TOEFL Listening Practice 5
Part 1: Listen and Choose a Response
- Audio:
“You’re going to study in the café? It gets loud around lunchtime.”
A. Yes, I finished all my assignments.
B. Oh, then I’ll bring headphones just in case.
C. I think the bus arrives at noon.
D. No, I haven’t checked my email yet.
Answer: B
Explanation:
The speaker is warning about noise. The listener should adapt by bringing headphones.
- Audio:
“You still haven’t chosen a topic? The proposal is due tomorrow morning.”
A. No, I don’t like spicy food.
B. Yes, I already bought the textbook.
C. Right… I’d better decide on one tonight.
D. I think the library will close soon.
Answer: C
Explanation:
The speaker highlights urgency. The listener must acknowledge and show readiness to act.
- Audio:
“You turned off your notifications again? No wonder you keep missing updates.”
A. True… I should probably leave them on this week.
B. Yes, I already printed the tickets.
C. No, I wasn’t at the gym today.
D. I think the heater is broken.
Answer: A
Explanation:
The speaker criticizes a recurring issue. The appropriate response admits the problem and proposes a fix.
- Audio:
“You’re rewriting the whole paper? It’s due in three hours.”
A. No, I don’t have class today.
B. Yes, I left my water bottle somewhere.
C. I think the cafeteria is open.
D. I know, but I’ll focus on the main sections first.
Answer: D
Explanation:
Tone signals concern. The listener should reply with a realistic plan.
- Audio:
“You’re taking the long route? The shortcut is open again.”
A. Yes, I already submitted the form.
B. Really? Then I’ll switch to the shortcut.
C. No, I didn’t see the announcement.
D. I think exams start next week.
Answer: B
Explanation:
The speaker gives new information. The best response changes behavior accordingly.
- Audio:
“You didn’t charge your laptop? We’re working on the project all afternoon.”
A. Yes, I watched the documentary.
B. Oh—then I’ll grab my charger before we start.
C. No, I didn’t bake anything today.
D. I think the bus comes every 20 minutes.
Answer: B
Explanation:
The speaker expresses concern. Appropriate response = fix the issue immediately.
Part 2: Listen to a Conversation
Conversation 1 — Campus Event Registration
Audio Script:
Woman: Hi, I’m trying to sign up for the study-skills workshop this Friday, but the website says registration is closed.
Man: Yeah, the workshop reached its capacity this morning.
Woman: Oh no… I really needed it. My first exams are next week.
Man: You might still get in. The coordinator said that a few students usually cancel at the last minute.
Woman: Really? How do I get on the waiting list?
Man: Just email her. If a spot opens, she’ll notify you right away.
Woman: Great, thanks. I’ll send the email now.
Questions
7. Why can’t the woman register for the workshop?
A. The website is temporarily down
B. She missed the registration deadline
C. The workshop is already full
D. She is not eligible to attend
Answer: C — The workshop is already full.
→ He says: “The workshop reached its capacity this morning.”
8. What does the man suggest the woman do?
A. Attend the next workshop instead
B. Email the coordinator to join the waiting list
C. Arrive early and try to enter without registering
D. Ask a friend to register on her behalf
Answer: B — Email the coordinator to join the waiting list.
→ The man explains that cancellations happen, and she can get on the waiting list by emailing the coordinator.
Conversation 2 — Broken Calculator Before an Exam
Audio Script:
Man: Do you happen to have an extra calculator? Mine just stopped working.
Woman: Oh no, especially with the math exam tomorrow!
Man: Exactly. I changed the batteries, but it still won’t turn on.
Woman: You can borrow one from the learning center. They lend them out for exams.
Man: Really? I didn’t know that.
Woman: Yeah, but you need your student ID. And they run out fast during exam week.
Man: Then I should probably go now. Thanks for the heads-up.
Woman: No problem. Good luck tomorrow!
Questions
- What problem does the man have?
A. His calculator is giving incorrect answers
B. His calculator stopped functioning
C. He forgot to bring his calculator
D. He lost his calculator during class
Answer: B — His calculator stopped functioning.
→ He says it “won’t turn on” even after changing the batteries.
- What does the woman imply about the learning center?
A. They only lend calculators to math majors
B. They charge a fee for lending calculators
C. Their calculators are not reliable
D. The calculators may run out if he waits too long
Answer: D — The calculators may run out if he waits too long.
→ She warns: “They run out fast during exam week.”
Conversation 3 — Late Assignment Submission
Audio Script:
Woman: Professor, I submitted my assignment last night, but I think it was marked late.
Professor: Let me check… Yes, it shows a timestamp of 12:03 a.m.
Woman: I uploaded it before midnight, but my internet connection kept disconnecting.
Professor: I understand. If you started the upload on time, I can adjust the submission status.
Woman: Thank you. I was worried about the penalty affecting my grade.
Professor: No worries. Just email me a brief explanation so I can document the change.
Woman: I will. Thanks again!
Questions
- Why was the woman’s assignment marked late?
