Bridging British Education Virtual Academy 伦桥国际教育
1v1 Debate Preparation and Practice Lesson 1对1辩论准备与练习课程
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
To introduce and facilitate the first formal debate between Daniel and Three on the motion: 'Is homework a waste of time?', focusing on structure, evidence use, and rebuttal skills.
介绍并促成Daniel和Three之间关于“作业是否浪费时间”的首次正式辩论，重点关注结构、证据使用和反驳技巧。
Teaching Objectives 教学目标
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Students successfully define what a debate is and its core components (opposing sides, opinion building). 学生成功定义什么是辩论及其核心组成部分（对立双方、观点构建）。
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Students prepare arguments for assigned sides ('Yes, waste of time' vs. 'No, not a waste of time'). 学生为分配到的立场（“是，浪费时间”与“否，并非浪费时间”）准备论据。
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Students present structured arguments using preparation time and provided structures. 学生利用准备时间并使用提供的结构来陈述结构化的论点。
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
Casual Check-in & Environment Setup: Teacher interacts with students about their surroundings (toys, shelves) to establish rapport.
轻松问候与环境设置： 老师与学生就他们的周围环境（玩具、架子）进行互动以建立融洽关系。
Debate Introduction & Concept Review: Review of debate concept; students confirm prior debate experience; discussion on leisure activities (scooter vs. Lego).
辩论介绍与概念回顾： 回顾辩论概念；学生确认以往的辩论经验；讨论休闲活动（滑板车与乐高）。
Mini-Debate: Cats vs. Dogs: Informal debate on pets (cats vs. dogs) to warm up argumentative skills.
迷你辩论：猫与狗： 关于宠物的非正式辩论（猫与狗）以热身论证技能。
Formal Debate Setup & Topic Introduction: Introducing the formal debate structure (affirmative/negative, 3 mins speaking goal) and the motion: 'Is homework a waste of time?'
正式辩论设置与主题介绍： 介绍正式辩论结构（正方/反方，目标3分钟发言）和动议：“作业是否是浪费时间？”
Initial Brainstorming & Evidence Gathering: Students discuss initial thoughts on homework, teacher introduces supporting data (China/Finland comparison graph).
初步头脑风暴与证据收集： 学生讨论对作业的初步想法，老师介绍支持数据（中国/芬兰对比图表）。
Preparation Time (Split Breakout Rooms): Teacher divides students into separate rooms to research and structure their speeches privately, providing structural scaffolds.
准备时间（分小组进行）： 老师将学生分成不同房间进行私下研究和组织演讲稿，并提供结构脚手架。
Formal Debate Presentation & Judging: Daniel (Affirmative) presents, followed by Three (Negative). Teacher gives initial feedback based on structure and evidence.
正式辩论展示与评判： Daniel（正方）先发言，然后是Three（反方）。老师根据结构和证据给出初步反馈。
Rebuttal & Conclusion: Teacher facilitates cross-examination/rebuttal phase; announces Daniel as the provisional winner based on presentation; sets next week's homework plan.
反驳与总结： 老师引导交叉提问/反驳环节；宣布Daniel因展示获胜；设定下周作业计划。
Language Knowledge and Skills 语言知识与技能
Scooter, Lego, Debate, Motion, Affirmative, Negative, Rebuttal, Research, Structure, Expert, Independent, Reinforcing, Management, Responsibility, Trapped, Cage
滑板车, 乐高, 辩论, 动议, 正方, 反方, 反驳, 研究, 结构, 专家, 独立, 强化, 管理, 责任, 被困住, 笼子
Debate structure (Intro, Points, Conclusion), Use of evidence/research, Importance of rebuttal, Time management regarding homework.
辩论结构（介绍、论点、结论），证据/研究的使用，反驳的重要性，关于作业的时间管理。
Argument formulation, Public speaking (structured delivery), Active listening for rebuttal, Research integration.
论点构建，公开演讲（结构化表达），用于反驳的积极倾听，研究整合。
Teaching Resources and Materials 教学资源与材料
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Teacher-provided debate structure templates (Firstly, Secondly, Thirdly, Conclusion). 老师提供的辩论结构模板（首先、其次、再次、结论）。
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Comparative chart showing weekly homework hours vs. academic results (China vs. Finland). 对比图表，显示每周作业时间与学业成绩（中国与芬兰）。
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Video clip discussing the merits and drawbacks of homework ('UnHomework' concept). 讨论作业的优点和缺点视频片段（“非作业”概念）。
3. Student Performance Assessment (Daniel and Three) 3. 学生表现评估 (Daniel and Three)
Participation and Activeness 参与度和积极性
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High engagement during initial small talk and mini-debate. 在初始闲聊和迷你辩论中表现出高度参与。
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Both students actively participated in the preparation phase, leveraging breakout rooms effectively. 两位学生都积极参与了准备阶段，有效利用了分房功能。
Language Comprehension and Mastery 语言理解和掌握
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Both students clearly understood the assigned debate motion and their respective roles (Affirmative/Negative). 两位学生都清楚地理解了分配的辩论动议和各自的角色（正方/反方）。
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Daniel integrated external data (Finland/China graph) well; Three effectively used the expert opinion structure. Daniel很好地整合了外部数据（芬兰/中国图表）；Three有效地使用了专家意见结构。
Language Output Ability 语言输出能力
Oral: 口语：
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Daniel presented with strong conviction and utilized clear structural signposting ('Firstly, Secondly, Thirdly'). Daniel的陈述充满信念，并使用了清晰的结构引导语（“首先、其次、再次”）。
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Three maintained a measured pace and successfully incorporated abstract concepts like 'reinforcing learning' and 'responsibility'. Three保持了沉稳的语速，并成功融入了“强化学习”和“责任感”等抽象概念。
Written: 书面：
N/A (Focus was on spoken preparation, evidence noted by the teacher on notes/screenshots).
