Group Discussion: Including a Silent Candidate and Managing a Dominant One
Paper 2 Speaking, group discussion. Four candidates, 10 minutes. Topic: 'Should all secondary students learn a musical instrument?' In the first three minutes, Candidate A has spoken four times, Candidate B has said nothing, and Candidate C has repeated A's point about cost twice. You have one strong point: instruments cost money, but the school can lend them. The examiner is checking turn-taking and development of ideas, not just content. Candidate A's last sentence was 'So, yeah, that's why I think it's a bad idea.' Candidate B is looking at the table and has not made eye contact. You have about 40 seconds before the examiner prompts the group. You want to make your point, bring B in, and stop A from dominating without sounding like a teacher.
1. What do you say first to bring Candidate B in, and why? Give the exact words.
Read the worked answer
Say: 'B, what do you think about the cost issue?' This works because it uses B's name, links to the topic already on the table, and asks for an opinion rather than pointing out that B has been silent. Do not say 'B, you haven't said anything' - that embarrasses B and draws attention to the examiner's checklist rather than the discussion. Do not ask a yes/no question such as 'Do you agree?' either; it invites one word. An open question gives B a turn with content. After B answers, pause and look at B, not at A, so the turn is genuinely handed over.
2. How do you make your own point without adding to A's dominance?
Read the worked answer
Use one short turn that builds on A and adds a new angle: 'A is right that instruments cost money, but the school can lend them, so cost needn't stop everyone from learning.' This does three things: it acknowledges A, so it is not a fight; it introduces your evidence (school loans); and it moves the discussion forward rather than repeating. Then immediately hand the floor back: 'B, would that change your view?' Keep the turn to one or two sentences. Dominance is not only about how often you speak; it is about whether you leave space. A short, additive turn is stronger than a long speech.
3. How do you manage A if they interrupt you again?
Read the worked answer
Use a calm, explicit turn-claim: 'Sorry, A, let me finish this point, then I'd like to hear your response.' Or: 'Just one more thing, then it's over to you.' This asserts your right to finish without attacking A. Avoid 'You're always interrupting', which makes it personal. If A keeps going, address the group rather than A: 'Shall we hear from someone who hasn't spoken yet?' The examiner is looking for turn-taking and inclusion, so showing that you can manage the floor politely is part of the assessed performance, not a distraction from it.