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

1.Sub Scores Delivery: 3 Language Use: 3 Topic Development: 3

2.Estimated Scores

23. 3.Delivery

The speaker's delivery is generally clear and fluid, but there are occasional pauses that disrupt the flow of speech. To improve, the speaker should practice speaking more consistently and work on reducing unnecessary pauses. Additionally, focusing on accurate pronunciation will help eliminate any spelling errors that may arise from mispronunciation.

4.Topic Development The response is coherent and well-organized, with clear connections between ideas and sufficient support from the lecture. However, the speaker could improve by providing more specific details from the lecture to further illustrate the technique of questioning awareness of effect. This would strengthen the response and demonstrate a deeper understanding of the topic.

5.Language Use

Original: Questioning awareness of effect is a technique that teachers use to stop students from acting disruptive in class. Questioning awareness of effect is a technique teachers employ to prevent students from exhibiting disruptive behavior in class. (Improved sentence structure and vocabulary) In a lecture, the professor provides an example of an 8-year-old class he used to teach. So one problem with not raising a hand when asking a question is that others who raise their hands would get frustrated. And there was a girl named Sarah, she would call out the answer before raising her hands. So one time when she was doing this, the professor asked her, Sarah, when you are not raising your hand, you are not being fair to others. And the professor didn't wait for her answer. He continued teaching. And after that, Sarah would raise her hand like anyone else.

Revised (140 words): Questioning awareness of effect is a technique teachers employ to prevent students from exhibiting disruptive behavior in class. In a lecture, the professor shared an example from his experience teaching an 8-year-old class. One issue he encountered was students not raising their hands before answering questions, which frustrated those who followed the rule. A girl named Sarah would often call out answers without raising her hand. To address this, the professor asked Sarah if she realized that not raising her hand was unfair to others who were waiting for their turn. He didn't wait for her response and continued teaching. Following this intervention, Sarah began raising her hand like her classmates, demonstrating the effectiveness of questioning awareness of effect.

6.Mind Map

• Technique: Questioning awareness of effect

  • Prevent disruptive behavior

• Lecture example

  • 8-year-old class
  • Problem: not raising hands before answering
    • Frustration for rule-following students
  • Sarah: called out answers without raising hand

• Professor's intervention

  • Questioned Sarah's awareness of fairness
  • Continued teaching without waiting for response

• Result

  • Sarah began raising her hand like classmates

7.Key Words

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，这个回答的语言流畅度和语速基本上是一致的，偶尔有停顿。但是，有一些标点问题可能会导致不恰当的停顿。此外，拼写错误可能是发音不准确的原因。建议练习更清晰、准确的发音，并注意在适当的地方停顿。

4.话题发展 从话题发展方面来看，这个回答内容基本上是连贯和组织良好的，观点之间的联系也比较明确，但在支持和举例方面还有待加强。建议在回答中提供更多相关细节和例子，以便更充分地展示对问题的理解。

5.语言使用

Original Answer: According to the article, the technique of questioning awareness of effect means that when students display some disruptive behaviors, the teacher will ask them a question and then draw the attention to their negative behavior and then therefore discontinue this kind of behavior. In the article, it is mentioned that the questioning awareness of effect technique involves teachers asking students a question to draw attention to their disruptive behavior, which often leads to discontinuation of such behavior. (修改了句子结构，使其更自然流畅) The professor raised an example. The professor provided an example. (用词更准确) He used to teach in Europe. He used to teach a class of eight-year-olds. (修正了原文中的错误信息) He had a student called Sarah who didn't want to raise up her hand to answer the question. He had a student named Sarah who didn't raise her hand before answering questions. (简化了句子结构，使其更自然) She just called out the answer, which is frustrating the other students who raised their hands and waited to get called. She would just call out the answer, which frustrated other students who were waiting patiently with their hands raised. (改进了时态和表达) The professor asked Sarah, it is not fair for the other students to just call out the answer and then Sarah stopped her behavior. The professor asked Sarah if she realized that calling out answers without raising her hand was unfair to other students, and after that, Sarah stopped her behavior. (修改了句子结构，使其更自然流畅)

