Free TOEFL Practice Questions

TOEFL Sample Questions with Answers

Realistic TOEFL example questions for all four sections — Reading, Listening, Speaking, and Writing. Every question includes the correct answer and a full explanation of why it is right and why the other options are wrong.

Covers all question types · Correct answer + detailed explanation for each question

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Did You Know?

3–6 monthsThe average test taker prepares before their exam
+8 ptsAverage score gain for test takers who take 3+ full practice tests
2× fasterImprovement rate for students who review wrong answers vs. just retaking
+4.2 ptsAverage Writing gain after 3 months of focused practice — the most improved section
42%Of students cite Reading as their weakest section
19.4/30Average Speaking score — the section with the lowest mean globally
3–5 ptsHigher Reading scores for students who study vocabulary 20+ min/day
45–90 minOptimal study session length — diminishing returns after 90 minutes

How Do Test Takers Prepare?

Source: Survey of TOEFL test takers, ETS 2022

Practice tests
67%
Prep books
54%
Prep courses
41%
Online resources
38%
Tutors
22%
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Reading Sample Questions

The TOEFL Reading section contains two academic passages of approximately 700 words each. You answer 10 questions per passage. The passage below is a shortened excerpt typical of those you will encounter. Read it carefully before attempting the questions.

Academic Passage

The Domestication of Fire by Early Humans

The controlled use of fire represents one of the most transformative developments in the history of our species. Archaeological evidence suggests that Homo erectus, an early human ancestor, may have used fire as far back as 1.5 million years ago at sites in East Africa, though conclusive proof of deliberate fire-making does not appear until roughly 400,000 years ago in sites across Europe and Asia. Scholars distinguish between opportunistic use — exploiting naturally occurring fires caused by lightning strikes — and true domestication, which involves reliably igniting, maintaining, and transporting fire.

The consequences of fire domestication were far-reaching. Cooking, enabled by fire, dramatically altered human nutrition: heat breaks down fibrous plant material and denatures proteins in meat, making calories substantially easier to extract. Anthropologist Richard Wrangham has argued that the energy savings from cooked food drove the dramatic reduction in gut size and the corresponding expansion of the brain observed in the fossil record between Homo erectus and anatomically modern humans. Whether or not Wrangham's specific hypothesis is correct, it is widely accepted that cooked food represents a higher-quality diet that supported the metabolic demands of a larger brain.

Fire also reshaped social behavior. Light extended the usable hours of the day, allowing activities previously confined to daylight to continue into the evening. Campfires created focal points around which early communities gathered, potentially accelerating the development of language and cooperative social bonds. Predators, many of which hunted at night, were deterred by fire, reducing the threat to sleeping groups. These converging advantages meant that populations capable of controlling fire gained significant survival and reproductive benefits over those that could not.

Question 1Factual Information

According to the passage, what does the author mean by the 'true domestication' of fire?

ATaking advantage of fires ignited by natural events such as lightning
BReliably igniting, maintaining, and transporting fireCorrect
CUsing fire exclusively for cooking meat and plant material
DDiscovering that fire deterred predatory animals at night

Explanation

The passage explicitly defines "true domestication" as "reliably igniting, maintaining, and transporting fire," contrasting it with opportunistic use of naturally occurring fires (choice A). The passage mentions cooking (C) and predator deterrence (D) as consequences of fire use, not as the definition of domestication. Choice B directly matches the author's language.

Question 2Vocabulary in Context

The word "denatures" in paragraph 2 is closest in meaning to:

APreserves the original structure of
BCombines with other substances
CBreaks down or alters the structure ofCorrect
DIncreases the caloric content of

Explanation

In context, "denatures proteins in meat" is listed alongside "breaks down fibrous plant material" as a mechanism by which heat makes calories easier to extract. Both actions involve structural breakdown, so "breaks down or alters the structure of" (C) is the best match. "Preserves" (A) is the opposite. "Combines" (B) introduces a different chemical action not implied here. "Increases caloric content" (D) is a consequence of cooking, not the meaning of denature.

Question 3Inference

What can be inferred about the relationship between cooked food and brain size based on the passage?

AWrangham's hypothesis has been definitively proven correct by fossil evidence.
BCooked food provided nutritional support for the energy demands of a larger brain, though the exact mechanism is debated.Correct
CCooking is the sole factor responsible for the evolutionary expansion of the human brain.
DThe reduction in gut size made it impossible for early humans to digest raw food.

