I. Reading comprehension.
1. Step 1. Read the text below
Reading + Test Time — 18 minutes
Do Plants Think? The Debate on Plant Intelligence
In recent years, a heated scientific debate has emerged around the idea of plant intelligence—whether plants are capable of learning, memory, or even a rudimentary form of consciousness. While traditional biology viewed plants as passive organisms reacting mechanically to environmental changes, some modern researchers argue that plants display behaviors that resemble decision-making, communication, and memory. These claims, however, have sparked significant controversy in the scientific community.
One of the most cited experiments in this field was conducted by Monica Gagliano, a plant physiologist at the University of Sydney in Australia. In a 2014 study published in the journal Oecologia, Gagliano tested the behavior of Mimosa pudica, a plant known for its rapid leaf-folding response to touch. When she repeatedly dropped the plant without causing harm, the plant initially closed its leaves, but over time, it stopped responding—suggesting it had "learned" the stimulus was not dangerous. Even more surprisingly, the plant appeared to "remember" this information weeks later, responding less frequently than control plants that had not been trained.
Gagliano’s findings were lauded by some as groundbreaking. František Baluška, a researcher at the University of Bonn in Germany, has gone even further, arguing that plants possess a form of distributed intelligence, pointing to the dense networks of root apexes that operate similarly to neural systems. Baluška and his team propose that these root networks enable plants to make complex decisions about resource allocation and growth direction in response to changing soil conditions.
Critics, however, caution against anthropomorphizing plant behavior. Lincoln Taiz, a plant biologist from the University of California, Santa Cruz, has been one of the most vocal opponents of the plant intelligence hypothesis. In a 2019 rebuttal published in Trends in Plant Science, Taiz and seven co-authors argued that attributing learning or cognition to plants was "bad science fiction rather than science." According to Taiz, the electrical and chemical signaling observed in plants lacks the complexity and integration seen in animal nervous systems, making comparisons to animal intelligence misleading.
Further complicating the debate is the absence of a consensus definition of "intelligence." Some researchers, like Stefano Mancuso of the International Laboratory of Plant Neurobiology in Florence, Italy, advocate for a broader understanding of intelligence that includes problem-solving and adaptation, regardless of whether a brain is involved. Mancuso’s experiments have demonstrated that climbing plants like Cuscuta (dodder) can "choose" host plants based on nutritional quality, a behavior he interprets as strategic decision-making.
Despite the controversy, research into plant behavior continues to gain traction. Advances in imaging and electrophysiology now allow scientists to monitor how plants transmit signals in real time. However, whether these signals represent anything more than reflexive processes remains a matter of intense debate. While proponents see in these results the emergence of a new paradigm, critics warn against drawing conclusions unsupported by rigorous, reproducible evidence.
Ultimately, the question of plant intelligence challenges long-standing assumptions about cognition, agency, and even the moral status of non-animal life. As research continues, the scientific community remains divided over whether plants are simply reactive organisms or silent strategists in the natural world.
Step 2. Do the TOEFL reading test below.
1. According to the passage, what behavior did Mimosa pudica display in Monica Gagliano’s experiment? [Question Type: Detail]
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2. The word anthropomorphizing in paragraph 4 is closest in meaning to: [Question Type: Vocabulary]
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3. What can be inferred about František Baluška’s position on plant behavior? [Question Type: Inference]
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4. What was the main argument made by Lincoln Taiz and his co-authors? [Question Type: Detail]
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5. Why does the author mention Stefano Mancuso’s research on Cuscuta? [Question Type: Author's Purpose]
Negative Factual Information
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6. Which of the following is NOT mentioned as a challenge to accepting plant intelligence? [Question Type: Negative Factual Information]
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7. Where would the following sentence best fit in the paragraph beginning with “Critics, however, caution against anthropomorphizing...”
“Such interpretations, they argue, may lead the public to misunderstand the true nature of plant biology.” [Question Type: Sentence Insertion]
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8. Which of the following best describes the author's overall attitude toward the debate on plant intelligence? [Question Type: Inference]
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9. The word rudimentary in the first paragraph is closest in meaning to: [Question Type: Vocabulary]
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10. What technological development is mentioned as helping advance the study of plant signaling? [Question Type: Detail]
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Total Questions: 0
Incorrect Answers: 0
II. Writing
2. Integrated writing.
Step1. Read the text below.
