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TOEFL MODEL TEST --> TOEFL iBT --> Section test
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Question 1 of 100 |
Time: 01:00 |
Total time: 60:00 |
Listening Section
Script:
Listen to part of a conversation between two students. They are studying for an economics test. M: OK ... so what do we do next? W: Why don’t we go over the chapter on analysis of costs? That’ll be on the test. M: OK. W: Let’s start with “opportunity cost.” That part’s still confusing to me. I understand fixed cost and variable cost, and marginal cost, the cost of producing one more unit of something. I′m sure there’ll be a question about that on the test. But I don’t get “opportunity cost.” M: Opportunity cost that’s when you have to consider the things you give up when you make a certain decision. You have an opportunity cost when you’re forced to choose between different alternatives. W: OK. That sort of makes sense. M: Say you want to have your own business, so you. so you open a restaurant. You put in 60 hours a week, but you don′t pay yourself wages. At the end of the first year, your restaurant shows a profit of... um ... say. 30 thousand dollars—looks pretty good for a small business. But is it really that good? An economist would say no. because you have to count your own labor as a cost, even if you don’t get paid. You have to consider that you had alternative opportunities for work, and you have to count that lost opportunity as a cost. You could have taken a job at, say. an accounting firm and earned 50 thousand a year. This is the opportunity cost the earnings you gave up—because you decided to open your own business instead. W: OK. So what that means is ... um ... if I lost 50 thousand dollars by not taking an accounting job. then ... my restaurant′s profit of 30 thousand isn’t that great after all—at least in an economic sense. Maybe I had more enjoyment, though I mean the enjoyment of being my own boss. M: Right. But your enjoyment comes with a cost. An economist would say the real profit of your restaurant isn’t 30 thousand dollars. You’d have to subtract the 50 thousand opportunity cost of your own labor. When you subtract 50 thousand from 30 thousand, you find you have a net loss of 20 thousand dollars! W: Wow! That means the enjoyment of having my own business cost me 20 thousand dollars! M: Yeah. Something like that. W: This is really different from what we learned about costs in my accounting class. I think an accountant would say my 30 thousand -dollar profit made me a viable business. But an economist—if I understand it correctly—an economist would say my business is a loser! M: Right. And that’s because an economist tries to look at all the factors, all the costs. An economist would count the opportunity cost. W: An economist looks at the big picture. M: Right. An economists definition of costs is broader than an accountants. Opportunity cost is actually a very broad concept. It takes into account the cost of the choices we make. When we choose one thing, we have to give up something else. W: That′s right. We chose to go to college, so that means we had to give up full time employment, for the time being. M: Right! So, how do you measure the true cost of a college education? W: Well, it′s more than what we pay for tuition and books! We have to subtract the income we lose by not working full time. M: Yeah, and that′s why college is really more expensive than it seems.
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1. What are the students mainly discussing?
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A. |
The rising costs of owning a business |
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B. |
Various costs that businesses face |
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C. |
The concept of opportunity cost |
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D. |
Differences between economics and accounting |
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2. How does the man help the woman understand a concept that she finds difficult?
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A. |
He makes a list of terms for her to study. |
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B. |
He asks her to explain a similar concept. |
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C. |
He reads a passage from their textbook. |
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D. |
He illustrates the concept with an example. |
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3. Listen again to part of the conversation. Then answer the question. Why does the man ask this?
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A. |
To find out how much money the woman made |
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B. |
To suggest that the profit is less than it seems |
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C. |
To evaluate the food at a restaurant |
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D. |
To express his concerns about owning a business |
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4. According to the man, how does an economist′s view of costs differ from that of an accountant?
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A. |
An economist's definition of costs never changes. |
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B. |
An economist looks at a broader range of costs. |
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C. |
An economist uses a computer to calculate costs. |
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D. |
An economist tries to lessen the effect of costs. |
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5. What can be inferred about the true cost of a college education?
