Part 3 – discussing ideas and giving opinions

How to give developed answers in IELTS Speaking Part 3 - opinion, comparison, cause, speculation and evaluation questions, with frames and model answers.

In Part 3 the examiner moves from your life to the wider world. If your Part 2 card was about a skill you learned from an older person, Part 3 might ask what young people can learn from older generations, whether schools should teach practical skills, or why some adults find it hard to learn. The questions are more abstract, the examiner can follow up and challenge you, and your answers should be longer and better developed than in Part 1. This is where the higher bands are decided.

What the examiner wants to see

• Extended, developed answers: roughly four to six sentences, or 30–45 seconds.
• General discussion, not personal anecdote. Speak about people, society, trends; use your own experience only as a brief example.
• Opinions with reasons.
• More complex language: comparing, speculating, conditionals, hedging.
• Flexibility: coping when the examiner pushes with ‘Why?’ or ‘Do you think that will change?’

The basic frame: O–R–E–(C)

Model

Do you think older people are respected less today than in the past?

‘To some extent, yes. In the past, knowledge came with age, so the oldest person in a community was often the most useful one. Now that information is available instantly online, and technology changes so fast, young people sometimes feel their grandparents’ knowledge is out of date. Having said that, I think in most families there’s still a great deal of affection and respect, even if it’s shown less formally.’

Opinion → reason (past) → reason (present) → concession. About 70 words, 30 seconds.

Types of Part 3 question

1. Opinion: Do you think…? / Should…? / Is it better to…?

Should schools teach practical skills such as cooking and basic repairs?

‘I believe they should, at least to a basic level. Not every family is able to pass these skills on, and without them young adults end up spending money on things they could easily do themselves. The difficulty, of course, is finding time in a timetable that’s already crowded with academic subjects, so it might work better as a short compulsory course than as a full subject.’

Giving opinions: I’d say…, As I see it…, I’m convinced that…, I tend to think…, Personally, I feel…, I’m not sure I agree that…, It seems to me that…

2. Comparison: How is X different from Y? / How has X changed?

How have people’s attitudes to rivers in cities changed?

‘Quite dramatically, I’d say. A century ago, urban rivers were treated as drains for factories, and people turned their backs on them. Now that heavy industry has moved out, cities are cleaning them up and building paths, parks and expensive flats along the banks. A riverside location has gone from being undesirable to being a luxury.’

Comparing: whereas, while, compared with, in contrast, far more / much less … than, not nearly as … as, used to … but now…, there’s been a shift from … to …, these days, in the past

3. Cause: Why do people…? / What are the reasons for…?

Why do some people find it hard to learn new skills as they get older?

‘I think it’s partly confidence rather than ability. Adults are used to being competent, so being a beginner again feels uncomfortable, and they give up sooner than a child would. There’s also the question of time, since most adults are juggling work and family.’

Explaining causes: It’s partly because…, One factor is…, It probably has a lot to do with…, It comes down to…, That’s largely due to…, There’s also the question of…

Give two reasons where you can. ‘Partly… and there’s also…’ is a simple way to structure them.

4. Speculation: What will happen in the future? / What would happen if…?

Do you think people will still read printed books in fifty years’ time?

‘I suspect they will, though probably far fewer than now. Print will most likely become a kind of luxury, the way vinyl records have. People who really love books will still want to own beautiful physical copies, whereas for everyday reading almost everything will be on a screen. I’d be surprised if printed textbooks survived at all.’

Speculating: I suspect…, I imagine…, It’s quite likely that…, …will probably / may well / might…, I doubt whether…, I’d be surprised if…, There’s a good chance that…, If that happened, we’d…

Vary the degree of certainty. will definitely → will probably → may well → might → is unlikely to → definitely won’t.

5. Evaluation: What are the advantages and disadvantages of…? / Is this a good thing?

Is it better to learn a skill from a person or from online videos?

‘It depends on the skill. Videos are wonderful for something with clear steps, like changing a tyre, because you can pause and repeat them as often as you like. But a video can’t see what you’re doing wrong. For anything subtle, such as playing an instrument or a sport, you need someone who can watch you and correct you there and then, so personal teaching is still more effective.’

