PTE Summarize Group Discussion Sample Questions For Practice

Answer

The discussion focuses on improving the effectiveness of recycling programs at the university and how institutions can promote more sustainable waste practices.

The first speaker expressed concern over the limited number of recycling bins on campus and suggested the university could take stronger initiatives to promote responsible waste management. They also proposed using incentives, such as offering café discounts for reusable cups or charging extra for disposable ones.

The third speaker supported this view, comparing the current situation to their previous college, which had clearly labeled recycling bins for paper, plastics, and compost in every building. They also emphasized the need for composting food waste, particularly given the amount of takeaway packaging on campus.

The second speaker highlighted that many students mix recyclables with general waste due to a lack of nearby bins or unclear instructions. They recommended pairing additional bins with awareness campaigns to change student behavior. Later, they stressed the importance of addressing electronic waste and proposed that the university establish collection points for old devices and batteries.

All three students agreed that education, visibility, and convenience are key. They concluded that creating a recycling-conscious culture requires the university to lead by example, through consistent signage, operational changes, and sustainability campaigns that normalize eco-friendly habits.

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The discussion centers on the growing impact of rising tuition fees and how they affect university students financially, academically, and emotionally.

The first speaker expressed concern over the continual increase in tuition costs, questioning whether a degree is worth the long-term debt. They also pointed out that high fees deter students from low-income backgrounds from pursuing higher education.

The second speaker highlighted the pressure many students face, such as having to work multiple part-time jobs to cover living expenses, which often leaves them exhausted and affects their academic performance. They called for intervention from universities and governments, suggesting tuition caps or increased financial aid to make education more accessible.

The third speaker added that high debt influences students’ post-graduation choices, pushing them toward high-paying jobs over personal passions or unpaid opportunities like internships. They also recommended scholarships and more affordable pathways, such as starting at a community college and transferring later, though they acknowledged concerns about missing out on the traditional university experience.

All three students agreed that the current system is increasingly unsustainable and needs reform. While institutions must maintain academic quality, they also have a responsibility to ensure students are not overwhelmed by financial burdens.

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The discussion focuses on the newly opened sports centre on campus and its role in promoting student wellness, inclusivity, and sustainability.

The first speaker shared their positive impression of the centre, noting that it goes beyond gym equipment to support overall student well-being. They highlighted features like introductory workshops and one-on-one guidance from student trainers to help reduce intimidation, especially for beginners.

The second speaker also praised the facility, particularly for including spaces dedicated to both high-intensity workouts and holistic practices like yoga and meditation. They appreciated the mental health focus and commended the university for offering student employment opportunities within the centre, which foster a sense of community.

The third speaker acknowledged the centre's modern design and sustainability efforts, such as solar panels and recycled materials. However, they initially felt the facility catered more to experienced athletes and suggested creating outdoor workout areas to support mental well-being through nature-based fitness.

All three students agreed the sports centre is a major step forward for campus life. They also emphasized the importance of inclusivity, with the first speaker raising concerns about accessibility features. In response, the second speaker shared that adaptive fitness programs and more inclusive facilities are already being planned for the next semester.

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The discussion focuses on how students decide which university clubs to join, with each speaker exploring different interests and priorities.

The first speaker expressed feeling overwhelmed by the wide variety of clubs available and was debating between the Art Club, which offers creative workshops and exhibitions, and the Volunteer Service Club, which provides opportunities to help others while gaining practical experience.

The second speaker shared interest in the Environmental Club due to a passion for sustainability. They highlighted the club’s activities, such as campus clean-ups, tree planting, and occasional research collaborations with professors. They also pointed out that volunteering can enhance teamwork, leadership, and resume value while offering personal fulfillment.

The third speaker considered joining the Public Speaking Society to build confidence for class presentations and future interviews. They also mentioned interest in the Coding Club, despite lacking a technical background, noting that it offers beginner-friendly workshops and that programming skills are increasingly relevant across various careers.

