Cambridge Checkpoint Paper Two Tips (New Exam Format From 2018)
Paper 2 is a fiction paper. The old exam format (before 2018) had two sections - reading and writing. The new exam format has only two sections as well - also reading and writing. Grammar questions have been mixed into the reading section.
As usual the texts in the reading section are fiction and students will have to write a fiction text (usually some kind of narrative) in the writing section. See the text types tab to see how to write a fiction text.
As usual the texts in the reading section are fiction and students will have to write a fiction text (usually some kind of narrative) in the writing section. See the text types tab to see how to write a fiction text.
Reading Comprehension
Both paper 1 and paper 2 of the Cambridge Checkpoint Exam have comprehension questions. You will need to get lots of practice reading and completing comprehension questions. Below are some good websites so you can.
When you are answering comprehension questions remember:
When you are answering comprehension questions remember:
- Some questions want you to answer with your own words.
- Some questions want you to use evidence/quotes from the text.
- Some questions want you to use both.
- Use full sentences where necessary.
- www.havefunteaching.com
6th grade reading comprehension worksheets.
- www.henryanker.com
Reading comprehension grade 6.
- www.softschools.com
Reading comprehension grade 6
- www.ereadingworksheets.com
Reading comprehension grade 6
Choosing Correct Statements
You will often be asked to choose 2 correct statements from among other statements that are not true. See the example below from an actual exam:
Synonyms
As with paper 1 you will often be asked in paper 2 to give synonyms for a word or words from the text. Make sure you know what a synonym is.
Definition: Synonyms are words that are similar, or have a related meaning to another word.
Some examples:
Definition: Synonyms are words that are similar, or have a related meaning to another word.
Some examples:
- Baffle: confuse, deceive.
- Beautiful: attractive, pretty, lovely.
- Bossy: controlling, tyrannical.
- Fair: just, objective, impartial, unbiased.
Figurative Language
As with paper 1 there will be questions about figurative language. You will likely be given a phrase from one of the comprehension texts in the exam and asked what technique/figurative language is being used? Also, you will often be asked what the phrase means in your own words?
Make yourself familiar with the figurative speech below.
Simile: A figure of speech which involves a direct comparison between 2 unlike things, usually with the words like or as.
Example: The muscles on his brawny arms are as strong as iron bands.
Other examples that begin with “as”:
Other examples of similes that use “like”:
Metaphor: A figure of speech which involves a comparison between two relatively unlike things using a form of the verb ‘to be’ (am, is, are, was, were) The comparison does not use the words like or as to introduce the figurative speech.
Example: The road was a ribbon wrapped through the desert.
Examples of metaphors. Look for the comparison being made:
Alliteration: Repeated consonant sounds occurring at the beginning of words or within words.
Example: She was wide – eyed and wondering while she waited for Walter to waken.
Personification: A figure of speech which gives the qualities of a person to an animal, an object, or an idea.
Example: The wind yells while blowing.
Exaggeration: A statement that represents something as better, bigger, worse etc than it really is.
Example: I’ve heard that a thousand times.
Other useful figurative language to study: imagery, irony, onomatopoeia, sarcasm, idioms.
Make yourself familiar with the figurative speech below.
Simile: A figure of speech which involves a direct comparison between 2 unlike things, usually with the words like or as.
Example: The muscles on his brawny arms are as strong as iron bands.
Other examples that begin with “as”:
- As big as an elephant
- As black as coal
- As blind as a bat
- As boring as watching paint dry
- As brave as a lion
- As bright as a button
- As busy as a bee
- As cheap as dirt
Other examples of similes that use “like”:
- They fought like cats and dogs.
- Watching the show was like watching grass grow.
- Don’t just sit there like a bump on a log.
- Well, that went over like a lead balloon.
- Last night, I slept like a log.
- This dress is perfect because it fits like a glove.
