Speaking Part 3: the partner who stops talking
In a Speaking mock, Ana and Ben, both 13, do Part 3. The examiner gives them a page with pictures of three fund-raising ideas for a new school library: a cake sale, a sponsored run, and a quiz night. They must talk together for about two minutes and decide which idea is best. Ana immediately says, 'The cake sale is definitely best. Everyone likes cake, it's easy, and we can do it in the hall.' Ben says, 'Maybe the run is...' Ana interrupts: 'No, running is boring and it rains.' Ben tries once more: 'But we could...' Ana continues with three more reasons for the cake sale. Ben stops speaking and looks at the table. With 30 seconds left, Ana says, 'So we choose the cake sale. Right?' Ben nods. The examiner then asks them both a question. Afterwards Ana says, 'I won - I got my choice.'
1. Identify two interaction problems here and explain what Ana should do differently, with two specific phrases she could use.
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Two problems. First, Ana dominates: she speaks over Ben, rejects his idea before he finishes, and gives monologue reasons. Second, she treats the task as a competition ('I won'), so there is no joint decision. Part 3 assesses interaction, so she should invite and respond, not just present. Phrases: 'What do you think, Ben?' and 'That's a good point - but what about the weather?' She could also concede: 'You're right, the run would get more people involved.' A simple structure helps: suggest, ask, compare, agree. She does not have to abandon the cake sale, but she must let Ben test the run against it. The examiner needs evidence that she can take turns and react to a partner, not evidence that her idea is best.
2. Ben has been interrupted twice. What should he do rather than go silent, and what phrases would help him re-enter?
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Ben should re-enter politely instead of going silent. Silence gives the examiner no evidence for Interactive Communication, and he is marked individually even though the task is paired. Useful phrases: 'Sorry, can I say something?' 'I agree with the cake sale, but the run might raise more money.' 'What do you think about the quiz night?' He should also ask Ana a question, because a question forces a turn exchange and shows he can manage interaction. If Ana interrupts again, he can hold his turn briefly: 'Just one thing - then you can carry on.' He should not argue or stop cooperating; the aim is a shared decision, and one reason plus one question is enough to change his score.
3. Does the final decision matter? Explain how the examiner assesses this task and what 'a good decision' looks like.
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No. The examiner does not award marks for choosing the cake sale, the run or the quiz night; the decision is only the reason to talk. The marks come from Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive Communication. A good decision is one they can both explain and justify, reached by comparing at least two options and reacting to each other. 'We chose the cake sale because it is easy to organise, but the run would raise more money - so let's do the cake sale and ask for donations too' is stronger than 'Cake sale. Right?' because it shows comparison, linking and agreement. Ana's 'I won' is the real mistake: it shows she has misread the purpose of the task.