Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Discursive writing

1. Balanced argument
2. Persuasive essay
3. Persuasive leaflet
4. Persuasive brochure
5. Providing solutions to problems

1. Balanced Argument:

Writing a balanced argument requires presenting both sides of an issue in a fair and
objective way. Here are some steps to follow when writing a balanced argument:

1. Identify the issue: Clearly define the issue or topic you will be discussing.

2. Research both sides: Gather information and evidence from reliable sources that
present both sides of the issue.

3. Organize your thoughts: Organize your thoughts and evidence into a clear and logical
structure. Consider using an outline or diagram to help you organize your ideas.

4. Present each side fairly: Present each side of the argument in a fair and objective
way. Avoid using loaded language or making sweeping generalizations about either
side.

5. Address counterarguments: Acknowledge potential counterarguments to your position

and address them in a respectful and objective manner.

6. Use neutral language: Use neutral language throughout your argument. Avoid using
emotionally charged language or language that suggests bias towards one side.

7. Conclude with a balanced summary: Conclude your argument with a balanced

summary that acknowledges the strengths and weaknesses of both sides.

Remember that a balanced argument requires presenting both sides of an issue in an

objective and fair manner. Focus on presenting evidence and letting the reader draw their
own conclusions based on the information presented.

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Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

2. Opinion or persuasive:

The main difference between an opinion essay and a persuasive essay is the writer's intent.
An opinion essay expresses the writer's opinion, while a persuasive essay aims to persuade
the reader to adopt a particular point of view or take a specific course of action.

Writing persuasive content requires careful planning, research, and use of rhetorical
devices to appeal to the reader's emotions and logic. Here are some steps to follow when
writing persuasive content:

1. Choose a clear and concise topic: Your topic should be specific and focused. It should
also be relevant to your audience and your purpose for writing.

2. Conduct research: Gather information and evidence to support your argument. This
may include statistics, expert opinions, and real-life examples.

3. Develop a thesis statement: Your thesis statement should clearly state your stance
on the topic and provide a roadmap for the rest of your content.

4. Use rhetorical devices: Rhetorical devices such as metaphors, analogies, and

anecdotes can help to make your content more engaging and memorable.

5. Address counterarguments: Acknowledge and address potential counterarguments to

your position. This will make your argument stronger and more credible.

6. Use persuasive language: Use strong, active language to persuade your readers.
Avoid passive voice, and use action verbs to make your writing more dynamic.

7. Provide a call to action: End your persuasive content with a clear call to action,
encouraging your readers to take a particular course of action.

Remember that persuasive writing is a process that often requires several drafts and
revisions. Take the time to carefully craft your argument and use persuasive techniques to
make your content more effective.

KS3 – English as a First Language 2 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Persuasive leaflet:

To write a persuasive leaflet, here are some steps you can follow:

1. Identify your audience: Before you start writing, identify the target audience for
your leaflet. This will help you tailor your message and language to the specific
needs and interests of your audience.
2. Choose a compelling headline: Your headline should grab the reader's attention and
make them want to read more. Use a strong, attention-grabbing headline that
clearly conveys the main point of your leaflet.
3. Outline the problem: Identify the problem that your leaflet will address, and explain
why it is important to find a solution. Use statistics, anecdotes, or real-life examples
to illustrate the problem and make it relevant to your audience.
4. Offer a solution: Clearly present your solution to the problem, and explain how it
will benefit your audience. Use persuasive language and evidence to support your
solution, and address any potential objections or concerns that readers may have.
5. Use persuasive language: Use persuasive language throughout your leaflet to
convince your audience of the importance of your message. Use strong
verbs, emotional appeals, and rhetorical questions to engage your readers and keep
them interested.
6. Include visuals: Use images or graphics to illustrate your message and make your
leaflet more visually appealing. Choose images that support your message and are
relevant to your audience.
7. Provide a call to action: End your leaflet with a clear call to action, encouraging
your readers to take action to support your cause or message. Use strong language
and make it easy for readers to take action, such as including a website or phone
number they can contact.
8. Edit and proofread: Before printing or distributing your leaflet, make sure to edit
and proofread it carefully. Check for spelling and grammar errors, and make sure
your message is clear and persuasive.

