http://www.youtube.com/watch?

v=k3RmpIHydCM
http://www.youtube.com/watch?v=k3RmpIHydCM
http://www.englishevealed.co.uk/cae.php!cae
CAE - WRITING AND VOCABULARY
1) FORMAL WRITING (Reports and proposals)
Introduction
-The main purpose/aim of !his repor!" is !o
ou!#ine/
presen! / $is%uss / e&amine / e'a#ua!e(
-This repor! ou!#ines/#oo)s a!"(
-This repor! is *ase$ on(
Generalising
-On !he +ho#e,(
-In -enera#,(
Making recommendations and concluding
-I! is %#ear from %us!omer fee$*a%) !ha!(
-Wi!h re-ar$ !o(, !he -enera# 'ie+ seems !o *e(
-In !he #i-h! of !his .ear/s e&perien%e",(
-0erhaps !he mos! effe%!i'e +a. of(
-If !he %en!re" is !o a!!ra%! more %us!omers, i! is
'i!a# !ha!(
-I! +ou#$ *e a -oo$ i$ea !o(
-I! is !herefore" *e#ie'e$ / o*'ious !ha!(+ou#$
*e
i$ea# for(
-I! +ou#$ no!" *e a$'isa*#e / pra%!i%a# !o(
-We su--es!/propose !ha!(
-We su--es!/propose 1 ing
-A more spa%ious area" +ou#$ *e !he so#u!ion(/
an effe%!i'e +a. of(
-In #i-h! of !he a*o'e, +e *e#ie'e !he fo##o+in-
measures shou#$ *e a$op!e$(
-In !he shor!/#on- !erm, +e su--es! .ou shou#$
%onsi$er(
-2. re%ommen$a!ions are as fo##o+s3(
-In m. 'ie+, in fu!ure, +e shou#$(
-To impro'e !he si!ua!ion, +e re%ommen$(
-I! is re%ommen$e$ !ha!(
-To sum up,(To %on%#u$e,(
-I hope !ha! !he p#an ou!#ine$/presen!e$ in !his
repor! mee!s +i!h .our appro'a#(
-I hope !ha! !he re%ommen$a!ions ou!#ine$/
presen!e$ in !his repor! +i## re%ei'e .our serious
%onsi$era!ion4
t!le
"Do no! use %on!ra%!ions4
-Use passi'e forms +hene'er possi*#e4
-Use re#a!i'e %#auses !o 5oin i$eas3 The period during which he lived was full of uncertainty.
-Use !hese forma# +or$s3 #i)e su%h as / )i$s %hi#$ren
a #o! of" man. / a #ar-e num*er of 1 %oun!a*#e noun
a #o! of" mu%h / a -rea! amoun! of / a -rea! $ea# of 1 un%oun!a*#e
a #o! in!ensi!." 'er. mu%h / si-nifi%an!#. / $rama!i%a##.
- A'oi$ usin- !he +or$ things / something, e!%4 Use a more spe%ifi% +or$ problems, situation, solutions,
subjects, an$ so on"4
#) $MI"FORMAL WRITING
Adressing t%e reader
-6a'e .ou e'er +on$ere$ +ha! !he %o##e-e +ou#$ *e #i)e if"(7 If !he ans+er is .es"(, .ou(
--If .ou +an! a $ifferen! )in$ of e&perien%e,( / As .ou )no+,(
-Doesn/! i! 5us! ma)e e'er.one fee# posi!i'e a*ou!("7
-If .ou ha'e a fe+ hours !o spare,(is +or!h seein-4
&escri'ing location Gi(ing !our opinion
-Lo%a!e$ / 8i!ua!e$ 5us! a fe+ mi#es a+a. from(",
9
is(
-Bui#! 5us! ne&! !o(", 9 is(
-8ome minu!es from(, 9 is(
Gi(ing in)ormation
-Throu-hou! i! his!or., 9(
-9 is *. far !he o#$es!(
-Y is !he *es! )no+n(
-Wha! is par!i%u#ar spe%!a%u#ar is(
-Re%en! a$$i!ions/%han-es in%#u$e(
-9 is in!en$e$ for .oun-er" peop#e(
-9 is popu#ar +i!h %hi#$ren"(
-In fa%!, NEGATIVE O0INION"
-I!/s %#ear#. *een a -oo$ i$ea !o(
Gi(ing practical in)ormation
-An.one +ishin- !o app#."(%an/shou#$(
-We" par!i%ipa!e in(/or-anise(/run(
-The %#u*" offers/pro'i$es a ran-e of %ompe!i!i'e
ma!%hes for"(
-One of !he mos! popu#ar fea!ures of our %#u* is"(
-2em*ers ha'e !he oppor!uni!. !o(/(are a*#e !o
Accurac!
