Sample report

To: Tony Farmer, Union Safety Officer Receiver

From: Tim Dixon, Personal Assistant, Creagh Holdings Ltd Sender
Date: 16 July 20XX Date
Report on safety hazards in Main Office of Creagh Holdings, Ltd Subject heading

1. Purpose Reference to original

You asked me to prepare a report (your memo, dated 4 July) on actual and potential instructions:
hazards in our main office. I was asked to present my findings by 22 July. Who? What?
Where?
2. Procedure What was done to
2.1 I inspected the office area at three different times of the day. investigate the topic.
2.2 I discussed hazards with relevant staff working in the main office. Numbered steps in
2.3 I examined previous reports on the topic (see References). the procedure.

3 Findings What information

3.1 Electrical hazards was discovered.
3.1.1 Although inspected only six months ago, the power plugs to two computers in Numbered
the clerical section are cracked across their backs. subheadings,
3.1.2 The starter to one of the fluorescent tubes in the ceiling lighting is faulty; staff tabulated items
regularly stand on a chair to twist the starter and get the tube working. within these.
3.1.3 The main power input to the office photocopier is worn by constant contact Note the clear,
with a filing cabinet. The worn area has been mended by being bound with factual style of
insulation tape. presenting the
3.2 Furnishing hazards information.
3.2.1 Two of the filing cabinets are over 20 years old and often jam shut. They can
only be opened by tilting the cabinet backwards and holding the cabinet at an
angle while supporting it with one’s foot.
3.2.2 The letter racks for incoming mail are secured to the wall by masonry hooks,
except for the lower left corner, where a large dictionary has been placed to
support the weight.
3.3 Other hazards
The carpet in front of the letter racks has become very worn. There is a small
tear that has already caused a minor accident to a member of staff. (See Reference to
accident report form filed 9 February 20XX.) relevant document.

4. Conclusion What the

4.1 Electrical hazards in the office are easily rectified without undue expense. information suggests
There may be other hazards not yet evident; an electrical inspection would be to the writer.
useful. Well organised list,
4.2 Furnishing hazards indicate a need for repair and/or purchase of new summarises
equipment. information.
4.3 Other hazards are limited to the state of the carpet and replacement of this Written objectively
would reduce the risk of more accidents. and unemotionally.
5. Recommendations
5.1 Rectify electrical hazards and carry out a full electrical inspection immediately. Clear, precise list of
5.2 Investigate the cost of repairing and replacing filing cabinets and the letter suggested actions.
rack.
5.3 Replace the carpet throughout the main office.

6. References List of references.

Smith, J. (2003). Electrical safety hazards at Creagh Holdings Ltd. Creagh Holdings
2003 Safety Reports, 81–83.
7. Appendix A Additional, relevant
information.
Staff Accident Report Form No. 14443. 9th February 2005 (filed). Creagh Holdings
Ltd.
Date/time of accident: 8th February 20XX at 11.06 a.m.
Staff member involved: White, T
Details of injury: Twisted ankle.
How did the accident occur? Tripped over frayed carpet.
Where did the accident occur? In front of the letter racks, main office.
Treatment given? Yes. Applied ice to ankle, appointment with GP arranged.
Investigation/follow-up: None at this time

A N Other Signature of writer

To: Dr. Nanta Nguantad, Director of the Office for National Education Standards and Quality
Assessment (ONESQA)
From: Praewa Rattanawekin, Student President, Chonkanyanukoon School
Date: 11 February 2023

Report on should classrooms be replaced with online teaching sessions

1. Purpose
You requested that I write a report on whether or not classrooms should be replaced with
online teaching sessions to evaluate the information and modify teaching methods in
Thailand. I was asked to present my findings by 14 February.

2. Procedure
2.1 I used Google Forms to survey school pupils.
2.2 I discussed the opinions with the teacher.
2.3 I examined statistics information from the previous year.

