Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - UIE-LS04DB-A 1v1 英语课程 - 0108 UIE-LS04DB-A

1. Course Basic Information 1. 课程基本信息

Course Name: Debating Skills Practice 课程名称： 辩论技巧练习课

Topic: Conclusion in Debating & Motion Debate Practice 主题： 辩论中的结论和议题辩论练习

Date: Audio Recorded Date (Inferred) 日期： 录音记录日期（推断）

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

Teaching Focus 教学重点

Teaching the structure and components of a persuasive debate conclusion, followed by a practical debate on the motion: 'Every child has to join a sports club or team.'

教授有说服力的辩论结论的结构和组成部分，随后就“每个孩子都必须加入体育俱乐部或团队”的动议进行实践辩论。

Teaching Objectives 教学目标

Students will be able to define and explain the purpose of a debate conclusion. 学生将能够定义和解释辩论结论的目的。
Students will practice constructing and delivering an argumentative speech supported by clear reasoning. 学生将练习构建和发表有清晰论据支持的论证性演讲。
Students will actively participate in the debate, formulating rebuttals and votes based on arguments presented. 学生将积极参与辩论，根据所提出的论点形成反驳和投票。

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 Well-being Check: Teacher checks in on students (Valerie has a stomach ache, others share weekly updates).

学生状态问候： 老师问候学生情况（Valerie 胃痛，其他人分享了本周动态）。

Introduction to Conclusion: Teacher introduces the concept of a 'conclusion' in writing and then specifically in debating (summarizing points, persuading the audience).

引入“结论”概念： 老师介绍写作中的“结论”概念，然后特别介绍辩论中的结论（总结观点，说服听众）。

Brainstorming Good Conclusion Elements: Brainstorming elements of a good conclusion: interesting, good vocabulary, confidence, call to action, rhetorical devices (repetition, rhetorical questions).

头脑风暴好的结论要素： 头脑风暴好的结论要素：有趣、好的词汇、自信、行动呼吁、修辞手法（重复、反问句）。

Debate Motion Presentation and Structure Review: Introduction of the debate motion: 'Every child has to join a sports club or team.' Review of the debate structure (individual speeches, panel Q&A, voting).

议题介绍与结构回顾： 介绍辩论动议：“每个孩子都必须加入体育俱乐部或团队”。回顾辩论结构（个人演讲、评委提问、投票）。

Individual Speech Preparation: Students work individually in breakout rooms to prepare their speeches (Agree/Disagree), with the teacher circulating for support.

个人演讲准备： 学生在独立的分组讨论室中准备演讲（同意/不同意），老师巡视提供支持。

Debate Presentations and Voting: Students (Victor, Bruce, Alice, Valerie, Alex) present their arguments. The panel engages in Q&A and votes after each speech.

辩论展示与投票： 学生（Victor, Bruce, Alice, Valerie, Alex）展示他们的论点。评委在每场演讲后进行问答和投票。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Conclusion, summarize, persuade, rhetorical question, compelling, rebuttal, motion, dedicated, rebellious, survival, communication skills.

词汇：
结论, 总结, 说服, 反问句, 有说服力的, 反驳, 动议, 专注的/投入的, 反叛的, 生存, 沟通技巧。

Concepts:
The role of conclusion in argumentation; Balancing individual preference vs. societal expectation (sports participation); Structuring a formal debate speech.

概念：
论证中结论的作用；平衡个人偏好与社会期望（体育参与）；构建正式的辩论演讲结构。

Skills Practiced:
Argument formulation, structured speaking, active listening, critical evaluation, handling Q&A, utilizing rhetorical techniques.

练习技能：
论点构建，结构化表达，积极倾听，批判性评估，处理问答环节，运用修辞技巧。

Teaching Resources and Materials 教学资源与材料

Debate structure template (Introduction, Points 1-3, Conclusion) 辩论结构模板（引言、论点1-3、结论）
Handouts/Notes regarding conclusion components (e.g., call to action, rhetorical questions) 关于结论组成部分的讲义/笔记（例如：行动呼吁、反问句）

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

Participation and Activeness 参与度和积极性

Excellent overall participation, with all five students delivering structured speeches and engaging in rebuttals. 整体参与度极佳，所有五名学生都进行了结构化的演讲并参与了反驳。
Students (especially Victor, Bruce, Valerie, Alice) clearly prepared their arguments beforehand. 学生们（特别是Victor, Bruce, Valerie, Alice）都清晰地提前准备了他们的论点。

Language Comprehension and Mastery 语言理解和掌握

High understanding of the debate topic and the requirements for a strong conclusion. 对辩论主题和强大结论要求有很高的理解。
Students successfully applied the concluding structure in their speeches. 学生们在演讲中成功应用了结论结构。

Language Output Ability 语言输出能力

Oral: 口语：

Victor delivered a very clear and well-structured argument, even with strong rebuttals. Victor 即使在强有力的反驳下，也清晰且结构良好地表达了他的论点。
Alice’s speech was very well-prepared and comprehensive, clearly adhering to the taught structure. Alice 的演讲准备非常充分和全面，清晰地遵循了所教授的结构。
Fluency varied; Alex experienced technical difficulties but managed to deliver his points when present. 流利程度不一；Alex 遇到了技术困难，但在场时设法表达了他的观点。

Written: 书面：

Students utilized provided outlines/notes during the preparation phase, though some prepared notes on separate paper (Valerie).

