Scope_PTEA_Teacher Notes New Official Guide PTEA Teacher

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The worksheets in the Teacher Notes are photocopiable

and can be reproduced for classroom use.

TEACHER NOTES

The Of cial Guide contains:

– information about the format of PTE Academic

– authentic test questions to practise answering

– sample responses and explanations

– test taking strategies

– over 200 additional practice questions on an

interactive CD ROM, or three practice tests

For information about how to buy the guide, visit

www.pearsonpte.com/prepare

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The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Scope and Sequence

Introduction

These Teacher Notes have been specically designed to accompany the

Ofcial 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

Ofcial Guide to PTE Academic

and gained a thorough understanding of the PTE Academic item types.

Lesson plans 1–15

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

Ofcial 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

Ofcial 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

Ofcial 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 rst after lessons 1–7, and the second after

lessons 8–15. 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

nd 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 nd

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.

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

1Communicative

Skills: Listening,

Speaking

Enabling Skills:

Vocabulary

Answer short

question

pp. 61–64 Listening

• Identifying the topic, theme or main ideas

• Understanding academic vocabulary

• Inferring the meaning of unfamiliar words

Speaking

• Speaking for a purpose (to repeat, to inform, to

explain)

• Using words and phrases appropriate to the

context

• Speaking under timed conditions

• Using correct grammar

• Using correct pronunciation

• Introducing ourselves

• Familiarizing test takers

with the item type

• Listening for and

responding to question

cues

• Chunking words into

groups

• Timed practice of item

2Communicative

Skills: Listening,

Speaking, Reading

Enabling Skills:

Oral uency,

Pronunciation

Read aloud

Repeat

sentence

pp. 40–44

pp. 45–49

Speaking

• Speaking for a purpose (to repeat, to inform, to

explain)

• Reading a text aloud

• Speaking at a natural rate

• Producing uent speech

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Speaking under timed conditions

Reading

• Identifying a writer’s purpose, style, tone or

attitude

• Understanding academic vocabulary

• Reading a text under timed conditions

Listening

• Understanding academic vocabulary

• Inferring the meaning of unfamiliar words

• Comprehending variations in tone, speed, accent

• Becoming familiar with

these item types

• Pronouncing individual

sounds and words

• Chunking words into

groups

• Using correct sentence

stress

• Using correct intonation

• Timed practice of test items

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.

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

3Communicative

Skills: Reading,

Writing

Reading: Fill in

the blanks

Reading &

writing: Fill in

the blanks

pp. 106–109

pp. 110–114

Reading

• Identifying the topic, theme or main ideas

• Identifying words and phrases appropriate to the

context

• Understanding academic vocabulary

• Understanding the difference between connotation

and denotation

• Inferring the meaning of unfamiliar words

• Comprehending explicit and implicit information

• Comprehending concrete and abstract information

• Following a logical or chronological sequence of

events

• Classifying and categorizing information

Writing

• Using words and phrases appropriate to the

context

• Using correct grammar

• Using correct spelling

• Becoming familiar with this

item type

•

Fill in the blanks

reading

skills

• Vocabulary building:

Brainstorming

• Vocabulary building: Word

banks

• Attempting a

Fill in the

blanks

sample item

• Vocabulary building:

Collocation tables

• Vocabulary building:

Phrasal verb tables

• Attempting a Reading and

writing:

Fill in the blanks

practice item

4Communicative

Skills: Reading

Reading:

Multiple-choice,

choose single

answer

Reading:

Multiple-choice,

choose multiple

answers

(Lesson 1 of 2)

pp. 91–95

pp. 96–100

Reading

• Main idea or gist: Read for and identify the main

idea or theme of the text

• Detailed information: Read for and identify specic

details, facts, opinions, denitions or sequences of

events

• Writer’s purpose: Read for and understand the

function of what the writer says or identify the

reasons why the writer mentions specic pieces of

information

• Organization: Read 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 a writer’s purpose, style, tone or

attitude

• Identifying the supporting points or examples

• Label the parts of a

multiple-choice item

• What types of prompts can

you expect?

• Predict the vocabulary

• Look for key words in a text

• Analyze the options

• Identify the gist of a

passage

• Identify the writer’s

purpose/opinion

• Complete the item and

analyze the strategies used

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

5Communicative

Skills: Listening,

Reading

Select missing

word

Highlight

incorrect words

pp. 150–153

pp. 154–158

Listening

• Identifying the topic, theme or main ideas

• Identifying words and phrases appropriate to the

context

• Understanding academic vocabulary

• Inferring the meaning of unfamiliar words

• Comprehending explicit and implicit information

• Comprehending concrete and abstract information

• Following an oral sequencing of information

• Predicting how a speaker may continue

• Forming a conclusion from what a speaker says

• Comprehending variations in tone, speed, accent

• Identifying errors in a transcription

Reading

• Understanding academic vocabulary

• Following a logical or chronological sequence of

events

• Reading a text under timed conditions

• Matching written text to speech

Speaking

• Reading a text aloud

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Becoming familiar with the

item types

• Identifying listening

prediction skills

• Practicing listening

prediction

• Using sentence stress and

word discrimination skills

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

6Communicative

Skills: Reading

writing

Enabling Skills:

Grammar,

Spelling,

Vocabulary

Summarize

written text

pp. 73–77 Reading

• Reading a passage under timed conditions

• Identifying a writer’s purpose, style, tone or attitude

• Comprehending explicit and implicit information

• Comprehending abstract and concrete information

• Identifying the topic, theme or main ideas

• Identifying supporting points or examples

• Inferring the meaning of unfamiliar words

• Identifying a summary

• Evaluating the quality and usefulness of texts

Writing

• Writing a summary

• Writing under timed conditions

• Taking notes while reading a text

• Synthesizing information

• Writing to meet strict length requirements

• Communicating the main points of a reading

passage in writing

• Using words and phrases appropriate to the context

• Using correct grammar

• Using correct spelling

• Becoming familiar with this

item type

• What is a ‘good’ summary?

• What is the ‘best’

summary?

• Summary reading

strategies: identifying the

topic

• Summary reading

strategies: nding main

ideas

• Summary writing

strategies: paraphrasing

main ideas

• Summary writing

strategies: looking at

grammar

• Writing a summary under

timed conditions

7Communicative

Skills: Writing

Enabling Skills:

Grammar,

Spelling,

Vocabulary,

Written discourse

Write essay

(Lesson 1 of 2)

pp. 78–83 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

• 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

Reading

• Identifying the topic, theme or main ideas

• Identifying a writer’s purpose, style, tone or attitude

• Becoming familiar with this

item type

• Understanding the essay

prompt

• Essay planning skills

• Sentence skills: expressing

a general idea

• Sentence skills: rening

ideas

• Sentence skills: expressing

an opinion

• Paragraph skills: expressing

reasons

• Paragraph skills: topic

sentences

• Paragraph skills: supporting

sentences

• Editing skills

Recap

Lesson 1

General recap of skills and item types covered in

Lessons 1–7

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

8Communicative

Skills: Speaking

Enabling Skills:

Oral uency and

Pronunciation

Describe image

pp. 50–54 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 the context

• Using correct grammar

• Speaking at a natural rate

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Speaking under timed conditions

Listening

• Following an oral sequencing of information

• Introducing test takers to

the item type

• Describing graphs: planning

strategies

• Describing graphs: guided

planning practice

• Describing graphs: uency

planning and practice

• Describing photographs:

planning and uency

strategies

• Stress and intonation

• Timed practice of item

9Communicative

Skills: Reading

Re-order

paragraphs

pp. 101–105 Reading

• Identifying the topic, theme or main ideas

• Identifying supporting points or examples

• Identifying the relationship between sentences and

paragraphs

• Understanding academic vocabulary

• Understanding the difference between connotation

and denotation

• Comprehending explicit and implicit information

• Comprehending concrete and abstract information

• Classifying and categorizing information

• Following a logical or chronological sequence of

events

• Becoming familiar with this

item type

• Using articles to organize

ideas

• Using referents to organize

ideas

• Using discourse markers to

organize ideas

• Using discourse markers

accurately

• Timed practice of item

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

10 Communicative

Skills: Listening,

Writing

Listening: Fill in

the blanks

Write from

dictation

pp. 135–139

pp. 159–162

Listening

• Identifying words and phrases appropriate to the

context

• Understanding academic vocabulary

• Comprehending explicit and implicit information

• Following an oral sequencing of information

• Comprehending variations in tone, speed, accent

Writing

• Writing from dictation

• Using words and phrases appropriate to the context

• Using correct grammar

• Using correct spelling

• Using correct mechanics

• Writing for a purpose

Speaking

• Speaking at a natural rate

• Producing uent speech

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Speaking under timed conditions

• Following a transcription of

a spoken text

• Relay reading

• Becoming familiar with the

item types

• Thinking about the

relationship between

spelling and context

• Distinguishing homophones

• Creating a homophone

word bank

• Completing

Fill in the

blanks

practice items

• Completing

Write from

dictation

practice items

11 Communicative

Skills: Reading

Reading:

Multiple-choice,

choose single

answer

Reading:

Multiple-choice,

choose multiple

answers

(Lesson 2 of 2)

pp. 91–95

pp. 96–100

Reading

• Main idea or gist: Read for and identify the main

idea or theme of the text

• Writer’s purpose: Read for and understand the

function of what the writer says or identify the

reasons why the writer mentions specic 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, nd relationships

or draw conclusions

• Identifying a writer’s purpose, style, tone or

attitude

• Comprehending explicit and implicit information

• Classifying and categorizing information

• Inferring the meaning of unfamiliar words

• Think about the meaning of

words out of context

• Think about the inferred

meaning of words in

context

• Recognize prompts that ask

the reader to infer meaning

• Identify and summarize the

gist of a passage

• Look closely at the options

• Complete the item and

consider the strategies

used

• Using context to identify

the inferred meaning of

unfamiliar words

• Read the prompt and

recognize the strategy

needed

• Complete item

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

12 Communicative

Skills: Listening

Listening:

Multiple-choice,

choose single

answer

Listening:

Multiple-choice,

choose multiple

answers

pp. 145–149

pp. 130–134

Listening

• Main idea or gist: Listen for and identify the main

idea or theme of the recording

• Detailed information: Listen for and identify

specic details, facts, opinions, denitions or

sequences of events

• Speaker’s purpose: Listen for and understand the

function of what the speaker says or identify the

reasons why the speaker mentions specic 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, nd relationships or draw conclusions

• Stylistics: Listen for and identify the speaker’s

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 writer’s purpose, style, tone or

attitude

• Identifying the supporting points or examples

Reading

• Identifying a writer’s 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

• Recap strategies learnt for

dealing with multiple-choice

items

• Recognize what the prompt

is asking you to do

• Listening strategies for

different prompt types

• Listen for main ideas and

supporting details

• Looking at the prompt and

options

• Listening for redundant

information

• Timed practice of item

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

13 Communicative

Skills: Listening,

Speaking

Enabling Skills:

Oral uency,

Pronunciation

Re-tell lecture

pp. 55–60 Listening

• Identifying the topic, theme or main ideas

• Identifying supporting points or examples

• Identifying a speaker’s 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

• 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 uent speech

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Speaking under timed conditions

Writing

• Writing for a purpose (to learn, to inform, to

persuade)

• Becoming familiar with the

item type: guided listening

• Reconstructing lecture from

notes

• Lecture plus image: guided

listening and note taking

• Lecture plus image: guided

speaking

• Note-taking strategies

• Note-taking practice

• Speaking from own notes

• Timed practice of item

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

14 Communicative

Skills: Listening,

Reading, Writing

Enabling Skills:

