structure of TOEFL Speaking Task 2<\/a>. Here is a table of the information that is covered in all TOEFL Speaking Task 2 prompts:<\/p>\n![\"TOEFL](\"https:\/\/magoosh.com\/toefl\/files\/2016\/08\/Task2.png\")
<\/p>\n
TOEFL Speaking Task 2 is All About Problems and Solutions<\/h2>\n
The\u00a0table above can really help you prepare for both variations of the prompt. It’s a lot easier to prep for the two formats of Task 2 if you understand what they have in common. Whether the student agrees or disagrees with the policy proposed in the Task 2 reading, both the passage and the audio track are all about\u00a0problems<\/em> and\u00a0solutions<\/em>.<\/p>\nThe campus policy described in the reading always addresses some kind of problem on campus. In fact, the policy will always address two<\/em> problems. One problem will be discussed in Reason # 1 for the policy, and the other problem will be discussed in Reason # 2.<\/p>\nThe opinionated speaker in the audio track also talks about problems and solutions. Suppose the speaker disagrees with the argument in the passage. (This is the most common format for the task.) In that case, the speaker will explain why the policy in the passage isn’t a good solution to the problems in question. Usually, they will also propose alternative solutions to the two problems mentioned in the passage.<\/p>\n
On the other hand, if the speaker agrees with the passage, he or she will give additional reasons that the policy will solve problems on campus. This is actually the simpler of the two arguments the speaker can make in the listening portion of Task 2. It would be nice if the TOEFL could make agreeing with the passage their more common standard, actually!<\/p>\n
TOEFL Speaking Task 2: Dual Flowchart<\/h2>\n
Either way, the TOEFL Speaking Task 2 template below has you covered! (I’m presenting it in flowchart form.)<\/p>\n
![\"TOEFL](\"https:\/\/magoosh.com\/toefl\/files\/2016\/09\/Task2DualTemplate.png\")
<\/p>\n
How to Use This TOEFL Speaking Task 2 Dual Template<\/h2>\n
Use this template to practice making two separate outlines for your Speaking Task 2. Any Speaking Task 2 response will only include one of the two “branches” underneath the “audio conversation” field in this chart.<\/p>\n
Also pay attention to the time estimates in the chart. I deliberately gave recommended times that will leave you with between 5 and 15 seconds left over if you perfectly follow them. It’s best to “undershoot” for time, so you have some extra seconds to restate and clarify things. If you still have time left over at the end, you can always add a concluding sentence where you restate the speaker’s main thesis.<\/p>\n","protected":false},"excerpt":{"rendered":"
The TOEFL Speaking Task 3 prompt has two possible formats: the speaker may disagree with the reading, or they may agree.<\/p>\n","protected":false},"author":80,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13610],"tags":[],"ppma_author":[13630],"class_list":["post-3839","post","type-post","status-publish","format-standard","hentry","category-speaking-task-2"],"acf":[],"yoast_head":"\n
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Additionally, he's helped students with TOEIC, PET, FCE, BULATS, Eiken, SAT, ACT, GRE, and GMAT.\r\n\r\nDavid has a BS from the University of Wisconsin-Eau Claire and an MA from the University of Wisconsin-River Falls. His work at Magoosh has been cited in<a href=\"https:\/\/scholar.google.com\/scholar?hl=en&as_sdt=0%2C50&q=Recine+magoosh&btnG=\" rel=\"noopener noreferrer\"> many scholarly articles<\/a>,<a href=\"https:\/\/minds.wisconsin.edu\/handle\/1793\/65479\" rel=\"noopener noreferrer\"> his Master's Thesis<\/a> is featured on the<a href=\"https:\/\/www.readingwithpictures.org\/2013\/09\/research-highlight-teaching-english-language-learners-with-comics\/\" rel=\"noopener noreferrer\"> Reading with Pictures<\/a> website, and he's presented at the<a href=\"https:\/\/www.witesol.com\/wp-content\/uploads\/2014\/11\/2014-WITESOL-Program-FINAL-10-28-14.pdf\" rel=\"noopener noreferrer\"> WITESOL (link to PDF)<\/a> and<a href=\"https:\/\/issuu.com\/interoff\/docs\/nafsaregionv_2014conference\" rel=\"noopener noreferrer\"> NAFSA<\/a> conferences. David has taught K-12 ESL in South Korea as well as undergraduate English and MBA-level business English at American universities. 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