PTE Speaking: Repeat Sentence & Describe Image Templates

The Repeat Sentence and Describe Image tasks occupy a distinctive position within the PTE Academic speaking module. Unlike Read Aloud or Answer Short Question, both tasks require you to process incoming information — whether auditory or visual — and produce a spoken response within a tightly constrained time window. Together they contribute a substantial portion of your overall speaking score, and they do so under conditions that demand simultaneous decoding and production. Understanding the structural underpinnings of each task, and developing consistent response frameworks, separates candidates who perform reliably from those whose scores fluctuate across attempts.

Why Repeat Sentence and Describe Image demand paired preparation

The two tasks test fundamentally different input modes: Repeat Sentence presents 3-second audio clips that you must transcribe into memory and reproduce orally; Describe Image shows you a static image for 25 seconds and asks you to speak for 40 seconds. Yet both share a critical feature — they require you to organise your response under real-time pressure without any opportunity for revision. Your answer is recorded and scored as delivered; there is no second take, no pause button.

Most preparation resources treat these tasks in isolation. This approach ignores a key insight: the cognitive infrastructure that makes you reliable at one task — working memory management, spoken fluency under pressure, rapid template deployment — transfers directly to the other. Preparing them as a paired skill set accelerates your development in both and ensures that the response habits you build for Describe Image do not interfere with the listening-first mindset required for Repeat Sentence.

Four structural templates for Describe Image responses

Describe Image rewards structured responses. Examiners assess fluency, pronunciation, and content — and content, in this context, is primarily judged by whether your response is coherent, complete, and hierarchically organised. A response that covers the image in a logical sequence, from general to specific, earns higher content scores than one that jumps between observations without apparent logic. The following four templates cover the majority of image types you will encounter.

Template 1 — The overview-first approach for line graphs and trend charts

Line graphs with a time axis are among the most common images in the PTE Academic test. The optimal response structure is: overall trend statement, key high point, key low point, notable anomaly or turning point, brief concluding inference.

Begin with a single sentence that names the graph and states the primary trend: "The line graph illustrates changes in [variable] between [start year] and [end year]." This sentence should be short — no more than ten words if possible. Immediately pivot to the most salient feature: "Overall, the trend shows a steady increase/decline." Then identify the peak and trough by year or period: "The highest value was recorded in [year], while the lowest occurred in [year]." If there is a notable reversal — a sharp fall after prolonged growth, or vice versa — name the approximate period. Close with a one-sentence inference: "This suggests that [factor] has been increasingly significant over the period shown."

Practise delivering this template at exactly 40 seconds. Timing your responses ensures that you fill the window without trailing off or rushing the final point.

Template 2 — The category-compare approach for bar charts and tables

Bar charts and tables present multiple categories or data series simultaneously. The key challenge is covering the most important comparisons without attempting to describe every data point — which is impossible within 40 seconds. The template here is: overall finding, ranking of the top two or three categories, any notable contrast between the highest and lowest, brief causal implication.

Open with a general statement about what the chart shows: "The bar chart compares [categories] across [measurement]." Follow immediately with a ranking statement: "The largest share of [metric] is held by [category], followed closely by [category]." Then draw the contrast: "In contrast, [lowest category] shows significantly lower values." Close with a one-sentence explanation of why that contrast matters: "This indicates that [factor] plays a dominant role in determining outcomes in this context."

Template 3 — The location-and-change approach for maps and floor plans

Map questions, which appear regularly in the PTE Academic test, require a spatial description rather than a trend analysis. The template for maps is: current layout statement, notable features or landmarks, proposed or observed changes, summary of the transformation. Your response should orient the listener by naming the primary directions first, then describing what is where, then noting any differences between two time periods if a before-and-after map is shown.

State the map type in your opening sentence: "The map illustrates the layout of [location]." Identify the key directional reference — north is usually the most useful: "The northern section is dominated by [feature]." If the map shows a change, state what has been added or removed: "A new [facility] has been constructed in the south-eastern quadrant, replacing what was previously [feature]." Close by summarising the overall impact: "Overall, the area has undergone significant restructuring, with [change] at its centre."

Template 4 — The sequence-and-purpose approach for process diagrams

Process diagrams show a sequence of stages that transform an input into an output. The response template for process diagrams is: input statement, number of stages and their purpose, high-level description of the sequence, end product. You should not attempt to describe every individual step in a 40-second response; instead, group stages into phases and describe the function of each phase.

Open by naming the process: "The diagram illustrates the process by which [input] is converted into [output]." State the number of stages: "The process comprises [number] main stages." Describe the function of each phase — for example, in a manufacturing process: "In the first phase, raw materials are prepared and sorted. In the second phase, these materials undergo [process]. In the final phase, the finished product is inspected and packaged." Close with the end result: "The output is [description of final product]."

Memory encoding techniques for Repeat Sentence accuracy

The Repeat Sentence task presents a different kind of challenge. You hear a sentence once, hold it in working memory for approximately three seconds after it ends, and must then reproduce it with acceptable fluency and accuracy. The critical error most candidates make is attempting to memorise the content — the words, the meaning — as if learning a fact. This approach fails because working memory is severely capacity-limited and because stress degrades memory access during encoding and retrieval.

