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Describe a time when the weather was very bad

Try the card on the exam timer first, then read the band-8 sample answer and the Part 3 questions that follow it.

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Part 2 · Candidate task card

Describe a time when the weather was very bad.

You should say:

  • when and where it happened
  • what the weather was like
  • what you did

and explain how the weather affected you.

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1 minute to prepare, then 2 minutes to speak. It switches on its own.

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Band 8 sample answer

266 words · about 2 minutes at a natural pace · Phrases from the vocabulary list are highlighted.

I'd like to describe a day last January when a heavy snowstorm hit the city where I live. The forecast had warned about snow, but nobody expected it to be so severe. I woke up in the morning, looked out of the window and couldn't see the cars in the street, only large white shapes.

I had an important meeting at work, so I decided to go out anyway. As soon as I stepped outside, a strong wind blew snow in my face, and the pavement was covered with at least thirty centimetres of it. Buses were running very late, and many weren't running at all. I waited at the stop for almost forty minutes, shivering, and by then my shoes and trousers were wet through. Finally, a taxi stopped, but the driver had to drive extremely slowly, and what's normally a twenty-minute journey took over two hours.

When I reached the office, only half of my colleagues had made it, so the meeting was postponed. We ended up working from the kitchen, where we drank a lot of hot tea. In the afternoon, the management sent everyone home early because the roads were becoming even more dangerous.

The weather affected me in several ways. Physically, I was cold and exhausted, and I caught a mild cold the next day. Mentally, I felt frustrated because I had wasted a whole morning. But I also have a nice memory of that day, as children were building snowmen in the courtyard, and everyone seemed more friendly than usual. It showed me how much we depend on normal conditions.

What to notice

  • It takes the points on the card in order, so the examiner can follow it.
  • Each point gets a specific detail or a short story, which is what keeps a talk going for two minutes.
  • The "explain" line at the end gets the most time, because that is where you give an opinion and show your range of language.

We wrote this answer for practice; it does not come from IELTS. Take its structure and phrases and tell your own story, because examiners notice memorised answers.

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Useful vocabulary

PhraseMeaning
pouring with rainraining very heavily
soaked to the skincompletely wet
a blizzarda severe snowstorm with strong winds
take shelterto go somewhere safe from the weather
disrupt travelto interrupt journeys
weather forecasta prediction about the weather

Plan it in one minute

Choose what to talk about in the first ten seconds, then write two or three key words for each point. Full sentences take too long to write and to read back.

Who or what you could talk about

  • A sudden storm during a hike or trip
  • A heavy snowfall that stopped transport
  • An extremely hot day when you couldn't leave home

How to spend the two minutes

  1. 25 swhen and where it happened
  2. 25 swhat the weather was like
  3. 25 swhat you did
  4. 45 sand explain how the weather affected you.

Part 3 questions

In the exam these come straight after your talk, on the wider subject: Weather and climate. Answer each in 3–4 sentences, with your view, a reason and an example.

  1. Why do people talk about the weather so much?
  2. How does weather affect people's moods?
  3. Do you think the weather is becoming more extreme?
  4. How can cities prepare for extreme weather?
  5. Which kinds of work are most affected by bad weather?
  6. Do people in your country dress or plan their days according to the forecast?

Frequently asked questions

How should I describe an experience in an IELTS cue card?

Tell it as a story in the past: set the scene (when, where, who), what happened, how it ended. Then explain what you felt or learned. Past tenses used accurately are part of what the examiner is listening for.

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