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PTE Academic Lesson Plan Ideas: Test Taking StrategiesLesson 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 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. 1 © IG Education Ltd 2011 Lesson 1: Read aloud PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. 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 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. 2 © IG Education Ltd 2011 Lesson 1: Read aloud PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. 3 © IG Education Ltd 2011 Lesson 1: Read aloud you must read this text aloud as naturally and clearly as possible. and said that this reflected a clear effort to improve profitability across the business. given the challenge of turning around such a large and complex business. In 40 seconds. Although the turnaround is still in its early stages and the valuation looks full. 4 © IG Education Ltd 2011 Lesson 1: Read aloud .PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Look at the text below. You have 40 seconds to read aloud. this is certainly an impressive start. Analysts were impressed by the improvement in margins reported across all regions. apart from the United Kingdom. they stop growing. you must read this text aloud as naturally and clearly as possible. 5 © IG Education Ltd 2011 Lesson 1: Read aloud . The secrets of plant growth are regions of tissue that can produce cells that later develop into specialized tissues. even plants that are thousands of years old continue to grow new needles. add new wood. You have 40 seconds to read aloud. Once most animals reach adulthood.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 Look at the text below. almost as if parts of their bodies remained "forever young". In contrast. In 40 seconds. and produce cones and new flowers. Phrasing is somewhat staccato and there are two repetitions. The rate of speech is uneven and phrasing is irregular. 6 © IG Education Ltd 2011 Lesson 1: Read aloud . Minor pronunciation errors do not affect understanding. Omission or incorrect pronunciation of some consonants does not affect understanding.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Explanations Audio [L1_Read_aloud_2_Response_B1] Speech is staccato and labored. 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_C1] One word is omitted. Speech is at a conversational rate and demonstrates appropriate phrasing. Audio [L1_Read_aloud_2_Response_B2] One word is omitted and one word is read inaccurately. . When test takers try to 1 © IG Education Ltd 2011 Lesson 2: Repeat sentence . 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. e. and requires test takers to understand and remember a sentence. if the sentence starts with there or the impersonal it. Please repeat the sentence exactly as you hear it. You will hear a sentence. Strategy 2 Pay attention to the sentence structure. Volume Recorded Answer Current Status: Beginning in 10 seconds.g. you need to train your short-term memory or working memory. Strategy 3 Pronounce all consonants and vowels clearly.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 2 Repeat sentence Time allocated: 60 minutes Step 1: Introduce the Item Type This is a short-answer item type that integrates listening and speaking skills. Remember that in English the sentence stress is usually on the last content word or important words. 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. You will hear the sentence only once. and place word and sentence stress correctly. This skill is also essential for spoken language learning and communication. Step 2: Present the Item Type Strategies Strategy 1 Try to memorize the sentence. To do so. Status: Beginning in 3 seconds. and repeat it using the same wording and pronunciation. or if the verb is in active or passive voice. PTE Academic Lesson Plan Ideas: Test Taking Strategies recall the sentence that they heard a few seconds earlier. Encourage them to use academic vocabulary and topics when they provide the example sentences. Most teaching staff make their lecture notes available. Most teaching staff make their notes available. Learners are actively involved in using language. Students should also understand the speaker’s intended meaning. • Ask students to read sentences to each other. For example. Most adults learn best when novel information is presented through a variety of experiences. There are two areas students should pay attention to: 1) sounds and 2) word and sentence stress. • Repeat the activity with other sentence structures. © IG Education Ltd 2011 Lesson 2: Repeat sentence 2 . For example. putting a checkmark next to sentences that were repeated correctly. for Chinese learners. That is why it is important for students to train their working memory. adjectives. Strategy 2 Remind your students of the basic word order of English: Subject. Find some minimal pairs for students to listen to and repeat. For example. pronouncing some diphthongs as in how/now or phone/cone is a problem.e. • Ask students to repeat utterances without looking at the written sentences. Most teaching staff make their lecture notes available online. Adults learn.. To practice this strategy. 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. There are some structural and behavioral adaptations. i. e.. ask your class to do the following activities in pairs: • Ask your students to read sentences to each other beginning with short ones and gradually increasing the length. Staff make notes available. They will have 15 seconds to give their response. etc. ask your class to do the following activities in pairs: • Ask students to list all the sentence types in English and their structures that they are familiar with. Object. This will depend on their first language. they are actually calling on their short-term or working memory. and mark the stressed syllables. To practice this strategy. Students should be aware that English has a fixed word order. Strategy 3 Explain to your students that pronunciation accuracy is an important aspect of this item type. adverbs. inserting words that were added. and the best way to memorize longer sentences is to break them into manageable chunks of language. ask your class to do the following activities: • Identify which sounds your students have difficulty pronouncing. complexity and form. but as natural as possible. The federal government advised people to evacuate their homes. John and Joan.g. Most adults learn best when novel information is presented. Most adults learn best. This task should not be treated as a mechanical repetition of words without meaning. To practice this strategy. beginning with the core parts: the subject and the verb. Explain that utterances will vary in length. This will help them reconstruct the sentences correctly without omitting words or substituting with the wrong words. Teaching staff make their notes available. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. ask the student who reads the sentences to assess his/her partner’s performance by crossing out words that were omitted. For example. and gradually increasing the complexity by adding other parts of speech such as objects. People were advised by the federal government to evacuate their homes. • Provide some sentences and have them distinguish between content and function words. etc. and they should systematically improve their pronunciation so that they sound not just intelligible. Most adults learn best when information is presented. Verb. • Ask students to identify the sentence stress. Teaching staff make notes available. It is estimated that 40% of the nation’s energy comes from petroleum. For example. • During the practice. and there are a certain number of sentence structures that they should remember. Most adults learn. the last content word which usually provides new information. prepositional phrases. Step 5: Provide Feedback Ask your students if they were able to use the strategies. Play the audio [L2_Repeat_sentence_1]. Have them record their responses using the recording devices on their mobile phones or computers. and ask students to rank the responses from the weaker to the stronger. seat your students at separate workstations or position them in a way that they will not interfere with each other when speaking. Which one was the most difficult to apply? Which one do they think was the most useful? If students have recorded their responses. 3 © IG Education Ltd 2011 Lesson 2: Repeat sentence . Play the three sample responses in audio files [L2_Repeat_sentence_1_Response_B1]. Then provide the explanations. [L2_Repeat_sentence_ 1_Response_B2] and [L2_Repeat_sentence_1_Response_C1]. ask them to compare and evaluate each other’s responses in pairs or groups.PTE Academic Lesson Plan Ideas: Test Taking Strategies If possible. Incorrect pronunciation of vowels and consonants make several words unclear. and some words that are not in the sentence are added. Incorrect pronunciation of vowels and consonants make several words unclear. 4 © IG Education Ltd 2011 Lesson 2: Repeat sentence . Phrasing is uneven. one repetition and one long pause. The rate of speech is uneven. Audio [L2_Repeat_sentence_1_Response_B1] There are several hesitations. and there are a few hesitations and one repetition. Audio [L2_Repeat_sentence_1_Response_B2] Some words in the sentence are omitted.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript and Explanations Transcript: There will be a conference here next summer on using the web for academic research. but the response is spoken at a conversational rate. Minor pronunciation errors do not affect understanding. Audio [L2_Repeat_sentence_1_Response_C1] Phrasing is somewhat uneven. and requires test takers to describe an image from an academic source such as a graph. Explain that “trends” means the main changes or differences over time. chart. table or picture. Look at the graph below.100 1. and end with a conclusion. Start with an introduction. and to describe movements or trends in line graphs. 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 Step 2: Present the Item Type Strategies Strategy 1 You have 25 seconds to study the image. table or picture. they should establish the changes or the trends. In 25 seconds. Strategy 2 Use appropriate statistical vocabulary to describe bars or segments. map. iTunes Purchased Songs 1.  © IG Education Ltd 2011 Lesson 3: Describe image . 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.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 3 Describe image Time allocated: 60 minutes Step 1: Introduce the Item Type This is a long-answer item type that assesses speaking skills. Use a different set of language expressions when describing pictures. Try to understand the main ideas or features of the graph. followed by the main body. They should use the time efficiently to study the image and identify the main features that can be defined by answering questions such as. map.000 990 850 Songs Purchased (millions) 880 Recorded Answer 770 Current Status: 660 Beginning in 25 seconds. chart. What is happening? What are the smallest numbers? and What are the biggest numbers? If the image is a time graph. You will have 40 seconds to give your response. and their values in pie charts and bar charts. Strategy 3 Make sure your description is simply and logically structured. please speak into the microphone and describe in detail what the graph is showing. movements up. declined. Give each pair 30 seconds to discuss and identify two to three main ideas represented in the graph. They should conclude with one sentence summarizing their description and drawing the relevant conclusion. To practice this strategy. shows an image of (place). 3) sales shot up in week 90. steadily No movement: remained steady/stable. suddenly. In the body. grew.g. intention. 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. steady Adverbs: slightly. e.g.g. For example.g. place) from a distance. adverbs. behind. the number of songs purchased rose to 200 million in 30 weeks (almost doubled). went up Movements down: decreased.. sudden. went down Adjectives: slight.g. From the chart/graph. e. and provide supporting details. The first sentence should introduce the image and provide a brief description. only 100 million songs were purchased. we can see the number of ITunes songs purchased …. put forth a perspective Strategy 3 Explain to your students that they should include an introduction. To practice this strategy. and have students brainstorm appropriate vocabulary or expressions for each category. Strategy 2 Explain to your students that it is important to use correct vocabulary to describe statistical information. next to. bird’s eye view. in front of. ask your class to do the following activities in pairs: • Have each pair come up with one sentence to introduce the graph. Impression: attention focused on Intention: evoke/express something. students should describe each feature or main idea as identified in Strategy 1. For example. photograph. e. 1) during the first 60 weeks.. gradual. 2) after week 60. and have students brainstorm appropriate vocabulary for each category. shows a scene. no movement. dropped. The information indicates …. sharply. from behind/above/below Scene description: describes. background. scene description. • Now ask students to support each idea with details from the graph. the songs purchased increased gradually. in the upper/lower part. adjectives. Prepositions: from/between 1990 to/and 2010 Movements up: increased.  © IG Education Ltd 2011 Lesson 3: Describe image . e. • Now have students think about the phrases they can use to describe a picture. we can conclude that …. Kinds of pictures and perspectives: viewer. 2) there was a rise in week 60. there was a rapid rise to 1. They may also need to use a different set of expressions to describe pictures. gradually. movements down.. worm’s eye view Structure: foreground. In this graph. The photo/image shows a (scene.. on the right/left. 1) between week 1 and week 60. Display the following categories: kinds of pictures and perspectives. rose. sharp.. The graph shows/displays the number of ITunes songs bought ….PTE Academic Lesson Plan Ideas: Test Taking Strategies To practice this strategy. structure. buildings. what is being described in the graph. ask your class to do the following activities in pairs: • Display Item 1. 3) after week 90. a main body and a conclusion in their descriptions. ask your class to do the following activities in pairs: • Display some categories related to statistical information: prepositions.000 million songs in only 60 weeks. was unchanged. impression. from a distance. e. 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..g.g. Remind students of the three strategies covered in this lesson and ask them to apply these strategies.PTE Academic Lesson Plan Ideas: Test Taking Strategies • Ask students to decide on the most logical order to present the main ideas or features. They will have 25 seconds to study the image and 40 seconds to give their response. • Have students summarize their descriptions. If possible. from left to right. • Provide some suitable pictures for students to describe (e. time graphs/ charts usually present information in chronological order so the most logical order would be to structure their descriptions from earliest to latest. • Remind students that this item type may also include pictures. e. ask them to compare and evaluate each other’s responses in pairs or groups. seat students at separate workstations or position them in a way that they will not interfere with each other when speaking. and have them think about the most logical structure for a picture descripion. Then provide the explanations. Step 5: Provide Feedback Ask your students if they were able to use the strategies.  © IG Education Ltd 2011 Lesson 3: Describe image . and ask students to rank the responses from the weaker to the stronger. Have them record their responses using the recording devices on their mobile phones or computers. from the foreground to the background... e. [L3_Describe_image_ 1_Response_B2] and [L3_Describe_image_1_Response_C1].g. Which one was the most difficult to apply? Which one do they think was the most useful? If students have recorded their responses. or from general impressions to details. of famous buidings) and have them work in pairs or groups to plan the structure of their descriptions. Play the three sample responses in audio files [L3_Describe_image_1_Response_B1]. speak into the microphone and describe in detail what the graph is showing.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  © IG Education Ltd 2011 Lesson 3: Describe image . You will have 40 seconds to give your response. In 25 seconds.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Look at the graph below.100 1. iTunes Purchased Songs 1. The vocabulary used is precise and appropriate for the context. This response is 39 seconds.  © IG Education Ltd 2011 Lesson 3: Describe image . Audio [L3_Describe_image_1_Response_C1] Although the major aspects of the graph are accurately described. Incorrect pronunciation of some consonant clusters does not affect understanding. several hesitations and at least two repetitions. This response has an uneven rate. Incorrect pronunciation of vowels and consonants make several words unclear.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Explanations Audio [L3_Describe_image_1_Response_B1] There is no discussion of the relationships between elements of the graph. but the speed is acceptable and contains several long utterances. Word and phrase stress is appropriate. it is disorganized and there is little discussion of the relationships between elements. Ideas are expressed through linked discourse. There is frequent pausing for lexical planning. The speech is somewhat uneven. This response demonstrates limited control over simple grammatical structures. This response is 30 seconds. Audio [L3_Describe_image_1_Response_B2] While the response describes basic elements of the graph. This response demonstrates good control of standard English grammar with very few grammatical errors. which negatively affect fluency. and the overall response is labored. Language use is acceptable. although several grammar and vocabulary errors are present. Incorrect pronunciation of vowels and consonants make several words unclear. only the content of the graph is described and the description is disorganized. This response contains several long runs of language with an even tempo. This response is 35 seconds. the discussion of the relationships between elements contains one misinterpretation. You will hear a lecture. You will have 40 seconds to give your response. Quickly review and connect the ideas in your notes. whether they support or contradict each other. in 10 seconds. supporting details and examples. Strategy 3 Try to think in English when you speak.  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . They should note connections between the main ideas or points. and requires test takers to understand and re-tell a lecture. After listening to the lecture. 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. Don’t worry about the spelling of words.g.Lesson 4 PTE Academic Lesson Plan Ideas: Test Taking Strategies Speaking: Re-tell lecture Time allocated: 60 minutes Step 1: Introduce the Item Type This is a long-answer item type that integrates listening and speaking skills. Don’t translate from your native language into English. Step 2: Present the Item Type Strategies Strategy 1 Write your notes in a systematic and effective way. e. and their hierarchical relationships. Volume Recorded Answer Current Status: Beginning in 86 seconds. please speak into the microphone and retell what you have just heard from the lecture in your own words. Strategy 2 You only have 10 seconds to prepare before the microphone opens. important dates and numbers. Listen for content words which convey key information. Remind them not to get distracted by the speaker’s accent and delivery mode. Status: Beginning in 2 seconds.. but make sure you understand the meaning. Explain that test takers can’t write down every single word. but they should try to take down the following: main points and principles. the headings may include some of the keywords that they will need to re-tell the information. Fifty years ago. either directly or what we put into the atmosphere that falls back into the sea. and what connectives and transition words they need to use. ask them to compare the notes they have taken and explain how they have organized them. But in fact. It's hard for me to assign a specific grade. e. we have. On the first  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . and think about how to present them in a logical way using connectives and transition words. First. the instructions will generally refer to a lecture. but also what we're putting into the sea. read out the first question and the interviewee’s answer. They're mostly gone. hesitant and unnatural speech. The oceans are in trouble. and delivered at a natural rate with appropriate phrasing. people have had the belief that there isn't much we puny human beings can do to change the nature of the ocean. Huh. Until recently. To practice this strategy. • Now read out the next question and answer. • Ask your students to practice re-telling the information to each other. To practice this strategy. the sharks. ask your class to do the following activities: • Display Item 1 and explain to your students that they will hear an interview. • In pairs.g. Ask students to practice giving a short presentation of no more than one minute on each topic to each other. 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. Translation may result in slow. population growth. Strategy 3 Remind your students that their response to the test item should be smooth and effortless.” The instructions for this item type have been modified for this lesson to include an interview. We have managed to consume on the order of 90% of the big fish in the ocean: the tunas. the swordfish. 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. grade C Strategy 2 Remind your students that in the test they will only have 10 seconds to prepare for speaking. 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. eco-diversity. ask your class to do the following activities in pairs: • Have students quickly review their notes and think about how to present them. They should not try to re-write their notes or add more information. To practice this strategy. you said you wished you could take everyone back to decades ago to look at the Florida Keys. If the lecture is accompanied by an image such as a graph or map. and have your students take notes. So it is important that they try to think in English when they speak and avoid translating from their native language. “So if you were going to give a grade on the health of the oceans today what would it be? Well. Think about how much change has taken place in that short period of time. it depends on which aspect.. Instead. and have your students take notes. In the actual test. “In an article that you wrote that I just read. sustainable living.PTE Academic Lesson Plan Ideas: Test Taking Strategies Students should also think of a simple layout for their notes that they will try to follow when speaking. put things back Health of oceans – in trouble. etc. ask your class to do the following activities in pairs: • Assign two topics to each pair. they should review them quickly and select the key information and points. Across the board. Step 5: Provide Feedback Ask your students if they were able to use the strategies. Encourage them to think in English without translating in their heads. they should think in English as they write notes and speak. Give out copies of Item 2. they should think in their first language as they prepare their notes and translate in their heads as they speak. Then provide the explanations for Item 2. and ask students to record their responses on personal recording devices such as computers and mobile phones. labored speech. Ask students to rank the responses from the weaker to the stronger. Seat your students at separate workstations or position them in a way that they will not interfere with or disrupt others while speaking. Then provide the explanations. have them record the presentations and compare the mode of delivery. [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. They will probably notice that the first approach of translating in their heads results in slower. Which one was the most difficult to apply? Which one do they think was the most useful? If students have recorded their answers. • Have your students look at their notes for Item 1 and have them present the information to their partners. They will have 10 seconds to prepare after the recording finishes and 40 seconds to record their response. • Play the three sample responses in audio files [L4_Re-tell_lecture_1_Response_B1]. On the second topic. ask them to evaluate each other’s responses in pairs or groups. If possible.  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . Play the audio [L4_Re-tell_lecture_2]. [L4_Re-tell_lecture_2_ Response_B2] and [L4_Re-tell_lecture_2_Response_C1]. Play the three sample responses in audio files [L4_Re-tell_lecture_2_Response_B1]. Remind them of the three strategies covered in this lesson and ask them to apply them.PTE Academic Lesson Plan Ideas: Test Taking Strategies topic. 