How to Improve IELTS Vocabulary for Band 7+: A Practical 30-Day Study Plan
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A notebook filled with difficult words can look impressive. Unfortunately, it does not always lead to a better IELTS score.
The real challenge appears when a student has only a minute to prepare a Speaking answer or forty minutes to complete a Writing Task 2 essay. At that moment, recognising a word is not enough. The student needs to recall it quickly, combine it naturally with other words and use it without changing the intended meaning.
That is the difference between knowing a word and being able to use it.
For a Band 7 or higher performance, vocabulary needs to be flexible, precise and appropriate. This does not mean filling every sentence with rare or academic-sounding expressions. It means having enough control to discuss unfamiliar topics, paraphrase ideas, avoid unnecessary repetition and select words that fit the context.
A focused 30-day plan can help build that control. The aim is not to memorise thousands of words in one month. It is to develop a smaller but more dependable vocabulary that remains available during the test.
Many IELTS learners assume that a higher vocabulary score depends on using words such as ameliorate, ubiquitous, paradigm and exacerbate as frequently as possible.
That is a misunderstanding.
A strong response usually stands out because the language is accurate and specific, not because every word is unusual.
Consider these two sentences:
Governments should do something about pollution because it is a very bad problem.
Governments should introduce stricter emission controls to reduce urban air pollution.
The second sentence is stronger, but the vocabulary is not unnecessarily complicated.
Introduce stricter controls is a natural word combination.
Emission controls identifies a particular policy.
Urban air pollution describes the problem more precisely.
Reduce communicates a clearer action than do something about.
The improvement comes from control.
This is particularly important because vocabulary performance is not judged in isolation. In both Speaking and Writing, good word choice should help communicate an idea. It should not make the response sound memorised, exaggerated or unnatural.
Students often record a new word with a translation beside it and consider the word learned. That may be enough for recognition, but not for active use.
A useful vocabulary item has several parts.
The learner should be able to explain the word in simple language.
Inequality: an unfair difference in income, opportunity, treatment or living conditions.
A complicated dictionary definition can sometimes hide weak understanding. If a word cannot be explained simply, it may not yet be ready for use in an essay or spoken answer.
Words tend to appear in familiar combinations.
For example:
income inequality;
widening inequality;
reduce inequality;
address inequality;
social and economic inequality.
A student may understand both inequality and make, but “make inequality smaller” sounds less natural than “reduce inequality.”
This is why collocations are so important for IELTS. They help language sound fluent without requiring obscure vocabulary.
A single root can provide several useful forms.
Form | Example |
|---|---|
equality | Greater equality can improve social stability. |
inequality | Income inequality remains a serious concern. |
equal | All children should have equal access to education. |
unequal | Resources are distributed unequally. |
equally | The policy does not affect all households equally. |
Word families also make it easier to change sentence structure. A learner who knows only the noun form may struggle when an adjective or adverb is required.
A word becomes more memorable when it is connected to a realistic topic.
A sentence such as:
Inequality is bad.
shows very little understanding.
A more useful example would be:
Unequal access to higher education can reinforce existing social inequality.
The second sentence connects the vocabulary to education, opportunity and social policy. It is also closer to the kind of language that might appear in Writing Task 2 or Speaking Part 3.
Knowing when not to use a word is also part of vocabulary control.
For example, juveniles may refer to young people, but it often appears in legal or formal contexts. It is not always a natural replacement for children.
Similarly, eradicate suggests removing something completely. It may work with eradicate a disease, but it can sound exaggerated in a sentence about traffic congestion.
Vocabulary improvement is often treated as a numbers game. Students count how many words they have highlighted, copied or added to an app. The total grows, but their speaking and writing remain largely unchanged.
Several common habits explain why.
A long list may show that curb means to control or limit. It does not necessarily show how the word behaves.
The useful language is often found in the phrase:
curb inflation;
curb excessive spending;
curb carbon emissions;
curb the spread of disease.
Learning the word with its common partners makes it easier to retrieve and use accurately.
Reading forty new words can create a satisfying sense of progress. Two days later, only a small number may still be accessible.
For many learners, six to ten well-studied items are more valuable than thirty briefly reviewed ones.
Deep learning takes time. It includes meaning, pronunciation, spelling, word form, collocation and actual use.
