This week's sessions
Tick each session when you finish it. Your ticks are saved only in this browser.
- Retell Lecture: notes and structureRead this week's lesson and the Retell Lecture guide. Practise two lectures with key-word notes, and make sure you include the speaker's final point.
- Retell, summarise and respondDo the speaking set below. After each answer, tick the points from the sample answer that you covered.
- Summarize Group DiscussionPractise with the guide. Name each speaker's view, say how the views connected, and finish with the outcome.
- Describe Image at a steady paceAnswer three of the example images out loud: overview, two or three details with numbers, then a conclusion. Compare with each model.
- Respond to a SituationAnswer four of the example situations. Check that you used every detail and that the tone fits the person you're speaking to.
This week's lesson: complete content, spoken without hurry
Last week was about how you sound. This week is about what you say in the tasks where you build the answer yourself: Retell Lecture, Summarize Group Discussion, Describe Image and Respond to a Situation. At the top level, a fluent answer that misses the main points still loses marks, and a complete answer that's rushed loses them too.
Notes: key words, not sentences
You can't write full sentences while you listen. Write one or two key words per idea, with simple symbols:
- ↑ ↓ (increase, decrease) · → (leads to) · ≠ (different, but) · e.g. (example)
- Initials for speakers in a discussion: A, B, C.
Lecture notes: heat island · city warmer, night · roads/roofs absorb → release slowly · fewer trees · fix: trees, light roofs, green space · ≠ slow, long-term
Six or seven notes like these are enough for a full 40-second retell.
Retell Lecture: the shape of a strong answer
- Topic: The lecture was about the urban heat island effect.
- Main points, in order: the cause, then the effect, then the solution.
- The speaker's conclusion or limitation: However, the speaker noted that these measures take years to work.
The last point is the one most people miss. Lecturers often end with a but or so, and that's usually the most important idea.
Summarize Group Discussion: who said what
This task scores both listening and speaking, and you have up to two minutes. A top-level summary covers:
- The topic of the discussion, in the first sentence.
- Each speaker's view, attributed: The first student argued that...; the second agreed, but added...
- How the views connected: agreement, disagreement, a compromise.
- The outcome: what they decided, or what was left open.
Use varied reporting verbs: suggested, pointed out, raised a concern, proposed, accepted. Don't use all two minutes if you've covered everything; a complete, fluent summary of 70 to 90 seconds is better than one that repeats itself.
Describe Image: overview first
Start with what the image shows and the main trend or feature, then give two or three details with numbers, then a short conclusion. Keep the same steady pace as Read Aloud. If you can't read a label, describe what you can see and keep going.
Respond to a Situation: sound like a real person
Use the situation's details exactly (the day, the number, the person), choose the right tone for who you're speaking to, and make one clear request or offer. Polite and specific beats long and general.
Templates: use with care
A fixed opening sentence can help you start quickly. But a memorised template that ignores what you heard won't give you content marks. Every sentence after the first should come from your notes.
This week
Practise each task type with notes and a recording. After every answer, compare it with the sample and tick the points you covered.
Practice for this week
Retell, summarise and respond
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Weekly check: All seven speaking tasks
Do every task with real timers and listen back. Compare your start times and pauses with week 1.
When you finish, come back to your plan home: your dashboard updates with the new score.
Answers, explanations and transcripts
Finish the test first, then open each section to check your answers. Every answer has an explanation.
Retell, summarise and respond
Transcript: Retell Lecture
Today I want to explain the urban heat island effect. Cities are often several degrees warmer than the surrounding countryside, especially at night. The main cause is that roads, roofs and concrete absorb heat during the day and release it slowly after sunset. Fewer trees also means less shade and less cooling from evaporation. Planners are responding by planting street trees, using lighter-coloured roofing materials and creating more green space. However, these measures take years to make a real difference, so they need long-term commitment.
Model answer: Retell Lecture
Listen to the lecture, then retell it in your own words. You have 10 seconds to prepare and 40 seconds to speak.
