PTE Academic / UKVI Sample Questions: Summarize Group Discussion Practice

Man1: Did you guys hear about the student club fair next week? I'm thinking of joining the debate club—it’ll look great on my resume.

Woman: That's a good idea. I joined the environmental club last semester. We do cleanup drives and awareness events. It keeps me active, and I feel like I’m contributing.

Man2: Honestly, I’m hesitant to join anything right now. Last term I tried the film club, but it completely disrupted my study routine.

Man1: I get that. My cousin said being in the debate club helped him speak more confidently in job interviews. That kind of skill is really valuable.

Woman: For me, extracurriculars are about enjoying university life. It’s not just about building a resume, right? The connections we make are just as important.

Man2: True, but I’m struggling with coursework already. I feel like I barely have time to breathe between lectures and lab reports.

Man1: Maybe try something that meets only once a month? That way it won’t interfere much.

Woman: Or a passive role—like helping with social media or organizing events. No weekly commitment needed.

Man2: Hmm, I hadn’t considered that. I guess I should explore options that fit my schedule instead of dismissing everything.

Woman: That’s the spirit! There’s something for everyone—you just need to find the right fit.

Woman1: Has anyone started applying for internships? My professor says it’s crucial for building experience before graduation.

Man1: I did! I'm looking for a marketing internship, preferably remote. That way I can stay flexible with my classes.

Man2: I’m applying too, but I’m torn. My parents want me to work at my uncle’s firm. It’s paid, but doesn’t align with my interests at all.

Woman1: That’s tricky. Experience matters, but so does motivation. If you're not interested, it could feel like a drag.

Man1: Exactly. I turned down an offer from a retail chain because I knew I wouldn’t enjoy it long-term.

Man2: But if the pay is good, shouldn't that count for something? I still have to cover next semester’s fees.

Woman1: Sure, but think long-term. Will the experience help you grow? Or will it just fill time?

Man1: You could try doing freelance gigs alongside the internship. It’s extra money and more freedom.

Man2: That’s not a bad idea. Maybe I’ll split my time—get the family off my back and still gain something I care about.

Woman1: Smart move! Just make sure it doesn’t burn you out.

Man1: Yeah, the goal is to grow, not crash.

Man1: I’ve been thinking about doing a Master’s degree after graduation. It feels like I need more qualifications to stand out.

Woman: I considered that, but honestly, I want to work for a few years first. Getting real-world experience feels more useful.

Man2: I’m completely lost. My parents keep pushing me to apply abroad, but I’m not sure I can afford it.

Man1: Studying abroad is great, but the cost is no joke. Have you looked into scholarships?

Man2: I did, but they’re competitive. Plus, I don’t even know which program I’d choose.

Woman: You don’t need all the answers now. Maybe take a year off, work, save, and reflect.

Man1: That’s fair. I’m applying for local universities first. Even if I get in, I can defer for a year if needed.

Woman: That gives you breathing room. You’ll learn more about your goals by being out in the world.

Man2: Honestly, that sounds better than rushing into more study. I’ll talk to my advisor next week.

Man1: Good call. Better to move with a plan than with pressure.

Woman: Agreed. No one’s path is the same, and that’s okay.

Student A (Girl): Guys, I'm really nervous about this oral presentation. I’ve never spoken in front of a class before, and I keep worrying I’ll forget everything once I’m up there.

Frienda: That’s totally normal. The first time is always nerve-wracking. One thing that helps is creating cue cards—not full sentences, just key points you can glance at if needed.

Friendb: Yeah, and practice really helps. Try rehearsing in front of a mirror or even record yourself. You’ll get a sense of your pacing and where you can slow down or pause.

Student A: I haven’t even figured out how to start it. I want to sound confident but not robotic.

Frienda: How about starting with a quick fact or question related to your topic? Something that grabs attention and helps you ease into it naturally.

Friendb: Or just introduce the topic with a personal reason why you chose it. That adds authenticity and makes you feel more connected to the material.

Student A: Okay, I can try that. I chose environmental sustainability, so maybe I’ll share how I started using reusable items this year.

Frienda: Perfect! That gives you a friendly entry point. And don’t forget—you don’t have to memorize it word-for-word. Focus on understanding your points so you can speak about them comfortably.

