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
Developing the structure of an affirmative debate speech (Problem, Plan, Points) and applying it to a 'should debate' motion.
构建肯定辩论演讲的结构（问题、计划、论点），并将其应用于一个“应该辩论”的动议。
Teaching Objectives 教学目标
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To understand and construct the three main parts of an affirmative case (Problem, Plan, Points). 理解并构建肯定辩论案例的三个主要部分（问题、计划、论点）。
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To practice defining terms within the debate motion. 练习界定辩论动议中的术语。
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To engage in a structured debate on the topic: 'Parents should be punished for their children's mistakes.' 就“父母是否应为子女的错误负责”这一议题进行结构化辩论。
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 Updates & Greetings: Teacher checks in with students (George's dance practice, Anne's singing class, Jerry's school day, Mou's 'planet' situation).
学生近况分享与问候： 教师与学生互动（George的舞蹈练习，Anne的声乐课，Jerry的学校生活，Mou的“星球”状态）。
Introduction to Affirmative Case Structure: Teacher introduces the structure of an affirmative debate case: Problem, Plan, Points.
肯定陈述结构介绍： 教师介绍肯定辩论案例的结构：问题、计划、论点。
Brainstorming Problems for 'Ban All Plastic Bags' Motion: Students list problems associated with plastic bags (ocean life, waste, recycling difficulty, health).
为“禁止所有塑料袋”动议集思广益问题点： 学生列出与塑料袋相关的问题（海洋生物、浪费、回收困难、健康）。
Structuring the Affirmative Speech (Part 1): Students practice structuring the opening: greetings, stating the motion, defining key terms ('ban', 'plastic bag'). Jerry reads the drafted opening.
构建肯定演讲（第一部分）： 学生练习构建开场白：问候、陈述动议、定义关键术语（“禁止”、“塑料袋”）。Jerry朗读了起草的开场白。
Developing the Plan for 'Ban All Plastic Bags': Students suggest plans to fix the problem (cleaning up, enacting laws/fines, recycling into new materials). The plan is structured using signposting (Firstly, Secondly, etc.).
为“禁止所有塑料袋”动议制定计划： 学生提出解决问题的计划（清理、制定法律/罚款、回收成新材料）。计划使用提示语（首先、其次等）构建。
Introducing the New Motion and Initial Opinions: The topic changes to: 'Parents should be punished for their children's mistakes.' Students discuss initial 'Yes/No' stances after watching a related video.
引入新动议并初步表达观点： 话题转为：“父母应为子女的错误负责”。学生在观看相关视频后讨论初步的“是/否”立场。
Team Allocation and Preparation: Students are allocated to Affirmative (Mou, Teacher) and Negative (Jerry, Anne, George) teams. Mou and the teacher prepare the Affirmative case structure.
队伍分配与准备： 学生被分配到肯定队（Mou、老师）和否定队（Jerry、Anne、George）。Mou和老师准备肯定方的案例结构。
Debate Performance: Four rounds of speeches occur: Mou (Affirmative Opener), Jerry (Negative Opener), Anne (Negative Rebuttal/Point), George (Negative Closer). Teacher steps in for one affirmative speech.
辩论表现： 进行了四轮演讲：Mou（肯定方开篇）、Jerry（否定方开篇）、Anne（否定方反驳/论点）、George（否定方总结）。老师参与了一段肯定方演讲。
Feedback and Next Steps: Teacher provides positive feedback on structure, vocabulary, and critical thinking across two debates. Next week's topic is introduced.
总结与后续计划： 教师对涉及两个辩论的结构、词汇和批判性思维给予了积极反馈。介绍了下周的话题。
Language Knowledge and Skills 语言知识与技能
Affirmative case, Motion, Rebuttal, Signposting, Litter, Recycle, Punish, Fine, Jail, Innocent, Responsible, Debate, Audience, Worthy Opponent, Define, Litter.
肯定案例, 动议, 反驳, 提示语/衔接词, 乱扔, 回收, 惩罚, 罚款, 监狱, 无辜的, 负责任的, 辩论, 观众, 尊敬的对手, 定义, 乱扔垃圾。
Structure of a formal debate (Problem-Plan-Points), Defining terms is crucial for clarity, Parental responsibility vs. individual accountability, Critical thinking in argumentation.
正式辩论的结构（问题-计划-论点），清晰界定术语的重要性，父母责任与个人责任的权衡，论证中的批判性思维。
Structuring argumentation, Public speaking (Debate format), Terminology definition, Teamwork in debate preparation, Expressing and defending opinions.
