EIKEN Grade Pre-1 Essay Vocabulary

Use these 200 EIKEN Grade Pre-1 essay words to build a clear opinion and develop two of the points supplied in English Composition. The list starts with familiar language and gives a plain-English meaning and usage example for every word.

In Japan’s EIKEN Grade Pre-1, write a 120–150-word essay on the given topic using two of the supplied points. The separate English Summary is 60–70 words. The first-stage Reading and Writing block lasts 90 minutes.

The 200-word list

1–20 Giving two clear reasons · 21–40 Everyday language for giving reasons · 41–60 Taking a position · 61–80 Connecting ideas · 81–100 Explaining cause and effect · 101–120 Comparing options and weighing costs · 121–140 Education and work · 141–160 Environment and infrastructure · 161–180 Talking about local issues · 181–200 Editing and technical accuracy

Exam requirements · Worked response · Model analysis · Fencing Method · Practice and FAQs · Ten focused practice drills

1–20 Giving two clear reasons

reason — an explanation that supports a decision or claim. give a reason for changing the schedule.
topic — the subject you are asked to write about. address the exact topic.
point — a main idea or reason used in an answer. develop each point in a short paragraph.
agree — hold the same view as someone or accept a statement. agree with the proposal.
disagree — hold a different view from someone or reject a statement. disagree with a compulsory rule.
useful — helping someone do something or meet a need. a useful service for commuters.
convenient — fitting easily into someone’s plans or situation. a convenient time for workers.
suitable — appropriate for a particular person or purpose. a suitable place for a workshop.
regular — happening often or at predictable times. regular access to a quiet room.
improvement — a change that makes something better. an improvement in bus frequency.
shortage — a situation in which less is available than needed. a shortage of study spaces.
local — relating to a nearby area or community. support local shops.
public — available to or concerning people generally. public access to sports facilities.
private — limited to a person or group or outside public ownership. private study space.
borrow — take something for a time before returning it. borrow sports equipment.
offer — make something available for people to accept or use. offer free evening classes.
manage — deal with a task or use a resource effectively. manage costs during a trial.
protect — keep someone or something from harm. protect younger pupils from traffic.
include — make someone or something part of a whole. include beginner sessions.
replace — put one thing in the place of another. replace old computers.

21–40 Everyday language for giving reasons

choice — a decision between possibilities. offer students a choice.
cost — the money or effort needed for something. reduce the cost of travel.
spend — use time or money for a purpose. spend less on repairs.
save — keep time or money for another use. save time on the journey.
share — use or have something with other people. share sports equipment.
provide — supply something people need. provide a quiet room.
measure — an action taken to address a problem. introduce a temporary measure.
improve — make something better. improve access to the library.
encourage — give someone a reason or confidence to act. encourage people to walk.
avoid — keep away from something or stop it happening. avoid unnecessary waste.
reduce — make something smaller or less severe. reduce traffic near the school.
increase — make or become larger in amount or level. increase the number of buses.
support — help someone or make a case stronger. support pupils who need practice.
depend — be decided or affected by another thing. depend on the weather.
compare — look at two or more things for similarities and differences. compare the cost of two plans.
prefer — like one option better than another. prefer travelling by train.
consider — think carefully about something before deciding. consider a cheaper option.
allow — give permission or make something possible. allow pupils to use the hall.
require — need something or make it compulsory. require additional staff.
opportunity — a useful chance to do something. an opportunity to learn a skill.

41–60 Taking a position

claim — a statement you want the reader to accept. make a claim.
stance — your position on a question. take a clear stance.
thesis — the central position or interpretation your response develops. support the thesis.
premise — an idea the argument starts from. question the premise.
assumption — something treated as true without being established. test the assumption.
assert — state a position firmly. assert that access matters.
argue — give reasons in support of a position. argue for a trial.
maintain — continue to hold or defend a view. maintain that the policy is fair.
contend — put forward a position that can be challenged. contend that the proposal is workable.
justify — give sufficient reasons for a decision or judgement. justify the expense.
advocate — publicly support an action or change. advocate for reform.
defend — answer criticism of a view or choice. defend a decision.
qualify — limit a statement so it applies only where warranted. qualify the conclusion.
concede — acknowledge a valid point made by the other side. concede that costs may rise.
rebut — answer an opposing claim with reasoning or evidence. rebut the objection.
counterargument — a reasoned objection to a position. address a counterargument.
reservation — a concern that makes agreement incomplete. express a reservation.
distinguish — show what makes two things different. distinguish cost from value.
criteria — standards used to judge something. agree on the criteria.
verdict — a final judgement reached after consideration. reach a verdict.

