More practice with the language you're learning
Supplementary support — grammar, vocabulary, speaking and review — built from language already taught in the course. Not a lesson, and never a test.
1.Transformation: express the same meaning without repeating the original wording — "**State the voice**: 'The voice I have built here is one that hedges honestly, refuses both the overclaim and the underclaim, and keeps its through-line across three registers.'"
2.Transformation: express the same meaning without repeating the original wording — "**Name the ONE path**: 'The onward path is CPE (C2 Proficiency) in June, with the essay and the review as my two anchor tasks.' — Not CPE AND IELTS AND a Master's AND a book. One."
3.Transformation: express the same meaning without repeating the original wording — "**Date it and stake it**: 'One 320-word piece per week, sent to Rosa on Sunday nights, from January to May. Missed weeks are unrecoverable.'"
4.Rewrite this as a real plan: 'I want to keep reading more in English.'
Show answer
'One long-form English essay every Saturday morning from January to June, chosen from the LRB / New Yorker / Granta. Notes back to Marcus by Sunday night.'
5.Rewrite this as a real plan: 'I plan to prepare for the CPE at some point.'
Show answer
'I will sit CPE on 6 June 2027. From January, one Part 2 essay per week and one Part 1 summary per week, marked by a specific tutor whose name I now have.'
6.Mini-context: someone disagrees with you in a meeting. Reply in two turns, using this structure at least once.
Show answer
Four moves at C2: (a) STATE THE C2 VOICE — in one sentence, name the voice you have built and what makes it recognisably yours; (b) NAME THE ONE PATH — commit to ONE concrete onward direction, not three; a real plan chooses; (c) DATE IT AND STAKE IT — attach a date ('by June 2027'), a regular action ('one 320-word piece a week') and a named accountability partner or reader; a plan without a date is a wish; (d) REFUSE THE CLOSING SLOGANS — no 'lifelong journey', no 'this course changed my life', no 'I am so grateful for this experience', no 'onwards and upwards'; if you cannot say something more specific than a graduation card, do not say anything.
1.Sort these into "positive", "neutral" and "critical" in tone, and be ready to defend a borderline case: the C2 voice you have built, the one onward path, to date it and stake it, the closing slogans, the wishful plan, the anchor task, the accountability partner, the room to enter, the keeper move, an honourable close
Show answer
the C2 voice you have built — the specific, recognisable speaker-self this course has helped a learner develop across fifty lessons | the one onward path — the single, chosen concrete direction — a certification, a specialism, a piece to write, a room to enter, a language partnership — that a learner commits to for the year after the course | to date it and stake it — to attach a specific date, a regular action and a named accountability partner or reader to any onward plan | the closing slogans — the interchangeable last-day phrases — 'lifelong journey', 'onwards and upwards', 'this changed my life' — that could be said at the end of any course | the wishful plan — an onward plan phrased in general terms, with no date, no regular action and no named partner — designed to be defence-proof | the anchor task — the ONE regular piece of English work — a weekly essay, a weekly summary, a weekly reading — that carries the onward plan across a year | the accountability partner — a specific, named person to whom the onward work is sent or defended on a regular schedule | the room to enter — a specific English-speaking community — professional, intellectual, civic, creative — that the learner names as a room to be a full participant in within a defined timeframe | the keeper move — the ONE specific move from any of the fifty lessons a learner commits to using in every piece of English work for the next twelve months | an honourable close — an ending that names what has been built, what is next and what is at stake, without any of the closing slogans
2.Odd one out: which of these is least like "the C2 voice you have built" in meaning or use — the one onward path / to date it and stake it / the closing slogans? Explain why.
Show answer
Compare against: the specific, recognisable speaker-self this course has helped a learner develop across fifty lessons
3.Odd one out: which of these is least like "the one onward path" in meaning or use — to date it and stake it / the closing slogans / the wishful plan? Explain why.
Show answer
Compare against: the single, chosen concrete direction — a certification, a specialism, a piece to write, a room to enter, a language partnership — that a learner commits to for the year after the course
4.Odd one out: which of these is least like "to date it and stake it" in meaning or use — the closing slogans / the wishful plan / the anchor task? Explain why.
Show answer
Compare against: to attach a specific date, a regular action and a named accountability partner or reader to any onward plan
5.Odd one out: which of these is least like "the closing slogans" in meaning or use — the wishful plan / the anchor task / the accountability partner? Explain why.
