PTE Summarize Group Discussion Predictions - 24 August – 30 August 2026 Weekly Study File

Narration: Three students are discussing whether they should take part in a field trip organized by the university.

Speaker 1: Honestly, my part-time shifts conflict with the field trip, and it will cost me a lot of money. But even if I

take the day off, the lost wages would set me back more than I can afford right now. So I think I'll have to sit this

one out. After all, the trip is just an optional one.

Speaker 2: You are right, optional. But I will definitely go. The trip will be so great for all people. Business majors

can visit a hotel by sea to see how it is run. Those who major in geography will be glad to see a beach and I

believe the beach cleanup activity will attract them. I am a history major and the field trip includes a history

museum, which ties perfectly into my research on maritime trade. So, why miss out on a free trip with friends?

Speaker 1: Let me think twice. A free trip with a lot of friends? I have to admit it will definitely a great chance to

socialize. You know, I've been wanting to meet more people outside my major. Maybe I'll see if I can swap my work

shift my coworker owes me a favor, so fingers crossed.

Speaker 3: I won't go, either. Although I am from the business department, I see no point for business students

to go so far just to visit a seashore hotel. Hotels are almost everywhere in the city, aren't they? A seashore one

won't make any difference. Isn't it just a glorified ad for the resort sponsor?

Speaker 2: All the same as hotels in the city? I am afraid not. In fact a hotel by sea involves very different

management than the urban counterparts, and you can imagine guests on the beach will raise many different

requests to the hotel. So you can learn a new style of hotel management.

Speaker 3: You are so persuasive and now I'd love to, but I will have a very, very important football match that

weekend to take part in. I am one of the team's starters, so my absence would drive the coach and my

teammates mad. You don't know how long and how hard all of us have been preparing for the match.

Speaker 2: I see your point. However, I really hope you can reconsider the field trip and join us. Besides the hotel

will help you a lot on your major, don't forget the history museum I just mentioned. I hear the museum has a

wonderful sports history section. Didn't you say your team's researching athlete nutrition trends? You could

totally find relevant archives or old studies there, and that could even give your team an edge.

Speaker 3: Well, the sports history section does sound interesting our coach has been pushing us to study past

training methods lately. But the football tournament is a big deal for our team, we've been practicing for months.

I'll think about it, but don't get your hopes up.

Speaker 1: Hmm. Okay, now you guys have got me tempted. Everyone keeps saying the beach cleanup activity is a

good icebreaker among people from different departments. Plus, I've never been to that history museum, and it

might be a nice change from my usual routine. But no promises.

Narration: A teacher and two management students are discussing the university's plan to shift the

management course to an online format.

Teacher: The university is planning to shift the management course online from next semester. The main reason

is to make learning more flexible and accessible for students. The administration also believes that online

classes will allow us to invite industry experts from different countries to deliver guest lectures without the

need for travel.

Student 1: I think the change could be beneficial. I have a part-time job, so attending classes on campus every

day can be difficult. If the course is online, I'll be able to manage my work and studies more effectively. Recorded

lectures would also help me revise before exams.

Student 2: I understand the benefits, but I'm a little concerned. Management is a practical subject, and we learn

a lot from classroom discussions, presentations, and teamwork. I'm worried that if everything moves online,

students might not interact as much with each other.

Teacher: That's a reasonable concern. The university is planning to include virtual group projects, live

discussions, and online presentations so students can continue collaborating. The goal is not just to deliver

lectures but to maintain an interactive learning environment.

Student 1: I also think online classes could save students both time and money. Those who travel long distances

to campus wouldn't have to commute every day, and working professionals could continue their education

without leaving their jobs.

Student 2: That's true, but not everyone has a reliable internet connection or a quiet place to study. T

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problems could affect participation, especially during presentations or assessments.

Teacher: We've discussed those challenges as well. That's why the university is considering organizing

occasional on-campus workshops where students can practice leadership, communication, and teamwork

through face-to-face activities.

