1Cue card Read it and make notes for 1 minute. Then speak for up to 2 minutes.
Describe a person who has had an important influence on you.
You should say:
- who the person is
- how you know this person
- what this person is like
and explain how this person has influenced you.
2One-minute planning grid Write key words only.
1. who the person is
2. how you know this person
3. what this person is like
4. explain how this person has influenced you.
3Useful language
someone I truly look up toto instil values in mea role modelto be a source of inspirationshe taught me that…looking backto shape who I amabove all
4Follow-up questions (Part 3) Prepare a 30-second answer for each.
- Why do some people become role models for young people?
- Do you think parents or teachers have more influence on children?
- Are celebrities good role models?
5After you speak
- I used the whole minute to plan, writing key words only.
- I covered every bullet point on the card, in order.
- I spoke for the full two minutes without long pauses.
- I used past, present and future tenses where they fitted.
- I included some descriptive vocabulary and at least one idiom or collocation.
- I finished with a rounding-off sentence (“So that’s why…”).
Global Tutor Board · globaltutorboard.com · Teacher Pass materialIELTS Speaking Part 2 and 3 · A Person Who Influenced You
Teacher’s page — model answers — A Person Who Influenced You
Model long turn (about band 8, about 224 words — roughly 1½ to 2 minutes spoken)
I’d like to talk about my grandmother, who has had a huge influence on my life. She’s in her seventies now, and she lives in a small village a couple of hours from my city, so I’ve known her ever since I was born. When I was a child, my parents worked long hours, so I spent every summer with her.
In terms of personality, she’s incredibly resilient and generous. She grew up in a very poor family, yet she always found a way to help neighbours who were struggling, and she never complained. She also has a great sense of humour, and she can make anyone laugh with her stories.
She’s influenced me in several ways. Firstly, she taught me the value of hard work. She used to say that nothing worth having comes easily, and that idea has stayed with me whenever I’ve faced difficulties at university. Secondly, she showed me that kindness costs nothing, and I try to follow her example by volunteering at weekends. Finally, she encouraged me to study, even though she herself had little formal education, and I think that’s one of the main reasons I became so determined to succeed.
So, all in all, I owe a great deal to her, and I hope I can be as strong and caring as she is when I’m older.
Why it works
- It follows the bullets in order and finishes the “explain” part with several clear reasons.
- It uses tense variety (past experience, present habits, hopes for the future).
- Rounding-off sentences at the end signal a natural finish.
Part 3 model answers
Why do some people become role models for young people? · 47 wordsI think it’s because they achieve something that young people admire and show how it can be done. A successful athlete, for example, proves that hard work pays off. However, the best role models are also honest about their failures, because that makes their success feel realistic.
Do you think parents or teachers have more influence on children? · 40 wordsParents, I’d say, particularly in the early years. Children spend most of their time with them and copy their attitudes. Teachers become more influential in the teenage years, but even then, the values children bring to school come from home.
Are celebrities good role models? · 43 wordsSome are, but it depends on their behaviour. Those who use their fame to raise money for charity or speak about important issues can be very inspiring. On the other hand, those who promote an extravagant lifestyle may give young people unrealistic expectations.
Suggested 60-minute online lesson
- Read the card (3 min): the student reads it silently and checks vocabulary.
- Plan (2 min): use the Exam Writing Timer or the IELTS Speaking Simulator for a one-minute prep timer.
- Speak and record (4 min): the student speaks for two minutes. Do not interrupt.
- Feedback (15 min): give two strengths and two targets. Listen again for one part.
- Model (10 min): compare with the model: how are the ideas organised?
- Repeat (5 min): the student speaks again for two minutes, using the improvements.
- Part 3 (21 min): ask the follow-up questions; push for reasons and examples.
Common problems
- Stopping before 1 minute 30 seconds: use the bullets as a checklist and add detail (feelings, reasons, examples).
- Memorised answers: use a different card on the exam day; teach the structure, not the text.
- Only past simple: encourage “I’ve been…”, “I’d like to…” and present-time reflection.