Vlad-Georgian Mezei

2015

UNIT 1

THE OLYMPIC GAMES

SPEAKING
1. What do you think of when you hear these words: Citius Altius Fortius? Do you
know what they mean?
2. What is the significance of the Olympic Games for you?
3. How can a sport be included in the Olympic Games?
4. What are the Olympic symbols?
5. What do you know about the Olympic rings?
6. What does the Olympic flame symbolize?
7. What do you know about the following words: The most important thing in life is not
the triumph, but the fight; the essential thing is not to have won, but to have fought
well.?

LISTENING COMPREHENSION
Part 1
Listen to Part 1 and circle the five topics that are mentioned.
1. The motto of the Olympic Games.
2. The ideals of the Olympic Games.
3. The ideals of the Winter Olympic Games.
4. The strangeness of the clothing and equipment of the participants in the Winter Olympic
Games.
5. The elegance of the clothing and equipment of the participants in the Winter Olympic Games.
6. The incompatibility of the snowboarders lifestyle with the Olympic values.
7. The compatibility of the snowboarders lifestyle with the Olympic values.
8. The best results that have ever been achieved in ski jumping at the Winter Olympic Games.
9. Some unfortunate accidents that took place during the Winter Olympic Games.
10. The disappointment caused by the poor results of an inexperienced sky jumper.
11. The pleasant surprise produced by the bravery of a sportsman.
Part 2
Listen to Part 2 and circle the best variant according to what you hear. There is only ONE
correct variant.
1. A game of curling is won by the team
A. that manages to slide the stones closer to the tee than any of the opponents stones.
B. that manages to slide the stones further from the tee than any of the opponents stones.
C. that manages to slide the stones in the most spectacular manner.
2. Which of the following is true?
A. Curling is played on snow.
B. Curling is an individual sport.
C. Not everybody thinks curling deserves to be considered an international sport.
3. Which of the following is false?
A. The skeleton is an Olympic event nowadays.
B. The skeleton involves racing at high speeds.
C. In the skeleton the competitors race on sleds.
4. The skeleton and the luge
A. are two events that differ in every respect.
B. are two events that share some characteristics but are not exactly the same.
C. are two names for the same event.
5. The skaters Jayne Torville and Christopher Dean are mentioned in relation to
A. their private lives.
B. their numerous achievements throughout their careers.
C. an extremely impressive achievement.

READING COMPREHENSION
Read the text and solve the tasks that follow.
The Ancient Olympic Games were athletic contests and other types of public spectacle that were
a feature of the religious and social life of ancient Greece and Rome. In Greece the games served
at first as an element in various religious observances: some were held in honour of the gods,
some as offerings of thanksgiving. Others, in later times, were held in honour of living persons.
The Greek games, with their attendant processions, feasts, and music, played an important role in
developing the appreciation of physical beauty that is typical of Greek art and literature. Until a
relatively late stage in Greek history, the participants in the games were drawn from among the
citizens rather than from among professional athletes. As the games took on an increasingly
professional character, they rapidly declined in public esteem. The four major cycles of games
were the Olympic Games, the Pythian Games, the Isthmian Games, and the Nemean Games.
The Roman games, like those of the Greeks, were partly religious in nature. To ensure
the continued favour of the gods, the consuls of Rome were required at the beginning of each
calendar year to hold games dedicated to the gods. Funds for these spectacles were at first
supplied by the public treasury. Later, corrupt politicians used the games to win the favour of the
populace and vied with one another in the lavishness and extravagance of the games, which were
held on the flimsiest of pretexts and eventually lost their original religious meaning and purpose.
The Roman games differed radically from the Greek games in several respects. In Greece
the people were often participants, whereas in Rome they were mere spectators, and only
professional athletes, slaves, and prisoners customarily took part. Also, the Greek games
depended for their entertainment value chiefly on competition among athletes; whereas the
Roman games were often characterized by the staging of battles fought to the death and involved
large numbers of human beings and also beasts.
The modern Olympic Games began in Athens, Greece, in 1896, two years after French
educator and thinker Pierre de Coubertin proposed that the Olympic Games of ancient Greece be
revived to promote a more peaceful world. The program for the 1896 Games, including only
summer events (the Winter Olympics were not established until 1924), included about 300
athletes from fewer than 15 countries competing in 43 events in nine different sports. In contrast,
the program 100 years later for the 1996 Summer Olympics in Atlanta, Georgia, included more
than 10,000 athletes from more than 190 countries competing in 271 events in 29 different
sports.
The Olympic Games have always included a number of ceremonies, many of which
emphasize the themes of international friendship and peaceful cooperation. The opening
ceremony has always included the parade of nations, in which the teams from each nation enter
the main stadium as part of a procession. The Greek team always enters first, to commemorate
the ancient origins of the modern Games, and the team of the host nation always enters last. The
opening ceremony has evolved over the years into a complex extravaganza, with music,
speeches, and pageantry. It is eagerly anticipated and well attended. The torch relay, in which the
Olympic Flame symbolizes the transmission of Olympic ideals from ancient Greece to the
modern world, was introduced as part of the opening ceremony at the 1936 Summer Games in
Berlin, Germany. In the relay, the torch is lit in Olympia, Greece, and is carried over several
weeks or months from there to the host city by a series of runners. After the last runner has lit the
Olympic Flame in the main Olympic stadium, the host countrys head of state declares the
Games officially open, and doves are released to symbolize the hope of world peace.
adapted from Microsoft Encarta Encyclopedia Deluxe 2000

A. Decide whether the following statements are true (T) or false (F) according to the text.
1. The Ancient Olympic Games had no connection with the social life.
2. The Greeks dedicated games both to gods and to humans.
3. The Greeks allowed exclusively professional athletes to participate in the games.
4. The Greeks lost their interest in the games when the number of amateur athletes increased.
5. There were some similarities between the Greek and the Roman games.
6. Initially, the Roman games were publicly funded.
7. Pierre de Coubertin initiated the revival of the Olympic Games in 1894.
8. The modern Olympic Games were first held in France.
9. 15 countries participated in the first modern Olympic Games.
10. The first modern Olympic Games included less than 43 sports.
B. Choose the best variant according to the text.
1. In the text drawn from means
A. excluded from., B chosen from., C. expelled from.
2. Originally, the main purpose of the games held by the Romans was
A. to celebrate the beauty of the human body., B. to entertain the people., C. to honour the gods.
3. In the text vied means
A. competed., B. cooperated., C. viewed.
4. Why did the Roman games lose their religious purpose?
A. Because people stopped believing in gods., B. Because they were used for political purposes.,
C. Because they were used for financial purposes.
5. The main difference between the Greek and Roman games was that
A. while the Greeks honoured heroes, the Romans celebrated corrupted politicians., B. while the
Greeks appreciated the beauty of the human body, the Romans used the games exclusively to
display entertaining massacres., C. in Greece the average people were accepted as participants in
the games while in Rome citizens were only spectators.
6. In the text the word event means
A. something that happens., B. one of the planned activities that take place during an occasion
such as a sports competition., C. a celebration.
7. Which is the first team to enter the main stadium in the parade of nations?
A. The team of the host nation., B. The team with the best results in the history of the Olympic
Games., C. The Greek team.
8. In the text the word extravaganza means:
A. something that you spend a lot of money on., B. a large and impressive celebration or event.,
C. an event at which an orchestra, band, or musician plays or sings in front of an audience.
9. The torch relay is
A. a type of activity specific to athletics., B. an ancient sport., C. a symbolic activity done by
sportspersons.
10. The torch relay begins
A. before the Olympic Games., B. at the beginning of the Olympic Games., C. during the
Olympic Games.
C. Find synonyms for the following words in the text.
1. sportspeople =
2. bodily =
3. mainly =

4. contest =
5. encourage =
6. highlight =

7. usually

D. Fill in the blanks with the words/phrases to compare the Greek and Roman games.
in contrast, whereas, as well as, in that (x2), both, unlike, while
1. __________ the Greek and Roman games were partly religious in nature.
2. The Greek games, __________ the Roman games, were partly religious in nature.
3. The Greek games were similar to the Roman games ______ they were partly religious in
nature.
4. __________ in Greece, where the people were often participants, in Rome they were mere
spectators.
5. __________ in Rome the people were mere spectators, in Greece they were often participants.
6. The Greek games differed from the Roman games __________ the people were often
participants.
7. __________ the Greek games depended for their entertainment value chiefly on competition
among athletes, the Roman games were often characterized by the staging of battles fought to the
death and involved large numbers of human beings and also beasts.
8. The Greek games depended for their entertainment value chiefly on competition among
athletes. __________, the Roman games were often characterized by the staging of battles fought
to the death and involved large numbers of human beings and also beasts.
VOCABULARY
1. Match the names of the following sports with their definitions.
1. athletics
2. cycling
3. fencing
4. gymnastics
5. weightlifting
6. shooting
7. swimming
8. tennis
9. wrestling
10. ski jumping
11. cross country skiing
12. figure skating
13. speed skating
14. ice hockey

a. a game played on ice by two teams of six players who use

long sticks and try to hit a puck into the opposite teams goal.
b. a sport in which you have to jump, spin, and move round the
ice in a particular way.
c. a sport in which competitors ski down a steep ramp and jump
off at the end.
d. a game in which two or four people use rackets to hit a
ball across a net.
e. a sport in which guns are used.
f. a sport that tests an athletes strength, rhythm, balance,
flexibility, and agility.
g. a type snow skiing that includes both downhill, level, and
uphill terrain.
h. a sport that involves riding a bicycle either as a competitive or
recreational activity.
i. a sport in which people compete against each other in running,
jumping, and throwing events.
j. a sport in which competitors fight with swords.
k. a sport that involves lifting barbells or other heavy weights.
l. a sport that involves moving through the water by using the
arms, legs, and body in motions called strokes.
m. a sport in which two people fight by holding each other in
special positions and throwing each other.
n. a sport in which people wearing skates race each other on ice.

2. Use the structures below and the information from the previous exercise to write
complete definitions of sports.
Structure A
Concept/ Verb Class
Term
Football
is
a team sport
Structure B
Class
The team sport

Features
in which two teams of eleven players kick a round ball and
try to score goals.

Features

Verb

in which two teams of eleven is called

players kick a round ball and try is defined as
to score goals
is known as

Concept/
Term
football.

1A___________________________________________________________________________.
1B___________________________________________________________________________.
2A___________________________________________________________________________.
2B___________________________________________________________________________.
3A___________________________________________________________________________.
3B___________________________________________________________________________.
4A___________________________________________________________________________.
4B___________________________________________________________________________.
5A___________________________________________________________________________.
5B___________________________________________________________________________.
6A___________________________________________________________________________.
6B___________________________________________________________________________.
7A___________________________________________________________________________.
7B___________________________________________________________________________.
8A___________________________________________________________________________.
8B___________________________________________________________________________.
9A___________________________________________________________________________.
9B___________________________________________________________________________.
10A__________________________________________________________________________.
10B__________________________________________________________________________.
11A__________________________________________________________________________.
11B__________________________________________________________________________.
12A__________________________________________________________________________.
12B__________________________________________________________________________.
13A__________________________________________________________________________.
13B__________________________________________________________________________.
14A__________________________________________________________________________.
14B__________________________________________________________________________.

3. Write the names of the following sports in the first column of the table below and tick
where appropriate. Then write a sentence to describe the sport according to the model.
Model: Handball is both an indoor and outdoor team sport.

10

11

18

19

SPORTS

12

20

TEAM

13

21

14

15

22

23

16

24

17

25

INDIVIDUAL COMBATIVE INDOOR

OUTDOOR

4. Using the structures in exercise D (Reading Comprehension) compare the following pairs
of sports in as many ways as possible: handball-fencing, basketball-football, athleticsboxing, archery-volleyball.

5. Name the sport in which all four words are used.

1. table, net, bat(BE)/paddle(AE), backhand, 2. court, racket, serve, volley, 3. crawl, butterfly,
breaststroke, backstroke, 4. foil, pe, sabre, swordplay, 5. course, hole, flag, clubs, 6. reins,
saddle, whip, winning post, 7. bow, arrow, target, bull, 8. boat, rope, ramp, tricks, 9. rings,
pommel horse, uneven bars, balance beam, 10. track, pedals, handlebars, lap, 11. kick off, goal
kick, striker, goalkeeper, 12. ring, ropes, gloves, bell, 13. racket, shuttlecock, smash, lob,
14. rink, puck, stick, goal.
6. Match the pieces of sports equipment in the first column
sportsmen/sportswomen in the second column.
1. helmet, thigh and shoulder pads, boots
a. fencer
2. cap, goggles, trunks
b. basketball player
3. shorts, gloves, gum shield
c. football (soccer) player
4. shorts, vest, spikes
d. American footballer
5. mask, breastplate, gloves
e. swimmer
6. cleats, jersey, shin guards
f. boxer
7. tank top, shorts, shoes
g. sprinter

with

the

7. Starting from the information in the table write sentences about the sports equipment
according to the model: Football players wear jerseys, cleats and shin guards. Then add at
least one piece of equipment that is not worn but used to practise the sport (e.g. ball, gloves)
and write a sentence according to the model: They also use balls and gloves.

READING COMPREHENSION
Read the text and solve the tasks that follow.
One way of thinking about sports place in society involves setting up a model identifying the
main features of sport in the traditional or preindustrial world and placing it alongside one of
modern or industrial society. Sport in the former is characterised by its periodic, unorganised
and essentially local nature. There is no generally accepted way of playing nor any widely agreed
set of rules. No controlling organisations exist. Sport is not a separate activity pursued for its
own sake but closely bound up with the hierarchy, ritual and symbols of the wider social life.
Sport in particular, in what was largely an agrarian society, was governed by the religious and
seasonal rhythms of that society. It usually took place on the festivals associated with those
rhythms.
Sport in modern society, on the other hand, is almost everything which sport in earlier
times was not. It is highly organised, structured and regulated. A regular programme of fixtures
exists at every level of activity, local, regional, national, even international. Sport at the highest
level is specialised, bureaucratised, and increasingly commercialised. The goal of the athlete,
who for a period of his life does nothing else but prepare for and compete in his or her chosen
sport, is victory. Sport has taken on an important role in education, the promotion of health and
the making of profits. Sporting performance has contributed to the status of individuals, towns,
institutions and countries. What had happened to sport in the change from agrarian to industrial
society reflected those societal changes. A backward-looking, traditional, customary way of life
had been replaced by a new order based on reason, individual striving and achievement. The
transition from traditional to modern sport, so the argument goes, was one of the cultural
expressions of a new scientific view of the world. (extracted from Sport in Britain, A Social
History, Tony Mason)

I. Choose the best title for the text:

A. The Ancient Olympic Games
B. History of sport
C. Sports and society
II. Choose the best variant according to the text.
1. to set up means
A. to create., B. to analyze., C. to describe.
2. former refers to
A. sport in the traditional world., B. sport in the modern world., C. sport in the industrial world.
3. pursued means
A. done., B. continued., C. chased.
4. bound up with means
A. separated from., B. connected with., C. established by.
5. fixture means
A. a repair., B. a sporting event which takes place on a particular date., C. a piece of equipment
or furniture which is fixed on a position in a building or a vehicle.
III. In the table below provide as many characteristics of sport as you can find in the text.
Sport in the traditional world

Sport in the modern society

LISTENING COMPREHENSION
Listen to Part 1 and decide whether these statements are TRUE or FALSE.
1. Nowadays many people think that some sportspersons are not honourable.
2. Barry Bonds is a sportsman who has problems relating to performance-enhancing
drugs.
3. The non-medical use of anabolic steroids is legal.
4. Sportspersons who use steroids may become emotionally unstable.
5. Testosterone is a chemical that does not occur naturally in the human body.

