩题讲义（猫 vs. 画作）
Meat tax scenario setup (Price points: ¥20 to ¥30) 肉类税场景设置（价格点：20元到30元）
Research snippets on 'Money and Happiness' (for and against) 关于‘金钱与幸福’的研究片段（正反方）

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

Participation and Activeness 参与度和积极性

Student demonstrated high engagement, actively participating in all three debate segments. 学生表现出高度参与，积极参与了所有三个辩论环节。
Luna was quick to formulate her core argument in the first debate and effectively used the concept of wealth inequality in the second debate. Luna在第一场辩论中迅速形成了她的核心论点，并在第二场辩论中有效地运用了贫富差距的概念。
Cassie argued the difficult opposition side twice (saving art, arguing money brings happiness) and showed strong abstract thinking (roller coaster metaphor). Cassie两次承担了困难的反方立场（保卫艺术品，论证金钱带来幸福），并展现了强大的抽象思维能力（过山车隐喻）。

Language Comprehension and Mastery 语言理解和掌握

Student clearly understood the difference between hypothetical ideas and actionable policies. 学生清晰理解了假设性观点和可执行政策之间的区别。
The concept of 'tax' was grasped quickly after the teacher's thorough explanation and numerical example. 在老师的详细解释和数字示例后，学生很快理解了‘税’的概念。
Student successfully identified and utilized key concepts like 'stakeholders' and 'mechanism' when analyzing the meat tax motion. 学生在分析肉类税辩题时，成功识别并运用了‘利益相关者’和‘机制’等关键概念。

Language Output Ability 语言输出能力

Oral: 口语：

Fluency needs consistent focus; teacher initially prompted Luna to speak more fluently. 流畅度需要持续关注；老师在开场时提醒Luna讲话要更流畅。
Student successfully maintained a formal debating tone during her speeches, clearly structuring her points. 学生在演讲过程中成功保持了正式的辩论语调，清晰地构建了自己的论点。
Cassie's use of metaphorical language (roller coaster) was effective in conveying complex ideas about time and money. Cassie使用比喻性语言（过山车）有效地传达了关于时间和金钱的复杂理念。

Written: 书面：

N/A (Session focused on spoken preparation and debate practice).

不适用（课程重点在于口头准备和辩论练习）。

Student's Strengths 学生的优势

Strong ability to generate immediate, relevant arguments even when defending a position they don't personally agree with. 即使在捍卫自己不赞同的立场时，也能立即产生相关论点的能力很强。
Effective use of personal analogies and emotional appeal (saving life, roller coaster analogy). 有效运用个人类比和情感诉求（拯救生命、过山车类比）。
Good grasp of debate terminology and application to new topics. 对辩论术语的掌握和应用于新主题的能力良好。

Areas for Improvement 需要改进的方面

Fluency and rhythm of speech should be practiced regularly. 口语的流利度和节奏需要经常练习。
Cassie needs practice in being the affirmative side, as she seemed more comfortable arguing the opposition. Cassie需要在担任正方时多加练习，她似乎更适应反方立场。
Extending core arguments with deeper philosophical or factual evidence beyond initial statements. 需要将核心论点扩展到超越初始陈述的更深层次的哲学或事实证据。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively used a complex hypothetical scenario (cat vs. painting) to introduce core debate concepts. 老师有效地利用了一个复杂的假设场景（猫 vs. 画作）来介绍核心辩论概念。
The transition between analyzing concepts and immediate debate practice was smooth and engaging. 在概念分析和即时辩论练习之间的过渡流畅且引人入胜。
Providing immediate, constructive feedback helped students refine their arguments mid-session. 即时的建设性反馈帮助学生在课程中途完善了他们的论点。

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

The pace was brisk but manageable, successfully covering three different motions. 节奏快速但可控，成功涵盖了三个不同的动议。
The short prep simulation was kept brief (5 minutes), appropriate for practicing note-taking rather than a full argument. 短时准备模拟保持简短（5分钟），适合练习笔记而非完整论证。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, interactive, and supportive. The initial technical oddity created a moment of lightheartedness, setting a relaxed tone for serious academic discussion.

积极、互动且支持性强。初步的技术小插曲营造了一个轻松愉快的时刻，为严肃的学术讨论奠定了轻松的基调。

Achievement of Teaching Objectives 教学目标的达成

Achieved high understanding of policy vs. idea motions through direct comparison. 通过直接对比，高水平地达成了对政策性动议与观点性动议的理解。
Students successfully simulated short preparation techniques under time pressure. 学生成功模拟了时间压力下的短时准备技巧。

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 real-world, high-stakes hypothetical dilemmas to engage students. 善于利用真实、高风险的假设性困境来吸引学生。
Clear scaffolding of complex concepts like 'tax' and 'stakeholders' with concrete examples. 使用具体的例子清晰地搭建了‘税’和‘利益相关者’等复杂概念的脚手架。

Effective Methods: 有效方法：

The 'Who said what?' review at the start of the painting debate helped quickly orient students. 在画作辩论开始时进行的‘谁说了什么？’回顾帮助学生快速定位。
Encouraging students to articulate their 'main message' before debating strengthens argument focus. 鼓励学生在辩论前明确阐述他们的‘核心信息’，以加强论点焦点。

Positive Feedback: 正面反馈：

Teacher praised Cassie's effective roller coaster metaphor for money/time trade-off. 老师称赞了Cassie关于金钱/时间权衡的过山车比喻非常有效。
Positive reinforcement for Luna's inclusion of the charitable aspect of money in the second debate. 对Luna在第二场辩论中纳入金钱的慈善方面给予了积极肯定。

Next Teaching Focus 下一步教学重点

Transitioning to the long preparation format for the next topic. 为下一个主题过渡到长时准备的格式。
Developing in-depth research-backed arguments for the motion: 'Children should be allowed to get a tattoo.' 为‘儿童应被允许纹身’的动议准备有深度、有研究支持的论据。

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

Pronunciation & Reading: 发音与阅读：

Continue focusing on maintaining a consistent, fluent pace throughout the delivery, as initially prompted. 继续关注在整个陈述过程中保持一致、流畅的语速，正如开场时所提示的那样。

Speaking & Communication: 口语与交流：

When arguing the opposition (like Cassie in the painting debate), practice synthesizing the opponent's points into the rebuttal more smoothly. 当扮演反方时（如Cassie在画作辩论中），练习更顺畅地将对手的论点融入反驳中。

Debate Structure: 辩论结构：

For long prep topics, pre-select one compelling example (e.g., Mona Lisa, Taylor Swift) to illustrate abstract points. 对于长时准备的话题，预先选择一个引人注目的例子（如蒙娜丽莎、泰勒·斯威夫特）来阐述抽象观点。

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

Review the concepts of policy vs. idea motions in preparation for next week's long prep assignment. 复习政策性动议与观点性动议的概念，为下周的长时准备作业做准备。
For the tattoo topic, begin brainstorming initial pros and cons, focusing on the legal and ethical implications. 针对纹身话题，开始头脑风暴初步的利弊，重点关注法律和伦理影响。