Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate 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: UIE LS05DBA 课程名称： UIE LS05DBA 课程

Topic: Debating: Roles and Practice (Motion: Should cars be banned from city centres?) 主题： 辩论：角色和实践 (议题：是否应禁止汽车进入市中心？)

Date: 12/19 日期： 12月19日

Student: Molly, Angel, Alex 学生： Molly, Angel, Alex

Teaching Focus 教学重点

Introduction to debate structure (First, Second, Third speakers) and practicing the role of the third speaker, followed by a full team debate.

介绍辩论结构（第一、二、三发言人）并练习第三发言人的角色，随后进行完整的团队辩论。

Teaching Objectives 教学目标

Students will understand the roles of the three speakers in a formal debate. 学生将理解正式辩论中三位发言人的角色。
Students will practice constructing arguments, rebuttals, and conclusions relevant to the motion. 学生将练习构建与辩题相关的论点、反驳和结论。
Students will apply signposting and clear communication during the debate. 学生将在辩论过程中应用路标词（signposting）和清晰的沟通。

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 Casual Talk: Greeting students (Molly, Angel, Alex), casual conversation about Christmas preparation.

热身和闲聊： 问候学生（Molly、Angel、Alex），关于圣诞准备的闲聊。

Debate Structure Introduction: Explaining the roles of the affirmative (agree) and negative (disagree) teams, and the specific roles of the First, Second, and Third speakers. Introduction to the teacher's role as Chair/Judge.

辩论结构介绍： 解释正方（同意方）和反方（不同意方）的角色，以及第一、二、三发言人的具体职责。介绍教师作为主席/裁判的角色。

Third Speaker Duties & Practice: Focusing on the third speaker's duty to summarize, reinforce, and rebut the opposing team's final points. Practicing starter sentences for rebuttal.

第三发言人职责与练习： 侧重于第三发言人总结、强化和反驳对方最终观点的职责。练习反驳的起始句。

Video Analysis and Initial Stance Setting: Watching a video of teachers discussing the motion: 'Should cars be banned in city centres?'. Students state their initial stance (Agree/Disagree).

视频分析与立场确立： 观看关于教师讨论辩题“是否应禁止汽车进入市中心”的视频。学生陈述其初步立场（同意/不同意）。

Team Formation and Argument Discussion: Forming teams: Molly & Angel (Affirmative/Agree), Alex (Negative). Discussion on practical considerations (cost, accessibility) related to banning cars.

队伍组建和论点讨论： 组建队伍：Molly & Angel (正方/同意方), Alex (反方)。讨论与禁车相关的实际考量（成本、可达性）。

Preparation Time and Signposting Review: Three minutes for final preparation. Teacher posts signposting phrases for the debate structure.

准备时间与路标词回顾： 三分钟最后准备时间。教师在板上展示辩论结构的路标词。

The Debate: Affirmative (Molly & Angel) vs. Negative (Alex & Teacher): Molly (1st Speaker Affirmative) presents opening arguments based on commerce and accessibility. Alex (1st Speaker Negative) rebuts on necessity and cost. Angel (2nd Speaker Affirmative) reinforces harm (pollution/noise). Teacher (2nd Speaker Negative/3rd Speaker role simulation) delivers the final rebuttal/summary.

辩论：正方（Molly & Angel）对反方（Alex & 教师）： Molly（正方一辩）陈述开场论点（商业和可达性）。Alex（反方一辩）反驳必要性和成本。Angel（正方二辩）强化危害（污染/噪音）。教师（反方二辩/模拟三辩）进行最终反驳/总结。

Q&A Session and Conclusion: Open floor for questions to opponents. Teacher provides feedback and announces Molly and Angel as debate winners.

问答环节与总结： 向对方提问。教师提供反馈并宣布 Molly 和 Angel 为本次辩论获胜者。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Rebuttal, Affirmative, Negative, Motion, Concession, Inclusive, Vulnerable groups, Pollution, Congestion, Signposting, Ecosystem, Impractical

词汇：
反驳，正方，反方，议题，让步，弱势群体，污染，交通堵塞，路标词，生态系统，不切实际

Concepts:
Debate structure (1st, 2nd, 3rd speaker roles), Forming cohesive team arguments, Using statistics/expert opinions, Time management in speaking.

概念：
辩论结构（一、二、三辩角色），构建连贯的团队论点，使用统计数据/专家意见，口语中的时间管理。

Skills Practiced:
Structured argumentation, Rebuttal techniques, Public speaking under time constraints, Listening comprehension for counter-arguments.

练习技能：
结构化论证，反驳技巧，计时下的公开演讲，对反驳论点的听力理解。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Visual aids for debate structure diagram. 白板/视觉辅助工具用于辩论结构图示。
Video recording of UK teachers discussing the motion (Source: BBC-style report). 英国教师讨论辩题的录像（来源：BBC风格报道）。
Signposting phrases list for formal debate. 正式辩论的路标词列表。

3. Student Performance Assessment (Molly, Angel, Alex) 3. 学生表现评估 (Molly, Angel, Alex)

Participation and Activeness 参与度和积极性

All three students participated actively in the setup and the final debate. 三位学生都积极参与了准备工作和最终的辩论。
Molly and Angel demonstrated high engagement, especially Angel becoming more confident as the lesson progressed. Molly和Angel表现出高度投入，尤其是Angel在课程进展中变得更加自信。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the concept of the three speaker roles immediately after explanation. 学生在讲解后立即理解了三位发言人角色的概念。
Debaters successfully integrated points raised during the pre-debate discussion into their formal speeches. 辩论者成功地将课前讨论中提出的观点融入到他们的正式演讲中。

Language Output Ability 语言输出能力

Oral: 口语：

Molly used specific statistics and expert opinions effectively but rushed her delivery. Molly有效地使用了具体的统计数据和专家意见，但语速过快。
Alex showed significant improvement in consistency and clarity compared to previous sessions. 与以往课程相比，Alex在连贯性和清晰度方面表现出显著进步。
Angel effectively used signposting words (First, Second) and showed strong confidence by the end. Angel有效地使用了路标词（First, Second），并在最后表现出很强的自信。

Written: 书面：

N/A (Focus was purely oral debate practice).

