The Official Guide PTE Academic PDF

TEACHER NOTES
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Copyright Pearson Education Limited 2012

Pearson Education Asia Limited 2012
The worksheets in the Teacher Notes are photocopiable
and can be reproduced for classroom use.
i
The Official Guide to PTE Academic Teacher Notes
Scope and Sequence
Introduction
These Teacher Notes have been specifically designed to accompany the Official Guide to PTE Academic and
provide teacher support. The Notes are arranged in a series of 15 lessons, each of which focuses on one or two
of the PTE Academic item types, plus 2 suggested recap lessons.
The lessons take a step-by-step approach to skills building across the series through scaffolded practice and
spiral learning. After completing all lessons, test takers will have practiced all item-related skills as listed in the
Official Guide to PTE Academic and gained a thorough understanding of the PTE Academic item types.
Lesson plans 115

Overview page
Each lesson plan begins with an Overview page detailing the skills and item types practiced in the lesson and
the related pages of the Official Guide to PTE Academic. It also lists the lesson objectives and the materials that
need to be prepared.
Skills practiced
The skills listed on the Overview page are those practiced while teaching the item type(s) introduced in the
lesson. In many cases these skills are identical to the skills tested by the item type(s) (and as listed in the related
pages of the Official Guide to PTE Academic). In some cases, the activities in the lesson also provide practice of
additional skills.
Preparation
Most of the materials needed for the lesson are provided in the form of worksheets included at the end of the
lesson plan. These can be photocopied for class use. Other materials may include pages or selected sections from
the Official Guide to PTE Academic that teachers may need to copy and/or adapt as necessary.
Activities
All activities are described in easy-to-follow steps with Extension activity ideas supplied where appropriate. The
aim of each activity, and the skills practiced, are listed clearly above the activity steps, along with the materials
needed.
Recap Lessons
Two recap lessons have been planned for this series of lessons: the first after lessons 17, and the second after
lessons 815. However, the steps suggested in these lessons can be implemented at any stage in the course with
the necessary amendments made.
The recap lessons should be used to enable test takers to review, share and discuss any problems or queries they
may have about the item types covered up to that point. Test takers should be encouraged to work together to
find useful solutions and strategies for helping them deal with these problems.
It is important to give test takers time in these lessons to share information among themselves and to find
their own solutions. The task of the teacher is to be a facilitator for the test takers sharing and problem-solving
process.
The time needed for the recap lessons (or the number of recap lessons necessary) will depend on the needs of
individual classes and students and their level of skill in each area.

Pearson Education Ltd 2012 Scope and Sequence
Summary
The table below gives an overview of the structure of the lesson plan series, as well as the item type(s), skills and activities practiced in each lesson. It is suggested
that teachers use the Notes column to jot down student problems or areas for further practice.
Lesson Communicative PTE Academic Related pages in Skills tested by PTE Academic and Activities Notes
and Enabling Item type Official Guide to practiced in lesson
Skills PTE Academic (for skills tested by item types see the Official Guide)
1 Communicative Answer short pp. 6164 Listening Introducing ourselves

Skills: Listening, question Identifying the topic, theme or main ideas Familiarizing test takers
Speaking Understanding academic vocabulary with the item type
Inferring the meaning of unfamiliar words Listening for and
Enabling Skills:
responding to question
Vocabulary Speaking cues
Speaking for a purpose (to repeat, to inform, to Chunking words into
explain) groups
Using words and phrases appropriate to the Timed practice of item
context
Speaking under timed conditions
Using correct grammar
Using correct pronunciation
2 Communicative Read aloud pp. 4044 Speaking Becoming familiar with
Skills: Listening, Speaking for a purpose (to repeat, to inform, to these item types
Repeat pp. 4549
Speaking, Reading explain) Pronouncing individual
sentence
Reading a text aloud sounds and words
Enabling Skills:
Speaking at a natural rate Chunking words into
Oral fluency,
Producing fluent speech groups
Pronunciation
Using correct intonation Using correct sentence
Using correct pronunciation stress
Using correct stress Using correct intonation
Speaking under timed conditions Timed practice of test items
Reading
Identifying a writers purpose, style, tone or
attitude
Understanding academic vocabulary
Reading a text under timed conditions
Listening
Inferring the meaning of unfamiliar words
Comprehending variations in tone, speed, accent

3 Communicative Reading: Fill in pp. 106109 Reading Becoming familiar with this
Skills: Reading, the blanks Identifying the topic, theme or main ideas item type
pp. 110114
Writing Identifying words and phrases appropriate to the Fill in the blanks reading
Reading &
context skills
writing: Fill in
Understanding academic vocabulary Vocabulary building:
the blanks
Understanding the difference between connotation Brainstorming
and denotation Vocabulary building: Word
Inferring the meaning of unfamiliar words banks
Comprehending explicit and implicit information Attempting a Fill in the
Comprehending concrete and abstract information blanks sample item
Following a logical or chronological sequence of Vocabulary building:
events Collocation tables
Classifying and categorizing information Vocabulary building:
Phrasal verb tables
Writing Attempting a Reading and
Using words and phrases appropriate to the writing: Fill in the blanks
context practice item
Using correct spelling
4 Communicative Reading: pp. 9195 Reading Label the parts of a
Skills: Reading Multiple-choice, Main idea or gist: Read for and identify the main multiple-choice item
pp. 96100
choose single idea or theme of the text What types of prompts can
answer Detailed information: Read for and identify specific you expect?
details, facts, opinions, definitions or sequences of Predict the vocabulary
Reading:
events Look for key words in a text
Multiple-choice,
Writers purpose: Read for and understand the Analyze the options
choose multiple
function of what the writer says or identify the Identify the gist of a
answers
reasons why the writer mentions specific pieces of passage
(Lesson 1 of 2) information Identify the writers
Organization: Read for and identify the overall purpose/opinion
organization and connections between pieces of Complete the item and
information analyze the strategies used
Identifying words and phrases appropriate to the
context
Classifying and categorizing information
attitude
Identifying the supporting points or examples

5 Communicative Select missing pp. 150153 Listening Becoming familiar with the
Skills: Listening, word Identifying the topic, theme or main ideas item types
pp. 154158
Reading Identifying words and phrases appropriate to the Identifying listening
Highlight
context prediction skills
incorrect words
Understanding academic vocabulary Practicing listening
Inferring the meaning of unfamiliar words prediction
Comprehending explicit and implicit information Using sentence stress and
Comprehending concrete and abstract information word discrimination skills
Following an oral sequencing of information
Predicting how a speaker may continue
Forming a conclusion from what a speaker says
Identifying errors in a transcription
Reading
Following a logical or chronological sequence of
events
Matching written text to speech
Speaking
Reading a text aloud
Using correct intonation
Using correct stress

6 Communicative Summarize pp. 7377 Reading Becoming familiar with this

Skills: Reading written text Reading a passage under timed conditions item type
writing Identifying a writers purpose, style, tone or attitude What is a good summary?
Comprehending explicit and implicit information What is the best
Enabling Skills:
Comprehending abstract and concrete information summary?
Grammar,
Identifying the topic, theme or main ideas Summary reading
Spelling,
Identifying supporting points or examples strategies: identifying the
Vocabulary
Inferring the meaning of unfamiliar words topic
Identifying a summary Summary reading
Evaluating the quality and usefulness of texts strategies: finding main
ideas
Writing Summary writing
Writing a summary strategies: paraphrasing
Writing under timed conditions main ideas
Taking notes while reading a text Summary writing
Synthesizing information strategies: looking at
Writing to meet strict length requirements grammar
Communicating the main points of a reading Writing a summary under
passage in writing timed conditions
Using words and phrases appropriate to the context
7 Communicative Write essay pp. 7883 Writing Becoming familiar with this
Skills: Writing Writing for a purpose (to learn, to inform, to item type
(Lesson 1 of 2) Understanding the essay
Enabling Skills: persuade)
Supporting an opinion with details, examples and prompt
Grammar, Essay planning skills
Spelling, explanations
Organizing sentences and paragraphs in a logical Sentence skills: expressing
Vocabulary, a general idea
Written discourse way
Sentence skills: refining
Developing complex ideas within a complete essay
ideas
Using words and phrases appropriate to the context Sentence skills: expressing
Using correct grammar an opinion
Using correct spelling Paragraph skills: expressing
Using correct mechanics reasons
Writing under timed conditions Paragraph skills: topic
Reading sentences
Paragraph skills: supporting
Identifying the topic, theme or main ideas sentences
Identifying a writers purpose, style, tone or attitude Editing skills
Recap General recap of skills and item types covered in
Lesson 1 Lessons 17

8 Communicative Describe image pp. 5054 Speaking Introducing test takers to

Skills: Speaking Speaking for a purpose (to repeat, to inform, to the item type
explain) Describing graphs: planning
Enabling Skills:
Supporting an opinion with details, examples and strategies
Oral fluency and
explanations Describing graphs: guided
Pronunciation
Organizing an oral presentation in a logical way planning practice
Developing complex ideas within a spoken discourse Describing graphs: fluency
Using words and phrases appropriate to the context planning and practice
Using correct grammar Describing photographs:
Speaking at a natural rate planning and fluency
Using correct intonation strategies
Using correct pronunciation Stress and intonation
Using correct stress Timed practice of item
Listening
9 Communicative Re-order pp. 101105 Reading Becoming familiar with this
Skills: Reading paragraphs Identifying the topic, theme or main ideas item type
Identifying supporting points or examples Using articles to organize
Identifying the relationship between sentences and ideas
paragraphs Using referents to organize
Understanding academic vocabulary ideas
Understanding the difference between connotation Using discourse markers to
and denotation organize ideas
Comprehending explicit and implicit information Using discourse markers
Comprehending concrete and abstract information accurately
Classifying and categorizing information Timed practice of item
events

10 Communicative Listening: Fill in pp. 135139 Listening Following a transcription of

Skills: Listening, the blanks Identifying words and phrases appropriate to the a spoken text
pp. 159162
Writing context Relay reading
Write from
Understanding academic vocabulary Becoming familiar with the
dictation
Comprehending explicit and implicit information item types
Following an oral sequencing of information Thinking about the
Comprehending variations in tone, speed, accent relationship between
spelling and context
Writing Distinguishing homophones
Writing from dictation Creating a homophone
Using words and phrases appropriate to the context word bank
Using correct grammar Completing Fill in the
Using correct spelling blanks practice items
Using correct mechanics Completing Write from
Writing for a purpose dictation practice items
Speaking
Speaking at a natural rate
Producing fluent speech
11 Communicative Reading: pp. 9195 Reading Think about the meaning of
Skills: Reading Multiple-choice, Main idea or gist: Read for and identify the main words out of context
pp. 96100 Think about the inferred
choose single idea or theme of the text
answer Writers purpose: Read for and understand the meaning of words in
context
Reading: function of what the writer says or identify the
reasons why the writer mentions specific pieces of
Recognize prompts that ask
Multiple-choice, the reader to infer meaning
choose multiple information
Identify and summarize the
answers Organization: Read for and identify the overall
gist of a passage
organization and connections between pieces of
(Lesson 2 of 2)
Look closely at the options
information
Complete the item and
Inference: Read a text and infer meanings, form consider the strategies
generalizations, make predictions, find relationships used
or draw conclusions Using context to identify
Identifying a writers purpose, style, tone or the inferred meaning of
attitude unfamiliar words
Comprehending explicit and implicit information Read the prompt and
Classifying and categorizing information recognize the strategy
Inferring the meaning of unfamiliar words needed
Complete item
12 Communicative Listening: pp. 145149 Listening Recap strategies learnt for

Skills: Listening Multiple-choice, Main idea or gist: Listen for and identify the main dealing with multiple-choice
pp. 130134
choose single idea or theme of the recording items
answer Detailed information: Listen for and identify Recognize what the prompt
specific details, facts, opinions, definitions or is asking you to do
Listening:
sequences of events Listening strategies for
Multiple-choice,
Speakers purpose: Listen for and understand the different prompt types
choose multiple
function of what the speaker says or identify the Listen for main ideas and
answers
reasons why the speaker mentions specific pieces supporting details
of information Looking at the prompt and
Organization: Listen for and identify the overall options
organization and connections between pieces of Listening for redundant
information information
Inference: Listen for information that helps Timed practice of item
you infer meanings, form generalizations, make
predictions, find relationships or draw conclusions
Stylistics: Listen for and identify the speakers
attitude, feelings or degree of certainty on an issue
Identifying words and phrases appropriate to the
context
attitude
Reading
attitude
Understanding the difference between connotation
and denotation
Comprehending explicit and implicit information

13 Communicative Re-tell lecture pp. 5560 Listening Becoming familiar with the
Skills: Listening, Identifying the topic, theme or main ideas item type: guided listening
Speaking Identifying supporting points or examples Reconstructing lecture from
Identifying a speakers purpose, style, tone or notes
Enabling Skills:
attitude Lecture plus image: guided
Oral fluency,
Understanding academic vocabulary listening and note taking
Pronunciation
Inferring the meaning of unfamiliar words Lecture plus image: guided
Comprehending explicit and implicit information speaking
Comprehending concrete and abstract information Note-taking strategies
Classifying and categorizing information Note-taking practice
Following an oral sequencing of information Speaking from own notes
Comprehending variations in tone, speed, accent Timed practice of item
Speaking
Speaking for a purpose (to repeat, to inform, to
explain)
Supporting an opinion with details, examples and
explanations
Organizing an oral presentation in a logical way
Developing complex ideas within a spoken
discourse
Using words and phrases appropriate to context
Writing
Writing for a purpose (to learn, to inform, to
persuade)

14 Communicative Summarize pp. 124129 Listening Becoming familiar with

Skills: Listening, spoken text Identifying the topic, theme or main ideas these item types
pp. 140144
Reading, Writing Summarizing the main idea Identifying signpost
Highlight correct
Identifying supporting points or examples vocabulary in a lecture
Enabling Skills: summary
Identifying a speakers purpose, style, tone or Brainstorming vocabulary
Grammar,
attitude that signals attitude or
Spelling,
Understanding academic vocabulary opinion
Vocabulary
Inferring the meaning of unfamiliar words Identifying vocabulary
Comprehending explicit and implicit information that signals attitude and
Comprehending concrete and abstract information opinion
Classifying and categorizing information Taking notes on a lecture
Following an oral sequencing of information Identifying redundant
Comprehending variations in tone, speed, accent information in summaries
Reading
Identifying supporting points or examples
Identifying the most accurate summary
Comprehending abstract and concrete information
events
Evaluating the quality and usefulness of texts
Writing
Writing a summary
Writing under timed conditions
Taking notes while listening to a recording
Communicating the main points of a lecture in
writing
Organizing sentences and paragraphs in a logical
way
Using words and phrases appropriate to the
context
Using correct mechanics
10
15 Communicative Write essay pp. 7883 Writing Reviewing the skills

Skills: Writing Writing for a purpose (to learn, to inform, to introduced in Lesson 7
(Lesson 2 of 2)
persuade) Reordering paragraphs
Enabling Skills:
Supporting an opinion with details, examples and Looking at the structure of
Grammar,
explanations essays
Spelling,
Organizing sentences and paragraphs in a logical Essay writing skills
Vocabulary,
way Editing the essay
Written discourse
Developing complex ideas within a complete Timed practice of item
essay
Using words and phrases appropriate to the
context
Reading
Identifying the topic, theme or main ideas
Identifying the relationships between sentences
and paragraphs
Recap General recap of skills and item types covered in
Lesson 2 Lessons 815
11
Lesson 1
Overview
Time allocated: 2 hours
This lesson focuses on the following skills:

Listening
Speaking
Speaking for a purpose (to repeat, to inform, to explain)
This lesson provides skills practice for the PTE Academic Answer short question item type
Information about the item type in The Official Guide to PTE Academic
Answer short question
Item type task description pp. 6162
Skills tested p. 63
Scoring p. 63
Strategies pp. 6364
Practice item p. 64
Answer key feedback p. 177
Objectives
By the end of this lesson, test takers will have:
Practiced the listening and speaking skills listed above
Analyzed the rubric, format and scoring of this item type
Practiced listening and speaking strategies for this item type
Completed practice items under timed conditions
Reviewed feedback to practice items
Preparation
The following materials should be prepared before the lesson:
Official Guide pages 6164, 177
Copies of Introducing ourselves worksheet (individual handouts)
Copies of Question sheet A and Question sheet B (1 handout each per pair)
Copies of Understanding question cues worksheet (1 handout per group)
Image of Understanding question cues: Answer key for projection on board/visualizer
Copies of Chunking words into meaningful word groups worksheet (1 handout per pair)
Image of Chunking words into meaningful word groups: Answer key for projection on board/visualizer
Copies of Practice item worksheet A and Practice item worksheet B (1 handout each per pair)
Image of Practice item: Answer key for projection on board/visualizer
12
Pearson Education Ltd 2012 Lesson 1
Lesson Plan
Introduction whole class (5 mins)
Materials: Official Guide
Introduce yourself.
Explain to test takers that the purpose of this course is to give them practice in the Communicative and
Enabling Skills which will help them prepare for PTE Academic. Tell test takers that a range of speaking,
listening, reading and writing skills will be practiced. The course will also develop test takers abilities in
English pronunciation, vocabulary and spelling, grammar and punctuation.
Tell test takers that each lesson will also explain and practice at least one of the PTE Academic item types
described in the Official Guide. During each lesson, test takers will be referred to specific pages in the Official
Guide, and practice items from the Official Guide or the CD-ROM Practice sets will be analyzed. Remind test
takers to bring the Official Guide to every lesson.
Tell test takers that this lesson will look at the Answer short question item type, which assesses their ability to
provide a brief and accurate response to a short question from a recording (i.e. their listening and speaking
skills).
Warm up activity whole class and pair work (20 mins)
Introducing ourselves
Materials: Copies of Introducing ourselves worksheet
Skills: Speaking for a purpose (to repeat, to inform, to explain); Using words and phrases appropriate
to the context; Using correct grammar
Aim: Familiarize test takers with each other, and provide them with some of the communication skills needed
for the Answer short question item type
Steps: Tell test takers that they will look in more detail at the item type in the next activity, but first they will
complete a short activity which helps them to get to know each other. The activity also gives them
practice in listening to and answering questions, which are key skills for this test item.
Distribute copies of the Introducing ourselves worksheet. Tell test takers that the aim of this activity
is to interview four other test takers in order to get to know them a little better. They should use the
prompts in the top row of the table on the worksheet to ask appropriate questions, and then note the
responses of other test takers in the columns of the table.
Elicit from test takers appropriate questions that could be asked to obtain the answers needed to
complete the table (e.g. Whats your name? Do you have a nickname? Where do you live? What are
your favorite pastimes? What are your future plans?). Ensure that test takers understand the different
responses that are needed to answer wh open ended-questions and yes/no closed questions.
Ask test takers to interview four other test takers. If someone gives an answer that includes a word
they do not understand, they should ask for the word to be repeated, explained or spelled out. Test
takers should speak loudly and clearly so that their interviewer can fully hear and understand what
they are saying.
After test takers have completed their interviews, elicit any problems they had when asking, answering
and reporting information. This may help test takers to see how pronunciation skills such as delivering
words in meaningful groups, articulating word endings or stressing key words are vital for being
understood.
Tell test takers that they will practice some specific pronunciation skills later in the lesson which may
address the problems raised.
Main activity 1 whole class and pair work (25 mins)
Familiarizing test takers with the item type
Materials: Official Guide pp. 6164

Copies of Question sheet A and Question sheet B
13
Skills: Identifying the topic, theme or main ideas; Understanding academic vocabulary; Inferring the
meaning of unfamiliar words
Aims: Familiarize test takers with the Answer short question item type, and provide them with some planning,
listening and speaking strategies
Steps: Tell test takers that the aim of this activity is to familiarize them with the Answer short question item
type. Test takers will do this by reading some information about the item type in the Official Guide and
then working in pairs and asking and answering short questions. This activity also gives test takers
some strategies for planning and delivering their responses to the item.
Divide test takers into pairs. One test taker in each pair will be A, the other B. Test taker A should
read pages 6162 of the Official Guide, and test taker B should read pages 63 and 64. (Refer test
takers to the Glossary at the back of the Official Guide for help with unfamiliar words.)
Distribute Question sheet A to test taker A and Question sheet B to test taker B. Tell them not to
show their question sheets to their partners.
Explain that they should take it in turn to ask their partners the questions on their question sheet and
note their partners responses.
If those answering do not understand a question, they should ask their partner to repeat it. They
should also listen very carefully to the question and determine what information is needed in the
answer. For example, what ? questions call for specific information; how many ? questions call
for a number or amount; when ? questions call for a time.
Tell test takers that they can refer to the section of the Official Guide that they have just read to
answer questions, and explain that answers should be short (i.e. 1 sentence or less). To check
answers, test takers can refer to pages 6162 of the Official Guide.
Elicit any problems experienced by test takers when asking, answering and recording answers. Remind
them that even though they noted answers in this task, they do not need to write anything for this
item type in PTE Academic.
As final feedback to the activity, refer test takers to the suggested strategies on pages 6364 of the
Official Guide.
Main activity 2 whole class and group work (25 mins)
Listening for and responding to question cues
Materials: Copies of Understanding question cues worksheet

Image of Understanding question cues: Answer key for projection
meaning of unfamiliar words; Speaking for a purpose (to repeat, to inform, to explain); Using
words and phrases appropriate to the context
Aims: Provide test takers with practice in the prediction and response strategies needed for the item type
Steps: Explain that a key skill for this item type is the ability to listen very carefully to the question and
determine what information is needed in the answer. Elicit from test takers the following three
strategies for supporting this ability:
1. Recognizing key question words (e.g. what, who, when, where)
2. Using key question words to predict the sort of information required, (e.g. an amount, a persons
name, a place, a time)
3. Identifying key content words in the question which guide your answer
As an example of how to apply these strategies, write the following question on the board:
Who would you consult to treat a fear of crowded places, a philosopher or a psychologist?
Elicit answers to these questions:
1. What is the question word? (who)
2. What sort of information is required in the answer (e.g. reference to a person or occupation)
3. What content words in the question help to guide the answer? (treat a fear of crowded places,
a philosopher or a psychologist?)
Explain that there may be several guiding cues in the content words of a question. In this question,
the word consult signals a word describing a specialist or professional is needed; the phrase treat
a fear of crowded places helps us predict that the answer will be someone who helps people with a
phobia, and the words a philosopher or a psychologist? give us the answer as a choice of two options.
14
Tell test takers to be alert to questions which include this kind of choice, because they often provide
the answer.
Organize test takers into small groups and distribute 1 copy of the Understanding question cues
worksheet to each group. Ask test takers to work together to complete the table on the worksheet.
The first question has been done as an example.
Feedback test takers own answers with the whole class and explain that there may be several similar
answers possible (e.g. for the second question). Remind test takers that would is used in conditional
questions (e.g. the first and fifth questions in the table) and when we are asked to guess or speculate
because we cannot be sure of the precise answer (e.g. the third question in the table). Remind them
not to confuse would with will.
As final feedback, project an image of Understanding question cues: Answer key on the board.
Chunking words into groups
Materials: Copies of Chunking words into meaningful word groups worksheet

Image of Chunking words into meaningful word groups: Answer key for projection
Skills: Speaking for a purpose (to repeat, to inform, to explain); Using words and phrases appropriate
to the context; Using correct pronunciation
Aims: Provide test takers with pronunciation strategies for chunking words into word groups; practice test
item
Steps: Explain to test takers that in spoken English individual words are usually combined into small groups.
Failing to do this and pausing between each word can create confusion (illustrate pausing between
each word when saying: in/ spoken/ English/ individual/ words/ are/ usually/ combined/ into/ small/
groups/ and/ failing/ to/ do/ this/ and/ pausing/ between/ each/ word/ can/ create/ confusion). The
aim of this activity is to give test takers practice in correctly chunking (or combining) words into word
groups so that they make sense for the listener.
As an example of applying chunking, write the following question on the board:
Who would you consult to treat a fear of crowded places, a philosopher or a psychologist?
Put test takers into pairs and ask them to read the question out loud with their partner and decide
where in the question they should pause. Encourage them to experiment with possible combinations
of word groups, then elicit consensus on how the question is best chunked, and why. (A likely answer
might be the following, which groups the question into its main parts but pauses between the two
options in the choice at the end of the question: Who would you consult/ to treat a fear of crowded
places/, a philosopher/ or a psychologist?)
Distribute a copy of the Chunking words into meaningful word groups worksheet to each pair. Tell
test takers that this worksheet gives them practice in correctly chunking words into word groups. Ask
them to work together to complete the worksheet. Tell them to experiment with possible word groups
for the questions and practice asking the chunked questions out loud to see if they are correct.
Once pairs have chunked the questions, ask them to compare and justify their answers with another
pair.
After this, ask test takers to practice asking and answering the questions with their partner. Remind
them to use the prediction and question cue strategies they used in the last activity.
As final feedback, project an image of Chunking words into meaningful word groups: Answer key on
the board, and ask test takers to practice asking the questions as they are chunked. Tell test takers
that the Answer key shows one possible way of chunking, and that other ways may also be possible.
Ask them to note the following:
Words in question phrases are often chunked together (e.g. which of these),
Phrasal verbs (deals with) are generally chunked together,
Noun phrases are often chunked together (the classification of living things, two ways of being
assessed),
Lists or options are usually chunked separately (e.g. a computer/, a bed/, or a television).
15
Timed practice of item
Materials: Copies of Practice item worksheet A and Practice item worksheet B

Image of Practice item: Answer key for projection
Skills: Identifying the topic, theme or main ideas; Understanding academic vocabulary; Inferring
the meaning of unfamiliar words; Using words and phrases appropriate to the context; Using
correct grammar; Speaking under timed conditions
Aim: Get test takers to practice the item type under timed conditions
Steps: Tell test takers that they will now apply the listening and speaking strategies they have learnt to
practice some Answer short question item types under timed conditions.
Organize test takers into pairs, and tell them to decide who will be A and B.
Explain that they will take turns to ask the questions or listen and provide a short answer. Tell them
that the test taker asking the questions will give some feedback to the test taker answering (e.g. telling
him/her whether the question was correctly interpreted and the answer correct and appropriate).
Distribute copies of Practice item worksheet A to test taker A, and Practice item worksheet B to test
taker B.
Give test takers a few minutes to look at their questions, consider possible answers, and decide how
the words in the question should be chunked and stressed so that their partner can easily understand
them.
Ask As to begin asking questions and Bs to try to answer each question in 10 seconds or less. After
all questions have been answered, get As to give Bs feedback on whether all questions were correctly
interpreted and answered.
Get pairs to swap roles, so that Bs ask questions and As answer. Remind Bs to give As feedback on
their answers.
As final feedback, project an image of Practice item: Answer key on the board and discuss any
problems.
Round up whole class (10 mins)
Materials: Official Guide pp. 63 and 64
Aim: Reviewing test problems and strategies

Steps: Ask test takers to reflect on their attempts at the Answer short question items. To do this, elicit
answers to the following questions:
How did you determine what information was needed in the answer to each question?
How did listening to the speakers word stress help you?
What cues did you use in the question to predict the answer?
How did you use content words to help you give an answer?
Get test takers to look at pages 63 and 64 in the Official Guide. Review the strategies and discuss any
queries/problems test takers have.
Review the skills required to tackle these item types successfully (look at the skills listed on page 63
in the Official Guide if necessary).
Homework activities
Explain that the Official Guide and the accompanying Audio CD and CD-ROM Practice sets will be referred to
repeatedly throughout the course. Suggest that test takers familiarize themselves with the Introduction of
the Official Guide as well as Chapters 1 and 2, and the Answer key and Glossary sections.
For homework, ask test takers to complete the sample item on page 64 of the Official Guide and the Answer
short question item types on CD-ROM Practice set 3. Test takers should check their own answers and note
any problems. Problems can be followed up in a recap lesson.
16
Introducing ourselves
Interview four people in your class. Ask appropriate questions to elicit the information you need.
Name Nickname Address Favorite pastimes Future plans
Photocopiable Lesson 1
Pearson Education Ltd 2012
Question sheet A
Ask your partner to read pages 61 and 62 of the Official Guide. When he or she has finished reading,
ask the following questions. Try to stress (say more clearly and loudly) the underlined word(s) in
each question.
Note your partners answers in the spaces below the questions.
1. What ability does the Answer short question item type test?
2. What skills does the Answer short question item type assess?
3. What might accompany the question in the Answer short question item type?
4. Where are the instructions for the Answer short question item type presented?
5. How many Answer short question items are there in PTE Academic?
Question sheet B
Ask your partner to read pages 63 and 64 of the Official Guide. When he or she has finished reading,
ask the following questions. Try to stress (say more clearly and loudly) the underlined word(s) in
each question.
Note your partners answers in the spaces below the questions.
1. What Communicative Skills are scored in the Answer short question item type?
2. What Enabling Skill is scored in the Answer short question item type?
3. What three listening skills are tested in the Answer short question item type?
4. What three speaking skills are tested in the Answer short question item type?
5. Are writing skills tested in the Answer short question item type?
Understanding question cues
Complete the following table. The first row has been done as an example.
Question Information needed Key content

Question Predicted answer
word in answer words
Who would you Who Reference to a person Consult, treat a fear a psychologist
consult to treat a fear or profession of crowded places,
of crowded places, a philosopher or a
a philosopher or a psychologist?
psychologist?
How would most

people travel to work
each day, in big cities
like Hong Kong, Tokyo
and New York?
Would a supermarket,
a caf, or a book
store probably have
the widest range of
products available?
Despite all the

advances in equality
between the sexes,
would more men
or women play
professional football?
In which room of their

home would someone
usually wash their
clothes?
[Source: CD-ROM Practice set 1]
Understanding question cues: Answer key
Complete the following table. The first row has been done as an example.
Question Information needed Key content

Question Predicted answer
word in answer words
Who would you Who Reference to a person Consult, treat a fear a psychologist
consult to treat a fear or profession of crowded places,
of crowded places, a philosopher or a
a philosopher or a psychologist?
psychologist?
How would most How A form of transport travel to work, big public transport/
people travel to work cities like Hong metro and bus
each day, in big cities Kong, Tokyo and
like Hong Kong, Tokyo New York
and New York?
Would a supermarket, Would A kind of shop a supermarket, a supermarket

a caf, or a book a caf, or a book
store probably have store, widest
the widest range of range of products
products available? available
Despite all the Would more A proportion of more men or more men
advances in equality genders women play
between the sexes, professional
would more men football
or women play
professional football?
In which room of their In which. A location room of their a laundry/a

home would someone would home, usually bathroom
usually wash their wash their clothes
clothes?
Chunking words into meaningful word groups
With your partner, decide how to chunk the following questions into word groups. Practice saying
the chunked questions out loud to see if they sound correct.
1. Which major branch of science deals with the classification of living things?
2. In most university courses there are two ways of being assessed, one is orally, the other is
through?
3. Name a month that falls between September and November.
4. Would a town, a village or a city probably cover the largest area?
5. Which of these would probably be found in most homes around the world a computer, a
bed, or a television?
Chunking words into meaningful word groups: Answer key
With your partner, decide how to chunk the following questions into word groups. Practice saying
the chunked questions out loud to see if they sound correct.
1. Which major branch of science deals with the classification of living things?
Possible answers
biology
2. In most university courses there are two ways of being assessed, one is orally, the other is
through?
written assignments
3. Name a month that falls between September and November.

October
4. Would a town, a village or a city probably cover the largest area?

a city
5. Which of these would probably be found in most homes around the world a computer, a
bed, or a television?
a bed
Practice item worksheet A
Ask your partner the following questions. Chunk the words into word groups and stress key words
to make the questions easier to understand.
Give your partner 10 seconds (or less) to answer each question.
1. Would it be better to go jogging at noon, or in the early morning, if you wanted to avoid the
hottest part of the day?
2. In which century did the automobile become manufactured on a mass scale?
3. Name a country located in North America.
4. Some calendars begin the week on Sunday. What is the other day which commonly starts a
week?
5. Where would you go to see exhibits of dinosaurs?
6. Which country is in the southern hemisphere, Australia or Canada?
Practice item worksheet A: Answer key
1. Would it be better to go jogging at noon, or in the early morning, if you wanted to avoid the
hottest part of the day?
(sample responses)
In the early morning
2. In which century did the automobile become manufactured on a mass scale?
The 20th century
3. Name a country located in North America.
Mexico
4. Some calendars begin the week on Sunday. What is the other day which commonly starts a
week?
Monday
5. Where would you go to see exhibits of dinosaurs?
A museum
6. Which country is in the southern hemisphere, Australia or Canada?
Australia
Practice item worksheet B
1. In which season would people be least likely to go snow skiing?
2. Which of these was last to be explored, the Himalayas, the moon, or Australia?
3. Would a letter or email be the fastest way to get a message to your Professor?
4. Jane and Peter have three children. They are 4, 13 and 15 years old. They only have one son,
who is their youngest child. How old is their middle child?
5. Which would be better to report the population of a major global cityhundreds, millions or
billions?
6. This work is due for submission, one month from 15 June. On what date should it be
submitted?
Practice item worksheet B: Answer key
1. In which season would people be least likely to go snow skiing?

(sample responses)
In summer
2. Which of these was last to be explored, the Himalayas, the moon, or Australia?
The moon
3. Would a letter or email be the fastest way to get a message to your Professor?
Email
4. Jane and Peter have three children. They are 4, 13 and 15 years old. They only have one son,
who is their youngest child. How old is their middle child?
13 years old
5. Which would be better to report the population of a major global cityhundreds, millions or
billions?
Millions
6. This work is due for submission, one month from 15 June. On what date should it be
submitted?
July 15
Lesson 2
Overview

Speaking
Reading
Identifying a writers purpose, style, tone or attitude
Listening
This lesson provides skills practice for the PTE Academic item types Read aloud and Repeat Sentence
Information about the item types in The Official Guide to PTE Academic
Read aloud Repeat sentence
Item type task description pp. 4041 pp. 4547
Skills tested pp. 4243 p. 48
Scoring p. 42 p. 47
Strategies pp. 4344 p. 48
Practice item p. 44 p. 49
Answer key feedback p. 174 pp. 17475
Objectives
Practiced the speaking, reading and listening skills listed above
Analyzed the rubric, format and scoring of these item types
Practiced speaking, reading and listening strategies for these item types
Practiced pronunciation and oral fluency skills related to the successful completion of these item types
Preparation
Official Guide pages 4044, 4549, 17475
Copies of Reading aloud practice: Worksheet A and Reading aloud practice: Worksheet B (1 handout each
per pair)
Image of Pronouncing beginnings and endings for projection on board/visualizer
Copies of Pronouncing sounds and words (individual handouts)
17
Image of Chunking words into groups: Suggested answers for projection on board/visualizer
Copies of Sentence stress worksheet (individual handouts)
Image of Sentence stress worksheet: Suggested answers for projection on board/visualizer
Copies of Intonation worksheet (individual handouts)
Image of Intonation worksheet: Suggested answers for projection on board/visualizer
Copies of Timed practice: Worksheet A and Timed practice: Worksheet B (1 handout each per pair)
Lesson Plan
Introduction (5 mins)
Explain that in this lesson test takers will look at the Read aloud and Repeat sentence item types. The
speaking skills needed for both item types are similar.
Test takers will look closely at the format, rubrics and scoring of these item types, analyze strategies for
approaching them successfully, and complete practice items under timed conditions.
Warm up activity pair work (20 mins)
Becoming familiar with these item types

Copies of Reading aloud practice: Worksheet A and Reading aloud practice: Worksheet B
Skills: Identifying a writers purpose, style, tone, or attitude; Speaking for a purpose (to repeat,
to inform, to explain); Reading a text aloud; Speaking at a natural rate; Producing fluent
speech
Aim: Familiarize test takers with the Read aloud and Repeat sentence item types and related reading and
pronunciation skills
Steps: To familiarize test takers with both item types, ask them to quickly read through pages 4044 and
4549 of the Official Guide. Set a time limit of 5 minutes.
Put test takers into pairs. In each pair, designate one test taker as A, and the other as B.
Distribute a copy of the Reading aloud practice: Worksheet A to all As and a copy of the Reading
aloud practice: Worksheet B to all Bs. Tell test takers to read the worksheet that they have received,
but not to show it to their partner.
Tell test takers that, in this activity, they will practice reading aloud their worksheets to their partner,
who will make notes on the information they hear. Explain that this activity requires the test taker
who is reading to carefully pronounce sounds and words and to deliver groups of words in meaningful
chunks (i.e. test takers should not read the words one at a time but should try to read phrases).
Remind test takers that, when reading, they must also think about how to use intonation correctly
(i.e. when they need to make their voice go higher, and when they need to make their voice go
lower).
Explain that when test takers are listening they should take notes on what they hear. If they cannot
understand what is being read, they can ask their partner to repeat (but not spell) a word or phrase
that they didnt catch. When the reading partner has finished reading, the listening partner should
repeat as much of the information as possible using the language he or she has heard.
Before test takers begin the activity, ask them to look at their worksheet and to make sure that they
know how to pronounce all the words. Explain that if a word has more than one syllable (or sound),
they should think about which syllable needs to be stressed (or said more strongly). They should also
think about how they can chunk several words into groups so as not to read words one at a time.
Finally, they should think about when their voice needs to rise and when it needs to fall.
Ask As to begin reading aloud and Bs to make notes. When As have finished reading aloud, Bs should
repeat what they have noted. After this, test takers should change roles so that Bs read aloud while
their partners take notes.
Ask test takers to discuss in their pairs any problems they had when they were reading or listening.
Ask them to identify any sounds that were difficult to pronounce (or understand), and to identify
any problems they had when chunking words into groups, stressing syllables in words, or using
intonation. 18
Ask test takers to share any problems or issues with the rest of the class. Explain that this lesson will
focus on developing pronunciation skills such as chunking, using correct stress and using intonation.
Discuss any queries or problems test takers may have regarding the Read aloud or Repeat sentence
item types. If necessary, refer test takers to pages 4044 and 4549 in the Official Guide.
Pronouncing individual sounds and words
Materials: Image of Pronouncing beginnings and endings for projection

Copies of Pronouncing sounds and words
Skills: Using correct pronunciation; Producing fluent speech

Aims: Practice strategies for correct pronunciation of single sounds and sound groups
Steps: Explain to test takers that one of the key skills for the Read aloud and Repeat sentence item types is
the ability to correctly pronounce individual sounds in words.
Tell test takers that many non-native speakers of English have difficulty with pronouncing consonants
at the beginning and the end of words. As an example of potential difficulties, project an image of
Pronouncing beginnings and endings on the board. Elicit the correct pronunciation of the underlined
sounds and the words in which they occur. (The meaning of these words is not important at this
stage.)
If necessary, model the sounds and draw attention to the position of the tongue and lips. Depending
on their first languages, test takers may need help differentiating between sounds such as /b/ and
/p/, or /l/, /r/ and /n/.
Emphasize the pronunciation of common suffixes such as ous and tion.
Draw test takers attention to the various ways that ed is pronounced when it forms the past tenses
of regular verbs (i.e. / / for verbs which end with the sounds /t/ or /d/ such as in wanted or rented;
/t/ for verbs which end in the unvoiced sounds /p/, /f/, /s/, / /, / /, /k/ such as hoped, laughed,
faxed, washed, watched or liked; or /d/ for all other verb endings, e.g. played, pronounced).
Remind test takers that it is the sound that is important, not the letter or spelling. For example, fax
ends in the letter x but the final sound is /s/; like ends in the letter e its final sound is /k/.
Organize test takers into small groups of 4 or 5 and distribute a copy of the Pronouncing sounds and
words to each test taker. Tell test takers that the paragraph on this worksheet comes from a practice
Read Aloud test item.
Ask test takers in their groups to take turns reading aloud the paragraph on the worksheet and to
pay attention to the underlined words or sounds. Remind them that they do not have to read the
punctuation marks. Remind them also to take a few seconds to read through the text silently before
starting to read aloud.
Explain that as each test taker reads, the others in the group should listen to how the sounds are read
aloud, offering feedback and correction afterwards, if needed.
As final feedback, discuss any queries/problems test takers had. If necessary, check the meaning of
any unknown words.
Main activity 2 group work (20 mins)
Chunking words into groups
Materials: Copies of Pronouncing sounds and words

Image of Chunking words into groups: Suggested answers for projection
Skills: Using correct pronunciation; Producing fluent speech; Comprehending variations in tone,
speed, accent
Aims: Practice strategies for chunking words into meaningful groups
Steps: Tell test takers that another key skill for the Read aloud and Repeat sentence item types is the ability
to chunk or organize words into groups. Say, In English it sounds-very-strange-if-we-pause-after-
every-word. Explain that we chunk words into groups when we say them and that we pause after
each group.
19
Tell test takers that, as a general rule, we tend to group words together into phrases (e.g. noun
phrases, prepositional phrases, verbal phrases) when we say them.
Write the following sentence on the board:
Words which form a phrase are usually grouped together when we say them.
Explain that this sentence would be spoken as Words which form a phrase/ are usually grouped
together/ when we say them. Ask test takers to notice how the first chunk of words is a noun phrase,
the next a verb phrase, and the last an adverbial phrase.
Ask test takers to play with the incorrect chunking of the same sentence to see how strange the effect
can be (e.g. Words/ which form/ a/ phrase are/ usually/ grouped/ together when/ we/ say them).
Remind test takers that they can also use punctuation to help them group words together when they
read aloud. For example, words that appear between commas are often said together, and words on
either side of a full stop are never grouped together.
Put test takers into groups, as in the previous activity. Refer them back to the paragraph on the
Pronouncing sounds and words worksheet from the previous activity. Ask them, in their groups, to
look at the words in this paragraph and discuss and decide together how the words should be chunked
and read aloud.
Once each group has decided how to best chunk the words in this sentence, they should indicate the
word groups with a /. They should then take turns reading aloud the paragraph so that the words are
chunked appropriately. As each test taker reads aloud, other test takers in the group should listen to
how word groups are chunked, offering feedback and correction when needed.
As final feedback, project an image of Chunking words into groups: Suggested answers on the board
and ask for volunteers to read the paragraph aloud.
Discuss any queries/problems that test takers may have.
Main activity 3: part 1 whole class and group work (15 mins)
Using correct sentence stress
Materials: Copies of Sentence stress worksheet

Image of Sentence stress worksheet: Suggested answer for projection
Skills: Using correct stress; Comprehending variations in tone, speed, accent

Aims: Practice strategies for recognizing and using correct sentence stress
Steps: Write a sentence on the board that gives an example of the rhythmic features of stress-timed language,
e.g.

Its not what you say but the way that you say it.
Read the sentence aloud and clap on the stressed words to indicate how English emphasizes some,
but not all words in a sentence. Draw test takers attention to the way that unstressed words are also
said a little more quickly than stressed words. To contrast the natural stress-timed version with a non
stressed-timed version, read the sentence again, but with the same stress on each word.
Tell test takers that the stress within a sentence, phrase or chunk of words tends to fall on key words
such as nouns, adjectives or verbs, rather than on small words such as articles or prepositions. Explain
also, that new information in a sentence is usually stressed, whereas old or repeated information is
not.
Explain that sentence stress is used for emphasis as well as to clarify meaning. For example, if
emphasis is being made on an opposite or negative meaning (as in the sentence above) then small
words such as not may also be stressed.
Put test takers into groups, as in the previous activity, and distribute a copy of the Sentence stress
worksheet to each test taker. Tell test takers that you will read out the paragraph on this worksheet
and stress certain words. Explain that they should listen carefully and work individually to underline
the words that you stress when you read out the paragraph.
To prepare for the task, test takers should read the paragraph to themselves and, bearing in mind the
general rules about stressed and unstressed words they have learnt, try to predict which words will
be stressed when you read the paragraph aloud.
Using the Sentence stress worksheet: Suggested answers as a guide, read the paragraph aloud at
a natural pace, stressing the underlined words. If necessary, read the paragraph again, stressing the
same words. 20
Tell test takers to compare their underlined words with others in their group. They should then
take turns to read the paragraph aloud, stressing the words that they underlined. The other group
members should listen and give feedback and correction as necessary.
As feedback, project an image of Sentence stress worksheet: Suggested answers on the board and
discuss any queries/problems that test takers may have. You may wish to point out that individual
speakers may use slightly different patterns of sentence stress depending on how they want to
communicate information, and which parts of the information they want to highlight. The suggested
pattern of stress on the worksheet is one possible way.
Materials: Copies of Intonation worksheet

Image of Intonation worksheet: Suggested answers for projection
Skills: Using correct stress; Using correct intonation; Comprehending variations in tone, speed,
accent
Aims: Practice strategies for recognizing and using correct intonation
Steps: Tell test takers that another pronunciation skill needed for the Read aloud and Repeat sentence item
types is the ability to use intonation correctly (i.e. when your voice rises and falls).
Elicit from test takers what they know about intonation. Tell them that in English we use rising and
falling intonation to express meaning as well as attitude. For example, we regularly use intonation
to break sentences into successive clauses or successive phrases to signal meanings or emphasize a
word, as in these sentences:
Clearly, we were going to be disappointed.

