This sample answer is based on a real IELTS Writing Task 1 question from Feb 2018. But there is so much more in this post than just a sample answer. Aren’t you guys lucky? I’ve also included:
A quick analysis of the question – check here for more detailed analysis.
Line by line analysis of the sample answer.
Links to vocabulary games and exercises based on the sample answer.
Cool topic-related links about all things bike-tastic!.
You can also subscribe to our YouTube Channel for some IELTS Speaking Sample Answers: HowtodoIELTS YouTube.
Dave
Question Analysis
Looking at the table above, you can see the question focuses on the percentages of males and females that cycled in one town in 2012, organised into five different ages.
If you need more help with analysing this table, check out my recent post on how to identify the main trends and key points.
I suggest making notes on the most important patterns, so in the exam, your question paper should end up looking something like this:
Sample Answer
The table illustrates the proportions of people across different age categories who rode bicycles in one particular town in 2012. Overall, the table clearly shows that a higher proportion of females cycled in the given period compared to males across all ages, although only marginally for the youngest group. This group (0-9 yrs.) also had the largest proportion of cyclists, and age was a clear predictor for decreased cycling activity for both males and females, with the exception of the oldest age group (60+), which bucked this trend.
Turning to the figures, just over half of all young girls and boys aged 0-9 years rode bikes in the town, with 52.5% and 51.2% respectively, amounting to the smallest gender gap of any age group. In contrast, 43.6% of 10-19 year old girls chose to ride bikes, while only 25.1% of boys did the same. This pattern continued with the 20-39 age group, with 18.2% of young women cycling compared to 10.8% of young men. The gender differences were less significant in middle aged cyclists (40-59), with 13.7% (female) and 9.3% (male). Finally, the over 60s reversed this trend with more cyclists than the previous two age groups, with 19.8% and 14.6% respectively for females and males.
Analysis
Firstly, it’s important to note that this answer has clear paragraphing. The first paragraph contains an introductory sentence and the overview. The second paragraph presents the detailed figures.
Although in IELTS Writing Task 1, paragraphing isn’t mentioned in the band descriptors below band 8, it is still a good idea to use paragraphs to organise your writing as it makes it more logical, which helps the examiner to read your answer, and that is always a good thing!
Paragraph 1: Introduction and Overview
The table illustrates the proportions of people across different age categories who rode bicycles in one particular town in 2012. Overall, the table clearly shows that a higher proportion of females cycled in the given period compared to males across all ages, although only marginally for the youngest group. This group (0-9 yrs.) also had the largest proportion of cyclists, and age was a clear predictor for decreased cycling activity for both males and females, with the exception of the oldest age group (60+), which bucked this trend.
The first sentence introduces the chart, by paraphrasing (not copying) the question.
The second sentence begins the overview of the table by describing the the most important overall trend (more female than male cyclists for every age).
The third sentence completes the overview by describing another important trend (younger people cycle more, except for the over 60s).
Paragraph 2: Detailed Figures
Turning to the figures, just over half of all young girls and boys aged 0-9 years rode bikes in the town, with 52.5% and 51.2% respectively, amounting to the smallest gender gap of any age group. In contrast, 43.6% of 10-19 year old girls chose to ride bikes, while only 25.1% of boys did the same. This pattern continued with the 20-39 age group, with 18.2% of young women cycling compared to 10.8% of young men. The gender differences were less significant in middle aged cyclists (40-59), with 13.7% (female) and 9.3% (male). Finally, the over 60s reversed this trend with more cyclists than the previous two age groups, with 19.8% and 14.6% respectively for females and males.
The first sentence begins the description of the detail by talking about the youngest age group (girls cycled slightly more than boys), commenting on the smallest gender difference.
The second sentence gives details of the 10-19 age group, comparing figures for older boys and girls, and noting the contrasting large gender difference.
The third sentence presents the figures for the next age group (20-39), again with figures for each gender, noting the trend in gender difference is the same as the previous group.
The fourth sentence continues with the next group, again with figures for women and men, noting a smaller difference.
The fifth and final sentence gives the figures for the over 60s, noting that these figures are higher than the previous two groups. No conclusion is required for Task 1 writing.
Useful Vocabulary (See Quizet link below for free practice activities)
I’ve prepared some vocabulary games and exerciseson Quizlet for these words taken from the sample answer. Quizlet is a really fun and convenient way to learn and practice vocab and it’s free!
