IELTS Cue Cards 2026: 15 Cards with Two-Minute Model Talks
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IELTS Cue Cards 2026: 15 Part 2 Cards by Topic Family with Two-Minute Model Talks

15 IELTS Speaking Part 2 cue cards in the current format, grouped by topic family, each with one-minute notes, a two-minute model talk and the round-off question.

T

TalkDrill Team

October 20, 2026
35 min read
Intermediate

What a cue card is, and what these 15 are (and are not)

A cue card is the task card the examiner hands you at the start of IELTS Speaking Part 2. Per the ielts.org Speaking format page, Part 2 lasts three to four minutes including preparation: you get the card, one minute to prepare with a pencil and paper, then you speak for up to two minutes, and the examiner "may then ask you one or two questions on the same topic". The card always has the same shape: a "Describe..." instruction, "You should say:" followed by three short bullet points, and a final "and explain..." line, which is the fourth and most important bullet. Below are 15 cards in exactly that format, grouped by topic family, each with one-minute notes, a two-minute model talk of 220 words or more, the round-off question and an examiner note.

Be clear about what these are. Every card and every model talk on this page was written by TalkDrill. They are practice cards in the current format, not leaked papers, not "actual" cards from any centre and not predictions for a particular month. IELTS does not publish its live card bank, and the "September to December 2026 cue cards" lists on coaching sites and PDF mirror sites are candidate recollections, unverified and often wrong in the details. We do not host or mirror those files. What we do instead is organise our cards by the families that recur year after year (a person, a place, an object, an event or experience, a habit, a piece of media), because a candidate who can speak for two minutes on each family is ready for whatever the card says.

How this page relates to what we already have: our general guide IELTS Speaking Part 2 cue cards explains the method and lists common topics; the sub-hub articles Part 2 cue cards and Part 2 cue cards 2026 add more topics and shorter samples. This page is the deep version: full cards, full talks at Band 7 to 8 length, the notes that produced each talk, and the examiner's view of each. The same 15 cards sit in the TalkDrill practice bank, so you can read a card here and then speak it to the AI examiner with a real timer.

Part 2 at a glance (ielts.org format page, read 20 October 2026):
  • One task card. One minute to prepare, with pencil and paper provided. Up to two minutes to speak.
  • The examiner may ask one or two questions on the same topic afterwards (the round-off).
  • Three to four minutes in total, inside a Speaking test of 11 to 14 minutes.
  • Assessed on the same four criteria as Parts 1 and 3, on "average performance across all parts of the test" (note ii in the official descriptors PDF).
  • The Part 3 discussion that follows is "related to the topic in Part 2", so your card also sets your Part 3.

The topic families in 2026 and how to cover them

Cards change; families do not. Every card we have seen in the current format asks you to describe one of a small number of things, and in each of them the fourth bullet asks for a reason or a feeling. The table maps the 15 cards below to the families and tells you what each family is really testing, so that if your card on the day is "describe a teacher you remember" rather than "a person who taught you a skill", you recognise it as the same task.

FamilyCards in this setWhat it really testsThe trap
A person1 (taught you a skill), 2 (older person you respect)Character vocabulary beyond "good" and "helpful"; narrative in the past; a reason in the presentListing qualities ("kind, helpful, hardworking") instead of showing one with a story
A place3 (quiet place), 4 (place that has changed)Description in full sentences; past versus present tense control; a feeling at the endAdjective lists ("beautiful, peaceful, clean") and no verbs
An object or technology5 (a purchase), 6 (difficult technology), 13 (phone solved a problem)Specific nouns; process language ("first I..., then..."); an unexpected consequenceRunning out at 70 seconds because the object has been described and nothing else
An event or experience7 (late), 9 (helped someone), 10 (a mistake), 11 (a conversation)Sequencing ("by the time", "when I arrived", "since then"); past continuous for the scene; reflectionLosing the thread mid-story and restarting, which is the Band 6 coherence line
A celebration8 (a festival)Explaining your culture to an outsider; glossing local words in the same breathAssuming the examiner knows what a sadya or a langar is
A habit or activity12 (a healthy habit)Present perfect for a habit that continues; how you keep it going; what changedA health lecture instead of your own routine
Media14 (a film), 15 (an advertisement)Summarising a plot in three sentences; recommending with reasonsRetelling the whole plot and never reaching "why"

Prepare one real example per family, from your own life, with names and places. A single uncle, library, purchase, festival and mistake, properly prepared, will cover most cards you can be given, because cards within a family share their bullets. The one family you cannot prepare an example for in advance is "something you want to do in the future" (a place you would like to visit, a skill you would like to learn); for those, prepare the reason, not the thing.

The one minute: how to take notes that carry two minutes

The minute is the most wasted sixty seconds in the test. Most candidates spend it reading the card three times and writing two words. The notes that work are twelve to twenty words, in your own language or English, arranged in four short rows, one per bullet. Each row holds concrete nouns, not sentences: a name, a place, a time, a detail you can see. The talk is then simply the four rows said aloud with verbs. Under every card below we show the notes that produced the model talk, written the way we actually write them, so you can see how little paper a 280-word talk needs.

The 60-second routine (TalkDrill)

Seconds 0 to 10: read the card once and choose your example. Choose the first true one that comes to mind; do not search for a better one. Seconds 10 to 45: write one row per bullet, three to five words each, nouns and numbers only. Seconds 45 to 60: decide your first sentence and your last sentence. The first sentence names the thing; the last sentence answers "and explain why". If you know how you will start and how you will end, the middle looks after itself.

