TOEFL iBT Part 2 Listening Test(Pre-Test)

DIRECTIONS

You will demonstrate your ability to understand spoken English in academic settings. You will listen to a set of audio passages, consisting of 3 lectures and 2 conversations. After you hear each lecture or conversation, you will answer questions about it. In some questions, a portion of the lecture or conversation is replayed; you will listen to part of the recording again and then answer a question.

You may listen to each passage ONLY ONCE. You are allowed to take notes while you listen. Answer each question in sequential order; you will NOT be allowed to skip or go back to previous questions. You have no more than 35 seconds to answer each question.

DIRECTIONS

You will demonstrate your ability to understand spoken English in academic settings. You will listen to a set of audio passages, consisting of 3 lectures and 2 conversations. After you hear each lecture or conversation, you will answer questions about it. In some questions, a portion of the lecture or conversation is replayed; you will listen to part of the recording again and then answer a question.

You may listen to each passage ONLY ONCE. You are allowed to take notes while you listen. Answer each question in sequential order; you will NOT be allowed to skip or go back to previous questions. You have no more than 35 seconds to answer each question.

Listen to a conversation between a student and a librarian. (Track 1)

1. Why does the student come to the library?

A. To learn about the library’s resources

B. To ask about interlibrary loans

C. To attend the new student orientation

D. To start work on a research project

2. Why does the librarian point out the history section to the student?

A. She wants to point out the closest area containing copy machines.

B. She assumes that he will need to do research there.

C. The student is looking for a book he used at his last school.

D. Students sometimes mistakenly assume that the section contains literature books.

3. What does the student imply about the interlibrary loan service at his last school?

A. He never used it.

B. He came to appreciate it.

C. It was inconvenient.

D. It was expensive.

4. What does the student need to do before he can use any rare books? Choose 2 answers.

A. Purchase a card

B. Obtain permission

C. Put on gloves

D. Try interlibrary loan first

5. Listen to Track 2.

A. I wish this were true.

B. That is not a very good idea.

C. Thanks for your suggestion.

D. That is what we intended.

Listen to part of a lecture in a class on theater history. The professor is discussing the theater of nineteenth-century France. (Track 3)

6. What is the lecture mainly about?

A. The importance of creating believable characters in plays

B. The influence of the literature of “realism” on French theater

C. A successful standard formula for writing plays

D. A famous example of a well-made play

7. According to the professor, why did some playwrights write the end of a play before the beginning?

A. To produce multiple scripts as quickly as possible

B. To prevent the audience from using logic to guess the ending

C. To avoid writing endings similar to those of other plays

D. To ensure that the plot would develop in a logical manner

8. Why does the professor mention a conversation between two servants?

A. To give examples of typical characters in a well-made play

B. To show how background information might be revealed in a well-made play

C. To explain why Romeo and Juliet can be considered a well-made play

D. To explain how playwrights develop the obligatory scene of a well-made play

9. According to the professor, what dramatic elements are typically included in a well- made play to help move the plot forward? Choose 2 answers.

A. A series of major changes in the hero’s apparent chances of success

B. The introduction of new characters midway through the play

C. Information known to the audience but not to the main characters

D. The movement of major characters from one setting to another

10. What does the professor imply about the obligatory scene and the denouement?

A. The difference between them might be unclear to some people.

B. Both are useful techniques for developing realistic characters.

C. The denouement usually occurs within the obligatory scene.

D. The obligatory scene is usually less exciting than the denouement.

11. Listen to Track 4.

A. To help students understand the meaning of a new term

B. To indicate that his point is not related to the main topic of the lecture

C. To emphasize one element of a play over all others

D. To begin to summarize the main points of the lecture

Listen to a conversation between a student and a business professor. (Track 5)

12. What is the conversation mainly about?

A. Preparing for a test

B. A strategy for attracting customers

C. Business opportunities in the field of health

D. Differences between two business models

13. What does the professor imply about the upcoming test?

A. It will not contain questions about the health-club model.

B. It will ask about ways to improve the customer’s self-image.

C. It will require students to discuss marketing strategies for libraries.

D. It will not require students to give examples of successful businesses.

14. Based on the conversation, indicate whether each of the following is offered by healthclubs. Choose the correct boxes.