Try it out, and use it whenever you have a spare few minutes.
If you need more help using Quizlet, check out this video lesson (starts from 34m36s).
Check out Quizlet for great online vocabulary activities for free!
Learn more about everything Bike-tastic! – Related Articles and Videos
Check out these links for fun and interesting videos and articles about bikes!
Check out the article about cool and unusual bikes!
She lived in Australia for years, which you can tell from her really nice accent and the range of natural vocabulary that she uses.
I’m a former IELTS examiner and I’m going to go over exactly how I would mark her for this section and give you some great vocabulary and grammar to practice to make sure you can get at lease a band 7!
LEONARDO DAVINCI
Nguyen’s topic for this section was to talk about a person from history and she chose Leonardo DaVinci.
Let’s let Nguyen talk:
And here is the full tapescript with corrections in magenta:
Ok so a person from history I’m going to talk about today is Leonardo DaVinci. Leonardo DaVinci was an Italian Renaissance polymath whose areas of interest included invention architecture, sculpting, science and there are so many more that I can’t remember them all right now. But in general he was a multi-talented man. Um … and he’s also considered one of the greatest painters of all time. And many historians and scholars regard Leonardo DaVinci as a universal genius or a Renaissance man. And among his works the Mona Lisa is the most famous and duplicated portrait with ‘The Last Supper’ being the most reproduced religious painting of all time. And I think one – there was a historian – that I can’t remember the name – once said that “Leonardo DaVinci went beyond his time” – that he could – he could think of inventions that were so advanced that most of his work and designsweren’t feasible during his lifetime, and most of his designs weren’t recognised or realised until 100 years later. And during his time, which was like 500 years ago, he was able to conceptualise the flying machine, armored fighting vehicle and even concentrated solar power. The reason why I admire him is because I think that he – I agree with all other historians and scholars that he was one of the greatest painters of all time and somehow I think his personality and – his personality was quite mysterious and remote in a way that it has made me more curious to learn more about him.
Ok, back to me.
When examiners are marking, they usually have the band descriptors on the chair next to them (so you can’t see them). They might consult them during or after your test.
Here is how I would mark Nguyen based on the IELTS band descriptors.
FLUENCY – 7
This is the weakest part of Nguyen’s answer so I would give her a band 7.
Here’s why: She hesitates a lot during the answer!
If you look at the band descriptors, there is a difference between hesitating because you are thinking of language and when you are thinking of an idea.
That means if the examiner thinks you are hesitating to think of the English words you will lose marks. If you hesitate to think of an idea, you shouldn’t lost any marks.
Some of Nguyen’s hesitations are related to ideas (and remembering information about DaVinci) but many are language related.
That’s the negative side of her fluency score.
What’s good is that she maintains a flow of speech for the full time and her answer is coherent. She begins by introducing DaVinci, then describes why he is famous and ends by talking about what historians have said about him and his legacy.
Like a movie, her answer has a clear beginning, middle and end that makes it easy for the listener to understand.
I gave Nguyen a band 7 for fluency but I think she will end up with band 8 across the whole test. Part 2 is usually the worst for fluency for most students. It’s hard even for a native speaker to talk that long without a lot of hesitations!
VOCABULARY – 8
This is one of the stronger parts of the answer so I would give her a band 8 for vocabulary. This is a very strong 8.
Vocabulary is based on two things: accuracy and range.
There aren’t any mistakes in terms of accuracy but some additions would make it better: quintessential renaissance man, ahead of his time.
There are lots of examples of high-level vocabulary: Italian Renaissance polymath, multi-talented, of all time, historians and scholars, universal genius, duplicated portrait, feasible during his lifetime, recognised or realised, conceptualise, concentrated solar power, admire, quite mysterious and remote.
What does high-level vocabulary mean? It means that the vocabulary fits the context very well. It is descriptive and rich.
Instead of saying ‘he could do many things’ she says ‘multi-talented.’ Instead of ‘invent’ she says ‘conceptualise’ Because he didn’t produce many things, he merely drew sketches of flying machines for example, the word conceptualise is much more descriptive.
Here are some notes for your reference with some vocabulary that you can use to talk about a person from history:
GRAMMAR – 8
There are enough little slips in grammar that I almost gave her a 7, but in fact it deserves an 8 for grammar.
Grammar is about the same two things as vocabulary: accuracy and range.
