TOEFL iBT Flashcards: 12 Task Types, Vocabulary & Strategy

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1. Spjald 1

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   TOEFL iBT overview — when did the current test format take effect?

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   January 21, 2026.

2. Spjald 2

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   TOEFL iBT overview — what is the section order in the current test?

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   Reading, Listening, Writing, then Speaking.

3. Spjald 3

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   TOEFL iBT overview — how much time should you allow for the full test session?

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   About two hours. The published section base times do not include directions, and adaptive sections can vary.

4. Spjald 4

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   TOEFL iBT overview — which sections use a multistage adaptive design?

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   Reading and Listening.

5. Spjald 5

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   TOEFL iBT overview — what does two-stage adaptivity mean for your Reading or Listening path?

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   Your performance in the first, routing stage determines whether you receive a lower- or upper-level second module.

6. Spjald 6

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   TOEFL iBT overview — what score scale applies to tests taken from January 21, 2026?

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   The 1–6 scale. During a two-year transition, ETS also reports a comparable overall score on the 0–120 scale.

7. Spjald 7

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   TOEFL iBT overview — what are the Reading section's published base size and time?

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   50 items in approximately 30 minutes. The actual item count and time may vary as the test adapts.

8. Spjald 8

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   TOEFL iBT overview — what are the three Reading task types?

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   Complete the Words, Read in Daily Life, and Read an Academic Passage.

9. Spjald 9

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   TOEFL iBT overview — what are the four Listening task types?

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   Listen and Choose a Response, Listen to a Conversation, Listen to an Announcement, and Listen to an Academic Talk.

10. Spjald 10

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    TOEFL iBT overview — what are the three Writing task types?

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    Build a Sentence, Write an Email, and Write for an Academic Discussion.

11. Spjald 11

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    TOEFL iBT overview — what are the two Speaking task types?

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    Listen and Repeat, and Take an Interview.

12. Spjald 12

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    TOEFL iBT overview — what minimum participation is required for the test to be scored?

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    Answer at least one Reading item and one Listening item, and complete at least one Speaking task and one Writing task.

13. Spjald 13

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    Complete the Words — what core ability does this task measure?

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    Processing an academic text for both meaning and form, including vocabulary, grammar, and spelling.

14. Spjald 14

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    Complete the Words — what kind of text do you complete?

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    An academic paragraph of roughly 70–100 words.

15. Spjald 15

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    Complete the Words — what is special about the paragraph's opening sentence?

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    It is complete. Use it to establish the topic and context before filling any gaps.

16. Spjald 16

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    Complete the Words — which parts of words disappear after the opening sentence?

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    The latter half of every second word.

17. Spjald 17

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    Complete the Words — how many words have missing letters in each text?

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    Ten words.

18. Spjald 18

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    Complete the Words — what do you supply for each incomplete word?

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    The missing letters that restore the original word.

19. Spjald 19

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    Complete the Words — which context should you check first for a difficult gap?

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    The whole sentence around the gap. It usually reveals the needed grammar and immediate meaning.

20. Spjald 20

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    Complete the Words — how does identifying the missing word's part of speech help?

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    It narrows the possibilities to the needed noun, verb, adjective, adverb, or function word.

21. Spjald 21

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    Complete the Words — how should you use the letters that remain visible?

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    Treat them as a fixed word beginning, then test completions that fit both grammar and meaning.

22. Spjald 22

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    Complete the Words — why is a locally plausible word not always enough?

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    It must also fit the paragraph's larger idea. A grammatical word can still make the passage incoherent.

23. Spjald 23

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    Complete the Words — finish the academic word in context: The committee approved an alloc_____ of funds to the library.

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    allocation — the article an and the phrase of funds call for the noun form of allocate.

24. Spjald 24

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    Complete the Words — finish the academic word in context: A careful anal____ of the samples revealed the pattern.

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    analysis — the adjective careful and the phrase of the samples call for a noun.

25. Spjald 25

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    Complete the Words — finish the academic word in context: The findings provide clear evid____ for the new explanation.

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    evidence — provide clear ... for requires the noun form.

