Bridging British Education Virtual Academy 伦桥国际教育
Debating Skills: Rebuttal Practice 辩论技巧：反驳练习
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Teaching the structure and application of rebuttal in a formal debate setting.
教授在正式辩论环境中反驳的结构和应用。
Teaching Objectives 教学目标
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Define the difference between public speaking and debating. 定义公开演讲和辩论之间的区别。
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Understand and practice the structure of a level one rebuttal. 理解并练习一级反驳的结构。
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Actively listen and respond to opponents' arguments during practice debates. 在练习辩论中积极倾听并回应对手的论点。
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
Informal Check-in & Greeting: Teacher interacts with students (Bruce, Valerie) about their clothing and daily activities (Alex mentioning school subjects).
非正式问候与寒暄： 老师与学生（Bruce、Valerie）就衣着和日常活动进行互动（Alex提到学校科目）。
Introduction to Debate vs. Public Speaking & Rebuttal Definition: Teacher defines public speaking vs. debating and introduces rebuttal as a core debating skill, explaining its structure (Level 1).
辩论与公开演讲的区别介绍及反驳定义： 老师定义公开演讲与辩论的区别，介绍反驳作为核心辩论技巧，并解释其结构（一级）。
Teacher Models Rebuttal (Topic: Children get more holidays): Teacher models rebutting Alex's initial point, emphasizing clear summarization and counter-argument delivery.
老师示范反驳（主题：孩子应多放假）： 老师示范反驳Alex的初始论点，强调清晰的总结和反驳的表达。
Students Practice Rebuttal on Various Topics: Students practice rebutting statements on topics like 'Parents should spend every weekend with their child' and 'Chocolate should be banned for children'. Victor joins.
学生就不同主题练习反驳： 学生练习反驳关于“父母应与孩子共度每个周末”和“巧克力应被禁止”等主题的陈述。Victor加入。
Setting Up the Main Debate: Teacher sets the stage for the main debate: 'Schools should use e-textbooks rather than paper books.' Teams are assigned (Affirmative: Victor + Teacher; Negative: Bruce, Alex, Valerie).
设置主要辩论环节： 老师为主要辩论做准备：‘在当前技术世代，学校应使用电子教科书而非纸质书’。分配队伍（正方：Victor + 老师；反方：Bruce、Alex、Valerie）。
Formal Debate on E-textbooks vs. Paper Books: The debate proceeds with opening statements and sequential rebuttals, focusing heavily on environmental impact, health concerns (eyesight, weight), and cost.
关于电子书与纸质书的正式辩论： 辩论在开场陈词和接续的反驳中进行，重点关注环境影响、健康问题（视力、重量）和成本。
Debrief and Feedback: Teacher provides specific positive feedback on rebuttal performance for all students and declares the 'paper book' side (Negative team) the winners.
总结与反馈： 老师对所有学生的反驳表现提供具体的正面反馈，并宣布“纸质书”方（反方）获胜。
Language Knowledge and Skills 语言知识与技能
Rebuttal, affirmative team, negative team, public speaker, debate, signposting, retainer information, addiction, environmentally friendly, e-textbook.
反驳，正方，反方，公开演讲者，辩论，引导性陈述/标记，保留信息，成瘾，环保的，电子教科书。
Distinction between structured argument (debate) and monologue (public speaking); The necessity of addressing the opponent's specific point (rebuttal structure).
结构化论证（辩论）与独白（公开演讲）的区别；回应对手具体论点（反驳结构）的必要性。
Active listening, on-the-spot argumentation, structured response formulation (rebuttal), adapting arguments based on peer input.