Actually, it isnt very important.

Explain that, in general, we use falling intonation towards the end of a sentence when it is a statement,
command or wh- question. List the following examples on the board to illustrate these points:
Im practicing using intonation today.

Chunk these words into groups.

Which words should I stress in this sentence?

Tell test takers that we use rising intonation within sentences that list items (with commas or semi-
colons separating them), and for yes/no questions or requests. Write the following example on the
board to illustrate these points:
I need to practice chunking, sentence stress, and intonation.

Put test takers into groups, as in the previous activity, and distribute a copy of the Intonation
worksheet to each test taker.
Tell test takers that you will read out the paragraph on this worksheet using correct intonation. Explain
that they should listen carefully and work individually to draw an upward arrow ( ) on the paragraph

whenever they hear your voice rise, and a downward arrow ( ), whenever it falls.

To prepare for the task, get test takers to read the paragraph to themselves and, bearing in mind
the general rules about rising and falling intonation, try to predict how you will use intonation when
reading the paragraph.
Using the Intonation worksheet: Suggested answers as a guide, read the paragraph aloud at a
natural pace, with your voice rising and falling as indicated. If necessary, read the paragraph again,
using the same intonation.
Tell test takers to compare the arrows they have marked with the others in their group. They should
then take turns to read out the paragraph with their noted intonation. The other group members
should listen and give feedback and correction as necessary.
As feedback, project an image of Intonation worksheet: Suggested answers on the board and discuss
any queries/problems that test takers may have. You may wish to point out that individual speakers
may use slightly different patterns of intonation depending on their regional dialect or accent, and the
way they want to communicate the information they are presenting. The suggested intonation pattern
on the worksheet is one possible way.
21
Main activity 4 pair work and whole class (15 mins)
Timed practice of test items
Materials: Copies of Timed practice: Worksheet A and Timed practice: Worksheet B
Skills: Reading a text under timed conditions; Speaking under timed conditions; Producing fluent
speech; Understanding academic vocabulary
Aims: Apply this lessons reading, listening and speaking strategies to practice a Read aloud and Repeat sentence
task
Steps: Explain that test takers will now work in pairs and practice some Read aloud and Repeat sentence
items under timed conditions.
Before they begin the activity, tell test takers to spend 5 minutes looking through the worksheets that
they have completed in this lesson and revising the tips they have learned regarding pronunciation of
word sounds (especially consonants at the beginning and end of words), chunking words into phrasal
groups, stressing key words in sentences, and using rising and falling intonation.
Put test takers into pairs. In each pair, designate one test taker as A, and the other as B.
Distribute a copy of the Timed practice: Worksheet A to all As and a copy of the Timed practice:
Worksheet B to all Bs. Explain that the Read aloud items are the same on both sheets, but that the
Repeat sentence items are different. Tell test takers to read the worksheet that they have received,
but not to show it to their partner.
Explain that test takers should first take it in turns to read aloud the passages in the Read aloud
section one by one. Write the following on the board:
Does your partners response include all the words in the reading text and only these words?
Does your partner read smoothly and at a natural rate of speed?
Does your partner pronounce words correctly?
Tell test takers that listening partners should make notes on these three aspects of the reading
partners performance. They should also follow the same passage on their own worksheet to check
that the reading partner is reading the text correctly. Listeners should then give feedback on the
readers performance.
After test takers have completed all three items in the Read aloud section, they should move on to
the Repeat sentence items. For this section, they should take it in turns to read aloud a sentence that
their partner repeats back to them. Explain that the reading/listening partner should give feedback
on the three points listed above.
Remind pairs to simulate test conditions by timing each other as indicated on the worksheets.
After test takers have completed the worksheet, encourage them to discuss their performance and
give each other feedback in their pairs.

Steps: Ask test takers to reflect on their attempts at the timed practice. To do this, elicit answers to the
following questions:
How did you deal with the pronunciation of words that were new to you? (Did you apply any of the
practiced pronunciations of consonants?)
How did you chunk words into meaningful groups? (Did you look at the punctuation and think
about different kinds of phrases?)
How did you stress key words in sentences? (Did you think about key nouns, adjectives and verbs,
avoid stressing articles and prepositions, and think about new and given information?)
How did you use your knowledge of intonation when reading and repeating?
Get test takers to look again at pages 4344 and 48 in the Official Guide. Review the strategies and
discuss any queries/problems test takers have.
Ask test takers to reflect on how their knowledge and use of pronunciation skills developed in this
lesson.
Tell test takers that further practice in stress, intonation and pronunciation will be given in Lesson 8.
22
Homework activities
For homework, ask test takers to complete the Read aloud and Repeat sentence practice items on pages 44
and 49 of the Official Guide and the accompanying Audio CD. Encourage test takers to keep to the actual
time limits of each task (i.e. 35 seconds and 15 seconds respectively) and to think about how their responses
compare to the feedback recordings on the Audio CD.
For further practice, test takers can also attempt the Read aloud and Repeat sentence items on the CD-ROM
Practice sets 2 and 3.
23
Reading aloud practice: Worksheet A
Read the following text aloud to your partner. Think carefully about your pronunciation and
intonation, and remember to chunk words into meaningful groups. Do not show this worksheet
to your partner.
Read aloud
The Read aloud item type tests your ability to read a short text aloud using correct pronunciation and intonation.
It assesses both reading and speaking skills.
Scoring is based on three factors:
Accurate content
Oral fluency
Correct pronunciation
Reading aloud practice: Worksheet B
Read the following text aloud to your partner. Think carefully about your pronunciation and
intonation, and remember to chunk words into meaningful groups. Do not show this worksheet
to your partner.
Repeat sentence
The Repeat sentence item type tests your ability to understand and remember a sentence exactly as you hear
it, using correct pronunciation. It assesses both speaking and listening skills.
Scoring is based on three factors:
Accurate content
Oral fluency
Correct pronunciation
Pronouncing beginnings and endings
these development
three statistics
bin services
pin variables
graph analyze
graduate analysis
glad analyses
liberate arduous
river distribution
nibble wanted
thought changed
taught walked
Pronouncing sounds and words
Take turns to read aloud the following text. Pay attention to the underlined words or sounds but
do not read the punctuation marks. Take a few seconds to read through the text silently before
starting to read aloud.
The development of easy-to-use statistical software has changed the way statistics is being taught
and learned. Students can make transformations of variables, create graphs of distributions of
variables, and select among statistical analyses, all at the click of a button. However, even with
these advancements, students sometimes find statistics to be an arduous task.
[Source: Official Guide p.41, Using SPSS for Windows and Macintosh Analyzing and Understanding Data by Samuel Green and Neil Salkind,
International Edition, 5th edition, 2007. Reproduced by permission of Pearson Education, Inc.]
Chunking words into groups: Suggested answers
variables, and select among statistical analyses all at the click of a button. However, even with these
advancements, students sometimes find statistics to be an arduous task.
Sentence stress worksheet
Read the following text quietly to yourself and try to predict which words will be stressed. When the
text is read aloud, listen carefully and underline the stressed words.
Sentence stress worksheet: Suggested answers
Intonation worksheet
Read the following text quietly to yourself and try to predict the intonation that will be used. When
the text is read aloud, listen carefully. Draw an upward arrow ( ) whenever you hear the intonation

rise, and a downward arrow ( ) whenever you hear the intonation fall.

Intonation worksheet: Suggested answers
The development of easy-to-use statistical software has changed the way statistics

is being taught and learned . Students can make transformations of variables ,

create graphs of distributions of variables , and select among statistical analyses all

at the click of a button. However , even with these advancements , students sometimes

find statistics to be an arduous task.
Timed practice: Worksheet A
Read aloud
Read each text aloud as naturally and clearly as possible. To simulate the test conditions, give
yourself 35 seconds to prepare and 35 seconds to respond to each item.
1. Once youve picked a general topic for your paper, you need to come up with a thesis. Your
thesis is the main and focal point of your paper and its the position youll take on your particular
topic. Formulating a strong thesis is one of the most important things you need to do to ace your
paper.
2. Many papers you write in college will require you to include quotes from one or more sources.
Even if you dont have to do it, integrating a few quotes into your writing can add life and
persuasiveness to your arguments. The key is to use quotes to support a point youre trying to
make rather than just include them to fill space.
3. Networking is easy and fun because it taps into this human predilection to talk about ourselves
when asked. Consider successful networking as little more than the process of guiding a person to
tell you about his life, what hes doing, the company that employs him, and his current industry.
[Source: CD-ROM Practice Set 1; Pearson Australia: E tips for A grades: Tackling the College paper (1, 2); Have no career fear published by
Pearson Higher Education (3)]
Repeat sentence
Read each sentence aloud once to your partner. Your partner should repeat the sentence back to
you exactly as you say it. To simulate the test conditions, give your partner 15 seconds to respond
to each item before moving onto the next.
1. We will divide the class into three discussion groups.
2. The student welfare officer can help with questions about exam technique.
3. Most of the students were not able to attend Professor Greens seminar.
4. Some of the references in the essay were old and out of date.
[Source: CD-ROM Practice Set 1]
Timed practice: Worksheet B
Read aloud
Read each text aloud as naturally and clearly as possible. To simulate the test conditions, give
yourself 35 seconds to prepare and 35 seconds to respond to each item.
1. Once youve picked a general topic for your paper, you need to come up with a thesis. Your
thesis is the main and focal point of your paper and its the position youll take on your particular
topic. Formulating a strong thesis is one of the most important things you need to do to ace your
paper.
2. Many papers you write in college will require you to include quotes from one or more sources.
Even if you dont have to do it, integrating a few quotes into your writing can add life and
persuasiveness to your arguments. The key is to use quotes to support a point youre trying to
make rather than just include them to fill space.
3. Networking is easy and fun because it taps into this human predilection to talk about ourselves
when asked. Consider successful networking as little more than the process of guiding a person to
tell you about his life, what hes doing, the company that employs him, and his current industry.
[Source: CD-ROM Practice Set 1; Pearson Australia: E tips for A grades: Tackling the College paper (1, 2); Have no career fear published by
Pearson Higher Education (3)]
Repeat sentence
Read each sentence aloud once to your partner. Your partner should repeat the sentence back to
you exactly as you say it. To simulate the test conditions, give your partner 15 seconds to respond
to each item before moving onto the next.
1. Professor Smith will be late for todays lecture.
2. The circulation desk is located on the ground floor.
3. Tutorials are held for two hours, every Thursday, during semester.
4. International students can get help with locating housing near the university.
[Source: CD-ROM Practice Set 1]
Lesson 3
Overview

Reading
Identifying words and phrases appropriate to the context
Understanding the difference between connotation and denotation
Comprehending concrete and abstract information
Following a logical or chronological sequence of events
Writing
This lesson provides skills practice for the PTE Academic item types Reading: Fill in the blanks and Reading &
writing: Fill in the blanks
Reading: Fill in the blanks Reading & writing: Fill in the blanks
Skills tested p. 108 p. 112
Scoring p. 107 p. 111
Strategies p. 108 p. 112
Practice item p. 109 pp. 113114
Objectives
Practiced the reading and writing skills listed above
Practiced reading strategies for these item types
Practiced vocabulary skills related to the successful completion of these item types
Preparation
Test takers should have dictionaries and thesauruses
Copies of Understanding Fill in the blanks item types worksheet (1 handout per pair)
Image of Understanding Fill in the blanks item types: Answer key for projection on board/visualizer
Copies of New Year Festivals word bank (1 handout per group)
Image of New Year Festivals example word bank for projection on board/visualizer
Copies of Practice item Reading: Fill in the blanks worksheet (individual handouts)
Image of Practice item Reading: Fill in the blanks: Answer key for projection on board/visualizer
24
Image of Research collocation table 1 for projection on board/visualizer

Image of Research collocation table 2 for projection on board/visualizer
Copies of Research collocation table 2 (1 handout per group)
Image of Research collocation: Answer key for projection on board/visualizer
Image of Phrasal verbs for projection on board/visualizer
Copies of Phrasal verbs (1 handout per group)
Image of Phrasal verbs: Answer key for projection on board/visualizer
Lesson Plan
Explain that in this lesson test takers will look at the Reading: Fill in the blanks and Reading & writing: Fill in
the blanks item types. The reading and vocabulary skills needed for both item types are similar.
Test takers will look closely at the format, rubrics and scoring of these item types; analyze strategies for
approaching them successfully, and complete practice items under test conditions.
Warm up activity pair work (10 mins)
Becoming familiar with this item type
Materials: Official Guide pp. 106107, 110111

Copies of Understanding Fill in the blanks item types worksheet
Image of Understanding Fill in the blanks item types: Answer key for projection
Skills: Comprehending explicit and implicit information; Comprehending concrete and abstract
information; Following a logical or chronological sequence of events
Aim: Familiarize test takers with both item types and their requirements
110111 of the Official Guide. Set a time limit of 3 or 4 minutes.
Put test takers into pairs. Distribute a copy of the Understanding Fill in the blanks item types worksheet
to each pair. This is a fill in the blanks summary of the key features of both item types. This activity
lets test takers check their understanding of the item types. It also tunes them into some of the fill in
the blanks reading strategies that will be practiced and discussed explicitly in the next activity.
Ask test takers to try to complete the summary with their partner, but without looking again at the
Official Guide.
Ask pairs to compare and check their answers with another pair.
Review answers with the whole class, by projecting an image of the Understanding Fill in the blanks
item types: Answer key on the board.
Discuss any queries that test takers have about the information on pages 106107 and 110111 of
the Official Guide.
Fill in the blanks reading skills
Materials: Image of Understanding Fill in the blanks item types: Answer key for projection
Official Guide pp.108 and 112
meaning of unfamiliar words
Aims: Familiarize test takers with the item types and provide them with some of the planning, listening and
speaking strategies needed
Steps: Continue to project the image of the Understanding Fill in the blanks item types: Answer key on the
board. Ask test takers to look at the answers to the first fill in the blanks text about the Reading: Fill
in the blanks item. 25
Ask test takers how they were able to recognize (without looking back at the item description on
pages 106107 of the Official Guide) which words correctly filled each of the five blanks, and which
words could not be used. Elicit the following strategies:
Using the grammatical context of a word (e.g. tests is a verb that follows and agrees with the
subject item).
Combining words so that they make logical phrases (e.g. the phrase to five blanks needs
another number at its beginning).
Some words, such as question, make neither grammatical nor lexical sense (e.g. question as
either a singular noun or a conjugated verb cannot be used in a way that is grammatically correct,
and does not make lexical sense as a missing word in any of the blanks).
Divide test takers into small groups. Ask them to look at the answer key to the text about Reading
and Writing: Fill in the blanks item and to list strategies that they could use to determine the correct
answers for each blank. Also ask them to explain why some words in the box need to be eliminated.
Elicit from test takers that the same strategies as those used in the text about Reading: Fill in the
blanks item can be used here:
The grammatical context of a word or phrase tells us that certain kinds of word classes need to be
used (e.g. the phrase reading item type requires another modifying adjective, which rules
out the nouns and verbs in the box, while the infinitive to after grammatical cues needs a verb
in its base form).
Similarly, logical or common phrases can be made by collocating (i.e. combining) words (e.g.
reading logically collocates with writing to make the phrase reading and writing skills. Speaking
could also collocate here but it doesnt make logical sense in this context).
With the whole group, look at the strategies for both item types on pages 108 and 112 of the Official
Guide. Discuss any queries/problems that test takers have.
Main activity 2: part 1 group work (10 mins)
Vocabulary building: Brainstorming

Skills: Classifying and categorizing information; Using correct spelling
Aims: Practice strategies for building and noting new vocabulary and for noting word collocations
Steps: Explain that in addition to developing strategies for recognizing which words are most appropriate for
completing gap fill texts, test takers also need to actively build their vocabulary. One good tool for
developing vocabulary is to build word banks (groups of words related to a topic or theme).
Tell test takers that they are going to practice building a word bank around the topic New Year
Festivals and that the first step will be brainstorming.
Organize test takers into small groups and ask them to brainstorm vocabulary related to the topic of
New Year Festivals. Setting a time limit of 5 minutes, encourage test takers to write as many words
as they can and use correct spelling for each word.
After 5 minutes, ask groups to put a symbol next to each word or phrase they have written to
indicate its grammatical class. For example, nouns and noun phrases should be labeled (n); verbs (v);
adjectives (adj) and adverbs (adv).
Main activity 2: part 2 group work and whole class (15 mins)
Vocabulary building: Word Banks

Materials: Copies of New Year Festivals word bank
Image of New Year Festivals example word bank for projection
Dictionary / Thesaurus for each group or test taker
Skills: Classifying and categorizing information; Using correct spelling

Aims: Practice strategies for building and noting new vocabulary and for noting word collocations
Steps: Keep test takers in their groups and distribute 1 copy of the New Year Festivals word bank worksheet
to each group.
Explain that the table will be used to list some words that were brainstormed and to organize these
words into grammatical and vocabulary categories. Tell test takers that the word bank will help them
26
note related vocabulary (e.g. synonyms or antonyms). It will also help them note collocations (i.e.
words which naturally combine with brainstormed words to make common, logical and idiomatic
phrases).
As an example of how to list and organize their brainstormed words in the word bank, project an
image of the New Year Festivals example word bank on the board. Explain that not all words will
have all grammatical forms, and encourage test takers to list as many synonyms (including noun
phrases) and collocations as they can.
Give groups 10 minutes to start building their word banks with words from their brainstormed list.
Encourage them to use a dictionary for checking the grammatical forms and endings of words, as well
as for collocations. Tell them to use a thesaurus to check synonyms and antonyms.
As final feedback to the activity, get groups to compare and share their word banks.
Encourage test takers to copy their group word banks and add to them after the lesson. They can also
use the table format to develop their own word banks on other themes (preferably academic themes,
or topics such as lectures or note taking).
Main activity 3 individual work, pair work and whole class (15 mins)
Attempting a Fill in the blanks sample item
Materials: Copies of Practice item Reading: Fill in the blanks worksheet

Image of Practice item Reading: Fill in the blanks: Answer key for projection
Skills: Identifying words and phrases appropriate to the context; Understanding the difference
between connotation and denotation; Inferring the meaning of unfamiliar words
Aim: Apply this lessons reading and vocabulary strategies to practice a Reading: Fill in the blanks item
Steps: Explain that test takers will now attempt a practice Reading: Fill in the blanks item.
Distribute copies of the Practice item Reading: Fill in the blanks worksheet to each test taker. Remind
them to use the gap-fill strategies and word bank skills they identified earlier.
Give test takers 5 minutes to complete the item individually.
After 5 minutes, put test takers into pairs and ask them to compare answers and explain to each other
which strategies or word bank skills they used to help them guess which words might be used in each
blank, or eliminated.
Feedback by projecting an image of Practice item Reading: Fill in the blanks: Answer key on the
board and using it to review the answers with the whole group. Elicit reasons why particular words
fit in each blank. Use the tips in the Answer key to explain why certain words collocate with the text
better than others, and why some words should be matched with others to maintain grammatical
parallelism.
Vocabulary building: Collocation tables
Materials: Image of Research collocation table 1 for projection

Image of Research collocation table 2 for projection
Copies of Research collocation table 2
Image of Research collocation: Answer key for projection
Skills: Identifying words and phrases appropriate to the context; Using correct grammar
Aim: Practice strategies for noting word collocations and phrasal verbs
Steps: Tell test takers that another good tool for developing vocabulary is to use tables to learn and note
collocations. Explain that they are now going to practice using a collocation table related to the theme
of Research.
Project an image of the Research collocation table 1 on the board as an example of a collocation
table. Explain that on the left side of the table there are verbs, while along the top there are nouns,
all of which are related to the topic of research. The aim of the table is to note which verbs describing
research collocate (can be combined) with which nouns. Tell test takers that if a noun collocates with
a verb, they should put a under the noun. If it doesnt collocate, they should write X.
27
To demonstrate how to complete the table, elicit from test takers which nouns in the table collocate
with the verb to do. Project the Research collocation table 2 on the board to confirm suggestions.
Organize test takers into small groups, distribute a copy of Research collocation table 2 to each
group and ask test takers to work together to complete the table. Encourage them to use a dictionary
for checking possible collocations.
As feedback, ask groups to first compare tables and discuss their suggestions. After this, project an
image of the Research collocation: Answer key on the board. Refer test takers to the notes below
the table and discuss any queries/problems test takers may have.
Extension
Ask test takers in their groups to write 10 sentences using some of the correct collocations.
Feedback with the whole class and discuss test takers queries and/or problems.
Vocabulary building: Phrasal verb tables
Materials: Image of Phrasal verbs for projection

Copies of Phrasal verbs worksheet
Image of Phrasal verbs: Answer key for projection
Skills: Identifying words and phrases appropriate to the context; Using correct grammar
Aim: Practice strategies for noting word collocations and phrasal verbs
Steps: Keep test takers in their groups. Explain to test takers that tables can also be used to learn and note
phrasal verbs (i.e. combinations of verbs and prepositions).
Project an image of the Phrasal verbs worksheet on the board as an example. Explain that on the
left side of the table there are verbs and along the top there are prepositions. The aim of this table is
to note which verbs can combine with which prepositions to create idiomatic phrasal verbs. Tell test
takers that if a preposition collocates with a verb, they should put a under the preposition. If it
doesnt collocate they should write X.
Elicit from test takers the prepositions that collocate with the verb to speak. Feedback by projecting
an image of Phrasal verb example table 2 on the board.
Distribute 1 copy of the Phrasal verbs worksheet to each group and ask test takers to work together
to complete the table. Encourage them to use a dictionary to check possible phrasal verbs.
As feedback, ask groups to first compare tables and discuss their suggestions. After this, project an
image of Phrasal verbs: Answer key on the board as an answer key. Refer test takers to the notes
below the table and discuss any queries/problems test takers may have.
Extension
Ask test takers in their groups to write 5 sentences using some of the correct collocations.
Feedback with the whole class and discuss test takers queries and/or problems.
Main activity 5 individual and pair work (15 mins)
Attempting a Reading & writing: Fill in the blanks practice item
Skills: Using words and phrases appropriate to the context; Using correct grammar
Aim: Applying this lessons reading and vocabulary strategies to complete a Reading & writing: Fill in the
blanks practice item
Steps: Explain to test takers that they will now attempt the Reading & writing: Fill in the blanks practice
item on pages 113 and 114 in the Official Guide.
Remind them to think about the strategies and collocation and phrasal verb skills they identified and
practiced earlier.
Give test takers 5 minutes to complete the item individually.
28
After 5 minutes, put test takers into pairs. Ask them to compare answers and explain to each other
which strategies or word bank skills they used to help them guess which words might be used in each
blank, or eliminated.
With the whole group, review answers using the Answer key on pages 184185 of the Official Guide,
and elicit reasons why particular words fit in each blank. Discuss any queries/problems test takers
may have.

Steps: Ask test takers to reflect on their attempt of the Reading: Fill in the blanks item and the Reading &
writing: Fill in the blanks item. To do this, elicit answers to the following questions:
How did they use the grammatical context of missing words?
How did they combine words with missing words to make logical or idiomatic phrases?
How did they eliminate possible missing words?
How did they use their knowledge of word collocations?
How did they use their knowledge of phrasal verbs?
Get test takers to look at pages 108 and 112 in the Official Guide. Review the strategies and discuss
any queries/problems test takers have.
Review the skills required to tackle these item types successfully (look at the skills listed on page 112
in the Official Guide if necessary).
Homework activities
For homework, ask test takers to complete the Reading: Fill in the blanks and Reading & writing: Fill in the
blanks practice activities on CD-ROM Practice set 2. Test takers should check their own answers and note any
problems. Problems can be followed up in a recap lesson.
29
Understanding Fill in the blanks item types
In the text below some words are missing. Use words from the box to complete the text.
The Reading: Fill in the blanks item requires a correct answer for each blank. This item
your ability to use context and grammatical cues to identify words that complete a reading text.
This item type has a reading text with to five blanks in it. Below the reading text, there is
a box which six to eight words. There are three more words in the box than the number
of blanks so you do not have to all the words. The reading texts for this item type are up
to 80 words in length.
complete three use single question tests practices contains
Repeat the activity with the following text.
The Reading & writing: Fill in the blanks item is a reading item type. It requires a
single correct answer for each blank. This item tests your ability to use contextual and grammatical cues to
words that complete a reading text. It assesses reading and skills.
This item type has a reading text with up to six blanks in it. Each blank has up to five answer .
The reading texts for this item type are up to 300 words in length.
complete answer identify multiple-choice speaking chooses gap choices writing
Understanding Fill in the blanks item types: Answer key
In the text below some words are missing. Use words from the box to complete the text.
The Reading: Fill in the blanks item requires a single correct answer for each blank. This item
tests your ability to use context and grammatical cues to identify words that complete a reading text.
This item type has a reading text with three to five blanks in it. Below the reading text, there is
a box which contains six to eight words. There are three more words in the box than the number
of blanks so you do not have to use all the words. The reading texts for this item type are up
to 80 words in length.
complete three 3 use 3 single 3 question tests 3 practices contains 3
Repeat the activity with the following text.
The Reading & writing: Fill in the blanks item is a multiple-choice reading item type. It requires a
single correct answer for each blank. This item tests your ability to use contextual and grammatical cues to
identify words that complete a reading text. It assesses reading and writing skills.
This item type has a reading text with up to six blanks in it. Each blank has up to five answer choices .
The reading texts for this item type are up to 300 words in length.
complete answer identify 3 multiple-choice 3 speaking chooses gap choices 3 writing 3
New Year Festivals word bank
Words Noun forms Adjective forms Verb forms Adverb forms Synonyms Antonyms Collocations
Photocopiable
Lesson 3
New Year Festivals example word bank
Words Noun forms Adjective forms Verb forms Adverb forms Synonyms Antonyms Collocations
Photocopiable
Party (n) party to party celebration (n) Party goer
fiesta (n) Party animal
social event (n) Party dress

Party game
Birthday party
New years party

Garden party
House party
A wild party
To hold a party
To be invited to a party
To attend a party
To leave a party
Renewal (n) renewal renewed to renew a fresh start an end Renewal celebrations
a new beginning a final completion Renewal rituals
Renewal rites
Lesson 3
Practice item Reading: Fill in the blanks
In the text below some words are missing. Put words from the box in the appropriate places in the
text.
The New Year is the most important holiday in Japan, and is a symbol of renewal. In December, various Bonenkai
or forget-the-year are held to bid farewell to the problems and
of the past year and for a new beginning. Misunderstandings and grudges are forgiven
and houses are scrubbed. At midnight on December 31st, Buddhist strike their gongs 108
times, in an effort to 108 types of human weakness.
augment parties foresee expel prepare concerns temples areas
Practice item Reading: Fill in the blanks: Answer key
In the text below some words are missing. Put words from the box in the appropriate places in the
text.
The New Year is the most important holiday in Japan, and is a symbol of renewal. In December, various Bonenkai
or forget-the-year parties are held to bid farewell to the problems and concerns
of the past year and prepare for a new beginning. Misunderstandings and grudges are forgiven
and houses are scrubbed. At midnight on December 31st, Buddhist temples strike their gongs 108
times, in an effort to expel 108 types of human weakness.
augment parties foresee expel prepare concerns temples areas
Tips for identifying correct answers

3 parties fits the first blank because it collocates logically with the verb to hold and with the adjectival phrase forget-the-
year.
3 concerns fits the second blank because it collocates with problems to make the common phrase problems and concerns.
It also is a good grammatical fit because its plural form is parallel to the plural noun problems. If two countable nouns
are combined into a phrase using and both nouns should be parallel. That is, both are in the singular or both are in the
plural.
3 prepare fits the third blank because it is a verb in its base form and is grammatically parallel to the infinitive to bid
farewell earlier in the sentence. It also appropriately contrasts the ideas past year and new beginning.
3 temples fits the fourth blank because it is a plural noun which agrees with the verb to strike and which collocates
logically with the adjective Buddhist. The other plural nouns (areas and parties) dont make sense when collocated with
Buddhist.
3 expel fits the last blank because it is a verb in its base form and correctly matches grammatically with to. Unlike prepare,
augment or foresee it also collocates logically with 108 types of human weakness.
7 augment
7 areas
7 foresee
Research collocation table 1
Nouns
research documentation data studies results
Verbs
Do
Make
Conduct
Pursue
Analyze
Read
Research collocation table 2
Nouns
Verbs
Do 3 7 7 3 7
Make
Conduct
Pursue
Analyze
Read
Research collocation: Answer key
Nouns
Verbs
Do 3 7 7 3 7
Make 7 7 7 7 7
Conduct 3 7 7 3 7
Pursue 3 7 7 3 7
Analyze 3 3 3 3 3
Read 3 3 3 3 3
Notes:
Many learners often mistakenly collocate the verb make with the nouns in this table.
Apart from the verbs listed in the first column, other verbs such as to research, to document and to study can be used
to describe research activities.
The nouns documentation, data and results refer to completed aspects of the research process which are then further
acted upon by the researcher. So, they can be analyzed and read, but not conducted or done. Research and studies
are general nouns which refer to the whole research process, rather than just individual aspects.
Phrasal verbs
Prepositions
on out up
Verbs
To speak
To put
To count
To rely
To look
Phrasal verbs: Answer key
Prepositions
On
on Out
out Up
up
Verbs
To speak 7 3 ( = to protest ) 3 (= to speak louder)
To put 3 3 ( = to extinguish, to place 3 (= to endure)

outside )
To count 3 ( = to need) 3 ( = to count slowly or 3 (= to calculate, to total)

audibly)
To rely 3( = to be dependent) 7 7
To look 3 ( = to watch without being 3 (= to protect) 3 (= to locate, to admire or

involved) respect)
Notes:
We can speak on a topic (i.e. speak about something) but speak on is a not a phrasal verb with an idiomatic meaning
that is different from speak.
To put on has several idiomatic meanings (e.g. to put clothes on your body, or make up/cream on your skin; to affect or
influence something or someone; to turn on equipment, etc)
To put up is used with with (e.g. to put up with the pain)
To look out is a conversational phrasal verb and is used with for (e.g. to look out for your little brother).
To look up has several idiomatic meanings (e.g. to look up a word in a dictionary; she looks up to her teacher).
Lesson 4
Overview
This lesson focuses on the following reading skills:

Main idea or gist: Read for and identify the main idea or theme of the text
Detailed information: Read for and identify specific details, facts, opinions, definitions or sequences of
events
Organization: Read for and understand the function of what the writer says or identify the reasons why the
writer mentions specific pieces of information
Analysis of discourse: Read for and identify the overall organization and connections between pieces of
information
This lesson practices some of the skills tested by the PTE Academic item types Reading: Multiple-choice, choose
single answer and Reading: Multiple-choice, choose multiple answers. Further skills practice for these item
types will be provided in Lesson 11.
Reading: Multiple-choice, Reading: Multiple-choice,
choose single answer choose multiple answers
Skills tested pp. 9394 pp. 9899
Scoring p. 93 p. 98
Objectives
Practiced the reading skills listed above
Practiced the rubrics and format of multiple-choice items
Analyzed the nature of multiple-choice items as well as selected prompts and options
Analyzed test-taking strategies for multiple-choice items
Preparation
Copy of sample item type (illus. p. 91 Official Guide, with labels removed) for projection on board/visualizer
Image of Sample Question Prompts sheet for projection on board/visualizer
Copies of reading text passage on p. 92 Official Guide (without prompt and response options) (1 handout per
small group)
Copies of reading text passage on p. 97 Official Guide (without prompt and response options) (1 handout per
pair)
Copies of Worksheet 1 (individual handouts)
30
Lesson Plan
Introduction whole class (5 mins)
Explain that in this lesson test takers will look at the item types Reading: Multiple-choice, choose single
answer and Reading: Multiple-choice, choose multiple answers. They will look closely at some of the formats,
prompts and options of these item types and some of the skills tested. They will also analyze strategies for
approaching these item types successfully.
Also explain that these items types will be revisited in lesson 11.
Warm up activity 1 whole class (5 mins)
Label the parts of a multiple-choice item
Materials: Copy of sample item type Official Guide p. 91 (with labels removed) for projection
Official Guide pp. 9192 and 9698
Aim: Familiarize test takers with the item type and its parts
Steps: Project the sample multiple-choice item on the board with the sections instructions, passage,
prompt and option highlighted but not labeled. Explain that this is what the multiple-choice item
type looks like and that test takers should be able to identify the parts.
Write instructions, passage, prompt and option on board and, with the whole class, ask test takers
to help you label the parts of the item.
Quickly read through pages 91 and 96 in the Official Guide together and explain that one of the
differences between single answer multiple-choice and multiple answer multiple-choice reading items
is the number of options test takers must choose.
Main activity 1 whole class (15 mins)
What types of prompts can you expect?
Materials: Image of Sample Question Prompts sheet for projection
Skills: Main idea or gist: Read for and identify the main idea or theme of the text; Writers purpose:
Read for and understand the function of what the writer says or identify the reasons why the
writer mentions specific pieces of information
Aim: Familiarize test takers with prompt types and the process of predicting the type of information each
prompt requires
Steps: Explain that test takers are now going to think about the types of questions (or prompts) they might
expect to see in multiple-choice items.
With the whole class, get test takers to identify wh words and the type of answer/information each
of these words indicates (e.g. who/person, what/thing, where/place, why/reason, when/time, how/
description, which/thing).
Show the Sample Question Prompts sheet and explain that test takers are going to look at two types
of prompts: wh-questions and complete the sentence.
Get test takers to identify the key question word in each wh prompt, and then predict the type of
information they would look for in each case, e.g.:
Wh-questions
According to this text, how do excise taxes usually differ from tariffs? (e.g. description showing
differences/in what ways)
What factors were involved in the disparity between the calendars of Britain and Europe in the 17th
Century? (e.g. things/causes)
Which of the following factors are consistent with the theory of X-ray crystallography? (e.g. things/
processes)
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Which of the following are facts specifically concerning the ethnicity of the citizens of Botswana? (e.g.
descriptions of facts)
Why was the fall in the crime rate particularly surprising? (e.g. reason/because)
Complete the sentence
The major divisions of the Sioux people of North America are . (e.g. what?/names of divisions)
The main idea contained in this text deals with . (e.g. what?/topic/gist/theme)
According to the passage, a significant human impact on the Tasmanian environment first began
. (e.g. when?/why?/date/period/time of an event)
Main activity 2: part 1 small groups/pairwork (15 mins)
Predict the vocabulary

Skills: Organization: Read for and identify the overall organization and connections between pieces
of information; Read for the main idea or theme; Identifying words and phrases appropriate
to the context; Classifying and categorizing information
Aim: Familiarize test takers with process of predicting information required and thinking about related word
groups
Steps: Explain that test takers are now going to look at strategies for predicting possible answers and
identifying relevant vocabulary groups.
Write this question on the board: One present indicator of climate change in Australia is . Check
that test takers recognize this as a single answer multiple-choice prompt.
Ask test takers the meaning of indicator and get them to guess if they do not know (e.g. a sign).
Ask test takers to predict a possible answer for this prompt. Write suggestions on the board.
In small groups/pairs, get test takers to brainstorm the types of words or vocabulary groups they might
expect to read in the related passage (e.g. rising temperatures, drought, flooding, desertification,
etc).
Feedback results with the whole class and discuss any conflicting ideas.
Main activity 2: part 2 small groups/pairwork (15 mins)
Look for key words in a text
Materials: Copies of reading text passage Official Guide p. 92 (without prompt and response options)
Official Guide p. 92
Skills: Main idea or gist: Read for and identify the main idea or theme; Read for and identify specific
details, facts, opinions, definitions or sequences of events; Identifying words and phrases
appropriate to the context
Aim: Familiarize test takers with scanning to identify key words
Steps: Put test takers into small groups/pairs and give a handout of the reading text passage on page 92 of
the Official Guide (without prompt and options) to each group.
Ask groups to skim the text and underline the words and phrases related to the prompt they have just
looked at (e.g., climate upset, long-standing drought, serious water shortages, higher temperatures,
devastating tropical cyclones).
Feedback with the whole class.
Write the options for this item on the board, or get test takers to look at page 92 in the Official
Guide.
Ask test takers to read the passage again in their groups/pairs and select the correct answer
(drought).
Main activity 2: part 3 whole class (15 mins)
Analyze the options

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Aim: Get test takers to consider the strategies they have used, to think about why certain options are correct/
incorrect and to consider the possible pitfalls
Steps: Feedback the answer and analyze all options. Discuss why test takers think each option is correct/
incorrect. (e.g., environmental activists is incorrect because these are the people seeking to prevent
climate change; gas emissions is incorrect because these are one of the causes of climate change;
carbon dioxide is incorrect because it is one of the causes of climate change; drought is correct as
it is presented in the text as one of the indicators of climate change.)
Explain that wrong options are known as distractors.
Discuss which options were most confusing and why.
To recap, get text takers to read pages 91 and 92 in the Official Guide, plus the section on Scoring
on page 93.
Main activity 3: part 1 pair work (1020 mins)
Identify the gist of a passage
Skills: Main idea or gist: Read for and identify the main idea or theme; Read for and identify specific
details, facts, opinions, definitions or sequences of events
Aim: Familiarize test takers with the process of skimming for gist and scanning for details
Steps: Explain that test takers are now going to look at ways of identifying the main theme of a passage and
the writers purpose or opinion. They will then complete a practice item and analyze the strategies
they have used to complete it.
Put test takers into pairs. Give out 1 copy of the reading text passage on page 97 of the Official Guide
(without prompt and response options) to each pair.
Ask pairs to work together to read the passage, identify the main gist/topic and highlight the key
words. Remind them to look for topic sentences, which will help them identify the main theme(s) of
paragraphs and/or the whole passage (Primary schooling on the Turks and Caicos Islands primary
schooling, government primary schools, classroom organisation, etc).
With the whole class, feedback the gist/main theme of the passage.
Extension
Skills: Inferring the meaning of unfamiliar words
Aim: Familiarize test takers with some strategies for guessing the meaning of unfamiliar words
Steps: Explain that test takers are going to discuss the ways in which they deal with unfamiliar words.
Refer test takers back to the passage and ask which words, if any, are unfamiliar.
With the whole class, get test takers to guess the meaning of these words.
Ask them to model their strategies for guessing meaning (looking at word stem/prefixes/suffixes, etc
and thinking about similar looking familiar words; looking at context, etc).
Discuss the merits of the various strategies in relation to this passage.
Identify the writers purpose/opinion
Skills: Identifying a writers purpose, style, tone or attitude; Identifying the supporting points or
examples
Aim: Familiarize test takers with the process of skimming to identify a writers purpose/opinion and scanning
for supporting information
Steps: With the whole class, ask test takers to refer to the passage they have just read and tell you what
type of text it is (report). Discuss the kind of information often associated with texts of this type (e.g.
facts, descriptions, opinion, argument, etc).
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Ask test takers in their pairs to reread the passage and highlight phrases that identify or support the
writers purpose/opinion (e.g. to show that primary schooling is relatively well organized and effective
in the Turks and Caicos Islands Primary and secondary school enrolment is virtually universal,
serve communities with small populations whose children cannot travel to a neighbouring larger
primary school., no evidence that the multigrade teachers operate in a particularly resource-poor
environment).
Feedback writers purpose/opinion with the whole class.
Ask test takers to talk about the tone of the text (e.g. neutral to mildly positive) and to identify which
parts of the passage support their ideas.
Extension
Skills: Identifying a writers purpose, style, tone or attitude
Aim: Get test takers to look in more detail at words/phrases that express opinion/purpose and affect the tone
of a text
Steps: With the whole class, look again at the words/phrases highlighted by test takers as showing purpose
and/or opinion.
Elicit paraphrasing of words/phrases that could express a different tones or serve a different purpose/
opinion (e.g., What differences can be inferred between these expressions: small pupil numbers and
intimate class sizes? Is the tone of each neutral, negative or positive? etc.)
Main activity 3: part 3 pair work and whole class (1015 mins)
Complete the item and analyze the strategies used
Materials: Official Guide p. 97
Aim: Get test takers to complete an item in pairs, consider the strategies they have used, think about why
certain options are correct/incorrect and consider the possible pitfalls
Steps: Explain that test takers are now going to look at the prompt and response options for this passage
and complete the item.
Get test takers to look at the prompt and response options on page 97 in the Official Guide. Check
that they recognize this as a multiple-choice, choose multiple answers prompt.
Ask whether they can already ascertain the correct answers. If not, get them to reread the passage
in their pairs to complete the item.
Feedback answers with the whole class and discuss. Analyze why each option is correct or incorrect
(e.g. Multigrade classes are mainly found in smaller schools. this option is correct because the writer
says that most schools have single-grade classrooms and only three schools, because of their small
pupil numbers, operate with multigrade groupings.; Most primary pupils are in multigrade classes.
This option is incorrect because it contradicts the information in the text; Parents can choose to
send their child to a multigrade school. This option is incorrect because the writer does not mention
whether parents have any choice about which school their children can attend; Most primary pupils
are in mixed ability classes. This option is correct because the writer states that Pupils ... are
generally grouped by age into mixed ability classes.; Multigrade classes are for the youngest three
grades. This option is incorrect because this information is not mentioned by the writer.).
Extension
Aim: Get test takers to consider the strategies they have used, think about why certain response options are
correct/incorrect and consider the possible pitfalls
Steps: Ask test takers to think about the two different ways they have approached these items (read the
prompt/response options first then read passage; read the passage first and then read prompt/
response options).
Discuss which approach they found easier and/or more useful, and why.
34
Aim: Review strategies and problems

Steps: Get test takers to look at page 94 in the Official Guide. Review the strategies covered on this page
and in the lesson, and deal with any queries/problems test takers have.
Review the skills required to tackle these item types successfully (look at the skills listed on pages
9394 and 9899 in the Official Guide if necessary).
Homework activities
Materials: Worksheet 1
For homework, hand out Worksheet 1. Tell test takers to complete the worksheet as preparation for working
on the CD-ROM Practice items. They should then complete the Reading: Multiple-choice, choose single answer
and Reading: Multiple-choice, choose multiple answers items on CD-ROM Practice set 1. Test takers should
check their own answers and note any problems. Problems can be followed up in a recap lesson.
35
Sample Question Prompts
Wh-questions
According to this text, how do excise taxes usually differ from tariffs?
What factors were involved in the disparity between the calendars of Britain and Europe in the 17th
Century?
Which of the following factors are consistent with the theory of X-ray crystallography?
Which of the following are facts specifically concerning the ethnicity of the citizens of Botswana?
Why was the fall in the crime rate particularly surprising?
Complete the sentence

