Bu sayfa AWL Sublist 3'ün mantığını ve 53 kelime ailesini tümüyle özgün örnek cümlelerle anlatır; ham liste kopyalanmaz, akademik kullanımı gösterilir.
This page explains the logic of AWL Sublist 3 and all 53 word families with entirely original example sentences; the raw list is not copied, its academic use is shown.
AWL Sublist 3'ün 53 akademik kelime ailesini doğru biçimleri, IELTS örnek cümleleri, collocation'ları ve sık hatalarıyla işleyen kapsamlı kelime rehberi. Önce AWL genel bakış sayfasına, sonra uygulama için model cevaplar sayfasına bak.
A comprehensive vocabulary guide covering AWL Sublist 3's 53 academic word families with their correct forms, IELTS example sentences, collocations and common mistakes. First see the AWL overview page, then, for practice, the model answers page.
Academic Word List (AWL) 10 kademeye (sublist) ayrılır. Bu sayfa Sublist 3'ü baştan sona işler: 53 akademik kelime ailesinin doğru biçimleri, IELTS cümlesinde nasıl kullanıldıkları, collocation'ları ve Türk adayların en sık yaptığı hatalar. Amaç ham liste ezberi değil, bu kelimeleri Writing ve Speaking'de üretebilir hale gelmendir.
AWL, akademik metinlerde sürekli tekrar eden ama günlük konuşmada seyrek görülen kelimelerin listesidir. Kelimeler sıklığa göre 10 alt-listeye ayrılmıştır: Sublist 1 en sık, Sublist 10 en seyrek geçen aileleri barındırır. Sublist 3 bu haritada hâlâ yüksek-frekans bölgesindedir; yani bu 53 aile, gerçek akademik metinlerde ve senin kendi essay'lerinde sıkça işine yarayacak kelimelerdir. Sublist 1 ve 2'yi otomatikleştirdiysen, en yüksek getiriyi veren bir sonraki durak burasıdır.
Sublist 3'ün karakteri şudur: kelimeler somut ve işlevseldir. Bir fikri demonstrate etmek, bir sonucu illustrate etmek, bir görüşü justify etmek, bir framework içinde çalışmak, bir proportiondan söz etmek — bunlar her Task 2 essay'inin ve her akademik pasajın omurgasıdır. Bu yüzden Sublist 3 kelimeleri IELTS'in Lexical Resource ölçütünde tam olarak aranan “konuya uygun, az-yaygın kelime” tanımına girer: günlük değil, ama zorlama da değil.
Bir kelimeyi “bilmek” ile onu “kullanabilmek” farklıdır. Sınavda çoğu zaman kelimenin fiil biçimini değil isim (demonstration) veya sıfat (demonstrable) biçimini üretmen gerekir. Bu yüzden aşağıdaki tabloda her headword'ü tek başına değil, ailesiyle veriyoruz: bir aileyi öğrenirken tüm biçimlerini birlikte öğren.
Telif notu: AWL, dil eğitimci Averil Coxhead'in derlediği tanınmış bir akademik kavramdır. Bu sayfada listenin akademik kullanımını kendi özgün örnek cümlelerimizle gösteriyoruz; ham çalışmayı sayfa sonundaki Kelime Bankası'ndan yaparsın.
Academic Word List (AWL) is divided into 10 tiers (sublists). This page works through Sublist 3 from start to finish: the correct forms of 53 academic word families, how they are used in an IELTS sentence, their collocations and the mistakes Turkish candidates make most often. The aim is not to memorise the raw list but to become able to actively produce these words in Writing and Speaking.
The AWL is a list of words that recur constantly in academic texts but appear rarely in everyday speech. The words are divided into 10 sub-lists by frequency: Sublist 1 holds the most frequent families, Sublist 10 the rarest. Sublist 3 is still in the high-frequency zone on this map; that is, these 53 families are words you will need often in real academic texts and in your own essays. Once you have automated Sublist 1 and 2, this is the next stop with the highest return.
The character of Sublist 3 is this: the words are concrete and functional. To demonstrate an idea, to illustrate a result, to justify an opinion, to work within a framework, to speak of a proportion — these are the backbone of every Task 2 essay and every academic passage. That is why Sublist 3 words fall exactly under the Lexical Resource criterion's exact definition of “topic-appropriate, less-common words”: not everyday, but not forced either.
