Setting and achieving personal goals is a common topic in IELTS Speaking tests. This theme allows examiners to assess candidates’ ability to articulate experiences, express emotions, and reflect on personal growth. As an experienced IELTS examiner, I’ve noticed this topic’s increasing frequency in recent years, and I expect it to remain prevalent in future tests.
Let’s explore how to effectively answer questions related to personal goal achievement across all parts of the IELTS Speaking test.
Part 1: Introduction and Interview
In this section, the examiner may ask general questions about goals and achievements. Here’s a sample question with a suggested answer:
Question: “Do you often set goals for yourself?”
Sample answer (Band 7-8):
“Yes, I regularly set goals for myself. I find that having clear objectives helps me stay motivated and gives me a sense of direction in both my personal and professional life. For instance, at the beginning of each year, I usually write down a few key goals I want to achieve, ranging from career milestones to personal development targets.”
Part 2: Long Turn
Here’s a sample cue card related to the topic:
Describe a time when you set and achieved a personal goal
You should say:
- What the goal was
- Why you set this goal
- How you achieved it
- And explain how you felt when you achieved it
Sample answer (Band 8-9):
“I’d like to talk about a time when I set and achieved a significant personal goal. The goal I had set for myself was to run a marathon, which had been a long-standing ambition of mine.
I decided to set this goal because I wanted to challenge myself both physically and mentally. As someone who had always enjoyed casual jogging, I felt that training for and completing a marathon would be an excellent way to push my limits and prove to myself that I could accomplish something truly demanding.
To achieve this goal, I developed a comprehensive training plan that spanned six months. I gradually increased my running distance each week, incorporated strength training to prevent injuries, and paid close attention to my diet. I also joined a local running club for support and motivation, which proved invaluable during the tougher parts of my training.
When I finally crossed the finish line after 26.2 miles, I felt an overwhelming sense of accomplishment. The euphoria of achieving something I had worked so hard for was indescribable. It was a mixture of exhaustion and elation, and I remember feeling immensely proud of my perseverance. This achievement boosted my self-confidence significantly and made me realize that with dedication and hard work, I could overcome seemingly insurmountable challenges.”
Follow-up questions:
- How did this achievement impact your future goal-setting?
Sample answer (Band 8-9):
“This achievement had a profound impact on my approach to future goal-setting. It instilled in me a greater sense of self-belief and made me more ambitious in my aspirations. I realized that with proper planning, consistent effort, and resilience, I could tackle even more challenging goals. Since then, I’ve become more strategic in setting objectives, breaking them down into manageable steps, and maintaining a positive mindset throughout the process.”
- Do you think it’s important to celebrate small achievements along the way to a bigger goal?
Sample answer (Band 7-8):
“Absolutely, I believe celebrating small achievements is crucial for maintaining motivation and momentum. These mini-celebrations serve as positive reinforcement, reminding us of our progress and boosting our morale. In my marathon training, for example, I celebrated each time I reached a new distance milestone, which helped me stay focused on the ultimate goal.”
Part 3: Two-way Discussion
In this section, the examiner will ask more abstract questions related to goal-setting and achievement. Here are some sample questions and answers:
Question 1: “How do you think goal-setting habits differ between younger and older generations?”
Sample answer (Band 8-9):
“I believe there are notable differences in goal-setting habits between generations. Younger people often set goals that are more short-term and flexible, influenced by rapidly changing technology and job markets. They might prioritize experiences and personal growth over traditional milestones like homeownership. In contrast, older generations tend to set more long-term, stability-oriented goals, perhaps focusing on financial security or career advancement within a single company. However, it’s important to note that these are generalizations, and individual variations exist within each generation.”
Question 2: “Do you think schools should teach goal-setting as part of the curriculum?”
Sample answer (Band 7-8):
“Yes, I firmly believe schools should incorporate goal-setting into their curriculum. Teaching students how to set realistic and achievable goals from a young age can help them develop important life skills such as planning, self-motivation, and time management. It could also boost their confidence as they learn to accomplish objectives systematically. However, it’s crucial that this teaching is done in a way that doesn’t create undue pressure or make students feel like failures if they don’t achieve every goal they set.”
Key Vocabulary and Phrases for High Scores
To enhance your responses and aim for higher band scores, incorporate these advanced vocabulary items and phrases:
-
To set one’s sights on (phrasal verb) – to decide to try to achieve something
Example: “I set my sights on completing a marathon within a year.” -
Milestone (noun) /ˈmaɪl.stəʊn/ – an important event in the development or history of something or in someone’s life
Example: “Finishing my first 10K race was a significant milestone in my marathon training.” -
To persevere (verb) /ˌpɜː.səˈvɪər/ – to continue trying to do something despite difficulties
Example: “Despite numerous setbacks, I persevered with my training schedule.” -
Tenacity (noun) /təˈnæs.ə.ti/ – the quality of being determined to do something
Example: “Completing a marathon requires not just physical strength, but also mental tenacity.” -
To surmount (verb) /səˈmaʊnt/ – to overcome a difficulty or problem
Example: “With determination, I was able to surmount the challenges of long-distance running.”
Examiner’s Advice
To excel in the IELTS Speaking test when discussing personal goals and achievements:
- Use a variety of tenses accurately to describe your goal-setting journey.
- Employ descriptive language to vividly convey your emotions and experiences.
- Structure your answer logically, ensuring a clear progression from setting the goal to achieving it.
- Provide specific examples to support your points and make your answer more engaging.
- Practice expressing abstract ideas for Part 3, using complex sentence structures and advanced vocabulary.
By incorporating these strategies and continuously practicing, you’ll be well-prepared to discuss personal goals and achievements confidently in your IELTS Speaking test.