Resource for Test Takers

• Handbook
• LTEfCHandbook_Aug2008_Webversion
• PTEAcademic_TestTaker_Handbook
• PTEGeneralTeachingHandbook
• Teaching Tips
• Exam Reports
• What Candidates need to Know
• Listening 1
• Listening 2
• Listening 3
• Reading 1
• Reading 2
• Reading 3
• Speaking 1
• Speaking 2
• Speaking 3
• Writing 1
• Writing 2
• Writing 3

Launch Tips

PTE G & PTE YL to assess the four skills in real-life scenarios

PTE G are communicative examinations that assess the four skills in real-life scenarios. English coordinators and teachers need to familiarize themselves with the detailed syllabus per level and ensure that their students are entered at the correct level so that they are not subjected to the pressure which results from not being able to do something which is simply beyond them.

The syllabus per level and an overview of the test tasks that students will have to do in the test are included in the PTE G and PTE YL

PTE G and PTE YL to encourage communication

At all levels of PTE G and PTE YL tests there is an emphasis on communication and tasks are designed to test a student’s ability to communicate and understand communication rather than simply produce accurate structures.

Encourage students to try to communicate ideas in class even if they do not feel confident that they will communicate accurately. Students who take risks and make intelligent guesses in the tests will do better than if they do nothing. Also, they may develop a more positive attitude towards language learning and even the test itself.

PTE G and PTE YL to help candidates become independent learners

Many principles of Communicative Language Teaching (CLT) are applied in Pearson Tests of English. PTE G feature meaningful tasks that resemble everyday life situations. By using this type of tasks, students become more motivated and involved in the test situation: they are encouraged to use the language they know to make themselves understand and communicate effectively.

Another aim in PTE G is to help learners develop a portfolio of learning strategies that will increase their learner independence and prepare them to continue their leadership throughout their lives.

10 Steps for a Successful Launch

When coaching students for international examinations, teachers sometimes deal with the tasks in the exam so thoroughly that the training process becomes a succession of past papers and, as a result, students become bored and lose interest.

The two examples below show situations in which the backwash effect of testing over teaching is negative rather being a positive way of providing feedback to teachers and students.

1. Pressed by getting good results, teachers very often end up “teaching to an exam�i.e they only deal in class with the tasks that learners are going to meet in their examinations. A solution in this case is to present a variety of task types that develop all the skills required in the test.
2. Very often teachers start “testing�their students early in the year just by bombarding them with past papers. It is important for teachers to remember that first of all, they should train candidates for the different parts in the test by helping them develop the skills they will need to perform well.

How can we avoid these two negative situations? Just follow these steps and ensure a smooth and successful launch.

1. Study the syllabus of the level to be implemented and compare it with the syllabus already defined for a target group. Check that all the grammatical points, vocabulary areas and language functions listed in the syllabus booklet are thoroughly covered in the materials to be used during the year.
2. Familiarize yourself with the different skills and task types in the examination.
3. At the beginning, it is advisable to practice the language skills / test tasks separately. For example: we recommend you start with a listening task or a reading task or a matching task and evaluate group performance in class rather than give students a complete test to do in order to evaluate individual performance.
4. Remember not to launch your students into doing a specific task without a pre-listening or pre-reading or pre-writing task. Always devote some time to ask students to describe the visuals or charts they see printed on the page before asking them to do the task.
5. As to the reading and writing tasks, it is advisable to ask candidates to work in groups. In this way, more able students will help weaker ones and, they will all be working together to solve the task.
6. At the beginning of the training programme, always read the rubrics of a task clearly and draw the students�attention to the example given in the test. Repeat all the bullet points students are expected to cover in their answers.
7. If possible, include class correction and comment on students�work.
8. If you find common errors, go over them in the following lessons and set some tasks for remedial work.
9. Remember to give students positive feedback about their work. Include their strong points and also make reference to their weak points and what they can do to improve those.