TOEFL IBT Listening Practice Test 11 Solution, Explanation & Transcripts

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TOEFL IBT Listening Practice Test 11 Solution, Explanation & Transcripts

TOEFL IBT Listening Practice Test 11 From Delta’s Key TOEFL Test Solution & Explanation

1. A, C

The students discuss how they feel about their classes. The woman asks How do you like your classes this semester? The man replies Not bad,I guess. Thermodynamics is the hardest. The man asks How are your classes? The woman replies Pretty good, actually. All of my professors are great, and I really like my discussion class in Russian history. The students also discuss not having enough time to study. The man saysIt takes a long time for me to do the problems, and then I don’/ have enough time to do the reading for English and history. There just aren’t enough hours in a day. The woman saysI hear you; …Id end up working 25 hours a week. I never had enough time to study. (2.1)

2. C

The woman’s purpose is to agree that lack of time isa problem. The man says There just aren’t enough hours in a day. The woman replies I hear you, an expression of agreement. (2.3)

3. B

The woman says I like the discussions because we can go beyond the lecture and the reading; …I get a lot out of the discussions. I think I learn more, you know, when I get a chance to talk about Russian history. I certainly remember more of the details.And that sure helped me on the first test. (2.2)

4. D

The man says . ..I’ve never cared for discussion classes. I prefer the lecture format. Id rather listen to my professor than to my classmates. (2.3)

5. B

The man suggests that the woman find out more about a job opening. He says Hey, I know just the job for you! I saw—there s a notice on the job board in the Student Center—I just saw it today. There’s a job opening for host of the graduate student lounge.(2.4)

6. A

The professor mainly discusses the role of ethylene in plant aging processes. The professor says Several of the processes related to growth and aging in plants involve the effects of hormones. Today I’ll talk about two aging processes—the ripening of fruit and the falling of leaves in autumn. These processes involve a hormone called ethylene. (2.1)

7. D

The professor says Ethylene is unique among plant hormones because it s the only hormone that s a gas.(2.2)

8. A, C One effect of ethylene is that fruit becomes softer as it ripens: One example of the aging process is the ripening of fruit. The ripening of fruit involves several changes in structure and metabolism; One change is the weakening of cell walls, which softens the fruit. Another effect is that trees shed their leaves in the fall:Another aging process in plants where ethylene plays a role is the falling of leaves in autumn.(2.2)

9. C

The professor’s purpose is to summarize the chain reaction of ripening. The release of ethylene causes fruit to ripen, which then causes the release of more ethylene, which then causes the ripening to spread from fruit to fruit. Thus, one bad (rotten) apple causes other apples to spoil, as the signal to ripen increases and spreads. (2.3)

10.

Yes: The decrease in chlorophyll causes fruit to lose its greenness and become ripe: …the decrease in chlorophyll content, which causes the fruit to lose its greenness.

Yes: Apples in storage bins are flushed with carbon dioxide to keep the air circulating: …storage facilities have to slow down the ripening caused by natural ethylene. For example, apples are stored in bins that are flushed with carbon dioxide.Circulating the air with carbon dioxide prevents ethylene from accumulating….

No: A tree’s roots grow hairs that help it absorb water from the soil: Not supported by the information in the lecture.

Yes: Weakened cell walls at the base of a leaf cause the leaf to break away: As the influence of ethylene becomes stronger, the cells start producing enzymes that weaken the cell walls of the breaking layer.Finally, with the help of wind or rain, the leaf breaks away at that layer and falls from the tree. (2.6)

11. B

The professor implies that both hormones and environmental factors cause leaves to fall. The falling of leaves involves the hormones ethylene and auxin. Environmental factors such as wind or rain also play a role. (2.4)

12. A, D

The professor says A manager has the ability to set goals, and then to accomplish what he or she sets out to do. Business managers shoot for results. This means that once you set your business plan and budget for the year, you have to achieve the sales, the market share, the earnings—whatever you set out to do. (2.2)

