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Test Ninjas Research · Updated September 14, 2026
Your daily TOEFL practice
12 task types. A fresh set every day. Pick a section and work through today’s original tasks.
TOEFL iBTTest Ninjas · Daily practice
Reading · Task 1 of 3Today’s set
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Every task type, every day
The current TOEFL iBT covers three Reading tasks, four Listening tasks, two Speaking tasks and three Writing tasks. This bank follows that coverage in the ETS test-content overview. Each daily set includes one task of every type. You can finish one section in a short session or work through the complete set over the day.
Your daily TOEFL practice
Section
Task type
Tasks today
Reading
Complete the Words
1
Reading
Read in Daily Life
1
Reading
Read an Academic Passage
1
Listening
Listen and Choose a Response
1
Listening
Listen to a Conversation
1
Listening
Listen to an Announcement
1
Listening
Listen to an Academic Talk
1
Writing
Build a Sentence
1
Writing
Write an Email
1
Writing
Write for an Academic Discussion
1
Speaking
Listen and Repeat
1
Speaking
Take an Interview
1
How to use your daily set
Select Expand test view for a focused workspace. The layout follows the task screens in the current ETS test overview: inline missing-letter fields, reading and question panes, and a response editor for writing. Use Back, Next and Review to move through your set; Help explains the current task.
Try the task first. Read the directions and answer before checking the explanation. For listening, keep the transcript closed.
Make your reasoning visible. Identify the sentence or audio detail that supports an answer. For word completion, check meaning, spelling and grammar together.
Speak and write a complete response. Use the optional writing timer. Speaking recordings start their response countdown automatically and stop at the task’s time limit. Listen back for missing words, unclear sounds and undeveloped ideas.
Review and retry. Compare your work with the explanation or model, complete the checklist, and retry the task using what you learned.
Return tomorrow. A new set arrives at local midnight. Build a daily practice habit with a fresh task for every question type.
The year is organized into five blocks of 73 days. Original passages and scenario families return in later blocks with different questions, word-completion paragraphs or communication goals. This gives you another opportunity to work with familiar material while practicing a new aspect of English. The 4,380 total counts distinct tasks, including tasks that share a passage.
Sample set: all 12 tasks from day 1
Here is a complete daily set as a worked example. Try each task before opening the answer. The interactive set above changes every day; this one stays here for reference.
Complete the Words: Fresh water entering a salty basin
Fill in the missing letters in the paragraph. Type only the missing letters for each of the ten incomplete words.
The concentration of salt in water can change even when no salt is added or removed directly. Adding fr___ water spr____ existing diss_____ salt thr____ more liq___, reducing concen_______ even tho___ the to___ quantity o_ salt i_ the container remains unchanged. In a classroom model, students poured fresh water into a container of salt water and mixed it thoroughly. The total amount of dissolved salt remained the same, but it was spread through a larger volume of water. The resulting solution was less salty. Students then considered the opposite case: losing water while leaving salt behind would raise concentration.
Use the visible letters, sentence grammar, and the meaning of the whole paragraph to complete ten words.
The concentration of salt in water can change even when no salt is added or removed directly. Adding fresh water spreads existing dissolved salt through more liquid, reducing concentration even though the total quantity of salt in the container remains unchanged. In a classroom model, students poured fresh water into a container of salt water and mixed it thoroughly. The total amount of dissolved salt remained the same, but it was spread through a larger volume of water. The resulting solution was less salty. Students then considered the opposite case: losing water while leaving salt behind would raise concentration.
Read the completed paragraph and check how each word fits its sentence. The words in order are: fresh, spreads, dissolved, through, liquid, concentration, though, total, of, in. Visible prefixes and the number of missing letters help distinguish words with similar meanings.
Read in Daily Life: Laptop collection during repairs
Read the text, then choose the best answer. All the information you need is in the text.
Library notice: While the ground-floor service desk is being repaired, reserved laptops must be collected from Room 204 upstairs. Bring your student card and reservation message. The collection window remains noon to four on weekdays. If you cannot use the stairs, reply to your reservation message before arriving; a member of staff will arrange collection at the side entrance. Returns still go into the secure box beside the main doors.
What is the notice mainly explaining?
A reduction in library membership
A temporary collection arrangement
A new laptop purchase scheme
A change to loan lengths
Show the answer and explanation
Answer: B. A temporary collection arrangement
The desk repair temporarily changes where reserved laptops are collected.
