🔶 Part 1 — Tutorial

How to Answer IELTS Speaking Part 2 — Step by Step

Step 1 — Read and Understand the Cue Card: The first thing you must do is carefully read the whole cue card. Spend around 5–10 seconds identifying the main topic and the four bullet points. Circle or underline the key words so that you do not forget them. This prevents you from going off-topic. Many candidates lose marks because they focus only on one point and forget the others.

Example: If the card says “Describe a teacher who inspired you,” underline teacher, inspired you, what subject, and why you remember them.

Step 2 — Make Quick Notes: Use the one-minute preparation time wisely. Write only short keywords, not full sentences. Arrange them in the order you want to speak: introduction → background → details → reflection. This simple plan works as a “map” for your talk. Do not waste time writing sentences because you will not have time to use them during the exam.

Example notes: high school English teacher → storytelling style → gave clear feedback → boosted my confidence → inspired me to study languages.

Step 3 — Begin with a Smooth Introduction: Start by restating the topic in your own words. A confident opening sets the right tone and shows the examiner you are prepared. Avoid starting with hesitation noises like “uhm” or “er.” Instead, use a sentence such as “I’d like to talk about…” or “One person who had a great influence on me was…”. This helps you gain fluency marks immediately.

Example introduction: “I’d like to talk about my English teacher in high school who really inspired me to enjoy learning languages.”

Step 4 — Develop Each Point with Clear Structure: Use sequencing words like “first of all,” “later on,” “in addition,” and “finally.” For each bullet point, add supporting examples, short stories, and personal feelings. This will make your talk interesting and natural. Examiners look for fluency, so avoid just listing facts. Add details that show emotions, results, or lessons learned.

Step 5 — End with Reflection: In the last 15–20 seconds, give a reflection on why this person, event, or experience is meaningful to you. This personal conclusion makes your answer sound complete, even if the examiner interrupts. It shows you can evaluate experiences, not only describe them. Ending smoothly also leaves a strong final impression.

Example conclusion: “Overall, I feel that this teacher made a lasting impression on me because she encouraged me to believe in myself and follow my passion for languages.”

Universal Fill-in-the-Gap Template (Sentence by Sentence)

1. I would like to talk about ___(topic)___.

2. This person/thing/event became important to me ___(time/place)___.

3. At first, ___(background information)___.

4. One important detail is that ___(key point)___.

5. Moreover, I remember ___(extra story/example)___.

6. Another significant aspect was ___(second point + explanation)___.

7. Finally, what impressed me most was ___(reflection)___.

8. Overall, I believe ___(personal conclusion)___.

By practising this five-step method, you will always produce a fluent and logical answer within the time limit. This method ensures that you cover all points on the card, maintain coherence, and finish with a thoughtful reflection — the exact skills examiners reward in IELTS Speaking Part 2.

🔷 Part 2 — Task (Cue Card + Timers + Recorder + Submission)

New Cue Card — IELTS Academic Speaking Part 2

Title: IELTS Academic — Speaking Part 2: Describe a teacher who inspired you

Cue Card

Describe a teacher who inspired you.

You should say:

  • who the teacher was,
  • what subject they taught,
  • what was special about their teaching,
  • and explain how they inspired you.
Timers (Customisable)

Default settings: Preparation 60s • Speaking 120s

Preparation — Countdown

Use this time to plan your talk.

Time: 60s
Speaking — Timer & Recorder
Time: 120s

Recorder:

Download

Submission
Send via
Open WhatsApp Open Email
🟣 Part 3 — Sample Answer

Model Answer (Band 7–8) — “Describe a teacher who inspired you”

Written Sample Answer

I would like to talk about my high school English teacher, Mrs. Anderson, who truly inspired me during my teenage years. I first met her when I was around fifteen, and she taught me English literature for two years.

At first, what impressed me was her unique teaching style. Instead of making us memorise grammar rules, she brought stories and poems to life by connecting them with real-world issues. For example, she encouraged us to act out scenes from Shakespeare and to discuss the themes in our own words.

Another thing I remember is how she always gave constructive feedback. Rather than pointing out only mistakes, she highlighted what we had done well and then suggested how we could improve. This made me feel more confident in expressing my ideas.

What inspired me most was her ability to treat every student with respect and patience. Even those who were shy or struggled with English felt comfortable in her class because she believed everyone had potential. She also shared her own stories of learning languages, which motivated me to keep going when I found it difficult.

