Click ★ if you like the project. Your contributions are heartily ♡ welcome.
IELTS (Imaginative Excellent Laid-back Tuned-in Smart)
Tips for Band 9.0
- Band 9.0 Overview & Scoring
- General Exam Strategy
- Listening Tips
- Reading Tips
- Writing Tips
- Speaking Tips
- Vocabulary Tips
- Grammar Tips
- Study Plan
- Common Mistakes to Avoid
| Skill | Band 9 Descriptor |
|---|---|
| Listening | 39–40 correct answers out of 40 |
| Reading | 39–40 correct answers out of 40 |
| Writing | Expert — fully operational command of the language; appropriate, accurate, and fluent |
| Speaking | Expert — uses language fluently, accurately, and appropriately with full flexibility |
Each skill is scored individually; the average is rounded to the nearest 0.5. To achieve an Overall 9.0, you need 9.0 in all four skills.
| Criterion | What it Measures | Weight |
|---|---|---|
| Task Achievement / Response | Did you fully address the task with relevant, well-developed ideas? | 25% |
| Coherence & Cohesion | Is the response logically organised with effective use of linking devices? | 25% |
| Lexical Resource | Is the vocabulary range wide, precise, natural, and largely error-free? | 25% |
| Grammatical Range & Accuracy | Is there a wide range of structures used accurately with very few errors? | 25% |
- Know the format cold. Uncertainty about test format costs marks. Know the number of sections, question types, time limits, and instructions for every part before exam day.
- Simulate real exam conditions. Practice under timed conditions with no pause button on listening, no dictionary, and no breaks between tasks.
- Build a 90-day study plan. Consistent daily practice over three months outperforms intensive cramming. Aim for 2–3 hours of focused practice per day.
- Diagnose your weaknesses early. Take a full mock test in the first week. Identify which skill and which question type costs you the most marks — then target those specifically.
- Use official Cambridge IELTS practice books. Books 1–19 contain authentic past papers. These are the gold standard for realistic practice.
- Track your scores. Keep a log of every practice test score. You need to see a trend toward 9.0, not random variation.
- Read all instructions carefully. Many marks are lost by not following instructions precisely (e.g. writing more than the word limit, using the wrong answer format).
- Manage your time ruthlessly. Do not spend more than your allotted time on any single question. Move on and come back if time permits.
- Never leave a blank. There is no negative marking in IELTS. Always write your best guess.
- Write clearly. Illegible handwriting can result in a mark of zero even if the answer is correct.
- Check your spelling. In Listening and Reading, a correct answer spelled incorrectly is marked wrong.
- Stay calm. Anxiety degrades performance. Practise stress management techniques and enter the exam having slept well the night before.
The Listening test is 30 minutes (+ 10 minutes transfer time in paper-based IELTS). You hear each recording once only. Sections 1–2 are everyday social contexts; Sections 3–4 are academic/training contexts and significantly harder.
- Read the questions before the audio starts. You are given time before each section — use every second to read and predict answers. Underline key words.
- Predict the answer type. Will the answer be a number, a name, a date, an adjective? Knowing what you're listening for dramatically increases accuracy.
- Follow the order. Answers always come in the order of the questions. If you've missed one, do not keep searching — accept the loss and focus on the next.
- Listen for synonyms and paraphrases. The audio almost never repeats the exact words used in the question. Train yourself to recognise meaning equivalents.
- Watch for distractors. Speakers often mention a detail and then correct or contradict it. The final stated information is the answer.
- Practise with diverse accents. IELTS uses British, Australian, American, and other accents. Ensure your listening practice reflects this diversity.
- Check grammar and spelling on transfer. During the 10-minute transfer time, verify that your answers are grammatically plausible (e.g., singular/plural, correct form) and spelled correctly.
- Use the 30-second preview wisely. Group questions together in your mind and anticipate the narrative arc of the section.
| Question Type | Strategy |
|---|---|
| Form / Note completion | Expect answers to be exact words from the recording. Pay attention to word limits. |
| Multiple choice | Eliminate obviously wrong options before listening. The correct answer is typically paraphrased. |
| Matching | Read all options before the section begins; answers may not follow the listed order. |
| Map / Plan labelling | Orient yourself using compass directions and landmark references given in the audio. |
| Short answer | Answers are usually concrete nouns or numbers; do not add extra words. |
- Listen to BBC Radio 4, TED Talks, and academic lectures (e.g., Coursera) daily.