The major divisions of the Sioux people of North America are .
The main idea contained in this text deals with .
According to the passage, a significant human impact on the Tasmanian environment first began .
[Source: CD-ROM Practice sets 1, 2 and 3]
Worksheet 1
Complete this worksheet as preparation for looking at the multiple-choice items on CD-ROM
Practice set 1
birth rate Catholic Christian citizens colonizers

constitution democracy ethnicity equality infant mortality rate
inhabitants life expectancy nationalism origins political landscape
population Protestant religious affiliation self-government tribes
Look at the words above and organize them into various theme-related groups:
Think of a suitable heading for each of the groups that you have identified. (The heading should
indicate the overall topic of each group.)
Brainstorm other academic words related to the topics that you have identified.
Brainstorm the text types that are most often used for writing about such topics.
Worksheet 1 Answer key
Complete this worksheet as preparation for looking at the multiple-choice items on CD-ROM
Practice set 1
birth rate Catholic Christian citizens colonizers

constitution democracy ethnicity equality infant mortality rate
inhabitants life expectancy nationalism origins political landscape
population Protestant religious affiliation self-government tribes
Look at the words above and organize them into various theme-related groups:
Catholic, Christian, Protestant, religious affiliation

birth rate, citizens, infant mortality rate, inhabitants, life expectancy, population
citizens, colonizers, constitution, democracy, equality, nationalism, political landscape, self-government
population, religious affiliation, inhabitants, citizens, tribes
etc
Think of a suitable heading for each of the groups that you have identified. (The heading should
indicate the overall topic of each group.)
Religion / Religious groups

Population
Politics / Government
Countries / Nations
etc
Brainstorm other academic words related to the topics that you have identified.
Test takers own answers
Brainstorm the text types that are most often used for writing about such topics.
Charts, graphs, reports, etc
Lesson 5
Overview

Listening
Predicting how a speaker may continue
Forming a conclusion from what a speaker says
Identifying errors in a transcription
Reading
Matching written text to speech
Speaking
This lesson provides skills practice for the PTE Academic item types Select missing word and Highlight incorrect words
Select missing word Highlight incorrect words
Practice item p. 153 pp. 157158
Answer key feedback pp. 191192 p. 192
Objectives
Practiced the listening, reading and speaking skills listed above
Practiced listening and reading strategies for these item types
Practiced prediction and word stress skills related to the successful completion of these item types
36
Preparation
Copies of Select missing word worksheet and Highlight incorrect words worksheet (1 handout each per group)
Image of Select missing word worksheet: Answer key for projection on board/visualizer
Copies of Practicing prediction 13 (1 handout each per group of 3)
Image of Practicing prediction: Answer key for projection on board/visualizer
Copies of Finding differences between spoken and written versions of a text 13 (1 handout each per test taker)
Image of Finding differences between spoken and written versions of a text: Answer key for projection on
board/visualizer
Lesson Plan
Explain that in this lesson test takers will look at the Select missing word and Highlight incorrect words item
types. The listening skills needed for both item types are similar.
Warm up activity 1 group work (20 mins)
Becoming familiar with the item types

Copies of Select missing word worksheet and Highlight incorrect words worksheet
Skills: Following an oral sequencing of information; Predicting how a speaker may continue; Forming
a conclusion from what a speaker says; Following a logical or chronological sequence of
events; Reading a text aloud
Aims: Familiarize test takers with both item types and related listening and reading skills
154158 of the Official Guide. Set a time limit of 5 minutes.
Put test takers into small groups of 4 or 5. Ask test takers to arrange themselves into a small circle.
Tell test takers that in this activity they will work with their team mates to practice guessing missing
words from a listening text. Tell them that the skill of predicting or guessing the meaning and grammar
of key words in a listening text is a very important skill for both test items covered in this lesson.
Distribute a copy of the Select missing word worksheet to one test taker in each group and ask him/
her not to show it to the other group members. Explain that the test taker with the worksheet should
read the first sentence of the worksheet aloud but should not read out the final underlined word.
Explain that the test taker sitting to the left of the reading test taker should try to guess the final word
in the sentence. If he or she cannot guess the missing word, others in the group can help him/her.
The reading test taker can tell the guessing test taker whether he or she has correctly or incorrectly
guessed the missing word. If the guess is incorrect, he or she can try again.
When they have finished, tell the reading test taker to pass the worksheet to the test taker on his/her
left. This test taker should then read out the second sentence of the worksheet (omitting the final
word), while the next test taker on the left tries to guess the missing word.
Tell test takers to repeat this procedure until everyone has read out one sentence and tried to guess
one missing word.
Keep test takers in their groups. Distribute a copy of the Highlight incorrect words worksheet to one
test taker in each group, and tell them to repeat the process as before.
When they have completed the worksheet, ask test takers to share any problems or issues that they
encountered during this activity. Tell them that much of this lesson will focus on developing prediction
skills when listening. (Do not explain yet how it was possible to guess the meaning of each word with
confidence in this activity, because this will be explained in the next activity.)
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Identifying listening prediction skills
Materials: Copies of Select missing word worksheet and Highlight incorrect words worksheet
Image of Select missing word worksheet: Answer key for projection
Skills: Identifying the topic, theme or main ideas; Identifying words and phrases appropriate to the
context; Inferring the meaning of unfamiliar words; Predicting how a speaker may continue
Aims: Identify strategies for inferring the meaning of words and predicting how a speaker may continue using
contextual clues
Steps: Explain that a key skill for the Select missing word and Highlight incorrect words item types is the
ability to use contextual clues (i.e. other words in a phrase or sentence) to infer the meaning of words
in a spoken text, and identify or predict words which are incorrect within or missing from a spoken text.
To explain how contextual clues work, write the following sentence on the board:
Can you guess the missing ?
Ask test takers to guess what is missing from this question (word). Then ask them to explain how
they guessed this, i.e. what clues or knowledge they used.
Explain that several things help us fill in gaps in information we hear. Firstly, our knowledge of the topic
(here, a guessing game) tells us that we may need to guess a missing word. Secondly, our knowledge
of vocabulary might tell us that in the context of a language lesson, the words missing and word
often collocate, or go together. Thirdly, our knowledge of grammar tells us that the sentence needs
a noun because the verb guess is transitive in this sentence and needs an object. Also, the word
missing is an adjective and it needs a noun to follow it. To sum up, we can use our knowledge of a
topic, our knowledge of the grammar of a sentence with a missing word, and our knowledge of other
words close to the missing word to make confident guesses.
To further illustrate how prediction skills work and to demonstrate to test takers that they already use
these skills, refer them back to the Select missing word worksheet and Highlight incorrect words
worksheet from the previous activity.
Ask test takers to remain in their groups. Tell them to look at the underlined words in each sentence
on both worksheets and note all the clues (topic, vocabulary and grammar) that might help them
guess each word if it were missing. Set a time limit of 20 minutes for this.
Ask groups to offer feedback on their answers, and as final feedback, project an image of the Select
missing word worksheet: Answer key on the board. This answer key gives test takers many strategies
for guessing missing words using context clues, as well as strategies for explaining how we can
confidently make such guesses for the missing words on both worksheets.
Main activity 2 group work and whole class (30 mins)
Practicing listening prediction
Materials: Copies of Practicing prediction worksheets 13

Image of Practicing prediction: Answer key for projection
Skills: Identifying the topic, theme or main ideas; Identifying words and phrases appropriate to
the context; Inferring the meaning of unfamiliar words; Comprehending explicit and implicit
information; Predicting how a speaker may continue; Comprehending variations in tone,
speed, accent; Reading a text aloud; Using correct intonation; Using correct pronunciation;
Aims: Practice strategies for inferring the meaning of words and identifying appropriate words in a listening text
Steps: Remind test takers that for the Select missing word item type, they may sometimes need to guess
more than one word (i.e. two or three words, or even a phrase). Explain that the same contextual
clues that were used in the previous activity can be applied to guessing more than one word.
Tell test takers that the following activity requires them to listen to a transcript and identify any topic,
vocabulary and grammar clues that help to predict a missing word or phrase.
Organize test takers into groups of three. Give each group 1 copy of each of the 3 Practicing prediction
worksheets. Tell test takers to take 1 worksheet each and not to show it to the others.
38
Explain that test takers should take it in turns to read aloud the transcript on their worksheet in a
loud, clear voice and at a natural speed. Remind test takers that this is not a dictation, so those who
are reading should read the whole transcript through at once, pausing only according to punctuation.
(You might like to remind test takers of the reading and pronunciation skills which were practiced in
Lesson 2, i.e. using punctuation to produce correct word chunking, word stress and intonation.)
While the reading test taker reads the transcript aloud, the others in the group should listen carefully,
note key words related to the topic and prepare to complete the transcript by guessing the missing
word(s).
When the reading test taker has finished, he or she should read out the five possible choices and the
others should choose the correct answer. If necessary, the reading test taker can read the transcript a
second time. If the others disagree on the correct option, they should give reasons for their answer.
When each group has completed all 3 transcripts, elicit the correct answers with the whole class and
ask test takers to complete the transcripts. (Transcript 1, option 4; Transcript 2, option 2; Transcript
3, option 5.)
Elicit any contextual clues that helped test takers predict the answers and discuss any queries or
problems that test takers may have.
Main activity 3 Group work and whole class (25 mins)
Using sentence stress and word discrimination skills
Materials: Copies of Practicing prediction 13

Copies of Finding differences between spoken and written versions of a text 13
Image of Finding differences between spoken and written versions of a text: Answer key for projection
Skills: Understanding academic vocabulary; Comprehending concrete and abstract information;

Identifying errors in a transcription; Matching written text to speech; Reading a text aloud;
Using correct intonation; Using correct pronunciation; Using correct stress
Aims: Use knowledge of sentence stress and word discrimination skills to identify differences between spoken
and written versions of a text
Steps: Tell test takers that a key skill for successfully completing the Highlight incorrect words item is the
ability to distinguish differences between written and spoken versions of a text. In this item, test
takers need to listen to recordings and read a transcript as they listen. In the transcript, some words
will be different from those in the recording.
Remind test takers that a speakers tone and use of sentence stress (or emphasis) often help a
listener to determine which words are important in a spoken utterance. (In Lesson 2, test takers
looked at how sentence stress can add emphasis or meaning.)
In the recordings of the Highlight incorrect words items, it is highly likely that important information
words (often nouns, adjectives and verbs) will be stressed more strongly by the speaker than other
words, so test takers should pay special attention to stressed words and make sure that they are
the same as those in the accompanying transcript. Also, prefixes and suffixes may be stressed (e.g.
unhealthy, non taxable) to emphasize contrast or difference, and it is also possible that these
prefixes or suffixes might be different.
Tell test takers that in this activity they are going to practice using their knowledge of sentence stress
to listen for important words and then to determine whether the stressed words are the same in the
spoken and written versions of a text.
Ask test takers to remain in groups of three for this activity.
Distribute copies of the Finding differences between spoken and written versions of a text worksheets
1-3 to each test taker. Also, tell all test takers to retrieve their copy of the Practicing prediction
worksheet from the previous activity, but not to show it to the other members of their group or to
compare it with the Finding differences between spoken and written versions of a text worksheets.
Explain that test takers should take it in turns to read aloud the complete transcript on their Practicing
prediction worksheets, beginning with transcript 1. The other group members should listen and read
the corresponding transcript on the Finding differences between spoken and written versions of a
text worksheets. The test taker who is reading aloud should try to stress key words to highlight
important information. Listening test takers should carefully check the words on their transcripts as
they listen. If they hear any differences between what is being read aloud and what they are reading,
they should underline the different words.
39
When the reading test taker has finished, the listening test takers should compare and discuss their
answers. If necessary, the reading test taker can read the transcript again.
When the listening test takers have compared and checked their answers, tell groups to repeat the
process with transcripts 2 and 3.
When groups have completed the task, elicit the words that were different in each text and the
strategies that test takers used for discriminating differences between the spoken and written versions
of the text.
As final feedback, project an image of the Finding differences between spoken and written versions
of a text: Answer key on the board and discuss any queries or problems that test takers may have.

Steps: Ask test takers to reflect on their attempt of the Select missing word and the Highlight incorrect words
items. To do this, elicit answers to the following questions:
How did you use your knowledge of the topic to predict missing words?
How did you use your knowledge of vocabulary to predict missing words?
How did you use your knowledge of grammar to predict missing words?
How did you use your knowledge of sentence stress to discriminate between spoken and written
versions of a text?
Get test takers to look again at pages 152153 and 156157 in the Official Guide. Review the strategies
and discuss any queries or problems they may have.
Ask test takers to reflect on how their knowledge and use of prediction and sentence stress developed
in this lesson, following the warm up activity.
Homework activities
For homework, ask test takers to complete the Select missing word and Highlight incorrect words practice
items on pages 153 and 157158 of the Official Guide and the accompanying Audio CD. Encourage test
takers to keep to the actual time limits of each task and to compare their responses with the relevant Answer
keys.
For further practice, test takers can also attempt the Select missing word and Highlight incorrect words items
on the PTE CD-ROM Practice sets 2 and 3.
40
Select missing word worksheet
Take it in turns to read one sentence aloud to your group. Do not read the final underlined word in
each sentence. The other members of your group should try to guess these words.
1. The Select missing word item type tests your ability to guess what a speaker will say.
2. It tests listening skills.
3. In this test item, you listen to a recording and use contextual clues to try to guess a missing
word.
4. Recordings in this item last for 2070 seconds.
5. Your response is scored as either correct or incorrect.
6. Before you begin listening to the recording, always carefully read the instructions.
7. This test item is multiple-choice.
8. If you do not know the answer, you should at least try to make a guess.
Highlight incorrect words worksheet
Take it in turns to read one sentence aloud to your group. Do not read the final underlined word in
each sentence. The other members of your group should try to guess these words.
1. The Highlight incorrect words item type tests your ability to listen for and find the differences
between a recording and a transcription.
2. It tests both your listening and reading skills.
3. In this test item, you will read a transcription and listen to a recording. As you listen to the
recording you need to see if the transcription has any incorrect words.
4. Before you listen to the recording, you should skim the reading passage quickly.
5. While you listen, move the cursor along the text as you hear the words.
6. This will help you to find any errors.
7. Only click on a word if you are sure it is different from a word in a recording. Do not make any guesses.
Select missing word worksheet: Answer key
1. The Select missing word item type tests your ability to guess what a speaker will say. (Our knowledge
of the topic (the test item) tells us that we need to guess a word related to the recording and the question.
Secondly, our knowledge of vocabulary tells us that the words speaker and say are related. Thirdly, our
knowledge of grammar tells us that the sentence needs an unconjugated (or base) verb because the missing
word is preceded by the auxiliary will.)
2. It tests listening skills. (Our knowledge of the topic (the test item) tells us that we need to guess a word
related to what it assesses. Secondly, our knowledge of vocabulary tells us that the words listening and
assesses are related to skills. Thirdly, our knowledge of grammar tells us that the sentence needs a plural
noun because the missing word is preceded by the adjective listening and there is no article.)
3. In this test item, you listen to a recording and use contextual clues to try to guess a missing word.
(Our knowledge of the topic (the test item) tells us that we need to guess a missing word. Secondly, our
knowledge of vocabulary tells us that the words guess and missing often collocate with word. Thirdly, our
knowledge of grammar tells us that the sentence needs a noun because the verb guess is transitive in this
sentence, and needs an object. Also, the word missing is an adjective and it needs a noun to follow. The
noun should be singular and countable, because it is preceded by an indefinite article.)
4. Recordings in this item last for 2070 seconds. (Our knowledge of the topic (the test item) tells us that
we need to consider the issue of time limits. We also know that the shorter PTE Academic items generally
last for seconds, rather than minutes or hours. Secondly, our knowledge of vocabulary tells us that the words
lasts for and 20-70 need to collocate with a time word. Thirdly, our knowledge of grammar tells us that the
sentence needs a noun because the phrasal verb lasts for is transitive in this sentence, and needs an object.
Also, the noun should be plural, because it is preceded by 2070.)
5. Your response is scored as either correct or incorrect. (Our knowledge of the topic (the test item) tells
us that we need to consider the issue of scoring. We also know that some PTE Academic items are scored as
correct or incorrect. Secondly, our knowledge of vocabulary tells us that the word correct is frequently paired
with its opposite, incorrect. Thirdly, our knowledge of grammar tells us that the sentence needs an adjective
with the opposite meaning of correct because it is preceded by the phrase either ... or.)
6. Before you begin listening to the recording, always carefully read the instructions. (Our knowledge
of the topic (the test item) tells us that we need to think about instructions. Secondly, our knowledge of
vocabulary tells us that the words carefully, read and the are frequently collocated with instructions.)
7. This test item is multiple-choice. (Our knowledge of the topic (the test item) tells us that we need to think
about question types. Secondly, our knowledge of vocabulary and the presence of words such as test item
give us good clues. Multiple is very often collocated with choice, especially in the context of this topic.)
8. If you do not know the answer, you should at least try to make a guess. (Our knowledge of the topic
(the test item) tells us that we need to think about test strategies. Secondly, our knowledge of vocabulary
tells us that the words make a can be collocated with guess to make a phrasal verb, meaning guess.
Thirdly, our knowledge of grammar tells us that the sentence needs a singular countable noun, because
the verb make is transitive in this context, and the noun is preceded by an indefinite article. Further, our
knowledge of grammar tells us that a phrasal verb is needed to complete the sentence because it is preceded
by the infinitive try to.)
Practicing prediction 1
Take it in turns to read a transcript aloud to your group. When you have finished reading the
transcript, read out the five possible options for completing the transcript and ask other test takers
from your group to choose the correct one.
Transcript
As Asian culture becomes more popular in the United States, the ancient Chinese method of creating a harmonious
environment, feng shui, is also gaining ground. Feng shui literally means wind and water. Its roots are 5,000
years old. Feng shui seeks to promote prosperity, good health, and general well-being by examining how energy,
qi, flows through a particular room, house, building, or garden. Feng shui considers yin, feminine and passive
energy, and yang, which is masculine and hot. It also looks at the five elementswater, fire, wood, metal,
and earth, and the external environment. The points on the compass, with eight separate directionsnorth,
northeast, east, southeast, south, southwest, west, and northwest are also .
Option 1 irrelevant
Option 2 problematic
Option 3 confusing
Option 4 important
Option 5 popular
[Source, CD-ROM Practice set 1, Information Please Database, 2007 Pearson Education, Inc.; What is Feng Shui? The classical Chinese
system for seeking harmony by David Johnson]
Transcript
Most of the information we have about Atlantis comes from the ancient Greek philosopher Plato. He says that
Atlantis lay west of the Pillars of Hercules, rock formations at the Straits of Gibraltar, in the Atlantic Ocean. On
this huge island was a great and wonderful empire where brave, virtuous people lived in a kind of paradise.
But this peaceful existence came to an end when the people of Atlantis began to love power more than they
loved the gods. They waged war against the rest of the world, but were ultimately defeated by the wise and
moral Athenians. Then, some 9,000 years before Platos own time, or around 9,500 years before the Common
Era, earthquakes sunk Atlantis into the sea.
There is no proof that Atlantis ever existed. Many people believe that Atlantis was just a legend, told by Plato to
praise the values Athenian society held dear. But others believe that the storied island was .
Option 1 merely a fictional paradise

Option 2 based in fact
Option 3 definitely realistic
Option 4 a key element of our cultural heritage
Option 5 first in a series of mythical tales
[Source, CD-ROM Practice set 1, Information Please Database, 2007 Pearson Education, Inc.; Atlantis: Myth or history? by Holly Hartman]
Transcript
Initially when Lewis turned to writing childrens books, his publisher and some of his friends tried to dissuade
him; they thought it would hurt his reputation as a writer of serious works. Tolkien, in particular, criticized Lewiss
first Narnia book, The Lion, the Witch and the Wardrobe. He thought that there were too many elements that
clasheda Father Christmas and an evil witch, talking animals and children. Thankfully, Lewis didnt listen to
any of them.
Following the publication of The Lion, the Witch and the Wardrobe in 1950, Lewis quickly wrote six more Narnia
books, publishing the final one, The Last Battle, in 1956. Although they were not well received at first by critics
and reviewers, the books gained in popularity through word of mouth. The Narnia books have since sold more
than 100 million copies and are among the .
Option 1 only books never to be read by Tolkien

Option 2 largest books ever published in the English language
Option 3 books without a major natural publicity market
Option 4 libraries of North America, Australia and England
Option 5 most beloved books of classic childrens literature
[Source, CD-ROM Practice set 1, Information Please Database, 2007 Pearson Education, Inc.; C.S.Lewis: The creator of NarniaBiography
by Ann-Marie Imbornoni]
Finding differences between spoken and written versions of a text: 1
Listen to the following transcript being read by another member of your group. As you listen, read
the transcript and decide which words are different to those you hear. Underline any differences.
Transcript
As Asian culture becomes more popular in Europe, the ancient Chinese method of creating a harmonious
environment, feng shui, is also gaining popularity. Feng shui literally means wind and water. Its origins are
5,000 years old. Feng shui seeks to promote prosperity, good health, and general well-being by examining how
energy, qi, flows through a particular room, house, building, or garden. Feng shui considers yin, feminine and
passive energy, and yang, which is masculine and hot. It also looks at the five elementswater, fire, wood,
metal, and earth, and the internal environment. The points on the compass, with eight separate directions
north, northeast, east, southeast, south, southwest, west, and northwest are also important.
[Source, adapted from CD-ROM Practice set 1, Information Please Database, 2007 Pearson Education, Inc.; What is Feng Shui? The classical
Chinese system for seeking harmony by David Johnson]
Transcript
Atlantis lay east of the Pillars of Hercules, rock formations at the Straits of Gibraltar, in the Atlantic Ocean. On
this small island was a great and wonderful empire where brave, virtuous people lived in a kind of paradise.
But this peaceful existence came to an end when the people of Atlantis began to love power more than they loved
each other. They waged war against the rest of the world, but were ultimately defeated by the wise and moral
Athenians. Then, some 19,000 years before Platos own time, or around 19,500 years before the Common Era,
earthquakes sunk Atlantis into the sea.
There is no proof that Atlantis ever existed. Many people believe that Atlantis was just a myth, told by Plato to
praise the values Athenian society held dear. But others believe that the storied island was based in fact.
[Source, adapted from CD-ROM Practice set 1, Information Please Database, 2007 Pearson Education, Inc.; Atlantis: Myth or history? by
Holly Hartman]
Transcript
Initially when Lewis turned to writing childrens books, his publisher and some of his colleagues tried to dissuade
many of them.
and academics, the books gained in popularity through word of mouth. The Narnia books have since sold more
than 100 million copies and are among the most beloved books of classic childrens literature.
[Source, adapted from CD-ROM Practice set 1, Information Please Database, 2007 Pearson Education, Inc.; C.S.Lewis: The creator of
NarniaBiography by Ann-Marie Imbornoni]
Finding differences between spoken and written versions of text:
Answer key
Transcript 1
As Asian culture becomes more popular in Europe, the ancient Chinese method of creating a harmonious
environment, feng shui, is also gaining popularity. Feng shui literally means wind and water. Its origins are
5,000 years old. Feng shui seeks to promote prosperity, good health, and general well-being by examining how
energy, qi, flows through a particular room, house, building, or garden. Feng shui considers yin, feminine and
passive energy, and yang, which is masculine and hot. It also looks at the five elementswater, fire, wood,
metal, and earth, and the internal environment. The points on the compass, with eight separate directions
north, northeast, east, southeast, south, southwest, west, and northwest are also important.
Transcript 2
Atlantis lay east of the Pillars of Hercules, rock formations at the Straits of Gibraltar, in the Atlantic Ocean. On
this small island was a great and wonderful empire where brave, virtuous people lived in a kind of paradise.
But this peaceful existence came to an end when the people of Atlantis began to love power more than they loved
each other. They waged war against the rest of the world, but were ultimately defeated by the wise and moral
Athenians. Then, some 19,000 years before Platos own time, or around 19,500 years before the Common Era,
earthquakes sunk Atlantis into the sea.
There is no proof that Atlantis ever existed. Many people believe that Atlantis was just a myth, told by Plato to
praise the values Athenian society held dear. But others believe that the storied island was based in fact.
Transcript 3
Initially when Lewis turned to writing childrens books, his publisher and some of his colleagues tried to dissuade
many of them.
and academics, the books gained in popularity through word of mouth. The Narnia books have since sold more
than 100 million copies and are among the most beloved books of classic childrens literature.
[Source, adapted from CD-ROM Practice set 1, Information Please Database, 2007 Pearson Education, Inc.; What is Feng Shui? The classical
Chinese system for seeking harmony by David Johnson; Atlantis: Myth or history? by Holly Hartman; C.S.Lewis: The creator of NarniaBiography
by Ann-Marie Imbornoni]
Lesson 6
Overview
Time allocated: 2 hours 15 minutes

Reading
Reading a passage under timed conditions
Inferring the meaning of unknown words
Identifying a summary
Writing
Writing a summary
Taking notes while reading a text
Synthesizing information
Writing to meet strict length requirements
Communicating the main points of a reading passage in writing
This lesson provides skills practice for the PTE Academic item type Summarize written text.
Summarize written text
Skills tested pp. 7576
Scoring pp. 7475
Strategies p. 76
Practice item p. 77
Answer key feedback p. 178
Objectives
Practiced the reading and writing skills listed above
Analyzed the grammar used in short summaries
Practiced writing strategies for this item type
Completed a practice item under timed conditions
Reviewed feedback to the practice item
Practiced a range of grammar skills related to the successful completion of this item type
Proofread own writing for grammar and punctuation
41
Preparation
Official Guide pages 7377
Image of Questions about the Summarize written text item type for projection on board/visualizer
Copies of What is the best summary? (1 handout per group)
Image of Summary reading strategies for projection on board/visualizer
Image of Predicting information in a reading text: Discussion questions for projection on board/visualizer
Copies of Summary reading strategies: Task 1 and Summary reading strategies: Task 2 (1 handout each
per pair/group)
Copies of Summary reading strategies: Task 1: Answer key and Summary reading strategies: Task 2:
Answer key (1 handout each per pair/group)
Image of Example summaries of the Dowries text for projection on board/visualizer
Image of Assessment of summaries of the Dowries text for projection on board/visualizer
Copies of Summary writing: Timed practice (Individual handouts)
Image of Summary writing: Timed practice: Sample summary for projection on board/visualizer
Lesson Plan
Explain that in this lesson test takers will look at the Summarize written text item type. They will look closely
at the format, rubrics and scoring of this item type, analyze strategies for approaching it successfully, and
complete a practice item under timed conditions. They will also look at the grammar of short summaries and
practice proofreading their own writing for correct grammar and punctuation.
Refer test takers to the Communicative Skills which are required to complete this item type, and which are
listed on page 75 of the Official Guide.
Warm up activity individual and pair work (10 mins)

Image of Questions about the Summarize written text item type for projection
Skills: Comprehending explicit and implicit information; Taking notes while reading a text; Identifying
a writers purpose, style, tone or attitude
Aim: Familiarize test takers with the item type and its requirements
Steps: To familiarize test takers with the item type, project an image of the Questions about the Summarize
written text item type worksheet on the board. Ask test takers to read through pages 7375 in the
Official Guide and find and underline answers to the questions. Set a time limit of 5 to 7 minutes.
In pairs, get test takers to compare and check each others answers.
Review answers as a whole class. (The answers are as follows:
Your ability to comprehend, analyze, and combine information from a reading passage, and then
summarize key points in writing (p. 73)
Writing and reading skills (p. 73)
One sentence(p. 73)
10 minutes (p. 73)
up to 300 words (p. 74)
Content, Form, Grammar, Vocabulary (pp. 7475)
More than five words, but less than 75 words (p. 75)
To describe and explain the item type and its requirements to test takers.
The writer gives facts rather than opinions or judgments; organizes key information with numbers
and bullet points, and uses illustrations and tables to support key features in the explanation.)
(You may also want to point out that the simple present tense is used in the active and passive
voice, which is another feature of explanatory or descriptive texts.)
42
Discuss any queries/problems that test takers may have about the material on these pages.
What is a good summary?
Skills: Identifying a writers purpose, style, tone or attitude

Aims: Familiarize test takers with the key features of a successful summary, and with the process of summary
writing
Steps: Explain that you are now going to think about what makes a good summary. With the whole class,
elicit answers to the following questions and discuss.
What is a written summary? (A brief written statement of the main points of a reading or discussion.)
What information is required when we summarize a brief reading passage? (All main points need
to be given, the topic and content of the reading needs to be accurately represented, but examples
are usually omitted.)
What verb tense is usually used in a summary? Why? (The simple present tense because the writer
is giving a factual statement of the readings main points. In a summary, the writer is not retelling
personal information, giving a narrative, or talking about the past or the future.)
What are some of the other special grammatical features of a summary? (Summaries condense a
lot of information into a limited number of words. To do this, long and sometimes complex noun
phrases are used to describe the main ideas. Noun phrases often contain dependent clauses which
add information that modifies or elaborates on the main noun in the phrase.)
What is the best summary?

Copies of What is the best summary?
Skills: Identifying a writers purpose, style, tone or attitude; Comprehending explicit and implicit
information; Comprehending abstract and concrete information; Using correct spelling; Using
correct grammar
Aims: Familiarize test takers with the key features of a successful summary, and with the process of summary writing
Steps: Organize test takers into small groups of three or four and distribute a copy of the What is the best
summary? worksheet to each group. This worksheet gives three summaries of the reading on pages
7375 in the Official Guide. Explain to test takers that they should identify the best summary of the
reading they did in the Warm up activity by considering the summary features just discussed.
Ask groups to look at the four summaries, select the one they think is best and list reasons for their
choice. In their discussions, they should think about the features of a good summary and refer to the
facts in the original text on pages 7375.
Ask each group to report their choice and give reasons why the other summaries are inappropriate.
As final feedback to the activity, remind test takers of all the reasons why Summary 3 is the best
summary, and the others are inappropriate:
Summary 1 gives the writers personal opinions rather than reporting main points. It gives
unnecessary examples. It contains spelling (weather) and vocabulary errors (cos and really
long are too informal for an academic task) and grammatical errors (are assessing instead of
assesses). At 48 words, it is within the word limit for this task.
Summary 2 presents main points accurately, and omits examples. It accurately uses vocabulary
and spelling but it is inappropriately written in the simple past tense. At only 20 words long, it could
include additional key information such as the length of the reading text or the scoring criteria.
Summary 3 presents the main points accurately, omits examples, and accurately uses vocabulary,
spelling and grammar (including the simple present tense). It is also within the word limit for this
item.
43
Main activity 2: part 1 whole class and pair work/group work (15 mins)
Summary reading strategies: identifying the topic, theme or main ideas

Image of Summary reading strategies for projection
Image of Predicting information in a reading text: Discussion questions for projection
Skills: Identifying the topic, theme or main ideas; Comprehending concrete and abstract information
Aim: Practice the pre-reading strategies for this item type
Steps: Refer test takers to the item type Strategies on page 76 in the Official Guide.
Read through the suggested Before writing strategies and tell test takers that you will now apply
these to reading a text.
Tell test takers that whenever they read a text that they need to summarize they should first identify
the main topic and think about what they already know about it. Explain that using their knowledge
of a topic helps them to predict what will follow, and to identify main ideas and guess the meaning of
words.
Quickly discuss the various ways of identifying the main topic of a text (e.g. from the heading/title/
subtitles, from topic sentences, from illustrations, by identifying vocabulary groups, etc).
Project a copy of the first two paragraphs of the reading passage on the Summary reading strategies
worksheet on the board. (Make sure the rest of the text remains hidden.) Explain that these are the
first two paragraphs of a reading text and ask test takers to predict the main topic (dowries). Discuss
the strategies test takers used to make this prediction.
Put test takers into pairs or small groups. Project a copy of Predicting information in a reading text:
Discussion questions on the board. Ask test takers to spend 5 minutes working in their groups to
discuss these questions.
Elicit possible answers. Remind test takers that their answers should give them hints as to what the
whole reading text will be about.
Main activity 2: part 2 pair work/group work (25 mins)
Summary reading strategies: finding main ideas
Materials: Copies of Summary reading strategies: Task 1 and Summary reading strategies: Task 2
Copies of Summary reading strategies: Task 1: Answer key and Summary reading strategies: Task 2:
Answer key
Skills: Identifying the topic, theme or main ideas; Identifying supporting points or examples; Inferring
the meaning of unknown words; Comprehending concrete and abstract information
Aim: Practice the pre-reading strategies for this item type
Steps: Distribute a copy of the Summary reading strategies: Task 1 worksheet to each group or pair. Tell test
takers to look at the task and make sure they understand the instructions. Remind test takers that
the main idea can often be found in a paragraphs topic sentence, which is usually the first sentence
of a paragraph. However, in short paragraphs, readers need to focus on key words or phrases.
Give test takers 10 minutes to work in their groups to complete Task 1.
When the time is up, distribute a copy of the Summary reading strategies: Task 2 worksheet to each
group or pair. Tell test takers to look at the task. Remind them that when they read a text in test
conditions, they will not able to use a dictionary and will need to develop strategies for inferring (or
guessing) the meaning of new words.
Elicit the following strategies for inferring the meaning of new words:
using the meaning of related words to guess an unknown words meaning;
using a words grammatical class (e.g. adjective, noun, verb etc) to guess its meaning (e.g. words
with the suffix/ending ed are either verbs in the past or perfect tense, or participles which are
adjectives that describe a state, they were exhausted, prices were raised);
using the root/main part of a word to help you guess its meaning (e.g. if the verb delight means
to give pleasure, what is the meaning of the adjective delightful?).
Give test takers 10 minutes to work in their groups to complete Task 2.
44
To feedback, elicit answers from groups for Tasks 1 and 2 and distribute a copy of the Summary
reading strategies: Task 1: Answer key and Summary reading strategies: Task 2: Answer key to
each group.
Main activity 3: part 1 individual work and pair work (15 mins)
Summary writing strategies: paraphrasing main ideas
Skills: Synthesizing information; Using words and phrases appropriate to the context; Using correct
grammar; Using correct spelling
Aim: Practice paraphrasing and synthesizing information as writing strategies for this item type
Steps: Refer test takers again to the item type Strategies on page 76 in the Official Guide.
Read through the suggested While writing strategies and tell test takers that they will now apply
these to writing a summary of the Dowries text they have read.
Explain that before they write a summary they need to have a clear idea of what they want to
communicate. When they note the main ideas of the passage, they collect main ideas or key words
to use in the summary.
Refer test takers back to the key words underlined in the Summary reading strategies: Task 1:
Answer key. These key words are the skeleton of their summary.
Ask test takers to work individually. Get them to vertically divide a clean page into two halves. On
the left they should write the key phrases, and on the right they should paraphrase the key phrases.
Remind them that writing a summary requires more than just copying phrases from the reading. They
need to be able to use alternative words and phrases for what they have noted, without changing the
meaning. Remind them they are assessed for the accuracy of their content.
Practice two examples of paraphrasing key words with test takers (e.g. A dowry was common in the
past / Traditionally, dowries were usual; The practice of dowries originated when a brides parents
gave her presents./ Dowries started as family gifts.).
As a key grammar tip for this activity, remind test takers that when introducing a topic or a main idea,
an indefinite article + a key noun (e.g. a dowry) can be paraphrased with the plural form of the key
noun (dowries).
Ask test takers to paraphrase the underlined key words from the remaining three paragraphs in the
Answer key. Get them to compare paraphrases with a partner.
To feedback, elicit some sample paraphrases and discuss any queries/problems that test takers may
have.
Summary writing strategies: looking at grammar

Image of Example summaries of the Dowries text for projection
Image of Assessment of summaries of the Dowries text for projection
Skills: Identifying a summary; Evaluating the quality and usefulness of texts

Aim: Assess the merits of various summaries, and look at the grammar of summaries
Steps: As a whole group, read through the After writing strategies on page 76 in the Official Guide. Tell
test takers that they will use these focus questions (and the good summary points discussed at the
beginning of the lesson) to assess some example summaries of the Dowries text.
Remind test takers that they have a maximum of 75 words for their summary so they need to be
selective and to synthesize (or combine) ideas. To do this, they need to eliminate and/or condense
some of the information that they paraphrased and write one grammatically accurate summary
sentence. Explain that one way of doing this is to use noun phrases that combine information from
two or three paraphrased notes. Tell test takers that dependent relative clauses (beginning with
which, who or that) are a good tool for adding more information to a noun phrase.
45
Project a copy of the Example summaries of the Dowries text worksheet on the board.
To illustrate how dependent clauses are used in a noun phrase, refer test takers to Summary 1. Tell
them that a dependent clause is a clause that contains a verb but which does not make sense on its
own. In a summary, dependent clauses are often used to add extra meaning or detail to a noun or
noun phrase.
Ask test takers to identify the two dependent clauses in Summary 1 (which originated as a gift from
parents to their daughter, although it is not very common in many societies) and determine why
they have been included in the summary (both clauses give additional information about the history
and prevalence of dowries).
Remind test takers that dependent clauses often follow a key noun and a comma (e.g. a dowry, )
and begin with relative pronouns.
Ask test takers to consider what happens to the grammar of Summary 1 when one or both of the
dependent clauses is removed. (The sentence remains grammatically correct: it has two independent
clauses which both contain subjects and verbs [a dowry served and it is ]. In contrast, the
dependent clauses are not grammatically correct if they are written without the independent clauses.)
In their groups, ask test takers to read the four example summaries and comment on which is the
most successful, and why. Their assessment should also include looking at how each of the summary
writers uses dependent clauses to add and synthesize ideas.
Invite feedback and ask test takers to explain why Summary 2 is the best and why the others are
inappropriate. Project a copy of Assessment of summaries of the Dowries text on the board to give
final feedback.
Extension
Ask test takers to work in pairs and write a one sentence summary which synthesizes the paraphrased notes
that they produced in the previous activity.
When they have completed this task, ask them to proofread their summary sentence for grammar and
punctuation. They should consider the following:
Do independent clauses still make sense when dependent clauses are removed?
Do dependent clauses add information to the main noun?
If dependent clauses follow a key noun, has a comma been used?
Is the verb tense of the main dependent clause written in the simple present tense?
Ask pairs to compare and discuss their summaries with another pair.
Feedback and discuss any queries/problems that test takers may have.
Main activity 4 individual work (15 mins)
Writing a summary under timed conditions
Materials: Copies of Summary writing: Timed practice
Skills: Reading a passage under timed conditions; Writing a summary; Writing under timed conditions;
Writing to meet strict length requirements
Aim: Practice the Summarize written text item under timed conditions
Steps: Tell test takers that they will now practice summarizing a text under timed conditions. Remind them
of the word limit, the fact that they should use the simple present tense, and that they should use
dependent clauses to add information to key nouns and to link and synthesize main ideas into one
sentence.
Distribute a copy of the Summary writing: Timed practice worksheet to each test taker. Tell them
that they have 10 minutes to read the text, make notes of key ideas and paraphrase them, and
synthesize the text into one sentence. Remind them to leave a minute to check and edit their work.
Keep an eye on the time and stop test takers when the time is up.
46
Materials: Copy of Summary writing: Timed practice: Sample summary for projection
Aim: Review test problems and strategies

Steps: Ask test takers to reflect on their attempt at the task:
How did they manage timing?
Did they complete both the reading and the writing?
How did they identify main ideas?
How did they deal with new words?
Did they accurately describe the texts main points?
Did they manage to write only one sentence?
Did they keep to the word limit?
Did they have time to check and edit their sentence?
What grammatical structures and verb tense did they use?
In pairs, ask test takers to look at each others summaries and give feedback to each other using the
above questions.
Project a copy of Summary writing: Timed practice: Sample summary on the board, but do not
reveal the commentary on the projection at this point.
Ask test takers to comment on why the sample meets all the requirements of the task.
Reveal the commentary on the projection to emphasize the positive features of the summary.
Homework activities
For homework, ask test takers to complete the Summarize written text practice activities on CD-ROM Practice
set 2. Test takers should check their own answers and note any problems. Problems can be followed up in a
recap lesson.
47
Questions about the Summarize written text item type
Read pages 7375 in the Official Guide and then answer these questions about the Summarize
written text item type.
What ability does this item type test?
What Communicative Skills does it test?
What must you write in order to complete the item successfully?
How long do you have to finish the task?
How long are reading passages for this item type?
What four factors are scored in your writing?
What are the word limit requirements for answers to this item?
What is the writers purpose on pages 7375?
What features of pages 7375 help us to see the writers purpose?
What is the best summary?
The following four paragraphs each give a summary of the text on pages 7375 in the Official
Guide. Work in small groups to select the best one sentence summary of this text. Give reasons
for your choice.
Summary 1
I think the Summarize Written Text test item is difficult cos you only have 10 minutes to read a really long
reading and you are assessing on so many items, such as weather you use correct and appropriate words and
grammar, correct content and form.
Summary 2
The passage was about an item which required test takers to summarize information that they read in only one
sentence.
Summary 3
The Summarize Written Text test item requires test takers to accurately summarize a reading of up to 300 words
in one sentence, using correct form, grammar and vocabulary.
Predicting information in a reading text: Discussion questions
The text that you are going to read and summarize is about dowries money or property that a
bride brings to her husband when she marries.
Before reading the text discuss the following questions with other test takers. This discussion will
help you to predict and understand what the reading is about:
1. Are dowries an important part of weddings in your culture? If so, what sorts of things are given?
2. What sorts of things were given as dowries in traditional cultures in the past?
3. Why do you think dowries are given?
Summary reading strategies: Task 1
This activity practices strategies which help you to find and note the main points in a reading text
and to guess the meaning of unfamiliar words.
Finding the main idea in each paragraph
Look at the reading passage below. To help you understand the main ideas of the passage,
underline what you think is the main idea in each paragraph. In longer paragraphs, it is often in
the topic sentence, but in shorter sentences you need to look at key words and phrases. Give
reasons to support your answers.
1. A dowrythe money or property a bride brings to her husband at marriagewas common in the past.
It flourished throughout much of the ancient world, and also in medieval Europe.
2. The practice of dowries apparently originated when a brides parents gave her presents. For example,
during the Middle Ages, young girls in rural areas received a dowry from their parents to take with
them into marriage. Typically, she received a bed when she turned 12, followed by a wardrobe the next
year.
3. As time went on, the dowry developed various functions. A dowry of household goods often helped
the newly weds set up their own home. A dowry of property or jewelry would help the wife support
herself if her husband died. Generally, the husband returned the dowry to his in-laws if he and his wife
divorced or if his wife died childless.
4. Sometimes, the grooms family paid for the bride, often to compensate her family for the money spent
raising her. If the bride had been a valuable worker, her family was sometimes compensated for the
loss of her economic support.
5. Today, traditional wedding observances are losing ground all over the world. However, some traditional
cultures, including gypsies, many Hindus, and certain African societies, continue to see dowries as a
usual part of marriage. For example, a groom of the Roma people, or gypsies, pays the brides family
for the loss of their daughter. The bride price also ensures that the bride will be well treated by her new
family. Negotiations between the families of the bride and groom can become quite extensive, with
the brides father calculating how much his daughter has cost him since her birth, and how much she
could be expected to earn during her lifetime.

Information Please Database, Pearson Education, Inc.: Dowries: The joining of money and marriage by David Johnson
Summary reading strategies: Task 2
Using word classes to guess the meaning of unfamiliar words
Look at the underlined words in the text below. Try to guess the meaning of each word by looking
at its word class, the meaning of other words in the sentence, and by using the hints in bold.
It flourished throughout much of the ancient world, and also in medieval Europe. (Hint: Look at
the word ending of flourished and its position in the sentence. Is it a verb or a participle
adjective?)
year. (Hint: Look at the word endings of apparently and typically.)
divorced or if his wife died childless. (Hint: Look at the word ending of function. What other
words end with the suffix ion?)
loss of her economic support. (Hint: What does the root of the word tell you about its meaning?
Which word class has words that end in able?)
could be expected to earn during her lifetime. (Hint: Look at the word root and its suffix.)

Summary reading strategies: Task 1: Answer key
Finding the main idea in each paragraph
The main idea in each paragraph is generally given in the topic sentences.
It flourished throughout much of the ancient world, and also in medieval Europe.
during the Middle Ages, young girls in rural areas received a dowry from their parents to take with them
into marriage. Typically, she received a bed when she turned 12, followed by a wardrobe the next year.
divorced or if his wife died childless.
loss of her economic support.
could be expected to earn during her lifetime.

