SAMPLE B2 Level 3-Practice Test Plus PTE General NO KEY

PTE GENERAL Pearson English International Certificate
PTE GENERAL
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Level 3 (B2) no key with Student’s Resources
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Pearson English
International Certificate
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Level 3 (B2)
Practice Tests Plus no key with
Student’s Resources
© Pearson Education Limited 2020
SAMPLE_B2_Level 2-Practice test Plus PTE General NO KEY.indd 1 4/30/20 11:31 AM

INTRODUCTION
SECTION 1: TRAINING
Print book 1
Focus on the instructions
Read the Section 1 task instructions and look
at the task on pages 12–13.
c How much time do have to read each
question before you listen?
TEST
1
HOW TO DO SECTION 1 a How many questions do you have
to answer?
d How much time do you have to choose the
correct answer for each question?
TEST b How many options are there for e How many times do you listen to
1
This book contains five complete practice
each question? each recording?
What does Section 1 test?
LISTENING
Focus on the questions
Section 1 tests your ability to understand the main detail in short recordings. You could be asked to
OVERVIEW: LISTENING identify a speaker’s role or the relationship between two speakers in a conversation. You could also be 1 Look at question 1 on page 12. You’re asked to b think it’s the most important thing.
tests, which are modelled on the task

asked to identify the topic or situation. You might need to recognise the function of specific examples identify the speaker’s job. Use the words in the c think it’s no cause for concern.
box to help you answer the questions.
TEST
of language that the speakers use. You are also expected to understand idiomatic expressions and
1
expressions of feeling or attitude (e.g. how a speaker feels about something). 4 In question 5, all three options are
apply it to our own work buildings mentioned. Listen to the recording or read
About the Listening sections centuries ago design history the audioscript for this question. Find words
In this section, you are being tested on:
LISTENING
the public tourists or phrases that tell you which options
types you will find in the Pearson Test

The Listening sections are part of the written test which is 2 hours long at B2 level. There are three Your general listening skills
are incorrect.
Listening sections in this part of the test (Sections 1–3). Each section is slightly different and you will • If you can understand standard spoken language on both familiar and unfamiliar topics from a What similarities exist between an architect’s
hear either one person speaking on their own, or two people talking to each other. personal, social, academic or professional life. job and an historian’s job? 5 Look at question 6. How would you
Your understanding of notices and instructions b What similarities exist between an architect’s describe the problems in options A–C? Listen
• If you can understand announcements and messages about real situations or ideas in standard for the answer and see if this helps you decide
Section 1 job and a tour guide’s job?
of english General (Pearson English

English at a normal speed. which is the correct option.
Your understanding of radio reports and other recordings 2 In question 2, will the woman and the man
Section 1 tests your listening skills and your ability to understand main detail in short examples
LISTENING
have different or similar opinions about the 6 In question 9, look at the options a–c. Which
of speech. • If you can understand most radio reports and other audio material in standard English and can words in the options are positive and which are
restaurant? How can you tell?
identify how the speaker feels. negative? What information about the woman’s
There are ten multiple-choice questions to answer, with three options for each one. Before you
• If you can understand social, professional or academic situations and identify opinions, attitudes
Fr
3 In question 3, if you want to focus on life do you think you’ll hear?

listen to the recording, you will have 10 seconds to read each of the questions or sentences and the
and specific information given. something, you ...
International Certificate).
corresponding options. Then you listen to the recording and decide what the correct option for each
question is. When the recording has finished, you will have 10 seconds to choose the correct option a think it’s disappointing.
by putting a cross in the appropriate box. You will only hear the recordings once. How to do Section 1
The questions you need to answer will usually be wh- questions (e.g. Who is speaking?). One example Focus on the language
is given at the start of this section. • As you only hear the recording once, you have to be well-prepared. Use the preparation
1 In question 2, the woman says: but it would’ve 3 In question 8, what words or phrases can you
time to read the questions and think about what type of information you need to listen for.
helped if there were more people in there. expect to hear if someone is:
Section 2 Underlining key words, (especially the wh- question words, nouns and verbs) will help you
Test 1 provides specific guidance and tips

What does this phrase refer to? a inviting other friends?
identify key words while you listen.
a Something helpful that happened. b changing an arrangement?
Section 2 tests your listening and writing skills. It tests your ability to understand extended speech by • If possible, you should also try to listen for incorrect answers in the recordings and notice why
they are incorrect (e.g. the speaker talks about a certain activity they used to do in the past, b A possible improvement that didn’t happen. c reminding someone about something?
writing down what you hear and your ability to write clear and detailed texts.
ee
when the question is about an activity the speaker does now).

You listen to a short recording of someone talking on their own. The recording contains a few 2 In question 4, match the options a–c with the 4 Which phrase could a speaker use when they
• If you see that the three options refer to similar things during your preparation time, think
for each section of the test and its tasks.

sentences. Your task is to write down what the speaker says word-for-word. You listen to the whole words or phrases you would expect to hear. move from talking about an incorrect option to
about the differences between those three things, even if they’re similar. This should help you Which words or phrases could be used for
recording once without writing anything. Then you listen to the recording again and write down what a correct option?
to identify the correct option, especially if the options are connected in some way. more than one option?
you hear. There are several pauses in the recording to allow you to write down the words you hear a so surely
• Remember there will be some direct or indirect reference to the contents of the incorrect a sorry, be against (something), not happy,
before you listen to the next part. You must make sure that you spell the words you write down b but actually
options in the recording. The fact that an option is mentioned in the recording, doesn’t mean (don’t) have to
correctly. No example is given. c and interestingly
that it’s the correct answer.
This is done through an Overview of each

b let’s, be against (something), demonstrate,
• You should always give an answer, even if you are are not sure which one is correct. Look for not happy, (don’t) have to
Section 3 which option is definitely wrong and then make a choice from the other two. c sorry, apologise, my apologies, it was
5 Listen to the recordings for Section 1 in
Test 1 and complete questions 1–10.
• Try to listen to native speakers of English to help you prepare for this section of the test, my fault
Section 3 tests your listening skills and, specifically, your ability to identify specific information from focusing on identifying the situation, the topic, the relationship between the speakers and the
extended examples of speech and use it to complete a text. purpose of the speech you hear.
skill section (listening, reading, writing and

This section consists of two tasks. You could hear a conversation, several conversations, or a speaker
talking on their own. You are given a set of incomplete notes or sentences to read for each task which LISTENING SECTION 1 11
you should read before the recording plays. You listen to each recording and use the information Scoring
you hear to complete the notes or sentences with the correct words or phrases. You will hear the
recording twice and an example is given at the start of each section. There is a total of 10 points available for Section 1. You receive 1 point for each correct answer
speaking), How to pages that give you

pr
and 0 points for each incorrect answer.
10 SECTION 1 LISTENING
tips and guidance on approaching each

Go to the Grammar Bank on pages 139–150 for reference and extra practice.
Go to Vocabulary maps on Pearson English Portal for useful language.
Do Vocabulary activities on Pearson Practice English app for more practice.
section task and Training pages where you

LISTENING OveRvIeW
SeCTION 1 9
om
can practice with the tasks in Test 1 with

additional guidance and support. TEST
Section 7 Section 7
TEST
2 Questions 40–46
Read the web article and complete the notes. Write no more than three words from the
Example Learners do not benefit from doing a MOOC if they do not have enough
energy .
2
text in each gap.
READING (with guidance)

ot
40 Some universities especially encourage who

already have a first degree to enrol on a programme.
Do MOOCS satisfy the global thirst for education?
MOOCS – massive open online courses – are the newest big
41 You can use a MOOC as a way of getting into
thing in the search to enable higher education for all. A great deal
Test 2 provides tip strips, which give you detailed

of money is being invested in online programmes of study that if you don’t have the required qualifications.
not only hundreds, but tens of thousands, of students can benefit
from. However, students may not have the energy to make the 42 The writer refers to the incredibly small number of students who actually finished a
experience worthwhile.
series of classes on .
support with each task in the test. Tips are focused

Part of the issue around which future direction MOOCS will
io
TIP STRIP take, however, is that nobody can yet define whom exactly they TIP STRIP
43 Students need to bring fairly in order to
• First, read the article are meant to benefit. Universities keen to attract fee-paying Question 41: Can
to get a general idea study effectively on a digital course. you see a word in the
international students onto postgraduate courses by showing off
of what it is about and text whose meaning
on specific questions and help you to learn about

how it is organised. their best programmes online? Students in developing countries is connected with
Then read it again hungry for access to first-world universities? Employees wishing 44 Students doing a MOOC can assist one another by using qualifications and helps
carefully one or more you to find what goes in
to develop their professional knowledge? People who want to .
times. Do not worry the gap?
if you do not know use MOOCS as a bridge to higher education because they need
every single word. You tangible proof of their competencies? Or hobby learners, who are Question 42: Which
what you need to do to answer them.

may be able to make 45 is an organisation which correctly subject is mentioned?
keen to learn about a subject area in which they have an interest?
na
a reasonable guess
about the meaning guessed that there would be greater demand for MOOCS. Question 43: Can you
Research suggests that although they may be popular to start find words in the article
of an unfamiliar word
with, MOOCS have poor completion rates. For one professor’s which mean the same as
by looking at the
46 Making it possible for developing countries to produce their own MOOCS is the need and fairly?
other words in the horror fiction course, that meant 1,000 people starting and
same sentence or
paragraph.
31 completions. ‘It seems that learning online is a different . Question 44: Can you
find a sentence which
• Pay attention to the thing, and requires quite advanced learning skills,’ confirms a
Tests 3–5 are practice tests without support or tips.

uses a verb that is similar
organisation of the programme manager for JISC, a charity which promotes the use to assist?
text. This will help
you to answer the of computer-based technologies in UK education and research. Question 45: Can you
questions. This article ‘With MOOCS, there’s very little support available: the student find a sentence which
is divided into four is dropped in and tends not to get any individual attention.’ This mentions an organisation
paragraphs. Each
These are for you to practice with each task type on

and contains a verb
paragraph has a is instead replaced by online discussion areas where learners can which means correctly
slightly different focus. support each other. guessed?
• The order of the
ls
questions matches the The head of Educational Technology, which produced a 2012 Question 46: To help
order in which the you work out what goes
report predicting the rise of MOOCS, pointed out that some
information appears in in the gap, can you find a
your own.
the article. This helps developing countries present a huge demand for learning. The sentence which contains
you identify which answer to this might be world’s best courses that are being a word with the same
part of the text you meaning as produce?
offered online. He claims, ‘If people are genuinely fascinated
should be looking at
when answering each by learning, then why not? The real challenge is to allow those
question. countries not just to use and study MOOCS, but also to create
them.’
70 SECTION 7 READING READING SECTION 7 71

am
Section 13A (2 minutes)

TEST TEST
3 1 Role play
pl
Section 12A
Examiner:
Now, we are going to take part in a role play. Here is a card with the situation on it.
Please read it to yourself.
SPEAKING TESTS
15 seconds
VISUALS FOR
Now let’s begin.
visuals for the Speaking Test pages, located at

SPEAKING
Test taker’s card

e.
The situation: The examiner is your friend. You want to prepare a special meal
together to celebrate another friend’s birthday.
Your goal: Decide what you will prepare and who will do what.
the back of the book, are where you can find all the (Turn to page 152 for the examiner’s card.)
visual aids and examiner role cards you will need to Section 13B (2 minutes)
Role play
N
practice the speaking tasks. Use these to learn about

Section 12B
Examiner:
Now, we are going to take part in a role play. Here is a card with the situation on it.
Please read it to yourself.
15 seconds
the kinds of materials you will see in the speaking

Now let’s begin.
ot
Test taker’s card
sections of the test or to practise doing the task

The situation: You are going to take part in a litter clean-up event at a local
park. The examiner is your friend.
Your goal: You want to persuade your friend to join you on the litter clean-up
event at the park.
types with a friend.

