PTE Academic Preparation

Welcome to PTE Academic Preparation. We will study Speaking: Read Aloud and Repeat Sentence — Chunking, Content and Oral Fluency, work through an example, and practise using the course's learning material. Structured learning support for PTE Academic Preparation, with reading notes, guided practice, revision and tutor-led explanations. Sign in and use the study header to open your authorised course. Select this published lesson. Start Course Tutor with Auto audio on: it teaches continuously, answers a typed question, then resumes. Read Aloud — the method. A passage of a few sentences appears with a short preparation countdown; then the microphone opens and you have a fixed time to read. Use the preparation time for three actions: 1. Scan for difficult words — technical terms, names and numbers. Read Aloud. Passage: "Coral reefs cover less than one per cent of the ocean floor, yet they support a remarkable share of marine species. Rising sea temperatures cause bleaching, which weakens the coral and reduces its ability to recover." Marked in preparation (/ = short pause, CAPITALS = stressed words): "CORAL REEFS COVER / LESS than ONE per CENT of the OCEAN FLOOR, / YET they SUPPORT / a reMARKable SHARE of MARine SPEcies. / RISING SEA TEMperatures / cause BLEACHing, / which WEAKens the CORal / and reDUCes its aBILity to reCOVer." Reasoning: pauses fall at commas and before "yet", "which" and "and"; no pause inside "less than one per cent" or "the ocean floor". Difficult words checked: "remarkable" (stress on the second syllable), "species" (/ˈspiːʃiːz/), "bleaching". Repeat Sentence. Heard: "Students who wish to change their elective must submit the form before the end of the second week." Meaning units: [Students who wish to change their elective] [must submit the form] [before the end of the second week]. Response A: "Students who want to change elective must submit form before the second week." Content is partial: several words are missing or changed, but the sequence is mostly correct and, if delivered smoothly, fluency and pronunciation can still score well. Response B: "Students who... who wish to... sorry... change..." Content is low and fluency is badly damaged by repetitions and an apology. Lesson: a fluent near-copy (A) scores far better than a hesitant attempt at perfection (B). Self-recording drill. Record ten Repeat Sentence items. For each, count words reproduced in order out of total words. If your average is low, practise dictating the sentence in chunks of three to five words before repeating it whole. Which mistake would change the reasoning in this example? Restarting a sentence after a slip. Keep going; a restart costs fluency. Reading word by word. Flat, equal stress on every word sounds unnatural; group words into chunks and stress content words. Speaking very fast to "sound fluent". Ask Course Tutor: please explain this step from the example. Difficult words checked: "remarkable" (stress on the second syllable), "species" (/ˈspiːʃiːz/), "bleaching". Repeat Sentence. Why does it follow? Add what you tried, so the explanation addresses your difficulty. Now try the source practice. Where should you pause in "The committee approved the proposal because the costs were lower than expected"? Pause before the answer. The source answer is: After "proposal" (before "because"); no pause inside "the committee" or "the proposal". Compare your reasoning as well as the result. If your response differs, return to the worked example and identify the step that needs correction. Explain the key idea in your own words, revisit any mistaken step, then continue to the next lesson. Use Stop to end Course Tutor when you finish.