Cumplir la tarea
Incluye todos los puntos y adapta el texto al lector y al propósito. El modelo es una posibilidad, no la única respuesta correcta.
The invitation states what, when and where, then asks for a reply.
B2
Un informe objetivo
Sobre esta lección
Un informe objetivo · B2. Incluye todos los puntos y adapta el texto al lector y al propósito. El modelo es una posibilidad, no la única respuesta correcta.
Escribe tu respuesta antes de ver el modelo. Revísala con la lista específica de la tarea. No hay corrección automática de aciertos o errores.
La escritura se revisa por cuenta propia. Esta versión no da una nota lingüística ni certifica tu nivel.
4 preguntas
Guárdalo para encontrarlo en Mi colección.
EscrituraB2
A factual report
Escribe tu respuesta antes de ver el modelo. Revísala con la lista específica de la tarea. No hay corrección automática de aciertos o errores.
Read each task, draft your own text, then compare the model and checklist. Models are not unique answer keys.
Un poco de claridad
Organizar el mensaje
Ordena las ideas de forma útil. Usa frases y, cuando haga falta, párrafos y enlaces. No añadas conectores sin una relación real.
I give the time first. Then I explain how to get there.
Revisar claridad y lengua
Revisa verbos, concordancia, ortografía y puntuación. Usa palabras que entiendas y aclara lo que el lector pueda interpretar mal.
She works on Monday. We work on Tuesday.
Material de aprendizaje
EscrituraB2
A factual report
Escribe tu respuesta antes de ver el modelo. Revísala con la lista específica de la tarea. No hay corrección automática de aciertos o errores.
Read each task, draft your own text, then compare the model and checklist. Models are not unique answer keys.
01 / 4P01Guárdalo para encontrarlo en Mi colección.
Fictional briefing: observe a library study area on three afternoons. Notes: 18 desks; all occupied twice; six users asked for sockets; quiet-room signs hard to see; groups and silent readers shared the same space.
Write a report of 180–220 words for the library manager. Present the observations, separate evidence from interpretation, identify limitations, and recommend two practical improvements.
Tu ruta de aprendizaje
01
Paso 1 · Practicar la habilidad
0/2Cumplir la tarea
Incluye todos los puntos y adapta el texto al lector y al propósito. El modelo es una posibilidad, no la única respuesta correcta.
The invitation states what, when and where, then asks for a reply.02
Paso 2 · Practicar la habilidad
0/1Organizar el mensaje
Ordena las ideas de forma útil. Usa frases y, cuando haga falta, párrafos y enlaces. No añadas conectores sin una relación real.
I give the time first. Then I explain how to get there.03
Paso 3 · Practicar la habilidad
0/1Revisar claridad y lengua
Revisa verbos, concordancia, ortografía y puntuación. Usa palabras que entiendas y aclara lo que el lector pueda interpretar mal.
She works on Monday. We work on Tuesday.Escritura
La escritura se revisa por cuenta propia. Esta versión no da una nota lingüística ni certifica tu nivel.
Aún no has guardado ningún texto. Empieza una tarea y tu borrador aparecerá aquí.
Mapa de la lección
B2Un informe objetivo
Puntos de la lección
Cumplir la tarea
Incluye todos los puntos y adapta el texto al lector y al propósito. El modelo es una posibilidad, no la única respuesta correcta.
The invitation states what, when and where, then asks for a reply.Organizar el mensaje
Ordena las ideas de forma útil. Usa frases y, cuando haga falta, párrafos y enlaces. No añadas conectores sin una relación real.
I give the time first. Then I explain how to get there.Revisar claridad y lengua
Revisa verbos, concordancia, ortografía y puntuación. Usa palabras que entiendas y aclara lo que el lector pueda interpretar mal.
She works on Monday. We work on Tuesday.Preguntas y respuestas
Abrir una respuesta registra ayuda para esa pregunta.
Fictional briefing: observe a library study area on three afternoons. Notes: 18 desks; all occupied twice; six users asked for sockets; quiet-room signs hard to see; groups and silent readers shared the same space.
Write a report of 180–220 words for the library manager. Present the observations, separate evidence from interpretation, identify limitations, and recommend two practical improvements.
Respuesta y explicación
Study Area Review
Purpose
This report summarises observations made in the library study area on three afternoons and suggests practical changes for consideration.
Findings
The area contains eighteen desks. All were occupied during two of the visits, and six users asked staff where they could find a power socket. The signs identifying the quiet room were difficult to notice. Groups discussing projects and people reading silently were using the same open space.
Interpretation and limits
These observations suggest possible pressure on seating and power access, but three afternoon visits cannot show how busy the library is throughout the week. They also do not establish how many visitors would use additional desks or whether existing sockets are always unavailable. The different study activities may create conflicting expectations, although no formal user survey results were supplied.
Recommendations
First, the library should make the quiet-room signs clearer and explain which spaces permit discussion. Second, staff should review socket locations and publish a simple guide before considering new electrical work. A short follow-up record covering different days and times would help the manager decide whether larger changes are justified.
