How to use your one minute of preparation to make useful notes.
How to keep talking for two minutes with real detail, not repeated adjectives.
Model talks for every common card type: person, place, event, object, activity and skill.
What the same Part 2 talk sounds like at Band 6, 7 and 8.
Use the preparation minute to build something to say
In Part 2, the examiner gives you a task card, a pencil and paper. You have one minute to prepare, then you speak for one to two minutes. The examiner will stop you when the time is up. Use the minute to think. If you skip it when you practise and start talking straight away, you're not practising the real task.
Read the whole card, including the last line, which asks you to explain something. Choose a person, event, place or object you can describe with real detail. A simple experience you remember clearly is usually easier to talk about than an amazing story you have to invent as you speak.
Write short notes to hold your ideas, not a script. Full sentences use up the minute and tempt you to read instead of speak. Your notes might include a name, a place, two events and why the experience mattered. A quick look at them should remind you what to say next.
Example 1: turn a card into useful notes
Practice task: Describe a practical skill you learned from another person.
You should say who taught you, what the skill was, how you learned it, and explain why the experience was useful to you.
Useful notes: cousin Anna / repair bicycle puncture / Saturday, courtyard / first attempt: patch failed / checked leak in water / now cycle to work / independence, less waste.
These notes give a scene and an order of events. They don't just copy the card (“who, skill, how, why”). They help the speaker remember real things to describe. The failed first try adds a small story, and the last notes lead naturally to why the skill mattered.
The notes don't have to follow this order. You could start with why you wanted the skill and then describe the lesson. The test is simple: can the listener follow your story, and are you still answering the card?
Build a talk one useful detail at a time
To keep talking for two minutes, you need more than adjectives. “It was nice, interesting and wonderful” gives three opinions but almost no description. Help the listener picture something. For a person, show what they actually did. For a place, say where it is and what you did there. For an event, tell the actions in an order the listener can follow.
Here is how to build the bicycle story step by step. Start with the main fact: “My cousin taught me to repair a puncture.” Add the situation: “I had recently begun cycling to work.” Explain why learning mattered: “Until then, I relied on a repair shop for every small problem.” Describe one stage: “We put the tube in water to find the leak.” Add a problem and what you did: “My first patch failed, so I tried again after drying the surface.” Finally, say what difference it makes now. Now you have a connected story, not several ways of saying “it was useful”.
You don't need every type of detail in every talk. A place card may need a description of the surroundings; an event card may need the order of actions. Let the card guide you. Each new sentence should either answer a point on the card or develop something you've already said.
Example 2: develop the notes into a sustained turn
Illustrative response:
“A practical skill I learned from someone else was how to repair a puncture on my bicycle. My cousin Anna showed me about a year ago, shortly after I started cycling to work. Before that, I took the bicycle to a repair shop whenever something went wrong, even if it was only a small problem.
“We did it one Saturday in the courtyard outside her house. She asked me to remove the inner tube, which was more awkward than I expected because I had never taken a tyre off before. Then we put a little air into the tube and held it in a bowl of water. The bubbles showed us exactly where the hole was.
“What helped was that she didn't just repair it while I watched. She explained each stage and let me do it myself. My first patch didn't stick properly because the surface was still wet. Rather than starting again for me, she asked me to work out why it had failed. I dried the tube, prepared the area more carefully and tried another patch.
“I have used that skill several times since then. It saves me the inconvenience of leaving the bicycle at a shop, but the main benefit is that I feel more confident about relying on it for my journey. If I get a puncture, I know the bicycle isn't automatically unusable for the rest of the day. It also made me realise that a repair can be much simpler once someone explains what to look for.”
This talk is long enough for practice, but how long it takes depends on your speaking speed. Time yourself; a written word count doesn't guarantee two minutes. Don't memorise this talk. Study how each part grows from the notes: the situation, the order of actions, a problem, and why it was useful.
The talk uses past forms for the lesson and present forms for the benefit that continues today. Most of the links come from the meaning: “before that”, “then”, “my first patch”, “since then”. The speaker doesn't need to say “point number two” or keep repeating “furthermore”.
Example 3: develop a thin section
Thin version: “She taught me well. It was useful. I was happy.”
Developed version: “She let me make the repair myself, so I discovered which part I had misunderstood. When the first patch failed, I knew I needed to prepare the surface more carefully. That made the lesson easier to remember than simply watching someone else do it.”
