PTE Summarize Group Discussion: An Overview
The Summarize Group Discussion is a new
integrated speaking and listening task introduced to the PTE Academic exam
on August 7, 2025. It replaces the "Retell
Lecture" task, requiring you to listen to a short conversation
and then summarize it clearly. This guide covers everything you need to know
about its format, scoring, and how to succeed.
📝 Task
Format and Key Details
Understanding the structure is the first step to performing well.
Here are the key facts about this question type:
What You Hear: An audio recording of a group discussion,
typically involving three speakers on an academic topic. The audio can be up
to 3 minutes long.
Number of Questions: You can expect 2
to 3 Summarize Group Discussion tasks in the exam.
Time to Answer: After the audio ends,
you have 10 seconds to prepare. Your response must be a spoken
summary lasting 2 minutes.
Skills Assessed: The task directly
contributes to your Speaking and Listening scores, making it a
significant part of your overall result.
🎯 Scoring
Criteria Explained
This question type is scored on a partial credit basis,
meaning you are awarded points for the elements you get right. It is scored by
a combination of AI and human evaluators.
|
Scoring Area |
Key Details |
How to Achieve a
High Score |
|
Content |
Your ability to accurately capture
the main topic, the perspectives of each speaker, and the key supporting
details. |
A top score (e.g., 5 or 6) requires
you to paraphrase the main ideas in your own words, clearly attribute points
to specific speakers, and demonstrate a full understanding of the discussion
by explaining the relationships between different viewpoints. |
|
Pronunciation |
How clearly and understandably you
speak. |
Speak with a native-like rhythm and
clarity. A "Highly proficient" score indicates your pronunciation
is nearly error-free and easy to understand. |
|
Oral Fluency |
The smoothness and natural pace of
your speech. |
A top score requires speaking
smoothly, naturally, and without hesitations or unnatural pauses. You should
maintain a consistent and effortless flow. |
PTE Summarize Group
Discussion task
These will help you
capture key points efficiently and write a high-scoring summary.
1. Before the Audio
Starts (5–10 seconds)
- Quickly read the instruction (reminds you of word
limit: 50–70 words).
- Get your notepad ready – divide into columns: Speaker,
Key Point, Agreement/Disagreement.
- Stay calm and focused – this is a short recording
(usually 1–2 minutes).
2. While Listening –
Active Listening Strategies
|
What to listen for |
Why it matters |
|
Opening
statement |
Identifies
the topic |
|
Signposting
words (e.g., however, I think, my view is, another point is) |
Helps
track speaker turns |
|
Contrasts
& disagreements (but, while, on the other hand) |
Shows
different perspectives |
|
Repetition
or emphasis (importantly, the key issue is) |
Indicates
main ideas |
|
Final
consensus (so we agree that, in conclusion, we can say) |
Crucial
for summary ending |
Pro tip: Don't try to write everything. Write 2–3
keywords per speaker (e.g., Sarah → flexible hours).
3. Note-Taking Strategy
(Abbreviations)
Use quick abbreviations
to keep up:
|
Full phrase |
Abbreviation |
|
because |
b/c |
|
important |
imp |
|
agrees
/ agrees with |
agr |
|
disagrees
/ against |
dis |
|
however |
h/w |
|
conclusion
/ agreed |
concl
/ agr'd |
|
productivity |
prod |
|
communication |
comm |
Example notes:
- S1: remote work → prod ↑
- S2: BUT collab ↓
- S3: tech helps comm
- Concl: hybrid best
4. Writing the Summary –
Step by Step
After listening, you
have about 10 minutes to write:
- Step 1: Write your opening sentence – state the topic.
- Step 2: Add 2–3 speakers' main points (use reporting
verbs).
- Step 3: End with the group's conclusion / agreement.
- Step 4: Count words. Adjust (add/remove small words) to
stay between 50–70.