Notes:
A key skill for recognizing the main point in a paragraph is the ability to use signal words to distinguish main ideas from
supporting ideas, opposing ideas, and examples. We can identify supporting ideas, opposing ideas and examples by recognizing
words that usually come before them. The following table gives some examples of common signal words.
Signal Words Functions

Also, typically, in addition, this situation, it, these Identify supporting ideas
However, on the other hand, but, conversely Identify supporting ideas
For example, for instance, such as Identify examples
Summary reading strategies: Task 2: Answer key
Using word classes to guess the meaning of unfamiliar words
1. A dowrythe money or property a bride brings to her husband at marriagewas common in the
past. It flourished throughout much of the ancient world, and also in medieval Europe. (Flourished
comes after the subject of the sentence and is a verb in the past tense. It must describe
some change over time because the other words in the sentence ancient world and
medieval Europe describe historical periods.)
year. (ly suffixes belong to adverbs, which are usually next to a verb as in originated
or at the beginning of a sentence and followed by a comma as in Typically,. Adverbs are

often used to describe an authors opinion or attitude. In the first sentence apparently
connotes that the author is not completely sure of the origins of dowries and in the second
sentence Typically connotes common practice.)
divorced or if his wife died childless. (Words which end with the suffix ion are usually nouns,
for example opinion, education, action.)
loss of her economic support. (The root of the word looks very much like value and the other
words in the paragraph confirm that the meaning of this adjective relates to money. Words
that end in able are almost always adjectives.)
for the loss of their daughter. The bride price also ensures that the bride will be well treated by her
new family. Negotiations between the families of the bride and groom can become quite extensive,
with the brides father calculating how much his daughter has cost him since her birth, and how much
she could be expected to earn during her lifetime. (The root observe means to look, follow or
practice and its suffix ance tells us that the word is a noun.)

Example summaries of the Dowries text
Summary 1
A dowry, which originated as a gift from parents to their daughter, served many different functions, and
although it is not very common in many societies, it is still an important aspect of traditional weddings in some
communities.
Summary 2
As a social practice developed for various functions, a dowry is still a part of marriage in some traditional cultures,
although not as common as it used to be.
Summary 3
Dowries were originally gifts from parents to their daughters and served many different functions. While not very
common in many societies, they are still important in some communities.
Summary 4
Sometimes a grooms family pays for the brides dowry and maybe some traditional families continue to do this
in some places.
Assessment of summaries of the Dowries text
Summary 1
A dowry, which originated as a gift from parents to their daughter, served many different functions, and
although it is not very common in many societies, it is still an important aspect of traditional weddings in some
communities.
This summary includes and synthesizes key information from the reading into one sentence. It uses dependent relative clauses
(which originated, although it is ) very successfully and it is grammatically accurate. It uses vocabulary, spelling and
punctuation accurately. At 38 words it is within the 75 word limit.
Summary 2
As a social practice developed for various functions, a dowry is still a part of marriage in some traditional cultures,
although not as common as it used to be.
This summary includes and synthesizes key information from the reading into one sentence. It uses a dependent relative
clause as a noun phrase (As a practice ) very successfully and it is grammatically accurate. It uses vocabulary, spelling and
punctuation accurately. It is 29 words long and is within the word limit. It is the best of the four summaries.
Summary 3
Dowries were originally gifts from parents to their daughters and served many different functions. While not very
common in many societies, they are still important in some communities.
This summary includes and synthesizes key information from the reading. It uses a contrasting dependent relative clause
(While not very common ) very successfully and it is grammatically accurate. It uses vocabulary, spelling and punctuation
accurately. It is 28 words long and is within the word limit. However it is written in two sentences and will receive a score of
zero in all five factors.
Summary 4
Sometimes a grooms family pays for the brides dowry and maybe some traditional families continue to do this
in some places.
This summary includes some key information from the passage. However, it has placed incorrect emphasis on the role of the
grooms family and has not described the development of a dowry as a social function. It is grammatically accurate, but instead
of using dependent clauses to give extra information in a sentence, it links two simple independent clauses with and. It uses
vocabulary, spelling and punctuation accurately. It is 21 words long and is within the word limit, but it could be developed a
little more.
Summary writing: Timed practice
Read the passage below and summarize it using one sentence. You have 10 minutes to finish this
task. Your response will be judged on the quality of your writing and on how well your response
presents the key points in the passage.
The extent to which the media are legally free to investigate and publish details of public figures private
lives varies from country to country. Public figures include people such politicians, film stars, musicians
and sports stars. Countries like France are much stricter on protecting personal privacy than, for example,
Britain.
People have a right to know about those in power. In the case of politicians, the public should be aware
of corruption or inappropriate behavior. The public also has a right to access the lives of celebrities, who
generate revenue by making films, music, TV, sporting appearances or concerts, because their income is
dependant on the general public.
Public figures know that with fame comes a price and that price is constant scrutiny. In fact, many celebrities
actively seek media exposure in order to advance their careers, revealing to the media many aspects of
their personal lives. Once success has been bought in such a fashion it is then somewhat hypocritical to
complain of press intrusion into those few aspects the star would prefer to remain hidden.
Source: Adapted from CD-ROM Practice set 1
Summary writing: Timed practice: Sample summary
Media scrutiny of public figures should be supported because politicians need to be monitored for policy concerns
and other public figures depend on the general public for their income.
Commentary:
This summary includes and synthesizes key information from the reading into one sentence. It is grammatically accurate. It
uses vocabulary, spelling and punctuation accurately. It is 29 words and is within the word limit.
Lesson 7
Overview

Writing:
Writing for a purpose (to learn, to inform, to persuade)
Supporting an opinion with details, examples and explanations
Organizing sentences and paragraphs in a logical way
Reading
This lesson practices some of the skills tested by the PTE Academic item type Write essay. Further skills practice
for this item type will be provided in Lesson 15.
Write essay
Skills tested p. 81
Scoring pp. 7981
Strategies pp. 8182
Practice item pp. 8283
Answer key feedback pp. 178180
Objectives
Practiced the writing skills listed above
Practiced written discourse skills related to the successful completion of this item type
Preparation
Copies of Understanding the item type (1 handout per group)
Image of Understanding the item type: Answer key for projection on board/visualizer
Image of Model essay plan for projection on board/visualizer
Image of Verbs which signal causes, effects and changes for projection on board/visualizer
Image of Negative verb phrases which signal causes, effects and changes for projection on board/visualizer
Image of Adverbs which signal specific causes, effects and changes for projection on board/visualizer
Image of Noun phrases which describe factors, influences and results for projection on board/visualizer
Copies of Verbs which signal causes, effects and changes (1 handout per group)
48
Copies of Negative verb phrases which signal causes, effects and changes (1 handout per group)
Copies of Adverbs which signal specific causes, effects and changes (1 handout per group)
Copies of Noun phrases which describe factors, influences and results (1 handout per group)
Image of Structures for describing different qualities for projection on board/visualizer
Image of Writing supporting sentences for projection on board/visualizer
Copies of Paragraph editing checklist (1 handout per group)
Image of Paragraph editing practice for projection on board/visualizer
Image of Paragraph editing practice answer key for projection on board/visualizer
Lesson Plan
Explain that in this lesson (and lesson 15) test takers will look at the Write essay item type. In this lesson, test
takers will look at some of the planning, organization and sentence skills required for successfully completing
the item. In lesson 15, test takers will practice some of the more complex writing skills.
Explain that test takers will look closely at the format, rubrics and scoring of this item type; analyze strategies
for approaching it successfully, and complete practice items under test conditions.
Refer test takers to the Communicative Skills which are required to complete this item type, and which are
listed on page 81 of the Official Guide.
Warm up activity 1 group work (15 mins)

Copies of Understanding the item type
Image of Understanding the item type: Answer key for projection
Skills: Organizing sentences and paragraphs in a logical way; Using words and phrases appropriate
to the context
Aims: Familiarize test takers with the Write essay item type and its requirements, and look at logical connectors
in a paragraph
Steps: To familiarize test takers with the item type, ask them to read pages 7881 in the Official Guide. Set
a time limit of 3 or 4 minutes.
Show test takers a copy of the Understanding the item type worksheet. Explain that this is a
sequencing task which requires them to organize 11 sentences describing the key features of the
item type into a logical and cohesive paragraph. The task lets test takers check their understanding
of the item type and tunes them into some of the paragraph writing strategies that will be practiced
and discussed more explicitly later in the lesson.
Organize test takers into small groups and distribute a copy of the Understanding the item type
worksheet to each group. Ask them to sequentially number the sentences on the worksheet so they
make a logical and coherent paragraph. Tell them not to look again at pages 7881 in the Official
Guide but instead to focus on the clues in the sentences themselves which link them together.
Elicit the correct sequence for sentences, and the language clues which allowed test takers to work
out the sequence.
As final feedback, project an image of Understanding the item type: Answer key on the board and
review answers as a whole class. Draw test takers attention to the following points:
Sentence d is the topic sentence because it introduces the main topic of the paragraph and is the
most general sentence.
Sentence k must follow next because the phrase this item needs to refer to a previously mentioned
description of an item.
The conditional dependent clause If you have not addressed the topic tells us that sentence c
must come after sentence g because the reference to topic only makes sense if we already know
about content.
49
Phrases such as The first factor, The second factor, Thirdly, Fourthly, The fifth assessment
factor and Finally are cohesive devices which allow us to order the factors correctly. In addition
to is another cohesive devices which means as well as or also and so sentence a must follow
sentence i to be logical.
Main activity 1: part 1 whole class and individual work (10 mins)
Understanding the essay prompt
Materials: Essay prompts on Official Guide pp. 78 and 83
Skills: Identifying the topic, theme or main ideas; Identifying a writers purpose, style, tone or
attitude
Aims: Familiarize test takers with the process of correctly interpreting the essay prompt
Steps: Explain to test takers that the first skill they need to develop to successfully complete this item is to
correctly interpret the question prompt.
Tell test takers to look at the essay prompt on page 78 of the Official Guide and to underline any key
words which they think are helpful in guiding them in their answer. Explain that words which tell test
takers the topic of the question help to guide them in selecting correct content, and words which
tell them the requirements of the essay help them to determine their writing purpose (i.e. to agree/
disagree; to discuss advantages or disadvantages, etc). (Key content words: more educated, more
successful. Key instruction words: to what extent, agree or disagree, support with reasons.)
As feedback, elicit answers to the following questions about the prompt:
What is the topic of the essay prompt? (the importance of education)
What proposition (or opinion) is given in the prompt? (the more educated a country, the more
successful it will become)
What are the requirements of the essay? (to agree or disagree with the proposition)
How must test takers support their answer? (by giving reasons and/or examples)
Remind test takers to always underline any words in the prompt which tell them the requirements of
the task. Refer test takers to the Before Writing prompt tips on page 81 of the Official Guide.
Extension
As further practice in analyzing a question prompt, ask test takers to look at the essay prompt on page 83 of
the Official Guide and identify the topic of the essay question (the governments right to control smoking).
Ask test takers to identify the requirements of the task when they are answering this question (give an
opinion on the right of governments to legislate on smoking restrictions).
Essay planning skills
Materials: Image of Model essay plan for projection
Skills: Identifying the topic, theme or main ideas; Identifying a writers purpose, style, tone or
attitude; Supporting an opinion with details, examples and explanations
Aims: Familiarize test takers with planning strategies for successfully completing the item
Steps: Having identified the topic and the requirements or writing purpose of the task, tell test takers that
the next skill needed is to plan a relevant answer.
Organize test takers into small groups. Ask them to look again at the essay prompt on page 78 of the
Official Guide and to:
brainstorm and list any words or ideas which help them to answer the question, along with
supporting reasons;
check these ideas against the essay prompt to make sure that they address the topic, answer
the main question (about whether they agree or disagree with the statement) and fulfill the
requirements of the task;
50
note a main opinion or argument which describes whether they agree or disagree, and give three
reasons why.
Remind test takers that if the content of their essay does not address the questions content, they will
be scored zero in all 7 factors.
Set a time limit of 5 to 7 minutes, then ask each group to briefly report their main argument and
reasons.
As a model answer, project an image of the Model essay plan on the board. Ensure that test takers
comprehend all the vocabulary items in the plan (e.g. prosperity, compulsory, literacy, etc).
Main activity 2: part 1 whole class/individual work (5 mins)
Sentence skills: expressing a general idea
Skills: Using correct grammar; Using correct mechanics

Aims: Elicit ideas for expressing an argument or opinion
Steps: Remind test takers that successful essay writing requires being able to express opinions or arguments in
clear and correct sentences. In this activity, test takers will practice developing the notes from their essay
plans to write an accurate complex sentence which expresses their main opinion in an academic style.
Refer test takers to the projected image of the Model essay plan. Tell them that they will now write a
sentence to express the main argument given in the plan (i.e. education significantly prosperity).

Elicit possible ways of expressing the main argument as a grammatically correct statement. Invite
test takers to develop and correct or modify possible statements to make them (more) grammatically
accurate.
Sentence skills: refining ideas
Materials: Image of Verbs which signal causes, effects and changes and Negative verb phrases which signal
causes, effects and changes for projection
Image of Adverbs which signal specific causes, effects and changes and Noun phrases which describe
factors, influences and results for projection
Image of Research collocation example table 3 for projection

Aims: Practice some sentence structures required for expressing an argument or opinion
Steps: Explain that there are two key elements for forming a sentence which correctly expresses the main
argument of the plan. These are the ability to use:
1. verbs or verb phrases which describe causes, effects or changes;
2. noun phrases which describe the factors that create changes and the results of changes.
To illustrate these abilities, project an image of Verbs which signal causes, effects and changes and
Negative verb phrases which signal causes, effects and changes on the board and note how different
verbs and verb phrases can be used to express changes.
Remind test takers that negative verb phrases can be used to express opposing or contrary opinions.
Elicit possible sentences which can be created by using different noun phrases in the left and right
columns with different verbs and verb phrases in the central columns of the tables. As test takers
create sentences, ensure that they conjugate verbs correctly to agree with the singular or plural main
noun of the noun phrases in the left column.
Remind test takers that they can use adverbs to modify verbs and express their opinions more
specifically or more tentatively.
Project an image of Adverbs which signal specific causes, effects and changes on the board and
elicit possible sentences. Ask test takers to try to express their own opinions about the effects of
educational levels on prosperity.
51
Project an image of the table Noun phrases which describe factors, influences and results on the
board and draw test takers attention to the various grammatical combinations used to construct noun
phrases (bold).
Elicit additional noun phrases to describe education and poverty levels. Encourage test takers to use
the same grammatical structures as those in the table but substitute alternative adjectives and nouns
(e.g. lower rates of schooling).
Ask test takers to make sentences using these additional noun phrases, plus a causal verb phrase and
another noun phrase which describes a result or consequence (e.g. lower rates of schooling lead to
a reduction in economic growth). Ensure test takers use the correct word endings for adjectives and
the correct noun form for key nouns in noun phrases.
Sentence skills: expressing an opinion
Materials: Copies of Verbs which signal causes, effects and changes, Negative verb phrases which signal causes,
effects and changes, Adverbs which signal specific causes, effects and changes and Noun phrases which
describe factors, influences and results

Aims: Practice accurately expressing an argument or opinion
Steps: Put test takers into small groups as in the previous activity. Give each group a copy of the four tables
used above.
Ask test takers to work together to write a sentence which states the main opinion or argument
that they noted in their essay plan earlier. Remind them to use the noun phrases, adverbs and verb
phrases provided in the copies.
To conclude the activity, ask some groups to read out their sentences, and ask the rest of the class to
comment on how effectively and accurately each group has used noun phrases, adverbs and verb phrases.
Paragraph skills: expressing reasons
Skills: Supporting an opinion with details, examples, and explanations

Aims: Practice structuring paragraphs
Steps: Tell test takers that in this activity they will further develop the ideas from their essay plans and
write paragraphs which elaborate on the three reasons that they gave to support their essays main
argument.
Project an image of the Model essay plan on the board. Tell test takers that whereas the main
argument expresses a causal relationship, the reasons support the main argument by describing
characteristics of developed and less developed countries.
Elicit the grammatical structures used in the reasons. (Noun phrases with adjectives and nouns are
used to describe the countries or places in all three reasons [e.g. developed countries industrial and
technological centers]. Noun phrases are used to describe characteristics of the places in reasons
1 and 2 [high rates of / lower rates of]. An adjectival clause is used in reason 3 to talk about
features of industrial and technological centers [often close to ].)
Ask test takers to express reasons 1 and 2 in grammatically correct sentences by placing verbs
between the noun phrases. Remind them that the verb to have is usually used to combine two noun
phrases when the second noun phrase is describing characteristics of the first noun phrase (e.g. test
takers have high levels of stress!) The verb can also be modified with an adverb such as often,
typically, usually.
52
Then ask them to express reason 3 in a grammatically correct sentence by placing a verb between
the noun phrase and the adjectival phrase. Remind test takers that the verb to be is usually used to
link a noun phrase with an adjective or adjectival phrase when describing characteristics of the noun
phrase (e.g. test takers are often highly stressed!). The adjectival phrase can also be modified with
an adverb such as often, typically, usually.
Paragraph skills: topic sentences
Materials: Image of Structures for describing different qualities for projection
Skills: Supporting an opinion with details, examples, and explanations

Steps: Project an image of Structures for describing different qualities on the board and direct test takers to
the notes below the table. Remind them that noun phrases with relative clauses are a useful tool for
modifying descriptions of generic groups (such as societies, students, citizens, countries) and that
they need to be followed by a conjugated verb. Also remind them that in academic English, synonyms
are often used to replace the verb to have with noun phrases or the verb to be with adjectives and
adjectival phrases.
Organize test takers into the same small groups as earlier. Ask them to refer back to their essay plans
and the three reasons they gave to support their main arguments. Tell them to work together to
express their reasons as complete sentences. Remind them to use noun phrases, adjectival phrases,
the verbs to have and to be, or possible synonyms for these verbs.
After test takers have written sentences for their three reasons, tell them that these will be the topic
sentences for three paragraphs that they will write in the next part of the activity.
Paragraph skills: supporting sentences
Materials: Image of Writing supporting sentences for projection
Skills: Supporting an opinion with details, examples, and explanations; Organizing sentences and
paragraphs in a logical way
Steps: Remind test takers that a paragraph consists of a topic sentence and supporting sentences. A topic
sentence gives the main idea of the sentence and is also normally the first sentence in a paragraph.
The other sentences are supporting sentences which elaborate, expand, explain and justify the topic
sentences. Supporting sentences often give examples or evidence.
Project an image of Writing supporting sentences on the board. Ask test takers to read the supporting
sentences and notice how they develop, extend and support the main idea in the topic sentence. Test
takers should also notice how the underlined discourse markers link supporting sentences in the
paragraph. Elicit alternatives to these discourse markers to check test takers understanding of how
each marker functions (e.g. In addition, For instance, Likewise, As a result).
In their groups, ask test takers to write supporting sentences for the three topic sentences they
drafted earlier. Encourage them to:
elaborate on, develop or prove the main idea of the topic sentence,
give examples or evidence,
link sentences in a logical order,
use discourse markers to show relationships between ideas.
In sum, groups should write three paragraphs.
Feedback by asking some groups to present their paragraphs to the whole class. Discuss any queries/
problems that test takers may have.
53
Main activity 4 group work and whole class (20 mins)
Editing skills
Materials: Copies of Paragraph editing checklist

Image of Paragraph editing practice for projection
Image of Paragraph editing practice answer key for projection
Skills: Using correct grammar; Using correct spelling; Using correct mechanics
Aim: Practice checking for paragraph cohesion and for correct grammar, spelling and punctuation
Steps: Explain to test takers that this activity will practice some editing skills that they will later use for
polishing the paragraphs they have just written.
Keep test takers in their groups and distribute a copy of the Paragraph editing checklist to each
group. Tell test takers that the checklist gives them pointers on what to look for when they are editing
their writing. Ensure that test takers understand the lexical items in the checklist.
Project an image of the Paragraph editing practice worksheet on the board. Tell test takers that they
are going to use the Paragraph editing checklist to edit this paragraph.
In their groups, ask test takers to work together to assess the organization, logic, grammar, vocabulary
and spelling of the paragraph by ticking the yes or no columns on the checklist. If they tick no for
a question, they should underline the error in the paragraph and explain the error.
As feedback, project the Paragraph editing practice: Answer key on the board. Discuss the errors
marked in the callout boxes. Remind test takers that in addition to the lack of a topic sentence, the
paragraphs structure is illogical because some unrelated content (sport and computers) is given, and
linking words are used inaccurately.
In groups, ask test takers to use the Paragraph editing checklist to edit the three paragraphs that they wrote in
the previous activity.
Aim: Review strategies and problems

Steps: Get test takers to look at page 81 in the Official Guide and review the strategies listed.
Ask test takers to reflect on their attempts at writing topic sentences, supporting sentences and
paragraphs that express clear ideas and discuss the problems that they encountered.
Discuss any further queries/problems test takers may have and remind them that they will have
further practice of the Write essay item type in Lesson 15.
Refer test takers to the Improving general writing skills on pages 8488 in the Official Guide and
encourage them to use the strategies suggested.
Homework activities
Ask test takers to complete the practice item on pages 8283 in the Official Guide as homework.
Remind them to keep to the 20 minute time limit when they attempt the task. Encourage them to review and
assess their timed response by using the strategies on pages 8182, the Editing paragraphs checklist used
in Main Activity 4, and the feedback on pages 178180 in the Official Guide.
54
Understanding the item type
The sentences below have been placed in a random order. Restore the original order by numbering
the sentences correctly.
In addition to grammar and mechanics, you are assessed on how broad your vocabulary
a
is and on your ability to use academic or idiomatic language correctly.
b Fourthly, the item assesses the range of your language.
c If you have not addressed the topic, your essay will be scored zero.
Write Essay is a long-answer writing item type which tests your ability to write a
d
persuasive or argumentative essay on a given topic in 20 minutes.
Thirdly, you will be assessed on form; that is, on whether you have written between
e
200-300 words.
f Finally, you are assessed on spelling.
g The first factor is content and this assesses whether you have addressed the topic.
This factor includes the range and complexity of your sentence structures and
h
vocabulary.
i The fifth assessment factor is grammar usage and mechanics.
The second factor is development, structure and coherence and it assesses whether
j
your ideas are logical and coherent.
k This item type is assessed according to seven factors.
Understanding the item type: Answer key
In addition to grammar and mechanics, you are assessed on how broad your vocabulary
a 10
is and on your ability to use academic or idiomatic language correctly.
b Fourthly, the item assesses the range of your language. 7
c If you have not addressed the topic, your essay will be scored zero. 4
Write Essay is a long-answer writing item type which tests your ability to write a
d 1
persuasive or argumentative essay on a given topic in 20 minutes.
Thirdly, you will be assessed on form; that is, on whether you have written between
e 6
200-300 words.
f Finally, you are assessed on spelling. 11
g The first factor is content and this assesses whether you have addressed the topic. 3
This factor includes the range and complexity of your sentence structures and
h 8
vocabulary.
i The fifth assessment factor is grammar usage and mechanics. 9
The second factor is development, structure and coherence and it assesses whether
j 5
your ideas are logical and coherent.
k This item type is assessed according to seven factors. 2
Look at how the correctly sequenced sentences form a correct paragraph below. Notice how the underlined cohesive devices
help us to see why certain sentences must follow each other.
Write Essay is a long-answer writing item type which tests your ability to write a persuasive or argumentative
essay on a given topic in 20 minutes. This item type is assessed according to seven factors. The first factor
is content and this assesses whether you have addressed the topic. If you have not addressed the topic,
your essay will be scored zero. The second factor is development, structure and coherence and it assesses
whether your ideas are logical and coherent. Thirdly, you will be assessed on form; that is, on whether you
have written between 200-300 words. Fourthly, the item assesses the range of your language. This factor
includes the range and complexity of your sentence structures and vocabulary. The fifth assessment
factor is grammar usage and mechanics. In addition to grammar and mechanics, you are assessed on
how broad your vocabulary is and on your ability to use academic or idiomatic language correctly. Finally,
you are assessed on spelling.
Model essay plan
This plan refers to the essay prompt on page 78 of the Official Guide.
Main argument: education significantly prosperity.

Reason 1: Developed countries = high rates of compulsory secondary schooling and high levels of tertiary
education.
Reason 2: Less developed countries = lower rates of literacy, schooling, tertiary education.
Reason 3: Industrial and technological centers = often close to outstanding educational centers (e.g. Silicon
Valley and UC Berkeley in California)
Verbs which signal causes, effects and changes
Verbs or verb phrases greater prosperity

Increased education
cause/s a wealthier society
High rates of literacy
result/s in a more skilled workforce
Compulsory secondary schooling
lead/s to higher standards of living
A better educated society
economic growth
make/s for
Negative verb phrases which signal causes, effects and changes
Verbs or verb phrases greater prosperity

Increased education
cause/s a wealthier society
fail/s to result in a more skilled workforce
do/es not lead to higher standards of living
A better educated society
economic growth
cannot make for
Adverbs which signal specific causes, effects and changes
Verbs or verb phrases Verbs
rarely/sometimes/often/never cause/s
significantly
greatly result/s in
moderately lead/s to
generally
may/might/could make/s for
Noun phrases which describe factors, influences and results
Noun phrases adverbs + verbs Noun phrases

Increased education generally lead/s to increases in prosperity levels
Adjective participle (i.e. ed) Increases/decreases/changes/
+ noun improvements/reductions in +
noun phrase
Adjective + rates/levels of + noun
Adjective/s + noun
Structures for describing different qualities
Societies which are well typically have/experience/enjoy/boast greater levels of

educated prosperity
Noun phrase modifying adverb the verb to have (or an noun phrase
(Noun + relative clause) equivalent) in the present
simple tense
People who have completed often are/tend to be better paid

higher education
Noun phrase modifying adverb the verb to be (or an adjectival phrase
(Noun + relative clause) equivalent) in the present
simple tense
Notice that the noun phrases at the beginning of the sentence need to be followed by a conjugated verb to make sense.
Without a main verb these noun phrases are sentence fragments.
Notice how other verbs or verb phrases can substitute for the verbs to have and to be in academic English
Writing supporting sentences
Topic sentence Developed countries usually have high rates of compulsory secondary
schooling and high levels of tertiary education.
Supporting sentences In most developed countries, secondary education is compulsory and students
are required to attend school until at least the age of 16. Furthermore, a large
proportion of students in developed countries attend some form of tertiary
education. For example, about 1 in 3 students in Canada participate in post-
secondary education. Similarly, rates of tertiary education participation are
relatively high in all G8 nations. Consequently, there seems to be a direct
correlation between high rates of education and increased prosperity.
Paragraph editing checklist
Use this checklist to edit your work.
Paragraph organization Yes No
Is there a clear topic sentence?
Do all supporting sentences relate to the main idea in the topic sentence?
Are supporting sentences logically organized?
Are supporting sentences connected with linking words and phrases?
Grammar, vocabulary and spelling Yes No
Is the verb to have used correctly with noun phrases?
Is the verb to be used correctly with adjectival phrases?
Are there any sentence fragments? (i.e. sentences without a main verb)
Is punctuation used correctly?
Is there variety in vocabulary? (i.e. words are not used repetitively)
Is spelling accurate?
Paragraph editing practice
Use the Paragraph editing checklist to edit the paragraph below.
Similarly, rates of tertiary education participation have rellatively high in all G8 nations. In most developed
countries, secondary education have compulsory and students are required to attend secondary education.
Untill at least the age of 16. On the other hand, a large proportion of secondary education students in developed
countries attend some form of sport. for example, many students in Canada have home computer access.
Consequently, there have a direct correlation between high rates of education and increased prosperity.
Paragraph editing practice: Answer key
The main errors in the paragraph are labeled below:
No topic sentence.
Linking word similarly does Verb to be is used
not make sense because no Sentence fragment,
before adjectives
previous point is made and spelling error.
(lines 1 and 2). Spelling error
Similarly, rates of tertiary education participation have rellatively high in all G8 nations. In most developed
countries, secondary education have compulsory and students are required to attend secondary education. Untill at
least the age of 16. On the other hand, a large proportion of secondary education students in developed countries
attend some form of sport. for example, many students in Canada have home computer access. Consequently,
there have a direct correlation between high rates of education and increased prosperity.
Incorrect linking word

Verb to be is
used after There Incorrect punctuation,
and before a noun and illogical linking word
phrase
Illogical change of topic.
Here is a more correct paragraph which includes a topic sentence, logical supporting sentences, correct organization with
accurate linking words, and accurate grammar, spelling and punctuation.
Developed countries usually have high rates of compulsory secondary schooling and high levels of tertiary
education. In most developed countries, secondary education is compulsory and students are required to attend
school until at least the age of 16. Furthermore, a large proportion of students in developed countries attend
some form of tertiary education. For example, about 1 in 3 students in Canada participate in post-secondary
education. Similarly, rates of tertiary education participation are relatively high in all G8 nations. Consequently,
there seems to be a direct correlation between high rates of education and increased prosperity.
Recap Lesson 1
Introduction
Explain to test takers that in this lesson they will work together to review, share and discuss any problems or
queries they may have about the item types covered in the lessons so far. They will also work together to find
useful solutions and strategies for helping them deal with these difficulties. Explain that it is important that
they take time in this lesson to share information among themselves in order to develop their own strategies
for efficiently learning for and completing the PTE Academic item types.
Remind test takers that the item types Reading: Multiple-choice, choose single answer, Reading: Multiple-
choice, choose multiple answers and Write essay will be covered again in later lessons. It may not be
necessary to go into detail about the skills specific to these items at this stage.
Suggested activities
1. Reviewing item types and skills
Steps
Quickly recap the item types covered in the lessons so far and write the names on the board. Recap the
homework that was suggested after each lesson (see overview table below).
Put test takers into small groups and ask them to spend 510 minutes working together to briefly list the
skills they need to master to complete each item type. (Encourage them not to refer to the Official Guide at
this point and to express their thoughts in their own words.) Ask them to also discuss which of these skills
they feel confident about and which they find most problematic.
Feedback ideas with the whole class and ask test takers to share their thoughts on which item types and
skills are most difficult or problematic for them and which they feel they need more practice in. (Note: You
may want to note this information and use it to help you focus the structure of the rest of this lesson and the
lessons that follow.)
2. Identifying problems and solutions

Steps
In their groups, ask test takers to spend 1015 minutes to share and discuss any problems that they have had
with the practice items covered in lessons 17 or with the practice items they have completed for homework.
Ask them to make suggestions for helping each other improve their performance where possible.
With the whole class, ask groups to share some of their problems and the solutions they have come up with.
Write the problems on the board and elicit further solutions from test takers.
If necessary, give groups more time to work together to find solutions to any remaining problems they have
or to note down useful solutions and ideas that have surfaced through this discussion.
Round up by discussing any remaining problems with the whole class. Discuss and clear up those queries
that test takers have been unable to find solutions for themselves and which can be dealt with quickly or by
referring to the Official Guide or the information included Lesson plans 17. (Note: You may want to note this
information and use it to help you focus the structure of the rest of this lesson and the lessons that follow.)
3. Reviewing progress: self and peer assessment
Reviewing speaking skills

Steps
Put test takers into pairs with a partner that they are familiar with. Ask them to look at and complete the
assessment form on pages 66 and 67 in the Official Guide. Explain that they should work together to do this,
in order to compare their responses with their partner through self and peer assessment and to help find
solutions that may improve their own and their partners performance.
When pairs have completed the self and peer assessment, ask test takers to share their thoughts on their
strengths and weaknesses with the class. Elicit suggestions and solutions from other test takers.
55
Pearson Education Ltd 2012 Recap Lesson 1
Improving speaking skills

Steps
In their pairs, ask test takers to spend some time looking at the Developing your speaking skills sections
on pages 6769 in the Official Guide. Ask them to discuss the strategies listed on these pages, whether they
make use of these strategies already, and their relative usefulness. Ask them also to discuss and list as many
other strategies that they can think of.
With the whole class, elicit some thoughts on these strategies and encourage test takers to share their own
ideas and personal strategies.
Reviewing and improving writing skills

Repeat the process as above, asking test takers to complete the assessment form on page 85 in the Official
Guide and to look at the Developing your writing skills sections on pages 86 and 87.
Reviewing and improving reading skills

Repeat the process as above, asking test takers to complete the assessment form on pages 116 and 117 in the
Official Guide and to look at the Developing your reading skills sections on pages 117 and 118.
Reviewing and improving listening skills

Guide. and to look at the Developing your listening skills sections on pages 164165.
4. Extra practice
Steps
With the whole class, ask test takers if there are any specific activities from the previous lessons, or practice
items in the Official Guide or CD-ROM Practice sets, that they would like to repeat or review. Come to a class
consensus about which items/activities to review and work through materials as time or facilities allow.
Using the information you have gathered about problematic areas from the stages above (or previous lessons),
review the relevant activities or practice items, using test takers problem areas as your focus.
Homework overview
The table below provides an overview of the homework given in each lesson and a brief summary of how to
quickly recap the skills and strategies relevant for the item types covered.
You may wish to use the Notes column in this overview table to note any problem areas that were apparent in
previous lessons or that become apparent in the steps suggested above.
Lesson Item type(s) Homework Feedback summary Notes

1 Answer short Complete Answer Recap homework activities and ask test
question short question takers to identify any particular problems
item p. 64, Official
Recap listening and speaking skills tested
Guide
by this item type on p. 63 in the Official
Complete Answer Guide, and ask test takers to identify the
short question skills they need more practice in
items, CD-ROM
Recap strategies listed on p. 63 in the
Practice set 3
Official Guide and discuss those they have
applied and find most useful
56

2 Read aloud, Complete Read Recap homework activities and ask test
Repeat sentence aloud and Repeat takers to identify any particular problems
sentence items
Recap listening, speaking and reading
pp. 44 and 49,
skills tested by these item types on pp.
Official Guide
4243 and 48 in the Official Guide, and
Complete Read ask test takers to identify the skills they
aloud and Repeat need more practice in
sentence items,
Recap strategies listed on pp. 4344 and
CD-ROM Practice
48 in the Official Guide and discuss those
sets 2 and 3
they have applied and find most useful
3 Reading: Fill in Complete Recap homework activities and ask test You may wish
the blanks Reading: Fill in takers to identify any particular problems to focus on
the blanks and vocabulary
Reading & writing: Recap reading skills tested by these item
Reading & writing: building and
Fill in the blanks types on pp. 108 and 112 in the Official
Fill in the blanks collocation skills
Guide, and ask test takers to identify the
items, CD-ROM
skills they need more practice in
Practice set 2
Recap strategies listed on pp. 108
and 112 in the Official Guide and
discuss those they have applied and find
most useful
4 Reading: Multiple- Complete As this item is covered again in Lesson 11,

choice, choose Worksheet 1 it does not need to be recapped here.
single answer
Complete
Reading: Multiple- Reading: Multiple-
choice, choose choice, choose
multiple answers single answer and
Reading: Multiple-
(Lesson 1 of 2)
choice, choose
multiple answers
items, CD-ROM
Practice set 1
5 Select missing Complete Select Recap homework activities and ask test You may wish to
word missing word and takers to identify any particular problems focus on listening
Highlight incorrect prediction skills
Highlight incorrect Recap listening and reading skills tested
words items, pp.
words by these item types on pp. 152 and 156 in
153 and 157158,
the Official Guide, and ask test takers to
Official Guide
identify the skills they need more practice
Complete Select in
missing word and
Recap strategies listed on pp. 152153
Highlight incorrect
and 157 in the Official Guide and discuss
words items,
those they have applied and find most
CD-ROM Practice useful
sets 2 and 3
6 Summarize Complete Recap homework activities and ask test

written text Summarize written takers to identify any particular problems
text items, CD-
Recap reading and writing skills tested by
ROM
this item type on pp. 7576 in the Official
Practice set 2
Guide, and ask test takers to identify the
skills they need more practice in
7 Write essay Complete Write As this item is covered again in Lesson 15,
essay item, pp. it does not need to be recapped here.
(Lesson 1 of 2)
8283, Official
Guide
57
Lesson 8
Overview

Speaking
Developing complex ideas within a spoken discourse
Listening
This lesson provides skills practice for the PTE Academic item type Describe image.
Describe image
Skills tested p. 53
Scoring p. 52
Strategies pp. 5354
Practice item p. 54
Answer key feedback pp.17576
Objectives
Practiced the speaking and listening skills listed above
Practiced speaking strategies for this item type
Practiced pronunciation and oral fluency skills related to the successful completion of this item type
Preparation
Copy of Running dictation text for posting on wall
Image of Running dictation text for projection on board/visualizer
Image of the item prompt and graph from worksheet 1 for projection board/visualizer
Copies of Worksheet 1 (1 handout per group)
Image of Worksheet 1: Answer key for projection on board/visualizer
Copies of Describing graphs (1 handout per pair)
Copies of Describing graphs: Possible responses (1 handout per pair)
58
Image of Describing a photograph for projection on board/visualizer

Copies of Pronunciation strategies (1 handout per pair)
Copies of Pronunciation strategies: Suggested answers 13 (1 handout per pair)
Copies of Describe image checklist (individual handouts)
Copies of Practice items A and Practice items B (1 handout each per pair)
Copies of Practice items A: Sample responses and Practice items B: Sample responses (1 handout each per pair)
Lesson Plan
Introduction whole class/pair work (5 mins)
Explain that in this lesson test takers will look at the Describe image item type which assesses their ability to
orally describe an image from an academic source (such as a graph, picture, map, chart or table).
Ask test takers to look at page 51 in the Official Guide for an example of the sort of image they need to
describe for this item type.
Elicit information from the image that test takers might use to help them in their description (e.g. type of
graph = pie chart, the title, labels and percentages from the pie pieces/sections).
Tell test takers that, for this item type, they have 25 seconds to prepare for their description and 40 seconds
to give their description.
Refer test takers to the communicative skills listed on page 53 in the Official Guide, and which are tested by
this item type.
Warm up activity whole class and pair work (20 mins)
Introducing test takers to the item type
Materials: Copy of Running dictation text for posting on wall

Image of Running dictation text for projection
Skills: Using correct intonation; Using correct pronunciation; Using correct stress; Using words and
phrases appropriate to the context; Using correct grammar
Aim: Familiarize test takers with the item type and with some pronunciation skills needed for the item type
Steps: Remind test takers that, in order to complete this item type successfully, they need to be able to
pronounce words and sounds clearly and accurately. They also need to be able to chunk (or group)
words into meaningful groups, rather than saying them one at a time followed by a pause. Finally,
they also need to be able to stress (or say with emphasis) the correct sounds in a word and the correct
words in a sentence. To practice these skills, test takers are going to work in groups to complete a
running dictation task which summarizes key information about how this item type is scored.
Organize test takers into groups of four or five. Post a copy of the Running dictation text in one
corner of the room (or outside the room in a corridor if this doesnt disturb other classes).
Tell test takers that one member of each group needs to run to the text, read and remember a few
words, then run back to the group. With clear and accurate pronunciation they must then tell their
group what they have read so that the others can write it down. If the others cannot understand
what the test taker has said, they can ask him/her to repeat it, and if necessary, confirm the correct
pronunciation. If a word is not understood, the running test taker can spell it, and other test takers
can correct his/her pronunciation. The running test taker is not allowed to write anything and can
only speak. The other test takers can discuss the grammar and vocabulary of what they have written
to ensure that it is correct. All test takers in each group should take at least one turn running and
reporting what they have read.
The first team to complete the dictation accurately wins.
As whole class feedback, project an image of the Running dictation text on the board. Ask teams to
compare their dictated text with the original, and check that all test takers understand key terms such
as rhythm, false starts, hesitations, vowels, consonants, syllable and intonation.
59
Elicit any problems runners had when reporting and writers had when listening. This will help test
takers to see how pronunciation skills such as articulating word endings or stressing key words are
vital for being understood.
Tell test takers that they will practice some specific pronunciation skills later in the lesson (Main
activity 3) which should address the problems raised.
Describing graphs: planning strategies

Image of the item prompt and graph on Worksheet 1 for projection
Skills: Organizing an oral presentation in a logical way

Aims: Familiarize test takers with planning strategies for successfully describing graphs
Steps: Remind test takers that in addition to speaking with correct pronunciation, this item type tests their
ability to speak fluently for 40 seconds (i.e. smoothly, extensively, and at a natural speed without too
many hesitations or pauses). The aim of this activity is to give test takers some strategies for planning
their responses to the item task so they can speak fluently for at least 40 seconds.
Project an image of only the item prompt and graph on Worksheet 1 on the board. Elicit some
strategies which test takers might use to plan their response to this prompt and image and to prepare
appropriate language.
As feedback, refer test takers to the Before Speaking strategies on page 53 of the Official Guide.
To apply these strategies to the projected prompt and image, elicit answers to the following
questions:
What is your speaking purpose for this task? (To describe a graph and recount its statistical
information.)
What is the general topic conveyed by this image? (The populations of Spanish speaking people in
various countries)
What information is given on the x and y axes? (x axis = the countries, y axis = populations)
What unit of measurement is used? (millions)
What significant information is conveyed by the image? (Most Spanish speaking countries are in
Latin America, and Mexico has the greatest number of speakers.)
Are there any remarkable facts given in the graphs information? (The US has more Spanish
speaking people than several Latin American countries, and several Latin American countries have
more Spanish speakers than Spain.)
Tell test takers that by addressing each of these questions in order, they can successfully generate
enough language for the 40 seconds required. Remind them to always begin the item type by using
the planning strategies provided on page 53.
To tune test takers into some organizational strategies for this item type, elicit responses to these
questions:
How would you organize and sequence your description of this graph? (Descriptions of graphical
images usually begin with a sentence that states the main topic, often paraphrased from the title,
followed by facts from the x or y axis supported by statistics. If test takers can see a trend or an
exception, they should comment on it and support what they say with some data. If test takers
are describing data that does not have an obvious trend, they should describe a graph from left to
right, and start with the largest piece of the pie for pie charts.)
What verb tense would you use to describe the projected graph? Why? (The simple present tense
because the graph has no fixed time periods. If fixed time periods were used, for example in a
comparison of statistics over different specific times, the simple past tense would be used.)
What verbs could be used to describe the populations in different countries? (has, accounts for,
possesses, claims)
What are some words that might be used to refer to the numbers of Spanish speakers in different
countries? (more than/less than/approximately/just about/preciselymillions)
60
Describing graphs: guided planning practice
Materials: Copies of Worksheet 1

Image of Worksheet 1: Answer key for projection
Skills: Speaking for a purpose (to repeat, to inform, to explain); Supporting an opinion with details,
examples and explanations; Organizing an oral presentation in a logical way
Aims: Familiarize test takers with planning strategies for successfully describing graphs
Steps: Organize test takers into small groups and distribute 1 copy of Worksheet 1 to each group. Give
groups 5 minutes to discuss possible words which might be used to complete each blank in the
paragraph below the graph.
Elicit possible answers from groups. Remind test takers that descriptions usually begin with a sentence
that states the main topic (often from the title), then give details about the image which are supported
by figures. Remind test takers that several answers are possible but answers should accurately relate
to the content of the image, and that verbs should generally be in the simple present tense.
Project Worksheet 1: Answer key on the board as feedback.
Describing graphs: fluency planning and practice
Materials: Copies of Describing graphs

Copies of Describing graphs: Possible responses
examples and explanations; Organizing an oral presentation in a logical way; Speaking at a
natural rate
Aims: Familiarize test takers with planning strategies for successfully describing graphs and give them practice
of the item type
Steps: Organize test takers into pairs and distribute 1 copy of the Describing graphs worksheet to each pair.
Give test takers 2 or 3 minutes to work together to plan a description for Image 1. Remind them of
the organizational and fluency strategies they have just practiced.
Once they have finished planning, tell test takers to take turns with their partner to describe Image 1.
Explain that after each test taker gives his/her description, the partner should give feedback on the
correctness of content, logical organization, and the grammar and vocabulary used. Test takers should
also assess each others fluency (i.e. could they keep going without too many pauses, hesitations and
false starts. If test takers had problems maintaining fluency, their partners should try to comment on
when hesitations or breakdowns occurred).
When they have done this, pairs should then take turns to give descriptions of and feedback to Image 2.
When pairs have completed this task, distribute 1 copy of Describing graphs: Possible responses to
each pair. Draw test takers attention to the planning and organization used in each response (e.g.
each response begins with a statement describing the general topic of the image).
Elicit the reasons for the use of different tenses in the responses (the simple present tense in used in
Image 1 because no time period is specified, whereas in Image 2 the simple past is used because the
data under discussion took place over a specific period of one week).
Ask test takers to discuss how their own descriptions differed from these. Discuss any problems that
they had.
Finally ask test takers to think of alternatives for the underlined words and phrases on Describing
graphs: Possible responses and to note these synonyms in word banks (as demonstrated in Lesson 3).
Describing photographs: planning and fluency strategies

Image of Describing a photograph for projection
61
examples and explanations; Organizing an oral presentation in a logical way; Speaking at a
natural rate
Aims: Familiarize test takers with planning strategies for successfully describing photographs
Steps: Project an image of the photograph (Image 3) only from the Describing a photograph worksheet
on the board. Tell test takers that since this image is a photo, rather than a graph or pie chart, its
description cannot be planned or presented in quite the same way as the previous examples. However,
some of the same planning questions asked earlier can still be used.
Elicit answers to the following questions:
What is your speaking purpose for this task? (To describe an image that contrasts the old with the new.)
What is the general topic conveyed by this image? (The contrast between old and new.)
How would you organize and sequence your description of this image? (Descriptions of images that
emphasize contrast usually begin with a sentence that states the main topic of contrast, and then
give examples of differences.)
What verb tense would you use to describe the contrast? Why? (The simple present tense because
the picture has no fixed time periods and both the old and the new building exist in the present. If
two different time periods were being contrasted, e.g. then and now, the simple past tense and
the simple present tense would be used.)
What verbs could be used to describe the features of the different buildings? (has, shows,
includes, is)
What are some contrasting adjectives that might be used to refer to both buildings? (old/new,
high/low, smooth/rough, modern/classical)
Put test takers into pairs and ask them to take turns to give a description of Image 3 and feedback to
their partner.
Ask for volunteer pairs to present their descriptions to the class. Encourage the rest of the class to
comment on the organization, vocabulary and fluency of each pairs descriptions.
Project an image of the possible response on the Describing a photograph worksheet on the board.
Draw test takers attention to the organization, vocabulary and verbs used in the response. Elicit
alternatives to the underlined words.
As final feedback, refer test takers to the While speaking strategies for fluency on pages 5354 in
the Official Guide.
Discuss any problems/queries test takers may have.
Stress and intonation

Materials: Copies of Pronunciation strategies
Copies of Pronunciation strategies: Suggested answers 13
Skills: Using correct intonation; Using correct pronunciation; Using correct stress
Aims: Familiarize test takers with strategies for improving their pronunciation, stress and intonation
Steps: Tell test takers that the aim of this activity is to give them practice in correctly using word stress,
sentence stress, and intonation.
Explain that in English a lot of meaning is expressed by stressing certain words (i.e. saying them with
more emphasis and loudly). These are generally key words or new information.
Explain also that word stress is important as stressing an incorrect syllable in a word can create
confusion (e.g. saying the word syl/la/ble with the second syllable stressed, rather than the first,
creates confusion for the listener).
Finally, explain that intonation (i.e. whether the speakers voice rises or falls) gives a lot of meaning
and also tells the listener the speakers intention. For example, rising intonation generally accompanies
a question, and falling intonation accompanies a statement. In addition, rising or falling intonation for
a single word can indicate the speakers attitude (e.g. really indicates surprise or disbelief, whereas

really indicates impatience or annoyance).