The developed version explains what “taught me well” means. It shows what the teacher did, how the speaker responded, and how that helped them learn. This is a useful way to extend your talk: unpack an idea you've already mentioned. Adding an unrelated story about another cousin would fill time but weaken the talk.
If you finish the main story early, think of a relevant result or comparison. What changed afterwards? What had you expected? Why did this person or experience matter? These are options for developing your talk, not headings you must use every time.
Example 4: handle an unfamiliar topic honestly
Practice task: Describe an outdoor activity you would like to try.
Useful beginning: “I would like to try kayaking, although I have never done it. A friend showed me photographs from a beginner's course on a calm lake, and that made it seem more approachable than I had imagined.”
The card asks about a wish, so you don't need any past kayaking experience. You can talk about what attracts you, who you'd go with, how you'd prepare and why you'd enjoy it. A topic that seems unfamiliar often isn't; you may simply have missed what the card actually asks.
If the card asks about an experience you haven't had exactly, be honest and talk about the closest experience you have. Don't swap the whole task for a favourite story on a different topic. Read the card carefully and keep to its main focus.
Compare two ways to organise the preparation notes
Worked notes: an ordered list for an event
Card: Describe a time when a journey took longer than you expected. Say where you were going, why the journey was delayed, what you did, and explain how you felt afterwards.
Organisation: The numbers create a route from the situation to the delay, your response and your reaction.
Why: During the talk, one quick glance can show what comes next. The notes contain enough detail to develop without being a written script. A random page of words such as “train, happy, cousin, storm, wedding” would require you to work out the order while speaking.
Worked notes: linked groups for a place
Card: Describe an outdoor place you like visiting. Say where it is, how you found it, what you do there, and explain why you like it.
Centre of the page: Riverside path. Group 1, location: footbridge, ten-minute walk. Group 2, discovery: neighbour suggested, first spring here. Group 3, activity: walk after work, notice birds. Group 4, reason: quieter than main road, clears head.
Organisation: Put related words together and choose an easy order through the groups.
Why: A simple mind map can work if you can find the next group quickly. A list is not automatically better than a diagram, or the other way round. Test which format supports your own talk within the one-minute limit.
Person cards: move from qualities to evidence
A person card may ask who the person is, how you know them, what they do, and why they matter. First make the relationship clear: “Someone I admire is my former supervisor” gives the listener a starting point. Then show a quality through an action. “She was patient” means more when you describe how she dealt with a mistake.
Solved person card 1: a patient colleague
Card: Describe a person who explained something difficult to you. Say who the person was, what they explained, how they helped, and why their help was useful.
Worked response: “I would describe a colleague called Maya, who helped me when I first worked in a hotel. I had to use the booking system, and I kept confusing a provisional reservation with a confirmed one. I was worried that I might promise the same room to two guests. Maya sat beside me during a quiet part of the afternoon and created two practice bookings. Instead of clicking through them herself, she asked me to explain what I expected each button to do. When I made a mistake, we stopped and looked at the screen together. By the end, I could see which information I needed to check before confirming a room. What I appreciated was that she treated my questions as normal. I was much more willing to ask for help afterwards, and I made fewer mistakes once I understood the reason for each stage.”
Development: Relationship -> specific difficulty -> teaching actions -> result and appreciation.
Why: The description demonstrates patience rather than merely listing it. “She” remains clear because Maya is the only woman introduced. Past forms describe the experience; the reaction explains why it mattered.
Solved person card 2: someone with a useful habit
Card: Describe a person you know who is good at organising things. Say who they are, what they organise, how they do it, and explain what you have learned from them.
Worked response: “My friend Leo is very good at organising small group trips. We met at college, and he usually makes the arrangements when several of us go walking. He begins by asking what everyone can manage, rather than choosing a difficult route and expecting us to agree. Then he sends one short message with the meeting point, travel options and anything we need to bring. I remember one trip when rain was forecast. He had already checked a shorter route near a café, so we could change the plan without spending the morning arguing. I used to think being organised meant planning every minute. Watching him has changed that. His plans leave room for something to go wrong. I now try to do the same when I arrange a meeting: make the important information clear, but have a practical alternative.”
Development: A general ability is supported by a particular trip and a change in the speaker's thinking.
Why: The final reflection answers what the speaker learned. It does not simply repeat that Leo is organised. The example remains about this person rather than becoming a general speech about travel.