Student 1: I like that idea. A combination of online lectures and campus workshops would give students flexibility

while still providing practical learning experiences.

Student 2: I agree. If the university plans the transition carefully and provides enough opportunities for

interaction, shifting the management course online could be a positive change for both students and teachers.

Narration: Three students are discussing whether new students should join societies at university.

Speaker 1: I think every new student should join at least one university society. When I started my first semester, I

didn't know anyone, but after joining the debating society, I made new friends and became much more confident.

It also helped me improve my public speaking skills.

Speaker 2: I agree that societies are useful, but I don't think everyone should feel pressured to join. During my

first semester, I focused on adjusting to university life and managing my coursework. If I had joined a society

immediately, I think I would have struggled to balance everything.

Speaker 3: I can understand both views. I joined the environmental society because I enjoy volunteering, and it

has been a great experience. We've organized tree-planting events and recycling campaigns, but the meetings

are only once a week, so they don't interfere with my studies.

Speaker 1: That's exactly why societies are valuable. They help students explore their interests outside the

classroom. Universities have so many options, like music, sports, technology, business, and cultural societies, so

everyone can find something they enjoy.

Speaker 2: That's true, but some societies expect a lot from their members. My friend joined the student

council, and she spends several evenings every week planning events. Sometimes she has to miss social

gatherings because she's too busy with society work.

Speaker 3: Maybe the problem isn't joining societies but joining too many. If students choose one or two clubs

that genuinely interest them, they can enjoy the experience without becoming overwhelmed.

Speaker 1: I also think societies can help students prepare for their future careers. Many clubs invite guest

speakers from different industries, organize workshops, and provide networking opportunities. Those

experiences can be just as valuable as classroom learning.

Speaker 2: I hadn't thought about that. Perhaps universities should encourage students to attend a few trial

meetings before becoming members. That way, they can decide whether the society suits their interests and

schedule.

Speaker 3: I like that idea. Joining a university society can help students make friends, develop new skills, and

enjoy campus life, but it's important to choose activities that fit their interests and academic commitments.

Finding the right balance is the key.

Narration: Three friends are discussing whether universities should offer more free online courses to the public.

Speaker 1: I think it's a great idea for universities to offer free online courses. Not everyone can afford higher

education, and these courses give people a chance to learn new skills without paying expensive tuition fees.

Students, working professionals, and even retirees can all benefit from them.

Speaker 2: I agree that free courses increase access to education, but I wonder how universities will cover the

costs. Creating high-quality online lessons, recording videos, and hiring instructors all require money. If

everything is free, universities might struggle to maintain the same level of quality.

Speaker 3: That's a fair concern, but many universities already receive funding from governments or private

organizations. They could offer introductory courses for free while charging for advanced certificates. That way,

people can learn the basics at no cost, and the university can still generate revenue.

Speaker 1: Exactly. Free online courses can also help people decide whether they enjoy a subject before

enrolling in a full degree. Someone interested in computer science or business could complete a short course

first and make a more informed decision about their future studies.

Speaker 2: Another advantage is flexibility. People who work full-time or have family responsibilities often cannot

attend regular classes. Online courses allow them to study whenever they have free time. However, I think many

learners lose motivation because there is no classroom environment or teacher reminding them to complete

assignments.

Speaker 3: That's true. Completion rates for online courses are often lower than traditional classes. Universities

could solve this by including discussion groups, weekly quizzes, or live sessions to keep students engaged and

encourage interaction with instructors and classmates.

Speaker 1: I also think free online courses can help people in developing countries where access to quality

education is limited. As long as they have an internet connection, they can learn from experienced professors at

leading universities around the world.

Speaker 2: Maybe a balanced approach is the best solution. Universities could provide free access to course

materials and lectures while charging a small fee for exams, certificates, or personalized feedback. This would

keep education affordable while helping universities recover their costs.

Speaker 3: I like that idea. Free online courses make education more accessible, but they also need to be

sustainable. With the right balance between free learning and paid certification, universities can benefit both

learners and the institution itself.

