II. Communication Strategies
"Respond naturally & show listening; build on each other's points; add details / examples; paraphrase." — Mock SBA feedback
This is the group-specific skill. Without it, you could deliver perfect English and still drop a full band. With it, you carry your whole group up.
The 4 things examiners listen for
| Skill | What it sounds like | Common mistake |
|---|---|---|
| Listening cues | "I agree, especially because…" | Saying "I agree" and stopping |
| Building on others | "Building on Aisha's point, I'd add…" | Treating others as competitors |
| Paraphrasing | "So you're saying… yes, and…" | Repeating word-for-word |
| Inviting | "Wai-Ming, what's your view?" | Letting quieter members stay silent |
The 3-word rule (cure for "I agree")
After every "I agree", you must add 3+ words.
| ❌ Bad | ✅ Better |
|---|---|
| "I agree." | "I agree, especially because…" |
| "Yeah, true." | "Yeah, true — and what makes it worse is…" |
| "Same." | "Same view — but I'd push it further by saying…" |
Practise this so it's automatic. Every "I agree" → reach for especially, particularly, and what's more, and notably, especially because.
The "building" formulas
Pick 3 of these and memorise them. Use them every 30–60 seconds in the actual discussion.
| Formula | Example |
|---|---|
| "Building on what ____ just said…" | "Building on what Aisha said about Lady Macbeth's guilt, I'd add that…" |
| "Picking up on the point about ____…" | "Picking up on the point about prejudice, I think…" |
| "That reminds me of ____…" | "That reminds me of Banquo's choice — same prophecy, different outcome…" |
| "To extend that idea…" | "To extend that idea, what if Shakespeare meant…" |
| "I really like the framing of ____…" | "I really like the framing of 'inherited hatred' — it's exactly what…" |
| "I want to add a related angle…" | "I want to add a related angle — what about Macduff?" |
| "From a different angle…" | "From a different angle, maybe Lady Macbeth is the real victim because…" |
| "Pushing back gently on that…" | "Pushing back gently on that, I'd argue that Romeo wasn't just impulsive — he was…" |
Why these work: they show you listened, you're adding value, and you're not interrupting. That's three boxes ticked at once.
The "invite" formulas
Use at least once per discussion. It boosts the whole group's Communication marks.
| Formula | When to use |
|---|---|
| "____, you've been listening — what's your take?" | When a groupmate has been quiet for 2+ min |
| "____, I'd love to hear your view on this." | When you want a specific perspective |
| "What do you think, ____?" | Quick, friendly invite |
| "Does anyone see it differently?" | Open invite to disagreement (high-level move) |
| "Can we hear from ____ on this?" | Polite but assertive |
Use the person's name. Direct address signals attention — graded as Communication strength.
The paraphrasing trick
Paraphrasing isn't repeating — it's restating in your own words, then adding to it.
Template
"So what you're saying is [their idea in different words], and I'd build on that by [your addition]."
Example
Groupmate: "I think Romeo was too impulsive — he forgot Rosaline the moment he saw Juliet."
You: "So you're saying that what looked like love at first sight was really just emotional volatility — and I'd build on that by asking whether teenage feelings count as 'real' just because they're brief."
Notice you didn't disagree — you deepened. That's high-band Communication.
How to handle disagreement
You want disagreement in your discussion — it's the easiest way to demonstrate skill. But disagree politely:
Template
"That's a really thoughtful point. I see it slightly differently, though, because…"
Other openers
- "I'd push back a little on that…"
- "I see where you're coming from, but…"
- "That's interesting — I'd take it in a different direction, because…"
- "There's truth to that, but I'd add a nuance…"
Never use: "No.", "That's wrong.", "I don't think so." (too blunt, signals poor Communication skill)
The "yes, and" mentality
Borrowed from improv comedy: always accept what's offered, then build on it.
| Groupmate says | Bad ("yes, but") | Good ("yes, and") |
|---|---|---|
| "Macbeth is a victim of fate." | "No, he had a choice." | "Yes, and the witches certainly helped — but I wonder if fate is more like a temptation than a command." |
| "Shylock is just evil." | "No, he's a victim." | "Yes, his demand is shocking — and what's troubling is that the play asks us where that demand came from." |
Yes, and raises everyone's marks. Yes, but can feel combative.
The "silent reactor" support move
If someone hasn't spoken in a while but is clearly engaged (nodding, frowning, leaning in), name that energy:
"Wai-Ming, you looked surprised when I said that — what's your reaction?"
"Aisha, you've been nodding through this — do you agree?"
Examiners love when you read body language. It signals active listening.
What to do when you're interrupted
It happens. Don't escalate. Use:
"Of course — go ahead." (wait for them) "That actually links to what I was saying — so…"
You give the moment to the other person but then circle back with a link. Mature, graceful, high-mark.
What to do when someone is monologuing
Wait for a natural breath, then paraphrase + redirect:
"That's a really fair point about Lady Macbeth. Building on that, what if we asked Aisha what she thinks about Macbeth's own responsibility?"
You acknowledged their point, added value, and brought in another voice. Triple win.
What to do when there's awkward silence
Silence kills momentum. Have a silence-breaker ready:
| Type | Example |
|---|---|
| Open question | "Does anyone disagree with the idea that Romeo was too impulsive?" |
| Story pivot | "Can I bring in something from another story?" |
| Reflection | "What strikes me is how relevant this still feels…" |
| Direct invite | "Wai-Ming, I'd love your view — what do you think?" |
The "wrap-up" move (one person per group should do this)
In the last minute, one person should summarise. This single move is a high-band demonstration.
"So overall, the three of us seem to agree that ____, even though we differ on ____. The play ultimately asks us to think about ____, which still matters today because ____."
If no one else is doing it, you do it. The examiner will smile internally.
The 5 phrases to memorise (steal these)
If you only remember 5 things from this page, make it these:
- "Building on what ____ said…" — your default extension
- "From my perspective…" — to introduce a new claim
- "____, what's your view?" — to invite
- "So you're saying… yes, and…" — to paraphrase
- "To wrap up…" — to close the discussion
Write these on the right half of your Notecard.
A 30-second self-check
After every practice, ask yourself:
- [ ] Did I extend after every "I agree"?
- [ ] Did I use a building phrase at least 3 times?
- [ ] Did I invite a quieter member at least once?
- [ ] Did I paraphrase someone else's idea before adding my own?
- [ ] Did I help with a wrap-up?
4–5 ticks = band 5–6 in Communication Strategies.
Next: III. Vocabulary & Language.