• offer (courses) — предлагать (курсы): делать что-то доступным для студентов
• academic course — академический курс: структурированная программа обучения в университете
• over the Internet / online — через интернет / онлайн: обучение через цифровые платформы
• traditional classroom — традиционная аудитория: очное обучение лицом к лицу
• prefer — предпочитать: выбирать один вариант чаще/больше, чем другой
• learning environment — образовательная среда: условия, в которых происходит обучение
• flexibility — гибкость: возможность выбирать время, темп или место обучения

1. Comparative structure: X is better than Y because…
   RU: сравнительная конструкция для выражения мнения и причины.

   Example:
   Online learning is better than traditional classes because it allows students to study at their own pace.
   (Онлайн-обучение лучше традиционных занятий, потому что позволяет учиться в своём темпе.)

2. Contrast linker: However,
   RU: связка для противопоставления идей (однако, тем не менее).

   Example:
   Many students enjoy online courses. However, others value direct interaction with teachers.
   (Многие студенты любят онлайн-курсы. Однако другие ценят прямое общение с преподавателями.)

3. Opinion frame: I believe / I think that…
   RU: модель для выражения личного мнения (я считаю, что…).

   Example:
   I believe that traditional classrooms are more effective for practical subjects.
   (Я считаю, что традиционные аудитории более эффективны для практических дисциплин.)

Model Answer:

I believe that online learning is better than studying in a traditional classroom for most adults. Many universities offer an academic course over the Internet, which creates a flexible learning environment. Students can watch lectures at a convenient time, review difficult parts, and move at their own pace. However, I understand why some people still prefer face-to-face lessons: direct communication and immediate feedback can be motivating. Even so, for people who combine education with work or family duties, online study provides the flexibility they need, so it is often the most practical choice.

public funding – государственное финансирование
taxpayer money – деньги налогоплательщиков
accountability / public oversight – подотчётность / общественный контроль
profit-driven motives – мотивы, основанные на прибыли
long-term vision – долгосрочное видение
innovation and competition – инновации и конкуренция
national security – национальная безопасность
data transparency – прозрачность данных
regulatory framework – нормативно-правовая база

Personally, I think space exploration should mainly be … (passive)
When public funding is involved, governments have to ensure that … (that-clause)
Relying exclusively on private companies could lead to … (gerund as subject)
Not only do private firms accelerate innovation, but they also … (inversion)
To balance innovation with accountability, governments ought to … (infinitive of purpose + modal “ought to”)
Rather than leaving space entirely to the market, we should … (rather than + V-ing)

Model Answer: Personally, I think space exploration should still be led by national space agencies, with private companies playing a strong supporting role. When taxpayer money is involved, governments have to ensure accountability and protect the public interest, which is difficult if profit-driven firms are fully in charge.

At the same time, private companies clearly accelerate innovation and competition. Not only do they reduce launch costs, but they also introduce new ideas more quickly than many traditional agencies.

To balance innovation with accountability, governments ought to set a clear regulatory framework and cooperate with private partners, rather than leaving space entirely to the market. In this way, society benefits from both creativity and public oversight.

commercial space tourism – коммерческий космический туризм
meaningful scientific progress – значимый научный прогресс
proof of concept – демонстрация реализуемости идеи
luxury experience – роскошное развлечение
widening inequality – растущее неравенство
environmental impact / carbon footprint – воздействие на окружающую среду / углеродный след
inspire the public – вдохновлять общество
democratize access to space – делать доступ к космосу более массовым
symbolic achievement – символическое достижение

On the one hand, space tourism could …; on the other hand, it might … (contrast structure)
I tend to view it as … because … (complex clause of reason)
While it may inspire the public, it also raises concerns about … (while-clause concession)
If companies focused more on research missions, they would … (second conditional)
Instead of investing in luxury flights, governments should prioritize … (instead of + V-ing)
What really matters, in my opinion, is whether it leads to … (noun clause as subject)

Model Answer: On the one hand, commercial space tourism can be seen as a proof of concept that reusable rockets work safely, which may reduce costs for genuine scientific missions. It can also inspire the public and keep space exploration in the headlines.