26. Spjald 26

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    Complete the Words — finish the academic word in context: Seasonal vari_____ in rainfall affects the reservoir.

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    variation — the adjective seasonal, the singular verb affects, and the preposition in point to this noun form of vary.

27. Spjald 27

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    Complete the Words — finish the academic word in context: Regular maint______ keeps the laboratory equipment safe.

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    maintenance — the adjective regular calls for the noun meaning upkeep.

28. Spjald 28

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    Complete the Words — finish the academic word in context: The source is reli____ because its methods are transparent.

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    reliable — the linking verb is calls for the adjective form of rely.

29. Spjald 29

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    Complete the Words — finish the academic word in context: The distances were measured accur_____ before comparison.

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    accurately — the missing word modifies were measured, so the adverb form is needed.

30. Spjald 30

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    Complete the Words — finish the academic word in context: Each participant made a contri______ to the final report.

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    contribution — a ... to calls for the singular noun form of contribute.

31. Spjald 31

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    Complete the Words — what should you do if one gap is taking too long?

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    Enter the strongest context-based completion, continue, and revisit it if time remains.

32. Spjald 32

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    Complete the Words — what practice method matches the real task better than isolated spelling drills?

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    Restore missing letters inside complete academic paragraphs, using syntax and meaning together.

33. Spjald 33

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    Read in Daily Life — what kind of material appears in this task?

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    Short, nonacademic texts drawn from ordinary daily situations.

34. Spjald 34

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    Read in Daily Life — about how long can a text be?

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    Roughly 15–150 words.

35. Spjald 35

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    Read in Daily Life — how many questions usually follow one text?

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    Two or three multiple-choice questions, depending on the text's length.

36. Spjald 36

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    Read in Daily Life — which text formats should you be ready to see?

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    Everyday formats such as notices, schedules, emails, messages, menus, forms, receipts, advertisements, and web posts.

37. Spjald 37

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    Read in Daily Life — how should you read a schedule, menu, or form?

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    Follow its layout first. Headings, rows, columns, labels, and symbols show how the information is organized.

38. Spjald 38

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    Read in Daily Life — what should you identify when a question asks why the text was written?

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    The writer's main purpose, such as informing, requesting, warning, inviting, or advertising.

39. Spjald 39

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    Read in Daily Life — what is the fastest way to find one date, price, place, or deadline?

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    Scan for the exact detail and its label instead of rereading every line at the same speed.

40. Spjald 40

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    Read in Daily Life — how should you handle an unfamiliar informal phrase?

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    Infer its practical meaning from the situation, tone, and nearby words.

41. Spjald 41

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    Read in Daily Life — what evidence supports an implied-meaning answer?

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    Several clues in the text that point to the same conclusion, even though it is not stated directly.

42. Spjald 42

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    Read in Daily Life — how should you interpret telegraphic wording such as No entry after 6?

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    Expand the compressed wording into its full practical message: entry is not allowed after 6.

43. Spjald 43

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    Read in Daily Life — how can you resolve a pronoun such as it or they?

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    Match it to the nearby noun that fits both the grammar and the message's meaning.

44. Spjald 44

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    Read in Daily Life — what quick workflow balances speed with accuracy?

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    Skim for purpose and layout, read the question, then scan the text for the specific evidence.

45. Spjald 45

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    Read an Academic Passage — what kind of text appears in this task?

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    A short expository passage like one used in secondary or higher education.

46. Spjald 46

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    Read an Academic Passage — about how long is each passage?

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    Approximately 200 words.

47. Spjald 47

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    Read an Academic Passage — how many questions follow a passage?

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    Five questions.

48. Spjald 48

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    Read an Academic Passage — which subject areas may appear?

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    Fields such as history, arts, business, economics, life science, physical science, and social science.

49. Spjald 49

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    Read an Academic Passage — do you need prior knowledge of the topic?

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    No. The passage provides the information needed to answer its questions.

50. Spjald 50

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    Read an Academic Passage — can you refer back to the text while answering?

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    Yes. The reading text remains visible throughout the task.

51. Spjald 51

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    Read an Academic Passage — what should a main-idea answer cover?

