Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate Preparation and Practice 1v1 英语课程 - 辩论准备与实践

1. Course Basic Information 1. 课程基本信息

Course Name: 0130 UIE LS05DBA 课程名称： 0130 UIE LS05DBA

Topic: Should we ban scientific testing on animals? 主题： 我们应该禁止对动物进行科学测试吗？

Date: Date not explicitly mentioned (Implied current session) 日期： 日期未明确提及（本次课时间）

Student: Zoe (New student), Charlotte Lee, Celine, Alex 学生： Zoe (New student), Charlotte Lee, Celine, Alex

Teaching Focus 教学重点

Introduction to formal debate structure (Matter, Manner, Method), practicing argumentation, evidence, rebuttals, and maintaining classroom etiquette (manners).

介绍正式辩论结构（论点、仪态、方法），练习论证、证据、反驳，以及保持课堂礼仪（仪态）。

Teaching Objectives 教学目标

Introduce the three components of a successful debate: Matter, Manner, and Method. 介绍成功辩论的三个组成部分：论点 (Matter)，仪态 (Manner)，和方法 (Method)。
Practice formulating arguments, providing reasons/evidence, and understanding rebuttals. 练习构建论点、提供理由/证据，并理解反驳 (rebuttal) 的概念和执行方式。
Familiarize the new student (Zoe) with the debate format through active participation. 通过积极参与，让新学生（Zoe）熟悉辩论的流程和规则。

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

Greetings and Check-in: Teacher managed technical difficulties with the board, welcomed new student Zoe, and discussed existing students' recent activities (Monopoly board, holidays).

问候与签到： 教师处理了黑板的技术问题，欢迎了新学生Zoe，并讨论了现有学生近期的活动（大富翁棋盘、假期）。

Debate Structure: Matter, Manner, Method: Teacher explained the core concepts of debating: Matter (topic, stance, arguments, evidence) and Manners (presentation, eye contact, politeness). Students actively provided examples on why reasons/evidence are needed.

辩论结构：论点、仪态、方法： 教师解释了辩论的核心概念：论点（主题、立场、论据、证据）和仪态（演示、眼神交流、礼貌）。学生积极举例说明为何需要理由和证据。

Debate Topic Introduction and Video: Introduced the debate topic: 'Should we ban scientific testing on animals?' Watched an informative video outlining the current use of animal testing in preclinical research.

辩论主题介绍与视频观看： 介绍了辩论主题：“我们应该禁止对动物进行科学测试吗？”观看了信息视频，概述了动物测试在临床前研究中的当前用途。

Argumentation and Grouping: Students discussed initial stances (Pro/Con) and provided reasons. Teacher grouped students: Affirmative (Celine, Charlotte) and Negative (Alex, Zoe).

论证与分组： 学生讨论了初步立场（赞成/反对）并提供了理由。教师将学生分组：正方（Celine, Charlotte）和反方（Alex, Zoe）。

Team Preparation Session: Groups separated for 6 minutes to solidify arguments. Teacher coached the Negative team (Alex & Zoe) on structuring their points.

小组准备环节： 各小组分开6分钟进行论点巩固。教师指导了反方（Alex和Zoe）的论点组织。

Mini Debate Round: Conducted an abbreviated debate round (2 minutes per speaker) on the animal testing topic. All four students presented main arguments.

迷你辩论环节： 就动物测试主题进行了简短的辩论环节（每位发言人2分钟）。所有四名学生都陈述了主要论点。

Conclusion and Feedback: Teacher summarized the strong points from both sides, noted time constraints prevented full rebuttal/scoring, and announced Alex/Zoe as the slight winners. Introduced next week's topic.

总结与反馈： 教师总结了双方的观点亮点，指出时间限制导致无法进行完整反驳/评分，并宣布Alex/Zoe以微弱优势获胜。介绍了下周的主题。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Debate, Matter, Manner, Method, Argument, Evidence, Rebuttal, Counter Rebuttal, Signposting (Firstly, Secondly, In conclusion), Preclinical research, Animal models, Toxic, Cruel, Sentient beings, Artificial.

词汇：
辩论，论点/实质 (Matter)，仪态/举止 (Manner)，方法 (Method)，论点/论证，证据，反驳 (Rebuttal)，对驳/反反驳，标志性短语（首先，其次，总之），临床前研究，动物模型，有毒的，残忍的，有感知能力的生物，人工的。

Concepts:
The fundamental structure of formal debate (Matter/Manner/Method); The necessity of evidence to support claims; The definition and execution of rebuttal; Ethical considerations in scientific research.

概念：
正式辩论的基本结构（论点/仪态/方法）；支持主张需要证据的必要性；反驳的定义和执行；科学研究中的伦理考量。

Skills Practiced:
Argument construction, structured speaking (signposting), active listening for rebuttal preparation, persuasive communication, and adapting to time constraints in public speaking.

练习技能：
论证构建，结构化表达（标志性短语），为反驳而进行的主动倾听，说服性沟通，以及适应公开演讲中的时间限制。

Teaching Resources and Materials 教学资源与材料

PowerPoint Presentation (PPT) regarding debate structure. 关于辩论结构的PPT演示文稿。
Video on scientific testing on animals (preclinical research). 关于动物科学测试的视频（临床前研究）。
Pre-prepared structure sheet for the debate (used for Zoe/Alex preparation). 预先准备好的辩论结构表（用于Zoe/Alex准备）。

3. Student Performance Assessment (Zoe (New student), Charlotte Lee, Celine, Alex) 3. 学生表现评估 (Zoe (New student), Charlotte Lee, Celine, Alex)

