The short answer
Retell Lecture and Summarize Group Discussion are the two PTE Academic speaking tasks where you listen first and then speak about what you heard. In Retell Lecture you hear a lecture of up to 90 seconds, get 10 seconds to prepare and have 40 seconds to retell it in your own words. In Summarize Group Discussion you hear three people discuss a topic for up to 3 minutes, get 10 seconds to prepare and have 2 minutes to summarise it. Per the PTE Academic Test Taker Score Guide, each task has 2 to 3 items, each is scored for Listening and Speaking, and each is marked on three traits: Content (0 to 6), Pronunciation (0 to 5) and Oral Fluency (0 to 5). Content is scored by AI and then reviewed by a human expert before the score is final. The one thing most candidates get wrong: they treat these as memory tests and recite a stock template. The Score Guide gives 0 for Content to a response built on significant memorised material, and a 0 for Content means no points for the item at all. What wins is a short, connected summary of the main ideas in your own words, delivered without stopping.
- Both tasks sit in Part 1, Speaking and Writing, which the format page puts at 76 to 84 minutes.
- Retell Lecture: 2 to 3 items, audio up to 90 seconds, an image may appear, 10 seconds to prepare, 40 seconds to speak.
- Summarize Group Discussion: 2 to 3 items, a discussion between 3 people of up to 3 minutes, 10 seconds to prepare, 2 minutes to speak.
- You can take notes on the erasable whiteboard while the audio plays. You record once.
- Neither task is in PTE Core. Core candidates should read our PTE Core speaking page instead.
Both tasks, exactly as Pearson runs them
The table puts the two tasks side by side. Every figure is from the PTE Academic Speaking and Writing format page or the Score Guide.
| Feature | Retell Lecture | Summarize Group Discussion |
|---|---|---|
| Items per test | 2 to 3 | 2 to 3 |
| What you hear | A lecture on an academic subject; you may also see a related image | A discussion between 3 people on an aspect of daily life in a higher education setting |
| Audio length | Up to 90 seconds | Up to 3 minutes |
| Preparation after the audio | 10 seconds | 10 seconds |
| Speaking time | 40 seconds | 2 minutes |
| Notes | Allowed on the erasable whiteboard while the audio plays | Allowed on the erasable whiteboard while the audio plays |
| Skills scored | Listening and Speaking | Listening and Speaking |
| Traits | Content 0 to 6, Pronunciation 0 to 5, Oral Fluency 0 to 5 | Content 0 to 6, Pronunciation 0 to 5, Oral Fluency 0 to 5 |
| Scoring type | Partial credit | Partial credit |
| Human review | Content reviewed by a human expert before the score is confirmed | Content reviewed by a human expert before the score is confirmed |
Three rules from the format page decide more scores than any vocabulary list. First, do not start speaking before the tone; your voice is not recorded until the microphone opens. Second, the format page says that if you stop for three seconds while speaking, the status changes to Completed and you cannot continue; it names Retell Lecture among the tasks this applies to. It does not repeat the line for Summarize Group Discussion, but nothing suggests the microphone waits longer there, so treat three seconds as the limit everywhere. Third, Pearson's own tip for Retell Lecture: you have 3 seconds to look at the image before the recording begins, so use it to guess the topic and the words you might hear.
How Content is scored, band by band
The Score Guide prints a full 0 to 6 Content scale for each task. The table below paraphrases the Retell Lecture scale closely and adds, in the last column, what Summarize Group Discussion asks for on top. The bands are Pearson's; the "in practice" reading is ours.