3 Findings
3.1 Advantages of classroom instruction
3.1.1 Students have the chance to participate in real-time dialogues where they are
compelled to develop viewpoints using their critical thinking abilities.
3.1.2 Students interact socially with their peers and build relationships with their teachers.
3.1.3 Teachers can determine whether or not their students are understanding what has
been taught by observing the different types of learners in their classroom.
3.2 Disadvantages of online teaching
3.2.1 Long periods of screen time could be harmful to their health.
3.2.2 Social media and other websites are more likely to divert students.
3.2.3 They may feel extremely alone as a result, the student's academic performance may
suffer.

4. Conclusion
4.1 Online learning is not a substitute for classroom learning. Children's attention is not
guaranteed by online learning.
4.2 Due to the physical distance between professors and students, online learning can create
an impersonal environment that can harm students' learning outcomes. It's possible that
some students wouldn't have the courage to speak in front of a fully online class.
4.3 Online learning does not have the environment that classroom learning has. It is essential
for developing leadership, guiding, teaching, connecting, and teacher growth skills.

5. Recommendations
5.1 Online classes should be canceled (except when necessary).
5.2 Always get feedback from students on how they think about learning.

6. References
Tina (no date) Advantages and disadvantages of online education - javatpoint,
www.javatpoint.com. Available at: https://www.javatpoint.com/advantages -and-
disadvantages-of-online-education (Accessed: February 11, 2023).

7. Appendix A
Online Education Report Form No. 21. 10th February 2022(filed). Ministry of Education
Date: 10th February 2022 at 10.00 a.m.

Ptwars
 Active voice describes a sentence where the subject
performs the action stated by the verb.

Passive voice is used to show interest in the person or

{
object that experiences the action.
- when the focus is on the action, not on the agent.
My grandfather built a house in 1999.
The house was built in 1999. (by my grandfather)

{
- when the agent is unknown/not important.
Butter is made from milk.
 - in writing, public information (rules, signs, brochures) and media
reports.
Bookings can be made online.
Be (is/was/has been, etc) + Past Participle (V3)

Somebody cleans the office every day. (act)

The office is cleaned every day. (pas)

{ Somebody is cleaning the office now. (act)

The office is being cleaned now. (pas)
Somebody cleaned the office yesterday. (act)
The office was cleaned yesterday. (pas)
 Somebody will clean the office tomorrow. (act)
The office will be cleaned tomorrow. (pas)
Somebody was cleaning the office when I arrived. (act)
The office was being cleaned when I arrived. (pas)

{ Somebody has cleaned the office. (act)

The office has been cleaned. (pas)
Somebody had cleaned the office. (act)
The office had been cleaned. (pas)
Some verbs, such as want and choose use the passive infinitive to
be + past participle:
She didn’t want to be punished.
The baby needs to be fed.

{
Some verbs such as enjoy, keep, and tell use the passive gerund
being + past participle:
She enjoys being photographed.
He denied being married.
 Use a modal verb + be + past participle:
An exam may be given by our teacher today.
Use a modal verb + have been + past participle to talk about
possible or hypothetical events in the past:
{ My shoes should have been repaired last week.
 I’ve got nothing against imported food. After all, bananas can’t _________
be grown
(grow) here, so they have to ________
be flown (fly) in from somewhere else. It’s the
same for chocolate. I know that the chocolate in our shops must _________
have been
_____
made (make) somewhere far away. Some we can’t stop some food from
____________
being imported (import). As for the environment, I think the issues need
________
to be put (put) in context. A food’s carbon footprint shouldn’t just ____ be
_________
measured (measure) by the distance it travels. How it was produced should
{
also ________
be taken (take) into account. No-one likes _________
being told (tell) that they
are harming the environment, but sometimes food from far away damages
the environment less than food grown locally.
One object: Jane wrote a letter.
Two objects: Jane wrote a letter to Jack.
Jane wrote Jack a letter.
{ A letter was written (by Jane).
Jack was written a letter (by Jane).
One object: We gave the information.
Two objects: We gave the information to the police.
We gave the police the information.
{ The information was given to the police.
The police were given the information.
 When we talk about someone doing something for us (something we ask
or instruct them to do), we use the structure to have something done.

