Top 200 Vocabulary Word List for IELTS Academic | Must Know Words for Common Examination Instructions

The 200-word examination instruction list

IELTS Academic instructions control both the answer and its format. A Reading response can be accurate in meaning and still miss the word limit. True, False and Not given are separate choices, and Academic Writing has a different length rule for each task.

This learning bank includes single words and short phrases. It combines question directions with vocabulary you use to interpret evidence, limits and answer formats.

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Reading and Listening answer directions

No.	Instruction or term	What it asks you to do
1	No more than	Stay at or below the stated maximum.
2	One word only	Enter exactly one word in the answer space.
3	And/or a number	Include the allowed number, words or combination only as directed.
4	From the text	Take the answer wording from the reading passage.
5	From the recording	Use the words or numbers you heard when the instructions require them.
6	Choose two letters	Select the two permitted lettered options.
7	Write the correct letter	Respond with the option letter requested by the instruction.
8	True	Choose this when the statement agrees with the information in the passage.
9	False	Choose this when the passage contradicts the statement.
10	Not given	Choose this when the passage neither establishes nor contradicts the statement.
11	Yes	Choose this when the statement agrees with the writer’s view or claim.
12	No	Choose this when the statement contradicts the writer’s view or claim.
13	Matching headings	Match each paragraph or section to the heading capturing its main idea.
14	Matching information	Find the paragraph or section containing the particular detail.
15	Matching features	Connect a statement or feature to the appropriate option in the list.
16	Matching sentence endings	Select the ending that completes the meaning of the given stem.
17	Sentence completion	Fill a sentence gap using the permitted words or numbers.
18	Summary completion	Fill gaps in a condensed account using the stated source or options.
19	Note completion	Fill missing details in short notes within the instructions.
20	Form completion	Supply the specific information that belongs in each field.
21	Table completion	Read the row and column labels before supplying each missing entry.
22	Flow-chart completion	Use sequence and arrows to place the missing stages or details.
23	Diagram label completion	Use the diagram and source to supply the label at the correct point.
24	Map labelling	Follow the spoken directions and identify the correct position on the map.
25	Plan labelling	Use the layout and spatial cues to identify the location.
26	Multiple choice	Select the number of options specified for the item.
27	Short-answer question	Supply the brief factual answer in the permitted format.
28	Word limit	Count what you wrote against the cap or minimum stated for this particular task.
29	Hyphenated word	Check the official counting rule for words joined with a hyphen.
30	Spelling	Write the answer with the correct letters in the correct order.
31	Singular	Use the form for one item when the sentence or recording requires it.
32	Plural	Use the form for multiple items when the evidence requires it.

Recordings, routes and visuals

No.	Instruction or term	What it asks you to do
33	Numeral	Write a number using digits when that format is appropriate.
34	Correction cue	Listen for a speaker changing an earlier answer or detail.
35	Distractor	Notice an initially plausible detail the full question or recording rules out.
36	Signpost	Notice a word or phrase that marks a shift in direction or topic.
37	Paraphrase	Recognise or express the same idea in different wording where the task permits.
38	Main idea	Find the central point that explains why the paragraph was included.
39	Detail	Find the particular fact needed to answer the question.
40	Writer’s view	Identify the opinion the writer expresses.
41	Agreement	Check whether the statement matches the source in meaning and scope.
42	Contradiction	Find an explicit conflict between the statement and the source.
43	Qualifier	Notice a word such as some or usually that limits the claim.
44	Sequence of events	Follow the order in which the relevant things happened.
45	Destination	Find the place at which the journey or route ends.
46	Opposite	Look for the location directly across from the stated point.
47	Adjacent	Locate the place next to or sharing a boundary with the reference.
48	Beyond	Look farther past the named point in the stated direction.
49	Clockwise	Follow the direction in which a clock’s hands move.
50	Junction	Locate the place where the routes meet or branch.
51	Task 1	Write the required report on the information shown in Academic Writing.
52	Task 2	Write the required essay responding to the stated issue or argument.
53	Overview	State the main features or broad patterns of the Task 1 material.
54	Key features	Select the details that best represent the visual information.
55	Make comparisons	Set comparable data or stages alongside one another where relevant.
56	Bar chart	Compare the lengths or heights of bars using the labelled scale.
57	Line graph	Track changes over the displayed range or period.
58	Pie chart	Compare parts of the whole using the displayed shares.
59	Process diagram	Describe the stages and direction shown in the process.
60	Map comparison	Describe what changed and what stayed in place across the given maps.
61	Proportion	Give a part in relation to the whole.
62	Percentage point	Use the arithmetic difference between two percentages.

