Home Solution for Listening TOEFL IBT Listening Practice Test 11 Solution, Explanation & Transcripts

TOEFL IBT Listening Practice Test 11 Solution, Explanation & Transcripts

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TOEFL IBT Listening Practice Test 11 Solution, Explanation & Transcripts

21. C

The professor’s purpose is to give examples of poll questions. The professor says …a poll is much simpler in design. A poll is simply a headcount. The respondents are presented with a limited number of options. Then she gives examples of poll questions.(2.3)

22. B, D

The professor helps the student by recommending a useful book: …there’s an excellent book that explains the pluses and minuses of each of these methods. It’s called How to MeasureAttitudes…. The professor also agrees to review the student’s survey draft. The student asks …if we decide to go with a printed survey… would you be willing to look at my draft first? The professor replies Of course. You could just slip it into my mailbox, or stop by anytime during my office hours. (2.2)

23. B

The professor mainly discusses changes in roles and responsibilities during adulthood. The professor saysWe all change over the course of our adulthood; A lot of the changes in adulthood involve social relationships and responsibilities. (2.1)

24. D

The professor’s purpose is to respond to a student’s question. The student asks …is what you’re talking about—I mean these changes we experience—are they part of our biological clock? The professor replies I’m glad you brought up the biological clock.(2.3)

25. A

The professor’s purpose is to explain the concept of age norms. He says Virtually all societies are organized into age strata, periods in life with norms for…expectations, demands, social roles and responsibilities. Then he illustrates age norms by mentioning our different expectations of 20-year-olds, 40-year-olds, and 70-year-olds. (2.3)

26. B

The professor implies that an adult’s status may be determined by age norms. Age norms are different expectations of and attitudes toward different age groups. The professor illustrates age norms by stating For example, an older adult might be seen as having more—or less—status than a young adult….(2.4)


Early adulthood: The roles of spouse and parent generally begin now: Young adults also acquire the role of spouse, as most first marriages occur during early adulthood. A major new role is that of parent.

Middle adulthood: This period is sometimes called the “sandwich generation”: This is the “sandwich generation,” because people in middle adulthood are sandwiched between the needs of their children and the needs of their aging parents,

Early adulthood: People gain more new roles now than at any other time: Early adulthood is when more new social roles are acquired than at any other time of life.

Late adulthood: There is a decline in the number of social roles: Late adulthood is normally marked by a decline in the number of social roles. (2.5)

28. B

The professor says They follow the basic pattern of adulthood. By this I mean, they add new roles in early adulthood, change roles in middle adulthood, and shed roles in late adulthood. (2.2)

29. B

The professor describes features and forms ofBaroque music. The professor says One of the most striking features of the Baroque style is its expressiveness; Baroque music is known for its virtuoso instrumental music; It was in the Baroque era that some of the forms we know today began to take shape: the opera, the sonata, and the concerto;The music is characterized by its dazzling virtuosity and ornamentation. (2.1)

30. A, D

Baroque music is characterized by its expression of emotion: One of the most striking features of the Baroque style is its expressiveness. Baroque music is a vigorous style combining imagination with great feeling. Complex ornamentation is another characteristic: …Baroque music has more ornament. Trills and grace notes—little twists on notes…; The music is characterized by its dazzling virtuosity and ornamentation. (2.2)

31. A

The professor’s purpose is to explain how new musical forms developed. The rise of instrumental music freed music from having to move to speech rhythms. The professor names new musical forms that emerged: the opera, the sonata, and theconcer to. (2.3)

32. C

The professor’s purpose is to illustrate how different instruments helped to tell a story. The professor saysWith these instruments, Monteverdi told the Greek legend of Orpheus. The instruments dramatized the story’s characters and plot. For example, the high flute and a small violin accompanied the shepherd, brasses and organ music suggested the underworld, and so forth. (2.3)

33. D

The professor means that Baroque musicians created new musical forms to display their ability. The concerto and the sonata were new musical forms that allowed musicians to show off their skills, or to display their ability. (2.4)

34. C

The professor’s opinion is that The Four Seasons are perfect examples of Baroque music. The professor says They are pure, quintessential Baroque music—descriptive, expressive, elaborate—and with virtuoso violin playing. (2.3)

35. C

The student wants a recommendation from the professor. The student says …I’ve decided to apply to the teacher certification program, and I wondered—Id like it if you would, um, recommend me for the program. (2.3)

36. B

The student says …I’ve known for a long time that I wanted to be a teacher, ever since I was in sixth grade myself. I loved science when I was a kid—still love science—and …I guess I, um, want to share my love of science with kids. (2.2)

37. B

The student’s purpose is to describe her experience in working with children. The student says I’ve worked with kids before—as a camp counselor for two summers—teaching nature classes and leading nature hikes and stuff like that—and I just had so much fun with the kids! I think I’m a pretty good counselor, and I love being in the woods myself.(2.3)

38. A

The professor is thinking about what he will say in the recommendation. The student has asked for a recommendation, so the professor asks her to talk about what she did in his course. He wants the student to remind him of her work so that he can get a handle on it, or remember what she did so he can write about it in the recommendation. (2.3)

39. D

The student talks about a report she gave in the professor’s class, and the professor says Yes, I recall.Your report was very well done. I remember it well, and I’ll mention it in my letter. You can infer that he will include a description of the student’s research report in the form that he fills out. (2.4)

40. C

The main purpose of the lecture is to explain how one animal, the red-sided garter snake, survives inits environment. The professor says Animals interact with their environment in a number of ways…; The migration of garter snakes to the limestone pits is an example of a behavioral mechanism for dealing with seasonal variations in temperature. Moving to anew location is an animal s quickest response to an unfavorable change in the environment. By gathering in a mass below the frost line, the snakes are able to survive the harsh prairie winter. (2.3)

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