PART 1
The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.
EXAMPLE
School
- Did you go to secondary/high school near to where you lived? [Why/Why not?]
- What did you like about your secondary/high school? [Why?]
- Tell me about anything you didn’t like at your school.
- How do you think your school could be improved? [Why/Why not?]
PART 2
Describe something you don’t have now but would really like to own in the future.
- You should say:
- what this thing is
- how long you have wanted to own it
- where you first saw it
- and explain why you would like to own it.
- You will have to talk about the topic for one or two minutes.
- You have one minute to think about what you are going to say.
- You can make some notes to help you if you wish
PART 3
Discussion topics:
Owning things
Example questions:
What types of things do young people in your country most want to own today? Why is this?
Why do some people feel they need to own things?
Do you think that owning lots of things makes people happy? Why?
Salaries for skilled people
Example questions:
Do you think television and films can make people want to get new possessions? Why do they have this effect?
Are there any benefits to society of people wanting to get new possessions? Why do you think this is?
Do you think people will consider that having lots of possessions is a sign of success in the future? Why?
Cambridge IELTS 10 Speaking Test 4 PART 2 Model Answers
Yes, I attended a high school that was about a 15-minute walk from my home. My parents wanted a school that was not only reputable but also convenient, minimizing the time I spent commuting. This allowed me more time for studies and extracurricular activities.
I appreciated the diverse range of subjects and the extracurricular activities offered at my high school. The teachers were highly supportive and encouraged independent thinking. The school also provided excellent facilities, like a well-stocked library and modern science labs, which enhanced my learning experience.
One aspect I didn’t like was the heavy emphasis on exams and rote learning. There was significant pressure to perform well in tests, which sometimes overshadowed the joy of learning. Additionally, the curriculum didn’t offer enough practical, hands-on learning experiences, which I believe are crucial.
The school could improve by incorporating more project-based learning and real-world applications into the curriculum. This approach would make learning more engaging and relevant. Also, offering more support for mental well-being and reducing the pressure of exams could help create a more balanced and supportive educational environment.
Cambridge IELTS 10 Speaking Test 4 PART 2 Model Answers
One thing I would really like to own in the future is a high-performance electric car.
I have wanted to own an electric car for about two years now.
My interest began after I became more aware of environmental issues and the benefits of sustainable transportation. The idea of driving a vehicle that doesn’t emit pollutants is very appealing to me. Additionally, electric cars have become quite advanced in terms of technology and performance, which further sparked my interest.
-The first time I saw an electric car up close was at an auto show in my city. I remember being impressed by its sleek design and the innovative features it offered. The experience of sitting inside it, looking at the modern dashboard, and learning about its capabilities really captivated me.
There are several reasons why I would like to own an electric car.
First, it aligns with my desire to reduce my carbon footprint and contribute to a cleaner environment. Second, electric cars have lower maintenance costs compared to traditional vehicles, and I believe they will save me money in the long run. Lastly, the technology in electric cars, such as autonomous driving features and connectivity options, is incredibly advanced and makes driving more convenient and enjoyable.
Cambridge IELTS 10 Speaking Test 4 PART 3 Model Answers
Young people in my country most want to own the latest electronic gadgets, such as smartphones, laptops, and gaming consoles. These items are highly sought after because they are not only status symbols but also crucial for staying connected, entertained, and productive. Additionally, social media and peer pressure play significant roles in shaping these desires.
Many people feel the need to own things as a way to express their identity and status. Possessions can serve as a reflection of one’s achievements and social standing. Moreover, owning certain items can provide a sense of security and fulfillment, as people often associate material wealth with personal success and happiness.
Owning lots of things does not necessarily make people happy. While acquiring new possessions can provide temporary satisfaction, long-term happiness often stems from experiences, relationships, and personal growth rather than material goods. In fact, accumulating too many things can sometimes lead to stress and clutter, which might negatively impact well-being.
Yes, television and films can make people want to acquire new possessions. This is because they often portray an aspirational lifestyle filled with luxury and desirable products. Viewers are influenced by the glamorous depiction of characters and their belongings, which creates a desire to emulate that lifestyle and own similar items.
There are some benefits to society when people desire new possessions. This consumer demand drives economic growth by increasing sales and production, which can lead to job creation and innovation. Furthermore, it encourages businesses to improve their products and services, fostering a competitive market that benefits consumers.
In the future, I think the perception of success may shift away from having lots of possessions towards valuing experiences, sustainability, and personal well-being. With growing awareness of environmental issues and the minimalist movement, people might prioritize quality over quantity, seeking fulfillment in non-material aspects of life such as personal achievements and social contributions.
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