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Describe something that was broken and that you repaired or had repaired

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 something that was broken and that you repaired or had repaired.

You should say:

  • what it was
  • how it got broken
  • how it was repaired

and explain how you felt when it was fixed.

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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

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

I would like to talk about my mother's old sewing machine, which broke down last winter and which I managed to repair with the help of my uncle. It's a heavy black machine from the nineteen-eighties, and she has used it for as long as I can remember.

One evening, while she was making a dress, she heard a loud noise, and the needle stopped moving. She tried to start it again, but it wouldn't work. She was quite upset because she makes extra money from sewing, and she had several orders to finish. The next day, she suggested buying a new machine, but I thought it was a shame to throw away something she had loved for decades. So I looked online and found some videos about this model. It turned out that a small metal part inside, which connects the motor to the needle, had snapped. My uncle, who is good with tools, helped me open the machine, and we found the part. We ordered a replacement for a few dollars from a shop in another city, and when it arrived, we installed it carefully, with oil and a bit of patience.

When it finally started working again, I felt a great sense of satisfaction and pride. I had never repaired anything so complicated, and my mother was thrilled. She hugged me and said I was a real engineer. Besides the pleasure of fixing it, I was happy because we saved a lot of money and avoided waste. It made me realise how much we throw away unnecessarily, and now I always try to find out whether something can be repaired before replacing it.

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
give it a gotry to do something
fixrepair
good as newin perfect condition again
a quick fixa fast, simple solution
throwaway culturea society that discards items rather than repairing them
get it sortedarrange for a problem to be solved

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

  • A phone screen replaced at a repair shop
  • A chair or shelf repaired with help from a relative
  • A bicycle you fixed after watching an online tutorial

How to spend the two minutes

  1. 25 swhat it was
  2. 25 show it got broken
  3. 25 show it was repaired
  4. 45 sand explain how you felt when it was fixed.

Part 3 questions

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

  1. Why do people throw away things instead of repairing them nowadays?
  2. Is it cheaper to repair or to replace most items?
  3. Should manufacturers be forced to make products that can be repaired more easily?
  4. Do you think younger people have the skills to repair things?
  5. What are the environmental benefits of repairing and reusing items?
  6. Could repair shops become more popular again in the future?

Frequently asked questions

How should I describe an object in an IELTS cue card?

Say what it is and how you got it, then talk about how you use it and one moment when it mattered. Objects run out of description fast, so the story around the object is what fills the two minutes.

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