Module 6 · Listening & Speaking Strands · Lesson 22
Speaking Part 3 Deciding Together
Collaborative task that reaches a real decision
Warm-up · Section 1
4 minGet talking
Listen to two 30-second clips (same prompt). Both speakers say good things. One is rewarded by P3 examiners; the other isn't. What's the difference?
Disagree with 'AI tutors will replace teachers by 2030' in THREE different ways — without using 'I disagree' or 'You're wrong'.
After 2 minutes of perfect discussion, an examiner says 'You have one minute to decide.' What's the FIRST sentence out of your mouth?
Grammar focus · Section 2
8 minHedged disagreement and calibrated agreement — the grammar of P3
Quick rule
P3 lives in the middle: 'I see your point, but…' 'That's true up to a point…' 'I'd actually push back gently on that…'. Full agreement closes the conversation; flat disagreement kills it. The grammar of negotiation is hedging + concession + redirection.
Examples
Concession-redirect: 'I see the appeal of option 2, but the cost is what worries me.'
Partial agreement: 'That's true up to a point — though I think it depends on the age group.'
Build-on: 'Building on what you just said about cost, I'd add that the maintenance cost is even higher.'
Invitation: 'I'm drawn to option 3 — what's your sense?'
Quick check
Question 1.Pick the most P3-grade response to 'AI tutors should replace teachers':
Question 2.Best 'build-on' frame:
Question 3.Which signals a genuine INVITATION (not a rhetorical question)?
Question 4.First sentence into the 1-minute DECIDE phase:
Question 5.Why does flat disagreement hurt P3?
Vocabulary · Section 3
6 minWords & phrases to own
to push back (gently) on
to disagree in a measured, conversation-friendly way
e.g. I'd push back gently on the word 'replace' — I'd say 'supplement'.
Use it now
Use 'push back gently on' to disagree with a real opinion.
↻ Recycled in speaking
to build on (your point)
to extend the partner's idea visibly
e.g. Building on your point about cost, I'd add that maintenance is worse.
Use it now
Practise: 'Building on what you said about ____ , I'd add ____.'
↻ Recycled in speaking
up to a point
partial agreement marker (calibrated)
e.g. That's true up to a point, though I think it depends on the age group.
Use it now
Add 'up to a point' to a sentence you'd normally start with 'yes'.
↻ Recycled in speaking
to converge on
to find a shared landing point in a negotiation
e.g. Where we seemed to converge was on option 3.
Use it now
Identify a topic where you and a friend recently 'converged'.
↻ Recycled in speaking
to be drawn to (an option)
to lean towards without yet committing
e.g. I'm drawn to option 3, but I'm not sold yet.
Use it now
Apply 'drawn to' to the five P3 prompts when they arrive.
↻ Recycled in speaking
what's your sense
the warmest 'invitation' move in British English
e.g. I'm leaning towards option 2 — what's your sense?
Use it now
Use 'what's your sense' twice in your next 3-minute discussion.
↻ Recycled in speaking
Pair / group discussion
- Which of today's moves are you LEAST likely to use naturally? Why?
- Which two would unlock a Band-4 P3 for you specifically?
Complete each stem about yourself
- I'd push back gently on ______, because ______.…
- Building on your point about ______, I'd add ______.…
- That's true up to a point — though ______.…
- Where we seemed to converge was ______.…
Rank & justify
Rank by how much each move signals 'joint reasoning' (vs solo opinion).
- building on your point
- what's your sense
- I think
- up to a point
- I'd push back gently on
Quick write (60 seconds)
Write a 40-word transition from 'I disagree' to a hedged-and-redirected version that an examiner would actually reward.
Pronunciation · Section 4
3 minRising-tone invitation — making the partner WANT to take the floor
The invitation move ('what's your sense?') only lands if delivered with rising intonation on the final word. Flat-toned invitations sound rhetorical; rising-toned invitations hand the floor over visibly. P3 examiners listen for this.
- I'm drawn to opTION two ↗ — WHAT's your SENSE ↗?
- That's TRUE up to a POINT ↘ — though it deOENDS on the age GROUP ↗.
- We seem to CONverge on opTION three ↘ — shall we LAND there ↗?