Two habits to drop. Do not write full sentences; you will read them, and reading sounds like reading. Do not write "vocabulary to use" in the margin; a word you have to remember to insert is a word that will come out in the wrong place, which the Band 7 Lexical Resource descriptor calls an inappropriacy. If you want to see the alternative, compare the note rows under cards 1 and 9 with the talks that follow them. Nothing in the talk is not in the notes, and nothing in the notes is a sentence.

The two minutes: a structure that always fills the time

Two minutes at a natural speaking pace is roughly 220 to 300 words, by our count of our own recordings; no official word count exists. The structure that reaches it without padding is one short paragraph per bullet, each paragraph containing one specific example. The official descriptors describe what the examiner is listening for across the long turn: at Band 7, someone "able to keep going and readily produce long turns without noticeable effort" whose hesitation does "not affect coherence"; at Band 8, "topic development is coherent, appropriate and relevant" with hesitation that is "content related" rather than a search for words. A paragraph per bullet produces exactly that pattern, because each pause is a pause between ideas, not inside a sentence.

SegmentTimeWhat goes in itLanguage it shows
Opening0:00 to 0:15Name the thing, place it in time and space, one sentence of why you chose it"The person I want to talk about is...", relative clauses ("who", "which")
Bullet 10:15 to 0:40The who or what, with one concrete detailDescription, present or past simple
Bullet 20:40 to 1:05The when, where or how, with a small storyPast tenses, sequencing, past continuous for the scene
Bullet 31:05 to 1:30The detail bullet (what happened, what problems, what people do), with a specific exampleTopic vocabulary, collocations
"And explain"1:30 to 2:00Two reasons or a feeling and a consequence; link to todayReason language, present perfect, a conditional, a final sentence that lands

Three practical rules. First, the opening sentence should contain the answer, not an introduction to the answer: "I would like to talk about my uncle, who taught me to ride a motorcycle", not "Well, this is an interesting topic and I have many people in my mind". Second, every bullet gets an example, because examples are where specific nouns and past tenses live; "he was strict" is one sentence, "when I stalled the bike for the fifth time he just said 'again'" is Band 7 evidence. Third, give the last bullet the most time. It is where opinion and reason language appear, and it is what the examiner will build Part 3 on. If you hear "thank you" before you finish, that is the two-minute mark and it is normal; it does not mean you talked too much.

The 15 cards with model talks

Each card below is in the current format. Under it are the one-minute notes that produced the talk, the two-minute model talk written by TalkDrill (220 to 320 words, Band 7 to 8 in length and structure), the round-off question the examiner is likely to ask, and the examiner note naming the criterion the card really tests. The talks deliberately use different cities, jobs and families (Jalandhar, Bandra, Thiruvananthapuram, Mehsana, Coimbatore, Kottayam, Surat, Manila, Gurugram, Jaipur, Lucknow) so that no reader can use one whole; swap in your own. Read a talk once for shape, cover it, and speak your own version from your own four rows of notes.

Card 1: A person who taught you a skill (Person)

Describe a person who taught you a useful skill.
You should say:
  • who this person is
  • what skill they taught you
  • how they taught it to you
and explain why this skill is useful to you.

One-minute notes (TalkDrill): uncle, Jalandhar, bike at 17 / clutch, oil, tyres first / mornings, grain market, "again" / clients across Punjab, software habit

Two-minute model talk (written by TalkDrill)

The person I want to talk about is my uncle, my father's younger brother, who taught me how to ride a motorcycle when I was seventeen. He runs a small spare-parts shop in Jalandhar, and he is the kind of person who can fix anything with a screwdriver and a bit of wire.

The skill was not just riding, to be honest. He taught me how to understand the machine. Before I was allowed to start the engine, he made me learn what the clutch does, how the gears work, and how to check the oil and the tyre pressure. I remember being impatient, because my friends were already riding around the colony, but he said that a person who does not understand the machine will panic when it stops.

The way he taught me was very practical. Early every morning for about two weeks, before the shop opened, we went to a quiet road behind the grain market. He would show me once, then make me do it ten times. He never shouted, but he never praised me either until I got it right. When I stalled the bike for the fifth time in a row, he just said, "again", and that was it.

This skill has been useful in ways I did not expect. Obviously I can get around the city, and during my first job I used the bike to visit clients across Punjab. But the bigger thing is the habit he gave me of understanding how something works before I rely on it. I do the same now with software at work. Whenever I am stuck, I can still hear him saying "again".

Round-off question: "Do you still use this skill today?"

Examiner note. Fluency and coherence over a long turn. The four bullets give the structure; the Band 7 descriptor asks for long turns "without noticeable effort" and topic development that stays relevant. Candidates who finish in seventy seconds have usually answered the four bullets as four sentences; the model spends a short paragraph on each.

Card 2: An older person you respect (Person)

Describe an older person you know and respect.
You should say:
  • who this person is
  • how you know them
  • what kind of person they are
and explain why you respect them.

One-minute notes (TalkDrill): Mrs F, ground floor, Bandra, 80 / failing English at 10, no fee / strict + kind, corrects "having a doubt" / discipline, gave time, visit first

Two-minute model talk (written by TalkDrill)

I would like to talk about Mrs Fernandes, who lived on the ground floor of our building in Bandra for most of my childhood. She must be nearly eighty now. She was a schoolteacher for forty years, and even after retiring she never really stopped teaching.

