7 Listen and Repeat sentences and 4 interview questions, about 8 minutes like the real section. Afterwards you see an estimated 1–6 band and the exact words you dropped in each sentence.
Campus bookstore: textbook collection
Listen, then say it back word for word. You have up to 10 seconds. The voice is synthetic. No account needed, 3 tries a day.
Listen to the sentence first.
First you repeat 7 sentences, each a little longer than the last. Then you answer 4 interview questions, 45 seconds each, starting with your own experience and moving to bigger issues.
Short to long. Answer time grows from 8 to 12 seconds.
45 seconds each. Starts with your own experience, then moves to bigger issues.
Drawn to scale. Answer limits are the ones our mock test uses; ETS gives 8 to 12 seconds for each sentence.
“When choosing an online class, would you prefer live sessions at a fixed time or recorded lessons you can watch whenever you want?”
I prefer recorded lessons because my weekly timetable changes quite a lot. Some afternoons I have laboratory work, and it does not always finish on time3. With recordings, I can study after dinner and pause when I need to write something down. I do need a plan2, or I may forget the course for several days. I usually put two study times in my calendar. This gives me freedom but also a small push to keep learning.
For a course outside my degree, I'd pick recordings. My laboratory sessions sometimes run over3, so a fixed evening class would be difficult to attend consistently. Recordings fit around my workload, and I can replay complicated explanations without interrupting anyone. Still2, unlimited flexibility can turn into endless postponement3. When I took a spreadsheet course, I booked two library sessions a week and treated them like appointments. I'd therefore2 look for recorded lessons with a weekly deadline1 and an optional question session. That combination would give me room to manage my timetable without leaving me entirely on my own when I got stuck.
The band-4 answer mentions putting study times in a calendar. The band-5.5 answer adds a past spreadsheet course and says what to look for: recordings with “a weekly deadline” and a question session.
The band-4 answer jumps from the benefits of recordings to “I do need a plan” with no transition. The band-5.5 answer turns with “Still” and draws its conclusion with “therefore”.
The band-4 answer says the lab “does not always finish on time”. The band-5.5 answer uses “run over”, and names the downside of flexibility as “endless postponement”.
All 50 interview lessons in the course start by listening to two answers like these. Each of the 100 questions in the bank comes with both.
See this interview setAbout 20–24 on the old 0–30 scale · target 4.5, 0.5 to go
Dropping small words. 6 of 7 sentences lost a the, to or has, so none of them reached 5.
Students who want to join the hiking club should sign up at the front desk on by Friday.
Two missing “the”, and “by” became “on”: “before Friday” turned into “on Friday”. The meaning changed, so it’s a 3, not a 4.
Some people say universities shouldn’t schedule classes before 9 a.m. Do you agree?
Each interview answer comes with two model answers, at about a 4 and about a 5.5, and a button to answer it again.
Up next · Lesson · 12 min
Choose two genuinely different benefits
Three stages: foundation, building and advanced. A lesson takes about 12 minutes: listen first, answer it yourself, drill one technique, then answer the same question again.
Start with action and location; add time, conditions, or identifying details.
BeforeStudents can collect a box.
AfterStudents who need extra materials can collect a box beside the service desk.
Each one comes with a plain meaning and an example you could use in an interview answer. Add it to your deck and reviews show up in your daily plan.
Our group shared a short plan, and as a result, the meeting ended on time.
Looking back, I should have asked the lab assistant sooner.
Luckily, my partner had a copy of our slides on her laptop.
My last laptop died the week before my exams, which is why I'm now a bit obsessed with backing things up.
In hindsight, I should have tested the survey with a classmate before sending it to our entire seminar group.
I'd been saving up for a new bike, and as luck would have it, my neighbor was selling hers for half the price.
She refused to give up on the idea, and the upshot was that we raised enough money to send the whole team to Japan.
I was furious when my teacher gave me a low mark, but on reflection, she was right that my essay was rushed.
The shop had sold out of the jacket I wanted, which was just as well, because I really couldn't afford it.
| Before 2026 | From January 21, 2026 | |
|---|---|---|
| Questions | 4 | 11 |
| Time | About 16 minutes | About 8 minutes |
| Tasks | 1 independent + 3 integrated (read, listen, then speak) | 7 Listen and Repeat + 4 Take an Interview |
| Score | 0–30 | 1–6, in half bands |
The converter below shows where an old score lands on the new scale.
ETS published a table that maps old Speaking scores (0–30) to the new 1–6 scale. Drag to find yours.
An old 23 is 4.5 on the new scale.
ETS’s own comparison table for the Speaking section.
| New | Old |
|---|---|
| 6.0 | 28–30 |
| 5.5 | 27 |
| 5.0 | 25–26 |
| 4.5 | 23–24 |
| 4.0 | 20–22 |
| 3.5 | 18–19 |
| 3.0 | 16–17 |
| 2.5 | 13–15 |
| 2.0 | 10–12 |
| 1.5 | 5–9 |
| 1.0 | 0–4 |
Sentences and interview questions play once, with no text on screen, the way they do on test day.
ETS hasn’t published how the 11 raw scores become a 1–6 band. So you get a range, such as 4.0–4.5, not a number that only looks exact.
Written from ETS’s public task descriptions, with no official samples or leaked content. Speakers use North American, British, Australian and New Zealand accents.
See where you are today.
No card needed
TOEFL Speaking prep, every day until test day.
7 sentences to repeat and 4 interview questions. Afterwards you see an estimated 1–6 band range and the first thing to fix. The first one is free, with no card needed.
