Course contents

Module 9 · Speaking & Fluency · Lesson 35

Negotiate & Decide

You already know the four moves. Now sharpen them: agree with real content (not just 'yes'), push back without sounding cold, and steer the final minute toward an actual shared decision instead of a stalemate or a surrender.

CEFR B2+60 minSpeaking P3+Core

Get talking · Section 1

5 min

reflection
Agree, but say something

Think of a time you agreed with someone but only said 'yeah, me too'. What could you have added to make the agreement sound like a real contribution, not just a nod?

discussion
The disagreement you avoided

Recall a group decision where you privately disagreed but stayed quiet to avoid conflict. Discuss: what's the cost of that in a Speaking Part 3 exam?

activity
Stuck in the middle

Practise saying this aloud: 'I can see arguments on both sides, but if I had to choose...' Notice how it moves a stuck discussion forward.

Grammar focus · Section 2

8–10 min

Beyond yes/no — content agreement, principled pushback, and steering to a decision

Grammar focus

Basic Part 3 answers just say 'I agree' or 'no, I don't think so'. Strong candidates agree WITH REASONS, disagree WITHOUT sounding rude, and actively steer the last minute toward a real decision rather than letting the clock run out.

Examples

  • → Content agreement: 'Absolutely — and I'd add that it's especially true for younger students who don't have much free time.'

  • → Principled pushback: 'That's a fair point about cost, but I still think safety has to come first, even if it's more expensive.'

  • → Signposting the decision window: 'We've covered most of these now — shall we start narrowing it down?'

  • → Steering to a compromise: 'We don't fully agree, but could we say both matter, just in different situations?'

  • → Closing cleanly: 'So, final answer: we'd both go with the walking groups and the fitness app. Shall we leave it there?'

Question 1.What's wrong with a bare 'I agree' in Part 3?

Question 2.What does 'principled pushback' involve?

Question 3.Roughly when does the 'decision window' open?

Question 4.What happens if neither candidate signposts the decision?

Question 5.A good compromise phrase is...

Answer all items, then check.

Quick check 1.Is it acceptable to still disagree right up to the final decision?

Quick check 2.If your partner never signals moving to a decision, what should you do?

Quick check 3.Which is stronger content agreement?

Answer all items, then check.

Vocabulary · Section 3

5–7 min

Words & phrases to own

1

to concede

to admit a point is valid, often before disagreeing.

"I'll concede that it's cheaper, but I still prefer the other option."

Use it now

Concede one point in a disagreement you're currently having with someone.

2

principled

based on clear reasons or values, not stubbornness.

"Her objection was principled, not just contrary."

Use it now

Describe a principled objection you've made recently.

3

to signpost

to signal clearly what stage of a conversation you're moving to.

"Let me signpost — I think we're ready to decide now."

Use it now

Practise a signposting phrase for moving to a decision.

4

stalemate

a situation where neither side can move forward.

"The discussion reached a stalemate with 30 seconds left."

Use it now

Describe a stalemate you've experienced in a group decision.

5

compromise

an agreement where each side accepts less than they wanted.

"They reached a compromise that satisfied both of them."

Use it now

Suggest a compromise between two options you disagree about.

6

to narrow down

to reduce a wide range of options to fewer choices.

"Let's narrow it down to the two strongest options."

Use it now

Narrow down a list of five things to two, aloud.

7

to steer (a conversation)

to actively guide a discussion toward a goal.

"She steered the conversation toward a decision cleanly."

Use it now

Practise steering a conversation using 'so, given that...'.

8

fair point

an acknowledgement that someone's argument has merit.

"That's a fair point, but I'd still lean the other way."

Use it now

Say 'that's a fair point' in response to an opinion you don't fully share.

9

to lean toward

to slightly favour one option over another.

"I lean toward the cheaper option, personally."

Use it now

Say which of two options you lean toward and why.

10

final answer

the decision a pair commits to at the end of Part 3.

"So, final answer: we'll go with the walking groups."

Use it now

Give a 'final answer' phrase for any recent decision.

Activate · use it within minutes

Activate · Speak for 30 seconds
Concede then pushback

Pick any opinion you disagree with. Concede one point, then push back, using the target phrases.

  • I'll concede that...

  • but I still think...

