9 Smart Resources for Stress-free TOEFL Listening Practice

By Wiki Study in Exam tips, Listening 0 Comment
9 Smart Resources for Stress-free TOEFL Listening Practice

How do you start practicing for the TOEFL Listening section?

You start very, very early.

At least several months before the TOEFL is recommended.

Even earlier is better, since it takes time to build up understanding and work on vocabulary.

If you’re starting a little late, though, don’t panic! You can still use the time you have left wisely.

Listening is the second section on the TOEFL that you get to work on right after Reading. The TOEFL Listening tasks consist of short-to-medium-length audio clips from lectures, academic talks and more casual conversations and dialogues.

The section can be from 60 to 90 minutes long and have 34 to 51 questions. It is a very intensive part of the test, and many people find it the most difficult.

Listening can definitely be challenging: Understanding spoken language requires getting used to tone and speed of speech. There might even be slang used.

Also, most audio clips are played only once. This means there is no second opportunity to catch content, like during the Reading or Writing sections.

Having a good working vocabulary is also needed to do well at TOEFL Listening.

The good news is that listening practice can be fun. It doesn’t have to be serious or academic all the time, and it doesn’t have to be stressful. You can incorporate TOEFL Listening practice into your everyday activities and even hobbies!

In this post, we’ll look at some great listening resources you can use to prepare yourself for test day.

But before you start listening, let’s look at the basic skills you should focus on.

Skills You Will Need for TOEFL Listening

First things first, you need to know what to work on when preparing for the TOEFL Listening section. These are the skills that will help you to succeed:

  • The ability to understand what is being said or discussed.
  • Knowledge of single words and phrases (good vocabulary).
  • The ability to grasp general meaning quickly without getting stuck on parts you don’t understand.
  • Keeping up with different accents (American, British, Australian, New Zealand).
  • Knowing how to take effective notes (since most Listening tasks play out dialogues only once).

How to Prepare Yourself for TOEFL Listening Practice

Before you start having fun with practicing listening, you need to do some formal studying, either by yourself or in a study group. To do well on the test, you will need to know the specific format of tasks and get used to doing them.

Make use of the official sample questions and dialogues to study the types of questions that get asked on the TOEFL.

Also work on expanding your vocabulary, especially vocabulary used in casual conversations about university life. Be sure to test yourself on it.

Remember that the TOEFL focuses on lecture excerpts, political or scientific discussions and formal dialogues. So the best way to practice is to listen to lecture recordings, talks and podcasts.

There are some great resources to help you with this below.

9 Smart Resources for Stress-free TOEFL Listening Practice

9 Smart Resources for Stress-free TOEFL Listening Practice

9 Smart Resources for Stress-free TOEFL Listening Practice

Once you are familiar with how TOEFL Listening works, you can add some more fun ways to practice it!

While there are lots of things you can do to improve your listening skills in general (like watching movies in English, listening to English music and talking to native speakers), to do well on the TOEFL you need to improve your test-specific knowledge. However, this doesn’t mean all your studying has to be dull and formal.

Radio is a great alternative to formal studying. It can provide the challenge of listening to audio on specific topics while also being fun and interesting. One big advantage of radio is its wide availability from different countries, which gives you a great tool for working on your understanding of various accents.

Video can also provide motivation. Video can keep your attention even if you don’t feel like practicing listening. Even more formal lectures and talks can be more fun with visuals involved.

Here are some resources to get you started with all kinds of listening that will help you on the TOEFL.

1. ExamEnglish TOEFL Listening

This study guide provides you with more sample exercises (in addition to those you will find on the ETS official website). On this page, you can get a good idea of how the listening part of the TOEFL usually goes. Working through these exercises will help you understand where you need to focus in your listening preparation. For example, you may need to work on overall comprehension, better note-taking or paying more attention to details.

2. OpenCulture Online Courses

 

This is an enormous catalog of online courses, lectures and talks. Some of the links are videos, but most of them are audio files. You can choose from any academic subject that interests you and get access to hours of lecture material. There are lectures from prestigious universities like Harvard, UC Berkeley, MIT and many more. This site will give you exposure to the real-life classroom setting and prepare you for TOEFL tasks that feature real people speaking.

