Business Builder

6.1a
An introduction to report writing
Teacher Resource Series

Teacher’s Notes

AIM. 2 Give out a copy of the worksheet (two pages) to

To review the structure, style and language of a typical every student and ask them to look at section A.
report and then practise writing a short report. Refer to the instructions. Ask the students to read
the example report individually. When they finish
TIME. the first reading ask them which of their predictions
50–60 minutes + homework time on the board were correct. Then ask them to read
PREPARATION. the report again, as instructed, and answer questions
Make one copy of the worksheet (two pages) for each 1–5.
student in the class. ANSWERS.
PROCEDURE. 1F 2F 3F 4T 5T
1 Write up on the board the heading Writing Business
Reports. Tell the students that they are going to read 3 Write up on the board and elicit the meaning of
a short report that discusses the topic of report- ‘layout’ (the way in which the parts of something
writing. Write up these headings from the report: are arranged). Ask students what techniques of
Introduction layout the author has used. Elicit the following:
Structure of a report headings and sub-headings, numbering, bullet
Sections and paragraphs points, consistent use of space (e.g. between
The techniques of report writing sections).
The language of report writing 4 Ask students what kind of reports they write in their
Conclusion jobs and what they find difficult. Develop a short
Ask the students what they expect to find mentioned class discussion.
under each heading and make a few notes on the
board.

 Macmillan Publishers Ltd 2002 74 This page may be photocopied for use in class
 Business Builder

6.1b
An introduction to report writing
Teacher Resource Series

Teacher’s Notes

5 Refer to the instructions for section B and the

possible topics. Tell the students that they can
choose any topic. They will start writing the report
in class and then finish it for homework. Start the
activity, the students working individually, and
circulate. Make a note of good/bad language use.
6 Hold a short feedback slot.
7 In the next lesson collect in the reports and correct
them.
8 (Option) Leave one of the reports uncorrected, and
photocopy one copy of this for each student. Choose
a section of the report and ask students to try to
correct/improve it in pairs. In feedback listen to all
the suggestions for reformulations and discuss with
the class which is the best. Consider both style and
grammatical accuracy. Build up the reformulated
section on the board line by line.

 Macmillan Publishers Ltd 2002 76 This page may be photocopied for use in class
 Business Builder

6.1a
An introduction to report writing
Teacher Resource Series

Worksheet

A Read the example report below. When you finish, read the report a second time and decide whether
the author thinks statements 1–5 are True or False.
1 When revising your report you should keep the same headings and sections. T/F
2 It is better to try to write grammatically correct sentences right from the start. T/F
3 Reports are usually full of long phrases and complex grammatical structures. T/F
4 Your writing style will depend partly on who will read the report. T/F
5 The passive emphasizes the action rather than who does the action. T/F

Writing Business Reports

1 Introduction
This short report summarizes the topic of writing business reports. It discusses the importance
of organizing the report into logical sections. It recommends some techniques for writing clearly
and also considers some important grammatical areas. The report emphasizes that planning and
then rewriting several times is the key to successful report writing.

2 Structure of a report
The report you are now reading is typical of a short report: first an introduction that describes
the purpose and structure of the report, then the body of the report, and finally some
recommendations or conclusions. Longer reports may have other sections such as a summary,
table of contents or perhaps appendices with extra, non-essential information. Many in-
company reports have a standard format and so the writer does not have to worry about the
structure.

3 Sections and paragraphs

Reports are often about complex issues, so the writer has to organize the material very clearly
into logical sections and sub-sections with appropriate headings. Deciding how to do this is
probably the most important step in report writing. Of course as you write you may move
information around and change your headings.

Within each section the material is divided into paragraphs. Short paragraphs help the reader to
see the structure of the argument and understand the information. A simple rule is: one main
idea, one paragraph.

4 The techniques of report writing

• Focus initially on the ideas, not the language and grammar. Leave the language until the
editing and rewriting stage. (Each version you write is called a draft).
• Use short phrases. Keep sentences brief and use simple grammatical structures.
• Use an impersonal style. Focus on facts and only name individuals when it is relevant.
• Present your points in a balanced way that shows you have considered the arguments
carefully.
• Keep the reader in mind. For example, a report written for a senior manager might be
respectful and polite, with suggestions for the manager to consider. A report for junior staff
is more likely to use a direct style and have short sentences and statements rather than
suggestions.

Continued ...

 Macmillan Publishers Ltd 2002 75 This page may be photocopied for use in class
 Business Builder

6.1b
An introduction to report writing
Teacher Resource Series

Worksheet

5 The language of report writing

5.1 Linking words

Sentences and paragraphs need linking words to help the reader understand the structure of
the argument. For example:
First, ... Second, ... Finally, ... a sequence
Moreover, ... / In addition to this, ... adding another, related idea
However, ... / On the other hand, ... a contrast
... due to ... / Therefore, ... cause and result

Linking words can also be used to show a personal attitude. For example, if you begin a
sentence with the word Clearly, what comes next will be obvious. If you begin with the word
Apparently, you are indicating that you are uncertain of your facts.

