Complete PTE Material PDF

PTE Academic Lesson Plan Ideas: Test Taking Strategies
Lesson 1
Read aloud
Time allocated: 60 minutes
Step 1: Introduce the Item Type

This is a long-answer item type that integrates speaking and reading skills, and requires test takers to read a
short text aloud, using correct pronunciation and intonation.
Look at the text below. In 40 seconds, you must read this text aloud as naturally and clearly as possible. You have 40 seconds to read
aloud.
Recorded Answer
Current Status:
Beginning in 40 seconds.
Analysts were impressed by the improvement in margins reported across all regions, apart from the United Kingdom, and
said that this reflected a clear effort to improve profitability across the business. Although the turnaround is still in its early
stages and the valuation looks full, given the challenge of turning around such a large and complex business, this is certainly
an impressive start.
Step 2: Present the Item Type Strategies

Strategy 1
You have 3040 seconds to go through the text. Read it silently trying to decode any words
you do not know using context and word structure clues.
Strategy 2
When you speak into the microphone, read every single word. Do not skip words or rush
through. Apply your letter-sound knowledge or phonemic awareness to pronounce unfamiliar
words.
Strategy 3
When you speak, try to link the words within phrases and do not emphasize grammar words
such as prepositions and articles. This will help you achieve native-like rhythm and phrasing,
and sound more fluent.
Step 3: Explain and Practice Each Strategy

Strategy 1
Explain to your students that they will have 3040 seconds to prepare and familiarize themselves with the text
before the microphone opens. They should use the time to try to decode and understand any unfamiliar words,
as well as the content of the text.
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IG Education Ltd 2011
Lesson 1: Read aloud

Context clues are usually any surrounding words that will give your students hints about the words they do not
know. Word structure clues are clusters of letters that occur frequently in words. These are prefixes (un-, re-, in-),
suffixes (-ful, -ness, -est), and inflectional endings (-ed, -ing, -es). Associating meaning and sounds to these
clusters of letters will lead to more rapid and efficient word identification.
To practice this strategy, ask your class to do the following activities in pairs:
Display the first sentence from Item 1: Analysts were impressed by the improvement in margins reported
across all regions, apart from the United Kingdom, and said that this reflected a clear effort to improve
profitability across the business. Have students work out the meaning of the underlined word and discuss
what context clues helped them decode the correct meaning, e.g., meaning gross profits; context clues
improve, profitability, business.
Now ask students to look at the words improvement and profitablity, identify the roots and suffixes (-ment,
-able, -ity), and sound them out. Then give students copies of Item 1 and have them highlight all prefixes,
suffixes and inflectional endings, and discuss their meaning and pronunciation.
Strategy 2
Explain to your students that they should read all words in the text. To become skilled readers, they should be
able to identify and/or predict words quickly and accurately. They must be proficient in decoding the printed
words into spoken language.
In addition to using word structure clues discussed above, decoding also involves recognizing sight words, i.e.,
common words that should be recognized on sight such as should, ought, and associating spelling with sounds.
Approximately 84% of English words are phonetically regular. Therefore, teaching the most common soundspelling relationships in English is extremely useful for readers.
To apply this strategy, ask your class to do the following activities:
Have your students make a list of sight words, e.g., another, because, here, there, where, whole, could,
enough, though, etc. and practice reading them to each other in pairs.
If students are familiar with the phonetic symbols, write down a list of vowels (e.g., / /, / /, / /) and have
them think of all letter representations that are associated with each sound, (e.g., / /
, , , ) and
provide example words. Do the same for the more difficult consonants (e.g., /f/ as in full, effort, half, phone,
cough).
Strategy 3
Explain to your students that it is important to understand how the combination of stressed and unstressed
syllables helps to create the sentence rhythm in English. They should also know how to group syllables together
into larger units such as phrases or thought groups. Thought groups include short sentences, phrases, clauses,
and transition words and phrases that make the organization of the text clear (e.g., on the other hand, for
example, in fact).
In addition, students should try to link the final sounds of words to the next word in the phrase. For example,
if the final sound of a word is a consonant and the next word starts with a vowel, they should blend the last
consonant of the word with the next word, e.g., They lived in Hong Kong sounds like They live din Hong Kong.
Display the first sentence from Item 1: Analysts were impressed by the improvement in margins reported
across all regions, apart from the United Kingdom, and said that this reflected a clear effort to improve
profitability across the business. Have students divide the sentence into thought groups and mark the
unstressed syllables. Then have them practice reading it to each other.
Now ask students to mark the words that can be linked in each thought group. Have them practice reading it
until they are fluent readers.
Display the other sentence from Item 1 and repeat the activities.
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Step 4: Respond to a Read Aloud Item

Explain to your students that they will now respond to a test item simulating the test conditions. They will have
40 seconds to read the text silently and 40 seconds to read it aloud. Remind students of the three strategies
covered in this lesson and ask them to apply these strategies.
Now give students copies of Item 2. If possible, seat students at separate workstations or away from each other.
Have students record their responses using the recording devices on their mobile phones or computers.
Step 5: Provide Feedback

Ask your students if they were able to use the strategies. Which one was the most difficult to apply? Which one
do they think was the most useful?
If students have recorded their responses, ask them to compare and evaluate each others responses in pairs
or groups.
Play the three sample responses in audio files [L1_Read_aloud_2_Response_B1], [L1_Read_aloud_2_
Response_B2] and [L1_Read_aloud_2_Response_C1], and ask students to rank the responses from the weaker
to the stronger. Then provide the explanations for Item 2.
3
Item 1
Look at the text below. In 40 seconds, you must read this text aloud as naturally and clearly as possible. You have 40
seconds to read aloud.
Analysts were impressed by the improvement in margins reported across all regions, apart from the United Kingdom, and said that
this reflected a clear effort to improve profitability across the business. Although the turnaround is still in its early stages and the
valuation looks full, given the challenge of turning around such a large and complex business, this is certainly an impressive start.
4
Item 2
Look at the text below. In 40 seconds, you must read this text aloud as naturally and clearly as possible. You
have 40 seconds to read aloud.
Once most animals reach adulthood, they stop growing. In contrast, even plants that are thousands of years old continue to grow new
needles, add new wood, and produce cones and new flowers, almost as if parts of their bodies remained "forever young". The secrets
of plant growth are regions of tissue that can produce cells that later develop into specialized tissues.
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Item 2: Explanations
Audio [L1_Read_aloud_2_Response_B1]
Speech is staccato and labored. The rate of speech is uneven and phrasing is irregular. Inappropriate stress and
incorrect pronunciation of some consonants might require listeners to adjust to the accent of the speaker.
Audio [L1_Read_aloud_2_Response_B2]
One word is omitted and one word is read inaccurately. Phrasing is somewhat staccato and there are two
repetitions. Omission or incorrect pronunciation of some consonants does not affect understanding.
Audio [L1_Read_aloud_2_Response_C1]
One word is omitted. Speech is at a conversational rate and demonstrates appropriate phrasing. Minor
pronunciation errors do not affect understanding.
6
Lesson 2
Repeat sentence

This is a short-answer item type that integrates listening and speaking skills, and requires test takers to
understand and remember a sentence, and repeat it using the same wording and pronunciation.
You will hear a sentence. Please repeat the sentence exactly as you hear it. You will hear the sentence only once.
Status:
Volume
Recorded Answer
Current Status:

Strategy 1
Try to memorize the sentence. To do so, you need to train your short-term memory or
working memory.
Strategy 2
Pay attention to the sentence structure, e.g., if the sentence starts with there or the impersonal
it, or if the verb is in active or passive voice. Knowledge of the word order of the main
sentence structures will help you reconstruct the sentence correctly without omitting words
or substituting with the wrong words.
Strategy 3
Pronounce all consonants and vowels clearly, and place word and sentence stress correctly.
Remember that in English the sentence stress is usually on the last content word or important
words.

Strategy 1
Explain to your students that short-term memory is a very important cognitive skill that helps us in our daily
activities. This skill is also essential for spoken language learning and communication. When test takers try to
1
Lesson 2: Repeat sentence

recall the sentence that they heard a few seconds earlier, they are actually calling on their short-term or working
memory. That is why it is important for students to train their working memory.
Explain that utterances will vary in length, and the best way to memorize longer sentences is to break them into
manageable chunks of language. Students should also understand the speakers intended meaning. This task
should not be treated as a mechanical repetition of words without meaning.
Ask your students to read sentences to each other beginning with short ones and gradually increasing the
length, complexity and form. For example, Staff make notes available. Teaching staff make notes available.
Teaching staff make their notes available. Most teaching staff make their notes available. Most teaching staff
make their lecture notes available. Most teaching staff make their lecture notes available online.
During the practice, ask the student who reads the sentences to assess his/her partners performance by
crossing out words that were omitted, inserting words that were added, putting a checkmark next to sentences
that were repeated correctly, etc.
Strategy 2
Remind your students of the basic word order of English: Subject, Verb, Object. Students should be aware
that English has a fixed word order, and there are a certain number of sentence structures that they should
remember. This will help them reconstruct the sentences correctly without omitting words or substituting with
the wrong words.
Ask students to list all the sentence types in English and their structures that they are familiar with. Encourage
them to use academic vocabulary and topics when they provide the example sentences.
Ask students to read sentences to each other, beginning with the core parts: the subject and the verb, and
gradually increasing the complexity by adding other parts of speech such as objects, adverbs, adjectives,
prepositional phrases, etc. For example, Adults learn. Most adults learn. Most adults learn best. Most adults
learn best when information is presented. Most adults learn best when novel information is presented. Most
adults learn best when novel information is presented through a variety of experiences.
Repeat the activity with other sentence structures. For example, There are some structural and behavioral
adaptations. It is estimated that 40% of the nations energy comes from petroleum. The federal government
advised people to evacuate their homes. People were advised by the federal government to evacuate their
homes.
Strategy 3
Explain to your students that pronunciation accuracy is an important aspect of this item type, and they should
systematically improve their pronunciation so that they sound not just intelligible, but as natural as possible.
There are two areas students should pay attention to: 1) sounds and 2) word and sentence stress.
To practice this strategy, ask your class to do the following activities:
Identify which sounds your students have difficulty pronouncing. This will depend on their first language. For
example, for Chinese learners, pronouncing some diphthongs as in how/now or phone/cone is a problem.
Find some minimal pairs for students to listen to and repeat, e.g., John and Joan.
Provide some sentences and have them distinguish between content and function words, and mark the
stressed syllables.
Ask students to identify the sentence stress, i.e., the last content word which usually provides new information.
For example, Learners are actively involved in using language.
Ask students to repeat utterances without looking at the written sentences.
Step 4: Respond to a Repeat Sentence Item

15 seconds to give their response. Remind them of the three strategies covered in this lesson and ask them to
apply these strategies.

If possible, seat your students at separate workstations or position them in a way that they will not interfere with
each other when speaking. Play the audio [L2_Repeat_sentence_1]. Have them record their responses using the
recording devices on their mobile phones or computers.

or groups.
Play the three sample responses in audio files [L2_Repeat_sentence_1_Response_B1], [L2_Repeat_sentence_
1_Response_B2] and [L2_Repeat_sentence_1_Response_C1], and ask students to rank the responses from the
weaker to the stronger. Then provide the explanations.
3
Item 1: Transcript and Explanations

Transcript:
There will be a conference here next summer on using the web for academic research.
Audio [L2_Repeat_sentence_1_Response_B1]
There are several hesitations, one repetition and one long pause. The rate of speech is uneven. Incorrect
pronunciation of vowels and consonants make several words unclear.
Audio [L2_Repeat_sentence_1_Response_B2]
Some words in the sentence are omitted, and some words that are not in the sentence are added. Phrasing is
uneven, and there are a few hesitations and one repetition. Incorrect pronunciation of vowels and consonants
make several words unclear.
Audio [L2_Repeat_sentence_1_Response_C1]
Phrasing is somewhat uneven, but the response is spoken at a conversational rate. Minor pronunciation errors
do not affect understanding.
4
Lesson 3
Describe image

This is a long-answer item type that assesses speaking skills, and requires test takers to describe an image from
an academic source such as a graph, map, chart, table or picture.
Look at the graph below. In 25 seconds, please speak into the microphone and describe in detail what the graph is showing. You will have
40 seconds to give your response.
iTunes Purchased Songs

1,100
1,000
990
850
Songs Purchased (millions)
880
Recorded Answer
770
Current Status:
660
500
550
440
330
200
220
110
0
10
1 5
0
15
25
30
50
45
100
60
75
90
105
120
135
150
Week Number

Strategy 1
You have 25 seconds to study the image. Try to understand the main ideas or features of the
graph, map, chart, table or picture.
Strategy 2
Use appropriate statistical vocabulary to describe bars or segments, and their values in pie
charts and bar charts, and to describe movements or trends in line graphs. Use a different
set of language expressions when describing pictures.
Strategy 3
Make sure your description is simply and logically structured. Start with an introduction,
followed by the main body, and end with a conclusion.

Strategy 1
Explain to your students that they will only have 25 seconds to look at the image before the microphone opens.
They should use the time efficiently to study the image and identify the main features that can be defined by
answering questions such as, What is happening? What are the smallest numbers? and What are the biggest
numbers? If the image is a time graph, they should establish the changes or the trends. Explain that trends
means the main changes or differences over time.

Lesson 3: Describe image

Display Item 1. Give each pair 30 seconds to discuss and identify two to three main ideas represented in the
graph, e.g., 1) during the first 60 weeks, the songs purchased increased gradually; 2) there was a rise in
week 60; 3) sales shot up in week 90.
Now ask students to support each idea with details from the graph, e.g., 1) between week 1 and week 60,
only 100 million songs were purchased; 2) after week 60, the number of songs purchased rose to 200 million
in 30 weeks (almost doubled); 3) after week 90, there was a rapid rise to 1,000 million songs in only 60
weeks.
Strategy 2
Explain to your students that it is important to use correct vocabulary to describe statistical information. They
may also need to use a different set of expressions to describe pictures.
Display some categories related to statistical information: prepositions, movements down, movements up,
adjectives, adverbs, no movement, and have students brainstorm appropriate vocabulary for each category.
For example,
Prepositions: from/between 1990 to/and 2010
Movements up: increased, rose, grew, went up
Movements down: decreased, declined, dropped, went down
Adjectives: slight, gradual, sharp, sudden, steady
Adverbs: slightly, gradually, sharply, suddenly, steadily
No movement: remained steady/stable, was unchanged, stabilized
Ask students to look at Item 1 and make appropriate sentences to describe different features or trends within
the graph using the vocabulary they have brainstormed.
Now have students think about the phrases they can use to describe a picture. Display the following categories:
kinds of pictures and perspectives, structure, scene description, impression, intention, and have students
brainstorm appropriate vocabulary or expressions for each category. For example,
Kinds of pictures and perspectives: viewer, photograph, birds eye view, worms eye view
Structure: foreground, background, in the upper/lower part, in front of, behind, next to, on the right/left,
from behind/above/below
Scene description: describes, shows a scene, shows an image of (place), from a distance,
Impression: attention focused on
Intention: evoke/express something, put forth a perspective
Strategy 3
Explain to your students that they should include an introduction, a main body and a conclusion in their
descriptions. The first sentence should introduce the image and provide a brief description, e.g., The graph
shows/displays the number of ITunes songs bought , In this graph, we can see the number of ITunes songs
purchased , The photo/image shows a (scene, buildings, place) from a distance.
In the body, students should describe each feature or main idea as identified in Strategy 1, and provide
supporting details. They should conclude with one sentence summarizing their description and drawing the
relevant conclusion, e.g., The information indicates , From the chart/graph, we can conclude that .
Have each pair come up with one sentence to introduce the graph, e.g., what is being described in the
graph.

Ask students to decide on the most logical order to present the main ideas or features, e.g., time graphs/
charts usually present information in chronological order so the most logical order would be to structure their
descriptions from earliest to latest.
Have students summarize their descriptions.

Remind students that this item type may also include pictures, and have them think about the most logical
structure for a picture descripion, e.g., from left to right; from the foreground to the background, or from
general impressions to details.
Provide some suitable pictures for students to describe (e.g., of famous buidings) and have them work in
pairs or groups to plan the structure of their descriptions.
Step 4: Respond to a Describe Image Item

Explain to your students that they will now respond to the test item simulating the test conditions. They will have
25 seconds to study the image and 40 seconds to give their response. Remind students of the three strategies
If possible, seat students at separate workstations or position them in a way that they will not interfere with each
other when speaking. Have them record their responses using the recording devices on their mobile phones or
computers.

or groups.
Play the three sample responses in audio files [L3_Describe_image_1_Response_B1], [L3_Describe_image_
1_Response_B2] and [L3_Describe_image_1_Response_C1], and ask students to rank the responses from the
weaker to the stronger. Then provide the explanations.

Item 1
Look at the graph below. In 25 seconds, speak into the microphone and describe in detail what the graph is showing.
You will have 40 seconds to give your response.
iTunes Purchased Songs

1,100
1,000
990
850
Songs Purchased (millions)
880
770
660
500
550
440
330
200
220
110
0
1 5
0
10
15
25
30
50
45
100
60
75
90
105
120
135
150
Week Number

Audio [L3_Describe_image_1_Response_B1]
There is no discussion of the relationships between elements of the graph; only the content of the graph is
described and the description is disorganized. This response has an uneven rate, several hesitations and at least
two repetitions, which negatively affect fluency. Incorrect pronunciation of vowels and consonants make several
words unclear. This response demonstrates limited control over simple grammatical structures. There is frequent
pausing for lexical planning, and the overall response is labored. This response is 39 seconds.
Audio [L3_Describe_image_1_Response_B2]
While the response describes basic elements of the graph, it is disorganized and there is little discussion of the
relationships between elements. The speech is somewhat uneven, but the speed is acceptable and contains
several long utterances. Incorrect pronunciation of vowels and consonants make several words unclear. Ideas
are expressed through linked discourse. Language use is acceptable, although several grammar and vocabulary
errors are present. This response is 30 seconds.
Audio [L3_Describe_image_1_Response_C1]
Although the major aspects of the graph are accurately described, the discussion of the relationships between
elements contains one misinterpretation. This response contains several long runs of language with an even
tempo. Word and phrase stress is appropriate. Incorrect pronunciation of some consonant clusters does not affect
understanding. This response demonstrates good control of standard English grammar with very few grammatical
errors. The vocabulary used is precise and appropriate for the context. This response is 35 seconds.

Lesson 4
Speaking: Re-tell lecture


This is a long-answer item type that integrates listening and speaking skills, and requires test takers to understand
and re-tell a lecture.
You will hear a lecture. After listening to the lecture, in 10 seconds, please speak into the microphone and retell what you have just heard
from the lecture in your own words. You will have 40 seconds to give your response.
Status:
Volume
Recorded Answer
Current Status:

Strategy 1
Write your notes in a systematic and effective way. Listen for content words which convey
key information. Dont worry about the spelling of words, but make sure you understand the
meaning.
Strategy 2
You only have 10 seconds to prepare before the microphone opens. Quickly review and
connect the ideas in your notes.
Strategy 3
Try to think in English when you speak. Dont translate from your native language into
English.

Strategy 1
Explain to your students that in the test they will hear the lecture only once so they should try to make effective
notes which will help them improve their performance. Remind them not to get distracted by the speakers
accent and delivery mode. Explain that test takers cant write down every single word, but they should try to take
down the following: main points and principles, supporting details and examples, important dates and numbers.
They should note connections between the main ideas or points, e.g., whether they support or contradict each
other, and their hierarchical relationships.

