SAMPLES OF WORKSAMPLES OF WORK

Business Writing Pool

Note: These are samples only and not complete projects.

Please contact Brian Pool for more information on individual projects.

Ph: 0064021055472Email: bizwritepool@gmail.comWebsite: bizwritepool.weebly.com

Samples of work Samples of work

CURRICULUM DESIGNCURRICULUM DESIGN

Curriculum development including needs evaluation and syllabus writing.

Syllabus: English for secretariesSyllabus: English for secretariesBy the end of this course learners will be able to:By the end of this course learners will be able to:

Deal with visitorsDeal with visitors Greet visitors appropriatelyGreet visitors appropriately Show visitors around the officeShow visitors around the office Give directions to different parts of the buildingGive directions to different parts of the building Give the location of different parts of the buildingGive the location of different parts of the building Give general information about company/organizationGive general information about company/organization Answer questions about the company/organisation’s products and servicesAnswer questions about the company/organisation’s products and services Ask and answer questions about personal informationAsk and answer questions about personal information Describe duties and responsibilities of their jobDescribe duties and responsibilities of their job Ask questions about other people’s jobsAsk questions about other people’s jobs

Handle customers/clientsHandle customers/clients Ask questions to identify customers’ needsAsk questions to identify customers’ needs Respond to customers’ needs appropriatelyRespond to customers’ needs appropriately Deal with difficult clients/customers (includes apologizing, offering Deal with difficult clients/customers (includes apologizing, offering

alternatives- How about…? Would you like me to…? Etc)alternatives- How about…? Would you like me to…? Etc)

Handle telephone callsHandle telephone calls Answer the telephoneAnswer the telephone appropriately appropriately Take a message (includes checking spelling of names, addresses, email addresses, Take a message (includes checking spelling of names, addresses, email addresses,

writing telephone numbers and other relevant numbers accurately, checking dates writing telephone numbers and other relevant numbers accurately, checking dates and times, asking for clarification)and times, asking for clarification)

Transfer a callTransfer a call Make polite requests (Can you…?, Could you…?, Would you…?...please)Make polite requests (Can you…?, Could you…?, Would you…?...please) Agree to requestsAgree to requests Refuse requests politely (sorry, I’m afraid I can’t do that…)Refuse requests politely (sorry, I’m afraid I can’t do that…)

Socialize effectively Socialize effectively Welcome overseas visitorsWelcome overseas visitors Ask appropriate questions (e.g. How was your flight? Did Ask appropriate questions (e.g. How was your flight? Did

you sleep on the plane? How was the inflight service? Etc)you sleep on the plane? How was the inflight service? Etc) Maintain and extend conversations about everyday topics -Maintain and extend conversations about everyday topics -

small talk with visitors (e.g. leisure activities, likes/dislikes, small talk with visitors (e.g. leisure activities, likes/dislikes, family etc.)family etc.)

Participate in business meetingsParticipate in business meetings Understand and use the language of meetingsUnderstand and use the language of meetings Take minutesTake minutes Ask for clarificationAsk for clarification Listen to and understand language for making suggestions, Listen to and understand language for making suggestions,

giving and justifying opinions, suggesting alternatives, giving and justifying opinions, suggesting alternatives, suggesting solutions to problems, discussing future planssuggesting solutions to problems, discussing future plans

Make arrangements- Make arrangements- Make appointments- negotiate suitable time and placeMake appointments- negotiate suitable time and place Confirm details of appointments- verbally and in writingConfirm details of appointments- verbally and in writing

Additional skills:Additional skills: Read for detailed information- Read for detailed information- Identify key words in reading questionsIdentify key words in reading questions Identify what questions ask- e.g. person/place/date…etc?Identify what questions ask- e.g. person/place/date…etc? Use structure of text- paragraphs/headings to locate Use structure of text- paragraphs/headings to locate

required informationrequired information

Deal with aspects of written communication:Deal with aspects of written communication: confirming a visit or appointmentconfirming a visit or appointment requesting certain documents or informationrequesting certain documents or information drafting documents or correspondencedrafting documents or correspondence practical guidance on written work actually undertaken by practical guidance on written work actually undertaken by

participantsparticipants

Syllabus designed for a course in secretarial skills for second language learners (Intermediate level)

