Top 200 Vocabulary Word List for TOEFL iBT | Must Know Words for Common Examination Instructions

The 200-word examination instruction list

TOEFL iBT instructions tell you whether to complete words, choose a natural reply, build a sentence, write to someone, repeat what you hear or answer an interview question. The task names in this guide follow the format introduced on 21 January 2026.

The numbered bank combines commands, task phrases and supporting terms. Use the examples and official sources below to see how an instruction changes the answer you give.

Exam requirements · Worked examples · Fencing Method

TOEFL task names and listening instructions

No.	Instruction or term	What it asks you to do
1	Complete the Words	Fill the missing letters to make each word fit the passage and sentence.
2	Read in Daily Life	Read the everyday text and answer from its purpose and details.
3	Read an Academic Passage	Use the passage to answer questions about its ideas, details and relationships.
4	Listen and Choose a Response	Choose the reply that naturally fits the short spoken prompt.
5	Listen to a Conversation	Use the speakers’ words and intentions to work out what they are doing or deciding.
6	Listen to an Announcement	Identify the message, changes or actions the announcement communicates.
7	Listen to an Academic Talk	Follow the speaker’s main idea, explanations and supporting examples.
8	Build a Sentence	Arrange the supplied words or groups into a grammatical sentence fitting the context.
9	Write an Email	Write a message for the stated recipient and complete the requested actions.
10	Write for an Academic Discussion	Contribute a relevant position or idea and develop it in response to the discussion.
11	Listen and Repeat	Reproduce the sentence you hear as accurately and clearly as you can.
12	Take an Interview	Answer the spoken question directly and add relevant detail or reasoning.
13	Missing letters	Supply the letters that complete the word in context.
14	Word ending	Check which form or ending fits the surrounding grammar.
15	Word family	Use related forms to decide whether the sentence needs a noun, verb, adjective or adverb.
16	Collocation	Choose words that naturally occur together in the context.
17	Cohesive reference	Work out what a linking expression or pronoun refers to.
18	Notice	Identify the action, time, rule or change communicated to readers.
19	Announcement	Listen for who is affected, what changes and what they are expected to do.
20	Intended reader	Identify the group the message is meant to reach.
21	Likely next action	Infer what a reader or listener will probably do given the message.
22	Implied request	Recognise when a question about availability or ability is asking for help.
23	Suitable reply	Choose a response that answers both the words and the practical purpose.
24	Conversation goal	Identify what the speakers are trying to arrange, learn or resolve.
25	Change of plan	Use the final decision rather than an earlier suggestion that was replaced.
26	Lecture example	Determine which academic point the example is there to illustrate.
27	Speaker attitude	Use the speaker’s wording and tone to infer their stance where asked.

Email, discussion and interview instructions

No.	Instruction or term	What it asks you to do
28	Sound sequence	Keep the words in the order in which you heard them.
29	Sentence stress	Give appropriate prominence to important words in spoken language.
30	Intelligibility	Speak so that the words and intended meaning can be understood.
31	Speech chunk	Hold a short phrase together as one meaningful unit when repeating.
32	Word order	Arrange the pieces so the sentence works grammatically.
33	Question formation	Check auxiliary placement, subject order and verb form when building a question.
34	Opening	Begin a message in a way suited to the recipient and purpose.
35	Sign-off	End the message in an appropriate way where the task and format call for it.
36	Recipient	Identify the person or role the email should address.
37	Request an arrangement	Ask clearly for the change or action you need.
38	Propose a solution	Name a feasible response to the issue and make it clear how it would help.
39	Explain a problem	Describe the issue and why it matters to the recipient.
40	Follow-up action	Say what you or the recipient should do next if the prompt asks.
41	Polite register	Use courteous wording suitable for the situation.
42	Discussion post	Contribute directly to the stated academic conversation.
43	Develop your position	Give a reason and a concrete detail that make your view understandable.
44	Respond to a classmate	Connect with the relevant idea rather than merely repeating it.
45	Academic tone	Use clear, respectful language appropriate to an academic exchange.
46	Take a position	Say what you think about the specific choice or issue in the prompt.
47	Support with an example	Add an example that demonstrates the reason you gave.
48	Recorded answer	Speak into the microphone during the available response time as directed.
49	Response time	Use the timer and task directions provided by the test interface.
50	Adaptive test	Expect the test design to adjust parts of the experience according to its rules.
51	Section score	Read the reported score for one of the four skills.
52	Overall score	Read the combined score on the scale used by ETS.
53	Home Edition	Check the current ETS requirements for taking the computer-delivered test from home.
54	Test centre	Check the instructions for attending an authorised in-person testing location.

