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Preparing for the IELTS Speaking test can be a stressful experience, especially Part 2, where you are given a cue card and expected to speak for one to two minutes. Unlike Part 1, which focuses on familiar everyday topics, or Part 3, which involves more abstract discussions, Part 2 tests your ability to structure and sustain a longer response on your own. In this article, we will go in-depth into strategies for handling the cue card effectively, step-by-step guidance for preparation during the one-minute planning time, and sample answers to common topics.
By the end, you will have a clear roadmap for mastering IELTS Speaking Part 2.
In this section, the examiner gives you a cue card with a topic. The card usually contains:
A main question (e.g., “Describe a place you have visited that you found interesting.”)
Three or four bullet points suggesting what you should include in your answer.
You will have:
1 minute to prepare (with a pencil and paper to take notes).
1–2 minutes to speak continuously.
After your response, the examiner may ask one or two short follow-up questions.
Assessment Criteria:
Your score depends on four areas:
Fluency and Coherence – Can you speak smoothly and logically?
Lexical Resource – Do you use a wide range of vocabulary accurately?
Grammatical Range and Accuracy – Do you use complex structures without many mistakes?
Pronunciation – Is your speech clear and natural?
In your 1-minute preparation time, identify the main focus of the question. For example:
“Describe a book you enjoyed” → The book + reasons.
“Describe a person who influenced you” → The person + influence.
A clear structure will help you stay on track. A common and effective structure is:
Introduction – Briefly introduce the topic.
Main Description – Expand on the key points given on the cue card.
Details/Examples – Add personal stories, reasons, or feelings.
Conclusion – Summarize or give your final thoughts.
In the one minute:
Write down keywords (not full sentences).
Plan your beginning and ending lines.
Note down 2–3 strong examples or descriptive words to use.
Transform the cue card into a mini-story. Narratives are easier to sustain than abstract descriptions. For example:
Instead of saying: “I read a book. It was interesting.”
Say: “Last year, when I was traveling, I picked up a novel at the airport. I thought it would just kill time, but it ended up being one of the most inspiring books I’ve ever read.”
Use linking words to connect ideas smoothly:
Time connectors: First of all, afterwards, later on, eventually.
Reason connectors: Because, since, due to, as a result.
Contrast connectors: However, on the other hand, in contrast.
Adding information: Moreover, in addition, what’s more.
Aim for 1.5 minutes of speaking. If you prepare too short, you may stop early and lose marks. If you talk endlessly without focus, you may lose coherence.
Cue card topics are usually predictable. They often fall into categories such as:
People (a friend, a teacher, someone you admire).
Places (a city, a natural spot, a holiday destination).
Objects (a gift, a book, a piece of technology).
Events (a celebration, a memorable journey, a cultural festival).
Experiences (a time you learned something, a challenge you faced).
Below are three cue card examples with sample answers. Notice how they follow the strategy above.
You should say:
Where it is
When you went there
What you did there
And explain why you found it interesting
Sample Answer (Approx. 280 words):
One of the most fascinating places I have ever visited is Kyoto in Japan. I went there about two years ago during the cherry blossom season, which made the experience even more unforgettable.
When I first arrived, I was immediately struck by the contrast between modern city life and traditional Japanese culture. For example, one moment I was walking through busy shopping streets, and the next I was standing in front of a centuries-old temple surrounded by blooming cherry trees.
During my stay, I visited several famous temples such as Kiyomizu-dera and Fushimi Inari Shrine. I also had the chance to wear a kimono for a day, which helped me feel more connected to the cultural atmosphere. Another highlight was the food—Kyoto is famous for matcha, and I tried everything from matcha ice cream to matcha noodles.
I found this place interesting not only because of its history and architecture but also because of how the locals value tradition in everyday life. Even the small wooden houses in the side streets gave me a sense of stepping back in time.
Overall, Kyoto left a deep impression on me. It was both educational and enjoyable, and I would love to return someday to explore more hidden spots.
