UNIT 1

A. WRITING
The Narrative Essay

Read the following essay. Find the topic sentence in each paragraph, underline the linking
words and consider the role of each paragraph.

The Stranger on the Bridge

P1 The big Town Hall clock was striking midnight when Frank began to cross the bridge.
The night air was cold and damp. A low mist hung over the river and the street-lamps gave little
light.
P2 Frank was anxious to get home and his footsteps rang loudly on the pavement. When he
reached the middle of the bridge he thought he could hear someone approaching behind him. He
looked back but could see no one. However, the sound continued and Frank began walking more
quickly. Then he slowed down again, ashamed of himself for acting so foolishly. There was
nothing to fear in a town as quiet as this.
P3 The short, quick steps grew louder until they seemed very near. Frank found it impossible
not to turn round. As he did so, he caught sight of a figure coming towards him.
P4 After reaching the other side of the bridge, Frank stopped and pretended to look down at
the water. From the corner of his eye he could now make out the form of a man dressed in a large
overcoat. A hat was pulled over his eyes and very little of his face could be seen.
P5 As the man came near, Frank turned towards him and said something about the weather
in an effort to be friendly. The man did not answer but asked gruffly where Oakfield House was.
Frank pointed to a big house in the distance and the stranger continued his way.
P6 The inquiry made Frank suspicious because he knew that the inhabitants of Oakfield
House were very wealthy. Almost without realizing what he was doing, he began following the
stranger quietly. The man was soon outside the house and Frank saw him look up at the
windows. A light was still on and the man waited until it went out. When about half an hour had
passed, Frank saw him climb noiselessly over the wall and heard him drop on to the ground at
the other side.

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P7 Now Frank’s worst suspicions were confirmed. He walked quickly and silently across the
street towards a telephone-box on the corner.

○ Structure
The general outline for stories should be as follows:
- Before the event
- The event
- After the event
Introduction
Paragraph 1
Catching the attention - setting the scene, supplying any necessary background information,
arousing the reader’s interest.
Development
Paragraphs 2, 3, 4, 5
Develop the theme/central idea - relate the main events of the story in the order in which they
happened.
Conclusion
Paragraph 6
Summarises and gives a “catchy” end including an element of surprise. The reader should feel
that the writer has given a total account of the story he/she set out to tell.
○ Before working on your plan try to decide what the main event will be so that you can build
your story around it. Note a few ideas under each heading so that you have a fairly clean picture
of what you are going to say before you begin writing.
○ You must do all you can to make your essays interesting so that they will hold the reader’s
attention to the very end. Include incidents and details which are drawn from everyday life or
which you have imagined. Select those events that help you tell the story, that help you to move
the action forward, that add interest to the story by making it exciting, suspenseful, or
humorous.
○ Maintain the reader’s attention up to the end.
○ Connect your sentences by using linkers.
adding an idea or fact: also, another, besides, furthermore, moreover, in addition,
next, too, similarly

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 establishing the order: first, second, third, then, next, meanwhile, before, after,
finally, eventually, later
cause and effect relationship: as a result, consequently, hence, therefore, thus,
accordingly
examples: such as, for example, for instance
contrast, contradiction: however, nevertheless, on the contrary, on the other hand,
yet, otherwise
comparison: similarly, likewise
location: above, below, here, there, inside, outside, nearby, beyond, between,
over, under
sequence of events
Firstly, The first step is
First of all, The first stage is
To begin with, ... begins with
Initially ... commences with
Beforehand, Before this,
Previously, Prior to this,
Earlier,
At the same time, During
Simultaneously, When this happens
While
Secondly, Thirdly etc After this,
Next, The next step is
Then, In the next stage,
Subsequently, In the following stage,
Later, Following this,
As soon as the committee has finished
its work, ...
Eventually, ... until ...
Lastly, ... finishes with ...
Finally, concludes with
In the last stage, The last step is ...

○ Balance your essay

At the seaside - unbalanced essay - if you were to spend a whole page describing how you got to
the seaside and then one or two paragraphs more to say what you did there, your essay would be
unbalanced. Keep to the point.

