Cambridge

Checkpoint English
Richard Patterson and Alison Ramage

Stage 9: Workbook

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 Contents
Chapter 1 ● Writing to explore and reflect
1.1 What is travel writing?
1.2 Selecting and noting key information in
travel texts
1.3 Comparing tone and register in travel
texts
1.4 Responding to travel writing
Chapter 2 ● Writing to inform and explain
2.1 Matching informative texts to audience
and purpose
2.2 Using formal and informal language in
information texts
2.3 Comparing information texts
2.4 Using discussion to prepare for a
­written ­assignment
2.5 Planning information texts to suit
­different audiences
Chapter 3 ● Writing to argue and persuade
3.1 Reviewing persuasive techniques
3.2 Commenting on use of language to
persuade
3.3 Exploring layers of persuasive language
3.4 Responding to the use of persuasive
language
3.5 Adapting grammar choices to create
effects in argument writing
Chapter 4 ● Descriptive writing
4.1 Analysing how atmospheres are
­created
4.2 Developing analysis of a description
4.3 Analysing atmospheric descriptions
4.4 Using images to inspire description
4.5 Using language to develop an
­atmosphere
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1.5 Understanding grammatical choices in
travel writing
1.6 Varying sentences for effect
1.7 Boost your vocabulary
1.8 Creating a travel account
2.6 Shaping paragraphs to suit audience
and purpose
2.7 Crafting sentences for a range of
effects
2.8 Making explanations precise and
­concise
2.9 Writing encyclopedia entries
3.6 Organising a whole argument
­effectively
3.7 Organising an argument within each
paragraph
3.8 Presenting and responding to a
­question
3.9 Producing an argumentative essay
4.6 Sustaining a cohesive atmosphere
4.7 Creating atmosphere through
­punctuation
4.8 Using structural devices to build up
atmosphere
4.9 Producing a powerful description
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 Chapter 5 ● Narrative writing
5.1 Understanding story openings 5.7 Creating character
5.2 Exploring setting and atmosphere 5.8 Using tenses in narrative
5.3 Introducing characters in stories 5.9 Using pronouns and sentence order for
5.4 Responding to powerful narrative effect
5.5 Pitching a story 5.10 Creating a thriller
5.6 Creating narrative suspense and climax

Chapter 6 ● Writing to analyse and compare

6.1 Analysing implicit meaning in 6.4 Comparing effectively through
non-fiction texts punctuation and grammar
6.2 Analysing how a play’s key elements 6.5 Analysing two texts
create different effects
6.3 Using discussion skills to analyse
carefully

Chapter 7 ● Testing your skills

7.1 Reading and writing questions on 7.3 Assessing your progress: non-fiction
non-fiction texts reading and writing
7.2 Reading and writing questions on 7.4 Assessing your progress: fiction reading
­fiction texts and writing

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 Chapter 3 . Topic 1

Reviewing persuasive
techniques

1. What does the acronym AFOREST stand for? Try not to look at the
Student Book when answering.

A=

F=

O=

R=

E=

S=

T=

2. Number the following sentences to produce a logical paragraph on the

topic of persuasive writing.

That is, it is a way of changing an audience’s attitudes, beliefs and behaviours.

Persuasive writing is the ability to influence opinion.

Writers must use words skilfully in order to be persuasive.

Ultimately, the value of persuasive writing is that it achieves its goal without
threats or manipulation.

Their words must break down resistance and motivate action.

3. Are the following statements about persuasive texts true (T) or false (F)?

a The overall tone of a text should match the author’s personality.

b Persuasive texts differ from argumentative texts because they present

opinions.

c Emotive language is not appropriate in advertising.

