Summarise Group Discussion is PTE’s other new speaking task from the August 2025 update. It tests your ability to listen to multiple speakers and deliver a clear, concise summary a skill that many students find challenging but can be mastered with the right framework. In this guide, I share the exact note-taking system and delivery strategy that our students at LA Language Academy use to score consistently high on this task.
What Is Summarise Group Discussion in PTE?
Summarise Group Discussion is a speaking task where you listen to a group of three speakers discussing a topic, then deliver a spoken summary of their conversation. You get 10 seconds to prepare after the audio ends, and up to 2 minutes to deliver your summary. This task contributes to both your Speaking and Listening scores.
This task was introduced to PTE Academic on August 7, 2025, as part of Pearson’s update to make the exam better reflect real-world communication skills. In academic and professional settings, you regularly need to listen to group conversations and summarise the key points in meetings, tutorials, study groups, and conferences. This task directly tests that ability.
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Here is exactly what happens during the task:
| Element | Detail |
|---|---|
| Task type | Speaking + Listening (new from August 2025) |
| What you hear | A group discussion between 3 speakers on an academic or general topic |
| Audio length | Up to 3 minutes |
| What you must do | Deliver a spoken summary of the discussion, covering the main points from each speaker |
| Preparation time | 10 seconds (after audio ends) |
| Response time | Up to 2 minutes |
| Number of attempts | 1 (one recorded response only) |
| Questions per exam | 2–3 questions |
| Note-taking | You may use the erasable noteboard provided during the exam |
| Skills assessed | Speaking (Oral Fluency, Pronunciation) + Listening (Comprehension) |
How Is Summarise Group Discussion Scored?
Summarise Group Discussion is scored across three criteria: Content (0-6), Oral Fluency (0-5), and Pronunciation (0-5). Content is reviewed by both AI and a human examiner under PTE’s hybrid scoring model. If the AI and human scores disagree, a second human examiner makes the final judgment. Oral Fluency and Pronunciation continue to be assessed by AI only. This task affects both your Speaking and Listening module scores.
Here is the complete scoring breakdown:
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| Criteria | Max Score | What Examiners Look For |
|---|---|---|
| Content | 6 | Accurate summary of all main points; effective paraphrasing; comparisons between speakers’ positions; logical structure |
| Oral Fluency | 5 | Smooth, natural delivery; appropriate pacing; minimal hesitation; no long pauses |
| Pronunciation | 5 | Clear production of sounds; correct word stress; natural intonation patterns |
Here is a detailed breakdown of the Content scoring levels, which carries the highest weight in this task:
| Content Score | Description |
|---|---|
| 6 | Clear, accurate summary of all main points; well-paraphrased; includes meaningful comparisons between speakers’ positions |
| 5 | Mostly accurate summary with minor gaps; partial but relevant comparisons between speakers |
| 4 | Main ideas covered but with some inaccuracies; limited speaker comparison |
| 3 | Limited understanding shown; some repetition of audio phrases rather than paraphrasing |
| 2 | Incomplete summary; heavily copied phrases from the audio; missing major points |
| 1 | Minimal relevant content; largely irrelevant or incoherent |
| 0 | No relevant content or no response given |
What Is the Best Note-Taking Framework?
The best note-taking framework for this task is a simple three-column grid: Speaker, Main Point, and Supporting Detail. This system works because it forces you to organise information in real-time and prevents the most common mistake trying to write down every single word.
Here is the exact framework I teach at Language Academy:
The Three-Column Grid
Before the audio starts, draw this grid on your erasable noteboard:
| Speaker | Main Point | Supporting Detail / Position |
|---|---|---|
| S1 | (leave blank — fill during audio) | (leave blank) |
| S2 | (leave blank) | (leave blank) |
| S3 | (leave blank) | (leave blank) |
| Topic: | (write the main topic in the first 10 seconds) | |
How to Use Abbreviations
You only have real-time to write while listening, so abbreviations are essential. Here are the ones our students use most:
| Abbreviation | Meaning |
|---|---|
| S1, S2, S3 | Speaker 1, Speaker 2, Speaker 3 |
| ↑ | Increase, improve, support |
| ↓ | Decrease, reduce, oppose |
| = | Agrees with, same as |
| ≠ | Disagrees with, different from |
| b/c | Because |
| govt | Government |
| edu | Education |
| tech | Technology |
| env | Environment |
| imp | Important |
What to Focus On During Listening
- Main points only. Write one main idea per speaker. Do not try to capture every word or every example.
- Agreements and disagreements. Note when Speaker 2 agrees with Speaker 1 (=) or when Speaker 3 disagrees (≠). This is what earns you marks for “comparisons between speakers.”
- The conclusion. If the discussion reaches any consensus or conclusion, note it. This is high-value content.
