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Describe a time when you took a risk

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 took a risk.

You should say:

  • what the risk was
  • why you decided to take it
  • what happened as a result

and explain whether you would take the same risk again.

Ready

1 minute to prepare, then 2 minutes to speak. It switches on its own.

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Band 8 sample answer

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

I'd like to talk about the time I left my stable job to start working as a freelance graphic designer, about three years ago. At the time, I was employed in an advertising company, with a decent salary and a friendly team, but I felt that I was doing the same work every day, and I wasn't growing creatively.

For several months, I thought about leaving, but I was afraid. Freelancing meant no guaranteed income, and my parents were worried that I would struggle. I decided to treat it as a calculated risk rather than a blind jump. First, I saved enough money to live on for six months. Then I started taking small projects in the evenings, so I could see whether clients would pay for my work. After four months, I had enough regular customers to feel a little more secure, so I handed in my notice.

The first year was difficult. There were weeks when I had little work, and I sometimes doubted my decision. But gradually, my reputation grew, because clients recommended me to others. Today, I earn more than I did in the company, and I can choose projects that I really enjoy.

It paid off, but I'd be lying if I said it was easy. If I had the same choice again, I would take the risk, although I would prepare even more carefully. The experience taught me that fear is natural, but planning can reduce it, and that it is better to try and fail than to wonder forever what would have happened.

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
take a leap of faithto do something uncertain with trust
play it safeto avoid risk
nothing ventured, nothing gainedyou cannot succeed without trying
calculated riska risk taken after careful thought
pay offto produce a good result
outweigh the risksto be more important than the dangers

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

  • Leaving a stable job to start a new career
  • Moving to another city or country without a plan
  • Trying an adventure sport such as paragliding

How to spend the two minutes

  1. 25 swhat the risk was
  2. 25 swhy you decided to take it
  3. 25 swhat happened as a result
  4. 45 sand explain whether you would take the same risk again.

Part 3 questions

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

  1. Why do some people enjoy taking risks?
  2. Are young people more likely to take risks than older people?
  3. Should people take risks in their careers?
  4. What are the dangers of extreme sports?
  5. Is it better to play safe or to take chances?
  6. How do companies decide whether a risk is worth taking?

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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