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 Chapter 3 . Topic 2

Commenting on use of
language to persuade

1. The missing words in the following idioms are all colours. Fill in the gaps.
Some colours are used more than once.

a When I learned that the Russians had beaten the United States with the first
manned spaceflight, I saw .

b The rocket waited for take-off on the Cape Canaveral launch pad, until
Houston gave them the light.

c The Russian astronaut suffered a eye when he was hit in

the head by a flying wrench.

d The first few images of ‘Earthrise’ – the famous picture of Earth taken from
the moon – were in and white.

e Overspending on the NASA space programme helped to put the US budget in

the .

f The Soviet cosmonaut told a lie to avoid hurting the

Americans’ feelings.

g The idea for John Glenn to run for political office in the USA came out of the
.

h He gave me a look when he learned I had been chosen

to crew the flight and he had not.

2. Draw a line between the words on the left with those on the right to
make strong word partnerships.

1 space a barrier

2 launch b spacecraft

3 sound c force

4 moon d pad

5 test e race

6 gravitational f space

7 outer g walk

8 manned h pilot

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 Chapter 3 . Topic 3

Exploring layers of persuasive

language

1. Rearrange the letters to spell words related to space exploration.

a g/o/y/e/v/a

b h/i/v/e/s/e/c/l

c l/a/s/t/p/i/g/f/h/e/c

d w/e/s/t/s/i/g/h/s/n/e/e/l/s

e s/a/i/l/t/o/r/b/u/b

f e/h/r/a/t

2. Writers use different language to describe future events. Look at

the sentences below about things that are going to happen and the
descriptions a–f underneath. Match the explanations to the sentences by
writing a letter in each box.

I’m sure that suborbital spaceflight will soon be available to private citizens.

I’m going to miss the launch when it is shown on TV.

Let’s go on the guided tour of the space centre. I’ll pay!

Look at those clouds. It’s going to be raining by the time the rocket is due to
launch.

The shuttle to Cape Canaveral leaves in exactly eight minutes.

They are travelling to Mars next year.

a There is evidence now about a future event.

b There is a long-term decision about the future.

c Something the writer thinks is certain to happen.

d A speaker’s decision formed at the moment of speaking.

e A prediction based on something the writer can already see.

f Events fixed by a timetable.

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 3. Writers use euphemisms to conceal bias or reflect a character’s emotional
state. Draw a line from the euphemism on the left to its explicit meaning
on the right.

1 passed away a short

2 fell off the back of a truck b homeless

3 on the streets c unemployed

4 big boned d died

5 between jobs e accidental death

6 vertically challenged f garbage man

7 sanitation engineer g overweight

8 collateral damage h stolen

4. In the following sentences, do ‘might’ and ‘could’ have similar meanings

or different meanings? Write ‘similar’ or ‘different’ above each pair of
sentences.

a
Private individual might travel into space in the future.
Private individuals could travel into space in the future.

b
I could not buy a flight into space.
I might not buy a flight into space.

c
Start saving your money for that trip into space now. It could be expensive.
Start saving your money for that trip into space now. It might be expensive.

d
I could have left my purse in the spaceship.
I might have left my purse in the spaceship.

e
He could have joined NASA as a young pilot.
He might have joined NASA as a young pilot.

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 Chapter 3 . Topic 4

Responding to the use of

persuasive language

1. Unscramble the sentence to find information about space exploration.

a solar system / will bring / closer together. / Exploring the / as a united

humanity / us all

b will aid / of our solar system. / our understanding / Human settlement / of the
origins / on Mars

c 2020. / for this settlement / mission / depart in / To prepare / the first

unmanned / is scheduled to

d the next giant / Mars One’s efforts / mankind. / Join / to enable / leap for

e A habitable settlement / the first crew / depart Earth. / will await / before they

f will / in the years / The hardware needed / ahead of the / be sent / humans. /
to Mars

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 2. Are the following statements about the Mars One programme true (T) or
false (F) according to the text?

a The Mars One programme is important because it is the final goal of space
exploration.

b Space crews made up of members from different countries are likely to divide
countries even further.

c There may be all sorts of problems with living on Mars.

