BillA posted excellent (exact) examples of what you will see in L2 part 2. If you have an examiner on staff or at a nearby hill that does weekly clinicing, get with him/her. They will help a lot.
Also, if you can attend an L2 teaching seminar pre-requisite, it will be a real eye opener for you. I highly reccomend taking it before taking your part 2 exam, especially if you don't have an examiner on staff to help you. If nothing else, it will literally change the way you teach...forever.
At the pre-req, we got got to work with cards very similar to the actual cards used in the exam (like BillA posted) so we got comfortable with the scenarios we might draw and have to teach in the exam. At Level 1, most instructors are "instructing from a cookbook" (ie. we do this, this, this and this), at L2 you start learning to create your own recipes on the fly based on the needs of the student at that time and start doing more coaching, than "cookbook instructing".
You can create your own set of cards to work on with other instructors. One set of cards should be the actual skiing task ranging from never evers to open parallel or even dynamic parallel turns. Example: wedge turns both left and right but needs to link them, stems at the beginning of the turn, links parallel turns on green, but wants to advance to blue terrain, etc.
The second set of cards should be a student profile. Example: 6 year old from Florida who rollerblades and has never seen snow, 16 year old male and his hobbies are Xbox and chatting online or 65 year old female, retired insurance salesperson who does yoga 3 times a week. Be creative and as off the wall with the profiles as you can. Pull one card from each stack and develop a lesson based on that person and their skills.
You will learn to think outside the box and become very creative to help them make the moves they need based on something they already know.
Last year, I had a man in his late 40's who decided to learn to ski because his kids were learning. He was overweight, did absolutely nothing physical, ever. He worked, watched TV and ate. I discovered he loved to watch football and eat pizza/beer during the games with his friends. After learning basic wedge turns, I needed to get him to start to move into the direction of the turns (crossover). I got him to relate to this movement by discussing sitting on the couch and letting one rip with his friends. He was a very jovial and outgoing guy so he laughed and grasped the concept of leaning forward and to the side to let one go real quick. He had a good time, laughed and started moving into the turns. That's what L2 teaching is about, transferring a skill or movement that the student already knows and applying it to their skiing.