Lesson video

Hello, everyone.

My name is Mrs. Riley and I'll be teaching you today.

In our lesson today, we are going to be having an informal debate.

So, hopefully, you might have already learned a little bit about what debating is.

And today we are going to get to put all of those things into practise and have a debate with our classmates.

So I hope you enjoy today's lesson.

The outcome of today's lesson is to take part in an informal debate.

Here are our keywords for today's lesson.

The first word is point.

My turn.

Your turn.

Point.

A point is an idea or reason to support your opinion.

Explanation.

Explanation is when you give reasons to help someone understand an opinion.

Proof.

Proof refers to the evidence used to support an opinion.

And finally, summary.

A summary is a brief recap of the main parts of a speech is, so if it's brief it means it's short.

So it's like a short recap of the main parts of a speech and it comes at the end.

So in our lesson today, we have three learning cycles.

In the first learning cycle, we will be preparing a point and explanation.

So structure is the way something is organised.

Lots of things use structures to help them work better.

A building has a structure to keep it standing.

A story often follows a structure.

You might be familiar with the opening buildup, climax resolution structure.

A day at school follows a set structure and in debating a structure can be used to help a speaker organise their argument.

There are several benefits of doing this.

It helps an argument flow and makes it easier for an audience to follow.

It ensures key points aren't missed.

It helps to manage time.

It helps to reduce nervousness if you are prepared and follow a structure, and it makes the speaker appear prepared and professional.

So let's check our understanding.

Which two of these are benefits of following a structure when making a speech in a debate.

A, it ensures victory in the debate.

That means it ensures, it makes sure that you're going to win.

B, it ensures that key parts aren't missed.

C, it eliminates the need for preparation.

It means you don't need to prepare, or D, it makes the speaker appear prepared and professional.

So you are looking for two of the benefits of following a structure.

Pause the video while you choose your answers now.

Okay, let's come back together.

Hopefully, you got to the answers B and D.

It ensures key parts are missed and it makes the speaker appear prepared and professional if you follow a structure.

There are four parts of the structure to follow when making a speech in a debate.

Here they are.

One, point.

Two, explanation, three, proof, and four, summary.

So these are the four parts of the structure point, explanation, proof, and summary.

And the acronym PEPS can help us to remember the structure and its order.

So the P comes from point, E in explanation, P in proof, and S in summary, PEPS.

Okay, true or false? The four parts to the structure are point explanation, proof, summary.

Is this true or false? Pause the video now Well done, this is true.

How could you justify your answer? A, this structure will help an argument flow or B, this structure will make a speech difficult to deliver.

Pause the video, choose your answer.

Well done, it is A.

This structure will help an argument to flow.

Now this is the motion for today's debate.

So this is what our debate is going to be around this motion.

This house believes that school uniform should be compulsory.

All motions start with those two words, "This house." So this house believes school uniform should be compulsory.

If something is compulsory it means you have to wear it.

There's no choice.

Every single person in the school must wear uniform.

That is the motion for today's debate.

Everyone will prepare a speech using point, explanation, proof, and summary.

Then you'll debate in groups in front of an audience.

So the first thing we need to do is get into groups of four, randomly allocate two people who will agree with the motion, they're going to be team one, and two people who will disagree with the motion and they will be team two.

So, for example, you might say, "I am in team one.

I will agree with motion that school uniform should be compulsory." Somebody else will say, "I'm in team two.

I will argue that school uniform should not be compulsory." So I would like you to pause the video now get into groups of four and then split into two teams. Two will agree with emotion and two will disagree with emotion.

Pause the video and do that now.

Okay, well done.

So the first part of a speech involves making the main point of an argument.

So here's an example of what your main point could be.

"I believe that school uniforms should be compulsory because it means children can't feel embarrassed by their clothes." That's the main point.

The point is just one sentence long.

The speaker gives one reason to justify their opinion using the word because, "I believe school uniform should be compulsory because," and then they give their reason.

So which word is used to justify your point? A, and.

B, but.

C.

So, or D, because.

Pause the video now.

Well done, it is D, because.

Now the second part of the speech involves an explanation.

So you've given your point and now you need to explain it in a bit more detail.

