Train your ear with multi-speaker audio
Listen to panel discussions, podcasts and TED-style debates with two or three speakers. Practise identifying who said what and what each person's opinion was. Aim for 60–90 second clips and summarise out loud.
Made Easy
Summarize Group Discussion
Summarize Group Discussion (SGD) is a Speaking & Writing task where you hear three people discussing a topic and summarise the whole discussion in your own words. On this page: an overview of the task, top strategies for note-taking and structuring your summary, sample answers and common mistakes to practise with your trainer, the most repeated 2026 discussions, and a guided task worksheet.
Chapter
Overview
Discussion length:
40–90 seconds
Time to record your response:
2 minutes
Number of these tasks:
2–3
Summarize Group Discussion tests your ability to listen to a short conversation between three speakers and summarise — by speaking — the whole discussion in your own words, using clear structure and accurate paraphrasing.
- You will see instructions and an image of three people having a discussion.
- After a short countdown the discussion audio plays automatically. You only hear it once.
- When the audio ends, you have 10 seconds to prepare. A beep then plays and you have 2 minutes to give your response.
- This task tests both your listening skills (understanding the discussion) and your speaking skills (Content, Pronunciation, Oral Fluency).
Scored by AI + Human expert review
How Summarize Group Discussion contributes to your score
Task
Summarize Group Discussion
AI
scoring
scoring
Human
review
review
0%
Speaking
0%
Listening
0%
Overall
Your voice → analysed by AI + human expert → contributes 19% to Speaking, 20% to Listening and 9% to Overall.
Watch — Summarize Group Discussion walkthrough
Official PTE School walkthrough — how to answer Summarize Group Discussion.
How the test screen works
The screen below is annotated with green markers (1–5). Each marker is explained on hover — they cover the timer, instructions, the discussion image, the audio recorder and the Next button.
SimulatorReady
PPTE Academic - Candidate Name
Time Remaining 00:15:00 29 of 33
1Timer for the whole part of the test.
3The discussion audio plays automatically. You only hear it once. Take notes as you listen.You will hear three people having a discussion. When you hear the beep, summarize the whole discussion. You will have 10 seconds to prepare and 2 minutes to give your response.2Read the task instructions carefully.
Discussion audio
Playing — listen once and take notes
Audio Recorder
Listen to the discussion
1:50 / 2:00
4After the audio ends, you have 10 seconds to prepare, then 2 minutes to record your summary.
5Click 'Next' to move on once the status shows 'Completed'.
What this task tests
Skills assessed · 2 strands
Listening + Speaking
Combined score weight
up to3920 + 19 points
This task feeds two separate score strands. The AI evaluates different things for each — see the breakdown below.
Strand
Listening
up to20points
The AI scorer checks
Criterion
Identifying the main topic and the position each speaker takes
Criterion
Following the development of the discussion — agreement, disagreement, examples
Comprehension
Understanding the relationships between the speakers' arguments
Criterion
Catching key facts, numbers and signal phrases
Strand
Speaking
up to19points
The AI scorer checks
Fluency
Speaking fluently at a natural pace for up to 2 minutes
Pronunciation
Using clear pronunciation, stress and rhythm
Vocabulary
Paraphrasing the speakers' ideas in your own academic vocabulary
Criterion
Organising the summary logically: topic → speakers' positions → contrast / examples → conclusion
Chapter
Top Strategies for Success in Summarize Group Discussion
Strategies for success · Before the test
1
Starts with an introductory sentence, saying who is talking and about what
2
Is clearly and logically structured
3
Includes information from all three speakers
4
Clearly shows how the speakers' ideas are related to each other
7
Has accurate pronunciation, intonation, rhythm and stress
A good summary
What does a good summary of a group discussion look like?
5
Uses a variety of reporting verbs (argues, points out, agrees…)
6
Paraphrases what the speakers said in your own words
When preparing for SGD, focus on these three habits.
