An original Lumi practice test modelled on the current (2023+) TOEFL iBT: Reading, Listening, Speaking (4 tasks) and Writing (an integrated task plus the new "Writing for an Academic Discussion" task). This representative set covers the main question types with a full answer key and high-scoring model answers. Listening items include audioscripts so you can practise now — read each once to simulate hearing it a single time. Scores are on the 0–120 scale (30 per section).
Section 1 · Reading
~35 minutes · 2 passages · 0–30 · In the real test you may take notes and return to any question in the section.
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Passage 1 — 'Why Leaves Change Colour'
Read the passage and answer the questions.
PASSAGE: Every autumn in temperate regions, the leaves of many trees turn from green to brilliant shades of yellow, orange and red before they fall. This transformation is not simply decay; it is the visible result of a series of chemical changes inside the leaf. During spring and summer, leaves are green because they are full of chlorophyll, the pigment that captures sunlight to make food through photosynthesis. Chlorophyll is so abundant that it masks the other pigments present in the leaf.
As days shorten and temperatures drop, trees prepare for winter by shutting down food production. A layer of cells forms at the base of each leaf stalk, gradually cutting off the flow of water and nutrients. Deprived of resources, chlorophyll breaks down and its green colour fades. This unmasks yellow and orange pigments called carotenoids, which were in the leaf all along. The red and purple colours, however, come from a different source: pigments called anthocyanins, which many trees produce only in autumn. Scientists still debate their purpose, but one leading idea is that they act as a kind of sunscreen, protecting the leaf as it withdraws its last useful nutrients before falling.
QUESTIONS 1. According to the passage, leaves appear green in summer because A. they contain no other pigments B. chlorophyll is present in large amounts and hides other colours C. carotenoids have not yet formed D. anthocyanins block the red pigments 2. The word "masks" in the passage is closest in meaning to A. removes B. produces C. hides D. weakens 3. What causes chlorophyll to break down in autumn? A. rising temperatures B. an increase in sunlight C. a cell layer that cuts off water and nutrients D. the production of carotenoids 4. Which colour pigment does the passage say is newly made in autumn? A. green (chlorophyll) B. yellow (carotenoids) C. red (anthocyanins) D. none of them 5. It can be inferred that carotenoids are visible in autumn because A. the tree produces more of them B. the green chlorophyll that hid them has faded C. temperatures rise D. the leaves fall
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Answer key / strategy: Read for the main idea first, then locate each answer in the text. Detail questions (1, 3, 4) are answered directly; vocabulary (2) and inference (5) require reasoning from context.
1-B, 2-C, 3-C, 4-C, 5-B Model answer: Strategy: For "closest in meaning" items, substitute each option into the sentence. For inference items (Q5), choose the answer the text supports without stating directly — carotenoids "were in the leaf all along" and become visible once chlorophyll fades.
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Passage 2 — 'The Rise of the Coffeehouse'
Read the passage and answer the questions.
PASSAGE: When coffeehouses first appeared in seventeenth-century Europe, they were far more than places to drink a fashionable new beverage. They quickly became centres of conversation, news and business. Unlike taverns, which served alcohol and were often rowdy, coffeehouses attracted people who wished to talk, read and exchange ideas while remaining clear-headed. For the price of a single cup, a customer could sit for hours, read the latest newspapers, and join discussions on politics, science and trade.
These establishments came to play a surprising role in the economy. Merchants and ship-owners gathered in particular coffeehouses to buy and sell goods and to insure their cargoes; one famous London coffeehouse eventually gave rise to a major insurance market. Because so much valuable information passed through them, coffeehouses were sometimes nicknamed "penny universities" — a reference to the small price of entry and the wealth of knowledge to be gained inside. Not everyone approved: some rulers viewed them with suspicion, fearing they encouraged criticism of those in power.