“Knowing” a word is different from being able to “use” it. In the exam you often need to produce not the verb form but the noun (demonstration) or the adjective (demonstrable) form. That is why in the table below we give each headword not on its own but with its family: when you learn a family, learn all its forms together.
Copyright note: The AWL is a well-known academic concept compiled by the language educator Averil Coxhead. On this page we show the academic use of the list with our own original example sentences; you do the raw practice from the Vocabulary Bank at the bottom of the page.
Aşağıda Sublist 3'ün 53 kelime ailesinin tamamı var. İlk sütunda kök (headword), ikinci sütunda aynı ailedeki türev biçimler, üçüncü sütunda Türkçe karşılık(lar) yer alır. Çalışırken her satırı bir bütün olarak öğren: sınavda çoğu zaman kökün kendisi değil, bir türevi (isim ya da sıfat biçimi) gerekir. Örneğin fiil demonstrate yerine isim demonstration ya da sıfat demonstrable.
AWL “kelime” değil “kelime ailesi” sayar. rely ailesini bilmek demek, sadece fiili değil reliance (güven), reliable (güvenilir) ve reliability (güvenilirlik) biçimlerini de bilmek demektir. Bir aileyi bu genişlikte öğrenen aday, tek bir kavramı cümlenin isim, sıfat ve fiil rolünde esnekçe kullanabilir — Band 7+ Lexical Resource'un özü budur.
| Headword (kök) | Aile biçimleri | Türkçe karşılık |
|---|---|---|
| alternative | alternatives, alternatively, alternate (f./sf.), alternation | seçenek, alternatif; başka bir yol |
| circumstance | circumstances, circumstantial | durum, koşul, hâl |
| comment | comments, commented, commenting, commentary, commentator | yorum; yorum yapmak |
| component | components, componential | bileşen, parça, öğe |
| consent | consents, consented, consenting, consensual | rıza, onay; razı olmak |
| considerable | considerably | hatırı sayılır, önemli ölçüde (büyüklük/miktar) |
| constant | constants, constantly, constancy | sabit, sürekli, değişmeyen |
| constrain | constrains, constrained, constraining, constraint(s) | kısıtlamak, sınırlamak; kısıt |
| contribute | contributes, contributed, contributing, contribution(s), contributor(s) | katkıda bulunmak, pay sahibi olmak |
| coordinate | coordinates, coordinated, coordinating, coordination, coordinator | koordine etmek, eşgüdüm sağlamak |
| core | cores | çekirdek, öz, temel |
| corporate | corporation(s), corporatism | kurumsal, şirkete ait |
| correspond | corresponds, corresponded, corresponding, correspondingly, correspondence, correspondent | karşılık gelmek, uymak; yazışmak |
| criteria | criterion (tekil), criteria (çoğul) | ölçüt(ler), kıstas |
| demonstrate | demonstrates, demonstrated, demonstrating, demonstration, demonstrable, demonstrably, demonstrator | göstermek, kanıtlamak, ortaya koymak |
| document | documents, documented, documenting, documentation, documentary | belge; belgelemek, kayıt altına almak |
| dominate | dominates, dominated, dominating, domination, dominant, dominance, predominantly | hâkim olmak, baskın gelmek; baskın |
| emphasis | emphases (çoğul), emphasise (f.), emphasised, emphasising, emphatic, emphatically | vurgu; önem verme |
| ensure | ensures, ensured, ensuring | sağlamak, garanti etmek, temin etmek |
| exclude | excludes, excluded, excluding, exclusion, exclusive, exclusively | dışlamak, hariç tutmak |
| framework | frameworks | çerçeve, yapı, kavramsal iskelet |
| fund | funds, funded, funding, funder(s) | fon, kaynak; finanse etmek |
| illustrate | illustrates, illustrated, illustrating, illustration, illustrative, illustrator | örneklemek, göstermek, açıklamak |
