Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 1031 LS05DBA 课程名称： 1031 LS05DBA

Topic: Debate Skills: Research, For/Against Arguments, and Chairing Practice 主题： 辩论技巧：研究、正反方论点及主持实践

Date: Current Date (Inferred) 日期： 当前日期（推断）

Student: Alex and Valerie 学生： Alex and Valerie

Teaching Focus 教学重点

Practicing debate structure, effective research utilization, active listening, rebuttal skills, and chairing procedures.

练习辩论结构、有效利用研究成果、积极倾听、反驳技巧以及主持流程。

Teaching Objectives 教学目标

To apply research findings to construct strong arguments for and against a motion. 能够应用研究发现来构建支持和反对某一动议的有力论点。
To practice the role of the Chair in managing time and determining the winner. 练习作为主持人的角色，管理时间并裁定胜负。
To enhance active listening skills by formulating relevant questions for opponents. 通过为对手制定相关问题来提高积极倾听的能力。

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 Chat & Topic Introduction: Students briefly discussed personal items (Alex's camera) and the upcoming Halloween/holiday plans. The teacher introduced the core concept: debate research requires examining both 'for' and 'against' sides using expert opinions and data.

非正式交流与主题介绍： 学生简要讨论了个人物品（Alex的相机）和即将到来的万圣节/假期计划。教师介绍了核心概念：辩论研究需要使用专家意见和数据来考察“正方”和“反方”观点。

Research and Argument Formulation: The motion 'Children should do part-time jobs during the summer holiday' was discussed. Students collectively researched and identified key arguments (Pros: responsibility, confidence, value of money; Cons: time commitment, stress, impact on study).

研究与论点构建： 讨论了议题“儿童暑假应做兼职”。学生共同研究并确定了关键论点（优点：责任感、自信心、金钱的价值；缺点：时间投入、压力、对学习的影响）。

Debate Practice Round 1 (Alex as Chair): Alex chaired the first debate (Valerie - Agree vs. Teacher - Disagree). The teacher provided specific chairing script. Discussion followed on the winner, focusing on time management and argument quality.

辩论实践第一轮（Alex任主持）： Alex主持了第一场辩论（Valerie-正方 vs. 教师-反方）。教师提供了具体的主持台词。随后讨论了胜者，重点关注时间管理和论点质量。

Debate Practice Round 2 & 3 (Teacher/Valerie as Chair): Round 2: Valerie (Agree) vs. Alex (Disagree), Teacher as Chair. Round 3: Alex (Agree) vs. Teacher (Disagree), Valerie as Chair. Focus on rebuttal skills and chairing feedback.

辩论实践第2轮和第3轮（教师/Valerie任主持）： 第二轮：Valerie（正方）对阵 Alex（反方），教师主持。第三轮：Alex（正方）对阵教师（反方），Valerie主持。重点是反驳技巧和主持反馈。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
GoPro, dependable, invaluable, motion, affirmative, negative, research, expert opinions, data, evidence, hobby, prohibit, crafting, rebuttal, final, draw, final.

词汇：
GoPro（运动相机）, 可靠的, 无价的, 动议, 正方, 反方, 研究, 专家意见, 数据, 证据, 爱好, 禁止, 手工艺制作, 反驳, 最终的, 平局, 最终的。

Concepts:
The necessity of researching both sides of an argument; differentiating between reliable evidence types (expert opinion vs. general opinion); the formal process of chairing a debate (stating motion, managing time, Q&A, decision making).

概念：
论证双方都进行研究的必要性；区分可靠的证据类型（专家意见 vs. 一般观点）；辩论主持的正式流程（陈述动议、管理时间、问答、做决定）。

Skills Practiced:
Debate argumentation, evidence sourcing and application, active listening, real-time response/rebuttal, time management during speech, role-playing as Chair.

练习技能：
辩论论证、证据搜寻与应用、积极倾听、实时回应/反驳、演讲中的时间管理、扮演主持人的角色扮演。

Teaching Resources and Materials 教学资源与材料

Online search engines for real-time evidence gathering. 用于实时收集证据的在线搜索引擎。
Pre-prepared script/guidelines for the Chair role. 为主持人角色准备的台词/指南。

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, particularly in the research phase and the debate rounds. 两位学生都高度投入，特别是在研究阶段和辩论环节中。
Alex showed high enthusiasm for the Chair role, prompting the teacher to provide detailed instructions. Alex对主持角色表现出高涨的热情，促使教师提供了详细的指导。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated good comprehension of the motion and the need to argue both sides. 学生对辩题和需要正反双方论证的必要性表现出良好的理解。
Valerie successfully integrated an external fact (Hong Kong employment law) into her argument, showing good application of research. Valerie成功地将一个外部事实（香港就业法）融入她的论点中，显示了良好的研究应用能力。