- After each practice, re-listen with the transcript and identify every word you missed and why.
- Practise dictation — transcribing audio word for word — to sharpen precision.
The General Training Reading test is 60 minutes with 40 questions across 3 sections. Section 1 contains two or three short texts on everyday topics; Section 2 contains two texts related to work; Section 3 contains one longer, more complex text. You must manage your time independently — there is no signal between sections.
- Do NOT read the full passage first. Go straight to the questions, identify key words, then locate the relevant portion of the text.
- Skim for structure, scan for answers. Skim the passage to understand its structure (topic sentences, paragraphs, headings) in under 60 seconds. Then scan for the specific information required.
- Understand the distinction between TRUE / FALSE / NOT GIVEN. This is the most commonly failed question type:
- TRUE — the text explicitly states the same thing.
- FALSE — the text explicitly contradicts the statement.
- NOT GIVEN — there is simply no information about this in the text. Do not infer.
- Paraphrase recognition is everything. The question almost never uses the exact words of the passage. Train yourself to recognise meaning paraphrased in different vocabulary and syntax.
- Matching headings — eliminate and confirm. Cross off headings that clearly don't fit. Then confirm by checking the paragraph's topic sentence and concluding sentence.
- Time allocation. Section 1: ~15 min. Section 2: ~15 min. Section 3: ~20 min. Adjust if you're stronger in some areas.
- Underline as you read. Underlining key terms, names, dates, and logical connectors creates a mental map that speeds up answer location.
- Never change an answer based on general knowledge. Answer only from what the text states. Your personal knowledge of a topic is irrelevant and can actively mislead you.
| Question Type | Strategy |
|---|---|
| True / False / Not Given | Find the exact sentence in the text that relates to the statement. Never infer. |
| Matching headings | Focus on topic sentences (first/last sentence) of each paragraph. |
| Matching information | Answers can come from any paragraph in any order — scan strategically. |
| Summary completion | Understand the meaning of the summary first; then locate the relevant text section. |
| Multiple choice | All options may seem plausible; the correct answer will be precisely supported by the text. |
| Sentence completion | The answer must be grammatically correct within the sentence AND supported by the text. |
- Read The Economist, The Guardian, New Scientist, and BBC News daily — articles on a broad range of topics.
- After reading, summarise each article in two sentences without looking at it.
- Practise timed reading — read 700-word passages and answer 13 questions in 15 minutes.
- Build your vocabulary of academic and technical synonyms — the core skill tested is paraphrase recognition.
| Task | Format | Minimum Words | Time | Band Weight |
|---|---|---|---|---|
| Task 1 | Formal, semi-formal, or informal letter | 150 words | ~20 min | 1/3 |
| Task 2 | Essay — opinion, discussion, problem-solution, or two-part question | 250 words | ~40 min | 2/3 |
Critical: Task 2 carries twice the marks of Task 1. Always write Task 2 first if time pressure is a risk.
- Task 1: All three bullet points must be fully addressed with relevant, developed content. The purpose of the letter (formal/informal register) must be clear. The opening and closing must be appropriately formatted.
- Task 2: Directly answer the exact question asked. Do not write a general essay about the topic — respond to the specific question. All parts of a multi-part question must receive equal attention.
- Every claim must be supported with an explanation, example, or elaboration. Unsupported assertions are penalised.
- Use a clear structure: introduction → body paragraphs → conclusion.
- Each body paragraph should have: topic sentence → explanation → example/evidence → link to thesis.
- Use a wide variety of cohesive devices — not just "firstly, secondly, finally". Vary between clause-level connectors, sentence adverbials, reference words, and paragraph-level transitions.
- Avoid overusing linking words. "Furthermore, moreover, additionally" in every sentence reduces the band score.
- Paragraphing must be logical and consistent. Each paragraph = one main idea.
- Use topic-specific vocabulary precisely — not just any formal-sounding word.
- Avoid word repetition — use synonyms, pronouns, nominalized forms, and varied reference.
- Use collocations naturally: rising trend, address the issue, pose a significant challenge.
- Avoid clichés: in today's modern society, since the dawn of time, it goes without saying.
- Paraphrase the question in your introduction — do not copy it word for word.
- Aim for vocabulary that is appropriately advanced rather than deliberately obscure.