By following these steps, you can create a persuasive leaflet that effectively communicates
your message and inspires action from your audience.

KS3 – English as a First Language 3 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Persuasive brochure:

To write a persuasive brochure, here are some steps you can follow:

1. Identify your audience: Before you start writing, identify the target audience for
your brochure. This will help you tailor your message and language to the specific
needs and interests of your audience.

2. Choose a compelling headline: Your headline should grab the reader's attention and
make them want to read more. Use a strong, attention-grabbing headline that
clearly conveys the main point of your brochure.

3. Outline the problem: Identify the problem that your brochure will address, and
explain why it is important to find a solution. Use statistics, anecdotes, or real-life
examples to illustrate the problem and make it relevant to your audience.

4. Offer a solution: Clearly present your solution to the problem, and explain how it
will benefit your audience. Use persuasive languageand evidence to support your
solution, and address any potential objections or concerns that readers may have.

5. Use persuasive language: Use persuasive language throughout your brochure to

convince your audience of the importance of your message. Use strong
verbs, emotional appeals, and rhetorical questions to engage your readers and keep
them interested.

6. Include visuals: Use images or graphics to illustrate your message and make your
brochure more visually appealing. Choose images that support your message and are
relevant to your audience.

7. Provide a call to action: End your brochure with a clear call to action, encouraging
your readers to take action to support your cause or message. Use strong language
and make it easy for readers to take action, such as including a website or phone
number they can contact.

8. Provide contact information: Include contact information for your organization or

cause, such as a website, phone number, or email address. Make it easy for readers
to learn more about your organization or take action to support your cause.

9. Edit and proofread: Before printing or distributing your brochure, make sure to edit
and proofread it carefully. Check for spelling and grammar errors, and make sure
your message is clear and persuasive.

By following these steps, you can create a persuasive brochure that effectively
communicates your message and inspires action from your audience.

KS3 – English as a First Language 4 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Providing solutions to problems:

When writing articles about providing solutions to problems, here are some steps you can
follow:

1. Identify the problem: Begin by identifying the problem that your article will address.
Clearly define the problem and explain why it is important to find a solution.

2. Research the problem: Conduct research to gather information about the problem,
including its causes, effects, and potential solutions. Use credible sources to support
your findings.

3. Develop a solution: Based on your research, develop a solution to the problem. Be

specific about the steps that need to be taken to implement the solution and explain
how it will address the problem.

4. Explain the benefits: Clearly explain the benefits of your solution, including how it
will improve the situation and what positive outcomes can be expected.

5. Provide examples: Use real-life examples to illustrate how your solution can be
implemented and how it has worked in other situations.

6. Address potential objections: Anticipate potential objections or concerns that

readers may have about your solution and address them in the article.

7. Provide actionable steps: Provide readers with actionable steps they can take to
implement the solution in their own lives or communities.

8. Conclude with a call to action: Conclude the article with a call to action,
encouraging readers to take action and implement the solution to help solve the
problem.

By following these steps, you can write an informative and persuasive article that provides
solutions to problems and inspires readers to take action.

KS3 – English as a First Language 5 compiled and created by Nada Salem

 Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly
Writing Checklists

Balanced Argument Biased Argument (Persuasive)

Paragraph 1: Paragraph 1:
General introduction about the topic? Can include a Write a clear opinion.
rhetorical question. (I personally believe that….) (There is no doubt that .....)
… is a controversial topic with compelling (What is worth the mention is....)
argument on both sides. Some people think it is (…have been considered to have a tremendous impact on
our lives.)
a blessing while others think it is a curse.
Paragraph 2:
1st reason. Start this paragraph by, ‘In the first
Paragraph 2:
place,”
Reasons for (2 or 3 reasons using adding
connectives)
On the one hand,…. Paragraph 3:
In addition, 2nd reason and explain
Paragraph3:
2 or 3 reasons using adding connectives. Paragraph 4:
On the other hand,… Moreover, 3rd reason and explain
Or you can do refutation and counter argument
On the other hand, …(other point of view)… . This
Paragraph 4:
can be true to some extent; however, …
Write a general statement to end your argument.
Add your opinion but try not to be biased
Whether you like it or not, …. Is here to stay. Paragraph 5:
It can be very useful only if you use it wisely. (As a result of the above mentioned points, it is
certain that....) (Don’t hesitate and ......)
Must use:
Connectives for adding reasons
First of all,
1- Persuasive techniques:
In addition
• A
Moreover,
• F
Not to mention the fact that,
Last but not least, • O
• R
Connectives for explanation • E
For example, • S
For instance, • T
Therefore,
When 2- Adding and Logical Connectives:
This means that.. (because, so, that’s why….. )
In other words,
3- Powerful phrases:
Short sighted people believe that ……...but I
couldn’t disagree more.
It is high time to take action.
Just think about it