Read an Academic Passage: Seeds beneath the meadow
Read the text, then choose the best answer. All the information you need is in the text.
A meadow can hold the beginnings of plants that are not currently visible. Some seeds remain dormant in the soil until moisture, light, and temperature are suitable for growth. In a classroom investigation, soil from a shaded meadow was divided between two trays. One tray remained shaded; the other received additional light. Different seedlings appeared in the brighter tray even though no new seeds had been added. The observation suggested that changing conditions had activated seeds already present. It did not show that light alone determines every seed’s behavior: both trays also received water, and different species can have different requirements.
Which statement best expresses the main idea?
Shade permanently destroys the seeds beneath a meadow.
Environmental changes can allow stored seeds to begin growing.
All meadow plants grow immediately after their seeds fall.
Adding new seeds is necessary whenever a meadow changes.
Show the answer and explanation
Answer: B. Environmental changes can allow stored seeds to begin growing.
The brighter tray produced new seedlings from seeds already in the soil.
Listen to the speaker. Choose the response that best fits the speaker’s meaning and purpose.
Show the audio transcript
A careers adviser recommends adding brief explanations of the problem and my own contribution. What should I keep in mind about that option?
Which response best fits what the speaker says?
Mentors offer advice and experience, but the scheme does not promise job offers.
Group projects should identify which parts you completed.
Drop in advisers can discuss one priority issue, so a complete document review will need a later appointment.
You should obtain the supervisor's agreement before listing contact details.
Show the answer and explanation
Answer: B. Group projects should identify which parts you completed.
The speaker asks about a point to remember while trying to show design work to a potential employer. The correct reply supplies a relevant condition or limitation: Group projects should identify which parts the student completed.
Listen to the recording, take notes if helpful, and choose the best answer. Reveal the transcript after your first listening attempt.
Show the audio transcript
Student: I'm trying to borrow a camera for a weekend field project. The cameras normally offered for loan are all reserved for a photography course.
Adviser: A compact camera is available from the equipment desk.
Student: Is there anything else I should keep in mind?
Adviser: The compact camera must be returned before the desk closes on Monday.
Student: All right. I'll test the compact camera at the equipment desk.
What is the main purpose of the conversation?
To discuss how to find an article from an older journal issue.
To discuss how to consult handwritten letters for a history essay.
To discuss how to borrow a camera for a weekend field project.
To discuss how to print a poster without paying twice.
Show the answer and explanation
Answer: C. To discuss how to borrow a camera for a weekend field project.
The student opens by explaining the goal: to borrow a camera for a weekend field project. The adviser describes an available approach and the student agrees on a next step.
Listen to the recording, take notes if helpful, and choose the best answer. Reveal the transcript after your first listening attempt.
Show the audio transcript
Here is an update for students who need to organize a public film screening. A personal streaming subscription does not include permission for a public campus showing. The media librarian can help locate a version licensed for educational screenings. Please keep this in mind: Admission must remain free under the available screening agreement. The next step is to ask the media librarian about a licensed copy.
What is the main purpose of the announcement?
To explain arrangements for students who need to recruit helpers for the campus vegetable garden.
To explain arrangements for students who need to invite a researcher to speak at a club event.
To explain arrangements for students who need to help with the community tutoring program.
To explain arrangements for students who need to organize a public film screening.
Show the answer and explanation
Answer: D. To explain arrangements for students who need to organize a public film screening.
The opening identifies students who need to organize a public film screening. The rest of the announcement explains an obstacle, an available arrangement, and the next action.
Listen to the recording, take notes if helpful, and choose the best answer. Reveal the transcript after your first listening attempt.
Show the audio transcript
Two locations in the same city can have different temperatures. Think of a shaded courtyard and a nearby paved square. The buildings may receive the same weather forecast, but shade reduces the sunlight reaching the ground. Materials matter too: a dark paved surface absorbs energy differently from a planted area. To compare the sites fairly, we would measure at the same height and time. Otherwise, a change in measurement conditions could look like a real difference between locations.
What is the main idea of the talk?
Local conditions can produce temperature differences within one city.
Seed dispersal moves offspring away from the parent but does not guarantee survival.
Ecological succession follows changing conditions but can take different paths.
