What you'll see
Get familiar with the task.
This is a long-answer speaking task. You hear and read a short academic situation (about 10–15 seconds long, played once). You then get 10 seconds to think and a beep — followed by 40 seconds to speak a response that fits the situation.
You will hear and read a description of a situation. You will have 10 seconds to think about your answer. Then you will hear a beep. You will have 40 seconds to answer the question. Please answer as completely as you can.
Listen to and read a description of a situation. You will have 10 seconds to think about your answer. Then you will hear a beep. You will have 40 seconds to answer the question. Please answer as completely as you can.
You have to do a research project on the migratory habits of birds with a partner in your environmental studies course. You know your classmate is a really reliable student and you have some good ideas about the topic. You call him to ask if he would be your partner. What do you say to him?
Audio Recorder
Recording in 10
3 strategies that work
The mindset before the click.
- 1Strategy 1
Understand the situation & the task
Break the prompt into two parts — the Situation (context) and the Action (what you must say).
- 2Strategy 2
Use functional language & the right register
Pick exponents that match the function (request, suggest, apologise…) and the level of formality.
- 3Strategy 3
Stay fluent for the full 40 seconds
Think in English, speak at a natural pace, avoid translation — fill the time without rushing.
Try each strategy
Guided practice you can do alone or with a partner.
1Understand the situation & the task
Use every second of prep — while the audio plays, while you read, and during the 10-second pause. Mentally split the prompt into two layers so you know exactly what to say.
- Situation: the context / background — who you are, who you're talking to, what's happening.
- Action: the specific thing you need to do — request, suggest, apologise, leave a message…
- Sample prompt: 'You're doing a group project; teammates asked you to prepare the slides. You're willing but need the info before the weekend.' → Situation = group project, slides; Action = ask the team to send info by the weekend.
- Practice activity: highlight Situation in one colour and Action in another, then compare with a partner before speaking.
- Try the 'missing-half' drill — read a prompt where either the Situation or the Action is missing, and infer it from context.
2Use functional language & the right register
Functional language = phrases tied to a purpose (requesting, suggesting, apologising). Register = the formality you choose, based on who you're speaking to. Academic settings (a professor) call for formal exponents; talking to a classmate or friend is informal.
- Requesting info — Formal: 'Could you please…' / 'Would it be possible to…' Informal: 'Can you…?' / 'Hey, could you…?'
- Suggesting — Formal: 'Can I propose that we…?' Informal: 'How about we…?' / 'Why don't we just…?'
- Apologising — Formal: 'I sincerely apologise for the inconvenience.' Informal: 'Sorry about that!' / 'My bad.'
- Asking for a favour — Formal: 'Would it be possible for you to assist me with…?' Informal: 'Could you help me out with…?'
- Expressing a complaint — Formal: 'I'd like to raise a concern regarding…' Informal: 'This isn't working for me.'
- Classroom drill: sort a mixed pile of exponents into function groups, then role-play the same situation once formal (with a professor) and once informal (with a classmate).
3Stay fluent for the full 40 seconds
40 seconds is more than enough — as long as you speak smoothly and naturally. Don't try to translate from your own language; think in English so the words flow. Examiners reward clarity, pace and natural phrasing — not perfect grammar.
- Plan a 3-part shape: opener (greet / identify yourself) → middle (Situation + Action) → closer (thanks / soft sign-off).
- Speak at a natural rhythm — pauses are fine, hesitation fillers ('um…uh…') are not.
- Avoid translating mentally — it slows you down and makes speech sound robotic.
- Pair-practice drill: A reads the prompt aloud to B; B prepares for 10s, then speaks for 40s while A times. Swap roles and give feedback on fluency, clarity and naturalness.
- If you finish early, expand — add a polite closing or a justification. Silence costs marks.
Functional exponents — pick at least 3 before you speak
Tick the function you need, then drop the matching exponent into your response. Match the register to the listener (professor = formal, classmate = informal).
- Opening (formal): "Hello, this is [name]. I'm calling about…"
- Opening (informal): "Hi, how are you? You know that…?"
