TOEFL Listening Practice 7
Part 1: Listen and Choose a Response
- Audio:
“You’re printing your slides now? The presentation starts in ten minutes.”
A. Oh—then I’ll export a PDF instead and skip printing.
B. Yes, I already called the office.
C. No, I don’t have a parking permit.
D. I think my roommate borrowed my charger.
Answer: A
Explanation: The speaker implies there’s not enough time to print. Best response: switch to a faster alternative.
- Audio:
“You’re meeting the advisor today? She mentioned she wasn’t feeling well.”
A. Really? Then I’ll email her and ask to reschedule.
B. No, I usually eat lunch quite late.
C. Yes, I bought all the required books.
D. I think the bus route changed.
Answer: A
Explanation: The speaker implies the meeting may not happen. The listener should adapt accordingly.
- Audio:
“You haven’t checked the updated schedule? They changed half the deadlines.”
A. Oh—then I need to review it right now.
B. Yes, I returned the library books.
C. No, I don’t drink coffee very often.
D. I think I left my ID in the lab.
Answer: A
Explanation: Implied meaning: the listener is missing important info. Appropriate response: take action immediately.
- Audio:
“You’re leaving your laptop here? They’re cleaning the room in a few minutes.”
A. Right—I’ll take it with me before they start.
B. Yes, I prefer iced tea.
C. No, I didn’t attend the lecture.
D. I think my cousin is visiting.
Answer: A
Explanation: The speaker warns of potential risk. The listener’s response should address the risk directly.
- Audio:
“You’re still using that draft? The professor said the rubric was updated yesterday.”
A. Really? I’ll download the new rubric now.
B. Yes, I already bought groceries.
C. No, I didn’t save the document.
D. I think the meeting is next week.
Answer: A
Explanation: The speaker implies the draft might not meet updated requirements. The listener should fix it.
- Audio:
“You’re heading out already? We still haven’t decided who’s presenting.”
A. Oh—let’s figure that out before I leave.
B. No, I forgot my headphones at home.
C. Yes, I think the store closes at nine.
D. I don’t usually study in groups.
Answer: A
Explanation: The speaker signals that an important task remains undone. The listener should address it before leaving.
Part 2: Listen to a Conversation
Conversation 1 — Study Room Reservation
Audio Script:
Man: Hi, I reserved study room 204 for 3 p.m., but someone is still inside.
Librarian: Let me check… Yes, you’re right. Sometimes groups lose track of time.
Man: I have a group meeting in ten minutes.
Librarian: I can remind them that their reservation ended, or you can take room 210 — it just opened up.
Man: Room 210 works. Thanks!
Librarian: I’ll update it in the system.
- Why does the man speak to the librarian?
A. He wants to cancel his reservation
B. He needs help with a printing issue
C. Someone is using the room he reserved
D. He wants to reserve a room for tomorrow
Answer: C
Explanation: He says he reserved room 204, but someone is still inside.
- What solution does the librarian offer?
A. Extend the reservation for the current occupants
B. Move the man to another available room
C. Charge a fee for late checkout
D. Delay his meeting until the room is free
Answer: B
Explanation: She offers room 210, which “just opened up.”
Conversation 2 — Difficulty Understanding a Lecture
Audio Script:
Woman: I barely understood anything from yesterday’s chemistry lecture.
Man: Same here. The professor went through the material really quickly.
Woman: I couldn’t even finish copying the diagrams.
Man: He uploads the slides and a recording after each class. Have you checked the course website?
Woman: No, I didn’t know that.
Man: Look under the “Resources” tab. It helps a lot.
Woman: Thanks. I’ll review them tonight.
- What problem does the woman describe?
A. She couldn’t keep up with the fast lecture
B. She wasn’t allowed to take notes
C. She missed the class entirely
D. She lost her chemistry notebook
Answer: A
Explanation: She says the professor went too fast and she couldn’t finish copying diagrams.
- What does the man suggest she do?
A. Ask the professor for a private review session
B. Review the online slides and lecture recording
C. Visit the tutoring center
D. Borrow notes from a classmate
Answer: B
Explanation: He tells her the slides and recordings are posted on the course website.
Conversation 3 — Art Supply Shortage
Audio Script:
Man: Do you know if the campus bookstore still has sketch pads? I couldn’t find any yesterday.
Woman: They sold out again. Lots of intro art classes started this week.
Man: Great… I need one for tomorrow’s assignment.
Woman: You can try the arts building. The department keeps some supplies for students who are stuck.
Man: Really? I didn’t know that.
Woman: Yeah, but they only give out a limited amount. You should go soon.
Man: I’ll head there after class. Thanks!
- Why is the man having trouble finding a sketch pad?
