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The Listening Comprehension section tests your power to heed for bones interpersonal, instructional and academic purposes.

During the test, you will hear recordings of dissimilar talks and discussions. Then, following each sound, yous will hear a question or a number of questions almost what y'all just heard.

For each of the questions, read the four possible answers and choose the best reply by filling in the space — see sample answer below — that corresponds to the letter of the respond you take called.

Print the TOEFL Inferior ^® Reply Sheet to respond to the numbered sample questions below. If y'all do not have access to a printer, y'all can use a sail of blank paper to write down your answers. A link to the reply key is included at the end of the sample questions.

Sample: Listening Comprehension Questions

Listen to a high schoolhouse master (Sample Item A) and a teacher (Sample Particular B) talking to students. So answer questions 1 and two.

Sample Particular A

BEGIN TRANSCRIPT CONTENT

On the recording, you will hear:

(Narrator): Listen to a high school master talking to the schoolhouse'due south students.

(Man): I take a very special announcement to make. This year, not only one, only three of our students will exist receiving national awards for their academic achievements. Krista Conner, Martin Chan, and Shriya Patel take all been chosen for their hard work and consistently loftier marks. Information technology is very unusual for one school to accept so many students receive this award in a single year.

(Narrator): What is the subject of the proclamation?

Terminate TRANSCRIPT CONTENT

In your examination book, you will read:

1. What is the discipline of the proclamation?

1. The school will be calculation new classes.
2. Three new teachers will be working at the school.
3. Some students have received an award.
4. The school is getting its own newspaper.

Sample Item B

BEGIN TRANSCRIPT CONTENT

On the recording, you volition hear:

(Narrator): Heed to a instructor making an annunciation at the terminate of the day.

(Homo): Recall that a squad of painters is coming in tomorrow to paint the walls. In this box on my desk are sheets of plastic that I want you lot to skid over your desks. Make certain you cover your desks completely and so that no paint gets on them. Everything will be finished and the plastic will be removed by the time we return on Monday.

(Narrator): What does the teacher want the students to exercise?

Finish TRANSCRIPT CONTENT

In your examination book, y'all will read:

2. What does the instructor desire the students to do?

1. Take everything out of their desks
2. Put the painting supplies in plastic bags
3. Bring paints with them to school on Monday
4. Put covers on their desks to keep the pigment off

At present listen to a longer conversation betwixt two friends (Sample Set A) and a teacher talk (Sample Set B). And so answer questions 3–10.

Sample Set A

Conversation

BEGIN TRANSCRIPT CONTENT

On the recording, you volition hear:

(Narrator): Listen to a conversation between two friends at school.

(Boy): Hi, Lisa.

(Girl): Hi, Jeff. Hey, have you been to the art room today?

(Boy): No, why?

(Girl): Well, Mr. Jennings hung up a discover most a big project that's going on downtown. You know how the metropolis's been doing a lot of work to ready up Primary Street — you know, to get in look nicer? Well, they're going to create a mural.

(Boy): You mean, like, make a painting on the entire wall of a building?

(Girl): Exactly!

(Male child): Only where?

(Girl): It's that big wall on the side of the public library. And students from this school are going to practice the whole thing ... create a pattern, and paint it, and everything. I wish I could exist a function of it, but I'm also decorated.

(Boy): [excitedly] Cool! I'd love to help blueprint a mural. Imagine anybody in town walking past that wall and seeing my artwork, every day.

(Girl): I thought yous'd be interested. They desire the mural to be nigh nature, so I guess all the blueprint ideas students come up with should take a nature theme.

(Male child): That makes sense — they've been planting and so many trees and plants along the streets and in the park.

(Girl): If yous're interested you should talk with Mr. Jennings.

(Boy): [one-half listening, daydreaming] This could be and so much fun. Maybe I'll try to visit the zoo this weekend ... you know, to see the wild animals and get some ideas, something to inspire me!

(Daughter): [with humor] Well perhaps y'all should go to the fine art room first to go more than information from Mr. Jennings.

(Boy): [slightly sheepishly] Oh yeah. Good thought. Cheers for letting me know, Lisa! I'll go in that location right abroad.

(Narrator): Now answer the questions.

END TRANSCRIPT CONTENT

Questions

In your test book, you will read:

3. What are the speakers mainly discussing?

1. A new fine art project in the city
2. An consignment for their art class
3. An art display inside the public library
4. A painting that the girl saw downtown

4. Why is the boy excited?

1. A famous artist is going to visit his class.
2. His artwork might exist seen by many people.
3. His class might visit an art museum.
4. He is getting a adept grade in his art class.

5. Where does the boy say he may go this weekend?

1. To the zoo
2. To an art store
3. To Main Street
4. To the public library

6. Why does the daughter suggest that the boy get to the art room?

1. And then that he can hand in his homework
2. So that he can sign up for a form trip
3. Then that he can see a new painting
4. So that he can talk to the teacher

Sample Set B

Teacher Talk

Begin TRANSCRIPT CONTENT

On the recording, yous will hear:

(Narrator): Heed to a teacher talking in a biological science form.

(Adult female): We've talked earlier near how ants live and work together in huge communities. Well, one item kind of ant community also grows its ain food. So you could say these ants are similar people — like farmers. And what do these ants grow? They grow fungi [FUN-guy]. Fungi are kind of like plants — mushrooms are a kind of fungi. These ants have gardens, you could say, in their hugger-mugger nests. This is where the fungi are grown.

Now, this detail kind of ant is chosen a leafcutter ant. Because of their proper noun, people oftentimes call back that leafcutter ants consume leaves. If they cut up leaves they must eat them, right? Well, they don't! They actually use the leaves as a kind of fertilizer. Leafcutter ants go out of their nests looking for leaves from plants or trees. They cutting the leaves off and carry them underground . . . and then feed the leaves to the fungi — the fungi are able to absorb nutrients from the leaves. What the ants eat are the fungi that they abound. In that mode, they are like farmers!

The astonishing thing almost these ants is that the leaves they go are often larger and heavier than the ants themselves. If a leaf is as well large, leafcutter ants will often cut information technology upwards into smaller pieces—but not all the time. Some ants acquit whole leaves dorsum into the nest. In fact, some experiments have been done to measure the heaviest leaf a leafcutter ant can lift without cutting it. It turns out, it depends on the individual ant. Some are stronger than others. The experiments showed that some "super ants" can elevator leaves nearly 100 times the weight of their body!

(Narrator): Now answer the questions.

Finish TRANSCRIPT CONTENT

Questions

In your test book, y'all will read:

7. What is the main topic of the talk?

1. A newly discovered type of ant
2. A type of pismire with unusual skills
3. An increase in the population of one type of emmet
4. A type of pismire that could be unsafe to humans

viii. According to the teacher, what is one activity that both leafcutter ants and people do?

1. Clean their food
2. Grow their own nutrient
3. Eat several times a day
4. Feed their immature special food

9. What does the instructor say many people think must be true about leafcutter ants?

1. They eat leaves.
2. They live in plants.
3. They take sharp teeth.
4. They are especially large.

10. What did the experiments prove nigh leafcutter ants?

1. How fast they abound
2. Which plants they eat
3. Where they wait for leaves
4. How much weight they can carry

Listening Comprehension Answer Key >

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Source: https://www.ets.org/toefl_junior/prepare/standard_sample_questions/listening_comprehension/

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