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 Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Persuasive techniques:

Criticise the Using words like ‘we’, ‘you’, ‘our’ and ‘us’ to make your audience think you are
other person’s talking only to them.
point of view
Rhetorical When you pick holes in your opposition’s argument so that your point of view
Question sounds better.
Emotive language To go over the top and make things sound better or worse than they are.
Repetition When three adjectives or phrases are used together to make them stand out.
Group of three Repeating words or phrases so that they stick in your audience’s mind.
Exaggeration Using words that make people feel sad, angry, upset, sympathetic or guilty.
Personal pronouns Repeating the consonant sounds at the beginning of words to make them stand
out.
Alliteration Using questions that don’t need an answer to get the audience to think.

Brochures and Adverts

- Brochures and Adverts contain a mix of facts and persuasive comment.

- Brochures and Adverts focus on the positive and ignore the negative.
- They use exaggerated language, full of adjectives and adverbs to paint an
appealing picture.

KS3 – English as a First Language 7 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Leaflets and brochures Providing solutions to problems

Introduction Introduction
P.1: Introducing the Topic +rhetorical P.1: problem and its effect
question Main body:
Main body: P.2: suggestion and result
P.2: subheading + Point 1 P.3: suggestion and result
P.3: subheading + Point 2 P.4: suggestion and result
P.4: subheading + Point 3 Conclusion
Conclusion P.5: summarise your opinion
P.5: summary and recommendation
Sentence starters for Brochures Sentence starters

• We are proud to present... To introduce suggestions:

• Don't miss out on... • To begin/start with
• Get ready to... • One way to
• Another solution would be …
• Imagine a world where...
• Another way to ... would be ..
• Upgrade your life with...
• Treat yourself to... To express cause:
• Join the revolution with... • because of
• The perfect solution for... • owing to
• Say goodbye to... • due to the fact that
• Welcome to the future of... • for this reason
• The ultimate experience in...
• Transform your... with... To express effect:
• thus
• therefore
Sentence starters for leaflets • as a result
• consequently
• Some believe that… • as a consequence
• For this reason…
• I am sure that… To express reality:
• As a result…………… • in fact
• This causes………… • as a matter of fact
• indeed ....... • actually
• in practice
decidedly......
• undoubtedly .......
To emphasise what you say:
• above all ..... • obviously
• specifically ...... • clearly
• And don’t get me started on.... • needless to say
• It goes without saying… • in particular
• This needs to be dealt with....
• more importantly ...... To conclude:
• All in all
• To sum up
• All things considered

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Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly
How to persuade in the leaflets and brochures:

1. List all the benefits and good qualities of the product.

(use as many adjectives)
2. Rhetorical Questions:
Fancy a great holiday break?
3. Slogans
• Don’t be a brat, burn that fat.
• Stay strong, live long.
• Play right, be bright.
4. Offers:
• BuyThree and get one Free
• 20% discount till end of March
5. Alliteration

6. Exaggeration:
• The world’s favourite …..
• We offer the best …… ever.

7. Testimonial
Mention comments about the product made by other customers or celebrities.

Use Text structure to organize your leaflet/brochure

1. Headlines
2. Subheadings
3. Paragraphs
4. Bullets
5. Tables
6. Maps (for the address)
7. Illustrations
8. Graphs and charts

If conditionals
If we don’t take action now, the situation will get worse in a couple of years
(if we eat healthy food regularly, we will avoid many diseases)
Important Note: Remember to add the address and prices.

