Writing reports

A report is a formal document which you write to a figure of authority to describe an experience such as attending a conference or taking part in a project. 

* The organisation of a report

A report should have a title and subtitles (or subheadings) and be divided into clear sections. There is usually an introduction and a conclusion with perhaps a recommendation.

Introduction: 

Research/Numbers/ Trends:

Consequences/ Effects/ Reasons/ Results: 

Recommendations/ Suggestions:

Conclusion:

* The use of formal language in a report

Register: Formal, impersonal, cold and factual.

DO NOT USE:                                            

· Contractions

· Colourful language (gorgeous/stunning/awesome/beautiful/epic etc.)

· Informal phrasal verbs and lexis (meet up/break down/check out/a lot of/lots of, etc.) as they tend to be informal and conversational.

· “I/we think….” (too personal, except in the recommendation and conclusion)

Avoid using contractions in reports as they are too informal.


Write "I would like to recommend..." instead of "I´dlike to recommend..."

*Useful videos:

*Structure:

http://cpesamplewritings.blogspot.com/p/how-to-write-report.html

*Useful Language:

https://www.usingenglish.com/files/pdf/bulats-writing-part-two-useful-phrases-for-reports.pdf

https://freeenglishlessonplans.com/2014/11/18/cpe-report/

*Sample task, report with teacher's comments:

https://www.englishforums.com/English/ReportExamStructureCorrectFormal/qcnmm/post.htm

Time to write!

Task : 

The school authorities are interested in the views that students hold about an environmental issue which they deem crucial to the development of their area/region/country. You have been asked to write a report for the English Head of the school. In your report, you should address the following points: 

What green issue do you consider to be the most interesting for young people at school? Why?

What can be done at school to help raise awareness on the importance of this issue among students?

What steps can be taken to make young people feel less afraid and more optimistic about the future concerning the environmental issue of your choice?

Write your report for the Head.

In your report, you mus use some of the vocabulary you compiled from  the Vocabulary Project on Environmental Issues on Padlet 

                                         (280-320 words)

Active and Passive Vocabulary

Linguists claim that it’s possible to deal with texts that have 30-40% unknown words. This enables us to engage with difficult material, when it comes to listening and reading, with the goal of general comprehension. What we need to learn to do is to try to infer the meaning of words which we do not productively know from the context which surrounds them. In short, what you need is not to depend on the meaning of every single word when it comes to listening and reading comprehension.

What we will be aiming at at CPE level is a graded knowledge of words:

• "The active vocabulary obviously consists of words that we know 'better' than those that constitute our passive vocabulary. The same distinction holds for native speakers, who also actively use only a subset of the words they are familiar with. Another instance of graded knowledge of words is the fact that, even as native speakers, we often only know that we have heard or read a certain word before, but do not know what it means."
• 
  
  (Ingo Plag, Word-Formation in English. Cambridge University. Press, 2003)

It is observed that an undergraduate student has 3,000 to 5,000 active vocabulary whereas the same student has 5,000 to 10,000 passive vocabulary.

Good language learners must know the difference between vocabulary which they only need for recognition purposes and the words which they need to produce the language they are learning.

They should also be aware of:

*the frequency of use of the words and the need to concentrate on acquiring high-frequency words.

*the applicability of words related to different contexts – selection of vocabulary items is very important because not everything can be  learnt!

*the register of the words they are learning in order to use them or link them to the appropriate situations.

*the associations and connections which exist among the words they learn to recognize or to produce: word families, word formation principles, derivations, connotation and collocations are  features which are learned at advanced levels of language learning.

*the need to guess or infer the meaning of new words from their context to enable themselves to aim for comprehension with autonomy and confidence.

CPE Writing Part 1: Formal Essay

CPE Writing  Formal Essay:  Plan

Step 1 – Text analysis

• Read both texts and decide if they are complementary or contrasting.
• Underline the two key content points in each text.

Step 2 – Paraphrasing and summarising

• Brainstorm different ways to paraphrase and summarise the key points.
• What impressive structures can you use? Inversions, passives, collocations, expressions are expected at this level.

Step 3 – Evaluate and react

• Decide which points you agree and disagree with.
• Brainstorm your own thoughts and experiences on the subject.

*Remember your aims are to summarise, evaluate and react in an organized, logical and consistent manner, making it clear when you're doing one thing or the other!

Ideas for an elaborate introduction: Present the topic of discussion and deal with questions the essay will answer.

