🔶 Part 1 — Tutorial

How to Answer IELTS Speaking Part 2 — Step by Step

Step 1 — Read & Analyse the Cue Card

Begin by reading the entire cue card once, slowly, from the title to the final bullet. Identify the main command verb (usually “Describe” or “Talk about”) so you know the core task. Scan each bullet and convert them into tiny targets you can hit in your talk. Underline or mentally note proper nouns and time expressions so you keep your narrative anchored. Notice if any bullet is actually evaluative (e.g., “explain why…”) because it requires reflection, not just description. Decide on a simple beginning–middle–end structure before you write anything. If the topic is a person, plan an intro, background, a defining story, and an impact statement. If it’s a place or object, plan description, function, experience, and personal value. Promise yourself you will avoid lists; you will tell a short story with feelings and details. Finally, commit to paraphrasing the prompt in your first sentence to show clear task understanding.

Example (Analysing): For “Describe a teacher who inspired you,” mark: who the teacher was, what subject they taught, what they did that inspired you, and how they influenced your behaviour or choices.

Step 2 — Plan Quickly with Keywords (≤ 60 seconds)

Use keywords only; never write full sentences. Split your page into four horizontal lines: intro, detail 1, detail 2, reflection. For each line, jot 3–5 words that unlock a memory or example. Choose one vivid, specific story that proves your point; stories are easier to deliver than abstract commentary. Add two linking words you will reuse (“to begin with…”, “after that…”, “in the end…”). Note one advanced collocation or idiom that fits naturally (e.g., “open many doors,” “step out of my comfort zone”). Add one precise adjective or verb for colour (“meticulous feedback,” “galvanised”). Decide where you will pause for breath—usually after each bullet—to keep pace steady. Finally, smile, breathe, and look ready; confident body language often improves your delivery rhythm.

Example notes: Ms Johnson — HS English • creative tasks • detailed feedback • poetry club • confidence ↑ • “step out of comfort zone” • opened doors → uni essay wins.

Step 3 — Open Strong, Paraphrase, and Set the Timeline

Start with a clean, confident sentence that paraphrases the topic; this proves comprehension and reduces hesitation. Immediately place your story in time and space (when and where) to orient the listener. Give the briefest background so your later details make sense. Avoid filler sounds and meta‑language like “I don’t know what to say.” Keep sentences medium length; combine with “which/that” or “because/although” for variety. Use one signpost phrase to promise a structure (“I’ll start with who she is, then what she did, and finally how she changed me”). Maintain eye contact and a calm pace; the examiner can stop you when time is up, so aim for completeness not speed. Use natural stress on content words (nouns/verbs/adjectives) to keep your speech clear. Finish the opening with a gentle transition to your first main point.

Example opener: “I’d like to talk about a teacher who genuinely changed how I learn. Back in my final year of high school, my English teacher, Ms Johnson, encouraged me to take creative risks.”

Step 4 — Develop Each Bullet with a Mini‑Story + Details

Tackle the bullets in a logical order: who/when → what they did → a specific example → impact. For each bullet, use a mini‑story: give the situation, the action, and the result. Add one sensory or concrete detail (a quote, a place, a number, a short description) so your speech feels authentic. Use cohesive devices to move forward: “to begin with,” “later on,” “besides,” “as a result,” “ultimately.” Paraphrase repeated words to show lexical range (inspired → motivated → pushed). Balance facts with feelings to demonstrate evaluation, not just reporting. Keep pronouns clear so the story is easy to follow. Vary your tense naturally—past for events, present for general truths, present perfect for continuing impact. End the development with a sentence that leads naturally into reflection.

Example detail: “She set up a poetry club after school and gave meticulous feedback on my drafts. One Tuesday she wrote, ‘Be bolder with your verbs,’ and that note completely changed my writing style.”

Step 5 — Reflect, Conclude, and Land on the Message

Use your final 15–20 seconds for reflection, especially if the last bullet asks you to explain significance. State the concrete impact on your skills, mindset, or choices. Name an opportunity that opened because of this person or experience. Use one strong collocation or idiom naturally (e.g., “opened many doors,” “turning point”). Make your concluding sentence self‑contained so the examiner can stop you without losing meaning. Avoid introducing brand‑new topics at the end. Keep pronunciation clear with falling intonation to signal closure. If you run short, summarise the key idea in one sentence. If you run long, trim adverbs and add a final “Overall…” statement. Finish confidently, then wait for the examiner’s instruction.

