Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Debate Preparation and Practice 1v1 英语课程 - 辩论准备与练习
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Reviewing debate formats (Oxford, Parliamentary, World Schools) and practicing a structured debate on a specific motion.
复习辩论格式（牛津式、议会式、世界学校式）并就特定动议进行结构化辩论练习。
Teaching Objectives 教学目标
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Review and understand different formal debate structures. 复习和理解不同的正式辩论结构。
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Prepare and deliver structured arguments for the motion: 'The more we have, the happier we are.' 准备并陈述关于动议：“我们拥有的越多，我们就越快乐”的结构化论点。
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Practice rebuttal and active listening skills during the Q&A session. 在问答环节练习反驳和积极倾听的技巧。
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 Check-in and Casual Talk: Informal conversation with Jerry (returnee), Mumu (space theme), and George (frozen screen issue), discussing their week/day.
学生签到与日常交流： 与Jerry（返校）、Mumu（太空主题）和George（屏幕冻结问题）进行非正式交谈，讨论他们上周/当天的活动。
Debate Format Review: Review of Oxford style, Parliamentary style, World Schools style, and the general structure of a common debate (opening, main speeches, rebuttal, summing up, role of the chair).
辩论格式回顾： 回顾牛津式、议会式、世界学校式，以及普通辩论的整体结构（开场、主要陈述、反驳、总结、主席角色）。
Debate Motion Introduction & Team Formation: Introduction of the motion: 'The more we have, the happier we are.' Students are randomly assigned to Agree (Anni, Jerry) and Disagree (Mumu, George) teams.
辩论动议介绍与分组： 介绍动议：“我们拥有的越多，我们就越快乐”。学生被随机分配到赞成组（Anni, Jerry）和反驳组（Mumu, George）。
Breakout Room Research and Preparation: Teams research arguments. Teacher acts as 'chair', circulating to provide guidance on structure ('In my opinion...', 'Firstly because...') and content, focusing heavily on developing key arguments and identifying potential rebuttals.
分组研究与准备： 各组研究论点。教师充当“主席”，巡视指导结构（“在我看来...”，“首先因为...”）和内容，重点是发展关键论点和识别潜在的反驳点。
Structured Debate and Rebuttal: Each speaker delivers their 2:30 minute speech according to the structure. Followed by an open floor Q&A/rebuttal session.
结构化辩论与反驳： 每位发言人按照结构进行2分30秒的陈述。随后是开放式问答/反驳环节。
Feedback and Winner Announcement: Teacher provides detailed feedback on structure, pace, vocabulary use, and rebuttal effectiveness. Anni & Jerry win the debate; Mumu & George win the teamwork award.
反馈与胜者公布： 教师提供关于结构、节奏、词汇使用和反驳有效性的详细反馈。Anni和Jerry赢得辩论；Mumu和George获得团队合作奖。
Language Knowledge and Skills 语言知识与技能
Proposer, Opposer, Parliament, Opening Government, Rebuttal, Adjudicator, Timekeeper, Motion, Affirmative, Negative, Stressed, Greedy, Addiction, Buffer, Secure.
提议者, 反驳者, 议会, 执政党, 反驳, 裁判员, 计时员, 动议, 正方, 反方, 压力大, 贪婪的, 成瘾, 缓冲, 安全的。
Formal Debate Structures (Oxford, Parliamentary), Rebuttal techniques, Happiness derived from material possessions vs. relationships, The role of the Chair in managing a debate.
正式辩论结构（牛津式、议会式）、反驳技巧、物质占有与人际关系带来的幸福感的对比、主席在管理辩论中的作用。
Structured argumentative speaking, adhering to time limits, active listening for rebuttal, vocabulary application in formal discourse.
结构化论证口语表达、遵守时间限制、积极倾听以进行反驳、在正式话语中应用词汇。
Teaching Resources and Materials 教学资源与材料
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On-board slides detailing debate structure. 板书上展示的辩论结构细节。
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Pre-researched points/arguments displayed on the board for team preparation. 为团队准备而展示的预先研究的论点/论据。
3. Student Performance Assessment (Jerry, Anni, Mumu, George (Group Session)) 3. 学生表现评估 (Jerry, Anni, Mumu, George (Group Session))
Participation and Activeness 参与度和积极性
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Overall participation was high, with all students contributing actively to the planning and execution of the debate. 整体参与度高，所有学生都积极参与了辩论的策划和执行。
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Mumu was noted as being unusually quiet technically, though her contributions were relevant. Mumu在技术上异常安静，但她的贡献是相关的。
Language Comprehension and Mastery 语言理解和掌握
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Students demonstrated good comprehension of the required debate structure, successfully applying the sentence frames provided. 学生很好地理解了要求的辩论结构，并成功应用了提供的句子框架。
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The concept of looking at both sides of an argument was clearly grasped. 理解了需要从论点的两面来看待问题的概念。
Language Output Ability 语言输出能力
Oral: 口语：
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Anni and Jerry maintained a good, sustained pace, allowing them to use more time effectively (2:15 for Anni). Anni和Jerry保持了良好、持续的语速，使他们能有效地利用更多时间（Anni为2分15秒）。
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All speakers managed their time reasonably well, with some improvement noted in pacing. 所有发言者的时间管理都相当好，语速上有所进步。
Written: 书面：
Preparation notes showed students were using the provided structural guides effectively, though examples were lacking in the final speeches.