不适用（重点是纯口语辩论练习）。

Student's Strengths 学生的优势

Molly: Ability to incorporate researched facts/statistics into her argument. Molly：能够将研究过的事实/统计数据纳入论点。
Angel: Strong use of structural signposting and growing confidence. Angel：结构路标词使用得当，自信心不断增强。
Alex: Strong rebuttals focused on practical counterpoints (e.g., cost, necessity). Alex：强有力的反驳，侧重于实际的对立观点（例如成本、必要性）。

Areas for Improvement 需要改进的方面

Molly: Needs to consciously slow down her speaking pace to improve clarity and timing. Molly：需要有意识地放慢语速以提高清晰度和时间控制。
All students: Need to practice fully utilizing the allotted two minutes for speeches. 所有学生：需要练习充分利用分配的两分钟时间进行演讲。
Alex: Needs to ensure his microphone is functional immediately to avoid initial delays. Alex：需要确保麦克风立即正常工作，以避免初始延迟。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively broke down a complex skill (formal debate) into manageable stages. 教师有效地将复杂的技能（正式辩论）分解为可管理的阶段。
The transition from theory (speaker roles) to practical application (full debate) was smooth. 从理论（发言人角色）到实际应用（完整辩论）的过渡很顺利。

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

The initial instruction phase was efficient. The debate pace felt energetic, though speakers like Molly spoke too quickly. 初始指导阶段效率很高。辩论节奏感觉充满活力，但像Molly这样的发言者语速过快。
Teacher managed time well during preparation and the debate rounds. 教师在准备和辩论环节中很好地管理了时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Very positive, encouraging, and exciting, especially given it was the students' first debate experience. The teacher used positive reinforcement heavily.

非常积极、鼓励和令人兴奋，特别是考虑到这是学生第一次辩论经历。教师大量使用了积极的强化语言。

Achievement of Teaching Objectives 教学目标的达成

Students successfully understood and performed their roles in the debate structure. 学生成功理解并在辩论结构中扮演了他们的角色。
The core skill of structured argumentation was practiced, even if time limits were not perfectly met. 结构化论证的核心技能得到了练习，即使时间限制没有完全达到。

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 scaffolding of the debate roles, particularly the third speaker's summary function. 对辩论角色的清晰搭设脚手架，特别是第三发言人的总结功能。
Using a relevant, real-world topic (city transport) and supporting video material. 使用相关、贴近现实的话题（城市交通）和支持性视频材料。

Effective Methods: 有效方法：

Immediate application of theory into a timed, structured team activity. 将理论立即应用于有时限的结构化团队活动中。
Providing explicit signposting phrases to aid structure during high-pressure speaking. 提供明确的路标短语，以在压力大的演讲中辅助结构。

Positive Feedback: 正面反馈：

Excellent feedback provided to all students, acknowledging effort and improvement areas specifically. 向所有学生提供了出色的反馈，具体指出了努力和需要改进的领域。
Congratulating Molly and Angel on a successful first debate performance. 祝贺Molly和Angel首次辩论表现成功。

Next Teaching Focus 下一步教学重点

Deepening the understanding and application of the Second and Third Speaker's specific rebuttal duties. 深化对二辩和三辩具体反驳职责的理解和应用。
Preparing for the next motion: 'Should every child have to join a sports club or team?' 为下一议题做准备：“是否每个孩子都必须加入体育俱乐部或团队？”

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

Pronunciation & Reading: 发音与阅读：

Molly: Practice reading your prepared speeches significantly slower to maximize impact and timing. (Molly, 请练习明显放慢您准备好的演讲稿的阅读速度，以最大化影响和时间控制。)

Speaking & Communication: 口语与交流：

All Students: Aim to utilize the full two minutes by incorporating more supporting examples or deeper elaboration on rebuttals. (所有学生：目标是利用满两分钟，方法是加入更多支持性例子或对反驳进行更深入的阐述。)
Alex: Ensure microphone check is finalized quickly at the start of the session next time. (Alex：下次课开始时，确保麦克风检查能快速完成。)

Debate Structure: 辩论结构：

Third Speaker: Next time, focus strongly on directly challenging the opponent's FIRST and SECOND speaker's main points before concluding. (第三发言人：下次应重点在总结前，直接挑战对方一辩和二辩的主要观点。)

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

Review the signposting phrases provided today and write out a brief opening statement using them for the next topic. 复习今天提供的路标短语，并用它们为下一个主题写一个简短的开场陈述。
Begin preliminary research/brainstorming for the next motion regarding mandatory sports clubs. 开始对“强制性体育俱乐部”的下一议题进行初步研究/头脑风暴。