3. Stanford on iTunes

Stanford University on iTunes can be very helpful if you don’t feel like digging through lots of links for courses. You can go straight to this collection of lectures from one of the best universities in the world! Stanford offers so many lectures and talks from its top faculty, it’s enough to pass a hundred TOEFLs! All courses are free and get updated regularly.

4. Wiki-TOEFL

Wiki TOEFL is your best bet for handpicked English videos from all over the internet. Whether you’re looking for an educational clip, news, an inspiring talk or some conversation, you’ll find it here! With Wiki-TOEFL, you can listen to a variety of topics and get used to a variety of accents. Interactive captions make it easy to pause and explore words you don’t know, which means you can work on your listening skills and build your vocabulary at the same time. The short videos are great for trying to grasp an overall idea—a very necessary skill for the TOEFL! Wiki-TOEFL is suitable for all English levels and is available right on the website.

5. ManyThings.org

Students of all levels of English decide to take TOEFL. Not every test-taker is an advanced speaker. ManyThings caters to students at the beginner to intermediate levels by providing audio clips on various topics along with transcriptions. You can listen to the clip while following along with the transcription. Or you can listen first and check your understanding afterwards. This is a great resource for TOEFL listening practice directed at students with a lower intermediate level of English.

6. iHeartRadio

This website has tons of radio stations for you to choose and stream online. You can find a podcast or a radio program based on your hobbies and interests. Browse different categories or pick a radio genre: You’ll find comedy, sports, news, talk and even college radio. The stations are mostly USA-based, so they are useful for American English practice and understanding of slang.

7. BBC World Service

The BBC is a great tool for mastering your understanding of proper British English. The BBC makes its radio available to listeners worldwide (as opposed to its television programming, which is only accessible to viewers with UK IP addresses). This is a high-quality public radio station for news and discussions of current affairs. Tune in and get listening to British accents!

8. BBC Radio 4

If you feel like being entertained, BBC Radio 4 is a great resource for drama, comedy and educational programs. Listening to any of them will help you with overall understanding, catching the general meaning of dialogues and building your vocabulary—especially if you choose to listen to one of their educational shows. Try taking notes and seeing how effective they are for remembering the contents of the program.

9. TED Talks

TED Talks are lectures on a wide variety of engaging and sometimes bizarre topics, delivered by professionals and enthusiasts in their fields. TED Talks are available in both audio and video formats. They are useful for TOEFL practice because you can really narrow your search down to a specific area. Pick a language (that would be English, of course). Pick a topic. Pick a short talk, if you only have twenty minutes to spare, or pick an hour-long lecture. You can even pick a speaker! TED Talks are as close as it gets to listening to a lecture in a non-academic setting.

Now that you have these resources to make your TOEFL Listening practice not only effective, but also fun, it is time to begin studying!

Remember that good listening skills do not appear overnight. It is very important to give yourself enough time to build them up.

Have patience with yourself, go at a steady pace…and keep listening!

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TOEFL IBT PRACTISE TEST 33 FROM MASTERING SKILLS FOR TOEFL IBT

By Wiki Study in Listening 26 Comments
TOEFL iBT Listening Practice Test 33

TOEFL IBT PRACTISE TEST 33 FROM MASTERING SKILLS FOR TOEFL IBT

*Note: Comment below if you need the answer key from us. If you have any concerns, please comment below!

 

TASK I


Directions: Listen to Track 86.

Directions: Now answer the questions.

1.What are the speakers mainly discussing?

  • Getting financial aid for college
  • Planning a student’s course schedule for the next four years
  • Taking courses during the summer session
  • Differences in admissions requirements between Hooper University and two other schools

2.Why does the student want to take classes at City College?

  • Because Hooper University does not offer the classes he wants
  • Because City College classes cost less money than ones at Hooper University
  • So that he can take classes on the weekend
  • So that he can graduate from Hooper University early

3. Why will the man probably take only two courses?

  • Students are limited to two summer courses.
  • He can attend classes only on Saturday and Sunday.
  • His financial aid will pay for only two courses.
  • His summer job will keep him from taking more than two courses.

4. What will Ms. Brinker probably do for the man? Choose 2 answers.

  • Give the man a student ID number
  • Give the man a financial aid form
  • Help the man figure out which classes to take                                                                              .
  • Help the man apply to Hooper University
  • Put the man’s information into the City College admission system

5.Listen to Track 87.

