TOEFL Speaking Task 3

TOEFL Speaking Task 3 is unique among the four speaking tasks because it requires you to process two distinct source materials before producing a response. Unlike independent tasks where you draw solely on your own ideas, this integrated task demands that you accurately summarise an academic reading passage and then explain how a lecture elaborates, illustrates, or contradicts the material you have just read. Your ability to extract relevant information during the reading and listening phases, and to organise that information into a coherent, time-bound spoken response, directly determines your score on this task.

Understanding the TOEFL Speaking Task 3 structure and expectations

Speaking Task 3 follows a consistent format across all TOEFL iBT administrations. You first read a short academic passage—typically 80 to 100 words—on a university-level topic drawn from the life sciences, social sciences, or physical sciences. You have 45 seconds to read this passage before it disappears from your screen. Immediately after, you listen to a lecture that runs between 60 and 90 seconds. The lecture typically features a professor presenting a concept and then illustrating it with examples, evidence, or sometimes a counterargument. Finally, you have 30 seconds to prepare your response and 60 seconds to speak.

The prompt itself instructs you to explain the reading passage and then show how the lecture relates to it. This is the critical instruction: you cannot simply summarise the lecture alone, nor can you ignore the lecture and speak only about the reading. Your response must do both, and it must show the relationship between the two. For example, if the reading introduces a theory and the lecture provides two concrete examples that support that theory, your response should state the theory and then describe both examples in the professor's own terms, using information drawn directly from your notes.

This dual-source requirement is what makes Task 3 genuinely challenging. You are not merely summarising; you are integrating. The academic nature of the content means that vocabulary, concepts, and argument structures can be dense. Without a systematic approach to note-taking and information extraction, candidates frequently miss key points or produce responses that are structurally incomplete. A systematic approach to note extraction resolves this difficulty and consistently produces higher-scoring responses.

The pre-reading framework: establishing your note template

The single most effective preparation step for Speaking Task 3 is to develop a consistent note template before you enter the exam. This template serves as the structural skeleton for your notes, and using the same format every time reduces cognitive load during the actual test. When your note format is automatic, you can direct all your attention toward processing content rather than deciding where to write something.

Your template should have three distinct zones: a section for the reading passage, a section for the lecture, and a connector zone where you note how the two relate. The reading section requires only three elements: the passage title or topic (one or two words), the main thesis or claim (one sentence), and the supporting reasons (typically two). The connector zone is a single word or short phrase that captures the relationship: support, example, contrast, or counterargument. The lecture section captures the professor's main point, supporting examples, and any explicit contrast with the reading.

Before your test date, practise filling in this template with real TOEFL practice materials. Time yourself during each phase. The goal is to complete your note template with all three sections filled within the final 10 to 15 seconds of each phase, leaving a brief window for review. This fluency comes only from deliberate, timed practice—using the template on a regular basis until it becomes second nature.

Extracting information from the academic reading passage

The reading passage in Speaking Task 3 is deliberately concise. At 80 to 100 words, it contains one main idea and two supporting points at most. Your task is to identify these three elements and record them in your template without trying to copy the entire passage. Attempting to write down everything you read is the most common and most damaging error candidates make during this phase. It leads to incomplete notes, missed content, and excessive time spent on reading at the expense of listening.

Focus on the first sentence and the last sentence of the passage. In academic writing, the thesis or main claim almost always appears in one of these positions. Then identify the two supporting reasons—these are typically signalled by the words because, due to, the primary cause, in order to, or for example. Do not attempt to capture the supporting sentences word for word; instead, reduce each supporting point to a short phrase or keyword cluster that will trigger your memory during the speaking phase. For instance, if the passage states that mimicry in certain species serves as a survival mechanism against predators, your notes might read: "mimicry = survival defence."

Use abbreviations and symbols freely. Standard academic abbreviations such as ex for example, b/c for because, and ths for theory are perfectly acceptable. Arrows (→) work well to show cause-and-effect relationships. The symbols you choose matter far less than the speed and clarity with which you record the essential information. Consistency in your abbreviation system across multiple practice sessions ensures that the system becomes automatic.

One critical skill to develop is the ability to identify the structural core of a passage—what the writer is claiming and why. This is different from reading for comprehension in the traditional sense. You do not need to understand every word; you need to capture the argument's architecture. With only 45 seconds available, reading efficiently means reading strategically—focusing on the thesis statement, the topic sentences of each paragraph, and any explicit examples that illustrate the main claim.

Listening for the critical relationship: note extraction during the lecture

The lecture phase is where most candidates lose the most points. Unlike the reading, which you can re-read if you miss something, the lecture is a one-time event. You must capture the essential information on first and only hearing. The key to success here is understanding that the lecture almost never simply repeats the reading. It extends, illustrates, or challenges the reading's claim, and identifying which of these three relationships applies is your most important listening task.

