IELTS Speaking Part 2

A Toy You Often Played With as a Child

Most recently asked in May–Aug 2026

The cue card

Describe a toy that you often played with as a child

You should say:

  • what kind of toy it was
  • how old you were when you got it
  • whether you played with the toy by yourself or with other people
  • and explain how you felt about this toy

Sample answers: Band 6.5, 7.0 & 7.5

Three versions of the same answer, each written to sit genuinely at that band — compare them to see exactly what separates the scores.

Band 6.5

The description of the doll and how it was played with is simple and direct, closing with one plain sentence of continued attachment, typical of Band 6.5.

The toy I want to talk about is a small cloth doll that my grandmother made for me by hand.

I got it when I was about six years old, during a summer visit to Hue.

I mostly played with it by myself, in my room, making up little stories where the doll had a house, a job, and even a family of other toys around her. Sometimes my younger sister joined in with her own toys, and together we built a whole small world across the floor.

I felt very attached to that doll, because it wasn't like the ones from the shops. It looked a little uneven and simple, but it was made only for me. I remember feeling proud to show it to my friends. I'm not sure where it is now, probably somewhere at my parents' house, but I still think about it whenever I see something handmade.

152 words · about 2 minutes

Why this band

  • LR“It looked a little uneven and simple, but it was made only for me.” — The two plain adjectives 'uneven' and 'simple' describe the doll's appearance honestly and without exaggeration, and 'but it was made only for me' supplies the contrast in equally plain terms rather than a more emotionally loaded phrase like 'one of a kind'. This kind of clear, everyday vocabulary stating a straightforward opposition is exactly what Band 6.5 lexical resource targets — accurate and understandable, without reaching for more descriptive or figurative language.
  • GRA“Sometimes my younger sister joined in with her own toys, and together we built a whole small world across the floor.” — Two clauses are joined with a simple 'and', describing one action (the sister joining in) and its result (building 'a whole small world') without any subordination linking cause to effect. This coordinated but structurally basic sentence is accurate and easy to follow, which is what Band 6.5 grammar rewards, even though a higher band would likely fold the same idea into a more complex single clause.
  • FC“I still think about it whenever I see something handmade.” — The closing sentence states a present-day habit — thinking of the doll whenever the speaker sees something handmade — but doesn't explain what that thought actually involves or why handmade things specifically trigger it. Ending on a direct, single-clause reflection without developing it further is the minimal-elaboration closing typical of Band 6.5 fluency.
Band 7.0

The answer develops its central idea (the bike as a symbol of independence) with a specific memory of being upset when it was passed on, and closes by linking the memory to a present-day trigger, giving more coherent development than the 6.5 answer's shorter, more descriptive account.

The toy I'd talk about is an old bicycle that used to belong to my cousin, who's about six years older than me and passed it down once he'd outgrown it.

I got it when I was around seven, and it was already a bit battered by the time it reached me — the paint was chipped, one pedal squeaked constantly, and it was slightly too big for me at first, so my father lowered the seat as far as it would go.

Whether I rode it alone or with others really depended on the day. Most weekday afternoons I rode it by myself around our neighbourhood, just exploring streets I wasn't normally allowed to walk to, which felt like a huge amount of freedom at the time. On weekends, though, a group of us from the same street would ride together, racing each other around the block or just following whoever had the most interesting idea that day, which usually ended with someone falling off.

How I felt about that bicycle is honestly hard to overstate. It wasn't new, and it definitely wasn't fancy compared to some of my classmates' bikes, but it represented independence in a way nothing else did at that age — the first time I could decide where to go without asking a parent to take me. I remember being genuinely upset when I eventually outgrew it myself and it got passed on to a younger neighbour, almost like saying goodbye to a piece of my childhood. These days, whenever I see a child riding a slightly-too-big bike with the seat lowered all the way down, it takes me straight back to those afternoons, and I always smile a little without really meaning to.

289 words · about 2 minutes

Why this band

  • LR“it represented independence in a way nothing else did at that age” — 'Represented independence' lifts the description of a battered childhood bicycle onto an abstract plane, naming what the object stood for rather than just what it looked like or did. This is a modestly flexible, topic-appropriate word choice rather than plain description ('it made me feel free'), which is the small step beyond common vocabulary Band 7.0 lexical resource is aiming for, without reaching for anything as marked as a true idiom.
  • GRA“It wasn't new, and it definitely wasn't fancy compared to some of my classmates' bikes, but it represented independence in a way nothing else did at that age” — The sentence builds a three-part contrast — 'wasn't new', 'definitely wasn't fancy', 'but it represented independence' — coordinating two negative clauses before pivoting to the positive one with 'but'. Carrying that three-part structure accurately in a single sentence, rather than splitting it into separate simple sentences the way a 6.5 answer likely would, is the comfortable complex-sentence range Band 7.0 grammar targets.
  • FC“These days, whenever I see a child riding a slightly-too-big bike with the seat lowered all the way down, it takes me straight back to those afternoons” — The closing move links a present-day trigger (seeing a child on a too-big bike) to the childhood memory being described, using 'these days, whenever...' to show this isn't a one-off thought but a recurring association. Grounding the reflection in a concrete, repeatable present-day scene, rather than just stating 'I still remember it fondly', is the kind of natural-linking development the Band 7.0 descriptor calls for.
Band 7.5

The abstract reflective closing ('it taught me that a thing could be anything depending on how you arranged it') and the parenthetical aside about the father adding pieces show the evaluative depth and grammatical control typical of Band 7.5.

