Practice Tests Plus Pte Academic Volume 2

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PRACTICE TESTS PLUS WITH KEY
PTE ACADEMIC
PEARSON TEST OF ENGLISH ACADEMIC
FROM THE TEST DEVELOPERS

TEACHING, NOT JUST TESTING

• Four complete tests
• Annotated answers
• Detailed score guide
• Tips and strategies Vol
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CONTENTS
Introduction 4

Practice test 1 11
Part 1: Speaking and writing overview 11
Part 1: Speaking 12
Part 1: Writing 24
Part 2: Reading overview 29
Part 2: Reading 30
Part 3: Listening overview 44
Part 3: Listening 45

Practice test 2 62
Part 1: Speaking 62
Part 1: Writing 69
Part 2: Reading 72

CONTENTS
Part 3: Listening 81

Practice test 3 90
Part 1: Speaking 90
Part 1: Writing 97
Part 2: Reading 100
Part 3: Listening 108

Practice test 4 117

Part 1: Speaking 117
Part 1: Writing 124
Part 2: Reading 127
Part 3: Listening 135

Score guide 144

Audio scripts 156

Answer key 173

Student answers test 1 194

3
 INTRODUCTION
Test overview
PTE Academic (Pearson Test of English Academic) is an international
computer-based English language test. It accurately measures English language
ability and can be used to apply to educational institutions, and professional and
government organizations. The test uses task-based questions to represent the
kinds of functions and situations students will find themselves in during
academic study.
Most real-life tasks in an academic setting involve using more than one language
skill together, for example listening to a lecture and writing notes. PTE Academic
reflects this through its 20 task types, each of which tests a combination of skills.
For example, one task type asks you to demonstrate your understanding of a
passage by providing a written summary, while another tests your understanding
of a lecture by asking you to re-tell the lecture.
INTRODUCTION

The test is divided into three main parts and lasts for approximately three hours
with an optional break of ten minutes:
Part 1: Speaking and writing (77– 93 minutes)
Part 2: Reading (32– 41 minutes)
Part 3: Listening (45– 57 minutes)

Part 1: Speaking and writing

Section Task type Task description Time allowed
Section 1 Personal After reading the instructions, you have 30 seconds to give 1 minute
introduction a recorded introduction about yourself. This part is not
assessed, but is sent to institutions you choose along with
your Score Report.
Section 2 Read aloud A text appears on screen. Read the text aloud. 30–35
Repeat sentence After listening to a sentence, repeat the sentence. minutes
Describe image An image appears on screen. Describe the image in detail.
Re-tell lecture After listening to or watching a video of a lecture, re-tell
the lecture in your own words.
Answer short After listening to a question, answer with a single word or a
question few words.
Section 3–4 Summarize written After reading a passage, write a one-sentence summary of 20 minutes
text the passage of between 5 and 75 words.
Section 5 Summarize written Either a Summarize written text task or a Write essay task, 10 or 20
text or Write essay depending on the combination of tasks in your test. minutes
Section 6 Write essay Write an essay of 200 –300 words on a given topic. 20 minutes
For more detail, see the Speaking and writing overview on page 11.

4
Part 2: Reading
Section Task type Task description Time allowed
Multiple-choice, After reading a text, answer a multiple-choice 32–41
choose single question on the content or tone of the text by minutes
answer selecting one response.
Multiple-choice, After reading a text, answer a multiple-choice question on
choose multiple the content or tone of the text by selecting more than
answers one response.
Re-order Several text boxes appear on screen in random order. Put
paragraphs the text boxes in the correct order.
Reading: Fill in A text appears on screen with several blanks. Drag words
the blanks or phrases from the blue box to fill in the blanks.
Reading & writing: A text appears on screen with several blanks. Fill in the
Fill in the blanks blanks by selecting words from several drop-down lists of
response options.
For more detail, see the Reading overview on page 29.

Part 3: Listening
Section Task type Task description Time allowed

INTRODUCTION
Section 1 Summarize spoken After listening to a recording, write a summary of 20 or 30
text 50 –70 words. minutes
Section 2 Multiple-choice, After listening to a recording, answer a multiple-choice 23–28
choose multiple question on the content or tone of the recording by minutes
answers selecting more than one response.
Fill in the blanks The transcription of a recording appears on screen with
several blanks. While listening to the recording, type the
missing words into the blanks.
Highlight correct After listening to a recording, select the paragraph that best
summary summarizes the recording.
Multiple-choice, After listening to a recording, answer a multiple-choice
choose single question on the content or tone of the recording by
answer selecting one response.
Select missing word After listening to a recording, select the missing word or
group of words that completes the recording.
Highlight incorrect The transcription of a recording appears on screen.
words While listening to the recording, identify the words in the
transcription that differ from what is said.
Write from After listening to a recording of a sentence, type
dictation the sentence.
For more detail, see the Listening overview on page 44.

5
 Introduction to PTE Academic Practice Tests Plus
PTE Academic Practice Tests Plus includes three Timings
main sections In the test, some tasks are automatically timed by the
First, there is an introduction to the test and to the length of the audio and some tasks have a timer. When
Practice Tests Plus book. This gives you information you use the Practice Tests Plus book, you can choose to
about the test itself, about taking the test, and about time yourself or to take as long as you need. You
how you can use this book to help you prepare. could time yourself using your watch, smart phone
The main section of the book is the practice tests. or computer.
There are four complete tests. Test 1 provides a full If there is a time limit for a task, you will find this
page of information and strategies for each of the 20 information in the timer icon next to the instructions.
task types. There is a tip for each question in Test 1 to
help you get used to the task and how to approach it.
20 min.
Some tips refer directly to the content of the question
and some give general guidance. In Test 2, there is one
tip for each task type with a useful reminder of how to Listening tasks
do the task. Then, in Tests 3 and 4, you’re on your own!
For some tasks, you have to listen to an audio extract
Finally, the with key version of the book includes the and then complete the task. In the test, the audio will
detailed answer key, audio scripts and sample answers begin automatically after you have had time to read the
along with explanations to help you see how your instructions. Using the practice tests, you will have to
answers might score. play the relevant audio track yourself. You will find the
relevant track number next to the task. 31
INTRODUCTION

Paper-based practice – computer-based test Each task is on a separate track. This means you can
You will do the actual test on a computer at a Pearson work on tasks individually, or keep the audio running to
test centre and when you complete a task, the next try a complete set of tasks for a task type.
one will appear on the screen. You will hear the
audio through your headphones and speak into the Giving answers
microphone on your headset. You will be able to take You will have to give one of three kinds of answers:
notes on an Erasable Noteboard Booklet, but you will spoken, written or computer-based interaction
type your answers into the computer. (choosing answers from those presented on screen).
The practice tests in this book are paper-based and
are designed to be used in class or for self study. The Spoken answers
instructions on the page are exactly the same as those In the test, you will speak into the microphone on your
you will get in the actual test. This means you won’t headset. There will be a message on screen telling you
have any surprises when you get to the test centre! when you will begin speaking, and then how long you
However, because the instructions are for a digital have been speaking for.
format, they don’t tell you exactly what to do on paper.
You will find some advice on this below.
You can see what the task will look like on screen in
Test 1, where you will find a screenshot for each task
type in the About the task type section before the actual
tasks. You will also find a grey ‘In the test’ box with a
mouse cursor at the beginning of each task type in all
four tests. This gives you a short description of the When using the practice tests, it is a good idea to
on-screen task. record your answers so that you can listen back
and think about how to improve. You could record
your answers on your computer or smart phone.
In the test, there are 6–7 tasks. For each task, you read the text
Alternatively, you can work with a partner and take
aloud into the microphone. The wording in the instructions below turns to answer the tasks and listen to each other.
is the same as you will see in the actual test. See page 12 for help.

6
Written answers Task type Skills assessed Type of answer
When you sit the actual test, you will type your answers
into the computer. Here, there is space for you to write Part 1: Speaking and writing
most of your answers directly into the practice tests Personal introduction not assessed no answer
book. If you prefer, you could write your answers in
a notebook. For the Write essay task, it is a good idea Read aloud reading sample
to practise typing your answer on the computer. In the and speaking response
test, you will be able to cut, copy and paste text. Repeat sentence listening sample
and speaking response
Describe image speaking sample
response
Re-tell lecture listening sample
and speaking response
Computer-based interaction Answer short listening right answer
For some tasks in the Reading and Listening parts, you question and speaking
have to use tools on the computer screen, for example Summarize reading sample
click the correct answer from a drop-down list, select written text and writing response
the correct button or drag and drop the correct word
into the box. Although this book has paper-based Write essay writing sample
practice tests, the instructions are exactly the same as response
you will see on the computer in the actual test. When
Part 2: Reading

INTRODUCTION
practising, simply write your answer in the relevant box,
or tick the button next to the correct answer. Multiple-choice, reading right answer
choose single answer
Multiple-choice, choose reading right answer
2 People are living longer and this longevity is good news for sales teams. It
multiple answers
results in a much more 1 customer base for them to work from.
Why we are living longer is not the issue for anyone 2 in drawing Re-order paragraphs reading right answer
up plans to market a product. What they focus on is the fact that there

On screen, click the correct answer.

are now more age groups to target, which means that a sales pitch can be Reading: reading right answer
re-worked a number of times to more exactly fit each one. For example,
3
referring simply to ‘adults’, there are now ‘starting adults’, ‘young Fill in the blanks
adults’ and ‘established adults’. 4 markets no longer talk about
‘children’, but tend to refer to a fuller range of categories that includes
‘kids’, ‘tweens’, ‘pre-teens’ and ‘teenagers’. We now have a very diverse
Reading & writing: reading right answer
population in terms of age, and that can only be a 5 for business. Fill in the blanks and writing
1 A usual B precise C right D honest
2 A linked B mixed C concerned D involved
Part 3: Listening
3 A rather than B by C even when D while
Summarize listening sample
4 A While B Similarly C Even D Really
5 A desire B favour C bonus D promise
spoken text and writing response
Multiple-choice, choose listening right answer
On the page, write the correct answer in the box.
multiple answers
Scoring the practice tests Fill in the blanks listening right answer
Some tasks in PTE Academic have clear right answers, and writing
for example the Multiple-choice and Fill in the blanks
tasks. For these tasks, there are clear answers in the Highlight correct listening right answer
with key version of the book. summary and reading
For most tasks with spoken or written answers, you will Multiple-choice, listening right answer
score within a range because the task tests a number of choose single answer
language areas, for example content, grammar, etc. For
these tasks, you will find three sample responses in the Select missing word listening right answer
with key version of the book, at B1, B2 and C1 level, all Highlight incorrect listening right answer
with brief explanations. To get an idea of your score on words and reading
these tasks, look at all of the sample answers. Which is
closest to your answer? What did you do better or less Write from dictation listening right answer
well than this student? For the Write essay questions, and writing
there is also a model essay outline for each task.
7
 Preparing for PTE Academic
If you know exactly what to expect before you sit Think about timing
the test, you will feel more confident on the day and You could use one of the practice tests to work
increase your chances of doing well. Try to familiarize on timing.
yourself with the test as much as possible, for example:
• Look at the instructions or the overview in Test 1 to
• how long the test lasts, and how this is divided into find out how long you have to answer each task for
the different test parts and tasks that task type.
• how many tasks there are in each part and in the test • Think about how you will spend that time. For
as a whole example, in the Write essay task, how much of that
• what the different task types are time will you spend planning, writing and checking? In
the Describe image task, how long should you spend
• what you will be asked to do for each task type on an introductory description, how long on detail
• what the tasks will look like on screen and how long on conclusions?
• what skills are assessed in each task type and how • Set a countdown on your smart phone or computer,
they will be scored then try one task and get a feel for how long you
Don’t forget to think about your personal introduction. have to speak, read or write.
See page 10 for more information. • Time yourself, moving immediately on to the next
task, and work through all of the tasks for that
There are many different ways to use the practice tests
task type.
in this book. You may use them in class or for self study.
If you use them in class, your teacher will tell you which
Take a mock test
INTRODUCTION

sections to complete when and advise you on how to

give your answers. Before you take the actual test, you could work through
a whole practice test, timing yourself for each section
Below you will find some ideas for using the tests for
to get an idea of how you would do on test day. In this
self study.
case, try to find somewhere quiet and make sure you
will not be interrupted.
Get to know the task types
Use Test 1 to focus on the task types, one task type at Analyze your answers
a time.
However you have answered the tasks, it is very useful
• First, read the strategy page to find out what the task to spend time looking at your answers.
involves and what is expected of you. This will also
give you some ideas of the kinds of study you need For questions with a spoken response, record yourself
to do to be successful in this task type. completing the tasks. Then think about what you think
• Next, look at the first task and make sure you a good answer would include. If you have the with key
understand exactly what you have to do. Use the tip version, listen to the sample student answers and look
to help you. at the examiner comments. Then listen to your answer
• Complete the task as well as you can. and think about how you did on that task, and how you
could improve in the future. Use the score guide to
• If you have the with key version of the book, look
at the score guide at the back of the book and think help you.
about what the purpose of the task is. Then look at Similarly, if you need to give a written answer, complete
the key or the sample student answers to get an idea the task. Then look at the answer key, where you
of how you did. will see a model answer with an explanation, where
• Work through the rest of the questions for that task relevant. Look at the sample student answers with
type in Test 1. comments, and compare them to the model answer and
your own. How did you do, and how could you improve
in the future?

8
Taking the test
When you take the actual test, you’ll go to one of Pearson’s secure test centres.
You can find your nearest centre on the Pearson website at www.pearsonpte.com.
This is also where you can register and book a test for a time that suits you.
On the day, make sure you arrive early so that you have time to register and go
through the security procedure. Then you’ll be taken to a computer and the test
will begin. All parts of the test are done at a computer and the whole test takes
around three hours. This includes an untimed introduction and one optional break
of up to ten minutes.
After the test, you’ll get an email to tell you that your PTE Academic scores are
ready. This is normally within five working days from your test date. You can
then log in to your account to view and print your scores, and send them to the
institutions that you choose. Your scores are valid for two years from your
test date.

Your Score Report

Your Score Report will give you an overall score on the Pearson Scale of English.
This will then be broken down into the four communicative skills: listening,
reading, speaking and writing. You will also get a score for enabling skills: grammar,
oral fluency, pronunciation, spelling, vocabulary and written discourse. Please see

INTRODUCTION
page 144 for more detail on scores.

Overall
Score

Communicative
Skills scores

Enabling
Skills scores

Your Score Report will be ready within five working days.

9
 Personal introduction
About the task type
At the beginning of the test you will be asked to introduce yourself, speaking
into the microphone for 30 seconds. This Personal introduction is not scored. The
purpose is to give university admissions officers an impression of you as a person.
Institutions also use the recorded introduction as an additional identity check. Your
introduction will be sent along with your Score Report to the institutions that
you choose.
You will have 25 seconds to read the instructions, then 30 seconds to record your
introduction. There is a Recording Status box which will tell you when to start
recording and how much time you have left. You cannot re-record
your introduction.

Instructions

Ideas of things to
talk about
INTRODUCTION

Recording Status
box that tells
you when the
microphone opens
and when it closes

Task strategies
Be prepared!
This is your opportunity to give the admissions officers a first impression of who
you are – so make it a positive one! For this task, you can be completely prepared.
Plan in advance what you want to talk about. Start by giving your name, and saying
where you’re from. Then, include some of the ideas from the instructions:
• Your interests
• Your plans for future study
• Why you want to study abroad
• Why you need to learn English
• Why you chose this test

Check your timing

You have 30 seconds to record your message, and you only have one opportunity
to get it right! Spend time before the test practising your introduction. Time
yourself and make sure your message takes as close to 30 seconds as possible –
you don’t want to run out of time!
Be yourself
You want to sound natural. Try not to write a speech and memorize it – this can
often sound very unnatural and nerves on the day might make you forget the exact
words you rehearsed. Instead, practise the kinds of things you want to say. Record
yourself speaking, then listen to your introduction. If you were an admissions
officer, would your message make a positive impression?
10
TEST 1
Overview: Speaking and writing
Part 1 of the PTE Academic test is Speaking and writing. This part tests your ability
to produce spoken and written English in an academic environment.
The table shows what you will see in the test, which you will take on a computer.
When practising with this book, you will have to write your written answers in
the book, your notebook or on your own computer, and you could record your
spoken answers on your own computer or mobile phone.

Part 1: Speaking and writing

Speaking (total time 30–35 minutes)
Text/
Number Skills Time
Task type Task description Recording
of tasks assessed to answer
length
TEST
1
varies by task,
A text appears on screen. reading
text up to depending
Read aloud 6–7 Read the text aloud into and
60 words on the length
your microphone. speaking
of text

AND WRITING
After listening to a
listening
Repeat sentence, repeat the 3–9
10–12 and 15 seconds
sentence sentence into your seconds
speaking
microphone.

SPEAKING
An image appears on
Describe screen. Describe the
6–7 speaking n/a 40 seconds
image image in detail into your
microphone.
After listening to or
watching a lecture, listening
Re-tell up to 90
3–4 re-tell the lecture in your and 40 seconds
lecture seconds
own words into your speaking
microphone.
After listening to a
Answer listening
question, answer with a 3–9
short 10–12 and 10 seconds
single word or a few words seconds
question speaking
into your microphone.
Writing (total time 50–60 minutes)
Text/
Number Skills Time
Task type Task description Recording
of tasks assessed to answer
length
Summarize After reading a passage, reading
text up to
written 2–3 write a one-sentence and 10 minutes
300 words
text summary of the passage. writing
Write Write an essay of 200–300 up to 4
1– 2 writing 20 minutes
essay words on a given topic. sentences

Each recording is played only once. You may take notes using the Erasable
Noteboard Booklet and pen, and use these notes as a guide when answering
the tasks.
Speaking task types are not timed individually, but writing task types are. In both
sections you can refer to the timer in the upper right-hand corner of the computer
screen, Time Remaining, which counts down the time remaining for the
Speaking section.

11
 Read aloud
About the task type
This is a long-answer speaking task type that tests reading and speaking skills. You have to read aloud a short text, with
correct pronunciation and intonation. You will do 6–7 Read aloud tasks.

Instructions

Recording Status box that tells you

when the microphone opens and when it closes

Text that you have to read aloud

Strategies Testing focus Scoring ➤ page 146

Read the text through first Subskills tested
• Use the 30– 40 seconds before the Reading: identifying a writer’s purpose, style, tone or attitude;
STRATEGIES

microphone opens to skim the text and understanding academic vocabulary; reading a text under timed
understand the topic. conditions.
• Use the punctuation and grammar to Speaking: speaking for a purpose (to repeat, to inform, to explain);
identify where pauses will be needed reading a text aloud; speaking at a natural rate; producing fluent speech;
between meaning groups. using correct intonation; using correct pronunciation; using correct
• Identify any words that may be less stress; speaking under timed conditions.
familiar to you and think how they might Preparation
be pronounced.
• Practise reading sentences out loud, grouping the words into
• Read the first part aloud before the meaningful chunks. Practise putting short pauses at commas and
microphone opens. This will help you to between meaning groups, and longer pauses at full stops.
begin speaking when you hear the tone.
• Select 6 or 7 short texts of 2 or 3 sentences (up to 60 words) from a
While you read magazine or online. Look at the punctuation and grammar and mark
• Begin reading as soon as the tone the chunks with a slash /. Time yourself reading each one. After 40
sounds and the recording status changes seconds, go on to the next text.
to a blue bar. As you read, stress the • Listen to the way the final sound in one word links to the first sound
words that carry important information. in the next when people speak. Try to do this when you read aloud.
Use pausing to group the text into • You will score higher if your fluency shows a natural rhythm, which
meaningful chunks. is given by chunking and stress. Read a sentence and clap your hands
• Use rising intonation to show a contrast, on each stressed word. Be aware of the weak forms between
and falling intonation to show that you stressed words.
have finished a point or sentence, or • When practising reading aloud, read on smoothly even if you make
come to the end of what you are saying. a mistake as hesitations, false starts and repetitions can lower
Take your time your score.
• You have plenty of time so do not rush. • Practise using rising intonation in lists and falling intonation at the end
Read with meaning, at a normal volume. of sentences.
Do not leave out any words. • When you learn a new word, use a dictionary that has the words
• If you make a mistake, correct it and recorded so you can check both the pronunciation of the sounds and
continue. Do not stop reading, and do where the word stress falls.
not begin again at the beginning. Click • You will read more fluently if you understand what you are reading,
‘Next’ when you are ready to go on to so work on your reading and vocabulary skills as well as your
the next task. speaking skills.

12
 Read aloud
TIP STRIP In the test, there are 6–7 tasks. For each task, you read the text
1 Break the text up into aloud into the microphone. The wording in the instructions below
chunks and pause slightly is the same as you will see in the actual test. See page 12 for help.
between each one as
you read. Before the
recording begins, use the 40 sec. Look at the text below. In 40 seconds, you must read this
punctuation to help you text aloud as naturally and as clearly as possible. You have 40 seconds to
decide where to pause read aloud.
and where each new
chunk will begin.
1 In today’s economic climate, starting a business may make good financial
2 As you read, stress
sense. Some people are motivated to become self-employed because of
the words that carry
important information. a lack of good job opportunities in their field. Others identify a gap in the
This makes it easier to market and set up their own company in order to bring their business ideas
understand what you to fruition.
are saying.
3 Use rising intonation 2 When rail transportation first appeared in the early nineteenth century,
patterns to show a some people thought it unfit for human use. They believed that high-speed TEST
contrast. For example,
in Text 1 you need to
travel would make it impossible to breathe and that the shaking of the
carriages would cause great physical discomfort. By the 1880s, however,
1
contrast the Some the railway had become an extremely popular mode of travelling around
with Others. the country.
4 Try to get the word stress
right on multi-syllable

SPEAKING
3 Finding inspiration is an integral part of the creative-writing process, but,
words. In Text 4, there
on some days, even the most experienced and professional authors face
are words that end in
writer’s block. They recommend a change of environment to struggling
‘ion’. Usually, the stress
falls on the syllable writers, knowing that, often, simply wandering the streets and observing
before this – pollution people or sitting in a café and listening in on others’ conversations can
and solutions. trigger new ideas.
5 Look for meaning groups,
as well as the grammatical 4 Pollution caused by traffic in city centres is an increasing hazard for
structure, to notice which pedestrians and for the environment. Local authorities have tried various
groups of words should schemes to reduce private-car use. These solutions have included charging
be said in one chunk: drivers for the use of inner-city roads, limiting central parking facilities,
/ Due to increases in life increasing the number of pedestrianized areas, improving public transport
expectancy / related to and providing additional cycle lanes.
an ageing population.
6 Use falling intonation 5 Due to increases in life expectancy, the majority of countries in the
patterns to show that developed world are being confronted with challenges related to an ageing
you have finished a point,
population. Growth in the number and the proportion of older people in
or come to the end of
what you are saying: society has significant implications across all sectors—housing, transport,
future prospects, health and social care, and the labour market—that are only now beginning
underperform. to be addressed.

6 Exam anxiety can affect even the best students, resulting in marks that do
not reflect their abilities or preparation. Despite having the knowledge, skills
and attitude to succeed, they often become overwhelmed by the pressure
of the exam’s significance. Students worry that a poor performance might
impact their future prospects and, ironically, this often causes them to
underperform.

13
 Repeat sentence
About the task type
This is a short-answer speaking task type that tests listening and speaking skills. You have to repeat a sentence that you
hear, with correct pronunciation. You will do 10–12 Repeat sentence tasks.

Instructions

Audio Status box and volume control

Recording Status box that tells you when the microphone

opens and when it closes

Strategies Testing focus Scoring ➤ page 146

Be ready Subskills tested
• The Audio Status box will count down from Listening: understanding academic vocabulary; inferring the meaning
STRATEGIES

3 seconds and then the recording will play. of unfamiliar words; comprehending variations in tone, speed
• Be ready to hear, understand and repeat and accent.
the short sentence (3 to 9 seconds). Speaking: speaking for a purpose (to repeat, to inform, to explain);
Stay focused. speaking at a natural rate; producing fluent speech; using correct
intonation; using correct pronunciation; using correct stress; speaking
Focus on the meaning
under timed conditions.
• Listen to the way the speaker groups words
into meaningful phrases, and copy Preparation
this phrasing. • Train your short-term memory by repeating short announcements
• Listen for the speaker’s intonation and try or advertisements that you hear; ask a friend to read aloud 10–12
to copy it. short sentences from a magazine for you to repeat each one.
• Listen for the grammatical structure to help • Develop your understanding of English grammar so that you
you to reconstruct what you have heard. recognize verb phrases and clause structure. When you hear
• There isn’t time to write the words. someone speaking, repeat the words to yourself and think of the
structures they used.
Speak clearly • Your score will be higher if you say the correct words in the right
• Wait until the blue bar that shows the sequence, so practise saying phrases with correct word order.
microphone is open, then speak; there is no • Use a dictionary where you can listen to the words pronounced
tone. Remember, the microphone will close in different accents so that when you learn a new word you also
after 3 seconds of silence. know what it sounds like.
• Take a breath before you speak; this will help • Practise saying new words with the correct syllable stress. Check
you speak clearly. the dictionary if you are not sure.
• Say every word you hear, but if you don’t • Notice where people put the stress in sentences – the important
know a word, say what you think you heard. words are stressed and the other words are weak or unstressed.
• Pronounce the vowels and consonants Try to do this when you speak; your score will be higher if your
clearly, and link words together as the rhythm, phrasing and stress are smooth and effective.
speaker did. • Listen to someone giving a talk in a podcast and stop the
• Speak at a normal speed and volume, and recording regularly so you can repeat the words you heard. Begin
don’t rush – you have plenty of time. by stopping after 3 or 4 words, then gradually expand until you
• Don’t try to copy the speaker’s accent; just stop about every 7–9 seconds.
speak normally. • Listen to podcasts by speakers with different English accents to
• Click ‘Next’ to move on. become familiar with them.

14
 Repeat sentence
TIP STRIP In the test, there are 10–12 tasks. For each task, you listen and
1 Listen to the way the repeat the sentence you hear into the microphone. The wording in
speaker groups the the instructions below is the same as you will see in the actual test.
words into meaningful See page 14 for help.
phrases, e.g. traffic
congestion, investors'
decision.
2 Speak as clearly as you 2–11 15 sec. You will hear a sentence. Please repeat the sentence
can. If you mumble, exactly as you hear it. You will hear the sentence only once.
your words may not
be recognized.
3 Listen to the speaker’s
intonation and aim to
copy this.
4 Listen to the syllable
stress on long words,
such as popular and say
the words the same way.
5 Note how the speaker TEST
uses word stress to
highlight the important
1
information, for example,
particularly risky. Try to
do the same.
6 Your score will be

SPEAKING
improved if you produce
correct word sequences
including noun phrases
such as work in progress.
7 Many words in a
sentence are unstressed
or ‘weak forms’, for
example in the phrase
of local people, of is Repeat sentence: Each question is displayed on a new screen.
unstressed. You will not
hear weak forms clearly
but the grammar tells you
they are present.
8 Remember there is
no tone before the
microphone opens in this
task, so start to speak as
soon as the Status box
changes to ‘Recording’.
9 Be prepared for long
noun phrases before the
verb in some tasks.
10 You will hear a range
of accents in this task,
but don’t try to copy
the accent. Just
speak naturally.

15
 Describe image
About the task type
This is a long-answer speaking task type that tests speaking skills. You have 40 seconds to describe the information in a
graph, chart, map, picture or table. You will do 6–7 Describe image tasks.

Instructions

Image that you have to describe

Recording Status box that tells you when the

microphone opens and when it closes

Strategies Testing focus Scoring ➤ page 147

Look carefully at the image Subskills tested
• You have 25 seconds before the Speaking: speaking for a purpose (to repeat, to inform, to explain);
STRATEGIES

microphone opens to look carefully at supporting an opinion with details, examples and explanations;
the image. organizing an oral presentation in a logical way; developing complex
• Identify the main features or trends, and ideas within a spoken discourse; using words and phrases appropriate
the names of features or variables in labels. to the context; using correct grammar; speaking at a natural rate;
Identify the significant features, major producing fluent speech; using correct intonation; using correct
contrasts or changes over time. Think of pronunciation; using correct stress; speaking under timed conditions.
any implications of the information, or any Preparation
conclusions that can be drawn.
• Practise interpreting different types of image, including line, bar
• Make notes of the main points on your and pie graphs, process diagrams and maps, that you see in
Erasable Noteboard Booklet, and decide news stories.
the order in which you will describe
• Find an image that interests you. Take brief notes of the main
the information.
points using key words, with arrows to indicate the order
Focus on the main points of what you will say. Practise using your notes to organize
• After the tone, start with a general your description.
statement of what the image is about. Then • Practise giving an overview by summarizing the information in an
describe the most important features or image in one sentence. Set a timer so that you are ready to give
trends or contrasts. the overview after 25 seconds.
• Don’t try to describe every detail; use • You will score higher if you include, as well as all the main points,
relevant data to illustrate the main points of any developments or implications, or any conclusions that
the information. can be drawn.
• Use your notes to make sure your • Set a timer for 40 seconds and practise describing a picture or
description is clearly organized. graph so you are familiar with the time you have to speak in
• Conclude with a comment on any this task. Then find 6 or 7 images to describe, and practise
implications or conclusions. describing all of them, with 25 seconds to look at each image
and 40 seconds to describe it.
Keep speaking
• Record yourself describing an image then compare your response
• Keep speaking. The more you say, the more with the image to check how complete your description was.
thorough your description will be.
• Practise using words and phrases used to describe amounts (more
• If you make an error in the information, than, less than, approximately) and trends (rose, fell, fluctuated,
don’t worry; correct yourself and move on. remained stable), as well as comparatives and superlatives
When the microphone closes, click ‘Next’. (greatest, highest, lowest, higher than, lower than).

