Bridging British Education Virtual Academy 伦桥国际教育
Debate Practice: E-Textbooks vs. Paper Textbooks 辩论练习：电子教科书 vs. 纸质教科书
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Structuring and delivering effective rebuttals in a formal debate setting.
在正式辩论环境中构建和进行有效的反驳。
Teaching Objectives 教学目标
-
Define the difference between public speaking and debate. 定义公共演讲和辩论之间的区别。
-
Practice the structure of a rebuttal: State the opponent's point, explain disagreement, provide reasons/examples. 练习反驳的结构：陈述对手观点，解释不同意之处，提供理由/例子。
-
Engage in a timed debate on the motion: 'In the current technological generation, schools should use eBooks.' 就‘在当前的技术一代中，学校应该使用电子教科书’这一动议进行限时辩论。
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
Warm-up and Introduction to Debate Terms: Informal chat (Christmas parties). Teacher introduces and clarifies 'Public Speaking' vs. 'Debate' and the concept of 'Rebuttal'.
热身和辩论术语介绍： 非正式交谈（圣诞派对）。老师介绍并澄清‘公共演讲’与‘辩论’，以及‘反驳’的概念。
Rebuttal Practice Activity (Books vs. Movies): Teacher presents the argument 'Books are better than movies' based on imagination flow. Students practice individual rebuttals against this point.
反驳练习活动（书籍与电影）： 老师提出“书籍比电影好”的论点，基于想象力的流动性。学生练习对该点的个人反驳。
Transition to Debate Topic & Rebuttal Signposts: Introduce the main debate topic: School should use eBooks. Review paper textbook pros/cons (weight, eyesight, distraction). Review useful rebuttal phrases.
转向辩论主题及反驳引导词： 介绍主要辩论主题：学校是否应使用电子教科书。回顾纸质教科书的利弊（重量、视力、分心）。回顾有用的反驳短语。
Team Preparation and Speech Structure Review: Students divide into Affirmative (Anne, George) and Negative (Mumu, Teacher-as-Lisa proxy). Negative team prepares their structure, focusing on turning notes into full sentences.
团队准备和发言结构回顾： 学生分为正方（Anne, George）和反方（Mumu, 老师代Lisa）。反方准备结构，重点是将笔记转化为完整句子。
Formal Debate and Cross-Examination: Anne (Affirmative 1), Mumu (Negative 1), George (Affirmative 2/Rebuttal), Lisa/Teacher (Negative 2/Rebuttal). Concludes with Q&A/Cross-examination.
正式辩论与交叉提问： Anne (正方一辩), Mumu (反方一辩), George (正方二辩/反驳), Lisa/老师 (反方二辩/反驳)。以问答/交叉提问结束。
Feedback and Conclusion: Teacher provides specific feedback to each speaker, announces the winner (Anne & George), and sets the next week's challenge (asking questions in rebuttal).
反馈与总结： 老师提供具体反馈，宣布获胜者（Anne 和 George），并布置下周挑战（在反驳环节中提问）。
Language Knowledge and Skills 语言知识与技能
Rebuttal, debate, public speaking, flow (imagination), rebuttal (verb/noun), subscription, unavailable, eyesight, distraction, customize, affirmative, negative, motion.
反驳, 辩论, 公共演讲, 流动 (想象力), 反驳 (动词/名词), 订阅, 不可用, 视力, 分心, 定制, 正方, 反方, 动议。
Distinguishing between presenting information (public speaking) and arguing a position (debate). The required structure for effective rebuttal arguments.
区分信息展示（公共演讲）和立场论证（辩论）。有效反驳论点的必要结构。
Argument structuring, formal speaking, listening comprehension (for rebuttal), persuasive language use, time management within a debate framework.
