# IELTS_Speaking_Drills_Part2_TTS

- **Original Source:** `IELTS_Speaking_Drills_Part2_TTS.pdf`
- **Category:** `speaking`
- **Original Format:** `.pdf`

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IELTS Speaking. Drill bank for conjugation and
discourse. Part two. Version formatted for text to
speech reading.
Note about this file. This is a continuation of the first drill bank, with new verbs, new stories, new
topics, and two grammar areas that were not covered before, reported speech and the passive
voice. The formatting follows the same rule as part one, complete sentences separated by
periods, no arrows, no bullet dashes, no capitalized headings, so a text to speech reader can
move through it smoothly.
Section one. Verb ladders, new verbs.
For each verb, five forms are read in a row. Present simple, past simple, present perfect,
past continuous, and the would conditional.
Worry. She worries about the exam. She worried about the exam. She has worried about the
exam for weeks. She was worrying about it all morning. She would worry less with more
preparation.
Try. He tries a new approach. He tried a new approach. He has tried several approaches
already. He was trying to explain it calmly. He would try again if it failed.
Meet. She meets new patients every week. She met new patients every week. She has met
hundreds of patients over the years. She was meeting a colleague when it happened. She
would meet him again if she had the chance.
Find. He finds the right words eventually. He found the right words eventually. He has found
this exam genuinely difficult. He was finding it hard to concentrate. He would find it easier
with more practice.
Lose. She loses focus under pressure. She lost focus under pressure. She has lost track of
time twice this week. She was losing patience by the end. She would lose confidence if she
failed.
Teach. He teaches residents every semester. He taught residents every semester. He has
taught this topic for years. He was teaching a seminar that morning. He would teach it
differently now.
Explain. She explains the diagnosis carefully. She explained the diagnosis carefully. She has
explained this same thing many times. She was explaining the results when he arrived. She
would explain it more simply if asked again.


Expect. He expects a difficult conversation. He expected a difficult conversation. He has
expected this outcome for a while. He was expecting bad news. He would expect the same
result again.
Plan. She plans every session in advance. She planned every session in advance. She has
planned the whole move already. She was planning her notes the night before. She would
plan differently with more time.
Notice. He notices small changes quickly. He noticed small changes quickly. He has noticed
a pattern in the data. He was noticing something odd about the case. He would notice it
immediately now.
Admit. She admits her mistakes openly. She admitted her mistake openly. She has admitted
she was wrong before. She was admitting the error when the supervisor walked in. She
would admit it sooner next time.
Realize. He realizes the risk too late. He realized the risk too late. He has realized his error
since then. He was realizing the mistake as it happened. He would realize it faster with more
experience.
Manage. She manages her time well. She managed her time well. She has managed a
heavy caseload for years. She was managing three cases at once that day. She would
manage it better with support.
Avoid. He avoids the topic entirely. He avoided the topic entirely. He has avoided this
conversation for months. He was avoiding eye contact the whole time. He would avoid it if he
could.
Accept. She accepts the feedback gracefully. She accepted the feedback gracefully. She
has accepted every correction so far. She was accepting the criticism calmly. She would
accept it more easily with practice.
Section two. Contrastive pairs, new set.
I worry about this every day. That whole year, I worried about it every day.
She doesn't accept criticism easily. Back then, she didn't accept criticism at all.
He explains things patiently. In that session, he explained things patiently.
We don't always agree on the diagnosis. That day, we didn't agree on the diagnosis.
It takes real effort to change. It took real effort to change, back then.


