Bridging British Education Virtual Academy 伦桥国际教育

Debating Lesson - Persuasive Devices 辩论课 - 说服性技巧

1. Course Basic Information 1. 课程基本信息

Course Name: 1027 VJ DB B G2 课程名称： 1027 VJ DB B G2

Topic: Persuasive Devices in Debating 主题： 辩论中的说服性技巧

Date: Unknown 日期： 未知

Student: Scarlett, Jasper 学生： Scarlett, Jasper

Teaching Focus 教学重点

This lesson focused on introducing and practicing various persuasive devices used in debates, including facts, opinions, statistics, repetition, and emotive language. Students were then asked to apply these devices in a short debate.

本课重点介绍和练习辩论中使用的各种说服性技巧，包括事实、观点、统计数据、重复和情感语言。然后要求学生在简短的辩论中运用这些技巧。

Teaching Objectives 教学目标

Understand the concept of persuasive devices and their importance in debate. 理解说服性技巧的概念及其在辩论中的重要性。
Differentiate between facts and opinions. 区分事实和观点。
Identify and use statistics, repetition, and emotive language effectively. 识别并有效运用统计数据、重复和情感语言。
Apply learned persuasive devices in a structured debate. 在结构化的辩论中运用所学的说服性技巧。

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 and Waiting: Teacher greets Scarlett, checks on Jasper's arrival, and introduces the day's topic: persuasive devices.

介绍与等待： 教师问候Scarlett，询问Jasper是否已到，并介绍当日主题：说服性技巧。

Explaining Persuasive Devices: Teacher defines persuasive devices and provides examples of sentence starters. Explains facts vs. opinions with examples.

解释说服性技巧： 教师定义说服性技巧并提供例句开头。解释事实与观点的区别并举例。

Identifying Facts and Opinions: Students discuss and list facts and opinions related to given motions (eating less meat, adopting vs. buying pets).

识别事实与观点： 学生讨论并列出与给定动议相关的（少吃肉，领养代替购买宠物）事实和观点。

Introducing More Devices: Teacher explains statistics, repetition, and emotive language with examples. Jasper joins and is brought up to speed.

介绍更多技巧： 教师通过例子解释统计数据、重复和情感语言。Jasper加入并被告知课程进展。

Video and Motion Introduction: A video comparing traditional and digital art is shown. The debate motion is presented: 'Is digital art just as worthy of regard as classical painting?'. Students clarify the motion.

视频与动议介绍： 播放比较传统艺术和数字艺术的视频。提出辩论动议：“数字艺术是否和古典绘画一样有价值？”。学生澄清动议。

Preparation Time: Teacher allocates 15-20 minutes for students to prepare their arguments, reminding them to use persuasive devices. Teacher assigns roles (Scarlett for, Jasper against).

准备时间： 教师分配15-20分钟供学生准备论点，提醒他们使用说服性技巧。教师分配角色（Scarlett正方，Jasper反方）。

Debate Session: Jasper and Scarlett present their arguments for and against the motion, applying the learned persuasive devices.

辩论环节： Jasper和Scarlett就动议进行正反方陈述，运用所学的说服性技巧。

Teacher Feedback and Conclusion: Teacher provides feedback on both students' performances, highlighting strengths and areas for improvement. A tie is declared.

教师反馈与总结： 教师对两位学生的表现进行反馈，强调优点和待改进之处。宣布平局。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Persuade, persuasive devices, debate, convince, audience, imperative, utterly condemned, research suggests, evidence overwhelmingly shows, facts, opinions, statistics, repetition, emotive language, digital art, classical painting, tangible, technology, versatility, problem-solving skills, abandon, rescue, rhetorical question, proposition, opposition.

词汇：
说服，说服性技巧，辩论，说服，观众，必要的，全然谴责，研究表明，证据压倒性地显示，事实，观点，统计数据，重复，情感语言，数字艺术，古典绘画，有形的，技术，多功能性，解决问题的能力，遗弃，救援，反问，正方，反方。

Concepts:
Persuasion techniques, fact vs. opinion, use of statistics, emotional appeal, logical structure in arguments.

概念：
说服技巧，事实与观点的区别，统计数据的运用，情感诉求，论证中的逻辑结构。

Skills Practiced:
Active listening, critical thinking, argumentation, public speaking, application of learned concepts (persuasive devices), structuring a debate speech.

练习技能：
积极倾听，批判性思维，论证，公众演讲，所学概念（说服性技巧）的应用，辩论演讲的构建。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Screen for displaying persuasive device examples and techniques. 白板/屏幕用于展示说服性技巧的例子和方法。
Video comparing traditional art and digital art. 比较传统艺术和数字艺术的视频。
Prepared debate motion. 准备好的辩论动议。

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

Participation and Activeness 参与度和积极性

Scarlett actively participated throughout the lesson, asking clarifying questions and contributing to discussions. Scarlett在整个课程中积极参与，提出澄清性问题并参与讨论。
Jasper initially seemed disengaged but became more involved after joining late and was prompted to participate. Jasper起初似乎有些心不在焉，但在迟到后加入并被提示参与后，参与度有所提高。

Language Comprehension and Mastery 语言理解和掌握

Scarlett demonstrated good understanding of the concepts, asking relevant questions and applying them in her debate speech. Scarlett很好地理解了这些概念，提出了相关问题并在辩论演讲中应用了它们。
Jasper's understanding was demonstrated through his debate arguments, though his initial engagement was lower. Jasper的理解通过他的辩论论点得到了体现，尽管他最初的参与度较低。

Language Output Ability 语言输出能力

Oral: 口语：

Scarlett spoke clearly and confidently, using a range of advanced vocabulary and structuring her speech logically. Scarlett说话清晰自信，使用了广泛的高级词汇，并有逻辑地组织了她的演讲。
Jasper presented his arguments clearly with good structure, though his delivery was less polished than Scarlett's. Jasper的论点陈述清晰且结构良好，但其表达流畅度不如Scarlett。