Place cards: locate, describe and connect to an experience
The listener can't see the place you're describing, so give a few clear landmarks: near a station, on the ground floor, beside a river. Then choose details that explain your experience. If the card asks about a place you like studying, a quiet corner where you could concentrate matters more than the colour of every wall.
Solved place card 1: a useful study space
Card: Describe an indoor place where you like spending time. Say where it is, what it is like, what you do there, and explain why you return.
Worked response: “There is a reading room above a local library that I like using on Saturday mornings. It is not a large room, but the desks are separated by low shelves, so each person has a little privacy. I first went there while preparing an application that needed a lot of careful writing. At home, I kept interrupting myself to do small household jobs. In the reading room I usually sit near the window, put my phone in my bag and work for about an hour before taking a break. The atmosphere helps: other people are quietly working too, so I find it easier to stay with one task. I do not go because the room is especially beautiful or luxurious. I return because I usually leave with something finished, and that makes the rest of my weekend feel more relaxed.”
Development: Location and layout -> first visit -> present routine -> reason for returning.
Why: Details about privacy and the phone support the explanation of concentration. The answer gives the place a clear role in the speaker's life.
Solved place card 2: a small outdoor space
Card: Describe an outdoor place you enjoy. Say where it is, when you go, what you see or do there, and explain why you enjoy it.
Worked response: “I enjoy a short path beside the river, just beyond the footbridge near my flat. A neighbour mentioned it when I moved into the area, and I was surprised to find somewhere so quiet close to a busy road. I usually go in the early evening. The path is not long, so I can walk to the end and back without making a whole outing of it. There are benches facing the water, and sometimes I sit for a few minutes and watch people walking their dogs. What I like most is that I do not need to achieve anything there. At work I am usually watching the time, but by the river I can pay attention to small things, such as the light on the water. It gives me a clear break between finishing work and going home.”
Development: Physical setting -> discovery and routine -> activities -> personal significance.
Why: The final contrast explains enjoyment without relying on repeated adjectives such as “nice” and “peaceful.”
Event cards: keep the order clear and explain your reaction
For an event, say when and where it happened before you describe what happened. Time words such as “at first”, “a few minutes later” and “afterwards” only help if the order makes sense. Remember to include the feeling or reaction the card asks for. A story that stops at the last action may leave “why it was memorable” unanswered.
Solved event card 1: a delayed journey
Card: Describe a journey that took longer than expected. Say where you were going, what caused the delay, what you did, and explain how you felt.
Worked response: “Last autumn I travelled to a friend's wedding in a coastal town. I had planned to arrive early, but when I reached the station I found that my train had been cancelled because a storm had damaged part of the line. At first I kept checking the departure board, hoping another service would appear. After about twenty minutes, I called a cousin who lived nearby. She helped me find two other passengers going in the same direction, and we agreed to share a taxi. The journey still took longer than expected because the roads were busy, but I reached the venue before dinner. I felt relieved rather than angry by then. I had missed the start, but I had also discovered that asking for help was more useful than staring at the board. I remember the journey because it forced me to change a plan I had thought was certain.”
Development: Expectation -> problem -> action -> outcome -> reaction.
Why: The cancellation and later road traffic explain the delay. The ending interprets the experience rather than repeating the route.
Solved event card 2: a small success
Card: Describe a time you were pleased with something you completed. Say what it was, why you did it, what was difficult, and explain why you felt pleased.
Worked response: “I was pleased when I finished repairing a small bookcase for my younger sister. She needed somewhere for her textbooks, and we found an old wooden one in a relative's storeroom. One shelf was loose and the surface was badly scratched. I had never repaired furniture before, so I spent the first evening checking how the shelf was attached and borrowing the right tools. The difficult part was making it level. I had to remove it and adjust the supports twice before the books would stand properly. Once it was secure, we cleaned the wood and painted it together. The result was simple, but it fitted the corner of her room exactly. I felt pleased because we had made something useful from an object that would otherwise have stayed in storage. Seeing her fill it with books mattered more than whether the paint looked perfect.”
Development: Object and purpose -> difficulty and attempts -> finished result -> reason for satisfaction.
Why: The speaker explains the emotion through a result. There is no need to invent an award or an extraordinary achievement.
Object cards: describe function as well as appearance
For an object, say what it is and how you got it. Then explain what you use it for, a particular time you used it, or why you value it. If you only describe its size and colour, you'll soon run out of things to say. Its value can be practical, financial or personal; use whichever is true for you.