| imply | implies, implied, implying, implication(s), implicit, implicitly | ima etmek, dolaylı anlatmak |
| initial | initially, initiate (f.), initiated, initiation | başlangıç(taki), ilk |
| instance | instances | örnek, durum, hâl (for instance: örneğin) |
| interact | interacts, interacted, interacting, interaction(s), interactive, interactively | etkileşmek, karşılıklı etkilemek |
| justify | justifies, justified, justifying, justification, justifiable, justifiably | haklı çıkarmak, gerekçelendirmek |
| link | links, linked, linking, linkage | bağlantı; bağlamak, ilişkilendirmek |
| locate | locates, located, locating, location(s), locational | konumlandırmak, yerini bulmak; yer almak |
| maximise | maximises, maximised, maximising, maximisation, maximum, maximal | en üst düzeye çıkarmak (US: maximize) |
| minor | minors, minority, minorities | küçük, önemsiz; azınlık; reşit olmayan |
| outcome | outcomes | sonuç, netice, çıktı |
| partner | partners, partnered, partnering, partnership(s) | ortak, eş; ortaklık kurmak |
| philosophy | philosophies, philosopher, philosophical, philosophically | felsefe; temel yaklaşım/anlayış |
| physical | physically, physicality | fiziksel, bedensel, maddi |
| proportion | proportions, proportional, proportionally, proportionate, disproportionate | oran, orantı, pay |
| publish | publishes, published, publishing, publication(s), publisher(s), unpublished | yayımlamak, yayınlamak |
| react | reacts, reacted, reacting, reaction(s), reactive, reactor | tepki vermek, tepkimek |
| register | registers, registered, registering, registration, registry | kayıt; kaydolmak/kaydetmek; (dil) kayıt/üslup |
| rely | relies, relied, relying, reliance, reliable, reliably, reliability, unreliable | güvenmek, dayanmak, bel bağlamak |
| remove | removes, removed, removing, removal, removable | kaldırmak, çıkarmak, uzaklaştırmak |
| scheme | schemes, schemed, scheming, schematic | plan, düzen, program; şema |
| sequence | sequences, sequenced, sequencing, sequential, sequentially | sıra, dizi, ardışıklık |
| shift | shifts, shifted, shifting | kayma, değişim; vardiya; kaymak/kaydırmak |
| specify | specifies, specified, specifying, specification(s), specific, specifically | belirtmek, ayrıntılandırmak, tanımlamak |
| sufficient | sufficiently, suffice (f.), sufficiency, insufficient, insufficiently | yeterli, kâfi |
| task | tasks, tasked | görev, iş, ödev |
| technical | technically, technicality, technician | teknik, uzmanlık gerektiren |
| technique | techniques | teknik, yöntem, beceri |
| technology | technologies, technological, technologically, technologist | teknoloji |
| valid | validly, validate (f.), validated, validation, validity, invalid, invalidate | geçerli, sağlam (mantıkça) |
| volume | volumes, voluminous | hacim, miktar; cilt (kitap) |
Below are all 53 word families of Sublist 3. The first column has the root (headword), the second the derived forms in the same family, the third the meaning(s). As you study, learn each row as a whole: in the exam you often need not the root itself but a derivative (a noun or adjective form). For example, instead of the verb demonstrate the noun demonstration or the adjective demonstrable.
The AWL counts not “words” but “word families”. rely Knowing the family means knowing not only the verb but also reliance (trust/reliance), reliable (dependable) and reliability (reliability) forms as well. A candidate who learns a family this broadly can flexibly use a single concept in the noun, adjective and verb role of a sentence — this is the essence of Band 7+ Lexical Resource.