  • The man waited too long to apply to City College
  • The man should not attend Hooper University.
  • The man will be able to do what he wants to do.
  • The man is very unlucky.

World History

 

Directions: Now answer the questions.

6.What is the main purpose of the lecture?

  • To compare the study of world history to the study of United States history
  • To explain to the students their next assignment
  • To explain different approaches to the study of world history
  • To explain the origins of history as an academic discipline

7.Why does the professor mention the Western-Heritage Model used in her high school?                                                                                                          y

  • To explain why she prefers using the model
  • To emphasize that the model was widely used in the past
  • To correct an error in a student’s description of the model
  • To compare high school history courses to college history courses

8.According to the professor, what is an advantage of the Different-Cultures Model?

  • It focuses on the history of the United States.
  • It is based upon the most widely researched theories.
  • It includes the history of a variety of cultural groups.
  • It makes thematic connections across different cultural groups.

9. What aspect of Islamic civilization will the professor likely discuss in the course?

  • A succession of Islamic rulers
  • The ancient origins of Islamic architecture
  • The isolation of European cultures from Islamic influence
  • Islamic elements in African cultures

10.Match each of the topics below with the type of world history course in which it would most likely be discussed.

Write your answer choices in the spaces where they belong

The Western-Heritage Model The Different-Cultures Model The Patterns-of-Change Model
     

Answer Choices

  • The contributions of Native American art to United States culture
  • The independent discovery of printing techniques in Asia and Europe
  • Ancient Roman foundations of the United States legal system

11. Listen to Track 89.

  • She doubts that the course will fulfill the students’ expectations.
  • She hopes that the students selected the course because of their interest.
  • She is pleased that the course will fulfill the requirements.
  • She is worried that the students might not be familiar with the course requirements.

Environmental Science

Directions: Now answer the questions.

12.What does the professor mainly discuss? .

  • A common weather pattern in the southern Great Plains region
  • Factors that created an ecological and human disaster
  • Farming techniques introduced during the Dust Bowl era
  • The erosion of grasslands by excessive rainfall

13. What happened during the agricultural expansion in the southern Great Plains?

  • People improved the soil by planting wheat.
  • Raising cattle and other livestock became less common.
  • Most of the landowners became farmers.
  • Much of the grassland was destroyed.

14.What point does the professor make when he mentions that good topsoil takes thousands of years to form?

  • It takes a long time to ruin good topsoil.
  • It was wrong to believe that land could not be damaged.
  • Farmers should not have moved on to other places.
  • Plowing the land creates good topsoil faster than natural processes do.

15.Why does the professor mention that drought is often blamed as the cause of the Dust Bowl?

  • To explain that many tenant farmers had to leave their land before the Dust Bowl era
  • To emphasize that the Dust Bowl resulted mainly from soil erosion
  • To show why the local population increased when rainfall returned to normal
  • To prove that the drought was the worst on record at that time

16.According to the professor, what did the Soil Erosion Act do to improve soil conservation? Choose 2 answers.

  • It provided special equipment for farmers.
  • It encouraged farmers to use better farming techniques.
  • It turned damaged farmland into permanent grassland.
  • It increased the variety of crops grown on each farm. .

17.Listen to Track 91.

  • To ask the students for their opinions
  • To express uncertainty about a historical situation
  • To emphasize a point he has just made
  • To correct an earlier statement

 

Directions: Now answer the questions.

18.Why does the man go to see the woman?

  • To ask her to talk to his professor about an exam
  • To get help completing an assignment
  • To get help understanding why he is having trouble in his classes
  • To ask her opinion about which class he should take

19.What does the man imply about his Spanish class?

  • He helps other students in the class.
  • He is doing well in the class.
  • He cannot complete all the assignments.
  • He needs to study more for the class.

20. What problem does the man have with his reading assignments? ‘

  • He is not interested in what he reads.
  • He cannot memorize definitions of terms.
  • He is overwhelmed by the amount he has to read.
  • He has difficulty identifying what is important information.

21. Why does the woman tell the man about her own experience as a student?

  • To make him aware that other students have similar problems
  • To encourage him to spend more time studying at the library
  • To explain the importance of remembering details
  • To convince him to take a study-skills course

22.What recommendations does the woman make about what the man should do? Choose 2 answers.