14.1. Low membership fees

Yes

No

14.2. High-quality facilities

Yes

No

14.3. Exercise classes

Yes

No

14.4. Positive self-image

Yes

No

14.5. Special presentations

Yes

No

15. What does the professor imply about public libraries?

A. They tend to be more popular than health clubs.

B. They cannot offer as many services as health clubs.

C. They should not spend money on high-quality equipment.

D. They need to give greater emphasis to strategic marketing.

16. Listen to Track 6.

A. To introduce a personal story about exercising

B. To point out a flaw in the health-club model

C. To give an example that supports the professor’s point

D. To explain why he disagrees with the professor

Listen to part of a lecture in a geology class. (Track 7)

17. What is the lecture mainly about?

A. Explanations of how glaciers move

B. Landscape changes caused by glacial movement

C. Climate changes that influence glacial movement

D. Causes of glacial formation

18. The professor discusses the process of basal slip. Put the steps in the correct order.

Answer Choices

A. Friction between the glacier and bedrock is reduced.

B. A liquid layer forms at the base of the glacier.

C. The glacier begins to slide.

D. Pressure is increased on the ice.

19. What factors are involved in the amount of deformation a glacier undergoes? Choose 2answers.

A. Thickness of glacial ice

B. The hardness of glacial ice

C. The amount of water beneath the glacial ice

D. The temperature of the glacial ice

20. What does the professor say about the speed of glaciers?

A. It affects the amount of glacial ice that forms.

B. It can be fast enough for movement to be noticeable.

C. It is reduced by cracks in the ice.

D. It is unusually high in colder regions.

21. Listen to Track 8.

A. A characteristic of ice that is related to glacial movement

B. How scientists first discovered that glaciers could move

C. That factors like temperature can affect the strength of ice

D. Why deformation is the most common type of glacial movement

22. Listen to Track 9.

What does the professor imply about compression and extension?

A. He believes it accounts for a great deal of glacial movement.

B. He thinks it is a slower type of glacial movement than basal slip.

C. He is not convinced that it is a type of glacial movement.

D. He does not agree that it causes fissure in glaciers.

Listen to part of a lecture in an art history class. (Track 10)

23. What is the lecture mainly about?

A. Why the Salon exhibitions became popular among women artists in Paris

B. Why French society did not approve of art schools for women

C. How opportunities for women artists in Paris improved

D. How women artists in Paris cooperated with one another

24. What point does the professor make about Julian when he mentions that Julian’s artschool offered some classes only for women?

A. Julian’s school was the first art school in Paris to offer women-only classes.

B. Julian wanted to encourage the distinctive style of women in Paris.

C. Julian viewed himself as a social reformer.

D. Julian possessed outstanding business skills.

25. What does the professor emphasize as one benefit of competition in women’s classes?

A. Women gained more confidence in their artistic abilities.

B. Women became instructors in private art studios.

C. Women were able to sell their paintings for large amounts of money.

D. Women created new styles of painting.

26. According to the professor, what were two ways that the situation of women artists hadchanged by the end of the nineteenth century in Paris? Choose 2 answers.

A. Women and men took art classes together.

B. Women artists played a greater role in the Salon exhibitions.

C. More schools were established by women artists.

D. Fewer women artists were traveling to Paris.

27. What does the professor imply about Bashkirtseff’s painting In the Studio?

A. It was one of many paintings that depicted a women’s studio.

B. It did not bring Bashkirtseff recognition for her artistic ability.

C. It was criticized for an unrealistic depiction of women artists.

D. It was beneficial for both Bashkirtseff and the school where she studied.

28. Listen to Track 11.

A. Paris was a popular place to visit but not the best place to study art.

B. Paris was the most important place for an artist to study and work.

C. Living in Paris was difficult for women artists from other countries.

D. Studying in Paris was beneficial for some artists, but not for others.