Bridging British Education Virtual Academy 伦桥国际教育

1v1 Debate Practice - Science vs. Art 1v1 辩论练习 - 科学与艺术的比较

1. Course Basic Information 1. 课程基本信息

Course Name: 0109 LS05DBA 课程名称： 0109 LS05DBA

Topic: Debating Manners and Topic: Is Science Better Than Art? 主题： 辩论礼仪和主题：科学是否比艺术更重要？

Date: N/A 日期： 未提供

Student: Alex 学生： Alex

Teaching Focus 教学重点

Practicing debate structure, delivery (posture, eye contact, voice projection), and critical thinking on the topic 'Science vs. Art'.

练习辩论结构、表达（姿势、眼神交流、声音投射）以及对“科学与艺术”主题的批判性思维。

Teaching Objectives 教学目标

Review and practice proper debating posture and body language. 复习和练习正确的辩论姿势和肢体语言。
Develop arguments for the debate topic: Science is better than Art. 为辩论主题“科学优于艺术”发展论点。
Improve active listening and rebuttal skills during the debate. 提高辩论中的积极倾听和反驳能力。

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

Casual Conversation & Weather Check: Teacher checks in with Alex, discusses Alex's snack (Chinese bread), and shares news about snow in the UK.

闲聊与天气问候： 教师问候亚历克斯，讨论亚历克斯的零食（中式面包），并分享英国下雪的新闻。

Debate Posture and Delivery Instruction: Detailed instruction on good debating posture (sitting/standing), eye contact, voice projection, and note-holding techniques, contrasting good vs. bad examples.

辩论姿势和表达教学： 详细讲解良好的辩论姿势（坐姿/站姿）、眼神交流、声音投射和笔记持有技巧，对比好与坏的例子。

Tongue Twister Practice: Practice saying the pangram 'The quick brown fox jumps over the lazy dog' focusing on clarity, speed, and pronunciation (e.g., 'dog' vs 'dock').

绕口令练习： 练习说全字母句“The quick brown fox jumps over the lazy dog”，重点关注清晰度、语速和发音（例如'dog'与'dock'）。

Exploring Science vs. Art Concepts: Class discusses the definitions and impacts of science and art, exploring the inherent connection between the two fields.

探讨科学与艺术的概念： 课堂讨论科学和艺术的定义和影响，探索这两个领域之间固有的联系。

Argument Structuring and Practice: Alex chooses to argue 'Science is better than Art'. Three minutes are given for preparation, focusing on structuring opening statements and finding examples.

论点构建与准备： 亚历克斯选择支持“科学优于艺术”。给予三分钟准备时间，重点构建开场陈述并寻找例证。

Debate Execution: Science vs. Art: Alex presents the affirmative case (Science is better), followed by the teacher's rebuttal (Negative case). Cross-examination follows.

正式辩论：科学优于艺术： 亚历克斯陈述正方立场（科学更优），随后是教师的反驳（反方立场）。随后进行质询。

Post-Debate Assessment and Next Steps: Teacher praises Alex's critical thinking, active listening, and rebuttal skills, setting goals for the next debate (4 minutes duration, expert opinions/examples, stronger conclusions).

辩论后评估和后续步骤： 教师赞扬亚历克斯的批判性思维、积极倾听和反驳能力，并为下一场辩论设定目标（4分钟时长、专家意见/例证、更强的结论）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Savory, sugary, posture, convincing, slouch, uncertain, muffled, gestures, debate, affirmative, negative, rebuttal, spiritual sustenance, creativity.

词汇：
咸味的，含糖的，姿势，有说服力的，佝偻，不确定的，声音含糊的，手势，辩论，正方，反方，反驳，精神食粮，创造力。

Concepts:
Debate structure (opening, points, conclusion), Effective presentation skills (mannerisms), Interdependence of Science and Art.

概念：
辩论结构（开场、论点、结论），有效的表达技巧（仪态），科学与艺术的相互依存性。

Skills Practiced:
Formal debating, spontaneous rebuttal, self-correction during practice, defining complex terms.

练习技能：
正式辩论，即兴反驳，练习中的自我修正，定义复杂术语。

Teaching Resources and Materials 教学资源与材料

Visual aids demonstrating good/bad debate posture. 展示良好/不良辩论姿势的视觉辅助材料。
The debate prompt: Is science better than art? 辩论提示：科学是否比艺术更重要？

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

Participation and Activeness 参与度和积极性

High engagement, especially during the debate preparation and execution phases. 参与度很高，尤其是在辩论准备和执行阶段。
Responded well to challenging questions and corrections during practice. 对练习中的挑战性问题和更正反应良好。

Language Comprehension and Mastery 语言理解和掌握

Demonstrated strong comprehension of the debate topic, acknowledging the interplay between science and art. 对辩论主题理解深刻，承认科学与艺术之间的相互作用。
Successfully argued that survival relies more fundamentally on science than on art. 成功论证了生存更根本上依赖于科学而非艺术。

Language Output Ability 语言输出能力

Oral: 口语：

Voice projection improved significantly during practice, becoming clear and loud when required. 声音投射在练习中显著改善，在需要时变得清晰响亮。
Maintained conversational fluency, though speaking pace varied; corrected during practice to slow down. 保持了对话的流畅性，但语速有所波动；在练习中被提醒放慢速度。

Written: 书面：

N/A (Notes were brief during the short preparation time.)

