TOEFL iBT original practice

Reading section: 50 positions, 30 minutes. This fixed practice has two editorial modules. You may move within each module, but cannot return to the first after starting the second. Use 21 minutes for Questions 1--30 and 9 for Questions 31--50. No dictionary or writing assistance.Fill in the missing letters in the paragraph. Supply only the missing letters for each numbered gap. Each underscore represents one missing letter.Volcanic ash can help geologists compare deposits found far apart. Fine part_____¹ once set____² during a_³ eruption. To___⁴, the dee___⁵ core observ______⁶ include compa______⁷ with pres_____⁸ material bet____⁹ two bound_____¹⁰. Researchers compare the composition of samples from different locations before deciding whether they came from the same event. A similar appearance alone cannot establish that connection, so the position of a layer and other dating evidence also matter when linking separate deposits.Write the missing letters for gap 1.

Use the paragraph in Question 1. Write only the missing letters for gap 2.

Use the paragraph in Question 1. Write only the missing letters for gap 3.

Use the paragraph in Question 1. Write only the missing letters for gap 4.

Use the paragraph in Question 1. Write only the missing letters for gap 5.

Use the paragraph in Question 1. Write only the missing letters for gap 6.

Use the paragraph in Question 1. Write only the missing letters for gap 7.

Use the paragraph in Question 1. Write only the missing letters for gap 8.

Use the paragraph in Question 1. Write only the missing letters for gap 9.

Use the paragraph in Question 1. Write only the missing letters for gap 10.

Read the notice.Campus Equipment DeskFor students enrolled in a course with a field project. Borrow a recorder for up to four days. Bring your student card and a message from your instructor confirming the project. Returns must reach the desk by 4 p.m. The outdoor book slot cannot be used for equipment. To request two extra days, email the desk before your due date. Extensions depend on the waiting list and are valid only after you receive our confirmation.Who is eligible to borrow a recorder?

• ☐ A. Any student who presents a student card
• ☐ B. Students whose courses include a field project
• ☐ C. Instructors waiting for their own equipment
• ☐ D. Students who have already borrowed a book

Use the equipment notice in Question 11. What may a borrower do to seek additional time?

• ☐ A. Leave the recorder in the outdoor book slot
• ☐ B. Keep it for two extra days after sending an email
• ☐ C. Ask by email before the due date and await approval
• ☐ D. Return it after 4 p.m. if another student is waiting

Read the post.Student Marketplace | LenaMoving on Friday, so I'm selling my folding desk for $28. It has a small scratch near the back, but the legs lock properly. Pick-up only, from the east residence hall. Omar asked about it first. If he hasn't confirmed by noon tomorrow, Priya is next in line. Please message before coming over because I'm in class most of the morning. I can help carry it downstairs after 3 p.m., but I can't hold it beyond Thursday evening. The chair in the photograph is staying with me.Why did Lena write the post?

• ☐ A. To arrange delivery of a desk she purchased
• ☐ B. To ask for help moving all her furniture
• ☐ C. To offer a desk for sale and explain pickup arrangements
• ☐ D. To invite students to reserve furniture for next term

Use the post in Question 13. What is true about Priya's opportunity to buy the desk?

• ☐ A. It depends on whether Omar confirms by noon tomorrow
• ☐ B. It is confirmed because Omar has already refused
• ☐ C. It requires her to buy the chair as well
• ☐ D. It expires when Lena begins her morning class

Use the post in Question 13. What does "next in line" mean here?

• ☐ A. Required to join a physical queue at the residence hall
• ☐ B. The next person Lena will consider selling the desk to
• ☐ C. Responsible for collecting the desk on Omar's behalf
• ☐ D. Expected to increase Omar's proposed payment

Read the academic passage.A map is a selection of information, not a miniature copy of everything in a place. Its maker decides which features will help a particular audience. A map for walkers, for example, might show footpaths and entrances that a map of regional rainfall leaves out. Neither omission by itself makes a map defective. Each must be judged against the question it is meant to answer.Scale also constrains the amount of detail that can be shown clearly. A map covering an entire country has less space for individual streets than a map covering one neighborhood. Features may therefore be simplified or combined. This process, called generalization, keeps the display legible while retaining information needed for its purpose.Consider a university map intended to help new students find teaching buildings. Showing every tree and every parking-space number could make the building names difficult to locate. Leaving out those details may improve the map for that audience. Yet someone investigating the campus tree collection would need a different selection. A reader should therefore check a map's purpose and scale before treating the absence of a feature as evidence that the feature does not exist. The selection helps communicate information, but it also limits what the map can establish.What is the main purpose of the passage?