Checklist:
- 50–70 words exactly
- One clear topic sentence
- At least 2–3 different viewpoints
- Final resolution / consensus
- Correct grammar & punctuation
- No personal opinion (I think, in my view – not allowed)
5. Common Mistakes to
Avoid
|
Mistake |
Why it's bad |
Fix |
|
Writing
over 70 words |
Penalty
for extra words |
Practice
being concise |
|
Including
your opinion |
Task
asks for summary, not response |
Stick
to speakers' views |
|
Missing
the conclusion |
Summary
feels incomplete |
Always
note final agreement |
|
Listing
speakers without connections |
Reads
like notes |
Use
linking words (while, however, additionally) |
|
Forgetting
capital letters / periods |
Lowers
grammar score |
Proofread
before submitting |
6. Time Management
(Approx. 10 minutes total)
|
Task |
Time |
|
Listen
& take notes |
1–2
min |
|
Write
rough draft |
3–4
min |
|
Count
words & edit |
2–3
min |
|
Final
proofread |
1
min |
7. Sample Practice
Routine
- Find group discussion audios (YouTube: “panel
discussion”, “group debate”).
- Listen once – take notes using abbreviations.
- Write 50–70 word summary (timed: 10 minutes).
- Compare with a sample answer (if available).
- Repeat daily – focus on different topics (education,
technology, environment, business).
8. Last-Minute Exam Day
Tips
- Don't panic if you miss a speaker – focus on the ones
you caught.
- If unsure of names – say the first speaker, another
participant, the final speaker.
- Start writing immediately after audio ends – don't
overthink.
- Use the template from your previous answer to structure
quickly.
Template
The discussion focused on [main topic] , where [Speaker
A] argued that [key point] , while [Speaker
B] emphasized [contrasting or supporting idea] . [Speaker
C] added that [additional perspective] . Ultimately, the group
agreed that [final consensus or key takeaway] .
Example (Filled In)
The discussion focused on remote work policies , where Sarah
argued that flexible hours boost productivity , while James emphasized the risk
of reduced team collaboration . Anna added that technology can bridge
communication gaps . Ultimately, the group agreed that a hybrid model balances
both benefits and challenges .
PTE Summarize Group
Discussion task (part of the Listening section). These will help you capture
key points efficiently and write a high-scoring summary.
1. Before the Audio
Starts (5–10 seconds)
- Quickly read the instruction (reminds you of word
limit: 50–70 words).
- Get your notepad ready – divide into columns: Speaker,
Key Point, Agreement/Disagreement.
- Stay calm and focused – this is a short recording
(usually 1–2 minutes).
2. While Listening –
Active Listening Strategies
|
What to listen for |
Why it matters |
|
Opening
statement |
Identifies
the topic |
|
Signposting
words (e.g., however, I think, my view is, another point is) |
Helps
track speaker turns |
|
Contrasts
& disagreements (but, while, on the other hand) |
Shows
different perspectives |
|
Repetition
or emphasis (importantly, the key issue is) |
Indicates
main ideas |
|
Final
consensus (so we agree that, in conclusion, we can say) |
Crucial
for summary ending |
Pro tip: Don't try to write everything. Write 2–3
keywords per speaker (e.g., Sarah → flexible hours).
3. Note-Taking Strategy
(Abbreviations)
Use quick abbreviations
to keep up:
|
Full phrase |
Abbreviation |
|
because |
b/c |
|
important |
imp |
|
agrees
/ agrees with |
agr |
|
disagrees
/ against |
dis |
|
however |
h/w |
|
conclusion
/ agreed |
concl
/ agr'd |
|
productivity |
prod |
|
communication |
comm |
Example notes:
- S1: remote work → prod ↑
- S2: BUT collab ↓
- S3: tech helps comm
- Concl: hybrid best
4. Writing the Summary –
Step by Step
After listening, you
have about 10 minutes to write:
- Step 1: Write your opening sentence – state the topic.
- Step 2: Add 2–3 speakers' main points (use reporting
verbs).
- Step 3: End with the group's conclusion / agreement.