61–80 Connecting ideas

whereas — introduces a clause that contrasts with another. whereas the first option costs less.
although — introduces a fact that qualifies the main statement. although demand may rise.
however — signals a contrast or change in direction. however, costs remain uncertain.
nevertheless — signals that a point still holds despite a difficulty. nevertheless, the trial could go ahead.
conversely — introduces a contrasting relationship in the reverse direction. conversely, lower demand can free capacity.
similarly — points out a meaningful likeness. similarly, smaller groups need space.
likewise — shows that a similar point applies elsewhere. likewise, evening users need lighting.
consequently — introduces a result of what came before. consequently, the queue grew.
therefore — introduces a conclusion or result that follows. therefore, a trial is justified.
furthermore — adds a supporting point. furthermore, the existing room is free.
specifically — narrows the discussion to a precise detail. specifically, the plan would add two sessions.
instead — signals a replacement or different choice. instead, use the current building.
alternatively — introduces another option. alternatively, change the timetable.
otherwise — indicates what happens under different conditions. book early, otherwise places may fill.
provided — introduces a condition when used with a following clause. provided that staffing is adequate.
despite — introduces something that fails to prevent the main outcome. despite the delay.
unlike — marks a difference between two things. unlike the previous scheme.
respectively — matches items with values in the same stated order. costs were $5 and $8, respectively.
overall — signals a judgement about the whole picture. overall, the benefits are modest.
ultimately — identifies what matters after other factors are considered. ultimately, the decision depends on demand.

81–100 Explaining cause and effect

cause — produce or bring about an outcome. cause avoidable delays.
contribute — play a part in bringing about an outcome. contribute to overcrowding.
trigger — set a process or reaction in motion. trigger a review.
accelerate — make a process happen faster. accelerate the transition.
intensify — make something stronger or more severe. intensify competition.
exacerbate — make an existing problem worse. exacerbate existing inequalities.
mitigate — reduce the severity or harmful effect of something. mitigate the harm.
prevent — stop something from happening. prevent further damage.
deter — discourage someone from taking an action. deter people from taking risks.
enable — make an action possible. enable students to attend.
facilitate — make an action or process easier. facilitate access to training.
reinforce — strengthen an effect, belief or behaviour. reinforce an existing pattern.
undermine — weaken something, often gradually. undermine public trust.
sustain — keep something going over time. sustain the improvement.
displace — push something or someone out of an existing place or role. displace smaller operators.
redistribute — change how something is shared. redistribute public funds.
consequence — an outcome that follows an action or event. an unintended consequence.
mechanism — the process through which an effect occurs. identify the mechanism.
correlation — a pattern in which two things vary together. observe a correlation.
constraint — a condition that limits what can be done. work within a budget constraint.

101–120 Comparing options and weighing costs

benefit — a useful or favourable effect. a long-term benefit.
drawback — a feature that makes an option less attractive. a potential drawback.
trade-off — a compromise in which gaining one thing costs another. a trade-off between cost and convenience.
priority — something that deserves attention before competing needs. give priority to public health.
alternative — another way of achieving a goal. offer an alternative to driving.
feasible — possible to carry out with the available resources. a feasible timetable.
viable — capable of working successfully over time. a viable business model.
practical — suited to what can actually be done. a practical solution.
effective — able to produce the intended result. an effective response to congestion.
efficient — able to achieve a result with relatively little waste. efficient use of limited funds.
affordable — within the means of the people expected to pay. affordable childcare.
accessible — easy or possible for the intended users to reach or use. accessible public transport.
equitable — fair in light of differing needs and barriers. equitable access to training.
proportionate — appropriate in scale to the problem. a proportionate penalty.
substantial — large enough to matter. a substantial reduction in waste.
marginal — small in size or effect. a marginal improvement.
outweigh — be more important than something on the other side. the benefits outweigh the costs.
offset — counterbalance part or all of an effect. offset part of the expense.
allocate — assign money, time or resources to a purpose. allocate funds to local schools.
compromise — an arrangement that meets competing needs only in part. reach a workable compromise.