Lesson 4: Re-tell lecture

Students should also think of a simple layout for their notes that they will try to follow when speaking. If the
lecture is accompanied by an image such as a graph or map, the headings may include some of the keywords
that they will need to re-tell the information.
Display Item 1 and explain to your students that they will hear an interview. First, read out the first question
and the interviewees answer, and have your students take notes.
In an article that you wrote that I just read, you said you wished you could take everyone back to decades
ago to look at the Florida Keys.
Fifty years ago. Think about how much change has taken place in that short period of time. We have managed
to consume on the order of 90% of the big fish in the ocean: the tunas, the swordfish, the sharks. They're
mostly gone. Until recently, people have had the belief that there isn't much we puny human beings can do
to change the nature of the ocean. But in fact, we have, not just because of what we've been taking out and
the destructive means often applied to take fish and other creatures from the sea, but also what we're putting
into the sea, either directly or what we put into the atmosphere that falls back into the sea.
The instructions for this item type have been modified for this lesson to include an interview. In the actual
test, the instructions will generally refer to a lecture.
Now read out the next question and answer, and have your students take notes.
So if you were going to give a grade on the health of the oceans today what would it be?
Well, it depends on which aspect. Across the board. Huh. The oceans are in trouble. It's hard for me to assign
a specific grade. Maybe C
Play the complete audio of the interview [L4_Re-tell_lecture_1] and have students check their notes and add
any additional points.
In pairs, ask them to compare the notes they have taken and explain how they have organized them.
Topic: article about fish in the Florida Keys
50 years much change

Consume 90% of big fish
Belief humans cant change ocean
But humans descructive take fish out of sea; put things back
Health of oceans in trouble, grade C
Strategy 2
Remind your students that in the test they will only have 10 seconds to prepare for speaking. They should not
try to re-write their notes or add more information. Instead, they should review them quickly and select the key
information and points, and think about how to present them in a logical way using connectives and transition
words.
Have students quickly review their notes and think about how to present them, and what connectives and
transition words they need to use.
Ask your students to practice re-telling the information to each other.

Strategy 3
Remind your students that their response to the test item should be smooth and effortless, and delivered at a
natural rate with appropriate phrasing. So it is important that they try to think in English when they speak and
avoid translating from their native language. Translation may result in slow, hesitant and unnatural speech.
Assign two topics to each pair, e.g., population growth, sustainable living, eco-diversity, etc. Ask students
to practice giving a short presentation of no more than one minute on each topic to each other. On the first


topic, they should think in their first language as they prepare their notes and translate in their heads as they
speak. On the second topic, they should think in English as they write notes and speak. If possible, have them
record the presentations and compare the mode of delivery. They will probably notice that the first approach
of translating in their heads results in slower, labored speech.
Have your students look at their notes for Item 1 and have them present the information to their partners.
Encourage them to think in English without translating in their heads.
Play the three sample responses in audio files [L4_Re-tell_lecture_1_Response_B1], [L4_Re-tell_lecture_1_

Response_B2] and [L4_Re-tell_lecture_1_Response_C1] and ask students to discuss the mode of delivery
and rank them from the weaker to the stronger. Then provide the explanations.
Step 4: Respond to a Re-tell Lecture Item

10 seconds to prepare after the recording finishes and 40 seconds to record their response. Remind them of the
three strategies covered in this lesson and ask them to apply them.
Seat your students at separate workstations or position them in a way that they will not interfere with or disrupt
others while speaking. Give out copies of Item 2. Play the audio [L4_Re-tell_lecture_2], and ask students to
record their responses on personal recording devices such as computers and mobile phones.

If students have recorded their answers, ask them to evaluate each others responses in pairs or groups.
Play the three sample responses in audio files [L4_Re-tell_lecture_2_Response_B1], [L4_Re-tell_lecture_2_
Response_B2] and [L4_Re-tell_lecture_2_Response_C1]. Ask students to rank the responses from the weaker
to the stronger. Then provide the explanations for Item 2.

Item 1
You will hear an interview. After listening to the interview, in 10 seconds, please retell what you have just heard from
the interview in your own words. You will have 40 seconds to give your response.
Distribution of large fish 2005-06
10%
90%
Remaining in
the oceans
Caught and
consumed
by humans

Item 1: Transcript
Interviewer:
In an article that you wrote that I just read, you said you wished you could take everyone back
to decades ago to look at the Florida Keys.
Interviewee:
Fifty years ago. Think about how much change has taken place in that short period of time.
We have managed to consume on the order of 90% of the big fish in the ocean: the tunas,
the swordfish, the sharks. They're mostly gone. Until recently, people have had the belief that
there isn't much we puny human beings can do to change the nature of the ocean. But in fact,
we have, not just because of what we've been taking out and the destructive means often
applied to take fish and other creatures from the sea, but also what we're putting into the sea,
either directly or what we put into the atmosphere that falls back into the sea.
Interviewer:
So if you were going to give a grade on the health of the oceans today what would it be?
Interviewee:
Well, it depends on which aspect. Across the board. Huh. The oceans are in trouble. It's hard
for me to assign a specific grade. Maybe C-.

Audio [L4_Re-tell_lecture_1_Response_B1]
While the response includes a few points, other key information is not discussed and some details are
misinterpreted. Although some words are spoken in continuous phrases, several hesitations, false starts, and
long pauses negatively affect fluency. Incorrect pronunciation of some consonants and vowels does not affect
understanding. This response demonstrates limited control over simple grammatical structures. This response
is 39 seconds.
While the response includes some main points and a conclusion, other key information from the lecture is omitted.
Fluency is negatively affected by staccato speech, many hesitations and false starts. Minor pronunciation errors
do not affect understanding. Language use is weak; grammar and vocabulary errors are present and the word
choice is repetitive. This response is 36 seconds.
Audio [L4_Re-tell_lecture_1_Response_C1]
The topic has been accurately discussed and several supporting points included. There are a few instances of
reformulation and some hesitations, but speech is continuous. Pronunciation of most consonants and vowels is
standard. The vocabulary used is appropriate for the context and varied. This response is 32 seconds.

Item 2
You will hear an lecture. After listening to the lecture, in 10 seconds, please retell what you have just heard from the
lecture in your own words. You will have 40 seconds to give your response.

Item 2: Transcript
The shuttle was designed to be a space truck; it's a multi-purpose vehicle. We've done a tremendous number
of different things with it. It's the most versatile space vehicle that has ever been built. We've used it to launch
satellites. We've used it to repair satellites in orbit and put them back into orbit. We've used it to capture satellites
and bring them back to Earth for repair. We've outfitted it with the space lab built by our European partners and
used it before the era of the space station to do scientific research. We used it as part of our partnership with the
Russians, which is still continuing, first as part of the Mir space station, where we actually prolonged the useful
life of Mir by several years through logistical supply visits with the shuttle. And now, of course, we're using it to
build the new international space station, which is aa huge international partnership.

The response includes some main points from the presentation, but with a degree of inaccuracy. Speech is uneven
and contains several hesitations. Incorrect pronunciation of some consonants and vowels might require listeners
to adjust to the accent of the speaker. This response demonstrates limited control over simple grammatical
structures. The vocabulary is basic. This response is 32 seconds.
Audio [L4_Re-tell_Lecture_2_Response_B2]
Several main points are retold, but the omission of key details demonstrates only a moderate understanding
of the lecture. Speech is somewhat staccato and there are instances of hesitation and reformulation. Minor
pronunciation and grammatical errors do not lead to misunderstanding. This response is 39 seconds.
Audio [L4_Re-tell_lecture_2_Response_C1]
The test taker accurately retells most of the main points in the lecture. Although phrasing is somewhat uneven,
speech continues comprehensibly and with acceptable speed. Incorrect pronunciation of some consonant clusters
and vowels does not affect understanding. This response demonstrates good control of standard English grammar.
The vocabulary used is appropriate for the context and varied. This response is 39 seconds.

Lesson 5
Answer short question

This is a short-answer item type that integrates speaking and listening skills, and requires test takers to
understand a recorded question and provide a brief and accurate response.
You will hear a question. Please give a simple and short answer. Often just one or a few words is enough.
Status:
Volume
Recorded Answer
Current Status:

Strategy 1
Activate your background knowledge to answer the question. Identify the topic and think
about what you already know about it.
Strategy 2
Try to infer the meaning of unfamiliar words from the context.
Strategy 3
Listen for the direction words which will help you interpret the question accurately.

Strategy 1
Explain to your students that this item type will test the skills and knowledge that they have acquired through
education and experience. Although the questions include topics of academic interest, these are generally things
that are commonly known.

Lesson 5: Answer short question

To increase their general knowledge, learners should read more books, journals and articles online, which will
also help them acquire more vocabulary and develop word skills. Improving long-term memory will result in
retaining more information. Your students should try to make connections between different information they
acquire, which will facilitate easy retrieval of any information they need.
Explain that this strategy will not only lead to better test results, but will also help students improve their general
language ability and aid success at academic study.
Give students some academic topics, e.g., cardiology, hemispheres, astronomy, and have them discuss what
they know about each one and provide some definitions.
Assign a topic to each pair and have them brainstorm any associated words.
Strategy 2
Explain to your class that questions associated with this item type will be based on academic language, and they
should try to build good academic vocabulary knowledge. This will also help them figure out the meaning of any
unfamiliar words in context.
Display the following question: If telescopes are used to locate distant objects, what instrument is employed
to magnify miniscule objects? Point to the word telescope and have students identify the context clues, e.g.,
explanation of function or purpose to locate distant objects; category instrument.
Now point to the word miniscule and have students identify the context clues, e.g., verb clues magnify (to
make things look bigger).
Strategy 3
Explain to your students that the question will contain some direction words that will help them identify what
type of information they are required to provide. These direction words usually carry stress and stand out in the
utterance.
Display the question: If telescopes are used to locate distant objects, what instrument is employed to magnify
miniscule objects? and have students identify the direction words (instrument, magnify). What other
instrument is mentioned in the question? (telescope). Have students think about names of all scientific
instruments they know. What magnifying instruments do they know? (spectacles, binoculars, microscopes)
Read out the question and have students provide the answer (microscope).
Step 4: Respond to an Answer Short Question Item

Explain to your students that they will now respond to a test item simulating the test conditions. Remind students
of the three strategies covered in this lesson and ask them to apply these strategies.
If possible, seat your students at separate workstations or position them in a way so that they will not interfere
with each other when speaking. Play the audio [L5_Answer_short_question_1], and ask students to record their
responses using the recording devices on their mobile phones or computers. If this isnt possible, ask students
to write their answers on a piece of paper.

Ask students to compare their responses in pairs or groups. Then provide the correct and incorrect answers.

Item 1: Transcript and Answer Key

Transcript
What organ do cardiologists specialize in?

Correct answer:
(the) heart, hearts
Incorrect answer(s):
(the) body, medicine, lungs, liver, stomach, skin, kidneys

Lesson 6
Summarize written text

This is a short-answer writing item type that integrates writing and reading skills. It requires test takers to
understand, analyze and extract information from a reading passage and summarize the key points in one
sentence.
Read the passage below and summarize it using one sentence. Type your response in the box at the bottom of the screen. You have 10
minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key
points in the passage.
The United Nations Intergovernmental Panel on Climate Change (IPCC) has released a new report on anthropogenic climate change. The findings of
the report include the following:
The world's average surface temperature has increased by around 0.74C over the past 100 years (1906 - 2005). A warming of about 0.2C is
projected for each of the next two decades.
The best estimates for sea-level rise due to ocean expansion and glacier melt by the end of the century (compared to 1989 - 1999 levels)
have narrowed to 28 - 58 cm, versus 9 - 88 cm in the 2001 report, due to improved understanding. However, larger values of up to 1 m by
2100 cannot be ruled out if ice sheets continue to melt as temperature rises.
Sea ice is projected to shrink in both the Arctic and Antarctic regions. Large areas of the Arctic Ocean could lose year-round ice cover by the
end of the 21st century if human emissions reach the higher end of current estimates. The extent of Arctic sea ice has already shrunk by
about 2.7 per cent per decade since 1978, with the summer minimum declining by about 7.1 per cent per decade.
Snow cover has decreased in most regions, especially in spring. The maximum extent of frozen ground in the winter/spring season
decreased by about 7 per cent in the Northern Hemisphere over the latter half of the 20th century. The average freezing date for rivers and
lakes in the Northern Hemisphere over the past 150 years has arrived later by some 5.8 days per century, while the average break-up date
has arrived earlier by 6.5 days per century.
It is "very likely" that precipitation will increase at high latitudes and "likely" it will decrease over most subtropical land regions. The pattern of
these changes is similar to what has been observed during the 20th century.
Cut
Copy
Paste
Total Word Count: 0

Strategy 1
Remember to skim and scan. Quickly skim the text first for gist, and then scan it and note
keywords.
Strategy 2
Once you have noted the keywords, use them to write quick notes to sum up the main
argument of the text without looking back at the passage. Use your own words to condense
these notes into a clear, precise summarizing sentence.
Strategy 3
When you have finished writing, check for the following: 1) you have written one sentence
only which is within the required word count (between 5 and 75 words); 2) you have retained
the essence of the text; 3) your grammar and spelling are correct. Remember that if your
sentence is shorter or longer than the required word count, your response will automatically
be scored zero.
1
Lesson 6: Summarize written text

Strategy 1
Explain to your students that they will have ten minutes for this item type. Although this may seem like a long
time to write one sentence, extracting the essence of the text and condensing this in their own words may take
longer than they realize. It is therefore important that students remain focused and skim and scan the text as
quickly and thoroughly as possible to identify the gist, the keywords and the main arguments. Remind your
students that we skim for gist and scan for details.
Give students copies of Item 1.

Give students 30 seconds to quickly skim the text and identify the gist (e.g., climate change: increasing surface
temperature causing rising sea levels, shrinking sea ice and snow cover, and changes in precipitation).
Give students one minute to scan the text and write down keywords and important points (e.g., UN report,
climate change, surface temperature increase, sea level rise, ocean expansion, glacier melt, etc).
Strategy 2
Remind your students that once they have noted the keywords, they need to construct their summary as quickly
as possible. One way to do this is to use the keywords to write quick notes or phrases that sum up the main
argument(s) of the text. Remind them to try to do this without looking back at the passage. Explain that students
should then use their own words to condense these notes into a clear, precise summarizing sentence.
Have students quickly read the passage for Item 1 again.

Display the following phrases:
UN report, climate change, surface temperature increase, sea level rise, ocean expansion, glacier melt
Ask students to arrange these keywords into brief notes that sum up the main argument of the text. Remind
them not to look back at the passage and encourage them to paraphrase the keywords where possible (e.g.,
UN report on climate change states that ; increases in surface temperatures are causing sea levels to rise,
oceans to expand, and glaciers to melt )
Have students share their ideas with the class.

Have students work with a partner to create a clear and precise summarizing sentence. Again, encourage
them not to look back at the passage and to paraphrase where possible (e.g., A UN report on climate change
states that increasing temperatures are causing glacier melt, rising sea levels and loss of coastal land.)
Have students share their sentences with other pairs and discuss the differences in the sentences they have
written and what could be improved.
Strategy 3
Explain to your students that once they have written their sentence, it is important for them to take a moment
to check that they have written one sentence only, that it is within the required word count (5 to 75 words), that
they have retained the essence of the text, and that their grammar and spelling is correct. Remind them that
their response will not be scored if it does not meet the word count requirements.
Give students five minutes to compare the notes they made in the first activity and work together to write a
sentence that accurately summarizes the passage. Explain that the time they have is for planning and writing,
and that they will have extra time for checking afterwards.
After five minutes, give students one more minute to check their work. Remind them of what they need to
check for, i.e., that they have written one sentence only, that it is within the required word count (5 to 75
words), that they have retained the essence of the text, and that their grammar and spelling are correct.
2
Put pairs into groups of four and have them check and evaluate each others sentences.
Give each group four copies of the sample sentences for Item 1. Have students check the sentences for
length, content, grammar and spelling, etc. Ask them to also rank the sentences from the weaker to the
stronger.
After they have done this, show the explanations for Item 1.
Step 4: Respond to a Summarize Written Text Item

ten minutes to read the passage and write their response. Remind them of the three strategies covered in this
lesson and ask them to apply these strategies.
Give out copies of Item 2.

do they think was the most useful? Ask students to compare and evaluate each others responses in pairs or
groups.
Then show the three sample responses for Item 2 and ask students to rank the responses from the weaker to
the stronger. Then provide the explanations for Item 2.
3
Item 1
Read the passage below and summarize it using one sentence. Write your response in the box at the bottom of the
page. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how
well your response presents the key points in the passage.
The United Nations Intergovernmental Panel on Climate Change (IPCC) has released a new report on anthropogenic climate change.
The findings of the report include the following:
The world's average surface temperature has increased by around 0.74C over the past 100 years (1906 - 2005). A warming of
about 0.2C is projected for each of the next two decades.
The best estimates for sea-level rise due to ocean expansion and glacier melt by the end of the century (compared to 1989 - 1999
levels) have narrowed to 28 - 58 cm, versus 9 - 88 cm in the 2001 report, due to improved understanding. However, larger values
of up to 1 m by 2100 cannot be ruled out if ice sheets continue to melt as temperature rises.
Sea ice is projected to shrink in both the Arctic and Antarctic regions. Large areas of the Arctic Ocean could lose year-round ice
cover by the end of the 21st century if human emissions reach the higher end of current estimates. The extent of Arctic sea ice
has already shrunk by about 2.7 per cent per decade since 1978, with the summer minimum declining by about 7.1 per cent per
decade.
Snow cover has decreased in most regions, especially in spring. The maximum extent of frozen ground in the winter/spring
season decreased by about 7 per cent in the Northern Hemisphere over the latter half of the 20th century. The average freezing
date for rivers and lakes in the Northern Hemisphere over the past 150 years has arrived later by some 5.8 days per century, while
the average break-up date has arrived earlier by 6.5 days per century.
It is "very likely" that precipitation will increase at high latitudes and "likely" it will decrease over most subtropical land regions. The
pattern of these changes is similar to what has been observed during the 20th century.
4
Item 1: Sample Responses

Key Points
A new UN report finds that increasing surface temperature around the world is causing rising sea levels, shrinking
sea ice and snow cover, and changes in precipitation.
B1 Response
United intergovermental panel on climate change report that climatict changes in northern hemisphere will cause
drastick change in sea current and will raise the sea level.
B2 Response
Due to the latest report of IPCC about the wordwide climate, Green House Effect has affected the earth severely
on various aspects.
C1 Response
A new UN report finds that increasing surface temperatures around the world are causing rising sea levels,
shrinking sea ice and snow cover, and changes in precipitation.
5
Item 1: Sample Responses and Explanations

B1 Response
United intergovermental panel on climate change report that climatict changes in northern hemisphere will cause
drastick change in sea current and will raise the sea level.
Explanation: While the response includes one key detail, other information from the passage is omitted or
misinterpreted. Missing or incorrect use of prepositions and verbs prevents the response from receiving full
credit for grammar. The vocabulary used is appropriate for the context. There are three spelling errors. Although
poorly constructed, the response is one complete sentence.
B2 Response
Due to the latest report of IPCC about the wordwide climate, Green House Effect has affected the earth severely
on various aspects.
Explanation: The summary does not include any supporting points or key details. A minor grammatical mistake
prevents this response from receiving full credit for grammar, although the intended meaning of the sentence is
clear. The use of due to instead of according to makes it seem that the IPCC report caused the greenhouse
effect. There is one spelling error. The response is one complete sentence.
C1 Response
A new UN report finds that increasing surface temperatures around the world are causing rising sea levels,
shrinking sea ice and snow cover, and changes in precipitation.
Explanation: The topic has been accurately discussed and the supporting points are included. The vocabulary
used is precise. All words are spelled correctly. The response is one complete sentence.
6
Item 2
Read the passage below and summarize it using one sentence. Write your response in the box at the bottom of the
page. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how
well your response presents the key points in the passage.
For millions of years, Mediterranean sea turtles have been coming to the shore of southern Lebanon to lay their eggs. Every summer,
their babies hatch and literally run for their lives on the strip of sand that separates their nests from the sea. An endangered species,
they had been largely ignored in this part of Lebanon until two women set out to protect them.
Mona Khalil was inspired by a walk on the beach during a visit to her homeland, when she first saw the turtles. Upon learning that they
were close to disappearing from her country, Khalil decided to "come back and do something about them."
The next year, 2000, she returned and teamed up with Habiba Fayed, who shares her passion for the environment. They opened a
bed-and-breakfast in the Khalil family home to finance their efforts. Guests could simply vacation or, in the spirit of ecotourism, they
could help the owners protect the turtles' nests and keep the beach clean.
Female turtles travel to the exact spot where they were born to dig their nests in the sand, laying an average of 70 to 100 eggs. This
is the moment when the women intervene. They protect the nests from predators by burying an iron grid in the sand above the eggs.
The spaces on the grid are large enough to allow the baby turtles to emerge after a month and find their way to the seaand to a
chance at life.
7

