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

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 some occasional pauses that could be improved. Additionally, some words are not pronounced accurately, which may lead to spelling errors. To improve delivery, the speaker should practice speaking at a consistent pace and work on their pronunciation of certain words.

4.Topic Development The response is coherent and well-organized, with clear connections between ideas. However, there could be more support or examples provided to strengthen the explanation of the technique of questioning awareness of effect. To improve topic development, the speaker should focus on providing more specific details and examples to better illustrate the concept.

5.Language Use

Original: The questioning awareness of effect is a technique for the class. The technique of questioning awareness of effect is used in the classroom. (clarified the subject and improved sentence structure) If a student disrupts the class, the professor can ask the student a question but didn't wait her reply and just quickly back to the class. If a student disrupts the class, the professor can ask the student a question, not wait for their reply, and quickly return to teaching. (corrected grammar and improved sentence structure)

Revised (140 words):

The technique of questioning awareness of effect is used in the classroom. If a student disrupts the class, the professor can ask the student a question, not wait for their reply, and quickly return to teaching. The professor gave an example from his experience with a student named Sarah. She didn't follow the rule of raising her hand before answering questions, which was unfair to other students. One day, when Sarah called out an answer without raising her hand, the professor asked her if she realized that her behavior was unfair to others. He didn't wait for her response and continued teaching. After that incident, Sarah began following the rule and raised her hand when she wanted to answer questions. This example demonstrates how questioning awareness of effect can effectively address disruptive behavior in students by drawing attention to its negative impact on others.

6.Mind Map

- Technique of questioning awareness of effect
  - Used in the classroom
  - Address disruptive behavior
  - Example: Sarah
    - Didn't raise hand before answering
    - Unfair to other students
    - Professor's intervention
      - Asked question about fairness
      - Didn't wait for response
      - Continued teaching
    - Result: Sarah followed the rule

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，回答中的语速较为稳定，但偶尔出现了不必要的停顿。建议在练习时注意提高发音准确性，尤其是在一些单词的发音上。此外，适当调整语速和语调，使表达更加流畅自然。

4.话题发展 从话题发展方面来看，回答内容基本上符合题目要求，能够较好地阐述教授所使用的提问意识效应技巧。但在组织结构上还有待加强，可以尝试使用更多的连接词和过渡句子来使回答更加连贯。同时，在举例子时可以尝试提供更详细的描述，以便更好地支持论点。

5.语言使用

Original Answer: The techniques of questioning awareness of effect is that a teacher may stop one student's negative and disruptive action by asking them questions about the negative effects and continue their classes before the student gives them an answer. The lecturer elaborates this by giving an example, a girl named Sarah in his class and the girl just don't follow the rule of answering the question after raising her hands. One day the lecturer tells Sarah that it is unfair to others when she just calls out his answer and he just don't give other students chance to answer the question and before Sarah answering it, the professor continue his class and Sarah later behave regularly.

Corrected Answer: The techniques technique (单复数问题) of questioning awareness of effect is that a teacher may stop one student's negative and disruptive action by asking them questions about the negative effects and continue continuing (时态问题) their classes before the student gives them an answer. The lecturer elaborates this by giving an example, a girl named Sarah in his class, who (连接词问题) just don't doesn't (主谓一致问题) follow the rule of answering the question after raising her hands. One day, (逗号不需要) the lecturer tells Sarah that it is unfair to others when she just calls out his her (代词问题) answer and he just don't doesn't (主谓一致问题) give other students chance a chance (冠词问题) to answer the question, (逗号不需要) and before Sarah answering it, the professor continue continues (时态问题) his class and Sarah later behave behaves (时态问题) regularly.

Revised Answer (140 words): The technique of questioning awareness of effect involves a teacher stopping a student's negative and disruptive behavior by asking them questions about the negative effects and then continuing their class before the student responds. The lecturer illustrates this with an example of a girl named Sarah in his class who doesn't follow the rule of answering questions after raising her hand. One day, the lecturer tells Sarah that it is unfair to others when she calls out her answer without giving other students a chance to respond. Before Sarah can answer, the professor continues his class, and from then on, Sarah behaves appropriately by raising her hand like everyone else. This example demonstrates how questioning awareness of effect can effectively address disruptive behavior in the classroom.

