B2 Unit 2: Present a Position with Reasons

B2 · LEARN THROUGH PRACTICE

Clear ideas.
Thoughtful choices.

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

LE-B2-POSN-01 · B2 · 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

State a position, distinguish predictions from evidence and address an objection.

Need support? Use Earlier-level 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.

Write a position statement with two reasons, a limitation and a trial or review. Explain it to someone who prefers a different option.

2. Presentation: read and notice

A group considers requiring every participant to speak during each meeting. The organizer predicts more practice. A volunteer supports participation but notes that new members may need time to understand the routine and some begin with written responses. No outcome data exist for either arrangement. Another proposal offers paired discussion, a written contribution or a spoken contribution to the group, with opportunities to change formats. The decision concerns ways of participating, not whose contribution matters more.

Language in use — open after your first attempt

State a decision criterion.
Qualify predicted benefits with may or could.
Respond to the strongest reasonable objection.

3. Practice: understand the meaning

Which benefit is predicted, not measured?

That mandatory speaking will increase useful practice.

What is the objection?

One fixed requirement may not fit different starting needs.

What alternative exists?

Several contribution formats with opportunities to move between them.

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 position is taken?
What should be reviewed?

Transcript — open after listening

I support participation, but not a rule that everyone must speak to the whole group immediately. A paired or written start may help. We should watch who takes part and offer gradual speaking opportunities rather than declare one policy best.

Listening answers and reasons

Offer supported participation formats rather than immediate mandatory whole-group speech. Who participates and how.

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

4. Production: create your own response

Write a position statement with two reasons, a limitation and a trial or review. Explain it to someone who prefers a different option.

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

I would trial several contribution formats rather than require whole-group speech every time. This keeps participation as the aim while allowing a supported start. Some people may continue avoiding speech, so facilitators should offer gradual opportunities. We should review who contributes and how, rather than announce that one arrangement has already improved learning.

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: State a position, distinguish predictions from evidence and address an objection.
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 comparisons, concessions, conditions and appropriately limited claims 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

A team proposes sharing all learning notes publicly. Some members want private drafts first; others value an open resource bank. No feedback has been collected. Recommend a policy.

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

Distinguish potential benefits from measured improvement. Consider optional sharing or a draft stage, acknowledge costs and avoid assuming 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 3: Keep a Meeting Focused

Return to B2 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.

Level home · Choose a goal · Check your progress

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