TELPAS listening practice test 2 for 6th and 7th grade
A second listening test, the length of the real one, with new passages and questions that are not on the practice pages, so a student who has practiced gets a fresh try. An explanation follows every question.
Before you start
- 27 questions covering listening.
- Each question is on its own page, and you will see whether you were right straight away, with an explanation.
- There is no timer and no sign-up. Your answers are saved in this browser only, so you can stop and pick it up again on this device.
- Listening questions play recorded audio. A written transcript is available under each one.
What this test covers
- Understand Spoken Words and Language Structures (5 questions): Reporting category 1: follow spoken directions and understand words and phrases as they are used in speech. On the real test some of these ask the student to click on a picture.
- Basic Understanding of Spoken English (15 questions): Reporting category 2: understand the main points and important details of spoken stories and informational passages, about everyday life and school subjects.
- Analyze and Evaluate Information in Spoken English (7 questions): Reporting category 3: make inferences from what was said, and work out a speaker's purpose, opinion, or what will happen next.
To work on one part at a time, use the listening practice for Grades 6–7.
Answer key: every answer, explained
Take the test first: the answers are here for checking afterwards, or for an adult going over it with a student. Each one says why it is right and why each other choice is wrong. Open a question to see its answer.
Listening
1. Where should students put their finished maps?
From “Turning In Maps”
- On the left side of the desk, on top of the green folder
- In the tray by the door
- On the left side of the desk, under the green folderCorrect answer
- On the right side of the desk, under the green folder
Why “On the left side of the desk, under the green folder” is correct
This tests following a spoken direction with a "not" part and several position words: left, under, and face down. The teacher first names a place to avoid (the tray by the door) and then gives the real place. Because the choices differ only in left or right and under or on top, the student has to hold every detail of the sentence in mind.
Why the other answers are wrong
- On the left side of the desk, on top of the green folder — Ms. Gonzalez says the maps go under the green folder, not on top of it.
- In the tray by the door — This is the place she says not to use.
- On the right side of the desk, under the green folder — She says the left side of her desk, not the right.
2. Which object is being described?
From “A Kitchen Tool”
- a strainerCorrect answer
- a frying pan
- a measuring cup
- a cutting board
Why “a strainer” is correct
This tests understanding a spoken description of an everyday object. The key details are a bowl shape, many small holes, and pouring pasta into it so the water drains out, which together describe a strainer. On the real test this kind of item often asks the student to click on a picture, so knowing the English name matters less than following the description.
Why the other answers are wrong
- a frying pan — A frying pan has no holes and is used for cooking, not for draining water.
- a measuring cup — A measuring cup holds liquid; it does not let water drain out.
- a cutting board — A cutting board is flat and has no holes.
3. What does Tyler mean when he says, "I'm on the fence about it"?
From “Soccer Tryouts”
- He plans to sit and watch the tryouts.
- He has not made up his mind yet.Correct answer
- He is sure that he will make the team.
- He got hurt climbing over a fence.
Why “He has not made up his mind yet.” is correct
This tests a common idiom. Being "on the fence" means being undecided, as if sitting on a fence between two sides. Tyler explains the two sides right away (he loves soccer, but he would have to quit art club), and Isabel says he still has time to think about it, which confirms he has not decided.
Why the other answers are wrong
- He plans to sit and watch the tryouts. — Nothing is said about watching; Tyler is deciding whether to try out himself.
- He is sure that he will make the team. — He is not sure about anything yet; he is still weighing soccer against art club.
- He got hurt climbing over a fence. — This is the literal meaning of the words; there is no real fence.
4. What does the word postpone mean?
From “The Assembly”
- To cancel an event so it never happens
- To move an event to a new room
- To make an event shorter
- To move an event to a later timeCorrect answer
Why “To move an event to a later time” is correct
This tests working out an academic word from what the speaker says next. Right after "postpone," Mr. Harris says the assembly "will not take place today" and will be held "next Thursday at the same time." Those two clues together show that postpone means to put something off until later. A student who hears only "will not take place today" may think it means cancel.
Why the other answers are wrong
- To cancel an event so it never happens — The assembly is not canceled; it will happen next Thursday.
- To move an event to a new room — The time changes, not the place.
- To make an event shorter — Nothing is said about the length of the assembly.