Friendb: Also, the classroom is full of people who want you to do well. No one expects perfection. Plus, you’ll feel more confident once you get through the first few sentences.

Student A: This is really reassuring. I’ll start with that personal connection, prep my cards, and do a few run-throughs.

Frienda: And we can listen to you practice! You’ve got solid content—it’s just about delivery now.

Friendb: Yep, and remember to breathe. Nerves shrink when you pace yourself and remind yourself why you care about your topic.

Tutor: So, your task was to select an article based on a small-scale classroom study and replicate the methodology. Let's hear about the study you chose.

Amira: Right—we picked an article by two lecturers who trialed video journals as a way to track student reflection during a creative writing module.

Liam: Each student was asked to record weekly reflections using their phone, and then submit the clips via an online platform. The researchers wanted to assess both engagement and depth of reflection.

Tutor: Interesting choice. Why did you go with that article?

Amira: Mainly because it seemed flexible and easy to replicate. Plus, video journaling was something neither of us had tried before, so it felt fresh.

Liam: And we thought our classmates might respond well to the format. It’s a little less formal than written reflection, and potentially more personal.

Tutor: Good thinking. So how did you carry out your version?

Amira: We asked students from our media studies class to film a short clip once a week after each seminar. We gave them prompts based on that week's topic.

Liam: Then, we analyzed the clips for themes like emotional response, level of insight, and references to course content.

Tutor: Were participants easy to recruit?

Amira: Not initially. A few were reluctant to film themselves, but once we reassured them it wasn’t being marked or shared publicly, most agreed.

Liam: We ended up with 24 students. And while not everyone submitted all three videos we requested, we had enough for analysis.

Tutor: And how did you evaluate the feedback?

Amira: We used a rubric to score the depth of reflection. We also asked for feedback through a quick survey after the final journal.

Liam: What surprised us was that several students said they’d never thought about reflection as a process before—so it definitely shifted something.

Tutor: That’s promising. Any limitations?

Amira: A few said they didn’t feel comfortable on camera, and others noted they struggled to articulate thoughts aloud compared to writing. So maybe next time we offer a choice of format.

Tutor: Smart conclusion. Offering choice can improve both participation and authenticity. Overall, sounds like a valuable trial.

Tutor: You’ve completed most of the reading, so now discuss with your partner your ideas for the presentation on urban green spaces. Talk about what you've discovered, how you'll structure your presentation, and next steps.

Dani: OK Leo, I’m glad we chose urban green spaces. There’s a lot to talk about—parks, green roofs, community gardens. It’s surprisingly diverse.

Leo: Yeah, and I was shocked to learn how important they are for mental health. One article said access to greenery could lower stress levels as much as regular exercise.

Dani: I saw that too. The World Health Organization even recommends integrating nature into city planning. But I think our presentation needs clear examples.

Leo: Definitely. I looked at Singapore—green corridors and rooftop gardens are a big part of their design. And they have measurable impact on biodiversity.

Dani: That’s good. Maybe we compare Singapore with a city like Cairo, where green space per resident is much lower?

Leo: That contrast could work well. We should structure it like: benefits of green spaces, successful examples, challenges in low-resource cities, then possible solutions.

Dani: I like that. We could add diagrams showing temperature differences in shaded vs. non-shaded areas.

Leo: Oh! And don’t forget the socioeconomic angle. In some cities, green space is unevenly distributed. Wealthier areas have more parks.

Dani: Good point. Let’s include a map from one of the studies—I’ll find it and send it tonight.

Tutor: You’ve read the articles on genetic engineering, so now talk with your partner about structuring your presentation. Make sure to consider ethical points, scientific aspects, and future implications.

Ravi: Alright, Claire. I think opening with a brief history helps—maybe from early crop modifications to CRISPR technology?

Claire: That’s good. I read about gene-edited rice being more drought-resistant, which is huge for food security.

Ravi: Yeah. I was thinking of focusing on CRISPR itself—it’s revolutionary, but still controversial.

Claire: Definitely. Should we include both agricultural and medical uses? Like editing genes to prevent hereditary diseases?

Ravi: Sure. But we need to be careful with how we frame the ethics. Some people argue it’s playing with nature. Others see it as necessary progress.

Claire: Maybe we include opposing viewpoints? One slide could show benefits—like improved health and crops—and another could show the risks, such as designer babies or ecological imbalances.

