Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Debate Skills 1v1 英语课程 - 辩论技巧
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Understanding the difference between public speaking and debating, and practicing effective rebuttal strategies.
理解公开演讲和辩论的区别，并练习有效的反驳策略。
Teaching Objectives 教学目标
-
Distinguish between public speaking and debating. 区分公开演讲和辩论。
-
Practice structuring and delivering effective rebuttals. 练习构建和发表有效的反驳陈述。
-
Apply rebuttal structure in a simulated debate setting. 在模拟辩论环境中应用反驳结构。
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
Casual Conversation & Check-in: Teacher checks in with Alex about his week and location. Discussed Alex's grumpy math teacher.
随意交谈与问候： 教师询问Alex的近况和所在位置。讨论了Alex不高兴的数学老师。
Defining Public Speaking vs. Debate: Teacher explained the key difference: public speaking delivers one view, while debating involves presenting opposing sides.
定义公开演讲与辩论： 教师解释了关键区别：公开演讲是传达单一观点，而辩论涉及呈现对立双方的观点。
Introduction to Rebuttal Structure: Teacher introduced the necessity of research and the structure for rebutting: explicitly stating which point you disagree with.
反驳介绍： 教师介绍了研究的必要性以及反驳的结构：明确指出不同意的观点。
Practice Rebutting: Stealing Bread: Short practice on the topic: 'Children should go to jail for stealing bread.' Teacher modeled a rebuttal.
练习反驳：偷面包： 围绕“儿童偷窃面包应入狱”的主题进行简短练习。教师示范了反驳的结构。
Practice Rebutting: Banning Technology: Alex practiced rebutting the teacher's stance on banning all technology for children, focusing on initial structure.
练习反驳：禁止技术： Alex练习反驳教师关于禁止所有技术对儿童的观点，重点关注初始结构。
练习反驳：书籍对比电影: Alex successfully rebutted the argument that books are better than movies, but needed correction on initial framing.
练习反驳：书籍对比电影： Alex成功反驳了书籍优于电影的论点，但在初始框架上需要纠正。
Defining Debate Motion & Prep Time: Defined the debate motion: 'Should schools use e-textbooks vs. paper books?' Students defined key terms (e-textbook) and prepared notes (5 min).
定义辩论动议与准备时间： 定义了辩论动议：“在当前的科技时代，学校是否应该使用电子教科书而非纸质书？”学生定义了关键术语（电子教科书）并准备了笔记（5分钟）。
Simulated Debate: Teacher (Affirmative) and Alex (Negative) delivered opening statements and engaged in active rebuttal for 5 minutes.
模拟辩论： 教师（正方）和Alex（反方）发表了开场陈述，并进行了5分钟的积极反驳。
Review and Feedback: Teacher summarized the points, praised Alex's strong rebuttals, and corrected the tendency to concede points when unsure.
回顾与反馈： 教师总结了论点，表扬了Alex强有力的反驳，并纠正了他不确定时轻易让步的倾向。
Conclusion and Next Lesson Preview: Quick dance (The Floss) to end the session and previewed next week's topic.
总结与下节课预告： 以一个快速舞蹈（The Floss）结束课程，并预告了下周的辩论主题。
Language Knowledge and Skills 语言知识与技能
grumpy, debate, public speaking, affirmative, negative, rebuttle, concise, relevant, motion, e-textbook, recycled paper, subscription, customizable, strain, concession.
脾气暴躁的, 辩论, 公开演讲, 正方, 反方, 反驳, 简洁的, 相关的, 动议, 电子教科书, 再生纸, 订阅, 可定制的, 压力/劳损, 让步。
Structural difference between Public Speaking (one-sided delivery) and Debate (two-sided argument); Importance of signposting in rebuttals; Analyzing the environmental and practical impacts of eBooks vs. Paper Books.
公开演讲（单方面陈述）和辩论（双向论证）的结构区别；反驳中指示语（signposting）的重要性；分析电子书与纸质书的环境和实际影响。
Active listening for rebuttal preparation, formal argumentation structure, critical thinking under pressure, vocabulary usage in academic discussion.
为反驳做准备的主动倾听、正式论证结构、压力下的批判性思维、在学术讨论中使用词汇。
Teaching Resources and Materials 教学资源与材料
-
Whiteboard/Screen sharing for modeling rebuttal structure. 白板/屏幕共享，用于示范反驳结构。
-
Pre-prepared debate motion cards (eBooks vs. Paper Books). 预先准备的辩论动议卡（电子书 vs. 纸质书）。
3. Student Performance Assessment (Alex) 3. 学生表现评估 (Alex)
Participation and Activeness 参与度和积极性
-
Alex participated actively, especially during the final debate, showing significant effort to engage with the topic. Alex积极参与，尤其是在最后的辩论中，表现出极大的努力来应对主题。
Language Comprehension and Mastery 语言理解和掌握
-
Strong initial understanding of the difference between public speaking and debate. Comprehended the core arguments in the final debate topic. 对公开演讲和辩论的区别有很好的初步理解。理解了最终辩论主题的核心论点。
Language Output Ability 语言输出能力
Oral: 口语：
-
Generally fluent, though fluency dipped slightly when unsure of the required structure (e.g., forgetting the initial signposting phrase). Strong justification for his 'Negative' stance. 总体流利，但在不确定所需结构时流利度略有下降（例如忘记初始指引短语）。对他的“反方”立场提供了有力的辩护。
Written: 书面：
Alex attempted to use the pen for notes but struggled with the requirement to write only in English on the board.
