🔶 Part 1 — Tutorial

How to answer “Re-tell Lecture” (Overview)

The “Re-tell Lecture” task in the PTE Academic Speaking test evaluates your listening, speaking, and summarizing skills simultaneously. You will hear a short lecture, often about academic or general-interest topics. After listening, you have 10 seconds to prepare, and then 40 seconds to re-tell the main ideas. The key is to focus on capturing the essence of the lecture rather than trying to reproduce every single detail. Below you will find a detailed step-by-step method that will help you build an effective strategy for this task.

Step 1 — Listen Actively

When the lecture begins, listen attentively to the speaker’s voice, tone, and main points. Do not try to write full sentences. Instead, take down keywords, numbers, names, and important phrases. This will reduce pressure and help you concentrate on meaning. Active listening is critical because you cannot replay the lecture, so make sure your attention is 100% focused during this short time.

Step 2 — Note Down Keywords

While listening, use a simple note-taking method. Write down single words or very short phrases that capture the lecture’s flow: for example, “cause, effect, example, conclusion.” Do not try to write everything down. Abbreviations and symbols are useful. For instance, you might write “env → climate change” instead of “The environment is affected by climate change.”

Example Note-taking: “Ocean currents → regulate climate → warming → polar ice melt → sea level ↑ → consequences for coasts”

Step 3 — Use 10 Seconds Preparation Wisely

When the lecture ends, you will get 10 seconds to prepare before the microphone opens. Use this time to quickly look at your notes and decide the order of points you will present. A logical flow is more important than covering every word you heard. Think in terms of beginning, middle, and end.

Step 4 — Speak Confidently in 40 Seconds

When the recorder starts, begin immediately. Speak clearly, confidently, and without long pauses. Try to cover the introduction, main points, and conclusion. Do not worry about exact wording; instead, focus on fluency and coherence. Even if you miss some details, as long as you present a structured summary, you will score well.

Step 5 — Apply a Universal Template

Using a ready-made template helps you avoid hesitation. Below is a universal fill-in-the-gap answer template that can be adapted to any lecture. Practice it sentence by sentence until it becomes automatic.

Universal Template:

1. The lecture was mainly about [main topic].
2. The speaker explained that [first key point].
3. Additionally, it was mentioned that [second key point].
4. For example, [specific example or evidence].
5. Moreover, the lecture highlighted [third key point or consequence].
6. In conclusion, the lecturer emphasized that [overall conclusion].

Step 6 — Practice for Fluency

The final step is consistent practice. Record yourself, listen to your performance, and focus on improving fluency, pronunciation, and structure. Over time, you will find that using the note-taking method and universal template allows you to re-tell lectures naturally and confidently within the 40-second limit.

🔷 Part 2 — Task

🎧 Listen to the Lecture

Please listen carefully to the following lecture. You will have 10 seconds to prepare and then 40 seconds to re-tell the lecture in your own words.

📖 Show/Hide Transcript of the Lecture

Bees play a critical role in global agriculture as primary pollinators for a wide range of crops. Scientists estimate that nearly one third of the world’s food production depends on pollination by bees. Crops such as apples, almonds, blueberries, cucumbers, and many others rely heavily on bee activity to ensure both quality and yield. Without bees, farmers would struggle to maintain production, and food prices would likely rise significantly.

Beyond food crops, bees also support biodiversity by pollinating wild plants that form the foundation of natural ecosystems. However, bee populations are declining due to pesticide use, habitat destruction, disease, and climate change. This decline poses a serious threat not only to agriculture but also to ecological balance. Efforts to protect bees include creating “pollinator corridors,” reducing pesticide usage, and encouraging urban beekeeping initiatives. Researchers are also studying the genetics of bees to improve their resistance to disease.

In conclusion, bees are far more than honey producers; they are essential partners in sustaining global food security and ecosystem health. Protecting them is vital for the future of both farming and the natural world.

⏱ Timer & Recorder

You will have 10 seconds preparation time and then 40 seconds recording time. Use the timer and recorder below.

