Mastering IELTS Speaking: How to Confidently Describe Your Academic or Professional Achievements

Introduction and Common Questions (Part 1)

The IELTS Speaking test often includes questions about your studies or work experiences. One popular topic is describing something you did that made you feel confident. This theme allows examiners to assess your ability to articulate personal experiences and emotions.

Here are some common questions you might encounter in Part 1:

1. Can you tell me about a recent achievement in your studies or work?
2. How do you usually celebrate your accomplishments?
3. What kind of tasks or projects make you feel most confident?

Let’s focus on answering the first question:

Sample Answer (Band 7-8):

“Recently, I successfully completed a challenging group project in my marketing course. We had to develop a comprehensive marketing strategy for a local startup. What made me particularly proud was my role in coordinating the team and ensuring everyone’s ideas were incorporated. The positive feedback we received from our professor and the startup’s founder significantly boosted my confidence in my leadership and marketing skills.”

This answer demonstrates:

• Specific example
• Clear description of the task
• Personal role and contribution
• Emotional impact (confidence boost)

Long Turn (Part 2)

Now, let’s move on to the cue card task:

Describe something you did in your studies or work that made you feel confident.

You should say:
- What it was
- When and where you did it
- Who you did it with (if applicable)
- And explain why it made you feel confident

Sample Answer (Band 6-7):

“I’d like to talk about a presentation I gave during my final year of university. It was a research project on renewable energy sources that I had been working on for several months. The presentation took place in the main lecture hall of our engineering department, about six months ago.

Although it was mainly an individual project, I collaborated with two classmates for some data collection and analysis. We had to present our findings to a panel of professors and industry experts.

This experience made me feel confident for several reasons. Firstly, I had put a lot of effort into the research and felt well-prepared. Secondly, during the presentation, I was able to answer all the questions from the panel clearly and concisely. Lastly, the positive feedback I received afterwards really boosted my self-esteem.

Overall, this experience showed me that I could handle pressure and communicate complex ideas effectively, which has given me more confidence in my academic and professional abilities.”

Sample Answer (Band 8-9):

“I’d like to delve into a particularly pivotal moment in my academic journey – a research presentation I delivered during the final year of my environmental engineering degree. The project focused on innovative approaches to harnessing tidal energy, a subject I had been passionately investigating for the better part of a year.

The presentation took place in the state-of-the-art auditorium of our university’s newly built Science Complex, approximately six months ago. While the bulk of the research was conducted independently, I collaborated closely with two fellow students, Emma and Raj, particularly in the data analysis phase and in crafting our final recommendations.

We were tasked with presenting our findings to an illustrious panel comprising not only our university professors but also leading figures from the renewable energy sector. The audience included representatives from major energy companies and environmental agencies, adding an extra layer of pressure and excitement to the occasion.

This experience proved to be a significant confidence booster for several compelling reasons. Primarily, the depth and breadth of my research meant I felt exceptionally well-prepared. I had immersed myself in the subject matter to such an extent that I could discuss intricate details with authority.

Secondly, during the Q&A session, I found myself adeptly fielding complex questions, even those that veered into unexpected territories. My ability to think on my feet and draw connections between different aspects of the research surprised even myself.

Lastly, the feedback I received was overwhelmingly positive. The panel commended not only the quality of our research but also the clarity and engagement of our presentation. A senior engineer from a renowned energy company even approached me afterwards to discuss potential internship opportunities.

This experience was transformative in terms of my self-perception. It demonstrated that I could not only conduct high-level research but also communicate complex ideas effectively to a diverse and expert audience. The confidence I gained has profoundly influenced my approach to subsequent academic and professional challenges, empowering me to tackle them with a newfound sense of assurance and capability.”

IELTS Speaking: Confident presentation to panel

Follow-up Questions:

1. How do you think this experience will help you in your future career?
2. What advice would you give to someone preparing for a similar presentation?

Sample Answers:

1. Band 6-7: “This experience will definitely help me in my future career. It has improved my public speaking skills and given me more confidence when presenting ideas. I think these abilities are important in many jobs, especially if I need to give presentations or explain projects to colleagues or clients.”

   Band 8-9: “I believe this experience will prove invaluable in my future career trajectory. Firstly, it has significantly enhanced my ability to synthesize complex information and present it in a clear, engaging manner – a skill that’s crucial in virtually any professional setting. Moreover, successfully handling challenging questions from experts has honed my critical thinking and impromptu communication skills, which are essential for leadership roles. Lastly, the confidence gained from this experience has emboldened me to take on more challenging projects and responsibilities, potentially accelerating my career growth.”

2. Band 6-7: “My advice would be to prepare well and practice a lot. It’s important to know your material inside out. Also, try to anticipate questions that might be asked and prepare answers. Don’t be afraid to ask for help or feedback from others during your preparation.”

   Band 8-9: “For someone preparing for a similar presentation, I would offer several key pieces of advice. Firstly, immerse yourself completely in your subject matter – strive for a level of understanding that goes beyond what’s required for the presentation itself. This depth of knowledge will fuel your confidence and help you handle unexpected questions.

   Secondly, practice your delivery relentlessly, but not just in front of a mirror. Seek out diverse audiences – peers, mentors, even family members unfamiliar with the subject. This will help you refine your ability to explain complex concepts to different types of listeners.

   Thirdly, embrace the art of storytelling. Find ways to weave narratives into your presentation that make your data and findings more engaging and memorable.