You should say:
Who the person is
How you know them
What qualities they have
And explain how they influenced you
Sample Answer (Approx. 300 words):
The person who has had the most significant influence on me is my high school English teacher, Mr. Santos. I first met him when I was about fifteen years old, and he immediately stood out from other teachers because of his unique teaching style.
Mr. Santos was passionate about literature, but more than that, he truly cared about his students. He always encouraged us to think critically instead of simply memorizing facts. For example, when we studied Shakespeare, he asked us not only to analyze the text but also to connect the themes with our personal lives.
What impressed me most about him was his patience and positivity. Even when students struggled, he never made them feel embarrassed. Instead, he offered extra guidance after class, which showed his dedication. I remember one particular time when I failed an essay. Instead of scolding me, he sat down with me and explained how I could improve. That moment taught me resilience and the importance of feedback.
Because of his encouragement, I developed a strong interest in English, which later became my field of study at university. More importantly, I learned life lessons about empathy, perseverance, and leadership.
To this day, whenever I face challenges, I think of how Mr. Santos approached problems with calmness and optimism. His influence shaped not only my academic journey but also my outlook on life.
You should say:
What it is
How you got it
What you use it for
And explain why it is important to you
Sample Answer (Approx. 280 words):
An object that holds great importance in my life is my laptop. I bought it about three years ago when I started university, using the money I had saved from part-time jobs.
I use it almost every day, not just for academic purposes but also for personal activities. For example, I write assignments, conduct research, attend online classes, and communicate with classmates. Outside of schoolwork, I use it to watch movies, listen to music, and even practice language skills by chatting with international friends.
The reason this laptop is so important to me is that it represents independence and productivity. Buying it with my own savings made me feel responsible and proud. It also became my main tool during the pandemic, when everything shifted online. Without it, I would have struggled to continue my studies.
Another reason is sentimental. This laptop has been with me through both successes and failures—late nights writing essays, moments of stress before exams, and even joyful times watching funny videos with my friends.
In short, my laptop is not just a piece of technology but a symbol of growth and adaptation in my life.
Practice with a Timer – Get used to speaking for two minutes without stopping.
Record Yourself – Listening back helps identify weak points in grammar or pronunciation.
Learn Topic Vocabulary – Prepare sets of words for common topics like travel, education, environment, and technology.
Don’t Memorize Entire Answers – Examiners can tell if you are reciting. Instead, memorize useful phrases and connectors.
Stay Calm – Even if you make a mistake, keep speaking naturally. Self-correction is fine, but don’t freeze.
IELTS Speaking Part 2 can seem intimidating at first because it requires you to speak continuously without prompts. However, with the right strategies—structuring your answer, using storytelling, expanding ideas with connectors, and practicing common topics—you can turn this challenge into an opportunity to impress the examiner.
Remember, fluency matters more than perfection. A natural, confident, and organized response will always score higher than a memorized, mechanical one. Use the one-minute preparation wisely, practice with a variety of cue cards, and treat the test as a chance to share your stories.
If you follow the strategies and sample answers provided here, you will be well-prepared to face any cue card topic in the IELTS Speaking test.
The examiner gives you a cue card with a topic and several bullet points. You have one minute to prepare with paper and pencil. Then you speak for one to two minutes without interruption. When you finish, the examiner may ask one or two short rounding-off questions. Your performance is assessed on fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation.
Write keywords only—never full sentences. Map a quick four-part outline: hook, context, main details, and closing idea. Jot 3–5 topic words, 1 personal example, 1 advanced connector (e.g., “on top of that”), and a concluding opinion. Aim to see your notes at a glance; if you must read them line by line, you planned too much.
Use a simple narrative arc:
Keep each section compact and linked by clear transitions (firstly, later on, finally).
Yes. The bullets are prompts, not mandatory checkboxes. You should address most of them, but coherence and development matter more than ticking every line. If time is short, prioritize the main question and the points that lead to richer content and examples.
Control pace with natural “thought groups.” Speak in short units of meaning (about 4–7 words), pause briefly at commas and transitions, and keep sentence stress clear. Replace empty fillers (“uh, um”) with purposeful ones (“let me think,” “to put it simply”). Fluency is smooth, not rushed.