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. please retell what you have just heard from the interview in your own words. After listening to the interview.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 You will hear an interview. You will have 40 seconds to give your response. in 10 seconds. Distribution of large fish 2005-06 10% 90% Remaining in the oceans Caught and consumed by humans  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . either directly or what we put into the atmosphere that falls back into the sea. They're mostly gone. the sharks. people have had the belief that there isn't much we puny human beings can do to change the nature of the ocean. Huh. Interviewer: So if you were going to give a grade on the health of the oceans today what would it be? Interviewee: Well. It's hard for me to assign a specific grade. you said you wished you could take everyone back to decades ago to look at the Florida Keys. it depends on which aspect. we have. 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.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript Interviewer: In an article that you wrote that I just read. The oceans are in trouble. Until recently.  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . Across the board. Maybe C-. but also what we're putting into the sea. But in fact. Interviewee: Fifty years ago. 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. the swordfish. other key information from the lecture is omitted. This response is 36 seconds. false starts. This response is 39 seconds. Incorrect pronunciation of some consonants and vowels does not affect understanding. Fluency is negatively affected by staccato speech. Minor pronunciation errors do not affect understanding. many hesitations and false starts. This response is 32 seconds. Although some words are spoken in continuous phrases. The vocabulary used is appropriate for the context and varied. This response demonstrates limited control over simple grammatical structures. Language use is weak. but speech is continuous.  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . other key information is not discussed and some details are misinterpreted. Audio [L4_Re-tell_lecture_1_Response_C1] The topic has been accurately discussed and several supporting points included. several hesitations. grammar and vocabulary errors are present and the word choice is repetitive. Audio [L4_Re-tell_lecture_1_Response_B2] While the response includes some main points and a conclusion. Pronunciation of most consonants and vowels is standard. and long pauses negatively affect fluency. There are a few instances of reformulation and some hesitations.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Explanations Audio [L4_Re-tell_lecture_1_Response_B1] While the response includes a few points. After listening to the lecture. in 10 seconds.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 You will hear an lecture. please retell what you have just heard from the lecture in your own words. You will have 40 seconds to give your response.  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript The shuttle was designed to be a space truck. 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. And now. We've done a tremendous number of different things with it. We've used it to launch satellites.  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . it's a multi-purpose vehicle. We've used it to capture satellites and bring them back to Earth for repair. of course. we're using it to build the new international space station. which is a…a huge international partnership. first as part of the Mir space station. We've used it to repair satellites in orbit and put them back into orbit. where we actually prolonged the useful life of Mir by several years through logistical supply visits with the shuttle. It's the most versatile space vehicle that has ever been built. We used it as part of our partnership with the Russians. which is still continuing. 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. The vocabulary is basic. Incorrect pronunciation of some consonant clusters and vowels does not affect understanding. Audio [L4_Re-tell_lecture_2_Response_C1] The test taker accurately retells most of the main points in the lecture. This response is 39 seconds. This response demonstrates good control of standard English grammar. This response is 39 seconds. Speech is somewhat staccato and there are instances of hesitation and reformulation. This response is 32 seconds.  © IG Education Ltd 2011 Lesson 4: Re-tell lecture . Minor pronunciation and grammatical errors do not lead to misunderstanding. The vocabulary used is appropriate for the context and varied. Incorrect pronunciation of some consonants and vowels might require listeners to adjust to the accent of the speaker.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Explanations Audio [L4_Re-tell_lecture_2_Response_B1] The response includes some main points from the presentation. This response demonstrates limited control over simple grammatical structures. speech continues comprehensibly and with acceptable speed. Speech is uneven and contains several hesitations. Although phrasing is somewhat uneven. but with a degree of inaccuracy. 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.  © IG Education Ltd 2011 Lesson 5: Answer short question . Often just one or a few words is enough. Step 2: Present the Item Type Strategies Strategy 1 Activate your background knowledge to answer the question. Strategy 2 Try to infer the meaning of unfamiliar words from the context.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 5 Answer short question Time allocated: 30 minutes Step 1: Introduce the Item Type This is a short-answer item type that integrates speaking and listening skills. these are generally things that are commonly known. Please give a simple and short answer. Identify the topic and think about what you already know about it. Volume Recorded Answer Current Status: Beginning in 8 seconds. Strategy 3 Listen for the “direction” words which will help you interpret the question accurately. Status: Beginning in 3 seconds. You will hear a question. Although the questions include topics of academic interest. and requires test takers to understand a recorded question and provide a brief and accurate response. This will also help them figure out the meaning of any unfamiliar words in context. Your students should try to make connections between different information they acquire.g. and have them discuss what they know about each one and provide some definitions. ask your class to do the following activities in pairs: • Give students some academic topics. What magnifying instruments do they know? (spectacles. Which one was the most difficult to apply? Which one do they think was the most useful? Ask students to compare their responses in pairs or groups. These direction words usually carry stress and stand out in the utterance. which will also help them acquire more vocabulary and develop word skills. To practice this strategy. which will facilitate easy retrieval of any information they need. Play the audio [L5_Answer_short_question_1]. Strategy 2 Explain to your class that questions associated with this item type will be based on academic language. what instrument is employed to magnify miniscule objects? Point to the word telescope and have students identify the context clues. cardiology. hemispheres. • Assign a topic to each pair and have them brainstorm any associated words. magnify). binoculars.g. ask students to write their answers on a piece of paper. What other “instrument” is mentioned in the question? (telescope). and they should try to build good academic vocabulary knowledge. learners should read more books. Step 5: Provide Feedback Ask your students if they were able to use the strategies.  © IG Education Ltd 2011 Lesson 5: Answer short question . To practice this strategy. e. seat your students at separate workstations or position them in a way so that they will not interfere with each other when speaking.. ask your class to do the following activities: • Display the question: If telescopes are used to locate distant objects. • Now point to the word miniscule and have students identify the context clues. Then provide the correct and incorrect answers. e. Have students think about names of all scientific instruments they know.. If this isn’t possible. e.PTE Academic Lesson Plan Ideas: Test Taking Strategies To increase their general knowledge. and ask students to record their responses using the recording devices on their mobile phones or computers. category – instrument. Explain that this strategy will not only lead to better test results. journals and articles online. Improving long-term memory will result in retaining more information. To practice this strategy. verb clues – magnify (to make things look bigger).g. If possible. microscopes) • Read out the question and have students provide the answer (microscope). astronomy.. 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. Remind students of the three strategies covered in this lesson and ask them to apply these strategies. what instrument is employed to magnify miniscule objects? and have students identify the “direction” words (instrument. but will also help students improve their general language ability and aid success at academic study. 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. ask your class to do the following activities: • Display the following question: If telescopes are used to locate distant objects. explanation of function or purpose – to locate distant objects. medicine. lungs.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript and Answer Key Transcript What organ do cardiologists specialize in? Correct answer: (the) heart. stomach. liver. kidneys  © IG Education Ltd 2011 Lesson 5: Answer short question . skin. hearts Incorrect answer(s): (the) body. 5 days per century. Type your response in the box at the bottom of the screen. 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. It requires test takers to understand.1 per cent per decade. However. The best estimates for sea-level rise due to ocean expansion and glacier melt by the end of the century (compared to 1989 . versus 9 . The pattern of these changes is similar to what has been observed during the 20th century.8 days per century. Sea ice is projected to shrink in both the Arctic and Antarctic regions. Strategy 3 When you have finished writing. You have 10 minutes to finish this task.2005). The United Nations Intergovernmental Panel on Climate Change (IPCC) has released a new report on anthropogenic climate change. with the summer minimum declining by about 7. Quickly skim the text first for gist. It is "very likely" that precipitation will increase at high latitudes and "likely" it will decrease over most subtropical land regions.58 cm. 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. due to improved understanding.7 per cent per decade since 1978. Snow cover has decreased in most regions. larger values of up to 1 m by 2100 cannot be ruled out if ice sheets continue to melt as temperature rises. 3) your grammar and spelling are correct. Strategy 2 Once you have noted the keywords. Read the passage below and summarize it using one sentence.88 cm in the 2001 report. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage. while the average break-up date has arrived earlier by 6. and then scan it and note keywords. use them to write quick notes to sum up the main argument of the text without looking back at the passage. precise summarizing sentence. The findings of the report include the following: • • • • • The world's average surface temperature has increased by around 0. especially in spring.1999 levels) have narrowed to 28 . Cut Copy Paste Total Word Count: 0 Step 2: Present the Item Type Strategies Strategy 1 Remember to skim and scan. 1 © IG Education Ltd 2011 Lesson 6: Summarize written text . A warming of about 0. The extent of Arctic sea ice has already shrunk by about 2. your response will automatically be scored zero. Use your own words to condense these notes into a clear. 2) you have retained the essence of the text. The average freezing date for rivers and lakes in the Northern Hemisphere over the past 150 years has arrived later by some 5.2°C is projected for each of the next two decades.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 6 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.74°C over the past 100 years (1906 . check for the following: 1) you have written one sentence only which is within the required word count (between 5 and 75 words). analyze and extract information from a reading passage and summarize the key points in one sentence. Remember that if your sentence is shorter or longer than the required word count. UN report.. give students one more minute to check their work. To practice this strategy. Remind your students that we skim for gist and scan for details.g.. rising sea levels and loss of coastal land. extracting the essence of the text and condensing this in their own words may take longer than they realize. • After five minutes.g. Remind them that their response will not be scored if it does not meet the word count requirements.. glacier melt. To practice this strategy. Strategy 3 Explain to your students that once they have written their sentence. shrinking sea ice and snow cover. increases in surface temperatures are causing sea levels to rise. that it is within the required word count (5 to 75 words). Explain that the time they have is for planning and writing. • Give students one minute to scan the text and write down keywords and important points (e. ask your class to do the following activities in pairs: • 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. climate change: increasing surface temperature causing rising sea levels. encourage them not to look back at the passage and to paraphrase where possible (e. and that their grammar and spelling are correct.e. • Display the following phrases: UN report. 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. it is important for them to take a moment to check that they have written one sentence only. oceans to expand. UN report on climate change states that ….. • Give students 30 seconds to quickly skim the text and identify the gist (e. they need to construct their summary as quickly as possible. ocean expansion. sea level rise. ocean expansion. ask your class to do the following activities in pairs: • Have students quickly read the passage for Item 1 again. Although this may seem like a long time to write one sentence. that they have retained the essence of the text.g. Again. and glaciers to melt …) • Have students share their ideas with the class. ask your class to do the following activities: • Give students copies of Item 1. Strategy 2 Remind your students that once they have noted the keywords.) • Have students share their sentences with other pairs and discuss the differences in the sentences they have written and what could be improved. A UN report on climate change states that increasing temperatures are causing glacier melt. Remind them not to look back at the passage and encourage them to paraphrase the keywords where possible (e. etc). sea level rise. 2 © IG Education Ltd 2011 Lesson 6: Summarize written text . To practice this strategy. climate change.PTE Academic Lesson Plan Ideas: Test Taking Strategies Step 3: Explain and Practice Each Strategy Strategy 1 Explain to your students that they will have ten minutes for this item type. Remind them to try to do this without looking back at the passage. Remind them of what they need to check for. Explain that students should then use their own words to condense these notes into a clear. and that their grammar and spelling is correct.. surface temperature increase. precise summarizing sentence. that they have written one sentence only. and that they will have extra time for checking afterwards. the keywords and the main arguments. • Have students work with a partner to create a clear and precise summarizing sentence. i. surface temperature increase.g. that they have retained the essence of the text. climate change. It is therefore important that students remain focused and skim and scan the text as quickly and thoroughly as possible to identify the gist. glacier melt • Ask students to arrange these keywords into brief notes that sum up the main argument of the text. that it is within the required word count (5 to 75 words). and changes in precipitation). content. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. • After they have done this. Have students check the sentences for length. Then show the three sample responses for Item 2 and ask students to rank the responses from the weaker to the stronger. They will have ten minutes to read the passage and write their response. 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. 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. show the explanations for Item 1. 3 © IG Education Ltd 2011 Lesson 6: Summarize written text . Step 5: Provide Feedback Ask your students if they were able to use the strategies. grammar and spelling. etc. Give out copies of Item 2. • Give each group four copies of the sample sentences for Item 1.PTE Academic Lesson Plan Ideas: Test Taking Strategies • Put pairs into groups of four and have them check and evaluate each other’s sentences. Ask them to also rank the sentences from the weaker to the stronger. Then provide the explanations for Item 2. 74°C over the past 100 years (1906 . especially in spring. larger values of up to 1 m by 2100 cannot be ruled out if ice sheets continue to melt as temperature rises. The United Nations Intergovernmental Panel on Climate Change (IPCC) has released a new report on anthropogenic climate change. However. while the average break-up date has arrived earlier by 6.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Read the passage below and summarize it using one sentence.2005). – It is "very likely" that precipitation will increase at high latitudes and "likely" it will decrease over most subtropical land regions. A warming of about 0. Write your response in the box at the bottom of the page.8 days per century. The pattern of these changes is similar to what has been observed during the 20th century. The findings of the report include the following: – The world's average surface temperature has increased by around 0. – Snow cover has decreased in most regions. – 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 .88 cm in the 2001 report. The average freezing date for rivers and lakes in the Northern Hemisphere over the past 150 years has arrived later by some 5. with the summer minimum declining by about 7.2°C is projected for each of the next two decades. – Sea ice is projected to shrink in both the Arctic and Antarctic regions. You have 10 minutes to finish this task. due to improved understanding.5 days per century. versus 9 . The extent of Arctic sea ice has already shrunk by about 2. 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 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.7 per cent per decade since 1978. 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.1 per cent per decade. 4 © IG Education Ltd 2011 Lesson 6: Summarize written text .58 cm. and changes in precipitation. shrinking sea ice and snow cover. shrinking sea ice and snow cover. Green House Effect has affected the earth severely on various aspects. and changes in precipitation. B2 Response Due to the latest report of IPCC about the wordwide climate. 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.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Sample Responses Key Points A new UN report finds that increasing surface temperature around the world is causing rising sea levels. 5 © IG Education Ltd 2011 Lesson 6: Summarize written text . C1 Response A new UN report finds that increasing surface temperatures around the world are causing rising sea levels. C1 Response A new UN report finds that increasing surface temperatures around the world are causing rising sea levels. There is one spelling error. The vocabulary used is appropriate for the context. other information from the passage is omitted or misinterpreted. Green House Effect has affected the earth severely on various aspects. A minor grammatical mistake prevents this response from receiving full credit for grammar. 6 © IG Education Ltd 2011 Lesson 6: Summarize written text . The response is one complete sentence. Explanation: The summary does not include any supporting points or key details. Missing or incorrect use of prepositions and verbs prevents the response from receiving full credit for grammar.PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. There are three spelling errors. shrinking sea ice and snow cover. Explanation: While the response includes one key detail. B2 Response Due to the latest report of IPCC about the wordwide climate. Explanation: The topic has been accurately discussed and the supporting points are included. the response is one complete sentence. Although poorly constructed. and changes in precipitation. The response is one complete sentence. All words are spelled correctly. The use of “due to” instead of “according to’’ makes it seem that the IPCC report caused the greenhouse effect. The vocabulary used is precise. although the intended meaning of the sentence is clear. For millions of years. Guests could simply vacation or. They protect the nests from predators by burying an iron grid in the sand above the eggs. their babies hatch and literally run for their lives on the strip of sand that separates their nests from the sea. 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. 2000. they could help the owners protect the turtles' nests and keep the beach clean. in the spirit of ecotourism. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage. Every summer. they had been largely ignored in this part of Lebanon until two women set out to protect them. Female turtles travel to the exact spot where they were born to dig their nests in the sand. Mediterranean sea turtles have been coming to the shore of southern Lebanon to lay their eggs. They opened a bed-and-breakfast in the Khalil family home to finance their efforts. An endangered species. Upon learning that they were close to disappearing from her country. Write your response in the box at the bottom of the page. You have 10 minutes to finish this task." The next year. This is the moment when the women intervene. who shares her passion for the environment. she returned and teamed up with Habiba Fayed. Khalil decided to "come back and do something about them.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 Read the passage below and summarize it using one sentence. Mona Khalil was inspired by a walk on the beach during a visit to her homeland. when she first saw the turtles. 7 © IG Education Ltd 2011 Lesson 6: Summarize written text . laying an average of 70 to 100 eggs. C1 Response After millions of years of being endangered in war-torn coast of southern Lebanon. the sea turtles in Lebanon have a chance for survival. 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. 8 © IG Education Ltd 2011 Lesson 6: Summarize written text .PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Sample Responses Key Points Thanks to Moan Khalil and Habiba Fayed. who opened a bed-and-breakfast and with the help of the guests. B1 Response For the millions of years the turtles were coming laying their eggs in summer and the babies run seperates their nests. 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. Mona Khalil and Habiba Fayed. protected turtles’ eggs by burying an iron grid in the sand above the eggs. Mediterranean sea turtles were finally protected by two women. Explanation: The topic has been accurately discussed and the supporting points are included. The vocabulary is basic. 9 © IG Education Ltd 2011 Lesson 6: Summarize written text . All words are spelled correctly. This response demonstrates limited control over simple grammatical structures. other key information from the passage is omitted and information not in the passage is present. Mona Khalil and Habiba Fayed. Explanation: While the response includes some main points. 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. The response is one sentence. The response is one sentence. There are three spelling errors. 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. protected turtles’ eggs by burying an iron grid in the sand above the eggs. The response is one sentence. Missing or incorrect use of prepositions and verbs prevents the response from receiving full credit for grammar.PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. Explanation: The topic has been accurately discussed and the supporting points are included. There is one spelling mistake. who opened a bed-and-breakfast and with the help of the guests. The vocabulary used is appropriate for the context. Mediterranean sea turtles were finally protected by two women. C1 Response After millions of years of being endangered in war-torn coast of southern Lebanon. This response demonstrates good control of standard English grammar with very few grammatical errors. The vocabulary used is appropriate for the context. expand the sentence you have written to sum up the main argument with details and supporting points to create the body of your essay. that your essay has the correct topic focus and point of view. Strategy 2 Think of one strong sentence to sum up the main argument. and control the elements of standard written English. Then expand the opening sentence to create your introduction and the closing sentence to create your conclusion. 