5. What should students do first?
From “Volcano Notes”
- Write their name and the dateCorrect answer
- Open the file called Volcano Notes
- Start typing their notes
- Read the first page together
Why “Write their name and the date” is correct
This tests time-order words in a spoken direction. The sentence begins "Before you open your laptops," so the first action the student hears (opening laptops) is not the first thing to do. Students who simply follow the order in which actions are named may choose wrongly; the words before, after that, until, and then show the real order.
Why the other answers are wrong
- Open the file called Volcano Notes — Ms. Kelly says to do this "after that," so it is the second step.
- Start typing their notes — She tells students not to start typing until everyone has the file open.
- Read the first page together — This is the last step she names.
6. Why does Brandon give up his first idea?
From “Science Fair Partners”
- His teacher told him it would not work.
- It would take too long to finish.
- Other students already chose it.Correct answer
- He could not find enough paper towels.
Why “Other students already chose it.” is correct
This asks for a detail stated directly. Brandon says three other people in his class are already testing paper towels. The other choices borrow words from elsewhere in the conversation, such as "a long time" and "our teacher," so the student has to connect the reason to the right idea.
Why the other answers are wrong
- His teacher told him it would not work. — The teacher is not part of the conversation and has not said anything yet.
- It would take too long to finish. — Time is a concern for the plant project, not for his paper towel idea.
- He could not find enough paper towels. — Nothing is said about finding paper towels.
7. What will Brandon bring to the project?
From “Science Fair Partners”
- His own phone to play music
- Seeds to plant this weekend
- A ruler for measuring the plants
- A speaker that belongs to his uncleCorrect answer
Why “A speaker that belongs to his uncle” is correct
This tests a key detail near the end of the conversation. Brandon says his uncle has a little speaker they can borrow. Phones, seeds, and measuring are all mentioned, but none of them is something Brandon offers to bring.
Why the other answers are wrong
- His own phone to play music — Natalie's phone is mentioned, and Brandon wants them to stop needing it.
- Seeds to plant this weekend — Natalie is the one planting seeds this weekend.
- A ruler for measuring the plants — Natalie asks for help measuring, but no ruler is mentioned.
8. Why does Brandon mention his uncle's speaker?
From “Science Fair Partners”
- To offer a way he can help with the projectCorrect answer
- To explain why he cannot be her partner
- To suggest a new topic about speakers
- To show that his uncle will judge the fair
Why “To offer a way he can help with the project” is correct
This asks about a speaker's purpose. Brandon has just agreed to be Natalie's partner, and the speaker will let them play music to the plants without using her phone. Mentioning it is his way of showing what he can add to the project. The student has to connect the speaker to the music in Natalie's experiment.
Why the other answers are wrong
- To explain why he cannot be her partner — He has just said "I'm in," so he is agreeing to be her partner.
- To suggest a new topic about speakers — He does not suggest changing the topic; the speaker is for playing music to the plants.
- To show that his uncle will judge the fair — Nothing suggests his uncle has anything to do with judging.
9. What is the lesson mostly about?
From “Monarchs on the Move”
- How to plant a garden next to a school
- Why the forests of central Mexico are cold in winter
- How monarchs migrate and why they need milkweedCorrect answer
- What monarch caterpillars look like
Why “How monarchs migrate and why they need milkweed” is correct
This asks for the main idea of an informational talk. The first two parts describe the monarchs' long trip and how several generations complete it, and the third explains that they depend on milkweed. The correct choice covers both. Each wrong choice is a detail mentioned once or not explained at all.
Why the other answers are wrong
- How to plant a garden next to a school — The garden is mentioned only at the very end.
- Why the forests of central Mexico are cold in winter — Mexico is where monarchs spend the winter, but the weather there is not explained.
- What monarch caterpillars look like — Caterpillars are mentioned only to say what they eat.
10. What do monarch caterpillars eat?
From “Monarchs on the Move”
- Leaves from forest trees
- Only milkweedCorrect answer
- Many kinds of flowers
- Grass that grows beside roads
Why “Only milkweed” is correct
This asks for a stated detail. Ms. Nelson says caterpillars "can eat only one kind of plant, and that plant is milkweed." The word "only" is the key; a student who misses it might think caterpillars eat many plants.
Why the other answers are wrong
- Leaves from forest trees — The forests are where adult monarchs rest in winter, not what caterpillars eat.
- Many kinds of flowers — Ms. Nelson says they can eat only one kind of plant.