Synonyms are frequently presented as direct replacements, but words with similar meanings often differ in tone, strength or context.
Consider:
problem;
issue;
challenge;
obstacle;
crisis.
A shortage of trained teachers may be a challenge.
A legal restriction may create an obstacle.
A breakdown of essential services may become a crisis.
Paraphrasing works only when the new wording preserves the original meaning.
A rare word is not automatically better than a common one.
Consider:
Governments should eradicate traffic congestion by ameliorating public transport.
The sentence sounds forced. Eradicate is too absolute for most discussions of congestion, while improving public transport would sound more natural than ameliorating public transport.
A clearer version would be:
Governments can ease traffic congestion by improving the reliability and coverage of public transport.
The stronger sentence is easier to understand and more precise.
A student may recognise a word in a passage but fail to produce it during a speaking test. This is normal because recognition is easier than retrieval.
Vocabulary becomes active when it is recalled without prompts, used in an original sentence and revisited after a delay.
Many learners keep collecting new language while repeating familiar mistakes:
discuss about an issue instead of discuss an issue;
make a research instead of conduct research;
a big amount of people instead of a large number of people;
cope up with pressure instead of cope with pressure;
people is instead of people are.
Correcting ten repeated errors can have more value than learning fifty additional words.
IELTS covers a wide range of themes, but the same broad topics appear repeatedly:
education;
health;
family and society;
government;
environment;
crime;
business;
transport;
travel and tourism;
media and advertising;
sports;
food and diet;
urban development.
Studying by topic gives vocabulary a natural context. It also helps learners build groups of language that can be used together in an answer.
The IELTS Vocabulary Topics collection on Prepma organises these themes into separate sets. Within each topic, learners can move through beginner, intermediate, advanced and collocation-based material. Idiom sets are also being added as supplementary practice.
This level-based structure matters. Not every IELTS student needs to begin with advanced vocabulary.
A beginner set can establish essential topic language. An intermediate set can widen range. An advanced set can improve precision. A collocation set can help familiar words sound more natural.
The modes available within each set serve different purposes:
Flashcards introduce meanings, examples and usage.
Learn supports repeated recall.
Match provides quick recognition practice.
Test checks whether the vocabulary can be recalled independently.
These modes are most effective when followed by speaking or writing. Recognising the correct answer is useful, but producing the language without options is the real goal.
Vocabulary does not require hours of study each day. A short, consistent routine is often more effective than an occasional long session.
Time | Focus |
|---|---|
4 minutes | Recall previously studied vocabulary |
6 minutes | Study six to ten new items from one topic |
5 minutes | Practise through Learn, Match or Test |
5 minutes | Use at least three items in speaking or writing |
The first stage should involve retrieval rather than rereading. The learner attempts to remember the meaning, complete a collocation or reproduce an example before looking at the answer.
Flashcards are useful during the introduction stage. Learn mode can then strengthen recall, while Match provides a faster review. Test mode is particularly useful after a delay, when immediate memory is no longer helping.
The final five minutes are the most important. A short paragraph, an improved sentence or a one-minute spoken response turns passive knowledge into active language.
The first week is about establishing a repeatable method. The aim is not to finish entire collections. It is to select useful vocabulary and begin using it with confidence.
A useful first step is to create a baseline.
The learner completes one Writing Task 2 body paragraph of around 100 to 130 words and records a two-minute answer to a related Speaking question.
The samples can then be reviewed for:
repeated words;
vague expressions such as good, bad, big, things and a lot;
missing vocabulary;
uncertain collocations;
word-form errors;
spelling problems.
These samples become a reference point for Day 30.
Education is a useful opening topic because it connects with employment, technology, inequality, childhood and government policy.
The learner can begin with a set suited to their current level and select approximately eight items.
A higher-level sample might include:
academic achievement;
equal access to education;
vocational training;
learning outcomes;
student wellbeing;
teacher shortage;
rote memorisation;
critical thinking skills.
These types of expressions appear in Prepma’s Advanced Collocations for IELTS: Education set.
The vocabulary becomes more useful when combined into a real argument:
Excessive reliance on rote memorisation may improve examination results without developing critical thinking skills.
A suitable Speaking question might be:
What changes could improve the quality of education
The goal is not to place all eight expressions into one answer. Three or four used naturally are enough.
The next topic can move from individual experience to a broader social issue.