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At the seaside - unbalanced paragraphs in a composition - 1 paragraph (25 lines) how you played
with sand, 1 paragraph (10 lines) an entire succession of events constituting in fact the climax of
the story. Never attempt to write an essay in a single paragraph.
○ Especially expository paragraphs often develop a topic sentence that expresses the main idea.
It is mainly placed at the beginning of the paragraph, but it can be placed in the middle, or even
at the end (tension, suspense for the reader).
○ The function of the other sentences is to support or develop the main idea with specific details
(examples, incidents, reasons).
○ Use the chronological order of the events.
○ Use Past Tense and Past Perfect as the story’s main narrative tenses.

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 B. GRAMMAR
The Modal Verbs
Introduction:
 Modal verbs express the speaker’s attitude towards what he says; the action expressed can be
seen as POSSIBLE, PROBABLE, NECESSARY, OBLIGATORY, WISHFUL etc.
Characteristics of modal verbs:
 do not add –s at the 3rd person, singular
e.g. He should do it.
 form the interrogative by inversion; the negative by adding not
e.g. You must do it.
Must you do it?
You must not do it.
 followed by the infinitive without to
 lack certain verbal forms- in this case they are substituted by verbal paraphrases: be able to,
be allowed to, be permitted to, be to, have to
 if you want to use tag questions with the modals, then use the modal verb expressed in the
sentence
e.g. He talked a lot, didn’t he?
You can sing well, can’t you?
You have to come early, don’t you?

CAN/COULD
Mainly express ABILITY, POSSIBILITY, PERMISSION
I ABILITY
1. can + inf = to be able to (natural ability)→present reference
e.g. Can you run 1500 metres in 5 minutes?
= Are you able to run 1500 metres in 5 minutes?
2. can + inf (learned ability) →present reference
e.g. Can you drive a car?
3. could+ inf (natural or learned ability) →past reference
e.g. Jim could/couldn’t run very fast when he was a boy.

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4. can/could versus be able to
4.1 past ability: could/be able to
e.g. Jim could run fast as a young boy.
= Jim was able to run fast as a young boy.
4.2 specific achievement in the past: be able to
e.g. A man drowned in the Mures river yesterday. Although he could swim (learned ability in the past),
he grew tired so he was not able to reach (unsuccessful completion of a specific action) the shore.
obs. alternative constructions to be able to: manage(d) to, succeed(ed) in
5. skills to be acquired in the future: will be able to
e.g. I will be able to drive by next summer.
6. could may be used as an alternative for would be able to→future reference
e.g. I could help you with the furniture when you move into your new house.

II (IM)POSSIBILITY
1. can/could + inf→present reference
e.g. Lightening a match in a gas station can cause an explosion.
It can be very cold in winter.
If she catches the 8.30 bus, she can/could get here in time.
Can this be true?
Could this be true? (less credible than can)
You can’t bathe here because the river is polluted.
The situation couldn’t be worse. (with comparative adjectives)
2. could + inf →past reference
e.g. We couldn’t bathe there because the river was polluted.
3. can’t/couldn’t + inf (negative deduction)→present reference
e.g. You can’t be hungry. You’ve just had dinner.
A: “I think Lucy is typing the letter now.”
B: “Lucy can’t be typing the letter. She can’ type.”
4. can’t/couldn’t have + 3rd form of the vb. (negative deduction or past possibility) →past reference
e.g. He couldn’t have heard the news on the radio because he was sleeping then.
David could have won the race if he tried.

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[Link] as possibility cannot be used in a future sense; it will be possible, will be able→future reference
e.g. When the new tunnel is ready, we’ll be able to get to town more easily.
6. could as possibility may be used in a future sense→future reference
e.g. You could bathe here next summer, as the water will be warm.
7. couldn’t (possibly) + inf (unwillingness)→present/future reference
e.g. I couldn’t possibly leave without helping you!

III PERMISSION
1. can + inf (to ask for permission; informal)→present reference
e.g. Can I borrow your car?
2. can/cannot + inf (to express/refuse permission) →present reference
e.g. Yes, you can borrow my car.
3. could + inf (to ask for permission; more polite) →present reference
e.g. Could I borrow your umbrella, Miss Johnson?
4. can’t/couldn’t + inf (to ask for permission; insistence) →present reference
e.g. Mum, can’t/couldn’t I stay out till midnight, please?
[Link] + inf. (permission; after past tense verbs)→past reference
e.g. I told him he could borrow my car.

