Lesson 6 of 9 - Learn How to Answer Q3

Perfect TOEFL Speaking 9-Day Challenge

My Speaking Score’s Perfect TOEFL Speaking Challenge is a 9-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:

1. your “baseline” score (your starting score) /30

2. generally, what dimensions are holding you back

3. generally, how to structure a response (i.e. in 3 parts)

4. the importance of Speaking Rate (in words per minute)

5. 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 (very!) 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. Set up your grid in advance. For example:

• 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

download this grid

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 explain [concept].

Column 2 - Lecture: point 1 - explanation - example (20s)

State the professor's first point

First, the professor explains [first point].

Explain the professor's first 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

Next, the professor says [second point].

Summarize the professor's next 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 says 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 Mode: AI Assist Mode

Approach

• login to your account on My Speaking Score

• go to the test library in your Dashboard

• use AI Assist 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)

*** END OF LESSON 6