Lesson 8 of 9 - Learn How to Answer Q4
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 7.
Lesson 8 - Perfect Q4
Get ready to deliver your response to the most difficult TOEFL Speaking question.
Btw, you should have recorded and submitted your Q3 response(s) and made use of your new super-power: taking great notes with the Grid.
Please share your experience in the comments so we can learn from you!
Game Plan
Lesson 8
The Grid Q4 - how to modify the Q3 Grid to help you in Q4
How to answer Q4
Organize and structure your Q4 response quickly
Sample Response
Lecture analysis (and extract notes into your Grid)
Response analysis (with transcript)
Homework
Assignment 8
» To get the most out of this lesson, consult page 70 of Perfect TOEFL Speaking.
How to answer Q4
In previous lessons, you learned how to use shorthand to remind you what content goes where in your “response flow”. Apply the same principles for Q4.
Therefore, your response flow for Q4 is very similar to Q3 (just imagine the prof delivering the reading; so instead of summarizing a reading passage, you are summarizing a concept):
Concept 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 4 Grid now
Use a blank landscape page and make some notations to prepare you. For example:
In the top left square, jot “D” for the definition of the concept in the lecture
In the bottom left square, jot "1,2" to remind you to add the 2 features of the concept
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 Q4, use your semi-complete Grid to jot more details that will help you structure your linked response flow.
2. The Q4 Grid Tactic
First 20s - name and define the concept in the lecture and setup the professor’s points
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 Q4 task
Take notes as you 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 Q4, continue filling in your Grid. Jot specific ideas about what you want to say. Use the 20 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 4 format: Using the points and examples from the lecture, explain [lecture concept].
Column 1 - Lecture: concept - definition - setup (20s)
Establish the definition of the concept
The lecture is a brief discussion of [topic or issue or problem].
(Optional - mention the main feature(s) (usually 2) of the topic - often you’ll need to add these during your prep time)
Basically, the professor describes [topic] as [definition/description].
Set up the professor's explanation
In the lecture, the professor elaborates on [topic] and provides examples to illuminate why [topic] 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 asserts that [explanation].
State the example or detail the professor uses to support his explanation
He mentions that [example].
Describe the specific example.
Column 3 - Lecture - point 2 - explanation - example (20s)
State the professor's second point
Second, the professor says [second point].
State the professor's point
The professor points out [explanation].
Summarize the prof’s explanation
He notes that [example]
Summarize the specific example.
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
Lecture
Okay. So we have been discussing how companies use advertising to help sell their products. Now although advertisements can benefit companies, there are people who are critical of advertising because of certain environmental problems it can cause. So let's talk about two ways advertising can be seen to negatively affect the environment.
One way is by wasting natural resources, like trees, by advertising to consumers who do not have a need for the product or service. The advertisement is irrelevant or useless for them. For instance, a piece of mail I got advertising a kitchen renovation service. A whole big booklet, lots of paper, about different ways to remodel your kitchen: changing the floors, adding new cupboards or appliances, but this was all a lot of wasted paper, wasted trees because I don't even own my place. I rent an apartment. So a kitchen renovation service is irrelevant to me. I can't use it. And I'm sure that booklet was mailed to lots of other people who also rent and who just threw the booklet into trash because they have no need for a kitchen renovation.
Now, additionally, advertising can have a negative effect on the natural beauty of the environment. People are often less able to enjoy the beauty of the natural surroundings if there are large advertisements blocking their view of the landscape or distracting them from the natural beauty around them. Let's face it. No matter how beautiful an area of nature is to begin with, its beauty is damaged by visible advertisements. So...like, for example, this happens with big advertisements on the side of roads, huge billboards. Say there's a road passing through a beautiful area in the mountains, but there are all these big billboards advertising restaurants and products along the side of the road. The land is naturally very beautiful, but you can't fully appreciate it. The big billboard advertisements get in the way.
Lecture Analysis
(Follow along with the Grid 4 template)
The Secret to TOEFL Speaking Success: The 3-Act Story
The big secret to delivering a high-scoring response to Q4 is to break down the lecture into 3 parts.
