B1 Unit 7: Disagree, Clarify and Suggest

B1 · LEARN THROUGH PRACTICE

Small steps.
Real conversations.

Try a real task. Practice with support. Use what you learn in a new situation.

LE-B1-VIEW-01 · B1 · Reading, listening, writing and spoken interaction · Free

This is an original learning unit using fictional people and data. Work in short sessions; allow roughly 45–75 minutes and adjust your pace. The level is a curriculum design target, not a validated placement result.

Your goal

Represent another view fairly and clarify a practical disagreement.

Need support? Use A2 support. You can review one skill while continuing here.

1. Pre-check: keep a first attempt

Read the source at the start of Step 2, then try the task below before opening answers, language help or a model. Keep your first response and note the date and help used.

Role-play both views and write a fair summary with the proposed time and remaining check. Include a clarification question.

2. Presentation: read and notice

Noor prefers a 6 p.m. start because she finishes work at five. Luis prefers 6:30 because his bus reaches the center at 6:15. Both want a full one-hour session, and the room stays open until eight. Noor first thinks Luis wants a shorter meeting, but he explains that he wants a later start, not an earlier finish. They summarize each other’s reasons. A 6:30 start would allow a full hour, but the rest of the group has not confirmed it.

Language in use — open after your first attempt

Check meaning: So you mean…?
Give a reason without dismissing the person.
Separate a proposal from a confirmed decision.

3. Practice: understand the meaning

Why does Luis want 6:30?

His bus usually arrives at 6:15.

What misunderstanding is repaired?

Later start does not mean a shorter session.

What remains open?

Other members must confirm whether the proposal works.

Listen for meaning

Listen before opening the transcript. For practice, listen once for the main point and again for details. Record replays or slower playback with your result.

Listen in American English

Audio uses an American English voice available on your device. Pause and Stop appear when a session starts.

What misunderstanding is corrected?
What is the next step?

Transcript — open after listening

I thought you wanted a shorter session. Now I understand that you want to start later and keep the full hour. Half past six would finish at half past seven. Let’s ask the rest of the group before we decide.

Listening answers and reasons

Later start, not a shorter session. Ask the rest of the group.

If you read the transcript before answering, record that as supported practice rather than an independent listening check.

4. Production: create your own response

Role-play both views and write a fair summary with the proposed time and remaining check. Include a clarification question.

Try before opening the example. If you work alone, speak aloud or record on your device. With a partner, ask one real follow-up question and respond without reading a script.

A compact model — compare meaning, not exact wording

Noor prefers six because she can arrive early. Luis suggests 6:30 so he can attend after his bus arrives. He still wants a full hour. A 6:30 start would finish at 7:30, before the room closes. Could we ask the other members whether that works? This is a possible plan, not a confirmed decision.

This example shows the main communication moves. Your wording and conclusion may differ when supported by the facts. For a project with several outputs, use it as a starting structure and complete every output requested.

Four-part self-check

Use 0–3 for each area. Not tried yet is separate from 0. Judge this task, not your whole English level. Do not convert these scores into an exam score or certificate.

Task completion

0 — The required communication is not yet achieved.
1 — Some relevant work is done, but key requirements are missing or inaccurate.
2 — The response achieves this goal: Represent another view fairly and clarify a practical disagreement.
3 — It achieves the goal clearly and handles relevant detail or follow-up without inventing facts.

Clear meaning and organization

0 — The main message cannot yet be understood.
1 — The reader or listener needs substantial help to connect the ideas.
2 — The response is understandable and organized for the task.
3 — Structure and emphasis make the reasoning or action easy to follow.

Fit for the situation and interaction

0 — The response does not address the audience or situation.
1 — Some choices fit, but tone, attribution or response causes confusion.
2 — The response suits the audience and handles the other view or question fairly.
3 — It adapts effectively, clarifies limits and helps communication move forward.

Language range and control

0 — There is not enough relevant language to communicate the meaning.
1 — Limited words or errors obscure important information.
2 — Suitable connected sentences, useful time expressions and requests communicate the main meaning; errors do not usually block it.
3 — Those resources are chosen effectively and controlled well for this task.

5. Post-check: use a fresh situation

One member wants printed notes to read offline. Another wants a digital copy to enlarge the text. Both formats fit the budget. Recognize both needs and ask what each person prefers.

Use the same amount of help as before. Complete the task before opening the checking guide. Score the new response against the same goal and rubric.

Checking guide — more than one response can work

Do not dismiss either access need. Offer both formats as an option and check preferences rather than assume consent.

Review and return

Keep: date, task, help used, listening answers, four rubric judgments, a phrase supporting each judgment, and one next step. A longer response is not automatically a better one. After about a week, try another situation with changed details without copying the model.

Next: Unit 8: Plan a Shared Learning Activity

Return to B1 home or Check Your Progress. Answers are not submitted or saved by this page. If audio is unavailable, use reading support and leave listening unassessed.

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Guided speaking: answer one question at a time

Answer about the situation or your own response in this unit. Each question stops for your answer. Take as long as you need, then choose Continue. Pause also works while you are thinking; Resume replays that question. This page does not record or upload your voice.

Guided spoken practice