IVY’s LISTENNING TOEFL

IVY’s LISTENNING TOEFL IVY’s LISTENNING TOEFL 15 Actual Tests Koh Myounghee, Part Younghwal, Part Kyubyong, Choi Eunjung, Lee Hyunju Carey Groleau, Henry John Amen IV iBT TOEFL Real-Level Now concentrate on taking the 10 Actual Test sets that are at the same level and accompanied by the same questions types as those on the real iBT TOEFL test These Real-Level Actual Tests are based on numerous in-depth analyses of the real test After these Actual Tests, you’ll easily be able to keep up with the real iBT TOEFL test We suggest that you take these Actual Tests under conditions that are similar as possible to real test conditions Actual Test Section Directions This section measures your ability to understand conversations and lectures in English The Listening section is divided into separately timed parts In each part you will listen to conversation and lectures You will hear each conversation or lecture only one time After each conversation or lecture, you will answer 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 If you need to change the volume while you listen, click on the Volume icon at the top of the screen In some questions, you will see this icon: This means that you will hear, but not see part of the question Some of the questions have special directions These directions appear in a gray box on the screen Most questions are worth one point If a question is worth more than one point, it will have special directions that indicate how many points you can receive You must answer each question After you answer, click on Next Then click on OK to confirm your answer and go on to the next question After you click on OK, you cannot return to previous questions.  Questions 1-5: Listen to part of a conversation between a student and a professor Why does the woman go to see her professor? (A) To report that a student in the class stole her paper (B) To ask him a question about the paper (C) To ask for an extension on the paper's due date (D) To ask him for advice on a mentally ill roommate What is the woman's problem with her paper? (A) She cannot find enough information about the topic (B) She did not start writing her paper until the night before it was due (C) She lost her paper when her computer stopped working (D) She does not have her paper because her computer was stolen What was the woman's paper about? (A) Problems with defining abnormal behavior as mental illness (B) The treatment of mental illness and the fostering of normal behavior (C) The history of illness in the Middle Ages (D) Definitions of acceptable behavior in different cultures Listen again to part of the conversation Then answer the question What can be inferred about the professor? (A) He is tired of hearing his students' excuses (B) He understands that the students have a stressful workload (C) He is very busy and stressed out (D) He does not have time to talk to the student Listen again.to part of the conversation Then answer the question Why does the professor say this: (A) To indicate that he does not believe the student's story (B) To offer the student an alternative way to prove that she is not lying (C) To indicate that he does not have time to look at a police report (D) To offer an alternative way to get credit for writing the paper Questions 6-11: Listen to part of a lecture in an anatomy class What is the talk mainly about? (A) The muscles of birds (B) The differences between red muscles and white muscles (C) The different muscle compositions of humans and birds (D) The distribution of red and white muscles in athletes How does the professor introduce the two different types of muscles? (A) He explains the molecular differences between the two types (B) He defines each type of muscle based on its function (C) He discusses turkey meat to give the students a familiar example (D) He traces the evolution of muscles in different species Which of the following is NOT mentioned as a difference between white muscles and red muscles? (A) Red muscles are more common in birds than in mammals (B) White muscles have no myoglobin (C) White muscles are used for short, quick bursts of motion (D) Red muscles are used for continuous and slow activity According to the professor, how are turkey and eagle muscles different? (A) Eagle muscles not contain myoglobin (B) Turkey muscles are darker in color (C) They have opposite muscle types in their wings (D) Eagles have red muscles and turkeys have white muscles Listen again to part of the lecture Then answer the question 10 Why does the professor say this: Q (A) To introduce an explanation about people with other muscle ratios (B) To emphasize that the majority of people ~'have the same amount of red and white muscles (C) To indicate that there is some uncertainty about the red-to-white muscle ratio (D) To provide the students with a hint about what will be on the test 11 What does the professor imply when he says this: (A) Research based on red and white muscles is relatively new (B) The idea that genes affect muscle composition is highly controversial (C) Muscle composition probably depends more on heredity than on behavior (D) Training is the most important factor in running ability Questions 12~17: Listen to part of a talk in a music appreciation class 12 What is the talk mainly about? (A) The effect of the end of slavery on American music (B) How ragtime music improved upon jazz styles by creating a formula (C) The characteristics of ragtime music and how it influenced jazz music (D) How ragtime was