In IELTS Speaking Part 3 the examiner asks you more abstract questions about the topic of your Part 2 cue card: not “Describe your favourite gift”, but “Why do people spend so much on gifts?”. This is where you show that you can discuss ideas, not just talk about yourself.
Many candidates ask the same question: if I speak fluently but use simple sentences, what band will I get? This guide explains how the examiner scores your answers, compares simple and stronger answers to the same questions, and gives you the sentence structures that make the difference.
Fluency alone does not get you a high band. Your score is the average of four criteria, and one of them is grammatical range: to reach band 7 you need to use complex sentences flexibly and often without mistakes. Part 3 is the best place to show this.
How the examiner scores your speaking
The examiner gives you a band for each of four criteria. Each one counts for a quarter of your Speaking score, and they are judged across the whole test, Parts 1, 2 and 3 together. The descriptions below are summarised from the official public band descriptors.
| Criterion | Band 6 | Band 7 |
|---|---|---|
| Fluency and coherence | willing to speak at length, but may lose coherence because of repetition, self-correction or hesitation | speaks at length without noticeable effort; uses a range of linking words and discourse markers with some flexibility |
| Lexical resource | enough vocabulary to discuss topics at length and make meaning clear despite mistakes | uses vocabulary flexibly across topics, including some less common and idiomatic words |
| Grammatical range and accuracy | a mix of simple and complex structures, but with limited flexibility; may make frequent mistakes with complex structures | a range of complex structures with some flexibility; frequently error-free sentences, though some mistakes remain |
| Pronunciation | generally understood, with some mispronunciation | shows all band 6 features and some of band 8 (easy to understand throughout, natural intonation) |
So a candidate who speaks smoothly but only in simple sentences might get a 7 for fluency, while grammar and vocabulary hold the overall score down to about 6. Fluency is necessary, but it is only one quarter of the score.
Simple vs complex: what actually changes
“Complex” does not mean long or unnatural. It means sentences with more than one clause, joined in a way that shows how your ideas are connected: a reason, a condition, a contrast, a result. Native speakers use these all the time without thinking about it. Here are four Part 3 questions, each answered twice.
1Why do people spend so much money on gifts?
Simple answer (around band 6): I think people like to make their friends happy. Gifts are nice. Sometimes people buy expensive gifts. They want to show love.
Clear and fluent, but every sentence has the same simple pattern, and the ideas are listed rather than connected.
Stronger answer (band 7+): I think it is partly because a gift has become a way of showing how much you care, so people feel that a cheaper present might look like less love. Advertising plays a role too: if you see expensive presents everywhere in December, you start to think that is normal.
A cause (because), a result (so), a condition (if) and a reference back to the idea (that is normal). The vocabulary is still everyday English.
2Should children learn to cook at school?
Simple answer (around band 6): Yes, they should. Cooking is useful. Many children eat fast food. They can learn healthy food.
Relevant ideas, but no reasons are developed and there is no other side.
Stronger answer (band 7+): I would say yes, mainly because many children grow up eating ready meals and never see how food is actually made. If they learned a few simple dishes at school, they might make healthier choices later. That said, schools already have very full timetables, so it would probably have to replace something else.
A conditional (if they learned… they might), a concession (that said) and a hedged conclusion (would probably have to).
3How has technology changed the way people communicate?
Simple answer (around band 6): Now people use phones. They send messages. Before, people wrote letters. Now it is faster.
A good start, but the comparison between past and present is only implied.
Stronger answer (band 7+): The biggest change is speed. Whereas my grandparents had to wait days for a letter, we expect an answer within minutes. On the positive side, it is much easier to stay in touch with people who live far away. However, I think conversations have become shorter and more superficial, because so much of our communication now happens through quick messages.
A contrast (whereas), the present perfect for change (have become) and a reason at the end that supports the opinion.
4Will people still read printed books in the future?
Simple answer (around band 6): Yes, I think so. Some people like paper books. Books are nice. But e-books are also popular.
Two sides are mentioned, but nothing explains them.
Stronger answer (band 7+): I suspect they will, although probably fewer people than today. Printed books have survived radio, television and the internet, which suggests people value them for more than just the text. What is likely to change is the kind of book people buy on paper: perhaps beautiful editions and children’s books, while everyday reading moves to screens.
Speculation about the future (I suspect, is likely to), a relative clause (which suggests) and a cleft sentence (What is likely to change is…).