Narration: Three students are sitting in the university cafeteria discussing what they should do after graduation

and where they would like to work.

Speaker 1: Graduation is only a few months away, and I'm planning to apply to a multinational company. I think it's

the best place to start because they provide professional training, competitive salaries, and opportunities to

work with people from different countries. It might be stressful, but the experience would be valuable for my

future career.

Speaker 2: I see why you like that idea, but I'd rather join a start-up. In a small company, you get involved in many

different projects instead of doing the same task every day. My cousin joined a tech start-up after university,

and within a year he was leading a team. I think the learning curve is much faster.

Speaker 3: Both options sound interesting, but I'm considering a government job. My parents have always

encouraged me to choose a stable career. Government positions usually offer job security, fixed working hours,

and good retirement benefits. I don't mind earning a little less if I can have a better work-life balance.

Speaker 1: That's understandable, but I also want the chance to travel. Many international companies send

employees overseas for training or short-term projects. Working with people from different cultures would

improve my communication skills and help me grow professionally.

Speaker 2: I agree that international exposure is valuable, but start-ups allow you to be more creative. If you

have a new idea, your manager is more likely to listen. In large companies, decisions often take a long time

because there are so many levels of management.

Speaker 3: Creativity is important, but I've heard that start-ups can be risky. Some companies close within a few

years, and employees may suddenly lose their jobs. I would rather have a stable position where I know exactly

what my future looks like.

Speaker 1: That's true, but no job is completely secure these days. I think gaining strong skills early in your career

is more important than staying in one comfortable position. Even if I change companies later, the experience will

always help me.

Speaker 2: Maybe the best approach is to choose a job based on our personalities instead of following the

same path. Someone who enjoys innovation may love a start-up, while someone who values structure might

prefer the government sector. There's no single perfect answer.

Speaker 3: I agree. Every workplace has its own advantages and disadvantages. The important thing is to find a

career that matches our interests, goals, and lifestyle. If we're happy with our choice, we'll probably perform

better and enjoy our work much more.

Narration: Two students and one librarian are having a discussion in the library, focusing on the noise problem,

rule enforcement, and suggestions for improving the learning environment.

Speaker 1: The library is supposed to be a quiet, peaceful place for people to focus on their studies, finish

assignments, or prepare for exams. But recently, many students in the library have been talking loudly, laughing,

and even chatting freely with their friends, making it feel more like a busy social club than a place for academic

work.

Speaker 2: I am well aware of this situation, and I completely understand your frustration. However, their noisy

behavior is quite difficult for us to manage effectively. As you can see, our library is quite large, with multiple

floors, reading areas, and public spaces, and we simply do not have enough staff to monitor every corner and

every student's behavior at all times. Perhaps you could consider moving to the first floor or the computer area,

where the atmosphere is a bit more relaxed.

Speaker 3: Unfortunately, the computer area isn't any better. Many students there watch sports games,

entertainment videos, or even live streams on their computers, and they often play the audio very loudly without

using headphones. On top of that, their conversations are also quite noisy. All this noise makes it just as hard for

us to concentrate on our work as the main reading area, if not harder.

Speaker 1: I see what you mean. Maybe a clearer division of areas would help. Perhaps it would be more effective

to clearly state the rules. For example, small talking should be allowed in the computer area. Meanwhile, in the

main reading area and silent study rooms, people should try not to talk at all, not even in a low voice. This way,

students will know exactly where it is acceptable to talk.

Speaker 2: Actually, talking is already allowed in our computer area. As for the silent area, if you ever feel

distracted by noise there, you can call the security desk directly for help.

Speaker 1: I think the library should strengthen its promotion of these rules.

Speaker 2: That's a very good suggestion. You'd better write down your complaints and suggestions in detail. The

university attaches great importance to students' opinions.

Speaker 3: That's good to know, but why do some people bring drinks into the library? Is that permitted? I've seen

students spill their drinks on the tables and chairs several times, leaving stains that are hard to clean.

