This is entire test of TOEFL Speaking Section - a real test with all 6 questions content and timings. Get familiar with the real TOEFL Speaking Test through this video, and practice yourself to score high in this section.
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THIS IS TRANSCRIPT OF LISTENING PARTS IN THE TEST.
Question 3
Female Student
I can’t believe these plans. It just doesn’t make sense to me.
Male Student
Really? Seemed OK to me, especially the argument about the cars.
Female Student
Yeah, I know. But the thing is, it doesn’t matter where students live ‘cuz they still hafta get to class somehow, right? At least if they built new dorms on campus, students would use campus transportation [cut off by Male Student] . . .
Male Student
[interrupting as lightbulb goes off] . . . instead of their cars. I see what you’re getting at. If they live off campus, they’re still gonna hafta drive and park on campus, might even create more traffic.
Female Student
Exactly.
Male Student
OK. Still, though. The point about students interacting more with people in the community . . . that doesn’t seem to be a bad thing, does it?
Female Student
But the more time spent off campus, in town, the less time spent on campus. What about all the clubs, shows, discussions, a—all the campus happenings that just kind of . . . happen? It’s important to be on campus to really take advantage of these things. Having a different living experience shouldn’t be given up at the expense of not being as much a part of the university community.
Question 4
Professor: So, we encounter this in life all the time, but many of us are unaware that we do this . . . even psychologists who study it . . . like me. For example, the other day I was at the store and I was getting in line to buy something. But just before I was actually in line, some guy comes out of nowhere and cuts right in front of me. Well, I was really annoyed and thought, “that was rude!” I assumed he was just a selfish, inconsiderate person when, in fact, I had no idea why he cut in line in front of me or whether he even realized he was doing it. Maybe he didn’t think I was actually in line yet . . . But my immediate reaction was to assume he was a selfish or rude person.
OK so a few days after that, I was at the store again. Only this time I was in a real hurry—I was late for an important meeting—and I was frustrated that everything was taking so long. And what’s worse, all the check-out lines were long, and it seemed like everyone was moving so slowly. But then I saw a slightly shorter line! But some woman with a lot of stuff to buy was walking toward it, so I basically ran to get there first, before her, and, well, I did. Now I didn’t think of myself as a bad or rude person for doing this. I had an important meeting to get to—I was in a hurry, so, you know, I had done nothing wrong.
Question 5
Professor
OK, Becky, so . . . you’ve chosen all your courses for next term?
Female Student
Well, not really, professor. Actually, I’ve got a problem.
Professor
Oh?
Female Student
Yeah, well, I still need to take an American literature course; it’s required for graduation. But I’ve been putting it off. But since my next term is my last . . .
Professor
. . . Yeah, you can’t put it off any longer!
Female Student
Right. The thing is, though . . . it’s not offered next term.
Professor
I see. Hmm. Ah how about . . . ah taking the course at another university?
Female Student
I thought about that. It’s offered at City College, but . . . that’s so far away. Commuting back and forth would take me a couple of hours, you know, a big chunk of time with all my other studies and everything.
Professor
True, but it’s been done. Or . . . ah they’re a couple of graduate courses in American literature. Why not take one of those?
Female Student
Yeah, but . . . wouldn’t that be hard, though? I mean . . . it’s a graduate course—that’d be pretty intense.
Professor
Yeah, it’d probably mean more studying than you’re used to, but I’m sure it’s not beyond your abilities.
Question 6
Professor
OK. Young children and art. Research suggests that learning art skills can benefit a young child’s development. Two of the ways it can do this is by providing a platform to express complex emotions and by encouraging persistence.
What do I mean when I say “a platform to express complex emotions”? Young children have limited vocabulary. How would they communicate the feeling of pride, for example? A drawing, though, making a drawing of feeling proud . . . this is something a young child could do. A little girl might draw herself jumping up in the air next to her bike. In the drawing, her arms are raised up in the air and she’s smiling. Children can draw to communicate their emotions, whether positive or negative, through the drawing—mm—better than they could with words.
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