Think of the lecture as a 3-act story. Remember, the whole idea behind Q4 is you are a fly on the wall in a university lecture that is taking place sometime during a semester.
First column - “Act 1”
The professor puts the lecture into context, as in a real life university setting. In Act 1, the prof focuses the "class" on the topic of the day.
Okay. So we have been discussing how companies use advertising to help sell their products. Now although advertisements can benefit companies, there are people who are critical of advertising because of certain environmental problems it can cause. So let's talk about two ways advertising can be seen to negatively affect the environment.
Notes:
companies use adverts to make sales
causes environmental probs!!
adverts neg affect env - 2 ways - wasted trees, ugly landscapes*
(*optional - you don’t know these 2 ways until after the lecture - but you should “backfill” your Grid when the lecture ends, during your prep time)
Second column - “Act 2”
One way is by wasting natural resources, like trees, by advertising to consumers who do not have a need for the product or service. The advertisement is irrelevant or useless for them. For instance, a piece of mail I got advertising a kitchen renovation service. A whole big booklet, lots of paper, about different ways to remodel your kitchen: changing the floors, adding new cupboards or appliances, but this was all a lot of wasted paper, wasted trees because I don't even own my place. I rent an apartment. So a kitchen renovation service is irrelevant to me. I can't use it. And I'm sure that booklet was mailed to lots of other people who also rent and who just threw the booklet into trash because they have no need for a kitchen renovation.
Notes:
P1 wastes trees and paper
brochures, print, marketing material is irrelevant to many
e.g. kitchen reno service ads - no need - rents apartment
Third column - Act 3
Now, additionally, advertising can have a negative effect on the natural beauty of the environment. People are often less able to enjoy the beauty of the natural surroundings if there are large advertisements blocking their view of the landscape or distracting them from the natural beauty around them. Let's face it. No matter how beautiful an area of nature is to begin with, its beauty is damaged by visible advertisements. So...like, for example, this happens with big advertisements on the side of roads, huge billboards. Say there's a road passing through a beautiful area in the mountains, but there are all these big billboards advertising restaurants and products along the side of the road. The land is naturally very beautiful, but you can't fully appreciate it. The big billboard advertisements get in the way.
Notes:
P2 natural beauty becomes eyesore
adverts, billboards block beautiful views
e.g. roadside ads interfere with nature
Question 4: Using the points and examples from the lecture, explain two ways that advertising can negatively affect the environment.
Response
Notice how the response below follows the Grid framework almost exactly. (This response earned a 3.6 from the speech assessment tool on My Speaking Score.)
The lecture is a brief discussion of the negative effects some forms of advertising can have on the environment. Basically, the professor describes two largely overlooked negative consequences created by over-zealous advertisers who tend to prioritize sales over the health of their environment.
First, the professor asserts that paper advertising is a catastrophic waste of precious resources like trees. The professor says that the lengths companies go to to reach customers is ridiculous because the brochures and sales letters are often irrelevant. He mentions, for example, that he is not a home owner and he rents an apartment and he has no need for the kitchen renovation sales materials he often receives.
Second, the professor explains that excessive advertising is a blight on the landscape and a needless eyesore that destroys natural views. The professor points out that chief among the offenders are these gigantic billboards that kind of litter the landscape with visual garbage that block views of natural phenomena. For instance, roadside ads shamefully interfere with the stunning views of mountains.
Homework - Assignment 8
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? Are there any phrases that you can use in your own Q4 responses?
Q4
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 Q4.
Tip: if you are not consistently adding speed and low-frequency vocabulary to your responses, now is the time to take a break - come back in 24 hours and try again
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 7
choose Question 4 and prepare with the Grid
respond as well as you can
submit for Analysis
examine your results
Advice
take as long as you need to prepare your answer
Tip: do not write too much in the Grid - most notes are useless - jot only the absolute essentials (and don’t be afraid to use doodles or even words from your first language)
*** END OF LESSON 8