ساختاربندی تکلیف سوم

: پکیج آموزشی TOEFL مگوش / سرفصل: مهارت مکالمه / درس 13

ساختاربندی تکلیف سوم

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Structuring Task 3

To structure task 3, we’re going to focus on the different parts of the integrated task. There are three parts here, right? You read, you listen and you speak as is true of both tasks three and four. In task three specifically you read an announcement, listen to students talk about it, and then speak about the student’s opinion.

So when you speak about this, you’re going to talk about, first the announcement and then, 2 opinions of the student or two details about why they have an opinion. So those are the three parts. That first part is the announcement. You’re going to summarize the text and the key details from the text.

Now, those two key details, they are hard to identify the first time you read, but they’re easier to identify based on what you heard because the student will talk about those details. The student will emphasize those two parts of the announcement which are most important. But in the beginning of your response here, you’re going to just summarize the text and not really talk about the listening.

You’re just using the listening to identify which details are important. This first part is just context. It is just background information. So it’s not the important stuff. Don’t spend too much time on it. I recommend more like 15 seconds.

Once you have given the context, then you can give the details and really answer the question by explaining the student’s opinion and that’s the question in task three. What is the student’s opinion and why? So in this first part of your answer, you’re going to just talk about the main idea and some key details, like this.

According to the announcement, students are gonna need to register their cars or they’ll be fined. Besides that, they’ll have to pay to be allowed to park in the lots nearest the classroom buildings, and the school is going to spend that money to build more parking lots. Okay, this is all context.

What was announced? And the main idea is that students needed to register their cars, so after that I give some details. They will have to pay for their registered cars to be parked, and the school is going to spend that money on more parking lots. Now next, I’m going to give the student’s opinion about the announcement.

So my second part of my answer is all about the first detail from the text and what the student’s opinion was. So you start with a short statement about what the student thinks. Do they agree or do they disagree? So you start with, He agrees, She doesn’t think that, The student believes that, The student is under the impression that.

And from there, you can give them more details why, as long it’s clear about whether they agree or disagree first. And when you give those reasons, you can relate them to the text and you can use an explanation transition like because or the reason is or the first reason is. And first of all, so this can help transition from the general statement to a reason after.

Here’s an example of that Part 2, so I gave the context about what the school’s announcement was and now here’s the student’s opinion. But the male student, on the other hand, disagrees that the school will be able to earn any money. He claims that the expenses of the new registration system are gonna cost too much.

So, in his eyes, the registration system can only create problems. Okay, so now I have the main opinion of the student and the reason why, the first reason why that it costs too much so the school won’t make money. And that relates back to the text with the school saying they will spend money on new parking lots.

The second opinion is going to be about the second key detail. I already talked about the school making money. Well the other detail is going to be about the students registering their cars to park by the classrooms, to park near the classrooms. So here I will move to my next part, my part three, the second opinion with a transition.

Something like secondly, what’s more, he also says that, or in addition. I am adding another reason. I am adding another reason why the student disagrees or agrees with the text. So you’re taking the second key detail from the text and the student’s opinion on it and you’re going to give this the same exact timing and importance as part 2. Part 2 and part 3 are equal.

So in the beginning you have an intro about the text and about the announcement. And then, you have equal parts for the two reasons, the two opinions. So these, well they’re each one reason, not two. I can erase that. So these are equal. The first part is short and then the second and third part should both be somewhere around 20 seconds and more.

So here’s an example. What’s more, though the text says that students who don’t register will be fined, the student points out that security won’t know who unregistered cars belong to. So he claims that unregistered people will park near classes and won’t pay fines. And again, here I have a transition to the next detail. And, here, I have a connection to the text, a contrast with though.

So the text says, A and the student disagrees by saying, B with this contrast word though. So, the student says that other students will not register their cars and that means the announcement is wrong so this explains why he disagrees. So to recap, the first step is Summarize the announcement.

Give context, explain the general situation. Once you have done that, explain the student’s first opinion about a key detail and then their second opinion about a key detail. And these are roughly equal in importance. Use transition phrases, always between them so that you understand or the listener understands the relationship between these parts and in this part, you’re going to use a very simple type of transition, just listing the next reason.

Secondly what’s more in addition, etc.

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