-Ne'er omi! !he su*5e%! pronoun3 Many people
believe IT is important to... I believe IT is a good idea
study...
- Do no! use unne%essar. su*5e%! pronouns3 This is a problem which it is essential to solve.
-2a)e sure !he su*5e%! an$ !he 'er* a-ree3 Attracting tourists involves improving local facilities.
8INGULAR 8UB:ECT a!!ra%!in- !ouris!s 1 8INGULAR VERB in'o#'es"
Attitude clauses and p%rases
Genera##. spea)in-,(
Anno.in-#.,( Na!ura##.,( 8!ran-e#.,( 8urprisin-#.,( E'i$en!#.,(
In$ee$,( In fa%!,( A$mi!!e$#.,( 0resuma*#.,(
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
R$LAT$& WOR& AN& *+RA$
AGR$$M$NT
-A -rea! num*er of peop#e share !he 'ie+ !ha! !ourism +i## ha'e a ne-a!i'e impa%! on !he is#an$4
-To$a. !here is -enera# / +i$esprea$ a-reemen! !ha! po##u!ion from %ars an$ p#anes is !hrea!enin- !he
fu!ure of our p#ane!4
-I! is no+ +i$e#. a%%ep!e$ !ha! !he uni'erse *e-an +i!h !he so-%a##e$ ;*i- *an-;4
&IAGR$$M$NT
-Opinions $iffer a*ou! !he proper re#a!ionship *e!+een !he mass me$ia an$ so%ie!.4
-There is %onsi$era*#e $isa-reemen! amon- e&per!s a*ou! !he usefu#ness of !hese !es!s4
-There has *een a -rea! $ea# of %on!ro'ers. o'er a*or!ion in !he U84
A&,ANTAG$ AN& &IA&,ANTAG$
-Re-u#ar e&er%ise has man. *enefi!s, in%#u$in- re$u%in- !he ris) of hear! $isease4
-Despi!e a fe+ pro*#ems +i!h !he $esi-n, !he %ar;s a$'an!a-es %#ear#. ou!+ei-h i!s $isa$'an!a-es4
"#he ma%o dawback o& this method is that it can be vey time"consuming.
-The $o+nsi$e of runnin- .our o+n *usiness is !ha! .ou are responsi*#e if an.!hin- -oes +ron-4
-A.$
-#ea$ !o3 The resear%h %ou#$ #ea$ !o a %ure for man. serious i##nesses4
-resu#! in3 The fire resu#!e$ in $ama-e !o !heir proper!.4
-*e responsi*#e for3 6e +as responsi*#e for !he a%%i$en!4
-*rin- a*ou!3The +ar *rou-h! a*ou! enormous so%ia# %han-e4
--i'e rise !o3 0oor performan%e in e&ams %an -i'e rise !o $epression an$ e'en !hou-h!s of sui%i$e4
-!ri--er3!o ma)e some!hin- su$$en#. s!ar! !o happen, espe%ia##. a *a$ si!ua!ion su%h as a %risis or a +ar, or
a me$i%a# %on$i!ion3 Cer!ain foo$s %an !ri--er a##er-ies4
-%on!ri*u!e !o3 0assi'e smo)in- %ou#$ %on!ri*u!e !o !he $e'e#opmen! of respira!or. $iseases amon-
nonsmo)ers4
-fa%!or3 Cos! is of!en !he $e%i$in- fa%!or +hen %hoosin- an. pro$u%!4
$FF$-T
-impa%! on3 6is +or) has ha$ an enormous impa%! on !he s!u$. of -ene!i%s4
-inf#uen%e on3 In his *oo), he e&amines !he inf#uen%e of !he me$ia on our so%ie!.4
-affe%!3 '" The $isease affe%!s +omen more !han men4
-inf#uen%e3 '" 8he has inf#uen%e$ him a #o!4
-imp#i%a!ions3 The resu#!s of !he s!u$. %ou#$ ha'e impor!an! imp#i%a!ions for fu!ure e$u%a!iona# po#i%.4
'M(H)*I+I,-
"I would like to stess that the eseach is still at an ealy stage.
"It should be noted that thee ae a numbe o& altenative methods available.
