IELTS スピーキング パート 2 & 3: Describe a time when you changed an important decision of yours
パート2のキューカード
Describe a time when you changed an important decision of yours
次のように言うべきです。
- When you changed the decision
- What the original decision was
- Why you changed it
- そしてその経験についてどう感じたかを説明してください
このトピックについて話す時間は 1 ~ 2 分です。
準備状況: 予測されたトピックサイクル。この独立した練習用リソースは IELTS の公式論文ではないため、テストの問題は異なる場合があります。 トピックのラベル付け方法.
パート 3 のディスカッションの質問
一度に 1 つずつ質問を進めてください。聞いて、答え、比較し、再試行してください。完全な質問テキストは、アクセシビリティと検索のためにページの HTML に残ります。
- 01When do most children begin to make their own decisions?
模範解答を並べて聞く
より単純な答えから始めて、Band を切り替えて、同じタスクをどのように開発できるかを聞き、それから個人的な応答を記録します。これらは指導例であり、正式な解答やスコアの保証ではありません。
パート 2 — 模範解答
Part 2 cue-card response
I changed my decision about a year ago when I cancelled plans to study abroad. At first I had decided to take a scholarship in Spain for a year because I wanted to learn Spanish and the course looked good. I changed it because my mother became ill and I needed to stay at home to help; also the cost of travel and living put pressure on us. I felt sad because I looked forward to the experience, but I knew it was the right thing to do. Later I found a similar course nearby and I felt relieved I could still study without leaving my family.
I changed an important decision last year when I reversed my plan to move to Berlin for a new job. I had originally decided to relocate because the role promised career progression and a higher salary; as an example, the company offered me a team-lead position and a generous relocation package. I changed my mind about three weeks before my planned departure after my partner was offered a role that required them to stay in our home city, and after thinking it through we realised uprooting both our lives would be difficult. To give more detail, I discussed options with my partner and my family and weighed the benefits of long-distance working against the strain of separating for months. Ultimately I accepted a remote position with the same company so I could keep the new job’s responsibilities but remain at home; this involved negotiating flexible hours and some travel for key meetings. At first I felt disappointed because I'd been excited about living abroad, yet relieved too because staying meant more stability for our relationship and less disruption for my elderly parents who rely on me. Looking back, the experience taught me to balance ambition with personal responsibilities and to negotiate creative solutions rather than stick to a rigid plan.
I changed a major decision two years ago when I withdrew from a funded PhD I had formally accepted. The original decision was to move cities and begin doctoral studies in environmental science — it had seemed the obvious step after my Master's because the project matched my interests and offered a stipend and a supervisor I admired. I changed my mind after several months of reflection: family obligations and concerns about my mental health made me question whether I could commit to several years away from home, and a short-term industry role that played to my practical skills appeared on my radar. To be concrete, I discussed the pros and cons with my prospective supervisor and my partner, and I weighed the security of a salary against the uncertain timeline of a PhD. Emotionally it was complicated — I felt a pang of loss because academic research had been a dream, but also relief and a sense of agency at choosing a path that suited my circumstances. The decision taught me to prioritise wellbeing and to view career choices as reversible rather than irreversible vows. I also kept in touch with the academic team and may return to research later if circumstances change.
パート 3 — 模範解答
When do most children begin to make their own decisions?
Most children start making simple choices when they're quite young — around primary school age. They decide things like what to wear, who to play with, or which after-school club to join. Bigger choices, like subjects at school or career ideas, usually come later in the early teens. Parents still guide them a lot, but kids want to try things for themselves.
Children begin to make their own decisions gradually. In the early primary years, say five to eight, they make simple choices — snacks, clothes, friends — and that helps them feel more independent. From about 12 to 15 they start making more significant choices, such as which subjects to take, how to spend their free time, or who to trust; peer influence and identity formation become strong then. The timing depends on family culture and parenting style — some parents encourage independence younger, while others keep a tighter rein. Schools also help by giving projects and responsibilities that require making decisions.
Children’s decision-making develops step by step rather than beginning at a single age. By primary school (roughly six to ten) most children can handle everyday choices, which helps them build executive skills like planning and self-control. During adolescence the complexity increases: teenagers become better at weighing risks, considering future consequences and forming moral judgments, so between about 13 and 18 they take on more substantial decisions about education, work and relationships. Legal milestones — voting age, working age — also formalise responsibility. Importantly, culture, socioeconomic conditions and parenting styles shape how much freedom youngsters are given; encouraging guided choices and talking through consequences helps them develop sound judgement.
How to answer Describe a time when you changed an important decision of yours IELTS Speaking questions
For the Describe a time when you changed an important decision of yours 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.
キューカードのプロンプト:
- When you changed the decision
- What the original decision was
- Why you changed it
- そしてその経験についてどう感じたかを説明してください
- オープニング: 人、場所、物体、または出来事を特定します。
- 開発: 2 つの詳細または瞬間を論理的な順序で説明します。
- 拡張: 理由、結果、比較、または問題を説明します。
- 振り返り: その主題がなぜ記憶に残るのか、または重要なのかを最後に述べます。
質問ごとのアプローチ
| 練習問題 | 役に立つ答えの動き |
|---|---|
| When do most children begin to make their own decisions? | スクリプトを暗記せずに、直接的な答え、理由を 1 つ、短い例を述べてください。 |
語彙に焦点を当てる
模範解答で既に示されている有用な文言には次のようなものがあります。 gradual process, executive skills, peer influence, change my mind, weigh up / weigh the pros and cons, negotiate flexible hours。それぞれの意味と自然な単語の連携を学び、完全な台本をコピーするのではなく、新しい回答でその項目を使用します。
避けるべきよくある間違い
- 質問に対して部分的にしか答えていない、暗記した回答をする。
- 意味やコロケーションを確認せずに、難しい語彙を追加する。
- エラーが発生するたびに、簡単に修正して続行するのではなく、再起動します。
- 自分の最初の解答を記録する前に、模範解答を読んでください。
Describe a time when you changed an important decision of yours practice FAQ
How should I use the Describe a time when you changed an important decision of yours cue card preparation minute?
冒頭、2 つまたは 3 つの詳細、最後の感想のキーワードを書きます。完全な文章を書こうとしないでください。
キューカードのすべての箇条書きをカバーする必要がありますか?
プロンプトはトークを整理するのに役立ちます。それらをカバーすることは有益ですが、機械的に各行をチェックするよりも、1 ~ 2 分間の一貫した応答の方が重要です。
パート 3 の質問はパート 2 にどのように関連していますか?
これらは、理由、比較、社会的影響、将来の可能性を通じて同じ広範なテーマを展開するため、通常、回答にはパート 1 よりも詳しい説明が必要です。