Organize test takers into pairs, and distribute 1 copy of the Pronunciation strategies worksheet to
each pair. Tell test takers that this worksheet gives them practice in correctly stressing syllables in
words, stressing key words in sentences, and using rising and falling intonation correctly.
62
Ask test takers to work together to complete the tasks at their own pace. Remind test takers that
there may be different possible ways of using stress or intonation in the text and that they should
discuss the reasons for their choices. Once pairs have completed the tasks, they can compare their
answers with another pair.
As final feedback, distribute the Pronunciation strategies: Suggested answers 13 and draw test
takers attention to the notes that accompany each of the tasks.
Discuss any queries/problems test takers may have.
Main activity 4 whole class/pair work (20 mins)
Materials: Copies of Describe image checklist

Copies of Practice items A and Practice items B
Copies of Practice items A: Sample responses and Practice items B: Sample responses
Official Guide pp 51, 54, 175176
Skills: Organizing an oral presentation in a logical way; Developing complex ideas within a spoken
discourse; Using words and phrases appropriate to the context; Using correct grammar;
Speaking at a natural rate; Speaking under timed conditions; Following an oral sequencing of
information
Aims: Practice an item under timed conditions
Steps: Tell test takers that they will now apply the fluency and pronunciation strategies they have learnt, and
practice some Describe image items under timed conditions.
Explain that they will work in pairs and that each partner will work with 2 different images. As one
partner speaks, the other must listen and assess his/her performance by completing a brief checklist.
The first test taker from each pair to begin will have 25 seconds to prepare his/her response. While
s/he is doing this, the partner who is listening can also look at the image and think about how s/he
would handle the task. As the speaking partner tries to give a fluent 40 second description, the
listening partner listens and assesses, then gives his/her partner feedback based on notes made on
the checklist.
Organize test takers into pairs of A and B. Distribute 1 copy of the Describe image checklist to all test
takers.
Check that test takers understand all the questions in the checklist (A range of vocabulary means
that a variety of words and phrases are used and key words are not repeated). If the speaking partner
successfully practices the skills listed in each question, the listening partner should put a tick in that
box. If the skill is not practiced satisfactorily, the listening partner should put a cross.
Distribute Practice items A to one test taker in the pair, and Practice items B to the other and explain that As
will speak first.
Give test taker As 25 seconds to look at their first image and prepare their answer. In this time, Bs
should also look at the image and imagine how they might describe it. After 25 seconds, tell As to
start speaking and Bs to start assessing. End the task after 40 seconds. Let Bs give feedback to As.
When all pairs have concluded their feedback, repeat the process with Bs preparing and then describing
their first image. Let As give feedback to Bs.
Repeat the process for image 2.
When pairs have completed the tasks and their own feedback, distribute a copy of Practice items
A: Sample responses and Practice items B: Sample responses to each pair. Ask test takers to
compare their descriptions with the models and to reflect on whether they used similar introductions,
information, organization, vocabulary and grammar.
Discuss any queries/problems test takers may have.

Steps: Ask test takers to reflect on their attempts at the Describe image items. To do this, elicit answers to
the questions in the Describe image checklist.
Discuss any further queries/problems that test takers may have.
63
Homework activities

Audio CD
For homework, ask test takers to take another look at the practice item task on page 54 of the Official Guide.
Remind them to keep their response to 40 seconds, to listen to the sample responses on the Audio CD, and
to refer to the feedback in the Answer key on pages 175 and 176.
For further practice, test takers can complete the Describe image items on CD-ROM Practice set 2.
64
Running dictation text
The Describe image item type is scored according to

three factors:
Content
Oral fluency
Pronunciation
The score for content is based on your ability to accurately

and thoroughly describe the image. In other words,
you need to describe all aspects and elements of the
image.
The score for oral fluency is based on your ability to

speak smoothly, effortlessly and naturally. You need to
make sure that your rhythm, phrasing and stress are
smooth and accurate, and that you can keep speaking
without too many pauses, repetitions, false starts or
hesitations.
The score for pronunciation is based on your ability to

accurately produce sounds and words. You need to be
able to correctly pronounce vowels and consonants,
and to have correct word stress, sentence stress and
intonation.
Worksheet 1
Look at the graph below. In 25 seconds, please describe in detail what the graph is showing. You
will have 40 seconds to give your response.
This graph the number, in ,
of the people who .
Mexico has over double the number of of any other country including
Spain. Colombia and Argentina each over 30 million Spanish speakers.
The United States has more Spanish speakers, 20 million, than Venezuela,
Peru and Chile.
Worksheet 1: Answer key
(sample response)
This graph shows (illustrates/presents/depicts) the number, in millions ,
of the people who speak Spanish around the world (in various countries/in the Americas and Europe) .
Mexico has over double the number of Spanish speakers of any other country including
Spain. Colombia and Argentina each have (claim/possess/account for) over 30 million Spanish speakers.
The United States has more Spanish speakers, over (more than) 20 million, than Venezuela,
Peru and Chile.
Describing graphs
Look at the images below and describe in detail to your partner what each image shows.
Image 1: New Zealand exports
Image 2: Daily Processor Chip Output
[Source: CD-ROM Practice Sets 1 (2) and 3 (1); Dorling Kindersley: New Zealand: Economics (1)]
Describing graphs: Possible responses
As you look at the possible responses, think about alternative words that could be used to replace
the underlined words.
Image 1: New Zealand exports
This pie chart illustrates the countries which are New Zealands main export markets. These include Australia,
the USA, Japan, China and the UK. Exports to Australia account for 21% of all exports from New Zealand. The
USA accounts for 14%, Japan 11%, China 6%, followed by the UK at 5%. The information indicates that another
43% of total exports go to a range of other destinations.
Image 2: Daily processor chip output
The graph shows the output of processor chips over a week with figures provided for each day. The greatest
number of chips was produced on Friday, with about 16,000 chips produced. A similar number was produced on
Tuesday, Wednesday and Thursday with just under 14,000 chips each day. About 10,000 chips were produced
on Monday, while 7,000 were produced on Saturday. There were no chips produced on Sunday.
[Source: CD-ROM Practice Sets 1 (2) and 3 (1); Dorling Kindersley: New Zealand: Economics (1)]
Describing a photograph
Look at the images below and describe in detail to your partner what each image shows.
Image 3: New and old
Possible response
As you look at the possible response, think about alternative words that can be used for the under-
lined words.
The image shows a new skyscraper and a relatively older building in the foreground. Some of the older surrounding
buildings are reflected in the faade of the skyscraper. The skyscraper is probably 50 stories high, while the
older building would be around ten stories. The skyscraper is made of glass. The older building is much more
ornate and is probably made of brick, wood and tiles. There is quite a juxtaposition between the two styles of
buildings.
[Source: CD-ROM Practice Set 1; Information Please Database, Pearson Education Inc.: The History of Skyscrapers: A race to the top by
Karen Barss]
Pronunciation strategies
1. Word stress
The words in the table below have been separated into syllables. Practice saying each word and
underline the stressed syllable in each one. What general patterns do you see?
2 syllable nouns 2 syllable verbs 3 syllable verbs 3 syllable nouns & adjectives
im/age de/scribes il/lu/strates flu/en/cy
out/put ac/counts for in/di/cates var/i/ous
speak/ers pre/sents fluc/tu/ates syl/la/ble
2. Sentence stress
Listen to your partner read aloud the following response to a Describe Image item type. Underline
all the words which your partner emphasizes.
This pie chart illustrates the countries which are New Zealands main export markets. These include
Australia, the USA, Japan, China and the UK. Exports to Australia account for 21% of all exports from New
Zealand. The USA accounts for 14%, Japan 11%, China 6%, followed by the UK at 5%. The information
indicates that another 43% of total exports go to a range of other destinations.
3. Intonation
Listen to your partner read aloud the following description of the Describe Image item type. Put an
up arrow on the text when your partners voice rises, and a down arrow when it falls. Can you

deduce any rules for rising and falling intonation?
The Describe image item type is scored according to three factors:
Content
Oral fluency
Pronunciation
The score for content is based on your ability to accurately and thoroughly describe the image. In other words,
you need to describe all aspects and elements of the image.
The score for oral fluency is based on your ability to speak smoothly, effortlessly and naturally. You need to make
sure that your rhythm, phrasing and stress are smooth and accurate, and that you can keep speaking without
too many pauses, repetitions, false starts or hesitations.
Pronunciation strategies: Suggested answers 1
1. Word stress
2 syllable nouns 2 syllable verbs 3 syllable verbs 3 syllable nouns & adjectives
im/age de/scribes il/lu/strates flu/en/cy
out/put ac/counts for in/di/cates var/i/ous
speak/ers pre/sents fluc/tu/ates syl/la/ble
Here are some word stress tendencies for the words in the table:
two-syllable nouns: stress on first syllable (image, speaker)
two-syllable verbs: stress on second syllable (present, describe)
three syllable verbs: stress on the first syllable (illustrate)
three syllable nouns and adjectives: stress on the first syllable (syllable)
Some other tendencies that you should try to notice:
two-syllable adjectives: stress on first syllable (lower, random)
words ending in ion: stress on the next to last syllable (television, construction)
words ending in cy, fy, gy, phy and ty, and al: stress on the syllable third from the end (democracy, photography,
nationality, logical)
compound nouns: stress on the first part (classroom)
compound verbs: stress on the second part (overrule, underestimate)
2. Sentence stress
Your partner should stress key words and words which give new information. Key words in this passage are
generally nouns and adjectives, not small words such as articles, conjunctions and prepositions.
To hear the difference between stressing key words, and incorrectly stressing small words, read the following two
paragraphs and stress the underlined words in each case.
Suggested sentence stress
Incorrect sentence stress
3. Intonation
The Describe image item type is scored according to three factors :

Content

Oral fluency , and

Pronunciation

The score for content is based on your ability to accurately and thoroughly describe the image. In other

words , you need to describe all aspects and elements of the image.

The score for oral fluency is based on your ability to speak smoothly , effortlessly and naturally. You need

to make sure that your rhythm , phrasing and stress are smooth and accurate , and that you can keep

speaking without too many pauses , repetitions , false starts or hesitations.

In general, our voice falls towards the end of a sentence when it is a statement, command or wh-
question:
Im doing the test today.

Get ready.

Wheres your book?

Our voice rises if listing items (with commas or semi-colons separating them), and during a yes/no
question or a request.
I need to improve my pronunciation , word stress , and grammar.

Are you ready?

Could you begin please?

Describe Image Checklist
Questions Image 1 Image 2
Did your partner use the title, key words and information from the image to help
him/her?
Did your partner begin by giving a sentence that described the main topic of the
image?
Did your partner talk about content that was directly relevant to the image?
Did your partners description have a logical organization?
Did your partner use correct grammar and a range of vocabulary?
Did your partner use relevant verbs and the correct tense for this image?
Was your partner able to keep going without pauses, hesitations and false starts?
Did your partner use correct word stress and sentence stress?
Did your partner use correct intonation?
Practice Items A
Item 1
Look at the table below. In 25 seconds, please describe in detail what the table is showing. You will
have 40 seconds to give your response.
Timetable: Monday (Semester 1)
9 a.m. Introductory Statistics

Psychology (1)
10 a.m.
Lecture
11 a.m.
12 p.m. Lunch
1 p.m.
English Literature
Tutorial
2 p.m.
Economics (1)
3 p.m.
Lecture
4 p.m.
Item 2
Look at the chart on page 51 of the Official Guide. In 25 seconds, please describe in detail what the
chart is showing. You will have 40 seconds to give your response.
Practice Items A: Sample responses
Item 1
The image shows a school timetable for Monday in Semester 1. Lectures start at 9 a.m. and conclude at 4 p.m.
The first lecture is Introductory Statistics at 9 a.m. The next lecture is at 10 a.m.Psychology 1. Lunch is at 12
noon. There is an English Literature tutorial which lasts from 1 to 3 p.m. The last lecture is Economics 1, which
starts at 3 p.m. and concludes at 4 p.m.
Item 2
This pie chart shows the level of job satisfaction among an unspecified group of workers. 39 percent stated
that they were very satisfied with their work and 47 percent that they were somewhat satisfied. 6 percent were
indifferent. Only 8 percent expressed negative opinions about their level of job satisfaction, with 6 percent saying
they were somewhat unsatisfied and 2 percent that they were very dissatisfied. From the chart we can conclude
that most workers interviewed felt positive about the level of job satisfaction in their work.
Practice Items B
Item 1
Look at the graph below. In 25 seconds, please describe in detail what the graph is showing. You
will have 40 seconds to give your response.
Mode of Travel to University for Second-year Students
Total respondents = 100
Travel by train Travel by car

10
60 30
Item 2
Look at the graph on page 54 of the Official Guide. In 25 seconds, please describe in detail what
the graph is showing. You will have 40 seconds to give your response.
Practice Items B: Sample responses
Item 1
This diagram shows how a selection of 100 second-year university students travel to university. 60 students said
that they travel by train, 30 stated that they travel by car, while 10 students stated that they travel by both car
and train. One could conclude that most respondents travel to university by train, a minority travel only by car,
while a small number of the respondents, 10%, travel by both train and car.
[Source CD-ROM Practice set 1]
Item 2
Please see pages 175 and 176 in the Official Guide for sample responses and remarks to this item.
Lesson 9
Overview

Identifying the relationship between sentences and paragraphs
This lesson provides skills practice for the PTE Academic item type Re-order paragraphs.
Re-order paragraphs
Scoring p. 103
Strategies p. 104
Practice item p. 105
Objectives
Practiced reading strategies for this item type
Practiced grammar skills related to the successful completion of this item type
Preparation
Copies of sentence strips from the Cut-up paragraph (1 set per group)
Image of Cut up paragraph: Answer key for projection on board/visualizer
Copies of Using articles to organize ideas (1 handout per group)
Image of Using articles to organize ideas: Answer key for projection on board/visualizer
Copies of Using referents to organize ideas (1 handout per group)
Image of Using referents to organize ideas: Answer key for projection on board/visualizer
Copies of Discourse markers (1 handout per pair)
Image of Discourse markers: Answer key for projection on board/visualizer
65
Lesson Plan
Explain that in this lesson test takers will look at the Re-order paragraphs item type and some of the reading
and grammar skills required for successfully completing the item.
Test takers will look closely at the format, rubrics and scoring of this item type, analyze strategies for
approaching it successfully, and complete practice items under test conditions.
Refer test takers to the Communicative Skills tested by this item type, and which are listed on page 101 of
the Official Guide.
Warm up activity group work (15 mins)

Copies of sets of sentence strips from the Cut-up paragraph
Image of Cut up paragraph: Answer key for projection
Skills: Identifying the topic, theme or main ideas; Identifying the relationships between sentences
and paragraphs; Following a logical or chronological sequence of events
Aim: Familiarize test takers with the item type and its requirements; give test takers practice in recognizing
logical organization and coherence in paragraphs
Steps: To familiarize test takers with the item type, give them a few minutes to quickly read pages 101103
in the Official Guide.
Organize test takers into small groups of three or four.
Remind test takers of the concept of topic and supporting sentences (practiced in Lesson 7) and
quickly recap the purpose of each, and their relation to each other (e.g. the topic sentence introduces
the main idea; supporting sentences add more detail by giving examples, developing the argument,
giving supporting evidence, etc).
Distribute a set of sentence strips from the Cut-up paragraph worksheet to each group. Ask them to
work together to identify which strip is the topic sentence.
With the whole class, ask groups to give reasons for their choices.
Tell groups to work together to organize the remaining four sentence strips in the correct order.
Remind them not to look at pages 101103 in the Official Guide but to focus on the grammatical clues
within the sentences.
With the whole class, elicit the correct sequence for the sentences. Ask groups to explain which
grammatical clues allowed them to correctly sequence the sentences.
As final feedback, project an image of Cut up paragraph: Answer key on the board, and draw test
takers attention to the grammatical notes about articles and reference pronouns.
Main activity 1 whole class, group work (20 mins)
Using articles to organize ideas
Materials: Copies of Using articles to organize ideas

Image of Using articles to organize ideas: Answer key for projection
Skills: Identifying the topic, theme or main ideas; Identifying supporting points or examples;
Classifying and categorizing information; Understanding academic vocabulary
Aims: Practice using articles to correctly link and sequence ideas in a paragraph
Steps: Remind test takers that (as shown in the warm-up activity) a key skill for completing this item type is
the ability to use articles to correctly sequence sentences. This activity further practices this skill.
Elicit the basic grammatical rules for using indefinite and definite articles when describing something
in a paragraph. (i.e. Indefinite articles are generally used when something is first introduced, with
66
definite articles used for subsequent references to that thing. Definite articles are also used when
a specific noun is mentioned, e.g. I have a pet. The pet is a dog. It likes to chase the cat that lives
next door. Definite articles are also used with superlatives, e.g. the tallest, and when distinguishing
one particular noun from other similar nouns in the same class, e.g. the Sydney Opera House not the
Paris Opera House.)
Organize test takers into groups and distribute a copy of Using articles to organize ideas to each group.
Tell test takers that this task requires them to use their understanding of articles to correctly sequence
jumbled sentences in a paragraph. In their groups, they should first determine the topic sentence
and note the reasons for their choice. They should then underline all definite and indefinite articles in
the remaining sentences and determine what each article refers to. Finally, they should rewrite the
sentences in the correct order.
When all groups have finished, elicit the correct sequence of sentences with the whole class.
As final feedback, project an image of the Using articles to organize ideas: Answer key on the board
and discuss any queries or problems test takers may have.
Main activity 2 whole class, group work (20 mins)
Using referents to organize ideas
Materials: Copies of Using referents to organize ideas

Image of Using referents to organize ideas: Answer key for projection
Aims: Practice using referents to correctly link and sequence ideas in a paragraph
Steps: Remind test takers that another key skill for completing this item type is the ability to use referents
such as pronouns to correctly sequence sentences. This activity will further practice this skill
Elicit the basic grammatical rules for using pronouns to substitute for or refer to a previously mentioned
noun in a paragraph. (i.e. Singular countable nouns are substituted with singular pronouns such as
it; plural countable nouns are substituted with plural pronouns such as they; a specific or proper
noun, e.g. the Sydney Opera House or Global Warming, can be substituted with a pronoun such as
this or that plus a generic noun, e.g. this building, this problem.)
Organize test takers into groups and distribute a copy of Using referents to organize ideas to each
group.
Tell test takers that this task requires them to use their understanding of referents to correctly
sequence jumbled sentences in a paragraph. In groups, they should first determine the topic sentence
and note the reasons for their choice. They should then underline all reference words in the remaining
sentences and determine which nouns they refer to in the previous sentences. Finally, they should
rewrite the sentences in the correct order.
When all groups have finished, elicit the correct sequence of sentences with the whole class.
As final feedback, project an image of Using referents to organize ideas: Answer key on the board
and discuss any queries or problems test takers may have.
Main activity 3: part 1 whole class, group work (15 mins)
Using discourse markers to organize ideas

Skills: Identifying the relationships between sentences and paragraphs; Following a logical or
chronological sequence of events; Understanding the difference between connotation and
denotation; Understanding academic vocabulary
Aims: Practice using discourse markers to correctly link and sequence ideas in a paragraph
Steps: Tell test takers that another key skill for completing this item type is their ability to recognize how
discourse markers (or signal words such as so, but, and, etc) signpost relationships between ideas
in a paragraph. This activity will practice this skill.
Remind test takers that in Lesson 7 they briefly looked at how different discourse markers signaled
different language functions in a text (e.g. adding information, showing contrasting ideas, etc).
67
Divide the board into five columns. At the top of each column, write one of the following signal words:
in general (signaling generalization), and (signaling addition), but (signaling contrast), similarly
(signaling similarity), so (signaling cause and effect). Elicit from test takers other discourse markers
that have the same core meaning as the five signal words. Leave an empty space at the bottom of
the board.
Elicit some topics of general interest, e.g. education, food, entertainment, sport, holidays, the
environment, etc, and write these in the empty space on the board.
Point to a topic at random, and ask test takers for a statement related to the topic and beginning
with the phrase In general. Next, point to one of the signal words synonymous with and and elicit
a sentence that builds on the first sentence. After that, point to one of the signal words synonymous
with but and elicit a sentence that contradicts the previous sentence. Finally, point to one of the
signal words synonymous with so and elicit a sentence that gives a consequence of the previous
sentence.
Divide test takers into small groups, and ask them to repeat the process and create a paragraph about
another topic on the board. Explain that they should create paragraphs that combine 4 or 5 sentences
that express various functions (e.g. generalization, addition, similarity, contrast, cause and effect).
If time permits, ask groups to repeat the process and create a paragraph for another of the topics.
With the whole class, elicit from each group the paragraphs they are have created. Discuss any
queries or problems test takers may have.
Using discourse markers accurately

Skills: Identifying the relationships between sentences and paragraphs; Following a logical or
chronological sequence of events; Understanding the difference between connotation and
denotation; Understanding academic vocabulary
Aims: Categorize discourse markers and practice using them to correctly link and sequence ideas in a
paragraph
Steps: Put test takers into pairs. Distribute a copy of the Discourse markers worksheet to each pair.
Tell test takers to work with their partner to complete Task 1 and Task 2.
When pairs have completed both tasks, get them to compare and discuss their answers with another
pair.
As final feedback with the whole class, project an image of the Discourse marker tasks: Answer key
on the board and discuss any problems or queries test takers may have.
Main activity 4 individual work (20 mins)
Skills: Identifying the topic, theme or main ideas; Identifying the relationships between sentences and
paragraphs; Following a logical or chronological sequence of events; Identifying supporting
points or examples; Classifying and categorizing information; Comprehending explicit and
implicit information; Comprehending concrete and abstract information; Understanding
academic vocabulary
Aims: Practice the item type under timed conditions
Steps: Tell test takers that the final activity for this lesson is to apply the grammar and reading strategies
that they have practiced to some Re-order paragraph items under timed conditions.
Tell test takers to turn to page 102 in the Official Guide. Explain that they should work individually to
correctly sequence the sentences in the sample item on this page. Explain that although the Reading
items in PTE Academic are not timed individually, test takers should try to complete them as quickly
as possible. Give test takers 3 minutes to complete this item.
After 3 minutes, elicit the correct sequence with the whole class (i.e. Doctor Byron has long held that
there is a link between diet and acne. / He convinced Professor Fitzgerald of the University of Hull to
set up a study into this matter. / Professor Fitzgerald and his team studied more than 47000 women.
68
/ The women were asked to fill in a questionnaire about their diet and about their suffering from acne.
/ No link was found between acne and traditionally suspect food such as chocolate and chips.)
Next, tell test takers to turn to page 105 in the Official Guide and individually complete the practice
item. Give them 3 minutes to complete this item.
After 3 minutes, tell test takers to check the Answer key on pages 18384. With the whole class, read
through the explanations and discuss any problems or queries test takers may have.

Steps: To encourage test takers to reflect on the strategies for completing this item and the problems they
have encountered, ask them to think about the following questions:
How did you use your understanding of indefinite articles and definite articles to successfully
organize ideas in a paragraph and link sentences?
How did you use your understanding of referents such as pronouns to successfully organize ideas
in a paragraph and link sentences?
How did you use your understanding of discourse markers to show relationships between ideas in
a paragraph and link sentences?
To round up, refer test takers to the strategies on page 104 in the Official Guide and discuss any
queries that they have.
Homework activities
For homework, ask test takers to complete the Re-order paragraph items on CD-ROM Practice sets 13.
Test takers should check their own answers and note any problems. Problems can be followed up in a recap
lesson.
69
Cut up paragraph
The following sentences are jumbled sentences from a paragraph about the Re-order paragraphs
item type. They need to be cut into strips, and then given to test takers to use in order to assemble
a logical, cohesive paragraph.
They are presented together in a single block.
The item type tests your ability to understand the organization and cohesion of an academic text.
The reading texts for this item are up to 150 words in length.
Re-order paragraphs is a reading item type with a single correct order for the text boxes in a reading
test.
There are two to three items with such reading texts in PTE Academic.
Cut up paragraph: Answer key
The following sentences are in the correct order. Look at the underlined grammatical clues that help
the reader to correctly sequence the sentences. The notes below the paragraph explain how these
clues help the reader.
Re-order paragraphs is a reading item type with a single correct order for the text boxes in a reading test.
The item type tests your ability to understand the organization and cohesion of an academic text.
The reading texts for this item are up to 150 words in length.
There are two to three items with such reading texts in PTE Academic.
They are presented together in a single block.
Grammar notes
The first sentence is the topic sentence because it introduces the topic (the item type). This sentence also tells us for the
first time that the item type is a reading (not a speaking or listening or writing) type. The indefinite article (a reading item
type) is used in this sentence because it is the first reference to the item type.
The definite article in the second sentence (The item type) depends on the information in the previous sentence to make
sense.
The use of the reference pronoun (for this item) depends on the information in the previous sentence to make sense.
The use of the pronoun (such reading texts) depends on the backwards reference to the noun phrase reading texts in the
previous sentence to make sense.
The use of the pronoun (They) depends on the backwards reference to the noun phrase two to three items with such
reading texts in the previous sentence to make sense.
Using articles to organize ideas
The following 5 sentences form a paragraph but they are not in the correct sequence. Put them into
the correct sequence by first identifying the topic sentence and then using your understanding of
definite and indefinite articles to order the remaining supporting sentences.
1. Above that, on floors 45 through 108 are apartments and corporate offices.
2. Note the use of the qualifier estimated; the buildings exact height is a tightly guarded secret.
3. Standing at 167 floors, the height of the building is widely estimated to be 707 metres.
4. A hotel occupies the bottom 37 floors of the building.
5. One of the worlds tallest structures is the Burj Dubai.
Using articles to organize ideas: Answer key
The correct order of the sentences is as follows.
One of the worlds tallest structures is the Burj Dubai. (This is the topic sentence because it introduces the
paragraphs main topic: The Burj Dubai.)
Standing at 167 floors, the height of the building is widely estimated to be 707 metres. (The words the
building refer to the Burj Dubai.)
Note the use of the qualifier estimated; the buildings exact height is a tightly guarded secret. (The phrase
the use of the refers to the statistics in the previous sentence, and the buildings height refers
to the Burj Dubai.)
A hotel occupies the bottom 37 floors of the building. (A hotel introduces new information and the
buildings height refers to the Burj Dubai.)
Above that, on floors 45 through 108 are apartments and corporate offices. (The word that refers to the
hotel.)
Using referents to organize ideas
The following 5 sentences form a paragraph but they are not in the correct sequence. Put them into
the correct sequence by first identifying the topic sentence and then using your understanding
of referents (such as pronouns) to order the remaining supporting sentences. To make the task
easier, look at the underlined referents and try to determine what noun they refer to in a previous
sentence.
1. One was a priest in Rome, another a bishop in Terni, and of a third St. Valentine almost nothing is known
except that he met his end in Africa.
2. Which St. Valentine this early Pope intended to honor remains a mystery: according to the Catholic
Encyclopedia, there were at least three early Christian saints by that name.
3. Pope Gelasius I recast this pagan festival as a Christian feast day circa 496, declaring February 14 to be St.
Valentines Day.
4. The history of Valentines Day is obscure, and further clouded by various fanciful legends.
5. The holidays roots are in the ancient Roman festival of Lupercalia, a fertility celebration commemorated
annually on February 15.
[Source: CD-ROM Practice set 1: Information Please Database, 2007 Pearson Education, Inc.; Valentines Day History: Pagan festivals,
Christian saints, Chaucers love birds, and the Greeting Card Association of America by Borgna Brunner]
Using referents to organize ideas: Answer key
The history of Valentines Day is obscure, and further clouded by various fanciful legends. (This is the topic
sentence because it introduces the paragraphs main topic: the history of Valentines Day.)
The holidays roots are in the ancient Roman festival of Lupercalia, a fertility celebration commemorated annually
on February 15. (The holiday refers to Valentines Day.)
Pope Gelasius I recast this pagan festival as a Christian feast day circa 496, declaring February 14 to be St.
Valentines Day. (This pagan festival refers to a fertility celebration commemorated annually on
February 15 in the previous sentence.)
Which St. Valentine this early Pope intended to honor remains a mystery: according to the Catholic Encyclopedia,
there were at least three early Christian saints by that name. (The phrase this early Pope refers to Pope
Gelasius I, that name refers to St Valentine.)
One was a priest in Rome, another a bishop in Terni, and of a third St. Valentine almost nothing is known except
that he met his end in Africa. (One, another and a third refer to three early Christian saints.)
[Source: CD-ROM Practice set 1: Information Please Database, 2007 Pearson Education, Inc.; Valentines Day History: Pagan festivals,
Christian saints, Chaucers love birds, and the Greeting Card Association of America by Borgna Brunner]
Discourse markers
Task 1
Work in groups to match the language functions in the left hand column with the discourse markers
in the right hand column.
Function Discourse markers
1. Exemplifying therefore, so, as a consequence, consequently, as a result, thus
2. Generalizing in short, in conclusion
3. Joining or adding ideas first, secondly, finally, lastly, after this, then
4. Noting similarity for example, for instance, such as
5. Noting difference on the whole, by and large, basically, in general
6. Signaling cause and effect similarly, in the same way, likewise
7. Sequencing stages or
however, in contrast, on the other hand, though, nevertheless
procedures
8. Summing up and, also, additionally, furthermore, moreover, as well
Task 2
Now use some of the discourse markers from the table above to complete the blanks in the
following paragraph about the Olympic Games.
The original Olympic Games were celebrated by the Greeks and Romans as a religious festival in ancient times.
, the Roman emperor Theodosius did not believe in pagan festivals,
he banned the Olympics in A.D. 393. On June 23, 1894, French
educator Baron Pierre de Coubertin proposed that the ancient games be revived on an international scale.
the Modern Olympics were born. The first Modern Olympics were held two
years later in Athens, where 245 athletes from 14 nations competed. Americans captured nine out of 12 track
and field events, Greece won most medals with 47.
[Source: CD-ROM Practice set 2: Information Please Database, 2007 Pearson Education, Inc.; Modern Olympic Games]
Discourse markers: Answer key
Task 1
Function Discourse markers
1. Exemplifying for example, for instance, such as
2. Generalizing on the whole, by and large, basically, in general
3. Joining or adding ideas and, also, additionally, furthermore, moreover, as well
4. Noting similarity similarly, in the same way, likewise
5. Noting difference however, in contrast, on the other hand, though, nevertheless
6. Signaling cause and effect therefore, so, as a consequence, consequently, as a result, thus
7. Sequencing stages or
first, secondly, finally, lastly, after this, then
procedures
8. Summing up in short, in conclusion
Task 2
The original Olympic Games were celebrated by the Greeks and Romans as a religious festival in ancient times.
However , the Roman emperor Theodosius did not believe in pagan festivals,
so/thus/consequently he banned the Olympics in A.D. 393. On June 23, 1894, French
educator Baron Pierre de Coubertin proposed that the ancient games be revived on an international scale.
As a result/thus/as a consequence the Modern Olympics were born. The first Modern Olympics were held two
years later in Athens, where 245 athletes from 14 nations competed. Americans captured nine out of 12 track
and field events, but/whereas* Greece won most medals with 47.
* Note: However can also be used in the middle of a sentence to link contrasting clauses, but it is usually followed by a comma.
[Source: CD-ROM Practice set 2: Information Please Database, 2007 Pearson Education, Inc.; Modern Olympic Games]
Lesson 10
Overview

Listening
Writing
Writing from dictation
Writing for a purpose
Speaking
This lesson provides skills practice for the PTE Academic item types Write from dictation and Listening: Fill in
the blanks.
Listening: Fill in the blanks Write from dictation
Scoring pp. 136137 pp. 160161
Strategies pp. 137138 pp. 161162
Practice item pp. 138139 p. 162
Answer key feedback p. 188 p. 192
Objectives
Practiced the listening, writing and speaking skills listed above
Analyzed the rubrics and format of these items
Analyzed test-taking strategies for these items
Preparation
Official Guide pages 135139, 159162, 188, 192
Copies of Follow a spoken text (1 handout per pair)
70
Copies of Reading texts A and B (1 handout each per pair)

Copies of Listening texts A and B (1 handout each per pair)
Copies of Homophones (individual handouts)
Image of Homophones: Answer key for projection on board/visualizer
Copies of Homophone word bank (1 handout per group)
Copies of Fill in the blanks Practice items A and B (1 handout each per pair)
Copies of Write from dictation Practice items A and B (1 handout each per pair)
Lesson Plan
Explain that this lesson will provide skills practice for the PTE Academic item types Listening: Fill in the blanks
and Write from dictation.
Explain that the listening and writing skills tested by these items types are similar.
Warm up activity: part 1 whole class and pair work (10 mins)
Following a transcription of a spoken text
Materials: Audio CD, track 8

Copies of Follow a spoken text
Skills: Following an oral sequencing of events; Comprehending variations in tone, speed, accent
Aims: Get test takers to carefully follow a spoken text
Steps: Tell test takers that an important skill for both of these items types is the ability to remain focused
while listening, and to closely follow the sequence of a spoken text.
Tell test takers that they will now listen to a recording and follow a transcription. They must listen
carefully and follow what is being said. Explain that you will stop the recording at random intervals
and ask individuals to tell you the next word in the transcription.
Put test takers into pairs of A and B and distribute copies of Follow a spoken text to each pair.
Play track 8 on the Audio CD so that all test takers can hear. Stop the recording at 6 to 8 points, call
out A or B at random and ask the corresponding test takers to say the next word in the transcription
aloud.
Warm up activity: part 2 group work (10 mins)
Relay reading
Materials: Copies of Follow a spoken text
Skills: Following an oral sequencing of events; Comprehending variations in tone, speed, accent;
Speaking at a natural rate; Producing fluent speech; Using correct intonation; Using correct
pronunciation; Using correct stress; Speaking under timed conditions
Aims: Get test takers to carefully follow a spoken text to complete a reading passage
Steps: Tell test takers that they are now going to read the text again, in groups, as a competition relay reading.
Put pairs together to make groups of four. Explain that they should take turns to read the text aloud.
Each group member should read aloud a phrase or short section of text before stopping to let the next
test taker continue. Listeners should follow the reading carefully, so that they are prepared to take
over as soon as the reader stops reading. Tell test takers that they should not read full sentences or
stop reading at a full stop, and that they should try to complete the reading as quickly and smoothly
as possible. If the reading breaks down, the group should start again. The first group to smoothly
complete the whole text wins.
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Make sure that groups start to read at the same time and monitor them for fluency.
When groups have finished, discuss any problems or difficulties they experienced with the activity.
Main activity 1 whole class (20 mins)
Becoming familiar with the item types

Copies of Reading texts A and B
Copies of Listening texts A and B
Skills: Identifying words and phrases appropriate to the context; Understanding academic vocabulary;
Comprehending explicit and implicit information; Following an oral sequencing of events;
Comprehending variations in tone, speed, accent; Writing from dictation; Using words and
phrases appropriate to the context; Using correct grammar; Using correct spelling; Speaking at
a natural rate; Producing fluent speech; Using correct intonation; Using correct pronunciation;
Aim: Familiarize test takers with the item types and practice some of the skills needed to successfully complete
these items
Steps: Tell test takers that they are going to do an activity that will familiarize them with the Listening: Fill
in the blanks and Write from dictation item types.
Explain that they will work in pairs and take it in turns to read aloud a text for their partner who will
fill in the blanks in a transcription.
Before they start the activity, give test takers a few minutes to quickly read through the information
about these items types on pages 135138 and 159162 in the Official Guide.
Put test takers into pairs of A and B. Distribute Reading and Listening texts A to As and Reading and
Listening texts B to Bs and tell them not to show their worksheets to their partners.
Tell As that they will read aloud first. The reading partner must read their Reading text once only.
They should read clearly and at a natural rate (not too fast or too slow) and think about stress and
intonation while they read. The listening partner should fill in the blanks in their listening text while
the other partner reads.
Draw test takers attention to the fact that two sentences towards the end of the reading texts are
underlined. The reading partner should read the whole sentence through and then pause afterwards
to allow the listening partner to write the whole sentence from dictation.
When As have read their texts aloud, partners swap roles so that Bs read aloud and As fill in the
blanks in the listening text.
When both partners have completed their listening texts, tell them to work individually to check
their own responses to make sure that the sentences make sense, and that they have used correct
grammatical forms and spelling.
To complete the activity partners should compare transcripts and check their responses.
With the whole class, discuss any queries or problems test takers may have.
If necessary, refer test takers to pages 135137 and 159161 in the Official Guide.
Thinking about the relationship between spelling and context

Skills: Identifying words and phrases appropriate to the context; Writing from dictation; Using words
and phrases appropriate to the context; Using correct spelling
Aims: Get test takers to think about the spelling and meaning of homophones and the relationship between
context, meaning and spelling
Steps: Tell test takers that they are going to do a short activity to think about the relationship between the
spelling and meaning of words, both in and out of context.
Explain that you will say some words and phrases out loud and that they should write down what you
say. Say the following, pausing between each word, or group of words, to give test takers time to write.
pair, the dog ate a pear, the dog ate a pair of new slippers
there, over there, over their heads, theyre in over their heads
72
Elicit the written responses from test takers (note that without context pair can be written pear or
pare, and there can be written their or theyre). Ask them to describe the thoughts they had as
they were writing and what they noticed about the listening and spelling skills they used (i.e. that it
was important to listen to and understand the meaning of the context in order to know which was the
correct spelling in each case).
Remind test takers that in English there are many words that have the same pronunciation but
different spellings and that the spelling of such words depends on the context and the meaning.
Main activity 2: part 2 pair work and individual work (10 mins)
Distinguishing homophones
Materials: Copies of Homophones

Image of Homophones: Answer key for projection
Skills: Identifying words and phrases appropriate to the context; Writing from dictation; Using words
and phrases appropriate to the context; Using correct spelling
Aims: Give test takers further practice in the spelling and meaning of homophones and the relationship between
context, meaning and spelling
Steps: Tell test takers that they are now going to do an activity to practice distinguishing between homophones
and to practice spelling.
Put test takers into pairs and distribute copies of the Homophones worksheet to each test taker.
Explain that they should first listen carefully as you read aloud sentences 1 to 13 and work individually
to fill in the blanks. Sentences 14 to 16 should be written from dictation. After they have completed
the sheet and checked their own work, they should show their worksheet to their partner and work
together to check and discuss their responses.
Read sentences 1 to 13 aloud once only, clearly and at a natural rate. For sentences 14 to 16, pause
after reading each one to give test takers time to write and review the whole sentence.
After completing all sentences, give test takers time to review their own work individually before
asking them to check their work with their partner. (You may wish to point out that one homophone
stake is not paired, and to elicit the alternative spelling for this pronunciation, i.e. steak. Test takers
may wish to enter this alternative in their homophone word bank in the next part of the activity.)
As feedback for the whole class, project an image of Homophones: Answer key on the board.
Elicit the meaning of each homophone. Discuss any queries or problems
Creating a homophone word bank
Materials: Copies of Homophone word bank

Dictionaries or thesauruses
Skills: Understanding academic vocabulary; Writing for a purpose; Using words appropriate to the
context; Using correct grammar; Using correct spelling; Using correct mechanics; Writing for
a purpose
Aims: Get test takers to look closely at homophones and their usage and create a word bank
Steps: To make sure that test takers can distinguish properly between the homophones on the worksheet,
elicit the meanings of the different spellings.
Put pairs together to make groups of four. Distribute a copy of Homophone word bank to each group.
Explain that in order to distinguish between homophones successfully, test takers should learn their
spellings, meanings and usage. One way to do this is by creating word banks.
Explain that test takers should work together in their groups to complete the word bank with words
from the previous activity. Give them access to dictionaries and thesauruses and remind them to
consult these if they are unsure about spellings, meanings or usage.
Give test takers 15 minutes to complete as much as they can before reviewing the word banks with
the whole class and eliciting suggestions.
Tell test takers to make copies of their word banks so that they can continue to add to them individually
in their own time. 73
Completing Fill in the blanks practice items
Materials: Copies of Fill in the blanks Practice items A and B
Aims: Give test takers practice in completing Fill in the blanks items under timed conditions
Steps: Tell test takers that they are now going to work in pairs to first complete some practice Listening: Fill
in the blanks items and then some Write from dictation items.
Pair test takers into A and B, as before.
For this exercise, test takers should sit so that they are not facing each other. Explain that this is to imitate test
conditions in which test takers will have no visual clues (lip movements, other facial clues, gestures, etc), which
we often use to help us when listening.
Distribute a copy of Fill in the blanks Practice items A to each A and Fill in the blanks Practice items
B to each B. Tell them not to show each other their worksheets.
Explain that this time, Bs will be the first to read aloud a passage, while As listen and fill in the blanks. When they
have finished, they should swap roles so that As read aloud and Bs listen and write, and complete the next item
on the worksheet.
Remind test takers to read clearly and at a natural rate, using the pronunciation, stress and intonation
skills they have learnt in previous lessons.
Give test takers about 5 minutes to dictate and write their sentences.
As feedback, ask test takers to compare their responses in their pairs and discuss the problems they
encountered.
Completing Write from dictation practice items
Materials: Copies of Write from dictation Practice items A and B
Aims: Give test takers practice in completing Write from dictation items under timed conditions
Steps: When pairs have completed and reviewed the Fill in the blanks items, distribute a copy of Write from
dictation Practice items A to each A and Write from dictation Practice items B to each B. Tell them
not to show each other their worksheets.
Explain that they will now take it turns to each read aloud the sentences on their worksheets while the
other writes the sentences down. Remind readers to pause after each sentence to give their partner
time to write the whole sentence and review what they have written.
Remind them also that a key skill for this item type is being able to listen carefully and to accurately
commit to memory what is heard.
Tell test takers to remain seated so that they are not facing each other.
Give test takers about 5 minutes to dictate and write their sentences.
As feedback, ask test takers to compare their responses in their pairs and discuss the problems they
encountered.
74
Round up (10 mins)
Materials: Official Guide pp. 137138, 161162, 164166
Aim: Review problems encountered with practice items and general strategies for dealing with these item types
Steps: With the whole class, ask pairs to share their thoughts on how they can deal with the difficulties
they encountered while completing both sets of practice items and how they can improve on their
responses.
Discuss any queries or problems test takers may have and if necessary refer them to the strategies
on pages 137138 and 161162 in the Official Guide.
Ask test takers to sum up the main problem areas of these item types.
Ask them to sum up the best strategies for dealing with these.
Remind test takers that the most important skills for these two items are listening and spelling, and
elicit their thoughts on how they can best develop these skills.
Refer them to pages 164166 in the Official Guide if necessary.
Deal with any remaining queries.
Homework activities
Materials: Official Guide