I know her because our families were neighbours, but the real connection started when I was about ten and failing in English. My mother asked her for help, and every evening at five I went downstairs with my notebook. There was no fee; she refused when my parents offered. She said that the building was her classroom now.

As a person, she is strict and kind at the same time, which I did not think was possible. She notices everything. If you say "I am having a doubt", she will correct it to "I have a question" before you finish the sentence, but she will also remember that your exam is on Tuesday and ask how it went. She lives alone, walks to church every morning, and still reads two newspapers a day with a pencil in her hand.

I respect her for two reasons. The first is her discipline; at her age she still has a timetable and follows it. The second is that she gave her time to children who were not her own and expected nothing back. A lot of what I know about English, including the confidence to sit this test, started in her living room. When I visit Mumbai I still go down to see her first, before I even unpack.

Round-off question: "Do you think young people spend enough time with older people?"

Examiner note. Lexical resource, especially words for character. "Strict and kind at the same time", "notices everything", "discipline", "expected nothing back" show a resource "flexibly used" (Band 7) rather than "good", "nice" and "helpful" repeated. The in-built grammar correction is also a quiet signal to the examiner.

Card 3: A quiet place (Place)

Describe a quiet place where you like to spend time.
You should say:
  • where it is
  • how often you go there
  • what you do there
and explain why you like this quiet place.

One-minute notes (TalkDrill): library top floor, Tvm, wooden tables / 2 to 3 times a week, 15-min walk / study, novel, window, rain on tiles / nobody expects anything

Two-minute model talk (written by TalkDrill)

The quiet place I want to describe is the reading room on the top floor of the public library near my house in Thiruvananthapuram. It is an old building with high ceilings and wooden tables, and because very few people know the top floor is open to the public, it is almost always nearly empty.

I go there two or three times a week, usually in the late afternoon after my classes finish. The walk takes about fifteen minutes, which I actually enjoy because it is the only part of the day when I am not looking at a screen.

What I do there depends on the day. Most of the time I study; I am preparing for a nursing registration exam as well as IELTS, so I need somewhere without distractions. But at least once a week I leave the textbooks in my bag and just read a novel or sit by the window. The window looks out over a row of old trees, and when it rains the sound on the tiled roof is the best background noise I know.

I like it for a simple reason: nobody expects anything from me there. At home there is always someone calling my name, at the hostel there is always a group chat buzzing, and at college there are deadlines. In that reading room my phone is on silent in my bag, and for two hours my mind slows down. I think everybody needs one place like that, and I was lucky to find mine by accident.

Round-off question: "Is it easy to find quiet places in your city?"

Examiner note. Grammatical range and accuracy. Place descriptions tempt candidates into a list of adjectives. The model carries the description in full sentences with relative clauses ("which I actually enjoy because"), conditionals ("when it rains") and contrast, which is what "a range of structures flexibly used" means in the Band 7 descriptor.

Card 4: A place in your town that has changed (Place)

Describe a place in your town or city that has changed a lot.
You should say:
  • where it is
  • what it was like before
  • how it has changed
and explain how you feel about these changes.

One-minute notes (TalkDrill): old bus stand, Mehsana / tea stalls, veg market, single screen / new terminal, parking, mall / cleaner but met-by-chance lost, father still says "bus stand"

Two-minute model talk (written by TalkDrill)

I would like to describe the area around the old bus stand in my hometown, Mehsana, in Gujarat. When I was in school, it was the centre of everything, and over the past ten years or so it has become almost unrecognisable.

Before, it was a chaotic but friendly place. There was a row of tea stalls where the drivers sat, a vegetable market that spilled onto the road every morning, and a single-screen cinema that showed one film a week. The buses themselves were old, and the whole place smelt of diesel and fried snacks. Everyone knew the stall owners by name.

The change started when the city built a new bus terminal on the highway and moved all the long-distance services there. The old stand became a parking lot, then a construction site, and now there is a four-storey shopping complex with a food court and a multiplex. The vegetable market was moved into a covered building two streets away, and most of the tea stalls simply disappeared.

My feelings are mixed, honestly. The new complex is cleaner, it is air-conditioned, and my younger cousins love it; they have somewhere to go in the evenings that did not exist for us. But something was lost. The old place was where people met by chance, and the new one is where people go to buy things. My father still refuses to call it anything except "the bus stand", and when I go back I find myself doing the same.

Round-off question: "Do most people in your city welcome changes like this?"

Examiner note. Grammatical range and accuracy: past simple, past habitual, present perfect and present simple across one talk. This card is the clearest test of tense control in Part 2. Hindi and Gujarati speakers who narrate the past in the present ("before there is a market") lose the "error-free sentences are frequent" line at Band 7.

Card 5: Something you bought and were happy with (Object)

Describe something you bought recently that you were happy with.
You should say:
  • what it was
  • where and when you bought it
  • why you decided to buy it
and explain why you were happy with this purchase.

One-minute notes (TalkDrill): headphones, a week's salary / online sale July, tried in shop / flatmates, onions + cricket, headaches / works, plus practice recordings

Two-minute model talk (written by TalkDrill)

The thing I want to talk about is a pair of noise-cancelling headphones that I bought about three months ago. They were not cheap for me, roughly a week's salary, so I thought about it for a long time before I finally ordered them.