Show answer
Compare against: the interchangeable last-day phrases — 'lifelong journey', 'onwards and upwards', 'this changed my life' — that could be said at the end of any course
6.Semantic map: place "the C2 voice you have built" on a scale from mild to strong against two other words you know. Then use the strongest one.
7.Semantic map: place "the one onward path" on a scale from mild to strong against two other words you know. Then use the strongest one.
8.Semantic map: place "to date it and stake it" on a scale from mild to strong against two other words you know. Then use the strongest one.
9.Mini-dialogue: write four lines in which two of this lesson's words appear naturally.
1.Word family: give the noun, verb, adjective and adverb forms linked to "the C2 voice you have built" where they exist, then use the form that is hardest for you.
2.Word family: give the noun, verb, adjective and adverb forms linked to "the one onward path" where they exist, then use the form that is hardest for you.
3.Word family: give the noun, verb, adjective and adverb forms linked to "to date it and stake it" where they exist, then use the form that is hardest for you.
4.Word family: give the noun, verb, adjective and adverb forms linked to "the closing slogans" where they exist, then use the form that is hardest for you.
5.Spot the mismatch: which partner does NOT work with "the C2 voice you have built" — and what would a proficient speaker say instead?
Show answer
Natural model: State the C2 voice you have built. Don't say 'my English'.
6.Spot the mismatch: which partner does NOT work with "the one onward path" — and what would a proficient speaker say instead?
Show answer
Natural model: Name the one onward path. A real plan chooses; a wish plans three.
7.Spot the mismatch: which partner does NOT work with "to date it and stake it" — and what would a proficient speaker say instead?
Show answer
Natural model: Date it and stake it. Otherwise it is a mood, not a plan.
8.Rewrite one sentence from your last piece of writing, swapping a weak combination for a precise one from this lesson.
1.Shift the register twice: make this markedly formal, then markedly conversational — "**State the voice**: 'The voice I have built here is one that hedges honestly, refuses both the overclaim and the underclaim, and keeps its through-line across three registers.'"
2.Shift the register twice: make this markedly formal, then markedly conversational — "**Name the ONE path**: 'The onward path is CPE (C2 Proficiency) in June, with the essay and the review as my two anchor tasks.' — Not CPE AND IELTS AND a Master's AND a book. One."
3.Shift the register twice: make this markedly formal, then markedly conversational — "**Date it and stake it**: 'One 320-word piece per week, sent to Rosa on Sunday nights, from January to May. Missed weeks are unrecoverable.'"
4.Diplomatic vs direct: soften this, then sharpen it. Which version would you actually use, and to whom? "Which undated verb in your first version was hiding the biggest wishful edge?"
5.Compress: express the idea behind "State the C2 voice you have built. Don't say 'my English'." in six words or fewer without losing the nuance.
Show answer
the specific, recognisable speaker-self this course has helped a learner develop across fifty lessons
6.Compress: express the idea behind "Name the one onward path. A real plan chooses; a wish plans three." in six words or fewer without losing the nuance.
Show answer
the single, chosen concrete direction — a certification, a specialism, a piece to write, a room to enter, a language partnership — that a learner commits to for the year after the course
7.Compress: express the idea behind "Date it and stake it. Otherwise it is a mood, not a plan." in six words or fewer without losing the nuance.
Show answer
to attach a specific date, a regular action and a named accountability partner or reader to any onward plan
8.Read one of your own paraphrases aloud. Which word choice is doing the most work? Replace everything around it.
1.Rank and justify: order the ideas in Which undated verb in your first version was hiding the biggest wishful edge? / Whose name are you now committing to as the accountability partner — and have you actually asked them? / Which of your ORIGINAL three or four onward paths did you cut to get to ONE, and what convinced you to cut? from most to least convincing. Defend your top choice.
2.Role-play: 15 minutes deliver; 10 minutes three-way defence; 5 minutes write the identity statement. Take the position you least agree with.
3.Decision task: you have two minutes to reach a single recommendation on A recorded commitment + a written one-line C2 identity statement.. State it in one sentence.
4.Now switch sides and argue the opposite for 60 seconds. Which language had to change?
5.Follow-up — push further: The onward path is a specific certification (CPE, IELTS Academic 8+, TESOL, DELE-equivalent in English medium, etc.). Add a counter-example.
6.Follow-up — push further: The onward path is a specialism (legal English, medical English, editorial English, negotiation English, creative writing in English). Add a counter-example.
