LanguageCert Academic Speaking Part 2: how the role plays work

Part 2 is the only part of the LanguageCert Academic Speaking test where you have to start a conversation as well as answer one. It is short, it has no preparation time, and the person across from you may be a flatmate in one situation and a tutor in the next. This guide covers how the part runs, how to open when you go first, and how to keep your turns useful without turning them into speeches.

For the criteria across all four parts, see LanguageCert Academic Speaking, part by part.

What happens in Speaking Part 2?

In the official practice-paper scripts, the interlocutor says "We're going to role-play some situations" and asks you to start or respond. The first situation comes from a set where the interlocutor opens, for example as a classmate, a tutor or a teammate. The second comes from a set where you open: the interlocutor describes who they are and what you need, then waits for you.

The script tells the interlocutor to role-play each situation "approximately two turns each", and to add a third situation if time allows. LanguageCert's tips accordingly say you will take part in two or three situations.

Which comes first, responding or starting?

Responding. The interlocutor opens the first situation, and you open the second. That order is useful: the first situation lets you settle, and the second is the one that needs a prepared habit.

How do I open a conversation when I have to go first?

You have no preparation time, so use a three-part opener that you can say without thinking:

1. Address the person in a way that suits the relationship.
2. Say why you are speaking.
3. End with a question or request that hands the turn back.

Here is a candidate-initiated model from the ScoreFluent bank, where the situation is planning a holiday with a friend.

Model opening: Hey there! I was just thinking about the upcoming break, and I'd really love if we could plan a short holiday together. What do you reckon?

It has a greeting for a friend, a purpose, and a question. The same pattern works with staff, with a more formal first line: "Good morning, I wonder if you could help me with..." followed by the request.

How do I match register to the person?

LanguageCert's tips say to adjust language and tone to the situation, and that the interlocutor may play a classmate or a university accommodation officer, so you interact informally or formally as the context requires.

A quick test before you speak: is this person a peer or a member of staff? Peers allow short, friendly phrasing. Staff need fuller, politer requests.

• Asking: "Do you know where...?" with a peer, "Could you tell me where...?" with staff.
• Suggesting: "How about...?" with a peer, "Would it be possible to...?" with staff.
• Disagreeing: "I'm not sure that works for me" with a peer, "I understand, but I was hoping..." with staff.

These phrases are ours, written to show the contrast. The Handbook describes the aim as using a wide range of language functions and register.

Which functions should I be ready for?

The Handbook says Part 2 tests real-life higher education situations with a range of functional language, and the tips name giving advice, apologising and giving instructions. In the official papers the situations also include asking for help, making a plan, raising a complaint and inviting someone to join you. Have one short, natural sentence ready for each:

• Asking for information: "Could you tell me what options there are?"
• Suggesting: "I think a rota could work well here."
• Apologising: "I'm sorry, I hadn't realised that."
• Advising: "It might help to start with your strongest example."
• Compromising: "How about we split it between us?"
• Clarifying: "Do you mean this week or next week?"

How long should each turn be?

LanguageCert gives no length. With about 2 minutes for two or three situations of roughly two turns each, a turn is one conversational move, not a speech. Model answers in the ScoreFluent bank run to one or two sentences per turn. A good turn does three things: it responds to what was just said, adds one useful detail, and gives the other person something to answer.

What if the other person says something I did not expect?

In the real test the interlocutor works from a frame that sets out the situation and, when the interlocutor opens, the first line. The interlocutor then role-plays the rest with you, so you respond to what is actually said. The ScoreFluent bank fixes the interlocutor's lines so that practice is repeatable, which means real conversations will vary more than the models below.

Acknowledge, respond, then add. In the housemate item below, the model reply to a complaint about chores is: "Oh, I'm really sorry to hear that. I hadn't realised you felt that way; we definitely need to sort something out so it's fairer for everyone." It acknowledges the feeling, takes responsibility and promises action, in two sentences.

How is Part 2 marked?

Part 2 uses the same five criteria, each scored 0 to 8, and each part carries equal importance (Handbook, section 3). The interlocutor, who is also your conversation partner, awards Task Fulfilment and Communicative Effect in real time. A second examiner marks the other four criteria from the recording. Checked 15 and 16 October 2026. The criteria are set out on the Speaking page.

What mistakes should I avoid in Part 2?