   Lastly, cultivate a growth mindset. View the presentation not just as a test of your current knowledge, but as an opportunity to learn and grow. This perspective can help alleviate pressure and allow you to approach the task with enthusiasm rather than anxiety.”

Two-way Discussion (Part 3)

In this section, the examiner will ask more abstract questions related to the topic. Here are some possible questions and sample answers:

1. Q: How important is confidence in academic or professional success?

   Band 6-7: “I think confidence is very important for success in studies and work. When you’re confident, you’re more likely to take on challenges and not give up easily. It also helps you communicate better with others, which is crucial in most jobs. However, it’s important to balance confidence with humility and always be open to learning.”

   Band 8-9: “Confidence plays a pivotal role in both academic and professional success, functioning as a catalyst for numerous positive outcomes. A confident individual is more likely to take calculated risks, pursue ambitious goals, and persevere in the face of setbacks – all of which are integral to achieving significant accomplishments.

   Moreover, confidence often translates into more effective communication, enabling individuals to articulate their ideas persuasively, negotiate skillfully, and lead teams more effectively. In academic settings, confident students are more prone to engage in class discussions, seek clarification when needed, and take on leadership roles in group projects.

   However, it’s crucial to distinguish between confidence and arrogance. True confidence is often accompanied by a sense of humility and an openness to continuous learning. The most successful individuals tend to strike a balance – they’re confident in their abilities yet always eager to expand their knowledge and skills.

   It’s also worth noting that confidence can be cultivated and developed over time. Experiences like the presentation I described earlier can serve as stepping stones, gradually building one’s confidence through repeated exposure to challenges and subsequent successes.”

2. Q: Do you think schools and universities do enough to build students’ confidence?

   Band 6-7: “I think schools and universities try to build students’ confidence, but there’s always room for improvement. They often provide opportunities like presentations and group projects, which can help. However, they could do more to create a supportive environment where students feel comfortable taking risks and learning from mistakes. Maybe they could offer more workshops on public speaking or leadership skills.”

   Band 8-9: “While educational institutions have made strides in recognizing the importance of confidence-building, I believe there’s still considerable room for improvement. Many schools and universities do incorporate elements that can boost student confidence, such as presentations, group projects, and extracurricular activities. However, these efforts often feel incidental rather than part of a comprehensive strategy to develop students’ self-assurance.

   Ideally, educational institutions should adopt a more holistic and intentional approach to confidence-building. This could involve integrating specific confidence-boosting techniques into the curriculum, such as regular public speaking exercises, workshops on emotional intelligence, and structured opportunities for students to step out of their comfort zones in a supportive environment.

   Moreover, there’s often an overemphasis on academic achievement at the expense of personal development. A more balanced approach would recognize and reward a wider range of skills and attributes, including leadership, creativity, and resilience. This would help students develop a more rounded sense of self-worth, not solely tied to grades or academic performance.

   Another crucial aspect is providing better mental health support. Confidence is closely linked to overall well-being, and many students struggle with anxiety and self-doubt. By offering robust counseling services and fostering a culture that destigmatizes mental health issues, institutions can create an environment more conducive to building genuine, lasting confidence.

   Ultimately, while schools and universities are making efforts, there’s a need for a more systematic, comprehensive approach to nurturing student confidence – one that prepares them not just academically, but emotionally and psychologically for the challenges of the professional world.”

Confidence-building workshop at university

Key Vocabulary and Phrases for High Scores

1. Pivotal moment /ˈpɪvətl ˈməʊmənt/ (adj. + n.): A crucial or decisive point in time.
   Example: “The internship was a pivotal moment in my career development.”

2. To delve into /delv ˈɪntə/ (phrasal verb): To examine or investigate thoroughly.
   Example: “The research project allowed me to delve into the complexities of renewable energy.”

3. To immerse oneself /ɪˈmɜːs wʌnˈself/ (reflexive verb): To involve oneself deeply in a particular activity or interest.
   Example: “I immersed myself in the subject matter to prepare for the presentation.”

4. To field questions /fiːld ˈkwestʃənz/ (verb phrase): To handle or respond to questions, especially skillfully.
   Example: “After the presentation, I successfully fielded questions from the audience.”

5. To think on one’s feet /θɪŋk ɒn wʌnz fiːt/ (idiom): To think and react quickly in a challenging situation.
   Example: “The unexpected questions forced me to think on my feet during the Q&A session.”

6. Transformative /trænsˈfɔːmətɪv/ (adj.): Causing a major change in someone or something.
   Example: “The experience was transformative, significantly boosting my confidence in public speaking.”

Examiner’s Advice

To achieve high scores in the IELTS Speaking test, particularly when describing experiences that boosted your confidence:

1. Use specific examples: Don’t just say you felt confident; explain exactly what you did and why it made you feel that way.

2. Employ a range of vocabulary: Use synonyms and varied expressions to describe your feelings and actions.

3. Demonstrate complex sentence structures: Mix simple and compound sentences with more complex ones to show linguistic flexibility.

4. Show reflection: Don’t just describe what happened, but also explain its impact on you and what you learned from it.

5. Practice fluency: Aim to speak smoothly without long pauses, but don’t sacrifice accuracy for speed.

6. Engage with the topic: Show genuine interest and enthusiasm when discussing your experiences.

7. Be prepared to expand: In Part 3, be ready to discuss more abstract ideas related to confidence and success.

Remember, the key to a high score is not just what you say, but how you say it. Confidence in your language abilities will naturally shine through as you describe experiences that made you feel confident in other areas of your life.