16
 Describe image
TIP STRIP In the test, there are 6–7 tasks. For each task, you look at the
1 Look at the image image and describe it into the microphone. The wording in the
carefully and make sure instructions below is the same as you will see in the actual test.
you understand what See page 16 for help.
it shows. If you have a
graph, look closely at
both axes. In this graph, 1 40 sec. Look at the graph below. In 25 seconds, please speak into
the vertical axis shows
the percentage of the the microphone and describe in detail what the graph is showing. You will
world population NOT have 40 seconds to give your response.
the population figures.
2 If there are two Percentage of world population living in urban areas
graphs or charts, this 100
means you have to North America World Sub-Saharan Africa
90
make comparisons. 80
Look for the most 70
significant similarities
60 TEST
and differences.
50
40 1
30
20
10
0

SPEAKING
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2016

2 40 sec. Look at the chart below. In 25 seconds, please speak into

the microphone and describe in detail what the chart is showing. You will
have 40 seconds to give your response.

Popularity of degree by gender

Computing Male
Physics Female
Mathematics
History
Law
English
Psychology
Sociology
0 10 20 30 40 50 60 70 80 90 100

17
 3           Look
40 sec. at the charts below. In 25 seconds, please speak into
the microphone and describe in detail what the charts are showing. You
will have 40 seconds to give your response.
TIP STRIP
3 Look at the overall idea
or pattern and make Leisure time use by age groups
sure you describe that. 2%
Don’t just focus on the
details. You will score Watching TV
25% 16% 20%
higher if you include Sport
29%
possible developments, 2% Reading
conclusions or Social media
implications. 14% 34% Going out
18% 26% Other
4 When a graph gives
6% 8%
information on large
numbers or percentages, People over 40 People under 40
make sure you say
these correctly.

4           Look
40 sec. at the graph below. In 25 seconds, please speak into
TEST the microphone and describe in detail what the graph is showing. You will
1 have 40 seconds to give your response.

World distribution of population and wealth

55
SPEAKING

50 World population
45 World wealth
40
percentage (%)

35
30
25
20
15
10
5
0
USA Central / Europe Africa Middle Asia Other
and South East
Canada America

18
 5 40 sec. Look at the images below. In 25 seconds, please speak into
the microphone and describe in detail what the images are showing. You
will have 40 seconds to give your response.
TIP STRIP
5 If you have related images,
start by describing the Ways to live and protect the environment
overall theme and then
move on to describing the
images themselves.
6 You cannot always
describe every point
on a graph. Look at the
trend. If it is quite steady,
describe what it shows
PAPER
overall and only highlight
significant differences.
GLASS PLASTIC

METAL

TEST
1

SPEAKING
6 40 sec. Look at the chart below. In 25 seconds, please speak into the
microphone and describe in detail what the chart is showing.
You will have 40 seconds to give your response.

Consumption of butter and margarine (1910–2000)

20
lb per person per year

15

10 Butter
Margarine

0
1910 1920 1930 1940 1950 1960 1970 1980 1990 2000

19
 Re-tell lecture
About the task type
This is a long-answer speaking task type that tests both listening and speaking skills. You have to re-tell in your own words
the information in a 60–90 second lecture. You will do 3–4 Re-tell lecture tasks.

Instructions

Audio Status box and volume control

Image related to the topic of the lecture

Recording Status box that tells you when the

microphone opens and when it closes

Strategies Testing focus Scoring ➤ page 147

Be ready Subskills tested
• Before the recording begins, look at the Listening: identifying the topic, theme or main ideas; identifying
STRATEGIES

image to help you to anticipate the topic supporting points or examples; identifying a speaker’s purpose, style,
of the lecture. tone or attitude; understanding academic vocabulary; inferring the
• Be ready to take notes on the Erasable meaning of unfamiliar words; comprehending explicit and implicit
Noteboard Booklet. information; comprehending concrete and abstract information;
• Remember you can change the volume classifying and categorizing information; following an oral sequencing
using the slider in the Audio Status box. of information; comprehending variations in tone, speed and accent.
Speaking: speaking for a purpose (to repeat, to inform, to explain);
Take notes as you listen supporting an opinion with details, examples and explanations;
• As you listen, take notes of the main and organizing an oral presentation in a logical way; developing complex
supporting ideas. ideas within a spoken discourse; using words and phrases appropriate to
• Don’t try to write down everything you the context; using correct grammar; speaking at a natural rate; producing
hear. Use key words, abbreviations, fluent speech; using correct intonation; using correct pronunciation;
symbols and arrows to capture the most using correct stress; speaking under timed conditions.
important ideas and organize them so you
can use your notes to speak. Preparation
• When the recording stops, you have 10 • Develop your own techniques for rapid note-taking. Decide on your
seconds before a tone indicates that the own abbreviations and symbols and practise using them so they
microphone is open and the blue bar become automatic.
appears in the Recording Status box. Use • Practise starting your response with a topic sentence that introduces
this time to plan how you will begin, and the topic and main idea.
the order in which you will present • The best responses will include any conclusions or implications, so
the information. always consider the significance of the information.
• Listen to 30 seconds of a lecture, noting the key words, then stop
Summarize
the audio and state the main point. Repeat this, extending the time
• Use your notes to summarize all the main to 90 seconds.
points and add as many supporting details
• Find podcasts of lectures with a transcript. Highlight the signal words
or examples as you can, as well as any
that indicate the main points and the examples, or evidence, or
implications or conclusions.
opposing arguments, then listen for them in the audio. Use the signal
• Speak clearly and at a natural pace. You words in your own re-telling of the lecture.
have 40 seconds to re-tell the information
• Find 3 or 4 podcasts of lectures and listen to the first 90 seconds,
so you do not need to rush. When the
taking notes. Time yourself for 40 seconds re-telling the extract from
microphone closes, click ‘Next’.
the lecture using your notes, then move on to the next one.

20
 Re-tell lecture
TIP STRIP In the test, there are 3– 4 tasks. For each task, you see an image
1 Use the image to on the screen. Listen to the lecture and then speak into the
anticipate the vocabulary microphone. The wording in the instructions below is the same
you might hear. For as you will see in the actual test. See page 20 for help.
example, the picture of
and artist means you are
likely to hear self-portrait,
40 sec. You will hear a lecture. After listening to the lecture, in 10
inspiration, famous
paintings, art, works, and seconds, please speak into the microphone and retell what you have just
so on. heard from the lecture in your own words. You will have 40 seconds to give
2 Be ready to take notes. your response.
Don’t try to write every 1 12
word. Use key words,
symbols and arrows
to note the main and
supporting ideas. Stay
focused and keep taking
notes until the lecture TEST
stops. You will improve
your score if you include
1
relevant detail with the
main points.
3 Listen and take note of
any signposts to help

SPEAKING
you recognize the main
points. Phrases such
as What are the main 2 13
principles ...? First ...,
secondly ..., thirdly ... can K
LOC
guide your note taking. h a nd B JUSC
nglis ES MA y en
If your notes follow the in E R s
c l e arly n LETT n ingle
speaker’s sequencing, you ffice lete ais et e te e
der m p m e n
eO se c
o angl clara
can use this to organize Hom
B o r Plea plir en pletar
UK ncy
m m
ARD
A re rc o
your own response. favo
g e C Por
Remember, after the A
D ING
LANration Act 19
audio stops you only 71
have ten seconds before ig ellid
os
Imm Ap
the tone sounds to tell m/
/ No
you to begin speaking, yn ame
Famil bre
so well-organized notes / Nom
nom
are important. / Pré
am e(s)
3 14 First n

21
 Answer short question
About the task type
This is a short-answer speaking task type that tests listening and speaking skills. You have to respond to a short question, in
one or a few words. You will do 10–12 Answer short question tasks.

Instructions

Audio Status box and volume control

Recording Status box that tells you when the

microphone opens and when it closes

Strategies Testing focus Scoring ➤ page 148

Stay focused Subskills tested
STRATEGIES

• In the 3 seconds before the audio begins Listening: identifying the topic, theme or main ideas; understanding
for each task, focus on the task so you academic vocabulary; inferring the meaning of unfamiliar words.
are ready to understand the question. Speaking: speaking for a purpose (to repeat, to inform, to explain);
• The questions are short, and you must using words and phrases appropriate to the context; speaking
answer as soon as the microphone under timed conditions.
opens, so keep your concentration
Preparation
through all the tasks.
• To practise giving quick responses to short questions, work with
• Don’t let your mind wander as there
a friend to write a set of short questions on cards on general
is no time to ‘tune in’ to what you
knowledge topics you know well, then exchange cards and ask each
will hear.
other the questions (What satellite of the earth lights the sky at night?
Understand the question Where would you find whales? What part of their body do birds use to
• Listen for the question word (who, fly? etc.). Answer with one or a few words only.
what, when, how, why) that will help • Expand your vocabulary by developing association balloons: take
you to understand the question. a common word, put it inside a circle, then add any words you
• Do not be afraid that you will not have associate with that word. Use a dictionary and a thesaurus to
the specific knowledge needed; all the add to the words in your circle, for example, for medicine, you
questions are about topics that every might put hospital, doctor, nurse, disease, illness, x-ray, health,
educated person knows. exercise, bones, veins, surgery.
• There is one correct answer that is • Practise understanding question forms by writing a series of short
usually one word or a short phrase. statements about a topic you know well, then converting them all
to questions. Ask a friend to ask you the questions in random order,
Speak clearly and you answer them.
• Speak when the blue recording bar • Practise using question forms across as many tenses as you can,
appears in the Recording Status box e.g. What does …, What did …, What will …, What would … .
(there is no tone). The microphone
• Check the pronunciation of any new words you learn by using a
will close if there is silence for more
dictionary with the words recorded. Make sure you know where
than 3 seconds.
the stress falls within the word.
• If you realize you have made a
• Practise listening for the stressed words in questions you hear.
mistake, correct yourself, as the score
Repeat the question to yourself and clap on the stressed words.
depends on the correct word or
Remember that the stressed words carry the main meaning in
words only. Once you have answered,
a question.
click ‘Next’.

22
Answer short question
In the test, there are 10–12 tasks. For each task, you hear a
question and speak your answer into the microphone. The wording
in the instructions below is the same as you will see in the actual
test. See page 22 for help.

15–24 10 sec. You will hear a question. Please give a simple and short
answer. Often just one or a few words is enough.

TIP STRIP
1 Start your answer as soon as the Recording Status box changes to
‘Recording’. If you wait longer than three seconds, you will lose your
opportunity to answer and the recording will move on to the next question.
2 This task type is not individually timed. You must click ‘Next’ to move to the
next task after you have given your response. The timer for the Speaking
section will continue running, so once the microphone closes, click ‘Next’ TEST
3
and move on.
Follow the instructions and only give a short answer. For example, if the 1
answer is stage, then stage, a stage, the stage, it’s called a stage, It’s a stage
will all be correct and will score the same marks. The important word
is stage.
4 Sometimes you can use words in the question to help you answer, e.g. the

SPEAKING
word utensil is often used to refer to well-known words or phrases, e.g. knife
or cutlery.
5 The answer will usually not include words in the question. For example,
expecting a baby is not the correct answer for this question because it’s too
general; it’s not the specific word.
6 Listen carefully to the whole question. For this question, you might think
of many foods that can be prepared in one way, but only one food can be
prepared in these threes ways.
7 Listen for the question word, e.g. who, what, how. In this question, What do
we call tells you the answer is the name of something, and play tells you the
‘something’ is to do with sports.
8 Remember that you will do 10 –12 tasks of this type. Keep your
concentration as you move through the questions.
9 Once the microphone closes, you cannot change your answer. If you realize
your first answer was not correct, keep speaking and give the correct
answer. You have ten seconds to give your response, but the microphone
will close if there are more than three seconds of silence.
10 Don’t pause in the middle of your answer for more than three seconds. If
you do so, the recording will move on to the next question and your answer
will be incomplete.

23
 Summarize written text
About the task type
This is a short-answer writing task type that tests reading and writing skills. You have 10 minutes to write a one-sentence
summary of a reading passage. You will do 2–3 Summarize written text tasks.

Instructions

Reading passage that you have to summarize

Type your answer here

Tools you can use to edit what you write

Strategies Testing focus Scoring ➤ page 148

Use your reading skills Subskills tested
• Take the time to read the passage calmly. Reading: reading a passage under timed conditions; identifying a writer’s
STRATEGIES

First, skim for the general topic, then read purpose, style, tone or attitude; comprehending explicit and implicit
carefully for the main ideas. information; comprehending concrete and abstract information.
• Note the main idea and supporting ideas Writing: writing a summary; writing under timed conditions; taking
using key words, and arrows and symbols notes while reading a text; synthesizing information; writing to meet
to indicate how the ideas are organized. strict length requirements; communicating the main points of a reading
Effective note-taking will ensure that your passage in writing; using words and phrases appropriate to the context;
summary has all the main points. using correct grammar and spelling.
Construct your summary Preparation
• Type the main point of the passage in • Practise skimming short texts quickly (up to 300 words) to identify
the box, then add the supporting or the main points. In a longer article, stop reading after each paragraph
other details. and summarize the main point in one sentence.
• Remember, your response must be one • Work with a friend to agree on what are the main ideas and
sentence only, between 5 and 75 words, supporting ideas in texts.
so you must use grammatical structures • Develop your own techniques for rapid note-taking. Decide on your
and punctuation that allow you to include own abbreviations and symbols and practise using them so they
all your points within one sentence. become automatic.
• Use the ‘Cut’, ‘Copy’, and ‘Paste’ buttons • Revise complex structures such as subordinate clauses and the use
to move text around. There is a word of conjunctions that will allow you to include more ideas within one
counter below the writing box, and a sentence. Analyze long sentences in texts to identify how the writer
timer running at the top of the screen. has constructed each one.
Check your writing • Find a short text (up to 300 words) and time yourself reading and
• Take a few minutes to check your summarizing it. Take one minute to skim for the main idea, then 2
grammar and vocabulary. Does your minutes to read carefully and take notes. Spend 5 minutes writing a
sentence begin with a capital letter and one sentence summary, and 2 minutes checking your work.
end with a full stop? • Compare your summary to the original text. The best response
• Your response will not be scored if it is will clearly summarize the main idea and condense essential
more than one sentence, or if it is written supporting ideas.
all in capital letters. • Find a set of 2 or 3 short texts and time yourself summarizing
• At the end of 10 minutes, the screen will them, one after the other. Make sure you only spend 10 minutes
stop responding. on each text.

24
 Summarize written text
TIP STRIP In the test, there are 2–3 tasks. Each task has a text on the screen.
In order to get the main You type your summary of the text into the box at the bottom of
points into one sentence, the screen. The wording in the instructions below is the same as
you will need to use you will see in the actual test. See page 24 for help.
grammatical features,
such as conjunctions
(and, but, etc.), conditional
1 10 min. Read the passage below and summarize it using one sentence.
clauses (if, when, etc.)
and relative clauses Type your response in the box at the bottom of the screen. You have 10
(who, which, that, etc.). minutes to finish this task. Your response will be judged on the quality of
your writing and on how well your response presents the key points in
the passage.

The ability to speak a second or foreign language is a highly valued skill in

today’s society and job market, and school systems throughout the world
increasingly consider the promotion of bilingualism to be among their key
objectives. This educational trend does not merely prepare students to
succeed economically, however, because learning another language has TEST
been shown to have many other important advantages during childhood
development. Researchers have argued, for example, that bilingual people
1
never completely ‘switch off ’ one of their languages even when they are
operating solely in the other language. This constant juggling of the two
languages requires the brain to select the information or, in this case,
language that is relevant to the current situation and, as such, stimulates

WRITING
cognitive functions. The bilingual student’s brain becomes more flexible
and learns to process and filter competing information more efficiently. It
also demonstrates an increased aptitude for high-level thinking, multitasking
and maintaining long periods of concentration. Bilingualism can also be
said to produce social benefits because children expand their awareness
of linguistic and cultural diversity and gain knowledge of life in other parts
of the world. Furthermore, through learning a second language, children
acquire valuable insight into the workings of their own language and, as a
result, improve their overall communicative skills.