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    The passage's central point, broad enough to include its major supporting ideas without adding a new claim.

52. Spjald 52

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    Read an Academic Passage — how should you verify an answer about a factual detail?

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    Locate the relevant sentence, then check enough surrounding context to avoid reversing or overstating the fact.

53. Spjald 53

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    Read an Academic Passage — how should you determine a word's meaning in context?

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    Substitute each plausible meaning into the sentence and keep the one that fits the local idea and tone.

54. Spjald 54

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    Read an Academic Passage — what makes an inference defensible?

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    It follows from evidence in the passage without requiring an unsupported extra assumption.

55. Spjald 55

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    Read an Academic Passage — how can you track the relationship between two ideas?

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    Name the link explicitly: cause and effect, contrast, comparison, example, sequence, or problem and solution.

56. Spjald 56

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    Read an Academic Passage — what does a rhetorical-structure question ask you to recognize?

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    How the author organizes information to develop the passage, such as by comparison or cause and effect.

57. Spjald 57

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    Read an Academic Passage — how is an author's-purpose question different from a detail question?

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    It asks why the author included a statement or section, not merely what that part says.

58. Spjald 58

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    Read an Academic Passage — how should you unpack a long sentence with complex grammar?

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    Find the main subject and verb first, then attach modifying phrases and clauses to the ideas they describe.

59. Spjald 59

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    Read an Academic Passage — how should you interpret figurative or idiomatic language?

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    Use the surrounding claim and tone to recover the intended meaning, rather than reading every word literally.

60. Spjald 60

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    Read an Academic Passage — how can a paragraph's first and last sentences help?

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    They often reveal the paragraph's main role, while the middle supplies explanation or evidence.

61. Spjald 61

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    Read an Academic Passage — what should decide between the passage and your outside knowledge?

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    The passage. Choose the answer supported by the text even when you know more about the topic.

62. Spjald 62

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    Read an Academic Passage — what do signal words such as however, because, and for example reveal?

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    The logical move between ideas: contrast, cause, or illustration.

63. Spjald 63

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    Read an Academic Passage — which wrong answers should you eliminate first?

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    Choices that contradict the text, distort its scope, or answer a different question.

64. Spjald 64

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    Read an Academic Passage — what is the most efficient rereading strategy after you see a question?

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    Return to the relevant sentence or paragraph, then widen the context only if the answer depends on a larger relationship.

65. Spjald 65

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    Listen and Choose a Response — what do you do after hearing the prompt?

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    Choose the reply that best fits the prompt. Match the speaker's meaning and purpose, not just a repeated word.

66. Spjald 66

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    Listen and Choose a Response — which abilities does this task target?

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    Understanding meaning, speaker intent, and common patterns of spoken English. The best response must make sense in the exchange.

67. Spjald 67

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    Listen and Choose a Response — what should you identify before comparing the options?

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    The prompt's communicative purpose. Decide whether it is a question, request, suggestion, apology, invitation, or comment.

68. Spjald 68

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    Listen and Choose a Response — how does a question word narrow the answer?

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    It signals the information needed. For example, when calls for a time, while why calls for a reason.

69. Spjald 69

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    Listen and Choose a Response — why can a response without yes or no fit a yes-or-no question?

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    An indirect reply can still answer the real question. The lab closes at six can explain whether there is time to visit it.

70. Spjald 70

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    Listen and Choose a Response — what makes a reply suitable for a request?

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    It accepts, refuses, or addresses the requested action naturally. A reply about the same topic can still miss the request.

71. Spjald 71

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    Listen and Choose a Response — what is the updated Listening section's published base length?

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    47 items in about 29 minutes. ETS notes that item count and time may vary as the section adapts.

72. Spjald 72

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    Listen and Choose a Response — how should you handle a negatively worded question?

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    Work out the speaker's actual concern before choosing. Do not select an option only because it repeats the negative word.

73. Spjald 73

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    Listen and Choose a Response — what is the repeated-word trap?

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    A distractor echoes vocabulary from the prompt but does not form a logical reply. Test the conversational link, not the word match.