The effectiveness of camouflage depends on background and behavior.
Show the answer and explanation
Answer: A. Local conditions can produce temperature differences within one city.
Local conditions can produce temperature differences within one city. The talk develops this point as follows: A local contrast introduces possible causes, followed by a caution about making a fair comparison.
Write an Email: Library study rooms: report a problem
Read the situation and write a complete email that addresses all three requests. Use an appropriate tone and specific supporting details.
You are a student representative gathering feedback about library study rooms. You have learned that booked rooms often remain empty while other groups wait outside. In one reported incident, a team found an empty reserved room but had to rehearse in a noisy corridor. The coordinator has asked you to email a clear description of the problem and a practical suggestion.
Write an email to the project coordinator. In your email:
1. Describe the problem and explain its effect using the reported incident.
2. Suggest a practical change and explain how it would help.
3. Ask about the next step or support needed to investigate your suggestion.
Address all three requests with enough specific detail to achieve the email’s purpose.
Use a greeting, an appropriate tone, and a clear, polite request or next step.
Organize connected sentences logically and use precise, appropriate vocabulary.
Check grammar and word choice for errors that could obscure the message.
Show the answer and explanation
Sample response:
Dear Coordinator,
I am writing about a problem with library study rooms. We have heard that booked rooms often remain empty while other groups wait outside. For example, a team found an empty reserved room but had to rehearse in a noisy corridor. This makes the current arrangement less useful for the people it is intended to serve.
I suggest that we release a reservation after ten minutes without a check-in. This could make unused space available to groups that are already waiting, and we could begin on a small scale before making a lasting change. Since reservations stay active even when nobody checks in, it seems sensible to address that issue directly.
Could you let me know whether we can discuss this proposal at the next meeting? Please also advise whether we could obtain a check-in tablet near the entrance for an initial trial. I would be happy to gather further student feedback beforehand.
Best regards,
A student representative
The sample identifies the problem, uses the incident as evidence, proposes an action tied to the cause, and ends with specific requests about a meeting and a check-in tablet near the entrance. Other well-developed responses can also meet the task.
Write for an Academic Discussion: Library study rooms: choose an approach
Read the professor’s question and both student posts. Write a contribution that states and supports your opinion. Aim for at least 100 words within 10 minutes.
Professor: Our class is considering how institutions choose practical improvements. Consider library study rooms: booked rooms often remain empty while other groups wait outside, partly because reservations stay active even when nobody checks in. One proposal is to release a reservation after ten minutes without a check-in; another is to let staff telephone every absent group before releasing its room. Which approach would you prioritize, and why?
Mina: I favor the first proposal because it could make unused space available to groups that are already waiting. A change that addresses the problem students experience seems the most useful starting point.
Owen: I am not convinced that the first proposal should come first, since groups delayed by a previous class could lose their booking. I would compare it carefully with the alternative before committing resources.
Contribute to the discussion about library study rooms. Answer the professor’s question, explain your reasoning, and add your own idea or example. You may agree or disagree with either student.
State a clear position that directly answers the professor’s question.
Develop your position with a relevant explanation, example, or specific consequence.
Add your own contribution to the discussion rather than simply repeating a student’s post.
Use connected sentences, varied structures, and accurate vocabulary to make your ideas clear.
Show the answer and explanation
Sample response:
I would prioritize the proposal to release a reservation after ten minutes without a check-in, but I would make the decision conditional on a short review. Mina is right that the change could make unused space available to groups that are already waiting. The underlying cause is also relevant: reservations stay active even when nobody checks in. A response aimed at that cause is more convincing than a change chosen simply because it is easy to announce. However, Owen's concern should shape the implementation. The team could begin with a limited trial and track the number of unused reservation minutes, while giving users a clear way to report new difficulties. That would let us compare practical results with the alternative. If the trial creates a serious obstacle, the committee would still have the option to let staff telephone every absent group before releasing its room instead.
The exemplar chooses an approach, connects it to the cause of the problem, responds to the counterargument, and adds a trial-and-review condition that neither student fully developed. This is one possible developed response; other supported positions are valid.
Listen and Repeat: Library study rooms: meeting check
Listen to the sentence, then repeat it aloud once. Try your first attempt before opening the transcript.
Show the audio transcript
Please check the library study rooms before the meeting.
You are helping with library study rooms. Repeat the coordinator’s sentence exactly.