5.2 Formal language

Most business writing is neutral and direct rather than formal. Three areas of grammar are
useful when a more formal, impersonal style is needed. They are:
• The passive A decision is expected by the end of the year.
20,000 new jobs were created in the financial sector last year.
The final payment will be made in September.
• ‘It’ + passive It is recommended that we reduce the training budget by 10%.
It should be emphasized that this data is only provisional.
It was suggested/agreed that we use a different supplier.
• Compound nouns a planning meeting; a production planning meeting
the sales conference; the summer sales conference
insurance documents; transport insurance documents

Formal language like this is only used when it makes the report easier to understand. For
example, in the second example above we do not know who created the jobs, so the passive is
better. Similarly, in the sixth example it is not important who made the suggestion, so the
passive is better. Compound nouns avoid the use of long phrases full of prepositions: ‘a
meeting about the planning of our production’.

5.3 Informal language

Contractions like It’s, we’ll, there’s and words and phrases typical of informal speech like big,
OK, nice, no way, fantastic should not appear in reports.

6 Conclusion
Reports can be about many things: an analysis of a problem, a summary of a completed job,
the progress of a project, the results of an investigation. There are few general rules, but
remember that organizing the material into logical sections is the key. Finally, remember also
that the reader will be very busy, so be as brief and clear as possible.

B Choose one of the topics below and write a mini-report.

• Summary/evaluation of a newspaper/magazine article.
• Summary/evaluation of this course up to now.
• Summary/evaluation of a recent meeting/negotiation (in real life or on this course).
• Report writing in my job (types of report, objectives, audience, preparation, content etc.).
• Opportunities for tourism in my country.
 Macmillan Publishers Ltd 2002 77 This page may be photocopied for use in class
 Business Builder

6.2a
Linking words and paragraph structure
Teacher Resource Series

Teacher’s Notes

AIM. ANSWERS.
To review linking words for cohesion and the use of Five words/phrases in the extract: Finally; For instance;
paragraphs for structuring information, and then practise Moreover; On the whole; However
writing a short report extract. Showing a sequence: Finally
Talking generally: On the whole
TIME.
Making a contrast: However
50–60 minutes
Adding another point: Moreover
PREPARATION. Giving an example: For instance
Make one copy of the worksheet for each student in the
class. 3 Refer to the instructions for section B. Divide the
(Option) Students will need their copies of worksheet class into pairs, start the activity and circulate.
6.1 for optional stage 6 below. ANSWERS.
PROCEDURE. Matching task: In fact=Actually; i.e.=That is to say; As
1 Write up on the board three or four linking words a result=Therefore; In particular=Above all;
from the tables in sections A and B and ask the Obviously=Of course
students when and why you use these sorts of words Giving the real information: In fact/Actually
(when you want to link/join two ideas; they make Saying something is obvious: Obviously/Of course
the structure of your argument clear to the reader). Giving the most important example: In
Then ask where in the sentence they are used (often particular/Above all
at the beginning of a sentence followed by a Rephrasing in a different way: i.e./That is to say
comma). Write up the two abbreviations e.g. and i.e. Giving a result/consequence: As a result/Therefore
and elicit their meanings (e.g. means for example
and comes from the Latin exempli gratia = example 4 Refer to the instructions for section C. Remind
given; i.e. means in other words and comes from the students to look closely at the text to see which
Latin id est = that is). Write up an example to show alternative shows the logic of the argument. Divide
how they are used: the class into pairs, start the activity and circulate.
This product is aimed at people with a lot of ANSWERS.
free time, e.g. people on holiday and retired 1 In fact 2 In particular 3 Clearly 4 in general
people. 5 First 6 That is to say 7 Second 8 Above all
This product is aimed at retired people, i.e. 9 on the other hand 10 In conclusion
people over 65 years old. (Students could add ‘In conclusion’ to the table in
2 Give out a copy of the worksheet to every student section A in the category ‘Showing a sequence’.)
and ask them to look at section A. Refer to the
instructions. Divide the class into pairs, start the
activity and circulate.

 Macmillan Publishers Ltd 2002 78 This page may be photocopied for use in class
 Business Builder

6.2b
Linking words and paragraph structure
Teacher Resource Series

Teacher’s Notes

5 Refer to the instructions for section D. Divide the 7 Refer to the instructions for section E and the
class into pairs, start the activity and circulate. After example below. Point out that in expanded
checking the answers refer to the two bullet points paragraph 2 the topic sentence does not come right
at the end of the section and develop a short class at the beginning – it comes second, with the first
discussion. sentence providing a bridge (this is quite common).
Set a limit of five paragraphs of writing. Start the
ANSWERS.
activity, the students working individually, and
1b 2d 3f 4a
circulate. Make a note of good/bad language use.
First bullet: a topic sentence introduces and
8 Hold a short feedback slot.
summarizes the paragraph, making it easier for the
9 (Option) Leave one of the reports uncorrected, and
reader to follow the argument.
photocopy one copy of this for each student. Ask
Second bullet: a new paragraph introduces a new
students to try to correct/improve it in pairs. In
idea/topic.
feedback listen to all the suggestions for
6 (Option) Refer to previous examples of reports to reformulations and discuss with the class which is
see if topic sentences are used. In section C of this the best. Consider both style and grammatical
worksheet, for example, the first two paragraphs are accuracy. Build up the reformulated version on the
introduced by questions which have the same board line by line.
function as topic sentences. Refer also to the
example report in worksheet 6.1. Go through
paragraph by paragraph to see if a topic sentence
has been used. (Answers by section: 1 yes 2 not
exactly 3 yes (both paras.) 4 not relevant 5.1 yes
(both paras.) 5.2 no (first para.) yes (second para.)
5.3 not relevant 6 no).

