Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Research and Debate Skills 1v1 英语课程 - 研究和辩论技巧

1. Course Basic Information 1. 课程基本信息

Course Name: LS03DBA 课程名称： LS03DBA

Topic: Researching and Structuring Arguments for Debate: Children Doing Part-Time Jobs in Summer 主题： 为辩论做研究和构建论点：关于儿童暑期兼职的辩论

Date: Date not specified in transcript 日期： 日期未在文本中指明

Student: Jerry, Anne, George, Mumu 学生： Jerry, Anne, George, Mumu

Teaching Focus 教学重点

Developing research skills, structuring debate arguments (for/against), and practicing delivery techniques in a formal debate setting.

培养研究技能、构建辩论论点（正反方），并在正式辩论环境中练习陈述技巧。

Teaching Objectives 教学目标

Students will practice researching both sides (for and against) of a debate topic. 学生将练习研究辩题的正反两方面观点。
Students will utilize provided sentence structures to construct coherent debate speeches. 学生将利用提供的句式结构来构建连贯的辩论陈述。
Students will practice delivering their arguments clearly and adhering to time limits. 学生将练习清晰地陈述论点并遵守时间限制。

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

Warm-up and Test Follow-up: Checking in with students (Jerry, Anne, Mumu) about their recent school tests.

热身与考试后续跟进： 与学生（Jerry、Anne、Mumu）了解他们最近的学校考试情况。

Introduction to Research for Debate: Teacher introduces the importance of researching both for and against sides, and methods of research (websites, videos, articles, expert opinions, statistics).

辩论研究方法介绍： 教师介绍研究辩论正反双方观点的重要性，以及研究方法（网站、视频、文章、专家意见、统计数据）。

Topic Research: Summer Part-Time Jobs: Students search online for pros (responsibility, time management, confidence, value of money) and cons (time commitment, stress, impact on study) of the motion: 'Children should do part time jobs during the summer holiday.'

主题研究：暑期兼职： 学生在线搜索辩题‘儿童暑期应做兼职’的利弊（责任感、时间管理、自信心、金钱价值 vs. 时间占用、压力、影响学习）。

Debate Team Formation and Structure Review: Students are assigned to Agree (Anne, Jerry) and Disagree (George, Mumu) teams. Teacher provides structural guidelines and sentence starters for speeches.

辩论组队与结构回顾： 学生被分配到赞成方（Anne、Jerry）和反对方（George、Mumu）。教师提供演讲结构指南和起始句。

Pre-Debate Preparation and Time Check: Breakout rooms for teams to plan their arguments, assign speakers, and practice using the provided structures. Teacher monitors and gives feedback on time management and English use.

赛前准备与时间检查： 分组讨论，团队计划论点、分配发言人并练习使用提供的句式。教师监控并提供时间管理和英语使用的反馈。

Formal Debate Session: Four students present their cases sequentially (Anne, George, Jerry, Mumu) within a three-minute limit per speaker. Teacher notes observations on delivery and rebuttal.

正式辩论环节： 四名学生依次陈述（Anne、George、Jerry、Mumu），每人限时三分钟。教师记录关于陈述和反驳的观察。

Feedback and Awards Ceremony: Teacher provides detailed positive feedback to all students on confidence, structure use, and teamwork. Awards are given for timing (George), presentation (Mumu), and team victory (Agree Team: Anne & Jerry).

反馈与颁奖： 教师对所有学生的自信心、结构使用和团队合作给予详细的正面反馈。颁发奖项：最佳时间控制（George）、最佳展示（Mumu）和团队获胜（赞成方：Anne & Jerry）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
research, debate, motion, agree, disagree, for, against, expert opinion, statistics, part-time jobs, responsibility, time management, confidence, independence, value of money, real-world experience, time commitments, distract, rebuttal, proposition team, opposition team, chairperson

词汇：
研究，辩论，动议，同意，不同意，支持，反对，专家意见，统计数据，兼职工作，责任感，时间管理，自信心，独立性，金钱的价值，真实世界经验，时间投入，分心，反驳，正方/提议队，反方/反对队，主席

Concepts:
Structuring arguments (3 points per speaker), incorporating evidence from research, formal debate etiquette (eye contact, clear speaking), team collaboration in rebuttal.

概念：
构建论点（每位发言人3点），融入研究证据，正式辩论礼仪（眼神接触、清晰表达），团队在反驳中的协作。

Skills Practiced:
Critical thinking (evaluating research), collaborative planning, formal presentation skills, active listening, time management under pressure.

练习技能：
批判性思维（评估研究），协作规划，正式演讲技巧，积极倾听，压力下的时间管理。

Teaching Resources and Materials 教学资源与材料

Online search engines (Google example) for topic research. 用于主题研究的在线搜索引擎（以谷歌为例）。
Pre-prepared debate structure sheets and sentence starters for both teams. 为正反双方准备的辩论结构表和起始句。
External research findings cited (e.g., Nord Education, Campbell). 引用的外部研究发现（例如 Nord Education, Campbell）。

3. Student Performance Assessment (Jerry, Anne, George, Mumu) 3. 学生表现评估 (Jerry, Anne, George, Mumu)

Participation and Activeness 参与度和积极性

High engagement in the initial research phase, actively suggesting search queries. 在初始研究阶段参与度高，积极提出搜索查询。
Strong participation in team discussion, especially in assigning speakers and defining team lines. 团队讨论参与度强，特别是在分配发言人和定义团队立场方面。
All students adhered to the rule of speaking English during the debate planning/performance. 所有学生在辩论计划/表演中都遵守了说英语的规定。

