IELTS Speaking — 10 October 2026 samples

 IELTS Speaking — 10 October 2026 samples 

 SET 1

### PART 1 — MAPS

1\. Do you often use maps? Quite often, actually, especially when I’m visiting somewhere unfamiliar. I usually check Google Maps before leaving because I hate wandering around aimlessly. It saves me time and helps me get my bearings. (Vocab: navigate, get my bearings | Idiom: wander around aimlessly)

2\. Are paper maps still useful? They can be, particularly when your phone runs out of battery or you lose your internet connection. I’d personally reach for my phone first, but a paper map can be a real lifesaver in remote areas. (Vocab: physical map, remote area | Idiom: a real lifesaver)

3\. Do you prefer using maps on your phone? Definitely, because they’re convenient and give you directions in real time. I can check traffic, compare routes and even find nearby cafés without much effort. It’s hard to beat that level of convenience. (Vocab: real-time directions, alternative route | Idiom: hard to beat)

4\. Have you ever got lost? A couple of times, actually! I once followed the wrong route and ended up in a completely different part of town. It was frustrating at first, but I eventually figured it out and learnt to double-check directions. (Vocab: wrong turn, unfamiliar neighbourhood | Idiom: figure something out)

### PART 1 — MAKE-UP

1\. Do you wear make-up? Only occasionally, mainly when I’m attending a special event or going somewhere nice. I prefer a fairly natural look rather than anything too heavy. A little concealer and lipstick are usually enough for me. (Vocab: natural finish, subtle look | Expression: keep it simple)

2\. What kind of make-up do you like? I’m more into understated make-up that enhances my features without looking overdone. Neutral shades are my favourite because they go with almost anything. I’d rather look fresh than spend ages getting ready. (Vocab: understated, neutral shades | Idiom: less is more)

3\. Did you wear make-up as a teenager? Not much, to be honest. I was more interested in experimenting with hairstyles and clothes back then. I gradually became more interested in make-up as I got older and learnt what suited me. (Vocab: experiment with, suit my complexion | Expression: grow into something)

4\. Do you think people spend too much on make-up? Some people probably do, especially when they keep buying products they hardly use. There’s nothing wrong with enjoying beauty products, but I wouldn’t spend a fortune just to follow every new trend. (Vocab: beauty products, beauty trend | Idiom: spend a fortune)

### PART 1 — HOBBY

1\. What do you enjoy doing in your free time? I’m quite fond of drawing and colouring, especially when I want to unwind after a busy day. I can sit with my markers for ages without realising how quickly time passes. It’s a lovely way to switch off. (Vocab: unwind, creative outlet | Idiom: lose track of time)

2\. Did you have the same hobby as a child? I enjoyed creative activities as a child, although I probably didn’t take them as seriously as I do now. Back then, I’d draw whatever came into my head without worrying about whether it looked perfect. (Vocab: creative pursuits, imagination | Expression: come naturally)

3\. Is it important to have a hobby? Absolutely, because life can become rather repetitive when all you do is work and deal with responsibilities. Having something enjoyable outside your routine gives you a chance to recharge and focus on yourself. (Vocab: leisure activity, mental well-being | Idiom: recharge your batteries)

4\. Would you like to try a new hobby? I’d love to try watercolour painting properly. I’ve seen some beautiful landscape paintings, and I’d like to learn how to create something similar myself. It might take a fair bit of practice, but that’s part of the fun. (Vocab: landscape painting, develop a skill | Idiom: give something a go)

### PART 1 — CHESS

1\. Do you enjoy playing chess? I find it quite interesting, although I’m not someone who plays competitively. I like the fact that every move requires a bit of thought rather than relying purely on luck. It can be surprisingly absorbing. (Vocab: strategy, concentration | Idiom: keep someone on their toes)

2\. Did you play chess as a child? I was introduced to it when I was younger, but I never became particularly skilled at it. I understood the basic rules, although planning several moves ahead was a different story! (Vocab: basic rules, strategic thinking | Expression: a different story)

3\. Is chess difficult to learn? The basic rules are fairly straightforward, but mastering the game takes considerable practice. You need to anticipate your opponent’s moves and think several steps ahead. That’s what makes it challenging as well as rewarding. (Vocab: anticipate, tactical decision | Idiom: think several steps ahead)

4\. Do you think children should learn chess? It could be beneficial because it encourages patience, concentration and logical thinking. However, I wouldn’t force every child to play it. Children should have the freedom to explore activities that genuinely interest them. (Vocab: logical reasoning, patience | Expression: spark an interest)

### PART 1 — INDOOR SPORTS

1\. Do you enjoy indoor sports? I prefer activities that don’t require me to be outdoors in the heat, so indoor sports can be quite appealing. Badminton or table tennis would be more my cup of tea than something extremely demanding. (Vocab: physical activity, indoor facility | Idiom: my cup of tea)

2\. What indoor sports are popular where you live? Badminton, table tennis and indoor cricket are fairly popular, particularly among people who want to stay active without worrying too much about the weather. Many people also enjoy playing these games socially rather than competitively. (Vocab: recreational sport, sports facility | Expression: stay active)

3\. Did you play indoor sports at school? I tried a few activities, although I was never especially sporty. I enjoyed games more when there was no pressure to win and everyone was simply playing for fun. (Vocab: team activity, competitive pressure | Idiom: take part)

4\. Are indoor sports better than outdoor sports? Each has its advantages. Indoor facilities offer a controlled environment, while outdoor activities provide fresh air and a change of scenery. Personally, I’d choose whichever activity suits the weather and my mood. (Vocab: controlled environment, fresh air | Expression: it depends on the circumstances)

### PART 1 — HEALTH CHOICES

1\. Do you try to make healthy choices? I try to, although I’m certainly not perfect! I make an effort to eat balanced meals and get enough rest, but every now and then I give in to cravings. I believe consistency matters more than perfection. (Vocab: balanced diet, nutritious food | Idiom: give in to temptation)

2\. What do you do to stay healthy? I try to keep my daily routine reasonably balanced, drink enough water and avoid eating too much junk food. I could definitely be more active, though. There’s always room for improvement. (Vocab: daily routine, sedentary lifestyle | Expression: room for improvement)

3\. Do you think people eat healthily nowadays? It varies quite a lot. Some people pay close attention to nutrition, while others rely heavily on takeaway meals because they’re short on time. Convenience often wins when people have hectic schedules. (Vocab: nutritional value, processed food | Idiom: convenience wins)

4\. Is it difficult to maintain a healthy lifestyle? It can be, especially when work and family responsibilities leave little time for yourself. The trick is to make small changes that are realistic enough to maintain. Drastic routines often become difficult to stick to. (Vocab: sustainable habits, moderation | Idiom: stick to something)

### SET 1 — PART 2 CUE CARDS

### 1\. Describe an object you admire.

Today, I’m going to talk about a handmade wooden chess set that I came across at a craft exhibition. I wasn’t even looking for anything in particular, but the moment I saw it, I was drawn to the level of detail.

The set had beautifully carved pieces, and the board itself was made from two contrasting types of wood. What really caught my eye was that every piece seemed to have its own character. It looked elegant without being overly decorative.

I remember picking up one of the knights and noticing how smooth the edges were. You could tell that someone had spent a considerable amount of time getting every little detail right. I later found out that the set had been made by a local craftsman who had been working with wood for years.

What I admire most is the patience and skill behind it. These days, so many things are mass-produced, and you can easily buy something similar online. But an object made by hand has a different feel to it because you know someone has put real effort into creating it.

I didn’t buy the set that day because it was quite expensive, but I still remember it clearly. For me, it represents the value of craftsmanship and the idea that something made carefully can last for generations.

Vocab: craftsmanship, intricate details, hand-carved, durable, mass-produced Idioms/expressions: catch my eye, put effort into something, stand the test of time

### 2\. Describe a person who hates you.

Today, I’m going to talk about someone I once had a difficult relationship with. I wouldn’t necessarily say this person genuinely hated me, but there was definitely a period when they seemed to have something against me.

It was someone I knew through a shared social circle. Initially, we got along reasonably well, but things changed after a misunderstanding. A comment I made was apparently taken the wrong way, and instead of asking me what I meant, the person became distant and started making occasional unpleasant remarks.

At first, I tried to clear the air because I didn’t want a minor issue to turn into a bigger problem. However, every attempt seemed to make things more awkward. Eventually, I decided to give the situation some space rather than keep going around in circles.

What bothered me most was not that we weren’t friends anymore; it was the feeling of being judged without having a proper chance to explain myself. Still, I learnt that you can’t control how everyone perceives you.

Over time, the tension faded, and we became civil whenever we crossed paths. We never became close again, but at least things stopped being uncomfortable.