Example conclusion: “Overall, she didn’t just teach literature; she helped me find my voice, and that confidence has shaped every presentation and application since then.”

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

1) I’d like to talk about ___(topic/person/place/object)___.

2) This was ___(time)___ in ___(place/context)___.

3) At first, ___(short background to set the scene)___.

4) One important detail is that ___(key action/quality)___.

5) For example, ___(specific mini‑story with result)___.

6) In addition, ___(second detail + supporting evidence)___.

7) This mattered because ___(reason/analysis)___.

8) As a result, ___(impact on skills/opportunities)___.

9) What struck me most is ___(strongest insight)___.

10) Overall, I believe ___(clear conclusion that answers the last bullet)___.

🔷 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 this teacher was,
  • what subject they taught,
  • what they did that inspired you,
  • and explain how they influenced 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
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🟣 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, Ms Johnson, who truly inspired me during my teenage years. She taught us literature and writing, and her classes were always full of energy and creativity.

At first, I wasn’t very confident about my writing skills, but she encouraged me to take part in a poetry club that she organised after school. I still remember how she gave detailed feedback on my poems, pointing out not just mistakes but also strengths. Her comments motivated me to improve and made me feel proud of my progress.

One specific memory that stands out is when she told me to “be bold with your words.” That piece of advice completely changed my approach to writing. From that day onwards, I started experimenting with language and expressing myself more freely. She also introduced us to writers from different cultures, which broadened my perspective on literature and life.

In the long run, she influenced my confidence and creativity. Because of her, I began to believe in my ability to communicate ideas clearly, and I even decided to study English at university. Overall, she was more than just a teacher — she was a mentor who inspired me to step out of my comfort zone and pursue my passion.

Sample Answer — Audio

🎧 Listen to the sample to hear pacing, intonation, and natural linking.

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

1. The answer begins confidently with “I would like to talk about…” which restates the task without hesitation.

2. The story flows logically: introduction → background → specific example → reflection → conclusion.

3. Linking devices such as “at first,” “one specific memory,” and “in the long run” help the listener follow easily.

4. Sentences vary in length, creating a natural rhythm rather than a memorised list.

5. The final reflection makes the talk sound complete, even if the examiner stops early.

2) Task Fulfilment & Development

6. All bullet points are clearly addressed: who the teacher was, the subject, what she did, and how she influenced the speaker.

7. Ideas are extended with personal stories rather than just names or facts, which examiners reward.

8. The conclusion explains long-term influence, showing evaluation, not just description.

3) Lexical Resource

9. Topic-specific vocabulary appears: “poetry club,” “detailed feedback,” “broadened my perspective.”

10. Idiomatic phrases like “step out of my comfort zone” show flexibility.

11. Paraphrasing avoids repetition: instead of always saying “inspired,” the speaker uses “encouraged,” “motivated,” and “influenced.”

4) Grammar Range & Accuracy

12. A variety of tenses are used: past simple (“she encouraged”), present perfect (“she has influenced”), and present (“she inspires me even today”).

13. Complex sentences are used naturally with “because,” “which,” and “although.”

14. Conditional phrasing could also be added for higher bands, e.g., “If she hadn’t guided me, I wouldn’t have studied English at university.”

5) Pronunciation & Delivery

15. Key words such as “inspired,” “confidence,” and “creativity” carry sentence stress.

16. Rising intonation is used before adding examples, while falling intonation closes each point.

17. Pauses are placed after sequencing words, improving clarity.

18. Natural linking (“be bold withyour words,” “stepoutof my comfort zone”) makes delivery fluent.

🟢 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 | school/university teacher

Definition: a person whose job is to educate students in a school or similar setting.

Example: “My teacher of English encouraged me to write creatively.” → (means the English teacher supported the speaker’s writing).

Synonyms: instructor, educator

Common Mistakes: Learners sometimes say “teach person” ✘ instead of “teacher.” Also avoid “a English teacher” ✘ → correct: “an English teacher.”