So if your point was, you've already given your point that children won't have to feel embarrassed by what they wear.

The explanation could be, furthermore, it means children do not have to waste time in the morning choosing what to wear which can cause arguments.

So it kind of builds on, doesn't it? Because if children are gonna have to be embarrassed about what they wear, then they might spend a really long time in the morning choosing what they wear so they don't feel embarrassed.

So you are kind of explaining or building on your first point.

The explanation gives another reason to support the point previously made.

So for your first task, you need to finish these points off by giving one reason to justify each opinion.

Then come up with an explanation sentence to further make your point.

So team one, for example, who agree with emotion will say, "I believe that school uniform should be compulsory because," and then they're going to finish off that point by giving one reason to justify an opinion.

And then they're going to come up with an explanation to further make your point.

So team two would say, "I do not believe that school uniform should be compulsory because," they're going to give their going to give their reason to justify that opinion and then they're going to come up with an explanation to further make your point.

So good luck with this task.

Pause the video now.

Okay, well done, let's have a look at an example.

So if you were in team one agreeing with the motion, you might have said, "I believe that school uniform should be compulsory because it avoids arguments about what children wear every morning." That's my point.

Here's my explanation.

Furthermore, it means children don't need to worry about their clothes." If I was in team two, my point might have been, "I do not believe that school uniforms should be compulsory because wearing their own clothes, lets children show their individuality.

That's my point.

Here's my explanation." "In addition, children can choose clothes they feel comfortable in." So we've, hopefully, all now got a main point and an explanation ready for our informal debate.

And now we're going to move on to the next two parts of the structure, which is proof and summary.

We've got a point and an explanation.

Now we're moving on to proof and summary.

Can you remember the acronym is PEPS.

So we've done the P and the E.

Now we're doing the P and the S.

So we know the four main parts point explanation.

We've done that.

Now we're doing proof and summary.

So once a speakers delivered the point and explanation, they should now add proof to their argument.

Proof can be defined as something that is real factual and cannot be argued.

The speaker may use to use facts or statistics.

For instance, 20% of people said that or 82 or half of the population feel that.

And these would be impossible to argue with because they are real.

They are facts.

These facts need to be researched to ensure they're completely accurate.

We can't just make them up.

So, could you discuss why would adding proof benefit your argument? Why will it help to convince the audience if you add proof? Pause the video while you discuss that now.

Okay, well done, well, proof reinforces the key messages with facts.

It helps the audience to trust the speaker.

It persuades those who may be undecided.

Proof makes the speaker appear well prepared because we know they've done their research.

So true or false, adding proof will make a speaker's argument more believable.

True or false.

Pause the video now.

Well done, it is true.

Why? Adding proof makes it easier for an audience to trust a speaker.

There are lots of ways to find facts or statistics that can be used in your proof.

You could observe groups of people yourself.

You could use other people's research, you could use yourself as an example.

You could say I always do this and I find it helps me.

Remember, if you are researching on the internet, you must ask an adult to supervise and help keep you safe.

Okay, let's check your understanding.

Which two of these could be used as proof to support this point? Here's the point.

Dogs are better than cats because you can take them for walks if that's my point.

Which of these could be used as proof or which two of these could be used as proof? A, some dogs like to play in parks.

Is that proof? B, 40% of the pupils in my class own dogs and they all said they enjoy walking their dog each day.

C, dogs must be walked every day to stay healthy, or D, I walk my dog for 30 minutes a day and this improves my health.

Pause the video while you choose which two of these could be used as proof to support this point.

Okay, well done.

Hopefully, you found that the correct answers are B and D.

Both of these are real facts.

You've asked the pupils in your class and you've found that 40% of them say they enjoy walking their dog each day.

Or you can say, "I walk my dog for 30 minutes a day and I know this makes me healthy." So these are two examples of proof to support a point.

So for your second task, you are going to find a fact or statistic to add proof to your argument and then you are going to say one sentence to share your fact or statistic.

Remember, we are going to do a debate at the end of the lesson.

You already have your point and your explanation.

So now you are going to find your proof, a fact, or statistic to add proof.

So here's an example of what you might say.