Audio CD
Ask test takers to use the Audio CD and complete the practice items on pages 136, 138139, 160 and 162 in
the Official Guide under timed conditions.
For further practice they can also complete the Listening: Fill in the blanks and Write from dictation items on
CD-ROM Practice sets 13. Test takers should check their own answers and note any problems. Problems can
be followed up in a recap lesson.
75
Follow a spoken text
Listen carefully and follow the text as you listen to the recording.
I have chosen The Search for Stability as the title of my lectures, because I want to deal specifically with
macroeconomics, the question of how we can keep the economy on a reasonably stable growth path.
While there are disagreements about many aspects of economics, such as those dealing with efficiency,
income distribution, or the role of the market versus the role of the state, I think there is widespread
agreement across the political spectrum that stability is a good thing.
Economically, the first half of the 20th century was disfigured by the Great Depression of the 1930s, and
the second half by the high inflation of the 1970s. No one wants a repeat of these episodes, nor of some of
the other disruptions that have marked the past 60 years. To some, the word stability sounds unexciting,
and probably more so if I use the term economic stability. But stability is not just an economic concept;
it has a profound impact on the lives of people. Instability can create havoc, damage institutions, and
leave a legacy from which some families and nations will take many years to recover. For example, the
rise of Nazism in Germany was helped by the preceding Weimar hyper-inflation. Fortunately, in Australia,
weve had nothing like that, but the effects of the Depression left scars that lasted for lifetimes. Likewise,
the effects of the big rise in unemployment and inflation in the 1970s have not fully passed out of our
economy.
[Source: Official Guide to PTE Academic pp 124, 169170; 2006 Boyer Lectures, Lecture 1: The Golden Age by Ian MacFarlane, first broad-
cast by Radio National, 12 November 2006, reproduced by permission of the Australian Broadcasting Corporation and ABC online.]
Reading text A
Read this text aloud once to your partner. Read clearly and remember to use correct intonation
and stress. Note that two sentences are underlined in the last paragraph. Pause after these
sentences to allow your partner to write down the whole sentence.
Fill in the blanks is an item type that tests your ability to listen for missing words in a recording and type the
words into a transcription. It assesses both listening and writing skills.
The features of Fill in the blanks are as follows:
1. Instructions are presented at the top of the computer screen. The instructions for this item type are always the
same.
You will hear a recording. Type the missing words in each blank.
2. In the audio status box, the status will count down from seven seconds. Then a recording will play
automatically.
3. A transcription of the recording with up to seven blanks follows. To respond, type the missing words into the
blanks. To change your response, select your original response and then retype it. You can also use the Tab
key on your keyboard to move the cursor between the blanks.
The recordings for this item type run for approximately 3060 seconds. Each recording will play only once. There
are two to three Fill in the blanks items in the listening part of PTE Academic. They are presented together in a
single block.
Your score on Fill in the blanks is based on content. Content is scored by counting the number of right words
with correct spelling in your response. If all blanks are filled with the right word spelt correctly, you receive
the maximum score points for this item type. If one or more blanks is filled incorrectly, partial credit scoring
applies.
Reading text B
Read this text aloud once to your partner. Read clearly and remember to use correct intonation
and stress. Note that two sentences are underlined in the last two paragraphs. Pause after these
sentences to give your partner time to write down the whole sentence.
Write from dictation is an item type that tests your ability to understand and remember a sentence you hear and
then write exactly as you hear it using correct spelling. It assesses both listening and writing skills.
The features of Write from dictation are as follows:
same.
You will hear a sentence. Type the sentence in the box below exactly as you hear it. Write as much of the
sentence as you can. You will hear the sentence only once.
automatically.
3. A response box follows. Use this space to type the sentence. You can select text within the response box with
the mouse, and use the Cut, Copy and Paste buttons to edit your response.
The recordings for this item type run for approximately three to five seconds. Each recording will play only once.
There are three to four Write from dictation items in PTE Academic, depending on the combination of items in a
given test. They are presented together in a single block.
Your score on Write from dictation is based on content. Content is scored by counting the number of correct
words in your response. If all the words are right and spelt correctly, you receive the maximum score points for
this item type. If one or more words is incorrect, partial credit scoring applies.
Listening text A
Listen as your partner reads the following text aloud and write the missing words in the blanks.
In the final paragraphs there are two missing sentences that you must write from dictation. Your
partner will pause to give you time to write.
Write from dictation is an item type that tests your to understand and remember a
sentence you hear and then write exactly as you hear it using correct spelling. It both
listening and writing skills.
The features of Write from dictation are as follows:
4. Instructions are at the top of the computer screen. The instructions for this item type
are always the same.
You will hear a sentence. Type the sentence in the box below exactly as you hear it. Write as much of the
sentence as you can. You will hear the sentence only once.
5. In the audio status box, the will count down from seven seconds. Then a recording will
play automatically.
6. A box follows. Use this space to type the sentence. You can select text within the
response box with the mouse, and use the Cut, Copy and Paste buttons to your
response.
The recordings for this item type run for approximately three to five seconds. Each recording will play only once.
There are three to four Write from dictation items in PTE Academic, depending on the of
items in a given test. .
Your score on Write from dictation is based on content.
. If all the words are right and spelt correctly, you receive the maximum score
points for this item type. If one or more words is incorrect, credit scoring applies.
Listening text B
In the final paragraph there are two missing sentences that you must write from dictation. Your
partner will pause to give you time to write.
Fill in the blanks is an item type that tests your ability to listen for missing words in a recording and type the
words into a . It both listening and writing skills.
The features of Fill in the blanks are as follows:
same.
You will hear a recording. Type the missing words in each blank.
3. A transcription of the recording with up to seven blanks follows. To , type the missing
words into the blanks. To change your response, select your response and then retype
it. You can also use the Tab key on your keyboard to move the cursor between the blanks.
The recordings for this item type run for 3060 seconds. Each recording will play only
once. There are two to three Fill in the blanks items in the part of PTE Academic. They are
presented together in a single .
. Content is scored by counting the number of right
words with correct spelling in your response. If all blanks are filled with the right word spelt correctly, you receive
the maximum score points for this item type. .
Homophones
Listen as sentences 113 are read aloud and fill in the blanks with the correct word. For sentences
1416 you should write the whole sentence from dictation. Review your spelling after you have
completed all sentences.
Fill in the blanks
1. The of the financial crisis are still being felt around the world.
2. It is difficult to predict how future studies will research findings.
3. Many experts were initially skeptical and could not the key hypothesis.
4. Most of Canada uses Daylight Saving Time parts of Saskatchewan and British
Columbia.
5. Many voters lack the information needed to make a decision at the polling booth.
6. There has been little enthusiasm for the public transport adjustments.
7. It is unclear the government will successfully the current
political storm.
8. Dr Johnson was Head of the Faculty of Medicine.
9. The new Dean was introduced at the inauguration ceremony.
10. Warhols screen prints incorporated a bold use of colors.
11. In acknowledgement of their effort, the research team received software packages.
12. The aim of the study was to reveal inequalities in the system.
13. It is a matter of that inequality be avoided at all times.
Write from dictation
14. .
15. .
16. .
Homophones: Answer key
Fill in the blanks
1. The effects of the financial crisis are still being felt around the world.
2. It is difficult to predict how future studies will affect research findings.
3. Many experts were initially skeptical and could not accept the key hypothesis.
4. Most of Canada uses Daylight Saving Time except parts of Saskatchewan and British Columbia.
5. Many voters lack the information needed to make a fair decision at the polling booth.
6. There has been little enthusiasm for the public transport fare adjustments.
7. It is unclear whether the government will successfully weather the current political storm.
8. Dr Johnson was formerly Head of the Faculty of Medicine.
9. The new Dean was formally introduced at the inauguration ceremony.
10. Warhols screen prints incorporated a bold use of complementary colors.
11. In acknowledgement of their effort, the research team received complimentary software packages.
12. The principal aim of the study was to reveal inequalities in the system.
13. It is a matter of principle that inequality be avoided at all times.
Write from dictation
14. The reputation of the whole department is at stake.
15. The project involved a number of discrete studies.
16. It is important to be discreet when dealing with the press.
Homophone word bank
Homophones Meaning Usage
effect
affect
except
accept
Fill in the blanks Practice items A
Task 1
Fill in the blanks
Here at last was a base from which this largest ocean in the world could be further . Many
questions were still unanswered. How large was the ocean, and how many lands did it
hold? Way out in the ocean, not far from Tahiti, did there lie a continent? Surely, if it
existed, it would be inhabited, perhaps inhabited.
[Source: CD-ROM Practice set 2; Sea of Dangers by Blainey Geoffrey. Published by Viking, Penguin Group (Australia), 2008]
Task 2
Reading text
Read this text aloud once to your partner. Read clearly and remember to use correct intonation and
stress.
This multi-million-selling Internet book is still the ultimate handbook for novices and experts alike. Its written
in plain English, it covers everything from getting online for the first time to newsfeeds. This fully revised guide
covers all the latest sites and crazes. Whether youve never sent an email or you just want to keep up with the
latest developments, this is the book for you.
[Source: CD-ROM Practice set 2; Penguin Group USA: The Rough Guide to the Internet by Peter Buckley]
Fill in the blanks Practice items B
Task 1
Reading text
Read this text aloud once to your partner. Read clearly and remember to use correct intonation and
stress.
Here at last was a base from which this largest ocean in the world could be further explored. Many questions
were still unanswered. How large was the ocean, and how many undiscovered lands did it hold? Way out in
the ocean, not far from Tahiti, did there lie a mysterious continent? Surely, if it existed, it would be inhabited,
perhaps densely inhabited.
[Source: CD-ROM Practice set 2; Sea of Dangers by Blainey Geoffrey. Published by Viking, Penguin Group (Australia), 2008]
Task 2
Fill in the gaps
This multi-million-selling Internet book is still the ultimate handbook for and experts alike.
Its written in plain English, it covers from getting online for the first time to newsfeeds.
This fully guide covers all the latest sites and . Whether youve
never sent an email or you just want to keep up with the latest , this is the book for you.
[Source: CD-ROM Practice set 2; Penguin Group USA: The Rough Guide to the Internet by Peter Buckley]
Write from dictation Practice items A
Read each sentence aloud to your partner once only. Then pause for 10 seconds to let your partner
write the sentence.
1. Four of the students failed to complete their assignments.
2. Much of the evidence contradicted the statement given by the witness.
3. Before submitting your report, check that the bibliography is complete.
Listen carefully to the sentences that your partner reads aloud. Write as much of each sentence as
you can remember in the space below. You will hear the sentence only once.
1. .
2. .
3. .
Write from dictation Practice items B
Read each sentence aloud to your partner once only. Then pause for 10 seconds to let your partner
write the sentence.
1. It was evident that the study lacked a key hypothesis.
2. The new arrangements caused some controversy among faculty members.
3. You can improve your report by including data from research findings.
Listen carefully to the sentences that your partner reads aloud. Write as much of each sentence as
you can remember in the space below. You will hear the sentence only once.
1. .
2. .
3. .
Lesson 11
Overview

Main idea or gist: Read for and identify the main idea or theme of the text
Writers purpose: Read for and understand the function of what the writer says or identify the reasons why
the writer mentions specific pieces of information
Organization: Read for and identify the overall organization and connections between pieces of information
Inference: Read a text and infer meanings, form generalizations, make predictions, find relationships or draw
conclusions
This lesson provides further skills practice for the PTE Academic item types Reading: Multiple-choice, choose
single answer and Reading: Multiple-choice, choose multiple answers, which were covered earlier in Lesson 4.
Reading: Multiple-choice, choose Reading: Multiple-choice, choose
single answer multiple answers
Skills tested pp. 9394 pp. 9899
Scoring p. 93 p. 98
Objectives
Analyzed the nature of multiple-choice items and some answer options
Preparation
Image of Sample Sentences: Dealing with unfamiliar words for projection on board/visualizer
Copies of Worksheet 1 (individual handouts)
76
Lesson Plan
Explain that this lesson provides further skills practice for the PTE Academic item types Reading: Multiple-
choice, choose single answer and Reading: Multiple-choice, choose multiple answers, which were first practiced
in Lesson 4.
Ask test takers to recap the strategies they learnt for dealing with multiple-choice items in Lesson 4. If
necessary ask them to refer to pages 91 and 94 in the Official Guide.
Warm up activity: part 1 pair work (15 mins)
Think about the meaning of words out of context

Skills: Organization: Read for and identify the overall organization and connections between pieces
of information; Classifying and categorizing information
Aim: Get test takers to think about the nuanced differences in meaning between synonyms (out of context)
Steps: Tell test takers that in this activity they are going to think about the implied meanings of words. In
the first part of the activity they will look at words out of context and in the second part in context.
In pairs, ask test takers to brainstorm words that have a similar meaning to house (e.g. abode,
apartment, building, castle, cave, condo, condominium, den, digs, domicile, dwelling, flat, habitation,
hole in the wall, home, mansion, pad, residence, residency, shack, shanty, structure, etc).
With the whole class, feedback suggestions on the board.
Ask test takers to consider whether the words on the board can be grouped in any way (e.g. according
to inferred meanings, tone, style, etc). Ask them to work with their partner to quickly group the words.
With the whole class, elicit suggestions from pairs and discuss the groupings that have been suggested.
Get test takers to look each brainstormed word in turn and discuss what image each one conjures up
(in terms of size, quality, type of person who lives there, etc).
Ask test takers to think about the differences between statements such as My place is very cozy., My
pad is pretty cool., The apartment is quite practical. and to discuss their ideas with whole class.
Warm up activity: part 2 whole class (15 mins)
Think about the inferred meaning of words in context

Skills: Writers purpose: Read for and understand the function of what the writer says or identify
the reasons why the writer mentions specific pieces of information; Inference: Read a text
and infer meanings, form generalizations, make predictions, find relationships or draw
conclusions; Identifying a writers purpose, style, tone or attitude
Aim: Get test takers to think about how context affects the nuanced differences in meaning between
synonyms
Steps: Write the following sentence on the board:
There is a part of Spains sun-baked Andaluca that is extraordinary not only because of its
unspoiled terrain and authentic Spanish traditions but also because of its caves. (This sentence
comes from the Practice item on page 100 of the Official Guide.)
Ask test takers what can be implied or inferred about the writers opinion about Andaluca from
this sentence (e.g. he/she finds it fascinating/beautiful; he/she has a positive opinion, he/she likes
traditional/natural things, etc).
Get them to talk about which key words indicate this and why (e.g. extraordinary, unspoiled,
authentic).
Ask test takers to paraphrase or suggest synonyms for sun-baked (e.g. dry, arid, baking, hot,
desert-like, brown, dusty, sunburnt, bronzed, roasting, suntanned, etc).
77
Ask them what connotations the phrase sun-baked has, i.e. what it makes them think of (e.g. baked
bread, food, warm inviting smells, etc).
Ask if they can think of a word or phrase to substitute for sun-baked that would have similar
connotations (e.g. warm, bronzed, sun-warmed, etc).
Write the following sentence on the board:
There is a part of Spains sunburnt Andaluca that is peculiar not only because of its uncultivated
terrain and outdated Spanish traditions but also because of its caves.
Point out that some words have been replaced by synonyms. Ask test takers what can be implied or
inferred about the writers opinion about Andaluca from the sentence if it is written like this (e.g. the
writer finds it strange/unattractive; the writer has a less positive opinion).
Discuss which words in the second sentence affect their understanding of the writers opinion and
why. Ask test takers to talk about the differences between words such as sun-baked and sunburnt,
extraordinary and peculiar, etc.
Get test takers to think about how we can recognize words that indicate negative opinions (e.g. use
of the prefix un, or the word not, etc).
Recognize prompts that ask the reader to infer meaning

Skills: Inference: Read a text and infer meanings, form generalizations, make predictions, find
relationships or draw conclusions; Identifying a writers purpose, style, tone or attitude
Aim: Familiarize test takers with prompts that ask about inferred meaning
Steps: Remind test takers that Reading: Multiple-choice, choose single answers and Reading: Multiple-choice,
choose multiple answers items can have various types of prompts, and that they must always read
the prompt carefully to make sure they know exactly what type of information they are being asked
for.
Explain that in this activity they will look at some of the more complex types of prompts they may
expect to see.
Write the following prompts on the board:
Which of the following most closely represent the ideas expressed in the text?
The overall purpose of the passage is to .
With the whole class, ask test takers to look at both prompts, identify the key question words,
predict the type of information they would look for in each case and decide whether the
prompts are for single answer or multiple answer items. (e.g. Which of the following most
closely represent the ideas expressed in the text? look for writers opinions/inferred meaning/
implicit assumptions multiple answer; The overall purpose of the passage is to .
look for why/what for? purpose/idea/theme most likely single answer)
Explain that prompts that ask test takers to infer meaning require them to read the passage and
options very carefully to make sure they have a clear understanding of the overall meaning of the
passage and the writers opinion.
Identify and summarize the gist of a passage
writer mentions specific pieces of information; Inference: Read a text and infer meanings, form
generalizations, make predictions, find relationships or draw conclusions; Comprehending
explicit and implicit information
Aim: Consider best strategies for attempting a particular item; practice skimming to identify gist and writers
opinion
Steps: Write the following prompt on the board:
Which of the following can be inferred from the text?
78
Ask test takers to suggest a synonym for (or paraphrase) inferred (e.g. implied, assumed, presumed,
concluded, etc).
Ask what the prompt is asking them to do (e.g. choose between options that correctly or incorrectly
make a conclusion about a fact in the text). Make sure that test takers know that this is a single
answer prompt.
Ask test takers what they think would be the best strategy to tackle a question with such a prompt
(i.e. to read the passage first or to read the options first? In this case it is better to read the passage
first to prevent becoming confused by the options.).
Put test takers into pairs. Explain that this prompt is from the practice item on page 95 in the Official
Guide. Tell them not to look at the options, but to read the passage and identify the gist. Remind test
takers that they need to read carefully and thoroughly as they need to have a good understanding of
the passage to infer meaning.
Tell test takers to work together with their partner to write a sentence to summarize the gist of the
passage. (You may wish to remind them of the summarizing techniques they practiced in Lesson 6.)
With the whole class, feedback test takers summaries and discuss which they think is the best and why.
Finally, ask test takers what they think the passage tells them about the writers opinion of artists on
scientific exploration teams.
Main activity 1: part 3 whole class and pair work (10 mins)
Look closely at the options
writer mentions specific pieces of information; Inference: Read a text and infer meanings, form
generalizations, make predictions, find relationships or draw conclusions; Comprehending
explicit and implicit information
Aim: Familiarize test takers with the paraphrasing process used to understand and eliminate options
Steps: Ask test takers whether there are many unfamiliar words in the passage they have just read.
Ask them what they think the best next step might be (i.e. to work out the meaning of the unfamiliar
words or to look at the options? In this case it is better to look at the options first, as some of the
unfamiliar words may be irrelevant or unimportant and working out the meaning will waste time.).
With the whole class, read through the options carefully and get test takers to paraphrase each one
to make sure they understand the meaning. Discuss any queries there may be about meaning.
Ask test takers to work in their pairs to eliminate those options they feel are obviously incorrect, if
any, and to make a first guess about which option(s) could be correct.
Ask them to re-read the passage with their partner to double check each option, one by one.
Complete the item and consider the strategies used
Aim: Get test takers to evaluate the strategies they have used
Steps: With the whole class, feedback the correct answer and discuss.
Ask test takers to look at page 181 in the Official Guide and to read the explanations about why each
option is correct or incorrect. Discuss any queries that test takers may have and ask them to reread
the passage on page 95 if necessary.
Get test takers to think about the strategies they used to complete this item and to discuss what they
felt was the most important part of the process in this case (i.e. to read the text carefully for overall
meaning).
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Using context to identify the inferred meaning of unfamiliar words
Materials: Image of Sample Sentences: Dealing with unfamiliar words for projection

Aim: Familiarize test takers with strategies for working out the meanings of unfamiliar words from context
Steps: Tell test takers that they are now going to look at some strategies for dealing with unfamiliar words.
Write the word inaccessible on the board and ask test takers if they can tell you its meaning. (There
is no need to explain the meaning of the word at this stage.)
Project an image of the following sentence from Sample Sentences: Dealing with unfamiliar words
on the board:
Special provision is made for inaccessible outback areas, with modern technologies bringing
teaching to the bush.
Put test takers into pairs. Tell them to work together to find clues in the sentence that could help them
work out the meaning of inaccessible.
Remind them to think about the strategies they have learnt already (e.g. look at other words in the
context: outback and bush Where have you seen/heard these words? What do they make you
think of? Break the words down into its parts e.g. out/back; in/access/ible, etc).
With the whole class, ask test takers to discuss the strategies they have considered and, if necessary,
confirm the meaning of inaccessible.
Write the following words on the board:
ubiquitous, persistent, unanticipated
Ask test takers if they can tell you the meanings of these words. Get them to make educated guesses
if they dont know but do not explain the words at this point.
Project an image of the following sentence from Sample Sentences: Dealing with unfamiliar words
on the board:
It was ubiquitous, with every category of crime falling in every part of the country. It was persistent,
with incremental decreases year after year. And it was entirely unanticipatedespecially by the
very experts who had been predicting the opposite.
Again, ask test takers in their pairs to work together to discuss how they could use this passage
to work out the meaning of these words. Get them to think about which parts of the text are most
helpful.
With the whole class, ask test takers to discuss their thoughts (e.g. the meaning of ubiquitous is
reflected in the phrase every part of the country; the meaning of persistent can be inferred from
the phrase year after year; the meaning of unanticipated can be inferred from the phrase experts
... had been predicting the opposite). If necessary, confirm the meaning of the three words.
Once the meaning of these words has been confirmed, ask test takers if they can think of synonyms
or ways of paraphrasing these words in more familiar terms.
Give them a few minutes to work in pairs and come up with suggestions before eliciting their suggestions
(e.g. ubiquitous: everywhere/wide-ranging; persistent: unstoppable/regular; unanticipated:
unexpected/surprising, etc).
Discuss any queries or problems that test takers may have.
You may also want to explain to test takers that although there is little time for dealing with unfamiliar
words in a test situation, if they practice these strategies regularly, they will find that their ability to
accurately infer, guess or predict the meaning of unfamiliar words will improve.
Extension
Aim: Consider various strategies for working out the meaning of unfamiliar words
Steps: Ask test takers to look again at the passage on page 95 in the Official Guide and tell you which words
they found problematic or unfamiliar.
With the whole class, look at these words one by one and consider which of the strategies they have
learnt for inferring the meaning of unfamiliar words would be best used to work out the meaning of
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each of these words (e.g. are contextual, grammatical or lexical clues most helpful for finding out the
meaning of words such as frivolous, entourage, essential, principle, specimens, naturalists, preserve,
dissect, etc?).
Read the prompt and recognize the strategy needed
Skills: Writers purpose: Read for and understand the function of what the writer says or identify
the reasons why the writer mentions specific pieces of information; Inferring the meaning of
unfamiliar words
Aim: Get test takers to recognize different types of prompts and to think about the best strategies to use in
each case
Steps: Ask test takers to look at the prompt of the practice item on page 100 in the Official Guide. Make sure
they are aware that this is a multiple answer prompt. Ask them to explain what this prompt is asking
them to do (i.e. look for synonyms).
Ask if test takers understand the meaning of residence. Ask them what they would do next if they
did not know the meaning of this word (e.g. look for the word in the passage and guess the meaning
from the context, as practiced in the previous activity). If necessary, confirm the meaning.
Ask test takers what they think the next step should be in the case of an item with this type of prompt
(i.e. is it necessary to first read the passage in detail to identify the gist, etc, and if not, why not? In
this case it is not necessary to identify the gist because the prompt asks for the meaning of specific
words in the text.).
Elicit suggestions on how to tackle this item and discuss. (There may be several different possible
strategies, one of which could be to first eliminate all options that have the wrong meaning. However,
remind test takers that in this instance they should pay attention to the phrase in the passage in the
prompt, as the writer may have slightly altered the meaning of a word to fit his/her purpose, or used
a less familiar alternative meaning of a word.)
Complete the item
Materials: Official Guide p. 100, 182

Aim: Give test takers practice in dealing with unfamiliar words and identifying correct options.
Steps: In pairs, ask test takers to quickly read through the passage on page 100 in the Official Guide and
underline the words matching those in the options.
Once they have done this, ask them to look at the first underlined word in the passage and use the
context to work out whether it has the same meaning as residences. Once they have confirmed this
word as a correct option or eliminated it, they should continue with the remaining words.
With the whole class, feedback the answers. Ask test takers to look at page 182 in the Official Guide
and read through the explanations.
Ask test takers to look again at the passage and see whether they can find any other words that also
have the same meaning as residences (caves/homes).
Discuss any queries or problems that test takers may have. Reconfirm the importance of reading the
prompt carefully to know exactly what it is asking for, in order to complete the item as efficiently as
possible.
Extension
Aim: Get test takers to evaluate the quality and usefulness of a process
Steps: Ask test takers to discuss the strategy they have just used to complete this item and elicit any ideas
they may have for improving the process.
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To test the usefulness of the strategy, get test takers to reread the passage on page 100 in the Official
Guide to identify the gist and the writers opinion.
With the whole class, quickly summarize the text.
Discuss whether test takers think that knowing the text in more detail would have helped to complete
the item in this case.
Round up (10 mins)
Aim: Review problems and strategies

Steps: To encourage test takers to reflect on the strategies for completing this item and the problems they
have encountered, ask them to think about the following questions:
What do you find most difficult about answering multiple-choice questions?
What strategies have you learnt to deal with these problems?
How did your understanding of different prompt types help you to efficiently complete the items?
How useful are the strategies you have learnt for inferring the meaning of unfamiliar words?
To round up, refer test takers to the strategies on pages 94 and 99 in the Official Guide and discuss
any queries that they have.
Homework activities
Materials: Worksheet 1
Distribute copies of Worksheet 1 to all test takers. Ask them to complete the worksheet before working
through the Reading: Multiple-choice, choose single answer and Reading: Multiple-choice, choose multiple
answers items on CD-ROM Practice sets 2 and 3 under timed conditions.
lesson.
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Sample Sentences: Dealing with unfamiliar words
1. Special provision is made for inaccessible outback areas, with modern technologies bringing teaching to the
bush.
2. It was ubiquitous, with every category of crime falling in every part of the country. It was persistent, with
incremental decreases year after year. And it was entirely unanticipatedespecially by the very experts who
had been predicting the opposite.
Worksheet 1
1. Read the following sentence:

Modern X-ray crystallography provides the most powerful and accurate method for determining single-crystal
structures.
Presuming this statement to be true, what might we also presume to be true about previous or
other methods used to measure single-crystal structures? Tick the most relevant options.
They definitely did not use X-rays.
They perhaps did not use X-rays.
They were the most powerful and accurate methods for determining single-crystal structures.
They were less powerful.
They were less accurate.
They were better for determining multi-crystal structures.
2. Match the words on the left with the best synonyms (words with a similar meaning) on the right.
products original
significantly tariffs
to err notably
taxes obligatory
revolutionary direction
inaccuracy to prevent
compulsory goods
representation discrepancy
orientation to make a mistake
to curb depiction
3. Match the words on the left with the best antonyms (words with the opposite meaning) on the
right. Then label the words with a positive meaning with P, the words with a negative meaning
with N and those with a neutral meaning NL.
solar famine
compulsory occupied
wild lunar
empty subjectivity
feast unusually
respectable delightful
objectivity optional
maddening crisp
soggy disreputable
typically civilized
Worksheet 1: Answer key
1. Read the following sentence:

Modern X-ray crystallography provides the most powerful and accurate method for determining single-crystal
structures.
Presuming this statement to be true, what might we also presume to be true about previous or
other methods used to measure single-crystal structures? Tick the most relevant options.
3 They definitely did not use X-rays.
They perhaps did not use X-rays.
They were the most powerful and accurate methods for determining single-crystal structures.
3 They were less powerful.
3 They were less accurate.
They were better for determining multi-crystal structures.
2. Match the words on the left with the best synonyms (words with a similar meaning) on the right.
products goods original
significantly notably tariffs
to err to make a mistake notably
taxes tariffs obligatory
revolutionary original direction
inaccuracy discrepancy to prevent
compulsory obligatory goods
representation depiction discrepancy
orientation direction to make a mistake
to curb to prevent depiction
3. Match the words on the left with the best antonyms (words with the opposite meaning) on the
right. Then label the words with a positive meaning with P, the words with a negative meaning
with N and those with a neutral meaning NL.
solar NL lunar NL famine
compulsory NL optional NL occupied
wild N civilized P lunar
empty NL occupied NL subjectivity
feast P famine N unusually
respectable P disreputable N delightful
objectivity NL subjectivity NL optional
maddening N delightful P crisp
soggy N crisp P disreputable
typically NL unusually NL civilized
Lesson 12
Overview

Listening
Main idea or gist: Listen for and identify the main idea or theme of the recording
Detailed information: Listen for and identify specific details, facts, opinions, definitions or sequences of
events
Speakers purpose: Listen for and understand the function of what the speaker says or identify the reasons
why the speaker mentions specific pieces of information
Organization: Listen for and identify the overall organization and connections between pieces of information
Inference: Listen for information that helps you infer meanings, form generalizations, make predictions, find
relationships or draw conclusions
Stylistics: Listen for and identify the speakers attitude, feelings or degree of certainty on an issue
Reading
This lesson provides skills practice for the PTE Academic item types Listening: Multiple-choice, choose single
answer and Listening: Multiple-choice, choose multiple answers.
Listening: Multiple-choice, choose Listening: Multiple-choice, choose
multiple answers single answer
Practice item pp. 133134 p. 149
Answer key feedback pp. 186187 p. 190
Objectives
Practiced the listening and reading skills listed above
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Preparation
Copies of Prompt types and listening skills (1 handout per pair)
Copies of Prompt types (1 handout per pair)
Image of Prompt types: Answer key for projection on board/visualizer
Image of Prompt types and listening skills: Sample responses for projection on board/visualizer
Audio of listening item 4, Practice Set 1, CD-ROM
Copies of Practice item 1 (1 handout per pair)
Copy of Practice item 1: Transcript (individual teachers handout)
Image of Practice item 1: Transcript for projection on board/visualizer
Copies of Timed practice items A and B (individual handouts)
Audio CD tracks 10 and 16
Lesson Plan
Explain that this lesson will provide skills practice for the PTE Academic item types Listening: Multiple-choice,
choose single answer and Listening: Multiple-choice, choose multiple answers.
Warm up activity group work and whole class (15 mins)
Recap strategies learnt for dealing with multiple-choice items

Aims: Get test takers to review strategies learnt for dealing with multiple-choice reading items and to think
about how these may or may not be applied to multiple-choice listening items
Steps: Put test takers into small groups. Explain that you will give them a few minutes to discuss and make a
list of the strategies they learnt in Lessons 4 and 11 for dealing with multiple-choice reading items.
With the whole class, ask test takers to share their lists. (These might include strategies such as:
looking carefully at prompts to work out what is required; knowing which reading strategies to apply
to find different types of information; inferring the meaning of unfamiliar words; looking closely at
response options to distinguish between correct and incorrect options, etc.)
Now ask them, in their groups, to think about the difference between a reading multiple-choice item
and a listening multiple-choice item, and to discuss whether any of the strategies they have listed
might help them with a listening multiple-choice item. Once they have done this, ask them to think
about what other strategies they might need to employ to successfully complete a listening multiple-
choice item.
With the whole class, ask test takers to share their thoughts on which strategies are shared (e.g.
looking carefully at prompts to work out what is required; looking closely at response options to
distinguish between correct and incorrect options, etc) and which new strategies might apply (e.g.
listening carefully; taking notes; knowing which listening strategies to apply to find different types of
information; knowing how to quickly dismiss irrelevant information, etc).
Ask them which type of multiple-choice item they think will be more difficult to complete and why
(listening: no chance to review text; more difficult to infer meaning of unfamiliar words; difficulty of
taking notes and recalling information; difficulty of understanding accents and texts spoken at speed,
etc).
Ask test takers to share their thoughts on how they might best deal with these difficulties (i.e. during
practice and/or test conditions, as well as with preparation).
Explain that for listening items such as this (and others included in PTE Academic) it is important that
test takers take responsibility for improving their own listening skills outside of the lessons, and that
they try to listen to as wide a range of listening material as possible, in order to expand their aural
comprehension skills and become more comfortable listening to different accents and texts spoken at
various speeds.
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Recognize what the prompt is asking you to do
Materials: Copies of Prompt types and listening skills

Copies of Prompt types
Image of Prompt types: Answer key for projection
Skills: Identifying a writers purpose, style, tone or attitude; Understanding the difference between
connotation and denotation; Comprehending explicit and implicit information; Inferring the
meaning of unfamiliar words; Understanding academic vocabulary
Aims: Familiarize test takers with different types of prompts and the listening skills tested
Steps: Remind test takers that Listening: Multiple-choice, choose single answer and Listening: Multiple-
choice, choose multiple answers items can have various types of prompts, and that they must always
read the prompt carefully to make sure they know exactly what type of information they are being
asked to listen for (i.e. which type of listening skill is being tested) and which type of listening strategy
they should apply.
Explain that test takers are now going to look at some prompt types and think about what these
prompts are asking them to do and the listening skills tested in each case. (Note: For this activity, test
takers should not have their Official Guides open.)
Put test takers into pairs and distribute a copy of the Prompt types and listening skills and Prompt
types worksheets to each pair. (Tell test takers to ignore the Strategies column on the Prompt types
and listening skills sheet for the moment. This will be filled in the next part of the activity.)
Tell test takers that they should first look at the Prompt types sheet and work together to predict the
type of information they would look for in each case. Next, referring to the Prompt types and listening
skills sheet, they should decide which listening skill the prompt is testing and identify and underline
the key question words in each prompt (i.e. the words that indicate which skill is being tested).
When test takers have completed the worksheet, feedback their responses with the whole class and
project an image of Prompt types: Answer key on the board to confirm their responses. Discuss any
queries or problems test takers may have.
Listening strategies for different prompt types
Materials: Copies of Prompt types and listening skills

Copies of Prompt types
Image of Prompt types and listening skills: Sample responses for projection
Aims: Get test takers to think about the listening strategies they can use for different prompt types
Steps: Ask test takers to look at the first listening skill in the table on the Prompt types and listening skills
sheet, Main idea or gist. Ask them what type of listening strategies they would use (or what type of
information they would listen for) if the prompt tested this skill (i.e. topic sentence, key words that
describe main ideas, a concluding sentence/paragraph, etc).
Tell test takers that they should work together in their pairs to discuss and note down which listening
strategies they would employ for the different prompt types (i.e. what type of information they would
listen for).
When they have finished, ask test takers to share their thoughts with the whole class and discuss
any queries they have. Project an image of Prompt types and listening skills: Sample responses on
the board as feedback and discuss. (Note: you may wish to tell test takers that further practice of
strategies for listening for key words and signpost language will be given in Lessons 13 and 14.)
Listen for main ideas and supporting details
Materials: Audio of listening item 4, Practice Set 1, CD-ROM
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Skills: Main idea or gist: Listen for and identify the main idea or theme of the recording; Detailed
information: Listen for and identify specific details or, facts, opinions, definitions or sequences
of events; Speakers purpose: Listen for and understand the function of what the speaker says
or identify the reasons why the speaker mentions specific pieces of information; Organization:
Listen for and identify the overall organization and connections between pieces of information;
Identifying words and phrases appropriate to the context; Classifying and categorizing information;
Inferring the meaning of unfamiliar words; Identifying the supporting points or examples
Aims: Give test takers guided practice in listening for gist and supporting details
Steps: Tell test takers that they are now going to do a guided listening activity. They will first listen to a
spoken text to identify the gist and supporting details, then listen again to respond to a specific
prompt and options, and finally listen a third time to identify redundant information.
Put test takers into pairs. Explain that you will play the recording once and that they should listen
carefully, note the gist and supporting details, and afterwards discuss and retell the details they have
noted with their partner. Remind them of the listening strategies they identified in the previous activity,
and the fact that they should write key words or abbreviations only when taking notes. (Note: you may
wish to tell test takers that further practice on note-taking strategies will be given in Lesson 13.)
Play the audio of listening item 4, Practice Set 1 on the CD-ROM, so that all test takers can hear the
recording clearly.
Give test takers some time to discuss the gist and retell the supporting details to each other, before
asking them to share their responses with the whole class (e.g. gist = construction materials used
for building skyscrapers; supporting details = information about the properties of concrete, glass and
steel).
Discuss any queries or problems test takers may have.
Looking at the prompt and options
Materials: Audio of listening item 4, Practice Set 1, CD-ROM

Copies of Practice item 1
information: Listen for and identify specific details, facts, opinions, definitions or sequences
Inference: Listen for information that helps you infer meanings, form generalizations, make
predictions, find relationships or draw conclusions; Stylistics: Listen for and identify the
speakers attitude, feelings or degree of certainty on an issue; Identifying words and phrases
appropriate to the context; Classifying and categorizing information; Inferring the meaning
of unfamiliar words; Identifying a writers purpose, style, tone or attitude; Identifying the
supporting points or examples
Aims: Give test takers guided practice in identifying the listening skills tested by a particular prompt and
recognizing correct options
Steps: Explain that test takers will now listen to the recording again in order to answer the actual prompt for
this item. Write the following prompt on the board:
Which of the following do NOT correctly link materials and their rationale for use in the construction
of skyscrapers?
Ask test takers what makes this prompt particularly difficult (NOT shows that they are looking for
false responses, i.e. they have to be able to identify the options containing redundant or incorrect
information and select these).
Ask test takers to identify the words in the prompt that tell them the type of information they
should listen for (materials and their rationale for use i.e. reasons why certain materials are used in
skyscraper construction).
Elicit from test takers the strategies that might be useful for dealing with such a prompt (e.g. listen
for names/properties/uses of building materials).
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Remind test takers that for this item type, they have 7 seconds to prepare before listening. This is
enough time to read and consider the item prompt, but is in general not enough time to read the
options as well, so they will not look at the options now. Encourage them to focus their concentration
on listening to the recording before looking at the options, to prevent missing or mishearing
information.
Tell test takers to listen carefully and note the information they think is relevant. After they have
listened to the recording they should discuss their notes with their partner.
Play the audio of listening item 4, Practice Set 1 on the CD-ROM, so that all test takers can hear the
recording clearly.
Give test takers some time to discuss their notes with each other.
Tell test takers that they will now look at the options and discuss the best responses to the prompt
with their partner. Remind them that they are looking for responses with incorrect information.
Distribute a copy of Practice item 1 to each pair and give test takers a few minutes to discuss the
options with their partner.
Feedback the responses with the whole class (correct options: 2, 5) and discuss any problems or
queries test takers may have.
Remind test takers that in the case of those prompts that ask for gist or supporting details (but not for
those that ask test takers to infer meaning or identify a writers opinion, etc), if there is information in
the options that they do not understand, they should try to make an educated guess using their own
general knowledge or by thinking about what might be logical in the context.
Listening for redundant information
Materials: Copy of Practice item 1: Transcript

Image of Practice item 1: Transcript for projection
Aims: Give test takers guided practice in listening for redundant information
Steps: Tell test takers that an important skill they need to develop when listening for particular information
is how to quickly identify information that is redundant, or not relevant for, their listening purpose.
Explain that you will now read a transcript of the recording they have just heard and pause after
each sentence. This time test takers should listen and identify which sections of the transcript are not
relevant when responding to the practice prompt (i.e. Which of the following do NOT correctly link
materials and their rationale for use in the construction of skyscrapers?) and which they can therefore
quickly dismiss.
Read the transcript aloud, pausing at the places indicated on Practice item 1: Transcript.
At each pause, with the whole class, ask test takers to tell you whether the information they have
heard is relevant to the prompt or not.
Confirm and ask for reasons for their responses as you go (use the notes on Practice item 1: Transcript
as a guide for your feedback). If necessary, project an image of Practice item 1: Transcript on the
board as final feedback.
Discuss any general patterns test takers have noticed and encourage them to share their thoughts on
the process covered in this activity. Discuss any problems or queries test takers may have.
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Main activity 3: part 1 individual work (15 mins)

Materials: Copies of Timed practice items A and B
Aims: Give test takers timed practice of a test item
Steps: Tell test takers that they will now work individually to complete 2 practice items under timed
conditions.
Remind test takers of the instructions for both item types, i.e. for choose single answer:
Listen to the recording and answer the question by selecting the correct response. Only one
response is correct.
and for choose multiple answers:
Listen to the recording and answer the question by selecting all the correct responses. You will
need to select more than one response.
Remind them also that they have 7 seconds to prepare before the recording starts. Tell them that they
should use this time to read the prompt carefully, think about what it asking them to do and which
listening strategy is most appropriate.
Also remind test takers that if there are parts of a passage that they do not hear clearly or do not
understand they should remain focused and continue to listen. It is not always necessary for them
to understand or catch every word in the recording, and worrying about misheard or misunderstood
words will cause them to miss more information.
Finally, remind them that for listening multiple-choice items it is better to stick with their first guesses
rather than to make changes to their responses.
Distribute a copy of Timed practice item A to each test taker and ask them to keep the sheet face
down until you tell them to turn it over. Tell them to prepare to listen and take notes.
Prepare to play track 10 on the Audio CD. Tell test takers to turn over their sheets and look at the item
prompt. Give them 7 seconds to read the prompt before playing the recording.
After playing the recording, give test takers 1 or 2 minutes to make their responses.
Distribute a copy of Timed practice item B to each test taker and ask them to keep the sheet face
down until you tell them to turn it over. Tell them to prepare to listen and take notes.
Prepare to play track 16 on the Audio CD. Tell test takers to turn over their sheets and look at the item
prompt. Give them 7 seconds to read the prompt before playing the recording.
After playing the recording, give test takers 1 or 2 minutes to make their response.
With the whole class, feedback the correct responses (item A = 1, 5; item B = 1)
Tell test takers that these practice items were taken from pages 131 and 146 in the Official Guide.
Explain that they can review the transcript of these items on pages 170 and 172 and listen to the
recordings on the Audio CD again after class if necessary.
Round up (10 mins)
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Steps: Ask test takers to sum up the main problem areas of these item types.
Ask them to sum up the best strategies for dealing with these problem areas.
Remind them that to complete these item types efficiently and successfully they need to remain
focused while listening and take brief but relevant notes. Explain that lessons 13 and 14 will give them
further practice of listening and note-taking strategies.
Review the other skills required to tackle these item types successfully and look at the skills tested by
these items that are listed on pages 132 and 147 in the Official Guide if necessary.
Homework activities
Ask test takers to first use the Audio CD to complete the practice items on pages 133134 and 149 in the
Official Guide.
Tell them also to complete the Listening: Multiple-choice, choose single answer and Listening: Multiple-
choice, choose multiple answers items on CD-ROM Practice sets 13 under timed conditions.
lesson.
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Prompt types and listening skills
Photocopiable
The prompts of multiple-choice items are designed to test your listening skills in the six specific areas below.

