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4. TOEFL iBT Speaking Question 2: Ultimate Step-by-Step Interactive Practice & Model Answers (Campus Issue Task) | LingExam
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August 7, 2025
TOEFL iBT Speaking Question 2 — Minimal Mastery Tutorial
Learn to summarize the campus notice in one clean line, report the student’s stance, and explain two distinct reasons with micro‑evidence and visible results. Hover each step to reveal emphasis and pacing ideas.
12 Pro Steps to Deliver a 100+ Level Response
Universal Fill‑in‑the‑Gap Template (Click to Copy)
The notice/announcement says the university will [state the change] to [state the purpose].
[Conversation – stance + Reason A]
In the conversation, the student [agrees/disagrees]. First, [Reason A: clear cause], for example, [tiny evidence], so [visible result].
[Reason B]
Second, [Reason B: a different angle]; specifically, [tiny evidence], which means [another clear result].
[Conclusion – 1 sentence]
Therefore, although the university intends to [restate purpose], the student [supports/opposes] it because of [Reason A] and [Reason B].
Tip: Replace the italics with note keywords. Keep each reason to 2–3 clauses for smooth pacing.
TOEFL iBT Speaking Question 2 — Official‑Style Practice
Flow Reading (50s) → Listening (dialogue) → Prompt → Preparation (30s) → Answer & Recording (60s) → Submit (WhatsApp/Email).
Part AReading (Campus Announcement) — 50s
Dining Hall Weeknight Dinner Schedule Adjustment
Starting the second week of next month, Riverside Dining Hall will shift its weeknight dinner service to 5:15 p.m. – 9:15 p.m., one hour later than the current schedule. The change is intended to better serve evening lab sections and late‑ending lectures. To manage staffing, the salad bar and grill will alternate closing at 8:45 p.m., but the main hot line will remain open until closing.
According to the announcement, student surveys show increased demand after 8:30 p.m. However, to reduce food waste, the hall will stop accepting reusable‑container pickups after 9:00 p.m. Students needing earlier dinner can use the Union Food Court, which will maintain its usual hours.
Part BListening (Conversation) — then Prompt & Preparation
Play the audio. After it ends, the prompt and Preparation button will activate.
Student 1 (Leah): Did you see Riverside is pushing dinner later? I’m actually pretty annoyed.
Student 2 (Marcus): Really? I have lab until eight on Tuesdays—later hours would help me a lot.
Leah: I work at the tutoring center from five to seven. I usually grab dinner at seven‑fifteen before my night bus home. If they move everything later and rotate the grill and salad bar, there’s a good chance the station I rely on is closed when I finally get there.
Marcus: They said the main hot line stays open until nine‑fifteen though.
Leah: Sure, but the reusable‑container pickup stops at nine. If the line is long, I’ll miss the cutoff and can’t take food to go. Plus, the Union Food Court gets packed at six, so the “use the Union” suggestion isn’t realistic for me.
Marcus: I get that. For me the later hours solve a real problem. My lab group always rushes out hungry. With the new schedule, we can eat after we clean up.
Leah: I’m not against helping lab students, but they could extend hours without cutting a station or they could keep the container pickup until closing. As it is, people with jobs or long commutes get squeezed.
→ Stance: Leah opposes the change. Reason 1: rotating station closures remove the options she needs at her only workable time; Reason 2: the 9:00 p.m. pickup cutoff + lines block take‑away for commuters.
Prompt
The woman expresses her opinion about the university’s plan described in the announcement. State her opinion and explain the reasons she gives to support that opinion.
Part CPreparation — 30s
Plan using the template: Reading = change + purpose → Student stance → Reason A (+ micro‑example + result) → Reason B (+ micro‑example + result) → one‑line echo.
Tip: note “station rotation → removes option” and “pickup cutoff + lines → commuters lose take‑away”.
Part DAnswer & Recording — 60s
Instructions: Click Start 60s Answer. The recorder starts automatically. Speak your response. When time ends, recording stops and you’ll get playback + download.
SubmitSend Your Response to LingExam
Fill in your details and send via WhatsApp or Email. The announcement text is included automatically. Attach the audio file you downloaded above.
High‑Scoring Model Answers — Dining Hall Schedule Task
Study two 26–30 responses. Stream the audio (download disabled), copy the scripts, and read the detailed reasoning so your students see exactly how to reach a 100+ TOEFL iBT score for Question 2.
Model Answer 1 — Stream & Script
Script: The announcement states that Riverside Dining Hall will shift weeknight dinner one hour later and rotate closures of the grill and salad bar, while keeping the main hot line open until 9:15 to accommodate late labs. In the conversation, the student opposes the change. First, she works until seven and relies on those specific stations right after her shift; with rotating closures, the option she needs may be unavailable at her only workable time, so her access to a practical meal is reduced. Second, the reusable‑container pickup stops at nine, and lines can be long at night, meaning commuters like her might miss the cutoff and lose the ability to take food to go. Therefore, although the university aims to support students in evening labs, she believes the plan solves one problem while creating new access barriers for students with jobs or long commutes.