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. write and revise an essay about the topic below. If you write off topic. your essay will be scored zero. This will help to focus your ideas. organize your ideas. You will have 20 minutes to plan. You should write 200-300 words.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 7 Write essay Time allocated: 60 minutes 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. Support your point of view with details from your own experiences. 1 © IG Education Ltd 2011 Lesson 7: Write essay . Choose which position you most agree with and discuss why you chose that position. but others think it exploits children by treating them as a captive audience for corporate sponsors. and that your grammar and spelling are correct. Then think of one strong opening sentence and one strong closing sentence. present supporting details. Some people think placing advertisements in schools is a great resource for public schools that need additional funding. Once you have done this. observations or reading. check it carefully. Make sure that you have written within the required word limit. Cut Copy Paste Total Word Count: 0 Step 2: Present the Item Type Strategies Strategy 1 Make sure you understand what you are being asked to do. Your response will be judged on how well you develop a position. Strategy 3 Once you have written your essay. they need to construct a sound persuasive or argumentative essay. It also requires them to identify two opposing points of view and choose which one they most agree with. argument and counter argument) Main body (details refuting counter argument. then think of one strong opening sentence and one strong closing sentence. For their response to be scored. main body (details refuting counter argument. but others think it exploits children by treating them as a captive audience for corporate sponsors. they can add details and supporting points to expand the sentence that sums up the main argument to create the body of their essay. To practice this strategy. observations or reading. details supporting own point of view) and conclusion (restatement of argument and supporting claim). details supporting own point of view) Conclusion (restatement of argument and supporting claim) © IG Education Ltd 2011 2 Lesson 7: Write essay . Choose which position you most agree with and discuss why you chose that position. • 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. 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. Tell them to write the topic and their point of view at the top of the page. ask your class to do the following activities in pairs: • Give students copies of the following prompt: Some people think placing advertisements in schools is a great resource for schools that need additional funding. First. Explain that to focus their ideas in a methodical way. or can agree to write about together. students need to make sure that they have correctly identified the topic and followed the requirements of the prompt exactly. remind them of the basic essay format: introduction (presentation of topic. ask your class to do the following activities in pairs: • Ask students to decide with a partner which point of view they both most agree with. students should first try to think of one strong sentence to sum up the main argument. Once they have done this. To practice this strategy. Support your point of view with details from your own experiences.PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. They can then develop the opening sentence to create the introduction and the closing sentence to create the conclusion. • Provide feedback to the whole class: This prompt requires students to write about the topic of placing advertisements in schools. argument and counter argument). 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 each pair a large sheet of paper. namely. Then tell students to write the following in a column on the left: Introduction (presentation of topic. Then provide the explanations for Item 2. students/teachers could vote on which companies are allowed to advertise. Step 5: Provide Feedback Ask your students if they were able to use the strategies. • After they have done this. • Although they only have drafts at this stage. keeping in mind the topic focus and point of view and remembering to leave time to give their work a final check. Have students check the essays for length. topic focus. Strategy 3 Remind your students that they should write their essay as quickly as possible. Give out copies of Item 2. Ask them to rank the essays from the weaker to the stronger. and grammar and spelling. you could ask students to check their work for spelling or grammar mistakes. they now have a framework for their essay. lost focus or strayed from the point of view. • Give students time to expand their sentences with details and supporting points to create a draft essay. or whether they have missed out any key areas. ask your class to do the following activities: • Ask each pair to compare their drafts with other pairs. Once they have written their essay. Now show the three sample essays for Item 2 and ask students to rank the essays from the weaker to the stronger. controlled advertising could bring in needed money. • Put pairs into groups of four or six and give them copies of the sample essays for Item 1. which they can expand on.PTE Academic Lesson Plan Ideas: Test Taking Strategies • Give students a few minutes to brainstorm ideas. Explain to your students that they will now review their brainstormed notes to check the topic focus. • Explain that. Introduction: advertising in schools = great idea for school funding. Have students discuss whether they think their drafts have covered the topic appropriately and extensively enough. Remind students of the three strategies covered in this lesson and ask them to apply these strategies. They will have 20 minutes to read the prompt and write their essay. (e. Which one was the most difficult to apply? Which one do they think was the most useful? Ask students to evaluate each other’s essays in pairs or groups. the point of view and the appropriateness of their ideas. • Have students share their experiences with the class and discuss any problems or queries. schools do not need to accept advertising from inappropriate companies. and that their grammar and spelling is correct.. 3 © IG Education Ltd 2011 Lesson 7: Write essay . …Conclusion: controlled advertising in schools could be very beneficial …) • Once students have written their sentences. Main body: many schools underfunded. that their essay has the correct topic focus and point of view. To practice this checking strategy. Tell them to write their ideas on the paper next to the most appropriate sections of the essay. they should make sure that they have written within the required word limit.g. Step 4: Respond to a Write Essay Item Explain to your students that they will now respond to a test item simulating the test conditions. point of view. provide the explanations for Item 1. have them share their ideas with the class. having summed up the main argument and opening and closing ideas. organize your ideas. 4 © IG Education Ltd 2011 Lesson 7: Write essay . present supporting details. Some people think placing advertisements in schools is a great resource for public schools that need additional funding. 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.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 You will have 20 minutes to plan. and control the elements of standard written English. You should write 200-300 words. Your response will be judged on how well you develop a position. observations or reading. but others think it exploits children by treating them as a captive audience for corporate sponsors. write and revise an essay about the topic below. where segregation frequently occurs and many students are osterizised and teased. In my opinion. After they went back home. 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. Though there are some bad affects in this method. Often public schools have extremely intelligent students who cannot afford to attend a better funded school due to family circumstances. Furthermore. Advertisements encourage consumerism. Schools can stop the advertisements wich will have bad impact on children from putting in the schools. Also alchol not good to and not appropriate. Kids get the knowledge of maths. Advertisement can bring many different informations to the school children. 5 © IG Education Ltd 2011 Lesson 7: Write essay . they can make event or ask help in advertisement. Schools are different places with other organizations in the society. Advertisment should be banned from the schools. If they need money since to build or make new building or more computer or eqipment. advertisements in schools can often condition children to grow up with certain superficial values. others think it exploits children by treating them as a captive audience for corporate sponsors. Some advertisings are bad like expensive mobile phone. C1 Response Whilst public schools are largely underfunded. In conclusion. I believe that advertisements only show what is 'in vogue' which would discourage individual expression (whether it be through clothes. Advertisement can bring informations about countries. advertisemnts should not be placed in schools on the purpose of rasing fund. schools are quiet and non-profitable organization where children got their education. science etc. especially within the context of the school environment where learning is enhanced. hairstyles or tastes). Since the schools can only bring limited informations about the word. English. Later the advertisments were cancelled. Schools can decide the tpoic and take an action to never to do it. as students are growing up and learning more about themselves. Placing advertisement in schools will distract those kids who don't have controlling power on themselves. yet I think it has more advantages and the school can carry out some actions to avoid the bad affects of this method. through advertisements). School gets money from advertisings. superficiality and can often condition a brain against independent thought. advertisements may hinder the growth and negatively impact the child. allows them to grow into more confident adults who are comfortable with themselves. however. Clean and clear places should be protected in order to garantee a better education quality in schools and healthy growth of the students. advertisement can be an other medium for the children to know more about the world. Some people not happy advertisement ask somethings especaly the money. B2 Response Some people think placing advertisements in schools is a great resource for public schools and need additionally funding. news friends and interesting for the school children in the world. Everyday some kids just watched the advertisments and discussed with fellow classmates which kind of food was better. The minds of children are easily molded and influenced. placing advertisement is a good way for public schools to increase their funding for the additional needs. As it is. they just cried for the food from their parents. School can often be a very difficult and confusing time. They make people to feel bad. Displaying advertisements at school would only reinforce what society deems as acceptable and would further isolate any students who felt 'different' to their peers.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Sample Responses B1 Response In my opinion. It is the place where children receive education. Most of them are like naive blank slate compared with adults. They did not focus on their studies. school playgrounds are highly complex social environments. In my opinion depends the topic. can accept themselves and have the right values. I remembered when I was in primariy school some advertisements of food were put in our school. We should ensure a good and quiet place for kids to study. advertisements encourage consumerism and make impressionable students want to spend money on expensive things to validate themselves and fit in with their peers. The fewer expectations placed on them (particularly from society. The supporting points do not demonstrate a coherent and well-developed logic that supports the test taker’s position on the topic. There are obvious grammar errors in sentences with complex grammatical structures. The response demonstrates very good general linguistic and vocabulary range and control of standard English grammar. the second paragraph contains minimal supporting points. However. There are four spelling errors. There are several spelling errors. C1 Response Explanation: The position is discussed in the first paragraph. most grammatical errors do not impede communication. There is 1 spelling error. Incorrect use of plural nouns and preposition errors prevent this essay from receiving full credit for grammar usage and mechanics. Personal experience is used to support the main idea. supported by the details in the second paragraph and then summarized in the conclusion. 6 © IG Education Ltd 2011 Lesson 7: Write essay . body and conclusion. B2 Response Explanation: This essay answers the question on the topic and is well organized. The vocabulary is limited and imprecise. The introduction states the test taker’s position. This essay is 219 words. There is a clear introduction. Some words are inappropriate for the context.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Explanations of Sample Responses B1 Response Explanation: This essay minimally answers the question on the topic. This essay is 204 words. This essay is 253 words. and the conclusion is unrelated to the test taker’s stated position. Imprecise vocabulary prevents the response from receiving full credit for general linguistic range. 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.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 You will have 20 minutes to plan. Other people believe that space exploration is a waste of money. Your response will be judged on how well you develop a position. 7 © IG Education Ltd 2011 Lesson 7: Write essay . Some people believe that exploring outer space is important. and control the elements of standard written English. write and revise an essay about the topic below. observations or reading. organize your ideas. You should write 200–300 words. present supporting details. B2 Response Nowadays you can travel without problems to the moon if you have enough money. 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. preventing world poverty. By exploring outer space.e. Regarding that the earth is in danger. Back in the 1950s there was the 'Space Race' between Russia and the USA to put the first man into space. I am agree with the statement “exploring outer space is important”. we actually have to be scared about the world going under. 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. Now there are doing some test about the ability to life there. but I think that won't happen in that time. May be other far the outer space. some people might not be consider about what would happen in the future. Based on experts it will come soon. There is hope. nature will take its place back either by water or by erruptions/earth quakes. Otherwise menhood will die out. 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'. scientologists pretend there are just a few years left. However. We learn many thing in space and may be make another place. Firstly. If there is a planet where human being is able to survive it should be found soon. We need to know others people in space. 8 © IG Education Ltd 2011 Lesson 7: Write essay . It’s very important that we could see how far the outer space growth and the effect of global. As humans we are the only species that does not contribute to the ecosystem -we make things worse off for everyone. Space is other place if we know. C1 Response I believe that space exploration has its advantages and its disadvantages. There are more people. In conclusion there are still many things to do here on our beautiful planet. 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. that something even better than Earth will be found. we could describe and detect the situation over there. To sum up. instead of doing nothing by save our money indeed. We need to find. Secondly. 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. May be we need space. Also another enegy in space. May ne they come here and make war. break building and an kill. I think we should work towards making our planet a better place instead of just looking for a replacement. As already mentioned. it is very important to look for alternatives. All the money spent on the race could have been put to much better use i. As I know a planet similar to our Earth has already been found.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Sample Responses B1 Response In my point of view. I think in future travelling from Earth to Saturn will be like today travelling from Sydney to Melbourne. Spend the moni to explor and make plan for future. In the future we need other place to live. it is a good idea to examine space. I would like to see another planet. we really need an alternative. Don’t to spend the moni to war. it is really important that they are goining on doing tests there. We need to spend money for our future and knowledges. In a few years it will be the same with other planets. I do not agree with this stance because we have enough to discover here on our planet as it stands. Thus. I feel that its disadvantages outweigh its advantages. Nowdays. The moral thing about this case is different person has a different perspective to look after their future life. Actually. more building house every day. Thus. Exploring outer space is important to learn. There are obvious grammar errors. There are several spelling errors. There are obvious grammar errors in sentences with complex grammatical structures. The essay follows a logical structure. The vocabulary is limited and imprecise. This essay is 202 words. The vocabulary range is basic. Ideas within paragraphs are not organized and there is no introduction to the essay. most grammatical errors do not impede communication. Imprecise vocabulary prevents the response from receiving full credit for general linguistic range.” However. Minor grammatical mistakes prevent this response from receiving full credit for grammar usage and mechanics. B2 Response Explanation: This essay addresses the topic by taking a position in favor of space exploration. There are several spelling errors.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Explanations of Sample Responses B1 Response Explanation: This response addresses the prompt by agreeing that “exploring outer space is important. There are no significant spelling errors. This essay is 297 words. 9 © IG Education Ltd 2011 Lesson 7: Write essay . The vocabulary range is basic. The main ideas and details relate to the topic of the essay and the test taker’s position is explicitly stated in the final paragraph. Some words are not appropriate for the context. although the intended meaning of sentences with grammatical errors is clear. General vocabulary range is good. the details are not developed and do not strongly or logically support the test taker’s position on the topic. C1 Response Explanation: The test taker’s position is clear and supporting details are provided and explained. This essay is 208 words. However. students should decide on their reading strategy and then read the passage accordingly. 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. Step 2: Present the Item Type Strategies Strategy 1 Tackle each reading item in a different way. Once they have done this. Step 3: Explain and Practice Each Strategy Strategy 1 Explain to your students that there is no one way of approaching multiple-choice reading items. Read the text and answer the multiple-choice question by selecting the correct response.: What is the main idea/main aim/point … ? (main idea or gist. Focus on extracting the general gist of what is in the text rather than the meaning of individual words and phrases. concentrate on what you understand rather than worrying about words that are new to you. analyze. soloists. quickly check the remaining response options against the passage one-by-one. In many ways Britten's most ambitious effort is the War Requiem of 1961. 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. It weaves together the traditional Latin Mass for the Dead with antiwar poems by Wilfrid Owen. students need to first identify the direction of the question and the type of information that needs to be extracted. He admires the War Requiem of Britten but finds it far from perfect. For all its problems. He is critical of Britten's inconsistencies as observed in the War Requiem. and orchestra. It requires test takers to read. Adapt your reading strategy according to the direction of the question and the purpose of your reading.g. Only one response is correct. understand and assess a short text on an academic subject and choose a single correct response. Strategy 3 After you have chosen your response. 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. to make sure they can be eliminated. a young officer killed in World War I. e. choose single answer . Strategy 2 If the topic of the reading passage is unfamiliar to you. a flawed but still impressive work for chorus. useful reading strategy: look for topic sentence(s)) 1 © IG Education Ltd 2011 Lesson 8: (Reading) Multiple-choice. ask your class to do the following activities: • Explain that the questions for multiple-choice items can require them to extract different types of information. choose single answer Time allocated: 50 minutes Step 1: Introduce the Item Type This is a multiple-choice item type that assesses reading skills.Lesson 8 PTE Academic Lesson Plan Ideas: Test Taking Strategies Reading: Multiple-choice. To practice this strategy. and each item should be approached in a way that matches the purpose of the reading. In this work we see Britten's prodigal inconsistencies on display. the War Requiem will probably survive as one of our time's most impassioned indictments of war and its heroic myth. To do this. He questions whether Britten's work will endure. show the answers and explanations for Item 1. Have students discuss whether their understanding of these unfamilar words stopped them from being able to decide on an appropriate response option. After they have done this. ask your class to do the following activities in pairs: • 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. To practice this strategy. Strategy 2 Explain to your students that if the topic of the reading passage is unfamiliar to them. • Have pairs discuss their reasons with the class. Give out copies of Item 2. Strategy 3 Explain to your students that after they have chosen their response. 2 © IG Education Ltd 2011 Lesson 8: (Reading) Multiple-choice.g. 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. they should quickly check the remaining options against the passage one-by-one. • Have students discuss their experiences with the class. Choose Single Answer Item Explain to your students that they will now respond to a test item simulating test conditions. • Give students copies of Item 1. Step 5: Provide Feedback Ask your students if they were able to use the strategies. which of the following …? (supporting information. look for key words in the options and find similar words in the text) Why does the writer …? (writer’s purpose. look at the concluding sentence) and decide on the correct response option. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. • Now have students reflect on the activity for Strategy 1 and confirm the correct response to Item 1. ask your class to do the following activities: • Display a copy of Item 1. Encourage them to focus on extracting the general gist of what is in the text rather than the meaning of individual words and phrases. useful reading strategy: look for reasons or words indicating reasons) What is the writer’s point of view/opinion on … ? (writer’s opinion. explain words or phrases identified as problematic in the previous activity. Discuss any problematic or unclear options and. if necessary. 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. • 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.. the response options and the reading passage for unfamiliar or confusing words. show the answers and explanations for Item 2. Step 4: Respond to a (Reading) Multiple-Choice.PTE Academic Lesson Plan Ideas: Test Taking Strategies According to the text. and compete to see which pair can be the first to identify an appropriate strategy (e. • After they have done this. they should concentrate on the information they understand rather than worrying about words and phrases that are new to them. choose single answer . To practice this strategy. useful reading strategy: read for specific details. Explain that the correct response will be confirmed in the following activities. Tell them to read the question and the options. Tell students not to read the text fully but just to quickly scan the question. to make sure they have made the right choice. He admires the War Requiem of Britten but finds it far from perfect. 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 many ways Britten's most ambitious effort is the War Requiem of 1961. For all its problems. and orchestra. 