Practice Test #9

F O R T H E T O E F L®
L I S T E N I N G S E C T I O N

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Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
Practice Test #9 
For the TOEFL®​   
Listening Section 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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 Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 

 
 
 
The TOEFL Listening Section:  
Directions 
 
 
This section measures your ability to understand conversations and lectures in an academic setting 
in English.  
 
You will first listen to a passage and then answer questions about it. You may listen to each passage ​only 
once​. You are allowed to take notes while you listen.  
 
You will be asked about the main idea and supporting details from each passage. Sometimes, you will be 
asked to infer meaning and purpose. These answers are usually not explicitly stated in the passage but 
must be answered based on your own ideas in regard to the speaker’s attitude, tone, and the context in 
which he or she is speaking.  

When you see the audio icon it means that there is an audio passage you must listen to. ​Please 
click the icon ​to get redirected to the audio file​.  
 
Most questions are worth one point each. If a question is worth more than one point, it will be indicated in 
the directions.  
 
Answer each question in sequential order​. You will not be allowed to skip or go back to questions 
during the actual TOEFL iBT exam.  
 
At the end of this test, you will find a scoring chart to help you determine your score and an answer key 
with explanations to help you understand the questions.  
 
When you're ready, turn the page to listen to the first passage.  
 
 
 
 
 
 
 
 
 
 
 

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 Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 

Passage #1 
 

Directions​: Now listen to a conversation between a student and a professor.  

 
 
NOTE TO STUDENT:  
 
Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and 
get ready to take notes. Click the icon above or the link below when you’re ready.  
 
Listen to a conversation between a student and a professor 
 
   

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 Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 

Directions​: Now, answer the questions.  

 
 
1. Why does the student want to talk to the professor? 
 
a. To tell the professor about her visit to the art gallery 
b. To discuss the assignment about drip art  
c. To get some ideas about what her assignment should focus on  
d. To see if she can join the workshop on Saturday 
 
 
2. What does the student mean when she says the assignment feels fake? 
 
a. She is having trouble completing the assignment 
b. She feels like she is not properly expressing herself in this assignment 
c. She does not want to complete the assignment because she does not like drip art 
d. She prefers basing her art on more traditional forms  
 
 

3. Listen again to a part of the passage. Why does the professor say this?​   
 
a. The professor wants to encourage the student to continue even though she feels uncomfortable 
b. The professor thinks the student should try harder 
c. The professor purposefully made the assignment difficult 
d. The professor wants the student to start over and make a new piece of art 
 
 
4. What suggestions does the professor make to the student? ​Select two​. 
 
a. To attend the professor’s workshop this weekend 
b. To get out of her comfort zone and try a lot of different art forms  
c. To discuss the assignment further after the workshop on Saturday 
d. To meet with a friend and work on the project together  
 
 
5. Why does the professor suggest the student attend his workshop? 
 
a. So the student can learn more about drip art 
b. To assist with the workshop 
c. So the student can meet other drip artists   
d. To provide the student with a step-by-step demonstration of drip art  

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 Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 

Passage #2 
 
Directions​: Now listen to part of a talk in an economics class.  
 
 
NOTE TO STUDENT:  
 
Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and 
get ready to take notes. Click the icon above or the link below when you’re ready.  
 
Listen to part of a talk in an economics class 
​OpenStax. (2018). Public goods.  
 
 
***Vocabulary is sometimes provided in written form when it may be unfamiliar to the student but 
essential for understanding the lecture. 
 
 
 
 
public goods 
 
 

 
 
 
 
 
 
non-excludable 
 
non-rivalrous 
 
 

 
 
 
   

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 Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 

Directions​: Now, answer the questions.  

 
 
1. What is the lecture mainly about? 
 
a. Why pizza is considered a public good 
b. The pros and cons of public goods 
c. What public goods are and their characteristics 
d. How to tell if something is a private or public good 
 
 
2. How is the lecture organized? 
 
a. The topic is introduced and then described followed by several examples  
b. The professor continues with a topic from the reading and answers questions  
c. The two topics are compared and contrasted 
d. The professor lists the characteristics of the main topic 
 
 
3. Based on the information from the listening, indicate which characteristic on the left belongs to 
either non-excludable, non-rival, or neither. ​This question is worth two points​.  
 
  Non-excludable  Non-rival  Neither 

Pizza       

Use of the good does not       

reduce what is available for 
others 

National defense       

 
 
4. What is an example of a public good? ​Select two​.  
 
a. A slice of pizza 
b. Produces in a grocery store 
c. TV channels on basic cable 
d. Police service 
 
   

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 Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 

5. What is the professor implying when she says this?​  

 
a. These words might be difficult to say but their definitions are very easy to understand 
b. She believes that the students will be confused by these terms  
c. Your mouth will be full if you try to say these terms together 
d. She does not really think students should be confused by these words 
 
 
6. Why does the professor talk about pizza during the lecture? 
 
a. To prove that the concept of public and private goods is actually simple 
b. To help explain the concept of public goods in a way that is easy for the students to understand 
c. To show the similarities between public and private goods 
d. To keep the students interested in the lecture  
 
 
 
 
   

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 Practice Test #9 
For the TOEFL®
​ ​ Listening Section 
 
 

Passage #3 
 
Directions​: Now listen to part of a talk in a psychology class.  
 
