The topic of describing something you taught to a friend or relative is a common theme in IELTS Speaking tests. It allows examiners to assess your ability to explain processes, use descriptive language, and reflect on personal experiences. This topic has appeared frequently in past exams and is likely to remain relevant in future tests. Let’s explore how to approach this topic effectively across all parts of the IELTS Speaking test.
Part 1: Introduction and Interview
In Part 1, the examiner may ask general questions about teaching and learning. Here’s an example question with a suggested answer:
Q: Do you enjoy teaching others?
A: Absolutely! I find teaching others to be incredibly rewarding. There’s something truly satisfying about sharing knowledge and seeing someone grasp a new concept or skill. Plus, I often find that I learn a lot myself in the process of explaining things to others.
Part 2: Long Turn
Here’s a sample cue card for this topic:
Describe something you taught to your friend or relative
You should say:
- What you taught
- Who you taught it to
- How you taught it
- And explain why you decided to teach it
Here are sample answers for different band scores:
Band 6-7 Answer:
I’d like to talk about the time I taught my younger sister how to make a traditional family recipe for pasta sauce. It’s a recipe that’s been passed down through generations in our family, and I felt it was important to share it with her.
I decided to teach her because she was moving out for college and wanted to be able to cook some comfort food for herself. We spent an afternoon in the kitchen together, and I walked her through each step of the process. First, we gathered all the ingredients and I explained the importance of using fresh tomatoes and herbs. Then, I demonstrated how to chop the vegetables and sauté them properly.
As we cooked, I explained the little tricks that make the sauce special, like adding a pinch of sugar to balance the acidity of the tomatoes. I made sure to let her do most of the work, only stepping in when she needed guidance. By the end of the session, she had successfully made her first batch of our family’s pasta sauce.
Teaching her this recipe was important to me because it’s not just about food, but also about preserving our family tradition. It was a great bonding experience, and I felt proud to pass on this knowledge to the next generation.
Band 8-9 Answer:
I’d be delighted to share an experience where I imparted a valuable skill to someone close to me. The subject of my impromptu lesson was the art of effective public speaking, and the fortunate recipient was my cousin, who was grappling with an impending presentation at his university.
Recognizing the universal applicability of public speaking skills, I felt compelled to assist him in honing this crucial ability. Our learning journey spanned several sessions, each meticulously structured to address different aspects of public speaking.
We commenced with the fundamentals of speech organization, emphasizing the importance of a clear introduction, well-structured body, and impactful conclusion. I introduced him to the ‘hook, line, and sinker’ approach for captivating openings and the ‘power of three’ for memorable key points.
Subsequently, we delved into non-verbal communication. I demonstrated how posture, gestures, and facial expressions can significantly enhance message delivery. We practiced ‘owning the stage’ through purposeful movement and maintaining eye contact to establish a connection with the audience.
A significant portion of our sessions was dedicated to vocal techniques. We explored the nuances of pitch, pace, and volume modulation to add dynamism to his delivery. I introduced exercises to improve articulation and breath control, essential for clear and confident speech.
To simulate real-world conditions, we organized mock presentations where he could apply these techniques. I provided constructive feedback, always balancing criticism with encouragement to boost his confidence.
The decision to teach public speaking stemmed from my belief in its transformative power. It’s a skill that transcends academic or professional boundaries, empowering individuals to articulate their ideas effectively in any setting. Moreover, I saw it as an opportunity to foster my cousin’s personal growth, potentially opening doors to future opportunities.
Witnessing his progress from a nervous speaker to a confident orator was immensely gratifying. It reinforced my belief in the ripple effect of knowledge sharing – by empowering one individual, we contribute to a broader culture of effective communication.
IELTS Speaking: Teaching Public Speaking Skills
Follow-up Questions:
Q: How did you feel after teaching this skill?
A: (Band 8-9) The experience was incredibly fulfilling. There’s an unparalleled sense of satisfaction that comes from empowering someone with a new skill, especially one as transformative as public speaking. Observing my cousin’s progression from apprehension to confidence was not just rewarding, but also reinforced my own understanding of the subject. It’s often said that teaching is the best way to learn, and this experience certainly validated that adage. Moreover, the process strengthened our bond, creating shared memories and a deeper connection through this exchange of knowledge.
Q: Do you think everyone has the ability to teach?
A: (Band 8-9) While I believe everyone has the potential to share knowledge, effective teaching requires a unique set of skills that not everyone naturally possesses. The art of teaching encompasses more than just subject expertise; it demands patience, empathy, and the ability to adapt explanations to suit different learning styles. However, these skills can be developed with practice and dedication. The key lies in having a genuine passion for sharing knowledge and a willingness to continually refine one’s teaching techniques. So, while the innate ability to teach may vary, the capacity to become an effective teacher is within reach for those committed to the craft.
Part 3: Two-way Discussion
Q: How has technology changed the way people learn new skills?