6.思维导图

Questioning Awareness of Effect
├─ Technique
│   ├─ Stopping negative behavior
│   └─ Asking questions about negative effects
├─ Example
│   ├─ Sarah
│   │   ├─ Not following rules
│   │   └─ Calling out answers
│   └─ Lecturer's intervention
│       ├─ Pointing out unfairness
│       └─ Continuing class before response
└─ Result
    └─ Sarah behaves appropriately

7.关键词

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

2.预估分数 Estimated Score: 23

3.表达 在表达方面，发言者的语速较为稳定，但有时会出现不必要的停顿。此外，发言者在发音方面也存在一些不准确之处。建议发言者多加练习，提高口语流利度和准确性。

4.话题发展 The speaker's response is coherent and well-organized, but there is room for improvement in terms of providing more specific details and examples from the lecture. To enhance topic development, the speaker should focus on clearly explaining how the professor's example of Sarah illustrates the technique of questioning awareness of effect and emphasize the change in Sarah's behavior after the professor's intervention.

6.语言使用

Original Answer: Question awareness of effect is a phenomenon when some student disrupt the class. Questioning awareness of effect occurs when a student disrupts the class. (原句中的表述不够准确，已修改为更自然的表达方式。) The teacher asks a question to draw attention to negative effect of the student's behavior. The teacher poses a question to highlight the negative impact of the student's behavior. (已修改为更准确的词汇和语法结构。) The professor takes himself as an example. A year ago, he was teaching some children and he set a rule that students must raise their hand and being called their name before they speak out the answer. But one student, Sarah, doesn't obey the rule and she called out the answer every time before raising hand, so the professor asked her if she realized that calling out doesn't give other students a chance it's unfair, so the professor didn't wait her to answer and continue the class. Afterwards, Sarah raised his hand.

Revised Answer (140 words): Questioning awareness of effect occurs when a student disrupts the class. The teacher poses a question to highlight the negative impact of the student's behavior. The professor shares his own experience as an example. A year ago, he was teaching a group of children and established a rule that students must raise their hand and wait to be called by name before answering. However, one student, Sarah, did not follow this rule and would shout out answers without raising her hand. The professor asked Sarah if she realized that her actions were unfair to the other students, as it deprived them of the opportunity to answer. He then continued teaching without waiting for her response. From that point on, Sarah began raising her hand before answering, demonstrating the effectiveness of questioning awareness of effect.

7.思维导图

- Questioning awareness of effect
    - Occurs when a student disrupts the class
    - Teacher poses a question
        - Highlights negative impact of behavior

- Professor's example
    - Teaching children
    - Rule: raise hand before answering
    - Sarah's disobedience
        - Shouts out answers without raising hand
    - Professor's intervention
        - Asks if Sarah realizes unfairness to others
        - Continues teaching without waiting for response
    - Result: Sarah raises her hand before answering

8.关键词

1.子项得分 Delivery: 3 Language Use: 2.5 Topic Development: 3

2.预估分数 Estimated Score: 22

3.表达 在回答中，发音大部分清晰，但有些地方需要改进。例如，“ask the student to ask student questions”应该是“ask the student questions”。此外，要注意正确使用时态和语法结构。建议多加练习，提高发音准确性和语言表达能力。

4.话题发展 The response provides a coherent and well-organized summary of the lecture example, but there is room for improvement in terms of language use and clarity. The speaker should focus on using more accurate vocabulary and grammar structures to better convey their ideas. Additionally, it would be helpful to provide a clearer explanation of how the example illustrates the technique of questioning awareness of effect.

5.语言使用

Original Answer: Questioning awareness is a method to ask the student to ask student questions to draw attention to negative effect of student's behavior. Questioning awareness is a technique used by teachers to ask students questions that draw attention to the negative effects of their behavior. (原句中的表达较为累赘，改为更简洁明了的表述) For example, once the professor teaches the young youngsters, he wants to establish a rule of getting the question by raising hands. But one girl called Sarah has trouble to following the rules. She just calls up the answer without raising her hands. So one time when Sarah called up the answer again, the professor asked her if she knows that calling up an answer is unfair to other students. And he didn't wait her to answer and continued the class. And later Sarah didn't call out one again.

