PRACTICE 1: You will hear a radio interview with Jack Williams, who is talking

about a town called Swanton

9. Where is the town of Swanton located?

A. near the sea B. By a lake
C. on a hill D. Near a mountain
10. What does Jack like most about the town?
A. there are opportunities for climbing nearby
B. There is plenty of activity in the town
C. there is interesting wildlife near the town
D. There are friendly and helpful neighbours
11. What does Jack say about entertainment in Swanton?
A. a music festival takes place in the town
B. its football club has done well this year
C. an arts center has recently opened.
D. a theatre is going to hold a musical concert next month.
12. Why is Jack worried about the enviroment of Swanton?
A. the water in the river is dirty
B. there are few wild birds around today
C. pollution has destroyed the plants in one area
D. there is too much gabbage.

PRACTICE 2:
Listen to the conversation between a student and a professor

13. What is the topic of the conversation?

A. how much the professor enjoys student participation
B. how to highlight key passages from the text book
C. how to get in touch with the teaching assisstant
D. how the student can improve his grade
14. What is one suggestion the professor makes to the student?
A. get plenty of sleep and eat a good breakfast for the exam
B. ask the teaching assisstant for old exams to practice
C. memorize Piaget’s stages of development
D. study long and hard for the exam
15. What is the professor’s favorite part of his job?
 A. referring students to his teaching assisstant
B. teaching students about interesting things
C. having students participate in class
D. helping students get better grades
16. Why is one thing the student did to study for this exam?
A. visited the professor during office hours to ask questions
B. formed a study group to go over lecture notes
C. memorized Piaget’s stages of development
D. took a practice test with the TA.

I. EXAM PRACTICE

PART 2-Questions 9 -20

In this part you will hear THREE conversations. The conversations will not be
repeated. There are four questions for each conversation. For each question, choose
the right answer A, B, C or D. …

Question from 9 to 12: Listen to the conversation between 2 STUDENTS

9. What is the conversation mainly about?

A. Grades for a recent assignment
B. Job prospects for students doing their course
C. The advantages and disadvantages of going to college
D. The quality of the teaching on their course
10. Why is the woman concerned?
A. She feels she is not learning anything useful.
B. She has been receiving poor grades.
C. She is not enjoying her course.
D. She is finding the course very difficult.
11. What does the man appreciate most about studying at university?
A. Meeting people with diverse interests
B. Getting involved in discussions
C. Studying a subject in depth
D. Teaching others about what he has learnt
12. The man says that employers will appreciate the woman’s __
A. transferable skills
B. ability to train others
C. enthusiasm
D. knowledge of history
Questions 13 – 16: Listen to Li, Paul and Kitty discussing a project.
13. How long does the report have to be?
A. 1000 words B. 1000 – 1500 words
C. 1500 words D. 1500 – 2000 words
14. What of the following will the team do as a group?
A. Write the report B. Do the presentation
C. Talk to the professor D. Carry out the questionnaire

15. Which of the following aspects of university life will NOT be investigated by any
of the group?
A. The library B. Sport centre
C. Transport D. The dormitory
16. What can be inferred about cycling at the university?
A. More students cycle than use the bus
B. Bicycles are often stolen from the bikes sheds
C. There is not enough shelters for bikes at the university
D. Students have to pay for the bikes sheds

Question 17 – 20: Listen to Amir asking for advice at the library

17. Which of the following has Amir done already?
A. Used the library search engine
B. Reserved some books
C. Used the e-journals
D. Been on a library induction tour
18. On how many days per week are library inductions currently available?
A. 7 days per week
B. 5 days per week
C. 2 days per week
D. 1 day per week
19. What can Amir do on level two?
A. use the computers
B. sign up for a library tour
C. find the electrical engineering books
D. Meet Mark Taylor
20. What time foes the librarian recommend that Amir returns to meet the subject
librarian?
A. at around 12.15
B. at around 12.30
C. at around 1.00
D. at around 2.00
V. Further practice : http://tienganhdodo.com/category/b1-vstep-listening-part-2/
TEACHER’S NOTES:

Practice 1: (PET 6-test 2)

9.A 10. A 11. C 12. B
Practice 2: (master skills for the TOEFL ibt listening)
13. D 14. B 15. C 16. C

Exam practice: https://www.examenglish.com/TOEFL/TOEFL_listening_conversation5.htm