(Turn to page 152 for the examiner’s card.)
fo
VISUALS FOR SPEAKING TESTS 155 58 SECTION 13 SPEAKING

r
SPEAKING BANK
sa
Practice
Section 10
1 Read the topics a-d below. Then identify 3 Look at exercise 2 again. Match the words
In this section of the test, the examiner will ask you a series of questions about yourself, which might include things in your which statement (1–6) talks about and phrases (a–e) with their definition (1–5).
current life, things about your past experiences, your tastes, interests and preferences, future plans and your opinions. which topic.
a at any cost
a your past experience
SPEAKING BANK
SPEAKING BANK
• Routines, places and people in your everyday life Useful language b a waste of time
b your taste, interest and preference
• Free time activities, sports and hobbies c sceptical
Speaking banks at the back of the book, offer

• The Arts Talking about your likes, dislikes and preferences c your future plan
I prefer to … because I enjoy … d bookworm
• Films or books d your opinion
I really like to go there at the weekend to spend time with e make up for
• School or work
le
my friends. 1 It happened last month. I was driving to

• Future plans for events or activities work when I heard a weird noise coming 1 being in doubt about something
I think the best … is …
• The internet, social media and technology
detailed guidance on Sections 10–13 of the test.

I have no interest in… from the boot.
2 a person who adores reading
• Dreams, hopes or wishes for the future My favourite …
2 You can’t go wrong with riding a bike. 3 to do a lot of something to catch up
I mostly enjoy … these days. Really! It’s the fastest way to move around
I’d rather choose … 4 something which is not worth it
the city.
Conversation I like/dislike … 5 no matter what happens
3 I adore the hustle and bustle of big cities so
These pages feature speaking tasks from the

I adore …
See Test 1, Section 10, on page 49. I think being surrounded by nature would be
I’d be willing/unwilling to … 4 Look at the words and phrases (a–e) in
quite dull.
I would gladly … exercise 3. How many sentences can you
.
You can’t go wrong with … 4 I’m not much of a film buff. I’m more into create using each word or phrase?
Exam help theatre so I booked a few tickets and I’m
Talking about past experiences going to see a new play tomorrow. 5 Think of a topic you could get asked
tests, give you helpful Test Tips, Useful Language

✔ Remember that the first question the examiner asks
Last weekend I visited … about in Section 10 of the test and follow
you will be a general questions about your life, your 5 I’m certain talking to older relatives could
experiences and your opinions. A few years ago … be beneficial for people like me who like to these steps:
✔ The follow-up questions the examiner asks will then be It happened … draw on others’ past experiences.
One day … a Make a list of all the questions the examiner
more specific and often you’ll have to talk about what is 6 I spend lots of time reading using my could ask you about that topic.
When I was …
and practice activities to help you prepare for the

happening in the world around, rather than just talking ereader. It’s so much more convenient than
I drove over to … brought … b Brainstorm all the vocabulary and phrases
about your life and experiences. carrying heavy books around.
They’ve probably had the same problem at some point that would be helpful to use when talking
✔ You should give shorter and more general answers to answering those questions but don’t write
the initial questions and more specific and more detailed in their lives … 2 Read the text below. Fill each gap with one
your ideas down.
answers to the follow-up questions. Then I really had to hurry up to/so/could get to the bus/ suitable word.
be there in time! c Record yourself answering the questions.
Speaking test.
✔ Give your answers confidently and add interesting details
I met him/her a couple of years ago. When I was a child, I (a) to avoid d Play it back and listen, thinking about where
or examples, especially to the follow up questions.
I used to enjoy … books at any cost. I thought reading in general you could improve your answer.
✔ Some questions begin with the words Tell me about … was a waste of time and I could devote my
which means that you should say as much as you can I really loved … as a child …
spare minutes to something more productive.
about the topic. As a child, I would … every day. 6 Look at a list of topics on page 158.
(b) day, my friend recommended a
Write one general question connected to
✔ Try to avoid making basic grammar mistakes. Think about Giving your opinions and expressing your feelings book to me by some Japanese author. I was
each topic.
the tenses you will use and whether you are talking about I’m tempted to say … because … sceptical at (c) but decided to give it
the past, present or future. I’d say I’m quite … a try. And I’m so glad I did.
✔ Speak clearly so the examiner can hear and understand I’m not entirely sure … but … (d) then, I’ve been such a bookworm
consuming up to one or even two books
everything you are saying. I’m certain this could be beneficial …
a week.
This might be … as it would probably result in … I think I need to make up for lost (e) .
The outcomes might be quite positive/negative.
Considering … this may actually …
158 SPEAKING BANK SPEAKING BANK 159
6 INTRODUCTION
F02 PTP PTE G Level

SAMPLE_B2_Level 3 B2 SBtest
2-Practice 31119
PlusContents.indd 6 KEY.indd 2
PTE General NO 08/04/2020
4/30/20 12:51
11:31 AM
WRITING BANK
Section 8 Practice Planning your answer
In this part of the test, you write an example of correspondence which could be either an email, or formal or informal letter,
1 Read Lorenzo's answer below. Find the Starting an email/informal letter
based on the information you read in Section 7. You are asked to include three different pieces of information in your email
places where he: Use an informal greeting (these might be different for an
or letter and to write between 90 and 120 words.
a starts the email. email or an informal letter).
b answers the previous email directly. You can start with a question (How are you?/Have I told
WRITING BANK
WRITING BANK
Email/Informal letter Useful language you about …?) or a phrase like Thanks for your email/It
c addresses the idea of a tourism volunteering
Writing banks at the back of the book, offer detailed

was good to talk to you … Don’t immediately start with
Starting your text holiday.
See Test 1, Section 8, on page 41. the first bullet point.
Hi (email) d talks about the challenges. Introduce the topic in the first or second sentence, and
Sample answer Hello (email)
e asks for agreement. cover the first point.
Dear + first name (email)
This is an informal way to
New message – × Dear + Mr/Ms + surname (letter) Middle section
start an email.
– ×
guidance on the tasks in Sections 8 and 9 of the written

It was good to see you on … New message Cover the main points from the question. Try to give as
Talk directly to your friend Hi Lorenzo, It was nice to hear from you! much information as you can.
to make the email or I hope you are well. Dear Antonella, If one of the points is very short, try to make the other
letter informal.
I’m writing you about our plans to go on holiday
points longer. Add description, or talk about how you
together. I’d read an article about some people who Giving your reason for writing Thanks for getting in touch. What an interesting idea for a
feel or something that you’ve experienced. Think about
went on a tourism volunteering holiday. They stayed in I’m writing to you about … holiday! I haven't heard of anything like that before, but it this before you start writing.
paper. These pages feature writing tasks from the tests

This is about the first I read an article about …
point, why a volunteering
Borneo to work for the Orangutan Foundation, which is certainly an original idea. I would love to do that! Make sure you respond to all the bullet points.
We could do the same thing …
holiday could be good. protects orangutans. We could do the same thing and,
I agree, that would be a fantastic way to help the Finishing your email/informal letter
This is about the second at the same time, enjoy ourself in an interesting new Outlining possible drawbacks Add a comment or a question to your friend (What do
Orangutan Foundation, as well as have an extraordinary
point, challenges of a places as well as help these amazing animals. Of course, we would have to pay you think?/Looking forward to seeing you soon!).
experience ourselves.
and some Sample Answers. You can also find Test Tips,
volunteering holiday. for our flights.
Of course, we would have to pay for our flights. The Include a way to say goodbye if you want (All the best/
This is about the third
accommodation would be very basic and the weather I am concerned about how much this would be if we have Bye for now/Love/See you soon).
point, how you could help. Outlining possible benefits End with a suitable ending phrase and your name.
would be extremely hot, with lots of mosquitos. However, we could really help to cover the cost of the flights ourselves, accommodation
Ask a question or for However, we could really help the organisation by doing … by … and spending money. It is an expensive trip, after all! We
agreement at the end. Perhaps we could … could try to save up for it, I suppose. We could attempt
Useful Language and ideas for Planning your writing.

practical jobs, like painting, which I know you are good.
Let me know what you think.
I would really like to see if … to get sponsorship and raise some money for the flights Checklist
In an informal email, you It would great if …
can finish with just your Talk soon, that way? When you finish writing, use this checklist.
name ior a short finishing
phrase. Antonella Asking for a response Do you have more information about how to do this? Range
Let me know what you think. Have you used some different tenses?
Would you really like to go for it? If so, let me know and I
The pages provide a writing Checklist for each type of

(email) Have you used a range of vocabulary?
Exam help I look forward to hearing from you. think we should do more research!
Have you used some interesting sentence structures?
(letter)
✔ Read the text in Section 7 again carefully before you start. Underline any All the best, Accuracy
sections which might be useful for your email or letter. Ending your text Are your verb tenses correct?
Lorenzo.
✔ Read the question carefully and look at the three points. Underline any Talk soon, Have you checked your prepositions?
text featured, as well as Practice Activities to help you

important words. You need to be sure to answer all of these in your answer. What do you think? Do your verbs and nouns, or nouns and adjectives,
Do you like my idea? 2 Read Lorenzo's answer again. Find places go together?
✔ Start your email or letter with a friendly greeting. End it with your name and
Let me know. where you insert these words or phrases.
maybe a phrase to say goodbye.
Fr
Write soon. Coherence and cohesion

a Of course,
✔ Use some interesting vocabulary, but try not to copy language from the text Best wishes (email) Are your ideas well organised?
b at the same time Does your email or letter make sense?
in Section 7. You can use strong adjectives in informal emails and letters, like Kind regards (letter)
prepare.
fantastic or terrible. Yours sincerely (letter) c However, Orthographic control
✔ Make sure you write 90 to 120 words. If you write much too little or too d as well as Is your spelling and punctuation correct?
much, your answer won’t be marked. e Alternatively, Is your email or letter correctly laid out?
Is your email clear and your handwriting easy
✔ When you’ve finished, check your email or letter carefully for spelling and
to read?
grammar mistakes.
166 WRITING BANK WRITING BANK 167

ee
b Mo Farah overtakes the other runners and We use not as + adjective/adverb + as to mean less Past continuous Practice
(cross) the finishing line! What a than.
We use the past continuous: 1 Complete the text with the correct form
win! The denim jacket is not as expensive as the leather
• to talk about actions in progress (which are of these verbs. Use the past simple, past
c My sister always one.
sometimes interrupted). continuous, past perfect, past perfect
(borrow) my clothes. It’s so annoying! I was making lunch when my friend rang.
Practice continuous and used to/would.
GRAMMAR BANK
GRAMMAR BANK
d You’re covered in mud! What you
pr
• with always to express irritation or criticism.