74. Spjald 74

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    Listen and Choose a Response — what should you do with an unfamiliar expression?

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    Infer its function from tone and context. You often need the speaker's intent more than a word-for-word definition.

75. Spjald 75

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    Listen and Choose a Response — when two options are grammatical, what decides between them?

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    Conversational relevance. Choose the option a person would naturally say next in that situation.

76. Spjald 76

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    Listen and Choose a Response — what does multistage adaptive mean for the Listening section?

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    The section adjusts to your ability as you progress. Its four task types stay the same, but the item count and timing may vary.

77. Spjald 77

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    Listen to a Conversation — what setting is most typical?

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    A campus-life conversation between two people. The exchange may involve a problem, plan, service, class, or student activity.

78. Spjald 78

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    Listen to a Conversation — which four kinds of understanding does ETS emphasize?

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    Main ideas, key details, speaker intent, and implied meaning. Listen for both what is said and why it is said.

79. Spjald 79

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    Listen to a Conversation — how can you capture the main idea in one line?

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    Write the speakers' shared purpose or central problem. A topic label alone is usually too broad.

80. Spjald 80

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    Listen to a Conversation — what should you track about each speaker?

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    Each speaker's role and goal. Knowing who needs information, approval, or action makes the exchange easier to follow.

81. Spjald 81

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    Listen to a Conversation — what compact note pattern fits a problem-solving exchange?

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    Problem → options → decision. Add the reason for the final choice if the speakers give one.

82. Spjald 82

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    Listen to a Conversation — which details are most worth writing down?

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    Details that change the plan or explain a choice. Dates, requirements, obstacles, and decisions usually matter more than examples or greetings.

83. Spjald 83

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    Listen to a Conversation — how can tone reveal speaker intent?

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    Tone can show doubt, relief, hesitation, politeness, or disagreement. Combine it with the speaker's words before inferring intent.

84. Spjald 84

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    Listen to a Conversation — what supports a sound inference?

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    Two or more clues from the exchange. Choose what follows from the speakers' words and situation, not what is merely possible.

85. Spjald 85

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    Listen to a Conversation — why should you expect paraphrases in the options?

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    Correct answers often restate the audio with different words. Match the idea rather than waiting for an exact phrase.

86. Spjald 86

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    Listen to a Conversation — how can a two-column note layout help?

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    Give each speaker a column. This keeps requests, objections, and decisions attached to the right person.

87. Spjald 87

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    Listen to a Conversation — how do you predict a likely next action?

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    Use the final decision plus any stated condition. The next action should follow directly from where the speakers leave the situation.

88. Spjald 88

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    Listen to a Conversation — why can one memorable sentence be misleading?

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    A single sentence may describe an option that the speakers later reject. Follow the whole exchange before choosing the outcome.

89. Spjald 89

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    Listen to an Announcement — where does this task usually take place?

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    In an academic or campus setting. Expect a focused message about information students or staff need to act on.

90. Spjald 90

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    Listen to an Announcement — which abilities does the task measure?

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    Understanding purpose, key information, implied meaning, and likely next actions. The message often combines facts with instructions.

    

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    TOEFL iBT Flashcards: 12 Task Types, Vocabulary & Strategy

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91. Spjald 91

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    Listen to an Announcement — what should your first note capture?

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    The announcement's purpose. Write the reason for the message before collecting its supporting logistics.

92. Spjald 92

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    Listen to an Announcement — which four logistics labels keep notes organized?

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    Who, what, when, and where. Add a required action when the message asks listeners to do something.

93. Spjald 93

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    Listen to an Announcement — which words often signal a change to an earlier plan?

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    Words such as instead, now, rescheduled, and rather than. Put the updated information in your notes, not just the original plan.

94. Spjald 94

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    Listen to an Announcement — how should you record a reason and its result?

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    Link them as cause → consequence. This prevents you from confusing why the change happened with what listeners must do.

95. Spjald 95

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    Listen to an Announcement — how do you identify the likely next action?

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    Look for instructions, deadlines, and eligibility conditions. The expected action must fit all three when they are stated.