The toy I'd talk about is a box of wooden blocks that my father made for me when I was five, from offcuts he collected at the carpentry shop next door to our house in Hue.

What kind of toy it was is hard to say, because it wasn't really a toy in the shop sense. It was a cardboard box, originally for instant noodles, full of pieces of wood — perhaps sixty of them, no two the same size, sanded smooth by my father over several evenings so I wouldn't get splinters. Some were long and thin, some were cubes, one was a wedge that became, over the years, a roof, a ramp, a boat and a weapon.

I got them for Tết the year I turned five, and I remember being slightly disappointed, because my cousin had received a plastic car with lights. The disappointment lasted about a day.

Whether I played alone or with others: both, in stages. For the first years it was mostly alone, on the kitchen floor while my mother cooked, building towers to knock down. When my sister was old enough, the blocks became a city that covered half the floor, with streets and a market and a river made from a blue scarf, and we argued about planning decisions. My father would occasionally add a piece, without comment, when the shop had a good offcut.

How I felt about them is that they were mine in a way nothing bought has ever been. They had no instructions and no right answer, so everything built with them was my idea. I'm a designer now, and I honestly think that box is why: it taught me that a thing could be anything depending on how you arranged it. The box is still in my parents' house. My nephew plays with it, and my father, at sixty, still adds a piece now and then.

319 words · about 2 minutes

Why this band

  • LR“it taught me that a thing could be anything depending on how you arranged it” — The phrase turns a specific childhood object (wooden blocks) into a generalised claim about how meaning gets made — 'a thing could be anything depending on how you arranged it' — which is abstract, precise, and clearly the product of real reflection rather than a stock phrase. This kind of genuinely original abstraction drawn from concrete memory, rather than a fixed idiom borrowed from elsewhere, is what the Band 7.5 descriptor means by a 'figurative or idiomatic touch if it fits the moment' — it fits because it's earned by the story, not decorative.
  • GRA“My father would occasionally add a piece, without comment, when the shop had a good offcut.” — 'Without comment' is inserted as a parenthetical between the verb phrase and the subordinate 'when' clause, briefly interrupting the sentence's flow to add a detail about the father's manner rather than his actions. That kind of mid-sentence insertion, on top of the habitual modal 'would occasionally', shows more structural flexibility than the simpler subject-verb-object pattern a 7.0 answer would likely use to convey the same fact.
  • FC“I'm a designer now, and I honestly think that box is why” — The colon after 'that box is why' sets up a direct causal explanation — the blocks didn't just entertain the speaker as a child, they shaped a career choice — turning a piece of narrative into an argument about identity. Making an explicit, reasoned connection between a childhood object and present-day profession, rather than simply saying the toy was 'special' or 'important', is the evaluative coherence the Band 7.5 descriptor is looking for.

How this card was asked, by exam period

  • Describe a toy that you often played with as a childMay–Aug 2026

Part 3 follow-up questions

These are the discussion questions examiners asked after this cue card. Sample answers are shown where available.

  1. 1. What should people consider when choosing a toy for a child?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing point 'whether the child actually wants it, not just what looks educational to the parent' states the advice directly.

    My cousin's plastic car with lights broke by February, but my box of wooden blocks is still being used thirty years later, so I'd start with durability and how open the toy is — a toy that can become many things lasts longer than one that only does one thing. Safety is the most important thing at any age, so check for small parts and sharp edges. The child's age also matters, because a toy that's too advanced or too simple won't work well. And you should ask whether the child actually wants it, not just what looks educational to the parent.

    Why this band

    • FC“My cousin's plastic car with lights broke by February, but my box of wooden blocks is still being used thirty years later,” — A plain contrastive sentence joined with 'but', typical of 6.5's directness, compared with the dash-linked structures used at 7.0 and 7.5.
    • LR“won't work well” — A vague, general phrase, less precise than the more specific 'frustrates' and 'bores' used at higher bands.
    • GRA“The child's age also matters, because a toy that's too advanced or too simple won't work well.” — A simple sentence with one 'because' clause, typical of plain 6.5 grammar.
    Band 7.0

    The colon-introduced list 'Safety obviously comes first at any age: small parts, sharp edges, the materials used' shows more developed structure than a plain sentence.

    I'd say durability and openness are where I'd start, honestly. My cousin's plastic car with lights was broken by February, while my box of blocks is still in use thirty years later — a toy that can be lots of different things tends to last longer than one that does a single thing brilliantly. Safety obviously comes first at any age: small parts, sharp edges, the materials used. Then there's the child's stage, since a toy that's too advanced tends to frustrate them and one that's too simple just bores them. Whether it invites the child to actually do something, rather than just watch, matters too. And honestly, whether the child actually wants it is something parents often forget, in their enthusiasm for whatever looks educational.

    Why this band

    • FC“I'd say durability and openness are where I'd start, honestly.” — The hedge 'I'd say... honestly' softens and personalises the opening claim, more developed than 6.5's plain factual opener.
    • LR“tends to frustrate them and one that's too simple just bores them” — This precise pair of specific verbs is more developed than 6.5's vaguer 'won't work well'.
    • GRA“Safety obviously comes first at any age: small parts, sharp edges, the materials used.” — The colon introduces a list without repeating a verb, a more economical construction than 6.5's fuller 'so check for' clause.
    Band 7.5

    The compact fragment 'a toy too advanced frustrates and one too simple just bores' and the closing image 'still on the floor a year later' give the answer an economical, vivid finish.