9. B
10. A
11. C
12. A
13. B
14. B
15. D
16. C
17. A
18. D
19. B
20. D

Transcript:
Practice 1:
Practice 2:
W: Hi Professor, I was wondering If I could ask you something.
M: Of course. How may I be of assisstance?
W: Well, I’m taking your developemtal psychology class.
M: Right. I recognize you from the lectures. You sit in the first couple of rows usually,
right?
W: Yes, that’s me. Anyway, I’m taking this class with you, and I didn’t do so well on the
first exam. Well, I guess I did okay, but I’m not really satisfied with my grade. And I was
wondering if you might be able to help me figure out how to bring it up for rhe next
exam.
M: All right, well what did you get on the exam?
W: I got a B. but I studied really hard, and I really need an A in this class for my graduate
school application.
M: all right, well a B isnt bad for the first exam. But since you are determined, let’s figure
out how you can get an A on the next two exams. That should bring you pretty close to an
A for the class. And really, if you participate in class, I’ll take that into account a lot, I
mean, participation does count for, um, I think ten percent of your grade.
W: okay, I’ll try to participate more.
M: Great! That’s an easy step to take. All right, so what did you do to study for this
exam?
W: Well, um, I went over all of my lectures notes a few times and paid attention to, um,
to definitions and theories. Oh! And I memorized Piaget’s stages of development.
M: Well, that’s a good start. And Piaget definitely came up on the exam a few times.
What about the text book? How did you review that material?
W: Well, um, I went over what I had highlighted when reading earlier this semester. And,
um, I took notes on that stuff, and, I, um, reviewed the noted a few times.
M: Well, it sounds like you did everything right. Hm..Oh! what should you do for the
next exam is talk to my teaching assisstant for the class. I’ve given her old copies of
exams from previous semesters, so you should try to, well, practice with those. And if
you miss some of the stuff on those exams, well, then you know that you need to work on
for the actual one.
W: Really? I can do that? I never knew that was an option.
M: you can certainly do that.
W: Great. And all the TA’s information ins on the syllabus, right?
M: Yes, it is. Email her before the next exam, but give yourself at least a week in case she
doesn’t get back to you right away.
W: Thanks, Professor. And I promise to participate more in class also.
M: Great! Student participation is my favorite part of my job. Good luck with everything

Exam Practice:
Question 9-12
Amy:Hey, Jim, do you mind if I ask you about something?
Jim: Sure, Amy, what’s up?
Amy:I’m thinking about leaving the history course.
Jim: You’re not going to drop out of college are you?
Amy:No, I mean, I don’t think so, but I’m considering transferring to another major. I’m just not
sure if history is the right thing.
Jim: Why not? It’s not like you’ve been doing badly in your assignments or anything is it? I
thought your grades were okay.
Amy:Yeah, it’s not that.
Jim: Don’t you like the course?
Amy:Yeah, of course I do. It’s just that, I’m worried that I won’t have learnt anything useful by
the end of it. It’s not like there are many jobs to be had as a historian, are there? So, when I
get to the end of the course, I’m only going to have to train as something else in order to
get a decent job. Well, as far as I see it, I might as well be doing that training now, instead
of learning about the… Romans.
Jim: But don’t you find it fascinating? I do. There’s nothing in the world I’d rather be learning
about!
Amy:Yeah, of course. I do, Jim. The course is great and the professors are all really enthused,
and that’s really inspiring. But I just can’t see the point of it all. It’s a lot of hard work,
after all. And I’m not sure I’m going to come away with anything useful at the end of it.
Jim: Well, what are you thinking of doing instead?
Amy:Maybe something like business or management.
Jim: I can’t think of anything duller.
Amy:Yeah, I know it’s not riveting, but that’s not the point.
Jim: Well, it is, actually. The way I see it, college isn’t for making you employable. It’s for
really getting to grips with something you find fascinating, meeting like-minded people and
debating the world’s issues. It’s a golden opportunity to do the things you love for four
 years without being burdened by the outside world. The employability aspect is just an
added bonus.
Amy:Mmm… So what do you intend to do after?
Jim: I’m thinking of training as a teacher. That way I can use what I’ve learnt.
Amy:You’d be really good at that. You’re really keen and you really get people excited about
what they’re doing. I couldn’t do that though. It’s not really my thing.
Jim: Yeah, but there are a lot of other employers out there who really appreciate the skills that
we history geeks learn as part of our course.
Amy:Stuff like what?
Jim: Like sourcing information, gleaning what’s relevant and what’s not, critical analysis, and
writing skills of course. And all those presentations we do. All those things are transferable
to other jobs. That sort of things makes them really enthusiastic.
Amy:It’s a bit of a waste, though, if you never use what you’ve learnt.
Jim: What I think you should do is go to the careers office and talk to them. They’ll be able to
tell you what sort of careers you can get with a background in history. They should be able
to convince you that it’s worthwhile to stay on.
Amy:I talked to Professor Jacques already.
Jim: Oh Professor Jacques doesn’t know anything about that sort of thing. I doubt if she’d ever
left the college since she entered it and that must have been fifty years ago. See someone in
the careers office. They’ll know what they’re talking about. Hopefully they’ll give you
some suggestions of things you can do with a history degree and convince you that
business isn’t the way to go.
Amy:Okay, I’ll try that.
Jim: Great.

