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.

You have 60 minutes to answer the test.

Now please put on your headset.


Conversation 1

Restricted Access

Listen to a conversation between a student and a librarian.

1. What are the speakers mainly discussing?

  • A. The student’s difficulties locating sources for a research project
  • B. The topic of the student’s research project
  • C. The student’s request to visit a particular part of the library
  • D. Procedures for requesting different editions of a book

2. Why is the student unable to use later editions or reproductions of a book he mentions?

  • A. The later editions contain errors.
  • B. Professor Gray specified the use of a particular edition.
  • C. The later editions must be requested from another library.
  • D. Reproductions typically omit the specific material he needs.

3. Why is the student reluctant to contact Professor Gray?

  • A. He already has disturbed her several times during her time away from campus.
  • B. He does not feel comfortable about asking her for another favor.
  • C. He does not know her e-mail address.
  • D. He wants to surprise her with a completed project.

4. What does the woman imply about the rules regarding Special Collections?

  • A. The rules are unfair to the students.
  • B. The rules are in place to protect the books.
  • C. The rules are determined by the professors.
  • D. The rules have changed since the previous semester.

5. What does the woman mean when she says this: 🎧

  • A. She has been in a similar situation herself.
  • B. She will help the student solve his problem.
  • C. She has often heard this kind of story from students.
  • D. She thinks the student should try to understand her situation.

Lecture 1

Montessori Method

Listen to part of a lecture in an education class. The professor is discussing the Italian educator Maria Montessori.

1. What is the lecture mainly about?

  • A. Children’s reactions to the Montessori Method
  • B. Teacher training in the Montessori Method
  • C. How the Montessori Method facilitates children’s development
  • D. How Maria Montessori developed her educational method

2. What does the professor imply about the furniture that was traditionally found in children’s classrooms in the early 1900s?

  • A. It did not encourage interaction among children.
  • B. It helped maintain discipline in the classroom.
  • C. It was heavy and difficult for children to move.
  • D. It was not child sized.
  • E. It encouraged children to act independently.

3. According to the professor, what is the primary goal of the Montessori teacher?

  • A. To instruct the child in the correct use of the manipulative equipment
  • B. To prepare the child socially for future school interactions
  • C. To focus directly on the skills necessary for academic success
  • D. To guide the child to learn skills and concepts independently

4. What is the professor’s attitude about the Montessori teacher’s role?

  • A. She thinks children need more interaction with adults than it allows.
  • B. She thinks it is too limiting for the teacher.
  • C. She thinks it could be a difficult role to perform.
  • D. She thinks it demands expertise in many academic areas.

5. What does the example of the brown stairs demonstrate about Montessori classroom materials?

  • A. That natural materials provide children with a superior sensorial experience
  • B. That Montessori classroom materials are generally the same as those used in other primary schools
  • C. That same materials lack a particular educational focus
  • D. That one set of materials can be used to introduce several skills

6. Why does the professor mention the violin?

  • A. To demonstrate the type of creativity the Montessori method encourages
  • B. To stress the importance of music education at an early age
  • C. To give an example of how advanced Montessori lessons can be
  • D. To show that Montessori teachers expect materials to be used for their intended purpose

Lecture 2

Distribution Of Galaxies

Listen to part of the lecture in the astronomy class.

1. What is the main purpose of the lecture?

  • A. To explain the difficulty of classifying distant objects in the universe 
  • B. To introduce a classification system for galaxy clusters 
  • C. To present some recent discoveries about the shapes of galaxies 
  • D. To describe some differences between galaxies and clusters

2. What did Shapley and Ames discover about the universe?

  • A. Most galaxies are symmetrical.
  • B. More galaxies exist in the universe than was once believed. 
  • C. Galaxies occur in clusters throughout the universe.
  • D. Clusters are distributed uniformly throughout the universe.

3. Why does the professor emphasize the number of clusters mapped by Abell?

  • A. To help explain why Abell’s classification scheme was widely adopted 
  • B. To explain why Abell was the first astronomer to notice spiral-shaped galaxies
  • C. To provide evidence that Abell’s method of surveying galaxies was superior to that used for previous surveys 
  • D. To show how much Abell relied on earlier research

4. What aspects of clusters did Abell use to classify them?

  • A. The density of the cluster
  • B. The shape of the cluster
  • C. The age of the cluster
  • D. The type of galaxies in the cluster

5. Why does the professor discuss the Coma and Virgo clusters?

  • A. To indicate a limitation of Abell’s survey 
  • B. To distinguish between rich and non-rich clusters
  • C. To demonstrate that clusters considered irregular in shape are basically spherical 
  • D. To illustrate that the shape of a cluster is independent of the shape of the galaxies within it

6. What is the professor’s opinion of Abell’s assumption that all clusters are about the same size?

  • A. He is surprised that it has been disproved.
  • B. He believes that there is not enough data to support it.
  • C. He is impressed that it has been proved correct.
  • D. He thinks it is Abell’s most important contribution to astronomy.

The end of the first section.


Conversation 1

Grotowski’s Idea About Theater

Listen to a conversation between a student and a theater professor.

1. What are the speakers mainly discussing?

  • A. A play by Grotowski that was discussed in class.  
  • B. A proposal that the student has for an assignment.  
  • C. A play that is currently being performed at the university.  
  • D. The main phases in Grotowski’s career as a director.