• ☐ A. To explain how mapmakers select information for a purpose
• ☐ B. To recommend that campus maps include all available details
• ☐ C. To compare the accuracy of rainfall measurements
• ☐ D. To show why neighborhood maps are always preferable

Use the passage in Question 16. The word "legible" is closest in meaning to

• ☐ A. complete
• ☐ B. recent
• ☐ C. easy to read
• ☐ D. accurate in distance

Use the passage in Question 16. Which statement best reflects the author's limitation on judging omissions?

• ☐ A. An omitted feature proves that the mapmaker lacked information
• ☐ B. Every omission is appropriate if the map has a stated purpose
• ☐ C. A map showing a large area should never show small features
• ☐ D. An omission must be considered in relation to the map's intended use

Use the passage in Question 16. Why does the author describe a university map?

• ☐ A. To illustrate how excess detail can interfere with a specific use
• ☐ B. To establish that trees cannot be shown on printed maps
• ☐ C. To argue that students should learn parking-space numbers first
• ☐ D. To explain how university buildings are measured

Use the passage in Question 16. What can be inferred about adding information to a map?

• ☐ A. It always provides a clearer picture of the intended subject
• ☐ B. It can reduce usefulness when it obscures information the audience needs
• ☐ C. It removes the need to consider the scale of the map
• ☐ D. It guarantees that readers will notice all features shown

Fill in the missing letters in the paragraph. Supply only the missing letters for each numbered gap. Each underscore represents one missing letter.A printed musical score gives performers information about pitch and timing. Musical nota____¹ commonly sh___² patterns wh___³ combine lon___⁴ notes. Usu____⁵, several sym____⁶ connect o_⁷ remain gro____⁸ together i_⁹ each mea____¹⁰. These patterns may mix longer and shorter notes. Different shapes indicate relative durations, allowing readers to see how sounds fit into a measure. A note's length in seconds also depends on the speed of the performance. The written page supplies a shared guide, while musicians still have to turn its signs into sounds at an agreed pace.Write the missing letters for gap 1.

Use the paragraph in Question 21. Write only the missing letters for gap 2.

Use the paragraph in Question 21. Write only the missing letters for gap 3.

Use the paragraph in Question 21. Write only the missing letters for gap 4.

Use the paragraph in Question 21. Write only the missing letters for gap 5.

Use the paragraph in Question 21. Write only the missing letters for gap 6.

Use the paragraph in Question 21. Write only the missing letters for gap 7.

Use the paragraph in Question 21. Write only the missing letters for gap 8.

Use the paragraph in Question 21. Write only the missing letters for gap 9.

Use the paragraph in Question 21. Write only the missing letters for gap 10.

Fill in the missing letters in the paragraph. Supply only the missing letters for each numbered gap. Each underscore represents one missing letter.Archaeologists study the remains of earlier activity beneath modern streets and buildings. Buried obj____¹ discovered he__² are reco____³ carefully. Alth____⁴ seemingly rel____⁵, individually th__⁶ could cha___⁷ answers t_⁸ historical ques_____⁹, but on__¹⁰ if their positions and surrounding materials are known. A fragment removed without documentation loses information about its setting. Researchers therefore compare objects with the deposits in which they were found, using field notes to preserve relationships that excavation itself changes. The object and its context together support an interpretation of the past.Write the missing letters for gap 1.

Use the paragraph in Question 31. Write only the missing letters for gap 2.

Use the paragraph in Question 31. Write only the missing letters for gap 3.

Use the paragraph in Question 31. Write only the missing letters for gap 4.

Use the paragraph in Question 31. Write only the missing letters for gap 5.

Use the paragraph in Question 31. Write only the missing letters for gap 6.

Use the paragraph in Question 31. Write only the missing letters for gap 7.

Use the paragraph in Question 31. Write only the missing letters for gap 8.