- Grass that grows beside roads — Roads are mentioned as a reason milkweed has been cleared away.
11. Why does Ms. Nelson tell the class that milkweed has been cleared away in many places?
From “Monarchs on the Move”
- To warn students not to touch milkweed
- To show that monarchs no longer pass through Texas
- To explain why new roads are being built near the school
- To explain why planting milkweed can help monarchsCorrect answer
Why “To explain why planting milkweed can help monarchs” is correct
This asks why a speaker includes a piece of information. Ms. Nelson links three ideas: monarchs need milkweed, milkweed is disappearing, and so the class will plant some. The detail about clearing sets up the reason for the garden. The student has to see how the facts build toward the class project.
Why the other answers are wrong
- To warn students not to touch milkweed — Nothing in the lesson says milkweed is harmful.
- To show that monarchs no longer pass through Texas — She says many monarchs pass right through Texas.
- To explain why new roads are being built near the school — Roads are part of the reason milkweed is gone, not the point of the lesson.
12. What does a student get for each book they bring?
From “The Book Swap”
- One ticketCorrect answer
- Two tickets
- A new book right away
- A new library card
Why “One ticket” is correct
This asks for a stated detail. Ms. Sanchez says, "For each book you bring, you'll get one ticket." Numbers come up several times in the announcement (three books, one ticket, one free ticket), so the student has to match the right number to the right idea.
Why the other answers are wrong
- Two tickets — Ms. Sanchez says each book earns one ticket.
- A new book right away — Trading happens on Friday, not when the books are brought in.
- A new library card — Library cards are not mentioned.
13. What will happen to the books that are left over?
From “The Book Swap”
- They will go back to the students who brought them.
- They will be sold at a book fair.
- They will go to a children's hospital.Correct answer
- They will stay on the library shelves.
Why “They will go to a children's hospital.” is correct
This tests a detail that comes near the end of the announcement, after the rules about what kind of books to bring. Ms. Sanchez says the books "will be given to the children's hospital downtown." Students have to keep listening after the main instructions to catch it.
Why the other answers are wrong
- They will go back to the students who brought them. — Ms. Sanchez does not say the books will be returned.
- They will be sold at a book fair. — No book fair is mentioned.
- They will stay on the library shelves. — She says the left-over books will be given away.
14. Why does Ms. Sanchez say that every student gets one free ticket?
From “The Book Swap”
- So that the swap ends sooner
- So students bring more than three books
- To thank students who brought books early
- So students with no books can still join inCorrect answer
Why “So students with no books can still join in” is correct
This asks about a speaker's purpose. Right before the free ticket, Ms. Sanchez says, "If you don't have any books to bring, come anyway." The free ticket is meant to include those students. The student has to connect the two sentences to see the reason.
Why the other answers are wrong
- So that the swap ends sooner — Free tickets would let more students take part, not make the swap shorter.
- So students bring more than three books — The limit is still three books; the free ticket does not change that.
- To thank students who brought books early — The free ticket is for every student who stops by, whether or not they brought books.
15. What was wrong with Ethan's first tamales?
From “Tamales at Grandma's”
- He spread the masa too thick.Correct answer
- He spread the masa too thin.
- He used the wrong kind of spoon.
- He tore the corn husks.
Why “He spread the masa too thick.” is correct
This tests a key detail. The story says Ethan piled on "thick layers" and the masa "was so thick that there was no room for the filling." The phrase "as thin as a tortilla" later in the story can lead students to the opposite choice, so they need to remember which describes Ethan's mistake and which describes the fix.
Why the other answers are wrong
- He spread the masa too thin. — This is the opposite; his grandmother had to make the masa thinner.
- He used the wrong kind of spoon. — He used the back of a spoon, just as she showed him.
- He tore the corn husks. — The husks would not fold closed, but nothing says they tore.
16. How did Ethan's grandmother help him?
From “Tamales at Grandma's”
- She finished the tamales for him.
- She put her hand over his to guide it.Correct answer
- She told him to go and watch his cousins first.
- She gave him a bigger spoon to use.
Why “She put her hand over his to guide it.” is correct
This asks what a character did. The story says his grandmother "placed her hand over his and spread the masa again, slowly." The sentence right before it, "She did not take over," rules out the most tempting wrong choice. Students need to understand "take over" as a phrase meaning to do the job yourself.
Why the other answers are wrong
- She finished the tamales for him. — The story says, "She did not take over."