(do)? 1 Complete the dialogue with the comparative announce ask follow happen nod
When he was younger, he was always getting
or superlative form of the words in brackets. rush think up watch
into trouble at school.
Comparative forms of adjectives Jack: This article is called ‘The ten (a) • to talk about failed plans and unfulfilled
and adverbs (amazing) facts about our sense of smell.’ expectations. By the time I was 15, I (a) Real
Did you know that our sense of smell is Sarah was hoping to pass her driving test on her Madrid for years. Every birthday, I (b)
Adjectives/adverbs with one or two syllables (b) (strong) after exercise than it is
first attempt, but she failed. my parents for some club memorabilia and I
before?
A Grammar bank at the back of the book, has grammar

Add -er and -est for the comparative and superlative We can also use expressions such as be due to, be (c) (always) my homework so I could
forms. Add more or most for adjectives/adverbs with Emma: That’s not the (c) (good) time
going to (future in the past), be thinking of (+ -ing), be watch the matches on TV. My dad was a fan
more than two syllables. Note some spelling changes to have a strong sense of smell is it?
about to (+ infinitive). too and one evening, while we (d) a
and some adjectives/adverbs are irregular. film, he (e) that he was planning a
2 Use two to five words to complete the We were going to see my friends performing on
Her house is bigger than mine. This is the easiest stage, but then it was cancelled. trip to Madrid to watch ‘his’ team. Did I want
om
second sentence so that it has a similar
explanations and practice activities at B2 level for extra

exercise in the book. to go along? I (f) , keeping my eyes
meaning to the first sentence. Arlene was due to arrive at around 7 p.m.
This story is more interesting than the first one. He’s on the TV. ‘Great!’ I said. A few minutes later,
a I didn’t like that film because it was very I was thinking of planning a camping trip for next
the most annoying person I know! I (g) an excuse and left the room.
scary. month.
Irregular adjectives/adverbs That film was (scary) me. Gemma was about to leave the party when she I was ecstatic! This was the best thing that
(h) to me in a long while! I couldn’t
revision.
adjective comparative superlative bumped into an old school friend.
b Matt is a slower writer than Josh is.
Matt (write) Josh. wait to go.
good better the best
Past perfect
bad worse the worst c We can’t go swimming because it’s too
We use the past perfect for actions that happened
far further the furthest cold.
before another past action.
little less the least The weather (warm) go swimming. Articles: a, an, the, zero article
After the rain had stopped, the air felt fresh again.
much/many more the most d Charlotte and Luke were both born on 2nd
June 2002.
A/an
Past perfect continuous
adverb comparative superlative Charlotte (old) Luke. We use the indefinite article a/an:
well better the best We use the past perfect continuous for actions that
• to refer to things in general, as an example of a
happened over a period of time before another past
badly worse the worst type of thing.
Past tenses and time expressions action.
far further the furthest Ahmed likes to eat an apple a day.
They had been walking for over two hours before
much/a lot more the most Past simple they finally arrived. • meaning per.
ot
little less the least We use the past simple to talk about single or an apple a day.
We can use as soon as, when/before, by the time,
repeated finished events in the past. • with singular countable nouns mentioned for the
after with the past simple, past perfect and past
Too and enough We went to Thailand two years ago. perfect continuous. These time expressions precede
first time.
We use too + adjective/adverb to mean more than I’ve always wanted to go on a hiking holiday.
Note: the difference between the present perfect and clauses that give important background information.
necessary.
past simple: As soon as they had got ready, they went into town.
We use adjective/adverb + enough to mean The
I have sent six emails this morning. (= It is still the After Billy had checked his phone for the last time, he
sufficient. We use the definite article the:
morning.) switched it off.
This food is too hot, I can’t eat it. / The food is not
I sent six emails this morning. (= It is now later in the • to refer to specific things or things that have
cool enough to eat. Used to/would
day.) already been mentioned.
We use used to/would for past habits or activities but That’s the boy I was talking about.
Comparing two equal things
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only use used to for past situations. • for some buildings, countries, rivers, deserts,
Online Resources
We use (just) as + adjective/adverb + as. Her family used to live in a small apartment in the city. seas, oceans.
She’s as clever as her best friend. They would go/used to go horse-riding every the Netherlands, the Thames, the Sahara
Saturday.
140 GRAMMAR BANK GRAMMAR BANK 141

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The additional resources which support the book are available online on the Pearson English Portal
at https://pearson.com/english/portal.html.
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These resources include:

Audio to accompany the tasks in the book and audio scripts.
am
Speaking video of a student and an examiner doing the speaking sections of the test, as well as
worksheets to use while watching.
expert feedback on the speaking videos and the student’s performance.
pl
Writing worksheets focused on writing forms introduced in the book.

e.
vocabulary maps with topics covered in the book.

Information on how to improve Speaking, Reading, Writing and Listening skills.
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A Student's Guide to the Computer Based Test.

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Pearson Practice english App

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You can also find PTE General resources for practice on the Pearson Practice English app. Create
an account using your access code via the Pearson English Portal or directly on the app on a mobile
r
device. The resources available include:

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Audio from the book

Speaking Test videos
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Additional practice with 280 vocabulary items, taken from the topics covered in the book.
.
Ready test
If you would like to see how you might perform in the Pearson Test of English General, go to the
Ready Test at english.com/readytest and take a test to find out! The test will be launched in
Autumn 2020!
INTRODUCTION 7
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11:31 AM
PAPER AND COMPUTER
BASED TESTS
The Computer-Based Test
The Pearson English International Certificate computer-based test, is built on the solid foundations of the paper-based test
retaining many of the features that make PTE General a reliable and trusted English language test. However, it is also different
Fr
to the paper-based test in several ways:

PTE GENERAL
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Comparison of PTE General Tests

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Delivery Computer-based Test Paper-based Test

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Length Under 2 hours 1.5–3 hours
Levels Standard format across six test levels in the test Standard format across six test levels in the test
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suite focused on CEFR levels (A1, A2, B1, B2, C1 suite focused on CEFR levels (A1, A2, B1, B2, C1
and C2). and C2).
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GSE and CEFR All six levels test A1 to C2 on the Common All four levels test A1 to C2 on the Common
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European Framework. The tasks in the test have European Framework.

been created in line with the GSE scale, which will
link into scoring in late 2021.
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Language skills Assesses all four skills (listening, reading, writing Assesses all four skills (listening, reading, writing
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and speaking) through integrated digital tasks. and speaking) through tasks in a written paper
and an oral test.
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Task types There are 12 task types in the test. All 12 task There are 13 task types in the test at B1 level.
types integrate skills in English, across different Three of the task types are part of the oral test.
e.
kinds of digital tasks.

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Test delivery The entire test is taken on a computer. Test will The test is split into a written paper (listening,
be available on demand based on test centre reading and writing) and an oral speaking test).
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availability. Tests are scheduled across seven sessions per

year, at test centres.
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Scoring Computer-scored Human marking

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Score reports Results will be available two weeks after taking the Results are available five to eight weeks after
test. Score reports will show the level earned by taking the test. Score report shows the overall
the test taker as well as information on strengths, score and the skills scores.
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weaknesses and a recommended learning path.

.
For more information on the computer-based test:
Go to Student’s Guide to the Computer Based Test on the Pearson English Portal
8 PTE GENERAL
F03 PTP PTE G Level

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PTE CB.indd
General 8
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OVERVIEW: LISTENING
TEST
About the Listening sections 1
The Listening sections are part of the written test which is 2 hours long at B2 level. There are three
Listening sections in this part of the test (Sections 1–3). Each section is slightly different and you will
hear either one person speaking on their own, or two people talking to each other.
Fr
Section 1
ee
Section 1 tests your listening skills and your ability to understand main detail in short examples
LISTENING
of speech.
pr
There are ten multiple-choice questions to answer, with three options for each one. Before you
listen to the recording, you will have 10 seconds to read each of the questions or sentences and the
om
corresponding options. Then you listen to the recording and decide what the correct option for each
question is. When the recording has finished, you will have 10 seconds to choose the correct option
by putting a cross in the appropriate box. You will only hear the recordings once.
ot
The questions you need to answer will usually be wh- questions (e.g. Who is speaking?). One example
is given at the start of this section.
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Section 2
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Section 2 tests your listening and writing skills. It tests your ability to understand extended speech by
ls
writing down what you hear and your ability to write clear and detailed texts.
You listen to a short recording of someone talking on their own. The recording contains a few
sentences. Your task is to write down what the speaker says word-for-word. You listen to the whole
am
recording once without writing anything. Then you listen to the recording again and write down what
you hear. There are several pauses in the recording to allow you to write down the words you hear
before you listen to the next part. You must make sure that you spell the words you write down
pl
correctly. No example is given.

e.
Section 3
N
Section 3 tests your listening skills and, specifically, your ability to identify specific information from
ot
extended examples of speech and use it to complete a text.

This section consists of two tasks. You could hear a conversation, several conversations, or a speaker
fo
talking on their own. You are given a set of incomplete notes or sentences to read for each task which
you should read before the recording plays. You listen to each recording and use the information
r
you hear to complete the notes or sentences with the correct words or phrases. You will hear the
recording twice and an example is given at the start of each section.
sa
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.
LISTENING OVERVIEW
SECTION 1 9
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General NO KEY.indd 5 09/04/2020
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11:31 AM
HOW TO DO SECTION 2
TEST
1 What does Section 2 test?
Section 2 tests your listening and writing skills. You listen to an extended example of speech with
pauses in it and write down what you hear word-for-word. The recording you hear could be
instructions, a news bulletin, an announcement, a factual TV, radio, video program or podcast. The
recordings are authentic, descriptive English and contain relatively formal language.
Fr

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Your general listening skills

LISTENING
• If you can understand the main ideas in standard spoken language when the speaker is talking
about complex topics in real situations using varied language.
pr
• If you can understand standard spoken language on both familiar and unfamiliar topics from
personal, social, academic or professional life.
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Your general writing skills

• If you can write what you hear with good spelling and grammar.
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How to do Section 2
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• Read the instructions and underline the key words which tell you the topic of the recording
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you’re going to hear. Think about possible parts of this topic that someone could talk about.
This should make it easier for you to listen for and understand the words that you hear.
ls
• Make sure that you don’t write anything the first time you listen to the recording. Focus on
really understanding what the speaker is saying about the topic and the words they are using.
As you’re doing this, concentrate most of your attention on understanding and remembering
am
the key words.

• The second time you listen, focus on writing down the words you hear correctly. If you aren’t
sure about a word you hear, leave a space and try to guess the missing word based on your
pl
knowledge of grammar or the structure of English sentences. Improving your grammar and
knowledge of conjunctions, prepositions and linking words before the test should make it
e.
easier for you to do this.