Looking back, I don’t hold a grudge. Sometimes people simply don’t see eye to eye, and not every disagreement needs to turn into a lifelong conflict.

Vocab: misunderstanding, resentment, strained relationship, clear the air, perceive Idioms: have something against someone, go around in circles, not see eye to eye, hold a grudge

### 3\. Describe a person who taught you something useful.

Today, I’m going to talk about my older cousin, who taught me how to manage my money more sensibly. I used to spend quite freely without really keeping track of where it all went.

One day, we were talking about saving for something important, and I mentioned that I never seemed to have much left at the end of the month. He laughed and said that the problem might not be how much I earned, but how casually I spent it!

He showed me a simple method: divide my money into essentials, savings and personal spending, then keep a basic record of everyday expenses. It sounded almost too obvious to work, but I decided to give it a try.

The surprising part was how quickly I noticed my habits. Small purchases that seemed harmless individually were adding up to quite a lot. Once I started paying attention, I found it easier to cut back on things I didn’t really need.

I’m still not someone who tracks every single penny, but I’m far more mindful of my spending than I used to be.

What I appreciated most was that he didn’t lecture me or make me feel irresponsible. He simply shared something that had worked for him, and I learnt from his experience.

It was a practical lesson that has stayed with me, because managing money well gives you more freedom and fewer unpleasant surprises.

Vocab: budgeting, track expenses, financial discipline, essentials, unnecessary spending Idioms: add up, cut back on, keep track of, learn the hard way

### 4\. Describe a time you lost your valuables.

Today, I’m going to talk about a time I misplaced my wallet while shopping. It happened a couple of years ago, and although I eventually found it, those few minutes were genuinely stressful.

I’d been visiting several shops and carrying a few bags, so I was distracted. When I reached the counter at the final shop, I opened my handbag to pay and realised my wallet wasn’t there.

I immediately started going through every pocket and checking between the things in my bag. My mind was racing because the wallet contained my bank cards, identification and some cash. I kept trying to remember the last time I’d used it, but I couldn’t pinpoint the exact moment.

I went back to the previous shop and asked the staff whether anyone had handed it in. Luckily, one employee had found it near the checkout and kept it safely behind the counter. I was genuinely relieved when they returned it to me.

The experience taught me not to be careless with important belongings, especially in crowded places. Since then, I’ve made a habit of checking that my wallet and phone are in the right place before leaving a shop.

It was a small incident, but it gave me quite a fright. I was lucky that an honest person found it, because replacing everything would have been a real hassle.

Vocab: misplaced, identification, bank cards, crowded area, replace Idioms: my mind was racing, give someone a fright, a real hassle, keep something safe

### SET 1 — PART 3

### 1\. Souvenirs

Why do people buy souvenirs when travelling? In my view, souvenirs give people a tangible reminder of an experience. A small object can bring back memories of a destination, the people they travelled with and the things they did there. For instance, someone might keep a handmade ornament from a memorable holiday because it reminds them of that particular time. Vocab: tangible reminder, memento, travel experience | Expression: bring back memories

### 2\. Learning skills

Why is it important to learn new skills? One of the main reasons is that new abilities help people adapt to changing circumstances. They can also improve confidence and create opportunities at work or in personal life. For example, learning digital skills can make someone more independent and better prepared for a modern workplace. Vocab: adaptability, competence, personal development | Idiom: broaden someone’s horizons

### 3\. Losing items

Why do people often lose things? A common reason is distraction. When people are rushing or thinking about several things at once, they may put an object down without registering where it is. For example, someone answering a phone call while shopping might leave their wallet on a counter. Vocab: absent-mindedness, distraction, misplaced belongings | Expression: lose track of something

### 4\. Feelings and emotions

Why is it important to express emotions? In my view, expressing feelings in a healthy way helps people manage stress and maintain stronger relationships. Keeping everything bottled up can lead to misunderstandings or emotional pressure. For example, calmly discussing a concern with a friend can resolve a problem before resentment builds up. Vocab: emotional well-being, communicate openly, resentment | Idiom: bottle something up

SET 2

PART 1 — RAINY WEATHER

1\. Do you like rainy weather? A light shower is lovely, actually, especially when I can stay indoors with a hot drink. The sound of rain is incredibly soothing, although heavy downpours are a different story when they cause traffic chaos. (Vocab: drizzle, downpour | Idiom: a welcome change)

2\. What do you usually do when it rains? I usually stay home and get on with things I can do indoors. If I don’t have to go anywhere, I’ll make myself a cup of tea and enjoy the cooler weather. It feels like a little break from the heat. (Vocab: stay indoors, cooler spell | Expression: make the most of something)

3\. Did you enjoy rain as a child? Definitely! I loved watching the rain and playing outside when it was only drizzling. My parents weren’t always thrilled about the mess, but I thought it was great fun. (Vocab: childhood memories, drizzle | Idiom: have the time of your life)

4\. Does rain affect your mood? It depends on the weather. A gentle shower makes me feel calm, whereas gloomy weather that drags on for days can make everything feel dull. I suppose the atmosphere matters as much as the weather itself. (Vocab: gloomy, atmosphere | Expression: lift someone’s mood)

PART 1 — PUBLIC TRANSPORT

1\. Do you often use public transport? Not as often as I probably should. I usually choose whatever is most convenient for the journey, but public transport is useful when parking is difficult or traffic is particularly bad. (Vocab: commute, convenient option | Expression: get from A to B)

2\. What kind of public transport do you prefer? I’d choose the metro for longer journeys because it’s usually more predictable than travelling by road. You don’t have to worry as much about traffic jams, which makes planning the day easier. (Vocab: metro system, predictable service | Idiom: beat the traffic)

3\. Is public transport convenient where you live? It depends on the area. Some routes are well connected, while others require people to change vehicles or wait quite a while. Better connections and more frequent services would make a real difference. (Vocab: well-connected, service frequency | Expression: make a difference)

4\. Would you like to use public transport more often? Certainly, if it were comfortable, reliable and easy to access. I’d be more willing to leave my vehicle at home if I knew I could reach my destination without wasting too much time. (Vocab: reliable service, accessible transport | Expression: leave the car at home)

PART 1 — SOCIAL MEDIA

1\. How often do you use social media? Every day, mainly to keep up with people and find useful content. Since so much information is shared online, it’s become part of my routine. I do try to avoid scrolling endlessly, though. (Vocab: online content, daily routine | Idiom: lose track of time)

2\. What do you enjoy about social media? I like how easily it connects people who live far apart. It’s also a convenient way to discover ideas, learn something new or follow people with similar interests. The trick is choosing content that’s worth your time. (Vocab: connect across distances, discover ideas | Expression: make the most of something)

3\. Has social media changed the way people communicate? Without a doubt. People can now share updates instantly, even across different time zones. However, online communication can sometimes lack the depth of a proper face-to-face conversation. (Vocab: instant communication, face-to-face interaction | Idiom: keep in touch)

4\. Do you think people spend too much time on social media? Some certainly do, particularly when a quick check turns into an hour of scrolling. It can eat into time meant for sleep, work or family. Setting boundaries would help people use it more mindfully. (Vocab: screen time, set boundaries | Idiom: eat into someone’s time)

PART 1 — TECHNOLOGY

1\. Do you enjoy using technology? Absolutely, especially when it makes everyday tasks quicker and easier. I use digital tools for work, communication and finding information. I wouldn’t want every part of life to depend on a screen, though. (Vocab: digital tools, efficiency | Expression: make life easier)

2\. What piece of technology do you use most? My smartphone, without question. I use it for messages, maps, banking and work-related tasks, so it’s something I rely on throughout the day. It’s convenient, although I sometimes wish I checked it less often. (Vocab: multifunctional device, rely on | Idiom: at my fingertips)

3\. Was technology important when you were a child? It was around, but it certainly wasn’t as central to everyday life as it is now. We had fewer ways to access information instantly, so finding answers often took more time and effort. (Vocab: access information, digital dependence | Expression: at the touch of a button)

4\. Can technology cause problems? Of course. It can save time, but overdependence can affect concentration, privacy and personal interaction. I think the key is using it deliberately rather than letting it control every spare moment. (Vocab: overdependence, privacy concerns | Idiom: strike a balance)

PART 1 — ANIMALS AND PETS

1\. Do you like animals? I do, especially animals that are gentle and easy to be around. I find it fascinating how different their behaviour can be, even within the same species. I’m always happy to spend time watching them. (Vocab: behaviour, species | Expression: be fond of)

2\. Did you have a pet as a child? I didn’t have a pet of my own, but I was always curious about animals. I used to enjoy watching neighbourhood cats and dogs and wondering where they went. Having a pet would have been lovely, although it comes with quite a bit of responsibility. (Vocab: companionship, responsibility | Expression: take care of)

