TOEFL IBT Listening Practice Test 05 Solution & Transcription

By Wiki Study in Solution for Listening 0 Comment
TOEFL IBT Listening Practice Test 05 Solution & Transcription

TOEFL IBT Listening Practice Test 05 from Barron’s TOEFL iBT Solution

 Listening 1 “Professor’s office”

1.B

2. C

3. C

4. A

5. C

Listening 2 “Literature Class”

6. B

7. A

8. A: NO/ B,C,D : YES/ E: NO

9. B

10. B

11. D

Listening 3 “Geology Class”

12. B

13. B, D

14. A

15. C

16. B

17. C

Listening 4 “Professor’s Office”

18. B

19. C

20. C

21. A

22. A

Listening 5 “Music Appreciation Class”

23. A

24. C

25. A, D

26. B

27. A

28. B

Listening 6 “Botany Class”

29. A

30. A

31. D

32. A

33. C

34. A, C

Listening 7 “Library”

35. C

36. B

37. D

38. B

39. C

Listening 8 “Art History Class”

40. C

41. B

42. A, C

43. A

44. C

45. B

Listening 9 “Engineering Class”

46. C

47. A

48. A, B

49. C

50. A

51. B

TOEFL IBT Listening Practice Test 04 from Barron’s TOEFL iBT Transcripts

LISTENING 1 “PROFESSOR’S OFFICE”

Audio Conversation

Narrator: Listen to part of a conversation between a student and a professor.

Student: Professor Collins. I’m really sorry. I mean … These are my daughters. They’re twins. I wouldn’t ordinarily bring them to an appointment, but the babysitter didn’t show up. and I couldn’t leave them. I didn’t want to cancel. I hope it’s okay.

Professor: It’s okay. I have three kids of my own, and I’ve been in the same situation.

Student: Thanks. Well, this shouldn’t take much of your time. I really just have one question.

Professor: All right.

Student: I’m having a problem understanding the difference between declarative memory and procedural memory. I think from my notes that they’re both examples of . . . let me see … I have it down here . . . “Declarative and procedural memory are two broad types of memory circuits in long-term memory.”

Professor: That’s right. But you need to distinguish between them.

Student: Exactly.

Professor: Okay, well, declarative memory is a memory that links us to a fact. Like a name or a date or even an experience.

Student: So when I remember a professor’s name when I see him, that’s declarative memory?

Professor: Yes, at its most basic level, it is. But declarative memory also includes problem solving. Like today, when you decided to bring your daughters to my office, you were using declarative memory to access previous experiences and facts that would allow you to make a decision.

Student: Oh, right. I remember your example in class. That makes sense now. You were talking about problem solving by recalling experiences. But wasn’t that episodic memory?

Professor: Very good. Yes, it’s called episodic memory. But declarative memory includes episodic memory, which is the ability to access prior experiences or personal episodes in our life, usually for the purpose of making a decision or solving a problem. So episodic memory is a subcategory of declarative memory, so to speak. And semantic memory is just the storehouse of facts that we have in our memory circuits…

Student:… which is also a subcategory of declarative memory?

Professor: Precisely.

Student: Okay. Then procedural memory doesn’t include facts or experiences.

Professor: Not directly, no. Procedural memory refers to skills that we’ve learned and are now remembering in order to … to perform the skill without really thinking much about it Like, for example, riding a bike or… or do you play a musical instrument?

Student: Piano, sort of. Not really.

Professor: Okay. Well, when you ride a bike then, you aren’t thinking about the name of every part of the bike and how to use the handle bars or the pedals .. or at least not consciously.

Student: No.

Professor: But at some level, you are remembering how to do these things, so you are using your memory.

Student: And that would be procedural memory. 

Professor: Yes, it would.

Student: Okay, then. That’s why you said that declarative memory can be more rapidly learned, but it can also be more rapidly forgotten – because a fact can come and go in the memory. But procedural memory takes repetition and practice, so it’s harder to unlearn I’m not saying that very well.

Professor: But you have the idea. Often with declarative memory, you’re consciously trying to remember, but with procedural memory, you’re performing a skill without consciously trying to recall how … without each step in the process.

Student: That’s what I mean But…

Professor: Yes?

Student: Well, I was thinking about language. When my girts were learning to talk …

Professor: Oh, I see where you are going. You want to know whether language learning is declarative or procedural.