Listening skills Strategies

Main idea or gist: Listen for and identify the main idea or
theme of the recording.
Detailed information: Listen for and identify specific

details, facts, opinions, definitions or sequences of events.
Speakers purpose: Listen for and understand the function

of what the speaker says or identify the reasons why the
speaker mentions specific information.
Organization: Listen for and identify the overall

organization and connections between pieces of information.
Inference: Listen for information that helps you infer

meanings, form generalizations, make predictions, find
relationships or draw conclusions.
Stylistics: Listen for and identify the speakers attitude,

feelings or degree of certainty on an issue.
Lesson 12
Prompt types
The prompts of multiple-choice items are designed to test your listening skills in six specific areas (see
Prompt types and listening skills). Look at the prompts below and decide with your partner what skill
each one is testing, i.e. what you are being asked to do. Note this in the column on the right.
Listening skill tested
1 According to the speaker, why is fishing similar to farming?
2 What produces the lift that makes an airplane fly?
3 What does the speaker mean when he says, comparisons are useless here?
According to the speaker, why are apprenticeships an alternative to college

4
education?
5 How does the speaker feel about the treaty?
6 According to the speaker, what are the benefits of flexitime?
7 What is the lecture about?
8 Where were Bronze Age pyramids discovered?
9 What can be inferred about Sir John Franklins voyage?
10 Why does the speaker say, music is language?
11 What does the speaker imply about the process of invention?
12 What results from the use of G2 theory?
Who is the speaker trying to influence when he lists the consequences of vitamin
13
deficiency?
14 What is the speakers attitude towards Tuppers project?
15 What aspects of commercial airline travel does the speaker discuss?
16 What aspect of the media does the speaker mainly discuss?
17 What are the speakers attitudes towards electronic surveillance systems?
18 Where was copper discovered?
19 What is the lecture mainly about?
20 What are the speakers feelings about the young people in her workplace?
21 According to the speaker, what is the main benefit of nuclear energy?
22 Who is the speaker trying to persuade when she refers to indigenous cultures?
23 What conclusions about early childhood education can be drawn?
24 Why does the speaker say, globalization is nothing new?
25 What does the speaker imply about the collection of sales tax?
26 What is the purpose of the speakers question?
27 What can be inferred about the role of small businesses in the United States?
28 What conclusions about the monarchy can be drawn?
Prompt types: Answer key
Listening skill tested
1 According to the speaker, why is fishing similar to farming? connections
2 What produces the lift that makes an airplane fly? supporting information
3 What does the speaker mean when he says, comparisons are useless here? style, tone, attitude
According to the speaker, why are apprenticeships an alternative to college

4 connections
education?
5 How does the speaker feel about the treaty? style, tone, attitude
6 According to the speaker, what are the benefits of flexitime? supporting information
7 What is the lecture about? gist
8 Where were Bronze Age pyramids discovered? supporting information
9 What can be inferred about Sir John Franklins voyage? inferences, conclusions
10 Why does the speaker say, music is language? purpose

inferences, conclusions
11 What does the speaker imply about the process of invention?
12 What results from the use of G2 theory? supporting information
Who is the speaker trying to influence when he lists the consequences of vitamin
13 purpose
deficiency?
14 What is the speakers attitude towards Tuppers project? style, tone, attitude
15 What aspects of commercial airline travel does the speaker discuss? gist
16 What aspect of the media does the speaker mainly discuss? gist
17 What are the speakers attitudes towards electronic surveillance systems? style, tone, attitude
18 Where was copper discovered? supporting information
19 What is the lecture mainly about? gist
20 What are the speakers feelings about the young people in her workplace? style, tone, attitude
21 According to the speaker, what is the main benefit of nuclear energy? supporting information
22 Who is the speaker trying to persuade when she refers to indigenous cultures? purpose
23 What conclusions about early childhood education can be drawn? inferences, conclusions
24 Why does the speaker say, globalization is nothing new? purpose
25 What does the speaker imply about the collection of sales tax? inferences, conclusions
26 What is the purpose of the speakers question? purpose
27 What can be inferred about the role of small businesses in the United States? inferences, conclusions
28 What conclusions about the monarchy can be drawn? inferences, conclusions
Prompt types and listening skills: Sample responses
Photocopiable
Here are some strategies that may be helpful. You may have listed others.

Listening skills Strategies

Main idea or gist: Listen for and identify the main idea or Listen for: topic sentence; key words that explain main idea; a concluding
theme of the recording. sentence, etc
Detailed information: Listen for and identify specific Listen for: key words that explain secondary/supporting ideas, e.g. words that
details, facts, opinions, definitions or sequences of events. describe where, when, how, etc
Speakers purpose: Listen for and understand the function Listen for: an introductory explanation; reasons that explain why something is
of what the speaker says or identify the reasons why the mentioned, or who the speaker is addressing; a concluding sentence; phrases
speaker mentions specific information. such as I say this because ..., My purpose for speaking today is ..., etc
Listen for: connective devices, e.g. and, also, similarly, likewise (showing
Organization: Listen for and identify the overall
similarity); but, however, on the other hand (showing contrast); first,
organization and connections between pieces of information.
second, next, finally (showing order), etc
Inference: Listen for information that helps you infer Listen for: words or phrases that express general ideas or summarize ideas, e.g.
meanings, form generalizations, make predictions, find for this reason ..., it follows that ..., we can see that ..., this shows/indicates
relationships or draw conclusions. that ..., etc
Listen for: words/phrases that signpost personal opinion or emotion e.g. I firmly
Stylistics: Listen for and identify the speakers attitude, believe that ..., It is debatable whether ..., regrettably ..., luckily ...; model
feelings or degree of certainty on an issue. verbs such as could, might, may (uncertainty) or must, will, (certainty);
perhaps, maybe, definitely, etc
Lesson 12
Practice item 1
Listen to the recording and answer the question by selecting the correct responses. You will need to
select more than one response.
Which of the following do NOT correctly link materials and their rationale for use in the construction of skyscrapers?
1. External glass walls are used because they allow light in and are cheap.
2. Concrete is used because its fixed composition makes its properties more predictable.
3. Steel is used to support the main building loads because of its strength.
4. External glass walls are used because they are weatherproof and lighter than masonry.
5. Glass walls are used because they can help support the skeleton of the building.
6. Steel is used to reinforce a building because of its strength.
Practice item 1: Transcript
Photocopiable
Relevant to
Transcript Explanation
prompt?

In todays session, Id like to start out with a brief overview of developments since
Redundant Topic sentence introduces just the gist
the birth of the skyscraper.

Builders and engineers have continuously looked for ways to improve building
methods and materials, in order to make structures, these new structures, Redundant Introducing the gist
stronger, taller, and lighter.
Skyscrapers are, and must be, built to last, so they must be made of materials
Although this is about building materials, the information is too
that are strong, durable, resistant to the sun, wind, rain, frost, and snow, and Redundant
general, no specific details mentioned
affordable.
Concrete is one of the most common materials, beyond the steel supports, because
its enormously versatile. Its composition can be changed depending on the, on the Relevant Details about the properties of concrete should be noted
needs of the building.
It can be reinforced making it stiffer, you know, well, what I mean is stronger, Although phrases such as you know, well, what I mean is...
by setting steel mesh or bars into the concrete. And additives can make it set or Relevant are redundant, the rest of this section contains details about the
harden faster or slower depending on the needs of the design. properties of concrete that should be noted
And this will be a key concern that you guys will ultimately spend a lot of time in Pause in information, speaker is addressing listener and perhaps
Redundant
your careers thinking about, you know, really grappling with this idea. considering how to continue
Another very important material is glass, an important material in all this because
the steel skeleton now supports the main loads of the building, the outer skin only Relevant Details about the properties of glass and steel should be noted
serves to keep the weather out and let light in, the more light the better.
So glass walls became very popular beginning after World War II, because they Although phrases such as beginning after World War II are
are weatherproof while providing ample natural light, and also because they are so Relevant redundant, the reasons why glass became popular should be
much lighter, and cheaper than masonry or concrete. noted
[Source: CD-ROM Practice set 1; Information Please Database, 2007 Pearson Education, Inc.: The History of Skyscrapers: A Race to the top by Karen Barss]
Lesson 12
Timed practice item A
Multiple-choice, choose multiple answers
Listen to the recording and answer the question by selecting the correct responses. You will need to
select more than one response.
According to the speaker, how are online news sources making the news industry more competitive?
1. There are more media options to choose from.
2. More advertising revenue comes from online news articles.
3. People care less about the national news.
4. The national stations have taken over the online media market.
5. It is easier to get the news from outside sources.
Timed practice item B
Multiple-choice, choose single answer
Listen to the recording and answer the question by selecting the correct response. Only one
response is correct.
What does the speaker believe is likely to happen in the future?
1. The media will be owned by a small number of corporations.
2. The public will eventually pay for the funding of the media.
3. The media will be run primarily for the purpose of making profit.
4. Most media analysts will continue to report what they see.
Lesson 13
Overview

Listening
Identifying a speakers purpose, style, tone or attitude
Speaking
Developing complex ideas within a spoken discourse
Using words and phrases appropriate to context
Writing
This lesson provides skills practice for the PTE Academic item type Re-tell lecture.
Re-tell lecture
Scoring pp. 5758
Strategies p. 59
Practice item p. 60
Objectives
Practiced the listening and speaking skills listed above
Analyzed the rubrics and format of this item
Analyzed test-taking strategies for this item
90
Preparation
Copy of Item type: reading text, questions and notes (teachers use only)
Image of graph from Lecture with image: guided listening for projection on board/visualizer
Copies of Lecture with image: guided listening (individual handouts)
Audio of item 27, Speaking item types, CD-ROM Practice set 1
Copies of Abbreviations for note taking (individual handouts)
Copies of Reading texts A and B (1 handout each per pair)
Copies of Timed practice: Transcripts A and B (1 handout each per pair)
Enlarged image of picture p. 56 Official Guide for projection on board/visualizer
Enlarged image of picture p. 60 Official Guide for projection on board/visualizer
Lesson Plan
Explain that this lesson will provide skills practice for the PTE Academic item type Retell lecture.
Tell test takers that they will look closely at the format, rubrics and scoring of this item type, analyze strategies
for approaching the item successfully, and complete practice items under timed conditions.
Warm up activity: part 1 whole class (15 mins)
Becoming familiar with the item type: guided listening
Materials: Copy of Item type: reading text, questions and notes
Identifying a speakers purpose, style, tone or attitude; Understanding academic vocabulary;
Inferring the meaning of unfamiliar words; Comprehending explicit and implicit information;
Comprehending concrete and abstract information; Classifying and categorizing information;
Following an oral sequencing of information; Comprehending variations in tone, speed,
accent
Aims: Give test takers scaffolded practice in focused listening and note taking
Steps: Tell test takers that you are going to read aloud a lecture. You will read the lecture aloud in sections
and after each section ask questions about the information in the text.
Explain that test takers should listen carefully and pay close attention to what you say. They can also
make brief notes if they feel they need to. (Remind test takers that when taking notes they should
only jot down key words.)
Using the Item type: reading text, questions and notes as a guide, read out the text in the sections
indicated.
After reading each section, ask test takers the questions in the third column and elicit answers. As
you elicit test takers responses, write notes on the board as indicated in the fourth column. (You may
use your own abbreviations, but try to avoid writing out words and phrases in full.) Make sure that
the notes are clear and easy to read, and that the progression of the notes on the board is logical.
Warm up activity: part 2 pair work (15 mins)
Reconstructing lecture from notes
Materials: Copies of Presentation Assessment

Official Guide pp. 5560
91
examples and explanations; Organizing an oral presentation in a logical way; Developing complex
ideas within a spoken discourse; Using words and phrases appropriate to context; Using correct
grammar; Speaking at a natural rate; Producing fluent speech; Using correct intonation; Using
correct pronunciation; Using correct stress; Speaking under timed conditions
Aims: Give test takers practice in jointly reconstructing a lecture from notes and evaluating their performance
Steps: Ask test takers what they notice about what you have written on the board (just key points, some
words abbreviated, some symbols used, etc).
Ask them if there is anything in your notes that is not clear or they do not understand, and clarify any
problems.
Put test takers into pairs. Explain that they will now work together and use the notes on the board to
reconstruct the lecture as best they can. They will have a few minutes to discuss their reconstruction
with their partner before they take turns to present to each other.
Before they start, elicit answers to the following questions:
What type of text should they construct (an informative text)
What type of information should this type of text include? (information about structure/features,
details, etc)
How should they start their oral reconstruction? (with a topic sentence)
What should follow the topic sentence? (information to support the main idea)
Also distribute a copy of the Presentation Assessment form to each test taker. Explain that the
listening partner should use this assessment form to assess how well the speaking partner presents,
and to offer feedback on content, fluency and pronunciation.
Give test takers a few minutes to discuss their reconstruction. Then ask the first test takers to present
to their partners, who should listen and assess.
When the first test takers have spoken, ask them to swap roles.
When both partners have spoken, encourage them to discuss their performances and to give each
other feedback.
With the whole class, ask test takers to share what they found problematic or challenging about this
activity and elicit possible strategies for dealing more effectively with this item type.
If necessary refer test takers to pages 5560 in the Official Guide.
Lecture plus image: guided listening and note taking
Materials: Image of graph from Lecture with image: guided listening for projection
Copies of Lecture with image: guided listening
Audio of item 27, Speaking item types, CD-ROM Practice set 1
Identifying a speakers purpose, style, tone or attitude; Understanding academic vocabulary;
Inferring the meaning of unfamiliar words; Comprehending explicit and implicit information;
Comprehending concrete and abstract information; Classifying and categorizing information;
Following an oral sequencing of information; Comprehending variations in tone, speed,
accent
Aims: Give test takers guided listening and note-taking practice for an item with accompanying image
Steps: Remind test takers that some Re-tell lecture items are accompanied by an image.
Project an image of the graph only from Lecture with image: guided listening on the board. Tell test
takers that in a test situation they would have 3 seconds to look at this image before the lecture starts.
Ask them what they could immediately predict about the lecture by looking at this image (it will be
about living standards/quality of life in different countries/which countries are good to live in, etc).
Ask test takers how the image can help them complete this item (e.g. it can help them predict the
topic/what the lecture will be about and focus their listening; it can help when presenting as an
additional note).
Ask if there is anything that they think they should be aware of, or be careful of, when an image
accompanies a lecture (i.e. looking at the image may distract them from listening once the lecture
starts they should concentrate on listening and taking notes, and not look at the image).
92
Distribute copies of Lecture with image: guided listening to each test taker. Ask them to look at the
guided note taking section at the bottom of the sheet and check that they understand what each
question or prompt is asking them to do.
Tell test takers that you are now going to play the lecture and that they should listen carefully and
make notes according to the questions on the worksheet.
Play the audio of item 27, speaking item types, CD-ROM Practice set 1, so that all test takers can hear
it clearly.
After playing the lecture, give test takers a few seconds to complete or expand their notes as much
as they think is useful.
Lecture plus image: guided speaking
Materials: Copies of Lecture with image: guided listening

Copies of Presentation Assessment
examples and explanations; Organizing an oral presentation in a logical way; Developing
complex ideas within a spoken discourse; Using words and phrases appropriate to context; Using
correct grammar; Speaking at a natural rate; Producing fluent speech; Using correct intonation;
Using correct pronunciation; Using correct stress; Speaking under timed conditions
Aims: Give test takers guided speaking practice for an item with accompanying image
Steps: Tell test takers that they are now going to use the notes they just made to reconstruct the lecture.
Put test takers into pairs and ask them to briefly discuss their responses with their partner. Ask them
to also think about how they can best use the information in the graph.
Remind them that the focus of this item type is on content, fluency and pronunciation.
Explain that there are also a few main points that they should remember when planning and
speaking:
they should start with a topic sentence,
they should present the main supporting ideas in a logical fashion using relevant cohesive devices,
they should speak clearly and fluently
Give pairs a little time to discuss a possible topic sentence and the organization of their ideas.
When test takers have completed their preparation, tell them to take it in turns to retell the lecture to
their partner. Tell the listening partner to use the Presentation Assessment form to help them assess
their partners performance.
When both partners have presented, encourage them to discuss their performances and to give each
other feedback.
With the whole class, ask test takers to share what they found problematic or challenging about this
activity and elicit possible strategies for dealing more effectively with this item type. Ask them also
to reflect on how they can use the idea of the guiding questions to focus their own listening and note
taking in future.
Note-taking strategies
Materials: Copies of Abbreviations for note taking
Skills: Writing for a purpose (to learn, to inform, to persuade)

Aim: Familiarize test takers with common abbreviations and note-taking strategies
Steps: Explain to test takers that they are now going to practice note taking and reconstructing an oral text
from notes.
With the whole class, ask test takers to explain the purpose and key features of note taking (to act as
a reminder/memory aid; focus on key ideas/words; brief, abbreviated, may involve points/diagrams/
mind maps, etc)
93
Remind them of the notes you wrote on the board in the previous activity. Elicit some of the abbreviations
that were used (symbols, such as , =, ; short forms such as rec, secs, spkg, etc).
Ask test takers to share some of the abbreviations they use when taking notes and write them on the
board.
Distribute copies of Abbreviations for note taking to all test takers. Explain that these are just some
of the commonly used abbreviations for note taking in English and ask whether test takers are familiar
with them. Quickly look at some of the examples on the sheet and elicit a few examples of usage. Tell
test takers that they can add to this sheet and refer to it during their own practice.
Ask test takers if they have other note-taking strategies (e.g. writing certain words in another
language, drawing graphs, using bullets or stars, underlining, circling).
Remind them that, in general, to take effective notes from a lecture they must be able to listen in
a focused manner, quickly recognize key ideas, supporting points and important relationships, and
quickly distinguish between relevant and irrelevant information. They must also have practice in
writing quickly while listening and develop their own system of abbreviations or short hand that they
can convert easily back into meaningful information.
Explain that there are no rules about how notes should be taken, and that the best way to become
proficient at making and effectively deciphering their own notes is to practice and work out a method
that works best for them in English. (Note that this may be different from the note-taking strategies
they use in their first language. Paraphrasing, for example, is often used in a first language but can
be difficult in a second language, to the extent that trying to paraphrase can hinder learners in a
non-native listening/speaking exercise. For second language learners it may be more effective to
encourage them to note the key words or ideas as they hear them.)
Explain also that the notes they take for a test item such as Re-tell lecture may be different from
those they would take during a university lecture, as in the case of test items they only need to recall
the information for a short period of time and can, therefore, as long as they listen carefully, also rely
on their memory to help them reconstruct the text.
Note-taking practice
Materials: Copies of Reading texts A and B
Skills: Writing for a purpose (to learn, to inform, to persuade); Identifying the topic; Identifying
supporting points or examples; Identifying a speakers purpose, style, tone or attitude;
Understanding academic vocabulary; Inferring the meaning of unfamiliar words;
Comprehending explicit and implicit information; Comprehending concrete and abstract
information; Classifying and categorizing information; Following an oral sequencing of
information; Comprehending variations in tone, speed, accent; Speaking at a natural rate;
Producing fluent speech; Using correct intonation; Using correct pronunciation; Using correct
stress; Speaking under timed conditions
Aim: Give test takers practice in making notes
Steps: Remind test takers that their main focus while listening and taking notes during this item type is:
to recognize and note the topic
to note the main supporting ideas and their relationship to the main topic
to note the conclusion (if applicable)
Elicit where the topic of the lecture is likely to be mentioned (i.e. at/near the beginning, in a topic
sentence) and where they are likely to hear supporting ideas (in the body of the lecture) and the
conclusion (generally at the end, although sometimes the conclusion might also be mentioned in a
hypothesis at the beginning).
Emphasize the importance of remaining completely focused while listening and not being distracted
by what they see on the screen, or around them. Although test takers may not be able to note down
all of the details or ideas they feel may be relevant, if they are focused while listening it will help them
recall these details from memory while speaking.
Ask test takers the following questions:
What should you do if you miss or do not clearly hear part of what is said? (Remain calm and
continue listening. Do not spend time reflecting or worrying about what was missed as this will
distract you from the rest of the lecture.) 94
What should you do if you hear words you do not understand? (Remain calm and continue
listening. The meaning of the unfamiliar word may not be important, or it may be explained by
what follows.)
Put test takers into pairs of A and B. Explain that they will now take turns reading aloud a passage to
their partner, while he/she takes notes. They will not present at this stage. Remind test takers of the
time limits in the test (i.e. 10 seconds to prepare notes after listening to a lecture).
Tell pairs to sit so that they are not facing each other during the reading/listening part of the activity
(this will make the listening practice more authentic to the test as listeners will not have any facial
clues to help them).
Distribute copies of Reading text A to As and copies of Reading text B to Bs and tell pairs not to show
their worksheets to each other. Ask them to prepare for the task by quickly reading their reading text
quietly to themselves.
Ask As to read their text aloud first while Bs take notes.
Remind readers to read the text once only and to read clearly and at a natural rate, using the stress
and pronunciation skills they have learnt. Remind listeners to remain focused, and to listen for a topic
sentence, indicators of main ideas, and the cohesive devices that indicate relationships between ideas
(and, also, but, however, etc).
Give test takers time to read and take notes on both of the texts, and to review and prepare their
notes for speaking. Encourage them to discuss their notes with their partner, but tell them not to show
their partner the reading text (they can fold over the sheet) or to divulge information about it. (They
will present in the following part of the activity.)
Main activity 2: part 3 pair work and whole class (15 mins)
Speaking from own notes
Materials: Copies of Reading texts A and B
examples and explanations; Organizing an oral presentation in a logical way; Developing
complex ideas within a spoken discourse; Using words and phrases appropriate to context; Using
correct grammar; Speaking at a natural rate; Producing fluent speech; Using correct intonation;
Using correct pronunciation; Using correct stress; Speaking under timed conditions
Aim: Give test takers practice in speaking from notes
Steps: Once pairs have each made notes on their partners text, briefly get the attention of the whole
class.
Elicit from test takers the main purpose of the speaking part of this item, type (i.e. to reconstruct the
topic, main ideas and possible conclusion of the lecture they have just heard).
Remind them that the focus of this item type is on content, fluency and pronunciation and that they
should remember to start with a topic sentence, present the main supporting ideas in a logical fashion
using relevant cohesive devices, and speak clearly and fluently.
Tell pairs to sit facing each other for the presentation. Ask As to spend a few seconds preparing their
notes. Remind them of the 40 second time limit for speaking during the test and encourage them to
try to keep to this limit as far as possible.
When As have finished presenting, ask Bs to spend a few seconds preparing their notes before making
their presentation.
Give pairs some time to discuss their performances with each other and to give each other feedback
on fluency and cohesion as far as they can (however, assessment should not be the focus here).
With the whole class, ask test takers to reflect on the experience and to discuss what they found
difficult or problematic about either note taking or speaking from their notes. Encourage test takers
to share their own ideas for dealing with these problems.
95
Materials: Copies of Timed practice: Transcripts A and B

Copies of Presentation Assessment
Enlarged image of picture p. 56 Official Guide for projection
Enlarged image of picture p. 60 Official Guide for projection
Skills: Writing for a purpose (to learn, to inform, to persuade); Identifying the topic, theme or main
ideas; Identifying supporting points or examples; Identifying a speakers purpose, style,
tone or attitude; Understanding academic vocabulary; Inferring the meaning of unfamiliar
words; Comprehending explicit and implicit information; Comprehending concrete and
abstract information; Classifying and categorizing information; Following an oral sequencing
of information; Comprehending variations in tone, speed, accent; Speaking for a purpose (to
repeat, to inform, to explain); Supporting an opinion with details, examples and explanations;
Organizing an oral presentation in a logical way; Developing complex ideas within a spoken
discourse; Using words and phrases appropriate to context; Using correct grammar;
Speaking at a natural rate; Producing fluent speech; Using correct intonation; Using correct
pronunciation; Using correct stress; Speaking under timed conditions
Aim: Give test takers practice of completing a Retell lecture item under timed conditions
Steps: Tell test takers that they will now work in pairs to complete a timed practice item and assess their
partners performance.
Put test takers into pairs of A and B. Tell them that As will go first.
Explain that you will first show an image and play the audio of a lecture that As must listen to and
retell to Bs.
Remind test takers that they will have 3 seconds to look at the image before you play the lecture. They
will have 10 seconds to prepare their notes after the lecture, and 40 seconds to retell the lecture.
Bs will have a transcript of the recording that they will read and use to assess whether As have
adequately retold the content of the lecture. Bs should also use the Presentation Assessment form
to assess their partners overall performance.
Distribute a copy of Timed practice: Transcript B to all Bs. Remind them to read the transcript as they
hear the lecture. Tell As to prepare to take notes.
Project an enlarged image of the picture on page 56 in the Official Guide on the board. After 3
seconds, play the recording once only (Audio CD track 4).
Give As 10 seconds to prepare their notes before asking them to retell the lecture to their partner.
Remind Bs to assess their partners performance.
When test takers have completed this task, tell them they will now swap roles.
Distribute a copy of Timed practice: Transcript A to all As. Remind them to read the transcript as they
hear the lecture. Tell Bs to prepare to take notes.
Project an enlarged image of the picture on page 60 in the Official Guide on the board. After 3
seconds, play the recording once only (Audio CD track 5).
Give Bs 10 seconds to prepare their notes before asking them to retell the lecture to their partner.
Remind As to assess their partners performance.
When both tasks have been completed, gives pairs some time to discuss their performances and give
feedback on each others presentation.
With the whole class, ask test takers to reflect on the experience and to discuss what they found
difficult or problematic this time.
Round up (10 mins)

Steps: Ask test takers to sum up the main difficulties posed by this item type and encourage them to reflect
on how their performances have improved over the course of the lesson.
96
Ask them to sum up the best strategies for dealing with these problem areas and to suggest how they
can improve their listening, note-taking and presenting skills.
Review the skills required to tackle this item type successfully and look at the skills listed on page 59
in the Official Guide if necessary.
Homework activities
Ask test takers to complete the Retell lecture items on CD-ROM Practice sets 13 under timed conditions.
lesson.
97
Item type: reading text, questions and notes
Read aloud Ask after reading Write on board
Photocopiable
A Re-tell lecture is a long-answer speaking item type. What is this lecture going to be about? Re-tell lecture = spkg item
What type of text do you think this is? type
(informative)
What type of information are you likely to hear?
What sort of details should you pay attention to

in this type of text?
What do we know already about Re-tell lecture?
B It tests your ability to give a presentation on information from a lecture on an academic subject. It What does Re-tell lecture test? tsts ablty presntn on

assesses both speaking and listening skills. The lecture may also be accompanied by an image. What does it assess? acad lecture
What may accompany the lecture? assesses spkg and lstg +
maybe acc. by imge
C The features of a Re-tell lecture item are as follows: What will you hear next? features ...
D 1. Instructions are presented at the top of the computer screen. The instructions are: How much time do you have after the lecture to instrctns top screen
You will hear a lecture. After listening to the lecture, in 10 seconds, please speak into the microphone prepare to speak?
and retell what you have just heard from the lecture in your own words. You will have 40 seconds to How much time do you have to speak?
give your response.
E 2. An image may follow. How important is it to note this piece of ...

information? Why? (not very important, we already
have this information, it is repeated)
F 3. After three seconds a recording will play automatically. When the recording finishes, a timer will How important is it to note this piece of recdg plays automtcly.
count down 10 secondsthe time you have before you respond. information? Why? (not very important, we already When finshd, 10 secs 2
have this information, it is repeated) prep
G 4. After 10 seconds, the microphone will open and start recording. You have 40 seconds to give What information is repeated here? 40 secs to respnd. Recdg
your response. If you stop speaking for more than three seconds, or if time runs out, the What information is new? stops automtcly
recording will stop.
H 5. The recordings for this item type run for approximately 6090 seconds. Each recording will play How long are the recordings? each rec 6090 secs, play
only once. There are three to four Re-tell lecture items in PTE Academic. They are presented How many times will you hear a recording? 1ce, 34 Rt L items
together in a single block. You have 40 seconds to record your response to each of these items. How many Re-tell lecture items are there?
What information is repeated here?
I Your score on Re-tell lecture is based on three factors: What will you hear next? Score based on ...
J Content: Content is scored by determining how accurately and thoroughly you convey the The first factor affecting your score is , Content = accuracy of info in
situation, characters, aspects, actions and developments presented in the lecture. Your which determines what? lect.
description of relationships, possible developments and conclusions or implications is also
scored. The best responses retell all the main points of the lecture and include possible
developments, conclusions or implications.
K Oral Fluency: Oral Fluency is scored by determining if your rhythm, phrasing and stress The second factor affecting your score is , Fluency = smooth, naturl
are smooth. The best responses are spoken at a constant and natural rate of speech with which determines what? speech (hesitations =
appropriate phrasing. Hesitations, repetitions and false starts can negatively affect your score. negative score)
L Pronunciation: Pronunciation is scored by determining if your speech is easily understandable The third factor affecting your score is , Pronnciatn = understdable,
to most regular speakers of the language. The best responses contain vowels and consonants which determines what? stress, etc
Lesson 13
pronounced in a native-like way, and stress words and phrases correctly.
Presentation assessment
Content Yes No Could improve ...
My partner ...
started the presentation with a topic sentence
added supporting information
conveyed the information accurately and thoroughly
covered all the main points of the lecture
structured the presentation in a way that was

logical and easy to understand
Oral fluency
My partner ...
spoke smoothly and with appropriate rhythm and

stress
spoke at a natural rate
spoke without hesitations, repetitions and false

starts
Pronunciation
My partners pronunciation ...
was easy to understand
Lecture with image: guided listening
This is an image accompanying a practice item lecture. You have 3 seconds to look at this image
before the lecture starts.
Worlds Most Livable Countries (2006)

1 Norway
2 Iceland
3 Australia
4 Ireland
5 Sweden
[Source: CD-ROM Practice set 1; United Nations Development Program, Human Development Report 2006, United Nations Development
Program, Reproduced with permission of Palgrave Macmillan]
Use the questions below to guide your listening and note taking. You may also make any extra
notes you think will be helpful.
What is HDI?
Who is it published by?
The HDI ranks nations according to
rather than
The HDI has three criteria for calculating ranking:
Abbreviations for note taking
Photocopiable
abbreviation meaning example abbreviation meaning example
e.g. for example & and

i.e. that is / namely @ at

etc and so on leads to, causes
decreasing, leads to a
asap / ASAP as soon as possible
decrease
increasing, leads to an
diff difference
increase
govt. government = equals, is the same as
esp. especially is not the same as
min. minimum therefore
and so on, more of the

max. maximum ...
same
p. / pp. page / pages ~ roughly
Q&A question and answer nr. , no., # number
re: regarding, about
vs versus, as opposed to
w/ with
w/o without
yr / yrs year / years
Lesson 13
Reading text A
Read the following text aloud for your partner clearly and at a natural rate.
Registering for PTE Academic
When entering registration information, make sure to do the following:
Spell your name exactly as it appears on the identification you intend to bring on your test day.
Use a valid and secure email address that you can easily access. Your user name and password,
booking confirmation and additional PTE Academic notices will be sent to this email address.
Add the Pearson email address, which can be found under the Contact Us section of the website,
to your address book. This will prevent Pearson emails from being sent to your junk or spam email
folder.
After you have completed the required fields and submitted all of your registration details, you will receive
an email confirming your user name and password. This information will enable you to access your
account and schedule a test
Listen carefully as your partner reads. Write your notes in the box below
Reading text B
Read the following text aloud for your partner clearly and at a natural rate.
Rules and regulations
Before entering the testing room, you will be asked to read and agree to the PTE Academic Test Taker
Rules Agreement. This outlines the procedures and rules you need to follow while taking your test at the
test center. Non-disclosure of information is included as part of the agreement, which means that you
agree not to publish, reproduce or transmit the test (in whole or in part). You will be reminded about this
agreement when you log in to a test delivery workstation and begin the test. Unacceptable behavior or
failure to follow any of the rules and regulations may result in you not being allowed into the testing room,
or being expelled from the test center. If you are not able to take your test due to a breach of the test
taker rules, your test will be marked as a No Show, and no refund will be given.
Listen carefully as your partner reads. Write your notes in the box below
Timed practice: Transcript A
This is the transcript of the lecture that your partner will retell. Read the text as you hear the
lecture. Do not show this transcript to your partner.
Now you cant have escaped hearing about Sputnik over the last few daysthe newspapers have
mentioned it. There was a symbol on GoogleI dont know how many of you used Google on Thursday
but there was a little symbol for Sputnik there. What were looking at is the machine that launched
Sputnik. Well, not quite: this is called a Soyuz rocket, and its what takes the crews up to the International
Space Station. Its the rocket that the Russians still use today. Its not that view that Im interested in, its
the back view of the rocket. And the back view of this rocket is indistinguishable in almost every regard
from the rocket that began the space age half a century ago. Because what the Russians have done is,
they found a rocket that worked half a century ago, and theyve stuck with it.
[Source: Official Guide p. 177; 50 years Since Sputnik by Piers Bizony, University of bath Lecture Podcast. Courtesy of Piers Bizony]
Timed practice: Transcript B
This is the transcript of the lecture that your partner will retell. Read the text as you hear the
lecture. Do not show this transcript to your partner.
Its now well established that real and active participation in development has many positives for
womenand as a flow-onfor households, children and communities, and um even in the most remote
communities there has at least been discussion of womens rights to participate, and women are having
a voice. Lets not be nave about thisthere is still a long way to go! Many of the women we have talked
about today have become more financially independent, or at least less financially dependent, they have
developed their skills, their economic potential, and their participation has provided opportunities for
increased gender equity forI cant read what Ive here for improved resources and conditions and
these have enabled girls to go to school, all of which will have a profound impact on future generations
of women.
[Source: Official Guide p. 167; The Big Issues Womens Rights in Development: Building Womens Rights to achieve sustainable economies
and livelihoods by Ann Killen, 2009 the University of South Australia and Ann Killen]
Lesson 14
Overview

Listening
Summarizing the main idea
Identifying a speakers purpose, style, tone or attitude
Reading
Identifying the most accurate summary
Writing
Writing a summary
Taking notes while listening to a recording
Communicating the main points of a lecture in writing
This lesson provides skills practice for the PTE Academic item types Summarize spoken text and Highlight correct
summary.
Summarize spoken text Highlight correct summary
Scoring pp.125126 p. 142
Practice item pp. 128129 pp. 143144
Answer key feedback pp. 185186 pp. 188189
98
Objectives
Practiced the listening, reading and writing skills listed above
Practiced listening, reading and writing strategies for these item types
Completed a practice Highlight correct summary item
Reviewed feedback to the practice item
Practiced vocabulary and spelling skills related to the successful completion of these item types
Preparation
Official Guide pages 124129, 140144, 185186, 188189
Audio of CD-ROM Practice set 1: Listening item 2
Audio of CD-ROM Practice set 2: Listening item 10
Copies of the Summarize spoken text lecture and Highlight correct summary lecture (1 handout each per
pair)
Image of Signpost words in a lecture for projection on board/visualizer
Copies of More signpost words (1 handout per group)
Image of More signpost words: Sample suggested answers for projection on board/visualizer
Copies of Identifying a speakers attitudes and opinions worksheet (individual handouts)
Image of Identifying a speakers attitudes and opinions: Answer key for projection on board/visualizer
Copies of Identifying redundant information in a summary (1 handout per pair)
Image of Identifying redundant information in a summary: Answer key for projection on board/visualizer
Lesson Plan
Explain that in this lesson test takers will look at the Summarize spoken text and Highlight correct summary
item types and some of the Communicative Skills required for successfully completing these items.
Explain that they will look closely at the format, rubrics and scoring of these item types; analyze strategies
for approaching them successfully, and complete practice items under timed conditions.
Refer test takers to the Communicative Skills tested by these item types, which are listed on pages 127 and
142 in the Official Guide.
Tell test takers than many of the skills that they practiced in Lesson 6 in relation to the Summarize written
text item type will also be useful in this lesson.
Warm up activity 1 whole class, pair work (30 mins)
Becoming familiar with these item types
Materials: Official Guide pp. 124126, 127, 140142 and 143

Copies of Summarize spoken text lecture and Highlight correct summary lecture
Skills: Identifying the topic, theme or main ideas; Summarizing the main idea; Identifying supporting
points or examples; Identifying a speakers purpose, style, tone or attitude; Understanding
academic vocabulary; Inferring the meaning of unfamiliar words; Following an oral sequencing
of information; Comprehending variations in tone, speed and accent; Taking notes while
listening; Classifying and categorizing information; Using correct spelling
Aims: Familiarize test takers with the item types and requirements; give test takers practice in listening to and
taking notes from a lecture; give test takers practice in asking for and giving correct spelling
Steps: To familiarize test takers with the item types, ask them to quickly read pages 124126 and 140142
in the Official Guide. Set a time limit of 5 minutes. Address any questions test takers may have about
the vocabulary in these pages.
99
Organize test takers into pairs and designate one as A and the other as B. Tell them that they are
going to work together and present further information to each other about the Summarize spoken
text and Highlight correct summary item types. As will tell Bs some suggested strategies for dealing
with Summarize spoken text items, while Bs will tell As some suggested strategies for dealing with
Highlight correct summary items.
Distribute copies of the Summarize spoken text lecture to As and copies of the Highlight correct
summary lecture to Bs. Tell test takers not to show each other their worksheets.
Explain that As and Bs should take turns reading out their lecture to their partner in a clear voice
and at a slightly slower than normal speed, while their partner makes notes on what they say. As will
first be the lecturers and Bs will first be the listeners.
Explain that the lecturers in each pair should try to emphasize (i.e. stress in a stronger and louder
voice) the underlined key words so that their partner can hear and note them more easily. (You may
also want to remind test takers to use the sentence stress and intonation skills that they practiced in
Lesson 8.) The listeners in each pair should only note key words, not every word, as the aim is to
identify the topic and most important information.
Explain that, while taking notes, the listeners should not worry too much about the spelling of
key words. However, after the lecturers have finished speaking, the listeners should check over
what they have written. If a word or its spelling is not clear to them, they can ask the lecturers for
verification of vocabulary and correct spelling, and revise or correct their notes as necessary.
When they are satisfied with their notes, tell test takers to change roles.
After both test takers in each pair have lectured and listened, they may check the accuracy of their
notes by looking at the information on pages 127128 and 143 in the Official Guide.
Extension
Skills: Writing a summary; Communicating the main points of a lecture in writing; Organizing
sentences and paragraphs in a logical way; Using words and phrases appropriate to the
context; Using correct grammar; Using correct spelling; Using correct mechanics
Aims: Give test takers practice in writing a summary of a lecture from notes
Steps: Remind test takers that in Lesson 6 they discussed what made a good summary. Elicit the type of
information that is included in a good summary and the key grammar points. (A summary is a brief
statement that accurately represents the topic and main points of a written or spoken text. Examples
are usually omitted. As summaries condense a lot of information into a limited number of words
they often contain complex noun phrases to describe the main ideas. Noun phrases often contain
dependent clauses that add modifying or elaborating information about the main noun in the phrase.
The simple present tense is often used because the writer is giving a factual statement of the main
points. A summary does not retell personal information or give a narrative.)
Tell test takers that they should refer to the summary writing skills outlined in Lesson 6, and using
the information they noted while listening to their partner, work by themselves to write a summary of
between 50 and 70 words of the lecture given in this activity.
With the whole class, feedback some of test takers summaries and discuss which are most appropriate
and why. (Strategies for choosing best summaries and eliminating inappropriate summaries will be
looked at again in Main activity 4.)
Identifying signpost vocabulary in a lecture
Materials: Image of Signpost words in a lecture for projection

Copies of More signpost words
Image of More signpost words: Sample suggested answers for projection
Skills: Identifying the topic, theme or main ideas; Identifying a speakers purpose, style, tone or
attitude; Understanding academic vocabulary; Identifying supporting points or examples,
Classifying and categorizing information; Following a logical or chronological sequence of
events
Aim: Familiarize test takers with academic vocabulary used to structure a lecture and signpost important
information
100
Steps: Remind test takers that in Lesson 9 they looked at discourse markers (i.e. words that indicate the
structure of a paragraph and the relationships between sentences, e.g. contrasting ideas, etc).
Tell test takers that lecturers also use signal words to give their listeners signposts of a lectures
structure, to emphasize main ideas, and to distinguish main ideas from supporting details.
Project an image of Signpost words in a lecture on the board. With the whole class, elicit the ways in
which the lecturer uses signpost words in the lecture with the following questions:
What words are used by the lecturer to help the listener understand the structure of the lecture?
(Today Id like to signals the lecturers main topic; three main strategies signals the lectures 3-
part structure; First, lets talk about, Now lets move on to and Finally, lets briefly discuss
introduce each main section in the lecture.)
What words are used by the lecturer to help the listener note key words? (Sequencing words and
phrases such as my first piece of advice, firstly, secondly, and last but not least help to order
key points in each section and words such as always , make sure to , it is also very important
to signal emphasis.)
Organize test takers into small groups. Distribute a copy of More signpost words to each group and
ask test takers to work together to firstly decide what job each signpost word is doing for the lecturer,
and then to find synonyms for all underlined signpost words in the worksheet.
When test takers have finished, elicit the communicative function of each signpost word and possible
synonyms for each underlined signpost with the whole class. Remind test takers that there may be
more than one possible alternative answer for many of the signpost words and phrases.
As final feedback, project an image of More signpost words: Sample suggested answers on the board
and discuss any queries or problems that test takers might have.
Brainstorming vocabulary that signals attitude or opinion

Skills: Understanding academic vocabulary; Using words and phrases appropriate to the context
Aims: Familiarize test takers with phrases used to signal a speakers attitudes and opinions
Steps: Tell test takers that signal words are not only used to indicate the structure or main points of a lecture
but also to indicate his/her attitude or opinion (i.e. whether the speaker has a strong, weak or neutral
opinion about the topic, and whether the speaker regards something favorably or unfavorably).
Remind them that the attitude or opinion of a speaker can be inferred by looking at the vocabulary
used (as demonstrated in Lesson 11).
Divide the board into five columns. At the top of the first three columns write the following headings
positive, negative, neutral. Leave the fourth and fifth column blank for the moment.
Elicit from test takers a few words which might be used to express a positive attitude in a lecture
(e.g. positive adjectives such as magnificent, great, impressive; positive adverbs such as
fortunately, thankfully). Note these words in the column headed positive.
Repeat for words which might be used to express a negative attitude (e.g. negative adjectives such
as awful, poor, regrettable; negative adverbs such as unfortunately, regrettably) or a neutral
attitude (e.g. neutral adjectives used to describe objective facts such as size, color, age; neutral
adverbs that indicate a debatable position such as arguably, possibly).
Remind test takers that a lecturer can also display an attitude which is certain or uncertain. Elicit a few
words that a lecturer might use to express a very certain opinion and note these on the board under
the heading certain in the fourth column (e.g. adverbs and prepositional phrases that signal certainty
such as undoubtedly, ..., clearly, ..., Without doubt, ; noun phrases that signal a high degree of
certainty such as a major problem, indisputable facts, or clear evidence).
Elicit words that a lecturer might use to express a tentative or uncertain opinion and note these on
the board under the heading uncertain in the fifth column (e.g. auxiliary modal verbs such seem,
may, appear, might; adverbs such as perhaps; verbs such as suggest and indicate).
Organize test takers into small groups and ask them to think of some additional adjectives, adverbs
or verbs for each column. Remind them to check the spelling of each word they write down.
With the whole class, ask groups to feedback their suggestions and add the words to the lists on the
board. Check and revise any incorrect spelling and discuss any queries that test takers may have.
101
Identifying vocabulary that signals attitude and opinion
Materials: Copies of Identifying a speakers attitudes and opinions worksheet