3\. Would you like to have a pet? Possibly, provided I had enough time to look after it properly. Pets need attention, exercise and regular care, so I wouldn’t bring one home just because it looked cute. Their well-being has to come first. (Vocab: responsible ownership, daily care | Expression: take something on)

4\. Why do people keep pets? Many people enjoy the companionship and routine that animals bring into their lives. A pet can make a home feel livelier and offer comfort when someone feels lonely. For some owners, the bond becomes as meaningful as a family relationship. (Vocab: companionship, emotional support | Idiom: form a close bond)

PART 1 — TALKING TO STRANGERS

1\. Do you enjoy talking to strangers? It depends on the situation. I’m quite comfortable having a casual conversation when someone seems friendly, especially while waiting somewhere. I’m not the sort of person who starts chatting to absolutely everyone, though. (Vocab: casual conversation, approachable | Idiom: strike up a conversation)

2\. Have you ever talked to a stranger who helped you? Yes, I once asked someone for directions in an unfamiliar area, and they kindly explained the route in detail. They even pointed out a nearby landmark so I wouldn’t miss the turning. It was a small gesture, but I appreciated it. (Vocab: landmark, directions | Idiom: go out of one’s way)

3\. Is it easy to start a conversation with someone new? For some people, it comes naturally, while others need a little time to feel comfortable. I think a simple comment about the situation or a genuine question can break the ice without making things awkward. (Vocab: social confidence, genuine question | Idiom: break the ice)

4\. Should people be careful when talking to strangers? Certainly, especially when sharing personal information or meeting someone online. Being polite doesn’t mean you have to trust everyone immediately. It’s sensible to maintain boundaries while still treating people respectfully. (Vocab: personal information, boundaries | Expression: exercise caution)

PART 2 — CUE CARD 1: DESCRIBE A PLACE YOU WOULD LIKE TO VISIT AGAIN

Today, I’m going to talk about Ooty, a hill station I’d happily visit again. I went there with my family, and what I remember most is how different it felt from our usual surroundings.

The weather was cool, the roads wound through green hills, and there were trees and tea plantations almost everywhere. After spending so much time in a busy city, the slower pace was a real treat.

We spent our time visiting scenic spots, taking photographs and simply enjoying the views. I particularly liked the early mornings, when the air felt fresh and the hills were sometimes covered in mist. There was no need for a packed itinerary; even sitting somewhere with a cup of tea and looking at the scenery felt worthwhile.

What I enjoyed most was the change of atmosphere. Nobody seemed to be in a hurry, and I felt I could finally slow down and breathe properly. Of course, there were a few crowded tourist spots, but that didn’t spoil the experience.

I’d love to go back because I feel there’s still plenty I haven’t explored. Next time, I’d prefer to spend a few extra days there rather than rush from one attraction to another.

For me, the appeal of Ooty is its peaceful setting and natural beauty. It’s the kind of place where you can take a break from your routine and return home feeling refreshed.

(Vocab: hill station, mist-covered hills, scenic viewpoint, peaceful setting | Idioms: a real treat, slow down, take a break from the routine)

PART 2 — CUE CARD 2: DESCRIBE A PERSON YOU RECENTLY MET

Today, I’m going to talk about a woman I met at a small workshop a few weeks ago. We happened to sit next to each other, and what started as a brief conversation turned into a surprisingly interesting chat.

She worked in digital marketing and had travelled to several countries for her job. I’m usually curious about how people end up in different careers, so I asked her how she’d got started. She explained that she’d begun with a fairly ordinary office job but gradually learnt new skills and moved into a field she genuinely enjoyed.

What struck me was how down-to-earth she was. Despite having quite an interesting career, she didn’t come across as someone trying to impress everybody. She spoke openly about mistakes she’d made and opportunities she’d missed, which made the conversation feel very genuine.

We ended up discussing travel, work-life balance and the challenges of learning something new as an adult. I remember being surprised by how quickly the time passed.

We exchanged contact details before leaving, and I’d definitely be happy to meet her again. I’d like to hear more about her experiences and perhaps learn a few things from her career journey.

It was a good reminder that you can meet interesting people in the most ordinary circumstances. Sometimes, all it takes is a little curiosity and a willingness to start a conversation.

(Vocab: down-to-earth, career journey, professional experience, work-life balance | Idioms: strike up a conversation, come across as, time flies)

PART 2 — CUE CARD 3: DESCRIBE A PIECE OF GOOD NEWS YOU RECEIVED

Today, I’m going to talk about a piece of good news I received when I found out that a close family member had secured a job they’d been hoping for.

They’d spent quite a while applying for positions, attending interviews and waiting for responses. It hadn’t been an easy process because there had been a few disappointments along the way. I knew how much the opportunity meant to them, so I was genuinely hoping things would work out.

I remember getting the phone call while I was going about my usual routine. At first, I didn’t quite understand what they were saying because they were so excited. Then they told me they’d received the offer, and I immediately started congratulating them.

What made the news especially meaningful was the effort they’d put in. They’d prepared carefully, improved their skills and kept applying even after setbacks. It felt like all that hard work had finally paid off.

We celebrated by having a meal together, although it was nothing extravagant. The atmosphere was cheerful, and everyone was talking about what this new chapter might bring.

I was happy not only because they’d achieved something important, but also because I’d seen how much the process had tested their patience.

That experience reminded me that good news often feels even better when you know the struggle behind it. It was a genuinely memorable moment for our family.

(Vocab: job offer, perseverance, setback, achievement | Idioms: pay off, a new chapter, keep going despite setbacks)

PART 2 — CUE CARD 4: DESCRIBE A TIME YOU HELPED SOMEONE

Today, I’m going to talk about a time I helped an elderly neighbour who was struggling to carry her shopping bags home.

I was returning from a nearby shop when I noticed her standing beside the pavement with several heavy bags. She looked a little overwhelmed and was trying to adjust the handles so she could carry everything comfortably.

I asked whether she’d like a hand, and she gladly accepted. Her house was only a short walk away, so I carried the heavier bags while she walked beside me. Along the way, we chatted about the weather and the neighbourhood, and she told me she’d bought more than she’d originally planned.

When we reached her house, she thanked me several times and even offered me a drink. I didn’t expect anything in return, so I politely declined and made sure she had everything she needed before heading home.

It wasn’t a major act of kindness, but I felt good about being able to make her day a little easier. I also realised that people don’t always need grand gestures; sometimes, a few minutes of your time can make a real difference.

Since then, I’ve tried to be more observant when I’m out and about. If someone looks as though they could use some help, I’m more willing to offer rather than assume they’ll manage on their own.

(Vocab: lend a hand, elderly neighbour, considerate, small gesture | Idioms: go the extra mile, make a difference, out and about)

PART 3 — THE IMPACT OF TECHNOLOGY ON SOCIETY

1\. How has technology changed people’s lives? In my view, technology has made everyday life more efficient by simplifying communication, education and access to services. People can now work remotely, learn online and manage many tasks from home. However, excessive reliance on digital devices can reduce face-to-face interaction and raise privacy concerns. (Vocab: efficiency, digital access, privacy concerns | Expression: at the touch of a button)

PART 3 — THE IMPORTANCE OF OUTDOOR ACTIVITIES

2\. Why are outdoor activities important? One of the main reasons is that they encourage physical movement while giving people a break from screens and indoor routines. Activities such as walking, cycling or gardening can also support mental well-being. For example, a short walk in a green space may help someone unwind after a stressful day. (Vocab: physical movement, mental well-being, green space | Idiom: blow off steam)

PART 3 — WHY PEOPLE TRAVEL TO NEW PLACES

3\. Why do people enjoy visiting unfamiliar places? Travelling allows people to experience different cultures, food and ways of life. It can broaden their perspective and help them become more independent. For instance, navigating an unfamiliar city can teach someone to solve problems and adapt to unexpected situations. (Vocab: cultural exposure, broaden perspectives, adapt | Idiom: step outside one’s comfort zone)

PART 3 — HOW COMMUNITIES CAN SUPPORT THE ELDERLY

4\. How can communities improve life for older people? Communities can help by providing accessible transport, social activities and practical support with everyday tasks. This is particularly important for older residents who live alone or have limited mobility. For example, local groups could organise regular visits or community events to reduce isolation and help older people remain connected. (Vocab: accessible services, social isolation, mobility, community support | Expression: stay connected)

IELTS 10 OCTOBER 2026 Writing Samples

IELTS 10 OCTOBER 2026 Writing Samples 

IELTS WINNERS (ANSHU)

1. ACADEMIC WRITING TASK 1 — MAP COMPARISON

Question:

The maps below show the layout of a hospital in 1980 and the changes made in 2025.

Sample Answer (Band 8 — approximately 175 words)

The two maps illustrate the arrangement of a medical facility in 1980 and the modifications introduced to its premises by 2025.