• At the end of the second recording, try to make sure that your text makes sense and is
N
grammatically accurate. If you know, for example, that a verb you heard is often followed by a
specific preposition, think about whether to write it, even if you didn’t hear it clearly. You may
ot
be awarded a point for writing the word phonetically if you aren’t sure, so it is always worth
trying it, even if you are unsure.
fo
• Don’t forget to check your sentences, and, in particular, to check your spelling because
the examiner will be looking closely to see whether the words in your sentences are
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spelled correctly.
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Scoring
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There is a total of 10 points available for Section 2. You can receive up to a maximum of 5 points
.
for your listening and up to 5 points for your writing.
14 1 LISTENING
SECTION 2
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SECTION 2: TRAINING
TEST
Focus on the instructions 1
1 Read the instructions for question 11 on c How will the second time you hear the
page 16. recording be different to the first time?
a How many times will you hear the d What should you do the second time you
recording? hear the recording?
Fr
b What should you do the first time you hear e What do you need to check when you’ve
the recording? finished writing?
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LISTENING
pr
1 What is the topic of the recording? 3 Listen to the recording for question 11.
Brainstorm ideas for things a speaker could Where does the speaker pause in the
om
say about food. Then listen to the recording for recording? Write // to show where the
question 11. Does the speaker talk about any pauses are.
of your ideas?
Are you interested in how food can affect
ot
2 Cover the script in exercise 3. Read these key your mood? Our nutrition expert will help
words and use them to write sentences. you understand the negative impact that
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a nutrition expert/understand/negative impact/ some foods can have on your emotions.

foods/emotions This will enable you to make healthy choices
na
and prepare meals that make you feel great.

b enable/healthy choices/prepare meals/
feel great
ls
am
Focus on the language

1 Listen to the recording for question 11 3 Read the words a–g and decide if they are
pl
again. spelled correctly (✓) or incorrectly (✗). Write the

a Are there any words that you haven’t read or correct spelling for the incorrect words.
e.
heard before? a cooperation

b Which words might you find difficult to spell? b acheive
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c Can you think of any spelling patterns c maintainence

you know that could help you spell
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d noticeable
them correctly?
e pursuit
2 Choose the correct words to complete f refridgerator
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these sentences from the recording. Then g successful

listen to the recording and read the audioscript
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to check your answers.

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a Are you interested in how food can affect /

effect your mood?
b Our nutrition expertise / expert will help you
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understand the negative impact that some

foods can have on your emotions.
.
c This will enable you to measure / make

healthy choices and prepare meals that
make you feel great.
LISTENING SECTION 2
1 15
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Section 2
TEST
1 Question 11
You will hear a recording about food. Listen to the whole recording once. Then you will
hear the recording again with pauses for you to write down what you hear. Make sure you
spell the words correctly.
Fr
ee
LISTENING
pr
om
ot
io
na
ls
am
pl
e.
N
ot
fo
r sa
le
.
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11:31 AM
OVERVIEW: READING
TEST
About the Reading sections 1
The Reading sections are part of the written test which is 2 hours long at B2 level. There are four
Reading sections in this part of the test (Sections 4–7). Each section is slightly different and you will
read various types of texts and complete reading comprehension tasks.
Fr
Section 4
ee
Section 4 of the written paper tests your reading skills and, specifically, your ability to understand the
LISTENING
READING
purpose, structure and main idea of short written texts.
pr
In this section, you read five short texts, each of which has a gap in it. You choose the correct word
or phrase to fill the gap from three possible options (A, B or C). The texts you read in this section
om
will be short, authentic texts such as labels, instructions, signs, notices, menus, advertisements and
announcements. One example is given at the start.
ot
Section 5
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Section 5 of the written paper tests your reading skills and your ability to understand the main ideas
in an extended written text.
na
In this section, you read an extended text and answer five multiple choice questions about it. For each
question, there are three options to choose from. You may have to choose the correct answer to a
ls
question or choose the correct ending to an incomplete sentence. The texts will be longer authentic
texts such as newspaper articles, magazine articles, leaflets, brochures and website articles. One
example is given at the start.
am
Section 6
pl
Section 6 of the written paper tests your reading skills and your ability to understand the main points
e.
of short and extended written texts.

In this section, you read two texts and answer questions with single words or short answers. There
are four questions to answer for each of the two texts. You will read authentic texts such as
N
newspaper articles, magazine articles, leaflets, brochures and website articles. One example is given at
ot
the start.
Section 7
fo
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Section 7 of the written paper tests your reading skills and your ability to take specific information
from an extended written text and use it to complete a summary of it.
sa
In this section, you read an extended written text and use the information from it to fill seven gaps
in another incomplete text or set of notes.. For each gap, you should use no more than three words
le
taken from the text. The texts you read in this section will be authentic texts such as newspaper
articles, magazine articles, website articles or textbooks. One example is given at the start.
.
LISTENING
READING OVERVIEW
SECTION 1 21
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HOW TO DO SECTION 4
TEST
1 What does Section 4 test?
Section 4 tests your ability to understand the purpose, structure and main idea of authentic short
written texts such as labels, instructions, signs, notices, menus, advertisements and announcements.

Fr
Your overall reading comprehension

• If you can read texts without support, and adapt your reading style or speed to the type of
text you’re reading and the reason why you’re reading it.
ee
LISTENING
• If you can understand a wide range of vocabulary when you’re reading, even if you find it
READING
difficult to understand some idioms which aren’t used very often.

pr
Your ability to read for information and argument

• If you can find information, ideas and opinions in specialist texts.
• If you can understand articles and reports about current problems where the writer shares
om
attitudes and opinions.

Your understanding of the relevance of texts from the media
• If you can quickly identify the content and relevance of news stories, articles and reports on a
ot
wide range of professional topics and decide if reading the whole text will be useful.
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How to do Section 4
na
• When you’re preparing to complete this text, start by reading it without thinking about the
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missing word or phrase. Try to get a general understanding of the topic and purpose of the
text first.
• It may help to think about if the missing word needs to have a positive, negative or neutral
am
meaning, in order to eliminate options. Start by looking at the example text, options and
correct answer. Notice the information or words from the text near the gap that give you
hints to the correct answer. For example, if a key word near the gap has a negative meaning,
pl
that might give you a clue to which answer is correct. In the Test 1 example, which options are
e.
positive and which are negative?

• Then, read the text again and focus on the words that come directly before and after the gap,
as they can help you to identify the missing word (e.g. if one of these words is a preposition, a
N
verb or noun from a verb noun collocation). Any of the options that don’t fit with the words
ot
before or after the gap can be eliminated.

• If you’re not sure which answer is correct use the purpose or contents of the text to eliminate
one of the options and then guess which of the remaining words seems the best option. You
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can also work out whether the missing word is an example of something already stated and
then eliminate the options which aren’t an example of it.
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• Once you’ve chosen an option, read the whole sentence again to check it makes sense.
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• Always choose an answer for all the questions, even if you’re not sure which is correct.
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Scoring
.
You can score a maximum of 5 points for Section 4. You receive 1 point for each gap you
complete correctly and 0 points for each gap you complete incorrectly.
22 1 READING
SECTION 4 LISTENING
M01 PTP PTE G Level

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11:31 AM
SECTION 4: TRAINING
TEST
Focus on the instructions 1
1 Read the Section 4 task instructions on pages c Complete this sentence with the missing
24–25. words: The options will be either a
a How many texts do you have to read? or a .
b How do you indicate the correct answer? d How many options are there for each
Fr
question?
ee
LISTENING
READING
Look at questions 22–26 on pages 24–25. b What information in the text tells us that the
pr
missing word must refer to something you

1 Look at the example question. do repeatedly?
om
a Which options could be used in the c Which of the options can be used for a
structure: we ... that we are unable to ...? physical activity that you repeat with the
b Is there any reference in the text to an earlier intention of keeping fit?
ot
time when this information was given?

Which option can you eliminate when you 5 Look at question 25. Look at the words at the
know this? end of the sentence. Do you need a negative,
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positive or neutral adjective for the gap?

2 Look at question 22. Is the problem a physical
na
one or a psychological one? 6 Look at question 26.

a The main focus of the text is ...
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3 Look at question 23. i what participants will do in the course.

a Why is it not possible to fill the space with ii practical information about the course.
the word features?
am
iii the ability level that the course is

b What’s the difference between demands suitable for.
and requirements?
b In light of your answer to a), which option
pl
4 Look at question 24. can be ruled out as incorrect?

a What is the purpose of the text? c Which words or phrases in the text tell you
e.
that the other option must be incorrect?

N
ot
1 Look at the example question. Which word in 5 Look at question 25. It’s impossible to put a
the text indicates that the missing adjective is book down if it …
likely to have a negative meaning? a is extremely boring
fo
b is absolutely fascinating
2 Look at question 22. Which word in the text
c gives you a lot of facts
r
has a similar meaning to the correct answer?

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3 Look at question 23. Which option can be 6 Match the verbs with the nouns to
ruled out immediately because it can’t come make collocations.
after the verb meet?
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meet advice
provide relief
4 Look at question 24. Why is energy not the
.
correct answer? seek demands
LISTENING
READING SECTION 1
4 23
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11:31 AM
Section 4
TEST
1 Questions 22–26
Read each text and put a cross 8 by the missing word or phrase, as in the example.
Example
Fr
The preparation time for prescriptions is three full working days.

ee
Please make sure that you hand in your requests in plenty of

READING
time. We that we are unable to approve prescriptions

pr
over the telephone.

om
A 8 regret
B repeat
ot
C remind
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na
22
ls
This traditional herbal medicine can be used for the temporary

relief of the symptoms of psychological conditions such as
am
or anxiety. People who think their symptoms may be

more severe should seek medical advice.
pl
e.
A cold
B fever
N
C stress
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fo
23
r sa
The filling materials and covering fabric on this sofa have been carefully
selected to a very high standard in order to meet the for fire

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resistance according to 1988 fire safety regulations.

.
A requirements
B demands
C features
24 SECTION 4 READING
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Section 4
TEST
24
1
Aim to do 150 minutes of moderate physical a week.
For example, you could do 30 minutes a day on at least five days a
Fr
week, either at the same time or in 10-minute periods.

ee
READING
A action
pr
B exercise
C energy
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ot
25
io
STAY WITH ME
na
by Melanie Dixon
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This novel tells the story of 92-year-old Helen, from her

childhood in Ireland to her later years in India. A real
am
page-turner, Helen’s experiences make this book

impossible to put down.
pl
A annoying
e.
B familiar
C extraordinary
N
ot
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26
r
Aimed at and those who haven’t picked up a pencil in

sa
years, this course will include the basic skills of drawing, as well as a
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range of simple techniques and skills.

