Of course! Talking about "science classes" is a very common topic in IELTS Speaking, especially in Part 1 and Part 2. Here’s a comprehensive guide to help you structure your answers with high-level vocabulary, natural phrases, and good examples.

Part 1: General Questions

In Part 1, the examiner asks simple, personal questions. You should give short but detailed answers (2-3 sentences).

Q1: Did you enjoy science classes when you were at school?

Good Answer:

"To be honest, my feelings were a bit mixed. I was absolutely fascinated by the practical experiments, like dissecting a frog or mixing chemicals to see them change colour. However, I found the theoretical side, especially memorising complex formulas and scientific laws, to be quite tedious and a bit of a chore."

Vocabulary & Phrases:

• Mixed feelings: Having both positive and negative emotions about something.
• Fascinated by: Extremely interested in something.
• Practical experiments: Hands-on activities in a lab.
• Dissecting: Cutting open something to study its internal structure.
• Tedious: Boring because it is slow or repetitive.
• A bit of a chore: A task that you have to do but that is not enjoyable.

Q2: What was your favourite science subject at school?

Good Answer:

"Without a doubt, it was Biology. I was always captivated by living things, from the intricate structure of a single cell to the complex ecosystems in a rainforest. I remember being completely mesmerised by diagrams of the human body in our textbook; it felt like discovering a whole new world."

Vocabulary & Phrases:

• Without a doubt: Definitely, certainly.
• Captivated by: Held the attention of completely.
• Intricate: Having many small parts that are arranged in a complex way.
• Ecosystems: A biological community of interacting organisms and their physical environment.
• Mesmerised: Held someone's attention completely.
• It felt like discovering a whole new world: A great idiom to express strong fascination.

Q3: Was there any science subject you didn’t like?

Good Answer:

"Yes, I have to admit I struggled with Physics. I found it incredibly abstract, especially when we got into topics like quantum mechanics or the theory of relativity. It was difficult for me to connect those complex theories with the real world, which made the subject feel quite dry and uninspiring to me."

Vocabulary & Phrases:

• Struggled with: Found something difficult.
• Abstract: Not existing in a physical form; based on ideas.
• Quantum mechanics / Theory of relativity: Specific examples of difficult physics topics.
• Dry: Lacking interest or excitement.
• Uninspiring: Not making you feel interested or enthusiastic.

Q4: Do you think science is important for everyone to study?

Good Answer:

"I believe a basic understanding of science is essential in the modern world. It's not just about becoming a scientist; it's about being an informed citizen. For instance, understanding concepts like vaccines or climate change allows people to make better decisions about their health and the environment, which affects all of us."

Vocabulary & Phrases:

• Essential: Absolutely necessary.
• An informed citizen: A person who has knowledge about important issues.
• For instance / For example: To introduce an example.
• Concepts: Ideas or principles.
• It affects all of us: A good concluding phrase to show the wider impact.

Part 2: Long Turn (Cue Card)

This is where you need to speak for 1-2 minutes. The key is to structure your talk with an introduction, a few main points, and a conclusion.

Cue Card:

Describe a science class you had at school. You should say:

• what the subject was
• when and where you had this class
• what you did and learned in the class
• and explain how you felt about this class.

Sample Answer:

(Introduction - What, When, Where) "I'd like to talk about a Biology class from my final year of high school, which would have been when I was about 17. It was held in our school's science lab, Room 305, every Tuesday and Thursday afternoon. This particular class stands out in my memory because it was completely different from any other science lesson I'd had before."

(What you did and learned - The main body) The focus of this class was on human anatomy and physiology. Instead of just reading from a textbook, our teacher, Mr. Davies, believed in a very hands-on approach. We spent most of our time in groups, working on a huge model of the human torso. We had to carefully identify and label all the major organs—the heart, the lungs, the liver, and so on.

The most memorable part, however, was when we got to look at real specimens under microscopes. We were given slides of our own cheek cells and were asked to draw what we saw. It was the first time I'd ever seen my own cells magnified, and it was a real 'wow' moment. It made the abstract concept of cells suddenly feel incredibly real and personal. We also watched a fascinating documentary about a surgical operation, which showed all the theory we'd learned being applied in a real-life, high-stakes situation.

(How you felt - The conclusion/explanation) Overall, I had an extremely positive feeling about this class. It was engaging, interactive, and it completely changed my perspective on Biology. Before this, I saw science as a subject full of facts to be memorised. But this class showed me the wonder and excitement of discovery. It was the first time I truly felt like a scientist, actively exploring and learning rather than just passively receiving information. It’s probably the reason I developed such a lasting interest in the life sciences."

Why this answer is good:

• Structure: Clear introduction, body with two main points (the model and the microscopes), and a conclusion explaining feelings.
• Vocabulary: Uses specific terms (anatomy, physiology, specimens, microscopes) and descriptive language (hands-on approach, 'wow' moment, high-stakes).
• Detail: Provides specific details (Room 305, Tuesday/Thursday, Mr. Davies, cheek cells) which make the story sound authentic.
• Cohesion: Uses linking words like "Instead of," "The most memorable part," "Overall," and "But" to connect ideas smoothly.

Part 3: Discussion

Here, you need to discuss more abstract ideas related to the topic.

Q1: How do you think science education could be improved for children?

Good Answer: "I think the key is to make it more experiential and less theoretical. Many children are turned off science by rote memorisation. Schools should place a much stronger emphasis on inquiry-based learning, where students are encouraged to ask questions and design their own experiments to find the answers. For example, instead of just teaching them about photosynthesis from a book, you could have them grow plants under different coloured lights to see the effect for themselves. This approach fosters curiosity and critical thinking, which are far more valuable in the long run than just remembering facts."

Key Vocabulary:

• Experiential: Based on experience and observation.
• Rote memorisation: Learning by repetition without understanding.
• Inquiry-based learning: A method based on students' questions.
• Fosters curiosity: Encourages a desire to know more.
• Critical thinking: The objective analysis and evaluation of an issue.

Q2: In your opinion, is it more important for schools to teach pure science (like physics or chemistry) or applied science (like engineering or IT)?

Good Answer: "That's a great question because they are both crucial, but they serve different purposes. I believe a strong foundation in pure science is absolutely essential. It provides the fundamental understanding of how the world works—the 'why' behind things. Without a grasp of physics, for instance, you can't truly innovate in engineering. However, applied science is what translates that knowledge into solutions that improve our daily lives. It bridges the gap between theory and practice. Ideally, a good curriculum should integrate both, using applied examples to make the pure science more engaging and relevant to students' futures."

Key Vocabulary:

• Pure science: The study of the fundamental nature of the world, for its own sake.
• Applied science: The application of scientific knowledge for practical purposes.
• Foundation: The basic underlying principles or skills.
• Translates that knowledge into solutions: Turns understanding into practical uses.
• Bridges the gap: Connects two different things.
• Curriculum: The subjects comprising a course of study.

By using these structures, vocabulary, and ideas, you can give confident, fluent, and impressive answers about science classes in your IELTS Speaking test. Good luck