托福听力试题

PRACTICE TOEFL iBT LISTENING SECTION

This section measures your ability to understand conversations and lectures in English.

You should listen to each conversation and lecture only one time.

After each conversation or lecture, you will answer some questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers.

You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored.

In some questions, you will see this icon: PLAY-Audio This means that you will hear, but not see, part of the question.

Most questions are worth 1 point. If a question is worth more than 1 point, it will have special directions that indicate how many points you can receive.

You will have 55 Minutes to listen to the Conversations and Lectures and to answer the questions. You should answer each question, even if you must guess the answer.

Listen to Track 11 on the CD. PLAY-Audio

Questions

Directions: Mark your answer by filling in the oval next to your choice.

1. Why does the student go to see the professor?

○ To prepare for her graduate school interview

○ To get advice abo ut her graduate school application

○ To give the professor her graduate school application

○ To find out if she was accepted into graduate school

2. According to the professor, what information should the student include in her statement of

purpose?

Choose 2 answers.

□ Her academic motivation

□ Her background in medicine

□ Some personal information

□ The ways her teachers have influenced her

3. What does the professor consider unusual about the student’s background?

○ Her work experience

○ Her creative writ ing experience

○ Her athletic achievements

○ Her music training

4. Why does the professor tell a story about his friend who went to medical school?

○ To warn the student about how difficult graduate school can be

○ To illustrate a point he is making

○ To h elp the student relax

○ To change the subject

5. What does the professor imply about the people who admit students to graduate school?

○ They often lack expertise in the fields of the applicants.

○ They do not usually read the statement of purpose.

○ They are influenced by the appearance of an application

○ They remember most of the applications they receive.

Listen to Track 12 on the CD. PLAY-Audio

Questions

6. What are the students mainly discussing?

○ Drugs that are harmful to the human body

○ Bacteria that produce antibiotics

○ DNA that is related to athletic performance

○ Genes that protect bacteria from antibiotics

7. Listen again to part of the conversation by playing track 13

Then answer the question.

○ To find out if the man has done his assignment

○ To ask the man to find out if the library is open

○ To let the man know that she cannot study much longer

○ To ask if the man has ever met her roommate

8. According to the conversation, why are transposes sometimes called “jumping genes”?

○ They are abl e to move from one bacteria cell to another.

○ They are found in people with exceptional jumping ability.

○ They occur in every other generation of bacteria.

○ Their movements are rapid and unpredictable.

9. According to the conversation, what are two ways in which bacteria cells get resistance genes?

Choose 2 answers.

□ The resistance genes are carried from nearby cells.

□ The resistance genes are carried by white blood cells.

□ The resistance genes are inherited from the parent cell

□ The resistance genes are carried by antibiotics.

10. What can be inferred about the resistance genes discussed in the conversation?

○ They are found in all bacteria cells.

○ They are not able to resist antibiotics.

○ They make the treatment of bacterial diseases more difficul t

○ They are essential to the body’s defenses against bacteria.

Listen to Track 14 on the CD. PLAY-Audio

Questions

11. What is the talk mainly about?

○ A common method of managing water supplies

○ The formation of underground water systems

○ Natural proc esses that renew water supplies

○ Maintaining the purity of underground water systems

12. What is the professor’s point of view concerning the method of “safe yield”?

○ It has helped to preserve the environment.

○ It should be researched in states other th an Arizona

○ It is not an effective resource policy.

○ It ignores the different ways people use water.

13. According to the professor, what are two problems associated with removing water from an

underground system?

Choose 2 answers.

□ Pollutants can enter the water more quickly.

□ The surface area can dry and crack.

□ The amount of water stored in the system can drop

□ Dependent streams and springs can dry up.

14. Listen again to part of the lecture by playing track 15 PLAY-Audio

Then answer the question.

○ To find out whether the students are familiar with the issue

○ To introduce a new problem for discussion

○ To respond to a student’s question

○ To encourage the students to care about the topic

15. What is a key feature of a sustainable water system?

○ It is able to satisfy short-term and long-term needs.

○ It is not affected by changing environmental conditions

○ It usually originates in lakes, springs, or streams.

○ It is not used to supply human needs.

16. What does the professor imply about water sys tems managed by the “safe yield” method?○ They recharge at a rapid rate.

○ They are not sustainable.

○ They must have large storage areas

○ They provide a poor quality of water

Listen to Track 16 on the CD. PLAY-Audio

Questions

17. Why does the professo r talk about Plato’s description of society?

○ To explain why societies face certain problems

○ To point out problems with Plato’s ethical theory

○ To introduce students to the political structure of ancient Greece

○ To help explain Plato’s view about the nature of the human soul

18. Listen again to part of the lecture by playing track 17. PLAY-Audio

Then answer the question.

○ It may be familiar to some of the students.

○ It will be discussed in more detail in a later class

○ It is not an interesting theor y.

○ It is not a very complicated theory.

19. Listen again to part of the lecture by playing track 18. PLAY-Audio

Then answer the question.

○ To find out if students have understood what she just said

○ To suggest an answer to a question that she just asked

○ To express disagreement with a point made by Plato

○ To explain why harmony is difficult for a society to achieve

20. What are two points that reflect Plato’s views about education?

Choose 2 answers.

□ All people can be trained to become leaders.

□ All people should learn to use their intellect.

□ Leaders should be responsible for the education of workers and soldiers

□ All people should learn about the nature of the human soul.

21. Based on information in the lecture, indicate whether the statements below about human

emotion reflect beliefs held by Plato.

22. According to Plato, what is the main characteristic of a good or just person?

○ The parts of the person’s soul exist in harmony.

○ The person does not try to control other people.