I bought them online, from one of the big shopping sites, during a sale in July. I had been reading reviews for weeks and had even gone to a shop in Hyderabad to try two different models, which I think is the right way to do it; you cannot judge headphones from a photograph.

The reason I decided to buy them is that I share a flat with two other people and I work from home three days a week. My flatmates are not noisy by normal standards, but when you are on a call with a client and someone is frying onions and watching a cricket match in the next room, it is very hard to concentrate. I had been using cheap earphones and turning up the volume, which gave me headaches.

I am happy with them for several reasons. The obvious one is that they work: I press a button and the flat goes quiet. But the unexpected benefit is that I now use them for practice, including for this test. I record myself answering questions and listen back, and with good headphones I can actually hear my own pronunciation mistakes, the way I drop the end of words when I speak quickly. So a purchase I made for work has turned into a study tool, and that feels like good value.

Round-off question: "Do you usually research a product before you buy it?"

Examiner note. Fluency and coherence. The card is simple, so the examiner is listening for development: not "it was good and cheap" but a reason, a process and an unexpected consequence. The final paragraph links the purchase to a bigger point, which is the move that separates a Band 6 talk from a Band 7 one.

Card 6: A piece of technology you find difficult (Object)

Describe a piece of technology that you find difficult to use.
You should say:
  • what it is
  • when you first tried to use it
  • what problems you have with it
and explain how you feel when you use it.

One-minute notes (TalkDrill): parents' smart TV / Diwali 2 years ago, 40 min to news / three remotes, logins, internet drops / frustrated, guilty, built for the young

Two-minute model talk (written by TalkDrill)

The piece of technology I find genuinely difficult is the smart television in my parents' living room. It sounds silly, because it is supposed to be simpler than the old one, but every time I visit them I end up holding three remote controls and feeling foolish.

My father bought it about two years ago, during Diwali, mostly because the salesman promised him he could watch his favourite devotional channels and cricket in the same place. I first tried to use it the same evening, and it took me forty minutes to get from the home screen to a live news channel. Every button opened a new menu, and the voice search did not understand my father's accent or mine.

The problems are mostly about the design. There is one remote for the set-top box, one for the television itself and one for the sound bar. Each app has its own login, and the passwords are written on a piece of paper stuck behind the television. When the internet drops, which happens often in their area, half the screen stops working and you cannot even reach the normal channels without switching inputs. My mother has given up completely and watches on her phone.

How do I feel? Mostly frustrated, and a little guilty, because I work in IT and my parents assume I should be able to fix anything with a screen. There is also a bigger feeling, which is that this technology was clearly designed by young people for young people. If I struggle with it, a seventy-year-old in a small town has no chance, and that does not seem fair to me.

Round-off question: "Do you think technology is becoming easier or harder to use?"

Examiner note. Lexical resource. "Set-top box", "home screen", "voice search", "switching inputs", "designed by young people for young people": precise words for a technology topic, used naturally. The Band 7 descriptor rewards "an awareness of style and collocation"; "three remote controls and feeling foolish" is exactly that.

Card 7: A time you were late (Event or experience)

Describe a time when you were late for something important.
You should say:
  • what you were late for
  • why you were late
  • what happened when you arrived
and explain how you felt about being late.

One-minute notes (TalkDrill): admission interview, Coimbatore / grandmother fell 7.30, traffic, ran / coordinator cold, seen last / shame but right, got in, leave an hour early

Two-minute model talk (written by TalkDrill)

I would like to talk about the day I was late for my own college admission interview, which is still the most embarrassing morning of my life. This was about five years ago, when I was applying to an engineering college in Coimbatore.

The interview was at ten in the morning in a building on the far side of the city. I had planned to leave at eight, which would have given me plenty of time. But at seven thirty my grandmother had a fall in the bathroom. She was not seriously hurt, but she was shaken, and my parents were both at work, so I had to wait with her until my aunt arrived. By the time I left it was nine fifteen, and there had been an accident on the main road, so the traffic was barely moving. I got out of the auto and ran the last kilometre in formal shoes.

When I arrived, sweating and twenty-five minutes late, the panel had already called the next candidate. The coordinator told me, quite coldly, that latecomers were not usually seen. I explained what had happened, and I think the fact that I was clearly upset helped, because she went inside and came back to say they would see me last, at the end of the session.

I felt a mixture of things. Shame, obviously, because first impressions matter and mine was terrible. But I also felt I had done the right thing by staying with my grandmother, and in the interview itself I actually spoke about it when they asked about handling pressure. I got the place, in the end. Since that day I leave for anything important an hour earlier than I need to.

Round-off question: "Is being on time important in your culture?"

Examiner note. Fluency and coherence in narrative. A story has a natural order, so the test here is sequencing language: "at seven thirty", "by the time I left", "when I arrived", "in the end". Candidates who lose the thread mid-story and restart are showing the Band 6 line, "coherence may be lost at times".

Card 8: A festival or celebration (Event or experience)

Describe a festival or celebration that you enjoy.
You should say:
  • what the festival is
  • when and where it is celebrated
  • what people do during it
and explain why you enjoy it.

One-minute notes (TalkDrill): Onam, Chingam, 10 days, Thiruvonam / Kerala + Dubai + Melbourne, not narrowly religious / pookalam, sadya, boat races, pulikali / whole family, no phones

Two-minute model talk (written by TalkDrill)

The festival I enjoy most is Onam, which is the harvest festival of Kerala. It falls in the Malayalam month of Chingam, which is usually late August or early September, and it lasts about ten days, although for most families the main celebration is on one day, Thiruvonam.

