IELTS Speaking cue cards › Influential People
Describe a mentor or guide who had a significant impact on your life
Describe a mentor or guide who had a significant impact on your life. You should say: - who this person is and how you met them - what kind of guidance or advice they gave you - how long you have known them and explain why their influence has been so important to you.
How to approach it
Open with a vivid introduction of the person, then move through the bullet points in order, saving the 'why' for a strong emotional close. Examiners reward coherent narrative flow, natural idioms and the ability to extend ideas beyond surface-level facts. Aim to spend roughly 30 seconds on each prompt, with a little extra time on the final explanation.
1-minute preparation notes
- University supervisor – Dr Reyes – final year
- Weekly meetings – research direction + confidence
- 3 years – still in touch
- Turned self-doubt into belief
- Career path changed completely
Band 8+ sample answer (Part 2)
Show the sample answer (try speaking first)
I'd like to talk about Dr Elena Reyes, who was my academic supervisor during the final year of my undergraduate degree, and honestly, she's one of the most influential people I've ever met. We first crossed paths when I signed up for her research methods module, and she later agreed to supervise my dissertation.
What made her guidance so valuable was that it went far beyond the academic side of things. Yes, she helped me sharpen my research skills and structure my arguments, but she also had this remarkable ability to read people. She could tell when I was overwhelmed, and she'd say something like, 'You're overthinking it – trust the process.' That kind of personalised encouragement was something I hadn't really experienced from a teacher before.
I've known her for about three years now, and we still keep in touch. She actually wrote a reference letter for my postgraduate application last year, which I'm incredibly grateful for.
As for why her influence has been so important – I think it comes down to timing. I was at a real crossroads when we met. I was seriously considering dropping out because I felt completely out of my depth. She spotted that, sat me down, and helped me see my potential in a way I simply couldn't see myself. She didn't just point me in the right direction; she walked alongside me until I found my footing.
Looking back, I genuinely don't think I'd be where I am today without her steady hand and her belief in me.
Written for StudyChat as an example of a band 8+ answer. 255 words, about 2 minutes spoken.
Part 3 discussion questions
How do mentors differ from teachers in the role they play in a person's development?
Teachers typically focus on delivering a curriculum to a whole group, whereas mentors offer something far more tailored – a relationship built around one individual's specific needs and goals. A teacher might inspire you, but a mentor invests in your personal journey. For example, a mentor might help a young professional navigate workplace politics, which no classroom lesson could realistically cover. That personalised, long-term commitment is what sets mentors apart.
Do you think young people today have enough access to good mentors in their communities?
Honestly, I don't think they do, and I think it varies enormously depending on background. Young people from well-connected families often find mentors naturally through social networks, while those from disadvantaged communities may never encounter a suitable role model. In many urban areas, community programmes that once provided this kind of support have lost funding. So while there are exceptions, the access really isn't equitable, and that gap can have lasting consequences for career outcomes.
In what ways can organisations or governments help connect experienced professionals with young people who need guidance?
There are several practical approaches. Governments could incentivise companies to run structured mentoring schemes by offering tax benefits, for instance. Schools could formalise partnerships with local businesses so that professionals regularly engage with students. We've seen this work well in some countries where apprenticeship models embed mentorship into early career development. The key is making these programmes systematic rather than leaving them to chance, because informal access to mentors tends to favour those who already have advantages.
Do you think the role of a human mentor will become less relevant as people increasingly turn to online resources and artificial intelligence for advice?
I think AI and online resources are genuinely useful for information, but they can't replicate the emotional intelligence a good mentor brings. Mentorship isn't just about getting the right answer – it's about being truly seen and understood by another person. When I was struggling at university, what I needed wasn't a list of tips; I needed someone who noticed I was struggling. An algorithm can't do that. So I'd argue the human element will become more valuable, not less, as information becomes increasingly abundant.
Useful language
- have a significant impact on someone – A natural collocation to describe deep influence – more precise than just 'affect'.
- cross paths with someone – Idiomatic way to describe how you first met someone – sounds natural in spoken English.
- go far beyond – Use this to show a mentor's role exceeded expectations, e.g. 'it went far beyond academic advice'.
- be at a crossroads – Describes a moment of uncertainty or major decision – works well when explaining why a mentor mattered.
- find one's footing – Means to become confident and settled – ideal for describing personal growth under a mentor's guidance.
- walk alongside someone – A vivid way to describe ongoing supportive mentorship rather than just giving one-off advice.
- tailor advice to someone's needs – Shows the personalised nature of mentorship, contrasting it with general teaching.
- invest in someone's potential – Suggests a mentor's long-term commitment to a person's growth – strong and natural-sounding.
Common mistakes on this card
- Describing only academic or professional help without explaining the emotional or personal significance, which makes the answer feel thin and fails to address the 'why it was important' prompt fully.
- Using the same simple verb 'help' repeatedly (e.g. 'she helped me, she helped me study, she helped me feel better') instead of varying vocabulary with words like 'guided', 'encouraged', 'steered' or 'motivated'.
- Forgetting to cover the time element – many candidates never mention how long they have known the person, which means they miss one of the four required bullet points and lose task-completion marks.
Record your answer and get a band score
Answer this card out loud, then the Part 3 questions. You get a band estimate on all four criteria, with pace, pauses and fillers measured from your recording.
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