25
 2           Read
10 min. the passage below and summarize it using one sentence.
Type your response in the box at the bottom of the screen. You have 10
minutes to finish this task. Your response will be judged on the quality of
TIP STRIP
your writing and on how well your response presents the key points in
Remember to only write the passage.
one sentence. Make sure
your answer has a capital
letter at the start and ends Millions of adults throughout the world would find it very difficult to start
with a full stop. Also, check the day without a hot cup of coffee, particularly if they live in the Americas
that you have used commas or Continental Europe. Statistics show that, for these populations, coffee
appropriately within is the preferred hot beverage, whereas in Eastern Europe and Asia,
your sentence. people tend to favour tea. The countries that consume the most coffee,
however, are not necessarily those that produce it. Coffee beans are
grown in approximately eighty countries in South and Central America,
the Caribbean, Asia and Africa. Brazil has been the world’s largest coffee
exporter for many decades, but Asian countries are increasingly competitive
in the international coffee market. Vietnam tripled its coffee exports in the
late 1990s to become the second most important player, and Indonesia now
ranks third.
TEST The popularity of coffee has been threatened in the past by reports of
1 its negative effects on human health. Some people become addicted to
caffeine, suffering physical symptoms related to overstimulation but also
from withdrawal. Coffee consumption can also negatively affect a person’s
mood, increasing anxiety that may lead to depression. Nevertheless, coffee
has been shown by other studies to produce health benefits in drinkers. It
is high in antioxidants that help fight toxicity and protect the liver. Drinking
WRITING

coffee can also improve physical performance and endurance, and it

increases blood flow to the brain, enhancing cognitive functioning too.

26
Write essay
About the task type
This is a long-answer writing task type that tests writing skills. You have 20 minutes to write a 200–300 word persuasive
or argumentative essay on a given topic. You will do 1–2 Write essay tasks.

Instructions

The essay topic that you have to answer

Type your answer here

Word processing tools

Strategies Testing focus Scoring ➤ page 149

Analyze and plan Subskills tested
• First, analyze the essay task. Identify the Writing: writing for a purpose (to learn, to inform, to persuade);

STRATEGIES
key words that tell you the general topic, supporting an opinion with details, examples and explanations;
then look for the particular aspect of the organizing sentences and paragraphs in a logical way; developing
topic you are being asked about (often in complex ideas within a complete essay; using words and phrases
the form of a statement of a position). appropriate to the context; using correct grammar; using correct
• Look closely at the task to see exactly spelling; using correct mechanics; writing under timed conditions.
what you have to do – agree/disagree, Preparation
answer specific questions, etc.
• Look at the Write essay tasks in this book and in The Official Guide
• Use your Erasable Noteboard Booklet to to PTE Academic. Circle the topic in each one, then underline the
plan your essay. Note the ideas you want particular aspect of the topic you must write about. Identify the
to include, and decide how you will instruction that tells you exactly what you must do – agree/disagree,
order them. answer specific questions, etc.
Write your essay • Practise developing outlines for essay topics. Look again at the essay
• Use your outline notes to present your topics in this book and in The Official Guide to PTE Academic, and
position on the task, and support your prepare quick outlines for each one. Remember that a response that
opinion with evidence and examples. does not address the topic will be scored zero.
Remember that it doesn’t matter what • Practise writing introductory paragraphs, with one sentence that
your opinion is as long as you argue it makes a general statement on the topic and a second sentence that
clearly and with support. introduces your opinion.
• Make sure you cover all the required • Practise writing conclusions that re-state or summarize your
aspects of the question. argument in one sentence.
• Make sure your essay is well organized, • Make a list of signpost words you can use to show how an argument
with a new paragraph for each new idea, is organized, such as Firstly, Secondly, However, In addition, On the other
to develop your argument. hand, etc. Write paragraphs that use these signpost words.
Check your writing • Write 250 words on one essay topic on your computer and time
how long it takes you to do this. Decide how much time you can
• Save a few minutes to check your writing.
spend planning your essay, how much time writing, and how much
You will lose marks for poor grammar and
time checking.
for spelling mistakes.
• Practise writing without using the spell-checker and grammar checker
• After 20 minutes the screen will stop
on your computer so that you learn to recognize wrong spellings.
responding, so click ‘Next’ and move on.
You cannot use a spell-checker or grammar checker in the actual test.

27
 Write essay
TIP STRIP In the test, there are 1–2 tasks. For each task, the essay question is
1 Think carefully about on the screen. You type your essay into the box on the screen. The
the question before wording in the instructions below is the same as you will see in the
you start. Sometimes actual test. See page 27 for help.
it helps to re-word a
statement as a question,
e.g. for Topic 1: Is wealth
20 min. You will have 20 minutes to plan, write and revise an essay about
the only measure of
success in society? the topic below. Your response will be judged on how well you develop a
2 In this type of essay, you
position, organize your ideas, present supporting details, and control the
need to write about the elements of standard written English. You should write 200–300 words.
questions you are asked.
In Topic 2, there are 1 Success in today’s society is measured in terms of wealth. To what extent
two questions, so you do you agree with this definition of success? What other measures of
must answer both of success should society take into consideration?
them. Read the questions
carefully. Make sure you 2 Nowadays people are increasingly dependent on their smart phones. Is
TEST know what any pronouns this a positive trend? What are the advantages or disadvantages of this
1 refer to. For example,
what does this refer to in
dependency? Support your point of view with reasons and/or examples
from your own experience or observations.
the second sentence?
WRITING

Write essay: Each question is displayed on a new screen.

28
Overview: Reading
Part 2 of the PTE Academic test is Reading. This part tests your ability to
understand written English in an academic environment.
The table shows what you will see in the test, which you will take on a computer.
When practising with this book, you will have to write your written answers in the
book, your notebook or on your own computer.

Part 2: Reading
Reading (total time 32–41 minutes)
Text/
Number Skills
Task type Task description Recording
of tasks assessed
length
After reading a text, answer a
Multiple-choice,
multiple-choice question on the text up to
choose single 2–3 reading
content or tone of the text by 300 words
answer
selecting one response.
After reading a text, answer a
Multiple-choice,
choose multiple 2–3
multiple-choice question on the
reading
text up to TEST
answers
content or tone of the text by
selecting more than one response.
300 words
1
Several text boxes appear on
Re-order text up to
2–3 screen in random order. Put the reading
paragraphs 150 words
text boxes in the correct order.
A text appears on screen with
Reading: several blanks. Drag words or text up to
4–5 reading

READING
Fill in the blanks phrases from the blue box to fill 80 words
in the blanks.
A text appears on screen
Reading with several blanks. Fill in the reading
text up to
& writing: 5–6 blanks by selecting words from and
300 words
Fill in the blanks several drop-down lists of writing
response options.

You may take notes using the Erasable Noteboard Booklet and pen, and use these
notes as a guide when answering the tasks.
Authentic texts about academic subjects in the humanities, natural sciences or
social sciences are presented. Although you may not be familiar with the topics
presented, all the information you need to answer the tasks is contained in
the texts.
Reading task types are not timed individually. You can refer to the timer in the
upper right-hand corner of the computer screen, Time Remaining, which counts
down the time remaining for the Reading part.

29
 Multiple-choice, choose single answer
About the task type
This is a multiple-choice reading task type that tests reading skills. You have to select a single answer to a question about
information in a text. You will do 2–3 Multiple-choice, choose single answer tasks.

Instructions

The question
The reading passage

You have to click on one option to answer the

question

Strategies Testing focus Scoring ➤ page 151

Read with purpose Subskills tested
• Read the question before you read the Reading: any of the following depending on the task: identifying the
STRATEGIES

passage. This will tell you what information topic, theme or main ideas; identifying the relationships between
you are looking for in the text. It could sentences and paragraphs; evaluating the quality and usefulness of
be the main idea, the writer’s purpose texts; identifying a writer’s purpose, style, tone or attitude; identifying
or attitude, some detailed information, supporting points or examples; reading for overall organization and
or inferences. connections between pieces of information; reading for information
• Next, skim the text to get an idea of the to infer meanings or find relationships; identifying specific details, facts,
general content and the development opinions, definitions or sequences of events; inferring the meaning of
of the ideas. Don’t worry if you don’t unfamiliar words.
understand every word. Preparation
Select the option • Practise skimming short texts of about one paragraph to answer this
• From the prompt, identify whether the question: What is the writer’s main point? Summarize the main point in
answer you need is located in the whole a short sentence.
text or in part of it, then read carefully the • Practise skimming short texts to answer this question: What is the
whole text or the relevant part. writer’s purpose in this passage? (to criticize, to argue, to persuade the
• Remember, the options may use synonyms reader, to describe, to explain, etc.).
for words in the passage, not the • Practise identifying the topic sentences in paragraphs; this helps to
exact words. identify the main theme.
• If you don’t know an important word in • Take notes of the information in a text and use arrows to show how
the text, try to guess its meaning from the writer’s ideas develop.
the context. • Highlight the cohesive devices used in a text, such as pronoun use,
• Answer the question by clicking on one article use, substitution, etc.
option or on its radio button . • Highlight any words you don’t know in a text and practise guessing
what they mean from the context. Check your guess in a dictionary.
Confirm your choice
• Work with a friend to see if you agree on what is the main point and
• After you have chosen an option, compare
what are the supporting points in a text. Identify the signpost
each of the other options to the text to
words that indicate evidence, support, details, examples, or
eliminate each one. If you change your
opposing arguments.
mind, click on the option again to de-select
it, then click on the correct option. • Expand your vocabulary by creating lists of words with their
synonyms. Use a thesaurus to find new words with the same or
• Be aware of the time and don’t spend too
similar meanings. When you learn a new word, find an example of
much time on one task. Click ‘Next’ and
how it’s used in context, for example in a learner’s dictionary.
move on.
30
 Multiple-choice, choose single answer
TIP STRIP In the test, there are 2–3 tasks. For each task, you read the text
1 If you do not understand on the left of the screen and look at the options on the right of
a word in the question, the screen. You click the button next to the answer you think is
check to see whether it correct. The wording in the instructions below is the same as you
has been explained in the will see in the actual test. See page 30 for help.
passage. In this passage,
hermaphroditism refers
back to an evolutionary Read the text and answer the multiple-choice question by selecting the
process. correct response. Only one response is correct.
2 Read the question before
the options and decide 1 Sequential hermaphroditism is an evolutionary process in which a creature
what you need to read changes sex during its life cycle. The phenomenon is well documented
for. If you are looking by biologists who have observed its occurrence in nearly thirty species
for the ‘writer’s main of fish. Many scientists explain this adaptive change as an example of
purpose’, you are reading the size-advantage model which, in some species, links an individual’s size
for the overall idea with its probability of producing offspring. In species where mating rituals
or argument. require males to fight for female partners, for example, there is an overall TEST
reproductive advantage if an individual is female when young and small, but
becomes male as it grows larger and more competitive. 1
What does the writer say about sequential hermaphroditism?
A It is most common in female fish.

READING
B It can lead to more fish being born.
C It is an important part of the mating ritual.
D It can cause increased competitiveness in males.

2 An understanding of data-gathering processes is not only essential for

effective experimental design but also for the accurate interpretation of
results. Researchers often encounter studies with contradictory findings
and, in order to understand these discrepancies, it is important to
examine the procedures followed prior to and during the study. When
setting up an experiment, researchers make countless, seemingly minor
decisions that can significantly affect their results. This is not to say that
scientists deliberately manipulate their experiments, rather that there are
numerous valid procedures for collecting and analysing data. Results can
only be fully understood if the conditions under which they were obtained
are also scrutinized.

What is the writer’s main point in this paragraph about research?

A Contradictory experimental results are a concern.
B Researchers often manipulate results through design.
C Scientists sometimes use unreliable methods.
D Experimental methodology is extremely important.

31
 Multiple-choice, choose multiple answers
About the task type
This is a multiple-choice reading task type that tests reading skills. More than one response is correct in answer to a
question about a text. You will do 2–3 Multiple-choice, choose multiple answers tasks.

Instructions

The question

The reading passage

You have to click on more than one option

to answer the question

Strategies Testing focus Scoring ➤ page 151

Read the question first Subskills tested
• Read the question before you read the Reading: any of the following depending on the task: identifying the
STRATEGIES

passage. This will tell you what information topic, theme or main ideas; identifying the relationships between
you are looking for in the text. It could be sentences and paragraphs; evaluating the quality and usefulness of
the main ideas, the writer’s purpose texts; identifying a writer’s purpose, style, tone or attitude; identifying
or attitude, some detailed information, supporting points or examples; reading for overall organization and
or inferences. connections between pieces of information; reading for information
• Next, skim the text to get an idea of the to infer meanings or find relationships; identifying specific details, facts,
general content and the development opinions, definitions or sequences of events; inferring the meaning of
of the ideas. Don’t worry if you don’t unfamiliar words.
understand every word. Preparation
Read for a purpose • Practise skimming longer texts of several paragraphs to answer
• From the prompt, identify whether the this question: What are the writer’s main points? Summarize the
answers you need are located in the whole main points.
text or in parts of it, then read carefully • Practise skimming longer texts to answer this question: What were
the whole text or the relevant parts. the writer’s goals in writing this passage? (to criticize, to argue,
• Remember, the options may use synonyms to persuade the reader, to describe, to explain, etc.).
for words in the passage, not the • Practise identifying the topic sentences in paragraphs; this helps to
exact words. identify the main themes.
• If you don’t know an important word in • Take notes of the information in a text and use arrows to show how
the text, try to guess its meaning from the writer’s ideas develop.
the context. • Highlight the cohesive devices used in a text, such as pronoun use,
• Answer the question by clicking on more article use, substitution, etc.
than one option or on their checkboxes. • Highlight any words you don’t know in a text and practise guessing
Confirm your choices what they mean from the context. Check your guess in a dictionary.
• After you have chosen the options, • Work with a friend to see if you agree on what are the main
compare each of the other options to the points and the supporting points in a text. Identify the signpost
text to eliminate each one. If you change words that indicate evidence, support, details, examples, or
your mind, click on the option again to opposing arguments.
de-select it then click on the correct option. • Expand your vocabulary by creating lists of words with their
• Be aware of the time and don’t spend too synonyms. Use a thesaurus to find new words with the same or
much time on one task. similar meanings. When you learn a new word, find an example of
how it is used in context, for example in a learner’s dictionary.

32
 Multiple-choice, choose multiple answers
TIP STRIP In the test, there are 2–3 tasks. For each task, you read the text
Read the question before on the left of the screen and look at the options on the right of the
the options and decide screen. You click the buttons next to all of the answers you think
what you need to read for; are correct. The wording in the instructions below is the same as
the words Which of the you will see in the actual test. See page 32 for help.
following statements indicate
that you are reading for
detailed information. 1 Read the text and answer the question by selecting all the correct
responses. You will need to select more than one response.

