Cambridge
Checkpoint English Richard Patterson and Alison Ramage
Stage 8: Workbook
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Contents Chapter 1 ● Writing to explore and reflect 1.1 Writing for a purpose 1.2 Finding relevant information and specific detail 1.3 Distinguishing between fact and opinion 1.4 Reflecting on historical writing
1.5 Developing presentation skills 1.6 Adding information with complex sentences 1.7 Using language to reflect and explore 1.8 Writing about significant events
Chapter 2 ● Writing to inform and explain 2.1 Explaining how writers present and organise texts for effect 2.2 Identifying relevant information distinguishing between fact and opinion 2.3 Responding to informative texts 2.4 Explaining things clearly in speech 2.5 Planning a report
2.6 Using connectives to explain information clearly 2.7 Varying sentence structure to make explanations clear and engaging 2.8 Using colons and semicolons to include more detail 2.9 Writing a report on a recent invention
Chapter 3 ● Writing to argue and persuade 3.1 What is writing to argue and persuade? 3.2 Identifying main ideas and viewpoints 3.3 Exploring how argument texts are organised 3.4 Comparing writers’ points of view
3.5 Preparing a formal debate 3.6 Using phrases to develop persuasive sentences 3.7 Structuring an effective persuasive text 3.8 Writing a persuasive email
Chapter 4 ● Descriptive writing 4.1 Analysing how description shapes character 4.2 Tracing character development using inference 4.3 Exploring responses to description 4.4 Using different levels of formality 4.5 Planning descriptive writing
4.6 Matching descriptive language to speech context 4.7 Varying vocabulary to keep the reader’s interest 4.8 Using sentence lengths and styles for effect 4.9 Writing a character description
Chapter 5 ● Narrative writing 5.1 Exploring narrative structure 5.2 Openings that engage the reader 5.3 Understanding how language creates suspense
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5.4 Exploring responses to narrative 5.5 Matching narrative form to purpose 5.6 Investigating character with hot-seating 5.7 Creating characters through voice and vocabulary
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5.8 Using punctuation to develop detailed characters
5.9 Structuring diary narrative 5.10 Writing a story with a message
Chapter 6 ● Writing to analyse and compare 6.1 Tracing a writers’ views and ideas across a prose text 6.2 Analysing preferences and opinions 6.3 Analysing how themes are conveyed in a play 6.4 Develop and evaluate drama and discussion skills
6.5 Tracing feelings and perspectives in poems 6.6 Using connectives to compare similarities and differences in texts 6.7 Analysing two poems on the same theme
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 Assessing your progress: non-fiction reading and writing 7.4 Assessing your progress: fiction reading and writing
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Chapter 4 ∙ Topic 1
Analysing how description shapes character 1.
Arrange the phrases to produce logical sentences.
a many different techniques / and feelings. / and show / to describe characters / Writers use / their thoughts
b and explain / You need to be able / develops characters / how a writer / to identify / through description.
c how to identify / with a quotation. / about a character / You now know / and support it / an idea
d to show ideas. / the writer / to think / Now you need / uses language / about how
2.
Look at the vocabulary in the box. Practise saying them aloud. Use them to complete the information about Midas.
synonym exemplifies harm ability mythology benefitted intelligence folly touch King Midas is a popular character from Greek best remembered for his
who is to turn everything he touched
into gold. This ability came to be known as the Midas Although his name has become a
. for ‘rich man’, Midas
little from his wealth. He was not a bad man.
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4 .1 Rather, the story of Midas is as bad as sin. Midas meant no
the idea that ; he simply did not use his
.
3A.
It is important to learn the stress of multi-syllable words. Practise saying the words aloud. Put each of these words into the correct list based on stress pattern. The X indicates the syllable with the stress.
accommodation electricity decorator dedication investigation opportunity equaliser entertainment reciprocation international reservation speculator a XOOO
b OOXO
c OOXOO
d OOOXO
3B.
Practise saying the words aloud. Emphasise the stress patterns.
4.
Write sentences with superlative adjectives using the following prompts.
