Course structure · 30 days
What your
students
actually do
Every day is built from the shape of the SPM English speaking and listening papers — the same task types, at your students' level. Not a general English course that happens to mention the exam.
What it is based on
Two papers, and the programme mirrors both:
Speaking
Part 1 — interview. Short questions, spoken
answers with a reason attached.
Part 2 — speak on a topic. Prep time, then talk alone against a timer.
Part 3 — discuss together. A back-and-forth where the student has to
respond, not recite.
Listening
Quick Listen. Short clips, choose what you
heard.
Deep Listen. One longer talk, several questions.
Match the Speaker. Several speakers, allocate statements.
Catch & Write. Gap-fill, one word each, spelling counts.
One real day
This is Form 2, Day 1, exactly as it appears in the app — eight items, about 15 minutes in total. A student can stop after any one of them and come back later.
- Speaking 1People and opinions
- Speaking 2A person you admire
- Speaking 3Discuss: the most important quality
- Listening 1Quick Listen: your first clips
- Listening 2Deep Listen: the zoo trip
- Listening 3Match the Speaker: after school
- Listening 4Catch & Write: Sports Day
- LearnPhrases: giving opinions
The Part 2 task on that day reads: "Talk about a person you admire. Who is this person? What have they done? Why do you admire them? Give two reasons." Twenty seconds to plan, forty-five seconds to speak — the exam's shape, at Form 2 length.
The same day at every level
Students are not all given the same content. Each form has its own thirty days, written at its own level — the task shape is constant, the language and the timings are not.
| Level | Language level | Part 2 timing | Listening |
|---|---|---|---|
| Form 1 | CEFR A2 Mid | 15s prep + 30s talk | Fewer items, replay as often as they like |
| Form 2 | CEFR A2 High | 20s prep + 45s talk | Fewer items, replay as often as they like |
| Form 3 | CEFR B1 Low | 20s prep + 60s talk | Fewer items, replay as often as they like |
| Forms 4–5 | SPM standard | 20s prep + 60s talk | Full paper length, two plays, strict spelling |
Forms 1–3 are a scaffold, not a shrunken exam: simpler sentences and everyday settings, but the same skills, so a Form 1 student meets the thinking early and the format later.
How the 30 days progress
Each day has a theme on the speaking side and teaches one named listening trap on the listening side. Days 6, 12, 18, 24 and 30 are checkpoints — no new material, a recombination of the five days before.
| Day | Speaking theme | Listening trap |
|---|---|---|
| 1 | Find your footing | The wrong option is named out loud too |
| 2 | Push a little harder | "instead", "but", "actually" cancel what came before |
| 3 | Tighten it up | "used to" vs now — a past state offered as present |
| 4 | Words for habits | Two numbers given, only one is asked for |
| 5 | Back it up | "not", "never" flips a plausible answer |
| 6 | First checkpoint | Mixed — recombines days 1–5 |
| 7 | Share your view | Someone else's view, not the speaker's |
| 8 | Step by step | "after" is not "because" |
| 9 | Show, don't tell | The example is not the main point |
| 10 | Weigh it up | Comparisons and superlatives |
| 11 | Tell the tale | Reported, not actual — it didn't happen |
| 12 | Second checkpoint | Mixed — recombines days 7–11 |
| 13 | Know your why | Opinion sitting beside a fact |
| 14 | Speak from the heart | How they felt is not what happened |
| 15 | Bring ideas to life | Proposed is not agreed |
| 16 | Paint the picture | A vivid detail that isn't the answer |
| 17 | Sound thoughtful | "probably", "I'm not sure, but" |
| 18 | Go the distance | Mixed — recombines days 13–17 |
| 19 | Make it land | "only", "just", "mainly" narrow the claim |
| 20 | Connect the dots | Which link in the cause chain is asked for |
| 21 | Listen and lift | Agrees with part, rejects the rest |
| 22 | Buy yourself time | The abandoned half-sentence |
| 23 | Show two sides | "although", "even though" |
| 24 | Think on your feet | Mixed — recombines days 19–23 |
| 25 | Land it cleanly | The closing line is not always the answer |
| 26 | Pass the ball | Two speakers, one answer |
| 27 | Back it up | The real reason arrives after the polite one |
| 28 | Paint the person | Adjectives that fit two people |
| 29 | Keep it flowing | "by then", "since", "until" reorder events |
| 30 | Ready and proud | Mixed — everything |
The 3-week focus group covers days 1–21, so students reach the third checkpoint. The remaining days stay available afterwards.
Why listening is taught as traps
Almost every mark lost in a listening paper is lost the same way: the recording says the wrong answer out loud before it says the right one. A student who has met each of those moves, named, is prepared. A student who has done thirty days of unlabelled listening practice is just thirty days older.
So each day teaches one, and every answer is explained against it — naming the trap and quoting the exact phrase that sprang it. Students can tap for a hint before they listen, but it sits behind a button, because the real paper gives no warning.
What it does not do
- It is not a full English syllabus. No reading or writing papers, no grammar drills, no literature. It covers speaking and listening.
- It does not grade anyone. Nothing goes to the school and nothing affects school marks.
- It does not replace your class. Fifteen minutes a day of speaking practice is a supplement — most students simply never get to speak English for fifteen minutes a day.
- It is not a marking tool for you. There is nothing for you to check, chase or correct.
Want to see it?
Email Rebekah and we will walk you through a day on a call, or send you screens from the app. If there is a topic you would like your class to meet, tell us — the content is ours and we can adjust it.
rebekah@kelassekejap.com