Listen for the professor's orientation statement. Professors typically begin their lectures by referring back to the reading. Phrases such as "The reading described", "According to the passage", "The concept from the reading" all signal the beginning of the integrated relationship. Your notes at this point should explicitly connect back to your reading template. Write the phrase "[READING CLAIM HERE]" in your lecture notes and fill it in as you listen.

The body of the lecture will contain specific examples, evidence, or counterarguments. If the professor is providing examples, note the category (for instance, a specific species, a historical event, a business case study) and the key detail that makes the example compelling. If the professor is contradicting or nuancing the reading, note the counterargument clearly and record the evidence the professor uses to support it. Do not try to write down everything the professor says; focus on the point, the illustration, and the relationship to the reading. A common pattern is that the professor introduces one main point followed by two supporting examples. Your notes should capture all three levels: the main point, example one with its key detail, and example two with its key detail.

Practise identifying the three most common lecture patterns. In the reinforcement pattern, the professor provides new evidence that supports the reading's claim—essentially more proof. In the elaboration pattern, the professor applies the reading's theory to a specific case, showing how the abstract concept works in practice. In the counterargument pattern, the professor identifies a limitation or flaw in the reading's claim and uses evidence to support a different conclusion. Identifying which pattern applies while you are listening allows you to focus your notes on the most relevant information for that pattern.

Information organisation: converting notes into a speaking response

Your notes are only as valuable as the response they enable. A common failure pattern is to take thorough notes during both phases and then produce a disorganised or incomplete response due to poor information organisation during the preparation period. The 30-second preparation window is not intended for deciding what to say; it is intended for deciding how to sequence the information your notes already contain.

The standard response structure for Speaking Task 3 follows a three-part framework. The first part restates the reading passage's main claim using your notes from the reading section of your template. This part should be concise—one to two sentences maximum. The transition statement, which is the second part, explicitly connects the reading to the lecture: "The professor illustrates this concept by describing..." or "However, the professor argues that..." This connector is essential for demonstrating that you understood the integrated nature of the task. The third part covers the lecture's content: the professor's main point and the specific examples or evidence used. If the lecture presents a counterargument, name the counterargument explicitly and describe the evidence supporting it.

During the 30-second preparation window, read through your notes once, marking with a small star or circle the three to five key pieces of information you will definitely include. Then rehearse the opening sentence of your response silently. Having the first sentence ready reduces the hesitation and filler words that characterise lower-scoring responses. The first sentence is typically the most difficult to construct under pressure; preparing it partially during the prep window gives you a confident start that sets the tone for the entire response.

Common pitfalls and how to avoid them

The most frequent error in Speaking Task 3 is spending too much time on the reading and not enough on the lecture. This happens because candidates feel they need to write down more from the reading, or because they read too slowly by trying to understand every word. The reading is always accessible in the question screen for reference during the preparation window, but you cannot replay the lecture. Prioritise your listening and allocate no more than half of your note-taking time to the reading phase.

A second common error is conflating the two sources. Candidates who attempt to paraphrase the reading's exact language during their response often run out of time before covering the lecture adequately. Use your own words to restate the reading's claim—paraphrasing is not only acceptable, it is expected. Focus your response energy on the lecture portion, which carries the majority of the evaluative weight because it demonstrates your ability to integrate, not merely to report.

Third, many candidates neglect the connector statement entirely and jump directly from the reading to the lecture. This results in a response that reads as two disconnected summaries rather than an integrated analysis. The transition statement is evaluatively significant because it shows the examiner that you understood the task's integrative requirement. Phrases such as "The professor builds on this by", "To illustrate this principle, the professor explains", or "The professor, however, challenges this by providing evidence that" all satisfy the connective requirement clearly and concisely.

Finally, avoid the temptation to include every detail you recorded in your notes. A 60-second response has room for approximately 120 to 150 words. Not every supporting example from the lecture needs to appear in your response. Choose the examples that are most clearly connected to the reading's claim and that you can explain succinctly. Including too much detail leads to rushed delivery, pronunciation issues, and incomplete sentences—each of which costs points under the delivery and language use criteria of the rubric.

Reading versus lecture: a comparative summary of note demands

Understanding the distinct demands of each source helps you allocate your cognitive resources appropriately. The reading passage is a polished, structured text with a clear thesis and supporting arguments. It is stationary—you can review it during the preparation window. The lecture, by contrast, is a spoken, dynamic delivery that disappears once it ends. Your notes must be complete enough to reconstruct the lecture's structure from your written records alone.

Aspect	Reading passage	Lecture
Time available	45 seconds	60 to 90 seconds
Primary extraction goal	Main claim + 2 supporting reasons	Professor's main point + 1–2 concrete examples
Note format	Thesis statement + keyword phrases	Point + illustration + relationship to reading
Reviewability	Accessible during prep window	Unavailable after playback ends
Structural pattern	Explicit thesis followed by supporting sentences	Orientation statement → main point → examples or counterargument
Evaluation weighting in response	Background context (approximately 25% of response)	Core content (approximately 75% of response)

Developing a sustainable preparation routine for integrated speaking tasks

Progress on Speaking Task 3 requires more than familiarity with the format; it requires the development of three distinct skill subsystems that must function simultaneously during the test. These subsystems are reading comprehension speed, active listening accuracy, and spoken integration ability. Each must be trained separately before being combined in timed practice sessions.

