Your FREE TOEFL Flashcards 2026 – 200+ Cards

ETS's internet-based Test of English as a Foreign Language — academic-English proficiency, taken mainly for university admission.

About 35 minutes, scored 0–30, with 2 academic passages of ~700 words and about 10 questions each.

Asks you to find a fact, detail, or definition explicitly stated in the passage.

Asks which choice is NOT stated or NOT true in the passage — usually phrased with 'EXCEPT.'

Asks for a conclusion the passage strongly implies through evidence but does not state outright.

Asks why the author includes or organizes a particular piece of information — its function, not its content.

Asks the meaning of a word or phrase as it is used in the passage, which can differ from its dictionary meaning.

Asks what a pronoun or phrase (it, they, this) refers back to in the passage.

Asks which choice best restates a highlighted sentence's essential meaning while keeping its logic.

Asks where a given sentence best fits among marked squares in the passage.

A whole-passage item worth 2 points: choose the 3 of 6 choices that capture the passage's major ideas.

A whole-passage item worth 3–4 points: sort ideas into a chart by category.

Ten: Factual, Negative Factual, Inference, Rhetorical Purpose, Vocabulary, Reference, Sentence Simplification, Insert Text, Prose Summary, and Fill in a Table.

Expository academic prose drawn from university-level subjects like biology, history, and astronomy.

No — every answer is grounded in the passage itself; never rely on personal knowledge.

They follow passage order, except the whole-passage Prose Summary (or Fill in a Table), which comes last.

Roughly 17–18 minutes per passage (about 35 minutes for 2 passages).

None — never leave a question blank; eliminate what you can and make your best guess.

Predict the meaning from context, then plug each choice back into the sentence; the right one keeps the meaning intact.

Picking the most common dictionary definition when it doesn't fit how the word is used in the passage.

Inference is strongly implied but not stated; Factual Information is written directly in the passage.

Match cohesion cues — pronouns and connectors like 'this,' 'such,' 'therefore' — to the sentence before each square.

Keep the main clause and its logic; reject choices that change a key idea, omit one, or add new information.

Pick the 3 MAIN ideas; the wrong choices are true-but-minor details or false statements.

Verify each option against the text; the answer is the one option that is NOT supported.

The central point a passage conveys — what the whole text is mostly about.

A fact, example, statistic, or reason that explains or proves the main idea.

A sentence (often first in a paragraph) that states the paragraph's main point.

Writing that explains or informs — the academic register of TOEFL Reading passages.

Reading quickly for structure — topic sentences and transitions — before answering questions.

Reading quickly to locate a specific fact or detail for a Factual Information question.

How sentences connect through pronouns, connectors, and repeated ideas — key to Insert Text items.

Restating an idea in different words while keeping the meaning — what a correct answer often is.

A hint in the surrounding text — a definition, example, or contrast — that reveals a word's meaning.

TOEFL restates passage ideas with synonyms, so match meaning, not identical wording.

The reason a text was written — to inform, explain, persuade, or describe.

The author's attitude toward the subject, shown through word choice.

What a pronoun stands in for; resolving it correctly is the whole Reference question.

Each TOEFL Reading passage is about 700 words of academic text.

A word marked in the passage that a Vocabulary question asks you to define in context.

A capitalized 'NOT' or 'EXCEPT' marks a Negative Factual question — the answer is the unsupported choice.

Reading with attention to structure and purpose, not just words — it speeds up answering.

A wrong answer choice designed to look plausible — often true-but-irrelevant or a misread of the text.

To examine something in detail to understand its parts or structure.

To show or prove something clearly, often with evidence or an example.

To obtain or develop something from a source ('the word derives from Latin').

To weaken or damage something gradually ('the data undermine the theory').

To give or add to something ('factors that contribute to climate change').

A proposed explanation tested by evidence; common in TOEFL science passages.

An observable event or fact, especially one studied scientifically (plural: phenomena).