Overall, the establishment underwent substantial modernisation, with several original departments replaced by specialised treatment facilities. Although the main entrance, reception and cafeteria remained, diagnostic services and emergency care were introduced, while the surrounding grounds were reorganised.

In 1980, a car park occupied the north-western corner, while general wards were situated on the western side. Staff accommodation lay directly below this section, whereas the maternity unit was positioned east of the central reception. A storage facility occupied the south-eastern corner, with the cafeteria located between it and the staff rooms. Green spaces and trees were distributed around the buildings.

By 2025, the general wards had been replaced by an outpatient department, and the former staff accommodation had given way to a diagnostic centre equipped for X-rays, MRI and CT scans. On the eastern side, the maternity unit and storage facility had been replaced by an emergency department and a pharmacy, respectively. The reception had gained additional seating, while an ambulance bay was established along the southern boundary. The parking area remained in the north-west, and landscaping continued around the perimeter.

2. ACADEMIC WRITING TASK 2 — TO WHAT EXTENT DO YOU AGREE OR DISAGREE?

Question:

Some people think every nation should ban all social media for people under the age of 20.

To what extent do you agree or disagree with this statement?

Sample Answer (Band 8 — approximately 265 words)

Few think that young individuals should be completely prohibited from accessing online networking platforms until their twentieth birthday. I predominantly disagree with the view, and the primary purpose of this monograph is to illustrate my position with relevant examples.

Beginning with my main argument, the first key point is the educational value of digital communities. Due to the availability of tutorials, discussion groups and international learning networks, students can broaden their knowledge beyond conventional classrooms, which results in greater access to information. To exemplify, a teenager preparing for an international examination can join specialist study groups and obtain guidance from experienced learners worldwide. Another important justification is the development of digital competence. As young adults increasingly depend on technology for employment and communication, learning to identify unreliable information, protect personal data and interact respectfully leads to greater preparedness for future responsibilities.

Exploring the minor viewpoint, one noteworthy argument is the possibility of cyberbullying, exposure to inappropriate material and excessive screen time. Rather than permitting unrestricted participation without safeguards, families, educational institutions and platform providers should introduce effective age-appropriate protections. Due to this, stronger privacy settings, reliable age verification and practical digital-literacy education can reduce potential harm without eliminating the benefits of online interaction.

In conclusion, although unrestricted digital access can expose younger users to genuine risks, I predominantly disagree with a complete prohibition because supervised participation and effective safeguards offer a more balanced solution.

3. GENERAL TRAINING WRITING TASK 1 — FORMAL REQUEST LETTER

Question:

You would like a shop owner to provide home delivery.

Write a letter to the shop owner. In your letter:

• Explain what products you would like to order.

• Request home delivery to your address.

• Provide any necessary details, such as your delivery address and preferred delivery time.

Sample Answer (Formal — approximately 165 words)

Dear Sir or Madam,

I am writing to enquire whether your establishment offers a delivery service for customers who are unable to collect their purchases in person.

I regularly purchase household essentials from your shop and would like to place an order for rice, cooking oil, flour, pulses, milk and a few cleaning supplies. I would also appreciate the opportunity to include fresh vegetables, provided they can be delivered in good condition.

Could you please arrange for these items to be brought to my residence at 24, Lake View Road, Chennai, 600042? My preferred delivery time would be between 5 p.m. and 7 p.m. on weekdays, as I am generally unavailable earlier in the day. If this time slot is not possible, please let me know which alternatives are available.

I would also be grateful if you could inform me about any minimum purchase requirement, delivery charges and available payment methods. Please let me know whether orders can be placed by telephone or through a messaging service.

I look forward to hearing from you and hope to make regular purchases through this arrangement.

Yours faithfully,

Sam

4. GENERAL TRAINING WRITING TASK 2 — DO THE ADVANTAGES OUTWEIGH THE DISADVANTAGES?

Question:

People today are shifting back to rural areas due to problems in cities.

Do the advantages outweigh the disadvantages?

Sample Answer (Band 8 — approximately 275 words)

Seeing debate on whether relocating from congested metropolitan centres to quieter countryside communities is fruitful or presents a dark side is common today. This essay examines both along with my belief that the positive aspects overshadow the negative consequences, supported by relevant examples.

Believing in the highlights, improved quality of life is the first one. When residents move away from heavily congested districts, it results in reduced exposure to traffic noise and polluted air, leading to a healthier daily routine. Providing an example, families living in less densely populated communities can enjoy outdoor activities without facing constant traffic congestion or excessive urban noise. Emphasising a further benefit, lower living expenditure cannot be neglected. As accommodation and certain everyday services may cost less outside major commercial centres, it gives way to greater financial flexibility, allowing households to save money or invest in education and personal development. An added perk is access to more spacious homes and open surroundings. Due to less pressure on available land in some rural districts, families may enjoy larger properties and a quieter environment, which can improve their overall well-being.

On the contrary, the biggest drawback is limited access to essential services. Because specialised hospitals, universities and major employment centres are often concentrated in cities, residents may face longer journeys, which ultimately results in additional travel costs and inconvenience. For instance, a person requiring specialist medical treatment might need to travel considerable distances for appointments. Pointing one more concern, fewer employment opportunities deserve attention. Owing to a smaller local job market, some professionals may struggle to find suitable positions. To add more, inadequate public transport and unreliable internet connections can further restrict access to work and essential facilities.

In conclusion, despite the drawbacks of rural relocation, such as restricted employment options and limited access to specialised services, I believe the brighter side, including improved well-being, affordable living and a peaceful environment, preponderates over them.

IELTS LRWS Practice Sheet — Week 5 25–31 October 2026 |

IELTS LRWS Practice Sheet — Week 5

25–31 October 2026 | 

LISTENING — FOUR PARTS

The IELTS Listening test has four parts and 40 questions. Practise spelling, numbers, distractors, paraphrasing, directions and word limits.

PART 1 — FORM COMPLETION / MULTIPLE CHOICE

Practice topic: Accommodation and housing.

Practice situation: A student contacts a housing office to enquire about renting a room.

Information to listen for: full name, accommodation type, weekly rent, deposit, move-in date, included utilities, contract duration and contact details.

Practice questions:

* What type of accommodation does the student prefer?

* How much is the initial deposit?

* Which facilities are included in the rent?

* When can the student move in?

* What document must be provided before signing the agreement?

Skills: recognising names and addresses, writing numbers correctly, distinguishing similar prices and dates, identifying information that changes during a conversation.

Common trap: The speaker may mention one price and then correct it. Record the final confirmed amount, not the first number you hear.

PART 2 — MATCHING / MAP LABELLING

Practice topic: Public transport and travel arrangements.

Practice situation: A guide explains the facilities and transport connections at a visitor centre.

Practice tasks: Match five facilities with their descriptions; label five locations on a map; identify the entrance, ticket counter, information desk, waiting area and shuttle stop.

Skills: following directions, identifying landmarks, understanding synonyms and distinguishing left from right.

Useful vocabulary: opposite, adjacent to, beyond, at the far end, directly ahead, turn left, turn right, at the junction, across from, next to.

Common trap: Do not choose a location merely because its name is mentioned. Check the direction and relationship between landmarks.

PART 3 — MULTIPLE CHOICE / MATCHING INFORMATION

Practice topic: Community services and local events.

Practice situation: Students discuss a community project and compare responsibilities, schedules and resources.

Practice questions:

* Why was the project introduced?

* Which activity did the group select?

* What difficulty did the participants encounter?

* Which student is responsible for each task?

* What change was made to the original plan?

Skills: recognising opinions, identifying agreement and disagreement, tracking different speakers and matching people to information.

Common trap: An option may repeat words from the recording but contradict the speaker’s actual opinion. Choose the answer that matches the meaning.

PART 4 — NOTE COMPLETION / SUMMARY COMPLETION

Practice topic: Education and training programmes.

Practice lecture: A talk about how adult training programmes help people develop professional skills.

Possible information: programme objectives, eligibility, course duration, assessment methods, learning resources, practical experience and employment benefits.

Practice questions:

* What is the primary objective of the programme?

* Which resource is provided to participants?

* How is progress assessed?

* What practical activity forms part of the course?

* What benefit can participants gain after completion?

Skills: identifying main ideas, recognising paraphrases, predicting the grammatical form of an answer and obeying the word limit.

Common trap: An answer may be understandable but grammatically incorrect. If the instruction says ONE WORD ONLY, do not write two words.

OVERALL LISTENING TOPIC BANK — SEVEN PRIORITIES

* Accommodation and housing: renting, deposits, facilities, contracts and housing enquiries.

* Public transport and travel arrangements: routes, schedules, tickets, delays and connections.

* Community services and local events: facilities, volunteering, event planning and public programmes.