    My cousin's plastic car with lights was broken by February, and my box of blocks is still in use thirty years on, so durability and openness are where I'd start — a toy that can be many things outlasts one that does a single thing brilliantly. Safety comes first at any age, obviously: small parts, sharp edges, the materials it's made of. Then there's the child's stage, since a toy too advanced frustrates and one too simple just bores. Whether it invites the child to actually do something, rather than merely watch, matters enormously. Whether it can be shared with other children is worth a thought too. And honestly, whether the child actually wants it, which parents often forget in their enthusiasm for anything labelled educational. The best toys, in the end, are the ones still on the floor a year later.

    Why this band

    • FC“a toy too advanced frustrates and one too simple just bores” — Stripping the verbs down to single words ('frustrates', 'bores') creates a tighter, punchier parallel structure than 7.0's fuller 'tends to frustrate them and one that's too simple just bores them'.
    • LR“outlasts one that does a single thing brilliantly” — The verb 'outlasts' is a more precise, single-word alternative to 7.0's plainer 'tends to last longer than'.
    • GRA“The best toys, in the end, are the ones still on the floor a year later.” — The parenthetical 'in the end' inserted mid-sentence, plus the vivid closing image, shows more flexible grammar than 7.0's plainer closing about parental forgetfulness.

  2. 2. Do you agree or disagree that toy manufacturers have a responsibility to make their toys educational?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing 'I'd rather they made good toys and let the learning happen naturally' states the position simply.

    I mostly disagree. My nephew was given an expensive 'educational' tablet that recited the alphabet, and he just ignored it, but he learned more about physics from a simple rubber ball than from anything with the word 'learning' printed on the box. I think manufacturers really need to make toys safe, honest, and durable, and not trick children through advertising. Calling a toy 'educational' is mostly just a marketing label. Children can actually learn from almost any toy that lets them do something, like building or throwing. I'd rather they made good toys and let the learning happen naturally.

    Why this band

    • FC“I mostly disagree.” — A very short, plain opening answer, typical of 6.5's directness, compared with 7.0's fuller hedged version and 7.5's terser 'Disagree, mostly'.
    • LR“trick children” — A basic, everyday verb, less precise than the more formal 'manipulate children' used at higher bands.
    • GRA“I'd rather they made good toys and let the learning happen naturally.” — A simple sentence with two coordinated clauses joined by 'and', typical of plain 6.5 grammar.
    Band 7.0

    The inserted aside 'I think' mid-sentence and the closing contrast 'than manufactured lessons and called them toys' show more developed, reflective argument.

    I'd mostly disagree, honestly. My nephew was given an expensive 'educational' tablet that recited the alphabet and simply ignored it, whereas he learned more physics from a plain rubber ball than from anything with the word 'learning' plastered on the box. Manufacturers, I think, have a responsibility to make toys safe, honest and durable, and not to manipulate children through advertising, but making them educational is more of a marketing category than a genuine moral duty, and the label often ends up attached to toys that teach children mainly that learning is boring. Children actually learn from almost any toy that lets them do something — build, throw, pretend. I'd rather manufacturers just made good toys and let the education happen naturally, which it usually does, than manufactured lessons and called them toys.

    Why this band

    • FC“I'd mostly disagree, honestly.” — The hedge 'honestly' appended to the short opener is a more natural spoken rhythm than 6.5's plain 'I mostly disagree'.
    • LR“manipulate children through advertising” — This more formal, precise verb is a step up from 6.5's plainer 'trick children'.
    • GRA“I'd rather manufacturers just made good toys and let the education happen naturally, which it usually does, than manufactured lessons and called them toys.” — A 'rather... than' comparative structure with an inserted relative clause shows more complex grammar than 6.5's simple two-clause sentence.
    Band 7.5

    The compact opener 'Disagree, mostly' and the idiomatic 'slapped onto' give the answer an economical, vivid edge.

    Disagree, mostly. My nephew was given an expensive 'educational' tablet that recited the alphabet, and ignored it completely; he learned more physics from a plain rubber ball than from anything with the word 'learning' stamped on the box. Manufacturers have a responsibility to make toys safe, honest and durable, and not to manipulate children through advertising. Making them educational is a marketing category more than a moral duty, and the label is often slapped onto toys that teach nothing except that learning is dull. Children learn from almost any toy that lets them actually do something — build, throw, pretend. I'd rather manufacturers made good toys and let the education happen, which it does anyway, than manufactured lessons and called them toys.

    Why this band

    • FC“Disagree, mostly.” — This two-word opener is the most compact of the three versions, more economical than 7.0's fuller 'I'd mostly disagree, honestly'.
    • LR“slapped onto toys that teach nothing except that learning is dull” — The idiomatic verb 'slapped onto' is more vivid and forceful than 7.0's plainer 'attached to toys that teach children mainly that learning is boring'.
    • GRA“he learned more physics from a plain rubber ball than from anything with the word 'learning' stamped on the box” — The semicolon-linked clause before this sentence tightens the contrast into two balanced independent clauses, a slightly more compact structure than 7.0's 'whereas'-joined version.

  3. 3. Do boys and girls usually prefer different kinds of toys?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing 'most would just want whatever the older kids have' restates the point directly.