 
NOTE TO STUDENT:  
 
Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and 
get ready to take notes. Click the icon above or the link below when you’re ready.  
 
Listen to part of a talk in a psychology class 
​Source: ​OpenStax. (2019). The brain and spinal cord.  
 
 
***Vocabulary is sometimes provided in written form when it may be unfamiliar to the student but 
essential for understanding the lecture. 
 
 
 
 
 
epilepsy 
 
hippocampus 
 
amygdala 
 
 

 
 
 
 
 
 
severe anterograde amnesia 
 
muscle memory 
 
 
 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

 
Directions​: Now, answer the questions.  
 
 
1. What is the lecture mainly about? 
 
a. Muscle memory compared to regular memory 
b. The different areas of the brain that store memory 
c. The information learned from experiments on Henry Molaison 
d. What happens when a person loses their ability to make new memories 
 
 
2. How does the professor organize the lecture? 
 
a. He describes the importance of one man to the scientific community 
b. He compares different scientific theories of epilepsy 
c. He introduces a topic then provides a few specific examples 
d. He discusses different types of brain research 
 
 
3. What does the professor imply about Henry Molaison’s situation? 
 
a. Although he was a great help to scientific research his life was still difficult at times 
b. Henry was lucky to have a surgical procedure that successfully stopped his seizures  
c. Scientists should have performed more experiments on Henry before his death  
d. Doctors had to remind Henry every day about what happened to him 
 
 
4. After his surgery, why would Henry Molaison forget about meeting someone 30 seconds later? 
 
a. He did not try hard enough to remember 
b. He lost his ability to make new memories 
c. He had problems with his long-term memory 
d. In order to make new memories, he had to be physically active 
 
 
5. How was Henry Molaison able to develop new skills?  
 
a. He started gaining back his ability to remember certain things 
b. He took so many tests that he was eventually able to remember some information 
c. He was able to regain skills, like playing the piano, that he previously knew how to do 
d. Muscle memory allowed him to remember skills without relying on conscious memory 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

 
6. Why does the professor say this?​  
 
a. To emphasize the importance of the hippocampus and amygdala to the lecture 
b. To make sure the students know how to spell the words hippocampus and amygdala 
c. To make sure the students know what the professor is talking about 
d. To give the students some help taking notes 
 
 
 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Passage #4 
 
Directions​: Now listen to a conversation between a student and an IT worker. 
 
 
NOTE TO STUDENT:  
 
Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and 
get ready to take notes. Click the icon above or the link below when you’re ready.  
 
Listen to a conversation between a student and an IT worker 
 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Directions​: Now, answer the questions.  

 
 
1. What problem is the student having? 
 
a. He thinks his computer may have a virus 
b. He does not want to pay for someone to fix his computer 
c. He forgot to backup his computer before it crashed 
d. He cannot print his assignment before class 
 
 
2. What does the IT worker imply when she tells the student he is lucky that he backed up his files? 
 
a. His computer will probably recover since the student backed up his files 
b. The computer files are still available to the student even if the virus erases them  
c. If the student did not back up his files then he would have to pay to get them back  
d. The student will be able to print what he needs for the class since he backed up his files 
 
 

3. Listen again to a part of the passage. What does the student mean when he says this?​   
 
a. He is glad that the fire in the library is no longer an issue  
b. He only has to worry about his computer getting fixed now that his printing problem is solved 
c. He is worried the IT worker will not be able to fix his computer 
d. He is unsure about whether he should have a computer company fix his computer 
 
 
4. Listen again to a part of the passage. What does the IT worker imply when she says this?​   
 
a. The student will have to pay a lot of money to have his computer fixed 
b. The student should consider having the computer company fix his computer 
c. The student will not have much luck getting his computer fixed 
d. The student has another option but he probably will not like it 
 
 
5. When will the IT worker be done fixing the student’s computer? 
 
a. She will have it done by the end of the day 
b. The student can come get it after his class 
c. She is unsure but she will email the student when it is ready 
d. She cannot fix the computer so the student will take it to the computer company 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

 
Passage #5 
 
Directions​: Now listen to part of a talk in a sociology class.  
 
 
NOTE TO STUDENT:  
 
Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and 
get ready to take notes. Click the icon above or the link below when you’re ready.  
 
Listen to part of a talk in a sociology class  
​Source:​ ​OpenStax. (2019). Variations in family life. 
 
 
 
***Vocabulary is sometimes provided in written form when it may be unfamiliar to the student but 
essential for understanding the lecture. 
 
 
 
 
 
George Murdock  
 
 
 
 

 
 
 
 
 
 
Functionalism  
 
Conflict Theory 
 
Symbolic Interactionism  
 
 
 
 

   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Directions​: Now, answer the questions.  

 
 
1. What is the lecture mainly about? 
 
a. The difference between functionalism, conflict theory, and symbolic interactionism 
b. The different ways sociologists view families and marriage 
c. The role of a family in society 
d. The power struggle between family members 
 
 
2. Why does the professor discuss sociologist George Murdock? 
 
a. To further explain functionalism  
b. To prove that functionalism is important to the lecture 
c. To highlight the different aspects of functionalism 
d. To distinguish between functionalism and the other perspectives mentioned 
 
 
3. How is the lecture organized? 
 
a. Different families are compared and contrasted based on various sociological perspectives  
b. A problem is presented followed by potential solutions 
c. Evidence is presented and the students are asked to choose which is the best perspective 
d. The professor lists and describes different ways to examine families 
 
 
4. The professor discusses several perspectives on marriage and the family unit. Indicate which 
information matches each type of perspective. ​This question is worth two points​.  
 