A possible selection includes:
carbon emissions;
biodiversity loss;
renewable energy;
resource depletion;
conservation measures;
environmental degradation;
sustainable consumption;
emission standards.
Learners who already know the basic topic language may use the IELTS Environment Vocabulary – Advanced set.
One helpful method is to organise the items by function:
Problem | Cause | Response |
|---|---|---|
biodiversity loss | intensive agriculture | conservation measures |
air pollution | vehicle emissions | stricter emission standards |
resource depletion | excessive consumption | sustainable consumption |
This structure mirrors common IELTS questions about causes, consequences and solutions.
Health vocabulary can be divided into personal behaviour and public policy.
Personal health
maintain a balanced diet;
lead a sedentary lifestyle;
develop healthy habits;
reduce the risk of chronic disease.
Public health
improve access to healthcare;
provide mental health support;
launch a public health campaign;
place pressure on health services.
A question such as “What can individuals and governments do to improve public health?” encourages the learner to distinguish between private responsibility and government action.
That distinction makes the response more thoughtful and also creates a natural reason to use different groups of vocabulary.
Some words are easier to remember as contrasts.
For example:
close-knit family and family breakdown;
shared responsibility and unequal burden;
social inclusion and social isolation;
stable upbringing and disrupted childhood;
social cohesion and community division.
A topic-based collocation set such as IELTS Family & Society Collocations provides language that can be used in discussions about childcare, ageing populations, relationships and social change.
A natural sentence might be:
Although extended families can provide practical support, living in a large household may also create disagreements over childcare responsibilities.
Crime is a common IELTS topic, but it can encourage overly dramatic language. Precision is especially important.
A useful advanced selection could include:
deter criminal activity;
repeat offender;
rehabilitation programme;
custodial sentence;
law enforcement agencies;
juvenile crime;
reduce reoffending;
address the root causes of crime.
These types of items are covered in the IELTS Crime Vocabulary – Advanced set.
A weak example would be:
Rehabilitation is important for criminals.
A more developed sentence would be:
Rehabilitation programmes can reduce reoffending by helping former prisoners develop employable skills.
No new topic is necessary on the seventh day.
The vocabulary from the first five topics can be divided into three categories:
Secure: understood and usable without help.
Developing: recognised but difficult to produce.
Weak: forgotten or still unclear.
The developing category deserves the most attention. These items are often close to becoming active.
Flashcards can clarify weak items. Learn mode can strengthen repeated recall. Match can provide a short mixed-topic review, while Test can check vocabulary believed to be secure.
The final stage is production. A learner might answer one short question from each topic or write a paragraph connecting two areas, such as education and inequality or public health and government spending.
By the end of the week, thirty well-understood expressions are more valuable than a hundred half-remembered ones.
The second week moves beyond topic lists. The focus shifts to word families, sentence structure, collocations and paraphrasing.
Ten words from Week 1 can be expanded into related forms.
Noun | Verb | Adjective | Adverb |
|---|---|---|---|
regulation | regulate | regulatory | — |
consumption | consume | consumable | — |
inequality | — | unequal | unequally |
sustainability | sustain | sustainable | sustainably |
This makes it easier to vary grammar:
Sustainable transport policies can help cities sustain long-term population growth.
Some verbs are especially useful in formal arguments:
address a problem;
allocate resources;
introduce legislation;
raise awareness;
widen inequality;
meet a need;
pose a threat;
tackle unemployment;
impose restrictions;
reach a conclusion.
Practising the missing verb can be more useful than repeatedly reading the complete phrase.
______ resources
______ awareness
______ a threat
The aim is automatic recall.
Good paraphrasing preserves meaning.
Original: Many people now work from home.
Paraphrase: Remote working has become increasingly common.
Original: Governments should spend more money on public transport.
Paraphrase: A larger share of public funding should be allocated to transport infrastructure.
The second sentence changes both vocabulary and grammatical structure. Structural paraphrasing is often safer than replacing each word with a supposed synonym.
Vague verbs such as do, make, get and give are not always wrong, but they can limit precision.
Vague expression | More precise alternative |
|---|---|
do research | conduct research |
make a law | introduce legislation |
get a qualification | obtain a qualification |
give money to a sector | allocate funding to a sector |
make pollution lower | reduce pollution |
give people jobs | create employment opportunities |
Simple verbs should not be replaced unnecessarily. The more precise alternative is useful only when it improves the meaning.