Use the paragraph in Question 31. Write only the missing letters for gap 9.

Use the paragraph in Question 31. Write only the missing letters for gap 10.

Read the message chain.Project group messages | Tuesday9:10 Maya: Can we meet Thursday at 2 in the library?9:18 Leo: I have a lab until 2:30. Could we make it 3?9:24 Maya: Three works. The library room is unavailable then, though.9:31 Noor: I checked the arts building. Room 214 is free at 3 on Thursday.9:35 Maya: Let's use that. Leo, please send everyone the draft before we meet. I'll bring the feedback sheets.9:39 Leo: Agreed. I'll send it Wednesday evening.Where and when will the group meet?

• ☐ A. Thursday at 2 in the library
• ☐ B. Thursday at 2:30 in the arts building
• ☐ C. Thursday at 3 in arts building Room 214
• ☐ D. Wednesday evening in the library

Use the messages in Question 41. What has Leo agreed to do before the meeting?

• ☐ A. Reserve the library room
• ☐ B. Send the draft to the group on Wednesday evening
• ☐ C. Collect feedback sheets from Maya
• ☐ D. Ask his laboratory to finish early

Read the invoice and service note.Cedar Bicycle Service | Invoice 418Wheel adjustment: $24Replacement cable: $16Total: $40Payment received: $25Balance due on collection: $15Service note: Your bicycle is ready for collection until 6 p.m. today. This invoice covers the work already completed. If you want the optional light fitted, reply by 3 p.m. We will confirm an additional charge and a new collection time before doing that work. Without your reply, the existing arrangement remains in place.How much remains to be paid for the completed work?

• ☐ A. $40
• ☐ B. $25
• ☐ C. $16
• ☐ D. $15

Use the invoice in Question 43. What happens if the customer does not reply about the light?

• ☐ A. The shop fits the light and charges for it on collection
• ☐ B. The shop cancels the wheel adjustment
• ☐ C. The current collection arrangement and completed-work charge remain
• ☐ D. The customer must collect the bicycle before 3 p.m.

Use the invoice in Question 43. Why was the service note included?

• ☐ A. To distinguish completed work from an optional additional service
• ☐ B. To explain why the payment already received will be refunded
• ☐ C. To ask the customer to diagnose a problem with the wheel
• ☐ D. To announce that all collection times have been postponed

Read the academic passage.When archivists organize records, a document's subject is only part of the information worth preserving. They also consider its provenance: the person or organization responsible for creating or maintaining it. Keeping that connection can explain why the record exists and how it was used.Imagine a folder containing a request to repair a bridge, an engineer's inspection, and a letter approving payment. If these documents are separated into collections about transport, engineering, and finance, a researcher might find each individual subject more easily. Yet the sequence connecting the request with the inspection and the eventual approval becomes difficult to reconstruct. Records kept together by the office that handled the repair preserve evidence of that process.Maintaining an original arrangement can therefore retain relationships among documents. This does not mean preserving every accidental disorder found in a box. An arrangement disrupted during a move may need to be reconstructed from evidence of how the office actually filed its records. Descriptions can also provide subject access without physically separating every document by topic.The principle supports interpretation by protecting context. It does not make every statement in a record reliable, nor does it remove the need to investigate missing documents. Researchers still have to evaluate the evidence, but they can do so with a clearer understanding of how the surviving material came together.What is the passage mainly about?

• ☐ A. Why archival records should be organized only by their subjects
• ☐ B. How preserving records' origins and relationships supports interpretation
• ☐ C. Why engineering records are more reliable than financial records
• ☐ D. How researchers can avoid evaluating incomplete evidence

Use the passage in Question 46. What does "provenance" refer to?

• ☐ A. The physical condition of the paper
• ☐ B. The topic a researcher is investigating
• ☐ C. The origin of a record in its creator or maintaining organization
• ☐ D. The date when a researcher requested access

Use the passage in Question 46. What could be lost when the bridge documents are separated by subject?

• ☐ A. The evidence connecting stages of the repair decision
• ☐ B. The words printed in each individual document
• ☐ C. The ability to identify any of their subjects
• ☐ D. The fact that engineers sometimes inspect bridges

Use the passage in Question 46. Which statement agrees with the author's account of subject access?

