IELTS Speaking Part 3: Learning new things
6 Part 3 discussion questions on learning new things, with developed sample answers of the kind Part 3 expects.
Do you think enterprises should provide training for their employees?
Absolutely – it is both an ethical responsibility and a smart business investment. When companies train their staff, they increase productivity, reduce errors, and improve employee retention, as workers feel valued and see a path for growth. In fast-changing fields like technology or healthcare, ongoing training is not optional; without it, skills become obsolete within a few years. Moreover, training demonstrates that the employer views employees as long-term assets rather than disposable tools, which boosts morale and loyalty. Some enterprises worry about the cost or the risk that trained employees might leave for competitors – but the greater risk is keeping untrained employees who underperform. In my view, a company that refuses to invest in learning is signalling that it does not intend to stay competitive for long.
Do you think learning many subjects at one time is better or learning one subject is better?
Neither is universally better – it depends on the learner’s goals and the nature of the material. Learning many subjects at once, often called interleaving, can improve creative connections and prevent burnout from monotony. For example, a student alternating between math, history, and language practice may retain more because each subject refreshes the mind. On the other hand, deep mastery of a complex skill, like playing an instrument or coding, often requires sustained, focused blocks on that single subject. The danger of many subjects at once is superficial learning – you cover ground but never go deep. The danger of one subject is tunnel vision – you miss interdisciplinary insights. A balanced approach, where you focus on one primary subject for a few weeks while keeping a secondary subject ticking over, often works best.
Do you think learning many subjects is beneficial to your work?
For most modern workplaces, yes – breadth of knowledge is increasingly valued alongside depth. A software engineer who also understands psychology will design more user-friendly interfaces; a marketer who knows basic statistics will not be fooled by misleading data. Learning many subjects builds cognitive flexibility, helping you approach problems from unexpected angles and communicate across departments. That said, you cannot be a true expert in everything, so the key is to develop “T-shaped” skills: deep expertise in one or two areas, plus working knowledge of several others. In my own field, environmental science, understanding economics and law has been just as useful as knowing ecology. So while specialisation opens doors, a broad foundation helps you walk through them confidently.
Do you think all teachers should have entertaining teaching styles?
Entertainment is a tool, not a requirement – the primary goal of teaching is learning, not amusement. While engaging lessons certainly help maintain attention, especially with young children, not every topic can or should be made “fun.” Some learning is inherently difficult and requires patience, repetition, and discipline; trying to gamify everything can actually trivialise important content. Moreover, different students respond to different styles – a quiet, reflective student might find an overly entertaining teacher exhausting, while a restless student might need excitement to stay focused. The best teachers are not entertainers but skilled explainers who vary their approach based on the subject and the audience. They know when to be energetic and when to be serious, and that judgment matters more than any single style.
Should teachers make lessons fun?
Yes, but with the understanding that “fun” can mean many things – curiosity, satisfaction, a sense of discovery – not just jokes or games. A well-designed experiment in science class can be deeply fun because it feels like magic you control. A challenging maths puzzle that clicks into place is fun in a different way, like solving a mystery. The mistake is to assume fun must be loud, fast, or silly; for many learners, the fun comes from mastery and competence. That said, a completely dry, monotone delivery will lose almost any audience, regardless of the subject’s intrinsic interest. So teachers should strive to make lessons engaging and relevant, but they shouldn’t feel pressure to be stand-up comedians. Authentic enthusiasm for the subject is often more contagious than any planned “fun activity.”
Is it important for people to learn new skills all life long?
It is not just important – in today’s world, it is essential for economic survival and personal fulfilment. The half-life of technical skills has shrunk dramatically; what you learned in university may be outdated within a decade. Lifelong learning allows you to adapt to career shifts, from automation to new industries, without being left behind. Beyond work, learning new skills – a language, an instrument, a craft – keeps the brain agile and has been linked to reduced risk of dementia. It also combats the stagnation that can make middle age feel repetitive; every new skill is a new window onto the world. Of course, not everyone has equal access to learning opportunities, which is a social justice issue. But for those who can, lifelong learning is one of the highest-leverage investments you can make in yourself.
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.