Overall, Mrs. Anderson inspired me by showing that learning is not just about grades but about developing creativity and critical thinking. I still feel grateful to her because she influenced my decision to study languages at university and gave me the confidence to speak in front of others.

Sample Answer — Audio

Play the sample to hear pacing, intonation, and linking.

Why This Answer Works (Step-by-Step)
1) Fluency & Coherence

1. The answer starts smoothly with “I would like to talk about…,” avoiding hesitation.

2. The story flows logically: introduction → teaching style → feedback → respect → reflection.

3. Clear linking words like “at first,” “another thing,” “what inspired me most,” and “overall” show organisation.

4. Each point is supported by an example (e.g., acting out Shakespeare, constructive feedback).

5. The conclusion ties the ideas back to the theme of inspiration, making the answer feel complete.

2) Task Achievement & Development

6. All bullet points are covered: who the teacher was, subject, special qualities, and how they inspired the speaker.

7. Each bullet is developed with specific details, not just short statements.

8. The reflection (“she influenced my decision to study languages”) shows depth beyond description.

9. The candidate goes beyond surface facts and explains the effect on their life, which examiners reward.

3) Lexical Resource

10. Rich vocabulary such as “constructive feedback,” “creativity,” “critical thinking,” and “inspired” is used naturally.

11. Idiomatic phrases like “brought stories to life” and “gave me the confidence” demonstrate collocation awareness.

12. The speaker paraphrases effectively, avoiding repetition of “teacher” by using “she,” “Mrs. Anderson,” and “instructor.”

13. Topic-specific lexis (feedback, potential, motivation) raises lexical range and appropriacy.

4) Grammar Range & Accuracy

14. A mix of past tense (“she taught me”), past continuous (“she was teaching”), and present simple (“she inspires me even now”) adds variety.

15. Complex sentences with clauses (“which motivated me to keep going,” “because she believed everyone had potential”) are accurate and natural.

16. Conditionals could be added (“If I hadn’t met her, I might not have chosen languages”), showing even wider range.

17. Errors are minimal and do not affect understanding.

5) Pronunciation & Delivery

18. Stress falls on key words like “inspired,” “feedback,” and “confidence.”

19. Rising intonation is used for examples, while falling tones close main points.

20. Natural pausing after “at first,” “another thing I remember,” and “overall” helps rhythm and clarity.

21. Linking sounds (e.g., “brought stories,” “gave me”) make the answer fluent, not robotic.

22. Clear articulation of teacher’s name and subject avoids ambiguity.

🟢 Part 4 — Vocabulary

Part 4 — Vocabulary (Key Words)

teacher /ˈtiː.tʃər/ (BrE) · /ˈtiː.tʃɚ/ (AmE)

Part of Speech: noun (countable)

Word Pattern: a teacher of + subject | my/your/their teacher

Definition: a person whose job is to help others learn in a school, college, or training setting.

Example: “My English teacher encouraged me to read novels in the original language.” → (means she guided me and gave support).

Synonyms: instructor, tutor

Common Mistakes: Learners sometimes confuse “teacher” with “professor.” In English, “professor” is used mainly for university academics, not schoolteachers.

inspire /ɪnˈspaɪə/ (BrE) · /ɪnˈspaɪɚ/ (AmE)

Part of Speech: verb (regular)

Word Pattern: inspire + someone + to + verb | be inspired by + noun

Definition: to make someone feel motivated or enthusiastic to do something positive.

Example: “Her passion for literature inspired me to study English at university.” → (means her enthusiasm motivated me).

Synonyms: motivate, encourage

Common Mistakes: Learners sometimes say “inspire for” ✘. Correct form: “inspire someone to do something.”

feedback /ˈfiːd.bæk/ (BrE) · /ˈfiːd.bæk/ (AmE)

Part of Speech: noun (uncountable)

Word Pattern: give/receive feedback | feedback on/about + noun

Definition: helpful comments or advice given to someone about their work, performance, or ideas.

Example: “The teacher gave me useful feedback on my essay.” → (means she explained what was good and what needed improvement).

Synonyms: response, comments

Common Mistakes: Learners sometimes treat “feedback” as countable (“a feedback” ✘). It is uncountable: say “some feedback” or just “feedback.”

confidence /ˈkɒn.fɪ.dəns/ (BrE) · /ˈkɑːn.fɪ.dəns/ (AmE)

Part of Speech: noun (uncountable)

Word Pattern: confidence in + noun | build/boost confidence

Definition: the feeling of trust in your own ability to succeed or perform well.