13. A

The professor’s purpose is to illustrate what a good manager does. The professor says But good managers have to adjust to changing circumstances…. but let me share a story I tell all my students.It s about two promising young people of equal intelligence and ability. Both are college students, and both want to go on to a top graduate school of business. (2.3)

14. C

The professor implies that May allowed events to keep her from reaching her goal. The professor saysBut then one year she gets the flu before final exams, and she performs poorly on her exams; But something always happens to wreck May s plans.(2.4)

15. B

The professor says After trying several different approaches—studying harder, reading more, asking for help—what she ends up doing is finding a graduate student to tutor her. She works long and thinks hard. And, of course, you know the end of the story: Kay gets her A. You can infer that Kay illustrates the point that success is possible if you keep trying. (2.4)

16. D

The professor wants a more satisfactory response from the class. The professor asks Now, what kind of manager is each student, but the students do not answer the question sufficiently. The professor repeats the question by asking But who s the better manager: May or Kay? After that, the students give more satisfactory responses to the professor’s question. (2.3)

17. B

The professor means that Kay set goals and achieved results, as managers do. The professor’s main point is that managers set goals and achieve results, andKay’s actions illustrate this. The professor saysShe had grasped the essentials of good business management—not because she worked so hard, but because when one action failed, she tried another, and another, until she achieved her goal. That is what managers do. (2.4)

18. B

The student would like the professor’s advice about a research project. The student says …StudentActivities is trying to find out what students think about the different events we sponsor. So I’m designing a study for them, and I was wondering ifI could get your advice. (2.3)

19. A

The student says Well, like I said, we want to find out what students like and don 7 like about our events—like the concerts we have, the masquerade ball, the spring picnic, and so on. (2.2)

20. B

The professor says A survey can be highly structured and does n 7 require a face-to-face situation, so that s an advantage. You could do a survey in the form of a printed questionnaire, or you could also do it over the telephone. (2.2)

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TOEFL IBT Listening Practice Test 10 Solution, Explanation & Transcripts

By Wiki Study in Solution for Listening 0 Comment
TOEFL IBT Listening Practice Test 10 Solution, Explanation & Transcripts

TOEFL IBT Listening Practice Test 10 From Delta’s Key TOEFL Test Solution & Explanation

1. D

The student’s purpose is to learn if he still has required courses to take. The student says …I wanted to check with you to see if there are any courses I still need before I transfer. I think I ve filled all the requirements, but I, uh, just wanted to make sure before I register. (2.3)

2. B

The adviser’s purpose is to let the student know that she will have to leave soon. The student asks the adviser if she is busy, and she tells him about a meeting at two-thirty. She says that she has a few minutes before she must leave for the meeting. (2.3)

3. B

The student says …I hope to transfer to the university next year. (2.2)

4. B, D

The student must take a course in natural science: You ’re required to have at least one more natural science course before you can transfer. He must also take a course in physical education: …it looks like you also need two credits in physical education; You ’re required to have four credits, and you’ve only got two so far. (2.2)

5. C

The student implies that he would like to know more about golf. He says I’ve only played a couple of times, but I need to do better than that. My boss plays golf and he’s always talking about it. It would be nice to know what he’s talking about! (2.4)

6. C

The professor mainly discusses a severe type of immune response called anaphylaxis. The professor says A massive allergic reaction to a sting is known as anaphylaxis; Anaphylaxis is actually a disease, a severe form of allergic over-response by the immune system when it s suddenly faced with a foreign substance. (2.1)

7. B, C

Bee venom can initiate anaphylaxis: One type of immune response has to do with bees…; But stings and bites usually aren V dangerous… unless you have an allergic reaction to the venom. Peanuts can initiate anaphylaxis: No one who was with her at the time knew she was allergic to peanuts, so they didn’t know why she suddenly went into respiratory distress. The reason, of course, was anaphylaxis. (2.2)

