John ReynoldsCambridge John Reynolds checkpaen checkpeint | Sarai) Workbook H R 4 CeORN AN HACHETTE UK COMPANYAnew to many ofthe exerss cin be found at wonshoddereduston commie. Allqvestions and answers have been etn by heaton ‘Tis tetas ot been though th Camis Interational endorsement roe ‘The publishers woul keto thank thefllwing for pemision to reproduce copyright mate “Text cee ps2 Lay Bf The Exon i Aner (159 ps7 Mak Monon Nepal: “anapura Chi, © Mark Mow, spose by ermsion of Ma Moson Alright eee pA3-14 ihe! Gunter, vel by Tiwi om hip eres eae al Ms 37-18 CD Marian thogaphylaril on Reber Leas Steenan fom hpferenine aie Eviteerson © Jae e208 pp 24-25 Corey of ep othe Ee etment of rina spel p.29-30 5 al Mearns ote tose he Aig am Mp _Beenpsce rphvemationle/newsBlognaknewasestome the the elo 410 paar Bam Soler Daas Gust (914 pab Wale dela Mae The Listener ory Clete ros ber Fate 182 ppa-s3 Witla Wolo The Pee (178): pps Acker {eve The Bt Layo Prpapands poste Papo Pour and Pesan eon (17-17 Sepemtar 2013, ppob-s2& Ane, fo The Re use My itu, 1923), bho Vinge product by pein The Random owe Crop inte p-46 lgscnon cod bone Empey Hus Te Emp House an te Chet Str (908) epee ‘emis f Unies Ages: pp7-75 Chass Der, om A lv Cal (4) p.-60 Dad [Red Diken Londo on itera arc on ican Laon om ipcaskrapege om eke london il © 15572014 Dit A. ec ep poms fDi ee Photo cits 470 Prisma Bldogentr AG Alany, pat OThe Bish rary Boar shel 11748 poster 1678 ish ia Pith Calton Seley Coleco \lune pope, pad The Bch Leary Bort shlinak Capa se 1; pas Canlene~ Ft # Olu Baoih Pals 54 Oli Bivich ot? Coat Fata; ps8 Geary Fo 09, Ar =tight Every efort has been made to race al copyright holdrs, but if ary have been inadvertently overlooked ‘he pushes willbe plese to male the necessary arrangements at the Bist Opa ze b= bottom, Hachette UK's ply oe papers tat are natural renewable and reylble products and made fom ‘wood grown in well managed forests and other conrelld sources. Te logging and manufacturing [processes ate expected o conf to the enitonmental regulations ofthe outy of rin ‘Onders please contact Bookpoint Ltd 130 Mikon Pt; Abingdon, Oxon OXI 488 Telepione: 44) (01235627827 Fa 64) 01235 400454. Lines are open 9,005.0, Monday o Saturday, with a 24-hour message answering sevice Visit our website at ww hoddereducation com, (© Jon Reynolds 2018 Fist pubahed in 2014 by Hodder Education, an Hachette UK Company, (Carmelite House 50 Victoria Embanknert London ECAY OBZ Impression number 7 Year ans Allighs reserved. Apart om ay use permed under UK copyright law no pat this pubation ‘may be reproduce of tansmitedin any form ar by ary means, electronic or mechanical including photocopying and recording of held within any information tage and tetra system, without [exmisson in writing rom the publisher or under cence rom the Copyright icensing Agency Lime aster datas of such ences or eprgrapi reproduction) may be obtained rom the Copyright coring Agency Limite, Safon House, 610 Key Srct, London ECIN STS. Cover photo © Michal Flonou'Carbis “Typeset in Patino Light 105/125 Ineya Software Senices Pt La, Podicheny Inds Printed in UK _Acataogue econ for this ies vaabe fom the Bish Libray ISBN 976 144818886Contents Introduction @ Chapter1 Travel writing Reading Writing tasks Exercise Teacher comments © Chapter2 — Writing to inform Reading Writing tasks Exercise ‘Teacher comments © Chapter3 Writing to persuade Reading Writing tasks Exercise Teacher comments © Chapter4 Creating descriptions (including poetry) Reading Writing tasks Exercise Teacher comments © ChapterS Advertisements Reading Writing tasks Exercise Teacher comments 10 uu 2 13 1B 20 2 2B 24 33 35 36 45 47 47 37 58 59© covrenrs @ Chapter 6 @ Chapter 7 Detective and ghost stories Reading ‘Writing tasks Exercise ‘Teacher comments ‘Advanced practice Reading ‘Writing task Reading Writing tasks ‘Teacher comments 70 n 2 7a B 82Introduction ‘Welcome to Cambridge Checkpoint English Workbook 3.This is the third of three books intended to provide practice in the skills you have acquired by using the Checkpoint English series of student's books. Each of the workbooks is planned to complement the corresponding student's book and to support the material contained in it. ‘The chapters in Workbook 3 reflect the topics contained in Students Book 3. Each chapter contains two or three passages illustrating a particular genre of writing ‘with questions to test your understanding of both the content of the passages and ‘your appreciation of the ways in which writers use language to create effects and to entertain, inform or persuade their readers. This is followed by two writing tasks, which allow you to practise your own writing skills in the genre covered in the chapter. Each chapter then ends with an exercise offering you further practice in a particular aspect ofthe range of key skills in the use of English already covered in Student's Book 3 ‘The final chapter of Workbook 3, Chapter 7, does not mirror the final chapters of Students Book 3. Instead it covers some more demanding material asa link into your IGCSE English Language course. This workbook is intended both to help you acquire the skills to be fully competent in your ability to understand and write English and also to act as valuable support in your preparation for the