Here are some of the mistakes that Nguyen makes: one incorrect preposition, one subject/verb disagreement, a mistake with plurals, one incorrect tense.
It’s not a lot of mistakes but they are clearly there throughout. Luckily she doesn’t keep making the same mistake and that means the mistakes are non-systemic. If you keep using the wrong article then the mistake is systemic and will hurt your score more according to the band descriptors.
For the good, she is comfortable using past and present forms as well as active, passive and subordinate structures.
Because her mistakes are minor and rare and do not affect understanding and she uses a variety of grammar, I have given her an 8. It is very close to a 7, though. Her grammar is not quite as strong as her vocabulary.
Nguyen has a nice accent and only makes minor slips with some words so I think she deserved a band 8 for pronunciation.
Pronunciation is marked on an incredibly complex range of features. Most examiners don’t have any idea of makes up pronunciation!
But some of the common areas that examiners look for include: final sounds, intonation, consonant clusters, linking between words (chunking), and individual sounds (phonemes).
Nguyen makes some mistakes with individual phonemes: science (/ts/), universal (/s/).
And there are some moments where she could link together words more naturally using weak sounds so that her chunking is more natural.
Overall, her accent is really nice and her speech is natural and easy to understand throughout.
With three 8s and a 7 her score for the speaking would be 7.5, but Part 2 tends to be when students lose the most marks for fluency and on the real IELTS she got an 8. You can think of her as a good example of a Band 7.5/8.
This sample answer is based on a real IELTS Writing Task 1 Bar Chart question on March 15th, 2018. I’m a former examiner so you can trust this answer. Keep reading for:
Looking at the bar chart, you can see it is divided into 3 years and 6 sports and it shows change over time.
I recommend making some quick notes on the general trends as well as the overall leaders because these will help to organise your writing later:
Sample Answer
The bar chart details the percentage changes of people in the UK interested in 6 sports between 1995 and 2005. In general, all sports saw gradual increases in interest over the full period with the exception of tennis. Football was by far the most popular throughout the period while tennis, swimming, volleyball and rugby had similar numbers and golf generated the least interest.
Football, the sport most people were interested in, rose from just under 40% in 1995 to around 45% in 2000 before a slight dip in 2005. Golf, the least popular sport, grew at steady intervals from just over 15% in 1995 to almost 20% interested in it by 2005.
The sports in the middle (tennis, swimming, volleyball, and rugby) had similar levels of interest at around 20 – 30% during the period. Rugby was the leader among this group with moderate gains starting at around 33% interested in 2005 and ending up with 35% by 2005. Volleyball and swimming showed nearly identical trends increasing steadily from just over 25% to slightly under 30%. The only sport to lose interest over the period was tennis which fell from over 30% in 1995 to under 30% in 2000 and nearly 25% by 2005.
Quick Analysis
I divided my answer into 3 paragraphs. Paragraph 1 is introducing that chart and the general overview. The general overview is by far the most important sentence of the whole essay because if you don’t have it, or it is not clear, you will get a Band 5 for Task Achievement. 100% – right away. Read more about overviews here.
Paragraphing is really important in Task 1. You can use your paragraphs to group together similar areas (or areas that are different in order to compare them) and it will give your writing structure.
This was a simple task 1, actually. Most of the sports increased and in the same way – gradually. There are some exceptions and a sport that is clearly the most popular and the least popular.
If you took the test this week, you got lucky with this question!
Paragraph 1: Introduction and Overview
1. The bar chart details the percentage changes of people in the UK interested in 6 sports between 1995 and 2005. 2. In general, all sports saw gradual increases in interest over the full period with the exception of tennis. 3. Football was by far the most popular throughout the period while tennis, swimming, volleyball and rugby had similar numbers and golf generated the least interest.
1. The first sentence introduces the chart, by paraphrasing (not copying) the question.
2. The second sentence begins the overview of the bar chart by describing the general trend (upwards for all sports except tennis).
3. The third sentence completes the overview by ranking the interest in each sport from the one people were most interested in to least interested in.
Paragraph 2: Detailed Figures (Football and Golf)
1. Football, the sport most people were interested in, rose from just under 40% in 1995 to around 45% in 2000 before a slight dip in 2005. 2. Golf, the least popular sport, grew at steady intervals from just over 15% in 1995 to almost 20% interested in it by 2005.
