Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Debate Skills Practice 1v1 英语课程 - 辩论技巧练习
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Practicing debate structure (opening, main speeches, rebuttal, closing) and using sentence starters for expressing opinions.
练习辩论结构（开场、主体陈述、驳论、总结）以及使用句子引导词表达观点。
Teaching Objectives 教学目标
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Students will be able to utilize formal sentence starters to express opinions clearly. 学生将能够运用正式的句子引导词清晰地表达观点。
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Students will practice taking on different roles in a structured debate (speaker, chair, audience). 学生将练习在结构化辩论中扮演不同角色（发言人、主席、观众）。
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Students will prepare and deliver arguments for both sides of a motion. 学生将准备并就某一动议的正反两方进行论证。
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 Catch-up: Teacher checks in with Anne (who is sick) and George regarding their day; Mumu has connection issues.
学生问候和近况分享： 教师与安妮（生病）和乔治了解近况；姆姆出现连接问题。
Reviewing Debate Structure and Opinion Starters: Review of debate roles (chair, speakers, voting) and introduction/practice of opinion phrases (In my opinion, From my point of view, As far as I'm concerned, Personally).
回顾辩论结构和观点引导句： 回顾辩论角色（主席、发言人、投票）并介绍/练习观点表达短语（In my opinion, From my point of view, As far as I'm concerned, Personally）。
Debate Topic Introduction and Role Assignment: Debate topic: 'Should kids only eat sweets at the weekends or special occasions?'. Roles are assigned and students are informed they will speak for both sides (Agree/Disagree).
引入辩论主题和角色分配： 辩论主题：“孩子们应该只在周末或特殊场合吃糖果吗？”。分配角色，并告知学生将就正反两方发言。
Supporting Evidence Video: Short video explaining the impact of sugar on the body (dopamine, leptin resistance, health risks).
支持性证据视频： 简短视频解释糖分对身体的影响（多巴胺、瘦素抵抗、健康风险）。
Debate Preparation Time: Students prepare arguments for their first assigned side. Teacher provides specific script guidance for the role of 'Chair'.
辩论准备时间： 学生准备第一轮分配到的立场论点。教师为“主席”角色提供具体的台词指导。
Structured Debate Rounds (Rounds 1, 2, 3): Three full rounds of debate simulation, rotating roles (Speaker A/B, Chair, Audience/Voters). The topic remains consistent.
结构化辩论轮次 (第1, 2, 3轮)： 进行三轮完整的辩论模拟，轮换角色（发言人A/B、主席、观众/投票者）。辩论主题保持不变。
Post-Debate Feedback and Grammatical Review: Teacher provides detailed positive feedback on chairing and debating performance, followed by a quick review of subject-verb order for sentence construction.
辩论后反馈和语法回顾： 教师对主持和辩论表现提供详细的正面反馈，随后快速回顾了句子结构中的主语-动词顺序。
Language Knowledge and Skills 语言知识与技能
Cough, body warmer, goal scorer, defender, colorful, debate, motion, opening address, speaker, agree, disagree, floor, summary, opinion, evidence, sucrose, fructose, glucose, dopamine, leptin, leptin resistance, obesity, collagen, elasticin, arthritis, concentration, hyper, restrict, affirmative, negative
咳嗽, 保暖背心, 进球者, 后卫, 多彩的, 辩论, 动议, 开场致辞, 发言人, 同意, 反对, 场上, 总结, 观点, 证据, 蔗糖, 果糖, 葡萄糖, 多巴胺, 瘦素, 瘦素抵抗, 肥胖, 胶原蛋白, 弹性蛋白, 关节炎, 注意力, 兴奋过度, 限制, 正方, 反方
Debate Structure (Roles and Flow), Expressing Formal Opinions, Supporting Arguments with Evidence, Understanding Sugar's Physiological Effects, Subject-Verb Agreement in Sentence Construction.