 Macmillan Publishers Ltd 2002 80 This page may be photocopied for use in class
 Business Builder

6.2a
Linking words and paragraph structure
Teacher Resource Series

Worksheet

A Linking words join one idea to another and help the reader to see how your argument is developing.
Underline five linking words or phrases in this report extract about Kalia, an imaginary country.
Finally, the Kalian government is giving more control of economic policy to the regions. For instance,
foreign companies do not need a license from the Industry Ministry. Moreover, these companies pay
part of their taxes directly to the region where they are based rather than pay the whole amount to
central government. On the whole this has made investing in Kalia much easier. However some
problems, like the reform of agriculture, can only be dealt with at a national level.

Now complete the table with the words you underlined.

Showing a sequence First Secondly After that
Talking generally In general Typically
Making a contrast On the other hand Nevertheless
Adding another point In addition to this
Giving an example For example e.g.

B Match each word or phrase from the left box with one from the right box.

In fact i.e. As a result Therefore Actually That is to say

In particular Obviously Of course Above all

Now complete the table by adding the ten words.

Giving real/true/surprising information As a matter of fact
Saying something is obvious Clearly
Giving the most important example Especially
Rephrasing in a different way In other words
Giving a result/consequence For this reason

C Choose the correct words in this report extract. Look carefully at the whole context.
How to Cut the Time You Spend On Reports

Does information technology mean the end of paper in our offices? (1) In fact/Moreover, the amount
of paper used in business is slowly going down, but not in all areas. (2) For this reason/In particular, the
number of reports actually seems to keep growing. (3) Clearly/Nevertheless some reports are essential
and need to be studied carefully, but (4) above all/in general reports are only read very quickly, and some
are never read at all.
What can you do to reduce the amount you read and write? (5) First/As a matter of fact, see if each
report is really needed. (6) That is to say/However, ask yourself ‘If this report was destroyed in a fire
tomorrow, what would be the result?’. The answer might surprise you. (7) For example/Second, keep
your reports short and easy to understand. Can you use a graph instead of text? Is the writing clear and
simple? (8) Typically/Above all, think of your readers: are you telling them more than they need to know?
One suggestion is only to circulate the summary and recommendations. Your readers may miss some of
the details, but (9) especially/on the other hand if they want the full report they can ask for it.
(10) In conclusion/Nevertheless, it is possible to save time on reports, but it may mean there is less
information in circulation.
 Macmillan Publishers Ltd 2002 79 This page may be photocopied for use in class
 Business Builder

6.2b
Linking words and paragraph structure
Teacher Resource Series

Worksheet

D Look at paragraphs 1–4 from a report about Kalia. The first sentence is missing each time.
Investment opportunities in Kalia
1 ..... The Government is liberalizing the economy and many nationalized industries are being
privatized. Inflation is finally under control and industrial output is growing.
2 ..... Roads and telecommunications are being modernized and a new port is being built at the mouth
of the Delta river.
3 ..... One of Kalia’s success stories has been the growth of software exports, and leading multinational
suppliers like Hewlett-Packard and Acer have strong Kalian partners.
4 ..... The reform process has slowed down in recent months as politicians fear that their policies are
becoming unpopular, particularly among workers in the large state-owned industries. There are also
doubts about Kalia’s ability to generate enough electricity for its industrial sector.

Choose the best opening sentence for each paragraph from those in the box below (two are not used).

a However, there are still many problems ahead.

b Opportunities for investing in Kalia have never been better.
c High interest rates are not the only cause of the economic recession.
d Rapid progress is being made in the area of infrastructure.
e Reform of the financial sector will be crucial to Kalia’s continuing development.
f The government has recognized the importance of information technology.

• The sentences in the box are called topic sentences. What is a ‘topic sentence’?
• In general, when do you start a new paragraph?

E Write a few paragraphs for a report on The Future of My Market:

• First write some topic sentences, each one introducing and summarizing a new idea.
• Then expand each topic sentence into a full paragraph by adding another sentence or two.
• Remember to use linking words to help the reader to see how your argument is developing.
Example: The Future of the Financial Services Market
Topic sentences
1 Companies in the financial services sector all offer similar products.
2 In the future, the trend will be to produce solutions for individual customers rather than mass
marketing.
3 More and more, financial products will be sold over the phone and the Internet.
4 The industry needs to make its products easier to understand for the ordinary person.

Topic sentences expanded into paragraphs

1 Companies in the financial services sector all offer similar products. There is very little difference
between the pension plans and life insurance policies of the main companies. Some may have a
better past performance than others, but this is no guide to the future. In fact the only real
difference that the customer notices is the advertising.
2 However, this situation cannot last for much longer. In the future, the trend will be to produce
solutions for ...