It is celebrated across Kerala and by Malayali communities everywhere; my cousins in Dubai and Melbourne celebrate it with the same seriousness as we do at home in Kottayam. What is unusual about Onam is that it is not a religious festival in the narrow sense. Everyone in the state joins in, regardless of their religion, which I think is one reason it feels so warm.

What people do is quite specific. Every morning the women and girls make a pookalam, a circular design of fresh flowers, on the floor in front of the house, and it gets bigger and more complicated each day. On Thiruvonam everyone wears new clothes, traditionally white and gold, and the family sits down for the sadya, a vegetarian feast served on a banana leaf with more than twenty dishes. In the towns there are boat races, tug-of-war competitions and a kind of tiger dance called pulikali where men paint their bodies in stripes.

I enjoy it for the food, obviously, but mainly because it is the one time in the year when the whole extended family is in one house. My brother flies in from Bengaluru, my grandmother supervises the kitchen from a chair, and for one day nobody is checking their phone. I have tried to explain Onam to colleagues from other states, and the closest I can get is that it is like Diwali, Thanksgiving and a school sports day happening at once.

Round-off question: "Have festivals in your country changed over the years?"

Examiner note. Lexical resource and pronunciation together. Culture-specific words (pookalam, sadya, pulikali) are fine when you gloss them in the same breath, as the model does. The examiner is also listening for whether you can explain your own culture to an outsider, which is the "effective use of paraphrase" line at Band 7 and 8.

Card 9: A time you helped someone (Event or experience)

Describe a time when you helped someone.
You should say:
  • who you helped
  • what the situation was
  • how you helped them
and explain how you felt afterwards.

One-minute notes (TalkDrill): old man, Delhi station, 11 pm / could not read board, phone dead, Ludhiana / ticket, footbridge, called daughter, waited / satisfaction + worry, daughter called

Two-minute model talk (written by TalkDrill)

I want to talk about a time last winter when I helped an elderly man at Delhi railway station who had lost his way. It was not a dramatic situation, but it stayed with me.

I was waiting for a late train to Amritsar, around eleven at night, and I noticed a man of perhaps seventy-five standing near the enquiry counter with a small bag, looking at his ticket and then at the board, again and again. He clearly could not read the English on the display, and the Hindi announcements were impossible to hear over the noise. When I asked him in Punjabi whether he needed help, he looked relieved and told me he was trying to reach his daughter in Ludhiana and that his phone battery had died.

What I did was simple. I checked his ticket, found that his train was leaving from a different platform in twenty minutes, and walked with him across the footbridge, carrying his bag because the stairs were difficult for him. I used my own phone to call his daughter so she knew which coach he was in and when to expect him. Then I waited with him until the train came and made sure he was in the right seat. The whole thing took perhaps thirty minutes, and my own train was late anyway.

Afterwards I felt two things. One was a kind of quiet satisfaction, because it had cost me nothing and clearly mattered to him. The other was a bit of worry, because I kept thinking of my own grandfather travelling alone, and whether anyone would stop for him. The next day his daughter called to thank me, which I had not expected at all. It made me think that most people want to help; they just do not notice.

Round-off question: "Do people help strangers less than they used to?"

Examiner note. Fluency and coherence, with grammar close behind. A helping story needs past continuous for the scene ("I was waiting", "standing near the counter"), past simple for the actions and a reflective present at the end. The reflection in the final paragraph is what makes the talk feel complete rather than merely finished.

Card 10: A mistake you learnt from (Event or experience)

Describe a mistake you made and what you learnt from it.
You should say:
  • what the mistake was
  • when and where it happened
  • what the consequences were
and explain what you learnt from the experience.

One-minute notes (TalkDrill): wrong supplier payment, Surat / Friday month-end, similar names, 2 lakh / Monday call, 11-day refund, off payments 2 months / read aloud, slow is smooth

Two-minute model talk (written by TalkDrill)

The mistake I would like to describe happened during my first job, about three years ago, when I was working as a junior accountant for a trading company in Surat. I sent a payment to the wrong supplier.

It was a Friday afternoon at the end of the month, which in accounts is the worst possible time. I had a list of about forty payments to process, two suppliers had very similar names, and I was rushing because I wanted to leave on time for a cousin's engagement. I copied the bank details from the wrong row of the spreadsheet and approved a transfer of around two lakh rupees to a company we had stopped working with a year earlier.

The consequences were not as bad as they could have been, but they were bad enough. The real supplier called on Monday asking where the money was. My manager had to phone the other company and request a refund, which took eleven days and several awkward conversations. I was not fired, but I was taken off payment processing for two months, and I had to explain the error in front of the whole finance team.

What I learnt is partly practical and partly about myself. Practically, I now never process a payment without reading the account name aloud, and I never do financial work in a hurry on a Friday. About myself, I learnt that I was more worried about looking competent than about being careful, and that this is a dangerous combination in a job where mistakes are measured in rupees. My manager said something I still remember: slow is smooth, and smooth is fast. It sounded like a cliché at the time, and now it is how I work.

Round-off question: "Do you think people learn more from mistakes or from success?"