辩论结构（角色和流程）、表达正式观点、用证据支持论点、理解糖分的生理影响、句子结构中的主谓一致。
Structured argumentation, spontaneous rebuttal, formal language use, turn-taking in discussion, active listening (for questioning and voting), chairing/time management.
结构化论证、即兴反驳、正式语言运用、讨论中的轮流发言、积极倾听（用于提问和投票）、主持/时间管理。
Teaching Resources and Materials 教学资源与材料
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Video on the health impact of sugar (Dr. Binox) 关于糖分健康影响的视频（Dr. Binox）
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Pre-written script/guidelines for the Chair role. 为主席角色准备的预写剧本/指南。
3. Student Performance Assessment (Anne, George, Mumu, Jerry (Group Session)) 3. 学生表现评估 (Anne, George, Mumu, Jerry (Group Session))
Participation and Activeness 参与度和积极性
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All four students (Anne, George, Mumu, Jerry) participated actively by taking turns in all roles: speaker (Agree/Disagree), chair, and audience. 所有四名学生（安妮、乔治、姆姆、杰瑞）通过轮流扮演所有角色（发言人（正/反）、主席、观众）积极参与了活动。
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Mumu initially had technical issues but quickly re-engaged when connected. 姆姆最初有技术问题，但连接后很快重新投入。
Language Comprehension and Mastery 语言理解和掌握
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Students grasped the rotating role system well, adapting to new positions quickly after initial confusion. 学生们很好地理解了轮换角色制度，在最初的困惑后能迅速适应新职位。
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Students used the provided sentence starters correctly when expressing opinions. 学生在表达观点时正确使用了提供的句子引导词。
Language Output Ability 语言输出能力
Oral: 口语：
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Speakers demonstrated an ability to construct simple arguments relevant to the motion. 发言人展示了构建与动议相关的简单论点的能力。
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Chairing was executed with increasing confidence, especially George and Jerry's ability to manage voting and time. 主持的信心逐渐增强，特别是乔治和杰瑞在管理投票和时间方面表现出色。
Written: 书面：
N/A (Focus was purely oral/performance-based)
不适用（重点完全是口头/表演性的）
Student's Strengths 学生的优势
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George provided strong counter-arguments during his 'Disagree' speaking turn and demonstrated excellent Chairing skills in Round 1. 乔治在“反方”发言中提供了强有力的反驳论点，并在第一轮展示了出色的主持技巧。
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Mumu showed strong control and clarity while chairing in Round 2, keeping the discussion on track. 姆姆在第二轮主持时表现出很强的控制力和清晰度，使讨论保持在正轨上。
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Anne delivered clear, structured arguments for both sides of the debate. 安妮就辩论的正反两方都提供了清晰、有条理的论点。
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Jerry actively led discussions during audience Q&A and provided a solid Agree argument in the final round. 杰瑞在观众问答环节积极引导讨论，并在最后一轮提供了坚实的“同意”论点。
Areas for Improvement 需要改进的方面
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Some students occasionally reverted to subject-verb inversion ('if they eat too much Candy, your teacher will call your parents' instead of 'if they eat too much candy, the teacher will call their parents'). 一些学生偶尔会不自觉地进行主语-动词倒置（如'if they eat too much Candy, your teacher will call your parents'）。
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Speakers need to elaborate more on supporting evidence rather than just stating opinions. 发言人需要更多地阐述支持性证据，而不仅仅是陈述观点。
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Need to practice using supporting evidence examples within the time limits consistently. 需要练习在规定时间内持续使用支持性证据的例子。
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 activity of rotating roles ensured high engagement and provided comprehensive practice in all aspects of a formal debate. 轮换角色的活动确保了高参与度，并为正式辩论的各个方面提供了全面的练习。
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The immediate introduction of sentence starters helped students formulate complex thoughts quickly. 立即引入句子引导词帮助学生快速构建复杂的想法。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was fast due to the required role rotation, which was managed effectively by the teacher and student chairs. 由于需要轮换角色，课程节奏较快，但这被教师和学生主席有效地管理了。
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Time limits (1 minute 30 seconds per side) were strictly enforced by the chairs, which is crucial for debate practice. 主席严格执行了时间限制（每方1分30秒），这对辩论练习至关重要。
Classroom Interaction and Atmosphere 课堂互动和氛围
The atmosphere was highly engaged, focused, and enthusiastic, especially during the role-playing sections. There was a positive and supportive environment for taking risks.
