Bridging British Education Virtual Academy 伦桥国际教育

Manners and Debate Practice Session 礼仪与辩论练习课

1. Course Basic Information 1. 课程基本信息

Course Name: Debate Class 课程名称： 辩论课

Topic: Manners in Debate (Posture, Eye Contact, Voice) and Topic Debate: Science vs. Art 主题： 辩论礼仪（姿势、眼神交流、声音）及主题辩论：科学与艺术

Date: January 15th (Inferred) 日期： 1月15日 (推断)

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

Teaching Focus 教学重点

Reinforcing proper debate posture, eye contact, and vocal delivery, followed by structured debate practice on the topic 'Is Science Better Than Art?'

强化正确的辩论姿势、眼神交流和声音表达，随后进行关于“科学是否优于艺术”的主题结构化辩论练习。

Teaching Objectives 教学目标

Students will be able to identify and correct poor debate posture and delivery habits. 学生能够识别并纠正不良的辩论姿势和表达习惯。
Students will practice structuring and delivering arguments in a formal debate setting. 学生将在正式的辩论环境中练习组织和发表论点。
Students will practice active listening and objective evaluation of peers' arguments. 学生将练习积极倾听和客观评价同伴的论点。

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

Student Updates & Warm-up: Brief check-in with Alice, Victor, and Bruce about their day (swimming, art class, PE class, English test success).

学生近况汇报与热身： 与Alice、Victor和Bruce简短交流他们当天的活动（游泳、美术课、体育课、英语考试成功）。

Manners and Posture Review (Visual Aids): Teacher analyzed examples of poor posture, eye contact, and voice projection (too quiet, too fast, too slow) relevant to online/in-person debates.

礼仪和姿势回顾（视觉辅助）： 老师分析了不良姿势、眼神交流和声音投射（太小声、太快、太慢）的例子，这些都与线上/线下辩论相关。

Tongue Twister Practice: Students practiced delivering the phrase 'The quick brown fox jumps over the lazy dog' focusing on posture, pace, and projection.

绕口令练习： 学生练习说出“The quick brown fox jumps over the lazy dog”，重点关注姿势、语速和音量。

Debate Setup and Planning: Motion set: 'Science is better than Art'. Students were assigned sides (Alice: Disagree/Art; Victor, Bruce, Alex: Agree/Science). Time given for preparation.

辩论设置与准备： 设定辩题：“科学是否优于艺术”。学生被分配立场（Alice：反方/艺术；Victor, Bruce, Alex：正方/科学）。给予准备时间。

Formal Debate Rounds: Conducted three rounds: 1. Bruce vs. Alice; 2. Alex vs. Teacher; 3. Victor vs. Teacher/Alice (shared). Judges (peers) decided the winner of each round.

正式辩论回合： 进行了三轮辩论：1. Bruce vs. Alice；2. Alex vs. 老师；3. Victor vs. 老师/Alice（共享）。同伴担任评委并决定每轮胜者。

Conclusion and Feedback: Teacher provided overall feedback and praised the students' critical thinking and effort.

总结与反馈： 老师提供了总体反馈，并表扬了学生的批判性思维和努力。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Manners, Posture, Stance, Audience, Confident, Convincing, Slouching, Hip width apart, Dilated, Whispering, Rebuttal, Affirmative, Negative, Motion, Expressive, Entertainment, Spiritual Nurture, Simplify, Interpersonal abilities.

词汇：
礼仪, 姿势, 站姿, 听众, 自信的, 有说服力的, 佝偻, 臀部同宽, 倾斜的, 低语, 反驳, 正方, 反方, 动议/辩题, 表现力的, 娱乐, 精神滋养, 简化, 人际交往能力。

Concepts:
Importance of non-verbal communication in debating (eye contact, body language); The balance between utility (Science) and emotional/cultural enrichment (Art); Active listening.

概念：
辩论中非语言交流的重要性（眼神交流、肢体语言）；实用性（科学）与情感/文化丰富性（艺术）之间的平衡；积极倾听。

Skills Practiced:
Oral presentation, structured argumentation, critical evaluation (judging), listening comprehension, vocabulary application under pressure.

练习技能：
口头表达、结构化论证、批判性评估（裁判）、听力理解、压力下的词汇应用。

Teaching Resources and Materials 教学资源与材料

Visual examples (slides/images) demonstrating good and bad debate postures. 展示良好和不良辩论姿势的视觉示例（幻灯片/图片）。
Tongue twister for vocal practice. 用于发音练习的绕口令。
Debate structure outline (for preparation phase). 辩论结构大纲（用于准备阶段）。

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

Participation and Activeness 参与度和积极性

High engagement from Alice, Victor, and Bruce. Alex joined later but participated actively in the debates, despite camera issues. Alice、Victor 和 Bruce 的参与度很高。Alex 较晚加入，但在辩论中积极参与，尽管存在摄像头问题。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated strong understanding of the debate etiquette required and grasped the core philosophical differences between Science and Art arguments. 学生表现出对所需辩论礼仪的深刻理解，并掌握了科学和艺术论点之间核心的哲学差异。

Language Output Ability 语言输出能力

Oral: 口语：

Alice demonstrated excellent advanced vocabulary but sometimes spoke too quickly/overly complex. Victor and Bruce were clear and used good signposting. Alex's pace improved significantly after initial feedback. Alice 展示了出色的高级词汇量，但有时语速过快/过于复杂。Victor 和 Bruce 表达清晰，使用了良好的提示词。Alex 在初始反馈后语速有明显改善。

Written: 书面：

N/A (Focus was purely oral debate practice and analysis).

