BASIC TEMPLATE: QUESTION 1

Template Content Time

- Restate the question
To me, I definitely think that… - Give your opinion 0 - 10 seconds
- One specific reason for your opinion

- A personal example or anecdote

I remember when... 11 - 22 seconds
connected to your reason

*On top of that... - State the second reason for your opinion 23 - 27 seconds

- Provide a personal example or 28 - 40 seconds

*For example...
anecdoteconnected to the second
reason
- Restate your opinion
So, to sum up... 41-45 seconds
- Restate the question

*These rows are optional. You can respond with either two reasons and examples or just one.

BASIC TEMPLATE: QUESTION 2

Template Content Time
The reading passage (announces a change on - Introduce the reading passage
campus/proposes a change to campus policy). 0 - 15 seconds
In particular… (state the change or proposal). - State the change or proposal

The man/woman in the conversation is (in favor of/against) - Transition to the conversation
this idea. - State one speaker’s opinion
16 - 35 seconds
To start, he/she says that… (explain the 1st reason for - State one specific reason
his/her stance).
Secondly, he/she explains that (describe the 2nd reason for - State the second specific reason 36 - 54 seconds
his/her stance).

As you can see, the man/woman in the listening clearly - Restate the speaker’s stance 55 - 60 seconds
agrees/disagrees with this plan.
 BASIC TEMPLATE: QUESTION 3
Template Content Time
- Introduce the reading topic
According to the reading, (topic) is (topic definition). 0 - 10 seconds
- Define the topic

In the lecture, the professor delves deeper into this - Transition to the lecture
subject by providing an example of/two examples of 11 - 32 seconds
(topic). - State first example
- Expand on first example
To start, the lecturer explains that (first example of topic).
- State second example
He/She goes on to say (second example of topic). 33 - 54 seconds
- Expand on second example

So, after listening, I now have a better understanding of - Provide conclusion to topic 55 - 60 seconds
what (topic) is.

BASIC TEMPLATE: QUESTION 4

Template Content Time
The professor goes into a ton of detail - Introduce the topic
0 - 12 seconds
about (topic), which (detail/definition). - Elaborate on the topic

After introducing the topic, the lecturer mentions - Introduce first example 13 - 34 seconds
that (example 1 including details). - Give details about first example

- Introduce second example

He/She goes on to say that (example 2 34 - 55 seconds
- Give details about second example
including details).
So, after hearing this lecture, I now - Wrap it up with a conclusion 56 - 60 seconds
have a better understanding of (topic).
 INTRODUCTORY
PHRASES
• I think/believe/feel that…
• Personally speaking...
• To be honest...
#1 • I’ve never thought about this before, but...
• I have to say that...

• (introduce listening) Right off the bat, the man says that he doesn’t like…
• (introduce listening) The woman is perfectly fine with...
#2 • (introduce listening) The man isn’t crazy about...
• It looks like there is a change on the university campus. You see...

• One interesting thing I learned from the reading is that...

• The reading passage goes into detail about...
#3
• (introduce listening) The professor provides a crystal clear example of this.

• I had never heard of (topic) until now, and it’s kind of interesting.
• Basically, the professor talks about...
#4
• In the lecture, the professor discusses...

CONCLUSION PHRASES
• So, that’s why...
• As you can see...
#1
• To make a long story short...

• These are the main reasons why the woman...

• So, just to sum up...
#2
• Right, well, on the whole, it looks like the man...

• And so, yeah, this is what the lecturer says about...

• So, the main points of the lecture come down to...
#3
• Just to wrap things up, the lecturer clearly explains...

• In conclusion, the professor clearly has a firm understanding of...

#4 • So, to conclude, the lecturer...
• In a nutshell, the professor...
 TRANSITIONAL PHRASES
• Take … as an example...
• One example of this is...
EXAMPLES • I remember when...
• I once heard about...
• I will never forget when...

• In my opinion...
• I do believe that...
OPINIONS • I definitely think that...
• If I were asked, I would say that...
• To be honest...

• According to the reading...

• The reading passage starts off by saying that...
THE READING • The author of the reading passage claims...
PASSAGE • The short text mentions that...
• In the reading...

• The professor goes into a ton of detail about...

• The listening passage provides an interesting example of...
THE LISTENING • According to the listening...
PASSAGE • Towards the end of the talk, the lecturer says...
• Right off the bat, the professor says that...

POWERFUL ADVERBS
Usag Examples
e
This adverb often comes • This is a pretty controversial topic nowadays.
pretty before an adjective and • It was pretty scary to hear the
emphasizes that it is accurate professor saythat...
and truthful.
• I honestly believe that all high school
Often used in introductions, this students should wear school uniforms.
honestly adverb implies that the opinion or • Honestly, I think it is much better for
statement is truthful and accurate. students to wear school uniforms.