  • Underline definitions in the text as he reads
  • Write a summary of what he reads
  • Read the text twice
  • Find additional texts on his own

Astronomy

23.What is the lecture mainly about?

  • How astronomers found the correct interpretation for a certain observation
  • How astronomers distinguish between two kinds of nebulae
  • Various improvements to the telescope over the last 300 years
  • An old problem in astronomy that remains unsolved

24.According to the lecture, how did distant galaxies appear to eighteenth-century astronomers?

  • Like the moons of planets
  • Like small clouds
  • Like variable stars
  • Like bright points of light

25.What could astronomers better estimate once they knew what nebulae really were?

  • The diameter of variable stars
  • The density of cosmic dust
  • The size of the universe
  • The average number of planets in a galaxy

26.According to the professor, what did a 1920s telescope allow astronomers to do for the first time?

  • Study the moons of Jupiter
  • Observe gamma-ray bursters
  • Reject the dust theory of nebulae
  • Prove that galaxies are surprisingly small .

27.What did eighteenth-century astronomers have in common with astronomers today?

  • They could not explain everything they detected with their instruments.
  • They knew the correct distances of objects they could not identify.
  • Their instruments were not powerful enough to detect spiral nebulae.
  • They argued over the natural brightness of variable stars.

28. Listen to Track 94.

  • She is certain about the correct answer.
  • She is now aware that her original idea had a weakness.
  • She is not convinced that the professor is right.
  • She thinks that the professor misunderstood what she said earlier.

Art History

Directions: Now answer the questions.

29.What is the lecture mainly about?

  • Various painting techniques
  • Ways to determine the purpose of a piece of art
  • How moral values are reflected in art
  • How to evaluate a piece of art

30. According to the professor, what did ancient Greek philosophers value in a work of art?

  • An accurate imitation of life
  • An unusual perspective on life
  • The expression of complex emotions
  • The use of symbolism

31. Why does the professor talk about personal taste?

  • To point out its importance in the evaluation of art
  • To help students understand the meaning of aesthetics
  • To show that personal taste and aesthetics are the same
  • To help explain art from different cultures

32.Why does the professor mention wheels and spheres?

  • To illustrate how movement can be expressed in a piece of art
  • To demonstrate that objects are more important than colors in a piece of art
  • To give an example of objects that have symbolic significance
  • To explain why some objects rarely appear in works of art

33.  The professor mentions 4 formal steps used in examining a piece of art. Place the steps in order from first to last.

Write your answer choices in the space where they belong. You can either write the letter of your answer choice or you can copy the sentence.

1  
2  
3  
4  

TASK II: Fill in the blank

Continue reading

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TOEFL IBT PRACTISE TEST 32 FROM MASTERING SKILLS FOR TOEFL IBT

By Wiki Study in Listening 7 Comments
TOEFL iBT Listening Practice Test 32

TOEFL IBT PRACTISE TEST 32 FROM MASTERING SKILLS FOR TOEFL IBT

*Note: Comment below if you need the answer key from us. If you have any concerns, please comment below!


Listen to the lecture in biology class:

1.What is the main topic of the lecture?

  • Why sharks are probably solitary hunters
  • How sharks send messages to each other
  • The differences between male and female sharks
  • The hunting patterns and behaviors of sharks

 

2. Listen again the lecture to the part of the lecture. Then answer the question:

What does the professor mean when he say that?

  • Sharks and wolves have many similar characteristics.
  • Sharks may actually hunt more like wolves than leopards.
  • Researchers found that sharks did not always hunt in packs.
  • Scientists are starting to learn about solitary hunting behavior in sharks.

3.What is the professor’s attitude toward the researchers who worked around Cocos Island?

  • He admires them for their work.
  • He does not understand why they did it.
  • He thinks it was not worth the danger.
  • He does not believe they actually did it.

4. According to the passage, why do old sharks let young sharks hunt first?

  • To make sure they get enough to eat
  • To allow them to gain experience
  • To learn new techniques from them
  • To get food remains from them

5.How does the professor organize the information about tracking sharks that he presents to the class?

  • He gives information about the difficulties of tracking the sharks.
  • He explains the process and the information scientists learn from it.
  • He describes why it is important to track the sharks.
  • He tells the students about his own experience tracking sharks.

6.What can be inferred about whales?