  Functionalism  Conflict Theory  Symbolic Interactionism 

Individuals try to fit into roles       

in a family 

The family unit plays a role in       

society as a whole 

Concerned with the role of       

power in family life 

 
 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

5. According to sociologist George Murdock, what are the three universal functions of the family? 
 
a. Sexual, reproductive, and traditional 
b. Sexual, reproductive, and educational 
c. Sexual, reproductive, and symbolic 
d. Sexual, reproductive, and individualistic 
 
 
6. Why does the professor say this?  
 
a. To see if the students were paying attention to the lecture 
b. To test if any of the students remember the answer 
c. To encourage the students to think about what she just said 
d. To highlight the difference between the perspectives she just described  
 
 
 
 
 
 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

 
 
 
 

 
 
 
 
 
 
 
Practice Test #9 
For the TOEFL®​ ​ Listening Section 
Answer Key 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

The Grading Rubric  

 
Use the chart below to determine your score in the listening section.  
 
There are only 28 questions in this section, but the highest raw score ​might be​ different. Questions that 
require multiple answers, usually in the form of tables, are worth two points.  
 
If you correctly filled out the given table, award yourself two points. If you made one mistake in the table, 
award yourself one point. If you made two mistakes or more, you earn zero points for the given question.  
 
 
Raw   Score  Raw   Score  Raw   Score 
Points  Estimate   Points  Estimate  Points  Estimate 

30  30  20  20  10  10 

29  29  19  19  9  9 

28  28  18  18  8  8 

27  27  17  17  7  7 

26  26  16  16  6  6 

25  25  15  15  5  5 

24  24  14  14  4  4 

23  23  13  13  3  3 

22  22  12  12  2  2 

21  21  11  11  1  1 

 
 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Passage #1: Answer Key 

 
1. B (Gist-Purpose) 
 
A​ looks like a possible choice because the professor and student start the conversation with some small 
talk about the student’s visit to an art gallery, but afterward, the student tells the professor the real reason 
she wants to chat. She says: “​Well, that’s what I kind of wanted to talk to you about. I think ‘drip art’ is really 
unique and interesting, but I’m having some trouble with the assignment.​”. Therefore, ​B​ is the correct choice. 
 
2. B (Understanding the Function) 
 
B​ is the correct answer. The student says the assignment “​feels fake​” because she is frustrated with the 
project and is struggling to express herself in the artwork. She says: “​I think I understand the assignment 
well, but you know how you always tell us to express ourselves in our art? That’s why I’m feeling frustrated with 
this project. I feel like I’m forcing myself to create something, and it just feels fake. What would you do if you were 
in my shoes?”. ​While ​A​ is a true statement, it is not what the student means by this sentence, so it is not 
correct. 
 
3. A (Understanding the Function) 
 
It is clear that ​A​ is the correct answer because the tone of voice of the professor is upbeat and 
encouraging. The professor does not speak slowly, but rather with enthusiasm. He empathizes with the 
student and then lets the student know that her feelings are perfectly normal. The professor is 
encouraging the student to continue with the project even though she is feeling frustrated and 
uncomfortable. “​I completely understand your concern, but that’s the whole point of my class! I want you to get 
out of your comfort zone, let go, and try something new.” 
 
4. A, C (Detail) 
 
Although it may seem like a suggestion for the student is to get out of her comfort zone and try a lot of 
different art forms, the professor simply states that this is the purpose of the assignment and his class in 
general, and he does not talk about other art forms, so ​B​ is not correct. Instead, the professor suggests 
that the student come to his workshop on Saturday and, if needed, discuss the assignment together after 
the workshop, so ​A​ and ​C​ are the right answers.  
 
“- I completely understand your concern, but that’s the whole point of my class! I want you to get out of your 
comfort zone, let go, and try something new.  
- Okay, I’ll give it another shot later today, and see if I can push past feeling stuck.  
- That’s a good idea. And if you’re still feeling uneasy, I’m having a workshop this Saturday and you can join if 
you’d like. You can see some examples of drip art and watch the actual process. That may be really helpful for 
you. If you stay for a little afterward, we can discuss any further questions you may have.” 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

5. A (Detail) 
 
While ​D​ looks like a possible answer, ​A​ is actually the correct choice. As mentioned above, the professor 
states that if the student comes to the workshop, she can see examples of drip art and learn more about 
how drip art is made. He says:  
 
“​And if you’re still feeling uneasy, I’m having a workshop this Saturday and you can join if you’d like. You can see 
some examples of drip art and watch the actual process. That may be really helpful for you. If you stay for a little 
afterward, we can discuss any further questions you may have.” 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Passage #1: Transcript 

