Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debating Styles 1v1 英语课程 - 辩论风格

1. Course Basic Information 1. 课程基本信息

Course Name: 1010 UIE LS05DBA 课程名称： 1010 UIE LS05DBA

Topic: Exploring Different Styles of Debating and the Concept of Success 主题： 探索不同的辩论风格和成功的概念

Date: Course Date 日期： 课程日期

Student: Charlotte, Celine, Alex, Lemon 学生： Charlotte, Celine, Alex, Lemon

Teaching Focus 教学重点

This lesson focuses on introducing different debating styles, specifically British Parliamentary debate, and exploring the philosophical concept of success, emphasizing that success is not solely defined by winning.

本课程侧重于介绍不同的辩论风格，特别是英式议会辩论，并探讨成功的哲学概念，强调成功不仅仅由获胜定义。

Teaching Objectives 教学目标

Introduce the structure and key elements of British Parliamentary debate. 介绍英式议会辩论的结构和关键要素。
Discuss and analyze different perspectives on what constitutes success. 讨论和分析关于成功的不同观点。
Encourage students to develop their critical thinking and argumentation skills. 鼓励学生发展批判性思维和论证能力。
Provide opportunities for students to practice debating and expressing their opinions. 为学生提供练习辩论和表达观点的机会。

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 Introductions: Greeting students, checking in, and briefly introducing the topic of debating. Initial student engagement through questions about who they can debate with.

热身与介绍： 问候学生，检查学生状态，并简要介绍辩论话题。通过提问学生可以和谁辩论来初步引导学生参与。

Introduction to British Parliamentary Debate: Explanation of the structure, teams (government, opposition), roles (Prime Minister, Leader of Opposition, etc.), and the concept of motions ('This House...').

英式议会辩论介绍： 解释英式议会辩论的结构、队伍（政府方、反对方）、角色（首相、反对党领袖等）以及辩题（“本议会...”）的概念。

Discussion on Who to Debate With: Interactive discussion with students on potential debate partners, extending beyond family and friends to include people with different views.

关于可以和谁辩论的讨论： 与学生互动讨论潜在的辩论对象，从家人朋友扩展到持有不同观点的人。

Exploring Real-life Debate Topics: Brainstorming potential topics for debate, such as laws, rules, food, school, and quality of goods.

探索现实生活中的辩论话题： 头脑风暴可能的辩论话题，如法律、规则、食物、学校和商品质量等。

Key Skills for Debating: Focusing on essential skills like understanding the point, staying relevant, using evidence, listening, rebuttal, and speaking clearly.

辩论的关键技能： 强调理解论点、保持相关性、使用证据、倾听、反驳和清晰表达等基本技能。

Debating Success: Win vs. Effort: A central debate/discussion on whether winning is necessary for success, with students sharing their views and examples. Introduction of different viewpoints through statements and class voting.

关于成功的辩论：输赢与努力： 核心辩论/讨论关于成功是否必须获胜，学生分享观点和例子。通过陈述和课堂投票引入不同观点。

Mini-Debates and Conclusion: Students (Charlotte, Alex, Lemon, Celine) prepare and deliver short speeches on the topic 'You don't need to win to be successful.' Teacher acts as a judge and poses rebuttal questions. Class votes on who presented better.

小型辩论与总结： 学生（Charlotte, Alex, Lemon, Celine）准备并发表关于“不一定需要获胜才能成功”的简短演讲。教师扮演评委并提出反驳问题。全班投票选出表现更好者。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
debate, style, topic, house, motion, government, opposition, prime minister, leader of opposition, deputy, whip, speaker, rebut, point of information (POI), relevant, evidence, argument, success, win, fail, try, effort, competition, race, practice, learn, improve

词汇：
辩论, 风格, 话题, 议会, 动议, 政府方, 反对方, 首相, 反对党领袖, 副手, 鞭策者, 发言人, 反驳, 信息点, 相关, 证据, 论点, 成功, 获胜, 失败, 尝试, 努力, 竞争, 比赛, 练习, 学习, 改进

Concepts:
British Parliamentary Debate, Motion Statement, Government/Opposition Roles, Rebuttal, Point of Information, Definition of Success, Effort vs. Outcome, Learning from Failure

概念：
英式议会辩论, 辩题陈述, 政府方/反对方角色, 反驳, 信息点, 成功的定义, 结果与过程, 从失败中学习

Skills Practiced:
Active listening, critical thinking, argumentation, public speaking, formulating arguments, rebutting opposing viewpoints, expressing personal opinions clearly and concisely.