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A. |
It is more than the woman can afford. |
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B. |
It includes the cost of lost income. |
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C. |
It is not as expensive as it appears. |
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D. |
It continues to increase each year. |
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Script:
Listen to a conversation between a student and a music professor. M: Hi, Professor Casey. How are you? W: Fine, thanks. Michael. I heard you got the scholarship for the summer program at Silverwood. Congratulations! M: Thank you. I mean, thank you very much—I’m sure your recommendation helped me a lot. W: I was happy to do it. So are you ready for summer? M: I wish it was next week, but I ... uh ... still have a lot to do before exams. But I’m looking forward to it. I’ll be studying oboe with Peter Stanley—he heads the woodwind ensemble there. W: I know him. You couldn′t ask for a better teacher. That’s great. I′m really happy for you. M: Thanks. I’m looking forward to it. He was on the panel for my interview. I′ll be studying oboe with him, and also orchestra- Dr. Fine is the conductor— and I’m hoping to do the French horn, too, and maybe take up the krummhorn—it has such a cool sound. They’re supposed to have an early music specialist there, but I forgot her name. W: The krummhorn! M: Yeah. W: That’s right. You did tell me of your interest in medieval and Renaissance music. I hope you get a chance to pursue that. There’s been a revival of interest there. Well. Michael, it looks like you’ll have a full plate this summer. M: I know. I’m sure I’ll be working hard! But it’ll be great. W: So what comes after that? What are your plans for next year? You’ll be a sophomore, right? M: Right. I′ll be coming back here, so I’m sure I’ll be seeing you. You′ll still be teaching theory and composition, right? W: Of course I will. And I look forward to having you in class. M: What will you be doing this summer? W: I’ll be teaching Theory I and II and coaching voice. M: Uh-huh. You′re also in a band, aren′t you? I mean, outside of school? W: Yes. I am—a jazz quintet. We do mostly standards. I play piano and sing. For me, that′s fun and relaxation time. M: My girlfriend said she heard you at the Back Alley. W: Yes. we play there every Wednesday night. You should come hear us sometime. M: I’d like that. I′ll bring my girlfriend. She says you were really good. W: Well then, I hope to see you some Wednesday night. M: I’ll be there. Well ... I gotta go now. I′m supposed to meet my German teacher in fifteen minutes. And thanks again for the recommendation. W: It′s my pleasure. Michael. You′ll make the most of it. I’m certain. Good luck!
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6. What topics do the speakers mainly discuss? Click on TWO answers.
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C. |
Their mutual acquaintances |
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D. |
Their musical interests |
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7. What does the professor mean when she says this?
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A. |
You should ask for a different teacher. |
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B. |
Students are not allowed to select their teachers. |
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C. |
He is one of the best teachers available. |
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D. |
Some teachers are more effective than others. |
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8. Why does the professor say this?
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A. |
To explain why the summer program is popular |
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B. |
To praise the excellent food at Silverwood |
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C. |
To predict which courses the student will like |
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D. |
To comment on the man's summer workload |
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9. What does the professor do for relaxation?
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10. What can be inferred from the conversation?
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A. |
The professor used to be on the faculty at Silverwood. |
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B. |
The student wants to study music in graduate school. |
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C. |
The professor recommended the student for a scholarship. |
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D. |
The summer program at Silverwood is not well known. |
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Script:
Listen to a conversation in a university office.
M: Good afternoon. May I help you?
W: Yes, I hope so. My name is Jennifer Taylor, and I’m in the communications program. Our class is doing a radio program, and we’ll have interviews with a lot of people from all pans of campus life. We’d like to interview the new Dean of Students, if he’s willing.
M: Hmm. That sounds interesting.
W: I hope Dean Evans will agree to meet with us, and let us tape the conversation for the radio. It would be a way for the whole community to get to know him, get to know his ideas and everything ... like the kind of vision he has for the university.
M: How much time would you need?
W: Oh, probably about an hour, no more than that.
M: Hmm. I’m sure the dean would like to participate, but ... uh ... you know, his schedule is pretty tight.
W: Oh, I was afraid of that. Um ...
M: He’s tied up all this week. Everybody wants to. you know, get acquainted. But we can probably work something in. When would you like to do the interview?
W: The radio station can air the show on either the 16th or the 23rd, so we’d have to work around that.
M: Let me look at the dean’s schedule ... Let’s see ... it looks like he’s got a lot of meetings this week, and, well, most of next week, too. What about the week after that? He doesn’t have anything scheduled on Tuesday or Wednesday afternoon. Would either of those days work for you?
W: Um, yeah. I think so. How about Tuesday afternoon?
M: On Tuesday, he’s free from two o′clock till four- thirty.
