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Describe a time when you cooked a meal for other people

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 cooked a meal for other people.

You should say:

  • who you cooked for
  • what you cooked
  • how the meal went

and explain how you felt about cooking for them.

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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

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

I'd like to talk about the first time I cooked a full dinner for my parents, about three years ago. My mother had been ill, and my father was busy looking after her, so I decided to take over the kitchen for an evening. I had always liked eating, but I wasn't a particularly experienced cook, so I wanted to choose something simple.

I decided to make chicken with roasted vegetables, a rice dish and a salad. The day before, I looked up a recipe online and made a shopping list, and then I went to the market in the morning to buy everything fresh. In the afternoon, I began cooking. It wasn't as easy as I expected. I burned the first batch of onions, so I had to start again, and I spent ten minutes searching for a spice that my father kept in an unusual place. At one point, the kitchen was full of smoke, and I had to open all the windows.

However, by seven o'clock everything was ready. I set the table with a tablecloth and candles, and my parents sat down looking curious. To my relief, the food was really tasty. My father had a second helping and said the chicken was very juicy, and even my mother, who is a very good cook, asked for the recipe.

I felt proud and happy. Cooking for others is different from cooking for yourself, because you really want them to enjoy it. It also made me appreciate how much work my mother puts into meals every single day. Since then, I've cooked for them regularly, and I'm getting better with every attempt.

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
cook from scratchto prepare food from raw ingredients
follow a recipeto cook according to instructions
season to tasteto add salt or spices according to preference
whip up a mealto prepare a meal quickly
lick your lipsto enjoy delicious food
second helpingan additional portion of food

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

  • Cooking dinner for your parents for the first time
  • Cooking for friends at a small party
  • Cooking for a date or an important guest

How to spend the two minutes

  1. 25 swho you cooked for
  2. 25 swhat you cooked
  3. 25 show the meal went
  4. 45 sand explain how you felt about cooking for them.

Part 3 questions

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

  1. Do young people today know how to cook?
  2. Is cooking at home healthier than eating out?
  3. Should cooking be taught at school?
  4. Why do people enjoy watching cooking programmes?
  5. How does cooking for others bring people closer together?
  6. Will people cook less in the future?

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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