未提供（准备时间短，笔记简略。）

Student's Strengths 学生的优势

Excellent active listening and rapid rebuttal skills. 出色的积极倾听和快速反驳能力。
Strong critical thinking demonstrated by exploring the nuances of the topic. 通过探索主题的细微差别展示了强大的批判性思维。
Good control over the debate structure once established, with strong opening statements. 一旦建立结构，对辩论结构有很好的控制力，开场陈述有力。
Willingness to attempt complex vocabulary. 愿意尝试使用复杂的词汇。

Areas for Improvement 需要改进的方面

Need to incorporate formal 'expert opinions' or concrete examples consistently into arguments. 需要在论点中持续融入正式的“专家意见”或具体例证。
Extend speech duration to meet the four-minute target. 需要将发言时间延长到四分钟的目标。
Strengthen the concluding statement to summarize and reinforce the main stance effectively. 需要加强结论部分，以有效总结和强化主要立场。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The focus on physical mannerisms immediately translated into better delivery during the practice rounds. 对身体仪态的关注立即转化为练习回合中更好的表达。
The interactive debate format successfully stimulated deep critical thinking from the student. 互动式辩论形式成功激发了学生深入的批判性思维。

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

Pacing during direct instruction was sometimes too fast for Alex, requiring repetition. 直接教学时的语速有时对亚历克斯来说太快，需要重复。
Alex's initial debate delivery was too fast; pace correction was necessary. 亚历克斯最初的辩论语速过快；需要进行语速纠正。

Classroom Interaction and Atmosphere 课堂互动和氛围

Energetic, supportive, and highly focused, especially during the debate segment.

充满活力、支持性和高度专注，尤其是在辩论环节。

Achievement of Teaching Objectives 教学目标的达成

Posture and mannerisms were addressed and practiced successfully. 姿势和仪态得到了成功的关注和练习。
Alex developed a strong, coherent case for the debate topic. 亚历克斯为辩论主题发展了一个有力、连贯的论点。
Rebuttal skills were clearly demonstrated and effective. 反驳技能得到明显展示且有效。

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 use of visual contrast (good vs. bad posture examples) for instruction. 有效利用视觉对比（好与坏的姿势示例）进行教学。
Ability to challenge the student's reasoning effectively during the debate, prompting deeper thought. 在辩论中有效挑战学生的推理，促使其进行更深层次的思考。

Effective Methods: 有效方法：

Immediate application of posture rules to the pronunciation practice line. 立即将姿势规则应用于绕口令练习中。
Providing structured feedback focusing on specific, measurable goals for the next session. 提供有针对性的反馈，重点关注下一节课的具体、可衡量的目标。

Positive Feedback: 正面反馈：

Teacher explicitly stated being convinced by Alex's final argument for science. 老师明确表示被亚历克斯关于科学的最终论点所说服。
High praise for Alex's consistency in critical thinking throughout the debate. 高度赞扬亚历克斯在整个辩论过程中表现出的批判性思维的一致性。

Next Teaching Focus 下一步教学重点

Increasing debate speaking time to four minutes. 将辩论发言时间增加到四分钟。
Integrating specific examples and expert opinions into arguments. 将具体的例证和专家意见整合到论点中。
Strengthening debate conclusions. 加强辩论的结论部分。

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

Pronunciation & Reading: 发音与阅读：

Continue focusing on clear articulation, ensuring final consonant sounds ('dog' vs 'dock') are distinct. 继续关注清晰的发音，确保末尾辅音（如'dog' vs 'dock'）清晰可辨。

Speaking & Communication: 口语与交流：

Practice controlling speaking pace to maintain audience engagement and clarity. 练习控制语速，以保持听众的参与度和清晰度。
Incorporate one or two concrete examples or expert opinions into the opening 2-3 main points. 将一到两个具体的例证或专家意见融入开场的前2-3个主要论点中。

Debate Structure: 辩论结构：

Develop stronger, summary-focused conclusions that clearly restate the debate's central claim. 构建更强有力的总结性结论，清晰地重申辩论的核心主张。

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

Research the debate topic: 'Football players are paid too much,' considering amateur vs. professional wages and staff compensation. 研究辩题：“足球运动员的薪水是否过高”，考虑业余与职业球员的薪酬以及工作人员的报酬。