Academic Writing, Speaking and task language

No.	Instruction or term	What it asks you to do
63	Peak	Identify the highest value in the scope shown.
64	Trough	Identify the lowest point in the scope shown.
65	Fluctuate	Describe a value that repeatedly rises and falls.
66	Remain stable	Report a value that changes little over the period in question.
67	Exceed	Say which value is larger and by how much when relevant.
68	Respectively	Keep paired names and values in the same order as listed.
69	Overall	Introduce the principal pattern or comparison.
70	Whereas	Signal a contrast between corresponding features.
71	Minimum length	Meet the least number of words required for the writing task.
72	Task achievement	Check how fully and accurately the Task 1 response meets the requirements.
73	Task response	Check how fully the Task 2 response addresses and develops the question.
74	Coherence	Make ideas easy to follow in a sensible order.
75	Cohesion	Link sentences and paragraphs so their relationships are clear.
76	Lexical resource	Use appropriate and accurate vocabulary for the task.
77	Grammatical range and accuracy	Use suitable sentence forms with control and clarity.
78	Point of view	State your position on the issue when the prompt calls for it.
79	Discuss both views	Address each of the two stated positions.
80	Give your own opinion	Make your personal judgment clear and support it.
81	Agree or disagree	State your position and develop reasons for it.
82	To what extent	Show how far you agree and explain the limits of your position.
83	Outweigh	Judge whether one set of benefits or drawbacks matters more overall.
84	Advantages and disadvantages	Develop relevant benefits and drawbacks as the exact prompt directs.
85	Causes and solutions	Explain reasons for the issue and propose responses that address them.
86	Positive or negative development	Give a supported judgment about the consequences of the change.
87	Two-part question	Answer both distinct questions in the writing prompt.
88	Relevant example	Use an example that genuinely supports the paragraph’s point.
89	Topic sentence	Open a paragraph with a sentence that identifies its main point.
90	Develop an idea	Add reasoning, evidence or an example so the point is explained.
91	Position	Make the answer’s overall stance clear and consistent.
92	Speaking Part 1	Respond to personal questions about familiar topics.
93	Speaking Part 2	Give the longer individual response prompted by the task card.
94	Speaking Part 3	Discuss broader or more abstract questions related to Part 2.
95	Cue card	Use the topic and suggested points to plan the long turn.
96	Preparation time	Use the permitted planning time to note a few key ideas.
97	Long turn	Sustain an individual spoken answer on the assigned topic.
98	Follow-up question	Respond to the next question by extending or clarifying the point asked about.
99	Fluency and coherence	Keep speaking at a workable pace while organising ideas clearly.
100	Pronunciation	Make speech intelligible through clear sounds, stress and phrasing.
101	One or two words	Use only the permitted number of words in the answer.
102	Roman numeral	Use the stated heading identifier when choices are numbered i, ii, iii and so on.
103	Options may be used more than once	Reuse an option only when the question instructions permit it.
104	Transfer	Place the answer in the required response location and check the item number.
105	No outside knowledge	Judge information or views from the passage itself.
106	Words and phrases	Identify the language that carries the meaning needed for the answer.
107	Specific information	Search for the named fact, person, action or location in the source.
108	Skim	Read quickly for the overall purpose and organisation.
109	Scan	Search the text for the required detail or equivalent phrasing.
110	Gap	Check what kind of word or value can fit the blank.
111	Unit of measurement	Read whether the information is in thousands, percentages, litres or another unit.
112	Time period	Use the dates or intervals shown in the task.
113	Starting point	Identify the first location, stage or value the material establishes.
114	Endpoint	Identify where the route, process or comparison finishes.
115	Convert	Change to the required unit or format only when the task calls for it.
116	Transcript	Use the written recording script to check a listening answer during practice.
117	Complete sentences	Use connected sentences where the writing task requires a full response.
118	General Training	Check the correct IELTS version before practising Reading and Writing.

