TOEFL TPO 21 Speaking Task 3 Sample: Explain how the example from the lecture illustrates the technique of questioning awareness of effect.

1.子项得分 Delivery: 3 Language Use: 3 Topic Development: 3

2.预估分数

23. 3.表达

从表达方面来看，回答基本上是清晰的，但在某些地方可能需要稍微改进。例如，可以尝试提高发音的准确性，并确保在适当的地方暂停。此外，保持一致的语速也有助于提高整体表达。

4.话题发展 从话题发展方面来看，回答内容基本上是连贯和组织良好的。然而，可以尝试更详细地解释教授如何使用质疑效果意识技巧来纠正学生的行为。例如，在描述教授如何处理Sarah的情况时，可以进一步强调教授是如何通过提问来引导学生注意到她行为的负面影响。总之，通过提供更多细节和支持性例子，可以使回答更加充实和有说服力。

5.语言使用

Original: Questioning awareness of effect is when students disrupt the class, teachers can ask them questions which draw attention to disruption but then continue teaching without waiting for an answer from misbehaving kids. The professor gave us an example of his. He had this rule in his class that everyone need to raise a hand if they want to answer a question from the teacher. But this kid Sarah, she would just call out the answer without raising her hand and waiting for herself to be called, which really upset other kids waiting patiently for their turn. So one time the professor just stopped and asked Sarah, do you know you are not being fair with other kids and you are not giving them the chance they deserve to answer their questions. After that, Sarah realized that his behavior is inappropriate and she would stop doing that.

Corrected: Questioning awareness of effect is when When students disrupt the class, teachers can ask them questions which that draw attention to disruption the disruption, but then continue teaching without waiting for an answer from misbehaving kids the misbehaving students. The professor gave us an example of his this. He had this rule in his class that everyone need needed to raise a hand if they wanted to answer a question from the teacher. But this kid Sarah, she would just call out the answer without raising her hand and waiting for herself to be called to be called on, which really upset other kids waiting patiently for their turn. So one time the professor just stopped and asked Sarah, do you know you are not being fair with other kids and you are not giving them the chance they deserve to answer their questions. After that, Sarah realized that his her behavior is inappropriate and she would stop doing that.

(将“which”改为“that”，使句子更自然；将“disruption”改为“the disruption”，使句子更清晰；将“misbehaving kids”改为“the misbehaving students”，使句子更正式；将“his”改为“this”，使句子更准确；将“need”改为“needed”，使句子时态一致；将“herself to be called”改为“to be called on”，使句子更自然；将“his”改为“her”，使代词一致。)

Revised Answer (140 words):

When students disrupt the class, teachers can ask them questions that draw attention to the disruption, but then continue teaching without waiting for an answer from the misbehaving students. The professor gave us an example of this. He had a rule in his class that everyone needed to raise a hand if they wanted to answer a question from the teacher. However, Sarah, a student in his class, would just call out the answer without raising her hand and waiting to be called on, which really upset other students waiting patiently for their turn. So one time, the professor stopped and asked Sarah, "Do you know you are not being fair to other students and not giving them the chance they deserve to answer questions?" After that, Sarah realized that her behavior was inappropriate and stopped doing it.

6.思维导图

- Questioning Awareness of Effect
    - Disruptive behavior
    - Teachers' technique
        - Ask questions
        - Draw attention to disruption
        - Continue teaching without waiting for an answer
    - Example
        - Professor's class
            - Rule: raise hand to answer questions
            - Sarah: called out answers without raising hand
            - Professor's intervention
                - Asked Sarah about fairness to other students
                - Continued teaching without waiting for an answer
            - Result: Sarah changed her behavior

7.关键词