| Headword (root) | Family forms | Meaning |
|---|---|---|
| alternative | alternatives, alternatively, alternate (f./sf.), alternation | option, alternative; another way |
| circumstance | circumstances, circumstantial | situation, condition, state |
| comment | comments, commented, commenting, commentary, commentator | comment; to comment |
| component | components, componential | component, part, element |
| consent | consents, consented, consenting, consensual | consent, approval; to consent |
| considerable | considerably | considerable, to a significant degree (size/amount) |
| constant | constants, constantly, constancy | constant, continuous, unchanging |
| constrain | constrains, constrained, constraining, constraint(s) | to constrain, to limit; constraint |
| contribute | contributes, contributed, contributing, contribution(s), contributor(s) | to contribute, to have a share |
| coordinate | coordinates, coordinated, coordinating, coordination, coordinator | to coordinate, to bring into alignment |
| core | cores | core, essence, base |
| corporate | corporation(s), corporatism | corporate, belonging to a company |
| correspond | corresponds, corresponded, corresponding, correspondingly, correspondence, correspondent | to correspond, to match; to write to each other |
| criteria | criterion (tekil), criteria (çoğul) | criterion (criteria), standard |
| demonstrate | demonstrates, demonstrated, demonstrating, demonstration, demonstrable, demonstrably, demonstrator | to show, to prove, to set out |
| document | documents, documented, documenting, documentation, documentary | document; to document, to record |
| dominate | dominates, dominated, dominating, domination, dominant, dominance, predominantly | to dominate, to prevail; dominant |
| emphasis | emphases (çoğul), emphasise (f.), emphasised, emphasising, emphatic, emphatically | emphasis; the act of stressing |
| ensure | ensures, ensured, ensuring | to ensure, to guarantee, to provide |
| exclude | excludes, excluded, excluding, exclusion, exclusive, exclusively | to exclude, to leave out |
| framework | frameworks | framework, structure, conceptual skeleton |
| fund | funds, funded, funding, funder(s) | fund, resource; to finance |
| illustrate | illustrates, illustrated, illustrating, illustration, illustrative, illustrator | to illustrate, to show, to explain |
| imply | implies, implied, implying, implication(s), implicit, implicitly | to imply, to say indirectly |
| initial | initially, initiate (f.), initiated, initiation | initial, first |
| instance | instances | instance, case, situation (for instance: for example) |
| interact | interacts, interacted, interacting, interaction(s), interactive, interactively | to interact, to affect one another |
| justify | justifies, justified, justifying, justification, justifiable, justifiably | to justify, to give grounds for |
| link | links, linked, linking, linkage | link; to link, to connect |
| locate | locates, located, locating, location(s), locational | to locate, to position; to be situated |
| maximise | maximises, maximised, maximising, maximisation, maximum, maximal | to maximise (US: maximize) |
| minor | minors, minority, minorities | minor, unimportant; minority; underage |
| outcome | outcomes | outcome, result, output |
| partner | partners, partnered, partnering, partnership(s) | partner, spouse; to form a partnership |
| philosophy | philosophies, philosopher, philosophical, philosophically | philosophy; underlying approach/outlook |
| physical | physically, physicality | physical, bodily, material |
| proportion | proportions, proportional, proportionally, proportionate, disproportionate | proportion, ratio, share |
| publish | publishes, published, publishing, publication(s), publisher(s), unpublished | to publish, to release |
| react | reacts, reacted, reacting, reaction(s), reactive, reactor | to react, to respond |
| register | registers, registered, registering, registration, registry | register; to register/record; (language) register/style |
| rely | relies, relied, relying, reliance, reliable, reliably, reliability, unreliable | to trust, to rely, to depend on |
| remove | removes, removed, removing, removal, removable | to remove, to take out, to move away |
| scheme | schemes, schemed, scheming, schematic | plan, arrangement, programme; scheme |
| sequence | sequences, sequenced, sequencing, sequential, sequentially | order, sequence, succession |
| shift | shifts, shifted, shifting | shift, change; work shift; to shift/slide |
| specify | specifies, specified, specifying, specification(s), specific, specifically | to specify, to detail, to define |
| sufficient | sufficiently, suffice (f.), sufficiency, insufficient, insufficiently | sufficient, enough |
| task | tasks, tasked | task, job, assignment |
| technical | technically, technicality, technician | technical, requiring expertise |
| technique | techniques | technique, method, skill |
| technology | technologies, technological, technologically, technologist | technology |
| valid | validly, validate (f.), validated, validation, validity, invalid, invalidate | valid, sound (logically) |
| volume | volumes, voluminous | volume, quantity; volume (book) |
Kelimeyi listede görmek yetmez; onu akademik bir cümle içinde çalışırken görmek gerekir. Aşağıdaki 10 özgün cümle, Sublist 3 kelimelerini doğal bir IELTS bağlamında (Task 2 ve akademik pasaj tonu) gösterir. Her cümlenin altında Türkçe açıklaması var; altı çizili kelimeler Sublist 3'e aittir. Bu cümleleri yüksek sesle oku ve kendi konularınla yeniden yaz — üretim ancak taklitten geçer.
Hükümet, yeni bir programın (scheme) düşük gelirli aileleri dışlamamasını (exclude) güvence altına almalı (ensure).