  • that's a fair point, however...

Tick each word as you use it

Activate · Complete the sentence
Signpost the decision

Complete each signposting sentence naturally.

  • Given everything we've said, shall we ___

  • We're running low on time, so let's ___

  • So, final answer, I think we should ___

Tick each word as you use it

Matching
Match each phrase with its function in the negotiation.

Tap an item on the left, then tap its match on the right.

Answer all items, then check.
Categorise
Sort each phrase by the stage of negotiation it belongs to.
Answer all items, then check.

Pronunciation · Section 4

3–4 min

Softening stress for pushback, firming stress for the final decision

Say it aloud

  • Gentle concession: 'That's a FAIR point...' — even, unhurried stress, no sharp peaks.
  • Softened but clear pushback: '...but I still think SAFEty matters more.' — clear but not aggressive stress on the key word.
  • Firm decision close: 'So, FINAL answer: we'll go with the WALKing groups.' — confident falling stress on 'final' and the decision noun.
  • Avoid a rising, uncertain tone on the final decision — it can sound like you're still asking, not deciding.
  • Practise the shift: soft-stress concession → firm-stress decision, back to back, in one sentence.

Reading · Section 5

8–10 min

The minute that decides your Part 3 score

Read the passageTap to open

Cambridge examiners assessing Speaking Part 3 are trained to watch one moment more closely than any other: the transition from discussion to decision. Many candidates handle the first two minutes competently — they invite each other in, they react, they build — but then the final minute arrives and something goes wrong. Either nobody moves the conversation forward, and the clock runs out mid-discussion, or one candidate suddenly announces a decision alone, cutting their partner out entirely.

Both failures are avoidable with the same skill: signposting. A candidate who says, clearly and audibly, 'We've covered most of the options now — shall we start narrowing it down?' does something that costs almost no extra vocabulary but earns real credit under Interactive Communication. It shows awareness of the task's structure and actively invites the partner into the final phase, rather than assuming they'll notice the time is nearly up.

The second half of this skill is handling disagreement gracefully during the decision itself. Examiners do not expect or require identical opinions. What they reward is candidates who can concede a partner's point ('You're right that cost matters') before offering their own view ('but I still think the safety angle is more important'), and who can ultimately either agree, or agree to disagree in a structured way ('We see it differently, but if we had to pick one, I'd lean toward...'). This is a strictly different skill from simply having an opinion — it is the skill of negotiating one, live, with another person listening.

Weaker candidates often fall into one of two traps in this final phase. The first is capitulation: agreeing instantly with whatever the partner says just to avoid conflict, producing a decision with no real content behind it. The second is stalemate: repeating the same disagreement without ever attempting a compromise or a graceful concession, so the discussion simply stops when time runs out. Strong candidates avoid both by treating the decision phase as a mini-negotiation with its own moves — concede, contribute, signpost, close — rather than as an afterthought tacked onto free discussion.

Question 1.Which moment do examiners watch especially closely, according to the passage?

Question 2.What does signposting cost, and what does it earn?

Question 3.Do examiners require identical opinions in the decision phase?

Question 4.What is 'capitulation', as described in the passage?

Question 5.What is 'stalemate', as described in the passage?

Answer all items, then check.
True / False / Not Given
Decide if each statement is True or False

Q1.Examiners require both candidates to reach an identical opinion.

Q2.Signposting the move to a decision earns credit under Interactive Communication.

Q3.Capitulation means agreeing instantly to avoid conflict, without real content.

Q4.Stalemate is described as a strong, high-scoring outcome.

Answer all items, then check.

Listening · Section 6

8–10 min

Sample Speaking Part 3 — negotiating a school activity budget

Listening audio

Tap play to listen. Drag the timeline to jump anywhere.

Show transcript

Examiner:Talk to each other about how useful each of these ideas would be for encouraging students to be more active. Then decide which two would work best.

Sofia:Shall we start with the free sports clubs? I think that's probably the strongest one.

Daniel:I'd agree, actually, and I'd add that it works especially well for students who can't afford private clubs.

Sofia:Good point. What about the walking groups at lunchtime — do you think that's as strong?

Daniel:Honestly, I'm not sure. I think a fitness tracking app might motivate more students, since everyone has a phone.

