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Describe a time when you were ill

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 were ill.

You should say:

  • what was wrong with you
  • how long you were ill
  • how you recovered

and explain how being ill affected your daily life.

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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

267 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 came down with a severe flu, about two winters ago. It started on a Monday morning, when I woke up feeling under the weather, with a sore throat and a slight headache. I thought it was nothing serious, so I went to work as usual. By the afternoon, I was shivering, my head was pounding, and a colleague said that I looked terrible and should go home.

By the evening, I was running a high temperature of almost thirty-nine degrees, and I could barely stand. The next day, I visited a doctor, who diagnosed flu and told me to rest for at least a week, drink plenty of fluids and take the medicine she prescribed. I did exactly that. For the first three days, I stayed in bed almost all the time, sleeping and watching series on my laptop. My mother came over and made her famous chicken soup, which helped me feel better.

It took about ten days for me to recover fully. During that time, my daily life was completely different. I couldn't go to work or the gym, I couldn't meet my friends, and I had to ask a colleague to take over one of my projects. I felt weak and a bit lonely, and I became frustrated because I'm used to being active.

The illness taught me not to take my health for granted. Now, I try to sleep properly, eat well and rest at the first sign of illness instead of pushing through. Being healthy is something we only appreciate when it's gone.

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
come down withto begin to suffer from an illness
run a high temperatureto have a fever
bed reststaying in bed to recover
make a full recoveryto get completely well
under the weatherslightly unwell
take medicationto use medicine prescribed by a doctor

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 bad cold or flu that kept you at home
  • An illness while travelling
  • A minor injury or operation that stopped normal activities

How to spend the two minutes

  1. 25 swhat was wrong with you
  2. 25 show long you were ill
  3. 25 show you recovered
  4. 45 sand explain how being ill affected your daily life.

Part 3 questions

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

  1. Why do people sometimes ignore early signs of illness?
  2. Should people go to work when they are ill?
  3. How can people stay healthy in busy modern life?
  4. Do you think healthcare should be free for everybody?
  5. Are traditional remedies as effective as modern medicine?
  6. How has technology changed the way doctors help patients?

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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