EIKEN Grade 3 flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Reading: signal word however

A conjunction marking contrast. When a passage says 'however', the next idea opposes the previous one, so comprehension questions about the writer's view often hinge on this word.

Reading: blank-filling strategy

Identify the missing part of speech first: noun, verb, adjective, preposition, or conjunction. Then eliminate options that do not fit that grammatical slot or the surrounding collocation.

Reading: synonym in context

A vocabulary question asks which option is closest in meaning to an underlined word. The correct answer must fit the sentence's context, not just share a dictionary meaning.

Reading: reference question

A question asking what 'it', 'they', or 'this' refers to. Find the nearest preceding noun phrase that agrees in number and makes sense in the sentence.

Reading: scanning for details

When a question asks about a name, date, price, or place, locate that exact item in the passage. The answer is usually stated directly in one sentence.

Reading: passage length

Grade 3 reading passages are short, roughly 200 to 300 words, on everyday topics such as school, travel, health, hobbies, and simple news stories.

Reading: cause and effect markers

Words like because, so, therefore, and as a result signal a reason or consequence. Questions about why something happened usually target the sentence containing these markers.

Reading: time per item

Spend no more than about two minutes on one reading item. There is no penalty for wrong answers, so answer every question before time ends.

Listening: Part 2 format

Dialogues with no printed answer choices. The candidate writes a short answer, often a single word or number, on the answer sheet while listening.

Listening: recordings played twice

Each listening recording is played two times. Use the first pass to understand the situation and the second to confirm the specific detail the question asks for.

Listening: correction trap

A speaker may mention a time or price and then change it, saying 'Actually, make it...'. The final stated value is the answer, not the first one.

Listening: similar number sounds

Pairs like thirteen/thirty and fifteen/fifty are easily confused. Listen for stress: -teen numbers are stressed on the second syllable, -ty numbers on the first.

Listening: question order

Information in a listening recording appears in the same order as the questions. Answer as you listen rather than waiting until the recording ends.

Listening: Part 3 monologue

Short talks with printed choices. Questions ask about the speaker's main point, purpose, or a stated detail, usually restated near the start or end.

Listening: predicting from choices

Before the recording starts, read the printed choices and guess what type of information is needed: a place, a time, a reason, or a person.

Listening: writing answers clearly

In Part 2, write answers legibly on the answer sheet in the time given. Spelling errors in short answers can cost points even when the detail was heard correctly.

Writing: word count target

The Grade 3 writing task requires an English response of roughly 25 to 35 words. Too few words risks an incomplete answer; too many increases the chance of errors.

Writing: position plus reason

Every response needs two parts: a clear statement of your position in the first sentence, and one reason or example in the second sentence.

Writing: answer the question

The prompt gives a specific situation and question. The response must address that question directly; an unrelated opinion does not satisfy the task even if the English is correct.

Writing: accuracy over complexity

Simple, correct sentences score better than complex sentences with errors. Control the structures you know rather than attempting advanced grammar you cannot manage.

Writing: common error checklist

Before finishing, check subject-verb agreement, tense consistency, articles (a, an, the), and plural -s. These are the most frequent errors at this level.

Writing: tense matching

Use the tense the question uses. A question about future plans calls for will or be going to; a question about a past event calls for the past tense.

Writing: avoid copying prompt

Do not repeat the question wording word for word. Rephrase it into your own sentence to show you understood the situation and question.

Writing: giving an example

Adding a concrete example, such as 'For example, I play tennis every Sunday', strengthens a reason and shows the examiner you can extend an idea.

Speaking: four parts

The individual speaking test has reading aloud, questions about the passage, questions about a picture, and questions about the candidate's own life and opinions.

Speaking: reading aloud pace

Read at a natural pace and pause at commas and periods. Rushing lowers clarity; pronunciation, rhythm, and intelligibility are what the examiner scores.

Speaking: describing a picture

Use the present continuous (is/are + -ing) for actions and add location phrases such as in the park or at the station to make descriptions complete.

Speaking: personal question answers

Answer with a complete sentence plus one supporting detail. 'Yes, I do. I like it because it is relaxing' is stronger than a one-word reply.

Speaking: asking for repetition

If a question is unclear, say 'Could you say that again, please?'. This is allowed and does not lose points; guessing wildly is riskier.

Speaking: scoring criteria

The examiner assesses fluency, vocabulary, grammar, and pronunciation. Short hesitations are fine, but long silences and one-word answers lower the score.

Speaking: preparation time

Before reading aloud, read the passage silently during the preparation time. Note word endings such as -s and -ed and plan where to pause.

Speaking: reusable personal topics

Prepare short answers for common topics: hobbies, school subjects, weekend activities, favorite food, and future plans. Rehearsed content frees attention for fluency.