{ We are having the house painted next week.

Have + something (the object) + past participle

I have my business taken care of.

(Somebody takes care of my business.)

{ He has his dog walked.

(Somebody walks his dog.)
 You should have your car serviced regularly.
Mark usually has his suits cleaned at Superclean.
We had the television repaired last week.

{
Our neighbours are having a new garage built.
Is Mary having her cooker installed?
 Change these sentences using have something done.
1) The mechanic changed the oil in my car.
2) The hairdresser cut my hair in a completely different style.
3) A decorator has painted our house.
4) My friend is going to repair my DVD player next week.
{
5) My jacket is being cleaned in a specialized laundry.
1) I had the oil changed in my car.
2) I had my hair cut in a completely different style.
3) We have had our house painted.
4) I am going to have my DVD player repaired next week.
5) I am having my jacket cleaned in a specialized laundry.
{
 Modal verbs of speculation and expectation (probability)
- are used when we want to make a guess about something.
That can’t be my jacket. Mine has got a tear in the pocket.
You should have known how to use the phone. It’s similar to yours.
 Talking about the present:
must / might / could / may / can’t + infinitive
You are waiting for Maria with another friend, Danny. You ask Danny:
“Where is Maria?”
Danny speculates:
She must be on her way here. (I’m sure this is a good guess)
She might arrive soon. (maybe)
She could be lost. (maybe)
She may be in the wrong place. (maybe)
She can’t be at home. (I’m sure this isn’t true)
 Will / won’t and must
We use will / won’t and must when we are sure:
She’ll be at work now.
There must be some kind of a mistake
 Should / shouldn’t
Should and shouldn’t are used when we expect something to
happen or not to happen:

{ They should be there by now.

It shouldn’t take long to drive here.
 Can
Can is used for something that is generally possible, something we
know sometimes happens:
It can be very cold here in winter. (= it is sometimes very cold here
in winter.)

Can is not used to talk about specific possibilities:

They could come by car. (= maybe they will come by car.)
 Using modal verbs to talk about the past:
must have + V3 might / might not have + V3
could / couldn’t have + V3 may / may not have + V3
can’t have + V3
You: Where was Maria last night?
Danny: She must have forgotten about our meeting.
She might have worked late.
She could have taken the wrong bus.
She may have felt ill.
She can’t have stayed at home.
 Will / won’t
We use to talk about something we are sure has happened:
He’ll have gone home by now.
 Should + have + past participle
Should + have + V3 can be used to talk about an event that was
supposed to happen:
{ The train should have left by now.
 Could
We can use could + infinitive to talk about a general possibility in
the past:
It could be very cold there in winter. (= it was sometimes very cold
there in winter).

To talk about specific possibilities in the past, we use could + have

+ past participle:
He could have been working late.
 Must have + past participle shows a great deal of certainty that
something happened, but there is still some doubt in the speaker’s
mind.
The students did well on the test. They must have studied hard.
 May, might and could express the idea that a speaker is only 50%
or less certain that something happened. The use of could implies a
little more certainty.
My wife doesn’t answer the phone. She may/might/could have
gone shopping.
The speaker doesn’t know for sure that his wife went shopping.
 Can’t or couldn’t have + past participle shows that the speaker is
very certain something didn’t happen.
Robin looks tired today. She can’t have slept well last night.
This is the speaker’s best guess as to why Robin looks tired.
 Could or might have + past participle can be used to criticise
someone’s behaviour.

You could have got hurt! (Why didn’t you think first?)
You might have phoned me! (Why didn’t you?)
Reported Speech
Indirect Speech – Reported Speech

Is used to report what the other person said:

Tom: “It’s cold”.
Tom said (that) it was cold.
 Tell or Say?

