Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate Preparation and Practice 1v1 英语课程 - 辩论准备与实践

1. Course Basic Information 1. 课程基本信息

Course Name: LS04DB-A 课程名称： LS04DB-A 课程

Topic: Debate: Should parents be held responsible for their children's mistakes? 主题： 辩论：父母是否应该对孩子的错误负责？

Date: Date not specified, but based on title '1106' 日期： 日期未明确，基于标题'1106'

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

Teaching Focus 教学重点

Structuring affirmative/negative debate cases, presenting arguments, and handling audience Q&A.

构建正方/反方辩论论点，展示论点，并处理听众提问。

Teaching Objectives 教学目标

Students will practice structuring a debate case (Problem, Plan, Points). 学生将练习构建辩论案例（问题、计划、论点）。
Students will present their prepared arguments individually in a short debate format. 学生将以短期个人辩论形式展示他们准备好的论点。
Students will practice actively listening and formulating questions for opposing arguments. 学生将练习积极倾听并为对立论点提出问题。

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 Check-in and Tech Setup: Greeting students, checking camera/audio (e.g., asking Alice to turn on her camera).

学生签到与技术检查： 问候学生，检查摄像头/音频（例如，要求Alice开启摄像头）。

Affirmative Case Development: Teacher explains the structure of an affirmative case: Context/Motion (Problem), Plan, and Points (Arguments). Used the 'ban plastic bags' example.

正方案例构建介绍： 教师解释正方案例的结构：背景/动议（问题）、计划和论点（论据）。使用了“禁止塑料袋”的例子。

Applying Structure to New Motion: Introduced the debate topic: 'Parents should be punished for their children's mistakes.' Brainstormed initial problems and solutions related to the topic.

将结构应用于新动议： 引入辩论主题：“父母是否应该对孩子的错误负责？”对与该主题相关的初始问题和解决方案进行了头脑风暴。

Analyzing a Related Video Clip: Watched a short video related to parental responsibility; discussed implications for punishment level and who is responsible.

分析相关视频片段： 观看了与父母责任相关的短片；讨论了惩罚程度和责任归属的含义。

Team Assignment and Preparation Time: Students chose sides (mostly Negative team selected). Teacher provided structure reminders and 6 minutes of preparation time.

分组与准备时间： 学生选择立场（多数选择了反方）。教师提醒了结构要点，并提供了6分钟准备时间。

Individual Debate Presentations and Q&A: Victor, Bruce, Alice, and Alex presented their arguments individually. The audience provided feedback and asked questions.

个人辩论展示与问答： Victor, Bruce, Alice, 和 Alex 分别展示了他们的论点。听众提供了反馈并提问。

Voting and Next Steps: Conducted a class vote on the most convincing argument (Alice won). Set the topic for the next debate.

投票与后续步骤： 进行了全班投票选出最有说服力的论点（Alice获胜）。确定了下一次辩论的主题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
affirmative case, motion, context, imperative, justify, voluntarily, shoplift, responsible, neglect, rhetorical question

词汇：
正方论点, 动议, 背景, 祈使句, 证明/辩护, 自愿地, 商店行窃, 负责任的, 忽视, 反问句

Concepts:
Debate Structure (Problem-Plan-Points), Level of Punishment, Shared Responsibility vs. Individual Accountability, Learning through Mistakes.

概念：
辩论结构（问题-计划-论点），惩罚程度，共同责任与个人问责制，通过错误学习。

Skills Practiced:
Structuring persuasive arguments, formal presentation skills, formulating direct questions, responding to challenges, critical thinking about ethics and law.

练习技能：
构建有说服力的论点，正式演讲技巧，制定直接问题，回应挑战，对伦理和法律进行批判性思考。

Teaching Resources and Materials 教学资源与材料

Short video clip illustrating parental responsibility in crime. 说明父母在犯罪中责任的短视频片段。
Whiteboard/digital space for brainstorming and structuring points. 用于头脑风暴和构建论点的白板/数字空间。

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

Participation and Activeness 参与度和积极性

High engagement from all four students during brainstorming and debate, despite initial technical issues with cameras. 尽管初始时有技术问题，所有四名学生在头脑风暴和辩论中都表现出高度参与。
Students actively participated in choosing sides and preparing their arguments, showing high motivation for the activity. 学生积极参与选择立场和准备论点，显示出对该活动的高度积极性。

Language Comprehension and Mastery 语言理解和掌握

Students successfully grasped the debate structure (Problem, Plan, Points) demonstrated by the initial examples. 学生成功理解了通过初始示例所展示的辩论结构（问题、计划、论点）。
Students were able to apply the concepts to a nuanced ethical dilemma (parental punishment), showing good contextual understanding. 学生能够将这些概念应用于一个微妙的伦理困境（父母惩罚），表明了良好的情境理解能力。

Language Output Ability 语言输出能力

Oral: 口语：

Victor presented clearly using the required structure, though vocabulary was sometimes basic. Victor 使用了要求的结构清晰地进行了陈述，尽管词汇有时比较基础。
Bruce showed strong vocabulary and fluency, delivering a well-structured argument. Bruce 展现了强大的词汇量和流利度，进行了结构良好的论证。
Alice overcame initial nervousness to deliver a solid argument, effectively using the 'Matilda' example. Alice 克服了最初的紧张，成功地利用了“玛蒂尔达”的例子，进行了扎实的论述。
Alex provided thoughtful counterarguments, focusing well on the practical implications of jail time. Alex 提供了周到的反驳论点，很好地关注了监禁的实际影响。

Written: 书面：

Not explicitly assessed, but notes/structure preparation was encouraged and visible.

