In part 2, the examiner will give you a task card which asks you to talk about a particular topic. You will be given 1 minute to prepare and 1-2 minutes to talk about the topic. You will not be interrupted during this time, so it is important to keep talking.
Read the question
Speaking test part 2: candidate task card
Talk about a sport that interests you but you have never tried. You should say:
Where it is usually played
What kinds of people usually play it
Why it interests you
And say if you think you will ever do this sport or not, and why
Start preparing now
Speaking test part 2: candidate task card
Talk about a sport that interests you but you have never tried. You should say:
Where it is usually played
What kinds of people usually play it
Why it interests you
And say if you think you will ever do this sport or not, and why
Speaking test part 2: candidate task card
Talk about a sport that interests you but you have never tried. You should say:
Where it is usually played
What kinds of people usually play it
Why it interests you
And say if you think you will ever do this sport or not, and why
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Speaking test part 2: candidate task card
Describe a friend who has played an important part in your life. You should say:
How you met this person
How long you have known him or her
The kind of things you do or have done together
And explain why this person has been important in your life
良い点
単純な文の構造をときどき正しく使っているので、主な考えが理解できます。
基本的な動詞の形や名詞はおおむね理解できるので、聞き手は話の流れについていけます。
改善点
正確さを損なう文法の間違いがいくつかあります。たとえば、"I have been known him approximately five years," は "I have known him for approximately five years." とするべきです。
時制と動詞の形の問題は、ほかの部分でも繰り返されています。たとえば、"we went football together" と "He teach me to become more calm and control my feelings," は、"we played football together" と "He taught me to be calmer and to control my feelings." とするべきです。
長く話そうとする意欲がありますが、ときどき繰り返し、言い直し、ためらいがあるため、一貫性が失われることがあります。さまざまなつなぎの言葉や談話標識を使いますが、いつも適切とは限りません。不適切な語の使い方があっても、トピックについて長く話し、意味をはっきり伝えられるだけの幅広い語彙があります。言い換えはおおむねうまくできます。単純な構造と複雑な構造を組み合わせて使いますが、柔軟さは限られています。複雑な構造ではよく間違えることがありますが、それが理解の妨げになることはめったにありません。さまざまな発音の特徴を使いますが、コントロールにはむらがあります。発音の特徴を効果的に使える部分もありますが、それが続きません。全体を通しておおむね理解できますが、個々の単語や音の発音の間違いのために、ときどきわかりにくくなります。
総合: 90
発音: 89
文法: 45
語彙: 65
一貫性: 70
関連性: 90
流暢さ: 83
speaking LessonsCompleted: 0 / 65
IELTS Speaking Part 2: Response Template
Part 2 is the individual long turn. You receive a cue card (task card) with a topic and 3–4 bullet points. You have 1 minute to prepare and 1–2 minutes to speak. You must aim for the full 2 minutes.
Use the bullet points on the card as your outline — they give you a ready-made structure. Follow this skeleton: Introduction → Bullet 1 → Bullet 2 → Bullet 3 → Feeling / Round-off.
The five-step template
| Step | Time | What to do |
| 1. Introduction | 10–15 s | State what you are going to talk about. Paraphrase the card topic — do not read it word-for-word. |
| 2. Setting | 20–30 s | Cover the when, where, and who bullets. Set the scene with enough detail for the listener to picture it. |
| 3. Story / Description | 30–40 s | This is the main body. Describe what happened, what it was like, or what made it special. Use specific details and sensory language. |
| 4. Feeling / Opinion | 15–20 s | Explain how you felt or why it mattered. This is usually the last bullet on the card (“and explain why…”). |
| 5. Round-off | 5–10 s | One closing sentence that wraps up your talk naturally. Do not introduce new ideas. |
Template: Describe a person
Example cue card:
Describe a person who has had a positive influence on your life.
You should say:
- who this person is
- how you know this person
- what this person has done to influence you
and explain why this person has had such a positive influence.
Introduction: “I’d like to talk about [person] who has had a really positive influence on my life.”
Setting (who + how): “[Person] is [relationship]. I first [met / got to know] [them] [when and where].”
Story (what they did): “What [person] did that really influenced me was [action or habit]. For example, [specific anecdote]. [Additional detail].”
Feeling (why positive): “The reason this had such a positive effect is that [impact on your life or character]. It made me [change or realisation].”
Round-off: “So overall, [person] is someone I truly look up to, and I feel fortunate to have [them] in my life.”
Example response:
[Introduction] I’d like to talk about my secondary-school English teacher, Ms Chen, who has had a really positive influence on my life. [Setting] She was my teacher for three years, from age twelve to fifteen. I first met her on the very first day of secondary school, and I remember being struck by how enthusiastic she was. [Story] What Ms Chen did that really influenced me was encourage me to read beyond the textbook. She lent me novels, gave me extra writing assignments, and even entered me into a public-speaking competition. I was terrified at first, but she coached me after class every week until I felt confident enough to stand on stage. [Feeling] That experience changed my whole attitude toward learning. Before her class, I thought English was just another subject to pass. After that competition, I realised I genuinely loved the language, and it eventually shaped my decision to study literature at university. [Round-off] So overall, Ms Chen is someone I truly look up to, and I feel fortunate that she saw potential in me when I didn’t see it myself.
Template: Describe a place
Example cue card:
Describe a place you have visited that you found particularly beautiful.
