TOEFL IBT Listening Practice Test 06 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.
You will hear each conversation or lecture one time. You may take notes while you listen, but notes are not graded. You may use your notes to answer the questions.
Choose the best answer for multiple-choice questions. Follow the directions on the page or on the screen for computer-assisted questions. Click on Next and then on OK to go on to the next question. You cannot return to previous questions.
The Listening section is divided into sets. Each set includes one conversation and two lectures. You have 10 minutes to answer all of the questions for each set. You will have 20 minutes to answer all of the questions on the short format. A clock on the screen will show you how much time you have to complete your answers for the section. The clock does NOT count the time you are listening to the conversations and lectures.
TOEFL IBT Listening Practice Test 06 from Barron’s TOEFL iBT Audio Part 01
TOEFL IBT Listening Practice Test 06 from Barron’s TOEFL iBT Audio Part 02
Listening 1 “Professor’s Office”
1. Why does the man go to see his professor?
CD To borrow some books for his project
CD To hand in the first book report
CD To ask about the professor’s requirements
CD To talk about literary movements
2. How is the second part of the reading list different from the first part?
CD More minority authors are represented.
CD All of the writers are from North America.
CD It includes books from the Post Modem Period.
CD In addition to novels, some plays are on the list.
3. What does the man mean when he says this:
CD He does not understand the term.
CD He is interested in the idea.
CD He is not sure how to pronounce it.
CD He thinks that the word is humorous.
4. What will the man probably do before the next meeting?
CD Write a synopsis of each book on the list
CD Make a list of books that he wants to read
CD Finish the art project on his computer
CD Prepare to talk with the professor
5. What can be inferred about the professor?
CD She does not have regular office hours.
CD She is willing to help her students.
CD She is not very flexible with assignments.
CD She teaches British literature.
_____________________________________
Listening 2 “Environmental Science Class”
6. What aspect of wind power is the lecture mainly about?
CD Electrical power in California
CD Alternative energy sources
CD Problems associated with turbines
CD Wind as a renewable energy option
7. Which two regions of the United States have the greatest potential for supplying wind power?
Click on 2 answer choices.
A. The Eastern Seaboard
B. The Midwestern Plains
C. The Desert Southwest
C. The Pacific Northwest
8. Why does the professor say this: o
CD He is disagreeing with the figures.
CD He is expressing surprise at the statistics.
CD He is correcting a previous statement.
CD He is trying to maintain the students’ interest.
9. In the lecture, the professor identifies several problems associated with wind power. Indicate whether each of the following is one of the problems mentioned. Click in the correct box for each phrase. •
Yes No
A Poor television reception
B Noisy turbines
C Expensive operating costs
D Remote areas
E Dangerous blades for birds
10. How did the Tellus Institute solve the problem of intermittent wind?
CD By building twice as many wind farms in problem areas
CD By moving wind farms into areas of steady winds
CD By using more wind turbines on each wind farm
CD By separating one wind farm into two locations
11. What is the professor’s opinion about the future of wind power?
CD He thinks that wind power will require more research before it becomes practical
CD He supports the use of wind power only as a secondary source of energy.
CD He feels that most of the world’s energy problems will be solved by wind power.
CD He believes that there are too many problems associated with wind power.
__________________________________________________
Listening 3 “Philosophy Class”
12. What is the discussion mainly about?
CD The laws of motion
CD The origin of water
CD The nature of the universe
CD The spirit of the world
13. Why does the student mention evolutionary theory?
CD He is digressing from the main topic.
CD He is trying to embarrass the professor.
CD He is expressing doubt about Greek philosophy.
CD He is comparing evolution to Anaximander’s theory.
14. Why does the professor say this:
CD She is not happy with the student’s response.
CD She is introducing an alternative view.
CD She is going to expand on the comment.
CD She is ending the discussion.
15. What view did the three Milesian philosophers share?
CD They all believed that the mythology had a basis in fact.
CD They introduced a scientific approach to explaining nature
CD They thought that water was the original element.
