TOEFL IBT Listening Practice Test 15 Solution & Transcripts

TOEFL IBT Listening Practice Test 15 from TOEFL iBT Actual Test Solution KEY

TOEFL IBT Listening Practice Test 15 from TOEFL iBT Actual Test Transcripts

LECTURE 1 -6

Listen to part of a lecture in an anatomy class.

Professor: When it comes to our vision, of course, all of the components of the eye are important. By the same token, some are a little bit more important than others. Also, if one of these parts becomes injured through trauma or doesn’t develop correctly, problems with our vision will occur. Is everyone with me? Excellent. Can everyone see me okay? Sony, sorry, poor joke. I know. Back to the eye. Can everyone please take a look at the diagram in their books on page, uh, let’s see, 898? Everyone there? Okay. Now, as we look at this bisection of the human eye, I want you to, um, focus on, sorry, class, the five parts, called the cornea, the iris and pupil, the lens, and, lastly, the retina. Now, I know most of you know what the basic functions of these are, but I want to go over them briefly just to refresh everyone’s mind. It will help us understand in a minute the main point of our discussion today: common eye problems and their causes. Let’s work from left to right with the diagram, that is, from the external to the internal area. The first component we come across is the cornea. Who can explain its function in basic terms? Yes, over here in the front.

Student: Professor Jacobs, the cornea is the transparent, protective shell that covers the pupil and iris.

Professor: That’s right. It protects the internal workings of the eye from things like foreign debris. Which brings us to the iris and the pupil, which work together in a way. The iris is the colored part of the eye that’s made up of tiny muscles that control the opening and closing of the pupil, which is basically the aperture of the eye, similar to that of a camera. The pupil regulates the amount of light allowed into the eye. You guys still able to follow everything okay…? Good. What’s next?

Student: That would be the lens, Professor Jacobs. It focuses the image before it moves inwardly onto the retina.

Professor: Good. And to finish up, the innermost posterior part of the eye where the final perfected, or not so perfected, as we will soon find out, image is projected and sent to the brain. That’s the barebones version of how we are able to see things class. Now, to the meat of our lecture.

There are numerous problems that can occur when it comes to vision, and many of them are hereditary. The first one I’d like to discuss with you guys today is called astigmatism. Astigmatism is the most common of all other vision problems, and it stems from the cornea. When the cornea is not shaped correctly, that is, instead of being oval, it is shaped more like an egg, astigmatism is the result. Let me explain. As light enters the eye, it bends differently because of the egg-like shape of the cornea. Once this occurs, the lens has difficulty focusing on one single point because light rays are bending and creating different focal points. Because of these multi-focus points, the image becomes blurred or out of focus when it hits the retina. Is this clear to everyone? I did it again, didn’t I! Well, I’ll take your laughter as a yes then, class. Good. Symptoms of astigmatism are, of course, blurred vision and, in more extreme cases, headaches. Are there any questions at this point, class? No. Very well.

The second vision problem I’d like to discuss is myopia. It’s sometimes called near-sightedness, but don’t let the name fool you. People with myopia have difficulty seeing objects far away but can see things up close very easily, such as a book or magazine or perhaps a computer screen. The cause of myopia is again a physiological one as it is with astigmatism. The actual eyeball is oblong, elongated length-wise from the front to the rear. This causes the light to focus prematurely before it has a chance to reach the retina. Also, myopia can be a degenerative condition with age. This condition is called myopic creep.

Okay, if there aren’t any questions or comments, I’ll start in on the third common vision problem. This is called hyperopia, or far-sightedness, the exact opposite, as you can imagine, of myopia In this case, a person can see distant objects fairly easily, but not ones at close distances. Again, as with myopia, the problem comes from the shape of the eyeball. With hyperopia, it is shorter than normal, narrower than it should be, and the light beams focus beyond, yes, beyond, the retina, causing blurred vision and difficulties seeing things up close. Unlike myopia, hyperopia sometimes does correct itself in the case of children. As they grow and develop, sometimes the shape of the eye does as well, thereby alleviating the hyperopia.