1. The first sentence describes the specific data for football, the sport most were interested in. I include all years and accurate data for those years. It’s important to say around/approximately because the exact numbers are not clear.
2. The second sentence describes golf, the least popular sport.
Paragraph 3: Detailed Figures (Other Sports)
1. The sports in the middle (tennis, swimming, volleyball, and rugby) had similar levels of interest at around 20 – 30% during the period. 2. Rugby was the leader among this group with moderate gains starting at around 33% interested in 2005 and ending up with 35% by 2005. 3. Volleyball and swimming showed nearly identical trends increasing steadily from just over 25% to slightly under 30%. 4. The only sport to lose interest over the period was tennis which fell from over 30% in 1995 to under 30% in 2000 and nearly 25% by 2005.
1. The first sentence is a topic sentence that groups together the sports in the middle of the bar chart.
2. The second sentence describes the leader among this group, rugby, with specific data and years.
3. The third sentence describes volleyball and swimming with specific data and years.
4. The fourth sentence describes the final sport, tennis, which was the only one to decrease over the full period.
Useful Vocabulary
Here is some vocabulary that you can use on your own IELTS Writing Task 1. I recommend that you take some good notes or try using this vocabulary in a different sample answer so that you don’t forget it:
The bar chart details the percentage changes of people in the UK interested in 6 sports between 1995 and 2005. In general, all sports saw gradual increases in interest over the full periodwith the exception of tennis. Football was by far the most popular throughout the period while tennis, swimming, volleyball and rugby had similar numbers and golf generated the least interest.
Football, the sport most people were interested in, rose from just under 40% in 1995 to around 45% in 2000 before a slight dip in 2005. Golf, the least popular sport, grew at steady intervals from just over 15% in 1995 to almost 20% interested in it by 2005.
The sports in the middle (tennis, swimming, volleyball, and rugby) had similar levels of interest at around 20 – 30% during the period. Rugby was the leader among this group with moderate gains starting at around 33% interested in 2005 and ending up with 35% by 2005. Volleyball and swimming showed nearly identical trends increasing steadily from just over 25% to slightly under 30%. The only sport to lose interest over the period was tennis which fell from over 30% in 1995 to under 30% in 2000 and nearly 25% by 2005.
My gift for the lazy! If you got this far and didn’t take any notes of your own, consider this charity! You can find more notes like it on our Instagram page.
Sports Articles and Videos
Check out these links for fun and interesting videos and articles about bikes!
This is an IELTS Writing Task 2 Sample Answer from March 15th 2018 on the topic of whether or not students should mainly read literature from their own country or other countries.
It’s a seemingly simple question but as with all questions it’s a real challenge to think of ideas that are relevant and that you can support well.
I bet you can think of some main ideas. For agree: to learn about the traditions of their country, to learn about its history, to inform their identity, to learn their language better, to become more patriotic. Those are all good – but can you support them?
It’s best to choose one idea and support it fully rather than writing a paragraph full of main ideas. That is the fastest and easiest pathway to a band 5 for Task Achievement – by far the most common score on IELTS Writing Task 2.
You can also subscribe to our YouTube Channel for some IELTS Speaking Sample Answers: HowtodoIELTS YouTube.
Dave
Sample Answer
Some people say that school children should be mainly taught about the literature (e.g fiction and poetry) of their own country because it is more important than that of other countries.
To what extent do you agree?
Many think that it is more important to learn about the literature from one’s own country, rather than other countries. I am in complete agreement with this viewpoint because of how literature can contribute to both national understanding and individual identity.
The most fundamental reason that children should be exposed to literature from their own country is to deepen their understanding. For example, young students in America study a common curriculum including authors like Dr. Seuss, Shel Silverstein, and Harper Lee. The books from Dr. Seuss and Shel Silverstein convey principles of individualism, creativity and entrepreneurship that are key to understanding America’s history and present. To Kill a Mockingbird by Harper Lee is a good example of a book focused on a period of racial segregation, that can help students to better understand recent events around the Black Lives Matter movement. Learning about racism from a classic novel set in America is more likely to likely engage, inform and stimulate a relevant response.
Another reason why students need to learn their national literature well is that it will help to shape their personal identity at an impressionable age. Children will form their identity from a variety of sources, including the literature of other countries. This is a positive development. But the main influence should be from their own country so that they are a true representative of their nationality. A Japanese child growing up abroad could return to Japan and feel like an outsider. One method of countering this is to make sure they have a good grasp of poetry and fiction from Japan. From classical poetry they will be influenced by Japan’s singular minimalist tradition. From the novels, they will learn about the relationships between people and the differing levels of formality expected in Japanese society. This will all contribute to making their identity more Japanese.
