TOEFL Vocabulary – “Educate” (Functional TOEFL Vocabulary)


The Word “Educate”


Educate Yourself - GiveMeSomeEnglish!!!


(Functional TOEFL Vocabulary)


“Educate” – (/EH-dʒə-kay[t]/ – /ˈɛ.dʒə.ke[t]/) [dynamic verb]…


  • “(to) Educate (one’s self or an other) is to provide or procure information upon any subject – either passively or actively, for the sake of expanding one’s comprehension – and thus – over-all knowledge of either a particular subject or all possible subjects, generally.”

“In order to excel on The TOEFL iBT Exam, is is necessary to educate oneself on what to expect in each section of the exam.”


To See Some Examples Of  “Transformational” Vocabulary For The Word “Educate”

Read The Full Post Here!!!


Have An Excellent Day!

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“Dad” – TOEFL Vocabulary (+ Speaking Section – Task One Tip)

The Word “Dad” – TOEFL Vocabulary

(“Level-Checking” – (semi-)”Functional” – “Unique Word Transformation” Vocabulary)

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“Dad” – (/dæ[d]/ – /dæ[d]/) [concrete noun]…

“The word ‘Dad’ is a colloquial term for the word ‘Father’.”


The word “Dad” – being the most common colloquial and familiar alternative to the word “Father” in the English language, can be fit into a number of the categories that I have included into The TOEFL Vocabulary Database.

  • It functions as “Level-Checking” Vocabulary, because the chances that one who is preparing for The TOEFL iBT Exam has not yet heard of, or knows, this word are quite low…  yet, if it happens, then this is a good indication that that person’s “Level” is not yet high enough for The TOEFL iBT Exam, and there-fore, also not high enough to excel in a University-type setting.  Additionally, it will be unconsiciously expected that a person in both situations – absolutely – will know this word…  Thus the term “Level-Checking”.
  • It functions as (semi-) “Functional” Vocabulary, because the chances that a person will hear this word in a question on the exam may happen – but more likely, the fact that a person may USE this word in his or her answer in the Independent Speaking Section, and Writing Section answers is quite high.  However, I use the prefix “semi-” because the person does not NEED to use this term.  If one wishes to mention his or her “Dad”, then that person can always say “Father”, “Papa”, or whatever else is more common from where that person comes from.

But There is Much More…

Read The Full Post


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Frequently Asked TOEFL Question #2 – Vocabulary (Part 1)

Q:  Should I be studying vocabulary For The TOEFL Exam?


Vocabulary - GiveMeSomeEnglish!!!

A: (short version)  Well, sure!  That certainly can’t hurt your score.  In fact, if you are able to successfully implement higher-levels of vocabulary into your speaking and writing responses, this will definitely improve your score…(in most cases.)  Sometimes it will increase it by a little, and sometimes by a lot.  This can also help you with some of the questions types in The Reading Section.

BUT…

A:  (more realistic version) You do not NEED to study vocabulary for The TOEFL Exam as there is no “Vocabulary Section” in the exam.  There are, however, vocabulary questions with-in The Reading Section – but the way that these questions are formulated are to test a persons ability to learn new vocabulary if they do not already know it…  Not to test the vocabulary that they already know.  (And here’s the most important part)


Read The Full Post Here


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Functional TOEFL Vocabulary #2 – “Campus”

TOEFL Vocabulary

For those of you who help student prepare for the TOEFL iBT Exam, you already know that there really is no such thing as TOEFL Vocabulary.  However, a lot of people seem to be stuck on this idea.  That is why I have created the TOEFL Vocabulary data-base.  Not all of the words in the data-base will be on the exam, but many of them will.  The rest of them can be used as a way to check one’s level.


(A Thorough Explanation Can Be Found Here)


But the ones that will definitely not be a waste of time for students to learn are being systematically turned into short/medium/long blog posts…  whatever is need for that word or group of words.

The Third In The Series Is Below


The Word “Campus”

(Functional TOEFL Vocabulary)


“Campus” – (/KæM-pihs/ – /ˈkæm.pə(ɪ)s/) [concrete & abstract noun]…

“The grounds, buildings, facilities, of a college, university, and/or institue of education.”

“In the Speaking Section of the TOEFL iBT Exam, the test-taker will be required to listen to, read, respond to and report about various campus-type situations…”


From the description and example sentence above, it should not be difficult to comprehend why the word “Campus” is our next “Functional” TOEFL Vocabulary word.


Read The Full Post Here


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(Read the First, and Second TOEFL Vocabulary Post)


Filler Activity – “Memory Dictation”

"Memory Dictation" - Filler Activity (theTEFLblog)

Memory Dictation


(Introduction & Review of Vocabulary, Listening, Memory, Spelling)

This activity can be used as a “Warm-Up” or a “Filler”.


The teacher explains to the students that he/she will be saying aloud, 10-12 words (the number is irrelevant) and that they must first just listen carefully. After all of the words have been spoken, the students must write down all of the words that they can remember.

These words can be taken from: previously learned material, upcoming material (as an introduction), or commonly mis-spelled or confused words (as entertainment).

As with any activity, the “rules” and scope of the exercise should be made to be appropriate for the teacher, students, and situation. But here a rough guideline that can be adhered to, in order to ensure that the activity runs smoothly.


  1. Students should listen first without writing anything
  2. Students remain quiet while listening and writing (no talking with each other, or asking questions either the teacher of each other)
  3. They should only need or be given a few minutes to write down the words (otherwise they will be prone to looking at each others’ papers
  4. The teacher then asks students to say the words that they remember and to spell them.
    • This step can be done in a number of ways:
      1. they can shout out what they remember
      2. they can be called on individually
      3. they can be asked to come up to board to write them down (if facilities make this possible)
  5. Some sort of reward system could be given (however this is a system that is sometimes contested with certain people, groups, schools, etc.

Other ways that this can be altered:


Any class-room activity can be altered in numerous different ways. For example:

  • The activity can be done in teams
  • The activity can act as the pre-cursor or sequel to a “scrambled” word exercise
  • These words can then be used to create sentences, stories, etc.

The possibilities are only as limited as the teacher and/or students make them.

If you have any suggestions you would like to share, I’m sure that they will be appreciated.


Have An Excellent Day!

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