Language, evidence and response choices

No.	Instruction or term	What it asks you to do
55	Most logically completes	Choose the ending that follows from the text or notes.
56	Most precisely	Choose the wording whose meaning fits the context most closely.
57	Main purpose	Identify what the text as a whole is trying to accomplish.
58	Central idea	Choose the option that captures the main point at the right scope.
59	Best describes	Choose the description that most accurately fits the stated target.
60	Best illustrates	Choose the example or quotation that most directly shows the idea.
61	Most directly supports	Pick the evidence with the clearest connection to the named claim.
62	Signal a change	Notice a phrase such as actually or instead that revises an earlier detail.
63	Confirmation cue	Listen for language showing that a detail or arrangement is final.
64	Function of a detail	Decide how a detail supports or develops a larger point in the material.
65	Overall structure	Track how the text’s main parts are organised.
66	Words in context	Choose the sense or expression that fits the local wording and purpose.
67	Reference within the text	Resolve a reference by locating the word or idea it points back to.
68	First speaker	Identify the first speaker’s contribution before following the exchange.
69	Second speaker	Identify how the next speaker responds, including any new detail or disagreement.
70	Author’s claim	Find what the named author argues or asserts.
71	Point of agreement	Find what both sources would endorse based on the evidence.
72	Integrate a peer’s idea	Connect your own point to a specific idea from the discussion and develop the relationship.
73	Communicative goal	Identify what the response is supposed to accomplish for the recipient.
74	Introduce	Choose wording that supplies the context needed for the stated audience.
75	Emphasise	Choose wording that gives the requested idea or contrast prominence.
76	Generalise	State a broader point only to the extent that the examples support it.
77	Transitions	Identify the relationship between ideas before choosing a connecting expression.
78	Continuation	Choose a link that adds a point in the same direction.
79	Concession	Acknowledge a point before shifting to the principal claim.
80	Cause and effect	Choose a link that shows one event producing or explaining the other.
81	Illustrative example	Choose a particular case that demonstrates a broader point.
82	Sentence conventions	Choose grammar and punctuation that make the constructed sentence clear.
83	Clause boundary	Identify where one clause ends and the next begins before arranging the sentence.
84	Sentence structure	Use word order and grammatical roles to make a complete sentence.
85	Independent clause	Identify words with a subject and verb that can stand as a sentence.
86	Dependent clause	Identify a clause that needs a main clause to complete its function.
87	Sentence fragment	Recognise words punctuated as a sentence without a complete main clause.
88	Modifier	Identify words describing another part and check what they attach to.
89	Subject–verb agreement	Make the verb agree with the true subject.
90	Verb tense	Place the action in the time sequence established by the text.
91	Pronoun reference	Match the pronoun to the person or thing it represents.
92	Possessive	Choose a form that indicates the correct owner or relationship.
93	Plural noun	Identify the form for more than one item.
94	Punctuation	Choose the marks that correctly show the sentence’s structure.
95	Comma splice	Spot two independent clauses joined by a comma alone.
96	Supplementary information	Identify an added detail that can be set off from the main sentence.
97	Parallel structure	Keep corresponding items in comparable grammatical forms.
98	Paired punctuation	Check for both marks required around an inserted detail.
99	Notes	Use the supplied facts that are relevant to the stated rhetorical goal.
100	Quantifier	Watch for words such as all, some or none that alter a claim’s scope.
101	Rhetorical purpose	Identify the job a detail does in the author’s argument.
102	Textual evidence	Choose a detail from the source that supports the precise claim.
103	Scope	Check the population, time frame or range covered by the claim.
104	Logical relationship	Identify whether adjacent ideas add, contrast, explain or exemplify.
105	Nonessential clause	Identify a clause that can be removed without changing the intended reference.
106	Parenthetical detail	Identify supplementary information set off from the main sentence.
107	Verb form	Choose the verb construction that fits the sentence’s grammar and timeline.
108	Spelling	Write the answer with the correct letters in the correct order.
109	Singular	Use the form for one item when the sentence or recording requires it.
110	Plural	Use the form for multiple items when the evidence requires it.
111	Correction cue	Listen for a speaker changing an earlier answer or detail.
112	Distractor	Notice an initially plausible detail the full question or recording rules out.
113	Signpost	Notice a word or phrase that marks a shift in direction or topic.
114	Paraphrase	Recognise or express the same idea in different wording where the task permits.
115	Main idea	Find the central point that explains why the paragraph was included.
116	Detail	Find the particular fact needed to answer the question.
117	Writer’s view	Identify the opinion the writer expresses.
118	Agreement	Check whether the statement matches the source in meaning and scope.
119	Contradiction	Find an explicit conflict between the statement and the source.
120	Qualifier	Notice a word such as some or usually that limits the claim.
121	Sequence of events	Follow the order in which the relevant things happened.
122	Destination	Find the place at which the journey or route ends.
123	Opposite	Look for the location directly across from the stated point.
124	Adjacent	Locate the place next to or sharing a boundary with the reference.
125	Beyond	Look farther past the named point in the stated direction.
126	Junction	Locate the place where the routes meet or branch.
127	Respectively	Keep paired names and values in the same order as listed.
128	Overall	Introduce the principal pattern or comparison.
129	Whereas	Signal a contrast between corresponding features.