Key Points
Thanks to Moan Khalil and Habiba Fayed, the sea turtles in Lebanon have a chance for survival.
B1 Response
For the millions of years the turtles were coming laying their eggs in summer and the babies run seperates their
nests, ignoring in war torn until two women set out to protect them and mona khalil saw the turtles and decided
to do something so in the end the baby turtle to emerge after a month.
B2 Response
Mediterranean sea turtles which is an endangered species lay their 70 to 100 eggs at the shore of southern
Lebanon but now Mona Khalil with her team protecting turtle's egg from dameging or from pradators by buring
iron grid in the sand above the nests.
C1 Response
After millions of years of being endangered in war-torn coast of southern Lebanon, Mediterranean sea turtles
were finally protected by two women, Mona Khalil and Habiba Fayed, who opened a bed-and-breakfast and with
the help of the guests, protected turtles eggs by burying an iron grid in the sand above the eggs.
8
Item 2: Sample Responses and Explanations

B1 Response
For the millions of years the turtles were coming laying their eggs in summer and the babies run seperates their
nests, ignoring in war torn until two women set out to protect them and mona khalil saw the turtles and decided
to do something so in the end the baby turtle to emerge after a month.
Explanation: While the response includes some main points, other key information from the passage is omitted
and information not in the passage is present. This response demonstrates limited control over simple grammatical
structures. The vocabulary is basic. There is one spelling mistake. The response is one sentence.
B2 Response
Mediterranean sea turtles which is an endangered species lay their 70 to 100 eggs at the shore of southern
Lebanon but now Mona Khalil with her team protecting turtle's egg from dameging or from pradators by buring
iron grid in the sand above the nests.
Explanation: The topic has been accurately discussed and the supporting points are included. Missing or incorrect
use of prepositions and verbs prevents the response from receiving full credit for grammar. The vocabulary used
is appropriate for the context. There are three spelling errors. The response is one sentence.
C1 Response
After millions of years of being endangered in war-torn coast of southern Lebanon, Mediterranean sea turtles
were finally protected by two women, Mona Khalil and Habiba Fayed, who opened a bed-and-breakfast and with
the help of the guests, protected turtles eggs by burying an iron grid in the sand above the eggs.
Explanation: The topic has been accurately discussed and the supporting points are included. This response
demonstrates good control of standard English grammar with very few grammatical errors. The vocabulary used
is appropriate for the context. All words are spelled correctly. The response is one sentence.
9
Lesson 7
Write essay

This is a long-answer item type that assesses writing skills and requires test takers to write a persuasive or
argumentative essay on a given topic.
You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged on how well you develop a
position, organize your ideas, present supporting details, and control the elements of standard written English. You should write 200-300
words.
Some people think placing advertisements in schools is a great resource for public schools that need additional funding, but others think it exploits
children by treating them as a captive audience for corporate sponsors.
Choose which position you most agree with and discuss why you chose that position. Support your point of view with details from your own
experiences, observations or reading.
Cut
Copy
Paste
Total Word Count: 0

Strategy 1
Make sure you understand what you are being asked to do. It is important that you read the
prompt carefully and identify both the focus of the question and the point of view from which
you are required to write. If you write off topic, your essay will be scored zero.
Strategy 2
Think of one strong sentence to sum up the main argument. Then think of one strong opening
sentence and one strong closing sentence. This will help to focus your ideas. Once you have
done this, expand the sentence you have written to sum up the main argument with details
and supporting points to create the body of your essay. Then expand the opening sentence
to create your introduction and the closing sentence to create your conclusion.
Strategy 3
Once you have written your essay, check it carefully. Make sure that you have written within
the required word limit, that your essay has the correct topic focus and point of view, and that
your grammar and spelling are correct.
1
Lesson 7: Write essay

Strategy 1
Explain to your students that this item type requires them to write about a topic from a particular point of view.
For their response to be scored, students need to make sure that they have correctly identified the topic and
followed the requirements of the prompt exactly. The prompt may ask them to:
respond to a question
agree or disagree with a particular point of view
take one of two sides in an argument
describe a situation
write about the advantages or disadvantages of a particular opinion
Looking for keywords in the prompt will help students identify both the topic focus and the required point of
view.
Give students copies of the following prompt:

Some people think placing advertisements in schools is a great resource for schools that need additional
funding, but others think it exploits children by treating them as a captive audience for corporate sponsors.
Choose which position you most agree with and discuss why you chose that position. Support your point of
view with details from your own experiences, observations or reading.
Ask students to underline the keywords that identify the topic focus and to circle the keywords that identify
the point of view from which the topic should be written.
Provide feedback to the whole class: This prompt requires students to write about the topic of placing
advertisements in schools. It also requires them to identify two opposing points of view and choose which one
they most agree with, namely, either that placing advertisements in schools is a great resource for schools
that need additional funding or that placing advertisements in schools exploits children by treating them as a
captive audience for corporate sponsors.
Strategy 2
Tell your students that once they have identified the topic focus and the point of view required, they need to
construct a sound persuasive or argumentative essay. First, remind them of the basic essay format: introduction
(presentation of topic, argument and counter argument), main body (details refuting counter argument, details
supporting own point of view) and conclusion (restatement of argument and supporting claim).
Explain that to focus their ideas in a methodical way, students should first try to think of one strong sentence
to sum up the main argument, then think of one strong opening sentence and one strong closing sentence.
Once they have done this, they can add details and supporting points to expand the sentence that sums up the
main argument to create the body of their essay. They can then develop the opening sentence to create the
introduction and the closing sentence to create the conclusion.
Ask students to decide with a partner which point of view they both most agree with, or can agree to write
about together.
Give each pair a large sheet of paper. Tell them to write the topic and their point of view at the top of the page.
Then tell students to write the following in a column on the left:
Introduction
(presentation of topic, argument and counter argument)
Main body
(details refuting counter argument, details supporting own point of view)
Conclusion
(restatement of argument and supporting claim)
2
Give students a few minutes to brainstorm ideas. Tell them to write their ideas on the paper next to the most
appropriate sections of the essay. (e.g., Introduction: advertising in schools = great idea for school funding;
Main body: many schools underfunded, controlled advertising could bring in needed money, students/teachers
could vote on which companies are allowed to advertise, schools do not need to accept advertising from
inappropriate companies, Conclusion: controlled advertising in schools could be very beneficial )
Once students have written their sentences, have them share their ideas with the class.
Explain that, having summed up the main argument and opening and closing ideas, they now have a framework
for their essay, which they can expand on.
Give students time to expand their sentences with details and supporting points to create a draft essay.
Strategy 3
Remind your students that they should write their essay as quickly as possible, keeping in mind the topic focus
and point of view and remembering to leave time to give their work a final check. Once they have written their
essay, they should make sure that they have written within the required word limit, that their essay has the
correct topic focus and point of view, and that their grammar and spelling is correct.
Explain to your students that they will now review their brainstormed notes to check the topic focus, the point of
view and the appropriateness of their ideas.
To practice this checking strategy, ask your class to do the following activities:
Ask each pair to compare their drafts with other pairs. Have students discuss whether they think their drafts
have covered the topic appropriately and extensively enough, or whether they have missed out any key
areas, lost focus or strayed from the point of view.
Although they only have drafts at this stage, you could ask students to check their work for spelling or
grammar mistakes.
Have students share their experiences with the class and discuss any problems or queries.
Put pairs into groups of four or six and give them copies of the sample essays for Item 1. Have students check
the essays for length, topic focus, point of view, and grammar and spelling. Ask them to rank the essays from
the weaker to the stronger.
After they have done this, provide the explanations for Item 1.
Step 4: Respond to a Write Essay Item

20 minutes to read the prompt and write their essay. Remind students of the three strategies covered in this
lesson and ask them to apply these strategies.

do they think was the most useful? Ask students to evaluate each others essays in pairs or groups.
Now show the three sample essays for Item 2 and ask students to rank the essays from the weaker to the
stronger. Then provide the explanations for Item 2.
3
Item 1
You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged
on how well you develop a position, organize your ideas, present supporting details, and control the elements of
standard written English. You should write 200-300 words.
Some people think placing advertisements in schools is a great resource for public schools that need additional funding, but others
think it exploits children by treating them as a captive audience for corporate sponsors.
Choose which position you most agree with and discuss why you chose that position. Support your point of view with details from your
own experiences, observations or reading.
4

B1 Response
In my opinion, placing advertisement is a good way for public schools to increase their funding for the additional
needs. Though there are some bad affects in this method, yet I think it has more advantages and the school can
carry out some actions to avoid the bad affects of this method.
Advertisement can bring many different informations to the school children. Since the schools can only bring
limited informations about the word, advertisement can be an other medium for the children to know more
about the world. Advertisement can bring informations about countries, news friends and interesting for the
school children in the world. School gets money from advertisings. If they need money since to build or make
new building or more computer or eqipment, they can make event or ask help in advertisement. Some people
not happy advertisement ask somethings especaly the money. Some advertisings are bad like expensive mobile
phone. They make people to feel bad. Also alchol not good to and not appropriate.
Schools can stop the advertisements wich will have bad impact on children from putting in the schools. In my
opinion depends the topic. Schools can decide the tpoic and take an action to never to do it.
B2 Response
Some people think placing advertisements in schools is a great resource for public schools and need additionally
funding, however, others think it exploits children by treating them as a captive audience for corporate
sponsors.
In my opinion, advertisemnts should not be placed in schools on the purpose of rasing fund. Schools are different
places with other organizations in the society. It is the place where children receive education. Most of them
are like naive blank slate compared with adults. Kids get the knowledge of maths, English, science etc. Placing
advertisement in schools will distract those kids who don't have controlling power on themselves. Clean and
clear places should be protected in order to garantee a better education quality in schools and healthy growth
of the students.
I remembered when I was in primariy school some advertisements of food were put in our school. Everyday
some kids just watched the advertisments and discussed with fellow classmates which kind of food was better.
They did not focus on their studies. After they went back home, they just cried for the food from their parents.
Later the advertisments were cancelled.
In conclusion, schools are quiet and non-profitable organization where children got their education. Advertisment
should be banned from the schools. We should ensure a good and quiet place for kids to study.
C1 Response
Whilst public schools are largely underfunded, advertisements in schools can often condition children to grow up
with certain superficial values.
Often public schools have extremely intelligent students who cannot afford to attend a better funded school
due to family circumstances. Although it could be argued that such a great mind could be better utilised and
developed in a better funded school with more opportunities available, advertisements may hinder the growth
and negatively impact the child. The minds of children are easily molded and influenced, especially within
the context of the school environment where learning is enhanced. Advertisements encourage consumerism,
superficiality and can often condition a brain against independent thought. I believe that advertisements only
show what is 'in vogue' which would discourage individual expression (whether it be through clothes, hairstyles
or tastes). As it is, school playgrounds are highly complex social environments, where segregation frequently
occurs and many students are osterizised and teased. Displaying advertisements at school would only reinforce
what society deems as acceptable and would further isolate any students who felt 'different' to their peers.
Furthermore, advertisements encourage consumerism and make impressionable students want to spend money
on expensive things to validate themselves and fit in with their peers.
School can often be a very difficult and confusing time, as students are growing up and learning more about
themselves. The fewer expectations placed on them (particularly from society; through advertisements), allows
them to grow into more confident adults who are comfortable with themselves, can accept themselves and have
the right values.
5
Item 1: Explanations of Sample Responses

B1 Response
Explanation: This essay minimally answers the question on the topic. The supporting points do not demonstrate
a coherent and well-developed logic that supports the test takers position on the topic. The introduction states the
test takers position, the second paragraph contains minimal supporting points, and the conclusion is unrelated
to the test takers stated position. Incorrect use of plural nouns and preposition errors prevent this essay from
receiving full credit for grammar usage and mechanics. The vocabulary is limited and imprecise. Some words are
inappropriate for the context. There are several spelling errors. This essay is 204 words.
B2 Response
Explanation: This essay answers the question on the topic and is well organized. There is a clear introduction,
body and conclusion. Personal experience is used to support the main idea. There are obvious grammar
errors in sentences with complex grammatical structures. However, most grammatical errors do not impede
communication. Imprecise vocabulary prevents the response from receiving full credit for general linguistic
range. There are four spelling errors. This essay is 219 words.
C1 Response
Explanation: The position is discussed in the first paragraph, supported by the details in the second paragraph
and then summarized in the conclusion. The response demonstrates very good general linguistic and vocabulary
range and control of standard English grammar. There is 1 spelling error. This essay is 253 words.
6
Item 2
You will have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged
on how well you develop a position, organize your ideas, present supporting details, and control the elements of
standard written English. You should write 200300 words.
Some people believe that exploring outer space is important. Other people believe that space exploration is a waste of money.
Choose which position you most agree with and discuss why you chose that position. Support your point of view with details form your
own experiences, observations or reading.
7

B1 Response
In my point of view, I am agree with the statement exploring outer space is important. Nowdays, some people
might not be consider about what would happen in the future. By exploring outer space, we could describe and
detect the situation over there. Its very important that we could see how far the outer space growth and the
effect of global, instead of doing nothing by save our money indeed. We learn many thing in space and may be
make another place. The moral thing about this case is different person has a different perspective to look after
their future life. We need to spend money for our future and knowledges. Dont to spend the moni to war, break
building and an kill. Spend the moni to explor and make plan for future. Also another enegy in space.
We need to know others people in space. May be other far the outer space. We need to find. May ne they come
here and make war. Exploring outer space is important to learn. May be we need space. There are more people,
more building house every day. In the future we need other place to live. Space is other place if we know.
B2 Response
Nowadays you can travel without problems to the moon if you have enough money. In a few years it will be
the same with other planets. Regarding that the earth is in danger, scientologists pretend there are just a few
years left, it is very important to look for alternatives. If there is a planet where human being is able to survive
it should be found soon. Otherwise menhood will die out. As already mentioned, we actually have to be scared
about the world going under. Based on experts it will come soon, nature will take its place back either by water
or by erruptions/earth quakes. Thus, we really need an alternative.
As I know a planet similar to our Earth has already been found. Now there are doing some test about the
ability to life there. I think in future travelling from Earth to Saturn will be like today travelling from Sydney to
Melbourne. Thus, it is really important that they are goining on doing tests there.
To sum up, it is a good idea to examine space. There is hope, that something even better than Earth will be
found. Actually, I would like to see another planet, but I think that won't happen in that time.
C1 Response
I believe that space exploration has its advantages and its disadvantages. However, I feel that its disadvantages
outweigh its advantages.
Firstly, many people argue that the universe is so big and that it would be an awful waste of space if we were
the only ones occupying it and it is for this reason that we should explore new frontiers in the space. I do not
agree with this stance because we have enough to discover here on our planet as it stands. There are uncharted
territories and breath-taking vistas that we have yet to encounter or even species of flora and fauna that have
yet to be identified.
Secondly, there is talk of us humans having so much to learn from the universe and that the cure for our diseases
and pain is out there somewhere in the universe. If we were to look at the amount of money being pumped into
space exploration we will see that billions of dollars are essentially being 'wasted'. Back in the 1950s there was
the 'Space Race' between Russia and the USA to put the first man into space. All the money spent on the race
could have been put to much better use i.e. preventing world poverty. I firmly believe that money spent on space
could be spent on much more important research here on earth such as finding a cure for cancer or even just
better quality of life in third world countries.
In conclusion there are still many things to do here on our beautiful planet. As humans we are the only species
that does not contribute to the ecosystem -we make things worse off for everyone. I think we should work
towards making our planet a better place instead of just looking for a replacement.
8

B1 Response
Explanation: This response addresses the prompt by agreeing that exploring outer space is important. However,
the details are not developed and do not strongly or logically support the test takers position on the topic. There
are obvious grammar errors. The vocabulary is limited and imprecise. The vocabulary range is basic. Some
words are not appropriate for the context. There are several spelling errors. This essay is 202 words.
B2 Response
Explanation: This essay addresses the topic by taking a position in favor of space exploration. The main ideas
and details relate to the topic of the essay and the test takers position is explicitly stated in the final paragraph.
Ideas within paragraphs are not organized and there is no introduction to the essay. There are obvious grammar
errors in sentences with complex grammatical structures. However, most grammatical errors do not impede
communication. Imprecise vocabulary prevents the response from receiving full credit for general linguistic
range. The vocabulary range is basic. There are several spelling errors. This essay is 208 words.
C1 Response
Explanation: The test takers position is clear and supporting details are provided and explained. The essay
follows a logical structure. Minor grammatical mistakes prevent this response from receiving full credit for grammar
usage and mechanics, although the intended meaning of sentences with grammatical errors is clear. General
vocabulary range is good. There are no significant spelling errors. This essay is 297 words.
9
Lesson 8
Reading: Multiple-choice, choose single answer


This is a multiple-choice item type that assesses reading skills. It requires test takers to read, analyze, understand
and assess a short text on an academic subject and choose a single correct response.
In many ways Britten's most ambitious effort is the War Requiem of 1961, a
flawed but still impressive work for chorus, soloists, and orchestra. It
weaves together the traditional Latin Mass for the Dead with antiwar poems
by Wilfrid Owen, a young officer killed in World War I. The point of War
Requiem is how the words of the liturgical text are reinterpreted and often
rendered hollow by the realities of death in war. In this work we see Britten's
prodigal inconsistencies on display. For all its problems, the War Requiem
will probably survive as one of our time's most impassioned indictments of
war and its heroic myth.
Read the text and answer the multiple-choice question by

selecting the correct response. Only one response is
correct.
Which of the following most accurately summarizes the

opinion of the author in the text?
He finds the weaving together of the Latin Mass and

antiwar poems to be quite effective.
He is critical of Britten's inconsistencies as observed in
the War Requiem.
He admires the War Requiem of Britten but finds it far
from perfect.
He questions whether Britten's work will endure.

Strategy 1
Tackle each reading item in a different way. Adapt your reading strategy according to the
direction of the question and the purpose of your reading.
Strategy 2
If the topic of the reading passage is unfamiliar to you, concentrate on what you understand
rather than worrying about words that are new to you. Focus on extracting the general gist
of what is in the text rather than the meaning of individual words and phrases.
Strategy 3
After you have chosen your response, quickly check the remaining response options against
the passage one-by-one, to make sure they can be eliminated.