论点构建、正式发言、听力理解（用于反驳）、说服性语言运用、辩论框架内的时间管理。
Teaching Resources and Materials 教学资源与材料
-
Pre-prepared rebuttal signpost phrases displayed on the board. 展示在板书上的预先准备好的反驳引导短语。
-
Visual aids used to represent the weight of paper textbooks (physical demonstration). 用于展示纸质教科书重量的视觉辅助工具（物理演示）。
3. Student Performance Assessment (George, Anne, Mumu (Three students present)) 3. 学生表现评估 (George, Anne, Mumu (Three students present))
Participation and Activeness 参与度和积极性
-
High engagement from all three students, particularly during the structured debate phase. 所有三名学生参与度高，尤其是在结构化辩论阶段。
-
Mumu needed consistent prompting to turn notes into full sentences for her speech. Mumu 需要持续的提示才能将笔记转化为完整的句子来做演讲。
Language Comprehension and Mastery 语言理解和掌握
-
Students clearly understood the core difference between books and eBooks during the pros/cons discussion. 在讨论利弊时，学生们清楚地理解了书籍和电子书的核心区别。
-
George and Anne demonstrated strong understanding of rebutting specific points during the debate. George 和 Anne 在辩论中展示了对反驳具体论点的强烈理解。
Language Output Ability 语言输出能力
Oral: 口语：
-
Anne spoke clearly and logically, maintaining focus on her core arguments. Anne 表达清晰且合乎逻辑，保持对核心论点的专注。
-
George showed good confidence and effectively integrated rebuttals into his speaking turn. George 表现出良好的自信，并有效地将反驳融入他的发言环节。
-
Mumu struggled initially with speech delivery, reading notes verbatim, but improved when prompted to rephrase. Mumu 初期在演讲表达上遇到困难，照着笔记朗读，但在被提示复述后有所改进。
Written: 书面：
N/A (Focus was predominantly oral debate structure)
不适用（主要侧重于口语辩论结构）
Student's Strengths 学生的优势
-
George's ability to immediately identify and rebut Mumu's point effectively. George 能够立即识别并有效地反驳 Mumu 的观点。
-
Anne's clear articulation of practical, real-world advantages of eBooks (weight, loss of notes). Anne 清晰地阐述了电子书的实际优势（重量、笔记丢失问题）。
-
Mumu's strong grasp of the negative arguments regarding subscription costs and eye strain. Mumu 对关于订阅成本和眼睛疲劳的反方论点理解深刻。
Areas for Improvement 需要改进的方面
-
Mumu needs to practice converting bullet points into cohesive, full sentences for formal speeches. Mumu 需要练习将要点转化为连贯的完整句子，以用于正式演讲。
-
All students need to practice integrating expert opinion or research into their arguments. 所有学生都需要练习将专家意见或研究成果融入他们的论证中。
-
George needs to work on maintaining a smooth flow in his delivery, avoiding stopping to search for notes. George 需要努力保持演讲的流畅性，避免停下来寻找笔记。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
-
The scaffolding approach (simple rebuttal practice -> full debate) was highly effective for building complex skills. 脚手架式教学方法（从简单的反驳练习到完整的辩论）对于培养复杂技能非常有效。
-
The interactive nature of the rebuttal exercise (Books vs. Movies) ensured high engagement. 反驳练习（书籍与电影）的互动性质确保了高参与度。
Teaching Pace and Time Management 教学节奏和时间管理
-
Pace was well managed during preparation time, allowing students ample time to structure arguments. 准备时间内的节奏管理得当，让学生有充足的时间构建论点。
-
The debate segment proceeded smoothly, adhering closely to time limits (2:30 per speaker). 辩论环节进行顺利，严格遵守了时间限制（每位发言者2分30秒）。
Classroom Interaction and Atmosphere 课堂互动和氛围
Positive, encouraging, and focused, especially during the debate preparation.
积极、鼓励和专注，尤其是在辩论准备期间。
Achievement of Teaching Objectives 教学目标的达成
-
The distinction between public speaking and debate was grasped early on. 公共演讲与辩论的区别在课程初期即被掌握。
-
Students successfully applied the rebuttal structure during the formal debate. 学生在正式辩论中成功应用了反驳结构。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
-
Excellent scaffolding: starting with individual rebuttal practice before moving to team debate. 出色的脚手架搭建：在进行团队辩论之前，先从个人反驳练习开始。
-
Clear modeling of the required speech structure and rebuttal components. 对所需演讲结构和反驳组成部分的清晰示范。
Effective Methods: 有效方法：
-
Using a simple, relatable topic (books vs. movies) to first practice rebutting. 使用一个简单、贴近生活的主题（书籍与电影）来首先练习反驳。
-
Providing immediate, constructive feedback tailored to each student's speaking style (e.g., Mumu's need for full sentences). 提供即时、建设性的反馈，根据每位学生的发言风格量身定制（例如，Mumu 需要完整的句子）。
Positive Feedback: 正面反馈：
-
Complimenting Anne and George on winning the debate and effectively handling cross-examination questions. 赞扬 Anne 和 George 赢得辩论并有效地处理了交叉提问。
-
Recognizing Mumu's effort in revising her speaking notes during the preparation phase. 认可 Mumu 在准备阶段修改发言笔记所付出的努力。
Next Teaching Focus 下一步教学重点
-
Asking effective, targeted questions during the rebuttal/Q&A phase of a debate. 在辩论的反驳/问答阶段提出有效、有针对性的问题。
-
Integrating external research (expert opinions) into persuasive speeches. 将外部研究（专家意见）融入有说服力的演讲中。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Speaking & Communication: 口语与交流：
-
Mumu: Convert all future bullet points into fully formed sentences before presenting them orally. Mumu：未来将所有要点转换为完整的句子，然后再口头陈述。
-
George: Focus on maintaining continuous flow during your speech to avoid pausing to check notes. George：在演讲过程中专注于保持连续的流畅性，避免为查看笔记而停顿。
Argumentation & Research: 论证与研究：
-
All students: For the next debate, research and include at least one quote from an expert or reputable source in your main speech. 所有学生：对于下一次辩论，请在主要演讲中研究并纳入至少一个来自专家或可靠来源的引述。
-
All students: Ensure you ask at least one question during the cross-examination/Q&A section next time. 所有学生：确保下次在交叉提问/问答环节中提出至少一个问题。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
-
Research the motion for next week: 'Children should be banned earning money from their schoolmates.' Prepare initial arguments. 研究下周的动议：“儿童应被禁止从同学那里赚钱。” 准备初步论点。