| Content | Retell Lecture (Score Guide, paraphrased) | Extra for Summarize Group Discussion |
|---|---|---|
| 6 | Clear and accurate; full comprehension; main ideas paraphrased in your own words and important points expanded with specific detail; varied, precise language; ideas well connected in a logical order. | Expands on each speaker's contribution and explores the relationships between their points of view, combining the perspectives effectively. |
| 5 | Main ideas and some important details captured accurately in your own words, with only minor slips; varied language; connected and easy to follow. | Notes some relationships between the views, with some ideas missing or under-represented. |
| 4 | Some main ideas and details, possibly with a few inaccuracies or a focus on less important details; some success at paraphrase; ideas not well connected, so the listener works to follow. | Focuses on individual speakers more than on how their views relate; basic attempts at comparison. |
| 3 | Some ideas, not always accurate; main points and details not separated; may repeat the lecture's language without reformulation; mainly unconnected ideas. | Includes some accurate information but misses the substance and general direction of the conversation. |
| 2 | Mostly inaccurate or incomplete, or focused on non-essential information; relies heavily on repeating the lecture's words. | The same, for the discussion. |
| 1 | Isolated words and phrases from the lecture without meaningful context; no hierarchy of ideas. | The same, for the discussion. |
| 0 | Related to the lecture but too limited to score higher. | The same, for the discussion. |
Read the 3 and 2 rows again. "Repetition of language from the lecture without reformulation" is named as a weakness. That is the single clearest instruction in the guide: copying the speaker's sentences word for word is not what Pearson wants here. Paraphrase is. A candidate who says "the lecturer explained that buildings store heat during the day" has paraphrased "concrete absorbs heat in daylight hours". A candidate who repeats "concrete absorbs heat in daylight hours" has not.
Pronunciation and Oral Fluency are the same 0 to 5 scales used across PTE speaking. Oral Fluency level 4 allows "no more than one hesitation, one repetition or a false start"; level 3 allows more than one hesitation as long as most words come in continuous phrases and there are no long pauses. Our 79 plus page sets out both scales in full with what each level sounds like.
Note-taking: two grids that fit the whiteboard
Per the PTE Academic Test Taker Handbook you get an erasable whiteboard and two pens, and you may not write on it until the test starts. Practise drawing each grid in a few seconds, so that you can sketch it the moment the task screen appears and write straight into it while the audio plays. Write keywords only. Ten words in the right boxes beat forty words in a scramble.
Retell Lecture grid (five boxes)
| Box | What goes in it | Typical keywords |
|---|---|---|
| T | Topic: the first sentence of the lecture usually names it | city heat, "urban heat island" |
| 1 | First main point with one detail | materials store heat, slow night cooling |
| 2 | Second main point | fewer trees, lose cooling |
| 3 | Third point, if there is one | cars, factories, AC add heat |
| C | Consequence, conclusion or recommendation | illness, electricity; green roofs, trees |
Listen for the signposts lecturers use: "there are three reasons", "first", "another factor", "as a result", "that is why". Each one tells you a new box has started. The format page says Pearson scores your description of relationships, possible developments and conclusions or implications, so the C box is not optional.
Summarize Group Discussion grid (three columns)
| Row | Speaker 1 | Speaker 2 | Speaker 3 |
|---|---|---|---|
| Position | for / against / unsure | ||
| Reason | one keyword | ||
| Reacts to | agrees with 3, rejects 2 | ||
| End point | where they finish |
Write the topic across the top. If names are said, write initials at the head of each column; if not, use 1, 2 and 3 in speaking order, or a feature you can hear ("the man", "the tutor"). The "reacts to" row is where the 5 and 6 bands live, because the Score Guide asks you to relate the views, not only to list them.
Retell Lecture: a frame and a worked example
A frame is a shape, not a script. Ours has four moves and fits in 40 seconds at a calm pace.
- Topic (about 5 seconds): "The lecture explained why..." or "The speaker described how..."
- Main points (about 25 seconds): two or three points from your boxes, each with one detail, joined with "first", "in addition", "the third factor".
- Consequence (about 8 seconds): "As a result..." or "This means that..."
- Close if time remains: the recommendation or conclusion the speaker gave. If the progress bar is nearly full, stop after move 3; finishing a sentence matters more than squeezing in a fourth idea.
The lecture (written by TalkDrill for practice; not a Pearson item)
"Today I want to look at why cities are often warmer than the countryside around them, an effect known as the urban heat island. There are three main causes. First, the materials we build with, concrete, asphalt and brick, absorb heat during the day and release it slowly at night, so cities cool down less after sunset. Second, cities have far fewer trees and open fields. Plants cool the air by releasing water through their leaves, so when we replace them with buildings we lose that natural air conditioning. Third, human activity itself produces heat: cars, factories and air conditioners all pump warm air into the streets. The consequences are serious. Hotter nights mean more heat-related illness, especially among older people, and higher demand for electricity. That is why many city planners now promote green roofs, reflective surfaces and street trees."