1.Paragraph ordering: draft your four topic sentences only, then decide their best order and say why.
2.Partial writing: write only the concession paragraph of Write a 320-word Mastery Statement addressed to your future self, 12 months from today. Structure: (a) 60 words — state the C2 voice you have built, with ONE specific move from the course that made it possible; (b) 60 words — name the ONE onward path; (c) 80 words — date it and stake it: specific date, weekly anchor task, named accountability partner, one room to enter by a specific month; (d) 60 words — the keeper move you will use in every piece of English work; (e) 60 words — the honourable close, with no closing slogans. Then write the 40-word ONE-LINE C2 IDENTITY STATEMENT (may be more than one sentence, must be under 40 words). Then draft a 12-month calendar of the anchor task in bullet form: month, target volume, delivery day. Use at least EIGHT target items across the whole submission. — 60–80 words.
3.Editing pass: cut 15% of your words without losing content. What went first?
4.Audience switch: rewrite your opening for a hostile reader, then for a sympathetic one.
5.Self-check: underline every repeated word and replace two with precise choices from this lesson.
1.Take the Part 3 prompt: 'What are your plans for continuing to develop your English in the next year, and how will you know whether you have succeeded?' Deliver a 60-second answer with (a) the voice, (b) ONE path, (c) a date and an anchor task, (d) a keeper move, and (e) no closing slogans. Name each move aloud before delivery — then deliver it as it would sound in the exam.
Show answer
For any C2 Speaking Part 3 or Writing Part 2 prompt about onward plans: (1) state the voice in one clause, not the goal; (2) name ONE path (not three); (3) attach a date and a weekly anchor task; (4) refuse the closing slogans — 'lifelong journey', 'onwards and upwards', 'the future is bright' — none of them; (5) close on one line that could ONLY be said about your specific plan. In writing, this is the difference between a band 3 essay of intention and a band 5 essay of commitment.
2.Find the evidence: which exact words in the text/script support this — Identify every WISHFUL EDGE in Plan A (undated verbs, unnamed partners, general goals) — quote them.
Show answer
'keep pushing my English to the next level' (undated verb, general); 'keep reading a lot more' (undated, no volume); 'want to keep writing' (undated, no volume, no reader); 'try to have more real conversations with native speakers whenever I can' (undated, no partner, no frequency); 'sit an exam at some point in the future, when I feel ready' (undated, conditional on a feeling); 'thinking about doing something creative… maybe a blog or something' (undated, hypothetical, unspecified); 'keep growing… keep learning throughout my life' (defence-proof by design). Every one of these will fail because it cannot fail. There is nothing to miss.
3.Find the evidence: which exact words in the text/script support this — Identify every CLOSING SLOGAN in Plan A.
Show answer
'incredible journey', 'so grateful', 'push to the next level', 'growing and learning throughout my life', 'onwards and upwards', 'thank you for everything'. Each of these is interchangeable — any of them could be said at the end of any course on any subject in any language. None of them names Plan A specifically. That is the diagnostic.
4.Find the evidence: which exact words in the text/script support this — In Plan B, identify (i) the STATED C2 VOICE, (ii) the ONE ONWARD PATH, (iii) the DATE, (iv) the ANCHOR TASK, (v) the ACCOUNTABILITY PARTNER, (vi) the ROOM TO ENTER, and (vii) the KEEPER MOVE.
Show answer
(i) 'one that pauses before it answers, holds its through-line across three registers, and refuses to talk about my English in either the overclaim or the underclaim'; (ii) CPE (C2 Proficiency); (iii) 6 June next year; (iv) one 320-word Part 2 essay per week; (v) Rosa, who has agreed; (vi) the housing-policy working group, by November, as full participant; (vii) the fifteen-minute self-edit pass, on every piece of English work for the next twelve months. Seven concrete items, each defensible, each capable of failing (and therefore capable of succeeding).
5.Key word transformation: rewrite "**State the voice**: 'The voice I have built here is one that hedges honestly, refuses both the overclaim and the underclaim, and keeps its through-line across three registers.'" using the structure from Mastery onward: (a) state the C2 voice you have built · (b) name the ONE onward path · (c) date it and stake it · (d) refuse the closing slogans, in 3–8 words.