QUESTIONS 1. How did coffeehouses differ from taverns, according to the passage? A. they were more expensive B. they served food as well as drink C. their customers stayed clear-headed and came to talk and read D. they were open only to merchants 2. The phrase "penny universities" suggests that coffeehouses A. were run by universities B. offered valuable knowledge for a very small price C. charged high fees for entry D. taught formal classes 3. Why did some rulers distrust coffeehouses? A. they lost money in them B. they feared the spread of criticism of authority C. they disliked coffee D. they were too quiet 4. The passage implies that coffeehouses contributed to the economy mainly by A. selling large amounts of coffee B. serving as places for trade, information and insurance C. replacing banks D. printing newspapers 5. The word "rowdy" in the passage is closest in meaning to A. quiet B. noisy and disorderly C. expensive D. crowded with merchants
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Answer key / strategy: Skim for structure (what each paragraph is about), then answer detail and vocabulary questions by returning to the exact line.
1-C, 2-B, 3-B, 4-B, 5-B Model answer: Strategy: "Purpose/implication" questions (2, 4) reward reading a whole sentence in context rather than matching a single word. The insurance-market detail supports Q4-B.
Section 2 · Listening
~36 minutes · conversation + lecture · 0–30 · Read each audioscript once to simulate hearing it a single time, then answer.
3
Conversation — Student and librarian
Listen (read once) and answer the questions.
AUDIOSCRIPT: Student: Hi, I'm trying to find some sources for a history paper, but everything I need seems to be checked out. Librarian: That happens near deadlines. Have you tried the online databases? A lot of the articles are available as full text. Student: I didn't realise we had access to those from home. Librarian: You do — just log in with your student ID. And if a book is checked out, you can place a hold, or request it from another campus through inter-library loan. That usually takes about three days, though. Student: Three days might be cutting it close. My paper's due next Friday. Librarian: Then I'd start with the databases today and place the holds as a backup. Would you like me to show you how to search them? Student: Yes, please — that would really help.
QUESTIONS 1. Why does the student go to the librarian? A. to return a book B. to find sources because the books he needs are checked out C. to pay a late fee D. to join a study group 2. What does the librarian recommend the student do first? A. wait for the books to be returned B. use the online databases C. buy the books D. change his topic 3. What is the drawback of inter-library loan that the librarian mentions? A. it costs money B. it takes about three days C. it is not available to students D. it requires a printed form
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Answer key / strategy: Conversations test gist (why the student came) and detail (the three-day drawback). Note the speaker's suggestion and any problem or limitation mentioned.
1-B, 2-B, 3-B
4
Lecture — Environmental science
Listen (read once) and answer the questions.
AUDIOSCRIPT: Professor: Today we're looking at a clever conservation idea: wildlife corridors. When we build roads, farms and cities, we don't just take habitat away — we cut the remaining habitat into isolated fragments. Animals trapped in a small fragment can't easily find mates, food or new territory, and small isolated populations are far more likely to die out. A wildlife corridor is simply a strip of protected habitat that reconnects these fragments, letting animals move safely between them. Corridors can be as grand as a forested bridge built over a motorway, or as modest as a hedgerow linking two woods. Studies have shown that even narrow corridors increase the movement of animals and, importantly, the exchange of genes between populations — which keeps them healthier. There are challenges, of course: corridors can be expensive, and if poorly placed, they may even help diseases or invasive species spread. But used carefully, they're one of the most cost-effective tools we have.
QUESTIONS 1. What is the main topic of the lecture? A. how roads are built B. wildlife corridors and why they matter C. the diet of wild animals D. invasive species 2. According to the professor, why are small, isolated populations at risk? A. they eat too much B. they struggle to find mates, food and territory and may die out C. they move too often D. they carry no diseases 3. What potential drawback of corridors does the professor mention? A. they are always ineffective B. they may help diseases or invasive species spread if poorly placed C. animals refuse to use them D. they reduce genetic diversity
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Answer key / strategy: Listen for the topic sentence, the main benefit, and any "challenge/however" signposting — these are the most-tested points.
1-B, 2-B, 3-B Model answer: Note-taking tip: jot the definition ("corridor = strip reconnecting fragments"), one benefit ("gene exchange → healthier"), and one drawback ("can spread disease"). TOEFL lectures almost always test a benefit and a limitation.
Section 3 · Speaking
~16 minutes · 4 tasks · 0–30 · Speak your answers aloud and, ideally, record them. Each task gives short preparation and response times.
State your opinion and support it with reasons and examples.
Some people prefer to study alone. Others prefer to study in a group. Which do you prefer, and why? Use details and examples to explain your answer.