- Use all tense forms correctly and naturally.
- Include complex structures: relative clauses, conditionals (all types), passive voice, cleft sentences, inversion, participle clauses, and nominalization.
- Vary sentence length — mix short impactful sentences with longer, more complex constructions.
- Very few errors are acceptable at Band 9. Any systematic grammatical error (e.g., article misuse, subject-verb disagreement) will cap your score below 9.
- Do not sacrifice accuracy for complexity. A correctly written simple sentence is better than an incorrectly written complex one.
- Identify the register immediately — formal (to a manager/authority), semi-formal (to a colleague/neighbour), or informal (to a friend).
- Formal letter: Dear Sir or Madam → Yours faithfully
- Known name: Dear Mr Smith → Yours sincerely
- Informal letter: Dear [First name] → Best wishes / Take care
- Cover all three bullet points with roughly equal development.
- The tone must be consistent throughout — do not mix formal and informal language.
- Do not write your own name or address — use A. Candidate or initials only.
-
Analyse the question type before writing:
Question Type Required Response Opinion (Do you agree?) State your position clearly; defend it throughout Discussion (Discuss both views) Present both sides fairly; give your opinion if asked Problem-Solution Identify causes clearly; propose realistic, developed solutions Advantages-Disadvantages Evaluate both sides; conclude with a balanced or clear judgement Two-part question Answer both parts explicitly and with equal depth -
Write a clear thesis statement in your introduction. The examiner must know your position immediately.
-
Two to three body paragraphs is optimal. Quality and depth beat quantity.
-
The conclusion should restate your position differently and add a final thought — not simply repeat your introduction.
-
Aim for 270–300 words for Task 2. Going significantly over 300 words without proportional quality increase wastes time.
-
Do not write in bullet points. Full academic prose is required throughout.
Introduction (40–50 words)
├── Background sentence (paraphrase the topic)
└── Thesis statement (clear position)
Body Paragraph 1 (70–90 words)
├── Topic sentence (main argument)
├── Explanation / development
├── Example / evidence
└── Linking sentence to thesis
Body Paragraph 2 (70–90 words)
├── Topic sentence (second argument or counter-argument)
├── Explanation / development
├── Example / evidence
└── Linking sentence to thesis
Conclusion (30–40 words)
├── Restatement of position (different words)
└── Final thought / recommendation / prediction
| Part | Format | Duration | What the Examiner Looks For |
|---|---|---|---|
| Part 1 | Familiar topics — work, home, hobbies | 4–5 min | Fluency, natural vocabulary, comfort with the language |
| Part 2 | Cue card — 1 min prep, 1–2 min talk | 3–4 min | Ability to speak at length, organise ideas, sustain discourse |
| Part 3 | Abstract discussion linked to Part 2 topic | 4–5 min | Depth of ideas, complex language, ability to speculate and argue |
- Extend every answer naturally. Never give one or two-sentence answers. Use the framework: Answer → Reason → Example → Personal reflection.
- Vary your vocabulary. If you use the same word twice in an answer, paraphrase the second instance. Lexical variety is directly assessed.
- Use a range of complex grammar spontaneously. Conditionals, relative clauses, passive voice, and modal verbs should appear naturally in your speech.
- Speak at a natural pace. Too slow signals struggle with the language; too fast makes you hard to understand and undermines accuracy. Aim for natural conversational rhythm.
- Self-correct smoothly. If you make an error, correct it naturally without panic — "...the results were, well, have been quite significant." Self-correction shows metalinguistic awareness.
- Avoid memorised answers. Examiners are trained to detect memorised responses and will redirect questions. Speak from genuine, spontaneous thought.
- Use hedging language naturally. "It seems to me that...", "I'd argue that...", "To the best of my knowledge..." — this demonstrates academic-level control.
- Develop Part 3 answers fully. Part 3 is where Band 7–9 is differentiated. Go beyond description — analyse, speculate, compare, and give nuanced judgements.
1 minute preparation:
└── Note 3–4 key ideas (one per bullet point + extra)
└── Think of a specific personal story or vivid example
└── Plan your opening sentence
2-minute talk structure:
├── Strong opening sentence (set the scene)
├── Address each bullet point (30 sec each)
├── Add personal reflection / emotional response
└── Conclude with a general insight
- Practise speaking for exactly 2 minutes without stopping. Use a timer.
