IELTS Speaking, parties 2 et 3 : Describe a person who often helps others
Carte aide-mémoire de la deuxième partie
Describe a person who often helps others
Il faudrait dire :
- Qui est cette personne
- À quelle fréquence il ou elle aide les autres
- Comment ou pourquoi il ou elle aide les autres
- Ce que tu ressens pour cette personne
Vous disposerez d'une à deux minutes pour aborder ce sujet.
État de préparation : cycle thématique prévu. Cette ressource de pratique indépendante n'est pas un document officiel de l'IELTS et les questions de votre test peuvent être différentes. Comment les sujets sont étiquetés.
Questions de discussion de la troisième partie
Déplacez une question à la fois : écoutez, répondez, comparez et réessayez. Le texte complet de la question reste dans la page HTML pour l'accessibilité et la recherche.
- 01What can children do to help their parents?
- 02Should children help their parents with household chores?
- 03What kind of help do people need when looking for a new job?
- 04Who should people ask for help, colleagues or family members?
- 05Do you think schools should teach children to do household chores?
- 06Why are employees reluctant to ask their managers for help?
Voir le sujet avant de parler
Utilisez les images comme invites à idées. Décrivez ce que vous remarquez, reliez-le à votre expérience, puis répondez à la vraie question.
Des réponses modèles, entendues côte à côte
Commencez par la réponse la plus simple, changez Band pour entendre comment la même tâche peut être développée, puis enregistrez une réponse personnelle. Ce sont des exemples pédagogiques, pas des réponses officielles ni des garanties de scores.
Partie 2 — Modèle de réponse
Part 2 cue-card response
The person I want to describe is my neighbour, Mrs Green. She often helps other people in our street. She brings shopping to older neighbours and sometimes looks after children when parents are busy. She does this almost every week and sometimes every day. She helps because she thinks it’s the right thing to do and because she likes people. For example, last week she drove an elderly man to a hospital appointment and waited with him. I feel grateful to her. Her kindness makes our neighbourhood nicer and it makes me want to help more too.
My aunt Susana is someone who often helps others. She lives near me and volunteers at the local community centre three mornings a week, and she also checks in on elderly neighbours most evenings. She’s always ready to lend a hand with shopping or paperwork; for example, last month she spent an afternoon helping our neighbour sort his benefit forms. She helps because she genuinely cares about people and because she grew up in a family where supporting one another was expected; this upbringing gave her a strong sense of duty. Her help takes many forms — practical tasks, emotional support and sometimes just listening — and she’s particularly good at calming people down in a crisis, for instance when a friend had a panic attack she stayed with them until they felt better. She also organises a small food drive each month and taught me how to coordinate donations and deliveries. That experience showed me how much a few hours can help. I admire her a lot and often feel inspired to do the same; her kindness has made me more patient and willing to offer help myself. I also feel grateful because her actions have improved our whole street, bringing neighbours closer and creating a friendlier atmosphere.
Partie 3 — Modèle de réponses
What can children do to help their parents?
Children can help their parents by doing small jobs at home, like tidying their room, taking out the rubbish or helping to set the table. Older children can help with shopping or looking after younger siblings. These things save parents time and teach kids responsibility.
Children can do lots of practical things to help their parents, ranging from simple chores like tidying their room and emptying the dishwasher to more responsible tasks like babysitting a younger sibling or doing a weekly shop. Doing these jobs helps children learn time-management and independence, and it also eases pressure on busy parents. For example, a teenager who takes responsibility for meal prep a couple of evenings a week can make a real difference to a family’s routine.
Should children help their parents with household chores?
Yes, children should help with household chores. It’s fair and it teaches them basic skills. Parents can give age-appropriate tasks, like younger kids tidy toys and older kids wash dishes. It’s good practice for later life.
Yes — children should help with household chores because it teaches essential life skills and a sense of shared responsibility. However, tasks must be age-appropriate: younger children can tidy, feed pets or help set the table, while teenagers can take on laundry or cooking. Schools won’t teach everything, so chores are a practical way to prepare young people for independent living and to promote equality at home.
What kind of help do people need when looking for a new job?
People looking for a new job need help with writing a CV, preparing for interviews and finding vacancies. They also need references and sometimes training to learn new skills. Friends and career services can help with these things.
When searching for a new job people often need practical help — a well-crafted CV, tailored cover letters and interview practice — but they also need guidance on networking and identifying suitable roles. Emotional support is important too, because job hunting can be demoralising. For instance, a mentor who gives honest feedback on your application and introduces you to contacts can be invaluable in securing the right position.
Who should people ask for help, colleagues or family members?