Speaker 2: Bringing drinks into the library is actually not allowed. Drinks can easily be spilled, making the library

environment messy and untidy, and they can also cause damage to books, tables, and other public facilities.

Narration: Three teachers are discussing free online courses.

Speaker 1: I've been looking into the growth of free online courses lately. The fact that there are now so many

available is really promising. Don't get me wrong online teaching requires a lot of effort to design and deliver

well-but overall, I think it's a very good idea, especially when you consider accessibility. Many people simply

cannot attend traditional school because of their financial situation, so these courses can be a lifeline.

Nowadays, it's impressive how many well-known universities offer free online courses... but I've noticed a real gap

between offering and uptake. I can hardly believe so few people who enroll see it through to the end.

Speaker 2: I think you've hit on a key point about completion. But even before that, there's an issue with initial

trust. From talking to some learners, a common reaction is that some people think it is too good to be true. That

initial skepticism can prevent them from even clicking 'enroll.'

Speaker 3: Trust is one thing, but in my experience, the bigger hurdle is practical. Many students-or rather,

potential learners-simply do not have the time to commit to these online courses. They're often juggling jobs

and family. Universities could definitely do more to attract them by offering flexibility. For example, they could

reschedule these courses to other times, or better yet, make them entirely self-paced to attract more

outsiders to join. If you really want to learn, those who have a clear personal or professional goal-the real desire

to study-are often the most likely to complete the courses.

Speaker 1: Exactly, and without that external structure, even motivated learners can hit a wall. Some people

start with enthusiasm but quickly get discouraged by the tedious coursework. They discover that a large amount

of independent work is required, and it's easy to fall behind when you're alone. And because these courses are

free, you don't face any financial punishment for dropping out.

Speaker 2: That's a crucial insight about commitment. The absence of financial consequence really does remove

a key layer of accountability. In a traditional course, the sunk cost makes you think twice before giving up. Here,

the only penalty is to yourself your own goals and time invested. Perhaps we need to find other ways to build in

accountability, like peer study groups or non-financial rewards for milestones.

Speaker 3: I agree, building community and alternative incentives is the way forward. We can't just put lectures

online and call it a day. We need to design with the learner's real life in mind-acknowledging their time

constraints and providing flexible, supportive pathways. If we do that, we can move beyond just offering courses

to truly enabling learning, even for those who thought they were too busy. It's about making the 'free' offer not

just cost-free, but also friction-free and supportive.

Narration: Three students are chatting in the school library after class about how to improve presentation skills.

Speaker 1: Hey guys, I really feel overwhelmed about the ten-minute presentation next week. I keep worrying I'll

blank out in front of the whole class and embarrass myself. I really want to come across as calm and prepared,

but I'm scared I'll just freeze up and lose my train of thought.

Speaker 2: I totally get how you feel presenting can be super intimidating at first. But your tutor is right- the point

is to take notes. Also, do not make your speech too long, or your audience will feel bored. And one thing I've

learned is that you definitely shouldn't read from the script word by word, it makes you sound like a robot and

loses people's attention. Also, something that really helped me was to practice and practice in front of a mirror-

it lets you notice your body language and adjust your tone.

Speaker 3: I used to be nervous, too, especially in middle school my voice would shake every time. One thing that

helps me now is I try to avoid the audience's eyes directly, instead, I look at their noses or foreheads so it still

seems like I'm engaged. Another tip is to use visual cues on your notes like, you can highlight the script with pens

of different colors for different sections.

Speaker 1: Those are really helpful suggestions thanks, both of you. I've always thought I had to memorize

everything perfectly, but focusing on keywords and structure sounds a lot more manageable. Do you think these

techniques would help in more formal settings too?

Speaker 2: Absolutely. In fact, presentation skills are useful after graduation, for example, for an interview-you'll

need to present yourself confidently under pressure. It's a very important ability to be confident to express

yourself, whether you're pitching a project or just sharing your opinion in a meeting.