Build a 3-speaker note system
Use three columns (Speaker 1, Speaker 2, Speaker 3) and capture only the key word or position each speaker takes. Add a tiny symbol for agreement (✓) or disagreement (✗) between speakers.
Build paraphrasing vocabulary
Learn synonyms and reporting verbs (argues, believes, points out, disagrees, suggests). The single biggest content-score booster is restating each speaker's idea in your own words instead of repeating them.
Practice Tips
Follow To Succeed- 1
Find online discussions or podcasts with 2–3 speakers. Choose ones where speakers express different opinions. Listen for 60–90 seconds and:
- Identify the topic and each speaker's main position.
- Listen for signal phrases (I think…, On the other hand…, I agree but…, To add to that…).
- Make sure you understand who is agreeing with whom.
- 2
Develop a 3-column note-taking system (one column per speaker). Use abbreviations and symbols for agreement, disagreement and examples.
- 3
Practise summarising in 2 minutes — that is a long time for many learners. Build stamina by speaking continuously without long pauses.
Quick tips — Do this, not that
- Tip 01
You start with a one-sentence introduction naming the topic and the three speakers.
You don't dive straight into one speaker's idea without setting the topic.
- Tip 02
You paraphrase each speaker's position in your own words.
You don't quote whole phrases or sentences from the discussion.
- Tip 03
You make the relationships clear — who agreed, who disagreed, who added an example.
You don't list random facts with no link between the speakers.
- Tip 04
You speak for most of the 2 minutes (aim for 90+ seconds).
You don't stop after 30 seconds even if you've covered the basics.
- Tip 05
You use reporting verbs and linking words (<em>argues, however, similarly</em>).
You don't pad with fillers like "um, the discussion is about…" repeated many times.
- Tip 06
You speak naturally — normal pace, normal volume.
You don't rush, mumble or shout into the mic.
Chapter
Practice now with your trainer
Try Summarize Group Discussion 2 — Practice with Trainer
Press Start to run real exam timing — a 3-second countdown, the discussion audio, then 10s prep, then 2 minutes to summarise. Compare your version with the model below.
SimulatorReady
PPTE Academic - Candidate Name
Time Remaining 00:15:00 Practice
You will hear three people having a discussion. When you hear the beep, summarize the whole discussion. You will have 10 seconds to prepare and 2 minutes to give your response.
Discussion audio
Playing — listen once and take notes
Audio Recorder
Listen to the discussion
1:50 / 2:00
Model recording
Summarize Group Discussion 2 — Sample Answer
Listen to a strong sample answer. Notice the introductory sentence, the use of reporting verbs, and how each speaker's position is paraphrased. Transcript will be added soon.
Want a coach to score your attempt? Send your recording on WhatsApp and we'll reply with personalised feedback.
Chapter
Sample answers with feedback
Listen to the discussion again
Replay the original Summarize Group Discussion 1 audio before reviewing the sample answer below.
SimulatorReady
PPTE Academic - Candidate Name
Time Remaining 00:15:00 Replay
You will hear three people having a discussion. When you hear the beep, summarize the whole discussion. You will have 10 seconds to prepare and 2 minutes to give your response.
Discussion audio
Playing — listen once and take notes
Audio Recorder
Listen to the discussion
1:50 / 2:00
Sample Answers & Feedback by Level
Compare three responses to Summarize Group Discussion 1 at C1, B2 and B1 levels. Click any card to listen and read the examiner feedback.
Sample Answer 1 — C1C1+
▶Sample Answer Transcript
Three students are discussing whether to live on campus next year. The female speaker mentions that the accommodation office needs to know their decision. The first male speaker has already decided to stay on campus, enjoying his current living situation with his roommate Jake, appreciating their compatibility and the social atmosphere. The female speaker also plans to stay, citing the convenience of campus life, despite the food not being great. She values the proximity to amenities and classes, though she admits to sometimes being late. The second male speaker, on the other hand, is considering moving off-campus. While he acknowledges the convenience of campus living, he feels it's time to experience more independence and meet new people. The first male speaker counters that the social aspect of campus life is appealing, with plenty of activities and people around, though he agrees with the female speaker that the food can be monotonous. However, he would miss the friends he has made if he moved away. Another argument for leaving the campus that the second male speaker expresses is a desire for privacy and the opportunity to gain life skills, like managing money. The female student feels that there's no rush to leave campus, as this stage of life, with minimal responsibilities, is unique and fleeting. She prefers to enjoy the convenience and social aspects of campus living before transitioning to the next stage of life.
