Summarize Spoken Text

Summarize Spoken Text

Summarize Spoken Text

Number of questions: 

The total number of questions presented in Summarize Spoken Text is two-three (2~3).

Scoring(Skills Tested):

The main purpose of the Summarize Spoken Test section is an assessment of the Writing/Listening skill of the student.

Your response will be evaluated on both the quality of your writing and how well the key points mentioned in the report are addressed in your summary.

No score is provided for no response or irrelevant response whereas partial credit is may be applicable for a relevant summary as well. 

The score of Listening, Writing, Vocabulary, Grammar and Spelling is connected to the question type.

Time to answer:  

You are presented with a 60-90 of audio recording then 10 minutes to write the answer(Summary). 

Use the full 10 minutes in the task and answer it properly. If you complete the answer in less time, use the remaining time to review the answer, you cannot transfer the time to another task.

Structure of the task

  • For this item type, you hear a short part of a lecture or a passage. Listen to the audio clip carefully, audio is played only automatically and only once, no-repeat playback available.
  • Then you need to write a 50-70 word summary of this task. You have 10 minutes to finish this task, write a summary of the audio clip you just heard.
  • The word count is usually shown at the mere bottom of the task screen. The word count is critical for the task, with upwards limit of 70 it is suggested to complete the summary with no less than 50 words. Writing less than 50 and more than 70 words to summarize the passage might hurt your score.
  • The task is scored based on the quality of writing and how well the key points are presented from the lecture.
  • First, listen to the lecture and make a quick note of the key points from the lecture. Put in your 100% concentration on the audio, the audio is played only once, no-repeat play is available.
  • Review the note and map out how you are going to structure the summary. Think of this task like You attended a movie show or a television show your friend missed and later How might you describe it to your friend in short without missing the key points? 
  • It is important to summarize the passage within the word limit of 50 to 70 within 10 mins time frame. 
  • It is not recommended to memorize the whole passage, make notes of key points from the passage and structure the summary.
  • Cut, copy and paste buttons are also available which you can use to write your summary.
  • Review your written summarized text to correct any mistakes in grammar, spelling or punctuation. It becomes crucial to review the task; check your sentences for subject/verb agreement, word order, and tenses.

The image shows an example of the test screen for Summarize Spoken Text.

Tips and Key Recommendation: 

Follow These Tips To Effectively Summarize Spoken Text In Pte Academic

While taking notes, write/type as quickly as possible as long as you understand what you wrote. Remember only write the key points from the audio as mentioned as quickly as possible, Trying to write/remember the whole sentence or Waiting for the idea to make sense may result in a mess and you may miss the key points. so Just jot down the main ideas ASAP.

After you’ve Written the Main Ideas, make sure to re-read the answers for the next 30-45 seconds. Then, Create a Draft From the Ideas that you have written down from the audio recording itself. You can take a maximum of four to six minutes to do this. You have 2-3 more minutes to review your draft and rewrite them(if it’s needed).

First 30-45 seconds: write the main ideas if any missed then re-read the notes prepared during the audio playback,

4 to 6 minutes: Create a draft from the ideas that you have noted,

Final 2-3 minutes: Review the draft and rewrite where necessary.

Do not include all the information from the lecture in your summary. Identify the main points, and pay attention to the words and phrases that have been stressed or repeated frequently. Your summary should include the central theme of the lecture and the essential supporting points.

Put together details in the order followed by the speaker. If the speaker mentions idea A first, B second, and C third, stick to the same flow of information. Stating the speaker’s opinion (if they provide one) in your summary will help you score better.

When writing your draft make sure to have these questions answered:

    1. Does the draft contain main ideas from the text?
    2. Is the draft making sense when you read it?
    3. Do you have the correct choice of words?
    4. Do you have any spelling mistakes?
    5. Do you have any grammatical errors?

Do not submit your draft as soon as you complete it. Recheck it to see if there are any grammatical error(spelling and punctuation) or with the choice of words. Make sure it contains all the main ideas of the original recording.

Although you will get an erasable booklet to take notes, it would be far more beneficial to note down the key points in the response box itself, if your typing speed is good. Since the cut-copy-paste feature is available, you can simply cut/copy the key points and paste them in your summary, rather than noting them down in your booklet first and then typing.

