Practise PTE Academic Summarize Group Discussion and Respond to a Situation with audio, prompts and worked explanations. The two tasks need different responses: retell what the speakers discussed in the first; speak directly to the person in the scenario in the second.
Check the format · Try two listening drills · Try a situation · More prompts · Continue Speaking practice
Academic task timing at a glance
Summarize Group Discussion
Listen to three speakers; the audio can last up to 3 minutes.
Prepare: 10 seconds. Speak: up to 2 minutes.
Respond to a Situation
Read and hear a scenario of up to 60 words.
Prepare: 10 seconds. Speak: 40 seconds.
These figures are for PTE Academic and Academic UKVI. Pearson’s current task-format page is the reference. Core has its own Respond to a Situation task: 20 seconds to prepare and 40 seconds to speak. Core does not have Summarize Group Discussion. Sources checked on 20 September 2026.
Listen first: two short three-speaker drills
These existing BandLadder recordings use synthetic voices and are short learning drills, not full-length test simulations. Play one without opening the transcript, note each speaker’s contribution, then give your own spoken summary. Replay afterwards to find a detail you missed. In the real task, you hear the discussion once.
The controls below play the examples; they do not record or score your voice. You can speak aloud and compare your response with the explanation, then continue into platform Speaking practice.
1. Choosing a Research Topic
Your task: Explain the topic, the contribution of all three speakers and how their ideas relate. Do not add an agreement or a decision that you did not hear.
Discussion 1: reveal the transcript
Elena: I'm struggling to choose a research topic for my thesis. My professor suggests focusing on emerging technologies, but I'm personally more interested in historical analysis and cultural studies. I'm not sure how to balance these different directions.
Marcus: Why not combine both approaches? You could research how historical developments have shaped current technology. That way you satisfy the department's focus while still pursuing your personal interests. It would make your thesis more unique.
Aisha: That's actually a great suggestion. Interdisciplinary approaches are becoming more valued in academic research these days. Many journals now prefer papers that cross traditional boundaries, so this could help your future publications too.
This is a fictional practice conversation. Claims made by a character are part of the listening material, not independent research or admissions advice.
Discussion 1: check your notes and compare a summary
- Elena: Unsure how to combine her interest in history and culture with her professor’s technology suggestion.
- Marcus: Proposes investigating historical influences on technology to connect the two interests.
- Aisha: Supports the interdisciplinary idea and suggests it could help with publication.
One possible summary: The discussion concerns choosing a thesis topic. Elena is interested in history and culture, while her professor has suggested emerging technologies, leaving her unsure which direction to take. Marcus proposes connecting the subjects by studying how historical developments influenced current technology. Aisha supports this interdisciplinary approach and suggests it could offer publication opportunities. The speakers therefore explore a way to combine the interests, although Elena does not confirm a final decision.
Why it works: It separates the speakers’ contributions and reports the proposal without turning it into a confirmed outcome. Your wording can differ. This example has no official examiner score.
2. Studying Abroad for a Semester
Your task: Explain the topic, the contribution of all three speakers and how their ideas relate. Do not add an agreement or a decision that you did not hear.
Discussion 2: reveal the transcript
Aisha: I'm considering studying abroad next year, but I'm worried about how the credits will transfer to my degree program here. I don't want to delay my graduation or lose any progress toward my degree.
Wei: The international office can help with that concern. They have agreements with partner universities that guarantee credit recognition. You should schedule a meeting with them soon to discuss your options.
Nadia: The cultural experience is invaluable too. My friends who studied abroad said it really broadened their perspectives on their field of study and helped their career prospects after graduation significantly.
This is a fictional practice conversation. Claims made by a character are part of the listening material, not independent research or admissions advice.
Discussion 2: check your notes and compare a summary
- Aisha: Wants to study abroad but worries about credit transfer and graduation timing.
- Wei: Suggests asking the international office about partner arrangements.
- Nadia: Adds a different benefit: cultural experience and broader perspectives.
One possible summary: The speakers discuss spending a semester abroad. Aisha is concerned that transferred credits might not count towards her degree and could delay graduation. Wei recommends contacting the international office to discuss partner-university arrangements. Nadia adds that studying abroad can broaden a student’s cultural and academic perspectives, based on her friends’ experiences. The discussion identifies a practical next step and possible benefits, but it does not confirm that Aisha’s own credits will be accepted.
Why it works: It separates the speakers’ contributions and reports the proposal without turning it into a confirmed outcome. Your wording can differ. This example has no official examiner score.
What to listen for beyond individual keywords
Use three small spaces in your notes, one per voice. Alongside a main point, mark a relationship such as “agrees”, “questions” or “adds another reason”. After listening, check whether a speaker changed their view or whether the discussion simply ended without agreement. Speaker names are convenient here because the transcript provides them; in an unfamiliar recording, use “the first speaker” when you do not know a name.
For example, “They all decided that studying abroad guarantees graduation on time” would misrepresent the second recording. One speaker recommends checking the arrangements. Neither a recommendation nor another person’s experience confirms the learner’s own eligibility.
Pearson’s group-discussion guidance emphasises an accurate account of the participants and their connected ideas. Use your response time to explain those relationships rather than repeat a generic opening.
Respond to a Situation: speak to the person
Original practice prompt: You booked a university study room for your group’s presentation rehearsal, but the room is locked. Your rehearsal starts in ten minutes. Speak to the library receptionist, explain the problem and ask for help finding a room.
Before speaking, identify three things: who you are addressing, what happened, and what you need. Here the listener is the receptionist; the obstacle is the locked room; the goal is to get access or find a suitable alternative soon.
Which opening is more useful?
- A: “This situation is about a room that is locked, and the student should ask someone to help.”
- B: “Hello, our group booked a study room for a rehearsal, but it’s locked. Could you help us get access or find another room?”
Check the situation response and see a complete example
B speaks directly to the receptionist. A describes what somebody should do instead of carrying out the requested conversation.
One possible response: “Hello, our group has booked a study room for a presentation rehearsal, but the room is locked. We’re due to start in ten minutes. Could you check whether someone can open it for us? If that isn’t possible, is there another suitable room available? I can show you the booking details. Thank you for helping us sort this out.”
The response explains the obstacle, preserves the ten-minute deadline and makes a practical request. It offers an alternative without demanding a room that the receptionist may not have. Practise at your natural pace within the 40-second limit; there is no fixed word-count formula for earning a score.
Pearson’s Academic situation-task guide explains how relevance, delivery and suitable language contribute. Match your tone to the listener: a request to a professor and a message to a close friend should not sound identical.
Scoring: content matters as well as delivery
For both Academic tasks, Pearson assesses content, pronunciation and oral fluency. Its format page states that AI scores these traits and a human expert also reviews content. This is not a live conversation with an examiner. Do not confuse this with Core’s task-specific criteria or assume every aspect of every PTE response is human-marked.
When reviewing a practice recording, use two passes. First check meaning: missing speakers, an invented conclusion, a changed deadline, or a request that never gets made. Then check delivery: words that are difficult to understand, restarts that interrupt meaning and long pauses that leave the response unfinished. Pick one issue to change on the next attempt. A smooth but irrelevant answer still misses the task.
BandLadder’s AI feedback can guide this practice on supported tasks. It is not Pearson’s official scoring engine or an official score report. For an overview of the update and what to look for in study materials, read PTE Academic speaking changes explained.
Six more discussion planning prompts
The following short, fictional scripts develop the topics from this guide’s earlier practice bank. Each now has three speakers. These are text exercises: read and summarise them for planning practice, or ask three people to read the parts. They do not replace unseen listening practice. Suggested summaries illustrate the meaning, not a target score.
Internship timing: script and suggested summary
Maria: I want to contact employers before internship advertisements appear. An early conversation could help me understand what they need.