8. D
The professor’s purpose is to stress the serious effects of an allergy. The professor says …that’s what happened last year to a little girl who ate a peanut cookie at a birthday party. No one who was with her at the time knew she was allergic to peanuts, so they didn’t know why she suddenly went into respiratory distress. The reason, of course, was anaphylaxis. But by the time the medics got there, it was too late, and the girl died. (2.3)

9. A
The professor’s purpose is to stress the mysterious nature of severe immune responses. Scientists do not understand why some immune systems go crazy, or overreact to an offending substance, while other immune systems do not. (2.3)

10.
Yes: The chest feels tight and breathing is difficult:The chest feels tight, and the person has trouble breathing…./

Yes: The face and throat begin to swell: The tissues of the face and throat may swell up./

No: Fatty particles attach to the walls of blood vessels: Not supported by the information in the lecture.

Yes: The body releases histamine into the bloodstream: This sets off a whole series of reactions involving the release of histamine into the bloodstream.

No: The blood pressure rises dangerously high: The blood pressure drops dangerously low. (2.6)

11. C
The professor says With anaphylaxis, a few minutes can make the difference between life and death, so the keys to survival are being prepared and acting quickly. You can infer that survival depends on immediate medical treatment. (2.4)

12. D
The professor mainly discusses the effects of mail-order catalogs on rural America. The professor says Farm families were isolated, often with limited funds, and few could afford the time or the expense of shopping in the city. But all of this changed with the introduction of the mail-order catalog; TheSears catalog sold food, clothing, machinery, tools, stoves—anything and everything a farm family might need. (2.1)

13. A
The professor says In 1872, a Chicago merchant named Montgomery Ward began sending copies of a catalog to thousands of farmers in the Midwest;This is how Montgomery Ward and Company became the nation s first mail-order company. (2.2)

14. C
The professor’s purpose is to explain how these services helped the mail-order business. The professor says The mail-order business spread rapidly, largely because of improvements in postal services. The post office established Rural FreeDelivery… and Parcel Post…; These new services greatly contributed to the success of mail-order houses. (2.3)

15. A, B
The mass production of goods and the wide distribution of catalogs led to the similarity of goods available nationwide: The wide distribution of the Sears catalog had another interesting effect. The Sears catalog had a lotto do with the similarity of goods available nationwide. Of course, this was also due to the mass-production of goods; The two factors working together—mass production and nationwide distribution—tended to minimize regional differences in clothing styles. (2.2)

16. C
The professor means that the Sears catalog taught immigrants about American culture. The purpose of a textbook is to teach, and the Sears catalog was like a textbook because it taught immigrants how to dress, how to furnish their homes, and…how to cook American food. (2.4)

17.
Disagree: Nineteenth-century farm families had the same cultural opportunities as city residents: .. farm families felt that they weren’t keeping up with the urban population, which had electric lights, telephones, and access to the latest goods in department stores. Farm families were isolated, often with limited funds, and few could afford the time or the expense of shopping in the city,

Agree: Mail-order companies changed the lives of farm families across the country: This contact with the outside world broke their isolation and changed the outlook of rural America. Thanks to the mail-order houses of Montgomery Ward and Sears and Roebuck, no farm was too isolated to be aware of the latest clothing, furniture, farm equipment, music, and literature

Disagree: Clothing ordered from mail-order catalogs was more fashionable than clothing bought in department stores: Sears didn’t pretend to be a leader in fashion, but it did try to provide what average Americans wanted,

Agree: The Sears catalog provided an important illustration of American life: And for immigrants who wanted to become Americans, the Sears catalog was a textbook. Here they learned how to dress, how to furnish their homes, and… how to cook American food. (2.4)

18. B
The speakers mainly discuss factors that affect the color of water. The student asks …why is water blue, like blue glass? The tutor says It’s because water transmits light of every color, but it’s clearest for colors with shorter wavelengths; Well, there are actually lots of factors that affect the color of water.(2.1)

