Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Debate Manners and Topic Comparison 1v1 英语课程 - 辩论礼仪与主题比较
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Focus on debate manners (posture, eye contact, language) and practicing arguing both sides of a complex topic (Science vs. Art).
重点关注辩论礼仪（姿势、眼神交流、语言）以及练习对复杂主题（科学与艺术）的双方论述。
Teaching Objectives 教学目标
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Review and reinforce polite behavior and manners in a debate setting. 回顾并加强辩论环境中的礼貌行为和礼仪。
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Practice constructing and delivering arguments for two opposing sides of the motion 'Is science better than art?'. 练习构建和发表关于“科学是否比艺术更重要？”这一动议的对立论点。
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Improve posture, voice projection, and confident delivery during public speaking. 提高公开演讲时的姿势、声音投射和自信的表达。
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
Casual Conversation & Music Talk: Teacher and George discuss George's ukulele lesson; introduction of the word 'strumming'.
闲聊与音乐话题： 老师和George讨论了George的尤克里里课；介绍了'strumming'（扫弦）一词。
Reviewing Debate Manners: Discussing 'don't say bad things,' 'no personal attacks,' and 'no bad words' in debates. Introduction of posture (standing strong, no hands in pockets) and eye contact for both in-person and online settings.
复习辩论礼仪： 讨论辩论中的“不说坏话”、“不进行人身攻击”和“不使用脏话”。介绍了姿势（站姿挺拔，手不插口袋）和眼神交流，涵盖了面对面和线上辩论场景。
Introducing 'Science vs. Art' Debate Topic: Defining science and art. Brainstorming arguments for both sides. Setting up a two-round debate structure where students argue for and against the motion.
介绍“科学与艺术”辩论主题： 定义科学和艺术。为双方头脑风暴论据。设置两轮辩论结构，要求学生就动议的正反方进行辩论。
Round 1: Anne for Science (Affirmative), George for Art (Negative): Students deliver prepared speeches. Teacher provides feedback and questions. George wins Round 1.
第一轮：Anne支持科学（正方），George支持艺术（反方）： 学生发表准备好的演讲。老师提供反馈和提问。George赢得第一轮。
Round 2: George for Science (Affirmative), Anne for Art (Negative): Students swap sides and deliver speeches. Anne wins Round 2, leading to a class consensus that both are important.
第二轮：George支持科学（正方），Anne支持艺术（反方）： 学生交换立场并发表演讲。Anne赢得第二轮，最终全班达成共识：两者都很重要。
Conclusion and Next Class Preview: Teacher praises both students. Preview of next week's topic: 'Are footballers paid too much?'.
总结和下节课预告： 老师表扬了两位学生。预告下周主题：“足球运动员的薪水是否太高？”
Language Knowledge and Skills 语言知识与技能
Ukulele, strumming, chords, debate, personal, polite, adopting a child (adoption), posture, muffle, affirmative, negative, signposting, rebuttals, imagination, sculpture, chemistry, physics, astronomy, emotional, spiritual.
尤克里里, 扫弦 (strumming), 和弦 (chords), 辩论, 个人的, 有礼貌的, 收养孩子, 姿势, 声音模糊/沉闷, 正方, 反方, 引导语/结构指示, 反驳, 想象力, 雕塑, 化学, 物理学, 天文学, 情感上的, 精神上的。
The importance of non-verbal communication (posture, eye contact) in debates. The idea that science provides tangible benefits (technology, life comfort), while art provides emotional and spiritual fulfillment. Interdependence of science and art.
辩论中非语言交流（姿势、眼神交流）的重要性。科学提供有形益处（技术、生活舒适），而艺术提供情感和精神满足。科学与艺术的相互依赖性。
Argumentation (for/against), structured speech delivery (signposting), active listening during Q&A, non-verbal communication practice (posture).
论证（正反方）、结构化演讲表达（引导语）、问答环节的主动倾听、非语言交流练习（姿势）。
Teaching Resources and Materials 教学资源与材料
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Visual aids demonstrating good and bad debate posture (in-person and online). 展示良好和不良辩论姿势的视觉辅助材料（面对面和线上）。
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Pre-prepared debate structure framework (e.g., signposting phrases). 预先准备好的辩论结构框架（例如，引导语短语）。
3. Student Performance Assessment (George, Anne) 3. 学生表现评估 (George, Anne)
Participation and Activeness 参与度和积极性
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Both students were highly engaged, especially during the debate rounds, showing enthusiasm for arguing their assigned points. 两位学生参与度都很高，尤其是在辩论环节，积极表达了他们所负责的观点。
Language Comprehension and Mastery 语言理解和掌握
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Students clearly understood the core concepts of the debate topic and the rules of rebuttal/questioning. 学生们清楚地理解了辩论主题的核心概念以及反驳/提问的规则。
Language Output Ability 语言输出能力
Oral: 口语：
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George demonstrated good vocabulary (e.g., imagination, sculpture). Anne showed marked improvement in confidence and structure by Round 2. George展示了良好的词汇量（例如，imagination, sculpture）。Anne在第二轮时，自信心和结构组织有了显著提高。
Written: 书面：
N/A (Focus was purely oral debate and preparation notes).
