Monday – Introductions and “getting to know you” language (15m) – structure of the exam (15m) – R&W Parts 1-3/feedback (30m) – R&W Parts 6-8/feedback (30m) – After Break R&W Parts 4-5/ feedback (40m) – R&W Part 9 (20m) - Role Play seeking/giving information (30)

Tuesday – Feedback on Part 9, interactive; probably a lot of teacher talking/explaining too (30m) – Listening Parts 1-5/feedback (30m) – R&W Parts 1-3/feedback (30m) – After Break R&W Parts 6-8/feedback (30m) – R&W Parts 4-5/ feedback (40m) – R&W Part 9 (20m)

Wednesday – Feedback on Part 9; possibly an extensive question-and-answer period on vocabulary/grammar issues (up to 1h) – Speaking paper (remaining time to break) – After Break R&W Parts 1-5 (all the Reading) & feedback (30m) Listening Parts 1-3/ feedback (20m) – Role Play discussing range of likes/dislikes and daily activities (remaining time).  Homework: draft Part 9.

Thursday – R&W Parts 6-9 (all the Writing) & feedback (40m) – Listening Parts 4-5/ feedback (20m) – Role Play shopping and/or restaurant situations (30m) After Break depending on the students’ level of preparedness, either let them run through an entire R&W paper (1h10) or give them exercises to boost their confidence and clarify difficult areas – remaining 20m or so, quiz on language matters or spelling bee.

Friday – R&W Parts 1-9 (1h10) and feedback After Break possibly further feedback; then Listening (20m as they won’t need the extra to transfer answers) and Speaking (have one situation per pair so that the other students can listen in as each performs and – one hopes – remain interested).
If there is any remaining time, general conversation or a game – send them off confident and happy.