Language Comprehension and Mastery 语言理解和掌握

Students understood the requirement to find both for and against arguments. 学生理解了需要找出支持和反对双方论点的要求。
Students demonstrated comprehension of how to integrate research findings into their speeches. 学生展示了如何将研究结果融入演讲的能力。
The distinction between 'motion' and 'emotion' was implicitly corrected and understood. ‘Motion’与‘Emotion’的区别被隐性地纠正并得到理解。

Language Output Ability 语言输出能力

Oral: 口语：

Anne and Jerry managed to coordinate their arguments effectively as a team. Anne和Jerry作为团队有效地协调了他们的论点。
George successfully delivered a full three-minute speech, a significant improvement in endurance. George成功地发表了完整的3分钟演讲，是耐力方面的一个显著进步。
Mumu showed great effort in using prepared structures, though clarity and volume need continued work. Mumu在运用准备好的结构方面表现出巨大努力，但清晰度和音量仍需继续努力。

Written: 书面：

Not applicable, as this was an oral debate focused lesson.

不适用，这是一节侧重口语辩论的课程。

Student's Strengths 学生的优势

George achieved the difficult goal of speaking for a full three minutes, showing resilience. George达到了足足三分钟的演讲目标，展现了韧性。
Anne and Jerry demonstrated strong teamwork and effective rebuttal skills within their speeches. Anne和Jerry在演讲中展现了强大的团队合作和有效的反驳技巧。
Mumu improved significantly in presentation posture and utilizing provided structural scaffolding. Mumu在展示姿态和利用提供的结构脚手架方面有了显著进步。

Areas for Improvement 需要改进的方面

Mumu needs to focus on increasing speaking volume and maintaining consistent clarity. Mumu需要专注于提高音量并保持一致的清晰度。
All students need to better integrate the researched 'expert opinions' into their rebuttal/arguments. 所有学生都需要更好地将研究到的‘专家意见’融入他们的反驳/论点中。
Students should focus on not interrupting or talking over each other during the preparation phase (observed in breakout room monitoring). 学生应注意在准备阶段不要互相打断或插话（在分房监控中观察到）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The research phase successfully generated sufficient points for both sides of the debate. 研究阶段成功地为辩论的双方生成了足够多的论点。
The provision of detailed speech structures significantly aided students in organizing their thoughts under pressure. 提供详细的演讲结构极大地帮助了学生在压力下组织思路。
The final feedback session was comprehensive, positive, and targeted specific achievements. 最终的反馈环节全面、积极，并针对具体的成就进行了指导。

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

The pace of research and structure explanation was efficient and well-managed. 研究和结构解释的节奏高效且管理得当。
The debate section pacing was slightly disrupted by timer confusion, but ultimately all speakers met or neared the time goal. 辩论环节的节奏因计时器混乱而略有中断，但最终所有发言人都达到了或接近了时间目标。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly collaborative, energetic, and supportive, especially during team preparation and the final feedback session where high praise was given.

高度协作、充满活力且相互支持，尤其是在团队准备和最终反馈环节，给予了高度赞扬。

Achievement of Teaching Objectives 教学目标的达成

Researching both sides was achieved successfully. 成功地完成了对正反双方观点的研究。
Using sentence structures was demonstrated, although fluency needs continuous practice. 展示了句式结构的使用，尽管流利度仍需持续练习。
Presentation and time management skills showed marked improvement across the board. 在演讲和时间管理技能方面表现出普遍的显著进步。

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 scaffolding provided through sentence structure templates for the debate. 通过辩论句式模板提供了出色的脚手架支持。
Effective use of real-time feedback and targeted praise to boost confidence. 有效利用实时反馈和有针对性的表扬来提升自信心。

Effective Methods: 有效方法：

The 'agree' team's immediate utilization of George's points in their rebuttal (Jerry's speech). ‘赞成方’在反驳中立即利用了George提出的观点（Jerry的演讲）。
Awarding trophies based on specific metrics (timing, presentation) to encourage improvement in different areas. 根据具体指标（时间控制、展示）颁发奖杯，以鼓励在不同领域的进步。

Positive Feedback: 正面反馈：

The teacher highly praised George for achieving a full three-minute speech time. 老师高度赞扬了George实现了完整三分钟的演讲时间。
The positive recognition of Mumu's improved presentation posture was very encouraging. 对Mumu改进的展示姿态的积极肯定非常有鼓舞作用。

Next Teaching Focus 下一步教学重点

Integrating external evidence (expert opinions/statistics) seamlessly into debate speeches. 将外部证据（专家意见/统计数据）无缝地融入辩论演讲中。
Developing and practicing strong rebuttal techniques based on active listening. 基于积极倾听，发展和练习强有力的反驳技巧。

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

Pronunciation & Reading: 发音与阅读：

Mumu should focus on projecting her voice to ensure all participants can clearly hear her arguments. Mumu应专注于提高嗓音投射，以确保所有参与者都能清晰听到她的论点。

Speaking & Communication: 口语与交流：

All students should practice integrating cited research sources (expert opinions) smoothly into their flow, not just stating them at the end. 所有学生都应练习将引用的研究来源（专家意见）流畅地融入演讲流程中，而不仅仅是在结尾陈述。

Debate Structure: 辩论结构：

During preparation, practice developing counter-arguments against your own team’s core points to strengthen rebuttal skills. 在准备期间，练习针对自己团队核心观点构建反驳论点，以加强反驳技巧。

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

Review the research notes generated today and try to write out one full rebuttal sentence using an expert quote. 回顾今天生成的研究笔记，尝试写出一个完整的反驳句子，并引用专家引语。
Listen to a short English debate clip online to observe the pacing and transition between speakers. 在线听一段简短的英语辩论片段，观察发言人之间的节奏和过渡。