Grammar,

Spelling,

Vocabulary

Summarize

spoken text

Highlight correct

summary

pp. 124–129

pp. 140–144

Listening

• Identifying the topic, theme or main ideas

• Summarizing the main idea

• Identifying supporting points or examples

• Identifying a speaker’s 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

Reading

• Identifying supporting points or examples

• Identifying the most accurate summary

• Understanding academic vocabulary

• Inferring the meaning of unfamiliar words

• Comprehending abstract and concrete information

• Classifying and categorizing information

• Following a logical or chronological sequence of

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 grammar

• Using correct spelling

• Using correct mechanics

• Becoming familiar with

these item types

• Identifying signpost

vocabulary in a lecture

• Brainstorming vocabulary

that signals attitude or

opinion

• Identifying vocabulary

that signals attitude and

opinion

• Taking notes on a lecture

• Identifying redundant

information in summaries

The Ofcial Guide to PTE Academic Teacher Notes

Scope and Sequence © Pearson Education Ltd 2012

Lesson Communicative

and Enabling

Skills

PTE Academic

Item type

Related pages in

Ofcial Guide to

PTE Academic

Skills tested by PTE Academic and

practiced in lesson

(for skills tested by item types see the Ofcial Guide)

Activities Notes

15 Communicative

Skills: Writing

Enabling Skills:

Grammar,

Spelling,

Vocabulary,

Written discourse

Write essay

(Lesson 2 of 2)

pp. 78–83 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

• 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

Reading

• Identifying the topic, theme or main ideas

• Identifying supporting points or examples

• Identifying the relationships between sentences

and paragraphs

• Reviewing the skills

introduced in Lesson 7

• Reordering paragraphs

• Looking at the structure of

essays

• Essay writing skills

• Editing the essay

• Timed practice of item

Recap

Lesson 2

General recap of skills and item types covered in

Lessons 8–15

Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

Listening

• Identifying the topic, theme or main ideas

• Understanding academic vocabulary

• Inferring the meaning of unfamiliar words

Speaking

• Speaking for a purpose (to repeat, to inform, to explain)

• Using words and phrases appropriate to the context

• Speaking under timed conditions

• Using correct grammar

• Using correct pronunciation

This lesson provides skills practice for the PTE Academic

Answer short question

item type

Information about the item type in

The Ofcial Guide to PTE Academic

Answer short question

Item type task description pp. 61–62

Skills tested p. 63

Scoring p. 63

Strategies pp. 63–64

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:

•

Ofcial Guide

pages 61–64, 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

Lesson 1

Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Lesson Plan

Introduction

whole class (5 mins)

Materials:

Ofcial 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

Ofcial Guide

. During each lesson, test takers will be referred to specic pages in the

Ofcial

Guide

, and practice items from the

Ofcial Guide

or the CD-ROM Practice sets will be analyzed. Remind test

takers to bring the

Ofcial 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 rst 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.

What’s 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 specic 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: •

Ofcial Guide

pp. 61–64

• Copies of ‘Question sheet A’ and ‘Question sheet B’

Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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

Ofcial 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 61–62 of the

Ofcial Guide

, and test taker B should read pages 63 and 64. (Refer test

takers to the Glossary at the back of the

Ofcial 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 partner’s 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 specic 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

Ofcial 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 61–62 of the

Ofcial 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 nal feedback to the activity, refer test takers to the suggested strategies on pages 63–64 of the

Ofcial 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

Skills: Identifying the topic, theme or main ideas; Understanding academic vocabulary; Inferring the

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 person’s

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.

Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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 rst 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 rst and fth 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 nal feedback, project an image of ‘Understanding question cues: Answer key’ on the board.

Main activity 3

whole class and pair work (25 mins)

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 nal 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 classication of living things’, ‘two ways of being

assessed’),

– Lists or options are usually chunked separately (e.g. ‘a computer/, a bed/, or a television’).

Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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’

• 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 nal feedback, project an image of ‘Practice item: Answer key’ on the board and discuss any

problems.

Round up

whole class (10 mins)

Materials:

Ofcial Guide

pp. 63 and 64

Aim: Reviewing test problems and strategies

Steps: • Ask test takers to reect 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 speaker’s 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

Ofcial 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

Ofcial Guide

if necessary).

Homework activities

• Explain that the

Ofcial 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

Ofcial 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

Ofcial 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.

Lesson 1Photocopiable

Interview four people in your class. Ask appropriate questions to elicit the information you need.

Introducing ourselves

Name Nickname Address Favorite pastimes Future plans

Lesson 1Photocopiable

Ask your partner to read pages 61 and 62 of the Ofcial Guide. When he or she has nished reading,

ask the following questions. Try to stress (say more clearly and loudly) the underlined word(s) in

each question.

Note your partner’s 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 A

Lesson 1Photocopiable

Ask your partner to read pages 63 and 64 of the Ofcial Guide. When he or she has nished reading,

ask the following questions. Try to stress (say more clearly and loudly) the underlined word(s) in

each question.

Note your partner’s 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?

Question sheet B

Lesson 1Photocopiable

Understanding question cues

Question Question

word

Information needed

in answer

Key content

words Predicted answer

“Who would you

consult to treat a fear

of crowded places,

a philosopher or a

psychologist?”

Who Reference to a person

or profession

Consult, treat a fear

of crowded places,

a philosopher or a

psychologist?

a psychologist

How would most

people travel to work

each day, in big cities

like Hong Kong, Tokyo

and New York?

Would a supermarket,

a café, 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?

Complete the following table. The rst row has been done as an example.

[Source: CD-ROM Practice set 1]

Lesson 1Photocopiable

Complete the following table. The rst row has been done as an example.

[Source: CD-ROM Practice set 1]

Question Question

word

Information needed

in answer

Key content

words Predicted answer

“Who would you

consult to treat a fear

of crowded places,

a philosopher or a

psychologist?”

Who Reference to a person

or profession

Consult, treat a fear

of crowded places,

a philosopher or a

psychologist?

a psychologist

How would most

people travel to work

each day, in big cities

like Hong Kong, Tokyo

and New York?

Would a supermarket,

a café, 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?

How A form of transport travel to work, big

cities like Hong

Kong, Tokyo and

New York

public transport/

metro and bus

Would A kind of shop a supermarket,

a café, or a book

store, widest

range of products

available

a supermarket

Would more A proportion of

genders

more men or

women play

professional

football

more men

In which….

would

A location room of their

home, usually

wash their clothes

a laundry/a

bathroom

Understanding question cues: Answer key

Lesson 1Photocopiable

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 classication 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?

[Source: CD-ROM Practice set 1]

Chunking words into meaningful word groups

Lesson 1Photocopiable

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 classication 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?

[Source: CD-ROM Practice set 1]

Chunking words into meaningful word groups: Answer key

Possible answers

biology

written assignments

a city

October

a bed

Lesson 1Photocopiable

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?

[Source: CD-ROM Practice set 2]

Practice item worksheet A

Lesson 1Photocopiable

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?

[Source: CD-ROM Practice set 2]

(sample responses)

In the early morning

The 20th century

Mexico

Monday

A museum

Australia

Practice item worksheet A: Answer key

Lesson 1Photocopiable

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. 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 city—hundreds, millions or

billions?

6. This work is due for submission, one month from 15 June. On what date should it be

submitted?

[Source: CD-ROM Practice set 2]

Practice item worksheet B

Lesson 1Photocopiable

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. 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 city—hundreds, millions or

billions?

6. This work is due for submission, one month from 15 June. On what date should it be

submitted?

[Source: CD-ROM Practice set 2]

Practice item worksheet B: Answer key

(sample responses)

In summer

The moon

13 years old

Millions

July 15

Lesson 2© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

Speaking

• Speaking for a purpose (to repeat, to inform, to explain)

• Reading a text aloud

• Speaking at a natural rate

• Producing uent speech

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Speaking under timed conditions

Reading

• Identifying a writer’s purpose, style, tone or attitude

• Understanding academic vocabulary

• Reading a text under timed conditions

Listening

• Understanding academic vocabulary

• Inferring the meaning of unfamiliar words

• Comprehending variations in tone, speed, accent

This lesson provides skills practice for the PTE Academic item types

Read aloud

and

Repeat Sentence

Information about the item types in

The Ofcial Guide to PTE Academic

Read aloud Repeat sentence

Item type task description pp. 40–41 pp. 45–47

Skills tested pp. 42–43 p. 48

Scoring p. 42 p. 47

Strategies pp. 43–44 p. 48

Practice item p. 44 p. 49

Answer key feedback p. 174 pp. 174–75

Objectives

By the end of this lesson, test takers will have:

➤ 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

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

➤ Practiced pronunciation and oral uency skills related to the successful completion of these item types

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 40–44, 45–49, 174–75

• 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)

Lesson 2

Lesson 2© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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

Materials: •

Ofcial Guide

pp. 40–44 and 45–49

• Copies of ‘Reading aloud practice: Worksheet A’ and ‘Reading aloud practice: Worksheet B’

Skills: Identifying a writer’s 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 uent

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 40–44 and

45–49 of the

Ofcial 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 didn’t catch. When the reading partner has nished 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 nished 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 difcult to pronounce (or understand), and to identify

any problems they had when chunking words into groups, stressing syllables in words, or using

intonation.

Lesson 2© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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

Repeat sentence

item types. If necessary, refer test takers to pages 40–44 and 45–49 in the

Ofcial Guide

Main activity 1

whole class and group work (20 mins)

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 uent 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 difculty with pronouncing consonants

at the beginning and the end of words. As an example of potential difculties, 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 rst languages, test takers may need help differentiating between sounds such as /b/ and

/p/, or /l/, /r/ and /n/.

• Emphasize the pronunciation of common sufxes 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 nal sound is /s/; ‘like’ ends in the letter ‘e’ its nal 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 nal 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 uent 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.

Lesson 2© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 rst 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 nal 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.

• • • • • • • • • • • •

It’s 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.

Lesson 2© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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.

Main activity 3: part 2

whole class and group work (10 mins)

Using correct intonation

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 isn’t 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:

I’m 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.

Lesson 2© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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 uent

speech; Understanding academic vocabulary

Aims: Apply this lesson’s 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 rst 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 partner’s 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

partner’s 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

reader’s 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.

Round up

whole class (15 mins)

Aim: Reviewing test problems and strategies

Steps: • Ask test takers to reect 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 43–44 and 48 in the

Ofcial Guide

. Review the strategies and

discuss any queries/problems test takers have.

• Ask test takers to reect 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.

Lesson 2© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Homework activities

• For homework, ask test takers to complete the

Read aloud

and

Repeat sentence

practice items on pages 44

and 49 of the

Ofcial 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.

Lesson 2Photocopiable

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 uency

• Correct pronunciation

Lesson 2Photocopiable

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 uency

• Correct pronunciation

Lesson 2Photocopiable

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

Lesson 2Photocopiable

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 nd statistics to be an arduous task.

[Source:

Ofcial 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.]

Lesson 2Photocopiable

Chunking words into groups: 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 nd statistics to be an arduous task.

[Source:

Ofcial 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.]

Lesson 2Photocopiable

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.

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 nd statistics to be an arduous task.

[Source:

Ofcial 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.]

Lesson 2Photocopiable

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 nd statistics to be an arduous task.

[Source:

Ofcial 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.]

Sentence stress worksheet: Suggested answers

Lesson 2Photocopiable

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.

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 nd statistics to be an arduous task.

[Source:

Ofcial 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.]

Lesson 2Photocopiable

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

nd statistics to be an arduous task.

➔

[Source:

Ofcial 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.]

Intonation worksheet: Suggested answers

Lesson 2Photocopiable

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 you’ve 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 it’s the position you’ll 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 don’t 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 you’re trying to

make rather than just include them to ll 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 he’s 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 ofcer can help with questions about exam technique.

3. Most of the students were not able to attend Professor Green’s seminar.

4. Some of the references in the essay were old and out of date.

[Source: CD-ROM Practice Set 1]

Lesson 2Photocopiable

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 you’ve 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 it’s the position you’ll 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 don’t 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 you’re trying to

make rather than just include them to ll 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 he’s 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 today’s lecture.

