TOEFL iBT Vocabulary

I got more vocabulary questions in my second and third iBT tests compare to the ones in my first test. Based on my experience, there were several difficult vocabularies in the iBT exam and sometime I had no idea to understand the meaning. To cope with this type of vocabulary question, my tips are as follows:

Tips on the iBT test day

1. Understand what the passage, where the vocabulary appears, is talking about.
2. Look for the explanation of the vocabulary in the passage. It is usually indirect description. It can be example, synonym, or contrast.
3. Guess the answer based on the context of the reading.
4. Do not take too long time to decide what the appropriate answer is. Again, just guess (of course academic guess) if you still have not found the appropriate answer.

Tips to increase vocabulary capability – Before the TOEFL iBT exam day

1. In my opinion, our English vocabularies can not be increased dramatically. It is an accumulation of reading result for a long time. Therefore, my suggestion is that you should try to read many resources, for example newspaper and magazine in English. There are many free online newspapers in the internet. And, try to guess the meaning of new vocabulary based on the context that you read. Do not open the dictionary first!

2. Try the vocabulary exercises if you have some TOEFL iBT materials. If in your TOEFL materials there are vocabulary list and exercises, there are two methods to sharpen your vocabulary ability as follows:

• Doing the exercise first, afterward you check the answer in the vocabulary list; or
• Read the vocabulary list first (read it twice, do not memorize it unless you want to get headache), therefore you try to do the exercise.

Examples of TOEFL iBT Vocabularies

Abrupt (adj.) - sudden, hasty, unexpected
Affluent (adj.) - rich, wealthy, prosperous, well-to-do, thriving
Agile (adj.) - graceful, nimble, lively
Benevolent (adj.) - benign, kind, compassionate, good
Blatant (adj.) - flagrant, obvious, overt
Brisk (adj.) - lively, quick, vigorous, cool chilly, invigorating
Cling (verb) - stick, adhere, hold
Cruel (adj.) - brutal, vicious, ruthless
Defiant (adj.) - rebellious, insubordinate
Dwindle (verb) - decrease, diminish
Eerie (adj.) - strange, odd, unusual, mysterious, frightening
Flimsy (adj.) - fragile, frail, weak, feeble
Fuzzy (adj.) - furry, hairy, unclear, blurry, unfocused, hazy, uncertain, indefinite
Grim (adj.) - severe, dreary, bleak, somber
Gullible (adj.) - innocent, naïve, trusting, credulous
Incessant (adj.) - constant, ceaseless, continuous
Infinitesimal (adj.) - tiny, minute, minuscule
Lucrative (adj.) - profitable, money-making
Ominous (adj.) - threatening, menacing, dangerous
Obscure (adj.) - unfamiliar, ambiguous, little-known
Painstaking (adj.) - careful, conscientious, thorough
Perilous (adj.) - dangerous, risky, ominous, hazardous
Plausible (adj.) - likely, credible, believable
Profound (adj.) - important, significant, deep
Remnant (noun) - remainder, balance, fragment
Renowned (adj.) - famous, celebrated, notable
Scorn (noun) - mockery, derision, contempt, ridicule
Shrewd (adj.) - clever, sly
Sturdy (adj.) - strong, rugged, well built
Thwart (verb) - prevent, impede, obstruct
Torrent (noun) - flood, deluge
Utter (verb) - speak
Utter (adj.) - total, absolute, complete
Woe (noun) - trouble, distress, sorrow
Yearn (verb) - desire, crave, want

Note: Even though one vocabulary question is scored one point, we still can increase our Reading score if we can do it well.

TOEFL iBT Tutorials

"Ask the master if you want to know something properly and accurately." I absolutely agree with this statement. So, if you are studying TOEFL iBT now, of course you also have to look for the proper experts. Michael Buckhoff is one of them. I really appreciate his effort to make some tutorials to help test taker preparing the test. Here are some of TOEFL iBT tutorials by him:

--> Quoting, Summarizing and Paraphrasing in the TOEFL iBT Integrated Speaking and Writing




--> How to improve your Listening Skills Without using Book



Hopefully, the tutorial videos above will help you to beat the iBT exam.

