One complete practice for this Speaking part, with two worked examples and a model for review.
How to use this sample
Study the two worked examples, then complete the independent practice. Submit to review answers and explanations. Scores exclude the examples; Writing and Speaking use self-review rather than automatic band marking.
Original SUFAS teaching material. This is a focused sample exercise, not a full IELTS examination.
Practice timer
Optional learning timer. It can be paused and does not submit automatically.
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Two worked examples
Example 1 · Describe an object that helps you study.
Model answer: One object that helps me study is a small notebook I keep in my bag. A friend gave it to me at the start of a course because I kept losing ideas written on separate sheets. At first, I used it only for lists of new words. Later, I began writing questions I wanted to ask in class and short summaries after lessons. What makes it useful is that each page is dated, so I can find an explanation again without searching through my phone. I also draw a line down the middle of a page. On the left I write the main idea; on the right I add an example in my own words. That small habit helps me notice whether I really understand something. The notebook is inexpensive and quite ordinary, but it has made my learning more organised. I would recommend using something similar to anyone who finds digital notes distracting.
Why: The talk identifies the object, explains how it is used and develops why it matters. Expand or shorten naturally to speak for 1–2 minutes.
Example 2 · Describe a place where you like to study.
Model answer: A place where I like to study is a quiet room at our local library. It is on the first floor, away from the entrance, so people do not constantly walk past the tables. I discovered it while looking for a book for a project. The room has large windows, comfortable chairs and several desks with sockets for laptops. I usually sit near a window because the natural light makes reading easier. Before I begin, I choose one task and put my phone in my bag. I might spend half an hour making notes and then take a short break downstairs. What I particularly like is the atmosphere. Other people are also working, and that encourages me to concentrate. At home I can easily find another small job to do, but at the library I feel that the time has a clear purpose. It has become my preferred place for preparing important assignments.
Why: The response moves from location and discovery to specific details, routine and a personal explanation.
Your independent practice
Describe a useful skill you learned from another person.
Say what the skill was, who taught you, how you learned it, and explain why it has been useful.
Prepare for one minute, then speak for one to two minutes. You may use brief notes.
Model response and explanation
A useful skill I learned from another person was planning a weekly food budget. My older cousin taught me when I first started doing my own shopping. I had been choosing things as I walked around the supermarket, so I often bought ingredients that did not make a complete meal.
She suggested that I first check what was already in the kitchen and plan a few meals around it. Then we wrote a shopping list and grouped the items into categories. On our first trip, she showed me how to compare the price per kilogram rather than just the price of the packet. That was a small detail I had never thought about.
It took several weeks before the routine felt natural. At first, I planned too many different meals and made the list complicated. My cousin encouraged me to repeat a few simple dishes and leave some flexibility for changes.
The skill has been useful because it has reduced wasted food and made shopping less stressful. I still buy an occasional treat, but I know how much room there is in the budget. What I appreciated most was that she did not simply give me a list to copy. She explained how to make my own decisions, so I can now adapt the plan when prices or circumstances change.
Why this works: These responses answer the prompts, develop relevant ideas and demonstrate a possible structure. Different ideas are acceptable. Speak naturally; a written model cannot demonstrate pronunciation or fluency.
Self-review score
Compare your work with the model and tick only points you achieved. This is a self-review checklist, not automatic marking or an IELTS band score.