    A little, I think, but it's hard to know how much is natural and how much comes from us. My sister and I once built the same block city together, but she ran the market while I built the bridges, and I still don't know if that was natural or just because people had given her dolls and me cars since we were babies. On average, boys do seem to like vehicles and building more, and girls seem to like pretend caring more. But there's a lot of overlap, and toy shops make the difference much bigger than it really is, with separate pink and blue sections. If children could choose freely, most would just want whatever the older kids have.

    Why this band

    • FC“A little, I think, but it's hard to know how much is natural and how much comes from us.” — A plain statement with the hedge 'I think' inserted, typical of 6.5's directness, compared with 7.0's fuller 'Somewhat, I'd say, though it's hard to tell' and 7.5's leaner unhedged version.
    • LR“make the difference much bigger than it really is” — A general, everyday phrase, less precise than the more formal 'enforce the difference far more strongly' used at higher bands.
    • GRA“If children could choose freely, most would just want whatever the older kids have.” — A simple conditional sentence, typical of plain 6.5 grammar, compared with the participial phrase 'Given a genuinely free choice' used at higher bands.
    Band 7.0

    The phrase 'the toy shops enforce the difference far more strongly than the children themselves do' shows more developed, reasoned critique.

    Somewhat, I'd say, though it's hard to tell how much is them and how much is us. My sister and I once built the same block city, and she ran the market while I built the bridges, and I'm still not entirely sure whether that was nature or simply the fact that everyone had been handing her dolls and me cars since birth. On average, boys do seem drawn more to vehicles and building, and girls more to people and pretend care, from quite an early age. But the averages hide a huge amount of overlap, and honestly the toy shops enforce the difference far more strongly than the children themselves do, with pink and blue aisles that tell a three-year-old what they're supposedly allowed to want. Given a genuinely free choice, most children just want whatever the older children happen to have.

    Why this band

    • FC“Somewhat, I'd say, though it's hard to tell how much is them and how much is us.” — The hedge 'I'd say' is inserted mid-sentence rather than as a separate clause, a more natural spoken rhythm than 6.5's fuller two-clause version.
    • LR“enforce the difference far more strongly than the children themselves do” — This precise, formal phrase is more developed than 6.5's plainer 'make the difference much bigger than it really is'.
    • GRA“Given a genuinely free choice, most children just want whatever the older children happen to have.” — The participial opening clause 'Given a genuinely free choice' is a more compact, formal construction than 6.5's fuller 'if'-clause.
    Band 7.5

    The verb 'conceal' and the adverb 'rigidly' give the answer a more precise, formal edge than the higher band's plainer equivalents.

    Somewhat, and it's hard to tell how much of it is them and how much is us. My sister and I built the same block city together and she ran the market while I built the bridges, and I'm still not sure whether that was nature or simply the fact that everyone had been handing her dolls and me cars since birth. On average, boys do seem drawn more towards vehicles and building, girls more towards people and pretend care, from quite early on. But the averages conceal huge overlap, and the toy shops enforce the difference far more rigidly than the children ever do, with pink and blue aisles telling a three-year-old what they're apparently allowed to want. Given a genuinely free choice, most children simply want whatever the older children already have.

    Why this band

    • FC“Somewhat, and it's hard to tell how much of it is them and how much is us.” — This lean opener drops the hedge 'I'd say' entirely, joining the claim and the qualification directly with 'and', a more confident fluency than 7.0's hedged version.
    • LR“conceal huge overlap” — The verb 'conceal' is more precise and formal than 7.0's plainer 'hide a huge amount of overlap'.
    • GRA“the toy shops enforce the difference far more rigidly than the children ever do” — The adverb 'rigidly' plus the emphatic 'ever do' tightens the construction compared with 7.0's 'far more strongly than the children themselves do'.

  4. 4. Why do some parents buy their children a large number of toys?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing 'the child only really plays with two or three toys and can't even find them under the rest' states the result simply.

    Often it's love that doesn't have enough time to show itself another way. My cousin's room had more toys than floor space, bought by parents who worked seven days a week and gave objects instead of hours. Guilt is a big reason too. Some parents also had very little as children themselves, so they want their own children to have everything. Grandparents add even more toys, and advertising makes children ask for things constantly. It's often just easier to buy something than to say no. But usually the child only really plays with two or three toys and can't even find them under the rest.

    Why this band

    • FC“Often it's love that doesn't have enough time to show itself another way.” — A plain, complete-sentence opener, typical of 6.5's directness, compared with 7.0's and 7.5's tighter 'love that simply can't find the time' phrasing.
    • LR“gave objects instead of hours” — A plain, functional phrase, adequate but less vivid than the parallel verb used at higher bands, 'expressed in objects what they couldn't give in hours'.
    • GRA“Some parents also had very little as children themselves, so they want their own children to have everything.” — A simple sentence with a single 'so' clause, typical of plain 6.5 grammar.
    Band 7.0

    The precise phrase 'expressed in objects what they couldn't give in hours' shows more developed, reflective phrasing than a plain description.

    I'd say it's often love that simply can't find the time to show itself any other way. My cousin's room had more toys than floor, bought by parents who worked seven days a week and expressed in objects what they couldn't give in hours. Guilt plays a big part too, and so does the parents' own childhood — people who grew up with very little often want their own children to have everything. Grandparents and relatives pile even more on top, and advertising and other children's rooms create a kind of pressure that makes it easier to buy than to refuse. Some parents also genuinely believe, wrongly, that more toys means more stimulation. The usual result is a child who plays with two or three things and can't even see them under the rest.

