TOEFL Listening Practice 3
Part 1: Listen and Choose a Response
- Audio:
“You’re meeting the advisor now? She usually needs appointments made days in advance.”
A. Really? Then I’ll check if she’s available later.
B. Yes, I already sent the invitation.
C. No, I haven’t finished the assignment.
D. I think my phone battery is low.
Answer : A
Explanation:
The speaker implies the advisor probably won’t accept a walk-in meeting. The listener should adjust plans.
- Audio:
“You’re printing again? Didn’t it jam on you this morning?”
A. I think the cafeteria will close soon.
B. Right… maybe I should just use the PDF instead.
C. Yes, I already called my parents.
D. No, I’m taking the bus later.
Answer: B
Explanation:
The speaker warns about the printer issue. A logical response is to stop printing and choose a safer option.
- Audio:
“You’re only starting the readings now? The quiz is the first thing tomorrow.”
A. Oh—then I’ll need to focus and get through as much as I can.
B. No, I haven’t checked the menu.
C. Yes, I left my umbrella at home.
D. I think the room was locked earlier.
Answer: A
Explanation:
The speaker expresses concern about timing; the listener should show urgency.
- Audio:
“You turned off your alarm again? That’s why you keep missing the early class.”
A. Yes, I already submitted the form.
B. I know… I need to fix my sleep schedule.
C. No, I never use the library on weekends.
D. I think the meeting is starting.
Answer: B
Explanation:
The speaker points out a pattern of behavior. The correct response acknowledges the problem.
- Audio:
“You’re using those notes? Didn’t the professor say the slides were updated yesterday?”
A. Oh—then I should download the new version.
B. Yes, I saved the seat for you.
C. No, I haven’t printed the recipe.
D. I think the water fountain is broken.
Answer: A
Explanation:
The listener must adjust after hearing the notes are outdated.
- Audio:
“You’re heading out already? We still haven’t finalized the group presentation.”
A. Right, I’ll stay until we finish it.
B. Yes, I bought the wrong charger.
C. No, I don’t watch TV often.
D. I think the bus arrives late today.
Answer: A
Explanation:
The implied meaning: leaving is premature. The best response is to stay.
Part 2: Listen to a Conversation
Conversation 1 — Lab Office Hours Confusion
Audio Script:
Man: Professor, I stopped by your office during the posted lab hours yesterday, but the door was locked.
Professor: Oh, right. I had to attend an emergency meeting with the department chair. I meant to update the announcement but didn’t have time.
Man: I wanted to ask a few questions about the data analysis section of the lab report.
Professor: No problem. I can stay for a few minutes now. Or, if you prefer, I’ve added an extra office hour tomorrow morning.
Man: Tomorrow works better. I don’t want to rush through my questions.
Professor: Perfect. Bring your draft, and we’ll go through the calculations together.
Questions
- Why was the professor unavailable during office hours yesterday?
A. The professor was teaching another class
B. The professor forgot about the appointment
C. The professor had an unexpected meeting
D. The professor was out of town
Answer: C — The professor had an unexpected meeting.
→ She says she “had to attend an emergency meeting with the department chair.”
- What will the man probably do next?
A. Ask his classmates for help
B. Meet the professor tomorrow morning
C. Submit his report without feedback
D. Stay and ask his questions immediately
Answer: B — Meet the professor tomorrow morning.
→ The man says “Tomorrow works better.”
Conversation 2 — Dorm Laundry Problem
Audio Script:
Woman: Hey, are the laundry machines working on your floor?
Man: Not really. Two of them shut off mid-cycle, and the others aren’t draining properly.
Woman: That explains why my clothes were still soaking wet after 40 minutes.
Man: Yeah, maintenance left a note saying they’re replacing the pumps tomorrow.
Woman: Great… I need clean clothes for my presentation on Friday.
Man: You can try the machines in the basement. They’re older, but reliable.
Woman: Good idea. I’ll use those for now. Thanks for the tip.
Man: No problem. Just go early—everyone else is thinking the same thing.
Questions
- What problem are the students discussing?
A. Their clothes were stolen
B. The laundry machines are malfunctioning
C. The detergent dispenser is empty
D. The laundry room is overcrowded
Answer: B — The laundry machines are malfunctioning.
→ Both mention wet clothes and machines shutting off mid-cycle.
- What does the man imply about the basement machines?
A. They might break soon
B. They are usually free and unused
C. They are old but work consistently
D. They require special payment
Answer: C — They are old but work consistently.
→ He says: “They’re older, but reliable.” meaning they still work well.
Conversation 3 — Internship Application Help
Audio Script:
Man: Hi, Ms. Carter. Do you have a moment to look over my internship application?
Advisor: Sure, but I’m meeting another student in five minutes. I can help you briefly, or you can book a full advising session for tomorrow.
Man: I think it’s better if we go through everything carefully. I want to make sure my personal statement is strong.
Advisor: Good choice. There are a few common mistakes students make, and we can revise them together.
Man: Great. Are you available in the afternoon?