CD They all agreed with the teachings of Socrates. –
16. What can be inferred about the early Greek philosophers?
CD They were exploring the physical sciences.
CD They recorded many of the Greek myths.
CD They were primarily interested in religion.
CD They had contact with other European scholars.
17. What does the professor mean when she says this:
CD She is expressing strong agreement.
CD She is introducing doubt.
CD She is maintaining a neutral position.
CD She is asking the students to agree.
__________________________________________________
You can find Solution at here: Solution for Listening Practice Test 06
Listening 4 “Professor’s Office”
18. Why does the woman want to talk with her professor?
CD She wants to make an appointment outside of office hours.
CD She needs to get him to approve the topic for her research.
CD She has some questions about the report she is writing.
CD She would like a recommendation for a job in the lab.
19. What advice does the professor give the woman?
CD Have some friends read the research
CD Refer to the explanation in the textbook
CD Ask a chemistry major to help her
CD Include more references in the report
20. What does the professor offer to do?
CD Read a draft of the report before she submits it
CD Help her find some better references
CD Show her how to complete the experiment
CD Give her a job in the laboratory
21. Why does the professor say this:
CD He realizes that she won’t have time to revise the report.
CD He is concerned that she will not complete the research.
CD He recalls that he will not be available to help her.
CD He wants her to get an extension to finish the project.
22. What is the professor’s opinion of the woman?
CD He assumes that she is too busy to work.
CD He is very impressed with her attitude.
CD He thinks that she is not a serious student.
CD He wants her to change her major to chemistry.
_________________________________________________
Listening 5 “Biology Class”
23. What aspect of bacteria is this lecture mainly about? –
CD How microscopic organisms are measured
CD The use of bacteria for research in genetics
CD Diseases caused by bacterial infections
CD The three major types of bacteria
24. Which of the following slides contain cocci bacteria?
Click on the correct diagram.
25. Which two characteristics are common in bacteria?
Click on 2 answer choices.
A. They have one cell.
B. They are harmful to humans.
C. They reproduce quickly.
D. They die when exposed to air.
26. Why are bacteria being used in the research study at the university?
CD Bacteria have unusual cell formations.
CD Bacteria live harmlessly on the skin.
CD Bacteria are similar to other life forms.
CD Bacteria cause many diseases in humans.
27. How does the professor help the students to remember the types of bacteria?
CD He shows them many examples of slides.
CD He tells them to look at specimens in the lab.
CD He uses the first letter to represent the shape.
CD He explains the various DNA structures.
28. Why does the professor say this:
CD He is showing the students some slides.
CD He does not want the students to ask questions.
CD He wants the students to pay attention.
CD He thinks that the information is very clear.
__________________________________________
Listening 6 “History Class”
29. What is the lecture mainly-about?
CD Provisions of the Homestead Act
CD How to construct a log cabin
CD Frontier homes in the West
CD Early construction materials
30. How does the professor organize his lecture?
CD He makes a persuasive argument in favor of sod homes.
CD He narrates stories about life on the Western frontier.
CD He explains the process for becoming a homesteader.
CD He contrasts several types of homes in the West.
31. What does the professor imply about construction materials for early homes?
CD Settlers used the materials from the natural environment.
CD Not many of the materials from that era have survived.
CD Most of the supplies had to be shipped in by railroad.
CD Wagons and tents were used in constructing homes.
32. What is the evidence for the inexpensive price of a sod home?
CD Short stories and novels
CD Letters written to relatives
CD Newspaper advertisements
CD Personal records and accounts
33. Why does the professor say this:
CD To criticize the sod house
CD To demonstrate uncertainty
CD To draw a conclusion
CD To uphold an opinion
34. In the lecture, the professor identifies attributes for different frontier homes. Indicate whether each attribute refers to a sod house or a log cabin. Click in the correct box for each phrase.
Sod House Log Cabin
A. A mud roof
B. A rock foundation
C. Chinked walls
D. Notching techniques
E. Thick brick insulation
You can find Solution at here: Solution for Listening Practice Test 06