Feedback
- ◾This is an excellent answer for content. It clearly introduces the topic of the discussion and then follows on to introduce subtopics and supporting ideas. The answer accurately includes which speaker mentioned which points and the summary is connected very well with appropriate linking words.
- ◾The test taker is able to summarize the discussion in his own words by paraphrasing and using synonyms. The vocabulary and grammar are varied and appropriate. There are no grammatical or lexical errors and the response shows advanced fluency as well as excellent pronunciation. The response is within the time limit.
Sample Answer 2 — B2B2+
▶Sample Answer Transcript
Three students are discussing their plans for living on campus next year. The girl starts the conversation by saying that the accommodation office needs to know who will be returning to campus housing and asks the others about their decisions. She is happy with her current living situation and plans to stay. She finds the convenience of being close to the library, gym and classes appealing, despite occasionally being late. She mentions the food could be better, but considers it a minor issue compared to how easy it is living on campus. In her opinion, there's no rush to leave. She enjoys the lack of responsibilities other than studying and prefers to wait until graduation to face the challenges of the real world. The second speaker has also decided to stay in the campus and has put his name down along with his roommate, Jake. He enjoys living with Jake due to their compatibility in keeping things tidy and their good company. He appreciates the social atmosphere of campus life, where there is always someone around and something happening, although he sometimes prefers eating off-campus due to the repetitive food options. The third speaker is the only one that expresses a wish to move off-campus. He feels that campus life is almost too easy and he's ready to experience more independence and meet different people. He wants more privacy and to develop life skills such as managing his money. Although he appreciates the social opportunities and the good start campus living provided, he feels it's time to move on.
Feedback
- ◾The response summarises the important points from the discussion accurately. The test taker includes some main ideas and details regarding which speaker mentioned which piece of information. The test taker is able to summarize the discussion in her own words by paraphrasing and using synonyms.
- ◾The vocabulary is relevant and appropriate. There are no grammar or vocabulary errors, which means the points that the test taker mentions are all clear. The response shows advanced fluency and very good pronunciation: rhythm, phrasing (grouping words in meaningful units) and stress are appropriate. All words are easily understandable, though 'leave' is pronounced more like 'live' in one instance. The response is 116 seconds long.
Sample Answer 3 — B1B1+
▶Sample Answer Transcript
Three students are talking about whether to live on campus next year. The girl says they need to decide soon. The second student has decided to stay because he likes living with his roommate Jake and enjoys the social atmosphere. The girl also wants to stay, even though the food isn't great. The third student is thinking about moving off-campus. He feels it's time to gain more independence and meet new people. He mentions wanting more privacy and the chance to learn life skills like managing money. The second boy likes the social life on campus and the ease of meeting people, though he admits the food can get boring. The girl says there's no rush to leave campus. She wants to enjoy this time with few responsibilities before life changes in a few years.
Feedback
- ◾This is a short response which mentions many important points but also misses many details. Few linking expressions are used to connect the ideas or show relationships between what was said. The response consists of simple sentences, which shows that the test taker's grammar and vocabulary knowledge is still limited.
- ◾The test taker's speech is uneven, with two hesitations and one long pause. Although some words are mispronounced, the speech is clear enough to understand. She did not make use of the full speaking time available.
Quick Tips for a Better Score
How to answer this question
For this question type, you need to summarize what you heard.
The audio begins to play automatically. After the audio finishes, you have 10 seconds to prepare and two minutes to speak.
The recording status box displays a countdown until the microphone opens. You hear a short tone. After the tone, start speaking immediately. Do not start speaking before the microphone opens because your voice will not be recorded.