 Macmillan Publishers Ltd 2002 81 This page may be photocopied for use in class
 Business Builder

6.3a
The style of business reports
Teacher Resource Series

Teacher’s Notes

AIM.
To practise a variety of techniques used to produce an 5 Refer to the instructions for section B. Let the
impersonal, balanced style such as the passive voice, students read the two versions silently to see the
compound nouns and ‘vague’ language, and then difference (the first version always uses the three
practise writing a short report. techniques from section A, whereas the second
always avoids them). Then refer to the task after the
TIME.
two versions, to write a third, mixed version. Divide
50–60 minutes + homework time
the class into pairs, start the activity and circulate.
PREPARATION.
POSSIBLE ANSWER.
Make one copy of the worksheet for each student in
Effective report writing depends on good planning and
the class.
the writing technique of the author. While writing, you
PROCEDURE. should use a good English-English dictionary, and you
1 Write up on the board this sentence: must develop the habit of looking carefully at the
It was suggested that our maintenance contract example sentences. It can be said that there are no
could be changed. easy rules for report writing, but an ideal opportunity
Ask the students if the style is informal or formal for improvement is to do some writing practice on a
(formal). Then ask them to identify any language Business English course. You will only improve after you
techniques that create a formal style, and write on write a few reports and work on the problem areas.
the board next to the appropriate words in the
sentence: 6 Refer to the instructions for section C. Divide the
‘It’ + passive / Compound noun / Passive class into pairs, start the activity and circulate.
2 Give out a copy of the worksheet to every student ANSWERS.
and ask them to look at section A. Refer to the 1 Smoking is prohibited in public areas.
instructions for the underlining task. Divide the 2 It was suggested that the advertising campaign
class into pairs, start the activity and circulate. should run for a six-month period.
ANSWERS. 3 A different format for the annual sales account
a It is recommended / sales reports / are produced might be considered.
b construction project / is managed 4 It was agreed that the office cleaning contract
c planning decision / will be made should be given to KleanUp.
5 The dam construction project was delayed
3 Refer to the instructions in the first bullet point. Do because of planning regulations.
the task as a whole-class activity, eliciting the new
versions to the board (emphasizing as you write that
some information is unknown).
ANSWERS.
a ? recommends that ? produces a report of sales
on a monthly basis.
b It is vital that we manage the project to construct
? properly.
c ? will make the decision about planning in June.

Emphasize that the new versions are nearly

impossible to complete without more information.

4 Refer to the question in the second bullet point and

have a whole-class discussion. Answer: the writer
chooses the version which is simpler and easier to
understand. In examples a– c the original versions
are easier to understand even though the style is
more formal (the question marks on the board
represent unimportant information that does not
need to be mentioned).
 Macmillan Publishers Ltd 2002 82 This page may be photocopied for use in class
 Business Builder

6.3b
The style of business reports
Teacher Resource Series

Teacher’s Notes

7 Refer to the instructions for section D. Let the 8 Taking everything into consideration, the best
students read the sentences silently then ask them option is probably to spread your money over
what they think of the style (it is too certain, strong several forms of investment.
and general – there is no balance or suggestion that
the author has considered different possibilities). 8 Refer to the instructions for section E. Tell the
Refer to the rewriting task after the example students that they can choose either topic. They will
sentences and the techniques in the table. Divide the start writing the report in class and then finish it for
class into pairs, start the activity and circulate. homework. Start the activity, the students working
individually, and circulate. Make a note of good/bad
POSSIBLE ANSWERS. language use.
1 The US stock market is likely to rise next year. 9 Hold a short feedback slot.
2 Property tends to be a very cyclical market. 10 In the next lesson collect in the reports and correct
3 Many analysts believe that the telecomms sector them.
has substantially better potential than the rest of 11 (Option) Leave one of the reports uncorrected, and
the market. photocopy one copy of this for each student. Choose
4 It is probable that inflation is less dangerous now a section and ask students to try to correct/improve
than in the 1970s. it in pairs. In feedback listen to all the suggestions
5 Bonds are a considerably safer investment than for reformulations and discuss with the class which
shares, but shares tend to give a better return in is the best. Consider both style and grammatical
the long term. accuracy. Build up the reformulated section on the
6 Gold prices are not expected to go any lower. board line by line.
7 In general young people invest for capital growth
and old people usually invest for income, however
this is not always true.

 Macmillan Publishers Ltd 2002 84 This page may be photocopied for use in class
 Business Builder

6.3a
The style of business reports
Teacher Resource Series

Worksheet

A Look at the three sentences below. Underline examples of the techniques in the box.

1 The passive 2 ‘It’ + passive 3 Compound nouns

a It is recommended that sales reports are produced on a monthly basis.

b It is vital that the construction project is managed properly.
c The planning decision will be made in June.

• Try rewriting the sentences without using any of the three techniques. Is it always possible?
• Using the techniques in the box is a choice the writer makes. How does the writer choose?