* Education and training programmes: enrolment, course schedules, qualifications and assessments.

* Environmental issues and conservation: waste reduction, wildlife, resource management and sustainability.

* Workplace orientation and employment: staff responsibilities, workplace procedures, recruitment and training.

* Technology and daily life: digital services, software, online systems and technology-related problems.

LISTENING METHOD

Before the recording: read the questions, underline keywords, predict the answer type and notice word limits.

During the recording: follow the speaker’s meaning, listen for paraphrases and mark uncertain answers without losing your place.

After the recording: check spelling, singular and plural forms, dates, numbers, grammatical fit and word limits. Review each incorrect answer and identify whether the mistake came from a distractor, vocabulary, spelling or missed information.

READING — ACADEMIC AND GENERAL TRAINING

IELTS Reading contains three passages in Academic Reading and three sections in General Training Reading. Each test has 40 questions. Practise locating evidence, understanding paraphrases, identifying the writer’s position and managing time.

ACADEMIC READING — PASSAGE 1

Question types: True / False / Not Given; Matching Information.

Practice topic: Modern technology and society.

Practice passage idea: How digital platforms have changed access to public information and everyday services.

Practice questions:

* The passage states that digital platforms have made some services more accessible. True, False or Not Given?

* Which paragraph explains a difficulty experienced by older users?

* Which paragraph discusses the importance of reliable information?

* Does the passage say that every community has equal access to digital services?

* Which paragraph gives an example of technology improving communication?

Method: TRUE means the passage agrees with the statement. FALSE means the passage contradicts the statement. NOT GIVEN means the passage does not provide enough information to decide.

For Matching Information, search for the idea rather than identical words.

ACADEMIC READING — PASSAGE 2

Question types: Multiple Choice; Matching Headings.

Practice topic: Environmental research and sustainability.

Practice passage idea: Researchers investigate ways to reduce waste and improve the sustainability of urban systems.

Practice questions:

* What is the main purpose of the research described?

* Which limitation affected the results?

* Which heading best summarises a paragraph about unexpected findings?

* Which paragraph explains how the research could be applied in practice?

* What conclusion does the writer draw from the evidence?

Method: Read the first and last sentences of each paragraph carefully. Identify the central idea before looking at the heading options. Eliminate headings that are too narrow, too broad or based on a minor example. In multiple choice, eliminate options contradicted by the passage before selecting the strongest supported answer.

ACADEMIC READING — PASSAGE 3

Question types: Summary Completion; Sentence Completion.

Practice topic: Human health and lifestyle.

Practice passage idea: A study explores the relationship between daily routines, sleep and concentration.

Practice questions:

* The study examined the relationship between sleep and ______.

* One limitation of the research was the relatively small ______.

* The researchers recommend collecting data over a longer ______.

* The findings suggest that consistent routines may improve ______.

* Complete a summary using words from the passage, respecting the word limit.

Method: Read the complete summary before filling in the blanks. Predict whether each blank requires a noun, verb, adjective or number. Locate the relevant paragraph and use the wording supported by the passage. Check singular and plural forms and the word limit.

ACADEMIC READING — SIX OVERALL TOPIC PRIORITIES

* Modern technology and society: digital access, communication, information and technological change.

* Environmental research and sustainability: conservation, resource use, pollution and sustainable systems.

* Human health and lifestyle: sleep, habits, well-being and health research.

* Historical developments and cultural heritage: preservation, historical evidence, traditions and changing societies.

* Business and economics: productivity, markets, workplace changes and economic decisions.

* Animal behaviour and natural science: adaptation, habitats, observation and scientific findings.

These are broad practice themes, not confirmed passage topics.

GENERAL TRAINING READING — SECTION 1

Question types: Multiple Choice; Matching Information.

Practice topic: Daily life and personal services.

Practice texts: a notice about a community facility; an information page about a local service; a set of short announcements with different opening hours and eligibility rules.

Practice questions:

* Which service is available on weekends?

* Which person qualifies for a discounted service?

* Which notice explains how to make a booking?

* Which facility provides the required service?

* Which statement accurately summarises the rules?

Method: Locate names, opening hours, eligibility conditions, costs and exceptions. Read the exact detail before choosing an answer.

GENERAL TRAINING READING — SECTION 2

Question types: Note Completion; Sentence Completion.

Practice topic: Workplace and employment.

Practice text: A workplace orientation guide describing staff responsibilities, training procedures, leave requests and internal communication.

Practice questions:

* New employees must complete ______ before beginning independent work.

* Requests for leave should be submitted to the ______.

* Staff can access training materials through the company’s ______.

* Employees must report safety concerns to ______.

* Complete a summary of the workplace procedure using the specified word limit.

Method: Identify the relevant section, predict the grammatical form of the missing information and use the wording supported by the text.

GENERAL TRAINING READING — SECTION 3

Question types: Matching Headings; Yes / No / Not Given.

Practice topic: Travel and accommodation.

Practice passage idea: An article compares accommodation arrangements and explains how travellers choose options based on budget, location and facilities.

Practice questions:

* Which heading best summarises the paragraph about choosing accommodation?

* The author believes that the cheapest option is always the best. Yes, No or Not Given?

* The passage suggests that location can be more important than extra facilities. Yes, No or Not Given?

* Which paragraph describes an unexpected difficulty?

* Which heading best captures the author’s final recommendation?

Method: YES means the writer agrees with the statement. NO means the writer disagrees with the statement. NOT GIVEN means the writer’s position cannot be established from the text.

For Matching Headings, summarise the paragraph in a few words before checking the options.

GENERAL TRAINING READING — SIX OVERALL TOPIC PRIORITIES

* Daily life and personal services: appointments, public services, notices and instructions.

* Workplace and employment: staff procedures, training, responsibilities and leave.

* Travel and accommodation: bookings, facilities, travel arrangements and visitor information.

* Community facilities and local activities: centres, classes, events and public programmes.

* Health, safety and regulations: workplace rules, safety procedures and health information.

* Consumer services and communication: complaints, subscriptions, purchases, refunds and customer enquiries.

READING TIME MANAGEMENT

Academic Reading: practise completing three passages within 60 minutes.

General Training Reading: practise completing all three sections within 60 minutes.

Do not spend too long on one difficult question. Mark it, move forward and return if time permits. For every incorrect answer, identify the exact sentence or paragraph that supports the correct answer.

Common traps: confusing FALSE with NOT GIVEN; choosing headings based on a single word; using outside knowledge instead of the passage; overlooking words such as only, mainly, some, all and rarely; ignoring word limits in completion tasks.

WRITING TASK 1 — IELTS ACADEMIC

TYPE 1 — TABLE

Practice question: The table shows the percentage of residents in four age groups who used three public services in a city in 2015 and 2025.

Practice data:

Age group 18–29: Library — 62% in 2015, 54% in 2025; Sports centre — 45%, 58%; Community classes — 20%, 35%.

Age group 30–44: Library — 55%, 60%; Sports centre — 50%, 56%; Community classes — 28%, 42%.

Age group 45–59: Library — 70%, 66%; Sports centre — 35%, 40%; Community classes — 32%, 38%.

Age group 60+: Library — 75%, 72%; Sports centre — 18%, 25%; Community classes — 25%, 34%.

Task: Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

How to organise the answer:

Introduction: Paraphrase what the table shows.

Overview: Identify the largest overall patterns. For example, library use remained relatively high among older residents, while participation in community classes increased across all age groups.

Body paragraph 1: Compare library and sports-centre figures.

Body paragraph 2: Compare community classes and relevant age-group differences.

Sample introduction: “The table compares the proportions of residents in four age categories who used three public services in 2015 and 2025.”

Sample overview: “Overall, library use remained relatively high, particularly among older residents, whereas participation in community classes increased in every age group. Sports-centre use also rose across all four categories.”

Useful vocabulary: accounted for, represented, stood at, rose from, fell slightly, increased considerably, remained relatively stable, the highest proportion, by comparison, whereas.

Common mistakes: listing every number without identifying patterns; confusing percentages with percentage-point changes; giving reasons that are not shown in the table; adding a conclusion that simply repeats the overview.

TYPE 2 — PROCESS DIAGRAM

Practice question: The diagram illustrates how household food waste is converted into compost for use in community gardens.

Practice stages: collection of food waste; removal of unsuitable materials; shredding or cutting; mixing with dry organic material; decomposition in a controlled container; checking the finished compost; distribution to community gardens.

How to organise the answer:

Introduction: Paraphrase what the process illustrates.

Overview: Describe the general nature of the process, identify the starting material and state the final output.

Body paragraph 1: Describe the early stages in the correct order.

Body paragraph 2: Explain the remaining stages and the final result.

Sample introduction: “The diagram illustrates the stages involved in converting household food waste into compost for community gardens.”