○ The person’s relationships with other people are harmonious.

○ The person does not act in an emotional manner.

Listen to track 19 on the CD. PLAY-Audio

Questions

23. What is the main topic of the lecture?

○ The size of root systems

○ Various types of root systems

○ The nutrients require d by rye plants

○ Improving two types of plant species

24. According to the professor, why did one scientist grow a rye plant in water?

○ To expose the roots to sunlight

○ To be able to fertilize it with gas

○ To be able to see its entire root system

○ To see how minerals penetrate its roots

25. Listen again to part of the lecture by playing track 20. PLAY-Audio

Then answer the question.

○ She wanted to correct the wording of a previous statement.

○ She wishes she did not have to bubble gas through it.

○ Sh e realized the odor of gas could be unpleasant.

○ She forgot to tell the students about a step in the experiment

26. The professor mentions houseplants that receive too much water. Why does she mention

them?

○ To show that many different types of plants ca n grow in water

○ To explain why plants grown in water should have a gas bubbled through them

○ To remind the students of the importance of their next experiment

○ To make a point about the length of houseplants’ roots

27. Listen again to part of the lecture by playing track 21. PLAY-Audio

Then answer the question.

○ Why a mistake made in textbooks was never corrected

○ Why she does not believe that the roots of rye plants extend to 1,000 km

○ How the roots of rye plants develop to such a great length

○ How plants grown in water make use of fertilizer

28. According to the professor, what similarity is there between crabgrass and rye plants?

○ Both start growing in the month of May.

○ Both have root systems that require a lot of water

○ Both have more shoot s urface than root surface.

○ Both produce many shoots from a single seed.

Listen to track 22 on the CD. PLAY-Audio

Questions

29. What is the lecture mainly about?

○ Technological innovations in the automobile industry

○ The organizational structure of comp anies

○ Ways to improve efficiency in an engineering department

○ Methods of resolving conflicts in organizations

30. Why does the professor talk about a construction company that has work in different cities?

○ To give an example of functional organizatio n

○ To give an example of organization around projects

○ To illustrate problems with functional organization

○ To illustrate the types of conflict that can arise in companies

31. Listen again to part of the lecture by playing track 23. PLAY-Audio

Then answer the question.

○ He does not understand why the student is talking about engineers.

○ He wants to know how the engineers will communicate with their coworkers

○ The student has not provided a complete answer to his question.

○ He wants the student to do more research on the topic.

32. What is an example of a violation of the “unity of command” principle?

○ More than one person supervises the same employee.

○ A company decides not to standardize its products.

○ Several project managers are responsible for designing a new product

○ An employee does not follow a supervisor’s instructions.

33. According to the professor, where might there be a conflict in an organizational structure

based on both projects and function?

○ Between architects and finance experts

○ Between the need to specialize and the need to standardize

○ Between two engineers who work on the same project

○ Between the needs of projects in different cities

34. Indicate whether each sentence below describes functional organization or project organization.

Place a checkmark in the correct box.

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托福听力分类词汇汇总

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植物学 botany植物学botanical / botanic植物学的horticulture 园艺学aquatic plant 水生植物parasite plant 寄生植物root 根canopy树冠层/顶棚foliage / leaf 叶 leaflet 小叶rosette（叶的）丛生 stem 茎stalk 杆leafstalk叶柄shoot / sprout 嫩芽/抽枝 flower花bud 花蕾petal花 瓣peel / skin 果皮 shell（硬）果 壳 husk（干）果 壳/（玉米苞叶 trunk树干 bark树皮 branch树枝 bough大或者 粗的树枝 twig小树枝 jungle丛林 lawn草 meadow草地/ 牧场prairie大 草原mosses苔 藓shrub / bush灌木 cluster一簇 （灌木） fern蕨类植物 horsetails木 贼类植物 club mosses石 松类植物herb 草 photosynthesi s光合作用 chlorophyll 叶绿素 symbiosis共 生 symbiotic 共生 的 wither / shrivel / fade 凋谢blossom 花pollen花粉

pollinate传授花粉petal花瓣nectar花蜜tissue 组织organ器官system 系统seeds种子everlasting永久的crossbreed杂交 root pressure 根压 bore腔/肠cohesion-tensi on凝聚压力column花柱necrosis坏死barren 贫瘠的；不生育的futile无用的carbohydrate (starch)碳水 化合物（淀粉） glucose葡萄 糖starch淀粉 fat 脂肪 protein蛋白 质 vitamin 维他 命 malnourished 营养不良的 nutrition 营养 perennial 多年 一生的 annual一年一 生的 verdant 嫩绿 的，翠绿的 evergreen常 青树 conifer tree针 叶树 larch 落叶松 pine松树 spruce云杉 juniper 刺 柏；杜松 sequoia红杉 elm榆树 walnut核桃树 redwood红木 树 plum blossom 梅花 orchid兰花 chrysanthemu m 菊花 water lily荷花 /莲花 rhododendron 杜鹃花 carnation康 乃馨 jasmine茉莉

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Psychology: 2-2; 10-4; 14-1; 15-1; Philosophy: 2-3; Sociology: 5-1 United states government: 4-4 Economics: 6-1; Business: 11-4; 12-2; Architecture: 11-2; City planning: 13-1; Computer science: 21-2;

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托福听力试题

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PRACTICE TOEFL iBT LISTENING SECTION This section measures your ability to understand conversations and lectures in English. You should listen to each conversation and lecture only one time. After each conversation or lecture, you will answer some questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored. In some questions, you will see this icon: PLAY-Audio This means that you will hear, but not see, part of the question. Most questions are worth 1 point. If a question is worth more than 1 point, it will have special directions that indicate how many points