TOEFL IBT Listening Practice Test 08 from Delta’s Key to the Next Generation TOEFL Test
Listening Section Directions
The Listening section measures your ability to understand conversations and lectures in English. You will hear each conversation and lecture only one time. After each conversation or lecture, you will hear some questions about it. Answer the questions based on what the speakers state or imply.
You may take notes while you listen. You may use your notes to help you answer the questions. In some questions, you will see this icon: . This means that you will hear, but not see, part of the question.
Some questions have special directions, which appear in a gray box. Most questions are worth one point. If a question is worth more than one point, the directions will indicate how many points you can receive. You will now begin the first part of the Listening section.
TOEFL IBT Listening Practice Test 08 from Delta’s Key to the Next Generation TOEFL Test Audio
QUESTIONS 1-5
1. What problem does the man have?
(A) He does not know where to register for classes.
(B) His dog was poisoned by something it ate.
(C) He does not know what type of transcript to order.
(D) He needs to replace his identification card.
2. Why does the man talk about his dog?
A. His dog enjoys visiting the campus.
B. He needs to buy special food for his dog.
C. His dog destroyed his student ID card.
D. He is worried about his dog’s health.
3. Listen again to part of the conversation. Then answer the question.
What can be inferred about riding the bus?
A. Dogs are not allowed to ride the bus.
B. There is no bus fare if you have a student ID.
C. All students are required to ride the bus.
D. The man does not like riding the bus.
4. What is one difference between an unofficial transcript and an official transcript?
(A) An unofficial transcript can be obtained free of charge.
(B) An unofficial transcript includes less information.
(C) An unofficial transcript takes five days to receive.
(D) An unofficial transcript can be used for a scholarship.
5. What will the man probably do?
Click on two answers.
A. Have his picture taken in the photo shop
B. Take his dog to the animal hospital
C. Print an unofficial copy of his transcript
D. Request an official copy of his transcript
QUESTIONS 6-11
6. Why does the professor talk about Tuzo Wilson?
(A) Wilson developed a warning system for earthquakes.
(B) Wilson wrote an article that contradicted scientific law.
(C) Wilson first proposed the theory of plate tectonics.
(D) Wilson discovered sea floor spreading in the North Atlantic.
7. Why do earthquakes and volcanoes occur at plate boundaries?
(A) Plate boundaries undergo much tension and friction.
(B) Temperatures fluctuate greatly at plate boundaries.
(C) Earthquakes and volcanoes cause new plates to form.
(D) The causes of earthquakes and volcanoes are unknown.
8. What is subduction?
(A) The eruption of rock from the earth in molten form
(B) The formation of the deep sea floor by rising lava
(C) The process of rock being forced into the earth’s mantle
(D) The continuous drift of continents toward the northwest
9. Identify the area in the diagram where subduction occurs.
10. Listen again to part of the lecture. Then answer the question.
Why does the professor ask this:
(A) To test the students’ understanding of plate tectonics
(B) To describe an event that confuses many scientists
(C) To point out a theory that has never been confirmed
(D) To introduce a phenomenon that he intends to explain
11. Which of the following are associated with subduction zones?
Click on two answers.
A. The pollution of the sea floor
B. Chains of volcanic islands
C. The sliding of one plate under another
D. Frequent thunderstorms and tornadoes
QUESTIONS 12-17
12. What is the main purpose of the talk?
(A) To explain why anthropologists study the home
(B) To describe how early people built shelters
(C) To trace the evolution of home design
(D) To evaluate various home-building materials
13. The professor briefly describes developments in home building. Put the developments in the order in which they occurred.
Drag each answer to the space where it belongs.
A. Round structure built of stone
B. Building with multiple living units
C. Round hut made of branches and leaves
D. Box-shaped structure with four walls
1
2
3
4
14. According to the professor, why was the box shape a major development in home building?
A.It was easier to build than the round shape.
B. It led to the invention of the window.
C. It could be built in a shorter length of time.
D. It allowed rooms to be joined to one another.
15. According to the professor, what ancient features still exist in the homes of today?
Click on two answers.
A. Hallway
B. Outer boundary
C. Garden
D. Round window
16. Why does the professor say this:
(A) To illustrate the social importance of the hallway
(B) To explain how walls determine who may enter a room
(C) To point out that homes are larger than in the past
(D) To describe the flow of traffic in the typical home
17. What does the professor imply about the rooms inside the homes of today?
(A) They have the same functions as those in ancient homes.
