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 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 P4 The short, quick steps grew louder until they seemed very near. Frank found it impossible After reaching the other side of the bridge, Frank stopped and pretended to look down at not to turn round. As he did so, he caught sight of a figure coming towards him. 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. 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

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Now Franks 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 readers 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 readers 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 readers 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 2

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, First of all, To begin with, Initially Beforehand, Previously, Earlier, At the same time, Simultaneously, Secondly, Thirdly etc Next, Then, Subsequently, Later, Eventually, Lastly, Finally, In the last stage, 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. The first step is The first stage is ... begins with ... commences with Before this, Prior to this, During When this happens While After this, The next step is In the next stage, In the following stage, Following this, As soon as the committee has finished its work, ... ... until ... ... finishes with ... concludes with The last step is ...

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 storys main narrative tenses.

B. GRAMMAR The Modal Verbs Introduction: Modal verbs express the speakers 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 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, if you want to use tag questions with the modals, then use the modal verb expressed in the

e.g. You must do it.

be allowed to, be permitted to, be to, have to sentence e.g. He talked a lot, didnt he? You can sing well, cant you? You have to come early, dont 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/couldnt run very fast when he was a boy. 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 tofuture reference e.g. I could help you with the furniture when you move into your new house. II (IM)POSSIBILITY 1. can/could + infpresent 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 cant bathe here because the river is polluted. The situation couldnt be worse. (with comparative adjectives) 2. could + inf past reference e.g. We couldnt bathe there because the river was polluted. 3. cant/couldnt + inf (negative deduction)present reference e.g. You cant be hungry. Youve just had dinner. A: I think Lucy is typing the letter now. B: Lucy cant be typing the letter. She can type. 4. cant/couldnt have + 3rd form of the vb. (negative deduction or past possibility) past reference e.g. He couldnt have heard the news on the radio because he was sleeping then.

David could have won the race if he tried. 5.can as possibility cannot be used in a future sense; it will be possible, will be ablefuture reference e.g. When the new tunnel is ready, well be able to get to town more easily. 6. could as possibility may be used in a future sensefuture reference e.g. You could bathe here next summer, as the water will be warm. 7. couldnt (possibly) + inf (unwillingness)present/future reference e.g. I couldnt 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. cant/couldnt + inf (to ask for permission; insistence) present reference e.g. Mum, cant/couldnt I stay out till midnight, please? 5.could + 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. Im 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) 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 Im 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 8

e.g. You might have told me what happened. 3. may/might as well(to indicate intention with a 1st person subject) e.g. Its 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 cant 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 mustnt be noisy outside a hospital. (total obligation)

2. self-imposed obligation (with the 1st person pronouns) present/future reference 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 youll miss the train. 5. have to + inf (habitual, repeated obligations) e.g. I have to be at the hospital every morning at 10 oclock. Do you ever have to be up at 5 oclock? 6. in the past or future tense have to is used instead of must e.g. You must stay in bed. Youve 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. dont have to (lack of obligation) e.g. You dont have to write such a long essay. obs. future tense form: wont have to past tense form: didnt have to (occasionally hadnt got to) e.g. When he was young, he didnt have to help his mother in the kitchen. 8. had to + inf (past obligation) past reference e.g. Sorry Im 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 + infpresent/future deduction e.g. You must be hungry. You havent eaten anything since yesterday. You must be Mr. Smith. 2. must have + 3rd form of the verbpast deduction e.g. She must have worked very hard for this exam. Shes got a very high grade.

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3. must + inf with a past tense introductory verb( for present/future deduction) 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/ mustnt borrow my car. NEED A. FULL VERB: e.g. I need help./Do you need any help?/I dont 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 neednt leave so soon. Mainly expresses NECESSITY, ABSENCE OF NECESSITY I NECESSITY 1. need + infpresent/future reference e.g. When need you go to the dentist? 2. neednt 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 wasnt necessary for me to buy it. = I neednt have bought the book. 3. didnt 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 didnt buy it. Then they told me it wasnt necessary for me to buy it. = I didnt need to buy the book. NEED NOT + INF VS DONT HAVE TO + INF

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1. they can both express absence of obligation (/necessity) e.g. You dont 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 shouldnt 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 shouldnt 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 formpast reference e.g. Mary should have been In Paris at 10 oclock. (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. Marys plane lands in Paris at 10 oclock. 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 oclock. (But her plane was delayed.) Mary must have been in Paris at 10 oclock. (Her plane was to land at 10 and I dont know of any delay) THATSHOULD 1. after suggest, propose, insist, recommend, advise (instead of an ing construction)

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e.g. I suggested going there. = I suggested that we should go there. 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 + infpresent/future reference OUGHT TO HAVE + 3rd form of the vb. past reference: can replace SHOULD except in questions and negatives SHALL+ infpresent/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. Well celebrate this very night. 2. to express an impersonal type of command

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e.g. You will stay here till you are relieved. 3. to express insistence which is associated with a habit e.g. If you will put so much salt in your food, its no wonder you are always thirsty. He will go swimming in very dangerous waters. 4. to express supposition e.g. Hell be there by now (=I think he is there) They will have arrived by now. That will be the postman. (It is 10 oclock. 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 didnt 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 didnt leave a message. That would have been Cathy.

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C. VOCABULARY 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_____.

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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_____. 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 16

one other person (a teammate, opponent, or goalie) before a goal can be scored. 4. The following words name positions of football players on the field. Choose the appropriate definitions for each of them: (1) (2) (3) (4) (5) (6) (a) (b) (c) (d) (e) (f) goalkeeper midfield sweeper center back (a.k.a. central defender) striker winger He has one main task: to score goals. He is free to move up and down the field, in contrast to man-to-man markers, who must stick to their designed attacker. His job is purely defensive: to guard his teams goal from being breached. He is allowed to use his hands when playing the ball. 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. He plays in a wing position and his job is to provide crosses into the penalty area for the strikers to score from. 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 receiverthat 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. 18.In 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.

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20. Formation in football describes how the players in a team are positioned on the pitch. 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 objectiveto advance the ball while keeping it in control and 5_____ it from defensive playersis 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 balls 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

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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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