For reading comprehension speed, work with academic passages at or above the difficulty level of typical TOEFL readings. Practice identifying the thesis statement, the two main supporting reasons, and the relationship between them in under 45 seconds. Use a timer and track your accuracy over multiple sessions. Your goal is to extract the essential structure in the time available without sacrificing comprehension of the main argument.

For active listening accuracy, use lecture-style audio materials from university lecture repositories or official TOEFL practice tests. While listening, practise the dual-task of extracting the main point and identifying its relationship to a previously read passage. This simulates the actual exam condition and develops the specific skill of connecting two sources in real time.

For spoken integration ability, practise the full task with official or near-official practice materials. Record your responses and evaluate them against the published rubric descriptors. Pay particular attention to whether your response correctly identifies the reading's claim, explicitly connects to the lecture, and covers the professor's main point with at least one supporting example. Self-evaluation against the rubric is more productive than simply repeating the task without structured feedback.

Between practice sessions, review your notes from completed tasks. Identify where your notes were insufficient and why. If you missed the professor's main point, consider whether you were recording too much detail at the expense of the core argument. If you failed to identify the reading-lecture relationship, review your listening for the orientation statement that signals this connection. This reflective review process, combined with targeted practice, produces the most consistent score improvements over time.

Conclusion

TOEFL Speaking Task 3 rewards systematic preparation over general familiarity. By establishing a reliable note template, developing a structured approach to extracting information from both the reading and the lecture, and organising your notes into a clear three-part response framework, you create a repeatable process that performs consistently across different topic areas and argument structures. The integrated nature of this task—combining reading comprehension, active listening, and spoken delivery under time pressure—is precisely what makes it challenging, and precisely what makes a structured approach so effective. Practise this process with official materials until the pattern becomes automatic, and you will enter the test confident that your note extraction and response organisation are operating at their maximum potential.

TestPrep's complimentary speaking diagnostic assessment offers a focused starting point for candidates seeking to identify which skill subsystem requires the most targeted development in their preparation plan.

Frequently asked questions

Can I use the same note-taking approach for Speaking Task 3 and Speaking Task 4?

While both tasks are integrated, they differ in structure and source balance. Task 3 requires you to summarise a reading passage and explain its connection to a lecture, whereas Task 4 involves only a lecture with no reading component. Your note template for Task 3 should include a dedicated section for the reading, which Task 4 does not require. However, the core listening strategies—identifying the main point, capturing supporting examples, and noting the relationship to any context—apply to both tasks. Practise both tasks using tailored templates that reflect their specific structures.

Is it better to write full sentences or fragments in my notes during the reading phase?

Fragments are consistently more effective for the reading phase. You have only 45 seconds to record information from a text-based source, and writing full sentences consumes time you cannot afford to spend. Use keyword clusters, abbreviations, and symbols that capture the essential meaning of each supporting point. The goal of your notes is to trigger your memory during the speaking response, not to provide a script. During the lecture phase, slightly longer phrases are acceptable because the content is more complex and the time available is longer, but fragments remain preferable to complete sentences throughout.

What should I do if I miss a significant portion of the reading passage?

First, understand that the reading remains visible during your 30-second preparation window. If you missed the reading entirely, you can re-read it at that point. However, you should not attempt a full re-read; instead, focus specifically on identifying the main claim and the two supporting reasons. Use the question prompt to guide your search—if the prompt asks you to explain the reading and its connection to the lecture, locate the thesis statement and one supporting point to anchor your response. Acknowledge the limitation honestly in your response if necessary, but a partial summary is far preferable to no summary at all.

How does the TOEFL scoring rubric evaluate the integration aspect of my response?

The scoring rubric for Speaking Task 3 evaluates three dimensions: delivery, language use, and topic development. Topic development is the dimension most directly tied to integration. A high-scoring response demonstrates that the speaker accurately summarised the reading, clearly explained the lecture's content, and showed the relationship between the two sources. A response that covers only the reading or only the lecture, or that fails to show their connection, scores in the lower range on topic development regardless of delivery quality. The connector statement—the phrase that explicitly links the reading to the lecture—is the structural mechanism by which you demonstrate integration.

Should I include the professor's name and exact examples in my response?

You should include the specific examples from the lecture, as these demonstrate that you accurately processed the spoken content. However, you are not required to use the professor's name unless the prompt specifically asks for it, which it typically does not. Use the examples you recorded in your notes and describe them in your own words, ensuring that the example's key detail is preserved. A response that mentions the professor's examples but changes the critical detail loses accuracy points. If you cannot remember a specific detail clearly, describe the example in general terms rather than inventing information that was not present in the lecture.

5 note-taking patterns that determine your TOEFL Speaking Task 3 score