"It is woth beaing in mind that ./0 o& the scientists eseaching hebicides in the
1* ae employed by
chemical companies.
"2actos such as tempeatue and acidity play a cucial ole in detemining how well
the pocess woks.
"#hese insects play a vital pat in the &ood chain.
"It is essential that the wok is caied out as soon as possible.
"#he climate is much colde3 especially in the &a noth.
*RO/L$M
"issue: Issue is used especially about poblems that a4ect a lot o& people in society:
Intenational teoism
is the biggest issue 5=the most impotant issue6 &acing the wold today. (evious
govenments &ailed to
addess 5=ty to deal with6 social issues such as unemployment and homelessness.
"challenge: something di7cult that you must do o deal with3 which needs a lot o&
skill3 e4ot3 and
detemination: *he said she was looking &owad to the challenge o& stating up a
new business on he
own.
"di7culty: #he company has managed to ovecome 5=deal with6 its ecent 8nancial
di7culties.
Many people e9peience di7culty in sleeping at some time in thei lives.
" touble: a poblem o seveal poblems that make something di7cult3 spoil you
plans etc: *tudents o&
'nglish o&ten have touble with phasal vebs. #he company an into touble
5=stated to have poblems6
when it tied to e9pand too :uickly.
"setback: something that happens which stops you making pogess o which makes
things wose than
they wee be&oe: ;espite some ealy setbacks3 his campaign &o the pesidency
was success&ul.
"obstacle: Ciminal gangs ae the biggest obstacle to democatic e&om.
"dilemma: #he doctos wee &aced with a moal dilemma.
"vicious cicle: *ome developing counties get caught in a vicious cicle. #hey
cannot a4od to pay thei
debt epayments3 and so the debts get even bigge.
"complication
IN-R$A$
-in%rease *. per%en!"3 Las! .ear, !he num*er of *ur-#aries in%rease$ *. <= per%en!4
--o up3 Las! mon!h unemp#o.men! +en! up from <4> mi##ion !o 5us! o'er <4? mi##ion4
--ro+3 The 'o#ume of !raffi% on our roa$s %on!inues !o -ro+4
-e&pan$3 Af!er !+o .ears of no -ro+!h, !he e%onom. s!ar!e$ !o e&pan$ a-ain in @AAB4
-$ou*#e/!rip#e/Cua$rup#e3 8in%e <D=A, !he num*er of peop#e $.in- from %an%er has a#mos! $ou*#e$4
--ro+!h3 n" There has *een a hu-e -ro+!h in sa#es of *i- E-+hee#-$ri'e 'ehi%#es4
&$-R$A$
-$e%rease *. per%en!"3 The a'era-e rainfa## has $e%rease$ *. aroun$ BA per%en!4
--o $o+n3 The per%en!a-e of fa! in our $ie!s has -one $o+n4
-fa##3 The num*er of !i-ers in !he +i#$ has fa##en !o 5us! o'er <A,AAA4
-$rop3 A! ni-h!, !he !empera!ure $rops !o minus @A $e-rees4
-$e%#ine3 $e%#ine is use$ a*ou! num*ers or amoun!s, an$ a#so a*ou! !he #e'e# or s!an$ar$ of some!hin-3
In rura# areas, !he s!an$ar$ of #i'in- %on!inue$ !o $e%#ine4
A&MIR$
-respe%! /
#oo) up !o3 The %hi#$ren nee$ someone !he. %an #oo) up !o4
-!hin) hi-h#. of3 2os! of !he s!u$en!s an$ s!aff !hin) 'er. hi-h#. of Dr4 8mi!h4
-
ha'e a hi-h opinion of
-
hi-h#. re-ar$e$/respe%!e$3 a hi-h#. respe%!e$ sur-eon
A&,AN-$&
-sophis!i%a!e$ / hi-h-!e%h eCuipmen!" / s!a!e-of-!he-ar! !e%hno#o-."
