6.1 Speaking Part 1: Personal Facts, Routines & Extended Responses
Key Takeaways
Speaking Part 1 lasts 3 to 4 minutes and is conducted by two examiners: the interlocutor, who directs the conversation, and the assessor, who sits quietly evaluating analytical criteria.
In Phase 1, the interlocutor asks each candidate their name, age and where they live; in Phase 2, each candidate answers short questions about everyday topics such as school and home.
In Cambridge's sample, Phase 2 covers two topics: each candidate answers two short questions per topic, and each gets one longer 'Tell me something about…' question.
The 'Tell me something about…' question invites a longer answer with reasons and examples, although Cambridge says very long answers are not expected in Part 1.
Candidates achieve higher scores on extended prompts by applying the Point-Reason-Example (PRE) formula rather than providing brief one-sentence replies.
6.1 Speaking Part 1: Personal Facts, Routines & Extended Responses
Paper 3 of the Cambridge A2 Key for Schools examination evaluates spoken interaction and oral production at Level A2 of the Common European Framework of Reference for Languages (CEFR). The complete speaking test lasts 8 to 10 minutes per pair of candidates and is divided into two distinct components: Part 1 (Personal Interview) and Part 2 (Picture Discussion and Thematic Questions). OpenExamPrep provides this independent study resource for Cambridge A2 Key for Schools to help young learners, parents, and educators master the exact communicative requirements, interactive strategies, and assessment standards for the speaking paper.
Speaking Part 1 requires 3 to 4 minutes of total testing time. It serves as both a structured warm-up and a rigorous assessment of a candidate's ability to state personal facts, describe daily routines, express personal preferences, and sustain an extended spoken turn on familiar school-age topics.
The Dual-Examiner Testing Architecture
A central feature of the Cambridge English speaking test format is the presence of two certified examiners in the examination room, each fulfilling distinct, non-overlapping assessment responsibilities:
| Examiner Role | Physical Room Position | Verbal Interaction | Scoring Responsibilities |
|---|---|---|---|
| The Interlocutor | Faces the candidates (Cambridge notes this examiner could be examining remotely online) | Welcomes candidates, manages test timing, reads the standardized script, asks all questions, and guides transitions | Awards one holistic mark for Global Achievement (0–5 scale) based on overall communicative effectiveness |
| The Assessor | Present in the room but not part of the conversation | Remains completely silent throughout the exam; does not speak with candidates or take part in the dialogue | Awards detailed analytical marks across three criteria: Grammar and Vocabulary, Pronunciation, and Interactive Communication (each 0–5 scale) |
Candidates must understand this division so they are not alarmed by the assessor's silence. The assessor is not ignoring candidates or judging them harshly; their silent concentration allows them to record detailed linguistic evidence while the interlocutor maintains a warm, supportive conversational flow.
Candidate Pairing Dynamics
Under standard test conditions, candidates take the speaking paper in pairs (Candidate A and Candidate B). Pairing replicates natural social conversation, allowing examiners to observe authentic peer interaction. Occasionally, candidates are tested in a group of three. The format does not change, but the test lasts 13 to 15 minutes, examiners make sure each candidate has the same opportunity to speak, and the Part 2 picture page shows six pictures instead of five.
Phase 1: Name, Age and Where You Live
Part 1 begins with Phase 1, a short and predictable exchange. In Cambridge's sample test, the interlocutor greets both candidates, asks for their mark sheets, introduces both examiners, and then asks each candidate in turn:
- "What's your name?"
- "How old are you?"
- "Where do you live?" (with a back-up prompt such as "Do you live in …?" if a candidate does not understand)
These questions are there to settle candidates, and Cambridge says it is normal to feel nervous at the beginning. Answer clearly and naturally, usually in one short sentence: "I'm thirteen." "I live in Valencia, near the beach." Do not recite a prepared speech. The handbook warns that learned set pieces sound unnatural and often do not answer the specific question asked.
Numbers, Names and Letters
Cambridge's current sample does not include a spelling task in Phase 1, but the same skills matter elsewhere. Saying your age and your town clearly uses numbers and place names, and the English alphabet is tested in Listening Part 2, where a name may be spelled letter by letter. Practise the letter names that learners often confuse:
- Vowel Confusion: Differentiating A (/eɪ/), E (/iː/), and I (/aɪ/).
- Consonant Pairs: Distinguishing G (/dʒiː/) from J (/dʒeɪ/), and C (/siː/) from S (/es/).
- Tricky Letters: H (/eɪtʃ/), R (/ɑː/ in British English), W (/ˈdʌbəl.juː/), and Y (/waɪ/).
In Phase 1, keep answers clear and direct. A long story in reply to Where do you live? is unnecessary; save your longer answers for Phase 2.