It depends. For work problems it's usually better to ask colleagues because they know the job. For personal or emotional issues family members are better. Sometimes colleagues can help with practical advice and family with support.
It depends on the kind of help needed. For technical or job-specific guidance colleagues are often best placed because they understand the workplace and can offer practical tips. For emotional support or logistical help — childcare, for example — family members might be more suitable. Confidentiality and expertise matter too: I’d go to a colleague for feedback on a project, but to family for long-term moral support.
Do you think schools should teach children to do household chores?
Yes, I think schools should teach children some household chores. It helps them learn skills and be responsible. Schools could include basic cooking, laundry and cleaning in lessons or as part of life-skills classes.
I do think schools should include basic household skills within the curriculum, either in dedicated life-skills lessons or as part of PSHE. Teaching cooking, laundry basics, budgeting and simple home maintenance gives students practical competence they’ll need as adults. This also promotes fairness, so both boys and girls learn the same responsibilities, and can reduce the burden on families who otherwise do all that home teaching themselves.
Why are employees reluctant to ask their managers for help?
Employees may be reluctant because they don’t want to look weak or bother their manager. They might think the manager is too busy or they’re afraid of being judged. So they try to solve things by themselves.
Employees are often hesitant to ask managers for help because of power dynamics and fear of appearing incompetent, especially in cultures where self-reliance is prized. Time pressure and heavy workloads make staff worry they’ll be seen as a drain on resources. Creating psychological safety and clear channels for support — for instance regular one-to-one meetings — helps people feel more able to ask for guidance without worrying about negative judgement.
Comment répondre Décrivez une personne qui aide souvent les autres Questions orales IELTS
Pour la fiche signalétique Décrire une personne qui aide souvent les autres, utilisez la minute de préparation pour tracer un parcours tout au long de l’exposé. Choisissez un sujet clair, ajoutez deux moments ou détails spécifiques et terminez par pourquoi c'est important. Utilisez ensuite les questions liées de la partie 3 pour pratiquer des explications et des comparaisons plus larges.
Invites de la carte aide-mémoire :
- Qui est cette personne
- À quelle fréquence il ou elle aide les autres
- Comment ou pourquoi il ou elle aide les autres
- Ce que tu ressens pour cette personne
- Ouverture : identifier la personne, le lieu, l'objet ou l'événement.
- Développement : décrire deux détails ou moments dans un ordre logique.
- Extension : expliquer une raison, un résultat, une comparaison ou un problème.
- Réflexion : terminez par pourquoi le sujet est mémorable ou important.
Approche question par question
| Question pratique | Mouvement de réponse utile |
|---|---|
| What can children do to help their parents? | Nommez d’abord la chose, puis décrivez une fonctionnalité ou un exemple spécifique. |
| Should children help their parents with household chores? | Donnez une réponse directe, une raison et un court exemple sans mémoriser un script. |
| What kind of help do people need when looking for a new job? | Nommez d’abord la chose, puis décrivez une fonctionnalité ou un exemple spécifique. |
| Who should people ask for help, colleagues or family members? | Donnez une réponse directe, une raison et un court exemple sans mémoriser un script. |
Focus sur le vocabulaire
Le langage utile déjà démontré dans les réponses modèles comprend tidying their room, meal prep, time-management, age-appropriate, shared responsibility, independent living, tailored CV, networking. Apprenez la signification et un partenariat naturel de mots, puis utilisez chaque élément dans une réponse différente au lieu de copier un script complet.
Erreurs courantes à éviter
- Donner une réponse mémorisée qui ne répond que partiellement à la question.
- Ajouter du vocabulaire difficile sans vérifier le sens ou la collocation.
- Redémarrer après chaque erreur au lieu de corriger brièvement et de continuer.
- Lisez la réponse modèle avant d’enregistrer votre propre première tentative.
Décrivez une personne qui aide souvent les autres à pratiquer FAQ
Comment dois-je utiliser la minute de préparation de la carte aide-mémoire Décrire une personne qui aide souvent les autres ?
Écrivez des mots-clés pour une introduction, deux ou trois détails et une réflexion finale. N'essayez pas d'écrire des phrases complètes.
Dois-je couvrir chaque puce de la carte signalétique ?
Les invites vous aident à organiser la discussion. Les couvrir est utile, mais une réponse cohérente d’une à deux minutes compte plus que de cocher mécaniquement chaque ligne.
Quel est le lien entre les questions de la partie 3 et la partie 2 ?
Ils développent le même thème général à travers des raisons, des comparaisons, des effets sociaux ou des possibilités futures, de sorte que les réponses nécessitent normalement plus d'explications que la première partie.
