Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Critical Thinking and Debating 1v1 英语课程 - 批判性思维与辩论

1. Course Basic Information 1. 课程基本信息

Course Name: 1206 DBB Tiger 课程名称： 1206 DBB 课程猛虎

Topic: Conclusions in Debate & Esports as a Sport Motion 主题： 辩论中的结论与电子竞技是否为体育运动的议题

Date: N/A 日期： 未提供

Student: Tiger 学生： Tiger

Teaching Focus 教学重点

Understanding the role and structure of conclusions in debates, and brainstorming arguments for and against the motion: 'Gaming/Esports should be considered a sport.'

理解辩论中结论的作用和结构，并就“游戏/电子竞技应被视为体育运动”的议题进行正反方论点头脑风暴。

Teaching Objectives 教学目标

Review the purpose and structure of a debate conclusion. 复习辩论结论的目的和结构。
Learn key elements of effective conclusions (appealing to emotion, punchy summary). 学习有效结论的关键要素（诉诸情感、有力总结）。
Brainstorm and articulate arguments for both sides of the motion: 'Gaming/Esports should be considered a sport.' 针对议题“游戏/电子竞技应被视为体育运动”进行正反方论点头脑风暴和阐述。

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

Warm-up and Review Definitions: Greeting, name pronunciation check, student introduction (what they did today), and initial review of 'debate' and team structure.

热身与复习定义： 问候、名字发音确认、学生自我介绍（今天做了什么），以及对“辩论”和团队结构的初步回顾。

Focus: The Role of Conclusions: Discussing why conclusions are needed, comparing them to introductions, and covering the role of effective conclusions (appealing to emotion, punchy summary).

重点：结论的作用： 讨论需要结论的原因，将其与开场白进行比较，并涵盖有效结论的作用（诉诸情感、有力总结）。

Vocabulary Deep Dive: Explaining difficult vocabulary like 'waffle self indulgently,' 'hyperbolize,' and 'succinctly,' and understanding the 'do nots' of conclusions.

词汇深度解析： 解释“waffle self indulgently”（自我放纵地啰嗦）、“hyperbolize”（夸大）和“succinctly”（简明扼要）等难词，并理解结论的“禁忌”。

Conclusion Mechanics & Starters: Reviewing points on conclusion structure (length, originality) and practicing writing down concluding starter phrases.

结论机制与起始句： 回顾结论结构要点（长度、原创性）并练习写下结论起始短语。

Motion Analysis & Video Viewing: Introducing the motion: 'Gaming should be considered a sport.' Watching two videos offering perspectives on esports professionalism, popularity, and government recognition.

议题分析与视频观看： 介绍议题：“游戏应被视为体育运动”。观看两个视频，了解电子竞技的专业性、普及度和政府认可度等观点。

Brainstorming Arguments: Student independent brainstorming for Agree/Disagree sides, followed by teacher-student discussion and refinement of points.

论点头脑风暴： 学生独立进行正反方头脑风暴，随后师生讨论并完善论点。

Wrap-up and Next Steps: Final summary of learning, student feedback requested, and introduction of the next lesson's motion.

总结与后续步骤： 总结本次学习内容，征求学生反馈，并介绍下一课的议题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
debate, motion, affirmative team, negative team, conclusion, adjudicators, swayed, appeal to emotion, punchy summary, waffle, self-indulgently, hyperbolize, exaggerate, succinctly, concisely, overused, hackneed/hackknight, quote, triplet, slogan, sedentary, rebuttal.

词汇：
辩论, 议题, 正方, 反方, 结论, 裁判, 动摇/说服, 诉诸情感, 有力的总结, 啰嗦, 自我放纵地, 夸张化, 夸大, 简明扼要地, 简洁地, 过度使用的, 陈旧的/不新颖的, 引用, 三元组 (修辞手法), 口号, 久坐不动的, 反驳。

Concepts:
Debate Structure (Introduction, Body, Conclusion), Effective Conclusion Techniques (Emotional Appeal, Punchy Summary), Differentiating between physical sports and skill-based activities (Esports).

概念：
辩论结构（开场、主体、结论）、有效结论技巧（情感诉求、有力总结）、区分传统体育运动与基于技能的活动（电子竞技）。

Skills Practiced:
Critical thinking, Argumentation, Listening comprehension (for complex vocabulary), Vocabulary acquisition, Speaking fluency (in brainstorming).

练习技能：
批判性思维、论证能力、听力理解（针对复杂词汇）、词汇习得、口语流利度（在头脑风暴中）。

Teaching Resources and Materials 教学资源与材料

Lesson 17 Slides/Notes on Conclusions 第17课关于结论的幻灯片/笔记
Two educational videos discussing Esports as a professional sport. 两段关于电子竞技作为职业运动的教育视频
Worksheet/Paper for brainstorming. 用于头脑风暴的练习纸/笔

3. Student Performance Assessment (Tiger) 3. 学生表现评估 (Tiger)

Participation and Activeness 参与度和积极性

High engagement; student actively attempted to define key terms and offer points during brainstorming. 参与度高；学生积极尝试定义关键词并在头脑风暴中提出观点。
Student consistently sought clarification when needed, showing attentiveness. 学生在需要时持续寻求澄清，显示出专注。