T
T

F
F

T
T
T

F
F
F

Fill in the blanks according to what you hear.

1. Testosterone supplements can be taken for __________ purposes.
2. In 1998, __________ substances were found by the French police at a major sporting event.
3. The word doping may have __________ origins.
4. Initially doping referred to the illegal __________ of racehorses.
5. A strong __________ was used as a performance-enhancing drug in the nineteenth century.

VOCABULARY
1. Word families are groups of related words that are formed from the same word. The
diagram below contains the word family of the noun sport.
sportsmanship
(n.)
sportswoman
(n.)
sportsman
(n.)

sports
(n.)

sporting
(adj.)
sporty
(adj.)

sport
(n.)

sportingly
(adv.)

sportsmanlike
(adj)

Fill in the blanks with the words in the diagram. One of them must be used twice.
1. Rafael Nadal is a very well-known Spanish __________.
2. This is not the first time Mary has run a marathon. Actually, she has always been a
__________ person.
3. Wearing comfortable __________ shoes when training is very important.
4. Despite a good chance to score, John __________ sent the ball off the pitch so that the game
could be stopped and medical care could be provided to an opponent who had suffered a lifethreatening injury.
5. International football matches are important __________ events.
6. Nadia Comneci was the first __________ to score a perfect 10 in an Olympic gymnastic
event.
7. Honest behaviour in sport is known as good __________.
8. All coaches must encourage __________ behaviour in young children.
9. Helping an opponent in difficulty is a __________ gesture.
2. All the phrases in the diagram below contain the word sport. Use each in a sentence of
your own.
to do
to practise

to be interested
in
sport

to promote

to take up
to get involved in

10

1.____________________________________________________________________________.
2.____________________________________________________________________________.
3.____________________________________________________________________________.
4.____________________________________________________________________________.
5.____________________________________________________________________________.
6.____________________________________________________________________________.
3. Sporting metaphors. Although nowadays they are used in everyday English, the phrases
in the box below were originally used to talk about sports. Use them to rewrite the
underlined sections of the following sentences.
be in the running for, skate over, not pull any punches, sucker punch, out for the count,
punch-drunk, throw in the towel, move the goalposts, on the ropes, score an own goal
1. John made things worse rather than better when he boasted that he had vacuumed the whole
apartment in fifteen minutes. Now his wife wants him to do this chore daily.
2. Its difficult to develop a coherent economic strategy when they are always changing the rules.
3. Its no wonder that Steve didnt answer the phone when you called him last night. He was fast
asleep.
4. Our favourite presidential candidate didnt worry too much about his opponents as he knew
they were very close to being defeated at the end of a punishing election campaign.
5. The protesters said that they were not going to admit being defeated only because the prime
minister had refused their requests.
6. John expressed his opinions very strongly in his criticism of Michaels mistakes.
7. The new finance minister avoided talking about the financial crisis in his first speech.
8. Two hours after the accident he was still unable to think clearly.
9. Politicians often attack their opponents when they least expect it.
10. Ive heard John has some chances of getting the position of Sales Director.

SPEAKING
Make a three-minute monologue on the role of sport in our society.

11

UNIT 2

THE HUMAN BODY

LISTENING COMPREHENSION
1. Listen and fill in the blanks according to what you hear.
1. Finn and Rob are talking about how men feel about their physical __________.
2. According to Rob, Finn is a little skinny, possibly because he doesnt __________.
3. In Finns opinion, __________ of the men who participated in a survey by the University of the West
of England said they were unhappy about their body.
4. Finn defines __________ expectations as a view on how people think they should look.
5. Rob says that at the moment the biggest part of his body is his __________.
6. Rob mentions that people wear muscle-__________ shirts under their clothes because they want to
look strong and muscly.
7. Joe Warner thinks that nowadays, a lot of people in the UK are __________, which is a real issue.
8. Rob is of the opinion that besides walking, running, cycling or going to the gym, people should
__________ how they look.
9. Finn says that beauty is only __________ deep.
10. Most of the respondents in the study by the University of the West of England were worried about
their fat stomachs and __________ of muscles.
2. Match the words in the left column with their definitions in the right column.
1. body image
a. slang expression describing a fat stomach,
often caused by drinking too much beer
2. workout
b. large chest muscles (short for pectoral
muscles)
3. handsome
c. making muscles appear bigger
4. vanity
d. a particular way of how you think or
understand something
5. perception
e. strong, muscly and attractive man
6. pecs
f. being too interested in yourself and your
appearance
7. beer belly
g. being overweight or fat in a way that causes
health problems
8. muscle-enhancing
h. physically attractive (used for men)
9. hunk
i. something that is meant to impress but is not
very useful
10. obese
j. a period of physical exercise
11. gimmick
k. someones character is more important than
how they look
12. beauty is only skin deep
l. how you feel about your physical appearance
(adapted from
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2014/08/140814_6min_mens_body_image.sh
tml)

SPEAKING
Answer the following questions.
1. Is physical appearance important to you, and, if so, to what extent?
2. Do you think that attractive people are more successful in life than unattractive people? Explain.
3. How would you explain the saying beauty is only skin deep?
4. In your view, why do people have recourse to health and fitness gimmicks such as muscle-enhancing
shirts, drugs and protein drinks? What advice would you give them as future specialists in physical
education and sport?

12

VOCABULARY
1. The following words can be used to describe body shapes. Use them to fill in the blanks.
ectomorph
sinewy

mesomorph

overweight

endomorph
body
shapes

underweight

lean
plump

stocky
beefy

1. A __________ is a person whose natural body shape is neither thin nor fat, with a lot of muscle.
2. A __________ person is somebody who looks thin, strong and fit.
3. If you have the built of a marathon runner, thin but short on muscle, it means that you are an
__________.
4. I have always thought of John as being __________. He has a large heavy body and strong muscles.
5. Mary has to eat more. She is ten kilograms __________ for her height.
6. Jane constantly seems to be on a diet, yet she has always been __________.
7. There was hardly any fat on the fighters muscular body. He was a __________ man.
8. A: How would you describe Johns body shape in a word?
B: Well, he is short, with a strong solid body. Id say he is __________.
9. A person whose body is round or pear-shaped and who has a high tendency to store body fat is an
__________.
10. __________ people should eat less and exercise more.
2. You can use compound adjectives to describe various body parts. These words are formed
according to the following structure: adjective/noun-body part+ed (e.g. black-eyed).
Combine each word in the first group with a word in the second group and rewrite the underlined
section in the following sentences according to the model.
Jane is a girl who has black eyes. Jane is a black-eyed girl.
pot chubby barrel
grim long grey
slim broad fair
bald

face finger hip

chest hair head
cheek skin
shoulder belly

1. John is a boy who has a large stomach that sticks out.

2. Jane is a girl who has slightly fat cheeks.
3. The fighter was a man whose chest was large and round.
4. Our first teacher was a young lady whose face was very serious.
5. The piano player was a gentleman who had long fingers.
6. An old man whose hair was grey entered the shop.

13

7. The thief confessed to having stolen the money from a man who had very little hair.
8. These pants are specially designed for women who have slim hips, so youll have to lose some weight
if you want to wear them.
9. Sam is a basketball player whose shoulders are wide.
10. I was welcomed by a receptionist whose skin was pale.
3. Choose the correct variant
1. I usually laugh when somebody tickles the _____ of my feet.
A. toe, B. ankle, C. kneecap, D. sole
2. The part of the body under the arm where it joins the shoulder is called _____.
A. armpit, B. ankle, C. kneecap, D. sole
3. He wore a watch on his left _____.
A. ankle, B. wrist, C. kneecap, D. sole
4. The back part of the leg between the ankle and the knee is known as _____.
A. digit, B. navel, C. calf, D. elbow
5. He rested his _____ on his knees.
A. thighs, B. toes, C. hamstrings, D. elbows
6. The _____ is the area where your legs join in front of your body.
A. groin, B. nape, C. ribcage, D. spine
7. The _____ is another name for the vertebral column.
A. navel, B. nape, C. ribcage, D. spine
8. The hair on her _____ prickled with fear.
A. navel, B. nape, C. ribcage, D. spine
9. She had to return the skirt because it was too tight around the _____.
A. hips, B. wrists, C. chest, D. shoulders
10. Michelle wore a leather belt around her _____.
A. hips, B. thighs, C. knees, D. waist
4. Choose the right variant
1. The professor delivered such a complicated lecture that his words went over my _____.
a) ears, b) brain, c) mind, d) head
2. The old veteran told his grandson how he had fought _____ with the other soldiers for the
independence of the country.
a) neck in neck, b) arm to arm, c) hand in hand, d) shoulder to shoulder
3. Ive decided to chance my _____ and invest all my money in your new business.
a) hand, b) leg, c) arm, d) fist
4. Yesterday I met John and finally plucked up the courage to tell him that his wife was cheating on him. I
had been looking forward for a long time to get it of my _____.
a) mind, b) head c) brain d) chest
5. She was wearing a marvellous sweater knitted _____ hand.
a) of, b) with, c) by, d) from
6. At the end of a very good match against Manchester, Liverpool won hands _____.
a) up, b), down c), off d), by
7. This young man once had a very large fortune, but lost all his money hand over _____ because he was
addicted to gambling.
a) fist, b) leg, c) hand, d) arm
8. This student has such a scrappy handwriting that I am unable to make _____ or tail of his paper.
a) nose, b) head, c) leg, d) hand

14

9. Are you serious about this or are you only _____ my leg?
a) pulling, b) breaking, c) stretching, d) twisting
10. I am going to support you body and _____ .
a) mind, b) flesh, c) soul, d) spirit
11. I have been racking my _____ all day trying to solve this problem and still havent found the solution.
a) mind, b) brain, c) head, d) eyes
12. The manager was shocked to notice that his secretary was always pricking up her _____ when he was
in the middle of a telephone conversation with his wife.
a) ears, b) nose, c) eyes, d) fingers
13. That parking place is mine, so keep your eyes _____ it.
a) of, b) off, c) from, d) over
5. Rewrite the underlined parts in the following sentences using the phrases below.
look down ones nose at somebody, look somebody in the eye(s), be all eyes, have one foot in the grave,
sweep somebody off his/her feet, turn somebodys head, lead somebody by the nose, go hand in hand,
have no stomach for, keep somebody at arms length, in hand, live from hand to mouth, come to a head,
straight from the shoulder, be neck in neck
1. The construction of the new stadium has reached a critical stage.
2. The two boxers were equally skilled and both of them were fighting with fierce determination. During
the last bout it was still impossible to tell which was going to win.
3. The employee told his boss frankly that he was not satisfied with his salary.
4. My father taught me to avoid being too friendly to my rivals.
5. Mary strongly dislikes violent sports.
6. The management has just announced that they are going to find a solution to the problem they are
dealing with at the moment as soon as possible.
7. Money does not always make you happy.
8. His salary was so low that he used all his money to live without being able to save any.
9. The fame and privileges that came after he won his first Olympic medal caused him to become too
proud.
10. The very first moment I saw her, she made me fall in love with her instantly.
11. The doctor doesnt think he will live much longer. He is seriously ill.
12. The little children were watching very attentively while the magician was doing his tricks.
13. She hasnt been able to look at me without being ashamed since I discovered that she had been
spreading malicious rumours about my family.
14. I dont know how she does it but she always manages to make you do everything she wants you to do.
15. Its obvious that he is not as intelligent as you. Nevertheless, thats no reason for you to show him that
you consider yourself superior to him.

15

6. Match the beginnings of the sentences marked 1-15, with the right endings marked a-o
1. Jane is a very negligent student! She never does
her homework and
2. As I needed a large sum of money
3. Despite my honest attempts to socialize with my
colleagues at work,
4. Once it became clear to him that I wasnt going
to finance his project,
5. It is very difficult to find out his plans because
6. On the one hand, a successful sportsman benefits
from the privileges of stardom and
7. After he repeatedly refused to help me,
8. By keeping the museum under strict
surveillance, the police
9. She wouldnt have believed her brother was a
liar if
10. I wouldnt worry too much about him. I dont
think he will have difficulties in finding a new job.
He
11. Im sure she didnt mean to offend you. She
usually is a very nice person. However, there are
moments
12. The terrorists were able to enter the country due
to the custom house officers negligence. Instead of
checking
13. Sometimes its best not to spend too much time
splitting hairs. Do you remember the time when
14. I know that there were moments when we
didnt agree on certain issues,
15. Everybody knew that he was grieving over the
death of his son. However,

a. discovered that one of the night watchmen

was hand in glove with a gang of thieves.
b. you hadnt put it into her head.
c. I decided to wash my hands off him.
d. always falls on his feet.
e. on the other hand, he has very little time to
spend with his family.
f. when she is distracted while talking to people
and puts her foot in it.
g. he always plays his cards close to his chest.
h. their passports thoroughly, he only cast his
eyes over them.
i. he turned to blackmail in a desperate attempt
to twist my arm.
j. we went to a lot of trouble trying to solve that
problem only to find out that the answer had been
right under our very nose all along?
k. everybody gives me the cold shoulder, which
leaves me no choice but to resign and look for a
friendlier working environment.
l. but this time we have to work hand in hand in
order to succeed.
m. urgently, I risked my neck and bet everything
I had on the favourite horse.
n. it was amazing how he managed to keep a
stiff upper lip.
o. during examinations she always speaks off
the top of her head.

16

LISTENING COMPREHENSION
1. Listen and answer the following questions.
1. What are the 6 functions of the skeleton?
2. What are the 5 functions of the muscles?
3. Where can long bones be found?
4. Give examples of irregular bones.
5. Name the 3 types of unfused vertebrae.
6. What are the components of the rib cage?
7. What are the names of the ribs according to their connection to the sternum?
8. What are the components of the pectoral girdle?
9. What kind of joint is there between the femur and the pelvic girdle?
10. Where are the tarsal bones located?
11. Name two categories of muscles according to their shape.
12. What are the names of the muscle groups, depending on the arrangement of muscle fibres?
13. How is called the muscle that exerts the majority of force?
14. What is the name of the muscle that opposes an agonist muscle?
15. What is the name of the muscle that prevents the bone from moving in an unwanted direction?
16. What are the functions of the muscles in the mouth and back of the throat?
17. Which muscles rotate the head?
18. Which are the muscles that play a role in the holding of the body upright, in the supporting of the
internal organs and in certain vital functions?
19. What does a tendon connect?
20. Name the bones of the forearm.

17

2. Classifying the body. Starting from the data collected in the previous exercise, provide the
missing information in the tables below.
Bones
These are elongated bones like those found in the arms and
legs. Powerful muscles are attached to them.
These bones are located in the wrist and ankles. They
facilitate the flexibility of the joints.
These are thin bones that protect certain organs. Examples
include the scapula and the sternum.
These are bones of varying shapes and sizes that dont fit
neatly into the other three categories.

According to shape,
bones can be classified as

Vertebrae
fused
Depending on the degree
of mobility, there are two
classes of vertebrae:

unfused

The 4 at the bottom form the __________ or the tail bone.

Above the first 4, there are another 5 fused vertebrae that form the ____.
The top 7 are called the __________ vertebrae.
The 12 __________ vertebrae form the attachment points for the ribs.
The lowest 5 __________ vertebrae increase in size as you move
downward.