Phase 2: Everyday Topical Prompts & Routines
The interlocutor then moves to Phase 2, a topic-based interview about daily life, interests, likes and dislikes. Cambridge's handbook lists common Part 1 topics such as where candidates live, school subjects, family, home town, free-time activities, likes and dislikes. In the sample, there are two topics (school, then home). On the first topic, Candidate A answers two short questions, Candidate B answers two, and then Candidate A gets the longer Tell me something about… question. On the second topic the order is reversed, and Candidate B gets the longer question. In Part 1, candidates answer the interlocutor; they do not talk to each other.
| Topical Domain | Typical Interlocutor Question | High-Scoring Model Response (CEFR A2) |
|---|---|---|
| School Life | "What is your favorite subject at school?" | "My favorite subject is science because we do exciting experiments in the laboratory." |
| Daily Routine | "What time do you usually get up on school days?" | "I usually get up at seven o'clock, and then I eat breakfast with my family before catching the bus." |
| Free Time & Hobbies | "What do you like doing in the evening?" | "In the evening, I often listen to pop music or play online computer games with my classmates." |
| Hometown & Living | "What do you like about your hometown?" | "I like the big public park near my house because there are sports fields and lots of trees." |
| Family & Friends | "Who do you spend your weekends with?" | "I spend my weekends with my cousins and friends because we enjoy riding our bicycles together." |
The Extended Response Prompt: The PRE Framework
Each topic ends with an extended speaking prompt: "Now, A, please tell me something about..." In Cambridge's sample, Candidate A is asked about the homework you have to do and Candidate B about what you like doing at home. If a candidate says very little, the interlocutor uses back-up questions such as Did you do any homework yesterday? or Do you like homework? Why/Why not?
A one-sentence reply wastes this chance. Cambridge advises candidates to extend their answers with reasons and examples, while noting that very long answers are not expected in Part 1, so aim for about two to four connected sentences using linking words (and, but, because, so, also). To construct a Band 5 extended response consistently, candidates should apply the PRE Framework (Point + Reason + Example/Detail):
1. Point: State your main answer directly.
2. Reason: Explain why using 'because', 'as', or 'so'.
3. Example / Detail: Provide specific daily routines, frequencies, or personal details.
Comparative Analysis: Weak vs. Strong Extended Turns
- Weak Candidate (Borderline / Below A2): "I like football. I play with my friends. It is good." (Choppy, repetitive, lacks cohesive devices, minimal vocabulary).
- Strong Candidate (Band 5 Level A2): "At the weekend, I really enjoy playing football with my school friends in the local sports club (Point). We play there because they have an excellent grass pitch and good coaches (Reason). Usually, we practice on Saturday mornings, and afterwards we drink fruit smoothies together at the café (Example/Detail). On Sundays, I usually relax at home with my family (Contrasting Detail)."
Classroom Drills and Practice Recommendations
Teachers and learners should practice Phase 1 and Phase 2 under realistic timed conditions:
- Alphabet Tennis: Drill spelling names and places rapidly in pairs, alternating letters to eliminate A/E/I and G/J hesitations (useful for Listening Part 2).
- Add One More Thing: Train students not to stop at one word in Phase 2. After each short answer, add a reason (because, so) or an example.
- PRE Timed Flashcards: Draw topic cards (Sports, School, Pets, Holidays) and practice generating a complete 30-second Point-Reason-Example response without notes.
During Cambridge A2 Key for Schools Speaking Part 1, what are the distinct responsibilities of the interlocutor and the assessor in the examination room?
The interlocutor speaks directly with the candidates, conducts the interview, and gives a global score, while the assessor sits quietly scoring analytical criteria.
Both examiners take turns asking questions alternately every two minutes, and each examiner submits an identical numerical score.
The assessor asks all the personal questions, while the interlocutor silently operates the audio recording equipment and manages candidate registration sheets.
The interlocutor only monitors the exam room clock and greets candidates, while the assessor conducts the entire interview from start to finish.
In Cambridge's sample A2 Key for Schools Speaking test, which questions does the interlocutor ask each candidate in Part 1, Phase 1?
Their name, their age and where they live
Their full postal address, phone number and email address
Their candidate number and the name of their English teacher
Their favourite film and why they chose it
In Phase 2 of Part 1, the interlocutor says: 'Now, Candidate A, please tell me something about the hobbies you enjoy.' How should the candidate construct their response?
State a single hobby in one word, such as 'Tennis', and wait silently for the interlocutor to ask additional questions.
Recite a memorized 100-word historical essay detailing the evolution of global sports from ancient times to the present day.
Use the Point-Reason-Example method to produce a few connected sentences explaining the hobby, why they like it, and when they do it.
Politely decline to answer the question and ask the interlocutor to interview the speaking partner instead.
Sections you finish are checked off in the contents.