  • They are not as intelligent as sharks.
  • They tend to swim in unfamiliar areas.
  • They cannot defend themselves against sharks.
  • They are one type of sharks’ prey.

Listen to the lecture in a history class ( Track 84)

7. What is the main topic of the lecture?

  • The influence of trade on the Venetian Republic
  • How wars with the Genoese led to the decline of Venice
  • The ways that Venice overcame problems with trade
  • Why trade was unimportant in the Venetian Republic

8. Why does the professor mention Rome?

  • To introduce Venice’s primary competitor
  • To add that Rome was the strongest empire
  • To emphasize the long history of Venice
  • To compare the Roman Empire with that of Venice

9. How did the defeat of the Normans benefit the Venetians?

  • It provided Venice with additional territory.
  • It resulted in an alliance with Byzantine.
  • It gave Venice control of northern
  • It helped Venice gain international

10. What does the professor mean when she say this?

  • She wants to remind the students that the Byzantine empire was unjust.
  • She wants to give another reason why tensions grew between Byzantine and Venice
  • She thinks it was unfair that Venice grew antagonistic toward Byzantine
  • She is proposing that Venice became rich by repressing Byzantine empire.

11.Listen again to part of the lecture. Thenanswer the question.

Why does the professor say this:

  • She wants the students to understand the effects of the Genoese influence.
  • She wants to point out that the Byzantines took over the monopoly.
  • She is explaining that the Venetians were not affected by the Genoa-Byzantine alliance.
  • She is detailing how the Genoese brought the Venetian Republic down.

12. Based on the information from the lecture, indicate whether or not each event occured in the Venetian Republic. Place a checkmark in the correct box:

Yes No
The Venetian Republic was invaded by the Normans
The Venetian Republic became trade partners with the Genosese
The Venetian Republic defeated the Genoese in 1381
The Venetian Republic allied with the Genoa against the Byzantine Empires

 

 

Listen to a conversation between a student and a university employee.

13. What problem does the students have?

  • She needs to file a police report for her stolen laptop.
  • She needs help in order to replace her computer,
  • She wants a loan to pay for a computer
  • She cannot figure out how to order a new laptop

14. What is the student’s attitude toward her financial aid package?

  • She is satisfied with
  • She thinks it is unfair.
  • She thinks it is a mistake.
  • She is confused by the amount.

15. Listen again to part of the conversation.

Then answer the question. Why does the man say this:

  • He wants to find out what the problem is.
  • He does not think the student has a reason to ask for aid.
  • He is trying to figure out the mistake in the
  • He is curious about the student life at the university.

16. How can the Computer Purchase Program help the student?

  • She can get a job with the university to pay off her
  • She can order a brand new computer from any
  • She can receive a discount on a new computer,
  • She can get a new computer for free from the university.
  1. What can be inferred about the student’s last computer?
  • It never worked properly.
  • It was the first computer she ever owned.
  • Her sister used it during college.
  • She did rot take care of
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TOEFL IBT PRACTICE TEST 31 from Official TOEFL iBT Test

By Wiki Study in Listening 5 Comments
TOEFL iBT Listening Practice 31

TOEFL IBT PRACTICE TEST 31 from Official TOEFL iBT Test with Audio volume 1


Directions: Now answer the questions.

1.Why does the man go to the computer center?

  • To learn how to use the Internet
  • To ask the woman where he can buy a computer
  • To ask if he can get instruction on using computers
  • To find out where the computer labs are located

2.How did the man probably feel when he first arrived at the computer center?

  • Embarrassed about his lack of computer skills
  • Excited to learn about computers
  • Upset that he needs to take an expensive computer course
  • Nervous about an assignment to write a paper on a computer

3.What does the woman imply about the book she bought for her father.

  • It does not include instruction on word processing.
  • It is not available at the campus bookstore.
  • It is intended only for people with a lot of computer experience.
  • It might be helpful for the man.

4.What does the woman imply about the student assistants?

  • The man will not be able to work with them for long.
  • They may not be good instructors for beginners.
  • They are required to teach students to use the computers.
  • Not all of them know about computers.

5.What will the woman do to help the man?

  • Lend him a book on computers
  • Give him a list of computer courses
  • Give him a list of student assistants
  • Recommend a computer instructor

Economics

Directions: Now answer the questions.

6.What is the lecture mainly about?