Revised Answer (140 words): Questioning awareness is a technique used by teachers to ask students questions that draw attention to the negative effects of their behavior. For instance, when a professor teaches young students, he wants to establish a rule for answering questions by raising their hands. However, a girl named Sarah has difficulty following this rule and often calls out answers without raising her hand. To address this, the professor asks Sarah if she realizes that calling out answers is unfair to other students who patiently wait for their turn. He doesn't wait for her response and continues teaching the class. As a result, Sarah stops calling out answers and starts raising her hand like her classmates, demonstrating the effectiveness of the questioning awareness technique.

6.思维导图

- Questioning Awareness
  - Technique
    - Ask questions
    - Draw attention to negative behavior
  - Example
    - Professor teaching young students
    - Rule: Raise hands to answer questions
    - Sarah: Difficulty following the rule
      - Calls out answers without raising hand
    - Professor's intervention
      - Asks Sarah if she realizes the unfairness
      - Continues teaching without waiting for a response
    - Result
      - Sarah stops calling out answers
      - Starts raising her hand like classmates

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，这位同学的回答基本上是清晰流畅的，但在某些地方可能需要稍作调整。例如，可以适当减少重复词汇，用更多的同义词来丰富表达。此外，在发音方面也需要注意一些细节，以避免拼写错误。建议多加练习，提高口语表达能力。

4.话题发展 从话题发展方面来看，这位同学的回答基本上是连贯和有组织的，但在某些地方可能需要进一步完善。例如，在描述教授如何使用提问意识效应技巧时，可以更详细地说明教授是如何向学生提问的，以及这种提问对学生行为产生了什么影响。此外，可以尝试使用更多的连接词和过渡词来使回答更加流畅。建议多加练习，提高话题发展能力。

5.语言使用

Original Answer: The professor uses his personal experience to exemplify the technique. Once he was teaching a group of students and he pre-established a rule of raising hands before speaking. But there was a student who disobeyed the rule and the professor pointed out by asking her the question if she knew that it is uneasy for the other students. This successfully got the students aware of his behavior and he immediately stopped that bad behavior and started to raise hands before speaking. In this way, the technique helped the teacher to raise her hands before speaking.

Corrected Answer: The professor uses his personal experience to illustrate the technique. He was once teaching a group of students and had established a rule requiring them to raise their hands before speaking. However, one student did not follow this rule, prompting the professor to ask her if she realized that her actions were causing discomfort for her classmates. This effectively made the student aware of her behavior, leading her to stop and begin raising her hand before speaking. In this manner, the technique assisted the teacher in encouraging proper classroom etiquette. (将“exemplify”改为“illustrate”使表达更自然；将“pre-established”改为“established”简化表达；将“disobeyed”改为“did not follow”使语言更自然；将“uneasy”改为“discomfort”提高词汇水平；将“got the students aware of his behavior”改为“made the student aware of her behavior”修正语法错误；将“that bad behavior”改为“her behavior”简化表达；将“raise her hands before speaking”改为“encouraging proper classroom etiquette”使结论更强烈。)

Revised Answer (140 words): The professor uses his personal experience to illustrate the technique of questioning awareness of effect. He was once teaching a group of students and had established a rule requiring them to raise their hands before speaking to ensure equal participation. However, one student named Sarah did not follow this rule and would call out answers without raising her hand. To address this issue, the professor asked Sarah if she realized that her actions were causing discomfort for her classmates who were waiting patiently with their hands raised. This effectively made Sarah aware of her behavior, leading her to stop and begin raising her hand before speaking. In this manner, the technique of questioning awareness of effect assisted the teacher in encouraging proper classroom etiquette and promoting a more inclusive learning environment for all students.