121–140 Education and work

curriculum — the planned content and goals of a programme of study. revise the curriculum.
literacy — ability to read and write, or competence in a named area. teach financial literacy.
numeracy — ability to understand and use numbers. build basic numeracy.
attainment — the level a learner has reached. raise educational attainment.
compulsory — required by a rule or law. compulsory schooling.
vocational — concerned with skills for a particular occupation. vocational training.
apprenticeship — training that combines work with learning a trade. complete an apprenticeship.
credential — a qualification used to show competence or eligibility. gain a recognised credential.
transferable — usable in another situation or role. develop transferable skills.
employability — the skills and qualities that help someone secure and retain work. improve graduate employability.
productivity — output achieved for a given amount of work or other input. raise workplace productivity.
automation — the use of systems to perform tasks with reduced manual input. invest in automation.
flexibility — ability to adjust schedules, methods or arrangements. offer flexibility in working hours.
incentive — something that encourages a particular action. provide an incentive to train.
retention — the continued participation of employees, students or customers. improve staff retention.
turnover — the rate at which people leave and are replaced in a workforce. reduce staff turnover.
workload — the amount of work someone is expected to do. manage a heavy workload.
specialise — concentrate on one area of study or work. specialise in engineering.
reskill — learn different skills for a new kind of work. reskill for a different role.
collaborate — work jointly towards a shared result. collaborate on a project.

141–160 Environment and infrastructure

emission — the release of a substance such as a gas into the environment. cut carbon emissions.
renewable — able to be replenished naturally on relevant timescales. expand renewable energy.
depletion — the process of using up a resource. resource depletion.
conservation — protection and careful management of resources or nature. support water conservation.
biodiversity — variety of living organisms in an area or system. protect local biodiversity.
habitat — the natural home of a species. restore a damaged habitat.
pollution — contamination of the environment by harmful substances or energy. reduce air pollution.
wastewater — used water containing waste that requires treatment. treat industrial wastewater.
landfill — a place where waste is deposited and usually buried. divert waste from landfill.
consumption — the use of resources, goods or services. reduce energy consumption.
congestion — overcrowding that slows traffic or another flow. ease road congestion.
commute — regularly travel between home and work or school. commute by train.
infrastructure — basic systems such as transport, water and power networks. maintain ageing infrastructure.
retrofitting — adding updated equipment or features to an existing structure. retrofitting existing homes.
resilience — ability to withstand disruption and recover. build resilience to flooding.
exposure — contact with a source of possible harm. limit exposure to extreme heat.
vulnerability — susceptibility to harm when a threat is present. reduce vulnerability to outages.
regulate — control an activity through rules. regulate industrial waste.
enforcement — action taken to make people follow a rule. improve enforcement.
compliance — the act of following a rule or requirement. monitor compliance with a standard.

161–180 Talking about local issues

amenity — a facility or feature that makes a place easier or more pleasant to use. a valued local amenity.
facility — a place, building or service designed for a particular activity. a public sports facility.
provision — the supply of an arrangement or service. provision for after-school study.
outcome — the result of an action or process. improve learning outcomes.
funding — money made available for a purpose. secure funding for a trial.
affordability — the extent to which people can meet a cost. the affordability of childcare.
availability — whether a service or resource can be obtained or used. check the availability of study rooms.
demand — the amount of interest or need for something. meet growing demand.
pedestrian — a person travelling on foot. a pedestrian crossing.
commuter — a person who travels regularly between home and work or school. a commuter waiting for the last bus.
residential — relating to places where people live. a residential street.
recreation — activity done for enjoyment or relaxation. provide space for recreation.
maintenance — work that keeps a facility or system in usable condition. pay for regular maintenance.
restoration — work that brings something back to a former condition. the restoration of the old theatre.
redevelopment — rebuilding or adapting an existing area for new uses. the redevelopment of a shopping parade.
heritage — buildings, practices or traditions handed down from earlier generations. protect the town’s industrial heritage.
sustainability — ability to continue over time without exhausting essential resources. assess the sustainability of extended hours.
consultation — a process of seeking and considering people’s views. hold a public consultation.
petition — a formal request supported by signatures. deliver a petition to the council.
representation — the act of speaking or acting on behalf of others. improve youth representation on the committee.