19. A
The student means that she does not believe that water is colorless. She was taught that water doesn’t have a color, but her own eyes tell her otherwise.Her eyes tell her that water does have a color. (2.4)

20. D
The student’s purpose is to check her understanding of what the tutor said. She says So, that means….Then she repeats the tutor’s explanation in her own words to check whether she understands correctly.(2.3)

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TOEFL IBT Listening Practice Test 09 Solution, Explanation & Transcripts

By Wiki Study in Solution for Listening 0 Comment
TOEFL IBT Listening Practice Test 09 Solution, Explanation & Transcripts

TOEFL IBT Listening Practice Test 09 From Delta’s Key TOEFL Test Solution & Explanation 

Listening (p. &6)

1.   C

The students mainly discuss the man’s upcoming art show. The woman says Hey, I heard about your senior thesis show in Gallery Two! That’s great! I’m so proud of you, Malcolm. The man then talks about his sculpture, which will be in the show. (2.1)

2.   A

The woman asks if she can bring her roommate to the opening reception. The man tells her to bring all her friends because more people will be merrier (more fun). You can infer that the man hopes that a lot of people come to the opening reception. (2.4)

3.   B, D

The man’s sculpture includes boxes of different colors: This time it’s three boxes—one red, one blue, and one black. It also includes different styles of music: There’s a different style of music for each color. The red box plays Dixieland jazz, the blue one plays solo saxophone, and the black one is all sad violins. (2.2)

4.   C

The man says Actually, I read an article on this topic about a year ago.this study about the moods of music… showed that people sort of think of different kinds of music—the different sounds and tones of music—in terms of colors. (2.2)

5.   B

The woman’s purpose is to explain a possible use of her photograph. She is talking about a black and white photograph of benches covered in snow, which might appear in next year’s catalog because the dean liked it. (2.3)

6.   B, C

The professor discusses how glaciers are created: You might expect that heavy snowfall is the main requirement for the formation of a glacier; For a glacier to form, the snow can’t melt. The professor also discusses the movement of glaciers: …part of the ice moves over the edge of the hollow and starts moving down the valley. Large glaciers usually move faster than small ones. Also, the movement is faster in the summer…; Most valley glaciers move at a rate of… (2.1)

7. A

The professor says Snowfall alone isn’t enough. For a glacier form, she snow can’t melt. It has to be conserved…

8.   C

The professor’s purpose is to describe conditions that lead to glacier formation. The professor is talking about the role of snow in glacier formation. She describes places in high mountains where snow accumulates, leading to glacier formation. (2.3)

9.

  •  No: Precipitation falls as freezing rain or ice pellets: Not supported by the information in the lecture.
  • Yes: Snow accumulates and gradually turns into ice: As snow accumulates in a hollow, it’s gradually converted to ice.
  • No: Minerals in the meltwater change the texture of snowflakes: Not supported by the information in the lecture.
  • Yes: Snow crystals become rounded and coarse, like grains of sugar: Gradually, over time, the snowflakes change into grains. They become rounded and granular, like the grains of coarse sugar,
  • Yes: Weight and movement compress the air out of squeezed out. The flow of the glacier down the mountain contributes to crystal growth, as the movement helps to compress the air out. (2.6)

10.     A

The professor says Most valley glaciers move at a rate of… oh … between a few inches and a few feet a day. But some glaciers—called surging glaciers— can travel as much as 300feet a day. (2.2)

11.     B

The professor says that glaciers in warmer climates cause more erosion, more carving out of the valley floor and that they have an impact on the landscape. You can infer that glaciers in warmer climates can change the shape of a mountain valley. (2.4)

12.     A

The professor implies that each design gives the audience a different experience. The professor says Each of these styles has advantages and disadvantages, and each is good for certain types of plays. Then he discusses how each stage design affects the experience of the audience. (2.4)