- Signal words. Listen for phrases like “I agree,” “On the other hand,” “The main issue is,” “In my opinion” these indicate key positions.
What Is the Step-by-Step Strategy?
The best strategy follows a six-step process that covers preparation, listening, and delivery. With up to 3 minutes of audio and only 10 seconds of preparation after it ends, you need to work efficiently during the listening phase. Here is the process.
Prepare Your Noteboard Before the Audio Starts
Draw the three-column grid (Speaker | Main Point | Supporting Detail) as soon as the task appears on screen. Add a row for “Topic” at the bottom. This takes about 5 seconds and ensures you have a structure ready to capture information the moment the audio begins.
Identify the Central Topic in the First 10 Seconds
The first speaker almost always introduces the topic. Within the first 10 seconds, write down the subject of the discussion in your “Topic” row. This is your anchor everything else you hear relates back to this. For example: “online learning vs classroom” or “renewable energy policy.”
Use the Grid Framework During Listening
As each speaker talks, capture their main position in 3–5 keywords. Do not try to write everything. Listen for their core opinion and one supporting reason. Use your abbreviation system. When speakers reference each other (agreeing or disagreeing), mark it with = or ≠ symbols.
Track Each Speaker’s Position
There are typically three speakers in PTE group discussions. Each speaker usually presents a distinct viewpoint. Your job is to identify: Does Speaker 1 support or oppose the idea? Does Speaker 2 add a new angle? Does Speaker 3 agree with Speaker 1 or Speaker 2, or present a third view? Tracking these positions is what separates a score-5 Content response from a score-3.
Formulate Your Summary Structure (10-Second Prep)
During the 10-second preparation window, quickly plan your summary in four parts:
- Opening: State the topic (“The discussion was about…”)
- Speaker 1’s point: “The first speaker argued that…”
- Speaker 2’s point: “The second speaker suggested…” or “In contrast, the second speaker…”
- Speaker 3’s point and any conclusion: “The third speaker added…” or “Overall, the group…”
Deliver with Clarity and Cohesion
Speak at a steady, natural pace. Use linking phrases to connect each speaker’s points smoothly. Do not rush through all three speakers in 30 seconds and then sit in silence aim to use at least 60 to 90 seconds of your 2-minute window. Pause briefly between sections (topic, speaker 1, speaker 2, speaker 3) for natural pacing.
Useful Linking Phrases for Your Summary
| Purpose | Phrases |
|---|---|
| Introducing the topic | “The discussion centred on…” / “The group discussed the topic of…” / “The speakers were talking about…” |
| First speaker’s point | “The first speaker argued that…” / “To begin with, one speaker pointed out…” / “One participant expressed the view that…” |
| Agreement | “The second speaker agreed and added that…” / “Similarly, another speaker noted…” / “Building on that point…” |
| Disagreement | “However, the third speaker disagreed, suggesting that…” / “In contrast, another participant felt that…” / “On the other hand…” |
| Conclusion | “Overall, the group seemed to agree that…” / “In summary, while there were differing views…” / “The discussion concluded with…” |
3 Practice Exercises with Model Summaries
Below are three complete practice exercises. Each includes the discussion topic, the key points from each speaker, a model summary response, and scoring commentary. Use these to practise your note-taking framework and delivery.
Practice Exercise 1: Should Universities Offer More Online Courses?
Discussion OverviewTopic:Whether universities should expand their online course offerings
Speaker 1 (Anna):Strongly supports online learning. Argues it increases access for students in regional areas and working professionals. Mentions that top universities worldwide now offer high-quality online degrees.
Speaker 2 (Ben):Partially agrees but raises concerns. Notes that online learning can feel isolating and that some subjects (lab sciences, performing arts) need in-person instruction. Suggests a hybrid model as the best approach.
Speaker 3 (Clara):Agrees with Ben’s hybrid model idea. Adds that online assessments can be difficult to monitor for academic integrity. Suggests universities invest in better online platforms rather than simply moving everything online.
Model Summary Response“The discussion focused on whether universities should offer more online courses. The first speaker was strongly in favour of expanding online learning, arguing that it improves access for students in regional areas and working professionals. She noted that many leading universities already offer high-quality online degrees. The second speaker partially agreed but raised some important concerns, including the isolation that online students can experience and the fact that certain subjects require hands-on, in-person instruction. He suggested a hybrid model combining online and in-person elements as the best approach. The third speaker supported this hybrid idea and added a further point about academic integrity, noting that online assessments are harder to monitor. She suggested that universities should focus on investing in better online platforms rather than simply moving all courses online. Overall, while all three speakers saw value in online learning, they agreed that a balanced, hybrid approach would be more effective than a fully online model.”
Scoring Commentary:
- Content (6/6): All three speakers’ main points are accurately captured. The summary includes comparisons (“partially agreed,” “supported this hybrid idea”) and a clear overall conclusion.