In conclusion, children will better understand and have their identity firmly shaped by the literature of their home country. This is becoming increasingly important in a globalized world that threatens to blur the distinctions between nationalities into a single mono-culture.
Sample Answer Analysis
1. Many think that it is more important to learn about the literature from one’s own country, rather than other countries. 2. I am in complete agreement with this viewpoint because of how literature can contribute to both national understanding and individual identity.
1. The first sentence simply restates what the general topic is – should kids mainly read literature from their own country.
2. The second sentence is the self-evident opinion that it is more important to learn your country’s literature (I agree).
1. The most fundamental reason that children should be exposed to literature from their own country is to deepen their understanding. 2. For example, young students in America study a common curriculum including authors like Dr. Seuss, Shel Silverstein, and Harper Lee. 3. The books from Dr. Seuss and Shel Silverstein convey principles of individualism, creativity and entrepreneurship that are key to understanding America’s history and present. 4. To Kill a Mockingbird by Harper Lee is a good example of a book focused on a period of racial segregation, that can help students to better understand recent events around the Black Lives Matter movement. 5. Learning about racism from a classic novel set in America is more likely to likely engage, inform and stimulate a relevant response.
1. The first sentence is a topic sentence that includes my main idea for the whole paragraph (literature will deepen a child’s understand of their country).
2. The second sentence jumps right into my example by listing 3 authors common read in America (where I’m from).
3. The third sentence expands on what elements of America they will be able to better understand from 2 of the 3 authors.
4. The fourth sentence expands on what they will be able to better understand from the 3rd author.
5. The fifth sentence develops that idea by saying how important literature is in general to engaging students.
1. Another reason why students need to learn their national literature well is that it will help to shape their personal identity at an impressionable age. 2. Children will form their identity from a variety of sources, including the literature of other countries. 3. This is a positive development. 4. But the main influence should be from their own country so that they are a true representative of their nationality. 5. A Japanese child growing up abroad could return to Japan and feel like an outsider. 6. One method of countering this is to make sure they have a good grasp of poetry and fiction from Japan. 7. From classical poetry they will be influenced by Japan’s singular minimalist tradition. 8. From the novels, they will learn about the relationships between people and the differing levels of formality expected in Japanese society. 9. This will all contribute to making their identity more Japanese.
1. The first sentence is a topic sentence that includes my main idea for the whole paragraph (literature helps shape personal identity).
2. The second sentence explains that identity comes from a variety of sources including other countries’ literature.
3. The third sentence is short and says this is a positive development.
4. The fourth sentence claims that literature from their own country should be the primary influence.
5. The fifth sentence gives an example of a Japanese child growing up in another country feeling out of place in Japan.
6. The sixth sentence argues that this can be fixed by encouraging the child to read Japanese poetry and fiction.
7. The seventh sentence explains how poetry will impact their identity.
8. The eigth sentence explains how the novels will impact their identity.
9. The ninth sentence concludes the paragraph by saying these will all impact their identity.
1. In conclusion, children will better understand and have their identity firmly shaped by the literature of their home country. 2. This is becoming increasingly important in a globalized world that threatens to blur the distinctions between nationalities into a single mono-culture.
1. The first sentence restates my opinion that learning their own country’s literature is more important.
2. The last sentence adds an extra detail that further explains why it is important to have distinct nationalities in a globalized world.
Vocabulary Analysis and Practice
I have highlighted some of the high-level vocabulary from the sample answer.
Before looking at the definition let’s do some practice!
Answer the following questions about everything in bold:
1. What does each one mean?
2. Can you think of another way to say the same thing?
Many think that it is more important to learn about the literature from one’s own country, rather than other countries. I am in complete agreement with this viewpoint because of how literature can contribute to both national understanding and individual identity.
The most fundamental reason that children should be exposed to literature from their own country is to deepen their understanding. For example, young students in America study a common curriculum including authors like Dr. Seuss, Shel Silverstein, and Harper Lee. The books from Dr. Seuss and Shel Silverstein convey principles of individualism, creativity and entrepreneurship that are key to understanding America’s history and present. To Kill a Mockingbird by Harper Lee is a good example of a book focused on a period of racial segregation, that can help students to better understand recent events around the Black Lives Matter movement. Learning about racism from a classic novel set in America is more likely to likely engage, inform and stimulate a relevant response.