- Requesting info: "I was wondering if…" / "Could you please tell me…?"
- Asking for a favour: "Would you possibly be able to…?" / "Could you help me out with…?"
- Suggesting: "How about we…?" / "Perhaps we could…"
- Apologising: "Sorry about that!" / "I sincerely apologise for…"
- Closing: "What do you think?" / "I'd really appreciate it. Thanks!"
Listen ONCE. Highlight the Situation and the Action in your head. Use your 10-second prep, then deliver a 40-second response to your classmate. The register here is informal. Reveal the transcript + sample answer to check.
You have to do a research project on the migratory habits of birds with a partner in your environmental studies course. You know your classmate is a really reliable student and you have some good ideas about the topic. You call him to ask if he would be your partner. What do you say to him?
Reveal Situation/Action breakdown + sample answer
SITUATION: You need to do a research project on the migratory habits of birds in your Environmental Studies course. The project requires a partner; you know a classmate who is reliable and you've already got some good ideas. ACTION: Invite the classmate to be your partner on the project. REGISTER: Informal — you're talking to a classmate / friend. SAMPLE ANSWER (Question 1): Hi, how are you? You know that research project on the migratory habits of birds we have for our environmental studies course? I want to get a good mark on the project and I was wondering if you'd like to be my partner. I have some really good ideas about how we can research the topic and I think we would make a great team. What do you think? FUNCTIONAL LANGUAGE USED: • Asking for an opinion / favour — "I was wondering if…" / "What do you think?" • Persuading — "I have some really good ideas…" / "I think we would make a great team." EXPLANATION: Response deals with the situation effectively. It accomplishes the primary communication goal with full consideration of the context. The speaker communicates with ease, flexibility and precision, and the response is situationally appropriate and fully developed — expanding beyond the prompt to be persuasive.
Do it under time
Simulate the real test.
Press Start. The situation plays automatically (once). You then have 10 seconds to prepare and 40 seconds to leave a phone message for your friend. Reveal the sample answer afterwards.
Reveal Situation/Action + sample answer
PROMPT: You are having problems with your laptop and you need it to do an assignment for your course. Your friend is good with computers and you are hoping to take your laptop to her apartment so she can fix it. You want to leave a phone message for her. What would you say? SITUATION: Your laptop is broken; you have an assignment due; your friend is good with computers. ACTION: Leave a phone message asking if you can bring the laptop over so she can take a look. REGISTER: Informal-but-polite — leaving a voice message for a friend. SAMPLE ANSWER (Question 2): Hi, it's Meg. I've got big problems with my laptop and I don't know what to do. It's not working and I've got an assignment due. You're so good with computers. Would you possibly be able to take a look at it if I bring it over to your place? FUNCTIONAL LANGUAGE USED: • Identifying yourself on a call — "Hi, it's Meg." • Explaining a problem — "I've got big problems with my laptop…" • Asking for a favour (polite) — "Would you possibly be able to take a look at it…?" EXPLANATION: Response addresses the situation fully, identifies the speaker, explains the problem and ends with a polite request — the exact action the prompt asks for. Natural pace and clear phrasing keep it inside the 40-second window.
Listen to and read a description of a situation. You will have 10 seconds to think about your answer. Then you will hear a beep. You will have 40 seconds to answer the question. Please answer as completely as you can.
You are having problems with your laptop and you need it to do an assignment for your course. Your friend is good with computers and you are hoping to take your laptop to her apartment so she can fix it. You want to leave a phone message for her. What would you say?
Audio Recorder
Recording in 10
Compare & learn
Listen to sample answers and rank them.
Listen to all three responses. Try ranking them from weakest → strongest before reading the notes below each one.
Question 1 — Effective response to the situation; accomplishes the communication goal with full context. Easy, flexible, precise delivery; persuasive and expands beyond the prompt language.
Question 2 — Phone-message register handled naturally: identifies the speaker, explains the laptop problem, ends with a polite request. Clear, fluent and inside the 40-second window.
Tick each box only when you can do it without looking back. This unlocks your next chapter.