Participation and Activeness 参与度和积极性

High engagement from existing students (Charlotte, Celine, Alex) in explaining concepts and setting a positive tone. 现有学生（Charlotte, Celine, Alex）高度参与概念解释，并营造了积极的基调。
Zoe showed good attentiveness and successfully followed instructions to present her initial arguments. Zoe表现出良好的专注力，并成功地遵循指示陈述了她的初始论点。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated a clear understanding of the difference between Matter (what you say) and Manner (how you say it). 学生们清楚地理解了论点（说什么）和仪态（怎么说）之间的区别。
The concept of 'rebuttal' was well-explained and grasped by all students through examples. 所有学生通过例子很好地理解了“反驳”的概念。

Language Output Ability 语言输出能力

Oral: 口语：

Alex and Charlotte exhibited strong, structured delivery using clear signposting (e.g., 'firstly,' 'thirdly'). Alex和Charlotte展示了强大的结构化表达，使用了清晰的标志性短语（如'firstly', 'thirdly'）。
Celine and Zoe were coherent, though Zoe's delivery was slightly hesitant as it was her first debate. Celine和Zoe表达清晰，尽管Zoe由于是她的第一次辩论，表达略显犹豫。

Written: 书面：

N/A (Not explicitly assessed in this session)

不适用（本次课程未明确评估书面形式）

Student's Strengths 学生的优势

Charlotte provided an excellent analogy for rebuttals ('put your feet in their shoes'). Charlotte为反驳提供了一个绝佳的比喻（‘把脚放进他们的鞋子里’）。
Alex provided a very logical and well-structured set of points for the negative side, focusing on current necessity. Alex为反方提供了一套非常合乎逻辑且结构清晰的论点，重点关注当前的必要性。
Zoe successfully navigated her first debate, clearly stating her main points regarding human life value. Zoe成功地完成了她的首次辩论，清晰地陈述了她关于人类生命价值的主要论点。

Areas for Improvement 需要改进的方面

Time management within the 2-minute speaking slot for all students needs practice. 所有学生都需要练习在2分钟发言时限内的时间管理。
Consistently applying counter-rebuttal structure, as some rebuttals bordered on just restating points. 持续应用反驳结构，因为有些反驳只是在重复观点。
Ensuring Manner is maintained even when passionate (avoiding overly aggressive body language/tone). 确保即使在情绪激动时也能保持仪态（避免过于激进的肢体语言/语气）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The introduction of the Matter/Manner/Method framework was highly effective in structuring the complex topic. 引入论点/仪态/方法框架对于构建复杂主题结构非常有效。
Using a real-world ethical debate topic ensured high student engagement. 使用真实的伦理辩论主题确保了学生的高度参与度。

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

The pace was generally good, but technical issues and the need to re-group forced the final debate to be significantly abbreviated. 节奏总体良好，但技术问题和重新分组的需要导致最终辩论被大幅缩短。
The teacher managed the time loss due to technical setup effectively by prioritizing the debate segment. 教师通过优先考虑辩论环节，有效地管理了因技术设置而损失的时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly positive, supportive, and encouraging, especially towards the new student Zoe. The teacher emphasized fairness and celebrated student efforts.

高度积极、支持和鼓励，尤其对新学生Zoe。教师强调了公平性并赞扬了学生的努力。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Structure) achieved via clear explanation and examples. 目标1（结构）通过清晰的解释和例子达成。
Objective 2 (Practice arguments/rebuttals) partially achieved; full rebuttal practice was cut short. 目标2（练习论点/反驳）部分达成；完整的反驳练习因时间不足而缩短。
Objective 3 (Familiarize Zoe) successfully achieved through structured participation. 目标3（使Zoe熟悉流程）通过结构化的参与成功达成。

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 for the debate format, especially for the new student. 为辩论形式提供了出色的脚手架支持，特别是对新学生。
Effective use of student-generated examples to explain abstract concepts like rebuttal. 有效利用学生生成的例子来解释反驳等抽象概念。

Effective Methods: 有效方法：

Explicitly teaching debate terminology (Matter, Manner, Method) upfront. 事先明确教授辩论术语（论点、仪态、方法）。
Pairing experienced students with the new student to foster a welcoming environment. 将有经验的学生与新学生配对，营造了受欢迎的氛围。

Positive Feedback: 正面反馈：

Teacher handled technical disruptions smoothly and kept the focus on the learning goals. 教师平稳地处理了技术中断，并将重点保持在学习目标上。
Highly praised the quality of arguments presented by all students. 高度赞扬了所有学生提出的论点的质量。

Next Teaching Focus 下一步教学重点

Conducting a full-length debate session, including dedicated time for rebuttals. 进行一次完整时长的辩论会议，包括专门用于反驳的时间。
Reinforcing 'Manner' by focusing on direct eye contact with opponents during rebuttals. 在反驳过程中，通过与对手进行直接眼神交流来加强“仪态”的实践。

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

Pronunciation & Reading: 发音与阅读：

Students should practice reading their prepared arguments aloud to ensure they fit within the strict two-minute time limit smoothly. 学生应该练习大声朗读准备好的论点，以确保他们能够平稳地在严格的两分钟时间限制内完成。

Speaking & Communication: 口语与交流：

For future debates, dedicate sufficient time specifically to the rebuttal and counter-rebuttal rounds to practice direct engagement. 对于未来的辩论，应专门留出足够的时间给反驳和对驳环节，以练习直接的交锋。
Zoe needs continued practice in formal signposting to establish clarity in her speeches. Zoe需要持续练习正式的标志性短语，以确保其演讲的清晰度。

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

Review the structure sheet for the next debate topic: 'Should we ban violent video games?' 复习下一辩论主题的结构表：“我们应该禁止暴力电子游戏吗？”
Prepare initial arguments (Matter) for the next topic, focusing on two key points and evidence. 为下一个主题准备初步论点（Matter），重点关注两个关键点和证据。