• ☐ A. It requires physically placing every document in a separate subject collection
• ☐ B. It prevents readers from learning who created a document
• ☐ C. It guarantees that all missing records can be reconstructed
• ☐ D. It can be provided through descriptions while records remain together

Use the passage in Question 46. What is the function of the final paragraph?

• ☐ A. To reject the preceding recommendation about preserving context
• ☐ B. To qualify what the principle can establish about surviving records
• ☐ C. To argue that missing documents are irrelevant to interpretation
• ☐ D. To introduce a new classification based entirely on dates

Listening section: 47 positions, 29 minutes. The facilitator reads each stimulus once. The scripts must stay out of sight. Choose the best response to the speaker. In this fixed practice, allow 12 minutes for Questions 51--72 and 17 for Questions 73--97. Move forward only and do not revisit completed listening questions. After a module is closed, do not return to it.Listen to the speaker. Choose the most appropriate response.

• ☐ A. She receives packages twice a week.
• ☐ B. On the shelf outside her office.
• ☐ C. I left one there yesterday.
• ☐ D. She said it was a small package.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. The stairs are near the entrance.
• ☐ B. I carried them last Friday.
• ☐ C. Yes, could you take the blue folder?
• ☐ D. They belong to the history department.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. Yes, so I will submit it now.
• ☐ B. Noon is when the room opens.
• ☐ C. The meeting was in that room.
• ☐ D. I would prefer a morning meeting.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. Six is a convenient time for my train.
• ☐ B. I drove there last weekend.
• ☐ C. You should tell me when the station opens.
• ☐ D. I need to leave earlier, but I can take you at five thirty.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. It will begin in fifteen minutes.
• ☐ B. Fewer people registered than expected.
• ☐ C. I think the smaller room is upstairs.
• ☐ D. The workshop has moved twice.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. The lecture ends at four.
• ☐ B. I read that article last night.
• ☐ C. Let me enlarge the text.
• ☐ D. You can sit there next week.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. It is due today, and I am still working on the final question.
• ☐ B. The first question was about transport.
• ☐ C. I have finished the afternoon meeting.
• ☐ D. The survey results arrived yesterday.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. Saturday presentations are usually short.
• ☐ B. I heard the presenter yesterday.
• ☐ C. I need to finish my own slides first.
• ☐ D. That would help. I will confirm your place with the organizer.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. The bookstore sells coffee cups.
• ☐ B. The old branch is beside the bookstore, and the new one is on West Avenue.
• ☐ C. I have never ordered a book online.
• ☐ D. West Avenue has several bookshops.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. The display is by the front door.
• ☐ B. I finish work at six most days.
• ☐ C. You are welcome. I am glad we got it done.
• ☐ D. Would you stay until tomorrow?

Listen to the conversation. Why does the student contact the project partner?

• ☐ A. To ask whether the deadline has been postponed
• ☐ B. To arrange access to a draft that will not open
• ☐ C. To reserve a computer in the laboratory
• ☐ D. To explain that the summary has already been submitted

Use the conversation for Question 61. What will the first student do?

• ☐ A. Work in the computer lab that evening
• ☐ B. Finish editing in the partner's room
• ☐ C. Add comments to an emailed document and return it before nine
• ☐ D. Wait until the shared file becomes available tomorrow

Listen to the conversation. What does "I would not count on that" mean?

• ☐ A. The proposed ride should not be relied on
• ☐ B. The repair bill has not been calculated
• ☐ C. The trip includes too many passengers
• ☐ D. The speaker does not know the field center's address

Use the conversation for Question 63. What is the students' final plan?

• ☐ A. Wait at the main gate for Jamie at eight
• ☐ B. Take the eight o'clock bus from the library
• ☐ C. Meet at the main gate before the seven fifteen bus
• ☐ D. Meet at the library entrance at seven for the earlier bus

Listen to the announcement. What is its main purpose?

• ☐ A. To cancel a course project
• ☐ B. To explain a temporary change in submission procedure
• ☐ C. To extend the deadline for all students
• ☐ D. To announce that printed copies are no longer accepted

Use the announcement for Question 65. What should a student unable to visit campus do?