If you're in team one agreeing with the motion, you might say something like, "In my class, 18 out of 20 children," and then give your fact.

Or here's another example.

"In my school, half of the pupils I asked," and then you would give your fact.

So pause the video now while you find your fact or statistic to add proof to your argument.

Good luck.

Okay, lovely, hopefully, you all have some proof for your argument.

Here's an example.

"Someone might have the proof in my class, 18 out of 20 children voted to keep school uniform as compulsory because they find it comfy.

So that child's gone off and done some research and asked everyone in their class and found that 18 outta 20 want school uniform because it's comfy." So there's their proof.

Here's another example.

"In my school, half of the pupils I asked said they would prefer to wear their own clothes because it would make getting ready for school more exciting." So we've looked at point, explanation, proof.

Now we need to make sure we understand what a summary is.

The last part of the PEPS structure is summary.

To summarise something means to briefly, that means quickly pull out the key points and information from a longer piece of content.

If I was going to summarise what happened in a book, I'm going to say the key points that happen in the book.

I'm not going to give too much detail.

A speaker uses the summary part of their speech to briefly remind the audience of the most important things they've said.

You can summarise your main point by repeating it briefly again in different words.

So let's check your understanding.

What should a speaker use the summary to do? A, repeat their speech in full.

So repeat the whole thing again.

B, start a new speech, or C, briefly remind the audience of their main point.

What does a summary do? Pause the video.

Well done.

A summary briefly reminds the audience of their main point or that's how a speaker uses a summary.

So let's summarise our argument for making school uniform compulsory.

So here's the point and explanation.

I believe that school uniform should be compulsory because it avoids arguments about what children wear every morning.

That's my point.

Here's my explanation.

Furthermore, it means children can't feel embarrassed by their clothes.

What comes next? Point, explanation, PE per PEPS.

Per P, this is my, what is it? Let me just try to remember.

This is my proof.

In my class, 18 out of 20 children voted to keep school uniform as compulsory because they find it comfy.

There's my proof.

Here's my summary.

In summary, I believe that schools should make school uniform compulsory because children don't waste time in the morning when choosing what to wear.

So I've summarised my main point.

So it is time for the next part of your task.

I would like you to summarise your main point in one sentence.

So look back at your point and explanation and then think about how you are going to summarise your main point in one sentence.

Here's an example of what you might say.

"In summary, I believe school uniform should be compulsory because," or if you're on the opposing team, "In summary, I do not believe school uniform should be compulsory because.

." So come up now with your summary ready for your debate.

Pause the video now.

Okay, brilliant.

Well, hopefully, you are all feeling really prepared for a debate.

So here's an example.

"In summary, I believe school uniform should be compulsory because uniform is comfortable and it means children don't waste time every morning choosing what to wear." "Or if you're on the opposing team.

"In summary, I do not believe school uniforms should be compulsory because children can express their individuality and wear clothes that they feel comfortable in." So there's two examples of a summary.

Okay, so we are now going to move on to the final and most exciting part of our lesson where we are going to actually hold an informal debate.

So we will rehearse our speech before taking part in the informal debate.

So remember the motion is this house believes that school uniform should be compulsory.

So you are going to get into your groups of four and take turns to practise your speech, listen carefully to each other, and give constructive feedback.

So there's going to be two people in each team.

So listen to their feedback, listen to their point, explanation, proof, and summary, and then give them some feedback to help them improve.

So could you pause the video now while you do this? Okay, excellent, let's come back together.

So reflect upon each person's speech.

Did they have a strong point? Did everyone explain their point with reasoning? Did they give proof and did they summarise their argument? Perhaps pause the video and just reflect on each person's speech now.

Okay, so it's time to debate today's motion.

A reminder, the motion is this house believes that school uniform should be compulsory.

So one group of four will debate at a time.

Team one who agree will stand together.

There'll be two of you in team one.

And team two who disagree will stand together.

The audience, the rest of you will watch and listen.

You'll need to listen to the other team's points carefully.

Let's quickly remind ourselves what makes a good listener.

Use these images to help you pause the video and discuss what makes a good listener now with your partner.

Okay, let's come back together.

