TOEFL Practice Test: Speaking - Sample Prompts, Questions and Answers

Tips: When you take the real TOEFL Speaking Test, you will have a variety of tasks to complete for the speaking section. 

- In questions 1 and 2, you will answer questions about familiar topics. You will have 15 seconds to prepare and will have to provide a 45 second response in answering the question. 
These are common conversation types that you should practice in English as much as possible prior to your test. 

- Questions 3 and 4 require you to read a short text and listen to a short lecture which corresponds to the text. 
During this time, you may take notes. You will have 30 seconds to prepare and will have to provide a 60 second response in answering the question. 

- Questions 5 and 6 are similar in that you will listen to part of a conversation or lecture. 
You may also read the conversation in this section. You will then have 20 seconds to prepare and will need to provide a 60 second response in answering the question. 
 
1. Speaking Prompt 1: "What do you think your life will be like in ten years? Describe what you think you’ll be doing and where you’d like to be, and explain why. 
Preparation Time: 15 seconds 
Response Time: 45 seconds 

Answer: Ten years feels like a long time from now so I'm not entirely sure what I will be doing and what my life will look like at that point. Right now, I am studying business at my university and I’m also minoring in marketing. When I graduate in two years, I would like to get my MBA in business. If this plan works out, in 10 years I see myself owning my own small financial consulting company with a handful of employees under my supervision. I would like to move back to the West Coast, around the Los Angeles area, to be closer to my family. My parents should be retired at that point, and I’d like to be closer to them in case they need help as they age. Perhaps I will also be starting a family of my own, after getting married and buying a home with my future wife. I come from a large family and have many brothers and sisters, which was so much fun growing up, so I would also like to have several children. I also hope that my consulting firm is thriving so I can pay off my student loan debt and buy a nice house near Malibu. My siblings and I grew up surfing, so it would be fun to eventually get back into that. 

2. Speaking Prompt 2: 
Some people prefer classes that meet once a week in a single long session while others prefer courses that meet several days per week for a shorter duration. What is your opinion? Explain why. 
Preparation Time: 15 seconds 
Response Time: 45 seconds 

Answer: I prefer when classes meet at least two to three times per week rather than just one long session. I find that it's hard for me to sit through a class that is more than an hour or so, and some courses offered by the university that only meet once a week are nearly four hours! I really struggle to maintain focus much longer than an hour and my hand gets tired from taking notes. Even if the professor gives a break, it never fully rejuvenates me. The other issue I have with classes that only meet once a week is that it is hard to remember to keep up with the work. After you get through the marathon-session, you're so relieved to be done that it's easy to just dump the books in your room and before you know it, the week has rolled by and you haven't started on the work. When they meet every other day or so, you're forced to stay on top of the material better. Lastly, if you get sick and have to miss a class, if that's the one day the class meets, it's a big hassle to make up the work, and for that reason, some professors don't even allow absences without significantly penalizing your grade. 

3. Speaking Question 3: 
Read the following passage and then listen to the conversation. Lastly, answer the question that follows them. 
The following text was reported by the University administrators to all students and their parents. Read the announcement. (The allotted reading time on the exam would be 45-60 seconds). 
 
Announcement: 
The University Public Safety and Parking Services Department has decided that, effective at the start of the upcoming academic year, only juniors and seniors will be eligible to purchase campus parking permits. While there have been a limited number of available permits for underclassmen over the past few years, the Public Services department and University administration agree that reverting back to the junior- and senior-only policy is in the best interest of our campus community. This decision comes with considerable deliberation and a majority vote. It was determined that the limitation of available spaces and resultant permit fee posed a prohibitive cost for many of our students. Additionally, we believe that reserving the privilege of on-campus vehicles for just juniors and seniors will eliminate the need for the extensive application and lottery process. All interested upperclassmen will now simply register their vehicle online and pay a nominal parking permit fee. Lastly, we hope this decision will strengthen our campus community by encouraging freshmen to stay on campus and engage in any of the many wonderful campus activities and social functions offered here and eliminate the safety issues associated with alcohol consumption and driving. 

