Complete PTE material.pdf

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1 Lesson 1: Read aloud © IG Education Ltd 2011

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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.

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.

Recorded Answer

Current Status: Beginning in 40 seconds.

Step 2: Present the Item Type Strategies

Strategy 1 You have 30–40 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 30–40 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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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:

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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.

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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 sound-spelling relationships in English is extremely useful for readers.

To apply this strategy, ask your class to do the following activities:

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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.

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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.

To practice this strategy, ask your class to do the following activities in pairs:

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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.

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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.

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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 other’s 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.

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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.

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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.

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Lesson 2: Repeat sentence © IG Education Ltd 2011

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Repeat sentence

Step 1: Introduce the Item Type

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.

Recorded Answer

Current Status: Beginning in 10 seconds. Status: Beginning in 3 seconds.

Volume

Step 2: Present the Item Type Strategies

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.

Step 3: Explain and Practice Each Strategy

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

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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 speaker’s intended meaning. This task should not be treated as a mechanical repetition of words without meaning.

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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.

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During the practice, ask the student who reads the sentences to assess his/her partner’s 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 nation’s 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:

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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.

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Provide some sentences and have them distinguish between content and function words, and mark the stressed syllables.

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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.

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

Step 4: Respond to a Repeat Sentence Item

Explain to your students that they will now respond to a test item simulating the test conditions. They will have 15 seconds to give their response. Remind them of the three strategies covered in this lesson and ask them to apply these strategies.

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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.

Step 5: Provide Feedback

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.

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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.

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Lesson 3: Describe image © IG Education Ltd 2011

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Describe image

Step 1: Introduce the Item Type

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.

Recorded Answer

Current Status: Beginning in 25 seconds.

iTunes Purchased Songs 1,100 990 880 770 660 550 440 330 220 110 0 So ng s Pu rc ha se d (m ill io ns ) Week Number 0 15 30 45 60 75 90 105 120 135 150 1,000 850 500 200 100 50 25 10 5 1

Step 2: Present the Item Type Strategies

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.

Step 3: Explain and Practice Each Strategy

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.

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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.

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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.

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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

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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.

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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, bird’s eye view, worm’s 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 ….

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Have each pair come up with one sentence to introduce the graph, e.g., what is being described in the graph.

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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.

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Have students summarize their descriptions.

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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.

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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 covered in this lesson and ask them to apply these 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.

Step 5: Provide Feedback

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.

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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 1,100 990 880 770 660 550 440 330 220 110 0 So ng s Pu rc ha se d (m ill io ns ) Week Number 0 15 30 45 60 75 90 105 120 135 150 1,000 850 500 200 100 50 25 10 5 1

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Item 1: Explanations

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.

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Lesson 4: Re-tell lecture © IG Education Ltd 2011

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Speaking: Re-tell lecture

Step 1: Introduce the Item Type

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.

Recorded Answer

Volume

Step 2: Present the Item Type Strategies

Strategy 1 Write your notes in a systematic and effective way. Listen for content words which convey

key information. Don’t 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. Don’t translate from your native language into English.

Step 3: Explain and Practice Each Strategy

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 speaker’s accent and delivery mode. Explain that test takers can’t 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.

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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.

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Display Item 1 and explain to your students that they will hear an interview. First, read out the first question and the interviewee’s 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.

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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”

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Play the complete audio of the interview [L4_Re-tell_lecture_1] and have students check their notes and add any additional points.

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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 can’t 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.

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Have students quickly review their notes and think about how to present them, and what connectives and transition words they need to use.

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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. To practice this strategy, ask your class to do the following activities in pairs:

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Assign two topics to each pair, e.g., population growth, sustainable living, eco-diversity, etc. Ask students

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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.

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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.

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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

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

Step 5: Provide Feedback

If students have recorded their answers, ask them to evaluate each other’s 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.

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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

Remaining in the oceans Caught and consumed by humans 10% 90%

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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

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Item 1: Explanations

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 9 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 6 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 2 seconds.

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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.

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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 a…a huge international partnership.

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Item 2: Explanations

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 2 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 9 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 9 seconds.

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Lesson 5: Answer short question © IG Education Ltd 2011

1

Answer short question

Step 1: Introduce the Item Type

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.

Recorded Answer

Volume

Step 2: Present the Item Type Strategies

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.

Step 3: Explain and Practice Each Strategy

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.

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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 isn’t possible, ask students to write their answers on a piece of paper.

Step 5: Provide Feedback

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Item 1: Transcript and Answer Key

Transcript

What organ do cardiologists specialize in?

Correct answer: (the) heart, hearts Incorrect answer(s):

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Lesson 6: Summarize written text © IG Education Ltd 2011

1

Summarize written text

Time allocated: 60 minutes

Step 1: Introduce the Item Type

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.

Total Word Count: 0

Copy Paste

Cut

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 0.74°C over the past 100 years (1906 - 2005). A warming of about 0.2°C 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.

Step 2: Present the Item Type Strategies

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.

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Step 3: Explain and Practice Each Strategy

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.

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•

Put pairs into groups of four and have them check and evaluate each other’s 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

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

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? Ask students to compare and evaluate each other’s 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.

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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 0.74°C over the past 100 years (1906 - 2005). A warming of

about 0.2°C 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.

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5

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.

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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.

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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 sea…and to a

chance at life.

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Item 2: Sample Responses

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.

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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.

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1

Write essay

Step 1: Introduce the Item Type

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.

Total Word Count: 0

Copy Paste

Cut

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.

Step 2: Present the Item Type Strategies

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.

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Step 3: Explain and Practice Each Strategy

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