⏳ Timer: 10 seconds

📤 Submit Your Answer

Fill in the form and choose how to send your recorded answer.

🟣 Part 3 — Sample Answers

Model Sample Answer

Note: This is an example response using the universal template. Your answer does not have to be identical, but it should be fluent, structured, and include the key ideas.

The lecture was mainly about the role of bees in global agriculture. The speaker explained that bees are vital pollinators and that one third of the world’s food supply depends on them. Additionally, it was mentioned that crops such as apples, almonds, and cucumbers heavily rely on bee activity. For example, without bees, production would drop and food prices would increase. Moreover, the lecture highlighted that bees also support biodiversity by pollinating wild plants. It was also explained that bee populations are declining because of pesticides, habitat loss, and climate change. In conclusion, the lecturer emphasized that protecting bees is essential for both food security and ecological balance.

Step-by-Step Explanation of the Sample Answer

1. The answer begins with a clear introduction: “The lecture was mainly about…” This shows the examiner that the student understood the main topic.

2. The response then includes the first key point — that bees are essential pollinators for food crops. This matches the lecture and demonstrates listening comprehension.

3. The answer continues with a second point about specific crops like apples and almonds, adding precision and detail.

4. An example is given: “Without bees, production would drop and food prices would increase.” Including examples increases clarity and coherence.

5. The student then adds a third point about biodiversity and the role of bees in pollinating wild plants. This shows wider understanding beyond just agriculture.

6. The answer also mentions threats to bee populations such as pesticides and climate change. This detail proves accurate note-taking and comprehension of the lecture’s concerns.

7. Finally, the answer ends with a conclusion summarizing the lecturer’s overall message: the importance of protecting bees. A conclusion strengthens the structure and makes the response complete.

8. The language used is simple, clear, and fluent. There are no long pauses or unnecessary fillers.

9. The structure follows a logical order: introduction → key points → examples → conclusion. This mirrors the universal template taught in Part 1.

10. Even though not every single detail from the lecture is included, the main ideas are captured effectively, which is what the scoring system rewards.

11. Pronunciation and intonation are important. The sample answer, if spoken naturally, would sound confident and fluent.

12. The explanation shows that a strong answer does not require memorization but rather the ability to summarize, paraphrase, and connect ideas logically.

🟢 Part 4 — Vocabularies

Key Words from the Lecture

Pollinator /ˈpɒl.ɪ.neɪ.tər/ (BrE) — /ˈpɑː.lə.neɪ.t̬ɚ/ (AmE)

Noun • Pattern: pollinator + of/for + noun

Definition: An animal or insect that helps plants reproduce by transferring pollen.

Example: Bees are the most important pollinators of many food crops.
Gloss: Bees carry pollen, helping crops to grow.

Synonyms: fertiliser agent, carrier

Mistakes: Learners often confuse “pollinator” with “pollution.” They are unrelated.

Biodiversity /ˌbaɪ.əʊ.daɪˈvɜː.sɪ.ti/ (BrE) — /ˌbaɪ.oʊ.daɪˈvɝː.sə.t̬i/ (AmE)

Noun • Pattern: biodiversity + in/within + noun

Definition: The variety of plant and animal life in a particular habitat or ecosystem.

Example: Bees contribute to biodiversity by pollinating wild plants.
Gloss: Bees keep ecosystems diverse and balanced.

Synonyms: ecosystem variety, biological richness

Mistakes: Often mispronounced with stress on “bio”; correct stress is on “-ver-.”

Habitat /ˈhæb.ɪ.tæt/ (BrE) — /ˈhæb.ə.tæt/ (AmE)

Noun • Pattern: habitat + of/for + species

Definition: The natural home or environment of an animal, plant, or organism.

Example: Habitat destruction is one reason for the decline in bee populations.
Gloss: Bees lose their natural homes.

Synonyms: environment, dwelling place

Mistakes: Learners sometimes confuse it with “inhabitant” (a person/animal).

Pesticide /ˈpes.tɪ.saɪd/ (BrE) — /ˈpes.tə.saɪd/ (AmE)

Noun • Pattern: pesticide + use/application

Definition: A chemical substance used to kill harmful insects or pests.