Rugby, a popular sport at both professional and amateur levels, is often

taught in schools, sometimes on a compulsory basis, to children as young
as ten. Although school rugby matches can be great fun and undoubtedly
foment team spirit and sportsmanship, they also pose a serious threat to
the well-being of the players. As a high-impact collision sport, rugby involves
the kind of tackles that can result in many types of serious injuries, including
dislocated shoulders, ligament tears and head trauma. In fact, studies
TEST
1
show that, on average, around 10 per cent of school-age players suffer a
concussion every season and some rugby-related injuries can have lifelong
or even fatal consequences.
Not surprisingly, the medical profession has called for a ban on tackling
during school rugby matches. Sales of protective headgear for children to
wear during training and matches have also increased. Although parents

READING
believe that this equipment will safeguard their offspring, research suggests
that it could actually increase the risk of serious injury. While the headgear
successfully protects its wearers from minor cuts or bruises, it often fails to
reduce the incidence of more serious injuries like concussion. This may be
due to the fact that players who are wearing protective headgear are less
concerned about getting hurt and, therefore, more prepared to behave
recklessly and engage in dangerous tackles. Experts have also expressed
concerns about the effect that a ban on tackling in schools will have on
the children who continue to play rugby as adults. They believe that, if not
coached in safe tackling techniques when young, players will be more likely
to sustain serious injuries when they are older.

Which of the following statements does the writer make?

A School children are always given a choice about whether to play rugby
or not.
B Minor injuries are more common than serious injuries during matches.
C Young players who are injured may also have health problems as adults.
D The usefulness of protective headgear has been disputed.
E Most parents are reluctant to let their children play rugby at school.
F Banning tackling in schools could negatively affect the safety of
adult players.
G Protective headgear has sometimes caused cuts and bruises.

33
 2 Read the text and answer the question by selecting all the correct
responses. You will need to select more than one response.
TIP STRIP
Estimates suggest that approximately fifty to sixty volcanoes erupt every
Use key words in the month around the world. Although some volcanoes only erupt once every
options to help you find few decades, others—like Kilauea on the island of Hawaii—are almost
the answers in the text.
continually active. A single eruption may last between several hours and
Key words like active,
earthquake, scientists, data several weeks, but the volcano is considered to be active for around ten
point to the information years afterwards. Because the superheated lava and poisonous gases
to be confirmed or released during an eruption can cause catastrophic damage, people living
contradicted in the text. near active volcanoes often have to be ready to evacuate their homes
without much notice. Unfortunately, impending eruptions cannot always be
accurately forecasted.
Predicting an eruption is a complex process as forewarning behaviours differ
greatly from one volcano to the next. In some, an imminent eruption is
revealed by a surge in the frequency and intensity of earthquakes occurring
in the local area. With others, an observed increase in the volcano’s height,
caused by magma expanding beneath the surface, signals pending activity.
TEST In yet other cases, indicators include explosions of ash at the summit and a
1 rise in the number of vents ejecting hot gas. Forecasting a volcanic eruption,
therefore, requires specific knowledge of the volcano in question. Scientists
often have only the historical behaviour of a volcano to guide their
predictions, and this data is often scarce, especially relating to volcanoes
that erupt only occasionally. Little is known about Agung volcano in
Indonesia, for example, because the last time it erupted was in 1963, when
READING

seismometers and satellite monitoring were not widely used. Therefore,

even when geological changes are observed at Agung, scientists cannot
accurately predict how much time will pass before an eruption occurs.

Which of the following are true about volcanoes according to

the passage?
A All volcanoes erupt at least once every ten years.
B Volcanoes are always active even when they aren’t erupting.
C Scientists need to study every volcano individually.
D Eruptions are always accompanied by earthquakes.
E Changes in the volcano’s size may indicate a future eruption.
F Scientists now have access to a huge amount of data about volcanoes.
G The 1963 Agung eruption was carefully monitored.

34
Re-order paragraphs
About the task type
This is a reading task type that tests reading skills. You have to select the single correct order for a set of sentences
presented in incorrect order. You have to do 2–3 Re-order paragraphs tasks.

Instructions

Sentences in incorrect order in the left panel

Arrow keys you may choose to use

Move the boxes from the left panel

to this right panel, in the correct order

Strategies Testing focus Scoring ➤ page 151

Find the topic sentence Subskills tested

STRATEGIES
• Skim the sentences in the left panel. Look Reading: identifying the topic, theme or main ideas; identifying
for a sentence that introduces the topic. supporting points or examples; identifying the relationships between
• Check that your selected topic sentence sentences and paragraphs; understanding academic vocabulary;
‘stands alone’, containing no references to any understanding the difference between connotation and denotation;
information that must be stated before it. inferring the meaning of unfamiliar words; comprehending explicit
• Move your topic sentence to the right panel and implicit information; comprehending concrete and abstract
by dragging-and-dropping or using the information; classifying and categorizing information; following a logical
left/right arrow keys. or chronological sequence of events.

Look for the links Preparation

• Look for linking words and structures • Write a short sentence about a topic. Replace all the nouns with
in the other sentences. Look for signal pronouns such as he, she, it, they, them, etc. Look at the sentence
words like However or In addition, or again. Can you see why it is no longer a ‘standalone’ sentence?
referencing pronouns replacing nouns • Look at groups of sentences in magazines or online passages.
already mentioned such as he or it, or Highlight the articles a/an, the. Identify the pattern in article use of
demonstratives such as this or these. first mention/subsequent mention.
Think about article usage (a for first • Find short passages of 4–5 sentences in magazines or online. Then:
mention, the afterwards). • Look at the first sentence and ask: Why is this sentence before
• Use these cohesive markers to put the the others?
information in the correct order. Move each • Highlight all the words that indicate the cohesion (linking words,
sentence to its place in the right panel by pronouns, articles, demonstratives).
dragging-and-dropping or using the • Work with a friend to cut up or re-write the text, moving the
arrow keys. sentences into a different order. Exchange texts. Look at each
Confirm the order sentence and highlight all the cohesive devices. Use them to
• Check each sentence. If you change your re-create the correct order.
mind, use the up/down arrow keys or • Delete all the referencing pronouns that indicate cohesion. Put the
dragging-and-dropping to put the sentence passage aside for a few days, then look at it again and put in the
in a different position. missing words.
• Read through the sentences in order for one • Make a list of signpost words used to show how a text is
last check, then click ‘Next’ and move on. organized, such as Firstly, Secondly, However, In addition, On the
other hand, etc.

35
 Re-order paragraphs
TIP STRIP In the test, there are 2–3 tasks. For each task, you drag paragraphs
1 Read through all the text from the left and drop them into the correct order on the right.
boxes before you begin. The wording in the instructions below is the same as you will see in
As you do this, note the the actual test. See page 35 for help.
important words – often
nouns that express
important ideas, e.g. The text boxes in the left panel have been placed in a random order.
report, sons, daughters, Restore the original order by dragging the text boxes from the left panel
underperformance, to the right panel.
literacy and language
skills. Use these to help
1
you decide on the main
topic of the text; in A It offers several reasons to explain this underperformance, but
this case, the academic the most widespread of these is poor literacy and language skills.
underachievement of
boys in school. Then, B A recently published report shows that, in the United Kingdom,
you can look for the boys across all social classes consistently underachieve
TEST standalone sentence that academically in both primary and secondary school.

1 will be the first sentence.

2 Use pronouns and linkers
C Therefore, amongst its other recommendations, the report
encourages fathers to get involved in reading with all of their
to make connections children—but particularly with their sons.
between sentences
and help you work out D On the other hand, it may be due to the fact that mothers are still
the correct order, e.g. largely responsible for reading with young children and the activity
READING

In particular ..., At the is thus seen as feminine.

moment ..., however.
E It is unclear if this linguistic deficiency results from parents’
tendency to spend less time reading with their young sons than
with their daughters.

A In particular, this increased output has been made possible by the

use of new techniques like precise horizontal drilling and hydraulic
fracturing, or ‘fracking’ as it is often called.
B At the moment, both groups are unwavering, and the debate on
the future of oil and gas production remains unresolved.
C The energy companies who use these new methods
of production say that they have both economic and
security benefits.
D Over the last few years, US production of gas and oil has
risen dramatically due to new technological developments in
the sector.
E Those who oppose horizontal drilling and fracking, however, are
unconvinced by these arguments and claim that their continued
use will result in catastrophic environmental consequences.

36
Reading: Fill in the blanks
About the task type
This is a reading task type that tests reading skills. From the box below a text, you have to select a single correct answer
for each gap in the text. You will do 4–5 Reading: Fill in the blanks tasks.

Instructions

Text with missing words

You have to select words from this box and drag

them to the gaps in the text above

Strategies Testing focus Scoring ➤ page 151

Skim the text first Subskills tested

STRATEGIES
• Skim the gapped text to get an idea of the topic. Reading: identifying the topic, theme or main ideas; identifying
Ignore the blanks at this point. Look for the key words and phrases appropriate to the context; understanding
words that carry the meaning. academic vocabulary; understanding the difference between
• If there are words you don’t know, read around connotation and denotation; inferring the meaning of unfamiliar
them to try to guess the meaning from words; comprehending explicit and implicit information;
the context. comprehending concrete and abstract information; following a
logical or chronological sequence of events.
Identify the correct words
• Look at the words around the first blank Preparation
and its place in the sentence. Identify the idea • Improve your general reading skills by reading short texts and
being expressed in the sentence, and think what summarizing the main ideas. Stop after 2 or 3 sentences and
word will create meaning in the context. Use put the ideas you have read into your own words.
grammar clues to help you decide between • Try to guess the meaning of words you don’t know from
possible options. the context, then check their meaning in a dictionary. Use a
• Think about collocation: what word often thesaurus to expand your vocabulary with synonyms for the
appears with the word before or after the blank? word, and look for examples of how to use the new words,
• Look for possible words in the box at the for example in a learner’s dictionary.
bottom of the screen, and try each one by • Expand your knowledge of collocation (words that frequently
dragging it up to the blank in the text. If it fits occur together, such as difficult decision). Keep a diary of
the meaning and grammar, leave it there. If not, collocations you find in your reading and revise them regularly.
move it back. This will help you to recognize the best word for a blank.
• Once you have filled one blank, move to the • Make your own collocation lists. Take a common word such
next. If you cannot do one, don’t worry; just as pollution and add to it any words you would expect to see it
move to the next. The more blanks you fill in, used with, such as water pollution, air pollution, urban pollution.
the easier the missing ones will be. Expand this list by taking the words you have found and adding
different collocations, for example, with water you can put
Check one last time water pollution, water sports, water supply, water shortage, clean
• Check each of the 3 unused words to confirm water, fresh water, etc.
your choices. • Work with a friend to delete some of the words that carry
• Read through one last time to check the meaning meaning from short texts. Exchange texts and try to guess the
is consistent. missing word, with and without having a list to choose from.

37
 Reading: Fill in the blanks
TIP STRIP In the test, there are 4–5 tasks. For each task, you drag the words
1 Some gaps will be in at the bottom of the text and drop them into the correct space in
common phrases where the text. The wording in the instructions below is the same as you
collocations, such as will see in the actual test. See page 37 for help.
between adjectives and
nouns like nineteenth
, can help you find In the text below some words are missing. Drag words from the box below
the answer. to the appropriate place in the text. To undo an answer choice, drag the
2 Quickly read the word back to the box below the text.
paragraph first. Then
use grammar clues to 1 Barcelona boasts an impressive architectural heritage, with structures that
help you. For example, 1
changes taking place in Catalan society 2 its 2000-year
its / is tells you that a
history. Some of its oldest buildings were constructed in Roman
singular noun is needed in
the first gap. times, while others, like the Gothic cathedral, 3 back to the
Middle Ages. For many architects, however, the nineteenth 4
was the city’s real period of glory when Barcelona saw the emergence
TEST
1 of modernism and the 5
medieval walls.
of the city beyond the enclosure of its

throughout structure expansion along century date occur reflect

READING

2 In 2013, a new species of nocturnal mammal was 1 in the

Western Hemisphere. Although examples were seen and even captured
decades earlier, the creature now 2 as the olinguito, had originally
been wrongly classified. It lives at 3
altitudes in an environmentally
threatened area of cloud forest within the Andes of Colombia and Ecuador.
Unless its 4 is protected soon, however, the olinguito may
disappear before scientists have chance to learn much more about it.

known told habitat heavy high discovered top

38
 In the text below some words are missing. Drag words from the box below
to the appropriate place in the text. To undo an answer choice, drag the
word back to the box below the text.
TIP STRIP
3 You can use your
3 For the last sixty years, the British government has been collecting data on
knowledge of grammar
and collocation. For household expenditure by 1 families about their outgoings. These
example, in Gap 5, reports now provide 2 insight into important structural and social
choose the word from changes over that period. For example, on 3 , the percentage of
the box that collocates
income spent on accommodation has doubled whereas the percentage used
with dramatic.
4 Use pronoun references
for food and clothing has 4 . Unsurprisingly, the data also shows a
to help you complete dramatic 5 in the purchase of tobacco, now constituting just 1 per
the gap. For example, cent of total spending.
in Gap 3, this refers
back to 44.7 million
valuable buying general average halved decline interview surveying
tonnes of e-waste. Select
a word from the box
that completes the
description. 4 In today’s world of ever-changing technology and constant pressure
TEST
to 1 to the latest electronic gadget, a new 2 to the
environment is looming. In 2016, humans threw out 44.7 million tonnes of 1
e-waste, or unwanted electronic devices, and this 3 will worsen
as developing countries start to thrive economically. In Asian countries,
for example, a 4 in the middle classes means that many more
people now have disposable income 5 to buy—and to replace—

READING
technological devices.

revolution trend market growth available popular upgrade

threat

39
 Reading & writing: Fill in the blanks
About the task type
This is a multiple-choice reading task type that tests reading and writing skills. You select one correct word from a list to fill
each blank in a text. You will do 5–6 Reading & writing: Fill in the blanks tasks.

Instructions

You have to select from a drop-down list

of 4 options to fill each gap

Text with missing words

Strategies Testing focus Scoring ➤ page 151

Read the text through Subskills tested
STRATEGIES

• Read the whole text through once for the Reading: identifying the topic, theme or main ideas; identifying words
overall meaning. Then, re-read the sentence and phrases appropriate to the context; understanding academic
with the first blank and think what word vocabulary; understanding the difference between connotation and
would create meaning in the context. denotation; inferring the meaning of unfamiliar words; comprehending
Look at the sentence grammar to decide explicit and implicit information; comprehending concrete and abstract
what is needed, e.g. noun, past tense information; following a logical or chronological sequence of events.
verb, adjective. Writing: using words and phrases appropriate to the context; using
• Click on the first blank. From the drop-down correct grammar.
list, select the one that will create meaning
Preparation
and is grammatically correct.
• Improve your general reading skills by reading short texts and
• Repeat for the other blanks.
summarizing the main ideas. Look at the sentence structure and
Use your language knowledge trace the verb tense patterns and the clause structure.
• Think about collocation: what word often • Revise your knowledge of grammar and word order. Use a
appears with the word before or after grammar book with gap-fill quizzes to practise choosing the
the blank? grammatically correct word for each gap.
• Consider word form: should the word be the • When reading texts, try to guess the meaning of words you don’t
noun form, the verb form, or the adjective know from the context, then check their meaning in a dictionary.
form? For example: allocation, allocate, Use a thesaurus to expand your vocabulary with synonyms for the
allocated, allocating. word, and look for examples of how to use the new words, for
• Read the sentence with each word in turn: example in a learner’s dictionary.
which one makes the best meaning • Expand your knowledge of collocation (words that frequently
in context? occur together, such as difficult decision). Keep a diary of
collocations that you find in your reading and revise them regularly.
Check for grammar and meaning
This will help you to recognize the best word for a blank.
• Fill each blank in turn. If you cannot do one,
• Notice the discourse structure when you read, how the writers
leave it and return later. The more blanks you
use cohesive devices to indicate the progression of what they are
fill, the clearer the text will become.
saying. This will help you to choose the correct option based on
• When you have finished, check each selection understanding the construction of a text.
for correct grammar. If it is a verb, is the tense
• Work with a friend to delete words such as verbs and nouns from
correct? Is it the right form of the word?
texts. Exchange texts and try to predict what the missing words
• Click ‘Next’ and move on. should be.