不适用（重点是纯粹的口头辩论练习和分析）。

Student's Strengths 学生的优势

Alice: Excellent command of complex vocabulary and deep articulation of art's emotional/cultural value. Alice：对复杂词汇的卓越掌握，以及对艺术的情感/文化价值的深刻阐述。
Victor: Clear thinking, strong rebuttals (especially regarding art requiring science for materials). Victor：思维清晰，反驳有力（特别是关于艺术需要科学来提供材料）。
Bruce: Good structure, strong conclusion, and excellent adherence to posture during practice drills. Bruce：结构良好，结论有力，在练习中姿势保持得非常好。
Alex: Showed great improvement in pace and effective use of arguments regarding utility and avoiding distraction. Alex：在语速和有效利用论点（关于实用性和避免分心）方面表现出巨大进步。

Areas for Improvement 需要改进的方面

Consistency in camera usage for all students, as mandated by debate etiquette. 所有学生需保持摄像头开启的一致性，这是辩论礼仪所要求的。
Alice: Needs to moderate advanced vocabulary to ensure clarity and improve facial engagement (less focus on notes/iPad). Alice：需要控制高级词汇的使用，以确保清晰度，并改善面部表情的参与度（减少对笔记/iPad的关注）。
All students: Need to ensure arguments are focused and less anecdotal/story-based when judging or presenting. 所有学生：在做评委或陈述时，需要确保论点集中，减少轶事或故事性内容。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

Highly effective. The combination of initial etiquette correction followed immediately by structured, judged debates provided immediate, actionable feedback. 非常有效。初始的礼仪纠正与紧随其后的结构化、有评委的辩论相结合，提供了即时、可操作的反馈。

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

The teacher managed the pace well, allowing ample time for preparation and feedback, even when students deviated from norms (e.g., camera off, speed issues). 老师很好地控制了节奏，为准备和反馈留出了充足的时间，即使学生偏离常态（例如，关闭摄像头、语速问题）。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, competitive but supportive. Students felt comfortable presenting even when corrected on their posture or delivery.

引人入胜、既有竞争性又互相支持。学生们即使在姿势或表达受到纠正时，也感到自在进行陈述。

Achievement of Teaching Objectives 教学目标的达成

Partially achieved. Posture and delivery were practiced, but consistent camera usage remains a challenge for Alex and minor issues for others. 部分达成。姿势和表达得到了练习，但摄像头的一致使用对 Alex 来说仍然是一个挑战，对其他人来说也存在一些小问题。
High achievement in practicing argumentative structure and peer evaluation. 在练习论证结构和同伴评估方面取得了高成就。

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 modeling and clear demonstration of unacceptable vs. acceptable debate etiquette. 对不可接受与可接受的辩论礼仪进行了出色的示范和清晰的展示。
Effective use of peer judging to increase student accountability and critical listening. 有效地利用同伴评判来增加学生的责任感和批判性倾听能力。

Effective Methods: 有效方法：

Using the tongue twister drill to immediately correct vocal projection and posture. 使用绕口令练习来立即纠正声音投射和姿势。
Providing structured debate rounds with clear roles (speaker, judge). 提供结构化的辩论回合，角色明确（发言人、评委）。

Positive Feedback: 正面反馈：

Teacher praised Alice's deep vocabulary and Bruce's clear concluding remarks. 老师表扬了 Alice 丰富的词汇量和 Bruce 清晰的总结陈词。

Next Teaching Focus 下一步教学重点

Debate structure refinement (rebuttals and cross-examination structure). 辩论结构完善（反驳和交叉询问结构）。
Maintaining camera engagement throughout the entire class session. 在整个课程中保持摄像头参与度。

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

Pronunciation & Reading: 发音与阅读：

Alice should practice slowing down the delivery of complex sentences to maintain clarity and impact. Alice 应练习放慢复杂句子的语速，以保持清晰度和影响力。
All students should continue practicing clear articulation, ensuring volume is appropriate—not too loud, not too quiet. 所有学生应继续练习清晰的发音，确保音量适中——不要太大声，也不要太安静。

Speaking & Communication: 口语与交流：

All students must prioritize keeping cameras on during debates to practice necessary visual engagement. 所有学生在辩论期间必须优先保持摄像头开启，以练习必要的视觉参与。
Focus on using fewer lengthy personal stories and more direct, evidence-based points to strengthen debate arguments. 重点是少用冗长的个人故事，多用直接的、基于证据的论点来加强辩论。

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

Review notes on debate posture and vocal projection techniques. 复习辩论姿势和声音投射技巧的笔记。