TOEFL Speaking Templates

At first glance, TOEFL speaking might seem difficult. You have to memorize what the lecturer was talking about, figure out how to tie all the points together, quickly prepare an answer, cover the most important ideas in a structured way, and do it all during the allotted time for each of the questions. This is actually pretty difficult for most people without proper training and preparation.

There are several ways to approach the TOEFL speaking section. You can improvise, and if your English is good enough, you can easily answer questions and get a pretty high score. Alternatively, you can use TOEFL speaking templates that will make your answer structured, and, more importantly, give you peace of mind because you won't have to worry about how to put together your answer. On top of this, even though you will use templates, you will still sound conversational and natural.

In this article, I will walk you through answer templates for all questions in the TOEFL speaking section.

Question types

Here are the 4 question types you will have to deal with:

• Question 1: independent speaking: This question requires you to express your opinion on a specific issue, usually providing you with two options. You'll need to choose one and explain your reasoning within a total of 60 seconds, which includes 15 seconds for preparation and 45 seconds for speaking.

• Question 2: campus announcement and conversation: In this task, you'll listen to a conversation or announcement related to campus life. Your task is to report on the opinion of one of the speakers and explain why they hold that opinion. You will have 50 seconds to read and take notes, 60-120 seconds to listen and take notes, 30 seconds to prepare and 60 seconds to speak.

• Question 3: academic reading and lecture: This question involves both reading a passage and listening to a lecture. You are required to explain how the lecture expands on or contrasts with the reading. You will read and take notes for about 45 seconds, listen and take notes for 60 to 120 seconds, prepare for 30 seconds and speak for 60 seconds.

• Question 4: academic lecture: The final question asks you to summarize the main points from an academic lecture. You will listen and take notes for 120 to 180 seconds, prepare for 20 seconds, and finally speak for about 60 seconds.

Each question is timed to ensure that you manage your responses efficiently. It's crucial to practice so that you can comfortably express your ideas within the allocated time.

TOEFL speaking template for question 1

The answer template for the first question is pretty straightforward. Begin by clearly stating your personal opinion using "In my view…" Then, add depth to your response by sharing a relevant personal experience with "From my experience…" Build on your argument by introducing additional points with "Furthermore…" and provide specific examples to support your claims using "To illustrate…" Finally, wrap up your answer by summarizing your main points with "In conclusion….".

Below is a sample question and an answer that uses this template.

Do you agree or disagree with the following statement? All households should have access to both television and radio.

In my view, access to both television and radio is essential for every household in today's interconnected world. From my experience, having these media sources at home has been invaluable for staying informed and entertained. I recall how crucial they were during a recent natural disaster when we relied on both for up-to-the-minute updates and emergency instructions. Furthermore, television and radio provide educational content that can benefit all family members, from children's programs to adult learning series. They also offer a shared experience that can bring families and communities together, fostering discussions and shared interests. To illustrate, consider how major global events like the Olympics or significant news stories become talking points that connect people across different backgrounds, all thanks to the widespread access to TV and radio. In conclusion, the benefits of having both television and radio in every household far outweigh any potential drawbacks. These media sources serve as vital tools for information, education, entertainment, and community building, making them indispensable in modern society.

TOEFL speaking template for question 2

The speaking template for question 2 is slightly different. You start by summarizing the main idea of the reading passage, using the phrase "The reading passage informs about a campus change," or, if it is a letter, “A letter introduces a change/a new policy on campus” and focus on the specific change or announcement it describes with "Specifically...". Then, transition to the conversation by stating, "The man/woman in the conversation strongly supports/opposes the idea." Highlight the speaker's opinion, mentioning their initial reaction with "He/She begins by mentioning..." and proceed to "Next, he/she clarifies..." to explain the reasons they give to support their viewpoint. Conclude your response by summarizing the speaker's overall stance with "In conclusion...".

Below is a sample question and an answer that uses this template.

Directions: You will now read a short passage and then listen to a conversation on the same topic.

Changing campus parking regulations (passage)

Starting next semester, students will no longer be able to park their cars on campus without a special permit. Instead, students will be required to use alternative transportation methods, such as biking, public transit, or carpooling. After consulting with the Environmental Protection Club, we believe it is socially irresponsible to continue to allow the large number of cars on campus, which contribute to pollution and congestion. Additionally, we have received numerous complaints from students about the limited parking availability and the high cost of parking permits. By encouraging alternative transportation, we aim to reduce the environmental impact and make commuting more affordable for students.

Student response (transcript)

This change is just a huge inconvenience. I understand the environmental concerns, but not everyone can just switch to biking or public transit. What about students who live far from campus or don't have reliable transportation options? It feels like the administration is completely ignoring the reality for a lot of us. We have tight schedules, jobs, and other responsibilities, and now we have to worry about how to get to campus without our cars? It's frustrating and honestly feels like they're making our lives harder without considering the full impact on students.

The reading passage informs about a campus change. Specifically, it discusses the new rule that students will no longer be able to park on campus without a special permit and will have to rely on alternative transportation methods instead. The woman in the conversation strongly opposes the idea. She begins by mentioning that the new policy is incredibly inconvenient for students who commute from far away or live off-campus. Next, she clarifies that not everyone has easy access to public transportation or the ability to bike to campus, and this change will make it much harder for those students to get to their classes on time. In conclusion, she argues that the policy is unfair and that the administration is ignoring the needs of a significant portion of the student body.