40
 Reading & writing: Fill in the blanks
TIP STRIP In the test, there are 5–6 tasks. For each task, you have a text with
1 Read the text quickly several gaps. You select the correct answer for each gap from the
before you start to get an drop-down list on the screen. The wording in the instructions below
overall understanding of is the same as you will see in the actual test. See page 40 for help.
the content and decide
on the main idea or
topic. This will help you Below is a text with blanks. Click on each blank, a list of choices will appear.
choose words with the Select the appropriate choice for each blank.
right meaning.
2 Note any small words 1 Estimates suggest that, by 2050, there will be 9.8 billion people in the world,
like prepositions that and food supplies will need to increase by approximately 60 per cent in
come after the gap. order 1 this demand. Because resources on land are limited, the
These will help you rule oceans will need to play a greater 2 in food production. 3
out some options, for people to continue eating species sitting near the top of the food chain, such
example, in Gap 5, only
one of the options has as salmon or tuna, will be unthinkable since about 90 per cent of the world’s
the correct meaning and fish stocks are already 4 threatened by pollution, climate change
can be followed by with. and overfishing. A recent EU report suggests that other types of sea life, TEST
such as seaweed, may provide a more sustainable solution. Although people
5
seaweed for centuries, only about 35 countries currently harvest
1
it on a commercial level. Increasing the global consumption of seaweed
could help prevent a future food crisis.

1 A meeting B to meet C will meet D for to meet

READING
2 A lead B piece C role D aspect
3 A To B About C For D Over
4 A enough B quite C badly D severely
5 A is eaten B would eat C are eating D have been eating

2 Russian psychologist Lev Vygotsky’s main focus was the cognitive

development of children and the role of the mother tongue in that
development. He believed that thought and language were interrelated
but distinct cognitive operations, 1 develop uniquely within each
human being. Human psychological processes differ 2 those of
animals in that they are culturally mediated—they develop within a historical
context and arise out of practical human activity. Vygotsky is probably most
3
known for the zone of proximal development concept, which is,
essentially, the difference between what a child can achieve on its 4
and what that same child can achieve when assisted during interaction with
a skilled other. Through 5 with others in a mediated activity, the
child will gradually internalize and appropriate new skills and knowledge.

1 A which B who C that D where

2 A to B about C from D towards
3 A openly B closely C widely D strongly
4 A own B self C alone D individually
5 A involving B involvement C involved D to involve

41
 Below is a text with blanks. Click on each blank, a list of choices will appear.
Select the appropriate answer choice for each blank.
TIP STRIP 3 Blandford College is the perfect choice for those who wish to go to
3 Look at what comes university but lack the required qualifications. By completing our Higher
before the gap. For Education Access course, you will be 1 qualified to start a degree
example, in Gap 3, the
in a wide variety of subjects 2
as teaching or social work. You
verb need can only
be followed by an will also learn important study and communication skills and develop the
infinitive + to. confidence you need 3 in a professional environment. The course
4 Look at what comes after is full-time and demands a high level of commitment from students who are
the gap. For example, in 4
to attend lectures, participate in group seminars and take part in
Gap 3, only one option in practical sessions. Students should be prepared to put in a great 5
this set can be followed of work outside of the classroom, too, managing their own learning in an
by a gerund (-ing).
autonomous way and meeting established deadlines.

1 A certainly B fully C all D complete

2 A such B like C similar D so

TEST 3 A succeed B succeeding C to succeed D succeeded

1 4 A hoped B wished C waited D expected

5 A lot B deal C quantity D measure

4 Some sceptics continue to refute the 1 of climate change, but the

READING

evidence is increasingly indisputable. Glaciers have shrunk in size, and sea

levels are rising. In many countries, heat waves are becoming 2
frequent and longer, and there has been an increase in the number of
hurricanes worldwide. As temperatures are predicted to 3 rising
for many decades to come, changes in the environment are likely to become
more pronounced. It is important to consider, 4 , whether such
climatic changes are always harmful. Indeed, some beneficial effects can be
observed: crops grow better in certain regions if there are longer periods
without frost, and some populations might succeed in adapting to their
changed environment and even 5 advantage of it. Scientists tend
to agree, nevertheless, that the negative effects of climate change outweigh
any potentially positive ones.

1 A existing B exist C existence D existed

2 A much B more C lot D far
3 A keep on B give up C put off D go up
4 A despite B whereas C instead D however
5 A see B put C take D have

42
 Below is a text with blanks. Click on each blank, a list of choices will appear.
Select the appropriate answer choice for each blank.
TIP STRIP 5 The Mosuo are a small ethnic group with around 30,000 members that
5 Look closely at the live in South-West China close to the Tibetan border. Their Himalayan
grammatical structures.
homeland is not 1 accessible, and this has shielded the Mosuo from
For example, in Gap 4,
with introduces a gerund outside cultural influence. As a consequence, their matriarchal traditions
(-ing) as in the men remain largely intact. Lineage 2 through the mother, and children
performing ... rarely have 3 with their paternal family. There is a clear division
of labour between Mosuo male and females, with the women 4
responsible for all household duties and the men performing manual tasks
related to fishing and agriculture. Financial decisions are made by the
matriarch, and any income earned through jobs or trade is handed over
to her for its distribution 5 the needs of all of the family
members. When the matriarch dies, all property and land rights pass to
her female successor.

1 A almost B deeply C easily D fairly

TEST
2
3
A traces
A relation
B is traced
B contact
C will trace
C joint
D tracing
D touch
1
4 A being B be C are D been
5 A in accordance with B at the end of C as a result of D as well as

READING

43
 Overview: Listening
Part 3 of the PTE Academic test is Listening. This part tests your ability to
understand spoken English in an academic environment. It also tests your ability to
understand a variety of accents, both native and non-native.
The table shows what you will see in the test, which you will take on a computer.
When practising with this book, you will have to write your written answers in the
book, your notebook or on your own device, and you could record your spoken
answers on your own device, for example a mobile phone.

Part 3: Listening
Listening (total time 45–57 minutes)
Text/
Number Skills
Task type Task description Recording
of tasks assessed
length
Summarize After listening to a recording, write listening and 60 –90
spoken text 2–3
a summary of 50–70 words. writing seconds
TEST After listening to a recording,

1 Multiple-choice,
choose multiple
answers
2–3
answer a multiple-choice question
on the content or tone of the
recording by selecting more than
listening
40 –90
seconds
one response.
The transcription of a recording
appears on screen with several
LISTENING

Fill in the blanks listening and 30 – 60

2–3 blanks. While listening to the
writing seconds
recording, type the missing words
into the blanks.

Highlight correct After listening to a recording,

listening and 30 –90
summary 2–3 select the paragraph that best
reading seconds
summarizes the recording.
After listening to a recording,
Multiple-choice, answer a multiple-choice question
choose single 30 – 60
2–3 on the content or tone of the listening
answer seconds
recording by selecting one
response.
After listening to a recording,
Select missing select the missing word or group 20 –70
word 2–3 listening
of words that completes the seconds
recording.
The transcription of a recording
Highlight appears on screen. While listening
listening and 15 – 50
incorrect words 2–3 to the recording, identify the words
reading seconds
in the transcription that differ from
what is said.
Write from After listening to a recording of a listening and 3 – 5
dictation 3–4
sentence, type the sentence. writing seconds

Each recording is played only once. You may take notes using the Erasable
Noteboard Booklet and pen, and use these notes as a guide when answering
the tasks.
With the exception of Summarize spoken text, listening task types are not timed
individually. You can refer to the timer in the upper right-hand corner of the
computer screen, Time Remaining, which counts down the time remaining for the
Listening part.

44
Summarize spoken text
About the task type
This is a long-answer listening task type that tests listening and writing skills. You have to summarize the key points in a
short lecture, in 50–70 words. You will do 2–3 Summarize spoken text tasks.

Instructions

Audio Status box and volume control

Type your answer here

Tools you can use to edit what you write

Strategies Testing focus Scoring ➤ page 152

Be ready Subskills tested
• The Audio Status box will count down from Listening: identifying the topic, theme or main ideas; summarizing

STRATEGIES
12 seconds and the audio will begin. the main idea; identifying supporting points or examples; identifying
• Be ready to take notes on the Erasable a speaker’s purpose, style, tone or attitude; understanding academic
Noteboard Booklet. vocabulary; inferring the meaning of unfamiliar words; comprehending
explicit and implicit information; comprehending concrete and abstract
Take notes as you listen information; classifying and categorizing information; following an oral
• As you listen, take notes of the main and sequencing of information; comprehending variations in tone, speed
supporting ideas. and accent.
• Don’t try to write down everything you hear. Writing: writing a summary; writing under timed conditions; taking
Use key words, abbreviations, symbols and notes whilst listening to a recording; communicating the main points
arrows to capture the most important ideas of a lecture in writing; organizing sentences and paragraphs in a logical
and to indicate how the ideas are organized. way; using words and phrases appropriate to the context; using
Effective note-taking will ensure that your correct grammar; using correct spelling; using correct mechanics.
summary has all the main points.
• When the recording stops, look at your Preparation
notes while the audio is fresh in your mind. • Develop your own techniques for rapid note-taking. Decide on
Plan how you will present the information. your own abbreviations and symbols and practise using them so
they become automatic.
Write your summary • Find podcasts of lectures with a transcript. Highlight the signal
• When the audio stops, you have 10 minutes words that indicate the main points and the examples, or evidence,
to write your summary. or opposing arguments, then listen for them in the audio to help
• Use your notes to summarize all the main you understand.
points and add as many supporting details • Find podcasts of lectures online. Listen to 30 seconds of a lecture,
or examples as you can. Top marks will be noting the key words, then stop the audio and write a sentence
gained if all relevant aspects of the audio that summarizes the main points of what you heard. Repeat
are mentioned. this twice until you have listened to 90 seconds. Then, join your
• Keep to the word limit of 50–70 words, or sentences into a summary of 50–70 words. Practise until you can
you will lose marks. listen to 90 seconds without stopping the audio. Summarize 2 or 3
• Save 2 minutes at the end to check your short lectures and time yourself at 10 minutes for each summary.
work for grammar and spelling. Mistakes will • Practise writing grammatically correct sentences. Simple sentences
lose marks. that communicate meaning will score better than complex
• After 10 minutes, the screen will stop sentences with errors. The best responses use concise, correct
responding. Click ‘Next’. sentences that communicate meaning clearly.

45
 Summarize spoken text
TIP STRIP In the test, there are 2–3 tasks. For each task, you listen to the
1 Your grammar, vocabulary audio then type your summary into the box on the screen. The
and spelling should be wording in the instructions below is the same as you will see in
accurate. Leave one or the actual test. See page 45 for help.
two minutes at the end
to check your summary.
Have you used the You will hear a short lecture. Write a summary for a fellow student who was
right tenses? Have you not present at the lecture. You should write 50–70 words.
started each sentence
with a capital letter, used 10 min. You will have 10 minutes to finish this task. Your response will
commas in lists and ended
with a full stop?
be judged on the quality of your writing and on how well your response
presents the key points presented in the lecture.
2 Your summary should
include the main point(s)
and important supporting 1 25
points. When you are
summarizing research
TEST or an experiment, note
1 down the key stages,
paying less attention
to examples or
minor details.
LISTENING

2 26

46
Multiple-choice, choose multiple answers
About the task type
This is a multiple-choice listening task type that tests listening skills. More than one response is correct in answer to a
question about a lecture. You will do 2–3 Multiple-choice, choose multiple answers tasks.

Instructions

Audio Status box and volume control

The question

You have to click on more than one option

to answer the question

Strategies Testing focus Scoring ➤ page 153

Read and think ahead Subskills tested
• Read the question and skim the options Listening: any of the following depending on the task: identifying the

STRATEGIES
before the audio begins. This will tell topic, theme or main ideas; identifying supporting points or examples;
you what the topic is as well as what identifying specific details, facts, opinions, definitions or sequences
information you are listening for. It could of events; identifying a speaker’s purpose, style, tone or attitude;
be the main ideas, the writer’s goals or identifying the overall organization of information and connections
attitudes, some detailed information, between pieces of information; inferring the context, purpose or tone;
or inferences. inferring the meaning of unfamiliar words; predicting how a speaker
may continue.
Stay focused
• Keep your attention on the audio. Take Preparation
notes of key words if you wish, to help • Listen to lectures you find on the web and stop the audio about
you remember the information you hear. every minute to answer this question: What points has the speaker
• As you listen, be aware of the made? Summarize the main points.
development of the speaker’s ideas so you • Listen to lectures you find on the web and stop the audio about
can recognize the core information. every minute to answer this question: What is the speaker
• Listen for the general flow of ideas and doing here? (introducing, criticizing, summarizing, persuading,
don’t worry if you miss or don’t know describing, etc.).
individual words. • Take notes of the information in a short extract from a lecture and
• After the audio finishes, eliminate options use arrows to show how the speaker’s ideas develop.
that contain incorrect information or have • Practise activating relevant vocabulary: listen to the opening
information that was not mentioned. sentence of a lecture, then stop the lecture and make a list of all
• Answer the question by clicking on more the words on that topic that you expect to hear. Circle each one as
than one option or on their checkboxes. you listen to the lecture and add other words to your list.
• Find podcasts of lectures with a transcript. Highlight the signal
Confirm your choice
words that indicate the main points and the examples, or evidence,
• After you have chosen the options, check or opposing arguments, then listen for them in the audio. Highlight
again that each of the other options is any words you don’t know in the transcript and practise guessing
incorrect. If you change your mind, click what they mean from the context. Check your guess in a dictionary.
on the option again to de-select it then
• Expand your vocabulary by creating lists of words with their
click on the correct option.
synonyms. Use a thesaurus to find new words with the same or
• Be aware of the time and don’t spend too similar meanings. Look for the words in context, for example in a
much time on one task. learner’s dictionary.

