TOEFL Listening Exercise 3 assesses the student's ability to understand academic conversations in English. It features dialogue interpretation and comprehension, focusing on real-life academic scenarios to enhance listening and analytical skills.
Students may get angry when they do not understand their assignment.
Students may not understand how the librarians can help them.
Students often ask librarians to explain assignments when professors are not clear.
Students often start researching without thoroughly reading and undestanding the assignment.
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Only professors can use the library computers for research.
The computers should not be used for personal concerns.
The computers do not have video capabilities.
The student will only be able to do her research at the library.
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To explain why she will be using a name that students may be less familiar with.
To indicate that students should try to inform other people about the mistaken name.
To explain why she uses the commmon but incorrect name.
To indicate that students should use the name opossum in class.
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"I'll answer questions in a little while, but not now."
"I prefer that you not interrupt my explanation with questions today."
"I'll explain clearly so there will not be any questions."
"I'll answer questions at the end of class."
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The students will agree with him that the name Theia is particularyly fitting.
The students should remember the scientific name instead of the name Theia.
The students should be glad that the professor is pointing out what they should remember.
The students should be grateful that the name Theia is relatively easy to remember.
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To indicate that the student has neglected something very basic.
To avoid offending the student while asking about something simple.
To imply that the student is wasting time on something very obvious.
She is indicating to the student that now is not the time for questions.
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She is irritated that the student would ask such a simple question.
She is surprised that the student has asked this question.
She has anticipated that a student would ask this question.
She is indicating to the student that now is not the time for questions.
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To make certain that the students understand what will be on the exam.
To advise the students about somehting they should remember for later studies in the field.
To encourage the students to continue studying animal behavior.
To emphasize to the students the importance of attributing motives to animals.
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He has changed his mind about when to show visual aids.
He is signaling that what he is about to say is important for understanding the lecture.
He is indicating that he is about to reveal some surprising information.
He has decided to completely change his plan for the lecture.
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He is presenting evidence that has not been explained by the model.
He is asking a question that he intends to answer.
He is going to describe a misunderstanding that many people have.
He is questioning the idea that the iron core of the Earth is important.
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He is going to explain why the model is not true.
He is going to compare the model to another theory.
He is going to present problems with the model.
He is going to explain the model by using examples.
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He is going to return to the main topic.
He is going to discuss something partially related to the main topic.
He is going to discuss something unusual.
He is going to talk about a new topic.
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To explain that the Giant Impact Model will always be questioned by science.
To indicate that the Giant Impact Model might achieve the status of theory in the future.
To argue that the Giant Impact Model will be proven true in the future.
To state that he is not sure whether the Giant Impact Model quealifies as a theory.
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