Over the past ten years or so there has been rising concern about ..........   

The trend among the vast majority of the general public nowadays is towards....................................  (gerund). 

Still, one may wonder what is really being done about this environmental problem by governments and big corporations.

Although most people would generally agree that …………… few would deny that ……………., which raises the issue of whether or not……………..

This question strikes a chord with the opinions presented by the two texts under analysis.

Finish your introduction with the following sentence:

Both extracts discuss the nature of these notions, but from slightly different viewpoints.

Languagewise: synonyms for...

*extracts: texts: passages

*discuss: evaluate: explore

*notions: concepts: ideas

*viewpoints: standpoints: perspectives: points of view: angles

Paragraph 1 – Text 1: Possible structures:

The first (1)text (2)argues that………

(1)extract/passage

(2)suggests/puts forward the idea that/asserts

Paragraph structure:

Option 1
Introduce content point 1 (paraphrased) Evaluate and react. (your opinion) Introduce content point 2 Evaluate and react. (your opinion) Option 2 Summarise both content points Own evaluations and reaction.

Stating your opinion

As I see it,

It seems to me that ………… I would also say that ….

I am convinced that ……………

I am inclined to believe that ………………

There is no doubt in my mind that ………………

To my mind, one of the drawbacks of ……. is ……….

However, I consider/understand/ believe/ find that one of the benefits is that …………

EMPHASIZING

–I would like to stress that ...

–It should be noted that ...

–It is worth bearing in mind that...

Words to introduce CAUSES:

-lead to: Recycling could lead to a solution to the problem posed by excessive waste.

-result in: Advertising may result in reckless purchasing of unnecessary gadgets.

-be responsible for: Advertising could be responsible for our tendency to discard gadgets too soon.

-bring about: Overconsumption of communication technology may bring about an unprecedented amount of non-biodegradable waste.

-give rise to: Insufficient recycling can give rise to unprecedented levels of refuse accumulating thus causing a negative impact on the environment.

-trigger: to make something suddenly start to happen, especially a bad situation such as a crisis or a war, or a medical condition: The poor example set by those in power may trigger lack of social concern with these issues.

-contribute to: Our desire to compete with one another might contribute to irresponsibly discarding  perfectly working cell phones for the latest models.

-factor: Publicity is often the deciding factor when changing any product.

Describing causes

One factor which leads to ………… is …………..

One of the factors brings this about is ………

The problem often stems from ………………..

The situation is exacerbated by …………….

………….. only makes the situation worse.

One consequence of ……………. is …………….

Concluding

All in all, it seems to me that ………..

The obvious conclusion to be drawn is that …………………..

All things considered, ………….

On balance, I tend to believe that …………

The world would surely be a better place to live in if …………..

If people stopped ….ing, we would have/ we could look forward to a ……………

The prospects for the future will be bleak/grim unless ……………….

Word formation game

Let's play it harder!!!

How many words can you derive from...

concept

consider

explain

simple

answer

think

politics

excuse

available

characteristic

Vocabulary Project

Environmental issues project for May 3rd

*Choose an environmental issue you're interested in.

*Conduct some research into it and post a contribution on Padlet. You must include definitions of high-frequency words related to the issue of your choice, related vocabulary (derived words, collocations, phrasal verbs, idioms, etc.), plus relevant info, diagrams, authoritative opinions, short illustrative videos, brief talks, allusive photos, etc. 

You should include no less than ten words.

*Use the link to direct you to the padlet where you need to post:

https://padlet.com/mariafernandapaz/7t5agv25qywi

https://padlet.com/mariafernandapaz/7t5agv25qywi

Recommended books and movies for the long weekend

   

  As we've been discussing longevity and the prospects of immortality in class, I'll recommend some books and movies connected with those issues which I think you might enjoy:

THE CURIOUS CASE OF BENJAMIN BUTTON

Both a short story by F. Scott Fitzgerald, the author of The Great Gatsby, and a film which stars Brad Pitt as a man who ages in reverse and Cate Blanchett as the love interest throughout his life.

 

BICENTENNIAL MAN

Bicentennial Man is a 1999 American science fiction comedy-drama film starring Robin Williams. It is based on the novel The Positronic Man by Isaac Asimov and Robert Silverberg (which is itself based on Asimov's original novella of the same name), the plot explores issues of humanity, slavery, prejudice, maturity, intellectual freedom, conformity, love, and mortality.