Strategy 1
Explain to your students that there is no one way of approaching multiple-choice reading items, and each item
should be approached in a way that matches the purpose of the reading. To do this, students need to first identify
the direction of the question and the type of information that needs to be extracted. Once they have done this,
students should decide on their reading strategy and then read the passage accordingly.
Explain that the questions for multiple-choice items can require them to extract different types of information.
Tell students that they are going to work in pairs and decide on the best reading strategy for each of the following
different types of questions, e.g.:
What is the main idea/main aim/point ? (main idea or gist; useful reading strategy: look for topic
sentence(s))
1
Lesson 8: (Reading) Multiple-choice, choose single answer
According to the text, which of the following ? (supporting information; useful reading strategy: read for
specific details, look for key words in the options and find similar words in the text)
Why does the writer ? (writers purpose; useful reading strategy: look for reasons or words indicating
reasons)
What is the writers point of view/opinion on ? (writers opinion; useful reading strategy: look at the
conclusion or concluding sentence)
Have pairs share their thoughts with the class and explain the reasons for their choices.
Give students copies of Item 1. Tell them to read the question and the options, and compete to see which pair
can be the first to identify an appropriate strategy (e.g., look at the concluding sentence) and decide on the
correct response option.
Have students discuss their experiences with the class. Explain that the correct response will be confirmed in
the following activities.
Strategy 2
Explain to your students that if the topic of the reading passage is unfamiliar to them, they should concentrate on
the information they understand rather than worrying about words and phrases that are new to them. Encourage
them to focus on extracting the general gist of what is in the text rather than the meaning of individual words
and phrases.
Display a copy of Item 1. Tell students not to read the text fully but just to quickly scan the question, the
response options and the reading passage for unfamiliar or confusing words.
Ask individual students to come to the front of the class and underline any words or phrases where the
meaning is not fully clear to them.
Now have students reflect on the activity for Strategy 1 and confirm the correct response to Item 1. Have
students discuss whether their understanding of these unfamilar words stopped them from being able to
decide on an appropriate response option.
Strategy 3
Explain to your students that after they have chosen their response, they should quickly check the remaining
options against the passage one-by-one, to make sure they have made the right choice.
Have students read through each incorrect response option one-by-one and check the text carefully to find a
reason why each one is not correct.
Have pairs discuss their reasons with the class. Discuss any problematic or unclear options and, if necessary,
explain words or phrases identified as problematic in the previous activity.
After they have done this, show the answers and explanations for Item 1.
Step 4: Respond to a (Reading) Multiple-Choice, Choose Single Answer Item

Explain to your students that they will now respond to a test item simulating test conditions. Remind them of the
three strategies covered in this lesson and ask them to apply these strategies.

groups.
After they have done this, show the answers and explanations for Item 2.
2
Item 1
Read the text and answer the multiple-choice question by selecting the correct response. Only one response is
correct.
In many ways Britten's most ambitious effort is the War Requiem of 1961, a flawed but still impressive work for chorus, soloists,
and orchestra. It weaves together the traditional Latin Mass for the Dead with antiwar poems by Wilfrid Owen, a young officer killed
in World War I. The point of War Requiem is how the words of the liturgical text are reinterpreted and often rendered hollow by the
realities of death in war. In this work we see Britten's prodigal inconsistencies on display. For all its problems, the War Requiem will
probably survive as one of our time's most impassioned indictments of war and its heroic myth.
Which of the following most accurately summarizes the opinion of the author in the text?
He finds the weaving together of the Latin Mass and antiwar poems to be quite effective.
He is critical of Britten's inconsistencies as observed in the War Requiem.
He admires the War Requiem of Britten but finds it far from perfect.
He questions whether Britten's work will endure.
3
Item 1: Answer Key and Explanations

Which of the following most accurately summarizes the opinion of the author in the text?
Incorrect: He finds the weaving together of the Latin Mass and antiwar poems to be quite effective.
Explanation: This response is incorrect. Although the passage mentions that Brittens work weaves together the
Latin Mass for the Dead and antiwar poems, it does not comment on the effectiveness of this combination.
Incorrect: He is critical of Britten's inconsistencies as observed in the War Requiem.
Explanation: This response is incorrect. The author recognizes inconsistencies and flaws in the work, yet still
praises the War Requiem as one of our times most impassioned indictments of war.
Correct Answer: He admires the War Requiem of Britten but finds it far from perfect.
Explanation: This response is correct. The writer describes Brittens War Requiem as impressive and gives
details of what the work accomplishes. However, the writer also describes the work as flawed and refers to the
works prodigal inconsistencies and all its problems.
Incorrect: He questions whether Britten's work will endure.
Explanation: This response is incorrect. The writer hypothesizes that the work will endure by stating, the War
Requiem will probably survive.
4
Item 2
Read the text and answer the multiple-choice question by selecting the correct response. Only one response is
correct.
The approach to the methodology of learning and teaching has to be comprehensive, presenting all options in an explicit and
transparent way, and avoiding advocacy or dogmatism. It has been our fundamental methodological principle that the methods
to be employed in language learning, teaching and research are those considered to be most effective in reaching the objectives
agreed in the light of the needs of the individual learners in their social context. Effectiveness is contingent on the motivations and
characteristics of the learners as well as the nature of the human and material resources which can be brought into play.
What point is the writer making in this paragraph?
Motivation is worth more than intelligence in learning.
Language can be effectively learnt through play.
There is no single best method for learning.
Teachers should regularly change their methods.
5

What point is the writer making in this paragraph?
Incorrect: Motivation is worth more than intelligence in learning.
Explanation: This response is incorrect because the passage does compare the impact of motivation and
intelligence on learning.
Incorrect: Language can be effectively learnt through play.
Explanation: This response in incorrect. The writer uses the phrase brought into play figuratively to refer to
the material resources which can be used. The text does not suggest a method of language teaching.
Correct Answer: There is no single best method for learning.
Explanation: This response is correct because the writer consistently uses plurals when discussing methodology
as in presenting all options and the methods to be employedare those considered to be most effective. This
indicates that there is more than one method.
Incorrect: Teachers should regularly change their methods.
Explanation: This response is incorrect. The passage discusses factors to consider in the selection of teaching
methods but does not address how frequently to change these methods.
6
Lesson 9
Reading: Multiple-choice, choose multiple answers


This is a multiple-choice item type that assesses reading skills. It requires test takers to read, analyze, understand
and assess a short text on an academic subject and choose more than one correct response.
Who Are Aborigines? Aborigines are Australia's indigenous people. Recent

government statistics counted approximately 400,000 aboriginal people, or
about 2% of Australia's total population.
Australian Aborigines migrated from somewhere in Asia at least 30,000
years ago. Though they comprise 500-600 distinct groups, aboriginal people
possess some unifying links. Among these are strong spiritual beliefs that
tie them to the land; a tribal culture of storytelling and art; and, like other
indigenous populations, a difficult colonial history.
The Dreamtime: Aboriginal spirituality entails a close relationship between
humans and the land. Aborigines call the beginning of the world the
"Dreaming" or "Dreamtime". In the "Dreamtime", aboriginal "Ancestors"
rose from below the earth to form various parts of nature including animal
species, bodies of water, and the sky. Unlike other religions, however,
aboriginal belief does not place the human species apart from or on a higher
level than nature. Aborigines believe some of the Ancestors metamorphosed
into nature (as in rock formations or rivers), where they remain spiritually
alive.
Storytelling, Art, and the Didgeridoo: The oral tradition of storytelling
informs aboriginals' vibrant cultural life. Songs illustrate the Dreamtime and
other tales of the land, while dances and diagrams drawn in the sand
accompany oral tales. In the Northern Territory, aboriginal art includes
sculpture, bark and rock paintings, and baskets and beadwork. Rock
carvings and paintings can be found in such places as Arnhem Land, Ubirr,
and Nourlangie. Many aborigines earn a living through selling native
artworks.
Aboriginal music is often recognizable for its most famous instrument, the
didgeridoo. A wind instrument typically made from bamboo, it extends about
five feet and produces a low, vibrating hum. Aborigines use didgeridoos in
formal ceremonies at such events as sunsets, circumcisions, and funerals.
Read the text and answer the question by selecting all

the correct responses. More than one response is
correct.
Which of the following statements about Australian Aborigines

can be supported from this text?
It is estimated that the population of Australian

Aborigines peaked at about 400,000 some 30,000 years
before white settlement.
Despite being recognised internationally, the Aboriginal
musical instrument the didgeridoo, rarely plays a
significant role in Aboriginal cultural ceremonies.
Today Aborigines comprise approximately 2% of the
Australian population.
Aboriginal culture is based on a belief that people,

animals, and the land are integrally linked.
Unlike many other indigenous cultures, Australian
Aborigines developed equitable relationships with
colonial powers.

Strategy 1
Decide whether or not it is appropriate to draw on your background knowledge of the topic to
help you answer the question.
Strategy 2
Use the structure of the reading text, the section headings, sub-headings and paragraphing,
etc. to help you locate information. Direct your reading according to the information you
need to find. Identify the focus of both the question and response options, and redundant
information that can be ignored.
Strategy 3
Identify keywords and clues in the response options, and look for words and phrases with
similar meanings in the text to locate the information you need.

Strategy 1
Explain to your students that although the test does not assume or need them to have background knowledge of
any academic topic to be answered correctly, in some cases they may find it useful to draw on their knowledge
of a topic to help them to respond to multiple-choice items, but in others this approach may not be appropriate.
To help students decide which approach to use, they must first identify the focus of the question.
Lesson 9: (Reading) Multiple-choice, choose multiple answers

Show students the following sample questions. Have them work in pairs to decide whether drawing on
background knowledge is an appropriate approach in each case and why or why not.
According to the text, how are online news sources making the news industry more competitive? (No; clue
According to the text)
Which of these countries uses electronic voting machines? (Yes; background knowledge of the topic of voting
and elections may be useful in helping students predict or select correct responses)
What does the writer believe is likely to happen in future? (No; clue What does the writer believe)
Which of the following can be inferred from the text? (No; clue ... can be inferred from the text)
One present indicator of climate change is
. (Yes; background knowledge of the topic of climate change
may be useful in helping students predict or select correct responses)
Have students share their thoughts and explain their reasons to the class.
Strategy 2
Tell your students that in order to answer items of this type efficiently, it is important for them to quickly
identify the type of reading text they have to work with, and to use the structure of the reading text, the section
headings, sub-headings and paragraphing, etc. to help them locate the information they need.
Give out copies of Item 1. Give students a few seconds to read the question and skim the response options
and text structure, e.g., the subheadings and topic sentences of each paragraph, etc., (but do not read the
text), and think about the approach they would use to answer this item efficiently.
Have students share their initial ideas.

Then have your students quickly identify in which section the information for each response option is most
likely to be found. Ask them not to read the text in detail, but just consider the overall structure.
Strategy 3
To quickly locate specific information, your students should first identify keywords and clues in the response options,
and then scan the reading text for words and phrases that are either the same or have similar meanings.
Have students underline the keywords in each response option in Item 1 (e.g., Option 1: population, peaked,
30,000 years before white settlement; Option 2: musical instrument, didgeridoo, cultural ceremonies; Option 3:
comprise, 2%, population; Option 4: culture, people, animals, linked; Option 5: other indigenous cultures,
equitable relationships, colonial powers).
Ask students to find and underline matching information in the text as quickly as possible.
Ask students whether they can already eliminate or choose any of the options. Have them explain their
decisions and reasons.
Once students have discussed their decisions, show them the answers and explanations for Item 1 and
discuss any queries.
Step 4: Respond to a (Reading) Multiple-Choice, Choose Multiple Answers Item

2

groups.
After they have done this, show the answers and explanations for Item 2 and discuss any queries.
3
Item 1
Read the text and answer the question by selecting all the correct responses. More than one response is correct.
Who Are Aborigines?

Aborigines are Australia's indigenous people. Recent government statistics counted approximately 400,000 aboriginal people, or
about 2% of Australia's total population.
Australian Aborigines migrated from somewhere in Asia at least 30,000 years ago. Though they comprise 500-600 distinct groups,
aboriginal people possess some unifying links. Among these are strong spiritual beliefs that tie them to the land; a tribal culture of
storytelling and art; and, like other indigenous populations, a difficult colonial history.
The Dreamtime: Aboriginal spirituality entails a close relationship between humans and the land. Aborigines call the beginning of
the world the "Dreaming" or "Dreamtime". In the "Dreamtime", aboriginal "Ancestors" rose from below the earth to form various parts
of nature including animal species, bodies of water, and the sky. Unlike other religions, however, aboriginal belief does not place the
human species apart from or on a higher level than nature. Aborigines believe some of the Ancestors metamorphosed into nature (as
in rock formations or rivers), where they remain spiritually alive.
Storytelling, Art, and the Didgeridoo: The oral tradition of storytelling informs aboriginals' vibrant cultural life. Songs illustrate the
Dreamtime and other tales of the land, while dances and diagrams drawn in the sand accompany oral tales. In the Northern Territory,
aboriginal art includes sculpture, bark and rock paintings, and baskets and beadwork. Rock carvings and paintings can be found in
such places as Arnhem Land, Ubirr, and Nourlangie. Many aborigines earn a living through selling native artworks.
Aboriginal music is often recognizable for its most famous instrument, the didgeridoo. A wind instrument typically made from bamboo,
it extends about five feet and produces a low, vibrating hum. Aborigines use didgeridoos in formal ceremonies at such events as
sunsets, circumcisions, and funerals.
Which of the following statements about Australian Aborigines can be supported from this text?
It is estimated that the population of Australian Aborigines peaked at about 400,000 some 30,000 years before white settlement.
Despite being recognised internationally, the Aboriginal musical instrument the didgeridoo, rarely plays a significant role in
Aboriginal cultural ceremonies.
Today Aborigines comprise approximately 2% of the Australian population.
Aboriginal culture is based on a belief that people, animals, and the land are integrally linked.
Unlike many other indigenous cultures, Australian Aborigines developed equitable relationships with colonial powers.
4

Which of the following statements about Australian Aborigines can be supported from this text?
Incorrect: It is estimated that the population of Australian Aborigines peaked at about 400,000 some 30,000
years before white settlement.
Explanation: This response is incorrect. 400,000 is the current estimated Australian Aborigine population.
Incorrect: Despite being recognised internationally, the Aboriginal musical instrument the didgeridoo, rarely
plays a significant role in Aboriginal cultural ceremonies.
Explanation: This response is incorrect. The passage says that the digeridoo is used in formal ceremonies at
such events as sunsets, circumcisions, and funerals. These are significant events in Aboriginal culture.
Correct Answer: Today Aborigines comprise approximately 2% of the Australian population.
Explanation: This response is correct because it accurately conveys information from the second sentence in
the passage: Recent government statistics counted approximately 400,000 aboriginal people, or about 2% of
Australia's total population.
Correct Answer: Aboriginal culture is based on a belief that people, animals, and the land are integrally
linked.
Explanation: This response is correct. The Dreamtime paragraph says that aborigines believe that the people,
animals and land share a common ancestry.
Incorrect: Unlike many other indigenous cultures, Australian Aborigines developed equitable relationships with
colonial powers.
Explanation: This response is incorrect because the passage does not describe Australian Aborigines relationships
with colonial powers as being different from those of other indigenous cultures. Rather, the passage says that
Australian Aborigines had like other indigenous populations, a difficult colonial history.
5
Item 2
Read the text and answer the question by selecting all the correct responses. More than one response is correct.
Adaptations enable living organisms to cope with environmental stresses and pressures. Adaptation can be structural or behavioral.
Structural adaptations are special body parts of an organism that help it to survive in its natural habitat (e.g., skin color, shape,
body covering). Behavioral adaptations are the ways a particular organism behaves to survive in its natural habitat. Physiological
adaptations are systems present in an organism that allow it to perform certain biochemical reactions (e.g. making venom, secreting
slime, being able to keep a constant body temperature). Adaptations are traits that have been selected for by natural selection. The
underlying genetic basis for the adaptive trait did not arise as a consequence of the environment; the genetic variant pre-existed and
was subsequently selected because it provided the bearer of that variant some advantage.
Which of the following are true statements about adaptations?
They can be structural, behavioral, or physiological adaptations.
They mostly occur in physical appearances of special body parts of an organism.
They are new genes created to increase an organism's chance of survival.
They are genes selected due to the benefits they offer in a particular environment.
They are created by the environment to help an organism survive in its habitat.
6

Which of the following are true statements about adaptations?
Correct Answer: They can be structural, behavioral, or physiological adaptations.
Explanation: This response is correct. The passage describes different types of structural, behavioral and
physiological adaptations.
Incorrect: They mostly occur in physical appearances of special body parts of an organism.
Explanation: This response is incorrect because it makes a statement that was not made in the text. The
passage says that there are structural and behavioral adaptations but does not say which occur more often or
what proportions of each are present in an organism.
Incorrect: They are new genes created to increase an organism's chance of survival.
Explanation: This response is incorrect. The passage says the genetic variant pre-existed but does not
discuss the creation of new genes.
Correct Answer: They are genes selected due to the benefits they offer in a particular environment.
Explanation: This response is correct. The passage says that the genetic basis for the adaptive trait was
selected because it gave an advantage to the organism that possessed it.
Incorrect: They are created by the environment to help an organism survive in its habitat.
Explanation: This response is incorrect because it conflicts with information given in the passage. The text says
that the genes for the adaptation did not arise as a consequence of the environment.
7
Lesson 10
Re-order paragraphs

This item type assesses reading skills. It requires test takers to be familiar with the organization and cohesion of
academic texts and arrange text boxes in a single correct order.
The text boxes in the left panel have been placed in a random order. Restore the original order by dragging the text boxes from the left
panel to the right panel.
Source
Target
But in Scotland three banks are still allowed to issue

banknotes.
When this bank was founded in 1695, Scots coinage
was in short supply and of uncertain value, compared
with English, Dutch, Flemish or French coin.
To face growth of trade it was deemed necessary to

remedy this lack of an adequate currency.
The first Scottish bank to do this was the Bank of
Scotland.
In most countries it is only the government, through
their central banks, who are permitted to issue
currency.

Strategy 1
Quickly and quietly read the content of the text boxes to yourself. While you are reading,
listen for one text box that sounds complete by itself and makes most sense alone. This
sentence is likely be the most logical introduction to the paragraph or topic.
Strategy 2
Once you have identified the introduction or topic sentence, quietly read the remaining boxes
to yourself again to listen for flow. While you are reading, look for language patterns that
will help you identify a sequence. Check the language patterns in each box to confirm your
sequence (i.e., use of connectives, use of indefinite articles for first reference, definite articles
for further reference, use of pronouns, etc).
Strategy 3
Quietly read the boxes to yourself in the order that you have sequenced them. This will
help you check whether the sentences flow smoothly from one to another, and whether the
passage makes sense and sounds logical and correct as a whole.
1
Lesson 10: Re-order paragraphs

Strategy 1
Explain to your students that for this item type it is important to be able to quickly recognize the topic of the
passage, the topic or opening sentence and the overall sequence. One way to help them quickly identify a flow
within the passage is to read the text quietly to themselves. Hearing the text may help them recognize patterns
and flow that they might oversee when skimming or scanning.
Ask students to listen carefully. Explain that you will read out loud the jumbled sentences of a paragraph and
that they should listen for the sentence that sounds most like an opening or topic sentence.
Read the sentences from Item 1 out loud, one-by-one. After each sentence, ask students to tell you whether
they think the sentence is a topic sentence or not and to explain their reasons.
Once they have agreed, display the topic sentence. (In most countries it is only the government, through their
central banks, who are permitted to issue currency. This is the first text box because it provides background
information that makes the rest of the information in the passage stand out as significant.)
Strategy 2
Remind your students that once the topic sentence or introduction to the passage has been identified, they must
then sequence the remaining boxes. Explain that they should now read out loud the remaining boxes again to
listen for flow and look for language patterns that will help them identify a sequence. Remind them that flow
and sequence within English texts is created with connectives, the use of indefinite articles for first reference
and definite articles for further reference, the use of pronouns to replace nouns that have been identified earlier
and so on.
Give students copies of Item 1.

Ask them to first read the sentences out loud to each other and identify the sentence that follows most
logically from the topic sentence. (But in Scotland three banks are still allowed to issue banknotes.)
Discuss their choices with the class and ask them to explain their reasons for choosing this sentence. (This
is the second text box because it introduces the subject of the passage. However, it is not the first sentence
because But and still allowed signal that this sentence is referring to a restriction described in a previous
sentence.)
Ask students to continue to re-order the remaining sentences in pairs.

