Lesson video

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Hello everyone.

It's Mr. Brown with your English lesson for today and we are going to be continuing our work on debating.

So let's get started.

Let's take a look at our lesson outcome for today.

I can follow a structure to add proof and summarise my argument.

The key words we'll be using to help us with our learning are proof, summary.

Let's say those one more time, but this time you repeat them back after I say them.

Proof, summary.

Here are the definitions for those keywords.

Proof refers to the evidence used to support an opinion.

A summary will briefly recap the main points of an argument.

The lesson outline.

We will be starting our lesson looking at adding proof to an argument.

We'll then move our learning on to summarising an argument.

So let's start with adding proof to an argument.

Structure is the way that something is organised.

In debating, a structure should be used to help a speaker organise their argument.

Now there are four parts to the structure to follow when making a speech in a debate.

Point, explanation, proof, and summary.

And we know from our previous learning that the acronym PEPS can help us to remember these.

Now, previously learned were points and explanation.

And in today's lesson we are going to focus on proof and summary.

Let's do a quick check.

Following the PEPS structure, what comes straight after explanation? So following the PEPS structure, what comes straight after explanation? Is it point, proof or summary? Pause the video now and complete your check.

Welcome back.

Let's see if you were right.

Following the PEPS structure, what comes straight after explanation? Well, we know the PEPS structure is point, explanation, proof.

Well done to everybody who said B, proof.

Point, explanation, proof and summary.

Once a speaker has delivered their point and explanation, they should now add proof to their argument.

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

Now there are several benefits of adding proof to an argument.

Proof will reinforce the key messages with facts.

It helps add credibility so it makes the speech more believable and reliable.

Persuading those who may be undecided.

It's very difficult to argue against proof, so those who might be on the fence or unsure, proof might push them towards agreeing with you.

Appearing well-prepared.

Proof often has to be researched and this shows that you have prepared your speech, you've put the effort in.

Let's check.

True or false? Adding proof will increase the credibility of a speaker's argument.

Is it true or false? And then justify your answer.

Adding proof makes it easier for an audience to trust the speaker or adding proof is considered cheating in debating.

True or false and justify your answer.

Pause the video now.

Okay, let's see.

So, adding proof will increase the credibility of a speaker's argument is true.

Absolutely it will.

And then justifying your answer.

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

So well done if you've got those correct.

In a debate, there are several different ways to add proof to a speaker's argument.

The speaker may choose to use facts or statistics.

These would be impossible for the opposing team to argue with or dispute because they are real.

These facts would need to be researched to ensure they were completely accurate.

It would not be appropriate in a debate if someone was using made up facts to suit their argument.

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

You could try surveying groups of people yourself.

So getting groups of people together and asking them questions and using the answers.

Using other people's research.

So perhaps using the internet to be able to research for yourself things that you could use as your proof.

Or using yourself.

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

That's extremely important.

When you are looking for proof, if you are using the internet, ask an adult to supervise and keep you safe.

Let's check our understanding.

Which two of these could be used as proof to support this point.

And the point is, dogs are better than cats because you can take them for walks.

Dogs are better than cats because you can take them for walks.

Which two of these would you use? Would it be A, some dogs like to play in parks.

Would it be B, 40% of the people 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.

Remember what we said about proof previously? Pause the video and have a go.

And welcome back.

So let's see if you found the two of these, which could be used as proof to support the point, dogs are better than cats because you can take them for walks.

Well done if you said B, 40% of the pupils in my class own dogs and they all said they enjoy walking their dog every day.

That's a really good example.

It looks like this pupil has undertaken a survey and they found that of the 40% of pupils in their class that own dogs, all of that 40% enjoyed walking their dog every day.

And then we have D.

This person has cleverly used themselves as proof.

I walk my dog for 30 minutes a day and this improves my health.

How can we argue against that? Excellent way to use yourself as your proof.

Another effective way to add proof to an argument is to tell stories from your own life experience.

Now these are also called anecdotes.

These can be stories about real things that happened to you or stories about real things that happened to other people you know.

So you can tell a story from your own point of view of something that happened to you, or you can tell a story about something that happened to a friend or a family member.

Let's have a look at a point.

I believe that schools should increase playtime because it would give children more time to be active.

This is a point all about increasing playtime.

We're going to use this as an example.

But not just this.

We're going to use this point and this explanation.

Do you ever wish you could spend more time improving your fitness? Increasing playtime would be an excellent way to do this.

Sadly, lots of children do not have parks nearby that they can use to run around after school, so schools must increase playtime to give them the chance to do this during the day.

So we have a point, an explanation.

It's time for us to look at a proof.

This is an example of everything we've been talking about so far, proof.

I live in an apartment and so do not have a garden to run around in.

Therefore, I use my playtimes to play games, sports and be active.

Six other children from my school also live in the same apartment block.

Last winter, it was cold and rainy and we couldn't even play in the park at the weekend.

Longer playtime would mean more time getting fit and healthy.

So that is an example of proof.

We've seen a point and explanation and there is the proof.

Now the speaker is using themselves as the proof.

You can see examples highlighted.

I live in an apartment.

I use my playtimes to play games.

We couldn't even play in the park.

The speaker is cleverly using themselves as their proof.

Also, they have statistics about how many other children live in that apartment block.

They've also told an anecdote about last winter and that supported their argument.

It's time for you to have a go.