W: Let’s see. I’ll be in class until two-thirty, so how about three?
M: All right. Three o’clock. Tuesday. April 15.
W: OK, that will be great. Thank you so much. This will be a great way for everyone to learn about our new dean. We really appreciate the opportunity to do this.
M: You′re really quite welcome. It’s our pleasure. In fact, I’ve put it on the dean’s calendar, and we will see you on the 15th.
W: The 15th. OK. Thank you very much.
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11. What is the purpose of the conversation?
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A. |
The woman is requesting an interview with the dean. |
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B. |
The man is interviewing the woman for a job in the office. |
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C. |
The man wants to discuss a change in the course schedule. |
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D. |
The woman wants to enroll in the communications program. |
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12. Why does the man say this:
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A. |
To let the woman know the dean is very busy |
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B. |
To state that the dean cannot change his schedule |
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C. |
To apologize for the dean's confusing behavior |
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D. |
To express regret that the dean is not available |
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13. Why does the woman want to meet with the dean?
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A. |
To learn about his ideas and vision |
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B. |
To ask for a letter of recommendation |
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C. |
To tell him that she enjoyed his lecture |
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D. |
To request a change in the school calendar |
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14. What can be inferred about the dean?
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A. |
He is in his office two days a week. |
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B. |
He has been dean for only a short time. |
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C. |
He is an excellent public speaker. |
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D. |
He generally does not give interviews. |
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15. When will the meeting with the dean take place?
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Script:
Listen to part of a talk in a music education class. Learning to play a musical instrument is one of the best experiences that a young child can have. Learning to play music begins with listening to others play music. A child’s first experience with playing an instrument should be by ear without the distraction of printed music. Playing by car is the natural beginning for children. The ability to play by ear will help them throughout their lives, and it also enriches the experience of music making. But children should eventually learn to read music. So, when is the right time? And what′s the best way for a child to learn how to read music? A lot of children start playing an instrument at the age of eight or nine. It′s best for them to spend a couple of years playing by ear before the teacher introduces notation -printed music. Children should first be able to feel that their instrument is a part of them. Playing by ear is the best way for children to become comfortable with their instrument. The teacher should introduce notation only when the child is ready. The right time is when the child feels a need for notation. This might be when the child has learned so many pieces it’s sort of difficult to remember them all. Then the teacher can present the printed music as a memory aid so learning to read music has a practical purpose and isn’t just a meaningless task. A good time to teach notation is when a group of children play together. The printed score is a way to help them sort of keep track of who plays what and when. The score will organize their cooperative effort in a way that makes sense to them. Another good time is when the child wants to play music that’s so complex it would be difficult to learn by ear. In this case, learning to read music is a natural step toward playing the music the child wants to play. The teacher should play the score for the child the first time through, and demonstrate how the notes on the page are transformed into music. The child listens as he or she looks at the printed notes. This way the child can begin to see how the notes represent sound and a printed score becomes a piece of music. As the child listens—and maybe plays along—he or she begins to understand the shape of the new piece. For students who play a chord-producing instrument- the guitar, for example—a natural first step toward reading music is playing by chord symbols. Chord symbols are found in a lot of different styles of music -like pop and jazz and at various levels of difficulty. Chord symbols are a simple form of written music—they’re kind of a halfway point between playing by ear and reading a standard musical score. After children can play by ear and then by chord symbols the next step is to read standard music notation. Although that’s the natural order for children to learn, it doesn’t mean that each successive step is better than the one that came before. The three methods of playing music playing by ear playing chords, and playing by standard notation—are all valuable in their own way. Some children will always prefer to play by ear. Others will like chord playing and have no desire to learn another method. And still others will find their musical home in the tradition of note reading. It′s the job of the music teacher to fit the method to the needs of the students.
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16. What is playing by ear?
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A. |
Listening to music through ear phones |
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B. |
Playing an instrument that is held up to the ear |
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C. |
Learning to play music without reading notation |
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D. |
Paying attention to what the teacher says |
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17. Listen again to part of the talk. Then answer the question. Why does the professor ask this?
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A. |
To review material for an examination |
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B. |
To find out if everyone in class can read music |
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C. |
To introduce the main point he wants to make |
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D. |
To suggest that all children should study music |
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18. According to the professor, when should children learn to read musical notation? Click on TWO answers.
