Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - UIE-LS01DB-A 1v1 英语课程 - UIE-LS01DB-A

1. Course Basic Information 1. 课程基本信息

Course Name: Debating Skills Lesson 课程名称： 辩论技巧课程

Topic: Common Debate Structure and Practice: More We Have, Happier We Are 主题： 常规辩论结构与实践：我们拥有的越多，我们就越快乐

Date: Not explicitly mentioned, context suggests a recent session 日期： 未明确提及，根据语境推断

Student: Three, Daniel, Hannah 学生： Three, Daniel, Hannah

Teaching Focus 教学重点

Reviewing formal debate styles, focusing on the structure of a common debate, and conducting a practice debate on the motion: 'The more we have, the happier we are.'

复习正式辩论风格，重点关注常见辩论的结构，并就动议“我们拥有的越多，我们就越快乐”进行实践辩论。

Teaching Objectives 教学目标

Review and understand the structure of a common debate (opening address, speeches, rebuttal, summary, voting). 回顾并理解常见辩论的结构（开场陈词、陈述、反驳、总结、投票）。
Practice teamwork and role assignment within a debate format. 在辩论形式中练习团队合作和角色分配。
Develop arguments (affirmative and negative) for the given motion. 就给定动议发展正反方论点。

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

Student Updates & Material Review: Checking in with students (Hannah, Daniel, Three) about their other classes (Reading Explorer: Monsters of the Deep, Mysterious Visitor, Lost City of Atlantis).

学生近况与材料回顾： 与学生（Hannah, Daniel, Three）检查他们的其他课程（阅读探索：深海怪兽、神秘访客、失落的亚特兰蒂斯）。

Recap of Debate Formats: Reviewing Oxford style, British Parliament, World Schools, and introducing the structure of a Common Debate.

辩论形式回顾： 回顾牛津式、英国议会制、世界学校辩论赛，并介绍常见辩论的结构。

Watching Explanatory Video & Role Definition: Watching a video on formal debate setup (speakers, timing, rebuttal, judging). Technical issues occurred (Hannah couldn't hear). Teacher clarified roles and timing.

观看解释性视频与角色定义： 观看关于正式辩论设置的视频（发言人、时间控制、反驳、裁决）。出现技术问题（Hannah听不到）。老师澄清了角色和时间。

Team Brainstorming and Role Assignment: Students determined everyone would argue the negative side against the teacher (Affirmative). Roles assigned: Three (Speaker 1/3), Hannah (Speaker 2), Daniel (Teacher's team Speaker 1/3). Brainstorming and rebuttal points developed.

辩论准备（动议：越多越快乐）： 学生决定所有人都将反对老师（正方）。角色分配：Three（发言人1/3），Hannah（发言人2），Daniel（老师方发言人1/3）。发展了论点和反驳点。

Common Debate Simulation: Conducting the practice debate with defined time limits. Students presented opening arguments, rebuttals, and closing summaries.

常见辩论模拟： 以既定时间限制进行模拟辩论。学生进行了开场陈词、反驳和总结。

Post-Debate Feedback and Next Steps: Teacher provided positive feedback on teamwork, rebuttal skills (Hannah), confidence (Three), and leadership (Daniel). Assigned homework to research both sides of the next motion.

赛后反馈与后续步骤： 老师对团队合作、反驳技巧（Hannah）、自信心（Three）和领导力（Daniel）给予了积极反馈。布置了研究下一动议正反两方的作业。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Motion, Affirmative, Negative, Proposer, Opposer, Rebuttal, Adjudicator, Timekeeper, Ballot, Cherish (spelled/corrected), Greed, Selfish, Ungrateful, Sparring

词汇：
动议, 正方, 反方, 提议者, 反驳者, 反驳, 裁决者, 计时员, 投票, 珍惜, 贪婪, 自私, 忘恩负义, 互相切磋（辩论中）

Concepts:
Formal Debate Setup, Speaker Roles (1st, 2nd, 3rd), Time Management in Debates, Importance of Teamwork, The concept of 'More we have, happier we are'.

概念：
正式辩论设置, 发言人角色（一、二、三辩）, 辩论中的时间管理, 团队合作的重要性, “我们拥有的越多，我们就越快乐”的概念。

Skills Practiced:
Structuring arguments, responding to opposition claims (rebuttal), active listening, teamwork, oral presentation under pressure, vocabulary usage.