Examiner note. Grammatical range and accuracy, particularly past perfect ("we had stopped working with a year earlier") and reported speech. The card also tests honesty of register; a candidate who describes a tiny mistake in dramatic language sounds rehearsed, which examiners notice as a coherence issue, not a vocabulary strength.

Card 11: A conversation that changed your mind (Event or experience)

Describe a conversation that made you think differently about something.
You should say:
  • who you had the conversation with
  • what it was about
  • where and when it took place
and explain how it changed the way you think.

One-minute notes (TalkDrill): taxi driver, Manila, 2 hours EDSA / welder in Saudi 12 years, children grew up / I was applying to Gulf / trade not free money, fixed years

Two-minute model talk (written by TalkDrill)

The conversation I want to describe was with a taxi driver in Manila, about a year ago, and it changed how I think about working abroad.

I was visiting a friend, and on the way from the airport we got stuck in traffic for almost two hours, so we started talking. The driver, who was perhaps fifty, told me he had worked as a welder in Saudi Arabia for twelve years, sent money home every month, and come back to find that his children had grown up without him. He said it calmly, without complaint, but he also said that if he could choose again he would have stayed and earned less.

At the time I was in the middle of applying for jobs in the Gulf myself, because the salary was double what I could earn at home and everyone in my family saw it as the obvious step. I had not really thought about anything except the money. The conversation took place in a hot car on EDSA, which is not where you expect to have an important moment, but I remember exactly where we were when he said, "Money comes back. Years do not."

It changed the way I think in a specific way. I still believe working abroad can be the right decision, and I may still do it; that is partly why I am taking this test. But I now think about it as a trade, not as free money. I ask what I will lose as well as what I will gain, and I have decided that if I go, it will be for a fixed number of years with a plan to return, not an open-ended stay. One conversation with a stranger did more to shape that decision than months of advice from people who loved me.

Round-off question: "Is it easy for people to change their opinions?"

Examiner note. Fluency and coherence at the abstract end. The last paragraph is effectively a Part 3 answer inside Part 2, which examiners read as strong topic development. The Tagalog-speaking setting is a TalkDrill choice; the structure works for any candidate who has had one conversation that mattered.

Card 12: A healthy habit (Habit or activity)

Describe a healthy habit you have started recently.
You should say:
  • what the habit is
  • when and why you started it
  • how you keep it going
and explain what difference it has made to you.

One-minute notes (TalkDrill): walk 30 min before work / March, health check Gurugram, BP, 8 kg / shoes by bed, same route, podcasts, park gate trick / BP normal, mornings calmer

Two-minute model talk (written by TalkDrill)

The habit I would like to talk about is walking for thirty minutes every morning before work. It sounds too simple to count as a habit, but for someone who spent the last five years sitting at a desk and then sitting on a sofa, it has been a real change.

I started it in March this year, after a routine health check at my office in Gurugram. The doctor did not say anything dramatic, but my blood pressure was higher than it should be at thirty-one, and my weight had gone up by eight kilograms since college. He did not tell me to join a gym. He said, "Walk. Every day. Before you check your phone." For some reason that instruction was easier to accept than a diet plan.

Keeping it going has required a few tricks. I put my shoes next to the bed so there is no decision to make in the morning. I walk the same route around the park so it has become automatic, and I listen to English podcasts while I walk, which turns the half hour into study time as well. On days when I really do not want to go, I tell myself I only have to walk to the park gate, and once I am there I always carry on. I have missed perhaps ten days in seven months, usually because of travel.

The difference has been bigger than the numbers. My blood pressure is back to normal, which pleased the doctor, and I have lost about four kilos. But the real change is in my mornings. I used to wake up and immediately read work messages, and the day would start with stress. Now the day starts with trees and a podcast, and I arrive at the office already awake. My wife says I am less irritable, which I choose to take as a compliment.

Round-off question: "Why do many people find it hard to keep healthy habits?"

Examiner note. Grammatical range and accuracy, specifically present perfect for a habit that continues ("I have missed perhaps ten days", "has been bigger than the numbers"). Reported speech from the doctor adds range without risk. The round-off question is also Part 3 question p3-04, which is how a real test often flows.

Card 13: Using your phone to solve a problem (Object or technology)

Describe a time when you used your phone to solve a problem.
You should say:
  • what the problem was
  • when and where it happened
  • how your phone helped you solve it
and explain how you felt about solving the problem this way.

One-minute notes (TalkDrill): Jaipur interview, cab no-show 8 am / map to metro, HR call, bike taxi / 9.28 / relieved, uncomfortable, power bank

Two-minute model talk (written by TalkDrill)

I would like to describe a time about six months ago when my phone got me out of a difficult situation in a city I did not know. I had travelled to Jaipur for a job interview, and on the morning of the interview the car I had booked simply did not turn up.

It was about eight in the morning, the interview was at nine thirty across the city, and I was standing outside a guesthouse in a lane that no cab seemed able to find. The driver's number was switched off. I was in formal clothes, it was already hot, and I could feel myself starting to panic, which is the worst thing you can do before an interview.

The phone helped in three separate ways. First, I used the map to work out that the metro station was only a twelve-minute walk away and that the metro would get me within a kilometre of the office, which I had not known. Second, while I was walking, I opened the company's email and found the HR contact's number, called her, and explained that I might be five minutes late; she was very understanding and said she would move me to the second slot. Third, from the metro I booked a bike taxi for the last kilometre, which in Jaipur traffic was the only thing that could have got me there on time. I walked into the building at nine twenty-eight.