- Oral Fluency (5/5): The response flows naturally with linking phrases connecting each speaker’s points. There are natural breaks between sections.
- Pronunciation (5/5): All words are clearly articulated with appropriate stress patterns.
Practice Exercise 2: The Impact of Social Media on Mental Health
Discussion OverviewTopic:Whether social media has a net negative effect on young people’s mental health
Speaker 1 (David):Believes social media is harmful. Cites research linking heavy social media use to increased anxiety and depression in teenagers. Argues platforms are designed to be addictive.
Speaker 2 (Ella):Disagrees. Points out that social media helps young people maintain friendships, find communities, and access mental health resources. Argues the problem is excessive use, not the platforms themselves.
Speaker 3 (Faisal):Takes a middle position. Agrees with David that there are real risks but also agrees with Ella that there are genuine benefits. Suggests the solution is better digital literacy education in schools, not banning social media.
Model Summary Response“The group discussed whether social media has a net negative impact on the mental health of young people. The first speaker took a firm position that social media is harmful, referencing research that links heavy usage to increased anxiety and depression among teenagers. He also argued that these platforms are intentionally designed to be addictive. The second speaker disagreed, highlighting the positive aspects of social media, including its role in helping young people maintain friendships, connect with communities, and access mental health resources. She argued that the issue is not the platforms themselves but rather excessive use. The third speaker offered a balanced perspective, acknowledging both the risks raised by the first speaker and the benefits mentioned by the second. He proposed that rather than banning social media, schools should focus on teaching better digital literacy so that young people can use these platforms responsibly. In conclusion, the speakers presented a range of views but seemed to converge on the idea that education and moderation are more effective solutions than outright restriction.”
Scoring Commentary:
- Content (6/6): Each speaker’s distinct position is clearly identified. The summary tracks the progression from opposition (David) to support (Ella) to compromise (Faisal), and includes a cohesive conclusion.
- Oral Fluency (5/5): Strong use of discourse markers (“disagreed,” “offered a balanced perspective,” “In conclusion”) creates smooth transitions.
- Pronunciation (5/5): Complex vocabulary (“intentionally,” “digital literacy”) is delivered clearly.
Practice Exercise 3: Should Companies Adopt a Four-Day Work Week?
Discussion OverviewTopic:Whether businesses should transition to a four-day work week
Speaker 1 (Grace): Strongly supports the idea. Points to pilot programmes in the UK and Iceland that showed productivity stayed the same or improved. Argues employees are happier, less burned out, and take fewer sick days.
Speaker 2 (Hassan): Concerned about implementation. Agrees in theory but worries it would not work for customer-facing industries like retail, healthcare, and hospitality. Asks who covers the fifth day.
Speaker 3 (Ingrid): Supports a trial approach. Suggests companies start with a six-month pilot rather than permanent change. Notes that some roles could shift to four days while others might need a staggered schedule to maintain coverage.
Model Summary Response“The speakers discussed whether companies should adopt a four-day work week. The first speaker was a strong advocate for the change, citing pilot programmes in the UK and Iceland where productivity either remained stable or actually increased. She highlighted benefits such as improved employee wellbeing, reduced burnout, and fewer sick days. The second speaker agreed with the concept in principle but expressed concern about practical implementation, particularly for customer-facing industries like retail, healthcare, and hospitality, where maintaining daily operations is essential. He raised the question of who would cover the fifth working day. The third speaker proposed a practical middle ground, suggesting that companies run six-month pilot programmes before committing to permanent changes. She also noted that a staggered schedule approach could allow some roles to shift to four days while ensuring coverage is maintained for others. In summary, all three speakers saw potential in the four-day work week, but they agreed that careful planning and flexible implementation would be necessary for it to succeed across different industries.”
Scoring Commentary:
- Content (6/6): All main points accurately captured with clear attribution to each speaker. Includes specific examples (UK and Iceland pilots), practical concerns (customer-facing industries), and a proposed solution (pilot programmes). The conclusion synthesises all three views effectively.
- Oral Fluency (4–5/5): The response is quite long; aim for this level of detail only if you can maintain smooth delivery. If your fluency drops when speaking at length, it is better to deliver a shorter, smoother summary.
- Pronunciation (5/5): Sector-specific terms are pronounced correctly with natural stress.
What Mistakes Should You Avoid?