Speaking Passage 1: A conversation between a male student and a female student  - Conversation Transcript

Narrator: Listen to the following conversation between two students regarding school parking policies.
Male student: Hey Janice, did you read about the new parking policy starting in the fall?
Female student: No, I don't drive so I must have skimmed over it. What's happening, Adam?
Male student: Well, the University’s Public Safety and Parking Services department decided that starting next year, freshman and sophomore students cannot buy a campus parking permit. Only juniors and seniors will be able to have their cars here. I'm so mad! I'm only going to be a sophomore, so I won't get to keep my car on campus anymore.
Female student: Oh wow! Well, you know, it's actually probably a good idea because there are fewer parking spaces now that they put in the baseball field and it's kind of an unfair advantage for students who don't have financial limitations. I heard they are like $500 a year!
Male student: Yeah, I think they are like $550, but if you can afford it, you should be able to buy one. Plus, it's not like I just use my car myself. I take my roommate and buddies from my dorm out to the movies or to play billiards. They always want rides!
Female student: That sounds fun but you know, the Campus Center has movies every night except Monday and there is a big game room on the second floor with pool tables, air hockey, and foosball. It's really fun. Plus, all this stuff is free.
Male student: I didn't know there was a game room but I bet the movies they show are lame. I like watching movies in the theater. It's a really nice break from being stuck on campus all the time.
Female student: I hear you, but the movie selections they play are actually really good and they're always relatively new releases. Oh, and also, there is the free campus shuttle bus that runs to the shopping mall, grocery store, movie theater, and uh, the downtown area. You could always hop on that to go to the movies.
Male student: Yeah, I guess. I've actually never taken that. I just like driving because you can go whenever you want and aren't slave to the bus schedule.
Female student: Well come try it with me and my friends on Friday! We are going to check out a new cafe downtown. They have karaoke!
Male student: Ok. Maybe. Thanks Janice.

Question: The male student expresses his opinion of the University’s new parking permit policy. State and explain his opinion and compare it with the University’s Public Service Department’s opinion. 
Preparation Time: 30 seconds 
Response Time: 60 seconds 

Answer:
The male student, Adam, is unhappy about the University's decision that freshmen and sophomore students will no longer be allowed to purchase campus parking permits. He has a car and enjoys getting off campus to see movies or shoot pool with his friends and thinks that as long as a student can afford it, they should be able to buy the permit. On the other hand, the University Public Safety and Parking Services department thinks that returning to the junior and senior only policy is in the best interest of the students because there aren't enough spaces for all interested students, so the permit fees are really expensive, which isn't fair for students with financial restrictions. It also will allow all upperclassmen who want to have their cars on campus to do so instead of relying on the current lottery system. Lastly, the University administrators think that this decision will encourage underclassmen to try free campus activities sponsored by the University and prevent drunk driving. 

4. Speaking Question 4:
Read the passage from a psychology textbook and the lecture that follows it. Then, answer the question. (Reading time in an actual test would be 45-50 seconds.) 
 
Theory of Mind 
Theory of mind posits that humans have their own minds that they are aware of through intuition and introspection. We cannot directly see our own minds, and for this reason, the term “theory” is ascribed to the phenomenon, since the “mind” is somewhat intangible. Therefore, the word “law” cannot be applied because observations are not made with a concrete, reproducible model or specimen that can be proven after rigorous experimentation and application of the scientific method. Theory of mind allows an individual to understand via analogy, reciprocity, social interaction, and recognizing similar experiences from their own life that another person must also have a mind with desires and perspectives. When an individual demonstrates an effective theory of mind, he or she is able to understand the emotions, thoughts, motivations, and mental state of another and use this awareness to “read” and evaluate this information in such a way as to explain and predict the other person’s behavior. Research indicates that humans develop the ability to understand the mental states and emotions of others through the course of normal, healthy social and cognitive development, by interacting, observing, and imitating others and by paying attention to other people and their interactions and behavior. 