Use precise, topic-appropriate words and a few collocations. For travel topics, think “scenic overlook,” “hidden alleyway,” “vibrant street food scene.” For people topics, try “down-to-earth,” “level-headed,” “quietly determined.” Add one or two idiomatic but safe phrases (e.g., “hit the reset button,” “a turning point”) and always explain them through context.
Aim for balance. Mix simple, compound, and complex sentences. Use relative clauses (“which,” “who”), contrastive structures (“whereas,” “although”), and conditional forms (“If I had more time, I would…”). Accuracy beats complexity; one clear complex sentence is better than three confusing ones.
No. IELTS is not testing facts; it is testing language. You may adapt or invent details to build a coherent narrative. Just stay realistic and consistent so your story is easy to follow, and avoid sensitive or unverifiable claims that distract from language performance.
Use the “P.E.E.R.” technique: Point, Example, Explanation, Result. Or try “Past–Present–Future”: briefly describe how it used to be, what it’s like now, and how it might change. Add a quick comparison (compared with, unlike, in contrast) to unlock another sentence or two.
Clarity, not accent type. Focus on word stress (“pho-TO-graph” vs. “PHO-to-graph”), sentence stress (highlight key content words), and intonation (rising for uncertainty, falling for statements). Link words naturally (“kind of,” “sort of”) and avoid monotone delivery.
Yes, but selectively. One or two idioms that fit the context can lift your score; overusing them sounds forced. Phrasal verbs are often safer and more natural (set up, look back on, bring up). Define any rare expression indirectly through your sentence so the meaning is obvious.
Openers: “I’d like to talk about…”, “A memorable experience for me was…”, “The first thing that comes to mind is…”.
Closers: “Overall, it taught me…”, “Looking back, I appreciate…”, “If I get another chance, I’d…”. Prepare two flexible lines and adapt them to any topic.
Self-correct briefly and move on: “I visited there last year—sorry—two years ago, during spring.” Occasional self-correction is fine; long, awkward repairs damage fluency. If the grammar is minor, it may be better to continue confidently rather than stop and fix it.
Aim for about 1 minute 30 seconds to 1 minute 45 seconds. That length lets you cover the topic with examples and a conclusion. If the examiner stops you at two minutes, that is normal—you are not penalized. Stopping far too early can hurt coherence and development.
Use signposting (“there are three reasons”), transitions (moreover, however, as a result), and pronoun referencing (“this experience,” “that decision”). Keep paragraph-like chunks in your speech: one idea, one example, one implication. Finish with a short concluding sentence that clearly answers the main prompt.
Zoom out and reframe. If asked about a specific book you have not read recently, talk about the genre, why people enjoy it, a book with similar themes, and how such stories affect you. The key is to demonstrate language control and idea development even with limited content.
You may ask for the meaning of a word on the card during the preparation minute, but the examiner will not explain complex ideas. Keep requests brief. If unsure, paraphrase the main question safely and proceed with a broad, relevant angle.
They are organized, specific, and flexible. Expect varied grammar (conditionals, concessive clauses), precise vocabulary, and natural rhythm. The speaker develops reasons, uses comparisons or consequences, and closes with a clear insight. Importantly, nothing feels memorized; it sounds like spontaneous, well-structured speech.
Keep them as skeletons and fill them with topic-specific details.
Memorize frameworks, not full speeches. Practice with unpredictable prompts, shuffle bullet points, and challenge yourself to generate a fresh example each time. Vary transitions and swap synonyms so your delivery remains flexible and alive.
Signal closure and deliver a takeaway: “So, to sum up, that trip broadened my perspective on…,” or “Ultimately, this experience taught me to….” Avoid adding a brand-new idea that opens another thread you cannot finish.
If these are in place, you are set for a confident, coherent answer.
Breathe, smile, and treat Part 2 as a short conversation with a clear point. Trust your outline, speak to communicate—not to impress—and keep your eye on the message. When your ideas are clear, your language becomes clearer too.
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