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Bridging British Education Virtual Academy Logo Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate Styles and Success Definition 1v1 英语课程 - 辩论风格与成功定义

1. Course Basic Information 1. 课程基本信息

Course Name: 1010 LS05DBA 课程名称： 课程 1010 LS05DBA
Topic: Debating Styles (British Parliamentary Focus) and Defining Success 主题： 辩论风格（英式议会辩论重点）与成功定义
Date: Not specified in transcript 日期： 未在文本中指定
Student: Charlotte, Celine, Alex, Lemon (Group Setting) 学生： Charlotte, Celine, Alex, Lemon (Group Setting)

Teaching Focus 教学重点

Introduction to British Parliamentary Debate structure and practicing arguing a predefined stance on the motion: 'Do you have to win to be successful?'

介绍英式议会辩论结构，并练习就动议“你必须赢才能成功吗？”来论证预设立场。

Teaching Objectives 教学目标

  • Understand the basic structure and roles in British Parliamentary Debate (BP). 理解英式议会辩论 (BP) 的基本结构和角色。
  • Practice formulating arguments and rebuttals related to the motion. 练习就动议形成论点和反驳。
  • Engage in individual speaking practice under time constraints. 在时间限制下进行个人演讲练习。

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

Greetings and Student Check-in: Teacher greeted new students (Charlotte, Celine) and checked in with existing students (Alex, Lemon). Technical issues (mute) were addressed.

问候与学生情况核查： 老师问候新学生（Charlotte, Celine），并与现有学生（Alex, Lemon）交流。解决了技术问题（静音）。

Brainstorming Debate Partners: Discussion on who students can debate with (anyone, except those who don't know how to speak or don't want to).

头脑风暴辩论对象： 讨论学生可以和谁辩论（任何人，除非他们不会说话或不想辩论）。

Introduction to British Parliamentary Debate (BP): Detailed explanation of BP format: motion structure, government/opposition sides, roles (PM, LO, DPM, DLO, MG, MO, GW, OW), speaking order, protected time, and Points of Information (POIs).

英式议会辩论 (BP) 介绍： 详细解释 BP 格式：动议结构、政府/反对党阵营、角色（首相、反对党领袖等）、发言顺序、受保护时间以及信息点 (POI)。

Discussion on Necessary Debate Skills: Discussed sticking to relevance, using evidence, considering both sides, rebuttal, speaking clearly, and avoiding excessive speed.

辩论所需技能讨论： 讨论了保持相关性、使用证据、考虑双方、反驳、清晰说话和避免语速过快等技能。

Debate Segment 1: Defining Success (Negative Stance): Motion: 'Do you have to win to be successful?' Students took the negative stance. Initial discussion focused on fun/process vs. winning.

辩论环节一：定义成功（否定立场）： 动议：“你必须赢才能成功吗？”学生采取否定立场。初步讨论集中在乐趣/过程与获胜的对比上。

Formal Individual Speeches & Teacher Rebuttal: Students (Charlotte, Alex, Lemon, Celine) gave individual speeches (1-1.5 mins) against the teacher (affirmative stance). Teacher rebutted each speech.

正式个人陈述与教师反驳： 学生（Charlotte, Alex, Lemon, Celine）进行了个人陈述（1-1.5分钟），反驳教师（正方立场）。老师对每个发言进行了反驳。

Voting and Conclusion: Students voted on whether the teacher's rebuttals were persuasive (all voted against the teacher). Teacher praised performance and set up next week's focus.

投票与总结： 学生投票决定教师的反驳是否令人信服（所有人都投票反对老师）。老师称赞了表现，并确定了下周的重点。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, Motion, Government, Opposition, Prime Minister, Leader of Opposition, Rebuttal, Point of Information (POI), Protected Time, Successful, Practice, Evidence, Relevant
词汇：
辩论, 动议, 政府方, 反对党, 首相, 反对党领袖, 反驳, 信息点 (POI), 受保护时间, 成功的, 练习, 证据, 相关的
Concepts:
British Parliamentary Debate Roles and Procedures; Success defined by process/effort vs. outcome/winning.
概念：
英式议会辩论的角色和程序；成功定义为过程/努力 vs. 结果/获胜。
Skills Practiced:
Active listening, note-taking during speeches, structured argumentation, spontaneous rebuttal (through Q&A), speaking clearly and pacing.
练习技能：
积极倾听、演讲中记笔记、结构化论证、即兴反驳（通过问答）、清晰表达和控制语速。

Teaching Resources and Materials 教学资源与材料

  • Verbal explanation of BP rules. 对 BP 规则的口头解释。
  • Visual aids on the board for key BP roles (implied). 用于关键 BP 角色的板书视觉辅助（隐含）。
  • Prepared positive and negative statements regarding the motion for student reference. 关于动议的正反方陈述准备材料供学生参考。

3. Student Performance Assessment (Charlotte, Celine, Alex, Lemon (Group Setting)) 3. 学生表现评估 (Charlotte, Celine, Alex, Lemon (Group Setting))

Participation and Activeness 参与度和积极性

  • High engagement, with all four students contributing significantly to discussions and individual speeches. 参与度很高，四名学生都在讨论和个人陈述中做出了重要贡献。
  • Students actively asked for clarification and engaged with the teacher's rebuttal questions. 学生积极要求澄清，并回应了老师的反驳提问。

Language Comprehension and Mastery 语言理解和掌握

  • Students grasped the core concept of the BP format (Government vs. Opposition, roles) after the explanation. 学生在解释后掌握了 BP 格式的核心概念（政府方与反对党、角色）。
  • Students successfully applied the concept to the motion, articulating nuanced views on 'success'. 学生成功地将概念应用于动议，阐述了关于‘成功’的细微差别观点。