    Why this band

    • FC“I'd say it's often love that simply can't find the time to show itself any other way.” — The hedge 'I'd say' softens the claim naturally, a more developed opener than 6.5's unhedged version.
    • LR“expressed in objects what they couldn't give in hours” — This precise, almost literary phrase is more developed than 6.5's plainer 'gave objects instead of hours'.
    • GRA“Guilt plays a big part too, and so does the parents' own childhood — people who grew up with very little often want their own children to have everything.” — The dash-linked expansion adds an explanatory clause onto the coordinated sentence, more complex than 6.5's simpler standalone sentences.
    Band 7.5

    The idiom 'poured into objects' and the vivid closing 'can't even locate them under the other hundred' give the answer a memorable, evaluative finish.

    Often it's love that simply can't find the time to express itself any other way. My cousin's room had more toys than floor, bought by parents who worked seven days a week and poured into objects what they couldn't give in hours. Guilt does a lot of the work here too, as does the parents' own childhood — people who had nothing want their children to have everything. Grandparents and relatives pile on more still, and advertising, along with other children's rooms, creates a pressure that makes buying easier than refusing. Some parents genuinely believe, mistakenly, that more toys equals more stimulation. The usual result is a child who plays with three things and can't even locate them under the other hundred.

    Why this band

    • FC“Guilt does a lot of the work here too, as does the parents' own childhood” — The idiom 'does a lot of the work' personifies the abstract cause in a vivid, fluent way, more developed than 7.0's plainer 'Guilt plays a big part too, and so does'.
    • LR“poured into objects what they couldn't give in hours” — The verb 'poured' is more vivid and emotionally charged than 7.0's plainer 'expressed in objects'.
    • GRA“The usual result is a child who plays with three things and can't even locate them under the other hundred.” — The precise numerical contrast 'three things... the other hundred' sharpens the closing image, a more pointed construction than 7.0's vaguer 'two or three things... the rest'.

  5. 5. What is the relationship between the toy industry and children's movies or TV shows?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing 'a lot of children's entertainment is really designed backwards, starting from what's on the shop shelf' states the conclusion directly.

    I think they're really the same business wearing two different costumes. My nephew's favourite cartoon has a new vehicle in almost every episode, and each one appears in the toy shop within a month, so it's hard to say whether the show sells the toys or the toys pay for the show. Films create characters that children want, and toys let children keep playing with the story at home. Some shows are basically twenty-minute adverts with a story attached. It isn't all bad — children have always wanted to hold their heroes. But a lot of children's entertainment is really designed backwards, starting from what's on the shop shelf.

    Why this band

    • FC“I think they're really the same business wearing two different costumes.” — A plain statement with the hedge 'I think' fronted, typical of 6.5's directness, compared with 7.0's mid-sentence 'I'd say' and 7.5's unhedged version.
    • LR“the toys pay for the show” — A general, plain phrase, less precise than the more specific 'the toys fund the show' used at higher bands.
    • GRA“It isn't all bad — children have always wanted to hold their heroes.” — A short, simple sentence with a dash-linked justification, typical of plain 6.5 grammar.
    Band 7.0

    The self-correcting aside '— probably both, honestly' shows more natural, reflective spoken reasoning.

    I'd say they're really the same business in two different costumes. My nephew's favourite cartoon has a new vehicle almost every episode, and each one turns up in the toy shop within a month, so it's genuinely hard to say whether the show sells the toys or the toys fund the show — probably both, honestly. Films create the characters and the desire in the first place, and toys let children own the story and keep it going at home. Some shows are, in effect, twenty-minute advertisements with a plot attached, and some of the best-known children's films are made by companies whose real profit sits in merchandise. It isn't entirely cynical, to be fair — children have always wanted to hold the hero. But the relationship does mean a lot of children's culture ends up designed backwards from a shelf.

    Why this band

    • FC“— probably both, honestly” — This dash-linked self-answer develops the rhetorical question in real time, a more fluent cohesive move than 6.5's plain declarative statement.
    • LR“whose real profit sits in merchandise” — This precise business collocation is more developed than 6.5's vaguer explanation of the same idea.
    • GRA“Some shows are, in effect, twenty-minute advertisements with a plot attached, and some of the best-known children's films are made by companies whose real profit sits in merchandise.” — A long sentence with a parenthetical 'in effect' and a relative clause shows more complex embedding than 6.5's shorter, separate sentences.
    Band 7.5

    The idiom 'bolted on' and the vivid closing contrast 'starting from a shelf rather than a story' give the answer a sharp, memorable edge.

    They're really the same business wearing two different costumes. My nephew's favourite cartoon has a new vehicle almost every episode, and each one turns up in the toy shop within a month; it's genuinely hard to say whether the show sells the toys or the toys fund the show, and I suspect it's both. Films create the characters and the desire; toys let children own the story and keep it running at home. Some shows are, in effect, twenty-minute advertisements with a plot bolted on, and some of the best-loved children's films are made by companies whose real profit sits quietly in merchandise. It isn't all cynical — children have always wanted to hold the hero in their own two hands. But the relationship does mean a good deal of children's culture is designed backwards, starting from a shelf rather than a story.

    Why this band

    • FC“They're really the same business wearing two different costumes.” — This unhedged opening statement, identical in content to the other bands but stripped of any hedge word, shows the most confident, economical fluency of the three.
    • LR“a plot bolted on” — This idiomatic phrase is more vivid and precise than 7.0's plainer 'a plot attached'.
    • GRA“Films create the characters and the desire; toys let children own the story and keep it running at home.” — The semicolon-linked pair of independent clauses is tighter than 7.0's version, which joins the same ideas with 'and'.

