An introduction to the TOEFL LISTENING Section with exercises.

Listening Section Directions: The Listening section measures your ability to understand conversations and lectures in English. In this sample, you will read one conversation and one lecture and answer questions after each conversation or lecture. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Most questions are worth one point. If a question is worth more than one point, it will have special directions that indicate how many points you can receive. In an actual test, you would be able to take notes while you listened and use your notes to help you answer the questions. Your notes would not be scored.

CONVERSATION TRANSCRIPT
(Narrator) Listen to a conversation between a student and her basketball coach and then answer the questions.
(Male coach) Hi, Elizabeth.
(Female student) Hey, Coach. I just thought I’d stop by to see what I missed while I was gone.
(Male coach) Well, we’ve been working real hard on our plan for the next game . . . I’ve asked Susan to go over it with you before practice this afternoon, so you’ll know what we’re doing.
(Female student) Okay.
(Male coach) By the way, how did your brother’s wedding go?
(Female student) Oh, it was beautiful. And the whole family was there. I saw aunts and uncles and cousins I hadn’t seen in years.
(Male coach) So it was worth the trip.
(Female student) Oh definitely. I’m sorry I had to miss practice, though. I feel bad about that. (Male coach) Family’s very important.
(Female student) Yep. Okay, I guess I’ll see you this afternoon at practice, then.
(Male coach) Just a minute. There are a couple of other things I need to tell you.
(Female student) Oh, okay.
(Male coach) Uh . . . First, everybody’s getting a new team jacket.
(Female student) Wow. How did that happen?
(Male coach) A woman who played here about 20, 25 years ago came through town a few weeks ago and saw a game, and said she wanted to do something for the team, so . . . (Female student) So she’s buying us new jackets?
(Male coach) Yep.
(Female student) Wow, that’s really nice of her.
(Male coach) Yes, it is. It’s great that former players still care so much about our school and our basketball program . . . Anyway you need to fill out an order form. I’ll give it to you now, and you can bring it back this afternoon. I’ve got the forms from the other players, so as soon as I get yours we can order. Maybe we’ll have the jackets by the next game.
(Female student) OK.
(Male coach) Great. And the next thing is, you know Mary’s transferring to another college next week, so we’ll need someone to take over her role as captain for the second half of the season. And the other players unanimously picked you to take over as captain when Mary leaves.
(Female student) Wow. I saw everybody this morning, and nobody said a word.
(Male coach) They wanted me to tell you. So, do you accept?
(Female student) Of course! But Susan’s a much better player than I am. I’m really surprised they didn’t pick her.
(Male coach) They think you’re the right one. You’ll have to ask them their thoughts.
(Female student) Okay . . . I guess one of the first things I’ll have to do as captain is make sure we get a thank-you card out to the lady who’s buying us the jackets.
(Male coach) Good idea! I have her address here somewhere.
(Female student) And I’ll make sure the whole team signs it.
(Male coach) Good. That’s all the news there is. I think that’s it for now. Oh, let me get you that order form.