.
A beginners
B artists
C experts
READING SECTION 4 25
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OVERVIEW: WRITING
TEST
1 About the Writing sections
The Writing sections are part of the written test which is 2 hours long at B2 level. There are two
Writing sections in this part of the test, which are Sections 8 and 9. Each section is different and you
will be asked to write a different type of text in each one.
Fr
Section 8
ee
Section 8 of the written paper tests your ability to write correspondence. More specifically, the
LISTENING
WRITING
examiner will be assessing the range of language you can use, the accuracy of your writing, how
coherent your text is, how you have organised your text and your spelling and punctuation. In
pr
addition, the examiner will also assess your ability to express views effectively in writing, and relate to
other people’s views and opinions.
om
In this section, you write an example of correspondence which could be either an email, formal or
informal letter, based on the information you read in Section 7 of the written paper. You are asked to
include three different pieces of information in your email or letter and to write 90–120 words. While
ot
you’re preparing for this section of the test, consider what phrases you could use to give your opinion,
evaluate other people’s opinions and compare and contrast views.
io
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Section 9
Section 9 of the written paper tests your ability to write a short text from own experience,
ls
knowledge or imagination. More specifically, the examiner will be assessing the range of language you
can use (a wide range of vocabulary without basic mistakes) and the accuracy of your writing (how
am
you use your grammar structures). They will also look at how coherent your text is and how you
have organised it, your spelling and punctuation, as well as if you have used the correct style (formal
or informal). The examiner will also assess your ability to bring together and evaluate information and
pl
arguments from several sources.

In this section, you write a short text from your own experience, knowledge or imagination. You are
e.
given two topics to choose from and you could be asked to write an essay, a review or an article.
The questions in this section provide a context for your writing and tell you who you are writing for.
N
They may also include a short input text to give you some ideas about the topic. This may include
ot
some questions to address or points to cover. You should write 150–200 words.
While you’re preparing for this section of the test, consider ways to organise texts to make them
logical and so that your points are made clearly. Develop your use of interesting language, both in
fo
terms of structures and vocabulary, so your texts are enjoyable and engage the reader. Section 8 of
the written paper tests your ability to write correspondence. More specifically, the examiner will be
r
assessing the range of language you can use, the accuracy of your writing, how coherent your text
sa
is, how you have organised your text and your spelling and punctuation. In addition, the examiner
will also assess your ability to express views effectively in writing, and relate to other people’s views
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and opinions.
.
Go to the Writing Bank on pages 166–175 for useful language and practice.
38 SECTION
OVERVIEW1 LISTENING
WRITING
M01 PTP PTE G Level

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4/30/20 13:23
11:31 AM
HOW TO DO SECTION 8
TEST
1
Section 8 tests your ability to write correspondence by asking you to write either an email, formal or
informal letter, based on information given in Reading Section 7.

Fr
Your overall writing skills

• If you can express news and views effectively in writing and respond to other people’s news
and views.
ee
LISTENING
Correspondence
WRITING
• If you can write letters which show different amounts of emotion, draw attention to the
pr
importance of events and experiences and respond to the recipient’s news and views.
om
How to do Section 8
• When you’re planning your answer, first you need to decide what is the most important
ot
information in the instructions and what information from the text in Section 7 of the written
paper you will need to find and use. Remember to avoid copying text from Section 7 word-for-
io
word. You can do this by paraphrasing the information in the text.

• Read the three points you’re asked to include in your text carefully, ensure that you understand
na
what they involve and remember to include all three points. Then decide which order you’re
going to do the tasks in the bullet points in your text – you don’t have to do them in the same
ls
order in the instructions. Also consider how much you need to write to complete each task as
some bullet point may only require one sentence, whereas other may need two or even three.
• You will be assessed on the different forms of language you can use, both in terms of
am
grammatical structures and vocabulary choices. This includes how accurately you use structures
and vocabulary and how the ideas in your text are organised and developed and whether or
not you have used paragraphs.
pl
• Remember to consider how formal the type of correspondence you have to write is. If you’re
e.
writing an email, you should use a semi-formal style. You’ll need to demonstrate that you’re
using the correct style by organising your text according to the conventions for your text type,
choosing an appropriate greeting and an appropriate close, using appropriate vocabulary and
N
fixed expressions and by using or not using contractions or idiomatic language.

ot
• Remember that as well as assessing your use of language and text organisation, the examiner
will also specifically be looking at how you can express news and relate to the views of others.
• You are asked to write between 90 and 120 words. Note that a shorter response might not
fo
include the range of structures required for this task.

• Make sure you have some time to edit your text when you’ve finished writing it. When you’re
r
editing, check that you’ve completed all the tasks in the bullet points. Then check that your text
sa
is organised in an appropriate way for the type of text you have to write, that it starts and ends
appropriately, and that it uses the correct style (more formal or more informal). Don’t forget to
check that you’ve used vocabulary and grammatical structures correctly, used linking words and
le
expressions, where appropriate, and used the correct spelling.

.
Scoring
The maximum score for this section is 10 points out of a total of 75 points for the whole
written paper.
LISTENING
WRITING SECTION 8
1 39
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SECTION 8: TRAINING
TEST
1 Focus on the instructions
1 Look at the Section 8 task on page 41. c Who do you have to write to?
a Which section should you refer to when d How many words should your answer be?
you’re writing your answer? e How many content points do you need
b Which type of text do you have to write? to include?
Fr

ee
LISTENING
1 What are you going to suggest doing in 6 Find four different activities that volunteers
WRITING
your email? have done in Indonesian Borneo in the text in

pr
Section 7.
2 How will the bullet points help you to persuade
om
your friend to do this? 7 You’re writing an email to a friend. What is a

suitable greeting?
3 List three personal benefits of going on
a holiday like the one you read about in 8 Which would be the best phrase to end your
ot
Section 7. email to a friend?

a Hope to see you soon
4 What does a tourist volunteering
io
holiday involve? b Kind regards

c Love you
na
5 List three challenges of going on a holiday like

the one you read about in Section 7.
ls

am
1 Which phrase could you use to explain to your 5 Match the sentences from the text in Section 7
friend why you’re writing to him/her? (1–3) with the paraphrases (a–c).
1 Not only can you discover an interesting
pl
2 Complete the sentence to give your friend some new place, but you can also do your bit for
background information about the project: the environment and help other people as
e.
I read an article some people who well.

went a volunteering holiday. 2 I’m here because I want to do something
N
for these endangered animals other than

3 Which five words or phrases from the box give money or avoid food and cosmetics
ot
could you use to add information about other containing palm oil.
benefits of a volunteering holiday?
3 Every group of volunteers is different, but
ours ranges from 18 to 60 years old, with
fo
alternatively and as a result as well eight women and four men when we begin.
at the same time consequently too
r
whereas a I want to do more to help animals under

threat than just give money to charities or
sa
4 a Which three words could you use to contrast avoid certain products.
the possible difficulties with the benefits? b Volunteer groups vary, but this one has men
le
and women of all ages.

also but consequently however
.
moreover nevertheless c You can visit an interesting place and help

the environment and the people too.
b Which of the three words you chose in a)
would be suitable for an email to a friend?
40 8 LISTENING
SECTION 1 WRITING
M01 PTP PTE G Level

Plus PTE 40
4/30/20 13:23
11:31 AM
Section 8
TEST
Question 47
Use the information in Section 7 to help you write your answer. 1
You have read the article about the Orangutan Foundation. Now write an email to a friend,
suggesting you go together on this volunteering holiday. Write 90–120 words and include
the following information:
Fr
• Why going on a volunteering holiday would be good for you.

• What the challenges of going on a tourism volunteering holiday are.
ee
• What useful activities you could do to help the charity.
WRITING
pr
om
ot
io
na
ls
am
pl
e.
N
ot
fo
r sa
le
.
WRITING SECTION 8 41
M01 PTP PTE G Level

Plus PTE 41
4/30/20 13:23
11:31 AM
OVERVIEW: SPEAKING
TEST
1 About the Speaking sections
The Speaking test lasts 7 minutes in total at B2 level. There are four sections, (Sections 10–13). Each
one is different and there are four different tasks you will complete with an examiner.
Section 10 1.5 minutes

Fr
Section 10 tests your ability to talk continuously about topics of personal information and interest. In
this section you will answer questions about yourself and your experiences.
ee
In this section the examiner will ask you to speak on your own for about one minute. They will ask
LISTENING
SPEAKING
you about your experience in a specific area of life, and then follow up with more questions so you
can give more detailed information. Section 10 is designed to get you talking and lets the examiner
pr
see how well you can speak about your experiences and the wider world around you.
om
Section 11 2 minutes
Section 11 tests how well you can give opinions on a topic and support them.
ot
In this section you will be given a statement and discuss your response to it with the examiner. They
present a discussion question which you discuss together. You need to present arguments to either
io
agree or disagree with the question and you will have to defend and justify your point of view when
the examiner raises an opposing arguement,. You should continue the discussion until your time is up.
na
Section 12 1.5 minutes

ls
Section 12 tests how well how well you can speak without stopping when describing a picture.
In this section, you will be shown two photos and asked to talk about them without stopping. The
am
photos will usually show people doing the same or a similar activity in two different contexts. You take
a quick look at the photos and then describe what you can see or what is happening in them. You
describe what is happening in the photos, including reasons why the people are doing what they’re
pl
doing, where appropriate.

You should talk about the pictures for about one minute and then answer a question connected to
e.
the theme of the photos where you should answer by evaluating or comparing them.
N
Section 13 2 minutes
ot
Section 13 tests how well you can use appropriate language in a specific situation.
In this section, you receive a card with a situation on it and then take part in a role play with the
fo
examiner. The card has a summary of the situation, your goal and the role that you will play. You have
15 seconds to read the card. The examiner then tells you who should start the role play. It usually
r
involves discussing a problem or a situation and reaching a resolution.

Section 13 shows the examiner how well you can use functional language to achieve a specific
sa
outcome while communicating with another person.

le
Go to the Speaking Bank on pages 158–165 for useful language and practice.
.
Do Vocabulary activities on Pearson Practice English for more practice.
Watch Speaking videos and do worksheets on Pearson English Portal to find out more.
OVERVIEW SPEAKING
M01 PTP PTE G Level

Plus PTE 46
4/30/20 13:23
11:31 AM
HOW TO DO SECTION 10
TEST
1
Section 10 tests your speaking skills and assesses your ability to speak continuously about matters of
personal information and interest.

Fr
Your overall speaking skills

• If you can give clear, detailed descriptions and presentations on a wide range of subjects.
You can go into some detail in your descriptions, support your points with other ideas and
ee
LISTENING
relevant examples.
SPEAKING
Your ability to speak on your own for a longer time: describing experience
pr
• If you can give clear, detailed descriptions on a wide range of topics connected to an area that
you are interested in.
om
Your ability to speak on your own for a longer time: making an argument
• If you can present the different stages of a clear argument, giving greater detail and relevant
examples to support your point of view.
• If you can introduce an argument, develop an argument and bring it to a conclusion.
ot
• If you can explain a point of view on an issue and give the advantages and disadvantages of it.
io
How to do Section 10
na
• This section gives you the chance to talk about yourself and your personal opinions. It should
ls
help you to relax at the beginning of the test.