All three agreed that clubs offer valuable learning experiences beyond academics and suggested attending initial meetings to explore which ones feel like the best fit. They also emphasized the social and developmental benefits of trying out different interests and supporting one another’s involvement in university life.

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The discussion highlights students’ reactions to the newly upgraded university library and how it offers far more than traditional book lending services.

The first speaker shared their experience visiting the new facility and noted major improvements, including themed study zones. These spaces include a quiet floor for individual work, a creative brainstorming zone with bean bags and whiteboards, and a tech lab equipped with 3D printers and VR headsets for design and engineering students.

The second speaker, who had not yet visited, was particularly impressed by the inclusion of VR headsets and suggested they would be useful for students in fields like architecture or medicine. They also appreciated the idea of using the library instead of noisy campus cafes for group projects.

The third speaker described how natural lighting and open layouts had made the environment more inviting. They also mentioned new facilities like a soundproof media room for recording podcasts and videos, as well as a touchscreen kiosk system that allows students to search the catalogue and request book pickups from designated lockers.

All three students praised the improved reservation system via the mobile app, which helps avoid the struggle of finding a study space, especially during exam periods. They also acknowledged the growing digital resources and the introduction of a language learning corner, which supports both local and international students.

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The discussion revolves around whether students should ask for an extension on a university essay, especially when facing multiple deadlines and time pressure.

The second speaker, Sophie, admitted she had misread the essay deadline and was unsure whether it was worth asking for extra time. Although overwhelmed, she felt powering through and submitting something, even if rushed, might be better than postponing the stress.

The third speaker shared a similar situation, having only written half of their essay. They reflected on their habit of procrastination and acknowledged that while extensions can help, they often lead to a heavier workload the following week. Still, they encouraged Sophie to request additional time, noting it could provide needed relief.

The first speaker, Nathan, had already requested an extension from Dr. Patel and received it, citing multiple responsibilities including two other assignments and helping organize the campus cultural festival. He emphasized that respectful, timely requests and consistent class engagement can lead to understanding from professors.

All three students recognized the pressure of balancing academic work with other commitments and agreed that seeking support or managing time differently can make a significant difference. While Sophie considered contacting the professor, the others committed to focused work sessions. Ultimately, they acknowledged the shared struggle of last-minute stress and joked about starting early next semester.

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The discussion focuses on how volunteering has helped students develop valuable personal and professional skills beyond the classroom.

The first speaker shared their experience mentoring high school students through a university outreach program. While managing diverse personalities was challenging, the role significantly improved their leadership, communication, and problem-solving abilities. They also noted learning time management as they balanced mentoring with academic responsibilities.

The second speaker described teaching basic computer skills to older adults. Initially finding it intimidating, they gradually became more confident in simplifying technical information and adapting their teaching style. Through this, they developed patience, flexibility, and stronger interpersonal skills, which they felt would be useful in any career.

The third speaker volunteered with an environmental group, engaging in activities like clean-up drives and tree planting. They highlighted how physically demanding but rewarding the work was. It enhanced their event planning, teamwork, and quick decision-making skills, especially when dealing with unexpected challenges like supply shortages.

All three students agreed that, despite working in different areas, they gained transferable skills that boosted their confidence and discipline. They emphasized that volunteering not only benefits communities but also fosters personal growth. Motivated by their progress, each student expressed interest in expanding their roles next semester to continue learning and contributing.

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The discussion focuses on whether universities should permanently adopt a hybrid learning model, combining online and in-person instruction.

The first speaker initiated the conversation by suggesting that hybrid learning could offer lasting benefits. They highlighted increased accessibility for students in remote areas or with mobility challenges, as well as the ability to accommodate larger student cohorts without physical space constraints.

The second speaker agreed, pointing out that online recordings help students revisit difficult content and balance studies with part-time work. They also noted that hybrid models encourage innovative teaching, such as delivering theory online and reserving in-person time for labs or group work. Furthermore, they argued that hybrid learning prepares students for modern workplaces that rely on both in-person and remote collaboration.

