PEIC YL Breakthrough key terms

A picture the examiner shows the candidate to start a task. The candidate looks at it, listens to questions, and answers or describes what is happening in the scene.

To say what people, objects, and actions can be seen in a picture, using present continuous verbs and prepositions of place. Candidates do this in speaking tasks and sometimes in writing.

A question asked by the person testing the candidate, often about a picture, personal information, or a familiar topic. The candidate should answer clearly and may be asked to give a reason.

A question about the candidate's own life, such as name, age, school, family, hobbies, or daily routine. Answers are short but should be complete sentences in the speaking test.

An extra question the examiner asks after the first answer, often starting with why or how. It checks whether the candidate can add detail or give a simple reason.

Adding because or so to an answer to explain it, for example 'I like football because it is fun.' This shows the candidate can link ideas, not just give one-word replies.

How clearly a candidate says words, including individual sounds, word stress, and rhythm. In a speaking test, clear pronunciation matters more than having a perfect accent.

The strongest beat in a word, said louder and longer than the other parts, for example the first syllable in TEA-cher. Correct stress helps listeners understand the word quickly.

The rise and fall of the voice across a sentence. A rising voice often marks a yes/no question, and a falling voice often marks a statement or a wh-question.

The way speakers share a conversation, taking turns to talk and listen without interrupting too much. Candidates show this by waiting, responding, and letting the examiner finish a question.

A polite phrase used when something is not understood, such as 'Sorry, can you repeat that?' or 'What does this word mean?' It keeps the conversation going instead of stopping it.

A short sound or word that shows you are listening, such as 'mm', 'yes', or 'OK'. These small responses help a conversation feel natural and friendly.

A speaking task where the candidate pretends to be in a real situation, such as buying a ticket or asking for directions, and talks with the examiner or another student.

Fixed phrases used for everyday purposes, such as asking for help, making a request, apologising, or giving directions. Candidates learn these as whole chunks rather than single words.

A way of asking for something politely, often with could, would, or please, for example 'Could you open the window, please?' It is common in role-play and classroom tasks.

A brief reply, often one or two words, used in listening tasks where the candidate must not write a full sentence. The answer must match the question type asked.

A task where the candidate chooses one answer from two, three, or four options, often A, B, or C. In listening, the options may be pictures or short phrases rather than long sentences.

A wrong option in a listening or reading task that looks possible but does not match the text. Distractors often use words from the recording but give a different meaning.

A task where the candidate writes a word or short phrase into a blank in a sentence, note, or form. The missing word must fit both the meaning and the grammar.

A listening task where the candidate fills in missing words in notes or a table while listening. Answers are usually short, and spelling and number of words allowed matter.

An important word in a question that helps the candidate find the answer in the text or recording. Underlining keywords before listening or reading is a useful strategy.

To say the same idea with different words. Listening and reading tasks often paraphrase the question, so the exact words in the question may not appear in the text.

A word with a similar meaning to another word, such as big and large. Recognising synonyms helps candidates match questions to texts and recordings that use different vocabulary.

A word with the opposite meaning to another word, such as hot and cold. Antonyms are often used in texts to contrast ideas or in questions to test careful reading.

To read quickly to get the general idea of a text without reading every word. Skimming is useful before answering questions about the main topic or purpose.

To look quickly through a text for specific information, such as a name, date, or number, without reading everything. The eyes move fast until the target word is found.

The most important point of a paragraph or text. Questions about the main idea ask what the text is mostly about, not for a small detail.

A sentence, usually first in a paragraph, that states the paragraph's main point. Finding topic sentences helps candidates understand how a text is organised.

Understanding something that is suggested but not stated directly. Readers use clues in the text and their own knowledge to work out the meaning.

A word or phrase around an unknown word that helps the reader guess its meaning. Examples, definitions, and contrasts in the sentence are common types of clue.

A word such as it, they, this, or he that points back to something already mentioned. Understanding reference words helps readers follow who or what a sentence is about.

The way sentences and ideas in a text are connected, using linking words, pronouns, and repeated vocabulary. Strong cohesion makes a text easy to follow.

A word or phrase that links ideas, such as and, but, because, so, however, or first. Connectors show whether ideas are added, contrasted, or caused.

A group of sentences about one idea, usually starting on a new line. In writing tasks, clear paragraphs help the reader follow the answer.

Making short notes about what to write before starting, such as ideas, order, and useful words. A few minutes of planning improves organisation and reduces mistakes.

A first version of a piece of writing that can be checked and improved. Candidates should leave time to read their draft and correct errors before finishing.

Reading your own writing carefully to find and correct mistakes in grammar, spelling, punctuation, and word order before handing it in.

The number of words a writing task asks for, such as about 50 words. Going far below or above the limit can lose marks, so candidates should count roughly.

The words that tell the candidate what to do, such as who to write to, what to include, and how long the answer should be. Missing part of it loses marks.

The person or people the writing is for, such as a friend, a teacher, or a newspaper reader. The audience affects the style, from informal to formal.

The level of formality in language, from informal words like 'hi' to formal phrases like 'Dear Sir or Madam'. Choosing the right register matches the audience and purpose.

A letter written to someone you do not know well, such as a school or company. It uses polite phrases, full forms, and a clear structure with a greeting and closing.

A message to a friend or family member using everyday language, contractions, and a friendly tone. It often starts with 'Hi' and ends with a simple closing.

The marks used in writing, such as full stops, commas, question marks, and capital letters. Correct punctuation makes meaning clear and is part of the writing mark.

Writing words with the correct letters in the correct order. In listening and writing tasks, answers with wrong spelling may be marked incorrect even when the meaning is right.

A group of words with a subject and a verb that expresses a complete idea. It begins with a capital letter and ends with a full stop, question mark, or exclamation mark.