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CONVERSATION 7-11

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

Student: Professor Martin, could I have a word with you for a moment, please?

Professor. Of course. It’s Janet, isn’t it?

Student: Wow, I can’t believe you actually know my name. Our class is pretty big.

Professor; Well, I pride myself on being able to remember who each of my students is. I feel that doing so makes me, well, a better teacher. And I bet you’re here because of your recent midterm grade, aren’t you?

Student: Uh, yes, sir, I am. It’s just that, well, you know, I’ve never actually gotten a C on an exam before, so I was kind of, ah, wondering what exactly I did wrong on the test. Do you think you could give me a couple of pointers or something?

Professor. Well, if I recall correctly, you’re a freshman, right? And I’m willing to bet that this is one of the first tests that you’ve ever taken in college. Am I correct about this?

Student: Yes, sir. Well, I did attend a summer program at a college between my junior and senior years in high school, but, yes, this is actually the second… no, the third test that I’ve taken in my college career.

Professor: All right. Well, let me explain a few things to you. First, remember that college is a lot different than high school. My history class is probably much different from the history classes you took in high school. In my class, I don’t want you just to regurgitate names, dates, and places. Instead, I want you to interpret these events for me. Tell me not only what happened but why it happened. That might take a little getting used to, but it’s something that you’ll have to do if you want to pull out a decent grade in my course.

Student: Yes, sir. I think that I understand. Do you have any other tips for me?

Professor: Well, I think that it might be a good idea if you were to go speak with one of the department’s teaching assistants. I actually have one in our class. His name is Tom, Tom Watkins. His job is to help students like you. He’s really good and wants to become a teacher himself, so he should be able to, shall we say, lead you by the hand to get to where you want to be in this class.

Student: Well, that sounds very helpful. Where can I find Tom’s office?

Professor Well, TAs don’t have offices of their own, but if you go to the graduate student lounge on the third floor, you should be able to ask around and find him. He’s typically at school all day long.

Student: Great. I think that I’ll do that.

Professor: Do you have anything else to talk about?

Student: Well, I know that I didn’t get the best grade on the midterm, but, uh, is there a way that I can pull out an A in the class?

Professor: Hmm… I tell you what. You work hard with Tom, write an excellent report for me on our next assignment, and then ace the final, and I don’t see why I shouldn’t be able to reward you with a stellar grade.

LECTURE 12-17

Listen to part of a lecture in a history class.

Professor: It is obvious that in mainstream America today, as well as in many other parts of the world, forms of music such as hip-hop or rap are becoming more and more popular with young people and older people alike. The record industries, quite naturally, are reaping the rewards. What I’d like to do is take a step back right now from these styles and trace their roots. Let’s find out where they came from and where it all started. You don’t think it is possible perhaps, but it is. Any ideas?

Student A: Didn’t they, uh, evolve from blues and jazz?

Professor: Well, you’re getting closer. Yes, you are right; they are connected, but what about their predecessors? Well, class, for the answer to that, we’ll have to go way back to around the fourteenth or fifteenth century. Yes, that’s right. The roots of rhythm and blues, jazz, rock, rap, hip-hop, any of these styles can be traced back to early West Africa, dating all the way back to the 1500s. Remember that most African cultures were based on what is called an oral tradition. That is, the histories of the societies,- of people and happenings, were passed on through words and songs, not the written page as it was in Europe. One of the most important facets, or people, in this oral tradition in West Africa is the griot. The griot is a person… I say is, class, because they continue to function and are still important today, some five hundred years later. He is basically the local historian responsible for remembering and telling the stories of a tribe or society through tales or songs. Of course, forms of music often accompanied the stories to instill emotion and climax in the history. Rhythm and beat eventually added to the story songs. In essence, the griot helped remind people, through the oral tradition, of every aspect of what had occurred within that society in order to keep the memories, the society, alive and connected to its past. Let me try to say this more succinctly. Griots helped preserve their culture’s past and also connected the present with that past. Now, are there any questions at this point? No? Okay. Then, thinking back over to America really quickly. How do you think this oral tradition was passed to North America if we consider it the root of many forms of music in America?

