Integrated Skills - TASK 3 - 1Online version
Overview : Task 3 - an integrated task.
Students are required to complete the 20 questions correctly as fast as possible.
1
What type of task is Task 3?
2
What is the general context or topic of the reading passage in Task 3?
3
How much time is typically provided to read the passage in Task 3?
4
What is the format of the listening passage in Task 3?
5
How long does the listening conversation in Task 3 usually last?
6
According to Step 1 (Processing the Reading Passage), what are the 3 core elements you must identify?
7
What is the recommended strategy when processing the reading passage during the 45 seconds?
8
In Step 2 (Processing the Listening Passage), what 3 core elements should your brain actively 'hunt' for?
9
What usually forms the basis of the speaker's Reason 2 in the listening passage?
10
What is the core objective of Step 3 (Synthesizing the Answer)?
11
When answering the Task 3 question prompt, whose opinion should you focus on?
12
Which of the following is a recommended transition phrase for stating the main speaker's opinion?
13
Which pair of transitional words is best suited for ordering Reason 1 and Reason 2 in your response?
14
Which phrase is recommended in the guide to clarify or rephrase a specific detail for a reason?
15
Which phrase helps emphasize the most important supporting detail in Reason 2?
16
To clearly distinguish between information from reading and listening, which phrases should be used?
17
What note-taking strategy is emphasized in the Core Strategies section?
18
Why is it critical to identify the 'Policy' before the listening section starts?
19
Which of the following describes a common mistake to avoid in Task 3?
20
What is the recommended mindset for practicing Task 3 according to the concluding advice?
Feedback
Task 3 is an integrated task ('Fit & Explain') that requires combining information from a reading passage and a listening conversation.
The reading passage in Task 3 always focuses on university life, such as campus announcements, policy changes, or memos.
Test takers are given 45 seconds to read and process the reading passage.
The listening portion is a conversation between two students (male and female) discussing the policy or notice in the reading passage.
The conversation in Task 3 typically lasts around 60 to 80 seconds.
Step 1 requires noting down 3 core checkpoints: Policy/Change, Reason for the policy, and Supporting Details.
You should not read word-for-word; instead, 'hunt' for information using the checkpoint structure to save time and note down essential keywords.
In the listening section, you must actively listen for the speaker's Opinion (agree/disagree), Reason 1 (+ details), and Reason 2 (+ details).
Reason 2 in the conversation is frequently backed by personal experience or specific concrete evidence mentioned by the speaker.
Synthesis requires connecting the policy from the reading passage with the speaker's opinion and supporting reasons from the listening passage in a logical flow.
The task instructions specify focusing on the target subject (e.g., 'What is the woman's opinion?'), so you should only analyze that character's viewpoint.
'The man/woman thinks that...' or 'The student agrees/disagrees with the policy because...' is the standard template phrase to clearly state the stance.
'First of all...' and 'Additionally / Furthermore...' logically guide the listener through Reason 1 and Reason 2 in a structured manner.
The transition phrase 'In other words...' is explicitly recommended in the lesson for explaining or rephrasing key details.
The guide recommends using 'Especially...' to highlight and emphasize specific, crucial details.
Using 'According to the announcement...' for the reading and 'The student mentions that...' for the listening clearly attributes the sources.
Structured note-taking prioritizing keywords (e.g., Opinion, R1, D1, R2, D2) helps capture key points quickly without missing details.
Identifying the Policy beforehand establishes the context, enabling you to focus entirely on catching the student's stance and reasons while listening.
Task 3 is an objective synthesis task. Expressing your own personal opinion is a common mistake; you must only report what the passage and student state.
The students are encouraged not to wait for perfection ('Sẵn Sàng Chinh Phục - Luyện Tập Ngay Hôm Nay') and to practice repeatedly until the Checkpoint structure becomes a natural reflex.
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