TOEFL IBT Listening Practice Test 07 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 07 from Barron’s TOEFL iBT Audio Part 01
TOEFL IBT Listening Practice Test 07 from Barron’s TOEFL iBT Audio Part 02
Listening 1 ” Professor’s Office”
1. Why does the man go to see his professor?
CD He wants to withdraw from the class.
CD He needs to ask the professor a question.
CD His professor promised to give him a tape.
CD His professor asked him to come to the office
2. Why does the student say this:
CD He is disrespectful. CD He is surprised.
CD He is sorry.
CD He is happy.
3. What does the professor mean when she says this:
CD She is warning the student that she could take more serious action.
CD She is indicating that she is not sure what she wants to do.
CD She is asking the man to come up with a solution for the situation.
CD She is forgiving the man for causing a problem in her class.
4. How does the professor feel about questions in class?
CD She would rather answer questions during her office hours.
CD She thinks that students who ask questions are showing interest.
CD She does not like students to be disrespectful by asking questions.
CD She wants her students to help each other instead of asking questions.
5. What will the man probably do during the next class?
CD He will ask fewer questions.
CD He will tape record the lecture.
CD He will refer to the outline in the book.
CD He will participate more in the discussion.
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Listening 2 “Art Class ”
6. What is this lecture mainly about?
A. Symmetry in the visual arts
B. The characteristics of patterns
C. How the brain organizes information
D. A definition of beauty
7. What does the professor mean when he says this:
A. He plans to give others an opportunity to speak.
B. He is talking too fast and intends to slow down.
C. He needs to correct something that he has said.
D. He wants to talk about that subject later.
8. Which of the following slides represents reflection symmetry?
Click on the correct diagram.
9. How is it possible to recognize an object when only part of it is visible?
CD The brain recognizes symmetry and visualizes the whole.
CD The object is often familiar enough to be recognized.
CD The pieces are large even though some are missing.
CD The principles for identification can be learned.
10. In addition to a system for organization, what characteristics define a pattern?
Click on 2 answer choices.
A/ A basic unit B/ An image C/ Repetition D/ Rotation
11. What assignment does the professor give his students?
A. They are supposed to identify patterns in the classroom.
B. They should be prepared for a quiz on this lecture.
C. They need to go to the lab to complete an experiment.
D. They have to design a pattern that includes symmetry.
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Listening 3 “Biology Class”
12. What aspect of the fossil record is this lecture mainly about?
CD The impact hypothesis
CD Mass extinctions
CD Climate change
CD Diversity in species
13. Identify the main periods of mass extinction.
Click on 2 answer choices.
A. Permian
B. Cenozoic
C. Cretaceous
D. Mesozoic
14. Why does the professor say this:
CD To express uncertainty
CD To disagree with the evidence
CD To acknowledge the disappearance
CD To ask for some ideas
15. What is the impact hypothesis?
CD The theory that the continents drifted and collided with each other
CD The idea that volcanic eruptions disrupted the climate worldwide
CD The view that a lightning storm caused a global fire
CD The premise that an asteroid crashed, blocking the sunlight on Earth
16. What is the evidence for the impact hypothesis?
CD The clay from the Cretaceous Period contains an element that is rare on Earth
CD Both hemispheres suffered the same amount of damage and extinction.
CD Acidic precipitation is still not evenly distributed across the Earth.
CD Rocks that may have been part of an asteroid have been identified.
17. What can be inferred about the professor’s opinion?
CD He is strongly in favor of the impact hypothesis.
CD He does not believe that mass extinctions happened.
CD He thinks that mass extinctions were important to evolution.
CD He views mass extinction as a preventable occurrence.
_____________________________________________
Listening 4 Students on Campus
18. What are the students discussing?
A. The T.A. in their class
B. The woman’s presentation
C. PowerPoint handouts
D. The woman’s class
19. Which strategy does the woman use for her presentation?
A. Read the information òn the handouts
B. Ask volunteers to participate
C. Show visuals to explain the points
D. Respond to questions from the group
20. Why did the woman make overhead copies of the slides?
A. She was very nervous about going first.
B. She was afraid that the computer program would fail.
C. She took the man’s advice about making them.
D. She wanted to show them to the man.
21. What does the man mean when he says this:
CD He does not appreciate the woman’s comment.
CD He has difficulty hearing the woman.
CD He wants the woman to continue.
CD He understands the woman’s point of view.
22. Why didn’t the class ask questions after the presentation?
CD The material was presented very clearly.
CD The presentation was not interesting to them.
CD There wasn’t enough time for questions..
CD They were anxious to make their presentations.
______________________________________________
Listening 5 “Sociology Class”
23. How does the professor organize the discussion?
CD By defining gang activity, using information from articles
CD By contrasting gang activity with noncriminal organizations
CD By reading part of an article on gang activity to the class
CD By reporting her research on gang activity in the local area
24. What was surprising about Thrasher’s study?
CD The size of the study, which included 1300 gangs
CD The excellent summary by the student who located the research
CD The changes that were reported in the history of gangs
CD The fact that gang activity has been prevalent for so long
25. According to the study by Moore, what causes gang activity?
CD Cliques that form in high school
CD Normal feelings of insecurity in teens
CD Abusive family members in the home
CD Loyalty to family already in the gang
26. Why does the professor say this: o
CD To show that she does not agree with the response
CD To encourage the student to give an example
CD To indicate that she does not understand
CD To praise the student for his answer
27. What is the role of women in gangs?
CD They are full members of the gangs.
