## **Learning Outcomes**

After reading this article, you will be able to identify the structure and purpose of TOEFL Speaking Question 2 (campus-related integrated task), recognize the typical prompt format, and apply effective strategies for reading, listening, note-taking, and responding clearly within the exam time constraints. You will also know how to report another speaker’s opinion and relevant reasons in your response.

## **TOEFL iBT Syllabus**

For TOEFL iBT, you must demonstrate understanding and skill in the campus-related integrated Speaking task (Question 2). For targeted revision, focus on:

- Recognize Question 2 task type as integrated (read–listen–speak) focused on campus life topics.
- Read and comprehend a campus announcement or notice.
- Listen to a conversation between two speakers discussing the announcement.
- Identify the speaker with a strong opinion, and the reasons for their opinion.
- Combine information from both reading and listening, and report the correct opinion and reasons.
- Use appropriate summary and reporting language under strict time limits.
- Take organized notes from both sources to aid your answer.
- Answer clearly without including your own opinion.

## **Test Your Knowledge**

_Attempt these questions before reading this article. If you find some difficult or cannot remember the answers, remember to look more closely at that area during your revision._

1. What parts are included in the TOEFL Speaking campus-integrated question (Question 2)?
2. If asked to “report the woman’s opinion and explain the reasons she gives,” what should you do during your response?
3. Are you asked for your own viewpoint in this task type?
4. How much preparation and response time do you get for Question 2?

## **Introduction**

TOEFL Speaking Question 2 always tests your ability to integrate reading, listening, and speaking about a typical campus life issue. This section explains the exact structure, common prompt types, and response strategies to help you meet TOEFL requirements.

> **Key Term: Campus-Related Integrated Task**
> A TOEFL Speaking question where you read a short campus announcement, listen to a conversation about it, and then summarize a speaker’s opinion about the notice using details from both sources.

## Structure and Key Features of Question 2

Question 2 is the first integrated (read–listen–speak) question in the Speaking section. Here is the sequence:

1. **Read** a brief announcement or notice about a change or proposal at a university (approximately 80–100 words; 45–50 seconds reading time).
2. **Listen** to a conversation between two people (often students) discussing the notice (about 60–80 seconds audio).
3. **Question Prompt**: You are asked to report either the man’s or woman’s opinion about the announcement, and explain the reasons for their opinion based on both reading and listening.
4. **Preparation**: 30 seconds.
5. **Response Time**: 60 seconds to record your answer.

> **Key Term: Announcement**
> A written text describing a change, policy, or event on a campus (such as revised meal plans, new parking rules, or club funding).
>
> **Key Term: Strong Opinion**
> In TOEFL Question 2, the speaker in the conversation who clearly states whether they agree or disagree with the announcement and provides supporting reasons.

## Task Requirements and Assessment

You are not being asked for your personal opinion. Instead, you must:

- Identify which speaker in the conversation has the strong opinion (it may be agreement or disagreement).
- Correctly state the speaker’s view about the proposal or announcement.
- Clearly explain two reasons the speaker gives, using information both from what was read and heard.
- Use summary and reporting phrases (e.g., “The woman disagrees with the plan because...”; “She explains that...”; “According to the man...”).
- Speak clearly and stay focused on reporting—not analyzing or giving your own view.

Your answer is scored for task completion, quality of organization, accuracy, summary skills, and spoken delivery.

> **Key Term: Reporting Language**
> Phrases used to summarize someone else’s opinion and reasons, such as “He feels...” or “The woman disagrees because...”.

## Note-Taking and Speaking Time Management

- **Reading Notes:** Summarize what change or proposal the announcement introduces and list its reasons if present.
- **Listening Notes:** Write who agrees or disagrees, then write down at least two clear reasons for their opinion (these may mention, challenge, or support reasons in the reading).
- **Preparation:** Use 30 seconds to organize: “Speaker agrees/disagrees. Reason 1:... Reason 2:...”
- **Response:** Use 60 seconds to state the opinion, then explain the two reasons with brief supporting details. Avoid hesitating or repeating yourself.