不适用（重点是口头准备，老师在笔记/截图中记录了证据）。
Student's Strengths 学生的优势
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Daniel: Strong delivery and compelling anecdotal evidence (fourth-grade brother example). Daniel：有力的表达和引人入胜的轶事证据（四年级兄弟的例子）。
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Three: Excellent use of academic terminology and structure (expert opinions, clear conclusions). Three：出色地运用了学术术语和结构（专家意见，清晰的结论）。
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Both students successfully utilized research provided in the lesson (graph/video). 两位学生都成功利用了课程中提供的研究材料（图表/视频）。
Areas for Improvement 需要改进的方面
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Daniel: Needs to ensure structural flow is maintained when responding to specific points, rather than just stating prepared points. Daniel：需要在回应特定论点时确保结构流程的连贯性，而不仅仅是陈述准备好的论点。
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Three: Needs to be more assertive in direct rebuttal against Daniel's points, rather than introducing new arguments. Three：在直接反驳Daniel的论点时需要更果断，而不是引入新的论据。
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Both students need to focus on listening to and directly engaging with the opponent's arguments during the rebuttal phase. 两位学生都需要在反驳阶段专注于倾听并直接回应对手的论点。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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The segmented preparation time in private rooms was highly effective for structuring arguments. 在私人房间进行分段准备的方式在构建论点方面非常有效。
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The use of current, relevant evidence (homework statistics) successfully fueled the debate. 使用当前相关证据（作业统计数据）成功地激发了辩论。
Teaching Pace and Time Management 教学节奏和时间管理
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The lesson pace was fast but managed well, allowing sufficient time for preparation despite the complexity of the task. 课程节奏快但管理得当，尽管任务复杂，仍为准备工作留出了充足的时间。
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The transition between brainstorming, preparation, and delivery was smooth. 从头脑风暴到准备再到陈述的过渡很顺利。
Classroom Interaction and Atmosphere 课堂互动和氛围
Energetic, engaging, and slightly competitive, which is ideal for a debate lesson. High positive reinforcement from the teacher.
充满活力、引人入胜且略带竞争性，非常适合辩论课。老师给予了高度的积极肯定。
Achievement of Teaching Objectives 教学目标的达成
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Students defined the debate process and participated in a structured debate. 学生定义了辩论过程并参与了结构化辩论。
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Both students delivered arguments based on their assigned positions. 两位学生都根据分配的立场进行了论证。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
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Effective use of scaffolding (providing debate structures and external data). 有效地利用了支架式教学（提供辩论结构和外部数据）。
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Skillful management of split breakout rooms to encourage private research without interruption. 熟练地管理了分拆的独立房间，鼓励私下研究而不受干扰。
Effective Methods: 有效方法：
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The 'Cats vs. Dogs' mini-debate served as an excellent warm-up. “猫与狗”迷你辩论是一个极好的热身活动。
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Explicit instruction on the necessity of rebuttal for future success. 明确指导了反驳对于未来成功的重要性。
Positive Feedback: 正面反馈：
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High praise for the quality of arguments presented by both students. 对两位学生提出的论点质量给予了高度赞扬。
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Acknowledging and celebrating the students' prior friendship/rivalry. 肯定并赞扬了学生们先前友谊/竞争关系。
Next Teaching Focus 下一步教学重点
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Mastering direct rebuttal and cross-examination techniques. 掌握直接反驳和交叉提问的技巧。
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Preparing for a circular debate format, requiring preparation for both 'Agree' and 'Disagree' sides of the next topic. 为循环辩论赛制做准备，要求对下一主题的“同意”和“不同意”双方都做好准备。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Speaking & Communication: 口语与交流：
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In future debates, actively listen to the opponent's closing sentence and immediately formulate a direct counter-point before proceeding to the next planned section. 在未来的辩论中，积极倾听对手的结束语，并在继续下一个计划部分之前，立即构建一个直接的反驳点。
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When disagreeing with the opponent (like Three switching sides), clearly state the reason for the shift to the teacher and audience. 当不同意对手的观点时（如Three转换立场），要向老师和听众清楚地说明转变的原因。
Research & Structure: 研究与结构：
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Both students should practice integrating evidence (like the graph data) more seamlessly into their primary arguments, not just stating it as a separate point. 两位学生都应练习将证据（如图表数据）更无缝地融入他们的主要论点中，而不仅仅是将其作为一个单独的论点陈述。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Prepare arguments for the next topic: 'Is next week's teacher the best job?' Research valid reasons for both 'Yes' and 'No' sides. 为下一个主题做准备：“下一周的老师是最好的工作吗？”研究“是”和“否”双方的有效论据。