Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Debate Structure and Practice 1v1 英语课程 - 辩论结构与实践
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Structuring affirmative and negative cases for a debate; practicing chairing/moderating a debate.
构建辩论中的正方（Affirmative）和反方（Negative）论点；练习辩论的主持（Chairing）工作。
Teaching Objectives 教学目标
-
Students will be able to identify the requirements for building an affirmative case (problem, plan, points). 学生能够识别构建正方论点（问题、计划、论据）的要求。
-
Students will practice constructing arguments for both sides of a contentious topic. 学生将练习针对一个有争议的主题构建正反双方的论点。
-
Students will practice the formal structure and roles within a classroom debate, including chairing. 学生将练习课堂辩论的正式结构和角色，包括主持。
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
Initial Check-in and Personal Sharing: Teacher addresses sound issues with Daniel. Students share weekend/upcoming plans (Daniel's friend's birthday, Three turning ten). Discussion about age and birthdays.
开场问候与个人分享： 教师解决Daniel的音频问题。学生分享周末/近期计划（Daniel的朋友的生日派对，Three将满十岁）。讨论年龄和生日。
Introduction to Debate Structure (Affirmative Case): Teacher introduces the concept of affirmative cases: identifying a problem, proposing a plan, and providing supporting points. Used 'banning plastic bags' as an initial example. Students provided initial thoughts.
辩论结构介绍（正方论点）： 教师介绍正方论点的概念：识别问题、提出计划、提供支持论点。使用“禁止塑料袋”作为初始示例。学生提供初步想法。
Video Analysis and Initial Argument Generation: Watched a video on the topic: 'Should parents be punished for their children's mistakes?'. Students analyzed the video's content and generated initial 'Agree' and 'Disagree' arguments, focusing on responsibility and influence.
视频分析与初步论点生成： 观看关于“父母是否应该为孩子的错误负责受罚？”的视频。学生分析视频内容，并生成初步的“同意”和“不同意”的论点，重点关注责任和影响。
Debate Preparation (6 Minutes): Students were given 6 minutes to prepare arguments for both the Agree (Affirmative) and Disagree (Negative) sides. Teacher clarified the debate format (Chair, Speakers, Question Time, Voting).
辩论准备（6分钟）： 学生有6分钟时间准备“同意”方和“不同意”方的论点。教师澄清了辩论的结构（主席、发言人、提问环节、投票）。
Round 1 Debate: Three as Chair: Round 1 debate took place. Teacher provided feedback primarily on pacing (too fast) and active listening for the Chair.
第一轮辩论：Three担任主席： 进行第一轮辩论。教师的主要反馈是关于语速（太快）和主席的积极倾听。
Round 2 Debate: Hannah as Chair:
第二轮辩论：Hannah担任主席： 进行第二轮辩论。反方获胜。教师注意到声音问题影响了Daniel听清Three发言。
Round 3 Debate: Daniel as Chair & Wrap-up: Round 3 debate. Daniel acted as a strict Chair. Teacher praised Daniel's structure in the second opening speech and Hannah's structure in the second opening speech. Final feedback focused on pacing and active listening for Three.
第三轮辩论：Daniel担任主席与总结： 进行第三轮辩论。Daniel担任严格的主席。教师表扬了Daniel在第二轮开场陈述中的结构，以及Hannah在第二轮开场陈述中的结构。最后反馈集中在Three的语速和积极倾听。
Language Knowledge and Skills 语言知识与技能
Affirmative case, negative team, parliament, pollution, wildlife, ban, production, sale, voluntarily, detention, responsible, innocent, copy, independent learner, discipline, behavior, norms, bullying, chain reaction, shopkeeper, thunder, lightning, booming, possessive, enormous.
正方论点，反方队伍，议会，污染，野生动物，禁止/取缔，生产，销售，自愿地，拘留，负责任的，无辜的，模仿，独立学习者，管教/自律，行为，规范，霸凌，连锁反应，店主，雷声，闪电，轰鸣的/巨大的，所有格的，巨大的/极端的。
Debate structure (Problem-Plan-Points), Causal responsibility, Parental influence vs. individual choice, Justice/Fairness in punishment, Active listening, Chairing duties.
辩论结构（问题-计划-论据），因果责任，父母影响 vs. 个人选择，惩罚的公正性/公平性，积极倾听，主席职责。
Argument structuring, Persuasive speaking, Formal debate procedure, Moderation/Chairing, Listening comprehension during fast speech.