Evaluating: The main benefit is…, The downside is…, On the plus side…, It has its drawbacks…, It depends on…, On balance…, In the long run…

6. Suggestion: What can be done about…? / How could…?

What could be done to encourage young people to read more?

Suggesting: One thing that would help is…, Schools/governments could…, It might be worth + -ing, If parents…, then children would…, The most effective approach would probably be…

‘It depends’: the most useful answer in Part 3

Many Part 3 questions are too general to answer with a simple yes or no. Dividing the question is a mark of sophisticated thinking and gives you plenty to say.

Is it fair that people can sometimes pay to avoid queues?

‘That’s a difficult one. In a theme park or an airport, I don’t really mind, because it’s a commercial service and nobody is harmed. But in areas like healthcare it troubles me, because it means that people with money are treated sooner than people whose need may be greater. So I’d say it depends on what exactly people are queuing for.’

Ways to divide: by age group (for children… whereas for adults…), by place (in cities… in rural areas…), by type (for something like X… but for Y…), by time (in the short term… in the long run…).

Speaking generally

In Part 3, move from I to people.

Generalising: people tend to…, most people…, generally speaking…, on the whole…, by and large…, in many cases…, it’s common for … to…, the majority of…

Hedging (avoiding statements that are too absolute): probably, perhaps, to some extent, in a way, I’d say, it seems, tends to, can, may

A short personal example is still welcome as support: ‘In my own family, for instance, …’ Just do not let it replace the general point.

Buying time

Part 3 questions deserve a moment’s thought, and silence is uncomfortable. Use a filler once, then answer.

• That’s an interesting question.
• I’ve never really thought about that, but…
• Let me think for a second.
• It’s hard to say, but I suppose…
• Well, there are a few ways of looking at it.

Do not begin every answer with one of these, and do not use them to hide a long silence afterwards.

When you do not understand

In Part 3 the examiner can rephrase. Asking is fine:

• Sorry, could you say that again?
• Do you mean… (in general, or in my country)?
• I’m not sure I understand what you mean by ’…’.

Checking your understanding is itself good communication.

When the examiner challenges you

Examiner: But isn’t it the parents’ job to teach those skills, not the school’s?

This is not hostility; it is an invitation to show more. You can hold your position or adjust it.

• I see what you mean, but…
• That’s a fair point. Ideally, yes, but in practice…
• I take your point, although I still think…
• Perhaps I didn’t express that very well. What I meant was…

When you have no opinion or no knowledge

You are not being tested on knowledge. Reason aloud.

‘I honestly don’t know much about how governments support writers, but I’d imagine very few authors can live on what they earn from books, so some kind of support probably makes sense. On the other hand, the money would have to be distributed by people independent of politicians…’

Phrases: I’m no expert, but…, I’d imagine…, I would guess that…, From what I’ve read/heard…, It probably depends on…

Common mistakes in Part 3

• Short answers, as if it were still Part 1.
• Only personal answers: ‘I don’t like reading, so I don’t know.’
• Extreme generalisations: ‘All old people hate technology.’
• No reasons: an opinion without because.
• Memorised essay language: ‘Every coin has two sides.’ ‘In a nutshell.’
• Agreeing with the question automatically instead of thinking.
• Giving up when a question is hard. Say something; reason your way to a view.

Try it

Answer each question aloud for 30–45 seconds using O–R–E–C. Record yourself.

1. Why do so many people like spending their free time near water?
2. Do you think people today are less patient than they used to be?
3. Should all children be taught to swim at school?
4. How might libraries change in the future?
5. Is it better to have one close friend or many friends?

Sample for question 2: ‘On the whole, yes. We’ve become used to getting things instantly, whether it’s a film, a meal or an answer to a question, so any delay feels much longer than it is. My grandparents would wait weeks for a letter without thinking twice, whereas I get restless if a web page takes five seconds to load. I don’t think human nature has changed, but our expectations certainly have.’

Key points

• Part 3 answers are longer and more general than Part 1: four to six sentences.
• Use opinion → reason → example → concession.
• Recognise the question type: opinion, comparison, cause, speculation, evaluation, suggestion.
• ‘It depends’ answers, divided into cases, show mature thinking.
• Generalise and hedge; use personal experience only as a brief example.
• A challenge from the examiner is an opportunity.

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