Alex试图使用笔做笔记，但在要求在板上只写英文时遇到了困难。
Student's Strengths 学生的优势
-
Strong ability to generate counter-arguments during the debate (e.g., sustainability arguments against e-textbooks). 在辩论中产生反驳论点的能力很强（例如，关于电子教科书可持续性的论点）。
-
Quickly grasped the concept of rebuttal structure after modeling, leading to effective responses in Practice 3 and the final debate. 在示范后迅速掌握了反驳的结构概念，并在练习3和最终辩论中给出了有效的回应。
-
High engagement and positive energy, concluding the lesson with an enjoyable dance. 参与度高，能量积极，最后以一个令人愉快的舞蹈结束了课程。
Areas for Improvement 需要改进的方面
-
Consistency in applying the 'signposting' phrase at the beginning of every rebuttal (e.g., 'The affirmative team said X, and I disagree because...'). 在每次反驳的开头保持应用“指示语”短语的一致性（例如，“正方说X，我不同意，因为……”）。
-
Avoiding conceding points prematurely in a debate when feeling uncertain about a counter-argument. 在辩论中感到不确定时，避免过早地让步（concede points）。
-
Maintaining language focus (English only) during note-taking and discussion. 在做笔记和讨论过程中保持语言焦点（仅限英语）。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
-
The step-by-step introduction to rebuttal, moving from simple examples to a full debate, was highly effective in scaffolding the learning. 分步介绍反驳技巧，从简单例子过渡到完整辩论，对构建学习非常有成效。
Teaching Pace and Time Management 教学节奏和时间管理
-
The pace was appropriate, allowing significant time for explanation, guided practice, and a full 10-minute debate segment. 节奏合适，为解释、指导练习和完整的10分钟辩论环节留出了充足的时间。
Classroom Interaction and Atmosphere 课堂互动和氛围
Engaging, positive, and energetic, despite initial distraction from the student's personal situation. The teacher effectively maintained focus through positive reinforcement and humor.
参与性强、积极且充满活力，尽管学生最初因个人情况有所分心。教师通过积极肯定和幽默感有效地保持了学生的专注度。
Achievement of Teaching Objectives 教学目标的达成
-
Objectives were largely met; Alex demonstrated a clear understanding of the differences and successfully practiced rebuttal delivery, even if structural perfection requires further reinforcement. 目标基本达成；Alex表现出对区别的清晰理解，并成功练习了反驳的表达，尽管结构上的完善需要进一步巩固。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
-
Effective modeling of complex skills (rebuttal structure) using clear, repeated examples. 使用清晰、重复的例子，有效示范了复杂的技能（反驳结构）。
-
Strong rapport building, using humor (The Floss dance) to transition between high-focus tasks. 建立了良好的师生关系，利用幽默感（The Floss舞蹈）来转换高强度学习任务。
Effective Methods: 有效方法：
-
Using a simulated, timed debate to put the theoretical rebuttal structure into immediate practice. 使用模拟计时辩论，将理论上的反驳结构立即投入实践。
-
Providing immediate, constructive feedback focusing on the specific structural requirement (signposting). 提供即时、建设性的反馈，重点关注特定的结构要求（指示语）。
Positive Feedback: 正面反馈：
-
Teacher expressed significant pride in Alex's debate performance and rebuttal quality. 教师对Alex的辩论表现和反驳质量表示了极大的赞赏。
Next Teaching Focus 下一步教学重点
-
Advanced Debate: Applying learned rebuttal structures under stricter time constraints. 高级辩论：在更严格的时间限制下应用所学的反驳结构。
-
Vocabulary consolidation related to sustainability and technology. 巩固与可持续发展和技术相关的词汇。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Pronunciation & Reading: 发音与阅读：
-
Focus on clearly enunciating functional words in English when speaking formally to maintain clarity. 在正式发言时，注意清晰地发音英语中的功能性词汇，以保持清晰度。
Speaking & Communication: 口语与交流：
-
Memorize and consistently use the introductory rebuttal phrases (e.g., 'Speaker X argued that...', 'We disagree because...'). 记住并始终如一地使用开头的反驳短语（例如，“X发言人认为……，我们不同意，因为……”）。
-
Practice maintaining the negative stance until a strong counter-argument is formulated, rather than conceding when unsure. 练习在感觉不确定时仍保持反方立场，直到形成强有力的反驳论点，而不是轻易让步。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
-
Find two strong arguments (Affirmative and Negative) for next week's motion: 'Children should be banned from earning money from their schoolmates.' 为下周的动议“应禁止儿童从同学那里赚钱”找到两个强有力的论点（正方和反方）。
-
Review examples of debate signposting phrases and write five example rebuttal sentences using these phrases. 复习辩论指示语的例子，并使用这些短语写出五个反驳例句。