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Describe a time when you lost something important

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 lost something important.

You should say:

  • what you lost
  • where and when you lost it
  • what you did about it

and explain how you felt when you lost it.

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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

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

I'd like to talk about the day I lost my wallet while I was travelling in Spain, two summers ago. It contained my bank cards, some cash, my student ID and a photo of my family, so it was extremely important to me.

I discovered it was missing in the evening, when I wanted to pay for dinner at a small restaurant. I put my hand in my bag, then in my pockets, but it wasn't there. A wave of panic hit me. I explained the situation to the waiter, who was very kind and said I could come back and pay the next day. Then I started to retrace my steps. I walked back to the shop where I had bought a souvenir and to the museum I'd visited that afternoon, but nobody had seen it. Finally, I went to the local police station and filled out a form.

Back at the hotel, I immediately called my bank to block my cards. It was a long call, and I was exhausted by the end. I felt stupid and anxious, imagining that someone might use my money.

To my surprise, the following morning the hotel receptionist called me. A man had found the wallet on a bench near the museum, and he'd brought it to the police. Nothing was missing, except for a small amount of cash.

I was so relieved and grateful. The incident taught me to keep my valuables in a more secure place and to make copies of important documents. It also restored my faith in strangers' honesty.

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
retrace my stepsto go back over where I have been
lost and founda place where lost items are kept
turn the house upside downto search everywhere in a house
a wave of panica sudden feeling of fear
misplaceto put something somewhere and forget where
irreplaceableimpossible to replace

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

  • Losing your phone or wallet in a public place
  • Losing keys just before leaving for an important appointment
  • Losing a gift or ring with sentimental value

How to spend the two minutes

  1. 25 swhat you lost
  2. 25 swhere and when you lost it
  3. 25 swhat you did about it
  4. 45 sand explain how you felt when you lost it.

Part 3 questions

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

  1. Why do people often lose things?
  2. What can people do to avoid losing important items?
  3. Do you think technology, such as tracking devices, helps people find lost items?
  4. Should people who find lost items always return them?
  5. What is the best way for public places to deal with lost property?
  6. How do you think people feel when they lose something with sentimental value?

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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