 
Woman​:​ Good morning Professor Jacobs! How was your weekend? 
Man​:​ Hi Jane, my weekend was great, very relaxing. How about yours? 
Woman​:​ I had a blast! I went to an exhibition at a gallery in the city and one of the artists was there. I got to 
meet him! Unfortunately, I don’t remember his name, but he does “drip art,” just like Jackson Pollack. It 
was really cool and inspiring to meet someone who creates art for a living.  
Man​:​ Wow, what an exciting weekend. It sounds like you really have found some inspiration for your drip art 
project. How is that coming along? 
Woman​:​ Well, that’s what I kind of wanted to talk to you about. I think “drip art” is really unique and interesting, 
but I’m having trouble with the assignment. 
Man​:​ What seems to be the problem? 
Woman​:​ I started working on the project right after going to the exhibit, but I’m feeling stuck and I’m worried 
that I won’t be able to create a piece that I feel comfortable handing in. 
Man​:​ How so? Are you confused about the assignment? 
Woman​:​ I think I understand the assignment well, but you know how you always tell us to express ourselves in 
our art? That’s why I feel frustrated with this project. I feel like I’m forcing myself to create something, and 
it just feels fake. What would you do if you were in my shoes? 
Man​:​ I completely understand your concern, but that’s the whole point of my class! I want you to get out of your 
comfort zone, let go, and try something new.  
Woman​:​ Okay, I’ll give it another shot today, and see if I can push past the feeling of being stuck.  
Man​:​ That’s a good idea. And if you’re still feeling uneasy, I’m having a workshop this Saturday and you can join 
if you’d like. You can see some examples of drip art and watch the actual process. That may be really 
helpful for you. If you stay for a little afterward, we can discuss any further questions you may have. 
Woman​:​ That sounds great! Thank you so much, I would love to attend the workshop. I think that is just what I 
need to help me finish this project. 
Man​:​ You’re welcome. I’m glad you stopped by. I’d rather you be confused and ask questions than say nothing 
and struggle with the project. I’ll see you on Saturday! 
 
 
 
 
 
 
 
 
 
 
 
 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Passage #2: Answer Key 

Source: OpenStax. (2018).  
 
1. C (Gist-Content) 
 
A​ may seem right at first because the word “​pizza​” is said multiple times throughout the lecture, but pizza 
is merely an example used to describe public goods. The professor is not describing any pros or cons of 
public goods in the lecture, so that helps to eliminate ​B​. Lastly, ​D​ can be eliminated because the focus is 
on public goods, and the only real example of a private good that the professor gives is of pizza. Therefore, 
C​ is the correct answer. 
 
2. A (Understanding Organization) 
 
A​ is the correct answer because the professor introduces the topic of public goods, and then provides 
examples. ​B​ is misleading because the professor does ask and answer some questions from one student, 
but the topic is not continued from the reading. ​D​ can be eliminated because the professor does not 
necessarily just list characteristics of public goods, but rather she spends time trying to explain what they 
are through examples. Likewise, ​C​ does not quite fit with the focus of the main idea, which is to describe 
public goods. 
 
3. (Connecting Content) 
 
  Non-excludable  Non-rival  Neither 

Pizza      X 

Use of the good does not reduce 

  X   
what is available for others 

National defense  X  X   

 
4. C, D (Detail) 
 
A​ is wrong because the professor uses pizza as an example of what a private good is. ​B​ can also be 
eliminated because it is not something that is ever mentioned throughout the lecture. Near the beginning 
of the discussion, the professor says: “​Yes, I didn't think about that before, but you're right, basic cable 
channels are a public good,” ​and later on she says,​ “A number of government services are also examples of 
public goods. For instance, it would not be easy to provide fire and police service for some people in a given 
neighborhood, but not everyone. Protecting some necessarily means protecting others, too.” ​So, ​C​ and ​D​ are the 
correct answers. 
 
   

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For the TOEFL​®​ Listening Section 
 
 

5. A (Making Inferences) 
 
Remember that idioms or other expressions should not be taken word for word. This helps to eliminate ​C 
because it is too literal. ​B​ can also be eliminated because it is too negative of an attitude towards the 
students. ​D​ sounds somewhat correct, but ​A​ is a more accurate representation of what the professor is 
trying to say. 
 
6. B (Understanding Organization) 
 
A​ and ​D​ both do not necessarily have to do with the organization of the lecture, so they can be eliminated. 
C​ can be eliminated because the purpose of the lecture is not to compare public to private goods, but 
rather to explain public goods. Also, the professor mostly talks about the differences between the two, not 
similarities. Therefore, ​B​ is the correct answer. 
 
 
 
   

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Passage #2: Transcript 

Source: OpenStax. (2018). Public goods.   
 
Today we're going to be discussing public goods.  
 
So, basically, lots of individuals and businesses create new ideas and products every day and most expect to get 
some money from their creations. But what happens when you make something that has such a tremendous 
benefit to society that you can't expect to receive any money in return?  
 
This kind of good is a public good.  
 
Can anyone think of any examples of a public good?  
 
Well, I'm not so sure but maybe some of the TV channels on basic cable. I mean, anyone with a TV and 
antenna can get some channels to watch.  
 
Yes, I didn't think about that before, but you're right, Sam, basic cable channels are a public good. Another 
example might be a country's national defense or military. These exist purely to benefit the people.  
 
