to free someone from blame, guilt, or responsibility
The new evidence did not absolve the manager of responsibility for ignoring the warning.
Tim's Teachers Vocabulary Mastery
High-Utility Vocabulary for ISEE & SSAT
Chapter
2
30 High-Utility Words
Name
Date
Section 1 Learn the Words
Read each word, its part of speech and its meaning. Say the word aloud, then read the example sentence. The Chinese is a quick support only.
absolve
verb 免除；赦免
alleviate
verb 减轻；缓解
to make pain, difficulty, or a problem less severe
Adding an extra bus route helped alleviate crowding during the morning commute.
ambivalent
adjective 矛盾的；犹豫不决的
having mixed or conflicting feelings about something
Maya felt ambivalent about transferring schools because she wanted new opportunities but would miss her friends.
animosity
noun 敌意；憎恶
strong dislike or hostility
Years of rivalry created animosity between the two teams, even after the original dispute had ended.
antagonize
verb 激怒；使对立
to cause someone to become hostile or unfriendly
The mediator warned both sides not to antagonize one another with sarcastic remarks.
arbitrate
verb 仲裁；调解
to settle a disagreement by acting as a neutral judge
The committee asked an independent expert to arbitrate the dispute over how the prize money should be divided.
assimilate
verb 吸收；同化
to absorb and understand information or become part of a group
Students need time to assimilate a large amount of new information before they can apply it confidently.
astute
adjective 精明的；敏锐的
clever and quick to understand situations
Her astute observation revealed a factor that the rest of the group had overlooked.
audacious
adjective 大胆的；无畏的
bold and willing to take risks, sometimes shockingly so
The climber's audacious plan required careful preparation because a single mistake could have serious consequences.
avert
verb 避免；防止
to prevent something bad from happening
Quick action by the engineers helped avert a larger failure in the water system.
credible
adjective 可信的；可靠的
believable and worthy of trust
The committee considered the report credible because its claims were supported by consistent evidence.
cursory
adjective 粗略的；草率的
quick and not detailed or thorough
A cursory inspection missed the crack that a more careful examination later revealed.
dearth
noun 缺乏；不足
a lack or shortage of something
A dearth of reliable data made it difficult to evaluate the program fairly.
deficient
adjective 缺乏的；不足的
not having enough of something essential
The soil was deficient in nitrogen, so the plants grew slowly despite regular watering.
detract
verb 减损；贬低
to reduce the value, importance, or quality of something
A few spelling errors should not detract from an otherwise thoughtful and well-supported argument.
digress
verb 离题；偏离主题
to move away from the main subject while speaking or writing
The speaker began to digress into unrelated stories before returning to the main question.
distort
verb 歪曲；扭曲
to twist or change the truth, meaning, or appearance of something
Leaving out key facts can distort the reader's understanding of what actually happened.
elicit
verb 引出；诱出
to draw out a response, answer, or reaction
The interviewer asked an open-ended question to elicit a more detailed response.
exacerbate
verb 使恶化；加剧
to make a problem, condition, or situation worse
Ignoring the leak would only exacerbate the damage to the building.
explicit
adjective 明确的；清楚的
stated clearly and directly, leaving no doubt
The safety instructions were explicit, so every student knew exactly what steps were required.
fallacy
noun 谬论；错误观念
a mistaken belief or faulty idea, especially in reasoning
The claim that one successful example proves a rule in every case is a fallacy.
fastidious
adjective 挑剔的；一丝不苟的
very careful about details and difficult to please
The fastidious editor checked every citation, date, and punctuation mark before publication.
feasible
adjective 可行的；切实可行的
possible and practical to do successfully
The original proposal was too expensive, so the team developed a more feasible approach.
foreboding
noun 不祥的预感
a feeling that something bad is going to happen
A sense of foreboding spread through the hikers as the sky darkened and the wind increased.
formulate
verb 制定；构想
to develop or create something carefully, such as a plan or idea
After analyzing the survey results, the council began to formulate a new policy.
fortify
verb 加强；巩固
to strengthen or protect something
Workers used steel supports to fortify the old bridge before reopening it to traffic.
grapple
verb 努力解决；设法应对
to struggle with or work hard to understand a difficult problem
The class had to grapple with two conflicting interpretations of the same historical event.
hindrance
noun 障碍；妨碍
something that makes progress difficult
Poor internet access became a serious hindrance when the team tried to share large research files.
hypothetical
adjective 假设的；假定的
based on an imagined situation rather than a real one
The teacher gave a hypothetical example so students could test the rule without referring to a real case.
imperative
adjective 极其重要的；必要的
extremely important or necessary
It is imperative that researchers obtain permission before collecting private information.
