TOEFL Listening Practice 2
Part 1: Listen and Choose a Response
- Audio:
“You’re sure the file uploaded? Because I’m not seeing it anywhere.”
A. Yes, I already bought the tickets.
B. I think the lecture was canceled.
C. Oh—let me double-check and try again.
D. No, I don’t know how to cook well.
Correct: C
Explanation:
The speaker doubts the upload. The best response is to confirm and re-upload.
- Audio:
“You’re leaving now? The professor usually makes announcements at the end.”
A. No, I haven’t cleaned my room.
B. Right, I’ll stay a bit longer then.
C. Yes, I already printed the receipt.
D. I think the lights are too bright.
Correct: B
Explanation:
Implied meaning: It’s not wise to leave early. The listener should stay.
- Audio:
“You didn’t bring the readings? You know today’s discussion is graded, right?”
A. Oh—then I’ll borrow someone’s copy quickly.
B. Yes, I already visited the museum.
C. I think the gym is closed.
D. No, I don’t drink coffee in the morning.
Correct: A
Explanation:
Tone: urgency + concern. The listener should act quickly to fix the situation.
- Audio:
“You’re waiting for the shuttle? It left five minutes ago.”
A. No, I’m not taking chemistry this term.
B. Really? Then I’ll check when the next one comes.
C. Yes, the library opens at nine.
D. I think my laptop needs charging.
Correct: B
Explanation:
The speaker explains the shuttle is gone → the listener must adapt and check the schedule.
- Audio:
“You turned in the draft already? Most people are still revising.”
A. I think the cafeteria will close soon.
B. Yes, I forgot my headphones.
C. No, I didn’t open the window.
D. I know—I wanted some early feedback.
Correct: D
Explanation:
The correct response explains why the draft was submitted early.
- Audio:
“You’re using that source? It’s not exactly known for accuracy.”
A. No, I don’t have class today.
B. Good point—I’ll look for something more reliable.
C. Yes, I finished my lunch already.
D. I think the bus comes every hour.
Correct: B
Explanation:
The speaker questions the reliability of the source → listener agrees and adjusts.
Part 2: Listen to a Conversation
Conversation 1 — Library Computer Issue
Audio Script:
Man: Excuse me, do you know why the computers on the second floor aren’t working?
Librarian: Oh, yes. They’re doing a system update this morning. The IT staff said it should be done by noon.
Man: Ah, that explains it. I have to print my assignment before class starts.
Librarian: In that case, you can use the express computers near the entrance. They only allow 15-minute sessions, but printing works fine there.
Man: Great, thanks. Do I need to reserve one?
Librarian: No reservation needed. Just log in with your student ID.
Man: Perfect. I’ll head over now. Thanks for the help!
Librarian: Anytime.
Questions
- Why are the computers on the second floor unavailable?
A. They are being repaired
B. They are reserved for a workshop
C. They are undergoing a system update
D. They have a printing malfunction
Correct: C — They are undergoing a system update.
→ The librarian says: “They’re doing a system update this morning.”
- What does the librarian suggest the man do?
A. Wait until noon
B. Use the express computers by the entrance
C. Borrow a laptop
D. Go to another library building
Conversation 2 — Group Project Miscommunication
Audio Script:
Woman: Hey, did you finish the slides for our group presentation?
Man: Slides? I thought I was only responsible for the outline.
Woman: Oh no… We agreed during the meeting yesterday that you’d handle the slides, remember?
Man: I wasn’t at the meeting. I had a dentist appointment.
Woman: Right… we forgot to update you. That’s our fault.
Man: No worries. I can work on the slides tonight. Just send me the notes you all finalized.
Woman: Will do. And sorry again for the confusion.
Man: It’s okay. We’ll still get everything done on time.
Questions:
- Why did the man not know about his task?
A. He forgot what was said in the meeting
B. He skipped the meeting without telling the group
C. He misunderstood the instructions
D. He didn’t attend the meeting due to an appointment
Correct D — He didn’t attend the meeting due to an appointment.
→ He says: “I wasn’t at the meeting… I had a dentist appointment.”
- What will the man probably do next?
A. Ask the professor for an extension
B. Create the slides for the presentation
C. Rewrite the outline
D. Cancel his participation in the group project
Correct B — Create the slides for the presentation.
→ He says: “I can work on the slides tonight.”
Conversation 3 — Campus Café Refund
Audio Script:
Student: Hi, I bought a sandwich here about 20 minutes ago, but the inside was still frozen.
Cashier: Oh, I’m really sorry about that. Sometimes the freezer overcools items. Would you like a replacement or a refund?
Student: A replacement would be fine, as long as it’s properly heated.
Cashier: Of course. I’ll prepare a new one myself. It’ll take about five minutes.
Student: Thanks. By the way, should I return the old one?
Cashier: No need. We’ll just record it in the system.
Student: Okay. I appreciate the help.
Cashier: And thank you for letting us know. We’ll check the freezer settings later.