Show answer
Four moves at C2: (a) STATE THE C2 VOICE — in one sentence, name the voice you have built and what makes it recognisably yours; (b) NAME THE ONE PATH — commit to ONE concrete onward direction, not three; a real plan chooses; (c) DATE IT AND STAKE IT — attach a date ('by June 2027'), a regular action ('one 320-word piece a week') and a named accountability partner or reader; a plan without a date is a wish; (d) REFUSE THE CLOSING SLOGANS — no 'lifelong journey', no 'this course changed my life', no 'I am so grateful for this experience', no 'onwards and upwards'; if you cannot say something more specific than a graduation card, do not say anything.
6.Reflection: which part of this task type costs you most time, and what will you do differently next time?
1.True, false or not stated? Decide for each, then correct the false ones: "'keep pushing my English to the next level' (undated verb, general); 'keep reading a lot more' (undated, no volume); 'want to keep writing' (undated, no volume, no reader); 'try to have more real conversations with native speakers whenever I can' (undated, no partner, no frequency); 'sit an exam at some point in the future, when I feel ready' (undated, conditional on a feeling); 'thinking about doing something creative… maybe a blog or something' (undated, hypothetical, unspecified); 'keep growing… keep learning throughout my life' (defence-proof by design). Every one of these will fail because it cannot fail. There is nothing to miss." · "'incredible journey', 'so grateful', 'push to the next level', 'growing and learning throughout my life', 'onwards and upwards', 'thank you for everything'. Each of these is interchangeable — any of them could be said at the end of any course on any subject in any language. None of them names Plan A specifically. That is the diagnostic." · "(i) 'one that pauses before it answers, holds its through-line across three registers, and refuses to talk about my English in either the overclaim or the underclaim'; (ii) CPE (C2 Proficiency); (iii) 6 June next year; (iv) one 320-word Part 2 essay per week; (v) Rosa, who has agreed; (vi) the housing-policy working group, by November, as full participant; (vii) the fifteen-minute self-edit pass, on every piece of English work for the next twelve months. Seven concrete items, each defensible, each capable of failing (and therefore capable of succeeding)."
Show answer
Identify every WISHFUL EDGE in Plan A (undated verbs, unnamed partners, general goals) — quote them. → 'keep pushing my English to the next level' (undated verb, general); 'keep reading a lot more' (undated, no volume); 'want to keep writing' (undated, no volume, no reader); 'try to have more real conversations with native speakers whenever I can' (undated, no partner, no frequency); 'sit an exam at some point in the future, when I feel ready' (undated, conditional on a feeling); 'thinking about doing something creative… maybe a blog or something' (undated, hypothetical, unspecified); 'keep growing… keep learning throughout my life' (defence-proof by design). Every one of these will fail because it cannot fail. There is nothing to miss. | Identify every CLOSING SLOGAN in Plan A. → 'incredible journey', 'so grateful', 'push to the next level', 'growing and learning throughout my life', 'onwards and upwards', 'thank you for everything'. Each of these is interchangeable — any of them could be said at the end of any course on any subject in any language. None of them names Plan A specifically. That is the diagnostic. | In Plan B, identify (i) the STATED C2 VOICE, (ii) the ONE ONWARD PATH, (iii) the DATE, (iv) the ANCHOR TASK, (v) the ACCOUNTABILITY PARTNER, (vi) the ROOM TO ENTER, and (vii) the KEEPER MOVE. → (i) 'one that pauses before it answers, holds its through-line across three registers, and refuses to talk about my English in either the overclaim or the underclaim'; (ii) CPE (C2 Proficiency); (iii) 6 June next year; (iv) one 320-word Part 2 essay per week; (v) Rosa, who has agreed; (vi) the housing-policy working group, by November, as full participant; (vii) the fifteen-minute self-edit pass, on every piece of English work for the next twelve months. Seven concrete items, each defensible, each capable of failing (and therefore capable of succeeding).
2.Retrieval race: in 60 seconds, list every word from this lesson you can remember, then check what you missed.
Show answer
the C2 voice you have built, the one onward path, to date it and stake it, the closing slogans, the wishful plan, the anchor task, the accountability partner, the room to enter, the keeper move, an honourable close
3.Use "the C2 voice you have built" in a sentence about a completely different topic from the lesson.
Show answer
the specific, recognisable speaker-self this course has helped a learner develop across fifty lessons
4.Use "the one onward path" in a sentence about a completely different topic from the lesson.
Show answer
the single, chosen concrete direction — a certification, a specialism, a piece to write, a room to enter, a language partnership — that a learner commits to for the year after the course
5.Use "to date it and stake it" in a sentence about a completely different topic from the lesson.