Section 2 Immediate Retrieval
Write the word that matches each meaning. Do not look back at the word cards.
1.
An inspection is so quick that important details are missed. Which C-word describes it?
2.
A new schedule makes a difficult problem less severe. Which A-word fits?
3.
You take in unfamiliar material until it becomes understandable. Which A-word fits?
4.
A graph gives a misleading picture of the data. Which D-word describes what it does?
5.
You have an uneasy sense that trouble is coming. Which F-word names the feeling?
6.
Workers add supports to make a structure stronger. Which F-word fits?
7.
A repair cannot safely be postponed. Which I-word describes how necessary it is?
8.
A rude remark makes another person more hostile. Which A-word describes the action?
9.
A teacher asks about an imagined situation. Which H-word describes it?
10.
A neutral person is asked to settle a dispute. Which A-word describes the role?
11.
A repeated obstacle slows progress. Which H-word names it?
12.
An argument depends on faulty reasoning. Which F-word names the error?
13.
A question draws a detailed response from a quiet student. Which E-word fits?
14.
You want two conflicting things at the same time. Which A-word describes the feeling?
15.
A distracting feature makes an otherwise strong presentation less effective. Which D-word fits?
16.
A diet lacks enough of an essential nutrient. Which D-word describes it?
17.
A plan is surprisingly bold and risky. Which A-word describes it?
18.
A committee carefully develops a new plan. Which F-word fits?
19.
A bad decision makes an existing problem worse. Which E-word fits?
20.
Students struggle seriously with a difficult idea. Which G-word fits?
21.
A rule is stated directly instead of being implied. Which E-word describes it?
22.
Quick action stops a disaster before it happens. Which A-word fits?
23.
A school has far too few qualified substitutes. Which D-word names the shortage?
24.
Two groups show deep hostility toward each other. Which A-word names it?
25.
An editor is extremely exacting about tiny details. Which F-word describes the editor?
26.
A speaker wanders away from the main topic. Which D-word fits?
27.
Someone notices an important detail that others miss. Which A-word describes the person?
28.
A report is believable because its evidence can be checked. Which C-word describes it?
29.
A plan can actually be carried out with the available time and money. Which F-word describes it?
30.
New evidence clears a person of blame. Which A-word fits?
Section 3 Review from Earlier Chapters
These words come from earlier lessons. Use what you remember - the meanings are not repeated here.
1.
After the budget was reduced, the team had to ______ the original plan before construction could begin.
2.
Which earlier word best completes the sentence?
□derive
□contrast
□establish
□analyze
3.
The number is close to the exact amount but is not exact. Which earlier word fits?
4.
The rule seemed ______ because no one could explain why it applied to one group but not the other.
5.
Which earlier word best completes the sentence?
□analyze
□derive
□establish
□contrast
6.
Two reasonable readers understand the same wording in different ways. Which earlier word fits?
7.
When the first method failed, the researchers tried a different ______ to solve the problem.
8.
Which earlier word best completes the sentence?
□consequence
□approach
□criterion
□contrast
9.
The students examine the information closely and consider its separate parts. Which earlier word fits?
10.
Many scientific terms ______ from Greek or Latin roots.
11.
Which earlier word best completes the sentence?
□approximate
□consistent
□arbitrary
□ambiguous
12.
The task is to recognize the difference between two very similar things. Which earlier word fits?
Section 4 Context Practice
Choose the word that best completes each sentence. Fill in one box for each question.
1.
Early repairs may ______ a complete shutdown of the aging water system.
□avert
□formulate
□digress
□elicit
2.
Frequent power outages became a major ______ to completing the project on schedule.
□foreboding
□hindrance
□animosity
□fallacy
3.
The argument rests on a(n) ______: it assumes that because one event happened before another, it must have caused it.