Language Output Ability 语言输出能力

Oral: 口语：

  • Clarity of speech generally good, though some students struggled with volume/microphone issues (Celine, Lemon). 口语清晰度总体良好，尽管有些学生遇到了音量/麦克风问题（Celine, Lemon）。
  • Alex showed strong improvement in structuring arguments and direct rebuttal. Alex 在构建论点和直接反驳方面表现出明显进步。

Written: 书面：

N/A (Focus was primarily on oral debate practice)

不适用（重点主要在口头辩论练习上）

Student's Strengths 学生的优势

  • Charlotte: Strong ability to articulate a position clearly and use personal analogies (races/Spartan). Charlotte：能够清晰阐述立场和使用个人类比（比赛/斯巴达）的能力很强。
  • Alex: Showed excellent critical thinking and direct rebuttal skills during Q&A sessions. Alex：在问答环节中展现了出色的批判性思维和直接反驳能力。
  • Celine: Provided a well-structured argument linking practice and incremental success (reaching goals). Celine：提出了结构良好的论点，将练习与渐进式成功（达成目标）联系起来。
  • Lemon: Focused effectively on the importance of the process and learning. Lemon：有效地关注了过程和学习的重要性。

Areas for Improvement 需要改进的方面

  • Maintaining consistent microphone connection and volume (for students experiencing technical difficulties). 保持稳定的麦克风连接和音量（针对遇到技术困难的学生）。
  • Adhering strictly to the 'no interruption' rule during formal speeches (especially for new students). 在正式演讲中严格遵守“不打断”规则（尤其是对新学生）。
  • Ensuring correct grammar usage during speech (e.g., 'work hard' vs. 'work hardly'). 确保演讲中正确的语法使用（例如，'work hard' 而不是 'work hardly'）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

  • The modified debate format (individual defense against the teacher) was highly engaging for all students. 修改后的辩论形式（个人对抗老师）极大地吸引了所有学生。
  • The teacher effectively explained complex BP mechanics in an accessible way. 老师有效地以易于理解的方式解释了复杂的 BP 机制。

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

  • The initial explanation phase was detailed, but the pacing adjusted well for the practical debate segment. 初始解释阶段很详细，但在实际辩论环节中节奏调整得当。
  • Preparation time (5 minutes) seemed adequate for students to structure their short arguments. 准备时间（5分钟）似乎足以让学生构建他们的简短论点。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, energetic, and highly interactive. Students were supportive of each other, even when disagreeing on the topic.

积极、充满活力且高度互动。学生之间互相支持，即使在主题上存在分歧也是如此。

Achievement of Teaching Objectives 教学目标的达成

  • Students successfully participated in a structured argument simulation, meeting the practical objective. 学生成功地参与了结构化的论证模拟，达到了实践目标。
  • The introduction to BP terminology was covered, though the full complexity of BP was postponed. BP 术语已介绍，但 BP 的全部复杂性被推迟了。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

  • Creative adaptation of the lesson to overcome team selection issues by having students argue individually against the teacher. 通过让学生单独对抗老师，创造性地调整了课程，以克服团队选择问题。
  • Strong modeling of rebuttal, especially by asking challenging follow-up questions. 强大的反驳示范，特别是通过提出具有挑战性的后续问题。

Effective Methods: 有效方法：

  • Using a real-world analogy (England Football Team) to illustrate 'success without winning'. 使用现实生活中的类比（英格兰足球队）来说明“没有获胜的成功”。
  • Allowing students to vote on the success of the teacher's rebuttal, reinforcing the judging aspect of debate. 允许学生对教师反驳的成功与否进行投票，加强辩论的评判方面。

Positive Feedback: 正面反馈：

  • The teacher noted the high quality of student arguments, stating that 'not one single vote' was for her rebuttal. 老师指出学生论点的质量很高，并提到“没有一票”投给了她的反驳。

Next Teaching Focus 下一步教学重点

  • Applying the BP structure to a new motion, potentially assigning explicit roles (Gov/Opp). 将 BP 结构应用于新的动议，并可能分配明确的角色（政府/反对党）。
  • Focusing on 'More' vs. 'Less' arguments and strategic rebuttal. 重点关注“更多”与“更少”的论点以及战略性反驳。

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

Pronunciation & Reading: 发音与阅读：

  • For Lemon and Celine, please ensure consistent microphone positioning to avoid intermittent sound feedback or being muted. 对于 Lemon 和 Celine，请确保麦克风定位一致，以避免声音间歇性反馈或被静音。
  • Review correct adverb usage, specifically practicing 'work hard' instead of 'work hardly'. 复习正确的副词用法，特别是练习使用 'work hard' 而不是 'work hardly'。

Speaking & Communication: 口语与交流：

  • All students should practice structuring their 1-minute speeches using clear signposting (e.g., 'Firstly,' 'In conclusion'). 所有学生都应练习使用清晰的引导词（例如，“首先”，“总而言之”）来构建他们的 1 分钟演讲。
  • Newcomers (Charlotte, Celine) should focus on observing the 'protected time' rule and refraining from interrupting during formal speeches. 新加入的学生 (Charlotte, Celine) 应专注于观察“受保护时间”规则，并在正式演讲中克制打断行为。

Debate Technique: 辩论技巧：

  • Next time, explicitly practice giving and accepting Points of Information (POIs) to enhance engagement during speeches. 下次练习时，明确练习提出和接受信息点 (POI)，以增强演讲过程中的互动性。

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

  • Research one famous historical debate and identify the main arguments used by each side. 研究一次著名的历史辩论，并确定每一方的论点。
  • Prepare a short 1-minute argument for the motion: 'The more you have, the happier you are.' (For next week). 为动议“你拥有的越多，你就越幸福”准备一个简短的 1 分钟论点。（用于下周）。