Professor, is there any way to kind of judge whether a product is a public or private good? I mean, like 
those TV channels, they might be free, but you still need to buy a TV. So, I guess I'm just not sure how you 
can tell if something is a public good.  
 
Yes, this idea can be a bit confusing. I guess it's best to contrast it with a private good, say, a piece of pizza. A 
piece of pizza can be bought and sold pretty easily. And one of the reasons why is because it's so easy to 
separate. I suppose one of the most defining characteristics of public goods is that they are almost impossible to 
separate. TV airwaves and the national defense system are not things you can really break down into pieces. It's 
the same with public WiFi. Many cities are now offering free WiFi to residents. WiFi only exists in the air. You can't 
hold WiFi and separate it into pieces.  
 
Okay, professor, I think I get it now. But, in the book, they mentioned the terms non-excludable and 
non-rivalrous when trying to explain public goods and I didn't really get it.  
 
Great, I was just going to get to that. So, besides being hard to separate, economists usually classify something as 
a public good if it is both non-excludable and non-rivalrous.  
 
Now, I know these terms are quite a mouthful, but they are fairly simple ideas.  
 
Let's start with non-excludable.  
 
Non-excludable means that it is either expensive or nearly impossible to exclude someone from using the good. 
Let's say an individual, who we will call Larry, buys a private good like a piece of pizza, then he can exclude 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

others from eating that pizza. However, if national defense is being provided, then it includes everyone. Even if 
you strongly disagree with your country's defense policies, the national defense still protects you. You cannot 
choose to be unprotected, and national defense cannot protect everyone else and exclude you.  
 
The second main characteristic of a public good is that it is non-rivalrous, which means that when one person 
uses the public good, another can also use it. With a private good like pizza, if our subject Larry is eating the 
pizza then another person cannot eat it; that is, the two people are rivals in consumption. With a public good like 
national defense, Larry's consumption of national defense does not reduce the amount for others, so they are 
non-rivalrous in this area.  
 
A number of government services are also examples of public goods. For instance, it would not be easy to 
provide fire and police service for some people in a given neighborhood, but not everyone. Protecting some 
necessarily means protecting others, too.  
 
Paying for public goods is always a challenging dilemma for both business leaders and politicians. The key 
insight in paying for public goods is to find a way of assuring that everyone will make a contribution. For 
example, if people come together through the political process and agree to pay taxes and make group decisions 
about the quantity of public goods, then they can all feel like they are being treated equally because everyone 
contributes.  
 
 
 
 
 
 
 
 
 
 
 
 
   

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For the TOEFL​®​ Listening Section 
 
 

Passage #3: Answer Key 

Source: OpenStax. (2019). The brain and spinal cord.  
 
1. C (Gist-Content) 
 
D​ looks like a possible choice, but it does not fully capture the main idea. ​A​ and ​B​ are minor ideas brought 
up at certain points in the lecture, but only ​C​ encompasses the point of the whole lecture, which is to 
explain what information researchers learned from their experiments on Henry Molaison.  
 
2. A (Understanding Organization) 
 
Remembering the main idea will greatly help in answering this question. In the lecture, the professor does 
not spend time comparing and contrasting, nor does he introduce a topic and provide several examples, 
so ​B​ and ​C​ are not correct. Instead, the lecture is a fluid discussion of what we were able to learn from one 
man, Henry Molaison, and his surgery. The professor basically gives a timeline of what happened to Henry 
post-surgery, giving the students facts and details of some events and scientific findings, so ​A​ is the correct 
answer. 
 
3. A (Making Inferences) 
 
Although ​B​ and ​D​ are facts that seem somewhat implied at certain points in the lecture, ​A​ is the strongest 
answer here. The professor gives a couple of examples of things we were able to learn from Henry’s 
surgery, however, he also makes an effort to point out how the surgery negatively affected Henry’s life, 
such as forgetting his parents’ death. 
 
4. B (Detail) 
 
D​ may seem like a possible answer because in the lecture the professor talks about how Henry can 
remember some skills based on muscle memory. However, ​B​, not ​D​, is the correct answer here. The 
professor says:  
 
“You see, Henry no longer had the ability to make conscious memories of specific facts like names, dates, and 
recent happenings. So, if you introduced yourself to Henry at any time after the surgery, within 30 seconds of 
your introduction he would completely forget ever meeting you. HM would wake up every day in the same state 
of mind he had before the surgery. He could not make any new, conscious memories.” 
 
   

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5. D (Detail) 
 
D​ is the correct answer. ​A​, ​B​, and ​C​ are wrong because the professor says that Henry was never able to 
remember anything after his surgery. All he could do was repeat some skills from tests due to muscle 
memory. The professor says:  
 
“HM could not form any new, conscious memories after his surgery, but he could improve on his ability to 
perform tasks. It soon became clear that the brain had another type of memory system, called muscle memory, 
which did not rely on conscious memories. In one of her experiments, Corkin would have HM sketch a figure 
through the reflection of a mirror. This is a challenging task that takes time to practice and master.” 
 
6. A (Understanding the Function) 
 
B​, ​C​, and ​D​ are all plausible answers, but ​A​ is the most accurate in this case. Yes, typically a professor 
writes something on the board to help students remember it, or even help them spell the material, but the 
ultimate goal of writing something on the board is to point out important keywords and concepts in a 
lecture. Whenever a professor writes something on the board, it is definitely important; he or she wants 
the students to remember it. 
 