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. choose single answer . In this work we see Britten's prodigal inconsistencies on display. He questions whether Britten's work will endure. a flawed but still impressive work for chorus. Only one response is correct. a young officer killed in World War I. 3 © IG Education Ltd 2011 Lesson 8: (Reading) Multiple-choice. He is critical of Britten's inconsistencies as observed in the War Requiem. soloists. the War Requiem will probably survive as one of our time's most impassioned indictments of war and its heroic myth. It weaves together the traditional Latin Mass for the Dead with antiwar poems by Wilfrid Owen.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Read the text and answer the multiple-choice question by selecting the correct response. PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. The writer hypothesizes that the work will endure by stating. Incorrect: He is critical of Britten's inconsistencies as observed in the War Requiem.” Incorrect: He questions whether Britten's work will endure. it does not comment on the effectiveness of this combination. The author recognizes inconsistencies and flaws in the work.” Correct Answer: He admires the War Requiem of Britten but finds it far from perfect. Although the passage mentions that Britten’s work weaves together the Latin Mass for the Dead and antiwar poems. the writer also describes the work as “flawed” and refers to the work’s “prodigal inconsistencies” and “all its problems. The writer describes Britten’s War Requiem as “impressive” and gives details of what the work accomplishes. “the War Requiem will probably survive.” 4 © IG Education Ltd 2011 Lesson 8: (Reading) Multiple-choice. However. Explanation: This response is incorrect. yet still praises the War Requiem as “one of our time’s most impassioned indictments of war. choose single answer . Explanation: This response is correct. Explanation: This response is incorrect. Explanation: This response is incorrect. Only one response is correct. choose single answer . 5 © IG Education Ltd 2011 Lesson 8: (Reading) Multiple-choice. 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. Teachers should regularly change their methods. It has been our fundamental methodological principle that the methods to be employed in language learning. The approach to the methodology of learning and teaching has to be comprehensive. Language can be effectively learnt through play. and avoiding advocacy or dogmatism. What point is the writer making in this paragraph? Motivation is worth more than intelligence in learning.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 Read the text and answer the multiple-choice question by selecting the correct response. presenting all options in an explicit and transparent way. There is no single best method for 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. The writer uses the phrase “brought into play” figuratively to refer to the “material resources” which can be used. Explanation: This response is correct because the writer consistently uses plurals when discussing methodology as in “presenting all options” and “the methods to be employed…are those considered to be most effective. Explanation: This response is incorrect. 6 © IG Education Ltd 2011 Lesson 8: (Reading) Multiple-choice. Incorrect: Language can be effectively learnt through play. Incorrect: Teachers should regularly change their methods. Explanation: This response in incorrect. Explanation: This response is incorrect because the passage does compare the impact of motivation and intelligence on learning. Correct Answer: There is no single best method for learning.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Answer Key and Explanations What point is the writer making in this paragraph? Incorrect: Motivation is worth more than intelligence in learning. choose single answer . The text does not suggest a method of language teaching.” This indicates that there is more than one method. The passage discusses factors to consider in the selection of teaching methods but does not address how frequently to change these methods. 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. choose multiple answers 1 . Despite being recognised internationally. Unlike many other indigenous cultures. To help students decide which approach to use. Identify the “focus” of both the question and response options. and baskets and beadwork. or about 2% of Australia's total population. circumcisions. bodies of water.000 years before white settlement. the section headings. and the Didgeridoo: The oral tradition of storytelling informs aboriginals' vibrant cultural life. The Dreamtime: Aboriginal spirituality entails a close relationship between humans and the land. Ubirr. Storytelling. Step 3: Explain and Practice Each Strategy 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. sub-headings and paragraphing. bark and rock paintings. and. © IG Education Ltd 2011 Lesson 9: (Reading) Multiple-choice.000 aboriginal people. and the sky. and the land are integrally linked.000 years ago. Unlike other religions.000 some 30. Read the text and answer the question by selecting all the correct responses. Though they comprise 500-600 distinct groups. More than one response is correct. Step 2: Present the Item Type Strategies Strategy 1 Decide whether or not it is appropriate to draw on your background knowledge of the topic to help you answer the question. 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. while dances and diagrams drawn in the sand accompany oral tales. Today Aborigines comprise approximately 2% of the Australian population. Direct your reading according to the information you need to find. etc. aboriginal people possess some unifying links. In the Northern Territory. to help you locate information. Among these are strong spiritual beliefs that tie them to the land. and look for words and phrases with similar meanings in the text to locate the information you need. vibrating hum. Recent government statistics counted approximately 400. Aboriginal music is often recognizable for its most famous instrument. Aboriginal culture is based on a belief that people. where they remain spiritually alive. like other indigenous populations. Art. but in others this approach may not be appropriate. and funerals. Aborigines use didgeridoos in formal ceremonies at such events as sunsets. choose multiple answers Time allocated: 30 minutes Step 1: Introduce the Item Type This is a multiple-choice item type that assesses reading skills. A wind instrument typically made from bamboo. and Nourlangie. Strategy 2 Use the structure of the reading text. understand and assess a short text on an academic subject and choose more than one correct response. Aborigines call the beginning of the world the "Dreaming" or "Dreamtime". Australian Aborigines migrated from somewhere in Asia at least 30. rarely plays a significant role in Aboriginal cultural ceremonies. Who Are Aborigines? Aborigines are Australia's indigenous people. Songs illustrate the Dreamtime and other tales of the land. it extends about five feet and produces a low. a difficult colonial history. Aborigines believe some of the Ancestors metamorphosed into nature (as in rock formations or rivers). In the "Dreamtime". and redundant information that can be ignored. however. aboriginal art includes sculpture. Rock carvings and paintings can be found in such places as Arnhem Land. they must first identify the focus of the question. analyze. the Aboriginal musical instrument the didgeridoo. Australian Aborigines developed equitable relationships with colonial powers. animals.Lesson 9 PTE Academic Lesson Plan Ideas: Test Taking Strategies Reading: Multiple-choice. a tribal culture of storytelling and art. Many aborigines earn a living through selling native artworks. aboriginal belief does not place the human species apart from or on a higher level than nature. the didgeridoo. aboriginal "Ancestors" rose from below the earth to form various parts of nature including animal species. It requires test takers to read. Strategy 3 Identify keywords and clues in the response options. • Then have your students quickly identify in which section the information for each response option is most likely to be found. choose multiple answers . sub-headings and paragraphing. Step 4: Respond to a (Reading) Multiple-Choice. 2 © IG Education Ltd 2011 Lesson 9: (Reading) Multiple-choice. your students should first identify keywords and clues in the response options.g. population. show them the answers and explanations for Item 1 and discuss any queries. the section headings. the subheadings and topic sentences of each paragraph. To practice this strategy. and to use the structure of the reading text. • Have students share their initial ideas. colonial powers). but just consider the overall structure. Option 4: culture.. Option 2: musical instrument. To practice this strategy. ask your class to do the following activities: • Give out copies of Item 1.. Choose Multiple Answers Item Explain to your students that they will now respond to a test item simulating test conditions.000 years before white settlement. can be inferred from the text…”) One present indicator of climate change is . linked. and think about the approach they would use to answer this item efficiently. Give students a few seconds to read the question and skim the response options and text structure. and then scan the reading text for words and phrases that are either the same or have similar meanings. Strategy 3 To quickly locate specific information. etc. clue “. Ask them not to read the text in detail. to help them locate the information they need. Option 3: comprise. ask your class to do the following activities in pairs: • Have students underline the keywords in each response option in Item 1 (e. didgeridoo. peaked. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. e. animals. clue “What does the writer believe…”) Which of the following can be inferred from the text? (No. (Yes. Option 5: other indigenous cultures.PTE Academic Lesson Plan Ideas: Test Taking Strategies To practice this strategy.. it is important for them to quickly identify the type of reading text they have to work with. Have them work in pairs to decide whether drawing on background knowledge is an appropriate approach in each case and why or why not.. 2%. • Ask students whether they can already eliminate or choose any of the options. Have them explain their decisions and reasons.. 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. • Once students have discussed their decisions. Give out copies of Item 2. people. clue “According to the text…”) Which of these countries uses electronic voting machines? (Yes. Strategy 2 Tell your students that in order to answer items of this type efficiently. 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. ask your class to do the following activities: • Show students the following sample questions. 30. how are online news sources making the news industry more competitive? (No.g. Option 1: population. etc. cultural ceremonies. According to the text. • Ask students to find and underline matching information in the text as quickly as possible. (but do not read the text). equitable relationships. 3 © IG Education Ltd 2011 Lesson 9: (Reading) Multiple-choice. show the answers and explanations for Item 2 and discuss any queries. After they have done this.PTE Academic Lesson Plan Ideas: Test Taking Strategies Step 5: Provide Feedback Ask your students if they were able to use the strategies. choose multiple answers . 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. aboriginal "Ancestors" rose from below the earth to form various parts of nature including animal species. A wind instrument typically made from bamboo. and funerals. Aboriginal music is often recognizable for its most famous instrument.000 years before white settlement. Unlike many other indigenous cultures. The Dreamtime: Aboriginal spirituality entails a close relationship between humans and the land. Ubirr. it extends about five feet and produces a low. Aborigines use didgeridoos in formal ceremonies at such events as sunsets. animals. aboriginal people possess some unifying links. Unlike other religions.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Read the text and answer the question by selecting all the correct responses. In the "Dreamtime". Among these are strong spiritual beliefs that tie them to the land. circumcisions. Aborigines call the beginning of the world the "Dreaming" or "Dreamtime". vibrating hum. aboriginal art includes sculpture. the Aboriginal musical instrument the didgeridoo. a difficult colonial history. aboriginal belief does not place the human species apart from or on a higher level than nature. Recent government statistics counted approximately 400. the didgeridoo. Art. like other indigenous populations. Aboriginal culture is based on a belief that people. Storytelling. however. In the Northern Territory.000 aboriginal people. choose multiple answers . 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. a tribal culture of storytelling and art. bodies of water. Australian Aborigines developed equitable relationships with colonial powers. and the land are integrally linked. Today Aborigines comprise approximately 2% of the Australian population. and the Didgeridoo: The oral tradition of storytelling informs aboriginals' vibrant cultural life. Songs illustrate the Dreamtime and other tales of the land. Aborigines believe some of the Ancestors metamorphosed into nature (as in rock formations or rivers). Many aborigines earn a living through selling native artworks. and. 4 © IG Education Ltd 2011 Lesson 9: (Reading) Multiple-choice. while dances and diagrams drawn in the sand accompany oral tales. and the sky. bark and rock paintings. where they remain spiritually alive. Though they comprise 500-600 distinct groups.000 years ago. Australian Aborigines migrated from somewhere in Asia at least 30. and baskets and beadwork.000 some 30. Rock carvings and paintings can be found in such places as Arnhem Land. rarely plays a significant role in Aboriginal cultural ceremonies. More than one response is correct. or about 2% of Australia's total population. Who Are Aborigines? Aborigines are Australia's indigenous people. and Nourlangie. Despite being recognised internationally. 000 years before white settlement.” These are significant events in Aboriginal culture. Explanation: This response is correct. Explanation: This response is incorrect. animals and land share a common ancestry. the Aboriginal musical instrument the didgeridoo.” Correct Answer: Aboriginal culture is based on a belief that people. Incorrect: Despite being recognised internationally.000 some 30. Correct Answer: Today Aborigines comprise approximately 2% of the Australian population. Australian Aborigines developed equitable relationships with colonial powers. choose multiple answers . Incorrect: Unlike many other indigenous cultures. or about 2% of Australia's total population. and funerals.000 aboriginal people. 400.” 5 © IG Education Ltd 2011 Lesson 9: (Reading) Multiple-choice. Explanation: This response is correct because it accurately conveys information from the second sentence in the passage: “Recent government statistics counted approximately 400.000 is the current estimated Australian Aborigine population. the passage says that Australian Aborigines had “like other indigenous populations. a difficult colonial history. animals. The passage says that the digeridoo is used “in formal ceremonies at such events as sunsets. rarely plays a significant role in Aboriginal cultural ceremonies.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Answer Key and Explanations 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. Rather. circumcisions. 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. and the land are integrally linked. Explanation: This response is incorrect. The “Dreamtime” paragraph says that aborigines believe that the people. the genetic variant pre-existed and was subsequently selected because it provided the bearer of that variant some advantage. skin color. Behavioral adaptations are the ways a particular organism behaves to survive in its natural habitat.g. behavioral. 6 © IG Education Ltd 2011 Lesson 9: (Reading) Multiple-choice. The underlying genetic basis for the adaptive trait did not arise as a consequence of the environment. Adaptation can be structural or behavioral. They are genes selected due to the benefits they offer in a particular environment. Adaptations are traits that have been selected for by natural selection. They are created by the environment to help an organism survive in its habitat. Adaptations enable living organisms to cope with environmental stresses and pressures. being able to keep a constant body temperature). or physiological adaptations. Structural adaptations are special body parts of an organism that help it to survive in its natural habitat (e. shape. body covering). choose multiple answers . More than one response is correct. making venom.g. secreting slime. Physiological adaptations are systems present in an organism that allow it to perform certain biochemical reactions (e. Which of the following are true statements about adaptations? They can be structural.. They are new genes created to increase an organism's chance of survival.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 Read the text and answer the question by selecting all the correct responses. They mostly occur in physical appearances of special body parts of an organism. Incorrect: They mostly occur in physical appearances of special body parts of an organism.” 7 © IG Education Ltd 2011 Lesson 9: (Reading) Multiple-choice. Explanation: This response is incorrect because it conflicts with information given in the passage. choose multiple answers . The passage says the “genetic variant pre-existed” but does not discuss the creation of new genes. The text says that the genes for the adaptation “did not arise as a consequence of the environment. 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. Correct Answer: They are genes selected due to the benefits they offer in a particular environment. Explanation: This response is correct.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Answer Key and Explanations Which of the following are true statements about adaptations? Correct Answer: They can be structural. Explanation: This response is incorrect because it makes a statement that was not made in the text. Incorrect: They are created by the environment to help an organism survive in its habitat. Explanation: This response is incorrect. behavioral and physiological adaptations. The passage says that the “genetic basis for the adaptive trait” was selected because it gave an advantage to the organism that possessed it. The passage describes different types of structural. Explanation: This response is correct. Incorrect: They are new genes created to increase an organism's chance of survival. or physiological adaptations. behavioral. This sentence is likely be the most logical introduction to the paragraph or topic. Check the language patterns in each box to confirm your sequence (i. While you are reading. Strategy 3 Quietly read the boxes to yourself in the order that you have sequenced them. Source Target But in Scotland three banks are still allowed to issue banknotes. It requires test takers to be familiar with the organization and cohesion of academic texts and arrange text boxes in a single correct order. Scots coinage was in short supply and of uncertain value. quietly read the remaining boxes to yourself again to listen for flow. definite articles for further reference.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 10 Re-order paragraphs Time allocated: 60 minutes Step 1: Introduce the Item Type This item type assesses reading skills.e. Dutch. This will help you check whether the sentences flow smoothly from one to another. Restore the original order by dragging the text boxes from the left panel to the right panel. listen for one text box that sounds complete by itself and makes most sense alone. 1 © IG Education Ltd 2011 Lesson 10: Re-order paragraphs . To face growth of trade it was deemed necessary to remedy this lack of an adequate currency. etc).. compared with English. Strategy 2 Once you have identified the introduction or topic sentence. and whether the passage makes sense and sounds logical and correct as a whole. While you are reading. Step 2: Present the Item Type Strategies Strategy 1 Quickly and quietly read the content of the text boxes to yourself. through their central banks. When this bank was founded in 1695. The first Scottish bank to do this was the Bank of Scotland. use of indefinite articles for first reference. In most countries it is only the government. Flemish or French coin. look for language patterns that will help you identify a sequence. The text boxes in the left panel have been placed in a random order. who are permitted to issue currency. use of pronouns. use of connectives. through their central banks. • After they have done this. ask your class to do the following activities: • Ask students to listen carefully. • Once they have agreed. 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. 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.) Strategy 2 Remind your students that once the topic sentence or introduction to the passage has been identified. display the topic sentence. To practice this strategy. they must then sequence the remaining boxes. 2 © IG Education Ltd 2011 Lesson 10: Re-order paragraphs . (But in Scotland three banks are still allowed to issue banknotes. who are permitted to issue currency. “Hearing” the text may help them recognize patterns and flow that they might oversee when skimming or scanning. the topic or opening sentence and the overall sequence.PTE Academic Lesson Plan Ideas: Test Taking Strategies Step 3: Explain and Practice Each Strategy 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. show the answers and explanations for Item 1. ask your class to do the following activities in pairs: • Give students copies of Item 1. At this point. Have pairs swap work and read the sentences out loud in the order specified. and compare their explanations with those given. Strategy 3 Explain to your students that the final step is to re-read the whole passage quietly. the use of pronouns to replace nouns that have been identified earlier and so on. Have students listen carefully to each other to check whether their responses sound correct when read out loud by another pair. the use of indefinite articles for first reference and definite articles for further reference. • Ask them to first read the sentences out loud to each other and identify the sentence that follows most logically from the topic sentence. 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. (In most countries it is only the government. Discuss any queries. To practice this strategy. one-by-one. in the sequence that they have re-ordered the sentences. Ask them to discuss any sentences that they do not agree on. ask students to tell you whether they think the sentence is a topic sentence or not and to explain their reasons. your students should be able to hear whether the text sounds good or whether further adjustments need to be made. However. 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. To practice this strategy. to check for logic and overall sense as well as flow. Remind them that flow and sequence within English texts is created with connectives. Ask students to discuss the reasons for their choices. ask your class to do the following activities: • Put pairs into groups of four.) • Discuss their choices with the class and ask them to explain their reasons for choosing this sentence. • Read the sentences from Item 1 out loud. (This is the second text box because it introduces the subject of the passage. One way to help them quickly identify a flow within the passage is to read the text quietly to themselves. After each sentence.) • Ask students to continue to re-order the remaining sentences in pairs. • Feed back their responses to the class by getting pairs to read out loud their responses. 3 © IG Education Ltd 2011 Lesson 10: Re-order paragraphs . Give out copies of Item 2.PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. Which one was the most difficult to apply? Which one do they think was the most useful? Ask students to discuss their choices and evaluate each other’s responses in pairs or groups. Step 5: Provide Feedback Ask your students if they were able to use the strategies. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. Then provide the answers and explanations for Item 2. PTE Academic Lesson Plan Ideas: Test Taking Strategies 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 © IG Education Ltd 2011 Lesson 10: Re-order paragraphs PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Answer Key and Explanations 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 with English, Dutch, Flemish or French coin. 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 with English, Dutch, Flemish or French coin. 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 © IG Education Ltd 2011 Lesson 10: Re-order paragraphs PTE Academic Lesson Plan Ideas: Test Taking Strategies 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 © IG Education Ltd 2011 Lesson 10: Re-order paragraphs 5. but they were no good at ensuring social equality. unlike markets. These markets had become rapidly dominated by powerful enterprises who were able to act in their own interests. Mill was able to see an expanded role for the State in such legislation to protect us against powerful interests. 