Purpose
This report summarises observations made in the library study area on three afternoons and suggests practical changes for consideration.
Findings
The area contains eighteen desks. All were occupied during two of the visits, and six users asked staff where they could find a power socket. The signs identifying the quiet room were difficult to notice. Groups discussing projects and people reading silently were using the same open space.
Interpretation and limits
These observations suggest possible pressure on seating and power access, but three afternoon visits cannot show how busy the library is throughout the week. They also do not establish how many visitors would use additional desks or whether existing sockets are always unavailable. The different study activities may create conflicting expectations, although no formal user survey results were supplied.
Recommendations
First, the library should make the quiet-room signs clearer and explain which spaces permit discussion. Second, staff should review socket locations and publish a simple guide before considering new electrical work. A short follow-up record covering different days and times would help the manager decide whether larger changes are justified.
Un modelo posible, no una clave única. Autoevaluación: ¿Puede el lector encontrar todos los puntos: observaciones, límites de interpretación y dos recomendaciones? Organización: Separa hechos registrados, interpretación prudente, límites y recomendaciones con títulos. Las recomendaciones son propuestas, no resultados observados. “Findings” → “Interpretation and limits”. Lengua: “These observations suggest possible pressure on seating and power access, but three afternoon visits cannot show how busy the library is throughout the week.” La formulación prudente separa los datos de una explicación posible; no inventes encuestas, porcentajes ni causas probadas. Otras palabras y estructuras pueden cumplir la tarea. Conserva los datos dados. Es autoevaluación, no una nota automática de lengua.
Fictional briefing: a college cafe trials reusable cups for one week. Notes: 90 drinks in reusable cups; 14 customers asked about cleaning; return box full twice; staff spent extra time explaining the system; total drinks sold was not recorded.
Write a report of 180–220 words. Summarise the trial, explain what the figures can and cannot show, identify operational issues, and recommend a next step.
Respuesta y explicación
Reusable Cup Trial
Overview
The college cafe tested a reusable cup system for one week. This report reviews the available notes and identifies what should be checked before the scheme is extended.
Recorded results
Ninety drinks were served in reusable cups. Fourteen customers asked how the cups were cleaned, and the return box became full on two occasions. Staff also reported spending additional time explaining how customers should return their cups.
What the evidence means
The trial recorded reusable cup use, but the total number of drinks sold was not recorded. It is therefore impossible to calculate the proportion served in reusable cups or compare daily participation rates. Questions about cleaning suggest a need for clearer information, but they do not prove that customers were dissatisfied. The full return box may indicate a practical collection issue that needs checking, rather than a failure of the idea itself.
Recommended next step
A second short trial should record total drinks sold as well as reusable cup use. Clear cleaning information should be displayed, and staff should check the return box at agreed intervals. These modest changes would provide stronger evidence about participation while reducing avoidable demands on staff.
Overview
The college cafe tested a reusable cup system for one week. This report reviews the available notes and identifies what should be checked before the scheme is extended.
Recorded results
Ninety drinks were served in reusable cups. Fourteen customers asked how the cups were cleaned, and the return box became full on two occasions. Staff also reported spending additional time explaining how customers should return their cups.
What the evidence means
The trial recorded reusable cup use, but the total number of drinks sold was not recorded. It is therefore impossible to calculate the proportion served in reusable cups or compare daily participation rates. Questions about cleaning suggest a need for clearer information, but they do not prove that customers were dissatisfied. The full return box may indicate a practical collection issue that needs checking, rather than a failure of the idea itself.
Recommended next step
A second short trial should record total drinks sold as well as reusable cup use. Clear cleaning information should be displayed, and staff should check the return box at agreed intervals. These modest changes would provide stronger evidence about participation while reducing avoidable demands on staff.
Un modelo posible, no una clave única. Autoevaluación: ¿Puede el lector encontrar todos los puntos: resultados, límites de datos, problemas operativos y siguiente paso? Organización: Separa hechos registrados, interpretación prudente, límites y recomendaciones con títulos. Las recomendaciones son propuestas, no resultados observados. “Recorded results” → “What the evidence means”. Lengua: “Questions about cleaning suggest a need for clearer information, but they do not prove that customers were dissatisfied.” La formulación prudente separa los datos de una explicación posible; no inventes encuestas, porcentajes ni causas probadas. Otras palabras y estructuras pueden cumplir la tarea. Conserva los datos dados. Es autoevaluación, no una nota automática de lengua.
Fictional briefing: a museum tests a new audio guide with 12 volunteers. Notes: nine completed the route; three stopped because their phone battery was low; four found one instruction unclear; all testing occurred on a quiet weekday morning.
Write a report of 180–220 words for the museum team. State the results, distinguish device problems from guide problems, discuss the sample limits, and propose improvements.
Respuesta y explicación
Audio Guide Test
Purpose and results
This report considers the museum’s trial of a new audio guide with twelve volunteers. Nine completed the route. The remaining three stopped because their phone batteries were low. Four volunteers also identified one instruction that they found unclear.
