Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Public Speaking and Debate 1v1 英语课程 - 公共演讲与辩论

1. Course Basic Information 1. 课程基本信息

Course Name: 0131 Tiger 课程名称： 0131 老虎

Topic: Public Speaking and Debate: Rhetoric (Ethos, Logos, Pathos) and Logic 主题： 公共演讲与辩论：修辞学（说服力、逻辑和情感诉求）与逻辑

Date: Date not specified 日期： 日期未指定

Student: Mike (implied) 学生： Mike (implied)

Teaching Focus 教学重点

Introduction to the history and key concepts of public speaking, defining rhetoric (ethos, logos, pathos), and exploring basic logic principles (deductive, conditional).

介绍公共演讲的历史和关键概念，定义修辞学（ethos, logos, pathos），并探索基础逻辑原理（演绎法、条件句）。

Teaching Objectives 教学目标

Define public speaking and debate and understand their essential role. 定义公共演讲和辩论，并理解它们的基本作用。
Identify and explain the three elements of rhetoric: Ethos, Logos, and Pathos. 识别并解释修辞学的三个要素：Ethos (信誉), Logos (逻辑), 和 Pathos (情感诉求)。
Understand basic concepts of logic, including deductive reasoning and conditional statements. 理解逻辑的基本概念，包括演绎推理和条件语句。

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

Initial Conversation & Subject Check: Checking in with the student (Mike), noting his enjoyment of Math and interest in Piano.

开场交谈与科目确认： 与学生（Mike）交谈，记录他喜欢数学和对钢琴的兴趣。

Introduction to Public Speaking & Debate: Defining public speaking (informing, entertaining, persuading) and debate (polite argument between teams). Discussion about current events (UK PM visiting China).

公共演讲与辩论介绍： 定义公共演讲（告知、娱乐、说服）和辩论（团队间的礼貌论争）。讨论时事（英国首相访问中国）。

Reading Practice & Rhetoric Introduction: Student read a paragraph defining public speaking. Introduction to historical context (Greece, Aristotle) and the three persuasive appeals: Ethos, Logos, Pathos.

阅读练习与修辞学介绍： 学生朗读了一段定义公共演讲的段落。介绍历史背景（古希腊，亚里士多德）以及三种说服要素：Ethos, Logos, Pathos。

Pathos Application & Logic Primer: Analyzing examples of Pathos (poverty story) vs. Logos (statistics). Student attempted to apply Pathos in a sales pitch (selling broccoli). Introduction to basic logic (Socrates syllogism).

Pathos应用与逻辑入门： 分析Pathos（贫困故事）与Logos（统计数据）的例子。学生尝试在推销（卖西兰花）中运用Pathos。介绍基础逻辑（苏格拉底三段论）。

Debate Rules & Logic Deep Dive: Reviewing debate rules (chair, proposer, no interruption). Exploring conditional logic ('if...then') and Boolean logic ('and').

辩论规则与逻辑深入： 复习辩论规则（主席、提议者、不打断）。探讨条件逻辑（'if...then'）和布尔逻辑（'and'）。

Famous Speeches Analysis & Wrap-up: Analyzing MLK's 'I Have a Dream' (Pathos, Logos/Ethos reference) and Churchill's speech (Ethos, Pathos) for rhetorical techniques. Teacher praises student's reasoning skills.

著名演讲分析与总结： 分析马丁·路德·金的“我有一个梦想”（Pathos, Logos/Ethos引用）和丘吉尔的演讲（Ethos, Pathos）中的修辞技巧。老师称赞了学生的推理能力。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Public speaking, debating, orator, persuade, medium, motivating, myths, legends, Prometheus, Athens, philosopher, logic, premise, deductive logic, rhetoric, ethos, logos, pathos, statistics, emotional appeal, presentation, oral transmission, formal/semi-formal, conditional statement, Boolean, proposer, opposer, chair, intervention, tyranny.

词汇：
公共演讲，辩论，演说家，说服，媒介，激励，神话，传说，普罗米修斯，雅典，哲学家，逻辑，前提，演绎逻辑，修辞学，信誉（Ethos），逻辑（Logos），情感诉求（Pathos），统计数据，情感诉求，演示，口头传播，正式/半正式，条件语句，布尔逻辑，提议者，反对者，主席，干预，暴政。

Concepts:
The five basic elements of public speaking; The function of rhetoric (persuasion); Ethos (Credibility/Authority), Logos (Logic/Facts), Pathos (Emotional Appeal); Deductive Reasoning; Conditional and Boolean Logic in communication.

概念：
公共演讲的五个基本要素；修辞学的功能（说服）；信誉（Ethos）、逻辑（Logos）、情感诉求（Pathos）；演绎推理；传播中的条件逻辑和布尔逻辑。

Skills Practiced:
Reading fluency (one paragraph), Active listening (identifying rhetorical appeals), Oral expression (answering questions, attempting a sales pitch), Critical thinking (analyzing logic and identifying sound/flawed arguments).

