Sample Speaking Part 2, 3: Describe a conversation topic that you were not interested in

The IELTS Speaking topic "Describe a conversation topic that you were not interested in" falls under the broad category of "Describe an experience". Therefore, to perform well on this task in the actual test, prepedu.com suggests that you should draw from personal experiences you have had or situations you have encountered, so that your response sounds as natural as possible. Alternatively, you can refer to the IELTS Speaking Part 2 + 3 sample on "Describe a conversation topic that you were not interested in" to effectively practice for this at home.

I. Part 2: Describe a conversation topic that you were not interested in

1. Cue card: Describe a conversation topic that you were not interested in

Describe a conversation topic that you were not interested in (Film - Sports - Games). You should say: 

• Who you talked with

• When you had the conversation

• What the topic was

And explain why you were not interested

2. Outline: Part 2

Taking 1 minute to take notes before answering the question "Describe a conversation topic that you were not interested in" is extremely important. Please refer to the effective note-taking techniques provided below to practice this well!

3. Sample Speaking: Describe a conversation topic that you were not interested in

The IELTS Speaking Part 2 sample topic "Describe a conversation topic that you were not interested in" has been prepared by top-notch teachers at PREP. Refer to it immediately to effectively practice IELTS Speaking at home, Preppies!

Let's listen to the Podcast of the IELTS Speaking Part 2 sample - "Describe a conversation topic that you were not interested in":

PREP FOR IELTS · prepedu.com | Describe a conversation topic that you were not interested in | IELTS Speaking Part 2

While some might consider me a chatterbox, there are certain “dead-end” topics that I would rather watch paint dry over talking about them. So, this chat which did not interest me in any way whatsoever, took place at my family’s New Year’s Eve Party some moons ago.

Most things that happened that day are now just a blur, but I still remember how I was in the living room greeting my relatives when I came across Mia, who was this distant cousin of mine. I was ecstatic to catch up with her and since Mia has always been fanatic about movies, the first thing that she shared with me was her current obsession - The Twilight Saga. 

I thought the name rang a bell, but not until she gave me a summary of the plot did I realize that I knew the movie and read the entire original series ever since high school. So after 5 minutes of her talking about how a drop-dead gorgeous vampire fell in love with a literal wallflower human girl, I could already recite in my head the whole movie’s content. I continued to smile and nod to show my attentiveness, but the longer she spoke, the more I was zoning out.

Moreover, it didn’t help that I was incredibly underwhelmed by this book and its movie franchise. Thus, the last thing I wanted to do was to listen to one of my dearest relatives wax poetry about something that I dislike with a passion. I kept trying to politely divert the conversation to a different topic, but my effort was in vain because Mia just did not realize how bored out of my mind I was and gleefully continued to go on and on about this movie and its two protagonists for the next 15 minutes.

Finally, to save myself, I volunteered to help out in the kitchen after telling Mia how glad I was that she enjoyed the movies. Basically, listening to Mia talking about Twilight felt the same as when I watch detective movies after being spoiled by the final culprits -  there is little thrill and excitement left. This, along with the fact that I find the saga a perfect archetype of cheesy, stereotypical and subtly misogynistic media, kills all my interests.

While not a really memorable topic, I realize from the experience that no matter what, you should always remain respectful towards people’s preferences, since whatever brings people joy should be celebrated no matter what.  

Some high-scoring vocabulary used in the sample response for "Describe a conversation topic that you were not interested in":

• chatterbox (n): a person who talks a lot

• dead-end (n): a situation with no way forward

• watch paint dry (idiom): to be extremely boring

• some moons ago: a while ago

• a blur (n): something indistinct or hazy

• distant cousin (n): a distant relative

• ecstatic (a): extremely happy and enthusiastic

• fanatic about (a): having a strong interest in something

• obsession (n): an unhealthy preoccupation

• saga (n): an extended, dramatic narrative

• ring a bell (idiom): to seem familiar or recognizable

• drop-dead gorgeous (a): extremely beautiful and attractive

• literal (n): the exact or primary meaning

• wallflower (n): a shy, socially awkward person

• attentiveness (n): the quality of being focused and alert

• underwhelmed (a): disappointed or unimpressed

• franchise (n): a series of related products

• with a passion: with intense emotion

• divert the conversation to something: change the topic to something else

• my effort was in vain: my efforts were futile

• bored out of my mind: extremely bored

• protagonist (n): the main character

• spoil (v): to reveal plot details prematurely

• culprit (n): the one responsible

• thrill (n): a feeling of excitement

• archetype (n): a typical or idealized example

• stereotypical (a): adhering to a stereotype

• subtle (a): not obvious or easily detected

• misogynistic (a): displaying hatred of women

• respectful (a): showing admiration and deference

II. Sample IELTS Speaking Part 3: Conversation

Let's listen to the Podcast of the IELTS Speaking Part 3: Conversation:

PREP FOR IELTS · prepedu.com | Topic Conversation | IELTS Speaking Part 3

1. Why do people feel nervous when they are giving a speech to others?

Well, speech anxiety is quite a universal phenomenon, isn’t it? So obviously, there could be a multitude of reasons depending on differences in cultural backgrounds and values. However, I believe that this anxious feeling boils down to the common overestimation of risks involved in public speaking.

What I mean is people usually associate speech-giving with embarrassing and at times, humiliating experiences in which they fail to get their message across, or accidentally doing something that could cost them their reputation or credibility. Oftentimes, exaggerated negative views of oneself, namely “Oh, I am never good at speaking in front of a crowd”, or “People will find this boring” could also aggravate the anxiety a person experiences when giving a speech.  

• speech anxiety (n): fear of public speaking

• a multitude of (phr): a large number of

• boil down to (v): to originate from or be fundamentally about

• overestimation (n): the act of estimating too highly

• humiliating (a): causing a loss of dignity or respect

• get one's message across (v): to make someone believe or understand what one is saying

• cost sb sth: to result in someone losing something

• credibility (n): the quality of being trusted and believed

• exaggerated (a): enlarged or represented in an excessive way

• namely (adv): that is to say; specifically

• aggravate (v): to make a problem worse

2. How can people improve their public speaking skills?

Hmmm, I am still overcoming my own fear of public speaking, so I may not give the best advice. Personally, what works well with me when I have to do any kind of presentation is meticulous preparation and a clear, captivating delivery. A quintessential task is to research your audience and decide on a topic that would potentially be what they are concerned with.

And what would constitute captivating delivery? Visual aids such as flow charts and pictures, as well as a well-projected voice and relaxed body language would make a big difference, in my opinion.  

• overcome (v): to successfully deal with or control

• work well with sb (v): to be effective or efficient with someone

• meticulous (a): extremely careful and precise

• captivating (a): very interesting and engaging

• quintessential (a): representing the most perfect or typical example

• to be concerned with (phr): to care about or be interested in

• constitute (v): to make up or form

• visual aid (n): a physical object or image used to assist in presenting information

• well-projected (a): having a voice that is amplified and clear

3. Can you suggest any methods that would help reduce nervousness?

I think there are many different types of anxiety coping mechanisms. First, it can be quite useful to take a step back from the problem causing you nervousness by, say, practicing yoga, listening to music or participating in any sports.

If this is not a viable option, consider taking deep breaths and counting to 10 inside of your head to give your brain a new, harmless task to focus on, as this shall help you regain your composure. Talking to close friends and relatives, or professionals such as therapists and psychiatrists can also provide people with a healthier outlet of stress.  

• coping mechanism (n): a strategy used to deal with stress or difficult situations

• viable option (n): a feasible or practical choice

• regain one's composure (phr): to become calm and collected again

• psychiatrist (n): a medical doctor who specializes in the diagnosis and treatment of mental disorders

• outlet (n): a means of release or expression

4. Is it good for people to visit schools and give a talk to children about different things?

To be honest, “different things” sound pretty vague, so I cannot say for sure. You know, some topics may not be children-friendly, and the difficulty in finding proper delivery for these very special audience groups can be quite challenging.

However, one definitely cannot deny the positive influences this may bring. I think if schools can choose a suitable speaker and topic that are intriguing and easy enough for children to absorb, this could become a rewarding experience, in which the young kids may come back home equipped with new knowledge and skills, or change their thoughts on some important issues.  

• vague (a): not clearly or precisely expressed

• children-friendly (a): suitable or appropriate for children

• intriguing (a): arousing curiosity or interest; fascinating

• absorb (v): to take in and assimilate

• to be equipped with (v): to have as part of one's resources or abilities

5. What type of person is best suited to give a talk to a group of students?

Well, first off, it must be someone whose expertise in a matter or a field is extensive enough to deliver a speech. While students may not be that demanding of an audience group compared to, well, academically-acclaimed adults, I do think students would be much more attentive if the speaker provides well-founded information. Another thing is a good sense of humor. A witty, entertaining talk usually receives more complimentary feedback from students.

Finally, as controversial as this opinion of mine might be, students generally connect better with people roughly their age, so a younger speaker might be more suited to talk to these students.  

• expertise (n): a high level of knowledge or skill in a particular area

• demanding (a): requiring a lot of effort, skill, or attention

• academically-acclaimed (a): widely recognized and praised for academic achievements

• well-founded (a): based on good reasons or reliable information

• complimentary (a): expressing praise or admiration; flattering

This article has provided a sample IELTS Speaking Part 2 + 3 topic "Describe a conversation topic that you were not interested in" that has been compiled by teachers at PREP. Carefully review it to effectively practice and achieve a very high band score in the upcoming real Speaking exam!