课堂气氛高度投入、专注且热情高涨，尤其是在角色扮演部分。创造了一个积极和支持性的环境，鼓励学生冒险尝试。
Achievement of Teaching Objectives 教学目标的达成
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Objective 1 (Sentence Starters) was successfully met through guided practice. 目标1（句子引导词）通过指导性练习成功达成。
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Objective 2 (Role Practice) was fully achieved through multiple rounds of rotation. 目标2（角色练习）通过多轮轮换得以全面实现。
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Objective 3 (Arguing Both Sides) was met, although evidence depth varied. 目标3（正反方论证）得以达成，尽管证据的深度有所不同。
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 real-time adaptation of roles when Mumu temporarily dropped out. 在姆姆暂时掉线时，对角色进行了出色的实时调整。
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Clear instruction on the formal structure required for debating. 对辩论所需的正式结构进行了清晰的指导。
Effective Methods: 有效方法：
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Systematic role rotation ensures every student experiences every required function (speaker/chair/audience). 系统性的角色轮换确保每位学生都体验到所有必需的功能（发言人/主席/观众）。
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Using a relevant, high-interest topic (sweets/health) to ground the abstract debate practice. 使用相关的高兴趣话题（糖果/健康）来为抽象的辩论练习提供基础。
Positive Feedback: 正面反馈：
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Specific praise given to George and Mumu for their chairing performance, noting clarity and time management. 对乔治和姆姆的主持表现给予了具体的表扬，指出了清晰度和时间管理能力。
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The teacher summarized complex rules (like drawing a vote) simply for the chairs. 老师简单地向主席总结了复杂的规则（如宣布平局）。
Next Teaching Focus 下一步教学重点
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Reinforcing the structure of rebuttal: directly addressing the opponent's previous point before introducing new evidence. 强化驳论结构：在引入新证据之前，直接回应对手的先前论点。
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Developing stronger supporting evidence (facts, statistics, specific scenarios) for abstract topics. 为抽象主题开发更强有力的支持性证据（事实、统计数据、具体情景）。
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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Continue practicing subject-verb agreement in complex clauses, focusing on ensuring the subject precedes the verb in standard statements (e.g., 'They will get sick' not 'will get sick they'). 继续练习复杂从句中的主谓一致，重点是确保在标准陈述中主语位于动词之前（例如，'They will get sick'而不是'will get sick they'）。
Speaking & Communication: 口语与交流：
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When arguing, aim to link opinions directly to prepared evidence or examples to strengthen persuasive power, rather than relying solely on opinion statements. 论证时，力求将观点与准备好的证据或例子直接联系起来，以增强说服力，而不是仅仅依赖观点陈述。
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Chairs should practice using explicit signposting language (e.g., 'I now open the floor to questions from the audience') to maintain smooth transitions. 主席应练习使用明确的指示性语言（例如，“我现在开放提问环节，请观众提问”）以保持流畅的过渡。
Debate Mechanics: 辩论机制：
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Speakers should practice condensing their two arguments (Agree/Disagree) into the required 1.5-minute slot efficiently. 发言者应练习高效地将他们的两个论点（同意/不同意）浓缩到要求的1.5分钟时限内。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Review the debate topic and prepare two solid pieces of evidence for both the 'Agree' and 'Disagree' sides for next week. 复习本次辩论主题，并为下周的“同意”和“不同意”双方准备两个可靠的证据。
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Practice constructing 3-4 sentences using the sentence starters learned today, ensuring correct subject-verb order. 练习使用今天学到的句子引导词构建3-4个句子，确保正确的主谓语序。