Core answer actions

No.	Instruction or term	What it asks you to do
119	Recognise	Find a familiar feature in a new example.
120	Identify	Name or pick out the item the question specifies.
121	Select	Choose only the number of options requested.
122	Choose	Commit to the option that fits the stated criteria.
123	Match	Pair each item with the option that corresponds to it.
124	Complete	Fill in what is missing while keeping the supplied structure.
125	Label	Attach the correct name to the indicated part.
126	Locate	Find the specified detail, point or region.
127	Indicate	Make the chosen feature or answer clear.
128	Enter	Put the answer into the designated field.
129	Answer	Supply the type of response requested, such as a word, number or letter.
130	Give	Supply the requested fact, example or result.
131	State	Express the required point directly and clearly.
132	Name	Supply the correct term, person or item.
133	List	Set out the requested items separately.
134	Define	Give the precise meaning used in the subject or question.
135	Describe	Report the relevant characteristics, events or pattern.
136	Outline	Give the main steps or points in brief.
137	Summarise	Select the central points and leave out minor details.
138	Explain	Connect the result to its cause, mechanism or reasoning.
139	Compare	Set the items side by side on the same relevant feature.
140	Contrast	Show how the items differ on a shared point of comparison.
141	Analyse	Break down the evidence and explain how its parts relate.
142	Interpret	Say what a statement, result or display means in context.
143	Infer	Use clues to reach a conclusion the material implies.
144	Predict	Use available evidence to say what is likely to happen.

Task wording and evidence

No.	Instruction or term	What it asks you to do
145	Suggest	Offer a plausible answer suited to the information given.
146	Justify	Give evidence or reasoning that supports your answer.
147	Discuss	Develop a structured response that considers the relevant issues.
148	Distinguish	Give the feature that lets the reader tell two things apart.
149	Support	Supply evidence that helps establish the claim.
150	Illustrate	Make an idea clear with a relevant example or diagram.
151	Demonstrate	Show how a fact, process or result can be established.
152	Check	Test the answer against the original instruction or condition.
153	Arrange	Put items into the order or grouping requested.
154	Sequence	Put stages into a meaningful order.
155	Group	Put items with a shared feature together.
156	Order	Sort items by the criterion given in the prompt.
157	Insert	Place the requested word, symbol or number at the indicated point.
158	Replace	Swap the specified part for a suitable alternative.
159	Omit	Leave out the indicated item or detail.
160	Include	Make sure the requested part appears in the response.
161	Exclude	Keep the named item or category outside your answer.
162	Refer to	Use the specified passage, figure or notes when responding.
163	Based on	Ground the answer in the material named in the question.
164	According to	Use what the specified source says.
165	In context	Use the meaning that fits this passage or situation.
166	Most likely	Choose the conclusion with the strongest support among the options.
167	Best supported	Prefer the conclusion backed most directly by the evidence.
168	Relevant	Connected to the specific question or criterion.
169	Specific	Precise enough to identify a particular fact or example.
170	Explicit	Stated directly in the source.
171	Implicit	Suggested by the source and recoverable from clues.
172	Evidence	A fact, detail or observation that supports a claim.
173	Claim	An assertion that can be tested against evidence or reasoning.

Sources, figures and limits

No.	Instruction or term	What it asks you to do
174	Reason	The basis for a statement, choice or result.
175	Example	A particular case used to make a general idea clear.
176	Conclusion	The result reached after considering the reasoning or evidence.
177	Context	The surrounding information that helps determine meaning.
178	Source	The particular text, figure, notes or data supplied for use.
179	Passage	A stretch of text provided for reading and answering questions.
180	Statement	A complete assertion to examine or respond to.
181	Option	One of the choices the question offers.
182	Response	The answer you produce or select.
183	Prompt	The wording that tells you what to do.
184	Item	A single test question or task.
185	Part	A subdivision of a larger question or task.
186	Section	A group of questions or tasks within a test.
187	Heading	A title that describes the main idea of a text section.
188	Caption	Text that explains what a figure or table shows.
189	Figure	A numbered graph, image or diagram referred to in the task.
190	Table	Information arranged in rows and columns.
191	Graph	A visual display of data or a mathematical relationship.
192	Diagram	A drawing showing features, structure or relationships.
193	Trend	The broad direction or pattern over a range.
194	Pattern	A regularity visible across observations or examples.
195	Unit	The standard attached to a measurement, such as minutes or metres.
196	Increase	A rise in size, amount or value.
197	Decrease	A fall in size, amount or value.
198	Difference	What sets two things apart, or a gap between values.
199	At least	The stated value or any greater value.
200	At most	The stated value or any smaller value.

What the examination requires

Reading instructions change by question group

Academic Reading gives you 60 minutes for 40 questions. Use the answer limit printed above the group when the task asks for words from the passage. Other groups can ask for a letter or heading identifier. True, False and Not given apply to passage information. Yes, No and Not given apply to the writer’s views or claims. Base your choice on the passage.

