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