Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debating Skills Introduction 1v1 英语课程 - 辩论技巧介绍

1. Course Basic Information 1. 课程基本信息

Course Name: 1016 LS04DBA 课程名称： 1016 LS04DBA

Topic: Introduction to Formal Debating Structure and Practice 主题： 正式辩论结构介绍与练习

Date: Current Session 日期： 本次课程

Student: Victor, Alex, Valerie, Bruce 学生： Victor, Alex, Valerie, Bruce

Teaching Focus 教学重点

Understanding and applying the structure of a formal debate (e.g., Oxford/BP styles), practicing role-taking (Chairman, Affirmative, Negative, Audience), and engaging in substantive arguments.

理解并应用正式辩论的结构（如牛津/英式议会制），练习角色扮演（主席、正方、反方、听众），并进行实质性论证。

Teaching Objectives 教学目标

Students will be able to outline the sequential steps of a formal debate. 学生将能够概述正式辩论的顺序步骤。
Students will practice delivering arguments for and against a given motion. 学生将练习就某一动议陈述正反两方的论点。
Students will practice taking on the role of the Chairman/Chairperson. 学生将练习担任主席的角色。

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 Casual Conversation: Greeting students (Victor, Alex, Valerie) and brief check-in on their week/day.

学生日常交流： 问候学生（Victor、Alex、Valerie），简要了解他们一周/一天的活动。

Explaining Debate Structure: Teacher explained the structure of a common debate format: Opening address, main speeches (affirmative/negative), rebuttals, audience questions, summary, and voting.

讲解辩论结构： 教师讲解了常见辩论模式的结构：开场陈词、主要发言（正反方）、反驳、观众提问、总结和投票。

Watching a Debate Tutorial Video: Viewing a video explaining the setup, speaker roles, timekeeping (bell warnings), rebuttal importance, and winning criteria.

观看辩论教程视频： 观看了解辩论设置、发言人角色、计时（铃声提醒）、反驳的重要性以及获胜标准的视频。

Reviewing Key Debate Concepts: Q&A session focusing on how to win a debate (arguments, evidence) and what to avoid (personal attacks). Students demonstrated understanding of presentation and rebuttal.

关键辩论概念回顾： 问答环节，重点关注如何赢得辩论（论点、证据）以及应避免什么（人身攻击）。学生展示了对演讲和反驳的理解。

Motion Setting and Note Taking: Motion set: 'The more we have, the happier we are.' Students were assigned roles for Round 1 (Valerie Affirmative, Alex Negative, Victor Chair) and given time to prepare notes for both sides.

动议确定与笔记准备： 动议确定为：“我们拥有的越多，我们就越快乐”。学生被分配了第一轮的角色（Valerie正方，Alex反方，Victor主席），并分配了时间为正反双方做笔记。

Debate Practice: Round 1: Practice round with defined roles. Victor successfully acted as the chair. Voting concluded with a teacher decision.

辩论练习：第一轮： 有明确角色的练习轮次。Victor成功担任主席。投票以教师裁决结束。

Debate Practice: Round 2 (Role Swap): Roles swapped: Alex became Chair, Bruce Negative, Victor Affirmative. Practice in adapting arguments.

辩论练习：第二轮（角色互换）： 角色互换：Alex担任主席，Bruce反方，Victor正方。练习适应论点。

Debate Practice: Round 3 (Final Swap): Roles swapped again: Valerie Chair, Bruce Affirmative, Victor Negative. The debate ended in a draw (Chair's final decision).

辩论练习：第三轮（最后互换）： 再次角色互换：Valerie主席，Bruce正方，Victor反方。辩论以平局结束（主席最终裁决）。

Feedback and Next Lesson Preview: Positive feedback given to all students for their chairing and debating efforts. Next week's topic introduced.

总结与后续计划： 对所有学生在担任主席和辩论中的表现给予了积极反馈。介绍了下周的课程主题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Motion, Affirmative, Negative, Rebuttal, Chairman/Chair, Adjudicator, Audience, Summary, Show of hands, Private ballot, Dopamine, Depression, Pressure, Stock (as in available items).

词汇：
动议, 正方, 反方, 反驳, 主席, 裁判员, 观众, 总结, 举手表决, 私人投票, 多巴胺, 抑郁, 压力, 库存/存货。

Concepts:
Debate structure sequence, Defining keywords, Role switching, Persuasion techniques, Personal attacks vs. Argument critique.

概念：
辩论结构顺序, 定义关键词, 角色轮换, 说服技巧, 人身攻击与论点批判。

Skills Practiced:
Formal presentation, Argument construction, Active listening (for rebuttal/questions), Time management within specified limits, Role-playing (Chairing).

练习技能：
正式陈述, 论点构建, 积极倾听（用于反驳/提问）, 在规定时限内的时间管理, 角色扮演（主持）。

Teaching Resources and Materials 教学资源与材料

Video tutorial on formal debate procedures. 关于正式辩论程序的视频教程。
Visual aids outlining debate structure and role placement. 概述辩论结构和角色站位的视觉辅助材料。
Pre-prepared notes/suggestions for Agree/Disagree arguments. 预先准备的正/反方论点建议笔记。

3. Student Performance Assessment (Victor, Alex, Valerie, Bruce) 3. 学生表现评估 (Victor, Alex, Valerie, Bruce)

Participation and Activeness 参与度和积极性

High and sustained participation from all four students across various roles. 所有四名学生在不同角色中都表现出高且持续的参与度。
Students demonstrated commitment by engaging in preparation and adapting to role changes. 学生通过参与准备工作和适应角色变化展现了投入度。