Revised Answer (140 words):

In the article, it is mentioned that the questioning awareness of effect technique involves teachers asking students a question to draw attention to their disruptive behavior, which often leads to discontinuation of such behavior. The professor provided an example. He used to teach a class of eight-year-olds. He had a student named Sarah who didn't raise her hand before answering questions. She would just call out the answer, which frustrated other students who were waiting patiently with their hands raised. The professor asked Sarah if she realized that calling out answers without raising her hand was unfair to other students. He didn't wait for her response and continued teaching the class. After that incident, Sarah stopped calling out answers and started raising her hand like everyone else, demonstrating the effectiveness of the questioning awareness of effect technique.

6.思维导图

Questioning Awareness of Effect
├── Article
│   ├── Technique
│   └── Disruptive behavior
└── Professor's Example
    ├── Class of eight-year-olds
    ├── Student: Sarah
    │   ├── Didn't raise hand
    │   └── Called out answers
    ├── Frustrated other students
    ├── Professor's question
    │   └── Unfairness to other students
    └── Sarah's behavior change
        └── Raised hand after the incident

7.关键词

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，回答的语言流畅度和语速基本上是一致的，但偶尔会有停顿。为了提高口语表达能力，建议在练习时注意正确的发音和语调，并尝试减少不必要的停顿。

4.话题发展 从话题发展的角度来看，回答内容基本上是连贯和组织良好的，但可以进一步加强。建议在练习时注意明确地阐述观点，并在回答中提供更多具体的例子和细节来支持观点。同时，注意在回答中保持逻辑清晰，使听众更容易理解。

5.语言使用

Original: The professor introduced the concept of questioning awareness of effect. It means that when a student disrupts the class, the teacher asks the student to questions that draws attention to the negative effect of the student's behavior. And in the professor's example, the professor used to teach a group of students, and most of the students used to raise their hands to answer some questions. However, there is a student named Sarah. She never raised her hand to answer some questions. The professor told this girl it was unfair behavior for other students, and the professor didn't wait for this girl's answer. And the professor continued to teach other knowledges. As a result, this girl raised her hand at other students.

Corrected: The professor introduced the concept of questioning awareness of effect questioning the awareness of effect. It means that when a student disrupts the class, the teacher asks the student to questions questions to the student that draws draw attention to the negative effect of the student's behavior. In the professor's example, the professor used to teach a group of students, he taught a group of students, and most of them used to raise their hands raised their hands to answer questions. However, there was a student named Sarah who never raised her hand. The professor told this girl her it was unfair behavior for other students, and he didn't wait for this girl's her answer. And the professor continued to teach other knowledges He then continued teaching. As a result, Sarah started raising her hand like the other students.

(将“questioning awareness of effect”改为“questioning the awareness of effect”，使语言更自然。将“the student to questions”改为“questions to the student”，使句子结构更清晰。将“draws”改为“draw”，使语法正确。将“the professor used to teach a group of students,”改为“he taught a group of students,”，使句子更简洁。将“used to raise their hands”改为“raised their hands”，使句子更自然。将“this girl”和“this girl's”分别改为“her”，避免重复。将“And the professor continued to teach other knowledges”改为“He then continued teaching.”，使句子更简洁。)

Revised (140 words): The professor introduced the concept of questioning the awareness of effect. This technique is used when a student disrupts the class, and the teacher asks questions to the student that draw attention to the negative effect of their behavior. In the professor's example, he taught a group of students who usually raised their hands to answer questions. However, there was a student named Sarah who never raised her hand. The professor told her that her behavior was unfair to other students and didn't wait for her answer before continuing with his lesson. As a result, Sarah started raising her hand like the other students, demonstrating that questioning the awareness of effect can be an effective method to address disruptive behavior in the classroom.

6.思维导图

- Questioning the awareness of effect
    - Technique
        - Disruptive behavior
        - Teacher's questions
        - Negative effect
    - Professor's example
        - Group of students
            - Raised hands
            - Sarah's behavior
        - Addressing unfairness
        - Immediate continuation of teaching
    - Result
        - Sarah raising her hand
        - Effective method

7.关键词