Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Debate Structure and Arguments 1v1 英语课程 - 辩论结构与论证

1. Course Basic Information 1. 课程基本信息

Course Name: 1020 VJ DB B G2 课程名称： 1020 VJ DB B G2

Topic: Debate Structure: PEEL Method and Argument Construction 主题： 辩论结构：PEEL 方法与论证构建

Date: Date not specified in transcript 日期： 录音中未指定日期

Student: Jasper, Scarlet 学生： Jasper, Scarlet

Teaching Focus 教学重点

This lesson focuses on teaching students how to construct effective arguments for debates using the PEEL (Point, Evidence, Explanation, Link) structure. It also covers the criteria for good evidence in a debate and the importance of specificity and generality in arguments.

本课程重点在于教授学生如何使用PEEL（观点、证据、解释、联系）结构来构建有效的辩论论证。课程还涵盖了辩论中良好证据的标准以及论证的特异性和普遍性的重要性。

Teaching Objectives 教学目标

Understand the PEEL structure for building arguments. 理解构建论证的PEEL结构。
Identify and differentiate between Point, Evidence, Explanation, and Link. 识别和区分观点、证据、解释和联系。
Learn the characteristics of strong evidence in a debate. 学习辩论中强有力证据的特点。
Practice applying the PEEL structure to form arguments. 练习应用PEEL结构来形成论证。
Understand the importance of specific yet general arguments. 理解具体而普遍的论证的重要性。

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

Introduction to Argumentation: Teacher explains the necessity of providing evidence for statements and introduces the concept of arguments in a debate.

论证介绍： 教师解释陈述需要证据支持的必要性，并引入辩论中论证的概念。

Analyzing Debate Arguments: The teacher provides an example argument ('Schools get too much homework') and discusses its sufficiency for a debate. Students (Jasper, Scarlet) are asked for their opinions.

分析辩论论证： 教师提供了一个例证论点（“学校的作业太多了”），并讨论其是否足以用于辩论。询问学生（Jasper, Scarlet）的意见。

Introduction to PEEL Structure: The teacher introduces the PEEL (Point, Evidence, Explanation, Link) structure for organizing arguments, explaining each component with examples.

PEEL结构介绍： 教师介绍用于组织论证的PEEL（观点、证据、解释、联系）结构，并用例子解释每个组成部分。

PEEL Structure Practice and Clarification: Students are asked to identify the difference between 'point' and 'explanation', and 'evidence' and 'link'. The teacher provides clarifications and examples.

PEEL结构练习与澄清： 让学生区分“观点”和“解释”以及“证据”和“联系”的区别。教师提供澄清和例子。

Criteria for Effective Evidence: Discussion on what constitutes good evidence (real, general, significant) and what to avoid (hypothetical, personal). The teacher uses examples like 'imagine' vs. factual scenarios.

有效证据的标准： 讨论构成良好证据的标准（真实、普遍、重要）以及应避免的内容（假设的、个人的）。教师使用“想象”与事实场景等例子。

Debate Topic and Preparation Time: The topic 'We should eat less meat' is introduced. Students are assigned sides (Scarlet - Proposition, Jasper - Opposition) and given 15 minutes to prepare.

辩论主题与准备时间： 引入辩题“我们应该少吃肉”。学生被分配立场（Scarlet - 正方，Jasper - 反方），并有15分钟准备时间。

Student Debate Speeches: Jasper presents his arguments for the opposition. Scarlet presents her arguments for the proposition, successfully implementing the PEEL structure.

学生辩论陈述： Jasper陈述其反方论点。Scarlet陈述其正方论点，成功运用了PEEL结构。

Feedback and Conclusion: Teacher provides feedback on both students' arguments and delivery. Scarlet is declared the winner for effectively using statistics and the PEEL structure. The class concludes.

反馈与总结： 教师对两位学生的论点和表达进行反馈。Scarlet因有效使用统计数据和PEEL结构而被宣布为获胜者。课程结束。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Argument, evidence, justify, robust, conclusion, solid grounds, develop, relation, debate, motion, affirmative, essence, specific, structure, paragraph, point, explanation, link, evidence, title, relevant, survey, discrimination, equal, convincing, co-educational, genders, disadvantage, profession, dominated, prepared, fact, statistics, anecdotes, hypothetical, principle, personally, insignificant, significant, proposition, opposition, consumption, GDP, bankrupt, technical, confident, authoritative, rhetorical questions, implement, credible, delivery

词汇：
论点，证据，证明，有力的，结论，坚实的基础，发展，关系，辩论，动议，正方，本质，具体的，结构，段落，观点，解释，联系，证据，标题，相关的，调查，歧视，平等的，令人信服的，男女混合的，性别，不利，职业，主导的，准备好的，事实，统计数据，轶事，假设的，原则，个人地，微不足道的，重要的，正方，反方，消费，国内生产总值，破产，技术性的，自信的，权威的，修辞问题，实施，可信的，表达

Concepts:
Argumentation, Debate Structure (PEEL), Evidence Types, Argument Specificity, Evidence Validity

概念：
论证，辩论结构（PEEL），证据类型，论证特异性，证据有效性

Skills Practiced:
Argument construction, critical thinking, listening comprehension, speaking fluency, application of learned structures, evidence evaluation.