47
 Multiple-choice, choose multiple answers
TIP STRIP In the test, there are 2–3 tasks. For each task, you listen to the
1 Before you listen, decide audio then click the buttons next to all of the answers you think
on the main focus of are correct. The wording in the instructions below is the same as
the question and quickly you will see in the actual test. See page 47 for help.
read through the options.
The question is about
rural depopulation (not Listen to the recording and answer the question by selecting all the correct
regional council) so use responses. You will need to select more than one response.
those words to help you
focus your listening. 1 27 According to the speaker, which of the following have the Limousin
2 Listen for the ideas, not Regional Council done in order to address the problem of depopulation?
just words or synonyms
A attracted people with children
for words in the options.
If you just match words B given promotional talks
without understanding the
whole option, e.g. crime, C convinced locals of the problem
recycling, accommodations D attended international conferences
TEST you may choose the
1 wrong answers. E offered grants for new businesses

2 28 Which of the following are mentioned by the speaker as issues that
local residents are concerned about?
LISTENING

A quality of schools
B increasing crime rates
C noise from traffic
D lack of recycling facilities
E reasonably priced accommodation

48
Fill in the blanks
About the task type
This is a listening task type that tests listening and writing skills. You have to listen to a recording and write the missing
words in a transcription of the recording. You will do 2–3 Fill in the blanks tasks.

Instructions

Audio Status box and volume control

Transcription of the recording with missing words

Write the missing word you hear in each blank

Strategies Testing focus Scoring ➤ page 153

Be ready Subskills tested
• Quickly skim the text to gain a general idea Listening: identifying words and phrases appropriate to the context;

STRATEGIES
of the topic. understanding academic vocabulary; comprehending explicit and
• Be ready to write each missing word on implicit information; following an oral sequencing of information.
your Erasable Noteboard Booklet as you Writing: writing from dictation; using words and phrases appropriate
hear each one, or type directly into to the context; using correct grammar; using correct spelling.
each blank.
Preparation
• The Audio Status box will count down from
• Practise matching the written form of a word to the sound. Listen
7 seconds and the audio will then begin.
to a podcast of a lecture and stop the audio every 10 seconds.
Write what you hear Write down the last word you heard, then play that part again to
• As you hear each missing word during the check that the word you wrote makes sense in the sentence.
recording, write or type the word quickly • Check the pronunciation of any new words you learn by using a
and be ready for the next one. Do not dictionary with the words recorded. Make sure you know where
check your spelling at this point. the stress falls within the word.
• Follow the speaker in the transcription • Confirm the spelling of new words as you learn them. Practise
so you do not miss a word. Do not typing new words in lists; this will also help to familiarize you with
get behind. a QWERTY keyboard (the type of English-language keyboard used
• Keep writing or typing each missing word in PTE Academic).
until the audio stops. • Ask a friend to read short sentences to you from a magazine.
Type the sentences you hear on your computer with the
Check and type
spell-checker turned off. Look at what you have written: are
• After the audio stops, read the sentence there any misspelled words? Run the spell-checker through the
that has the first missing word and confirm sentence to see if you were right.
that the word you wrote makes sense.
• Create a word bank for new words with as many forms of the
• Continue for each blank. Type carefully and word listed as you can find, such as the noun, verb, adjective and
check your spelling each time. Incorrect adverb form of words, e.g. education (n), educate (v), educated
spelling will score zero for that blank. (adj). You can add synonyms, antonyms and collocations to your
• Use grammar clues to make sure you type word bank to expand your vocabulary. Add to your word bank
the correct form of the word (noun, verb, every day.
adjective, etc.). • If you hear part of a word, you can work out what form the word
• Read through one last time for meaning to must be and how to spell it using grammar and context clues.
confirm each word and check your spelling. Use a grammar book with gap-fill quizzes to practise choosing the
Click ‘Next’ to move on. grammatically correct word for each gap.

49
 Fill in the blanks
TIP STRIP In the test, there are 2–3 tasks. For each task, there is a text with
1 Quickly read the text several gaps. You type the correct answer for each gap into the box
before the recording in the text. The wording in the instructions below is the same as
begins and decide what it you will see in the actual test. See page 49 for help.
is about. Use important
nouns, such as bones,
skeleton, skull, stapes rural You will hear a recording. Type the missing words in each blank.
depopulation and maxila
to help you do this. 1 29
2 Note down the missing When a human baby is born, it has about 270 1 bones. As he or
words as you hear she grows, these bones become bigger and harder and some of them will
them on the Erasable 2
together. As such, a fully grown adult skeleton has fewer bones
Noteboard Booklet
provided. Write down than an infant skeleton—just 206. It could be argued that the most important
every missing word you part of the human skeleton is the skull. The 22 bones found there act as a kind
think you hear. When of 3 that protects the brain. The smallest human bone is also found
the recording is over, here. It is called the stapes and it is part of the ear. It 4 2.5 to 3.3
TEST use your notes to help
1
millimetres in length. The only part of the skull that humans can move is the
you decide on the
jaw, which is made up of two bones, the mandible and the maxilla, and forms
correct spelling.
the 5 of the mouth.

2 30
LISTENING

Erosion is a process by which the surface of the earth is worn away by naturally
occurring or man-made 1 . If you look at any coastline, you will be
able to observe how the continual pounding of the wind and 2 has
caused erosion of the rocky surfaces, leaving behind many different kinds of
structural landmarks, cliffs and 3 . Soil, or more specifically, the top
layer of the soil, is also subject to erosion by water, wind and some farming
practices, although often it is not so dramatically visible to the naked eye. It is,
nevertheless, of great importance, 4 to farmers because this top layer
of the soil is the most fertile, containing an organic, nutrient-rich mixture of
materials. Farmers need to protect this subsoil if they want to 5 crop
production and ensure extensive grazing areas for their cattle.

50
Exploring the Variety of Random
Documents with Different Content
 Mr. Paxton leaned back in his seat, thrust his hands into his
trouser pockets, and mused.

"What lucky beggars those thieves must be! What wouldn't any
one do for a quarter of a million--what wouldn't I? Even supposing
that the value of the stones is over-stated, and that they are only
worth half as much, there is some spending in £125,000. It would
set me up for life, with a little over. What prospect is there in front of
me--don't I know that there is none? Existence in a country which I
have not the faintest desire to go to; a life which I hate; a continual
struggling and striving for the barest daily bread, with, in all human
probability, failure, and a nameless grave at the end. What use is
there in living out such a life as that? But if I could only lay my
hands on even an appreciable fraction of that quarter of a million,
with Daisy at my side--God bless the girl! how ill I have treated her!-
-how different it all would be!"

Mr. Paxton was possessed by a feeling of restlessness; his

thoughts pricked him in his most secret places. For him, the train
was moving much too slowly; had it flown on the wings of the wind
it could scarcely have kept pace with the whirlwind in his brain.
Rising to his feet, he began to move backwards and forwards in the
space between the seats--anything was better than complete
inaction.

The compartment in which he was travelling was not a new one;

indeed, so far was it from being a new one, that it belonged to a
type which, if not actually obsolete, at any rate nowadays is rarely
seen. An oblong sheet of plate-glass was let into the partition on
either side, within a few inches of the roof. This sheet of plate-glass
was set in a brass frame, the frame itself being swung on a pivot.

Desirous of doing anything which would enable him, even

temporarily, to escape from his thoughts, Mr. Paxton gave way to his
idle and, one might almost add, impertinent curiosity. He stood, first
on one seat, and peered through the glass into the adjoining
compartment. So far as he was able to see, from the post of vantage
which he occupied, it was vacant. He swung the glass round on its
pivot. He listened. There was not a sound. Satisfied--if, that is, the
knowledge gave him any satisfaction!--that there was no one there,
he prepared to repeat the process of espial on the other seat.

But in this case the result was different. No sooner had he

brought his eyes on a level with the sheet of glass, than he dropped
down off the seat again with the rapidity of a jack-in-the-box.

"By George! I've seen that man before! It would hardly do to be

caught playing the part of Peeping Tom."

Conscious of so much, he was also conscious at the same time of

an increase of curiosity. Among Mr. Paxton's attributes was that one
which is supposed to be the peculiar perquisite of royalty--a memory
for faces. If, for any cause, a face had once been brought to his
notice, he never afterwards forgot it. He had seen through that
sheet of glass a countenance which he had seen before, and that
quite recently.

"The chances are that I sha'n't be noticed if I am careful; and if I

am caught I'll make a joke of it. I'll peep again."

He peeped again. As he did so audible words all but escaped his

lips.

"The deuce! it's the beggar who was last night with Daisy on the
pier."

There could not be a doubt about it; in the carriage next to his
sat the individual whose companionship with Miss Strong had so
annoyed him. Mr. Paxton, peering warily through the further end of
the glass, treated Mr. Lawrence to a prolonged critical inspection,
which was not likely to be prejudiced in that gentleman's favour.
 Mr. Lawrence sat facing his observer, on Mr. Paxton's right, in the
corner of the carriage. That he was not alone was plain. Mr. Paxton
saw that he smiled, and that his lips were moving. Unfortunately,
from Mr. Paxton's point of view, it was not easy to see who was his
associate; whoever it was sat just in front of him, and therefore out
of Mr. Paxton's line of vision. This was the more annoying in that Mr.
Lawrence took such evident interest in the conversation he was
carrying on. An idea occurred to Mr. Paxton.

"The fellow doesn't seem to see me. When I turned that other
thing upon its pivot it didn't make any sound. I wonder, if I were to
open this affair half an inch or so, if I could hear what the fellow's
saying?"

Mr. Paxton was not in a mood to be particular. On the contrary, he

was in one of those moods which come to all of us, in some dark
hour of our lives, when we do the things which, being done, we
never cease regretting. Mr. Paxton knelt on the cushions and he
opened the frame, as he had said, just half an inch, and he put his
ear as close to the opening as he conveniently could, without
running the risk of being seen, and he listened. At first he heard
nothing for his pains. He had not got his ear just right, and the roar
of the train drowned all other sounds. Slightly shifting his position
Mr. Paxton suddenly found, however, that he could hear quite well.

The speakers, to make themselves audible to each other, had to

shout nearly at the top of their voices, and this, secure in their
privacy, they did, the result being that Mr. Paxton could hear just as
well what was being said as the person who, to all intents and
purposes, was seated close beside him.

The first voice he heard was Mr. Lawrence's.

It should be noted that here and there he lost a word, as

probably also did the person who was actually addressed; but the
general sense of the conversation he caught quite well.
 "I told you I could do it. You only want patience and resolution to
take advantage of your opportunities, and a big coup is as easily
carried off as a small one."

Mr. Lawrence's voice ceased. The rejoinder came from a voice

which struck Mr. Paxton as being a very curious one indeed. The
speaker spoke not only with a strong nasal twang, but also,
occasionally, with an odd idiom. The unseen listener told himself that
the speaker was probably the newest thing in races--"a German-
American."

"With the assistance of a friend--eh?"

Mr. Lawrence's voice again; in it more than a suggestion of scorn.

"The assistance of a friend! When it comes to the scratch, it is on

himself that a man must rely. What a friend principally does is to
take the lion's share of the spoil."

"Well--why not? A man will not be able to be much of a friend to

another, if, first of all, he is not a friend to himself--eh?"

Mr. Lawrence appeared to make no answer--possibly he did not

relish the other's reasoning. Presently the same voice came again, as
if the speaker intended to be apologetic--

"Understand me, my good friend, I do not say that what you did
was not clever. No, it was damn clever!--that I do say. And I always
have said that there was no one in the profession who can come
near you. In your line of business, or out of it, how many are there
who can touch for a quarter of a million, I want to know? Now, tell
me, how did you do it--is it a secret, eh?"

If Mr. Lawrence had been piqued, the other's words seemed to

have appeased him.
 "Not from you--the thing was as plain as walking! The bigger the
thing you have to do the more simply you do it the better it will be
done."

"It does not seem as though it were simple when you read it in
the papers--eh? What do you think?"

"The papers be damned! Directly you gave me the office that she
was going to take them with her to Windsor, I saw how I was going
to get them, and who I was going to get them from."

"Who--eh?"

"Eversleigh. Stow it--the train is stopping!"

The train was stopping. It had reached a station. The voices

ceased. Mr. Paxton withdrew from his listening place with his brain in
a greater whirl than ever. What had the two men been talking
about? What did they mean by touching for a quarter of a million,
and the reference to Windsor? The name which Mr. Lawrence had
just mentioned, Eversleigh--where, quite recently, had he made its
acquaintance? Mr. Paxton's glance fell on the evening paper which
he had thrown on the seat. He snatched it up. Something like a key
to the riddle came to him in a flash!

He opened the paper with feverish hands, turning to the account

of the robbery of the Duchess of Datchet's diamonds. It was as he
thought; his memory had not played him false--the person who had
been in charge of the gems had been a man named Stephen
Eversleigh.

Mr. Paxton's hands fell nervelessly on to his knees. He stared into

vacancy. What did it mean?

The train was off again. Having heard so much, Mr. Paxton felt
that he must hear more. He returned to the place of listening. For
some moments, while the train was drawing clear of the station, the
voices continued silent--probably before exchanging further
confidences they were desirous of being certain that their privacy
would remain uninterrupted. When they were heard again it seemed
that the conversation was being carried on exactly at the point at
which Mr. Paxton had heard it cease.

The German-American was speaking.

"Eversleigh?--that is His Grace's confidential servant--eh?"

"That's the man. I studied Mr. Eversleigh by proxy, and I found

out just two things about him."

"And they were--what were they?"

"One was that he was short-sighted, and the other was that he
had a pair of spectacles which the duke had given him for a birthday
present, and which he thought no end of."

"That wasn't much to find out--eh?"

"You think so? Then that's where you're wrong. It's perhaps just
as well for you that you don't have to play first lead."

"The treasury is more in my line--eh? However, what was the use

which you made of that little find of yours?"

"If it hadn't been for that little find of mine, the possibility is that
the sparklers wouldn't be where they are just now. A friend of mine
had a detective camera. Those spectacles were kept in something
very gorgeous in cases. My friend snapped that spectacle case with
his camera. I had an almost exact duplicate made of the case from
the print he got--purposely not quite exact, you know, but devilish
near.

"I found myself at Windsor Station just as Her Grace was about to
start for town. There were a good many people in the booking-office
through which you have to pass to reach the platform. As I
expected, the duchess came in front, with the maid, old Eversleigh
bringing up the rear. Just as Eversleigh came into the booking-office
some one touched him on the shoulder, and held out that duplicate
spectacle case, saying, 'I beg your pardon, sir! Have you lost your
glasses?' Of old Eversleigh's fidelity I say nothing. I don't call mere
straightness anything;--but he certainly wasn't up to the kind of job
he had in hand--not when he was properly handled. He has been
heard to say that he would sooner lose an arm than those precious
spectacles--because the duke gave them to him, you know. Perhaps
he would; anyhow, he lost something worth a trifle more than his
arm. When he felt himself touched on the shoulder, and saw what
looked like that almighty goggle-box in the stranger's hand, he got
all of a flurry, jabbed his fist into the inside pocket of his coat, and to
enable him to do so popped the despatch-box down on the seat
beside him--as I expected that he would do. I happened to be sitting
on that seat with a rug, very nicely screened too by old Eversleigh
himself, and by the stranger with the goggle-box. I nipped my rug
over his box, leaving another one--own brother to the duchess's--
exposed. Old Eversleigh found that the stranger's goggle-box was
not his--that his own was safe in his pocket!--picked up my
despatch-box, and marched off with it, while I travelled with his by
the South-Western line to town; and I can only hope that he was as
pleased with the exchange as I was."

