Quick answer: In IELTS Speaking Part 2, the candidate gets a cue card, one minute to prepare and must then talk for 1–2 minutes. The best way to teach it is to give students a repeatable structure – answer, explain, give an example – plus fluency phrases and cue-card practice, rather than memorised speeches. This article breaks down how Part 2 (and Part 3) are scored and shares a lesson framework and activities you can use straight away. New to the test? Start with part one.
The IELTS test is one of the most popular English language proficiency tests, so as a teacher, becoming familiar with it can be very useful indeed. The speaking part in particular is the one that many learners feel nervous about, so in this second of a two-part blog, Louisa Walsh looks at the specific elements of the speaking test and how you can help your English language learners prepare.
In part one of this article, we said it’s not a good idea to get learners memorising formal chunks of language. However, there are some ways you can help, because there are common features across the exams through the years and a clear format. Let’s look at these below.
How IELTS Speaking Part 2 is scored
Part 2 and Part 3 are marked on the same four criteria as the rest of the speaking test, each carrying equal weight. Knowing roughly what separates one band from the next helps you give focused feedback. This simplified summary is drawn from the official public IELTS speaking band descriptors:
| Band | Fluency & coherence | Vocabulary | Grammar |
|---|---|---|---|
| 5 | Keeps going but with noticeable pausing and repetition | Manages familiar topics only | Basic sentences accurate; frequent errors in complex forms |
| 6 | Willing to speak at length, though coherence sometimes slips | Enough range to discuss topics at length | Mix of simple and complex forms with some errors |
| 7 | Speaks at length without much effort; some hesitation is fine | Flexible use, including some less common vocabulary | Range of complex structures, frequently error-free |
| 8 | Fluent, coherent, only occasional repetition or self-correction | Wide, precise, with natural idiom | Wide range of structures, mostly error-free |
The takeaway for your teaching: a student who speaks fluently with a decent range of vocabulary will out-score one who speaks accurately but haltingly. Reward risk-taking and flow.
A Part 2 lesson framework
Here candidates are asked to talk for 1–2 minutes on a theme. They are given a card with a question and prompts, the examiner may ask one or two follow-up questions, and candidates have just one minute to prepare. A reliable way to teach it:
- Introduce a cue card. Show a real-style card, for example “Describe a person who has influenced you,” and read the prompts together.
- Teach the one-minute plan. Give students a quick note-making frame – who / what / when / why / how I felt – so the prep minute produces speaking points, not full sentences.
- Model answer, explain, example. Demonstrate the structure: answer directly (“My teacher has influenced me greatly”), explain (“This is because he…”), then give an example (“There was one time…”).
- Feed in useful language. Pre-teach comparatives and superlatives (“one of the best…”, “the most inspirational teacher”) and rounding-off phrases (“When I think about him…”, “Looking back…”).
- Practise and time it. Students record or pair up and speak for the full 1–2 minutes, then swap and give each other feedback on length and flow.
Cue-card practice activities that work
Here are some common Part 2 questions examiners use – build a bank of these for practice:
- Describe a person who has influenced you
- Describe a great teacher
- Talk about food from your native country
- Describe an object that means a lot to you
- Describe a memorable place or celebration
- Talk about your family
Try a “beat the clock” round where students must keep talking until the two minutes are up, a “same card, better answer” second attempt after feedback, and a “spot the band” task where they rank recorded answers. Ensure learners can use language to describe people, things and places, and give them phrases for concluding: “When I think about it…”, “I suppose I’d say…”, “Looking back…”.
What about IELTS Speaking Part 3?
Here candidates talk for 3–5 minutes on a topic linked to the theme of Part 2, but more conceptual and abstract – more of a discussion between examiner and candidate. Typical themes include changes and comparisons, predictions and opinions, past and present, and thoughts about the future – for example the influence of the media, the role of the family, environmental challenges or education then and now.
Encourage students to think out loud in English with phrases like “Mm, let me think a second…” and “It’s difficult to know for sure, but I’d say…”. Get them to give an opinion and explain why, then add an example: “I was fortunate because my school was very good, but some of my friends had a difficult time…”. Give them the language for opinions (“Personally…”, “In my opinion…”), the present perfect for talking about change (“Things have changed since…”), and turn-taking phrases (“I understand your point, but…”).
Frequently asked questions
How long should students speak in Part 2?
Between one and two minutes. The examiner stops them at two minutes, so students should aim to keep going for the full time rather than finishing early. Drill this in practice with a timer – running out of things to say after 40 seconds is one of the most common Part 2 problems, and the one-minute planning stage is the fix.
What if the student can’t think of ideas?
Teach them to bend the cue card to something they know rather than searching for the “perfect” answer – any relevant person, place or object will do. The one-minute note-making frame (who / what / when / why / how I felt) gives them a ready structure, and it’s completely fine to invent details; IELTS assesses their English, not the truth of the story.
How is fluency scored in IELTS speaking?
Fluency and coherence is one of the four equally weighted criteria. Examiners reward the ability to keep speaking at length without excessive pausing or self-correction, and to organise ideas logically with linking words. A little hesitation is normal even at band 7 – what pulls scores down is frequent long pauses and losing the thread.
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What next? IELTS teachers are in demand, and specialising can be a good way to establish yourself and charge more for your services.
* Deepen your exam-teaching skills on the Global English TESOL Professional course, which includes a module on exam English.
* There is a lot of helpful IELTS sample material on the official site.
* See an IELTS speaking test simulation in the video below.
* Read part one of our article, where we give an overview of the IELTS test.