Encourage students to use their knowledge of conceptual word groups to predict the missing word(s)

READING: SECTION 4 - Gap fill multiple choice (Levels 3-5)

Students at levels 3-5 are developing their knowledge of appropriate vocabulary for different topic areas. Remind test takers to use this knowledge to predict the idea represented by the missing word, before they look at the options.

Once they have done this, they can then consider whether any of the options match their prediction.

Get your students used to hearing a range of voices and accents

LISTENING: All tasks (All levels)

The recordings for the listening sections are made using a range of voices and accents of spoken English. Your students may be used to hearing one type of spoken English accent and may need sensitizing to a broader sample of recorded material. Test takers may also hear voices of speakers of different ages, and in different relationships to each other.

Draw students’ attention to the format of the spoken part of the test

SPEAKING: All Tasks (All levels)

Knowledge of the test format can enable test takers to manage their language production more effectively because they know what to expect at each stage.

In terms of format they need to know
•    how many parts there are to the test
•    the objectives of each part
•    the instructions for each part
•    the task types for each part and the type of language they are expected to produce

During their preparation for the test, give students plenty of practice in addressing each section of the test and participating in the activities. This will encourage a calm, confident approach during the live test.

Teach students the importance of identifying the audience

WRITING: SECTION 8 - Write correspondence (All levels)

Tell your students that all correspondence is a form of communication that has a ‘reader’ (known or unknown). Instruct them to look closely at the task and underline the words that tell them what they are writing, and who they are writing to. 

In addition to providing information about the form of the writing, this will also help them to identify the level of formality that is required.

Equip students with strategies that will help them select the missing word

READING: SECTION 4 - Gap fill multiple choice (All levels)

Test takers need to look at the vocabulary and grammar around the gap in order to ensure that they choose the correct option. First, train students to quickly underline key words in the text, as this will help them understand the main message.

Then tell them to look at the words either side of the gap and use their knowledge of grammar and vocabulary to predict the type of word or phrase that is missing.

Highlight the purpose of the example questions

LISTENING: Sections 1 and 3 (All levels)

There is an example question in sections 1 and 3. The examples provide a model of what to expect in the test questions.

Tell your students that by reading the example question and listening while it is read out, they will get an idea of the content and difficulty of the questions and find out how to write their answers.

Draw students’ attention to the timing of the spoken part

SPEAKING: All Tasks (All levels)

Knowledge of the test timing can enable test takers to manage their language production more effectively because they know how long they have to speak at each stage.

In terms of timing, they need to know:
•    how long the overall test lasts
•    how long each section of the test lasts
•    approximately how long to speak during conversation or discussion
•    how long each monologue should last (levels 2-5, sections 10 and 12)

During their preparation for the test, give students plenty of practice in speaking for a suitable length of time for each activity. This will encourage appropriate, well-paced responses during the live test.

Make students aware of the requirements of different forms of correspondence

WRITING: SECTION 8 - Write correspondence (All levels)

Test takers may be asked to write an email, formal or informal letter or blog entry (all levels), postcard, note, diary or blog entry (levels A1 and 1). Students need to practice identifying and reading the forms of correspondence listed under their level, so that they become aware of the different levels of formality that are appropriate for each of these genres: informal, neutral, semi-formal, formal.

Show students how analyzing the purpose and type of text may help them eliminate wrong options

READING: SECTION 4 - Gap fill multiple choice (All levels)

The short texts in Section 4 come from a range of sources, such as notices and advertisements, signs and labels, instructions, etc. Test takers should read the gapped text first and decide why it was written.

They should ask themselves:
•    ‘What type of text is this?’ and
•    ‘What is the writer’s purpose?’

They can then rule out any options that do not fit the overall aim of the writer.

Test takers also need to check that the option they have chosen is correct in terms of grammar and meaning.

Draw students’ attention to the importance of timing in the listening sections

LISTENING: All tasks (All levels)

Timing is a critical element in listening tests. Make sure your students can do the questions at an appropriate pace, without becoming anxious or losing their place.

For each section, they need to know how much time they have to:
•    read the questions
•    write their answers
•    check their answers

It is also very important to know whether they will hear the recording once or twice.

•    Section 1    each recording is heard once
•    Section 2    the dictation passage is heard twice
•    Section 3    each recording is heard once

Use the practice tests as a guide to timing in the listening sections. Practice tests for each level of PTE General are available to download at www.pearsonpte.com/GENERAL.