Review Lab 9 — Endurance Lab

Lab scenario

A half-paper timed sitting (R&UoE + Listening) followed by a group talk: pairs name what slowed them down, swap strategies and run a Speaking P3 task on 'how to perform under pressure'.

Skills you'll practise

PacingStrategy talkRepair languageReflection talk

Stations

Practice rotation

Five stations · ~12 min each. The first three are TIMED ENDURANCE blocks (R&UoE half-paper · Listening short paper · Writing edit-under-time). Stations 4-5 are reflection talk — pacing strategy chat and Module-9 carry-over.

60 min total

Station 1 · 12 min

R&UoE half-paper · timed at minute-per-mark budget

Drill the L33 minute-per-mark budget on a mixed P1/P2/P3/P4 micro-set. Skip-and-return discipline. Last-60-seconds guess.

P1 · Multiple Choice Cloze — 'On the balance of the available evidence, the new policy is ____ likely to succeed than its predecessors.'

P2 · Open Cloze — 'The single biggest fix for most candidates is reserving the seven minutes ____ the end for editing.'

P3 · Word Formation — 'Visible self-____ (CORRECT) is a Band-5 marker, not a Band-3 one.'

P4 · Key Word Transformation — 'I haven't planned for that long before.' KEY WORD: TIME. Answer: 'It is the first ____ ____ ____ planned for that long.'

Station 2 · 12 min

Listening micro-paper · 3 extracts under exam discipline

Drill the L33 listening-freeze rule and L34 self-correction noticing. One Part-1 short extract, one Part-3 long extract, one Part-4 multi-speaker extract.

Extract 1

Extract 1 (Listening P1 style) — a CPE candidate (Spanish, f) interviewed after a mock.

Extract 1

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

The speaker's KEY MOVE was best paraphrased as:

Extract 2

Extract 2 (Listening P3 style) — long interview clip. CPE coach (Scottish, m) on the relationship between pacing and self-correction.

Extract 2

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

The coach's central claim is:

Extract 3

Extract 3 (Listening P4 style) — five speakers, ONE extracted. Speaker (Irish, f) on the moment she changed her speaking under pressure.

Extract 3

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

What single change does the speaker name?

Station 3 · 12 min

Writing P1 · 7-minute edit-under-time drill

Apply L36 editing moves (substitute · cut · recast) to a deliberately Band-3 essay opening. 3 substitutes · 2 cuts · 1 recast · read-aloud test. Visible strike-throughs.

Scenario

You are given the OPENING TWO PARAGRAPHS of a Band-3 P1 essay on 'Should universities prioritise employability over knowledge?'. The text below is deliberately weak — fillers, vague nouns, flat modals, a preposition slip, a register mismatch.

Task · Edit a ~120-word original to a clean ~120 words (same length, higher band)

In 7 minutes, edit the two paragraphs visibly: STRIKE THROUGH text you cut, write substitute words above the originals, draw arrows for recasts. Target moves: 3 substitutes · 2 cuts · 1 recast. Finish with a 30-second silent read-aloud test. Submit BOTH the marked-up draft and the clean rewrite.

Self-check

Three SUBSTITUTES (precision nouns / calibrated modals / accurate prepositions).
Two CUTS of filler ('It is interesting to note that', 'In conclusion of this part', etc.).
One RECAST converting a flat sentence into a marked structure (cleft / inversion / calibrated claim).
Strike-throughs and arrows visible — examiner-friendly proof of an editing pass.
Read-aloud test at minute 6 — caught at least ONE register / modal slip.
Clean rewrite reads at Band 4-5 register without losing the original content.

Station 4 · 12 min

Speaking P3+P4 · pacing strategy talk + recovery under pressure

Defend a personal pacing rule aloud (L33 time-talk syntax) + handle a deliberate disruption with named recovery (L35). Spirals Module 6 diplomatic moves and Module 7 calibration.

1. P3 (2 min discuss + 1 min decide): your partner has read your 60-second pacing checklist (from L33 homework). Discuss: which TWO rules are most installable for a learner ONE band below you? Use the L33 time-talk syntax ('with X minutes left, I…' / 'if I'm not Y within Z, I…') at least twice each.
“I'd argue for ______ as the most installable rule because ______.”“Building on that, the second I'd teach is ______.”“Where we converge is on ______.”“Shall we land on ______ as the two we'd teach?”
2. P4 (90 sec — pressure simulation): teacher asks 'What is the single hardest part of writing in 45 minutes?' AND interrupts at 30 seconds AND asks a follow-up the candidate has no opinion on. Candidate must deploy AT LEAST TWO named recovery moves from L35.
“What I'm reaching for is ______.”“Could I just finish the thought? Building on your point, ______.”“If I could put it this way — I'd push back on ______ because ______.”“On the balance of how my last mock went, ______ is highly likely to ______.”
3. P3 (1 min): negotiate which TWO editing priorities you'd teach to a candidate who consistently runs out of time. Defend the cuts using L36 priority order (register → grammar → vocabulary → spelling → commas).
“I'd start them on ______ before ______ because ______.”“I'd push back on teaching ______ first — the highest-return move at minute 38 is ______.”“Where we converge is on protecting ______.”“Shall we land on those two?”

Station 5 · 12 min

Module 9 reflection — stamina, recovery and link to Module 10

Convert the lab into a concrete pre-exam protocol for Module 10 (Mock Exam 3 + Final Simulation) — what to keep, what to drill, what to let go.

Discuss

1. After today's endurance block, what's the SINGLE pacing rule you'll install before Mock 3?
2. Of the five error patterns (L34), which one did your timed Writing edit-under-time expose? Did naming it make the fix mechanical?
3. Which L35 recovery phrase landed naturally for you, and which still feels forced? What would change that?
4. What's the ONE Module-9 habit you most want to keep alive when Module 10 puts you under full-exam pressure?

Self-audit · tick what was true

R&UoE — minute-per-mark budget visibly named; skip-and-return discipline visible; last-60s guess habit installed.
Listening — freeze rule applied (pencil guess + listen for NEXT item); no cascading 2-mark losses.
Writing — 8/30/7 split held; three substitutes + two cuts + one recast visible; read-aloud test caught at least one slip.
Speaking — time-talk syntax used naturally; at least two named recovery moves deployed flat under disruption; P3 decide move present.
Carry-over from Modules 6-8 — diplomatic directness, marked syntax, calibration and register-matched writing still visible without being forced.

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 10