Reading Time — 3 minutes
Recent discoveries in plant biology have revealed that plants possess a surprising capacity for stress memory—a phenomenon whereby plants that have previously been exposed to environmental stressors, such as drought or heat, respond more effectively to those same challenges when they reoccur. This memory is not based on a nervous system, as in animals, but rather on epigenetic changes that modify how genes are expressed without altering the genetic code itself. Mechanisms such as DNA methylation and histone modification allow the plant to "remember" and adapt physiologically to recurring threats.
Proponents argue that this adaptive memory holds significant promise for agricultural development, especially in the face of climate change. One suggested application is the development of crop varieties that are capable of retaining stress memory across generations, thereby producing offspring that are more resilient to environmental extremes. This would be particularly useful in regions prone to droughts or heatwaves. Some researchers suggest that mild pre-conditioning of plants—also called priming—could prepare them to survive harsher conditions later in their life cycle.
Furthermore, stress memory may reduce the need for chemical inputs, such as fertilizers and pesticides. If plants can adapt and become hardier after experiencing moderate stress, farmers might spend less on external inputs while maintaining or even increasing productivity. Finally, the fact that these changes are epigenetic, not genetic, implies that the benefits of plant memory can be harnessed without resorting to controversial genetic engineering methods. For these reasons, many plant scientists believe that exploring and utilizing stress memory mechanisms in agriculture will become a central component of sustainable farming strategies in the future.
Step 2. Listen to part of a lecture below and take notes.
Important!: Write out the three main ideas and their elaborations/illustrations/details that the lecturer provides. You should connect the points made in the lecture to the points made in the reading! When you hear the question, click to show the passage and question and begin your response.
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Step 3. Write your answer.
Writing time - 16 min.
✍️ Planning/Outlining - 2–3 minutes: Organize notes: match each reading point with the lecture's illustration.
Writing the Essay - 12–13 minutes: Write your 4-paragraph response clearly and concisely.
Tip: Write at least 300 words
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2. Independent writing
Reading time -2 minutes, writing time-8 minutes
Step1. Read the text
Professor Evans’ Post:
We’ve been studying how plants can adapt to their environment, sometimes even retaining a “memory” of drought, heat, or pollution. This raises a question for urban planners.
Should cities incorporate adaptive plant systems into their design to deal with environmental challenges like air pollution or extreme weather?
Post your thoughts and respond to at least one other student’s idea.
Student 1: Lena
I think it’s a great idea. Plants that “remember” past drought or pollution exposure could be more effective in urban spaces, especially as climate change gets worse. For example, using vegetation that’s already adapted to hot, dry conditions could reduce the need for artificial cooling and frequent watering. Also, if certain plants get better at absorbing pollutants over time, that’s a natural way to clean the air in cities.
Student 2: Marco
I’m not convinced. It sounds too unpredictable. Even if some plants show memory in labs, real cities have constant changes in air quality, temperature, and soil. I think urban design should rely more on reliable technology, like air filters and cooling systems, which can be monitored and adjusted. Plus, using plants this way might involve high maintenance or take too long to show results.
Writing Question:
Write a response (about 120 words) stating your opinion on the issue. Be sure to:
- State your own view clearly
- Refer to the opinions of both Max and Emma
- Use specific reasons or examples
Step 2. Write a response
Tip: Write at least 120 words
Important: Address both students' views!
III. Speaking
3. Independent speaking_1
Using words from the text and lecture in exercise 1, prepare answers to the following questions:
a. What is one natural disaster that frequently threatens crops in your country? Explain why it is harmful and how farmers usually deal with it.
b. Do you think your government is doing enough to protect agriculture from environmental challenges like droughts or floods? Use details and examples to explain your answer.
Use one of the following speaking-1 templates:
Basic Template:
Main Point (choose one):
- "I support the view that…"
- "I believe it is preferable to…"
- "I find it a great/poor idea to…"
Transition (optional):
- "I hold this opinion for several reasons."
