Report or Proposal

Practising for Cambridge English: Business Vantage Writing Part 2

UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms Practising for Cambridge English: Business Vantage Writing Part 2 www.teachers.cambridgeesol.org Page 1 of 17

Contents

A. TEACHERS NOTES ...........................................................................................................2A1. ...............................................................................................................2Lesson PlanA2. ................................................................................................6Classroom Handout 1A3. ................................................................................................7Classroom Handout 2A4. ................................................................................................8Classroom Handout 3A5. .....................................................................................9Classroom Handout 4 Part AA5. .....................................................................................9Classroom Handout 4 Part BA6. ..............................................................................................10Classroom Handout 5A7. ..............................................................................................11Classroom Handout 6A8. ..............................................................................................12Classroom Handout 7A9. ........................................................................13Classroom Handouts Answer KeyA10. ............................................................15Suggested homework/self study activities

B. GUIDANCE FOR FOLLOW-UP ACTIVITIES ....................................................................16



A. TEACHERS NOTES

Description

Time required: 60 minutes (+ 1315 minutes optional)

Materials required:

Classroom Handout 1 (optional) (one copy per student) Classroom Handout 2 (optional) (one copy per student) Classroom Handout 3 (one copy per student) Classroom Handout 4 (one copy for each pair of students, cut up) Classroom Handout 5 (one copy for each pair of students, cut up) Classroom Handout 6 (one copy per student) Classroom Handout 7 (one copy per student)

Aims: To prepare students for Cambridge English: Business Vantage Writing Part 2 by:

raising awareness of the differences and similarities between proposals and reports

identifying and practising formal phrases and expressions exploring the structure and language required in reports

and proposals

A1. Lesson Plan

1. [Optional: this step is appropriate if you are not sure how familiar your students are with the Cambridge English: Business Vantage Writing test and Part 2 in particular.]

Ask students the following questions about Cambridge English: Business Vantage Writing:

How long does the paper last? (45 minutes) How many questions do you have to answer? (2) Do you have a choice of questions? (yes)

Elicit the answers quickly and do not give any more detail at this stage. Tell learners that they are going to do a quick quiz on Part 2 of the paper.

Give out A2 Classroom Handout 1. Students complete the worksheet on their own then check their answers in pairs.

Check the answers together (see A9 Classroom Handouts Answer Key).



Timing: 57 minutes

2. [Optional: this step is appropriate if you feel the need to clarify the difference between a proposal and a report.]

Students look at exercise 2 on A2 Classroom Handout 1. They work in pairs and decide if the document in each case would be a report or proposal.

Check the answers together. (Answers: 1 proposal, 2 report, 3 report, 4 - proposal)

Give out A3 Classroom Handout 2. Elicit/Remind students that there are many similarities between reports and proposals. Students work in pairs to complete the worksheet.

Feed back and check answers together.

Timing: 8 minutes

3. Give out A4 Classroom Handout 3.

Individually, students read the question carefully and highlight the key words. Allow up to five minutes for this.

Ask students to turn the worksheet over. In pairs, they should recall as much information as they can about the question.

Check answers to the following questions:

a. Are you writing a report or a proposal? (a report)

b. Who is the report for? (your line manager, or boss)

c. What are the five points you must include? (other companies sales in North America; how to improve sales in North America; why sales in Australia went up; sales in Europe stayed the same; drop in sales in North America was unexpected)

d. How many words must you write? (120140)

Timing: 810 minutes

4. Discuss what students would do if they received this type of message from their line manager. What information would they need to collect?

Explain that they are going to find out the information they need through a role play. Give out A5 Classroom Handout 4 Part A to one half of the class, and Part B to the other half of the class. Allow students 23 minutes to read through their role cards and discuss any queries with the person next to them. Answer any questions.

Re-organise the class so that there is one A and one B together. Elicit/clarify that they are colleagues who both work in the sales team and are meeting to share their information for the report.



As students carry out the role play, monitor and note down any examples of suitable informal language used (for Lesson Plan Step 6).

Timing: 810 minutes

5. Give out A6 Classroom Handout 5 (cut up) to each pair.

Explain that this is an example of the report, which is mixed up and needs to be put in order. Elicit that there are headings as well as paragraphs. Pairs re-order the text.

Check the exercise together (see original of handout for the correct order).

Discuss with students:

Are all the handwritten notes answered? (yes) What style is the report written in? (formal) What are the headings? Are these useful headings for a report? (Introduction,

Findings, Recommendations; these are both useful and typical)

Timing: 5 minutes

6. Write or show the following words and phrases on the board:

a) because of

b) went up a lot

c) stayed the same

d) fell a lot

e) how we can do better

f) do some more training

g) how much we sold in 2010

h) was definitely

Explain that these are paraphrases of words or phrases used in the text. Elicit whether these are formal or informal (informal). Together, find the paraphrase for a) in the text (Answer: as a result of).