□foreboding
□dearth
□fallacy
□hindrance
4.
The coach tried to reduce the ______ between two players whose rivalry was hurting the team.
□dearth
□animosity
□foreboding
□consequence
5.
The teacher gave ______ instructions about which sources students were allowed to use.
□explicit
□cursory
□ambiguous
□credible
6.
Students often need time to ______ unfamiliar concepts before they can apply them independently.
□fortify
□antagonize
□distort
□assimilate
7.
The survey used open-ended questions to ______ detailed comments rather than simple yes-or-no responses.
□elicit
□detract
□contrast
□avert
8.
The committee used the survey results to ______ a new policy on after-school transportation.
□elicit
□approximate
□formulate
□fortify
9.
a(n) ______ of affordable housing has forced many workers to commute from distant towns.
□fallacy
□dearth
□animosity
□hindrance
10.
The explorer proposed a(n) ______ route across terrain that no member of the team had crossed before.
□astute
□credible
□explicit
□audacious
11.
Cutting maintenance funds could ______ the existing safety problems in the old building.
□avert
□exacerbate
□fortify
□alleviate
12.
The new security footage did not ______ the driver of responsibility because it showed that he had ignored the warning.
□arbitrate
□assimilate
□absolve
□antagonize
13.
The students had to ______ with the ethical consequences of using private data in their research.
□detract
□consequence
□digress
□grapple
14.
The report was ______ in reliable evidence, so the committee postponed its decision.
□deficient
□feasible
□distinguish
□credible
15.
The two groups asked a neutral panel to ______ their disagreement over access to the shared laboratory.
□formulate
□elicit
□arbitrate
□assimilate
16.
Quoting only half of the sentence could ______ the author's intended meaning.
□elicit
□fortify
□alleviate
□distort
17.
The first design was too expensive, but the revised version was ______ within the available budget.
□explicit
□feasible
□deficient
□ambivalent
18.
Nora felt ______ about accepting the scholarship because it offered a great opportunity but required moving far from home.
□ambivalent
□audacious
□contrast
□astute
Section 5 Semantic Discrimination
All four words are close in meaning. Choose the one that fits the situation most precisely.
1.
A reviewer glances over a forty-page report in two minutes and misses several important details. Which adjective fits most precisely?
□consistent
□hasty
□superficial
□cursory
2.
A speaker leaves the main issue to tell a long unrelated story before returning to the topic. Which verb fits most precisely?
□digress
□ramble
□deviate
□wander
3.
Engineers add barriers and supports so a structure can resist stronger forces. Which verb fits most precisely?
□reinforce
□fortify
□protect
□strengthen
4.
A confusing final paragraph makes an otherwise strong essay less effective. Which verb fits most precisely?
□consequence
□reduce
□detract
□weaken
5.
A speaker intentionally mocks an audience and causes listeners to become more hostile. Which verb fits most precisely?
□arbitrary
□antagonize
□irritate
□offend
6.
A report is supported by reliable records, independent witnesses, and consistent data. Which adjective fits most precisely?
□arbitrary
□convincing
□reliable
□credible
7.
Before entering an abandoned building, a student has a strong sense that something bad is about to happen. Which noun fits most precisely?
□contrast
□apprehension
□foreboding
□unease
8.
A safety officer says replacing the damaged valve cannot be postponed without serious risk. Which adjective fits most precisely?
□imperative
□essential
□urgent
□necessary
9.
An editor notices tiny spacing errors, inconsistent punctuation, and minor formatting differences that others ignore. Which adjective fits most precisely?
□meticulous
□particular
□fastidious
□exact
10.
A new medication does not cure the condition, but it makes the pain much less severe. Which word fits most precisely?
□reduce
□ease
□relieve
□alleviate
11.
A teacher asks students to reason about an invented case that has not actually happened. Which adjective fits most precisely?
□supposed
□hypothetical
□imaginary
□theoretical
12.
A manager quickly recognizes a hidden weakness in a proposal that most people overlook. Which adjective fits most precisely?
□astute
□clever
□perceptive
□discerning
Section 6 Synonyms
Choose the word that is closest in meaning to the word in capital letters.
S1.
HINDRANCE:
□advantage
□impediment
□solution
□result
S2.
