TOEFL listening practice on choosing a career and the water cycle. 8 questions with video, full script, answers, and explanations.
How to use this practice: Watch the video first, try answering the questions in your head, then expand the answer key to check. Use the transcript only after you’ve attempted the questions.
Listen carefully — you'll answer questions about each clip below.
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Item 1: Conversation — choosing a career
Answer the 2 questions about this conversation.
Q1
What is the conversation mainly about?
- A. Two friends talking about different jobs for the future.
- B. Two friends discussing their favorite subjects in school.
- C. Two friends planning a trip to a science museum.
- D. Two friends complaining about difficult homework assignments.
Q2
What job does Ben's dad want him to consider?
- A. An environmental scientist.
- B. An architect.
- C. An engineer.
- D. A graphic designer.
🔑 Answer key — 2 questions
Q1
A. Two friends talking about different jobs for the future.
Q2
C. An engineer.
Q1: The script says the students are discussing various future jobs they might want to have.
Common mistake: B (“two friends discussing their favorite subjects in school”) is a trap because school subjects like math come up briefly, but the two friends are really discussing possible future careers, not school subjects.
Q2: The script says, "My dad wants me to be an engineer, because he thinks it's a good job with good pay."
Common mistake: B (“an architect”) is a trap because architect is the career idea Maya suggests and Ben considers seriously, but the specific career Ben's dad wants for him is engineer.
Transcript
S1
Hey, Maya. What are you thinking about for your future job?
S2
Hi, Ben. Oh, that's a tough question! I really like animals, so maybe something with them. Like a vet?
S1
A vet? That's cool! But don't they have to study for a very long time? And sometimes it can be sad, right?
S2
Yes, it's a lot of school. And maybe sad moments, but helping animals would be great. What about you?
S1
I'm not sure. My dad wants me to be an engineer, because he thinks it's a good job with good pay. But I like drawing and creating things.
S2
Oh, so maybe an architect? Or a graphic designer? You could still create things and make good money.
S1
Hmm, an architect sounds interesting. You design buildings, right? I'd have to be good at math too, I guess.
S2
Yeah, but you'd be making something real that people use. It's like art and science together.
S1
That's true. I also like being outside. Maybe something with nature, like a park ranger or an environmental scientist.
S2
Wow, you have many ideas! That's good. It means you have options. We still have time to decide, though.
S1
Yeah, you're right. No pressure yet! But it's good to think about it.
S2
Definitely. It's a big decision.
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Item 2: Conversation — climate change debate
Answer the 2 questions about this conversation.
Q1
What is the conversation mainly about?
- A. How to save water at home.
- B. Different ways students can help fight climate change.
- C. Why recycling is important for the environment.
- D. The best types of transportation for students.
Q2
Why does the teacher say that turning off lights is a 'big one'?
- A. Because it helps people see better.
- B. Because it makes rooms feel cooler.
- C. Because it saves electricity.
- D. Because it is easy for students to remember.
🔑 Answer key — 2 questions
Q1
B. Different ways students can help fight climate change.
Q2
C. Because it saves electricity.
Q1: The script discusses various actions students can take, such as saving electricity, conserving water, recycling, and walking/biking, all of which are ways to help with climate change.
Common mistake: A (“how to save water at home”) is a trap because water conservation is one of several ideas students give, but the class discussion covers multiple actions — electricity, water, recycling, and transportation — not just water.
Q2: The script says, 'L: Uh, turn off lights when we leave a room? That saves electricity. T: Excellent, Leo! Simple but effective. Saving electricity is a big one.'
Common mistake: D (“because it is easy for students to remember”) is a trap because the teacher praises Leo's idea enthusiastically, which can feel like a comment on how memorable it is, but her actual stated reason is that it saves electricity.
Transcript
T
Okay class, we've talked a lot about climate change. Today, I want to hear your ideas. What can *we* do, right here, right now, to help? Leo?
L
Uh, turn off lights when we leave a room? That saves electricity.
T
Excellent, Leo! Simple but effective. Saving electricity is a big one. Any other ideas related to energy? Maya?
M
Maybe use less water? Like shorter showers? Or when brushing teeth, turn off the tap.
T
Good point, Maya. Water conservation is also important, and often uses energy to heat or pump water. So, it's connected. What about things we *buy*? Does that make a difference? Liam?
L
My mom says to recycle more. And buy things that are recycled.
T
Yes, Liam, recycling is super important. It reduces waste and the need to make new things, which saves energy and resources. What else? Think about how we get around. Sarah?
S
Walk or bike instead of asking for a car ride, if it's not too far.
T
That's a fantastic idea, Sarah! Walking and biking reduce car emissions. Remember, even small changes add up. Every little bit helps protect our planet.