👉 You should speak clearly. There is no need to rush.
👉 Finish speaking before the progress bar reaches the end. The word "Recording" changes to "Completed".
👉 You are only able to record your response once.
Note: While the audio is playing, you can take notes on the erasable whiteboard provided.
Make good use of the 2 minute speaking time
You only have 2 minutes to speak, so make sure that you include all the main points of the discussion. If you repeat ideas, correct yourself or hesitate, you will use up valuable time and lose score points. So keep talking and ignore any mistakes that you make.
How this question is scored
Your Summarize Group Discussion score combines Listening + Speaking traits. Open the cards below to see what raises and lowers your score, with full band descriptors.
Content for speaking tasks is rated on whether you say the right things — the words from the prompt (Read Aloud, Repeat Sentence) or the right ideas with detail (Describe Image, Retell Lecture, Respond to a Situation). For Describe Image / Retell Lecture / SGD / RTAS, a human also reviews Content.
What raises your score
- Use a template only as a frame — fill it with the actual data/ideas.
- For Describe Image: state type → main trend → 2 specific data points → comparison → conclusion.
- For Retell Lecture: topic → 3–4 key points → speaker’s conclusion.
- Paraphrase — don’t repeat the prompt word-for-word.
What lowers it
- Memorised template with no real content from the image / lecture.
- Listing labels (“There is bar one, bar two, bar three…”) without describing.
- Stopping after 15s when 30–40s is allowed.
Click a band to exploreMax 5
5Full, accurate, nuanced
- Covers all key features/ideas with accurate detail and clear relationships; uses varied vocabulary.
Coach tip · If you can’t see a number on the chart, describe the trend instead — never invent data.
- ◾Partial credit applies. No credit is given for no response or an irrelevant response.
- ◾This question type affects your Listening, Speaking, Oral Fluency and Pronunciation scores.
Reflecting on your practice
Private to you — tick each item you actually did. Saved on this device only.
0/9
Chapter
Most Repeated Summarize Group Discussion Questions in 2026
Most repeated SGD questions in 2026
Practise the highest-frequency Summarize Group Discussion questions reported from recent exams. Each item runs the full Pearson timing — 3-second countdown → discussion audio → 10-second prep → beep → 2 minutes to record your summary. Transcripts are hidden by default — click Show transcript only after attempting the summary.
SimulatorReady
PPTE Academic - Candidate Name
Time Remaining 00:15:00 Question 1
You will hear three people having a discussion. When you hear the beep, summarize the whole discussion. You will have 10 seconds to prepare and 2 minutes to give your response.
Discussion audio
Playing — listen once and take notes
Audio Recorder
Listen to the discussion
1:50 / 2:00
Question 1 — Transcript
Two students are discussing their idea for a business they'd like to start on campus called a Repair Hub. Their university advisor is giving feedback. Advisor: Let's talk about your idea, the Repair Hub. I gather you want to create a repair service here on the campus. So if a student has an electronic device that needs fixing, like their phone or their laptop, they can go to your Repair Hub rather than having to find somewhere in the city. And to check, are you planning to operate this at weekends? Otherwise, I'd have concerns about your studies suffering. Student 1: Yes, that's it basically. And yes, it will be strictly weekends only to fit in with our studies. Provided we have access to a space on campus, we can do it. It would be us doing the repairs initially, Mo and myself. This technical stuff comes easily to us — we often do this type of thing as electronics engineering students. We'd also hire a few other students with technical skills. I know we can make a success of it, Dr. Lopes. It's really a win-win — practical work experience for the students doing the repairs, and we'd charge less than businesses in town. Plus, there's the convenience for our customers. Student 2: Yeah, because having to go into the city to get our devices repaired is such a hassle, especially when we've got assignments to do. Student 1: And surely anything that encourages people to repair and reuse must be better for the environment. We're planning to apply to the university for some funding just to help us get started with the repairs, so any guidance would be appreciated to help us improve our chances. Student 2: And we were also wondering whether the university would allow us to advertise on its website. It would be the best way to spread the word. Do you think we could get permission to use the University website for that? Oh, and to be clear about the money side of things, we just need some funding for the spare parts to do the repairs — we were thinking about things like replacement screens, for instance. Other than that, we already own the tools we'll need. Well, I suppose if it takes off, we could invest in more. Advisor: Look, I can see you're both very passionate about this, and that's fantastic. But you'll have a better chance of securing funding from the university if you can show that you've thought about all the practicalities. So you'll need to do some more planning. First things first, let's address the issue of finding a space on campus. Honestly, that's the one thing I'm worried about because university facilities are always in very high demand. So you'd really need to talk to Rob Greenwood, the campus facilities manager, about finding a suitable space. If you like, I could arrange a meeting for you to discuss your idea with him. Student 1: That would be great. Thank you. That will put us in a stronger position to apply for university funding. Student 2: Yes, thank you very much. We really appreciate your support.Show transcript
SimulatorReady
PPTE Academic - Candidate Name
Time Remaining 00:15:00 Question 2
You will hear three people having a discussion. When you hear the beep, summarize the whole discussion. You will have 10 seconds to prepare and 2 minutes to give your response.