MAY/MIGHT
Mainly express POSSIBILITY, PERMISSION
I POSSIBILITY
1. may/might +inf→ present/future reference
e.g. They may/might come today/tomorrow.
A: “Where is Bill?”
B: “He may be at home. He is usually at home at this hour.”
C: “He might be at home. I’m not sure.” (less sure)
might - less probable
2. may/might have + 3rd form of the vb.→past reference
They might not have noticed what was going on.
3. might + inf (indirect speech; i.e. when the introductory verb is in the past)

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e.g. She said: “I may go this afternoon.”
She said that she might go this afternoon.
4. may/might are not used to express possibility in questions; they are replaced by phrases like do you
think + present/future tense or is it likely + inf →present/future reference
e.g. Do you think they know where we parked our car?
Are we likely to meet them in this crowd?

II PERMISSION
1. may + inf (to grant/refuse permission by the speaker)→ present/future reference
e.g. They may go.
2. may + inf (to indicate the idea of having permission)→ present/future reference
e.g. I/we may go.
3. may + inf (to request permission)→ present/future reference
e.g. May I smoke in here?
4. might + inf (to express permission)→ present/future reference(with conditional implication)
e.g. Might I take your car for an hour?
obs to be allowed to, to be permitted to replace can, could, may, might when they express
PERMISSION.
e.g. I will be allowed to drive a car when I’m 18.

fig. - permission relative to degree of politeness:

politenes
s
Might
May
Could
Can
III Other cases
1. might + inf (strong requests) →present reference
e.g. You might tell me what is going on.
2. might have+ 3rd form of the vb. (reproach) →past reference
e.g. You might have told me what happened.

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3. may/might as well(to indicate intention with a 1st person subject)
e.g. It’s not far, so we might as well go on foot.
4. may/might as well(to indicate recommendation, with the other persons)
e.g. You might as well start the programme now.
5. might just as well(to indicate an alternative, usually not a very desirable one)
e.g. I might just as well wait until Thomas comes and then start the work.
6. try as I may +…→ present reference
try as I might + …→ past reference
e.g. Try as I may, I cannot do it.
= Although I try hard, I cannot do it
Try as I might, I could not pass my driving test.
= Although I tried hard, I could not pass my driving test.
7. may + vb. (to express although clauses)
e.g. She may be the boss, but that is no excuse for shouting like that.
= Although she is the boss, that is no excuse for shouting like that.

CAN/COULD VS MAY/MIGHT
1. notice the difference in negative sentences
e.g. He may not be at home. (= it is possible that he is not at home)
He can’t be at home. (= it is not possible for him to be at home)
2. can→ theoretical possibility vs. may→ factual possibility
e.g. The road can be blocked. (it is possible to block the road)
The road may be blocked. (=it is possible that the road is blocked)

MUST/HAVE TO
Mainly express OBLIGATION, POSITIVE DEDUCTION, STRONG NECESSITY,
PROHIBITION/LACK OF OBLIGATION
1. must + inf (obligation imposed by the speaker)→ present/future reference
e.g. You must be back before it gets dark.
You mustn’t be noisy outside a hospital. (total obligation)
2. self-imposed obligation (with the 1st person pronouns)→ present/future reference

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e.g. I/we must do something about the weeds in the garden.
3. must + inf (obligation resulting from rules)→ present/future reference
e.g. Pedestrians must cross the street on the zebra.
4. have to + inf (external obligation) )→ present/future reference
e.g. You will have to leave now or you’ll miss the train.
5. have to + inf (habitual, repeated obligations)
e.g. I have to be at the hospital every morning at 10 o’clock.
Do you ever have to be up at 5 o’clock?

