CEFR Checklist B2+ Unit

KEY
Circle a score (1–5) for each competence covered 1 = I can do this with a lot of help from my teacher.
in your Student’s Book. Use the key to help you. 2 = I can do this with a little help.
Are there any areas where you might need 3 = I can do this fairly well.
more practice? 4 = I can do this really well.
5 = I can do this almost perfectly.

Competence page your score

Listening
I can understand most radio documentaries delivered in standard language and can identify the
12 1 2 3 4 5
B2

speaker’s mood, tone, etc. by using contextual clues.

I can understand TV documentaries, live interviews, talk shows, plays and the majority of films in
13 1 2 3 4 5
B2

standard dialect.
I can use a variety of strategies to achieve comprehension, including listening for main points;
11, 12, 15 1 2 3 4 5
B2

checking comprehension.
I can follow extended speech even when it is not clearly structured and when relationships are
C1

11 1 2 3 4 5
only implied and not signalled explicitly.
I can understand a wide range of idiomatic expressions and colloquialisms, appreciating shifts in
C1

12, 15 1 2 3 4 5
style and register.

Reading
I can read and understand articles and reports on current problems in which the writers express
6, 10 1 2 3 4 5
B2

specific attitudes and points of view.

I can understand specialised articles outside my own field if I can occasionally check with a
6, 14, 30 1 2 3 4 5
B2

dictionary.
I can understand fairly long demanding texts and summarise them orally.
C1

6 1 2 3 4 5
I can extract information, ideas and opinions from highly specialised texts in my own field, for
C1

10 1 2 3 4 5
example research reports.
I can read contemporary literary texts with ease.
C1

14 1 2 3 4 5

Speaking: Spoken Interaction

I can initiate, maintain and end discourse naturally with effective turn-taking. 12 1 2 3 4 5
B2

I can exchange considerable quantities of detailed factual information on matters within my fields
8, 13 1 2 3 4 5
B2

of interest.
I can engage in extended conversation in a clearly participatory fashion on most general topics. 10, 12, 14 1 2 3 4 5
B2

I can account for and sustain my opinions in discussion by providing relevant explanations,
9 1 2 3 4 5
B2

arguments and comments.

I can carry out a prepared interview, checking and confirming information, following up
8, 13, 14 1 2 3 4 5
B2

interesting replies.
I can use the language fluently, accurately and effectively on a wide range of general, professional
C1

11 1 2 3 4 5
or academic topics.
Speaking: Spoken Production
I can give clear, detailed descriptions on a wide range of subjects related to my fields of interest. 12 1 2 3 4 5
C1 B2 B2 B2

I can construct a chain of reasoned argument, linking my ideas logically. 7 1 2 3 4 5

I can speculate about causes, consequences, hypothetical situations. 11, 12 1 2 3 4 5
I can give clear, detailed descriptions of complex subjects. 6 1 2 3 4 5
Speaking: Strategies
I can use standard phrases like 'That’s a difficult question to answer' to gain time and keep the
13 1 2 3 4 5
B2

turn while formulating what to say.

I can use fluently a variety of appropriate expressions to preface my remarks in order to get the
C1

13 1 2 3 4 5
floor, or to gain time and keep the floor while thinking.

This page has been downloaded from www.macmillangateway2.com

Photocopiable © Macmillan Publishers Limited 2016 1 of 2
CEFR Checklist B2+ Unit

KEY
Circle a score (1–5) for each competence covered 1 = I can do this with a lot of help from my teacher.
in your Student’s Book. Use the key to help you. 2 = I can do this with a little help.
Are there any areas where you might need 3 = I can do this fairly well.
more practice? 4 = I can do this really well.
5 = I can do this almost perfectly.

Vocabulary: Language Quality

I can express myself reasonably accurately in familiar, predictable situations. 7, 12 1 2 3 4 5
B2 B2

I can pass on detailed information reliably. 12 1 2 3 4 5

I have sufficient vocabulary to express myself on matters connected to my field and on most 6, 9, 11,
1 2 3 4 5
B2

general topics. 14
I can communicate with reasonable accuracy and can correct mistakes if they have led to
8 1 2 3 4 5
B2

misunderstandings.
I have a good command of a broad vocabulary allowing gaps to be readily overcome with
circumlocutions; I rarely have to search obviously for expressions or compromise on saying
C1

6, 9 1 2 3 4 5
exactly what I want to.
I can consistently maintain a high degree of grammatical accuracy; errors are rare and difficult
C1

8, 12 1 2 3 4 5
to spot.

Writing
I can write clear and detailed texts (compositions, reports or texts of presentations) on various
15 1 2 3 4 5
B2

topics related to my field of interest.

I can write about events and real or fictional experiences in a detailed and easily readable way. 15 1 2 3 4 5
B2

I can express myself in writing on a wide range of general or professional topics in a clear and
C1

15 1 2 3 4 5
user-friendly manner.
I can write texts which show a high degree of grammatical correctness and vary my vocabulary
C1

15 1 2 3 4 5
and style according to the addressee, the kind of text and the topic.

Study strategies: Action plan

I am confident that I can … 1. ____________________________________________________________________________________________
2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________

I need to work on … 1. ____________________________________________________________________________________________

2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________

My personal action plan Date Completed

1. ________________________________________________________________________________
________________________________________________________________________________

2. ________________________________________________________________________________
________________________________________________________________________________

3. ________________________________________________________________________________
________________________________________________________________________________

This page has been downloaded from www.macmillangateway2.com

Photocopiable © Macmillan Publishers Limited 2016 2 of 2