Student: Yeah.

Professor: What do you think?

Student: I was thinking that maybe it’s both? Because you have to memorize vocabulary, but eventually, it’s more like a skill like riding a bike … because you don’t think about each individual word. It’s more… more automatic. Um. Do you see what I mean?

Professor: A very good analysis. I think you’ve got this.

Student: Okay. Well, thanks a lot.

Professor: And, uh, if you ever need to ask me a question and if s… hard to get in to see me, just drop me an e-mail.

Student: I thought about that, but…

Professor: Look, I’m always glad to see you, but I answer a lot of questions like this by e-mail every day and if it’s easier for you, that’s fine with me.

Student: That’s very kind of you. Thank you so much.

LISTENING 2 “LITERATURE CLASS”

Audio Discussion

Narrator Listen to part of a discussion in a literature class.

Professor:

Today we’re continuing our discussion of Gulliver’s Travels by Jonathan Swift We left off last session at the point where Gulliver began his fourth voyage as the captain of a merchant ship. As you’ll recall, his crew had confined him and cast him ashore on an island. While making his way along a road, he was attacked by a herd of deformed beasts with brown skin and no tails, but suddenly the attack was interrupted by the appearance of a beautiful horse. And this is where we left off. So what happens next?

Student 1:

Well, another horse comes along, and they appear to be having a conversation, the two horses. I mean, and they keep using the words Yahoo and Houyhnhnm so Gulliver is able to understand that Yahoo refers to the animals that attacked him and Houyhnhnm refers to the horses. Then Gulliver goes home with the horses.

Professor:

And what is Gulliver thinking about while he’s observing the Yahoos and the Houyhnhnms?

Student 2:

Oh, this was good. He starts to understand that the only difference between himself and the Yahoos is his clothing. But he’s… he’s horrified by this, so we see him trying to be more like the horses.

Professor: How do you know that he’s striving to emulate the Houyhnhnms?

Student 2: Well, he learns their language… so he can communicate with them.

Professor

Right. So this brings us to the most important part of the narrative—the comparison between the Yahoos and the Houyhnhnms. First tell us how the Yahoos are portrayed. What do they eat? How do they look?

Student 3:

Well, I think the author used the word depraved several times. They eat dog and donkey meat and even garbage, and they drink, um, they drink… too much. And he says they’re filthy, and they stink.

Professor:

So their behavior… the Yahoos’ behavior… is neither rational nor moral. Now take a look at the description of the Yahoos that Gulliver has known in England. Let me refer to the book here. Okay, Gulliver explains that Yahoos in England fight wars for religious reasons, that lawyers use reason to argue for the wrong side, that the wealthy live to acquire more luxuries, and that greed makes them ill. By this, we assume that he’s referring to the rich gourmet diet that causes gout and other health problems among the upper classes. So this is in contrast with the Houyhnhnms, right? How so?

Student 1 Student 2:

Well… Yes …

Student 1: Sorry, go ahead.

I was just going to say that they eat oats, bread, and honey, but not meat not other animals. And they don’t drink.

Student 1:

I think it’s important that they don’t even understand the concept of a lie. That proves that they are … that they have a very innocent nature.

Professor

Good point You’re referring to the fact that they failed to grasp how the crew was able to initiate the mutiny that brought Gulliver to their island.

Student 1: Umhum.

Professor

Okay, so what do the Houyhnhnms think about Gulliver? And what does Gulliver conclude about him¬self?

Student 2:

Well, Gulliver isn’t really a Yahoo and he isn’t really a Houyhnhnm either. I’d say he’s kind of in the mid-dle. But, he’s trying to become a Houyhnhnm. When he goes back to England, he’s actually afraid of other humans… I mean… Yahoos.

Professor

But he cant quite achieve his transformation, can he? Even though his pride motivates him to continue the impossible pursuit of perfection So, what does this all mean?

Student 1:

I think it’s like the other chapters. The fourth voyage is … its another critique of the weaknesses in human nature.

Professor:

Then Swift is making the point that although humankind is capable of rational behavior, we seldom choose to exercise it. The very meaning of the word Yahoo in the Houyhnhnm language is “evil.” So Swift is very satirical then. And when we consider the time period for the book, the early 1700s, we must appreciate the exceptional departure from the literature of the era, which was mostly written to flatter or entertain. Swift used satire to provide the reader with a perspective that’s very different from that of other writers in an age of science and reason.  