So you might have said, keep eye contact with the person speaking.

Do not speak over the speaker, don't interrupt them, listen carefully, and think about what they're saying.

All of these things will help you to be a good listener.

And then obviously, we need to be listening well and speaking well.

So pause the video.

Can you remember what makes a successful speaker? Discuss that with your partner now.

Okay, let's go through some options.

So you might have said stand-up straight.

Speak in a loud, clear voice.

Make eye contact with the audience.

Keep your feet grounded and flat on the floor.

No shuffling or moving around.

Introduce yourself when you start speaking and thank the audience when you are finished.

These are really good top tips to be a successful speaker.

So let's check what we've just learned.

Which two of these are important things to do when speaking in front of an audience? A, keep smiling, B, walk around, C, stand up straight, D, speak in a loud, clear voice.

Pause the video while you find your two answers.

Well done, the correct answers are stand up straight and speak in a loud, clear voice.

In the debate, you might disagree with what another team member says and you can respond with a counterargument.

So discuss what should you do if you have a counterargument? So remember you're on your two teams. Imagine someone in the opposite team is of you, has said something that you disagree with and you want to respond with a counterargument.

What should you do? Pause the video and tell your partner what you should do.

Okay, let's come back together.

So you might have said, wait until they have finished speaking.

Speak politely and calmly.

Both of those would be correct.

Make one strong point.

So it's really important if you want to do a counterargument, that's good, that's a good thing, but you mustn't interrupt.

You must wait until they're finished.

You mustn't be rude or disrespectful and try to just make one strong point in your counterargument, rather than start going off on a tangent, just give one clear point about why you disagree.

So is it true or false? If you think of a counterargument, you should interrupt the speaker.

Is this true or false? Pause the video now.

Well done, it is false.

Why? If you think of a counterargument, you must always wait until the speaker has finished speaking and then respond in a calm and polite manner.

So it's time for your final task.

You are going to hold an informal debate in groups of four in front of an audience.

The motion is, this house believes that school uniform should be compulsory.

So first, speaker one, remember there's two in each team, there's two people.

So speaker one from team one.

So that might be this person here is going to make their point, explanation, proof, and summary.

And then speaker one in team two, that might be this person over here is going to make their point, explanation, proof, and summary.

Remember they disagree with the motion.

Then going back to this team.

Now speaker two is going to make their point, explanation, proof, and summary.

And then this person in team two is going to, the speaker two is going to make their point, explanation, proof, and summary.

And amidst that, there might be some counterarguments as well, but remember, if you do that to not interrupt anyone while they are speaking.

Once a speaker has finished, the opposing team can make a counterargument if they wish.

So remember all the things that we've learned or remind ourselves today about our listening skills and our speaking skills.

This is our introduction to a debate.

This might be the first ever time you've done a debate, so don't worry, just give it a go.

And the most important thing is try to enjoy it.

So pause the video now, and good luck debating.

Okay, lovely.

Let's reflect on the informal debate that you just took part in.

Did you make a strong point? Did you explain your point? Did you give proof? Did you summarise your argument? And finally, did you enjoy the informal debate? Perhaps you could pause the video and take some time to reflect on the debate and perhaps maybe you could think of something you did really well and something that next time you think you could try to give yourself a target for next time something you think you can improve on.

So pause the video now while you reflect on your debate.

Okay, we'll come back together.

So here's an example of what you might have said.

"I really enjoyed my first debate.

I think I made a strong point, but I forgot to add proof.

So next time I will rehearse a few more times to make sure I don't miss anything out." So let's summarise what we've learned today.

We've learned an awful lot.

We've learned that a debate involves speakers disagreeing with each other.

The motion is the name for the belief or proposal that is being debated.

The PEPS structure stands for point, explanation, proof, and summary.

In a debate, a speaker will make a point and then explain it.

Adding proof gives credibility to an argument.

So well done, there's been so much information in this lesson and I think that you have taken it all on board really well, and I think all of you prepared for the debate really well.

Hopefully, you will go on from this lesson and now feel confident that you could take part in a debate using the PEPS structure.

Hopefully, I'll see you for some more learning another time.

Bye.