DIGRESS:
□deviate
□repeat
□distort
□conclude
S3.
EXACERBATE:
□alleviate
□aggravate
□stabilize
□prevent
S4.
ASSIMILATE:
□announce
□separate
□reject
□absorb
S5.
DEARTH:
□scarcity
□abundance
□quality
□variety
S6.
AUDACIOUS:
□astute
□cautious
□daring
□ordinary
S7.
ELICIT:
□evoke
□repeat
□avoid
□suppress
S8.
GRAPPLE:
□avoid
□wrestle
□repeat
□glance
S9.
CREDIBLE:
□ordinary
□careless
□cursory
□believable
S10.
FEASIBLE:
□costly
□theoretical
□workable
□impossible
S11.
ABSOLVE:
□condemn
□exonerate
□absorb
□resolve
S12.
AVERT:
□observe
□cause
□announce
□prevent
S13.
ARBITRATE:
□arrange
□advocate
□adjudicate
□argue
S14.
ASTUTE:
□shrewd
□strict
□audacious
□uncertain
S15.
ALLEVIATE:
□aggravate
□elevate
□relieve
□retain
S16.
CURSORY:
□detailed
□thorough
□careful
□superficial
S17.
HYPOTHETICAL:
□explicit
□theoretical
□credible
□practical
S18.
EXPLICIT:
□definite
□cursory
□doubtful
□vague
S19.
AMBIVALENT:
□decisive
□hostile
□conflicted
□certain
S20.
DEFICIENT:
□credible
□complete
□excessive
□lacking
S21.
FORTIFY:
□reinforce
□digress
□distort
□remove
S22.
DISTORT:
□confirm
□misrepresent
□fortify
□clarify
S23.
FASTIDIOUS:
□audacious
□casual
□meticulous
□flexible
S24.
DETRACT:
□diminish
□repeat
□enhance
□attract
S25.
ANTAGONIZE:
□appease
□analyze
□imitate
□provoke
S26.
FORMULATE:
□observe
□devise
□destroy
□obtain
S27.
FALLACY:
□conclusion
□misconception
□evidence
□principle
S28.
ANIMOSITY:
□hostility
□anxiety
□curiosity
□friendship
S29.
FOREBODING:
□relief
□animosity
□dread
□confidence
S30.
IMPERATIVE:
□minor
□ambivalent
□optional
□essential
Section 7 Cumulative Reading
Read the passage carefully. You may underline words you recognise from this lesson and earlier lessons.
Repairing the Library Roof
When a severe storm damaged the roof of Westfield Middle School's library, the principal faced a difficult choice. One contractor proposed a quick repair, while another recommended replacing the entire roof. The first estimate was far cheaper, but a cursory inspection could easily miss hidden damage. Because the decision involved student safety, the principal believed it was imperative to gather credible evidence before approving either plan.
A structural engineer was asked to evaluate the building. Her report was explicit: several wooden supports had weakened, and repeated leaks could exacerbate the problem if another storm arrived. However, she also explained that a complete replacement was not the only feasible approach. Workers could fortify the damaged sections, replace the worst materials, and improve drainage for much less money. This recommendation helped alleviate some of the principal's concern, but the school board remained ambivalent. Members wanted to protect students, yet they were reluctant to spend money that might be needed for other repairs.
During the meeting, one board member made an audacious proposal: close the library for the entire year and rebuild the roof from scratch. Another member argued that this would create a serious hindrance for students who depended on the library for research and after-school study. The discussion grew tense, and the board chair had to remind members not to antagonize one another. She asked the engineer to formulate three options with approximate costs, timelines, and risks.
The final plan combined immediate repairs with a larger renovation during summer break. It would not absolve the school of responsibility if new problems appeared, but it would reduce the most urgent risks while preserving access to the library. Before voting, the board also asked how future inspections would be documented and how families would be informed if the schedule changed. The engineer recommended quarterly checks during the first year and a written report after each major storm. These steps gave the board a clearer basis for comparing future conditions with the current evidence.
The board voted to adopt the plan after concluding that it was the most practical use of the available funds. By relying on evidence rather than assumptions, the group was able to avert a rushed decision and establish a clear course of action.
Section 8 Reading & Application
Answer the questions using the passage. For the written questions, reply in complete sentences on the lines provided.