练习技能：
阅读流畅性（一个段落），积极倾听（识别修辞诉求），口头表达（回答问题，尝试推销），批判性思维（分析逻辑并识别合理/有缺陷的论点）。

Teaching Resources and Materials 教学资源与材料

Article/Text on Public Speaking History and Elements 关于公共演讲历史和要素的文章/文本
Audio/Visual clips analyzing Pathos in speeches (MLK, Churchill) 分析演讲中Pathos的音/视频片段（马丁·路德·金、丘吉尔）
Diagrams illustrating debate layout and logic structures 说明辩论布局和逻辑结构的图表

3. Student Performance Assessment (Mike (implied)) 3. 学生表现评估 (Mike (implied))

Participation and Activeness 参与度和积极性

High engagement, particularly interested in the historical context (Greece) and complex logical examples. 参与度高，对历史背景（古希腊）和复杂的逻辑示例特别感兴趣。

Language Comprehension and Mastery 语言理解和掌握

Strong understanding of Ethos, Logos, and Pathos after initial explanation, correctly identifying them in examples. 在初步解释后，对Ethos, Logos, 和 Pathos有很强的理解，并能在例子中正确识别它们。
Demonstrated grasp of logical structures (e.g., identifying the flaw in the conditional statement about Mr. Smith's students). 展示了对逻辑结构的掌握（例如，识别关于史密斯先生学生的条件语句中的缺陷）。

Language Output Ability 语言输出能力

Oral: 口语：

Generally clear speech, though the teacher requested the student to speak up due to background noise (fan). 整体口语清晰，但由于背景噪音（风扇），老师要求学生提高音量。
Successfully recalled key figures (Aristotle, Cicero) and concepts (Ethos, Logos, Pathos) during review. 在复习过程中，成功记住了关键人物（亚里士多德、西塞罗）和概念（Ethos, Logos, Pathos）。

Written: 书面：

N/A (Focus on oral participation and analysis)

不适用（重点是口头参与和分析）

Student's Strengths 学生的优势

Excellent logical reasoning skills, correctly analyzing deductive and conditional arguments. 出色的逻辑推理能力，能够正确分析演绎和条件论证。
Good memory for key historical names and terms related to rhetoric (Aristotle, Pathos/Logos/Ethos). 对修辞学相关的关键历史名称和术语（亚里士多德，Pathos/Logos/Ethos）记忆力好。
Strong reading ability for his age group. 阅读能力在其年龄组中表现出色。

Areas for Improvement 需要改进的方面

Needs to ensure a consistent, clear speaking volume throughout the session despite environmental distractions. 需要确保在面对环境干扰时，整个课程中都能保持一致、清晰的音量。
Developing fluency in applying abstract concepts (like Pathos) in spontaneous spoken tasks (broccoli pitch). 发展在即兴口头任务（西兰花推销）中应用抽象概念（如Pathos）的流利度。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively used real-world examples (news, famous speeches) to illustrate abstract rhetorical concepts. 教师有效地利用了现实世界的例子（新闻、著名演讲）来说明抽象的修辞概念。
The transition between historical context, logical theory, and practical application was smooth. 历史背景、逻辑理论和实际应用之间的过渡是平稳的。

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

Pace was generally good, allowing the student time to process complex ideas like logic and rhetoric, but slowed down slightly near the end due to technical rearrangements. 节奏总体良好，允许学生有时间处理复杂的概念，如逻辑和修辞学，但在最后由于技术调整略有放缓。

Classroom Interaction and Atmosphere 课堂互动和氛围

Interactive, encouraging, and intellectually stimulating, especially when discussing logic puzzles.

互动性强、鼓励性强，尤其在讨论逻辑难题时具有智力启发性。

Achievement of Teaching Objectives 教学目标的达成

All objectives were met; the student demonstrated understanding of core definitions, rhetoric, and logic principles through responses and analysis. 所有目标均已达成；学生通过回答和分析证明了对核心定义、修辞学和逻辑原则的理解。

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 use of Socratic questioning to prompt deeper analysis of concepts (e.g., asking what motivating people means). 出色地运用苏格拉底式提问来激发对概念的深入分析（例如，询问激励人们的含义）。
Skillful integration of logic topics with communication theory, showing practical relevance. 将逻辑主题与传播理论巧妙地结合起来，展示了其实用性。

Effective Methods: 有效方法：

Analyzing famous speeches (MLK, Churchill) to deconstruct rhetorical techniques in real-time. 分析著名演讲（马丁·路德·金、丘吉尔），实时解构修辞技巧。
Using short, flawed examples (conditional statement about Mr. Smith) to test understanding of logical soundness. 使用简短的有缺陷的例子（关于史密斯先生学生的条件语句）来测试对逻辑可靠性的理解。

Positive Feedback: 正面反馈：

Teacher praised student's very good memory regarding historical names and logical structures. 老师称赞学生在历史名称和逻辑结构方面的记忆力非常好。

Next Teaching Focus 下一步教学重点

In-depth practice on debate structure, including proposing motions and delivering speeches within time limits. 深入练习辩论结构，包括提出动议和在规定时间内发表演讲。
Applying Ethos and Logos specifically in argumentative writing or speaking. 在论证性写作或口语中具体应用Ethos和Logos。

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 reading aloud, focusing on maintaining consistent projection even when background noise is present. 继续练习大声朗读，重点是即使在背景噪音存在的情况下也要保持一致的音量。

Speaking & Communication: 口语与交流：

When tasked with spontaneous application (like selling broccoli), try to quickly link the abstract rule (Pathos) to a concrete emotional hook rather than just threats or lies. 当被要求即兴应用时（如推销西兰花），尝试快速将抽象规则（Pathos）与具体的“情感钩子”联系起来，而不是仅仅依赖威胁或谎言。

Cognitive Skills: 认知技能：

Practice formulating a clear 'if P then Q' structure for conditional logic to solidify understanding beyond simple examples. 练习为条件逻辑构建清晰的“如果P那么Q”的结构，以便超越简单示例来巩固理解。

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

Review the definitions of Ethos, Logos, and Pathos. Find one example of each from a TV commercial or news report. 复习Ethos, Logos, 和 Pathos的定义。从电视广告或新闻报道中各找一个例子。