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

Part of Speech: verb

Word Pattern: inspire + object + to do sth | inspire + feeling

Definition: to fill someone with the desire or confidence to do something.

Example: “She inspired me to study English at university.” → (means she motivated the speaker to choose English).

Synonyms: motivate, encourage, stimulate

Common Mistakes: Learners confuse with “expire” ✘. Also, avoid “inspire for do” ✘ → correct: “inspire someone to do.”

feedback /ˈfiːd.bæk/ (BrE & AmE)

Part of Speech: noun (uncountable)

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

Definition: helpful information, comments, or criticism about someone’s work or performance.

Example: “The teacher gave me feedback on my essay that helped me improve.” → (means comments and advice about writing).

Synonyms: comments, evaluation

Common Mistakes: Learners often say “a feedback” ✘ → it is uncountable, just “some feedback.”

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

Part of Speech: noun (uncountable)

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

Definition: a feeling of trust in your own abilities, qualities, or judgement.

Example: “Her encouragement gave me confidence in my abilities.” → (means she made the speaker feel self-assured).

Synonyms: self-assurance, self-belief

Common Mistakes: Saying “a confidence” ✘ unless referring to a secret. Correct: “confidence.”

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

Part of Speech: noun (uncountable)

Word Pattern: show/display creativity | encourage creativity

Definition: the ability to produce or use original and unusual ideas.

Example: “The poetry club helped me develop my creativity.” → (means it encouraged the ability to create original ideas).

Synonyms: imagination, originality

Common Mistakes: Learners sometimes confuse with “creation” ✘. “Creation” = the product; “creativity” = the ability.

🟠 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: idiom (verb phrase)

Word Pattern: make a lasting impression on + person

Definition: to have a strong and memorable effect on someone.

Example: “Her advice to ‘be bold with your words’ really made a lasting impression on me.” → (means the advice stayed in the speaker’s memory and influenced them).

Synonyms: leave a mark, deeply influence

Common Mistakes: Learners sometimes say “do an impression” ✘ → correct: “make an impression.”

bring a subject to life /brɪŋ ə ˈsʌb.dʒɪkt tə laɪf/ (BrE) · /brɪŋ ə ˈsʌb.dʒɪkt tə laɪf/ (AmE)

Part of Speech: idiom (verb phrase)

Word Pattern: bring + subject/topic/lesson + to life

Definition: to make a topic interesting, exciting, and engaging.

Example: “She used stories and drama to bring literature to life for the class.” → (means she made literature exciting and real).

Synonyms: enliven, animate, make engaging

Common Mistakes: Learners say “live the subject” ✘ → correct: “bring the subject to life.”

boost someone’s confidence /buːst ˈsʌmwʌnz ˈkɒn.fɪ.dəns/ (BrE) · /buːst ˈsʌmwʌnz ˈkɑːn.fə.dəns/ (AmE)

Part of Speech: collocation (verb phrase)

Word Pattern: boost + person’s confidence

Definition: to increase someone’s belief in their own ability.

Example: “Her positive feedback really boosted my confidence in writing.” → (means it made the speaker more self-assured).

Synonyms: strengthen self-belief, build up

Common Mistakes: Learners sometimes say “rise confidence” ✘ → correct: “boost confidence.”

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

Part of Speech: collocation (verb phrase)

Word Pattern: nurture + talent/skills/creativity

Definition: to help someone develop their natural ability.

Example: “She nurtured my talent by encouraging me to enter competitions.” → (means she supported and developed the speaker’s ability).

Synonyms: cultivate ability, support growth

Common Mistakes: Learners confuse “nurture” with “nature” ✘ → correct: “nurture talent.”

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

Part of Speech: idiom (verb phrase)

Word Pattern: ignite a passion for + noun/verb-ing

Definition: to strongly stimulate someone’s interest or enthusiasm.

Example: “Her lessons ignited a passion for literature in me.” → (means they sparked deep enthusiasm for reading and writing).

Synonyms: spark enthusiasm, fuel interest

Common Mistakes: Learners say “fire a passion” ✘ → correct: “ignite a 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.