Question 13-16
Kitty: Right, so shall we discuss what we have to do for this project then?
Li: Yes, it says we have to ‘Investigate some aspect of the university facilities’.
Paul: Yeah, we have to design a questionnaire don’t we?
Li: Yes. And we have to write an essay and do a presentation.
Kitty: Is it an essay? I thought it was a report.
Li: Let me check. Yes, you’re right, Kitty, it’s a report.
Paul: How long does it have to be? 1000 words, isn’t it?
Let me see. The report has to be between 1000 and 1500 words, and we have to do that
Li:
on our own, but we do the presentation and the investigation as a group.
W So, have you got any ideas about what we can investigate?
I know one of the other groups is looking at the university library and whether it’s
Kitty:
adequate for student needs.
Paul: Yes, and one group’s doing the sports centre.
Kitty: Does it matter if we do the same thing as another group?
Li: I don’t think so. But I was wondering about investigating transport.
Kitty: Transport?
Yes, we could look at whether people think the bus service is regular enough, and we
Li:
could also look at car parking facilities.
We could look at the cycling facilities too. There’s never enough space for all the bikes
Paul: in the bike sheds. I’m sure the university could afford to build more, what with all the
fees we pay.
Kitty: OK, I’m happy with that idea. So, how should we go about the investigation then?
Well, we could make some questionnaires. I can ask the people who travel on buses,
Li:
and Paul, you can ask cyclists, and Kitty, you do a questionnaire for car drivers.
Kitty: Shouldn’t we write the questions together, rather than individually?
Yes, that’s what I meant, we can write the questionnaires together, but each of us can be
Li:
responsible for carrying out the questionnaires individually. Does that sound okay?
Kitty: Sure
We should get some quantitative data too. You could count how many people get on
Paul: and off the buses at different times, and I can count how many bikes there are in the bike
sheds, that sort of thing.
And we should take some photos while we’re doing the questionnaires. They’ll be
Kitty:
useful for the presentation.
Li: It sounds good. Okay, well, let’s think about these questions then.

Question 17-20
Amir: Hi, er, can you help me?
Librarian: Sure, what's the problem?
I've got to write an essay on electrical distribution and transmission systems, but I
Amir:
can't find any suitable books in the engineering section on level three.
Librarian: Have you used the library search engine?
You mean where you type the keywords into the computer? Yes, I've done that. A
Amir:
couple of books come up but they're not on the shelves, someone's taken them out.
Well, I can put a reserve on them so that when the person brings them back to the
Librarian:
library, we can put them on one side for you. Do you want to do that?
Mmm, I don't know. I suppose so, but ideally, I'd like to get started on my essay
Amir:
sooner rather than later.
Librarian: Well, there are some other options. Have you used the journal database?
Amir: No, what's that?
Didn't you go on a library induction tour in the first week of term? They were
Librarian:
running five days a week, morning and afternoon.
Amir: No, I was, er, I was ill that week.
Well, we still do two library inductions a week on Wednesdays, and I recommend you
Librarian: go on one of them. You'll learn a lot of useful things. You can sign up at the desk on
level two.
Amir: Yes, I probably should do that then.
Well, I'll just quickly show you how you can use the journal database. If you go onto
the library homepage on the computer, look, and click on databases, here in the top
right hand corner, it takes you to all the e-journals that we have access to here at the
Librarian:
university library. You can use the search engine to find journals that are related to
your keywords. See, if I type in electrical transmission, you get over five thousand
articles.
Amir: Wow.
So, that's a good place to start. Meanwhile, you can always go and talk to your
Librarian: subject librarian. The person for Electrical Engineering is Mark Taylor. His office is
on level four.
Amir: Will he be there now?
Let me see. What's the time? Twelve fifteen. He'll probably be on lunch, or if not,
Librarian: he'll be going at twelve thirty. You'd be best to wait and come back at two-ish. Then
you'll be more likely to catch him.
Amir: Okay, thank you.