Explanation

The passage presents Wrangham's hypothesis and then hedges: "Whether or not Wrangham's specific hypothesis is correct, it is widely accepted that cooked food represents a higher-quality diet that supported the metabolic demands of a larger brain." This phrasing signals scholarly uncertainty about the precise mechanism (ruling out A), while affirming a general link between cooked food and brain size — matching choice B. Choice C overstates by calling cooking the "sole factor," and choice D introduces a claim not made anywhere in the passage.

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Listening Sample Questions

In the actual TOEFL, you hear audio you cannot replay. Below is a transcript of a lecture excerpt — treat it as if you heard it once and are now answering the questions from memory. This is the best way to simulate real test conditions.

Lecture Transcript — Ecology (excerpt)

[Professor speaking to an undergraduate ecology class]

“Okay, so last time we covered primary succession — what happens when life colonizes a completely barren substrate, like fresh lava. Today I want to focus on secondary succession, which is actually far more common. Secondary succession occurs after a disturbance — a forest fire, a flood, or even agricultural abandonment — where the soil and seed bank remain intact. That's the key difference: the biological legacy is still there.

Now, the classic example everyone uses is the abandoned agricultural field. You leave a field alone, and within a year you have annual weeds — plants that complete their entire life cycle in a single growing season. Fast-growing, lots of seeds. They're what ecologists call early successional species, or pioneers. But here's the interesting part: those pioneers actually change the environment in ways that make it less suitable for themselves and more suitable for the next group — perennial grasses and shrubs. So there's an inherent self-replacement happening.

Eventually, in many temperate regions, you'll get shrubs giving way to fast-growing, light-demanding trees — like birch or aspen. And those, over decades, get replaced by shade-tolerant species like oak or maple. That final, theoretically stable community is what ecologists call the climax community. I should note — and this is important for your exam — the climax community concept has been debated. Some ecologists argue it's an idealized endpoint that rarely exists perfectly in nature because disturbances keep interrupting the process. But it remains a useful conceptual framework.”

Question 4Main Idea

What is the main purpose of this lecture?

ATo compare secondary succession unfavorably with primary succession
BTo explain the process of secondary succession and the concept of the climax communityCorrect
CTo argue that the climax community concept should be abandoned by ecologists
DTo describe how annual weeds prevent long-term ecological recovery

Explanation

The lecture introduces secondary succession, walks through the sequence from pioneer species to climax community, and briefly notes the debate around the climax concept. Choice B accurately captures both major topics. Choice A is incorrect — the professor mentions primary succession only as background contrast, not to compare the two unfavorably. Choice C misrepresents the professor's nuanced stance: she says the concept "has been debated" but still calls it "a useful conceptual framework." Choice D is the opposite of what the lecture says — pioneers actually facilitate, not prevent, the next stage of succession.

Question 5Speaker Attitude / Inference

What can be inferred about the professor's view of the climax community concept?

AShe considers it entirely outdated and urges students to disregard it.
BShe believes it is scientifically flawless and universally accepted.
CShe thinks it is a valuable theoretical tool despite its limitations.Correct
DShe is uncertain whether secondary succession actually leads to a stable endpoint.

Explanation

The professor explicitly states the climax community concept "has been debated" and that "disturbances keep interrupting the process," acknowledging limitations. However, she immediately follows this with "But it remains a useful conceptual framework," signaling she still values the concept. This nuanced position — acknowledging critique while affirming utility — matches choice C. Choice A overstates her skepticism; she does not tell students to disregard it. Choice B overstates her endorsement; she clearly acknowledges debate. Choice D confuses the debate about the concept's perfection with doubt about succession itself.

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Speaking Sample Prompts

The TOEFL Speaking section has four tasks: one independent (Task 1) and three integrated (Tasks 2–4). You are given 15–30 seconds to prepare and 45–60 seconds to respond. Below are two sample tasks with high-scoring response outlines and the criteria raters use to score them.

Speaking Task 1Independent Task

Prompt

Some people prefer to live in a large city, while others prefer to live in a small town or rural area. Which do you prefer, and why? Use specific reasons and details to support your answer. You have 15 seconds to prepare and 45 seconds to speak.