Example: Michael Jackson / famous singer / all time. Michael Jackson is the most famous singer of all time. a In my opinion, Ted Hughes / good poet / 20th century.
b Who / old / your three brothers?
c According to the sources, Robert Downey Jr / high paid actor / world.
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d In Australia, June / cold month / year.
e The / expensive picture / sold / painted by Van Gogh.
f Alison is very quiet, but she / intelligent person / my Spanish class.
g What / fast way / get there from here?
h Russia / large country / world / but China / high population.
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Chapter 4 ∙ Topic 2
Tracing character development using inference Draw a line linking the type of character (on the left) with their description (on the right).
1.
Central character
the obstacle that the protagonist must overcome
Minor character
have complex personalities
Dynamic
change over time
Static
do not change over time
Round
compliment central characters / move plot forward
Flat
notable for having one main personality trait
Protagonist
the plot revolves around these characters
Antagonist
the hero in the story
Number the sentences to produce a logical paragraph describing the concept of a ‘character arc’.
2.
This weakness, then, becomes a driving element of the plot. In many narratives, the protagonist seems unable to resolve his / her problems. Eventually, the protagonist learns a new skill, or has a moment of clarity, enabling him / her to resolve the problem. A character arc is a description of what happens inside a character over the period of the story. That is to say, a character may appear to be one sort of person at the beginning of the story, and then change into another sort of a person as they respond to things happening around them.
3.
Some pairs of words are confusing. Circle the correct word (in brackets) to complete each sentence.
a They (wandered / wondered) around the park, looking at the flowers. b The (stationary / stationery) cupboard contains all the office supplies.
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c The (scene / scenery) around the mountain resort was breathtaking. d I lost a button on my trousers and had to have a new one (sowed / sewed) on. e You cannot return items to the shop without a (receipt / recipe). f After the new government is elected we expect a (raise / rise) in taxes. g My in-laws recently got a (permission / permit) for handicapped parking. h Essays should be produced with an (imaginary / imaginative) audience in mind. i The Harvard Crimson once ran the famous newspaper (headline / title), ‘Harvard beats Yale 29-29’. j I haven’t been back to visit my home town (during / for) 7 years. k He didn’t get home (by / until) 10 p.m. By that time, the family had finished supper. l The thorough (control / inspection) of luggage caused massive queues at the airport.
4.
Are the following statements True (T) or False (F)?
a Villains often appear to be pleasant characters when we first meet them in a story. b To imply something means to present your reader with indisputable facts in order to strengthen your argument. c To infer something from a text is to work out meaning by considering an author’s choice of words. d It is impossible to make an inference about a character’s motivation based on a description of their appearance. e It is unusual to see more than one adjective in front of a noun. f Describing a ‘long hard day at work’ may be a way for the author to imply that a character is presently feeling tired.
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Chapter 4 ∙ Topic 3
Exploring responses to description 1.
Arrange the letters to spell vocabulary from Topic 4.3.
a d/e/c/t/h/e
b n/o/c/v/i/e/c/e
c s/e/t/l
d j/e/t/p/r/o/g/c/i/n
e s/o/e/p
f w/o/b/e/l/s
g m/e/p/u/r/s/e
h s/e/t/r/a/c
2A.
Draw a line to match the descriptions of different types of figurative language (on the left) with the terms they describe (on the right).
1 transfers human characteristics or actions to inanimate objects, e.g. the stars were dancing heel and toe
a metaphor
2 transfers sense impressions (sight, sound, smell, touch, taste) to objects with which they are not normally associated, e.g. see a taste, smell a colour, feel light
b simile
3 transfers aspects of one object to another in order to achieve a new, wider or more vivid meaning, e.g. the stars are diamonds, life is a journey
c synecdoche
4 a part of something is carried over to stand in place for the whole thing, e.g. lend me your ears, all hands on deck
d metonymy
5 explains metaphorical transference by words such as like, as or as if, e.g. the stars glittered like diamonds
e personification
6 the name of a thing is transferred to take the place of something else with which it is associated, e.g. Hollywood has had a record year at the box office, we must check with the crown before further action is taken
f synaesthesia
2B.
Can you think of three more examples of metonymy? Use the internet to help you brainstorm.
