Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate Practice 1v1 英语课程 - 辩论练习

1. Course Basic Information 1. 课程基本信息

Course Name: 1023 LS04DBA 课程名称： 课程编号 1023 LS04DBA

Topic: Debate on Whether Kids Should Eat Sweets Only at Weekends 主题： 关于是否应只在周末吃糖果的辩论

Date: N/A 日期： 未提供具体日期

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

Teaching Focus 教学重点

Reviewing debate structure, practicing arguments, developing critical thinking, and integrating research/expert opinions into spoken arguments.

复习辩论结构，练习论点，培养批判性思维，并将研究/专家意见融入口头论述中。

Teaching Objectives 教学目标

Review and apply the steps/structure of a formal debate. 复习并应用正式辩论的步骤/结构。
Students articulate and defend their positions (Affirmative/Negative) on the topic. 学生清晰表达并捍卫他们在主题上的立场（正方/反方）。
Students incorporate simple examples and basic expert opinions into their arguments. 学生在论证中融入简单的例子和基础的专家意见。

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

Weekly Catch-up and Conversation: Students share what they have been up to this week (e.g., school activities, international food day preparation).

每周近况交流： 学生分享本周的活动（例如，学校活动、国际美食日准备）。

Reviewing Debate Rules and Structure: Teacher reviews the necessary steps for a debate: opening speech, arguments, floor questions, summary, and vote. Students recall how to win a debate.

复习辩论规则与结构： 老师回顾辩论的必要步骤：开场陈词、论点、自由提问、总结和投票。学生回忆如何赢得辩论。

Video Introduction to the Topic: Students watch a video explaining sugar composition, health impacts, and addiction mechanism to inform their debate stance.

视频引入主题： 学生观看关于糖的成分、健康影响和成瘾机制的视频，为辩论立场提供信息。

Determining Stances and Initial Argument Brainstorming: Teams are formed (Alice & Victor: Affirmative; Bruce & Alex: Negative). Students discuss initial thoughts and brainstorm arguments.

确定立场与初步论点集思广益： 成立队伍（Alice和Victor：正方；Bruce和Alex：反方）。学生讨论初步想法并集思广益论点。

Team Preparation and Speech Drafting: Students work in teams to develop 2-3 minute speeches, focusing on incorporating structures and research/examples. Teacher monitors both breakout rooms.

团队准备和讲稿起草： 学生分队工作，准备2-3分钟的演讲稿，重点是融入结构和研究/例子。老师巡视两个分会场。

Formal Debate Presentation: Alice (Affirmative) presents the opening speech, followed by rebuttals from Alex (Negative), Victor (Affirmative), and Bruce (Negative).

正式辩论展示： Alice（正方）进行开场陈词，随后是Alex（反方）、Victor（正方）和Bruce（反方）的反驳。

Teacher Feedback and Clarification Questions: Teacher asks follow-up questions to clarify key points from each side, followed by overall positive feedback and announcement of the winning team (Negative).

提问和总结： 老师提出后续问题以澄清双方的关键点，随后给予总体积极反馈，并宣布获胜队伍（反方）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, Proposer, Opposer, Audience, Summarize, Judges, Sweet receptors, Sucrose, Fructose, Glucose, Dopamine, Leptin, Leptin resistance, Obesity, Tooth decay, Collagen, Elasticin, Rebuttal, Affirmative, Negative, Moderation, Treat, Routine, Addiction.

词汇：
辩论，提议人，反对人，观众，总结，评委，味觉感受器，蔗糖，果糖，葡萄糖，多巴胺，瘦素，瘦素抵抗，肥胖，蛀牙，胶原蛋白，弹性蛋白，反驳，正方，反方，适度，奖励/特殊款待，常规，成瘾。

Concepts:
Debate structure and roles; the science behind sugar cravings and health impacts; contrasting 'treat' vs. 'routine' consumption.

概念：
辩论结构和角色；糖渴望和健康影响背后的科学原理；对比“奖励”与“常规”的食用模式。

Skills Practiced:
Structuring spoken arguments, defending a position, active listening, incorporating evidence (examples/expert opinion), oral fluency, and time management during presentation.

练习技能：
组织口头论点，捍卫立场，积极倾听，融入证据（例子/专家意见），口语流利度，以及演讲中的时间管理。

Teaching Resources and Materials 教学资源与材料

Video explaining the science of sugar (sourced from Dr. Binox). 解释糖科学的视频（来源于 Dr. Binox）。
Pre-prepared debate structure templates/frameworks shown on the board. 在黑板上展示的预先准备好的辩论结构模板/框架。

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

Participation and Activeness 参与度和积极性

High participation from all three students, engaging actively in brainstorming and the debate itself. 所有三名学生参与度高，积极参与头脑风暴和辩论本身。
Students showed significant improvement in developing structured arguments compared to previous sessions. 学生在发展结构化论点方面比以往课程有显著进步。

Language Comprehension and Mastery 语言理解和掌握

Students understood the debate topic and the core arguments of the opposing team. 学生理解了辩论主题以及对立方的核心论点。
Comprehension of the scientific video content was demonstrated through relevant arguments (e.g., addiction, health risks). 通过相关的论点（例如成瘾、健康风险）展示了对科学视频内容的理解。

Language Output Ability 语言输出能力

Oral: 口语：

Victor successfully maintained the required speaking time (2:30) with good use of structure. Victor成功保持了要求的演讲时间（2分30秒），并很好地运用了结构。
Alex and Bruce successfully delivered lengthy, structured speeches, though Alex needed reminders to slow down. Alex和Bruce成功地进行了冗长、有结构的演讲，尽管Alex需要提醒放慢语速。
Alice showed confidence but needs practice in maintaining eye contact and fully adhering to the structural prompts. Alice表现出自信，但需要在保持眼神交流和完全遵守结构提示方面进行练习。

Written: 书面：

N/A (Focus was on oral presentation and planning/note-taking for the debate).

不适用（重点是口头陈述和辩论的规划/笔记）。

Student's Strengths 学生的优势

Alice's quick integration of 'expert opinions' into her research was highly commendable. Alice迅速将“专家意见”融入研究中，值得高度赞扬。
Bruce developed a very detailed speech with six distinct points. Bruce发展了一个包含六个独立论点的非常详细的演讲。
Victor successfully delivered his speech within the target time frame, showing strong preparation. Victor成功地在目标时间内完成了演讲，显示出充分的准备。
Alex showed strong teamwork and effective rebuttal/clarification when questioned by the teacher. Alex表现出强大的团队合作能力，并在老师提问时进行了有效的反驳/澄清。

Areas for Improvement 需要改进的方面

Teamwork: Need to improve internal communication within breakout rooms to ensure unique points are raised by each member. 团队合作：需要加强分会场内的内部沟通，确保每位成员提出独特的观点。
Delivery: Students (especially Alex and Alice) need practice in slowing down the pace during presentation and maintaining audience focus (eye contact). 表达：学生（尤其是Alex和Alice）需要在演讲中放慢语速并保持对听众的关注（眼神交流）。
Structure Adherence: Better use of the formal debate phrases (e.g., 'Firstly,' 'In conclusion') in the actual delivery. 结构遵守：在实际表达中更好地使用正式的辩论短语（例如，“首先”，“总之”）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively structured the session around a highly engaging, real-world topic (sugar consumption). 老师有效地围绕一个高度吸引人的、与现实生活相关的主题（糖摄入）构建了课程。
The scaffolding provided (writing out speeches, providing sentence starters) directly led to longer, more coherent presentations. 所提供的脚手架（写出口头稿，提供句式开头）直接促成了更长、更有条理的演讲。

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

The initial warm-up was efficient. The preparation time felt appropriate for the task complexity. 初步热身高效。准备时间与任务复杂性相符。
The teacher managed time well during the debate execution, ensuring all four students spoke and received feedback. 老师在辩论执行过程中很好地管理了时间，确保所有四名学生都有发言并得到反馈。

Classroom Interaction and Atmosphere 课堂互动和氛围

Energetic, highly engaged, and collaborative, especially during the preparation phase where students were actively working on complex arguments.

充满活力、高度投入和协作，特别是在准备阶段，学生积极研究复杂的论点。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 achieved: Students clearly articulated the debate structure through their speeches. 目标1达成：学生通过演讲清晰地阐述了辩论结构。
Objective 2 achieved: All students successfully defended either the affirmative or negative stance. 目标2达成：所有学生都成功捍卫了正方或反方立场。
Objective 3 partially achieved: Research integration was strong, but structural phrasing needs refinement in delivery. 目标3部分达成：研究整合很强，但在实际表达中结构性措辞需要完善。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Excellent scaffolding for debate structure, making the complex task manageable for the students. 出色的辩论结构脚手架，使复杂的任务对学生来说是可管理的。
Effective use of monitoring and coaching in breakout rooms, tailoring support to team needs. 在分会场中有效利用监控和指导，根据团队需求提供支持。

Effective Methods: 有效方法：

Utilizing a highly relevant and scientifically backed video to fuel the debate preparation. 利用高度相关且有科学依据的视频来激发辩论准备。
Proactively writing out student contributions on the board to structure their speeches. 主动将学生的贡献写在黑板上，以构建他们的演讲。

Positive Feedback: 正面反馈：

Praise for Alice's early incorporation of expert opinions, which motivated other students. 赞扬Alice早期整合专家意见的行为，这激励了其他学生。
Positive reinforcement for all students achieving their best debate performance yet. 对所有学生取得迄今为止最佳辩论表现的积极肯定。

Next Teaching Focus 下一步教学重点

Next Debate Topic: Should children have part-time jobs during the summer holidays? 下一辩论主题：暑假期间孩子应该有兼职工作吗？
Role Rotation: Students must prepare two points for BOTH sides (Affirmative and Negative) and take on the Chair role next week. 角色轮换：学生需要为正反双方各准备两个论点，并承担下周的主持人角色。

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

Speaking & Communication: 口语与交流：

When presenting, focus on maintaining steady eye contact with the audience rather than looking down at notes/iPad (Alice, all students during delivery). 演讲时，专注于与听众保持稳定的眼神交流，而不是看笔记/iPad（Alice，所有学生在表达时）。
Practice slowing down the delivery speed to ensure clarity and meet the target speaking time comfortably (Alex). 练习放慢语速以确保清晰度并从容达到目标演讲时间（Alex）。

Debate Structure & Logic: 辩论结构与逻辑：

Ensure all team members use the structural phrases ('Firstly,' 'In conclusion,' etc.) consistently for stronger coherence. 确保所有团队成员一致使用结构性短语（例如，“首先”，“总之”等），以获得更强的连贯性。
Next time, focus on ensuring arguments within a team are distinct and complementary, minimizing overlap. 下次要重点确保团队内部的论点是独特且互补的，尽量减少重叠。

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

Review the video content on sugar for deeper understanding of scientific terms (e.g., Leptin). 复习关于糖的视频内容，以便更深入地理解科学术语（例如，瘦素）。
Begin researching and drafting two primary arguments for BOTH sides of the upcoming debate topic. 开始研究并起草即将到来的辩论主题正反双方的两个主要论点。