High-scoring response outline

  • 1State preference clearly in the first sentence — do not hedge. Example: 'I strongly prefer living in a large city for two main reasons.'
  • 2Reason 1 (career/opportunity): Cities offer a greater concentration of job opportunities, professional networks, and specialized services. Use a specific, concrete detail — for example, mentioning access to a particular industry, transportation infrastructure, or a type of institution (hospitals, universities, cultural organizations).
  • 3Reason 2 (social/cultural variety): Urban environments expose residents to diverse perspectives, cuisines, cultural events, and communities, which accelerates personal growth. Give a brief, vivid example — a specific type of event or neighborhood you can access.
  • 4Brief acknowledgment + dismissal (optional, adds sophistication): 'While some value the quiet of rural life, I find the stimulation and professional access of city living outweigh those benefits for my goals.'
  • 5Do NOT attempt to cover both sides equally — pick one and support it with specific details in the time available.

Key scoring criteria

  • Delivery: Clear pronunciation, natural pace, no long pauses. Raters are listening for fluency, not accent.
  • Language Use: Varied sentence structures, accurate grammar, precise vocabulary. Avoid filler words ('um,' 'like,' 'you know').
  • Topic Development: Clear main idea, developed with specific supporting details, logical progression. Unfinished thoughts or vague generalizations lower the score.
  • Timing: Aim to speak for the full 45 seconds. Running out of content early signals insufficient development.
Speaking Task 2Integrated Task (Reading + Lecture)

Prompt

You will read a short passage about a university policy change. Then you will hear a conversation in which two students discuss the announcement. Summarize the policy change and explain the woman's opinion about it, using details from the conversation to support your explanation. You have 30 seconds to prepare and 60 seconds to speak.

High-scoring response outline

  • 1Open by identifying the announcement: 'The university has announced that it will close the on-campus gym on weekday evenings starting next semester to reduce operating costs.'
  • 2State the woman's position immediately: 'The woman is strongly opposed to this change.'
  • 3Give her first reason with a specific detail from the conversation: 'First, she argues that evening hours are the only time many students can exercise because most classes and labs are scheduled during the day. She mentions that she personally relies on the 7 PM sessions.'
  • 4Give her second reason with a specific detail: 'Second, she is skeptical of the cost-saving justification, pointing out that the gym fees students pay should already cover evening operations.'
  • 5Brief wrap-up: 'Overall, the woman believes the policy prioritizes budget management over student well-being.'
  • 6Do NOT state your own opinion. Do NOT summarize the reading passage at length — focus on the speaker's views.

Key scoring criteria

  • Accuracy: Correctly represent the source material. Misidentifying the speaker's position or introducing information not in the prompt significantly lowers your score.
  • Specificity: General statements ('she doesn't like it') score lower than statements with concrete details from the audio ('she says evening hours are the only time students without morning schedules can use the gym').
  • Organization: Begin with the announcement, move to the speaker's stance, then develop two reasons with evidence. Logical flow is heavily weighted.
  • Language Use: Use reporting language accurately — 'she argues,' 'she points out,' 'according to the woman.' Avoid switching to first person ('I think she is right').
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Writing Sample Tasks

The TOEFL Writing section has two tasks. Task 1 (Integrated) asks you to summarize how a lecture challenges a reading passage — 20 minutes, 150–225 words. Task 2 (Academic Discussion) asks you to contribute your opinion to an ongoing academic discussion — 10 minutes, minimum 100 words.

Writing Task 1Integrated Writing (20 min)

Reading Passage (mini excerpt)

The Benefits of Four-Day Work Weeks

Proponents of the four-day work week argue that compressing the standard 40-hour schedule into four days yields measurable benefits for both employees and organizations. Studies from Iceland and New Zealand found that workers reported significantly lower stress levels, higher job satisfaction, and improved work-life balance following trials of shorter work weeks, without any corresponding decrease in overall productivity. In fact, several organizations reported marginal productivity gains, as workers compensated for the shorter schedule by minimizing time spent on low-value activities such as unnecessary meetings and excessive email correspondence.

From an employer perspective, reduced working hours have been linked to lower employee turnover, decreased absenteeism, and improved recruitment appeal in competitive labor markets. Environmental analysts have also noted that one fewer commuting day per week could meaningfully reduce transportation-related carbon emissions at scale, making the four-day week an incidental but significant sustainability measure.