TOEFL speaking template for question 3

Here you start off by saying that “Based on the reading, (topic) can be defined as (topic definition)...”. Next, you say that “In the lecture, the professor explores this topic further by explaining...”. Following that, you explain that “The professor then adds...”. Finally, you wrap it all up by saying that “Therefore, after hearing the lecture, I now have a clearer understanding of...”.

Here is a question and a sample answer based on this template.

Phobias (passage)

In everyday life, when people speak of phobias, they are almost always speaking about what psychologists would call explicit phobias. An explicit phobia is a conscious or intentional fear, usually of specific things, like heights, snakes, or flying. There is another kind of fear that is not conscious. Fears of this kind are called implicit phobias. An individual can experience a strong fear or anxiety without being able to consciously recall the source, yet still display reactions that indicate the fear has been somehow recorded in his or her brain.

How phobias work (lecture transcript)

OK, the first kind of fear, we're all very familiar with this, right? You probably remember a time when you were scared, maybe last night if you had a nightmare or saw something unsettling. You have a conscious memory of that fear, so, um, if I ask you “What were you scared of last night?” you could tell me.

But there's another kind of fear—implicit phobias. They work differently.

Let's take an example from everyday life. When you're walking through a park, you might pass by a spider without noticing it. You don't consciously remember seeing the spider, but it still affects you. Psychologists have shown . . . well, to be specific, let's say there's a spider in the park, but it's small and hidden among the leaves. You don't even see it, but as you walk by, you suddenly feel anxious or uneasy. Later, if someone asks you whether you saw a spider, you'll probably say no. You honestly don't remember seeing any spider. But then, if someone asks you to name something that scares you, you might suddenly think of spiders. The hidden spider had an effect, even though you don't remember ever seeing it.

Based on the reading, implicit phobias can be defined as fears that are not consciously remembered but still influence a person's behavior. These phobias can manifest even when the individual does not recall the specific event that caused the fear. In the lecture, the professor explores this topic further by explaining how implicit phobias can arise in everyday situations. For example, someone might not consciously notice a spider while walking in a park, yet later, they may feel anxious or uneasy, and if asked, might identify spiders as something they fear. The professor then adds how these implicit phobias can affect a person without their conscious awareness, similar to how explicit phobias operate but without the direct memory of the trigger. Therefore, after hearing the lecture, I now have a clearer understanding of how implicit phobias work and how they can influence behavior without conscious memory.

TOEFL speaking template for question 4

By now you probably, already know the drill. You begin by stating, "The professor delves deeply into (topic), which..." Next, you mention, "Following the introduction of the topic, the lecturer highlights that..." After that, you note, " He/she proceeds to explain..." Finally, you conclude by saying, " Because of listening to the lecture, I now have a deeper understanding of...".

Altruism (lecture transcript)

There are two prominent theories that explain the existence of altruism. The first is the evolutionary theory, which suggests that altruism developed as a survival mechanism. In early human societies, individuals who acted selflessly towards others, especially within their own group, helped ensure the survival and reproduction of the group as a whole. This cooperative behavior increased the likelihood of passing on altruistic traits to future generations. For instance, by sharing resources like food or shelter, individuals increased their group's overall resilience against external threats, leading to greater long-term survival rates. The evolutionary perspective also highlights the concept of kin selection, where altruistic behavior is more likely to occur towards close relatives, as helping them indirectly supports the continuation of shared genetic material.

The second theory is the social learning theory, which posits that altruism is a learned behavior. According to this theory, individuals, particularly children, learn to be altruistic by observing and mimicking the actions of others, such as family members or influential figures in their environment. This learned behavior is reinforced through positive social interactions and cultural norms. For example, a child who witnesses their parents engaging in charitable activities may internalize the value of helping others and replicate such behavior in their own lives. Additionally, societal praise and rewards for altruistic actions further encourage individuals to act selflessly. Over time, these learned behaviors can become deeply ingrained, shaping an individual's moral framework and guiding their actions in social situations. Both theories offer valuable insights into why altruism persists in human behavior, whether through inherited traits or through the influence of social environments.

The professor delves deeply into altruism, which is behavior that benefits others at a cost to oneself. Following the introduction of the topic, the lecturer highlights that altruism can be explained through two prominent theories. The first theory is that altruism is a product of evolution. In the past, cooperative behavior among members of a group increased the chances of survival for the entire group, ensuring that altruistic traits were passed down through generations. He proceeds to explain another popular theory on altruism known as the social learning theory, which suggests that altruistic behavior is learned. For example, children who observe acts of kindness and selflessness at home or in media are more likely to exhibit altruistic behavior toward others. Because of listening to the lecture, I now have a deeper understanding of altruism and why it exists.

Key takeaways

As you can tell, TOEFL speaking is all about structured and comprehensive responses. You can just wing it and answer the questions intuitively, or you can use these TOEFL speaking templates that will make your life a lot easier. You should try both approaches and see what works better for you.