Welcome to HUGEdu TOEFL listening model test.

In this test, you will be given 2 sections of listening passages, in each section, there will be 1 conversation and 2 lectures.

You may take notes while you are listening, you may use your notes while you are answering your questions. 

Now please take out a few pieces of scratch paper and write your notes and answer choices on them.

Now you have 60 minutes to answer the test.


Conversation 1

An Error In Registration 


  1. What is the conversation mainly about?
  • A. Proposed changes to a internship program.
  • B. A document that was not delivered on time.
  • C. A canceled course.
  • D. An error in a registration record.


  1. According to this student, how is his internship different from the internships the other students have?
  • A. He will be doing research in the open ocean.
  • B. He will be teaching visitors about the displays at the aquarium.
  • C. He will be writing a report about the regional center for the marine research.
  • D. He will be spending more time in the classroom.


  1. What TWO requirements did the student have to meed in order to get the internship? 
  • A. He had to have volunteered previously at the aquarium.
  • B. He had to be certified in scuba diving.
  • C. He had to be a senior oceanography student.
  • D. He had to have experience collecting oceanographic data.


  1. What does the student imply about Prof. Leonard?
  • A. She is not in charge of oceanography internships.
  • B. She works at the regional center for marine research.
  • C. She will be able to help correct the mistake today.
  • D. She recommend the student for the internship.


  1. Listen again to the part of the conversation then answer the question. What can be inferred about the woman when she says this…🎧?
  • A. She feels her office has handled the situation correctly.
  • B. She id upset that she has to fix the problem herself.
  • C. She believes the students should have finalized his paperwork earlier.
  • D. She wants to reassure the student that the problem will be addressed promptly.

Lecture 1

Theodor Seuss Geisel


  1. What is the lecture mainly about?
  • A. Early influences that shaped the career of Theodor Seuss Geisel
  • B. The use of Dr. Seuss books in modern elementary schools
  • C. The literary and artistic approach of Theodor Seuss Geisel
  • D. Two prominent authors of twentieth-century children’s literature


  1. According to the professor, why did teachers oppose using Dr. Seuss books in the classroom during the 1950s and 1960s?
  • A. Teachers thought the books were boring
  • B. Teachers associated the books with play rather than schoolwork
  • C. Dr. Seuss books used vocabulary that was not on the Dolch list.
  • D. Dr. Seuss books could not be used to teach subjects other than reading.


  1. Why does the professor mention the citation awarded to Geisel by the Pulitzer Prize Committee?
  • A. To emphasize how long it took for Geisel’s literary contributions to be appreciated
  • B. To emphasize the difficulty of writing books that appeal to both children and adults
  • C. To explain how authors of children’s literature were typically honored
  • D. To explain why Geisel’s books finally became popular


  1. What does the professor say about Geisel’s work as an illustrator?  
  • A. Geisel’s approach to drawing scenery is more sophisticated than it first appears
  • B. Geisel’s style was strongly influenced by earlier illustrators of children’s books.
  • C. Geisel’s human characters all look very much alike.
  • D. Geisel’s style is widely taught in art schools today.


  1. What was the connection between Geisel and John Hersey?
  • A. Their writing styles were remarkably similar.
  • B. They collaborated on an article about teaching children to read
  • C. Hersey’s article inspired Geisel to write a new kind of book.
  • D. Hersey wrote a novel that was inspired by Geisel’s career.


  1. What is the professor’s opinion of Geisel’s book The Cat in the Hat?
  • A. It is effective because its characters are people and animals rather than imaginary creatures
  • B. it would be a better teaching tool if it had more challenging vocabulary.
  • C. It wrongly encourages children to break their parents’ rules.
  • D. It cleverly presents moral issues in an entertaining way.

Lecture 2

Pleistocene Rewilding


  1. What is the lecture mainly about?
  • A. A proposal to identify all the animals that became extinct dining the Pleistocene epoch.
  • B. A strategy for reintroducing native plants to an ecosystem.
  • C. A process for identifying alternative habitats for large animals.
  • D. A proposal to re-create features of ecosystems of the Pleistocene epoch.


  1. According to the professor, what are the two main goals of Pleistocene rewinding?
  • A. To restore some evolutionary processes that ended during the Pleistocene epoch.
  • B. To help prevent the extinction of certain species of mega fauna.
  • C. To increase populations of native animal species in the western United States.
  • D. To create a living laboratory where animal interactions can be observed.


  1. According to the professor, how did the American cheetah influence the pronghorn antelope during the Pleistocene epoch?
  • A. The cheetah prevented the antelope’s population from growing too large.
  • B. The cheetah was a factor in the development of the antelope’s speed.
  • C. The cheetah dispersed the seeds of plants that the antelope needed to survive.
  • D. The cheetah caused the antelope to migrate out of the western United States.


  1. What point does the professor make when she discusses the maclura tree?
  • A. The feeding habits of large animals could help revive some diminishing plant species.
  • B. The climate has changed in North America since the Pleistocene epoch.
  • C. Mass extinctions of animals are generally preceded by mass extinctions of plants.
  • D. The maclura tree has changed very little since the Ice Age.


  1. Why does the professor say that plants and small animals have continued to evolve since the Pleistocene?
  • A. To indicate why the western United States is well suited for Pleistocene rewilding.
  • B. To suggest a way to balance an ecosystem using Pleistocene rewilding.
  • C. To identify a potential problem with the Pleistocene rewilding concept.
  • D. To explain how the idea for Pleistocene rewilding came about.