Important or large enough to matter; in research, unlikely to be due to chance.

Coming after something in time or order ('the subsequent chapter').

As a result; a transition word signaling cause and effect.

In addition; a transition word that adds a related point.

In spite of that; a transition word signaling contrast.

To make up or form ('these parts constitute the whole').

A conclusion or effect suggested but not stated directly.

To consist of or be made up of ('the test comprises four sections').

To carry out an activity, especially research or an experiment.

Clearly different or separate from something else.

Most common, frequent, or important in a group or situation.

To regard something as caused by a particular thing ('attributed the change to climate').

To compare in order to show differences; a key text-structure cue.

0–120, the sum of four sections each scored 0–30.

Four — Reading, Listening, Speaking, and Writing, in that fixed order.

No — there is no pass/fail; each institution sets its own minimum required score.

A section score (0–30) derived from raw performance; the four scaled scores add to the 0–120 total.

Meeting each program's minimum — roughly 70–80 for many undergrad and 100+ for competitive/grad programs.

Words like 'not,' 'except,' and 'least' flip what a question is asking — read them carefully.

Quickly grasping a passage's overall point before tackling detail questions.

It must be supported by passage evidence — if you can't point to the line, it's not the answer.

Matching a passage idea to a choice that restates it with different words — core to many items.

Since July 2023, the Reading section uses two passages instead of the older three or four.

Prose Summary (2 pts) and Fill in a Table (3–4 pts) carry extra weight — don't rush them.

TOEFL passages often define key terms in context — the basis of some Vocabulary and Factual items.

Giving an example to clarify a point — a common answer to a Rhetorical Purpose question.

About 36 minutes, scored 0–30, mixing lectures and conversations with about 28 questions.

Only once — there is no replay for the whole talk, so note-taking is essential.

Yes — you may take notes throughout the Listening (and Speaking/Writing) sections and use them to answer.

A mini classroom talk on an arts or science topic, sometimes with pauses or student questions.

A student talking with a professor or staff member, usually to solve a problem (a deadline, an order, a schedule).

Asks what a lecture or conversation is mainly about — its overall topic or main idea.

Asks why a talk or conversation is taking place — the reason behind it.

Asks for a specific fact stated in the recording, often as a paraphrase rather than the exact words.

Asks the purpose behind what a speaker says — why they said it, not just the literal words.

Asks about a speaker's feeling, opinion, or stance toward the topic.

Asks how a lecture is structured — compare/contrast, cause/effect, or a sequence of steps.

Asks about relationships among ideas in a talk, often shown as a table or matching item.

Asks for a logical conclusion the recording implies but does not state directly.

Basic Comprehension, Pragmatic Understanding, and Connecting Information.

Gist-Content, Gist-Purpose, and Detail — the literal content of a talk.

Function and Attitude — the intent and tone behind what a speaker says.

Organization, Connecting Content, and Inference — how ideas relate across the talk.

Eight, grouped into the three categories.

Because Pragmatic Understanding questions ask about intended meaning, not just literal words.

A Function or Attitude question — listen for tone and intent in the replayed line.

A word or phrase (first, next, however, for example) that marks a talk's structure or direction.

That the idea is important and likely to be tested — speakers restate what matters.

Main points on the left, examples and details on the right — captures structure and emphasis.

Topic, signposts, the speaker's emphasis/attitude, and how the parts are organized.

Phrases like 'let's turn now to' that signal a shift from one part of the talk to the next.

A question a professor asks to engage listeners and prompt them to think about the answer.

They simulate real university service and office-hour encounters test-takers will face.

No — transcribing makes you miss the next sentence; capture structure and key cues instead.

Usually a paraphrase of the speaker's words, not a verbatim repeat — match meaning.

Phrases like 'this is important' or repeating an idea flag content likely to be tested.

A line like 'we'll apply it to two case studies' that previews how the rest of the talk is structured.

Tentative language ('I'm not sure that's right') that signals doubt — a clue for Attitude questions.