不适用（重点完全放在口头辩论和准备笔记上）。
Student's Strengths 学生的优势
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George: Strong initial vocabulary and good grasp of specific artistic concepts (e.g., creating money via sculpture). George：初始词汇量扎实，对具体的艺术概念（如通过雕塑赚钱）有很好的理解。
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Anne: Showed significant improvement in delivery, confidence, and concluding remarks by the second round. Anne：在第二轮演讲中，表达、自信心和结论的组织都有显著进步。
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Both: Ability to successfully argue a position they didn't personally agree with (George in Round 2, Anne in Round 1). 双方：都成功地为自己不赞成的立场进行了辩护（George在第二轮，Anne在第一轮）。
Areas for Improvement 需要改进的方面
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George: Needs to ensure conclusions are fully developed in all rounds, not just the ones he agrees with. George：需要确保所有轮次的结论都得到充分发展，而不仅仅是在他同意的立场上。
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Anne: Needed to project voice more clearly in Round 1, though this improved later. Anne：第一轮需要更清晰地投射声音，尽管后来有所改善。
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Both: Some reliance on simple sentence structures when under pressure. 双方：在压力下，有时会过度依赖简单的句子结构。
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 structure of debating both sides was highly effective in ensuring critical thinking and comprehensive coverage of the topic. 辩论双方论点的结构对于确保批判性思维和全面覆盖主题非常有效。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was well-managed, allowing ample time for preparation (8 minutes) and structured speeches (3 minutes per speaker). 课堂节奏管理得当，为准备（8分钟）和结构化演讲（每位3分钟）留出了充足的时间。
Classroom Interaction and Atmosphere 课堂互动和氛围
Highly interactive, energetic, and supportive, especially during the practice of physical presentation skills and the debate itself.
互动性强、充满活力且互相支持，尤其是在练习肢体展示技巧和辩论过程中。
Achievement of Teaching Objectives 教学目标的达成
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Achieved high success in practicing manners and delivering structured arguments. 在练习礼仪和进行结构化论证方面取得了很高的成功。
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 incorporation of physical practice (posture) directly into the debate skills training. 出色地将身体练习（姿势）直接融入辩论技能培训中。
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Effective use of the 'chair' role to probe student reasoning with complex follow-up questions. 有效地利用“主席”角色通过复杂后续问题来探究学生的推理逻辑。
Effective Methods: 有效方法：
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The structured rotation of affirmative/negative teams ensured both students practiced both sides of the issue. 正反方团队的结构化轮换确保了两位学生都练习了该议题的双方观点。
Positive Feedback: 正面反馈：
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Teacher praised George's vocabulary and Anne's confidence growth throughout the session. 老师赞扬了George的词汇量以及Anne在整个课程中自信心的提升。
Next Teaching Focus 下一步教学重点
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Researching the topic: 'Are footballers paid too much?' for the next debate. 为下一次辩论研究主题：“足球运动员的薪水是否太高？”
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Practicing the role of the Chair/Moderator in a debate setting. 练习在辩论中担任主席/主持人的角色。
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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Practice specific debate transition phrases clearly, ensuring smooth flow between sections. 练习清晰地表达具体的辩论过渡短语，确保段落之间的流畅衔接。
Speaking & Communication: 口语与交流：
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For both students: Continue to elaborate on the 'why' behind arguments, even when time is short, to build stronger conclusions. 对两位学生：继续阐述论点背后的‘为什么’，即使时间紧张，也要构建更强有力的结论。
Debate Structure: 辩论结构：
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George: Pay attention to maintaining strong signposting and conclusion delivery when arguing a side you do not personally support. George：在论证你不支持的立场时，要注意保持强有力的引导语和结论表达。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Research arguments both for and against the motion: 'Are footballers paid too much?'. 研究关于“足球运动员的薪水是否太高？”这一动议的正反方论点。
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Review material on effective body language for presenting evidence. 复习关于展示证据时有效肢体语言的材料。