IELTS General Training key terms

An answer option that sounds plausible but is wrong, often using a word heard in the recording or a number close to the correct one. Recognising distractors stops you choosing a familiar word instead of the actual answer.

Words and phrases that signal what a speaker is about to do, such as 'however', 'moving on', 'to sum up' or 'the main reason is'. They help you predict where answers will fall in a recording.

A Listening task where you fill gaps in lecture or conversation notes using words heard in the audio. Answers usually respect a word limit and must fit grammatically into the gap.

A Listening task where you label places on a plan or map while a speaker gives directions. You need compass points, prepositions of place and left-right orientation to follow the route accurately.

Writing words exactly as heard, including double letters, silent letters and proper names. In Listening gap-fill tasks, a correctly heard answer spelled wrongly earns no mark, so practise spelling names and places.

The instruction stating how many words an answer may contain, for example 'NO MORE THAN TWO WORDS AND/OR A NUMBER'. Exceeding it makes the answer wrong even if the meaning is correct.

Expressing the same meaning with different words, such as 'costly' for 'expensive'. Test questions paraphrase the recording or passage, so matching exact wording rather than meaning often leads to the wrong answer.

One of the four parts of the IELTS Listening test, each with ten questions. Sections move from everyday transactional conversations to academic monologues, so difficulty and topic type change as you progress.

Moving your eyes quickly over a text to locate a specific word or number without reading every sentence. It is the fastest way to find where an answer is likely to be in a passage.

Reading quickly for the general idea or structure of a passage, often by looking at headings, first sentences and conclusions. It helps you decide where to read closely for detail.

A Reading task judging whether a statement agrees with the passage, contradicts it, or is not addressed at all. 'Not Given' means the text is silent, not that the statement is false.

A Reading task judging whether a statement matches the writer's opinion or claim. 'No' means the writer says the opposite, while 'Not Given' means the writer does not comment on it.

A Reading task where you choose the heading that best summarises each paragraph's main idea. The correct heading covers the whole paragraph, not a single striking detail mentioned in it.

The sentence, usually near the start of a paragraph, that states its central point. Finding topic sentences quickly is the key skill for heading-matching and summary tasks.

A Reading task where you fill gaps in a short summary of part of the passage. Answers must fit the grammar of the sentence and stay within any stated word limit.

The opinion or attitude an author expresses, often through evaluative adjectives, modal verbs or contrast words. Distinguishing it from neutral factual reporting is essential for Yes/No/Not Given items.

A conclusion you draw from evidence in the text rather than from a directly stated sentence. IELTS Reading sometimes requires it, but you must stay strictly within what the passage supports.

The Writing Task 1 criterion measuring whether you covered all the bullet points, explained them adequately and wrote for the right reader. Missing or underdeveloping a bullet point lowers this score.

The three prompts in General Training Writing Task 1 that tell you what to include in your letter. Each must be addressed with relevant detail, for example explaining, requesting or suggesting as instructed.

A letter to someone you do not know personally, such as a manager or council office, opening with 'Dear Sir or Madam' and using polite, impersonal language. Contractions and slang are usually avoided.

A letter to someone you know but address politely, such as a neighbour, landlord or colleague. It balances friendly warmth with respect, often opening with 'Dear Mr Smith' and closing with 'Best regards'.

A letter to a friend or relative, using contractions, phrasal verbs and a relaxed tone. It still needs clear purpose, full development of each bullet point and a natural opening and closing.

The level of formality and attitude conveyed by your word choice, such as friendly, apologetic or firm. Tone must match the reader and purpose, and inconsistency is penalised in both writing tasks.

A Writing criterion assessing how logically ideas are organised and linked with referencing and connectors. Clear paragraphing and appropriate linking words raise this score; overused or mechanical linkers lower it.

Connectors such as 'however', 'therefore', 'in addition' and 'whereas' that show relationships between ideas. Used accurately they guide the reader; used mechanically in every sentence they weaken cohesion.

Dividing writing into clear paragraphs, each with one central idea and a logical link to the next. In Task 2, an introduction, two or three body paragraphs and a conclusion is a reliable structure.

The clear opinion or stance you state and support in a Task 2 essay. It should appear in the introduction and conclusion, and every body paragraph should relate back to it.

The Task 2 criterion measuring whether you answered the whole question with a clear position and well-developed, relevant ideas. Ignoring part of the question or drifting off topic reduces the score.

A short statement in Academic Task 1 summarising the main trends or differences without listing every figure. It normally sits after the introduction and is essential for a high task achievement score.

Reporting the key figures, changes and comparisons shown in a chart, table or graph. Select and group significant features rather than describing every number mechanically.

The ability to speak at a natural pace with limited hesitation and without frequent self-correction. It does not mean speaking fast; smooth, sustained speech with clear linking of ideas matters more.

In Speaking, organising ideas so they follow logically, using discourse markers such as 'firstly', 'on the other hand' and 'to be honest'. It helps the examiner follow your answer easily.

The range and precision of vocabulary you use, including less common words and natural collocations. Paraphrasing the examiner's question instead of repeating it demonstrates stronger lexical resource.

Words that naturally go together, such as 'heavy rain', 'make a decision' or 'strong argument'. Using correct collocations makes speech sound natural and supports a higher lexical resource score.

The prompt in Speaking Part 2 giving a topic and points to cover, with one minute to prepare and up to two minutes to speak. You should address every point and keep talking for the full time.

The extended individual speaking task in Part 2, where you talk uninterrupted about a topic. Practising a clear structure, such as past, present and future details, helps you fill the time confidently.

How clearly you produce sounds, stress and intonation so a listener can understand you without effort. Features such as word stress and sentence rhythm matter more than having a native-like accent.

Restating the examiner's question in your own words before answering, which shows vocabulary range and buys thinking time. It should sound natural, not like a mechanical repetition with one word swapped.