How to Score Better in Summarize Spoken Text?

To score better, here are a few things to keep in your mind:

  • Make sure to listen to the recording with full concentration.
  • Make sure to take notes of the topics and the main ideas of the recording
  • Jot down whatever you can remember after the recording is stopped.
  • Make necessary reviews and edits to the draft.
  • Submit.

Sample template for Summarize Spoken Test

The structures can be used in Summarizing Spoken Text

  • The speaker delineates the information about, _____________. First and foremost,_____________.Moreover, _____________. Also,____________. In conclusion,_________
  • The lecturer described the information about __________. To begin with, ___________. In addition to this___________. Lastly,____________. To conclude, ______________.
  • The speaker provides brief information about_________, First of all, ______. Secondly,______. In a nutshell, _______________
  • The speaker explains the major information about_____________. According to the speaker, ___________. Furthermore, ___________. To summarize, ____________
  • The speaker delineates the information about _______ . First and foremost, _______ . Moreover, _______ . Also,_______ . In conclusion, _______.
  • The lecturer described the information about _______ . To begin with, _______ . In addition to this, _______ . Lastly, _______ . To conclude, _______ .
  • The speaker provides brief information about _______ . First of all, _______ . Secondly, _______ . In a nutshell,_______ .
  • The speaker explains the major information about_______ . According to the speaker,_______ . Furthermore, _______ . To summarize, _______ .
  • The speaker was discussing ……. He/she talked about …….He/she mentioned ……. He/she discussed …….. He/she described…….. He/she suggested ……..
  • The brief and explicit summary encapsulates …. It has been demonstrated that …. Furthermore, it was also delineated that …. Therefore/Hence, after considering all substantial ideas of the lecture, it can be said that ….
  • The talk delineates/outlines …. It is by …. that …. Hence, it is apparent from the aforementioned discussion that …. the role of …. in …. is indeed instrumental.
  • The speaker gave brief information about …. Firstly, he talked about …. Secondly, he also discussed …. Moreover, …. However, …. Finally, the lecture was all about ….  

Sample Question with the answer for Summarize Spoken Test

Sample Question 01

Scientists are discovering that when you touch someone you communicate very specific emotions such as sympathy disgust gratitude or even love the current issue of the scientific journal Emotion features a series of studies about types reporter Michelle Trudeau touched base with the lead researcher psychologist Matt hurt and start from deploy University in Greencastle Indiana decided to study touch while he was watching parents interacting with their babies making faces and cooing sounds squeezing stroking nuzzling them and almost Then it struck me one day and I thought you know I wonder if touch can communicate distinct emotions much like the face in the voice decades of research has been done on the face and the voice and the distinct emotions that they communicate but touch had been relatively neglected by researchers until her stepped in and began his experiments we invited to participants into the lab and we put a curtain up between those two people so they couldn’t see or hear each other one participant the sender was told to try and communicate twelve different emotions one by one to the other participant the receiver would put his or her arm underneath the curtain onto the sender side the sender would then touch the receivers for trying to communicate the specific emotion such as envy fear to love and Paris meant anger gratitude pride discussed the receiver had to then decide which emotion was being communicated.

Sample Response

The speaker talked about communication as a very powerful emotional element. She said researchers found that all touch to convey emotions was very important. She spoke about how Dr Michelle noticed the relationship between parents and children. She explains a series of experiments that asked the sender to submit different emotions. She suggested how the receiver seeks to grasp the emotional form that is conveyed.

Sample Question 02


So Irving Fisher, remember, he cleared up the confusion of what interest was. He said interest is crystallized impatience. It’s not some unjust thing. It’s not, as Marx thought, exploitation, but Shakespeare had discovered all these 300 years before. Now, when was your age or a little bit younger than you in high school we all had to read The Merchant of Venice. 