Questions
- Why does the student speak with the cashier?
A. To ask about café discounts
B. To request a refund or replacement
C. To order a new menu item
D. To complain about slow service
Correct B — To request a refund or replacement.
→ The student says the sandwich was “still frozen,” and the cashier offers “a replacement or a refund.”
- What will the cashier do?
A. Refund the student immediately
B. Ask the student to wait until a manager arrives
C. Make a new sandwich for the student
D. Take the old sandwich back for inspection
Correct C — Make a new sandwich for the student.
→ The cashier says: “I’ll prepare a new one myself.”
Part 3: Listen to an Announcement
Announcement 1: Laboratory Access Policy
“Attention biology students: Beginning next Monday, the microbiology laboratory will require all students to sign in using the new digital attendance system. The old paper sign-in sheet will no longer be accepted. This change is part of the department’s effort to improve safety tracking. Please arrive five minutes early to complete the digital check-in, especially during busy morning hours.”
- What is the main reason for introducing the new system?
A. To reduce students’ waiting time
B. To improve safety monitoring
C. To replace broken equipment
D. To limit the number of lab users
Answer: B
Explanation: The announcement states the new system is part of an effort “to improve safety tracking.”
- What does the speaker recommend students do?
A. Use the paper sign-in sheet
B. Avoid coming during morning hours
C. Arrive earlier than usual
D. Contact the department office
Answer: C
Explanation: Students are told to “arrive five minutes early” for digital check-in.
Announcement 2: Student Art Exhibition Setup
“Good afternoon, everyone. A quick reminder for students participating in the Spring Art Exhibition: You must submit your artwork to the gallery office by 4 P.M. tomorrow. Please ensure your pieces are properly labeled and securely packaged, as staff will begin arranging the display immediately after the deadline. If your work is not submitted on time, it cannot be included because the layout schedule is extremely tight.”
- Why must artwork be submitted before the deadline?
A. The gallery needs time to finalize the layout
B. Students need approval for their pieces
C. The office closes earlier than usual
D. The packaging materials will run out
Answer: A
Explanation: The announcement states staff will start arranging the display “immediately after the deadline.”
- What will happen if a student submits artwork late?
A. It will still be accepted with a penalty
B. It might be displayed in a different section
C. It cannot be included in the exhibition
D. It will be returned to the student
Answer: C
Explanation: The speaker clearly says late submissions “cannot be included.”
Announcement 3: Gym Maintenance Closure
“Attention gym members: The campus fitness center will be closed this Saturday from 7 A.M. to 3 P.M. for scheduled maintenance on the ventilation system. All morning fitness classes are canceled, but the pool area will remain open. The gym is expected to reopen at 3 P.M. as long as the inspection goes smoothly. Please check the university app for real-time updates in case the reopening time changes.”
- Which facility will remain available during the maintenance?
A. The cardio room
B. The locker rooms
C. The pool
D. The weightlifting area
Answer: C
Explanation: The announcement states “the pool area will remain open.”
- What does the speaker suggest students do regarding the reopening time?
A. Call the maintenance office
B. Check the university app
C. Come to the gym at 3 P.M.
D. Wait for an email notification
Answer: B
Explanation: The speaker advises checking the app “for real-time updates.”
Part 4: Listen to an Academic Talk
Passage 1 – Psychology (Memory Consolidation During Sleep)
Professor:
You’ve probably heard that getting a good night’s sleep helps you remember things better. But what’s actually happening in the brain during sleep? Well, research suggests that memory consolidation—the process of stabilizing and strengthening memories—occurs primarily during two stages of sleep: slow-wave sleep and REM sleep.
During slow-wave sleep, the brain replays recent experiences in a rapid, compressed form. It’s almost like the brain is rehearsing what happened during the day, transferring information from short-term storage in the hippocampus to long-term storage in the cortex.
REM sleep, by contrast, seems to integrate memories, connecting new information with older knowledge. This stage may help with creativity and problem-solving because the brain forms associations it might not form while awake.
However, it’s important to note that not all memories are strengthened equally. Emotional memories, for instance, receive priority processing, which is one reason stressful events tend to be remembered more vividly.
Overall, sleep isn’t just a passive resting state. It’s an active period during which the brain reorganizes, stabilizes, and enriches our memories.
Questions (4)
- What is the main purpose of the talk?
A. To explain how emotional stress affects sleep patterns
B. To describe how different stages of sleep contribute to memory consolidation
C. To compare the brain structures involved in long-term memory
D. To challenge the belief that sleep improves memory
Answer: B
Explanation: The entire talk focuses on how slow-wave and REM sleep influence memory.
- According to the professor, what happens during slow-wave sleep?
A. Memories are erased to make room for new information.
B. The brain connects new ideas with old ones.
C. The brain replays recent experiences rapidly.
D. Emotional memories are suppressed.
Answer: C
Explanation: She states the brain “replays recent experiences” during slow-wave sleep.
- Why does the professor mention creativity?