KS3 – English as a First Language 9 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly
Samples

1. Balanced Argument:

Electric cars are a topic of much debate, and there are valid arguments both for
and against them. In this balanced argument, we will consider both the advantages
and disadvantages of electric cars.
Advantages:
One of the biggest advantages of electric cars is that they produce zero emissions.
This means that they do not contribute to air pollution, which is a major problem in
many cities around the world. By driving an electric car, we can reduce our carbon
footprint and help to protect the environment.
Another advantage of electric cars is that they are more energy-efficient than
traditional cars. This means that they require less energy to travel the same
distance, which translates into lower fuel costs for drivers. Additionally, electric
cars have fewer moving parts and require less maintenance, which means that they
are more reliable and cost less to repair over time.
Electric cars are also becoming increasingly practical for everyday use. Advances in
battery technology mean that many new electric cars have a range of over 300
miles on a single charge, which is more than enough for most people's daily driving
needs. Furthermore, the availability of charging infrastructure is improving rapidly,
with many new charging stations being installed in public spaces such as shopping
malls and parking lots.
Disadvantages:
One of the main concerns that people have about electric cars is the range
anxiety – the fear that the car will run out of power and there will be no charging
stations available. While advances in technology are making electric cars more
practical for everyday use, range anxiety is still a valid concern for many drivers.
Another disadvantage of electric cars is their cost. Although the cost of electric
cars is decreasing over time, they are still more expensive than traditional cars.
Additionally, the cost of replacing the battery can be significant, which may deter
some people from purchasing an electric car.
Finally, the production of electric cars requires significant amounts of energy and
resources, which can have negative environmental impacts in the short term.
Additionally, the disposal of batteries can also be a challenge, as they can be
difficult to recycle.
In conclusion, electric cars offer numerous advantages, including zero emissions and
energy efficiency. However, they also have some disadvantages, including range
anxiety and higher costs. As with any new technology, there are both benefits and
drawbacks to electric cars, and it is important to carefully consider these factors
when deciding whether to purchase an electric car. Ultimately, the decision to
switch to an electric car will depend on individual circumstances and priorities.

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Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly
2. Persuasive article:

Electric cars are becoming an increasingly popular choice for environmentally

conscious drivers. In my opinion, electric cars are a great solution to the challenges
we face in reducing our carbon footprint and combating climate change.
One of the biggest advantages of electric cars is that they produce zero emissions.
This means that they do not contribute to air pollution, which is a major problem in
many cities around the world. By switching to electric cars, we can reduce our
carbon footprint and help to protect the environment.
Another advantage of electric cars is that they are cheaper to maintain than
traditional gasoline-powered cars. Electric cars have fewer moving parts and require
less maintenance, which means that they are more reliable and cost less to repair
over time. Additionally, electric cars are more energy-efficient than traditional cars,
which means that they can save drivers money on fuel costs.
One of the main concerns that people have about electric cars is the range anxiety
– the fear that the car will run out of power and there will be no charging stations
available. However, advances in battery technology and the availability of charging
infrastructure are making electric cars more practical for everyday use. Many new
electric cars have a range of over 300 miles on a single charge, which is more than
enough for most people's daily driving needs.
In conclusion, electric cars are a great solution to the challenges we face in
reducing our carbon footprint and combating climate change. They are cheaper to
maintain, more energy-efficient, and produce zero emissions. While there are still
some concerns about range anxiety, advances in technology are making electric cars
more practical for everyday use. By switching to electric cars, we can do our part
to protect the environment and create a better future for ourselves and future
generations.

