The homework cadence.

01The daily fifteen

Every day, fifteen minutes, recorded.

Language automates through daily activation, not weekend marathons. The unit of progress is one recorded answer per day.

Minutes one to three: warm the voice – read half a page aloud, or answer one Part 1 question casually, marking the stress on content words. Minutes four to ten: one real recorded answer – a Part 2 card or a Part 3 question from the bank, at full length, one take. Minutes eleven to fourteen: replay once and mark two things, the strongest moment and the clearest fault. Final minute: write one line in your log – date, prompt, the fault to hunt tomorrow. That log line is the difference between practising and hoping.

02The weekly routine

Three sittings with different jobs.

The daily fifteen keeps the engine warm; three longer sittings a week move the band.

Early week, twenty minutes – technique: take the chapter you are currently working through and run its bank page: PREP rounds, banned-word rounds, framework sets, whichever the chapter points at. Midweek, twenty minutes – challenge: unfamiliar territory on purpose: the abstract gauntlets, or topics you quietly avoid. Weekend, twenty-five minutes – integration: a full mock test under proper conditions, marked against the four criteria, with the worst thirty seconds setting next week’s technique sitting. One rest day a week is part of the routine, not a lapse.

03The eight-week ramp

From diagnosis to test day.

With a test booked roughly eight weeks out, the weekly routine ramps in four stages.

Weeks one and two – diagnosis and foundations: baseline mock in week one, then daily work on your single most frequent error and the technique chapters that address it. Weeks three to five – integration: two-skill combinations under mild pressure; the weekly mock becomes non-negotiable; L1 focus sets twice a week. Weeks six and seven – full pressure: mock sequences without recovery time, unfamiliar topics only, timing strict. Week eight – taper: peak two weeks before the test, then reduce volume and keep only the daily fifteen and one light mock; the final day before the test is rest, a short walk, and nothing new. Cramming in the last week costs more marks than it saves – that is Chapter 16 of the book, and it is true.

04Organised by chapter

The cadence and the technique, kept separate.

This page tells you when to practise. The book and its bank pages tell you what.

The daily fifteen draws its prompts from whichever chapter you are in: Chapter 3 weeks use the fluency bank, Chapter 5 weeks the lexical bank, Chapter 7 weeks the framework drills, and the final fortnight belongs to the mocks. Between attempts at the test itself, the retake page keys this same ramp to your diagnosed gap. Free, no account, designed to be used alongside the book rather than in place of it.

05The answer keys

Appendix B answer keys.

The book’s exercise bank marks most of its own work by recording and replay. Three exercises have objectively checkable answers, and they are here.

Exercise 3.1, Conditional Transformation Chain – model chain for the base idea (learning English / better job opportunities). Zero: If you learn English, your job opportunities improve. First: If I keep learning English, I will have better job opportunities. Second: If I learned English to a higher level, I would have better job opportunities. Third: If I had learned English earlier, I would have had better job opportunities. Mixed: If I had learned English earlier, I would have a better job now. Your sentences will differ; the frame of each must not.

Exercise 3.4, Error Detection & Correction – the three items. Item 1: am study → have been studying; since five years → for five years; have improve → have improved; If I will continue → If I continue; can → will. Corrected: I have been studying English for five years and I have improved a lot. If I continue to practise, I will become fluent. Item 2: which → who; each others → each other; makes → make. Corrected: The people who live in my city are very friendly. They always help each other and make visitors feel welcome. Item 3: have went → went (last year forces the simple past); have seen → saw; very excited experience → a very exciting experience. Corrected: I went to London last year, where I saw many interesting places. It was a very exciting experience.

Exercise 7.2, Correction Drills – Drill 1: I want to be a teacher in a local school. Drill 2: interested in learning more. Drill 3: this experience was very important for me. If any of the three took more than a second, that pattern belongs in your daily fifteen – and the prompt library has a drill for each.