• ☐ A. Upload the project after the site reopens
• ☐ B. Leave a printed copy outside the closed desk
• ☐ C. Email the course assistant before nine that evening
• ☐ D. Wait for an automatic deadline extension

Listen to the announcement. Who may take items from the exchange table?

• ☐ A. Only the volunteers who set it up
• ☐ B. Only students who donate an item
• ☐ C. Anyone who works at the reuse center
• ☐ D. Any current student, including one who brings nothing

Use the announcement for Question 67. Why are visitors advised to bring a bag?

• ☐ A. The available boxes may be used up
• ☐ B. Bags are required as an entry fee
• ☐ C. All items must fit in a standard bag
• ☐ D. Volunteers cannot carry items to the table

Listen to the talk. What is the main topic?

• ☐ A. Why all seeds grow beside their parent plants
• ☐ B. How animals select which fruit to eat
• ☐ C. Different mechanisms that move seeds away from their parent plants
• ☐ D. The stages every seed passes through inside an animal

Use the talk for Question 69. Why does the speaker distinguish hooked seeds from seeds carried in fruit?

• ☐ A. To show that animal transport can occur externally or internally
• ☐ B. To argue that fruit always travels farther than hooked seeds
• ☐ C. To explain why wind cannot move plant material
• ☐ D. To state that only hooked seeds can begin growing

Use the talk for Question 69. Which feature is associated with wind transport?

• ☐ A. A thick shell that prevents all movement
• ☐ B. A hook that attaches to passing fur
• ☐ C. A sweet fruit eaten by animals
• ☐ D. A light, broad or fluffy surface

Use the talk for Question 69. What will the class discuss next?

• ☐ A. How to count all seeds on a parent plant
• ☐ B. How destination conditions affect the beginning of growth
• ☐ C. How animals decide when to leave vegetation
• ☐ D. How to measure the sweetness of different fruits

Listen to the speaker. Choose the most appropriate response.

• ☐ A. The lecture starts at three.
• ☐ B. I met the visitor last month.
• ☐ C. Professor Chen has agreed to do it.
• ☐ D. The introduction takes five minutes.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. No problem. The receptionist helped me find it.
• ☐ B. It is the largest room in this building.
• ☐ C. I sent the report yesterday afternoon.
• ☐ D. You should send the invoice to the office.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. It came in the morning mail.
• ☐ B. The office is along the corridor.
• ☐ C. I was coming here to ask you something.
• ☐ D. I am almost there. Only the conclusion needs work.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. Sam usually arrives early.
• ☐ B. I can, but I need Sam's address first.
• ☐ C. The meeting lasted an hour.
• ☐ D. I have revised my own timetable.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. I can lift several chairs at once.
• ☐ B. The discussion group was interesting.
• ☐ C. Yes, you may take it. We have enough here.
• ☐ D. The chair is made of wood.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. I have class then, but I could meet you for coffee afterward.
• ☐ B. The tour visited the dining room.
• ☐ C. I enjoyed lunch there last week.
• ☐ D. You will need a map for the tour.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. The seminars cover the same chapter.
• ☐ B. I ate lunch before the seminar.
• ☐ C. Morning classes begin at nine.
• ☐ D. The morning one, because I find it easier to concentrate then.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. The library opens with a key.
• ☐ B. It would help students who study before their first class.
• ☐ C. I returned a book early yesterday.
• ☐ D. The proposal was printed on white paper.

Listen to the speaker. Choose the most appropriate response.

• ☐ A. Friday is my busiest day.
• ☐ B. I moved the chairs after rehearsal.
• ☐ C. I am not sure. I will check the director's message.
• ☐ D. The last rehearsal went well.

Listen to the conversation. What is the current problem?

• ☐ A. The recorder still produces a buzzing sound
• ☐ B. A recording channel is silent
• ☐ C. The borrowed recorder is missing
• ☐ D. The microphone was never connected

Use the conversation for Question 82. Why do the students agree to test a spare microphone?

• ☐ A. To record the final project immediately
• ☐ B. To show that the desk supplied the wrong recorder
• ☐ C. To avoid reporting any equipment problem
• ☐ D. To identify whether the microphone or recorder is responsible

Listen to the conversation. What concern does the partner identify?