准备笔记显示学生们有效地使用了提供的结构指南，尽管最终演讲中缺乏例子。
Student's Strengths 学生的优势
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Anni: Strong structure and excellent pacing, resulting in the longest speech time. Anni：结构清晰，语速良好，实现了最长的发言时间。
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Jerry: Excellent active listening and rebuttal skills, successfully incorporating Mumu's point into his affirmative argument. Jerry：出色的积极倾听和反驳技巧，成功地将Mumu的观点融入了他的赞成论点中。
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Mumu & George: Demonstrated excellent teamwork in developing distinct arguments and adapting well to the unexpected technical issues. Mumu和George：在发展不同论点方面表现出色的团队合作，并很好地适应了意外的技术问题。
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George: Provided strong, thoughtful answers during the Q&A, particularly regarding stress from owning too much. George：在问答环节中提供了有力、深思熟虑的回答，特别是关于拥有太多东西带来的压力。
Areas for Improvement 需要改进的方面
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All students need to incorporate specific examples/evidence to support their arguments, as explicitly pointed out by the teacher. 所有学生都需要加入具体的例子/证据来支持他们的论点，正如老师明确指出的那样。
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Grammatical accuracy needs consistent focus, especially when expanding sentences (e.g., 'make you more expressive' vs. 'more express'). 语法准确性需要持续关注，特别是在扩展句子时（例如，“make you more expressive”而不是“more express”）。
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Mumu needs technical support to ensure her microphone volume is consistent. Mumu需要技术支持，以确保她的麦克风音量一致。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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The use of structured preparation time leading directly into timed speeches was highly effective for skill application. 结构化的准备时间直接导向计时演讲，对于技能应用非常有效。
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The Q&A/rebuttal section was productive, showing students were listening to each other's points. 问答/反驳环节富有成效，表明学生们在倾听彼此的观点。
Teaching Pace and Time Management 教学节奏和时间管理
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The initial pace was slightly slow due to check-ins, but the pace quickened appropriately during the debate preparation and execution. 由于签到环节，初始节奏略慢，但在辩论准备和执行期间节奏适当地加快了。
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Timing limits (2:30 per speaker) were managed well, allowing adequate space for content delivery. 时间限制（每人2分30秒）管理得当，为内容传达提供了充足的空间。
Classroom Interaction and Atmosphere 课堂互动和氛围
Engaged, energetic, and supportive. Despite technical glitches (George's freeze, Mumu's mic), the teacher maintained a positive and focused atmosphere, especially praising teamwork.
专注、充满活力且支持性强。尽管存在技术故障（George的冻屏、Mumu的麦克风），但老师保持了积极和专注的氛围，特别是赞扬了团队合作。
Achievement of Teaching Objectives 教学目标的达成
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Debate structures were reviewed and applied successfully in the practice round. 辩论结构得到了复习，并在练习轮次中成功应用。
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Students successfully argued for/against the motion, meeting the core objective of the practice. 学生们成功地对动议进行了正反方辩论，达到了练习的核心目标。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
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Excellent management of a multi-student online class, effectively handling tech issues. 对多人在线课程的出色管理，有效处理了技术问题。
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Clear explanation and modeling of debate structure and required discourse markers ('In my opinion...', 'Firstly...'). 清晰地解释和示范了辩论结构和所需的论述标记（“在我看来...”，“首先...”）。
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Effective praise and specific, actionable feedback provided to all students. 对所有学生提供了有效的表扬和具体、可操作的反馈。
Effective Methods: 有效方法：
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Random assignment to debate sides to ensure students argue positions they may not naturally agree with. 随机分配辩论立场，确保学生为他们可能不赞成的观点进行辩论。
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The teacher acting as the 'Chair' allowed for impartial timekeeping and question filtering. 老师充当“主席”，确保了公正的计时和问题筛选。
Positive Feedback: 正面反馈：
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The teacher expressed high pride in the students' improvement and teamwork. 老师对学生的进步和团队合作表示高度赞赏。
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Acknowledgement of Jerry's strong rebuttal skills in the feedback session. 在反馈环节中，肯定了Jerry出色的反驳技巧。
Next Teaching Focus 下一步教学重点
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Mastering the role and responsibilities of the Chair in a debate setting. 掌握辩论中“主席”的角色和职责。
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Applying concrete examples and evidence consistently in structured speeches. 在结构化演讲中始终如一地应用具体的例子和证据。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Pronunciation & Reading: 发音与阅读：
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Focus on correct comparative/superlative forms when expanding arguments, e.g., 'make you more expressive' instead of 'more express'. 在扩展论点时，重点关注正确的比较级/最高级形式，例如使用“make you more expressive”而不是“more express”。
Speaking & Communication: 口语与交流：
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Mandatory inclusion of at least one specific, concrete example (evidence) per speaker to support each major point. 每位发言者必须包含至少一个具体的例子（证据）来支持每个主要论点。
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Practice transitions between main points (Firstly, Secondly, Finally) to ensure smooth flow. 练习主要论点之间的衔接（首先，其次，最后）以确保流畅性。
Content & Argumentation: 内容与论证：
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For the Affirmative side: Explore deeper concepts like security, investment, and improved lifestyle as happiness multipliers. 对于正方：探索更深层次的概念，如安全感、投资和更好的生活方式作为幸福的乘数。
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For the Negative side: Focus on philosophical concepts like fleeting joy vs. lasting contentment (relationships). 对于反方：重点关注哲学概念，如转瞬即逝的快乐与持久的满足感（人际关系）。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Prepare opening statements for the next motion: 'Kids should only eat sweets at the weekend.' Consider both sides. 为下一个动议“孩子们只应在周末吃糖果”准备开场陈述。考虑正反两方观点。
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Review grammar for comparative structures and practice delivering a 1-minute speech incorporating at least three distinct examples. 复习比较级结构语法，并练习进行1分钟的演讲，其中包含至少三个不同的例子。