Bridging British Education Virtual Academy 伦桥国际教育

Debate Practice Session: Banning Certain Activities 辩论练习：关于禁止某些活动的讨论

1. Course Basic Information 1. 课程基本信息

Course Name: 1204 LS04DB-A 课程名称： 1204 LS04DB-A

Topic: Debate on Banning Things (e.g., Cell Phones in School, Smoking, Selling in School) 主题： 关于禁止事项的辩论（如：学校禁止手机、吸烟、校园买卖）

Date: Not specified (Ongoing session) 日期： 未具体说明（持续课程）

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

Teaching Focus 教学重点

Developing critical thinking and argumentation skills for a formal debate, focusing on constructing 'agree' and 'disagree' sides for given motions.

发展正式辩论的批判性思维和论证技巧，重点是针对给定动议构建“同意”和“不同意”的立场。

Teaching Objectives 教学目标

Students can articulate clear opening statements for both affirmative and negative sides of a debate. 学生能够清晰地阐述辩论中正反双方的开场陈述。
Students practice responding to opponent's arguments and answering direct questions. 学生练习回应对手的论点并回答直接提问。
Students demonstrate understanding of the complexity of 'banning' issues by considering effectiveness and alternatives. 学生通过考虑禁止措施的有效性和替代方案，展示对“禁止”议题复杂性的理解。

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 and Icebreaker: Teacher greets students (Victor, Bruce) and engages in small talk about their day (favorite subjects, drawings). Alex joins later.

非正式问候与破冰： 老师问候学生（Victor, Bruce），并就他们的一天进行闲聊（最喜欢的科目、画画）。Alex稍后加入。

Introduction to Banning Debates & Initial Topic Analysis: Teacher introduces the debate topic: banning things (cell phones, smoking, plastic bags, zoos). Students give initial opinions and justifications. Teacher guides analysis on problem severity and alternative solutions.

引入禁止性辩论及初步议题分析： 老师介绍辩论主题：禁止某些事物（手机、吸烟、塑料袋、动物园）。学生给出初步观点和理由。老师引导分析问题的严重性和替代解决方案。

Second Debate Topic Introduction and Brainstorming (Selling in School): Introduce the motion: 'Children should be banned earning money from their schoolmates in school'. Students brainstorm pros and cons (e.g., responsibility vs. theft/danger).

第二个辩论主题介绍与头脑风暴（校园买卖）： 引入动议：“应禁止学生向同学赚取金钱”。学生头脑风暴了利弊（如：责任感 vs. 盗窃/危险）。

Video Analysis and Argument Consolidation: Watch a short video clip related to making money, then consolidate arguments for and against the selling motion, covering distraction, debt, learning economics.

视频分析与论点巩固： 观看一个与赚钱相关的短片，然后巩固支持和反对“校园买卖”动议的论点，涵盖分心、负债、学习经济学等方面。

First Round of Debate (Selling Motion): Round 1: Bruce (Agree), Victor (Disagree), Alex (Chair). Structured timed speeches followed by Q&A. Teacher provides immediate feedback.

第一轮辩论（校园买卖动议）： 第一轮：Bruce（同意），Victor（不同意），Alex（主席）。进行结构化的限时发言和问答。老师提供即时反馈。

Second Round of Debate (Selling Motion): Round 2: Bruce (Chair), Victor (Agree), Alex (Disagree). Focused feedback on argumentation and answering questions.

第二轮辩论（校园买卖动议）： 第二轮：Bruce（主席），Victor（同意），Alex（不同意）。重点反馈论证和回答问题的能力。

Third Round of Debate & Wrap-up: Round 3: Victor (Chair), Alex (Agree), Bruce (Disagree). Teacher praises confidence gain and outlines next week's topic (Banning cars from the city center).

第三轮辩论与总结： 第三轮：Victor（主席），Alex（同意），Bruce（不同意）。老师表扬了信心提升，并概述了下周的话题（禁止汽车进入市中心）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
ban, agree, negative side, concentration, impact, effective, addictive, affirmative team, opponent, motion, responsibility, trade, victim, secretive, crisis, economic

词汇：
禁止, 同意, 反对的一方, 集中注意力, 影响, 有效的, 上瘾的, 正方, 对手, 动议, 责任, 交易, 受害者, 秘密的, 危机, 经济的

Concepts:
Critical thinking structure, developing arguments for and against a proposition, evaluating effectiveness of interventions (bans vs. alternatives), ethical considerations (health, environment, personal choice).

概念：
批判性思维结构，为提议的正反方构建论点，评估干预措施的有效性（禁止与替代方案），伦理考量（健康、环境、个人选择）。

Skills Practiced:
Formal debate structure, opening statements, cross-examination (Q&A), structured rebuttal, maintaining composure under questioning, presentation skills (camera use).