The lecture explained the urban heat island effect, where cities are warmer than the surrounding countryside, particularly at night. This happens because roads, roofs and concrete absorb heat during the day and release it slowly, and because fewer trees mean less shade and cooling. Planners are planting trees, using lighter roofs and adding green space, but the speaker stressed that these measures take years and need long-term commitment.
Transcript: Retell Lecture
Let's look at a study technique called retrieval practice. Instead of rereading their notes, students try to recall information from memory, for example by answering practice questions or writing down everything they remember about a topic. Many experiments have found that this leads to better long-term learning than rereading, even though it feels harder at the time. In fact, the effort seems to be part of why it works. The problem is that students often avoid the technique precisely because it feels less comfortable.
Model answer: Retell Lecture
Listen to the lecture, then retell it in your own words. You have 10 seconds to prepare and 40 seconds to speak.
The lecture was about retrieval practice, a study technique in which students recall information from memory, for example through practice questions, instead of rereading notes. Experiments show it produces better long-term learning, even though it feels harder, and the speaker suggested that this effort is part of why it works. However, students often avoid it because it feels uncomfortable.
Transcript: Summarize Group Discussion
Student A: The library wants to change its hours. It would open at eleven instead of eight, but stay open until midnight. Student B: That suits me. I do most of my study at night after work. Student C: But a lot of first-years have early classes and use the library before nine. Student A: Maybe they could keep one floor open in the morning for quiet study. Student C: That would solve my concern, as long as the computers on that floor are available. Student B: Then I'd support the change.
Model answer: Summarize Group Discussion
Listen to the discussion, then summarise it. You have 10 seconds to prepare and 2 minutes to speak.
The students discussed a proposal to change the library's hours so that it opens later, at eleven, but stays open until midnight. The second student supported the idea because she studies at night after work. The third student raised a concern that many first-year students use the library early before their classes. The first student suggested keeping one floor open in the morning for quiet study, and the third student accepted this, provided the computers on that floor were available. With that compromise, the second student supported the change.
Transcript: Summarize Group Discussion
Student A: For our presentation on recycling, I think we should run a short survey of students first. Student B: A survey takes time, though. We only have ten days. Couldn't we use published research instead? Student C: Published data is more reliable, but it won't tell us anything about our campus. Student A: What if we use the research for the main argument and add a quick five-question survey? Student B: Five questions is fine. I can set it up online tonight. Student C: Good, and I'll find the research.
Model answer: Summarize Group Discussion
Listen to the discussion, then summarise it. You have 10 seconds to prepare and 2 minutes to speak.
The students discussed how to gather information for a presentation on recycling. The first student wanted to survey students, but the second was worried that a survey would take too long, as they only had ten days, and suggested using published research instead. The third student agreed that published data was more reliable but pointed out that it wouldn't show anything about their own campus. The first student proposed combining the two: research for the main argument and a short five-question survey. Everyone agreed: the second student would set up the survey online that night and the third would find the research.
Transcript: Respond to a Situation
Your manager has asked you to work an extra shift on Thursday evening, but you have an important exam early on Friday morning. You'd like to help the team. What would you say to your manager?
Model answer: Respond to a Situation
Listen to and read the situation. Then say what you would say. You have 10 seconds to prepare and 40 seconds to speak.
Hi Sam, thanks for thinking of me for Thursday. I'd really like to help, but I have an important exam early on Friday morning, so I need Thursday evening to prepare and get a good night's sleep. Would it help if I took an extra shift on Saturday or Sunday instead? I could also ask a couple of the others if they're free on Thursday. Sorry I can't do this one.
Transcript: Respond to a Situation
You need to leave for an appointment in fifteen minutes, but a car you don't recognise is parked across your driveway. You find out it belongs to a visitor at your neighbour's house. What would you say to your neighbour?
Model answer: Respond to a Situation
Listen to and read the situation. Then say what you would say. You have 10 seconds to prepare and 40 seconds to speak.
Hi, sorry to bother you. I think the silver car across my driveway belongs to one of your visitors. I need to leave for an appointment in about fifteen minutes. Would you mind asking them to move it for me? It's no problem at all, I just can't get my car out at the moment. Thanks so much, I really appreciate it.
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