CD They are protected by the gangs.
CD They are a support system for the gangs.
CD They have little contact with gangs.
28. In the discussion, the students identify aspects of gang activity. Indicate whether each of the following is one of the aspects. Click in the correct box for each phrase.
Yes No
A. A replacement for high school cliques
B. A group socialized on the streets
C. A peer group that is 14-20 years old
D. Young people who have dropped out of school
E. A group that makes careful plans
__________________________________________
Listening 6 “Anthropology Class”
29. Which of the following is an important reason the Haida people
CD To frighten away spirits
CD To decorate the village
CD To recall traditional stories
CD To worship the animals
30. What does the professor mean when he says this: O
CD This fact does not directly relate to the topic.
CD He expects the students to write down the definition.
CD He is expressing uncertainty about the information.
CD The professor should not be talking about this tradition.
31. Why does the professor mention the coat of arms of Canada?
CD To compare the symbolism to that of a totem pole
CD To prove that the Haida live in Canada
CD To argue that the Haida symbols are superior
CD To place the events in chronological order
32. What does the saying low man on the totem pole mean?
CD A very good representative member of the group
CD A person who begins to tell an important story
CD A person who has the least status among the members
CD A member of the community who is not accepted
33. Why do the master carvers work on the bottom figures?
CD Master carvers are usually too old to work at the top of the pole
CD The figures near the bottom are more visible to the public.
CD The totem pole is too large for just one carver to complete.
CD The last carving is an honor reserved for the masters.
34. What does the professor mean when he say this:
CD He is indicating that the information to follow is very reliable.
CD He is showing the class that he knows a great deal about the information
CD He is signaling that the students should learn this information.
CD He is informing the students that there may be more information.
________________________________________________
Listening 7 “Professor’s Office”
35. Why does the man go to see his professor?
CD He is worried about the professor’s class.
CD He wants to bring up the grade in her class.
CD He would like some advice about his classes
CD He needs to get the woman’s signature.
36. Why does the man say this:
CD He is apologizing for the problem.
CD He is asking the woman to explain.
CD He is thinking of what to say next.
CD He is correcting the professor politely.
37. What is the man’s problem?
CD He is taking too many classes this semester.
CD He is failing one of his required courses.
CD He has a problem with his academic advisor.
CD He took classes with heavy reading assignments.
38. What does the professor suggest?
CD Registration for a course in how to read faster
CD Extra help sessions to bring up the grade in her class
CD Immediate withdrawal from one of.the courses
CD Intensive study until the end of the semester
39. What can we infer about the situation?
CD The student will probably talk with his advisor before registration next term.
CD The professor believes that the student will probably not take her advice.
CD The date for changing the student’s schedule has probably passed already.
CD The professor is probably the student’s academic program advisor.
__________________________________________________
Listening 8 “Psychology Class”
40. What is the lecture mainly about? –
CD Neurotransmitters
CD Seasonal affective disorder
CD Genetic research
CD The National Institute of Mental Health
41. What are neurotransmitters?
CD Chemical imbalances
CD Chemicals in the brain
CD Images of the brain .
CD Genetic triggers
42. What happens when there is a reduction of light during the winter months?
CD An increase in melatonin may cause a chemical imbalance.
CD The pineal gland begins functioning to compensate.
CD The retina of the eye opens to receive more light.
CD The mental processes in the brain are slower.
43. Why does the professor think that the acronym S.A.D. is unsuitable?
CD She did not participate in creating the acronym.
CD It does not reflect the seriousness of the problem.
CD Some of her patients object to the acronym.
CD The acronym is not an abbreviation for the words.
44. What does the professor mean when she says this: ; ;
CD She is reminding the students of previous facts.
CD She is disagreeing with the statistics.
CD She is indicating that the example is unimportant.
CD She is expressing uncertainty about the information.
45. In the lecture, the professor reports the preliminary results of her research. Indicate whether each of the following is one of the findings. Click in the correct box for each sentence.
• Yes No
A. Morning exposure for the treatment is superior.
B. A regular sleep schedule supports therapy.
C. Eye damage occurs in only a few subjects.
D. Sessions of less than two hours are preferable.
E. Fluorescent lighting cannot be used for therapy.
________________________________________________
Listening 9 “Physics Class” .
46. What is the discussion mainly about?
CD The theory of everything .
CD Einstein’s unified field theory
CD Advances in brain theory
CD Theoretical mathematics
47. How does the professor explain the closed string?
CD He refers the students to a web site.
CD He rewords the definition in the book.
CD He compares it with a thin rubber band.
CD He contrasts it with an open string.
48. Why does the professor say this:
CD He does not expect the student to answer the question.
CD He does not know the answer to the question.
CD He does not want to continue the debate in class.
CD He does not want to influence the woman’s thinking.
49. According to the discussion, what reason does the man give for rejecting string theory?
CD There may have been errors in the mathematical calculations.
CD Strings have not been observed in a laboratory.
CD String theory does not prove the theory of everything.
CD The experiments were not performed correctly.
50. What can be inferred about the students?
CD They have not formed opinions about the theory.
CD They do not agree with the professor’s point of view.
CD They have reached different conclusions about the theory.
CD They have changed their minds during the discussion.
51. Why does the professor suggest that the students visit a web site?
CD The textbook does not have the latest information about the topic that they will debate.
CD The web site should provide objective data, which they can use for the next discussion.
CD The professor wants the students to understand the history of the theory they are studying.
CD The site will prepare the students to complete mathematical calculations before the next class.