A. He lost the one he bought
B. The bookstore stopped selling them
C. They are sold out due to high demand
D. He misunderstood the assignment
Answer: C
Explanation: She says they “sold out again” because many art classes started.
- What does the woman advise the man to do?
A. Borrow supplies from a classmate
B. Buy a digital drawing tablet instead
C. Visit the arts department for limited supplies
D. Wait until the bookstore restocks
Answer: C
Explanation: She says the arts building keeps extra supplies for students.
Part 3: Listen to an Announcement
Announcement 1: Change in Office Hours for Advising
Audio script :
“Attention students: Due to an unexpectedly high number of advising requests this semester, the Academic Counseling Office will extend its hours on Monday and Tuesday evenings until 7 P.M. Walk-in advising will still NOT be available, so students must reserve an appointment through the online portal. If you miss your appointment, you will need to reschedule, as advisors cannot accommodate late arrivals.”
- What adjustment is the Counseling Office making?
A. Increasing the number of advisors
B. Extending office hours on certain days
C. Allowing walk-in appointments
D. Offering online advising sessions
Answer: B
Explanation: The announcement states the office will stay open until 7 P.M. on Monday and Tuesday.
- What happens if a student arrives late?
A. They will still receive advising
B. They can switch to walk-in service
C. They must book another appointment
D. They will be placed on a waiting list
Answer: C
Explanation: The announcement states late arrivals must reschedule.
Announcement 2: Temporary Closure of the Art Studio
Audio script :
“Good afternoon. The Art Studio will be closed all day this Saturday for the installation of new ventilation equipment. Students working on final projects should plan ahead, as studio access will not be granted under any circumstances during the installation. The studio will reopen Sunday at 9 A.M., provided the safety inspection is completed on time. Updates will be posted on the departmental website if the schedule changes.”
- Why is the Art Studio closing?
A. To conduct a safety training session
B. To replace damaged furniture
C. To install ventilation equipment
D. To prepare for an upcoming exhibit
Answer: C
Explanation: The announcement states the studio will close for installation of “new ventilation equipment.”
- What condition must be met for the studio to reopen on Sunday?
A. All student projects must be removed
B. The inspection must be completed
C. Staff availability must be confirmed
D. The installation must be rescheduled
Answer: B
Explanation: It will reopen Sunday “provided the safety inspection is completed on time.”
Announcement 3: Update on Printing Credit Distribution
Audio script :
“Attention all students: Printing credits for the new semester will be added to your accounts tomorrow morning. However, because the campus network will undergo routine maintenance between 6 and 9 A.M., some students may not see the updated balance immediately. Printing services will remain available during the maintenance period, but your displayed credit amount might be inaccurate until the system refreshes later in the day.”
- When will the new printing credits be added?
A. Tonight at midnight
B. Tomorrow morning
C. After the maintenance finishes
D. During the afternoon system refresh
Answer: B
Explanation: The announcement states credits “will be added… tomorrow morning.”
- What issue might students experience during maintenance?
A. Printing will be completely unavailable
B. Their credits may appear incorrect
C. They will be unable to log into their accounts
D. Only color printing will be allowed
Answer: B
Explanation: The announcement notes balances “might be inaccurate until the system refreshes.”
Part 4: Listen to an Academic Talk
Passage 1 – Ecology (The Concept of Ecological Niches)
Professor:
In ecology, the term niche refers not just to where an organism lives, but to its entire role within an ecosystem. This includes its habitat, the food it consumes, the predators it avoids, and even the temperature range it can tolerate. In other words, a niche is an organism’s “way of life.”
A key idea is that no two species can occupy the exact same niche for long. This is known as the competitive exclusion principle. When two species compete for identical resources, one will eventually outcompete the other, forcing it to either adapt, migrate, or face extinction.
However, species can coexist if they undergo niche differentiation, meaning each species exploits a different part of the environment. For example, several bird species may live in the same forest but feed at different heights in the trees. By dividing resources, they reduce direct competition.
Understanding niches also helps ecologists predict how species will respond to environmental change. If a species’ niche becomes narrower—say, due to rising temperatures—it may become more vulnerable to extinction because it cannot adapt quickly enough.
Questions
- What is the main purpose of the talk?
A. To describe how ecosystems form new habitats
B. To explain what ecological niches are and why they matter
C. To argue that species rarely compete for resources
D. To compare modern and ancient ecosystems
Answer: B
Explanation: The professor defines niches, competitive exclusion, and niche differentiation.
- What does the competitive exclusion principle state?
A. Species with similar diets will merge into one population
B. No two species can permanently occupy the exact same niche
C. Competition only occurs in limited environments
D. Predators typically avoid competing for resources
Answer: B
Explanation: The talk clearly states that identical niches cannot be shared long-term.