.R*RIING (Avoid using colourful! vocabulary in formal writing"#
-amaFin- / un*e#ie'a*#e / in%re$i*#e / as!onishin- / s!a--erin-
-%ome as a surprise / %ome as a sho%) / amaFe / as!onish
.R*RI$& (Avoid using colourful! vocabulary in formal writing"#
-amaFe$ / as!onishe$ / spee%h#ess / *e !a)en a*a%) 6e +as !a)en a*a%) *. !he ne+s"
$0-ITING (Avoid using colourful! vocabulary in formal writing"#
-!hri##in- / -rippin- / e&hi#ara!in- / a%!ion-pa%)e$
/ORING
-$u## / !e$ious / mono!onous / uninspirin-
/$A.TIF.L *$O*L$ (Avoid using colourful! vocabulary in formal writing"#
-a!!ra%!i'e / -oo$-#oo)in- / -or-eous / s!ri)in- / s!unnin-
/$A.TIF.L *LA-$ (Avoid using colourful! vocabulary in formal writing"#
-*rea!h!a)in- / s!unnin- / a+e-inspirin- / s!ri)in- / spe%!a%u#ar
-spo!#ess3 'er. %#ean
.GL1 *LA-$ 2 *$O*L$ (Avoid using colourful! vocabulary in formal writing"#
-una!!ra%!i'e / unp#easan! / unsi-h!#. / hi$eous Ge&!reme#. u-#."
-fi#!h.3 'er. $ir!.
IN /A& -ON&ITION (*LA-$)
-in *a$ %on$i!ion / $i#api$a!e$ / run-$o+n
N$W
-#a!es! / *ran$-ne+ / inno'a!i'e i$ea or s.s!em"
OL&
-o#$-fashione$ / ou!$a!e$ / o*so#e!e
,$R1
-a*so#u!e#. / e&!reme#. / hi-h#. / in%re$i*#. / remar)a*#.
GOO& *$RFORMAN-$ 2 *I$-$ OF WOR3
-e&%e##en! / ou!s!an$in- / impressi'e / e&%ep!iona#
GOO& FOR A *ARTI-.LAR 4O/5 *.R*O$5 $T-
-sui!a*#e / ri-h! / proper / appropria!e / *e sui!e$ !o
WRONG INFORMATION 2 N.M/$R
-in%orre%! / ina%%ura!e / mis#ea$in-
NOT R$AONA/L$ 2 N$-$AR1
-un5us!ifie$ / unreasona*#e / +i!hou! -oo$ reason
R$LA0
-un+in$ / +in$ $o+n3 8e! in spe%!a%u#ar %oun!r.si$e, !he 8hi-a 6o!e# is !he perfe%! p#a%e !o un+in$4
-ma)e someone fee# a! ease
-re#a&e$ / fee# a! ease / #ai$-*a%) no! easi#. +orrie$ or anno.e$"
N$R,O.
-!ense / uneas. / an&ious / *e un$er s!ress
*./LI- $R,I-$
-fa%i#i!ies3 The fa%i#i!ies a! !he ho!e# +ere e&%e##en! -- !ennis %our!s, s+immin- poo#, se'era# *ars an$ a -oo$
res!auran!4
-ameni!ies3 !hin-s su%h as shops, par)s, or res!auran!s !ha! ma)e #i'in- or +or)in- in a p#a%e more p#easan!
I prefer !his par! of !he %i!. *e%ause !here are p#en!. of -oo$ ameni!ies4
-OM*ARION
-a -rea! $ea# / far / mu%h 1 %ompara!i'e %heaper / more e%onomi%a# !han"
-a *i! / s#i-h!#. / *are#. 1 %ompara!i'e %heaper / more e%onomi%a# !han"
-*. far / easi#. !he 1 super#a!i'e This is easi#. !he *es! so#u!ion +e %an !hin) of"
,$R1 M.-+ 2 NOT ,$R1 M.-+
-$rama!i%a##. / si-nifi%an!#. / s#i-h!#.
AN&
-As +e## as" / in a$$i!ion !o3 O'er >AA peop#e +i## #ose !heir 5o*s, in a$$i!ion !o !he EAA peop#e +ho #ef!
!he %ompan. #as! .ear4
-In a$$i!ion3 A fif!h of !he +or#$;s popu#a!ion #i'es on #ess !han H< a $a.4 In a$$i!ion, o'er <AA mi##ion
%hi#$ren are #i'in- on !he s!ree!s4
-Iur!hermore / 2oreo'er3 use$ a! !he *e-innin- of a sen!en%e +hen a$$in- an impor!an! fa%! !ha! is
%onne%!e$ +i!h +ha! .ou ha'e 5us! sai$3 The $ru- has s!ron- si$e effe%!s4 Iur!hermore, i! %an *e
a$$i%!i'e4
IF
-as #on- as / on %on$i!ion !ha! / pro'i$e$ !ha!