Syllabus: part of curriculum for English language learners aged 7-15Syllabus: part of curriculum for English language learners aged 7-15

Age group 5 – 7Age group 5 – 7Speaking/ListeningSpeaking/Listening By the end of the course students will be By the end of the course students will be

able to…able to… Give simple greetings (hello, hi, good Give simple greetings (hello, hi, good

morning, goodbye)morning, goodbye) Respond appropriately to simple greetingsRespond appropriately to simple greetings Use simple polite language (please, thank Use simple polite language (please, thank

you)you) Describe simple locations (on, in, under, Describe simple locations (on, in, under,

next to)next to) Make simple numerical sentences (there Make simple numerical sentences (there

is/ there are)is/ there are) Say numerals 1 to 5Say numerals 1 to 5 Name everyday objects (e.g. toys, Name everyday objects (e.g. toys,

animals, fruit, parts of the body)animals, fruit, parts of the body) Name common shapesName common shapes Name days of the weekName days of the week Respond appropriately to health questions Respond appropriately to health questions

(How are you feeling? etc.)(How are you feeling? etc.) Introduce selfIntroduce self Ask simple personal information (Who’s Ask simple personal information (Who’s

this..? What’s her/his name?)this..? What’s her/his name?) Respond appropriately to questions Respond appropriately to questions

expressing wants (Do you want a..? What expressing wants (Do you want a..? What do you want?)do you want?)

Respond to simple questions about Respond to simple questions about personal information (e.g. What’s your personal information (e.g. What’s your name?)name?)

Describe simple likes Describe simple likes Name the days of the weekName the days of the week Respond to simple numerical questions Respond to simple numerical questions

(How many..?)(How many..?) Ask for numerical information (How Ask for numerical information (How

many..?)many..?) Describe simple abilities (I can..)Describe simple abilities (I can..) Make polite requests (Can I have a Make polite requests (Can I have a

pencil, please..)pencil, please..) Follow simple instructions (sit down, Follow simple instructions (sit down,

close your books etc.)close your books etc.) Describe simple actions (He/she/it is Describe simple actions (He/she/it is

running/ They are running etc.)running/ They are running etc.)

Basic literacyBasic literacy Recognise numerals 1 to 10Recognise numerals 1 to 10 Write the numerals 1 to 10 Write the numerals 1 to 10 Recognise and pronounce main Recognise and pronounce main

consonants consonants Recognise and pronounce main soft Recognise and pronounce main soft

and hard consonant sounds (C and G)and hard consonant sounds (C and G) Recognise and pronounce main initial Recognise and pronounce main initial

consonant combinations (th, ch, wh, consonant combinations (th, ch, wh, qu)qu)

Recognise and pronounce common Recognise and pronounce common vowel combinations (e.g. ea, oa, ou, oi, vowel combinations (e.g. ea, oa, ou, oi, ee, ai, ay)ee, ai, ay)

Syllabus for High Intermediate level adult second language learners (part of a targeted curriculum developed from an extensive needs analysis).

COURSE TITLE: ELEMENTARY ENGLISH (LEVEL 2)

SPEAKING AND LISTENING READING WRITING

S1. Gives and asks for personal information Information includes name, age, address,

occupation, family members, interests and abilities.

S2. Gives and asks for numerical information

Common topics and situations. Information includes numbers in thousands; the date and 12/24hr time; simple quantities; cost and common units of measure; common mathematical terms.

S3. Talks about the past, present and futureCommon topics and situations. S4. Follows instructionsSimple work and non work instructions. S5. Makes and answers telephone callsWork-related situations. Formulaic

expressions for making and answering telephone calls.

S6. Describes people, objects and placesDescriptions include physical appearance,

clothing and present activities.(expand to include objects and places)

R1. Understands warning signs

Road and safety signs.

R2. Finds information in text

Specific information and main ideas in simplified work- and non work-related texts.

R3. Finds information in diagrams

Common topics and situations.

Diagrams include simple flow charts, tables, bar charts and pie charts.

R4. Reads aloud Information relayed

includes familiar work-related words and numerical information.

W1. Completes basic forms

Basic work- or non work-related forms requiring personal information. Responses include short phrases, words, ticks/crosses, yes/no answers and numbers.