96. Spjald 96

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    Listen to an Announcement — what makes an implied conclusion safe?

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    It follows from explicit facts in the message. Do not add campus rules or procedures that the speaker never mentions.

97. Spjald 97

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    Listen to an Announcement — how should you handle numbers, dates, and room names?

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    Write them in short form as soon as you hear them. Exact logistical details are harder to reconstruct from memory than the main purpose.

98. Spjald 98

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    Listen to an Announcement — what evidence should control your answer?

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    The speaker's actual message. Familiar campus routines may sound plausible, but they are not evidence unless the audio supports them.

99. Spjald 99

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    Listen to an Academic Talk — what kind of audio do you hear?

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    A short academic talk by a professor or expert. It is focused rather than a long lecture set.

100. Spjald 100

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     Listen to an Academic Talk — do you need specialist knowledge of the subject?

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     No. ETS uses varied academic fields, but the information needed to answer comes from the talk itself.

101. Spjald 101

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     Listen to an Academic Talk — which kinds of understanding does ETS target?

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     Main ideas, supporting details, organization, inferences, and sometimes uncommon or idiomatic vocabulary.

102. Spjald 102

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     Listen to an Academic Talk — how should you phrase the main idea in your notes?

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     Write the topic plus the professor's central point about it. A bare subject name does not capture the talk's direction.

103. Spjald 103

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     Listen to an Academic Talk — which common structures should you listen for?

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     Comparison, cause and effect, a sequence, a definition with examples, or a problem with a solution. The structure shows how details connect.

104. Spjald 104

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     Listen to an Academic Talk — what do signposts such as first, however, and as a result reveal?

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     The relationship between ideas. They can mark sequence, contrast, or consequence before the content is complete.

105. Spjald 105

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     Listen to an Academic Talk — how can you tell why the speaker gives an example?

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     Connect the example to the claim immediately before it. The example may illustrate, support, qualify, or challenge that point.

106. Spjald 106

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     Listen to an Academic Talk — what is an efficient comparison note?

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     Name both subjects and record one shared feature or key difference. Keep each feature aligned with the correct subject.

107. Spjald 107

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     Listen to an Academic Talk — what note symbol clarifies a causal chain?

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     Use arrows: cause → immediate effect → wider result. This preserves order when several consequences are discussed.

108. Spjald 108

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     Listen to an Academic Talk — how should you record a new term?

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     Write the term, a short definition, and one example if given. Keep the example attached to the concept it illustrates.

109. Spjald 109

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     Listen to an Academic Talk — what makes an inference stronger than a guess?

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     It combines the speaker's claim, supporting detail, and tone. A reasonable fact from outside the talk is still not enough.

110. Spjald 110

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     Listen to an Academic Talk — how can context unlock an uncommon word?

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     Use the surrounding definition, contrast, example, or result. Infer the meaning needed in that sentence rather than a complete dictionary entry.

111. Spjald 111

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     Listen to an Academic Talk — how should you interpret an idiomatic phrase?

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     Read it through the speaker's point and tone, not word by word. The intended meaning must fit the surrounding explanation.

112. Spjald 112

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     Listen to an Academic Talk — what note hierarchy keeps details useful?

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     Main idea → major point → evidence or example. Indentation helps you see which detail supports which claim.

113. Spjald 113

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     Listen to an Academic Talk — why should you mark a correction or qualification?

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     It may replace or narrow an earlier statement. The revised idea, not the first rough version, is usually the one that matters.

114. Spjald 114

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     Listen to an Academic Talk — how can the ending help you check your notes?

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     Use the closing summary or conclusion to confirm the central point. Update your main-idea note if the talk's direction became clearer.

115. Spjald 115

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     Build a Sentence — reorder the chunks. Start with The seminar and end with at noon: the seminar / begins / at noon

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     The seminar begins at noon.

116. Spjald 116

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     Build a Sentence — reorder the chunks. Start with The research team and end with its findings: has / the research team / published / its findings

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     The research team has published its findings.