Problems to distinguish
The incomplete routes should not automatically be treated as failures of the guide content. Low batteries are a device-related barrier, although the museum may still need to help visitors prepare for using their own phones. By contrast, an unclear instruction is a content issue that the guide team can examine directly. The notes do not show whether the same volunteers experienced both problems.
Limitations
All testing took place on a quiet weekday morning. A small volunteer group may not reflect the range of visitors or the conditions of a busy weekend. These results cannot establish how the guide will work for every visitor.
Recommendations
The team should rewrite and retest the unclear instruction. It should also provide an advance reminder about phone batteries and explain any charging options available. A further test at a busier time, involving a wider range of visitors, would help assess whether these changes are sufficient.
Purpose and results
This report considers the museum’s trial of a new audio guide with twelve volunteers. Nine completed the route. The remaining three stopped because their phone batteries were low. Four volunteers also identified one instruction that they found unclear.
Problems to distinguish
The incomplete routes should not automatically be treated as failures of the guide content. Low batteries are a device-related barrier, although the museum may still need to help visitors prepare for using their own phones. By contrast, an unclear instruction is a content issue that the guide team can examine directly. The notes do not show whether the same volunteers experienced both problems.
Limitations
All testing took place on a quiet weekday morning. A small volunteer group may not reflect the range of visitors or the conditions of a busy weekend. These results cannot establish how the guide will work for every visitor.
Recommendations
The team should rewrite and retest the unclear instruction. It should also provide an advance reminder about phone batteries and explain any charging options available. A further test at a busier time, involving a wider range of visitors, would help assess whether these changes are sufficient.
Un modelo posible, no una clave única. Autoevaluación: ¿Puede el lector encontrar todos los puntos: resultados, dos tipos de problemas, límites de muestra y mejoras? Organización: Separa hechos registrados, interpretación prudente, límites y recomendaciones con títulos. Las recomendaciones son propuestas, no resultados observados. “Problems to distinguish” → “Limitations”. Lengua: “The incomplete routes should not automatically be treated as failures of the guide content.” La formulación prudente separa los datos de una explicación posible; no inventes encuestas, porcentajes ni causas probadas. Otras palabras y estructuras pueden cumplir la tarea. Conserva los datos dados. Es autoevaluación, no una nota automática de lengua.
Fictional briefing: a shared workplace tests online desk booking for two weeks. Notes: 30 staff used it; seven bookings were cancelled late; three people could not find their booked desk; there is no comparison with the previous system.
Write a report of 180–220 words. Present the facts, identify possible causes without claiming certainty, explain the missing comparison, and recommend practical adjustments.
Respuesta y explicación
Desk Booking Pilot
Scope
This report summarises a two-week trial of online desk booking in the shared workplace. Thirty staff members used the system during this period.
Recorded difficulties
Seven bookings were cancelled late, and three people reported that they could not find the desks they had reserved. Late cancellations may have limited the opportunity for other staff to use those desks. Difficulty locating a desk could reflect unclear labels, an unfamiliar layout or confusing instructions, but the available notes do not identify a definite cause.
Limits of the findings
There is no comparable record from the previous system. The trial therefore cannot show whether online booking reduced confusion or improved desk availability overall. It also covers only a short period, during which staff may still have been learning how the system worked.
Suggested adjustments
The workplace should make desk labels easier to match with the booking screen and send a reminder explaining how to cancel promptly. Staff should also have a clear way to report a problem. A further trial should record the reasons for cancellations and compare desk use with an equivalent earlier period, where reliable information is available.
Scope
This report summarises a two-week trial of online desk booking in the shared workplace. Thirty staff members used the system during this period.
Recorded difficulties
Seven bookings were cancelled late, and three people reported that they could not find the desks they had reserved. Late cancellations may have limited the opportunity for other staff to use those desks. Difficulty locating a desk could reflect unclear labels, an unfamiliar layout or confusing instructions, but the available notes do not identify a definite cause.
Limits of the findings
There is no comparable record from the previous system. The trial therefore cannot show whether online booking reduced confusion or improved desk availability overall. It also covers only a short period, during which staff may still have been learning how the system worked.
Suggested adjustments
The workplace should make desk labels easier to match with the booking screen and send a reminder explaining how to cancel promptly. Staff should also have a clear way to report a problem. A further trial should record the reasons for cancellations and compare desk use with an equivalent earlier period, where reliable information is available.
Un modelo posible, no una clave única. Autoevaluación: ¿Puede el lector encontrar todos los puntos: hechos, posibles causas prudentes, comparación ausente y ajustes? Organización: Separa hechos registrados, interpretación prudente, límites y recomendaciones con títulos. Las recomendaciones son propuestas, no resultados observados. “Recorded difficulties” → “Limits of the findings”. Lengua: “Difficulty locating a desk could reflect unclear labels, an unfamiliar layout or confusing instructions, but the available notes do not identify a definite cause.” La formulación prudente separa los datos de una explicación posible; no inventes encuestas, porcentajes ni causas probadas. Otras palabras y estructuras pueden cumplir la tarea. Conserva los datos dados. Es autoevaluación, no una nota automática de lengua.