  • How restrictions on international trade can cause economic harm
  • Ways to limit the expansion of international trade
  • Factors that influence the distribution of exports
  • Why international trade has expanded in recent years

7.According to the professor, why do many people want imports to be regulated?

  • To allow for price increases in domestic products
  • To make the prices of exports more competitive
  • To protect against domestic unemployment
  • To encourage the economic growth of certain industries

8. According to the professor, what is a negative result of limiting imports?

  • The pace of technological innovation slows down.
  • The number of domestic low-paying jobs decreases.
  • People move to areas where income is lower.
  • The potential income from exports is reduced.

9.What does the professor imply abo« the sugar industry in Florida?

  • It is a good source of high-paying jobs
  • It should not be protected fronn competition from imports.
  • It is a good example of international specialization
  • It is managed cost effectively.

10.What does the professor imply about the effect of increasing imports?

  • It will eventually result in a decrease in exports.
  • It is not necessarily bad for the economy.
  • It creates domestic economic problems that are easily solved
  • Its impact on the economy is immediately apparent.

11.What is the professor’s opinion of retraining and relocating unemployed people,

  • It IS more expensive overtime than blocking imports.
  • It can sometimes have unintended consequences.
  • It is one possible way to adapt to an increase in imports.
  • It maintains the production levels of inefficient industries

Marine Biology

12. What does the professor mainly discuss?

  • Why some whales do not migrate?
  • How and why baleen whales migrate
  • How baleen whales communicate with other whales
  • How different whales hunt for their food

13.According to the professor, what is a common reason for migration that does NOT apply to baleen whales?

  • The need to avoid lower water temperatures
  • The need to raise young in a suitable environment
  • The need to find better feeding grounds
  • The need to find a mating partner

14.In order to prove or disprove the balancing-act theory of whale migration, what question needs to be answered?

  • Whether or not whales have good eyesight
  • How long baleen whales are able to survive without food
  • How fast baleen whales can swim compared with other kinds of whales
  • Whether moving south saves whales more energy than staying north

15.According to the professor, what are the possible means used by migrating whales to find the right direction? Choose 3 answers.

  • Using magnetic fields as a guide
  • Recognizing coastal landmarks
  • Following the heat of the tropical water
  • Listening to sounds that bounce off of the land
  • Following the migrating plankton

16.Listen to Track 66.

  • She is not an expert on what she is about to discuss.
  • She discuss only what is relevant to her main point.
  • She thinks her students already understand her point.
  • She will not repeat what was discussed in previous classes.

17.Listen to Track 67.

  • It is not obvious how whales find their way.
  • Different whales have different ways of locating food.
  • Whales have a poor sense of orientation.
  • Scientists have not been able to track the whales.
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TOEFL IBT Practice Test 30 from Official TOEFL iBT Test

By Wiki Study in Listening 23 Comments
TOEFL iBT Listening Practice 30

TOEFL IBT Practice Test 30 from Official TOEFL iBT Test with Audio volume 1

*Note: If you need the answer key for this test, please comment your email below. Therefore, we can send it for you immediately!!

Directions: Now answer the questions.

1.Why does the man go to the computer center?

  • To learn how to use the Internet
  • To ask the woman where he can buy a computer
  • To ask if he can get instruction on using computers
  • To find out where the computer labs are located

2.How did the man probably feel when he first arrived at the computer center?

  • Embarrassed about his lack of computer skills
  • Excited to learn about computers
  • Upset that he needs to take an expensive computer course
  • Nervous about an assignment to write a paper on a computer

3.What does the woman imply about the book she bought for her father.

  • It does not include instruction on word processing.
  • It is not available at the campus bookstore.
  • |t is intended only for people with a lot of computer experience.
  • It might be helpful for the man.

4.What does the woman imply about the student assistants?

  • The man will not be able to work with them for long.
  • They may not be good instructors for beginners.
  • They are required to teach students to use the computers.
  • Not all of them know about computers.

5.What will the woman do to help the man?

  • Lend him a book on computers
  • Give him a list of computer courses
  • Give him a list of student assistants
  • Recommend a computer instructor

Economy

Directions: Now answer the questions.

6.What is the lecture mainly about?

  • Ways to limit the expansion of international trade
  • How restrictions on international trade can cause economic harm
  • Factors that influence the distribution of exports
  • Why international trade has expanded in recent years

7.According to the professor, why do many people want imports to be regulated?