  6. 6. Do you agree or disagree that children enjoy playing with ordinary household objects?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing image 'a kitchen drawer is basically a free toy shop' states the point simply.

    I completely agree. The cardboard box my blocks came in was actually a better toy than the blocks themselves for years — it became a boat, a house, and a cave. Every parent knows the child who ignores the present and just plays with the wrapping paper instead. Ordinary things like pots, spoons, cushions and a blanket over two chairs don't have one fixed use in a child's mind, so they can become anything, which is exactly what imaginative play needs. Children also want to copy what adults use every day. This fades a bit as children get older, but under about seven, a kitchen drawer is basically a free toy shop.

    Why this band

    • FC“I completely agree.” — A short, plain opening statement, typical of 6.5's directness, compared with 7.0's hedged 'I'd completely agree, honestly' and 7.5's unhedged, dash-extended fragment.
    • LR“don't have one fixed use” — A plain, functional phrase, less formal than the equivalent 'carry no fixed use' used at 7.5.
    • GRA“This fades a bit as children get older, but under about seven, a kitchen drawer is basically a free toy shop.” — A simple contrastive sentence with 'but', typical of plain 6.5 grammar.
    Band 7.0

    The tag 'and a free one at that' adds a small, natural spoken flourish to the closing observation.

    I'd completely agree, honestly. The cardboard box my blocks came in was, for years, actually a better toy than the blocks themselves — it served as a boat, a house and a cave. Every parent knows the child who ignores the expensive present and plays with the wrapping instead. Household objects like pots, spoons, cushions and a blanket draped over two chairs have no fixed use in a child's mind, so they can become almost anything, which is exactly what imaginative play needs. They're also what the adults around them use, and children naturally want to copy what adults do. That enjoyment does fade a little as children get older and start wanting things that actually look like the real object. But under about seven, a kitchen drawer is basically a toy shop, and a free one at that.

    Why this band

    • FC“I'd completely agree, honestly.” — The hedge 'honestly' softens the opening naturally, a more developed move than 6.5's plain unhedged statement.
    • LR“draped over two chairs” — The precise verb 'draped' is more vivid than 6.5's plainer 'a blanket over two chairs'.
    • GRA“But under about seven, a kitchen drawer is basically a toy shop, and a free one at that.” — The tag clause 'and a free one at that' extends the sentence with an appositive addition, more complex than 6.5's plain final sentence.
    Band 7.5

    The dash-set list 'pots, spoons, cushions, a blanket draped over two chairs' and the witty closing 'admission is free' give the answer an economical, playful edge.

    Agree completely — the cardboard box my blocks came in was, for years, a better toy than the blocks, serving as a boat, a house and a cave in turn. Every parent knows the child who ignores the present and plays with the wrapping. Household objects — pots, spoons, cushions, a blanket draped over two chairs — carry no fixed use in a child's mind, so they can become absolutely anything, which is precisely what imaginative play thrives on. They're also what the adults around them actually use, and children want to do what adults do. The enjoyment does fade a little with age, once children start wanting things that resemble the real object. But under about seven, a kitchen drawer is a toy shop, and admission is free.

    Why this band

    • FC“Agree completely —” — This two-word opener, immediately extended with a dash, is the most compact and confident of the three versions, tighter than 7.0's fuller 'I'd completely agree, honestly'.
    • LR“imaginative play thrives on” — The verb 'thrives on' is more vivid and idiomatic than 7.0's plainer 'is exactly what imaginative play needs'.
    • GRA“But under about seven, a kitchen drawer is a toy shop, and admission is free.” — The witty appositive 'and admission is free' plays on the shop metaphor grammatically, a more flexible and idiomatic construction than 7.0's plainer 'and a free one at that'.

  7. 7. To what extent do toy advertisements train children to become consumers?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing 'advertising targets them at an age when they can't defend themselves' states the point directly.

    To a large extent, and the training starts before a child can even read. My niece could sing a toy jingle perfectly at six years old and wanted the toy simply 'because it's new', which shows the whole idea of buying things learned in just one sentence. Advertisements teach children that happiness comes in boxes, and that new things are always better than old ones. They also teach children the skill of persuading their parents, which children learn surprisingly fast. Some countries limit advertising aimed at children for this exact reason, and I think that's a good idea. Children will become consumers anyway from the world around them, but advertising targets them at an age when they can't defend themselves.

    Why this band

    • FC“To a large extent, and the training starts before a child can even read.” — A plain, complete-sentence opener, typical of 6.5's directness, compared with 7.0's and 7.5's identical opening phrase reused with more varied continuations.
    • LR“which children learn surprisingly fast” — A general, plain phrase, less vivid than 7.0's more emphatic 'which they pick up frighteningly quickly'.
    • GRA“Children will become consumers anyway from the world around them, but advertising targets them at an age when they can't defend themselves.” — A simple contrastive sentence with 'but', typical of plain 6.5 grammar, compared with the more layered final sentence at 7.5.
    Band 7.0

    The triple parallel structure 'that happiness arrives in boxes, that the newest thing is automatically better... and that constantly wanting something is basically a normal state' shows more developed coordination.