Student B: Well, Professor, unfortunately, there is only one possible answer for that… the slave trade.

Professor: That’s exactly right. Sure, many West Africans were seized and taken from their homelands and shipped unwillingly to the New World as slaves. They were severed from their families, culture, homeland, heritage, their entire world. But, once they arrived in America or the West Indies and other places, they continued with their oral tradition of singing about their past and telling stories of their homelands and people. As they continued this oral tradition, they were able to fill up what was hollow, what was missing inside of them, and it served to reconnect them perhaps not physically, but spiritually, with their cultures and ancestors. Does everyone see this connection? Good.

Now, songs eventually took on new meaning and purpose for the slaves. First, it was a means of educating one another about the past as well as present. Slaves were prohibited from reading and writing, so they relied on stories and songs to educate each other about what was occurring in the area, plans for escaping, or perhaps news from the Underground Railroad in coded form. That is, class, to the average listener, like a master, the songs sounded simple and meaningless. Yet, to the slaves, they were full of important information and underlying meanings. What these early slave songs did, class, was give the slaves an important boost in confidence. It gave them the idea that they did have some sort of control over what they said and did.

Now, let’s get more to the music connection. One of the reasons the oral tradition was so successful was that it also relied heavily on rhythm and repetition, which, if you think about it, most music today and in the past does. The reason the slaves incorporated rhythm and repetition was that, because they were forbidden from reading and writing, it made remembering important facts and situations much easier to do. Furthermore, the early slave songs provided them with a kind of spiritual escape from the treacherous bonds of slavery. On the surface, the slaveholders seemed to control every aspect of their slaves’ lives, yet, through songs and the oral tradition, slaves were able to be free in a sense, which often became cathartic for them.

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LECTURE 18-23

Listen to part of a lecture in an environmental science class.

Professor: Yes, yes, yes, and in all actuality, class, there are a number of what we call green fuels, more environmentally-kind fuels on the market right now. I know there’s a lot of talk about hybrids and electric automobiles and what not. But, the fact is, right now, without breaking the bank, you can help by using a car that does less damage to the atmosphere and ecosystems. Anyway, the first green fuel I’m going to talk to you about today is, hold your breath, class… diesel fuel.

Student A: Diesel! There’s no way that can be. It’s the nastiest one of them all. Plus, diesel engines are so loud.

Professor: Oh, but on the contrary, Susan! You are thinking of old diesel fuel and diesel engine cars. Well, put your mind to rest. He’s gone. He’s out of here, and there’s a new version in town, folks. Just developed, or should I say, refined, last year. It has a much lower sulfur content than its predecessor, which means good things for the environment, folks. Actually, the new diesel is probably the most significant advance in traditional fuels since the late sixties. Oh, yes, this is big-time, class. And there’s more.

Automobile manufacturers are taking advantage of it. They are beginning to introduce car models that even clean the diesel emissions before, that’s right, before, they are released into the air and atmosphere. This spells good things for the world. New, high-tech fitters are also being implemented in cars to catch all those bad microscopic particles that we breathe and can be harmful to humans. But that’s not all. Believe it or not, diesel is both rich in energy and highly efficient. Tests have shown that the new diesel gets between 25% to 45% better mileage than gasoline. Now, you can’t tell me your wallet isn’t loving that. Also, emissions from the new diesel release up to 30% less carbon dioxide into the air than gas burners. More? Well, it’s available right now, virtually everywhere, from coast to coast. Now, can anyone offer up another viable option as a green fuel?

Student A: I read somewhere that natural gas is becoming kind of popular.

Professor You nailed it. She’s absolutely right, class. Natural gas is actually the cleanest fossil fuel we’ve got. And, when cars use natural gas as an energy source, they cause even less pollution than, well, of course, gasoline autos or any of these funny looking hybrids crawling around on the highways! When it comes to natural gas, we have tons of it—enough to last a very, very long time, which means we would be less reliant on foreign countries for fossil fuels. Also, natural gas cars get about the same mileage as traditional gasoline cars, which could be seen as a drawback. But, we’re thinking green, and, when it comes to cleaning up the environment, natural gas is an excellent option.