Speaker 3: Yeah, and it's not just about the presentation itself it's also about building self-confidence over time.

Maybe we can set up a small practice session together this week? We could take turns giving feedback and

trying out different methods.

Speaker 2: That's a great idea. We could even record each other on our phones-sometimes seeing yourself

present helps you notice little things you want to improve. Plus, if we make it a regular thing, we could all become

much better speakers by the end of the semester.

Speaker 3: Exactly. And it doesn't have to be only for big presentations we can practice explaining anything,

maybe even topics we're learning in other classes. Who knows, maybe we'll even start enjoying speaking in front

of people someday. I think we could start with something low-pressure, like explaining a favorite book or an

interesting concept to each other that way it feels more casual and easier to relax.

Speaker 1: I'd really appreciate that having you two listen and give advice would make me feel a lot more

prepared. Let's meet tomorrow after school and run through it a few times. Thanks again, you've already helped

me feel less anxious about the whole thing. Also, if you're both okay with it, we could each prepare a short three-

minute practice beforehand so we can give more focused feedback during our session tomorrow.

Narration: Three students are discussing the best ways to get to university, each sharing their own experiences,

worries and suggestions.

Speaker 1: I really hate taking the train to university it's always late, and that's made me late for class so many

times. I've been thinking about buying a car lately, but honestly, a car might be way too expensive for me right

now. I can barely cover my tuition and rent as it is.

Speaker 2: Oh, I've never had that trouble with buses. I love commuting by bus every morning I take the first bus,

which gets me to campus with plenty of time. On the ride, I can prepare for my lectures, go over class materials,

read academic articles, or even watch short study videos. Plus, I really enjoy the quietness of the early morning,

it helps me calm down before a busy day. Though I have to admit, a bus may be stuck in the traffic sometimes.

Speaker 3: That traffic issue is real, but cars aren't the solution either parking on campus is a nightmare, and gas

costs add up fast. I live super close to campus, so I just run to school every day. It saves me money and keeps me

in shape. Instead of a car, why not try a bicycle? It's fast enough to get to university on time, and it's great

exercise too. And honestly, I think buses are better than cars.

Speaker 1: You're right about buses getting stuck in traffic. I've heard so many people complain about that, but

since my train is even less reliable, I'm actually willing to try taking the bus. Though I'm still worried-what if the

first bus is full and I have to wait for the next one? That might make me late too.

Speaker 2: Oh, I've never had that problem. The first bus at 6 a.m. is usually pretty empty most students don't

want to get up that early. If you leave 10 minutes earlier than me, you can definitely get a seat. And even if the bus

is a little slow, you'll still have time to grab a coffee before class, which is way better than rushing because the

train's late.

Speaker 3: And if the bus doesn't work out, the bicycle is still a backup. I used to cycle to school when I lived a

little farther away, and I didn't have to worry about traffic jams. The only downside someone mentioned before is

that cycling's inconvenient on rainy days, but you can keep a foldable umbrella in your bag, or just switch to the

bus that day.

Speaker 1: That makes sense having a backup plan would ease my worry. I think I'll start with the first bus next

week, and if it doesn't work, I'll look into buying a second-hand bicycle. It's way cheaper than a car, and I could

use the extra exercise too.

Speaker 2: Yay, that's a good call. If you take the 6 a.m. bus, we might even run into each other we can walk to the

classroom together after getting off.

Speaker 3: Perfect. And if you need help picking out a bicycle, just tell me I know a few good shops near campus

that sell affordable used ones. No need to spend a lot when you're just starting out.

Narration: Three students are discussing the accommodation options next academic year

Speaker 1: Hey guys, I was wondering if you've made any decisions about where you're planning to live next

academic year? I know the housing application deadlines are coming up soon, and I'm still trying to weigh my

options between staying in university accommodation or finding a private flat. Honestly, I like living in the

dormitory because I can learn cooking from other students, share food and make friends.

