7. PTE Academic Speaking Re-tell Lecture Practice Test with Sample Answers, Vocabulary & Interactive Quiz

Step 1 — Listen Actively

When the lecture begins, focus on listening actively rather than trying to write down every single word. Pay attention to the overall topic, the speaker’s tone, and any signal words such as firstly, however, or in conclusion. This helps you capture the structure of the lecture and prevents you from getting lost in details. During this stage, you should avoid overthinking your sentences and concentrate on grasping the main flow of ideas. Many learners mistakenly write full sentences instead of keywords, which wastes time. Instead, just jot down single words or short phrases that stand out.

Step 2 — Take Keyword Notes

While listening, write down important keywords, numbers, or names. These words act as anchors when you begin speaking. Use abbreviations or symbols if that helps you write quickly. For example, instead of writing “global warming causes rising sea levels,” you can simply note “GW → sea ↑”. This shorthand allows you to keep up with the speaker without missing key information. Remember, your notes are for you alone, so make them simple and effective. Avoid writing full sentences, because this slows you down and reduces listening comprehension.

Step 3 — Identify Main Idea + Supporting Points

After listening, quickly review your notes. Identify the central theme of the lecture and at least two or three supporting ideas. In PTE, scoring is higher when you demonstrate both understanding of the main idea and the ability to recall supporting details. For instance, if the lecture is about renewable energy, the main idea may be “importance of renewable sources,” while supporting points could include “solar, wind, government investment.” Always aim to cover the lecture’s structure from beginning to end.

Step 4 — Organize Your Retelling

When your 10-second preparation begins, mentally arrange your notes into a clear beginning, middle, and end. Start with an introductory sentence such as “The lecture discussed…” or “According to the speaker…”. Then, move on to the main supporting points, and finally provide a short conclusion. This organization improves fluency and coherence, two important scoring criteria. Avoid speaking in a random order, as this makes your answer sound confusing.

Step 5 — Deliver Clearly

During the 40-second speaking time, focus on clear pronunciation and steady pace. Use transition words like “firstly,” “in addition,” “as a result,” and “in conclusion” to show logical flow. Do not memorize fixed answers; instead, adapt the universal template to your notes. Even if you forget a detail, keep speaking smoothly and avoid long pauses. The computer scoring system values fluency, so it is better to say something simple rather than stop completely.

1. Introduction: “The lecture was mainly about [main topic].”

2. Main Point: “The speaker explained that [main idea].”

3. Supporting Point 1: “Firstly, he/she mentioned [key detail].”

4. Supporting Point 2: “In addition, the lecture emphasized [supporting point].”

5. Supporting Point 3: “Moreover, the speaker referred to [another example/fact].”

6. Conclusion: “In conclusion, the lecture highlighted the importance of [overall message].”

“The lecture was mainly about renewable energy. The speaker explained that sustainable power is crucial for the future. Firstly, he mentioned solar energy as a widely available source. In addition, the lecture emphasized the growth of wind energy. Moreover, the speaker referred to government policies supporting green technology. In conclusion, the lecture highlighted the importance of shifting away from fossil fuels.”

🎧 Lecture Audio

📑 Transcript (Hidden by default)

⏱ Timers

Standard flow: 10 seconds preparation followed by 40 seconds speaking.

🎙 Recorder

Use the button above for the standard 10s prep and 40s recording. You can also control recording manually:

📤 Submit Your Answer

🎧 Model Answer Audio

1. The response begins with a clear introductory sentence: “The lecture was mainly about urban heat islands.” This instantly identifies the topic, which is essential for content scoring.

2. The candidate correctly paraphrases the lecture instead of copying phrases word-for-word, showing comprehension and lexical range.

3. Supporting points are included logically: heat absorption by surfaces, blocked airflow, and waste heat from human activity. This demonstrates coverage of multiple details.

4. The speaker uses connectors such as “firstly,” “in addition,” and “moreover,” which create coherence and signal structure clearly to the automated scoring system.

5. The answer mentions both causes and effects of the phenomenon, which shows a complete understanding of the lecture’s structure.

6. Vocabulary is academic but accessible — words like “phenomenon,” “consequences,” and “solutions” are strong choices, yet not overly complex.

7. The candidate successfully integrates examples of solutions such as reflective roofs and green roofs, which illustrates detail recall and precise listening.

8. The response length is balanced: about 100 words, which is long enough to cover main points but short enough to fit within the 40-second time limit comfortably.

9. Pronunciation and fluency (if spoken aloud) would be rated positively because the sentences are not overly long or complex, reducing the chance of hesitations.

10. The conclusion sentence — “In conclusion, the lecture showed that with effective planning, cities can adapt…” — provides closure, which examiners expect for coherence.

11. Each sentence is relevant to the lecture, avoiding repetition or off-topic filler, which ensures higher content scores.

12. The explanation also demonstrates strategic use of the universal template, proving that even complex topics can be summarized effectively with simple structures.

13. The model avoids speaking too generally; instead, it integrates technical terms like “airflow,” “waste heat,” and “grid stress,” which mirrors the lecture’s detail level.