Listen for corrections and final details

Listening has 40 questions across four parts. The recording is played once. For a completion task, read the word and number rule before listening for the answer. A correction can replace a detail you heard earlier. Follow the directions for the delivery mode in which you will take the test.

Academic Writing has two different jobs

There are 60 minutes for both tasks. Task 1 asks you to report on supplied visual information in at least 150 words. Task 2 asks you to respond to an issue, argument or point of view in at least 250 words and contributes twice as much to the Writing score. General Training has a different Task 1, so select the right official practice material.

Speaking moves from examples to wider discussion

Speaking has three parts. In Part 2, use the minute of preparation to organise your points before speaking for up to two minutes. Part 3 develops the related topic through broader questions. Practise changing from a personal account to a discussion of reasons, comparisons or implications.

• Find the section, component or delivery mode that applies to you.
• Mark the action, source and answer format before you start.
• Keep the current official instructions with the practice paper.

Worked examples of common examination instructions

The examples below are original practice prompts. Read the instruction, predict what a complete response would contain, then compare it with the sample.

Apply the word limit to the actual answer

An original practice passage says a library closed because a water pipe burst. The prompt permits up to two words from the passage and asks what burst. Water pipe fits the meaning and uses two words. A water pipe uses three. A synonym may also fail when the question requires the wording from the passage.

Separate contradiction from missing information

A notice says a science exhibition opened in April and ran for six weeks. The claim that it opened in May is False because April contradicts May. The claim that admission was free is Not given because the notice says nothing about price. Search for the conflict before choosing False.

Build an overview before choosing figures

A table shows weekday museum attendance rising from 120 to 160 and weekend attendance rising from 200 to 210. An overview could say attendance increased in both periods, with a much larger weekday rise, although weekends remained busier. Follow this with figures that substantiate the comparison. If the table contains no information about publicity or prices, leave those explanations out.

Identify both jobs in a two-part essay

A practice prompt asks why people cycle less as journeys become longer and what cities could do to help. A first body paragraph could explain how travel time and difficult junctions discourage cycling. A second could discuss how protected routes and links to public transport address those issues. Check whether your proposals respond to the causes you actually named.

Use the Speaking cue card as a plan

For a task about learning a skill, choose a real skill and note when and how you learned it and why it mattered. Include a concrete detail, such as your first time using it without help. If the next question asks how schools could teach practical skills, move from your experience to a reasoned answer about schools.

Use the Fencing Method to practise instruction words

Begin with an accurate sentence. Add one piece at a time, such as a measured detail, the comparison it belongs to or the evidence the question asks for. Then use the instruction with different material. On a selected-response test, this sentence is a practice tool that helps you decide which option fits.

1. The number rose.
2. Weekday attendance rose from 120 to 160.
3. Weekday attendance increased by 40, while weekend attendance rose by 10.
4. Use the comparison with a new table. Distinguish the larger increase from the higher final total.

Read the eduKate Fencing Method for Vocabulary.

Practise and check your answers

Keep a small record of format misses

After a Reading or Listening set, label each miss by cause. Typical entries are word limit, answer source, plural, corrected detail or missing evidence. Next to the error, write the instruction you missed and one corrected response. If several misses share a cause, use the next set to practise only that check.

Separate coverage from fluency in Writing and Speaking

For Writing, check whether each part of the prompt is answered and whether the details support the answer. For Speaking, use one recording to review how you move from an example to a reason. Re-answer the same question with a clearer link, then use a fresh question to test whether the skill transfers.

Practice 1. A speaker says, “We planned for Thursday. The room was taken, so Friday is confirmed.” Which day belongs in the blank?

Friday. Confirmed signals the final arrangement.

Practice 2. The statement says admission was free. The passage says tickets cost £4. What should you choose?

False. The charge contradicts free admission.

Practice 3. A task asks you to discuss both views and give your opinion. What belongs in the plan?

A developed treatment of each view and a clear position of your own.

Frequently asked questions

Do all completion tasks have the same word limit?

Read the wording above each group. Some permit a stated number of words, some allow a number and others require an option from a list.

Can I use my knowledge of the topic for Not given questions?

Make the decision from the passage. Look there for agreement or contradiction.

What score do I need?

Check the receiving institution’s requirements for the test version, overall score and any component minimums.

Official exam sources and next reading

• Official Academic Reading format
• Official Academic Listening format
• Official Academic Writing format
• Official Academic Speaking format

Explore another way to group and practise vocabulary with eduKateSG’s 200-word vocabulary guide.

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