Six structures that lift your Part 3 answers
You do not need all of these in every answer. Aim to use a few of them naturally across the test, and make sure you can use them correctly: an accurate simple sentence is better than a broken complex one.
| Structure | Example |
|---|---|
| Reason and result | Many young people move to cities because there are more jobs, so villages are getting older. |
| Conditionals | If public transport were cheaper, fewer people would drive to work. |
| Contrast and concession | Although online shopping is convenient, it can be lonely. / That said, … |
| Relative clauses | People who work from home save time, which is a big advantage. |
| Comparing past and present | Families used to eat together every evening, but now meals have become much more rushed. |
| Speculating and hedging | It is likely to change. / I suspect that… / It probably depends on… |
A simple structure for every Part 3 answer
- 1
Answer directly
Start with your opinion: “I think so, mainly because…” The examiner should know your view in the first sentence.
- 2
Give a reason
Explain why. This is where “because”, “so” and “which means” come in naturally.
- 3
Add an example
Something from your country, your experience or the news. One concrete example is worth more than three general statements.
- 4
Show the other side
“On the other hand…” or “That said…” Then finish with a short conclusion. Three to five sentences is usually enough.
Common mistakes in Part 3
| Mistake | Better |
|---|---|
| Giving one-sentence answers | Use the four steps above: opinion, reason, example, other side. |
| Learning complex sentences by heart | Examiners notice memorised language. Practise the structures with different topics until they come naturally. |
| Making every sentence complicated | Mix simple and complex sentences. Accuracy matters as much as range. |
| Talking only about yourself | Part 3 is about people in general. Use “people”, “society”, “in my country”, and bring in yourself only as an example. |
| Saying “I don’t know” and stopping | Think aloud: “That is not something I have thought about much, but I would guess…” You are scored on your English, not your knowledge. |
Part 3 questions to practise
Try each question yourself first, using the four steps and at least one of the six structures. Then compare your answer with the sample, which shows the structure in action. Each topic page has Part 2 cue cards and more Part 3 questions with sample answers.
1Why do some people prefer to travel alone?
Structure to try: reason and contrast (because, whereas).
Sample answer: I think the main attraction is freedom. When you travel alone, you can change your plans whenever you like, because there is nobody else to agree with. Some people also say it makes them more open to meeting locals, whereas in a group you tend to stay inside your own little bubble. On the other hand, travelling alone can be lonely and more expensive, so I would say it suits confident, independent people best.
More questions: travel cue cards and Part 3 questions
2Do people in your country change jobs more often than in the past?
Structure to try: comparing past and present (used to, have become).
Sample answer: Yes, definitely. My grandparents’ generation used to stay with one employer for most of their working lives, and changing jobs was seen as a sign of failure. Nowadays, especially in IT and marketing, people often move every three or four years, which is seen as normal and even good for your career. I think this has happened partly because companies are less loyal to their staff too, so workers feel they have to look after themselves.
More questions: work cue cards and Part 3 questions
3Should plastic bags be banned completely?
Structure to try: concession (although, that said).
Sample answer: Although a complete ban sounds like the obvious solution, I am not sure it is the best one. Charging a small fee has already worked very well in many countries, because people quickly get used to bringing their own bags. A total ban might cause problems for people who really need a bag at short notice. That said, I would fully support banning the thinnest single-use bags, which are almost never reused.
More questions: environment cue cards and Part 3 questions
4Is it the responsibility of schools to teach children about healthy eating?
Structure to try: relative clauses (who, which).
Sample answer: I think schools should play a part, but the main responsibility lies with parents, who decide what children eat every day. Schools can help by serving healthy lunches, which shows children what a balanced meal looks like, and by teaching some basic cooking. However, if a child learns about vegetables at school and then eats fast food every evening at home, the lessons will not have much effect.
More questions: health cue cards and Part 3 questions
5Do grandparents play an important role in families today?
Structure to try: conditionals (if… would) and an example.
Sample answer: In my country, a very important one. Many grandparents look after their grandchildren while the parents are at work, which saves families a lot of money on childcare. If grandparents did not help, I think many mothers would not be able to go back to work so soon. Of course, this depends on where people live: when families are spread across different cities, grandparents play a smaller, more occasional role.
More questions: family cue cards and Part 3 questions
6How will learning change in the next twenty years?
Structure to try: speculating about the future (I suspect, is likely to).
Sample answer: I suspect that learning will become much more personalised. Software is likely to adapt to each student’s level, so a child who finds maths easy can move ahead while others get more practice. However, I doubt that teachers will disappear, because children do not only learn facts at school: they learn to work together and to manage their emotions, and that needs real people. What will probably change is the teacher’s role, from explaining everything to guiding students.
More questions: education cue cards and Part 3 questions
Practise on your own
Record yourself answering three of the questions above. Listen back and count how many of your sentences have more than one clause, and whether they are correct. Then answer the same question again and try to connect your ideas more clearly. For the earlier parts of the test, see the Part 1 hometown questions and the Part 2 cue cards with answers.