4. Mill was able to see an expanded role for the State in such legislation to protect us against powerful interests. The phrase “such abuses” refers to the previous sentence’s mention of enterprises acting against the interests of workers. There had already been some legislation to prevent such abuses . This is the fourth text box because it contains the phrase “such legislation” which refers to the “Factory Acts” in the preceding sentence. against the interests of both workers and consumers.such as various Factory Acts to prevent the exploitation of child workers. Markets may be good at encouraging innovation and following trends. He was able to argue that the State was the only organ that was genuinely capable of responding to social needs and social interests. Additionally. This is the first text box because it introduces the topic of the paragraph. He was able to argue that the State was the only organ that was genuinely capable of responding to social needs and social interests.such as various Factory Acts to prevent the exploitation of child workers. 2. This is the third text box because it discusses government response to the situation described in the previous text box. Markets may be good at encouraging innovation and following trends. 2. This is the fifth text box because it concludes the paragraph by providing a solution to the problem raised in the first sentence. which is in the previous text box. All of the other text boxes contain clues that they refer to some previous sentence. unlike markets. “He” could only refer to “Mill”. 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. 5. but they were no good at ensuring social equality. 7 © IG Education Ltd 2011 Lesson 10: Re-order paragraphs . against the interests of both workers and consumers. since “Mill” is the only proper name of a person used in the paragraph. 4. 3. There had already been some legislation to prevent such abuses . These markets had become rapidly dominated by powerful enterprises who were able to act in their own interests. 3. Explanations: 1.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Answer Key and Explanations Correct Answer: 1. proponents reacquainting activitists accuse propensity reintroducing cite Step 2: Present the Item Type Strategies Strategy 1 First read the whole text quickly to make sure you understand the general topic and meaning. Step 3: Explain and Practice Each Strategy 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. Debate on this topic has been raging for years. When we read gapped texts quickly for gist. drag the word back to the box below the text. To undo an answer choice. 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. our mind automatically predicts and fills in gaps in our reading with logical information. 1 © IG Education Ltd 2011 Lesson 11: (Reading) Fill in the blanks . In the text below some words are missing. Considering their lingering reputation as man-killers. would like to see the Highland environment returned to its natural state. Opponents the animals' for killing livestock.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 11 Reading: Fill in the blanks Time allocated: 40 minutes Step 1: Introduce the Item Type 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. it's hardly surprising that hackles are raised any time someone brings up the idea of wolves to the Scottish Highlands. Choose the one that best matches your predictions. Drag words from the box below to the appropriate place in the text. Strategy 3 Look at and analyze the options. Step 4: Respond to a (Reading) Fill in the Blanks Item Explain to your students that they will now respond to a test item simulating the test conditions. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. and then display the answers for Item 1. and pick the options that are best matches grammatically or in terms of meaning. To practice this strategy.g. Give out copies of Item 2. • Ask students to quickly skim the text in 1 minute and then tell you the gist. Step 5: Provide Feedback Ask your students if they were able to use the strategies. Strategy 2 Tell your students that once they have established the gist of the text. • Display and discuss possible options. sentence 1 needs a verb in -ing form. • Provide comments on students’ responses. they should read it through again without looking at the word options. 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.PTE Academic Lesson Plan Ideas: Test Taking Strategies To practice this strategy. and tell them that they will have three minutes to complete the text. • Ask students to work together to analyze the options according to the predictions that they made in the previous activity. sentence 3 needs a present tense verb and a noun). • Go through each sentence one-by-one. ask your class to do the following activities in pairs: • 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.. • Provide comments on your students’ ideas and confirm the answer (reintroduction of wolves into Scottish countryside). 2 © IG Education Ltd 2011 Lesson 11: (Reading) Fill in the blanks . ask your class to do the following activities in pairs: • Show the word options for Item 1. sentence 2 needs a subject. ask your class to do the following activities: • Give each student a copy of the text for Item 1 without the word options. looking at sentence 3 gives a clue that it should perhaps be a subject that counterbalances/is an antonym for “opponent”. asking students to share their ideas and explain their thoughts (e. To practice this strategy. show the answers for Item 2 and have students discuss why these answers are most appropriate. This time they should try to predict the word or part of speech that is needed to fill each gap. students should analyze the options to see how or whether each one matches their earlier predictions. Strategy 3 Looking at each gap in turn. Tell them to look for words that match their predictions in terms of meaning and part of speech. After they have done this. Opponents the animals' for killing livestock. Debate on this topic has been raging for years. Considering their lingering reputation as man-killers. proponents reacquainting activitists accuse propensity reintroducing cite 3 © IG Education Ltd 2011 Lesson 11: (Reading) Fill in the blanks . it's hardly surprising that hackles are raised any time someone brings up the idea of wolves to the Scottish Highlands. would like to see the Highland environment returned to its natural state. Fill in the blanks by writing the words in the blanks.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 In the text below some words are missing. Debate on this topic has been raging for years.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Answer Key Considering their lingering reputation as man-killers. 4 © IG Education Ltd 2011 Lesson 11: (Reading) Fill in the blanks . Opponents propensity cite for killing livestock. it's hardly surprising that hackles are raised any time someone brings up the idea of reintroducing proponents the animals' wolves to the Scottish Highlands. would like to see the Highland environment returned to its natural state. Fill in the blanks by writing the words in the blanks. The philosophy of natural processes precedes the science of understanding them.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 In the text below some words are missing. if that is what it is. supportive mimicking logic repeating credible defensive 5 © IG Education Ltd 2011 Lesson 11: (Reading) Fill in the blanks . a relic. of our fetishism of science as the only about it is itself a mystery. A charge often leveled against organic agriculture is that it is more philosophy than science. tool with which to approach nature. though why organic farmers should feel perhaps. There's some truth to this indictment. a relic. The philosophy of natural processes precedes the science of understanding them. though why organic farmers should feel perhaps. 6 © IG Education Ltd 2011 Lesson 11: (Reading) Fill in the blanks .PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Answer Key A charge often leveled against organic agriculture is that it is more philosophy than science. tool with which to approach nature. There's some truth to this indictment. of our fetishism of science as the only mimicking credible defensive about it is itself a mystery. if that is what it is. the team's lead researcher. Before then. inserting each of the remaining possible options one-by-one. the concept was uncharted. in 1908.. a list of choices will appear. a type of edible seaweed. Stephen Roper. Select the appropriate answer choice for each blank. experiments. Below is a text with blanks. It was just a research. They discovered separate taste receptor cells in the tongue for detecting umami. From there. accepted. bitter. He conducted that found that the high concentration of glutamate in kombu was what made it so tasty. blank 1 needs a plural object. "Up until our wisdom in the scientific community was that umami was not a separate sense. tests. the seasoning that would become contests experimentsdefined as one of the five individual tastes sensed by receptors on the the world over. and requires test takers to use contextual and grammatical cues to complete a reading text by identifying a single correct answer for each blank. when Dr. Decades later. Click on each blank. etc.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 12 Reading & writing: Fill in the blanks Time allocated: 50 minutes Step 1: Introduce the Item Type This item type integrates reading and writing skills. © IG Education Ltd 2011 Lesson 12: (Reading & writing) Fill in the blanks 1 . Listen to the way the sentence sounds and choose the option that sounds best in the sentence. blank 2 needs an adjective. a team of University of Miami researchers studying taste perception made another breakthrough. the combination of the other four qualities (salty. • Ask students to skim the text quickly first to get an idea of the gist. to collocate with conduct. Umami was first identified in Japan. the University of Miami physiology and biophysics professor who helped zero in on the taste along with Nirupa Chaudhari. Strategy 3 Read each sentence in your head several times. explained Dr. sweet. he crystallizedexperiences monosodium glutamate (MSG). Strategy 2 Eliminate options that you know are not appropriate in terms of meaning or the grammatical context. • 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. Then in 1996. To practice this strategy. famous. Step 3: Explain and Practice Each Strategy 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. umami became scientifically attempts . Kikunae Ikeda concluded that kombu.g. etc. Step 2: Present the Item Type Strategies 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. sour)". This will help you activate your knowledge of collocation. ask your class to do the following activities in pairs: • Give pairs a copy of Item 1 without the answer choices. had a different taste than most foods. • Have students share their responses and give reasons for their choices. show the answers for Item 1. • Have students share their responses and give reasons for their choices. To practice this strategy. 2 © IG Education Ltd 2011 Lesson 12: (Reading & writing) Fill in the blanks . in the actual test they should say sentences to themselves in their heads. show the answers for Item 2 and have students discuss why these answers are most appropriate and the other options are not. to collocate with wisdom). Strategy 3 Tell your students that they should now read each sentence out loud to each other several times. This will help them activate their knowledge of collocations. To practice this strategy. each time inserting one of the remaining possible options. Give out copies of Item 2. ask your class to do the following activities in pairs: • Tell students to work together and read each sentence out loud to each other several times. perceived. After they have done this. ask your class to do the following activities in pairs: • Give pairs the options for each blank in Item 1. Which one was the most difficult to apply? Which one do they think was the most useful? Ask them to compare and evaluate each other’s responses in pairs or groups. This will help them narrow down the choices and make it easier to select the correct option. they should study the options and eliminate any words that they know are inappropriate in terms of meaning or the grammatical context. blank 4 needs an adjective. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. Step 5: Provide Feedback Ask your students if they were able to use the strategies. Also remind students that although for this practice activity they are reading out loud. inserting each of the remaining possible options one-by-one. Remind them to also pay particular attention to the meanings of homophones and homonyms which may be confusing. etc. • Have students share their responses and explain their thoughts. tongue fits logically. • Ask them to work together to establish which of the options can be eliminated in each case. blank 3 needs a noun. Tell them to listen carefully to the way the sentence sounds and to choose the option that sounds best in the sentence. accepted. • 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. Step 4: Respond to a (Reading & writing) Fill in the Blanks Item Explain to your students that they will now respond to a test item simulating test conditions. • Display the suggested words for each blank for students to see. Strategy 2 Tell your students that once they have made their own predictions.PTE Academic Lesson Plan Ideas: Test Taking Strategies to collocate with around the world. It was just a combination of the other four qualities (salty. he crystallized monosodium glutamate (MSG). Then in 1996. had a different taste than most foods. the concept was uncharted. the University of Miami physiology and biophysics professor who helped zero in on the taste along with Nirupa Chaudhari. in 1908. Before then. the team's lead researcher. He conducted (1) that found that the high concentration of glutamate in kombu was what made it so tasty. a type (1) experiences contests experiments attempts of edible seaweed. Umami was first identified in Japan.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Below is a text with blanks. sour)". sweet. Select the appropriate answer choice for each blank. explained Dr. Stephen Roper. bitter. the (4) fingers mouth tongue jaws wisdom in the scientific community was that umami was not a separate sense. a team of University of Miami researchers studying taste perception made another breakthrough. when Dr. "Up until our research. Kikunae Ikeda concluded that kombu. umami became scientifically defined as one of the five individual tastes sensed by receptors on the (3) . the seasoning that would become (2) (2) spread exported exclusive popular the world over. (3) They discovered separate taste receptor cells in the tongue for detecting umami. From there. Decades later. (4) predominate insignificant important erroneous 3 © IG Education Ltd 2011 Lesson 12: (Reading & writing) Fill in the blanks . sour)". he crystallized monosodium glutamate (MSG). Then in 1996. Kikunae Ikeda concluded that kombu. "Up until our research. the University of Miami physiology and biophysics professor who helped zero in on the taste along with Nirupa Chaudhari. 4 © IG Education Ltd 2011 Lesson 12: (Reading & writing) Fill in the blanks . the seasoning that would become (2) popular the world over. They discovered separate taste receptor cells in the tongue for detecting umami. Before then. Decades later. From there.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Answer Key Umami was first identified in Japan. Stephen Roper. the team's lead researcher. a type of edible seaweed. bitter. had a different taste than most foods. sweet. umami became scientifically defined as one of the five individual tastes sensed by receptors on the (3) tongue . It was just a combination of the other four qualities (salty. explained Dr. the concept was uncharted. He conducted (1) experiments that found that the high concentration of glutamate in kombu was what made it so tasty. when Dr. the (4) predominate wisdom in the scientific community was that umami was not a separate sense. a team of University of Miami researchers studying taste perception made another breakthrough. in 1908. Future generations will judge us based on the investments we are considering now. 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 thus imperative to find means to reduce the footprint of the existing system . 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 2.3°F) or less. It is the only option that provides a potentially near-term solution to rapidly expanding coal use here. Select the appropriate answer choice for each blank. the world's energy system is unlikely to occur within this (3) timeframe.most altering revoking comparing analyzing particularly. in China and around the world. which is the most greenhouse gas intensive of the fossil fuels driving climate change. and energy-intensive (2) Fundamentally. There is no time to lose given the long lag in research and development cycles. of coal. (3) agriculture architecture infrastructure conjecture and product turnover. In its February 2007 report. Moving to an emissions pathway that will hold temperature increases to a minimum will require a (1) effort. 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.4°C (2) (4. growth in emissions from coal until other alternatives (4) sustaining curbing dividing increasing 5 © IG Education Ltd 2011 Lesson 12: (Reading & writing) Fill in the blanks . Global climate change is the greatest environmental challenge we face. CCS must play the critical role of (4) are ready.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 Below is a text with blanks. It is the only option that provides a potentially near-term solution to rapidly expanding coal use here. which is the most greenhouse gas intensive of the fossil fuels driving climate change. There is no time to lose given the long lag in research and development cycles.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Answer Key Global climate change is the greatest environmental challenge we face. It is in this context that Carbon Dioxide Capture and Sequestration (CCS) becomes one of the most critical technologies in the menu of choices. CCS must play the critical role of (4) curbing growth in emissions from coal until other alternatives are ready.most particularly. Moving to an emissions pathway that will hold temperature increases to a minimum will require a (1) colossal effort. in China and around the world. of coal. (3) altering and product turnover. It is thus imperative to find means to reduce the footprint of the existing system . In its February 2007 report. the world's energy system is unlikely to occur within this timeframe. and energy-intensive (2) infrastructure Fundamentally. 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 2.4°C (4. We have at most a few decades to make the necessary investments to prevent the most serious impacts of climate change. 6 © IG Education Ltd 2011 Lesson 12: (Reading & writing) Fill in the blanks . Future generations will judge us based on the investments we are considering now.3°F) or less. Strategy 3 Check and edit any grammatical and mechanical errors. Strategy 2 Do not repeat all the information that you have noted down while listening. etc. In the actual test. You should write 50-70 words. and always note down any new terms. 1 © IG Education Ltd 2011 Lesson 13: Summarize spoken text . Step 2: Present the Item Type Strategies Strategy 1 Write down as much information as you can. the instructions will generally refer to a lecture. facts and statistics. You will hear a short report. You have 10 minutes to finish this task. definitions.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 13 Summarize spoken text Time allocated: 60 minutes Step 1: Introduce the Item Type This is a long-answer item type that integrates listening and writing skills. Volume Cut Copy Paste Total Word Count: 0 The instructions for this item type have been modified for this lesson to include a report. and requires test takers to understand. and then summarize the key points in writing. analyze and combine information from a spoken text. simplify. Write a summary for a fellow student who was not present. psychologist. Do not write names of speakers or people mentioned. paraphrase and synthesize the information into 50–70 words. but refer to their titles or jobs. 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. Shorten. e..g. Status: Beginning in 12 seconds. reporter. researcher. Strategy 2 Explain to your students that they will have ten minutes to write their summaries. Let’s consider. First. Next.g. Explain that speakers may also return to some points or ideas they have mentioned. main idea. psychologist.. lecturer. This may seem like a long time. • Ask students to explain how they have organized their notes.. For example/instance). Then. especially academic ones. or simply type their notes on screen. It is also important that students paraphrase the information using their own words or sentence structures. features a series of studies. It is also important to organize notes in the order of importance. e. Remind them of some transition words. To practice this strategy. They can do this by changing word forms. changing grammar structures and word order. researcher. students should note their jobs or titles. 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. They can use the Erasable Noteboard Booklet that they are provided with at the test center. supporting example(s) and detail(s). definitions. However) and give examples or supporting details (e. and omit unimportant details. professor. students should synthesize the key information and indicate any contrasting ideas or conflicting points of view. When writing their summaries. Touch has been ignored by researchers in the past. But.g. Remind students that they should not write in complete sentences. signal contrasting ideas (e. Students should also pay particular attention to words and phrases that indicate the structure of the spoken text (e. • 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. Instead of writing down the names of the people mentioned. ask your class to do the following activities in pairs: • 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.g. especially). They do not have to include all the examples from the recording..g. It is also important to note down any terms. Students should use this time to carefully go through their notes and condense the information into 3–4 sentences. The problem is). adverbs or sentence patterns to indicate contrasts and opposites. ask your class to do the following activities: • Play the audio [L13_Summarize_spoken_text_1] and have students take notes. but use keywords or their own abbreviated forms. That brings us to.. highlight importance (e. To practice this strategy. using synonyms.. e. factual and statistical information. 2 © IG Education Ltd 2011 Lesson 13: Summarize spoken text .g. but they should stay focused and keep an eye on the timer in the top. supporting ideas. right-hand corner of the screen when they take the test. starting with a topic sentence to introduce the main idea or ideas followed by 2–3 sentences providing supporting points or examples. most significantly/importantly. and has not been focused on until recently.PTE Academic Lesson Plan Ideas: Test Taking Strategies Step 3: Explain and Practice Each Strategy 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.. very specific. A person describes an experiment carried out into touch and emotion to prove that touch can communicate a range of specific feelings.g. etc. They can shorten some or omit the less important details. . 3 © IG Education Ltd 2011 Lesson 13: Summarize spoken text .. Provide the three sample responses for Item 2 and ask students to rank them from the weaker to the stronger. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. singular and plural forms. Step 4: Respond to a Summarize Spoken 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 complete the task.g. wrong punctuation and capitalization). Step 5: Provide Feedback Ask your students if they were able to use the strategies. • Explain that these are authentic responses from test takers. Then provide the explanations about the sample responses for Item 2. misspelled words. Play the audio for Item 2 [L13_Summarize_spoken_text_2]. Which one was the most difficult to apply? Which one do they think was the most useful? Ask students to evaluate their summaries in pairs or groups. tense errors. To practice this strategy. ask your class to do the following activities: • Display the three sample summaries for Item 1. Display the model summary for Item 2 and have students compare their summaries to it. Then provide the explanations about the sample responses for Item 1. pronoun agreement. word forms) and mechanical errors (e. Have students analyze these responses and rank them from the weaker to the stronger. incomplete sentences.g.PTE Academic Lesson Plan Ideas: Test Taking Strategies Strategy 3 Remind your students to give themselves a couple of minutes to check their summaries for grammatical errors (e. subject-verb agreement. • Have students work in pairs to identify and correct any grammatical and mechanical errors. and have students write their summaries on a piece of paper. nuzzling them. to the other participant. the receiver. disgust. you communicate very specific emotions such as sympathy. Michelle Trudeau: So they couldn't see or hear each other. you know. trying to communicate the specific emotion. love. such as envy. Matt Hertenstein: And all of a sudden it struck me one day and I thought. gratitude. on to the sender's side. Mr. Reporter Michelle Trudeau touched base with the lead researcher. Matt Hertenstein: The receiver would put his or her arm underneath the curtain. squeezing. Mr. But touch has been relatively neglected by researchers until Hertenstein stepped in and began his experiments. stroking. fear. disgust. Matt Hertenstein: We invited two participants into the lab. Indiana decided to study touch while he was watching parents interacting with their babies . Michelle Trudeau: The sender would then touch the receiver's forearm. Michelle Trudeau: Decades of research has been done on the face and the voice and the distinct emotions that they communicate. The receiver had to then decide which emotion was being communicated. Mr. one-by one.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript Scientists are discovering that when you touch someone. or even love. And we put a curtain up between those two people. was told to try and communicate twelve different emotions. Michelle Trudeau: Psychologist Matt Hertenstein from DePaul University in Green Castle. embarrassment. The current issue of the scientific journal Emotion features a series of studies about touch. much like the face and the voice. gratitude.making faces and cooing sounds. One participant. anger. the sender. I wonder if touch (DePaul University) can communicate distinct emotions. pride. © IG Education Ltd 2011 Lesson 13: Summarize spoken text 4 . In one study. It can be observed through parents making face. 2) Research shows emperical evidence on the role of touch in communicating emotion like gratitute.etc. e. The journal Emotion featured studies involving touch. they found that through touch people feel more about human’s feeling.g.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Sample Responses 1) Scientists have researched that touch has more emotional signals to human’s feeling. love. relative to studies involving facial and vocal communication. the sender was asked to communicate twelve distinct emotion. fear and love. cuddling their children. love. 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. we may not feel much. one can see and hear each other. Scientists have done an experiment involved in two participants. 5 © IG Education Ltd 2011 Lesson 13: Summarize spoken text . 3) Touch has been neglected as an avenue of communicating distinct emotions. like envy. while the other one can only touch the other one. One experiment was made with 2 participants. 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.. even stronger than hear and see. for we see or hear people. one the sender and the other the reciever of touch. This response demonstrates poor grammar control. This response is 69 words. There are several spelling errors. The grammar follows standard conventions. The vocabulary used is appropriate for the context. leading the reader to believe the report is about an experiment which proved the importance of touch over sight and sound. which hinders understanding. This response is 69 words. The vocabulary used is appropriate for the context. The vocabulary is basic and imprecise. the test taker misrepresents the main point. 3) C1 Response The response is an accurate and detailed summary of the main point and several supporting details discussed in the report. The spelling is fine. 2) B2 Response The main point has been discussed and supporting points are included. There is one spelling error. This response demonstrates weak grammar control.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Explanations of Sample Responses 1) B1 Response While the response contains relevant information. This response is 69 words. 6 © IG Education Ltd 2011 Lesson 13: Summarize spoken text . verbs and nouns are not properly formed and several prepositions are missing. there has to be more than a thousand if there was 750 twenty years ago. way too long because it is complicated. has not yet been completed and authorised by OECD so it's taking way.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript About 20 years ago Kent Anger and Barry Johnson came up with 750 chemicals that could harm the brain during development. For example. 7 © IG Education Ltd 2011 Lesson 13: Summarize spoken text . it's just a guess today. way. But in the present world where there's so much emphasis on knowledge and brain functions this can also translate into dollars. that battery. research.000 or $10. But there is so much at stake. That panel. 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. But the problem is also that we have put too little emphasis on this type of. Nobody has since then dared to update that number. The EPA has calculated that every time a child loses one IQ point because of chemical pollution it costs society something like $8. Children are just losing IQ points and losing their concentration span. memory or motor functions.000. uh. PTE Academic Lesson Plan Ideas: Test Taking Strategies 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 © IG Education Ltd 2011 Lesson 13: Summarize spoken text PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Sample Responses 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 © IG Education Ltd 2011 Lesson 13: Summarize spoken text PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Explanations of Sample Responses 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 © IG Education Ltd 2011 Lesson 13: Summarize spoken text Strategy 2 Focus your listening on the information you need to listen for. concentrate on what you understand rather than worrying about words that are new to you. Sections of land were delineated with stones. 1 © IG Education Ltd 2011 Lesson 14: (Listening) Multiple-choice. choose multiple answers . Strategy 3 If the topic of the listening passage is unfamiliar to you. and listen out for redundant information that can be ignored. choose multiple answers Time allocated: 40 minutes Step 1: Introduce the Item Type This is a multiple-choice item type that assesses listening skills. Open your mind to the general gist of what is being said rather than focusing on individual words and phrases. Large expanses were planted with new species. Status: Beginning in 7 seconds. analyze. Volume What happened as a result of the arrival of colonists? Huge areas were deforested. Stone quarries were depleted. Step 2: Present the Item Type Strategies Strategy 1 Draw on your background knowledge of the topic to help you focus your attention before you listen. Old farming methods were abandoned. Step 3: Explain and Practice Each Strategy 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. It requires test takers to listen to. You will need to select more than one response.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 14 Listening: Multiple-choice. 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. Identify the “direction” of both the question and response options. ask your class to do the following activities: • 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. As a result…. the colonizers cut down trees to clear land for farming.. • Tell students that they will now listen to the recording. various countries in South America. • Explain that although many of them probably heard some unfamiliar words or unclear information. 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. colonial arrivals in foreign countries. If necessary. To practice this strategy. India. Ask students to raise their hand when they think they hear a cue. changes that occurred in colonized countries after the arrival of colonial people). • Ask students what they can tell you about the gist of the passage. • Have students show how many question marks they have all written.g.g. wiped out populations. choose multiple answers . ask your class to do the following activities: • Tell students that they are going to listen carefully to the remaining part of the recording. etc. Tell them to listen carefully for language cues that signal what follows is relevant to the question. the Portuguese. When a student raises his/her hand. 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.g. Australia.).). built railways. Explain that staying calm will help them understand the general gist of what is being said..e.. and to see whether they can already make a guess at which options might be correct. etc. After the arrival of the colonists…. 2 © IG Education Ltd 2011 Lesson 14: (Listening) Multiple-choice. To practice this strategy.. the British. … one of the first things that happened as increasing waves of colonists arrived was…). stop the recording and ask him/her to identify the cue he/she heard (i. and the colonizers built stone walls).e.PTE Academic Lesson Plan Ideas: Test Taking Strategies To practice this strategy. they are still likely to have understood the gist of what they heard. Once students have identified the “direction” of both the question and response options. Explain that this signals the point from which students should pay careful attention to the details that follow. Confirm the gist or main points of the passage with the class (i. • Ask students to work in groups to brainstorm countries that have been colonized and people who have been colonizers (e. From that point on… etc. 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.. have them look at the response options to see which ones best match their ideas. 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).g. • 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…). the wood was used for building. exploited resources. Have them identify the topic and the focus of the question (e. Strategy 3 Tell your students that if the topic of the listening passage is unfamiliar to them. 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. the Spanish. etc. When the colonizers arrived …. they can also listen out for redundant information that can be ignored. built farms.. • Play the audio [L14_Multiple-choice_choose_multiple_answers_1). ask your class to do the following activities: • Show students the question and response options for Item 1.).. • Have students think about the changes that various colonizers have brought about in the countries that they colonized (e. • Once students have discussed their ideas. etc. Explain that they should try to concentrate on the gist of what they hear. various countries in Asia. destroyed wildlife and flora. choose multiple answers . choose multiple answers Item Explain to your students that they will now respond to a test item simulating the test conditions. Give out copies of Item 2 and play the audio [L14_Multiple-choice_choose_multiple_answers_2]. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. After they have done this. provide the explanations and discuss any queries. 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. Step 4: Respond to a (Listening) Multiple-choice. After they have done this. Step 5: Provide Feedback Ask your students if they were able to use the strategies.PTE Academic Lesson Plan Ideas: Test Taking Strategies • Ask students to look at the response options and identify those that are correct. 3 © IG Education Ltd 2011 Lesson 14: (Listening) Multiple-choice. show the answers for Item 2 and provide the explanations. Discuss any queries. 4 © IG Education Ltd 2011 Lesson 14: (Listening) Multiple-choice. Large expanses were planted with new species. Old farming methods were abandoned. choose multiple answers .PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Listen to the recording and answer the question by selecting all the correct responses. Sections of land were delineated with stones. What happened as a result of the arrival of colonists? Huge areas were deforested. Stone quarries were depleted. You will need to select more than one response. ah. sometime in the 1830s 1840s … and the trees and the forests were essentially clear-cut. forest that today we covet as old growth. botanical blanket that covered much of certainly Massachusetts and New England…. This implies that stones were used to delineate sections of land. and this clearing of the land is something that started. 5 © IG Education Ltd 2011 Lesson 14: (Listening) Multiple-choice. subsistence farms. um for building ships. Explanation: This response is incorrect. ah. ah. Abandonment of old farming methods is not discussed in the recording. Answer Key and Explanations We are led to believe that basically much of eastern North America was heavily cloaked in mature forest. The speaker does not mention stone quarries in the recording. really in the form of small. Incorrect: Stone quarries were depleted. Explanation: This response is correct. the timber was used for building houses. ah. the trees and the forests were essentially clear-cut. Certainly one of the first things that happened as increasing waves of colonists arrived was the need to clear the land. um. if it's in a relatively untouched condition. um. it's thought that generally the zenith of clearing had taken place. choose multiple answers . Explanation: This response is incorrect. The boulders the erratic. Explanation: This response is incorrect because new species are not mentioned in the recording. The speaker says that one of the first things that happened as increasing waves of colonists arrived was the clearing of the land. and yet at one time it was the sort of ancestral. uh. Incorrect: Old farming methods were abandoned. um. for firewood. nineteenth century. for all manner of things. to an extent that is almost unbelievable. … By the early part of the ah. ah. Incorrect: Large expanses were planted with new species. Correct Answer: Sections of land were delineated with stones. Explanation: This response is correct. the glacial erratic stones that were so much a part of the New England landscape. QUESTION: What happened as a result of the arrival of colonists? Correct Answer: Huge areas were deforested. The speaker also says that sometime in the 1830s and 1840s.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript. are today sort of ah what we find in the latticework of stone walls that one can find practically anywhere in the landscape. 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. um. PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. 6 © IG Education Ltd 2011 Lesson 14: (Listening) Multiple-choice. describe an artistic exhibition using familiar items. encourage listeners to think creatively about mundane items. illustrate how an everyday object could inspire new technology. choose multiple answers . persuade listeners to participate in a scientific study. The purpose of this talk is to suggest ways to make indoor lighting more economical. Incorrect: persuade listeners to participate in a scientific study. The speaker begins by considering a light bulb and what it does and then imagines what could be done with it. And if at the same time that you're doing that. Explanation: This response is correct. 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. 7 © IG Education Ltd 2011 Lesson 14: (Listening) Multiple-choice. In fact. Correct Answer: illustrate how an everyday object could inspire new technology. But if you turn on the pixels different amounts and different colors. they're an enormous infrastructure. they have kind of a privileged position above us. most parts of any room. you put a little tiny camera inside the bulb. it's a one by one pixel digital projector. to a device that projects and collects optical information. OK.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript. now you have a device that can illuminate.” and that each light bulb projects one giant pixel that “paints” the room. Explanation: This response is incorrect because the speaker does not mention a scientific study.” “they have a kind of privileged position above us. The kind of key was to say. The speaker goes on to discuss the light bulb in ways most people don’t think about: “they’re an enormous infrastructure. they can see. Answer Key and Explanations If you think about light bulbs. They're in every building in the world. more or less. but you're collecting optical information. QUESTION: The purpose of this talk is to Incorrect: suggest ways to make indoor lighting more economical. It just happens to be really low resolution. to a high resolution projector. it changes from a low resolution projector. The speaker invites listeners to think about light bulbs then talks about their use in an unusual way. As the speaker adds features to this imaginary light bulb. Art. art galleries. but what if you put a higher resolution projector inside that same familiar glass bulb? Well. that's ludicrous. 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. Explanation: This response is incorrect. museums and exhibitions are not discussed in this recording. If you turn on all the pixels the same color you still have a light bulb in the usual sense. then not only is information flowing out of the glass. Correct Answer: encourage listeners to think creatively about mundane items. around us. Explanation: This response is incorrect. Explanation: This response is correct. choose multiple answers . you know. then you're kind of projecting information out into the world. Incorrect: describe an artistic exhibition using familiar items. what if we consider a light bulb not to be a light bulb. You turn on the wall switch and a giant pixel comes out and paints your room. but actually to be a digital projector. well. if you think about it. well. Step 2: Present the Item Type Strategies Strategy 1 You only have seven seconds before the recording starts playing. industry. and while there is a industry department. Strategy 3 Make sure that each word fits logically and grammatically into the sentence. so it's no surprise our policies are all about and later government funded research their results. an article before the blank indicates that the missing word is a noun. It is the scientists rather than the engineers who call the tune in innovation policy in Canberra. Type the missing words in each blank. This has innovation policies a distinctly science and research policy development and given Australia's . The article “an” also gives an additional clue that the word will start with a vowel. Innovation responsibilities lie within the powerful Department of Education and Science.  © IG Education Ltd 2011 Lesson 15: (Listening) Fill in the blanks . go back and complete the words based on your knowledge of grammar and contextual clues. 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. Strategy 2 After the recording starts. Volume One seminal difference in policy remains. When the recording finishes. 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. Status: Beginning in 7 seconds. That is to bring together responsibilities for innovation. but make sure you write at least the word roots. do not stop listening to write or type in the full answers. it has little influence within Cabinet. and requires test takers to listen for missing words in a recording and type the missing words into a transcription. Step 3: Explain and Practice Each Strategy Strategy 1 Explain to your students that they only have seven seconds to go through the text. science and research under one single federal minister. You will hear a recording. the has not matched what is Labor's most important innovation promise.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 15 Listening: Fill in the blanks Time allocated: 60 minutes Step 1: Introduce the Item Type This is an item type that integrates listening and writing skills. Quickly read through the text and try to predict the words you will hear from the context. For example. assignment. 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.g. • Write a few sentences using incomplete words or root words. Australia’s Labour government policy. they should read the text again focusing on each gapped sentence. Remind students that they will only have seven seconds before the recording starts so they should do this very quickly. and have students work out the correct words based on grammar and contextual clues. The aim of psychologic is to describe and explain thoughts. feel and act. e. Remind them that they will hear it only once and should not stop listening to write the long words or correct spelling.. Once the recording finishes. • Dictate some long words very quickly and have students write down only the word roots. They will have seven seconds to skim the text and 30–60 seconds to give their response. Strategy 2 Explain to your students that the recording for this item type is 30–60 seconds long. genealogy. and try to guess the part of speech. Psychology try to understand the cognite. ask your class to do the following activities: • Display some word roots and have students brainstorm different words containing these roots. first blank – noun starting with a consonant: government.. e. This genealog table traces the descendancy of four families. • Ask students to explain their predictions. the correct part of speech has been included and the seven words are correctly spelled.  © IG Education Ltd 2011 Lesson 15: (Listening) Fill in the blanks . Then provide the answers for Item 2. e. they should only write the word roots and continue following the text. • Provide feedback on students’ responses. Remind them of the three strategies covered in this lesson and ask them to apply these strategies.. e. To practice this strategy. Play the audio [L15_Fill_in_ the_blanks_1]. Have students work in pairs and correct the mistakes. To practice this strategy. party. genealogical. and then show the answers for Item 1. and have them write the words or the word roots in the blanks. assign – assignable. Make sure you understand your assign before you start writing.g. Strategy 3 Remind your students that each word should fit logically and grammatically into the sentences..g.PTE Academic Lesson Plan Ideas: Test Taking Strategies To practice this strategy. • Next. If they cannot type on screen or write the words on the Erasable Notboard Booklet fast enough. e. assignee. • Now have students look again at the copy of Item 1 that you have distributed.g. Give out copies of Item 2 and play the audio [L15_Fill_in_the_blanks_2]. • Now have students look at the item that they responded to and check that each sentence makes sense.. emotion and motivation process of human experience. have students focus on the words around the blanks.g. and make some predictions. Step 4: Respond to a (Listening) Fill in the Blanks Item Explain to your students that they will now respond to a test item simulating the test conditions. gene – genealogist. Step 5: Provide Feedback Ask your students if they were able to use the strategies. ask your class to do the following activities in pairs: • Display some sentences with incorrectly used parts of speech. ask your class to do the following activities in pairs: • Give students copies of Item 1 and have them skim through the text and identify the topic. It is the scientists rather than the engineers who call the tune in innovation policy in Canberra. science and research under one single federal minister. Innovation responsibilities is a lie within the powerful Department of Education and Science. it has little influence within Cabinet. One seminal difference in policy remains.  © IG Education Ltd 2011 Lesson 15: (Listening) Fill in the blanks . This has policy development and given Australia's innovation policies a distinctly science and research .PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 You will hear a recording. industry. and while there industry department. That is to bring together responsibilities for innovation. the has not matched what is Labor's most important innovation promise. so it's no surprise our policies are all about government funded research and later their results. Write the missing words in each blank.  © IG Education Ltd 2011 Lesson 15: (Listening) Fill in the blanks .PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript and Answer Key One seminal difference in policy remains. science and research under one single federal minister. That is to bring together responsibilities for innovation. the coalition has not matched what is Labor's most important innovation promise. it has little influence within Cabinet. Innovation responsibilities is a separate currently lie within the powerful Department of Education and Science. This has development and given Australia's innovation policies a distinctly science and research bias policy . industry. so it's no surprise our policies are all about boosting government funded research and later commercializing their results. and while there hampered industry department. It is the scientists rather than the engineers who call the tune in innovation policy in Canberra. the chemistry that's plays a role. The first one. The first one is about . the processes that occur in your body. Write the missing words in each blank. 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.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 You will hear a recording.  © IG Education Ltd 2011 Lesson 15: (Listening) Fill in the blanks . And we divided the course into four sections and after each section there will be a mid-term. We've decided to adopt. or an exam. We want you to think about the going on and how that are relevant to your body. The first one. And we divided the course into four sections and after each section there will be a mid-term.  © IG Education Ltd 2011 Lesson 15: (Listening) Fill in the blanks .PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript and Answer Key We've decided to adopt. 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. or an exam. the chemistry that's plays a role. just as a loose theme for the course. the processes that occur in your body. The first one is about matter . PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 16 Highlight correct summary Time allocated: 60 minutes Step 1: Introduce the Item Type 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: Beginning in 10 seconds. 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. Step 2: Present the Item Type Strategies 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. Step 3: Explain and Practice Each Strategy 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 © IG Education Ltd 2011 Lesson 16: Highlight correct summary PTE Academic Lesson Plan Ideas: Test Taking Strategies To practice this strategy, ask your class to do the following activities: • 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. To practice this strategy, ask your class to do the following activities in pairs: • 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. To practice this strategy, ask your class to do the following activities in pairs: • 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 Explain to your students that they will now respond to a test item simulating the test conditions. They will have 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 © IG Education Ltd 2011 Lesson 16: Highlight correct summary PTE Academic Lesson Plan Ideas: Test Taking Strategies 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 their responses in pairs or groups. Then provide the answer and explanations for Item 2. 3 © IG Education Ltd 2011 Lesson 16: Highlight correct summary but also who they buy them from. impact not only what kinds of products these consumers buy. consumers are able to identify the products most important to them. how they buy them. The way a consumer buys. the level of consumption as compared to other cultures is relatively equal. which can be unique from one culture to the next. Choose the paragraph that best relates to the recording. and values a product is independent of cultural influence.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 You will hear a recording. While each society may have different values. uses. consumers have behaved predictably. A consumer may purchase desired products and still practice the beliefs and customs of their culture. Through culture. culture is able to adapt to what buyers and sellers desire at any given moment. and for what uses and reasons. Consumers in different cultures value different things. These values. and at the same time. Culture throughout the world plays a mutually beneficial role in the consumer markets of a society. 4 © IG Education Ltd 2011 Lesson 16: Highlight correct summary . Globalization ensures that consumers adopt the same process when buying goods and services. Throughout the many cultures found in the world. Even the organizations responsible for bringing various products to consumers operate without regard to cultural sensitivities. and the organization that sells those products” which addresses “how they buy them” and “who they buy them from. According to the recording. how they buy them. Explanation: This response is correct. consumers are able to identify the products most important to them.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Answer Key and Explanations Incorrect Culture throughout the world plays a mutually beneficial role in the consumer markets of a society. Even the organizations responsible for bringing various products to consumers operate without regard to cultural sensitivities. leading people from one culture to make different purchases from those in another culture. but also who they buy them from. the level of consumption as compared to other cultures is relatively equal. and for what uses and reasons. consumers have behaved predictably. The speaker does not state or imply that organizations that sell products have an effect on culture. The speaker says “culture has a profound impact on … the products they buy and consume” which implies that culture influences consumer decisions. implying that culture informs values and thereby influences purchasing. culture is able to adapt to what buyers and sellers desire at any given moment. impact not only what kinds of products these consumers buy. Incorrect The way a consumer buys. culture also affects “the processes by which those products should be purchased. 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. Through culture.” 5 © IG Education Ltd 2011 Lesson 16: Highlight correct summary . Correct Answer Consumers in different cultures value different things. Explanation: This response is incorrect because the speaker indicates that culture affects what products people buy. A consumer may purchase desired products and still practice the beliefs and customs of their culture. uses. Explanation: This response is incorrect because the speaker indicates that culture “has a profound impact” on which products consumers buy and use. These values. and at the same time. While each society may have different values. Globalization ensures that consumers adopt the same process when buying goods and services. Incorrect Throughout the many cultures found in the world. There is no discussion of the predictability of consumer behavior or the level of consumption. how they buy them. which can be unique from one culture to the next. and which organizations they buy them from. and values a product is independent of cultural influence. While we are not about to run out of oil. This is despite improvements in technology. geology. there is little doubt that further major reserves of oil will be found in the near future.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 You will hear a recording. This should result in sustainable oil supplies for a further 150 years. 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. we are certainly past the peak of oil production. and with government support. Choose the paragraph that best relates to the recording. 6 © IG Education Ltd 2011 Lesson 16: Highlight correct summary . 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. and with tax-subsidized investment in exploration. geology. With the continuation of improvements in technology. which occurred about 40 years ago. Oil consumption reached its first peak in 1964. 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. relentlessly. It’s been falling despite amazing technological and geological advances. we are definitely not. So in other words we’ve passed the peak. So I would say in view of all of those incentives. and all of those benefits. er. always aimed at the biggest and best prospects. if discovery has actually been falling relentlessly. the biggest and the best. whereby most of the cost of exploration is written off against tax. And finally. But what we are approaching is the end of the first half. and that the discovery of oil has been falling ever since.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript We’re not running out of oil. 7 © IG Education Ltd 2011 Lesson 16: Highlight correct summary . we understand this business so much more than we did. and when we look back into history we can find that the peak of discovery was in 1964. no one’s looking for the smallest and the worst. there is no good reason to think that this trend is going to change direction. The first thing that one can say with absolute confidence is that we’re not about to run out of oil. and you have to find oil before you can produce it. And we’re coming to the end of that. it’s been falling despite a very happy economic environment. em and its been falling despite the world wide search. there is little doubt that further major reserves of oil will be found in the near future.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Answer Key and Explanations 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. The speaker mentions neither India nor China and says nothing about increased demand. Explanation: This response is correct. Explanation: This response is incorrect because the speaker does not discuss the world’s dependence on oil. This should result in sustainable oil supplies for a further 150 years. 8 © IG Education Ltd 2011 Lesson 16: Highlight correct summary . This is despite improvements in technology. “We’re not running out of oil” at the beginning of the recording. The speaker says “the peak of [oil] discovery was in 1964” and “the discovery of oil has been falling…despite the world wide search” and all of the advances and tax incentives. and with tax-subsidized investment in exploration. Explanation: This response is incorrect. Incorrect With the continuation of improvements in technology. we are certainly past the peak of oil production. which occurred about 40 years ago. and that the rate of oil discovery “has been falling ever since” despite “amazing technological and geological advances. The speaker then says that the peak of oil discovery was in 1964. and with government support. It is unlikely that there will be any new major oil discoveries in the immediate future or at any subsequent time. geology. The speaker says “oil discovery has been falling…despite amazing technological and geological advances.” Correct Answer While we are not about to run out of oil. geology.” and “there is no good reason to think that this trend is going to change direction. Explanation: This response is incorrect. Since that time the world has become increasingly dependent on oil. The speaker asserts.” Incorrect Oil consumption reached its first peak in 1964.” He also mentions that “most of the cost of exploration is written off against tax. The dose of opiates needed to treat chronic pain is usually 80 milligrams. Status: Beginning in 5 seconds. It requires test takers to listen to. The rate of morphine addiction has not increased over the past 18 years. Both unanswered and wrong answers will be scored zero so you have nothing to lose. they should read the response options carefully and identify which ones match the focus of the question. Listen to the recording and answer the multiple-choice question by selecting the correct response. 1 © IG Education Ltd 2011 Lesson 17: (Listening) Multiple-choice. Step 2: Present the Item Type Strategies Strategy 1 Read the response options carefully and identify the ones that do not match the focus of the question and eliminate them. choose single answer . Strategy 2 Note keywords on the Erasable Noteboard Booklet and use these words to help you choose the correct response option. If you do not know the answer. understand and assess a short recording on an academic subject and choose a single correct response. Only one response is correct.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 17 Listening: Multiple-choice. choose single answer Time allocated: 30 minutes Step 1: Introduce the Item Type This is a multiple-choice item type that assesses listening skills. analyze. Strategy 3 Listen out for supporting points as well as main points in the recording to help you identify the incorrect options. Step 3: Explain and Practice Each Strategy Strategy 1 Explain to your students that once they have identified the focus of the questions. Authorization for the prescription of opiates is required every thirty days. make a guess rather than leave the item blank. and whether any of them do not match and can therefore be eliminated immediately. 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. • Explain that they will confirm the correct option after the next activity.. • Have students share their responses and give reasons for their choices. Ask students to explain their reasons (e. Remind them that if they do not know the answer.g.g. options 1 and 3 cover broad. general topics. options 1 and 3) and which options sound more like supporting points (e. Choose Single Answer Item Explain to your students that they will now respond to a test item simulating test conditions. so that they can use these notes to help them choose the correct response option. Give out copies of Item 2 and play the audio [L17_Multiple-choice_choose_single_answer_2]. prescription of opiates can be controlled by government. To practice this strategy.. options 2 and 4 cover more detailed minor points).. people have bad view of opiates). Check with the class to see how many students chose the same option as in the previous activity. • Have students read the options carefully and identify the focus of each one. Strategy 3 Remind your students that they should listen out for both supporting points and main points in the recording. What is the main point…?). speaker has used opiates for 18 years and not become addicted. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. note the points they hear and indicate whether they think each of these points is a main or supporting point.g. • Once they have done that. • If necessary. options 2 and 4).PTE Academic Lesson Plan Ideas: Test Taking Strategies To practice this strategy. if opiates are prescribed correctly by a doctor to manage pain they need not become addictive) and supporting points (e. • Have students compare and discuss the keywords they have noted in pairs.. • Have students choose the option they now think is most appropriate. ask your class to do the following activities: • Display the question and response options for Item 1. ask your class to do the following activities: • Play the audio [L17_Multiple-choice_choose_single_answer_1] again.. show students the correct option and explanations for Item 1 and discuss any queries. pain management. choose single answer .. 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.g. Ask students to listen carefully. • Have students share their thoughts and give reasons for their choices. as this will also help them identify incorrect options. • Explain that options 2 and 4 can therefore be eliminated. ask your class to do the following activities: • Get ready to write keywords on a piece of paper. 2 © IG Education Ltd 2011 Lesson 17: (Listening) Multiple-choice. Step 4: Respond to a (Listening) Multiple-Choice. and have students identify the focus of the question (i. • Then ask students to identify the response option that they think is correct. have students discuss in pairs which options sound like plausible main points for a commentary (e. To practice this strategy.e. and ask students to listen carefully and note keywords. they should make a guess rather than leave the item blank. • Play the audio [L17_Multiple-choice_choose_single_answer_1].g. • Confirm the main point(s) (e. PTE Academic Lesson Plan Ideas: Test Taking Strategies 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. 3 © IG Education Ltd 2011 Lesson 17: (Listening) Multiple-choice. choose single answer . Then show the answers for Item 2 and provide the explanations. Authorization for the prescription of opiates is required every thirty days. choose single answer . 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. Only one response is correct. The dose of opiates needed to treat chronic pain is usually 80 milligrams. The rate of morphine addiction has not increased over the past 18 years.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 Listen to the recording and answer the multiple-choice question by selecting the correct response. 4 © IG Education Ltd 2011 Lesson 17: (Listening) Multiple-choice. What is the main idea that the speaker is trying to convey in her comments? Correct Answer: Governments can play a key role in chronic pain management. this is not the main idea the speaker is trying to convey. The speaker has not increased her morphine dose in 18 years. choose single answer . Explanation: This response is incorrect because this detail is a supporting point. Incorrect: The rate of morphine addiction has not increased over the past 18 years. Answer Key and Explanations I have chronic pain and at times this is severe but this is managed with opiates. So that's a fairly good illustration. Explanation: This response is incorrect because the speaker states that the dose of opiates needed varies with height and weight. I haven't increased my dose of 80 milligrams of morphine in the last 18 years. Explanation: This response is correct because the details in the recording support this idea.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript. Incorrect: The dose of opiates needed to treat chronic pain is usually 80 milligrams. However. I know the general public has a very perverted view of opiates because they think – street addiction. Explanation: This response is incorrect.” Incorrect: Authorization for the prescription of opiates is required every thirty days. 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. if prescribed correctly by doctors in the right dose for your height and weight and you manage it well yourself. 5 © IG Education Ltd 2011 Lesson 17: (Listening) Multiple-choice. The speaker also states that her opiate use is “very well looked after by the government. Although the speaker states that her GP must obtain authorization for her prescription every 30 days. 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. heroin and drug smugglers. choose single answer . What is the lecture mainly about? Perception and how it relates to the mind and your eyes.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 Listen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct. Theory and how it forces you to lose aspects of yourself. Skill and how it should be applied in a university setting. 6 © IG Education Ltd 2011 Lesson 17: (Listening) Multiple-choice. Intuition and how to use it to form theory. or maybe you didn't. intuition. “you can have intuition but it's not…theory. The lecturer begins by saying that he is talking about theory. Answer Key and Explanations I should say one more thing about theory.” and then goes on to list the things that one loses in pursuit of theory including perception. Intuition. but I'm not… let's not call that skill. the speaker says “you use your mind not your eyes. it's not fair to have intuition. I mean you can have intuition but it's not… it's not theory. there's a kind of mental thing. What is the lecture mainly about? Incorrect: Perception and how it relates to the mind and your eyes. perception 'cause you-you use your mind not your eyes. He says. choose single answer . “It's great to discover theory.you're not supposed to have to have any particular sort of bodily kind of skills. the body. 7 © IG Education Ltd 2011 Lesson 17: (Listening) Multiple-choice. It's a… It's great to discover theory. skill. The lecturer declares that intuition is separate from the formation of theory by saying. Explanation: This response is correct.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript. Perception is discussed in relation to what theory does not include. but skill is not the focus of the lecture.” Correct Answer: Theory and how it forces you to lose aspects of yourself. Incorrect: Skill and how it should be applied in a university setting. but there… the… you have to lose a lot and you may have noticed. Explanation: This response is incorrect. it's not something that everybody has to believe until you can put it into language and argue for it. Explanation: This response is incorrect. tradition. emotions. but…you have to lose a lot. Explanation: This response is incorrect because the lecturer provides a definition of skill. I'm just calling skill the way you cope with everyday stuff that you use and so forth. and the body. how much you lose. Skill . Gets rid of emotions.” Incorrect: Intuition and how to use it to form theory. 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. but do not worry if there are words you do not understand. Draw on your background knowledge of the topic indicated in the instructions to help you focus your attention and predict what you might hear. As the recording is drawing to an end. At the end of the recording the last word or group of words has been replaced by a beep. Strategy 2 When the recording starts. As far as possible. Select the correct option to complete the recording. listen carefully and focus your attention closely on what is being said. focus your listening carefully and simultaneously scan all of the response options closely. 1 © IG Education Ltd 2011 Lesson 18: Select missing word .PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 18 Select missing word Time allocated: 60 minutes Step 1: Introduce the Item Type This item type assesses listening skills. try to guess the meaning of unfamiliar words from context. This will help you predict and select the most appropriate word or phrase when the beep sounds. Strategy 3 As you listen. Focus on what you do understand. Volume before you understood after diagnosis from anti-oxidants on the treatment itself in the first place Step 2: Present the Item Type Strategies Strategy 1 You have seven seconds before the recording starts. Take this time to read the instructions carefully and skim the response options. Make a mental note of the gist. any repeated words and other keywords indicating details. You will hear a recording about an analysis of medical research findings. remember to remain aware of the audio progress indicator. Status: Beginning in 7 seconds. and requires test takers to use contextual and grammatical cues to predict and identify what a speaker will say. any words that they hear repeated. as far as possible. a noun describing an illness. Explain that identifying an option as unusual in some way may help them dismiss it as a possibility. prevents you getting [macular degeneration]. and the type of word or the structure of each phrase. use of “you” is unusual in medical analysis).).g. ask your class to do the following activities: • Display the instructions and response options for Item 1. the most logical collocation here is “preventing you getting ill”). the speaker’s student did a detailed analysis on the effects of what people eat on a particular illness) and any repeated words (analysis. this phrase sounds less formal. researchers.. 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. leaving out the final words. Remind students that they should try to guess the meaning of unfamiliar words from the context. ask students to review what they heard and tell you the gist (e. results. if anything. a discussion of test results.. and any other keywords that indicate details. To practice this strategy. these options can further indicate about the type of information that might be in the recording (e.g.) and what vocabulary (e. “…preventing you getting” in the context of a medical report. 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. etc. Have them tell you what. etc. Option 1: before you understood). It is important that they focus on what they do understand. did what was called a meta-analysis where you analyze the literature very carefully. • Next ask students to read the response options. facts and figures...g. they should make a clear mental note of the gist of the recording. medical problem. ask your class to do the following activities: • Tell students that you are going to read out the first sentence for the item they have just looked at. etc. evidence.g. 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. 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. etc.g. To practice this strategy. Although students should not take written notes..e.. or an adjective such as ill. • Then ask students which part of the sentence helps them make this prediction and why (e. as unfamiliar words may not be directly relevant to the correct response. Have them reflect on whether these words affected their ability to understand the gist and/or predict the type of missing word.PTE Academic Lesson Plan Ideas: Test Taking Strategies Step 3: Explain and Practice Each Strategy Strategy 1 Explain to your students that they have seven seconds before the recording starts. the words “diagnosis” and “treatment” indicate that the recording might be about an illness or ways of treating an illness). • First ask students what type of word they think is missing from the end of the sentence (i. and have them give reasons for their responses (e. • Ask students if there were any unfamiliar words in the sentence. Elaine Chong. • First ask students to read the instructions and identify the topic (an analysis of medical research findings).. • Read out the first sentence using the transcript for Item 1 and leave out the last two words: My PhD student. conclusions. • Ask students if they can identify an option that seems out of place in terms of structure. • Without repeating the sentence. Have them predict what type of information they might hear in the recording (e.. style or meaning (e.. • Display the following words: the next generation sound results © IG Education Ltd 2011 macular degeneration mental fatigue 2 Lesson 18: Select missing word .g.). to see what evidence there is to suggest that what we eat. particularly in terms of antioxidants.g. analyze). sick. but that they should not worry if there are words that they do not understand. word stems and eliminating other options. particularly in terms of antioxidants. and have students discuss why this response option is most appropriate. Norman Swan: Because ophthalmologists have been using antioxidants quite a lot. ask your class to do the following activities: • Tell students that you are now going to play the recording for this item in full. Then show the transcript and the answer for Item 2. e.: the next generation (not appropriate: not a medical term. • 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. prevents you getting macular degeneration. to see what evidence there is to suggest that what we eat. provide explanations for Item 1 and discuss any queries. They will have seven seconds to prepare before the recording starts. they should focus their listening even more carefully. When the recording is drawing to an end. To practice this strategy. 