A. She forgot to submit it
B. She submitted the wrong file
C. The upload finished after midnight
D. She misread the due date
Answer: C — The upload finished after midnight.
→ The timestamp is 12:03 a.m., showing it finished late due to connection issues.
- What does the professor ask her to do?
A. Resubmit the assignment
B. Send an email explaining the issue
C. Meet during office hours
D. Provide evidence of her internet problem
Answer: B — Send an email explaining the issue.
→ The professor says: “Just email me a brief explanation so I can document the change.”
Part 3: Listen to an Announcement
Announcement 1: Science Fair Equipment Pickup
Audio script :
“Attention participants of the College Science Fair: Equipment for your presentations will be available for pickup in Room 214 starting tomorrow at 10 A.M. Please note that due to limited storage space, items not collected by Friday afternoon will be reassigned to students on the waiting list. If you reserved specialized equipment such as microscopes or projectors, make sure to bring your confirmation email when you come.”
- What will happen if a student does NOT pick up their equipment by Friday?
A. They will be charged a late fee
B. Their reservation will be given to other students
C. They will have to pick it up next week
D. They must request approval from the coordinator
Answer: B
Explanation: The announcement states that unclaimed items “will be reassigned to students on the waiting list.”
- What must students bring if they reserved special equipment?
A. A student ID card
B. A printout of their project description
C. Their confirmation email
D. A signed permission form
Answer: C
Explanation: The speaker says to “bring your confirmation email” for specialized equipment.
Announcement 2: Cafeteria Renovation Schedule
Audio script :
“Good morning. This is a reminder that the campus cafeteria will close at 2 P.M. tomorrow to prepare for renovation work. While the main dining hall will be inaccessible for the next four days, the grab-and-go station beside the bookstore will remain open with extended hours. Students with meal plans can use their credits there without restrictions. Please check the university app for daily menu updates during the renovation period.”
- Which facility will remain open while the cafeteria is closed?
A. The main dining hall
B. The food court near the library
C. The grab-and-go station
D. The student lounge vending area
Answer: C
Explanation: The announcement says the grab-and-go station beside the bookstore “will remain open.”
- What does the announcement imply about meal plan usage?
A. Students must pay extra at the grab-and-go station
B. Only certain items can be purchased with meal credits
C. Meal credits cannot be used during renovation
D. Students can use their meal credits normally
Answer: D
Explanation: It states students “can use their credits there without restrictions.”
Announcement 3: Campus Printing Limit Reset
Audio script :
“Attention all students: The university’s monthly printing limit will reset tonight at midnight. However, due to a recent server update, printing logs may not display accurately until tomorrow afternoon. You will still be able to print during this time, but the number of pages shown in your account might be incorrect. If you believe your limit has not been updated properly by tomorrow evening, please submit a ticket through the IT Help Center.”
- What potential issue does the speaker warn students about?
A. Printers will stop working during the reset
B. Print quality may be lower than usual
C. Printing page counts may appear inaccurate
D. Students will have fewer pages available next month
Answer: C
Explanation: The speaker says logs “may not display accurately.”
- What should students do if their printing limit seems incorrect after tomorrow afternoon?
A. Visit the library front desk
B. Submit an IT support ticket
C. Contact their academic advisor
D. Wait until the following month
Answer: B
Explanation: The announcement instructs students to “submit a ticket through the IT Help Center.”
Part 4: Listen to an Academic Talk
Passage 1 – Geology (How Glaciers Shape Landscapes)
Professor:
When we look at mountain valleys, it’s easy to assume that rivers carved all of them. But many valley shapes—especially the broad, U-shaped valleys we see in high mountain ranges—were actually formed by glaciers. Glaciers reshape landscapes through two major processes: plucking and abrasion.
Plucking occurs when meltwater seeps into cracks in the bedrock beneath a glacier. When the water refreezes, it expands and loosens pieces of rock. As the glacier moves downhill, it pulls—or “plucks”—these rocks away.
Abrasion, on the other hand, works like sandpaper. The rocks trapped in the glacier’s ice grind against the bedrock, smoothing it and creating striations, or long scratches, that show the direction of the glacier’s movement.
Over thousands of years, these processes can dramatically alter a landscape. Sharp river-carved valleys become wider and deeper, forming the classic U-shaped cross-section associated with glacial erosion.
Understanding these processes helps geologists reconstruct past climates, because the presence of glacial valleys indicates that a region was once much colder than it is now.
Questions (4):
- What is the main purpose of the talk?
A. To explain how glaciers create distinctive valley shapes
B. To describe how rivers change mountain ranges
C. To compare different types of glaciers
D. To argue that glaciers no longer influence modern landscapes
Answer: A
Explanation: The professor explains plucking and abrasion to show how glaciers form U-shaped valleys.
- What happens during plucking?
A. Rocks scratch the glacier’s surface
B. Meltwater loosens rock pieces that the glacier pulls away
C. Sediments accumulate at the base of the glacier
D. Rivers freeze and break apart bedrock
Answer: B
Explanation: Meltwater freezes in cracks, loosening rocks that the glacier plucks out.