2. The circulation desk is located on the ground oor.

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© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

Reading

• Identifying the topic, theme or main ideas

• Identifying words and phrases appropriate to the context

• Understanding academic vocabulary

• Understanding the difference between connotation and denotation

• Inferring the meaning of unfamiliar words

• Comprehending explicit and implicit information

• Comprehending concrete and abstract information

• Following a logical or chronological sequence of events

• Classifying and categorizing information

Writing

• Using words and phrases appropriate to the context

• Using correct grammar

• Using correct spelling

This lesson provides skills practice for the PTE Academic item types

Reading: Fill in the blanks

and

Reading

writing: Fill in the blanks

Information about the item types in

The Ofcial Guide to PTE Academic

Reading: Fill in the blanks Reading & writing: Fill in the blanks

Item type task description pp. 106–107 pp. 110–111

Skills tested p. 108 p. 112

Scoring p. 107 p. 111

Strategies p. 108 p. 112

Practice item p. 109 pp. 113–114

Answer key feedback p. 184 pp. 184–185

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the reading and writing skills listed above

➤ Analyzed the rubric, format and scoring of these item types

➤ Practiced reading strategies for these item types

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

➤ Practiced vocabulary skills related to the successful completion of these item types

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 106–109, 110–114, 184–185

• 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

Lesson 3

Lesson 3© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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

Introduction

(5 mins)

• 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: •

Ofcial Guide

pp. 106–107, 110–111

• 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

Steps: • To familiarize test takers with both item types, ask them to quickly read through pages 106–107 and

110–111 of the

Ofcial 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 ll 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 ll 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

Ofcial 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 106–107 and 110–111 of

the

Ofcial Guide

Main activity 1: part 1

whole class and group work (20 mins)

Fill in the blanks reading skills

Materials: • Image of ‘Understanding

Fill in the blanks

item types: Answer key’ for projection

•

Ofcial Guide

pp.108 and 112

Skills: Identifying the topic, theme or main ideas; Understanding academic vocabulary; Inferring the

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 rst ll in the blanks text about the

Reading: Fill

in the blanks

item.

Lesson 3© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Ask test takers how they were able to recognize (without looking back at the item description on

pages 106–107 of the

Ofcial Guide

) which words correctly lled each of the ve 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 ve 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 innitive ‘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 doesn’t 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

Ofcial

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 ll 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 rst 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

Lesson 3© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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 nal 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 lesson’s 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-ll strategies and word bank skills they identied 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

t 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.

Main activity 4: part 1

group work and whole class (10 mins)

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 doesn’t collocate, they should write ‘X’.

Lesson 3© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 conrm 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 rst 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.

Main activity 4: part 2

group work and whole class (10 mins)

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

doesn’t 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 rst 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

Materials:

Ofcial Guide

pp. 113–114 and 184–185

Skills: Using words and phrases appropriate to the context; Using correct grammar

Aim: Applying this lesson’s 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

Ofcial Guide

• Remind them to think about the strategies and collocation and phrasal verb skills they identied and

practiced earlier.

• Give test takers 5 minutes to complete the item individually.

Lesson 3© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 184–185 of the

Ofcial Guide

and elicit reasons why particular words t in each blank. Discuss any queries/problems test takers

may have.

Round up

whole class (10 mins)

Aim: Reviewing test problems and strategies

Steps: • Ask test takers to reect 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

Ofcial 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

Ofcial 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.

Lesson 3Photocopiable

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 ve 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 ve 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

Lesson 3Photocopiable

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 ve 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 ve 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

single

multiple-choice

writing

choices

identify

three

tests

contains

use

33 3 3 3

3 3 3 3

Lesson 3Photocopiable

Words Noun forms Adjective forms Verb forms Adverb forms Synonyms Antonyms Collocations

‘New Year Festivals’ word bank

Lesson 3Photocopiable

Words Noun forms Adjective forms Verb forms Adverb forms Synonyms Antonyms Collocations

‘New Year Festivals’ example word bank

Party (n) party — to party — celebration (n)

esta (n)

social event (n)

— Party goer

Party animal

Party dress

Party game

Birthday party

New year’s 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

a new beginning

an end

a nal completion

Renewal celebrations

Renewal rituals

Renewal rites

Lesson 3Photocopiable

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

[Source: CD-ROM Practice set 1]

Practice item Reading:

Fill in the blanks

Lesson 3Photocopiable

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

[Source: CD-ROM Practice set 1]

Practice item Reading:

Fill in the blanks

: Answer key

temples

concernsparties

prepare

expel

Tips for identifying correct answers

3 ‘parties’ ts the rst blank because it collocates logically with the verb ‘to hold’ and with the adjectival phrase ‘forget-the-

year’.

3 ‘concerns’ ts the second blank because it collocates with ‘problems’ to make the common phrase ‘problems and concerns’.

It also is a good grammatical t 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’ ts the third blank because it is a verb in its base form and is grammatically parallel to the innitive ‘to bid

farewell’ earlier in the sentence. It also appropriately contrasts the ideas ‘past year’ and ‘new beginning’.

3 ‘temples’ ts 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’) don’t make sense when collocated with

‘Buddhist’.

3 ‘expel’ ts 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’

Lesson 3Photocopiable

research documentation data studies results

Make

Conduct

Pursue

Analyze

Read

Nouns

Verbs

research documentation data studies results

Do 3 7 7 3 7

Make

Conduct

Pursue

Analyze

Read

Nouns

Verbs

‘Research’ collocation table 1

‘Research’ collocation table 2

Lesson 3Photocopiable

research documentation data studies results

Do 3 7 7 3 7

Make

Conduct

Pursue

Analyze

Read

Nouns

Verbs

Notes:

• Many learners often mistakenly collocate the verb ‘make’ with the nouns in this table.

• Apart from the verbs listed in the rst 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.

‘Research’ collocation: Answer key

77777

3 7 7 3 7

33333

Lesson 3Photocopiable

on out up

To speak

To put

To count

To rely

To look

Prepositions

Verbs

Phrasal verbs

Lesson 3Photocopiable

On Out Up

To speak

To put

To count

To rely

To look

Prepositions

Verbs

on out up

To speak

To put

To count

To rely

To look

Prepositions

Verbs

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

inuence 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’).

Phrasal verbs: Answer key

7 3 ( = to protest ) 3 (= to speak louder)

33 ( = to extinguish, to place

outside ) 3 (= to endure)

3 ( = to need) 3 ( = to count slowly or

audibly) 3 (= to calculate, to total)

3( = to be dependent) 7 7

3 ( = to watch without being

involved) 3 (= to protect) 3 (= to locate, to admire or

respect)

Lesson 4© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

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 specic details, facts, opinions, denitions or sequences of

events

➤ Organization: Read for and understand the function of what the writer says or identify the reasons why the

writer mentions specic pieces of information

➤ Analysis of discourse: Read 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 a writer’s purpose, style, tone or attitude

➤ Identifying the supporting points or examples

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.

Information about the item types in

The Ofcial Guide to PTE Academic

Reading: Multiple-choice,

choose single answer

Reading: Multiple-choice,

choose multiple answers

Item type task description pp. 91–92 pp. 96–98

Skills tested pp. 93–94 pp. 98–99

Scoring p. 93 p. 98

Strategies p. 94 p. 99

Practice item p. 95 p. 100

Answer key feedback p. 181 pp. 182–183

Objectives

By the end of this lesson, test takers will have:

➤ 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

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 91–100, 181–183

• Copy of sample item type (illus. p. 91

Ofcial 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

Ofcial Guide

(without prompt and response options) (1 handout per

small group)

• Copies of reading text passage on p. 97

Ofcial Guide

(without prompt and response options) (1 handout per

pair)

• Copies of Worksheet 1 (individual handouts)

Lesson 4

Lesson 4© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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

Ofcial Guide

p. 91 (with labels removed) for projection

•

Ofcial Guide

pp. 91–92 and 96–98

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

Ofcial 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; Writer’s purpose:

Read for and understand the function of what the writer says or identify the reasons why the

writer mentions specic 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)

Lesson 4© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Which of the following are facts specically 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 signicant human impact on the Tasmanian environment rst 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, ooding, desertication,

etc).

• Feedback results with the whole class and discuss any conicting ideas.

Main activity 2: part 2

small groups/pairwork (15 mins)

Look for key words in a text

Materials: • Copies of reading text passage

Ofcial Guide

p. 92 (without prompt and response options)

•

Ofcial Guide

p. 92

Skills: Main idea or gist: Read for and identify the main idea or theme; Read for and identify specic

details, facts, opinions, denitions 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

Ofcial 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

Ofcial

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

Materials:

Ofcial Guide

pp. 91–92

Lesson 4© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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

Ofcial Guide

, plus the section on ‘Scoring’

on page 93.

Main activity 3: part 1

pair work (10–20 mins)

Identify the gist of a passage

Materials: Copies of reading text passage

Ofcial Guide

p. 97 (without prompt and response options)

Skills: Main idea or gist: Read for and identify the main idea or theme; Read for and identify specic

details, facts, opinions, denitions 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 writer’s 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

Ofcial 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/prexes/sufxes, etc

and thinking about similar looking familiar words; looking at context, etc).

• Discuss the merits of the various strategies in relation to this passage.

Main activity 3: part 2

pair work (10–20 mins)

Identify the writer’s purpose/opinion

Materials: Copies of reading text passage

Ofcial Guide

p. 97 (without prompt and response options)

Skills: Identifying a writer’s purpose, style, tone or attitude; Identifying the supporting points or

examples

Aim: Familiarize test takers with the process of skimming to identify a writer’s 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).

Lesson 4© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Ask test takers in their pairs to reread the passage and highlight phrases that identify or support the

writer’s 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 writer’s 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 writer’s 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 (10–15 mins)

Complete the item and analyze the strategies used

Materials:

Ofcial 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

Ofcial 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 rst then read passage; read the passage rst and then read prompt/

response options).

• Discuss which approach they found easier and/or more useful, and why.

Lesson 4© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Round up

whole class (5 mins)

Materials:

Ofcial Guide

p. 94

Aim: Review strategies and problems

Steps: • Get test takers to look at page 94 in the

Ofcial 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

93–94 and 98–99 in the

Ofcial 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.

Lesson 4Photocopiable

‘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 specically 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 signicant human impact on the Tasmanian environment rst began .

[Source: CD-ROM Practice sets 1, 2 and 3]

Sample Question Prompts

Lesson 4Photocopiable

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 afliation 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 identied. (The heading should

indicate the overall ‘topic’ of each group.)

Brainstorm other academic words related to the topics that you have identied.

Brainstorm the text types that are most often used for writing about such topics.

Worksheet 1

Lesson 4Photocopiable

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 afliation 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 identied. (The heading should

indicate the overall ‘topic’ of each group.)

Brainstorm other academic words related to the topics that you have identied.

Brainstorm the text types that are most often used for writing about such topics.

Religion / Religious groups

Population

Politics / Government

Countries / Nations

etc

– Catholic, Christian, Protestant, religious afliation

– birth rate, citizens, infant mortality rate, inhabitants, life expectancy, population

– citizens, colonizers, constitution, democracy, equality, nationalism, political landscape, self-government

– population, religious afliation, inhabitants, citizens, tribes

etc

Charts, graphs, reports, etc

Test takers own answers

Worksheet 1 Answer key

Lesson 5© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

Listening

• Identifying the topic, theme or main ideas

• Identifying words and phrases appropriate to the context

• Understanding academic vocabulary

• Inferring the meaning of unfamiliar words

• Comprehending explicit and implicit information

• Comprehending concrete and abstract information

• Following an oral sequencing of information

• Predicting how a speaker may continue

• Forming a conclusion from what a speaker says

• Comprehending variations in tone, speed, accent

• Identifying errors in a transcription

Reading

• Understanding academic vocabulary

• Following a logical or chronological sequence of events

• Reading a text under timed conditions

• Matching written text to speech

Speaking

• Reading a text aloud

• Using correct intonation

• Using correct pronunciation

• Using correct stress

This lesson provides skills practice for the PTE Academic item types

Select missing word

and

Highlight incorrect words

Information about the item types in

The Ofcial Guide to PTE Academic

Select missing word Highlight incorrect words

Item type task description pp. 150–151 pp. 154–155

Skills tested p. 152 p. 156

Scoring p. 152 p. 156

Strategies pp. 152–153 p. 157

Practice item p. 153 pp. 157–158

Answer key feedback pp. 191–192 p. 192

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the listening, reading and speaking skills listed above

➤ Analyzed the rubric, format and scoring of these item types

➤ Practiced listening and reading strategies for these item types

➤ Reviewed feedback to practice items

➤ Practiced prediction and word stress skills related to the successful completion of these item types

Lesson 5

Lesson 5© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 150–153, 154–158, 191–192

• 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’ 1–3 (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’ 1–3 (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

Introduction

(5 mins)

• 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.

