Cambridge
Checkpoint English Richard Patterson and Alison Ramage
Stage 7: Workbook
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Contents Chapter 1 ● Writing to explore and reflect 1.1 What is writing to explore and reflect? 1.2 Extracting information from personal writing 1.3 Understanding writers’ language choices 1.4 Responding to personal writing 1.5 Controlling language in a presentation
1.6 Using verb tenses for effect in writing 1.7 Using vocabulary precisely in personal writing 1.8 Linking and structuring ideas 1.9 Reflecting on writing about personal experiences
Chapter 2 ● Writing to inform and explain 2.1 What is informative writing? 2.2 Selecting and summarising information 2.3 Understanding the audience and purpose of informative texts 2.4 Responding to informative texts 2.5 Interviewing to gather news
2.6 Planning an online news report 2.7 Clarifying and controlling ideas through language 2.8 Using direct and indirect speech to inform 2.9 Writing an online news report
Chapter 3 ● Writing to argue and persuade 3.1 What is writing to argue and persuade? 3.2 Making inferences from persuasive texts 3.3 Using quotations as evidence 3.4 Responding to persuasive texts
3.5 Contributing to a group discussion 3.6 Using complex sentences to develop ideas 3.7 Structuring an effective argument 3.8 Writing a persuasive letter
Chapter 4 ● Descriptive writing 4.1 What is descriptive writing? 4.2 Using quotations from descriptive writing effectively 4.3 Explaining how writers use different descriptive techniques
4.4 Responding to descriptive texts 4.5 Varying descriptive vocabulary 4.6 Varying sentences in descriptive writing 4.7 Using paragraphs constructively 4.8 Writing descriptively
Chapter 5 ● Narrative writing 5.1 What is narrative writing? 5.2 Identifying how writers communicate ideas in stories 5.3 Creating characters 5.4 Creating settings 5.5 Understanding story structure
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5.6 Responding to narrative texts 5.7 Speaking in character 5.8 Planning narrative writing 5.9 Punctuating speech in narrative 5.10 Structuring narrative writing 5.11 Writing a suspenseful narrative
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Chapter 6 ● Writing to analyse and compare 6.1 How do I analyse a text? 6.2 Analysing the presentation of plays 6.3 Discussing key ideas from a text 6.4 Analysing a poem’s shape, sound and structure
6.5 Introducing key points when analysing texts 6.6 Comparing two poems using analysis skills
Chapter 7 ● Testing your skills 7.1 Reading and writing questions on non-fiction texts 7.2 Reading and writing questions on fiction texts
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7.3 Practice questions
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Chapter 4 . Topic 1
What is descriptive writing? 1.
Draw a line to match the word(s) on the left with the correct description.
1 quickly
a definite article
2 white
b noun
3 can, must
c prepositions
4 does, am, has
d modal auxiliaries
5 respects
e auxiliaries
6 the
f adverb
7 cheapest
g superlative
8 although, or
h comparative
9 house
i adjective
10 up, during
2.
j conjunctions
What type of imagery is being used in each of the following examples?
a The stars were dancing heel and toe. b The stars glittered like diamonds. c The stars are diamonds.
3. a river
Choose two of the following items and describe each of them using simile, metaphor and personification. the sun
a car
the internet
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Chapter 4 . Topic 2
Using quotations from descriptive writing effectively 1.
Use the words in the box to complete the following rules for using quotations.
statement
no punctuation
colon
comma
a Use a after verbs such as ‘says’, ‘thinks’ and ‘writes’, when the quotation completes this verb. b Use a
to link an explanatory quotation to an
introductory
.
c Use when a (usually brief) quotation simply completes your sentence without pause.
2.
Is an ‘e’ or an ‘a’ missing from the following adjectives? Complete the words using the correct letter.
a conveni___nt b disobedi___nt c extravag___nt d independ___nt e pati___nt f reluct___nt
3.
Use the words from Question 2 to complete these sentences.
a The USA was the first British colony to become b I was
.
to ask him in case he got angry.
c Dinner is not until 9 p.m., so you’ll have to be d He has enough money to be
. when he likes.
e She couldn’t answer her phone because it was not the time. f That dog is so
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at
. He never does what I ask!
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Chapter 4 . Topic 3
Explaining how writers use different descriptive techniques 1.
Circle the word from the group on the right that does not rhyme with the word on the left.
a alone
phone zone town
b eyes
price size spies
c near
dear bear fear
d mud
flood food blood
e hood
good mood stood
f bees
knees niece fleas
g flew
sew
grew chew
h said
fed
paid shed
i there
star stair chair
j know
so
2.
slow now
Draw a line connecting the verbs on the left with the nouns on the right to make strong word partnerships.
1 display
a journey
2 undergo
b deadline
3 detect
c trend
4 put up with
d nonsense
5 distort
e wit
6 suffer
f humiliation
7 extend
g treatment
8 undertake
h history
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3.
Complete the crossword using key terms from this topic. 1
2
3
4
5 6
7
Across
Down
4. A kind of question that is used to make people think, rather than one expecting an answer. 6. When an object is described as if it has human characteristics. 7. A sentence that contains several linked images in order to build up an idea.
