[TOEFL][Speaking][Writing] Final Templates

[Speaking]

 

Q1.

 

I believe that this topic is quite intriguing and debatable. While there are merits on both sides, I personally lean toward the perspective of preferring [Option A].

 

When it comes to [Option B], I find that I don't have any liking for this option. I opt for [Option A], because it has been shown to be more effective in [] and []. This preference aligns with my personality. I'm someone who enjoys [] and []. Given these examples, I believe [Option A] is the better choice. 

 

Q2.

 

- Disagreement

 

According to the reading passsage and conversation, there has been a change in policies of [A] for [B]. However, the man in the conversation expresses disagreement with this decision, presenting several reasons.

 

To begin with, he argues that the new policy could be excessively challenging for [B]. While they have interest in [], they are not necessarily []. Furthermore, the man raises a valid concern about the proposed []. He emphasizes that [].

 

In conclusion, the man's disagreement with the new policy stems from the potential difficulties it could impose on [B].

 

- Agreement

 

According to the reading passage and conversation, there has been a proposal regarding policies of [A] for [B]. The woman in the conversation expresses agreement with this decision, presenting several reasons in support.

 

To begin with, she highlights that the new policy would be potentially beneficial for [B]. As they demonstrate interest in [], this change would greatly enhance their [] (and []). Furthermore, the woman acknowledges the positive impact of the proposed []. She emphasizes that [].

 

In conclusion, the woman's agreement with the new policy stems from the positive prospects it offers for [B]. 

 

Q3.

 

The reading passage elucidates the concept of [Main topic], highlighting the key idea that []. And, in the lecture, the professor elaborates on this topic with examples. 

 

To begin with, the lecturer offers a relevant case involving [] (and []) to illustrate this point. He presents that while they have [], they are likely to [].

 

Moving forward, the lecturer introduces another case regarding [] (and []). This instance explains []. These similarities (or differences) are attributed to the fact that [].

 

Q4.

 

The speaker elucidates the [Main topic], elaborating on two distinct examples.

 

Commencing with the first instance, the lecturer imparts knowledge concerning the remarkable features of [concept 1]. These features encompass the ability to [concept 1's feature], when they are [].

 

Transitioning to the subsequent example, the speaker delves into the astonishing strategy of []. It includes the capability to [].

 

While there might be subtle differences in specific features, in conclution, the lecture provides intriguing examples of how to manage [].

 

[Writing]

 

Q1.

 

The lecture and reading passage present divergent perspective on []. The speaker rebuts key assertion made in the reading passage, undermining its credibility, and proposing alternative interpretation.

 

1. The reading passage asserts that [], supported by []. Nonetheless, the lecture refutes this assertion by indicating the fact that [].

 

2. Additionally, the lecturer conveys a perspective that opposes the reading’s assertion on []. While the reading affirms [], the speaker accentuates [], exemplifying [].

 

3. Furthermore, the lecture examines [], challenging the reading’s credibility on the []. The reading suggests that. [], whereas the lecturer repudiates this opinion, corroborated by [].

 

These discrepancies unveil the complexities of the topic and suggest that [] may not be as simple as initially presented in the reading passage. And the contradiction between the two sources underscores the need for a more balanced and critical evaluation of [].

 

Q2.

 

While I staunchly advocate for [A] because of [] (and []), it needs to be reconciled with [B] a bit. We already have no doubt that [A] is the one of the best [] in the world, but [B] also conveys its [] potential.

 

Even if people do not understand specific [] details as much as [] do, they likely realize that they use the [] through [] and []. Furthermore, while not as widely as [A] yet, those who use the [B] experience its [] through [] such as [], and [].

 

Therefore, I think we should acknowledge the importance of the [A] along with the potential of [B], as both contribute to creating []. Moreover, this approach would foster a harmonious environment where humanity is motivated to explore various [].