3. Look at the six groups of adjectives below. Choose a noun from the word
bank to go with each one.

network partnership mission observation programme role

a fact-finding, goodwill, hazardous, secret

b active, dual, leading, minor

c comprehensive, far-reaching, official, worthwhile

d close, loose, profitable, unlikely

e astute, casual, around-the-clock, shrewd

f efficient, extensive, old-boy, worldwide

4. The following sentences contain words that are often confused.

Underline the correct word to complete each sentence.

a One of the principle / principal dangers of spaceflight is the loss of cabin pressure.

b During launch, the consequences / sequences of flipping the wrong switch can
be huge.

c I wander / wonder if we will see humans on Mars within our lifetime?

d Have you ever stopped considering / to consider the rising popularity of

science fiction movies?

e I need to cut down on the amount of time I spend looking at / watching the
news on TV.

f I wonder what people did before TV was discovered / invented.

g Weather / Whether time spent watching films is well spent is open to question.

h The space programmes of the 21st century leave / let a lot to be desired.

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 Chapter 3 . Topic 5

Adapting grammar choices

to create effects in argument
writing

1. Correct the spelling mistakes. Not all the words are spelled incorrectly.

a fundementally

b totally

c exponantially

d imposibly

e certianly

f simply

g extraordinarly

h esentially

i basically

j obviuosly

k unquestionably

l uterly

m significently

n considarably

2. Find the antonyms of the following adverbs. Use a dictionary or

thesaurus to help if you need to.

a fundamentally

b totally

c impossibly

d certainly

e simply

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 f extraordinarily

g obviously

h unquestionably

i significantly

j considerably

3. Being able to make nouns out of other words can help you write
powerful arguments. Turn the adverbs and their antonyms from
Question 2 into nouns.

a fundamentally

b totally

c impossibly

d certainly

e simply

f extraordinarily

g obviously

h unquestionably

i significantly

j considerably

4. What five different types of noun forms do you notice in Question 3?

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 Chapter 3 . Topic 6

Organising a whole argument

effectively

1. Complete this definition of an argument essay.

An argument essay is a of essay where

try to convince your reader to with your opinion on a
topic.

2. Which of the following features should a good argument essay contain?

Underline the answers.

a a description of the problem b a summary of others’ arguments

c an explanation of the issue d rebuttals to the others’ arguments

e a clear thesis statement f solutions to the problems

g reasons for the problems h your own arguments

3. There are three main ways that you can write an argument essay: standard,
point by point and block. Complete the grid with phrases from the box.

statement of first counter-argument + your rebuttal

summary of the counter-arguments
advance your arguments
statement of third counter-argument + your rebuttal

Standard Point by Point Block

introduction / introduction / explanation of introduction /
explanation of the issue the issue explanation of the issue
advance your argument

develop your argument statement of second counter- rebuttal to the counter-

argument + your rebuttal arguments
introduce counter- statement of third counter-
argument argument + your rebuttal

rebuttal to the counter- conclusion with your develop your argument

argument argument
conclusion – conclusion

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 4. When you are writing an essay, it is important to have a good structure
and to link your paragraphs clearly. Look at these four topic sentences
from the four main paragraphs of an essay called ‘Why everyone should
speak English’. Put the sentences in an appropriate order by numbering
them 1–4.

Some people suggest that the rise of English will diminish their own culture.

Cultural identities are not necessarily destroyed by the addition of another

language.

Communications will be easier throughout the world.

Everyone who speaks English will have access to a world of opportunities.

5. Analyse the topic sentences in Question 4 by underlining the topic and

circling the controlling idea.

6. Imagine you are planning an essay that takes the opposite view – ‘English
should not be the world’s global language’. Complete the grid with your
ideas, then write a good topic sentence for each one.