1. The main mood or emotion in a piece of writing. 2. A word that sounds similar to the actual sound it is describing. 3. A sentence that gets across an important idea without using many words. (2 words) 5. Using a word more than once to highlight its importance.
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Chapter 4 . Topic 4
Responding to descriptive texts Read the following sentences about concrete and abstract ideas. Number the sentences to put them in a logical order for a paragraph.
1.
By concrete we mean giving information, stating evidence, making observations. As writers, we need to engage both processes. Writing involves linking the abstract and concrete. By abstract we mean presenting ideas, making arguments, drawing conclusions, etc.
2.
Rewrite each of the following sentences in the correct order.
a is what / or judgement. / we supply / in the form of / Argument / an insight /
b a point. / Evidence / or illustrates / is what / proves /
c what we observe in our subject. / We need to / between / establish links / what we want to argue and
3.
Write down the key words from the information in Question 2. The first letter has been given to start you off. Use a dictionary to find out what these words mean.
a j ___ ___ ___ ___ ___ ___ ___ definition: Chapter 4: Descriptive writing
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b o ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ definition: c e ___ ___ ___ ___ ___ ___ ___ definition: d a ___ ___ ___ ___ ___ ___ ___ definition:
4.
Complete the crossword using vocabulary from this chapter. 1
2 3 4
5 6 7 8
Across
Down
4. A person or thing that watches (often on guard and from high up). 5. Making paler, weakening. 6. Animals that are pests and carry disease. 8. Tarmac road.
1. A simple, water dwelling plant. 2. Broken down and reused. 3. Parts, sections. 4. Residential areas around a city. 7. An area of enclosed land.
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Chapter 4 . Topic 5
Varying descriptive vocabulary
Read the following paragraph. There is one repeated verb in this extract. Find the verb and replace it with an appropriate alternative from the box.
1. chewing
devour them
consume
munching
nibble
After they had made me eat the green jelly they put another plate in front of me. On the plate were pieces of something that were black and hard. Very cautiously I started to eat one of them, a little at a time. It was nice – it tasted like everything beautiful in the world. I began to eat faster and faster, putting as many into my mouth as I could and eating hard to get as much of the nice taste as I could. I continued eating these until I was so happy I just couldn’t eat any more. Then I fell into a deep sleep.
Use your dictionary to find some more interesting alternatives for each of the bold words in the above paragraph.
2. a
plate
c
nice
b
something
d
putting
The descriptive words are in the wrong sentences in the list below. Write the correct word for each sentence in the space provided.
3. a
As we walked through the dry landscape, the three suns burned down on our backs until we were creeping in the heat.
b
We were so tired and exhausted that we didn’t notice a very small creature joyful up behind us.
c
Suddenly it made a sound like a very unhappy baby, its boiling making us jump.
d
We looked around in a panic, all our hearts squealing like drums.
e
It just looked at us in a curious way and started to laugh like a beating child.
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4.
Read this paragraph that follows on from the sentences in Question 3. Underline the spelling mistakes, then write the correct spellings in the space below.
As soon as the creature started lauhging, we all did too. It was a sweet looking thing, a cross between a rabit and a mouse. It had soft brown fur like a vevlet coat and enourmos fluffy ears and huge bleu eyes like cornflowers. Suddenly it stopped laughing, opened its muoth and began to speak. We were all astounded – craetures like this do not normally speak where we come from. ‘You must come with me,’ it whispred quietly. Although the animal was very small, we felt we had no chioce and so, without saying anything to one another, we turned around and folowed it.
5.
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Complete these questions to ask about each of the five senses. Write a question prompt for each of these sentences in your notebook.
a
What does it
like?
b
What does it
like?
c
What does it
like?
d
What does it
like?
e
What does it
like?
6.
Using the questions from Question 5, note down some descriptions of the monster in this picture. Try to use similes and metaphors as well as adjectives.
7.
Write a descriptive paragraph about the monster in this picture. Be as creative and imaginative as you can.
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Chapter 4 . Topic 6
Varying sentences in descriptive writing Read this paragraph, then complete the information about when to use commas with adjectives.
1. not
different
adjectives
noun
Through the tall metal fence I could see the house at the end of the long, straight and very overgrown drive. It was not as big as I thought it was going to be but it had an impressive grandeur. The roof was covered in typical red terracotta tiles that I had seen in buildings all over the island. Each window was flanked by dark green wooden shutters. Clearly these had been recently painted as they reflected the strong, clear, midday sun. Most imposing of all was the door; huge stone columns on either side, a massive piece of dark, polished and very shiny wood made up the door itself and the whole thing was topped off with an arch of unusual proportions. Before a
, we generally use commas between the that give similar types of information about the noun.
However, we do describing
2.
put a comma between adjectives if they are characteristics of the same noun.
Answer the following questions about the paragraph.
a
Why does the author use the connective ‘but’ in the second sentence?
b
Which two pieces of description are contradictory?
c
Where does the writer use the ‘rule of three’?
Look at the following adjective phrases. Tick the phrases where the adjectives appear in a logical order.