- Step 4: Count words. Adjust (add/remove small words) to
stay between 50–70.
Checklist:
- 50–70 words exactly
- One clear topic sentence
- At least 2–3 different viewpoints
- Final resolution / consensus
- Correct grammar & punctuation
- No personal opinion (I think, in my view – not allowed)
5. Common Mistakes to
Avoid
|
Mistake |
Why it's bad |
Fix |
|
Writing
over 70 words |
Penalty
for extra words |
Practice
being concise |
|
Including
your opinion |
Task
asks for summary, not response |
Stick
to speakers' views |
|
Missing
the conclusion |
Summary
feels incomplete |
Always
note final agreement |
|
Listing
speakers without connections |
Reads
like notes |
Use
linking words (while, however, additionally) |
|
Forgetting
capital letters / periods |
Lowers
grammar score |
Proofread
before submitting |
6. Time Management
(Approx. 10 minutes total)
|
Task |
Time |
|
Listen
& take notes |
1–2
min |
|
Write
rough draft |
3–4
min |
|
Count
words & edit |
2–3
min |
|
Final
proofread |
1
min |
7. Sample Practice
Routine
- Find group discussion audios (YouTube: “panel
discussion”, “group debate”).
- Listen once – take notes using abbreviations.
- Write 50–70 word summary (timed: 10 minutes).
- Compare with a sample answer (if available).
- Repeat daily – focus on different topics (education,
technology, environment, business).
8. Last-Minute Exam Day
Tips
- Don't panic if you miss a speaker – focus on the ones
you caught.
- If unsure of names – say the first speaker, another
participant, the final speaker.
- Start writing immediately after audio ends – don't
overthink.
- Use the template from your previous answer to structure
quickly.
Template
The discussion focused on [main topic] , where [Speaker
A] argued that [key point] , while [Speaker
B] emphasized [contrasting or supporting idea] . [Speaker
C] added that [additional perspective] . Ultimately, the group
agreed that [final consensus or key takeaway] .
Example (Filled In)
The discussion focused on remote work policies, where Sarah argued
that flexible hours boost productivity, while James emphasized the risk of
reduced team collaboration. Anna added that technology can bridge communication
gaps. Ultimately, the group agreed that a hybrid model balances both benefits
and challenges.
Key Tips
· Listen
for: Main topic, each speaker’s stance (1–2 per speaker), conclusion/agreement.
· Write
50–70 words (PTE scoring favors conciseness).
· Use
reporting verbs: argued, emphasized, suggested, claimed, pointed out, added,
concluded.
· Avoid
names if unclear: Use the first speaker, another participant, the final
speaker.
· One
summary sentence per speaker → then the final resolution.
English:
"The group was
discussing [topic].
The first speaker
mentioned that [key point + detail].
In contrast, the second
speaker argued that [key point + detail].
Finally, the third
speaker pointed out that [key point + detail].
They all agreed that
[conclusion or compromise]."
Sample Question 4:
Online Learning vs Face-to-Face Classes
Transcript Summary:
Speaker 1: Online classes are convenient because
students can study from home and save travel time.
Speaker 2: Face-to-face classes are better because
students can ask questions immediately and interact with teachers and
classmates.
Speaker 3: A blended approach is the best solution
because it combines flexibility with classroom interaction.
Conclusion: They agree that both methods have
advantages and a blended learning model is the most effective.
Sample High-Scoring
Answer 4:
The group was discussing
the advantages and disadvantages of online learning and traditional classroom
education.
The first speaker
explained that online learning is convenient because students can attend
classes from home, save commuting time, and study at their own pace.
The second speaker
disagreed and argued that face-to-face classes provide better interaction with
teachers and classmates. He believed students can ask questions immediately and
stay more focused during lessons.
Finally, the third
speaker suggested that a blended learning approach would be the best option
because it combines the flexibility of online education with the benefits of classroom
learning.
Overall, they agreed
that both learning methods are valuable and that a combination of the two would
provide the best educational experience.