How did I feel? Relieved, mainly, and a little proud of myself for not freezing. But I also felt uncomfortable, because I realised how completely dependent I was on one small device. If the battery had been at ten per cent, as it often is, the whole morning would have gone differently. Since then I carry a power bank everywhere, and I always check the route the night before, on paper as well as on the phone.

Round-off question: "Do people depend on their phones too much?"

Examiner note. Fluency and coherence through sequencing ("first", "second", "third", "since then"). Notice that the model keeps the final bullet separate and honest rather than ending on "and I got the job", which examiners hear as a rehearsed ending.

Card 14: A film or series you would recommend (Media)

Describe a film or television series you would recommend to a friend.
You should say:
  • what it is and what it is about
  • when and how you watched it
  • who you would recommend it to
and explain why you think they would enjoy it.

One-minute notes (TalkDrill): Kumbalangi Nights, film not series / four brothers, Kochi, polite villain / lockdown, with parents, father stayed awake / real people, under two hours

Two-minute model talk (written by TalkDrill)

The series I would recommend is a Malayalam-language drama called Kumbalangi Nights, which is actually a film, not a series, so let me correct that. It came out a few years ago and it is set in a fishing village near Kochi.

It is about four brothers who live together in an unfinished house by the backwaters. They do not get along, their parents are gone, and the film follows what happens when the youngest brother falls in love with a girl whose family is very different from theirs. On paper that sounds like an ordinary family drama, but the way it is told is unusual: it is quiet, there is a lot of humour, and the villain of the story is not a criminal but a very polite man who believes he is always right.

I watched it at home, on a streaming service, during the lockdown, and then again with my parents, which is a good test of a film because my father normally falls asleep. He did not. We watched it on a Sunday evening with the subtitles on for my cousin, who does not speak Malayalam, and she enjoyed it as much as we did.

I would recommend it to anyone who thinks Indian cinema is only songs and fights, and especially to friends from outside Kerala. They would enjoy it because the characters feel like real people, the setting is beautiful without being a tourist advertisement, and it says something true about how men in our culture are taught to behave. It is also under two hours, which these days is a recommendation in itself.

Round-off question: "Do you prefer watching films at home or in the cinema?"

Examiner note. Fluency and coherence: the self-correction in the first line ("which is actually a film, not a series") is the kind of natural repair the Band 7 descriptor allows when it does not affect coherence. A candidate who stops, apologises and restarts the whole talk would be showing the Band 6 pattern instead.

Card 15: An advertisement you remember (Media)

Describe an advertisement that you remember well.
You should say:
  • what the advertisement was for
  • where you saw or heard it
  • what happened in it
and explain why you remember it.

One-minute notes (TalkDrill): tea advert, 15 years ago / grandparents' TV, cricket breaks / old man, boy, cup, no words / grandfather cried, story not pitch, I work in marketing

Two-minute model talk (written by TalkDrill)

The advertisement I remember best is a television commercial for a brand of tea that ran when I was in school, maybe fifteen years ago. I have seen thousands of adverts since then, but this is the one that stayed.

I saw it on the television in my grandparents' house in Lucknow, during the cricket season, when the same five or six adverts repeated at every break. This one was different because it was longer than usual and it had almost no dialogue.

What happened in it was very simple. An old man who lives alone sits by his window every evening with a cup of tea, and a young boy from the neighbouring flat keeps looking across at him. Slowly, over the course of the advert, the boy starts bringing him a newspaper, then his homework, then one evening he brings his own cup and they drink tea together without saying a word. At the very end there is a line of text saying something like "some conversations do not need words", and then the brand name. That was it. No celebrity, no song, no price.

I remember it for a few reasons. The first is that it made my grandfather cry, which I had never seen before, and he laughed at himself and said it was the onions. The second is that it was the first time I understood that an advertisement could be a story rather than a sales pitch. And the third is that I now work in marketing, and when a client asks for something loud and fast, I sometimes think of that old man by the window. It sold tea, I am sure, but what it really sold was a feeling, and it did it in ninety seconds.

Round-off question: "Do advertisements influence what you buy?"

Examiner note. Lexical resource. The model uses the vocabulary of the topic without jargon: "commercial", "ran", "dialogue", "sales pitch", "brand name", "sold a feeling". The round-off question leads directly into the Part 3 advertising discussion (p3-06).

The round-off question and the bridge to Part 3

After your two minutes the examiner "may then ask you one or two questions on the same topic", per the ielts.org format page. These round-off questions are short and want a short answer, one or two sentences: "Do you still use this skill today?", "Is it easy to find quiet places in your city?" Do not restart your talk. Answer, give one reason, and stop; the examiner is closing Part 2, not opening a discussion. Several of the round-off questions in the set above are deliberately the same as the opening questions in our Part 3 bank (the healthy-habits round-off on card 12 is, almost word for word, Part 3 question 4; the advertising round-off on card 15 leads into Part 3 question 6), because that is how a real test flows: Part 3 "discusses issues related to the topic in Part 2 in a more general and abstract way".

This is why the card you are given matters beyond the two minutes. A card about a person who taught you a skill becomes a Part 3 about how people learn, whether schools should teach practical skills, and how learning from a person differs from learning online. A card about a place that has changed becomes a Part 3 about how cities will change and whether people welcome change. If you prepare the family, prepare the abstract version of it too. The Part 3 frameworks page takes the six question types the examiner uses and gives a frame and a Band 8 model for each, built on the same topics as these cards.

