Speaking theory

A repeatable fourteen-day practice cycle

This is a practice schedule, not a promise that a score will rise within fourteen days. Adjust the time and repeat difficult stages. A useful session includes listening, speaking, reviewing and a second attempt on a different question.

Thirty original Part 1 questions

1. What do you like about your daily routine?
2. Where do you usually study or work?
3. Is there anything you would change about that place?
4. Do you prefer starting tasks early or later in the day?
5. How do you organise a busy week?
6. Do you enjoy learning practical skills?
7. What skill would you like to learn next?
8. Did you have a favourite school subject as a child?
9. Has the way you study changed?
10. Do you often make handwritten notes?
11. What do you like about your neighbourhood?
12. How often do you visit a local market?
13. Do you like walking short distances?
14. Has transport in your area changed?
15. Would you like to live in a different kind of home?
16. Do you enjoy cooking?
17. When do you usually prepare your meals?
18. Did you help with cooking as a child?
19. Do you prefer eating alone or with other people?
20. Is there a dish you would like to learn to make?
21. Do you make plans for your weekends?
22. What do you do when you have a free afternoon?
23. Do you enjoy taking photographs?
24. How do you keep important photos?
25. Have your reading habits changed?
26. Do you keep objects that remind you of the past?
27. Would you like to try gardening?
28. Do you prefer buying things online or in shops?
29. How often do you repair things instead of replacing them?
30. Is there a hobby you would like to return to?

Six original Part 2 cards

Card A: a useful skill. Describe something useful you learned to do. Say what it was, when and how you learned it, what was difficult, and why it has been useful.

Card B: a meaningful object. Describe an object you keep that has personal value. Say what it is, where it came from, how you use or keep it, and why it matters.

Card C: a helpful person. Describe someone who helped you understand something difficult. Say who the person is, what you were trying to understand, how they helped, and why their approach worked for you.

Card D: a local place. Describe a place near your home that you enjoy using. Say where it is, what it is like, what you do there, and why you enjoy it.

Card E: a practical problem. Describe a time when you solved a practical problem. Say what the problem was, when it happened, what you did, and how you felt about the result.

Card F: an interesting piece of content. Describe something you watched or read that made you think differently. Say what it was, when you encountered it, what idea you remember, and how it influenced your thinking.

Twelve original Part 3 questions

1. Why do some adults stop learning new skills?
2. How can teachers make it easier for learners to ask questions?
3. How is learning online different from learning in a classroom?
4. Do people value practical knowledge more than academic knowledge?
5. What makes a public space useful to different age groups?
6. How could towns encourage people to use public spaces more often?
7. Should local residents help decide how public spaces are designed?
8. Why do people attach emotional value to ordinary objects?
9. Will people keep physical reminders of their lives in the future?
10. What are the advantages of repairing objects rather than replacing them?
11. Why can a personal story change someone’s opinion?
12. How might the way people learn about the world change in the future?

Review each criterion separately

• Fluency and coherence: Did I answer the question, maintain the thread and develop the idea? Where did the listener lose the connection?
• Vocabulary: Were my words precise and combinations natural? Could I explain a missing word another way?
• Grammar: Were time and relationships clear? Did useful variety remain controlled?
• Pronunciation: Were words recognisable and important meanings prominent? Ask a listener; a written transcript cannot answer this.

Write one concrete next action: “Practise explaining one cause with a consequence” is more useful than “be fluent.” Re-record on a new prompt so that improvement is transferable.

Final exam reminders

Listen to the question. Answer it directly. Develop relevant detail. Use the Part 2 preparation minute. In Part 3, explain reasons and distinctions. Speak at a comfortable pace, clarify when needed, and follow the examiner’s next question. Your aim is clear, flexible communication across the interview.

Frequently asked questions

Should I memorise these models? Use them to notice development choices, then close them and make a new answer with your own details. Memorisation can make it harder to respond to an unexpected question.

Do I need an advanced word in every sentence? No. Use words accurately and appropriately. A precise ordinary expression can communicate more successfully than an unfamiliar rare word.

How long should a Part 1 answer be? There is no fixed word count. Answer and add enough relevant information to make your meaning clear; let the conversation and the examiner’s timing guide you.

Must my Part 2 talk contain a dramatic story? No. A clear, well-developed ordinary experience is useful practice. Choose details you can explain comfortably.

Can a transcript tell me a speaker’s pronunciation score? No. Stress, sounds, rhythm, intonation and listening effort require audio. Even with audio, an educational observation is not an official result.

Does this course guarantee Band 9? No. Progress depends on your starting level, practice, feedback and test performance. Use the official criteria to guide development rather than treating a video title or model answer as a guarantee.