Repeat the complete sentence, keeping the original words and their order.
Make each word intelligible, including small grammar words and word endings.
Use natural phrase grouping and steady rhythm; an accent does not need to disappear.
Show the answer and explanation
Sample response:
Please check the library study rooms before the meeting.
Keep the noun phrase “the library study rooms” together, then finish with the time phrase. Compare your recording with the transcript for omissions, substitutions, and unclear endings. This is a single practice sentence.
Take an Interview: Library study rooms: an experience
Listen to the interviewer and answer aloud. Aim to give a clear answer with a reason or example within 45 seconds.
Show the audio transcript
Our student experience interview is about library study rooms. Describe a time you saw a campus service or group activity fail to meet someone's needs. What happened, and what did you learn?
Our student experience interview is about library study rooms. Describe a time you saw a campus service or group activity fail to meet someone's needs. What happened, and what did you learn?
Answer the actual question and support your response with a relevant reason or example.
Keep ideas connected and speak at a natural conversational pace.
Use clear pronunciation and appropriate stress so a listener can follow your meaning.
Use vocabulary and grammar accurately enough to express your intended details.
Show the answer and explanation
Sample response:
I remember a situation in which a team found an empty reserved room but had to rehearse in a noisy corridor. The difficulty was easy to overlook. I learned that a service can exist without working equally well for everyone. In a situation like this, I would first ask what happened and then check whether other students had the same experience. That would give us a clearer reason to release a reservation after ten minutes without a check-in, instead of changing things just because one solution sounded impressive.
The exemplar describes a concrete incident, explains the lesson, and connects that lesson to a possible response: release a reservation after ten minutes without a check-in. Use your own relevant experience; you do not need to reproduce the exemplar.
Reading and Listening check your selected answers against a key. Word completion checks each full word, and sentence building checks the arrangement. Speaking and extended Writing provide an original model and a checklist: response development, clear organization, appropriate language and, for speaking, intelligibility. These review priorities follow the ETS Speaking scoring guides and ETS Writing scoring guides.
These are focused practice tasks. Listening uses practice recordings with optional replay and a transcript. Speaking presents one sentence or interview response at a time. Word completion follows the 10-gap format, with one space per missing letter. The exercises do not reproduce adaptive routing, full section lengths or official scoring. For test-length practice, use the official ETS preparation resources.
Daily practice and the real TOEFL
Feature
This daily set
Official test
Task coverage
One practice task of each type
Full sections with multiple items per type
Reading and Listening
A fixed daily set
Adaptive modules
Listening controls
Replay, transcript and return to earlier tasks
Audio plays once; no return to earlier Listening questions
Format references were checked on September 14, 2026. All practice content was created for Test Ninjas; ETS sources inform the format and review criteria. Test Ninjas is not affiliated with ETS, and these are not official TOEFL questions.
Each day has 12 original practice tasks: one for every current TOEFL iBT task type. There are 365 daily sets, totaling 4,380 tasks. A word-completion task contains 10 incomplete words, while a speaking task is one response.
Complete 10 partially missing words in an academic paragraph of about 70–100 words. The first sentence is intact. After it, the second half of every second word is missing until there are 10 gaps. Each space represents one missing letter. Type only the ending, using the paragraph’s meaning and grammar to complete the word.
The practice covers the 12 task types in the standard TOEFL iBT format introduced in January 2026. These are focused practice drills, not complete test sections or an adaptive mock exam.
The passages, scripts, prompts, answer choices and models are original Test Ninjas practice material. Some passages and scenarios return after 73 days with different questions or tasks. The bank does not contain official or recalled ETS questions.
Today’s set is available throughout the day and changes at midnight in your device’s local time. Come back tomorrow for 12 new tasks, one for each TOEFL question type. The interactive set shows today’s practice only; a fixed sample set from day 1 stays on the page as a worked example.
Listen to the recorded English prompts, then answer the question. The recordings use AI-generated voices, with different speakers for conversations. For speaking, answer aloud and optionally record yourself, then compare with a model and review checklist. Your microphone recordings stay in the current tab and can be downloaded.
Answers, writing drafts and review checklists save in this browser when local storage is available. Multiple-choice, word-completion and sentence-building tasks have answer checking. Open speaking and writing responses have sample answers and self-review criteria, without an automated TOEFL band score.