练习技能：
论证构建，批判性思维，听力理解，口语流利度，所学结构的运用，证据评估。

Teaching Resources and Materials 教学资源与材料

Verbal explanations and examples provided by the teacher. 教师提供的口头解释和例子。
Student interaction and peer feedback. 学生互动和同伴反馈。
The debate topic 'We should eat less meat'. 辩论主题“我们应该少吃肉”。

3. Student Performance Assessment (Jasper, Scarlet) 3. 学生表现评估 (Jasper, Scarlet)

Participation and Activeness 参与度和积极性

Jasper actively participated by answering questions and presenting his arguments, although he seemed less prepared initially. Jasper通过回答问题和陈述论点积极参与，尽管他起初似乎准备不足。
Scarlet actively participated by answering questions and presenting her arguments, demonstrating good understanding and application of the lesson's concepts. Scarlet通过回答问题和陈述论点积极参与，展现了对课程概念的良好理解和应用。

Language Comprehension and Mastery 语言理解和掌握

Jasper demonstrated understanding by engaging with the teacher's questions and attempting to apply the PEEL structure in his presentation. Jasper通过回应教师的问题并尝试在其陈述中应用PEEL结构，表现出理解能力。
Scarlet demonstrated excellent comprehension by successfully structuring her arguments using the PEEL method and incorporating relevant statistics. Scarlet通过成功地使用PEEL方法构建其论证并整合相关统计数据，展现了出色的理解能力。

Language Output Ability 语言输出能力

Oral: 口语：

Jasper's oral delivery could be more confident and active. He presented technical points like GDP well but needs to work on overall presentation skills. Jasper的口头表达可以更自信和积极。他很好地陈述了GDP等技术性观点，但需要在整体表达技巧上有所提升。
Scarlet's oral delivery was strong, especially after initial technical difficulties. She spoke with confidence and authority, effectively using the PEEL structure. Scarlet的口头表达很强，尤其是在克服了最初的技术困难之后。她自信而权威地发言，有效地运用了PEEL结构。

Written: 书面：

Not applicable as the lesson was primarily oral and focused on debate.

由于课程主要是口语和辩论，因此不适用书面评估。

Student's Strengths 学生的优势

Jasper is capable of understanding and presenting complex ideas (e.g., GDP impact). Jasper能够理解和陈述复杂观点（例如，GDP影响）。
Scarlet effectively applies learned structures (PEEL) and uses credible sources (UN data). Scarlet能够有效运用所学结构（PEEL）并使用可信来源（联合国数据）。
Both students engaged in the debate topic and showed effort in constructing arguments. 两位学生都参与了辩论主题，并在构建论证方面付出了努力。

Areas for Improvement 需要改进的方面

Jasper needs to improve confidence and active delivery in his presentations. He should also practice using the PEEL structure more consistently. Jasper需要在陈述中提高自信和积极的表达。他还需要更持续地练习使用PEEL结构。
Scarlet needs to ensure consistent audio/visual connection during online lessons. Scarlet需要确保在线课程中音频/视频连接的稳定性。
Both students can benefit from practicing avoiding hypothetical language ('imagine') and focusing on real, general, and significant evidence. 两位学生都可以通过练习避免使用假设性语言（“想象”）并专注于真实、普遍和重要的证据来提高。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The lesson was effective in introducing and explaining the PEEL structure for argumentation. 本课程在介绍和解释论证的PEEL结构方面非常有效。
The use of clear examples and the practical application through a mini-debate helped solidify learning. 使用清晰的例子和通过小型辩论进行的实际应用有助于巩固学习。
The teacher provided constructive feedback tailored to each student's performance. 教师提供了针对每个学生表现的建设性反馈。

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

The pace was appropriate, allowing time for explanation, practice, and debate. 课程节奏适宜，为解释、练习和辩论留出了时间。
The teacher managed the time effectively, including allocating preparation time and adhering to presentation limits. 教师有效地管理了时间，包括分配准备时间并遵守陈述时限。

Classroom Interaction and Atmosphere 课堂互动和氛围

The classroom atmosphere was interactive and encouraging, with the teacher actively engaging students and providing positive reinforcement.