Natural combinations can improve clarity without making writing sound inflated:
severe shortage;
growing concern;
compelling evidence;
practical solution;
long-term consequence;
widespread criticism;
unequal distribution;
excessive consumption;
affordable housing;
preventable disease.
These phrases are useful because they communicate both the subject and its degree or character.
Many vocabulary errors are actually preposition errors:
access to education;
demand for housing;
investment in infrastructure;
impact on society;
solution to a problem;
reason for a change;
increase in prices;
responsible for an outcome;
vulnerable to disease;
dependent on technology.
Such patterns are worth learning as complete units.
A useful Week 2 review might include:
ten collocations;
five word families;
five preposition patterns;
five paraphrases;
one 150-word argument.
A suitable question could be:
Some people believe university education should be free for everyone. To what extent do you agree or disagree
The underlined vocabulary should sound as though it belongs in the paragraph. If it appears inserted only to demonstrate range, it may be better removed.
Scores and progress indicators can be motivating, but they do not always show whether vocabulary has become active.
A learner may be able to:
recognise a word on a flashcard;
match it to the correct definition;
select the right option in a test;
and still struggle to use it in a sentence.
After completing an activity, the more meaningful questions are:
Can the expression be explained without looking
Can the collocation be completed from memory
Can it be used in a different context
Can it be pronounced naturally
Can it still be recalled the following day
Study modes support learning, but the real test is whether the language remains available without clues or answer choices.
The third week is concerned with performance. Vocabulary now needs to support ideas under realistic conditions.
A strong paragraph usually needs only three or four target expressions.
A clear structure might include:
a main idea;
an explanation;
a specific example;
a concluding or linking sentence.
Trying to force ten new items into one paragraph often damages clarity.
A cue card can be prepared using five vocabulary prompts rather than full sentences.
For a question about a place, the prompts might be:
densely populated;
well-connected;
historic district;
sense of community;
rapid development.
This allows the answer to remain spontaneous while still encouraging useful vocabulary.
Part 3 often requires more abstract language than Part 1.
A dependable structure is:
Opinion → reason → example → qualification
For example:
Governments should subsidise public transport because affordability strongly influences whether people use it. Commuters may continue driving if train fares remain high. However, lower prices alone will not help if services are unreliable.
Vocabulary supports the answer, but the reasoning gives it substance.
Repeated words can sometimes be replaced through pronouns, reference words or changes in sentence structure.
For example:
children → young people → pupils → younger members of society
These expressions are not always interchangeable. Pupils belongs naturally in an educational context, while younger members of society has a broader meaning.
Variety should not come at the cost of accuracy.
Stronger vocabulary often produces more careful claims.
Overgeneralised: Technology has destroyed social relationships.
More precise: Excessive dependence on digital communication can weaken some forms of face-to-face interaction.
Overgeneralised: Advertising makes children unhealthy.
More precise: Frequent exposure to food advertising may influence children’s dietary preferences.
Words such as may, can, tends to and in some cases help create reasonable limits. This is not weak language. It is controlled language.
A word that cannot be pronounced confidently is difficult to use naturally in Speaking.
Useful checks include:
the stressed syllable;
difficult consonant combinations;
missing or added syllables;
changes in stress between noun and verb forms.
For example:
economy
economic growth
Economic growth does not always lead to greater equality.
The word should be practised alone, inside a phrase and then within a complete sentence.
A mixed review can use three unrelated topics, such as education, transport and health.
For each topic, the learner produces:
five useful words or collocations;
a one-minute answer;
two argument sentences;
one paraphrase.
Switching topics quickly is useful preparation for the unpredictability of the test.
The final stage brings together retrieval, accuracy and timed practice.
A learner’s weakest area is not always the topic with the fewest recognised words. It may be the topic that produces vague or repetitive answers.
The appropriate set depends on the underlying problem:
beginner or intermediate vocabulary when essential language is missing;
advanced vocabulary when ideas remain too general;
collocations when individual words are known but combinations sound unnatural;
idioms, once available, as limited supplementary Speaking practice.
Suppose Food and Diet is the weakest area. A useful selection might include:
follow a balanced diet;
reduce calorie intake;
develop unhealthy eating habits;
consume processed food;
meet nutritional needs;
tackle childhood obesity;
maintain a healthy weight;
make healthier food choices.
