Lesson 6 of 10 - Learn How to Answer Q3
Lesson 6 of 10 - Learn How to Answer Q3
Perfect TOEFL Speaking 10-Day Challenge
My Speaking Score’s Perfect TOEFL Speaking Challenge is a 10-day task-based course that shows you how to combine a foolproof approach called the Grid, with My Speaking Score’s automated scoring tool to earn a perfect score on the TOEFL Speaking section. In the wrong place? Go to lesson 5.
Lesson 6 - Perfect Q3
You should have recorded and submitted your "Vocab enhanced" response(s) and seen for yourself just how effective a few minor vocabulary changes can be.
Here’s what you should know after the first 5 lessons:
your “baseline” score (your starting score) /30
generally, what dimensions are holding you back
generally, how to structure a response (i.e. in 3 parts)
the importance of Speaking Rate (in words per minute)
the importance of Vocabulary (Depth and Diversity)
If you’ve been following along in Perfect TOEFL Speaking (and you should be!!), you should also know how to apply some specific tactics to get past some of the obstacles in your way.
Please share your experience in the comments so we can learn from you!
Tip: If you feel “lost” or like this course is moving too fast for you - STOP HERE. Go back to Lesson 2 and re-start the course. You need to be seeing significant improvements in your response data before we continue.
If you’re confident and feel like you’re ready to keep moving, let’s get into Integrated Question 3 and do a “deep dive” into how the task is written.
You’ll learn exactly how you can “extract” the right information from any reading and lecture so you can pop simple notes into your Grid and deliver a quality response.
Game Plan
Lesson 6
The Q3 Grid - how to modify the Q2 Grid to help you deliver a perfect TOEFL Speaking response to Q3
How to answer Q3
Organize and structure your Integrated response quickly
Sample Response
Analyze a high-scoring response
Homework
Assignment 6
» To get the most out of this lesson, consult page 63 of Perfect TOEFL Speaking.
How to answer Q3
In Lesson 4, you learned how to use shorthand (B1, etc) to remind you what content goes where in your “response flow”. Q2 and Q3 might appear different - but upon closer inspection, you’ll see that they are very similar.
Therefore, your response flow for Q3 is similar to Q2:
Reading summary
Lecture point 1 summary
Lecture point 2 summary
Remember, the Grid is a powerful way to organize and deliver a response to any TOEFL Speaking Question. When used correctly, the Grid is also your template to guide your time and transitions.
1. Prepare the Question 3 Grid now
Use a blank landscape page
In the top left square, jot “D” for the definition of the concept in the reading
In the bottom left square, jot "1,2" to remind you to add the 2 benefits in the reading
In the top middle square, jot "P1" to remind you to add the professor's first point
In the top right square, jot “P2” to remind you to add the professor's second point
During the prep time for Q3, use your semi-complete Grid to jot more details that will help you structure your linked response flow.
2. The Q3 Grid Tactic
First 20s - name and define the concept in the reading and setup the professor
Next 20s - summarize the prof's first point about the concept
Final 20s - summarize the prof's second point about the concept
3. Begin the Q3 task
Take notes as you read and listen. Jot the appropriate information in the appropriate square of your grid.
Tip: just close your eyes and listen for the first 15 seconds of the lecture before you start taking notes
When you see the prompt for Q3, continue filling in your Grid. Jot specific ideas about what you want to say. Use the 30 second prep time to your advantage!
4. Deliver your response
Take a deep breath and begin speaking when you hear the 'beep'. Watch your time on the screen - you should be transitioning to a new Grid column every 20 seconds.
Question 3 format: Using the example from the lecture, explain the concept of [reading + lecture concept].
Column 1 - Reading: concept - definition - setup (20s)
Establish the main idea in the reading
The article describes a concept known as [concept].
Summarize the definition or description of the concept
[Concept] is a phenomenon where [definition/description].
Set up the professor's explanation
In the lecture, the professor elaborates on this concept and provides examples to illuminate why [concept] is significant.
Column 2 - Lecture: point 1 - explanation - example (20s)
State the professor's first point
First, the professor explains [first point].