6.思维导图

- Introduction
  - Professor's personal experience
  - Illustrate the technique

- Classroom situation
  - Established rule: raising hands before speaking
  - Student not following the rule: Sarah

- Professor's intervention
  - Questioning awareness of effect
  - Asking Sarah about her actions' impact on classmates

- Result
  - Sarah becomes aware of her behavior
  - Starts raising her hand before speaking

- Conclusion
  - Technique assists in encouraging proper classroom etiquette
  - Promotes a more inclusive learning environment

7.关键词

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

2.预估分数 Estimated Score: 23

3.表达 从表达方面来看，这位同学的回答基本上是清晰流畅的，但在某些地方还有一些不必要的停顿。为了提高发音准确性，建议多加练习，注意发音和语调。同时，尝试保持一致的语速，避免在不需要的地方停顿。通过多听多说，提高英语口语水平。

4.话题发展 The response is coherent and well-organized, with clear connections between ideas and sufficient support from the lecture. However, there is room for improvement in topic development. To enhance the response, try to provide more specific details from the lecture and reading passage to better illustrate the technique of questioning awareness of effect. Additionally, work on creating smoother transitions between ideas to improve the overall flow of the response.

5.语言使用

Original Answer: Questioning awareness is a technique used by teachers to ask students questions that draw attention to the negative effects of their behavior. The questioning awareness technique is employed by teachers to pose questions that highlight the negative consequences of students' actions. (将句子结构进行了调整，使其更自然流畅，并使用了更高级的词汇) For instance, when a professor teaches young students, he wants to establish a rule for answering questions by raising their hands. However, a girl named Sarah has difficulty following this rule and often calls out answers without raising her hand. To address this, the professor asks Sarah if she realized that calling out answers is unfair to other students who patiently wait for their turn. He doesn't wait for her response and continues teaching the class. As a result, Sarah stops calling out answers and starts raising her hand like her classmates, demonstrating the effectiveness of the questioning awareness technique. Thank you for watching!

Revised Answer (140 words): The questioning awareness technique is employed by educators to pose inquiries that emphasize the adverse consequences of students' actions. For example, when an instructor teaches young learners, they aim to establish a protocol for responding to queries by raising hands. Nevertheless, a girl named Sarah struggles to adhere to this guideline and frequently blurts out responses without raising her hand. To tackle this issue, the instructor inquires if Sarah comprehends that shouting out replies is inequitable to fellow pupils who patiently await their opportunity. The educator proceeds with the lesson without awaiting her reaction. Consequently, Sarah ceases to call out responses and begins raising her hand in unison with her peers, exemplifying the efficacy of the questioning awareness method. Thank you for tuning in!

6.思维导图

- Questioning Awareness Technique
  - Educators
  - Emphasize adverse consequences
  - Students' actions

- Example
  - Instructor teaching young learners
  - Establish protocol: raising hands
  - Sarah's struggle
    - Blurts out responses
    - Inequitable to fellow pupils
  - Instructor's intervention
    - Inquires about comprehension of fairness
    - Proceeds without awaiting reaction
  - Result
    - Sarah ceases calling out answers
    - Raises hand with peers
    - Efficacy of questioning awareness method demonstrated