B These two texts have exactly the same meaning. What is the difference between them?
1 Effective report writing depends on good 2 The writing of effective reports depends on
planning and the writing technique of the good planning and the technique of writing of
author. While writing, a good English-English the author. While writing, you should use a
dictionary should be used, and the habit of good English-English dictionary, and you must
looking carefully at the example sentences develop the habit of looking carefully at the
must be developed. It can be said that there sentences which are examples. I can say that
are no easy rules for report writing, but an there are no easy rules for the writing of
ideal improvement opportunity is to do some reports, but an ideal opportunity for
writing practice on a Business English course. improvement is to do some practice in writing
Improvement will only be made after a few on a course of Business English. You will only
reports have been written and the problem improve after you write a few reports and
areas have been worked on. work on the areas which are a problem.

Write a third text with the same meaning, using a combination of phrases from the other two texts.
Choose the phrases that you think are the simplest and clearest. The correct answer is a matter of
personal opinion.

C Rewrite the following sentences in a formal, impersonal style.

1 We prohibit smoking in the areas which are public.

Smoking ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

2 Somebody suggested that the campaign for the advertising should run for a period of six months.

It was suggested that ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

3 We might consider using a different format for the sales account that we make annually.

A different format ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

4 We agreed we should give the contract for cleaning the offices to KleanUp.

It was agreed that ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

5 We delayed the project to construct a dam because of regulations about planning.

The dam ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

 Macmillan Publishers Ltd 2002 83 This page may be photocopied for use in class
 Business Builder

6.3b
The style of business reports
Teacher Resource Series

Worksheet

D Look at these sentences that come from a report on investment advice. What do you think of the
writing style?
1 The US stock market will rise next year.
2 Property is a very cyclical market.
3 Analysts believe that the telecomms sector has better potential than the rest of the market.
4 Inflation is less dangerous now than in the 1970s.
5 Bonds are a safer investment than shares. Shares give a better return in the long term.
6 Gold prices will not go any lower.
7 Young people invest for capital growth and old people invest for income, but this is not always true.
8 The best option is to spread your money over several forms of investment.

Rewrite the eight sentences using the techniques in the table. These techniques will help you to create
a balanced style that shows you have considered the points carefully.
Giving both sides of an argument In general ... , however ...
On the whole ... , but ...

Making a statement less general Many / Some

usually / typically / often

Making a statement less certain It is possible / probable that ...

It seems / appears that ...
... tends to be ...
... is likely to / is expected to / will probably / might ...
... probably will not / is not expected to / is unlikely to ...

Making a comparison ++ substantially / considerably / much slower growth

more/less strong + a significantly / relatively more risky investment
– a marginally / slightly more expensive option

Concluding On balance, ...

Taking everything into consideration, ...

E Choose one of the topics below and write a short report. Use techniques from sections A and D to
keep your style impersonal and balanced.
1 Write a short report describing the economic and political outlook for your country over the next year.

2 Rewrite this short report about the future of the Internet. You can change the original and introduce
your own ideas.

The Internet is the most important technological advance since the wheel. Soon you will never
have to leave home. Cinemas will disappear as people download movies on demand, shops will
disappear as people walk through virtual supermarkets and order goods with a click of the mouse.
In the service sector everyone will work from home and videoconferencing will replace meetings.
People will meet future husbands and wives through on-line chat areas that select people with
similar interests. Most people will live inside Information Villages with green spaces and high walls.
The remainder will live outside the walls where armed guards will feed them soup and give them
blankets during the winter.

 Macmillan Publishers Ltd 2002 85 This page may be photocopied for use in class
 Business Builder

6.4
Figures and graphs
Teacher Resource Series

Teacher’s Notes

AIM. 2 Give out a copy of the worksheet to every student

To practise a variety of ways for expressing numbers in and ask them to look at section A. Refer to the
a written context and to review language for referring to instructions. Divide the class into pairs, start the
charts and tables. activity and circulate.

TIME. ANSWERS.
30–40 minutes + homework time 1 much less than 50% 2 a little under 50%/almost
50% 3 about 50%/around 50% (also approximately
PREPARATION. 50%) 4 exactly 50%/precisely 50% 5 a little over
Make one copy of the worksheet for each student in the 50%/slightly more than 50% 6 considerably more
class. than 50% 7 d 8 c 9 b 10 a
(Option) If you choose to do section D in class you will
need to have a range of magazines and newspapers 3 Refer to the instructions for section B. Divide the
available that have short articles with graphs and charts class into pairs, start the activity and circulate.
(e.g. copies of the Financial Times, Economist,
European etc.). ANSWERS.
1c 2f 3d 4e 5a 6b
PROCEDURE.
1 Write up on the board the worksheet title Figures 4 Refer to the instructions for section C. Divide the
and graphs. Sketch on the board a line graph, a bar class into pairs, start the activity and circulate.
chart and a table. Elicit the three names. Use the Vocabulary note: GDP = Gross Domestic Product.
line graph to elicit the words horizontal axis and
ANSWERS.
vertical axis. Use the table to elicit row and column.
1 graph 2 on 3 As 4 than 5 to 6 table
Then write up these words and elicit/explain the
7 figures 8 around 9 column 10 only
difference between them:
11 section 12 appendix
a number (‘a number’ is a word or symbol used
to count)
5 Refer to the instructions for section D. Ask the
a figure (‘a figure’ is a specific amount, i.e. a
students to write the report for homework. If you
number that refers to something. It is especially
choose to start this activity in class you will need to
used for official information)
have a range of appropriate magazines/newspapers
statistics (‘statistics’ are facts obtained by
available.
analyzing numbers. They refer to a collection of
6 In the next lesson collect in the reports and correct
figures)
them.
So we say unemployment/export/rainfall/crime/
official figures (or statistics), but we do not use the
word ‘numbers’ in phrases like these.