İş gücünün hatırı sayılır bir oranı (considerable proportion) artık evden çalışmak için dijital teknolojiye dayanıyor (rely on).
Rapor, bu bileşenlerin (components) tek bir çerçeve (framework) içinde nasıl etkileştiğini (interact) göstermeyi (demonstrate) amaçlıyor.
Başlangıçtaki (initial) bulgular, kurumsal (corporate) yatırımın bölgesel büyümeye katkıda bulunacağını (contribute to) ima ediyor (imply).
Araştırmacılar sonuçlarını yayımlamadan (publish) önce kullandıkları ölçütleri (criteria) açıkça belirtmelidir (specify).
Asıl (core) sorun, tek başına finansmanın (funding) maliyetlerdeki bu denli sürekli (constant) bir artışı haklı çıkaramamasıdır (justify).
Ebeveyn onayı (consent) olmadan okul, reşit olmayan bir öğrenciyi (minor) yurtdışı gezisine kaydedemez (register).
Mali kısıtlar (constraints), kamu harcamalarının nasıl koordine edileceği (coordinate) tartışmasına hâkim (dominate).
Bu rakamlar önceki verilerle yakından örtüşüyor (correspond) ve davranıştaki net bir değişimi (shift) örnekliyor (illustrate).
Görevin (task) sonucu (outcome), tekniğin (technique) daha büyük bir hacimde (volume) geçerli (valid) kalıp kalmadığına bağlıdır.
Seeing a word in a list is not enough; you need to see it at work inside an academic sentence. The 10 original sentences below show Sublist 3 words in a natural IELTS context (Task 2 and academic-passage tone). Below each sentence is an explanation; the underlined words belong to Sublist 3. Read these sentences aloud and rewrite them with your own topics — production only comes through imitation.
The government must ensure that a new scheme does not exclude low-income families.
A considerable proportion of the workforce now relies on digital technology to work from home.
The report aims to demonstrate how these components interact within a single framework.
Initial findings imply that corporate investment will contribute to regional growth.
Researchers must specify the criteria they use before they publish their results.
The core problem is that funding alone cannot justify such a constant rise in costs.
Without parental consent, the school cannot register a minor for the overseas trip.
Financial constraints dominate the debate over how to coordinate public spending.
These figures correspond closely to earlier data and illustrate a clear shift in behaviour.
The outcome of the task depends on whether the technique remains valid at a larger volume.
Bir kelimeyi “doğru” kullanmak, onu doğru collocation (birliktelik) ve doğru edat ile kullanmaktır. Sublist 3'ün en sık hata yapılan noktası burasıdır: kelime doğru seçilir ama yanındaki edat yanlış olur (contribute the economy yerine contribute to the economy). Aşağıdaki tablo en çok işine yarayacak collocation'ları verir.
| Kelime | Doğru collocation | Örnek |
|---|---|---|
| ensure | ensure that…, ensure access to | Policies must ensure equal access to education. |
| contribute | contribute to (–e, edat şart) | Renewable energy contributes to lower emissions. |
| rely | rely on / heavily rely on | Rural areas rely heavily on public transport. |
| emphasis | place / put emphasis on | The school places great emphasis on reading. |
| proportion | a considerable / large proportion of | A large proportion of waste is recyclable. |
| constraint | impose a constraint on | Budgets impose severe constraints on research. |
| criteria | meet / satisfy the criteria | Few applicants meet all the criteria. |
| shift | a shift in / a shift towards | There is a clear shift towards remote work. |
| outcome | a positive / desirable outcome | Mediation often produces a positive outcome. |
| consent | give / obtain consent | Firms must obtain consent before storing data. |
İkinci hızlı kazanç, günlük kelimeleri Sublist 3 karşılıklarıyla yükseltmektir. Kural: anlamı değiştirmeden kaydı (register) yükselt.
| Genel (günlük) | Akademik yükseltme (Sublist 3) | Örnek |
|---|---|---|
| make sure | ensure | Managers ensure deadlines are met. |
| show | demonstrate / illustrate | The graph illustrates a steady decline. |
| big / large | considerable | a considerable improvement |
| part | component | a key component of the plan |
| depend on | rely on | rely on foreign imports |
| say indirectly | imply | The data imply a link. |
| take out | remove | remove barriers to trade |
| first | initial | the initial stage of a project |
| small / unimportant | minor | only a minor role |
| plan | scheme | a government scheme |
| give money to | fund | the state funds hospitals |
This new plan will show that it is good and make sure everyone gets in, and a big part of people will depend on it.