课堂气氛互动且鼓励性强，教师积极与学生互动并给予积极的强化。

Achievement of Teaching Objectives 教学目标的达成

The primary objective of teaching the PEEL structure was largely achieved, as evidenced by Scarlet's successful application. 教授PEEL结构的主要目标基本实现，Scarlet的成功应用证明了这一点。
Students gained a better understanding of what constitutes strong evidence in a debate. 学生们对辩论中什么构成有力证据有了更好的理解。
Further practice is needed for Jasper to fully internalize and consistently apply the PEEL structure. Jasper需要进一步练习才能完全内化并持续应用PEEL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：

Clear explanation of complex concepts like the PEEL structure. 清晰地解释了PEEL结构等复杂概念。
Effective use of examples to illustrate points. 有效利用例子来说明观点。
Practical application through a mini-debate. 通过小型辩论进行实践应用。
Constructive and specific feedback provided to students. 向学生提供了建设性和具体的反馈。

Effective Methods: 有效方法：

Introducing a structured method (PEEL) for argument construction. 引入一种结构化的论证构建方法（PEEL）。
Asking probing questions to assess student understanding. 提出启发性问题以评估学生理解能力。
Assigning roles and a clear topic for a practical debate. 为实践辩论分配角色和明确主题。
Highlighting the importance of evidence quality (real, general, significant). 强调证据质量（真实、普遍、重要）的重要性。

Positive Feedback: 正面反馈：

Praise for Scarlet's effective use of the PEEL structure and UN data. 赞扬Scarlet有效运用PEEL结构和联合国数据。
Acknowledgement of Jasper's strong points, especially the GDP argument. 认可Jasper的强项，特别是GDP论点。
Encouragement for both students' participation and effort. 鼓励两位学生的参与和努力。

Next Teaching Focus 下一步教学重点

Continued practice of the PEEL structure with different debate topics. 就不同辩论主题继续练习PEEL结构。
Developing stronger delivery skills: confidence, vocal projection, and persuasive language. 发展更强的表达技巧：自信、声音投射和说服性语言。
Expanding the range of evidence used, including statistics, expert opinions, and relevant case studies. 扩大使用的证据范围，包括统计数据、专家意见和相关案例研究。

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

Pronunciation & Reading: 发音与阅读：

Jasper should practice reading his arguments aloud to improve fluency and confidence. Jasper应该练习大声朗读他的论点，以提高流利度和自信心。
Both students can benefit from practicing reading news articles or opinion pieces related to debate topics to improve vocabulary and pronunciation. 两位学生可以通过阅读与辩论主题相关的新闻文章或评论性文章来提高词汇量和发音。

Speaking & Communication: 口语与交流：

Jasper needs to work on projecting his voice and maintaining eye contact (or looking towards the camera) when presenting. Jasper在陈述时需要注意提高嗓音并保持眼神交流（或看向镜头）。
Both students should practice transitioning smoothly between points and delivering arguments with more conviction. 两位学生都应该练习在观点之间流畅过渡，并更有说服力地陈述论点。
Encourage Jasper to use the PEEL structure more consistently in future practice sessions, even for shorter arguments. 鼓励Jasper在未来的练习课中更一致地使用PEEL结构，即使是对于较短的论点。

Argumentation Skills: 论证技巧：

Both students should actively seek out real-world statistics and examples to support their arguments, avoiding hypothetical scenarios. 两位学生都应积极寻找真实的统计数据和例子来支持他们的论点，避免假设情景。
Practice identifying the core 'point' and ensuring the 'explanation' logically follows, clarifying the link back to the main argument. 练习识别核心“观点”，并确保“解释”逻辑清晰，明确与主论点的联系。
Engage in more practice debates on various topics to build confidence and adaptability. 就不同主题进行更多的练习辩论，以建立信心和适应性。

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

Find a news article or opinion piece on a current issue and try to identify the main argument and supporting evidence. 找一篇关于当前问题的时事新闻或评论文章，并尝试找出其主要论点和支持证据。
Prepare a short argument (using PEEL) on a simple topic, e.g., 'School should start later'. 准备一个关于简单主题的简短论证（使用PEEL），例如“学校应该晚点开始”。
Watch examples of debates online (e.g., TED Debates, TED-Ed) and analyze the speakers' techniques. 在线观看辩论范例（例如，TED Debates，TED-Ed），并分析演讲者的技巧。