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Answer key / strategy: Use a clear structure: state your choice, give two reasons, and support each with a specific example. Aim to speak for the full 45 seconds and finish a complete sentence.
Model answer: Personally, I prefer to study in a group, for two main reasons. First, explaining ideas to others helps me understand them more deeply; when a classmate asks me a question I hadn't considered, I'm forced to think it through clearly. For example, last semester my study group met every week before our biology exams, and teaching each other the difficult topics helped all of us score higher than we had before. Second, a group keeps me motivated and accountable — it's much harder to put off studying when other people are relying on me to show up prepared. While studying alone is quieter, I find that the discussion and support of a group make my learning both faster and more enjoyable.
Read the notice, then the students' reaction, and summarise the speaker's opinion and reasons.
READING (announcement): The university will replace its printed course catalogue with an online-only version starting next year. The administration says this will save printing costs and allow information to be updated instantly when courses change.
CONVERSATION: Woman: I think it's a great move. Honestly, the printed catalogue was out of date the moment it was printed — every year half the room times had changed. Online, they can fix a mistake the same day. And think how much paper we'll save; those books were huge and most people just threw them away. Man: True.
TASK: The woman expresses her opinion about the university's plan. State her opinion and explain the reasons she gives for holding it.
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Answer key / strategy: Integrated Task 2 is not about your opinion — report the speaker's opinion and the two reasons, connecting them to the announcement. Paraphrase; don't read the text word-for-word.
Model answer: The university announced that it will replace its printed course catalogue with an online-only version to save printing costs and keep information current. The woman strongly supports this decision for two reasons. First, she points out that the printed catalogue quickly became inaccurate — as she notes, course times often changed after printing, whereas an online version can be corrected the same day. Second, she highlights the environmental waste of the old system, explaining that the catalogues were large and most students simply threw them away, so going online will save a great deal of paper. For these reasons, she believes the change is a positive one.
Explain the concept using the example from the lecture.
READING (definition): Diminishing returns is an economic principle stating that after a certain point, adding more of one resource yields smaller and smaller increases in output.
LECTURE (audioscript): Professor: Imagine a small bakery with one oven. Hiring a second baker really boosts output — now one can mix while the other shapes the dough. A third helps too. But keep hiring, and the gains shrink: with six bakers crowded around a single oven, an extra worker barely adds any bread at all, because they're all waiting for the same oven. That's diminishing returns — each additional baker adds less than the one before.
TASK: Using the example from the lecture, explain the concept of diminishing returns.
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Answer key / strategy: Define the term in one sentence, then spend most of your time on the lecture's concrete example, showing exactly how it illustrates the term.
Model answer: The reading defines diminishing returns as the principle that, beyond a certain point, adding more of one resource produces smaller and smaller increases in output. The professor illustrates this with a bakery that has a single oven. At first, hiring more bakers greatly increases production, because the workers can divide tasks — one mixes while another shapes dough. However, as more and more bakers are added, the gains shrink; with six bakers sharing just one oven, an additional worker adds almost no extra bread, since everyone is waiting for the same oven. This example clearly demonstrates diminishing returns: each new baker contributes less output than the one hired before.
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Task 4 — Integrated (lecture only): summarise
Summarise the lecture, explaining the two points the professor makes.
LECTURE (audioscript): Professor: Animals have developed remarkable ways to survive cold winters, and I'll mention two. The first is migration — simply leaving. Many birds fly thousands of kilometres to warmer regions where food is still available, then return in spring. The second strategy is hibernation — staying put but shutting down. A hibernating animal, like a ground squirrel, lowers its body temperature and heart rate dramatically and lives off stored body fat, so it needs almost no food for months. Both strategies solve the same problem — a shortage of food and warmth in winter — in opposite ways: one by moving, the other by waiting it out.
TASK: Using points and examples from the lecture, describe two ways animals survive winter.
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Answer key / strategy: For Task 4, name each of the two points, give the professor's example for each, and finish with a one-line comparison. Clear organisation scores as highly as detail.
Model answer: The professor describes two strategies animals use to survive cold winters. The first is migration, which means leaving the area altogether. As an example, many birds fly thousands of kilometres to warmer regions where food remains available, and then return in spring. The second strategy is hibernation, which means staying in place but becoming inactive. The professor uses the ground squirrel to illustrate this: it dramatically lowers its body temperature and heart rate and survives on stored body fat, so it needs almost no food for months. In short, both strategies address the same winter problem — a lack of food and warmth — but in opposite ways, one by moving away and the other by waiting it out.