Show answer
to attach a specific date, a regular action and a named accountability partner or reader to any onward plan
6.Teach it back: explain Mastery onward: (a) state the C2 voice you have built · (b) name the ONE onward path · (c) date it and stake it · (d) refuse the closing slogans to someone who has never met it, in under 45 seconds.
Show answer
Four moves at C2: (a) STATE THE C2 VOICE — in one sentence, name the voice you have built and what makes it recognisably yours; (b) NAME THE ONE PATH — commit to ONE concrete onward direction, not three; a real plan chooses; (c) DATE IT AND STAKE IT — attach a date ('by June 2027'), a regular action ('one 320-word piece a week') and a named accountability partner or reader; a plan without a date is a wish; (d) REFUSE THE CLOSING SLOGANS — no 'lifelong journey', no 'this course changed my life', no 'I am so grateful for this experience', no 'onwards and upwards'; if you cannot say something more specific than a graduation card, do not say anything.
7.Which of the ten units has most changed the way you actually SOUND when you speak in English — and what specifically, in your voice, is different?
1.Warm-up — set the room, fix the voice — In 4 minutes, say aloud: (a) the ONE-line C2 identity statement you wrote at the end of Lesson 50; (b) the composure floor you named at Lesson 47 — the minimum you commit to doing when the exchange goes hard. Teacher does not respond; teacher listens. This is the anchor for everything that follows.
2.Round 1 — deliver the 12-minute public talk — Deliver the 12-minute talk you brought, uninterrupted. Teacher listens as an intelligent, non-expert public audience and marks, in silence, three things on a printed copy: (a) every place the through-line breaks or a borrowed style creeps in; (b) every ear-stumble; (c) every closing slogan. You cannot see the marks yet. When you finish, take 60 seconds to say what YOU heard for the first time in the delivery that you had not seen on the page.
3.Round 2 — live Q&A under real pressure — Teacher fires three back-to-back questions on the talk: (1) a hostile question that challenges an assumption underneath the argument; (2) an aggressive reframe that tries to collapse two of your claims into one; (3) a fair correction on a specific factual or logical point that you must TAKE THE HIT on. For each, you run the four-move sequence live — the composed pause, name the move, honest reframe if needed, actually answer. Between questions, teacher gives a one-line diagnosis using target vocabulary. After the third, deliver a one-line self-verdict: did you hit your composure floor?
4.Round 3 — live editorial pass on the 600-word companion piece — Take the printed 600-word companion piece you brought. In 12 minutes, run the fifteen-minute pass on it out loud in front of teacher: (a) find and cut the throat-clearing in the opening; (b) name and cut ONE darling; (c) mark every free adverb and free hedge; (d) read the closing paragraph aloud and cut every ear-stumble. Aim for a 30–40% cut across the piece. Teacher plays a features editor and challenges any surviving sentence with 'why is this line still here?'. Every cut must be named aloud in target vocabulary; every defence must survive a live re-read.
5.Round 4 — talk about your own English honestly, on the record — In 3 minutes, deliver an honest self-account of your English at the end of this course: (a) refuse the overclaim, (b) refuse the underclaim, (c) name three honest gaps concretely, (d) name one thing you can now do in English that you cannot do at the same level in your first language. Then teacher spends 2 minutes as two listeners in turn — one who wants the overclaim ('come on, at this point you're basically native'), one who wants the underclaim ('you're still learning really, aren't you'). You refuse both, in target vocabulary. At the end, WRITE your one-sentence personal proficiency claim on the record.
6.Round 5 — the life-in-the-language close — Deliver a 3-minute closing story from your English-speaking life — the room you would not have had, or the voice at three in the morning, or the ONE moment that was only possible in this language. Move through: instrument, identity, choice, double truth. Refuse the false triumph and the false loss. Teacher listens without interrupting and, at the end, delivers a one-line verdict: 'the double truth is held' / 'the false triumph slipped in at [line]' / 'the false loss slipped in at [line]'. If the verdict is not 'held', you have 90 seconds to repair the slipped line live in target vocabulary.
7.Talk it through — five rounds, one voice — Together, name one strongest moment per round. Teacher names one strongest move per round; you name a different one. Do not allow any 'general' answer to survive — every strongest moment must be a specific line, a specific pause or a specific cut.