 Macmillan Publishers Ltd 2002 86 This page may be photocopied for use in class
 Business Builder

6.4
Figures and graphs
Teacher Resource Series

Worksheet

A Write the descriptions in the box on the appropriate lines 1–6.

considerably more than 50% around 50% a little over 50% exactly 50% almost 50%
a little under 50% much less than 50% about 50% precisely 50% slightly more than 50%

40% 1 –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
48% 2 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– and –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
48% – 52% 3 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– and –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
50% 4 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– and –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
52% 5 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– and –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
60% 6 –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Some words can express a personal view. Match the words in italics with the meanings.
7 as many as 200 units were sold a 190 sold. I’m disappointed.
8 only 200 units were sold b 190 sold. I’m pleased.
9 nearly 200 units were sold c 200 sold. I’m disappointed.
10 barely 200 units were sold d 200 sold. I’m pleased.

B Numbers can be written as symbols (10) or words (ten). Match the rules with the examples.
1 Use symbols for dates, large amounts a About two hundred employees
2 Use words for ordinals (first, second) b There are three main recommendations
3 Use words for two numbers in succession c $100,000 will be paid on 28 August
4 Use words at the beginning of a sentence d We will need twenty four-person teams
5 Use words for estimates e Twelve countries took part in the talks
6 Use words for numbers below ten f This is our third annual report

C Choose the correct words to complete this report extract.

1995
Total intra-Mercosur trade
15 population m GDP $bn GDP per head $
Argentina 34.3 282.7 8,250
10
$bn

Brazil 156.0 676.0 4,350

5
Paraguay 4.9 8.9 1,800
0
1990 91 92 93 94 95 Uruguay 3.2 17.2 5,400

The (1) graph/graphic (2) by/on the left shows the growth in trade between the four Mercosur countries
of South America in the early nineties. (3) Like/As can be seen from the chart, trade grew from a little
less (4) that/than $5bn in 1990 (5) to/until nearly $16bn in 1995. The (6) table/chart on the right refers to
(7) numbers/figures for 1995. It shows that Brazil was by far the largest country, with a population of
(8) around/nearly 150 million. However, Argentina had the highest living standards – see third (9) column/row.
The poorest country was Paraguay, with a GDP per head of (10) almost/only $1,800. Further details on
living standards can be found in (11) section/chapter 2.2 of the (12) supplement/appendix.

D Find a magazine or newspaper article with a series of graphs and charts. Write a short report
describing this information, similar to the one in section C.

 Macmillan Publishers Ltd 2002 87 This page may be photocopied for use in class
 Business Builder

6.5
Topics for practice reports
Teacher Resource Series

Teacher’s Notes

AIM. PROCEDURE.
To provide a stimulus for writing a variety of business 1 Give out a copy of the worksheet to every student
reports. and refer to the instructions. Allow a few minutes
for the students to look at the possible topics (it is
TIME.
not necessary to read the full notes in class).
variable
Remind the students that they should only choose
PREPARATION. one topic, and that some topics are deliberately open
Make one copy of the worksheet for each student in the to allow for personalization. Ask them to write the
class. report for homework and bring it to the next lesson.
Note that the worksheet is a stimulus for a homework 2 In the next lesson collect in the reports and correct
activity. them.
3 (Option) Leave one of the reports uncorrected, and
photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.
4 For further practice repeat with another topic on
another day.

 Macmillan Publishers Ltd 2002 88 This page may be photocopied for use in class
 Business Builder

6.5
Topics for practice reports
Teacher Resource Series

Worksheet

Choose one of these topics to practise writing a business report. If possible, adapt the topic you choose to
make it similar to the reports you write in your own real-life job.

Mini-reports
1 Magazine article. Write a report summarizing an article that you have read.
2 Meeting/Negotiation. Write a report summarizing a recent meeting or negotiation (in real life or on
this course).
3 Tourism Opportunities. Write a report to your colleagues on why they should spend their next holiday
in your country/city, and recommendations for places to visit.
4 Weekend trip. Write a report to your colleagues with recommendations for where you should go
next weekend for a social/cultural visit.
5 Course evaluation. Write a report that evaluates this course up to now.

Work-related

6 Your career. A Personnel Officer has just interviewed you for a job. Write her report about you,
including your career, your abilities and achievements.
7 Annual report. Write the introduction to your company’s Annual Report.
8 Market report. Write a report analyzing recent changes in your market.
9 Progress report: department. Write a report describing the work of your department/section over the
last quarter.
10 Progress report: project. Write a report describing the progress of one particular project you are
currently involved with.
11 Product launch. Write a briefing document to give to journalists about a new product or service that
your company is going to launch.
12 Product description. Write a report giving a detailed description of one of your products (size, shape,
colour, materials, technical specifications, features etc.).
13 Improvements. Write a report to your colleagues at work suggesting how to make improvements in
one or more of the following: recruitment methods, distribution, productivity, quality, advertising,
motivation, training, brand image, time management.
14 Real-life report. Write parts of a real-life report that you have to write in the near future.