7.关键词

1.子项得分 Delivery: 2.5 Language Use: 2.5 Topic Development: 3

2.预估分数

19. 3.表达

在回答中，发音和语速需要改进。有时候，发音不准确，导致拼写错误。此外，适当的停顿也很重要。建议多加练习，提高发音准确性和语言流利度。

4.话题发展 回答内容基本上符合题目要求，但在组织结构上还有改进的空间。建议在描述问题时更清晰明了，并在举例时更具体。同时注意保持回答的连贯性和逻辑性。

5.语言使用

原文：The professor introduced the concept of questioning awareness of the effect. The professor introduced the concept of questioning the awareness of the effect.（改为“提问效果意识”更自然。） It means that when a student disrupts the classes, the teacher asks the student to question that draw attention to the negative effect of the student's behavior. This means that when a student disrupts the class, the teacher asks a question that draws attention to the negative effect of the student's behavior.（句子结构和词汇调整，使表达更清晰。） And in the professor's example, the professor used to teach some students, and the students used to raise their hand to answer some questions. In the professor's example, he used to teach a group of students who were expected to raise their hands to answer questions.（句子结构和词汇调整，使表达更自然。） But there is a student called Cyrus. However, there was a student named Sarah.（注意学生的名字是Sarah，不是Cyrus。） She was a very unique student. That's because she never raised her hand to answer some questions. She was unique because she never raised her hand before answering questions.（句子结构调整，使表达更自然。） But other students still raised their hand to answer questions. However, the other students followed the rule and raised their hands.（句子结构调整，使表达更自然。） So the professor told these girls it was unfair for other students, and that the professor didn't wait for these girls to answer some questions and continue to teach. So the professor asked Sarah if she knew that her behavior was unfair to the other students, and then he continued teaching without waiting for her response.（句子结构和词汇调整，使表达更清晰。） As a result, Cyrus raised his hand to answer some questions. As a result, Sarah started raising her hand to answer questions like everyone else.（注意学生的名字是Sarah，不是Cyrus。句子结构调整，使表达更自然。）

修订版（140词）：

The professor introduced the concept of questioning the awareness of the effect. This means that when a student disrupts the class, the teacher asks a question that draws attention to the negative effect of the student's behavior. In the professor's example, he used to teach a group of students who were expected to raise their hands to answer questions. However, there was a student named Sarah who was unique because she never raised her hand before answering questions. The other students followed the rule and raised their hands. So the professor asked Sarah if she knew that her behavior was unfair to the other students, and then he continued teaching without waiting for her response. As a result, Sarah started raising her hand to answer questions like everyone else.

6.思维导图

- Questioning Awareness of Effect
  - Disruptive behavior
  - Teacher's question
  - Negative effect
  - Professor's example
    - Group of students
    - Raise hands to answer
    - Sarah's unique behavior
    - Unfair to others
    - Professor's intervention
      - Asking Sarah about fairness
      - Continuing teaching without waiting for response
    - Result: Sarah raising her hand like others

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，发言者的语言流利度和语速基本一致，偶尔有停顿。为了提高发言质量，建议发言者注意在适当的地方停顿，以增强语言的连贯性。此外，注意正确发音，避免拼写错误。

4.话题发展 从话题发展方面来看，发言者提供了一个连贯且组织良好的回答，并在例子中明确地说明了阅读材料中提到的提问意识效应技巧。为了进一步改进，建议发言者在解释例子时更加详细地描述教授如何运用这种技巧，并强调这种方法对改善学生行为的积极影响。

5.语言使用

原文：In the reading passage, it talks about questioning awareness of effect, which is the method when a children disrupt the class, the teacher can ask him a question without having the answer. In the reading passage, it discusses the technique of questioning awareness of effect, which is used when a child disrupts the class; the teacher can ask them a question without expecting an answer.（在阅读材料中，它讨论了提问意识效应的技巧，当一个孩子扰乱课堂时，教师可以问他们一个问题，而不期待得到答案。）

In this way, the disruptive action of the children can be stopped. This approach can effectively stop the child's disruptive behavior.（这种方法可以有效地制止孩子的破坏性行为。）

The professor in the lecture gives us an example of his own experience. The professor in the lecture provides an example from his own teaching experience.（讲座中的教授提供了一个来自他自己教学经验的例子。）

When he teaches a class for 8-year-old children, she set a rule of raising hands before allowed to answer questions. When he taught a class of 8-year-old students, he established a rule that they must raise their hands before being allowed to answer questions.（当他教一群8岁的学生时，他制定了一个规定，即他们在被允许回答问题之前必须举手。）

But there is a girl called Sarah who doesn't obey the rule and she will directly call out her answer. However, a girl named Sarah does not follow the rule and directly calls out her answers.（然而，一个叫莎拉的女孩不遵守规定，直接喊出她的答案。）

So one time, the professor asked Sarah a question after she called out again. So once, after Sarah called out again, the professor asked her a question.（所以有一次，在莎拉再次喊出答案后，教授问了她一个问题。）

Sarah, do you know it is unfair to other people when you just call out your answer? Sarah, do you realize that it is unfair to others when you simply call out your answer?（莎拉，你知道当你只是喊出你的答案时对别人是不公平的吗？）