The German-American's voice was heard.

"As you say, in the simplicity of your method, my good friend, was
its beauty. And indeed, after all, simplicity is the very essence, the
very soul, of all true art--eh?"
CHAPTER III
 THE DIAMONDS

Mr. Paxton heard no more--he made no serious attempt to hear.

As the German-American ceased to speak the train slowed into
Preston Park. At the station Mr. Paxton saw that some one else got
into the next compartment, forming a third, with its previous
occupants, the rest of the way to Brighton.

Mr. Paxton had heard enough. The whirlwind in his brain, instead
of becoming less, had grown more. His mental confusion had
become worse confounded. He seemed unable to collect his ideas.
He had attained to nothing like an adequate grasp of the situation by
the time the train had arrived at its journey's end. He alighted, his
Gladstone in his hand, feeling in a sort of intellectual fog. He saw Mr.
Lawrence--also carrying a Gladstone--get out of the next
compartment. A tall, thin man, with high cheekbones, a heavy
moustache, and a pronounced stoop, got out after him--evidently
the German-American. Mr. Paxton allowed the pair to walk down the
platform in front, keeping himself a respectful distance in the rear.
They turned into the refreshment-room. He went in after them,
taking up his position close beside them, with, however, no sort of
definite intention in his head. Mr. Lawrence recognised him at once,
showing that he also had a memory for faces. He nodded.

"Mr. Paxton, I believe."

Mr. Paxton admitted that that was his name, conscious, on a

sudden, of a wild impulse to knock the fellow down for daring to
accost him.

"What is your drink, Mr. Paxton?"

 That was too much; Mr. Paxton was certainly not going to drink
with the man. He responded curtly--

"I have ordered."

"That doesn't matter, does it? Drink up, and have another with
me."

The fellow was actually pressing him to accept of his pestilent

charity--that was how Mr. Paxton put it to himself. He said nothing--
not because he had nothing to say, but because never before in his
life had he felt so stupid, with so little control over either his senses
or his tongue. He shook his head, walked out of the refreshment-
room, got into a cab, and drove off to Makell's hotel.

Directly the cab had started and was out of the station yard he
told himself that he had been a fool--doubly, trebly, a fool--a fool all
round, from every possible point of view. He ought never to have let
the scoundrels out of his sight; he ought to have spoken to the
police; he ought to have done something; under the circumstances
no one but an idiot would have done absolutely nothing at all. Never
mind--for the moment it was too late. He would do something to
repair his error later. He would tell Miss Strong the tale; she would
rejoice to find a friend of her own figuring as the hero of such a
narrative; it would be a warning to her against the making of chance
acquaintance! He would ask her advice; it was a case in which two
heads might be better than one.

Reaching the hotel, he went straight to his bedroom, still in a sort

of mental haze. He had a wash--without, however, managing to
wash much of the haze out of his head. He turned to unlock his
Gladstone, intending to take out of it his brush and comb. There was
something the matter with the key, or else with the lock--it would
not open. It was a brand-new Gladstone, bought with a particular
intent; Mr. Paxton was very far from being desirous that his
proposed voyage to foreign parts should prematurely be generally
known. Plainly, the lock was not in the best of order. Half
abstractedly he fumbled with it for some seconds, before it could be
induced to open, then it was opened rather by an exertion of force,
than in response to the action of the key.

Having opened it, Mr. Paxton found himself a little puzzled by the
arrangement of its contents. He could not at first remember just
where he had put his brush and comb. He felt on the one side,
where he had a sort of dim idea that it ought to be, and then on the
other. He failed to light on it on either side. He paused for a moment
to consider. Then, by degrees, distinctly remembered having placed
it in a particular corner. He felt for it. It was not there. He wondered
where it had contrived to conceal itself. He was certain that he had
placed it in the bag. It must be in it now. He began to empty the
bag of all its contents.

The first thing he took out was a shirt. He threw it from him on to
the bed. As it passed through the air something fell from it on to the
floor--something which came rolling against his foot. He picked it up.

It was a ring.

He could scarcely believe the evidence of his own eyes. He sat

staring at the trinket in a stupor of surprise. And the more he stared
the more his wonder grew. That it was a ring there could not be the
slightest shadow of doubt. It was a woman's ring, a costly one--a
hoop of diamonds, the stones being of unusual lustre and size.

How could such an article as that have found its way into his
Gladstone bag?

He picked up another shirt, and as he did so felt that in the front

there was something hard. He opened the front to see what it was.
The shirt almost dropped from his hand in the shock of his
amazement. Something gleamed at him from inside the linen. Taking
this something out he found himself holding in his hand a
magnificent tiara of diamonds.
 As he knelt there, on one knee, gazing at the gaud, he would
have presented a promising study for an artist possessed of a sense
of humour. His mouth was open, his eyes distended to their fullest;
every feature of his countenance expressed the bewilderment he
felt. The presence of a ring in that brand-new bag of his was
sufficiently surprising--but a tiara of diamonds! Was he the victim of
some extraordinary hallucination, or the hero of a fairy tale?

He stared at the jewel, and from the jewel to the shirt, and from
the shirt to the bag. Then an idea, beginning at first to glimmer on
him dimly, suddenly took vivid shape, filling him with a sense of
strange excitement. He doubted if the bag were his. He leant over it
to examine it more closely. New brown Gladstone bags, thirty inches
in length, are apt to be as like each other as peas. This was a new
bag, his was a new bag--he perceived nothing in the appearance of
this one to suggest that it was not his.

And yet that this was not his bag he was becoming more and
more convinced. He turned to the shirt he had been holding. The
contents of his bag had all been freshly purchased--obviously, this
shirt had just come from the maker's too. He looked at the maker's
name inside the neckband. This was not his shirt--it had been
bought at a different shop; it had one buttonhole in front instead of
three; it was not his size. He looked hastily at the rest of the things
which were in the bag--they none of them were his. Had he had his
wits about him he would have discovered that fact directly the bag
was opened. Every garment seemed to have been intended to serve
as cover to a piece of jewellery. He tumbled on to the bed rings,
bracelets, brooches, necklets; out of vests, shirts, socks, and
drawers. Till at last he stood, with an air of stupefaction, in front of a
heap of glittering gems, the like of which he had scarcely thought
could have existed outside a jeweller's shop.

What could be the meaning of it? By what accident approaching

to the miraculous could a bag containing such a treasure trove have
been exchanged for his? What eccentric and inexcusably careless
individual could have been carrying about with him such a gorgeous
collection in such a flimsy covering?

The key to the situation came to him as borne by a flash of

lightning. They were all diamonds on the bed--nothing but
diamonds. He caught up the evening paper which he had brought
with him from town. He turned to the list which it contained of the
diamonds which had been stolen from the Duchess of Datchet. It
was as he thought. Incredible though it seemed, unless his senses
played him false, in front of him were those priceless jewels--the
world-famed Datchet diamonds! Reflection showed him, too, that
this astounding climax had been brought about by the simplest
accident. He remembered that Mr. Lawrence had alighted from the
railway carriage on to the Brighton platform with the Gladstone in
his hand;--he remembered now, although it had not struck him at
the time, that that bag, like his own, had been brown and new. In
the refreshment-room Mr. Lawrence had put his bag down upon the
floor. Mr. Paxton had put his down beside it. In leaving, he must
have caught up Mr. Lawrence's bag instead of his own. He had
spoiled the spoiler of his spoils. Without intending to do anything of
the kind, he had played on Mr. Lawrence exactly the same trick
which that enterprising gentleman had himself--if Mr. Paxton could
believe what he had overheard him say in the railway carriage--
played on the Duchess of Datchet.

When Mr. Paxton realised exactly how it was he sat down on the
side of the bed, and he trembled. It was so like a special
interposition of Providence--or was it of the devil? He stared at the
scintillating stones. He took them up and began to handle them.
This, according to the paper, was the Amsterdam Necklace, so called
because one of the Dukes of Datchet had bought all the stones for it
in Amsterdam. It, alone, was worth close in the neighbourhood of a
hundred thousand pounds.

A hundred thousand pounds! Mr. Paxton's fingers tingled as he

thought of it. His lips went dry. What would a hundred thousand
pounds not mean to him?--and he held it, literally, in the hollow of
his hand. He did not know with certainty whose it was. Providence
had absolutely thrown it at his head. It might not be the Duchess's,
after all. At any rate, it would be but robbing the robber.

Then there was the Datchet Tiara, the Begum's Brooch, the
Banee's Bracelet; if the newspaper could be credited, every piece in
the collection was historical. As he toyed with them, holding them to
the light, turning them this way and that, looking at them from
different points of view, how the touch of the diamonds seemed to
make the blood in Mr. Paxton's veins run faster!

He began to move about the bedroom restlessly, returning every

now and then to take still another look at the shimmering lumps of
light which were beginning to exercise over him a stronger and
stronger fascination. How beautiful they were! And how low he
himself had fallen! He could scarcely sink much lower. Anyhow, it
would be but to pass from one ditch to another. Supposing he
obtained for them even a tithe of their stated value! At this crisis in
his career, what a fresh start in life five-and-twenty thousand pounds
would mean! It would mean the difference between hope and
helplessness, between opportunity and despair. With his experience,
on such a foundation he could easily build up a monstrous fortune--a
fortune which would mean happiness--Daisy's and his own. Then the
five-and-twenty thousand pounds could be easily returned.
Compared with what he would make with it, it was but a trifle, after
all.

And then the main point was--and Mr. Paxton told himself that on
that point rested the crux of the position--it would not be the
Duchess of Datchet who would be despoiled; it was the robbers
who, with true poetic justice, would be deprived of their ill-gotten
gains. She had lost them in any case. He--he had but found them.
He endeavoured to insist upon it, to himself, that he had but found
them. True, there was such a thing as the finder returning what he
had found--particularly when he suspected who had been the loser.
But who could expect a man situated as he was to throw away a
quarter of a million of money? This was not a case which could be
judged by the ordinary standards of morality--it was an unparalleled
experience.

Still, he could not bring himself to say, straight out, that he would
stick to what he had got, and make the most of it. His mind was not
sufficiently clear to enable him to arrive at any distinct decision. But
he did what was almost equally fatal, he allowed himself, half
unconsciously--without venturing to put it into so many words--to
drift. He would see which way the wind blew, and then, if he could,
go with it. For the present he would do nothing, forgetting that, in
such a position as his, the mere fact of his doing nothing involved
the doing of a very great deal. He looked at his watch, starting to
find it was so late.

"Daisy will be tired of waiting. I must hurry, or she'll be off before

I come."

He looked into the glass. Somehow there seemed to be a sort of

film before his eyes which prevented him from seeing himself quite
clearly, or else the light was bad! But he saw enough of himself to
be aware that he was not looking altogether his usual self. He
endeavoured to explain this in a fashion of his own.

"No wonder that I look worried after what I've gone through
lately, and especially to-day--that sort of thing's enough to take the
heart out of any man, and make him look old before his time." He
set his teeth; something hard and savage came into his face. "But
perhaps the luck has turned. I'd be a fool to throw a chance away if
it has. I've gone in for some big things in my time; why shouldn't I
go in for the biggest thing of all, and with one bold stroke more than
win back all I've lost?"

He suffered his own question to remain unanswered; but he

stowed the precious gems, higgledy-piggledy, inside the copy of the
evening paper which contained the news of the robbery of the
Duchess of Datchet's diamonds; the paper he put into a corner of
the Gladstone bag which was not his; the bag he locked with greater
care than he had opened it. When it was fastened, he stood for a
moment, surveying it a little grimly.

"I'll leave it where it is. No one knows what there is inside it. It'll
be safe enough. Anyhow, I'll give the common or garden thief a
chance of providing for himself for life; his qualms on the moral
aspect of the situation will be fewer than mine. If it's here when I
come back I'll accept its continued presence as an omen."

He put on his hat, and he went out to find Miss Strong.

CHAPTER IV
 MISS WENTWORTH'S RUDENESS

Miss Strong was growing a little tired of waiting. Indeed, she was
beginning to wonder if Mr. Paxton was about to fail in still another
something he had undertaken. She loitered near the gates of the
pier, looking wistfully at every one who entered. The minutes went
by, and yet "he cometh not," she said.

It was not the pleasantest of nights for idling by the sea. A faint,
but chilly, breeze was in the air. There was a suspicion of mist. Miss
Strong was growing more and more conscious that the night was
raw and damp. To add to the discomfort of her position, just inside
the gates of Brighton pier is not the most agreeable place for a
woman to have to wait at night--she is likely to find the masculine
prowler conspicuously in evidence. Miss Strong had moved away
from at least the dozenth man who had accosted her, when she
referred to her watch.

"I'll give him five minutes more, and then, if he doesn't come, I'm
off."

Scarcely had she uttered the words than she saw Mr. Paxton
coming through the turnstile. With a feeling of no inconsiderable
relief she moved hastily forward. In another moment they were
clasping hands.

"Cyril! I'm glad you've come at last! But how late you are!"

"Yes; I've been detained."

 The moment he opened his mouth it struck her that about his
manner there was something odd. But, as a wise woman in her
generation, she made no comment. Together they went up the pier.

Now that he had come Mr. Paxton did not seem to be in a

conversational mood. They had gone half-way up; still he evinced no
inclination to speak. Miss Strong, however, excused him. She
understood the cause of his silence--or thought she did. Her heart
was heavy--on his account, and on her own. Her words, when they
came, were intended to convey the completeness of her
comprehension.

"I am so sorry."

He turned, as if her words had startled him.

"Sorry?"

"I know all about it, Cyril."

This time it was not merely a question of appearance. It was an

obvious fact that he was startled. He stood stock still and stared at
her. Stammering words came from his lips.

"You know all about it? What--what do you mean?"

She seemed to be surprised at his surprise. "My dear Cyril, you

forget that there are papers."

"Papers?"

Still he stammered.

"Yes, papers--newspapers. I've had every edition, and of course

I've seen how Eries have fallen.

"Eries? Fallen? Oh!--of course!--I see!"

 She was puzzled to perceive that he appeared positively relieved,
as though he had supposed and feared that she had meant
something altogether different. He took off his hat to wipe his brow,
although the night was very far from being unduly warm. He began
walking again, speaking now glibly enough, with a not unnatural
bitterness.

"They have fallen, sure enough--just as surely as if, if I had gone

a bear, they would have risen. As you were good enough to say last
night, it was exactly the sort of thing which might have been
expected."

"I am so sorry, Cyril."

"What's the use of being sorry?"

His tone was rough, almost rude. But she excused him still.

"Is it very bad?"

Then a wild idea came to him--one which, at the moment,

seemed to him almost to amount to inspiration. In the disordered
condition of his faculties--for, temporarily, they were disordered--he
felt, no doubt erroneously enough, that in the girl's tone there was
something besides sympathy, that there was contempt as well--
contempt for him as for a luckless, helpless creature who was an
utter and entire failure. And he suddenly resolved to drop at least a
hint that, while she was despising him as so complete a failure, even
now there was, actually within his grasp, wealth sufficient to satisfy
the dreams of avarice.

"I don't know what you call very bad; as regards the Eries it is
about as bad as it could be. But----"

He hesitated and stopped.

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