练习技能：
正式辩论结构，开场陈述，质询（问答），结构化反驳，在提问下保持镇定，演示技巧（摄像头使用）。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Shared Screen displaying debate motion and structure points. 显示辩论动议和结构要点的白板/共享屏幕。
Short video clip illustrating money-making activities (Red Panda photo hustle). 说明赚钱活动的短视频片段（红熊猫拍照兜售）。

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 engagement throughout the initial discussion and structuring phases. 在初始讨论和构建阶段参与度高。
All three students participated actively in the rotating debate roles (speaker/chair/audience voting). 三位学生都积极参与了轮换的辩论角色（发言者/主席/观众投票）。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the core conflict of the motion and could generate relevant supporting points (e.g., addiction for smoking ban, theft for selling in school). 学生掌握了动议的核心冲突，并能产生相关的支持论点（例如，吸烟禁令的成瘾性，校园买卖中的盗窃问题）。
Students effectively used the guiding questions (How bad is the problem? Is a ban effective?) during initial brainstorming. 学生在初步头脑风暴中有效地运用了指导性问题（问题有多严重？禁令有效吗？）。

Language Output Ability 语言输出能力

Oral: 口语：

Bruce demonstrated marked improvement in confidence and fluency across the three rounds. Bruce在三轮中展现出明显的自信心和流利度的提高。
Victor provided strong, well-reasoned arguments, particularly in the second round. Victor提供了强有力、理由充分的论点，尤其是在第二轮中。
Alex needs to maintain consistent camera presence to allow the teacher to fully assess presentation skills and non-verbal cues. Alex需要保持持续的摄像头在场，以便老师能全面评估演示技巧和非语言线索。

Written: 书面：

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

不适用（重点完全放在口头辩论和笔记记录上）

Student's Strengths 学生的优势

Victor's critical thinking and ability to defend a stance even when personally disagreeing (Round 1). Victor的批判性思维能力以及即使个人不同意也能为立场辩护的能力（第一轮）。
Bruce’s increasing confidence and structuring of arguments across the rounds. Bruce在各轮中信心和论证结构不断增强。
All students showed ability to articulate counterarguments effectively during Q&A sessions. 所有学生在问答环节都能有效地阐述反驳论点。

Areas for Improvement 需要改进的方面

Alex: Consistent physical presence (camera on) to improve presentation assessment. Alex：保持稳定的身体在场（摄像头开启），以提高演示评估的准确性。
All students: Need to ensure no background noise/distractions (TV) during active speaking/listening periods. 所有学生：需要确保在积极发言/倾听期间没有背景噪音/干扰（如电视）。
Victor: Need to ensure focus remains on the opposing speaker when answering questions, rather than just reiterating own points. Victor：回答问题时需要确保焦点集中在对手的发言上，而不仅仅是重申自己的观点。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The rotation of roles (speaker, chair, audience) effectively kept all students actively involved in the learning process. 角色的轮换（发言者、主席、观众）有效地使所有学生都积极参与到学习过程中。
Using real-world examples (cell phones, smoking) led to passionate and insightful initial discussions. 使用现实生活中的例子（手机、吸烟）引发了热情而富有洞察力的初步讨论。

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

Pace was well-managed during structured debate rounds, ensuring all parts of the format were covered. 结构化辩论环节的节奏管理得当，确保涵盖了赛制的各个部分。
Initial topic exploration allowed for a slower pace to build foundational arguments. 初始话题探索允许较慢的节奏来构建基础论点。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaged, competitive (in a positive sense), and focused, especially during the debate rounds. The teacher maintained a supportive and encouraging tone.

参与度高，（积极意义上的）竞争性强，并且非常专注，尤其是在辩论环节。老师保持了支持和鼓励的语气。

Achievement of Teaching Objectives 教学目标的达成

Students successfully presented structured arguments for both sides of the motion in the rotating format. 学生成功地以轮换形式就动议的双方提出了结构化的论点。

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 guidance on debate structure and the necessity of constructing both 'agree' and 'disagree' cases. 在辩论结构和构建正反双方论点的必要性方面提供了出色的指导。
Effective use of Q&A to probe deeper into arguments and check comprehension. 有效利用问答环节来深入探究论点并检查理解程度。

Effective Methods: 有效方法：

The structured, timed format for debate speeches, followed by audience voting. 结构化、限时的辩论发言形式，随后进行观众投票。
Using current/relatable topics (selling items to classmates) to motivate student buy-in. 使用当前/相关的议题（向同学销售物品）来激发学生的参与度。

Positive Feedback: 正面反馈：

Praise for Victor's research and critical thinking development. 表扬Victor的研究能力和批判性思维的发展。
Acknowledgment of Bruce's rapid confidence gain. 认可Bruce信心的快速增长。

Next Teaching Focus 下一步教学重点

Deepening argumentation structure and rebuttal skills. 深化论证结构和反驳技巧。
Preparing for the next motion: 'Should cars be banned from city centers?' 为下一个动议做准备：“我们是否应该禁止汽车进入市中心？”

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

Presentation & Focus: 演示与专注度：

Alex: Please ensure your camera is on for the entire session to present effectively and allow the teacher to monitor engagement. Alex：请确保在整个课程期间打开摄像头，以便有效地展示并让老师监控参与情况。
All students: Ensure all background media (like TV programs) are muted or turned off during class time. 所有学生：请确保在课间所有背景媒体（如电视节目）处于静音或关闭状态。

Speaking & Communication: 口语与交流：

Victor: When answering opponent questions, focus on directly addressing their specific point rather than just summarizing your main arguments. Victor：在回答对手的问题时，应着重于直接回应他们提出的具体观点，而不仅仅是总结自己的主要论点。

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

Review notes on the pros and cons discussed for 'banning selling in school' to solidify understanding of economic fairness vs. personal finance learning. 复习关于“禁止校园买卖”的利弊笔记，以巩固对经济公平与个人理财学习的理解。