not taken seriously as an art until it became jazz music 13 How does the professor explain syncopation? (A) By discussing the cultural origin of the style (B) By giving examples of musicians who used the style in their music (C) By providing details about the purpose of syncopation (D) By giving a demonstration of a syncopated measure 14 Indicate whether each of the following describes ragtime, jazz, or both (A) Was developed by African Americans (B) Uses syncopated rhythms (C) Is often played as piano solos (D) Uses a lot of improvisation 15 According to the professor, how did ragtime music differ from jazz music? (A) Ragtime music became popular later than jazz music (B) Ragtime music had a greater influence on popular American music (C) Ragtime music had several different subgenres (D) Ragtime music relied heavily on sheet music Listen again to part of the lecture Then answer the question 16 Why does the professor say this: (A) To define the word "syncopated" (Bi-To express disagreement with a popular opinion (C) To show how the word "ragtime" was derived (D) To imitate the rhythm of ragtime music Listen again to part of the lecture Then answer the question 17 What can be inferred about the professor? (A) She does not want to provide further explanation about syncopation (B) She does not mind talking about syncopation even though it was an unplanned topic (C) She did not expect that the students would be interested in syncopation (D) She is interested in the various kinds of syncopation in American music Questions 18-22: Q Listen to part of a conversation between two students 18 What the two students mainly discuss? (A) Meeting with a professor to ask questions about an exam (B) Missing the Student Council meeting that night (C) Planning the budget for the Student Council (D) Studying for the upcoming economics exam 19 Why is the woman unable to attend the meeting at 7:30? (A) She needs to go to an economics review session (B) She made other plans with her friends (C) She has an economics exam at that time (D) She does not want to go 20 Why does the woman suggest speaking to Clarisse? (A) To invite her to join the Student Council (B) To find out if she is going to the meeting (C) To ask her for help on the economics exam (D) To get better acquainted with her Listen again to part of the conversation Then answer the question 21 What can be inferred about the woman? (A) She dislikes attending Student Council meetings (B) She does not usually go to Student Council meetings (C) She had forgotten about the Student Council meeting (D) She did not know there was a Student Council meeting Listen again to part of the conversation Then answer the question 22 What does the woman mean when she says this: (A) She thinks it will be convenient for her to attend the meeting (B) She would prefer not to go to the meeting (C) She does not want to miss the meeting (D) She does not want to the man a favor Questions 23~28: Q Listen to part of a lecture in a media class 26 How did the Associated Press come to be? (A) Difficulties associated with news reporting (B) How different types of news agencies arose (C) The formation of the Associated Press (D) How the telegraph revolutionized the news (A) Several newspapers decided to work together (B) A telegraph company expanded its business (C) A translation service began selling international news (D) Telegraph companies in the United States formed a monopoly 24 How did the newspaper business change in the early nineteenth century? (A) Employees became involved in the entire process (B) Newspaper companies began to hire less-specialized employees (C) Newspapers began to require full-time reporters (D) Small newspaper companies began to have a competitive advantage 25 What was the role of Charles Havas's company? (A) To have different papers work together to gather news (B) To translate news stories to be sold in different countries (C) To run a telegraph service involved in the sale of news (D) To stop the telegraph companies from gaining a monopoly 26 How did the Associated Press come to be? (A) Several newspapers decided to work together (B) A telegraph company expanded its business (C) A translation service began selling international news (D) Telegraph companies in the United States formed a monopoly 27 What does the professor imply when he says this: (A) This man was involved in a news agency he mentioned earlier (B) This man has been discussed in previous lectures (C) The students have probably studied him in history (D) The students probably have not heard of him Listen again to part of the lecture Then answer the question 28 Why does the professor say this: (A) To clarify the timeline of the lecture (B) To suggest Reuters caused the newspaper industry to change (C) To give an example of a telegraph company (D) To compare European news agencies with American news agencies Questions 29-34: Listen to part of a talk in an astronomy class 29 What is the talk mainly about? (A) How new technologies lead to new discoveries about space (B) How the theory of the Big Bang has changed overtime (C) How a discovery disproved a theory about the universe (D) How dark matter and string theory explain superclusters 30 How does the professor introduce the subject matter of the lecture? (A) By comparing it to a paradox associated with the general quest for knowledge (B) By explaining what methods led to the discovery of superclusters in 1987 (C) By discussing how telescopes, satellites, and robotic explorers assist astronomers (D) By