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Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly
3. Persuasive leaflet:

Are you tired of spending a fortune on gasoline every month? Are you concerned
about the environment and the impact of carbon emissions on our planet? If so, it's
time to consider switching to electric cars. Here are some reasons why electric cars
are the perfect solution for drivers who want to save money and protect the
environment:
1. Zero Emissions: Electric cars produce zero emissions, which means they do not
contribute to air pollution. By driving an electric car, you can reduce
your carbon footprint and help to protect the environment.
2. Lower Costs: Electric cars are more energy-efficient than traditional cars,
which means they require less energy to travel the same distance. This
translates into lower fuel costs for drivers. Additionally, electric cars have
fewer moving parts and require less maintenance, which means that they are
more reliable and cost less to repair over time.
3. Practical for Everyday Use: Advances in battery technology mean that many
new electric cars have a range of over 300 miles on a single charge, which is
more than enough for most people's daily driving needs. Furthermore, the
availability of charging infrastructure is improving rapidly, with many new
charging stations being installed in public spaces such as shopping malls and
parking lots.
4. Incentives and Rebates: Many countries offer incentives for people who
purchase electric cars, such as tax credits and rebates. Additionally, as the
demand for electric cars grows, the price of these vehicles is likely to
decrease, making them more accessible to a wider range of people.
5. Fun to Drive: Electric cars offer a smooth and quiet driving experience, with
instant torque and quick acceleration. They are also easy to operate, with no
need to shift gears or worry about idling.
In conclusion, electric cars offer numerous advantages over traditional cars,
including zero emissions, lower costs, and practicality for everyday use. They also
come with incentives and rebates, making them an affordable and attractive option
for drivers. If you want to save money and protect the environment, consider making
the switch to an electric car today.

KS3 – English as a First Language 12 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly
4. Providing solutions to problems:

However, there are still some problems that need to be addressed to make electric
cars more practical for everyday use. Here are some solutions to common problems
associated with electric cars:
1. Range Anxiety: One of the main concerns that people have about electric
cars is the fear of running out of power and not having access to charging
stations. To address this issue, governments and private companies need to
invest in more charging infrastructure, particularly in urban areas where
many people live in apartments and do not have access to home charging
stations. Additionally, advances in battery technology are making it possible
for electric cars to have longer ranges, reducing the likelihood of range
anxiety.
2. Battery Life: The cost of replacing the battery in an electric car can be
significant, which may deter some people from purchasing an electric car. To
address this issue, manufacturers need to improve the durability and longevity
of their batteries, and also offer more affordable options for battery
replacement.
3. Cost: Electric cars are still more expensive than traditional gasoline-powered
cars, which can be a barrier to adoption for some people. Governments and
manufacturers need to work together to make electric cars more affordable
by offering tax credits, rebates, and other incentives to encourage people to
make the switch.
4. Charging Time: Although electric cars can be charged at home or at
work, charging time is still an issue for long distance travel. To address this
issue, manufacturers need to continue to improve charging technology, and
governments and private companies need to invest in more fast-charging
infrastructure along major highways.
5. Recycling: The disposal of batteries can be a challenge, as they can be
difficult to recycle. To address this issue, manufacturers need to design
batteries that are easier to recycle, and governments need to develop
regulations and incentives to encourage battery recycling.
In conclusion, while there are still some challenges associated with electric cars,
there are solutions available to make them more practical and accessible for
everyday use. By investing in more charging infrastructure, improving battery
technology, and offering incentives to make electric cars more affordable, we can
reduce our carbon footprint and create a more sustainable future.

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Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly
5. Brochure about electric cars:

Welcome to the world of electric cars! Electric cars are a new and exciting
technology that is revolutionizing the way we think about transportation. In this
brochure, we will explore the many benefits of electric cars and why they are the
perfect choice for environmentally conscious drivers.
1. Zero Emissions: One of the biggest advantages of electric cars is that they
produce zero emissions. This means that they do not contribute to air
pollution, which is a major problem in many cities around the world. By driving
an electric car, you can reduce your carbon footprint and help to protect the
environment.
2. Lower Costs: Electric cars are more energy-efficient than traditional cars,
which means they require less energy to travel the same distance. This
translates into lower fuel costs for drivers. Additionally, electric cars have
fewer moving parts and require less maintenance, which means that they are
more reliable and cost less to repair over time.
3. Practical for Everyday Use: Advances in battery technology mean that many
new electric cars have a range of over 300 miles on a single charge, which is
more than enough for most people's daily driving needs. Furthermore, the
availability of charging infrastructure is improving rapidly, with many new
charging stations being installed in public spaces such as shopping malls and
parking lots.
4. Fun to Drive: Electric cars offer a smooth and quiet driving experience, with
instant torque and quick acceleration. They are also easy to operate, with no
need to shift gears or worry about idling.
5. Incentives and Rebates: Many countries offer incentives for people who
purchase electric cars, such as tax credits and rebates. Additionally, as the
demand for electric cars grows, the price of these vehicles is likely to
decrease, making them more accessible to a wider range of people.
6. Environmentally Friendly Materials: Electric cars are often made with
environmentally friendly materials, such as recycled plasticsand plant-based
fibers. This makes them a more sustainable choice compared to traditional
cars.
In conclusion, electric cars offer numerous advantages over traditional cars,
including zero emissions, lower costs, and practicality for everyday use. They also
come with incentives and rebates, making them an affordable and attractive option
for drivers. If you want to save money and protect the environment, consider making
the switch to an electric car today.

