LanguageCert role play: useful phrases for starting and closing

Part 2 of LanguageCert Academic Speaking is two short role plays in academic situations. LanguageCert describes it as "respond to and initiate two role plays in academic-related scenarios presented by the interlocutor". In one, the interlocutor speaks first and you respond. In the other, you start the conversation. A small set of phrases for opening, asking and closing covers most of what you need, so you can spend your attention on listening and answering.

This guide gives those phrases, two original sample role plays with comments, and the mistakes we hear most often when students practise this part at AIL. The format details are from languagecert.org as of November 2026.

What happens in the role plays?

The interlocutor explains a situation: who you are, who they are, and what you want. A typical setup is a student talking to a tutor, a librarian or someone at a student services desk. Then the conversation runs for a few turns.

What is being assessed is whether you can do something with English: explain a situation, ask for what you need, react to answers and bring the conversation to a sensible end. Range of language matters, but the role play is also a test of whether you sound like you are talking to a real person.

This matters for visas. As of November 2026, Home Affairs sets the LanguageCert Academic Speaking minimum at 70 for Competent English and 82 for Proficient English, higher than the minimums for the other three skills. Role plays are one of the four parts that make up that Speaking score.

Phrases for starting the conversation

When you speak first, the first ten seconds matter. Greet, check it's a good time if it fits the situation, and say why you're there in one sentence.

Getting attention - "Hi, sorry to bother you. Have you got a minute?" - "Excuse me, is this the right place to ask about…?" - "Hello, I was hoping you could help me with something."

Saying why you're there - "I'm calling about my enrolment letter." - "I wanted to ask about the timetable for next semester." - "I've got a question about the assignment that's due on Friday."

Keep the opening short. One greeting and one reason is enough. A long introduction before you get to the point makes the conversation harder to follow.

Phrases for responding when the interlocutor starts

When the interlocutor opens, your first job is to show you understood and answer the question they asked.

• "Yes, that's right. I'm in the second year of a nursing degree."
• "Actually, I'm here about something slightly different."
• "Sure. The problem is that…"

If you don't catch something, ask. It's natural in a real conversation and better than guessing.

• "Sorry, could you say that again?"
• "Do you mean the Tuesday session or the Thursday one?"
• "Just to check, you need my student number?"

Phrases for explaining and asking

Give the reason before the request. "I need it by Friday" sounds abrupt. "My bank appointment is on Friday, so I'd need it by then" sounds reasonable.

Explaining - "The thing is, …" - "What happened was…" - "I've just found out that…"

Asking politely - "Would it be possible to…?" - "I was wondering if I could…" - "Is there any way I could…?" - "Could you tell me how long that usually takes?"

Asking for options - "What would you suggest?" - "Are there any other options?" - "What happens if I can't make that time?"

Phrases for reacting

The interlocutor will often offer a choice, give a condition, or say no. Respond to what they actually said.

Choosing an option - "The second option sounds better, because I have classes on Monday mornings." - "I'll go with the online form, then. It's quicker for me."

Accepting a condition - "That's fine. I can bring it in tomorrow." - "OK, so I just need to fill in the form first?"

Disagreeing politely - "I see what you mean, but that wouldn't really work for me, because…" - "I understand. Is there anything else I could try?"

Phrases for closing

Many candidates stop talking when they get the answer they wanted. A good close confirms what happens next and thanks the person.

• "Great, so I'll come back on Thursday afternoon. Thanks for your help."
• "Perfect. I'll send you the form by email today."
• "That's really helpful. Thanks for your time."
• "OK, I'll check with my supervisor and let you know."

Sample role play 1: you start

Situation (original): You are a student. You need a letter from the university confirming your enrolment so you can open a bank account. The interlocutor works at the student services desk.

You: Hi, sorry to bother you. I wanted to ask about getting an enrolment letter. Interlocutor: Sure. What do you need it for? You: I'm opening a bank account, and the bank needs proof that I'm studying here. My appointment's on Friday, so I'd need it before then if possible. Interlocutor: You can download one from the student portal right away, or we can print a stamped copy, which takes two working days. You: Does the bank usually accept the downloaded one? I'm not sure if it needs a stamp. Interlocutor: Most banks accept the download, but some ask for the stamped copy. You: Then I'll ask for the stamped one, just to be safe. Two days means I'd have it by Thursday, which works. Do I need to fill anything in? Interlocutor: Just your student number on this form. You: Great, I'll do that now. Thanks very much for your help.

Why this works: - The opening says the purpose in one sentence. - The reason (the bank appointment) comes before the deadline. - The candidate asks a follow-up question rather than accepting the first option without thinking. - The choice comes with a reason ("just to be safe") and a check ("which works"). - The close confirms the next step.

Sample role play 2: the interlocutor starts

Situation (original): You are a student. A classmate asks you to swap presentation dates with them. You have your own reason for wanting to keep your date.

Interlocutor: Hey, can I ask you a favour? Would you mind swapping presentation dates with me? I'm on next Monday and you're on Wednesday. You: Oh, I see. What's the problem with Monday? Interlocutor: I've got a family wedding interstate on the weekend, so I won't have much time to prepare. You: That makes sense. The thing is, I've got a lab report due on Monday, so I was planning to spend the weekend on that. If I swap, I'd be presenting on Monday with no time to practise. Interlocutor: Hmm. Is there any way we could work something out? You: Maybe we could ask the tutor if there's a spare slot later in the week? That way you get more time and I keep Wednesday. Interlocutor: Good idea. Could you come with me after class? You: Sure, I'll meet you outside the classroom. Let's see what she says.

Why this works: the candidate doesn't just say no. They ask a question, explain their own situation, offer an alternative, and agree a clear next step.

Common mistakes

1. Answering in one or two words. "Yes." "OK." "Thursday." The interlocutor can't assess much from that. Add a reason or a detail.
2. A long, memorised opening. If the first 20 seconds are a script, it sounds unnatural and often doesn't fit the situation.
3. Requests with no reason. "I need an extension" sounds blunt. Explain first.
4. Ignoring what the interlocutor said. If you're offered two options, choose one. If you're asked a question, answer it before moving on.
5. No close. Confirm what happens next and say thank you.
6. Too formal or too casual. Talking to a classmate and talking to a lecturer need different language. "Hey, can I ask you something?" suits a classmate; "Sorry to bother you, have you got a minute?" suits staff.

Practice checklist

Practise with a partner or record yourself. Use these original situations:

• You want to change from a morning to an afternoon tutorial because of a medical appointment that repeats every week. Talk to the course coordinator.
• A staff member at the campus print centre tells you your poster can't be printed at the size you ordered.
• You want to borrow a laptop charger from the IT help desk for the afternoon.

After each one, check:

• Did I say why I was there in my first or second sentence?
• Did I give a reason before each request?
• Did I respond to every question or option the other person gave?
• Did I ask at least one follow-up question?
• Did I close by confirming the next step?

Practising Speaking with AIL

AIL's LanguageCert Academic-style practice site has free Speaking practice for Parts 1 and 4, with AI comments on each criterion. The full practice tests include both role plays, where your browser plays the interlocutor's lines and records your answers. You can start with the free practice. For the other parts of the test, see the Speaking test guide and the read-aloud guide.

These practice tests are written by AIL and are not produced, endorsed or approved by PeopleCert or LanguageCert. When you're ready for the real test, AIL is an official LanguageCert test centre, and you can book LanguageCert Academic at AIL. For an Australian visa, take the test at a test centre; the online at-home version is not accepted.