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Item 3: Lecture — the water cycle
Answer the 2 questions about this lecture.
Q1
What is the talk mainly about?
- A. How clouds are formed in the sky.
- B. The continuous movement of water on Earth.
- C. Different types of weather, like rain and snow.
- D. Why puddles dry up on sunny days.
Q2
What happens during condensation, according to the teacher?
- A. Water on Earth's surface turns into vapor.
- B. Heavy water droplets fall back to Earth.
- C. Cold air causes water vapor to form tiny liquid droplets.
- D. The sun heats up water in lakes and oceans.
🔑 Answer key — 2 questions
Q1
B. The continuous movement of water on Earth.
Q2
C. Cold air causes water vapor to form tiny liquid droplets.
Q1: The talk explains the three main stages of how water moves around the planet, which is the water cycle.
Common mistake: A (“how clouds are formed in the sky”) is a trap because cloud formation, or condensation, is one stage explained in detail, but the lecture as a whole is about the continuous cycle of water moving through evaporation, condensation, and precipitation.
Q2: The script says that during condensation, cold air makes water vapor change back into tiny liquid water droplets that form clouds.
Common mistake: A (“water on Earth's surface turns into vapor”) is a trap because it correctly describes evaporation, an earlier stage in the cycle, but the question specifically asks about condensation, when vapor turns back into liquid droplets.
Transcript
Good morning, everyone! Today, we're going to talk about something super important for life on Earth: the water cycle. You see water everywhere – in oceans, rivers, and even in the air. But how does it move around? That's what the water cycle explains.
First, let's talk about evaporation. This is when the sun heats up water on the Earth's surface, like in lakes or oceans. The water turns into an invisible gas called water vapor and rises into the sky. Think about a puddle drying up on a sunny day – that's evaporation happening!
Next, as the water vapor goes higher, the air gets colder. This leads to condensation. The cold air makes the water vapor change back into tiny liquid water droplets. Millions of these tiny droplets come together to form clouds. So, clouds are actually made of very small water drops or ice crystals!
Finally, when these clouds get full of water droplets, they become too heavy. This is when precipitation happens. The water falls back to Earth in different forms, like rain, snow, or hail. Once it falls, the water collects in rivers, lakes, and oceans, and the whole cycle starts again. It’s a continuous journey for water around our planet!
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Item 4: Lecture — ancient Egypt
Answer the 2 questions about this lecture.
Q1
What is the talk mainly about?
- A. The different types of pyramids in ancient Egypt.
- B. How ancient Egyptians moved and lifted heavy stones to build pyramids.
- C. Why the ancient Egyptians built pyramids for their pharaohs.
- D. The tools and machines ancient Egyptians used in daily life.
Q2
Why did the ancient Egyptians pour water or wet sand in front of the sleds?
- A. To make the desert ground softer for digging.
- B. To make the wooden sleds heavier and more stable.
- C. To reduce friction and help the sleds slide more easily.
- D. To clean the path before moving the stones.
🔑 Answer key — 2 questions
Q1
B. How ancient Egyptians moved and lifted heavy stones to build pyramids.
Q2
C. To reduce friction and help the sleds slide more easily.
Q1: The script mainly discusses the methods, specifically moving and lifting stones, that ancient Egyptians used to construct pyramids.
Common mistake: A (“the different types of pyramids in ancient Egypt”) is a trap because pyramids are the subject, but the lecture is specifically about the engineering methods — moving and lifting stones — not different pyramid types.
Q2: The script says they poured water or wet sand "To make the sleds slide easier... This reduced friction."
Common mistake: B (“to make the wooden sleds heavier and more stable”) is a trap because sleds and stability sound related, but the specific purpose given for the water or wet sand is reducing friction so the sleds slide more easily.
Transcript
Good morning, class! Today, we're going to talk about one of the most amazing structures ever built: the ancient Egyptian pyramids. Have you ever wondered how people, thousands of years ago, built these massive structures without modern machines? It's a fascinating mystery, but archaeologists have found some answers.
First, let's think about the stones. Pyramids were built with huge blocks, some weighing many tons! Moving these heavy stones from distant quarries was a big challenge. The Egyptians used large wooden sleds. They didn't have wheels. To make the sleds slide easier, they poured water or wet sand in front of them. This reduced friction, allowing many workers to pull the sleds across the desert.
Second, once the stones arrived at the pyramid site, how did they get them up? Pyramids are very tall! Historians believe the Egyptians used long, sloping ramps made of earth and brick. As the pyramid grew taller, these ramps were extended and made higher. Workers pushed and pulled the heavy stone blocks up these ramps to each new level.
So, building a pyramid was a huge project requiring clever engineering and teamwork. It shows how intelligent and organized the ancient Egyptians were, using simple tools and smart ideas to create something magnificent.