Current affairs

15 ‘Hot’ topic from your country. Write a report to your colleagues on the course that describes an
economic/political/social/environmental topic that has been talked about recently in your country.
16 Traffic. Write a report to the Transport Minister of your country suggesting radical new measures for
controlling traffic in the capital city.

 Macmillan Publishers Ltd 2002 89 This page may be photocopied for use in class
 Business Builder

6.6
Using notes to write a report
Teacher Resource Series

Teacher’s Notes

AIM. PROCEDURE.
To practise writing a report by organizing and expanding 1 Give out a copy of the worksheet to every student
given information. and refer to the instructions. Remind the students
that they should only choose one topic. Emphasize
TIME.
that the notes are not in any order, and organizing
variable
the information is a necessary step. Allow a few
PREPARATION. minutes for the students to look at the two topics (it
Make one copy of the worksheet for each student in the is not necessary to read the full notes in class). Ask
class. them to write the report for homework and bring it
Note that the worksheet is a stimulus for a homework to the next lesson. (Vocabulary note: layoff = the
activity. dismissal of a worker because there is not enough
work. The word redundancy is also used in British
English.)
2 In the next lesson collect in the reports and correct
them.
3 (Option) Leave one of the reports uncorrected, and
photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.

 Macmillan Publishers Ltd 2002 90 This page may be photocopied for use in class
 Business Builder

6.6
Using notes to write a report
Teacher Resource Series

Worksheet

1 Choose one of the topics below.

2 Study the notes carefully. They are not in any special order.
3 Decide how to organize the information to make a report.
4 Expand the ideas to write a short report. You are free to add your own ideas as well.

1 You are the Human Resources Director of a retail bank which needs to cut a large number of jobs.
Your report will be called Progress report on future layoffs.

• Management has promised no compulsory layoffs and has offered attractive packages for staff
leaving voluntarily: pension protection, cash payments, retraining.
• Background: 1) strong competition; 2) customers prefer telephone and on-line services. Our
response to the problem: concentrate operations at a few Operation Centers (O.C.s).
• Union wants management to maintain a register of former staff. People from this register would
be contacted first to fill temporary posts. This is unacceptable to management.
• We will need to close 350 branches over the next five years. 10,000 layoffs will be needed
(quarter of workforce).
• No agreement with Union on size of retraining budget. Union wants $6000 per employee. We
have offered $4000.
• Staff morale very low in present situation. Should improve in long term – when the new O.C.s
start working.
• How much control do we have over retraining? Will leavers be free to go anywhere on any
course? Some of the retraining could be done in-company at cheaper cost. Investigate and
prepare report for next meeting.

2 You write a column for a financial newsletter that reports on investment opportunities. Finosa is an
imaginary French pharmaceuticals company. Your report will be called Finosa shares – a good time to
buy?

• Finosa has a new drug to treat narrowed arteries, called Vipax. At a recent presentation, Mr.
Gerard Haberer, research and development director at Finosa said ‘For us Vipax is a very
important product. We expect to find a very big market for this product’.
• 53% of Finosa’s shares are owned by the Bergamot cosmetics group. Four weeks ago Bergamot
announced that they want to sell some of these shares. Since then, Finosa’s share price has
climbed from 70 euros to 84 euros.
• The pharmaceuticals industry has been going through a period of consolidation, with a lot of
mergers and acquisitions.
• Mr. Phillipe Cottet, a pharmaceuticals analyst in Paris, wrote last week ‘The price of Finosa shares
already includes the profit potential of their new products. Finosa are making very optimistic
sales forecasts.’
• Finosa is the world’s 12th. largest pharmaceuticals company in terms of sales.
• The medical journal ‘The Doctor’ said ‘The benefits of using Vipax are exaggerated. The high cost
of Vipax in comparison with existing treatments such as aspirin will restrict its sales.’
• The Paris stock exchange is full of rumors that another French drugs group, Labsynth, is
interested in forming some sort of merger with Finosa. Labsynth have denied these rumours.

 Macmillan Publishers Ltd 2002 91 This page may be photocopied for use in class
 Business Builder

6.7
Report: personal management skills
Teacher Resource Series

Teacher’s Notes

AIM. PROCEDURE.
To practise writing a report on the student’s own skills 1 Give out a copy of the worksheet to every student
in one of a range of management areas. and refer to the instructions. Remind the students
that they should only choose one topic. Allow a few
TIME.
minutes for the students to look at the four topics (it
variable
is not necessary to read the full notes in class). Ask
PREPARATION. them to write the report for homework and bring it
Make one copy of the worksheet for each student in the to the next lesson. (Vocabulary note: to assess = to
class. think carefully about a situation and make a
Note that the worksheet is a stimulus for a homework judgment about it.)
activity. 2 In the next lesson collect in the reports and correct
them.
3 (Option) Leave one of the reports uncorrected, and
photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.