Sample overview: “Overall, the process involves collecting and preparing organic waste, allowing it to decompose, and distributing the finished compost for use in gardening.”

Useful vocabulary: initially, subsequently, once, after this stage, the material is transferred, is mixed with, is left to decompose, following inspection, the final product.

Grammar to practise: Passive voice — “The waste is collected.” Sequencing clauses — “After unsuitable items have been removed…” Relative clauses — “The material, which contains organic waste, is…”

Common mistakes: omitting a stage; changing the sequence; using active voice when the agent is unimportant; inventing temperatures or time periods that are not shown in the diagram.

TYPE 3 — MIXED CHARTS

Practice question: A bar chart shows the number of visitors to three museums in 2018 and 2025, while a line graph shows the proportion of visitors who booked tickets online during the same period.

Invented practice data:

Museum A: 120,000 visitors in 2018 and 150,000 in 2025.

Museum B: 100,000 visitors in 2018 and 90,000 in 2025.

Museum C: 80,000 visitors in 2018 and 130,000 in 2025.

Online bookings across the three museums: 25% in 2018, 40% in 2020, 58% in 2022 and 72% in 2025.

Task: Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

How to organise the answer:

Introduction: Describe both visuals.

Overview: Highlight the main visitor trend and the increase in online booking.

Body paragraph 1: Compare visitor numbers in the two years.

Body paragraph 2: Describe the online-booking trend.

Sample overview: “Overall, visitor numbers increased at Museums A and C but declined at Museum B. Meanwhile, online booking became considerably more common over the period.”

Useful comparisons: while, whereas, in contrast, respectively, compared with, the figure for, a similar pattern, a substantially higher proportion.

Common mistakes: describing only one visual; failing to compare categories; confusing a rise in visitor numbers with a rise in percentages; using “dramatically” for a small change.

ACADEMIC TASK 1 FINAL CHECK

Have I paraphrased the question? Is there a clear overview? Have I selected the most important features? Are comparisons accurate? Have I used the correct tense? Have I avoided unsupported explanations? Aim for at least 150 words and practise completing the task in approximately 20 minutes.

WRITING TASK 1 — IELTS GENERAL TRAINING

The Week 5 prediction focuses on informal letters: apology, advice, inquiry and describing a problem. Always follow the tone required by the actual question.

TYPE 1 — LETTER OF APOLOGY

Practice prompt: You promised to help a friend organise a community event, but an unexpected commitment prevented you from attending. Write to your friend. Apologise, explain what happened and offer to help in another way.

Structure: greeting; clear apology; explanation; acknowledgement of the impact; practical offer; friendly closing.

Sample opening: “Hi Sam, I’m really sorry I couldn’t make it to the event yesterday. I know you were relying on me to help with the arrangements.”

Ideas: explain the unexpected commitment briefly; acknowledge the extra work your friend had to manage; offer to help with the remaining tasks.

Useful phrases: I’m really sorry for…; I should have let you know sooner; I understand that this caused extra work; I’d like to make it up to you; let me know how I can help.

TYPE 2 — LETTER TO GIVE ADVICE

Practice prompt: Your friend is considering taking a professional course while working full-time. Write a letter giving advice about choosing the course, managing the workload and maintaining a balanced routine.

Structure: friendly opening; acknowledge the situation; give two or three practical suggestions; explain the benefits; offer encouragement.

Sample opening: “Hi Alex, it’s great that you’re thinking about developing your professional skills. Since you’re already working full-time, I’d suggest choosing a course that fits realistically around your schedule.”

Ideas: compare course duration and workload; check flexible study options; create a weekly schedule; set manageable goals; leave time for rest.

Useful phrases: If I were you…; it might be worth considering…; one option would be…; I’d recommend…; this would make it easier to…

TYPE 3 — LETTER TO INQUIRE ABOUT INFORMATION

Practice prompt: A friend has recommended a short course in another city. Write to the course organiser asking about the timetable, fees, accommodation and registration process.

Structure: greeting; explain how you learned about the course; ask clear questions; request relevant details; close politely.

Sample opening: “Dear Course Coordinator, I recently heard about your professional-development course through a colleague and would like to learn more before registering.”

Ideas: ask about course dates and daily timings; clarify the total fee and additional costs; enquire about accommodation options; ask what documents are required.

Useful phrases: Could you let me know…?; I’d appreciate some information about…; would it be possible to…?; please let me know whether…; thank you for your assistance.

TYPE 4 — LETTER TO DESCRIBE A PROBLEM

Practice prompt: You recently moved into a rented apartment and discovered that several facilities do not work properly. Write to your landlord describing the problems, explaining their impact and requesting repairs.

Structure: greeting; explain when the problem began; describe each issue clearly; explain the inconvenience; request a solution and reasonable timeframe.

Sample opening: “Dear Mr Patel, I’m writing to let you know about several maintenance problems I noticed after moving into the apartment last week.”

Ideas: identify faulty facilities; explain how they affect daily use; mention previous attempts to report the issue if relevant; request an inspection or repair.

Useful phrases: I wanted to let you know…; I have noticed that…; this has made it difficult to…; could you arrange for…?; I would appreciate it if this could be addressed soon.

GENERAL TRAINING TASK 1 CHECKLIST

Answer every bullet point; use a suitable greeting and closing; keep the tone consistent; include relevant details; organise the letter into clear paragraphs; avoid repeating the same idea. Write at least 150 words and practise finishing in around 20 minutes.

WRITING TASK 2 — THREE ESSAY TYPES

Write at least 250 words. Practise spending about 5 minutes planning, 30 minutes writing and 5 minutes checking. Task 2 carries more weight than Task 1 in the IELTS Writing score.

TYPE 1 — DISCUSS BOTH VIEWS AND GIVE YOUR OPINION

Practice question: Some people believe governments should spend more money on scientific research, while others think cultural projects deserve greater funding. Discuss both views and give your opinion.

What the question requires: Explain both positions fairly and make your own opinion clear.

Ideas for scientific research: medical discoveries, technological progress, public safety, solutions to environmental problems.

Ideas for cultural projects: preserving heritage, supporting artists, strengthening identity, making cultural experiences accessible.

Possible position: Both areas deserve funding, with allocations based on public needs, evidence and long-term benefits.

Structure: Introduction — paraphrase the question and state your position. Body 1 — explain the benefits of scientific research and support the point with an example. Body 2 — explain the benefits of cultural projects and evaluate their importance. Conclusion — summarise both sides and reaffirm your position.

Sample thesis: “Although scientific research can deliver substantial practical benefits, I believe cultural projects also merit public investment because they preserve a society’s heritage and make it accessible to future generations.”

Practice questions:

* Some people think schools should prioritise practical skills, while others favour traditional academic subjects. Discuss both views and give your opinion.

* Some believe public libraries should receive more funding than entertainment facilities. Discuss both views and give your opinion.

* Some people believe employers should prioritise experience when recruiting, while others favour formal qualifications. Discuss both views and give your opinion.

TYPE 2 — AGREE OR DISAGREE

Practice question: Advertising aimed at children should be subject to stricter restrictions. To what extent do you agree or disagree?

What the question requires: Take a clear position and support it consistently. You may fully agree, fully disagree or partly agree, but your position must remain clear throughout the essay.

Ideas supporting restrictions: children may struggle to recognise persuasive techniques; advertising can encourage unnecessary purchases; families may experience pressure to buy products; misleading claims can influence children’s choices.

Possible qualification: Carefully regulated educational campaigns may still be useful.

Structure: Introduction — paraphrase the statement and state your degree of agreement. Body 1 — develop the strongest reason supporting your position. Body 2 — give another reason or address a counterargument. Conclusion — restate your position and summarise the main reasoning.

Sample thesis: “I largely agree that advertising directed at children should be more tightly regulated, as young audiences are particularly vulnerable to persuasive messages, although carefully designed educational campaigns can still serve a useful purpose.”

Practice questions:

* Employers should provide paid time for employees to learn new professional skills. To what extent do you agree or disagree?

* Governments should restrict advertisements for unhealthy products. To what extent do you agree or disagree?

* People should be encouraged to repair household items instead of replacing them. To what extent do you agree or disagree?

TYPE 3 — PROBLEM AND SOLUTION

Practice question: Participation in local community activities is declining in many places. What problems can this cause, and what measures could address the issue?

What the question requires: Explain specific problems and propose realistic solutions that address those problems.

Problems: social isolation, weaker neighbourhood relationships, reduced volunteering, less support for vulnerable residents.

Solutions: accessible events, flexible timings, youth-led activities, community grants, better publicity and suitable transport links.

Structure: Introduction — paraphrase the problem and indicate that it has consequences that can be addressed. Body 1 — explain two related problems, causes or consequences. Body 2 — propose practical solutions and explain how each would help. Conclusion — summarise the key problems and solutions.