13.     C

The professor says However, the proscenium arch also creates a distancing effect—which is…a disadvantage for others; …for some plays—for, example, close-up views of real life—the proscenium is sort of a barrier between the actors and the audience. (2.2)

14.             B

The professor says … there s been a movement to bring theater closer to real life…a movement toward more informal, more intimate theater. Thus, we have the arena stage…; The actors are in the center, so everyone in the audience can be close to them. The effect is a sense of intimacy, a kind of closeness that comes whenever people form a circle. You can infer that an intimate drama about everyday life would best be produced on an arena stage. (2.4)

15.     C

The professor’s purpose is to describe the origins of the arena stage. The professor says The arena is the oldest style of theater. Then he mentions early theatrical performances such as ceremonies, rituals, and dances, which all took place in a circle. (2.3)

16.             D

The professor says The third design—the thrust stage—falls somewhere between the proscenium and the arena styles. In the thrust stage theater, the money like votes to buy goods. The professor continues by saying They use their money like votes to buy what they want. My votes compete with your votes over the goods we both want to buy. (2.4)

17.     A, D

The thrust stage combines the advantages of the other two styles: The thrust stage is kind of a compromise between the proscenium and the arena styles. It combines the scenic features of the proscenium theater with the intimacy of the arena stage. Many great plays were written for the thrust stage: …the fact that so many great dramatic works were written for it gives the thrust stage a prominent position among the other major forms. (2.2)

18.     C

The student wants to discuss the topic of her research. The professor says …you wanted to talk about your research ?; You1re studying goose populations, right? The student says Well, I was anyway. That’s what I wanted to talk to you about. I think I want to go in a different direction. (2.3)

19.     B

The student’s purpose is to explain why she wants to change the focus of her research. In her research into problems concerning geese, the student found an article that sent her off in a different direction. As a result, she wants to change her focus to the problem of geese and airplane accidents. (2.3)

20.      A

The professor means that results are tragic when airplanes strike birds. The woman tells about an airplane accident in which several geese were sucked into two of the engines, causing a crash in which the whole crew was killed. The professor responds by saying Birds and planes don’t mix, emphasizing the tragic results of such encounters between birds and planes. (2.4)

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TOEFL IBT Listening Practice Test 08 Solution, Explanation & Transcripts

By Wiki Study in Solution for Listening 0 Comment
TOEFL IBT Listening Practice Test 08 Solution, Explanation & Transcripts

TOEFL IBT Listening Practice Test 08 From Delta’s Key TOEFL Test Solution & Explanation 

Listening (p. 50)

1.   D

The man needs to replace his identification card. He says Excuse me. Is this where I can get a student ID?; I need to, um, replace my old one. (2.1)

2.   C

The man’s dog destroyed his student ID card. The man says I need to, um, replace my old one. You ’ll never believe it, but my dog ate it. (2.3)

3.   B

The man wants to replace his student ID card. He says So, I thought I’d better get a new one so I can keep riding the bus for free. You can infer that there is no bus fare if you have a student ID. (2.4)

4.   A The woman says If you want an unofficial transcript, you can use the computers in the information center to get a printout; Unofficial is free. (2.2)

5.   A, D

The man wants a new student ID card, so you can predict that he will have his picture taken.
The woman says .. .you take your receipt down to the photo shop, and they ’ll take your picture and make your new card. You can also predict that the man will request an official copy of his transcript. He says I’m applying for a scholarship, so could I have the form for an official transcript? (2.4)

6.   C

The professor’s purpose is to state that Wilson first proposed the theory of plate tectonics. The professor says This theory is called plate tectonics. It was first put forth in 1963 by a Canadian geophysicist by the name of Tuzo Wilson. (2.3)

7.   A

The professor says Most of the world s earthquakes and volcanoes occur at plate boundaries; …because plate boundaries are where a great deal of friction and stress occur. (2.2)

8.   C

The professor says This process of rock being “swallowed ’’ or forced back into the earth’s mantle is called subduction. (2.2)