• ☐ A. The graph lacks an explanation of its two lines when introduced
• ☐ B. The graph is too small to be read
• ☐ C. The presenter has included no results
• ☐ D. The audience cannot hear the presenter

Use the conversation for Question 84. What will the presenter do first?

• ☐ A. Remove the graph from the presentation
• ☐ B. Add a second graph with the same information
• ☐ C. Explain the two measures before discussing their result
• ☐ D. Change every slide before rehearsing again

Listen to the conversation. Why does the customer choose the pepper sandwich?

• ☐ A. It costs less than the mushroom sandwich
• ☐ B. It offers a warm option when mushrooms are unavailable
• ☐ C. It is ready without any waiting time
• ☐ D. It includes the cheese originally requested

Use the conversation for Question 86. What will the customer do next?

• ☐ A. Return when more mushrooms arrive
• ☐ B. Collect the sandwich from the kitchen
• ☐ C. Wait to pay until the number is called
• ☐ D. Pay at the counter and then wait

Listen to the announcement. When does the temporary shuttle arrangement apply?

• ☐ A. On Saturday from ten until six
• ☐ B. Throughout Friday and Saturday
• ☐ C. Every day after six in the evening
• ☐ D. Until the museum closes for the season

Use the announcement for Question 88. What are passengers advised to do during the change?

• ☐ A. Use Market Street and expect fifteen-minute service
• ☐ B. Wait at the museum only after six
• ☐ C. Allow extra time and check the direction at the museum stop
• ☐ D. Avoid taking any shuttle on Saturday

Listen to the talk. What distinction does the speaker emphasize?

• ☐ A. Loud speech and speech made by a nearby teacher
• ☐ B. Reflected paths and absorption of sound reaching a surface
• ☐ C. Sound made indoors and sound that never moves
• ☐ D. Hard surfaces and surfaces that remove all frequencies equally

Use the talk for Question 90. Why does the speaker describe classroom panels?

• ☐ A. To prove that teachers should stop using their voices
• ☐ B. To recommend panels as the only classroom improvement
• ☐ C. To show why nearby students cannot hear direct sound
• ☐ D. To illustrate reducing reflections without removing direct speech

Use the talk for Question 90. How does an absorbing surface reduce reflections in the account given?

• ☐ A. By taking up some of the sound energy reaching it
• ☐ B. By preventing the teacher from producing sound
• ☐ C. By directing all sound through a single open window
• ☐ D. By converting every direct path into a reflected path

Use the talk for Question 90. Which claim does the speaker caution against?

• ☐ A. A listener can receive sound along a direct path
• ☐ B. Hard surfaces can reflect sound into a room
• ☐ C. Any soft-looking surface absorbs every frequency equally
• ☐ D. Absorption can leave less energy available for reflection

Listen to the talk. How does inventory differ from sales?

• ☐ A. Inventory records every transaction during the month
• ☐ B. Inventory is counted only when a shop first opens
• ☐ C. Inventory is a stock at a moment, whereas sales are a flow over a period
• ☐ D. Inventory and sales always have the same numerical value

Use the talk for Question 94. Why does the speaker compare April's and May's notebook counts?

• ☐ A. To prove that the shop sold exactly twenty notebooks
• ☐ B. To show why two stock counts alone do not establish sales
• ☐ C. To argue that deliveries always stop in May
• ☐ D. To demonstrate that notebook demand disappeared

Use the talk for Question 94. What tradeoff does the speaker identify?

• ☐ A. Meeting customer demand while limiting money and space tied up in stock
• ☐ B. Selling notebooks while eliminating all deliveries
• ☐ C. Recording sales while avoiding every stock count
• ☐ D. Increasing inventory while guaranteeing lower demand

Use the talk for Question 94. What additional information will the next comparison use?

• ☐ A. Only the opening hours of the shop
• ☐ B. The prices charged by neighboring businesses
• ☐ C. The number of customers who entered in April
• ☐ D. Delivery records and sales during the period between stock counts

Writing section: 12 positions, 23 minutes. Use 6 minutes for Questions 98--107, 7 for Question 108, and 10 for Question 109. Each task closes when its time ends. No dictionary, grammar assistance, or outside help.Build a grammatical sentence in response to the context. Use each selected chunk once, preserving its words. One chunk may be unused. Keep all printed text fixed. Capitalize the first word when necessary.Context: I can bring copies of the schedule.Chunks: a printed copy / does / need / do you ?