3. a
a thin young black cat
c
a big square brown leather suitcase
b
some Spanish old shoes
d
a huge white American plastic cup Chapter 4: Descriptive writing
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4.
Rewrite the following phrases, putting the opinion adjectives in brackets in the correct place. Add commas if necessary.
a
a thin young black cat (silly) _________________________________________________
b
a big square brown leather suitcase (beautiful) _______________________________
5.
Read this paragraph about the house in Question 1. Add the correct punctuation. There is a mixture of simple, compound and complex sentences.
I felt very nervous as I opened the gates and started to walk up the drive even though I had an appointment I was certain there was no one at home as I got closer to the house it seemed even emptier the windows looked out like blind eyes and the only sound was of my feet on the drive when I reached the front door I had almost decided to turn around and leave suddenly the door opened and a large man loomed up over me…
6.
Complex sentences with subordinate clauses are used to add information. What extra information has the writer added to the following:
a
having an appointment
b
the house
7.
Commas can be used to introduce subordinate clauses that give more detail about the main subject of the sentence. Match phrases a–d with gaps 1–4 in the paragraph.
a
the collars and cuffs were worn and frayed
c
as his hair and beard were long and straggly
b
his voice was soft and gentle
d
making me gasp in surprise
Suddenly the door opened and a large man loomed over me, 1 Even I couldn’t decide if he though he was smartly dressed in a black suit, 2 When he finally spoke, 4 and was the butler or my host’s father, 3 I had to lean in closer to hear him. ‘Come this way, sir,’ he whispered.
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Chapter 4 . Topic 7
Using paragraphs constructively When writing a descriptive piece, it can help to think about your place in the story. Complete the mind map with questions words.
1.
are they / am I doing here? is here?
Questions
are they / am I here?
are they / am I here? they / I get here?
2.
Answer the questions in the spider diagram using the following picture.
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3.
Look at the picture again. What name would you give this place? Try to come up with something really creative.
4.
Many descriptions begin with what can be seen. To vary your writing, think about how the other senses could create a fascinating introduction to a place. Write two sentences describing the place in the picture using one of the other senses.
5.
It is important to consider carefully the information you should include and the order in which to put it. For example, the answer to the question ‘When?’ might only be important if you are going to write about some time in the past or future. Complete the following grid to choose which information to include.
Introduction
Second paragraph
Question:
Question 1:
Sense:
Question 2: Sense 1: Sense 2:
6.
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Using the ideas from the grid, write an introductory and second paragraph based on the picture.
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Chapter 4 . Topic 8
Writing descriptively
Look at the list of words from the extract below. Draw a line to match each word to its correct meaning.
1. 1
implacable
a
something really big
2
waddling
b
cannot be stopped
3
elephantine
c
walking like a duck or goose
4
mire
d
to get more and more of something
5
blinkers
e
things that go on a horse’s head so that it can only see in front of it
6
to accumulate
f
wet, slimy soil; deep mud
2.
Read the extract and answer the following questions. Use a dictionary if you need to.
London. Michaelmas term lately over, and the Lord Chancellor sitting in Lincoln’s Inn Hall. Implacable November weather. As much mud in the streets as if the waters had but newly retired from the face of the earth, and it would not be wonderful to meet a Megalosaurus, forty feet long or so, waddling like an elephantine lizard up Holborn Hill. Smoke lowering down from chimney-pots, making a soft black drizzle, with flakes of soot in it as big as full-grown snowflakes – gone into mourning, one might imagine, for the death of the sun. Dogs, undistinguishable in mire. Horses, scarcely better; splashed to their very blinkers. Foot passengers, jostling one another’s umbrellas in a general infection of ill temper, and losing their foot-hold at streetcorners, where tens of thousands of other foot passengers have been slipping and sliding since the day broke (if this day ever broke), adding new deposits to the crust upon crust of mud, sticking at those points tenaciously to the pavement, and accumulating at compound interest. From Bleak House by Charles Dickens
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a What season of year is the Michaelmas term?
Vocabulary Michaelmas term: one of the trimesters in the English legal and academic calendar
b How long is a Megalosaurus?
Lord Chancellor: the most senior legal position in England Lincoln’s Inn Hall: a place in London where lots of lawyers practise
c How big are the flakes of soot?
Holborn Hill: a road in central London d What have the passengers been infected with?
e What is compound interest?
3.
Dickens is describing an early morning in London. Number the following subjects in the order in which he describes them in the paragraph. what’s in the air
the streets
people
animals
Why do you think Dickens chose this order for his description?
4.
Underline the parts of the extract that match the following descriptions.
a The ground is so muddy that it looks like we are back in prehistoric times, after the Ice Age, when dinosaurs roamed Earth. b There is so much ash and smoke in the sky it looks like it is snowing black snowflakes. c The dogs are covered in dirt, and the horses are up to their eyes, so that you can hardly see them in all the mud in the streets. d Bad-tempered pedestrians are slipping and sliding on the mud on the street corners.
5.
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Circle all the similes in the paragraph. Cambridge Checkpoint English Workbook 7
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