Sample Question 5:
Artificial Intelligence in Education
Transcript Summary:
Speaker 1: AI helps students learn faster through
personalized learning and instant feedback.
Speaker 2: AI should not replace teachers because
human interaction and emotional support are important.
Speaker 3: AI should be used as a supporting tool
rather than a replacement for teachers.
Conclusion: They agree that AI is useful when combined
with human teaching.
Sample High-Scoring
Answer 5:
The group was discussing
the role of artificial intelligence in education.
The first speaker
believed that AI improves learning by providing personalized lessons, instant
feedback, and study support whenever students need it.
The second speaker
disagreed with replacing teachers, explaining that teachers provide emotional
support, motivation, and classroom management that technology cannot fully
replace.
The third speaker
suggested using AI as a supplementary tool to assist teachers instead of
replacing them completely.
In conclusion, they
agreed that AI has many educational benefits, but the best learning environment
combines technology with experienced teachers.
Sample Question 6:
Environmental Protection
Transcript Summary:
Speaker 1: Plastic pollution is increasing and
recycling should become a daily habit.
Speaker 2: Governments should introduce stricter
environmental laws and reduce plastic production.
Speaker 3: Public awareness and education are equally
important for protecting the environment.
Conclusion: They agree that individuals, governments,
and communities all share responsibility.
Sample High-Scoring
Answer 6:
The group was discussing
ways to protect the environment.
The first speaker
focused on reducing plastic pollution through recycling and responsible waste
management.
The second speaker
emphasized the importance of stronger government policies to reduce plastic
production and encourage environmentally friendly alternatives.
The third speaker argued
that educating people about environmental issues is essential because public
awareness leads to long-term positive behavior.
Overall, they agreed
that environmental protection requires cooperation between individuals,
governments, and society as a whole.
6 PTE Summarize Group Discussion - Sample Transcripts &
Answers
Sample 1: The Importance of Learning a Second Language
Transcript Summary:
Speaker 1 (Sarah): I believe learning a second language is absolutely essential
today. It opens up career opportunities, allows us to understand different
cultures better, and improves cognitive abilities. In our globalized world,
being bilingual is almost a necessity.
Speaker 2 (Carlos): I agree, but I think the way we teach languages needs to
change. Most language classes are too focused on grammar and vocabulary tests,
rather than actual conversation. We should prioritize speaking and listening
skills, and use immersion techniques.
Speaker 3 (Ming): I partially agree, but I think learning a second language
isn't realistic for everyone. Some adults struggle significantly with language
acquisition due to age and time constraints. Also, in many fields, English is
already the common language, so it's not always necessary to learn additional
languages.
Conclusion: They
agree that learning a second language is valuable, but teaching methods need
improvement, and the effort required is significant for adults.
Sample High-Scoring Answer:
The group was discussing the value and practicality of learning a
second language in today's world.
Sarah strongly advocated for learning a second language,
describing it as absolutely essential in our globalized world. She listed
several benefits, including better career opportunities, deeper cultural
understanding, and improved cognitive abilities, arguing that bilingualism has
become almost a necessity.
Carlos expressed agreement but raised concerns about current
teaching methods. He argued that most language classes are too focused on
grammar and vocabulary tests rather than developing practical communication
skills. He suggested prioritizing speaking and listening through immersion
techniques to make learning more effective.
Ming offered a more cautious perspective. While partially agreeing
with the benefits, he pointed out that learning a second language isn't
realistic for everyone. He noted that adults often struggle with language
acquisition due to age and time constraints, and that in many professional fields,
English already serves as a common language, making additional languages less
essential.
Overall, they agreed that while learning a second language is
valuable, teaching methods need significant improvement, and the effort
required, particularly for adults, should not be underestimated.