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A. |
When they are ready to play in front of an audience |
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B. |
When they first learn how to play an instrument |
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C. |
When a group of children play music together |
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D. |
When the music is too complex to learn by ear |
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19. According to the professor, why should a music teacher play the score for a child the first time?
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A. |
To show the child that the teacher is an excellent player |
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B. |
To suggest that the score can be played in different styles |
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C. |
To demonstrate how the printed notes translate into music |
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D. |
To allow the child to memorize the score by listening |
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20. According to the professor, what is the natural order for children to learn music?
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A. |
(i) Learn how to play the instrument by ear. (ii) Learn how to play by chord symbols. (iii) Learn how to read standard notation. |
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B. |
(i) Learn how to read standard notation. (ii) Learn how to play the instrument by ear. (iii) Learn how to play by chord symbols. |
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C. |
(i) Learn how to play by chord symbols. (ii) Learn how to play the instrument by ear. (iii) Learn how to read standard notation. |
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21. What does the professor imply about the three methods of playing music?
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A. |
Each method is appropriate for some students. |
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B. |
The best method is playing by standard notation. |
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C. |
There is no reason to learn all three methods. |
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D. |
Students should use the teacher's favorite method. |
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Script:
Listen to a conversation between a student and an advisor. Advisor: Yes, Sean, what can I do for you? Do you have a question? Student: Yes, I do. Advisor: Then come on in and take a seat. . . . OK, what’s your question? Student: I’m working on planning my schedule for next quarter, and I’m trying to decide which biology class to take. There seem to be two that are quite similar. Advisor: Which two courses are you considering? Student: One is Introduction to Biological Science and the other is Biology 101. I thought that a 101-numbered course was a beginning course, so Biology 101 should be an introductory-level course, but then Introduction to Biological Science also seems to be an introductory-level course. Advisor: Well, uh, there’s a difference between the courses. Introduction to Biological Science is an overview of biology in a more general way, and Biology 101 is a more detailed and scientific view of the material. Student: I′m sorry, but I don’t quite understand the difference. . . . Advisor: Well, uh, a clear example of the difference is the fact that there’s work in the lab as part of Biology 101, but there’s no lab work in Introduction to Biological Science. Introduction to Biological Science is a lecture class, while Biology 101 includes both lecture and lab. Student: You mean that in Introduction to Biological Science, the students read about science, and in Biology 101, the students actually take part in science experiments in the lab. Advisor: Mmhm. You could put it that way. Student: It seems like Biology 101 is a lot more work than Introduction to Biological Science, with the lab work and all. Advisor: It certainly is. That’s why Biology 101 is a four-unit course, and Introduction to Biological Science is only a three-unit course. . . . Um, listen, there’s another really important difference between these two courses, and it has to do with what your major is. What is your major, by the way? Student: I′m not actually sure, yet.... Is that . . . um ... a problem? Advisor: You’re a freshman, aren’t you? You′re in your first year? Student: Yes, I am. Advisor: OK, so you actually don’t need to declare your major until the end of your second year. But, you would be better off making certain decisions a bit earlier than that, and, uh, right now you’re making one of them. One really important difference between Biology 101 and Introduction to Biological Science has to do with majors. Biology 101 is required for students who’re majoring in science, while Introduction to Biological Science satisfies a general education requirement in science for students who’re majoring in subjects outside of science. ... I know you haven’t decided on your major, but have you at least decided whether you’ll be majoring in some area within the sciences or an area outside of science? Student: No, I haven’t even gotten that far in deciding on a major. I may want to major in science, or maybe not. Advisor: OK, well, what I can suggest to you is that you really should start narrowing down your choices for a major area of studies. Perhaps if you’re considering a major in science, you should take Biology 101 as a way of helping you to decide whether or not you enjoy studying science. Student: If I take Biology 101 and then decide not to major in science, will I still need to take Introduction to Biological Science after Biology 101 to satisfy the general education requirement in science? Advisor: No, absolutely not! If you take Biology 101, that’ll also satisfy the general education requirement for non-science majors. Student: OK, that makes sense. It’ll be a good way to help me either to decide that I want to major in science or to find out that I really don’t like science.
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22. What problem does the student have?
