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Describe a teacher who influenced you: cue card and sample answer

Cue card

Describe a teacher who has had a strong influence on you.

You should say:

  • who this teacher was
  • what subject they taught
  • what they were like

and explain how they influenced you.

You have one minute to prepare and should speak for one to two minutes.

Try it before you read the sample. Answer this card out loud with our AI examiner and get an estimated band.

Practise with the AI examiner

Sample answer

About 239 words, or roughly two minutes of speaking.

The teacher who had the biggest influence on me was Mr Ahmed, who taught me history when I was about fourteen.

Before his class, I thought history was just about memorising dates and names, and to be honest, I found it pretty dull. But Mr Ahmed had a completely different approach. He'd start each lesson with a question, like 'Why do empires collapse?', and then we'd look at real letters, photographs and newspaper articles from the time to try to answer it ourselves.

He was also incredibly patient. I was quite a shy student and rarely spoke in class, but he found ways to encourage me without putting me on the spot. For instance, he'd ask me to read out part of a document, and then gradually he started asking for my opinion. By the end of the year, I was actually volunteering answers, which surprised my parents.

The biggest influence he had on me was teaching me to question what I read. He always used to say that every source has a point of view, and that we should ask who wrote something and why. That's a habit I've kept, and it's been useful far beyond history, especially now with so much misleading information online. He's also partly the reason I became more confident about speaking in public. I actually sent him an email a few years ago to thank him, and he replied the very same day.

Why this works: it covers every point on the card in order, gives specific details and a short story rather than general statements, and ends by explaining the feeling or reason, which the last line of the card asks for.

Useful vocabulary

dull
boring
put someone on the spot
to force someone to answer suddenly, making them uncomfortable
volunteer an answer
to answer without being asked
question what you read
to think critically instead of believing everything
a point of view
an opinion or way of seeing something
misleading information
information that gives a false idea

Rounding-off question

After you finish, the examiner may ask one short question, such as:

Do you still keep in touch with this teacher?

Part 3 questions: Education

In Part 3, the examiner asks more abstract questions linked to the cue card topic. Give an opinion, explain why, and add an example.

What makes a lesson interesting for students?

I think it's about involvement. Students switch off if they just listen passively, but if a lesson starts with a real question or problem, and they have to discuss or investigate it, they become much more engaged. A teacher's enthusiasm also makes a big difference.

Should university education be free for everyone?

There are strong arguments for it, since free education gives talented students from poorer families the same opportunities as everyone else. The problem is the cost to taxpayers. A compromise might be free tuition for students from low-income families, or loans that are only repaid once graduates earn above a certain amount.

More questions to practise

  • Is it better to learn practical skills or academic subjects at school?
  • How important are exams in measuring a student's ability?
  • Do you think online courses can replace traditional universities?
  • What should schools do to prepare young people for work?

Now say it out loud

Reading a good answer helps, but speaking is what improves your band. This set includes this cue card, Part 1 questions on your studies and handwriting, and a Part 3 discussion.

Start this Speaking test

This sample answer was written by TestWise Prep to show language that scores well. It is not official IELTS material. Use it for ideas, not to memorise, because examiners mark rehearsed answers down.