Solved object card 1: a practical bag
Card: Describe an object you use often. Say what it is, how you got it, how you use it, and explain why it is useful.
Worked response: “One object I use almost every day is a plain grey backpack. I bought it when I began commuting by train because my old shoulder bag became uncomfortable whenever I carried my laptop. This one has a separate padded section at the back and a small pocket where I keep my travel card. The design is simple, but it helps me avoid searching through everything at the station entrance. I use it for work during the week and often take it shopping at the weekend as well. A few months ago I was caught in heavy rain on the way home. The outside became wet, but the cover inside the front pocket kept the laptop dry. That made me appreciate a feature I had barely noticed when buying it. It is useful because it solves several small problems without needing much attention.”
Why: The rain incident demonstrates a feature instead of adding an unrelated travel story.
Solved object card 2: a personally valuable notebook
Card: Describe something you have kept for a long time. Say what it is, where it came from, what is in or on it, and explain why you keep it.
Worked response: “I have kept a small recipe notebook that belonged to my grandfather. He gave it to me when I moved into my first flat. It has a dark green cover, and several pages are marked with flour or oil from being used in the kitchen. Most of the recipes are ordinary meals, but there are little notes beside them, such as reminders to add less salt or leave something in the oven longer. At first I kept it mainly because I did not know how to cook many things. Now I can make several of the dishes without looking, but I still take it out when I want to try one I have forgotten. The handwriting makes it feel like advice from him rather than an instruction from a website. It would not be expensive to replace the recipes, but I could not replace that connection.”
Development: Origin -> physical details -> changing use -> personal reason for keeping it.
Why: The final comparison distinguishes practical replaceability from personal value.
Activity and skill cards: explain what happens and what changes
An activity is something you do; a skill is something you learn or get better at. They can overlap, but the card's words decide the focus. An activity card may ask what you enjoy while doing it. A skill card may ask how you learned it and how you improved.
Solved activity card 1: a regular walk
Card: Describe an activity you do with another person. Say what it is, who joins you, how you arrange it, and explain why you enjoy it.
Worked response: “Most Sunday mornings I go for a walk with my friend Nina. We met through work, but we now work at different places, so the walk is a useful way to stay in touch. Usually one of us sends a message on Saturday to check the weather and choose a meeting point. We do not follow a challenging route. We walk through a park, buy a drink near the far entrance and come back along a quieter street. Sometimes we talk about work, but often the conversation moves to books, family or something amusing that happened during the week. I enjoy it because we have time to talk without constantly checking our phones. If we only met for a quick meal, I think we would be more conscious of the time. Walking gives the conversation room to develop naturally.”
Development: Activity and relationship -> arrangement -> typical sequence -> reason for enjoyment.
Why: The answer stays about the shared activity and explains what makes it different from another kind of meeting.
Solved activity card 2: something you hope to try
Card: Describe an activity you would like to try. Say what it is, where you could do it, how you would prepare, and explain why it interests you.
Worked response: “I would like to try a beginner's pottery class. There is a small workshop near the market that runs weekend sessions, and I noticed some of the bowls in its window while waiting for a bus. I have never worked with clay, so I would choose a class where the teacher explains the basic techniques rather than expecting everyone to know what to do. I would probably go with a friend, mainly because we could laugh about our first attempts together. What attracts me is making something physical. Most of my work involves moving information around a screen, and I like the idea of finishing an afternoon with an object I can hold. I do not expect the first bowl to be beautiful. I would be happy if I learned how to shape it and understood what to practise next.”
Development: Desired activity -> possible opportunity -> preparation -> personal attraction and realistic expectation.
Why: Future and conditional forms suit a wish. The speaker does not pretend the class has already happened.
Solved skill card: learning to budget
Card: Describe a useful skill you learned. Say what it is, why you learned it, how you practised, and explain what difference it made.
Worked response: “A useful skill I learned was planning a monthly budget. I began after moving into my own flat, because I kept forgetting expenses that did not happen every week, such as replacing a household item. A friend helped me make a simple spreadsheet with regular bills in one section and flexible spending in another. For the first month, I wrote down what I actually spent rather than guessing. That was the most useful stage: I could see why a plan that looked reasonable was not working. I then changed the amounts and set aside a small sum for unexpected costs. I still need to adjust it sometimes, but I am less likely to reach the end of the month without knowing where the money went. The skill did not increase my income. It helped me make clearer decisions with the income I already had.”
