Describe a time when you gave a speech or presentation
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
Describe a time when you gave a speech or presentation.
You should say:
- what the speech or presentation was about
- who the audience was
- how you prepared for it
and explain how it went.
Ready
1 minute to prepare, then 2 minutes to speak. It switches on its own.
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Band 8 sample answer
263 words · about 2 minutes at a natural pace · Phrases from the vocabulary list are highlighted.
I'd like to talk about a presentation I gave at work about a year ago. I had been asked to present the results of a customer survey to the senior management team, which meant about fifteen people, including the director. It was the first time I had spoken to such an important audience, so I was both honoured and a little terrified.
I started preparing two weeks earlier. First, I analysed the data and chose the most important findings, because I knew that nobody wanted to listen to twenty minutes of numbers. Then I designed simple slides with few words and several clear charts. I wrote the talk in my own words and practised it aloud many times, first alone in front of a mirror and then in front of two colleagues, who gave me useful feedback. They suggested that I slow down and add a short story about one customer's experience, which made the data feel more real.
On the day, my hands were cold, and my heart was beating fast. However, once I started, the nerves reduced. I maintained eye contact with different people and used the story to open the talk. The audience seemed interested, and a couple of directors asked relevant questions at the end.
I think it went well. My manager told me afterwards that it was clear and well organised, and the company later adopted two of my recommendations. I felt proud and relieved. The experience taught me that good preparation is the best cure for nerves, and I'm now much more willing to volunteer for presentations.
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
| Phrase | Meaning |
|---|---|
| stage fright | fear of performing in front of people |
| maintain eye contact | to keep looking at the audience |
| rehearse | to practise in advance |
| engage the audience | to keep listeners interested |
| speak off the cuff | to speak without preparation |
| deliver a message | to communicate an idea clearly |
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 presentation at university or work
- A toast at a family event
- A speech in front of a school assembly
How to spend the two minutes
- 25 swhat the speech or presentation was about
- 25 swho the audience was
- 25 show you prepared for it
- 45 sand explain how it went.
Part 3 questions
In the exam these come straight after your talk, on the wider subject: Public speaking. Answer each in 3–4 sentences, with your view, a reason and an example.
- Why are so many people afraid of public speaking?
- What makes a presentation effective?
- Should public speaking be taught in schools?
- How has technology, such as slides, changed presentations?
- Do you think some people are naturally better speakers than others?
- Is it more difficult to speak to a large audience or a small one?
Keep practicing
More cue cards: Experiences
Part 1 topics on the same subject
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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