TOEFL iBT Flashcards: 12 Task Types, Vocabulary & Strategy

Cards in this deck

1. Card 1

   Question

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

   Answer

   January 21, 2026.

2. Card 2

   Question

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

   Answer

   Reading, Listening, Writing, then Speaking.

3. Card 3

   Question

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

   Answer

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

4. Card 4

   Question

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

   Answer

   Reading and Listening.

5. Card 5

   Question

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

   Answer

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

6. Card 6

   Question

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

   Answer

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

7. Card 7

   Question

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

   Answer

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

8. Card 8

   Question

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

   Answer

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

9. Card 9

   Question

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

   Answer

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

10. Card 10

    Question

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

    Answer

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

11. Card 11

    Question

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

    Answer

    Listen and Repeat, and Take an Interview.

12. Card 12

    Question

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

    Answer

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

13. Card 13

    Question

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

    Answer

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

14. Card 14

    Question

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

    Answer

    An academic paragraph of roughly 70–100 words.

15. Card 15

    Question

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

    Answer

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

16. Card 16

    Question

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

    Answer

    The latter half of every second word.

17. Card 17

    Question

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

    Answer

    Ten words.

18. Card 18

    Question

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

    Answer

    The missing letters that restore the original word.

19. Card 19

    Question

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

    Answer

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

20. Card 20

    Question

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

    Answer

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

21. Card 21

    Question

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

    Answer

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

22. Card 22

    Question

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

    Answer

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

23. Card 23

    Question

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

    Answer

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

24. Card 24

    Question

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

    Answer

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

25. Card 25

    Question

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

    Answer

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

26. Card 26

    Question

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

    Answer

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

27. Card 27

    Question

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

    Answer

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

28. Card 28

    Question

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

    Answer

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

29. Card 29

    Question

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

    Answer

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

30. Card 30

    Question

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

    Answer

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

31. Card 31

    Question

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

    Answer

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

32. Card 32

    Question

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

    Answer

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

33. Card 33

    Question

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

    Answer

    Short, nonacademic texts drawn from ordinary daily situations.

34. Card 34

    Question

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

    Answer

    Roughly 15–150 words.

35. Card 35

    Question

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

    Answer

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

36. Card 36

    Question

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

    Answer

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

37. Card 37

    Question

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

    Answer

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

38. Card 38

    Question

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

    Answer

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

39. Card 39

    Question

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

    Answer

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

40. Card 40

    Question

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

    Answer

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

41. Card 41

    Question

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

    Answer

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

42. Card 42

    Question

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

    Answer

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

43. Card 43

    Question

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

    Answer

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

44. Card 44

    Question

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

    Answer

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

45. Card 45

    Question

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

    Answer

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

46. Card 46

    Question

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

    Answer

    Approximately 200 words.

47. Card 47

    Question

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

    Answer

    Five questions.

48. Card 48

    Question

    Read an Academic Passage — which subject areas may appear?

    Answer

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

49. Card 49

    Question

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

    Answer

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

50. Card 50

    Question

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

    Answer

    Yes. The reading text remains visible throughout the task.

51. Card 51

    Question

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

    Answer

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

52. Card 52

    Question

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

    Answer

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

53. Card 53

    Question

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

    Answer

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

54. Card 54

    Question

    Read an Academic Passage — what makes an inference defensible?

    Answer

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

55. Card 55

    Question

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

    Answer

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

56. Card 56

    Question

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

    Answer

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

57. Card 57

    Question

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

    Answer

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

58. Card 58

    Question

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

    Answer

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

59. Card 59

    Question

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

    Answer

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

60. Card 60

    Question

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

    Answer

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

61. Card 61

    Question

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

    Answer

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

62. Card 62

    Question

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

    Answer

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

63. Card 63

    Question

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

    Answer

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

64. Card 64

    Question

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

    Answer

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

65. Card 65

    Question

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

    Answer

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

66. Card 66

    Question

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

    Answer

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

67. Card 67

    Question

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

    Answer

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

68. Card 68

    Question

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

    Answer

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

69. Card 69

    Question

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

    Answer

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

70. Card 70

    Question

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

    Answer

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

71. Card 71

    Question

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

    Answer

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

72. Card 72

    Question

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

    Answer

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

73. Card 73

    Question

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

    Answer

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

74. Card 74

    Question

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

    Answer

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

75. Card 75

    Question

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

    Answer

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

76. Card 76

    Question

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

    Answer

    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. Card 77

    Question

    Listen to a Conversation — what setting is most typical?

    Answer

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

78. Card 78

    Question

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

    Answer

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

79. Card 79

    Question

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

    Answer

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

80. Card 80

    Question

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

    Answer

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

81. Card 81

    Question

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

    Answer

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

82. Card 82

    Question

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

    Answer

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

83. Card 83

    Question

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

    Answer

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

84. Card 84

    Question

    Listen to a Conversation — what supports a sound inference?