Sofia:That's a fair point about the phones, but I still think walking groups build more of a habit, because they're social and scheduled.

Daniel:Fair enough — I hadn't thought about the social side. OK, we've covered most of these now — shall we start narrowing it down?

Sofia:Yes, let's. I'd say free sports clubs are definitely in.

Daniel:Agreed. And for the second one — walking groups or the app?

Sofia:We don't fully agree, but could we say both matter, just for different students?

Daniel:That works. So, final answer: free sports clubs and walking groups, with the app as a nice extra.

Sofia:Agreed. Let's leave it there.

Question 1.How does Daniel respond after agreeing about the sports clubs?

Question 2.What does Sofia do before disagreeing about the walking groups?

Question 3.Who signposts the move to a decision?

Question 4.How do they resolve their disagreement about the second option?

Answer all items, then check.
Tick what you hear
Tick every move that Sofia and Daniel actually use in the dialogue.
Answer all items, then check.

Exam skills · Section 7

5 min

Speaking Part 3 — Negotiate and Decide

🎯 Speaking Part 3+

Discuss 5 options for ~2 min, then negotiate a real shared decision in ~1 min.

  • Agree with CONTENT, not just 'yes'
  • Concede a fair point before pushing back
  • Signpost the decision window yourself if needed
  • Close with a clear final answer, even if you compromise

Open the FCE Exam Practice prompt sheet below.

Quick Tip

Watch the clock — around the 2-minute mark, actively signpost the move to deciding.

Exam Hack

Keep one compromise phrase ready: 'We don't fully agree, but could we say both matter, just in different situations?' It rescues almost any stuck negotiation.

Common Mistake

Don't capitulate instantly to avoid conflict — an empty 'yes, OK, whatever you think' scores lower than a considered concession.

Your task

Pair task. Use the prompt sheet below: discuss for 2 minutes, then negotiate to a decision in 1 minute using content agreement, principled pushback, signposting and a clean close.

Example

Sofia: 'I'd agree, and I'd add it helps students who can't afford private clubs.' [content agreement] Daniel: 'That's fair, but I still think the app might reach more students.' [principled pushback] Sofia: 'We've covered most of these — shall we start narrowing it down?' [signpost] Daniel: 'So, final answer: sports clubs and walking groups.' [close]

Practice · Section 8

8–10 min

Fill in the blank

Question 1.'That's a fair point, ___ I still think safety matters more.'

Question 2.'Shall we start ___ it down?' is a way to signpost the decision.

Question 3.Agreeing instantly to avoid conflict, with no real reasoning, is called ___.

Question 4.'So, ___ answer: we'll go with the walking groups.'

Question 5.A ___ is an agreement where each side accepts less than they originally wanted.

Answer all items, then check.
Sentence transformation
Type a short answer (1–3 words)

Q1.Give a phrase that concedes a point before disagreeing:

Q2.Give a phrase that signposts moving to a decision:

Q3.Give a phrase that offers a compromise:

Answer all items, then check.

Writing · Section 9

5 min

Put it in writing

Your task

Write a full imagined Part 3 negotiation (about 150-180 words) between two candidates discussing five ways to reduce food waste at school. Include at least one content agreement, one principled pushback, one signposting phrase, and one clean close.

Show model answer

A: 'Shall we start with the composting bins? I think that's the strongest option.' B: 'I'd agree, and I'd add it also teaches students about the environment directly.' A: 'That's true. What about the smaller portion sizes idea?' B: 'Honestly, I think students would just take seconds, so it might not reduce waste much.' A: 'That's a fair point, but I still think it would help for younger students who over-order.' B: 'Fair enough. We've covered most of these now — shall we start narrowing it down?' A: 'Yes — I'd say composting is definitely in.' B: 'Agreed. And for the second, maybe the awareness posters, since they're cheap and easy?' A: 'We don't fully agree on how effective they are, but could we say they're a good low-cost extra?' B: 'That works. So, final answer: composting bins and awareness posters. Let's leave it there.'

Speaking · Section 10

10–15 min

Make it a real conversation

Roleplay

1:1 online task. Teacher plays 'Candidate B' using the prompt sheet below (five ways to encourage activity at school). Student must use at least one content agreement, one principled pushback, one signposting phrase, and reach a final decision within 3 minutes total.