Sample 2: The Future of Artificial Intelligence in the Workplace
Transcript Summary:
Speaker 1 (Jessica): I'm very optimistic about AI in the workplace. It will
automate repetitive, boring tasks and allow humans to focus on creative and
strategic work. AI tools are already helping us in healthcare, finance, and
customer service, and I think this trend will accelerate.
Speaker 2 (Michael): I'm more cautious. While I see the benefits, I'm worried
about job displacement. Many jobs will be replaced completely, and workers in
traditional industries will need significant retraining. Without proper
policies, this could increase inequality and social unrest.
Speaker 3 (Anita): I think both views are valid. The key is how we adapt as a
society. We need to invest in education and training programs to help workers
transition. Also, I believe AI should be seen as a tool to augment human
abilities, not replace them. Collaboration between humans and AI is the real
future.
Conclusion: They
agree that AI will transform workplaces, but emphasize the need for retraining
programs and policies to support workers, while focusing on human-AI
collaboration rather than replacement.
Sample High-Scoring Answer:
The group was discussing the future of artificial intelligence in
the workplace and its potential implications.
Jessica began with an optimistic perspective, arguing that AI will
automate repetitive, boring tasks, allowing humans to focus on more creative
and strategic work. She cited examples from healthcare, finance, and customer
service where AI tools are already proving valuable, and predicted that this
trend will continue to accelerate.
In contrast, Michael expressed significant concern about the
downside of AI. While acknowledging its benefits, he highlighted the serious
issue of job displacement, noting that many traditional jobs may disappear
entirely. He warned that without proper retraining policies and social safety
nets, this could lead to increased inequality and social unrest.
Anita offered a balanced perspective, suggesting that both views
are valid and that the key factor is how society adapts. She emphasized the
importance of investing in education and training programs to help workers
transition to new roles. Furthermore, she argued that AI should be viewed as a
tool to augment human abilities rather than replace them, and that human-AI
collaboration represents the real future of work.
They all concluded that while AI will transform workplaces
significantly, implementing proper retraining programs and focusing on human-AI
collaboration is essential to maximize benefits and minimize social disruption.
Sample 3: Climate Change and Individual Responsibility
Transcript Summary:
Speaker 1 (Tom): I believe individual actions matter a lot. If everyone
reduced their carbon footprint by using public transport, eating less meat, and
recycling, it would make a significant difference. We all need to take personal
responsibility for the planet.
Speaker 2 (Linda): I disagree. Individual actions are important, but they are
just a drop in the ocean compared to the damage caused by big corporations and
industries. Governments need to implement strict regulations and policies to
force change at a systemic level. We can't solve this problem by just
recycling.
Speaker 3 (Raj): I think both perspectives miss the point. We need both
individual action and systemic change. They support each other. When
individuals demand change through their choices and votes, it pushes governments
and corporations to act. We need a combined approach.
Conclusion: They
agree that both individual responsibility and systemic government policies are
necessary and complementary to effectively address climate change.
Sample High-Scoring Answer:
The group was discussing the role of individual responsibility
versus systemic change in addressing climate change.
Tom argued strongly for individual action, emphasizing that if
everyone reduced their carbon footprint through using public transport, eating
less meat, and recycling, the cumulative effect would be significant. He
stressed the importance of everyone taking personal responsibility for the
planet.
In contrast, Linda challenged this perspective, describing
individual actions as merely drops in the ocean compared to the damage caused
by large corporations and industries. She argued that governments must
implement strict regulations and enforceable policies to force systemic change,
stating that we cannot solve this crisis through recycling alone.
Raj offered a more integrative approach, suggesting that both
views are incomplete on their own. He argued that individual action and
systemic change are actually complementary. When individuals make conscious
choices and exercise their voting power, they create the political pressure
that pushes both governments and corporations to act.
They all concluded that a combined approach is necessary, where
personal responsibility and government policies work together to effectively
address climate change.
Sample 4: Remote Work vs. Office Work
Transcript Summary:
Speaker 1 (Maria): Remote work has been life-changing. I have better work-life
balance, save time on commuting, and I'm actually more productive at home
without office distractions. I think we should continue remote work
permanently.
