Timing and sustaining the conversation: understand the syllabus point

1. Cambridge requirement. The teacher/examiner should normally allow 7-8 minutes for each candidate. If a candidate 'dries up' after a few minutes, teachers/examiners should be ready to explore another aspect of the topic or theme; they should keep trying to make conversation so that the candidate is given every opportunity to demonstrate their ability. Questions should be rephrased (rather than repeated) in an attempt to continue the dialogue.
2. What successful performance shows. The learner applies the requirement accurately and purposefully in an unfamiliar context. Quality depends on relevant choices, developed support and clear control, not on a memorised label.

Timing and sustaining the conversation: a reliable method

1. Prepare a flexible line of thought. Choose a focused topic, gather reliable supporting material and anticipate several directions the conversation could take. Prepare ideas rather than a memorised script.
2. Shape the talk for listeners. Use a clear opening, purposeful sequence and concise ending. Examples and signposts should help the listener follow the argument.
3. Control delivery. Speak audibly, vary pace and emphasis, and use vocabulary suited to the topic. Notes should prompt rather than replace genuine communication.
4. Sustain interaction. Listen to the entire question, answer directly, justify viewpoints and extend the exchange with relevant detail. Ask for clarification if necessary.

Timing and sustaining the conversation: application and improvement

1. Worked thinking. If a follow-up question challenges the talk's main claim, acknowledge the concern, answer it with a relevant example and explain whether the challenge changes or qualifies your position.
2. Diagnose the weakness. Name the precise problem, such as copied wording, unsupported inference, feature spotting, weak organisation or inaccurate expression, then revise that feature and compare the result.