Module 4- Task 2: Writing a Report

TASK 2: Writing a Report

Module 4 Task 2 “Writing a Report” consists of  5 activities and a real-life task:

Activity 1: Analysing job ads, finding a suitable ad for a job they’d like to apply for

Activity 2: Cover letters

Activity 3: CVs

Real-Life Task:Producing a job application

Learning objectives for TASK 2:

TASK 2: Writing a report for the manager on problems and issues detected in the production and lifespan of the product (i.e. disposal and recycling), ethical issues and quality/safety.
Learning objectives for task 2:

SKILLS – By the completion of this task, the students will be able to do the following:


●      B1-Read through longer texts in the field to gather information and opinion from different texts in order to complete a specific task.

●      B1-Understand simple messages from people who share interests (e.g. e-mails, webchats) and formal standard letters on expected topics.

●      B1-Follow clearly written instructions or help indications within the field (e.g using a piece of equipment).

●      B2-Understand a fairly wide range of specific and more complex texts, with the occasional use of a dictionary.


●      B1-Write simple connected texts on familiar topics marking relationship between ideas, with reasonable grammatical correctness.

●      B1-Use the passive voice to express ideas that require an impersonal construction or when it is more convenient to stress the thing done than the doer.

●      B2-Write clear and detailed texts such as reports on topics related to the field of interest, varying vocabulary and style according to the kind of text.

●      B2-Write a report evaluating different ideas or solutions to a problem, using polite academic language with occasional errors.


●      B2-Follow a spontaneous lively conversation between native speakers if they use clear standard language.

●      B2-Use a variety of strategies to achieve comprehension including listening for main points and using contextual clues.


●      B1-Control sufficient vocabulary to express main points by transmitting without much difficulty on familiar topics.

●      B1-Give a description of an issue within the field of interest, though with some errors influenced by mother tongue.

●      B1-Give brief explanations for opinions, real or hypothetical plans, and actions.


●      B1-Exchange points of view and personal opinions in an informal discussion with friends showing agreement or disagreement about what has been said, politely

●      B1-Formulate the most important points of what somebody has told to make sure what has been understood.


●      Vocabulary: Vocabulary on quality dimensions, quality assurance, quality control, ISO standards, quality methodologies, quality instructions

●      Grammar & Discourse: formal register (passive voice, cleft sentences), making suggestions (should)

PRONUNCIATION: Stressed and unstressed words OR British-American versions of engineering terminology with respect to quality

GENRES: Manuals, articles, reports, video-conferencing through Skype, meeting, emails

INTERCULTURAL COMMUNICATIVE COMPETENCE (IC): Intercultural communicative competence will be improved through the real-life activity which involves participation of colleagues from different countries.