Ribs
According to the point of
attachment, there are
three types of ribs:

These 7 ribs are connected directly to the sternum.

These 3 ribs are connected to the cartilage of the rib above them.
These 2 ribs are not connected to the sternum or to any other rib.

Muscles

On the basis of the

arrangement of the
fibres, muscles can be
classified as

__________ (that look

like feathers)

spindle-shaped, tapered at the ends and thicker in the middle

(biceps)
equally wide throughout their length (sartorius)
shaped like a fan (pectoralis major)
unipennate
all the fibres attached to the same side
(extensor digitorum longus)
fibres attached to two sides (rectus femoris)
several feathers with all the quills joined at
the same point (deltoid)
circular muscles that form rings around several openings in
the body such as lips and eyelids

Muscles
In terms of action, there are
four kinds of muscles:

These muscles exert the majority of force.

These muscles aid the agonist.
These muscles oppose the action of the agonist.
These muscles prevent the bone from moving in an unwanted
direction.

Connective tissue
that connect muscles to bones.
According to the elements
connected, there are two
sorts of connective tissue:

that connect bones to bones.

18

READING COMPREHENSION
Read the text and fill in the table with all the components of the human body you can find.
The phrase human body is used to refer to the entire physical structure of a human being. It consists of
systems, organs, tissues and cells. The harmonious relationships between the activity of all systems are
vital to the proper functioning, coordination, maintenance, fuelling, protection, development and
reproduction of the human organism. The average height of an adult human is about 1.6 m. The size is
largely determined by genes. The body type and body composition are influenced by postnatal factors
such as diet and exercise. The head, neck, torso, arms and legs are the main segments of the human body.
Some of the most important organs are located in the head. The brain is an organ of soft nervous
tissue housed in the skull. It plays an essential role in the functioning of the organism working as a
coordinating centre of sensation, intellectual and nervous activity. The eyes, ears, nose and mouth
accomplish various sensory functions such as sight, hearing, smell and taste which allow the body to
perceive external stimuli.
The neck is the part of the body which connects the head to the torso. It supports the weight of the
head and protects the twelve pairs of cranial nerves that travel from the brain down the rest of the body.
The neck is highly flexible allowing the head to turn and flex in all directions. These movements are
performed with the aid of the sternocleidomastoid muscle.
The central part of the human body extending from the neck to the lower limbs is called torso. It
is divided into the thorax and the abdomen by the diaphragm. The torso contains the majority of vital
organs. The thorax shelters the heart and lungs which are protected by the rib cage. The abdominal cavity
comprises organs of the digestive, urinary and reproductive systems: the stomach, liver, small intestine,
large intestine, gallbladder, pancreas, spleen, kidneys, adrenal glands and bladder. The pelvic region
houses the reproductive organs.
The arm is the part of the body that runs from the shoulder to the wrist. It has two segments: the
upper arm which extends between the shoulder and the elbow and the forearm which extends from the
elbow to the wrist. At the shoulder, the ball-and-socket joint formed by the top end of the humerus, and
the scapula allows the arm to perform circular movements. At the elbow, the lower end of the humerus
connects to the ulna and radius forming a hinge joint that permits back and forth movements. The
combination between the fix ulna and the mobile radius enables the forearm to twist. Most of the
movements of the arm are controlled by two opposing muscles the biceps and the triceps. The contraction
of the biceps lifts the forearm and turns the palm of the hand upward. The triceps is responsible for the
extension of the arm.
The hands are prehensile, multi-fingered body parts attached to the forearms by the wrist. The
human hand is made of a palm and five digits. The complex structure and articulation of the hands permit
a very successful manipulation of the physical environment. They can carry out a wide array of activities
ranging from the roughest to the finest. This is also made possible by the dense areas of nerve endings
located in the hands.
The four digits grouped together are known as fingers. Each one has a name which distinguishes
it from the others: the index finger (pointer finger or forefinger), middle finger, ring finger and little
finger (pinky). The bending and extension of the fingers are controlled by the flexor and extensor muscles
in the forearm. The fifth digit attached to one of the sides of the palm is called the thumb. In humans and
some other primates the thumb is opposable (can be brought opposite to the fingers). This feature is very
important as it enables humans to grasp things.
The legs are the lower limbs of the body extending from the hip to the ankle. They are used for
supporting the body and for locomotion. Apart from standing, the legs allow humans to perform a great
variety of actions such as walking, jumping, running and kicking.
The upper part of the leg is called the thigh. It is supported by the femur, the longest and strongest
bone of the body. At the hip, the top end of the femur fits into a cavity of the hip bone forming a ball-and-

19

socket joint which permits the leg to perform circular motions. At the knee, the femur connects with the
tibia (shinbone) forming a hinge joint protected by the patella.
The bony structure of the lower leg comprises the tibia and the fibula. The upper parts of these
bones are joined below the knee joint. At the ankle, the tibia and the fibula connect to the talus
(anklebone). They form a hinge joint. The movements of the thigh are mainly controlled by the following
muscles: the gluteus maximus, the sartorius, the quadriceps and the hamstrings. The gluteus maximus
extends and rotates the leg, the sartorius bends the leg at the hip and knee, the quadriceps straighten the
leg at the knee, and the hamstrings bend the knee and rotate the leg from side to side.
The gastrocnemius and the soleus are the major muscles of the lower leg. They are attached to the
heel bone by the Achilles tendon, the strongest and thickest tendon of the body.
The lower extremity of the leg below the ankle is known as foot. It is composed of twenty-six
bones: seven tarsal bones which form the tarsal arch, five metatarsal bones which form the metatarsal
arch and fourteen phalanges which form the toes. Both arches of the foot play a very important role in
human locomotion. They maintain the stability of the body and absorb the pressure and the shocks
produced in walking, running and jumping. The movements of the foot are controlled by the leg muscles.
Head

Neck

Torso

Arms

20

Legs

VOCABULARY
1. Fill in the blanks with the words in the box.
opposable, trapezius, tibia, ball-and-socket, limbs, legs, deltoid, ribs, heart, digit
1. The legs are the lower __________ of the body extending from the hip to the ankle.
2. Each __________ has a name that distinguishes it from the others.
3. The long curved bones that are in the chest are called __________.
4. The __________ is the muscle forming the round contour of the shoulder.
5. The joints that allow movements in all planes are known as __________ joints.
6. The fifth digit attached to one of the sides of the palm is __________.
7. The name of the __________ muscle is given by its shape.
8. The __________ allow us to perform a great variety of actions such as walking, jumping, running and
kicking.
9. The __________ is one of the two bones in the lower leg.
10. The human __________ works as a blood pump.
2. Rearrange the words to make coherent sentences inside the first and last words given, according
to the model.
Model: forearm, as, is, your, part, the, lower, of, arm, known, the
The lower _____________________________________________________________________forearm.
The lower part of your arm is known as the forearm.
1. reproductive, are, in, pelvic, the, organs, situated
The ___________________________________________________________________________region.
2. seven, of, tarsal, composed, arch, is
The ___________________________________________________________________________ bones.
3. organs, head, in, the, located, various, sensory, accomplish
Several ______________________________________________________________________ functions.
4. knee, of, the, that, triangular, is, patella, a, bone, protects, front, the
The ____________________________________________________________________________ joint.
5. thirty four, row, vertebral, called, back, of, the, skull, from, extending, the, to, small, is, the, of, bones,
the
The __________________________________________________________________________ column.
6. of, lateral, on, is, bone, located, the, side, the
This ____________________________________________________________________________ tibia.
7. femur, the, most, and, bone, the, is, longest, voluminous, strongest, of, human.
The ____________________________________________________________________________ body.
8. stomach, a, organ, in, abdominal, is, bag, like, housed, the
The ___________________________________________________________________________ cavity.
3. Match the names of the following muscles with their definition.
1. hamstrings
2. sartorius
3. rectus femoris
4. deltoid
5. trapezius

a. This muscle gets its name from its trapezium-like shape.

b. It is the muscle forming the rounded contour of the shoulder.
c. It is one of the four quadriceps muscles of the human body
d. A long thin muscle that runs down the length of the thigh.
e. A generic name for the following muscles: the semitendinosus, the
semimembranosus, and the biceps femoris.

21

4. Fill in the blanks to find out about the various types of joints in the human body.
gliding, hinge, ball-and-socket, pivot
The joints that permit a limited movement of the bones over each other are called __________ joints
(wrist, ankle).
The __________ joints allow free movements in all planes (hip, shoulder).
The __________ joints permit movement exclusively in one plane (elbow, knees, fingers).
The joints that allow rotation only are known as __________ joints (between the first two vertebrae).
5. Match the names of the following bones with their definition.
1. femur
2. tibia

3. patella
4. fibula
5. radius
6. scapula
7. humerus

8. ulna
9. rib

10. vertebral column

11. clavicle
12. sternum

a. Also known as the elbow bone, it is a long bone, prismatic in form,

placed at the medial side of the forearm, parallel with the radius.
b. The row of bones down the middle of your back extending from the skull to
the small of the back, enclosing the spinal cord and providing support for the
thorax and abdomen. It is also known as the backbone or spine.
c. It is a long bone in the arm that runs from the shoulder to the elbow. On a
skeleton, it fits between the scapula and the ulna.
d. One of the long curved bones that are in the chest, protecting the thoracic
cavity and its organs.
e. Also known as the shoulder blade, it is the bone that connects the humerus
with the clavicle.
f. One of the two bones joining the sternum to the scapula. It is also known as
the collarbone.
g. The mobile bone of the forearm. It is situated on the lateral side of the ulna,
which exceeds it in length and size. It is a long bone, prismatic in form and
slightly curved longitudinally.
h. The thin flat bone running down the centre of the chest and connecting the
ribs. It is also known as the breastbone.
i. Also known as the calf bone, this is a bone located on the lateral side of the
tibia, with which it is connected above and below. It is the smaller of the two
bones in the lower leg and, in proportion to its length, the most slender of all
the long bones.
j. It is the larger of the two bones in the lower-leg. It is also known as the
shinbone.
k. Also known as the kneecap this is a thick, triangular bone which articulates
with the femur and covers and protects the front of the knee joint.
l. It is the longest, most voluminous, and strongest bone of the human body. It
is also known as the thigh bone.

22

6. The words in the first column of the table name body regions. Match them with their description
in the second column.
anterior (ventral)
posterior (dorsal)
medial
lateral
proximal
distal
superior (upper)
inferior (lower)
cranial (cephalic)
caudal
superficial (external)
deep (internal)

on the side of the body

nearest to the trunk or the point of origin
situated more towards the lower end of the spine
pertaining to or situated toward the midline
situated away from the centre of the body, or from
the point of origin
situated close to the surface of the body
situated at the back of the body
situated above, or directed upward
situated below, or directed downward
situated at the front of the body
situated closer to the centre of the body
pertaining to the head

WRITING ANATOMICAL DESCRIPTIONS

When you describe things you will have to provide information on the location, weight, structure,
colour, composition, size, shape and function of the object described. Read the following text and
find the words used to describe the liver. Which of the above mentioned aspects does the
description provide?
The liver is a large wedge-shaped dark-red organ located in the upper right portion of the abdomen, just
beneath the diaphragm. It is made of very soft pinkish-brown tissues sheaved in a connective tissue
capsule. The weight of an average liver is about 1.5 kilograms. Its functions are to store and filter the
blood, to secrete the bile, to convert sugars into glycogen, to synthesise and break down fats, to
temporarily store fatty acids and to synthesise serum proteins.
The words/phrases that provide information essential to the description of the deltoid and the
pectoralis muscles have been removed from the following texts. Put them back in the right place
and decide which aspect of the description each renders (location, weight, structure, colour,
composition, size, shape and function).
originates, serves, inserts, triangular, large
Deltoideus muscle is a 1__________, 2__________muscle that covers the shoulder and 3__________
mainly to raise the arm laterally. The deltoid, as it is commonly known, 4__________ on the outer front
third of the clavicle (collarbone) and the lower margin of the spine of the scapula (shoulder blade). Its
fibres unite to form a thick tendon that 5__________ at the deltoid tuberosity, a rough spot above the
middle of the outer surface of the humerus (upper arm bone).
(adapted from http://www.britannica.com/science/deltoideus-muscle)

23

is attached, extends, assists, downward, lies, originates, actions, inserting into

The pectoralis major, the larger and more superficial of the two pectoralis muscles, 1__________ at the
clavicle (collarbone), the sternum, the ribs, and a tendinous extension of the external oblique abdominal
muscle. The pectoralis major 2__________ across the upper part of the chest and 3__________ to a ridge
at the rear of the humerus (the bone of the upper arm). Its major 4__________ are adduction, or
depression, of the arm (in opposition to the action of the deltoideus muscle) and rotation of the arm
forward about the axis of the body. When the raised arms are fixed (as in mountain climbing), it
5__________ the latissimus dorsi and teres major muscles in pulling the trunk up. The pectoralis minor
6__________, for the most part, beneath the pectoralis major, arising from the middle ribs and
7__________ (attaching to) the scapula (shoulder blade). It aids in drawing the shoulder forward and
8__________ (in opposition to the trapezius muscle).
(adapted from http://www.britannica.com/science/pectoralis-muscle)
Below you will find useful language for describing location, weight, structure, colour, composition,
size, shape and function.
Location
alongside/below/ beyond/parallel to/underneath/opposite/ in the
middle of/on the right of/ on the left of/near/close to/ /behind/in
front of /under/ on top of/above/below/ diagonally above/
vertically below

A is situated
/located/lies

between
X

is

B and C.

linked/tied/connected/attached/joined

to Y by Z.

X contains/comprises/shelters/houses/encases Y, Z, W.
X

runs from /extends from

Y to Z.

originates on/at
inserts at/into
attaches to

Y.

Structure
X
X

consists of
is divided into

Y, Z, W.
Y and Z.

Colour
X is

dark/light/pale/bright/dull/
deep/rich

B.

red/brown.

Composition
The liver is made of/is composed of very soft pinkish-brown tissues.

24

Size and weight

X is 6 cm
long/wide/high.
X is 6 cm in
length/height/width/diameter.
X is 6 kg in
weight.
The length/height/width/diameter
of X 6 cm.
is
weight
6 kg.
X has a length/height/width/
of 6 cm.
diameter
weight
6 kg.
X measures 6 cm.
X weighs 6 kg.
Shape

X is

square/round/rectangular/
triangular/semi-circular/
conical/spherical/hexagonal/
octagonal/oval/circular/irregular/
cubical/cylindrical/pyramidal/tubular/spiral
hemispherical/conical/bulbous
tapering/concave/convex

X is a

X is

shaped like a

in shape.

square/circle/rectangle
triangle/semi-circle
hexagon/octagon.

diamond-shaped/kidney-shaped/
U-shaped/star-shaped/bell-shaped/domeshaped/mushroom-shaped/
X-shaped/crescent-shaped/egg-shaped/
pear-shaped/Y-shaped.

Properties
X is

light/tough/soft/elastic/malleable/flexible/
soluble/a good conductor of electricity/heat/
corrosion resistant/combustible/transparent/
smooth/heavy/brittle/plastic/ductile/rigid/
insoluble/a bad conductor of electricity/not
corrosion resistant/non-combustible/opaque/
rough.

Function
The

function

of the

The

actions

of the

heart
is
liver
pectoralis
major
are

to pump blood around the body.

to convert sugar into glycogen.
adduction, depression and rotation of
the arm.