Eternal Sunshine of the Spotless Mind

Eternal Sunshine of the Spotless Mind is a 2004 American romantic science fiction comedy-drama film written by Charlie Kaufman and directed by Michel Gondry. It follows an estranged couple who have erased each other from their memories, then re-met and started dating again. The ensemble cast includes Jim Carrey, Kate Winslet, Kirsten Dunst, Mark Ruffalo, Elijah Wood, and Tom Wilkinson. The title of the film is a quotation from the 1717 poem Eloisa to Abelard by Alexander Pope.

The film uses elements of the psychological thriller and a nonlinear narrative to explore the nature of memory and romantic love.

HIGHLANDER

Highlander is a 1986 British-American fantasy action-adventure film directed by Russell Mulcahy and based on a story by Gregory Widen. It stars Christopher Lambert and Sean Connery.The film chronicles the climax of an ages-old battle among immortal warriors, depicted through interwoven past and present-day storylines.

Paper 2: Part 1, Essay Writing

*Why is this rendering of the essay off-task?

*What does the task require you to do?

*How could it be improved?

*What is positive about it?

Let's all help here!

Unreal Past

Learn English - the unreal past ("I wish, it's time, I'd better")

A past tense form does not always have a past meaning.
In some kinds of sentences we use past verb forms to talk about the present or future. 

*After if, unless, supposing etc. 

After if, unless and words with similar meanings, we often use past verb forms to talk about the present or future. 

You look as if you were frightened right now: are you?

If I got my rise at the end of the month, I would buy a car. 

If you caught the early morning flight tomorrow, you could be in Singapore by supper-time. 

Supposing we didn't go out tonight, what would you do instead?

Unless it rained tonight, I would go dancing.

*After it’s time, would rather and wish Past verb forms can be used with a present or future meaning after these expressions. 

I wish I had more money. 

I just wish I was/were younger!

I'd rather you told me the truth right away no matter how hard it was.

It's already eleven o’clock – it is time you went home. 

*In questions and requests 

We can make questions, requests and offers sound more polite by using past tenses. Common expressions are I wondered, I thought, I hoped etc. 

Past progressive verb forms like I was wondering are even more polite. 

I was hoping you could lend me a pound. 

I wondered if you were free this evening. 

*In the many uses of would:

  used for talking about the result of an event that you imagine:

She'd look better with shorter hair.If you went to see him, he would be delighted.Hurry up! It would be a shame to miss the beginning of the play.She'd be a fool to accept it (= if she accepted).

 used for describing a possible action or event that did not in fact happen, because something else did not happen first:

If I had seen the advertisement in time I would have applied for the job.They would never have met if she hadn't gone to Emma's party.

 so that/in order that somebody/something would used for saying why somebody does something:

She burned the letters so that her husband would never read them.

 wish (that) somebody/something would used for saying what you want to happen when it sounds like a complaint:I wish you'd be quiet for a minute.

 used to show that somebody/something was not willing or refused to do somethingShe wouldn't change it, even though she knew it was wrong.My car wouldn't start this morning.

 used to ask somebody politely to do somethingWould you mind leaving us alone for a few minutes?Would you open the door for me, please?

 used in polite offers or invitationsWould you like a sandwich?Would you have dinner with me on Friday?

 would like, love, hate, prefer, etc. something/(somebody) to do something | would rather do something/somebody did something used to say what you like, love, hate, etc.I'd love a coffee.I'd be only too glad to help.I'd hate you to think I was criticizing you.I'd rather come with you.I'd rather you came with us.

 would imagine, say, think, etc. (that)… used to give opinions that you are not certain aboutI would imagine the job will take about two days.I'd say he was about fifty.

 I would… used to give adviceI wouldn't have any more to drink, if I were you.

 used for talking about things that often happened in the pastsynonym used toWhen my parents were away, my grandmother would take care of me.He'd always be the first to offer to help.

 used for talking about behaviour that you think is typical(usually used disapprovingly)

‘She said it was your fault.’ ‘Well, she would say that, wouldn't she? She's never liked me.’

would that… (literary) used to express a strong wish in poetic style.Would that he had lived to see it.

Would that it were true! (If only it were true! We wish that it were true!)

Would that his mother had lived to see him become president.

Mind the following distinction!!!

Practice:
http://random-idea-english.blogspot.com/2012/01/unreal-past.html

Kahoot Time!

Unreal uses of Past Tenses

Now, the hardest morality test ever!!!

Would You Rather: 6 Hardest Moral Dilemmas Ever