学生在准备阶段利用了提供的提纲/笔记，尽管有些人（Valerie）将笔记写在了单独的纸上。

Student's Strengths 学生的优势

Victor demonstrated excellent rebuttal skills when questioned by the panel. Victor 在被评委提问时展现了出色的反驳技巧。
Alice provided very detailed and logical supporting points for her stance. Alice 为她的立场提供了非常详细和合乎逻辑的论据。
Valerie effectively integrated real-life examples (survival skills, mental health) into her argument. Valerie 有效地将现实生活中的例子（生存技能、心理健康）融入了她的论证中。

Areas for Improvement 需要改进的方面

Managing technical issues (Alex repeatedly muted/unmuted/out of session) to maintain focus. 管理技术问题（Alex 反复静音/取消静音/退出会话）以保持专注。
Ensuring conclusions are impactful and not rushed, especially when time limits are tight. 确保结论有影响力且不仓促，尤其是在时间紧张的情况下。
Bruce needs to speak slightly louder/clearer when presenting the main body of his argument. Bruce 在陈述论点主体时需要稍微大声/清晰一些。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The focus on the conclusion structure was clearly understood and applied in the speeches. 对结论结构的关注被清晰理解并在演讲中得到应用。
The interactive debate format fostered high engagement, despite minor time overruns. 尽管有轻微超时的现象，但互动辩论形式促进了高度参与。

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

The preparation phase was slightly long due to individual support needs, leading to time constraints during later speeches. 由于需要单独支持，准备阶段略长，导致后期演讲时间紧张。
The teacher managed the Q&A and voting flow well, though the session ran significantly over the planned time. 老师很好地管理了问答和投票流程，尽管课程比原计划时间超出了很多。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly engaged, energetic, and respectful. Students challenged each other's points constructively, demonstrating critical thinking.

高度投入、充满活力且相互尊重。学生们以建设性的方式挑战彼此的观点，展示了批判性思维。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Define Conclusion) was successfully met during the introductory phase. 目标1（定义结论）在介绍阶段成功达成。
Objective 2 & 3 were met through the extended, high-quality debate session. 目标2和3通过延长的、高质量的辩论环节得以达成。

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 real-time scaffolding during the individual preparation phase, ensuring all students had a clear structure. 在个人准备阶段提供了出色的实时支架（scaffolding），确保所有学生都有清晰的结构。
The teacher maintained a positive and encouraging tone throughout the intensive debate, validating effort over winning. 老师在紧张的辩论中始终保持积极和鼓励的语调，肯定努力而非结果。

Effective Methods: 有效方法：

Using the debate as a practical application immediately after teaching the 'Conclusion' component. 在教授完“结论”部分后，立即将辩论用作实际应用。
Clear explanation that voting results do not reflect personal speaking quality. 清晰解释投票结果不反映个人演讲质量。

Positive Feedback: 正面反馈：

The panel highly praised Victor's rebuttal skills and Alice's detailed preparation. 评委高度赞扬了 Victor 的反驳技巧和 Alice 的详细准备。

Next Teaching Focus 下一步教学重点

Focus on using advanced rhetorical devices within the conclusion (e.g., analogy, impactful closing statement). 重点关注在结论中使用更高级的修辞手法（例如：类比、有影响力的结束语）。
Practicing impromptu speaking for brief follow-up questions. 练习即兴发言，以应对简短的后续问题。

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

Pronunciation & Reading: 发音与阅读：

Bruce should practice projecting his voice consistently to ensure clarity during formal arguments. Bruce 应该练习一致地提高音量，以确保在正式论证过程中清晰可闻。

Speaking & Communication: 口语与交流：

All students should practice integrating their prepared notes smoothly into natural speech, avoiding reading verbatim. 所有学生都应该练习将准备好的笔记流畅地融入自然口语中，避免逐字照读。
Alex needs strategies to quickly reconnect and regain focus after technical disruptions. Alex 需要制定策略，以便在技术中断后能够快速重新连接并恢复专注。

Debate Structure: 辩论结构：

When responding to questions, students should first acknowledge the questioner (e.g., 'That's a good point, Valerie...'), before answering, to maintain debate etiquette. 在回答问题时，学生应首先承认提问者（例如：“Valerie，这是个好观点……”），然后再作答，以保持辩论礼仪。

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

Review notes on effective debate conclusions and try writing three different concluding statements for the current motion. 复习关于有效辩论结论的笔记，并尝试为当前动议写出三种不同的结论性陈述。
Next week's topic preparation: 'Is science better than art?' (Students to bring initial thoughts.) 下周主题准备：‘科学比艺术更好吗？’（学生需带上初步想法。）