 Macmillan Publishers Ltd 2002 92 This page may be photocopied for use in class
 Business Builder

6.7
Report: personal management skills
Teacher Resource Series

Worksheet

Choose one of the following four topics. The ideas in brackets will help you to start thinking about each
topic, but only choose a few ideas that are relevant to you. Write a short report:
• Introduce the topic in general.
• Describe your own experience of the areas you have chosen. Give real examples and assess your own
performance.
• Recommend some practical ideas for personal improvement.

1 Your report will be called Assessing my personal skills: Communicating clearly

(Body language; Listening and asking questions; Using the phone; Using e-mail; Using the fax; Using
the Internet; Reading efficiently; Taking notes; Writing letters; Writing reports; Writing proposals;
Coaching staff; Giving feedback; Chairing meetings; Giving presentations; Using visual aids; Leading
training seminars; Selling products; Negotiating; Public relations)

2 Your report will be called Assessing my personal skills: Managing time

(Assessing work patterns; Time demands of different tasks; Planning and prioritizing; Use of a time
planner; Managing your staff/colleagues/manager; Delegating effectively; Dealing with problems;
Filing paperwork; Filing on the computer; Rethinking work space; Filtering material; Circulating
material; Making and taking phone calls; Reading and writing; Using e-mail; Use of time in meetings;
Travelling to work; Travelling as part of your job; Scheduling time off)

3 Your report will be called Assessing my personal skills: Motivating people

(Assessing motivation levels of your staff; Recognizing and balancing needs; Establishing basic needs:
supervision/autonomy/security/status/working conditions/salary and benefits; Motivating through:
advancement/responsibility/job interest/recognition/opportunities to achieve; Improving
communication; Dealing with staff problems and mistakes; Supporting staff; Encouraging initiative;
Enriching jobs; Setting goals; Motivating groups; Leading a team; Delegating; Appraising effectively;
Defining performance; Rewarding achievement; Celebrating success; Building careers)

4 Your report will be called Assessing my personal skills: Managing change

(Causes of change: technological/social/economic/activities of competitors; Rate of change; Reactive
change: responding to a crisis; Proactive change: anticipating and preparing for the future; Choosing
areas for change; Consulting customers/employees; Clarifying objectives; Choosing a timescale;
Identifying and allocating tasks; Making an action plan; Assigning responsibility; Using planning
tools/checksheets/schedules; Developing commitment; Empowering people; Anticipating effects;
Dealing with resistance; Minimizing negatives; Testing and checking plans; Monitoring progress;
Maintaining momentum; Providing training; Consolidating change)

 Macmillan Publishers Ltd 2002 93 This page may be photocopied for use in class
 Business Builder

6.8
Report: the impact of information technology
Teacher Resource Series

Teacher’s Notes

AIM. PROCEDURE.
To practise writing a report on how information 1 Give out a copy of the worksheet to every student
technology affects either the student’s own business or and refer to the instructions. Remind the students
society in general. that they should only choose one topic. Allow a few
minutes for the students to look at the two topics (it
TIME.
is not necessary to read the full notes in class). Ask
variable
them to write the report for homework and bring it
PREPARATION. to the next lesson.
Make one copy of the worksheet for each student in the 2 In the next lesson collect in the reports and correct
class. them.
Note that the worksheet is a stimulus for a homework 3 (Option) Leave one of the reports uncorrected, and
activity. photocopy one copy of this for each student. Choose
a section and ask students to try to correct/improve
it in pairs. In feedback listen to all the suggestions
for reformulations and discuss with the class which
is the best. Consider both style and grammatical
accuracy. Build up the reformulated version on the
board line by line.

 Macmillan Publishers Ltd 2002 94 This page may be photocopied for use in class
 Business Builder

6.8
Report: the impact of information technology
Teacher Resource Series

Worksheet

Information Technology (IT) includes computers, software and telecommunications. Choose one of the topics
below and write a short report.

1 Your report will be called The impact of IT on my business. The points below will help you to
start thinking about the topic, but only choose a few areas that are relevant to you and your
business.
• New software developments
• New hardware developments
• Developments in peripherals (printers, scanners, monitors etc.)
• Developments in mobile communications
• Doing business on the Internet (e-commerce)
• New markets
• Responding to our competitors
• Adapting to new working styles
• Our company’s Intranet
• Video-conferencing
• Systems security
• The cost of IT
• IT and the law
• My country’s IT industry
• Future innovations

2 Your report will be called The impact of IT on society. The questions below will help you to start
thinking about the topic, but only choose a few areas that are interesting to you. In your report
refer to real examples from your own experience and your own country.
• How will IT affect the prices of products? competition between companies?
• How will IT affect unemployment? the creation of new jobs?
• How will IT affect places and patterns of work?
• How will IT affect the distribution of wealth? Will it cause other kinds of divisions in society?
• How will IT affect global culture?
• How will IT affect entertainment and leisure time?
• How will IT affect human relationships and communication between people?
• Does IT have any implications for personal freedom?

 Macmillan Publishers Ltd 2002 95 This page may be photocopied for use in class