Strategy 3
Explain to your students that the final step is to re-read the whole passage quietly, in the sequence that they
have re-ordered the sentences, to check for logic and overall sense as well as flow. At this point, your students
should be able to hear whether the text sounds good or whether further adjustments need to be made.
Put pairs into groups of four. Have pairs swap work and read the sentences out loud in the order specified.
Have students listen carefully to each other to check whether their responses sound correct when read out
loud by another pair. Ask them to discuss any sentences that they do not agree on.
Feed back their responses to the class by getting pairs to read out loud their responses. Ask students to
discuss the reasons for their choices.
After they have done this, show the answers and explanations for Item 1, and compare their explanations
with those given. Discuss any queries.
2
Step 4: Respond to a Re-order Paragraphs Item

Explain to your students that they will now respond to a test item simulating the test conditions. Remind them

Ask students to discuss their choices and evaluate each others responses in pairs or groups. Then provide the
answers and explanations for Item 2.
3
Item 1
The text boxes in the left panel have been placed in a random order. Restore the original order by drawing a line from
the text box on the left to the space provided on the right.
Source
Target
But in Scotland three banks are still allowed to issue

banknotes.
When this bank was founded in 1695, Scots coinage was in
short supply and of uncertain value, compared with English,
Dutch, Flemish or French coin.
To face growth of trade it was deemed necessary to remedy
this lack of an adequate currency.
The first Scottish bank to do this was the Bank of
Scotland.
In most countries it is only the government, through their
central banks, who are permitted to issue currency.
4

Correct Answer:
1. In most countries it is only the government, through their central banks, who are permitted to issue
currency.
2. But in Scotland three banks are still allowed to issue banknotes.
3. The first Scottish bank to do this was the Bank of Scotland.
4. When this bank was founded in 1695, Scots coinage was in short supply and of uncertain value, compared
5. To face growth of trade it was deemed necessary to remedy this lack of an adequate currency.
Explanations:
1. In most countries it is only the government, through their central banks, who are permitted to issue
currency.
This is the first text box because it provides background information that makes the rest of the information
in the passage stand out as significant.
2. But in Scotland three banks are still allowed to issue banknotes.
This is the second text box because it introduces the subject of the passage. However, it is not the first
sentence because But and still allowed signal that this sentence is referring to a restriction described in
a previous sentence.
3. The first Scottish bank to do this was the Bank of Scotland.
This is the third text box because it gives an example of one of the three banks in Scotland mentioned in
the previous sentence. Also the phrase to do this refers to the phrase, to issue banknotes in the previous
sentence.
4. When this bank was founded in 1695, Scots coinage was in short supply and of uncertain value, compared
This is the fourth text box because this bank refers to the Back of Scotland mentioned in the third
sentence.
5. To face growth of trade it was deemed necessary to remedy this lack of an adequate currency.
This is the fifth text box because it concludes the paragraph by giving a reason why the Bank of Scotland
issued its own currency.
5
Item 2
The text boxes in the left panel have been placed in a random order. Restore the original order by drawing a line from
the text box on the left to the space provided on the right.
Source
Target
These markets had become rapidly dominated by powerful

enterprises who were able to act in their own interests,
against the interests of both workers and consumers.
Mill was able to see an expanded role for the State in such
legislation to protect us against powerful interests.
He was able to argue that the State was the only organ that
was genuinely capable of responding to social needs and
social interests, unlike markets.
There had already been some legislation to prevent such
abuses - such as various Factory Acts to prevent the
exploitation of child workers.
Markets may be good at encouraging innovation and
following trends, but they were no good at ensuring social
equality.
6

Correct Answer:
1. Markets may be good at encouraging innovation and following trends, but they were no good at
ensuring social equality.
2. These markets had become rapidly dominated by powerful enterprises who were able to act in their own
interests, against the interests of both workers and consumers.
3. There had already been some legislation to prevent such abuses - such as various Factory Acts to prevent the
4. Mill was able to see an expanded role for the State in such legislation to protect us against powerful
interests.
5. He was able to argue that the State was the only organ that was genuinely capable of responding to social
needs and social interests, unlike markets.
Explanations:
1. Markets may be good at encouraging innovation and following trends, but they were no good at ensuring
social equality.
This is the first text box because it introduces the topic of the paragraph. All of the other text boxes contain
clues that they refer to some previous sentence.
2. These markets had become rapidly dominated by powerful enterprises who were able to act in their own
interests, against the interests of both workers and consumers.
This is the second text box because the sentence in it begins with These markets which is a sign that a
sentence about markets came immediately before it.
3. There had already been some legislation to prevent such abuses - such as various Factory Acts to prevent the
This is the third text box because it discusses government response to the situation described in the previous
text box. The phrase such abuses refers to the previous sentences mention of enterprises acting against
the interests of workers.
4. Mill was able to see an expanded role for the State in such legislation to protect us against powerful
interests.
This is the fourth text box because it contains the phrase such legislation which refers to the Factory Acts
in the preceding sentence.
5. He was able to argue that the State was the only organ that was genuinely capable of responding to social
needs and social interests, unlike markets.
This is the fifth text box because it concludes the paragraph by providing a solution to the problem raised in
the first sentence. Additionally, He could only refer to Mill, which is in the previous text box, since Mill is
the only proper name of a person used in the paragraph.
7
Lesson 11
Reading: Fill in the blanks

This item type assesses reading skills and requires test takers to use contextual and grammatical cues to complete
a reading text by identifying the single correct answer for each blank.
In the text below some words are missing. Drag words from the box below to the appropriate place in the text. To undo an answer choice,
drag the word back to the box below the text.
Considering their lingering reputation as man-killers, it's hardly surprising that hackles are raised any time someone brings up the
idea of
wolves to the Scottish Highlands. Debate on this topic has been raging for years;
would like to see the Highland environment returned to its natural state. Opponents
the animals'
for killing livestock.
proponents
reacquainting
activitists
accuse
propensity
reintroducing
cite

Strategy 1
First read the whole text quickly to make sure you understand the general topic and
meaning.
Strategy 2
Look at the context around the gap and try to predict the word or type of word that could
logically fill each gap before you look at the word options.
Strategy 3
Look at and analyze the options. Choose the one that best matches your predictions.

Strategy 1
Explain to your students that for this item type it is important to quickly skim the whole text first to get an overall
sense of the meaning. When we read gapped texts quickly for gist, our mind automatically predicts and fills in
gaps in our reading with logical information.
1
Lesson 11: (Reading) Fill in the blanks

Give each student a copy of the text for Item 1 without the word options.
Ask students to quickly skim the text in 1 minute and then tell you the gist.
Provide comments on your students ideas and confirm the answer (reintroduction of wolves into Scottish
countryside).
Strategy 2
Tell your students that once they have established the gist of the text, they should read it through again without
looking at the word options. This time they should try to predict the word or part of speech that is needed to fill
each gap.
Ask students to read the text again and work with their partner to predict the word or part of speech that is
needed to fill each gap.
Go through each sentence one-by-one, asking students to share their ideas and explain their thoughts (e.g.,
sentence 1 needs a verb in -ing form; sentence 2 needs a subject, looking at sentence 3 gives a clue that it
should perhaps be a subject that counterbalances/is an antonym for opponent; sentence 3 needs a present
tense verb and a noun).
Display and discuss possible options.

Strategy 3
Looking at each gap in turn, students should analyze the options to see how or whether each one matches their
earlier predictions, and pick the options that are best matches grammatically or in terms of meaning.
Show the word options for Item 1.

Ask students to work together to analyze the options according to the predictions that they made in the
previous activity. Tell them to look for words that match their predictions in terms of meaning and part of
speech.
Provide comments on students responses, and then display the answers for Item 1.
Step 4: Respond to a (Reading) Fill in the Blanks Item

Give out copies of Item 2, and tell them that they will have three minutes to complete the text.

groups.
After they have done this, show the answers for Item 2 and have students discuss why these answers are most
appropriate.
2
Item 1
In the text below some words are missing. Fill in the blanks by writing the words in the blanks.
Considering their lingering reputation as man-killers, it's hardly surprising that hackles are raised any time someone brings
up the idea of
the animals'
proponents
reacquainting
activitists
accuse
propensity
reintroducing
cite
3
Item 1: Answer Key

Considering their lingering reputation as man-killers, it's hardly surprising that hackles are raised any time someone brings
up the idea of
reintroducing
proponents
the animals'
propensity
cite
4
Item 2
In the text below some words are missing. Fill in the blanks by writing the words in the blanks.
A charge often leveled against organic agriculture is that it is more philosophy than science. There's some truth to this
indictment, if that is what it is, though why organic farmers should feel
perhaps, of our fetishism of science as the only
about it is itself a mystery, a relic,

tool with which to approach nature. The philosophy of
natural processes precedes the science of understanding them.
supportive
mimicking
logic
repeating
credible
defensive
5
Item 2: Answer Key

A charge often leveled against organic agriculture is that it is more philosophy than science. There's some truth to this
indictment, if that is what it is, though why organic farmers should feel
perhaps, of our fetishism of science as the only
mimicking
credible
defensive
about it is itself a mystery, a relic,
tool with which to approach nature. The philosophy of
natural processes precedes the science of understanding them.
6
Lesson 12
Reading & writing: Fill in the blanks


This item type integrates reading and writing skills, and requires test takers to use contextual and grammatical
cues to complete a reading text by identifying a single correct answer for each blank.
Below is a text with blanks. Click on each blank, a list of choices will appear. Select the appropriate answer choice for each blank.
Umami was first identified in Japan, in 1908, when Dr. Kikunae Ikeda concluded that kombu, a type of edible seaweed, had a
different taste than most foods. He conducted
that found that the high concentration of glutamate in kombu was
what made it so tasty. From there, he crystallizedexperiences

monosodium glutamate (MSG), the seasoning that would become
contests
experimentsdefined as one of the five individual tastes sensed by receptors on the
the world over. Decades later, umami became scientifically
attempts
. Then in 1996, a team of University of Miami researchers studying taste perception made another breakthrough. They
discovered separate taste receptor cells in the tongue for detecting umami. Before then, the concept was uncharted. "Up until our
wisdom in the scientific community was that umami was not a separate sense. It was just a
research, the
combination of the other four qualities (salty, sweet, bitter, sour)", explained Dr. Stephen Roper, the University of Miami physiology
and biophysics professor who helped zero in on the taste along with Nirupa Chaudhari, the team's lead researcher.

Strategy 1
Use your knowledge of collocation and grammar to help you guess or predict the word or type
of word that best fits each blank.
Strategy 2
Eliminate options that you know are not appropriate in terms of meaning or the grammatical
context.
Strategy 3
Read each sentence in your head several times, inserting each of the remaining possible
options one-by-one. This will help you activate your knowledge of collocation. Listen to the
way the sentence sounds and choose the option that sounds best in the sentence.

Strategy 1
Explain to your students that activating and using their knowledge of collocation and grammar will help them
guess or predict the word or part of speech that best fits each blank.
Give pairs a copy of Item 1 without the answer choices.

Ask students to skim the text quickly first to get an idea of the gist.
Have students work together to establish which part of speech is needed to complete each sentence and
to brainstorm words that collocate with the words on either side of each blank (e.g., blank 1 needs a plural
object, tests, experiments, etc. to collocate with conduct; blank 2 needs an adjective, famous, accepted, etc.
Lesson 12: (Reading & writing) Fill in the blanks

to collocate with around the world; blank 3 needs a noun, tongue fits logically; blank 4 needs an adjective,
perceived, accepted, etc. to collocate with wisdom).
Have students share their responses and explain their thoughts.

Display the suggested words for each blank for students to see.
Strategy 2
Tell your students that once they have made their own predictions, they should study the options and eliminate
any words that they know are inappropriate in terms of meaning or the grammatical context. This will help them
narrow down the choices and make it easier to select the correct option.
Give pairs the options for each blank in Item 1.

Ask them to work together to establish which of the options can be eliminated in each case.
Have students share their responses and give reasons for their choices.
Strategy 3
Tell your students that they should now read each sentence out loud to each other several times, inserting
each of the remaining possible options one-by-one. This will help them activate their knowledge of collocations.
Tell them to listen carefully to the way the sentence sounds and to choose the option that sounds best in the
sentence. Remind them to also pay particular attention to the meanings of homophones and homonyms which
may be confusing. Also remind students that although for this practice activity they are reading out loud, in the
actual test they should say sentences to themselves in their heads.
Tell students to work together and read each sentence out loud to each other several times, each time
inserting one of the remaining possible options.
Remind students to listen carefully to the way the sentence sounds each time and to choose the option that
sounds best in the sentence.
After they have done this, show the answers for Item 1.
Step 4: Respond to a (Reading & writing) Fill in the Blanks Item


Ask your students if they were able to use the strategies. Which one was the most difficult to apply? Which
one do they think was the most useful? Ask them to compare and evaluate each others responses in pairs or
groups.
After they have done this, show the answers for Item 2 and have students discuss why these answers are most
appropriate and the other options are not.
2
Item 1
Below is a text with blanks. Select the appropriate answer choice for each blank.
Umami was first identified in Japan, in 1908, when Dr. Kikunae Ikeda concluded that kombu, a type
(1)
experiences
contests
experiments
attempts
of edible seaweed, had a different taste than most foods. He conducted (1)
that found that the high concentration of glutamate in kombu was what made it so tasty.
From there, he crystallized monosodium glutamate (MSG), the seasoning that would become
(2)
(2)
spread
exported
exclusive
popular
the world over. Decades later, umami became scientifically defined as one
of the five individual tastes sensed by receptors on the (3)
. Then in 1996, a
team of University of Miami researchers studying taste perception made another breakthrough.
(3)
They discovered separate taste receptor cells in the tongue for detecting umami. Before then,
the concept was uncharted. "Up until our research, the (4)
fingers
mouth
tongue
jaws
wisdom in the
scientific community was that umami was not a separate sense. It was just a combination of the
other four qualities (salty, sweet, bitter, sour)", explained Dr. Stephen Roper, the University of
Miami physiology and biophysics professor who helped zero in on the taste along with Nirupa
Chaudhari, the team's lead researcher.
(4)
predominate
insignificant
important
erroneous
3
Item 1: Answer Key

Umami was first identified in Japan, in 1908, when Dr. Kikunae Ikeda concluded that kombu, a type of edible seaweed, had a different
taste than most foods. He conducted (1) experiments
that found that the high concentration of glutamate in kombu was what
made it so tasty. From there, he crystallized monosodium glutamate (MSG), the seasoning that would become (2)
popular
the world over. Decades later, umami became scientifically defined as one of the five individual tastes sensed by receptors on the
(3)
tongue
. Then in 1996, a team of University of Miami researchers studying taste perception made another breakthrough.
They discovered separate taste receptor cells in the tongue for detecting umami. Before then, the concept was uncharted. "Up until
our research, the (4) predominate
wisdom in the scientific community was that umami was not a separate sense. It was just
a combination of the other four qualities (salty, sweet, bitter, sour)", explained Dr. Stephen Roper, the University of Miami physiology
and biophysics professor who helped zero in on the taste along with Nirupa Chaudhari, the team's lead researcher.
4
Item 2
Below is a text with blanks. Select the appropriate answer choice for each blank.
Global climate change is the greatest environmental challenge we face. We have at most a few
(1)
colossal
nominal
negligible
customary
decades to make the necessary investments to prevent the most serious impacts of climate change.
Future generations will judge us based on the investments we are considering now. In its February
2007 report, the Intergovernmental Panel on Climate Change (IPCC) warns that global emissions
must peak no later than 2015 if we are to hold average global temperature increases to 2.4C
(2)
(4.3F) or less. Moving to an emissions pathway that will hold temperature increases to a minimum
will require a (1)
effort. There is no time to lose given the long lag in research
and development cycles, and energy-intensive (2)

Fundamentally, (3)
agriculture
architecture
infrastructure
conjecture
and product turnover.
the world's energy system is unlikely to occur within this
(3)
timeframe. It is thus imperative to find means to reduce the footprint of the existing system - most
altering
revoking
comparing
analyzing
particularly, of coal, which is the most greenhouse gas intensive of the fossil fuels driving climate
change. It is in this context that Carbon Dioxide Capture and Sequestration (CCS) becomes one of
the most critical technologies in the menu of choices. It is the only option that provides a potentially
near-term solution to rapidly expanding coal use here, in China and around the world. CCS must
play the critical role of (4)
are ready.
growth in emissions from coal until other alternatives
(4)
sustaining
curbing
dividing
increasing
5
Item 2: Answer Key

Global climate change is the greatest environmental challenge we face. We have at most a few decades to make the necessary
investments to prevent the most serious impacts of climate change. Future generations will judge us based on the investments we
are considering now. In its February 2007 report, the Intergovernmental Panel on Climate Change (IPCC) warns that global emissions
must peak no later than 2015 if we are to hold average global temperature increases to 2.4C (4.3F) or less. Moving to an emissions
pathway that will hold temperature increases to a minimum will require a (1)
colossal
effort. There is no time to lose given
the long lag in research and development cycles, and energy-intensive (2) infrastructure
Fundamentally, (3)
altering
and product turnover.
the world's energy system is unlikely to occur within this timeframe. It is thus imperative to
find means to reduce the footprint of the existing system - most particularly, of coal, which is the most greenhouse gas intensive of
the fossil fuels driving climate change. It is in this context that Carbon Dioxide Capture and Sequestration (CCS) becomes one of the
most critical technologies in the menu of choices. It is the only option that provides a potentially near-term solution to rapidly expanding
coal use here, in China and around the world. CCS must play the critical role of (4)
curbing
growth in emissions from coal
until other alternatives are ready.
6
Lesson 13
Summarize spoken text

This is a long-answer item type that integrates listening and writing skills, and requires test takers to understand,
analyze and combine information from a spoken text, and then summarize the key points in writing.
You will hear a short report. Write a summary for a fellow student who was not present. You should write 50-70 words.
You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents
the key points presented in the report.
Status:
Volume
Cut
Copy
Paste
Total Word Count: 0
The instructions for this item type have been modified for this lesson to include a report. In the actual test, the
instructions will generally refer to a lecture.

Strategy 1
Write down as much information as you can, and always note down any new terms, definitions,
facts and statistics. Do not write names of speakers or people mentioned, but refer to their
titles or jobs, e.g., psychologist, researcher, reporter, etc.
Strategy 2
Do not repeat all the information that you have noted down while listening. Shorten, simplify,
paraphrase and synthesize the information into 5070 words.
Strategy 3
Check and edit any grammatical and mechanical errors.
1
Lesson 13: Summarize spoken text

Strategy 1
Remind your students that they will hear the spoken text only once so they should try to note down as much
key information as possible. They can use the Erasable Noteboard Booklet that they are provided with at the test
center, or simply type their notes on screen. It is also important to note down any terms, especially academic
ones, definitions, factual and statistical information.
Students should also pay particular attention to words and phrases that indicate the structure of the spoken text
(e.g., features a series of studies, First, Then, Next, That brings us to, Lets consider, The problem is), highlight
importance (e.g., most significantly/importantly, very specific, especially), signal contrasting ideas (e.g., But,
However) and give examples or supporting details (e.g., For example/instance).
Instead of writing down the names of the people mentioned, students should note their jobs or titles, e.g.,
professor, lecturer, researcher, psychologist, etc. It is also important to organize notes in the order of importance,
e.g., main idea, supporting ideas, supporting example(s) and detail(s).
Explain that speakers may also return to some points or ideas they have mentioned. That is why it is important
that students leave space around their notes in case they need to add new points closer to the relevant idea.
Remind students that they should not write in complete sentences, but use keywords or their own abbreviated
forms, and omit unimportant details.
Play the audio [L13_Summarize_spoken_text_1] and have students take notes.

Ask students to explain how they have organized their notes.
Strategy 2
Explain to your students that they will have ten minutes to write their summaries. This may seem like a long
time, but they should stay focused and keep an eye on the timer in the top, right-hand corner of the screen
when they take the test. Students should use this time to carefully go through their notes and condense the
information into 34 sentences, starting with a topic sentence to introduce the main idea or ideas followed by
23 sentences providing supporting points or examples. They do not have to include all the examples from the
recording. They can shorten some or omit the less important details.
It is also important that students paraphrase the information using their own words or sentence structures. They
can do this by changing word forms, using synonyms, changing grammar structures and word order.
When writing their summaries, students should synthesize the key information and indicate any contrasting
ideas or conflicting points of view. Remind them of some transition words, adverbs or sentence patterns to
indicate contrasts and opposites.
Have students carefully read though their notes and think about the following:
topic sentence to introduce the summary
the main idea(s)
some supporting details/points/examples
Ask students to draft their summaries.
Provide the model summary below and have students compare their summaries to it:
Model summary:
It is believed that touch can communicate a wide range of specific emotions. Touch has been ignored by
researchers in the past, and has not been focused on until recently. A person describes an experiment carried
out into touch and emotion to prove that touch can communicate a range of specific feelings.
2

Strategy 3
Remind your students to give themselves a couple of minutes to check their summaries for grammatical errors
(e.g., incomplete sentences, tense errors, subject-verb agreement, pronoun agreement, singular and plural
forms, word forms) and mechanical errors (e.g., misspelled words, wrong punctuation and capitalization).
Display the three sample summaries for Item 1.

Have students work in pairs to identify and correct any grammatical and mechanical errors.
Explain that these are authentic responses from test takers. Have students analyze these responses and
rank them from the weaker to the stronger. Then provide the explanations about the sample responses for
Item 1.
Step 4: Respond to a Summarize Spoken Text Item

ten minutes to complete the task. Remind them of the three strategies covered in this lesson and ask them to
apply these strategies.
Play the audio for Item 2 [L13_Summarize_spoken_text_2], and have students write their summaries on a piece
of paper.

