Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate Structure and Signposting 1v1 英语课程 - 辩论结构与引导词

1. Course Basic Information 1. 课程基本信息

Course Name: UIE-LS01DB-A 课程名称： UIE-LS01DB-A 课程

Topic: Affirmative Speech and Signposting in Debating; Topic: Children should choose what they want to learn in school. 主题： 辩论中的正方陈述与引导词；主题：孩子们应该选择他们在学校想学什么。

Date: November 17th (Inferred) 日期： 11月17日 (推测)

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

Teaching Focus 教学重点

Deep dive into the role of the First Speaker in an affirmative debate team, focusing on introducing the problem, defining terms, setting out the plan, and utilizing signposting language. Practicing structured rebuttal tennis.

深入探讨正方一辩在辩论中的角色，重点关注介绍问题、定义术语、阐述计划和使用引导词。练习结构化的驳论网球赛。

Teaching Objectives 教学目标

Students will be able to define the key roles and responsibilities of the affirmative first speaker. 学生将能够定义正方一辩的关键角色和职责。
Students will practice structuring an opening affirmative speech, including problem statement, definition, and plan. 学生将练习构建开场正方陈述，包括问题陈述、定义和计划。
Students will practice using signposting language ('firstly,' 'secondly,' 'however,' etc.) effectively in debates. 学生将练习在辩论中有效使用引导词（如“首先”、“其次”、“然而”等）。

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 and Technical Check: Addressing technical issues (Daniel/Three) and hearing about students' recent activities (Hannah's race, Daniel's camping, Three's fun fair).

学生近况汇报与技术检查： 处理技术问题（Daniel/Three）并听取学生们最近的活动（Hannah的比赛，Daniel的露营，Three的游乐园）。

First Speaker Role and Affirmative Speech Outline: Teacher explains the structure: state problem (urgent, requiring intervention), define terms, outline the plan, and give reasons/evidence. Example used: Banning smoking in public places.

一辩角色与正方陈述大纲： 老师讲解结构：陈述问题（紧迫、需要干预）、定义术语、阐述计划并给出理由/证据。示例：禁止在公共场所吸烟。

Introduction to Signposting Language: Reviewing and providing useful transition phrases for debates (e.g., 'importantly,' 'however,' 'in contrast').

引导词介绍： 复习并提供辩论中实用的过渡短语（例如，“重要的是”、“然而”、“相比之下”）。

Rebuttal Tennis - Round 1 (Affirmative/Negative): Students debate the motion: 'Children should choose what they want to learn in school.' Focus on short statements and rebuttals. Three judges the winner.

驳论网球赛 - 第一轮（正方/反方）： 学生就“孩子们应该选择他们在学校想学什么”进行辩论。重点是简短的陈述和反驳。Three 评判获胜者。

Rebuttal Tennis - Round 2 (Swapped Sides): Roles swapped. Hannah acts as the final judge for this round.

驳论网球赛 - 第二轮（角色互换）： 角色互换。Hannah 担任本轮的最终裁判。

Post-Debate Reflection and Next Topic Preview: Teacher praises critical thinking skills but reminds students about active listening during cross-talk. New topic previewed: 'Children should get paid for housework.'

总结反思与下一主题预览： 老师表扬了批判性思维能力，但提醒学生在互相争论时要积极倾听。预览新主题：“孩子应该为家务劳动获得报酬。”

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, Affirmative, Signposting, Rebuttal, Motion, Public Places, Tobacco, Intervention, Counter-argument, Verdict, Efficiently

词汇：
辩论，正方，引导词，反驳，动议，公共场所，烟草，干预，反驳论点，判决，高效地

Concepts:
The specific structure of the First Affirmative Speaker's speech (Problem -> Plan -> Points); The importance of defining terms; Active Listening in debating.

概念：
正方一辩演讲的具体结构（问题 -> 计划 -> 论点）；定义术语的重要性；辩论中的积极倾听。

Skills Practiced:
Structuring argumentative speeches, using transition words, active listening, and constructing immediate rebuttals in a fast-paced format.

练习技能：
构建论证性演讲，使用过渡词，积极倾听，以及在快节奏形式中构建即时反驳。

Teaching Resources and Materials 教学资源与材料

Examples of strong opening statements (Smoking Ban) 强有力的开场陈述示例（禁烟议题）
List of useful debate signposting phrases 有用的辩论引导词短语列表

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

Participation and Activeness 参与度和积极性

High engagement from all three students, particularly in the structured debate rounds. 所有三名学生参与度很高，尤其是在结构化的辩论环节中。
Students demonstrated strong willingness to debate both sides of an issue. 学生们展现了对辩论一个问题正反两方面的强烈意愿。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated clear understanding of the First Speaker's role and the necessity of defining terms. 学生们清晰地理解了一辩的角色以及定义术语的必要性。
Students successfully applied learned signposting structures during the rebuttal tennis. 学生们在驳论网球赛中成功运用了所学的引导词结构。

