Bridging British Education Virtual Academy 伦桥国际教育

1v1 Debate Preparation and Practice 1对1辩论准备与练习

1. Course Basic Information 1. 课程基本信息

Course Name: 1024 LS05DBA 课程名称： 1024 LS05DBA 课程

Topic: Debating: Should kids eat sweets only on weekends? 主题： 辩论：孩子们应该只在周末吃糖果吗？

Date: Friday Session 日期： 周五课程

Student: Alex and Valerie 学生： Alex and Valerie

Teaching Focus 教学重点

Debate structure practice, argument building, counter-argument techniques, and vocabulary for expressing opinions.

辩论结构练习、论点构建、反驳技巧，以及表达观点的词汇学习。

Teaching Objectives 教学目标

Students will practice opening and supporting debate arguments effectively. 学生将练习有效地进行开场陈述和支持辩论论点。
Students will utilize new introductory phrases for expressing opinions during the debate. 学生将在辩论中使用新的引言短语来表达观点。
Students will engage in structured rebuttal and questioning. 学生将参与结构化的反驳和提问环节。

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 and Settling In: Greeting students, checking on Alex's technical issue, and brief updates on Valerie's school trip and Alex's after-school routine.

学生近况更新与课堂就位： 问候学生，检查Alex的技术问题，并简要了解Valerie的学校旅行和Alex的放学后日常。

Reviewing Debate Format and Rules: Reviewing the stages of a formal debate: chair check, main speeches (affirmative/negative), developing arguments, floor questions, summary, and voting.

回顾辩论格式与规则： 回顾正式辩论的各个阶段：主席核对、主要陈述（正方/反方）、论点发展、听众提问、总结和投票。

Practicing Sentence Starters for Arguments: Practicing phrases like 'In my opinion,' 'From my point of view,' and 'As far as I'm concerned' with student-generated sentences.

练习表达观点的句子开头： 使用学生自己造句来练习“In my opinion,” “From my point of view,” 和 “As far as I'm concerned”等短语。

Video on Sugar's Health Impact: Watching a video explaining the science behind sugar (sucrose, fructose, glucose), its effect on the brain (dopamine), and health risks (obesity, liver damage, dental issues).

关于糖对健康影响的视频： 观看解释糖的科学原理（蔗糖、果糖、葡萄糖）、对大脑的影响（多巴胺）以及健康风险（肥胖、肝损伤、牙齿问题）的视频。

Discussing Arguments for the Motion: Discussing moderation (Alex's side) vs. complete ban (Valerie's side), and exploring consequences, responsibility (parents/teachers/inventors), and alternatives.

讨论围绕辩题的论点： 讨论适度（Alex方）与彻底禁止（Valerie方）的观点，并探讨后果、责任（家长/老师/发明者）和替代方案。

Debate Preparation and Speeches: Students prepare speeches based on their assigned sides (Alex: Affirmative - only weekends; Valerie: Negative - ban completely). Both deliver timed speeches, followed by rebuttals and cross-examination.

辩论准备与陈述： 学生根据分配到的立场准备发言（Alex：正方——仅周末；Valerie：反方——彻底禁止）。双方进行计时发言，随后进行反驳和质询。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Sucrose, Fructose, Glucose, Dopamine, Leptin resistance, Obesity, Rhetorical question, Affirmative, Negative, Rebuttal, Moderation, Linguistic, Addiction, Refined sugar.

词汇：
蔗糖, 果糖, 葡萄糖, 多巴胺, 瘦素抵抗, 肥胖, 反问句, 正方, 反方, 反驳, 适度, 语言学的, 成瘾, 精制糖。

Concepts:
The biological mechanism of sugar cravings; The health consequences of excessive sugar intake; The structure and key components of a formal debate; The difficulty of arguing against one's personal belief.

概念：
糖瘾的生物学机制；过量摄入糖分的健康后果；正式辩论的结构和关键组成部分；论证与个人信念相悖的观点的难度。

Skills Practiced:
Formal argumentation, structured rebuttal, use of persuasive language, clear delivery under time constraints, researching/integrating external information (historical/scientific).

练习技能：
正式论证、结构化反驳、使用说服性语言、在时间限制下清晰表达、研究/整合外部信息（历史/科学）。

Teaching Resources and Materials 教学资源与材料

Video content on the health impacts of sugar. 关于糖对健康影响的视频内容。
Handout/Notes on Debate Sentence Starters. 关于辩论起始句的讲义/笔记。

3. Student Performance Assessment (Alex and Valerie) 3. 学生表现评估 (Alex and Valerie)

Participation and Activeness 参与度和积极性

Both students were highly engaged, especially during the debate preparation and delivery phase. 两位学生参与度都很高，尤其是在辩论准备和陈述阶段。
Valerie showed excellent focus, immediately transitioning from video content to debate application. Valerie表现出色的专注力，能立即将视频内容转化为辩论应用。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated excellent comprehension of the scientific content presented in the video regarding sugar's effects. 学生对视频中关于糖影响的科学内容表现出非常好的理解。
Alex clearly understood the 'moderation' aspect of his argument, while Valerie effectively grasped the 'complete ban/motivation' aspects for her side. Alex清晰地理解了其论点中的“适度”方面，而Valerie有效地掌握了其立场的“彻底禁止/激励”方面。

Language Output Ability 语言输出能力

Oral: 口语：

Alex delivered a much longer and well-structured speech this session, showing significant progress in pacing and substance. Alex本次课的发言更长、结构更清晰，在语速和内容上显示出显著进步。
Valerie successfully integrated external historical knowledge (Queen Elizabeth I) and advanced terminology ('nutritional', 'expert opinion'). Valerie成功地融入了外部历史知识（伊丽莎白一世）和高级术语（“营养”、“专家意见”）。

Written: 书面：

N/A - Focus was on oral debate delivery and preparation notes.