Sample sentence: “A decline in community participation can weaken social ties, leaving older residents and newcomers with fewer opportunities to build supportive relationships.”

Practice questions:

* Many traditional crafts are disappearing. What problems does this create, and what solutions could help preserve them?

* Some cities face growing traffic congestion. What are the main problems, and how can they be addressed?

* An increasing number of people struggle to maintain a healthy work-life balance. What problems does this cause, and what measures could improve the situation?

OVERALL EIGHT HIGH-PRIORITY ESSAY TOPICS FROM THE PREDICTION

* Urban growth and the environment: urban expansion, pollution, conservation, sustainable planning and public spaces.

* Working from home and productivity: flexibility, collaboration, concentration, work-life balance and employee performance.

* The role of government in public health: prevention, healthcare access, public spending and personal responsibility.

* Preserving cultural traditions: identity, heritage, tourism, intergenerational knowledge and modernisation.

* Use of technology in education: accessibility, digital skills, online learning and unequal access.

* Consumerism and modern lifestyles: waste, financial pressure, advertising, materialism and sustainable consumption.

* Transport systems in big cities: congestion, affordability, emissions, public transport and urban planning.

* Entertainment and leisure activities: mental well-being, social connection, public facilities and access to recreation.

TOPIC IDEA BANK

Environment: pollution, conservation, sustainable planning, resource management.

Work: productivity, work-life balance, employee training, flexible arrangements.

Public health: prevention, healthcare access, long-term costs, individual responsibility.

Culture: identity, tourism, preserving heritage, intergenerational knowledge.

Education and technology: accessibility, digital skills, online learning, unequal access.

Consumerism: waste, financial pressure, advertising, responsible purchasing.

Transport: congestion, affordability, emissions, urban infrastructure.

Leisure: mental well-being, social connection, recreation facilities, community participation.

HIGH-VALUE ESSAY VOCABULARY

Allocate resources, long-term implications, public expenditure, vulnerable groups, preserve cultural heritage, environmental degradation, broaden access, impose restrictions, economic productivity, social cohesion, sustainable alternatives, unintended consequences, financial burden, public infrastructure, practical implementation, unequal opportunities, technological advancement, consumer behaviour, preventive measures, quality of life.

GRAMMAR TO PRACTISE

Complex sentences: “Although online learning is convenient, it may not suit every student.”

Conditionals: “If cities improved public transport, fewer commuters might rely on cars.”

Concession: “While this approach has advantages, its limitations should not be overlooked.”

Cause and effect: “This can lead to increased waste, thereby placing additional pressure on local services.”

Relative clauses: “Public spaces that encourage interaction can strengthen community ties.”

Comparison: “Compared with short-term measures, preventive policies may provide more sustainable benefits.”

FINAL ESSAY CHECK

Have I answered every part of the question? Is my opinion consistent? Does each paragraph have one central idea? Have I explained examples rather than merely listing them? Have I checked articles, subject-verb agreement, verb tense, punctuation, word choice and repeated vocabulary?

SPEAKING PART 1 — FAMILIAR TOPICS: 1–75

Answer naturally in approximately 2–4 sentences. Use this structure: direct answer + reason + small detail or example. Avoid memorised speeches.

* Your hometown — What do you like most about it?

* Your neighbourhood — What would you improve?

* Your accommodation — What is your favourite part of your home?

* Your room — How would you describe it?

* Your daily routine — Which part of the day is busiest?

* Mornings — Are you usually productive in the morning?

* Weekends — How do you usually spend them?

* Free time — What do you do when you have spare time?

* Reading — What kinds of things do you enjoy reading?

* Libraries — Do you visit libraries often?

* Writing — Do you prefer typing or handwriting?

* Photography — What do you usually take pictures of?

* Music — When do you listen to music?

* Films — What types of films do you enjoy?

* Television programmes — What makes a programme interesting?

* Cooking — Do you enjoy preparing meals?

* Food — Is there a dish you particularly like?

* Shopping — Do you prefer shopping online or in person?

* Clothes — Do you choose comfort or style?

* Gifts — What kinds of gifts do you like receiving?

* Public transport — How often do you use it?

* Walking — Do you enjoy walking?

* Parks — What makes a park attractive?

* Weather — Which type of weather do you prefer?

* Seasons — What is your favourite season?

* Plants — Do you grow any plants?

* Animals — Did you have a pet as a child?

* Gardens — Would you like to have a garden?

* Travel — What do you enjoy most about travelling?

* Holidays — Do you prefer short breaks or long holidays?

* Hotels — What facilities matter most to you?

* Maps — Do you find maps useful?

* Education — Which subject did you enjoy most?

* Learning — Do you prefer learning alone or with others?

* Teachers — What makes someone a good teacher?

* School rules — Were there many rules at your school?

* Languages — Why are you interested in learning languages?

* Mathematics — Did you enjoy studying mathematics?

* Online learning — What are its main advantages?

* Examinations — How do you usually prepare for exams?

* Work — What do you find satisfying about your work?

* Teamwork — Do you prefer working alone or in a team?

* Skills — What skill would you like to develop?

* Time management — How do you organise your time?

* Concentration — What helps you concentrate?

* Technology — Which device do you use most?

* Mobile phones — How often do you use yours?

* Applications — Which app is useful in your daily life?

* Social media — How does it affect communication?

* Online information — How do you decide whether it is reliable?

* Friends — What qualities do you value in a friend?

* Family — How do you usually spend time with family?

* Neighbours — Do you know the people who live nearby?

* Visitors — Do you enjoy having guests at home?

* Celebrations — Which celebration do you enjoy most?

* Birthdays — How do you usually celebrate them?

* Childhood — What is one memory you remember clearly?

* Photographs — Do you keep old photographs?

* Collecting — Have you ever collected anything?

* Sports — Do you enjoy watching or playing sports?

* Exercise — What kind of physical activity do you enjoy?

* Health — What habits help people stay healthy?

* Sleep — What helps you sleep well?

* Noise — What kinds of noise bother you?

* Quiet places — Where do you go to relax?

* Public buildings — Which public facilities do you use?

* Museums — Do you enjoy visiting museums?

* History — Is there a historical period that interests you?

* Art — Do you enjoy looking at works of art?

* News — How do you usually get the news?

* Money — Are you good at saving money?

* Planning — Do you plan things in advance?

* Patience — In what situations is patience important?

* Helping others — Do you often help people?

* Future plans — What would you like to achieve in the next few years?

PART 1 MODEL ANSWER

Question: Do you enjoy visiting parks?

Answer: “Yes, particularly parks with plenty of trees and walking paths. I find them relaxing because they give me a break from traffic and crowded places. If I have some free time at the weekend, I usually prefer taking a walk somewhere quiet.”

Why it works: It answers directly, gives a reason, includes a specific detail and sounds natural.

SPEAKING PART 2 — CUE CARDS: 1–75

Use one minute to prepare notes, not full sentences. Speak for 1–2 minutes. Follow this structure: introduction → background → main details → why it matters → feelings or lesson.

* Describe a skill you learned that has been useful in your life.

* Describe a person who taught you something important.

* Describe someone who encouraged you to achieve a goal.

* Describe a friend you enjoy spending time with.

* Describe a person whose work you admire.

* Describe someone who helped you during a difficult time.

* Describe a person with an unusual talent.

* Describe a person who is good at solving problems.

* Describe someone you would like to work or study with.

* Describe a person who has influenced your decisions.

* Describe a place where you go to relax.

* Describe a public building you find useful.

* Describe a place you visited that surprised you.

* Describe a town or city you would like to explore.

* Describe a quiet place you discovered.

* Describe a place where you learned something new.

* Describe a building with interesting architecture.

* Describe a place you visited with friends or family.

* Describe a natural place you would like to protect.

* Describe a place that has changed significantly.

* Describe a celebration you enjoyed.

* Describe an event that was organised successfully.

* Describe a time you helped someone.

* Describe a time you solved an unexpected problem.

* Describe a time you had to make a difficult decision.

* Describe a time you changed your mind about something.

* Describe a time you learned from a mistake.

* Describe a time you worked towards a challenging goal.

* Describe a time you received useful advice.

* Describe a time you managed your time effectively.

* Describe an object you use almost every day.

* Describe a gift that was meaningful to you.

* Describe something you bought that proved useful.

* Describe an item you have kept for a long time.

* Describe a piece of equipment you would like to own.

* Describe a photograph that is important to you.

* Describe a book that taught you something.

* Describe a film that made you think.

* Describe a piece of technology that changed your routine.

* Describe something you repaired instead of replacing.

* Describe an occasion when you felt proud.

* Describe an achievement that required patience.

* Describe a time you worked successfully with others.

* Describe a time you had to adapt to change.