OR
-a#!erna!i'e#.3 You %an -o up in!o !he moun!ains4 A#!erna!i'e#., .ou %an s!ro## aroun$ one of 8+i!Fer#an$;s
$e#i-h!fu# %i!ies +here !he o#$ mi&es +i!h !he ne+4
-on T+$ one han$ 444 on !he o!her han$"
/$-A.$
-As / sin%e3 As i! +as a ho! $a., !he. $e%i$e$ !o #ea'e a## !he +in$o+s open4 8in%e i! is $iffi%u#! !o pre$i%!
ho+ !he %#ima!e +i## %han-e, i! is no! possi*#e !o sa. +hi%h %oun!ries +i## suffer !he mos!4
-!han)s !o
-DUE TO/OWING TO 1 NOUN
The $e#a. +as $ue !o a pro*#em +i!h !he ship;s en-ines4
-DUE TO/OWING TO 1 T6E IACT T6AT 1 su*5e%! 1 'er*
The men $i$ mos! of !he +or) in !he fie#$s4 This +as par!#. $ue !o !he fa%! !ha! !he men +ere s!ron-er4
/.T2ALT+O.G+
-Whi#e / +hereas / *. %on!ras!
-6o+e'er3 $owever is usua##. use$ in !he mi$$#e of a sen!en%e, separa!e$ from !he res! of !he sen!en%e *.
%ommas3 :a%) an$ his fami#. mana-e$ !o es%ape *efore !he so#$iers arri'e$4 O!her fami#ies in !he 'i##a-e,
ho+e'er, +ere #ess #u%).4 Or i! %omes a! !he *e-innin- of a sen!en%e3 6e *e-an his a%a$emi% %areer as a
ma!hema!i%ian4 6o+e'er, his main a%hie'emen!s +ere in !he fie#$ of nu%#ear ph.si%s4
-Ne'er!he#ess3 Ne'er!he#ess is usua##. use$ a! !he *e-innin- of a sen!en%e, or a! !he en$4
-IN 80ITE OI/DE80ITE 1 NOUN
Despi!e his #a%) of forma# e$u%a!ion, he *e%ame one of !he +or#$;s #ea$in- ma!hema!i%ians4
-IN 80ITE OI/DE80ITE 1 'er* 1 ING
This +as a $inosaur !ha! +ei-he$ on#. <A !ons, in spi!e of *ein- some @J me!res #on-4
-IN 80ITE OI/DE80ITE 1 T6E IACT T6AT 1 su*5e%! 1 'er*
2an. peop#e are +orrie$ !ha! %e##phones ma. *e $an-erous !o hea#!h, $espi!e !he fa%! !ha! mos! of !he
resear%h su--es!s !ha! !here is #i!!#e ris)4
The Interpreter: Game to practice
direct / indirect questions and
reported speech.
This is a game for upper intermediate students and upwards. The main focus is the diferences
in structure between direct and indirect questions, something even the highest level English
speakers struggle with.
Arrange students into groups of 3. In each group you have 1 interviewer, 1 celebrity and 1
interpreter. Tell students that the interviewer and the celebrity dont speak the same language (in
fact they do, everyone must speak English during the exercise). The interviewer asks a question
to the celebrity but for the celebrity to understand the question it must be translated into an
indirect question by the interpreter. The celebrity can then answer the question but the
interpreter must report his / her answer back to the interviewer in reported speech. It can get a
little complicated, and careful monitoring is required but students tend to enjoy focusing on the
specifc grammar point in use. Here is an example of a typical exchange:
Interviewer: Where did you go to school?
Interpreter: He would like to know where you went to school.
Celebrity: I went to school in a big boarding school in the English countryside.
Interpreter: He says that he went to a big boarding school in the English countryside. OR He
said that he had been to a big boarding school in the English countryside.
For lower levels encourage the interpreters to report in the present tense to make it easier.
There is a lot of pressure on the interpreter, theyre basically doing all the hard grammar work,
so make sure you switch roles often.
Other indirect question beginnings could be:
Could you tell us.
He /she is interested to know..
He / she was wondering
Remember the form for yes / no questions:
Direct: Did you like your school?
Indirect: She was wondering if you liked your school.
If students need subjects to ask and answer questions about you can use some of the following:
<. you &avouite 8lm
=. you 8st day at school
3. what you did last weekend
>. you &avouite place in the whole wold
?. the best / wost thing about living whee you live
The celebrity students can give true answers about themselves or they can invent fantastical
lives for their celebrity persona.