9.   D

The professor says …rock is melted and forced back into the mantle—at trenches. This process of rock being “swallowed” or forced back into the earth s mantle is called subduction; … lava that rises and spreads from the oceanic ridges sinks again elsewhere in subduction zones, which are nearly identical with the ocean trenches. (2.2)

10.   D

The professor’s purpose is to introduce a phenomenon that he intends to explain. After the professor asks the question, he answers by saying Sea floor spreading doesn’t cause an increase in the earth s surface. And why not? Because the lava that rises and spreads from the oceanic ridges sinks again elsewhere in subduction zones, which are nearly identical with the ocean trenches. (2.3)

11.     B, C

Chains of volcanic islands are associated with subduction zones: Subduction zones…are usually associated with the rows of volcanic islands that accompany the oceanic trenches. The sliding of one plate under another occurs at subduction zones: This is where a subducted plate is thought to have disappeared beneath the North American plate…. (2.2)

12.     C

The main purpose of the talk is to trace the evolution of home design. Key phrases: The human habit of building homes has a long history.
Anthropologists think home building began……the first solid dwellings probably evolved; The box shape was a major development in home construction. (2.3)

13.     C-A-D-B

The professor says (I) …home building began with very simple round huts… …tree branches were leaned up against one another… then the frame was covered with leaves…; (2) Round huts progressed from being temporary shelters…into stronger, more permanent structures built of stone; (3) The box shape was a major development in home construction. By making the sides of the house rectangular, and then covering the four walls with a roof…; (4) After the room came the multi-unit dwelling; the apartment house. (2.6)

14.     D

The professor says By making the sides of the house rectangular, and then covering the four walls with a roof, it was possible to place structures next to one another, and to join them with doorways. Thus, the room was invented. (2.2)

15.     B, C

The outer boundary still exists in the homes of today: The homes of today still contain some ancient features. Around the house itself there’s an outer perimeter—the symbolic boundary of the ancient home territory. The garden exists in the homes of today: Inside the boundary, we find… the garden, where we—like our ancestors—grow a few fruits and vegetables. (2.2)

16.     B

The professor’s purpose is to explain how walls determine who may enter a room. Walls are boundaries that divide the home into public and private spaces. The professor says Each room you come to becomes more private and less available to outsiders. (2.3)

17.     C

The professor implies that the rooms inside the homes of today are arranged to progress from public to private. The professor says Each room you come to becomes more private and less available to outsiders. Guests are allowed to enter the living room. Closer friends can go farther; …somewhere less accessible in our home—this is where we find the bedrooms and bathrooms, the most private rooms of our home. (2.4)

18.     C

The students mainly discuss a major epidemic of influenza. The woman says OK, so we ’re going to look at the influenza epidemic of 1918 and, uh, probably its effects, like how many people got the flu. (2.1)

19.     C

The woman mentions her great-grandfather because he was affected by the 1918 epidemic. The woman says My great-grandfather could remember the flu epidemic. He was born in 1910, so he was eight years old at the time. He remembered that there were a lot of funerals. His baby sister and his best friend died of the flu, and that made an impression on him. (2.3)

20.     B

The man says What I found out was, it was the army that first noticed large numbers of men getting sick, and it was the army that first started reporting statistics about how many people were affected. (2.2)

21.     A, D

You can predict that the students will include statistics on other major disease epidemics.

The man says I wonder how the flu statistics compare with the statistics for other major epidemics, you know, like AIDS and tuberculosis or other flu epidemics. The woman replies I don’t know, but I’ll try to find out.