The more effective strategy is to treat Repeat Sentence as a transcription exercise. Your goal is not to understand the sentence and then say it back; your goal is to hear the sound pattern and reproduce that sound pattern. This distinction — content-focused versus transcription-focused — is the single most impactful adjustment you can make to your Repeat Sentence performance.

Technique 1 — Sound-to-meaning chunking

When you hear a sentence, do not attempt to hold every word in sequence. Instead, segment the sentence into prosodic chunks — natural groups of words separated by pauses or rising/falling intonation in the recording. Most English sentences of three to nine words break naturally into two or three chunks of three to four words each. Identify the boundary between chunks audibly, hold the sound of each chunk, and then string the chunks back together in your reproduction.

To practise this, listen to sentences from PTE Academic practice materials and immediately write down, in phonetic approximation, how many chunks you heard and where the boundaries fell. After two weeks of this practice, you will begin to hear the chunk boundaries automatically, and your recall accuracy will improve measurably.

Technique 2 — The three-second rehearsal window

After the recording ends, you have approximately three seconds before the microphone opens for your response. Use this window strategically. Do not mentally review the content; instead, run a rapid rehearsal of the sound sequence. Whisper the sentence quietly — barely above a breath — during this window. Whispering activates motor memory in the speech centres of your brain, creating a second encoding pathway. When you then speak aloud, both the auditory memory trace and the motor memory trace are activated simultaneously, dramatically improving retrieval accuracy.

Many experienced candidates waste this window by panicking or mentally searching for the exact words. Whispering is a reliable countermeasure against that instinct.

Technique 3 — Error containment through partial reproduction

When you have missed a word or a phrase — which will happen with longer or more complex sentences — do not freeze. Contain the error: retain what you heard clearly, omit or approximate what you did not, and continue without hesitation. The scoring algorithm penalises fluency breaks heavily. If you reproduce eight out of ten words clearly and fluently, your score will be substantially higher than if you reproduce nine words with two long hesitations or self-corrections.

Train this skill deliberately. During practice, intentionally miss one or two words from each sentence reproduction and monitor your fluency score. Over time, you will develop an instinctive threshold — a sense of when you have enough to continue and when a gap is too large. This threshold is calibrable through practice but not through passive study.

Error recovery strategies for both tasks

No amount of preparation eliminates the possibility of a stumble. The test environment — the headset, the timing pressure, the live recording — creates conditions where even well-prepared candidates occasionally lose their thread. Your score, however, depends not on whether you stumble but on how quickly and gracefully you recover. Building recovery habits into your practice routine is as important as building response templates.

For Describe Image, the most common error is losing your place mid-description — describing point A, then B, then forgetting whether you have covered C. The solution is a directional anchor: before you begin describing any specifics, establish a directional reference that you return to if you lose your thread. For example: "The graph shows [topic]. The key finding is [overall trend]. Moving clockwise from the top left, [first category] accounts for [value], while [second category] shows [value]." If you lose your place, the directional cue (clockwise from the top left) immediately reorients you.

For Repeat Sentence, the recovery challenge is different. You are mid-sentence, you have forgotten the next word, and the recording is live. The recommended technique is a strategic pause — a single beat of silence — followed by a likely word or a natural bridge phrase. For example, if the sentence begins "The research conducted at" and you freeze on what follows, pause briefly and continue with a plausible phrase such as "the university shows clear evidence that". This reconstruction may not be accurate, but it maintains fluency, and fluency is weighted significantly in the scoring rubric. A plausible, fluent approximation scores better than an accurate attempt that is heavily self-corrected or silent.

Side-by-side comparison: scoring emphasis across the two tasks

The two tasks share some scoring criteria — oral fluency and pronunciation — but differ substantially in how content and form are weighted. Understanding these differences allows you to allocate your preparation energy appropriately.

Scoring dimension	Repeat Sentence weight	Describe Image weight
Oral fluency	High — primarily assessed via pacing continuity and natural phrasing	High — must remain consistent across a 40-second response
Pronunciation	Moderate — single sentence, easier to sustain	Moderate to high — longer response increases risk of intonation drift
Content accuracy	High — penalised for each omitted or altered word	Moderate — coherence and completeness weighted, not word-for-word accuracy
Content completeness	N/A — no concept of covering all data points	High — must cover the main features of the image

The table reveals a strategic implication: for Repeat Sentence, your preparation should focus almost entirely on recall accuracy and fluency preservation. Content here means word-level accuracy. For Describe Image, your preparation should focus on coverage and structural coherence. Content here means completeness and logical organisation of your description.

Common pitfalls and how to avoid them

Across both tasks, several recurring mistakes determine the difference between a score in the mid-range and a score approaching the maximum. These mistakes are consistent enough to be considered patterns, and each pattern has a clear corrective strategy.

