Twelve units in twelve decisions
One fast decision from each B2 unit. About twenty-five seconds each; a slow answer identifies evidence to review, not a reason to guess.
1. Unit 25 · I did not take the post, so I live elsewhere now. Which mixed conditional?
2. Unit 26 · Which reporting pattern is correct?
3. Unit 27 · Which sentence boundary is complete?
4. Unit 28 · The meeting was postponed. Which phrasal-verb sentence works with a pronoun?
5. Unit 29 · Cost is not the main concern; reliability is. Which cleft locates the contrast?
6. Unit 30 · A technician installed the equipment for us. Which causative reports the arrangement?
7. Unit 31 · I cannot attend tomorrow, and I want that situation to change. Which?
8. Unit 32 · The outcome is unknown. Which keeps an earlier alternative possible?
9. Unit 33 · The sample is incomplete. Which claim is calibrated once?
10. Unit 34 · Which inversion is complete and earned by a larger second consequence?
11. Unit 35 · Which refers to people in general?
12. Unit 36 · Two plural groups precede they. What is the first cohesion check?
Four bodies of evidence, kept separate
1 · Speaking: a twelve-minute interview covering the themes and language work of Units 25–36.
2 · Writing: twelve portfolio pieces selected from Units 25–36, including the finished 400-word future-building essay.
3 · Vocabulary: an established B2 Vocabulary Size Test, administered under its own instructions, with a receptive target of approximately 3,500 word families.
4 · Self-assessment: B2 can-do statements supported by a named piece, interview moment or classroom task.
The quick activities in this page are retrieval checks. They are not substitutes for the interview, portfolio review or full vocabulary instrument, and the page does not calculate a B2 result.
Match each judgement to the evidence that can support it.
What the interview and essay must make visible
Use evidence labels: not yet · emerging · secure
| Dimension | Secure evidence in the interview | Secure evidence in the essay |
|---|---|---|
| Task and development | Sustains an answer, gives reasons and handles a follow-up without replacing it with an easier question. | States a conditioned position and develops it through reasons, objection, response and review consequence. |
| Cohesion and coherence | Reference remains clear across turns; signposting and pauses reveal how the argument is moving. | References are recoverable, logical links are accurate and every paragraph boundary carries a clear relationship. |
| Stance and evidence | Distinguishes what is known, inferred, possible and recalled; adjusts strength when challenged. | Keeps scenario facts, proposals and imagined outcomes distinct and attaches uncertainty to the right element. |
| Perspective and interaction | Represents another view fairly, checks it, responds to its strongest point and can revise a claim. | Gives the opposing perspective in signable terms and lets it constrain the recommendation. |
| Range and control | Selects B2 forms because they serve the claim, repairs slips and continues. | Uses marked and plain grammar deliberately; recurrent errors do not obscure or distort the argument. |
| Delivery and reader experience | Thought groups, stress and pace make the stance and structure intelligible. | The 380–420-word final is readable, complete and revised from a documented reader priority. |
Choose the evidence judgement that follows from the criteria.
1. A speaker begins with the wrong modal, repairs it and continues the argument. What should the observer record?
2. An essay contains an accurate cleft, inversion, hedge and modal perfect, but the opposing view is distorted. Is range alone secure evidence?
3. One warm-up item is wrong. What can that prove?
Repair without rehearsing the interview answers
Make the smallest repair and name the B2 unit whose work it retrieves.
1. If I accepted the role then, I would have more experience now.
2. The report suggested to delay the launch.
3. The issue was looked into it by the team.
4. What I wish is that I accepted the earlier offer.
5. Not only the timetable changed, but it also was announced late.
6. The trust in the institutions may perhaps be falling. — institutions and trust in general; one uncertainty
Prepare four anchors, not four scripts
The interview prompts are broad and the follow-ups are not known in advance.
Write one noun phrase for each interview section: a real experience, a claim you evaluated, a system you understand and your station-office position.
- Do not write full answers. Prepared scripts hide the interaction and repair evidence the interview needs.
- Beside each anchor, write one thing you are uncertain about. The interviewer can use it for a genuine follow-up.