    To a large extent, I'd say, and the training starts before a child can even read. My niece at six could sing a toy jingle word-perfect and wanted the toy 'because it's new', which is really the entire logic of consumption learned in a single sentence. Advertisements teach children that happiness arrives in boxes, that the newest thing is automatically better than last month's, and that constantly wanting something is basically a normal state to be in. They also teach children the skill of persuading their parents, which they pick up frighteningly quickly. Some countries limit advertising aimed at children for exactly this reason, and honestly, I think they're right to. Children would probably learn to be consumers anyway, just from the world around them, but advertising aims the lesson specifically at the age when there's no real defence against it.

    Why this band

    • FC“To a large extent, I'd say, and the training starts before a child can even read.” — The hedge 'I'd say' is inserted mid-sentence, a more natural spoken rhythm than 6.5's unhedged version of the same opener.
    • LR“which they pick up frighteningly quickly” — The intensifying adverb 'frighteningly' is more vivid and precise than 6.5's plainer 'which children learn surprisingly fast'.
    • GRA“Advertisements teach children that happiness arrives in boxes, that the newest thing is automatically better than last month's, and that constantly wanting something is basically a normal state to be in.” — A triple parallel 'that...' clause structure shows more complex coordination than 6.5's simpler two-item list joined by 'and'.
    Band 7.5

    The adverb 'squarely' in the closing sentence gives the final point a more precise, deliberate edge than a plain statement.

    To a large extent, and the training starts before the child can even read. My niece at six could sing a toy jingle word-perfect and wanted the toy 'because it's new', which is the entire logic of consumption learned in one sentence. Advertisements teach children that happiness arrives in boxes, that the current thing is better than last month's, and that wanting is a normal, permanent state. They also teach the skill of persuading parents, which children pick up frighteningly fast. Some countries limit advertising to children for exactly this reason, and I think they're right to. Children would learn to be consumers eventually anyway, from the world around them. But advertising aims the lesson squarely at the age when there's no defence against it.

    Why this band

    • FC“To a large extent, and the training starts before the child can even read.” — This version drops the hedge 'I'd say' entirely, joining the claim directly to the elaboration with 'and', showing a more confident fluency than 7.0's hedged opener.
    • LR“wanting is a normal, permanent state” — The added adjective 'permanent' sharpens the claim beyond 7.0's plainer 'basically a normal state to be in'.
    • GRA“But advertising aims the lesson squarely at the age when there's no defence against it.” — The adverb 'squarely' inserted between verb and object shows a more flexible, idiomatic word order than 7.0's plainer 'aims the lesson specifically at the age'.

  8. 8. Do you think children should be allowed to choose their own toys in a toy shop or store?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain closing contrast 'can actually be unkind rather than kind' states the warning simply.

    Within limits, yes, and my sister has the best rule I've seen for this. Her daughter chooses a toy from within a set budget, and then has to live with whatever she picked. Once she chose a glitter unicorn that broke apart within a week, and she's chosen much more carefully ever since — that lesson was worth losing the unicorn. Choosing teaches children to think about what they really want and to accept the result of their decision. But there have to be limits, like a budget, safety, and the parent being able to say no to something silly. Letting a very young child choose freely in a huge shop can actually be unkind rather than kind.

    Why this band

    • FC“Within limits, yes, and my sister has the best rule I've seen for this.” — A plain, complete-sentence opener, typical of 6.5's directness, compared with the more compact fragment openers used at higher bands.
    • LR“something silly” — A vague, everyday adjective, less precise than the more formal pairing 'harmful or plainly absurd' used at higher bands.
    • GRA“Letting a very young child choose freely in a huge shop can actually be unkind rather than kind.” — A simple sentence repeating 'unkind... kind' for plain contrast, typical of 6.5's grammar, compared with the more varied 'unkind rather than generous' used at higher bands.
    Band 7.0

    The idiom 'worth the price of the unicorn' plays on the story itself, showing a more developed, reflective use of language.

    Within limits, I'd say, and my sister has the best rule I've come across for this. The child chooses, from within a set budget, and then has to live with the choice; her daughter once picked a glitter unicorn that fell apart within a week and has chosen far more carefully ever since — that lesson, honestly, was worth the price of the unicorn. Choosing teaches children to weigh up their wants, to actually decide, and to own the result afterwards. The limits do matter, though: the budget, basic safety, and a parent's right to say no to things that are harmful or plainly absurd. Letting a small child choose completely freely in a shop designed to overwhelm them feels unkind rather than generous. But a child who's never allowed to choose only ever learns what they were given.

    Why this band

    • FC“Within limits, I'd say, and my sister has the best rule I've come across for this.” — The hedge 'I'd say' is inserted mid-sentence, a slightly more natural spoken rhythm than 6.5's unhedged version.
    • LR“worth the price of the unicorn” — This play on words, reusing 'the unicorn' as a figurative price, is more developed and witty than 6.5's plainer 'worth losing the unicorn'.
    • GRA“The child chooses, from within a set budget, and then has to live with the choice; her daughter once picked a glitter unicorn that fell apart within a week and has chosen far more carefully ever since” — The semicolon links two related independent clauses directly, a tighter construction than 6.5's separate sentences joined by 'and then' and 'once'.
    Band 7.5

    The idiom 'worth every penny' and the closing antithesis 'what they were given, never what they actually wanted' give the answer a vivid, pointed finish.

    Within limits, yes, and my sister's rule is the best I've seen: the child chooses, from within a budget, and lives with the choice. Her daughter once chose a glitter unicorn that fell apart in a week and has chosen far more carefully ever since — that lesson was worth every penny of the unicorn. Choosing teaches children to weigh up wants, to actually decide, and to own the result. The limits matter: the budget, basic safety, and a parent's right to veto anything harmful or absurd. Letting a small child choose freely in a shop engineered to overwhelm them is unkind rather than generous. But a child who's never once allowed to choose learns only what they were given, never what they actually wanted.