A. To show that REM sleep has functions beyond memory strengthening
B. To argue that creativity is more important than memory
C. To criticize older theories of brain function
D. To demonstrate that creativity declines without slow-wave sleep
Answer: A
Explanation: REM sleep helps form new associations, aiding creativity.
- What does the professor imply about emotional memories?
A. They are less stable than ordinary memories.
B. They receive extra processing during sleep.
C. They only form during REM sleep.
D. They are stored outside the hippocampus.
Answer: B
Explanation: Emotional memories “receive priority processing.”
Passage 2 – Economics (The Paradox of Thrift)
Professor:
Today we’re discussing the “paradox of thrift,” a concept introduced by the economist John Maynard Keynes. The paradox states that while saving money is beneficial for an individual, widespread increases in saving can actually harm the economy.
Here’s why. When many people simultaneously choose to save more and spend less, overall demand for goods and services falls. Businesses respond by reducing production, which often leads to layoffs. With fewer people employed, incomes drop, and the economy slows even further. Ironically, this means that individuals might end up saving less in the long run, because their incomes shrink.
Now, this doesn’t mean saving is bad. It simply suggests that the timing and scale of saving matter. During a recession, for example, increased saving can worsen the downturn. That’s why governments sometimes intervene with stimulus spending—to boost demand when individuals reduce theirs.
So, the paradox illustrates that what’s rational at the individual level can be harmful at the collective level, especially during economic downturns.
Questions (4)
- What is the main idea of the talk?
A. Saving is always harmful for the economy.
B. Keynes believed individuals should never save during recessions.
C. Collective saving can negatively impact the economy under certain conditions.
D. Government spending is more important than consumer spending.
Answer: C
Explanation: The “paradox of thrift” explains how widespread saving can slow economic activity.
- What happens when many people save more at the same time?
A. Demand decreases and businesses reduce production.
B. Prices rise quickly due to inflation.
C. Wages increase across most industries.
D. Investment spending becomes unnecessary.
Answer: A
Explanation: Less spending → lower demand → production cuts.
- Why does the professor mention government stimulus spending?
A. To show that governments encourage saving during recessions
B. To explain a tool that can counteract reduced private spending
C. To emphasize that governments save more than individuals
D. To argue against Keynes’ theory
Answer: B
Explanation: Stimulus spending boosts demand when consumer spending falls.
- What does the professor imply about individual vs. collective behavior?
A. Individuals and societies always share the same financial goals.
B. Individual decisions are irrelevant to economic outcomes.
C. What is sensible for one person may be damaging for society.
D. Collective choices are always less rational than individual ones.
Answer: C
Explanation: The paradox shows individual rationality can lead to negative collective outcomes.
Passage 3 – Biology (Bioluminescence in Deep-Sea Organisms)
Professor:
If you dive into the deep ocean—far below the reach of sunlight—you’ll encounter organisms that create their own light, a phenomenon known as bioluminescence. While it may look magical, it’s actually an important survival strategy.
Bioluminescence occurs when a chemical reaction inside an organism produces light. Many deep-sea species use this light defensively. Some release a cloud of glowing particles to confuse predators, while others flash briefly to signal that they’re toxic or dangerous.
But bioluminescence also plays a role in communication. Certain fish produce rhythmic pulses of light to attract mates. And then there’s the anglerfish, which uses a glowing lure to attract unsuspecting prey.
One surprising function of bioluminescence is counter-illumination. Some animals emit light from their underside that matches the faint light coming from above. This makes them nearly invisible to predators looking upward.
Because the deep ocean is difficult to explore, much of what we know comes from remote-operated vehicles equipped with sensitive cameras. Even so, scientists believe that we’ve only observed a fraction of the bioluminescent species that exist.
Questions (4)
- What is the primary purpose of the talk?
A. To compare bioluminescence with other forms of energy
B. To describe the various functions of bioluminescence in deep-sea organisms
C. To argue that bioluminescence evolved only recently
D. To explain why deep-sea species are difficult to study
Answer: B
Explanation: The professor discusses defensive, communicative, and camouflage functions.
- What is counter-illumination?
A. Using sound to distract predators
B. Releasing toxic chemicals for protection
C. Producing light to blend in with indirect sunlight
D. Using light patterns to attract mates
Answer: C
Explanation: Counter-illumination matches light from above to avoid detection.
- Why does the professor mention the anglerfish?
A. To illustrate a predatory use of bioluminescence
B. To show that some fish lack bioluminescence
C. To argue that light production requires a complex brain
D. To explain how deep-sea fish migrate
Answer: A
Explanation: The anglerfish uses light as a lure to attract prey.
- What does the professor imply about our knowledge of bioluminescent species?
A. Most deep-sea species have already been identified.
B. Research has recently confirmed that bioluminescence is rare.
C. Scientists believe many species remain undiscovered.
D. Current technology makes exploration nearly unnecessary.
Answer: C
Explanation: She states we’ve only observed “a fraction” of existing species.