14. By covering both problems and solutions, the answer shows balance and depth, making it a complete retelling rather than a partial summary.

15. Overall, the sample answer demonstrates fluency, accuracy, structure, and comprehension, which are the four pillars of scoring in the PTE Academic Re-tell Lecture task.

Phenomenon /fəˈnɒmɪnən/ (BrE), /fəˈnɑːmɪnɑːn/ (AmE)

Part of Speech: Noun (countable, irregular plural: phenomena)

Definition: A fact, occurrence, or situation that is observed to exist or happen, especially one that is unusual.

Example: “Urban heat islands are a phenomenon caused by dense construction materials.” (Gloss: Heat islands are a noticeable occurrence in cities.)

Synonyms: event, occurrence, happening

Common Mistakes: Many learners wrongly say “phenomenons” instead of the correct plural “phenomena.”

Absorb /əbˈzɔːb/ (BrE), /əbˈzɔːrb/ (AmE)

Part of Speech: Verb (absorb + noun)

Definition: To take in or soak up energy, liquid, or information.

Example: “Dark rooftops absorb sunlight and increase local temperatures.” (Gloss: Roofs take in heat from the sun.)

Synonyms: take in, soak up, consume

Common Mistakes: Learners sometimes confuse “absorb” with “adsorb,” which has a different meaning in science.

Vegetation /ˌvɛdʒɪˈteɪʃən/ (BrE), /ˌvedʒəˈteɪʃən/ (AmE)

Part of Speech: Noun (uncountable)

Definition: Plants collectively, especially in a particular area or region.

Example: “Lack of vegetation in cities leads to hotter surfaces.” (Gloss: Few plants cause higher temperatures.)

Synonyms: greenery, flora, plant life

Common Mistakes: Students often pronounce the first syllable incorrectly as /viː-/, but the correct is /vɛ-/ or /ve-/.

Intensify /ɪnˈtɛnsɪfaɪ/ (BrE), /ɪnˈtɛnsəˌfaɪ/ (AmE)

Part of Speech: Verb (intensify + noun)

Definition: To make something stronger or more extreme.

Example: “Waste heat from vehicles intensifies the warming effect.” (Gloss: Extra heat makes the effect stronger.)

Synonyms: heighten, strengthen, escalate

Common Mistakes: Learners sometimes use “intensive” instead of “intensify”; “intensive” is an adjective, not a verb.

Consequences /ˈkɒnsɪkwənsɪz/ (BrE), /ˈkɑːnsəkwensɪz/ (AmE)

Part of Speech: Noun (plural)

Definition: Results or effects of an action or condition.

Example: “One consequence of heat islands is increased electricity demand.” (Gloss: The result is more power use.)

Synonyms: outcomes, results, effects

Common Mistakes: Learners often confuse “consequences” with “causes”; but they mean the result, not the reason.

Ozone /ˈəʊzəʊn/ (BrE), /ˈoʊzoʊn/ (AmE)

Part of Speech: Noun (uncountable)

Definition: A gas (O₃) found in the Earth’s atmosphere; at ground level, it is a pollutant that irritates lungs.

Example: “Heat accelerates the formation of ground-level ozone.” (Gloss: High temperatures increase harmful gas.)

Synonyms: trioxygen, smog gas (informal)

Common Mistakes: Many learners confuse “ozone layer” (protective) with “ground-level ozone” (harmful).

Evapotranspiration /ɪˌvapəʊˌtrænspɪˈreɪʃən/ (BrE), /ɪˌvæpoʊˌtrænspəˈreɪʃən/ (AmE)

Part of Speech: Noun (uncountable)

Definition: The process by which water is transferred from land to the atmosphere by evaporation from soil and transpiration from plants.

Example: “Trees cool air through shade and evapotranspiration.” (Gloss: Plants release water vapor and cool the air.)

Synonyms: plant transpiration, water release

Common Mistakes: Learners often shorten it to “evaporation,” but that ignores the plant process part.

Corridor /ˈkɒrɪdɔː/ (BrE), /ˈkɔːrədɔːr/ (AmE)

Part of Speech: Noun (countable)

Definition: A long passage; in urban design, an open path that allows air or traffic flow.

Example: “Urban planners design wind corridors to improve airflow.” (Gloss: Open spaces allow breezes to pass.)

Synonyms: passage, channel, route

Common Mistakes: Learners often mispronounce stress on the second syllable instead of the first.

Equitable /ˈɛkwɪtəbl/ (BrE), /ˈekwɪtəbəl/ (AmE)

Part of Speech: Adjective (equitable + noun)

Definition: Fair and impartial, treating everyone equally.

Example: “Heat action plans must ensure equitable support for vulnerable groups.” (Gloss: Fair help must reach everyone.)

Synonyms: fair, just, impartial

Common Mistakes: Learners often confuse “equitable” (fair) with “equal” (exactly the same).

Livable /ˈlɪvəbl/ (BrE & AmE)

Part of Speech: Adjective (livable + noun)

Definition: Pleasant to live in; comfortable and suitable for living.

Example: “Green roofs make cities more livable during heat waves.” (Gloss: Cities become nicer to live in.)