练习技能：
构建论点, 回应对手主张（反驳）, 主动倾听, 团队合作, 压力下的口头表达, 词汇使用。

Teaching Resources and Materials 教学资源与材料

Explanatory video on formal debate structure. 关于正式辩论结构的解释性视频。
Motion: 'The more we have, the happier we are.' 动议：“我们拥有的越多，我们就越快乐。”

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

Participation and Activeness 参与度和积极性

High level of engagement from all three students, especially during the collaborative preparation phase. 所有三名学生参与度都很高，尤其是在协作准备阶段。
Daniel took a clear leadership role in organizing the affirmative team's arguments. Daniel在组织正方论点方面承担了明确的领导角色。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated a good grasp of the common debate structure, including the flow between speakers. 学生们对常见辩论结构有很好的理解，包括发言人之间的流程。
Understood the core concepts of the motion and managed to formulate initial arguments for both sides during preparation. 理解了动议的核心概念，并在准备过程中成功为正反双方构建了初步论点。

Language Output Ability 语言输出能力

Oral: 口语：

Generally clear articulation, though pace varied. Daniel was slightly fast when nervous, while Three and Hannah maintained clear, measured speech. 整体表达清晰，但语速有所不同。Daniel在紧张时略快，而Three和Hannah保持了清晰、沉稳的语速。
Hannah showed excellent skill in quick and relevant rebuttals. Hannah在快速且相关的反驳方面表现出色的技巧。

Written: 书面：

Not applicable, primary focus was oral debate practice.

不适用，主要重点是口头辩论练习。

Student's Strengths 学生的优势

Hannah: Exceptional rebuttal skills and quick thinking. Hannah：出色的反驳技巧和快速的思维能力。
Three: Strong, confident assertion of opinion during speeches. Three：在陈述中坚定、自信地表达观点。
Daniel: Demonstrated strong leadership and strategic thinking in planning the team's arguments ('sparring'). Daniel：在规划团队论点（“切磋”）中展现了强大的领导力和战略思维。
Excellent teamwork observed, particularly in the preparation phase across all three students. 观察到出色的团队合作，尤其是在所有三名学生准备阶段。

Areas for Improvement 需要改进的方面

Consistency in applying the full debate structure, especially adhering strictly to defined time limits (which were relaxed for learning purposes). 在应用完整辩论结构方面需要保持一致性，尤其是在严格遵守既定时间限制方面（为学习目的而放宽了限制）。
Need to incorporate external evidence, examples, or research into arguments as suggested (currently relying heavily on inherent logic). 需要在论点中融入外部证据、例子或研究，如所建议的那样（目前主要依赖固有逻辑）。
Daniel needs to practice pacing speeches to fit the standard time allotments. Daniel需要练习控制语速，以适应标准的分配时间。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

Highly effective in creating a dynamic, practical learning environment where theory was immediately applied. 在创造动态、实践性的学习环境方面非常有效，理论立即得到应用。
The controlled debate setup successfully forced students to engage with opposing viewpoints. 控制性的辩论设置成功地迫使学生接触对立观点。

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

The pacing was initially slow during review but accelerated appropriately during the preparation and debate rounds. 复习阶段节奏较慢，但在准备和辩论环节节奏加快得当。
The teacher managed technical issues smoothly, ensuring minimal disruption to the learning flow. 老师流畅地处理了技术问题，确保对学习流程的干扰最小。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, competitive (in a positive way), and highly interactive. Students were encouraged to be assertive.

引人入胜、积极的竞争性、高度互动。鼓励学生要有主见。

Achievement of Teaching Objectives 教学目标的达成

The structure of the common debate was understood and simulated successfully. 对常见辩论的结构理解并成功模拟。
Teamwork was explicitly practiced and praised. 明确练习并表扬了团队合作。

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 real-time management of group dynamics, including separating students for private prep. 对小组动态的实时管理出色，包括将学生分开进行私人准备。
Strong ability to facilitate brainstorming and counter-argument development. 促进头脑风暴和反驳论点发展的能力很强。

Effective Methods: 有效方法：

Using a forced debate scenario (all students on one side) to emphasize teamwork. 使用强制辩论场景（所有学生在同一方）来强调团队合作。
Providing detailed verbal feedback on specific argumentative strengths after the debate. 在辩论后对具体的论证优势提供详细的口头反馈。

Positive Feedback: 正面反馈：

Praise for Hannah's quick thinking in rebuttals. 表扬Hannah在反驳中的快速思考能力。
Recognition of Daniel's leadership in organizing their team's case. 认可Daniel在组织其团队案例中的领导作用。

Next Teaching Focus 下一步教学重点

The 'Loop' debate format, requiring students to argue both the Affirmative and Negative sides of a motion. “循环”辩论形式，要求学生对动议的正反两方都进行论证。
Students will rotate roles: Speaker (Affirmative/Negative) and Chair. 学生将轮换角色：发言人（正/反方）和主席。

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

Argument Development & Evidence: 论点发展与证据：

For the next debate, students must research both sides of the motion and include specific examples or expert opinions to strengthen arguments. 对于下一次辩论，学生必须研究动议的双方，并在论点中加入具体的例子或专家意见来加强论据。

Timing & Structure: 时间控制与结构：

Practice strict adherence to time limits during self-practice, especially for the first and third speakers who have shorter speaking slots. 在自我练习中严格遵守时间限制，特别是对于发言时间较短的一辩和三辩。

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

Think about the next motion: 'Kids should only eat sweets at weekends.' Prepare arguments for both sides (Affirmative and Negative). 思考下一个动议：“孩子们只应在周末吃糖果。”准备正反双方的论点。
Review materials on the role and responsibilities of the Debate Chair. 复习关于辩论主席角色和职责的材料。