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Bridging British Education Virtual Academy Logo Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate Introduction 1v1 英语课程 - 辩论入门

1. Course Basic Information 1. 课程基本信息

Course Name: UIE-LS01DB-A 课程名称： 课程 1013 UIE-LS01DB-A
Topic: Introduction to Debate Styles and Practice Debate 主题： 辩论风格介绍与实践辩论
Date: Unknown 日期： 未记录
Student: Daniel, Three, Hannah (Group Session) 学生： Daniel, Three, Hannah (Group Session)

Teaching Focus 教学重点

Introducing debate concepts, practicing quick debates, and explaining British Parliamentary Debate format.

介绍辩论概念、练习快速辩论，并解释英式议会辩论 (BP) 格式。

Teaching Objectives 教学目标

  • Students can identify basic debating styles (arguing, rebuttal, discussing). 学生能够识别基本的辩论风格（争论、反驳、讨论）。
  • Students can participate in a structured, short-form debate. 学生能够参与结构化的短时辩论。
  • Students can understand the basic structure of British Parliamentary Debate. 学生能够理解英式议会辩论的基本结构。

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

Ice Breaker and Greetings: Informal chat about handmade paper objects, introductions, and checking on how students are feeling (cold weather).

破冰与问候： 关于手工纸制品的非正式聊天、互相介绍以及询问学生感受（天气变冷）。

Defining Debate Styles: Teacher prompts students to name different styles of debating (arguing, rebuttal, discussing) and defines what debating is.

定义辩论风格： 老师引导学生说出不同的辩论风格（争论、反驳、讨论）并定义什么是辩论。

British Parliamentary Debate Explanation: Detailed explanation of the BP format, including motion structure (THW/THBT), team roles (Gov/Opp), speaker order, Points of Information (POIs), and judging criteria.

英式议会辩论讲解： 详细解释BP格式，包括动议结构（THW/THBT）、队伍角色（政府/反对）、发言顺序、信息点（POIs）和评判标准。

Quick Debate: Homework Should Be Banned: Students debate the motion 'Homework should be banned,' demonstrating the ability to take sides and present initial arguments, experiencing viewpoint shifts.

快速辩论：应该禁止家庭作业： 学生就“应该禁止家庭作业”这一动议进行辩论，展示了立场转换和初步论证的能力。

Structured Debate Preparation: The main debate motion is 'Do you have to win to be successful?' Students break out to discuss arguments for the negative side, followed by speech writing time.

结构化辩论准备： 主要辩论动议是“为了成功，你必须赢吗？”学生进入分组讨论负方论点，随后进行演讲撰写。

Debate Execution and Teacher Rebuttal: Teacher presents the affirmative case (winning is necessary). Students present their negative speeches sequentially, followed by teacher rebuttal/POIs.

辩论执行与教师反驳： 教师陈述正方观点（赢是必需的）。学生依次陈述他们的反方演讲，随后是教师的反驳/信息点。

Voting and Feedback: Voting for the winner (Negative team wins). Teacher provides individual praise and announces next week's topic.

投票与反馈： 为获胜队伍投票（反方获胜）。老师提供个人表扬并宣布下周主题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Sword, origami, tessellation, flexible, gorgeous, enormous, fall, fog, debating, arguing, rebuttal, motion, government, opposition, chair person, objective, evidence, presentation, affirmative, negative, champion, resilience.
词汇：
剑，折纸，密铺，灵活的，华丽的，巨大的，秋天，雾，辩论，争论，反驳，动议，政府，反对，主席，客观的，证据，陈述，正方，反方，冠军，韧性。
Concepts:
Debate structure (Government vs. Opposition), Rules of Engagement (No personal insults), Success definition (Winning vs. Trying your best), British Parliamentary structure.
概念：
辩论结构（政府对反对），交战规则（禁止人身攻击），成功的定义（胜利与尽力而为的区别），英式议会结构。
Skills Practiced:
Active listening, forming arguments, structuring speeches, rebuttal techniques, responding to Points of Information (POIs), group collaboration under time pressure.
练习技能：
积极倾听，形成论点，构建演讲结构，反驳技巧，回应信息点（POIs），时间压力下的团队协作。

Teaching Resources and Materials 教学资源与材料

  • Video clip explaining British Parliamentary Debate format. 解释英式议会辩论格式的视频片段。
  • Whiteboard/screen for displaying debate motions and feedback. 用于展示辩论动议和反馈的白板/屏幕。
  • Physical paper for note-taking during breakout sessions. 分组讨论期间用于记笔记的实体纸张。

3. Student Performance Assessment (Daniel, Three, Hannah (Group Session)) 3. 学生表现评估 (Daniel, Three, Hannah (Group Session))

Participation and Activeness 参与度和积极性

  • All three students (Daniel, Three, Hannah) were highly engaged throughout the lesson. 所有三名学生（Daniel, Three, Hannah）在整个课程中都表现出高度的参与度。
  • Students actively shifted opinions during the homework debate, showing engagement with peer arguments. 学生在关于家庭作业的辩论中积极改变观点，显示出对同伴论点的关注。

Language Comprehension and Mastery 语言理解和掌握

  • Students grasped the core concept of the main debate: success vs. winning. 学生们理解了主要辩论的核心概念：成功与胜利的关系。
  • Initial comprehension of BP structure was demonstrated through participation in the mock debate setup, though details require reinforcement. 通过参与模拟辩论的设置，初步展示了对BP结构的理解，但细节需要加强巩固。

Language Output Ability 语言输出能力

Oral: 口语：

  • Students spoke clearly when presenting their points in the structured debate. 学生在结构化辩论中陈述观点时表达清晰。
  • Difficulty in maintaining consistent English usage during fast-paced, spontaneous group planning (breakout room). 在快节奏的自发小组规划（分组讨论）中，在维持一致的英语使用方面存在困难。

Written: 书面：

Students used notes and the provided sentence structures to organize their debate speeches.