Synonyms: habitable, comfortable, suitable

Common Mistakes: Some learners spell it as “liveable” (which is acceptable in BrE, but not common in AmE).

Urban heat island /ˈɜːbən hiːt ˈaɪlənd/ (BrE), /ˈɝːbən hiːt ˈaɪlənd/ (AmE)

Part of Speech: Noun phrase

Definition: A city area that is significantly warmer than surrounding rural areas due to human activities and construction.

Example: “The urban heat island effect raises temperatures in crowded cities.” (Gloss: City areas get hotter than nearby countryside.)

Synonyms: city warming, localized urban heating

Common Mistakes: Learners sometimes omit “island” and say “urban heat,” which is incomplete.

Waste heat /weɪst hiːt/ (BrE & AmE)

Part of Speech: Noun phrase

Definition: Heat energy produced as a by-product of machines, vehicles, or industrial processes.

Example: “Air-conditioners release waste heat into the environment.” (Gloss: Extra heat escapes from machines.)

Synonyms: excess heat, residual heat

Common Mistakes: Students sometimes confuse with “garbage heat” — the correct term is “waste heat.”

Air quality /eə ˈkwɒlɪti/ (BrE), /er ˈkwɑːləti/ (AmE)

Part of Speech: Noun phrase

Definition: A measure of how clean or polluted the air is.

Example: “Poor air quality increases health risks for city residents.” (Gloss: Dirty air makes people sick.)

Synonyms: atmospheric condition, pollution level

Common Mistakes: Learners sometimes say “oxygen quality,” which is incorrect; use “air quality.”

Cooling centers /ˈkuːlɪŋ ˌsentəz/ (BrE), /ˈkuːlɪŋ ˌsentɚz/ (AmE)

Part of Speech: Noun phrase

Definition: Public spaces where people can go to stay cool during heat waves.

Example: “Cities open cooling centers for vulnerable populations.” (Gloss: Safe places help people escape heat.)

Synonyms: heat shelters, community cooling spaces

Common Mistakes: Some learners confuse with “cold centers,” which has a different meaning.

Reflective surfaces /rɪˈflɛktɪv ˈsɜːfɪsɪz/ (BrE), /rɪˈflɛktɪv ˈsɝːfəsɪz/ (AmE)

Part of Speech: Noun phrase

Definition: Building or ground materials designed to reflect sunlight rather than absorb it.

Example: “Reflective surfaces reduce roof temperatures in summer.” (Gloss: Shiny roofs bounce heat away.)

Synonyms: cool surfaces, reflective materials

Common Mistakes: Learners often confuse with “transparent surfaces,” which allow light through instead of reflecting.

Green roofs /ɡriːn ruːfs/ (BrE), /ɡriːn rufs/ (AmE)

Part of Speech: Noun phrase

Definition: Roofs that are partly or completely covered with plants and soil.

Example: “Green roofs provide insulation and lower city temperatures.” (Gloss: Plant-covered roofs cool buildings.)

Synonyms: eco-roofs, vegetated roofs

Common Mistakes: Learners sometimes think it means “roofs painted green.”

Ground-level ozone /ɡraʊnd ˈlɛvəl ˈəʊzəʊn/ (BrE), /ɡraʊnd ˈlɛvəl ˈoʊzoʊn/ (AmE)

Part of Speech: Noun phrase

Definition: Harmful ozone gas that forms near the Earth’s surface, especially during hot weather.

Example: “Ground-level ozone aggravates asthma in urban residents.” (Gloss: Polluted gas worsens breathing problems.)

Synonyms: smog ozone, tropospheric ozone

Common Mistakes: Many learners confuse this with the “ozone layer” high in the atmosphere, which is protective.

Heat action plan /hiːt ˈækʃən plæn/ (BrE & AmE)

Part of Speech: Noun phrase

Definition: A coordinated set of measures to protect people during extreme heat events.

Example: “The city introduced a heat action plan with early warnings.” (Gloss: Emergency plan for hot weather.)

Synonyms: emergency heat strategy, heat preparedness plan

Common Mistakes: Some learners say “hot action plan,” which is incorrect.

Vulnerable populations /ˈvʌlnərəbl ˌpɒpjʊˈleɪʃənz/ (BrE), /ˈvʌlnərəbl ˌpɑːpjəˈleɪʃənz/ (AmE)

Part of Speech: Noun phrase

Definition: Groups of people more likely to be harmed by extreme heat, such as the elderly or young children.

Example: “Vulnerable populations need priority during heat waves.” (Gloss: Some groups need more protection.)

Synonyms: at-risk groups, disadvantaged populations

Common Mistakes: Learners sometimes mispronounce “vulnerable” by omitting the first “l.”

Climate challenges /ˈklaɪmət ˈtʃælɪndʒɪz/ (BrE & AmE)

Part of Speech: Noun phrase

Definition: Difficulties or problems caused by changes in climate.

Example: “Urban planning helps cities adapt to climate challenges.” (Gloss: Cities prepare for environmental problems.)

Synonyms: climate issues, environmental difficulties

Common Mistakes: Learners often confuse with “weather problems”; climate refers to long-term trends, not daily conditions.