IELTS Speaking Part 3: New and old things, toys
9 Part 3 discussion questions on new and old things, toys, with developed sample answers of the kind Part 3 expects.
Why do all children like toys?
Toys are tools for learning, exploration, and control in a world where children have very little power. Through toys, children practice adult roles (cooking, driving, parenting), experiment with cause and effect (a ball rolls when pushed), and develop motor skills. Toys also serve as transitional objects – a stuffed animal or favourite car provides comfort and security when parents are not present. The pleasure comes from mastery: the child is the active agent, deciding what the toy does, unlike many real-life situations where adults decide for them. Toys also spark imagination – a block can be a phone, a bridge, or a piece of cake. Finally, children are biologically primed to play, and toys are the physical props for that play. Even without manufactured toys, children will turn sticks, stones, or cardboard boxes into toys, because the drive to play is innate.
Do you think it’s good for a child to take his or her favourite toy with them all the time?
In moderation, yes – a favourite toy can serve as a source of emotional security, helping a child navigate unfamiliar or stressful situations like a doctor’s visit or first day at school. This “transitional object” is a healthy coping mechanism, not a sign of weakness. However, if a child absolutely refuses to be separated from the toy even during activities that require both hands (eating, writing, climbing), it might indicate anxiety that needs addressing. Constantly carrying a toy can also lead to loss or damage, which can be devastating. Parents can gradually encourage “toy breaks” – leaving it in a special place while doing certain activities – to build independence. The bigger concern is not the toy itself but what it represents: the child’s ability to self-soothe. Over time, most children naturally rely less on a physical object as they internalise that security. So it is good, as long as it does not become a crutch that prevents development.
Do you think that keeping old things in a family is a great way to connect with the past?
Absolutely – physical objects carry memories and stories in ways that photographs or digital records often cannot. A worn wooden spoon that your grandmother used, a clock that survived a war, or a child’s first shoe can evoke a visceral sense of continuity. Handling these objects creates an emotional bridge across generations, making abstract family history feel tangible. However, keeping everything is neither possible nor desirable; the home becomes a museum rather than a living space. The key is selective preservation: a few meaningful items, accompanied by the stories that give them meaning. Without the stories, old objects are just clutter. So families should not just keep things – they should actively share why those things mattered, and ideally involve children in deciding what to save. This turns the act of keeping into an act of remembering and identity formation.
Why do grown-ups hate to throw away old things?
Grown-ups often develop sentimental attachments to objects because those objects represent stages of their lives – youth, relationships, achievements. Throwing them away can feel like erasing part of one’s own history or betraying a past self. There is also a practical, scarcity mindset: older generations who grew up in times of poverty or war instinctively save anything that might be useful later, a habit that persists even when no longer necessary. Additionally, the decision to throw away requires making judgments about what is valuable, which is emotionally taxing. Some people also fear regret – “what if I need this someday?” The phenomenon of “sunk cost” plays a role: they have kept an item for years, so throwing it now feels like admitting that the prior keeping was wasted effort. Ultimately, the reluctance is about memory, identity, and anxiety about the future, not just the physical object.
How have people’s shopping habits changed in recent decades?
The most dramatic change is the shift from physical stores to online shopping, accelerated by Amazon and similar platforms. People now expect home delivery, free returns, and 24/7 availability. Another change is the rise of fast fashion and planned obsolescence – products are cheaper and lower quality, intended to be replaced rather than repaired. Shopping has become more social and influencer-driven, with unboxing videos, hauls, and affiliate links. There is also greater awareness of ethical consumption, leading (for a minority) to second-hand shopping, renting clothes, or buying from sustainable brands. Impulse buying is easier than ever with one-click purchases, but so is price comparison and review reading. Finally, the pandemic normalised grocery delivery and curbside pickup, habits that persist. Overall, shopping is more convenient, more frequent, and more emotionally charged, but also more scrutinised for environmental and labour impacts.
How has the way people buy things changed?
The way people buy has changed from a mostly cash-based, in-person, local activity to a digital, cashless, global one. Payment methods have shifted from cash and cheques to credit cards, mobile payments (Apple Pay, WeChat Pay), and “buy now, pay later” services like Klarna. The buying process now often involves research (reviews, YouTube comparisons) before purchase, even for small items. Physical stores have become “showrooms” – people try on clothes in a shop but then buy online for a better price. Subscription models have replaced one-time purchases for software, music, and even razor blades or meal kits. Social commerce – buying directly through Instagram or TikTok – is a new channel. The decision-making journey is also more fragmented; you might see an ad on one device, research on another, and buy on a third. The core change is that buying is now decoupled from physical presence and often separated in time from the moment you first see a product.
How do shops attract customers?
Brick-and-mortar shops use classic techniques: window displays, in-store music and scent, strategic product placement (essential items at the back), and loss leaders (discounted milk to get you in the door). Staff training in upselling (“Would you like fries with that?”) and loyalty programs are also common. Online shops use personalised recommendations, abandoned cart emails, flash sales, free shipping thresholds, and scarcity cues (“Only 2 left!”). Both offline and online, the most powerful attractor is still word of mouth, now amplified through social media and influencer partnerships. Experiential retail – offering classes, events, or cafes inside the store – is an emerging trend to attract customers who would otherwise shop online. Price matching guarantees and easy returns reduce the perceived risk of buying. Ultimately, shops attract customers by reducing friction (easy parking, fast checkout) and increasing the emotional reward (good service, pleasant environment, discovery of something new).
*Why do some people prefer old things to new ones? (added)
Some people prefer old things for their durability, craftsmanship, and character – an antique wooden table may be better made than a modern flat-pack one. Old things often come with stories, giving them a patina of meaning that mass-produced new items lack. Others prefer old things for environmental reasons – buying used reduces demand for new resources and keeps items out of landfills. There is also an aesthetic preference: many people love the look of vintage clothes, cars, or furniture that stands out from current trends. Psychological comfort plays a role too; old things feel familiar and proven, while new things feel untested and potentially disappointing. For some, collecting old things is a form of nostalgia or a connection to a perceived “better” past. Finally, there is a pragmatic economic reason: high-quality used items (like tools or cast iron pans) can be a bargain compared to new, given that they have already depreciated.
*How has technology changed the lifespan of products? (added)
Technology has created a strange divergence: some products last far longer (LED bulbs, digital storage), while others are designed to fail quickly (planned obsolescence). Software updates often slow down older devices, nudging users to upgrade before the hardware actually fails. Batteries are increasingly sealed and difficult to replace, meaning a phone is discarded when the battery dies, not the screen or processor. On the other hand, cloud storage and digital media mean that a book, song, or photo can outlast any physical copy – theoretically forever. The internet of things has introduced “bricking” – a product becomes unusable if a company discontinues server support (e.g., smart home devices). Right-to-repair movements are pushing back, but currently, many digital products have artificially shortened lives. The net result is that we dispose of more electronics than ever, while our digital footprints become immortal. Lifespan is no longer purely a matter of physical durability; it is also a matter of software and business model.
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.