Still, unlike diesel, there are not many filling stations in the country for natural gas. This could make people shy away from the natural gas option. A couple of companies have created a market for home filling stations, but these can be a bit expensive. I mean, think about it. How many of your own homes use natural gas for heat? Let me see a show of hands. Yes, about half of you, as I suspected. Well, if it is good enough for our homes, and it is cheap and clean, why isn’t it good enough for our cars? Tons of countries are already using natural gas in large quantities in their automobiles, and they’re benefiting both on a personal level as well as an environmental one. I do hope we start to consider natural gas more seriously because it really is an excellent alternative fuel to gasoline. It is. Now, I think we have enough time to discuss one more alternative green fuel. Anyone? Anyone?

Student B: Sir, isn’t hydrogen another possibility? Professor And you are absolutely right, Jeff. It is. Hydrogen cars are slowly being introduced to the market as we speak, and they are a great alternative because hydrogen produces, zero, count it with me, class, zero emissions. Hydrogen cars don’t even have mufflers. There are no emissions whatsoever! That’s got to be good for the environment, hasn’t it? Sure it does. Also, it is a bit cheaper than traditional gasoline. But, hang on a minute. There are some issues. Hydrogen engines are still in the early stages of development. They are somewhat inefficient and outrageously expensive. It goes without saying that they have a long way to go. But, who knows, with more development, they could be the fuel of the future. We’ll just have to wait and see.

LECTURE 24-28

Listen to part of a conversation between a student and a laboratory technician.

Student: Excuse me, but is your name Lisa Evans? Professor Kennedy said that I should speak with you before I conduct a lab.

Technician: Yes, I’m Lisa. First time in the lab?

Student: Uh, yeah. That’s right. I’m not really sure what I’m supposed to do. I wouldn’t want to, uh, blow up the lab or something.

Technician: Yeah, making things explode can really ruin your day. Let me go over some of the safety rules in the lab so that you can become acquainted with how to act properly while you’re here. This will ensure that you don’t do any harm to yourself or your lab partner… or me, for that matter.

Student Uh, right. Okay, what do I need to know?

Technician: First of all, this laboratory is a serious place. We handle lots of volatile chemicals in here, so you must treat this place with respect at all times. This means you will not joke around, nor will you run, fight, or play games while you’re in here.

Student Sure thing. I just want to do my lab experiment and get out of here. I won’t touch anything I’m not supposed to.

Technician: That’s a good point. First, be careful with what you touch. If you ingest some of these chemicals, you may wake up in the emergency room.

Student Ouch!

Technician: Exactly. Now, you need to wear proper clothes in the lab at all times. This means you must wear a lab coat. You can find them over there. You must also wear gloves. The gloves are by the door, so just grab a pair on the way in to the lab. And you also need to wear safety goggles. Those are also by the door. As soon as you enter the lab, you need to don your gear. Don’t do anything else before that.

Student: Okay, but what if I have to run to the bathroom or get a coke or something?

Technician: Good question. When that happens, you need to remove all of your protective clothing and put it into the cleaning hamper over there. Remember, chemicals may get onto your protective clothes—that’s why you wear them after all—so you shouldn’t leave the lab while you’re wearing them. What happens if you get some chemicals on someone else?

Student Yeah, that wouldn’t make me too popular around campus, would it?

Technician: Not at all.

Student: Wait a second. If I have to remove all my protective gear and put it in that hamper, what do I do when I come back in? Just put on a set of entirely new stuff?

Technician: Bingo. You catch on pretty quickly.

Student Wow. I guess that you are pretty serious about keeping the lab safe. Has, like, anyone ever gotten hurt when they were in the lab?

Technician: Incidents happen every now and then, but you don’t need to worry about that.

Student Hmm… That doesn’t sound too promising.