Related vocabulary can be found in the IELTS Food & Diet Vocabulary – Advanced set.
A question such as “Why are unhealthy diets becoming more common?” provides a realistic context for the language.
Vocabulary is more durable when it is not tied to one study session.
A mixed collection might contain:
five items from Week 1;
five from Week 2;
five from Week 3;
five from the weakest topic.
These can then be used across several short answers.
An error log becomes especially valuable near the end of the month.
Category | Example |
|---|---|
Wrong word choice | economic people instead of economically disadvantaged people |
Wrong collocation | make awareness instead of raise awareness |
Wrong word form | the educate system instead of the education system |
Wrong spelling | enviroment instead of environment |
The ten most frequent mistakes deserve more attention than ten new expressions.
A full essay tests whether vocabulary survives under pressure.
During planning, no more than eight target expressions are needed. They should be used only where they fit naturally.
The final review can consider:
unnecessary repetition;
uncertain word meanings;
unnatural collocations;
incorrect word forms;
exaggerated claims;
spelling problems.
A complete recording can include:
four Part 1 questions;
one Part 2 cue card;
four Part 3 questions.
The recording should continue through mistakes. Natural communication often involves correction, rephrasing and clarification.
The most important question is whether vocabulary supports fluency or interrupts it.
Ten statements can be rewritten within ten minutes.
Original: People are buying more processed food because it is convenient.
Paraphrase: Convenience has contributed to rising consumption of processed food.
Original: Governments should improve public transport to reduce traffic.
Paraphrase: Investment in public transport could help ease road congestion.
These examples change both vocabulary and sentence structure.
Not every word deserves to remain in the study list.
Some items may be:
too technical;
difficult to pronounce;
easy to confuse;
unlikely to appear in an answer;
less useful than a simpler alternative.
Removing unreliable language can make the remaining vocabulary more usable.
The learner can select fifty of the month’s most useful items and check whether each one can be:
explained;
combined with a natural collocation;
changed into the correct word form;
used in an original sentence;
pronounced or spelled correctly;
recalled without support.
Each item can be classified as:
secure;
developing;
passive;
remove.
The original Day 1 Writing and Speaking tasks are repeated.
The two versions can then be compared for meaningful changes:
greater precision;
fewer vague words;
more natural collocations;
easier paraphrasing;
less hesitation;
better control of word forms;
fewer repeated errors.
These improvements matter more than the total number of words collected during the month.
A useful IELTS expression usually meets several conditions.
Public expenditure may be useful in discussions about education, healthcare, transport, housing and environmental policy.
A highly specialised term may appear in only one narrow context.
Problem is useful, but sometimes a more exact word is needed:
obstacle;
shortage;
inequality;
risk;
limitation;
burden;
consequence.
The distinction is more valuable than the list itself.
Instead of recording only legislation, it is better to learn:
introduce legislation;
pass legislation;
enforce legislation;
comply with legislation;
tighten existing legislation.
Knowing regulation, regulate, regulatory and regulated gives the learner more grammatical flexibility.
This is especially important for language intended for both Speaking and Writing.
Sometimes the simpler word remains the best choice.
Children is usually clearer than juveniles.
Improve may be more natural than ameliorate.
Use may be better than utilise.
Advanced vocabulary is valuable only when it improves the sentence.
The following examples do not represent guaranteed band scores. They simply show how vague language can become more precise.
Less controlled | More controlled |
|---|---|
There are many bad effects of traffic. | Heavy traffic contributes to air pollution, noise and longer commuting times. |
Poor people cannot get good education. | Students from low-income households may have limited access to high-quality education. |
The government should make strict rules. | The government should introduce and enforce stricter regulations. |
Technology is growing very fast. | Digital technology is developing rapidly and becoming integrated into everyday life. |
People eat bad food because it is cheap. | Low-income consumers may rely on inexpensive processed food because healthier alternatives are less affordable. |
Criminals should get strong punishment. | Serious offenders should face proportionate penalties, while rehabilitation may be more effective for minor offences. |
Pollution is increasing day by day. | Air pollution is worsening in many rapidly expanding urban areas. |
This will give many advantages to society. | This could produce substantial social and economic benefits. |
The stronger versions succeed because they are more specific, not because they contain longer words.