On the other hand, I tend to view it mainly as an irresponsible luxury for the wealthy. Tickets are extremely expensive, so it risks widening inequality and sending the message that space is just another playground for billionaires. In addition, its environmental impact is hard to justify while we are fighting climate change.

What really matters, in my opinion, is whether these flights lead to broader benefits. Unless companies clearly use tourism profits to support research or democratize access to space, I cannot consider it meaningful progress for humanity.

• overcrowded classes — переполненные занятия
  Classes with too many students and limited resources.
• evening classes — вечерние занятия
  Courses scheduled later in the day, after regular hours.
• fit something into one’s schedule — вписать что-то в своё расписание
  To have enough free time for an additional activity.
• have other commitments — иметь другие обязательства
  Jobs, family duties, clubs, or social activities.
• not solve the problem — не решать проблему
  Fail to address the main issue effectively.
• added expense — дополнительные расходы
  Extra costs related to staffing and facilities.
• go about it the wrong way — действовать неправильным способом
  Choose an inefficient or misguided solution.
• buy additional computers — купить дополнительные компьютеры
  An alternative solution proposed by the male student.
• cost-effective solution — экономически выгодное решение
  A way to solve a problem while spending less money.
• plenty of space — достаточно места
  Enough physical room to add more equipment.

Tip for students: Try to use 5–6 of these expressions when explaining why the male student disagrees with the proposal and what alternative solution he suggests.

Male student: I just don’t think this will work.
Female student: Why not?
Male student: Because it’s not gonna solve the problem. Students are busy at night . . . I mean, we have jobs, families, clubs, social events. Most of us already have something to do every single night of the week.
Female student: I see your point. I sure couldn’t fit anything into my schedule during the week—I’ve got swimming practice most nights.
Male student: Right. And as far as expense goes, I think they’re going about it the wrong way. I mean, it costs money to hire more teachers and keep the academic building open later. Which is a lot more expensive than just simply buying more computers.
Female student: More computers?
Male student: That’s right. Computer prices have come way down the past few years, so the department won’t have to spend as much now as they did in the past. Besides, the computer department classrooms, you know, the rooms themselves, they’re actually very big . . . there’s plenty of space to add more computers.

Basic Template:

**Linking & structure phrases:**
- “As stated in the announcement…”
- “The student disagrees because…”
- “His first reason is that…”
- “Another reason he gives is…”
- “He also mentions that…”
- “Overall, he believes…”

**Grammar patterns:**
- To begin with, … (intro of first point)
- Not only…, but also… (inversion)
- Because of…, … (cause-effect)
- As a result, … (consequence)
- By charging students, the university… (gerund as subject complement)

Model Answer (Student Summary):

As stated in the article, the computer science department is planning to add evening classes in order to reduce overcrowding in daytime courses and ensure that all students have individual access to computers. This is because current classes are too crowded and there are not enough computers available during the day.

There are two reasons why the man objects to this decision.

To start with, he states that evening classes will not solve the problem, since most students are already busy at night. According to him, many students have jobs, family responsibilities, or extracurricular activities, which makes it difficult to fit additional classes into their schedules.

In addition, he points out that the department is handling the issue in the wrong way financially. He argues that hiring more instructors and keeping academic buildings open later would be more expensive than purchasing additional computers. He also mentions that computer prices have gone down in recent years and that the classrooms are large enough to accommodate more equipment. Therefore, he believes buying more computers would be a more cost-effective solution.

• nonverbal signals — невербальные сигналы
  Communication without words, such as gestures or facial expressions.
• utter (words) — произносить (слова)
  To say something aloud.
• unconsciously — бессознательно
  Without being aware of one’s actions.
• enhanced — усиленный, подкреплённый
  Made stronger or more effective.
• supported — подкреплённый
  Reinforced or confirmed.
• convincing — убедительный
  Able to make others believe something.
• conflict with — противоречить
  To be inconsistent or disagree with something.