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3.
‘Affect’ and ‘effect’ are words that often get confused. Fill in the blanks in the sentences below with either affect or effect.
a What kind of dinner party?
will this terrible weather have on your
b The early frost is bound to c The full
the crops. of the economic disaster has yet to be felt.
d His sedentary lifestyle will eventually have an adverse on his health. e The
of the tornado was evident as we toured the city.
f The prices of products in the supermarket are directly by supply and demand.
ed
g The new manufacturing techniques were implemented to improvements in productivity. h Television has a strong
4.
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on public opinion.
Circle the one of the three words on the right that does not rhyme with the word on the left. Say the words aloud to help you make a choice.
a bun
ton son on
b hair
fair here there
c fear
pier near pear
d sweet
sweat meat seat
e pale
sell sail nail
f peace
police please fleece
g whole
goal soul jail
h insist
detest list
i thumb
some thump dumb
j clear
sincere bear beer
k weight
ate
l worse
course curse nurse
persist
freight height
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Chapter 4 ∙ Topic 4
Using different levels of formality Complete each sentence using one of the formal words from the list below. At the end of the sentence, write a simple, conversational word or phrase that means the same thing.
1.
ascertain remunerate comprehend exceed commence adhere terminate decline Example:
decline
We must
your invitation to dinner, due to a prior engagement.
turn down a Our conference did not
b I fail to
at the scheduled time.
how a company can make such a fundamental
marketing blunder. c Although the film did not our expectations, we can still recommend it as a welcome change from current Hollywood product.
d Although we objected to the way things were going, we promised to to the original production schedule. e Due to a clash of fundamental values, we have decided to our business relationship with Acme Steel Co.
f We were unable to
whether or not the product was
being built to the latest specifications. g Although I worked many evenings until 9 p.m., the company failed to me for any overtime hours.
2.
Using your notebooks, write a formal letter to your teacher asking for an extension on the due date for your end of term essay. Be sure to use language that will convey a respectful tone.
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Chapter 4 ∙ Topic 5
Planning descriptive writing
1A.
Look at the picture. Underline which of the following words can be used in the description of the scene?
many people old buildings shadows animals young man tall modern buildings
pavement forest old people
houses trees
1B.
For all of the correct answers find more interesting synonyms or add appropriate adjectives to create a more exciting description. You can use your dictionary to help you.
2.
You want to write a description of this as part of your story. In what order would you describe these things? Number them from 1–7.
The character of the young man
What the young man is thinking
The weather
The other people
The way the young man looks
Other aspects of the environment: trees, etc.
The buildings
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Chapter 4 ∙ Topic 6
Matching descriptive language to speech context You were a witness to this car accident where no one was hurt.
1.
Look at the words in the box and decide which words you would use when telling the story to your school friends (F) and which words you would use if you were writing a description of what you saw for an English exam (E). Some words can be used for both. car crunch
crash accident
collision coupé
vehicle pile-up
bang
In which of the above contexts would you expect to find the following? Mark them F or E.
2A. a
You’ll never guess what I saw today!
b
Can you believe it?
c
There was a collision on the main road between two vehicles.
d
I immediately called the emergency services.
e
Of course I called 999 straight away.
f
Thankfully no one was hurt.
g
It was very good news that no one was injured.
h
It was a great shock.
2B.
Chose one of the contexts and complete the description of the accident.
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Chapter 4 ∙ Topic 7
Varying vocabulary to keep the reader’s interest The following text comes from the beginning of Great Expectations (1861) written by Charles Dickens. Dickens is one of the greatest writers in the English language and he was particularly skilled at writing descriptions of people. In this extract the narrator of the book, Pip, an orphan of about eight years old, goes to the local graveyard to look at the graves of his parents and brothers and sisters.
“Hold your noise!” cried a terrible voice, as a man started up from among the graves at the side of the church porch. “Keep still, you little devil, or I’ll cut your throat!” A fearful man, all in coarse grey, with a great iron on his leg. A man with no hat, and with broken shoes, and with an old rag tied round his head. A man who had been soaked in water, and smothered in mud, and lamed by stones, and cut by flints, and stung by nettles, and torn by briars; who limped, and shivered, and glared, and growled; and whose teeth chattered in his head as he seized me by the chin. “Oh! Don’t cut my throat, sir,” I pleaded in terror. “Pray don’t do it, sir.” “Tell us your name!” said the man. “Quick!”