Development: Need -> help -> practice -> adjustment -> realistic benefit.
Why: This is a second skill example alongside the complete bicycle-repair talk above. The final distinction prevents an exaggerated claim about what budgeting achieved.
Use these model talks to study how a talk grows. They're different lengths because different ideas need different amounts of development. When you practise under time, speak from your own notes and time yourself. A written word count can't tell you how long you'll actually speak.
The same Part 2 talk at Band 6, 7 and 8
Here is the opening of one Part 2 talk at three levels. These are teaching examples written to match the public band descriptors, not official samples.
Card: Describe a place you like to visit in your free time.
Band 6 style: “The place I want to describe is a park near my house. It is very nice and peaceful place. I go there in the weekend, er, with my friends, and we are walking and talking. The reason I like it is because it is quiet and there is many trees, so it is very relaxing for me, very relaxing.”
Band 7 style: “I'd like to talk about a small park about ten minutes from my house. I usually go there on Saturday evenings, either alone or with a couple of friends. There's a path around a pond, and we normally walk a few rounds and then sit on one of the benches. I like it mainly because it's much quieter than the main road, so it's a good place to clear my head after a busy week.”
Band 8 style: “The place that comes to mind is a little park tucked behind the market, about ten minutes' walk from home. It's not impressive to look at, just a pond, a ring of old trees and a few benches, but it's become a sort of ritual for me to go there on Saturday evenings. By then the traffic has died down, and you can actually hear the birds, which is rare in my part of town. I think what draws me back is that it's the one place where I don't feel I have to be doing something.”
What changes:
Band 6: keeps going, but repeats words (“very relaxing, very relaxing”) and makes clear mistakes (“very nice and peaceful place”, “there is many trees”). The details are general.
Band 7: clear and easy to follow, with specific details (ten minutes, Saturday evenings, the pond) and mostly correct grammar.
Band 8: exact, natural expressions (“tucked behind the market”, “the traffic has died down”, “what draws me back”), a personal reason that goes beyond “it is quiet”, and almost no mistakes.
The Band 8 talk isn't faster or more formal. It sounds like a confident person describing something real in their own words.
Recover a missing point and answer the short follow-up
If you run out of ideas, look at the card and your notes. Have you explained the last “why” point? Did you mention a problem without saying what happened next? Go back to a part of the story you haven't finished. “One thing I haven't explained is why I chose that place” can lead to useful new content. Repeating “it was very nice” for another thirty seconds can't.
Two solved recoveries and rounding-off answers
Situation 1: A place description finishes before the speaker has explained its importance. Situation 2: A person description ends and the examiner asks whether the speaker still sees that person.
Recovery: “What makes the library different for me is that I can finish a task without interruption. At home I often stop to do something else, so I use the library when I need to give a piece of work my full attention.” Follow-up: “Yes, but less often now that we work in different places. We usually meet for coffee once a month and talk about how our jobs are going.”
Decision: Develop the missing reason in the first situation; answer the examiner's actual follow-up in the second.
Why: A rounding-off question is a new question, not an invitation to restart the whole long turn. When the examiner moves you on, follow the discussion rather than trying to use unused notes.
Practise planning, then transfer the skill
Set a one-minute timer for this task: Describe a place where you were able to concentrate well. Make notes on where it was, what you did there, what made concentrating easier, and why the experience stands out. When the minute ends, record your talk. Stop at two minutes, then listen back.
Practice: Your notes say “library / quiet / studying / useful.” Why might these notes lead to a short or repetitive talk? Improve them before opening the answer.
Show the explanation
The notes name the subject but contain little to develop. More useful notes might be “upstairs library desk / job application / phone in bag / window, no interruptions / finished personal statement / home too crowded.” These details suggest a scene, an activity, a contrast and a result. They are memory prompts, not sentences to learn.
Do the task once more after you review it, then try a new card. Doing better on the same task shows your review helped. A clear talk on a new card is stronger proof that the skill is really yours.
Remember
Use the full minute to write short notes: a name, a place, a few events, and why it mattered.
Keep talking by adding real detail: what happened, a problem, what changed.
When the examiner asks a follow-up question, answer briefly; don't restart your talk.
Put this lesson into practice
Work at your own pace, then check your answers and review the explanations.
