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Describe a time when you stayed up very late

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 stayed up very late.

You should say:

  • when it was
  • why you stayed up late
  • what you did

and explain how you felt the next day.

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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

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

I'd like to talk about the night before my thesis deadline at university, which I spent entirely awake. I had worked on the thesis for months, but, like many students, I left the final part until the last moment, and with twenty-four hours to go, I still had about a third of it to write.

I started at about eight in the evening, making a big pot of tea and clearing my desk. For the first few hours, I felt quite productive, and I wrote nearly two thousand words. But around two in the morning, I began to feel tired, and my eyes kept closing. I tried a few tricks to keep myself awake: I opened the window to let in the cold air, did some stretching, and put on a playlist of loud music. At four, I ate a bowl of cereal, just to have something to do. I completely lost track of time. When I checked my phone again, the first birds were singing outside, and it was already light.

I finished the last paragraph at around seven in the morning, formatted the document and printed it at a nearby copy shop when it opened. Then I handed it in with just an hour to spare.

The next day, I felt awful. My head ached, I couldn't concentrate, and I fell asleep on the bus on the way home. I slept for fourteen hours straight afterwards. I don't regret finishing the thesis, but I promised myself I'd never leave anything that late again. Burning the midnight oil may work once, but it's not a sustainable way of living.

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
burn the midnight oilto work late into the night
night owla person who prefers to stay up late
lose track of timeto not notice how much time has passed
in the small hoursvery early in the morning, after midnight
running on coffeeusing coffee to stay awake
a sleep deficita lack of sleep

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

  • Staying up to finish an assignment or study for an exam
  • Staying up to watch a big sports match
  • Staying up all night talking with a friend

How to spend the two minutes

  1. 25 swhen it was
  2. 25 swhy you stayed up late
  3. 25 swhat you did
  4. 45 sand explain how you felt the next day.

Part 3 questions

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

  1. Why do some people prefer to stay up late?
  2. Is it important for teenagers to get enough sleep?
  3. How do late nights affect work and study?
  4. Do you think modern lifestyles encourage poor sleep?
  5. Should employers allow flexible working hours?
  6. What do you think is the ideal amount of sleep for an adult?

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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