In pairs, students find and underline the other paraphrases.

Check answers together, emphasising the importance of this kind of language for reports and proposals (see A9 Classroom Handouts Answer Key). Draw attention to the way both vocabulary and grammar can be used to make language more formal. Encourage students to copy these expressions into their vocabulary record.

Write on the board some of the examples of student talk that you noted down during the role play in Lesson Plan Step 4. These should be examples of informal use of language. Elicit more formal ways to express the same ideas, feeding in useful language if necessary.

Timing: 1015 minutes


Students work individually to complete the exercise. They then check their answers with a partner and add any other phrases to the list.



With the whole class, go through the answers. Feed back students further ideas for the lists, writing any particularly good ones on the board. Ask students to record the phrases.

(Answers: Introduction: 1, 3, 10; Findings: 7; 9; Conclusion: 2; 6 Recommendations: 4; 5; 8)

Timing: 10 minutes

8. Collect in A6 Classroom Handout 5.

Students write their own reports in response the question on A4 Classroom Handout 3, based on their discussions in the role play in Lesson Plan Step 4. They must:

agree on the structure of the report (What headings will you use?) share the sections out between them, so they each write different sections

(What sections are you going to write?)

write their own sections (allow 5 minutes maximum for this) read, edit and improve each others work, joining the sections together (Has

your partner included the important information? Is the message clear? Is the language suitably formal? Do the sections join together well, without repetition or inconsistency?)

Timing: 15 minutes


Students write the proposal for homework.

Note: if you omitted Lesson Plan Steps 1 and 2, you may want to give students A2 Classroom Handout 1 and A3 Classroom Handout 2 with the key to read and complete before the start writing their proposals.



A2. Classroom Handout 1

Complete the text with the words/numbers from the box below. You will not need all of the words.

recommendations informal four five

proposal 200 formal situation actions

140 report suggestions email

In Part 2 of the Cambridge English: Business Vantage Writing test, you have to write a letter, ___________ or ___________. You must write between 120 and ______________ words. In a report, you will be asked to write about what you have found out about a problem or a __________ and may be asked to make ___________ or __________. In a proposal, you will be asked to recommend ___________ and explain why they are a good idea. Both pieces of writing should be written in a ___________ business style and should include all _______ handwritten notes on the question paper.

Read the situations below and decide if you should write a proposal or a report. Delete as applicable.

1. You work in the sales department as a sales representative and want to go on a course to learn about the latest sales techniques. You write a proposal/report explaining why you should go on the course.

2. You are a sales manager and have bad sales figures for the last year. You write a proposal/report explaining some of the reasons for poor sales and recommendations for improvements.

3. You work in the customer service department and have been asked to write a proposal/report explaining the numbers of complaints in the past six months.

4. Your company is planning to relocate to another area of the city. You must write a proposal/report outlining the choices available and the advantages and disadvantages of each location.




Look at the statements below and decide if they are true of reports, of proposals, or of both.

The first one has been done for you.

Reports Proposals

This document is often organised using headings.

This document is usually based on a future situation or future plan.

This document is usually based on a situation that has already happened.

This document usually contains more recommendations than the other.

This document can often be personal, for example I may be used more than an impersonal it. E.g. I recommend rather than It is recommended.

This document focuses on findings.

The language used is formal.




Read the question below and highlight the key words.

You work in the Sales Department of a computer company. You have been asked to write a short report on last years sales for your line manager.

Look at the information below, on which you have already made some handwritten notes.

Then, using all your handwritten notes, write your report.

Write 120140 words.

Could you write me a report on last years sales figures? The results for North America dont look good how did other companies perform? Also, could you make some recommendations to improve sales in this area?

give details

Suggest something

COMPUTER SALES 2010

Australia 100,000

Europe 90,000

North America 70,000 Did not meet

Explain why better than last

Same as last year



A5. Classroom Handout 4 Part A

You and your colleague work in sales. Youve been asked by your line manager to compile a report on the sales figures for 2010. Youve found out the following information:

Competitor computer sales North America

2008 2009 2010

Delta 139,000 145,000 128,000

Sunny 62,000 74,000 63,000

Holden Parker 97,000 123,000 88,000

Cherry 192,000 221,000 176,000

Arrange a meeting with your colleague to:

share the information youve both found out discuss which parts of the information youll use in the report discuss any other points you need to cover in the report.