TOEFL iBT Independent Writing Template

Just sharing my experience, when I did the TOEFL iBT Independent Writing task especially “Agree or Disagree" question type, I used two methods which I call it “the IBC Theorem” and “the Reversed Pyramid Theorem”. The explanation of these methods is as follows:

1.The IBC Theorem

a) I (Introduction)

It is the first paragraph. Open your Writing with general statement as prolog of the topic mentioned in the task. Type the statement in the task. Therefore, state your position clearly. Here, it is better that you narrow the topic down.

b) B (Body)

It is in the second and third paragraphs (or you can make it until the fourth paragraph if you could, but two paragraphs are actually enough). Here, you mention the reasons of your position followed by the examples. One paragraph contains one reason or one main idea in each body paragraph. Two examples are enough for each reason.

Body Paragraphs

Reason 1
- Example 1
- Example 2

Reason 2
- Example 1
- Example 2

c) C (Conclusion)

It is the last paragraph. Here, you have the opportunity to emphasize your position with the summary of reasons that you have explained in the previous paragraphs. Of course, it is better to use other words to restate your brief reasons here.


2. The Reversed Pyramid Theorem


When you make writing, state the general statement first, afterward you explain it with the specific details.

Good luck!

Note:
- You can also read another iBT Writing tips --> TOEFL iBT Integrated Writing template.
- To connect your idea, you can use --> transitional words/phrases.

TOEFL iBT Integrated Writing Template

The following TOEFL iBT Integrated Writing template is the template which I used when I answered the question: “Summarize the points made in the lecture you just heard, explaining how they cast doubt on the points made in the reading.”

Paragraph I

In this set of materials, the reading passage mentions/describes/explains the theory/research result/....................... that ......................................................................... . On the other hand, the lecturer is not sure/doubtful with the theory/research result/................. .


Paragraph II

According to the reading passage, the theory/research result/............... states that ............................................................................................................................................. by giving three reasons as follows:
(1).....................................................................................................................................................................
(2).....................................................................................................................................................................
(3)......................................................................................................................................................................


Paragraph III

On the other hand/However, the lecturer/the professor in the listening passage is not sure with the theory/research result mentioned in the reading passage by describing three reasons as follows:
(1)............................................................................................................................................................................................................................................................................................................................................................................................................ ....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
............................................................................................................................................................................................................................................................................................................................................................................................................
(2)............................................................................................................................................................................................................................................................................................................................................................................................................
............................................................................................................................................................................................................................................................................................................................................................................................................
............................................................................................................................................................................................................................................................................................................................................................................................................
(3)............................................................................................................................................................................................................................................................................................................................................................................................................
............................................................................................................................................................................................................................................................................................................................................................................................................
............................................................................................................................................................................................................................................................................................................................................................................................................

Clues:

- The First paragraph is only the opening. So, just write it in brief.

- In the 2nd paragraph you summarize the reading passage content, but do not copy and paste it to your writing. You should paraphrase it (use other words but it is still the same meaning as the reading). You can also change the structure of the sentence, for example if the statement in the reading is “active voice” you can make it in the “passive voice”. Again, just for your attention! Do not “copy paste” unless you want to get zero score. And, do not type it too much here.

- In the 3rd paragraph you should elaborate the reasons why the lecturer/the professor is not sure with the theory/the research result. Here, you should also connect the professor reasons with the reasons in the reading passage. Focus and give more elaboration here. Based on my experience, I elaborate more the professor explanation here, and I got the “Good” score in the Integrated Writing task. So, my conclusion (correct me if I am wrong) is that the test rater gives more weight in this paragraph.

Good Luck!