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A. |
Deciding between two seemingly similar courses |
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B. |
Deciding whether or not to study biology |
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C. |
Deciding whether to take a 100- or 200- level course |
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D. |
Deciding whether or not to take an introductory-level course |
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23. What differentiates Biology 101 from the other course?
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A. |
Biology 101 has fewer units. |
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B. |
Biology 101 is a more general course. |
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C. |
Biology 101 has a laboratory component. |
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D. |
Biology 101 has more lectures. |
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24. Listen again to part of the passage. Then answer the question. What does the advisor mean when she says this?
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A. |
“It would have been better to have said something else.” |
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B. |
“You have your opinion, and I have mine.” |
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C. |
“You really should have said it differently.” |
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D. |
“It's not how I would say it, but it's close in meaning.” |
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25. What decision does the advisor seem to think that the student should make fairly soon?
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A. |
Exactly what his major is |
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B. |
How he should fulfill the general education requirements |
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C. |
Whether or not to study biology |
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D. |
Whether his major will be within the sciences or not |
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26. What can be concluded from the conversation?
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A. |
That the student really does not like science |
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B. |
That the student has completed his general education requirements |
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C. |
That the student has decided which course to take |
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D. |
That the student has made a decision on a major |
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Script:
Listen to a discussion between a student and her tutor. W: My first test in computer science is on Monday, and I’m sure there′ll be a question about memory. So, can we go over memory again? M: Sure. Just remember the term "memory” is used a bit loosely. It describes an important element inside the system unit—the part of your computer where information is stored. Technically, memory can be either of two things: RAM or ROM. W: RAM and ROM—two kinds of memory. I need to be able to explain them. Now, what′s the difference between RAM and ROM? M: RAM—or random -access memory—stores the programs and data you′re using in your current work session. When you turn off the computer, the information in RAM is lost. ROM—read- only memory— stores the information your computer needs to perform basic functions and run programs that are built into your computer ... like the program to start up the computer. ROM is permanent memory. W: OK. You said RAM stores the programs and the data. OK, then what does the hard disk store? I guess I don’t understand the difference between the memory and the disk storage. M: That’s a really good question. I′ll answer it with an analogy. Imagine you’re at the library, doing research for a new product your company wants to make. You′ve found a cabinet of one hundred file folders with all the information you need. You also have five sheets of instructions from your boss on how to use the information. So, what do you do? You sit down at a table, open several folders, and lay out only the instruction sheet you need for this part of tile research. After all, the library table is only so big. When you finish gathering data from the first set of folders, you put them back and get another bunch. Similarly, when you complete the first page of your boss′s instructions, you put that page back in your briefcase and pull out another page. Now, which part of your computer′s memory is sort of like the library table? W: RAM? M: That′s right. RAM. Why is that? W: Because RAM stores only the program and data I need for this part of mv W0ĩkẳ RAM is sort of my work area—the tabletop—it’s what 1 use when I work with files in a program. M: That′s right. And what are the one hundred file folders? W: I get it now. The file folders are the disk storage. In a program, when I ask for another file, the computer gets it from the disk—the file cabinet—and loads it into RAM. What I mean is, it sort of puts the file on my work table. M: That′s right! And by keeping in RAM only the files needed for your current work session, you can work much faster and more efficiently. When you’re finished, before you leave the library, you clear the table and return all the folders to the cabinet. It′s exactly like what the computer docs. When you finish your work session on the computer, all the files are returned to disk storage.
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27. What is the purpose of the discussion?
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A. |
To compare human memory and computer memory |
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B. |
To share ideas for organizing computer files |
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C. |
To coordinate methods of library research |
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D. |
To review the different types of computer storage |
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28. Where does the computer store information to run programs that are built in?
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29. Why does the tutor describe doing research at the library?
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A. |
To count how many folders a library table can hold |
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B. |
To explain the difference between memory and disk storage |
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C. |
To encourage the student to try a new computer program |
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D. |
To show the student how to be an efficient researcher |
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30. In the tutor′s analogy, what does the library table represent?
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31. The tutor briefly describes what happens during a work session on the computer. Choose TWO sentences are steps in the process.
31
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A. |
The librarian lays folders on a table. |
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B. |
The files are returned to disk storage. |
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C. |
The computer loads the files into RAM. |
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D. |
The computer is stored in a briefcase. |
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Score: 0/10
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| No. | Date | Right Score | Total Score |
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PARTNERS |
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NEWS |
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