Useful phrases

  • Absolutely, and I'd add that...
  • That's a fair point, but I still think...
  • Shall we start narrowing it down?
  • We don't fully agree, but could we say...?
  • So, final answer, we'll go with...
Dialogue completion
Complete the negotiation with the missing words.
  • AI think free sports clubs are the strongest option.
  • B_______________
  • BI'd ___, and I'd add they help students who can't afford private clubs.
  • AThat's a fair point, but I still think the app might reach more students.
  • B_______________
  • BWe've covered most of these now — shall we start ___ it down?
  • ASo, final answer, we'll go with sports clubs and the app.
Answer all items, then check.

Teacher notes

Optional · Teacher-led

Teacher Activities

Two drills that build negotiation discipline for the decision phase. Both work 1:1 online. ~14 min total

FCE Exam Practice · Section 11

20–30 min

Real FCE tasks

Cambridge B2 First · Speaking · Part 3 · Collaborative Task. The prompt sheet below mirrors the Cambridge booklet. Teacher Mode reveals examiner guidance, common errors, and a band-5 sample negotiation.

Cambridge B2 First · Speaking · Part 3 · Collaborative Task
Encouraging students to be more active — negotiate and decide
A Speaking Part 3 prompt sheet with the central question 'How could a school encourage students to be more active?' surrounded by five options: free sports clubs, better changing rooms, active travel to school, lunchtime walking groups, and a fitness tracking app.
Examiner prompt sheet

How could a school encourage students to be more active?

1Free sports clubs
2Better changing rooms
3Active travel to school
4Lunchtime walking groups
5Fitness tracking app
Target: 3:0000:00

Decision question (after ~2 minutes)

"Now decide which TWO of these would be most effective for encouraging students to be more active."

Content agreement
  • Absolutely, and I'd add that...
  • I'd go further and say...
  • Exactly — which is why...
Principled pushback
  • That's a fair point, but I still think...
  • You're right about that, however...
  • I see why you'd say that, but...
Signposting the decision
  • Shall we start narrowing it down?
  • We've covered most of these now — shall we decide?
  • Given everything, maybe we should choose.
Closing the decision
  • So, final answer, we'll go with...
  • We don't fully agree, but could we say...?
  • Let's leave it there, then.

Homework · Section 12

Take-home

Take it home

speaking
Task 1

Record a full negotiation

Record yourself playing BOTH sides of a Part 3 negotiation on a topic of your choice, using all four moves at least once each.

Use content agreement, principled pushback, signposting and a clean close. Listen back and tick off each move as you hear it.

  1. Topic idea 1: ways to reduce plastic waste at home
  2. Topic idea 2: ways to make public transport more popular
  3. Topic idea 3: ways to help new students settle into a school

Questions

  1. Did you concede a fair point at least once before disagreeing?
  2. Did you signpost the decision window clearly?
Finish the homework, then check.
vocab
Task 2

Negotiation phrase bank

Memorise 8 phrases: 2 for content agreement, 2 for principled pushback, 2 for signposting, 2 for closing.

Write each on a flashcard and drill until automatic in full sentences.

  1. Absolutely, and I'd add that...
  2. I'd go further and say...
  3. That's a fair point, but I still think...
  4. You're right about that, however...
  5. Shall we start narrowing it down?
  6. Given everything, maybe we should decide?
  7. So, final answer, we'll go with...
  8. Let's leave it there.
Finish the homework, then check.
writing
Task 3· ≈ 150–180 words each

Write two more full negotiations

Write two full 150-180 word Part 3 negotiations on topics of your choice, tagging each of the four moves.

Choose any two five-option negotiation topics (e.g. 'ways to make a town more welcoming to tourists', 'ways to reduce screen time among teenagers'). Tag [AGREE] [PUSHBACK] [SIGNPOST] [CLOSE] clearly.

Recap · Section 13

2–3 min

What you've learned

  • Content agreement adds reasons, not just 'yes'.
  • Principled pushback concedes a fair point before disagreeing.
  • Someone must signpost the move from discussion to decision.
  • Compromise phrases rescue stuck negotiations near the end.
  • Close cleanly with a final answer, even if it's a compromise.
  • Avoid both capitulation (empty instant agreement) and stalemate (no decision reached).