Formulate responses around an opinion (e.g. I think that littering is extremely irresponsible), then lengthen and spice up the conversation by giving a personal account or an example to support their opinion (e.g. I’ve witnessed so many people throwing their cigarette butts on the ground while rushing to board a bus).
However, it is important that points brought up are still relevant to the conversation topic. Students sometimes get carried away with their personal accounts and end up going on about irrelevant points.
Anticipate the examiner’s questions and prepare answers to these questions before being prompted. Students can guess at the topic of the Stimulus-based Conversation after going through the Reading Aloud section as the two will share a common theme. By doing so, the student is less likely to be blindsided by a prompt that could take the conversation in a direction he/she is less prepared for.
Using fillers is one way to stall for time. One way to do this is to repeat the question stem at the start of the answer. For example, if the question was ‘Why do you think a healthy diet is important?’, students can begin their answers with ‘I think a healthy diet is important because…’. Don’t overuse fillers though, as they can be distracting, make the conversation more tedious than it should be, or make you come across as hesitant or unsure.