James: I would use that time to improve my portfolio first. Employers may not know which placements they can offer yet.
Priya: We could do both: arrange a few informational conversations while improving our applications. Then we can respond when positions are advertised.
Suggested summary: Maria favours early employer contact, while James wants to improve his portfolio before applying. Priya proposes combining limited information gathering with application preparation. She offers a compromise; the others do not explicitly accept it.
Group project organisation: script and suggested summary
Tom: Let’s divide the report into sections and write independently. Finding a time when everyone can meet has been difficult.
Sarah: That may save time, but separate sections can use different terms and repeat the same ideas. We need a shared outline.
David: Could we agree on the outline now, draft separately, and reserve one meeting to edit the full report? That should address both problems.
Suggested summary: Tom proposes separate drafting to avoid scheduling difficulties. Sarah worries about consistency and asks for a shared outline. David suggests agreeing on an outline, writing separately and editing together, linking efficiency with a coherent final report.
Lecture attendance: script and suggested summary
Ahmed: Recorded lectures let me pause difficult explanations and study around my work shifts. I find them more flexible.
Lucy: I value attending because I can ask questions and hear discussions that are harder to follow on a recording.
Sam: Perhaps the useful choice depends on the session. I could watch an introductory lecture later but attend a discussion where participation matters.
Suggested summary: Ahmed values the flexibility of recordings, whereas Lucy prefers live questions and discussion. Sam suggests selecting a format according to the session. The discussion presents different benefits without establishing that one format always works best.
Remote work arrangements: script and suggested summary
Nadia: Working remotely has saved me commuting time, and I can concentrate well at home. I would like to keep it.
Ben: I miss spontaneous conversations when we are developing ideas. Planned video calls do not always replace those exchanges.
Carlos: We could keep remote work for individual tasks and choose shared office days for collaboration. Those days would need a clear purpose.
Suggested summary: Nadia supports remote work for concentration and reduced travel. Ben raises a concern about informal collaboration. Carlos suggests purposeful shared office days alongside remote individual work, offering a conditional compromise rather than an agreed policy.
Statistics in university courses: script and suggested summary
Hana: Every student should take a statistics course. Understanding data is useful even outside science subjects.
Owen: A separate compulsory course may feel disconnected from a student’s degree. I would include data exercises in existing subjects.
Leila: Those approaches could complement each other. A common introduction could teach the basics, and subject courses could show how to use them.
Suggested summary: Hana supports a common statistics requirement. Owen prefers data work embedded in each subject. Leila proposes combining foundational instruction with relevant applications. The speakers consider how to teach the skill, not whether data literacy has any value.
Grading methods: script and suggested summary
Deepak: Pass-or-fail assessment might reduce unhealthy competition and encourage students to take intellectual risks.
Fatima: Detailed grades can still show differences in achievement. Removing them could make it harder to identify where improvement is needed.
Ravi: What if exploratory assignments used pass-or-fail marking with written feedback, while major assessments retained grades? We could compare the results before changing the whole course.
Suggested summary: Deepak favours pass-or-fail assessment to reduce competition. Fatima argues that detailed grades communicate achievement. Ravi proposes trying different approaches for different assignments and reviewing the trial before making a broader change.
Nine situation prompts for varied practice
Choose one prompt and make the requested response before opening its example. These are text-based learning prompts; the real test also plays the scenario aloud. The examples are possibilities, not scripts to memorise.
Ask a professor for an extension
Your research paper is due on Friday. You have been ill and need extra time to finish it. Speak to Professor Chen, explain the situation and request an extension.
Compare a response: ask a professor for an extension
Hello Professor Chen, I’m calling about the research paper due on Friday. I’ve been ill and I’m behind with the work. Would it be possible to have an extension until Monday? I understand you may need more information before deciding, so please let me know what I should provide. Thank you for considering my request.
Check: Ask rather than assume the extension is approved. Keep Friday as the current deadline.