25

The heart
The liver
The pectoralis major
The pectoralis major
The deltoid

pumps blood around the body.

converts sugar into glycogen.
aids in drawing the shoulder forward.
assists the latissimus dorsi in pulling the trunk up.
serves to raise the arm laterally.

The brain

plays an essential role in the functioning of the

organism.
works as a coordinating centre of sensation,
intellectual and nervous activity.
The eyes, ears, nose and mouth
accomplish various sensory functions such as sight,
hearing, smell and taste.
(adapted from http://www.uefap.com/writing/writfram.htm )
Exercise Using the language provided to you above describe the human heart, the biceps and the triceps.
Use the Present Tense Simple.

26

27

Cranial bones:

28

1. frontal bone 2. parietal bone (2) 3. temporal bone (2) 4. occipital bone, sphenoid bone ethmoid bone
Facial bones:
5. zygomatic bone (2) 6. superior and 7. inferior maxilla 9. nasal bone (2) mandible, palatine bone (2) lacrimal bone (2)
vomer bone, inferior nasal conchae (2)
In the middle ears (6):malleus (2) incus (2) stapes (2)
In the throat (1):hyoid bone
In the shoulder girdle (4):25. clavicle or collarbone (2) 29. scapula or shoulder blade (2)
In the thorax (25):10. sternum 28. ribs (2 x 12)
In the vertebral column (24):8. cervical vertebrae (7) incl. atlas & axis 14. lumbar vertebrae (5) thoracic vertebrae (12)
In the arms (6):11. humerus (2) 26. condyles of humerus 12. ulna (2) 13. radius (2) 27. head of radius
In the hands (54):Wrist (carpal) bones: scaphoid bone (2) navicular bone (2) lunate bone (2) triquetral bone (2)
pisiform bone (2) Trapezium (bone) (2) trapezoid bone (2) capitate bone (2) hamate bone (2)
Palm or metacarpal bones: metacarpal bones (5 2)
Finger bones or phalanges: proximal phalanges (5 2) intermediate phalanges (4 2) distal phalanges (5 2)
In the pelvis (4):15. ossa coxae (hip bones or innominate bones) (2) 16. sacrum, coccyx
In the legs (8):17. head and 18. shaft of femur (2) 22. greater trochanter of femur 23. condyles of femur 19. patella (2)
20. shaft and 24. tuberosity of tibia (2) 21. fibula (2)
In the feet (52):
Ankle (tarsal) bones: calcaneus (heel bone) (2) talus (2) navicular bone (2) medial cuneiform bone (2)
intermediate cuneiform bone (2) lateral cuneiform bone (2) cuboid bone (2)
Instep bones: metatarsal bone (5 2)
Toe bones: proximal phalanges (5 2) intermediate phalanges (4 2) distal phalanges (5 2)

29

UNIT 3
SPEAKING

PHYSICAL EXERCISES

Answer the following questions.

1. Is physical activity an important part of a healthy lifestyle? Explain.
2. Is sport a good recreational activity for children? Explain.
3. What would you tell somebody in order to persuade him/her to take up a sport?

LISTENING COMPREHENSION
A. Listen to Part 1 and decide whether these statements are TRUE or FALSE.
1. Physical activity helps to prevent heart disease.
2. Cancer causes the most deaths in the United States.
3. Being physically active makes people sad and angry.
4. There is a direct connection between physical activity and body weight control.
5. According to the Physical Activity Guidelines for Americans, doing small amounts of physical activity
is better than being completely inactive.
B. Listen to Part 2 and fill in the blanks according to what you hear.
1. __________ is a popular form of physical exercise in the United States.
2. Older adults should choose walking as a form of physical activity because it is less __________ to the
knees and feet.
3. Jogging was brought to the United States from __________.
4. On average, .running burns __________ per kilometre.
5. According to the Census Bureau, swimming was the __________ most popular sports activity in the
United States in 2009.
6. People with special needs should choose swimming as a form of exercise because it is less likely to
cause muscle and __________ injury.
C. How good is your memory? Write five true sentences about the information presented in the
recording that you have listened to.
1__________________________________________________________________________________.
2_________________________________________________________________________________.
3___________________________________________________________________________________.
4___________________________________________________________________________________.
5___________________________________________________________________________________.

30

READING COMPREHENSION
Read the text below and solve the tasks that follow.
P 1 Physical exercise is the activity that results in the contraction of the skeletal muscles. Although
muscle contraction is the common element of all forms of exercise, many other organs and systems are
affected, for example, the heart and lungs. The benefits of exercise are far-reaching. Clinical and
epidemiological studies have demonstrated that regular aerobic exercise reduces the risk of death due to
heart disease and stroke, aids in reducing weight, helps prevent diabetes mellitus, strengthens bones, and
enhances immune function. The psychological benefits are also broad, and most studies suggest a positive
relationship between physical fitness and mental achievement. Therefore, exercising to stay as physically
fit and healthy as possible should be a lifelong commitment.
P2
If overall fitness or prevention of heart disease is a primary goal, 20 to 30 minutes of moderateintensity, daily aerobic exercisesuch as walking, jogging, swimming, or dance aerobicsshould be
considered. In general, begin with shorter exercise sessions and gradually work up to 20 to 30 minutes. In
addition to reducing risk of heart disease, such an aerobic-exercise program will also help in weight
reduction and altering body composition, and in enhancing flexibility. If improving muscle strength is the
primary consideration, regular, high-intensity workouts with weights are more appropriate. Studies have
shown that even older people can benefit greatly from a weight-lifting workout. In particular, bone
density, often a concern in the elderly, is increased, muscle atrophy is prevented, and general strength and
coordination are improved by this type of exercise. A structured, supervised weight program after
consultation with a physician is recommended.
P3
Many people are aware that its important to eat and drink before exercising, but it is not as
commonly known that replenishing your body with nutrients soon after exercising helps muscles and
tissues recover from an intense workout. Nutrients are classified as essential or nonessential. Nonessential
nutrients are manufactured in the body and do not need to be obtained from food. Examples include
cholesterol, a fatlike substance present in all animal cells. Essential nutrients must be obtained from food
sources, because the body either does not produce them or produces them in amounts too small to
maintain growth and health. Essential nutrients include water, carbohydrates, proteins, fats, vitamins, and
minerals. An individual needs varying amounts of each essential nutrient, depending upon such factors as
gender and age.
1. Fill in the blanks with the appropriate information, based on Paragraph 1.
1. The contraction of the skeletal muscles is a direct result of __________ exercise.
2. Besides the muscles, other organs such as the heart and __________ are involved in physical exercise.
3. The risk of dying from heart disease and stroke can be reduced by doing regular __________ exercise.
4. Physical fitness has a __________ influence on mental achievement.
5. According to the text, in order to maintain our body __________ and healthy we should exercise all
through our lives.
2. Decide whether the following statements are true or false, based on Paragraph 2.
1. Aerobic exercise is recommended to people who want to improve muscle strength. _____
2. Walking, jogging and swimming are anaerobic forms of physical activity. _____
3. Flexibility can be improved by doing aerobic exercise. _____
4. The older people are mentioned in connection with heart diseases. _____
5. People are advised to seek medical counselling when choosing a weight program. _____

31

3. Process the information in the text and elaborate on the following.

1. Name some of the benefits that people can derive from doing aerobic exercises.
_____________________________________________________________________________________
____________________________________________________________________________________
2. How can workouts with weights help people?
_____________________________________________________________________________________
____________________________________________________________________________________
3. Why is it important to eat and drink after exercising?
_____________________________________________________________________________________
____________________________________________________________________________________
4. Essential nutrients _________________________________________________________________
_____________________________________________________________________________________
5. Nonessential nutrients ______________________________________________________________
_____________________________________________________________________________________

VOCABULARY
1. Fill in the blanks with words/phrases in the box.
mobility, cardiovascular, depending on, density, well-being, stretching, short-term, fitness, prevention,
Physical exercise is an activity performed to develop or maintain physical 1__________ and overall
health. Frequent and regular physical exercise is an important component in the 2__________ of some of
the medical problems such as heart disease, cardiovascular disease, Type 2 diabetes and obesity.
Exercises are generally grouped into three types 3__________ the overall effect they have on the
human body. Flexibility exercises such as 4__________ improve the range of motion of muscles and
joints. Aerobic exercises such as cycling, walking and running focus on increasing 5__________
endurance. Anaerobic exercises such as weight training, functional training or sprinting increase
6__________ muscle strength.
Physical exercise is important for maintaining physical fitness and can contribute positively to
maintaining a healthy weight; building and maintaining healthy bone 7__________, muscle strength, and
joint 8__________; promoting physiological 9__________; reducing surgical risks; and strengthening the
immune system.
(Adapted from: http://en. wikipedia.org/wiki/Physical_exercise, retrieved in 2007)
2. Phrasal verbs can be defined as combinations of verb + preposition or verb + adverb particle. In
such combinations sometimes the main meaning of the verb is completely changed. Example: This
new programme of physical training is catching on (is becoming popular). Fill in the blanks with the
suitable words to form phrasal verbs.
1. Always warm __________ thoroughly before any kind of physical activity.
2. I am worn __________ by so much physical effort.
3. As a result of constant exercise, she __________ off ten kilos in two months.
4. Your strength will increase as you go __________.
5. I didnt __________ along with my personal trainer so I quit working with him.
6. Too much physical effort can cause your health to break __________ under the strain.
7. His poor physical condition was __________ on by overwork.
8. Since John had been out of training for three months, he found it difficult to __________ up with the
rest of the team.

32

9. Marathon runners burn __________ a lot of calories.

10. Ill never be able to do this exercise correctly as long as my coach is running me __________ all the
time.
3. Rewrite each sentence so that the meaning stays the same and it contains the word in brackets.
Example:
Bad weather forced us to postpone our morning jogging session. (OFF)
Bad weather forced us to put off our morning jogging session.
1. Nobody had warned the sportsman that by training too hard he would destroy his health. (BURN)
_____________________________________________________________________________________
2. She was able to recover from her illness thanks to a combination of massage and medical gymnastics.
(GET)
_____________________________________________________________________________________
3. The champion exercises in the gym six days a week. (OUT)
_____________________________________________________________________________________
4. The article draws the attention to the advantages of weight training. (OUT)
_____________________________________________________________________________________
5. I had to stop training when I got injured. (GIVE)
_____________________________________________________________________________________
6. He started doing aerobics to lose weight. (TAKE)
_____________________________________________________________________________________
7. The athlete refused to stop competing and went on to win the race. (IN)
_____________________________________________________________________________________
8. Im sorry to disappoint you, but I wont be able to attend your bodybuilding classes anymore. (DOWN)
_____________________________________________________________________________________
9. Hard as he might train, John couldnt reach the standard imposed by his coach. (UP)
_____________________________________________________________________________________
10. The benefits of jogging compensate for waking up early in the morning. (MAKE)
_____________________________________________________________________________________

33

READING COMPREHENSION
Read the text and match the physical exercises with the pictures on the next page.
STRECHING EXERCISES
A. Stretches muscle on inside of groin. This is vital for quick side-to-side movements, and fast
acceleration.
Stand with your feet wide apart, hands on hips, trunk upright. By bending your right leg, put your weight
over your straight left leg. Do not lean forward. Hold for 10-20 seconds when a pull is felt in the groin of
the straight leg. Increase the stretch by leaning further over your straight leg. Keep your bottom in.
Breathe out. Repeat at least twice. Repeat exercise to the other side.
B. Stretches upper back and hamstring muscles at back of thigh.
Lie on your back. Raise your legs over your head, lifting your hips off the ground. Support yourself with
your hands on your hips; keep your legs together. Keep your back and legs as straight as possible. In time,
your straight legs will be able to touch the ground above your head. When a pull is felt in your back and
hamstrings, hold for 10-20 seconds. Breathe out. Repeat at least twice.
C. Stretches calf muscle where no wall is available. This also reduces risk of Achilles tendon
problems.
Keep your feet comfortably apart, your trunk upright and your upper body weight over your rear leg.
Your rear foot must point straight forward. Move your front foot slowly forward. When pull is felt in the
calf of your rear leg, hold for 10-20 seconds. Breathe out. Repeat at least twice. Repeat with opposite foot
forward.
D. Stretches shoulder and upper back muscles. Useful for swimmers, racquet sports players, etc.
Clasp your hands behind and slightly above head height. Press shoulders and elbows back. Hold for 10-20
seconds when pull is felt. Breathe out. Repeat at least twice.
E. Stretches calf muscles, reducing risk of Achilles tendon tear.
With your forearms flat on a wall, keep your toes and feet together pointing straight forward. Slowly
press your hips forward while keeping your knees straight. When you feel a pull in your calves, hold for
20-30 seconds. Breathe out. Repeat at least twice.
F. Stretches calf muscles, quad muscles and hips.
With hands on hips, move into the lunge position, with both feet pointing forward. Keep your trunk
upright. Drop your weight towards your bent front leg. When a pull is felt on front of the thigh of your
rear leg, hold for 10-20 seconds. Breathe out. Repeat at least twice. Repeat with opposite leg.
G. Stretches the injury-prone hamstring muscle at the back of the thigh.
Stand upright with your feet wide apart and your hands on hips. Push your bottom back, then pivot
forward from hips, with your back straight and chest thrusting forward. Then drop your hands well in
front of your feet. When the pull is felt at the back of your knees, hold for 10-20 seconds. Breathe out. As
flexibility increases, move your feet closer together. Repeat at least twice.
H. Helps side-to-side mobility.
Stand comfortably; clasp your hands at full stretch above your head. Keeping your trunk upright, lean
sideways. Dont lean forward! When you feel a pull down your side, hold for 10-20 seconds. Breathe out.
Repeat exercise at least twice. Repeat to the other side.

34

I. Helps hip and back mobility.

Stand comfortably, with your hands clasped in front of you. Slowly rotate as far as you can go to the
right. Hold for 10-20 seconds. Breathe out. Repeat five times. Repeat exercise to the other side.
J. Stretches the upper end of the hamstring.
Place your right heel up on a low wall, chair etc., preferably at hip height. Keep your back straight; try to
put your chest to your knee. When a pull is felt in the buttock and behind the knee, hold for 10-20
seconds. Breathe out. Repeat at least twice. Repeat with opposite leg. Do not force this as it can produce
an injury to the hamstring attachment.
K. Stretches important quadriceps muscles on the front of your thigh.
Stand on your right leg, hold your left foot in your left hand and pull your knee back. Keep your back
straight. When the pull is felt on the front of your thigh, hold for 10-20 seconds. Breathe out. Repeat at
least twice. Now stretch your foot and knee as far back as you can from your bottom. Keep your knee in
line with your hip to stretch both your upper thigh and outer thigh. Breathe out. Repeat at least twice.
Repeat exercise on the other side.
L. Stretches hamstrings, quad and adductor muscles.
Try to get your legs at right angles with your back leg bent. Then, keeping your back straight, try to place
your chest over your straight leg. When a pull is felt at the back of your knee, hold for 10-20 seconds.
Breathe out. Repeat at least twice. It is essential not to force the movement, as this can produce injury to
the bone at the attachment of the hamstrings. Change legs. If you are very stiff, grasp the back of your
calf and pull gently forward. Also, lean backward, in line with the straight leg, to stretch the muscles on
the bent leg. Do not lean away from your bent leg. (adapted from Sports Injuries by Malcom Read and
Paul Wade)

35

Positions:
1. to keep ones feet together (1) to keep ones feet apart (2)
2. to stand with ones feet together to stand with ones feet apart (4)
3. to keep ones legs straight (1) to bend ones leg (4,10, 11)
4 .to keep ones trunk upright (4, 11)
5. to keep ones back straight (8)
6. to lie on ones back (5)
7. to stand on ones leg (8)
8. to hold ones foot in ones hand (8)
9. to move into the lunge position (11)
Movements:
1. to lean forward (6)/backward/sideways (6)
2. to clasp ones hands (back) (3)
3. to press shoulders back (3)
4. to raise ones legs over ones head (5)
5. to lift ones hips off the ground (5)
6. to rotate to the right (7)/to the left
7. to pull ones knee back (8)
8. to pivot forward from hips (9)
10. to put ones chest to ones knees

WRITING. DESCRIBING PHYISICAL EXERCISES

1. Mention the purpose of the exercise.
2. Mention the posture of the body at the beginning and end of the exercise.
3. Name accurately the parts of the body involved in the exercise.
4. Describe accurately the posture and the movements of the body.
5. The description of the physical exercise is a set of instructions, so use the imperative form of the verbs:
e.g. keep your feet straight/dont lean forward.
6. Dont forget to give information about breathing. Say when, how many times etc. people should
breathe.
7. Mention how many times a movement must be executed.
8. Use linkers to indicate the order of the movements: first, firstly, second, secondly, third, thirdly, then,
finally.