Example: “Her encouragement boosted my confidence in speaking English.” → (means I felt more sure about my abilities).

Synonyms: self-assurance, certainty

Common Mistakes: Learners say “a confidence” ✘ when referring to general ability. Correct: “confidence” (uncountable).

creativity /ˌkriː.eɪˈtɪv.ə.ti/ (BrE) · /ˌkriː.eɪˈtɪv.ə.t̬i/ (AmE)

Part of Speech: noun (uncountable)

Word Pattern: show/display creativity | creativity in + noun

Definition: the ability to produce new and imaginative ideas or things.

Example: “The teacher’s lessons encouraged creativity in writing stories.” → (means students could use their imagination freely).

Synonyms: imagination, originality

Common Mistakes: Learners confuse “creative” (adjective) with “creativity” (noun). E.g., “She has a creativity” ✘ → Correct: “She has creativity.”

🟠 Part 5 — Phrases & Expressions

Part 5 — Phrases & Expressions

make a lasting impression /meɪk ə ˈlɑːstɪŋ ɪmˈpreʃ.ən/ (BrE) · /meɪk ə ˈlæstɪŋ ɪmˈpreʃ.ən/ (AmE)

Part of Speech: collocation (verb phrase)

Word Pattern: make a lasting impression + on + someone

Definition: to influence or affect someone strongly in a way they remember for a long time.

Example: “Her inspiring lessons made a lasting impression on me.” → (means I still remember her influence).

Synonyms: leave a mark, strongly influence

Common Mistakes: Learners sometimes say “do a lasting impression” ✘. Correct: “make a lasting impression.”

bring a subject to life /brɪŋ ə ˈsʌbdʒɪkt tə laɪf/ (BrE) · /brɪŋ ə ˈsʌbdʒɪkt tə laɪf/ (AmE)

Part of Speech: idiom (verb phrase)

Word Pattern: bring + subject/topic + to life

Definition: to make a subject or idea more interesting and exciting.

Example: “The teacher used real examples to bring history to life.” → (means she made the subject vivid and engaging).

Synonyms: enliven, animate, make interesting

Common Mistakes: Learners sometimes say “give life to subject” ✘. Correct: “bring a subject to life.”

boost confidence /buːst ˈkɒn.fɪ.dəns/ (BrE) · /buːst ˈkɑːn.fɪ.dəns/ (AmE)

Part of Speech: collocation (verb + noun)

Word Pattern: boost + confidence (in + noun)

Definition: to increase someone’s self-assurance and belief in their abilities.

Example: “Her supportive comments boosted my confidence in public speaking.” → (means I felt more sure about myself).

Synonyms: build confidence, strengthen self-belief

Common Mistakes: Learners may use wrong verbs like “grow confidence” ✘. Correct collocation: “boost confidence.”

nurture talent /ˈnɜː.tʃə ˈtæl.ənt/ (BrE) · /ˈnɝː.tʃɚ ˈtæl.ənt/ (AmE)

Part of Speech: collocation (verb + noun)

Word Pattern: nurture + talent/ability

Definition: to help someone’s natural ability or skill to develop over time.

Example: “She always tried to nurture the talent of her students.” → (means she helped their abilities grow).

Synonyms: develop ability, foster skill

Common Mistakes: Learners confuse “nurture” with “nature.” Correct: “nurture talent,” not “nature talent.”

ignite passion /ɪɡˈnaɪt ˈpæʃ.ən/ (BrE) · /ɪɡˈnaɪt ˈpæʃ.ən/ (AmE)

Part of Speech: collocation (verb + noun)

Word Pattern: ignite + passion/interest/enthusiasm

Definition: to strongly stimulate interest, enthusiasm, or love for something.

Example: “Her teaching style ignited my passion for literature.” → (means she made me deeply enthusiastic).

Synonyms: spark passion, fuel enthusiasm

Common Mistakes: Learners say “fire passion” ✘. Correct collocation: “ignite passion.”

🔺 Part 6 — Vocabulary & Expressions Review Quiz

Part 6 — Interactive Exercise

Each attempt shows 10 random questions from the 25-question pool. After you choose an answer, a detailed explanation will appear. Use Retry to load a new random set.