Belirsiz, tekrarlı ve konuşma tonunda; Band 5-6.
This new scheme will demonstrate its value and ensure inclusion, and a considerable proportion of the public will rely on it.
Aynı fikir; yoğun, kesin ve akademik; Band 7+.
Using a word “correctly” means using it with the right collocation (word partnership) and the right preposition. This is where Sublist 3 mistakes happen most: the word is chosen correctly but the preposition next to it is wrong (contribute the economy instead of contribute to the economy). The table below gives the collocations that will help you most.
| Word | Correct collocation | Example |
|---|---|---|
| ensure | ensure that…, ensure access to | Policies must ensure equal access to education. |
| contribute | contribute to (–e, edat şart) | Renewable energy contributes to lower emissions. |
| rely | rely on / heavily rely on | Rural areas rely heavily on public transport. |
| emphasis | place / put emphasis on | The school places great emphasis on reading. |
| proportion | a considerable / large proportion of | A large proportion of waste is recyclable. |
| constraint | impose a constraint on | Budgets impose severe constraints on research. |
| criteria | meet / satisfy the criteria | Few applicants meet all the criteria. |
| shift | a shift in / a shift towards | There is a clear shift towards remote work. |
| outcome | a positive / desirable outcome | Mediation often produces a positive outcome. |
| consent | give / obtain consent | Firms must obtain consent before storing data. |
The second quick win is to upgrade everyday words with their Sublist 3 counterparts. Rule: raise the register without changing the meaning.
| General (everyday) | Academic upgrade (Sublist 3) | Example |
|---|---|---|
| make sure | ensure | Managers ensure deadlines are met. |
| show | demonstrate / illustrate | The graph illustrates a steady decline. |
| big / large | considerable | a considerable improvement |
| part | component | a key component of the plan |
| depend on | rely on | rely on foreign imports |
| say indirectly | imply | The data imply a link. |
| take out | remove | remove barriers to trade |
| first | initial | the initial stage of a project |
| small / unimportant | minor | only a minor role |
| plan | scheme | a government scheme |
| give money to | fund | the state funds hospitals |
This new plan will show that it is good and make sure everyone gets in, and a big part of people will depend on it.
Vague, repetitive and conversational in tone; Band 5-6.
This new scheme will demonstrate its value and ensure inclusion, and a considerable proportion of the public will rely on it.
The same idea; dense, precise and academic; Band 7+.
Sublist 3'te en çok puan sızdıran yerler kelime seçimi değil, kelimenin biçimi, edatı ve yakın-anlamlısıyla karıştırılmasıdır. Aşağıdaki hatalar Türk adaylarda tekrar tekrar görülür; her birini bir kez doğru öğrenmek, sınavda birden fazla cümleyi kurtarır.
1) criteria çoğuldur — tekili criterion. 2) considerable (büyük miktar) ile considerate (düşünceli) aynı kelime değildir; anlamı tamamen kaydırırlar. 3) imply (yazar ima eder) ile infer (okuyucu çıkarır) yön olarak zıttır. Bu üçü tek başına birçok adayın Lexical Resource puanını düşürür.
| Kelime | Hata | Doğrusu / açıklama |
|---|---|---|
| criteria | criteria çoğuldur | Tekili criterion'dur. one criteria yanlış; doğrusu one criterion / three criteria. |
| considerable | considerate ile karıştırma | considerable = büyük/hatırı sayılır (miktar). considerate = düşünceli/saygılı (kişilik). Farklı ailelerdir. |
| imply | imply ≠ infer | Yazar implies (ima eder); okuyucu infers (çıkarım yapar). Reading'de ikisini ters kullanma. |
| comment | comment on (about değil) | Doğrusu comment on the results; comment about günlük ve zayıftır. |
| physical | physical ≠ physics | physical = fiziksel/bedensel (sıfat). physics = fizik bilimi. Ayrı kavramlar. |
| maximise | yazım tutarlılığı | İngiliz yazımı maximise, Amerikan maximize. IELTS ikisini de kabul eder; ama tüm essay'de tek sistemde kal. |
| rely | rely on (to değil) | Doğrusu rely on technology; rely to yanlıştır. |
| alternative | alternative to + tekil sayılabilir | an alternative to cars doğru; alternative of yanlış edattır. |
Sublist 3 fiilleri sabit edatlarla gelir ve edat düşünce değil ezber işidir: contribute to, rely on, comment on, an alternative to, place emphasis on. Yanlış edat, doğru kelimeyi bile amatörce gösterir. Bunları örnek cümleyle ezberle, kural arama.