6. in the past or future tense have to is used instead of must

e.g. You must stay in bed. You’ve got the flu.
You will have to stay in bed when you have a fever again.
He had to stay in bed because he had the flu.
7. don’t have to (lack of obligation)
e.g. You don’t have to write such a long essay.
obs. future tense form: won’t have to
past tense form: didn’t have to (occasionally hadn’t got to)
e.g. When he was young, he didn’t have to help his mother in the kitchen.
8. had to + inf (past obligation) →past reference
e.g. Sorry I’m late, I had to post some letters.
9. must/had to + inf (inescapable obligation) → with a past tense introductory verb (for
present/future reference)
e.g. He told me he must/had to warn me of the consequences.

II DEDUCTION(also called certainty)

1. must + inf→present/future deduction
e.g. You must be hungry. You haven’t eaten anything since yesterday.
You must be Mr. Smith.
2. must have + 3rd form of the verb→past deduction
e.g. She must have worked very hard for this exam. She’s got a very high grade.
3. must + inf→ with a past tense introductory verb( for present/future deduction)

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e.g. He said George must be a fool to behave like that.
She said I must be hungry.

MUST VS MAY
1. must may be used as a counterpart of may (permission)
e.g. You may borrow my car.
You may not/ mustn’t borrow my car.

NEED
A. FULL VERB:
e.g. I need help./Do you need any help?/I don’t need any help.
e.g. I need(ed) to go to the dentist.
B. MODAL VERB
As a modal, need occurs only in interrogative and negative sentences
e.g. Need you leave so soon?
e.g. You needn’t leave so soon.
Mainly expresses NECESSITY, ABSENCE OF NECESSITY
I NECESSITY
1. need + inf→present/future reference
e.g. When need you go to the dentist?
2. needn’t have + 3rd form of the vb.(absence of necessity, but the action was performed)→past
reference
e.g. I bought the book. Then they told me it wasn’t necessary for me to buy it.
= I needn’t have bought the book.
3. didn’t need to + inf (absence of necessity, the action was not performed)→past reference
e.g. I wanted to buy the book, thinking I have to do it. But I didn’t buy it. Then they told me it wasn’t
necessary for me to buy it.
= I didn’t need to buy the book.

NEED NOT + INF VS DON’T HAVE TO + INF

1. they can both express absence of obligation (/necessity)

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e.g. You don’t have to write such a long essay.
You need not write such a long essay.
SHOULD
Mainly expresses ADVISABILITY, SUPPOSITION
I ADVISABILITY
1. should + inf (piece of advice coming from the speaker)→ present/future reference
e.g. He should learn more in order to pass the exam.
You shouldn’t tell lies.
2. should have + 3rd form of the verb(reproach or past advisable course of action)→past reference
e.g. He should have learnt more in order to pass the exam.
You shouldn’t have done it.

II SUPPOSITION
1. should + inf →present/future reference
e.g. Mary should be in Paris. At least I think so.
2. should have + 3rd form→past reference
e.g. Mary should have been In Paris at 10 o’clock. (But her plane was delayed.)

SHOULD VS MUST
1. should + inf(supposition about the present/future) vs. must + inf (logical deduction about the
present/future)
e.g. Mary should be in Paris. At least I think so.
Mary’s plane lands in Paris at 10 o’clock. It is 10.30, so Mary must be in Paris now.
2. should have + 3rd form(supposition about the past) vs. must have + 3rd form of the vb. (logical
deduction about the past)
e.g. Mary should have been In Paris at 10 o’clock. (But her plane was delayed.)
Mary must have been in Paris at 10 o’clock. (Her plane was to land at 10 and I don’t know of any
delay)
THAT…SHOULD
1. after suggest, propose, insist, recommend, advise (instead of an –ing construction)
e.g. I suggested going there. = I suggested that we should go there.

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2. after agree, demand, determine, be determined, order, command (instead of an infinitive construction)
e.g. He was determined to go there first. = He was determined that nobody should get there before him.
3. after arrange, stipulate, be anxious (instead of for + object + inf)
e.g. I am anxious for nobody to know where I am going. = I am anxious that nobody should know
where I am going.
4. after it is/was + adj. (necessary, important etc.) (instead of for + object + inf)
e.g. It is necessary for him to leave. = It is necessary that he should leave.