Build a sentence using the directions in Question 98.Context: Our application reached the committee last week.Chunks: your group / submitted / the application / did / submitWhen ?

Build a sentence using the directions in Question 98.Context: The visiting lecturer is staying somewhere near campus.Chunks: is / where / staying / the visiting lecturerI wonder .

Build a sentence using the directions in Question 98.Context: We need a room for next month's exhibition.Chunks: available / will be / whether / the roomCould you tell me ?

Build a sentence using the directions in Question 98.Context: The people helping with the workshop have completed their preparations.Chunks: are / the workshop / assistants / organize / is / whoThe ready.

Build a sentence using the directions in Question 98.Context: The research team prepared a report for us.Chunks: by the research team / it / report / was prepared / thatWe received the .

Build a sentence using the directions in Question 98.Context: The office should be closed securely when everyone leaves.Chunks: the window open / not / remember / to leavePlease .

Build a sentence using the directions in Question 98.Context: A rehearsal outdoors is possible if the weather changes.Chunks: the rehearsal outside / hold / will / weIf the weather improves, .

Build a sentence using the directions in Question 98.Context: Testing started on Monday and continues now.Chunks: testing / had / the new equipment / has / beenOur team since Monday.

Build a sentence using the directions in Question 98.Context: We can reach the station more quickly on this route.Chunks: than / shorter / considerably / isThis route the old one.

Write an Email.You are preparing a short recorded presentation for a course project. You booked a campus recorder for Thursday afternoon, but the equipment desk has just told you that it is unavailable until Friday. Your group plans to record Thursday because one member leaves campus on Friday.Write an email to Ms. Patel, the course coordinator. In your email:Explain the booking problem and its effect on your group.Describe an alternative arrangement you could use.Ask for a specific form of help or approval.You have 7 minutes. Write in an appropriate register, using your own words. There is no minimum word count for this email task.

Write for an Academic Discussion.Professor: Some students begin specialized courses immediately when they enter university. Others first take a broad range of introductory courses. Which approach better supports students' education? Explain your view.Mina: I favor introductory courses across several subjects. Students may discover an interest they did not know about, and different fields can help them think about a problem in different ways.Daniel: Early specialization lets students build substantial knowledge sooner. A student who already knows what they want to study should not have to delay the courses that develop that expertise.Write a response contributing to the discussion. State and support your opinion in your own words. An effective response normally contains at least 100 words. You have 10 minutes.

Speaking section: 11 positions, approximately 8 minutes including prompt delivery. You have no preparation time. Listen once and respond once; keep the scripts hidden. Record your responses if possible. Do not read the answer targets before speaking.The picture shows the setting for a studio orientation. It supplies context and does not give the words to repeat. Listen and Repeat. Repeat exactly what the speaker says. You have 8 seconds to speak after the prompt ends.

Listen and Repeat. Repeat exactly what the speaker says. You have 8 seconds to speak after the prompt ends.

Listen and Repeat. Repeat exactly what the speaker says. You have 10 seconds to speak after the prompt ends.

Listen and Repeat. Repeat exactly what the speaker says. You have 10 seconds to speak after the prompt ends.

Listen and Repeat. Repeat exactly what the speaker says. You have 10 seconds to speak after the prompt ends.

Listen and Repeat. Repeat exactly what the speaker says. You have 12 seconds to speak after the prompt ends.

Listen and Repeat. Repeat exactly what the speaker says. You have 12 seconds to speak after the prompt ends.

Take an Interview. You are speaking to a researcher about consumer choices. The facilitator asks each question once. Respond without preparation; you have 45 seconds for each answer. Listen to the question. Give a spoken response supported with relevant details. Do not read the model response before answering.

Take an Interview. Continue the conversation with the researcher.Listen to the question. Give a spoken response supported with relevant details. Do not read the model response before answering.

Take an Interview. Continue the conversation with the researcher.Listen to the question. Give a spoken response supported with relevant details. Do not read the model response before answering.

Take an Interview. Continue the conversation with the researcher.Listen to the question. Give a spoken response supported with relevant details. Do not read the model response before answering.