> **Key Term: Synthesis**
> The process of combining information from reading and listening sources to create a unified spoken response.

## Recognizing Typical Prompts and Announcement Types

Prompts commonly include issues such as:

- Changes to meal plans or cafeteria policies
- New parking or smoking rules
- Revised library or gym hours
- Changes to dormitory regulations or club funding procedures
- New campus buildings or repairs

You may be asked:
“State the woman’s opinion of the plan. Explain the reasons she gives for having that opinion.”

Or:
“The man expresses his opinion about the policy. Report his view and the reasons he gives.”

You should respond by stating:

- “[Speaker] disagrees with the policy because...”
- “Her first reason is...”
- “She also points out that...”

## Identifying and Summarizing Reasons

The reasons in the listening usually:

- Refer directly to arguments or facts in the announcement (agreement/supporting reasons)
- Challenge or contradict the notice (disagreement/opposing reasons)
- Introduce additional, practical concerns (e.g., cost, inconvenience, fairness)

Always give two distinct reasons, even if the speaker gives more.

### **Worked Example 1.1**

**Reading Announcement:**  
To encourage healthy lifestyles, the university gym will now open one hour earlier at 6 am and close at 9 pm instead of 10 pm. Students are encouraged to use the gym in the mornings. The gym manager believes the new policy will accommodate more schedules.

**Conversation (summary):**  
Woman: “I’m not in favor of this schedule at all. I usually work out at night after 9 pm, and the new hours don’t allow that.”  
Man: “I guess it doesn’t matter for me. I go in the mornings anyway.”  
Woman: “Also, a lot of students with evening classes can’t change their routine. Cutting an hour at night won’t help.”

**Question:**  
The woman expresses her opinion about the new gym hours. Report her opinion and the reasons she gives.

> **Answer:**  
> The woman disagrees with the new gym hours. Her first reason is that she often works out after 9 pm, so the new schedule won’t allow her regular visits. Her second reason is that students with evening classes will have difficulty using the gym, so the new policy doesn’t benefit everyone.

### **Worked Example 1.2**

**Reading Announcement:**  
The university will introduce a new parking system requiring all student vehicles to be registered and display a paid permit. The administration believes this will improve safety and control parking shortages.

**Conversation (summary):**  
Man: “I don’t support this system. Parking fees just put more financial pressure on students. I already pay enough.”  
Woman: “Aren’t there some advantages? It could be safer.”  
Man: “Most students park far from campus, so safety isn’t truly addressed. Plus, some won’t drive at all.”

**Question:**  
State the man’s opinion of the new parking system and explain his reasons.

> **Answer:**  
> The man opposes the new parking system. His first reason is that the required permit fee adds extra financial burden for students. His second reason is that the proposed system does not actually improve safety, as many students already park off campus.

### **Exam Warning**

> A common mistake is to give your own opinion about the policy or proposal. On TOEFL Question 2, never present your view. Report only what the speaker thinks and their reasons.

### **Revision Tip**

> During the audio, focus on reasons the opinionated speaker gives. Practice organizing your notes with “Opinion: Reason 1 / Reason 2” so you can answer quickly and accurately.

## **Key Point Checklist**

_This article has covered the following key knowledge points:_

- Identify campus-related integrated Speaking Question 2 as a read–listen–speak task.
- Know the sequence: read an announcement, hear a conversation, report a speaker's opinion plus two reasons.
- Understand the question never asks for your opinion—summarize the speaker's view only.
- Organize notes for both sources and use clear reporting language.
- Explain two reasons supporting the speaker’s view with brief details.
- Avoid common pitfalls (like including your own agreement or disagreement).

## **Key Terms and Concepts**

- Campus-Related Integrated Task
- Announcement
- Strong Opinion
- Reporting Language
- Synthesis


Task types and prompts - Question 2: Campus-related integrated (read–listen–speak)