Technician: Look, as long as you follow the safety procedures, you’ll be fine. And that’s what I’m here for. Now, let me continue and give you the lowdown on the rest of our rules here.

 

LECTURE 29-34

Listen to part of a tecture in an American history class.

Professor: Steam travel finally became a viable means of transportation in the United States in the late eighteenth and earty nineteenth centuries Steamboats became the first vehicles to take advantage of this new form of power, and they were fundamental in igniting growth and industry in the United States along its major rivers and waterways, such as the Mississippi River. In the earty nineteenth century, steamboats became the means for commerce for a couple of reasons, class. One was speed, which I’ll talk about in a bit Second was the fact that upstream travel finally became a reality. Sure, riverboat commerce and trade existed before the steamboat, but they were completely controlled by the currents, that is. the direction of the flow of the river. Steamboats made it possible to travel both down and back up a river against the flow, a complete round-trip if you will. Because of this, the steamboat became a huge contributor to the U.S. economy by transporting supplies such as sugar and machinery from east to west as well as from north to south along the Mississippi River and its estuaries.

Also, thanks to the steamboat, numerous towns, industries, and jobs began to sprout up along the rivers, making it a very prosperous and ambitious time. I’m sure most of you have read Mark Twain’s Life on the Mississippi, correct? Well, his accounts are quite accurate. I might add. constdenng he was a licensed riverboat captain. These steamboats must have been something to behold on the rivers due to their size and elaborate, even luxurious, construction and appearance. They were the gems of the river, and their captains were, if you will pardon my metaphor, class, superstars. But, they truly were.

Student: Why superstars, ma’am?

Professor: Well, think about it for a second. They were the ones in control, the ones who harnessed and manipulated the massive boats and powerful steam engines. Most people were used to seeing small paddleboats or canoes. When they saw a gigantic steamboat, and, if they were lucky, its captain, I’m sure they were simply in awe of the entire scene. Now, one of the earliest superstars, as I have dubbed these steamboat captains, was Robert Fulton. He was one of the first to take a steamboat from Pittsburgh to New Orleans via the Ohio River and Mississippi in 1807.

Though the trip was successful, later ones revealed his ship’s engineering needed a lot of improvement. It was vastly underpowered and slow.

A more successful captain was Henry Shreve of the Washington, which started its runs around 1815. Shreve took his steamboat for a 1,400-mile trip, which took about three weeks. Usually, the same journey would have taken months by any other means. Their speed of travel made steamboats the most attractive and practical option for shipping as well as human travel. By the way, this same 1,400-mile trip took a mere four days forty years later, everyone. So, speed was a major reason for their popularity. Another, especially to people, was their elaborate, luxurious design and accommodations. Class, these steamboats were literally floating palaces equipped with chandeliers, saloons, dining rooms with white linen on the tables and silverware, the works. Obviously, only the wealthy could afford to pay for passage on the steamboat, and it is clear that the top ones had much in common with the most luxurious ocean liners later on such as the Titanic. Yes, class, this is the level of luxury and accommodation we are dealing with here.

What else? Let’s see, many of the ships were over two hundred and fifty, even three hundred feet long! Some of the largest ones could even cany over 1,000 passengers! They were clearly grand, large-scale affairs. But they weren’t perfect. One of the most common problems with the steamboat was fire, especially considering steamboats were made out of wood. Another one, very much associated with and usually the cause of most fires, was boiler room explosions. The popularity of the steamboat was, unfortunately, short lived. By 1854, the newly-invented railroad was beginning to gain speed. Initially, it helped steamboat trade by bringing goods and supplies from east to west and by loading steamboats for northerly and southerly trips along the rivers. But, sadly, by the 1870s, the railroad had all but replaced steamboats, and they experienced a rapid decline in favor of railroads for both supplies and passengers. Soon, railways were being laid not only east to west but also north to south, and, because the railroad was more efficient, frequent, as well as more reliable time-wise, it quickly became the dominant mode of transportation in the United States and helped the country expand even more swiftly to the west coast.