Speaker 2 (James): I disagree strongly. I miss the energy of the office,
spontaneous interactions with colleagues, and the separation between work and
home. Remote work has made me feel isolated and burned out. I want to return to
the office as much as possible.
Speaker 3 (Sophie): I think the solution is flexibility. Different people have
different needs and preferences. Some thrive at home, others need the office
environment. Companies should offer a hybrid model where employees can choose
what works best for them.
Conclusion: They
all agree that flexible or hybrid work arrangements, allowing employees to
choose between remote and office work based on their preferences, is the best
way forward.
Sample High-Scoring Answer:
The group was discussing the advantages and disadvantages of
remote work compared to office-based work.
Maria enthusiastically supported remote work, describing it as
life-changing. She highlighted the benefits of better work-life balance,
significant time savings from reduced commuting, and increased productivity due
to fewer office distractions. She advocated for making remote work a permanent
arrangement.
In contrast, James strongly disagreed, expressing his preference
for the office environment. He missed the energy of working alongside
colleagues, spontaneous conversations, and the clear separation between
professional and personal life. He reported feeling isolated and experiencing
burnout due to remote work, and expressed a strong desire to return to the office
as much as possible.
Sophie then offered a compromise perspective, arguing that
flexibility is the key. She noted that different people have different working
styles and preferences, with some thriving at home and others needing the
office environment. She recommended that companies adopt a hybrid model that
allows employees to choose what works best for them.
Overall, they agreed that a flexible or hybrid approach is the
most sensible solution, as it accommodates diverse needs and preferences while
maximizing both productivity and employee satisfaction.
ample Question and Strategy
To help you visualize the
task, here's a breakdown of a sample discussion and how to approach it.
Sample Scenario:
You will hear three
students discussing the challenges of university life.
Sample Transcript (S1 =
Speaker 1, etc.):
S1: "There
are a lot of challenges for us at university. It’s not just doing well in the
courses; we have to be able to balance the academic work with a personal life
and also find time to join some extracurricular activities."
S2: "I
know. There’s just so much to do. I have to get to the lectures, do all the
readings and assignments, complete several projects and get ready for exams. I
hardly have time to breathe."
S3: "You
know, it’s true. My biggest challenge since I started university is managing my
time. I can’t seem to get myself organized and I always feel stressed and
exhausted."
Effective Note-Taking
Strategy
Your notes are your
lifeline. Focus on the topic (T), main ideas (MI),
and who said what. A structured approach is key.
T: Time
management at university
S1: Challenges
balancing academics, personal life, extracurricular activities
S2: Overwhelmed
by lectures, readings, assignments, projects, exams; no time to rest
S3: Biggest
challenge is managing time; always feels stressed and exhausted
Example of a High-Scoring
Response
"The three speakers
were talking about the various challenges they face at university, especially
with respect to time management.
So, the first speaker
talked about his concerns about his workload. He mentioned that he had no
consistency in what he does and had a particular concern about the length of
the course and some of the workload.
The second speaker also
talked about the number of lectures and projects and exams that they have. He
mentioned that they have lots of, or that they rush when there’s a deadline
because they tend to find themselves focusing on things that interest them
rather than things that are important.
The third speaker agreed
with much of what was said. The third speaker talked about time management
issues and stress, and also exhaustion – being tired. The third speaker talked
about long-term planning as key, and multi-tasking as an important attribute,
but said that this is sort of challenging to achieve."
Sample Question 1:
University Library Renovation
Discussion Scenario: Three
students discuss a proposed renovation of the university library.
