『新东方在线托福口语』为托福考生准备了ETS托福TPO/Official 21 Task 3口语练习：Questioning Awareness of Effect &nbsp;
<p style="text-al原文题目答案解析，TPO/Official 21 Task 3口语原文范文音频翻译。

托福TPO/Official 21 Task 3口语原文独立/综合口语题目答案解析-范文音频翻译-新东方托福官方网校手机版

旁白：现在听一段教育课上的部分内容。

Narrator: Now listen to part of a lecture in an Education class.

教授：我曾经教过一群八岁的学生，

Professor: So I used to teach a class of eight-year-olds,

有时我遇到的一个问题是让孩子们在他们想回答问题的时候举手。

and one problem I sometimes had was getting the kids to raise their hands when they wanted to answer a question.

我有一个规则，如果一个学生想回答一个问题，

I had the rule that if a student wanted to answer a question,

他们需要在空中举起手来，等着我说出他们的名字。

they needed to raise their hand in the air and wait till I call their name before speaking.

这给了所有的学生一个参与的机会，

That gave all the students a chance to participate,

这让每个人都能从讨论中得到更多。

which helped everyone get more out of the discussion.

但是有些孩子在遵守规则时遇到了麻烦。

But some kids had trouble following the rule.

当她想回答一个问题时，她不会举手，

who didn't raise her hand when she wanted to answer a question,

这让那些耐心举手等待的其他孩子们很沮丧。

And this was frustrating for the other children who were waiting patiently with their hands raised.

所以有一天，当莎拉喊出答案，

我问她是否知道大声喊出答案对其他学生是不公平的。

I asked her if she knew that calling out was unfair to the other students.

你是否意识到，当你在不举手的情况下喊出答案的时候，

do you realize that when you call out answers without raising your hand,

you're not being fair to the other students.

你没有给他们一个回答问题的机会。

You're not giving them a chance to answer questions too.

我没有等她回答，我只是继续上课。

And I didn't wait for her to answer, I just continued teaching the class.

在那之后，每当我问班上一个问题的时候，萨拉都没有喊出答案。

And after that, any time I asked the class a question, Sarah didn't call out the answer.

She raised her hand along with everyone else.

Questioning Awareness of Effect &nbsp;

When a student engages in disruptive behavior in the classroom, it negatively impacts both the teacher's ability to teach and other students' ability to learn. One way a teacher can correct disruptive behavior is by questioning awareness of effect. With this technique, when a student disrupts the class, the teacher asks the student a question that draws attention to the negative effect of the student's behavior. The teacher then does not wait for an answer, but immediately continues teaching. By thus simply drawing attention to the effect of the student's behavior, the teacher can often lead the student to discontinue the behavior.
 
<img src="/upload/ti/2426000-2427000/2426949/5a674c5f28b84ee594d374ea8f385639.jpg">
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Explain how the example from the lecture illustrates the technique of questioning awareness of effect.