Essay, interview and portfolio record
Thirty minutes: three to submit the revised essay, twenty-four for two twelve-minute interviews, and three to record the twelve-piece portfolio. The designated Vocabulary Size Test is administered separately under its own timing and instructions.
Part 1 · Final essay · 3 minutes
Submit the future-building essay drafted in Lesson 7 after completing its named priority repair.
Hand in a final 380–420-word essay with the revision evidence attached.
- Attach or retain the Lesson 7 reader audit and identify the priority repair you completed.
- Confirm that the position, signable opposing view and review condition are all recoverable without oral explanation.
- Include the final word count. Do not make a last-minute global rewrite during these three minutes.
Part 2 · Pairs · Two twelve-minute interviews
Speaker and interviewer reverse roles after twelve minutes. The interviewer keeps time, chooses follow-ups and records evidence labels; the teacher circulates or conducts interviews directly where required.
Four connected sections of about three minutes each, covering the full B2 level.
- 1 · Identity and alternatives: describe a choice that still affects your present. Follow-up: What might have happened otherwise, and what do you wish were different now?
- 2 · Claims and evidence: report a claim from media, study or public discussion and evaluate its limits. Follow-up: Whose claim is it, how sure are you, and what does the evidence not show?
- 3 · Systems and work: explain a service, workplace or mobility system, including what people arrange, put off, carry out or have done. Follow-up: Where does the process fail, and how would you change it?
- 4 · Future-building discussion: give your station-office recommendation, represent the strongest opposing view and respond. Follow-up: What would make you change direction?
- The interviewer may interrupt to clarify, challenge a reference or ask for evidence. The speaker may repair, narrow or withdraw a claim and continue.
Interviewer evidence record
Use the six criteria from the evidence table; do not calculate a score during the conversation.
For each dimension, write one observable example and label it not yet, emerging or secure.
- Quote a short phrase or describe the exact follow-up the speaker handled. Avoid comments such as good grammar or fluent without evidence.
- Record one successful repair and one point where support is still needed. Silence is missing evidence, not automatic failure.
- Return the record to the speaker after both interviews. Where recording is permitted and agreed, the Unit 36 discussion section may also serve as the spoken portfolio evidence.
Part 3 · Portfolio record · 3 minutes
List the twelve written pieces selected from Units 25–36.
Create a traceable list with title, unit and the ability each piece demonstrates.
- Include the finished Unit 36 essay and pieces from across all three B2 terms.
- Mark one early/later pair that shows development, two pieces requiring final revision and the piece you would show an unfamiliar reader.
- Missing work remains marked missing. A title in a list is not evidence that the piece exists.
A can-do claim needs a named piece of evidence
Mark not yet · with support · independently, then cite evidence
| I can… | My label | Evidence from a piece, interview or task |
|---|---|---|
| follow and summarise an extended argument, including its qualifications | ||
| develop a clear viewpoint with reasons, limitations and consequences | ||
| take an active part in discussion and respond to an unprepared challenge | ||
| represent another perspective fairly before agreeing or disagreeing | ||
| distinguish fact, inference, possibility and counterfactual reflection | ||
| write clear, detailed connected text on a complex familiar issue | ||
| use a range of B2 grammar because it serves meaning and register | ||
| notice a reader or listener problem, repair it and continue |
Choose the reflection that can support a progression conversation.
1. Which self-assessment entry is evidence-based?
2. A can-do is marked “with support.” What should happen next?
3. Speaking is secure while extended writing remains emerging. What does the evidence show?
Make the next decision from the whole profile
Complete the B2 evidence record
Combine the moderated interview record, final essay, twelve-piece portfolio, full vocabulary result and supported self-assessment after each component is available.
Record what is secure, what remains emerging and the next learning route justified by that evidence.
- Record the vocabulary instrument, date and result; compare it with the approximate 3,500-family receptive target without treating one estimate as the whole level.
- Choose the next route from the profile: continue to C1, consolidate a named B2 area, or optionally complete a Cambridge B2 First mock before deciding.
- Do not invent or assume a pass. A progression decision is complete only when every required evidence component exists and the remaining support is named.
Unit 36 closes B2. Its final evidence is not the number of advanced forms produced. It is the ability to hold a claim, its limits, another person’s perspective and the conditions for revision in one connected piece of writing and one sustained conversation.