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Describe a time when you were late for 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.

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Part 2 · Candidate task card

Describe a time when you were late for something important.

You should say:

  • where you were going
  • why you were late
  • what happened when you arrived

and explain how you felt about being late.

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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 talk about the time I was almost late for a job interview, about two years ago. It was for a position that I'd really wanted, and I'd spent several days preparing for it, so I wanted everything to go perfectly.

The interview was at ten o'clock in an office on the other side of the city. I left home at eight, which I thought was plenty of time, but I hadn't checked the traffic. About twenty minutes into the journey, my bus stopped moving. There had been an accident ahead, and the road was completely blocked. I waited for a few minutes, but nothing changed, so I got off and tried to find a taxi. Of course, every taxi was busy, and I ended up running for a metro station that was almost a kilometre away.

I reached the right stop at five to ten, then had to find the building, which was hidden behind other offices. I finally walked into the reception at exactly two minutes past ten, completely out of breath, with my hair a mess and my shirt wet from running. I apologised to the interviewer and explained what had happened. Fortunately, she smiled and said she'd heard about the accident.

I felt very embarrassed and anxious, because I'd wanted to look calm and professional. Amazingly, the interview went well, and I got the job. But the experience taught me an important lesson: always leave much earlier than you think you need to, especially for something that matters.

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
run lateto be behind schedule
rush hourthe time when roads are busiest
in the nick of timejust before it was too late
make a bad impressionto cause others to think badly of you
allow plenty of timeto plan more time than needed
apologise profuselyto say sorry many times

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

  • Being late for an exam or interview because of traffic
  • Being late for a friend's event because you misjudged the time
  • Missing the start of a class after oversleeping

How to spend the two minutes

  1. 25 swhere you were going
  2. 25 swhy you were late
  3. 25 swhat happened when you arrived
  4. 45 sand explain how you felt about being late.

Part 3 questions

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

  1. Why are some people always late?
  2. Is being on time more important in some countries or jobs than others?
  3. How does technology help people manage their time?
  4. Should employers punish workers who arrive late?
  5. Is it ruder to be late for a business meeting or for a social event?
  6. Do you think people today are busier than in the past?

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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