Notes:
T: University
library renovation proposal
S1: Supports
renovation; current library outdated, insufficient study spaces, poor lighting,
needs more power outlets and group study rooms
S2: Opposes;
renovation will cause noise and disruption during exam period, cost too high,
money should go to buying new books and online resources instead
S3: Compromise;
supports renovation but should be scheduled during semester break, agrees with
S1 about facilities but worries about budget, suggests student consultation and
phased approach
Sample Answer:
"The group of students
were discussing a proposal to renovate the university library. The first
speaker was very much in favour of the renovation. She argued that the current
library is outdated and doesn't have enough study spaces, especially during
exam time. She also pointed out the poor lighting and lack of power outlets for
laptops, and said they desperately need more group study rooms.
The second speaker,
however, completely disagreed. His main concern was the timing and cost. He
said that any renovation would create noise and disruption during the exam
period, which is the worst possible time. He also felt the budget was too high
and argued the university should spend the money on new books and expanding
their online journal subscriptions instead, since that would benefit everyone.
The third speaker tried to
find a middle ground. He supported the idea of renovation, because he agreed
the facilities were inadequate, but he understood the budget concerns. He
suggested the work be scheduled during the semester break to avoid disrupting
studies. He also recommended that students be consulted about what changes they
actually want, and that the university could phase the renovation across
several years to manage costs. In the end, they all agreed the library does
need improvements, but felt timing and student input would be critical to
making it work."
📝 Sample Question 2: University Mental Health
Services
Discussion Scenario: Students
discuss whether the university provides adequate mental health support.
Notes:
T: Mental
health support at university
S1: Support
is inadequate; counselling services have long waiting times, only 5 sessions
offered, not enough for ongoing issues, appointments book up weeks in advance
S2: Partially
agrees; services are good but underfunded, counsellors are professional and
helpful, wait times are a problem because of high demand and limited staff
S3: Has
a different perspective; university offers online resources and peer support
groups that are underused, students need to be better informed, suggests
proactive outreach by the university to reduce stigma
Sample Answer:
"The three speakers
were talking about the mental health support available at their university, and
whether it's adequate.
The first speaker was quite
critical. He said the counselling services are really inadequate for student
needs. He pointed out the long waiting times, explaining that it can take weeks
just to get an initial appointment, and once you do get in, you're only offered
about five sessions which he felt wasn't enough for deeper issues. He said this
leaves a lot of students unsupported.
The second speaker
disagreed to some extent. She agreed that the wait times are a serious problem,
but she argued the service itself, when you actually get to see someone, is
good. She said the counsellors are professional and helpful, and the problem
isn't quality but capacity. She felt the university simply doesn't have enough
counsellors to meet the growing demand.
The third speaker offered a
different view. She pointed out that the university actually does offer online
resources and peer support groups, but most students don't know about them. She
felt these tools are underutilised, and that the real issue is a lack of
awareness and the stigma around reaching out. She suggested the university do
more proactive outreach, like mental health workshops during orientation and
regular check-in emails, to normalise seeking help. In the end, they all agreed
funding is needed, but the third speaker's point about better communication was
also accepted."
📝 Sample Question 3: University Food Options
Discussion Scenario: Students
discuss the quality and affordability of food options on campus.
Notes:
T: Campus
food options - quality and affordability
S1: Poor
quality and overpriced; limited variety for dietary requirements, vegan and
halal options almost non-existent, food is often cold and unappetising
S2: Strongly
agrees; cannot afford to eat on campus daily, has to bring packed lunch or go
off-campus, but off-campus takes too much time between classes
S3: Neutral;
food isn't great but convenience matters, suggests the university should
subsidise healthy options and invite food trucks with better variety and lower
prices
Sample Answer:
"This group was discussing
the food options available on campus, focusing mainly on the quality and price.
The first speaker was quite
unhappy. She said the food on campus is both poor quality and overpriced. She
complained that there's very limited variety for anyone with dietary
requirements, saying the vegan and halal options are almost non-existent. She
also mentioned the food is often served cold and looked unappetising, making
the whole experience quite unpleasant.
The second speaker strongly
agreed. He said he simply can't afford to eat on campus every day, so he has to
bring a packed lunch from home. He did mention that he sometimes goes
off-campus to find better and cheaper food, but the problem is that off-campus
places are too far, and between back-to-back lectures, he just doesn't have the
time.