学生利用笔记和提供的例句结构来组织他们的辩论演讲。

Student's Strengths 学生的优势

  • Three demonstrated strong critical thinking by framing the 'no one is perfect' argument effectively. Three 通过有效地构建“没有人是完美的”这一论点，展现了强大的批判性思维能力。
  • Daniel provided clear, structured points in his debate speech, referencing fun and skill demonstration. Daniel 在他的辩论演讲中提供了清晰、有条理的论点，提到了乐趣和技能展示。
  • Hannah articulated the importance of effort and learning from failure well, especially in her final summation. Hannah 很好地阐述了努力和从失败中学习的重要性，尤其是在她最后的总结中。

Areas for Improvement 需要改进的方面

  • Need for more consistent use of English during impromptu group planning. 在即兴小组规划（讨论）期间，需要更一致地使用英语。
  • Students need practice transitioning smoothly between their written notes and spoken delivery. 学生需要练习在书面笔记和口头表达之间流畅过渡。
  • Deeper understanding of rebutting specific points rather than general statements. 需要更深入地理解如何反驳具体论点，而不是笼统的陈述。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

  • The use of an immediate, relatable practice debate (homework) effectively introduced the concept. 使用即时、贴近生活的话题（家庭作业）进行实践辩论，有效地引入了概念。
  • The structured walk-through of the BP format followed by an immediate team debate was highly effective for introduction. 在讲解完BP结构后立即进行团队辩论的教学方式，对于入门非常有效。

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

  • The pace was generally good, allowing time for content explanation and two distinct debates. 整体节奏良好，为内容解释和两次不同的辩论都留出了时间。
  • The short 3-minute breakout session felt rushed for strategy development; longer prep time might benefit collaboration. 3分钟的分组讨论时间对于策略制定感觉有些仓促；更长的准备时间可能更有利于协作。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly positive, energetic, and supportive. The teacher encouraged risk-taking and celebrated student collaboration (e.g., parents helping, students changing minds).

高度积极、精力充沛且具有支持性。老师鼓励学生冒险，并庆祝学生之间的合作（例如，家长协助、学生改变想法）。

Achievement of Teaching Objectives 教学目标的达成

  • Objective 1 (Identifying styles) achieved during the initial check-in. 目标1（识别风格）在初步问候环节达成。
  • Objective 2 (Participation in debate) fully achieved through two practice rounds. 目标2（参与辩论）通过两次实践环节完全达成。
  • Objective 3 (Understanding BP) was introduced well, though mastery requires further practice. 目标3（理解BP）介绍得很好，但精通还需要进一步的练习。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

  • Excellent energy and high engagement maintenance throughout a complex, theory-heavy lesson. 在讲解复杂、理论性强的课程内容时，保持了极佳的活力和高参与度。
  • Effective use of modeling and immediate practice to embed new rules. 有效利用了示范和即时练习来巩固新规则。

Effective Methods: 有效方法：

  • Using a quick, low-stakes motion ('Homework should be banned') to transition from theory to practice. 使用一个低风险的快速动议（“应该禁止家庭作业”）将理论过渡到实践。
  • Reinforcing positive values (trying your best > winning) even while teaching formal competitive structures. 在教授正式的竞争结构的同时，仍然强调积极的价值观（尽力而为 > 获胜）。

Positive Feedback: 正面反馈：

  • The students strongly agreed that enjoyment and effort are key components of success. 学生们强烈认同享受和努力是成功的关键组成部分。
  • The teacher handled the students' opinion shifts maturely and constructively. 老师以成熟和建设性的方式处理了学生观点的转变。

Next Teaching Focus 下一步教学重点

  • Deep diving into the specific roles and structure of the Opening Government and Opening Opposition in BP. 深入研究英式议会辩论中开篇政府和开篇反对方的具体角色和结构。

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 clear articulation, especially when transitioning between speaking roles. 继续关注清晰的发音，特别是在转换发言角色时。

Speaking & Communication: 口语与交流：

  • Practice using topic-specific phrases during impromptu discussions to maintain English usage. 练习在即兴讨论中使用与主题相关的短语，以保持英语使用。
  • Focus on direct rebuttal: explicitly state how the previous speaker's argument is flawed before presenting your own. 重点练习直接反驳：在陈述自己论点之前，明确指出前一位发言者的论点有何不足。

Content & Structure: 内容与结构：

  • Allocate more time in future sessions for developing counter-arguments during team planning. 在未来的课程中，分配更多时间用于在团队规划期间发展反驳论点。

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

  • Research both sides of the motion: 'The more you have, the happier you are' (for next week's debate). Ensure balanced research. 研究动议“你拥有的越多，你就越快乐”的双方观点，确保研究的平衡性。
  • Review the video material on BP debate structure if available, focusing on speaker duties. 复习关于英式议会辩论结构的视频材料（如有），重点关注发言人的职责。