 
 
 
 
 
   

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For the TOEFL​®​ Listening Section 
 
 

Passage #3: Transcript 

Source: OpenStax. (2019). The brain and spinal cord  
 
Now that we are on the topic of memory, it's a good time to talk about the case of Henry Molaison.  
 
Okay, so, where to start... 
 
Well, Henry Molaison was better known as HM in the scientific community. You see, he is probably, no, definitely, 
the most important patient in the history of neuroscience. Before his death in 2008, Molaison was the subject of 
over 1200 research articles.  
 
So what made HM so special?  
 
Well, a little background about his life. Molaison had epilepsy, which is when you lose control of much of your 
body and start having seizures. Well, by the age of 27, HM's seizures were getting much worse.  
 
In an attempt to control his seizures, HM underwent brain surgery to remove very important pieces of his brain: 
his hippocampus and amygdala. 
 
I'll put that on the board here.  
 
The doctor in charge of this procedure believed it would cure his epilepsy. Well, he was right in that HM's seizures 
almost completely stopped, but there was an even more drastic and devastating consequence of the procedure. 
Molaison lost his ability to create new memories. This is referred to in medical terminology as severe anterograde 
amnesia, and I'll put that on the board too.  
 
You see, Henry no longer had the ability to make conscious memories of specific facts like names, dates, and 
recent happenings. So, if you introduced yourself to Henry at any time after the surgery, within 30 seconds of 
your introduction, he would completely forget ever meeting you. HM would wake up every day in the same state 
of mind he had before the surgery. He could not make any new, conscious memories. 
 
In 1962, about ten years after his surgery, a young surgeon named Suzanne Corkin met HM and realized that, 
while a tragedy in most respects, HM's condition provided her with a unique opportunity to analyze the function 
of specific areas of the brain and how they relate to learning and memory. Even though he suffered from 
amnesia, much of Henry's brain function besides memory remained intact. He was a friendly guy. Also, since he 
had almost no short-term memory ability, he would never get tired of the boring brain activities needed for the 
research.  
 
Studying HM’s brain led to some fascinating discoveries in the field of neuroscience.  
 
   

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Up until the 20th century, neuroscience had very little understanding of how the brain worked. HM's rewired 
brain quickly proved that memory was not spread throughout the brain. Henry’s acute anterograde amnesia had 
little effect on his self-knowledge or intelligence prior to the age of 25. Henry’s case and others like it soon 
revealed that declarative long-term memories are stored in the area of the brain known as the hippocampus. 
Through HM, researchers discovered that the brain possesses multiple systems for storing and retrieving 
memories that are dispersed in different, but specific locations in the brain.  
 
HM could not form any new, conscious memories after his surgery, but he could improve on his ability to 
perform tasks. It soon became clear that the brain had another type of memory system, called muscle memory, 
which did not rely on conscious memories. In one of her experiments, Corkin would have HM sketch a figure 
through the reflection of a mirror. This is a challenging task that takes time to practice and master.  
 
Molaison had developed a new skill subconsciously through repetition. Sometimes referred to as motor learning, 
HM confirmed that new skills can be learned through repetition over time disassociated from conscious 
memories. This doesn’t mean that skills like playing the piano or drawing a face rely solely on muscle memory, 
however, it plays a much bigger role in our retention of skills than previously suspected.  
 
While there were some benefits for researchers, Henry’s unique amnesia made it almost impossible for him to 
remember any new events after the surgery. For example, the death of his parents occurred later in his life, and 
he couldn't remember it. Whenever he was reminded of his parents' demise, the pain returned as if he were 
hearing it again for the first time.  
 
 
 
 
 
 
 
 
 
 
 
 
   

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For the TOEFL​®​ Listening Section 
 
 

Passage #4: Answer Key 

 
1. A (Gist-Purpose) 
 
Although the student was trying to print something for class before the conversation started, the overall 
problem in the conversation is that his computer may have a virus, so ​A​ is the correct answer. He says: 
 
“- Well I was just at the library to print some stuff for class, and when I went to open my laptop and get started, 
the screen went blank and all these funny symbols started showing up. Then my computer just turned off! I don’t 
know what to do. My computer won’t turn back on. I’m scared that something bad happened, like a virus, or it 
crashed. 
- Oh dear. That sounds like a potential virus to me. Let me take a look at your computer so I can try to scan it 
and find the problem. Did you backup your work?” 
 
2. B (Making Inferences) 
 
B​ is the correct answer because the student says that he had not backed up his computer in a long time, 
suggesting that he does not back up his files normally. So, the IT worker says he is lucky that he backed up 
everything. If his computer had crashed before he saved everything, all his files may have been lost.   
 
“- You know what, it’s really weird… but I actually just backed up everything this morning onto my external hard 
drive, which I haven’t done in a really long time… it’s like I just had a feeling something was going to happen. And 
now I can’t believe that something actually is wrong 
- That’s really lucky that you backed everything up. Because in this situation, who knows if you will be able to get 
anything back. It will take time for me to scan it and see what’s wrong. Hopefully, I won’t have to, but I may need 
to wipe the hard drive, in which case you would lose any information on your computer. If you prefer, you can 
take it to the company where you bought your computer and have them take a look, but that could cost you at 
least $500.” 
 