- If you finish early, add a reflection: "Looking back, what strikes me most is..."
- Transition between bullet points with natural discourse markers: "Moving on to...", "As for...", "What's particularly interesting is..."
| Function | Band 9 Phrases |
|---|---|
| Introducing opinion | From my perspective…; I'm inclined to think that…; My view on this is that… |
| Hedging | It seems to me that…; To some extent…; One could argue that… |
| Adding complexity | What's particularly interesting is…; The nuance here is…; It's worth noting that… |
| Conceding a point | That said…; While I take your point…; There's certainly some truth in that, however… |
| Speculating | It's quite possible that…; I would imagine that…; If I had to speculate, I'd say… |
| Giving examples | A case in point is…; To illustrate this…; Take, for instance… |
| Concluding | On balance, I'd say…; All things considered…; Ultimately, I believe… |
Lexical Resource accounts for 25% of your Writing and Speaking score. A Band 9 vocabulary is characterised by:
- Range — using different words to express different shades of meaning
- Precision — choosing the word that exactly fits the context
- Naturalness — using collocations that a native speaker would use
- Flexibility — paraphrasing effectively without distortion of meaning
- Learn words in collocations, not isolation. Instead of learning increase, learn a sharp increase, increase steadily, an unprecedented increase in.
- Learn word families. For every new word, learn its noun, verb, adjective, and adverb forms:
- pollute (v) → pollution (n) → polluted (adj) → pollutant (n)
- Read widely across genres. Academic journals, broadsheet newspapers, literary fiction, and scientific writing each use distinct registers and vocabularies.
- Keep a vocabulary notebook with context sentences, not just definitions. Write the word in a sentence from the text where you found it.
- Revisit vocabulary actively. Use spaced repetition (e.g., Anki flashcards) to embed new vocabulary into long-term memory.
- Avoid overused IELTS vocabulary. Words like crucial, significant, issue, and society are so overused in IELTS responses that they no longer signal lexical range.
- Paraphrase practice. Take sentences from newspaper articles and rewrite them using completely different vocabulary without changing the meaning.
| Topic | Sophisticated Vocabulary |
|---|---|
| Environment | anthropogenic, biodiversity, carbon sequestration, ecological footprint, mitigation, renewable, resilience, deforestation |
| Education | pedagogy, curriculum, vocational, cognitive development, critical thinking, attainment, literacy, pedagogue |
| Technology | algorithm, automation, artificial intelligence, cybersecurity, digital divide, innovation, obsolescence, surveillance |
| Health | epidemiology, preventative medicine, sedentary, wellbeing, chronic, metabolic, neurological, public health |
| Society | cohesion, demographics, disparity, globalisation, inequality, marginalised, mobility, urbanisation |
| Economy | austerity, fiscal, GDP, inflation, privatisation, recession, subsidy, sustainable growth |
| Weak / Overused | Stronger Alternatives |
|---|---|
| very big | enormous, vast, substantial, considerable |
| very important | crucial, paramount, indispensable, fundamental |
| shows | demonstrates, illustrates, reveals, highlights, indicates |
| problem | challenge, obstacle, impediment, drawback, concern |
| good | beneficial, advantageous, constructive, valuable, commendable |
| bad | detrimental, harmful, adverse, counterproductive, damaging |
| people think | it is widely held that, many argue, a prevalent view is |
| nowadays | in contemporary society, in the modern era, at present |
For the full grammar reference with detailed examples, see grammar.md.
-
Use a wide range of tenses accurately. All 12 tense forms should appear naturally across your writing and speaking. Avoid tense errors in the simple past and present perfect — these are the most commonly penalised.
-
Master articles (a / an / the / zero article). This is the single most common grammatical error among non-native speakers. Incorrect article use cannot coexist with a Band 9 score.
- a/an — first mention, singular countable, general
- the — specific, unique, second mention, superlatives
- zero article — plural general, uncountable general, abstract nouns, most proper nouns
-
Use complex sentences, not just simple ones. Band 9 requires a genuine mix of sentence types. Include:
- Relative clauses: The policy, which was introduced in 2020, has had mixed results.
- Conditional sentences: Had the government acted sooner, the situation would have been less severe.
- Inversion: Not only does this reduce costs, but it also improves efficiency.
-
Use passive voice appropriately in formal writing.