• 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 1

group work (20 mins)

Becoming familiar with the item types

Materials: •

Ofcial Guide

pp. 150–153 and 154–158

• 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

Steps: • To familiarize test takers with both item types, ask them to quickly read through pages 150–153 and

154–158 of the

Ofcial 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 rst sentence of the worksheet aloud but should not read out the nal underlined word.

• Explain that the test taker sitting to the left of the reading test taker should try to guess the nal 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 nished, 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 nal

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

condence in this activity, because this will be explained in the next activity.)

Lesson 5© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Main activity 1

whole class and group work (35 mins)

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 ll 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 condent 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 nal 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

condently 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 1–3

• 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;

Using correct stress

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.

Lesson 5© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 nished, he or she should read out the ve 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’ 1–3

• Copies of ‘Finding differences between spoken and written versions of a text’ 1–3

• 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 speaker’s 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, prexes and sufxes may be stressed (e.g.

‘unhealthy’, ‘non taxable’) to emphasize contrast or difference, and it is also possible that these

prexes or sufxes 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.

Lesson 5© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• When the reading test taker has nished, 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 nal 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.

Round up

whole class (10 mins)

Materials:

Ofcial Guide

pp. 152–153 and 156–157

Aim: Reviewing test problems and strategies

Steps: • Ask test takers to reect 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 152–153 and 156–157 in the

Ofcial Guide

. Review the strategies

and discuss any queries or problems they may have.

• Ask test takers to reect 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 157–158 of the

Ofcial 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.

Lesson 5Photocopiable

Take it in turns to read one sentence aloud to your group. Do not read the nal 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 20–70 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.

Select missing word

worksheet

Lesson 5Photocopiable

Highlight incorrect words

worksheet

Take it in turns to read one sentence aloud to your group. Do not read the nal 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 nd 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 nd 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.

Lesson 5Photocopiable

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 indenite article.)

4. Recordings in this item last for 20–70 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 ‘20–70’.)

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 indenite article. Further, our

knowledge of grammar tells us that a phrasal verb is needed to complete the sentence because it is preceded

by the innitive ‘try to’.)

Select missing word

worksheet: Answer key

Lesson 5Photocopiable

Take it in turns to read a transcript aloud to your group. When you have nished reading the

transcript, read out the ve 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,

, ows 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 ve elements—water, re, wood, metal,

and earth, and the external environment. The points on the compass, with eight separate directions—north,

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

What is Feng Shui? The classical Chinese

system for seeking harmony

by David Johnson]

Practicing prediction 1

Lesson 5Photocopiable

Practicing prediction 2

Take it in turns to read a transcript aloud to your group. When you have nished reading the

transcript, read out the ve possible options for completing the transcript and ask other test takers

from your group to choose the correct one.

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 Plato’s 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 ctional paradise

Option 2 based in fact

Option 3 denitely realistic

Option 4 a key element of our cultural heritage

Option 5 rst in a series of mythical tales

Atlantis: Myth or history?

by Holly Hartman]

Lesson 5Photocopiable

Practicing prediction 3

Take it in turns to read a transcript aloud to your group. When you have nished reading the

transcript, read out the ve possible options for completing the transcript and ask other test takers

from your group to choose the correct one.

Transcript

Initially when Lewis turned to writing children’s 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 Lewis’s

rst Narnia book,

The Lion, the Witch and the Wardrobe

. He thought that there were too many elements that

clashed—a Father Christmas and an evil witch, talking animals and children. Thankfully, Lewis didn’t 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 nal one,

The Last Battle

, in 1956. Although they were not well received at rst 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 children’s literature

C.S.Lewis: The creator of Narnia–Biography

by Ann-Marie Imbornoni]

Lesson 5Photocopiable

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,

, ows 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 ve elements—water, re, 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.

What is Feng Shui? The classical

Chinese system for seeking harmony

by David Johnson]

Lesson 5Photocopiable

Finding differences between spoken and written versions of a text: 2

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

Most of the information we have about Atlantis comes from the ancient Greek philosopher Plato. He says that

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 Plato’s 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.

Atlantis: Myth or history?

Holly Hartman]

Lesson 5Photocopiable

Finding differences between spoken and written versions of a text: 3

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

Initially when Lewis turned to writing children’s books, his publisher and some of his colleagues tried to dissuade

him; they thought it would hurt his reputation as a writer of serious works. Tolkien, in particular, criticized Lewis’s

rst Narnia book,

The Lion, the Witch and the Wardrobe

. He thought that there were too many elements that

clashed—a Father Christmas and an evil witch, talking animals and children. Thankfully, Lewis didn’t listen to

many of them.

Following the publication of

The Lion, the Witch and the Wardrobe

in 1915, Lewis quickly wrote six more Narnia

books, publishing the nal one,

The Last Battle

, in 1926. Although they were not well received at rst by critics

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 children’s literature.

C.S.Lewis: The creator of

Narnia–Biography

by Ann-Marie Imbornoni]

Lesson 5Photocopiable

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,

, ows 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 ve elements—water, re, 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

Most of the information we have about Atlantis comes from the ancient Greek philosopher Plato. He says that

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 Plato’s 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 children’s books, his publisher and some of his colleagues tried to dissuade

him; they thought it would hurt his reputation as a writer of serious works. Tolkien, in particular, criticized Lewis’s

rst Narnia book,

The Lion, the Witch and the Wardrobe

. He thought that there were too many elements that

clashed—a Father Christmas and an evil witch, talking animals and children. Thankfully, Lewis didn’t listen to

many of them.

Following the publication of

The Lion, the Witch and the Wardrobe

in 1915, Lewis quickly wrote six more Narnia

books, publishing the nal one,

The Last Battle

, in 1926. Although they were not well received at rst by critics

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 children’s literature.

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 Narnia–Biography

by Ann-Marie Imbornoni]

Finding differences between spoken and written versions of text:

Answer key

Lesson 6© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours 15 minutes

This lesson focuses on the following skills:

Reading

• Reading a passage under timed conditions

• Identifying a writer’s purpose, style, tone or attitude

• Comprehending explicit and implicit information

• Comprehending abstract and concrete information

• Identifying the topic, theme or main ideas

• Identifying supporting points or examples

• Inferring the meaning of unknown words

• Identifying a summary

• Evaluating the quality and usefulness of texts

Writing

• Writing a summary

• Writing under timed conditions

• Taking notes while reading a text

• Synthesizing information

• Writing to meet strict length requirements

• Communicating the main points of a reading passage in writing

• Using words and phrases appropriate to the context

• Using correct grammar

• Using correct spelling

This lesson provides skills practice for the PTE Academic item type

Summarize written text

Information about the item type in

The Ofcial Guide to PTE Academic

Summarize written text

Item type task description pp. 73–74

Skills tested pp. 75–76

Scoring pp. 74–75

Strategies p. 76

Practice item p. 77

Answer key feedback p. 178

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the reading and writing skills listed above

➤ Analyzed the rubric, format and scoring of this item type

➤ 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

Lesson 6

Lesson 6© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 73–77

• 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

Introduction

(5 mins)

• 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

Ofcial Guide

Warm up activity

individual and pair work (10 mins)

Becoming familiar with this item type

Materials: •

Ofcial Guide

pp. 73–75

• 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 writer’s 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 73–75 in the

Ofcial Guide

and nd 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 other’s 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. 74–75)

– More than ve 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.)

Lesson 6© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Discuss any queries/problems that test takers may have about the material on these pages.

Main activity 1: part 1

whole class (5 mins)

What is a ‘good’ summary?

Materials:

Ofcial Guide

pp. 73–75

Skills: Identifying a writer’s 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 reading’s 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 modies or elaborates on the main noun in the phrase.)

Main activity 1: part 2

group work (10 mins)

What is the ‘best’ summary?

Materials: •

Ofcial Guide

pp. 73–75

• Copies of ‘What is the best summary?’

Skills: Identifying a writer’s 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

73–75 in the

Ofcial 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 73–75.

• Ask each group to report their choice and give reasons why the other summaries are inappropriate.

• As nal 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 writer’s 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.

• Discuss any queries/problems that test takers may have.

Lesson 6© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Main activity 2: part 1

whole class and pair work/group work (15 mins)

Summary reading strategies: identifying the topic, theme or main ideas

Materials: •

Ofcial Guide

p. 76

• 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

Ofcial 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 rst 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 rst 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

rst 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: nding 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 paragraph’s topic sentence, which is usually the rst 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 word’s meaning;

– using a word’s grammatical class (e.g. adjective, noun, verb etc) to guess its meaning (e.g. words

with the sufx/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.

Lesson 6© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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.

• Discuss any queries/problems that test takers may have.

Main activity 3: part 1

individual work and pair work (15 mins)

Summary writing strategies: paraphrasing main ideas

Materials:

Ofcial Guide

p. 76

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

Ofcial 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 bride’s 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 indenite 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.

Main activity 3: part 2

whole class and group work (25 mins)

Summary writing strategies: looking at grammar

Materials: •

Ofcial Guide

p. 76

• 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

Ofcial 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.

Lesson 6© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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

nal feedback.

• Discuss any queries/problems that test takers may have.

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.

Lesson 6© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Round up

whole class (10 mins)

Materials: Copy of ‘Summary writing: Timed practice: Sample summary’ for projection

Aim: Review test problems and strategies

Steps: • Ask test takers to reect 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 text’s 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 other’s 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.

• Discuss any queries/problems that test takers may have.

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.

Lesson 6Photocopiable

Read pages 73–75 in the Ofcial 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 nish 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 writer’s purpose on pages 73–75?

• What features of pages 73–75 help us to see the writer’s purpose?

Questions about the

Summarize written text

item type

Lesson 6Photocopiable

The following four paragraphs each give a summary of the text on pages 73–75 in the Ofcial

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 difcult 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.

What is the best summary?

Lesson 6Photocopiable

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?

Predicting information in a reading text: Discussion questions

Lesson 6Photocopiable

This activity practices strategies which help you to nd 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 dowry—the money or property a bride brings to her husband at marriage—was common in the past.

It ourished throughout much of the ancient world, and also in medieval Europe.

2. The practice of dowries apparently originated when a bride’s 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 groom’s 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 bride’s 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 bride’s father calculating how much his daughter has cost him since her birth, and how much she

could be expected to earn during her lifetime.

[Source: CD-ROM Practice set 1]

Information Please® Database, © Pearson Education, Inc.:

Dowries: The joining of money and marriage by David Johnson

Summary reading strategies: Task 1

Lesson 6Photocopiable

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.

1. A dowry—the money or property a bride brings to her husband at marriage—was common in the past.

It ourished throughout much of the ancient world, and also in medieval Europe. (Hint: Look at

the word ending of ‘ourished’ and its position in the sentence. Is it a verb or a participle

adjective?)

2. The practice of dowries apparently originated when a bride’s 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. (Hint: Look at the word endings of ‘apparently’ and ‘typically’.)

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. (Hint: Look at the word ending of ‘function’. What other

words end with the sufx ‘ion’?)

4. Sometimes, the groom’s 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. (Hint: What does the root of the word tell you about its meaning?

Which word class has words that end in ‘able’?)

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 bride’s 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 bride’s father calculating how much his daughter has cost him since her birth, and how much she

could be expected to earn during her lifetime. (Hint: Look at the word root and its sufx.)

[Source: CD-ROM Practice set 1]

Information Please® Database, © Pearson Education, Inc.:

Dowries: The joining of money and marriage by David Johnson

Summary reading strategies: Task 2

Lesson 6Photocopiable

Finding the main idea in each paragraph

The main idea in each paragraph is generally given in the topic sentences.

1. A dowry—the money or property a bride brings to her husband at marriage—was common in the past.

It ourished throughout much of the ancient world, and also in medieval Europe.