    Why this band

    • FC“and my sister's rule is the best I've seen: the child chooses, from within a budget, and lives with the choice” — The colon introduces the rule directly as a definition, a tighter cohesive device than 7.0's separate sentence beginning 'The child chooses'.
    • LR“worth every penny of the unicorn” — This more idiomatic version of the pun on price is punchier and more natural than 7.0's 'worth the price of the unicorn'.
    • GRA“a child who's never once allowed to choose learns only what they were given, never what they actually wanted” — The parallel antithesis 'never what they actually wanted' extends the sentence with a second balanced clause, more flexible grammar than 7.0's shorter single-clause ending.

  9. 9. How are toys that are popular today different from the toys that were popular in the past?

    May–Aug 2026
    Compare Band 6.5 / 7.0 / 7.5 for this question
    Band 6.5

    The plain contrast 'Today's toys do a lot more, but ask less of the child' states the thesis directly.

    Today's toys do a lot more, but ask less of the child. My blocks were silent and did nothing until I did something, but my nephew's toys talk, light up, play music, and even need charging, and some of them almost play with him instead of the other way round. Modern toys are more often branded, connected to a screen character, and made to last only a short time. Many are completely digital now, like a game on a tablet. The old toys were simpler, often handmade, and meant to be passed down to other children. But wooden toys are becoming fashionable again with some parents, and simple things like balls and blocks never really went away.

    Why this band

    • FC“Today's toys do a lot more, but ask less of the child.” — A short, plain contrastive sentence with 'but', typical of 6.5's directness, compared with 7.0's and 7.5's near-identical but tighter openings.
    • LR“made to last only a short time” — A plain, literal phrase, less precise than the more formal 'designed for a fairly short life' used at higher bands.
    • GRA“The old toys were simpler, often handmade, and meant to be passed down to other children.” — A simple sentence with a coordinated triple adjective/clause list, typical of plain 6.5 grammar.
    Band 7.0

    The colon-introduced observation 'there's a counter-movement: wooden toys are fashionable again' shows a more developed, balanced argument.

    Today's toys do a lot more, and honestly demand a lot less. My blocks were silent and did nothing until I did something, whereas my nephew's toys talk, light up, play music and need charging, and quite a few of them practically play with him rather than the other way round. Modern toys are more likely to be branded, tied to a screen character, and designed for a short life. Plenty are entirely digital now — a tablet game basically counts as a toy. The older ones were simpler, often handmade or local, and expected to be passed down. That said, there's a counter-movement: wooden toys are fashionable again among parents who've read about child development, and the classics, like balls and blocks, never really disappeared. But the centre of the toy world has shifted from the child's hands to the child's eyes.

    Why this band

    • FC“Today's toys do a lot more, and honestly demand a lot less.” — The adverb 'honestly' inserted mid-sentence softens and personalises the claim, a more natural spoken move than 6.5's plain 'but ask less'.
    • LR“practically play with him rather than the other way round” — The adverb 'practically' adds a more vivid, precise qualifier than 6.5's plainer 'almost play with him'.
    • GRA“That said, there's a counter-movement: wooden toys are fashionable again among parents who've read about child development, and the classics, like balls and blocks, never really disappeared.” — The colon-introduced clause after 'there's a counter-movement' shows more developed structure than 6.5's simpler 'but' sentence making the same concession.
    Band 7.5

    The idiom 'to all intents and purposes' and the metaphor 'the centre of gravity in the toy world' give the answer a vivid, precise finish.

    Today's toys do more and demand less. My blocks were silent and did nothing until I did something; my nephew's toys talk, light up, play music and need charging, and several of them practically play with him rather than the other way round. Modern toys are more likely to be branded, tied to a screen character, and designed for a short shelf life. Plenty are entirely digital now — a tablet game is, to all intents and purposes, a toy. The old ones were simpler, often handmade or local, and expected to be handed down. There's a counter-movement, though: wooden toys are fashionable again among parents who've read up on development, and the classics, balls and blocks, never really left. But the centre of gravity in the toy world has moved from the child's hands to the child's eyes.

    Why this band

    • FC“Today's toys do more and demand less.” — This four-word-plus-four-word structure, with no hedge at all, is the most compact and confident opener of the three versions.
    • LR“to all intents and purposes, a toy” — This formal idiom is more precise and sophisticated than 7.0's plainer 'basically counts as a toy these days'.
    • GRA“the centre of gravity in the toy world has moved from the child's hands to the child's eyes” — The metaphor 'centre of gravity' replaces 7.0's plainer 'centre of the toy world', showing a more flexible, figurative use of a noun phrase as the sentence's subject.

Frequently asked questions

How long should my answer to this Part 2 cue card be?
Speak for 1 to 2 minutes. The examiner will stop you at 2 minutes, so aim for roughly 220-300 words that cover every bullet on the card and end with how you feel about it.
What Part 3 questions follow this cue card?
After "A Toy You Often Played With as a Child", examiners have asked 9 follow-up discussion questions, listed above. They move from your personal story to general opinions on the same theme.
Is this cue card still being used?
It was most recently reported by test-takers in May–Aug 2026. Cue cards rotate every four months, and many topics return in later seasons with slightly different wording.