- The data was collected over a six-month period.
- New regulations have been introduced to address the issue.
-
Deploy hedging language in academic contexts.
- This appears to suggest…; The results may indicate…; It could be argued that…
-
Avoid these systematic errors that cap your score:
Error Type Example of Error Correct Form Subject-verb agreement The number of people are increasing. The number… is increasing. Article omission Education is important. ✓ The importance of education ✓ Wrong preposition interested on interested in Run-on sentences The policy failed, people were unhappy, protests began. Use a conjunction or split into separate sentences. Apostrophe errors it's (possessive) its (possessive) / it's = it is Dangling modifiers Having studied the data, the conclusion was clear. Having studied the data, the researchers concluded…
| Phase | Weeks | Focus | Daily Activities |
|---|---|---|---|
| Phase 1: Diagnose & Foundation | 1–2 | Identify weaknesses; reinforce core grammar | Full mock test → score & analyse; grammar.md review; vocabulary notebook started |
| Phase 2: Skill Building | 3–8 | Intensive practice on weakest skills | 2 practice tests per week; daily reading/listening; weekly timed writing tasks |
| Phase 3: Integration | 9–11 | Full exam simulations | Full timed mock every 3 days; speaking practice with recording & self-review |
| Phase 4: Refinement | 12–13 | Fine-tune and consolidate | Error log review; vocabulary reinforcement; light mock testing to maintain confidence |
| Day | Listening | Reading | Writing | Speaking | Vocabulary/Grammar |
|---|---|---|---|---|---|
| Mon | 1 section (20 min) | 1 passage (20 min) | — | Part 1 practice (10 min) | 10 new words |
| Tue | — | 1 passage (20 min) | Task 2 essay (40 min) | — | Word family review |
| Wed | 1 full test (30 min) | — | Task 1 letter (20 min) | Part 2 cue card (10 min) | Collocation practice |
| Thu | — | 1 passage (20 min) | Essay review & rewrite | Part 3 discussion (15 min) | Academic vocabulary |
| Fri | 2 sections (40 min) | 1 full test (60 min) | — | — | Synonym practice |
| Sat | — | — | Full Writing (60 min) | Full mock Speaking (15 min) | Error log review |
| Sun | Review & analyse all errors | Spaced repetition revision |
| Resource | Best For |
|---|---|
| Cambridge IELTS Books 1–19 | Authentic practice tests (essential) |
| IELTS.org official website | Official band descriptors, sample answers, free practice materials |
| BBC Learning English | Vocabulary, grammar, pronunciation |
| The Economist / The Guardian | Reading practice, academic vocabulary in context |
| TED Talks / BBC Radio 4 | Listening practice with diverse accents and complex ideas |
| Anki (flashcard app) | Spaced repetition vocabulary learning |
| E2 Language / IELTS Simon | Writing and speaking model answers and strategies |
| Mistake | How to Avoid |
|---|---|
| Spelling errors on transfer | Double-check all spellings during the 10-minute transfer period |
| Writing more than the word limit | Count your words. "No more than two words" means 1 or 2 — not 3 |
| Missing answers due to distractor fixation | If you miss one, let it go immediately and focus on the next |
| Mishearing numbers (15 vs 50, 13 vs 30) | Write the numeral and check it makes contextual sense |
| Ignoring singular/plural | "Write ONE word" — a plural would be wrong even if the meaning is correct |
| Mistake | How to Avoid |
|---|---|
| Marking NOT GIVEN as TRUE or FALSE | Only mark FALSE if the text directly contradicts the statement; otherwise NOT GIVEN |
| Reading every word before the questions | Go to questions first; skim the passage for structure; scan for specific answers |
| Changing correct answers | Trust your first reading of the text. Second-guessing without re-reading causes errors |
| Using personal knowledge | Answer only from the text. What you know about the topic is irrelevant |
| Running out of time on Passage 3 | Allocate and enforce your time limits from the start |
| Mistake | How to Avoid |
|---|---|
| Copying the question in the introduction | Paraphrase completely using different vocabulary and structure |
| Writing Task 1 first if time is tight | Task 2 is worth twice as much — write it first if you are at risk of running short |
| Using bullet points or lists | Use full academic prose throughout both tasks |
| Ignoring one bullet point in Task 1 | All three bullet points must be addressed with equal development |
| Starting every sentence with a linking word | Vary cohesive devices — clause connectors, reference words, ellipsis, and substitution |