117. Spjald 117

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     Build a Sentence — reorder the chunks. Start with The field trip and end with heavy rain: was postponed / because of heavy rain / the field trip

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     The field trip was postponed because of heavy rain.

118. Spjald 118

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     Build a Sentence — combine the ideas with although: The course is demanding. It remains popular.

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     Although the course is demanding, it remains popular.

119. Spjald 119

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     Build a Sentence — reorder the chunks: that opened last month / the café / hires student musicians

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     The café that opened last month hires student musicians.

120. Spjald 120

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     Build a Sentence — reorder the chunks as a question: the library / when / does / close

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     When does the library close?

121. Spjald 121

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     Build a Sentence — reorder the chunks. Start with The bus and end with we arrived: had already left / when / we arrived / the bus

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     The bus had already left when we arrived.

122. Spjald 122

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     Build a Sentence — combine the ideas with an infinitive of purpose: Lena visited the office. She wanted to replace her ID card.

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     Lena visited the office to replace her ID card.

123. Spjald 123

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     Build a Sentence — reorder the chunks. Start with The hikers and end with the path was icy: because / the path was icy / the hikers turned back

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     The hikers turned back because the path was icy.

124. Spjald 124

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     Build a Sentence — complete the comparison: This route is ___ than the coastal road. Use short.

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     This route is shorter than the coastal road.

125. Spjald 125

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     Build a Sentence — correct the agreement error: The list of required books are on the course page.

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     The list of required books is on the course page. The singular head noun list controls the verb.

126. Spjald 126

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     Build a Sentence — correct the embedded question: Could you tell me where is the advising office?

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     Could you tell me where the advising office is? Embedded questions use statement word order.

127. Spjald 127

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     Build a Sentence — the next day, report Ana's statement from the previous evening: I will send the file tonight.

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     Ana said that she would send the file that night.

128. Spjald 128

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     Build a Sentence — complete the real conditional with will and a form of print: If the printer is available, I ___ the forms now.

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     If the printer is available, I will print the forms now.

129. Spjald 129

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     Build a Sentence — choose the correct verb: There ___ several quiet rooms upstairs.

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     There are several quiet rooms upstairs.

130. Spjald 130

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     Build a Sentence — fix the parallel structure: The workshop teaches students to plan projects, managing time, and how to present results.

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     The workshop teaches students to plan projects, manage time, and present results.

131. Spjald 131

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     Build a Sentence — place often naturally: Students use the study rooms after class.

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     Students often use the study rooms after class.

132. Spjald 132

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     Build a Sentence — reorder the chunks: did we notice / only after the lab closed / the missing key

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     Only after the lab closed did we notice the missing key.

133. Spjald 133

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     Write an Email — you need an extension from an instructor. What tone fits?

     Svar

     Polite and direct. State the request clearly, give the relevant reason, and avoid either casual slang or exaggerated formality.

134. Spjald 134

     Spurning

     Write an Email — what should the opening establish first?

     Svar

     Why you are writing. Give the reader the purpose before supporting details.

135. Spjald 135

     Spurning

     Write an Email — make this request polite and specific: Send me the new schedule.

     Svar

     Could you please send me the updated schedule?

136. Spjald 136

     Spurning

     Write an Email — a classmate sent useful notes. What should a clear reply do before adding a question?

     Svar

     Acknowledge the help, then ask the question. This keeps the response connected to the message.

137. Spjald 137

     Spurning

     Write an Email — after making a request, what kind of reason is most useful?

     Svar

     A brief, relevant reason that helps the reader understand the request. Unrelated background weakens the message.

138. Spjald 138

     Spurning

     Write an Email — the study room is unavailable. What move turns the complaint into a solution?

     Svar

     Propose a practical alternative, such as moving the meeting to another room or time.

139. Spjald 139

     Spurning

     Write an Email — ask politely whether a workshop begins at 9:00 a.m.

     Svar

     Could you confirm whether the workshop begins at 9:00 a.m.?

140. Spjald 140

     Spurning

     Write an Email — what should you compare with the prompt before submitting?

     Svar

     Every requested content point, the audience, and the purpose. Make sure none has been skipped.