不适用 - 重点在于口头辩论陈述和准备笔记。

Student's Strengths 学生的优势

Alex: Strong rebuttal skills and effective use of personal examples (classmate's teeth). Alex：出色的反驳技巧，能有效地使用个人例子（同学的牙齿问题）。
Valerie: Strong ability to integrate external research and complex vocabulary into arguments. Valerie：将外部研究和复杂词汇融入论点的能力很强。
Both students showed great enthusiasm for taking on the role of the Chair next week. 两位学生都对下周担任主席角色表现出极大的热情。

Areas for Improvement 需要改进的方面

Alex: Needs to incorporate more external research or expert quotes to strengthen arguments. Alex：需要纳入更多的外部研究或专家引述来加强论点。
Valerie: Needs to slow down her speaking pace during formal delivery to ensure all points land and to meet time requirements. Valerie：在正式陈述时需要放慢语速，以确保每个论点都能清晰传达并满足时间要求。
Both: Need to ensure all prepared ideas are included in the main speech, not just saved for rebuttal. 双方：需要确保所有准备好的想法都纳入主要发言中，而不是只留给反驳环节。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of a relevant, engaging video provided excellent foundation content for both sides of the debate. 使用相关的、引人入胜的视频为辩论的双方提供了极好的基础内容。
The debate motion successfully sparked genuine disagreement and complex discussion, maximizing student input. 辩论主题成功地激发了真实的异议和复杂的讨论，最大限度地调动了学生的参与。

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

The pace was energetic and fast-moving during the discussion phases, accelerating significantly during the timed debate delivery. 讨论阶段节奏充满活力且快速，在计时辩论陈述期间显著加快。
The teacher effectively managed the time, allocating adequate prep time while ensuring the debate itself ran to schedule. 老师有效地管理了时间，在确保辩论按计划进行的同时，也分配了充足的准备时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly competitive, intellectually stimulating, and positive. Students felt comfortable challenging each other's views.

高度竞争、智力刺激且积极。学生们对挑战彼此的观点感到自在。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Argument Support) was strongly met, with both students presenting multi-faceted arguments. 教学目标1（论点支持）得到有力实现，双方都提出了多方面的论点。
Objective 2 (Sentence Starters) was met, as students successfully used new introductory phrases in their speeches. 教学目标2（起始句）已达成，学生在发言中成功使用了新的引言短语。

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 selection of a timely and relevant debate topic (sugar consumption). 辩题选择出色，贴近时事且相关（糖分摄入）。
Strong scaffolding provided through the video and initial sentence practice. 通过视频和初始句子练习提供了强大的脚手架支持。

Effective Methods: 有效方法：

Modeling the transition from simple statements to complex arguments. 示范如何从简单的陈述过渡到复杂的论证。
Encouraging students to argue the side they disagree with to practice critical thinking. 鼓励学生为自己不同意的立场辩护，以练习批判性思维。

Positive Feedback: 正面反馈：

Positive reinforcement for both students on their significant improvement in structure and confidence. 对两位学生在结构和信心方面取得的显著进步给予了积极的肯定。

Next Teaching Focus 下一步教学重点

Next week: Students will take turns acting as the Chair/Moderator for the debate. 下周：学生将轮流担任辩论的主席/主持人。
Preparation for the next debate topic: 'Children should have part-time jobs in the summer holidays.' 为下一个辩题做准备：‘暑假期间孩子应该做兼职工作吗？’

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

Pronunciation & Reading: 发音与阅读：

Valerie: Practice speaking slower, articulating each word clearly, especially when presenting evidence or historical facts, to maximize impact. Valerie：练习放慢语速，清晰地表达每个词，尤其是在呈现证据或历史事实时，以最大化影响力。

Speaking & Communication: 口语与交流：

Alex: Integrate at least one piece of external research or expert quotation into your next debate to strengthen credibility. Alex：在下一次辩论中至少融入一项外部研究或专家引述，以增强可信度。
Both: Prepare a short summary/conclusion sentence for your main speech ahead of time (e.g., 'In conclusion, I think...'). 双方：提前准备一个简短的总结/结论句用于主要发言（例如，“总而言之，我认为……”）。

Debate Technique: 辩论技巧：

Both: Prepare responses for the potential arguments of the opposing side before the debate begins. 双方：在辩论开始前，准备好针对对方潜在论点的回应。

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

Review the debate structure and brainstorm arguments for both sides of the next motion. 复习辩论结构，并为下一个辩题的正反两方构思论点。