Vocabulary that sounds natural in conversation may not always suit an academic essay.
Natural spoken language can include:
phrasal verbs;
personal examples;
conversational expressions;
moderate idiomatic language;
clarification and self-correction.
For example:
I used to drive to work, but the traffic became so unpredictable that I eventually switched to the metro.
This sounds appropriate in speech.
Writing generally requires:
neutral or academic language;
controlled claims;
accurate collocations;
correct word forms;
reliable spelling;
less conversational phrasing.
A written version might be:
Unreliable journey times may encourage urban commuters to shift from private vehicles to public transport.
Idiomatic vocabulary does not mean filling an essay with sayings such as every cloud has a silver lining. Natural combinations such as pose a risk, play a role, reach a conclusion and address a concern are also part of fluent language use.
Vocabulary fades when it is studied once and then abandoned.
A practical review pattern is:
shortly after learning;
the following day;
three days later;
one week later;
two weeks later;
at the end of the month.
Not every item needs equal attention. Words that are recognised but not yet produced deserve the most review.
Useful review formats include:
definition to word;
word to definition;
incomplete collocation to complete phrase;
sentence gap to correct form;
topic question to spoken response.
Rereading creates familiarity. Retrieval creates memory.
A vocabulary item is becoming active when the learner can:
recall it without seeing the answer;
explain it in simple language;
combine it with natural partners;
use the correct grammatical form;
pronounce it in a sentence;
spell it accurately;
apply it in more than one context;
recognise when it would be inappropriate.
The final ability is often overlooked. Vocabulary control includes knowing when not to use a word.
For many learners, six to ten useful words or collocations is a realistic daily target. The exact number matters less than review and active use.
Thirty words learned briefly may produce less progress than eight words studied in context.
Meaningful improvement is possible, especially for learners who already have an intermediate foundation.
Within a month, students can improve paraphrasing, reduce repeated errors, strengthen topic vocabulary and use collocations more naturally.
However, no vocabulary plan can guarantee Band 7. The result also depends on grammar, fluency, organisation, pronunciation and task performance.
A student needs enough range to discuss different topics with flexibility and precision. Less-common vocabulary can help, but only when it is used appropriately.
A difficult word used incorrectly may weaken a response. A common word used precisely can strengthen it.
Related words are useful, but they should not be treated as exact replacements.
Meaning, tone, strength and grammar all need to be considered.
Natural idiomatic language can support a strong response, but memorised sayings are not essential.
Accurate collocations, phrasal verbs and familiar expressions are usually more useful than forced idioms.
Colourful conversational idioms are generally unnecessary in academic writing.
Natural fixed expressions and collocations are useful, but clarity and precision should remain the priority.
Broad themes are the most useful starting point:
education;
health;
environment;
family and society;
government;
employment;
crime;
technology;
transport;
food and diet.
There is no need to master every possible theme before practising real questions.
A combination of retrieval, spaced review and active production works well.
The word is recalled without looking, revisited over several days and then used in speaking or writing. Memory becomes stronger when the item is connected to a topic, collocation, sentence and idea.
No.
Strong vocabulary cannot fully compensate for unclear ideas, weak grammar, poor organisation, limited fluency or difficult pronunciation. Vocabulary should support communication, not distract from it.
There is no need to restart with a completely new list.
The fifty most useful items from the month can remain at the centre of future study. New vocabulary can then be added gradually.
A weekly routine might include:
one major IELTS topic;
a set suited to the learner’s current level;
limited new vocabulary through Flashcards;
retrieval practice through Learn;
quick revision through Match;
delayed checking through Test;
one complete essay;
one recorded Speaking practice;
review of older vocabulary and repeated errors.
Learners can also move through levels within the same topic.
For example:
An intermediate Education set establishes essential language.
An advanced set adds precision.
A collocation set improves natural combinations.
Selected idioms can later support Speaking.
The language is applied to real questions.
Moving to advanced vocabulary too early is rarely helpful. Remaining with beginner material after it has become easy is equally limiting.
Over time, a useful vocabulary becomes more selective rather than merely larger.
The aim is not to collect the greatest possible number of words or complete the greatest possible number of activities. It is to have enough language available when it is needed—and enough control to use it accurately.
That is what turns vocabulary from a study list into an IELTS skill.