Describe a person who taught you a skill
Describe a person who taught you a skill
You should say:
- who the person is
- what skill they taught you
- how they taught you
and explain why this skill is important to you
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One minute to plan, two minutes to speak, exactly like the exam. Nothing you record leaves your device.
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- who the person is
- what skill they taught you
- how they taught you
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How to approach this cue card
This card checks whether you can tell a short story about a relationship and then turn it into a reason. Examiners listen for a clear past-tense sequence, for the language of learning and effort, and for an explanation that goes beyond “it is useful”. The card is also reported with the words “when you were a child”, so a teacher from your childhood fits it well, and a story set in the past gives you a natural reason to use past tenses throughout.
The easiest angle is a person you can see clearly in your mind: a relative, a neighbour, a coach or a school teacher. Choose a skill that has steps, such as swimming, cooking, driving or playing an instrument, because steps give you a sequence to describe. A skill with a first lesson, a difficult moment and a small success is much easier to talk about than a vague ability such as “being polite”.
Use the preparation minute to write one word for each bullet and one reason for the explain line, then spend the most time on “how they taught you”. That bullet is where you can show range: how the person explained, what they did when you made mistakes, and how you felt. Finish with a reason that is personal, not a general statement.
Vocabulary that lifts this answer
These phrases describe teaching and learning more precisely than “he taught me” and “it was useful”.
| Word or phrase | What it means | In a sentence |
|---|---|---|
| to show someone the ropes | to teach a beginner how things are done | My cousin showed me the ropes on my first day in the kitchen. |
| to get the hang of something | to begin to understand how to do it | It took a week before I got the hang of it. |
| hands-on | based on doing the activity yourself, not only listening | She believed in hands-on learning, so I never just watched. |
| step by step | slowly, one part at a time | He explained every movement step by step. |
| trial and error | learning by trying and making mistakes | Most of what I know came from trial and error. |
| to take someone under your wing | to look after and guide a less experienced person | My coach took me under his wing when I joined the team. |
| second nature | something so familiar that you do it without thinking | Now swimming is second nature to me. |
| to pass something on | to give knowledge or a skill to another person | I want to pass this skill on to my own children. |
| endlessly patient | never losing calm, however long it takes | My teacher was endlessly patient with beginners. |
| to build confidence | to make someone feel more sure of themselves | Learning to cook built my confidence in many other areas. |
A one-minute plan
- who: uncle Bakyt, my mother’s younger brother, near Almaty
- skill: swimming, age eight, small lake, afraid of water at first
- how: held my hands, legs first, then face in water, every weekend
- why important: safety, confidence, taught my sister last year
The same answer at Band 6, 7 and 8
The three sample answers below tell exactly the same story, and only the language changes between them. Hover or tap a highlighted phrase to see what an examiner would notice about it, and treat these as illustrations of what each band typically sounds like, not scripts to memorise.
Band 6
I would like to talk about my uncle Bakyt, who teachTense slip: should be “taught” me to swim when I was about eight years old. He is my mother’s younger brother and he lives near Almaty, so every summer we visited his house. I remember the first lesson very well because I was, erNatural hesitation marker, minor filler, really afraid of the water. We went to a small lake outside the city, and he don’t letAuxiliary error: should be “didn’t let” me jump in at once. First he held my hands and showed me how to move my legs, and then he asked me to put my face in the water, which was the most difficult part. He told me that everybody is afraid at the beginning, and this made me feel a little better. Every weekend we practiseTense slip: should be “practised” for about a month, and he was always patient and never shouted when I made a mistake. At the end I could swim across the shallow part alone, and I felt very happyBasic vocabulary; limits Lexical Resource and proud. On the last day my mother brought some food to the lake and we had a small picnic together. This skill is important to me for two reasons. First, swimming can keep a person safe, and second, it gave me confidence, because before that month I was afraid of many thingPlural error: should be “many things”. Now I can go to the sea with my friends and I do not worry. You knowFiller phrase used as a hesitation marker, last year I teachTense slip: should be “taught” my younger sister in the same way, and I think my uncle would be proud of both of us.
