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How to stop rambling, buy thinking time, and actually sound like you know what you’re talking about

Part 3’s tough for a reason. You don’t get prep time, the questions are more abstract, and it’s easy to spiral into waffle or dead silence. One of my top students came to me panicking about it — not because she didn’t know English, but because she didn’t know how to handle it.

So here’s how you deal with it like a pro.

What if you don’t understand the question?

This isn’t an academic debate. The questions aren’t meant to catch you out — they’re usually pretty straightforward. If you didn’t catch it, just ask the examiner to repeat it. They won’t mind.

If there’s a word you don’t know, you can ask them to explain it — just don’t do it for every question or it starts to look like a trick.

Bottom line: they’re testing your speaking, not your knowledge. So get them to repeat, then crack on.

What if your brain goes blank?

You still need to give some kind of answer. Even if you don’t have a clue, fake a little confidence and say:

“I’m not completely sure, but I’d guess…”
“It’s not something I’ve really thought about, but maybe…”

You won’t lose marks for giving a weird answer. You will lose marks for giving nothing.

What if you need a second to think?

You’re not a robot. Taking a moment to think is completely normal — just don’t go silent.

Here are a few natural ways to give yourself a few seconds:

“That’s a tricky one. Let me think…”
“Interesting question. I suppose…”
“Well, I’d say it depends, but maybe…”

Use them sparingly. If you start every answer like this, it’ll feel scripted.

How to extend your answer

You’re aiming for 3–4 solid sentences. Long enough to develop your idea, short enough to stay on topic.

Here are four ways to do it well:

1. Rephrase the question
Buy time and stay focused by repeating the question in your own words.

Q: How could cities improve public transport?
A: “What can local governments do to make transport better? Well…”

2. Explain why
Most students give an opinion — but forget to say why. Keep going. Treat the examiner like they know nothing.

Q: What can people do to reduce water pollution?
A: “Probably use less water at home. That’s where most of it goes — cooking, showers, washing clothes. If we cut down, we reduce the strain on the system.”

3. Give an example
Real or made up — doesn’t matter. Examples show you can explain and support your ideas.

Q: Have transport habits changed in your country?
A: “Yes, big time. In the past, most people rode bikes. Now it’s all scooters. I saw something saying over 70% of people in my city now ride a motorbike. It’s the norm.”

4. Make a concession
Show you can see the other side — it makes your answer stronger, not weaker.

Q: Does advertising influence shopping habits?
A: “Honestly, not much. Most people just buy what they need. That said, if companies keep spending billions on ads, it must be doing something.”

Final thoughts

Part 3 isn’t about being clever. It’s about being clear.

  • If you don’t get it, ask.

  • If you need time, take it.

  • And if you’ve got an opinion, explain it like you’re chatting to a mate who knows nothing.

No magic tricks — just practice, record yourself, and get comfortable expanding your thoughts.