Written: 书面：

N/A (Oral debate assessment)

不适用（口头辩论评估）

Student's Strengths 学生的优势

Scarlett: Strong grasp of persuasive techniques, confident and articulate delivery, good use of statistics and emotive language. Scarlett：对说服技巧掌握牢固，表达自信且清晰，很好地运用了统计数据和情感语言。
Jasper: Clear and structured arguments, good logical reasoning, strong understanding of core concepts. Jasper：论点清晰且结构化，逻辑推理能力强，对核心概念有深刻理解。

Areas for Improvement 需要改进的方面

Scarlett: Continue to develop the ability to debate spontaneously without extensive preparation time. Scarlett：继续培养在没有大量准备时间的情况下即兴辩论的能力。
Jasper: Increase active participation from the start of the lesson, more consistent application of persuasive devices in speeches. Jasper：从课程一开始就提高积极参与度，在演讲中更持续地运用说服性技巧。

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 complex persuasive devices in an accessible way. 该课程以易于理解的方式有效地介绍了复杂的说服性技巧。
The debate activity provided a practical application of the learned material, allowing students to test their understanding. 辩论活动为所学材料提供了实践应用，让学生检验了自己的理解。
The teacher's feedback was constructive and specific, offering clear guidance for future improvement. 教师的反馈具有建设性且具体，为未来的改进提供了清晰的指导。

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

The pace was generally good, allowing time for explanation, practice, and the debate. The slight delay with Jasper's arrival was handled well. 课程节奏总体良好，有足够的时间进行讲解、练习和辩论。Jasper迟到造成的轻微延迟得到了妥善处理。
The allocated preparation time for the debate was sufficient. 分配给辩论准备的时间是充足的。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaged and focused, especially during the explanation of concepts and the debate. The teacher fostered a supportive environment for learning and practice.

投入且专注，尤其是在概念讲解和辩论期间。教师营造了支持学习和练习的环境。

Achievement of Teaching Objectives 教学目标的达成

Both students showed good understanding and application of persuasive devices, indicating a high level of objective achievement. 两位学生都对说服性技巧表现出良好的理解和应用，表明教学目标达成了较高水平。
The debate successfully allowed students to practice applying these techniques in a real-world context. 辩论成功地让学生在真实情境中练习运用这些技巧。

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 abstract concepts like persuasive devices. 对说服性技巧等抽象概念的清晰讲解。
Effective use of examples and real-world applications. 有效运用例子和现实生活中的应用。
Structured lesson flow with clear activities. 结构化的课程流程，包含明确的活动。
Constructive and balanced feedback. 具有建设性且平衡的反馈。

Effective Methods: 有效方法：

Interactive Q&A to check understanding. 互动问答以检查理解程度。
Using a video to introduce a related topic (art comparison) and inspire debate. 使用视频引入相关主题（艺术比较）并激发辩论。
Assigning specific roles and stances for the debate. 为辩论分配特定的角色和立场。
Providing a list of persuasive devices on the board for reference. 在黑板上列出说服性技巧列表以供参考。

Positive Feedback: 正面反馈：

Teacher praised Jasper's structured arguments and Scarlett's speaking ability and use of techniques. 教师称赞了Jasper的结构化论点以及Scarlett的口语能力和技巧运用。
The teacher's encouragement for students to use the learned devices was positive. 教师鼓励学生使用所学技巧的做法是积极的。

Next Teaching Focus 下一步教学重点

Deeper analysis of logical fallacies in debate. 对辩论中的逻辑谬误进行更深入的分析。
Developing counter-arguments and refutation techniques. 发展反驳论点和反驳技巧。
Practicing longer, more formal debate structures. 练习更长、更正式的辩论结构。

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

Pronunciation & Reading: 发音与阅读：

Encourage Jasper to read aloud more frequently to improve fluency and pronunciation. 鼓励Jasper更频繁地大声朗读，以提高流利度和发音。
Continue practicing reading challenging texts to maintain Scarlett's advanced vocabulary and articulation. 继续练习阅读有挑战性的文本，以保持Scarlett的高级词汇量和清晰发音。

Speaking & Communication: 口语与交流：

For Jasper: Practice incorporating persuasive devices into spontaneous speaking exercises, not just prepared speeches. 对于Jasper：练习将说服性技巧融入即兴口语练习中，而不仅仅是准备好的演讲。
For Scarlett: Focus on developing quick thinking and argument formulation for impromptu debates. 对于Scarlett：专注于培养即兴辩论的快速思考和论点构建能力。
Both students: Continue to expand vocabulary related to argumentation and debate. 两位学生：继续扩展与论证和辩论相关的词汇。

Content & Understanding: 内容与理解：

Ensure active participation from all students at the beginning of the lesson. 确保所有学生在课程开始时都积极参与。
Provide more opportunities for students to identify and analyze persuasive devices in various media (e.g., advertisements, speeches). 提供更多机会让学生识别和分析各种媒体（如广告、演讲）中的说服性技巧。

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

Find and analyze one advertisement, identifying at least two persuasive devices used. 寻找并分析一个广告，识别其中使用的至少两种说服性技巧。
Watch a short debate online (e.g., TED-Ed debates) and identify the persuasive techniques used by the speakers. 在线观看一个简短的辩论（例如，TED-Ed辩论），并识别演讲者使用的说服性技巧。
Recommended Resource: Websites like 'Purdue OWL' for argumentation and rhetoric, or 'Kialo' for structured debate discussions. 推荐资源：类似'Purdue OWL'的论证和修辞网站，或'Kialo'用于结构化辩论讨论。