141. Spjald 141

     Spurning

     Write an Email — when two requested points are different, how can you make both easy to find?

     Svar

     Give each point its own clear sentence or short paragraph instead of burying both in one long sentence.

142. Spjald 142

     Spurning

     Write an Email — revise the vague sentence: It caused a problem, so I need it changed. The problem is a lab time that overlaps with a lecture.

     Svar

     The lab overlaps with my lecture, so I need to change my lab time.

143. Spjald 143

     Spurning

     Write an Email — which detail should you cut first during a quick clarity edit?

     Svar

     A detail that does not help the reader understand or act on the email's purpose.

144. Spjald 144

     Spurning

     Write an Email — what should a closing make clear?

     Svar

     The next step or the response you need, followed by a suitable sign-off.

145. Spjald 145

     Spurning

     Academic Discussion — what should your first sentence make clear?

     Svar

     Your position on the question. A direct claim gives the rest of the response a clear direction.

146. Spjald 146

     Spurning

     Academic Discussion — what should follow a position so it becomes an argument?

     Svar

     A relevant reason that explains why the position makes sense.

147. Spjald 147

     Spurning

     Academic Discussion — which support is stronger: This is better or a specific campus example?

     Svar

     A specific campus example. It shows how the reason works instead of repeating the claim.

148. Spjald 148

     Spurning

     Academic Discussion — how can you disagree with a classmate without sounding dismissive?

     Svar

     Acknowledge the classmate's point, then state the specific limit or alternative you see.

149. Spjald 149

     Spurning

     Academic Discussion — complete the concession frame: Although online courses offer flexibility, ...

     Svar

     Although online courses offer flexibility, some students learn better with regular face-to-face discussion.

150. Spjald 150

     Spurning

     Academic Discussion — a classmate gives an example but no broader lesson. What useful move can you add?

     Svar

     Explain what the example suggests about the discussion question. This extends the idea instead of restating it.

151. Spjald 151

     Spurning

     Academic Discussion — revise the overbroad claim: Group projects always teach every student leadership.

     Svar

     Group projects can teach leadership when students share responsibility for decisions and results.

152. Spjald 152

     Spurning

     Academic Discussion — why should you avoid everyone knows as support?

     Svar

     It treats an unsupported assumption as evidence. Give a reason or example that the reader can evaluate.

153. Spjald 153

     Spurning

     Academic Discussion — link this example to the claim: A later library closing time would help students. Many science labs finish at 9:00 p.m.

     Svar

     A later closing time would help because students leaving evening labs could still use the library.

154. Spjald 154

     Spurning

     Academic Discussion — which connector clearly introduces a contrast with the previous idea?

     Svar

     However introduces a contrasting point. The contrast itself must still be clear from the sentences.

155. Spjald 155

     Spurning

     Academic Discussion — replace the vague support: Technology helps students in many ways. Give one concrete mechanism.

     Svar

     Recorded lectures help students review an explanation they did not understand the first time.

156. Spjald 156

     Spurning

     Academic Discussion — correct the agreement error: Each of the proposals offer a different benefit.

     Svar

     Each of the proposals offers a different benefit.

157. Spjald 157

     Spurning

     Academic Discussion — fix the run-on sentence: Campus buses reduce traffic they also make commuting cheaper.

     Svar

     Campus buses reduce traffic, and they also make commuting cheaper.

158. Spjald 158

     Spurning

     Academic Discussion — which connector clearly introduces a result?

     Svar

     Therefore introduces a result or conclusion that follows from the previous idea.

159. Spjald 159

     Spurning

     Academic Discussion — what four items belong in a fast final check?

     Svar

     A clear position, a relevant reason, specific support, and sentences that connect logically.

160. Spjald 160

     Spurning

     Academic Discussion — why is a memorized paragraph a poor substitute for a flexible response plan?

     Svar

     It may not answer the actual question or connect to the discussion. Use a simple claim–reason–example plan and write for the prompt you receive.

161. Spjald 161

     Spurning

     Listen and Repeat — how many items does the updated task contain?

     Svar

     Seven items. Together with four Take an Interview questions, they make the Speaking section's 11 items in about eight minutes.