The first pitfall in Describe Image is over-describing detail. Candidates who attempt to cover every data point or every element of a complex image run out of time and end their response abruptly, leaving the impression of an incomplete description. The corrective strategy is strict adherence to the template — state the overall finding, cover two or three key points, and conclude with a single inference sentence. Any detail that cannot be mentioned within the 40-second window without rushing should be omitted. Rushing and trailing off are both penalised; strategic omission is not.

The second pitfall in Repeat Sentence is word-by-word memorisation under time pressure. When candidates try to hold each word separately, they create a fragile memory trace that collapses under the stress of the three-second window. The corrective strategy is the chunking approach described earlier — segment the sentence into prosodic units and hold those, not individual words. This reduces the memory load from nine items to three, which is well within working memory capacity.

The third pitfall, applicable to both tasks, is pronunciation drift under extended speaking. Candidates who begin a Describe Image response with clear, neutral pronunciation often drift into a non-native intonation pattern by the thirtieth second — flattening vowel sounds, reducing consonant clarity, adopting a pitch that does not match the expected range of neutral English. This drift is common and largely unconscious. The corrective strategy is to record every practice response and listen back specifically for the final fifteen seconds of each recording. If you detect drift, extend your practice sessions so that 40-second responses feel sustained and natural rather than effortful.

Integrated practice approach: combining both tasks in one session

Separating your practice for Repeat Sentence and Describe Image is less efficient than combining them in a single session, for the following reason: both tasks require you to suppress the urge to process deeply and instead focus on faithful reproduction or structured organisation. This mental habit — maintaining output mode while suppressing analytical engagement — is easier to train if both tasks are practiced consecutively. Start a practice session with two or three Repeat Sentence items, move to two Describe Image items, return to Repeat Sentence, alternate again. Each switch forces you to recalibrate your cognitive mode, which is precisely what the PTE Academic test demands on exam day.

For each practice session, set a target of not accuracy but reliability: your goal is to produce an acceptable response on every single item, not to be brilliant on half and fail on half. A candidate who scores 68 on every practice attempt is better positioned for a strong test-day result than a candidate who scores 79 on some attempts and 47 on others. Consistency is the measurable outcome to optimise.

Conclusion and next steps

Repeat Sentence and Describe Image reward structured, repeatable approaches more than raw talent or deep linguistic knowledge. The templates and techniques described here — four Describe Image response frameworks, three Repeat Sentence memory encoding strategies, and the error recovery habits that govern both tasks — are the foundational tools you need to build reliable, high-scoring performance. These are learnable skills, and they are trainable through deliberate, consistent practice.

TestPrep's complimentary diagnostic assessment offers a natural starting point for candidates seeking a sharper preparation plan. The assessment identifies your specific scoring gaps in both tasks and maps them to targeted practice recommendations, allowing you to focus your preparation time on the areas that will yield the greatest score improvement.

Frequently asked questions

What is the most common scoring error in PTE Academic Repeat Sentence?

The most common scoring error in Repeat Sentence is not forgetting words — it is sacrificing fluency in the attempt to recall them accurately. Candidates who hesitate, self-correct, or fall silent when they cannot remember the next word lose substantially more points on the oral fluency criterion than they gain from content accuracy. The recommended approach is to retain what you heard clearly, approximate the rest with a plausible phrase, and continue without hesitation. A fluent partial reproduction scores higher than an accurate but broken one.

How many sentences should I include in a PTE Academic Describe Image response?

There is no fixed number of sentences that guarantees a high score in Describe Image. What matters is structural coherence and coverage of the image's main features. A response with four clear, well-organised sentences — an overview statement, two or three key observations, and a concluding inference — will score more highly than a response with eight sentences that jump between observations without logical sequence. Follow the template appropriate to your image type and prioritise organisation over sentence count.

Can I use filler phrases in PTE Academic Repeat Sentence if I forget a word?

You can use brief bridging phrases if you lose your place mid-sentence, provided they sound natural and do not introduce a noticeable fluency break. For example, "the data shows that" or "which indicates that" are plausible bridges in most contexts. However, extended filler phrases — "uh, um, let me think" — are penalised under oral fluency. The goal is to sound like a natural speaker who is choosing words fluidly, not a test-taker who is searching for them under pressure.

Is it better to describe all data points in a PTE Academic Describe Image chart or focus on the most important ones?

Focus on the most important features. Attempting to describe every data point on a chart will cause you to run out of time, speak too quickly in the final seconds, or produce a disorganised response that lacks coherence. The scoring rubric assesses content completeness based on whether you covered the main features and their significance — not on whether you mentioned every individual value. Use the template for your chart type, cover the top two or three categories or trends, and close with a concise inference.

How long should I practise Repeat Sentence and Describe Image each day?

A focused daily practice of 20 to 30 minutes on these two task types is sufficient for most candidates, provided the practice is deliberate. Each session should include alternating blocks of Repeat Sentence and Describe Image items — three to five of each — with recording and self-review of every response. The quality of review matters more than the quantity of items attempted. Listening back to your own recordings and identifying specific fluency or content gaps is what drives improvement.

How to recover when your PTE Repeat Sentence transcription fails