  • To allow for price increases in domestic products
  • To make the prices of exports more competitive
  • To protect against domestic unemployment
  • To encourage the economic growth of certain industries

8.According to the professor, what is the negative result of limiting imports?

  • The pace of technological innovation slows down.
  • Te number of domestic low-paying jobs decreases.
  • People move to areas where income is lower.
  • The potential income from exports is reduced.

9.What does the professor imply abo« the sugar industry in Florida?

  • It is a good source of high-paying jobs
  • It should not be protected from competition from imports.
  •  It is a good example of the effect of international specialization
  • It is managed cost effectively.

10.What does the professor imply about the effect of increasing imports?

  • It will eventually result in a decrease in exports.
  • It is not necessarily bad for the economy.
  • It creates domestic economic problems that are easily solved
  • Its impact on the economy is immediately apparent.

11. What is the professor’s opinion of retraining and relocating unemployed people,

  • It IS more expensive overtime than blocking imports.
  • It can sometimes have unintended consequences.
  • It is one possible way to adapt to an increase in imports.
  • It maintains the production levels of inefficient industries
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TOEFL IBT Listening Practice Test 29 from Official TOEFL iBT Test

By Wiki Study in Listening 7 Comments

TOEFL IBT Listening Practice Test 29 from Official TOEFL iBT Test with Audio Volume 1

Listening Section Directions
This test measures your ability to understand conversations and lectures in English.The Listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time.

After each conversation or lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Continue reading

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1 2 3 4

TOEFL IBT Listening Practice Test 28 from Official TOEFL iBT Test

By Wiki Study in Listening 10 Comments

TOEFL IBT Listening Practice Test 28 from Official TOEFL iBT Test with Audio Volume 1

Listening Section Directions
This test measures your ability to understand conversations and lectures in English.The Listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time.

After each conversation or lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Continue reading

Click to rate this post!

TOEFL IBT Listening Practice Test 27 from Official TOEFL iBT Test

By Wiki Study in Listening 5 Comments
TOEFL IBT Listening Practice Test 27 from Official TOEFL iBT Test

TOEFL IBT Listening Practice Test 27 from Official TOEFL iBT Test with Audio Volume 1

Listening Section Directions
This test measures your ability to understand conversations and lectures in English.The Listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time.

After each conversation or lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Continue reading

Click to rate this post!
1 2 3

TOEFL IBT Listening Practice Test 26 from TOEFL iBT Navigator

By Wiki Study in Listening 52 Comments

TOEFL IBT Listening Practice Test 26 from TOEFL iBT Navigator – Powerful tools to help you navigate TOEFL iBT

Listening Section Directions
This test measures your ability to understand conversations and lectures in English.The Listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time.

After each conversation or lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Continue reading

Click to rate this post!

TOEFL IBT Listening Practice Test 25 from TOEFL iBT Navigator

By Wiki Study in Listening 30 Comments
TOEFL IBT Listening Practice Test 25 from TOEFL iBT Navigator

TOEFL IBT Listening Practice Test 25 from TOEFL iBT Navigator – Powerful tools to help you navigate TOEFL iBT

Listening Section Directions
This test measures your ability to understand conversations and lectures in English.The Listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time.

After each conversation or lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Continue reading

Click to rate this post!

TOEFL IBT Listening Practice Test 24 from TOEFL iBT Navigator

By Wiki Study in Listening 27 Comments
TOEFL IBT Listening Practice Test 24 from TOEFL iBT Navigator

TOEFL IBT Listening Practice Test 24 from TOEFL iBT Navigator – Powerful tools to help you navigate TOEFL iBT

Listening Section Directions
This test measures your ability to understand conversations and lectures in English.The Listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time.

After each conversation or lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Continue reading

Click to rate this post!

TOEFL IBT Listening Practice Test 23 from TOEFL iBT Navigator

By Wiki Study in Listening 6 Comments
TOEFL IBT Listening Practice Test 23 from TOEFL iBT Navigator

TOEFL IBT Listening Practice Test 23 from TOEFL iBT Navigator – Powerful tools to help you navigate TOEFL iBT

Listening Section Directions
This test measures your ability to understand conversations and lectures in English.The Listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time.

After each conversation or lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Continue reading

Click to rate this post!