Discussion audio
Playing — listen once and take notes
Audio Recorder
Listen to the discussion
1:50 / 2:00
Question 2 — Transcript
Three students are discussing the assessment methods used on their course at college. Student 1: You know, one of the biggest differences I've noticed since coming here is how we're assessed on our work. It makes a nice change not to have quite so many exams as at school and instead have assessment based on the coursework we do throughout the semester, don't you think? Student 2: Definitely. With exams, it can be a case of just memorizing then possibly forgetting everything. There's no real opportunity to do things at your own pace, take time to read more on the subject and learn through doing, for example. I suppose that's the thinking behind coursework-based assessment, and I'm pleased that's the policy here. Student 3: Well, that remains to be seen. It's only our first semester after all. I think what exams do offer and coursework can lack is a clear goal and the push to meet that goal. I'm finding it difficult to keep up the momentum over such an extended period, and in fact, I liked the last-minute revision for exams. Maybe that's just me. Student 1: Well, I guess we'll find out in time. We're all a bit new to this, so I'll be interested to see what feedback we get on our coursework. Like, do we pass or fail as in an exam, or will we get more feedback on our strengths and weaknesses as a way of setting targets for the next project? Student 2: I had the same question, so I checked that with our tutor when she set the project. There are more details in the student handbook, but essentially we get a grade for our coursework, A to E, if I remember correctly, as well as a meeting with the tutor for more in-depth feedback. Sounds like a lot of work for the tutor. Student 1: Yeah, but it's worth it, and I appreciate it. A meeting like that will be helpful for learning how to improve for the next task. That's another reason why I believe that using coursework to assess us is a more positive approach overall. Student 3: You do realize we still have some end-of-year exams, though, don't you? It's not all coursework, so we can't forget all the revision techniques we developed at school just yet. Student 1: I knew it was too good to be true. What a pity. So are there any revision tips in that handbook? I'll need some — and additional guidance on the types of questions and perhaps the format, specific requirements, and so on. Just knowing what to expect will certainly help me feel more confident about it all. Student 2: I'm sure the handbook will help, but you'd be better off attending a few of the help sessions our tutor offers. There's one called How and Why We Assess You, which looks good. They cover a bit of everything — coursework, exams, making good use of feedback. Check the schedule on the course website. I've signed up to a few of them already.Show transcript
SimulatorReady
PPTE Academic - Candidate Name
Time Remaining 00:15:00 Question 3
You will hear three people having a discussion. When you hear the beep, summarize the whole discussion. You will have 10 seconds to prepare and 2 minutes to give your response.