1.
Why did the principal not want to rely only on the first inspection?
□The library had never been damaged by weather.
□The principal had already decided to replace the roof.
□The first contractor refused to give a price.
□A quick, superficial inspection might miss hidden damage.
2.
Why was the engineer's repair plan considered feasible?
□It required closing the library permanently.
□It ignored the weakened supports.
□It cost more than replacing the entire roof.
□It could address the major problems successfully without the cost of a complete replacement.
3.
Why was the school board ambivalent about the engineer's recommendation?
□Members disagreed about whether storms could damage roofs.
□Members wanted to protect students but were also concerned about using funds needed elsewhere.
□Members doubted that the library had any damage.
□Members wanted to remove the library from the school.
4.
Why did the board chair warn members not to antagonize one another?
□The discussion was becoming tense, and hostile behavior could make cooperation harder.
□She wanted the engineer to leave the meeting.
□She believed every member already agreed.
□She wanted the board to avoid discussing costs.
5.
What did the evidence-based process help the board avert?
□Access to the library during the school year.
□The need to compare several repair options.
□It helped the board avoid making a rushed decision without enough evidence.
□A summer renovation of the roof.
6.
Describe what would make a source credible, and give one example of an explicit statement that source might make.
7.
Describe one action that could alleviate a school problem and another action that could exacerbate the same problem.
8.
Formulate a plan for improving one part of your school or community, and explain why the plan is feasible.
9.
Describe a situation in which someone might feel ambivalent about an audacious decision.
Section 9 Final Retrieval
Close the workbook to the previous sections. Write the word for each meaning from memory.
1.
An editor repeatedly checks tiny details and is difficult to satisfy. Which lesson word describes the editor?
2.
An argument depends on faulty reasoning rather than sound evidence. Which lesson word names the error?
3.
A thoughtful question draws out a detailed answer from a quiet student. Which lesson word fits?
4.
A distracting design makes an otherwise strong presentation less effective. Which lesson word fits?
5.
After reading difficult material, you need time to absorb it into your understanding. Which lesson word fits?
6.
A plan is bold enough to surprise people and risky enough to worry them. Which lesson word describes it?
7.
A teacher asks students to reason through an imagined case. Which lesson word describes the case?
8.
A rule states exactly what must be done instead of leaving it implied. Which lesson word describes the rule?
9.
Quick action prevents a serious failure that otherwise might occur. Which lesson word fits?
10.
Workers strengthen a wall so it can resist future storms. Which lesson word fits?
11.
A student spots the one hidden detail that changes the whole conclusion. Which lesson word describes the student?
12.
A safety repair cannot be delayed without serious risk. Which lesson word describes how necessary it is?
13.
A long rivalry leaves two groups openly hostile toward one another. Which lesson word names the feeling?
14.
A town has almost no affordable housing available. Which lesson word names the shortage?
15.
Complete the sentence with the best lesson word: The new evidence may ______ the student of blame.
16.
Two sides ask a neutral expert to decide their dispute. Which lesson word fits?
17.
Before anything happens, you have a strong sense that trouble is approaching. Which lesson word names the feeling?
18.
A decision makes an existing problem noticeably worse. Which lesson word fits?
19.
A committee carefully develops a new policy after studying evidence. Which lesson word fits?
20.
A change reduces a problem without completely solving it. Which lesson word fits?
21.
A source is supported by records and independent evidence. Which lesson word describes it?
22.
A reviewer spends only a minute on a long report and misses key details. Which lesson word describes the review?
23.
One sarcastic remark makes an already tense audience more hostile. Which lesson word describes the action?
24.
A class spends days struggling to understand a difficult ethical problem. Which lesson word fits?
25.
You strongly want an opportunity but also strongly want to avoid what it requires. Which lesson word describes the feeling?
26.
A project can be completed with the available money, time, and people. Which lesson word describes it?
27.
A graph makes a tiny change look enormous and misleading. Which lesson word describes what it does?
28.
A report contains some evidence, but not enough of what is essential. Which lesson word describes it?
29.
A speaker leaves the main topic to tell an unrelated story. Which lesson word fits?
30.
One obstacle repeatedly slows progress on a project. Which lesson word names the obstacle?