25 TOEFL Choose a Response questions with audio and answers

B. The side door stays open.

The question asks which entrance remains usable after six. The side door answers that location question. Closing time alone does not identify an entrance; staying until nine concerns leaving; yesterday's repair supplies history rather than access information.

Skill to practice: Location

D. It is, but materials cost extra.

The speaker is questioning the cost. The reply confirms free attendance while distinguishing a materials charge. The other replies concern the start time, organizers and instructor's workload, leaving the cost concern unresolved.

Skill to practice: Clarifying a condition

A. Thanks, but I can manage it.

This is an offer of help, and a polite refusal completes the exchange. The earlier trip, the boxes' origin and the bag's position are related to the objects but neither accept nor decline the offer.

Skill to practice: Declining an offer

C. Better than I expected, actually.

'How did ... go?' asks about an event's outcome. The speaker evaluates it positively. A room, a recurring class and a future start time answer different questions and miss the completed-event wording.

Skill to practice: Outcome

B. A first version you can revise.

The request is for the meaning of 'rough draft.' A revisable first version defines it. A deadline, a completed review and a file location all concern writing but do not explain the term.

Skill to practice: Definition

A. Then let's meet tomorrow instead.

The speaker declines tonight and proposes tomorrow. Moving the meeting to tomorrow acknowledges both parts. Treating tonight as completed, saying tonight works and recalling yesterday's topic each miss the proposed change.

Skill to practice: Counteroffer

D. They belong to my lab partner.

'Whose' asks about ownership, so the lab partner is the relevant answer. The lecture identifies the occasion, the window identifies the table and permission to take notes does not identify the owner.

Skill to practice: Ownership

C. Your example is about a different topic.

The question asks what a criticism of support means. An example failing to illustrate the claim explains that problem. The location of a conclusion, sentence length and informal vocabulary concern organization or style; none establishes whether the evidence supports the claim.

Skill to practice: Clarifying criticism

A. No, our loan runs through Friday.

The question asks whether the return is required today. A loan lasting through Friday supplies an explicit negative answer. Borrowing time, performance and desk location do not establish the return deadline.

Skill to practice: Negative answer

D. Good idea; she might spot a gap.

'Why don't we' introduces a suggestion. Agreeing and explaining how the tutor could help responds to it. The tutor's earlier question, the unfinished essay and the file location do not address whether to seek her review.

Skill to practice: Suggestion

B. Usually once each semester.

'How often' asks for frequency, expressed as once per semester. An hour is duration; the theater is a place; ticket availability is an admission detail.

Skill to practice: Frequency

C. Maybe there's still a place available.

The regret concerns delayed registration. The possibility of an available place responds to that concern without promising one. Departure time, a signed form and an earlier return each misread what 'sooner' refers to.

Skill to practice: Responding to regret

A. No problem; it's too loud, isn't it?

This is a request to reduce volume. 'No problem' accepts that request, and the comment recognizes the loudness. When it was turned on, liking it and the speakers' location do not answer the request.

Skill to practice: Indirect request

D. No, I meant the green one.

The speaker asks for confirmation of which folder is needed. Correcting blue to green resolves that identification. A signature, filing history and ownership do not confirm or correct the requested folder.

Skill to practice: Correction

C. My shift ran later than expected.

The question asks for an obstacle that prevented attendance. An unexpectedly late shift supplies that obstacle. Staying until the end, arriving straight from work and arriving before others all describe attendance, contradicting the absence in the question.

Skill to practice: Reason

B. Try her ten-page short story.

The request seeks a shorter alternative to a novel. The explicitly ten-page short story provides that alternative. A longer sequel violates the length preference; an unabridged edition does not shorten the work; rereading the same novel does not provide a different, shorter choice.

Skill to practice: Recommendation

D. Have you checked your junk mail?

The speaker lacks a response. Checking junk mail is a relevant way to look for a missed message. Application length and another applicant do not address the missing reply; praising the interview does not establish that a decision arrived.

Skill to practice: Problem response

A. I'd email her so she has the details.

This asks for a choice between two contact methods. Emailing so the details are available gives a preference with a reason. A teaching day, the arrival time of an earlier email and a room inquiry do not select a method.

Skill to practice: Choosing an alternative

C. I spent most of Saturday afternoon.

The question asks for time spent, and most of an afternoon expresses duration. A deadline is a due date; local history is a topic; finishing before someone else is a comparison without a duration.

Skill to practice: Duration

B. We could invite more participants.

The concern is the number represented by the sample. Recruiting more participants could address it. The sample's origin, room size and file location each leave the size of the participant group unaddressed.

Skill to practice: Tentative concern

A. Not yet; my appointment is next week.

The question asks whether a conversation about the application has happened. The reply explicitly says not yet and identifies a planned appointment. Leaving an application on a desk, reading online advice and finding a name field on a form do not establish that the speaker has spoken with the adviser.

Skill to practice: Indirect negative answer

C. Here you go; the shaker is full.

The speaker requests the salt container. Passing the shaker completes that request. Offering more soup changes the requested object; recalling passing it yesterday mistakes a present request for a question about a past action; identifying the plate concerns the wrong object.

Skill to practice: Object of a request

B. Yes, I'm looking forward to it.

The question checks an ongoing future plan. Anticipating the activity confirms participation. The other replies refer to past volunteering, a displayed plan and a completed event rather than this speaker's intended participation.

Skill to practice: Confirming intention

D. Only the summary, not the whole thing.

The speaker's assumption concerns how much reading has been completed. Clarifying that only the summary was read corrects it. Publication information, current reading and an author appearance do not clarify completion of this article.

Skill to practice: Partial correction

C. Sorry, I'll need it myself then.

The request is to borrow this person's calculator during the quiz. Needing it at that time is a relevant refusal. Earlier use, quiz content and a place to buy calculators do not establish whether this calculator can be borrowed.

Skill to practice: Refusing a request