VOCABULARY
1. Fill in the blanks with the words below.
balance, flexibility, stamina, grace, strength
1. Lifting that heavy barbell requires a lot of _____ .
2. The ballet dancer was moving with extraordinary _____ .
3. The long and difficult journey tested our courage and _____ to the limit.
4. Your joints are very rigid. You should do some exercises to improve your _____ .
5. He lost his _____ and fell.

36

1. Each sportsman must have solid knowledge of the movements produced by muscles. Match the
following terms with their definitions to find out more about these movements.
1. flexion
2. extension
3. adduction
4. abduction
5. circumduction
6. rotation
7. elevation
8. depression
8. pronation
9. supination
10. eversion
11. inversion

a. this movement is performed when pulling a part of your body downwards (for
instance the shoulders).
b. this movement is performed when raising a part of your body as in raising the
shoulders when shrugging.
c. this movement consists in taking the limbs or other segments apart, or away
from the midline of the body as in jumping astride.
d. this movement consists in bringing limbs or other segments towards the
midline of the body as in bringing the shoulder blades together.
e. you do this by turning outwards or inwards without changing the position of
the long axis of the bone or bones as in turning the head from left to right.
f. this movement is done by circling a part of the body from a point, such as arms
circling from the point of the shoulder joint.
g. this is another name for straightening.
h. this is another name for bending.
i. the act of turning outward.
j. the act of turning inward.
k. the act of turning upward.
l. the act of turning downward.

2. Match the following terms with their definitions to find out more about physical exercises and
positions of the human body.
1. press up
2. pull up
3. sit up
4. curl
5. squat

6. lunge
7. cartwheel
8. somersault
9. splits
10. headstand

a. a physical exercise in which you lie down with your face towards the floor and
use your arms to raise and lower your body.
b. a position in which you rest on the floor with your legs spread wide in opposite
directions.
c. a position in which you are upside down with your head and hands on the floor
and your legs in the air.
d. a movement in which someone rolls or jumps forwards or backwards so that
their feet go over their head before they stand up again.
e. a circular movement in which you throw yourself sideways with your hands on
the floor, swing your legs over your head, and then come back with your feet on
the floor.
f. an exercise in which you lift a weight by bending your lower arms or legs
upwards.
g. a movement forward or to the side while your feet stay in the same place, done
when you are exercising.
h. an exercise in which you lie on your back with your knees bent and raise your
upper body then lie back down.
i. an exercise in which you hold a bar that is above your head and pull yourself
up off the ground.
j. to bend your knees and lower yourself towards the ground so that you balance
on your feet.

37

Physical Exercise Terminology

Romanian
alergare cu picioarele ntinse
alergare de nclzire
alergare pe loc
alergare pe vrfuri
a se alinia
aliniere
a (se) apleca
aplecarea corpului
aplecarea corpului nainte/napoi/lateral
apucare apropiat
apucare de jos
apucare de sus
apucare n crucis
apucare mixt, priz mixt
arcuirea braelor napoi
arcuirea trunchiului napoi
aezat (poziie)
aezat clare
aezat cu picioarele deprtate
aezat cu picioarele ndoite
aezat cu picioarele ntinse
aezat pe clcie
aezat pe coapse
aezat pe spate
atrnare
atrnat cu sprijinul picioarelor
atrnat rsturnat
atrnat rsturnat (cu braele ntinse)
balans n sprijin pe brae
balans cu ndoirea i ntinderea braelor
balans intermediar
balans nainte/napoi
balansarea braelor
balansarea piciorelor
braele ntinse nainte
braele lateral
braele sus
cerc cu ambele picioare
cerc cu un singur picior
circumducie
chass (pas mare alunecat)
compunerea exercitiului
culcat!
cumpn cu sprijin pe cot
cumpn stnd pe un picior

English
running with straight legs
warm-up running
running on the spot
running on tip-toes
to line-up
lining up
to drop, to lower, to lean
drop, leaning
forward/backward/sideways leaning
close grasp
inside grasp
undergrasp, reverse grasp
crossed grasp, crossed grip
combined grasp
arm pulling backwards
back arching, back extension
seat
cross riding position, cross seat
straddle-sitting, stride-sitting
sitting with bent knees, crook sitting
long sitting
kneel sitting
straddle-sitting thigh support, side straddle seat
back seat
hang
hand and foot support
back hang
back hang (with arms extended)
swing in stretched cross rest support position
swinging (on the parallel bar) from the bent to the
stretched arm position, pump swing, dip swing
intermediate swing, intervening swing
forward/back swing
arm swinging
leg swinging
arms extended forward (at shoulder height)
arms spread sideways, arms sideward
arms upward position
leg circling
leg circle
circle
chasse step
composition of the exercise
lie down!
single-elbow horizontal lever, one-arm planche
balance-standing one leg in forward raise position

38

a defila
deprtarea picioarelor
direcia jumtate la stnga mar!
drepi!
echilibru
exerciiu de abdomen
a exersa
extensie
fandare
fandat nainte
fandat la stnga/la dreapta
flick-flack
a se ghemui
mpingere
nainte mar!
ncruciarea braelor
a se ndoi
ndoire
ndoire napoi
ndoirea braelor
ndoirea genunchilor
ndoirea trunchiului
ndoirea trunchiului cu arcuire (tensiune)
ndoirea trunchiului nainte
ndreptare de pe cap cu elan
ntinderea braelor
ntinderea genunchiului
ntoarcere
ntoarcere napoi
jumtate sfoar
la dreapta!
la stnga!
la stnga v-aliniai!
legnare
a menine echilibrul
mers
mers cu ridicarea genunchilor
mers cu schimbarea piciorului
mers cu sprijin pe mini
mers pe clcie
mers pe loc
mers pe vrfuri
mers prin erpuire
micare circular
minile la ceaf
minile pe cretet
minile pe old

to march up
splitting the legs apart, legs moving apart, parting
the legs
left wheel!
on the feet up!, up!
balance
abdominal exercise
to practice, to train
extension
lunge
forward lunge
lunge to the left/right
back flip, flip flap, flick-flack, backward
handspring
to squat
push
march!
arm-crossing, crossing of arms
to bend
bend, bending
back bend
arm bending
knee bending
trunk bending
rhythmical trunk bending downwards
trunk pressing downwards
dive into headspring
arm stretching
knee stretching
turn, pivot
turn about
half split position
to the right!, on the right!
left turn!
left dress!
sway, swaying, swing, swinging
to keep the balance
walking
walking with leg-rising
walking with step change
walking on hands
marching on the heels
march on the spot
marching with toe touching
wave marching
rotary movement
hands on the nape
hands on head
hands on hips

39

partea inferioar a corpului

partea superioar a corpului
pas de galop
pas de mar
pas de polc
pas de vals
pas ncruciat
pas mrit
pas sltat
pasi mici
picioare deprtate
(cu) picioarele ntinse nainte
piciorul din fa
piciorul liber
piruet
plan de balansare
plan transversal
pod cu sprijinul pe antebrae
podul
podul cu sprijin pe genunchi
poziia aezat
pozitia clare
poziia culcat
poziia culcat nainte (facial)
poziia culcat pe spate (dorsal)
poziia cu picioarele semindoite
poziia de stnd
poziia fandat
poziia n echer
poziia sprijin culcat lateral
poziia sprijin ghemuit
poziia sprijin pe brae
poziia stand pe genunchi
poziia stand pe un genunchi
poziie final
poziie iniial
punct de sprijin
rsturnare
rsturnare prin stnd pe mini
rsucirea trunchiului
redresarea trunchiului
ridicarea braelor
ridicarea genunchilor
roat lateral
roat pe un bra
a se rostogoli
rostogolire
rostogolire nainte/napoi/lateral

the lower part of the body

the upper part of the body
high skip step, gallop step
running step
polka step
waltz step
crossed step
stride
bounding step, jumping step
short steps
feet astride
(with) straight legs
foreleg, front leg
free foot, unemployed foot
pirouette
swinging plane
transverse plan
bridge with forearm support, crab with forearm
support
bridge position
bridge in kneeling position
half lever position
front riding position, astride sitting
lying position
front lying position, prone position, prone lying
lying (flat) on the back
bent standing position
stand,
lunge position
half lever position
side lying
squat-stand
hand-balance, handstand
kneeling position
half kneeling position
final position
starting position
point of support
turn over from back lying
handspring
trunk turning, trunk twisting
trunk extension
arm lifting
knee raising
cartwheel
cartwheel with one arm support, one arm cartwheel
to turn over, to tumble
roll, rolling, turn
forward/back(ward)/side roll

40

rotarea capului
head circling
rotarea trunchiului
trunk circling
salt cu ntoarcere
somersault with turn (twist)
salt dublu
double somersault
salt dublu napoi
backward double somersault
salt nainte
forward/front somersault
salt napoi
back somersault
salt napoi cu corpul ntins
back somersault body straight
sritur cu elan oblic
running jump sideways, sideways spring
sritur cu forfecare
reverse astride, straddle vault, reverse scissors vault
sritura oii
sheep vault
sritur
jump, leap, spring
sritur cu faa n sus cu elan oblic
rear vault from oblique run
sritur cu picioarele deprtate
straddle vault
sritur din fa
front vault
sritur n ghemuit
squat-dismount
sritur lateral
flank vault, side vault
schimbarea pozitiei braelor
change of arm position
sfoara
splits (forward and backward)
sfoara lateral
side splits
sprijin dorsal
back rest
sprijin pe coapse
prone lying thigh support
stai!
halt!, stop!
stai jos!
sit down!
stnd cu picioarele apropiate
standing with feet close together
stnd cu picioarele deprtate
straddle-stand, stride stand, astride
stnd pe cap
head-stand
stnd pe antebrae i pe cap
forearm stand with head support, tiger balance
stnd pe o mn
one-arm handstand, one-hand handstand
stnd pe omoplai
one-bar cross shoulder balance
stnd pe vrfuri
tiptoe position, stand on tiptoe
stnga-mprejur!
about face!
trre
crawling
trre lateral
side crawling
trre pe mini i genunchi
cat crawling
traciune
pull-up
zona de sprijin
area of support, support zone
(Extracted from, Dicionar sportiv Poliglot, Constantin Tudose)

41

UNIT 4

INJURIES

SPEAKING
Answer the following questions.
1. What are the most common injuries that occur in everyday life and what are their causes?
2. How can these injuries be avoided?
3. Do you think that sports persons are more injury-prone than people who do not do any sport?
4. Are extreme sports good recreational activities in your opinion?
LISTENING COMPREHENSION
1. Listen and fill in the blanks according to what you hear.
1. A __________ is the medical term for a broken bone.
2. A single very small fracture similar to the width of a hair is known as a __________ __________.
3. A __________ fracture happens when a bone bends but does not break.
4. An open or __________ fracture occurs when the bone breaks the skin.
5. Serious injuries may cause people to go into __________.
6. It might be possible for the people who suffer from injury-induced shock to feel cold, __________ and
unable to think clearly.
7. Metal plates and screws may be required in the treatment of __________ breaks.
8. People usually wear __________ for one to two months.
9. If broken bones are not treated quickly, they can restrict blood __________ or cause nerve damage.
10. You can prevent fractures by keeping bones strong with __________.
2. Match the different types of fractures with their descriptions.
1. single fracture
2. hairline fracture
3. complete fracture
4. comminuted fracture
5. bowing fracture
6. greenstick fracture
7. compound fracture

a. It occurs when a bone is broken in more than two places or gets crushed.
b. It happens when the bone comes apart.
c. This happens with a bone that bends but does not break.
d. This is a single fracture that is very small, like the width of a hair.
e. In this situation the bone breaks the skin. Along with the bone damage
there is a risk of infection in the open wound.
f. It happens when a bone is broken in just one place.
g. In this case a bone is bent and breaks along only one side, like a young
stick of wood.

42

READING COMPREHENSION
1. Read the text and solve the tasks that follow.

How to Avoid Injuries

Three Simple Rules
(Part 1) Apart from receiving a blow or falling, the vast majority of aches and pains could be avoided if
only we looked after ourselves properly. We tend to do too much too soon, such as gardening at the first
glimpse of spring, or playing a sport without stretching or adequate training. With a little thought and
effort, we can go a long way to prevent injuries.
(Part 2) Even if you are generally fit, you still need to be specifically fit for the rigours of your particular
task. Methodical exercise rather than violent, sudden efforts should be used to build up the correct balance
of flexibility, strength and endurance. In sports, a good coaching book will set out the exercises required.
(Part 3) Even if your body is not highly tuned and superfit, it will perform better when warm, just like a
car engine. Warming up requires more than a few seconds flapping the arms. A minimum of five minutes
for these and at least another five minutes to warm down not only prevents stiff, sore muscles the next
day, but it also increases your general fitness.
(Part 4) Your body is different in shape and size from anyone elses, so the design of a running shoe or
the weight of a racquet head, the position of a car seat or computer keyboard must suit you individually.
Technique is just as important. If faulty, technique can even cause an injury, whether paddling a kayak or
lifting a box of groceries. In sports, training a certain way may suit one persons body shape and produce
a gold medal, but if those methods produce injuries in you, use other techniques that dont! Always go at
your own pace.
If there is one lesson to be learnt, it is that millions of injuries are caused by sudden,
unaccustomed exercise or by training too hard for a sports event. These are often referred to as overuse
injuries and occur when one part of the body has been asked to do too much.
Quality rather than quantity of work is what counts. More is not necessarily better! Similarly, if
you have been totally inactive for years, you should allow about one months proper training for every
year of inactivity in order to regain past levels of fitness.
Think of that spring gardening session, with two or three hours spent bending, stretching and
pulling. No one would dream of asking that gardener to go out and run a marathon without some
preparation, yet his body is being asked to do the same sort of sudden exertion, and it does not like it.
(adapted from Sports Injuries by Malcom Read and Paul Wade)
I. Match the following headings with the four parts of the text
A. Introduction
B. Use the right equipment and technique!
C. Be fit for the task!
D. Warm up and warm down thoroughly!
II. Choose the correct answer according to the text
1. What is the main cause for most aches and pains?
A. People do not pay enough attention to their physical fitness.
B. People do not prepare properly for different types of physical activity.
C. Gardening is an inadequate physical activity.