They avoid the subject at family dinners. That year, they avoided the subject completely.
She manages the whole team now. Before the reorganization, she managed only three
people.
He forgets appointments occasionally. That month, he forgot two appointments in a row.
I plan my sessions the night before. During my residency, I planned everything the night
before.
Music helps me focus while I write. That semester, music helped me get through the exams.
Section three. Full past tense story drills, new topics.
Each story is read in one breath, timed. If the present tense slips in anywhere, stop, go back
to the last correct sentence, and continue in the past, without restarting from zero.
Story one. An achievement I'm proud of. Two years into my training, I presented a case at a
national conference for the first time. I prepared for weeks and rewrote my notes more times
than I can count. During the talk, a senior psychiatrist asked a question I hadn't anticipated,
and for a moment I froze. I took a breath, admitted I wasn't certain, and answered as
honestly as I could. Afterward, several colleagues came up to discuss the case further. That
moment taught me that confidence mattered less than honesty.
Story two. A time I gave someone advice. A close friend once asked me whether she should
leave a stable job for something riskier. I listened for a long time before I said anything at all.
Eventually, I told her that the fear she described sounded more like excitement in disguise.
She hesitated for another month, but she eventually took the leap. A year later, she thanked
me for not pushing her either way. I learned that the best advice sometimes just helps
someone hear their own decision.
Story three. A change I made in my life. For years, I reviewed my notes constantly while I
was still writing them, which slowed everything down. A colleague pointed out that I was
editing before I had even finished a thought. I decided to try writing first and revising only
afterward, without stopping halfway. It felt uncomfortable at first, almost careless. Over time,
my writing became faster and, surprisingly, more precise. That single change affected far
more of my work than I expected.
Story four. A skill I learned as an adult. When I started preparing for this exam, I assumed
my English was already good enough. Within the first few sessions, I realized how many
small errors I made without noticing them. I practiced verb ladders and timed drills almost
every day for weeks. At first, the tenses felt mechanical and forced. Gradually, the correct


forms started to come out without me thinking about them first. It reminded me that fluency is
a skill you rebuild, not one you simply have or don't have.
Story five. A disagreement I had with a colleague. During a case discussion, a colleague and
I disagreed strongly about a patient's diagnosis. He believed the symptoms pointed toward
one condition, and I was convinced it was something else entirely. We reviewed the file
together, argued respectfully, and neither of us backed down immediately. Eventually, a third
opinion settled the disagreement, and it turned out we were both partly right. I left that
meeting frustrated but also genuinely impressed by how carefully he had argued his side.
That disagreement made me more careful, not more defensive, in future discussions.
Story six. My first day in a new role. On my first day of residency, I arrived early and
immediately felt out of place. Nobody explained where anything was, and I was too nervous
to ask more than once. By midmorning, a senior resident noticed I looked lost and quietly
walked me through the whole department. I made a small mistake with the scheduling
system, and she fixed it without making me feel foolish about it. By the end of the day, I felt
exhausted but strangely reassured. That kindness on a difficult first day stayed with me
longer than any lecture did.
Section four. Subject verb agreement ladder, new set.
The data doesn't lie, even when the conclusion is uncomfortable. Feedback from patients
shapes how the clinic improves. Access to therapy remains limited in rural areas. Burnout
among residents is rising steadily. The literature on this topic keeps growing every year.
Communication between departments still needs work. Every one of these cases involves a
different history. Neither of the two diagnoses fully explains the symptoms. The number of
applicants has increased significantly this year. A growing number of patients report similar
symptoms. The staff, as a whole, supports the new policy. Politics aside, the evidence points
in one direction. Physics isn't usually blamed for mental health, but stress physiology often
is. News about the reform spread quickly through the hospital. The team's morale depends
heavily on scheduling.
Section five. Would versus will, and would versus used to.
I will present this case next week, that is a plan. I would present it differently if I had more
time, that is hypothetical.
The results will surprise you. The results would surprise you less if you had seen the raw
data first.