未明确评估，但鼓励并观察到了笔记/结构准备。

Student's Strengths 学生的优势

Ability to generate specific examples to support arguments (e.g., Alice's Matilda reference). 能够产生具体的例子来支持论点（例如，Alice 提到的玛蒂尔达）。
Strong grasp of formal presentation structure (e.g., Victor's clear first/secondly/finally). 对正式演讲结构有很强的把握（例如，Victor 清晰的首先/其次/最后）。
Effective use of rhetorical strategies and counter-arguments (e.g., Alex on jail time). 有效地运用了修辞策略和反驳论点（例如，Alex 关于监禁的论述）。

Areas for Improvement 需要改进的方面

Confidence in fielding spontaneous questions from the audience (only Victor received meaningful questions). 在应对听众即兴提问方面的信心不足（只有 Victor 得到了有意义的问题）。
Developing more varied and complex connecting phrases for smoother transitions during speech. 发展更多样化和复杂的连接短语，以使演讲过渡更顺畅。
Ensuring camera presence is maintained throughout the presentation phase for full engagement. 确保在演讲阶段保持摄像头开启，以实现完全投入。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The debate format was highly effective in engaging students with complex, abstract material. 辩论形式在引导学生参与复杂、抽象材料方面非常有效。
The scaffolding (providing structure, examples, and preparation time) led to high-quality output from all participants. 支架式教学（提供结构、示例和准备时间）促使所有参与者都产出了高质量的成果。

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

The pace was brisk but manageable, allowing time for introduction, preparation, and four separate presentations. 节奏很快但可控，为介绍、准备和四次独立的展示留出了时间。
The teacher managed time well during the preparation phase and kept the debate moving forward. 教师在准备阶段很好地管理了时间，并推动了辩论的进行。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, positive, and slightly competitive, fostering a safe space for students to practice challenging public speaking.

参与性强、积极且略带竞争性，营造了一个让学生练习有挑战性的公开演讲的安全空间。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Structuring) achieved through guided preparation. 目标1（构建结构）通过指导性准备得以实现。
Objective 2 (Presenting) fully achieved with four individual presentations. 目标2（展示）通过四次个人展示得到完全实现。
Objective 3 (Q&A) partially achieved; needs more deliberate practice next time. 目标3（问答）部分实现；下次需要更有意识地练习。

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 use of real-world examples (plastic bags) to clarify abstract concepts before the main topic. 出色地使用现实世界的例子（塑料袋）在主要主题之前澄清抽象概念。
Clear encouragement and praise after each presentation, boosting student confidence. 每次展示后都有极佳的鼓励和赞扬，增强了学生的自信心。

Effective Methods: 有效方法：

Utilizing a randomized selection (spinning the wheel) to determine speaker order, ensuring fairness. 利用随机选择（转动轮盘）来确定发言顺序，确保公平性。
Providing scaffolding ideas for both affirmative and negative teams during preparation time. 在准备时间为正方和反方提供支架式的想法。

Positive Feedback: 正面反馈：

The teacher's praise for Victor's debate structure was very motivating. 教师对 Victor 辩论结构的表扬非常有激励作用。
Acknowledging Alice's positive shift from nervousness to success was encouraging. 对 Alice 从紧张到成功的积极转变表示认可，这一点很鼓舞人心。

Next Teaching Focus 下一步教学重点

Implementing effective question-asking and answering techniques in a debate setting. 在辩论环境中实施有效的提问和回答技巧。
Analyzing the structure and persuasive techniques used by the winner (Alice). 分析获胜者 (Alice) 使用的结构和说服技巧。

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

Pronunciation & Reading: 发音与阅读：

Students should practice reading their prepared points aloud multiple times to improve flow and reduce stumbling over complex words. 学生应该练习多次大声朗读准备好的论点，以提高流畅度并减少在复杂词汇上卡壳。

Speaking & Communication: 口语与交流：

Dedicate specific time next lesson for Q&A practice drills where the audience must ask at least one question. 在下一课中专门安排时间进行问答练习，要求听众至少提出一个问题。
Encourage students to vary their sentence starters beyond 'Firstly,' 'Secondly,' 'Finally' to sound more natural. 鼓励学生在句子开头使用“首先”、“其次”、“最后”之外的词语，以使表达更自然。

Debate Strategy: 辩论策略：

When presenting, ensure clear verbal signposting for the conclusion, even if time runs out mid-sentence. 在陈述时，确保清晰地口头标明结论，即使句子没说完时间就到了。

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

Review the concept of 'shared responsibility' versus 'individual accountability' regarding children's actions. 复习关于儿童行为的“共同责任”与“个人问责”的概念。
Prepare 2-3 complex questions related to the next debate topic: 'Children should choose what they want to learn in school.' 为下一个辩论主题：“孩子应该选择他们在学校学什么”准备2-3个复杂的问题。