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Describe a time when you made a mistake

Try the card on the exam timer first, then read the band-8 sample answer and the Part 3 questions that follow it.

Practice it like the exam

Part 2 · Candidate task card

Describe a time when you made a mistake.

You should say:

  • what the mistake was
  • how you realised you had made it
  • what you did to put it right

and explain what you learned from it.

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1 minute to prepare, then 2 minutes to speak. It switches on its own.

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Band 8 sample answer

257 words · about 2 minutes at a natural pace · Phrases from the vocabulary list are highlighted.

I'd like to talk about a mistake I made at work about a year ago. I was responsible for preparing a monthly report with sales figures, which my manager would present to the company directors. It was a routine task, so I was working quickly and didn't pay as much attention as I should have.

I realised something was wrong on the morning of the meeting. A colleague mentioned that one figure looked unusually high. I checked and saw that I had copied the numbers from the wrong month into one of the tables, which made our sales look about twenty percent better than they really were. My stomach dropped, because the meeting was only an hour away and the report had already been sent to the directors.

I immediately went to my manager and told her exactly what had happened. I didn't make excuses; I just explained the error and showed her the corrected figures. She wasn't happy, but she appreciated that I'd told her straight away. Together, we sent a revised report before the meeting started, with a short apology note, and she explained the correction in her presentation.

The experience taught me several things. First, always double-check figures, particularly when they will be seen by senior people. Second, it's always better to admit a mistake quickly than to hope that no one will notice. Since then, I've created a simple checklist that I use for every report. I felt embarrassed at the time, but in the end it made me more careful and professional.

What to notice

  • It takes the points on the card in order, so the examiner can follow it.
  • Each point gets a specific detail or a short story, which is what keeps a talk going for two minutes.
  • The "explain" line at the end gets the most time, because that is where you give an opinion and show your range of language.

We wrote this answer for practice; it does not come from IELTS. Take its structure and phrases and tell your own story, because examiners notice memorised answers.

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Useful vocabulary

PhraseMeaning
make an error of judgementto decide wrongly
own up toto admit you did something wrong
put things rightto correct a problem
learn the hard wayto learn through bad experience
a costly mistakean error that causes loss
double-checkto check again carefully

Plan it in one minute

Choose what to talk about in the first ten seconds, then write two or three key words for each point. Full sentences take too long to write and to read back.

Who or what you could talk about

  • A mistake at work such as sending an email to the wrong person
  • A mistake in an exam or a booking
  • A mistake in a friendship, like saying something hurtful

How to spend the two minutes

  1. 25 swhat the mistake was
  2. 25 show you realised you had made it
  3. 25 swhat you did to put it right
  4. 45 sand explain what you learned from it.

Part 3 questions

In the exam these come straight after your talk, on the wider subject: Mistakes and learning. Answer each in 3–4 sentences, with your view, a reason and an example.

  1. Why are some people afraid of making mistakes?
  2. Can people learn more from mistakes than from successes?
  3. Should schools punish students for their mistakes?
  4. How should employers respond when employees make errors?
  5. Is it harder to admit a mistake at work or in personal life?
  6. Do you think technology has reduced human error?

Frequently asked questions

How should I describe an experience in an IELTS cue card?

Tell it as a story in the past: set the scene (when, where, who), what happened, how it ended. Then explain what you felt or learned. Past tenses used accurately are part of what the examiner is listening for.

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