Guide
TCF Canada speaking task 3: method
TCF Canada speaking task 3: timing, the topic families, a structure for speaking without preparation, connectors and a model answer in French.
Updated
Quick answer
Task 3 of the TCF Canada speaking test asks you to give and defend your opinion on a statement for 4.5 minutes, with no preparation time. The examiner can ask questions or challenge what you say. A clear position, two or three arguments with examples, a nuance and a conclusion is the structure that holds up under pressure.
What task 3 asks of you
Task 3, “expression d’un point de vue”, is the last and longest of the three speaking tasks. The examiner gives you a statement or a question on a general subject, and you say what you think of it, why, and how far. There is no right answer: you can agree, disagree or take a nuanced position, as long as you explain it and stick to it.
You start speaking straight away. The examiner listens, and may then ask you to develop a point, ask for an example, or deliberately defend the opposite view to see how you react. That exchange is part of the task, not a sign that your answer is going badly.
The three tasks together take about 12 minutes. Task 3 is where you show that you can argue in French, which is what separates the middle levels from the higher ones.
| Task | Speaking time | Preparation |
|---|---|---|
| 1. Guided interview | 2 min | 0 min |
| 2. Interaction: you ask the questions | 3.5 min | 2 min |
| 3. Expressing a point of view | 4.5 min | 0 min |
The topic families candidates report
Nobody can tell you in advance which statement you will get, and the subjects change from one session to the next. What candidates describe after the exam, though, falls into a few broad families. The table is a map of those families to prepare ideas for, not a list of real exam questions.
| Family | What the statements are about | Ideas to have ready |
|---|---|---|
| Society | Living in cities, consumption, solidarity, ageing, sport | Individual freedom against the common good |
| Work | Remote work, the four-day week, changing careers, money and happiness | Balance between work and private life |
| Technology and screens | Social media, smartphones, artificial intelligence, online shopping | Convenience against dependence and isolation |
| Education and parenting | School, homework, screens for children, university, learning languages | Who is responsible: parents, school or the child |
| Environment | Transport, waste, travelling by plane, eating less meat | Individual action against government action |
| Immigration and integration | Learning the language, keeping one’s culture, working abroad | What the newcomer and the host society each bring |
A structure that works without preparation
With no time to prepare, you need a structure you know so well that you can fill it while thinking. The one below fits any statement and gives the examiner a speech that is easy to follow.
If you run out of things to say before the time is up, go back to your position and add an example from another area: work after family, your country after your current city.
- Rephrase the statement in your own words, to show you understood it and to give yourself a few seconds.
- Give your position in one clear sentence: for, against, or for with conditions.
- Develop two or three arguments, each with a concrete example from your life, your country or the news.
- Add a nuance or a concession: recognise what is true in the other side, then explain why it does not change your view.
- Conclude by restating your position in a different form, and if you can, open on a wider question or a suggestion.
Connectors by function
Connectors are what make a list of ideas sound like an argument. Learn two or three for each function, and vary them so that the same word does not open every sentence.
| Function | Connectors |
|---|---|
| Introduce the subject | On me demande si…, Il s’agit de savoir si…, Cette question me fait penser à… |
| Give your opinion | À mon avis, Selon moi, Je suis convaincu(e) que, J’ai tendance à penser que |
| Add an argument | D’abord, Ensuite, De plus, En outre, Par ailleurs |
| Give an example | Par exemple, Prenons le cas de…, Je pense notamment à…, C’est le cas de… |
| Concede | Certes, Il est vrai que…, Je reconnais que…, Cela dit |
| Oppose | Mais, Pourtant, En revanche, Néanmoins, Au contraire |
| Conclude | En fin de compte, Pour conclure, Finalement, Tout bien considéré |
A model answer
This is an original statement written for this guide, and an answer of a length that fills most of the task. It follows the structure above: a rephrasing, a nuanced position, two arguments with examples, a concession and a conclusion that goes back to the position.