A: (Band 6-7) Technology has really transformed learning in many ways. Nowadays, we have access to so much information online. People can watch video tutorials, take online courses, and even attend virtual classes from anywhere in the world. It’s made learning more flexible and accessible. For example, if someone wants to learn a new language, they can use apps like Duolingo or join online conversation groups. This wasn’t possible before. However, I think it’s important to remember that technology can’t replace the value of hands-on experience and face-to-face interaction in some areas of learning.
A: (Band 8-9) The advent of technology has revolutionized the landscape of skill acquisition in profound ways. The democratization of knowledge through digital platforms has dismantled traditional barriers to learning, making education more accessible and versatile than ever before. We’re witnessing a paradigm shift from conventional classroom-based instruction to a more learner-centric, on-demand model.
Online learning platforms like Coursera and edX have made it possible for individuals to access high-quality educational content from prestigious institutions globally, transcending geographical constraints. Moreover, the rise of interactive learning tools, such as virtual reality simulations for medical training or coding platforms for aspiring programmers, has enhanced the depth and effectiveness of skill development.
However, this technological revolution in learning is not without its challenges. The abundance of information can sometimes lead to information overload, making it crucial for learners to develop strong critical thinking and information filtering skills. Additionally, the lack of physical presence in online learning environments can potentially impact the development of soft skills and networking opportunities that traditional learning settings offer.
In essence, while technology has undoubtedly expanded the horizons of skill acquisition, it’s imperative to strike a balance between leveraging these digital tools and maintaining the irreplaceable aspects of traditional learning methodologies.
Q: What are some challenges people face when learning a new skill?
A: (Band 8-9) Learning a new skill is often a complex and multifaceted process that presents various challenges. One of the primary obstacles is the initial learning curve, which can be steep and daunting, potentially leading to frustration and demotivation. This is particularly evident in skills that require a significant shift in thinking or physical ability, such as learning a new language or mastering a musical instrument.
Another significant challenge is the time commitment required. In our fast-paced society, finding consistent time to dedicate to skill development can be problematic, especially for adults juggling work, family, and other responsibilities. This time constraint often leads to sporadic practice, which can hinder progress and retention.
Moreover, learners often grapple with self-doubt and fear of failure. The vulnerability associated with being a novice can be uncomfortable, particularly for those accustomed to competence in other areas of their lives. This psychological barrier can manifest as procrastination or avoidance of practice, impeding skill development.
Additionally, the plateau effect presents a formidable challenge. After initial rapid progress, learners often hit a plateau where improvement seems to stagnate. Overcoming this requires persistence and often a change in learning strategies, which can be mentally taxing.
Lastly, in the age of information abundance, choosing the right learning resources can be overwhelming. The plethora of available options, while beneficial, can lead to decision paralysis or jumping between different methodologies without giving any single approach sufficient time to yield results.
Navigating these challenges requires a combination of perseverance, effective time management, and a growth mindset that views obstacles as opportunities for learning rather than insurmountable barriers.
IELTS Speaking: Challenges in Learning New Skills
Key Vocabulary and Phrases for High Scores
Impart knowledge /ɪmˈpɑːrt ˈnɒlɪdʒ/ (phrasal verb) – to pass information or skills to other people
Example: As a mentor, my role is to impart knowledge and experience to the younger generation.Hands-on experience /ˌhændz ˈɒn ɪkˈspɪəriəns/ (noun phrase) – practical experience of doing something
Example: The workshop provided valuable hands-on experience in computer programming.Pedagogical approach /ˌpedəˈɡɒdʒɪkl əˈprəʊtʃ/ (noun phrase) – a method of teaching
Example: Her pedagogical approach focused on interactive learning and group discussions.To grasp a concept /tə ɡrɑːsp ə ˈkɒnsept/ (verb phrase) – to understand an idea
Example: It took some time, but eventually, the students grasped the concept of photosynthesis.Transferable skills /trænsˈfɜːrəbl skɪlz/ (noun phrase) – abilities that can be used in various jobs or situations
Example: Critical thinking and communication are transferable skills valued in many professions.
Describe a decision you made that was influenced by someone close to you can be another interesting topic to explore in IELTS Speaking, as it allows you to discuss personal experiences and relationships.
Examiner’s Advice
To excel in the IELTS Speaking test, particularly when describing teaching experiences:
- Use a variety of descriptive language to make your explanation vivid and engaging.
- Incorporate specific examples and anecdotes to illustrate your points.
- Demonstrate your ability to organize information logically, especially in Part 2.
- Practice explaining processes clearly and concisely.
- Reflect on the experience, discussing both the challenges and rewards of teaching.
Remember, the key to a high score is not just what you say, but how you say it. Focus on fluency, vocabulary range, and grammatical accuracy. Regular practice with a variety of topics will help you build confidence and improve your performance.
Describe a time when you felt very anxious could be a relevant topic to discuss in relation to teaching experiences, as many people feel nervous when teaching for the first time.
By following these guidelines and incorporating rich vocabulary and well-structured responses, you’ll be well-prepared to tackle any question about teaching experiences in your IELTS Speaking test. Remember, practice makes perfect, so try to apply these strategies regularly in your speaking practice sessions.