Metaphor: A figure of speech which involves a comparison between two relatively unlike things using a form of the verb ‘to be’ (am, is, are, was, were) The comparison does not use the words like or as to introduce the figurative speech.
Example: The road was a ribbon wrapped through the desert.
Examples of metaphors. Look for the comparison being made:
- The snow is a white blanket.
- The classroom was a zoo.
- America is a melting pot.
- Her lovely voice was music to his ears.
- Life is a rollercoaster.
- The alligator’s teeth are white daggers.
- Their home was a prison.
- His heart is a cold iron.
Alliteration: Repeated consonant sounds occurring at the beginning of words or within words.
Example: She was wide – eyed and wondering while she waited for Walter to waken.
Personification: A figure of speech which gives the qualities of a person to an animal, an object, or an idea.
Example: The wind yells while blowing.
Exaggeration: A statement that represents something as better, bigger, worse etc than it really is.
Example: I’ve heard that a thousand times.
Other useful figurative language to study: imagery, irony, onomatopoeia, sarcasm, idioms.
How Does a Writer Build Tension?
You may be asked to explain how a writer has built tension in a text. Look at the question below then read the possible answers.
Possible answers:
- Short sentences are being used.
- The use of ‘suddenly’.
- The use of personification.
- We don’t know who is screaming at first.
- The repetition of the word ‘No’.
- The use of hyphens to extend No-o-o-o-o
- The use of exclamation marks.
- The use of the reactions of the crowd.
- The use of dramatic verbs like ‘screamed’/’froze’.
- The use of dramatic/exciting words like ‘high-pitched’, ‘froze’.
Focusing on Character
You will probably be asked to write something (usually 2 things) that you have learnt about someone’s character from a text in the exam paper. You will need to back these things up with some evidence from the text as well. Look at this example question from an exam paper.
For example: In connection with the above question a good answer might be something like the following:
He was fearless (opinion). He stood up to a crowd of adults (evidence from the text).
He was fearless (opinion). He stood up to a crowd of adults (evidence from the text).
Point of View
You are usually asked ways a story would be different if it was written from another point of view. Look at this example from an exam.
Possible answers would be something like the following:
- “I” would refer to the boy not the narrator.
- We would know the boy’s feelings/thoughts.
- The action would be limited to only what involves the boy.
- You wouldn’t know what happened before the boy arrived.
- There would be no description of what the boy looked like.
- There would be no comments/opinions about the boy.
Writer’s Effect
You may be asked a question about writer’s effect like the one below.
Some possible answers maybe something like the following:
The above answers had to be related to the actual text in the exam.
Other questions may ask you for a more general meaning of why writers use short sentences. Possible answers could be:
- It introduces a surprising/shocking fact.
- It emphasis the idea of the danger.
The above answers had to be related to the actual text in the exam.
Other questions may ask you for a more general meaning of why writers use short sentences. Possible answers could be:
- to make the sentences clear
- to make it easier to read
- to make it easier to understand
- to add a dramatic effect
- to build up tension
Quoted and Reported Speech (Direct and Indirect Speech)
You may be asked about how this type of speech is set out or changing quoted speech into reported speech (or the other way around).
You may be asked why quoted speech (direct speech needs to be on a new line? Some possible answers would be:
You may be asked to re-write a sentence of quoted speech into reported speech (or the other way around):
For example:
Quoted speech: “I don’t like cats,” Julie said.
Reported speech: Julie said that she didn’t like cats.
You may be asked why quoted speech (direct speech needs to be on a new line? Some possible answers would be:
- So we can work out who is speaking.
- A new speaker needs a new line.
You may be asked to re-write a sentence of quoted speech into reported speech (or the other way around):
For example:
Quoted speech: “I don’t like cats,” Julie said.
Reported speech: Julie said that she didn’t like cats.
Note: The above examples are not an exhaustive list. Your teacher may want you to study additional material in preparation for the Cambridge Primary Checkpoint English Exam.