练习技能：
积极倾听、批判性思维、论证、公开演讲、构建论点、反驳对方观点、清晰简洁地表达个人观点。

Teaching Resources and Materials 教学资源与材料

Verbal explanations and interactive questioning by the teacher. 教师的口头讲解和互动提问。
Examples and analogies used by the teacher (e.g., football team, races). 教师使用的例子和类比（例如，足球队、比赛）。
Written statements presenting contrasting views on success. 呈现关于成功对比观点的书面陈述。
Visual aids (implied by board notes and potential timer). 视觉辅助（隐含在板书笔记和可能的计时器中）。

3. Student Performance Assessment (Charlotte, Celine, Alex, Lemon) 3. 学生表现评估 (Charlotte, Celine, Alex, Lemon)

Participation and Activeness 参与度和积极性

Students actively participated in discussions and answered questions. 学生积极参与讨论并回答问题。
Charlotte, Celine, Alex, and Lemon all contributed their thoughts and examples. Charlotte、Celine、Alex 和 Lemon 都贡献了他们的想法和例子。
Students were encouraged to express their viewpoints, even when disagreeing. 鼓励学生表达观点，即使在不同意时也是如此。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated understanding of the basic structure of British Parliamentary debate. 学生们展示了对英式议会辩论基本结构的理解。
Students grasped the core concept of the debate on success, relating it to personal experiences. 学生们理解了关于成功的辩论的核心概念，并将其与个人经历联系起来。
Some students initially struggled with specific vocabulary (e.g., 'work hardly') but corrected with teacher guidance. 一些学生最初在特定词汇（例如 'work hardly'）上遇到困难，但在老师指导下得到了纠正。

Language Output Ability 语言输出能力

Oral: 口语：

Students delivered prepared speeches during the mini-debates. 学生在小型辩论中发表了准备好的演讲。
Alex showed strong rebuttal skills throughout the lesson. Alex 在整个课程中展现了强大的反驳能力。
Students were generally able to articulate their ideas, though some required prompts or corrections. 学生们普遍能够清晰地表达自己的想法，尽管有些学生需要提示或纠正。

Written: 书面：

N/A - This was a speaking-focused lesson.

不适用 - 这是一个以口语为重点的课程。

Student's Strengths 学生的优势

Willingness to share personal experiences and examples. 乐于分享个人经历和例子。
Developing ability to structure arguments (e.g., using 'in my opinion', 'firstly'). 构建论证的技能正在发展中（例如，使用“在我看来”，“首先”。）。
Alex demonstrates strong potential in rebuttal and quick thinking. Alex 在反驳和快速思考方面展现出强大的潜力。
Students are engaged and willing to participate. 学生们积极参与，乐于贡献。

Areas for Improvement 需要改进的方面

Refining pronunciation and grammar for clarity (e.g., 'work hard' vs. 'work hardly'). 为了清晰度而改进发音和语法（例如，“work hard” 与 “work hardly”）。
Developing more complex sentence structures for arguments. 发展更复杂的句子结构来构建论证。
Ensuring consistent focus on the debate topic during speeches. 在演讲中确保始终如一地关注辩论主题。
Expanding vocabulary related to debate and philosophical concepts. 扩展与辩论和哲学概念相关的词汇。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The lesson effectively introduced a complex topic (BP debate) in an accessible way. 课程以易于理解的方式有效地介绍了复杂的主题（英式议会辩论）。
The debate on success stimulated critical thinking and student engagement. 关于成功的辩论激发了学生的批判性思维和参与度。
The teacher skillfully managed student participation and provided constructive feedback. 教师巧妙地管理了学生的参与，并提供了建设性的反馈。

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

The pace was generally well-managed, balancing explanation with student interaction. 课程节奏管理得当，平衡了讲解与学生互动。
The dedicated time for speech preparation and delivery allowed students to showcase their learning. 为准备和发表演讲专门分配的时间使学生能够展示他们的学习成果。
Some sections, like the introduction of BP debate, could potentially be slightly condensed if time is a major constraint. 如果时间非常紧张，一些部分（如英式议会辩论的介绍）可能会稍作压缩。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaged, interactive, and supportive, with students encouraged to share their diverse opinions.

