Speaking topics in text
TPO 21 - Question 4
Questioning Awareness of Effect
When a student engages in disruptive behavior in the classroom, it negatively impacts on 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 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.
Speaking recording
Votes
This speaking topic by users
| Post dates | Users | rates | Contents |
|---|---|---|---|
| 2018-10-18 | pashmina hira | 50.00 | Check this speaking |
| 2018-10-18 | Taniazehra | 90.00 | Check this speaking |
| 2018-08-06 | dshah6611 | 50.00 | Check this speaking |
| 2018-03-01 | AK1988 | 90.00 | Check this speaking |
| 2018-08-06 | dshah6611 | 66.00 | Check this speaking |
Speaking category
Speakings by user dshah6611
:
- Using points and examples from the talk, describe the double slit experiment and explain why the professor thinks that it is significant.The professor talks about the experiment and its purpose, first, and then he talks about the results. When he talks ab 63
- Some believe it is important to learn as many foreign languages as possible. Others believe that speaking one or two languages fluently is enough. Which do you think is preferable and why? 50
- TPO (S7-Q1): If friends from another country were going to spend time in your country, what city or place would you suggest they visit? Using details and examples, explain why. 50
- Explain how the lecturer’s claims give a concrete example of climate change’s effect on culture.Climate change hasn't always been seen as such a major factor in how we've progressed, how culture has developed. But more and more, we're finding that it 70
- TPO 21 - Question 4Questioning Awareness of EffectWhen a student engages in disruptive behavior in the classroom, it negatively impacts on both the teacher’s ability to teach and other students’ ability to learn. One way a teacher can correct disrupti 50
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on vocabulary words:
No of characters: 323.0 592.248995984 55% => Need more words or more difficult words.
No of words: 95.0 155.574297189 61% => More words wanted. You may: choose simpler words or speak faster or remove hesitations or remove long pauses, and fully use the time, do NOT save one or two seconds.
Chars per words: 3.4 3.80514564318 89% => OK
Fourth root words length: 3.12198564135 3.525876923 89% => OK
Word Length SD: 1.5245361676 1.79077849142 85% => OK
Unique words: 66.0 93.7148594378 70% => More unique words wanted.
Unique words percentage: 0.694736842105 0.604071249207 115% => OK
Syllable count: 113.4 185.844578313 61% => The syllable count is low.
Avg_syllables_per_word: 1.2 1.19417670683 100% => OK
Performance on coherence:
Topic speech coherence ratio: 0.01010725264 0.0650381309087 16% => It may have issues on recording quality or the content is not so closely related to content.
Acoustic performance on paragraphs:
How many acoustic paragraphs: 5.0 4.35341365462 115% => OK
Average paragraph length: 19.0 68.503853103 28% => The average paragraph length is low.
STD paragraph length: 13.4014924542 21.3332995233 63% => OK
Average paragraph duration: 8.616 25.9943957902 33% => The speaking content is not well organized.
STD paragraph duration: 5.67681107665 7.84667146824 72% => OK
Acoustic performance on sentences:
How many acoustic sentences: 30.0 42.0642570281 71% => OK
Average acoustic sentence length: 3.16666666667 4.02192344571 79% => OK
STD acoustic sentence length: 1.59338912036 3.1217529195 51% => OK
Average acoustic sentences duration: 1.35766666667 1.45093177766 94% => OK
STD acoustic sentences duration: 0.747327163222 0.99851816184 75% => OK
Acoustic performance on acoustic silence:(An acoustic silence means a little pause between two or more words)
How many acoustic silence: 29.0 39.0421686747 74% => OK
Total acoustic silence duration: 5.89 7.12997991968 83% => OK
Average acoustic silence duration: 0.203103448276 0.185688545393 109% => OK
STD acoustic silence duration: 0.189992802918 0.155154303396 122% => OK
Acoustic performance on acoustic words:
Total word duration: 32.44 47.1480722892 69% => Need to talk more.
Average word duration: 0.341473684211 0.305395592593 112% => OK
STD word duration: 0.174186641708 0.189427763521 92% => OK
Disfluencies: like hesitations, or 'ehn' or taking a long time to pronounce a word:
How many disfluencies: 7.0 7.94979919679 88% => OK
Total_disfluencies_duration: 5.31 6.2937751004 84% => OK
Total acoustic noise duration: 3.46 3.39508032129 102% => OK
Acoustic rates:
Total speech duration: 43.08 59.7592369478 72% => Talk more. Do not save time. People can talk 4-5 words in one second.
Compare to expected duration: 0.718 0.995987282463 72% => Some seconds left. Need to talk more.
Rate of silence: 0.673166202414 0.656000678711 103% => OK
Rate of speech: 2.2051996286 2.60215298798 85% => Need to bring more content.
Rate of speech by unique words: 1.53203342618 1.56821927147 98% => OK
Rate of word duration by unique words: 2.03452527744 1.99336655568 102% => OK
Average articulation rates: 0.380293231579 0.317803793328 120% => OK
---------------------
Rates: 50.0 out of 100
Scores by speech e-grader: 15.0 Out of 30
---------------------
Note: the speech e-grader does NOT examine the meaning of words and ideas.