OUGHT TO + inf→present/future reference

OUGHT TO HAVE + 3rd form of the vb. →past reference: can replace SHOULD except in questions
and negatives

SHALL+ inf→present/future reference

1. to express a threat or command in affirmative statements, with a 2nd person subject
e.g. You shall do it whether you like it or not
2. to expresss a promise
e.g. You shall have a bike for your birthday.
3. to express an intention
e.g. We shall celebrate this very night.
4. in offers
e.g. Shall I help you pack?
5. suggestions
e.g. Shall we meet at the theatre?

WILL
1. to express intention, willingness, determination (1st person subject)
e.g. I will write tomorrow.
We’ll celebrate this very night.
2. to express an impersonal type of command
e.g. You will stay here till you are relieved.
3. to express insistence which is associated with a habit

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e.g. If you will put so much salt in your food, it’s no wonder you are always thirsty.
He will go swimming in very dangerous waters.
4. to express supposition
e.g. He’ll be there by now (=I think he is there)
They will have arrived by now.
That will be the postman. (It is 10 o’clock. The bell is ringing. The postman usually comes at this
hour)
5. in requests
e.g. Will you show me how to do this?

WOULD
1. instead of will after a past tense verb
e.g. He said that he would never do anything like that.
2. in polite requests
e.g. Would you give me a hand?
3. would + inf (may express certainty - with a suppressed conditional sentence) →present/future
reference
e.g. Nobody would agree with that idea (if we asked them)
4. would have + 3rd form of the vb.(events in the past which did not happen; sometimes with a
suppressed conditional sentence) →past reference
e.g. I would have accepted the job, but I didn’t want to move house.
Nobody would have tried to do it (if we had asked them).
5. would have + 3rd form of the vb (assumptions about the past = past supposition)
e.g. “Someone called after you left but didn’t leave a message.”
“That would have been Cathy.”

C. VOCABULARY

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 Football
1. The Pitch. Fill in the blanks with the field markings of a football pitch.
corner kick
quarter circle

restraining arc

goal line

touch line
The rectangular pitch is divided in half by a line drawn between the mid-points of the two longer
sides. This is the 1_____. Exactly halfway across it is the 2_____. Kick-offs, at the start of each
half and after a goal is scored, are taken from this spot. When a team kicks-off, players from the
opposing team must remain at a distance of at least 10 yards (9.15 m) from this spot until the
kick is taken. A circle drawn around the centre spot, known as the 3_____, marks this distance.
At either end of the pitch are the 4_____. These are formed by two upright posts placed
equidistant from the corner flagposts, 24 feet (7.32 m) apart and 8 feet (2.44 m) in height, joined
at the top by a crossbar. Nets are usually placed behind these objects , though they are not
required by the Laws of the Game. Two boxes are marked out on the pitch in front of each goal.
The smaller box, called the 5_____ or colloquially the "goal area", is laid out to surround the
goal at an equal distance of 6 yards (5.5 m). Goal kicks and any free kick by the defending team
may be taken from anywhere in this area. An indirect free kick awarded to the attacking team for
an incident occurring within the this area must be taken from the point on this line parallel to the
goal line nearest where an incident occurred. The outer box is known as the 6_____ (or
colloquially the 18 yard box), and is set 18 yards (16.5 m) to each side of the goal, and 18 yards
in front of it. A small semicircle (called the 7_____ or the D) is also drawn at the outside edge of
the penalty area, 10 yards (9.15 m) from the penalty mark. This is an exclusion zone for all
players other than the one taking the kick in the event of a penalty being awarded.
The 8_____ (or penalty mark) is immediately in the middle of and 12 yards (11 m) in front of the
goal.
The area of play is defined by the two sets of boundary lines. The longer boundary lines are
called 9_____ while the shorter ones are known as 10_____.
In each corner of the pitch a small quarter circle with a 1 yard (1 m) radius is drawn where corner
kicks are taken from. This is called the 11_____.

