Cambridge
Checkpoint English Richard Patterson and Alison Ramage
Stage 9: Workbook
40526_P001_004.indd 1
28/01/16 11:41 AM
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
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
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
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
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
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
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
40526_P001_004.indd 3
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
28/01/16 3:40 PM
Chapter 5 ● Narrative writing 5.1 Understanding story openings 5.2 Exploring setting and atmosphere 5.3 Introducing characters in stories 5.4 Responding to powerful narrative 5.5 Pitching a story 5.6 Creating narrative suspense and climax
5.7 Creating character 5.8 Using tenses in narrative 5.9 Using pronouns and sentence order for effect 5.10 Creating a thriller
Chapter 6 ● Writing to analyse and compare 6.1 Analysing implicit meaning in non-fiction texts 6.2 Analysing how a play’s key elements create different effects 6.3 Using discussion skills to analyse carefully
6.4 Comparing effectively through punctuation and grammar 6.5 Analysing two texts
Chapter 7 ● Testing your skills 7.1 Reading and writing questions on non-fiction texts 7.2 Reading and writing questions on fiction texts
40526_P001_004.indd 4
7.3 Assessing your progress: non-fiction reading and writing 7.4 Assessing your progress: fiction reading and writing
28/01/16 11:41 AM
Chapter 3 . Topic 1
Reviewing persuasive techniques What does the acronym AFOREST stand for? Try not to look at the Student Book when answering.
1. A= F= O= R= E= S= T=
Number the following sentences to produce a logical paragraph on the topic of persuasive writing.
2.
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.
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 33
33
28/01/16 1:20 PM
Chapter 3 . Topic 2
Commenting on use of language to persuade The missing words in the following idioms are all colours. Fill in the gaps. Some colours are used more than once.
1.
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 the head by a flying wrench.
eye when he was hit in
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 Americans’ feelings.
lie to avoid hurting the
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.
34
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
Cambridge Checkpoint English Workbook 9
40526_P033_047.indd 34
28/01/16 1:20 PM
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 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.
2.
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.
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 35
35
28/01/16 1:20 PM
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.
36
Cambridge Checkpoint English Workbook 9
40526_P033_047.indd 36
28/01/16 1:20 PM
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
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 37
37
28/01/16 1:20 PM
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.
38
Cambridge Checkpoint English Workbook 9
40526_P033_047.indd 38
28/01/16 1:20 PM
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
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 39
39
28/01/16 1:20 PM
f extraordinarily g obviously h unquestionably i significantly j considerably
3.
a fundamentally
b totally
c impossibly
d certainly
e simply
f extraordinarily
g obviously
h unquestionably
i significantly
j considerably
4.
40
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.
What five different types of noun forms do you notice in Question 3?
Cambridge Checkpoint English Workbook 9
40526_P033_047.indd 40
28/01/16 1:20 PM
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 explanation of the issue the issue
introduction / explanation of the issue
advance your argument develop your argument
statement of second counterargument + your rebuttal
introduce counterargument
statement of third counterargument + your rebuttal
rebuttal to the counterarguments
rebuttal to the counter- conclusion with your argument argument
develop your argument
conclusion
conclusion
–
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 41
41
28/01/16 1:20 PM
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.
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
42
Cambridge Checkpoint English Workbook 9
40526_P033_047.indd 42
28/01/16 1:20 PM
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.
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 43
43
28/01/16 1:20 PM
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.
44
Cambridge Checkpoint English Workbook 9
40526_P033_047.indd 44
28/01/16 1:20 PM
Chapter 3 . Topic 8
Presenting and responding to a question Look at this list of suggestions for giving a presentation. After each one, write ‘Do’ or ‘Don’t’.
1.
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.
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 45
45
28/01/16 1:20 PM
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.
46
Cambridge Checkpoint English Workbook 9
40526_P033_047.indd 46
28/01/16 1:20 PM
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.
Chapter 3: Writing to argue and persuade
40526_P033_047.indd 47
47
28/01/16 1:20 PM