* Describe an occasion when you tried something unfamiliar.

* Describe a time you gave someone advice.

* Describe a time you had to be patient.

* Describe a time you made a useful discovery.

* Describe an occasion when you overcame a fear.

* Describe a time you were pleasantly surprised.

* Describe a useful website you often visit.

* Describe an application that helps you in daily life.

* Describe a skill you would like to learn in the future.

* Describe a subject you would like to study in greater depth.

* Describe a job you think would be interesting.

* Describe a rule you think is important.

* Describe a change that would improve your neighbourhood.

* Describe a problem in your local area and how it could be solved.

* Describe an environmental issue that concerns you.

* Describe a way people can reduce waste.

* Describe a journey that did not go as planned.

* Describe a holiday you would like to take.

* Describe a time you used public transport.

* Describe a place you would recommend to visitors.

* Describe a meal you enjoyed with other people.

* Describe a traditional activity you would like to experience.

* Describe a form of exercise you enjoy or would like to try.

* Describe a habit you would like to develop.

* Describe something that helps you relax.

* Describe an occasion when you learned about another culture.

* Describe a piece of good news you received.

* Describe a time you had to explain something clearly.

* Describe an occasion when you supported a family member or friend.

* Describe a decision that had a positive result.

* Describe a goal you hope to achieve in the future.

PART 2 NOTE-MAKING EXAMPLE

Cue card: Describe a skill you learned that has been useful in your life.

One-minute notes: Skill: time management. When: while balancing work and personal responsibilities. How: weekly schedule, priority list and reminders. Difficulty: staying consistent initially. Result: fewer missed deadlines and less last-minute pressure. Importance: better organisation and control of daily tasks.

Model answer:

“One useful skill I developed was time management. I began paying more attention to it when I realised that I was trying to complete too many responsibilities at the last minute.

Initially, I used to remember tasks mentally, which meant that I occasionally forgot smaller but important commitments. I eventually started using a weekly schedule and dividing larger tasks into manageable steps. I also began identifying the most urgent activities instead of treating everything as equally important.

It took some time to develop the habit, and I did not follow my schedule perfectly every day. However, after a few weeks, I noticed that I was completing tasks more consistently and feeling less stressed about deadlines.

This skill has been particularly useful because it allows me to balance different responsibilities without overlooking important details. I also think it has improved my decision-making because I can judge more realistically how much work I can take on.

Overall, learning to manage my time has made me more organised and confident, and it is a skill I expect to use throughout my life.”

SPEAKING PART 3 — FOLLOW-UP DISCUSSION: 1–75

Use this structure: clear opinion → explanation → example → consequence or qualification. Develop your answer rather than giving only a short personal response.

* Why do people value practical skills?

* Should schools teach more life skills?

* How can adults continue learning after formal education?

* Is experience more important than qualifications?

* What makes someone an effective teacher?

* How has technology changed education?

* Should examinations be the main way to assess students?

* What challenges do people face when learning online?

* How can governments improve access to education?

* Why do some people stop learning new things?

* How has technology changed the workplace?

* What are the benefits and drawbacks of working remotely?

* Why is teamwork important in some jobs?

* Should employers provide regular professional training?

* How can people maintain a healthy work-life balance?

* What makes a career satisfying?

* How might automation affect future employment?

* Why do people change careers?

* Should companies prioritise experience when recruiting?

* How can workplaces support employee well-being?

* Why do people move from rural areas to cities?

* What makes a city comfortable to live in?

* How can cities manage population growth?

* Should governments invest more in public transport?

* Why are some neighbourhoods more attractive than others?

* How can communities support older residents?

* What problems can arise from rapid urban development?

* How can public spaces improve city life?

* Should historic buildings be preserved?

* What makes a community feel safe?

* Why is protecting the environment difficult?

* What can individuals do to reduce waste?

* Should businesses be held responsible for pollution?

* How can cities encourage sustainable travel?

* Why is biodiversity important?

* What are the challenges of conserving natural areas?

* Should governments impose stricter environmental regulations?

* How can schools encourage environmental responsibility?

* What are the advantages and disadvantages of renewable energy?

* How might climate change affect future generations?

* How has social media changed relationships?

* What are the risks of relying on online information?

* Should children have limits on screen time?

* How can people protect their privacy online?

* What are the benefits of artificial intelligence?

* Could technology make some people less independent?

* How might communication change in the future?

* Should digital skills be taught to everyone?

* What problems can arise from excessive technology use?

* How can people distinguish reliable information from misinformation?

* Why are cultural traditions important?

* How can younger generations learn about their heritage?

* Should governments provide funding for the arts?

* How does tourism affect local culture?

* Why do people enjoy visiting museums?

* How can traditional crafts be preserved?

* Should cultural activities be accessible to everyone?

* How do international influences change local traditions?

* Why do people enjoy festivals and public celebrations?

* How can communities preserve local languages?

* Why do people spend money on things they do not need?

* How has online shopping changed consumer behaviour?

* Should advertising be more strictly regulated?

* Why is saving money difficult for some people?

* How can people make better financial decisions?

* What are the benefits and drawbacks of a consumer lifestyle?

* Should products be designed to last longer?

* How can companies encourage responsible consumption?

* Why do people prefer experiences to material possessions?

* How can governments support small businesses?

* Why is leisure important for mental well-being?

* Should public sports and recreation facilities receive more funding?

* How can people maintain healthy habits despite busy schedules?

* Why do people enjoy travelling to unfamiliar places?

* How might leisure activities change in the future?

PART 3 MODEL ANSWER

Question: Should schools teach more life skills?

Answer: “Yes, I believe life skills should have a more prominent place in education because students need to manage practical responsibilities as well as academic work. For example, basic financial literacy can help young adults budget their income, understand borrowing and avoid unnecessary debt. These skills are useful regardless of the career a student eventually chooses. However, I would not replace core academic subjects; I would integrate practical learning into the existing curriculum so that students receive a balanced education.”

Why it works: clear position, explanation, specific example and qualification.

VOCABULARY FOR ALL FOUR SKILLS

Education: acquire knowledge, develop practical skills, academic performance, access to education, lifelong learning.

Work: professional development, workplace flexibility, employee retention, job satisfaction, career progression.

Environment: environmental degradation, conservation efforts, sustainable alternatives, natural habitats, resource management.

Society: social cohesion, public expenditure, community participation, vulnerable groups, quality of life.

Technology: technological advancement, digital literacy, data privacy, automated processes, unequal access.

Culture: cultural heritage, traditional practices, collective identity, historical preservation, intergenerational knowledge.

Health: preventive measures, healthcare access, mental well-being, sedentary lifestyle, long-term consequences.

Economy: allocate resources, financial burden, economic growth, consumer behaviour, cost-effective solutions.

GRAMMAR TO PRACTISE

* Complex sentences: “Although technology improves access to information, it can also spread misleading content.”

* Conditionals: “If local authorities expanded public transport, fewer residents might depend on private cars.”

* Relative clauses: “Community centres that provide affordable classes can benefit residents of all ages.”

* Passive voice: “Several historical buildings have been restored in recent years.”

* Comparisons: “Public transport is generally more space-efficient than private car travel.”

* Cause and effect: “The rising cost of housing can increase financial pressure, thereby affecting overall well-being.”

* Concession: “While the proposal may be expensive initially, it could reduce maintenance costs in the long term.”

* Hedging: “This approach is likely to be effective in many situations, although its success depends on implementation.”

COMMON MISTAKES TO AVOID

Listening: ignoring corrections, missing plural endings, exceeding word limits, confusing similar numbers and selecting distractors.

Reading: using outside knowledge, confusing FALSE with NOT GIVEN, overlooking qualifying words and selecting headings based on one repeated word.

Writing: missing part of the task, giving no clear overview in Academic Task 1, listing figures without comparisons, using an inconsistent opinion, choosing an inappropriate letter tone and memorising essays instead of answering the actual question.

Speaking: giving one-line answers in Part 3, speaking too quickly, forcing idioms, repeating the same idea and memorising a response that does not answer the question.

FINAL DAILY PRACTICE ROUTINE

Listening — 30 minutes: complete one timed part, check the answers, review distractors, spelling, paraphrases and missed details.

Reading — 40 minutes: complete one passage or section, check each answer against the text and identify the exact reason for every mistake.

Writing — 40 minutes: alternate Academic Task 1, General Training Task 1 and Task 2. Plan before writing, then check task coverage, organisation, grammar and word count.

Speaking — 15 minutes: answer five Part 1 questions, record one Part 2 response and practise three Part 3 questions. Review pauses, repetition, clarity and development.

FINAL REMINDER

Use this sheet to practise the question types, topic areas and response methods from the Week 5 prediction. Do not memorise these prompts as guaranteed questions. The actual IELTS paper may contain different topics and combinations.