A practice route for Part 2

Part 2 is where candidates most often lose a band they could have kept, because it is the only part where you speak alone and the only part with a visible clock. It is also the most trainable part, because the format never changes. Two weeks of one card a day, done properly, is enough.

  1. Days 1 to 2: shape. Read cards 1 and 3 and their talks. Cover the talk, take one minute with pencil and paper, speak for two minutes and record it. Compare your length (aim for 220 words or more) and your first and last sentences with the model. Do not compare the vocabulary yet.
  2. Days 3 to 7: one family a day. Person (cards 1 and 2), place (3 and 4), object (5, 6, 13), event (7, 9, 10, 11), media (14 and 15). Each day, one card cold, timed, recorded. Write your own four-row notes for your own example in each family and keep them; they are your real preparation.
  3. Day 8: the one minute. Take five cards you have not done and practise only the preparation minute: card, 60 seconds, notes, stop. Then look at the notes and ask whether you could talk from them. If a row is a sentence, rewrite it as nouns.
  4. Days 9 to 12: with the examiner. Run the cards through the TalkDrill full IELTS Speaking mock, which times the minute and the two minutes, asks the round-off and then continues into Part 3 on the same topic. For single-card drills, the IELTS Speaking practice hub lists cards by topic, including describe a person and describe a place. For an endless supply of fresh cards in the current format, use the cue card generator.
  5. Day 13: listen back for the descriptors. Play your Day 1 and Day 12 recordings side by side. Tick: did every bullet get an example; did any pause fall mid-sentence while you searched for a word; did your tenses match the timeline; did the last sentence answer "why". The band descriptors page has the full self-rating checklist, and the vocabulary and idioms page covers the topic words and the discourse markers that the Band 7 and 8 lines reward.
  6. Day 14: offline. For more questions and model answers across all three parts in one place, read our free book IELTS Speaking Questions and Answers; it is the same method on paper for the train or the hostel.

Logistics, briefly: in India the test is booked through IDP, costs INR 19,000 per the IDP IELTS India fee page (read 20 October 2026), and per IDP India the formats are IELTS on Computer and IELTS Writing on Paper, and Speaking stays a live conversation with a human examiner in both (face to face per the ielts.org format page; some centres offer it by video call). If Speaking alone falls short, a One Skill Retake is INR 12,650 and must be sat within 60 days of a computer-delivered test, per ielts.org; the details are on our results and One Skill Retake page. Part 1 and Part 3 have their own pages: Part 1 questions 2026 and Part 3 frameworks, and everything else is on the IELTS Speaking hub.

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Frequently Asked Questions

Are these the actual IELTS cue cards for September to December 2026?

No. IELTS does not publish its live cards, and the "actual" lists that circulate are candidate recollections of varying accuracy. These 15 cards were written by TalkDrill in the current card format and organised by the topic families that recur every year. If you can talk for two minutes on each family, the exact card on the day will not surprise you.

How many cue cards are there in IELTS?

You get one card in your test. IELTS does not publish the size of its bank, and the "50 cards per four-month cycle" figure on coaching sites is not an official number. What you can rely on is the structure, per the ielts.org format page: one task card, one minute to prepare with pencil and paper, two minutes to speak, then one or two questions on the same topic.

How long do I have to prepare and speak in Part 2?

Per the ielts.org Speaking format page, Part 2 lasts three to four minutes including preparation: one minute to prepare with the card, a pencil and paper, then you talk for up to two minutes, and the examiner "may then ask you one or two questions on the same topic". The examiner stops you at two minutes; that is normal and not a penalty.

Do I have to cover all four bullet points on the cue card?

There is no rule that penalises a missed bullet, but the bullets are the easiest structure you will ever be given. The Band 7 Fluency and Coherence descriptor rewards topic development that is coherent and relevant; four bullets in order, with a short paragraph on each, is exactly that. Spend more time on the final "explain why" bullet, because it is where opinion and reason language appear.

What happens if I stop before two minutes?

The examiner may prompt you to continue, then move to the round-off question. Stopping at 70 seconds usually means you answered each bullet with one sentence. It costs you under the Band 7 line "readily produce long turns without noticeable effort", because you have shown the examiner a short turn. The fix is in the two-minute structure on this page: one short paragraph per bullet, with an example in each.

Can I change the topic or talk about something slightly different?

Talk about what the card asks, but choose the easiest true example you have. If the card says "a skill someone taught you" and your clearest memory is your uncle and a motorcycle, use it even if it feels ordinary. Examiners score language, not the interest of the story. Changing to an unrelated topic risks the "relevant" part of the Band 8 descriptor.

Should I memorise model answers for common cue cards?

Memorise structures and your own facts, not our paragraphs. Examiners hear recited speech within a sentence, and the descriptors separate "apparently memorised utterances" from genuine control. Take each model talk here as a shape: notice how it opens, how it spends a paragraph on each bullet and how it ends with a reason, then build your own version with your own details.

Is there a PDF of these cue cards I can download?

The cards on this page are free to read and practise on the site, and the same 15 cards are in the TalkDrill AI examiner. For an offline set with more questions and answers across all three parts, our free book IELTS Speaking Questions and Answers is on the books page. We do not host or mirror copyrighted "actual test" PDFs.

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