C2 Proficiency Speaking Phrases
If you’re looking for some C2 Proficiency speaking phrases to add a bit of conviction and sophistication to your responses, you’re in the right place.
Many of the sentence frames below may be used across all parts of the test. However, I’ve separated them according to which tasks I think they’d be most beneficial to apply.
Part 1 - General Questions
Don’t begin every sentence with ‘I think’. Try to use a variety of sentence frames for offering opinions:
- It’s my belief that . . . .
- By and large (meaning ‘on the whole’)
- I’m undecided about . . . .
- I’m in two minds about . . . .
- I’m ambivalent about . . . . (ambivalent = have mixed feelings)
Part 2 - Collaboration
Part 2 of the C2 Proficiency Speaking section tests your ability to maintain interaction with your partner, as well as to express and justify your opinions, respond to and evaluate your partner’s ideas, and eventually, reach an agreement.
The interlocutor will give you a set of photos and introduce the theme. The interlocutor will then choose two or three of the photos for both of you to discuss a question. This first task lasts roughly one minute. After this, the interlocutor will introduce a situation for which you must come to a conclusion. Typically, you have to select which one of the pictures would be most suitable for a media campaign, a magazine cover or something which may represent a topic in the most suitable way. You should talk about the benefits and drawbacks of the photos and eventually decide on one picture, explaining why you have settled on this image.
Task 1 - Reacting to certain photos (1 minute)
- This image attempts to convey …
- I find this picture moving / disturbing / harrowing (upsetting due to suffering)
- The message that comes across is that . . . .
- I can’t help feeling saddened / shaken / disconcerted (worried)
Task 1 - Assumption/deduction and discussing the messages in a photograph
- It seems to me that she is . . . .
- It looks as if she is/might be . . . .
- She may / might have . . . . *
- It represents/depicts/suggests . . . . (e.g. a natural disaster)
- It highlights/symbolises/suggests/reflects (e.g. the need to protect the environment)
- It serves to remind us of/that (e.g. man is subject to the laws of nature)
- What comes across (most clearly) from this photograph is the fact that . . . .
- The (main) message here seems to be . . . .
- Picture . . . . also seems/appears to be saying . . . .
* modal verbs + have = for making reasonable guesses about things that have happened in the past:
e.g. She may have FALLEN OUT with a friend
Task 1 - Speculating about photographs
- Possibly / Perhaps
- One possibility is that . . . .
- It looks as though . . . .
- This seems like the place for a(n) . . . .
- This place could be of interest to a(n) . . . .
Task 2 - Suggesting alternatives
- It might/would be a good idea to include . . . .
- Why not show a different aspect by including . . . . ?
- A picture of . . . . would catch the reader’s eye
- A picture of . . . . would give the article stronger visual impact
Task 2 - Expressing uncertainty
- Judging from his appearance/the setting, I’d say he is a . . . .
- He appears to be/could be a . . . .
- I might be wrong, but I’d say that he is a . . . .
- I can’t say for certain, but I think he is a . . . .
- I would imagine that he is a . . . .
- He could be a . . . ., but I think he’s more likely to be a . . . .
- Not necessarily
Task 2 - Selecting/eliminating photographs
- I don’t think/feel/agree that picture . . . . clearly supports the viewpoint that . . . . because . . . .
- I would choose the third picture as a good illustration of . . . .
- I think we can rule out/eliminate picture . . . . because . . . .
- The third picture is not very effective at . . . . (e.g. showing)
Task 2 - Reaching agreement
- It seems to me that . . . ., because . . . . Don’t you think so?
- Yes, but let’s not overlook the fact that . . . .
- As a compromise, why don’t we agree/choose . . . . ?
- So, it’s fair to say we both agree/feel that . . . .
- As far as I’m concerned . . . .
C2 Proficiency Speaking Phrases for Part 3 - Long Turn
In part 3 of the C2 Speaking test, you need to talk on your own for around two minutes, as well as answer a question in relation to your partner’s response. Here are some useful statements and linking devices to help you structure a long piece of speech:
1. Opening statements
- The question of . . . . is an extremely controversial issue
- I think . . . . should be seen as a last resort
- The validity of . . . . is open to question
- Well, this is an interesting question and it’s not that simple to answer. Anyway . . . .
- The question is complex . . . .
2. Linking
- Another point we need to consider that should be taken into consideration is . . . .
- Regarding/As regards/With reference to . . . .
3. Expressing personal opinion
- Personally speaking . . . .
- My opinion is that . . . .
- I think it’s a matter of personal taste/choice whether you . . .
4. Giving counter-argument and concession
- Having said that . . . .
- While it is true that . . . .
- Powerful though the argument/s for . . . . may be, I don’t believe it will . . . .
- Although there are several benefits to downloading/watching/eating . . . ., I would never . . . .
5. Summing up
- Taking everything into account . . . .
- To finish then, I feel that . . . .
Summary
Having all these C2 Proficiency Speaking Phrases swirling around your mind is one of the keys to acing this part of the exam. However, you also need to have a deep stock of collocations stored in your brain, and indeed the ability to retrieve them and tailor them to the situation you're speaking about. The best strategy I have come up with for deepening knowledge of collocations is the Word-Phrase Table.
Further information about the C2 Proficiency exam:
