IELTS Speaking Part 3: Goals
4 Part 3 discussion questions on goals, with developed sample answers of the kind Part 3 expects.
Why do people set goals?
People set goals for a whole variety of reasons, but fundamentally they provide direction and purpose in life. Having a clear goal gives people something concrete to strive for, which motivates them to work hard and stay focused rather than drifting aimlessly. Goals also allow people to measure their progress and experience a genuine sense of achievement when they reach a milestone. On a psychological level, they boost self-confidence and give life meaning, especially during difficult periods. Many people set goals to improve themselves, whether that's advancing their career, getting fit or learning a new skill. Without goals, it's easy to become complacent and waste one's potential. So in essence, goal-setting is a powerful tool for personal growth and fulfilment.
Why is it important for teenagers to set goals?
Setting goals is particularly important during the teenage years, as this is such a formative stage of life. For one thing, goals give teenagers a sense of direction at a time when they're figuring out who they are and what they want to do with their futures. Working towards clear objectives, such as academic targets or personal ambitions, keeps them motivated and focused rather than being distracted by less productive pursuits. It also teaches them valuable life skills like discipline, time management and perseverance, which will serve them well as adults. Achieving goals builds their self-esteem and resilience, showing them that effort pays off. Furthermore, having ambitions can steer teenagers away from negative influences and risky behaviour. For all these reasons, encouraging goal-setting early is genuinely beneficial.
Why should parents encourage children to have ambitions?
Parents should absolutely encourage ambition in their children, as it lays the foundation for a motivated and fulfilling life. When children are encouraged to dream big and set ambitious goals, they develop confidence in their own abilities and a belief that they can shape their own future. Ambition instils important qualities like determination, hard work and resilience, teaching children to persevere in the face of setbacks. It also gives them a sense of purpose and helps them channel their energy into positive, productive pursuits rather than aimless activities. Parental encouragement makes a huge difference here, as children who feel supported are far more likely to strive and succeed. That said, parents should be careful to nurture their child's own ambitions rather than imposing their own. Balanced encouragement helps children reach their full potential.
When do young children start setting goals for themselves?
Young children actually begin setting simple goals much earlier than many people realise, often without even being aware of it. From the toddler years, they set themselves basic challenges, like learning to walk, build a tower of blocks or tie their shoelaces, and they persist until they succeed. As they start school, their goals become a little more defined, such as wanting to read a book, win a game or earn praise from a teacher. Around this age, they also begin to understand the connection between effort and reward. Of course, these early goals are short-term and concrete rather than the long-term ambitions of adulthood. The ability to set bigger, future-oriented goals develops gradually as children mature and their thinking becomes more abstract. So goal-setting really is a natural part of childhood development.
Reading a model answer is not the same as saying one. The sample above shows what a strong Part 3 answer sounds like. What it cannot tell you is how yours sounds — whether you hesitate, repeat the question back, or run out of things to say at forty seconds.
You can record an answer to this exact question and get it marked on fluency and coherence, lexical resource, grammatical range and pronunciation — the same four criteria the examiner uses.
Common questions
How is Part 3 different from Part 1?
Part 1 is about you; Part 3 is about people in general. The questions move to society, causes and consequences, and the answers are expected to be longer and more developed — an opinion plus a reason plus an example.
What if I have no opinion on the question?
You are not marked on the opinion, so pick one and support it. Saying you have never thought about it and stopping there leaves the examiner nothing to assess.
How long does Part 3 last?
Four to five minutes. The topics develop out of your Part 2 card, so the discussion is usually connected to what you just described.
Model answers written and reviewed by The English All-in-One IELTS team. They are teaching models showing what each band looks like, not real candidate scripts.