IELTS Speaking, parties 2 et 3 : Describe someone who is older than you that you admire
Carte aide-mémoire de la deuxième partie
Describe someone who is older than you that you admire
Il faudrait dire :
- Qui est cette personne
- How you knew this person
- What kinds of things you like to do together
- Et explique 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 young and old people learn from each other?
- 02Has old people's life quality improved when compared to the past?
- 03Why is there a generation gap between the young and the old?
- 04What do old people usually do in their daily life?
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 admire is my neighbour, Mr Ahmed. He is about sixty-five and I met him when I moved into the house next door two years ago. He welcomed me and helped me find local shops and buses. We like to sit in his garden, drink tea and talk about simple things, and sometimes I help him with small jobs like mowing the lawn. He is kind and patient and tells good stories about his life. I feel respect for him because he is helpful and calm, and I am glad to have him nearby.
The person I admire is my former manager, Alan Roberts, who is in his early sixties. I first met Alan when I joined a small design company straight out of university, and he became my line manager. From the outset he offered practical guidance — for example, he sat with me on my first project and taught me how to break a brief down into tasks. These days we still meet most weekends for a long walk around the park and then a coffee; he’s also shown me basic woodworking in his garage, and last month we repaired an old chair together. I enjoy those simple, hands-on afternoons because they are relaxed but I always learn something useful. I feel immense respect and gratitude towards him; his calm approach and the way he treats everyone fairly changed how I behave at work. He’s encouraged me to take on more responsibility and to trust my decisions, and I know I can call him when I need straightforward, honest advice. He even read my job applications and helped me prepare for interviews, which led directly to a promotion last year.
The person I admire most is my aunt, Margaret, who’s sixty-eight and a retired nurse. I’ve known her all my life — she looked after me when I was a child and later mentored me through my first voluntary placement at a community clinic. To give a concrete example, she organised the rota and taught me how to handle anxious patients during that placement. We like to spend time together doing practical things: we cook large meals for our family, sort donations at the local charity shop and take long country walks every Sunday; last autumn we walked a ten-mile trail for a charity fundraiser. Those shared activities are a mixture of enjoyment and learning — she’s patient but exacting, so I pick up small skills like budgeting meals and basic first aid. I feel deep respect and affection for her; her calmness under pressure and clear moral compass have shaped how I react in difficult situations. She’s not just a role model but also a sounding board — I often phone her for perspective before making big decisions, and her advice is always grounded in experience. Knowing she believes in me makes me more confident to take on challenges I would otherwise avoid.
Partie 3 — Modèle de réponses
What can young and old people learn from each other?
Young people can learn experience and practical advice from older people, like how to handle work or relationships. Older people can learn about new technology and modern ways of thinking from young people, for example how to use a smartphone or social media. They both can help each other — young people bring energy and new ideas, older people bring calm and knowledge.
There’s a lot young and old can learn from each other. Young people tend to pick up digital skills and the latest cultural trends quickly, so they can help older relatives with phones, apps or social networks. Older people, on the other hand, usually pass on practical knowledge and life lessons — how to manage a household budget, or ways to stay calm under pressure. When both sides respect each other, it leads to better understanding and stronger family or community ties.
Intergenerational exchange is mutually beneficial: younger people often contribute technological fluency, fresh ideas and up-to-date knowledge of the job market, while older people offer historical perspective, emotional regulation and tested problem-solving strategies. For instance, a grandchild might teach a grandparent online banking, whereas the grandparent can share coping strategies from decades of work and family life. Programmes that pair generations — such as mentoring or community volunteering — tend to amplify these gains by creating structured opportunities for reciprocal learning.
Has old people's life quality improved when compared to the past?
Yes, in many ways older people live better now than in the past because healthcare is better and medicines help them live longer. There are also more services for pensioners. But some still have problems like loneliness or not enough money.
Overall life quality for older people has improved compared with several decades ago: medical advances, better chronic disease care and pensions have helped many live longer and more active lives. At the same time, rising living costs and cuts to local services mean improvements aren’t universal — some older adults still struggle with isolation or poor housing. So while average quality has increased, there are important inequalities to address.
Broadly speaking, the objective indicators of quality of life for older cohorts — such as life expectancy, treatment for chronic conditions and access to assistive technologies — have improved markedly. However, these gains are uneven: socioeconomic status, regional disparities and the fragility of social care systems mean that many older people face persistent insecurity, loneliness and unmet needs. Thus, improvements are real but contingent on policy choices and resource allocation.
Why is there a generation gap between the young and the old?
The generation gap exists because people grow up in different times. Young people see different music, technology and ideas, so they think differently. Older people remember other values and ways of doing things, so they don’t always agree.
Generation gaps arise because each cohort experiences different historical events, technologies and social norms while growing up. For example, someone who grew up before the internet will have different attitudes to privacy or work-life balance than someone raised online. Differences in education, economic opportunities and parenting styles also deepen the gap, and rapid social change makes these contrasts more obvious.
A generation gap stems from divergent formative experiences — economic conditions, educational norms, media landscapes and major historical events shape attitudes and expectations. These cohort effects produce distinct habits of communication, priorities and assumptions about authority or risk. Rapid technological change and polarised media can amplify perceived differences, but targeted intergenerational dialogue can help bridge those divides by revealing shared concerns beneath the surface.
What do old people usually do in their daily life?
Old people usually have a routine. They might do housework, cooking, shopping and watch TV. Many see friends, look after grandchildren or do small hobbies like gardening. Some go to medical appointments or clubs.
Daily life for older people varies a lot, but common activities include household chores, shopping, socialising with friends or family and hobbies such as gardening, knitting or walking. Many also attend community groups or volunteer, and some combine part-time work with caring responsibilities. Health appointments and transport can shape their routines, so mobility and local services make a big difference.
Retirement doesn’t mean uniformity: daily patterns among older adults range from active volunteering, part-time employment and caring for grandchildren to quieter routines centred on hobbies, reading and social clubs. Health management — such as physiotherapy, medication and regular check-ups — and access to transport or local services often determine how socially engaged someone can be. Increasingly, lifelong learning and digital communication also form part of many older people’s everyday lives.
How to answer Describe someone who is older than you that you admire IELTS Speaking questions
For the Describe someone who is older than you that you admire cue card, use the preparation minute to build a route through the talk. Choose a clear subject, add two specific moments or details and end with why it matters. Then use the linked Part 3 questions to practise broader explanation and comparison.
Invites de la carte aide-mémoire :
- Qui est cette personne
- How you knew this person
- What kinds of things you like to do together
- Et explique 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 young and old people learn from each other? | Nommez d’abord la chose, puis décrivez une fonctionnalité ou un exemple spécifique. |
| Has old people's life quality improved when compared to the past? | Donnez une réponse directe, une raison et un court exemple sans mémoriser un script. |
| Why is there a generation gap between the young and the old? | Répondez par une cause principale, puis soutenez-la par un exemple concret. |
| What do old people usually do in their daily life? | Nommez d’abord la chose, puis décrivez une fonctionnalité ou un exemple spécifique. |
Focus sur le vocabulaire
Le langage utile déjà démontré dans les réponses modèles comprend reciprocal, fluency, mentoring, chronic conditions, inequalities, assistive, cohort, formative. Apprenez chaque signification et un partenariat de mots naturel, puis utilisez l'élément dans une nouvelle réponse 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.
Describe someone who is older than you that you admire practice FAQ
How should I use the Describe someone who is older than you that you admire cue card preparation minute?
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.