Ravi: I like that. Also, we should end with the future—how regulation and international cooperation could guide ethical use.

Claire: Agreed. I’ll work on sourcing some visuals, maybe diagrams of CRISPR editing. You could draft the ethics section?

Ravi: Sounds perfect. Let’s meet on Friday to rehearse and make sure it’s balanced and clear.

Tutor: You’ve done the key readings, so please share ideas for your presentation on water scarcity in expanding urban areas. Talk about your chosen examples and outline your approach.

Liam: Alright Maya, I’ve been reading about Cape Town’s water crisis. It was fascinating—and kind of terrifying.

Maya: Same here. I looked at Mexico City. Did you know it actually imports water from hundreds of kilometers away and still has shortages?

Liam: Wow, I didn’t realize that. I think we should make infrastructure a central theme—how population growth strains existing systems.

Maya: Definitely. And we could include diagrams showing changes in water availability over time. Cape Town’s “Day Zero” campaign had excellent visuals.

Liam: Should we also touch on climate change? It’s clearly making things worse.

Maya: For sure. But maybe we keep that to one section—so our main focus stays on urban planning and sustainable water solutions.

Liam: That makes sense. And do we want to talk about how cities are responding? I found examples of recycled water and rainwater harvesting.

Maya: Yes! That’s a great way to close. Let’s start with problem, then global examples, then solutions and tech innovations.

Liam: Agreed. I’ll work on sourcing the diagrams, and maybe a short clip to include if we have time.

Maya: Awesome. I’ll get started on the outline tonight.

Tutor: Now that you've done the preliminary research, I’d like you to talk to your partner about the structure of your presentation on sustainable transport. Discuss what ideas you've found, what data you’re using, and any obstacles you’re facing.

Nina: OK, Luke. I think we’ve got a solid starting point—focusing on how cities are shifting toward greener transport systems, like cycling infrastructure and electric buses.

Luke: Right. I looked into Amsterdam and Bogotá—two cities with impressive bike networks. Apparently, Bogotá’s “Ciclovía” program shuts down streets every Sunday to encourage cycling.

Nina: Oh yes, I read about that. It’s such a creative way to change behavior without huge financial investment. In contrast, Amsterdam’s success came through long-term planning, like integrating bike lanes with traffic signals.

Luke: That’s true. But we need balance—maybe include examples from cities that are struggling too. Did you see that report on Los Angeles?

Nina: No—what did it say?

Luke: Basically, despite efforts to introduce electric buses, LA's car culture and lack of bike lanes make sustainable change really slow. They’re investing millions, but it’s a behavioral hurdle.

Nina: That’s a good point. So maybe our structure should start with success stories, then examine barriers in other contexts?

Luke: Exactly. Then finish with recommendations—like what cities can realistically do based on budget, population, and geography.

Nina: Should we include graphs? I found one comparing CO₂ emissions before and after introducing bike-share programs in Paris and Melbourne.

Luke: Definitely. And we could finish with a short case study—maybe compare Melbourne’s recent tram upgrades with London’s electric fleet rollout?

Nina: Nice! I’ll draft the outline tonight and email it to you. Let’s meet Thursday to finalize visuals.

Tutor: Now, I’d like you to discuss your ideas for the presentation on digital literacy. Focus on what you’ve read so far, any case studies you’re using, and how you’ll organize your points.

Elena: So, James, I think focusing on digital literacy in schools makes it really relevant. It’s surprising how many students still don’t know how to fact-check online sources.

James: Yeah, I read a report saying over 40% of high school students can't distinguish between news articles and sponsored content. That’s huge.

Elena: Exactly. I thought we could open with a short quiz for the audience, to show how tricky it can be to spot misinformation.

James: Nice idea! We could use examples from social media—maybe a screenshot or two—and ask people whether they think the info is reliable.

Elena: Good thinking. What structure do you prefer? I was thinking: first, define digital literacy; then show examples of misinformation; then offer solutions schools are using.

James: I like that. We should mention Finland’s curriculum—they’re a great model for teaching critical thinking and media awareness.

Elena: Oh yeah! And maybe contrast it with countries that don’t have digital literacy programs in place.

James: That would make our message stronger. I’ll look up the visual materials and send them to you later today.

Elena: Awesome. I’ll start drafting the intro and design the quiz slides.