A5. Classroom Handout 4 Part B

You and your colleague work in sales. Youve been asked by your line manager to compile a report on the sales figures for 2010. Youve found out the following information:

Australia:welaunchedanewinternetadvertisingcampaigntotargetthe1825market,whichprovedverysuccessful.Weneedtoconsiderhowtomaintainandimproveonthispositionin2011.

SalesinEuropein2009were89,000.Wekeptourpositionassecondhighestselling.TheEuropeanmarketisslowduetofinancialpressures.Weexpectedsalestobedifficultheresoitsgoodthatwehaventfallenback.

SalesinNorthAmericafellfrom79,000in2009.Ourtargetforthisregionwas85,000.Salesteamsreportedaveryslowmarketwhichhasbeenheavilyhitbytherecessionthere.

Arrange a meeting with your colleague to:

share the information youve both found out discuss which parts of the information youll use in the report discuss any other points you need to cover in the report.




Sales Report for 2010

Introduction

The aim of this report is to compare the sales achieved in 2010 with those of the previous year. In addition, it will give reasons for the figures and suggest ways of improving them.

Findings

While sales in Europe remained constant, those in Australia increased dramatically. This was due to the fact that we launched a new internet advertising campaign targeting young consumers, which has proved to be very successful. However, in the same period sales in North America plummeted and did not meet our targets. After some research, it was found that all our competitors performed badly as a result of the recession and low consumer demand.

Recommendations

In order to improve our sales figures in North America, staff should undertake additional training in the latest sales techniques.




The following phrases could be used in reports. Put them into four groups:

(a) Introduction (b) Findings (c) Conclusion (d) Recommendations

1. This report outlines the sales figures for

2. It was concluded/decided/agreed/felt that

3. The aim of this report is to

4. It is recommended that

5. It is suggested that

6. On balance,

7. clearly shows that

8. It is proposed that

9. It was found that

10. The purpose of this report is to

When youve finished, check your answers with your partner.

Are there any other words, phrases or expressions that you could add to the lists? Try to write two other phrases in each group.




Your company has agreed to pay for you to go on a sales training course. You have seen an advertisement about a course. Read the advertisement below, on which you have already made some handwritten notes. Then, using all your handwritten notes, write a proposal for your Training Manager, explaining why you would like to attend the course. Write 120 140 words.

INNOVATIVE SALES TECHNIQUES DATES: 11TH OCTOBER OR 22ND DECEMBER

LOCATION: LONDON

Aimed at managers with three years experience of sales.

Training includes:

Marketing skills Direct sales strategies Customer service

Trainers have at least ten years experience of working in companies.

Cost: 150 per person. 10% discount if more than two people book.

Deadline for booking

October 30th August, December 31st October

December- better say

Really useful-need to im rove this

Excellent- you will be able to learn

Suggest two ll

Need to book



A9. Classroom Handouts Answer Key


In Part 2 of the BEC Vantage writing exam you have to write a letter, report or proposal. You must write between 120 and 140 words. In a report you will be asked to write about what you have found out about a problem or a situation and may be asked to make recommendations or suggestions. In a proposal you will be asked to recommend actions and explain why they are a good idea. Both pieces of writing should be written in a formal, business style and should include all five handwritten notes on the question paper.


Reports Proposals

This document is often organised using headings.

This document is usually based on a future situation or future plan.

This document is usually based on a situation that has already happened.

This document usually contains more recommendations than the other.

This document can often be personal, for example I may be used more than an impersonal it. E.g. I recommend rather than It is recommended.

This document focuses on findings. The language used is formal.

Lesson Plan Step 6

a) because of

b) went up a lot

c) stayed the same

d) fell a lot

e) how we can do better

f) do some more training

g) how much we sold in 2010

h) was definitely



Sales Report for 2010

Introduction

The aim of this report is to compare (g) the sales achieved in 2010 with those of the previous year. In addition, it will give reasons for the figures and suggest (e) ways of improving them.

Findings

While sales in Europe (c) remained constant, those in Australia (b) increased dramatically. This was due to the fact that we launched a new internet advertising campaign targeting young consumers, which has (h) proved to be very successful. However, in the same period sales in North America (d) plummeted and did not meet our targets. After some research, it was found that all our competitors performed badly (a) as a result of the recession and low consumer demand.

Recommendations

In order to improve our sales figures in North America, staff should (f) undertake additional training in the latest sales techniques.



A10. Suggested homework/self study activities

1. Students could expand the questions on A2 Classroom Handout 1, adding prompts for the five content points. They then swap their expanded questions other students, who choose one question to answer. They could email each other their answers, or bring them to class to check.