181–200 Editing and technical accuracy

sentence — a grammatical unit that expresses a complete statement, question, command or exclamation. check the sentence boundary.
clause — a grammatical group typically built around a verb and its subject. write a main clause.
phrase — a group of words that functions as one part of a clause. revise an unclear phrase.
fragment — an incomplete grammatical unit written as if it were a sentence. repair a sentence fragment.
subject — the person, thing or idea the clause says something about. find the subject of the verb.
predicate — the part of a clause that says what the subject does or is. identify the predicate.
agreement — grammatical matching, such as a singular subject with its correct verb form. check subject–verb agreement.
tense — a verb form that helps locate an event in time. keep the tense consistent.
pronoun — a word such as they or it that stands in for a noun phrase. replace an unclear pronoun.
antecedent — the word or phrase a pronoun refers back to. find the pronoun’s antecedent.
apostrophe — a mark used in common cases of possession or omitted letters. check the apostrophe in students’ work.
modifier — a word or phrase that adds information to another element. place the modifier next to the intended word.
ambiguity — a point at which wording allows more than one interpretation. remove ambiguity about the date.
collocation — a combination of words regularly used together. check a collocation such as raise a concern.
cohesion — the grammatical and lexical links between parts of a text. improve cohesion between sentences.
coherence — the overall sense and logical flow of a text. check the coherence of the argument.
transition — wording or structure that helps a reader move between ideas. create a transition to the next reason.
paragraph — a group of sentences organised around a distinct step in the writing. give each paragraph a purpose.
concise — using only the words needed to express a point clearly. write a concise request.
redundant — repeating information or adding words that serve no purpose. remove a redundant qualifier.

What the Grade Pre-1 task expects

EIKEN Grade Pre-1 is a Japanese English proficiency examination administered by the Eiken Foundation of Japan. The paper-based essay instructions ask for two points from the supplied list and a response with an introduction, main body and conclusion. Choose points you can explain with an example or result in the space available.

The list of points helps you select reasons. If the topic is public library hours and you choose cost and education, use each as the basis of a reason. You can argue for a limited extension because it is affordable and because it gives pupils study time. Choose two supplied points that give your paragraphs different jobs.

Eiken Foundation of Japan Grade Pre-1 test format · Official EIKEN Grade Pre-1 past papers · 2026 Grade Pre-1 paper

Word list · Worked response

A Grade Pre-1 model using two supplied points

Original practice topic. Should local libraries stay open later on one weekday? Points: cost, education, tourism and technology. This response uses education and cost.

I think local libraries should stay open later on one weekday. This would help people study while keeping the additional cost manageable.

First, longer hours would support education. Some students travel far after school and arrive home too late to use the library. A later session would give them a quiet place to read, finish homework or use a computer before going home.

Second, an extension on just one day would limit the cost. The library could choose the busiest weekday and adjust staff schedules for that evening. If few people attend, the council could review the trial without committing to higher costs every day.

For these reasons, I support a later closing time once a week. It would offer a useful study opportunity without requiring a large change to the library’s schedule.

Word list · Exam requirements · Model analysis

How the two points support the opinion

The education paragraph identifies a group, explains its current difficulty and shows what the extra time would change. The cost paragraph gives a practical limit and a way to review the result. The two points support the same proposal for different reasons.

Try replacing the cost point with technology. Explain why people might need a library computer outside normal hours, then distinguish that reason from study. An adult filling in a job application could need a computer for a different purpose. If the two reasons still sound too similar, choose another supplied point.

Word list · Worked response · Fencing Method

How to fence a Grade Pre-1 word

1. Base. The library offers a useful service. 2. Detail. The library offers a quiet place to study. 3. Tone. A later session could offer students a quiet place to study. 4. Logic. A later session could offer that space to students who arrive after the current closing time. 5. Transfer. A community centre could offer beginners a place to practise music.

Check the pattern offer someone something or offer something to someone. Write one sentence using each. Transfer the pattern to a question about sports equipment, transport or adult classes.

The eduKate Fencing Method for Vocabulary

Word list · Model analysis · Practice and FAQs

Timed practice and FAQs

How many points should I use? Choose two from those supplied. How long is the essay? The suggested length is 120–150 words. Does the summary count toward that length? It is a separate task of 60–70 words.