Tell is used if we want to mention the hearer:

He told her (that) he couldn’t go.
 Tell or Say?
Say is used when we do not mention the hearer:
He said he would not go.

We can mention the hearer adding “to”

He said to her that…
 Tell or Say?

We don’t need to add “that” after tell or say if we don’t want

to.
He said (that) he was exhausted.
In formal texts, it is better to keep it.
 Changes
When we report someone’s words, some changes take place:
Person
Time/Place
Tenses
Changes of Person
I – he/she
My – his/her
We – they
You - we
Our – their
Changes of Place
Here - there
This town/garden – that town/garden
These cities – those cities
 Changes of Time
Now – then
Ago – before
Today – that day
Tomorrow – the following day/the other day/the next day
Yesterday – the day before/the previous day
Last week/month/… – the previous week/month or the week before
Next week/month/… – the following week/month or the week/month after
 Tense Changes
Present simple – Past simple
He is tired – He was tired

Present Continuous – Past continuous

He is playing – He was playing
 Tense Changes
Past simple / Present perfect – Past perfect
He went – He had gone
He has eaten – He had eaten

Future simple (will) – would

He will go – He would go
Tense Changes
Can – Could
He can play – He could play

Must – Had to
He must go – He had to go
 Tense Changes
With current events the reporting verb is in the present tense:
He says he is hungry, so let’s go to have lunch.

With a repeated statement the reporting verb is in the present tense:

Everyone says the water is safe to drink.

To report about events that recently happened, choose the past tense:
She told me they had left her without any money.
 Reported Questions
Auxiliaries are not used in reported speech:
“Do you write any reports?”
He wanted to know if I wrote some reports.
 Reported Questions
The word order in reported questions is the same as in a
positive sentence:
“Do you have any money?”
He asked me if I had some money.
 Yes/No Questions

They are introduced by if or whether.

“Are you happy?”
She wanted to know if/whether I was happy.
We use agree, offer, promise, refuse and threaten with an
infinitive:
“I will open the windows.”
He offered to open the windows.

We use an –ing form after admit, insist, deny, suggest:

“You should play football with us”
He insisted on playing football with them.
 A report is usually a written document of something, which offers information based
on observations or investigations.

{
1) Identify your audience.
2) Decide which information you will include.
3) Structure your report.

{
4) Use concise and professional language.
5) Proofread and edit your report.
 Knowing who will be reading your report is an important step in determining how
you will format your report, what to include and the tone you should use when writing
it.

{
For example, if you are writing a sales report for your manager, will anyone else be
reading the report?
 After determining who your audience is, you should focus on identifying the
purpose of your report to decide what information should be included. Choose to
include information that will provide the clearest picture of what you are trying to
convey.

{
For example, if you are writing a sales report, your report may need to include
information about whether sales goals are being met, products and services that are
selling the most, challenges you or your team are facing and your sales forecast for the
next month or quarter.
 When writing a report, you should structure it so that it can be easily read and
understood. While each report will vary in the sections you should include, you can use
{
the following report components as a guide when writing your report:
✓ Title or title page
✓ Summary/abstract that briefly describes the content of your report
✓ Table of contents (if the report is more than a few pages)
✓ An introduction describing your purpose in writing the report
Body paragraphs where you include the information you are conveying with the
{
✓

report
✓ Conclusion or recommendation depending on the purpose of the report.
 You should use clear and concise language when writing your report. Try to get the
point across as clearly and quickly as possible; use simple and professional language.
Avoid using wordy sentences when possible. For example, rather than saying “you

{
might find it helpful to regularly refresh your inbox to stay up-to-date on emails”, you
could say “regularly refresh your inbox”.
 Proofreading your report is an essential step in the report-writing process. It gives
you the opportunity to catch any mistakes before you send it out. Proofreading also
allows you to cut out any unnecessary information and make sure that your report is as
efficient and effective as possible. Once you have finished writing your report, set it
{
aside for an hour or more before you proofread it. This will allow you to look at the
report in a fresh way and catch mistakes you may not have seen before.