Vocabulary lame: with a weak leg, unable to walk well flints: a specific type of very hard stone, once used to start fires nettles: wild plants that sting briars: wild plants that have sharp thorns steeple: a tower of a church
“Pip, sir.” “Once more,” said the man, staring at me. “Give it mouth!” “Pip. Pip, sir.” “Show us where you live,” said the man. “Point out the place!” I pointed to where our village lay, on the flat in-shore among the alder-trees and pollards, a mile or more from the church. The man, after looking at me for a moment, turned me upside down, and emptied my pockets. There was nothing in them but a piece of bread. When the church came to itself,— for he was so sudden and strong that he made it go head over heels before me, and I saw the steeple under my feet,— when the church came to itself, I say, I was seated on a high tombstone, trembling while he ate the bread ravenously.
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4 .7 1.
Read the text and mark the following statements True (T) or False (F). Correct the false ones in your notebooks.
a Pip is inside the church when he meets the man. b The man is wearing clothes of a coarse grey cloth. c The man isn’t wearing any shoes. d The man grabs Pip by the arms. e The man asks Pip to speak louder. f Pip lives in a village. g Pip has some money in his pockets. h The man is very hungry.
2.
The main description of the man is in the second paragraph of the extract. Read this again and answer the following questions in your notebooks.
a What word could be used instead of ‘fearful’? b What is the significance of the man having no hat? (Remember this was written in 1861.) c What does the description of the man’s clothes tell us about him? d Why doesn’t Dickens just say the man was wet and muddy? e What is the effect of the repetitive use of the ‘verb + by + noun’ structure? f Why does Dickens put a semicolon after ‘briars’? g How many adjectives does Dickens use in this description? Underline them. h How many main verbs does Dickens use in this description? Circle them. i Is there anything surprising about the answers to g) and h)?
3.
Who do you think this man is? Why is he hungry? Where has he come from? Answer these questions in your notebook.
4.
Using your notebooks, re-write the second paragraph as if you were telling your friends about this man you have seen in the graveyard. Use more adjectives and informal grammatical structures.
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Chapter 4 ∙ Topic 8
Using sentence lengths and styles for effect 1.
A sentence as long as this:
While Pip was walking in the graveyard he met a frightening man who shouted at him and grabbed him by the throat. is essentially just saying: Pip met a man. The long sentence can be reduced in stages, with each stage being grammatically correct. a While Pip was walking in the graveyard he met a frightening man (who shouted at him and grabbed him by the throat ). b While Pip was walking in the graveyard he met a man (frightening ). c While Pip was walking he met a man (in the graveyard ). d Pip met a man (While…was walking he ). Identify what language form has been deleted at each stage of the reduction.
2.
Using the same process as in Question 1, reduce the following sentence.
The poor old man was shaking angrily as he tipped Pip upside down and shook him until the bread came out of his pockets. The poor old man was shaking angrily as he tipped Pip upside down and shook him ( ). The poor old man was shaking angrily as he tipped Pip upside down ( ). The man was shaking angrily as he tipped Pip upside down ( The man tipped Pip upside down (
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).
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Chapter 4 ∙ Topic 9
Writing a character description 1.
All the words in the crossword are key terms from Chapter 4. Try to complete the crossword without looking in your Student Book. 1
2 3 4
5
6
7
8
9
10
Across
Down
2. describes a verb 4. a word that describes a noun (thing) 6. to work out what someone is implying through their choice of words 7. saying or writing something more than once to create an effect 8. type of adjective describing the most that something can be 9. to suggest something through your choice of words, rather than saying it directly 10. the character in a piece of writing who tells the story
1. a type of comparison that describes one thing as if it is something else 3. when an object is described as if it has human characteristics 5. in speech, the emotion, mood or feeling conveyed by your voice 8. a comparison between two things that uses the words ‘as’ or ‘like’
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