Active words from the lecture

• break into a smile — расплыться в улыбке
  To suddenly start smiling.
• jump up and down — подпрыгивать от радости
  A physical expression of excitement.
• contorted (face) — искажённый (о лице)
  Twisted to show strong emotion, especially pain.
• trembling (voice) — дрожащий (голос)
  Shaking because of pain or emotion.
• smash one’s thumb — сильно ударить палец
  To injure a finger by hitting it hard.
• upset (someone) — расстроить
  To make someone worried or unhappy.
• contradict — противоречить
  To communicate the opposite meaning.

Tip for students: Using 3–4 of these words naturally in your response can significantly improve lexical range and help you sound more precise and academic.

Professor (critical): Quantum teleportation is often portrayed as a future method for moving large objects or even people, but that idea ignores several fundamental scientific problems.

To begin with, the experiments people are excited about involve single photons or very simple atomic states. Scaling that up is not just a matter of building better machines. As soon as a system contains many particles, the amount of quantum information needed to describe it grows exponentially. For any macroscopic object, the informational load becomes so enormous that teleportation is physically unmanageable with current or foreseeable technology.

Another issue concerns communication speed. Some commentators assume that entanglement allows instant data transmission. However, in every actual teleportation protocol, scientists still rely on a classical communication channel to complete the process, and classical signals cannot travel faster than the speed of light. So teleportation cannot provide faster-than-light communication.

A final limitation involves practical applications in medicine and engineering. Teleporting a biological or material sample would require reconstructing every quantum state perfectly, and current methods destroy the original during the process. That makes it unusable for real patients or valuable materials.

So, although quantum teleportation is a fascinating research tool in physics, its real-world, large-scale uses are far more limited than many people imagine.

Explain how the examples from the professor’s lecture illustrate the relationship between verbal and nonverbal communication.

Reading summary (key concept)

The reading explains that nonverbal communication, such as facial expressions, gestures, body movements, and tone of voice, plays an important role in face-to-face interaction. It states that nonverbal signals can either support the verbal message and make it more convincing, or contradict it and communicate a different meaning.

Transition to lecture

The professor illustrates this idea by giving two contrasting examples from his own life that show both effects of nonverbal communication described in the reading.

Example 1 – nonverbal signals support verbal message

First, he describes a situation in which his nonverbal communication reinforced what he said verbally. When [describe situation], he verbally expressed [emotion or message]. At the same time, his nonverbal behavior, including [facial expression/gesture/body movement], clearly showed the same feeling. As a result, the listener fully believed and understood his message.

High-Band Model Answer:

The reading explains that nonverbal communication, such as facial expressions, gestures, and tone of voice, can either support what we say verbally or send a completely different message. When verbal and nonverbal signals match, the message becomes stronger and more convincing. However, when they conflict, people tend to believe the nonverbal signals instead.

The professor illustrates this idea with two examples from his own life. First, he describes a situation in which his verbal and nonverbal communication were consistent. When his uncle surprised him with a visit, he verbally expressed happiness, and at the same time, his nonverbal behavior—such as smiling widely, opening his eyes, and even jumping up and down— showed genuine excitement. As a result, his uncle felt very good because the nonverbal signals reinforced the spoken words.

In contrast, the professor then gives an example where verbal and nonverbal communication conflicted. After he injured his thumb while building a birdhouse with his daughter, he verbally said that he was fine. However, his nonverbal signals, including a trembling voice, shaking his hand, and a painful facial expression, clearly showed that he was not okay. Because of this contradiction, his daughter did not believe his words and kept asking if he was alright. These examples clearly demonstrate how nonverbal communication can either support or override verbal messages.

TOEFL Speaking Task 4 – Lecture Script

Professor:

In order for art to communicate—to appeal to the emotions or the intellect—it has to combine various visual elements to express meaning or emotion. It is really the visual components of a work—such as color, texture, shape, and lines—and how these elements work together that tell us something about the artwork. Artists combine and manipulate these visual elements to express a message or to create a mood.

Think about how a painter might use color, for example. From experience, we know that different colors appeal to the senses in different ways and can convey different meanings. An artist chooses certain colors to evoke a particular mood and to make powerful statements. The color red, for instance, is very strong and can evoke intense emotions, such as extreme joy, excitement, or even anger. Blue, on the other hand, is considered a cool color and tends to have a calming effect on viewers.