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. Give out copies of Item 2 and play the audio [L18_Listening_Select_missing_word_2].g. they should also remain aware of the audio progress indicator. not an illness. did what was called a meta-analysis where you analyze the literature very carefully. Robyn Guymer: My PhD student. Step 5: Provide Feedback Ask your students if they were able to use the strategies. Robyn Guymer: That's right.PTE Academic Lesson Plan Ideas: Test Taking Strategies • Ask students which one seems most appropriate for the end of the sentence and why. and raise your hand at the beginning of the final sentence (indicated in bold in the transcript below). • Show students the instructions and response options for Item 1 again. 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. Then review the transcript. • Play the audio [L18_Listening_Select_missing_word_1]. while simultaneously scanning all of the response options. 3 © IG Education Ltd 2011 Lesson 18: Select missing word . Explain that doing this will help them make predictions and select the most appropriate word or phrase when the beep sounds. Provide the explanations for Item 2. Which one was the most difficult to apply? Which one do they think was the most useful? Ask students to compare each other’s responses in pairs in groups and to explain the reasons for their choices. Elaine Chong. and that they will practice using the strategy above to help them identify the correct response. and remind them of the topic. Remind them of the three strategies covered in this lesson and ask them to apply these strategies. Explain that when the recording starts to come near the end. 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. you will raise your hand as a sign for them to listen very closely and start to scan the options. Select the correct option to complete the recording.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 You will hear a recording about an analysis of medical research findings. before you understood after diagnosis from anti-oxidants on the treatment itself in the first place 4 © IG Education Ltd 2011 Lesson 18: Select missing word . At the end of the recording the last word of group of words has been replaced by a beep. The speaker talks about a scientific study on the effectiveness of antioxidants in preventing a disease. Correct Answer: in the first place Explanation: This is correct because “stop you getting it in the first place” echoes the speaker’s earlier statement about “preventing you getting” a disease. Incorrect: after diagnosis Explanation: This is incorrect because it does not fit into the context of the passage. There is no discussion on diagnosis of the disease. Robyn Guymer: That's right. did what was called a meta-analysis where you analyze the literature very carefully. Incorrect: from anti-oxidants Explanation: This is incorrect because it does not fit into the context of the passage. There is no discussion on the causes of disease.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript. Also. particularly in terms of antioxidants. 5 © IG Education Ltd 2011 Lesson 18: Select missing word . Incorrect: before you understood Explanation: This is incorrect because it does not fit into the context of the passage. the conjunction “whereas” signals a contrast between the first and second half of the sentence. Answer Key and Explanations Robyn Guymer: My PhD student. The first half of the sentence talks about using antioxidants after one has the disease. 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}. Elaine Chong. There is no discussion related to listener understanding. prevents you getting macular degeneration. to see what evidence there is to suggest that what we eat. The speaker indicates that studies have been conducted on the effectiveness of antioxidants in preventing and slowing the progression of a disease. whereas the second half of the sentence talks about using antioxidants before one gets the disease. Norman Swan: Because ophthalmologists have been using antioxidants quite a lot. Select the correct option to complete the recording.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 You will hear a recording about meiosis. genetics diversity species 6 © IG Education Ltd 2011 Lesson 18: Select missing word . At the end of the recording the last word of group of words has been replaced by a beep. Correct Answer: species Explanation: This response is correct because the speaker refers to the impact of meiosis on species throughout the recording. the sentence requires a countable noun to follow “the”. and “species” is a countable noun. the sentence requires a countable noun to follow “the” and “diversity” is an uncountable noun. In the hope. the sentence requires a countable noun to follow “the” and “genetics” is an uncountable noun. In addition. In addition. Incorrect: genetics Explanation: This response is incorrect because “genetics” is not something that evolves or survives. has a way to create genetically diverse gametes.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript. 7 © IG Education Ltd 2011 Lesson 18: Select missing word . it's wildly successful. almost. Answer Key and Explanations So what. And. Additionally. almost every species on this planet has meio… has. Incorrect: diversity Explanation: This response is incorrect because “diversity” is not a physical thing that can evolve and survive. Ok. Individuals with different capabilities. and they use meiosis to do that. what meiosis does for every species is generate a lot of diverse individuals. so um. that by having a population with very diverse individuals that at least some of them will be competent to survive. meiosis is extremely important in the evolution of life and the survival of the {species}. Step 2: Present the Item Type Strategies Strategy 1 You only have ten seconds to read through the text before the recording starts. colonize and conquer. But at the same time as those products are formed. They're both going simultaneously. adjectives and adverbs. Focus on quickly reading and working out the pronunciation of the content words. Status: Beginning in 10 seconds.. jealous and zealous. this is not exactly how things occur in reality. Volume So far in our discussion of chemical equations we have assumed that these reactions only go in one direction.e. spelling or meaning. 1 © IG Education Ltd 2011 Lesson 19: Highlight incorrect words . This is what we would call a state of equality. the forward direction. verbs. but also to those that may be de-emphasized.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 19 Highlight incorrect words Time allocated: 60 minutes Step 1: Introduce the Item Type This is an item type that integrates listening and reading skills. Step 3: Explain and Practice Each Strategy Strategy 1 Explain to your students that they only have ten seconds to go through the text.continuously . forming each other. one going from left to right and one going from right to left. However. Strategy 2 As you listen.g. meaning the products can also react together to reform the reactants that they were made of. Some words in the transcription differ from what the speaker(s) said.reacting to form produce. So instead of writing that single arrow facing from right to top. Please click on the words that are different. and requires test takers to listen for and point out the differences between a recording and a transcription. and quickly compare what you hear to what you see. they remake the reactants. a more appropriate symbol would be a double arrow. silently read each content word on the screen. so they should focus on the content words while reading and ignore grammar words such as prepositions or articles. Pay attention not only to words that carry the sentence stress. e. Below is a transcription of the recording.. adjectives or adverbs. practically every chemical reaction is reversible. Reactants are continually . verbs. You will hear a recording. i. such as easily-confused words that are similar in sound. The incorrect words will most likely be nouns. concentrate on every single content word you hear. nouns. In fact. accept and except. from left to right as we read it in the equation. Strategy 3 As you listen. accomplished and unaccomplished. south and north. That's why our arrowhead points from left to right: reactants react together to make products. effect. Remind students of the three strategies covered in this lesson and ask them to apply these strategies.. or the same name is repeated in the text (e. they should not make any corrections based on context or intuition. Strategy 3 Remind your students of Strategy 1. read the text silently and circle the incorrect words.g. illusion. climactic. Play the audio [L19_Highlight_incorrect_words_1] again. credible.. official. verbs. such as affect. Global climate change is the greatest environmental challenge we face. reticent. and unless they are absolutely certain that there is a factual error. Remind them that the wrong words are most likely to be content words such as nouns. credulous.e. 2 © IG Education Ltd 2011 Lesson 19: Highlight incorrect words . and have them follow the text as they listen to every single content word. Have students read the text silently. • Give students copies of Item 1. Step 4: Respond to a Highlight Incorrect Words Item Explain to your students that they will now respond to a test item simulating the test conditions. then practice in pairs to work out the pronunciation of any unfamiliar words. Give out copies of Item 2. and have students listen. Explain that even the incorrect words may fit into the text logically and grammatically. allusion. ask your class to do the following activities: • Have students look at their copies of Item 1.g. e. Make sure they know the correct pronunciation. • Then dictate words that look or sound alike. climatic. 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. so they should concentrate while listening and try not to miss any words as they quickly move through the text. and have students write each word next to the one that sounds similar. reluctant. Future generations will judge us based on the investments we are considering now. officious. To practice this strategy. students should not re-read the text and try to correct any responses they made. and identify the incorrect words. students should try to sound out the content words silently. adjectives and adverbs. i. the Northwest Pasture is referred to as the Northwest Passage later in the transcription). and have students identify the de-emphasized content words. To practice this strategy. • Have students compare their answers with the correct ones. ingenuous. We have at most a few decades to make the necessary investments to prevent the most serious impacts of climate change. They will have ten seconds to skim the transcription. Have students read the words in pairs. ask your class to do the following activities in pairs: • Display some sentences. ingenious. and that not all content words will carry the sentence stress.PTE Academic Lesson Plan Ideas: Test Taking Strategies As they read the text. Strategy 2 Explain to your students that they will hear the recording only once. ask your class to do the following activities: • Display some easily-confused words. • Have students look at their copies of Item 1. This will help them quickly compare what they hear with what appears on the screen. listen to the recording and give their response.. they should be able to pronounce each content word in the transcription of the text. After the recording finishes. e. Read them aloud naturally. and have students circle the incorrect words. Play the audio [L19_Highlight_incorrect_words_1]. This is why they should also listen to words that are pronounced quickly or deemphasized by the speaker.g.. To practice this strategy. Play the audio [L19_Highlight_incorrect_words_2]. Which one was the most difficult to apply? Which one do they think was the most useful? Ask students to compare each other’s responses in pairs or groups.PTE Academic Lesson Plan Ideas: Test Taking Strategies Step 5: Provide Feedback Ask your students if they were able to use the strategies. 3 © IG Education Ltd 2011 Lesson 19: Highlight incorrect words . Then get them to check their answers with the correct ones and play the audio again. In fact. they remake the reactants. So instead of writing that single arrow facing from right to top. the forward direction. this is not exactly how things occur in reality. 4 © IG Education Ltd 2011 Lesson 19: Highlight incorrect words . from left to right as we read it in the equation. forming each other. That's why our arrowhead points from left to right: reactants react together to make products. Some words in the transcription differ from what the speaker(s) said. So far in our discussion of chemical equations we have assumed that these reactions only go in one direction. But at the same time as those products are formed.continuously .reacting to form produce. a more appropriate symbol would be a double arrow. Below is a transcription of the recording. Reactants are continually . However. practically every chemical reaction is reversible. one going from left to right and one going from right to left.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1 You will hear a recording. Please circle the words that are different. This is what we would call a state of equality. They're both going simultaneously. meaning the products can also react together to reform the reactants that they were made of. meaning the products can also react together to reform the reactants that they were made of. Reactants are continually . forming each other.reacting to form products. In fact. from left to right as we read it in the equation.continuously . a more appropriate symbol would be a double arrow. But at the same time as those products are formed. this is not exactly how things occur in nature. the forward direction. They're both going simultaneously. But at the same time as those products are formed. they remake the reactants. In fact.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 1: Transcript and Answer Key Transcript So far in our discussion of chemical reactions we have assumed that these reactions only go in one direction. Answers So far in our discussion of chemical equations we have assumed that these reactions only go in one direction. So instead of writing that single arrow facing from right to top. one going from left to right and one going from right to left. they remake the reactants. 5 © IG Education Ltd 2011 Lesson 19: Highlight incorrect words . from left to right as we read it in the equation. They're both going simultaneously. practically every chemical reaction is reversible. However. practically every chemical reaction is reversible. one going from left to right and one going from right to left. the forward direction. forming each other. This is what we would call a state of equilibrium. Reactants are continually . a more appropriate symbol would be a double arrow. this is not exactly how things occur in reality. That's why our arrow points from left to right: reactants react together to make products. That's why our arrowhead points from left to right: reactants react together to make products. meaning the products can also react together to reform the reactants that they were made of.continuously . So instead of writing that single arrow facing from left to right. However.reacting to form produce. This is what we would call a state of equality. has got to shift as well. how to create an organization . Some words in the transciption differ from what the speaker(s) said. in the old days.relatively stable .to make sure that things ran smoothly. you manufactured everything. Below is a transcription of the recording. any color just so long as it was black. I think the importance of creativity today really reflects a fundamental rift in the nature of the economy.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2 You will hear a recording. Well. you were really effective . you could get a Model T. a typical kind of hierarchical organization . You know. Which means that the management approach. wealth was created because in the industrial era.you know.you know. Please circle the words that are different.but now things are functionally unstable .and so we need less economies of scale and more economies of recovery. the organizational approach. And there was a whole set of presumptions about how to manage. that may be great for a relatively stable era of history . Right? So there was centralization. you had long production runs. 6 © IG Education Ltd 2011 Lesson 19: Highlight incorrect words . you got economies of scale. any color just so long as it was black. you were really efficient . And there was a whole set of assumptions about how to manage. Well. a typical kind of hierarchical organization . You know. Which means that the management approach. that may be great for a relatively stable era of history . in the old days. you got economies of scale. how to create an organization .to make sure that things ran smoothly.relatively stable .but now things are fundamentally unstable . you had long production runs. 7 © IG Education Ltd 2011 Lesson 19: Highlight incorrect words . in the old days.and so we need less economies of scale and more economies of recovery. the organizational approach. Right? So there was centralization.PTE Academic Lesson Plan Ideas: Test Taking Strategies Item 2: Transcript and Answer Key Transcript I think the importance of creativity today really reflects a fundamental shift in the nature of the economy.relatively stable .to make sure that things ran smoothly. you got economies of scale.you know. you had long production runs. you manufactured everything. you were really effective .you know. Well. you could get a Model T. you could get a Model T.but now things are functionally unstable . the organizational approach. wealth was created because in the industrial era. any color just so long as it was black. a typical kind of hierarchical organization . Right? So there was standardization. has got to shift as well. you manufactured something. has got to shift as well.and so we need less economies of scale and more economies of discovery. wealth was created because in the industrial era.you know. how to create an organization . You know. Answers I think the importance of creativity today really reflects a fundamental rift in the nature of the economy. And there was a whole set of presumptions about how to manage.you know. that may be great for a relatively stable era of history . Which means that the management approach. as well as your memory. verbs. Volume Cut Copy Paste Total Word Count: 0 Step 2: Present the Item Type Strategies Strategy 1 Type the content words or keywords into the response box or write them on the Erasable Noteboard Booklet provided. You will hear a sentence.PTE Academic Lesson Plan Ideas: Test Taking Strategies Lesson 20 Write from dictation Time allocated: 40 minutes Step 1: Introduce the Item Type This is a short-answer item type that integrates listening and writing skills. and write it using correct spelling. adjectives and adverbs. they can do so either directly into the response box or on the Erasable Noteboard Booklet. Type the sentence in the box below exactly as you hear it. Strategy 3 Use your phonemic awareness and grammar knowledge when checking spelling. They should focus on the content words such as nouns. Strategy 2 To improve your writing or typing speed. Then add in the function words and the inflectional endings. You will hear the sentence only once. using your knowledge of English grammar and sentence structure. Verb. Remind students of the basic word order of English: Subject. Object. and requires test takers to understand and remember a sentence. Write as much of the sentence as you can. Explain that knowledge of the sentence structure will help them reconstruct the sentence correctly and predict the position of any function 1 © IG Education Ltd 2011 Lesson 20: Write from dictation . Step 3: Explain and Practice Each Strategy Strategy 1 Explain to your students that if they can type or write fast. Status: Beginning in 7 seconds. you can also use abbreviations and symbols to write down as many words as possible while listening. . imperative. ecstasy. You must submit your assignments by next Friday at the latest. without (w/o). simple. e.. e. should be (s/b). grammar and word formation clues that helped them make the corrections..) Have them analyze each mistake and explain the contextual. 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. To practice this strategy. e. Have them discuss and work out the sound-letter correspondences. compound and complex. e. Remind students that they should be consistent by using the same system when note-taking. they should try to apply their knowledge of the regular sound-letter correspondence to predict the spelling. ask your class to do the following activities in pairs: • Ask students to provide example sentences to illustrate different sentence structures and sentence types. interrogative.g. They will hear a sentence only once and write it down immediately. *I think the importance of creativity today really reflects a fundamental shift in the nature of the economy. they can also choose from the symbols at the top of the keyboard. by (b). ask your class to do the following activities in pairs: • Ask students to generate a list of common words and phrases that can be abbreviated. They need to develop a uniform system of abbreviations and symbols that make sense to them.g. Remind them of the three strategies covered in this lesson and ask them to apply these strategies.g. focusing on the content words or keywords. • Write down some incorrect sentences (e.PTE Academic Lesson Plan Ideas: Test Taking Strategies words. millennium. sacrilegious. Encourage them to use academic vocabulary and topics. such as prepositions or articles. accidentally. 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. To practice this strategy.g. Remind students of the passive and active sentence structures. using b4 and bef for the word before. liaison. such as wrong past tense inflections or wrong adverb suffix. *I think the important of creative today real reflect a fundament shift in the nature of the economy. the (th). • Have students read some sentences to each other. accommodate. For any unknown words. • Now ask the student who reads the sentence to assess his/her partner’s sentences by putting a checkmark next to the ones written correctly. and conditional.. adjectives or adverbs. 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. If students intend to type directly into the response box. Most adults learn best when novel information is presented through a variety of experiences. such as nouns. Then they should try to write the full words. To practice this strategy. © IG Education Ltd 2011 Lesson 20: Write from dictation 2 . and the sentence types: declarative. using abbreviations and symbols only (U mst subm yr assgn b nx fri at th ltst). ask your class to do the following activities: • Dictate some difficult words and have students write them down. irresistible.g.. experience (exp). Their partners should try to write as they listen. embarrass. (adults learn best novel information present variety experiences). *Five of the student fail to submit they assignment last Friday. Strategy 3 Explain to your students that they should also use the correct spelling they type in each word. privilege. with (w/).) Have students work in pairs to correct the sentences (Five of the students failed to submit their assignments last Friday.. 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. e.g. minuscule. • Ask students to read the sentences to each other. can cause confusion. Students should also use their grammar and word formation skills to identify and correct any mistakes. Their partners should try to write down each sentence as they listen. etc. because (bec). verbs. Using different symbols or abbreviations for the same word. Transcript The time of the (maths. Then show the correct answers and play the audio again. 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 written sentences in pairs or groups. math) lecture has been changed to (ten thirty. 10:30). 3 © IG Education Ltd 2011 Lesson 20: Write from dictation . Step 5: Provide Feedback Ask your students if they were able to use the strategies.PTE Academic Lesson Plan Ideas: Test Taking Strategies Play the audio [L20_Write_from_dictation_1].30. 10. and have students write the sentence.