Language Comprehension and Mastery 语言理解和掌握

Strong initial grasp of debate fundamentals (e.g., two teams). 对辩论基础（例如，两个队伍）有很好的初步理解。
Good comprehension of abstract concepts like 'appeal to emotion' after explanation, demonstrated by applying them to the speed limit example. 在解释后对“诉诸情感”等抽象概念有很好的理解，并通过将其应用于限速示例得以证明。
Struggled slightly with multi-syllabic, academic vocabulary (e.g., 'hyperbolize,' 'succinctly'), but grasped the meaning through context and teacher definitions. 在处理多音节学术词汇（如 'hyperbolize'、'succinctly'）时略有困难，但通过语境和老师的定义理解了含义。

Language Output Ability 语言输出能力

Oral: 口语：

Student provided clear, albeit sometimes hesitant, answers during conceptual explanation. 在概念解释过程中，学生提供的回答清晰，尽管有时有些犹豫。
Brainstorming responses for the motion were thoughtful, connecting video evidence to initial arguments. 针对议题的头脑风暴回应很周到，将视频证据与初步论点联系起来。

Written: 书面：

N/A (Activity involved oral brainstorming and note-taking on provided lists)

不适用（活动涉及口头头脑风暴和记录提供的列表要点）

Student's Strengths 学生的优势

Excellent pronunciation, noted by the teacher as very impressive for their age. 出色的发音，老师认为对该年龄段的学生来说非常令人印象深刻。
Ability to connect learned material (video evidence) directly into brainstorming points. 能够将所学材料（视频证据）直接融入到头脑风暴的论点中。
Quickly grasped the core structure of an introduction vs. conclusion. 快速掌握了开场白与结论的核心结构区别。

Areas for Improvement 需要改进的方面

Fluency/Confidence when dealing with less common academic vocabulary. 在处理不常见的学术词汇时，流利度和信心有待提高。
Need to ensure initial definitions (like 'sport' for the motion) are broad enough before forming arguments. 需要在形成论点之前，确保对初始定义（如议题中的“体育运动”）足够宽泛。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

Highly effective in breaking down complex vocabulary and ensuring understanding before moving on. 在分解复杂词汇并在继续之前确保理解方面非常有效。
The use of concrete examples (speed limits) successfully clarified abstract rhetorical concepts (appeal to emotion). 使用具体的例子（限速）成功地阐明了抽象的修辞概念（诉诸情感）。

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

Pacing was appropriate for deep vocabulary study, with sufficient time given for student processing and repetition. 对于深入的词汇学习，节奏是合适的，为学生的处理和重复提供了足够的时间。
The 10-minute independent brainstorming time was well-managed, leading to productive sharing. 10分钟的独立头脑风暴时间管理得当，带来了富有成效的分享。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and academically rigorous, with the teacher providing frequent praise and clear instructions.

积极、鼓励和严谨的学术氛围，老师提供了频繁的表扬和清晰的指导。

Achievement of Teaching Objectives 教学目标的达成

Conclusion review objectives were met through thorough explanation and definition checking. 通过彻底的解释和定义检查，满足了结论复习目标。
Argument brainstorming objectives were successfully achieved, producing well-reasoned initial points for both sides of the motion. 成功实现了论点头脑风暴目标，为议题双方产生了合理的初步论点。

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 vocabulary scaffolding and definition reinforcement. 出色的词汇脚手架搭建和定义强化。
Effective use of relevant real-world examples (speed limits, slogans) to explain abstract concepts. 有效地使用相关的现实世界例子（限速、口号）来解释抽象概念。
Strong ability to praise and encourage the student, especially regarding pronunciation. 极强的表扬和鼓励学生的能力，尤其是在发音方面。

Effective Methods: 有效方法：

Interactive definition check: Asking the student to repeat or explain new words back to the teacher. 互动式定义检查：要求学生向老师复述或解释新单词。
Integrating video content directly into argument generation for the debate motion. 将视频内容直接整合到辩论议题的论点生成中。

Positive Feedback: 正面反馈：

Teacher expressed high praise for Tiger's pronunciation throughout the lesson. 老师在整个课程中对Tiger的发音给予了高度赞扬。
Teacher noted the high quality and range of ideas generated during brainstorming. 老师注意到了头脑风暴过程中产生的高质量和多样化的想法。

Next Teaching Focus 下一步教学重点

Debating the motion: 'The world is about to end in three days. Should governments let the world know or not?' 辩论议题：“世界将在三天后终结。政府是否应该让全世界知道？”

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 practicing reading complex sentences aloud, as pronunciation is already very strong. 继续练习大声朗读复杂句子，因为发音已经非常出色。

Speaking & Communication: 口语与交流：

When learning new academic vocabulary, try to create a short, personal sentence immediately after learning the definition to solidify memory. 在学习新的学术词汇时，尝试在学习定义后立即创造一个简短的个人句子，以巩固记忆。

Critical Thinking Skills: 批判性思维技能：

In future motion debates, practice establishing clear, agreed-upon definitions for key terms (like 'sport') at the start of the affirmative case. 在未来的议题辩论中，练习在正方立论开始时就关键术语（如“体育运动”）建立清晰、双方同意的定义。

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

Review all concluding starter phrases learned today and select three favorites for use in future summaries. 复习今天学到的所有结论起始短语，并选择最喜欢的三个用于未来的总结。
For the next debate motion, prepare a brief outline of the strongest argument for the side you would prefer to argue (Affirmative or Negative). 针对下一个辩论议题，准备一份你最想论证的立场的最强论点的简要提纲（正方或反方）。