积极倾听、即兴论证、结构化回应的形成（反驳）、根据同伴输入调整论点。
Teaching Resources and Materials 教学资源与材料
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Whiteboard/Screen for displaying debate motion and rebuttal phrases. 用于展示辩论动议和反驳短语的白板/屏幕。
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Verbal examples of structured rebuttals. 结构化反驳的口头示例。
3. Student Performance Assessment (Alex, Bruce, Valerie, Victor) 3. 学生表现评估 (Alex, Bruce, Valerie, Victor)
Participation and Activeness 参与度和积极性
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Overall participation was high, especially during the main debate, with all students contributing several points. 整体参与度很高，尤其在主要辩论中，所有学生都贡献了多个论点。
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Victor was notably proactive in defending the affirmative stance against three opponents. Victor 在对抗三名对手维护正方立场时表现出显著的主动性。
Language Comprehension and Mastery 语言理解和掌握
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Students demonstrated a clear grasp of what rebuttal requires: summarizing the opponent's point before countering it. 学生们清晰地理解了反驳的要求：在反驳前总结对手的论点。
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Understanding of core concepts like environmental impact and health risks in the debate topic was strong. 对辩论主题中的核心概念，如环境影响和健康风险的理解很强。
Language Output Ability 语言输出能力
Oral: 口语：
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Students generally spoke clearly when presenting their initial points. 学生在陈述初始论点时普遍表达清晰。
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The ability to integrate rebuttal phrases was improving, though some students occasionally forgot the necessary address/signposting. 整合反驳短语的能力正在提高，尽管有些学生偶尔会忘记必要的引入/标记。
Written: 书面：
N/A (Focus was purely on oral debate and note-taking during the session)
不适用（本次课程重点是口头辩论和会议期间的笔记记录）
Student's Strengths 学生的优势
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Bruce showed excellent signposting in his rebuttals during the main debate. Bruce在主要辩论中的引导性陈述非常出色。
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Valerie provided a strong, practical counter-argument regarding recyclable paper as an alternative to silk. Valerie提供了关于可回收纸张作为丝绸替代品的有力且实用的反驳论点。
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Victor successfully maintained the affirmative side single-handedly against three opponents. Victor成功地以一人之力维护了正方立场，对抗三名对手。
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Alex demonstrated quick thinking when adapting to the debate role switch. Alex在适应辩论角色转换时展现了快速的思维能力。
Areas for Improvement 需要改进的方面
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Alex needs to maintain camera presence throughout the entire lesson/debate for full participation credit. Alex需要在整个课程/辩论中保持摄像头开启，以确保充分参与。
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Students need consistent practice in explicitly stating 'Speaker X said Y, and we disagree because...' at the start of every rebuttal. 学生需要持续练习在每次反驳开始时明确说明‘X发言人说了Y，我们不同意，因为……’
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Maintaining focus when arguments become complex (e.g., electricity generation, material sourcing). 在论点变得复杂时（例如电力生产、材料来源），需要保持专注。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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The guided practice, moving from modeling to full group debate, was highly effective for skill acquisition. 从模仿到完全小组辩论的指导性练习对于技能习得非常有效。
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The teacher effectively managed the flow and time during the complex debate, ensuring all students had opportunities to speak. 老师有效地管理了复杂辩论中的流程和时间，确保所有学生都有发言机会。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was slightly fast during the initial setup, but the teacher managed the complex main debate timing well with a clear timer. 初始准备阶段节奏略快，但老师对复杂的主要辩论时间控制得很好，并设置了清晰的计时器。
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The teacher was quick to redirect students when they deviated from the required rebuttal structure or focus. 当学生偏离所需的反驳结构或重点时，老师能迅速纠正。
Classroom Interaction and Atmosphere 课堂互动和氛围
Energetic, highly engaged, and competitive, especially during the debate segment. The teacher maintained a positive and encouraging tone throughout.
充满活力、高度投入和竞争性，尤其是在辩论环节。老师在整个过程中保持了积极和鼓励的语气。
Achievement of Teaching Objectives 教学目标的达成
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All objectives were largely met, demonstrated by the active and structured rebuttals in the main activity. 所有目标基本达成，主要通过主要活动中积极且结构化的反驳得以证明。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
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Excellent modeling of Level 1 rebuttal structure early in the session. 课程早期对一级反驳结构的示范非常出色。
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Effective use of thematic topics that resonated with student experience (e.g., holidays, tech/books). 有效地使用了与学生经验相关的主题（例如假期、技术/书籍）。
Effective Methods: 有效方法：
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Creating forced roles for the main debate ensured participation from all sides, even if initial interest was low for one side. 为主要辩论创建强制性角色，确保了所有立场都参与进来，即使初始兴趣较低。
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Providing explicit rebuttal phrases on the board for immediate application. 在黑板上提供明确的反驳短语供即时应用。
Positive Feedback: 正面反馈：
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Strong praise for Bruce's signposting and Victor's endurance in the debate. 对Bruce的引导性陈述和Victor在辩论中的坚持给予了高度赞扬。
Next Teaching Focus 下一步教学重点
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Developing the next level of rebuttal, potentially including constructive arguments alongside refutation. 发展下一级别的反驳，可能包括在反驳的同时提出建设性论点。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Pronunciation & Reading: 发音与阅读：
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Ensure smooth transition between spoken points without unnecessary filler words to maintain a professional debate tone. 确保口语论点之间的过渡流畅，避免不必要的填充词，以保持专业的辩论语调。
Speaking & Communication: 口语与交流：
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Practice using formal debate address terms consistently (e.g., 'Speaker Alex' instead of 'Alex' or 'Teacher Lisa'). 练习一致地使用正式的辩论称谓术语（例如，使用‘Alex发言人’而不是‘Alex’或‘Lisa老师’）。
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For rebuttals, always start by clearly identifying who you are responding to and what their point was, before giving your counter-argument. 对于反驳，始终先清楚地指出你正在回应的是谁以及他们的论点是什么，然后再给出你的反驳论据。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Review the list of rebuttal phrases provided on the board. 复习黑板上提供的反驳短语列表。
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Prepare brief opening statements and initial points for next week's topic: 'Children should be banned from earning money from their schoolmates.' 为下周的主题‘禁止孩子从同学那里赚钱’准备简短的开场陈述和初始论点。