构建论点、公开演讲（辩论格式）、术语定义、辩论准备中的团队合作、表达和捍卫观点。
Teaching Resources and Materials 教学资源与材料
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Whiteboard/Screen notes for debate structure (Problem, Plan, Points) 用于记录辩论结构（问题、计划、论点）的白板/屏幕笔记
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Video clip on parental responsibility for children's actions 关于父母对其子女行为的责任的视频片段
3. Student Performance Assessment (Anne, George, Jerry, Mou (Mumu)) 3. 学生表现评估 (Anne, George, Jerry, Mou (Mumu))
Participation and Activeness 参与度和积极性
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All four students actively contributed ideas during the brainstorming and discussion phases. 所有四名学生在头脑风暴和讨论阶段都积极贡献了想法。
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Students actively managed team allocation and decided on their roles for the debate. 学生积极管理了团队分配并决定了他们在辩论中的角色。
Language Comprehension and Mastery 语言理解和掌握
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Students demonstrated a solid grasp of the P-P-P structure required for the affirmative team. 学生们对肯定方所必需的 P-P-P 结构表现出扎实的理解。
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Students could pivot quickly from the first motion (plastic bags) to the second (parental responsibility). 学生能够迅速从第一个动议（塑料袋）转换到第二个动议（父母责任）。
Language Output Ability 语言输出能力
Oral: 口语：
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Mou delivered a structured opening speech, though pronunciation challenges were present. Mou 进行了结构化的开场演讲，尽管存在一些发音上的挑战。
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Jerry and Anne showed bravery and tried to incorporate many points into their limited speaking time. Jerry 和 Anne 表现出勇气，并试图在有限的时间内纳入尽可能多的论点。
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George delivered a concise closing summary for the negative team. George 为否定方提供了一个简洁的总结陈词。
Written: 书面：
The teacher provided comprehensive written scaffolding on the board for Mou's affirmative speech, which Mou utilized effectively.
老师在白板上为 Mou 的肯定方演讲提供了全面的书面脚手架，Mou 进行了有效利用。
Student's Strengths 学生的优势
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Excellent teamwork and politeness, even when disagreeing. 出色的团队合作和礼貌，即使在意见不合时也是如此。
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Mou demonstrated strong structural adherence during the debate preparation. Mou 在辩论准备过程中表现出对结构的强烈遵守。
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All students engaged in critical thinking, considering various angles of the complex parental responsibility topic. 所有学生都参与了批判性思维，考虑了复杂“父母责任”主题的各个角度。
Areas for Improvement 需要改进的方面
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Fluency and pace during prepared speeches for some students. 部分学生在准备好的演讲中的流畅度和语速。
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Ensuring unique arguments when working in a team (not repeating the exact same points, as noted by the teacher). 确保团队合作时论点不重复（如老师指出的，不要使用完全相同的论点）。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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Highly effective in teaching debate structure through immediate application. 通过即时应用教授辩论结构非常有效。
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The transition between the two distinct topics was managed well, maximizing instructional time. 两个不同主题之间的转换管理得当，最大限度地利用了教学时间。
Teaching Pace and Time Management 教学节奏和时间管理
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The pacing was rapid, covering the foundation of a debate case and executing a full debate within the session. 节奏很快，在课程时间内涵盖了辩论案例的基础并执行了完整的辩论。
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Adequate time was provided for preparation, although the debate itself moved quickly. 为准备提供了充足的时间，尽管辩论本身进行得很快。
Classroom Interaction and Atmosphere 课堂互动和氛围
Engaged, supportive, and academically rigorous, with a noticeable sense of collaboration.
投入、支持性强且学术严谨，具有明显的协作感。
Achievement of Teaching Objectives 教学目标的达成
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Objective 1 (P-P-P structure) was clearly taught and practiced with the first motion. 第一个动议清晰地教授并练习了目标1（P-P-P结构）。
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Objective 3 (Debate) was successfully executed, allowing students to utilize the learned structure. 成功执行了目标3（辩论），使学生能够利用所学的结构。
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 scaffolding and on-the-spot note-taking for Mou's affirmative speech. 为 Mou 的肯定方演讲提供了出色的脚手架和即时笔记记录。
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Effective use of a video to introduce a complex ethical debate topic. 有效利用视频引入了一个复杂的伦理辩论主题。
Effective Methods: 有效方法：
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Using a review topic (plastic bags) to build the P-P-P structure before applying it to the main debate. 使用复习主题（塑料袋）来构建 P-P-P 结构，然后将其应用于主要辩论。
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Clear team assignment based on initial student opinions, maximizing engagement. 根据学生初步观点进行清晰的团队分配，最大化参与度。
Positive Feedback: 正面反馈：
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The teacher praised the students for engaging in two separate debates in one session. 老师表扬了学生在一个课时内完成了两次独立的辩论。
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Positive reinforcement on the students' polite manner when disagreeing. 对学生在不同意见时表现出的礼貌态度给予了积极的肯定。
Next Teaching Focus 下一步教学重点
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Preparing for a debate on the motion: 'Children should choose what they want to learn in school.' 为动议：“孩子应该选择他们在学校想学什么”进行辩论准备。
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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Jerry, practice fluent reading by focusing on connecting words smoothly, especially when delivering long points. Jerry，通过专注于平滑连接单词来练习流畅阅读，尤其是在陈述长论点时。
Speaking & Communication: 口语与交流：
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Anne, try to project your voice slightly more when speaking to ensure all parts of your argument are clearly heard. Anne，在发言时尝试稍微提高音量，以确保你的论点的所有部分都能清晰听到。
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All students: When preparing for team debates, ensure each member brings a unique argument/angle to avoid repetition. 所有学生：在准备团队辩论时，确保每位成员都带来独特的论点/角度，以避免重复。
Debate Structure/Content: 辩论结构/内容：
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George, next time, clearly state which part of the speech you are currently presenting (e.g., 'My final point is...'). George，下次发言时，请清晰说明你目前正在陈述的是演讲的哪一部分（例如：“我的最后一点是……”）。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Think about both affirmative and negative arguments for the topic: 'Children should choose what they want to learn in school.' 为主题“孩子应该选择他们在学校想学什么”思考肯定和否定的论点。