2. The practice of dowries apparently originated when a bride’s 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 groom’s 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 bride’s 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 bride’s father calculating how much his daughter has cost him since her birth, and how much she

could be expected to earn during her lifetime.

[Source: CD-ROM Practice set 1]

Information Please® Database, © Pearson Education, Inc.:

Dowries: The joining of money and marriage by David Johnson

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 1: Answer key

Lesson 6Photocopiable

Using word classes to guess the meaning of unfamiliar words

1. A dowry—the money or property a bride brings to her husband at marriage—was common in the

past. It ourished 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’.)

2. The practice of dowries apparently originated when a bride’s 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. (‘ly’ sufxes 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 author’s opinion or attitude. In the rst sentence ‘apparently’

connotes that the author is not completely sure of the origins of dowries and in the second

sentence ‘Typically’ connotes common practice.)

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. (Words which end with the sufx ‘ion’ are usually nouns,

for example ‘opinion’, ‘education’, ‘action’.)

4. Sometimes, the groom’s 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. (The root of the word looks very much like ‘value’ and the other

words in the paragraph conrm that the meaning of this adjective relates to money. Words

that end in ‘able’ are almost always adjectives.)

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 bride’s 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 bride’s 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 sufx ‘ance’ tells us that the word is a noun.)

[Source: CD-ROM Practice set 1]

Information Please® Database, © Pearson Education, Inc.:

Dowries: The joining of money and marriage by David Johnson

Summary reading strategies: Task 2: Answer key

Lesson 6Photocopiable

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 groom’s family pays for the bride’s dowry and maybe some traditional families continue to do this

in some places.

Example summaries of the Dowries text

Lesson 6Photocopiable

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 ve factors.

Summary 4

Sometimes a groom’s family pays for the bride’s 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

groom’s 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.

Assessment of summaries of the Dowries text

Lesson 6Photocopiable

Read the passage below and summarize it using one sentence. You have 10 minutes to nish 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 gures’ private

lives varies from country to country. Public gures include people such politicians, lm 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 lms, music, TV, sporting appearances or concerts, because their income is

dependant on the general public.

Public gures 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

Lesson 6Photocopiable

Media scrutiny of public gures should be supported because politicians need to be monitored for policy concerns

and other public gures 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.

Summary writing: Timed practice: Sample summary

Lesson 7© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

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

• 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

Reading

• Identifying the topic, theme or main ideas

• Identifying a writer’s purpose, style, tone or attitude

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.

Information about the item type in

The Ofcial Guide to PTE Academic

Write essay

Item type task description pp. 78–79

Skills tested p. 81

Scoring pp. 79–81

Strategies pp. 81–82

Practice item pp. 82–83

Answer key feedback pp. 178–180

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the writing skills listed above

➤ Analyzed the rubric, format and scoring of this item type

➤ Practiced writing strategies for this item type

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

➤ Practiced written discourse skills related to the successful completion of this item type

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 78–83, 84–88, 178–180

• 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 specic causes, effects and changes’ for projection on board/visualizer

• Image of ‘Noun phrases which describe factors, inuences and results’ for projection on board/visualizer

• Copies of ‘Verbs which signal causes, effects and changes’ (1 handout per group)

Lesson 7

Lesson 7© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Copies of ‘Negative verb phrases which signal causes, effects and changes’ (1 handout per group)

• Copies of ‘Adverbs which signal specic causes, effects and changes’ (1 handout per group)

• Copies of ‘Noun phrases which describe factors, inuences 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

Introduction

(5 mins)

• 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

Ofcial Guide

Warm up activity 1

group work (15 mins)

Becoming familiar with this item type

Materials: •

Ofcial Guide

pp. 78–81

• 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 78–81 in the

Ofcial 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 78–81 in the

Ofcial

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 nal 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.

Lesson 7© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

– Phrases such as ‘The rst factor’, ‘The second factor’, ‘Thirdly’, ‘Fourthly’, ‘The fth 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.

• Discuss any queries/problems that test takers may have.

Main activity 1: part 1

whole class and individual work (10 mins)

Understanding the essay prompt

Materials: Essay prompts on

Ofcial Guide

pp. 78 and 83

Skills: Identifying the topic, theme or main ideas; Identifying a writer’s 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 rst 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

Ofcial 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

Ofcial Guide

Extension

• As further practice in analyzing a question prompt, ask test takers to look at the essay prompt on page 83 of

the

Ofcial Guide

and identify the topic of the essay question (the government’s 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).

Main activity 1: part 2

whole class and group work (10 mins)

Essay planning skills

Materials: Image of ‘Model essay plan’ for projection

Skills: Identifying the topic, theme or main ideas; Identifying a writer’s 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 identied 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

Ofcial 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 fulll the

requirements of the task;

Lesson 7© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

– 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 question’s content, they will

be scored zero in all 7 factors.

• Set a time limit of 5 to 7 minutes, then ask each group to briey 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).

• Discuss any queries/problems that test takers may have.

Main activity 2: part 1

whole class/individual work (5 mins)

Sentence skills: expressing a general idea

Materials: Image of ‘Model essay plan’ for projection

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

signicantly

➔

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.

Main activity 2: part 2

whole class/individual work (10 mins)

Sentence skills: rening 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 specic causes, effects and changes’ and ‘Noun phrases which describe

factors, inuences and results’ for projection

• Image of ‘Research collocation example table 3’ for projection

Skills: Using correct grammar; Using correct mechanics

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

specically or more tentatively.

• Project an image of ‘Adverbs which signal specic 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.

Lesson 7© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Project an image of the table ‘Noun phrases which describe factors, inuences 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.

Main activity 2: part 3

whole class/individual work (10 mins)

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 specic causes, effects and changes’ and ‘Noun phrases which

describe factors, inuences and results’

Skills: Using correct grammar; Using correct mechanics

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.

• Discuss any queries/problems that test takers may have.

Main activity 3: part 1

whole class (10 mins)

Paragraph skills: expressing reasons

Materials: Image of ‘Model essay plan’ for projection

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 essay’s 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 rst noun phrase (e.g. ‘test

takers have high levels of stress!’) The verb can also be modied with an adverb such as ‘often’,

‘typically’, ‘usually’.

Lesson 7© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 modied with

an adverb such as ‘often’, ‘typically’, ‘usually’.

Main activity 3: part 2

group work (10 mins)

Paragraph skills: topic sentences

Materials: Image of ‘Structures for describing different qualities’ for projection

Skills: Supporting an opinion with details, examples, and explanations

Aims: Practice structuring paragraphs

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.

Main activity 3: part 3

whole class and group work (10 mins)

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

Aims: Practice structuring paragraphs

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 rst 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.

Lesson 7© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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

paragraph’s 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.

• Discuss any queries/problems that test takers may have.

Round up

whole class (5 mins)

Materials:

Ofcial Guide

pp. 82 and 83

Aim: Review strategies and problems

Steps: • Get test takers to look at page 81 in the

Ofcial Guide

and review the strategies listed.

• Ask test takers to reect 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 84–88 in the

Ofcial Guide

and

encourage them to use the strategies suggested.

Homework activities

• Ask test takers to complete the practice item on pages 82–83 in the

Ofcial 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 81–82, the ‘Editing paragraphs checklist’ used

in Main Activity 4, and the feedback on pages 178–180 in the

Ofcial Guide

Lesson 7Photocopiable

The sentences below have been placed in a random order. Restore the original order by numbering

the sentences correctly.

aIn 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.

bFourthly, the item assesses the range of your language.

cIf 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

persuasive or argumentative essay on a given topic in 20 minutes.

eThirdly, you will be assessed on form; that is, on whether you have written between

200-300 words.

fFinally, you are assessed on spelling.

gThe rst factor is content and this assesses whether you have addressed the topic.

hThis factor includes the range and complexity of your sentence structures and

vocabulary.

iThe fth assessment factor is grammar usage and mechanics.

jThe second factor is development, structure and coherence and it assesses whether

your ideas are logical and coherent.

kThis item type is assessed according to seven factors.

Understanding the item type

Lesson 7Photocopiable

aIn 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.

bFourthly, the item assesses the range of your language.

cIf 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

persuasive or argumentative essay on a given topic in 20 minutes.

eThirdly, you will be assessed on form; that is, on whether you have written between

200-300 words.

fFinally, you are assessed on spelling.

gThe rst factor is content and this assesses whether you have addressed the topic.

hThis factor includes the range and complexity of your sentence structures and

vocabulary.

iThe fth assessment factor is grammar usage and mechanics.

jThe second factor is development, structure and coherence and it assesses whether

your ideas are logical and coherent.

kThis item type is assessed according to seven factors.

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 rst 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 fth 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.

Understanding the item type: Answer key

Lesson 7Photocopiable

This plan refers to the essay prompt on page 78 of the Ofcial Guide.

Main argument:

➔

education

signicantly

➔

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)

Model essay plan

Lesson 7Photocopiable

Increased education

High rates of literacy

Compulsory secondary schooling

A better educated society

Verbs or verb phrases greater prosperity

a wealthier society

a more skilled workforce

higher standards of living

economic growth

cause/s

result/s in

lead/s to

make/s for

Verbs which signal causes, effects and changes

Negative verb phrases which signal causes, effects and changes

Increased education

High rates of literacy

Compulsory secondary schooling

A better educated society

Verbs or verb phrases greater prosperity

a wealthier society

a more skilled workforce

higher standards of living

economic growth

cause/s

fail/s to result in

do/es not lead to

cannot make for

Lesson 7Photocopiable

Verbs or verb phrases Verbs

rarely/sometimes/often/never

signicantly

greatly

moderately

generally

may/might/could

cause/s

result/s in

lead/s to

make/s for

Adverbs which signal specic causes, effects and changes

Noun phrases which describe factors, inuences and results

Noun phrases adverbs + verbs Noun phrases

Increased education

Adjective participle (i.e. ‘ ed’)

+ noun

High rates of literacy

Adjective + ‘rates/levels of’ + noun

Compulsory secondary schooling

Adjective/s + noun

generally lead/s to increases in prosperity levels

‘Increases/decreases/changes/

improvements/reductions in’ +

noun phrase

Lesson 7Photocopiable

Societies which are well

educated

typically have/experience/enjoy/boast greater levels of

prosperity

Noun phrase

(Noun + relative clause)

modifying adverb the verb ‘to have’ (or an

equivalent) in the present

simple tense

noun phrase

People who have completed

higher education

often are/tend to be better paid

Noun phrase

(Noun + relative clause)

modifying adverb the verb ‘to be’ (or an

equivalent) in the present

simple tense

adjectival phrase

• 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

Structures for describing different qualities

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.

Lesson 7Photocopiable

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 checklist

Lesson 7Photocopiable

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

Lesson 7Photocopiable

The main errors in the paragraph are labeled 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.

• 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.

Paragraph editing practice: Answer key

No topic sentence.

Linking word ‘similarly’ does

not make sense because no

previous point is made

Verb ‘to be’ is used

before adjectives

(lines 1 and 2).

Sentence fragment,

and spelling error.

Spelling error

Incorrect linking word

Verb ‘to be’ is

used after ‘There’

and before a noun

phrase

Incorrect punctuation,

and illogical linking word

Illogical change of topic.

Recap Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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 nd

useful solutions and strategies for helping them deal with these difculties. 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 efciently 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 specic 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 5–10 minutes working together to briey list the

skills they need to master to complete each item type. (Encourage them not to refer to the

Ofcial Guide

this point and to express their thoughts in their own words.) Ask them to also discuss which of these skills

they feel condent about and which they nd most problematic.

• Feedback ideas with the whole class and ask test takers to share their thoughts on which item types and

skills are most difcult 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 10–15 minutes to share and discuss any problems that they have had

with the practice items covered in lessons 1–7 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 nd 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 nd solutions for themselves and which can be dealt with quickly or by

referring to the

Ofcial Guide

or the information included Lesson plans 1–7. (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

Ofcial 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 nd

solutions that may improve their own and their partner’s 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.