Advisor: Yes, I have an opening at 2:30.
Man: Perfect. I’ll bring my drafts. Thanks!
Questions
- Why does the man decide not to get help immediately?
A. The advisor is not qualified to help
B. He wants more time to gather documents
C. He prefers a full, detailed advising session
D. Another student advised him to wait
Answer: C — He prefers a full, detailed advising session.
→ He says he wants to “go through everything carefully” and chooses a full session.
- What will the man most likely do next?
A. Rewrite his personal statement tonight
B. Attend an advising session tomorrow at 2:30
C. Submit the application without revisions
D. Look for another advisor
Answer: B — Attend an advising session tomorrow at 2:30.
→ They confirm the appointment: “I have an opening at 2:30… Perfect.”
Part 3: Listen to an Announcement
Announcement 1: Campus Auditorium Renovation
“Attention students: The East Campus Auditorium will be closed beginning this Thursday for a three-week renovation project. During this period, all scheduled guest lectures and film screenings will be relocated to the Meridian Lecture Hall. Please check your event tickets or email confirmations for updated seating information. The renovation includes lighting upgrades, so some nighttime events may be rescheduled to earlier times.”
- What is the main purpose of the announcement?
A. To inform students about the cancellation of events
B. To announce a temporary closure and relocation of events
C. To recruit volunteers for renovation work
D. To provide details about new university policies
Answer: B
Explanation: The announcement clearly explains the auditorium will close and that events will be moved elsewhere.
- Why might some events change their starting times?
A. The new venue has limited seating
B. The renovation will affect lighting at night
C. The university requested earlier events
D. Guest speakers are unavailable in the evening
Answer: B
Explanation: The speaker notes the renovation involves lighting upgrades, which could affect nighttime events.
Announcement 2: Undergraduate Advising Sessions
“Good morning. This is a reminder that academic advising sessions for undergraduate students will take place next week. Due to high demand, walk-in appointments will not be available. Students must reserve a time slot through the portal by Friday at noon. Advisors will prioritize students who need approval for course overloads, so if you’re planning to take more than the recommended credit limit, schedule your session early.”
- Who is given priority during the advising sessions?
A. First-year students
B. Students requesting course overload approval
C. Students who missed previous advising
D. Students transferring from another major
Answer: B
Explanation: The announcement states advisors will “prioritize students who need approval for course overloads.”
- What must students do before Friday at noon?
A. Submit their course schedule
B. Update their advising documents
C. Reserve an appointment time
D. Meet with their advisor in person
Answer: C
Explanation: The speaker clearly says students must “reserve a time slot… by Friday at noon.”
Announcement 3: Science Building Water Shutoff
“Attention all students and faculty in the Science Building: Facilities staff will perform a scheduled water shutoff tomorrow from 9 A.M. to 1 P.M. to repair a damaged pipeline. Restrooms on all floors will be unavailable, but portable restrooms will be placed outside the main entrance. If you are conducting lab work that requires running water, please complete it before 9 A.M., as water access cannot be restored temporarily during the repair period.”
- What accommodation has the university provided during the water shutoff?
A. Extended building hours
B. Portable restrooms outside
C. Access to another building’s restrooms
D. Additional maintenance staff
Answer: B
Explanation: The announcement says portable restrooms will be placed outside the main entrance.
- What does the speaker advise students doing lab work?
A. Move their experiments to another building
B. Postpone all lab activities
C. Finish water-dependent tasks before 9 A.M.
D. Request temporary water access
Answer: C
Explanation: The speaker tells students to complete lab work requiring water “before 9 A.M.”
Part 4: Listen to an Academic Talk
Passage 1 – Astronomy (The Formation of Planetary Rings)
Professor:
When we think of planetary rings, Saturn is usually the first example that comes to mind. But several planets—including Jupiter, Uranus, and Neptune—also have ring systems, although they’re much fainter. So how do these rings form? There are two leading theories.
The first is the destructive theory. It suggests that rings are made from moons that were torn apart by tidal forces. When a moon gets too close to a planet—within something called the Roche limit—the planet’s gravity can pull it apart. The debris then spreads out into a ring.
The second is the constructive theory, which proposes the opposite: instead of being formed by destruction, rings are made from leftover material that never formed into a moon in the first place. In other words, the material has been orbiting the planet since the solar system’s earliest days.
What’s interesting is that both theories may be true, depending on the planet. Saturn’s rings, for example, appear relatively young, suggesting they may have formed from a destroyed moon. But Uranus’s rings might be ancient, supporting the constructive theory.
Questions (4)
- What is the main purpose of the talk?
A. To compare the atmospheres of different planets
B. To explain theories about how planetary rings form
C. To show why Saturn’s rings are brighter than others
D. To describe how moons influence planetary rotation
Answer: B
Explanation: The professor introduces and explains two major theories about ring formation.
- According to the destructive theory, what creates the rings?
A. Dust from passing comets
B. Remnants of moons torn apart by gravity
C. Collisions between planets
D. Material ejected from volcanic activity
Answer: B
Explanation: The destructive theory states that moons are pulled apart within the Roche limit.
