TOEFL Listening Section Overview
Section Format
36 Minutes Total
3 lectures (6 questions each) + 2 conversations (5 questions each)
Academic Content
University lectures and campus conversations
Key Skills Tested
Listening Success Strategy
You can't preview questions before listening! Focus on taking effective notes during the audio, identifying main ideas and supporting details. Listen for speaker attitudes and organizational patterns.
Effective Listening Strategies
Essential Listening Techniques
Active Note-Taking
Focus: Main points, examples, speaker attitudes
Method: Use symbols, abbreviations, and visual organization
Tip: Don't try to write everything - capture key ideas
Listen for Signposts
Transitions: "First," "However," "In contrast," "Most importantly"
Emphasis: Repeated information, slower speech, stress
Examples: "For instance," "Let me give you an example"
Context Understanding
Who: Identify speaker roles and relationships
Where: Recognize academic vs. casual settings
Why: Understand purpose and speaker intentions
Note-Taking System
The Academic T-Chart Method
Main Points
Details & Examples
Pro Listening Tips
- Predict content - Use context clues to anticipate what you'll hear
- Focus on speaker attitude - Tone and intonation reveal important information
- Identify organization patterns - Problem-solution, cause-effect, chronological
- Listen for corrections - Speakers often clarify or correct themselves
- Don't panic over unknown words - Focus on overall meaning
TOEFL Listening Question Types
Gist-Content Questions
What they test: Main topic or purpose of the conversation/lecture
Example: "What is the main topic of the lecture?"
Detail Questions
What they test: Specific facts mentioned in the audio
Example: "What year did the event take place?"
Function Questions
What they test: Why a speaker said something
Example: "Why does the professor mention the example?"
Attitude Questions
What they test: How a speaker feels about something
Example: "How does the student feel about the new policy?"
Organization Questions
What they test: Understanding lecture structure
Example: "How is the lecture organized?"
Inference Questions
What they test: Information implied but not directly stated
Example: "What can be inferred about the speaker's background?"
Campus Conversation Practice
Student Services Conversation
Conversation Setting
Location: University Student Services Office
Participants: Student seeking help with course registration and Academic Advisor
Duration: Approximately 3 minutes
Conversation Transcript
Student: Hi, I need some help with my course registration for next semester. I'm having trouble getting into a required class.
Advisor: I'd be happy to help you with that. Which course are you trying to register for?
Student: It's Biology 201 - Introduction to Genetics. It's required for my major, but every time I try to register, it says the class is full.
Advisor: Ah, yes. Biology 201 is a very popular course. Let me check the current enrollment... You're right, all sections are at capacity. However, there are a few options we can explore.
Student: Really? What kind of options?
Advisor: First, we can put you on the waiting list for your preferred time slot. Students often drop classes in the first week, so there's a good chance a spot will open up. Second, there's actually a new online section that was just added yesterday. It hasn't been widely advertised yet.
Student: Hmm, I was hoping to take it in person, but I guess online could work. Is the online format significantly different?
Advisor: The content is identical, and it's taught by the same professor, Dr. Martinez. The main difference is that lab sessions are recorded demonstrations rather than hands-on experiments. Some students actually prefer this format because they can review the material multiple times.
Student: That does sound helpful for a complex subject like genetics. How do I register for the online section?
Advisor: I can register you right now if you'd like. I just need your student ID number.
Take Notes
Use this space to practice note-taking while listening to the conversation.
Academic Lecture Practice
Population Growth & Fertility Rate
Lecture Context
Subject: Demographics & Population Studies
Professor: Dr. Johnson, Sociology Department
Student Participant: Charlene (active participant)
Duration: Approximately 4 minutes
Lecture Transcript
Professor: Good morning everyone, now in today's lesson I'd like to talk about Population Growth, and in particular, fertility rate. Now, can anyone here define fertility rate?
Charlene: Er, is it the number of births in a population, measured per thousand people per year?
Professor: Oh, er no, that's what we call the birth rate. The number of children born in a year, per thousand people. No, the fertility rate is the average number of children born per woman in her lifetime, that is, if she lives beyond her child-bearing years. Now, do you think the British fertility level is higher or lower than it was... say twenty years ago?
Charlene: I think it's lower, because these days women are far more focused on their careers than they used to be.
Professor: Well, that point is certainly true, but actually, fertility levels in Britain are relatively high at the moment. In 2008, it was 1.96; that means that on average, each woman gives birth to 1.96 children, and in 2009 it was only slightly lower, at 1.94. The last time fertility rates were this high was back in 1973. In the UK currently, the highest rate of fertility is in Northern Ireland, where the rate is 2.04, and the lowest is in Scotland, where the rate is just 1.77.
Charlene: I don't understand. How come fertility rate is going up? Women are just as career-driven these days as they were thirty years ago.
Professor: Well, the reason is that during the 1990s women really started to delay having families, and that was the reason for the decrease in birth rate then. Now those women are in their thirties and early forties, and they are starting to have families. So that's why the birth rate is going up.
Charlene: Oh, I see, so it's not actually as if people are actively choosing to have more children than they used to.
Professor: Yes, that's right Charlene. The number of children per family is continuing to fall. Women who are currently in their 70s had an average of 2.4 children. Those in their sixties had 2.2, those in their fifties had 2.0, and the current figure is 1.9. Actually, this figure isn't due to more families choosing to have only one child, although that certainly is occurring, it's mainly because of the increasing number of women who have no children at all. This figure was 1 in 10 among the age group who are now 65, but now 1 in 4 women in their mid-40s are childless.
Charlene: I heard that the fertility rate in Europe is, like, really low. 1.3 or something.
Professor: That's right, Charlene. It is. It's far below the replacement level. Can you tell me what replacement level means? No? It's the number of births you need to keep the population constant.
Professor: So, we've already mentioned that women are waiting before having children because of their careers. Why else is fertility rate generally decreasing?
Charlene: I think they have fewer children because they're so expensive. I mean, I heard one report that said it costs £200,000 a year to raise a child here. But I find that difficult to believe. People's standard of living is far higher now than it used to be a hundred years ago when families had eight or nine kids.
Professor: That's very true, but these days people's expectations tend to be higher. Parents want their children to have the best opportunities in life, so they're prepared to pay to develop their children's talents.
Charlene: Yes, I heard that in China, where they're easing off some of the rules of the one-child policy and allowing some couples to have two, many parents are still choosing to have one. They say it's just too expensive. But, you know, I reckon that, with all this parental micromanagement that's going on these days, parents only have the time to manage one or two children.
Professor: That's a good point. So, now I'd like to look at some different organisations, and examine what they believe about the current population issues...
Take Notes
Practice academic note-taking during this population studies lecture.
Comprehensive Listening Quiz
Listening Section Complete!
Ready for TOEFL Listening Success?
You've now practiced with realistic conversation and lecture formats, question types, and note-taking strategies. Remember: focus on main ideas, take effective notes, and trust your understanding of the overall message rather than worrying about every detail.