43

2. What is the best way to acquire appropriate physical fitness?

A. One should start by doing difficult exercises.
B. One should concentrate on exercises that develop flexibility.
C. One should follow a programme of exercises methodically designed.
3. What is the purpose of warm up exercises?
A. They prepare the body for the forthcoming physical activities.
B. They enable you to build big muscles.
C. They help you to lead a healthier life.
4. How long should a warm up programme take?
A. Less than five minutes.
B. More than five minutes.
C. Not less than five minutes.
5. Why does the author of the text compare the human body with an engine?
A. Because there is physical resemblance between the two.
B. Because both the human body and the car engine function better at high temperatures.
C. Because the human body as well as the car engine has to be prepared properly for certain activities.
III. Decide whether the following statements are true or false according to the text
1. Training techniques produce the same results when applied to different sportspersons.
2. Appropriate technique is important not only in sports, but also in everyday activities.
3. The overuse injuries are caused mainly by lack of physical exercise.
4. The author of the text maintains that programmes of physical exercises should be designed in
accordance with quantitative principles.
5. This text is addressed exclusively to sportspeople.
2. Put the excerpts in the first column back into the text in the second column.
a) dull ache when you rest and swelling

Sports injuries are injuries that happen when

playing sports or exercising. Some are from
b) after you play a sport or exercise for a long accidents. 1_____ Some people get injured when
time
they are not in proper condition. Not warming up
or stretching enough before you play or exercise
c) a bone or joint that is visibly out of place
can also lead to injuries. 2_____ sprains and
strains, knee injuries, swollen muscles, Achilles
d) Signs of an acute injury include
tendon injuries, pain along the shin bone,
fractures and dislocations.
e) Acute injuries occur
There are two kinds of sports injuries:
acute and chronic. 3_____ suddenly when
f) The most common sports injuries are
playing or exercising. Sprained ankles, strained
backs, and fractured hands are acute injuries.
g) Others can result from poor training practices 4_____: sudden, severe pain, swelling, not being
or improper gear.
able to place weight on a leg, knee, ankle, or foot;
an arm, elbow, wrist, hand, or finger that is very
tender; not being able to move a joint as normal;
extreme leg or arm weakness and 5_____.
Chronic injuries happen 6_____. Signs of a
chronic injury include: pain when you play, pain
when you exercise, 7_____.
(adapted from http://www.niams.nih.gov/Health_Info/Sports_Injuries/sports_injuries_ff.asp, retrieved on
09.27.2015)

44

VOCABULARY
1. The first group contains verbs that express injuries. The second group contains parts of the body
afflicted by injuries. Combine each word in the first group with one word in the second group and
fill in the blanks.

pull, bruise, cut,

dislocate, perforate,
fracture, sprain, tear

shin, tendon, ankle,

leg, eardrum,
shoulder, toe,
muscle

1. If you stretch one __________ too much, you may __________it.

2. She __________ the Achilles __________ in her right leg because she hadnt warmed up thoroughly.
3. The striker stumbled over one of his opponents feet and __________ his __________.
4. When she went skiing last winter, she fell and __________ her __________ in two places.
5. The diver hit the water sideways, which __________ his __________.
6. While playing football on the beach, John stepped on a shard of glass and __________ one of his
__________ badly.
7. You can think yourself lucky you only __________ your __________. Given the violence of the
collision with your opponent, you could have easily fractured your tibia.
8. When you __________ your __________, the ball of the humerus pups out of the socket of the scapula.
2. INJURIES. Choose the correct answer
1. He got that _____ on his forehead when he ran into an open cupboard in the dark a few days ago.
A. blister B. bruise C. scar D. sprain
2. Mary was _____ by a wasp while she was gathering some pears.
A. bitten B. eaten C. stung D. wounded
3. Be careful you dont _____ yourself when you are cutting those roses.
A. pick B. prick C. sting D. wound
4. I fell off my bicycle when I was five and I still have a _____ on my knee.
A. freckle B. scar C. hole D. scratch
5. He got a terrible _____ on the head when he forgot to bend as he went through the low doorway.
A. bump B. hunch C. ripple D. wrinkle
6. This _____ dates from my operation last year.
A. cut B. scar C. scratch D. sore
7. I have a _____ on my leg where you hit me.
A. blister B. bruise C. hole D. wound
8. She cried so much that her face became _____.
A. fat B. soft C. swollen D. torn
9. If you are so senseless as to go on long walks in tight-fitting shoes, you must expect to get _____.
A. blisters B. bruises C. scars D. scratches.
(extracted from Test your vocabulary, Mariusz Misztal)

45

3. INJURIES. Choose the correct answer.

1. Fortunately, nobody was _____ in the accident.
A. broken B. damaged C. injured D. wounded
2. He tripped in a pot hole and _____ his ankle.
A. slid B. slipped C. sprained D. stressed
3. He had to go to the hospital when he _____ .
A. broke up B. broke his muscle C. had a break D. pulled a muscle
4. For a long time after the accident, she suffered from constant _____ in her back.
A. ache B. hurt C. injury D. pain
5. The music at modern discos is so loud that it can cause _____. among teenagers.
A. blindness B. deafness C. dumbness D. unconsciousness
6. In spite of the number of cars involved in the accident, there was only one _____ ,a man with a broken
arm.
A. case B. casualty C. injury D. patient
7. The electrician got a _____ from the faulty wiring.
A. blow B. jump C. shock D. start
8. Two of the drivers in the car crash had multiple _____ .
A. accidents B. casualties C. damages D. injuries
9. The mans face was _____ from his infected tooth.
A. bulging B. dilated C. expanded D. swollen
10. In the accident several people were _____ .
A. crushed B. damaged C. hurt. D. wounded
11. He hurt his knee early in the game, and _____ off the field.
A. carried B. left C. limped D. trod
12. The _____ in his leg was so terrible he thought he would go mad.
A. bruise B. disease C. illness D. pain
13. The woman tripped over the uneven pavement and _____ her elbow.
A. disabled B. dislocated C. dislodged D. distorted
14. Since his motor-accident, he has been _____ in one leg.
A. cracked B. crazy C. irregular D. lame
15. I think I have got a _____ of dust in my eye.
A. grain B. sliver C. speck D. splinter
16. She _____ and fell from the top of the stairs to the bottom.
A. slipped B. sloped C. spilt D. split.
17. While the children were playing on the beach, Peter _____ on a broken bottle and cut his foot rather
badly.
A. came B. ran C. tripped D. trod
18. I didnt notice the log on the ground and _____ over it.
A. crept B. crushed C. skipped D. stumbled
(extracted from Test your vocabulary, Mariusz Misztal)
4. SYMPTOMS. Fill in the blanks with the words in the box. It may be necessary to change the
form of the given words.
dizzy, feverish, queasy, rash, runny, seedy, sore, swollen, to cough, to vomit
1. I havent taken her temperature yet but her face is flushed and she seems __________ .
2. Its hard to describe. I just feel generally __________ . Can you prescribe a tonic.
3. When I stand up the room seems to be going round. I feel really __________ .
4. Im not in pain but the glands in my neck seem to be __________ .

46

5. Ive got a tickle in my throat. I cant stop __________ .

6. I feel a bit queasy. I think Im going to __________ .
7. Ive come out in a __________ all over my chest and arms.
8. Its like being seasick. I feel __________ whenever I move about.
9. My throat is awfully __________ . I hope its not another bout of tonsillitis.
10. Ive got a __________ nose. I suppose its a cold coming on.
5. Unfortunately, sportspeople might be confronted with injuries at some point of their career. Find
more about it by matching the names of the following injuries with the description of their
causes/symptoms.
1. tennis elbow
a. The victim has glazed eyes, is confused, cannot remember events up to
and including the accident. After such an incident sportsmen are not allowed
to fight again for 28 days (first time), 84 days (second time) and one year
(third time). The risk is punch drunkenness (brain damage).
2. joggers nipple
b. Sudden sharp pain. It may feel like kick or blow in the leg. It is impossible
for the person to rise or tiptoe on that foot. The tendon cannot take load and
snaps.
3. knockout
c. Thickened ankle area that may hurt to touch. It may hurt to move or may
be pain free. Often there is no problem during the game, but the ankle is stiff
and aching afterwards. This injury may be caused by repeated kicks and
sprain of ankle ligaments from side foot tackle or blocked kick.
4. swimmers/surfers ear d. The ligament joining the pelvic bones in front becomes loose. It is thought
to be due to overloading one leg more than the other as in repeated kicking
favouring one foot, high hurdles (leading with one foot), or hard side step
and backing off in front of opponents while twisting from side to side (as
midfielders in soccer.)
5. sudden deafness
e. It can be caused either by lack of forearm strength or by a technical fault
using the standard grip. Sometimes an awkward bounce can flare the injury
too. It can also occur at home or at work or during any action where the
elbow is constantly bending while the hand is gripping. One cause is simply
doing too much in a concentrated spell, such as redecorating during the
weekend, or even improving at a sport, perhaps when adding curve or spin to
your throw or stroke. The better you get, the more you need to increase your
bodys strength to handle this added stress. If you do not, the result is an
injury.
6. dislocated finger
f. This injury is caused by the rubbing of clothing on unprotected nipple
(male or female) which is common in distance running. The nipples are sore
and may be bleeding.
7. gymnasts back
g. It is characterized by earache or soreness in outer ear canal. It hurts to
move the ear. It may have multiple causes: persistent wetness, reaction to
salt, chlorine, repeated rubbing or scratching of ear.
8. footballers groin
h. It occurs all of a sudden, sometimes accompanied by dizziness. It is
caused by ruptured drum in middle ear from loud noise, sudden severe
increase in pressure (as in high diving, scuba diving). It can also occur
cumulatively in sports such as shooting if proper ear muffs or ear plugs are
not used.
9. ruptured Achilles
i. The tip of the finger points backward.
10. soccer players ankle
j. It is characterized by pain in midline between bony knobs of spine only
when arching backward. It is caused by bones knocking on each other when
the back is arched in acute angle, known as hyperextension.
(adapted from Sports Injuries by Malcom Read and Paul Wade)

47

ACHES AND PAINS:

ACHES
headache
toothache
stomach ache

PAINS
pain in the back
pain in the leg
pain in the stomach

When used to express a physical discomfort, these words are preceded by the indefinite article in
examples such as: I have a headache.
a toothache.
a stomach ache.
a pain in the back.
a pain in the leg.
a pain in the stomach.
Besides being nouns, the words ache and pain can be used as verbs as in the following examples:
to ache
My legs were aching. (hurt, be sore, be painful, be in pain, throb, pound, twinge, burn, sting)
Her heart ached for pour Michel. (grieve, be in distress, be miserable, be in anguish, bleed)
Mary ached for his affection. (long, yearn)
to pain
Her foot is still paining her. (hurt, cause pain, be painful, be sore be tender)
The memory pains her. (sadden, grieve, distress, trouble, perturb, oppress, cause anguish)

48

UNIT 5

NUTRITION

SPEAKING
Answer the following questions.
1. Nowadays more and more people have problems caused by inappropriate eating habits. In your
opinion, what are the factors which are likely to lead to such nutritional disorders?
2. What do you think about the influence of food on physical activity and health?
3. As a specialist in physical education and sport, what would you recommend to somebody who wants to
lose weight?

LISTENING COMPREHENSION
PART 1
Listen and answer the questions according to what you hear.
1. Where does our energy for physical activity come from?
_____________________________________________________________________________________
2. What are the two basic components of good health?
_____________________________________________________________________________________
3. What are two of the health problems that overweight and obese people are vulnerable to?
_____________________________________________________________________________________
4. What are the five food groups?
_____________________________________________________________________________________
5. What are the two substances that our bodies use to produce energy?
_____________________________________________________________________________________
6. Why are unsaturated fats preferable in the diet to saturated fats?
_____________________________________________________________________________________
PART 2
Listen and fill in the blanks according to what you hear.
1. __________ come from foods such as lean meat, nuts, eggs and cheese.
2. Careful attention to fluid __________ while exercising and afterwards is necessary.
3. The body also loses minerals and electrolytes by sweating such as sodium and __________.
4. Calcium is a mineral found in all forms of milk, __________ and ice cream.
5. Iron, which is found in lean red meats, leafy green vegetables and in rich breads and cereals makes
__________ and is critical for transporting oxygen to and from the body cells.
6. Thiamine assists in the synthesis of energy from food and cells and keeps __________ healthy.
7. Riboflavine assists in the synthesis of protein, fat and __________ for energy.
8. While they (professional athletes) are involved in physical activity more frequently and for longer
periods than the average person, energy __________ varies enormously between sports and events.

49

READING COMPREHENSION

Read the text and solve the tasks that follow.

Should Athletes Nibble or Gorge?
P1 This is the question that was pondered recently in Paris as part of a consensus meeting on Periodicity
of Eating and Human Health. The meeting was endorsed by the American Dietetic Association and
European Federation of the Associations of Dieticians, and sponsored by Mars Inc. An international
panel of nutrition experts considered the effects of the timing and frequency of our eating occasions on
things like blood glucose, blood lipids, tooth decay, obesity and energy expenditure, mental performance,
and sports performance.
P2
Central to the discussion was the difficulty in measuring how people eat. Our knowledge is
confused because of the various ways that researchers have reported the occurrences of food and fluid
intake. It was noted that dietary survey work is fraught with errors. For example, people tend to underreport intakes, particularly when they want to appear to eat better than they really do. The call for
standardization in collecting and reporting information about the timing and frequency of food and fluid
intake was a key point in the workshop summary.
P3
In reviewing clinical studies and epidemiological literature, the workshop participants concluded
that the frequency of eating may have a number of physiological and psychological effects, including
short-term effects on blood glucose and blood lipid concentrations. The long term effects, particularly in
the management of diabetes and hyperlipidaemias, need to be studied in greater depth.
P4
For athletes, the timing and frequency of food intake has been studied from a number of angles.
Firstly, it appears that athletes with high energy intakes eat frequently: typically 6-10 times per day. It
seems practical to adopt a pattern of grazing small to moderate-size meals and snacks over the day,
rather than risk the discomfort of gorging on a few very large meals per day.
P5
Of course, athletes have to fit their eating around their training and competition schedules. The
timing of carbohydrate intake before, during and after sessions of prolonged high-intensity exercise is
also important. The goal is to match carbohydrate supplies to the fuel needs of exercise and recovery.
Fuelling up before the event is important. Previous advice about avoiding sugar or other carbohydrates in
the hour before exercise is now seen to be misplaced. The concern followed the (over) publicity received
by one study, which reported reduced performance during exercise following a glucose feed the hour
before. The publicity popularized the idea of rebound hypoglycaemia and earlier onset of muscle
glycogen depletion due to increased insulin in the blood. Since then, there have been at least 10 studies
showing that, despite alterations in blood glucose and/or insulin levels at the start of exercise,
carbohydrate feedings in the 1-4 hours before exercise either fail to affect or may even improve
performance.
P6
Consuming carbohydrate during exercise is an important strategy for endurance events. The
timing may be an issue of opportunity provided by the sport (e.g. at aid stations, or at scheduled breaks),
rather than a scientific ideal. The main advice is to eat sufficient carbohydrate early in exercise rather than
wait for the onset of fatigue. Early intake is also important in the recovery phase. An immediate intake of
carbohydrate will enhance restoration of muscle glycogenan important consideration when the next
bout of training or competition is scheduled in less than 8-12 hours. There are other ways in which timing
and frequency of nutrient intake may affect training and performance. More research is needed here.
P7
The bottom line of the workshop was that despite the perceived wisdom of the value of 3 square
meals a day, most people eat more often: typically 5-6 times a day. By itself, more frequent eating
apparently does not increase the risk of obesity or affect the nutritional value of our diets. But again, more
research is needed before we can recommend a way to spread our intake.
P8
It should be noted that even if we could make strong guidelines, it is notoriously difficult to get
people to change how they eat. We choose the way we eat to meet a variety of social, emotional,
physiological, cultural, and practical needs. Despite any benefits, we tend to be creatures of habit and
resist long-term change. (adapted from http://www.ausport.gov.au/aismenu.html, by Louise Burke)