Recap Lesson 1

Recap Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Improving speaking skills

Steps

• In their pairs, ask test takers to spend some time looking at the ‘Developing your speaking skills’ sections

on pages 67–69 in the

Ofcial 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

Ofcial

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

Ofcial Guide

and to look at the ‘Developing your reading skills’ sections on pages 117 and 118.

Reviewing and improving listening skills

Repeat the process as above, asking test takers to complete the assessment form on page 164 in the

Ofcial

Guide

. and to look at the ‘Developing your listening skills’ sections on pages 164–165.

4. Extra practice

Steps

• With the whole class, ask test takers if there are any specic activities from the previous lessons, or practice

items in the

Ofcial 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

Answer short

question

Complete Answer

short question

item p. 64,

Ofcial

Guide

Complete Answer

short question

items, CD-ROM

Practice set 3

Recap homework activities and ask test

takers to identify any particular problems

Recap listening and speaking skills tested

by this item type on p. 63 in the

Ofcial

Guide

, and ask test takers to identify the

skills they need more practice in

Recap strategies listed on p. 63 in the

Ofcial Guide

and discuss those they have

applied and nd most useful

Recap Lesson 1© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Lesson Item type(s) Homework Feedback summary Notes

Read aloud,

Repeat sentence

Complete

Read

aloud

and

Repeat

sentence

items

pp. 44 and 49,

Ofcial Guide

Complete

Read

aloud

and

Repeat

sentence

items,

CD-ROM Practice

sets 2 and 3

Recap homework activities and ask test

takers to identify any particular problems

Recap listening, speaking and reading

skills tested by these item types on pp.

42–43 and 48 in the

Ofcial Guide

, and

ask test takers to identify the skills they

need more practice in

Recap strategies listed on pp. 43–44 and

48 in the

Ofcial Guide

and discuss those

they have applied and nd most useful

Reading: Fill in

the blanks

Reading & writing:

Fill in the blanks

Complete

Reading: Fill in

the blanks

and

Reading

writing:

Fill in the blanks

items, CD-ROM

Practice set 2

Recap homework activities and ask test

takers to identify any particular problems

Recap reading skills tested by these item

types on pp. 108 and 112 in the

Ofcial

Guide

, and ask test takers to identify the

skills they need more practice in

Recap strategies listed on pp. 108

and 112 in the

Ofcial Guide

and

discuss those they have applied and nd

most useful

You may wish

to focus on

vocabulary

building and

collocation skills

Reading: Multiple-

choice, choose

single answer

Reading: Multiple-

choice, choose

multiple answers

(Lesson 1 of 2)

Complete

Worksheet 1

Complete

Reading: Multiple-

choice, choose

single answer

and

Reading: Multiple-

choice, choose

multiple answers

items, CD-ROM

Practice set 1

As this item is covered again in Lesson 11,

it does not need to be recapped here.

Select missing

word

Highlight incorrect

words

Complete

Select

missing word

and

Highlight incorrect

words

items, pp.

153 and 157–158,

Ofcial Guide

Complete

Select

missing word

and

Highlight incorrect

words

items,

CD-ROM Practice

sets 2 and 3

Recap homework activities and ask test

takers to identify any particular problems

Recap listening and reading skills tested

by these item types on pp. 152 and 156 in

the

Ofcial Guide

, and ask test takers to

identify the skills they need more practice

Recap strategies listed on pp. 152–153

and 157 in the

Ofcial Guide

and discuss

those they have applied and nd most

useful

You may wish to

focus on listening

prediction skills

Summarize

written text

Complete

Summarize written

text

items, CD-

ROM

Practice set 2

Recap homework activities and ask test

takers to identify any particular problems

Recap reading and writing skills tested by

this item type on pp. 75–76 in the

Ofcial

Guide

, and ask test takers to identify the

skills they need more practice in

Recap strategies listed on p. 76 in the

Ofcial Guide

and discuss those they have

applied and nd most useful

Write essay

(Lesson 1 of 2)

Complete

Write

essay

item, pp.

82–83,

Ofcial

Guide

As this item is covered again in Lesson 15,

it does not need to be recapped here.

Lesson 8© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

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 the context

• Using correct grammar

• Speaking at a natural rate

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Speaking under timed conditions

Listening

• Following an oral sequencing of information

This lesson provides skills practice for the PTE Academic item type

Describe image

Information about the item type in

The Ofcial Guide to PTE Academic

Describe image

Item type task description pp. 50–52

Skills tested p. 53

Scoring p. 52

Strategies pp. 53–54

Practice item p. 54

Answer key feedback pp.175–76

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the speaking and listening skills listed above

➤ Practiced speaking strategies for this item type

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

➤ Practiced pronunciation and oral uency skills related to the successful completion of this item type

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 53–54, 175–76

• 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)

Lesson 8

Lesson 8© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Image of ‘Describing a photograph’ for projection on board/visualizer

• Copies of ‘Pronunciation strategies’ (1 handout per pair)

• Copies of ‘Pronunciation strategies: Suggested answers 1–3’ (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)

Materials:

Ofcial Guide

pp. 51, 53

• 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

Ofcial 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

Ofcial 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 ve. Post a copy of the ‘Running dictation’ text in one

corner of the room (or outside the room in a corridor if this doesn’t 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, conrm 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 rst 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’.

Lesson 8© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 specic pronunciation skills later in the lesson (Main

activity 3) which should address the problems raised.

Main activity 1: part 1

whole class (10 mins)

Describing graphs: planning strategies

Materials: •

Ofcial Guide

p. 53

• 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 uently 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 uently 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

Ofcial 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 signicant 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 graph’s 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 xed time periods. If xed time periods were used, for example in a

comparison of statistics over different specic 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/precisely–millions’)

Lesson 8© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Main activity 1: part 2

group work (10 mins)

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 gures. 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.

Main activity 1: part 3

pair work (15 mins)

Describing graphs: uency planning and practice

Materials: • Copies of ‘Describing graphs’

• Copies of ‘Describing graphs: Possible responses’

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; 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 uency strategies they have just practiced.

• Once they have nished 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 other’s uency (i.e. could they keep going without too many pauses, hesitations and

false starts. If test takers had problems maintaining uency, 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 specied, whereas in Image 2 the simple past is used because the

data under discussion took place over a specic 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).

Main activity 2

whole class and pair work (10 mins)

Describing photographs: planning and uency strategies

Materials: •

Ofcial Guide

pp. 53–54

• Image of ‘Describing a photograph’ for projection

Lesson 8© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

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; 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 xed 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 uency of each pair’s 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 nal feedback, refer test takers to the ‘While speaking’ strategies for uency on pages 53–54 in

the

Ofcial Guide.

• Discuss any problems/queries test takers may have.

Main activity 3

whole class and pair work (20 mins)

Stress and intonation

Materials: • Copies of ‘Pronunciation strategies’

• Copies of ‘Pronunciation strategies: Suggested answers 1–3’

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 rst,

creates confusion for the listener).

• Finally, explain that intonation (i.e. whether the speaker’s voice rises or falls) gives a lot of meaning

and also tells the listener the speaker’s 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 speaker’s 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.

Lesson 8© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 nal feedback, distribute the ‘Pronunciation strategies: Suggested answers 1–3’ 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)

Timed practice of item

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’

•

Ofcial Guide

pp 51, 54, 175–176

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 uency 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 rst 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 uent 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 rst.

• Give test taker As 25 seconds to look at their rst 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 rst 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 reect on whether they used similar introductions,

information, organization, vocabulary and grammar.

• Discuss any queries/problems test takers may have.

Round up

whole class (10 mins)

Aim: Reviewing test problems and strategies

Steps: • Ask test takers to reect 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.

Lesson 8© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Homework activities

Materials: •

Ofcial Guide

pp. 54, 175–176

• Audio CD

• For homework, ask test takers to take another look at the practice item task on page 54 of the

Ofcial 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.

Lesson 8Photocopiable

The

Describe image

item type is scored according to

three factors:

• Content

• Oral uency

• 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 uency 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.

Running dictation text

Lesson 8Photocopiable

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.

[Source: CD-ROM Practice set 1]

Lesson 8Photocopiable

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.

[Source: CD-ROM Practice set 1]

Worksheet 1: Answer key

(sample response)

shows (illustrates/presents/depicts)

speak Spanish around the world (in various countries/in the Americas and Europe)

Spanish speakers

millions

have (claim/possess/account for)

over (more than)

Lesson 8Photocopiable

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)]

Lesson 8Photocopiable

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 Zealand’s 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 gures 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)]

Lesson 8Photocopiable

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 reected in the façade 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

Karen Barss]

Lesson 8Photocopiable

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 u/en/cy

out/put ac/counts for in/di/cates var/i/ous

speak/ers pre/sents uc/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 Zealand’s 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 partner’s 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 uency

• 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 uency

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

Lesson 8Photocopiable

1. Word stress

2 syllable nouns 2 syllable verbs 3 syllable verbs 3 syllable nouns & adjectives

im/age de/scribes il/lu/strates u/en/cy

out/put ac/counts for in/di/cates var/i/ous

speak/ers pre/sents uc/tu/ates syl/la/ble

Here are some word stress tendencies for the words in the table:

• two-syllable nouns: stress on rst syllable (‘image, ‘speaker’)

• two-syllable verbs: stress on second syllable (‘present’, ‘describe’)

• three syllable verbs: stress on the rst syllable (‘illustrate’)

• three syllable nouns and adjectives: stress on the rst syllable (‘syllable’)

Some other tendencies that you should try to notice:

• two-syllable adjectives: stress on rst syllable (‘lower’, ‘random’)

• words ending in

ion

: stress on the next to last syllable (‘television’, ‘construction’)

• words ending in

phy

and

, and

: stress on the syllable third from the end (‘democracy’, ‘photography’,

‘nationality’, ‘logical’)

• compound nouns: stress on the rst part (‘classroom’)

• compound verbs: stress on the second part (‘overrule’, ‘underestimate’)

Pronunciation strategies: Suggested answers 1

Lesson 8Photocopiable

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

This pie chart illustrates the countries which are New Zealand’s 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.

Incorrect sentence stress

This pie chart illustrates the countries which are New Zealand’s 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.

Pronunciation strategies: Suggested answers 2

Lesson 8Photocopiable

3. Intonation

The

Describe image

item type is scored according to three factors

➔

• Content

➔

• Oral uency

➔

, 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 uency 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:

• I’m doing the test today.

➔

• Get ready.

➔

• Where’s 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?

➔

Pronunciation strategies: Suggested answers 3

Lesson 8Photocopiable

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 partner’s 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?

Lesson 8Photocopiable

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

10 a.m. Psychology (1) –

Lecture

11 a.m.

12 p.m. Lunch

1 p.m. English Literature

Tutorial

2 p.m.

3 p.m. Economics (1) –

Lecture

4 p.m.

[Source: CD-ROM Practice set 1]

Item 2

Look at the chart on page 51 of the

Ofcial Guide

. In 25 seconds, please describe in detail what the

chart is showing. You will have 40 seconds to give your response.

Lesson 8Photocopiable

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 rst 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.

[Source: CD-ROM Practice set 1]

Item 2

This pie chart shows the level of job satisfaction among an unspecied group of workers. 39 percent stated

that they were very satised with their work and 47 percent that they were somewhat satised. 6 percent were

indifferent. Only 8 percent expressed negative opinions about their level of job satisfaction, with 6 percent saying

they were somewhat unsatised and 2 percent that they were very dissatised. From the chart we can conclude

that most workers interviewed felt positive about the level of job satisfaction in their work.

Lesson 8Photocopiable

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

60 10 Travel by car

[Source: CD-ROM Practice set 1]

Item 2

Look at the graph on page 54 of the

Ofcial Guide

. In 25 seconds, please describe in detail what

the graph is showing. You will have 40 seconds to give your response.

Lesson 8Photocopiable

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

Ofcial Guide

for sample responses and remarks to this item.