Cambridge Lower Secondary Checkpoint Tests that you may take curing your school career, There is no set way to approach using the workbook — you may wish to use it to supplement your understanding as you work through each chapter of the student's book or you may prefer to use it to recap on particular topics ata later point. Itis hoped that the organisation of the material in the book is sufficiently fleible to allow whichever approach is best suited to an. individual's needs. ‘Note:The workbook is in write-in format and an appropriate number of answer lines for your response have been provided for each question. However, in some instances more space may be needed by some students so please use separate paper to continue your response where appropriate Itis expected that you will use dictionaries and thesauruses in your responses to the questions testing understanding of vocabulary in the comprehension sections) Baas 4 Reading ‘The following passage is taken from the book The Englisknvoman in America by Isabella Lucy Bird, published in 1856, and tells of the author's experiences during visit to America Read the passage carefully and then answer all the questions that follow. Exzreucucel We packed oureelvee into the stage again with great difficulty, and how the forty-eight limbs fared was shown by the painful sensations experienced for several succeeding days, All the passengers, however, were in perfectly good humour, and amused each other during the leven houre epent: in this painful way. At an average speed of six miles an hour we travelled over roads of various descriptions, plank, Gotduray, aid sand: up long heavy hills, and through swamps swarming with mosquitoes. Everyone hae heard of corduroy roads, but how few have experienced ‘their miseries! They are generally used for traversing owampy around, and are formed of emall pine-trees deprived of their branches, which are laid acrose the track alongside each other. The wear and tear of travelling oon separates these, leaving gape between: and when, added to this, one trunk rote away, and another sinks down into the ‘swamp, ahd another tilts up, you may Imagine such a jotting as only leather springs could bear. On the very worat roade, filed with deep holes, or covered with omall granite boulders, the stage only swings on the straps. Ordinary springs, besides dislocating the joints of the passengers, wauld be wrenched and broken after a few miles travelling, Even as we were, faces sometimes came into rather close proximity ‘to each other and to the side railings, and heads sustained very unpleasant collisions, The amiable man who was 90 disappointed with the American climate euffered very much from the journey. He ©eee ower gtr sly wn nr anne 1 plan wars me byt fling rand sss ithe as a eres ©) close proximity —__ 4) amiable: ©) maliciously —_ er ) sgour — Vie 2 How many people do you think were traveling in the coach? What are your reasons for saying so? 3. Using your own words, explain as fully as you can the features of corduroy roads and what the writer thought about travelling on them,© owrreR 1 4 What does the waiter tell you about the suspension of the coach on which she ‘was travelling? 8 What was the reason for the ground being ‘blackened’ (paragraph 5)?‘TRAVEL WRTNG @ 9 Imagine you are the ‘amiable man who was so disappointed with the ‘American climate’. Write a letter to a member of your family describing your experiences on the journey and describing your fellow travellers inthe coach. 10 By referring closely to paragraph 3, comment as fully as you can on the language and tone used by the writer and say how this helps to convey her attitude towards the journey and towards the other travellers on the coach.© cweren 1 ‘The next passage is a blog written by Mark Moxon and is taken from his account of his experiences of trekking the Annapurna Cireut in the Himalayas Read the passage carefully and answer the questions that follow. Be Pao eae eR ‘Nepal freaked me out instantly, in much the same way the cool, silentnight ait does as you leavesthe rock concert, ears stil ringing. Compared to the hustle ‘and bustle of India, Nepal feels lke a quiet backwater, the fact that | had to put my watch forward by exactly fifteen minutes at the border only emphasises ‘he difference between India and the mountain kingdom to the north. Even the long bus ride from the Indian border at Sunaul to the mountain town of Pokhara is easy, and the loud homs that are so ubiquitous in india are conspicuous by their absence. A fellow traveller told me that after Ingia, anywhere would appear mundane, but I'm not sure that’s such a bad thing; after al sitting ina comfy chaic in front of the fre and flicking channels pretty mundane, but after along day trekking through the fre and ice ofthe real worl, its a dream. Indeed, trekking is my main goal in Nepal, and that’s why | headed straight for Pokhara instead of Kathmandu, the capital city. The Annapurna Conservation Area to the north of Pokhara, itself in the western half of Nepal, contains some ofthe most dramatic trekking on the planet, and | had my sights firmly fixed on the three-week Annapurna Circuit, a circular route that crosses avery high pass (Thorung La, 5416m above sea level), ‘rundles down the deepest gorge in the world (the 5571 m-deep Kal Gandaki Gorge), and provides mountain views to stile breath that’ already short in the high altitude of the Himalayas. After beaches, rainforests, deserts, volcanoes and glaciers, its time for the big cheese The Himalayas are, of course, huge, but reading about them is considerably different from experiencing them first hand. Ona trek like this there are ‘not only the usual walkers’ concerns of blisters, twisted ankles, upset ‘stomachs and sunburn, but also Acute Mountain Sickness (AMS), an ailment brought on by high altitude that is fatal if unchecked, and which still laims trekkers’ lives today. On the surface, the Annapurna Circuit sounds like the biggest challenge of them all ttisn't all challenge, though, and this is 2 major part of its appeal. Unlike ‘most of the trekking I've done up to this point, you don't need to carryTRAVEL WRITING @ food because you stop in villages along the way, staying in the local hotels. This also means you don't need to carry a tent, cooker, fuel or any of the other gear associated with self-sufficient wildemess walking, which leaves ‘the pack pleasantly light and the accommodation comfortable. On a three- ‘week trek this isa godsend; the thought of a pack laden with 21 days of survival gear is enough to make most people's knees spring a leak in sympathy, mine included. It also means that | have to reappraise my attitude towards long-clstance walking, ve been on so many walks that requite serious effort and long days to get anywhere ~ Taman Negara, Hollyford-Pyke and Gunung Rinjani ‘to name but three — that Ive developed a bit ofan attitude problem. like to go fast, to push myself, to get fit, to be frst at the destination, and in ‘Annapurna this isn’t just a waste of the ambience of the vilage inns and the beauty of the mountain views, it's foolhardy. The best way to avoid AMS is to acclimatise slowly to the altitude, so zooming up the peaks is simply dumb, Altitude requires a different attitude, there's no doubt about it. This type of trekking has its ups and downs in more than just the literal sense. The impact of tourism on this erstwhile netherworld is plain to see: piles of bottles lie cracking in the searing sun, candy wrappers liter ‘number of the paths and the local culture is hard to separate from ‘the service industries of hotel and restaurant, On the plus side, though, income is higher, ecological awareness is increasing, and the litter problem is nothing compared to India or indonesia, an impressive feat when you consider the sheer number of people involved Mark Moxon Now answer these questions. You should try to use your own words in your answers as much as possible. 1 plain whats meant by the follvsing words and phrases as used inthe passage (Be careful this passage is taken fom ablog and some ofthe words are used ina colloquial way.) a) freaked me out ) ubiquitous ©) conspicuous by their absence —__© owrren 1 ) mundane ©) mountain views to stifle breath - 4 the big cheese __ 2) reappraise 1h) ambience 2. Using your own words and referring closely to paragraph 1, explain as fully as ‘you can the writer’ feelings about the differences between Nepal and India, 3. Why does the writer feel that being ‘mundane’ is nota bad thing? (Paragraph 2) 4 Why does the writer decide not to go straight to Kathmanclu but to Pokhara instead? 5. Whyis the Annapuma Circuit considered tobe ‘the biggest challenge of them all? 6 What makes the Annapurna Circuit different from other treks the writer has undertaken and what are his thoughts about this difference? ©10 TRAVEL WRG @ Explain the author's ‘attitude problem’ and why he needs to reappraise it now that he isin Nepal. What do you understand by ‘This type of trekking has its ups and downs in ‘more than just the literal sense’? Explain as fully as you can what the writer says about ‘the impact of tourism’ fon the area inthe final paragraph. ‘he passages in this chapter, by Isabella Bird and Mark Moxon, were written 150 years apart. What diferences and similarities can you find between them? ‘Write a comparison ofthe two passages in which you consider the type of travel the writers experienced; the main points that concern them about what they saw and did on their travels; the language they use and the tone oftheir writing,© curren Writing tasks 1. Write an account ofa visit you made to a place of historical interest This could be to a town or village orto a particular building and could be either in another country or in a part of your own country some distance away from. ‘where you live. Your account should include: '* some details of how you travelled to the place ‘© details ofthe place itself and what most impressed you about it ‘© why you would recommend other people of your age group to visit there, 2. Write a magazine article for people of your age group about a particular aspect ofa place that you know well (for example, restaurants, beaches, sporting, facilites). You should describe the range and variety of your chosen topic in the place about which you are writing and make recommendations and, suggestions for your readers. You may write either about the townarea in ‘which you live or somewhere that you have stayed in fora holiday. Plan your work in the space below and then write your answers on separate paper.