Ask students to evaluate their summaries in pairs or groups. Display the model summary for Item 2 and have
students compare their summaries to it.
Provide the three sample responses for Item 2 and ask students to rank them from the weaker to the stronger.
Then provide the explanations about the sample responses for Item 2.
3
Item 1: Transcript
Scientists are discovering that when you touch someone, you communicate very specific emotions such as
sympathy, disgust, gratitude, or even love. The current issue of the scientific journal Emotion features a series
of studies about touch. Reporter Michelle Trudeau touched base with the lead researcher.
Michelle Trudeau:
Psychologist Matt Hertenstein from DePaul University in Green Castle, Indiana decided
to study touch while he was watching parents interacting with their babies - making
faces and cooing sounds, squeezing, stroking, nuzzling them.
Mr. Matt Hertenstein: And all of a sudden it struck me one day and I thought, you know, I wonder if touch
(DePaul University)
can communicate distinct emotions, much like the face and the voice.
Michelle Trudeau:
Decades of research has been done on the face and the voice and the distinct emotions
that they communicate. But touch has been relatively neglected by researchers until
Hertenstein stepped in and began his experiments.
Mr. Matt Hertenstein: We invited two participants into the lab. And we put a curtain up between those two
people.
Michelle Trudeau:
So they couldn't see or hear each other. One participant, the sender, was told to try
and communicate twelve different emotions, one-by one, to the other participant, the
receiver.
Mr. Matt Hertenstein: The receiver would put his or her arm underneath the curtain, on to the sender's
side.
Michelle Trudeau:
The sender would then touch the receiver's forearm, trying to communicate the specific
emotion, such as envy, fear, love, embarrassment, anger, gratitude, pride, disgust.
The receiver had to then decide which emotion was being communicated.

1)
Scientists have researched that touch has more emotional signals to humans feeling, even stronger than hear
and see, for we see or hear people, we may not feel much. Scientists have done an experiment involved in two
participants, one can see and hear each other, while the other one can only touch the other one, they found that
through touch people feel more about humans feeling, like envy, love.
2)
Research shows emperical evidence on the role of touch in communicating emotion like gratitute, love,,etc.
It can be observed through parents making face, cuddling their children. One experiment was made with 2
participants, one the sender and the other the reciever of touch. The 2 are separated by a curtain and the sender
is asked to touch the reciever to communicate 12 types of emotions like anger and disgusting,
3)
Touch has been neglected as an avenue of communicating distinct emotions, relative to studies involving facial
and vocal communication. The journal Emotion featured studies involving touch. One researcher was motivated
to study after seeing how parents and babies use physical contact in addition to facial and vocal expressions to
communicate with one another. In one study, the sender was asked to communicate twelve distinct emotion,
e.g. fear and love.
5

1)
B1 Response
While the response contains relevant information, the test taker misrepresents the main point, leading the
reader to believe the report is about an experiment which proved the importance of touch over sight and
sound. This response demonstrates poor grammar control; verbs and nouns are not properly formed and several
prepositions are missing. The vocabulary is basic and imprecise. The spelling is fine. This response is 69 words.
2)
B2 Response
The main point has been discussed and supporting points are included. This response demonstrates weak
grammar control, which hinders understanding. The vocabulary used is appropriate for the context. There are
several spelling errors. This response is 69 words.
3)
C1 Response
The response is an accurate and detailed summary of the main point and several supporting details discussed
in the report. The grammar follows standard conventions. The vocabulary used is appropriate for the context.
There is one spelling error. This response is 69 words.
6
Item 2: Transcript
About 20 years ago Kent Anger and Barry Johnson came up with 750 chemicals that could harm the brain during
development. Nobody has since then dared to update that number, it's just a guess today, there has to be more
than a thousand if there was 750 twenty years ago. But the problem is also that we have put too little emphasis
on this type of, uh, research.
For example, it has taken so far the OECD 10 years to devise a battery of tests that they could recommend
for systematic testing of chemicals for developmental neurotoxicity. That panel, that battery, has not yet been
completed and authorised by OECD so it's taking way, way, way too long because it is complicated. But there is
so much at stake.
Children are just losing IQ points and losing their concentration span, memory or motor functions. But in the
present world where there's so much emphasis on knowledge and brain functions this can also translate into
dollars. The EPA has calculated that every time a child loses one IQ point because of chemical pollution it costs
society something like $8,000 or $10,000.
7
Item 2: Model Summary

About twenty years ago, it was estimated that there are 750 chemicals that can affect the developing human brain, and today there
may be over 1000. There is little emphasis on the possible damage caused to developing children from these chemicals. It has
taken the OECD ten years to develop an index to test for developmental neurotoxicity. Economically, each IQ point lost to chemical
poisoning has an impact of $8,000-$10,000.
8

1)
The lecture mentions chemical test for brain development. There are 2 level of chemical test. The first one is
conducted by OECD on the systematic test chemical. They found that it takes a long time and too compicated for
this test. The second is carried out by EPA which tried to find out some chemical solution.
2)
About 20 years ago, scientists came up with 750 chemicals that could harm the brain. It might be more than
that nowadays. Research on the harmful chemicals is complicated and could take too long. Chemical pollution
has various effects on children, for example loss of concentration span, memory and IQ points.
3)
20 years ago, the list of chemicals which affected brain development was numbered at 750. Today, this number
has increased to about 1000. There is insufficient research on the testing of such chemicals by OECD. These
chemicals cause harmful effects like the loss of IQ, concentration, memory and motor functions. It is estimated
that for every lost IQ point of a child, society stands to lose 8,000 to 10,000 dollars.
9

1)
B1 Response
While the response contains several keywords, it does not summarize the main issues described by the speaker.
It demonstrates weak grammar control which hinders understanding. The vocabulary used is appropriate for the
context. There is one spelling mistake. This response is 56 words.
2)
B2 Response
While the response includes some main points, other key information from the passage is omitted. It demonstrates
good control of grammar. The use of vocabulary is appropriate to the context. There are no spelling mistakes.
This response is 51 words.
3)
C1 Response
The response is an accurate and detailed summary of the main point and several supporting points discussed
in the lecture. The grammar follows standard English conventions. The vocabulary used is appropriate for the
context. There are no spelling mistakes. This response is 70 words.
10
Lesson 14
Listening: Multiple-choice, choose multiple answers


This is a multiple-choice item type that assesses listening skills. It requires test takers to listen to, analyze,
understand and assess a short recording on an academic subject and choose more than one correct response.
Listen to the recording and answer the question by selecting all the correct responses. You will need to select more than one response.
Status:
Volume
What happened as a result of the arrival of colonists?

Huge areas were deforested.
Old farming methods were abandoned.
Large expanses were planted with new species.
Stone quarries were depleted.
Sections of land were delineated with stones.

Strategy 1
Draw on your background knowledge of the topic to help you focus your attention before you
listen.
Strategy 2
Focus your listening on the information you need to listen for. Identify the direction of both
the question and response options, and listen out for redundant information that can be
ignored.
Strategy 3
If the topic of the listening passage is unfamiliar to you, concentrate on what you understand
rather than worrying about words that are new to you. Open your mind to the general gist of
what is being said rather than focusing on individual words and phrases.

Strategy 1
Explain to your students that using their background knowledge of a topic can help them focus their attention
before a listening activity and predict what they might hear.
1
Lesson 14: (Listening) Multiple-choice, choose multiple answers

Show students the question and response options for Item 1. Have them identify the topic and the focus of
the question (e.g., colonial arrivals in foreign countries; changes that occurred in colonized countries after the
arrival of colonial people).
Ask students to work in groups to brainstorm countries that have been colonized and people who have been
colonizers (e.g., India, Australia, various countries in South America, various countries in Asia, etc.; the
Spanish, the British, the Portuguese, etc.).
Have students think about the changes that various colonizers have brought about in the countries that they
colonized (e.g., wiped out populations, destroyed wildlife and flora, exploited resources, built railways, built
farms, etc.).
Once students have discussed their ideas, have them look at the response options to see which ones best
match their ideas, and to see whether they can already make a guess at which options might be correct.
Strategy 2
Remind your students that they must focus their listening on the information they need to listen for as some of
the information they will hear in the recordings will not be relevant to the question. Once students have identified
the direction of both the question and response options, they can also listen out for redundant information that
can be ignored. Being able to identify redundant information is a skill we use to help us quickly understand the
gist of what we hear in our everyday lives.
Ask students to look again at the question and tell you what cues or words they might hear in the recording
that will indicate the information that follows is relevant (e.g., When the colonizers arrived , After the arrival
of the colonists, As a result, From that point on etc.).
Tell students that they will now listen to the recording. Tell them to listen carefully for language cues that
signal what follows is relevant to the question.
Play the audio [L14_Multiple-choice_choose_multiple_answers_1). Ask students to raise their hand when
they think they hear a cue. When a student raises his/her hand, stop the recording and ask him/her to
identify the cue he/she heard (i.e., one of the first things that happened as increasing waves of colonists
arrived was). Explain that this signals the point from which students should pay careful attention to the
details that follow.
Strategy 3
Tell your students that if the topic of the listening passage is unfamiliar to them, or they hear a lot of unfamiliar
words, they should remain focused and concentrate on the information they do understand rather than worrying
about individual words and phrases that are new to them. Explain that staying calm will help them understand
the general gist of what is being said.
Tell students that they are going to listen carefully to the remaining part of the recording. Explain that they
should try to concentrate on the gist of what they hear, and at the same time mark down a small question
mark on a piece of paper each time they hear a word or phrase that they are unsure of.
Play the remaining part of the audio [L14_Multiple-choice_choose_multiple_answers_1] (from Certainly one
of the first things that happened as increasing waves of colonists arrived was).
Have students show how many question marks they have all written.
Explain that although many of them probably heard some unfamiliar words or unclear information, they are
still likely to have understood the gist of what they heard.
Ask students what they can tell you about the gist of the passage. If necessary, ask prompt questions such
as What was the first thing that happened after the colonizers arrived? (they cleared land) Why did they clear
land? (for farms), etc. Confirm the gist or main points of the passage with the class (i.e., the colonizers cut
down trees to clear land for farming, the wood was used for building, and the colonizers built stone walls).
2
Ask students to look at the response options and identify those that are correct. After they have done this,
provide the explanations and discuss any queries.
Step 4: Respond to a (Listening) Multiple-choice, choose multiple answers Item

Give out copies of Item 2 and play the audio [L14_Multiple-choice_choose_multiple_answers_2].

Ask students to compare and evaluate each others responses in pairs or groups.
After they have done this, show the answers for Item 2 and provide the explanations. Discuss any queries.
3
Item 1
Listen to the recording and answer the question by selecting all the correct responses. You will need to select more
than one response.
What happened as a result of the arrival of colonists?

Huge areas were deforested.
Old farming methods were abandoned.
Large expanses were planted with new species.
Stone quarries were depleted.
Sections of land were delineated with stones.
4
Item 1: Transcript, Answer Key and Explanations

We are led to believe that basically much of eastern North America was heavily cloaked in mature forest, forest
that today we covet as old growth, and yet at one time it was the sort of ancestral, um, botanical blanket that
covered much of certainly Massachusetts and New England. Certainly one of the first things that happened
as increasing waves of colonists arrived was the need to clear the land, um, and this clearing of the land is
something that started, um, really in the form of small, subsistence farms, uh, the timber was used for building
houses, um for building ships, for firewood, for all manner of things. The boulders the erratic, ah, the glacial
erratic stones that were so much a part of the New England landscape, um, are today sort of ah what we find
in the latticework of stone walls that one can find practically anywhere in the landscape, ah, if it's in a relatively
untouched condition. By the early part of the ah, nineteenth century, ah, it's thought that generally the zenith
of clearing had taken place, ah, sometime in the 1830s 1840s and the trees and the forests were essentially
clear-cut, ah, to an extent that is almost unbelievable.
QUESTION: What happened as a result of the arrival of colonists?

Correct Answer: Huge areas were deforested.
Explanation: This response is correct. The speaker says that one of the first things that happened as increasing
waves of colonists arrived was the clearing of the land. The speaker also says that sometime in the 1830s and
1840s, the trees and the forests were essentially clear-cut.
Incorrect: Old farming methods were abandoned.
Explanation: This response is incorrect. Abandonment of old farming methods is not discussed in the
recording.
Incorrect: Large expanses were planted with new species.
Explanation: This response is incorrect because new species are not mentioned in the recording.
Incorrect: Stone quarries were depleted.
Explanation: This response is incorrect. The speaker does not mention stone quarries in the recording.
Correct Answer: Sections of land were delineated with stones.
Explanation: This response is correct. The speaker says that the glacial erratic stones that were so much a part
of the New England landscape are today sort of what can be found in the latticework of stone walls that one can
find practically anywhere in the landscape. This implies that stones were used to delineate sections of land.
5
Item 2
Listen to the recording and answer the question by selecting all the correct responses. You will need to select more
than one response.
The purpose of this talk is to

suggest ways to make indoor lighting more economical.
encourage listeners to think creatively about mundane items.
illustrate how an everyday object could inspire new technology.
describe an artistic exhibition using familiar items.
persuade listeners to participate in a scientific study.
6

If you think about light bulbs, they're an enormous infrastructure. They're in every building in the world, more or
less, they have kind of a privileged position above us, around us, they can see, if you think about it, you know,
most parts of any room. The kind of key was to say, well, what if we consider a light bulb not to be a light bulb,
but actually to be a digital projector. It just happens to be really low resolution. In fact, it's a one by one pixel
digital projector. You turn on the wall switch and a giant pixel comes out and paints your room. OK, well, that's
ludicrous, but what if you put a higher resolution projector inside that same familiar glass bulb? Well, now you
have a device that can illuminate. If you turn on all the pixels the same color you still have a light bulb in the
usual sense. But if you turn on the pixels different amounts and different colors, then you're kind of projecting
information out into the world. And if at the same time that you're doing that, you put a little tiny camera inside
the bulb, then not only is information flowing out of the glass, but you're collecting optical information. So screw
one of those into every one of these fixtures and suddenly you have a means potentially to put display and
interaction everywhere throughout the world.
QUESTION: The purpose of this talk is to

Incorrect: suggest ways to make indoor lighting more economical.
Explanation: This response is incorrect. The speaker asks listeners to think about light bulbs and what could be
done with them but does not discuss this in terms of money.
Correct Answer: encourage listeners to think creatively about mundane items.
Explanation: This response is correct. The speaker invites listeners to think about light bulbs then talks about
their use in an unusual way. The speaker goes on to discuss the light bulb in ways most people dont think about:
theyre an enormous infrastructure, they have a kind of privileged position above us, and that each light bulb
projects one giant pixel that paints the room.
Correct Answer: illustrate how an everyday object could inspire new technology.
Explanation: This response is correct. The speaker begins by considering a light bulb and what it does and
then imagines what could be done with it. As the speaker adds features to this imaginary light bulb, it changes
from a low resolution projector, to a high resolution projector, to a device that projects and collects optical
information.
Incorrect: describe an artistic exhibition using familiar items.
Explanation: This response is incorrect. Art, art galleries, museums and exhibitions are not discussed in this
recording.
Incorrect: persuade listeners to participate in a scientific study.
Explanation: This response is incorrect because the speaker does not mention a scientific study.
7
Lesson 15
Listening: Fill in the blanks

This is an item type that integrates listening and writing skills, and requires test takers to listen for missing words
in a recording and type the missing words into a transcription.
You will hear a recording. Type the missing words in each blank.
Status:
Volume
One seminal difference in policy remains; the
has not matched what is Labor's most important innovation promise.
That is to bring together responsibilities for innovation, industry, science and research under one single federal minister. Innovation
responsibilities
lie within the powerful Department of Education and Science, and while there is a
industry department, it has little influence within Cabinet. This has

innovation policies a distinctly science and research
policy development and given Australia's

. It is the scientists rather than the engineers who call the
tune in innovation policy in Canberra, so it's no surprise our policies are all about
and later
government funded research
their results.

Strategy 1
You only have seven seconds before the recording starts playing. Quickly read through the
text and try to predict the words you will hear from the context.
Strategy 2
After the recording starts, do not stop listening to write or type in the full answers, but make
sure you write at least the word roots. When the recording finishes, go back and complete
the words based on your knowledge of grammar and contextual clues.
Strategy 3
Make sure that each word fits logically and grammatically into the sentence. Trust your
intuition and do not think about other possibilities after you have typed the words and are
certain that these are the words you heard.

Strategy 1
Explain to your students that they only have seven seconds to go through the text. Skimming the whole passage
should help them figure out the general topic or subject area. They should also use the time to focus on the words
directly before and after the blank that can provide clues. For example, an article before the blank indicates that
the missing word is a noun. The article an also gives an additional clue that the word will start with a vowel.

Lesson 15: (Listening) Fill in the blanks

Give students copies of Item 1 and have them skim through the text and identify the topic, e.g., Australias
Labour government policy.
Next, have students focus on the words around the blanks, and try to guess the part of speech, and make
some predictions, e.g., first blank noun starting with a consonant: government, party. Remind students that
they will only have seven seconds before the recording starts so they should do this very quickly.
Ask students to explain their predictions.

Strategy 2
Explain to your students that the recording for this item type is 3060 seconds long. Remind them that they will
hear it only once and should not stop listening to write the long words or correct spelling. If they cannot type on
screen or write the words on the Erasable Notboard Booklet fast enough, they should only write the word roots
and continue following the text.
Display some word roots and have students brainstorm different words containing these roots, e.g., assign
assignable, assignee, assignment; gene genealogist, genealogy, genealogical.
Write a few sentences using incomplete words or root words, e.g., Make sure you understand your assign
before you start writing, This genealog table traces the descendancy of four families, and have students work
out the correct words based on grammar and contextual clues.
Dictate some long words very quickly and have students write down only the word roots.
Now have students look again at the copy of Item 1 that you have distributed. Play the audio [L15_Fill_in_
the_blanks_1], and have them write the words or the word roots in the blanks.
Strategy 3
Remind your students that each word should fit logically and grammatically into the sentences. Once the recording
finishes, they should read the text again focusing on each gapped sentence.
Display some sentences with incorrectly used parts of speech, e.g., The aim of psychologic is to describe and
explain thoughts, feel and act. Psychology try to understand the cognite, emotion and motivation process of
human experience. Have students work in pairs and correct the mistakes.
Now have students look at the item that they responded to and check that each sentence makes sense, the
correct part of speech has been included and the seven words are correctly spelled.
Provide feedback on students responses, and then show the answers for Item 1.
Step 4: Respond to a (Listening) Fill in the Blanks Item

seven seconds to skim the text and 3060 seconds to give their response. Remind them of the three strategies
Give out copies of Item 2 and play the audio [L15_Fill_in_the_blanks_2].

Ask students to compare and evaluate each others responses in pairs or groups. Then provide the answers for
Item 2.

Item 1
You will hear a recording. Write the missing words in each blank.
has not matched what is Labor's most important innovation
promise. That is to bring together responsibilities for innovation, industry, science and research under one single federal minister.
Innovation responsibilities
is a
lie within the powerful Department of Education and Science, and while there
policy
development and given Australia's innovation policies a distinctly science and research
. It is the
scientists rather than the engineers who call the tune in innovation policy in Canberra, so it's no surprise our policies are all about
government funded research and later
their results.

coalition
has not matched what is Labor's most important innovation
promise. That is to bring together responsibilities for innovation, industry, science and research under one single federal minister.
Innovation responsibilities
is a
separate
currently
lie within the powerful Department of Education and Science, and while there
hampered
development and given Australia's innovation policies a distinctly science and research
bias
policy
. It is the
scientists rather than the engineers who call the tune in innovation policy in Canberra, so it's no surprise our policies are all about
boosting
government funded research and later
commercializing
their results.