• Remember that you don’t have to share any personal information about yourself that you
don’t feel comfortable sharing, but you should definitely talk about things you have done, or
am
plan to do in the future in as much detail as you can, and say what you think about the issue
and give reasons for your opinions.
• The examiner knows that giving your opinion is relatively simple, so at this level, they will be
pl
more interested in the reasons for your opinions. Instead of waiting for the examiner to ask
e.
you to explain your opinions, give reasons for them when you express them.
• Remember that whenever you speak, your aim is to show the examiner how well you can use
different tenses, appropriate vocabulary and functional language and link your ideas together,
N
so focus on doing those three things while you’re talking about yourself. Remember that you
ot
only have one minute to speak, so think about how you can highlight your English speaking
skills most effectively in the time available.
fo
Scoring Timing
r
You will get marks for how well you can Section 10 takes 1.5 minutes of the total
sa
communicate, how you answer questions, for 7 minutes that the Speaking test lasts.
the grammar and vocabulary you use and your
le
pronunciation. The four speaking sections are 25%

of the total score for the whole test.
.
LISTENINGSECTION
SPEAKING SECTION10
1 47
M01 PTP PTE G Level

Plus PTE 47
4/30/20 13:23
11:31 AM
SECTION 10: TRAINING
TEST
1 Focus on the instructions
1 Look at Section 10 on page 49. c What sorts of things will you talk about?
a How long does this section last? Can you give some examples?
b Do you speak on your own or is it a d How long will you speak for? Why is this
conversation with the examiner? shorter than the whole section?
Fr

ee
LISTENING
SPEAKING
Topic 1 Topic 2
1 Look at the first question. Choose two things 3 Look at the Extra questions. Match them with
pr
that the examiner might expect you to include the type of explanation (a–c) you could give in
in your answer. your answers.
om
a The names of the different types of transport a The benefits and drawbacks of different
you use. types of media.
b The last time you used a specific type b The reason(s) why you like or don’t like
ot
of transport. doing something.

c The reason(s) why you use each type c The reason why you don’t have much time
io
of transport. to do something.
Topic 3
na
2 Match the Extra questions a–b with the type

4 If a question starts with What do you look
of explanation you could give in your answers
for …? What should be the main thing you
1–2.
talk about?
ls
a What is the best way to travel outside the

a Your past experiences in an area.
area you live in? Why?
b Your criteria for making a decision.
am
b Is good public transport important to you?

Why/Why not? c Your opinion on something.
1 The benefits and drawbacks of different Topic 4

pl
types of transport. 5 Look at Topic 4 on page 49. What information

2 The reason(s) why you need or don’t about your childhood will the examiner expect
e.
need something. to hear?

a A history of everything that happened to you
as a child.
N
b Your opinion on how good a childhood

ot
you had.

fo
What words or phrases could you use to opinion, stories that authors have invented
r
1
introduce your opinion when you’re answering are entertaining, but they aren’t always
sa
a question that ends with: Why/Why not? interesting. Real-life stories tend to be much
more fascinating.
le
2 You’re asked the question How often do you

go to the cinema? What information can you 4 Rewrite this answer so it includes a word or
.
add to your answer after saying how often you phrase for giving an example.
go to the cinema? The best thing about being a child was having
so much time to do fun things with your
3 Rewrite this answer with a word or phrase for friends. I used to spend all summer climbing
making a comparison. trees with my friends.
I don’t really enjoy reading stories. In my
48 10LISTENING
SECTION 1 SPEAKING
M01 PTP PTE G Level

Plus PTE 48
4/30/20 13:23
11:31 AM
Section 10 (1.5 minutes)
TEST
Personal information
1
Examiner:
Now, I’d like you to speak on your own for about 1 minute.
In the test, the examiner might ask you about any different topics. Here are four examples
Fr
of topics they could ask you about.

ee
TOPIC 1: Transport
LISTENING
SPEAKING
• Tell me about the different types of transport that you use.
pr
Extra questions
• What other kinds of transport are available where you live?
om
• Which kinds of transport do people use most? Why?

• What is the best way to travel outside the area you live in? Why?
• Is good public transport important to you? Why/Why not?
ot
TOPIC 2: Reading
io
• Tell me about the things that you enjoy reading.

na
Extra questions
• Do you spend a lot of time reading? Why/Why not?
ls
• Do you enjoy reading stories? Why/Why not?

• Do you prefer reading things in print or online? Why?
am
• What was the last thing you spent time reading?
TOPIC 3: On screen entertainment

pl
• What do you look for in a film or video when you’re choosing

something to watch?
e.
Extra questions
N
• How often do you go to the cinema?

• Do you like watching videos on your phone? Why/Why not?
ot
• What’s the best film or video you’ve seen recently?

• What kind of films or videos do you dislike?
fo
TOPIC 4: Childhood
r
• Tell me something about when you were a young child.

sa
Extra questions
• Who was your best friend when you were a young child?
le
• Did you enjoy going to school when you were a young child?
.
Why/Why not?
• What activities did you enjoy most when you were a young child?
• What was the best thing about being a young child?
SPEAKING SECTION 10 49
M01 PTP PTE G Level

Plus PTE 49
4/30/20 13:23
11:31 AM
TEST 2 (with guidance)
TEST
Section 1
2
Questions 1–10
LISTENING (with guidance)

You will have 10 seconds to read each question and the corresponding options. Then
listen to the recording. After the recording you will have 10 seconds to choose the correct
option. Put a cross 8 in the box next to the correct answer, as in the example.
Fr
ee
Example Who are the speakers?

A 8 boss and employee
pr
B teacher and student

C employee and customer
om
1 What is the woman doing?

TIP STRIP
ot
A checking existing arrangements

Listening for key words
io
B suggesting an alternative venue is very important. They

can give you clues to
C delaying the meeting start time
na
finding the correct

answers.
2 What is the speaker’s intention? Question 1: Which

ls
of the three options

A to get feedback on a campaign are mentioned:
arrangement, venue or
am
B to explain a promotion time? Which is the one

that is most important in
C to come up with a slogan what she says?
pl
Question 2: What is
3 Who is speaking? the speaker asking his
e.
audience to do? If you

A writer can understand this, you
will know his intention.
N
B director
Question 3: When
ot
C researcher does the speaker refer

to himself? What does
he say?
fo
4 Who is the speaker talking to?

Question 4:What
A scientists word does the speaker
r
mention related to
B journalists
sa
science, journalism or
holidays?
C holidaymakers
le
Question 5: The female

speaker says something
5 Where are the speakers? that means that they
.
could not be on two of

A boat the forms of transport.
What does she say?
B plane
C car
LISTENING SECTION 1 59
M02 PTP PTE G Level

Plus PTE 59
4/30/20 14:01
11:31 AM
Section 1
TEST
2 6 How does the boy feel?
A lonely
LISTENING (with guidance)
B unprepared
C exhausted
Fr
7 What makes the artist’s work unique?

ee
A the scale of it
B the materials he uses
pr
C the combination of media

om
8 How do the friends feel about the next ride?

A impatient
TIP STRIP
ot
Question 6: What do B delighted

io
the words in A, B and C

C concerned
mean? Which one does
na
the boy describe?
Question 7: Which 9 What is the man’s opinion of the activity holiday?

one do they say is not
ls
important? Discard that A There should be more activities.

option and look at the
B There wasn’t enough training given.
other two? Which one
am
fits? C There needs to be time between activities.

Question 8: Can you
sum up what the friends
pl
are focusing on in one 10 What is the chef doing?

word? You may find that
e.
the answer collocates

A clarifying part of a recipe
with this word. B warning people what not to do
N
Question 9: Is the C giving tips on how to prepare something

man’s opinion positive or
ot
negative? Was there a

problem?
fo
Question 10: Think

about the language you
use to do A, B or C.
r
What kinds of words

sa
does the chef use?

le
.
M02 PTP PTE G Level

Plus PTE 60
4/30/20 14:01
11:31 AM
Section 7
TEST
2 Questions 40–46
Read the web article and complete the notes. Write no more than three words from the
text in each gap.
Fr
Do MOOCS satisfy the global thirst for education?

ee
MOOCS – massive open online courses – are the newest big

thing in the search to enable higher education for all. A great deal
of money is being invested in online programmes of study that
pr
not only hundreds, but tens of thousands, of students can benefit

from. However, students may not have the energy to make the
om
experience worthwhile.
Part of the issue around which future direction MOOCS will
TIP STRIP
ot
take, however, is that nobody can yet define whom exactly they
• First, read the article are meant to benefit. Universities keen to attract fee-paying
io
to get a general idea international students onto postgraduate courses by showing off
of what it is about and
their best programmes online? Students in developing countries
na
how it is organised.
Then read it again hungry for access to first-world universities? Employees wishing
carefully one or more
to develop their professional knowledge? People who want to
times. Do not worry
ls
if you do not know use MOOCS as a bridge to higher education because they need
every single word. You tangible proof of their competencies? Or hobby learners, who are
am
may be able to make

a reasonable guess
keen to learn about a subject area in which they have an interest?
about the meaning
Research suggests that although they may be popular to start
of an unfamiliar word
pl
by looking at the with, MOOCS have poor completion rates. For one professor’s
other words in the horror fiction course, that meant 1,000 people starting and
e.
same sentence or
paragraph.
31 completions. ‘It seems that learning online is a different
• Pay attention to the thing, and requires quite advanced learning skills,’ confirms a
N
organisation of the programme manager for JISC, a charity which promotes the use
text. This will help
of computer-based technologies in UK education and research.
ot
you to answer the

questions. This article ‘With MOOCS, there’s very little support available: the student
is divided into four is dropped in and tends not to get any individual attention.’ This
fo
paragraphs. Each
paragraph has a is instead replaced by online discussion areas where learners can
slightly different focus. support each other.
r
• The order of the

The head of Educational Technology, which produced a 2012
sa
questions matches the

order in which the report predicting the rise of MOOCS, pointed out that some
information appears in
developing countries present a huge demand for learning. The
le
the article. This helps

you identify which answer to this might be world’s best courses that are being
.
part of the text you

offered online. He claims, ‘If people are genuinely fascinated
should be looking at
when answering each by learning, then why not? The real challenge is to allow those
question. countries not just to use and study MOOCS, but also to create
them.’
70 SECTION 7 READING
M02 PTP PTE G Level

Plus PTE 70
4/30/20 14:01
11:31 AM
Section 7
TEST
Example Learners do not benefit from doing a MOOC if they do not have enough
energy .
2

40 Some universities especially encourage who
Fr
already have a first degree to enrol on a programme.

ee
41 You can use a MOOC as a way of getting into

if you don’t have the required qualifications.
pr
42 The writer refers to the incredibly small number of students who actually finished a
om
series of classes on .
TIP STRIP
ot
43 Students need to bring fairly in order to

Question 41: Can
study effectively on a digital course.
io
you see a word in the

text whose meaning
na
is connected with
44 Students doing a MOOC can assist one another by using qualifications and helps
you to find what goes in
.
ls
the gap?
Question 42: Which

subject is mentioned?
am
45 is an organisation which correctly

guessed that there would be greater demand for MOOCS. Question 43: Can you
find words in the article
which mean the same as
pl
46 Making it possible for developing countries to produce their own MOOCS is the need and fairly?
e.
. Question 44: Can you

uses a verb that is similar
N
to assist?
ot
Question 45: Can you

mentions an organisation
fo
and contains a verb

which means correctly
guessed?
r
Question 46: To help

sa
you work out what goes

in the gap, can you find a
le
sentence which contains

a word with the same
meaning as produce?
.
READING SECTION 7 71
M02 PTP PTE G Level

Plus PTE 71
4/30/20 14:01
11:31 AM
Section 8
TEST
2 Question 47
Use the information in Section 7 to help you write your answer.
WRITING (with guidance)
You have read the article about MOOCS. Now write an email to a friend who is thinking
about doing a Mooc. Write 90–120 words and include the following information:
Fr
• The advantages of doing a MOOC.