A weak retell (written by TalkDrill to show the problems)
"The lecture was about the urban heat island. Concrete, asphalt and brick. Absorb heat during the day and release it slowly at night. Trees... um... trees. Cars and factories. It is very important topic. The speaker also talked about green roofs. So overall the lecture was very informative and useful."
What a marker would notice: isolated phrases with no links between them, one sentence copied word for word from the lecture, no cause and effect, a long pause on "trees", and a closing line that could fit any lecture on earth. On the Score Guide scale this reads like a 2 or a 3 for Content (our estimate), and the pause alone would hold Oral Fluency down.
A strong retell (written by TalkDrill, about 90 words)
"The lecture explained why cities tend to be warmer than the surrounding countryside, an effect called the urban heat island. The speaker gave three causes. First, building materials such as concrete store heat during the day and release it at night, so cities cool down slowly. Second, cities have lost much of their vegetation, which normally cools the air. Third, traffic, industry and air conditioning add heat of their own. As a result, hotter nights increase heat-related illness, especially for older people, and raise electricity demand, which is why planners now promote green roofs and more trees."
Why it works: the topic is named in the first sentence, every point is paraphrased ("store heat" for "absorb heat", "lost much of their vegetation" for "fewer trees and open fields"), the three points are signposted, and the consequence and the recommendation are both there. Time yourself reading it. If you cannot say it in 40 seconds without rushing, drop the last clause rather than speed up; the format page says plainly that there is no need to rush.
Summarize Group Discussion: attribution and a worked example
Pearson's format page describes the best response precisely: start with a summary of the main topic, then introduce subtopics with supporting details, including which speaker said which piece of information, and paraphrase rather than retell. Two minutes is long enough to do all of that, which is why the task punishes candidates who stop at 50 seconds.
Attribution language worth having ready
| Job | Phrases |
|---|---|
| Open the topic | "The three speakers discussed whether..." / "The discussion focused on..." |
| Introduce a view | "The first speaker argued that..." / "Maya's main concern was..." / "The tutor pointed out that..." |
| Show agreement | "Priya supported this, adding that..." / "This view was echoed by..." |
| Show disagreement | "Daniel disagreed, on the grounds that..." / "He was sceptical, mainly because..." |
| Show a middle position | "She took a middle position, suggesting..." / "She accepted part of both arguments..." |
| Relate the views | "So while Maya focused on students' needs, Daniel focused on cost..." |
| Close | "In the end they agreed that..." / "The discussion ended without agreement on..." |
The discussion (a shortened script written by TalkDrill; not a Pearson item)
Maya: I think the library should stay open all night during exam weeks. Lots of us work part-time in the evenings, so the only time we can study properly is late at night. Daniel: I see the point, but someone has to pay for staff and security through the night, and that money comes out of other services. And honestly, students should be sleeping before exams, not studying at three in the morning. Priya: Maybe there's a middle way. The library could stay open late only in the two exam weeks, with one security guard and self-service checkout, so it doesn't need full staff. Maya: That would work for me. Daniel: I'd accept a trial, as long as the university asks students first whether they would actually use it. Priya: Then let's suggest a survey now and a trial next term.
Notes on the grid would read: topic "library 24 h exams?"; Maya: for, part-time work, late only time; Daniel: against, cost and security, sleep; Priya: middle, late in exam weeks only, one guard, self-checkout; end: survey then trial.
A model summary (written by TalkDrill, about 190 words)
"The three students discussed whether the university library should stay open through the night during exam periods. Maya was in favour. Her main argument was that many students have part-time jobs in the evenings, so late at night is often the only time they can study properly. Daniel disagreed on two grounds. First, he was concerned about cost, because paying for staff and security overnight would take money away from other services. Second, he felt that students should be resting before their exams rather than studying in the early hours. Priya then suggested a compromise that addressed both concerns. She proposed opening late only during the exam weeks, with a single security guard and self-service checkout, which would keep the cost down. Maya accepted this idea, and Daniel agreed to a trial on the condition that students were asked first whether they would really use it. So, while Maya focused on students' needs and Daniel on cost and well-being, Priya's proposal brought the two positions together, and the group ended by agreeing to recommend a survey now and a trial next term."
Why it works: the topic comes first; each speaker's view is paraphrased with a reason; the reactions are reported ("accepted", "agreed to a trial on the condition that"); and the second-last sentence relates the three views to each other, which is exactly what the Score Guide's band 6 describes. It also fills the time. Spoken at a calm pace it runs well past a minute; a real discussion of up to 3 minutes gives you more detail to fill the full 2 minutes.