Item 2
You will hear a recording. Write the missing words in each blank.
We've decided to adopt, just as a loose theme for the course, a
theme so that you can see the
between chemistry and biology and the things that you might consider doing in the future. We want you to
think about the
going on and how
that are relevant to your body, the processes that occur in your body, the chemistry that's
plays a role. And we divided the course into four sections and after each section there
will be a mid-term. The first one, or an exam. The first one is about

We've decided to adopt, just as a loose theme for the course, a

connections
think about the
going on and how
biological
theme so that you can see the
between chemistry and biology and the things that you might consider doing in the future. We want you to
molecules
energy
that are relevant to your body, the processes that occur in your body, the chemistry that's
plays a role. And we divided the course into four sections and after each section there
will be a mid-term. The first one, or an exam. The first one is about
matter

Lesson 16
Highlight correct summary

This is an item type that integrates listening and reading skills, and requires test takers to understand, analyze
and combine information from a recording, and then identify the most accurate summary of the recording.
You will hear a recording. Click on the paragraph that best relates to the recording.
Status:
Volume
Unless major oil consumers invest in exploration now (which would be the first time major funds have been invested since 1964) global oil
production will level out and be unable to meet increased demands from India and China.
With the continuation of improvements in technology, geology, and with government support, there is little doubt that further major reserves
of oil will be found in the near future. This should result in sustainable oil supplies for a further 150 years.
While we are not about to run out of oil, we are certainly past the peak of oil production, which occurred about 40 years ago. This is despite
improvements in technology, geology, and with tax-subsidized investment in exploration.
Oil consumption reached its first peak in 1964. Since that time the world has become increasingly dependent on oil. It is unlikely that there
will be any new major oil discoveries in the immediate future or at any subsequent time.

Strategy 1
You only have ten seconds before the recording starts playing. Skim over the paragraphs to
obtain the overall sense of the recording you will hear.
Strategy 2
When the recording starts, make effective notes organized in a general outline. Focus on the
main ideas and omit descriptions and explanations. Try to identify the topic sentence.
Strategy 3
Re-read your notes and very quickly summarize all the information in your head. Then focus
on each paragraph and eliminate the wrong ones as you compare each one to your notes and
the mental summary you have created.

Strategy 1
Explain to your students that they only have ten seconds to go through the paragraphs to find out what the
recording is about. While they are skimming the texts, they should think about the topic and make a mental note
of some keywords. They should not try to understand every word as each paragraph is up to 60 words in length.
Identifying and anticipating the topic is the best way to concentrate on listening when the recording starts.
1
Lesson 16: Highlight correct summary

Display Item 1 and give students ten seconds to quickly skim through the text. Then remove it, and have
students identify the topic, e.g., impact of culture on consumers.
In pairs, have students try to recall as many keywords as they can and write these words down.
Strategy 2
Remind your students about what makes a good summary, i.e., it briefly restates the key ideas or the most
important information in a passage. Explain that the main idea may be introduced in a topic sentence, which can
appear either at the beginning of the passage or anywhere else. Sometimes, the main idea is not directly stated,
but is implied. They should listen carefully to all the details and try to work out the main idea.
Remind students of the note-taking techniques they practiced in the Re-tell lecture lesson. They should try to
create a general outline of the main idea(s) with supporting points and not too many details.
Read out the following text, and have students identify the topic sentence and the main idea:
So what influences consumers in different parts of the world? Many factors affect how we, as individuals and
societies, live, buy and consume. And it should be readily apparent that culture has a profound impact on the
way consumers perceive themselves, the products they buy and consume, and the processes by which those
products should be purchased, and the organization that sells those products.
(topic sentence: Many factors affect how we, as individuals and societies, live, buy and consume.)
Read out the text again and have students write their notes following a clear outline. Then ask students to
compare their notes, e.g.:
influences > consumers

many factors
culture profound impact on:
perceive themsleves
products they consume
processes of purchase
organization selling them
Strategy 3
Explain to your students that once the recording finishes, they should quickly go through their notes and try to
connect the information in their outline and summarize it in their heads. They should not add more information,
but quickly move to the paragraphs on the screen. Then students should focus on each paragraph and eliminate
the wrong ones as they compare each one to their notes and the mental summary they have created. This should
be done very quickly, within a minute or so, as the timer for the listening part will continue running.
Have students look at their notes again quickly and summarize them orally to their partners.
Now display the four summaries for Item 1 again, and have students read them in pairs and eliminate the
wrong ones.
Have pairs compare their answers. Then provide the explanations for Item 1.
Step 4: Respond to a Highlight Correct Summary Item

ten seconds to skim the summaries, then listen to the recording, and have 60 seconds to give their response.
Remind them of the three strategies covered in this lesson and ask them to apply these strategies.
Give out copies of Item 2 and play the audio (L16_Hightlight_correct_summary_2).
2

Ask students to compare their responses in pairs or groups. Then provide the answer and explanations for
Item 2.
3
Item 1
You will hear a recording. Choose the paragraph that best relates to the recording.
Culture throughout the world plays a mutually beneficial role in the consumer markets of a society. Through culture, consumers
are able to identify the products most important to them, and at the same time, culture is able to adapt to what buyers and sellers
desire at any given moment.
Throughout the many cultures found in the world, consumers have behaved predictably. While each society may have different
values, the level of consumption as compared to other cultures is relatively equal. Globalization ensures that consumers adopt
the same process when buying goods and services.
The way a consumer buys, uses, and values a product is independent of cultural influence. A consumer may purchase desired
products and still practice the beliefs and customs of their culture. Even the organizations responsible for bringing various products
to consumers operate without regard to cultural sensitivities.
Consumers in different cultures value different things. These values, which can be unique from one culture to the next, impact not
only what kinds of products these consumers buy, but also who they buy them from, how they buy them, and for what uses and
reasons.
4

Incorrect
Culture throughout the world plays a mutually beneficial role in the consumer markets of a society. Through
culture, consumers are able to identify the products most important to them, and at the same time, culture is
able to adapt to what buyers and sellers desire at any given moment.
Explanation: This response is incorrect because the speaker indicates that culture affects what products people
buy. The speaker does not state or imply that organizations that sell products have an effect on culture.
Incorrect
Throughout the many cultures found in the world, consumers have behaved predictably. While each society may
have different values, the level of consumption as compared to other cultures is relatively equal. Globalization
ensures that consumers adopt the same process when buying goods and services.
Explanation: This response is incorrect because the recording directly contradicts this summary as the speaker
says that culture affects the processes by which consumers purchase products, implying that culture informs
values and thereby influences purchasing. There is no discussion of the predictability of consumer behavior or
the level of consumption.
Incorrect
The way a consumer buys, uses, and values a product is independent of cultural influence. A consumer may
purchase desired products and still practice the beliefs and customs of their culture. Even the organizations
responsible for bringing various products to consumers operate without regard to cultural sensitivities.
Explanation: This response is incorrect because the speaker indicates that culture has a profound impact on
which products consumers buy and use, how they buy them, and which organizations they buy them from.
Correct Answer
Consumers in different cultures value different things. These values, which can be unique from one culture to the
next, impact not only what kinds of products these consumers buy, but also who they buy them from, how they
buy them, and for what uses and reasons.
Explanation: This response is correct. The speaker says culture has a profound impact on the products they
buy and consume which implies that culture influences consumer decisions, leading people from one culture
to make different purchases from those in another culture. According to the recording, culture also affects the
processes by which those products should be purchased, and the organization that sells those products which
addresses how they buy them and who they buy them from.
5
Item 2
You will hear a recording. Choose the paragraph that best relates to the recording.
Unless major oil consumers invest in exploration now (which would be the first time major funds have been invested since 1964)
global oil production will level out and be unable to meet increased demands from India and China.
With the continuation of improvements in technology, geology, and with government support, there is little doubt that further major
reserves of oil will be found in the near future. This should result in sustainable oil supplies for a further 150 years.
While we are not about to run out of oil, we are certainly past the peak of oil production, which occurred about 40 years ago. This
is despite improvements in technology, geology, and with tax-subsidized investment in exploration.
Oil consumption reached its first peak in 1964. Since that time the world has become increasingly dependent on oil. It is unlikely
that there will be any new major oil discoveries in the immediate future or at any subsequent time.
6
Item 2: Transcript
Were not running out of oil. The first thing that one can say with absolute confidence is that were not about to
run out of oil, we are definitely not. But what we are approaching is the end of the first half, and this is one way
to describe it and this chapter in history lasted about a hundred and fifty years since the first oil was produced.
And were coming to the end of that, and you have to find oil before you can produce it, and when we look back
into history we can find that the peak of discovery was in 1964, and that the discovery of oil has been falling
ever since, relentlessly, em and its been falling despite the world wide search, always aimed at the biggest and
best prospects, no ones looking for the smallest and the worst, the biggest and the best. Its been falling despite
amazing technological and geological advances, we understand this business so much more than we did. And
finally, its been falling despite a very happy economic environment, whereby most of the cost of exploration is
written off against tax. So I would say in view of all of those incentives, and all of those benefits, if discovery has
actually been falling relentlessly, er, there is no good reason to think that this trend is going to change direction.
So in other words weve passed the peak.
7

Incorrect
Unless major oil consumers invest in exploration now (which would be the first time major funds have been
invested since 1964) global oil production will level out and be unable to meet increased demands from India
and China.
Explanation: This response is incorrect. The speaker says the peak of [oil] discovery was in 1964 and the
discovery of oil has been fallingdespite the world wide search and all of the advances and tax incentives. The
speaker mentions neither India nor China and says nothing about increased demand.
Incorrect
With the continuation of improvements in technology, geology, and with government support, there is little doubt
that further major reserves of oil will be found in the near future. This should result in sustainable oil supplies
for a further 150 years.
Explanation: This response is incorrect. The speaker says oil discovery has been fallingdespite amazing
technological and geological advances, and there is no good reason to think that this trend is going to change
direction.
Correct Answer
While we are not about to run out of oil, we are certainly past the peak of oil production, which occurred about
40 years ago. This is despite improvements in technology, geology, and with tax-subsidized investment in
exploration.
Explanation: This response is correct. The speaker asserts, Were not running out of oil at the beginning of
the recording. The speaker then says that the peak of oil discovery was in 1964, and that the rate of oil discovery
has been falling ever since despite amazing technological and geological advances. He also mentions that
most of the cost of exploration is written off against tax.
Incorrect
Oil consumption reached its first peak in 1964. Since that time the world has become increasingly dependent on
oil. It is unlikely that there will be any new major oil discoveries in the immediate future or at any subsequent
time.
Explanation: This response is incorrect because the speaker does not discuss the worlds dependence on oil.
8
Lesson 17
Listening: Multiple-choice, choose single answer


This is a multiple-choice item type that assesses listening skills. It requires test takers to listen to, analyze,
understand and assess a short recording on an academic subject and choose a single correct response.
Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct.
Status:
Volume
What is the main idea that the speaker is trying to convey in her comments?
Governments can play a key role in chronic pain management.
Authorization for the prescription of opiates is required every thirty days.
The rate of morphine addiction has not increased over the past 18 years.
The dose of opiates needed to treat chronic pain is usually 80 milligrams.

Strategy 1
Read the response options carefully and identify the ones that do not match the focus of the
question and eliminate them.
Strategy 2
Note keywords on the Erasable Noteboard Booklet and use these words to help you choose
the correct response option.
Strategy 3
Listen out for supporting points as well as main points in the recording to help you identify
the incorrect options. If you do not know the answer, make a guess rather than leave the
item blank. Both unanswered and wrong answers will be scored zero so you have nothing to
lose.

Strategy 1
Explain to your students that once they have identified the focus of the questions, they should read the response
options carefully and identify which ones match the focus of the question, and whether any of them do not match
and can therefore be eliminated immediately.
1
Lesson 17: (Listening) Multiple-choice, choose single answer

Display the question and response options for Item 1, and have students identify the focus of the question
(i.e., What is the main point?).
Have students read the options carefully and identify the focus of each one.
Once they have done that, have students discuss in pairs which options sound like plausible main points for a
commentary (e.g., options 1 and 3) and which options sound more like supporting points (e.g., options 2 and
4). Ask students to explain their reasons (e.g., options 1 and 3 cover broad, general topics; options 2 and 4
cover more detailed minor points).
Explain that options 2 and 4 can therefore be eliminated.

Strategy 2
Explain to your students that while listening to the recording, they may find it useful to note keywords on the
Erasable Noteboard Booklet that they are provided with at the test center, so that they can use these notes to
help them choose the correct response option.
Get ready to write keywords on a piece of paper.

Play the audio [L17_Multiple-choice_choose_single_answer_1], and ask students to listen carefully and note
keywords.
Have students compare and discuss the keywords they have noted in pairs.
Then ask students to identify the response option that they think is correct.
Have students share their thoughts and give reasons for their choices.
Explain that they will confirm the correct option after the next activity.
Strategy 3
Remind your students that they should listen out for both supporting points and main points in the recording, as
this will also help them identify incorrect options. Remind them that if they do not know the answer, they should
make a guess rather than leave the item blank.
Play the audio [L17_Multiple-choice_choose_single_answer_1] again. Ask students to listen carefully, note
the points they hear and indicate whether they think each of these points is a main or supporting point.
Confirm the main point(s) (e.g., pain management, if opiates are prescribed correctly by a doctor to manage
pain they need not become addictive) and supporting points (e.g., prescription of opiates can be controlled
by government, speaker has used opiates for 18 years and not become addicted, people have bad view of
opiates).
Have students choose the option they now think is most appropriate. Check with the class to see how many
students chose the same option as in the previous activity.
If necessary, show students the correct option and explanations for Item 1 and discuss any queries.
Step 4: Respond to a (Listening) Multiple-Choice, Choose Single Answer Item

Give out copies of Item 2 and play the audio [L17_Multiple-choice_choose_single_answer_2].
2

Ask students to compare and evaluate each others responses in pairs or groups. Then show the answers for
Item 2 and provide the explanations.
3
Item 1
Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response
is correct.
Governments can play a key role in chronic pain management.
Authorization for the prescription of opiates is required every thirty days.
The rate of morphine addiction has not increased over the past 18 years.
The dose of opiates needed to treat chronic pain is usually 80 milligrams.
4

I have chronic pain and at times this is severe but this is managed with opiates. I know the general public has
a very perverted view of opiates because they think street addiction, heroin and drug smugglers. However, if
prescribed correctly by doctors in the right dose for your height and weight and you manage it well yourself, I
haven't increased my dose of 80 milligrams of morphine in the last 18 years. So that's a fairly good illustration,
that no you don't double it every ten minutes the way the general public think. And also it's very well looked
after by the government. I have to present myself to my GPs who all get to know me very well every 30 days
and they have to phone to Canberra to have authorization and I get my monthly dose of opiates to keep me
going till the next lot.
Correct Answer: Governments can play a key role in chronic pain management.
Explanation: This response is correct because the details in the recording support this idea. The speaker also
states that her opiate use is very well looked after by the government.
Incorrect: Authorization for the prescription of opiates is required every thirty days.
Explanation: This response is incorrect because this detail is a supporting point. Although the speaker states
that her GP must obtain authorization for her prescription every 30 days, this is not the main idea the speaker
is trying to convey.
Incorrect: The rate of morphine addiction has not increased over the past 18 years.
Explanation: This response is incorrect. The speaker has not increased her morphine dose in 18 years.
Incorrect: The dose of opiates needed to treat chronic pain is usually 80 milligrams.
Explanation: This response is incorrect because the speaker states that the dose of opiates needed varies with
height and weight.
5
Item 2
Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response
is correct.
What is the lecture mainly about?

Perception and how it relates to the mind and your eyes.
Intuition and how to use it to form theory.
Theory and how it forces you to lose aspects of yourself.
Skill and how it should be applied in a university setting.
6

I should say one more thing about theory. It's a It's great to discover theory, but there the you have to
lose a lot and you may have noticed, or maybe you didn't, how much you lose. Partly you don't notice it much
because here at the university everybody's dedicated to theory and what is what's left out is uh, perception
'cause you-you use your mind not your eyes. Skill - you're not supposed to have to have any particular sort of
bodily kind of skills; there's a kind of mental thing, but I'm not let's not call that skill. I'm just calling skill the
way you cope with everyday stuff that you use and so forth. Intuition, it's not fair to have intuition, I mean you
can have intuition but it's not it's not theory, it's not something that everybody has to believe until you can put
it into language and argue for it. Gets rid of emotions, the body, tradition.
What is the lecture mainly about?

Incorrect: Perception and how it relates to the mind and your eyes.
Explanation: This response is incorrect. Perception is discussed in relation to what theory does not include; the
speaker says you use your mind not your eyes.
Incorrect: Intuition and how to use it to form theory.
Explanation: This response is incorrect. The lecturer declares that intuition is separate from the formation of
theory by saying, you can have intuition but it's nottheory.
Correct Answer: Theory and how it forces you to lose aspects of yourself.
Explanation: This response is correct. The lecturer begins by saying that he is talking about theory. He says,
It's great to discover theory, butyou have to lose a lot, and then goes on to list the things that one loses in
pursuit of theory including perception, skill, intuition, emotions, and the body.
Incorrect: Skill and how it should be applied in a university setting.
Explanation: This response is incorrect because the lecturer provides a definition of skill, but skill is not the
focus of the lecture.
7
Lesson 18
Select missing word

This item type assesses listening skills, and requires test takers to use contextual and grammatical cues to
predict and identify what a speaker will say.
You will hear a recording about an analysis of medical research findings. At the end of the recording the last word or group of words has
been replaced by a beep. Select the correct option to complete the recording.
Status:
Volume
before you understood

after diagnosis
from anti-oxidants
on the treatment itself
in the first place

Strategy 1
You have seven seconds before the recording starts. Take this time to read the instructions
carefully and skim the response options. Draw on your background knowledge of the topic
indicated in the instructions to help you focus your attention and predict what you might
hear.
Strategy 2
When the recording starts, listen carefully and focus your attention closely on what is being
said. Make a mental note of the gist, any repeated words and other keywords indicating
details. As far as possible, try to guess the meaning of unfamiliar words from context, but do
not worry if there are words you do not understand. Focus on what you do understand.
Strategy 3
As you listen, remember to remain aware of the audio progress indicator. As the recording is
drawing to an end, focus your listening carefully and simultaneously scan all of the response
options closely. This will help you predict and select the most appropriate word or phrase
when the beep sounds.
1
Lesson 18: Select missing word

Strategy 1
Explain to your students that they have seven seconds before the recording starts. Explain that they should use
this time to read the instructions carefully and skim all of the response options to get a sense of the meaning of
each one, and the type of word or the structure of each phrase. Remind students to draw on their background
knowledge of the topic indicated in the instructions to help them focus their attention and predict what they
might hear in the recording.
Display the instructions and response options for Item 1.