• The challenges of doing a MOOC.
ee
• How you think your friend could succeed.

pr
om
TIP STRIP
ot
• Make sure you

io
cover all the points

from the question:
na
the advantages of
doing a MOOC,
the challenges, and
how you think your
ls
friend could succeed.

Dedicate one
am
paragraph to each
point.
• The instructions
tell you to use the
pl
information in Section
7 to write your
e.
answer. This means

that you must use
some of the ideas
N
which you have read

about in the article.
ot
You must express

those ideas in your
own words though.
fo
• The question asks you

to write an email to a
friend. How formal/
r
informal should the

sa
language be?
• You will need a
greeting and your
le
friend’s name at the

beginning (Hi Laura)
.
and a closing phrase

and your name at
the end (Best wishes,
Jason).
72 SECTION 8 WRITING
M02 PTP PTE G Level

Plus PTE 72
4/30/20 14:02
11:31 AM
Section 9
TEST
Question 48
Choose one of the topics below and write your answer in 150–200 words. 2
WRITING (with guidance)

Either:
A You see this notice on the website.
Fr
Is your college, workplace or local community organising an event in the near

ee
future? If so, make sure that everybody knows about it! Tell us when and where
your event will take place and why everybody should join and we will publish it
on our ‘What’s on?’ website.
pr
om
Write an article publicising the event.
TIP STRIP 9A
ot
• If you’re not sure which topic to choose, write down some ideas and then put them in order. Think about
both the content and the organisation of your answer when you do this. Even if you are sure which topic to
io
write about, you should always write a plan in note form before you start writing.
• Topic A asks you to write an article to promote an event. You only have a maximum of 200 words, so think
na
carefully about who your event is aimed at and how to attract them. The example answer describes a
student fair. Can you think of other events which would be suitable to write about?
• Remember who you are writing for and what kind of text is great for your audience. In this task, you are
ls
trying to persuade people to attend your event, so you need to address the reader directly and use positive
language and questions. For this kind of text, is neutral or slightly informal language best?
• The question asks you to include three points of information in your answer. Make sure that you cover
am
all three points and provide enough ideas for each of them. These three information types can help you
organise your text.
pl
Or:
e.
B Schools shouldn’t only teach traditional academic subjects, such as maths and history.
They should teach practical skills skills, such as cooking and driving a car.
N
Write an essay agreeing or disagreeing with this statement.

ot
TIP STRIP 9B
fo
• Topic B gives you a statement and asks you to write an essay agreeing or disagreeing with it. You must make
it very clear whether you agree or disagree. This is diff erent from writing a ‘for and against’ essay where you
r
present both sides of an argument and come to a balanced conclusion. Here you must show very clearly
which side you agree with.
sa
• Remember who you are writing for and what kind of text is suitable. Here you are writing an essay, probably
for a teacher. How formal should the language be? How can you organise your ideas in a logical way?
le
• Organise your ideas into paragraphs covering different points form the question.
.
Put a cross 8 in the box next to the task you have chosen.
A B
WRITING SECTION 9 73
M02 PTP PTE G Level

Plus PTE 73
4/30/20 14:02
11:31 AM
Section 11 (2 minutes)
TEST
2 Discussion
Examiner:
Now, we are going to discuss something together.
SPEAKING (with guidance)
The question is: Should people stop relying so much on their mobile phones?
What do you think?
Fr
ee
In this section of the test, the examiner gives you a question and you need to give
arguments for or against the topic. You will have to come up with the ideas yourself and
they won’t give you any ideas to start with.
pr
For practice in this test, you can choose one of the for and against arguments below to
get some ideas of things you might say on this topic.
om
TIP STRIP For

ot
• Look at the two • Lots of people become obsessed with their mobile phones.
io
if-sentences in the
• People don’t talk to each other face-to-face much because of mobile
notes for arguments
for and against: If phones.
na
you lose your phone,

• If you lose your phone, you quickly get into a mess.
you quickly get into a
mess. and You never • People should try and spend some time phone-free each week.
ls
feel bored if you have

a mobile phone. These
zero-conditional
am
structures provide
a simple, effective Against
way of explaining the
• Phones make it very convenient to communicate with people.
pl
benefits.
• You could use the
same structure to
• There’s so much you can do with a mobile phone these days.
e.
present an argument • Having a phone makes people feel safer and happier.
against (e.g. If you
N
become obsessed with • You never feel bored if you have a mobile phone.
your phone, you don’t
ot
pay enough attention to

the people around you).
• You could also use
fo
a more advanced
second-conditional
structure to talk about
r
a hypothetical future
possibility (e.g. If I lost
sa
my phone, I would lose

a lot of photos and all
le
my apps).
.
76 SECTION 11 SPEAKING
M02 PTP PTE G Level

Plus PTE 76
4/30/20 14:02
11:31 AM
Section 12A (1.5 minutes)
TEST
Comparing photos
Examiner:
2
Now, here are two photos showing people with animals. Please tell me what you
SPEAKING (with guidance)

can see in the photos.
(Turn to page 154 for your photos.)
Fr
Alright? Begin now please.

ee
about 1 minute
The examiner might ask you more questions to help you talk about the photos.
pr
Extra question:
• Why do you think some people like to keep animals? about 30 seconds
om
TIP STRIP 12A

• When you’re looking at the photos for this task, think about the who, the what, the where and the why of what
ot
you see. Think about, how the people are connected. What are they doing? Where are they doing it? Why
are they doing it? Llink your answers and the topic of this section, which is people’s relationship with animals.
io
• You need to be able to add detail to your description and show that you’ve understood what is happening in
the photo. You should speculate about how the people in the photo are thinking and feeling.
na
• Consider the differences and similarities between the photos and the contrast between the two situations
you can see in them. When you’re talking about the photos, you will need to use language for comparisons
and linking words or phrases for contrast such as whereas, however and in contrast.
ls
am
Section 12B (1.5 minutes)

pl
Comparing photos
e.
Examiner:
Now, here are two photos of people driving cars. Please tell me what you can see
N
in the photos.
ot
(Turn to page 154 for your photos.)

Alright? Begin now please.
fo
about 1 minute
The examiner might ask you more questions to help you talk about the photos.
r
Extra question:
sa
• What are the advantages of having a car in each situation? about 30 seconds
le
TIP STRIP 12B

.
• Try to avoid sounding as if you are just listing ideas and think of words and phrases to link your ideas
together. Phrases such as which means or because will help you to do this.
• You could also use adverb or adverbial phrases like probably, interestingly, most likely to include your ideas and
opinions on what you can see.
• You could try practising with other photos like these and brainstorming the words you could use to
describe them.
SPEAKING SECTION 12 77
M02 PTP PTE G Level

Plus PTE 77
4/30/20 14:02
11:31 AM
GRAMMAR BANK
Present tenses See/hear are state verbs, but look/listen describe
actions.
Present simple What can you see? I’m looking at the sunset.
We use the present simple: I can’t hear anything. I’m listening to a podcast.
• to talk about habits and routines. We can use feel and look in the continuous form
GRAMMAR BANK
I catch the bus to college. without any change in meaning.
Fr
• to talk about things that are always true. I feel tired./I’m feeling tired.
Water freezes at zero degrees Celsius. He looks well./He’s looking well.
ee
• to describe what happens in a sports

commentary.
Present perfect simple
Sterling passes to Lopez, who makes a run for it, We use the present perfect simple:
pr
shoots and scores! • to talk about current states that started in the
past.
om
Present continuous I’ve already been at university for three years.

We use the present continuous: I’ve been to this holiday home every summer
since I was 12.
ot
• to talk about actions that are happening around

now or that are temporary. • to focus on the present result of past actions.
My clothes are wet! I’ve just walked home in the
io
I’m staying with my cousins during the holidays.

rain.
• with always to talk about annoying actions or
na
habits.
My sister’s always borrowing my clothes without
Present perfect continuous
asking. We use the present perfect continuous:
ls
• to talk about changing situations. • to talk about actions that started in the past and
It’s getting dark outside. continue now.
am
Sam’s been learning Turkish since last June.

State verbs • to talk about continuous actions in the recent past
State verbs describe a state, not an activity. State that have a result in the present.
pl
verbs cannot usually be used in the continuous form. My brother’s been baking cookies. The house
They include: smells lovely!
e.
verbs of thinking: agree, believe, disagree, doubt, Practice

know, suppose, understand
N
verbs of sense/perception: see, smell, taste, hear 1 Choose the correct verbs to complete
ot
the sentences.
verbs describing attitudes: dislike, hate, like, love,
a Jo can’t go out because she is finishing /
need, prefer, want, wish
hasn’t finished her school project yet.
fo
verbs describing appearance, qualities: appear, look,

b We have been / are being on holiday since
seem, sound
r
the beginning of June.

verbs of being and possession: be, belong to,
c What do you think of my new haircut? Is it
sa
contain, have, own, possess

looking / Does it look OK?
other verbs: cost, fit, mean, owe, weigh
d Megan has saved up / ’s saving up for a new
le
We can use some state verbs in the continuous form phone, she’s nearly got enough money.
when we describe actions.
.
I think (believe) you made the best decision. 2 Complete the sentences with the correct
I’m thinking about which one to choose. (I’m form of the verbs in brackets.
considering it) a Jake (look forward) to watching
I see what he means. (I understand) this film since it first came out.
I’m seeing Becky later. (I’m meeting her)
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VISUALS FOR SPEAKING TESTS
TEST
Section 12A 1
SPEAKING TESTS
Fr
VISUALS FOR
ee
pr
om
ot
io
na
ls
Section 12B
am
pl
e.
N
ot
fo
r sa
le
.
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SPEAKING BANK
Section 10
In this section of the test, the examiner will ask you a series of questions about yourself, which might include things in your
current life, things about your past experiences, your tastes, interests and preferences, future plans and your opinions.
SPEAKING BANK
Useful language
Fr
• Routines, places and people in your everyday life

• Free time activities, sports and hobbies
ee
• The Arts Talking about your likes, dislikes and preferences

• Films or books I prefer to … because I enjoy …
I really like to go there at the weekend to spend time with
• School or work
pr
my friends.
• Future plans for events or activities
I think the best … is …
• The internet, social media and technology I have no interest in…
om
• Dreams, hopes or wishes for the future My favourite …

I mostly enjoy … these days.
I’d rather choose …
ot
Conversation I like/dislike …
I adore …
io
See Test 1, Section 10, on page 49. I’d be willing/unwilling to …

I would gladly …
na
Exam help You can’t go wrong with …

Talking about past experiences
ls
✔ Remember that the first question the examiner asks

Last weekend I visited …
you will be a general question about your life, your
experiences and your opinions. A few years ago …
am
✔ The follow-up questions the examiner asks will then be It happened …

more specific and often you’ll have to talk about what is One day …
happening in the world around, rather than just talking When I was …
pl
about your life and experiences. I drove over to … brought …

You should give shorter and more general answers to They’ve probably had the same problem at some point
e.
✔
the initial questions and more specific and more detailed in their lives …
answers to the follow-up questions. Then I really had to hurry up to/so/could get to the bus/
N
✔ Give your answers confidently and add interesting details be there in time!
I met him/her a couple of years ago.
ot
or examples, especially to the follow-up questions.