Language Output Ability 语言输出能力

Oral: 口语：

Alex's rebuttals were consistently strong and quick; however, his prepared speeches tended to run over time in the first round. Alex的反驳一直强劲且迅速；然而，他在第一轮中准备好的发言时间超出了限制。
Valerie spoke clearly and delivered well-structured arguments, especially impressing with her expert opinion integration. Valerie表达清晰，论点结构良好，特别是她整合专家意见的表现令人印象深刻。

Written: 书面：

N/A (Focus was on oral debate)

不适用（重点是口头辩论）

Student's Strengths 学生的优势

Alex: Excellent rebuttal skills and improvement in using concluding phrases ('In conclusion'). Alex：出色的反驳技巧，并在使用总结性短语（“In conclusion”）方面有所改进。
Valerie: Effective use of researched external evidence (Hong Kong law) and clear articulation of her points. Valerie：有效利用研究到的外部证据（香港法律）并清晰地阐述她的观点。
Both: Strong ability to ask relevant, active listening questions. 双方：提出相关、积极倾听问题的能力很强。

Areas for Improvement 需要改进的方面

Alex: Need to strictly adhere to time limits for prepared speeches to avoid running over. Alex：需要严格遵守准备发言的时间限制，避免超时。
Valerie: Needs more confidence in challenging the teacher/opponent's points without hesitation. Valerie：需要更有信心地挑战老师/对手的观点，减少犹豫。
Both: Developing arguments for the side they are less naturally inclined towards. 双方：培养对他们不太倾向的那一方论点的论据发展能力。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The hands-on debate practice immediately reinforced the importance of research done earlier in the lesson. 即时的动手辩论练习立即强化了课程早期所做研究的重要性。
The structured approach to chairing was highly effective in giving students ownership of the process. 结构化的主持流程在让学生掌握流程方面非常有效。

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

The initial pace was slightly slow due to social chatting, but the research and debate phases were well-paced. 由于社交聊天，初始节奏稍慢，但研究和辩论阶段的节奏把握得很好。
The teacher managed the transitions between roles (Chair, Agree, Disagree) smoothly. 教师平稳地管理了角色（主持、正方、反方）之间的转换。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly positive, collaborative, and focused once the research and debate began. Students felt safe to take on the challenging role of Chair.

一旦研究和辩论开始，课堂氛围非常积极、协作且专注。学生们对扮演主持人的挑战性角色感到安全。

Achievement of Teaching Objectives 教学目标的达成

All core objectives regarding debate structure, research application, and role-playing were met through practical execution. 所有关于辩论结构、研究应用和角色扮演的核心目标都通过实践执行得到了满足。

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 modeling of the Chair role, including providing a detailed script. 出色地实时示范了主持人的角色，包括提供详细的台词。
Effective feedback delivery, specifically praising Alex’s rebuttals and Valerie’s research integration. 有效的反馈传递，特别是表扬了Alex的反驳和Valerie的研究整合。

Effective Methods: 有效方法：

Integrating research directly into a practical debate format immediately. 将研究成果立即整合到实际的辩论形式中。
Ensuring every student cycles through all three key roles (For, Against, Chair). 确保每位学生都轮流扮演所有三个关键角色（正方、反方、主持）。

Positive Feedback: 正面反馈：

The teacher awarded a final 'draw' among all participants, highlighting the overall quality of performance. 教师在所有参与者之间最终裁定‘平局’，突显了整体表现质量。
Positive reinforcement regarding active listening through questioning. 通过提问对积极倾听给予了积极的肯定。

Next Teaching Focus 下一步教学重点

Debate: Parents should be punished for their children's mistakes (research and preparation). 辩论：父母是否应该为孩子的错误受罚（研究和准备）。
Potentially introducing a 'Beat the Teacher' activity next week. 下周可能会进行一项‘挑战老师’的活动。

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

Pronunciation & Reading: 发音与阅读：

Alex should practice reading longer prepared statements to maintain consistent timing and fluency. Alex应该练习朗读更长的准备发言稿，以保持一致的时间控制和流畅性。

Speaking & Communication: 口语与交流：

Valerie needs to focus on concisely answering the specific question asked during rebuttals, avoiding excessive detail if unnecessary. Valerie需要在反驳中专注于简洁地回答具体问题，如果不需要，避免提供过多细节。
Both students should aim to start their arguments confidently without hesitation, especially when called upon first. 两位学生都应力求自信地开始他们的论点，不要犹豫，尤其是在被首先点名时。

Debate & Structure: 辩论与结构：

Alex, as Chair, should ensure all speakers stop immediately when time is called, even if the teacher is speaking (practice procedural adherence). Alex作为主持，应确保所有发言者在时间到时立即停止，即使是老师在发言（练习程序遵守）。

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

Prepare initial research notes (For/Against) for the motion: 'Parents should be punished for their children's mistakes.' 为动议‘父母是否应该为孩子的错误受罚’准备初步的研究笔记（正反方）。