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Describe a time when you asked someone for help

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

Practice it like the exam

Part 2 · Candidate task card

Describe a time when you asked someone for help.

You should say:

  • who you asked
  • what kind of help you needed
  • how they helped you

and explain how you felt about asking for help.

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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 talk about the time I asked my older colleague for help at my first job, about three years ago. I had been hired as a junior analyst, and in the second month, my manager gave me a complicated project that involved using a software program I had never used before. I didn't want to look incompetent, so I said yes without hesitation.

For almost a week, I tried to figure it out alone. I watched tutorials online, read the manual and spent my evenings experimenting, but I just kept making mistakes, and the deadline was approaching. I felt in over my head, but I was reluctant to ask for help because I thought my colleagues would think I wasn't good enough.

Finally, I swallowed my pride and reached out to Mr Alimov, a senior analyst who sat at the next desk. I explained the situation and admitted that I was stuck. To my surprise, he smiled and said that he'd struggled with the same program in his first year. He showed me a few shortcuts, explained the logic behind the main functions and even offered to check my work before I sent it. In less than an hour, I understood more than I had in a week.

I was so relieved. The project was completed on time, and my manager was pleased with the result. I learned that asking for help is not a sign of weakness. In fact, it saves time and shows that you are serious about doing the job well. Now I try to help newcomers in the same way.

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
reach out toto contact someone for help
swallow my prideto put aside embarrassment
in over my headin a situation too difficult to manage
pointera helpful piece of advice
lend a helping handto help
a huge reliefa very welcome end to worry

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

  • Asking a teacher or classmate to explain a difficult subject
  • Asking a colleague for help with a task at work
  • Asking a stranger for directions or assistance while travelling

How to spend the two minutes

  1. 25 swho you asked
  2. 25 swhat kind of help you needed
  3. 25 show they helped you
  4. 45 sand explain how you felt about asking for help.

Part 3 questions

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

  1. Why do some people find it difficult to ask for help?
  2. Who do people usually turn to for help in your country?
  3. Is it better to solve problems by yourself or to ask others?
  4. How can teachers encourage students to ask for help?
  5. Has the internet made it easier to get help?
  6. Should employers provide more support for staff who are struggling?

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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