Speaker 2: I have to agree with staying in university housing, though for slightly different reasons. The

convenience factor is unbeatable - my dorm is literally a three-minute walk from all my lecture halls. When I have

9am classes, I can wake up at eight forty-five and still make it on time

Speaker 3: Actually, I just signed a contract yesterday for a studio apartment in the city center, and I couldn't be

more relieved. After a full year in the noisy dormitory, I'm really looking forward to having my own quiet space.

What I hated most about dorm life was the constant disturbance - people coming and going at all hours, loud

music in the evenings, and the worst part was definitely sharing kitchen facilities

Speaker 1: That's interesting because my experience has been completely the opposite. I've actually grown to

love dormitory living, especially because of the shared kitchen. Cooking has always been my passion, and I've

found it's such a wonderful way to connect with people from different cultures. Just last week, my French

roommate taught me how to make authentic crêpes, and in return I showed her some traditional dishes from my

country.

Speaker 3: I'm quite particular about my food, and it drove me crazy when people would help themselves to

things from my shelf in the fridge. This new place is slightly more expensive, but for me, having that privacy and

peace is absolutely worth the extra cost. Also in the dormitory I have little personal privacy, where I have to share

the kitchen and someone else steals my food, like drinking my milk, eating my food.

Speaker 2: And it's not just about convenience for me. During exam periods last semester, we organized nightly

study groups in the common room where we could quiz each other and explain difficult concepts. That

collaborative environment really helped boost my grades in ways I don't think would have happened if I was living

alone off-campus.

Speaker 1: That's exactly why the shared kitchen feels so special to me. Those spontaneous cooking sessions

often turn into great conversations where we learn so much about each other's backgrounds. For me, that

cultural exchange is one of the most valuable parts of university life that I'd miss in private accommodation.

Speaker 3: Speaking of dorm downsides, noise is a huge one for me. It makes me hard to focus on study. So, I

have rented an off-campus room and have signed the contract. But the place I've found is just a little far from

the university.

Speaker 2: You two have covered culture and quiet - let me loop back to academics for a second. But more

importantly, I've found the academic support system invaluable. The dorm has a study lounge on each floor, and

there's always someone around to bounce ideas off.

Narration: Three students are discussing their project meeting place on campus.

Speaker 1: I think we should meet in a conference room in the university library. We can conveniently borrow

books we need right there while we work. It's a quiet space with plenty of resources, and we won't have to carry

heavy books around later. Plus, the library has those small study rooms we can book if we need complete privacy.

Speaker 2: I'm not so sure about that idea the library is always so crowded during this time of day. There will be

too many people studying and chatting outside the rooms, and it will be very noisy even inside the conference

areas. Last time I tried to study there, I could hardly concentrate with all the distractions. Maybe we should

consider someplace else that's actually quiet.

Speaker 3: I have a compromise we can go to the library first to borrow all the books we need for our research.

Then, we can move to a coffee shop to sit down and assign tasks to each other properly. If we run into any issues

later or can't meet in person, we can always continue our discussion online. This way we get the resources we

need and a comfortable space to talk.

Speaker 1: That's actually a smart plan. Which coffee shop were you thinking about? There are several near

campus, but most tend to be quite busy in the afternoons. I remember the one near the south gate has good

space, but it's always packed with students. Maybe we should look for someplace less popular?

Speaker 2: I like the idea, but I have to go back home around 4 PM to receive a package that's being delivered. I

don't want to miss it since it's something important for the project. I can join you guys after that, though it might

make me a little late for the meeting. Would it be okay if I catch up with you both later?

Speaker 3: That should be fine. Just remember to call us when you go out of home so we know when to expect

you. We can start without you and fill you in when you arrive. If anything urgent comes up, we can always hop on a

quick online call to keep you in the loop.

Speaker 1: Sounds good. Now back to picking a coffee shop I've been to almost all of them around here, and

most do have too many people during this time. What about that new place called 'Honey Cup'? It's a bit farther

from campus, but I heard they have amazing pastries and plenty of seating.

