EIKEN Grade 1 key terms

A conclusion drawn from evidence in a text rather than stated outright. Grade 1 reading questions often ask what a writer implies about causes, motives, or likely outcomes.

A meaning suggested indirectly by word choice or context rather than said explicitly. Distinguishing implication from stated fact is a core skill in long EIKEN Grade 1 passages.

The emotional or evaluative association a word carries beyond its literal meaning. Recognizing whether a term sounds approving, neutral, or critical helps identify an author's stance.

The attitude an author conveys toward the subject, such as skeptical, sympathetic, or ironic. Questions may ask you to characterize tone from adjectives and qualifiers in the passage.

The way sentences and paragraphs are linked so a text reads as one unit. Pronouns, repeated key nouns, and transition words all create cohesion in academic English.

The logical ordering of ideas so each point follows from the previous one. A coherent essay moves from claim to support to conclusion without unexplained jumps.

A single sentence that states the central claim of an essay or argument. Locating it early in a passage helps you predict how the rest of the text will develop.

An opposing view that a writer acknowledges and then answers. Recognizing where an author concedes a point prevents misreading the passage's overall position.

The part of an argument that directly answers an objection. It usually follows a concession and signals the writer's final position with phrases like 'however' or 'even so'.

A point a writer grants to the opposing side to appear fair or to narrow the debate. Concessions are often introduced by 'admittedly' or 'it is true that'.

A word or phrase such as 'nevertheless' or 'in contrast' that shows how two ideas relate. Misreading a transition can reverse the meaning of a whole paragraph.

A rhetorical move that sets two ideas against each other to highlight differences. Signal words include 'whereas', 'unlike', and 'on the other hand'.

A restatement of a text's meaning in different words. In reading and listening items, the correct answer usually paraphrases the source rather than repeating it.

A word with a similar meaning to another in a given context. Recognizing synonyms lets you match answer choices to the passage when the wording differs.

A habitual word pairing such as 'pose a threat' or 'draw a distinction'. Natural collocations are a frequent target in writing and listening tasks.

The level of formality a text uses, from conversational to academic. Grade 1 writing expects a consistent formal register without slang or contractions.

Language that softens a claim, such as 'tend to', 'may', or 'it is likely that'. Academic writers hedge to avoid overstating what evidence supports.

Facts, examples, or data offered to support a claim. A strong essay paragraph pairs a clear topic sentence with concrete evidence and an explanation.

The sentence that states the main idea of a paragraph. Placing it first gives readers a clear signal of what the paragraph will argue or describe.

A brief account of a text's main points without added opinion. Success in listening and reading tasks often depends on summarizing rather than recalling details.

The overall meaning or main point of a spoken or written text. Listening questions frequently ask for the gist rather than specific numbers or names.

An answer choice that sounds plausible but is not supported by the recording. Distractors often repeat a word from the audio while changing the relationship between ideas.

Writing brief keywords and symbols while listening to track structure and key points. Effective notes mark signposts, examples, and any shift in the speaker's argument.

A spoken phrase such as 'first', 'to sum up', or 'on the other hand' that shows the structure of a talk. Signposts help listeners anticipate what comes next.

The position or attitude a speaker takes toward the topic, signaled by stress, word choice, and qualifiers. Identifying stance is often the key to a listening item.

A question asked for effect rather than to obtain an answer. It often appears in persuasive speeches to draw listeners toward the speaker's conclusion.

The ability to speak smoothly at a natural pace with few long pauses. In the speaking test, fluency matters more than avoiding every minor grammar slip.

A pause or filler such as 'um' while searching for words. Occasional hesitation is normal, but frequent long pauses reduce clarity in the speaking test.

How clearly a speaker produces sounds, stress, and intonation. Clear stress on key words helps an examiner follow your argument even when vocabulary is simple.

The rise and fall of pitch across a sentence. It signals questions, lists, and emphasis, and helps listeners segment speech into meaningful units.

The convention of letting one speaker finish before another begins. In paired speaking tasks, inviting your partner in shows interactive competence.

A request or explanation that makes a point clearer, such as 'Do you mean that...?'. Asking for clarification politely keeps a discussion moving instead of guessing.

The reasons a speaker gives for holding an opinion. In the speaking test, every opinion should carry a justification, ideally with an example.

A short summary placed at the start of an academic article. Reading the abstract first gives you the study's purpose, method, and conclusion quickly.

A brief personal story used to illustrate a point. Writers often open an essay with an anecdote before moving to a general claim.

A subtle difference in meaning or attitude. Grade 1 items often turn on nuance, where two answer choices differ only slightly in emphasis.