The third speaker acknowledged these advantages but raised concerns about social isolation and disengagement, which many students experienced during fully remote learning. They stressed the need for proper infrastructure, faculty training, and student support to ensure equity. They also noted that unreliable internet access and unfamiliarity with digital tools could disadvantage some learners.

All three students agreed that while hybrid models offer flexibility and inclusivity, their success depends on thoughtful implementation. They concluded that a balanced approach tailored to course content and student needs could enhance learning outcomes and better prepare students for the evolving professional world.

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The discussion focuses on whether providing free, high-speed Wi-Fi across the entire university campus should be prioritized as part of academic infrastructure.

The first speaker advocated for universal Wi-Fi, pointing out that inconsistent access disrupts learning and disproportionately affects students without reliable mobile data. They argued that high-speed connectivity is essential for productivity, especially in outdoor spaces and dormitories where students often study between classes.

The second speaker fully agreed, emphasizing that many academic tools, including research databases, e-books, and hybrid class platforms, depend on a stable internet. They added that accessible Wi-Fi supports inclusivity, particularly for international or low-income students, and enhances the university’s global appeal.

The third speaker, however, raised concerns about cost, suggesting that other upgrades, such as labs or libraries, might take precedence. They also highlighted issues like security and bandwidth management, noting that high-speed networks could be misused for non-academic purposes.

In response, the first speaker proposed tiered access systems that prioritize academic use while limiting recreational bandwidth. The third speaker eventually agreed that a balanced rollout starting with key areas like libraries, lecture halls, and dorms would be a practical first step.

All three students concluded that universal Wi-Fi is no longer a luxury but a necessary support for modern learning. If implemented efficiently, it could significantly enhance educational equity and student success.

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The discussion focuses on whether universities should introduce designated mental health days into the academic calendar, allowing students to take time off without academic penalties.

The first speaker proposed the idea, arguing that rising academic pressure and extracurricular demands often leave students overwhelmed. They suggested that scheduled mental health days could support focus, productivity, and overall well-being without significantly disrupting academic progress if planned in advance.

The second speaker agreed, noting that mental health days could reduce burnout and help students manage stress more effectively. They emphasized that such breaks are not about avoiding responsibility but about sustaining long-term academic engagement and performance.

The third speaker acknowledged the value of the idea but raised concerns about practicality. They questioned whether inserting additional breaks would compress course content and place further strain on teaching schedules. They also mentioned the risk of students misusing the time for leisure rather than self-care.

In response, the first speaker suggested universities could offer optional wellness workshops, such as mindfulness sessions or stress management seminars, to guide students toward purposeful use of the time. The second speaker supported piloting the initiative and gathering feedback from students and faculty before full implementation.

All three concluded that, if carefully structured, mental health days could contribute to a healthier campus culture, support emotional well-being, and even enhance academic success.

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The discussion focuses on how universities can better support student-led startups and foster a culture of innovation on campus.

The first speaker suggested that many promising student ideas go undeveloped and proposed that universities could offer co-working spaces and create environments that encourage interdisciplinary collaboration. They also emphasized that entrepreneurial support should be optional, allowing students to opt in without pressuring those with different academic goals.

The second speaker agreed and recommended establishing incubators or accelerator programs where students can receive mentorship and refine their ideas. They also supported integrating entrepreneurship into the curriculum through courses in business planning, marketing, and intellectual property. Additionally, they highlighted the value of networking events with alumni and local business leaders to connect students with real-world opportunities.

The third speaker pointed out the common barrier of funding, proposing that universities offer seed grants or investor connections. They also addressed the importance of cultivating a healthy mindset toward failure, encouraging students to view setbacks as learning experiences rather than deterrents.

All three concluded that with the right resources, such as mentorship, funding, dedicated spaces, and flexible learning opportunities, universities could help students turn ideas into impactful ventures. This approach not only supports innovation but also equips students with valuable skills for an evolving job market.