(B) They are more often round than box-shaped.
(C) They are arranged to progress from public to private.
(D) They are forbidden to any person outside the family.
Listening 18 – 34 Details Solution Here
QUESTIONS 18-22
18. What are the students mainly discussing?
A. Statistics about major diseases
B. Symptoms of influenza infection
C. A major epidemic of influenza
D. Different strains of the flu virus
19. Why does the woman mention her great-grandfather?
(T) Her great-grandfather died during a major epidemic.
(T) Her great-grandfather worked in the field of public health.
(T) Her great-grandfather was affected by the 1918 epidemic.
(J) Her great-grandfather was a soldier in World War I. .
20. According to the man, what group first reported large numbers of influenza cases?
A. Business owners
B. The army
C. Public health officials
D. Public schools
21. What information will the students probably include in their report?
Click on two answers.
A. Statistics on other major disease epidemics
B. Effects of war on the general population
C. Arguments for developing a better public health system
D. The connection between World War I and influenza
22. What do the students agree to do?
A. Ask their professor for advice
B. Meet again to discuss their research
C. Interview people who survived the flu
D. Change the topic of their oral report
QUESTIONS 23-28
23. What is the discussion mainly about?
A. The history of large corporations
B. The regulation of business by government
C. Why corporations have so much power
D. Ways that governments spend money
24. Why do the students say this:
(A) To recommend against buying stock in a corporation
(B) To explain why consumers need to be very cautious
(C) To give reasons why governments regulate corporations
(D) To complain about negative trends in advertising
25. According to the discussion, governments influence economic activity through which methods?
Click on two answers.
[A] Taxation
[B] Elections
[C] Spending
[D] Diplomacy
26. Listen again to part of the discussion. Then answer the question.
Why does the professor say this: Q
(A) To state his opinion about the role of government
(B) To describe a controversial government policy
(C) To show that corporations have political power
(D) To explain the origins of government regulation
27. According to the professor, what is the function of social regulation?
(A) The control of social activities in a corporation
(B) The protection of the society’s health and safety
(C) The restriction of competition among businesses
(D) The establishment of the school curriculum
28. Listen again to part of the discussion. Then answer the question.
What can be inferred about government regulation of business?
(A) Many people agree that the government should regulate business.
(B) Capitalism does not succeed if there is government regulation.
(C) Attitudes about regulation have changed very little in a century.
(D) The government has no right to control how businesses operate.
QUESTIONS 29-34
29. How does the professor develop the topic of cardiac muscle?
(A) By describing evolutionary changes in cardiac muscle
(B) By classifying the types of muscle in the body
(C) By explaining what happens if the heart stops beating
(D) By comparing cardiac muscle and skeletal muscle
30. Why does the professor say this: O
(A) To introduce the topic of cardiac muscle
(B) To find out how much the students already know
(C) To tell the students what will be on the next test
(D) To point out a question that has no clear answer
31. Why does the professor say this: Q
A. To correct one of her previous statements
B. To make sure the students are paying attention
C. To review material the class has already studied
D. To give the students time to write down what she says
32. Based on the information in the lecture, indicate whether each sentence below describes skeletal muscle or cardiac muscle.
For each sentence, click in the correct box.
| Skeletal muscle | Cardiac muscle | |
| These muscles are connected to the bones, which move when the muscles contract. | ||
| When this type of muscle contracts, blood moves throughout the body. | ||
| To contract, this type of muscle must be stimulated by a motor neuron. | ||
| These muscle cells can generate electrical impulses without input from the nervous system. | ||
| This muscle cannot stop to rest without serious consequences for the body. |
33. What happens when an electrical impulse generated in one part of the heart spreads to all the cardiac muscle cells?
(A) The impulse spreads to the bones.
(B) The cardiac muscles extend.
(C) The heart beats faster.
(D) The whole heart contracts.
34. Listen again to part of the lecture. Then answer the question.
What can be inferred about the contraction of cardiac muscle?
(A) Cardiac muscle contracts automatically because it contains motor neurons.
(B) The contraction depends on the action of sodium, calcium, and potassium.
(C) The nervous system tells cardiac muscle cells when to contract.
(D) Cardiac muscle cells will live for several weeks in a laboratory dish.