The method works and the next time Sarah raised her hand. The technique was effective, and from then on, Sarah raised her hand before answering.（这种技巧是有效的，从那时起，莎拉在回答问题之前就举手了。）

Revised Answer (140 words):

In the reading passage, it discusses the technique of questioning awareness of effect, which is used when a child disrupts the class; the teacher can ask them a question without expecting an answer. This approach can effectively stop the child's disruptive behavior. The professor in the lecture provides an example from his own teaching experience. When he taught a class of 8-year-old students, he established a rule that they must raise their hands before being allowed to answer questions. However, a girl named Sarah does not follow the rule and directly calls out her answers. So once, after Sarah called out again, the professor asked her a question. Sarah, do you realize that it is unfair to others when you simply call out your answer? The technique was effective, and from then on, Sarah raised her hand before answering.

6.思维导图

- Questioning Awareness of Effect
  - Technique
    - Child disrupts class
    - Teacher asks question without expecting answer
  - Effective in stopping disruptive behavior

- Lecture Example
  - Professor's teaching experience
    - 8-year-old students
    - Rule: Raise hands before answering questions
  - Sarah's case
    - Doesn't follow the rule, calls out answers
    - Professor asks her a question about fairness
  - Result
    - Technique effective, Sarah raises hand before answering

7.关键词

1.子项得分

Delivery: 3 Language Use: 3 Topic Development: 3

2.预估分数

Estimated Score: 23

3.表达

从表达方面来看，这位同学的回答基本上是清晰和流畅的，但在某些地方还需要注意一下语速和停顿。建议在练习时，注意保持一致的语速，并在适当的地方停顿。此外，尽量减少发音错误，以提高整体表达的准确性。

4.话题发展

从话题发展方面来看，这位同学的回答内容是相关且有条理的。然而，在组织结构上还有一些改进空间。建议在练习时，尝试使用更清晰的连接词来连接不同的观点，并提供更充分的支持或例子来支持你的观点。这样可以使你的回答更加连贯和有说服力。

5.语言使用

Original Answer: Sarah was an 8-year-old girl who didn't like to raise her hands when she called out and that frustrated the others who waited patiently for a teacher's call. So the teacher asked Sarah a question once she called out the answer that hasn't she realized that it is unfair to the others who waited patiently by raising their hands? Sarah just paused and think of the question so the teacher just continued teaching. That is a use of questioning awareness of effect that makes Sarah realize that her reaction by calling out the answer is not appropriate. So she raised her hands after this event happens.

Corrected Answer: Sarah was an 8-year-old girl Sarah, an 8-year-old girl, who did not like to raise her hands when she called out, and that frustrated the others who waited patiently for a teacher's call. So, the teacher asked Sarah a question once she called out the answer, that hasn't she realized asking if she had realized that it is unfair to the others who waited patiently by raising their hands? Sarah just paused and think thought of the question, so the teacher just continued teaching. That is a use of questioning awareness of effect that makes Sarah realize that her reaction by calling out the answer is not appropriate. So, she raised her hands after this event happens.

(将“Sarah was an 8-year-old girl”改为“Sarah, an 8-year-old girl,”使句子更自然；将“who”改为“did not”，使句子更简洁；在适当的地方添加逗号，使句子更清晰；将“that hasn't she realized”改为“asking if she had realized”，使句子更符合语法规则；将“think”改为“thought”，使时态一致。)

Revised Answer (140 words): Sarah, an 8-year-old girl, did not like to raise her hands when she called out answers, which frustrated her classmates who waited patiently for the teacher's call. To address this issue, the teacher asked Sarah a question after she called out an answer without raising her hand, asking if she had realized that her behavior was unfair to the other students who were waiting patiently with their hands raised. Upon hearing the question, Sarah paused and thought about it while the teacher continued teaching. This use of questioning awareness of effect helped Sarah understand that her habit of calling out answers was inappropriate. As a result, she began raising her hand along with her classmates after this incident.