Core words, sources and answer format

No.	Instruction or term	What it asks you to do
130	Recognise	Find a familiar feature in a new example.
131	Identify	Name or pick out the item the question specifies.
132	Select	Choose only the number of options requested.
133	Match	Pair each item with the option that corresponds to it.
134	Complete	Fill in what is missing while keeping the supplied structure.
135	Label	Attach the correct name to the indicated part.
136	Locate	Find the specified detail, point or region.
137	Indicate	Make the chosen feature or answer clear.
138	Answer	Respond directly to the question being asked.
139	Give	Supply the requested fact, example or result.
140	State	Express the required point directly and clearly.
141	Name	Supply the correct term, person or item.
142	List	Set out the requested items separately.
143	Define	Give the precise meaning used in the subject or question.
144	Describe	Report the relevant characteristics, events or pattern.
145	Outline	Give the main steps or points in brief.
146	Summarise	Select the central points and leave out minor details.
147	Explain	Connect the result to its cause, mechanism or reasoning.
148	Compare	Set the items side by side on the same relevant feature.
149	Contrast	Show how the items differ on a shared point of comparison.
150	Analyse	Break down the evidence and explain how its parts relate.
151	Interpret	Say what a statement, result or display means in context.
152	Infer	Use clues to reach a conclusion the material implies.
153	Predict	Use available evidence to say what is likely to happen.
154	Suggest	Offer a plausible answer suited to the information given.
155	Justify	Give evidence or reasoning that supports your answer.
156	Evaluate	Weigh relevant evidence or criteria before reaching a judgment.
157	Assess	Judge the extent, value or strength of something using evidence.
158	Discuss	Develop a structured response that considers the relevant issues.
159	Distinguish	Give the feature that lets the reader tell two things apart.
160	Support	Supply evidence that helps establish the claim.
161	Illustrate	Make an idea clear with a relevant example or diagram.
162	Demonstrate	Show how a fact, process or result can be established.
163	Determine	Work from the given information to establish an answer.
164	Check	Test the answer against the original instruction or condition.
165	Sequence	Put stages into a meaningful order.
166	Omit	Leave out the indicated item or detail.
167	Include	Make sure the requested part appears in the response.
168	Exclude	Keep the named item or category outside your answer.
169	Refer to	Use the specified passage, figure or notes when responding.
170	Based on	Ground the answer in the material named in the question.
171	According to	Use what the specified source says.
172	In context	Use the meaning that fits this passage or situation.
173	Most likely	Choose the conclusion with the strongest support among the options.
174	Best supported	Prefer the conclusion backed most directly by the evidence.
175	Implicit	Suggested by the source and recoverable from clues.
176	Evidence	A fact, detail or observation that supports a claim.
177	Claim	An assertion that can be tested against evidence or reasoning.
178	Example	A particular case used to make a general idea clear.
179	Conclusion	The result reached after considering the reasoning or evidence.
180	Assumption	A premise taken as given for the purpose of the question.
181	Condition	A requirement that must be satisfied.
182	Constraint	A restriction that shapes the possible answers.
183	Criterion	A standard used to choose or judge an answer.
184	Context	The surrounding information that helps determine meaning.
185	Source	The particular text, figure, notes or data supplied for use.
186	Passage	A stretch of text provided for reading and answering questions.
187	Statement	A complete assertion to examine or respond to.
188	Option	One of the choices the question offers.
189	Section	A group of questions or tasks within a test.
190	Pattern	A regularity visible across observations or examples.
191	Choose	Commit to the option that fits the stated criteria.
192	Enter	Put the answer into the designated field.
193	Correct	Repair the specific error while preserving the intended meaning or result.
194	Revise	Change a response so it better meets the task.
195	Insert	Place the requested word, symbol or number at the indicated point.
196	Replace	Swap the specified part for a suitable alternative.
197	Retain the wording	Keep the words in the spoken model when practising the repeat task.
198	Restate a request	Say what action the speaker or writer wants in simple words.
199	Relevant	Connected to the specific question or criterion.
200	Specific	Precise enough to identify a particular fact or example.

What the examination requires

Match practice materials to the updated format

The four sections are Reading, Listening, Writing and Speaking. ETS lists base times of approximately 30, 29, 23 and 8 minutes respectively. Those are approximate and exclude directions. ETS tells candidates to allow about two hours and explains that timing and item counts can vary as the test adapts.