Another reason why students need to learn their national literature well is that it will help to shape their personal identity at an impressionable age. Children will form their identity from a variety of sources, including the literature of other countries. This is a positive development. But the main influence should be from their own country so that they are a true representative of their nationality. A Japanese child growing up abroad could return to Japan and feel like an outsider. One method of countering this is to make sure they have a good grasp of poetry and fiction from Japan. From classical poetry they will be influenced by Japan’s singular minimalist tradition. From the novels, they will learn about the relationships between people and the differing levels of formality expected in Japanese society. This will all contribute to making their identity more Japanese.
In conclusion, children will better understand and have their identity firmly shaped by the literature of their home country. This is becoming increasingly important in a globalized world that threatens to blur the distinctions between nationalities into a single mono-culture.
Vocabulary Definitions
one’s own country (noun phrase): the country you are from
in complete agreement with (prepositional phrase): agree with
viewpoint (n): opinion
individual identity (n): who you are / your personal knowledge of yourself
most fundamental reason (noun phrase): basic reason why
exposed (v): to see or experience something
deepen their understanding (verb phrase): understand something better or more deeply/clearly
common curriculum (n): materials and content all students study
convey principles (v + n): teach or show basic values/ideas
individualism (n): stressing the individual person over the community
creativity (n): the ability to think of new ideas
entrepreneurship (n): starting or doing something on your own
racial segregation (adj + n): separating people based on their race or skin color
recent events (adj + n): situation usually in the news from not a long time ago
engage (v): to be interested in something
inform (v): to know something well / to tell someone information about something
stimulate (v): to feel energized or deeply interested and cause a reaction
relevant response (adj + n): an answer or response that is related
another reason why (adverbial phrase): an additional reason
national literature (adj + n): literature from a country
impressionable age (adj + n): an age when you are easily influenced
a variety of sources (noun phrase): coming from many different places
positive development (adj + n): a good thing/change
main influence (adj + n): primary impact/effect
true representative (adj + n): an honest representation/sample/symbol of something
growing up abroad (verb phrase): to live in a foreign country
countering (v): to fix/combat or try to change
good grasp (adj + n): good understanding of something
classical poetry (adj + n): old, good poetry
Japan’s singular minimalist tradition (noun phrase): the aesthetic from Japan that is unique to them focusing on minimal/simple design
differing levels of formality (verb phrase): different ways of interacting with people based on age and stature
firmly shaped (adv + v): influenced powerfully
increasingly important (adv + adj): becoming more important
globalized world (adj + n): cultures becoming more similar around the world
threatens to blur the distinctions (verb phrase): may begin to break down the differences between
“Can I use a personal example in an IELTS Writing Task 2 essay?”
I get this question all the time on the HowtodoIELTS Facebook Group.
The answer is simple: yes, but no.
Technically, yes. As long as it is relevant you should not lose points. In the answer above you could talk about what you learned at school and that would be fine.
But I personally know some examiners who will mark you down for it.
My final advice: it’s a risk – so don’t do it unless if you like taking risks with your IELTS score and your future.
I have noticed a significant increase recently in people on social media and other websites offering fake IELTS certificates (also known as IELTS Test Report Forms). These are scammers:
Beware scammers on Facebook offering fake IELTS certificates!
They often guarantee you a high band score (no one can guarantee you that!).
They claim you will receive a ‘verified IELTS certificate’ without even taking the test (like winning the lottery without buying a ticket!).
They suggest they have insider contacts within British Council or IDP to help you (this is just bullshit).
What is guaranteed is that they will ask for a large fee and the certificate that you will get will be FAKE and useless, and the immigration department or university you apply to will verify your result online and reject your application.
Worse than that, they may blacklist (ban) you, so you won’t be able to re-apply to that university or country in the future!
We strongly recommend that you just ignore these scammers, and even better report them to [email protected]
Beware Fake Registration Websites!
We are also aware that there are more and more websites pretending to be British Council IELTS registration sites. These websites are trying to carry out identity fraud by stealing your personal information.
Therefore, we recommend that before you enter any personal details, please make sure that you are using the official and secure British Council or IDP sites in your country. You can access them here:
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