6.思维导图

- Sarah
  - 8-year-old girl
  - Disliked raising hand
  - Frustrated classmates

- Teacher's intervention
  - Questioning awareness of effect
  - Asked if Sarah realized her behavior was unfair

- Sarah's response
  - Paused and thought
  - Teacher continued teaching

- Result
  - Sarah understood her behavior was inappropriate
  - Began raising 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

1.子项得分

• 交付 (Delivery): 3

• 语言使用 (Language Use): 3

• 话题发展 (Topic Development): 3

2.预估分数

• 总分：23

3.表达 回答中的发音和语速基本清晰，但在某些地方存在一些不必要的停顿。建议在练习时注意提高语言的流畅性，减少不必要的停顿。同时，注意提高发音的准确性，以避免拼写错误。

4.话题发展 回答内容基本上符合题目要求，能够解释教授在讲座中提到的例子如何说明质疑效果意识这一技巧。但是，在组织结构和连接思路方面还有待加强。建议在练习时注意明确地陈述观点，并在论述过程中保持逻辑清晰和条理分明。同时，可以尝试使用更多的连接词和过渡词汇来使回答更加连贯。

5.语言使用

原文：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 draw attention to the negative effects of student's behavior. The professor introduced the concept of questioning awareness of effect, which means that when a student disrupts the class, the teacher poses questions that draw attention to the negative effects of the student's behavior.（将句子结构进行了调整，使其更加自然流畅。同时，修正了一处名词所有格的错误。）（在这里，我们将原来的逗号改为了“which”，使句子结构更加清晰。同时，将“asks the student to questions”改为“poses questions”，使表达更加准确。）

And in the professor's example, professor used to teach a group of students, most of students raised their hand to answer some questions. In the professor's example, he used to teach a group of students, and most of them raised their hands to answer questions.（调整了句子结构，使其更加自然流畅。同时，修正了一处名词复数形式的错误。）（在这里，我们将原来的“professor used to teach”改为“he used to teach”，使表达更加简洁。同时，将“most of students raised their hand”改为“most of them raised their hands”，使表达更加准确。）

However, there is a student named Sarah, he never raised their hand to answer some questions. However, there was a student named Sarah, who never raised her hand to answer questions.（调整了句子结构，使其更加自然流畅。同时，修正了一处代词错误。）（在这里，我们将原来的“there is a student”改为“there was a student”，使时态更加一致。同时，将“he never raised their hand”改为“who never raised her hand”，使表达更加准确。）

And then the professor told this girl it was unfair behavior for other students, and the professor didn't wait this girl to answer some questions, and continued teaching other knowledges. The professor then told Sarah that her behavior was unfair to other students. He didn't wait for her response and continued teaching the lesson.（调整了句子结构，使其更加自然流畅。同时，修正了一处用词错误。）（在这里，我们将原来的“told this girl”改为“told Sarah”，使表达更加简洁。同时，将“continued teaching other knowledges”改为“continued teaching the lesson”，使表达更加准确。）

As a result, this girl raised their hand to answer questions like other students. As a result, Sarah started raising her hand to answer questions like the other students.（调整了句子结构，使其更加自然流畅。同时，修正了一处代词错误。）（在这里，我们将原来的“this girl raised their hand”改为“Sarah started raising her hand”，使表达更加准确。）

修订版（140字）：

The professor introduced the concept of questioning awareness of effect, which means that when a student disrupts the class, the teacher poses questions that draw attention to the negative effects of the student's behavior. In the professor's example, he used to teach a group of students, and most of them raised their hands to answer questions. However, there was a student named Sarah, who never raised her hand to answer questions. The professor then told Sarah that her behavior was unfair to other students. He didn't wait for her response and continued teaching the lesson. As a result, Sarah started raising her hand to answer questions like the other students.

6.思维导图

- Questioning Awareness of Effect
    - Definition
        - Teacher poses questions
        - Draw attention to negative effects
    - Professor's Example
        - Taught a group of students
        - Most raised hands to answer questions
        - Sarah: never raised her hand
            - Unfair behavior to other students
            - Professor's intervention
                - Didn't wait for response
                - Continued teaching the lesson
            - Result: Sarah started raising her hand

7.关键词