Counter-argument Idea Topic sentence

rebuttal

advance my argument

develop my argument

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 Chapter 3 . Topic 7

Organising an argument
within each paragraph

1. Read the following text and answer the questions below.

Cultural identities are not necessarily destroyed by the addition of another

language. Despite some people’s concern about the dilution of their culture,
evidence has shown that the existence of another spoken language rarely
damages the use of the native language. Indeed, quite often the result is
the opposite; as people perceive the threat of the incoming language, they
work harder to preserve their original cultural traditions. Often this active
promotion of culture increases cultural awareness in the community where
otherwise it may have died out through apathy.

a What are the three key terms in the topic sentences?

b Find words in the rest of the paragraph that relate to these three terms and
underline them.

c What do you notice?

2. Complete this sentence about coherence in paragraphs.

We can give coherence to our paragraphs by repeating the same

, synonyms or words in the same word
throughout the paragraph.

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 3. Read the following text and answer the questions below.

Everyone who speaks English will have access to a world of opportunities.

There are more people in the world who have English as a second or third
language than there are native speakers of English. These people not only
have the ability to succeed in their own country either in national companies
or international companies, but they can also travel to other countries where
English is the first or a common language to seek work and enhance their
careers. Indeed, for those who can communicate in English, the world really
is their oyster.

a What is the subject of the topic sentence?

b Underline all the words in the text that refer back to this subject.

c What do you notice?

4. Complete the paragraph below using appropriate pronouns.

Learners of any foreign language embark on a long and sometimes difficult journey.
While may start with considerable enthusiasm, often the
hard work of learning all the vocabulary can put off and
give up. However, for who persevere
and succeed, the rewards are considerable. will have the
pleasure of being able to live and work in another culture.
may also find developing a new identity in that culture.
Something that will enhance both character and enrich
lives.

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 Chapter 3 . Topic 8

Presenting and responding to

a question

1. Look at this list of suggestions for giving

a presentation. After each one, write ‘Do’
or ‘Don’t’.

a Keep it short and simple.

b Put all your notes on the slides.

c Limit your notes.

d Prepare in plenty of time.

e Create a clear structure for your presentation.

f Prepare too much material.

g Prepare good, clear, short notes.

h Try to do it without notes.

i Accept that everyone feels a bit nervous before speaking.

j Carefully plan and practise the start.

k Read out a script word for word (verbatim).

l Rock or sway on your feet, and use repetitive gestures.

m Make your visual aids or slides cluttered.

n Make sure you speak clearly, with pace and enthusiasm.

o Maintain eye contact with your audience.

p Speak quickly, mumble or use a monotone.

q Plan the conclusion with care.

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 Chapter 3 . Topic 9

Producing an argumentative
essay

1. Put these steps for producing an argumentative essay in the correct order.

Write a thesis statement. This can either state just your point of view or both
sides of the argument.

Research your topic to get facts, opinions and examples for both sides of
the argument.

Make notes of any important quotes you would like to use, but don’t forget
to record where you got them from.

Decide which structure you will use: standard, block or point by point.

Decide what the two sides of the argument actually are and choose the one
you agree with most.

Write an explanatory or attention-grabbing introduction.

Check and revise your essay for the final draft before submission.

Write a draft.

2. Add an opposing point of view to each of the following

thesis statements.

a The mobile phone is the worst invention of the last century.

b Every child should do one hour of sports at school each day.

c The environment needs to be protected by international laws.

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 3 .9
3. Consider the first two thesis statements in Question 2. Give three
supporting arguments for each side of the thesis.

a The mobile phone is the worst invention of the last century, but it has
brought many benefits to people around the world.

b Every child should do one hour of sports at school each day, although some
people believe that school is just for academic education.

4. Underline all the cohesive features in the following paragraph. Look for
connectives, vocabulary and pronouns.

Some people believe that children should spend at least one hour a day at school
playing some type of sport. There are many reasons for this: firstly not all children
have access to sports facilities outside school. Secondly, no one denies that doing
exercise helps their mental development as well as their physical development.
Also, it is important for them to develop a positive attitude to keeping fit and
healthy when they are young. Finally, playing team sports enables children to
develop good co-operation skills which will be helpful to them throughout
their lives.

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