- She told him to go and watch his cousins first. — His cousins are mentioned only as people he wanted to beat.
- She gave him a bigger spoon to use. — No new spoon is mentioned.
17. What does the end of the story show about Ethan?
From “Tamales at Grandma's”
- He wants to work faster than Mateo.
- He thinks Mateo is too young to help.
- He is ready to pass on what he learned.Correct answer
- He is tired of making tamales.
Why “He is ready to pass on what he learned.” is correct
This asks the student to infer what a character has learned. Ethan offers to show Mateo "how Grandma does it," the same way his grandmother showed him. The story never says he has learned patience or grown up, so the student has to draw that from his actions.
Why the other answers are wrong
- He wants to work faster than Mateo. — He has learned that going slowly works better, and he offers to help Mateo.
- He thinks Mateo is too young to help. — He welcomes Mateo and offers to show him how.
- He is tired of making tamales. — He is still at the table, ready to teach his cousin.
18. What is Jacob's main reason for wanting the rule?
From “Community Service Hours”
- Students do not get enough homework.
- The food bank asked the school for help.
- Ten hours of service would be easy to finish in one week.
- Students would see how they can help their neighbors.Correct answer
Why “Students would see how they can help their neighbors.” is correct
This asks for a speaker's main point in a discussion. Jacob says many students never see what their neighborhood needs and that service would show them they can make a difference. Each wrong choice twists a detail from the discussion, so the student has to keep track of who said what.
Why the other answers are wrong
- Students do not get enough homework. — Homework is Lauren's worry: she says required service would become one more assignment.
- The food bank asked the school for help. — Jacob helped at a food bank, but he does not say it asked the school for anything.
- Ten hours of service would be easy to finish in one week. — He says ten hours is "not very much," but he never mentions a week.
19. What does Lauren suggest instead of the rule?
From “Community Service Hours”
- Making service a choice and giving certificatesCorrect answer
- Requiring twenty hours of service instead of ten
- Allowing service only during school hours
- Asking parents to do the hours for their children
Why “Making service a choice and giving certificates” is correct
This asks for a stated detail: Lauren's alternative to the rule. She says service "should be a choice" and that students who do it "could get a certificate." Students need to listen past her reasons to hear her actual suggestion at the end of her turn.
Why the other answers are wrong
- Requiring twenty hours of service instead of ten — Lauren is against requiring service at all.
- Allowing service only during school hours — She mentions after-school duties but does not suggest a time for service.
- Asking parents to do the hours for their children — Parents doing the hours is never suggested.
20. How does Jacob respond to Lauren's idea?
From “Community Service Hours”
- He agrees that students are already too busy.
- He says the certificates would cost too much.
- He says only a few students would choose to help.Correct answer
- He changes his mind and decides to vote against the rule.
Why “He says only a few students would choose to help.” is correct
This asks the student to follow how a speaker answers another speaker's argument. Jacob's reply begins with "But," which signals disagreement, and he says that if service is a choice "the same few students will sign up every time." The student has to understand this as a weakness he sees in Lauren's plan.
Why the other answers are wrong
- He agrees that students are already too busy. — He does not agree; he points out a problem with her idea.
- He says the certificates would cost too much. — Cost is never mentioned.
- He changes his mind and decides to vote against the rule. — He keeps arguing for the rule, and the vote has not happened yet.
21. What did Texas do after it had been its own country for almost ten years?
From “Six Flags Over Texas”
- It became part of Mexico again.
- It joined the United States.Correct answer
- It won its independence from Spain.
- It joined the Confederacy right away.
Why “It joined the United States.” is correct
This tests following the order of events in a history lesson. Mr. Harris says Texas was the Republic of Texas "for almost ten years. After that, it joined the United States." Many events and governments are named in a short time, and the phrase "after that" is the signal the student needs.
Why the other answers are wrong
- It became part of Mexico again. — Texas broke away from Mexico before it became its own country, and it did not go back.
- It won its independence from Spain. — Mexico won independence from Spain, before Texas was its own country.
- It joined the Confederacy right away. — Texas joined the Confederacy later, during the Civil War.
22. Which country had only a small settlement on the Texas coast for a few years?
From “Six Flags Over Texas”
- Spain
- Mexico
- The United States
- FranceCorrect answer
Why “France” is correct
This asks for a detail stated once in the lesson. Mr. Harris says that "for a few years in the late sixteen hundreds, France also had a small settlement on the Texas coast." The other three governments each claimed all of Texas, so the words "small" and "a few years" point to France.
