TOEFL Speaking Templates & Scripts for Every Task: Score 26+ Guide

"I [prefer/believe/think] _____ for two main reasons."

"First of all, [reason 1]. For example, [specific personal example that supports reason 1]. This shows that [brief connection back to your position]."

"Secondly, [reason 2]. To illustrate, [specific personal example]. As a result, [brief connection back]."

"For these reasons, I [restate your position in different words]."

"I definitely prefer studying alone for two main reasons. First of all, I find that I concentrate much better without distractions. For example, last semester when I was preparing for my calculus exam, I studied alone in the library for three hours and covered twice as much material as I did during a two-hour group study session the previous week. This shows that solo study is simply more efficient for me. Secondly, studying alone allows me to set my own pace. To illustrate, when I study with friends, I often have to wait for everyone to finish a chapter before moving on, which slows down my progress. As a result, I've consistently scored higher on exams when I prepare independently. For these reasons, I strongly believe that individual study is the most effective approach."

"I believe universities should require students to take courses outside their major for two key reasons. First, interdisciplinary learning develops well-rounded professionals. For instance, my friend who studied computer science took a psychology course that later helped her design more user-friendly software interfaces at her company. This demonstrates how diverse knowledge creates practical advantages. Secondly, exposing students to different fields helps them discover unexpected passions. To illustrate, I personally discovered my interest in data analysis through a statistics course that wasn't part of my English literature program. As a result, I changed my career path entirely. Therefore, I strongly support the idea that universities should mandate cross-disciplinary learning."

"The university has announced that [brief summary of the change/policy]. According to the announcement, [key reason given]."

"The [man/woman] [agrees with / disagrees with / has mixed feelings about] this change."

"[He/She] argues that [first reason + details from the conversation]. For instance, [he/she] mentions that [specific example or detail]."

"Additionally, [he/she] points out that [second reason + details]. [He/She] explains that [specific example or elaboration]."

"So overall, the [man/woman] feels that [brief restatement of opinion]."

"The university has announced that it will close the campus cafeteria on weekends and replace it with a food delivery partnership. According to the announcement, this will save the university significant operating costs. The woman disagrees with this change. She argues that many students who live on campus rely on the cafeteria as their primary food source on weekends, especially those who don't have cooking facilities in their dorms. For instance, she mentions that she personally eats at the cafeteria every Saturday and Sunday because her dormitory doesn't have a kitchen. Additionally, she points out that food delivery services are much more expensive than cafeteria meals. She explains that a typical cafeteria lunch costs around five dollars, while delivery would cost fifteen to twenty dollars, which is unaffordable for many students on tight budgets. So overall, the woman feels that closing the weekend cafeteria would create significant hardship for on-campus students."

"The reading passage describes [concept name], which is [brief definition in your own words]."

"The professor illustrates this with [first example]. [He/She] explains that [details of the example]. This demonstrates [concept] because [explicit connection]."

"The professor also gives another example of [second example]. [He/She] describes how [details]. This further shows that [concept] works by [connection]."

"So both examples clearly illustrate [concept name]."

"The reading passage describes the concept of 'anchoring bias,' which is the tendency for people to rely too heavily on the first piece of information they encounter when making decisions. The professor illustrates this with an experiment about salary negotiations. She explains that when participants were given a high initial number—say a hundred thousand dollars—before being asked to estimate a fair salary, they consistently proposed salaries much higher than participants who were given a low initial number of thirty thousand dollars. This demonstrates anchoring because the first number influenced their judgment even though it was arbitrary. The professor also gives another example involving real estate. She describes how sellers who list their homes at a high asking price often receive higher final offers than identical homes listed at lower prices, because buyers anchor to the listing price and negotiate from there. So both examples clearly illustrate how anchoring bias affects our decision-making in real-world situations."

"The professor discusses [main topic/concept] and explains [the key point or thesis]."

"First, [he/she] explains that [first main point]. To support this, [he/she] provides the example of [specific example with details]."

"Second, the professor describes [second main point]. [He/She] illustrates this by discussing [specific example with details]."

"In summary, the lecture demonstrates that [brief synthesis of both points]."

"The professor discusses two strategies that animals use to survive in extremely cold environments. First, she explains that some animals use physiological adaptation—they literally change their body chemistry. To support this, she provides the example of the wood frog, which produces a special protein that acts as antifreeze in its blood, allowing it to survive being partially frozen during winter. Its heart actually stops beating, and it thaws back to life in spring. Second, the professor describes behavioral adaptation, where animals change their behavior rather than their biology. She illustrates this by discussing how emperor penguins form tightly packed huddles in Antarctic blizzards, rotating positions so that each penguin takes a turn on the cold outer edge while others stay warm in the center. In summary, the lecture demonstrates that animals have evolved remarkably different but equally effective approaches to surviving extreme cold."