Reschedule with a colleague
You were due to meet your colleague Mark this afternoon to review a presentation, but a conflict has come up. Call him to arrange a different time.
Compare a response: reschedule with a colleague
Hi Mark, I’m sorry, but I can’t make our presentation meeting this afternoon. Could we move it to tomorrow morning, perhaps at ten? If that doesn’t suit you, let me know another time that works. I’ll review the slides before we meet so we can use the time well.
Check: Name the meeting and offer a practical alternative without treating it as confirmed.
Report a problem to a landlord
Your apartment has had no hot water since yesterday evening. Call your landlord, Mr Alvarez, to report the problem and ask when it can be fixed.
Compare a response: report a problem to a landlord
Hello Mr Alvarez, I’m calling because the hot water in my apartment stopped working yesterday evening and still hasn’t returned. Could you arrange for someone to check it and let me know when they might come? Please tell me if you need any further details from me. Thank you.
Check: Describe the fault and request a repair timeline; do not invent a cause.
Decline a friend’s invitation
Your friend Jess has invited you to a birthday dinner on Saturday, but you already have another commitment. Tell Jess you cannot attend.
Compare a response: decline a friend’s invitation
Hey Jess, thanks for inviting me to your birthday dinner. I’m really sorry, but I already have a commitment on Saturday that I can’t move. I’d love to celebrate with you another time. Would you be free for lunch next week? I hope you have a wonderful evening.
Check: A friendly tone fits the relationship. Decline clearly before suggesting an alternative.
Apologise to a client
A project for your client Ms Whitfield was delivered two days late because a data source needed extra checking. Call to apologise and explain the delay.
Compare a response: apologise to a client
Hello Ms Whitfield, I’m sorry that we delivered your project two days late. One of our data sources required further checking, which delayed the final work. I should have kept you better informed. The project has now been delivered, and I’d be happy to answer any questions about it.
Check: Acknowledge the actual delay and explain it briefly without blaming the client.
Ask a librarian for help
You need academic journal articles for a research paper, but you are unfamiliar with the library’s database. Ask a librarian to help you search.
Compare a response: ask a librarian for help
Hello, I’m working on a research paper and need to find some journal articles. I’m not familiar with the library database yet. Could you show me how to search by topic and narrow the results to relevant academic sources? A short demonstration would really help me get started.
Check: Ask for a specific kind of assistance rather than only saying you are confused.
Explain a schedule conflict to a teammate
You have double-booked yourself and cannot attend tomorrow’s team practice organised by Alex. Tell Alex promptly and apologise.
Compare a response: explain a schedule conflict to a teammate
Hi Alex, I’m sorry, but I’ve realised that I have another commitment at the same time as tomorrow’s practice. I wanted to tell you as soon as possible so you can plan around it. Could you let me know what I should catch up on afterwards? I’m sorry for the inconvenience.
Check: Preserve tomorrow’s timing and let the teammate know you will miss the session.
Request product information
A company’s website does not show the product price or delivery details for your country. Call customer service to ask for that information before ordering.
Compare a response: request product information
Hello, I’m interested in a product on your website, but I couldn’t find the price or delivery information for my country. Could you tell me whether you ship here, the total cost including delivery, and the estimated delivery time? I’d like to check those details before I place an order.
Check: Cover price and delivery. Asking does not commit you to buying.
Ask a neighbour to reduce noise
Your neighbour has played loud music late at night for several days and it has affected your sleep. Speak to them about reducing the noise.
Compare a response: ask a neighbour to reduce noise
Hi, could I speak to you about the music in the evenings? It’s been quite loud late at night recently, and I’ve been having trouble sleeping. Would you mind turning it down later in the evening? I’d really appreciate it, and please let me know if there’s ever a noise problem from my side.
Check: Be clear about the problem while keeping a respectful tone for an ongoing relationship.
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For a different audio skill, try our Write From Dictation audio and answers. If you are preparing for Core, choose PTE Core preparation and use its own timing and task list.