Reading and Listening move between everyday and academic contexts

Reading includes Complete the Words, Read in Daily Life and Read an Academic Passage. Listening includes choosing a reply and working with conversations, announcements and academic talks. A daily-life text can ask what the reader is supposed to do. An academic passage can ask how a detail relates to a larger idea.

Writing and Speaking have different output types

Writing includes Build a Sentence, Write an Email and Write for an Academic Discussion. Speaking includes Listen and Repeat and Take an Interview. In repeat practice, keep the original word order and wording as closely as you can. In interview practice, answer the question directly and develop it with a relevant detail.

Read ETS scores and the receiving institution’s requirements separately

ETS reports section scores and an overall score on the 1–6 scale. During the transition described by ETS, a comparable overall score on the 0–120 scale is also provided. Use the institution’s instructions to check what overall and section scores it requires, if any, and which version it accepts.

• Read the complete prompt and mark the required action.
• Check the source, data or part of the question the action applies to.
• Give the requested response in the stated form.

Worked examples of common examination instructions

These original practice examples show the work each instruction calls for.

Complete a word using both grammar and meaning

Consider the invented practice sentence ‘The class gave a brief descrip___ of the model.’ Complete description. The article a and the adjective brief point to a noun. The phrase of the model helps confirm the meaning. Check how the completed word fits the sentence as a whole.

Respond to the purpose behind a question

Imagine a classmate asking, ‘Do you have a minute to look at this chart?’ A natural reply could be ‘Sure, what would you like me to check?’ The speaker is asking for help, even though the literal question mentions availability. When several replies sound grammatical, test which one fits the speaker’s practical goal.

Cover both jobs in an email

A sample task asks you to tell a lab coordinator that you cannot attend a session and ask for another time. A response could say ‘I have a timetable clash on Tuesday. Could I attend Thursday’s session instead?’ The first sentence explains the problem, and the second makes a specific request.

Keep repetition and interview practice separate

For ‘The library closes earlier during the break,’ aim to repeat the words in order. In a separate interview task asking how shorter library hours affect your study, give a direct answer and develop it. For instance, explain that you would move group work earlier because you rely on a shared study room.

Build a discussion contribution around one point

If classmates are discussing whether students should be allowed to record lectures, begin with your position. Add a reason tied to the discussion, such as allowing a learner to revisit a technical explanation. An example about reviewing a difficult step gives the reason context. Check whether your contribution adds something to the exchange.

Use the Fencing Method to practise instructions

Start with one accurate sentence. Add a precise detail, then add the link the instruction asks for. Use a fresh example at the end to see whether you can perform the same action without relying on the original wording.

1. I need another session.
2. I cannot attend Tuesday’s lab session.
3. I cannot attend Tuesday’s lab session because it clashes with a tutorial. Could I attend on Thursday instead?
4. Use the same sequence for a new email recipient. State the issue, add one relevant detail and make the requested action clear.

Read the eduKate Fencing Method for Vocabulary.

Practise and check your answers

Drill one response type at a time

Try an everyday notice for action and timing, then an academic paragraph for purpose and evidence. On another day, alternate sentence building with short emails. Review order and grammar for the first task and check audience and prompt coverage for the second.

Listen back for the specific instruction

Record a repetition and an interview practice separately. For repetition, compare the words and sequence with the model. For an interview, listen for a direct answer followed by one relevant reason or example. A second attempt should repair the particular issue you heard.

Practice 1. An announcement gives a new room but says the time is unchanged. What should you record?

Use the new room and the original time. Keep the changed detail separate from the detail that stayed the same.

Practice 2. Build a question using ‘where / does / the seminar / start’.

Where does the seminar start? The auxiliary comes before the subject and start remains in its base form.

Practice 3. A discussion prompt asks which option you prefer and why. What belongs in your first two sentences?

Give your choice and a reason that applies to the option you selected. Then develop that reason with a concrete example if time permits.

Practice 4. In Listen and Repeat, you remember the meaning but have replaced several words with synonyms. What should you practise?

Listen for short phrases and reproduce the words in order. Use a fresh sentence to see whether the practice transfers.

Frequently asked questions

Which TOEFL iBT format does this guide cover?

It covers the version introduced on 21 January 2026. Match study materials to the task names in the current ETS outline.

What is the difference between Build a Sentence and Write an Email?

Build a Sentence asks you to arrange the supplied pieces. Write an Email asks you to produce a message for a situation and recipient.

How should I handle a required score?

Confirm the relevant TOEFL version and the institution’s overall and section requirements directly with that institution.

Official exam sources and next reading

• ETS TOEFL iBT content and structure
• ETS TOEFL iBT Writing tasks

Related guide in this series · IELTS Academic instructions

Read eduKateSG’s 200-word vocabulary guide for more ways to group and practise vocabulary.

Back to the 200-word list · Back to contents