Language Output Ability 语言输出能力

Oral: 口语：

Hannah and Three provided well-reasoned arguments, often incorporating scenarios (e.g., how schools could integrate subjects). Hannah 和 Three 提供了充分合理的论据，经常结合具体情景（例如学校如何整合学科）。
Daniel showed improvement in structuring his points sequentially during the second debate round. Daniel 在第二轮辩论中，在按顺序组织论点方面有所进步。

Written: 书面：

N/A (Focus on oral debate structure)

不适用（重点是口头辩论结构）

Student's Strengths 学生的优势

Excellent critical thinking; students explored nuances and counter-arguments effectively. 出色的批判性思维；学生们有效地探索了细微差别和反驳论点。
Strong teamwork observed during the construction of the sample opening speech. 在构建示例开场陈述时观察到很强的团队合作能力。
Good ability to maintain positions even when challenged (Daniel and Three in the second round). 在受到挑战时仍能保持立场的良好能力（第二轮中 Daniel 和 Three）。

Areas for Improvement 需要改进的方面

Active listening and avoiding talking over peers during fast-paced rebuttal exchanges. 在快节奏的反驳交流中，需要加强积极倾听，避免打断同伴。
Need to stick to the format (e.g., Daniel initially attempted a full speech instead of a single point in the tennis game). 需要遵守既定格式（例如，Daniel 在网球赛中最初尝试进行完整演讲而不是单个论点）。
Reducing distractions (e.g., camera/audio issues, using books as binoculars). 减少分心行为（例如，摄像头/音频问题，将书本当作双筒望远镜）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of a clear, pre-written example (smoking ban) helped solidify the theoretical structure of the opening speech. 使用清晰的预先写好的示例（禁烟）有助于巩固开场陈述的理论结构。
The Rebuttal Tennis format successfully encouraged quick thinking and engagement with the opponent's points. 驳论网球赛的形式成功地鼓励了快速思考和回应对手的论点。

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

The initial technical warm-up slowed the start; however, the pacing during the structured debate rounds was fast and appropriately challenging. 最初的技术热身环节减慢了开始速度；然而，在结构化辩论环节中，节奏很快且具有适当的挑战性。
Teacher effectively paused and reset the class when focus was lost. 当学生注意力不集中时，老师有效地暂停并重置了课堂。

Classroom Interaction and Atmosphere 课堂互动和氛围

Energetic, highly interactive, and intellectually stimulating, though occasionally disrupted by technical glitches and crosstalk.

充满活力、高度互动且具有智力上的启发性，尽管偶尔会被技术故障和相互争论打断。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Role Understanding): Largely achieved, demonstrated by applying the structure. 目标1（角色理解）：基本达成，通过应用结构得以证明。
Objective 2 & 3 (Practice Speech Structure & Signposting): Successfully practiced during both debate rounds. 目标2和3（练习演讲结构与引导词）：在两次辩论赛中都成功练习了。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Masterful classroom management in resetting student focus without discouraging participation. 高超的课堂管理能力，能在不挫伤参与积极性的情况下重新集中学生注意力。
Ability to pivot between theory (first speaker structure) and application (rebuttal tennis) seamlessly. 能够在理论（一辩结构）和实践（驳论网球赛）之间无缝切换的能力。

Effective Methods: 有效方法：

Providing a detailed model speech/structure before the practical application. 在实际应用之前提供详细的示范演讲/结构。
Using a competitive yet supportive 'tennis' format to drive quick argumentation. 使用竞争性但支持性的“网球”模式来推动快速论证。

Positive Feedback: 正面反馈：

Teacher praised students' strong critical thinking skills as being 'better than most classes.' 老师称赞学生们强大的批判性思维能力‘比大多数班级都要好’。
Hannah's balanced approach in the first rebuttal round was explicitly highlighted as a strength. Hannah 在第一轮反驳中采取的平衡方法被明确强调为优势。

Next Teaching Focus 下一步教学重点

Applying the First Speaker structure to the negative team's opening statement. 将一辩的结构应用于反方（Negative Team）的开场陈述。
Preparing for the next debate topic: 'Children should get paid for housework.' 为下一个辩论主题做准备：“孩子们应该为家务劳动获得报酬。”

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 practicing clear articulation, especially when speaking quickly during rebuttals, to ensure all words are understood. 继续练习清晰的发音，尤其是在反驳环节中快速发言时，以确保所有词汇都能被理解。

Speaking & Communication: 口语与交流：

Focus on active listening by practicing pausing for 1-2 seconds before responding to ensure the speaker has finished their point. 通过练习在回应前暂停 1-2 秒来确保说话者说完其观点，从而专注于积极倾听。
When practicing debate structures, strictly adhere to the allotted time/format (e.g., one statement vs. a full speech) to build discipline. 在练习辩论结构时，严格遵守分配的时间/格式（例如，一个陈述而非完整演讲），以培养纪律性。

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

Review the list of signposting phrases and prepare 3 unique examples for the next debate. 复习引导词短语列表，并为下一次辩论准备 3 个独特的例句。