| Vague or generic examples | Use specific, concrete examples — named countries, statistics, real organisations |
| Under the word count | Task 1: minimum 150 words. Task 2: minimum 250 words. Under-length responses are penalised |
| Mistake | How to Avoid |
|---|---|
| Giving very short answers | Always extend with reason + example + reflection |
| Using memorised phrases robotically | Adapt phrases naturally; vary your openers and transitions |
| Speaking too fast under pressure | Slow down deliberately; pausing to think is not penalised |
| Repeating the same vocabulary | Keep a mental note of words already used and actively vary |
| Asking the examiner to repeat too often | It is fine once per question; more than twice signals comprehension difficulty |
| Going off-topic in Part 3 | Re-read the question mentally before answering abstract questions |
| Mistake | How to Avoid |
|---|---|
| Inconsistent tense use | Decide your tense frame before writing and stick to it unless there is a logical reason to change |
| its vs it's | its = possessive (no apostrophe); it's = it is |
| fewer vs less | fewer for countable nouns; less for uncountable: fewer people, less pollution |
| Dangling participles | Ensure the subject of the participle clause is the same as the main clause subject |
| Overusing the passive | Use passive for formal effect, not as a default to avoid active constructions |
| Missing articles | Read your work aloud — missing articles are often audible before they are visible |
Collocation refers to how words go together or from fixed relationship.
1. Typical Collocations:
- Heavy rain
- High temperature
- Scenic view
- Have an experience
Example:
- She has blonde hair.
- She was discharged from hospital.
- She was released from hospital. [Incorrect]
2. Strong Collocation:
- Whisk an egg
- Curly hair
- Winding road
- Blissfully ignorant
- The fast train
- Fast food
- A quick shower
- a quick meal
Types of collocation:
There are several different types of collocation made from combinations of verb, noun, adjective etc. Some of the most common types are:
| Combination | Example | not to use |
|---|---|---|
| adverb + adjective | completely satisfied | (NOT downright satisfied) |
| adjective + noun | excruciating pain | (NOT excruciating joy) |
| noun + noun | a surge of anger | (NOT a rush of anger) |
| noun + verb | lions roar | (NOT lions shout) |
| verb + noun | commit suicide | (NOT undertake suicide) |
| verb + expression with preposition | burst into tears | (NOT blow up in tears) |
| verb + adverb | wave frantically | (NOT wave feverishly) |
3. Sample Collocations:
There are several different types of collocation. Collocations can be adjective + adverb, noun + noun, verb + noun and so on.
1. adverb + adjective
- Invading that country was an utterly stupid thing to do.
- We entered a richly decorated room.
- Are you fully aware of the implications of your action?
2. adjective + noun
- The doctor ordered him to take regular exercise.
- The Titanic sank on its maiden voyage.
- He was writhing on the ground in excruciating pain.
3. noun + noun
- Let's give Mr Jones a round of applause.
- The ceasefire agreement came into effect at 11am.
- I'd like to buy two bars of soap please.
4. noun + verb
- The lion started to roar when it heard the dog barking.
- Snow was falling as our plane took off.
- The bomb went off when he started the car engine.
5. verb + noun
- The prisoner was hanged for committing murder.
- I always try to do my homework in the morning, after making my bed.
- He has been asked to give a presentation about his work.
6. verb + expression with preposition
- We had to return home because we had run out of money.
- At first her eyes filled with horror, and then she burst into tears.
- Their behavior was enough to drive anybody to crime.
7. verb + adverb
- She placed her keys gently on the table and sat down.
- Mary whispered softly in John's ear.
- I vaguely remember that it was growing dark when we left.
- What is the only word in the English language with 2 synonyms that are antonyms of each other?
- What are the only two English words with three consecutive repeated letters?
- What are the two longest English words that don’t repeat letters?
- Which is the 7-letter word in English that consists of 10 words without rearranging any letters?
- What is the dot over the letters “i” & “j” called as?
- What is the longest word in the English Language that has no vowels?
- What are the only two words in English Language that have all the five vowels in order?