Discussion audio
Playing — listen once and take notes
Audio Recorder
Listen to the discussion
1:50 / 2:00
Question 3 — Transcript
A tutor is discussing progress review sessions with two students. Dr Ashcroft (tutor): Thanks for meeting me today. I want to update you on discussions I've been having with other tutors about improving our current system of monthly student progress review sessions to make them more productive for everyone concerned. I'm also interested in getting your thoughts on possible changes. Alex: I really appreciate you taking the time to do this for us. Honestly, as a student, I often leave a session feeling that I forgot to mention or ask something important, so I'd welcome some advice. Kim: Yes. Thanks for giving us the chance to discuss this with you, Dr. Ashcroft. Alex, I know what you mean, but for me, it's more a case of having too much I want to say and running out of time to cover everything. I mean, it's supposed to be a discussion and the tutor needs time to respond. Is it worth making notes of everything we want to discuss and submitting them to the tutor beforehand, do you think? Alex: Interesting idea, Kim. Perhaps we could have a form to complete. Being well-prepared will make all the difference, won't it? And emailing the form to the tutor in advance will help with the session structure so we can make best use of the time available. Dr Ashcroft: Actually, Alex, that's one of the suggestions that we came up with in the tutors' meeting. So we're all thinking along the same lines, which is great. As there's so much to get through, a clear structure to the meetings is essential. The form can also be used for keeping a record of the discussions we have in the sessions for future reference. Kim: Oh, yes. And what about for recording targets and perhaps what steps we're going to take to help achieve them? I'd find that so useful because I'd be able to check it during the term between scheduled meetings and monitor my own progress. Alex: Great suggestion, Kim. I'd really find that useful. Coming back to what you just said about time between meetings, that's often when I feel I need more guidance. I've heard that in some colleges, they have an open-door policy, which means that students can pop in for an informal chat with their tutor about progress. Could that be introduced here? Dr Ashcroft: That's a really good suggestion. It's not something the tutors covered in our meeting, so I'll add it to the agenda for when we next meet. I think with the right measures in place — I mean, tutors will need to have time for their own work — an open-door policy might be beneficial for everyone. Alex: That's great. I'd appreciate something like that. Formal updates from the progress sessions are always welcome, but they're not all that regular, and sometimes we just need a quick chat to get advice or check a detail about an assignment.Show transcript
SimulatorReady
PPTE Academic - Candidate Name
Time Remaining 00:15:00 Question 4
You will hear three people having a discussion. When you hear the beep, summarize the whole discussion. You will have 10 seconds to prepare and 2 minutes to give your response.
Discussion audio
Playing — listen once and take notes
Audio Recorder
Listen to the discussion
1:50 / 2:00
Question 4 — Transcript
Three students are talking about choosing a university. Allie: I've been reading an article about how to choose where to study. Comparing it with my own experience was interesting. The main point in the article was that top-ranking universities may not be the best choice for everyone. I get what they mean, don't you, Bob? Bob: Actually, I'm surprised by that, Allie. Everything I read when I was choosing my university pushed the importance of league tables — that an institution higher up the list is always a better choice than one lower down. It's a valid point. I mean, many factors go into deciding the ranking of the different universities. Fiona: On paper, maybe, but I agree with Allie. In practical terms and from my own experience, it's all about what fits the individual's needs the best. Ranking is one factor, and you can't completely ignore the institution's reputation. But location, facilities, and plenty of other elements all play a part. Allie: Oh, yes, I agree, Fiona. You need to consider everything before deciding. In my case, it was the details of the course rather than the university itself that mattered most. Checking what modules are included and whether they match your interest is essential. Bob: Yeah, not all geography degrees are the same. For example, there are different topics you can specialize in, and it's important to look ahead to see what's on offer for the whole course and be sure it's relevant to you and your interests, isn't it? Fiona: But remember that those interests might change as you progress through the course, Allie. You might start out being motivated by one aspect of the subject and then be introduced to something new that fascinates you — mountains rather than the ocean in geography, to take your example. That's what I'm finding anyway. So a course which offers flexibility with the types of modules you can choose as your interests develop is vital. Allie: Quite right, Fiona, because whatever we study will hopefully lead to a career. So it's got to be something which interests us. Actually, that was another point in the article. Studying for studying's sake is all well and good, but a university that provides practical career advice and support is a more worthwhile choice than one that doesn't. Bob: I guess that's why more and more courses include placements to offer a taste of working in your field of studies. That was the deciding factor for me. That practical focus makes all the difference and gives one course the edge over another. Fiona: I agree, Bob, but I'd recommend people check how the placement is organized beforehand and what they'll be doing. I have friends who are keen to do a placement but have discovered they have to do all the work themselves, from finding possible employers to applying and making all the practical arrangements. I've been getting excellent support from my university about my future placement, so I know I made the right choice.Show transcript
Common Mistakes — Video Walkthrough
Common Mistakes in Summarize Group Discussion
These pitfalls hurt Content and Fluency scores most often.