Note: You can also read another iBT Writing tips --> the TOEFL iBT Independent Writing template.

How to interpret your TOEFL iBT Scores?

To measure how well you did in the TOEFL iBT exam, it is probably useful to know what your scores mean. The following table describes how to interpret your TOEFL iBT scores.

TOEFL iBT Scores

Skill	Score Range	Level
Reading	0-30	Low (0-14) Intermediate (15-21) High (22-30)
Listening	0-30	Low (0-14) Intermediate (15-21) High (22-30)
Speaking	0-4 points converted to 0-30 score scale	Weak (0-9) Limited (10-17) Fair (18-25) Good (26-30)
Writing	0-5 points converted to 0-30 score scale	Limited (1-16) Fair (17-23) Good (24-30)
Total Score	0-120

Source: ets.org

To compare your TOEFL iBT score to Computer-based TOEFL (CBT) and Paper-based TOEFL (PBT) you can see in the TOEFL iBT Score Comparison Table --> here.

TOEFL iBT Independent Writing Topic List

The TOEFL iBT Independent Writing topics given by ets.org might appear in your actual TOEFL iBT exam. Yeah, it was proven when I took the test, the topic which I got in the test was similar to those ets topics. My suggestion is that it’s better for you to practice it before you take the test so that you are familiar with it. The following topics are the examples of the Independent TOEFL iBT Writing topics from ets.org:

-> Some people say that the Internet provides people with a lot of valuable information. Others think access too much information creates problems. Which view do you agree with? Use specific reasons and examples to support your opinion.

-> Do you agree or disagree with the following statement? Technology has made the world a better place to live. Use specific reasons and examples to support your opinion.

-> Describe a custom from your country that you would like people from other countries to adopt. Explain your choice, using specific reasons and examples.

-> In the future, students may have the choice of studying at home by using technology such as computers or television or of studying at traditional schools. Which would you prefer? Use reasons and specific details to explain your choice.

-> Schools should ask students to evaluate their teachers. Do you agree or disagree? Use specific reasons and examples to support your answer.

-> Nowadays, food has become easier to prepare. Has this change improved the way people live? Use specific reasons and examples to support your answer.

-> Do you agree or disagree with the following statement? It is more important for students to study history and literature that it is for them to study science and mathematics. Use specific reasons and examples to support your opinion.

-> Do you agree or disagree with the following statement? All students should be required to study art and music in secondary school. Use specific reasons and examples to support your answer.

For more TOEFL Writing/Essay Topics you can go to --> ets.org link.

Important English Preposition List

We are perhaps good at “Tenses” but sometimes we still have difficulty with “Preposition”; how to use it correctly and properly. Yeah, for me Preposition is really confusing because there is no standardized pattern and it seems like take for granted things.

According to Ms. Wina, my facilitator in my Pre-Departure Training, there are many common mistakes found in using the preposition, it even happens in the western movies. It was proven when she gave some grammar exercises to us in order to measure and to know which part of grammar that we still have weaknesses. Based on this exercises result, I and many of my friends still have trouble with the Preposition section.

Below is the list of some preposition that I got from my facilitator. Hopefully, this list will be useful especially for me and generally for all of you.

Adjective + Preposition

afraid of
annoyed with
different from
disappointed with
good at
happy with
impressed with
interested in
keen on
kind of
polite to
responsible for
satisfied with
shocked by
surprised at
tired of
typical of
used to
worried about
wrong with


Noun + Preposition

ability at
alternative to
application for
congratulation on
connection with
difficulty with
effect on
experience of
idea of
increase in
influence on
interest in
invitation to
matter with
need for
point in
proof of
skill at
trouble with


Verb + Preposition

apologise for
approve of
believe in
belong to
borrow … from
concentrate on
consist of
depend on
insist on
laugh at
look after
pay for
prevent …from
recover from
remind … of
search for
smile at
succeed in
suffer from
wait for