Another important visual element in art is texture. By texture, I mean the surface quality or “feel” of a work—its smoothness, roughness, or softness. In some types of art, texture is physical and can actually be felt by touching the surface. However, in painting, texture is often visual. The way an artist paints certain areas can create the illusion of texture, suggesting that an object is smooth, rough, or soft. Rough textures often evoke stronger emotions and a sense of strength, while smooth textures tend to feel calmer and less emotional.

As I mentioned earlier, artists often combine visual elements to convey a particular message. For example, a painting that uses many strong colors, such as reds and oranges, along with broad, wide, sweeping brushstrokes that suggest a rough texture, can create a sense of wildness or chaos. This effect is much stronger than in a painting that uses small, smooth brushstrokes and soft or pale colors. By using these visual elements together, artists appeal to the senses and give meaning to their work.

Active Words from the Lecture

The following vocabulary items are taken from the art lecture and focus on words and expressions that are less common in everyday English but highly useful for TOEFL Speaking Task 4.

• appeal to (the emotions / the intellect) — воздействовать на эмоции / разум
  To attract or influence someone’s feelings or thinking.
• visual elements — визуальные элементы
  Basic components of art such as color, texture, and line.
• manipulate — умело использовать, изменять
  To skillfully control or change elements to achieve an effect.
• evoke — вызывать (эмоции, ощущения)
  To bring a feeling or image into the mind.
• conjure up — вызывать, пробуждать
  To create a strong image or emotion in the imagination.
• surface quality — качество поверхности
  The way an object’s surface looks or feels.
• illusion (of texture) — иллюзия (текстуры)
  A visual effect that makes something appear real when it is not.
• broad, sweeping brushstrokes — широкие, размашистые мазки кисти
  Large, flowing movements of a paintbrush.
• chaotic — хаотичный, беспорядочный
  Lacking order or control.

Tip: Using 3–4 of these expressions accurately can significantly improve lexical range and help your response sound more academic and precise.

Using points and examples from the lecture, explain the importance of visual elements in painting.

TOEFL Speaking Task 4 – Answer Template (Carcass)

The reading explains that [main concept or process described in the reading]. It focuses on how [key idea 1] and [key idea 2] are used to [general purpose or function].

The professor illustrates this concept by discussing [general topic of the lecture]. She/He explains how different elements or examples demonstrate the idea mentioned in the reading.

First, the professor talks about [example or element 1]. According to the lecture, [describe what this element is] and how it is used to [effect or result]. This shows that [link back to the main concept from the reading].

Next, the professor discusses [example or element 2]. She/He explains that [describe the characteristics of this element] and that it can [effect or emotional/intellectual response]. This further supports the idea that [connection to the reading].

Finally / Overall, these examples demonstrate how [combined elements or examples] work together to [final conclusion or purpose], which directly supports the explanation given in the reading.

TOEFL Speaking Task 4 – High-Band Model Answer

The lecture explains that visual elements are essential in painting because they allow artists to communicate meaning and emotion to the viewer. According to the professor, it is not only the subject of a painting that matters, but also how visual components work together to appeal to the senses and the intellect.

One important visual element discussed in the lecture is color. The professor explains that different colors can evoke different emotions. For example, strong colors such as red can create intense feelings like excitement, joy, or even anger, while cool colors like blue tend to have a calming effect on viewers. By carefully choosing colors, artists can create a specific mood and guide the viewer’s emotional response.

Another key visual element mentioned is texture. The professor points out that texture can be either physical or visual. In painting, artists often create the illusion of texture through brushstrokes. Rough textures, created by broad and sweeping brushstrokes, can evoke strength and strong emotions, whereas smooth textures tend to be calmer and less emotional.

Finally, the professor emphasizes that artists often combine visual elements to enhance their message. For instance, a painting that uses strong colors along with rough textures can convey a chaotic or energetic mood more effectively than a painting with soft colors and smooth brushstrokes. These examples show that visual elements are crucial because they work together to give meaning and emotional impact to a painting.