First ask students to read the instructions and identify the topic (an analysis of medical research findings).
Have them predict what type of information they might hear in the recording (e.g., a discussion of test results,
facts and figures, etc.) and what vocabulary (e.g., researchers, results, evidence, conclusions, etc.).
Next ask students to read the response options. Have them tell you what, if anything, these options can
further indicate about the type of information that might be in the recording (e.g., the words diagnosis and
treatment indicate that the recording might be about an illness or ways of treating an illness).
Ask students if they can identify an option that seems out of place in terms of structure, style or meaning
(e.g., Option 1: before you understood), and have them give reasons for their responses (e.g., this phrase
sounds less formal, use of you is unusual in medical analysis). Explain that identifying an option as unusual
in some way may help them dismiss it as a possibility.
Strategy 2
Explain to your students that for this item type it is very important that they listen carefully and remain as
focused as possible on what they are listening to. Although students should not take written notes, they should
make a clear mental note of the gist of the recording, any words that they hear repeated, and any other keywords
that indicate details. Remind students that they should try to guess the meaning of unfamiliar words from the
context, as far as possible, but that they should not worry if there are words that they do not understand. It is
important that they focus on what they do understand, as unfamiliar words may not be directly relevant to the
correct response.
Tell students that you are going to read out the first sentence for the item they have just looked at, leaving
out the final words. Tell students to listen carefully bearing in mind the points mentioned above and listening
to the sentence pattern for clues to help them predict the final words.
Read out the first sentence using the transcript for Item 1 and leave out the last two words:
My PhD student, Elaine Chong, did what was called a meta-analysis where you analyze the literature very
carefully, to see what evidence there is to suggest that what we eat, particularly in terms of antioxidants,
prevents you getting [macular degeneration].
First ask students what type of word they think is missing from the end of the sentence (i.e., a noun describing
an illness, medical problem, etc., or an adjective such as ill, sick, etc.).
Then ask students which part of the sentence helps them make this prediction and why (e.g., preventing
you getting in the context of a medical report, the most logical collocation here is preventing you getting
ill).
Without repeating the sentence, ask students to review what they heard and tell you the gist (e.g., the
speakers student did a detailed analysis on the effects of what people eat on a particular illness) and any
repeated words (analysis, analyze).
Ask students if there were any unfamiliar words in the sentence. Have them reflect on whether these words
affected their ability to understand the gist and/or predict the type of missing word.
Display the following words:

the next generation
sound results
macular degeneration
mental fatigue
2
Ask students which one seems most appropriate for the end of the sentence and why.
Show students that even if they are not familiar with the term macular degeneration they should be able to
make a good guess at the correct option by analyzing word types, word stems and eliminating other options,
e.g.:
the next generation (not appropriate: not a medical term, not an illness, does not collocate with preventing
you getting)
macular degeneration (appropriate: a medical term)
sound results (not appropriate: collocates with preventing you getting but not a medical term/illness and
does not fit logically)
mental fatigue (not appropriate: collocates with preventing you getting but not an appropriate medical
term/illness in this context)
Strategy 3
Explain to your students that as they listen, they should also remain aware of the audio progress indicator. When
the recording is drawing to an end, they should focus their listening even more carefully, while simultaneously
scanning all of the response options. Explain that doing this will help them make predictions and select the most
appropriate word or phrase when the beep sounds.
Tell students that you are now going to play the recording for this item in full, and that they will practice using
the strategy above to help them identify the correct response.
Show students the instructions and response options for Item 1 again, and remind them of the topic. Explain
that when the recording starts to come near the end, you will raise your hand as a sign for them to listen very
closely and start to scan the options.
Play the audio [L18_Listening_Select_missing_word_1], and raise your hand at the beginning of the final
sentence (indicated in bold in the transcript below).
Robyn Guymer: My PhD student, Elaine Chong, did what was called a meta-analysis where you analyze the
literature very carefully, to see what evidence there is to suggest that what we eat, particularly in terms of
antioxidants, prevents you getting macular degeneration.
Norman Swan: Because ophthalmologists have been using antioxidants quite a lot.
Robyn Guymer: That's right. There have been studies looking at whether antioxidant supplements slow the
progression once you have the disease whereas this study was looking at trying to stop you getting it {in the
first place}.
Have students identify the correct response option. Then review the transcript, provide explanations for Item
1 and discuss any queries.
Step 4: Respond to a Select Missing Word Item

Explain to your students that they will now respond to a test item simulating test conditions. They will have seven
seconds to prepare before the recording starts. Remind them of the three strategies covered in this lesson and
ask them to apply these strategies.
Give out copies of Item 2 and play the audio [L18_Listening_Select_missing_word_2].

Ask students to compare each others responses in pairs in groups and to explain the reasons for their choices.
Then show the transcript and the answer for Item 2, and have students discuss why this response option is most
appropriate. Provide the explanations for Item 2.
3
Item 1
You will hear a recording about an analysis of medical research findings. At the end of the recording the last word of
group of words has been replaced by a beep. Select the correct option to complete the recording.
before you understood

after diagnosis
from anti-oxidants
on the treatment itself
in the first place
4

Robyn Guymer: My PhD student, Elaine Chong, did what was called a meta-analysis where you analyze the
literature very carefully, to see what evidence there is to suggest that what we eat, particularly in terms of
antioxidants, prevents you getting macular degeneration.
Norman Swan: Because ophthalmologists have been using antioxidants quite a lot.
Robyn Guymer: That's right. There have been studies looking at whether antioxidant supplements slow the
progression once you have the disease whereas this study was looking at trying to stop you getting it {in the
first place}.
Incorrect: before you understood

Explanation: This is incorrect because it does not fit into the context of the passage. There is no discussion
related to listener understanding.
Incorrect: after diagnosis
Explanation: This is incorrect because it does not fit into the context of the passage. The speaker talks about a
scientific study on the effectiveness of antioxidants in preventing a disease. There is no discussion on diagnosis
of the disease.
Incorrect: from anti-oxidants
Explanation: This is incorrect because it does not fit into the context of the passage. The speaker indicates that
studies have been conducted on the effectiveness of antioxidants in preventing and slowing the progression of a
disease. There is no discussion on the causes of disease.
Correct Answer: in the first place
Explanation: This is correct because stop you getting it in the first place echoes the speakers earlier statement
about preventing you getting a disease. Also, the conjunction whereas signals a contrast between the first
and second half of the sentence. The first half of the sentence talks about using antioxidants after one has the
disease, whereas the second half of the sentence talks about using antioxidants before one gets the disease.
5
Item 2
You will hear a recording about meiosis. At the end of the recording the last word of group of words has been replaced
by a beep. Select the correct option to complete the recording.
genetics
diversity
species
6

So what, what meiosis does for every species is generate a lot of diverse individuals. Individuals with different
capabilities. In the hope, that by having a population with very diverse individuals that at least some of them
will be competent to survive. And, it's wildly successful, almost, almost every species on this planet has meio
has, has a way to create genetically diverse gametes, and they use meiosis to do that. Ok, so um, meiosis is
extremely important in the evolution of life and the survival of the {species}.
Incorrect: diversity
Explanation: This response is incorrect because diversity is not a physical thing that can evolve and survive.
Additionally, the sentence requires a countable noun to follow the and diversity is an uncountable noun.
Incorrect: genetics
Explanation: This response is incorrect because genetics is not something that evolves or survives. In addition,
the sentence requires a countable noun to follow the and genetics is an uncountable noun.
Correct Answer: species
Explanation: This response is correct because the speaker refers to the impact of meiosis on species throughout
the recording. In addition, the sentence requires a countable noun to follow the, and species is a countable
noun.
7
Lesson 19
Highlight incorrect words

This is an item type that integrates listening and reading skills, and requires test takers to listen for and point
out the differences between a recording and a transcription.
You will hear a recording. Below is a transcription of the recording. Some words in the transcription differ from what the speaker(s) said.
Please click on the words that are different.
Status:
Volume
So far in our discussion of chemical equations we have assumed that these reactions only go in one direction, the forward
direction, from left to right as we read it in the equation. That's why our arrowhead points from left to right: reactants react
together to make products. However, this is not exactly how things occur in reality. In fact, practically every chemical reaction is
reversible, meaning the products can also react together to reform the reactants that they were made of. So instead of writing
that single arrow facing from right to top, a more appropriate symbol would be a double arrow, one going from left to right and
one going from right to left. Reactants are continually - continuously - reacting to form produce. But at the same time as those
products are formed, they remake the reactants. They're both going simultaneously, forming each other. This is what we would
call a state of equality.

Strategy 1
You only have ten seconds to read through the text before the recording starts. Focus on
quickly reading and working out the pronunciation of the content words.
Strategy 2
As you listen, concentrate on every single content word you hear, i.e., nouns, verbs, adjectives
and adverbs. Pay attention not only to words that carry the sentence stress, but also to those
that may be de-emphasized.
Strategy 3
As you listen, silently read each content word on the screen, and quickly compare what you
hear to what you see.

Strategy 1
Explain to your students that they only have ten seconds to go through the text, so they should focus on the
content words while reading and ignore grammar words such as prepositions or articles. The incorrect words
will most likely be nouns, verbs, adjectives or adverbs, such as easily-confused words that are similar in sound,
spelling or meaning, e.g., accept and except, jealous and zealous, south and north, colonize and conquer,
accomplished and unaccomplished.
1
Lesson 19: Highlight incorrect words
As they read the text, students should try to sound out the content words silently. Working out the pronounciation
of the written words will help students figure out the incorrect words when they hear the recording and compare
the written and spoken forms.
Display some easily-confused words, such as affect, allusion, climactic, credible, ingenious, official, reluctant.
Have students read the words in pairs. Make sure they know the correct pronunciation.
Then dictate words that look or sound alike, e.g., effect, illusion, climatic, credulous, ingenuous, officious,
reticent, and have students write each word next to the one that sounds similar.
Give students copies of Item 1. Have students read the text silently, then practice in pairs to work out the
pronunciation of any unfamiliar words.
Strategy 2
Explain to your students that they will hear the recording only once, so they should concentrate while listening
and try not to miss any words as they quickly move through the text. Remind them that the wrong words are
most likely to be content words such as nouns, verbs, adjectives and adverbs, and that not all content words
will carry the sentence stress. This is why they should also listen to words that are pronounced quickly or deemphasized by the speaker.
Display some sentences, e.g., Global climate change is the greatest environmental challenge we face. We
have at most a few decades to make the necessary investments to prevent the most serious impacts of
climate change. Future generations will judge us based on the investments we are considering now. Read
them aloud naturally, and have students identify the de-emphasized content words.
Have students look at their copies of Item 1. Play the audio [L19_Highlight_incorrect_words_1], and have
them follow the text as they listen to every single content word.
Strategy 3
Remind your students of Strategy 1, i.e., they should be able to pronounce each content word in the transcription
of the text. This will help them quickly compare what they hear with what appears on the screen, and identify
the incorrect words.
After the recording finishes, students should not re-read the text and try to correct any responses they made.
Explain that even the incorrect words may fit into the text logically and grammatically, and unless they are
absolutely certain that there is a factual error, or the same name is repeated in the text (e.g., the Northwest
Pasture is referred to as the Northwest Passage later in the transcription), they should not make any corrections
based on context or intuition.
Have students look at their copies of Item 1. Play the audio [L19_Highlight_incorrect_words_1] again, and
have students listen, read the text silently and circle the incorrect words.
Have students compare their answers with the correct ones.
Step 4: Respond to a Highlight Incorrect Words Item

ten seconds to skim the transcription, listen to the recording and give their response. Remind students of the
Give out copies of Item 2. Play the audio [L19_Highlight_incorrect_words_2], and have students circle the
incorrect words.
2

Ask students to compare each others responses in pairs or groups. Then get them to check their answers with
the correct ones and play the audio again.
3
Item 1
You will hear a recording. Below is a transcription of the recording. Some words in the transcription differ from what
the speaker(s) said. Please circle the words that are different.
So far in our discussion of chemical equations we have assumed that these reactions only go in one direction, the forward direction,
from left to right as we read it in the equation. That's why our arrowhead points from left to right: reactants react together to make
products. However, this is not exactly how things occur in reality. In fact, practically every chemical reaction is reversible, meaning
the products can also react together to reform the reactants that they were made of. So instead of writing that single arrow facing
from right to top, a more appropriate symbol would be a double arrow, one going from left to right and one going from right to
left. Reactants are continually - continuously - reacting to form produce. But at the same time as those products are formed, they
remake the reactants. They're both going simultaneously, forming each other. This is what we would call a state of equality.
4

Transcript
So far in our discussion of chemical reactions we have assumed that these reactions only go in one direction,
the forward direction, from left to right as we read it in the equation. That's why our arrow points from left to
right: reactants react together to make products. However, this is not exactly how things occur in nature. In
fact, practically every chemical reaction is reversible, meaning the products can also react together to reform
the reactants that they were made of. So instead of writing that single arrow facing from left to right, a more
appropriate symbol would be a double arrow, one going from left to right and one going from right to left.
Reactants are continually - continuously - reacting to form products. But at the same time as those products
are formed, they remake the reactants. They're both going simultaneously, forming each other. This is what we
would call a state of equilibrium.
Answers
So far in our discussion of chemical equations we have assumed that these reactions only go in one direction,
the forward direction, from left to right as we read it in the equation. That's why our arrowhead points from left
to right: reactants react together to make products. However, this is not exactly how things occur in reality. In
fact, practically every chemical reaction is reversible, meaning the products can also react together to reform
the reactants that they were made of. So instead of writing that single arrow facing from right to top, a more
appropriate symbol would be a double arrow, one going from left to right and one going from right to left.
Reactants are continually - continuously - reacting to form produce. But at the same time as those products
are formed, they remake the reactants. They're both going simultaneously, forming each other. This is what we
would call a state of equality.
5
Item 2
You will hear a recording. Below is a transcription of the recording. Some words in the transciption differ from what
the speaker(s) said. Please circle the words that are different.
I think the importance of creativity today really reflects a fundamental rift in the nature of the economy. You know, in the old
days, wealth was created because in the industrial era, you manufactured everything, you got economies of scale, you had long
production runs, you were really effective - you know, you could get a Model T, any color just so long as it was black. Right? So
there was centralization. And there was a whole set of presumptions about how to manage, how to create an organization - you
know, a typical kind of hierarchical organization - to make sure that things ran smoothly. Well, that may be great for a relatively
stable era of history - relatively stable - but now things are functionally unstable - and so we need less economies of scale and more
economies of recovery. Which means that the management approach, the organizational approach, has got to shift as well.
6

Transcript
I think the importance of creativity today really reflects a fundamental shift in the nature of the economy. You
know, in the old days, wealth was created because in the industrial era, you manufactured something, you got
economies of scale, you had long production runs, you were really efficient - you know, you could get a Model
T, any color just so long as it was black. Right? So there was standardization. And there was a whole set of
assumptions about how to manage, how to create an organization - you know, a typical kind of hierarchical
organization - to make sure that things ran smoothly. Well, that may be great for a relatively stable era of history
- relatively stable - but now things are fundamentally unstable - and so we need less economies of scale and
more economies of discovery. Which means that the management approach, the organizational approach, has
got to shift as well.
Answers
I think the importance of creativity today really reflects a fundamental rift in the nature of the economy. You
know, in the old days, wealth was created because in the industrial era, you manufactured everything, you
got economies of scale, you had long production runs, you were really effective - you know, you could get a
Model T, any color just so long as it was black. Right? So there was centralization. And there was a whole set
of presumptions about how to manage, how to create an organization - you know, a typical kind of hierarchical
organization - to make sure that things ran smoothly. Well, that may be great for a relatively stable era of history
- relatively stable - but now things are functionally unstable - and so we need less economies of scale and more
economies of recovery. Which means that the management approach, the organizational approach, has got to
shift as well.
7
Lesson 20
Write from dictation

This is a short-answer item type that integrates listening and writing skills, and requires test takers to understand
and remember a sentence, and write it using correct spelling.
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.
Status:
Volume
Cut
Copy
Paste
Total Word Count: 0

Strategy 1
Type the content words or keywords into the response box or write them on the Erasable
Noteboard Booklet provided. Then add in the function words and the inflectional endings, using
your knowledge of English grammar and sentence structure, as well as your memory.
Strategy 2
To improve your writing or typing speed, you can also use abbreviations and symbols to write
down as many words as possible while listening.
Strategy 3
Use your phonemic awareness and grammar knowledge when checking spelling.

Strategy 1
Explain to your students that if they can type or write fast, they can do so either directly into the response box or
on the Erasable Noteboard Booklet. They should focus on the content words such as nouns, verbs, adjectives and
adverbs. Remind students of the basic word order of English: Subject, Verb, Object. Explain that knowledge of
the sentence structure will help them reconstruct the sentence correctly and predict the position of any function
1
Lesson 20: Write from dictation

words, such as prepositions or articles. Remind students of the passive and active sentence structures, and the
sentence types: declarative, interrogative, imperative, and conditional; simple, compound and complex.
Ask students to provide example sentences to illustrate different sentence structures and sentence types.
Encourage them to use academic vocabulary and topics.
Ask students to read the sentences to each other. Their partners should try to write as they listen, focusing
on the content words or keywords, such as nouns, verbs, adjectives or adverbs, e.g., Most adults learn best
when novel information is presented through a variety of experiences. (adults learn best novel information
present variety experiences). Then have students reconstruct the complete sentence based on what they can
recall and their knowledge of grammar.
Strategy 2
Explain to students that they can also make use of their note-taking skills while listening. They need to develop
a uniform system of abbreviations and symbols that make sense to them. Remind students that they should be
consistent by using the same system when note-taking. Using different symbols or abbreviations for the same
word, e.g., using b4 and bef for the word before, can cause confusion.
If students intend to type directly into the response box, they can also choose from the symbols at the top of the
keyboard. They need to decide which keyboard symbols to use and establish the relationships before the actual
test and practice using the symbols for a few weeks so they can memorize them.
Explain to students that it is important that they have enough time to change all the symbols to English words
before they move on to the next item.
Ask students to generate a list of common words and phrases that can be abbreviated, e.g., with (w/),
without (w/o), should be (s/b), because (bec), experience (exp), the (th), by (b), etc.
Have students read some sentences to each other, e.g., You must submit your assignments by next Friday
at the latest. Their partners should try to write down each sentence as they listen, using abbreviations and
symbols only (U mst subm yr assgn b nx fri at th ltst). Then they should try to write the full words.
Now ask the student who reads the sentence to assess his/her partners sentences by putting a checkmark
next to the ones written correctly.
Strategy 3
Explain to your students that they should also use the correct spelling they type in each word. For any unknown
words, they should try to apply their knowledge of the regular sound-letter correspondence to predict the
spelling. Students should also use their grammar and word formation skills to identify and correct any mistakes,
such as wrong past tense inflections or wrong adverb suffix.
Dictate some difficult words and have students write them down, e.g., ecstasy, millennium, accidentally,
minuscule, accommodate, irresistible, liaison, embarrass, sacrilegious, privilege. Have them discuss and work
out the sound-letter correspondences.
Write down some incorrect sentences (e.g., *Five of the student fail to submit they assignment last Friday.
*I think the important of creative today real reflect a fundament shift in the nature of the economy.) Have
students work in pairs to correct the sentences (Five of the students failed to submit their assignments last
Friday. *I think the importance of creativity today really reflects a fundamental shift in the nature of the
economy.) Have them analyze each mistake and explain the contextual, grammar and word formation clues
that helped them make the corrections.
Step 4: Respond to a Write from Dictation Item

Explain to your students that they will now respond to a test item simulating the test conditions. They will hear
a sentence only once and write it down immediately. Remind them of the three strategies covered in this lesson
and ask them to apply these strategies.

Play the audio [L20_Write_from_dictation_1], and have students write the sentence.
Transcript
The time of the (maths, math) lecture has been changed to (ten thirty, 10.30, 10:30).

Ask students to compare and evaluate each others written sentences in pairs or groups. Then show the correct
answers and play the audio again.
3

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PTE Academic Lesson Plan Ideas: Test Taking Strategies

Step 1: Introduce the Item Type

Step 2: Present the Item Type Strategies

Step 3: Explain and Practice Each Strategy

Lesson 1: Read aloud

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Lesson 1: Read aloud

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Step 4: Respond to a Read Aloud Item

Step 5: Provide Feedback

Lesson 1: Read aloud

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Lesson 1: Read aloud

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Lesson 1: Read aloud

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Lesson 1: Read aloud

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Step 1: Introduce the Item Type

Step 2: Present the Item Type Strategies

Step 3: Explain and Practice Each Strategy

Lesson 2: Repeat sentence

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Ask students to repeat utterances without looking at the written sentences.

Step 4: Respond to a Repeat Sentence Item

Lesson 2: Repeat sentence

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Step 5: Provide Feedback

Lesson 2: Repeat sentence

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Item 1: Transcript and Explanations

Lesson 2: Repeat sentence

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Step 1: Introduce the Item Type

iTunes Purchased Songs

Songs Purchased (millions)

Step 2: Present the Item Type Strategies

Step 3: Explain and Practice Each Strategy

Lesson 3: Describe image

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Lesson 3: Describe image

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Have students summarize their descriptions.

Step 4: Respond to a Describe Image Item

Step 5: Provide Feedback

Lesson 3: Describe image

PTE Academic Lesson Plan Ideas: Test Taking Strategies

iTunes Purchased Songs

Songs Purchased (millions)

Lesson 3: Describe image

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Lesson 3: Describe image

PTE Academic Lesson Plan Ideas: Test Taking Strategies

Speaking: Re-tell lecture

Step 1: Introduce the Item Type

Step 2: Present the Item Type Strategies

Step 3: Explain and Practice Each Strategy

Lesson 4: Re-tell lecture

PTE Academic Lesson Plan Ideas: Test Taking Strategies

50 years much change

Ask your students to practice re-telling the information to each other.

Lesson 4: Re-tell lecture