For TOEFL speaking, it sometimes • I believe that high school uniforms

means that it’s exact and perfect. are justwhat students need.
just Other times it’s used with negative • It’s not just the fact that high
expressions. schooluniforms are more
convenient...
• I really believe that high school
Emphasizes that something is truthful,
really uniformsare better for students.
accurate, and should be taken
• Really, there is no doubt about it...
seriously.
 Often used in introductions, this
adverb usually precedes surprising
actually
information. It also emphasizes the
validity of a givenstatement.
It usually implies that the
information that follows is almost
probably
certainly true. It isoften used in a
sentence with two contrasting
clauses.
This adverb is often used to single
out one specific person, situation,
especiall or object.It is also used to add
y emphasis, and when this is the
case, it acts similarly to“really.”
When you see this adverb, it
definitely usually adds emphasis, implying
that somethingis almost 100%
certain.
Often used in introductions, this
basically adverb is used to indicate that this
is the most
important or essential information.
• Believe it or not, I actually believe
that allhigh school students...
• They are actually more
comfortable thanmost other kinds
of clothes.
• It’s probably better for students to
wearschool uniforms because...
• I’m probably wrong about this, but I
thinkall high school students
should...
• Wearing school uniforms connects
students, especially outside of class.
• I especially like the uniforms they
wear inItalian schools.
• I definitely believe that all high school
students should wear school uniforms.
• It is definitely the case that uniforms
are best for high school students.
• Basically, wearing school uniforms is a
better option when compared to not
wearing uniforms.
• The issue basically started because of one
incident.
 IDIOMS AND
PHRASES
Usag Examples
e
Usually used in independent speaking
a piece
questions, this idiom implies that This question is a piece of cake.
of something is simple and easy.
cake
to make This idiom has the same meaning as “to To make a long story short, I definitely
a long sum up” or “in conclusion.” It’s usually only believe that all high school students
used at the end of your response. shouldwear school uniforms.
story
short
This idiom is useful when reporting
right Right off the bat, the woman says that
onthe reading or listening
offthe she isn’t crazy about the announcement.
passage. It
bat means “in the beginning” or “at first.”
Usually used with (not), this idiom It depends on who you ask, but many
(not) a implies that the subject is important and think that forcing students to wear
big meaningful. school uniformsis a big deal.
deal
Whether or not students should wear school
comes This phrasal verb precedes the
uniforms comes down to the opinion of the
down to mostimportant or essential
students.
point.
This phrase is used to add another On top of that, school uniforms do not
on top point or reason, similar to the take intoaccount the different
of that expression “inaddition to.” personalities of each
student.
Similar to “a piece of cake,” this For me, this question is a no brainer.
a no
idiom is used to express that Clearly, high school students should
brainer something is easyand simple. not wear schooluniforms.

This is a useful expression to use

believe it Believe it or not, I do think that high
beforeexpressing an opinion that
or not schoolstudents should wear school
some might disagree with.
uniforms.
(not) Both of these expressions have similar The man in the conversation isn’t crazy
crazy meanings and are used in similar about the change on campus.
about contexts. Ifyou “are not crazy about” or
“not a big fan of” something, it is a I’m not really a big fan of uniforms, especially
polite way to imply that you do not high school uniforms.
not a really like it.
big
fan of
to be This expression is usually used before To be honest, I think it is a great idea to
honest expressing an opinion you truly believe. have high school students wear school
uniforms.
 LINKING PHRASES: QUESTION 1
Usag Pronunciatio Examples
e n
There are a lot of
A common phrase in
a lot of place of“many.” ALOTTA reasons why I feel this
way, but the most
important is that...
There are tons of
This is a less common way
tons of tosay “a lot of.” TONZA reasons why I feel this
way, but the most
important is that…
Used when introducing When I was in high
when I was personal examples for WHE NAI WUZ school,we didn’t have to
independent questions. wear
school uniforms.
A phrase used to To be honest, I really do
emphasizethat an think that uniforms are
to be TA’BE ONEST
opinion is true, much better for high
honest similar to the school
adverb“honestly.” students.
This expression could That’s why I think all high
that’s school students should
beused to introduce THA’TSWY
why your conclusion. wearschool uniforms.

Usually used to begin To me/For me, all high

to TA’M school students should
yourspeaking response
me/ or opinion. E wearschool uniforms.
for me Fr’ME

One of the reasons why I

When introducing the
one reasons for your WUNoFDA think high school students
of the opinion,use this should wear school
popular phrase. uniforms is...
 LINKING PHRASES: QUESTIONS 2-4
Usage
Often used when
talks about responding to
questions with a
listening passage.
Usually placed before a
types of noun, indicating differences
within the noun.
These two words will come
before you mention
in the
something from the
listening or reading.
Sometimes used to
beginreporting on one
to start
of the
passages or on
youropinion.
This phrase is used to
goes on
reporton a second point
to from a conversation or
lecture.
Used specifically for
questions #3 and #4,
examples when the professor in the
of listeningprovides examples
of the reading.
Pronunciation Examples
The professor in the
TALK SBOUT lecture talks about the
problems with school
uniforms.
They are a little ugly,
TYPSA but there are many
types of uniforms.
In the conversation...
In the lecture...
INDA
In the reading passage...
To start, the student in the
TA START
conversation explains that...
The professor goes on to
GOZ ONDA saythat school uniforms
are comfortable.
In the lecture, the professor
provides two examples of
EXAMPLE-ZOF
school uniforms.