The biggest score leaks in Sublist 3 are not word choice but confusing its form, preposition and near-synonym. The mistakes below appear again and again among Turkish candidates; learning each one correctly once saves more than one sentence in the exam.
1) criteria is plural — its singular is criterion. 2) considerable (large amount) and considerate (thoughtful) are not the same word; they shift the meaning entirely. 3) imply (the writer implies) and infer (the reader infers) are opposite in direction. These three alone lower many candidates' Lexical Resource score.
| Word | Mistake | Correct / explanation |
|---|---|---|
| criteria | criteria is plural | The singular is criterion. one criteria is wrong; the correct form is one criterion / three criteria. |
| considerable | do not confuse with considerate | considerable = large/considerable (amount). considerate = thoughtful/respectful (personality). They are different families. |
| imply | imply ≠ infer | The writer implies (implies); the reader infers (infers). Do not swap the two in Reading. |
| comment | comment on (not about) | Correct is comment on the results; comment about is everyday and weak. |
| physical | physical ≠ physics | physical = physical/bodily (adjective). physics = the science of physics. Separate concepts. |
| maximise | spelling consistency | British spelling maximise, American maximize. IELTS accepts both; but keep a single system throughout the essay. |
| rely | rely on (not to) | Correct is rely on technology; rely to is wrong. |
| alternative | alternative to + singular countable | an alternative to cars is correct; alternative of is the wrong preposition. |
Sublist 3 verbs come with fixed prepositions, and prepositions are a matter of memorisation, not reasoning: contribute to, rely on, comment on, an alternative to, place emphasis on. A wrong preposition makes even the right word look amateurish. Memorise these with an example sentence, do not look for a rule.
Aşağıdaki altı cümledeki boşlukları, Sublist 3'ten doğru biçimde bir kelimeyle doldur. Sadece anlamı değil, biçimi de düşün: fiil zamanı, tekil/çoğul, doğru edat. Önce kendi kendine çöz, sonra cevap tablosuna bak.
Cevap anahtarı
| # | Cevap | Türkçe / not |
|---|---|---|
| 1 | illustrates / demonstrates | göstermek/örneklemek |
| 2 | consent | rıza/onay |
| 3 | proportion | oran |
| 4 | rely | dayanmak (rely on) |
| 5 | correspond | örtüşmek/karşılık gelmek |
| 6 | criterion | ölçüt (tekil!) |
Bu kelimeyi gerçekten öğrendin mi? Şu dört sorunun dördüne de “evet” diyebilmelisin: (1) Ailenin isim, fiil ve sıfat biçimini söyleyebiliyor muyum? (2) Hangi edatla geldiğini biliyor muyum? (3) Karıştığı yakın-anlamlıdan (örn. considerable/considerate, imply/infer) ayırabiliyor muyum? (4) Kendi bir örnek cümlemi kurabiliyor muyum? Dördü tamam değilse, kelime henüz “tanıma” düzeyinde; üretim için tekrar çalış.
Fill the gaps in the six sentences below with a word from Sublist 3 in the correct form. Think not only of meaning but of form: verb tense, singular/plural, correct preposition. Solve it yourself first, then look at the answer table.
Answer key
| # | Answer | Meaning / note |
|---|---|---|
| 1 | illustrates / demonstrates | to show/to illustrate |
| 2 | consent | consent/approval |
| 3 | proportion | proportion |
| 4 | rely | to rely (rely on) |
| 5 | correspond | to match/to correspond |
| 6 | criterion | criterion (singular!) |
Have you really learned this word? You should be able to answer “yes” to all four of these questions: (1) Can I say the noun, verb and adjective form of the family? (2) Do I know which preposition it takes? (3) Can I tell it apart from the near-synonym it is confused with (e.g. considerable/considerate, imply/infer)? (4) Can I build my own example sentence? If not all four are done, the word is still at the “recognition” level; study it again for production.