A Time You Needed to Search for Information
IELTS Speaking Part 2 (Cue Card) Part 3: Follow-Up Questions
A Time You Needed to Search for Information
🗂️ Part 2 – Cue Card
Describe a time when you needed to search for information.
You should say:
- What information you needed
- When and where you searched for it
- How you found the information
And explain why you needed that information.
🗣️ Sample Answer (2-Minute Response)
One time I needed to search for information was when I was preparing a presentation on climate change for my environmental science class. I had to explain the causes, effects, and possible solutions in a way that was both informative and visually engaging. Since this was part of my final grade, I wanted to ensure my data was accurate and up to date.
I began my research about two weeks before the presentation. I used Google Scholar to find credible academic articles and also visited the official websites of organisations such as the United Nations and NASA. I looked for charts, statistics, and recent case studies. I took detailed notes, saved useful images, and created a structured outline before making my PowerPoint slides.
This research helped me present confidently and answer questions from my classmates. I also felt proud because I learned more than I expected. The experience taught me that strong information skills are essential for both academics and life, especially when it comes to understanding complex global issues.
🔁 Part 3: Follow-Up Questions
1. Why do people search for information?
People search for information to solve problems, make decisions, or gain new knowledge. It helps them stay informed and adapt to changing situations. In the digital age, information is essential for both personal and professional growth.
2. What sources do people use to find reliable information?
Common sources include search engines, official websites, books, academic journals, and expert interviews. Libraries and educational platforms, such as Coursera or Khan Academy, are also helpful. Verifying sources and checking for bias is important.
3. Do young people and older people search for information in different ways?
Yes, younger people often rely on digital tools and smartphones, using apps, videos, and quick searches. Older people might prefer newspapers, books, or asking others directly. However, this gap is narrowing as more seniors become internet users.
4. What problems can people face when searching for information online?
One major issue is information overload, where an overwhelming number of results makes it difficult to choose what is accurate. Misinformation and fake news can also mislead people. It takes skill to filter trustworthy content from unreliable sources.
5. How important is it to know how to use search tools effectively?
It’s very important. Knowing how to use keywords, filters, and advanced search options saves time and improves results. These skills are valuable not just for students, but for anyone in the modern world.
6. Should schools teach students how to find and evaluate information?
Definitely. Research skills are as important as subject knowledge. Teaching students how to think critically and verify facts helps them become more independent and responsible learners.
7. What role does social media play in information sharing?
Social media spreads information quickly and can raise awareness about various topics. However, it can also spread rumours and false content if not used with care. It’s a powerful tool that needs responsible usage.
8. Can searching for too much information be harmful?
Yes, it can lead to confusion and indecision, often called analysis paralysis. People may feel overwhelmed and lose focus on what they actually need. Balance is key when collecting information.
9. Is face-to-face communication still useful for gathering information?
Absolutely. Speaking to experts or experienced individuals can provide insight that you might not find online. Face-to-face communication enables clarification, fosters emotional connection, and provides immediate feedback.
10. How do people decide if information is trustworthy?
They assess the source’s credibility, whether it’s supported by evidence, and whether it’s consistent with other reliable sources. Professional design, a recent publication date, and author qualifications also contribute to the credibility. Developing media literacy is essential.
Top 10 Topic Vocabulary – A Time You Needed to Search for Information
Vocabulary |
Type |
Meaning |
Synonyms |
Antonyms |
Word Family |
Example Sentence |
Credible |
Adj |
Believable or trustworthy |
Reliable, valid |
Untrustworthy |
Credibility, credibly |
I used only credible sources, such as government websites. |
Academic journal |
Noun |
Scholarly publication with research |
Scholarly article |
Blog post |
— |
I found useful data in an academic journal. |
Misinformation |
Noun |
False or incorrect information |
Fake news |
Truth |
Misinform, misinformed |
Misinformation online can be harmful. |
Filter |
Verb |
To narrow or sort search results |
Refine, screen |
Overload |
Filtering, filterable |
I filtered the results by date and relevance. |
Keyword |
Noun |
An important word used in a search |
Search term |
— |
— |
Choosing the right keyword significantly improved my search results. |
Information overload |
Noun |
Too much information at once |
Data flood |
Clarity |
— |
I experienced information overload during my research. |
Media literacy |
Noun |
Skill to evaluate media content critically |
— |
Gullibility |
— |
Media literacy helps avoid fake news. |
Case study |
Noun |
Real-world example used for learning |
Example, analysis |
— |
— |
I included a case study about rising sea levels. |
Digital tools |
Noun |
Online or tech-based resources |
Apps, platforms |
— |
— |
Young people use digital tools for fast research. |
Analysis paralysis |
Noun |
Inability to decide due to too much data |
Overthinking |
Clarity |
— |
I avoided analysis paralysis by organising my research early. |

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The IELTS Listening test assesses how well you can understand spoken English in various contexts. It lasts about 30 minutes and is divided into four sections with a total of 40 questions. The listening tasks become increasingly difficult as the test progresses.
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