FCE Speaking Part 4: how to give and develop your opinions
FCE Speaking Part 4 is a four-minute discussion in which the examiner asks you and your partner wider questions on the Part 3 topic. You give opinions, support them with reasons and examples, and react to what your partner says. It is the final stage of our B2 First Speaking guide.
By Eleanor BennettLast updated:
What happens in Part 4
After Part 3, the interlocutor takes the task sheet away and asks more general questions on the same theme. If Part 3 was about ways of spending a gap year, Part 4 questions might be Should young people be encouraged to take a year off before university? or Is it better to choose a career early or to try different jobs first?
Some questions go to one candidate, some to the other, and some to both of you ('What do you both think?'). The examiner may also ask you to respond to your partner: 'Do you agree?' This part lasts about four minutes, and it is your last chance to show your best English.
What the examiner wants
Part 4 questions are more abstract than Part 1 questions. You are talking about society, people in general and the future, not just your own life. The examiners are listening for:
- Developed opinions: an opinion with at least one reason and an example or a consequence.
- A balanced view where it fits: 'On the one hand… on the other hand…'.
- Interaction: when your partner answers, you can add to it, agree or disagree, even if the question was not addressed to you.
- Range of language: conditionals, passive forms, a few precise words ('affordable', 'pressure', 'take responsibility').
A good Part 4 answer is longer than a Part 1 answer, often four to six sentences. Practise with our FCE Speaking Part 4 questions, and review the opinion and agreement phrases on our speaking phrases page. To understand why interaction matters so much, see how Speaking is marked.
Strategy, step by step
- 1
Give a clear opinion
Start with your view: 'I think it's a good idea in most cases', 'I'm not convinced'. Avoid starting with a long introduction.
- 2
Support it with a reason
Use 'mainly because', 'the main reason is that', 'this is because'. One strong reason is better than three weak ones.
- 3
Add an example or consequence
'For example, my cousin…' or 'If that happened, people would…'. Examples make your answer real and longer.
- 4
Show the other side (when it fits)
'Having said that, some people might argue…'. This is a natural way to extend your answer and show range.
- 5
Invite or react to your partner
When you finish, you can ask 'What do you think?'. When your partner finishes, react: 'I'd agree with that, and I'd add that…'.
Common traps
Trap: Answering only about yourself: 'I don't do that.'
Fix: Part 4 questions are about people and society. Start with a general view, then use your own experience as an example.
Trap: Very short answers: 'Yes, I think so.'
Fix: Use opinion + reason + example as a minimum structure.
Trap: Sitting silently while your partner answers.
Fix: Listen actively and be ready to react. You may be asked 'Do you agree?' at any time.
Trap: Repeating exactly what your partner said.
Fix: If you agree, add a new reason or example. Do not just repeat their idea.
Trap: Saying 'I have no idea about this topic.'
Fix: Use a time-buying phrase and give a simple opinion: 'I've never really thought about it, but my guess is that…'.
Worked example: extending an opinion
The task
Question: 'Do you think young people today have too much pressure to succeed?'
- 1.
Opinion: 'Yes, I think many of them do, although it depends a lot on the family.'
- 2.
Reason: 'One reason is social media, because you constantly see people your age who seem to be more successful than you.'
- 3.
Example: 'A friend of mine felt like a failure at nineteen just because she hadn't decided on a career yet.'
- 4.
Other side: 'Having said that, a bit of pressure isn't always bad. It can motivate you to work harder.'
- 5.
Hand over: 'What's your view?'
Answer
Yes, I think many of them do, although it depends a lot on the family. One reason is social media, because you constantly see people your age who seem to be more successful than you. A friend of mine felt like a failure at nineteen just because she hadn't decided on a career yet, which is crazy when you think about it. Having said that, a bit of pressure isn't always bad. It can motivate you to work harder. What's your view?
Sample: building on your partner
Examiner: Interlocutor: 'Should schools teach students how to manage money?' (Candidate A answers first, then Candidate B is asked: 'What do you think?')
B: I'd agree with what you said about budgeting, and I'd go even further. I think schools should teach practical things like how a bank loan works or what interest means, because lots of people sign contracts without really understanding them. If you learn that at sixteen, you're much less likely to get into debt later. The only problem is that the timetable is already very full, so something else would have to go.
Why it works
- Opens by referring to the partner's idea ('what you said about budgeting').
- Adds a new point rather than repeating ('I'd go even further').
- Uses a first conditional to show a consequence.
- Ends with a realistic counter-point, which keeps the discussion open.
Quick practice: eight Part 4 questions
Answer each in 40 to 60 seconds using opinion + reason + example. For 50+ more, go to the full Part 4 question bank.
Mixed themes
- Do you think people spend too much time planning their future?
- Is it better to live near your family or to move away?
- Should public transport in cities be free?
- Why do some people find it hard to switch off from work?
- Are famous people good role models for teenagers?
- How will shopping change in the next twenty years?
- Is it important to learn about the history of your own town?
- Do people help their neighbours less than they used to?
Useful phrases for Part 4
| Use it to… | Phrases |
|---|---|
| Giving an opinion |
|
| Extending |
|
| Balancing |
|
| Building on your partner |
|
| Disagreeing politely |
|
Frequently asked questions
How long should my answers be in FCE Speaking Part 4?
Longer than in Part 1: usually four to six sentences, or around 30 to 60 seconds. Give an opinion, a reason and an example, then let your partner speak.
Can I talk to my partner in Part 4?
Yes. Part 4 is a discussion, and reacting to your partner's answers is a good thing. Just do not take over questions addressed to them.
What if I have no opinion on the question?
Give a careful one: 'I've never really thought about it, but I suppose…'. You can also look at both sides and say it depends. The examiners are marking your language, not your ideas.
Are Part 4 questions connected to Part 3?
Yes. They develop the topic of the Part 3 task, but they are wider and more general.
Is it bad to disagree with my partner?
Not at all. Polite disagreement with a reason is a sign of good interaction. Just avoid being rude or dismissive.