Why the other answers are wrong
- Spain — Spain claimed Texas for a long time, starting in the fifteen hundreds.
- Mexico — Texas was fully part of Mexico after Mexico won its independence.
- The United States — Texas joined the United States as a whole state.
23. Why does Mr. Harris mention cities like San Antonio and El Paso?
From “Six Flags Over Texas”
- To show that past governments still affect Texas todayCorrect answer
- To name the cities that were once the capital of Texas
- To explain where the six flags are flown today
- To show which cities France built on the coast
Why “To show that past governments still affect Texas today” is correct
This asks about the purpose of an example. Mr. Harris says each government "left something behind," and then gives Spanish city names and Mexican traditions as proof. The student has to connect the examples to that general statement, which is the point of the last part of the lesson.
Why the other answers are wrong
- To name the cities that were once the capital of Texas — Capitals are never mentioned in the lesson.
- To explain where the six flags are flown today — He does not say where the flags are flown.
- To show which cities France built on the coast — He says the names are Spanish, not French.
24. Where does Ms. Lozano tell Deshawn to look for his jacket?
From “The Lost Jacket”
- On the floor of the gym, under the benches
- In the box by the nurse's officeCorrect answer
- At the clothing drive
- Behind the front desk
Why “In the box by the nurse's office” is correct
This asks for a stated detail. Ms. Lozano says everything left in the gym goes to "the lost and found box by the nurse's office," and she tells him to check the bottom of the box. Three places are mentioned in the conversation, so the student has to pick the one where the jacket is now.
Why the other answers are wrong
- On the floor of the gym, under the benches — He left it in the gym, but things left there are moved to the lost and found box.
- At the clothing drive — The jacket will go there only if he does not find it in time.
- Behind the front desk — The front desk is not mentioned as a place to look.
25. Why is Deshawn worried when he hears that the box is emptied every Friday?
From “The Lost Jacket”
- He has a test on Friday afternoons.
- The nurse's office is closed on Fridays.
- His jacket might be given away today.Correct answer
- He needs his jacket for a game tonight.
Why “His jacket might be given away today.” is correct
This asks the student to infer a speaker's feelings. Deshawn says, "But today is Friday! Is it too late?" He never says why he is worried, but the student can put two facts together: the box is emptied on Fridays, and unclaimed items go to a clothing drive.
Why the other answers are wrong
- He has a test on Friday afternoons. — Nothing is said about a test.
- The nurse's office is closed on Fridays. — Ms. Lozano never says the office is closed.
- He needs his jacket for a game tonight. — He wants the jacket because it was a birthday gift, not for a game.
26. Why should students wear closed-toe shoes?
From “Nature Center Trip”
- The bus has a rule about shoes.
- It might rain during the trip.
- They will walk through a creek.
- They will hike on rocky trails.Correct answer
Why “They will hike on rocky trails.” is correct
This asks for a reason that is stated directly with the word "because." Ms. Gonzalez says to wear closed-toe shoes "because we'll be hiking on rocky trails." Listening for signal words like because helps students find reasons quickly.
Why the other answers are wrong
- The bus has a rule about shoes. — No bus rule is mentioned.
- It might rain during the trip. — The weather is not mentioned.
- They will walk through a creek. — No creek is mentioned; the reason is rocky trails.
27. What will happen to a student whose permission slip is not signed?
From “Nature Center Trip”
- The student will ride a later bus.
- The student will stay in the library all day.Correct answer
- The student will have to bring money for lunch.
- The student will have to go home.
Why “The student will stay in the library all day.” is correct
This tests a detail at the very end of the instructions, which begins with "remember, if." Ms. Gonzalez says those students will "spend the day in the library with another class." Students must follow an if-then sentence to know who it applies to and what will happen.
Why the other answers are wrong
- The student will ride a later bus. — Only one bus is mentioned, and it leaves at eight o'clock.
- The student will have to bring money for lunch. — Lunch is provided, and money is not needed.
- The student will have to go home. — Ms. Gonzalez says the student will stay at school with another class.
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This is an independent study resource. It is not affiliated with, endorsed by, or connected to the Texas Education Agency or the official TELPAS program. All questions here are original practice material written to match the published test design.