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3. TOEFL iBT Speaking Question 2: Ultimate Step-by-Step Interactive Practice & Model Answers (Campus Issue Task) | LingExam
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August 9, 2025
TOEFL iBT Speaking Question 2 — High-Score Strategy Tutorial
Master the art of delivering a concise, well-structured, and high-scoring response for Question 2. This involves summarizing the reading notice, presenting the student’s stance, and explaining two clear reasons supported by examples and logical results.
12 Steps to a Perfect 60-Second Response
Universal Fill-in-the-Gap Template
The notice/announcement says the university will [state change] to [state purpose].
[Conversation – stance + Reason 1]
In the conversation, the student [agrees/disagrees]. First, [Reason 1], for example, [tiny evidence], so [result].
[Reason 2]
Second, [Reason 2]; specifically, [tiny evidence], which means [result].
[Conclusion]
Therefore, although the university intends to [restate purpose], the student [supports/opposes] it because of [Reason 1] and [Reason 2].
Click to copy the template and replace italic text with your own notes.
TOEFL iBT Speaking Question 2 — Official-Style Practice (New Scenario)
Flow Reading (50s) → Listening (dialogue) → Prompt → Preparation (30s) → Answer & Recording (60s) → Submit (WhatsApp/Email).
Part AReading (Campus Announcement) — 50s
Fitness Center Peak-Hour Reservation Pilot
Beginning the first Monday of next month, the university Fitness Center will pilot a reservation system for weekdays 5:00–9:00 p.m.—the busiest period. Students must book a 45-minute slot for the main cardio and free-weight areas using the campus app, which opens reservations 24 hours in advance. Walk-ins remain available outside peak hours.
The goal is to reduce crowding and wait times at machines and racks. During the pilot, club teams will keep their previously scheduled practice lanes in the auxiliary room. To discourage no-shows, accounts that miss two reservations in a week will be temporarily restricted from booking the following week.
Students are encouraged to share feedback through the Facilities portal before the end of the month. If the pilot is successful, a permanent version may be proposed to the Student Assembly in the next term.
Part BListening (Conversation) — then Prompt & Preparation
Play the audio. After it ends, the prompt and Preparation button will activate.
Lena: Did you read about the new reservation system at the gym? Peak hours will need booking.
Evan: Yeah, and I’m not thrilled. I usually get out of class at 5:10, jog over, and squeeze in a quick lift. If slots open only a day before, they’ll be gone by the time I can check, and the 45-minute cap isn’t enough when you factor in waiting and cleaning equipment.
Lena: But that’s the point—less waiting. If people have slots, the racks should be available.
Evan: Maybe in theory. But club teams still keep their practice area, and a lot of commuters like me can’t predict exactly when we’ll arrive. If traffic makes me ten minutes late, I lose a quarter of my slot. It ends up punishing people with tight schedules.
Lena: I guess the no-show rule is strict, but it stops people from holding spots they won’t use.
Evan: That’s my second issue. If my last class runs over just twice in a week, I’m blocked the next week. That’s not fair when delays aren’t my fault. They should let walk-ins during peak if space is free, or at least give a grace period.
→ Stance: Evan opposes the pilot. Reason 1: fixed 45-minute reservations + arrival uncertainty cut into usable time and reduce flexibility; Reason 2: the no-show penalty blocks access for students delayed by class schedules.
Prompt
The man expresses his opinion about the university’s reservation pilot described in the announcement. State his opinion and explain the reasons he gives to support that opinion.
Part CPreparation — 30s
Plan with the template: Reading = change + purpose → Student stance → Reason A (+ micro-example + result) → Reason B (+ micro-example + result) → one-line echo.
Tip notes: “fixed 45-min slot + arrival uncertainty → less usable time” / “two no-shows → next-week block → unfair to delayed students”.
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 — Fitness Center Reservation Pilot
Study two 26–30 responses. Stream the audio (download disabled), copy the scripts, and read the step-by-step reasoning so learners can consistently hit a TOEFL iBT 100+ target on Question 2.