互动、参与且支持性强，鼓励学生分享他们多样的观点。

Achievement of Teaching Objectives 教学目标的达成

Students were introduced to the basics of British Parliamentary debate. 学生们接触了英式议会辩论的基础知识。
A robust discussion on the nature of success was facilitated, encouraging diverse perspectives. 促进了关于成功性质的深入讨论，鼓励了多样的观点。
Students actively practiced speaking and formulating arguments, demonstrating progress. 学生们积极练习口语和构建论点，展示了进步。

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 facilitation of student-led discussion and debate. 极佳的引导学生主导的讨论和辩论。
Ability to make complex topics accessible and engaging. 将复杂主题变得易于理解且引人入胜的能力。
Providing constructive and encouraging feedback. 提供建设性和鼓励性的反馈。

Effective Methods: 有效方法：

Using interactive questioning to check understanding and stimulate thought. 使用互动提问来检查理解和激发思考。
Structuring the lesson around a central, thought-provoking debate topic. 围绕一个核心的、发人深省的辩论话题来构建课程。
Allowing students to prepare and present their own arguments in a supportive environment. 在支持性的环境中让学生准备和展示自己的论点。

Positive Feedback: 正面反馈：

Students were praised for their participation and the quality of their arguments. 学生们因其参与度和论证质量而受到赞扬。
Alex's rebuttal skills were specifically highlighted as improving. Alex 的反驳技巧被特别强调为正在进步。
The overall effort and performance of all students were acknowledged as 'incredible' and 'huge successes'. 所有学生的整体努力和表现都被认为是“不可思议的”和“巨大的成功”。

Next Teaching Focus 下一步教学重点

Exploring other styles of debate (e.g., Public Forum, World Schools Style). 探索其他辩论风格（例如，公共论坛、世界学校风格）。
Deeper dive into constructing persuasive arguments and using evidence effectively. 深入研究构建有说服力的论点和有效使用证据。
Practicing specific debate techniques like defining terms and setting the framework for a debate. 练习特定的辩论技巧，如定义术语和设定辩论框架。

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

Pronunciation & Reading: 发音与阅读：

Continue practicing correct usage of common phrases, such as 'work hard' instead of 'work hardly'. 继续练习常用短语的正确用法，例如使用 'work hard' 而不是 'work hardly'。
Pay attention to intonation and clear articulation when delivering speeches to enhance persuasiveness. 在发表演讲时注意语调和清晰的发音，以增强说服力。

Speaking & Communication: 口语与交流：

Encourage students to expand their use of transition words (e.g., 'however', 'therefore', 'in addition') to create smoother arguments. 鼓励学生扩展使用连接词（例如，“然而”、“因此”、“此外”），以构建更流畅的论点。
Provide more opportunities for students to spontaneously rebut or respond to points made by peers. 为学生提供更多机会，让他们能够自发地反驳或回应同伴提出的观点。
For future debates, consider assigning specific roles within the 'negative team' to encourage diverse arguments against the affirmative. 在未来的辩论中，可以考虑在“反方”内部分配特定的角色，以鼓励与正方多样化的论点。

Vocabulary & Concepts: 词汇与概念：

Introduce more advanced vocabulary related to debate and argumentation, such as 'premise', 'fallacy', 'advocate'. 引入更多与辩论和论证相关的进阶词汇，例如 'premise'（前提）、'fallacy'（谬误）、'advocate'（倡导者）。
Explore related philosophical concepts like 'utilitarianism' or 'stoicism' if students show interest. 如果学生表现出兴趣，可以探索相关的哲学概念，如“功利主义”或“斯多葛主义”。

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

Recommended reading: Articles or videos explaining different debate formats (e.g., Public Forum, WSDC). 推荐阅读：解释不同辩论形式（例如，公共论坛、WSDC）的文章或视频。
Activity: Students can find a current event and prepare a short, one-minute argument for or against it, practicing the 'in my opinion' structure. 活动：学生可以找一个时事，准备一个简短的一分钟正反方论点，练习“在我看来”的结构。
Resource: Encourage students to watch examples of debates online (e.g., TED Talks on debate, official debate competitions) to observe techniques. 资源：鼓励学生在线观看辩论范例（例如，TED关于辩论的演讲、官方辩论比赛），以观察技巧。