- BUILDing on what you SAID about COST ↘, I'd ADD ↘ that MAINtenance is WORSE ↘.
Reading · Section 5
8 minAnnotated model P3 transcript — 3 minutes that score Band 5
Working model · for analysis
Annotated model P3 transcript — 3 minutes that score Band 5
Read for the four negotiation moves (push back gently · build on · up to a point · invitation) AND for the decide move at the end.
Two C2-level candidates · annotated by examiner · Sample sitting
EXAMINER: Discuss which of these would most improve student wellbeing: (a) later school start, (b) one screen-free day a week, (c) outdoor learning afternoons, (d) free school meals, (e) compulsory mindfulness. You have about 2 minutes.
A: I'm drawn to (a) — what's your sense?
B: I see the appeal, but I'd push back gently — a later start only helps if parents can adapt. Up to a point it works, beyond that it creates childcare strain.
A: Building on that, the (c) outdoor learning afternoons might be more universally workable — they help wellbeing AND don't shift the family schedule.
B: Good point. Though I'd flag (d) — free meals — as the one with the most evidence behind it for wellbeing AND attainment. That's hard to ignore.
A: True. So we're converging on something hybrid — (d) as the structural floor, (c) as the wellbeing layer?
B: Yes — and I'd drop (e) entirely. Compulsory mindfulness sounds tidy but the evidence is thin.
EXAMINER: You have one minute to decide on ONE.
A: OK — where we converged was around (d). Shall we land there? It's the highest-evidence, hardest-to-argue choice, and it doesn't depend on parental flexibility.
B: Agreed. (d) — free school meals. Cleanest decision.
Question 1.Speaker A's opening is which negotiation move?
Question 2.B's first turn uses how many negotiation moves?
Question 3.Which move did A use to extend B's point?
Question 4.What's the 'decide' move?
Question 5.Why does B drop option (e)?
Listening · Section 6
8 minListening Part 3 (spiral) — interview as decision context
Notes
Pre-listen brief (Listening P3 sample)
- ▸You will hear a 90-second extract: a head teacher interviewed about wellbeing measures.
- ▸Answer 4 multiple-choice questions on her position.
- ▸Then use her data points in your own P3 discussion that follows.
Listening audio
Tap play to listen. Scrub the bar or use ± 5 s to jump.
Show transcript
Interviewer (Ramy, English, m):Head teacher Vera Hollis — you've trialled three wellbeing measures this year. Which one moved the needle the most?
Vera Hollis (English, f, head teacher):Free school meals. Easily. The wellbeing scores rose by 14 points in the first term, and attainment by 6. The outdoor learning afternoons were popular but the wellbeing gain was modest — about 3 points — and the compulsory mindfulness, frankly, did nothing measurable. The later start? We didn't try it. Parents wouldn't have worn it.
Interviewer:So if a school could only afford ONE of those measures, your recommendation would be?
Vera Hollis:Free school meals, with no hesitation. Not because the others don't matter — they do — but because the evidence is overwhelming and it removes a daily anxiety from the children who need it most. Outdoor learning is a beautiful add-on. Free meals is structural.
Question 1.Which measure moved wellbeing scores MOST?
Question 2.How big was the wellbeing gain from outdoor learning?
Question 3.Why didn't the school trial a later start?
Question 4.Vera's reasoning for free meals is primarily:
Visual stimulus · Section 7
3 minThe Speaking P3 prompt board — five options on a wellbeing theme
Five prompts arranged in a star pattern. You discuss for 2 minutes, then decide ONE for 1 minute.
Notes
P3 prompt — Improving student wellbeing
- ▸(a) Later school start.
- ▸(b) One screen-free day a week.
- ▸(c) Outdoor learning afternoons.
- ▸(d) Free school meals.
- ▸(e) Compulsory mindfulness sessions.
- ▸Discuss for ~2 minutes. Decide ONE for ~1 minute.
Discuss in pairs
Pick the option you're DRAWN to first. Then, before discussing, predict which one your partner is drawn to — and why.
Exam skills · Section 8
3 minCPE Speaking Part 3 — Collaborative Task
Strategy
- 1.Open with INVITATION ('I'm drawn to X — what's your sense?'). Never with monologue.