Model Answer 1 — Stream & Script
Script: The announcement says the Fitness Center will test a peak-hour reservation system, requiring students to book 45-minute slots between five and nine p.m. to reduce crowding, while club teams keep their practice space and no-shows face temporary booking limits. In the conversation, the student opposes the pilot. First, because commuters can’t predict their exact arrival and the slot is fixed, arriving a few minutes late cuts deeply into usable time, so the system reduces flexibility instead of improving it. Second, the two no-show rule can block students for the next week even when classes overrun, which unfairly restricts access for people whose schedules aren’t fully under their control. Therefore, although the university aims to manage evening demand, he argues the policy needs grace periods and walk-in options so it doesn’t penalize students with tight schedules.
Why this earns a top score — Step-by-step (12 points)
- One-line notice paraphrase: action + scope + purpose + key constraints (teams, no-shows).
- Immediate stance: “opposes” appears once, keeping focus on reasons.
- Reason A is distinct: fixed slot + arrival uncertainty → reduced usable time.
- Reason A micro-evidence: commuter timing; cleaning/transition overhead.
- Reason A visible result: flexibility decreases, hurting workout quality.
- Reason B is new angle: fairness/penalty policy, not just timing.
- Reason B evidence: two no-shows → next-week block; classes overrun.
- Reason B result: unintended restriction on students with tight schedules.
- Cohesion words: although, because, so, therefore; clear logical flow.
- Lexical control: commute, grace period, restrict access, usable time.
- Timing fit: ~120–140 words; natural for 60 seconds with breath points.
- Mirror close: purpose vs. two reasons, no new ideas added.
Model Answer 2 — Stream & Script (Alternate phrasing)
Script: The notice introduces a pilot requiring 45-minute bookings during the busiest evening window to cut down on crowding; teams keep reserved space and repeated no-shows trigger a booking ban. The student disagrees. First, because arrival times vary after class and traffic, a fixed slot means he may lose a significant portion of his session, which defeats the goal of a smooth workout. Second, the two no-show policy can punish students for delays beyond their control, effectively excluding them for an entire week. In short, while the university wants shorter lines, he believes the plan should include walk-ins when space is free and a short grace period so it manages demand without reducing fair access.
Why this earns a top score — Step-by-step (10 points)
- Concise paraphrase: captures booking, peak window, purpose, teams, penalties.
- Clean stance: stated once; the rest is reasons.
- Reason A: variability of arrival → session truncated.
- Outcome: workout quality and planning disrupted.
- Reason B: penalty design → unfair restriction on access.
- Distinct dimensions: timing vs. policy fairness.
- Connectors: because, which, so, while, in short.
- Vocabulary: truncated, grace period, manage demand.
- Template alignment: matches Part 1 fill-in blocks for fluent pacing.
- Time control: compact clauses that fit the 60-second window.
Instant-Feedback Check — Did you capture the essentials?
Explanations show immediately after your choice.
1) What is the university’s main purpose for the reservation pilot?
Answer: B.
The notice explicitly states the pilot aims to reduce crowding and waits in the 5–9 p.m. window. A is background (teams retain space) rather than purpose; C and D aren’t mentioned. Opening your answer with a precise paraphrase of the policy’s intent shows control of the reading and sets up a neutral bridge to the student’s stance—core to high Topic Development.
2) Which pair best summarizes the student’s two reasons?
Answer: C.
The conversation highlights two distinct angles: timing/utility (lost minutes when late) and policy fairness (penalties after unavoidable delays). Distinctness is crucial—Q2 rewards covering two separate causes with concrete outcomes rather than repeating the same theme.
3) What is an appropriate transition into Reason 2?
Answer: A.
A signals a new angle (policy fairness) and points to a concrete effect (blocked access). B repeats; C is irrelevant; D is vague and evaluative. High-scoring responses use short, content-rich transitions that preserve structure and timing.
4) Which one-sentence wrap-up mirrors the full structure?
Answer: D.