Click to rate this post!
1 2 3 4 5

TOEFL iBT Listening Practice Test 03 Solution & Transcription

By Wiki Study in Solution for Listening 0 Comment
TOEFL iBT Listening Practice Test 03 Solution & Transcription

TOEFL iBT Listening Practice Test 03 Solution

Listening 1 “Student on Campus”

1. B

2. C

3. A

4. C

5. B

Listening 2 “Sociology Class”

6. C

7. B, C

8. C

9. C

10. A : YES/ B: NO / C : YES

11. B

Listening 3 “Art History Class”

12. D

13. B, C

14. C

15. B

16. D

17. B

Listening 4 “Admissions Office”

18. D

19. B

20. B

21. D

22. B

Listening 5 “Anthropology Class”

23. A

24. B

25. B, C

26. B

27. A

28. B

Listening 6 “Geology Class”

29. B

30. A

31. D

32. B

33. B

34. A

Listening 7 “Library”

35. B

36. B

37. D

38. D

39. B

Listening 8 “Literature Class”

40. A

41. A

42. C

43. A

44. B

45. D

Listening 9 “General Science Class”

46. D

47. B

48. B

49. C

50. A

51. B

TOEFL iBT Listening Practice Test 03 Transcripts

LISTENING 1 “ STUDENT ON CAMPUS”

Audio Conversation

Narrator: Listen to part of a conversation on campus between two students.

Man: I wish I were as sure about my future as you seem to be. I… I realLy don’t know what I want to do after I graduate. 

Woman: Well, have you talked with a counselor over at the Office of Career Development?

Man: No…I talked to my academic advisor, though.

Woman: That’s good, but it’s really better to see someone who specializes in helping people make career decisions. You see, an academic advisor is there to help you work out your academic program. You know, figure out what your major is going to be and which courses to take and all that. But a career counselor has a lot of experience and resources to help you decide what you want to do in the work world.

Man:Did you see a career counselor?

Woman:I sure did. Last semester. I was… well, I didn’t even know what I would be good at, for a career, I mean. So I made an appointment at the Office of Career Development, and I talked with a counselor.

Man:Do you remember who it was?

Woman:Sure. It was Ruth Jackson.

Man:Oh, but since I’m interested in careers for math majors, probably I should see someone else.

Woman:Not really. Any of the counselors can help you. Look, first I took some aptitude tests and something called a … uh … I think it was called a career inventory. Anyway, I took several tests, and then the counselor gave me some ideas about different careers. I even went to some group sessions with some other students for a few weeks. Mrs. Jackson was the group leader, so, um, that’s how I met her, and then I just sort of naturally started making my appointments with her when I needed some advice.

Man: It sounds like it took a lot of time. I’m so busy already.

Woman: Well, it did take time. Probably three hours for the tests, and I think I went to maybe four group sessions, and then I saw Ruth a couple of times. I guess about nine or ten hours probably. But it was worth it.

Man: So, is that why you decided to go into library science? Because of the tests and everything?

Woman: In part But, mostly it was because of the internship. You see, I also got my internship through the Office of Career Development. And when I was working as an intern in the public library, it all sort of came together tor me. I really liked what I was doing, and I realized that I didn’t want the internship to end.

Man: And you get paid for working there in the library too, don’t you?

Woman: I get paid, and I get credit toward my degree. But even better, I have a job offer from the library where I’m doing my internship.

Man: Wow! Are you going to take it?

Woman: I think so. I have to let them know next week. If I do take the job, I’ll have to go to graduate school to get a degree in library science, but I can do that part-time while I’m working, and I had thought about graduate school anyway. So, I’m leaning toward taking the job.

Man: That’s great, Anne. I’m glad for you. So, uh, I guess I’d better make an appointment with Ruth Jackson. Maybe she can find me an internship.

Woman: Maybe.

LISTENING 2 “SOCIOLOGY CLASS”

Audio Lecture

Narrator Listen to part of a lecture in a sociology class.