  1. What does the professor mean when she says this: 🎧
  • A. Pleistocene rewilding has been tried before without success.
  • B. Pleistocene rewilding should be tried with just a few species.
  • C. Pleistocene rewilding has already been thoroughly researched.
  • D. Pleistocene rewilding is another form of human interference.


Conversation 1

Whether to Take A Polish Class


  1. What are the speakers mainly discussing?
  • A. Whether the student should specialize in English drama or in Polish literature
  • B. Whether the student should take an advanced course in Polish drama
  • C. Whether the student can learn about Polish history by taking courses in Polish literature
  • D. How the student can improve his Polish language skills


  1. According to the professor, what will students do in her class? 
  • A. Perform scenes from Polish plays
  • B. Translate Polish texts into English
  • C. Use the Polish language in class discussions
  • D. Watch recorded performances of Polish plays


  1. Why is the student interested in the professor’s class? 
  • A. He wants to learn about his family background.
  • B. He already has the language skills needed for the class.
  • C. The professor has a reputation as an expert on Poland.
  • D. The course is related to the student’s intended course of study.


  1. What does the professor think the student should do?
  • A. Take a Polish language course, then take a Polish drama class
  • B. Take a Polish language course, then take a survey of Polish literature
  • C. Take a Polish drama course and a literature course at the same time
  • D. Take a survey course in Polish literature before taking a Polish drama course


  1. What does the professor imply when she says this: 🎧
  • A. Many of her students find it easier to read Polish than to speak it.
  • B. The student will probably enjoy the plays her class will read.
  • C. She is concerned that the student may not be able to read Polish.
  • D. The student will quickly gain confidence in his ability to read Polish.

Lecture 1

Formation of Volcano


  1. What is the lecture mainly about?
  • A. Ways to determine the ages of volcanic islands
  • B. Criteria for classifying various types of volcanoes
  • C. Explanations for why volcanoes occur in some locations
  • D. Methods for measuring magma produced by volcanoes


  1. According to the professor, why was the hot spot theory originally proposed?
  • A. To explain prolonged volcanic activity far from plate boundaries
  • B. To explain why volcanoes form both on land and in the ocean
  • C. To explain variations in the amounts of magma produced by volcanoes
  • D. To explain why volcanoes may become inactive after millions of years


  1. Why does the professor describe moving a sheet of heavy paper over a candle?
  • A. To clarify that plumes do not produce great amounts of heat
  • B. To describe an experiment he would like the students to conduct
  • C. To illustrate one hypothesis for the way some volcanic anomalies are formed
  • D. To emphasize the thinness of some of Earth’s tectonic plates


  1. Why does the professor discuss how high one of the Hawaiian Islands rises above the ocean floor?
  • A. To provide evidence supporting the plume hypothesis
  • B. To compare the Hawaiian Island to other volcanic islands in the Pacific Ocean
  • C. To point out a common difference between volcanic mountains and other types of mountains
  • D. To emphasize that hotspot volcanoes can produce large amounts of magma


  1. According to the crack hypothesis, what causes a hot spot?
  • A. Hot magma rises from deep in Earth to melt a piece of the crust.
  • B. Hot magma flows out through a break in the side of an active volcano.
  • C. Hot magma flows up through spaces created between tectonic plates as they move.
  • D. Hot magma flows up at a point where a tectonic plate has been stretched thin.


  1. What is the professor’s opinion of the two main hypotheses he presents?
  • A. Neither hypothesis can explain the formation of the Hawaiian Islands.
  • B. Each hypothesis accounts for some, but not all volcanic anomalies.
  • C. Each hypothesis explains the formation of more volcanoes than plate tectonics does.
  • D. The studies supporting the crack hypothesis are more convincing than those supporting the plume hypothesis.

Lecture 2

Saturn’s Rings


  1. What is the main purpose of the lecture?
  • A. To show the connection between asteroids and Saturn’s rings
  • B. To discuss theories about the formation of Saturn’s rings
  • C. To describe the composition of Saturn’s rings
  • D. To show how Saturn’s rings affect the planet’s atmosphere


  1. What leads scientists to believe that Saturn’s rings are much younger than the planet itself?
  • A. Most of the rings are bright and shiny.
  • B. Most of the rings are composed of complex materials.
  • C. The rings are much thinner than scientists realized.
  • D. There are small moons in between Saturn’s rings.


  1. Why do astronomers suspect that new material has been added to Saturn’s ring system?
  • A. The number of moons orbiting Saturn has increased over time.
  • B. The rings exist in spite of Saturn’s gravity and magnetic pull.
  • C. The tidal forces of Saturn are stronger than previously believed.
  • D. The amount of water-ice in Saturn’s rings is smaller than previously believed.


  1. Why does the professor mention Edouard Roche?
  • A. To explain why Saturn’s magnetic pull affects the orbits of Saturn’s moons
  • B. To explain how much gravitational force is needed to make particles coalesce into a moon
  • C. To explain how a moon might contribute material to Saturn’s ring system
  • D. To explain why asteroids are attracted to Saturn’s ring system


  1. Why does the professor mention the reddish color in some of Saturn’s rings?
  • A. To explain why he calls Saturn “the jewel of the solar system”
  • B. To prove that Saturn’s rings and its moons are composed of similar material
  • C. To explain how scientists realized that the ring particles vary greatly in size
  • D. To support the possibility that some rings may contain molecules from an asteroid


  1. Listen again to the part of the conversation then answer the question. Why does the professor say this: 🎧
  • A. He wants the woman to answer her own question.
  • B. He wants the woman to rephrase her question.
  • C. He is glad that the woman understands the point he just made.
  • D. He believes that more research on ring formation is needed.

OK, now you are all set. 

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