论点构建，有说服力的口语表达，正式辩论流程，主持/控场，在快速发言中听力理解。
Teaching Resources and Materials 教学资源与材料
-
Video clip demonstrating parental punishment for child's crime. 展示父母因孩子犯罪而受罚的视频片段。
-
Whiteboard/Digital board for structuring debate points. 用于构建辩论要点的白板/电子板。
3. Student Performance Assessment (Daniel, Three, Hannah) 3. 学生表现评估 (Daniel, Three, Hannah)
Participation and Activeness 参与度和积极性
-
All three students participated actively in the discussion and debate rounds. 所有三名学生都积极参与了讨论和辩论环节。
-
Daniel demonstrated strong engagement, especially when serving as the Chair. Daniel表现出很强的参与度，特别是在担任主席时。
Language Comprehension and Mastery 语言理解和掌握
-
Students grasped the concept of affirmative/negative cases and the video topic quickly. 学生们很快理解了正反方论点的概念以及视频主题。
-
Difficulty arose in processing very fast speech (Hannah's Round 2 speech), impacting listening comprehension for Three. 处理非常快的语速（Hannah第二轮发言）时出现困难，影响了Three的听力理解。
Language Output Ability 语言输出能力
Oral: 口语：
-
Three's initial speech (Round 1) was too fast; significant improvement in pacing was noted in Round 3. Three的开场发言（第一轮）语速过快；在第三轮中语速有显著改善。
-
Daniel used filler phrases like 'you know what I mean' which detracted from his formal speaking. Daniel使用了“you know what I mean”这类填充词，影响了其正式发言的质量。
Written: 书面：
N/A (Focus was oral debate performance)
不适用（重点是口头辩论表现）
Student's Strengths 学生的优势
-
Three: Strong grasp of debate structure and logical progression when slowing down. Three：放慢语速后，对辩论结构和逻辑推进有很好的掌握。
-
Daniel: Showed strict adherence to debate rules and timekeeping as Chair; strong content in his second opening speech. Daniel：担任主席时严格遵守辩论规则和时间控制；第二次开场陈述内容扎实。
-
Hannah: Provided thoughtful points, especially citing the video evidence, though delivery needed pacing adjustment. Hannah：提出了深思熟虑的观点，特别是引用了视频证据，尽管表达速度需要调整。
Areas for Improvement 需要改进的方面
-
Pacing and slowing down speech delivery, especially during competitive speaking. 语速控制和放慢演讲节奏，尤其是在有竞争性的演讲中。
-
Active listening during opponent's speeches and Question Time (Three). 在对手发言和提问环节中保持积极倾听（Three）。
-
Eliminating filler words ('you know what I mean') in formal presentations (Daniel). 在正式演讲中消除填充词（Daniel）。
-
Ensuring the Chair maintains control and impartiality (Three's initial round). 确保主席保持控制力和公正性（Three初始轮次）。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
-
The introduction to debate structure was clear and effectively applied through practice. 辩论结构的介绍清晰，并通过实践得到了有效的应用。
-
The video prompt was highly engaging and elicited strong, varied opinions. 视频提示极具吸引力，激发了强烈且多样的观点。
Teaching Pace and Time Management 教学节奏和时间管理
-
Pace was highly variable; the teacher needed to explicitly instruct students to slow down for clarity and impact. 节奏变化很大；教师需要明确指示学生放慢语速以提高清晰度和影响力。
Classroom Interaction and Atmosphere 课堂互动和氛围
Engaging and dynamic, characterized by intense debate arguments and occasional minor disruptions (sound issues, mild procedural deviations).
参与度高且充满活力，其特点是激烈的辩论论点和偶尔出现的小干扰（音频问题、轻微的程序偏差）。
Achievement of Teaching Objectives 教学目标的达成
-
Students successfully attempted to apply debate structure, though refinement is needed on delivery. 学生成功尝试应用了辩论结构，但在表达方式上仍需完善。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
-
Effective use of a provocative video to instantly generate complex arguments. 有效地利用了一个具有争议性的视频，立即产生了复杂的论点。
-
Clear instruction on the roles and rules of the debate format. 对辩论格式的角色和规则进行了清晰的指导。
Effective Methods: 有效方法：
-
Conducting multiple, rotating rounds of the debate to give all students practice in speaking and chairing. 进行多轮轮换的辩论，让所有学生都有机会练习发言和主持。
Positive Feedback: 正面反馈：
-
Positive reinforcement for Three's improved pacing in the final round. 对Three在最后一轮中语速的提高给予了积极的肯定。
Next Teaching Focus 下一步教学重点
-
Improving speaking pace and delivery clarity across all debate roles. 提高所有辩论角色中的发言语速和清晰度。
-
Developing active listening skills specifically for identifying points to rebut during a debate. 培养积极倾听能力，特别是在辩论中识别需要反驳的观点。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Pronunciation & Reading: 发音与阅读：
-
Hannah: Please consciously slow down your delivery in speeches so that listeners can process all your strong points clearly. Hannah：请在发言中有意识地放慢语速，以便听众能清晰地处理你所有的有力观点。
-
Three: Practice varying your volume and projection to ensure you are easily heard, even when speaking softly. Three：练习改变音量和投射力，确保即使轻声说话也能被清晰听到。
Speaking & Communication: 口语与交流：
-
Daniel: Avoid filler phrases like 'you know what I mean' in formal debate settings; prepare content thoroughly to avoid relying on them. Daniel：在正式辩论场合避免使用‘you know what I mean’之类的填充短语；充分准备内容以避免依赖它们。
-
Three: Focus on active listening during opponent speeches and question time to prepare targeted counter-arguments. Three：在对手发言和提问环节要专注于积极倾听，以便准备有针对性的反驳论点。
Debate Procedure: 辩论流程：
-
Chairs (all students) must maintain strict control over speaking turns and question time to ensure fairness and time management. 主席（所有学生）必须严格控制发言轮次和提问时间，以确保公平和时间管理。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
-
Review the structure of an affirmative case and prepare three solid supporting points for the next topic. 复习正方论点的结构，并为下一个主题准备三个坚实的支撑论点。