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2. Field markings. Using the information from the previous exercise complete the following
table with the names and the functions of the field markings of a football pitch.
Field marking Function
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

3. Starts and restarts. From the initial kick-off of a period until the end of that period, the
ball is "in play" at all times until the end of the playing period, except when the ball leaves
the field of play or play is stopped by the referee. Match the words in the first column of the
table with their definitions on the second column to discover the methods by which the game is
restarted in such situations.
1. goal kick a. When the ball has wholly crossed the touch line it is awarded to the
opposing team to that which last touched the ball. To restart the game in
this manner, a player outside the touch line throws the ball to a teammate
who is in play. The player must always use two hands and bring the ball
from behind the head while standing in the spot where the ball left the
field of play.
2. indirect free kick b. Awarded to the attacking team when the ball has wholly crossed the
goal line without a goal having been scored and having last been touched
by a defender.
3. kick-off c. Such a kick is awarded for ”pennal fouls”, such as pulling an opponent
to the ground by grabbing the jersey. The ball may be kicked directly into
the goal from the spot of the foul.
4. dropped-ball d. This method is used to begin each period of play or to restart the game
after a goal having been scored.
5. penalty kick e. This restart method is used when the referee has stopped the play for a
reason which cannot be considered an infraction: a serious injury to a
player, interference by an external party, or a ball becoming defective.
6. direct free kick f. It is awarded to fouled team following "penal" foul having occurred in
their opponent's penalty area.
7. throw-in g. This designates the kick up the field from one of the corners of the goal
area awarded to the defending team after the attacking team has kicked the
ball past the goal line without a goal being scored.
8. corner kick h. Such a kick is awarded to the fouled team for ”non-pennal fouls”, such
as obstructing an opponent while pursuing the ball. The ball must touch
one other person (a teammate, opponent, or goalie) before a goal can be
scored.

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 4. The following words name positions of football players on the field. Choose the
appropriate definitions for each of them:

(1) goalkeeper
(2) midfield
(3) sweeper
(4) center back (a.k.a. central defender)
(5) striker
(6) winger

(a) He has one main task: to score goals.

(b) He is free to move up and down the field, in contrast to man-to-man markers, who
must stick to their designed attacker.
(c) His job is purely defensive: to guard his team’s goal from being breached. He is
allowed to use his hands when playing the ball.
(d) He is a link between defense and attack when his team is in possession of the ball, and
must also defend when the opposing team is in possession.
(e) He plays in a wing position and his job is to provide crosses into the penalty area for
the strikers to score from.
(f) His job is to stop opposing players, particularly the strikers, from getting the
opportunity to score, and to clear the ball from the penalty area. He is usually tall, with
good heading ability.

5. Equipment. Lable the picture with the following items of football equipment:

jersey, shorts, socks (stockings), shin guards, football boots (shoes with cleats)

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6. Fill in the blanks with the appropriate word or phrase. Write them down in the table
below the text. Each word can be used only ONCE.

of, are, with, pass, players, attacker, is composed of, the, hands, is

Football 1_____a game played by two teams on a rectangular field, in which 2_____ attempt to
knock a round ball through the opponents’ goal, using any part of the body except the 3_____.
Generally, players use their feet and heads as they kick, dribble, and 4_____ the ball toward the
goal. One player on each team guards 5_____ goal. This player, the goalkeeper, is the only player
allowed to touch the ball 6_____ the hands while it is in play.
In a regulation football game, each team 7_____ 11 players. There 8_____ four main positions:
goalkeeper, defender, midfielder, and 9_____. One player from each team plays the position
10_____ goalkeeper, but the distribution of other players among the other positions can vary.