Speaker 2: I've passed by Honey Cup a few times it does look cozy, and they have those big booths at the back.

More importantly, it usually has fewer people compared to chains like Starbucks. Plus, who can say no to sweet

treats while working, right?

Speaker 3: Great, then it's settled. We'll meet at the library at 3 PM, get our books, then walk over to Honey Cup to

assign tasks and discuss the project outline. Don't forget to call us when you're on your way.

Narration: Three teachers are discussing how to celebrate the mathematics department's ten-year anniversary.

Speaker 1: For our mathematics department's 10th anniversary, I think the Greek restaurant downtown is a good

option. It has been most recommended by customers around the city, and people always say the atmosphere

there is really enjoyable. I believe it will be memorable for all of us to spend such an important anniversary there.

They even have a private room that could accommodate our entire department perfectly.

Speaker 2: I have also heard about the Greek restaurant's popularity, but it may be quite expensive for us. And it's

so far from campus that colleagues might find it inconvenient to get there after work. Maybe we should

celebrate the anniversary on campus instead? It would be more budget-friendly and accessible for everyone

here, especially for those who have evening classes or other commitments.

Speaker 1: Okay, but never in the mathematics building restaurant, though the space is too cramped, and its

outdated decor is so dull. I can't imagine our cheerful celebration would happen in that place. Anywhere else is

fine, as long as it provides a proper celebratory atmosphere for this special milestone.

Speaker 3: What about the Business Building's dining room? It's spacious enough for us to arrange the catering,

and it's recently renovated in a modern style, offering intoxicating vibes. The natural lighting and city view from

there would create a wonderful backdrop for our celebration.

Speaker 2: Great. That's a wonderful place. Now, how many people should we invite? I previously thought about

faculty members only, but it might be too small an occasion. We should consider making this a proper

celebration that reflects our department's growth and achievements over the past decade.

Speaker 1: So, why not invite alumni who graduated from our department to come? They also witnessed our early

years, and the ten-year anniversary is meaningful to them as well. If the space is too limited for too many people,

we can only invite the first graduating students, as they would appreciate this milestone the most.

Speaker 3: But what if they want to bring a partner? We need to establish a clear policy about plus-ones to

ensure we don't exceed the room's capacity and maintain the intimate atmosphere we're hoping to create.

Speaker 1: I bet they'll definitely have a lot to talk about with each other, so they may not come with a partner,

and besides, their partners might easily get bored in such an event. Keeping it to just our mathematics

community will help everyone feel more comfortable sharing memories and stories.

Speaker 3: Well, I agree with you. So, a mix of current faculty and selected alumni. I will book the dining room as

soon as possible, and you two can prepare the guest list together. Let's aim to have the preliminary list ready by

next week so we can start sending out invitations.

Narration: Three students are discussing managing written assignments.

Speaker1: Lately, when I've been working on my assignments, I find it really hard to organize everything. I feel a lot

of pressure, and even when I try to write a goal, I just cannot stick to it. Do you guys ever deal with this situation?

How do you usually cope?

Speaker2: Oh, I totally get you. I've been there. What helped me before was breaking those lengthy assignments

into smaller ones. For example, if the due date is still pretty long, I'll first make a plan, then create an outline, and

finally schedule everything step by step.

Speaker3: Yeah, I do something similar, pretty much the same approach. And if I have different assignments at

the same time, I try to allocate different amounts of time to each one, depending on how urgent or difficult they

are.

Speaker1: I've actually tried to do that too, but the problem is I never do it consistently. I always end up losing

momentum halfway or getting sidetracked by other things, and then the whole plan falls apart. Maybe what I'm

really missing is some kind of external structure or immediate accountability.

Speaker2: That's the tricky part. If you let yourself get distracted, the whole thing will take longer. You really need

to avoid things like mobile phones, TV

, emails, and just try to focus. By the way, do you two have a specific time

for study? Like a fixed routine, maybe in the morning or evening?

Speaker3: For me, I work best at night. Of course, everyone is different, but I think the most important thing is to