Band 7
I’d like to talk about my uncle Bakyt, who taught me to swim when I was about eight years old. He’s my mother’s younger brother and he lives near Almaty, so we spent every summer at his house. I remember the first lesson clearly because I was genuinely terrified of the waterPrecise, natural intensifier and adjective. We went to a small lake outside the city, and he wouldn’t let me jump in until I’d got used to itPast perfect after “until” used accurately. First he held my hands and showed me how to kick, and then he ask meTense slip: should be “asked me” to put my face in the water, which was by far the hardest part. He told me that everybody is afraid at the beginning, which made me feel a little better. We practised every weekend for about a month, and he was endlessly patientPrecise collocation and never shouted when I made a mistake. By the end I could swim across the shallow part on my own, and I felt proud and a little bit relievedNatural emotional vocabulary. On the last day my mother brought some food to the lake and we had a small picnic together. The skill matters to me for two reasons. Firstly, swimming can keep a person safe, and secondly it gave me confidence, because before that month I used to be afraid of all sorts of things”Used to” for a past state, used accurately. Nowadays I can go to the sea with my friends without worrying. What’s moreLinking phrase adds a point naturally, last year I taught my younger sister in same wayMissing article: should be “in the same way”, and I think my uncle would be proud of both of us.
Band 8
I’d like to talk about my uncle Bakyt, who taught me to swim when I was about eight. He’s my mother’s younger brother and lives near Almaty, so we spent every summer at his house. I remember the first lesson vividly, because I was petrified of the waterStrong, precise adjective. We went to a small lake outside the city, and he wouldn’t let me jump in until I’d got used to it. First he held my hands and showed me how to kick, and then he coaxed me into putting my face under the waterPrecise verb with a natural verb pattern, which was by far the hardest part. He reassured me that everybody is afraid at the beginning, which helped more than I’d expected. We practised every weekend for about a month, and he was endlessly patient: not once did he raise his voiceInversion after a negative adverbial, used accurately when I got something wrong. By the end I could swim across the shallow part unaided, and I felt proud and quietly relieved. On the final day my mother brought food to the lake and we celebrated with a small picnic. The skill matters to me for two reasons. Firstly, it’s a matter of safety, since anyone who spends time near water ought to be able to swim. Secondly, it changed how I deal with fear: having managed that once, I stopped assuming I’d fail before I triedPerfect participle clause linking cause and result. Nowadays I can spend a day at the sea with friends without a flicker of worry. Funnily enoughDiscourse marker introducing a pleasing coincidence, last year I taught my younger sister in exactly the same way, which felt like passing the favour onNatural idiomatic phrasing, and I suspect my uncle would be proud of us both.
What moved the band
- Band 6’s tense and auxiliary slips (“teach me”, “don’t let me”) are accurate in Band 7 (“taught me to swim”, “wouldn’t let me jump in until I’d got used to it”) and stay clean in Band 8.
- Band 6 relies on “very happy” and “always patient”; Band 7 upgrades the fear and the teacher to “genuinely terrified of the water” and “endlessly patient”; Band 8 adds “petrified of the water” and “coaxed me into putting my face under the water”.
- Band 6 gives the reason as a plain statement (“it gave me confidence”); Band 8 explains what changed with “having managed that once, I stopped assuming I’d fail before I tried”.
Common mistakes on this card
- Describing the person at length but saying very little about how they actually taught you.
- Choosing a skill with no steps, so that the story has no beginning, middle or end.
- Giving only the general reason (“it is useful”) instead of a personal one that connects to your life.
- Slipping from past tense into present tense while retelling the lessons.
Part 3 questions that often follow
After your turn of one to two minutes, 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.
- Who is usually a better teacher of practical skills, a family member or a trained professional?
- Which skills do you think every child should learn before leaving school?
- Are practical skills valued as highly as academic qualifications in your country?
- Do people learn a skill better in person or by watching online videos?
- What qualities make someone a good teacher, in your opinion?
Frequently asked questions
Does the skill have to be something impressive?
No. Swimming, cooking a simple dish, riding a bicycle or typing quickly all make good answers. What matters is that you can describe how the lessons went and why the skill still matters to you, so choose something you can talk about for one to two minutes without inventing details.
Can I talk about a teacher at school or a coach?
Yes. The card only asks for a person, so a teacher, a coach, a neighbour or a relative all fit. Pick the person whose way of teaching you can describe best, and say clearly how you know them so that the examiner follows the story.
The card is sometimes reported as a skill learned in childhood. Does that change my answer?
Only the setting. If you learned the skill as a child, say how old you were and describe the memory in the past tense. The same three bullets and the same explain line still apply, and a childhood story often gives you vivid details to use.
More cue cards in this family
Describe a time you taught someone something
How to build a clear IELTS Speaking Part 2 answer about a time you taught someone something, with useful vocabulary, a one-minute plan, and a sample answer.
Describe a skill that took you a long time to learn
How to structure an IELTS Speaking Part 2 answer about a skill that took a long time to learn, with vocabulary and the same sample response at Band 6, 7 and 8.
Describe a person who is good at making things by hand
A commonly reported IELTS Speaking Part 2 cue card about a person who makes things by hand, with a plan, vocabulary and the same answer at Bands 6, 7 and 8.
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