KS3 – English as a First Language 14 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

If Conditional
First conditional

An "if" conditional statement is used to express a hypothetical situationand its

potential outcome. The structure of an "if" conditional statementis as follows:

"If + subject + verb in simple present tense, subject + will + verb in base form."
For example: "If it rains, I will stay inside."

In this sentence, "if it rains" is the hypothetical situation, and "I will stay
inside" is the potential outcome.

Another type of "if" conditional statement is the "if-then" statement, which is

often used in programming and logical statements. The structure of an "if-then"
statement is as follows:

"If + condition, then + action."

For example: "If the user enters the correct password, then they will be
granted access to the system."

In this sentence, "if the user enters the correct password" is the condition, and
"they will be granted access to the system" is the action.

Conditional statements can also be used in more complex sentences, such as in

the case of a conditional clause. In a conditional clause, the "if" statement is
followed by a dependent clause that provides additional information about the
hypothetical situation. The structure of a conditional clause is as follows:

"If + subject + verb in simple present tense, dependent clause."

For example: "If I win the lottery, I will buy a new car, pay off my debts, and
take a vacation."

In this sentence, "If I win the lottery" is the conditional statement, and "I will
buy a new car, pay off my debts, and take a vacation" is the dependent clause
that provides additional information about the potential outcome.

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Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Here are some exercises about "if" conditional statements with answers:

1. Complete the following sentence with the correct verb form: "If it
________ (snow) tomorrow, we ________ (go) sledding."
Answer: "If it snows tomorrow, we will go sledding."
2. Complete the following sentence with the correct verb form: "If I ________
(have) more time, I ________ (learn) how to play the guitar."
Answer: "If I had more time, I would learn how to play the guitar."
3. Complete the following sentence with the correct verb form: "If you
________ (study) harder, you ________ (get) better grades."
Answer: "If you study harder, you will get better grades."
4. Complete the following sentence with the correct verb form: "If we
________ (leave) early, we ________ (avoid) traffic."
Answer: "If we leave early, we will avoid traffic."
5. Complete the following sentence with the correct verb form: "If he
________ (not arrive) on time, we ________ (start) without him."
Answer: "If he does not arrive on time, we will start without him."
6. Complete the following sentence with the correct verb form: "If I ________
(see) her, I ________ (tell) her the good news."
Answer: "If I see her, I will tell her the good news."
7. Complete the following sentence with the correct verb form: "If they
________ (invite) us, we ________ (go) to the party."
Answer: "If they invite us, we will go to the party."
8. Complete the following sentence with the correct verb form: "If it
________ (rain), we ________ (stay) inside and watch a movie."
Answer: "If it rains, we will stay inside and watch a movie."

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Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

If second condition.

It is used to describe hypothetical or unlikely situations in the present or future. The

structure of a second conditional statement is as follows:
"If + subject + simple past tense, subject + would + base form of the verb."
For example, "If it rained tomorrow, I would stay inside."
In this sentence, "if it rained tomorrow" is the hypothetical situation, and "I would
stay inside" is the potential outcome.

The second conditional is often used to express:

1. Hypothetical or imaginary situations in the present or future.
Example: "If I had a million dollars, I would buy a mansion."

2. Situations that are unlikely or contrary to fact in the present or future.

Example: "If I were president, I would change the laws."

3. Polite requests or suggestions.

Example: "If you could lend me your book, I would be grateful."