Explain the professor's point
The professor says [explanation].
State the example or detail the professor uses to support his explanation
He mentions that [example]
Column 3 - Lecture - point 2 - explanation - example (20s)
State the professor's second point
First, the professor explains [first point].
Explain the professor's point
The professor points out [explanation].
State the example or detail the professor uses to support his explanation
He notes that [example]
Tip: listen carefully for the pronunciation of the concept; usually, the only time you will hear the correct pronunciation of the concept is in the question stem; in other words, you only get ONE chance to hear the concept pronounced correctly
Tip: use one tense in your response; it is fine to use the past or the present, but don't switch between both tenses [GRAMMAR]
Tip: modify your grid to suit the question; see how the sample response below adapted to this lecture
Sample Response
Reading
State-dependent Memory
When learning something new, people are aware (consciously or unconsciously) of the environment in which their learning takes place. This learning environment includes the physical setting, the time of day, and even the people who are present during learning. Studies have shown that when people later need to remember information they have learned, their ability to do so is affected by their current environment. If the environment is the same or similar to the original learning environment, recall—the ability to remember—will be easier and more successful. Psychologists refer to this as state-dependent memory.
Lecture
When I was a student in middle school, some of my classmates and I got an assignment to do a group presentation on tropical plants.
Ok, and as part of this assignment, we needed to memorize the names, you know, and certain key characteristics of plants. Then in the morning the assignment was given, our teacher gave us time to work on the presentation during class, right there in the classroom. So there we were, during the school day, in our actual classroom, studying and memorizing the information. And our teacher and the other kids in the class were there too.
Ok, so then later, on the night before the presentation, I invited my group members over to my house to do some final studying. And there we were, it was after dark, my parents and my brother were in the next room watching t.v. and no one else was around. It felt pretty different from working in the classroom with all our schoolmates around, like it was on that morning when we’d spent time learning the information. Anyway, at my house, when we tried to remember the plant information, we got a little worried. Suddenly, it was more difficult to remember all the names and different facts.
But the next morning, when we were back in the classroom, the presentation actually went very smoothly. It was easier for us to remember what we needed to talk about.
Question 3: Using the example from the lecture, explain the concept of state-dependent memory.
Response
Notice how the response below follows the Grid framework almost exactly. (This response earned a 3.64 from the speech assessment tool on My Speaking Score.) Note also this response is 180 words - meaning the Speaking Rate is 180 wpm (which is excellent).
The article describes a concept known as State-dependent memory. State-dependent memory is a phenomenon where environmental conditions present when learning is happening influences how we store that information in our memory. In the lecture, the professor elaborates on this concept, and provides examples to illuminate why State-dependent memory is significant.
First, the professor describes a time when he was in middle school and he was part of a group of students preparing to give a presentation on tropical plants. The professor and his classmates studied and memorized the names of several plants. Later, when the group was studying at his home, they had trouble remembering all the plant information they studied earlier that day at school.
Second, the professor explains what happened the following day when the group returned to the classroom. All of a sudden, everyone was able to remember the topical plant names again. The professor points out that their memories improved because the students returned to the classroom environment where the learning originally took place. As a result, the students delivered a successful presentation on tropical plants.
Homework - Assignment 6
Warm up
Read the response above. Can you read it fluently in 60s? Review the response again - how many “low-frequency” words can you circle?
Q3
When you're ready, head over to My Speaking Score. Return to the test you’ve been practicing (or select a new one) and complete Q3.
Tip: remember you are “stacking” skills - you should be pretty comfortable and consistent adding speed and low-frequency vocabulary to your responses
Recommended Test Mode: Practice Mode
Approach
login to your account on My Speaking Score
go to the test library in your Dashboard
use Practice Mode
choose the same test you used for Assignment 5
choose Question 3 and prepare with the Grid
submit for Analysis
examine your results
Advice
do not write too much in the Grid (and use doodles or even words from your first language)
we want this score to be "valid" so no do-overs!
*** END OF LESSON 6