Professor:

Social influence involves the changes in behavior influenced by the actions of other people. Social influence can come about for a variety of reasons, on a continuum from mere suggestion to, in the more severe form, well, to torture. How does social influence work? Well, first we must become aware of a difference between ourselves and the values or behaviors of other people. There are a great many studies of social influence that demonstrate how the presence of others can cause us to change our attitudes or actions. Studies show that people eat more when dining with others than, and I’m talking about dining out here, so they eat more in the company of others than they do when they’re alone. They also run faster when others are running with them. There’s even some interesting research on social influence among animals with similar results to… to those of human studies.

Probably one of the most interesting aspects of social influence is the pressure for conformity. Con-formity is a process by which an individual’s opinion or behavior moves toward the norms of the group. In a dassic study by Solomon Asch, seven people were shown cards with three lines drawn on them. Here’s an example:

So, they were shown the lines, and then they were asked to select the line among the three that matched the, uh … the … standard line. Here’s the standard. So there’s no question as to the comparison This has to be easy, right? Wrong. You see, Asch enlisted the cooperation of six of the seven participants in the experiment. On the first card, the six respond correctly—they . . . they identify the lines of the same length—so the seventh person, who is the only real subject in the experiment, well, the seventh person answers correctly, in agreement with the others. But on the next card, four of the cooperating participants choose an incorrect answer, but they’re in agreement, so the problem for the subject is whether to conform to the opinion of the peer group, even though the answer, uh, is in conflict with the answer that the subject knows to be correct.

So what do you think happened? Well, subjects who were tested alone made errors in answers fewer than 1 percent of the time. This was the control group. But of those tested in groups of seven, let’s see. uh, 75 percent yielded at least once to conform to a group answer that was ctearty incorrect, and on average, subjects conformed to the group in about 37 percent of the critical trials. This means that they were bring-ing their behavior into agreerrtent with group norms in … in spite of what they were seeing.

Later Asch manipulated the size of the control group … I’m sorry, the experimental group… to see whether group size would affect pressure, and it did, but probably less than you might expect. Um … groups of four demonstrated about the same results as groups of eight. Interestingly enough, a unanimous agreement by the group was more important than the number. In other words, a unanimous opinion by three exerted more pressure to conform than a majority of seven with a dissenting opinion in a group of eight.

Similar experiments have been performed in various countries, among diverse cultural groups, with, um, comparable results. Of course, people in cultures that emphasize group cooperation tended to be more willing to conform, but remember that many of the original studies were done in the United States where there’s a high value placed on individualism. In an interesting variation on the study, Abrams found that conformity is especially strong when the group is selected from among those people that the subject dearly identifies with, either because, um … they have characteristics in common or… or they know each other and interad in a peer group outside of the experimental situation.

So what does ail of this mean in the real world? Well, since group members can influence one another to conform to the opinion of the group, the group… decisions of a group, uh, may be called into question. What about decisions by political committees or parliaments? What about juries who are charged with convicting or acquitting an accused defendant? Clearfy, social influence will play a part in these critical group decisions.

Also interesting is the fad that after a decision is made by a group, there’s a tendency to solidify, and by that I mean that the group becomes even more convinced of the validity of the group opinion. Um … this may happen because individual group members who strongly support the group tend to be more popular with the group members.

Click to rate this post!
1 2 3 4 5

TOEFL IBT Listening Practice Test 05 from Barron’s TOEFL iBT

By Wiki Study in Listening 4 Comments
TOEFL IBT Listening Practice Test 05 from Barron's TOEFL iBT

TOEFL IBT Listening Practice Test 05 from Barron’s TOEFL iBT

The Listening section tests your ability to understand spoken English that is typical of interactions and academic speech on college campuses. During the test, you will listen to conversations and lectures and answer questions about them.

This is the short format for the Listening section. On the short format, you will listen to two conversations and four lectures. After each listening passage, you will answer 5-6 questions about it. Continue reading

Click to rate this post!
1 2 3

TOEFL IBT Listening Practice Test 03 from Barron’s TOEFL iBT

By Wiki Study in Listening 29 Comments
TOEFL Listening Practice Test 03

TOEFL iBT Listening Practice Test 03 from Barron’s TOEFL iBT 13th Edition

The Listening section tests your ability to understand spoken English that is typical of interactions and academic speech on college campuses. During the test, you will listen to conversations and lectures and answer questions about them. There are two conversations and four lectures on the short format and three conversations and six lectures on the long format.

Continue reading

Click to rate this post!
1 2 3