Example: Excessive pesticide use damages bee colonies.
Gloss: Chemicals hurt bees when overused.

Synonyms: insecticide, chemical spray

Mistakes: Sometimes confused with “fertiliser,” which nourishes plants, not kills pests.

Decline /dɪˈklaɪn/ (BrE/AmE)

Noun/Verb • Pattern: decline + in/of + noun

Definition: A gradual reduction in quality, quantity, or importance.

Example: Scientists worry about the decline of bee populations.
Gloss: The number of bees is going down.

Synonyms: decrease, reduction, drop

Mistakes: Learners often use “fall” instead; “decline” is more formal.

Ecosystem /ˈiː.kəʊˌsɪs.təm/ (BrE) — /ˈiː.koʊˌsɪs.təm/ (AmE)

Noun • Pattern: ecosystem + balance/health

Definition: A community of organisms interacting with each other and their environment.

Example: Bees help maintain ecosystem balance.
Gloss: Bees keep nature in harmony.

Synonyms: environment, biosystem

Mistakes: Mispronounced stress: should be on “eco-,” not “-system.”

Genetics /dʒəˈnet.ɪks/ (BrE/AmE)

Noun (uncountable) • Pattern: genetics + research/study

Definition: The scientific study of heredity and variation in organisms.

Example: Researchers study bee genetics to make them resistant to diseases.
Gloss: Scientists analyse bee DNA to help them survive.

Synonyms: heredity science, DNA study

Mistakes: Learners confuse “genetics” with “generics” (not related).

Sustain /səˈsteɪn/ (BrE/AmE)

Verb • Pattern: sustain + growth/life/effort

Definition: To support, maintain, or keep something going.

Example: Bees help sustain global food security.
Gloss: Bees make sure people have food.

Synonyms: maintain, uphold, preserve

Mistakes: Often misused as “retain”; sustain means to keep alive or continuous.

Corridor /ˈkɒr.ɪ.dɔː(r)/ (BrE) — /ˈkɔːr.ə.dɔːr/ (AmE)

Noun • Pattern: ecological/pollinator corridor

Definition: A passage that connects different habitats, allowing species to move and survive.

Example: Pollinator corridors support bee survival in urban areas.
Gloss: Safe spaces help bees move between flowers.

Synonyms: passageway, route

Mistakes: Learners think only of “school corridor”; here it means natural passages for animals.

Food Security /fuːd sɪˈkjʊə.rɪ.ti/ (BrE) — /fuːd sɪˈkjʊr.ə.t̬i/ (AmE)

Noun phrase • Pattern: food security + issue/concern

Definition: The state of having reliable access to sufficient, affordable, and nutritious food.

Example: Protecting bees is essential for global food security.
Gloss: Without bees, people may lack food.

Synonyms: food supply stability

Mistakes: Learners confuse it with “food safety,” which means cleanliness and hygiene.

🟠 Part 5 — Phrases & Expressions

Key Phrases & Expressions from the Lecture

Play a critical role /pleɪ ə ˈkrɪt.ɪ.kəl rəʊl/ (BrE) — /pleɪ ə ˈkrɪt̬.ɪ.kəl roʊl/ (AmE)

Verb phrase • Pattern: play a critical role + in + noun/gerund

Definition: To be very important in achieving something.

Example: Bees play a critical role in global agriculture.
Gloss: Bees are extremely important for farming.

Synonyms: be essential, be vital, be key

Mistakes: Learners often say “make a role” instead of “play a role.”

Depend on /dɪˈpend ɒn/ (BrE) — /dɪˈpend ɑːn/ (AmE)

Phrasal verb • Pattern: depend on + noun/gerund

Definition: To rely on or need something in order to work or succeed.

Example: One third of food production depends on pollination by bees.
Gloss: Food needs bees to grow properly.

Synonyms: rely on, count on

Mistakes: Often incorrectly used as “depend of.” Correct preposition is “on.”