- Why does the professor mention Saturn’s rings?
A. To illustrate a case where destructive formation is likely
B. To argue that they are the oldest rings in the solar system
C. To show that Saturn has the most complex ring structure
D. To question whether Saturn actually possesses rings
Answer: A
Explanation: Saturn’s rings seem relatively young, consistent with the destructive theory.
- What does the professor imply about Uranus’s rings?
A. They likely result from a moon that recently collapsed.
B. They formed from volcanic ejections.
C. They may be ancient remnants that never became a moon.
D. They are brighter than Saturn’s rings.
Answer: C
Explanation: The professor says Uranus’s rings may support the constructive (leftover material) theory.
Passage 2 – Sociology (The Concept of Social Capital)
Professor:
Today we’re exploring the idea of social capital, a term used to describe the value created by relationships within a community. Unlike financial capital or physical capital, social capital is intangible, but it has very real effects on society.
There are two types. Bonding social capital refers to strong relationships among people who are similar—family, close friends, or members of a tightly knit group. This type creates trust and emotional support.
Bridging social capital, on the other hand, connects people across different groups. For example, acquaintances from different professions or communities. Bridging social capital gives individuals access to new information and resources they wouldn’t otherwise encounter.
Research shows that communities with high levels of social capital tend to experience less crime and higher levels of civic participation. However, social capital isn’t always positive. Strong bonding groups can become exclusive, resisting outsiders and even reinforcing inequality.
So, understanding social capital helps sociologists explain why some communities thrive while others struggle.
Questions (4)
- What is the main purpose of the talk?
A. To argue that social capital is more important than financial capital
B. To explain different types of social capital and their effects
C. To criticize communities with strong bonding ties
D. To describe the history of sociological theory
Answer: B
Explanation: The professor explains bonding vs. bridging social capital and their impact.
- According to the professor, what is bridging social capital?
A. Strong ties among family members
B. Connections that link people from different groups
C. Relationships formed only in the workplace
D. Emotional support from close friends
Answer: B
Explanation: Bridging connects individuals across social boundaries and helps spread information.
- Why does the professor mention crime rates?
A. To argue that government policy causes crime
B. To show a benefit of high social capital
C. To illustrate differences between rich and poor cities
D. To demonstrate problems with measuring social capital
Answer: B
Explanation: High social capital correlates with lower crime and more civic engagement.
- What negative effect can bonding social capital have?
A. It weakens community trust.
B. It makes individuals less likely to form friendships.
C. It can lead to exclusivity and reinforce inequality.
D. It reduces access to information.
Answer: C
Explanation: Tight-knit groups may exclude outsiders and reinforce unequal structures.
Passage 3 – Art History (The Role of Patronage in Renaissance Art)
Professor:
When we think of Renaissance masterpieces, we tend to focus on the artists themselves—Michelangelo, Leonardo da Vinci, Raphael. But much of their work wouldn’t exist without patrons, the individuals or institutions who funded their projects. Patronage shaped not only what artists produced but also how they produced it.
During the Renaissance, wealthy families like the Medici used art to project political power and social prestige. By commissioning elaborate sculptures or frescoes, they signaled their influence in a highly visible way. As a result, artists often created works that aligned with their patrons’ political or religious interests.
Patronage wasn’t limited to families. The Catholic Church was one of the largest patrons, commissioning altarpieces, architecture, and murals to communicate theological messages. This institutional support influenced artistic style—promoting clarity, symbolism, and emotional impact to engage worshipers.
Interestingly, patronage also affected artistic innovation. Because competition among wealthy patrons was intense, artists were encouraged to experiment, adopting new techniques like linear perspective or oil painting to impress their sponsors.
So, the Renaissance art we admire today was shaped as much by economic and political forces as by artistic talent.
Questions (4)
- What is the main idea of the talk?
A. Renaissance artists were unable to work without strict rules
B. Patronage played a major role in shaping Renaissance art
C. The Catholic Church controlled all artistic production
D. Renaissance art was mainly focused on architecture
Answer: B
Explanation: The professor discusses how patrons influenced artistic content and innovation.
- According to the professor, how did wealthy families use art?
A. To teach children skills
B. To demonstrate political power and social status
C. To avoid church taxes
D. To support struggling artists out of charity
Answer: B
Explanation: Families like the Medici used art to display influence.
- What influence did the Church have on artistic style?
A. It required artists to avoid emotional elements
B. It discouraged experimentation in technique
C. It promoted clarity and symbolism to communicate religious messages
D. It forced artists to work exclusively with marble
Answer: C
Explanation: Church commissions emphasized clarity and symbolism to teach theology.
- What does the professor imply about artistic innovation during the Renaissance?
A. It declined due to strict patron demands.
B. It was driven partly by competition among patrons.
C. It only occurred in northern Europe.
D. It happened independently of economic forces.
Answer: B
Explanation: Competition encouraged artists to experiment with new techniques.