Language Comprehension and Mastery 语言理解和掌握

Students successfully recalled and applied the debate procedure when acting as the Chairman. 学生在担任主席时成功回忆并应用了辩论程序。
Arguments presented showed understanding of the core motion, although initial structure in speech delivery could be clearer. 所提出的论点显示了对核心动议的理解，尽管初始演讲结构可以更清晰。

Language Output Ability 语言输出能力

Oral: 口语：

Victor demonstrated clear instruction delivery as Chair. Victor在担任主席时展示了清晰的指示传达能力。
Valerie and Bruce provided detailed supporting examples in their arguments (e.g., social pressure, nature alternatives). Valerie和Bruce在论点中提供了详细的佐证例子（例如，社会压力、自然替代品）。
Alex showed improvement in fluency and confidence, particularly in Round 2. Alex在流利度和自信心方面有所提高，尤其是在第二轮中。

Written: 书面：

N/A (Focus was oral practice and note-taking)

不适用（重点是口头练习和笔记记录）

Student's Strengths 学生的优势

Excellent grasp of the importance of rebuttal and citing external factors (e.g., dopamine, social pressure). 对反驳的重要性以及引用外部因素（如多巴胺、社会压力）的理解出色。
Valerie and Victor displayed strong leadership qualities when chairing. Valerie和Victor在主持时表现出很强的领导素质。
Ability to generate counter-arguments spontaneously, even when arguing for a side they initially disagreed with. 即使在为一个自己最初不同意的立场辩论时，也能自发地产生反驳论点。

Areas for Improvement 需要改进的方面

Maintaining consistent eye contact/camera focus when presenting, especially Alex in earlier rounds. 在陈述时保持一致的眼神接触/摄像头焦点，尤其是在早些轮次中的Alex。
Structuring speeches more rigorously to ensure clear introduction, body points, and conclusion within the strict time limit. 更严格地组织演讲结构，确保在严格的时限内有清晰的介绍、主体论点和结论。
Victor needs to practice assertive timing control as Chair. Victor需要练习作为主席时更果断的时间控制。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The intensive, multi-round structure effectively forced students to internalize the debate format quickly. 密集的、多轮次的结构有效地迫使学生快速内化辩论格式。
The teacher provided excellent scaffolding by explaining roles clearly before practice began. 教师在练习开始前清晰解释了角色，提供了极好的脚手架支持。

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

The pace was fast, dynamic, and perhaps slightly rushed during note-taking, but necessary for completing three full debate rounds. 节奏很快、充满活力，记笔记阶段可能略显仓促，但对于完成三轮完整的辩论是必要的。
The teacher managed role swaps efficiently to maximize speaking time. 教师高效地管理了角色互换，以最大限度地利用学生的发言时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly engaging, energetic, and supportive, despite the competitive nature of the activity.

高度投入、充满活力且支持性强，尽管活动具有竞争性质。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Outlining steps) was achieved via the video and review Q&A. 目标1（概述步骤）通过视频和回顾问答得以实现。
Objectives 2 and 3 were strongly met through the three active debate rounds. 目标2和3通过三个活跃的辩论轮次得到了充分实现。

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 management of role rotation to ensure every student experienced chairing and both sides of the argument. 出色地管理了角色轮换，确保每位学生都体验了主持和正反双方的论证。
Effective use of real-time student responses to guide and reinforce correct debating etiquette (e.g., avoiding insults). 有效地利用实时学生回应来指导和加强正确的辩论礼仪（例如，避免侮辱）。

Effective Methods: 有效方法：

Pre-setting the motion and providing structured preparation time, even with rapid role changes. 即使在角色快速变化的情况下，预先设定动议并提供结构化的准备时间。
The teacher acting as the audience/voting participant to make the practice authentic. 教师扮演观众/投票参与者的角色，使练习更加真实。

Positive Feedback: 正面反馈：

High praise for Victor's calm and organized performance as the first-time Chair. 对Victor作为第一次担任主席时的冷静和有条理的表现给予了高度赞扬。
Positive reinforcement for Alex's clear articulation during his speaking turns. 对Alex在发言时清晰的表达给予了积极的肯定。

Next Teaching Focus 下一步教学重点

Applying the established debate structure to the new motion: 'Kids should only eat sweets on the weekend.' 将已建立的辩论结构应用于新动议：“孩子们只应在周末吃糖果。”
Focusing on time allocation within the two-minute speeches for structure. 在两分钟的发言中专注于时间分配以确保结构完整性。

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

Pronunciation & Reading: 发音与阅读：

Practice reading the motion and key arguments aloud to ensure smooth, confident delivery under time pressure. 练习大声朗读动议和关键论点，以确保在时间压力下流畅、自信地表达。

Speaking & Communication: 口语与交流：

For future chairing roles, ensure clear demarcation between instruction, speech time, and audience Q&A sections using stronger transitional phrases. 对于未来的主席角色，使用更强有力的过渡短语来确保指令、发言时间和观众问答环节之间的清晰划分。
When constructing arguments, ensure that the rebuttal directly counters the opponent's previous point rather than introducing a new, disconnected idea. 在构建论点时，确保反驳直接针对对手的上一个论点，而不是引入一个不相关的新想法。

Structure & Organization: 结构与组织：

Students should use their note-taking time to structure 3 main points for each side, labeling them clearly (e.g., Point 1: Safety, Point 2: Socializing). 学生应利用笔记时间为正反双方构建3个主要论点，并清晰标记（例如，论点1：安全，论点2：社交）。

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

Review the concept of 'dopamine' related to consumption/happiness correlation as discussed. 复习讨论中关于消费/幸福相关性的“多巴胺”概念。
Students should brainstorm at least three arguments for and against the next week's motion regarding sweets and the weekend. 学生应为下周关于糖果和周末的动议，集思广益至少三个正方论点和三个反方论点。