Rely heavily on /rɪˈlaɪ ˈhev.ɪ.li ɒn/ (BrE) — /rɪˈlaɪ ˈhev.əl.i ɑːn/ (AmE)

Verb phrase • Pattern: rely heavily on + noun

Definition: To depend strongly on something for success or survival.

Example: Crops like almonds and apples rely heavily on bee pollination.
Gloss: These crops need bees a lot.

Synonyms: depend greatly on, be strongly dependent on

Mistakes: Students often omit “heavily” and just say “rely,” which is weaker in meaning.

Pose a threat /pəʊz ə θret/ (BrE) — /poʊz ə θret/ (AmE)

Verb phrase • Pattern: pose a threat + to + noun

Definition: To create a danger or risk for someone or something.

Example: The decline of bees poses a threat to food security.
Gloss: Fewer bees endanger food supplies.

Synonyms: endanger, put at risk

Mistakes: Learners sometimes say “give a threat” instead of “pose a threat.”

Beyond food crops /bɪˈjɒnd fuːd krɒps/ (BrE) — /bɪˈjɑːnd fuːd krɑːps/ (AmE)

Prepositional phrase

Definition: In addition to agricultural plants, referring to other areas or categories.

Example: Bees contribute to biodiversity beyond food crops.
Gloss: Bees help not only farm plants but also wild plants.

Synonyms: apart from, outside of

Mistakes: Misused as “behind food crops,” which changes the meaning.

Habitat destruction /ˈhæb.ɪ.tæt dɪˈstrʌk.ʃən/ (BrE/AmE)

Noun phrase • Pattern: habitat destruction + causes/leads to + noun

Definition: The process of damaging or eliminating the natural environment of a species.

Example: Habitat destruction has contributed to the decline of bees.
Gloss: Bees lose their homes when land is destroyed.

Synonyms: loss of habitat, environmental damage

Mistakes: Often confused with “habitat loss” — they are similar but “destruction” implies stronger damage.

Urban beekeeping /ˈɜː.bən ˈbiː.kiː.pɪŋ/ (BrE) — /ˈɝː.bən ˈbiː.kiː.pɪŋ/ (AmE)

Noun phrase

Definition: The practice of keeping bees in cities, often on rooftops or gardens.

Example: Urban beekeeping is becoming popular as a way to support pollinators.
Gloss: People keep bees in city areas to help them survive.

Synonyms: city beekeeping

Mistakes: Some learners confuse it with “urban farming,” which is broader.

Food prices rise /fuːd ˈpraɪ.sɪz raɪz/ (BrE/AmE)

Verb phrase

Definition: The cost of food increases.

Example: Without bees, food prices would rise significantly.
Gloss: Food would become more expensive.

Synonyms: cost increases, price inflation

Mistakes: Incorrectly phrased as “food price go up”; correct form is plural “prices rise.”

Emphasize the importance /ˈem.fə.saɪz ði ɪmˈpɔː.təns/ (BrE) — /ˈem.fə.saɪz ði ɪmˈpɔːr.təns/ (AmE)

Verb phrase • Pattern: emphasize the importance + of + noun/gerund

Definition: To highlight or stress how necessary or valuable something is.

Example: The lecturer emphasized the importance of protecting bees.
Gloss: The speaker highlighted why bees must be saved.

Synonyms: stress, underline, highlight

Mistakes: Learners often forget “the importance of” and just say “emphasize bees,” which is incomplete.

Ensure yield /ɪnˈʃɔː jɪəld/ (BrE) — /ɪnˈʃʊr jiːld/ (AmE)

Verb phrase • Pattern: ensure yield + of/from + crops

Definition: To guarantee the amount of production from agriculture.

Example: Bees ensure the yield of many fruit crops.
Gloss: Bees help farmers get a good harvest.

Synonyms: guarantee production, secure output

Mistakes: Learners confuse “yield” with “year.” Correct meaning is harvest or production.

🔺 Part 6 — Vocabulary & Expressions Review Quiz

Review Quiz (Randomized)

This quiz will show you 10 random questions from a pool of 30 each time you attempt it. Answer carefully and read the explanations to learn effectively.