Describe someone who had a big influence (good or bad) on you when you were a young child growing up
Describe someone who had a big influence (good or bad) on you when you were a young child growing up.
You should say:
- Who the person was?
- What kind of person they were?
- What your relationship with them was like?
- And explain the way in which they influenced you.
One minute to prepare, then speak for one to two minutes.
How to plan it in one minute
- Choose a specific person to make your anecdotes feel authentic and easy to describe.
- Use a specific shared activity to anchor your points about their personality and influence.
- Draft a brief timeline in your notes to ensure you cover each bullet point sequentially.
Band 8 model answer
When I look back on my primary school years, the person who stands out most is my grandfather, Arthur. He was a retired carpenter, a man of few words but immense presence, possessing a quiet, rugged patience that seemed to anchor our entire family. Our relationship was defined by a shared curiosity; he wasn't the type to lecture me, but rather to show me how things functioned. We spent countless Saturday afternoons in his dusty, cedar-scented workshop at the back of his garden, where he taught me how to handle a chisel and plane. He treated my clumsy attempts at woodworking with profound seriousness, never once dismissing my ideas, no matter how impractical they were. He was incredibly methodical, often reminding me that measure twice, cut once was a philosophy that applied as much to life as it did to timber. His influence on me was transformative, primarily because he nurtured my critical thinking and independence. Before I met him, I was prone to giving up when tasks became difficult. However, watching him patiently sand down a piece of oak until it was perfectly smooth taught me the value of perseverance and meticulous attention to detail. He instilled in me the belief that anything worth doing required time and effort. Even now, whenever I face a complex challenge in my professional life, I find myself slowing down and adopting his deliberate approach. He didn't just teach me how to build furniture; he taught me how to build a resilient mindset, and that is a gift that has shaped my character far more than any school subject ever could.
268 words, about two minutes at a natural pace. Details are invented; use your own.
Vocabulary from the answer
- immense presence
- having a powerful effect on those around you
- cedar-scented
- smelling strongly of a type of wood
- impractical
- not sensible or realistic for a specific purpose
- methodical
- done in a systematic and very orderly way
- transformative
- causing a marked change in someone or something
- meticulous
- showing great attention to detail and precision
- resilient
- able to withstand or recover from difficult conditions
- deliberate
- done consciously and with careful, slow intention
Part 3 questions that follow this card
- Do parents pay enough attention to their children?
- Why do some parents find it difficult to find time to spend with their children?
- Is it important for parents to make time to spend with their children? Why?
- Do you think children are too spoilt these days? Are they given too many toys, games, and treats?
- Who is responsible for the behavior of children at school - parents or teachers?
- What makes a good learning environment for children? A strict classroom or a classroom where children are encouraged to have fun and enjoy themselves?
Answer each in three to five sentences: position, reason, example, limit. See the Part 3 guide.
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Frequently asked questions
How should I start the cue card "Describe someone who had a big influence (good or bad) on you when you were a young child growing up."?
Choose a specific person to make your anecdotes feel authentic and easy to describe.
How long should my answer be?
Speak for the full two minutes, about 220 to 280 words at a natural pace. The examiner will stop you at two minutes, which is a good sign, not a problem.
Can I use this model answer in the exam?
Use its structure and vocabulary, not its sentences. Examiners recognise memorised answers and mark fluency down; a shorter answer from your own memory scores higher than a recited one.
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