- Why does the professor mention birds that feed at different tree heights?
A. To show that birds rarely compete with each other
B. To illustrate niche differentiation in practice
C. To argue that birds are more adaptable than mammals
D. To explain why forests contain fewer species
Answer: B
Explanation: The example demonstrates how resource division reduces competition.
- What does the professor imply about species with very narrow niches?
A. They are well protected against climate change
B. They tend to evolve faster
C. They may be at higher risk of extinction
D. They avoid competition entirely
Answer: C
Explanation: Narrow niches make species vulnerable when environmental conditions shift.
Passage 2 – Psychology (The Spacing Effect in Learning)
Professor:
Today we’re discussing the spacing effect, one of the most well-established principles in learning research. It states that information is remembered more effectively when study sessions are spread out over time rather than concentrated in a single session. This is why “cramming” the night before an exam often leads to poor long-term retention.
One explanation is that spaced learning forces the brain to reconstruct memories repeatedly. Each reconstruction strengthens neural connections, making recall more durable. In contrast, cramming may produce strong short-term performance but weak long-term memory because the information is not revisited enough.
The spacing effect also seems to benefit from something called “desirable difficulty.” When learners struggle just a bit to retrieve information, the effort enhances memory formation. Spacing naturally introduces this challenge because more time has passed since the information was last reviewed.
Interestingly, the spacing effect applies across ages and subjects—from preschool vocabulary learning to adult skill acquisition. Yet despite its effectiveness, many students prefer massed practice because it gives the illusion of quick progress.
Questions
- What is the main idea of the talk?
A. To explain why cramming is sometimes necessary
B. To describe the spacing effect and why it enhances learning
C. To criticize current teaching methods in universities
D. To compare memory performance across different age groups
Answer: B
Explanation: The talk focuses on how spaced study improves long-term memory.
- What is one reason spaced learning is effective?
A. It reduces the amount of total study time required
B. It encourages repeated reconstruction of memories
C. It prevents students from forgetting information entirely
D. It eliminates the need for deliberate practice
Answer: B
Explanation: Each spaced review strengthens memory by forcing reconstruction.
- What are “desirable difficulties”?
A. Challenges that increase the effectiveness of learning
B. Obstacles that slow down learning progress
C. Mistakes that students should avoid
D. Techniques used only with young children
Answer: A
Explanation: Slight retrieval difficulty enhances memory consolidation.
- What does the professor imply about massed practice (cramming)?
A. It is more effective than spaced practice
B. It creates an illusion of learning without lasting retention
C. It should be encouraged for complex subjects
D. It is useful for learning motor skills only
Answer: B
Explanation: Cramming feels productive but produces weak long-term memory.
Passage 3 – Economics (Behavioral Biases in Consumer Decision Making)
Professor:
Traditional economic theory assumes people make perfectly rational decisions. But behavioral economics shows that consumers often rely on mental shortcuts—called heuristics—that can lead to predictable biases.
One common bias is loss aversion. People generally feel the pain of losing something more strongly than the pleasure of gaining something of equal value. This is why consumers hesitate to switch brands even when the alternative is cheaper or better. The potential “loss” feels more significant than the potential gain.
Another bias is the anchoring effect. When people encounter an initial reference point—such as a suggested retail price—they tend to rely on it heavily, even if it’s arbitrary. As a result, a high anchor can make a moderately high price appear more reasonable.
A third example is the status quo bias, the tendency to stick with existing choices. Companies take advantage of this by setting default options that favor their interests, knowing that many customers won’t bother to change them.
Understanding these biases helps economists design better policies and helps consumers recognize how subtle influences shape their decisions.
Questions
- What is the main purpose of the talk?
A. To argue that consumers always behave irrationally
B. To describe several behavioral biases that influence consumer choices
C. To explain why traditional economic theory is outdated
D. To convince companies to eliminate default settings
Answer: B
Explanation: The talk introduces loss aversion, anchoring, and status quo bias.
- Why does the professor mention hesitation to switch brands?
A. To illustrate loss aversion
B. To question the value of brand loyalty
C. To show why companies often fail
D. To demonstrate rational decision-making
Answer: A
Explanation: Consumers avoid switching due to fear of potential loss.
- What effect does a high “anchor” have on consumers?
A. It causes them to distrust price information
B. It makes them view higher prices as unacceptable
C. It makes moderately high prices seem more reasonable
D. It forces them to compare many different products
Answer: C
Explanation: Anchors shift perception, making a price appear more acceptable.
- What does the professor imply about default options set by companies?
A. They are rarely effective
B. They work because people prefer not to change their choices
C. They are always unethical
D. They reduce the need for competition
Answer: B
Explanation: The status quo bias makes people stick with the default setting.