7. How much do you know about football? Decide whether the following sentences are true
or false.

1. The referee calls fouls on players who commit one of ten major infractions: intentionally
kicking, tripping, or jumping at an opponent; violently charging, striking, holding, pushing, or
spitting at an opponent; tackling an opponent without the ball or touching the ball with the hands.
2. A player cannot be ruled offside when receiving the ball from a throw-in or if the player is in
his or her own half of the field.
3. Coaches determine offsides infractions and signal them by waving their flags and pointing to
the spot where the infraction occurred.
4. The referee is assisted by three linesmen.
5. A standard adult football match consists of two periods (known as halves) of 45 minutes each.
6. There is usually a 20-minute break between halves, known as half time.
7. The extra-time and the shootouts come before the fulltime.
8. Players may be replaced by substitutes during the course of the game.
9. A player who is shown the yellow card once in one game is ejected.
10. If a single foul is violent enough, the referee may immediately show the player a red card,
which means automatic ejection.
11. A replaced player may not reenter the game.
12. An attacking player is offsides if, when receiving a forward pass from a teammate, there are
not at least two opponents (usually one defender and the goalkeeper) behind the receiver—that
is, between the attacking player and the opponents' goal line.
13. The referee is allowed to add time on if there are frequent and lengthy interruptions.
14. A football team consists of one goalkeeper and twelve outfield players.
15. A goalkeeper can handle the ball when back-passed.
16. A goalkeeper is allowed to use any part of his/her body when saving a ball.
17. A two-leg stage involves the two teams playing against each other twice.
[Link] man-to-man marking each centre back has the job of covering a particular opposition
player.
19. In zonal defence each centre back covers a specific area of the pitch.
20. Formation in football describes how the players in a team are positioned on the pitch.

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8. Fill in the blanks with the following words:

forehead, tackling, trap, propel, stops, ball, control, goal, jockey, stop, accuracy, blocking, feet,
skills, knocking, kicking, protecting, passes, headers, outside, fake, running, trapping

Soccer players use five basic skills: kicking, dribbling, passing, heading, and trapping. 1_____is
the most basic skill. Players who wish to kick the ball powerfully do so with the top of the foot,
the area just above the toes, generating power from the upper leg and torso. A powerful kick may
2_____ the ball up to 120 km/h (75 mph). Many players cannot kick the ball equally well with
both 3_____, and favor the stronger foot when making a shot at the goal or kicking the ball a
long distance. Players who wish to kick the ball powerfully do so with the top of the foot, the
area just above the toes.
Players move the ball small distances by dribbling. Dribbling entails tapping, dragging, or rolling
the ball in front of the body while 4_____. The objective—to advance the ball while keeping it in
control and 5_____ it from defensive players—is similar to that of dribbling in basketball, using
the feet instead of the hands. A player with good dribbling skills can make quick 6 ______,
change direction, and move the 7_____ from one foot to another with ease. Advanced players
can also 8_____ one way with the ball, only to turn and move in the opposite direction.
Players use 9_____ to move the ball around the field more quickly than they can by dribbling.
Passes are like kicks, but they require less power and more 10_____. Players usually pass by
using the inside of the foot to push the ball in a certain direction, though sometimes the 11_____
of the foot is used. Talented players can pass with both feet in all directions, including behind
them.
Players use 12_____ to make plays on balls that are in the air, either to pass or to make a shot on
13_____. To make a header, they knock the ball with the 14_____, using power generated from
the neck muscles. When a ball is high in the air, members of both teams will 15_____ for
position on the ground in order to control the header. Tall players and those who can jump high
have a distinct advantage in these situations.
Players use 16_____ to gain control of loose balls that may be rolling, bouncing, or flying
through the air. To bring the motion of the ball to a momentary 17_____, players absorb the
ball’s force with a part of their body. Most traps are made with the inside of the foot or the sole
of the foot, but balls may also be brought under control with the leg, chest, head, or top of the
foot. Good trapping allows players to control the tempo of the game by maintaining control of
the ball for long periods of time. It also enables them to pass the ball with pinpoint 18_____,
because they have control of the ball at the moment they pass.
A sixth skill, called 19_____, is the primary tool of defense. Tackling in soccer is not like
tackling in American football. A tackle in soccer is a means of taking away the ball from an
opponent, not bringing the opponent down. 20_____ the advance of the ball with the foot or
lower leg is the most common form of tackling in soccer. Some players also slide in front of
attacking players to steal the ball, a move known as a slide tackle.
A goalkeeper must learn all the skills that other players do, but because the goalkeeper can use
the hands, he or she must also master an entirely different set of 21_____. The goalkeeper must
be able to catch balls in the air and 22_____ them with the hands and body when the ball is
bouncing along the ground. Goalkeepers must also know how to punch away balls that are
kicked towards the top or corners of the goal, as attempting a catch in these difficult situations is
often more dangerous than simply 23_____ the ball away.

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