• Teacher/examiners should ensure that they have read the syllabus requirements and instructions on how to conduct the speaking test. For example, they should select topics for part 3 and prepare relevant questions. They should show the flexibility to change prepared questions if they do not work with certain candidates, and move on to a new topic. For example, if they start on weather but the candidate cannot hold the conversation on this topic for the required time, they can ask what their favourite season was and where they would you like to go for a holiday during that season. 
• The examiner/teacher should ensure that the recording for both speakers (examiner and candidate) is clear. It is advisable to   carry out a check before starting the actual test and before despatching the recording to Cambridge. 
• Each candidate’s performance depends on how well the examination is conducted and therefore it is crucial that the teacher/examiner understands the requirements of each part of the test. They need to prepare their questions thoughtfully and make sure that questions are appropriate and relevant. Examiners should not ask too many compound questions especially to low and middle level candidates. Where necessary, questions can be broken into smaller segments. 
• Middle and low- ability candidates lack practice, preparation and confidence. Language skills could be built upon with adequate support, guidance, preparation and practice. It is very important, for candidates to understand the format of the speaking test and prepare their presentation topic well as the first two parts of the test focus on the presentation.  
• It is good practice for each candidate to select a different topic for their presentation to ensure the discussion is lively and interesting. 

For further details about how candidates performed in this particular examination series please refer to the Principal Examiner Report for Teachers (PERT).