2. Students could use the internet to research topics of local or current interest, which could then be turned into reports or proposals. For example on A2 Classroom Handout 1, one of the situations outlined was the possible relocation of a company. Get students to research possible locations for a company in their country and then write a proposal recommending a city and giving reasons why.

3. In Lesson Plan Step 6, students were encouraged to notice formal language expressions used in the text on A6 Classroom Handout 5. Noticing useful language in texts is an excellent way of improving vocabulary and allows students to borrow phrases and expressions, with the aim of making these part of their active language resource. Other sources for this kind of language include newspaper reports, especially the business and financial sections, business magazines and journals and company annual reports and documents. Encourage students to search for and read reports from companies theyre interested in, or in their sector. There should also be a good supply in business course books and resource materials.

4. The writing and editing process in Lesson Plan Step 8 could take longer than 15 minutes if students are motivated. They can exchange and edit their sections via email or the internet until they are happy with the end result, which they bring to class in the following lesson.



B. GUIDANCE FOR FOLLOW-UP ACTIVITIES

1. Authentic texts could be used to develop similar questions to those in A4 Classroom Handout 3.

Good sources of adverts/texts which could be used to develop questions and students vocabulary are the internet, business magazines and course books.

When choosing a text, it is useful to think about the following:

keep the text quite short so that students dont get frightened by it include headings to make the text easy to follow you can adapt the text by substituting a high level word with an easier synonym consider what handwritten notes you could add. Aim to always have five, so

students get used to answering this number.

2. Many students lose marks in the exam because they do not include all of the content points in their answer. In A4 Classroom Handout 3, A6 Classroom Handout 5 and when editing their own answers in Lesson Plan Step 8, students are encouraged to consider whether the content points are included. Train students to:

to highlight the points when they read the question to tick them off as they write their answer to consider whether the content points are clearly answered when they check

their work after theyve finished writing

3. This activity combines a writing activity with a speaking task in the role play on A5 Classroom Handout 4. This not only makes a writing lesson more interesting as it varies the pace and interaction, it also helps students with their writing. They have a chance to think of ideas, to share and adopt ideas of other students, to activate their vocabulary and to formulate phrases and expressions they can use.

Other speaking activities that can work well with writing tasks are:

brainstorming ideas in groups pyramid discussions ranking activities informal debates, where students have to defend a point of view given to them by

the teacher.

4. When students work on vocabulary, such as in Lesson Plan Step 6 and A7 Classroom Handout 6, its important that they keep good records of new words or expressions. Encourage students to

record phrases in groups and add to them as they do more activities.



write full sentences so that they remember the structures that follow them. keep a functional language bank with phrases that could be used for different

aspects of a report or proposal complete with sample sentences.

5. In Lesson Plan Step 8, students do pair writing and editing to produce a text. Pair and group writing can help students to develop their confidence as they have less to write and can share their writing with a colleague before showing it to the teacher. Editing and improving each others and their own work trains them to do this when working alone, and helps them to be more objective about their own writing. When setting up pair or group writing:

make sure everyone knows what they should write if appropriate, allocate longer sections to the more able/quicker writers set a time limit, to encourage the slower writers to speed up give students specific points to look out for when editing.

6. Its also important to assess students written work yourself. Ideally, this assessment should encourage students to edit their work further. You can do this by using a correction code. These can be found in most course books and can be adapted easily for your purposes. An example of one is:

Gr grammar

Prep preposition

Sp spelling

WW wrong word

WO word order

^ missing word

You can also use codes for a range of other aspects of language that you want to focus on, e.g. use of conjunctions, interesting language, clear communication, answering all parts of the question, etc.

Keep the code as simple as possible and make sure all students understand it. When returning work, give students five or ten minutes in pairs or individually to try to correct their mistakes.

A. TEACHERS NOTESTime required:60 minutes (+ 1315 minutes optional)Materials required: Classroom Handout 1 (optional) (one copy per student) Classroom Handout 2 (optional) (one copy per student) Classroom Handout 3 (one copy per student) Classroom Handout 4 (one copy for each pair of students, cut up)Aims: To prepare students for Cambridge English: Business Vantage Writing Part 2 by: raising awareness of the differences and similarities between proposals and reportsA1. Lesson Plan A2. Classroom Handout 1A3. Classroom Handout 2A4. Classroom Handout 3A5. Classroom Handout 4 Part AA5. Classroom Handout 4 Part BA6. Classroom Handout 5A7. Classroom Handout 6A8. Classroom Handout 7A9. Classroom Handouts Answer KeyA10. Suggested homework/self study activities

B. GUIDANCE FOR FOLLOW-UP ACTIVITIES

Report or Proposal

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