defining the term "supercluster" and how it relates to the Milky Way galaxy 31 Which concept from the lecture is most concerned with the origin of the universe? (A) Galaxy superclusters (B) String theory (C) The Big Bang (D) Dark matter 32 What does the professor say about superclusters? (A) They provide evidence to support the Big Bang theory (B) They merge together to form the Milky Way galaxy (C) They interfere with the smooth growth rate of the universe (D) They prove that the universe does not, expand uniformly 33 What does the professor imply about string theory? (A) It was abandoned by scientists in favor of the Big Bang theory (B) It does not fully account for the forming of superclusters Supporting Detail | (A), (B) Q What are two reasons the professor refuses the student's request? Click on answers (A) Because the other classroom is too small (B) Because some other students asked first (C) Because the class is not offered next semester (D) Because he does not like having big classes Why? (A) See Clue 3(A) / (B) See Clue Why Not? (C) Incorrect / (D) Mentioned in lines 71-78, but not related to the reasons Content | (D) Q How does the professor convince the student not to withdraw? (A) By explaining that it is too late to withdraw from the class (B) By allowing her to switch to a different class time (C) By promising to make her roommate's brother withdraw (D) By suggesting that the class will improve with time Why? (D) can be inferred from combining the information in lines 89-93 and lines 102-104 See Clue 4(D) Why Not? (A) Incorrect / (B) Incorrect Stance | (A) Listen again to part of the conversation Then answer the question See Q(5) Q What can be inferred about the student when she says this: "Why you say it like that?" (A) She assumes that the professor will reject her proposal (B) She experts that the professor will provide an alternative solution (C) She doubts that the professor understood her question (D) She is certain that the professor will agree with her suggestion Why? (A) can be inferred from the student's disappointed tone Main Idea | (C) Q What is the lecture mainly about? (A) The similarities between human and ant agriculture (B) The importance of antibiotics in fending off diseases and parasites (C) The mutually dependent relationships found in leaf-cutter ant farms (D) The evolution of agriculture in leaf-cutter ant colonies Why? In the beginning of the lecture the professor explains leaf-cutter ants' agriculture And then he focuses on the symbiotic relationship between leaf-cutter ants and fungus See Clue 6(C) Why Not? (D) Mentioned in lines 10-29, but minor Supporting Detail | (B) Q According to the professor, why ants NOT eat the leaves they cut? (A) The leaves lack nutrients (B) The leaves cannot be eaten (C) They prefer the taste of the fungus they grow to the taste of the leaves (D) It is simpler to eat the fungus inside their colony than to eat the leaves Why? See Clue 7(B) Organization | (D) Q Why does the professor mention that fungus reproduces by cloning? (A) To indicate that all leaf-cutter ants eat the same kind of food (B) To explain why all leaf-cutter colonies have the same organization (C) To suggest that fungus is an ideal food source for leaf-cutter ants (D) To explain why parasites are so devastating to leaf-cutter colonies Why? See Clue 8(D) Supporting Detail | (B) Q According to the professor, how leaf-cutter ants protect their colonies? (A) By recycling fungus from other ant colonies (B) By combating parasites with an antibiotic they make (C) By periodically changing the location of their fungus gardens (D) By cutting up the leaves of poisonous plants Why? See Clue 9(B) 10 Content | (C) Q What does the professor imply when he says this: "Sometimes we think of agriculture as being an exclusively human achievement " (A) Humans are more advanced than other life forms on Earth (B) Agriculture is actually not as important as is commonly believed (C) Humans are not the only life forms to practice agriculture (D) Agriculture should be considered humanity's greatest accomplishment Why? In the Replay part the professor says, "Sometimes we think of agriculture as being an exclusively human achievement "putting stress on the word human He implies that agriculture is not only a human achievement That is, that some species have long been engaging in agriculture 11 Function | (C) Listen again to part of the lecture Then answer the question See Q(11) Q Why does the professor say this: "You know about the ant life cycle, right?" (A) He thinks the students require extra information about ant life cycles (B) He wants to find out whether the students would like him to review ant life cycles (C) He thinks the students are familiar with the life cycles of ants (D) He wants the students to explain what they know about ant life cycles Why? Before explaining about the life cycles of queen ants, the professor asks the above tag- question in an assured tone We can easily infer that he thinks the students already know about the life cycles of ants well 12 Main idea | (C) Q What does the professor mainly discuss? (A) The effect LesAdieux sonata had on Beethoven's life (B) The ways LesAdieux sonata differs from other sonatas (C) The reasons why Beethoven wrote Les Adieux sonata (D) The reaction Napoleon had to hearing Les Adieux sonata Why? In the beginning of the lecture the professor introduces the LesAdieux sonata And then she focuses on the story behind the sonata and its title See Clue 12(C) Why Not? (A), (B), (D) Not