While ​D​ is a true statement, it is not what the IT worker is implying by saying that he is lucky. 
 
3. B (Making Inferences) 
 
The student uses an idiom in the first sentence, “​that fire’s put out​,” which means that it is one problem 
solved. There is no literal fire, so ​A​ is not correct. In the second sentence, he says that the only thing he 
needs to worry about now is his computer being fixed, so ​B​ is the correct answer.   
 
“That’s true… well at least that fire’s put out. Now I just have to worry about my computer getting back to 
normal.…” 
 
   

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4. D (Making Inferences) 
 
The IT worker offers to fix the student’s computer and then tells him about another possible solution, 
which is to take the computer to the company where the student bought it. If you listen to her tone of 
voice and word choice, the IT worker is implying that the student probably will not like this idea. She gives 
the suggestion, followed by a long “​but…​”, and then a negative fact, paying $500. She says, “​If you prefer, 
you can take it to the company where you bought your computer and have them take a look, but that could cost 
you at least $500,​” so ​D​ is the right choice here. 
 
5. C (Detail) 
 
C​ is correct. The answer is revealed at the end of the conversation. She says: 
 
“- Ok I’ll go ahead and keep your computer here. I’ll send you an email when the scan is done and I find out 
what’s going on and what can be done to fix it.  
- Do you know how long that’s going to take? I still need to print some files for class.  
- Well I can’t say for sure, but I think you should take your external hard drive to the library and print your files 
off of the library computers in the meantime​.” 
 
   

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Passage #4: Transcript 

 
Man​:​ Hi, I have a big problem that I need your help with! 
Woman​:​ What’s going on? 
Man​:​ Well, I was just at the library to print some stuff for class, and when I went to open my laptop and get 
started, the screen went blank and all these funny symbols started showing up. Then my computer just 
turned off! I don’t know what to do. My computer won’t turn back on. I’m scared that something bad 
happened, like a virus, or it crashed. 
Woman​:​ Oh dear. That sounds like a potential virus to me. Let me take a look at your computer so I can try to 
scan it and find the problem. Did you backup your work? 
Man​:​ You know what, it’s really weird… but I actually just backed up everything this morning onto my external 
hard drive, which I haven’t done in a really long time… it’s like I just had a feeling something was going to 
happen. And now I can’t believe that something actually is wrong. 
Woman​:​ That’s really lucky that you backed everything up. Because in this situation, who knows if you will be 
able to get everything back. It will take time for me to scan it and see what’s the problem. Hopefully, I won’t 
have to, but I may need to clean the hard drive, in which case you would lose any information on your 
computer. If you prefer, you can take it to the company where you bought your computer and have them 
take a look, but that could cost you at least $500. 
Man​:​ Ugh that’s just crazy. I trust you though, and I think whatever you decide is best, that’s what I’ll do. I don’t 
want to spend $500 if they’re just going to tell me the same thing you would. 
Woman​:​ OK, I’ll go ahead and keep your computer here. I’ll send you an email when the scan is done and I find 
out what’s going on and what can be done to fix it.  
Man​:​ Do you know how long that’s going to take? I still need to print some files for class.  
Woman​:​ Well, I can’t say for sure, but I think you should take your external hard drive to the library and print 
your files off of the library computers in the meantime. Besides, if I have to wipe your hard drive, there 
won’t be anything on your laptop to print. 
Man​:​ That’s true… well at least that fire’s put out. Now I just have to worry about my computer getting back to 
normal… 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

Passage #5: Answer Key 

Source: OpenStax. (2019). Variations in family life 
 
1. B (Gist-Content) 
 
C​ and ​D​ are too specific, so they can be eliminated first. ​A​ can also be eliminated because the professor is 
not comparing or contrasting the three perspectives, but rather she is explaining marriage and family 
through each viewpoint. Therefore, ​B​ is the correct answer because these three perspectives describe 
different ways in which the family and marriage is viewed by sociologists. 
 
2. A (Understanding Organization) 
 
A​ is the correct answer because the professor discusses this sociologist as a way to further explain the 
functionalist perspective. Functionalism is important to the lecture because it is one of the three 
perspectives that the professor describes. The lecturer presents George Murdock as a resource; nothing is 
being debated, so ​B​ is incorrect. ​C​ and ​D​ can be eliminated because there are not necessarily different 
aspects of functionalism mentioned in the lecture, and the professor does not compare or contrast the 
different perspectives to each other. 
 
3. D (Understanding Organization) 
 
D is correct because the professor talks about marriage and family through each perspective individually 
in the form of a list. First, she talks about functionalism, followed by conflict theory, and, lastly, symbolic 
interactionism. In the end, she says, ​“Which one do you think is the most useful perspective to have on 
contemporary American marriages?”​. This is not asking the students to choose the best perspective, so ​C​ is 
not correct. 
 
