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Describe a time when you had to use a foreign language

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 had to use a foreign language.

You should say:

  • where you were
  • what language you used
  • what you needed to communicate

and explain how well you were able to communicate.

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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

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

I'd like to describe a time when I had to use English to solve a problem at an airport in Frankfurt, two years ago. I was travelling to a conference and had a connecting flight, but my first plane was delayed, and I arrived at the airport with only thirty minutes before my second flight departed.

As soon as I got off the plane, I realised that I'd have to ask for help. I found a transfer desk, but the queue was long, and the staff were speaking quickly. I could hear several people ahead of me getting confused. When my turn came, I explained that my flight from Tashkent had arrived late and that I needed to reach gate B-forty before the departure. The woman at the desk asked a number of questions, and I answered as clearly as I could. At one point, I didn't know the word for boarding pass in German, so I switched to English and pointed at my ticket.

Fortunately, she understood me perfectly, printed a new document and told me the fastest route. I ran through the terminal, and made the flight with only two minutes to spare.

I think I communicated quite well. Of course, my grammar wasn't perfect, and I was breathless and stressed, but I managed to get my message across. It made me feel proud, since this was the first time I'd used English in a real emergency, not in a classroom. It showed me that confidence matters just as much as accuracy.

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
get my message acrossto make someone understand what you mean
language barrierdifficulty communicating because of different languages
fluent inable to speak a language easily
body languagecommunication through gestures and expressions
pick up phrasesto learn expressions informally
lost for wordsunable to think of what to say

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

  • Ordering food or asking directions while travelling
  • Helping a foreign tourist in your city
  • Using English in a job interview or at work

How to spend the two minutes

  1. 25 swhere you were
  2. 25 swhat language you used
  3. 25 swhat you needed to communicate
  4. 45 sand explain how well you were able to communicate.

Part 3 questions

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

  1. Why do so many people want to learn English?
  2. What is the best age to start learning a foreign language?
  3. Is it necessary to travel to a country to learn its language well?
  4. How can technology help people learn languages?
  5. Do you think everyone in the world will speak one language in the future?
  6. Why do some people find languages harder than others?

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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