50

I. Answer the following questions.

1. What event is described in this text?
2. Where did the event take place?
3. What was this events purpose?
4. Who was the event sponsored by?
5. Who took part in the event?
6. What makes measuring how people eat difficult?
7. How many times a day do athletes with high intakes of energy eat?
8. How does eating carbohydrates one to four hours before exercise influence performance according to
the studies mentioned in the article?
9. How many times a day do most people eat?
10. What are the factors that influence peoples eating habits?
II. In each paragraph find the sentence that expresses the main idea.
P1. _________________________________________________________________________________
P2. _________________________________________________________________________________
P3. _________________________________________________________________________________
P4. _________________________________________________________________________________
P5. _________________________________________________________________________________
P6. _________________________________________________________________________________
P7. _________________________________________________________________________________
P8. _________________________________________________________________________________
III. Choose the variant that best reflects the meaning of the following words in the text (look for the
words written in bold).
1. to nibble in the title means
A. to eat small bites of food, B. to gradually erode, C. to show cautious interest in a project
2. to gorge in the title means
A. to vomit, B. to eat many times a day, C. to eat a large amount greedily
3. to endorse in P1 means
A. to support, B. to disapprove, C. to request
4. panel in P1 means
A. a rectangular section of a door, B. a small group of people brought together to investigate or decide on
a matter, C. a flat board on which instruments and controls are fixed
5. fraught with in P2 means
A. filled with something undesirable, B. submitted to, C. frightening
6. intake in P2 means
A. an amount or quantity taken in, B. an act of taking in, C. a location or structure through which
something is taken in
7. to graze in P4 means
A. to eat grass in a field, B. to eat frequent snacks at irregular intervals, C. to scrape and break the skin

51

8. onset in P5 means
A. the beginning of something, especially something unpleasant, B. a military attack, C. output
9. depletion in P5 means
A. increase, B. exhaustion, C. growth
10. to enhance in P6 means
A. to start, B. to favour, C. to increase the quality of
11. bout in P6 means
A. a short period of intense activity, B. a wrestling or boxing match, C. beginning
2. Put the excerpts in the first column back into the text in the second column.
a) should drink 150-350ml
every 15 to 20 minutes
b) which is stored in muscle as
glycogen, a form of sugar.
c) who drinks before he or she
feels thirsty stays cooler and
performs better than one who
drinks on thirst cues
d) When glycogen is not present in
muscles, the muscle cells perform
anaerobic respiration producing
lactic acid
e) While drinking too much water
during activities can lead to
physical discomfort
f) Because the amount of glycogen
stored in the body is limited

Maintaining hydration during periods of physical exertion is the

key to good performance. 1_____, dehydration in excess of 2%
of body mass markedly hinders athletic performance. It is
recommended that an athlete drink about 400-600 ml 2-3 hours
before activity. During exercise he or she 2_____. After
exercise he or she should replace sweat loss by drinking 450675 ml for every 0.5 kg body weight loss during activity. Some
studies have shown that an athlete 3_____. Nevertheless, recent
studies of such races as the Boston Marathon have indicated
that this recommendation can lead to overhydration.
The main fuel used by the body during exercise is
carbohydrates, 4_____. During exercise, muscle glycogen
reserves can be used up, especially when activities last longer
than 90 minutes. 5_____, which is responsible for fatigue and
burning sensation, and post exercise stiffness in muscles.
6_____, it is important for athletes to replace it by consuming a
diet high in carbohydrates.

(Adapted from: http://en. wikipedia.org/wiki/Nutrition, retrieved in 2007)

VOCABULARY
1. Match the names of the following substances with their definitions.
1. cholesterol
a. natural substances found in food that are necessary to trigger the thousands
of chemical reactions necessary to maintain good health.. Each such substance
is given a name using a letter of the alphabet.
2. water
b. oil found in food
3. mineral
c. a substance found in foods such as sugar, bread, and potatoes. It supplies
your body with heat and energy.
4. carbohydrate
d. a substance in food such as meat, eggs, and milk that people need in order
to grow and be healthy.
5. protein
e. a natural substance in some foods that you need for good health, for
example iron and calcium.
6. fat
f. the clear liquid that falls as rain and is used for things such as drinking and
washing.
7. vitamin
g. a substance in your blood that can cause heart disease if you have too much
of it.

52

2. Choose the right answer:

1. Overweight people have _____ to avoid exercises.
A. an affectation, B. a disposition, C. an inclination, D. a tendency
2. You should take more exercise if you want to keep _____ .
A. fat, B. fine, C. fit, D. fresh
3. The doctor told her that she would be well advised to _____ some weight.
A. leave, B. light, C. lose, D. sell
4. After her diet, she looked very _____ and healthy.
A. hungry, B. skinny, C. slim, D. thin
5. Very fat men sometimes have a _____ at the back of their neck.
A. double chin, B. roll of fat, C. spare tyre, D. ton of flesh
6. The doctor advised my mother to keep a _____ watch on her weight.
A. near, B. severe, C. strict, D. tight
7. Its important to keep your body in good _____ .
A. contour, B. figure, C. form, D. shape
8. You shouldnt eat so much chocolate _____ meals.
A. between, B. else, C. except, D. through
9. She has put _____ a lot of weight since last year.
A. down, B. in, C. off, D. on
10. She remained depressingly fat _____ all her efforts to slim.
A. against, B. although, C. contrary, D. despite
(extracted from Test your vocabulary, Mariusz Misztal)
3. Fill in the blanks with the words in the box. You may use each word only once.
activity, children, dietary, energy, include, lean, nursing, nutrients, people, person, products, rapidly,
tissue, well-balanced
Certain groups of __________, such as young children and older people, have special
__________ needs. Because __________ grow __________, they need food not only to replace worn-out
tissues and provide __________, but also to build new __________ .
A childs diet should __________ milk and milk __________, eggs, __________ meat, poultry,
fish, fruits, vegetables, and cereals.
A __________ diet is important to the older __________ as it is to the child. Older people need
as many __________ as young adults. But if their __________ is reduced, they will need fewer calories.
Expectant or __________ mothers and babies also need special diets.
(extracted from Test your vocabulary, Mariusz Misztal)
4. DIET. Choose the correct answer.
1. Theres an old saying. its the double gins that cause the _____ .
A. crossed eyes, B. double chins, C. flat feet, D. knock knees
2. Exercise tends to _____ the effects of old age.
A. offset, B. run down, C. set back, D. waylay
3. A diet high in carbohydrates contains little of the _____ material needed to build up tissue.
A. calorific, B. digestible, C. nourishing, D. sustaining
4. He will have to go on a diet because he is worried that he is _____ .
A. buxom, B. chubby, C. robust, D. strong
5. I think youll find that the inconvenience of the diet is _____ by the benefits.
A. outranked, B. outweighed, C. overbalanced, D. overthrown

53

6. When there is excessive obesity patients are sometimes put on a _____ diet which enables them to lose
weight extremely quickly.
A. balanced, B. crash, C. light, D. slim
7. _____ your food will give you indigestion.
A. Bolting, B. Cramming, C. Gorging, D. Munching
8. When dieting, eat only to satisfy your hunger _____ not to gratify your desire to eat.
A. aches, B. pangs, C. spasms, D. twinges
(extracted from Test your vocabulary, Mariusz Misztal)
5. The following words are frequently associated with diet. Use them to fill in the blanks.
healthy
starvation

staple

vegetarian

crash

diet
balanced

varied

special

low-calorie
low-fat

1. A __________ diet should include carbohydrates, proteins, fats, vitamins, minerals, and water.
2. If you want a __________ diet you should stay away from fast food.
3. People who have health problems caused by too much cholesterol are prescribed __________ diets.
4. Since sedentary persons make very little physical effort, they consume fewer calories than athletes.
Therefore, a __________ diet would prevent them from getting overweight.
5. Active athletes need __________ diets before and during competitions.
6. All people should eat a __________ diet, regardless of age.
7. Boxers sometimes go on __________ diets a few days before the weigh-in.
8. __________ diets do not include meat.
9. Chinese people eat a lot of rice as part of their __________ diet.
10. The doctor put her on a __________ diet because her excessive obesity was a serious threat to her life.
6. Rearrange the words to make coherent sentences.
1. certain, needs, special, dietary, have, age-groups
.
2. diet, strict, on, football, the, doctor, the, put, player, young, a, low-fat
.
3. athletes, than, less, people, active, calories, need, sedentary
.
4. health, effects, have, diet, imbalances, excesses, on, negative, may, in, and, deficiencies
.

54

5. essential, is, activity, physical, of, periods, performance, good, to, during, of, appropriate, maintaining,
hydration, an, level
.
6. consumption, additional, demands, intake, excess, water, protein
.
7. diet, well-balanced, provides, this, product, daily, a.
.
8. effects, psychological, and, physiological, several, has, the, eating, of, frequency
.
9. athletes, prescribe, dieticians, various, according, diets, schedules, and, training, competition, their, to
.
10. intensity, high, consumption, at, exercising, great, requires, protein
.

WRITING. DESCRIBING A PROCESS

Fill in the blanks with the words in the box.
afterwards, into, is reduced, is eliminated, traverses, here, enters, is processed, extracts
Food 1__________ the digestive system through the mouth. Here it suffers both mechanical and chemical
transformations and it 2__________ to a bolus. Then, it is pushed by the tongue 3__________ the
pharynx. From here, it 4__________ the esophagus and reaches the stomach where the gastric juice
breaks down the proteins and kills the microorganisms ingested with the food. Once it 5__________ by
the stomach, food passes into the duodenum, the first section of the small intestine.6__________ the
enzymes produced by the pancreas and the bile provided by the liver continue the process of digestion.
7__________, the food moves into the jejunum and ileum where the nutrients are absorbed into the
bloodstream and carried to the liver, while the rest travels to the large intestine. The liver 8__________
the nutrients from blood and converts them into products useful for the organism or stores them. It also
works as a filter removing harmful substances from blood. The large intestine first absorbs water from the
undigested food and then the waste mater 9__________ through the rectum and anus.

A process is a series of things that happen and have a particular result. When describing a
process you are expected to give information on the following:
1. the succession of events (when and in which order the events happen)
2. the location (where something happens)
3. the manner (how something is done)
4. the purpose (why something happens)
While mentioning the methods and the purpose is not always necessary, the succession of
events and the location are compulsory.
Voice and verbal tenses
The Passive Voice is frequently used in combination with the Active Voice in describing processes.
e. g. Once it is processed by the stomach, food passes into the duodenum, the first section of the small
intestine.
Usually the present tense simple is used in such descriptions.
e.g. In the mouth, the food suffers both mechanical and chemical transformations and it is reduced to a
bolus.

55

Useful language for expressing:

Succession 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,

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,
... until ...
... finishes with ...
concludes with
The last step is ...

Manner
in such a way that
slowly, carefully, etc.
with care/precision/
in a careful way/manner
First, the weightlifter lifts the barbell carefully above his head.
Location
The food enters the digestive system through the mouth.
It is pushed by the tongue into the pharynx.
Purpose
so as (not) to, so that, in order (not) to
The food moves into the jejunum and ileum so that the nutrients may be/are absorbed into the
bloodstream and carried to the liver.
(adapted from http://www.uefap.com/writing/writfram.htm)
Exercise. Using the language provided to you above describe the breathing process and the blood
circulation.

56

SPEAKING
Work in pairs and create a dialogue starting from the images below. They represent different ways of
having a meal or various types of food. Each of you has to choose one image and to present its advantages
in order to persuade your partner to have a meal at a certain type of restaurant or at home. Present the
advantages of your choice and the disadvantages of the suggestions made by your partners. Be aware that
you have to come to an agreement eventually.

5
57

UNIT 6

FOOTBALL STARS

SPEAKING
Answer the following questions.
1. What do Maradona, Hagi, Pel, Cristiano Ronaldo and Ronaldinho have in common?
2. What does being a well-known football player mean in your opinion?
3. What does it take to become such a player?
3. What are the advantages and disadvantages of such a status?
4. Do you think that such persons are suitable role models for the young?
5. Would you like to become a football star? Why/Why not? Explain.

LISTENING COMPREHENSION
Listen to Part 1 and choose the best variant according to what you hear.
1. According to the recording,
A. It is impossible to compare Maradona to Pel.
B. Pel is considered to be a better player than Maradona.
C. Maradona is considered to be a better player than Pel.
D. Maradona can justifiably be considered as good a player as Pel.
2. Maradonas activity at Boca Juniors is mentioned in connection to
A. his very impressive performance.
B. a large amount of money.
C. a large amount of money and a very successful season.
D. the adulation of his fans.
3. In the 1984 Kings Cup final, Maradona got involved in a fight because
A. he had been unjustly penalized.
B. he had been offended by players and spectators.
C. his teammates did not cooperate with him.
D. he had been fouled by an opponent.
4. When Maradona transferred to Napoli, the Neapolitan team
A. had never before won the Italian championship.
B. had won the Italian championship once.
C. had won the Italian championship twice.
D. had won the Italian championship three times.
5. The Anglo-Saxon world considers Maradona to be
A. the best football player.
B. an honest player.
C. a dishonest player.
D. an undisciplined football player.
6. Maradonas performance during the 1986 World Cup in Mexico is characterised as
A. dishonest as well as spectacular.
B. honest as well as spectacular.
C. poor but honest.
D. totally disappointing.