I have two Indian co-authors who are vaguely my age, maybe a little older, but anyway they sort of grew up in India and they had to learn the Merchant of Venice, and actually, they learned it a lot better than l did. They both have memorized the Merchant of Venice. They can recite almost the entire thing by heart. But anyway, when I was in high school it was completely typical to study the Merchant of Venice. I wonder how many of you have actually read it. Who’s read the Merchant of Venice? Who this is Yale, am shocked. So a quarter of you has read it. Well, I recommend the other three-quarters that you do read it. But the way the play is read now that’s the whole story, and I don’t think it’s the whole story. I think it’s quite an unimportant part of the story. I think the heart of the story is Shakespeare’s commentary on economics. And so I’m going to try and argue in the next ten minutes that Shakespeare was not only a great writer, a great psychologist but a great economist. 


Sample Response

The lecturer spoke about interest and started with Irving Fisher’s concept of a crystallised impatience. The point of view is different from that of Marx, and Shakespeare’s work shows this. According to historians, the Venice merchant was more concerned with economics in such matters as interest as the lecturer thinks that Shakespeare is not only an author but a great economist.

Sample Question 03


Ahem. I remember having a conversation with a dear friend of mine who died a couple of years ago – David Frisby who was the translator of the Simmel’s Philosophy of Money. And he was a colleague of mine at LSE and he came to get me for lunch one day and I was reading a book about banking. I said something to him about what I was reading and he said look your book is about money, remember that it is not about banking and I have been thinking about that. And gradually dawning on me that actually, he was right that what we have been witnessing in 2007, 2008, 2009 was a financial crisis and it was a crisis of the financial system. And it wasn’t the same at all as a crisis of money. Money was something more general and more specific. It is a currency, it circulates among people, it’s not reducible to the banking system. It’s not the same as finance. So there are all kinds of ways in which you want to draw out the distinction.


Sample Response

Money is not the same as banking, as the translator of Simmel’s Philosophy of Money, David Frisby, points out. 2007, 2008 and 2009 financial crisis was a financial system crisis and not a money crisis. Money is a general idea used to refer to the asset that circulates in the economy, which is not the same as the very specific financial principle.


Sample Question 04


What does it mean to be dyslexic? A new book The Dyslexia Debate says the term dyslexia is a broad and meaningless label. The book also suggests that children often labelled dyslexic when exhibiting a range of different reading difficulties. One of the authors of this title is Prof. Julian Eliot from Durham University. One of the things that happen quite often when a youngster is struggling is that some well-meaning soul will come along and say have you ever thought that perhaps little Jimmy might be dyslexic. Perhaps you should go and send me off to a dyslexia assessment and see whether he is and if he is then great. Now there are all sorts of problems with that. The first problem is that actually making a diagnosis of dyslexia is not scientific because the criteria that people use vary greatly from one person to another. In other words, what one person thinks as dyslexia another person doesn’t. So firstly you can’t make a decision in a clear consistent way about whether a child is dyslexic not. Secondly, even if you do decide to determine that a child is dyslexic, having done that there is no intervention, no educational treatment you would do differently for that child than any other child who is struggling to read.


Sample Response

The new book, The Debate insists that Dyslexia is a term which is sometimes a misused label. Children are often referred to as having dyslexia when it may be any other trouble reading, according to Prof. Julian Eliot. 

There is no reliable way to diagnose dyslexia, nor is there a special learning therapy for diagnosed children with it. Thus it makes no sense to mark anyone as dyslexic.

Sample Question 05


In the last 50 years, there has been no apparent increase in personal happiness in Western nations, despite steadily growing economies. In both Europe and the USA surveys have found no greater level of happiness since the 1950s, which seems strange since wealthier people generally claim to be happier than poorer people.

In America, for example, more than a third of the richest group said they were ‘very happy’, while only half this number of the poorest made the same claim. Although it would be logical to expect that rising national wealth would lead to greater national happiness, this has not happened. Individually, more money does seem to increase happiness, but when everyone gets richer, no one appears to feel better.

Economists have recently paid more attention to studying happiness, instead of the more traditional GDP per person. One suggestion has been that people rapidly get used to improvements, and therefore devalue them. Central heating is a good example: whereas 30 years ago it was a luxury item, today it is standard in nearly every home.

Sample Response

The speaker argues that while Western economies have developed since the 1950s, happiness has not risen in parallel. 

Surveys suggest that wealthy people typically claim they are happier than poor people, but it does not appear that while individuals may be happier, society as a whole may not. One potential reason is that people get used to changes early and thus don’t appreciate it.