Why this earns a top score — Step‑by‑step (12 points)
- Exact paraphrase of the notice: action, schedule shift, rotating closures, purpose.
- Immediate stance: “the student opposes,” which aligns output to the rubric.
- Reason A distinct: rotating station closures remove the option available at her only feasible time.
- Reason A has evidence: after‑work window; dependence on a particular station.
- Reason A ends with a result: “access is reduced,” making cause→effect explicit.
- Reason B distinct: pickup cutoff + long lines → commuters miss take‑away.
- Reason B evidence: 9:00 p.m. limit; night crowding.
- Reason B result: concrete consequence (can’t take food to go).
- Linkers: although/therefore/while maintain logical flow and neutrality.
- Vocabulary control: rotate, cutoff, access barriers — precise yet natural.
- Timing fit: four “voice paragraphs” for smooth 60‑second delivery.
- Mirror close: restates purpose vs. two reasons with no new ideas.
Model Answer 2 — Stream & Script (Alternate phrasing)
Script: The notice explains that dinner will run later on weeknights to serve students in evening labs, with the grill and salad bar closing on a rotating basis and container pickups ending at nine. The student disagrees. First, because she reaches the hall just after seven, removing one station at a time means the item she depends on may be unavailable, which undercuts the plan’s convenience for people with fixed schedules. Second, the 9:00 p.m. container cutoff combined with long lines could prevent commuters from taking food home, so the policy unintentionally penalizes those who can’t dine earlier. In short, while the change supports late‑lab students, she argues it should be adjusted so it doesn’t reduce evening options or block take‑away for commuters.
Why this earns a top score — Step‑by‑step (12 points)
- Concise paraphrase: includes rotation and pickup limit without copying wording.
- Clear stance: disagreement stated once; rest focuses on reasons.
- Reason A: time‑locked arrival + rotating closures → lost access to needed items.
- Concrete outcome: convenience undercut for fixed‑schedule students.
- Reason B: cutoff + queues → commuters can’t secure take‑away.
- Distinct angles: access at arrival time vs. policy cutoff fairness.
- Linkers and cohesion: because, which, so, while, in short.
- Lexical range: undercuts, penalizes, adjust — accurate and natural.
- Pronunciation planning: short clauses and predictable stress points.
- Template alignment: matches the Part 1 fill‑in structure exactly.
- Rubric fit: precise reporting beats opinionated commentary.
- Time control: ~120–140 words, comfortable for 60 seconds.
Instant‑Feedback Check — Do you capture the essentials?
Explanations show immediately after your choice.
1) What is the university’s stated purpose for changing the dinner schedule?
Answer: B.
The notice explicitly links the later hours to evening lab sections and late‑ending lectures. A is incomplete: rotating closures manage staffing, not the core purpose. C is not mentioned; the Union is an alternative, not the model. D is contradicted by the 9:00 p.m. cutoff. For Q2, anchor your opener in this exact purpose so raters hear you identified the policy’s intent, which sets up a neutral bridge to the student’s stance. This alignment signals you can separate institutional rationale from personal opinion—central to Topic Development. It also helps you paraphrase safely (“to accommodate” → “to better serve”), demonstrating lexical control without quoting. A clear statement of purpose prevents off‑task summaries that waste your 60 seconds and keeps your organization tight.
2) Which pair best captures the student’s two distinct reasons?
Answer: C.
The dialogue stresses two separate barriers: access at her arrival time (rotation) and fairness/logistics for commuters (pickup cutoff plus queues). A mentions facts but not objections; B cites background, not her reasons; D adds personal preference not present in the audio. Distinctness matters because Q2 rewards coverage of two different angles rather than repeating the same theme. For a 26–30 response, state each reason, add a micro‑example, and finish with a visible result (e.g., “so she can’t eat then,” “so commuters lose take‑away”). This cause‑effect chain is what raters are trained to hear, and it shows you can prioritize relevant detail while staying concise.
3) Which transition properly pivots from Reason A (station rotation) to Reason B (pickup cutoff)?
Answer: A.
A signals a new angle and names the mechanism (pickup limit + lines) with a concrete effect (no take‑away). B repeats; C digresses; D is evaluative and vague. Strong transitions are short and content‑rich: they keep your macro‑structure visible and your pacing efficient. They also prepare listeners for the consequence you’ll state next, which is pivotal for Topic Development. Using connectors like “additionally,” “moreover,” or “besides” helps raters anticipate the second reason and prevents the impression of rambling. Think of it as a signpost: it labels the second lane of your logic so you can drive straight to the result without filler.