    Answer

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

85. Card 85

    Question

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

    Answer

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

86. Card 86

    Question

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

    Answer

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

87. Card 87

    Question

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

    Answer

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

88. Card 88

    Question

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

    Answer

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

89. Card 89

    Question

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

    Answer

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

90. Card 90

    Question

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

    Answer

    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. Card 91

    Question

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

    Answer

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

92. Card 92

    Question

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

    Answer

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

93. Card 93

    Question

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

    Answer

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

94. Card 94

    Question

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

    Answer

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

95. Card 95

    Question

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

    Answer

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

96. Card 96

    Question

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

    Answer

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

97. Card 97

    Question

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

    Answer

    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. Card 98

    Question

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

    Answer

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

99. Card 99

    Question

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

    Answer

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

100. Card 100

     Question

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

     Answer

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

101. Card 101

     Question

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

     Answer

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

102. Card 102

     Question

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

     Answer

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

103. Card 103

     Question

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

     Answer

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

104. Card 104

     Question

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

     Answer

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

105. Card 105

     Question

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

     Answer

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

106. Card 106

     Question

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

     Answer

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

107. Card 107

     Question

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

     Answer

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

108. Card 108

     Question

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

     Answer

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

109. Card 109

     Question

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

     Answer

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

110. Card 110

     Question

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

     Answer

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

111. Card 111

     Question

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

     Answer

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

112. Card 112

     Question

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

     Answer

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

113. Card 113

     Question

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

     Answer

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

114. Card 114

     Question

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

     Answer

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

115. Card 115

     Question

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

     Answer

     The seminar begins at noon.

116. Card 116

     Question

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

     Answer

     The research team has published its findings.

117. Card 117

     Question

     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

     Answer

     The field trip was postponed because of heavy rain.

118. Card 118

     Question

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

     Answer

     Although the course is demanding, it remains popular.

119. Card 119

     Question

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

     Answer

     The café that opened last month hires student musicians.

120. Card 120

     Question

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

     Answer

     When does the library close?

121. Card 121

     Question

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

     Answer

     The bus had already left when we arrived.

122. Card 122

     Question

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

     Answer

     Lena visited the office to replace her ID card.

123. Card 123

     Question

     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

     Answer

     The hikers turned back because the path was icy.

124. Card 124

     Question

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

     Answer

     This route is shorter than the coastal road.

125. Card 125

     Question

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

     Answer

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

126. Card 126

     Question

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

     Answer

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

127. Card 127

     Question

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

     Answer

     Ana said that she would send the file that night.

128. Card 128

     Question

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

     Answer

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

129. Card 129

     Question

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

     Answer

     There are several quiet rooms upstairs.

130. Card 130

     Question

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

     Answer

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

131. Card 131

     Question

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

     Answer

     Students often use the study rooms after class.

132. Card 132

     Question

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

     Answer

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

133. Card 133

     Question

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

     Answer

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

134. Card 134

     Question

     Write an Email — what should the opening establish first?

     Answer

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

135. Card 135

     Question

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

     Answer

     Could you please send me the updated schedule?

136. Card 136

     Question

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

     Answer

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

137. Card 137

     Question

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

     Answer

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

138. Card 138

     Question

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

     Answer

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

139. Card 139

     Question

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

     Answer

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

140. Card 140

     Question

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

     Answer

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

141. Card 141

     Question

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

     Answer

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

142. Card 142

     Question

     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.

     Answer

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

143. Card 143

     Question

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

     Answer

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

144. Card 144

     Question

     Write an Email — what should a closing make clear?

     Answer

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

145. Card 145

     Question

     Academic Discussion — what should your first sentence make clear?

     Answer

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

146. Card 146

     Question

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

     Answer

     A relevant reason that explains why the position makes sense.

147. Card 147

     Question

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

     Answer

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

148. Card 148

     Question

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

     Answer

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

149. Card 149

     Question

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

     Answer

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

150. Card 150

     Question

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

     Answer

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

151. Card 151

     Question

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

     Answer

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

152. Card 152

     Question

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

     Answer

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

153. Card 153

     Question

     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.

     Answer

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

154. Card 154

     Question

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

     Answer

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

155. Card 155

     Question

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

     Answer

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

156. Card 156

     Question

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

     Answer

     Each of the proposals offers a different benefit.

157. Card 157

     Question

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

     Answer

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

158. Card 158

     Question

     Academic Discussion — which connector clearly introduces a result?

     Answer

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

159. Card 159

     Question

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

     Answer

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

160. Card 160

     Question

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

     Answer

     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. Card 161

     Question

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

     Answer

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

162. Card 162

     Question

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

     Answer

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

163. Card 163

     Question

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

     Answer

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

164. Card 164

     Question

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

     Answer

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

165. Card 165

     Question

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

     Answer

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

166. Card 166

     Question

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

     Answer

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

167. Card 167

     Question

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

     Answer

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

168. Card 168

     Question

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

     Answer

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

169. Card 169

     Question

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

     Answer

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

170. Card 170

     Question

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

     Answer

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

171. Card 171

     Question

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

     Answer

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

172. Card 172

     Question

     Take an Interview — do you need specialized subject knowledge?

     Answer

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

173. Card 173

     Question

     Take an Interview — what context appears before the questions?

     Answer

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

174. Card 174

     Question

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

     Answer

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

175. Card 175

     Question

     Take an Interview — what simple structure supports clear elaboration?

     Answer

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

176. Card 176

     Question

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

     Answer

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

177. Card 177

     Question

     Take an Interview — what makes a personal example useful?

     Answer

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

178. Card 178

     Question

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

     Answer

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

179. Card 179

     Question

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

     Answer

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

180. Card 180

     Question

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

     Answer

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

180 cards

TOEFL iBT Flashcards: 12 Task Types, Vocabulary & Strategy

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