I used to review my notes while writing, describing a repeated past habit with no hypothetical
meaning. I would review my notes for hours back then, also describing a repeated past habit,
but would cannot describe a past state, only a repeated action, so we say I used to live
downtown, not I would live downtown.
I would rather work fewer hours, not I will rather.
I would hate to repeat that mistake, not I will hate.
I will register once the documents arrive. I would register sooner if the documents arrived
faster.
Section six. Quick self check, new anchor.
Before starting any story in the past tense, say this anchor of four verbs out loud, the ones
that trip people up because they look regular but aren't. Lost, not losed. Taught, not teached.
Found, not finded. Met, not meeted.
And this anchor for subjects that look plural but take a singular verb. The data doesn't, not
the data don't, in careful academic register. Politics affects, not affect, when politics means
the subject as a field. The news spreads, not spread.
Thirty seconds of this before recording a timed drill.
Section C. Reported speech, new grammar area.
She said that the results were inconclusive. He told me that he had never seen a case like it.
The supervisor explained that the policy had changed last year. She mentioned that she
would be late for the session. He admitted that he hadn't read the full file. They announced
that the funding had been approved. She asked if I had considered a different diagnosis. He
wondered whether the treatment was actually working. The patient said he felt better than he
had in months. My colleague warned me that the process would take longer than expected.
She promised that she would call as soon as she knew. He insisted that he had followed the
correct procedure.
Section D. Passive voice, new grammar area.
The diagnosis was confirmed after further testing. The policy has been criticized by several
experts. New guidelines are being introduced this year. The results were published last
month. The decision was made without much consultation. Funding has been cut across
several departments. The study was conducted over a five year period. Mental health is
often overlooked in general checkups. The report was reviewed by an independent panel.


These symptoms are frequently misdiagnosed as something else. The medication was
prescribed after the first consultation. The findings will be presented at the conference next
year.
Section E. Discourse frames, new topics.
Topic, aging population. Opening with authority. From my perspective, most healthcare
systems weren't designed for how many people are living this long.
Aging population, hypothetical. If more countries invested in home care, fewer elderly people
would end up isolated.
Aging population, it depends. It depends on family structure. In some cultures, elderly
relatives live with family, in others, they rely mainly on institutions.
Topic, artificial intelligence. Opening with authority. I honestly think artificial intelligence will
change diagnosis before it changes treatment.
Artificial intelligence, hypothetical. If algorithms were more transparent, doctors would trust
them more easily.
Artificial intelligence, it depends. It depends on the task. Pattern recognition benefits
enormously from it, but judgment calls still need a human.
Topic, immigration. Opening with authority. As I see it, most debates about immigration
ignore the mental health cost of leaving everything familiar behind.
Immigration, hypothetical. If relocation support included psychological guidance, adaptation
would be considerably smoother.
Immigration, it depends. It depends on the support system. Some newcomers arrive with an
established community, others start completely alone.
Topic, sports. Opening with authority. It seems to me that competitive sports teach discipline,
but they can also normalize ignoring pain and exhaustion.
Sports, hypothetical. If schools valued participation as much as winning, fewer children
would quit sports early.
Sports, it depends. It depends on the coaching style. Some coaches build confidence, others
quietly damage it.


Topic, urban planning. Opening with authority. I would argue that how a city is built shapes
mental health as much as its economy does.
Urban planning, hypothetical. If neighborhoods were designed around walking and shared
spaces, loneliness would likely decrease.
Urban planning, it depends. It depends on density. Compact cities encourage encounters,
but they can also increase stress if poorly managed.
Topic, language learning. Opening with authority. From my perspective, learning a language
later in life changes how you think, not just how you speak.
Language learning, hypothetical. If adults practiced speaking as much as children do, they
would progress far faster.
Language learning, it depends. It depends on exposure. Immersion accelerates fluency, but
structured study still matters for accuracy.
Drill order for today, part two.
One. Section one in full, out loud, twice, without stopping.
Two. The stories in section three, timed, one per sitting.
Three. Sections C and D, reported speech and passive voice, read slowly the first time, then
again at normal speed.
Four. Section E, one topic at a time, all three frames in a row, then move to the next topic.
Five. Sections two, four, and five, as a five minute warm up before any mock test.