A common conversation setting where a student meets a professor to ask about coursework.

A conversation where a student handles a campus issue with staff (library, bookstore, registrar).

A talk organized around what leads to what — note each cause and its effect.

A talk organized around similarities and differences — a common Organization structure.

A talk organized as ordered steps — note the order for Organization questions.

Its overall topic — usually stated at the start and the answer to a Gist-Content question.

A speaker's pitch and emphasis, which reveal attitude or the function of a remark.

Recognizing how a lecture links concepts — the basis of Connecting Content questions.

Each section (Reading, Listening, Speaking, Writing) is scored 0–30.

About 2 hours total, with no scheduled break between sections.

Reading, then Listening, then Speaking, then Writing — a fixed order with no break.

The section is divided into separately timed parts, each with a conversation and one or two lectures.

You hear the audio once, so organized notes — not recall alone — drive your answers.

When a speaker stresses 'the one we'll focus on,' that detail is likely tested.

An indirect 'no' ('I'd love to, but…') — a Function question may ask what the speaker really means.

Some Listening questions ask you to choose more than one correct option.

Connecting Content questions can require matching ideas or putting steps in order.

About 16 minutes, scored 0–30, with 4 tasks spoken into a microphone.

Four — one Independent task and three Integrated tasks.

Task 1: state and defend your own opinion or choice on a familiar topic — no source material.

Tasks 2–4: read and/or listen to sources, then summarize them; reward accurate paraphrase, not opinion.

15 seconds to prepare and 45 seconds to speak.

Integrated campus task: read a short announcement, hear a conversation, summarize the speaker's opinion and reasons (30s prep · 60s).

Integrated academic task: read a passage defining a concept, hear a lecture's example, explain both (30s prep · 60s).

Integrated lecture-only task: hear a lecture and summarize its topic and two key points (20s prep · 60s).

State your choice, then two reasons, each with a specific example: 'I prefer X because… First,… Second,…'

Each is scored 0–4 on Delivery, Language Use, and Topic Development, then combined and scaled to 0–30.

How clear, fluent, and well-paced your speech is, including pronunciation and intonation.

Range and accuracy of grammar and vocabulary, and effective sentence structure.

A coherent response that fully addresses the prompt with relevant, sufficient detail.

No — graders score how well you develop and deliver the answer, not which side you pick.

State the campus proposal and the speaker's opinion, then give their two reasons from the conversation.

Define the concept from the reading in one sentence, then explain the lecture's example that illustrates it.

State the lecture's topic, then summarize the two examples or points the professor gives.

Speak at a steady, natural pace — frequent restarts and pauses lower Delivery more than a slightly slower answer.

Two well-supported reasons beat three rushed ones — finish within 45 seconds.

No personal opinion — Integrated tasks score accurate summary of the sources.

Take quick notes during the reading and lecture so your summary captures the speaker's reasons.

A minor accent is fine — clarity and pace matter more than sounding native.

State your choice directly — answer the question in your opening sentence.

An unclear, hesitant, or incomplete response — and, on Integrated tasks, inaccurate summaries.

15 seconds for Task 1; 20–30 seconds for the integrated Tasks 2–4.

45 seconds for Task 1; 60 seconds for the integrated Tasks 2–4.

Speaking smoothly without frequent pauses or restarts — part of the Delivery score.

How clearly you produce sounds; it affects Delivery but need not be native-like.

The rise and fall of your voice; natural intonation makes speech easier to follow.

An incomplete answer hurts Topic Development; pace yourself to make a full point.

Restating the reading or lecture in your own words — the core skill of the integrated tasks.

Using 'first,' 'second,' 'for example' so the listener can follow your structure.

The same test taken at home on your own computer with a live human proctor — same content and score.

ETS (Educational Testing Service), a non-profit assessment organization.

At an authorized test center or at home via the TOEFL iBT Home Edition (live proctor).

All four Speaking tasks are recorded through a microphone and scored by raters and AI.

Hearing yourself reveals pace, fillers, and clarity issues you can fix before test day.

Sounds like 'um' and 'uh'; reducing them improves Delivery and fluency.

One whose ideas connect logically and fully address the prompt — central to Topic Development.

Jot the speaker's opinion and two reasons so your 60-second summary stays accurate.

About 29 minutes, scored 0–30, with 2 tasks: Integrated Writing and Writing for an Academic Discussion.

Two — Integrated Writing and Writing for an Academic Discussion.

Read a passage, hear a lecture that challenges it, then write 150–225 words explaining how they relate (~20 min).

Respond to a professor's discussion-board post and two student replies with your own view (~10 min, 100+ words).

The 30-minute Independent 'agree/disagree' essay — replaced by Writing for an Academic Discussion.

Each task is scored 0–5, then combined and scaled to a 0–30 section score.

About 150–225 words recommended.

About 20 minutes to write (after 3 minutes reading and a 2–2.5-minute lecture).

At least 100 words; aim for a focused 120–160.

About 10 minutes.

No personal opinion — explain how the lecture relates to the reading; accuracy is scored.

The lecture almost always challenges or casts doubt on the reading, point by point.

A verb that attributes a source's idea — 'the lecturer argues,' 'the reading claims,' 'the professor points out.'

Intro (reading claims X, lecture challenges it) + one body paragraph per lecture point paired to its reading point.

Yes — the reading passage remains visible while you write the Integrated essay.

State a clear position, give one specific reason with an example, and engage a classmate's point.

State your position clearly — don't restate the professor's question or sit on the fence.

The central claim or position a piece of writing argues, usually stated near the start.

Mixing simple and complex sentences and varying openings — it raises Language Use scores.

A singular subject takes a singular verb; a plural subject takes a plural verb.

Choosing precise words and cutting wordiness and redundancy.

Logical ordering of ideas with transitions so writing is easy to follow.

A word like 'however,' 'therefore,' or 'for example' that signals the relationship between ideas.

Strong academic vocabulary and accurate, varied grammar — the TOEFL is academic throughout.

Adding your own opinion instead of accurately reporting how the lecture relates to the reading.

It shows you're contributing to the discussion, which the Academic Discussion task rewards.

The opening that states the topic and your thesis or, in Integrated Writing, the reading-vs-lecture relationship.

A paragraph developing one main point with a reason and specific support.

A closing that ties the support back to the thesis (optional in short TOEFL tasks).

Two complete sentences joined without correct punctuation or a conjunction — fix with a period or semicolon.

An incomplete sentence missing a subject, a verb, or a complete thought.

Two complete sentences joined by only a comma — a kind of run-on to avoid.

Using the same grammatical form for items in a list or comparison.

Keeping tense consistent unless the meaning requires a shift — a common accuracy point.

Choosing the correct article; a frequent grammar challenge for non-native writers.

A concrete detail or instance that supports a point — what raises a response's development score.

The formal, precise style expected in TOEFL writing — no slang or casual abbreviations.

Integrated Writing is scored on showing how each lecture point relates to a reading point.

Selecting precise, appropriate words — part of the Language Use score.

Non-native English speakers, mainly for university admission and sometimes visas, scholarships, or licensing.

A January 2026 ETS update: shorter, adaptive Reading/Listening, new task types, and a 1–6 band score scale.

No — it reports a score for admissions; it does not award a license or certificate.

Both TOEFL Writing tasks are typed on a computer keyboard, not handwritten.

Spend a minute outlining points and pairings so the essay is organized, not rambling.

Save a minute to fix grammar, spelling, and punctuation — accuracy affects Language Use.

Use reporting verbs to make clear an idea comes from the reading or the lecture, not from you.

The Academic Discussion task shows a professor's prompt and two student posts you respond to.

A clear, well-supported 120–160-word post usually scores better than a longer, vaguer one.