It is important to note that the second conditional describes situations that are
unlikely or hypothetical, and therefore the verb in the "if" clause is always in the
simple past tense, and the verb in the main clause is always in the conditional form,
using "would" plus the base form of the verb.

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 Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Answer the following questions using the second conditional.

1. If you had a time machine, where would you go?

Answer: If I had a time machine, I would go back to the 1920s and experience the
era of jazz and flappers.
2. If you could have any job in the world, what would it be?
Answer: If I could have any job in the world, I would love to be a wildlife photographer and
travel the world capturing amazing images of animals in their natural habitats.
3. If you won the lottery, what would you buy first?
Answer: If I won the lottery, I would buy a new house for my family and invest the
rest of the money.
4. If you could travel anywhere in the world, where would you go?
Answer: If I could travel anywhere in the world, I would go to Japan and immerse
myself in the culture, try new foods, and explore the beautiful landscapes.
5. If you could change one thing about the world, what would it be?
Answer: If I could change one thing about the world, I would eliminate poverty and
ensure that everyone has access to basic needs like food, shelter, and healthcare.
6. If you had the chance to meet any historical figure, who would it be?
Answer: If I had the chance to meet any historical figure, I would choose to
meet Mahatma Gandhi and learn from his philosophy of nonviolence and peaceful resistance.
7. If you could only eat one food for the rest of your life, what would it be?
Answer: If I could only eat one food for the rest of my life, it would be sushi.

8. If you could have any superpower, what would it be?

Answer: If I could have any superpower, I would choose the power of teleportation
so that I could travel anywhere in the world instantly.

KS3 – English as a First Language 18 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

3rd conditional

It is used to describe hypothetical situations in the past that did not happen, or
situations that are impossible to change. The structure of a third conditional
statement is as follows:

"If + subject + past perfect tense, subject + would + have + past participle."
For example, "If I had studied harder, I would have passed the exam."
In this sentence, "if I had studied harder" is the hypothetical situation in the past,
and "I would have passed the exam" is the potential outcome that did not happen.
The third conditional is often used to express:

1. Regrets or missed opportunities in the past.

Example: "If I had known about the job opening, I would have applied for it."

2. Hypothetical situations in the past that did not happen.

Example: "If I had gone to the concert, I would have met the band."

3. Criticism or disappointment about past actions or decisions.

Example: "If you had told me earlier, we would have been able to solve the
problem."

It is important to note that the third conditional describes situations that are
impossible to change in the past, and therefore the verb in the "if" clause is always
in the past perfect tense, and the verb in the main clause is always in the
conditional perfect form, using "would have" plus the past participle of the verb.

KS3 – English as a First Language 19 compiled and created by Nada Salem

Cambridge Check Point – KS3 – Year 7 and Year 8 Eshra7ly

Here are some questions on the third conditional:

1. If you had invested in Bitcoin when it was first introduced, what would have
happened?
Answer: If I had invested in Bitcoin when it was first introduced, I would have
become very wealthy.
2. If you had the chance to start over, what would you have done differently?
Answer: If I had the chance to start over, I would have pursued my passion for
music and become a professional musician.
3. If you had known that it was going to rain, what would you have done
differently?
Answer: If I had known that it was going to rain, I would have brought an umbrella
with me.
4. If you had taken a different path in life, where do you think you would have
ended up?
Answer: If I had taken a different path in life, I might have ended up living in a
different country and pursuing a completely different career.
5. If you had the opportunity to go back in time, what event would you have
liked to witness?
Answer: If I had the opportunity to go back in time, I would have liked to witness
the signing of the Declaration of Independence.
6. If you had not met your current partner, where do you think you would be
now?
Answer: If I had not met my current partner, I might have continued to travel the
world and pursue my career as a freelance writer.
7. If you had studied a different subject in college or university, where do you
think your career would have taken you?
Answer: If I had studied a different subject in college or university, I might have
pursued a career in science or technology instead of writing.
8. If you had not taken a particular risk in the past, what do you think would
have happened?
Answer: If I had not taken a particular risk in the past, I might have missed out on
an important opportunity to grow and learn from my experiences.

KS3 – English as a First Language 20 compiled and created by Nada Salem