162. Spjald 162

     Spurning

     Listen and Repeat — what must you do with each sentence?

     Svar

     Repeat it exactly as you hear it. This is a reproduction task, so do not summarize or improve the wording.

163. Spjald 163

     Spurning

     Listen and Repeat — which two qualities does the task directly measure?

     Svar

     Accuracy and clear intelligibility. Your speech should preserve the sentence and be easy for a proficient English speaker to understand.

164. Spjald 164

     Spurning

     Listen and Repeat — how does difficulty progress within the task?

     Svar

     Sentences grow longer and more complex. They may move from one simple clause to dependent clauses, relative clauses, or complex noun phrases.

165. Spjald 165

     Spurning

     Listen and Repeat — what is the most useful way to hold a longer sentence in memory?

     Svar

     Keep it in meaning chunks. Follow the sentence's phrases and clauses instead of trying to store an unbroken string of words.

166. Spjald 166

     Spurning

     Listen and Repeat — what should you preserve besides the words?

     Svar

     The sentence's rhythm, stress, and intonation. These features divide meaning into clear spoken groups and support intelligibility.

167. Spjald 167

     Spurning

     Listen and Repeat — which small language features are easy to lose?

     Svar

     Articles, prepositions, auxiliary verbs, and word endings. Listen for these grammatical signals as carefully as the main content words.

168. Spjald 168

     Spurning

     Listen and Repeat — what should you do after a minor slip while speaking?

     Svar

     Continue smoothly with the sentence. A long restart can damage rhythm and cause you to lose more of the utterance.

169. Spjald 169

     Spurning

     Take an Interview — how many questions are in the updated task?

     Svar

     Four questions. They follow the seven Listen and Repeat items in the 11-item Speaking section.

170. Spjald 170

     Spurning

     Take an Interview — what kind of interaction does the task simulate?

     Svar

     An interview related to an academic or campus situation. You respond directly to questions rather than giving a memorized speech.

171. Spjald 171

     Spurning

     Take an Interview — what kinds of content may you be asked to discuss?

     Svar

     Your experiences, preferences, and opinions. Questions can also invite descriptions, explanations, suggestions, predictions, or short narratives.

172. Spjald 172

     Spurning

     Take an Interview — do you need specialized subject knowledge?

     Svar

     No. The scenarios use accessible academic or campus contexts so you can show your English, not prior expertise.

173. Spjald 173

     Spurning

     Take an Interview — what context appears before the questions?

     Svar

     A scenario introduction presented in audio and print. A schematic image, map, form, or speaker photo may also provide context.

174. Spjald 174

     Spurning

     Take an Interview — what should the first sentence of an answer do?

     Svar

     Answer the question directly. Give your choice, position, or main information before explaining it.

175. Spjald 175

     Spurning

     Take an Interview — what simple structure supports clear elaboration?

     Svar

     Answer → reason → concrete detail. This structure develops one point without turning the response into a list.

176. Spjald 176

     Spurning

     Take an Interview — how can you make an opinion answer coherent?

     Svar

     State one position and support it consistently. A clear reason matters more than mentioning several weak or conflicting ideas.

177. Spjald 177

     Spurning

     Take an Interview — what makes a personal example useful?

     Svar

     It clearly supports your answer. Keep only the context, action, and result needed to show the connection.

178. Spjald 178

     Spurning

     Take an Interview — how should you answer a suggestion or prediction question?

     Svar

     Give the suggestion or prediction first, then explain the likely result. Make the link between action and outcome explicit.

179. Spjald 179

     Spurning

     Take an Interview — which delivery qualities matter across the responses?

     Svar

     Clear speech, a natural pace, intelligible pronunciation, and coherent elaboration. Suitable vocabulary and accurate grammar support the message.

180. Spjald 180

     Spurning

     Take an Interview — what should you do if you need a moment to plan?

     Svar

     Pause briefly, choose one main point, and begin. Long silence is less useful than a simple answer you can develop clearly.

180 spjöld

TOEFL iBT Flashcards: 12 Task Types, Vocabulary & Strategy

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