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Describe an occasion when you were not allowed to use your mobile phone: IELTS Speaking Part 2 Cue Card and Part 3 Questions

IELTS Speaking Part 2 & 3 · Current season: 7.15-8.07 Predicted · Updated 2026-08-09

Illustrated speaking scene for the IELTS cue card Describe an occasion when you were not allowed to use your mobile phone
AI-assisted teaching visual · IELTSpeaking original
One minute to prepare

Part 2 cue card

Describe an occasion when you were not allowed to use your mobile phone

You should say:

  • When it was
  • Where it was
  • Why you were not allowed to use your mobile phone
  • And how you felt about it

You will have one to two minutes to talk about this topic.

Preparation status: Predicted topic cycle. This independent practice resource is not an official IELTS paper, and the questions in your test can be different. How topics are labelled.

Question playlist

Part 3 discussion questions

Move one question at a time: listen, answer, compare and retry. The complete question text remains in the page HTML for accessibility and search.

  • 01How do young and old people use mobile phones differently?
  • 02What positive and negative impact do mobile phones have on friendship?
  • 03Is it a waste of time to take pictures with mobile phones?
  • 04Do you think it is necessary to have laws on the use of mobile phones?
  • 05What are examples of good and poor phone manners?
  • 06How does the internet benefit people?
Visual warm-up

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.

Visual speaking prompt 1 for the topic describe an occasion when you were not allowed to use your mobile phone
Prompt 1Notice three concrete details, then answer without writing a script.
Visual speaking prompt 2 for the topic describe an occasion when you were not allowed to use your mobile phone
Prompt 2Change the viewpoint or example and record a second, more specific answer.
Listen · compare · repeat

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

Band 6 model

A few months ago I had to leave my phone in my bag during a job interview. It was at the company office in the city centre, in a small meeting room. The interviewer told me at the start that phones should be switched off so we could focus. They said it was professional and they didn’t want distractions. I felt a bit nervous because I like to check messages, but I understood why. After a few minutes I relaxed and concentrated on the questions, and the interview went well.

Speaking criteria note: The Band 7 answer gives more concrete detail, uses a wider range of vocabulary and linking phrases, and develops each bullet with an extra sentence, which raises the level above Band 6.

Part 3 — Model Answers

How do young and old people use mobile phones differently?

Band 6 model

Young people often use phones for social media, videos and games. They message friends and post photos. Older people tend to use phones to call, text or for simple apps, and they may be less confident with new features. There is some overlap though, like video calls with family.

Speaking criteria note: The Band 7 answer offers comparisons, examples and nuance (identity, multitasking, exceptions), whereas the Band 6 is simpler and more general.

What positive and negative impact do mobile phones have on friendship?

Band 6 model

Phones help friends stay in touch and share photos, which is good. But they can also cause problems like misunderstandings, jealousy or people ignoring each other in person. So there are both positive and negative effects.

Speaking criteria note: Band 7 expands with balanced positives and negatives, gives concrete examples (support, ghosting) and uses a wider range of vocabulary.

Is it a waste of time to take pictures with mobile phones?

Band 6 model

Taking pictures with phones is not always a waste. It helps remember moments and share them. But sometimes people take too many photos and miss the moment. It depends how you use it.

Speaking criteria note: Band 7 gives a clearer evaluation, a concrete example (concert), and advice (moderation), whereas Band 6 is shorter and less developed.

Do you think it is necessary to have laws on the use of mobile phones?

Band 6 model

Yes, I think some laws are necessary. For example, phones should not be used while driving. There should also be rules in schools and certain workplaces. Laws help keep people safe.

Speaking criteria note: Band 7 offers justification, examples and a balanced viewpoint about enforcement and freedom, while Band 6 is straightforward and brief.

What are examples of good and poor phone manners?

Band 6 model

Good phone manners are putting your phone on silent, not taking loud calls in public, and not texting in the middle of conversations. Poor manners include speaking loudly, constantly checking the screen and using phones at the table.

Speaking criteria note: Band 7 gives more specific examples and practical alternatives, and uses social language (etiquette, apology), while Band 6 lists basic do's and don'ts.

How does the internet benefit people?

Band 6 model

The internet helps people find information, communicate, shop and study. It makes life easier and gives access to services like banking. But not everyone has good access.

Speaking criteria note: Band 7 covers a wider range of benefits, acknowledges drawbacks and uses higher-level vocabulary (telemedicine, digital divide), compared with the simpler Band 6 response.

How to answer Describe an occasion when you were not allowed to use your mobile phone IELTS Speaking questions

For the Describe an occasion when you were not allowed to use your mobile phone 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:

  • When it was
  • Where it was
  • Why you were not allowed to use your mobile phone
  • And how you felt about it
  1. Opening: identify the person, place, object or event.
  2. Development: describe two details or moments in a logical order.
  3. Extension: explain a reason, result, comparison or problem.
  4. Reflection: finish with why the subject is memorable or important.

Question-by-question approach

Practice questionUseful answer move
How do young and old people use mobile phones differently?Describe the process or difference in a clear order and add a result.
What positive and negative impact do mobile phones have on friendship?Name the thing first, then describe a specific feature or example.
Is it a waste of time to take pictures with mobile phones?Answer directly, give a reason and add one natural personal detail.
Do you think it is necessary to have laws on the use of mobile phones?State a likely view, explain the reason and add one condition or example.

Vocabulary focus

Useful language already demonstrated in the model answers includes multitask, tech-savvy, prioritise, ghosting, superficial, maintain contact, preserve memories, trade-off. 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 occasion when you were not allowed to use your mobile phone practice FAQ

How should I use the Describe an occasion when you were not allowed to use your mobile phone 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.

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