2. What does the student imply when he talks about the play he recently attended?

  • A. He attended the play because he is writing an essay on it.  
  • B. He wished the play were more experimental.  
  • C. He thought his roommate showed great talent.  
  • D. He was not familiar with the author of the play.

3. What are two characteristics of Grotowski’s theater that the speakers mention?

  • A. The minimal equipment on the stage in his productions.
  • B. The single stories that his plays are based on.
  • C. The elaborate costumes the actors wear in his plays.  
  • D. The actions of the performers in his plays.

4. Why does the professor mention a play she attended several years ago?

  • A. To compare it to the play she saw the previous evening.  
  • B. To suggest that Grotowski’s principles do not necessarily lead to effective theater.  
  • C. To show how different it was from Poor theater.  
  • D. To provide an example of one of the ideas the student wants to research.

5. What does the professor imply about the acting the student wants to do?

  • A. Audiences are no longer surprised by that type of acting.
  • B. The acting requires less physical preparation than he thinks.  
  • C. He will not be able to master that style of acting easily.
  • D. He should spend less time acting for the class and more time on class discussion.


Migration Of Zooplankton

Listen to part of the lecture in the marine biology class.

1. What does the professor mainly discuss?

  • A. The importance of zooplankton in the marine food chain
  • B. The interdependence of two types of tiny marine organisms
  • C. A physical feature of zooplankton that makes them well adapted for swimming
  • D. A phenomenon observed in some species of zooplankton

2. Why does the professor conclude that zooplankton must derive an important benefit from diel vertical migration?

  • A. Diel vertical migration uses up a lot of energy.
  • B. Diel vertical migration exposes zooplankton to predators.
  • C. Diel vertical migration prevents zooplankton from being able to digest phytoplankton.
  • D. Diel vertical migration forces zooplankton populations to live permanently in cold water.

3. What does the professor imply about bioluminescent zooplankton?

  • A. Their food source is different from that of other zooplankton.
  • B. They probably do not rely on diel vertical migration to avoid predation.
  • C. They migrate deeper than other zooplankton species do.
  • D. Most species are found in very cold water.

4. Why does the professor mention fish that live in freshwater lakes?

  • A. To point out that many aquatic species exhibit diel vertical migration
  • B. To give an example of a species of fish that feeds on bioluminescent zooplankton
  • C. To make a comparison between fish and zooplankton
  • D. To support one of the theories explaining why zooplankton migrate

5. Avoiding predators is one possible explanation for why zooplankton dive so deeply in the ocean. What two other explanations for this phenomenon does the professor offer?

  • A. To avoid ultraviolet light
  • B. To avoid strong ocean currents
  • C. To digest in colder waters
  • D. To find abundant food sources

6. What does the professor imply about the reasons for diel vertical migration in zooplankton?

  • A. No single explanation for all species can account for this phenomenon.
  • B. Researchers have not been able to propose plausible theories to explain this phenomenon.
  • C. All individual organisms have several reasons for migrating.
  • D. Researchers were able to agree on an explanation for this phenomenon after many years of investigation.



Listen to part of a lecture in an art history class. The professor has been discussing the Italian Renaissance.

1. What does the professor mainly discuss?

  • A. What inspired the main themes of Renaissance frescoes.
  • B. Techniques used in the creation of Renaissance frescoes.
  • C. How Renaissance painters restored ancient frescoes that were deteriorating. 
  • D. Different techniques for painting on indoor and outdoor surfaces.

2. Why does the professor mention the ancient Romans?

  • A. To explain that they did not paint the walls and ceilings of buildings. 
  • B. To point out that they first made the term “fresco” popular.
  • C. To make the point that frescoes were created before the Renaissance.
  • D. To introduce an important difference between ancient art and Renaissance art.

3. According to the professor, what were two purposes of the reed mats?

  • A. To provide a comfortable area for artists to stand on while painting.
  • B. To prevent moisture from damaging frescoes.
  • C. To cover and protect frescoes during the cold season.
  • D. To create a smooth surface for the application of plaster.

4. What point does the professor emphasize about buildings from the Italian Renaissance?

  • A. They were large in order to indicate wealth.
  • B. They were designed by teams of engineers.
  • C. Most of them were built with very smooth walls.
  • D. Very few of them were decorated on the inside.

5. What does the professor imply about the idea that artistic geniuses worked in solitude?

  • A. It has been gaining support among today’s scholars.
  • B. It is accurate for Michelangelo, but not for Raphael.
  • C. It is accurate for Renaissance artists, but not for today’s artists. 
  • D. It does not apply to artists working on frescoes.

6. What does the professor imply about the process of creating frescoes?

  • A. Some frescoes took hundreds of years to complete. 
  • B. Many frescoes were created entirely by apprentices.
  • C. Apprentices worked independently of one another on different sections of a wall at the same time.
  • D. One section of a fresco was completed before the next section was begun.

This is the end of the test.

Please turn to your teacher for your test result.

A scoring chart you could refer to:

  • C D B B C
  • C ACD D C D AD
  • B C A AB D C
  • B B AD D C
  • D A B D AC A
  • B C BD A D D


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