TOEFL iBT Speaking Template for Integrated Speaking Part 2

Task 2: Explain an Opinion on a Campus Issue (Campus Situations)

Question 2 is the first of three Integrated Speaking tasks. In this task, you’ll start by reading a passage (usually in the form of a campus announcement, flyer, or article) discussing a campus change or issue. You’ll then listen to a conversation between two speakers about their opinions on the campus situation.

Your task is to explain one speaker’s opinion on the campus issue using points he or she makes in the audio clip. (Note that you are not giving your own opinion here!) You’ll have 45-50 seconds to read the passage, 30 seconds to prepare your response, and 60 seconds to speak. Audio clips vary in length but are usually around 60 seconds long.

  1. First, explain the campus situation. This should be a brief summary of what’s written in the passage and what the two students are talking about.

Examples

  • According to the passage/announcement/flyer, the university plans to …
  • The school intends to …
  • The passage/announcement/flyer explains that the university is considering …
  1. Next, state whether the student agrees or disagrees with the school’s proposal or change.

Examples

  • The student agrees/disagrees with the school’s changes/decision/proposal for two/three reasons.
  • The student supports/opposes these changes.
  • However, the student does not support this plan.
  1. Now, explain one of the student’s main points for supporting or opposing these changes. Make sure to elaborate on what this point is and why the student feels this way, using evidence from the conversation.

Examples

  • First, the student believes/feels/thinks that … According to the student, …
  • The first point the student makes is that …
  • One reason he/she supports/opposes this proposal is that …
  1. Move on to explain the second point made by the student. Use a structure similar to the one you used for point one and make sure to explain why the student feels this way.

Examples

  • Secondly, the student believes/feels/thinks that … Another reason is that …
  • The second point the student makes is that … A second reason is that …
  • The student also remarks/says that … Additionally, the student believes/feels/thinks that …
  1. (Optional) Take this time to explain a third point the student makes, if there is one. Use the same format you used for points one and two, taking care to vary your transitions.

Examples

  • And finally, the student believes/feels/thinks that …
  • The third point the student makes is that …
  • The final/last reason is that …

How to Customize Your Task 3 Template

  1. Use “he/she” instead of “the student.” Once you’ve established that you’re talking about a student, it’s OK to replace “the student” with “he” or “she” (whichever is applicable) throughout your response. Using pronouns will make your response tighter and less redundant sounding.
  2. Do not give your own examples or reasons. Unlike the Independent tasks, you are not supposed to give your own opinion or examples here. So only talk about what the speaker and passage have told you!