mentioned 13 Organization | (C) Q Why does the professor mention that Archduke Rudolph's father was Holy Roman Emperor Leopold II? (A) To make a comparison between the archduke and Napoleon (B) To suggest that Beethoven did not want to go to Vienna (C) To explain why the archduke was an influential man (D) To show the historical meaning of Beethoven's sonata Why? The professor mentions that Archduke Rudolph's father was the Holy Roman Emperor Leopold li to support that the archduke was an influential man See Clue 13(C) 14 Supporting Detail | (D) Q Why did Archduke Rudolph leave Vienna? (A) To become the royal musical director (B) To visit Napoleon in the city of Kassel (C) To study composition with Beethoven (D) To escape the attacking French army Why? See Clue 14(D) 15 Supporting Detail | (A) Q According to the professor, what are the three chords in the first movement supposed to represent? (A) The three syllables in the German word for "farewell" (B) The three princes who brought Beethoven to Vienna (C) The three musical movements in LesAdieux sonata (D) The three moods the music is supposed to convey Why? See Clue 15(A) 16 Function | (A) Listen again to part of the lecture Then answer the question, See Q(16) Q What does the professor mean when she says this: "I think some of you may have heard of him." (A) She expects that all of her students know who the composer is (B) She wants her students to listen to more of the composer's music (C) She thinks that a few of her students know the composer (D) She does, not think that anyone has ever heard of the composer Why? After mentioning Ludwig van Beethoven as the composer of the sonata, the professor jokingly says, "I think some of you may have heard of him." She implies that all of her students are familiar with Ludwig van Beethoven 17 Function | (D) Q Why does the professor say this: "And another thing given the political situation of the time, it's not very surprising that he was, um, upset about the translation into French." (A) To emphasize how unusual the story behind Les Adieux sonata is (B) To suggest that Beethoven's intentions were not what they seemed (C) To offer the students her personal opinion on a controversial political issue (D) To remind the students of a probable cause of Beethoven's resentment Why? The professor explains to the students the reason for Beethoven's anger, reminding them of the political situation of the time (D) is easily inferred from the following: " given the political situation of the time, it's not very surprising that he was, um, upset about " 18 Main Idea | (C) Q What is the man's problem? (A) He forgot his library book at home, and it is overdue (B) He cannot find his library card, and he needs a book (C) He cannot find his library book, and it is due back (D) His library books are late, and he cannot afford the late fee Why? See Clue 18(C) Why Not? (A) Incorrect / (B), (D) Not mentioned 19 Supporting Detail | (D) Q What does the woman advise him to do? (A) Look harder for the book and check the lost and found (B) Pay the replacement fee as soon as possible (C) Wait and see if someone finds the book and returns it for him (D) Inform the library that the book is lost and find a replacement Why? See Clue 19(D) Why Not? (B) Incorrect / (C) Incorrect 20 Supporting Detail | (B) Q How does the woman know so much about the replacement process? (A) She lost a library book once last year, (B) She worked at the library last year (C) She had a roommate whose books had gotten lost (D) She read about it on the Internet Why? See Clue 20(B) Why Not? (A), (C), ID) Not mentioned 21 Content | (A) Listen again to part of the conversation Then answer the question See Q(21) Q What does the woman imply when she says this: "If you wait, the late fees will start piling on." (A) The man should talk to the library right away in order to avoid a late fee, (B) The man is lazy and tends to put things off until the last minute (C) The man cannot afford to pay the library’s late fees (D) The late fees are not very expensive Why? The woman implies that the man should immediately inform the library of the book being lost so as not to pay a late fee 22 Stance | (D) Listen again to part of the conversation Then answer the question See Q(22) Q What does the woman mean when she says this: "Hmrnm " (A) She knows the books will arrive before the time limit expires (B) She is not sure she understands the man's question (C) She is somewhat certain the shipping time will be too long (D) She is uncertain about the length of the time limit Why? (D) can be inferred from the woman's uncertain tone She is not sure of her answer concerning the length of the time limit 23 Main Idea | (D) Q What is the talk mainly about? (A) The development of the Guadalupe Mountains from a coral reef (B) The solidification of magma into igneous rock (C) The conversion of igneous and sedimentary rocks into metamorphic rocks (D) The classification of rocks by the process of their formation Why? After introducing three types of rocks based on their method of formation, the professor explains the process of formation and gives examples of each type of rock See Clue 23(D) Why Not? (B), (C) Each mentioned in lines 19-33, 73-89, but minor 24 Supporting Detail | (C) Q What is the difference between igneous rock and sedimentary rock? (A) Igneous rock was once sedimentary rock but changed (B) Sedimentary rock was once igneous rock but changed (C) Igneous rock comes from magma, and sedimentary rock comes from sediments (D) Igneous rock is found near water, and sedimentary rock is found near volcanoes Why? See Clue 24(C) 25 Supporting Detail | (B) Q What is metamorphic rock? (A) Rock that is made out of coral (B) Rock that was once igneous or sedimentary rock (C) Igneous rock that is becoming sedimentary rock (D) Sedimentary rock that is becoming igneous rock Why? See Clue 25(B) 26 Organization | (C) Q How does the professor explain the differences between the three types of rocks? (A) By demonstrating the different physical features of the rocks (B) By giving examples of rocks and saying which type they are (C) By explaining how the different types of rocks are formed (D) By showing what regions the different types of rocks come from Why? The professor explains the differences among three types of rocks, focusing on the process of formation of each type 27 Content | (A) Listen again to part of the lecture Then answer the question, See Q(27) Q What does the professor imply about her students when she says this: "Believe it or not, rocks are truly fascinating things." (A) They probably think that rocks are boring (B) They are probably interested in studying rocks, (C) They probably not believe her about the limestone in Texas (D) They did not have fun on the class trip to Texas Why? (A) can be inferred from the following: "Believe it or not." Even if the professor emphasizes how fascinating rocks are, she thinks her students may consider rocks boring 28 Function | (A) Listen again to part of the lecture Then answer the question, See Q(28) Q What does the professor mean when she says this: "Good, we can move on to sedimentary rock." (A) She feels she has satisfactorily explained the concept of igneous rocks (B) She did not want to spend so much time discussing igneous rocks (C) She thinks sedimentary rocks are harder to understand than igneous rocks (D) She finds sedimentary rocks to be more interesting than igneous rocks Why? Before moving on to sedimentary rock, the professor sums up the concept of igneous rocks (A) can be inferred from her saying, "Good." She implies that she is satisfied with her own explanation of igneous rocks 29 Main Idea | (B) Q What is the talk mainly about? (A) Examinations of Western bias in history (B) The historical importance of movable type in Western culture (C) How Gutenberg stole the idea for the printing press from Korea (D) Inventions as modifications of machines that already exist Why? The overall flow of the lecture is as follows: Gutenberg's printing press —> the principle of the printing press —> printing presses before Gutenberg - effects of the Gutenberg press in Europe See Clue 29(B) 30 Content Q The professor describes how Gutenberg created printed pages Put the steps of the process in order Drag each answer choice to the space where it belongs (D) Create molds for different characters (A) Fill molds with hot liquid metal (C) Wait for punches to harden (E) Arrange punches on press (B) Roll ink over punches (F) Press punches against sheet of paper Why? See Clue 30(A-F) 31 Supporting Detail | (B) Q What does the professor say about printing presses before Gutenberg's invention? (A) They possessed long-lasting letters (B) They took a long time to print a page (C) They produced finer-quality prints (D) They used similar metal punches Why? See Clue 31(B) Why Not? (A) Incorrect / (C) Not mentioned / (D) Incorrect 32 Organization | (A) Q How does the professor introduce the topic of the significance of the printing press? (A) By inviting the students to recall what was happening in Europe at the time (B) By explaining the influence of the printing press on Western society (C) By detailing the difficulties experienced by educators before the invention of the printing press (D) By analyzing the arduous task of copying books before the invention of the printing press Why? The professor introduces the topic of the significance of the printing press by asking what was going on in Europe at the time See Clue 32(A) 33 Content | (C) Listen again to part of the lecture Then answer the question See Q(33) Q What does the professor imply about the invention of the printing press? (A) It was the greatest invention of all time (B) it was a popular invention among monks (C) It made books more accessible to people (D) It led to the development of newspapers Why? (C) can be inferred from the following: "before the printing press was invented So reading material wasn't quite so easy to come by." The professor implies that people could easily gain access to books after the invention of the printing press 34 Stance | (A) Listen again to part of the lecture Then answer the question See Q(34) Q What can be inferred about the student? (A) She is critical of the bias she sees in the study of history (B) She is majoring in the History of East Asian Civilization (C) She thinks she knows more about Europe than the professor (D) She does not like the professor and wants to embarrass him Why? (A) can be inferred from her argumentative tone The student is raising an objection to the professor's explanation She criticizes the Eurocentric idea about the invention of Gutenberg press Contents Actual Test Actual Test Actual Test Actual Test Actual Test Actual Test Actual Test Actual Test Actual Test Actual Test 10 Actual Test 11 Actual Test 12 Actual Test 13 Actual Test 14 Actual Test 15 -// IVY’s LISTENNING TOEFL 15 Actual Tests Koh Myounghee, Part Younghwal, Part Kyubyong, Choi Eunjung, Lee Hyunju Carey Groleau, Henry John Amen IV NHÀ XUẤT BẢN TỔNG HỢP TP.HCM