The Ultimate Phrase-Bank for FCE Speaking Part 4 (4-Minute Discussion)
Completing our comprehensive series on the Cambridge B2 First speaking test, this phrase bank builds on our guides to FCE Speaking Part 1, FCE Speaking Part 2, FCE Speaking Part 3, and FCE Speaking Part 4. This final collection gives you the exact expressions needed to excel in the four-minute discussion section.
Why Stock Up on Set Phrases?
Part 4 is a free-flowing discussion where the examiner joins you and your partner for about four minutes. You must express and justify opinions, agree and disagree, add reasons and keep the talk alive. Having flexible, "plug-and-play" expressions lets you focus on ideas, boosts fluency and satisfies the Cambridge Assessment English criteria for Discourse Management and Interaction. All 33 expressions below come straight from the official hand-out.
Phrase-Bank Organised by Function
1 – Buying Time
- "I've never really thought about that, but…"
- "What a good question!"
- "That's a good question."
- "That's an interesting question."
- "Oh! Let me think. Well, ..."
2 – Giving Your Opinion
- "What I think is that..."
- "In my opinion, ..."
- "It's clear to me that..."
- "One thing I'm sure of is..."
- "I might be wrong but ..."
- "I'm no expert but..."
3 – Giving Reasons for Your Opinions
- "… because …"
- "… so it's obvious that…"
- "… That means…"
4 – Adding Extra Reasons
- "Another thing is..."
- "Apart from that, ..."
- "As well as that, ..."
- "Just as importantly, ..."
- "There's also the fact that..."
- "And don't forget..."
5 – Interrupting Politely
- "Do you mind if I add something?"
- "I'd like to comment on that."
- "If I could just make a point."
6 – Asking Your Speaking Partner
- "What do you think, [partner's name]?"
- "Don't you agree?"
- "Do you have anything to say about that?"
- "[Name], do you have anything to add to that?"
- "Did I forget anything?"
7 – Trying to Change an Opinion
- "But don't you think that..."
- "Yes, but isn't it true that..."
- "Okay, but on the other hand..."
- "Maybe there's another way to think about it."
- "You're partly right, but..."
How to Weave the Phrases into a High-Scoring Discussion
| Stage (approx.) | Sample lines using the bank |
|---|---|
| 0-30 s – Buy time & give first view | "That's an interesting question. In my opinion, school sport should be compulsory because it fights obesity." |
| 30-60 s – Invite partner & compare | "What do you think, Sara?" Sara replies… "I see. Another thing is that team games teach cooperation." |
| 60-120 s – Build/debate | Sara disagrees. "But don't you think that fitness can come from individual sports too?" |
| 120-180 s – Add reasons & clarify | "Apart from that, competitive events motivate students. Do you mind if I add something?" |
| 180-240 s – Round off | "One thing I'm sure of is pupils need exercise. Did I forget anything?" |
Using at least one phrase from each function column proves range, interaction and control—exactly what the examiner wants to hear.
5-Step Micro-Practice Routine (10 Minutes)
- Select a past-paper Part 4 question (e.g. "Should all school subjects be optional?").
- Solo record a four-minute answer, ticking off phrases as you use them.
- Replay & note gaps—which categories did you miss?
- Redo immediately, filling the gaps.
- Recycle the day's best arguments into a short FCE writing paragraph to reinforce vocabulary across skills.
Sample FCE Speaking Part 4 Dialogue Using These Phrases
Examiner: Do you think young people spend too much time on social media?
Student A: That's a good question. What I think is that social media can be very addictive because apps are designed to keep people scrolling. That means young people often waste time they could spend on more productive activities. What do you think, [partner's name]?
Student B: I might be wrong but I think it depends on how they use it. Yes, but isn't it true that social media also helps people stay connected with friends and family?
Student A: You're partly right, but there's also the fact that excessive screen time can affect sleep and mental health. Do you mind if I add something? Research shows that teenagers who spend more than three hours daily on social media have higher rates of anxiety.
Student B: I'd like to comment on that. Apart from that, social media can be educational too. Many young people learn new skills through tutorial videos and online communities.
Student A: Okay, but on the other hand, the quality of information isn't always reliable. One thing I'm sure of is that parents should monitor and limit social media use for younger children.
Examiner: How might social media change in the future?
Student B: Oh! Let me think. Well, I believe social media will become more integrated with virtual reality, so it's obvious that interactions will feel more like real-life meetings. And don't forget that artificial intelligence will likely make these platforms more personalized.
Common Topics in FCE Speaking Part 4
The discussion topics in Part 4 typically follow from Part 3 and include:
- Education: online learning, examination systems, school subjects
- Technology: social media impact, privacy concerns, future developments
- Environment: climate change responsibility, government policies, individual actions
- Work & Career: work-life balance, remote work, changing job markets
- Health & Lifestyle: exercise habits, diet trends, mental wellbeing
- Society: generational differences, community involvement, cultural changes
Final Thoughts
Memorising these expressions won't make you sound robotic; it frees mental space to develop ideas and connect with your partner. Drill them until they roll off your tongue and you'll glide through FCE Speaking Part 4, ready for the higher-level discussions that await in the Cambridge C1 classroom.
For complete FCE Speaking preparation, be sure to review our comprehensive guides on all parts of the speaking test: FCE Speaking Part 1, FCE Speaking Part 2, FCE Speaking Part 2 Phrase Bank, FCE Speaking Part 3, FCE Speaking Part 3 Phrase Bank, and FCE Speaking Part 4.