Paired speaking: one candidate carries the interaction
In a mock A2 Key for Schools Speaking test, two 11-year-olds are paired. Candidate A, Maya, answers Part 1 questions in full sentences and in Part 2 asks, 'What about you?' and 'Do you like this one?' Candidate B, Leo, gives one-word answers ('Maths.', 'Yes.', 'No.') and looks at the teacher after each question. The interlocutor has 8 minutes. Maya keeps filling the silences, so Leo says almost nothing. The teacher observing wants to know whether Maya should be told to stop helping, whether Leo can be given extra prompts, and how the pair should be prepared. The school’s policy is to assess each candidate against the A2 Key for Schools Speaking criteria, not against each other. The next paired mock is in two weeks, and the Speaking coordinator asks for a clear plan.
1. During the test, what should the interlocutor do to give Leo a fair chance without penalizing Maya? Give three specific moves.
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First, use names and direct the next question to Leo: 'Leo, what about you?' This is normal interlocutor management, not extra help. Second, allow a short wait time-about five seconds-before repeating or rephrasing, so Leo has time to build an answer. Third, ask one simple follow-up such as 'Why?' or 'Tell me more about that,' and in Part 2 invite Leo to start one item.
The interlocutor should not ask Maya to translate, stop helping, or answer for Leo. Maya is not doing anything wrong by asking her partner questions; the interlocutor’s job is to manage turns so both candidates can show what they can do. Any support must be available to both candidates and must not put words into Leo’s mouth.
2. Explain how the assessor should score this pair. Should Maya lose marks for dominating, or Leo gain marks for being quiet?
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The assessor scores each candidate separately against the A2 Key for Schools Speaking criteria: grammar and vocabulary, pronunciation, and interactive communication. Maya should not lose marks simply because she is more fluent or because she asks Leo questions. Her score depends on her own language and on whether she interacts appropriately; filling every silence could affect interactive communication only if it prevents a normal exchange, but it is not automatically a penalty.
Leo should not gain marks for being quiet, and he should not be scored against Maya. If he gives only one-word answers, his own range and interactive communication will be limited. The assessor records evidence for each candidate independently. The interlocutor manages fairness during the test; the assessor does not transfer marks between partners.
3. Design two preparation activities for the two weeks before the next mock, one for Leo and one for the pair, that target A2 Key for Schools rather than general confidence.
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For Leo, use a three-sentence answer routine with Part 1 question cards: 'My favourite subject is maths because I like numbers. We have it on Monday and Thursday. I’m good at it.' He practises the same shape with ten questions until it becomes automatic, then records two answers and listens for one improvement.
For the pair, run a Part 2 picture task with talking tokens: each candidate must ask two questions and give two answers before the task ends. Teach fixed frames such as 'What do you think of this one?' and 'I like it because...' Then review a recording and ask: 'Did both people ask? Did both people answer with a reason?' This targets the interactive communication the test rewards without telling Maya to be less fluent.