4) Which one‑sentence wrap‑up mirrors the structure without adding new ideas?
Answer: D.
D restates the reading’s purpose and both reasons in neutral language and ends cleanly. A wastes time; B introduces new commentary; C is imprecise. A mirrored close confirms task completion and helps raters verify coverage quickly. Keep it one sentence to avoid timing issues and to reinforce your macro‑organization. Ending one second early is preferable to being cut off mid‑clause, which harms Delivery. Practice saying the wrap with controlled stress on “aims,” “disagrees,” “closures,” and “cutoff” so your final line lands crisply.
Vocabulary & Expressions — From the Model Answers
Click any item to expand. Use these for targeted practice before doing the interactive quiz in Part 5.
1) undercut /ˌʌndəˈkʌt/ (BrE) · /ˈʌndɚˌkʌt/ (AmE)
Example: “Rotating closures undercut the plan’s convenience for students with fixed schedules.”
= They make the plan less effective.
Common mistakes: ❌ “undercut to the plan”; ✅ “undercut the plan”. Don’t confuse with price‑cutting meaning unless context is about prices.
2) penalize /ˈpiːnəlaɪz/ (BrE) · /ˈpiːnəlaɪz/ (AmE)
Example: “The pickup cutoff penalizes commuters who can’t arrive earlier.”
= It unfairly disadvantages them.
Don’t say ❌ “penalize to commuters”; use ✅ “penalize commuters” or “penalize commuters for arriving late”.
3) cutoff /ˈkʌtɒf/ (BrE) · /ˈkʌtˌɔːf/ (AmE)
Example: “The 9:00 p.m. container cutoff prevents commuters from taking food home if lines are long.”
= The deadline blocks access after 9.
Spell as one word: ✅ cutoff (noun). The verb phrase is two words: “cut off”.
4) accommodate /əˈkɒmədeɪt/ (BrE) · /əˈkɑːmədeɪt/ (AmE)
Example: “Dinner hours were extended to accommodate evening lab students.”
= To serve their schedule.
Don’t add “to” after the verb: ❌ “accommodate to students”; ✅ “accommodate students”.
5) rotate /rəʊˈteɪt/ (BrE) · /roʊˈteɪt/ (AmE)
Example: “The grill and salad bar will rotate closing at 8:45 p.m.”
= They close on alternating nights.
Use rotate between/among (✅). Don’t say ❌ “rotate with” when listing options.
1) access barriers /ˈækses ˈbæriəz/ (BrE) · /ˈækˌsɛs ˈbæriɚz/ (AmE)
Example: “The policy solves one issue but creates new access barriers for commuters.”
= It makes it harder for them to use the service.
Use the preposition “to”: ✅ “barriers to access,” not ❌ “barriers for access.”
2) on a rotating basis /ɒn ə rəʊˈteɪtɪŋ ˈbeɪsɪs/ (BrE) · /ɔn ə roʊˈteɪtɪŋ ˈbeɪsɪs/ (AmE)
Example: “Two stations will close on a rotating basis after 8:45 p.m.”
= Each one closes on different nights.
Include the article “a”: ✅ “on a rotating basis,” not ❌ “on rotating basis”.
3) time‑locked arrival /taɪm lɒkt əˈraɪvəl/ (BrE) · /taɪm lɑːkt əˈraɪvəl/ (AmE)
Example: “Rotation undercuts convenience for students with a time‑locked arrival after work.”
= They cannot come earlier or later.
Hyphenate as an adjective before a noun: ✅ “time‑locked arrival”.
4) take‑away (food) /ˈteɪkəweɪ/ (BrE) · /to‑go ˈfuːd/ (AmE usage)
Example: “The 9 p.m. cutoff blocks take‑away for commuters stuck in long lines.”
= They cannot get food to take home.
BrE prefers take‑away; AmE prefers to‑go/carryout. Keep style consistent in one answer.
5) solve one problem while creating another /sɒlv wʌn ˈprɒbləm waɪl kriːˈeɪtɪŋ əˈnʌðə/ (BrE) · /sɑːlv wʌn ˈprɑːbləm waɪl kriːˈeɪtɪŋ əˈnʌðɚ/ (AmE)
Example: “The plan solves one problem while creating another for students with jobs or commutes.”
= It helps one group but hurts another.
Keep parallel structure: ✅ “solve … while creating …”, not ❌ “solve … while create …”.
Pronunciations are given in IPA for both British and American English. Keep your answer’s variety consistent (BrE or AmE) for spelling and style.
Interactive Practice — Vocabulary & Expressions (10 of 30)
You’ll get 10 randomized MCQs from a pool of 30. Choose an answer to see the instant explanation (10–15 sentences). Track your score and progress, then Retake to get a new set.
Tip: After answering, read the full explanation carefully — it includes patterns, synonyms, and common mistakes.
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