Speaking Passage 2: A lecture by a male professor  - Lecture Transcript
Professor: So, theory of mind is somewhat similar to empathy, though it expands on this concept by taking it a step further. An effective theory of mind arms the person with the ability to understand and even predict another person’s reactions, actions, and feelings. This enables someone to have more meaningful, and arguably, more compassionate and empathetic social interactions by allowing people engaging with one another to attribute thoughts, moods, and intentions to others, to predict or explain their actions and desires. As your text pointed out, these skills, along with perspective-taking and empathy, begin to develop in infancy and are strengthened with healthy and stable social engagement and language exposure. However, when a person has cognitive or developmental disorders, he or she may struggle with theory of mind. Although it’s not a hard-and-fast rule, individuals with autism spectrum disorder often demonstrate incomplete or ineffective theories of mind and difficulty with empathy. In graduate school, I did my dissertation on autism and empathy. One young woman I worked with lacked a completely developed theory of mind. She often misinterpreted the feelings and intentions of her peers. She frequently thought that other people hated her when they did not indicate that, and she struggled to understand that other people’s opinions and experiences could differ from her own. For example, while she loved talking about computer games, she would become agitated and angry when other people did not demonstrate this passion or didn’t have the extensive knowledge base regarding computer games that she had.

Question: Explain theory of mind and how the professor’s example illustrates the concept. Preparation Time: 30 seconds Response Time: 60 seconds 

Answer: 
Theory of mind is an idea closely related to empathy, that describes the awareness and appreciation that humans can have that other humans also have a mind with unique thoughts, desires, and intentions. When a person develops a healthy and effective theory of mind, that person can not only recognize another person’s thoughts and feelings, but also use that information and their own experiences to anticipate and rationalize the other person’s intentions and behaviors. The professor’s example of the autistic female he worked with in graduate school demonstrates what happens when someone lacks a well-developed theory of mind. This young woman had difficulty in her social interactions because she often misunderstood the feelings, knowledge, and interests of her peers. For example, it was challenging for her to grasp the concept that other people may have less experience and less interest in computer games. Lacking an effective theory of mind made it hard for her to imagine the differing experiences, opinions, and feelings of others around her. 

5. Speaking Question 5: 

Read along below as you listen to the conversation between two students and then answer the question that follows. 

Male student: Hey Kate! Long time no see! Can you believe the semester is almost over? 
Female student: Ugh, don't remind me. I'm stressed about my summer break plans. 
Male student: Oh. I can't wait for the break! I'll get to sleep in and eat all of my mom's home cooked meals. Why are you stressed? 
Female student: Well, my mom's best friend hired me to work in her real estate office this summer, mostly doing administrative work. The money is really good and she's going to train me to become a certified agent as well. But, I just found out yesterday that I was accepted into a prestigious internship program at the hospital here near school that I applied to a couple of months ago. 
Male student: Oh wow! Congratulations! Is that the internship program associated with the University’s medical school? 
Female student: Yes, it is. It looks like a really great opportunity to learn about medicine because you get to do rotations with physicians in several departments around the hospital and I want to be a doctor, but it is unpaid and I really need money for tuition and bills next year. Plus, I already committed to my mom's friend. She's expecting my help in the office full-time back home. 
Male student: Ah, yeah that's important too. Are you interested in real estate? If you got certified as an agent, would you enjoy that work? 
Female student: I guess. It certainly isn't as appealing of a career to me but, in the short term at least, I would be setting myself up better financially. If I do the internship, I also have to pay for room and board over the summer here at the University and a $1000 fee for an insurance policy to cover me working with patients in the hospital. With the real estate job, I'd live at home with my parents and avoid all of those expenses, plus I'd get paid. 
Male student: Geez. That is tough. Now I understand why you're stressed about summer break. At least you have two good options. When do you have to decide? 
Female student: I only have until Friday to turn in my paperwork and pay my deposit for the internship or I'll lose my spot. I guess I better go make a pro/con list and think about it! 
Male student: Good luck, Kate! 
 