The statement: « Les réseaux sociaux rapprochent-ils les gens ? »
On me demande si les réseaux sociaux rapprochent les gens. C’est une question qui me touche directement, parce que je vis loin de ma famille. Ma position est plutôt nuancée : à mon avis, ils rapprochent ceux qui sont déjà proches, mais ils ne remplacent pas les vraies rencontres.
D’abord, ils permettent de garder le lien malgré la distance. Par exemple, ma mère m’envoie chaque semaine des photos de mes neveux, et nous nous appelons en vidéo tous les dimanches. Quand mes parents ont quitté leur pays, eux, ils devaient se contenter de quelques lettres par an.
Ensuite, ils aident à trouver des gens qui partagent nos passions. Quand je suis arrivé dans ma ville actuelle, je ne connaissais personne. J’ai rejoint un groupe de randonnée sur internet, et c’est comme ça que je me suis fait mes premiers amis ici.
Cela dit, je reconnais qu’il y a un revers. On peut avoir des centaines de contacts et se sentir très seul. Au restaurant ou dans le métro, on voit souvent des personnes assises ensemble qui regardent chacune leur téléphone. Les réseaux peuvent donc aussi éloigner ceux qui sont juste à côté de nous.
En fin de compte, je dirais que les réseaux sociaux sont un outil. Ils rapprochent si on s’en sert pour organiser de vraies rencontres, et ils isolent si on les laisse prendre leur place. Personnellement, j’essaie de ranger mon téléphone quand je suis avec mes amis, et je pense que c’est là que tout se joue.When the examiner pushes back
The examiner may challenge your view, ask “Vous êtes sûr ?” or defend the opposite position. The aim is to see whether you can keep a conversation going and justify yourself, not to make you change your mind. Stay calm, take the objection seriously, and answer it.
- To gain a moment: « C’est une bonne question, laissez-moi réfléchir une seconde. »
- To ask for a repetition: « Pardon, pourriez-vous reformuler la question ? »
- To accept part of the objection: « Vous avez raison sur ce point, mais… »
- To hold your position: « Je comprends votre argument, pourtant je maintiens que… »
How task 3 is scored
Trained examiners give one speaking score out of 20 for the three tasks together; task 3 does not get a separate mark. They look at whether you did what the task asks, here a clear and justified point of view, how well your speech is organised and linked, the range and accuracy of your vocabulary and grammar, and your pronunciation and fluency. The official description of the criteria is on France Éducation international’s site; this guide does not give weights for them.
For immigration, the score is read as an NCLC level: 10–11 is NCLC 7, and 14–15 is NCLC 9. Because task 3 is the most demanding of the three, it is where an answer can show the higher levels.
The mistakes that cost the most
Most of the points lost in task 3 come from the method, not from the French itself.
- Reciting a memorised text that does not really answer the statement.
- Never taking a position, or answering “ça dépend” without saying on what.
- Listing abstract arguments with no concrete example.
- Stopping after a minute and waiting for the examiner to take over.
- Giving up your position as soon as the examiner disagrees.
- Starting every sentence with “je pense que” instead of varying the connectors.
Frequently asked questions
How long is TCF Canada speaking task 3?
You speak for 4.5 minutes, with 0 minutes of preparation: you start as soon as you have the statement. It is part of a speaking test of about 12 minutes in all.
Do I have to agree with the statement?
No. You can agree, disagree or take a nuanced position. What counts is that the position is clear and that you justify it with arguments and examples.
Can I know the task 3 topics in advance?
No one can know your exact statement. Candidates report recurring families of subjects, such as work, technology, education and the environment, so preparing ideas for each family is the best use of your time. Our page of recent session topics gathers what candidates describe.
What if I know nothing about the subject?
Bring it back to what you know: your own experience, your country, your work. A personal example, told clearly, is a perfectly good argument. Rephrasing the statement at the start also gives you a few seconds to find an angle.
How do I practise task 3 at home?
Pick a statement, start a timer for 4.5 minutes and speak without notes, then listen to the recording. On French in Pocket, Studio runs the task on the official clock with an instant evaluation, and a Coach Review gives a French coach’s comments on your recording.