LanguageCert Academic Speaking Part 2: Role Play | Complete Guide

What is LanguageCert Academic Speaking Part 2: Role Play?

Part 2 of the LanguageCert Academic Speaking section tests your ability to participate in realistic conversations in academic contexts. You will complete two role plays with the examiner, who takes on various roles (professor, classmate, staff member, etc.).

This task assesses your ability to:

• Understand and respond to situational prompts
• Initiate and maintain conversation appropriately
• Use appropriate register for academic settings
• Problem-solve and negotiate through speaking

Task Format

Common Scenario Types

1. Academic Assistance

• Asking a professor for clarification on an assignment
• Requesting an extension for a deadline
• Discussing feedback on a paper or project

2. Administrative Matters

• Enquiring about course registration
• Asking about library services
• Requesting information about accommodation

3. Peer Collaboration

• Discussing group project responsibilities
• Resolving scheduling conflicts
• Planning a study session

4. Problem Resolution

• Addressing a missing grade
• Reporting an issue with facilities
• Clarifying a misunderstanding

Key Strategies

1. Read the Prompt Carefully

You’ll receive a card describing the scenario. Pay attention to:

• Your role (student, group member, etc.)
• The situation (what needs to be discussed)
• The outcome you need (get information, solve a problem, etc.)

2. Use Appropriate Register

Academic contexts require polite, formal language:

Too casual: “Hey, I need more time for that essay thing.”

Appropriate: “Good morning, Professor Smith. I was wondering if it might be possible to request a short extension on the assignment due this Friday.”

3. Initiate When Required

If you need to start the conversation:

• Greet appropriately: “Good morning/afternoon, Professor…”
• State your purpose: “I’m here to discuss…”
• Be specific: “I wanted to ask about the deadline for…”

Example opening:

“Good afternoon. I’m Alex Chen from your Monday lecture group. I was hoping to speak with you about the research assignment. I’ve encountered some difficulties finding suitable sources and wondered if you might be able to suggest some alternative databases.”

4. Respond and Engage Naturally

When the examiner speaks:

• Listen carefully
• Acknowledge what they say
• Respond relevantly
• Ask follow-up questions if appropriate

Example exchange:

Examiner: “I’m afraid I can’t extend the deadline as the other students have already submitted.”

You: “I understand, and I appreciate you considering it. In that case, would it be possible to receive some guidance on how to prioritise the key sections? I want to ensure I submit quality work even with the limited time.”

5. Use Functional Language

Making requests:

• “Would it be possible to…”
• “I was wondering if…”
• “Could you perhaps…”

Expressing understanding:

• “I see what you mean.”
• “That makes sense.”
• “I understand the situation.”

Offering alternatives:

• “What if I were to…”
• “Another option might be…”
• “Would it help if…”

Showing gratitude:

• “Thank you for your understanding.”
• “I really appreciate your help.”
• “That’s very kind of you.”

Sample Role Play

Scenario: You are a student. You have missed two lectures due to illness and need to catch up. Ask your professor for help.

Sample Response:

[You initiate]

“Good morning, Professor Williams. Thank you for meeting with me. I wanted to apologise for missing your lectures last week—I was unwell and couldn’t attend. I’ve collected the handouts from a classmate, but I’m finding some concepts difficult to understand from the notes alone. Would it be possible for you to recommend any additional reading materials? Also, I was wondering if the lecture recordings are available on the online portal, or if there’s a way I could access them?”

[Examiner responds with information]

[You continue]

“That’s very helpful, thank you. I’ll definitely check the portal for those resources. I have one more question—there’s a tutorial on Thursday, and I’m concerned I might not be fully prepared. Would it be acceptable to attend and participate even if I haven’t fully caught up, or would you recommend I wait until next week?”

Scoring Criteria

Examiners assess:

1. Task Achievement - Did you complete what the scenario required?
2. Interaction - Did you engage naturally with the examiner?
3. Fluency - Did you speak smoothly with appropriate pace?
4. Appropriacy - Did you use suitable language for the context?
5. Range - Did you use varied vocabulary and structures?

Practice Tips

1. Practise common scenarios - Extension requests, group project discussions, information enquiries
2. Record yourself with a partner taking different roles
3. Build a bank of polite phrases for academic contexts
4. Watch academic films/series to hear natural academic dialogue
5. Think of solutions - Role plays often involve problem-solving

Common Mistakes to Avoid

❌ Being too casual with professors or staff
❌ Forgetting to greet or close appropriately
❌ Giving up when the conversation becomes challenging
❌ Not listening to the examiner’s responses
❌ Speaking in monologues instead of engaging in dialogue

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