FCE Speaking Part 3: how to discuss the task and reach a decision
FCE Speaking Part 3 is a collaborative task: you and your partner discuss a central question with five written prompts for two minutes, then you have one minute to answer a decision question together. You are marked on how well you interact, not on agreeing. It is the third stage of our B2 First Speaking guide.
By Eleanor BennettLast updated:
What happens in Part 3
The interlocutor gives you and your partner a sheet with a central question in the middle and five written prompts around it. For example, the question might be What are the benefits of these different ways of spending a gap year? and the prompts could be working abroad, volunteering, travelling, doing an internship and learning a new skill.
You get a few seconds to read the task, and then you talk together for about two minutes. You do not need to cover all five prompts; it is better to discuss three or four properly than to rush through all of them.
Then the interlocutor asks a decision question, for example Which of these would be the most useful for a future career? You have about one minute to discuss it and try to reach a decision. You do not have to agree. If you disagree politely and explain why, that is still a good answer.
What the examiner wants
Part 3 is where Interactive Communication matters most. The examiners want to hear a real conversation, which means:
- Taking turns: neither of you speaks for too long.
- Reacting: you respond to what your partner said before adding your own idea ('That's true, and also…', 'I see what you mean, but…').
- Developing ideas: you explain why, give examples and consider consequences, instead of just saying 'Yes, it's good.'
- Moving the discussion on: you suggest the next prompt when one is finished.
- Working towards a decision in the final minute.
You also show Discourse Management by linking ideas clearly. Good linking words help a lot here; our FCE linking words guide is written for writing, but most of the phrases work in speech too.
When you have a feel for the task, try the full examples on our FCE Speaking Part 3 tasks page. Part 3 leads straight into Speaking Part 4, which uses the same topic.
Strategy, step by step
- 1
Start the conversation quickly
Do not wait in silence. One of you should begin: 'Shall we start with working abroad?' or 'What do you think about volunteering?'
- 2
Give an idea, then pass the turn
Say one or two sentences with a reason, then ask your partner: 'What's your view?' or 'Would you agree?'
- 3
React before you add
Every time your partner speaks, respond to it first: agree, partly agree or disagree, and say why. Then add a new point.
- 4
Move on after each prompt
When a prompt has been discussed in a few turns, suggest the next one: 'Shall we move on to travelling?'
- 5
In the decision minute, compare and choose
Quickly compare two or three strong options, say which you prefer, listen to your partner and try to agree. If you cannot, say so politely.
- 6
Watch your timing
You do not need to finish all five prompts. The interlocutor will stop you; that is normal and does not mean you did badly.
Common traps
Trap: Two separate monologues: you talk about every prompt, then your partner does the same.
Fix: Keep turns short and keep passing the conversation back and forth.
Trap: Agreeing with everything ('Yes, I agree. Yes, you're right.').
Fix: Agreeing is fine, but add something: a reason, an example, a new angle.
Trap: Making the decision in the first two minutes.
Fix: The first two minutes are for discussing the prompts. Save choosing for the second question.
Trap: Talking to the examiner instead of your partner.
Fix: Turn slightly towards your partner and speak to them. The examiners are listening, not participating.
Trap: Dominating the conversation.
Fix: If you notice you have spoken three times in a row, stop and ask your partner a question.
Trap: Staying silent because your partner talks a lot.
Fix: Interrupt politely: 'Sorry, can I just add something here?'
Worked example: a two-minute discussion
The task
Central question: What are the benefits of these different ways of spending a gap year? Prompts: working abroad · volunteering · travelling · doing an internship · learning a new skill. Decision question: Which of these would be the most useful for a future career?
- 1.
Candidate A opens and picks a prompt: 'Shall we start with working abroad? I think the obvious benefit is that you improve a language really quickly. What do you think?'
- 2.
Candidate B reacts and develops: 'Absolutely, and you also learn to be independent, because you have to deal with things like renting a flat on your own.'
- 3.
Candidate A builds on it and moves on: 'That's a good point. That's similar to travelling, actually, although travelling is more about experiencing different cultures than earning money, isn't it?'
- 4.
Candidate B partly disagrees: 'Partly, but travelling can be quite expensive, so it's not for everyone. Volunteering might be better if you don't have much money.'
- 5.
Decision minute: they compare the internship and working abroad, give reasons, and B suggests: 'So shall we say an internship, because employers can see you've already got some experience?' A agrees, adding one condition.
Sample: the one-minute decision
Examiner: Which of these would be the most useful for a future career?
A: I'd say an internship, because it's real work experience in the area you want to go into. B: Yes, although I'm not sure all internships are useful. Some people just make coffee all day! Working abroad could be more impressive on a CV. A: That's true, it shows you can adapt. But I still think an internship gives you contacts in the industry, which is hard to get any other way. B: OK, fair enough. So shall we go for an internship, as long as it's a good one? A: Agreed.
Why it works
- Each candidate gives a reason, not just a choice.
- B disagrees politely and offers an alternative, which keeps the discussion real.
- A responds to B's point before defending the original idea.
- They reach a decision with a condition ('as long as it's a good one'), which shows natural negotiation.
Practice: central questions for Part 3
Use any of these as a central question. Invent five prompts with your partner, then discuss for two minutes and decide for one. For complete tasks, see our Part 3 practice tasks.
Central questions
- How could these things make a town a better place for young people?
- Why do people choose these ways of keeping fit?
- What problems might these changes cause for a family?
- How important are these things when choosing a place to study?
- Why might people decide to stop using these things?
- How can these ideas help people save money?
- What are the advantages of these ways of learning a language?
- How might these things affect someone's first day at a new job?
Useful phrases for Part 3
| Use it to… | Phrases |
|---|---|
| Starting |
|
| Inviting your partner |
|
| Agreeing and adding |
|
| Disagreeing politely |
|
| Moving on |
|
| Deciding |
|
Frequently asked questions
Do we have to talk about all five prompts in FCE Speaking Part 3?
No. It is better to discuss three or four prompts in depth than to mention all five quickly. The examiner will stop you after about two minutes.
Do we have to agree on the decision?
No. You are asked to try to reach a decision, but if you disagree, that is fine as long as you explain your views and listen to each other.
Who should speak first in Part 3?
Either of you. If there is a silence, take the initiative and start. Starting the discussion is a good sign of interactive skill.
What if my partner talks too much?
Wait for a natural pause, then come in politely: 'Can I just add something?' or 'That's interesting, but what about…?'. The examiners notice when you try to keep the conversation balanced.
Is Part 3 marked differently from the other parts?
No. The same criteria apply across the test, but Part 3 gives examiners the clearest evidence of Interactive Communication, so it deserves extra practice.