Lesson 9© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following reading skills:

• Identifying the topic, theme or main ideas

• Identifying supporting points or examples

• Identifying the relationship between sentences and paragraphs

• Understanding academic vocabulary

• Understanding the difference between connotation and denotation

• Comprehending explicit and implicit information

• Comprehending concrete and abstract information

• Classifying and categorizing information

• Following a logical or chronological sequence of events

This lesson provides skills practice for the PTE Academic item type

Re-order paragraphs

Information about the item type in

The Ofcial Guide to PTE Academic

Re-order paragraphs

Item type task description pp. 101–103

Skills tested pp. 103–104

Scoring p. 103

Strategies p. 104

Practice item p. 105

Answer key feedback pp. 183–184

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the reading skills listed above

➤ Analyzed the rubric, format and scoring of this item type

➤ Practiced reading strategies for this item type

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

➤ Practiced grammar skills related to the successful completion of this item type

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 101–105, 183–184

• 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

Lesson 9

Lesson 9© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Lesson Plan

Introduction

(5 mins)

Materials:

Ofcial Guide

p. 103

• 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

Ofcial Guide

Warm up activity

group work (15 mins)

Becoming familiar with this item type

Materials: •

Ofcial Guide

pp. 101–103

• 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 101–103

in the

Ofcial 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 101–103 in the

Ofcial 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 nal 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 indenite and denite articles when describing something

in a paragraph. (i.e. Indenite articles are generally used when something is rst introduced, with

Lesson 9© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

denite articles used for subsequent references to that thing. Denite articles are also used when

a specic noun is mentioned, e.g. ‘I have a pet. The pet is a dog. It likes to chase the cat that lives

next door.’ Denite 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 rst determine the topic sentence

and note the reasons for their choice. They should then underline all denite and indenite 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 nished, elicit the correct sequence of sentences with the whole class.

• As nal 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

Skills: Identifying the topic, theme or main ideas; Identifying supporting points or examples;

Classifying and categorizing information

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 specic 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 rst 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 nished, elicit the correct sequence of sentences with the whole class.

• As nal 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 briey looked at how different discourse markers signaled

different language functions in a text (e.g. adding information, showing contrasting ideas, etc).

Lesson 9© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Divide the board into ve 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), ‘

’

(signaling cause and effect). Elicit from test takers other discourse markers

that have the same core meaning as the ve 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 rst 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.

Main activity 3: part 2

pair work (15 mins)

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 nal 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)

Timed practice of item

Materials:

Ofcial Guide

pp. 102, 105

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 nal 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

Ofcial 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.

Lesson 9© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

/ The women were asked to ll 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 Ofcial 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 183–84. With the whole class, read

through the explanations and discuss any problems or queries test takers may have.

Round up

whole class (10 mins)

Materials:

Ofcial Guide

p. 104

Aim: Review test problems and strategies

Steps: • To encourage test takers to reect 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 indenite articles and denite 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

Ofcial 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 1–3.

Test takers should check their own answers and note any problems. Problems can be followed up in a recap

lesson.

Lesson 9Photocopiable

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.

Lesson 9Photocopiable

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 rst sentence is the topic sentence because it introduces the topic (the item type). This sentence also tells us for the

rst time that the item type is a reading (not a speaking or listening or writing) type. The indenite article (‘a reading item

type’) is used in this sentence because it is the rst reference to the item type.

• The denite 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.

Lesson 9Photocopiable

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 rst identifying the topic sentence and then using your understanding of

denite and indenite articles to order the remaining supporting sentences.

1. Above that, on oors 45 through 108 are apartments and corporate ofces.

2. Note the use of the qualier “estimated”; the building’s exact height is a tightly guarded secret.

3. Standing at 167 oors, the height of the building is widely estimated to be 707 metres.

4. A hotel occupies the bottom 37 oors of the building.

5. One of the world’s tallest structures is the Burj Dubai.

[Source: CD-ROM Practice set 2]

Lesson 9Photocopiable

Using articles to organize ideas: Answer key

The correct order of the sentences is as follows.

One of the world’s tallest structures is the Burj Dubai. (This is the topic sentence because it introduces the

paragraph’s main topic: The Burj Dubai.)

Standing at 167 oors, 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 qualier “estimated”; the building’s exact height is a tightly guarded secret. (The phrase

‘the use of the …’ refers to the statistics in the previous sentence, and ‘the building’s height’ refers

to the Burj Dubai.)

A hotel occupies the bottom 37 oors of the building. (‘A hotel’ introduces new information and ‘the

building’s height’ refers to the Burj Dubai.)

Above that, on oors 45 through 108 are apartments and corporate ofces. (The word ‘that’ refers to the

hotel.)

[Source: CD-ROM Practice set 2]

Lesson 9Photocopiable

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 rst 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.

Valentine’s Day.

4. The history of Valentine’s Day is obscure, and further clouded by various fanciful legends.

5. The holiday’s roots are in the ancient Roman festival of Lupercalia, a fertility celebration commemorated

annually on February 15.

Valentine’s Day History: Pagan festivals,

Christian saints, Chaucer’s love birds, and the Greeting Card Association of America

by Borgna Brunner]

Lesson 9Photocopiable

Using referents to organize ideas: Answer key

The history of Valentine’s Day is obscure, and further clouded by various fanciful legends. (This is the topic

sentence because it introduces the paragraph’s main topic: the history of Valentine’s Day.)

The holiday’s roots are in the ancient Roman festival of Lupercalia, a fertility celebration commemorated annually

on February 15. (‘The holiday’ refers to Valentine’s Day.)

Pope Gelasius I recast this pagan festival as a Christian feast day circa 496, declaring February 14 to be St.

Valentine’s 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’.)

Valentine’s Day History: Pagan festivals,

Christian saints, Chaucer’s love birds, and the Greeting Card Association of America

by Borgna Brunner]

Lesson 9Photocopiable

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 ‘rst’, ‘secondly’, ‘nally’, ‘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

procedures ‘however’, ‘in contrast’, ‘on the other hand’, ‘though’, ‘nevertheless’

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 rst Modern Olympics were held two

years later in Athens, where 245 athletes from 14 nations competed. Americans captured nine out of 12 track

and eld events, Greece won most medals with 47.

Modern Olympic Games

]

Lesson 9Photocopiable

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

procedures ‘rst’, ‘secondly’, ‘nally’, ‘lastly’, ‘after this’, ‘then’

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.

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 rst Modern Olympics were held two

years later in Athens, where 245 athletes from 14 nations competed. Americans captured nine out of 12 track

and eld events, 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.

Modern Olympic Games

]

However

As a result/thus/as a consequence

but/whereas*

so/thus/consequently

Lesson 10© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

Listening

• Identifying words and phrases appropriate to the context

• Understanding academic vocabulary

• Comprehending explicit and implicit information

• Following an oral sequencing of information

• Comprehending variations in tone, speed, accent

Writing

• Writing from dictation

• Using words and phrases appropriate to the context

• Using correct grammar

• Using correct spelling

• Using correct mechanics

• Writing for a purpose

Speaking

• Speaking at a natural rate

• Producing uent speech

• Using correct intonation

• Using correct pronunciation

• Using correct stress

• Speaking under timed conditions

This lesson provides skills practice for the PTE Academic item types

Write from dictation

and

Listening: Fill in

the blanks

Information about the item types in

The Ofcial Guide to PTE Academic

Listening: Fill in the blanks Write from dictation

Item type task description pp. 135–136 pp. 159–160

Skills tested p. 137 p. 161

Scoring pp. 136–137 pp. 160–161

Strategies pp. 137–138 pp. 161–162

Practice item pp. 138–139 p. 162

Answer key feedback p. 188 p. 192

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the listening, writing and speaking skills listed above

➤ Analyzed the rubrics and format of these items

➤ Analyzed test-taking strategies for these items

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 135–139, 159–162, 188, 192

• Copies of ‘Follow a spoken text’ (1 handout per pair)

Lesson 10

Lesson 10© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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

Introduction

(5 mins)

• Explain that this lesson will provide skills practice for the PTE Academic item types

Listening: Fill in the blanks

and

Write from dictation

• 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.

• 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 uent 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 rst group to smoothly

complete the whole text wins.

Lesson 10© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• Make sure that groups start to read at the same time and monitor them for uency.

• When groups have nished, discuss any problems or difculties they experienced with the activity.

Main activity 1

whole class (20 mins)

Becoming familiar with the item types

Materials: •

Ofcial Guide

pp. 135–138, 159–162

• 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 uent speech; Using correct intonation; Using correct pronunciation;

Using correct stress

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

ll 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 135–138 and 159–162 in the

Ofcial 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 rst. 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 ll 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 ll 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 135–137 and 159–161 in the

Ofcial Guide.

Main activity 2: part 1

whole class (10 mins)

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’, ‘they’re in over their heads’

Lesson 10© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 ‘they’re’). 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 rst listen carefully as you read aloud sentences 1 to 13 and work individually

to ll 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

Main activity 2: part 3

group work (20 mins)

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.

Lesson 10© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Main activity 3: part 1

pair work (10 mins)

Completing

Fill in the blanks

practice items

Materials: Copies of ‘

Fill in the blanks

Practice items’ 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 uent speech; Using correct intonation; Using correct pronunciation;

Using correct stress

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 rst 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 rst to read aloud a passage, while As listen and ll in the blanks. When they

have nished, 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.

Main activity 3: part 2

pair work (10 mins)

Completing

Write from dictation

practice items

Materials: Copies of ‘

Write from dictation

Practice items’ 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 uent speech; Using correct intonation; Using correct pronunciation;

Using correct stress

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.

Lesson 10© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Round up

(10 mins)

Materials:

Ofcial Guide

pp. 137–138, 161–162, 164–166

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 difculties

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 137–138 and 161–162 in the

Ofcial 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 164–166 in the

Ofcial Guide

if necessary.

• Deal with any remaining queries.

Homework activities

Materials: •

Ofcial Guide

• Audio CD

• Ask test takers to use the Audio CD and complete the practice items on pages 136, 138–139, 160 and 162 in

the

Ofcial 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 1–3. Test takers should check their own answers and note any problems. Problems can

be followed up in a recap lesson.

Lesson 10Photocopiable

[Source:

Ofcial Guide to PTE Academic

Lecture 1: The Golden Age

by Ian MacFarlane, rst broad-

cast by Radio National, 12 November 2006, reproduced by permission of the Australian Broadcasting Corporation and ABC online.]

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 specically 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 efciency,

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 rst half of the 20th century was disgured by the Great Depression of the 1930s, and

the second half by the high ination 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-ination. Fortunately, in Australia,

we’ve 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 ination in the 1970s have not fully passed out of our

economy.

Lesson 10Photocopiable

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 30–60 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 lled with the right word spelt correctly, you receive

the maximum score points for this item type. If one or more blanks is lled incorrectly, partial credit scoring

applies.

Lesson 10Photocopiable

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:

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 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.

2. In the audio status box, the status will count down from seven seconds. Then a recording will play

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 ve 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.

Lesson 10Photocopiable

Listening text A

Listen as your partner reads the following text aloud and write the missing words in the blanks.

In the nal 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 ve 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.

Lesson 10Photocopiable

Listening text B

Listen as your partner reads the following text aloud and write the missing words in the blanks.

In the nal 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:

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

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 30–60 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 lled with the right word spelt correctly, you receive

the maximum score points for this item type. .

Lesson 10Photocopiable

Homophones

Listen as sentences 1–13 are read aloud and ll in the blanks with the correct word. For sentences

14–16 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 nancial crisis are still being felt around the world.

2. It is difcult to predict how future studies will research ndings.

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. Warhol’s 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. .

Lesson 10Photocopiable

Homophones: Answer key

Fill in the blanks

1. The effects of the nancial crisis are still being felt around the world.

2. It is difcult to predict how future studies will affect research ndings.

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. Warhol’s 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.

Lesson 10Photocopiable

Homophone word bank

Homophones Meaning Usage

effect

affect

except

Lesson 10Photocopiable

Fill in the blanks

Practice items A

Task 1

Fill in the blanks

Listen as your partner reads the following text aloud and write the missing words 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. It’s written

in plain English, it covers everything from getting online for the rst time to newsfeeds. This fully revised guide

covers all the latest sites and crazes. Whether you’ve 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]

Lesson 10Photocopiable

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

Listen as your partner reads the following text aloud and write the missing words in the blanks.