Practise with a question about whether schools should lend tablets. Use two of these points: cost, learning, sport and transport. Draft a sentence explaining who benefits from a loan and why. Then give a different reason that concerns the school’s ability to manage the cost.

For the final edit, underline the two points and read the reasons alone. If the first paragraph could be removed without changing the argument, it may be too broad. Add a concrete group or action. Check the word count and make sure the conclusion answers the same question as the opening.

Word list · Fencing Method

Ten focused practice drills

1. Write one opinion using agree or support. Add what you support. I support later opening on one weekday gives the reader a decision to follow. A phrase such as I agree with the topic leaves the choice unclear.

2. Choose two supplied points and say why they are distinct. If both lead to the same example, replace one. Use the points to decide the job of each paragraph before choosing any advanced words.

3. Turn a broad claim into an example. A statement that a library helps people becomes clearer when it names a learner, a task and a time. Write one example involving a student and another involving a worker.

4. Connect reasons with the relationship you intend. Although makes a concession, and therefore leads to a result. Read both sides before adding the connector. If the second sentence merely continues the same point, a simple transition may work.

5. Use allow with a person and action. A later session could allow students to use a computer after school. Try a similar sentence with enable. Check that the subject actually makes the action possible.

6. Compare two plans in one sentence. If one costs less but opens on fewer days, say which feature matters in the prompt. A useful comparison can explain why a small trial is preferable to a full extension.

7. On a school topic, name what pupils do. They may read, finish a project or practise with a partner. Choose the action that best supports the point and leave room for the second reason.

8. On an environmental topic, focus on the local effect. Fewer cars near a school can make a crossing easier to use. If the question is about pollution, explain a relevant result instead of assuming that a safety example answers it.

9. Check the group you are describing. A public service can be free but difficult to reach. Explain whether the barrier is cost, hours or travel. The word accessible becomes more useful when the barrier is visible.

10. Check subjects and verbs before submitting. Write one session helps and two sessions help. Correct incomplete sentences after because. Make sure a pronoun clearly points back to the room, the plan or the group.

A second practice essay plan using supplied points

Original practice topic. Should towns lend sports equipment to young people? Points: cost, health, tourism and transport. A short essay could use health and cost. Decide which group the loan scheme would help and what the group could do with the equipment.

For health, describe an activity. Young people who can borrow a ball or racket might try a sport before buying equipment. That gives a concrete reason why lending could encourage exercise. For cost, consider whether a town could use equipment it already owns. Explain how a booking system could let several groups use the same set.

Write a short opening that states your position. Give the first reason in one sentence and explain it in the next. Repeat for the second reason. Finish by returning to the proposal. The essay has a small word budget, so keep the introduction and conclusion brief enough to leave room for explanation.

If your two reasons sound similar, test them with different examples. A young person who wants to try a sport illustrates the health point. A club that shares rackets on different days illustrates the cost point. Decide which example shows each effect more directly.

Now practise the same topic with transport and health. Transport might matter if people must travel to a single collection point. Explain why a local school or community centre could make borrowing easier. Rebuild the cost paragraph instead of merely replacing the word cost with transport.

Keep a short correction record

After the timed attempt, choose one sentence that was easy to understand and one you needed to fix. Write down the language pattern in each. For example, give someone a chance to try can work across topics. In a later essay, use it to describe a new situation. Then check the essay length and make sure you have set aside time for the summary.

Build two reasons without repeating the same verb

Write a response to the library prompt using the pattern A later session would give students a quiet place to work. Then write a cost sentence with a different subject and verb. For example, The library could adjust its rota on one evening. Changing the subject helps you notice whether the second reason actually concerns a different action or group.

Now check the links between sentences. If you write Some students get home late. Therefore, the library could stay open, add the missing step. The problem is that those students cannot use the library during its current hours. That detail explains why later opening could help. A connector is useful after the relationship is clear.

As a final check, count the words in your own draft. If you need space, shorten an opening such as There are many different opinions about this topic and use those words to explain one example. The examiner can understand a clear reason more easily when its actor, action and effect appear together.

Next reading

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IB English A: Language and Literature essay vocabulary · ACT Writing essay vocabulary · Back to the 200-word list

Top 200 Vocabulary Word List for EIKEN Grade Pre-1 | Essay Writing