8.Bring it together — commit to the onward year on the record — Take the Mastery Statement you wrote at the end of Lesson 50. On today's workshop card, sign a one-page ONWARD COMMITMENT with the seven fields filled in — voice, ONE path, date, weekly anchor task, named accountability partner, room to enter (with a month), keeper move — and, at the bottom, an honourable close in one line. Read the whole commitment aloud, in target vocabulary, no closing slogans. Teacher countersigns as witness — not to endorse the plan, but to mark that it exists on the record.
9.Say a natural sentence from this unit's world using "the through-line".
10.Say a natural sentence from this unit's world using "register-appropriate lexis".
11.Say a natural sentence from this unit's world using "rhythm-matched syntax".
12.Say a natural sentence from this unit's world using "a borrowed style".
13.Say a natural sentence from this unit's world using "a register leak".
14.Say a natural sentence from this unit's world using "the signature cadence".
15.Say a natural sentence from this unit's world using "the mixed-audience test".
16.Say a natural sentence from this unit's world using "to stay recognisable".
17.Say a natural sentence from this unit's world using "voice integrity".
18.Say a natural sentence from this unit's world using "the composed pause".
19.Say a natural sentence from this unit's world using "to name the move".
20.Say a natural sentence from this unit's world using "the honest reframe".
21.Say a natural sentence from this unit's world using "the dodge reframe".
22.Say a natural sentence from this unit's world using "to actually answer".
23.Say a natural sentence from this unit's world using "to take the hit".
24.Say a natural sentence from this unit's world using "to run a live repair".
25.Say a natural sentence from this unit's world using "performed composure".
26.Say a natural sentence from this unit's world using "to hold voice under load".
27.Say a natural sentence from this unit's world using "the composure floor".
28.Say a natural sentence from this unit's world using "the overclaim".
29.Say a natural sentence from this unit's world using "the underclaim".
30.Say a natural sentence from this unit's world using "the honest gap".
31.Say a natural sentence from this unit's world using "the anxious gap".
32.Say a natural sentence from this unit's world using "to refine, not to learn".
33.Say a natural sentence from this unit's world using "the humour ceiling".
34.Say a natural sentence from this unit's world using "the phonetic tell".
35.Say a natural sentence from this unit's world using "to hold the discomfort".
36.Say a natural sentence from this unit's world using "an honourable C2".
37.Say a natural sentence from this unit's world using "English-as-instrument".
38.Say a natural sentence from this unit's world using "English-as-identity".
39.Say a natural sentence from this unit's world using "English-as-choice".
40.Say a natural sentence from this unit's world using "the double truth".
41.Say a natural sentence from this unit's world using "the false triumph".
42.Say a natural sentence from this unit's world using "the false loss".
43.Say a natural sentence from this unit's world using "the gift and the ask".
44.Say a natural sentence from this unit's world using "the room you would not have had".
45.Say a natural sentence from this unit's world using "the voice at three in the morning".
46.Say a natural sentence from this unit's world using "to keep choosing it".
47.Say a natural sentence from this unit's world using "the C2 voice you have built".
48.Say a natural sentence from this unit's world using "the one onward path".
49.Say a natural sentence from this unit's world using "to date it and stake it".
50.Say a natural sentence from this unit's world using "the closing slogans".
51.Say a natural sentence from this unit's world using "the wishful plan".
52.Say a natural sentence from this unit's world using "the anchor task".
53.Say a natural sentence from this unit's world using "the accountability partner".
54.Say a natural sentence from this unit's world using "the room to enter".
55.Say a natural sentence from this unit's world using "the keeper move".
56.Say a natural sentence from this unit's world using "an honourable close".
57.Say a natural sentence from this unit's world using "the fifteen-minute pass".
58.Say a natural sentence from this unit's world using "to kill your darlings".
59.Say a natural sentence from this unit's world using "the throat-clearing".
60.Say a natural sentence from this unit's world using "to earn the adjective".
61.Say a natural sentence from this unit's world using "to read it out loud".
62.Say a natural sentence from this unit's world using "the 40% rule".
63.Say a natural sentence from this unit's world using "to cut on the ear".
64.Which of the five rounds most exposed the voice you have actually built across the course — and how is it different from the voice you thought you were building at Unit 1?
65.Of the composure floor you committed to at Lesson 47, did today's Q&A meet it, exceed it, or expose it? And what will you do about that on Monday?
66.Twelve months from today, when you re-read the ONWARD COMMITMENT you signed at the end of this session, what is the ONE part you know now — honestly — you are most at risk of not keeping? Name it in one sentence and name what you will do this week to make it harder to break.