Section 4 · Writing
~29 minutes · 2 tasks · 0–30 · Task 1 is integrated (read, listen, write ~20 min). Task 2 is the current 'Writing for an Academic Discussion' task (~10 min).
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Task 1 — Integrated writing (150–225 words)
Summarise how the lecture responds to the reading. Do not give your own opinion.
READING PASSAGE: Many companies have introduced permanent 'work from home' policies, and supporters argue they benefit everyone. First, employees save time and money by not commuting, which improves their quality of life. Second, companies can save money by renting smaller offices. Third, with a wider talent pool, firms can hire the best people regardless of where they live.
LECTURE (audioscript): Professor: These arguments for permanent remote work sound convincing, but each has a weakness. Take the claim that employees benefit from skipping the commute. In practice, many remote workers report that the line between work and home life disappears — they end up working longer hours and struggling to switch off, which harms their well-being. Second, the idea that companies save on office space. Those savings are often offset by new costs: firms must pay for home-office equipment, software licences and cybersecurity for dozens of scattered locations. And finally, the wider talent pool. Hiring people across many regions creates real difficulties — coordinating across time zones, and building a shared team culture when colleagues never meet in person, can actually slow a company down.
TASK: Summarise the points made in the lecture, explaining how they cast doubt on the points made in the reading.
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Answer key / strategy: Report the relationship between the two sources: the lecture opposes the reading point-by-point. Use reporting language ("the reading claims… the professor counters…") and do NOT add your own view.
Model answer: The reading passage argues that permanent work-from-home policies benefit both employees and companies, but the lecturer challenges each of its three points.
First, the reading claims that employees benefit because they avoid commuting. The professor counters that many remote workers find the boundary between work and home life disappears; as a result, they work longer hours and struggle to switch off, which actually harms their well-being rather than improving it.
Second, while the reading states that companies save money on smaller offices, the lecturer argues these savings are frequently cancelled out by new expenses. Firms must instead pay for home-office equipment, software licences, and cybersecurity across many scattered locations.
Finally, the reading suggests that a wider talent pool lets companies hire the best people anywhere. The professor disputes this, explaining that employing people across many regions creates practical problems, such as coordinating across different time zones and building a shared team culture when colleagues never meet face to face — difficulties that can slow a company down.
In each case, the lecture directly undermines the optimistic claims of the reading.
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Task 2 — Writing for an Academic Discussion (≥100 words, ~10 min)
NEW 2025
Read the professor's question and two students' posts, then write your own contribution stating and supporting your opinion.
PROFESSOR: This week we're discussing technology in education. Some schools now give every student a laptop or tablet to use in class. In your opinion, does giving students their own devices in the classroom do more good than harm? Why?
STUDENT — Andrea: I think it does more good. Devices give students instant access to information and interactive learning tools, and they prepare young people for a workplace that is increasingly digital.
STUDENT — Ken: I'm more cautious. Screens are a huge distraction — students can easily drift onto games or social media instead of the lesson, and constant screen time may hurt their focus and handwriting.
TASK: Write a post contributing to the discussion. State your opinion clearly and support it with reasons and examples. A high-scoring response is well developed and uses precise language.
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Answer key / strategy: For the Academic Discussion task: briefly acknowledge the other posts, state a clear opinion, and develop ONE or two reasons in depth with a specific example. Precise, varied language matters more than length — but aim well past 100 words.
Model answer: While I understand Ken's concern about distraction, I side more closely with Andrea: giving students their own devices does more good than harm, provided the school manages them well. The greatest benefit, in my view, is not merely access to information but the ability to personalise learning. Software can adjust to each student's level, so a learner struggling with fractions gets extra practice while a stronger classmate moves ahead — something a single teacher with thirty students cannot easily provide. As for the distraction problem Ken raises, I would argue this is a question of classroom management rather than a reason to ban devices altogether. Many schools now use software that lets teachers see and control student screens during lessons, which largely solves the issue. Ultimately, since digital skills are essential in almost every modern career, teaching students to use devices responsibly is itself a valuable lesson.