Add proof to an argument by sharing an anecdote based on your own life experience that would support this point.

I believe that schools should increase playtime because it would give children more time with their friends.

Now to help get you started, you may want to think about a time when you have enjoyed playing with your friends at playtime and how that has been of benefit to you.

That would be a really good anecdote to tell.

Or, a time when you were not able to play with your friends and how difficult that was for you.

You can use yourself and your experience in your proof.

So, time to tell an anecdote.

Pause the video.

Off you go.

Well done and welcome back.

Let's see how you got on.

I'm going to show you an example.

Let me read the example of an anecdote that supports this point now.

I remember when our class were given some extra playtime for a few days in the summer last year because it was very hot.

I loved spending extra time playing and chatting with my friends.

I find that when I do, I am able to focus better in my afternoon lessons.

So that's an example of how you could use yourself and your life experience by telling an anecdote and that would be your proof.

Back to our lesson outline.

And we are moving on to our next learning cycle, which is summarising an argument.

So we know that we have the PEPS structure to help us deliver our argument, and that structure is point, explanation, proof, and summary.

And today's learning has been focusing on proof and summary.

The last part of the PEPS structure is summary.

We have previously learned about point and explanation, proof in this lesson, and now we are finishing with summary.

To summarise something means to briefly and concisely, and both of those words mean to do it in a short space of time, convey the main points or important information from a longer piece of content.

Let's check our understanding.

True or false? To summarise something means to give a detailed explanation of the main points from a longer piece of content.

True or false? I'd then like you to justify your answer with either A, when summarising, a speaker should be brief and concise, or B, when summarising, a speaker should give as much detail as possible.

Pause the video and complete your check now.

And welcome back.

So let's see if you were correct.

To summarise something means to give a detailed explanation of the main points from a longer piece of content.

Was that true or false? Well done if you said false.

We are not giving detailed explanations, we are giving brief and concise explanations.

We are summarising everything that's been said before in a brief and concise way.

So well done if you justified your answer with A.

There are lots of times when we listen to, watch or read summaries but may not realise it.

Often a teacher will summarise their lesson at the end.

They won't go back over the whole lesson, but they will summarise the important parts.

A news report will often summarise the main headlines.

A football programme will summarise a match by showing highlights, not the whole match.

They'll just show the important parts of the match.

And of course, a book's blurb will summarise the story to entice a person to read it.

And streaming platforms will summarise a movie or a show to help viewers decide if they'd like to watch it.

A speaker should use the summary part of their speech to briefly remind the audience of the important things they've said so far.

These would include the point, which can be repeated in full.

It's so important that it deserves to be repeated in full.

Brief highlights of the explanation and brief highlights of the proof.

Let's check our understanding.

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

B, start a new speech.

C, briefly remind the audience of the most important things they've said so far.

Pause the video and decide now.

Welcome back.

So what should a speaker use the summary to do? They should briefly remind the audience of the most important things they've said so far.

Well done if you were correct.

Summarising our argument for increasing playtime.

Let's use that argument that we looked at previously in this lesson and let's now summarise the whole argument.

We had the point, I believe that schools should increase playtime because it would give children more time to be active.

And we know that in the summary we can take the whole point.

So we will take all of that for our summary.

Here's the explanation.

We're going to take the important parts of that and we've decided to take the second half.

So I'm leaving that first half, I will not be putting that in my summary.

And I'm just using lots of children do not have parks nearby that they can use to run around after school.

So schools must increase playtime to give them the chance to do this during the day.

That's the part I'll be using in my summary.

And now proof.

Proof, I'm going to use the first sentence, which is, I live in an apartment and so do not have a garden to run around in.

Really important I'm using myself and that's going into my summary.

And the last sentence, longer play time would mean more time getting fit and healthy.

That will go in too.

And here is how my summary would look, and I'm going to read that to you in its entirety.

I believe that schools should increase playtime because it would give children more time to be active.

Lots of children do not have parks nearby that they can use to run around after school, so schools must increase playtime to give them the chance to do this during the day.

I live in an apartment and so do not have a garden to run around in.

Longer play time would mean more time getting fit and healthy.

And that would be my summary.

You can see that I repeated the point in full.

I used important parts of the explanation, not all of it.

And important parts of the proof, not all of it.

Over to you to have a practise for yourselves.

Summarise this argument by selecting the most important parts to briefly remind the audience of.

And here is the argument.

I would like you to read this argument for yourself, summarise it by taking the most important parts and putting them into a summary speech.

Pause the video and off you go.

Welcome back.

So let's see how you took an entire argument, a point, an explanation, proof, and condensed that into your summary.

Here's an example of how I would summarise that argument.

Everything that I've highlighted is what I would use in my summary.

I know I'm gonna take the whole point.

I'm gonna take just the first part of the explanation and then I've got quite a bit of the proof that I'm going to use.

So let me read that to you, how it would sound.

I believe that schools should increase playtime because it would give children more time with their friends.

Children do not spend enough time playing and socialising.

I love spending extra time with my friends.

I find that when I do, I am able to focus better in my afternoon lessons.

That is how I would take parts of the argument so far and use that for my summary.

Let's summarise our lesson.

You can see we're even using a summary in our lesson.

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

In a debate, adding proof to a speech will help the speaker to gain credibility and convince the audience.

A summary should briefly summarise the whole argument for the audience.

Excellent work today on our proof and our summary.

I will see you again soon.

I've finished the video