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Describe a time when you cheered someone up

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 cheered someone up.

You should say:

  • who the person was
  • why they were unhappy
  • what you did to make them feel better

and explain how you felt afterwards.

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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

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

I'd like to talk about a time when I cheered up my best friend, Malika, after she failed her driving test for the second time. It was about a year ago. She had been practising for months, and she'd been very confident, so when she called me that afternoon, I could tell by her voice that she was completely down in the dumps.

She said that she felt like a failure and was never going to drive. I could have told her not to worry, but I knew from experience that this doesn't help much. So I simply asked if I could come over. I bought her favourite chocolate on the way and arrived at her flat within half an hour. At first, I just listened while she explained exactly what had gone wrong: she had been so nervous that she'd forgotten to check her mirror at a crossroads.

After a while, I tried to lift her spirits. I reminded her of things she'd achieved despite being scared, like her presentation last year, and told her about my uncle, who failed the same test four times before he passed. I also suggested we go for a walk in the park and then watch a comedy film in the evening. By the time we finished the film, she was laughing out loud.

I felt really glad that I'd been there for her. It showed me that you don't need clever words to help someone. Often, what people need most is company and a bit of patience. She passed on her third attempt, by the way, and she took me for a ride to celebrate.

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
down in the dumpssad and unhappy
lift someone's spiritsto make someone feel happier
a shoulder to cry onsomeone who listens to your problems
take their mind offto distract them from worries
be there for someoneto support someone
put a smile on their faceto make someone happy

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

  • Cheering up a friend after they failed an exam
  • Cheering up a colleague who was stressed
  • Cheering up a younger sibling who was upset

How to spend the two minutes

  1. 25 swho the person was
  2. 25 swhy they were unhappy
  3. 25 swhat you did to make them feel better
  4. 45 sand explain how you felt afterwards.

Part 3 questions

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

  1. Why is it important to support friends when they are sad?
  2. Are women better than men at talking about their feelings?
  3. How can people recognise that a colleague is unhappy?
  4. Do you think social media helps or harms people's moods?
  5. What role does humour play in difficult times?
  6. Should schools teach children how to manage emotions?

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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