Don't
Too close
Too closeMic too close or off-position · voice distorts
Do
~3 cm
~3 cmHeadset on · mic ~3 cm from the side of mouth
01
Only summarising one speaker
Problem · Many students focus on the first speaker and forget the other two. The summary then misses the contrast / agreement that defines the discussion, and Content drops sharply.
Fix · Use a 3-column note system. Make sure you have at least one key word for every speaker before the audio ends.
Don't
Audio RecorderRecording…
0:000:40
Next
Clicking Next while recording → answer cut off
Do
Audio RecorderCompleted
0:000:40
Next
Wait for ‘Completed’, then click Next
02
Stopping after 40–60 seconds
Problem · If you finish your summary in under a minute, the engine treats the response as incomplete and Content drops sharply.
Fix · Plan to fill at least 90 seconds. Add a paraphrased example, restate the contrast between speakers, and finish with a conclusion sentence.
Chapter
Practice Worksheet
Summarize Group Discussion — Practice Worksheet
Step-by-step practice mirroring the official Pearson worksheet. Each step has a discreet "Answer" link at the bottom — click only after attempting the exercise.
1Exam screen — choose the correct option
Step 1 of 13
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Exam screen — choose the correct option
Step 1 of 13
Make sure you are familiar with the opening screen and how the Summarize Group Discussion task is set up. Type the correct option from each pair.
1. You will see the instructions at the top / bottom of the screen.
2. The audio status box counts down three / five seconds to the speakers' conversation.
3. The conversation you will hear is always between two / three people.
4. Their conversation can be up to three / four minutes long.
5. After the conversation, you will have 10 / 20 seconds to prepare.
6. The bar on the audio / recording status box starts moving and you will hear a beep before the microphone opens.
7. You will have two / three minutes to record your summary.
8. Only listening / Both listening and speaking skills are tested in this task.
22.1 — Note-taking methods: label them
Step 2 of 13
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2.1 — Note-taking methods: label them
Step 2 of 13
Taking good notes is very important while you are listening to the group discussion. There are many different ways of taking notes — here are just two methods. Label each (a) and (b) with the correct description.
1. a — (the spidergram with 'campus living?' in the centre and branches like easy/boring/fun)
2. b — (the 3-column table headed Speaker 1 / Speaker 2 / Speaker 3)
32.2 — Which method suits Berta and Omar?
Step 3 of 13
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2.2 — Which method suits Berta and Omar?
Step 3 of 13
Berta has an organised mind and likes clear structures where she can compare ideas across categories. Omar is a visual learner — graphics help him remember information and spot connections. Which method from 2.1 suits each one?
1. Berta — method ___
2. Omar — method ___
42.3 — Do or Don't: good note-taking habits
Step 4 of 13
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2.3 — Do or Don't: good note-taking habits
Step 4 of 13
Write Do or Don't to complete the advice for good note-taking skills.
1. ___ choose a method that works for you.
2. ___ correct any spelling mistakes in your notes.
3. ___ include symbols to save time.
4. ___ leave space between sections.
5. ___ try to write every word the speaker says.
6. ___ underline key words and phrases.
7. ___ use abbreviations and contractions.
8. ___ write complex sentences.
