Describe a person who is good at their job
Describe a person who is good at their job
You should say:
- who this person is
- what their job is
- how you know them
and explain why you think they are good at their job
Practise this card
One minute to plan, two minutes to speak, exactly like the exam. Nothing you record leaves your device.
01:00
02:00
- who this person is
- what their job is
- how you know them
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How to approach this cue card
The strongest answers to this card come from specific evidence of competence rather than a general compliment — “she’s good at her job” needs at least one concrete example, such as handling a difficult situation well or being trusted with responsibility others weren’t, to actually demonstrate the claim rather than just asserting it.
Choose someone whose job you understand reasonably well, whether that’s a teacher, a manager, a doctor, or a relative in a trade you’ve watched them work in, since vague knowledge of what the job actually involves makes it hard to explain convincingly why they’re good at it.
Structure the answer by introducing the person and their role early, briefly explaining how you know them, and then spending real time on the final bullet, since “why you think they’re good at their job” is effectively the whole point of the card and deserves more than a single sentence.
Vocabulary that lifts this answer
| Word or phrase | What it means | In a sentence |
|---|---|---|
| have a real knack for | to have a natural skill for something | She just has a real knack for calming down angry customers. |
| go above and beyond | to do more than what is required | He regularly goes above and beyond what his role actually requires. |
| be highly regarded | to be respected and admired by others | She’s highly regarded by everyone on her team. |
| think on your feet | to react quickly and effectively in the moment | He’s very good at thinking on his feet under pressure. |
| a safe pair of hands | someone reliable who can be trusted with responsibility | Management sees her as a safe pair of hands for difficult projects. |
| have an eye for detail | to notice small things others might miss | She has a real eye for detail that most people lack. |
| lead by example | to set a good standard through your own behaviour | He tends to lead by example rather than just giving instructions. |
| get the best out of people | to help others perform well | She’s remarkably good at getting the best out of her team. |
| know the job inside out | to have complete, detailed knowledge of a role | After years there, he knows the job inside out. |
| earn someone’s respect | to gain genuine respect through your actions | She’s clearly earned the respect of everyone she works with. |
A one-minute plan
- who: name or relationship, role
- job: what it involves
- how know them: context or connection
- why good at it: specific evidence
Sample answer
This is one example of how to shape a full answer here, meant to illustrate structure and level rather than to be repeated exactly.
I’d like to talk about my former manager, Aziza, who worked as the head of customer service at the company where I had my first proper job a few years ago. I got to know her fairly closely because I reported directly to her for almost two years, which meant I saw her handling day-to-day problems, not just giving instructions from a distance. Her actual role involved managing a fairly large team and stepping in personally whenever a customer complaint became too difficult for junior staff to resolve on their own, which happened more often than you’d expect in that kind of business. What convinced me she was genuinely good at her job wasn’t just that she was calm under pressure, although she was, but that she seemed to have a real knack for reading exactly what an angry customer actually needed to hear to feel resolved, often within the first minute of a call. I remember one particularly difficult situation where a client had been overcharged repeatedly through no fault of our team, and instead of just apologising, she personally investigated the billing error, fixed it, and called the client back herself the same day, which most managers at that level would have delegated. She also had a habit of quietly training junior staff by explaining her reasoning out loud during calls rather than just taking over, which meant the whole team gradually got better under her, not just the difficult cases she personally handled. It’s fairly rare, in my experience, to see someone equally good at the technical side of a job and at developing the people around them.
Common mistakes on this card
- Praising the person generally without giving any specific evidence they’re good at their job.
- Spending too long describing the job itself rather than the person’s performance in it.
- Choosing someone whose work you don’t actually understand well enough to explain.
- Forgetting the “how you know them” bullet, which sets up the credibility of your judgement.
Part 3 questions that often follow
After your two-minute turn, the examiner usually moves into a related Part 3 discussion — these are the kinds of follow-up questions that commonly come up around this topic.
- What qualities make someone good at their job, in general?
- Do you think formal qualifications matter more than experience in most jobs?
- Should good employees always be promoted into management roles?
- Do you think people are generally recognised fairly for doing their job well?
Frequently asked questions
Does this have to be someone I've worked with directly?
No, it can be anyone whose work you know well enough to judge fairly, including a family member, a teacher, or even a service professional you've dealt with repeatedly, such as a doctor or a mechanic.
What if I don't fully understand the technical side of their job?
Focus on the qualities you can clearly observe, such as reliability, communication, or how they handle problems, rather than trying to comment on technical skills you're not in a position to judge.
Can I talk about a teacher for this card?
Yes, a teacher works well, since you likely have direct, repeated evidence of how they handle their role, such as explaining difficult topics clearly or managing a classroom effectively.
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