- Why does the professor mention striations?
A. To show evidence of past glacial movement
B. To argue that glaciers move unpredictably
C. To describe how glaciers create new minerals
D. To explain how scientists measure glacier temperature
Answer: A
Explanation: Striations are scratches that reveal the glacier’s movement direction.
- What can the presence of U-shaped valleys tell geologists?
A. The region once had abundant volcanic activity
B. The region was once covered by dense forests
C. The region used to have a much colder climate
D. The region was formed by underwater erosion
Answer: C
Explanation: Glacial valleys indicate that the area was once cold enough for glaciers.
Passage 2 – Economics (Price Discrimination in Markets)
Professor:
Today we’re discussing price discrimination, a strategy used by firms to charge different prices to different groups of consumers for the same product. This might sound unfair, but it can actually increase overall efficiency—under certain conditions.
There are three main types. First-degree price discrimination charges each customer the maximum they’re willing to pay. This is rare in the real world because it requires knowing each individual’s exact preferences.
Second-degree price discrimination is more common: firms offer pricing based on quantity or product version. For example, buying in bulk lowers the price per unit. Software companies also use this by offering “basic” and “premium” versions.
Third-degree price discrimination divides customers into groups based on observable characteristics—like age or location. Student discounts and senior discounts are classic examples.
Economists point out that price discrimination can allow firms to serve markets that wouldn’t be profitable otherwise. However, if firms misuse the strategy, it can reduce fairness and lead to consumer backlash.
Questions (4)
- What is the main idea of the talk?
A. To describe different forms of price discrimination and their effects
B. To explain why firms should avoid discounts
C. To criticize software companies
D. To argue that price discrimination is illegal in most countries
Answer: A
Explanation: The professor explains three types of price discrimination and when they work.
- Which example illustrates second-degree price discrimination?
A. Charging every customer a unique price
B. Offering lower prices for bulk purchases
C. Charging different prices to people in different cities
D. Giving discounts based on personal income
Answer: B
Explanation: Second-degree involves quantity or version-based pricing.
- What do student discounts represent?
A. First-degree price discrimination
B. Overproduction in markets
C. Third-degree price discrimination
D. Inefficient market segmentation
Answer: C
Explanation: Students form an identifiable consumer group.
- What does the professor imply about the risks of price discrimination?
A. It may cause customers to react negatively
B. It always leads to higher profits
C. It eliminates competition
D. It never affects consumer behavior
Answer: A
Explanation: Misuse can lead to fairness concerns and backlash.
Passage 3 – Art History (The Influence of Japanese Prints on Impressionism)
Professor:
In the late nineteenth century, European artists encountered a new source of inspiration: Japanese woodblock prints, known as ukiyo-e. After Japan opened to international trade, these prints flooded European markets, where artists like Monet, Degas, and Van Gogh eagerly collected them.
What attracted these artists wasn’t just the subject matter but the radically different style. Japanese prints used flat areas of color, bold outlines, and unconventional compositions. For example, they often positioned subjects off-center or cropped them abruptly—techniques that were rare in Western academic art. Impressionists adopted many of these elements, abandoning strict realism in favor of more spontaneous and dynamic scenes.
Furthermore, Japanese prints emphasized everyday life: women preparing tea, performers on stage, or people walking through a market. This focus on ordinary moments resonated with Impressionists, who sought to capture modern urban experiences rather than traditional historical or mythological subjects.
So, while Impressionism wasn’t simply a copy of Japanese art, the exposure to ukiyo-e helped European artists break free from centuries-old conventions and experiment with fresh visual approaches.
Questions (4)
- What is the main purpose of the talk?
A. To criticize Impressionist artists for copying Japanese art
B. To explain how Japanese prints influenced European Impressionism
C. To argue that Impressionism began in Japan
D. To compare the economics of art markets in Europe and Japan
Answer: B
Explanation: The talk focuses on stylistic and thematic influence from Japanese ukiyo-e.
- What stylistic features of Japanese prints influenced Impressionists?
A. Detailed shading to create depth
B. Flat areas of color and bold outlines
C. Dark, dramatic lighting
D. Strict symmetry
Answer: B
Explanation: The professor highlights flat color fields and strong outlines.
- Why does the professor mention everyday life scenes?
A. To show that Impressionists avoided such themes
B. To demonstrate a shared interest between Japanese artists and Impressionists
C. To argue that Japanese prints lacked artistic value
D. To explain why Japanese art was unpopular in Europe
Answer: B
Explanation: Both traditions focused on capturing ordinary, daily moments.
- What does the professor imply about Impressionism’s development?
A. It was shaped partly by exposure to non-Western artistic ideas
B. It developed independently with no outside influence
C. It originated directly from traditional European academies
D. It was mostly inspired by ancient Greek sculpture
Answer: A
Explanation: Impressionism was influenced by ukiyo-e, helping artists break old conventions.