Image of Identifying a speakers attitudes and opinions: Answer key for projection
Audio accompanying Listening item 2, CD-ROM Practice set 1 (can be played to class from laptop, etc)
Skills: Identifying the topic, theme or main ideas; Identifying a speakers purpose, style, tone or
attitude; Understanding academic vocabulary
Aims: Familiarize test takers with phrases used to signal a speakers attitudes and opinions
Steps: Tell test takers to remain in their groups. Explain that they will now listen to a recording of a lecture.
While they listen they will read a transcript of the lecture in which some of the words that convey the
lecturers attitudes and opinions have been removed.
Distribute a copy of the Identifying a speakers attitudes and opinions worksheet to each test taker
and tell them to quickly skim the text.
Explain that they should listen carefully when you play the recording and individually fill in the blanks
with the words that they hear. Afterwards, they should answer the two questions below the transcript
and work in groups to compare and check their answers.
Play the audio recording that accompanies Listening item 2, CD-ROM Practice set 1 so that the whole
class can hear it clearly.
When groups have completed the task, elicit the answers with the whole class.
As final feedback, project an image of Identifying a speakers attitudes and opinions: Answer key on
the board and discuss any queries or problems that test takers may have.
Main activity 3: part 1 individual and pair work (10 mins)
Taking notes on a lecture
Materials: Audio accompanying Listening item 10, CD-ROM Practice set 2 (can be played to class from laptop, etc)
Skills: Identifying the topic, theme or main ideas; Taking notes while listening to a recording; Writing
under timed conditions; Comprehending explicit and implicit information; Comprehending
concrete and abstract information; Understanding academic vocabulary
Aims: Familiarize test takers with vocabulary that can be used to signal redundant information; give test takers
practice in taking notes from a lecture
Steps: Remind test takers that the ability to understand and take notes from a lecture is very important for
both the Summarize spoken text and Highlight correct summary item types. The vocabulary, listening
and note-taking skills practiced in Activities 13 should therefore be applied to both item types. In
addition, the grammar and summary writing skills learnt in Lessons 6 and 9 can help test takers
complete the Summarize spoken text item type.
Tell test takers that the Highlight correct summary item type also requires them to be able to use
their notes from a lecture to choose the most accurate of four written summaries. In order to do
this successfully, test takers must be able to quickly eliminate summaries that contain redundant or
incorrect information. Explain that in the first part of this activity they will practice note taking and
in the second part they will identify vocabulary and phrases that will help them discriminate between
summaries.
Organize test takers into pairs.
Tell test takers that they will now listen to a recording about food and travel, and individually take
notes on what they hear.
Remind test takers that for this item type it is very important to first remain focused on listening to
the recording and taking notes and to look at the options after that. Looking at the options before they
complete the listening and note-taking part of the item may distract them from what they hear.
Remind them also that while listening and taking notes they should use the skills practiced in this
lesson so far (e.g. using their understanding of signpost words and word stress to note the main ideas
only, not every word).
102
Play the audio recording that accompanies Listening item 10, CD-ROM Practice set 2 so that the whole
class can hear it clearly.
After they have finished listening, tell test takers to compare their notes with their partner.
Main activity 3: part 2 whole class, pair work (15 mins)
Identifying redundant information in summaries
Materials: Copies of Identifying redundant information in a summary

Image of Identifying redundant information in a summary: Answer key for projection
Skills: Evaluating the quality and usefulness of texts; Identifying the topic, theme or main ideas;
Comprehending explicit and implicit information; Comprehending concrete and abstract
information; Understanding academic vocabulary
Aims: Familiarize test takers with vocabulary that can be used to signal redundant information; give test takers
practice in discriminating between similar summaries
Steps: Tell test takers to remain in their pairs. Distribute a copy of Identifying redundant information in a
summary to each pair. Explain that this worksheet provides four summaries of the lecture they have
just heard, and that they will now decide which one is the best.
Tell test takers that before choosing a summary they should first identify the main ideas in each one
and determine whether these ideas are accurate, inaccurate or not presented in the lecture.
Tell them to look at each summary with their partner and underline the signpost words that introduce
main ideas or signal supporting examples (e.g. in Option 1, the word outlines introduces the main
topic, these signals examples, and also experience is a signpost for another main idea).
Explain that once they have determined the main ideas and key examples in each case, they should
use their lecture notes to determine whether these ideas are accurate and were mentioned by the
speaker. Tell test takers to put ideas that are inaccurate in curly brackets { }, and ideas not mentioned
by the speaker in square brackets [ ]. Explain that bracketed text is redundant information and that,
therefore, summaries containing any bracketed information can be eliminated.
Once test takers have eliminated those summaries containing redundant information, tell them to
select the most accurate summary
With the whole class, elicit the answer and ask pairs to indicate the reasons for their choice.
As final feedback to the activity, project an image of Identifying redundant information in a summary:
Answer key on the board and draw test takers attention to the underlined words and bracketed
information. (Any doubts about the content of the lecture can be clarified with the transcript.)
Aims: Review test problems and strategies

Steps: To sum up and to encourage test takers to reflect on any questions or problems they might have
regarding test strategies for the two item types covered in this lesson, ask them to think about the
How can the speakers use of word stress help you to identify and note main ideas in a lecture?
How can the speakers use of signal words or signpost words help you to follow the structure of a
lecture?
How can the speakers use of signal or signpost words help you to identify and note the main
ideas in a lecture?
How can the speakers use of positive, negative and neutral words help you to determine his/her
attitudes or certainty of opinion?
How can the use of signal or signpost words in a written summary help you to identify and
eliminate redundant information?
103
Homework activities
For homework, ask test takers to attempt the Summarize spoken text practice item on pages 128129 in
the Official Guide, as well as the Highlight correct summary practice item on pages 143144. Remind them
that the audio recordings can be found on the accompanying Audio CD. Remind them also to keep to the
prescribed times and check their answers using the feedback in the Answer key.
Test takers can also complete the Summarize spoken text and Highlight correct summary items on CD-ROM
Practice sets 13. They should check their own answers and note any problems. Problems can be followed up
in a recap lesson.
104
A: Summarize spoken text lecture
Imagine that you are giving a short lecture. Read the following lecture out loud to your partner at a
slightly slower than normal speed. As you speak, your partner should try to note the main ideas.
Read each sentence once only. Try to emphasize (or stress) the underlined key words so your
partner can note them more easily. Your partner can ask you questions about key words in the
lecture after you finish speaking.
Today Id like to give you some strategies for successfully completing the Summarize spoken text item task in
PTE Academic.
There are three main strategies:
1. While listening strategies
2. While writing strategies and
3. After writing strategies
First, lets talk about While listening strategies. My first piece of advice is to try to pay attention to the content
of the lecture; that is, what the lecture is about. Secondly, take notes and try just to focus on key words. Its
impossible to note everything so just keep to key words. You will miss important information if you try to write
everything. After the recording finishes, check your notes and get ready to write your summary.
Now lets move on to some While writing strategies. Firstly, summarize the lecture in your own words. Always
use an overview sentence to begin the summary. Make sure to include all the main ideas and only give a few
supporting details. It is also very important to use grammatical structures that you understand.
Finally, lets briefly discuss some After writing strategies. I strongly suggest that you check the content of your
summary. Does it contain all the key information? Check the word count of your summary. Does it contain
between 50 and 70 words? If not, change the length and make it shorter or longer. Last but not least, check the
grammar, spelling and punctuation of your summary.
B: Highlight correct summary lecture
Imagine that you are giving a short lecture. Read the following lecture out loud to your partner at
a slightly slower than normal speed. As you speak, your partner should try to note the main ideas.
Read each sentence once only. Try to emphasize (or stress) the underlined key words so your
partner can note them more easily. Your partner can ask you questions about key words in the
lecture after you finish speaking.
Today Id like to give you some strategies for successfully completing the Highlight correct summary item task
in PTE Academic.
1. Before listening strategies
2. While listening strategies and
3. After listening strategies
First, lets talk about Before listening strategies. My first piece of advice is to watch the status in the audio status
box; that is, be prepared and get ready to listen.
Now lets move on to some While listening strategies. Firstly, concentrate on what you hear. Do not read the
paragraphs at this point. Secondly, take notes. Try to focus on key words. Dont try to note every word because
you will miss key ideas if you try to write word for word.
Finally, lets briefly discuss some After listening strategies. I strongly suggest that you first eliminate the
paragraphs that obviously contain incorrect information. Then, eliminate the paragraphs that contain information
that is not mentioned in the recording. That is, information that is simply not talked about. Also, you should try
to eliminate paragraphs which contain details but which omit the main or important points. Last but not least,
make a guess, even if you are not sure of the correct paragraph. Its better to guess than to give no answer.
Signpost words in a lecture
What words are used by the lecturer to help the listener understand the structure of the lecture and
note key words?
Today Id like to give you some strategies for successfully completing the Summarize spoken text item task in
PTE Academic.
1. While listening strategies
2. While writing strategies and
3. After writing strategies
First, lets talk about While listening strategies. My first piece of advice is to try to pay attention to the content
of the lecture; that is, what the lecture is about. Secondly, take notes and try just to focus on key words. Its
impossible to note everything so just keep to key words. You will miss important information if you try to write
everything. After the recording finishes, check your notes and get ready to write your summary.
Now lets move on to some While writing strategies. Firstly, summarize the lecture in your own words. Always
use an overview sentence to begin the summary. Make sure to include all the main ideas and only give a few
supporting details. It is also very important to use grammatical structures that you understand.
Finally, lets briefly discuss some After writing strategies. I strongly suggest that you check the content of your
summary. Does it contain all the key information? Check the word count of your summary. Does it contain
between 50 and 70 words? If not, change the length and make it shorter or longer. Last but not least, check the
grammar, spelling and punctuation of your summary.
More signpost words
Look at the underlined signpost words in the following lecture. What job is each underlined word
or phrase doing in the lecture? Work in groups and try to write synonyms for these words. These
synonyms can be phrases.
Today Id like to give you some strategies for successfully completing the Highlight correct summary item task
in PTE Academic.
3. After listening strategies
First, lets talk about Before listening strategies. My first piece of advice is to watch the status in the audio status
box; that is, be prepared and get ready to listen.
Now lets move on to some While listening strategies. Firstly, concentrate on what you hear. Do not read the
paragraphs at this point. Secondly, take notes. Try to focus on key words. Dont try to note every word because
you will miss key ideas if you try to write word for word.
Finally, lets briefly discuss some After listening strategies. I strongly suggest that you first eliminate the
that is not mentioned in the recording. That is, information that is simply not talked about. Also, you should try
to eliminate paragraphs which contain details but which omit the main or important points. Last but not least,
More signpost words: Sample suggested answers
Today I want to talk about/tell you about some strategies for successfully completing the Highlight correct
summary item task in PTE Academic. (These signpost words signal the lecturers aim, purpose or main
topic.)
There are three important/key/major strategies:
3. After listening strategies (These signpost words signal important sequenced points.)
To begin, lets discuss Before listening strategies. Id like to start by saying that you need to watch the status in
the audio status box; that is, be prepared and get ready to listen. (These signpost words help to order key
points and signal emphasis.)
Now Id like to turn to some While listening strategies. Number one, concentrate on what you hear. Remember
not to read the paragraphs at this point. After this, take notes. Give your attention to key words. Dont try to note
every word because you will miss key ideas if you try to write word for word. (These signpost words help to
order key points and signal emphasis.)
Lastly, lets quickly talk about After listening strategies. It is really important that you first eliminate the
that is not mentioned in the recording. In other words, it is simply not even talked about. Furthermore, aim to
eliminate paragraphs which contain details but which omit the main or important points. Finally, but importantly,
(These signpost words help to order key points and signal emphasis.)
Identifying a speakers attitudes and opinions
You will hear a short lecture. Below is a transcript of the lecture. Some words which help to convey
the speakers attitudes and opinions have been omitted from the transcript. As you listen to the
lecture try to fill in the missing words. After you listen, compare your answers with other test takers
and check the meaning and spelling of the missing words.
Transcript
Most students at some point of their high school education will be faced with a choice of studying history or
geography.
For my part, I believe they should both be compulsory. Given this is often not
realistic, how do we best guide students in their choice? The tenant should be
what the student is interested in. Students natural leanings seem so often these days to be overlooked.
, let them do what they want to do, not what they think will lead them to future
economic success, or what their parents think they should study. If they arent sure,
about their strengths and interests. History will clearly involve more essay writing, which may be limiting for
some students. Geography, on the other hand, calls for practical skills, field work and a different style of writing.
students to talk to older students about their experiences, and if they were happy with
the choices they made. Looking at the type of assessment tasks given for the various courses could also provide
the uncertain student with a little more idea about what to expect.
Discuss and answer these questions in your group:
1. Does the speaker have strong or neutral opinions? How do you know?
2. Would you say that the speaker is giving strong advice or tentative suggestions? Give evidence from the
transcript to support your answer.
Identifying a speakers attitudes and opinions: Answer key
Transcript
Most students at some point of their high school education will be faced with a choice of studying history or
geography.
For my part, I firmly believe they should both be compulsory. Given this is often not
realistic, how do we best guide students in their choice? The guiding tenant should be
what the student is interested in. Students natural leanings seem so often these days to be overlooked.
For goodness sake , let them do what they want to do, not what they think will lead them to future
economic success, or what their parents think they should study. If they arent sure, talk to them
about their strengths and interests. History will clearly involve more essay writing, which may be limiting for
some students. Geography, on the other hand, calls for practical skills, field work and a different style of writing.
Encourage students to talk to older students about their experiences, and if they were happy with
the choices they made. Looking at the type of assessment tasks given for the various courses could also provide
the uncertain student with a little more idea about what to expect.
Discuss and answer these questions in your group:
1. Does the speaker have strong or neutral opinions? How do you know?
Adverbs such as firmly indicate a strong opinion. A weaker or more neutral opinion would be
signaled by adverbials such as generally, basically or more or less. The adjective guiding also
indicates a strong opinion and is often collocated with synonyms for tenant such as principal,
belief or ideal. Finally, the phrase For goodness sake indicates a strong feeling and suggests
that the speaker is exasperated with arguments which might conflict with her own opinion.
2. Would you say that the speaker is giving strong advice or tentative suggestions? Give evidence from the
transcript to support your answer.
The use of imperatives such as let them, talk to them and encourage them indicate that the
speaker is giving strong advice. More tentative suggestions would be indicated by the use of
modal phrases such as you might like to, perhaps you could or why not try to
Identifying redundant information in a summary
With your partner, first underline the signpost words in each summary that introduce main ideas or
signal supporting examples.
Next, look at the main ideas in each summary. Is the information accurate? Was this information
mentioned in the lecture? Put curly brackets { } around any ideas that are inaccurate. Put square
brackets [ ] around any ideas that were not mentioned. Bracketed information is redundant.
1. The speaker outlines the key drawbacks concerning travel. These are lack of experience, constant challenges,
unforeseen risks and experiences with unusual foods. Many travelers also experience problems with translation
and being misunderstood while living and working in foreign places.
2. For this speaker, travel is all about food. A good meal is like a cherished family celebration. So a good travel
experience is like eating a delicious meal with familiar tastes and textures. The only problem about travel is
finding yourself in unusual, strange, and often upsetting situations.
3. For many people there is not enough time to undertake all the intellectual, emotional and practical experiences
that everyone should enjoy. One way to obtain this extra time is to avoid travel. The experiences gained from
travel can be equally gained from a good meal with family and friends in the comfort of your own home.
4. The benefits of travel include the possibility of experiencing life-changing experiences. Travel is about
incorporating these new experiences into our existing world view, in order to evolve. One example of this is
the cuisine of local cultures. Ultimately, the speaker thinks that the more he experiences, the less he feels he
knows.
Identifying redundant information in a summary: Answer key
Transcript
Travel challenges and offers life-changing experiences that broaden perceptions and knowledge. For me,
travelling has become a life-long quest to expand the taste memory bank, to find different interpretations
of what has already been learnt and tasted, with the hope of discovering something new, combined with the
constant challenge and desire to take risks and evolve. These experiences have translated directly into my
workintellectually, emotionally and practically. Ill go anywhere where food is a celebration of everyday life,
where conviviality and the pleasures of the table are cherished, and it is these places I rely on for constant and
ongoing inspiration, like drawing breath. So many places, so many people, so little time, so many adventures to
engage in, so much delicious food to taste, so many flavours to experiment with, so much to glean and learn.
The more I see, the less I feel I know.
1. The speaker outlines the key {drawbacks concerning travel}. These are lack of experience, constant
challenges, unforeseen risks and experiences with unusual foods. Many travelers also experience {problems
with translation and being misunderstood while living and working in foreign places}.
2. For this speaker, travel is all about food. A good meal is like a cherished family celebration. So a good travel
experience is like eating a delicious meal with familiar tastes and textures. {The only problem about travel is
finding yourself in unusual, strange, and often upsetting situations}.
3. For many people there is not enough time to undertake all the intellectual, emotional and practical experiences
that everyone should enjoy. One way to obtain this extra time is [to avoid travel]. [The experiences gained
from travel can be equally gained from a good meal with family and friends in the comfort of your own
home].
4. The benefits of travel include the possibility of experiencing life-changing experiences. Travel is about
incorporating these new experiences into our existing world view, in order to evolve. One example of this is
the cuisine of local cultures. Ultimately, the speaker thinks that the more he experiences, the less he feels he
knows.
Lesson 15
Overview

Writing
Reading
Identifying the relationships between sentences and paragraphs
This lesson provides skills practice for the PTE Academic item type Write essay, and is a follow up lesson to Lesson 7.
Write essay
Skills tested p. 81
Scoring pp. 7981
Strategies pp. 8182
Practice item pp. 8283
Objectives
Practiced the writing and reading skills listed above
Practiced written discourse skills related to the successful completion of this item type
Preparation
Image of item prompt Official Guide page 78 for projection on board/visualizer
Copies of Paragraph writing skills (1 handout per group)
Copies of Paragraph editing checklist (from Lesson 7) (individual handouts)
Image of Paragraph writing skills: Sample response for projection on board/visualizer
Image of practice item prompt Official Guide page 83 for projection on board/visualizer
Cut out sets of jumbled paragraphs from the C1 essay Official Guide page 179 (1 set per group)
Image of Sample essay prompts for projection on board/visualizer
Copies of Prompt 2: Sample essay (individual handouts)
Copies of Essay editing checklist (individual handouts)
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Lesson Plan
Materials: Copies of Paragraph editing checklist (from Lesson 7)
Explain that in this lesson test takers will look again at the Write essay item type and build on the skills
introduced in Lesson 7.
Refer test takers to the Communicative Skills required to complete this item type, which are listed on page
81 in the Official Guide.
Distribute copies of the Paragraph editing checklist (from Lesson 7) and tell test takers that they should use
these questions to help structure and edit their writing throughout this lesson.
Warm up whole class, group work (20 mins)
Reviewing the skills introduced in Lesson 7
Materials: Image of item prompt Official Guide p.78 for projection

Copies of Paragraph writing skills
Image of Paragraph writing skills: Sample response for projection
Skills: Organizing sentences and paragraphs in a logical way; Supporting an opinion with details,
examples, and explanations; Using correct grammar; Using correct spelling; Using correct
mechanics
Aim: Re-familiarize test takers with written discourse skills previously taught
Steps: To re-familiarize test takers with the item type and the written discourse skills previously taught,
project an image of the item prompt on page 78 in the Official Guide on the board.
Elicit the process that test takers should follow to successfully answer a prompt such as this (i.e.
analyze the question for content and task requirements; make an essay plan with a main argument
or opinion and supporting reasons; draft an essay which has logically organized paragraphs; edit the
essay for organization, grammar, punctuation and vocabulary, and spelling).
Remind test takers that a key skill for successful completion of this item type is the ability to write well
structured paragraphs that include clear topic sentences and logically linked supporting sentences.
Tell test takers they will now revise this skill.
Organize test takers into small groups and distribute a copy of the Paragraph writing skills worksheet
to each group.
Ask test takers to work together to write up to six supporting sentences for the topic sentence.
Remind them to use the Paragraph editing checklist to structure and edit their work.
With the whole class, ask groups to read out their supporting sentences. Discuss whether the
sentences support the main ideas of the topic sentence, provide appropriate content and are organized
logically.
As final feedback, project an image of Paragraph writing skills: Sample response on the board, and
refer test takers to the notes at the top of the page.
Reordering paragraphs

Image of practice item prompt Official Guide p. 83 for projection
Cut out sets of jumbled paragraphs from the C1 essay Official Guide p. 179
Identifying the relationships between sentences and paragraphs; Organizing sentences and
paragraphs in a logical way; Developing complex ideas within a complete essay
Aims: Familiarize test takers with strategies for successfully structuring a whole essay
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Steps: Remind test takers that in Lesson 7 they practiced writing sentences to state their opinions and
structuring paragraphs. Explain that in this lesson they will practice structuring an entire essay.
Project an image of the practice item prompt on page 83 in the Official Guide on the board. Remind
test takers that they attempted this practice item under timed conditions as the homework task for
Lesson 7.
Ask test takers to read the prompt and elicit the tasks requirements (i.e. to discuss whether
governments should regulate ones right to smoke). Elicit test takers general opinions in response to
the prompt, as well as some of their reasons for and against smoking regulations.
Tell test takers to remain in small groups, and give each group a cut out set of the five paragraphs of
the C1 essay pages 179 in the Official Guide in a jumbled order.
Tell test takers that they should work together to determine which paragraph is the first paragraph
(i.e. the introduction), which three paragraphs are the middle of the essay (i.e. the body), and which
paragraph is the final paragraph (i.e. the conclusion). Explain that it does not matter if they cannot
precisely determine the correct order of the three paragraphs in the body, but that they should be
able to clearly label one paragraph as the introduction and one as the conclusion, and give reasons to
support their choices.
Remind test takers of the strategies they practiced for reordering jumbled paragraphs in Lesson
9 and explain that this activity will give them practice in deducing the organizational features of a
successful essay by looking at the information and language clues in the paragraphs of the jumbled
paragraphs.
Give groups 5 minutes to determine the order of the paragraphs.
As feedback to the task, elicit answers to the following questions:
Which paragraph is the introduction, and how did you know it was the first paragraph? (The
paragraph that begins with These days provides an overview of the topic and some background
information on tobacco use. It is customary to begin an essay with some brief background to the
topic. Phrases such as These days or Nowadays are common ways to orientate a reader to a
topic).
Which paragraph is the conclusion, and how did you know it was the last paragraph? (The paragraph
that begins with The onus to protect provides a strong summation or final argument. Words
such as thus allow the writer to express a final statement of an opinion and this is usually done
in the conclusion).
How did you know which paragraphs were the body? What language clues helped you sequence
the paragraphs? (The paragraph that begins with Non smokers also extends the background
information of the introduction and logically follows as the second paragraph. The next paragraphs
discussion of the ill effects of smoking and the roles of schools and parents in addressing the
problem then logically follows. The paragraph that refers to the Government too is logically
the final paragraph in the body because it adds discussion of the governments role to that of the
previously mentioned roles of schools and parents.)
As further feedback, ask test takers to look at the C1 essay and response on page 179 in the Official
Guide.
Looking at the structure of essays
Skills: Identifying the topic; Identifying supporting points or examples; Identifying the relationships
between sentences and paragraphs; Organizing sentences and paragraphs in a logical way;
Aims: Familiarize test takers with the structure of a successful essay
Steps: As a further example of how essays are logically organized, ask test takers to look at the B2 essay on
pages 179 and 180 in the Official Guide.
Ask them to describe the information that is contained in the introduction of the essay (i.e. background
information to the topic and the main opinion), the middle four paragraphs or body (i.e. reasons
supporting the main opinion stated in the introduction) and the conclusion (i.e. reiteration of main
opinion).
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Conclude the activity by eliciting from test takers the type of information a good essay response must
contain, namely:
Some relevant background information to orientate the reader to the topic (as in the introduction
in both essay C1 and B2).
A clearly stated opinion that addresses the prompt (this can either be in the conclusion, as in essay
C1, or in the introduction and reiterated in the conclusion, as in essay B2).
Some relevant reasons in support of the main opinion which are extended and developed in the
body of the essay (as in the body of both essays).
Discuss any queries or problems test takers may have.
Essay writing skills
Materials: Image of Prompt 1 from Sample essay prompts for projection
Skills: Writing for a purpose (to learn, to inform, to persuade); Supporting an opinion with details,
examples, and explanations; Organizing sentences and paragraphs in a logical way; Using
correct grammar; Using correct mechanics; Using correct spelling
Aims: Practice planning, writing and editing an essay
Steps: Tell test takers that they will now practice generating ideas for an essay which includes background
information about the topic, a clearly stated main opinion, well developed supporting paragraphs and
a clear conclusion.
Project an image of Prompt 1 from Sample essay prompts on the board and elicit answers to the
What is the topic of the essay question? (Should we keep animals alive in zoos if they can no longer
exist in the wild?)
What are the requirements of the essay? (To argue whether it is more ethical to keep animals alive
in captivity or to let them become extinct.)
Ask test takers to tell you which words in the prompt indicate the requirements of the task. (The final
question)
Put test takers into pairs. Explain that they should work together to discuss their thoughts on this
topic and brainstorm some ideas.
Give pairs 5 minutes to first jot down all their thoughts on this topic. To help them, get them to think
about the following questions:
Are zoos beneficial or detrimental to animals?
What are the benefits/costs of keeping animals in zoos?
What are the costs of letting animals become extinct?
Are there any benefits to letting animals become extinct if they can no longer live in the wild?
Remind them to think of interesting vocabulary that is appropriate to the topic.
After 5 minutes, remind each pair to take a stance on the topic so that they can state a clear opinion
(rather than stating arguments for and against and remaining neutral).
Once they have decided on their argument, give test takers a few minutes to work with their partner
and start to plan their essay by sorting the ideas they have jotted down into 3 groups: ideas for the
introduction (that introduce topic and or argument), ideas for the body (that provide supporting
reasons for the argument), and ideas for the conclusion (to sum up the reasons and argument).
Now give test takers 15 minutes to work together to complete their essay. Tell them to first think
about and write their introduction. Remind them that it should have a clear topic sentence, some brief
background information on the topic and a brief statement of their main opinion. Once they have
done this they should select 2 or 3 important supporting arguments from the ideas they have written
down for the body and work together to expand each reason into a separate paragraph of about 70
words.
Before writing the concluding paragraph, pairs should check their introduction and body paragraphs
for logic, clarity of argument and flow. They should also think about the use of linking words,
vocabulary and grammar. Remind them that their concluding paragraph should clearly re-state their
main opinion.
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Editing the essay

Copies of Essay editing checklist
Copies of Paragraph editing checklist (from Lesson 7)
examples, and explanations; Organizing sentences and paragraphs in a logical way; Using
correct grammar; Using correct mechanics; Using correct spelling
Aims: Practice editing an essay
Steps: Keep test takers in their pairs and distribute a copy of the Essay editing checklist to each test taker.
Tell them to use this checklist in combination with the Paragraph editing checklist and the strategies
listed on pages 81 and 82 in the Official Guide to check the structure and information of the essays
they have just written.
Give pairs 5 minutes to assess their essays and decide whether any of the features from the checklists
are missing or inadequate and whether and/or how their essay should be improved.
As final feedback, elicit test takers thoughts on the planning and writing process and discuss any
problems or queries they may have.
Materials: Official Guide pp. 81-82

Image of Prompt 2 from Sample essay prompts for projection
Copies of Essay editing checklist
Copies of Paragraph editing checklist (from Lesson 7)
examples and explanations; Organizing sentences and paragraphs in a logical way; Developing
complex ideas within a complete essay; Using words and phrases appropriate to the context;
Using correct grammar; Using correct spelling; Using correct mechanics; Writing under timed
conditions
Aim: Practice an item under timed conditions
Steps: Tell test takers that they will now attempt a practice item under timed conditions. Remind them that
they will have 20 minutes to plan, write and edit their essay and that they should remember to use
the paragraph and essay writing strategies they have learnt so far.
Project an image of Prompt 2 from Sample essay prompts on the board. Draw test takers attention
to the fact that although this prompt is also related to the topic of zoos they need to construct a
different argument from the one they worked on previously.
Give test takers 20 minutes to work individually.
After 20 minutes, put test takers back into their previous pairs and ask them to swap their work with
their partner. Tell them to use the Essay editing checklist, the Paragraph editing checklist and the
strategies listed on pages 81 and 82 in the Official Guide to assess their partners writing and discuss
any features that could be improved.
As final feedback, distribute a copy of Prompt 2: Sample essay to each test taker and ask them to
compare their responses with the sample.
As test takers look at the sample essay, ask them to identify:
The authors main opinion (zoos are good for the welfare of animals);
Where the authors main opinion is given (in the introduction and the conclusion);
The reasons given to support the main opinion (zoos provide important educational and
conservational information; they allow endangered species to be bred).
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Steps: Ask test takers to reflect on their attempt at the Write Essay item task. To do this, elicit answers to
the following questions:
Did you clearly analyze the question and understand its topic and requirements?
Did you plan your answer carefully? Did your answer only include content that was relevant to the
question?
Did you provide a main opinion and supporting reasons? Where did you state your main opinion?
Did you write paragraphs that had a topic sentence and relevant and logical supporting
sentences?
Did you check your grammar, punctuation, variety of vocabulary and spelling?
Discuss any queries or problems test takers may have. If necessary, refer them to the Improving
general writing skills on pages 8488 in the Official Guide and encourage them to use the strategies
suggested.
Homework activities
For homework, ask test takers to complete the Write essay items on CD-ROM Practice sets 1 and 3.
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Paragraph writing skills
Write up to six supporting sentences for the topic sentence in the box below. Remember that
supporting sentences need to explain and extend the main idea in the topic sentence. They
should be logically organized and they should use linking words and phrases.
A well written paragraph needs good planning, logical organization and careful editing.
Paragraph writing skills: Sample response
Note:
The supporting sentences explain and extend the main idea in the topic sentence (underlined). These sentences are logically
organized and combined with a variety of linking words and phrases (also underlined).
A well written paragraph needs good planning, logical organization and careful editing.
Firstly, a paragraph needs to be carefully planned so that it has a clear topic sentence that states the
paragraphs main idea. This topic sentence should be supported by other sentences that extend or explain
the main idea, and give examples. In addition, a successful paragraph needs to be carefully organized.
For example, all sentences should relate to the same idea as the one expressed in the topic sentence,
and they should be logically sequenced. Furthermore, linking words should be used to join sentences
together and clearly show the relationship of ideas. Finally, a good paragraph needs to be carefully edited
for grammar, punctuation and spelling.
Sample essay prompts
Prompt 1
Many animals around the world are in danger of becoming extinct in the wild due to loss of natural habitat. Some
of these animals may soon exist only in zoos. Is it ethical to keep animals alive in captivity when they can no
longer exist in the wild, or is it better to let these animals become extinct?
Prompt 2
The claim that animals have rights has been the subject of much debate since the 1970s. Are zoos helping or
hurting our animals? Should zoos be banned? Do you agree or disagree?
Essay editing checklist
Introduction Yes No
Does the opening paragraph introduce the topic clearly?
Does the essay have a clearly stated main opinion?

(This could be given in the introduction, in the conclusion, or in both.)
Is the main opinion directly relevant to the topic of the essay?
Does the main opinion fulfill the requirements of the task?
Body Yes No
Does the body of the essay contain reasons that help to support or explain the main opinion?
Are these reasons clearly explained in separate paragraphs?
Do all the reasons directly relate to the topic of the essay?
Are the paragraphs logically ordered?
Are the ideas presented in a way that is clear and easy to follow?
Conclusion Yes No
Does the conclusion clearly (re)state the essays main opinion or argument?
Note:
If you check any no boxes when assessing an essay, the essay will probably need to be revised.
Prompt 2: Sample essay
Good zoos serve the welfare of animals. They generate in people a commitment to the value of nature and the
environment.
In the past, there have been questionable zoos employing cruel practices. These zoos, of course, need to be
reformed. Good zoos where animals are cared for properly, well fed and well looked after, and where animals
are kept in spacious surroundings, are becoming the norm and should be encouraged. Zoos increasingly become
places where people are encouraged to connect with animals. The long-term future of zoos depends on people
making a commitment to animals long-term well-being.
The emphasis has shifted from zoos being seen as places of entertainment towards zoos being seen as places
of education. Most modern zoos put their main emphasis on conservation and educationvisitors come to
zoos to learn about nature, the environment, endangered species, and conservation. Far from encouraging bad
treatment of animals, zoos provide a direct experience of other species that will increase ecological awareness.
Programs in zoos to breed endangered animals in captivity are lauded as huge success stories. Animals such as
tigers, pandas and gorillas have a chance of surviving as a species because of these programs. Providing that
animals are treated well, there is no reason why conservation, education, and cruelty-free entertainment should
not all be combined in a zoo.
Animals can and should be studied in the wild, but they can also be studied more closely, more rigorously, and
over a more sustained period of time in captivity. For endangered animals to be given a better chance to survive,
zoos need to be supported.
Recap Lesson 2
Introduction
Explain to test takers that in this lesson they will work together to review, share and discuss any problems or
queries they may have about the item types covered in the series of lessons. They will also work together to
find useful solutions and strategies for helping them deal with these difficulties, and discuss ways to continue
improving their skills in preparation for taking PTE Academic.
Remind them that it is important that they take time in this lesson to share information among themselves
in order to develop their own strategies for efficiently learning for and completing the PTE Academic item
types.
Suggested activities
1. Reviewing item types and skills
Steps
Quickly recap the item types covered in lessons 815 and write the names on the board. Recap the homework
that was suggested after each lesson (see overview table below).
Put test takers into small groups and ask them to spend 510 minutes working together to briefly list the
skills they need to master to complete each item type. (Encourage them not to refer to the Official Guide at
this point and to express their thoughts in their own words.) Ask them to also discuss which of these skills
they feel confident about and which they find most problematic.
Feedback ideas with the whole class and ask test takers to share their thoughts on which item types and skills
are most difficult or problematic for them and which they feel they need more practice in. (Note: You may
want to note this information and use it to help you focus the structure of the rest of this lesson.)
2. Identifying problems and solutions

Steps
In their groups, ask test takers to spend 1015 minutes to share and discuss any problems that they have had
with the practice items covered in lessons 815 or with the practice items they have completed for homework.
Ask them to make suggestions for helping each other improve their performance where possible.
With the whole class, ask groups to share some of their problems and the solutions they have come up with.
Write the problems on the board and elicit further solutions from test takers.
If necessary, give groups more time to work together to find solutions to any remaining problems they have
or to note down useful solutions and ideas that have surfaced through this discussion.
Round up by discussing any remaining problems with the whole class. Discuss and clear up those queries
that test takers have been unable to find solutions for themselves and which can be dealt with quickly or by
referring to the Official Guide or the information included Lesson plans 815. (Note: You may want to note
this information and use it to help you focus the structure of the rest of this lesson.)
3. Reviewing progress: self and peer assessment
Reviewing speaking skills

Steps
Put test takers into pairs with a partner that they are familiar with. Tell them to look at the assessment form
on pages 66 and 67 in the Official Guide, and the self-assessment notes they made in Recap Lesson 1. Explain
that they should now fill out the assessment form again (using a second colour to distinguish between the
first and second stages of assessment). They should then compare their current and previous responses
and assess what progress they have made. After they have done this, they should work together with their
partner to compare each others progress and find solutions to any areas that are still problematic.
When pairs have completed the self and peer assessment, ask test takers to share their thoughts on their
progress and any areas that remain problematic with the class. Elicit comments and suggestions from other
test takers.
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Improving speaking skills

Steps
In their pairs, ask test takers to spend some time looking at the Developing your speaking skills sections on
pages 6769 in the Official Guide. Ask them to discuss which strategies they made most use of and which
they found most useful, as well as which strategies they made little or no use of and why.
With the whole class, elicit some thoughts on the strategies they have made use of and developed over the
course of the lessons, as well as those they have rejected and their reasons for doing so. Encourage test
takers to share their own ideas and personal strategies.
Ask test takers to share the ideas or plans they have for continuing to improve their English speaking skills.
Reviewing and improving writing skills

Repeat the process as above, asking test takers to complete the assessment form page 85 in the Official Guide
and to look at the Developing your writing skills sections on pages 86 and 87.
Reviewing and improving reading skills

Repeat the process as above, asking test takers to complete the assessment form on pages 116 and 117 in the
Official Guide and to look at the Developing your reading skills sections on pages 117 and 118.
Reviewing and improving listening skills

Guide and to look at the Developing your listening skills sections on pages 164165.
4. Extra practice
Steps
With the whole class, ask test takers if there are any specific activities from the previous lessons, or practice
items in the Official Guide or CD-ROM Practice sets, that they would like to repeat or review. Come to a class
consensus about which items/activities to review and work through materials as time or facilities allow.
Using the information you have gathered about problematic areas from the stages above (or previous lessons),
review the relevant activities or practice items, using test takers problem areas as your focus.
5. Preparing for PTE Academic

Steps
To settle any queries that test takers may have about taking the PTE Academic test, put them into small
groups and refer them to pages 21 to 35 in the Official Guide. Give groups some time to read through the
pages and discuss their thoughts among themselves.
Recap the process and any remaining queries with the whole class.
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Homework overview
The table below provides an overview of the homework given in each lesson and a brief summary of how to
quickly recap the skills and strategies relevant for the item types covered.
You may wish to use the Notes column in this overview table to note any problem areas that were apparent in
previous lessons or that become apparent in the steps suggested above.

8 Describe image Complete practice Recap homework activities and ask test You may wish
item p. 54, Official takers to identify any particular problems to focus on
Guide fluency and
Recap speaking skills tested by this item
pronunciation
type on p. 53 in the Official Guide, and ask
Complete Describe
test takers to identify the skills they need
image items, CD-
more practice in
ROM Practice set 2
Recap strategies listed on pp. 5354 in the
9 Re-order Complete Re-order Recap homework activities and ask test You may wish
paragraphs paragraph items, takers to identify any particular problems to focus on the
CD-ROM Practice use of article,
Recap reading skills tested by this item type
sets 13 referents and
on pp. 103104 in the Official Guide, and
discourse
ask test takers to identify the skills they
marker to
need more practice in
organize ideas
10 Listening: Fill in Complete practice Recap homework activities and ask test
the blanks items, pp. 136, takers to identify any particular problems
138139, 160 and
Write from Recap listening and writing skills tested by
162, Official Guide
dictation these item types on pp. 137 and 161 in the
Official Guide, and ask test takers to identify
Complete Listening:
the skills they need more practice in
Fill in the blanks and
Write from dictation Recap strategies listed on pp. 137138 and
items, CD-ROM 161162 in the Official Guide and discuss
Practice sets 13 those they have applied and find most useful
11 Reading: Multiple- Complete Recap homework activities and ask test

choice, choose Worksheet 1 takers to identify any particular problems
single answer
Complete Reading: Recap reading skills tested by these
Reading: Multiple- Multiple-choice, item types on pp. 9394 and 9899 in
choice, choose choose single the Official Guide, and ask test takers to
multiple answers answer and identify the skills they need more practice in
Reading: Multiple-
(Lesson 2 of 2) Recap strategies listed on pp. 94 and 99 in
choice, choose
the Official Guide and discuss those they
multiple answers
have applied and find most useful
items, CD-ROM
Practice sets 2 and 3
12 Listening: Complete practice Recap homework activities and ask test You may
Multiple-choice, items, pp. 133134 takers to identify any particular problems wish to focus
choose single and 149, Official on general
Recap listening skills tested by these item
answer Guide listening
types on pp. 132 and 147 in the Official
comprehension
Listening: Complete Listening: Guide, and ask test takers to identify the
skills
Multiple-choice, Multiple-choice, skills they need more practice in
choose multiple choose single
Recap strategies listed on pp. 133 and 148
answers answers and
in the Official Guide and discuss those they
Listening: Multiple-
have applied and find most useful
choice, choose
multiple answers
items, CD-ROM
Practice sets 13
113

13 Re-tell lecture Complete Retell Recap homework activities and ask test You may wish
lecture items, CD- takers to identify any particular problems to focus on
ROM Practice sets note-taking,
Recap listening and speaking skills tested
13 listening and
by this item type on pp. 5859 in the
recall skills
Official Guide, and ask test takers to
identify the skills they need more practice
in
14 Summarize Complete Summarize Recap homework activities and ask test You may wish
spoken text spoken text practice takers to identify any particular problems to focus on
item, pp 128129 skills that
Highlight correct Recap listening, writing and reading skills
and Highlight correct help test
summary tested by these item types on pp. 127
summary practice takers listen
and 142 in the Official Guide, and ask test
item, pp. 143144, for signpost
takers to identify the skills they need more
Official Guide vocabulary
practice in
Complete Summarize
Recap strategies listed on pp. 127128 and
spoken text and
143 in the Official Guide and discuss those
Highlight correct
they have applied and find most useful
summary items, CD-
ROM Practice sets
13
15 Write essay Complete Write Recap homework activities and ask test
essay items, CD- takers to identify any particular problems
(Lesson 2 of 2)
ROM Practice sets 1
Recap writing skills tested by this item type
and 3
on p. 81 in the Official Guide, and ask test
takers to identify the skills they need more
practice in
Recap strategies listed on pp. 8182 in the
114

The Official Guide PTE Academic PDF

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TEACHER NOTES

The Official Guide contains: 2)),&,$/*8,'( 72

information about the format of PTE Academic 1&"340/5&450'&/(-*4)"$"%&.*$

sample responses and explanations

test taking strategies

over 200 additional practice questions on an

interactive CD ROM, or three practice tests t 0OMJOF15&"DBEFNJDQSBDUJDFUFTUT t/($51IURPVDPSOHUHVSRQVHVDQGH[SODQDWLRQV

For information about how to buy the guide, visit

Copyright Pearson Education Limited 2012

Scope and Sequence

Lesson plans 115

1 Communicative Answer short pp. 6164 Listening Introducing ourselves

6 Communicative Summarize pp. 7377 Reading Becoming familiar with this

8 Communicative Describe image pp. 5054 Speaking Introducing test takers to

10 Communicative Listening: Fill in pp. 135139 Listening Following a transcription of

12 Communicative Listening: pp. 145149 Listening Recap strategies learnt for

14 Communicative Summarize pp. 124129 Listening Becoming familiar with

15 Communicative Write essay pp. 7883 Writing Reviewing the skills

This lesson focuses on the following skills:

Introduction whole class (5 mins)

Materials: Official Guide

Warm up activity whole class and pair work (20 mins)

Materials: Copies of Introducing ourselves worksheet

Main activity 1 whole class and pair work (25 mins)

Familiarizing test takers with the item type

Materials: Official Guide pp. 6164

Main activity 2 whole class and group work (25 mins)

Listening for and responding to question cues

Materials: Copies of Understanding question cues worksheet

Main activity 3 whole class and pair work (25 mins)

Chunking words into groups

Materials: Copies of Chunking words into meaningful word groups worksheet

Main activity 4 whole class and pair work (10 mins)

Timed practice of item

Materials: Copies of Practice item worksheet A and Practice item worksheet B

Round up whole class (10 mins)

Materials: Official Guide pp. 63 and 64

Aim: Reviewing test problems and strategies

Name Nickname Address Favorite pastimes Future plans

Note your partners answers in the spaces below the questions.

Note your partners answers in the spaces below the questions.

Question Information needed Key content

How would most

Despite all the

In which room of their

[Source: CD-ROM Practice set 1]

Question Information needed Key content

Would a supermarket, Would A kind of shop a supermarket, a supermarket

In which room of their In which. A location room of their a laundry/a

[Source: CD-ROM Practice set 1]

3. Name a month that falls between September and November.

4. Would a town, a village or a city probably cover the largest area?

[Source: CD-ROM Practice set 1]

3. Name a month that falls between September and November.

4. Would a town, a village or a city probably cover the largest area?

[Source: CD-ROM Practice set 1]

Give your partner 10 seconds (or less) to answer each question.

2. In which century did the automobile become manufactured on a mass scale?

3. Name a country located in North America.

information about the format of PTE Academic 1&"340/5&450'&/(-4)"$"%&.$