Part 2 Cue Card
Describe an important decision that you made
You should say:
- What the decision was
- How you made your decision
- What the results of the decision were
- And explain why it was important
You will have one to two minutes to talk about this topic.
Part 3 Discussion Questions
- Do you think children sometimes have to make important decisions?
- What important decisions do teenagers need to make after graduation?
- Who can children turn to for help when making a decision?
- Do you think advertisements can influence our decisions when shopping?
- Do you think the influence of advertising is good?
- How do people usually make important decisions?
See the topic before you speak
Use the images as idea prompts. Describe what you notice, connect it to your experience, then answer the real question.
Model answers, heard side by side
Start with the simpler answer, switch bands to hear how the same task can be developed, then record a personal response. These are teaching examples, not official answers or score guarantees.
Part 2 — Model Answer
Part 2 cue-card response
One important decision I made was to leave my hometown and move to study for a master's degree. I had a steady job and a comfortable life, but I wanted better career prospects. I talked with my family and a couple of friends, checked the course fees and the costs of living, and then applied. I got accepted and moved. The result was positive: I finished the course, found a better job and became more independent. It was important because it changed my career path and made me more confident. At the time I was nervous, but I don't regret it.
A couple of years ago I decided to leave my hometown and move to Manchester to study for a master's degree. It was a big change because I'd always been close to my family and had a steady job locally. I made the decision after a long period of thinking — I listed the pros and cons, talked it through with my parents and two close friends, and visited the university for an open day. Money was a worry, so I also spoke to the university's student finance adviser and worked out a realistic budget.
The result was better than I expected. I finished the course, found a job in my field and now work in a team I genuinely enjoy. Moving also made me more independent — I learned to manage my time, cook, and deal with problems on my own. It widened my social circle and gave me a clearer career direction.
It was important because it marked the point where I stopped following a safe, familiar path and took responsibility for my future. That step changed my life practically and mentally — I feel more confident and capable now.
Part 3 — Model Answers
Do you think children sometimes have to make important decisions?
Yes, children do sometimes make important decisions. For example they might choose which club or sport to join, or whether to stay with a friend. Often parents help them, but small choices can still matter to a child.
Definitely — children are faced with choices that matter for their development. Even deciding which extracurriculars to pursue, whether to move schools, or how to spend pocket money can shape habits and confidence. Those early choices teach them responsibility and how to weigh consequences, even if adults guide them.
What important decisions do teenagers need to make after graduation?
After graduation teenagers often have to choose between further study and finding a job. They may decide where to live or whether to take a gap year. These choices affect their future, so they are important.
Teenagers need to make several significant decisions: whether to go to university, take an apprenticeship, start work, or have a gap year. They also think about what to study or train in, where to live and how to finance their plans. These choices carry long-term implications, so it helps to weigh up personal interests, job prospects and finances.
Who can children turn to for help when making a decision?
Children can turn to their parents, grandparents or teachers for help. Friends might give opinions too. Often adults give advice and help make the final choice.
Children can seek help from parents, teachers or a school counsellor, and sometimes from a trusted mentor or family friend. It’s useful if they get impartial advice as well as emotional support — adults can explain options and consequences without pressuring them, which helps children make better decisions.
Do you think advertisements can influence our decisions when shopping?
Yes, adverts can influence us when we shop. They make things look nice and tell us about sales. Sometimes they make us want things we don't need.
Absolutely — advertising plays a big role in shopping decisions. Marketers use eye-catching visuals, limited-time offers and targeted messages to create desire. Online ads and influencer posts can be especially persuasive because they feel personal, so people often buy on impulse rather than need.
Do you think the influence of advertising is good?
Advertising can be good sometimes because it tells you about new products and offers. But it can be bad if it tricks people or makes them spend too much.
It’s a mixed bag. Good advertising informs consumers about products, encourages competition and can help small businesses grow. But it also has downsides: it can normalise unnecessary spending, spread misleading claims and promote unhealthy habits. That’s why regulation and consumer awareness are important.
How do people usually make important decisions?
People often make decisions by thinking about the pros and cons and asking others for advice. Some follow their gut feeling or choose what is cheapest or easiest.
Usually people gather information, consult others and weigh up the pros and cons before deciding. Some use a more analytical approach — listing benefits, costs and risks — while others rely on intuition or past experience. Time pressure, emotions and advice from others also influence the final choice.
How to answer Describe an important decision that you made IELTS Speaking questions
For the Describe an important decision that you made 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.
Cue-card prompts:
- What the decision was
- How you made your decision
- What the results of the decision were
- And explain why it was important
- Opening: identify the person, place, object or event.
- Development: describe two details or moments in a logical order.
- Extension: explain a reason, result, comparison or problem.
- Reflection: finish with why the subject is memorable or important.
Question-by-question approach
| Practice question | Useful answer move |
|---|---|
| Do you think children sometimes have to make important decisions? | State a likely view, explain the reason and add one condition or example. |
| What important decisions do teenagers need to make after graduation? | Name the thing first, then describe a specific feature or example. |
| Who can children turn to for help when making a decision? | Give a direct answer, one reason and a short example without memorising a script. |
| Do you think advertisements can influence our decisions when shopping? | State a likely view, explain the reason and add one condition or example. |
Vocabulary focus
Useful language already demonstrated in the model answers includes use precise words from your own answer. Learn the meaning and a natural word partnership, then use each item in a different answer instead of copying a complete script.
Common mistakes to avoid
- Giving a memorised response that only partly answers the question.
- Adding difficult vocabulary without checking meaning or collocation.
- Restarting after every error instead of correcting briefly and continuing.
- Reading the model answer before recording your own first attempt.
Describe an important decision that you made practice FAQ
How should I use the Describe an important decision that you made cue card preparation minute?
Write keywords for an opening, two or three details and a final reflection. Do not try to write complete sentences.
Do I have to cover every cue-card bullet?
The prompts help you organise the talk. Covering them is useful, but a coherent one-to-two-minute response matters more than mechanically ticking off each line.
How are Part 3 questions connected to Part 2?
They develop the same broad theme through reasons, comparisons, social effects or future possibilities, so answers normally need more explanation than Part 1.