4. (Connecting Content) 
 
  Functionalism  Conflict Theory  Symbolic Interactionism 

Individuals try to fit into roles 

    X 
in a family 

The family unit plays a role in 

X     
society as a whole 

Concerned with the role of 

  X   
power in family life 

 
   

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5. B (Detail) 
 
A​, ​C​, and ​D​ are incorrect because the third function is just a word from the lecture but actually has to do 
with one of the other perspectives. The professor says, ​“After a series of tests, sociologist George Murdock has 
determined that there are three universal functions of the family: sexual, reproductive and educational,​” so ​B​ is 
the correct answer. 
 
6. C (Understanding the Function) 
 
At the very end of the lecture, the professor asks, “​Which one do you think is the most useful perspective to 
have on contemporary American marriages?​”. ​B​ can be eliminated because the professor does not provide 
an answer to this question at any point throughout the lecture. It is not clear if this is a rhetorical question, 
which makes it harder to eliminate the other options. However, ​D​ can be eliminated because the question 
does not necessarily pertain to differences, but rather just which perspective is most useful for 
contemporary American marriages. ​C​ is the better choice over ​A​ because it is more relevant to the 
purpose of listening to a lecture, which is that students will learn more if they think about what they have 
just heard.  
 
 
 
 
 
 
 
 
 
 
 
 
   

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Passage #5: Transcript 

​ penStax. (2019). Variations in family life 
Source:​ O
 
Today we are going to discuss marriage. And, more importantly, we want to study how the idea of marriage 
interacts with a society as a whole. In other words, we want to know how observing marriages in different 
cultures can help us learn a bit more about the larger community.  
 
So, when we sociologists want to study families, we must first have a perspective, a kind of lens to look through.  
 
You might remember from the reading the idea of functionalism. In sociology, functionalism is when you look at 
society and individuals within a society as filling a role, a function. They have to serve some purpose.  
 
Let's use this lens, this perspective of functionalism, to examine marriage.  
 
When considering the role of families in societies, functionalists believe that they play a key role in stabilizing the 
culture. The family performs certain tasks that help a society grow and develop.  
 
After a series of tests, sociologist George Murdock has determined that there are three universal functions of the 
family: sexual, reproductive, and educational.  
 
According to Murdock, the family (which for him includes the state of marriage) regulates sexual relations 
between individuals. He does not deny the existence of sex outside of marriage but states that the family offers a 
socially approved sexual outlet for adults. This outlet gives way to reproduction, which is a necessary part of 
ensuring the survival of society.  
 
Once children are produced, the family plays a vital role in training them for adult life. The family teaches young 
children the ways of thinking and behaving that follow social and cultural values and beliefs. Basically, parents 
teach their children how to be good citizens in a given culture.  
 
But that's just the functional perspective; there are other lenses to look through.  
 
Conflict theory looks at society as a constant state of fighting since two individuals, families, governments, and so 
on are competing for a limited number of resources.  
 
Conflict theorists are quick to point out that American families have a more individualistic style of thinking. Many 
Americans are resistant to government intervention in the family; parents do not want the government to tell 
them how to raise their children or to become involved in domestic issues. Conflict theory highlights the role of 
power in family life and that individuals within families are constantly struggling for control.  
 
Let's look at the division of labor within the family home as an example. Most family members don't get paid for 
washing dishes and vacuuming carpets. However, studies indicate that when men do more housework, women 
experience more satisfaction in their marriages, reducing the incidence of conflict and increasing the woman's 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

power. In general, conflict theorists tend to study areas of marriage and life that involve inequalities in power 
and authority, as they are reflective of the larger social structure.  
 
Now, there is one more popular lens many sociologists look through and that's symbolic interactionism.  
 
Interactionists view the world in terms of symbols and the meanings assigned to them. The family itself is a 
symbol. To some, it is a father, mother, and children; to others, it’s any union that involves respect and 
compassion. Interactionists stress that family is a social phenomenon that changes meaning based on the time, 
place, and culture.  
 
Consider what it means to be a father or mother. At one time it was a symbol of biological connection to a child. 
However, many children now are no longer raised by their biological parents but still call them mother and 
father. Interactionists also realize how the roles within families are socially constructed. Interactionists view the 
family as a group of role players or “actors” that come together to act out their parts in an effort to construct a 
family. These roles are up for interpretation. 
 
Now just to recap, if we view the family through a functional lens, then we see actions based on how it 
contributes to society as a whole. If we look through a conflict theory lens, then we see family interactions as a 
power struggle between individuals, and if we look through the symbolic interactionist lens, then we view the 
actions of families as filling a role they are expected to play, and that role can change over time.  
 
Which one do you think is the most useful perspective to have on contemporary American marriages?  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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 Practice Test #9 
For the TOEFL​®​ Listening Section 
 
 

References 
 
OpenStax. (2018). Public goods. In ​Principles of economics.​ Retrieved from: 
 
https://cnx.org/contents/aWGdK2jw@11.347:S4JG5L0k@5/Public-Goods 
 
OpenStax. (2019). The brain and spinal cord. In ​Psychology. ​Retrieved from: 
 
https://cnx.org/contents/Sr8Ev5Og@12.2:_Io4zP0c@12/3-4-The-Brain-and-Spinal-Cord 
 
OpenStax. (2019). Variations in family life. In ​Introduction to Sociology. ​Retrieved from: 
 
https://cnx.org/contents/r-QzKsl_@17.1:Ix43J6k1@9/Variations-in-Family-Life 
 
 
 
  
 
 
 
 
 

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