Question: Briefly summarize Kate’s problem and the two options. Then, state which solution you would recommend. Be sure to explain the reasons for your recommendation. 
Preparation Time: 20 seconds 
Response Time: 60 seconds 

Answer: 
Kate needs to decide how she is going to spend her summer break. She can either work in her mom’s friend’s real estate office making good money and honoring her previous commitment to work there or she can participate in an unpaid school internship at the medical school that she was just accepted into. It’s a difficult decision because she is more interested in becoming a doctor than becoming a real estate agent, but she has already committed to her mom’s friend and she’d like to honor that commitment. Additionally, the finances of the two decisions are vastly different. She will have no expenses if she takes the real estate job because she will live at home. She also will be well-paid for her work. In contrast, the internship costs $1000 and she will incur expenses for housing and food on campus. I would still recommend that she participates in the medical internship. She can explain to her mom’s friend about the significance of this opportunity, attributable to both the fact that it’s a prestigious program and that she really wants to go to medical school eventually to become a doctor in her own right. This internship may help facilitate that path. I imagine that her mom’s friend will want what’s best for her and as long as Kate notifies her soon, the woman can probably hire another summer employee. I think it’s more important that Kate follow her passion and do something that will prepare her for a career she will enjoy. She can research loans or scholarships for the internship to help cover costs. Additionally, pursuing a career in medicine should eventually be lucrative so it is also a practical choice. 

6. Speaking Question 6: 

Read along below as you listen to part of a lecture in an earth science course and then answer the question that follows.

Speaking Passage 4: Lecture Transcript 
Female Professor: So, we are going to pick up today with our discussion of astronomy and start talking about the moon. Earth’s moon is actually the largest satellite relative to its planet’s size in our solar system, so essentially, while several other planets have a moon or multiple moons, none of the other moons are as closely related in size to their planet as our moon is to Earth. The prevailing theory is that a collision between a celestial body about the size of Mars and the semi-molten Earth of 4.5 billion years ago ejected rocky debris that was adopted into Earth's orbit. Over time, this material condensed into the moon, which had a smaller core and less density than that of Earth. 
Our understanding of the lunar surface mostly comes from information from the Apollo missions that included radiometric rock dating and studies of crater densities. The moon's surface has both dark lowlands, called maria because they were thought to resemble the smooth sea, and brighter highlands that are studded with craters. The contrast of these two regions gives the moon its 'face' appearance. The maria are formed from basaltic lavas that form smooth plains and cover roughly 16% of the surface of the moon. There are very few large volcanic cones in these areas. Instead, there are frequent eruptions of liquidy basaltic lava. The terrae are the light-colored areas and so named because terrae means “lands.” These are the lunar highlands, so they are several kilometers higher than the maria and are mainly formed from rocks called breccias. 
The lunar surface also has several impact craters from different collisions. There are two relatively young craters, named Kepler and Copernicus. Do you remember reading about those notable astronomers in our textbook? Anyway, these, and other moon craters, formed from bombardment by celestial bodies of at least one kilometer in diameter. 
One interesting fact is that the moon's rotation, or its axis spin, and revolution around the Earth are equal, so the same side always faces Earth. We will discuss this more in our next class though, when we explore the phases of the moon. 
 
Question: Using points and information from the lecture, describe the lunar surface as detailed by the professor. 
Preparation Time: 20 seconds 
Response Time: 60 seconds 

Answer: 
This lecture described Earth’s moon and focused on describing the lunar surface, which is the topography of the moon. The professor explains that our knowledge of the surface features mostly comes from the data obtained from the Apollo missions, where the astronauts conducted radiometric rock dating and studies of the densities of different craters. She explains that the moon's face appearance is created by the fact that the surface has lowlands that are dark, called maria, and highlands, called terrae, which are brighter and contain the various craters. The maria and terrae are formed by different processes. The maria are smooth plains formed from liquidy basaltic lava flows, rather than violent eruptions from big volcano cones. The terrae are formed from rocks and lie several kilometers above the lowlands. Lastly, the lunar surface also has several impact craters from different collisions from large and small celestial bodies.