- and
- also
- as well as
- another reason is
- now
- at the moment
- at present
- right now
- these days
- nowadays
- in the past
- before
- then
- at that time
- years ago
- When I was younger
- I think one important thing is
- I guess one difference is
- I suppose the main difference between X and Y is
- I guess it's because
- The main reason is
- It was caused by
- Because
- I suppose the best way to deal with this problem is
- I reckon the only answer is to
- The best way to solve this is
- for example
- for instance
- such as
- like
- like so
- What I mean is
- What I want to say is
- As I was saying
- but
- on the other hand
- while
- although
- or
ToDo
| Word | Synonyms |
|---|---|
| Amazing | Incredible, Fantastic, Fabulous, Astonishing, Extraordinary |
| Answer | Respond |
| Awful | Terrible, Abominable, Dreadful |
| Bad | Evil, Spoiled, Imperfect, Infamous, Dismal |
| Beautiful | Gorgeous, Ravishing, Dazzling, Exquisite, Stunning |
| Begin | Initiate, Commence, Inaugurate |
| Big | Huge, Enormous, Gigantic, Humongous, Substantial, Mammoth |
| Break | Rupture, Fracture, Shatter |
| Calm | Serene, Peace, Tranquil |
| Come | Approach, Arrive |
| Cool | Chilly, Frosty, Icy |
| Cut | Chop, Slash, Slit |
| Dangerous | Hazardous, Risky, Precarious |
| Decide | Determine, Settle |
| Definite | Certain, Positive, Obvious |
| Delicious | Savoury, Titbit, Delectable |
| Describe | Portray, Characterise |
| Destroy | Demolish, Slay, Ruin, Raze |
| Difference | Disagreement, Inequity, Dissimilarity |
| Dull | Boring, Uninteresting, Monotonous, Humdrum, Dreary |
| End | Terminate, Conclude, Cessation |
| Explain | Elaborate, Interpret |
| Fall | Drop, Descend, Topple |
| Famous | Well-known, Renowned, Eminent, Illustrious |
| Fast | Quick, Rapid, Hasty, Snappy, Swift |
| Fat | Stout, Corpulent, Chubby, Bulky |
| Funny | Amusing, Humorous, Droll, Hilarious |
| Get | Acquire, Obtain, Secure, Procure, Gather |
| Good | Excellent, Fine, Wonderful, Superior, Gracious, Superb, Splendid, Genuine, Sterling, Top-notch, |
| Great | Worthy, Distinguished, Grand, Considerable, Mighty |
| Happy | Pleased, Delighted, Elated, Joyful, Ecstatic, Jubilant, Jaunty |
| Hate | Despise, Loathe, Abhor, Abominate |
| Have | Possess, Own, Acquire, |
| Help | Aid, Assist, Support, Encourage, Relieve |
| Hide | Conceal, Cover, Mask, Veil |
| Idea | Thought, Concept, Notion |
| Important | Necessary, Vital, Critical, Indispensable, Valuable, Essential, Famous, Notable |
| Interesting | Fascinating, Engaging, Spirited, Intriguing, Gripping, Enthralling, Captivating |
| Little | Tiny, Diminutive, Exiguous, Dinky, Cramped |
| Look | Gaze, Glance, Peek, Glimpse, Stare, Leer |
| Love | Like, Admire, Fancy, Care for, Adore |
| Make | Create, Originate, Invent, Construct, Manufacture, Produce, Compose |
| Move | Plod, Creep, Crawl, Drag, Toddle, shuffle, Trot, Lumber, Meander |
| Neat | Orderly, Tidy, Trim, Natty, Smart, Elegant |
| New | Unique, Modern, Current, Recent |
| Old | Feeble, Ancient, Aged, Veteran, Mature, Primitive, Stale |
| Place | Draw, Map, Diagram, Procedure, Method, Blueprint |
| Show | Display, Exhibit, Indicate, Reveal, Demonstrate |
| Tell | Disclose, Reveal, Expose, Narrate, Inform, Divulge |
| Use | Employ, Utilise, Exhaust, Spend |
| Wrong | Incorrect, Inaccurate, Mistaken, Erroneous, Improper, Unsuitable |
| Informal | Formal |
|---|---|
| I think... | In my opinion |
| Because... | As a result of the fact/ Due to the fact |
| Also... | Furthermore/Moreover |
| But... | However |
| And... | In addition |
| So... | Therefore/Consequently/As a result |
| Anyway... | Nevertheless |
| In the end... | Eventually |
| In a nutshell/ Basically | To Summarise... |