✔ Some questions begin with the words Tell me about … I used to enjoy …
which means that you should say as much as you can I really loved … as a child …
fo
about the topic. As a child, I would … every day.

✔ Try to avoid making basic grammar mistakes. Think about Giving your opinions and expressing your feelings
r
the tenses you will use and whether you are talking about I’m tempted to say … because …
sa
the past, present or future. I’d say I’m quite …

✔ Speak clearly so the examiner can hear and understand I’m not entirely sure … but …
everything you are saying. I’m certain this could be beneficial …
le
This might be … as it would probably result in …

.
The outcomes might be quite positive/negative.

Considering … this may actually …
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Practice
1 Read the topics a-d below. Then identify 3 Look at exercise 2 again. Match the words
which statement (1–6) talks about and phrases (a–e) with their definition (1–5).
which topic.
a at any cost
a your past experience
SPEAKING BANK
Fr
b a waste of time
b your taste, interest and preference
c sceptical
ee
c your future plan

d bookworm
d your opinion
e make up for
pr
1 It happened last month. I was driving to

work when I heard a weird noise coming 1 being in doubt about something
from the boot.
om
2 a person who adores reading

2 You can’t go wrong with riding a bike. 3 to do a lot of something to catch up
Really! It’s the fastest way to move around
4 something which is not worth it
ot
the city.
5 no matter what happens
3 I adore the hustle and bustle of big cities so
io
I think being surrounded by nature would be

4 Look at the words and phrases (a–e) in
quite dull.
exercise 3. How many sentences can you
na
4 I’m not much of a film buff. I’m more into create using each word or phrase?
theatre so I booked a few tickets and I’m
ls
going to see a new play tomorrow. 5 Think of a topic you could get asked
5 I’m certain talking to older relatives could about in Section 10 of the test and follow
be beneficial for people like me who like to these steps:
am
draw on others’ past experiences.

a Make a list of all the questions the examiner
6 I spend lots of time reading using my could ask you about that topic.
pl
ereader. It’s so much more convenient than

b Brainstorm all the vocabulary and phrases
carrying heavy books around.
that would be helpful to use when talking
e.
answering those questions but don’t write

2 Read the text below. Fill each gap with one
your ideas down.
suitable word.
N
c Record yourself answering the questions.

When I was a child, I (a) to avoid
ot
d Play it back and listen, thinking about where

books at any cost. I thought reading in general you could improve your answer.
was a waste of time and I could devote my
spare minutes to something more productive.
fo
6 Look at a list of topics on page 158.

(b) day, my friend recommended a
Write one general question connected to
book to me by some Japanese author. I was
r
each topic.
sceptical at (c) but decided to give it
sa
a try. And I’m so glad I did.

(d) then, I’ve been such a bookworm
consuming up to one or even two books
le
a week.
I think I need to make up for lost (e) .
.
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WRITING BANK
Section 8
In this part of the test, you write an example of correspondence which could be either an email, or formal or informal letter,
based on the information you read in Section 7. You are asked to include three different pieces of information in your email
or letter and to write between 90 and 120 words.
Fr
WRITING BANK
Email/Informal letter Useful language

Starting your text
ee
See Test 1, Section 8, on page 41.

Hi (email)
Sample answer Hello (email)
Dear + first name (email)
pr
This is an informal way to

start an email.
New message – × Dear + Mr/Ms + surname (letter)
It was good to see you on …
om
Talk directly to your friend Hi Lorenzo, It was nice to hear from you!
to make the email or I hope you are well.
letter informal.
I’m writing you about our plans to go on holiday
together. I’d read an article about some people who Giving your reason for writing
ot
went on a tourism volunteering holiday. They stayed in I’m writing to you about …
This is about the first
Borneo to work for the Orangutan Foundation, which I read an article about …
io
point, why a volunteering

We could do the same thing …
holiday could be good. protects orangutans. We could do the same thing and,
na
This is about the second at the same time, enjoy ourself in an interesting new Outlining possible drawbacks
point, challenges of a place as well as help these amazing animals. Of course, we would have to pay
volunteering holiday. for our flights.
ls
Of course, we would have to pay for our flights. The

This is about the third
accommodation would be very basic and the weather
point, how you could help. Outlining possible benefits
would be extremely hot, with lots of mosquitos. However, we could really help
am
However, we could really help the organisation by doing … by …

practical jobs, like painting, which I know you are good Perhaps we could …
Ask a question or for
I would really like to see if …
pl
agreement at the end. at.

It would great if …
In an informal email, you Let me know what you think.
e.
can finish with just your Talk soon, Asking for a response
name ior a short finishing
Antonella Let me know what you think.
phrase.
(email)
N
I look forward to hearing from you.

Exam help
ot
(letter)
✔ Read the text in Section 7 again carefully before you start. Underline any Ending your text
fo
sections which might be useful for your email or letter. Talk soon,
✔ Read the question carefully and look at the three points. Underline any What do you think?
Do you like my idea?
r
important words. You need to be sure to answer all of these in your answer.
Let me know.
sa
✔ Start your email or letter with a friendly greeting. End it with your name and Write soon.
maybe a phrase to say goodbye. Best wishes (email)
Use some interesting vocabulary, but try not to copy language from the text Kind regards (letter)
le
✔
in Section 7. You can use strong adjectives in informal emails and letters, like Yours sincerely (letter)
.
fantastic or terrible.
✔ Make sure you write 90 to 120 words. If you write much too little or too
much, your answer won’t be marked.
✔ When you’ve finished, check your email or letter carefully for spelling and
grammar mistakes.
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Practice Planning your answer
1 Read Lorenzo's answer below. Find the Starting an email/informal letter
places where he: Use an informal greeting (these might be different for an
a starts the email. email or an informal letter).
b answers the previous email directly. You can start with a question (How are you?/Have I told
Fr
WRITING BANK
you about …?) or a phrase like Thanks for your email/It
c addresses the idea of a tourism volunteering
was good to talk to you … Don’t immediately start with
holiday.
ee
the first bullet point.

d talks about the challenges. Introduce the topic in the first or second sentence, and
e asks for agreement. cover the first point.
pr
Middle section
New message – × Cover the main points from the question. Try to give as
om
much information as you can.

Dear Antonella, If one of the points is very short, try to make the other
points longer. Add description, or talk about how you
Thanks for getting in touch. What an interesting idea for a
feel or something that you’ve experienced. Think about
ot
holiday! I haven't heard of anything like that before, but it this before you start writing.
Make sure you respond to all the bullet points.
io
is certainly an original idea. I would love to do that!
I agree, that it would be a fantastic way to help the Finishing your email/informal letter
na
Orangutan Foundation, as well as have an extraordinary Add a comment or a question to your friend (What do
you think?/Looking forward to seeing you soon!).
experience ourselves.
Include a way to say goodbye if you want (All the best/
ls
I am concerned about how much this would be if we have Bye for now/Love/See you soon).
to cover the cost of the flights ourselves, accommodation End with a suitable ending phrase and your name.
am
and spending money. It is an expensive trip, after all! We

could try to save up for it, I suppose. We could attempt
Checklist
pl
to get sponsorship and raise some money for the flights

that way? When you finish writing, use this checklist.
e.
Do you have more information about how to do this? Range

Would you really like to go for it? If so, let me know and I Have you used some different tenses?
N
Have you used a range of vocabulary?

think we should do more research!
Have you used some interesting sentence structures?
ot
All the best, Accuracy

Lorenzo. Are your verb tenses correct?
fo
Have you checked your prepositions?

Do your verbs and nouns, or nouns and adjectives,
2 Read Lorenzo's answer again. Find places
r
go together?
where you could insert these words
sa
or phrases. Coherence and cohesion

Are your ideas well organised?
a Of course,
Does your email or letter make sense?
le
b at the same time

Orthographic control
c However, Is your spelling and punctuation correct?
.
d as well as Is your email or letter correctly laid out?

e Alternatively, Is your email clear and your handwriting easy
to read?
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PTE GENERAL Pearson English International Certificate

SAMPLE_B2_Level 2-Practice test Plus PTE General NO KEY.indd 1 4/30/20 11:31 AM

tests, which are modelled on the task

types you will find in the Pearson Test

of english General (Pearson English

3 In question 3, if you want to focus on life do you think you’ll hear?

Test 1 provides specific guidance and tips

when the question is about an activity the speaker does now).

for each section of the test and its tasks.

This is done through an Overview of each

skill section (listening, reading, writing and

speaking), How to pages that give you

and 0 points for each incorrect answer.

tips and guidance on approaching each

Go to Vocabulary maps on Pearson English Portal for useful language.

Do Vocabulary activities on Pearson Practice English app for more practice.

section task and Training pages where you

can practice with the tasks in Test 1 with

READING (with guidance)

READING (with guidance)

40 Some universities especially encourage who

Test 2 provides tip strips, which give you detailed

support with each task in the test. Tips are focused

on specific questions and help you to learn about

what you need to do to answer them.

Tests 3–5 are practice tests without support or tips.

These are for you to practice with each task type on

70 SECTION 7 READING READING SECTION 7 71

Section 13A (2 minutes)

Now let’s begin.

visuals for the Speaking Test pages, located at

Test taker’s card

practice the speaking tasks. Use these to learn about

the kinds of materials you will see in the speaking

Test taker’s card

sections of the test or to practise doing the task

types with a friend.

VISUALS FOR SPEAKING TESTS 155 58 SECTION 13 SPEAKING

Speaking banks at the back of the book, offer

my friends. 1 It happened last month. I was driving to

detailed guidance on Sections 10–13 of the test.

These pages feature speaking tasks from the

tests, give you helpful Test Tips, Useful Language

and practice activities to help you prepare for the

158 SPEAKING BANK SPEAKING BANK 159

F02 PTP PTE G Level

Writing banks at the back of the book, offer detailed

guidance on the tasks in Sections 8 and 9 of the written

paper. These pages feature writing tasks from the tests

Useful Language and ideas for Planning your writing.

The pages provide a writing Checklist for each type of

text featured, as well as Practice Activities to help you

Write soon. Coherence and cohesion

166 WRITING BANK WRITING BANK 167

• with always to express irritation or criticism.

A Grammar bank at the back of the book, has grammar

second sentence so that it has a similar

explanations and practice activities at B2 level for extra

140 GRAMMAR BANK GRAMMAR BANK 141