W2. Writes sentences Sentences about

common topics and situations.

W3. Writes a simple log

Common work-related situations.

Draft syllabus for Elementary level adult second language learners (part of a targeted curriculum developed from an extensive needs analysis).

Unit 1 Unit 2 Unit 3 Unit 4

Topic / sub-topics

Personal information/Families?

Free time/Work Routine

Safety at work/Safe Driving

Numbers/Describing people

Speaking & Listening Outcomes

S1 Gives and asks for personal information

S2 Gives and asks for numerical information (Time/date)S3 Describes and asks about routines

S7 Gives and responds to simple instructions and warnings

S2 Gives and asks for numerical informationS10 Describes peopleS4 Describes and asks about simple actions in the present

Reading & Writing Outcomes

R2 Extracts information from written text- responds to WH qu’sW1 Completes basic forms

W2 Writes simple sentences

R1 Responds appropriately to single instructions and warningsR2 Extracts information from text- using referent subject & object pronouns

R3 Extracts information from a simple diagram

Grammar 1.Verb to be inc.There is/are1.Has/have gotGrammar flag: ‘s for: ‘is’ & ‘has’

1.Simple Present tense 2.WH questions

1.Must and imperativesCan/Can’t for permission1.Subject and object pronouns

1.Present Continuous Some/any1.Questions about quantities, including:What+noun, How +adj,Uncountable/countable nouns, how much and how many.

Language in Use text types (as in original: to be amended as necessary)

Personal profilesMedical Centre application formFitness Centre Application form

Magazine ArticlePersonal ProfilesPersonal Job descriptionTravel Schedule

SignsSpeech BubblesRules of the roadMemos

MemoGaugesDiagrams (tables and charts)

Speaking skills/practice

Asking and answering questions

Talking about freetime/routines using Wh-Q’s

Giving instructions and warnings

Ask and answers qus about numerical informationAsks answers qu’s about what people doing & wearing

Listening skills/practice

Listens for detail- personal information

Differentiates numerals to 1 000Identifies 12 hr and 24 hr time

Listens for key words eg., don’t, must, can/can’t …

Listen for numerical information – responds to qu prompts (T)

Reading skills/practice

Reading forms (T)Reading for detail (T)

Reading for detail (P) Reading for detail (T)Reading Signs (T)

Reading diagrams (T)-

Writing skills/practice Completing forms Identifies structure of sentences s/v/o (T)

Writing list of instructions. (T)(Writing of list of instructions in using basic sequencers)

Writing a description of a person including what they are wearing and doing, using present continuous tense. (T)

Vocabulary A/anAlpha bravoSpelling rules

Adverbs of FrequencyTime PrepositionsSpelling rule

Signs vocabularyVocabulary flag: sequencersSpelling rule

Clothing, descriptionspronunciation- numerals (13/30 etc)Spelling rule

Strategy Useful class room language Vocabulary notebooks TBA TBA

KTP Form filling/personal info & S10

S2 (Times/dates) & S3 S7 & R1 (KTP A & B) S2 & S4

Draft materials development design for Elementary level adult second language learners (part of a targeted curriculum developed from an extensive needs analysis).

JOURNALISM FOR THE WEBJOURNALISM FOR THE WEB Learning points:Learning points:

1. How does reading on a computer screen differ from reading 1. How does reading on a computer screen differ from reading hardcopy? hardcopy?

2. How do these differences impact on writing news articles for the 2. How do these differences impact on writing news articles for the web?web?

3. Writing for the web3. Writing for the web a) Chop, chop! The sentencesa) Chop, chop! The sentences b) One and only one! The paragraphsb) One and only one! The paragraphs c) Grab their attention! Headlines and subheadingsc) Grab their attention! Headlines and subheadings d) Mind your language! Choosing the words.d) Mind your language! Choosing the words.

e) Mind your language again! Other points about language.e) Mind your language again! Other points about language. f) “The web is a linking medium”- filling in the blanks.f) “The web is a linking medium”- filling in the blanks.

4. Have a go!4. Have a go!

5. Have another go.5. Have another go.

6. Feedback6. Feedback

Draft course outline for a Journalism on the web course for high achieving second language English users.