You should say:
- where this place is
- when you visited it
- what you did there
and explain why you found it so beautiful.
Introduction: “The place I’d like to describe is [place name], which I visited [when].”
Setting (where + when): “It’s located in [region/country]. I went there [time context — e.g. during a holiday, with family, etc.].”
Story (what you did): “While I was there, I [activities]. What stood out to me was [sensory details — sights, sounds, colours]. [Additional moment or highlight].”
Feeling (why beautiful): “The reason I found it so beautiful was [what made it special]. It gave me a feeling of [emotion].”
Round-off: “I would love to go back someday, and it’s definitely a place I recommend to anyone who [relevant detail].”
Example response:
[Introduction] The place I’d like to describe is Jiufen, a small hillside town in northern Taiwan that I visited last summer. [Setting] It’s about an hour’s drive from Taipei. I went there with two university friends during our summer break, and we spent an entire day exploring the area. [Story] We walked through narrow alleyways lined with red lanterns and old tea houses. The whole town sits on a hillside that overlooks the ocean, so every few steps you get a different view of the coastline. We stopped at a tea house with a balcony, drank oolong tea, and watched the sun set over the water. [Feeling] What made it so beautiful was the combination of the old architecture, the warm lantern light, and the dramatic mountain-meets-ocean scenery. It felt like stepping into a painting. [Round-off] I would definitely go back, especially in the evening when the lanterns are fully lit and the atmosphere is even more magical.
Template: Describe an event or experience
Example cue card:
Describe a time when you learned a new skill.
You should say:
- what the skill was
- when and how you learned it
- whether it was difficult
and explain how you felt about learning this skill.
Introduction: “I’d like to talk about the time I learned [skill].”
Setting (when + how): “This was [when]. I started learning it because [reason]. I [how you learned — class, self-taught, friend, online].”
Story (difficulty + process): “At first it was [easy / challenging] because [reason]. [Describe a specific moment or turning point]. After [time or practice], I was able to [result].”
Feeling: “Learning this skill made me feel [emotion] because [why]. It also taught me that [broader lesson].”
Round-off: “Looking back, I’m really glad I [learned it / stuck with it], and I still [use it / practise it] today.”
How to use your 1-minute preparation
You receive a pencil and paper. Spend the minute like this:
| 0–10 s | Read the card carefully. Decide on one topic (do not change your mind later). |
| 10–50 s | Jot down key words for each bullet — not full sentences. Write 2–3 words per bullet to trigger your memory. |
| 50–60 s | Think of your opening sentence and your closing sentence. Knowing how to start and end prevents freezing. |
IELTS Speaking Part 2: Tips
Part 2 tests your ability to speak at length on a topic with coherent organisation. The examiner will not interrupt, so you need to keep going for up to 2 minutes on your own.
Tip 1: Use the bullet points as your outline
The 3–4 bullet points on the cue card are your free outline. Address each one in order and you will automatically have a well-structured talk. Skipping a bullet usually leaves a noticeable gap.
Think of each bullet as a paragraph in your spoken response — spend 20–30 seconds on each.
Tip 2: Start with a simple opening sentence
A clear opening buys you confidence. Use one of these starters:
“I’d like to talk about…” / “The [person / place / experience] I want to describe is…” / “One [thing] that comes to mind is…”
Do not waste time with “This is a very interesting topic…” — jump straight in.
Tip 3: Aim for the full 2 minutes
Stopping at 1 minute signals that you cannot sustain a longer turn, which affects your fluency and coherence score. If you feel like you are running out of things to say, use these strategies:
- Add details: colours, sounds, smells, emotions, comparisons.
- Give a before-and-after: “Before that, I used to… but afterwards I…”
- Compare: “Unlike [something else], this was…”
- Reflect: “Looking back, I realise that…”
Tip 4: Use signpost phrases to move between points
Short transitions help the examiner follow your structure:
| Moving to a new point | “As for [next bullet]…” / “In terms of [topic]…” / “Another thing I should mention is…” |
| Adding detail | “What made it special was…” / “I remember that…” / “The thing that stood out was…” |
| Wrapping up | “So overall…” / “Looking back…” / “All in all…” |
Tip 5: Tell a story, do not list facts
A list of bullet answers sounds mechanical. Instead, narrate: set a scene, describe what happened, and say how you felt. Stories are easier to follow and easier to extend to 2 minutes.
Listing: “The place is in Japan. I went in 2023. I saw temples. It was nice.”
Narrating: “I visited Kyoto during the cherry-blossom season in 2023. The moment I stepped off the train, I could see petals drifting across the platform. It felt like walking into a different era.”
Tip 6: Choose a topic you can talk about easily
If the cue card says “Describe a book that influenced you” and you cannot think of a specific book, adapt: pick a film, an article, or even a podcast episode — the examiner is scoring your English, not checking your reading list. Choose whatever lets you speak fluently for 2 minutes.
You can even invent minor details. What matters is that the response is coherent, detailed, and delivered fluently.
Tip 7: End with a clear closing
A sudden stop sounds awkward. Signal that you are finishing:
“So that’s why [topic] is so [important / memorable] to me.” / “All in all, it was [one-word summary — unforgettable, eye-opening, rewarding].”
If the examiner stops you at 2 minutes, that is fine — it means you used the full time, which is a positive sign.