This multi-million-selling Internet book is still the ultimate handbook for and experts alike.

It’s written in plain English, it covers from getting online for the rst time to newsfeeds.

This fully guide covers all the latest sites and . Whether you’ve

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]

Lesson 10Photocopiable

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. .

Lesson 10Photocopiable

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 ndings.

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© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following reading skills:

• Main idea or gist: Read for and identify the main idea or theme of the text

• Writer’s purpose: Read for and understand the function of what the writer says or identify the reasons why

the writer mentions specic 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, nd relationships or draw

conclusions

• Identifying a writer’s purpose, style, tone or attitude

• Comprehending explicit and implicit information

• Classifying and categorizing information

• Inferring the meaning of unfamiliar words

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.

Information about the item types in

The Ofcial Guide to PTE Academic

Reading: Multiple-choice, choose

single answer

Reading: Multiple-choice, choose

multiple answers

Item type task description pp. 91–92 pp. 96–98

Skills tested pp. 93–94 pp. 98–99

Scoring p. 93 p. 98

Strategies p. 94 p. 99

Practice item p. 95 p. 100

Answer key feedback p. 181 pp. 182–183

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the reading skills listed above

➤ Analyzed the rubrics and format of these items

➤ Analyzed the nature of multiple-choice items and some answer options

➤ Analyzed test-taking strategies for multiple-choice items

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 91–100, 181–183

• Image of ‘Sample Sentences: Dealing with unfamiliar words’ for projection on board/visualizer

• Copies of Worksheet 1 (individual handouts)

Lesson 11

Lesson 11© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

Lesson Plan

Introduction

(5 mins)

Materials:

Ofcial Guide

pp. 91–94

• 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 rst practiced

in Lesson 4.

• 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.

• 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

Ofcial 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 rst 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, at, 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.

’, ‘

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: Writer’s purpose: Read for and understand the function of what the writer says or identify

the reasons why the writer mentions specic pieces of information; Inference: Read a text

and infer meanings, form generalizations, make predictions, nd relationships or draw

conclusions; Identifying a writer’s 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 Spain’s sun-baked Andalucía 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

Ofcial Guide

• Ask test takers what can be implied or inferred about the writer’s opinion about Andalucía from

this sentence (e.g. he/she nds 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).

Lesson 11© Pearson Education Ltd 2012

The Ofcial Guide to PTE Academic Teacher Notes

• 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 Spain’s sunburnt Andalucía 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 writer’s opinion about Andalucía from the sentence if it is written like this (e.g. the

writer nds it strange/unattractive; the writer has a less positive opinion).

• Discuss which words in the second sentence affect their understanding of the writer’s 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 prex ‘un’, or the word ‘not’, etc).

Main activity 1: part 1

whole class (5 mins)

Recognize prompts that ask the reader to infer meaning

Skills: Inference: Read a text and infer meanings, form generalizations, make predictions, nd

relationships or draw conclusions; Identifying a writer’s 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 writer’s 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 writer’s opinion.

Main activity 1: part 2

pair work (5 mins)

Identify and summarize the gist of a passage

Materials:

Ofcial Guide

p. 95

Skills: Main idea or gist: Read for and identify the main idea or theme of the text; Writer’s purpose:

Read for and understand the function of what the writer says or identify the reasons why the

writer mentions specic pieces of information; Inference: Read a text and infer meanings, form

generalizations, make predictions, nd relationships or draw conclusions; Comprehending

explicit and implicit information

Aim: Consider best strategies for attempting a particular item; practice skimming to identify gist and writer’s

opinion

Steps: • Write the following prompt on the board:

–

‘

Which of the following can be inferred from the text?

’

The Ofcial Guide to PTE Academic Teacher Notes

• 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 rst or to read the options rst? In this case it is better to read the passage

rst 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

Ofcial

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 writer’s opinion of artists on

scientic exploration teams.

Main activity 1: part 3

whole class and pair work (10 mins)

Look closely at the options

Materials:

Ofcial Guide

p. 95

Skills: Main idea or gist: Read for and identify the main idea or theme of the text; Writer’s purpose:

Read for and understand the function of what the writer says or identify the reasons why the

writer mentions specic pieces of information; Inference: Read a text and infer meanings, form

generalizations, make predictions, nd 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 rst, 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 rst 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.

Main activity 1: part 4

whole class (10 mins)

Complete the item and consider the strategies used

Materials:

Ofcial Guide

p. 181

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

Ofcial 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).

The Ofcial Guide to PTE Academic Teacher Notes

Main activity 2

whole class and pair work (15 mins)

Using context to identify the inferred meaning of unfamiliar words

Materials: • Image of ‘Sample Sentences: Dealing with unfamiliar words’ for projection

Skills: Inferring the meaning of unfamiliar words

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 nd 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,

conrm 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 don’t 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 unanticipated—especially 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

reected 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, conrm the meaning of the three words.

• Once the meaning of these words has been conrmed, 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 nd that their ability to

accurately infer, guess or predict the meaning of unfamiliar words will improve.

Extension

Skills: Inferring the meaning of unfamiliar words

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

Ofcial 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

The Ofcial Guide to PTE Academic Teacher Notes

each of these words (e.g. are contextual, grammatical or lexical clues most helpful for nding out the

meaning of words such as

frivolous, entourage, essential, principle, specimens, naturalists, preserve,

dissect,

etc?).

Main activity 3: part 1

whole class (5 mins)

Read the prompt and recognize the strategy needed

Materials:

Ofcial Guide

p. 100

Skills: Writer’s purpose: Read for and understand the function of what the writer says or identify

the reasons why the writer mentions specic 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

Ofcial 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, conrm 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 rst 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 specic

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 rst 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 t his/her purpose, or used

a less familiar alternative meaning of a word.)

Main activity 3: part 2

whole class and pair work (10 mins)

Complete the item

Materials:

Ofcial Guide

p. 100, 182

Skills: Inferring the meaning of unfamiliar words

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

Ofcial Guide

and

underline the words matching those in the options.

• Once they have done this, ask them to look at the rst underlined word in the passage and use the

context to work out whether it has the same meaning as ‘

residences

’. Once they have conrmed 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

Ofcial Guide

and read through the explanations.

• Ask test takers to look again at the passage and see whether they can nd any other words that also

have the same meaning as ‘

residences

’ (caves/homes).

• Discuss any queries or problems that test takers may have. Reconrm the importance of reading the

prompt carefully to know exactly what it is asking for, in order to complete the item as efciently 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.

The Ofcial Guide to PTE Academic Teacher Notes

• To test the usefulness of the strategy, get test takers to reread the passage on page 100 in the

Ofcial

Guide

to identify the gist and the writer’s 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)

Materials:

Ofcial Guide

pp. 94, 99

Aim: Review problems and strategies

Steps: • To encourage test takers to reect on the strategies for completing this item and the problems they

have encountered, ask them to think about the following questions:

–

What do you nd most difcult 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 efciently 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

Ofcial 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.

• Test takers should check their own answers and note any problems. Problems can be followed up in a recap

lesson.

Lesson 11Photocopiable

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 unanticipated—especially by the very experts who

had been predicting the opposite.

[Source: CD-ROM Practice set 3]

Lesson 11Photocopiable

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 denitely 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

signicantly 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

, the words with a negative meaning

with

and those with a neutral meaning

solar famine

compulsory occupied

wild lunar

empty subjectivity

feast unusually

respectable delightful

objectivity optional

maddening crisp

soggy disreputable

typically civilized

Lesson 11Photocopiable

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 denitely 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

signicantly 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

, the words with a negative meaning

with

and those with a neutral meaning

solar famine

compulsory occupied

wild lunar

empty subjectivity

feast unusually

respectable delightful

objectivity optional

maddening crisp

soggy disreputable

typically civilized

goods

notably

to make a mistake

tariffs

original

discrepancy

obligatory

depiction

direction

to prevent

NL lunar NL

NL optional NL

N civilized P

NL occupied NL

P famine N

Pdisreputable N

NL subjectivity NL

N delightful P

Ncrisp P

NL unusually NL

Worksheet 1: Answer key

The Ofcial Guide to PTE Academic Teacher Notes

Overview

Time allocated: 2 hours

This lesson focuses on the following skills:

Listening

• Main idea or gist: Listen for and identify the main idea or theme of the recording

• Detailed information: Listen for and identify specic details, facts, opinions, denitions or sequences of

events

• Speaker’s purpose: Listen for and understand the function of what the speaker says or identify the reasons

why the speaker mentions specic 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, nd

relationships or draw conclusions

• Stylistics: Listen for and identify the speaker’s 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 writer’s purpose, style, tone or attitude

• Identifying the supporting points or examples

Reading

• Identifying a writer’s 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

This lesson provides skills practice for the PTE Academic item types

Listening: Multiple-choice, choose single

answer

and

Listening: Multiple-choice, choose multiple answers

Information about the item types in

The Ofcial Guide to PTE Academic

Listening:

Multiple-choice, choose

multiple answers

Listening:

Multiple-choice, choose

single answer

Item type task description pp. 130–131 pp. 145–146

Skills tested p. 132 p. 147

Scoring p. 132 p. 147

Strategies p. 133 p. 148

Practice item pp. 133–134 p. 149

Answer key feedback pp. 186–187 p. 190

Objectives

By the end of this lesson, test takers will have:

➤ Practiced the listening and reading skills listed above

➤ Analyzed the rubrics and format of these items

➤ Analyzed test-taking strategies for multiple-choice items

➤ Completed practice items under timed conditions

➤ Reviewed feedback to practice items

Lesson 12

The Ofcial Guide to PTE Academic Teacher Notes

Preparation

The following materials should be prepared before the lesson:

•

Ofcial Guide

pages 130–134, 145–149

• 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 teacher’s 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

Introduction

(5 mins)

• 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

• 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

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 nd 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 nd 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 difcult to complete and why

(listening: no chance to review text; more difcult to infer meaning of unfamiliar words; difculty of

taking notes and recalling information; difculty of understanding accents and texts spoken at speed,

etc).

• Ask test takers to share their thoughts on how they might best deal with these difculties (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.

The Ofcial Guide to PTE Academic Teacher Notes

Main activity 1: part 1

whole class and pair work (20 mins)

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 writer’s 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

Ofcial Guide

s 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 lled in the next part of the activity.)

• Tell test takers that they should rst 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 conrm their responses. Discuss any

queries or problems test takers may have.

Main activity 1: part 2

pair work (15 mins)

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 rst 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 nished, 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.)

Main activity 2: part 1

pair work (10 mins)

Listen for main ideas and supporting details

Materials: Audio of listening item 4, Practice Set 1, CD-ROM

The Ofcial Guide to PTE Academic Teacher Notes

Skills: Main idea or gist: Listen for and identify the main idea or theme of the recording; Detailed

information: Listen for and identify specic details or, facts, opinions, denitions or sequences

of events; Speaker’s purpose: Listen for and understand the function of what the speaker says

or identify the reasons why the speaker mentions specic 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 rst listen to a

spoken text to identify the gist and supporting details, then listen again to respond to a specic

prompt and options, and nally 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 identied 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.

Main activity 2: part 2

whole class and pair work (15 mins)

Looking at the prompt and options

Materials: • Audio of listening item 4, Practice Set 1, CD-ROM

• Copies of ‘Practice item 1’

Skills: Main idea or gist: Listen for and identify the main idea or theme of the recording; Detailed

information: Listen for and identify specic details, facts, opinions, denitions or sequences

of events; Speaker’s purpose: Listen for and understand the function of what the speaker says

or identify the reasons why the speaker mentions specic 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, nd relationships or draw conclusions; Stylistics: Listen for and identify the

speaker’s 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 writer’s 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 difcult (‘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).

The Ofcial Guide to PTE Academic Teacher Notes

• 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 writer’s 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.

Main activity 2: part 3

whole class (15 mins)

Listening for redundant information

Materials: • Copy of ‘Practice item 1: Transcript’

• Image of ‘Practice item 1: Transcript’ for projection