The most common reason students score low on this task is not weak English — it is poor strategy. Here are the mistakes I see most frequently at Language Academy, and how to avoid each one.
| Mistake | Why It Hurts Your Score | What to Do Instead |
|---|---|---|
| Trying to include every detail | You run out of time, lose structure, and your fluency drops | Capture one main point per speaker; ignore minor examples and digressions |
| Losing track when speakers overlap or change quickly | You miss key points and your summary has gaps | Use the grid framework; label speakers S1/S2/S3 and fill in what you catch |
| Running out of time during delivery | You fail to mention one or more speakers, reducing your Content score | Allocate roughly equal time to each speaker; practise with a timer |
| Speaking too fast to fit everything in | Destroys your Oral Fluency score; AI detects rushed, unnatural speech | Prioritise fluency over completeness; a smooth summary of two speakers scores higher than a rushed summary of three |
| Repeating the audio’s exact words | Human reviewers check for paraphrasing; copied phrases score lower for Content | Use your own words to express the speakers’ ideas; change sentence structure |
| Not mentioning agreements or disagreements | Missing comparisons between speakers caps your Content score at 4 | Use linking phrases: “agreed,” “disagreed,” “in contrast,” “similarly” |
| Starting without a clear topic sentence | Your summary lacks structure and the examiner must guess the topic | Always start with: “The discussion was about…” or “The speakers discussed…” |
How Is This Different from Retell Lecture?
Many students assume Summarise Group Discussion is just like Retell Lecture, but there are important differences that affect your strategy. Understanding these differences is essential for scoring well on both tasks.
| Feature | Retell Lecture | Summarise Group Discussion |
|---|---|---|
| Number of speakers | 1 speaker (lecturer) | 3 speakers (group discussion) |
| Audio length | 60–90 seconds | Up to 3 minutes |
| Content structure | Single argument or explanation with supporting points | Multiple viewpoints that may agree or disagree |
| Response time | 40 seconds | Up to 2 minutes |
| Key challenge | Remembering sequence and details from one voice | Tracking multiple voices and distinguishing their positions |
| Note-taking priority | Key points and supporting details in sequence | Speaker positions and agreements/disagreements |
| Content scoring max | 5 | 6 |
| Modules affected | Speaking + Listening | Speaking + Listening |
The biggest strategic difference is this: in Retell Lecture, you are summarising one person’s argument. In Summarise Group Discussion, you are mapping a conversation who said what, and how the speakers’ views relate to each other. This is why the grid framework is so important: it helps you organise multiple perspectives in real time.
Frequently Asked Questions
- How many speakers are in the group discussion?
There are 3 speakers in each Summarise Group Discussion task. Each speaker typically presents a distinct viewpoint on the topic. You do not need to identify them by name referring to them as “the first speaker,” “the second speaker,” and “the third speaker” (or “one participant,” “another speaker”) is perfectly acceptable and recommended.
- How long is the audio recording?
The audio can be up to 3 minutes long. This is significantly longer than Retell Lecture (60–90 seconds), which is why note-taking is so important. The length gives you more information to work with, but it also means you need to be selective about what you include in your summary. Focus on main points, not every detail.
- Can I use notes during my response?
Yes. You can use the erasable noteboard provided in the PTE exam to take notes during the audio and refer to them while delivering your summary. This is why the three-column grid framework is so valuable — it gives you a quick, organised reference to glance at while speaking. Prepare your grid before the audio starts so you can begin noting immediately.
- What if I miss one speaker’s point?
If you miss a speaker’s main point, do not panic. Summarise the speakers whose points you did capture, and try to include a general reference to the third speaker if possible (for example, “Another speaker also contributed to the discussion”). A summary covering two speakers clearly and fluently will score significantly higher than a confused attempt to cover all three. Never make up points that were not discussed.
- How is Summarise Group Discussion different from Retell Lecture?
The key differences are: Summarise Group Discussion has 3 speakers (Retell Lecture has 1), the audio is up to 3 minutes (Retell Lecture is 60–90 seconds), you have up to 2 minutes to respond (Retell Lecture gives 40 seconds), and Content is scored out of 6 (Retell Lecture’s Content is out of 5). The biggest strategic difference is that you must track multiple viewpoints and show how the speakers’ positions relate to each other.
- How many Summarise Group Discussion questions appear in the PTE exam?
You can expect 2 to 3 Summarise Group Discussion questions in the Speaking section of the PTE Academic exam. Each question is scored independently. Because this task contributes to both your Speaking and Listening module scores, performing well here has a double benefit for your overall PTE result.
- Should I try to use the full 2 minutes for my response?
You do not need to fill the entire 2 minutes, but you should aim for at least 60 to 90 seconds. A response under 30 seconds likely means you are missing important content. That said, do not pad your summary with unnecessary repetition or filler just to extend the length. Quality and clarity matter more than duration. If you have covered the topic, all three speakers’ points, and a brief conclusion in 75 seconds, that is a strong response.
- What if the speakers use accents I find difficult to understand?
PTE audio includes a range of accents, including British, American, Australian, and non-native English accents. If you find a particular accent difficult, focus on the keywords and signal phrases (“I think,” “the main issue is,” “I agree”) rather than trying to catch every word. Regular practice with diverse audio sources (podcasts, news channels, panel discussions from different countries) will improve your ability to understand various accents over time.
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