Review Lab 5 — Proposal & Report Studio

Lab scenario

Mixed teams receive a real-world brief, agree a position in a Speaking P3 task, split into proposal vs report drafters and present back with peer critique against CPE band descriptors.

Skills you'll practise

Formal genresPersuasionCollaborative decision-makingPeer critique

Stations

Practice rotation

Five stations · ~12 min each · one shared scenario across all five. In 1:1, teacher rotates through with the learner.

60 min total

Station 1 · 12 min

Speaking P3 · The brief meeting

Co-decide stance on the shared scenario before any writing happens.

1. Scenario: the Principal has asked for either a PROPOSAL or a REPORT on the six-week staggered-start pilot. In 2 minutes, agree which one the situation actually calls for — and why.
“I'd lean towards a ______ because…”“What the brief actually asks for is…”“The audience here is decision-making, so…”“On balance, I'd argue ______ would land better.”
2. Imagine you've delivered the document and the Principal asks: 'What's the ONE risk you didn't fully mitigate?' Answer in 60 seconds, honestly.
“If I'm honest, the live risk we underplayed was…”“With hindsight, I'd have strengthened…”“What we addressed was ______; what we didn't fully address was…”“The mitigation we proposed assumed ______, which may not hold.”
3. 30 seconds: pitch the recommendation sentence of your document aloud. Use 'It is therefore recommended that…' OR 'It may therefore be worth considering…'. Decide which fits your stance.
“It is therefore recommended that…”“It may therefore be worth considering ______ , subject to ______.”“The measurable outcome would be…”“With a review point in…”

Station 2 · 12 min

R&UoE P1 · Multiple Choice Cloze — formal-register collocation

Spiraled collocation: persuasion (proposal voice) + evidence reporting (report voice).

The findings ____ doubt on the original recommendation.

The proposal ____ on feedback from 64 parents and 12 staff.

A six-week pilot is likely to ____ measurable outcomes.

The data ____ a clear short-term benefit to attendance.

An extension is recommended, ____ to staff capacity.

There is a strong ____ for piloting the scheme before full rollout.

Station 3 · 12 min

Listening P1 · Three short extracts — decision-makers reading the document

Catch ATTITUDE and IMPLICATION as three audiences react to the same document.

Extract 1

Extract 1 — The Principal, to her deputy, after a first reading.

Extract 1

Tap play to listen. Scrub the bar or use ± 5 s to jump.

What is the Principal's main concern?

Extract 2

Extract 2 — A parent representative, reading the report aloud at home.

Extract 2

Tap play to listen. Scrub the bar or use ± 5 s to jump.

What does the parent representative imply?

Extract 3

Extract 3 — A governor, in a brief voicemail to the Chair.

Extract 3

Tap play to listen. Scrub the bar or use ± 5 s to jump.

What is the governor's position?

Station 4 · 12 min

Genre flip — rewrite ONE paragraph from the OTHER voice

Register control under time pressure: the most efficient mock-prep skill in the module.

Scenario

You have a single paragraph (about 65 words) from a PROPOSAL on the staggered start. Your job is to rewrite the SAME content as the equivalent paragraph in a REPORT — neutral register, evidence-led, no persuasion. (Optional second pass: take a report paragraph and flip it back into proposal voice.)

Task · ~65 words (±10)

Rewrite this paragraph in REPORT voice (~65 words): 'A staggered start would clearly help our students. With younger years starting at 08:30 and older at 09:30, we believe wellbeing scores would rise — and we'd argue that the parental concerns, though real, are manageable with a small on-site childcare offer. Let's pilot it.'

Self-check

No 'we believe', 'we'd argue', 'let's', 'clearly'.
At least one reporting verb (indicate / suggest / point to).
Conditional recommendation phrasing ('subject to…').
Same content — just the voice changes.

Station 5 · 12 min

Mock review + Module 5 self-check

Turn the module — mock + proposal + report — into ONE named goal for Module 6.

Discuss

1. Which moment of L17's mock now feels like a Module 5 LESSON, not just an event?
2. Which is more natural for you to write now — proposal or report? Why?
3. Which of your THREE named patterns from L18 has actually shifted? Which hasn't?
4. What's the ONE thing you'd want Module 6 to push harder on?

Self-audit · tick what was true

Mock decisions — did you actually pace, flag and move on?
Proposal — calibrated modality, headed sections, measurable recommendation?
Report — neutral register, reporting verbs, conditional recommendation?
Recast move — visible self-repair across speaking tasks?

Ready for a full paper?

Sit a complete CPE simulation — Mock 1, Mock 2 or the Official Exit Test — in real timing.

Mock Exams & Exit Test

Review Lab complete

Talk through your work with your teacher or study partner, then move on.

Last lesson of module Start Module 6