First Reason:
- "To begin with…" + "For instance…" (followed by a personal example).
Second Reason:
- "Additionally…" + "To elaborate…" (and include more details).
Advanced Template:
Personally, I firmly believe [MAIN POINT].
This is mainly due to [REASON 1].
By this, I mean [expand on the reason].
Furthermore, [REASON 2].
For example, [expand on the reason or provide an illustrative example].
3. Integrated Speaking_2
Active vocab
Step1. Read the following announcement:
New Volunteer Opportunity at the University Orangery
The Biology Department invites students from all majors to volunteer in the university’s orangery this semester. The orangery is home to hundreds of plant species and plays a key role in campus sustainability efforts. Students who take part in the program will assist with watering, pruning, pest control, and educational tours. As an incentive, those who complete the minimum required hours will receive extra credit added to their academic record.
The department believes that this opportunity will promote hands-on learning and deepen students’ appreciation for environmental care and teamwork.
—Office of Student Council
Step 2. Listen to the audio file below. During the real exam you will hear the audio only once. But now you can listen to it as many times s you want.
If you have difficulty understanding the the audio, Click here to read the script
Step 3. Prepare and record (in a messenger) an answer to the following question.
Preparation time - 30 seconds, speaking time - 60 seconds.
The woman expresses her opinion of the university’s announcement. State her opinion and the reasons she gives for holding that opinion
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Integrated speaking_3
Step1. Read the text
Reading time: 45 seconds
Genetically Modified Plants in Urban Planning
As climate change increases the frequency of extreme weather events, many city planners are turning to genetically modified (GM) plants as a solution for making urban green spaces more resilient. These plants can be engineered to tolerate severe drought, extreme heat, and even freezing temperatures. Supporters argue that using such plants in parks, streetscapes, and rooftops would reduce the need for irrigation and plant replacement, lowering long-term maintenance costs. Additionally, GM species could be customized to grow in poor soil conditions, allowing green infrastructure to expand into previously unusable urban areas. For these reasons, investing in GM plants is viewed as a forward-looking and efficient strategy for cities adapting to environmental stress.
Step 2. Listen to the lecture
Note: Take notes of illustrations of the ideas given in the reading!
Hard to understand? Click here to show/hide the script of the lecture.
Step 3. Prepare and record your answer (send in a messenger)
Preparation time: 30 seconds
Answer time: 60 seconds
Speaking Time: 60 seconds
Integrated speaking_4
Step1. Read the text
Reading time: 45 seconds
Chemical Signals and Plant Memory
Recent research in chemical biology has shown that plants possess a surprising ability to retain and respond to information from past environmental experiences. This phenomenon, often referred to as plant memory, is not memory in the neural sense—as plants lack a nervous system—but rather a biological process driven by chemical signals and gene regulation.
When plants are exposed to stressors such as drought, heat, or pathogen attacks, they often undergo epigenetic modifications. These changes involve chemical alterations to DNA or histone proteins, which influence how genes are expressed without altering the genetic code itself. In particular, the accumulation of signaling molecules like calcium ions and reactive oxygen species initiates complex hormonal responses involving compounds such as abscisic acid and salicylic acid.
Over time, these responses can become “encoded” into the plant’s physiology, enabling it to react more efficiently if the same stress recurs. Some of these adaptive changes may even be passed on to the next generation through seeds, giving rise to what scientists call transgenerational memory. This field of study holds significant promise for improving crop resilience and understanding how organisms without brains can still adapt intelligently to their surroundings.
Step 2. Listen to the lecture
Note: Take notes of illustrations of the ideas given in the reading!
Hard to understand? Click here to show/hide the script of the lecture.
Step 3. Prepare and record your answer (send in a messenger)
Preparation time: 30 seconds
Answer time: 60 seconds
Speaking Time: 60 seconds
Difference between speaking 3 not 4?
|
Task |
Structure |
Content |
Preparation time |
|
Speaking 3 (new format) |
Short reading + Professor lecture |
Concept explained through examples |
30 sec |
|
Speaking 4 |
Short reading + More complex Professor lecture |
Concept explained through usually deeper examples |
20 sec |