- 2.Use the four moves visibly: push back gently · build on · up to a point · invitation.
- 3.Touch ALL five prompts — even briefly. Don't camp on one.
- 4.Listen for points of CONVERGENCE — flag them aloud ('we seem to be converging on…').
- 5.When the examiner says 'one minute to decide', open with 'Where we converged was…'. Don't restart.
- 6.Land the decision in the FIRST 30 seconds of the decide minute, then justify.
Example
DECIDE OPENER: 'OK — where we seemed to converge was on (d). Shall we land there? It's the highest-evidence option and the one that doesn't depend on family flexibility.'
Practice · Section 9
7 minFill in the blank
Question 1.I'd push back ____ on the word 'compulsory'.
Question 2.____ on what you said about evidence, I'd add the cost angle.
Question 3.That's true ____ a point, though it depends on the age group.
Question 4.We seemed to ____ on option 3.
Question 5.I'm ____ to option 2 — what's your sense?
Question 6.What's your ____ — is option (a) realistic?
Writing · Section 10
4 minPut it in writing
Your task
Plan (in 4 minutes) the 1-MINUTE DECIDE script you'll use in any future P3. Three sentences: (1) flag the convergence, (2) propose the landing, (3) justify with ONE reason.
- • Three sentences only — this is the decide minute, not the discussion.
- • Reusable template — make it work for any topic.
- • Use one move from today's vocab in the convergence sentence.
Before you submit
- ☐ Sentence 1 explicitly names the convergence.
- ☐ Sentence 2 proposes the landing ('Shall we land on ___?').
- ☐ Sentence 3 justifies with ONE clear reason.
- ☐ Total under 25 seconds when spoken aloud.
Show model answer
Where we seemed to converge was on (d), free school meals. Shall we land there? It's the highest-evidence option and the one that doesn't depend on parental flexibility — which makes it the cleanest single answer.
Speaking · Section 11
6 minMake it a real conversation
Speaking P3 — full sitting × 2 (6 minutes). FIRST sitting: the wellbeing prompts above; you discuss for 2 minutes and decide for 1. SECOND sitting: a new prompt (workplace flexibility options: 4-day week / remote / hybrid / flexitime / sabbatical). Same 2+1 structure. Aim to use at least THREE different negotiation moves per sitting.
After each sitting, tally how many of the four moves you used visibly. Aim: at least 3/4 in each sitting.
Did you NEGOTIATE — or did you take turns monologuing?
All 4 moves used
P3 Band 5 in shape — refine the decide minute next.
3 moves used
Identify the missing move and add it next sitting.
Only invitation + agreement
Push back is the move you're avoiding. Try one disagreement next time.
Parallel monologues
Drop in 'building on what you just said…' twice next sitting.
Useful phrases
- I'm drawn to ______ — what's your sense?
- I see the appeal — but I'd push back gently on ______.
- That's true up to a point, though ______.
- Building on what you said about ______, I'd add ______.
- We seem to be converging on ______.
- Shall we land on ______?
Optional · Teacher-led
Teacher Activities
Stretches if time allows. All work 1:1. ~18 min total
Homework · Section 12
Take-homeTake it home
Record yourself (90 seconds) doing the 'decide minute' of any P3 prompt you invent. Listen back: tally the negotiation moves. Re-record once.
Build a 12-item 'P3 phrase bank': 3 push-back, 3 build-on, 3 invitation, 3 decide. Memorise four total.
Rewrite 5 blunt sentences into P3-grade hedged equivalents. (a) 'You're wrong.' (b) 'I disagree.' (c) 'No.' (d) 'That's stupid.' (e) 'Let's do option 3.'
Plan a 1-minute DECIDE script for THREE different P3 topics: school wellbeing, workplace flexibility, sustainable transport.
Recap · Section 13
Wrap-upWhat you've learned
- P3 marks JOINT reasoning, not parallel monologues. Four moves: push back gently · build on · up to a point · invitation.
- Structure: 2 minutes discuss → 1 minute DECIDE.
- The decide minute opens with 'Where we converged was…' — never restart the discussion.
- Touch all five prompts; don't camp on one.
- Hedged disagreement is more rewarded than full agreement.