D restates the reading’s purpose and both reasons with neutral paraphrase—no new claims. One crisp closing line confirms task completion and avoids cut-off, helping Delivery and Topic Development.
Vocabulary & Expressions — From the Model Answers
Expand each item to see phonetics, patterns, nuanced definitions, examples, synonyms, and common learner mistakes. Use these before attempting the interactive quiz in Part 5.
1) truncate /ˈtrʌŋkeɪt/ (BrE) · /ˈtrʌŋkeɪt/ (AmE)
Example: “A fixed slot may truncate his workout if he arrives late.”
= The session becomes shorter than planned.
Common mistakes: ❌ “truncate about my time”; ✅ “truncate my time”. Avoid overusing in casual speech—use when reduction is significant or policy-driven.
2) commuter /kəˈmjuːtə/ (BrE) · /kəˈmjuːtɚ/ (AmE)
Example: “As a commuter, he can’t predict exact arrival times after class.”
= He travels to campus and timing varies.
Don’t confuse the noun commuter with the verb commute. Say “I commute to campus,” not “I commuter to campus.”
3) penalize /ˈpiːnəlaɪz/ (BrE) · /ˈpiːnəlaɪz/ (AmE)
Example: “The no-show rule may penalize students for delays they can’t control.”
= It unfairly hurts them.
❌ “penalize to students”; ✅ “penalize students” / “penalize students for arriving late”.
4) restrict /rɪˈstrɪkt/ (BrE) · /rɪˈstrɪkt/ (AmE)
Example: “Repeat no-shows could restrict his ability to book the gym next week.”
= He won’t be allowed to reserve slots.
Be careful with prepositions: ✅ “restrict access to equipment,” not ❌ “restrict access for equipment.”
5) fairness /ˈfeənəs/ (BrE) · /ˈfɛrnɪs/ (AmE)
Example: “He questions the fairness of blocking access after two no-shows.”
= He doubts the policy treats students reasonably.
Avoid vague claims: add context (who is affected and how). E.g., not just “It’s about fairness,” but “It raises fairness concerns for commuters.”
1) grace period /ˈɡreɪs ˌpɪəriəd/ (BrE) · /ˈɡreɪs ˌpɪriːəd/ (AmE)
Example: “He suggests a short grace period for late arrivals before cutting time or penalties.”
= A buffer window to avoid punishment for minor delays.
Don’t confuse with “deadline extension”—a grace period delays consequences; it doesn’t always move the start time.
2) walk-ins (when space is free) /ˈwɔːk ɪnz/ (BrE) · /ˈwɔk ɪnz/ (AmE)
Example: “He proposes allowing walk-ins at peak hours when machines are open.”
= Let students enter without a booking if space exists.
Plural agreement: say “walk-ins are allowed,” not “walk-ins is allowed.”
3) manage demand /ˈmænɪdʒ dɪˈmɑːnd/ (BrE) · /ˈmænɪdʒ dɪˈmænd/ (AmE)
Example: “The pilot aims to manage demand in the 5–9 p.m. window.”
= Keep numbers reasonable to reduce waiting.
Avoid vague objects: not “manage demand things.” Use a clear noun like demand/traffic/usage.
4) booking ban /ˈbʊkɪŋ bæn/ (BrE) · /ˈbʊkɪŋ bæn/ (AmE)
Example: “Two no-shows trigger a one-week booking ban.”
= You can’t reserve slots for a week.
Be precise about duration (e.g., “one-week ban”). Vague phrases like “long ban” confuse listeners.
5) (un)fairly block access /blɒk ˈækses/ (BrE) · /blɑːk ˈæksɛs/ (AmE)
Example: “He argues the penalty could unfairly block access for a whole week.”
= Stop students from booking even if delays weren’t their fault.
Use the preposition to: “block access to equipment,” not “block access for equipment.”
Quick Study — Collocations & Patterns
Interactive Practice — 10 Questions (Randomized from 30)
Click Generate Quiz to get 10 randomized questions. Choose an answer to see the instant explanation (10–15 sentences) and your live score. Use New Set to reshuffle.
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