53.1 — Match each excerpt with the summary structure
Step 5 of 13
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3.1 — Match each excerpt with the summary structure
Step 5 of 13
Decide in advance how to organise your summary. Label excerpts 1–3 with the correct type of structure (a–c).
1.The discussion begins with a request for advice about note-taking styles. All speakers share what they like about a particular method. They agree and disagree on …
2.Speaker 1 asks a question about note-taking styles. He explains he finds some too complicated. Speaker 2 suggests a more streamlined method, describing why it works for her. Speaker 3 offers another …
3.Three students are discussing note-taking methods. They explore the efficiency of various methods, and then they discuss the time-management implications, as well as clarity and …
Options
- a.organise the summary speaker by speaker
- b.summarize the discussion chronologically
- c.present the summary by topic and subtopic
63.2 — Three types of information: match the halves
Step 6 of 13
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3.2 — Three types of information: match the halves
Step 6 of 13
Match the sentence halves about the three types of information in group discussions.
1.Main points
2.Supporting details
3.Minor points
Options
- a.provide facts or reasons which help to strengthen or prove a claim.
- b.add unimportant information which is irrelevant to the core message.
- c.are the most important ideas with a central focus and key takeaways.
73.3 — Main idea (MI) or Supporting detail (SD)?
Step 7 of 13
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3.3 — Main idea (MI) or Supporting detail (SD)?
Step 7 of 13
While you listen and take notes, distinguish main points from supporting details. Mark each clue MI (main idea) or SD (supporting detail).
1. This point is made at the start and end. ___
2. A key word on this topic will be repeated. ___
3. Further explanation is added for clarification. ___
4. The voice gets quicker or louder. ___
5. Signal words introduce an example. ___
6. The speaker's tone uses more emphasis. ___
83.4 — What to include in your summary
Step 8 of 13
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3.4 — What to include in your summary
Step 8 of 13
Before you listen, think about your summary and what kind of information you will need. Choose the items you should include.
94.1 — Listen and take notes
Step 9 of 13
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4.1 — Listen and take notes
Step 9 of 13
🎧 Model audio
You are going to listen to a group discussion. Before you press play, decide: (1) What note-taking method and summary structure will you use? (2) How will you distinguish the main points from supporting details? Take notes as you listen.
104.2 — Match each item with the evidence (how we know)
Step 10 of 13
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4.2 — Match each item with the evidence (how we know)
Step 10 of 13
The table provides a broad synopsis of the discussion in 4.1. Complete the 'how we know' column by matching each item (1–4) with the correct evidence (a–d).
1.1. Overall topic — three students are discussing their professors.
2.2. Main point — how different professors have different teaching styles.
3.3. Supporting detail — how the different teaching styles affect them.
4.4. Conclusion — all agree the mix of teaching styles is beneficial overall.
Options
- a.the term 'teaching styles / methods' is repeated five times across the discussion and is used by all speakers.
- b.at the end, F1 reinforces M1's view, then F2 follows with 'Exactly!' and finishes with her reason for agreeing.
- c.this is supplied at the top of every Summarize Group Discussion task.
- d.we hear speakers say 'it feels' or 'I find' (e.g. 'it feels a bit too rigid', 'I sometimes feel a bit lost').
114.3 — Revise your notes and record your summary
Step 11 of 13
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4.3 — Revise your notes and record your summary
Step 11 of 13
Look back at your notes from 4.1. Do they include the items in 4.2? Revise your notes if necessary, then record yourself giving a 2-minute summary of the discussion.
125 — Listen to a test taker's summary
Step 12 of 13
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5 — Listen to a test taker's summary
Step 12 of 13
🎧 Model audio
Listen to this test taker's summary of the discussion and answer: (1) Which structure does it use? (2) Does it include the items in 4.2? (3) How is it similar to or different from your own summary?
136 — New discussion: take notes & record your summary
Step 13 of 13
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6 — New discussion: take notes & record your summary
Step 13 of 13
🎧 Model audio
Listen to another group discussion. Take notes and then record your two-minute summary. Use the checklist below to self-assess.