Where marks go: eight habits and their fixes
| Habit | Trait it hurts | Fix |
|---|---|---|
| Reciting a memorised opening and closing that would fit any lecture | Content (can be scored 0 for memorised material, per the Score Guide) | Keep the frame, change every word to match this lecture. |
| Copying the speaker's sentences word for word | Content (bands 2 and 3 name repetition without reformulation) | Change the verb or the structure: "absorbs heat" becomes "stores heat". |
| Listing nouns with no links | Content (band 1: no hierarchy of ideas) | Put each keyword into a sentence with "because", "so" or "as a result". |
| Going silent to remember a detail | Oral Fluency, and the three-second cut-off ends the recording | Skip the detail and say the next box. A missing detail costs less than a stopped recording. |
| Correcting yourself mid-sentence | Oral Fluency (false starts and repetitions) | Let small slips go. Pearson's tip: keep talking and ignore any mistakes. |
| Speeding up to fit everything in | Pronunciation and Oral Fluency | Say less, at a steady pace. The format page says there is no need to rush. |
| Summarising the discussion as one blended opinion | Content (SGD bands 4 and 3) | Name or number the speakers and report who said what. |
| Stopping after one minute in Summarize Group Discussion | Content (less detail, fewer relationships) | Use the "reacts to" row of the grid to extend: who agreed, who changed position, where it ended. |
For the sound-level habits that cap Pronunciation for Punjabi, Hindi and Telugu speakers, see our first-language page; for Nepali and Tagalog speakers, the companion page.
A 14-day practice route
This route assumes 25 to 30 minutes a day. The topics below are practice seeds written by TalkDrill: ask a friend to speak a 60 to 90 second talk on one, or record yourself reading a short article on the topic, then retell it from notes. Mix the topics so you never know the content in advance.
| Days | Daily task | Where |
|---|---|---|
| 1 to 2 | Read this page and the format page. Draw both grids from memory. Retell the heat island lecture twice, timed at 40 seconds. | Pearson format page |
| 3 to 5 | Two short talks a day: notes in the five boxes, 10-second pause, 40-second retell, recorded. Mark yourself on the Content table above. | Listening practice quiz to warm up |
| 6 to 7 | Fluency days: read two passages aloud in meaning chunks, then retell each from memory in 40 seconds. | Read-aloud practice |
| 8 to 10 | One group discussion a day with AI participants, then a 2-minute spoken summary of it using the attribution phrases. | Group discussion practice |
| 11 to 12 | Mixed set: two retells and one summary back to back, no pauses between items, as in the test. | PTE practice bank |
| 13 | An official scored practice test, if you have bought one, or a full self-timed speaking section. | Pearson scored practice test |
| 14 | Listen to your day 3 and day 12 recordings side by side. Count pauses over two seconds and copied sentences. Pick the one habit to fix before test day. | Your recordings |
Ten lecture seeds and ten discussion seeds (written by TalkDrill)
- Lectures: why bees matter to farming; how memory works when we sleep; why some languages disappear; how vaccines train the immune system; the history of the printing press; why coral reefs lose colour; how cities plan for floods; why people procrastinate; how satellites help farmers; why handwriting helps learning.
- Discussions: should attendance be compulsory; group projects or individual essays; laptops in lectures; a four-day study week; free campus transport; open-book exams; one shared kitchen per hostel floor; online or in-person tutorials; banning phones in the library; whether internships should count for credit.
When you are consistent here, the same habits carry into Describe Image, which shares the Content, Pronunciation and Oral Fluency traits and the human Content review.
Why older guides still say five task types
Many PTE guides on the web, including the first version of our own PTE Speaking complete guide and the PTE vs IELTS comparison, describe five speaking task types in a shorter Part 1. Pearson's current format page, read on 21 October 2026, lists Part 1 at 76 to 84 minutes with nine question types, and the speaking ones now include Summarize Group Discussion and Respond to a Situation alongside Read Aloud, Repeat Sentence, Describe Image, Retell Lecture and Answer Short Question. If a course or an app still prepares you for five tasks, it is missing two of them. The scoring scales on this page are from the Score Guide that Pearson serves today; we re-check it before each update and log changes on the PTE Speaking hub.