That might be good to include in our report. You can also predict that they will include the connection between World War I and influenza. The man says I think we should also talk about the connection between the flu and World War I. The woman replies I like what you re saying about focusing on the war and the global aspects. (2.4)

22.     B

The students agree to meet again to discuss their research. The woman says Why don’t we meet again and talk about what we have? Can you meet again on Thursday? The man replies .. .yeah, sure, that’s fine with me. (2.2)

23.     B

The class mainly discusses the regulation of business by government. The professor says The economic role of the government has grown tremendously over the past century, as more and more corporate activities have come under regulation; These are all reasons why we have government regulation of business; …a whole set of industries has come under government regulation…. (2.1)

24.     C

The students’ purpose is to give reasons why governments regulate corporations. The professor asks The economic role of the government has grown tremendously over the past century, as more and more corporate activities have come under regidation. Why has this happened? The students respond to the professor’s question. (2.3)

25.     A, C

Governments influence economic activity through taxation and spending: Taxes encourage or discourage certain kinds of economic activity; Government spending— the government gives business incentives to produce certain goods or services;

Governments intervene in economic activity through taxation and spending. (2.2)

26.     D

The professor’s purpose is to explain the origins of government regulation. Key phrases: Beginning in the late 1800s…; The government started to use its power…; One of the first things the government did…. (2.3)

27.     B

The professor says There are a number of laws regulating food and cosmetics; …laws that protect all of society… regulations for air and water pollution, and for storage and disposal of hazardous materials like nuclear waste; …safety standards for automobiles and consumer products…; All of these are forms of social regulation. (2.2)

28.     A

The professor says The general public has come to accept—and even expect—these limits on capitalism. You can infer that many people agree that the government should regulate business. (2.4)

29.     D

The professor compares cardiac muscle and skeletal muscle. The professor says …skeletal muscle controls body movements, and cardiac muscle controls the body s blood flow. Skeletal muscle is found throughout the body, but cardiac muscle is found only in one place—the heart; Like skeletal muscle, cardiac muscle is striated; Cardiac muscle cells can generate impulses without any input from the nervous system. In contrast to this, skeletal muscles don’t contract unless the nervous system tells them to. (2.1)

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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

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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

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TOEFL IBT Listening Practice Test 22 from Sharpening Skills for the TOEFL iBT

By Wiki Study in Listening 20 Comments
TOEFL IBT Listening Practice Test 22 from Sharpening Skills for TOEFL

TOEFL IBT Listening Practice Test 22 from Sharpening Skills for the TOEFL iBT four practice tests by Jeff Zetter & Micheal Pederson

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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TOEFL IBT Listening Practice Test 21 from Sharpening Skills for the TOEFL iBT

By Wiki Study in Listening 8 Comments
TOEFL IBT Listening Practice Test 21 from Sharpening Skills for TOEFL

TOEFL IBT Listening Practice Test 21 from Sharpening Skills for the TOEFL iBT four practice tests by Jeff Zetter & Micheal Pederson

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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TOEFL IBT Listening Practice Test 20 from Sharpening Skills for the TOEFL iBT

By Wiki Study in Listening 6 Comments
TOEFL IBT Listening Practice Test 20 from Sharpening Skills for TOEFL

TOEFL IBT Listening Practice Test 20 from Sharpening Skills for the TOEFL iBT four practice tests by Jeff Zetter & Micheal Pederson

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 19 from Sharpening Skills for the TOEFL iBT

By Wiki Study in Listening 2 Comments
TOEFL IBT Listening Practice Test 19 from Sharpening Skills for TOEFL

TOEFL IBT Listening Practice Test 19 from Sharpening Skills for the TOEFL iBT four practice tests by Jeff Zetter & Micheal Pederson

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 18 from TOEFL Actual Test Book

By Wiki Study in Listening 4 Comments
TOEFL IBT Listening Practice Test 18 from TOEFL Actual Test Book

TOEFL IBT Listening Practice Test 18 from TOEFL iBT ACTUAL TEST

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 17 from TOEFL Actual Test Book

By Wiki Study in Listening 13 Comments
TOEFL IBT Listening Practice Test 17 from TOEFL Actual Test Book

TOEFL IBT Listening Practice Test 17 from TOEFL iBT ACTUAL TEST

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 4