The third speaker took a
more neutral position. He admitted the food isn't great, but for him,
convenience is the most important factor, and he'll grab whatever is quick. He
then proposed a solution: he suggested the university should subsidise healthy
food options to make them more affordable, and also invite food trucks to
campus. He argued that food trucks would offer better variety and competition,
which would push the main cafeteria to improve quality and lower prices. The
others agreed this was a practical idea worth proposing."
📝 Sample Question 4: Mandatory Attendance Policy
Discussion Scenario: Students
debate whether lecture attendance should be mandatory.
Notes:
T: Mandatory
lecture attendance - for or against
S1: Against;
adult learners should have autonomy, some students learn better by reading
independently, mandatory attendance treats students like children, unnecessary
for students with good grades
S2: For;
students who skip lectures often fail, attendance builds discipline and
community, face-to-face interaction helps with understanding complex topics
S3: Moderately
for; hybrid model with recorded lectures for revision, attendance should count
but not be strictly enforced, should depend on the subject and teaching quality
Sample Answer:
"The speakers were
debating whether the university should enforce mandatory attendance for
lectures.
The first speaker was
firmly against the idea. He argued that university students are adults and
should be trusted to manage their own learning. He said some students, himself
included, learn more effectively by reading independently rather than sitting
through lectures. He felt mandatory attendance would treat students like
children and was unnecessary, especially for students who already perform well.
He said attendance should be a choice, not a requirement.
The second speaker
completely disagreed. She said students who regularly skip lectures tend to
perform worse and often fail. She argued that attendance builds discipline and
a sense of community, which she felt was a vital part of the university
experience. She also pointed out that face-to-face interaction allows for
questions and clarifications in real time, which helps with understanding
complex topics far better than just reading a textbook.
The third speaker offered a
moderate view. He felt there should be some structure, but didn't support a
strict policy. He suggested a hybrid model where lectures are recorded, so
students can review material later. He also recommended that attendance should
count toward the final grade but not be strictly enforced by penalties. He
added that the policy should vary by subject, since a practical lab course is
different from a theoretical history lecture. In the end, they didn't reach
full agreement, but the third speaker's proposal was seen as the most
balanced."
📝 Sample Question 5: Group Project Challenges
Discussion Scenario: Students
discuss difficulties and strategies for successful group projects.
Notes:
T: Challenges
and solutions for group projects
S1: Frustrated
with free-riders who don't contribute; uneven workload distribution,
last-minute work, poor communication, group members ignore messages
S2: Agrees;
experienced same issues, suggests peer evaluation to hold everyone accountable
and formal team contract at the start
S3: Offers
a different take; group projects teach real-world collaboration skills,
conflict is normal and can be productive, suggests better project management
tools like Trello and regular meetings to track progress
Sample Answer:
"The three speakers
were discussing the challenges they face with group projects and possible
solutions.
The first speaker was very
frustrated. He talked about the problem of free-riders, people who simply don't
contribute. He mentioned the workload is always unevenly distributed, with some
doing all the work and others doing nothing until the last minute. He also said
communication is poor, and some group members ignore messages for days, which
makes planning almost impossible.
The second speaker strongly
agreed. She had experienced the same issues. She suggested two solutions:
introducing peer evaluation so that members who don't contribute can be fairly
graded, and using a formal team contract at the very start of the project. She
argued that if everyone signs a contract agreeing to deadlines and
responsibilities, there's more accountability.
The third speaker offered a
different perspective. He agreed there are problems, but he felt group projects
actually teach valuable real-world collaboration skills that prepare students
for the workplace. He argued that conflict in groups is normal and can actually
be productive if managed properly. He suggested using better project management
tools like Trello or Asana to track progress, and insisted regular meetings,
even short ones, are key to keeping everyone on the same page. The group
eventually agreed that a combination of peer evaluation and better planning
tools would be an effective way to improve their group project
experience."
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