Lecture Points (summary — you would hear this, not read it)

The professor challenges each reading claim:

  • Point 1 — Productivity studies are not generalizable: The Iceland and New Zealand trials were conducted in white-collar, knowledge-worker environments. Industries that require continuous operations — manufacturing, healthcare, retail — cannot simply adopt four-day schedules without adding staff or reducing service hours, undermining the productivity argument.
  • Point 2 — Turnover benefits are overstated: Studies showing lower turnover were conducted during periods of unusually tight labor markets where employees were already reluctant to change jobs. The effect may disappear in a more balanced market.
  • Point 3 — Environmental benefits are negligible: Employees who gain an extra day off tend to increase leisure travel and consumption activities, which partially or fully offsets the emissions saved from the shorter commute.

Writing prompt

Summarize the points made in the lecture and explain how they cast doubt on the specific claims made in the reading passage. Write 150–225 words. Do not express your own opinion.

High-scoring response structure

  • 1. Opening sentence: Identify the relationship — the lecture challenges/casts doubt on the reading's claims about four-day work weeks. Do NOT say 'the reading argues X and the lecture argues Y' in a flat comparison — make the challenge relationship explicit from the start.
  • 2. Body paragraph 1: Explain the professor's challenge to the productivity claim. Mention the generalizability problem and give the specific examples (manufacturing, healthcare). Link it explicitly to the reading's Iceland/New Zealand evidence.
  • 3. Body paragraph 2: Explain the challenge to the turnover claim. Note the confounding variable (tight labor market conditions) and why this weakens the reading's conclusion.
  • 4. Body paragraph 3: Explain the challenge to the environmental claim. Note that increased leisure consumption offsets commuting savings, directly countering the reading's sustainability argument.
  • 5. No conclusion paragraph is needed. Do not state your personal view. Do not simply re-summarize the reading.
Writing Task 2Academic Discussion (10 min)

Professor's post

P

Professor Hartmann

Discussion — Week 6

This week we have been examining public policy tools for encouraging sustainable consumer behavior. For this discussion, I would like you to consider the following question: Should governments use financial penalties — such as taxes on single-use plastics or carbon surcharges on flights — to reduce environmentally harmful behavior? Or is public education a more appropriate tool? Consider the effectiveness and fairness of each approach. I look forward to hearing your perspectives.

Student posts

M

Marcus

I think financial penalties are the most effective tool because they change behavior immediately — people respond to economic incentives far more reliably than to information campaigns. When Ireland introduced a plastic bag tax in 2002, usage dropped by over 90% within weeks. Education takes years to shift cultural norms, and by then the environmental damage is already done. The urgency of climate change means we need fast, reliable policy tools.

S

Sophia

While I understand Marcus's point, I am concerned about fairness. Financial penalties place a disproportionate burden on lower-income households, who spend a greater share of their income on basic necessities and have fewer alternatives. A carbon surcharge on flights may barely affect a wealthy frequent traveler while significantly impacting a working-class family taking one vacation per year. I believe well-designed public education programs that make sustainable choices appealing — rather than punishing people financially — are more equitable and build longer-lasting behavioral change.

Your task

Write a post contributing your own well-developed perspective to this discussion. Your response should be a minimum of 100 words. You have 10 minutes.

High-scoring response structure

  • 1. First sentence: State your position clearly. Example: 'I believe that financial penalties, when paired with targeted relief measures for lower-income households, represent the most effective policy tool for changing environmental behavior at scale.'
  • 2. Engage with classmates: Briefly acknowledge one or both of the previous posts before developing your own argument. This signals reading comprehension and adds to the discussion. Example: 'While Sophia raises a valid equity concern, I think this can be addressed by design rather than by abandoning the tool.'
  • 3. Develop your first reason with a specific example: Reference a real or plausible policy mechanism — such as revenue recycling (using tax revenue for direct rebates to low-income households) — to show depth of reasoning.
  • 4. Develop your second reason: Argue why financial incentives produce faster and more predictable behavior change than education alone, using the logic of economic theory or a real-world parallel.
  • 5. Closing sentence: Restate your position with a forward-looking or conditional framing to demonstrate analytical sophistication.

Key scoring criteria

  • Relevance: Every sentence must contribute to answering the professor's question. Off-topic sentences lower your score.
  • Engagement: Responses that build on or push back against classmates score higher than those that ignore the conversation.
  • Development: A score of 5 (maximum) requires your ideas to be well-developed with specific support — not just stated.
  • Language: Academic register, varied vocabulary, and grammatical accuracy are all assessed. Avoid informal contractions and slang.
  • Length: Responses under 100 words are penalized. Aim for 120–150 words for a strong score.
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