• Waiting to be prompted in the situation you are supposed to start.
• The wrong register, such as treating a tutor like a flatmate.
• One-word replies, which give the interlocutor nothing to build on.
• A monologue, which turns an exchange into a presentation.
• Repeating the interlocutor's words back instead of moving the conversation on.

Practice items from the ScoreFluent bank (not real exam questions)

These are ScoreFluent practice items, not real LanguageCert questions. Read the scenario, say your lines aloud, then open the model dialogue. The interlocutor's lines are fixed here.

Item 1: Sports centre (interlocutor starts)

Scenario: You are at the university sports centre reception. You are interested in joining, and you want to find out about membership options and prices for students. You are speaking to the sports centre receptionist.

Interlocutor: Hi there, welcome to the sports centre. Are you thinking of joining?

Model dialogue

You: Yes, I am. Could you tell me what kinds of membership you offer for students?

Interlocutor: We have a monthly pass for the gym and pool, or a cheaper pass that only covers off-peak hours. Which sounds better for you?

You: I think the off-peak pass would suit me better, since I only have lectures in the mornings. Is there a discount if I pay for the whole year?

Item 2: Flat chores (interlocutor starts)

Scenario: You are a university student living in shared accommodation. Your housemate, Alex, approaches you to discuss the household chores, as they feel the current arrangement is not working fairly. You need to work together to find a better solution.

Interlocutor: Hi, about the flat. I wanted to talk about the chores. I feel like I've been doing most of the cleaning recently, especially in the kitchen. It's getting a bit much, to be honest.

Model dialogue

You: Oh, I'm really sorry to hear that. I hadn't realised you felt that way; we definitely need to sort something out so it's fairer for everyone.

Interlocutor: Thanks for understanding. I was thinking maybe we could draw up a rota for all the main tasks, like washing up, vacuuming, and taking out the bins. That way, it's clear who's responsible for what each week.

You: That sounds like a sensible idea, a rota could work really well. How about we split the kitchen cleaning duties, but also include the bathroom since we both use it equally?

Interlocutor: Yes, including the bathroom is a good point, I agree. So, we'll assign specific tasks on a rotating basis for both the kitchen and the bathroom, plus the bins. Shall we try to sit down later and list everything out properly?

You: Perfect, that sounds like a plan. Let's aim to do that after our lectures this afternoon, say around 5 pm?

Item 3: Holiday plan (you start)

Scenario: You are speaking to a friend about planning a short holiday trip together during the upcoming break. You want to start the conversation by discussing destinations and your preferences, explore options and consider practicalities.

You start. Open the conversation, then open the model dialogue.

Model dialogue

You: Hey there! I was just thinking about the upcoming break, and I'd really love if we could plan a short holiday together. What do you reckon?

Interlocutor: That's a fantastic idea! I've been meaning to get away. Are you envisioning a more adventurous outdoor experience, or something more relaxed and culturally immersive, perhaps with a focus on historical sites or local cuisine?

You: Well, I'm probably leaning towards something more relaxed and culturally immersive. Maybe a coastal spot where we could still explore some local history or cuisine.

Interlocutor: I see, so a blend of activities. While a coastal retreat sounds idyllic, we'd need to consider the logistical aspects of travelling during peak season and the potential impact on our budget. How flexible are you on dates if it meant securing a better deal?

You: I'm quite flexible on dates, to be honest. I think avoiding peak season and getting a better deal would definitely be a priority for me.

How can I practise Part 2 with scoring?

ScoreFluent plays the interlocutor's lines as audio, records your replies and returns a practice estimate against the five criteria, with an examiner report (8 credits). The estimate is not an official LanguageCert score, and a recording cannot reproduce a live interlocutor. New accounts start with 40 free credits. Credits never expire and there is no subscription.

Start with 40 free credits →

Also in this series: Part 1, the interview questions, Part 3, read aloud and questions and Part 4, the presentation. The full format is on the LanguageCert Academic hub.

Sources

ScoreFluent is an independent practice platform and is not affiliated with, endorsed by or connected to LanguageCert or PeopleCert. Format and marking facts above come from LanguageCert's published documents. Checked 15 and 16 October 2026.

• LanguageCert Academic Qualification Handbook, version 9.0: the Speaking 2 task and the marking arrangements.
• LanguageCert Academic tips for candidates: the order of initiating and responding, and advice on register.
• LanguageCert Academic Test Taker Guide: preparation time by part.
• Official practice papers: the interlocutor scripts, the situation types and the part timings.
• LanguageCert Academic exam page: the part labels.