58

Listen to Part 2 and fill in the blanks according to what you hear.
1. For the Neapolitan fans, Maradona was a saint who could do no __________.
2. There were stories of his growing use of __________.
3. Whilst Milan were dominating the European Cup, at home they played second __________ to the
Southerners.
4. In his seven years in Naples, Maradona had __________ the sense of pride to the South.
5. A year later, he failed a drugs test, a victim, he claims, of a __________ against him by the authorities.
6. Pressures like those facing Maradona are an everyday occurrence in modern football. The way these
pressures are coped with goes a long way to defining those superstars who succeed and those who fall by
the __________.
7. The history of the world is but a __________ of great men.
SPEAKING
Description: Starting from the following statement: Pressures like those facing Maradona are an
everyday occurrence in modern football. The way these pressures are coped with goes a long way to
defining those superstars who succeed and those who fall by the wayside, talk about the advantages and
disadvantages of being a sporting celebrity. Conclude by saying whether or not you would choose such a
life and support your option with arguments.
Useful language
to list advantages:

One/Another/A further/An additional (major) advantage of is

The main/greatest/first advantage of is
to list disadvantages: One/Another/A further/An additional (major) disadvantage/drawback of is
The main/greatest/first/most serious advantage of is
to introduce points/arguments for or against:
One (very convincing) point/argument in favour of /against
A further common criticism of
It could be argued that
to express opinions: It is my belief that/opinion that
I believe/feel/think that
I am inclined to believe that
I (do not) agree that/with

59

READING COMPREHENSION
Read the text below and solve the tasks that follow.
Luis Figo
(P1) Lus Filipe Madeira Caeiro, a.k.a. Lus Figo, (born November 4 1972, in Cova da Piedade
Almada, Portugal) is a Portuguese international footballer, who plays as a midfielder.
(P2) He won his first senior international cap in 1991. Prior to that, he won the Under-20 World
Championship and Under-16 European Championship with Portugal junior sides. Figo moved to FC
Barcelona from Sporting Clube de Portugal (club which developed many other great Portuguese players)
in 1995, but not before a dispute with Juventus and Parma, with whom he had signed a double contract,
under risk of a lengthy ban. The situation was eventually resolved, and in four years he became a fanfavourite, captain and symbol of the Catalan side. In 2000, his transfer to Barcelonas arch-rival, Real
Madrid, for a record-breaking 37,000,000 only intensified the great animosity between the two clubs.
There was a short-lived website, antifigo.com, devoted to insulting judas Figo. He missed his highly
anticipated first return to the Nou Camp due to injury. In 2002, Barcelonas ground was banned after
objects were thrown at Figo. Furthermore, during the final match between Greece and Portugal in the
UEFA Euro 2004 championships, a Bara fan ran across the field and threw a FC Barcelona flag at Figo
in an apparent act of defiance.
(P3) Already a great winger at the beginning of his career, Figo eventually became one of the
best players of the world, and undoubtedly the best winger of his generation. His dazzling dribbling and
the amazing amount of assists assured him success and fame all over the world. Figo confesses that he
enjoys assisting as much as scoring.
(P4) Lus Figo is nowadays one of the main Portuguese symbols and ambassadors. Many
Portuguese travelling outside southern Europe get Oh!! Figo! Figo! as a reply, when saying they are
Portuguese.
(P5) In November 2004, shortly after the racist incidents in Madrid during the Spain-England
friendly, Figo was revealed alongside other Real Madrid teammates, to be sympathisers of Reals Ultras
Sur, a group well known for its xenophobic links. Pictures of Figo and Ral, who was already known as a
hero for the group, smiling for the camera while holding a scarf and flag of the Ultras Surs was printed in
a Sunday newspaper. They posed for more than a few photographs and granted interviews to the groups
fanzine.
(P6) He was 2001 FIFA World Player of the Year and is arguably one of the great all-time
players. On August 18 2004, Figo announced that he would take a break from international football.
Figo is married to Swedish model Helen Svedin. They have two children.
Adapted from Wikipedia, the free encyclopedia, (www.wikipedia.org)
1

1. Choose the correct variant:

(1) Where was Luis Figo born?
A. in Portugal
B. in Spain
C. in Brazil
(2) What was Figos first major achievement according to the text?
A. He won his first senior international cap in 1991.
B. He won the Under-20 World Championship.
C. He won the Under-16 European Championship.
1

a.k.a. means also known as

60

(3) What happened when Figo transferred to Real Madrid?

A. All his fans were very happy.
B. Barcelonas fans were very angry at him.
C. He was very unhappy with his decision.
(4) How is the gesture of the Bara fan to be interpreted?
A. As an act of love.
B. As an act of indifference.
C. As an act of protest.
(5) Ultra Sur is
A. a group that hates or fears foreigners.
B. a political party.
C. a charity organization.
2. Choose the variant that best reflects the meaning of the following words in the text.
(1) cap in paragraph 2 means
A. A presence of a player in a national team.
B. A head-covering worn by boys and men.
C. A waterproof covering for swimming.
(2) prior to that in paragraph 2 means
A. at that time.
B. after that.
C. before that.
(3) eventually in paragraph 2 means
A. in any case.
B. in the end.
C. a long time ago.
(4) arch-rival in paragraph 2 means
A. principal rival.
B. insignificant rival.
C. old rival.
(5) was banned in paragraph 2 means
A. was prohibited.
B. was destroyed.
C. was rebuilt.
(6) dazzling in paragraph 3 means
A. Confusing.
B. Brilliant.
C. Poor.
(7) assisting in paragraph 3 means
A. giving support or aid to somebody.
B. being present as a spectator.
C. passing the ball to a teammate in order to score a goal.

61

VOCABULARY
1. The following words name positions of football players on the field. Choose the appropriate
definitions for each of them.
(1) goalkeeper
(2) midfielder
(3) sweeper
(4) centre back (a.k.a. central defender)
(5) striker
(6) winger
(a)
(b)
(c)
(d)
(e)
(f)

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 designated 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 defence 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.

2. Choose the correct variant.

1. The teams coach insisted on a programme of _____ training before the big match.
a) harsh
b) rigorous
c) searching d) severe
2. The team has practised hard so that it could _____ the trophy.
a) regain
b) replace
c) restore
d) return
3. Manchester United are playing _____ Birmingham this Sunday.
a) against
b) facing
c) opposite d) with
4. The football team won partly because they had been trained by such a good _____ .
a) director
b) instructor
c) coach
d) teacher
5. The _____ said it was a foul and gave us a free kick.
a) controller
b) director
c) referee
d) coach
6. Our _____ didnt manage to score any goal during the match.
a) party
b) striker
c) referee
d)goalkeeper
7. Luis Figo is a _____ international footballer.
a) Portugal
b) Portugese c) Portuguese d) Spanish
8. His performance on the football ground is _____ .
a) dazzling
b) difficulty
c) assisting d) highly
9. Our goalkeeper was badly _____ during the opponents strong offensive.
a) demolished b) injured
c) boasted
d) healed
10. Because of his taking drugs, the footballer was _____ from playing for 2 months.
a) prevented b) banning
c) allowed
d) permitted
(adapted from Test your vocabulary, Mariusz Misztal)

62

3. Complete the following sentences with the words/phrases in the box.

captain, pitch, goal, referee, coach, footballer, kick-off, score, draw, fouls, league, soccer, fair, free kick,
opponents
1. What Europeans call football, Americans call __________ .
2. The instructor of the team is the __________ .
3. When you play in a football team you are a __________ .
4. The games take place on a __________ .
5. The leader of the team is the __________ .
6. The man in the __________ is the goal-keeper.
7. The beginning of the match is the __________ .
8. During the match each team tries to __________ as many goals as possible.
9. When the teams have scored the same number of goals we say its a __________ .
10. The players of the other team are the __________ .
11. The man who enforces the rules during the game is the __________ .
12. Playing correctly is called __________ play.
13. Unfair moves are called __________ .
(extracted from Test your vocabulary, Mariusz Misztal)

63

GRAMMAR
The Present Tense Simple

I. Formation rules

1. Affirmative
I/You/We/They+bare infinitive
He/She/It infinitive+s
1.2 Irregular verbs
I am, He/She/It is, We/You/They are
I/You/We/They have, He/She/It has

2. Interrogative
Do/Does + bare infinitive

3. Negative
do not (dont)/does not (doesnt) + bare infinitive

Affirmative

Interrogative

Negative

I work

Do I work?

I do not (dont) work.

You work.

Do you work?

You do not (dont) work.

He works.

Does he work?

He does not (doesnt) work.

She works.

Does she work?

She does not (doesnt) work.

It works.

Does it work?

It does not (doesnt) work.

We work.

Do we work?

We do not (dont) work.

You work.

Do you work?

You do not (dont) work.

They work.

Do they work?

They do not (dont) work.

64

4. Spelling peculiarities of the 3rd person singular

4.1 verbs ending in -s, x, z, sh, ch, o add es: pass-he passes, mix-he mixes, buzz-it buzzes,
push-he pushes, catch-he catches, do-he does.
4.2 when there is a consonant before y, it changes to i followed by -es.
e.g. cry-he cries, study-he studies, BUT buy-he buys, say-he says
5. Pronunciation of the 3rd person singular
5.1 [s] after [f], [p], [k], [t] []. puffs, shops, thinks, lets, baths
5.2 [z] after vowels and after the following sounds [b], [d], [g], [l], [m], [n], [], [v],
vowel+[r]/[w]. e.g. pays, robs, adds, digs, fills, dreams, runs, rings, loves draws, stirs.
5.3 [iz] after [z], [], [s], [], [], [ks]. e.g. loses, manages, passes, pushes, stitches,
mixes.

II. Uses
1. Permanent truths
Summer follows spring. Water boils at 100 centigrade.

2. Habitual actions with adverbs and adverbial phrases like in summer, on Mondays,
every day, often, usually, frequently, seldom, rarely, occasionally, sometimes, always,
never, once a week/month/year, every six days
I go to school every day.
I usually watch TV in the evening.
I go to the dentist every six months.

3. Future reference (timetable future)

The exhibition opens on January 1st.
The train leaves the station at 9 oclock.

65

The Present Tense Continuous

I. Formation rules

present tense of to be + verb-ing

Affirmative

Interrogative

Negative

I am working.

Am I working?

I am not working.

You are working.

Are you working?

You are not (arent) working.

He is working.

Is he working?

He is not (isnt) working.

She is working.

Is she working?

She is not (isnt) working.

It is working.

Is it working?

It is not (isnt) working.

We are working.

Are we working?

We are not (arent) working.

You are working.

Are you working?

You are not (arent) working.

They are working.

Are they working?

They are not (arent) working.

Spelling peculiarities of the-ing form of the verb

1. verbs ending in -e omit the e before adding the -ing

move-moving, write-writing, come-coming
2. one syllable verbs ending in consonant double the final consonant before adding the ing
run-running, put-putting, sit-sitting
3. two syllable verbs double the final consonant when the last syllable is stressed
pre`fer-preferring, be`gin-beginning, up`set-upsetting
BUT
`benefit-benefiting, `differ-differing, `profit-profiting,

EXCEPTIONS
`labelling, `quarrelling, `signalling, `travelling
4. -ic at the end changes to -ick

66

panic-panicking, picnic-picnicking, traffic-trafficking

5. verbs ending in -ie change it to -y
die-dying, tie-tying, lie-lying

II. Uses

1. An action in progress at the moment of speaking

He is working at the moment, so he cant come to the telephone.
2. Temporary and exceptional actions/situations with the following adverbs or
adverbial phrases today, this week, these days, this month, this year
My father usually teaches English, but he is teaching French this year.

3. Irritating repeated actions with the following adverbs or adverbial phrases

My neighbour is always starting his car when I want to have a rest.

4. Future reference (arrangements)

We are spending next winter in Australia.

Observations

The following verbs are not normally used in the continuous aspect:

1. verbs of perception see, hear, smell, feel, taste

2. verbs of thinking

think, consider, feel, understand, know, realize, suppose, believe,

remember, forget, recollect, recall, expect

3. verbs of feeling
hope,

want, wish, desire, like, hate, dislike, care, refuse, forgive, adore,
intend, agree

4. verbs indicating states or permanent qualities of people or objects

be, belong, own, have, contain, include, comprise, weigh, measure,
cost, resemble, consist of, require, need

67

5. miscellaneous

concern, matter, mean, seem, signify, appear (=seem), keep

(=continue)

Verb

Simple Aspect

see

I see someone in front of the Im seeing John tomorrow.

think

Continuous Aspect

house.

Im seeing the town.

I think he is right.

Im thinking about my holidays.

expect I expect youll understand his She is expecting a baby.

explanation.
have

They have a new car.

He is heaving breakfast/a shower/a bath/fun/a good

time.

be

He is at home.

Why are you being so silly today?

smell

Flowers smell nice.

Shes smelling a rose.

taste

The cake tastes delicious.

The cook is tasting the cake.

feel

The silk feels soft.

Im feeling this material to see whether it is silk or not.

hear

I hear a noise.

Theres nobody in the house but us. You are hearing

things.

68

The Past Tense Simple

I. Formation rules
1. Affirmative
1.1 Regular verbs: bare infinitive + ed
1.2 Irregular verbs 2nd form
be

was/were

been

become

became

become

begin

began

begun

catch

caught

caught

2. Interrogative
Did + bare infinitive
3. Negative
did not (didnt) + bare infinitive
Affirmative

Interrogative

Negative

I worked

Did I work?

I did not (didnt) work.

You worked.

Did you work?

You did not (didnt) work

He worked.

Did he work?

He did not (didnt) work.

She worked.

Did she work?

She did not (didnt) work.

It worked.

Did it work?

It did not (didnt) work.

We worked.

Did we work?

We did not (didnt) work.

You worked.

Did you work?

You did not (didnt) work.

They worked.

Did they work?

They did not (didnt) work.

4. Spelling peculiarities
4.1 verbs ending in -e add -d: phone-phoned, move-moved, lie-lied, die-died, agreeagreed.
4.2. one-syllable verbs spelt with a single vowel letter followed by a single consonant
letter double the consonant: stop-stopped, shop-shopped, beg-begged
4.3. two-syllable verbs double the final consonant when the last syllable contains a single
vowel letter followed by a single consonant letter and is stressed.
pre'fer-preferred

benefit-'benefited

69

re'fer-referred

differ-'differed
profit-'profited

4.4. verbs ending in -y

vowel + y y play-played, obey-obeyed
consonant + y i cry-cried, deny-denied

II. Uses
1. An action that happened and was completed in the past. It is often used with
adverbs and adverbial phrases and other time expressions referring to the past:
yesterday, last week, last year, last evening, two days ago, in 1970.
I saw John yesterday.
2. Habitual actions or states in the past
I played football a lot when I was young.
As a child, I lived in London.
3. Polite inquiries (asking for favours) with verbs like hope, think, wonder.
I wondered if you could help me with my homework.
4. used + to-infinitive
4.1. Habitual actions in the past
I used to play football a lot when I was young.
4.2. Habitual states in the past
I used to own a sports car when I was young.
5. would + bare infinitive
Habitual actions in the past
I would spend hours studying when I was a student.

70

The Past Tense Continuous

I. Formation rules
past tense of to be + verb-ing
Affirmative

Interrogative

Negative

I was working.

Was I working?

I was not (wasnt) working.

You were working.

Were you working?

You were not (werent) working.

He was working.

Was he working?

He was not (wasnt) working.

She was working.

Was she working?

She was not (wasnt) working.

It was working.

Was it working?

It was not (wasnt) working.

We were working.

Were we working?

We were not (werent) working.

You were working.

Were you working?

You were not (werent) working.

They were not (werent) working.

They were working. Were they working?

II. Uses
1. An action in progress at a certain moment in the past
I was watching TV at 9 0clock/when you phoned me last night.
2. Two actions in progress at the same time in the past
While I was reading, my sister was watching TV.
3. Irritating repeated actions in the past
When he was a teenager, Mathew was always picking on younger children.
4. Polite inquiries (asking for favours). This use is even more polite than the simple
past.
I was wondering if you could help me with my homework.

71

The Past Perfect Simple

I. Formation rules
1. Affirmative
1.1 Regular verbs: had+verb+ed
1.2 Irregular verbs 3rd form
be

was/were

been

become

became

become

begin

began

begun

catch

caught

caught

2. Interrogative
Had + subject +verb+ed/3rd form
3. Negative
had not (hadnt) + verb+ed/3rd form

Affirmative

Interrogative

Negative

I had worked.

Had I worked?

I had not (hadnt) worked.

You had worked.

Had you worked?

You had not (hadnt) worked.

He had worked.

Had he worked?

He had not (hadnt) worked.

She had worked.

Had she worked?

She had not (hadnt) worked.

It had worked.

Had it worked?

It had not (hadnt) worked.

We had worked.

Had we worked?

We had not (hadnt) worked.

You had worked.

Had you worked?

You had not (hadnt) worked.

They had worked.

Had they worked?

They had not (hadnt) worked.

II. Uses
An event in the past which happened before a moment in the past or another event
in the past
John left at 8.00. Jane arrived at 9.00. When Jane arrived, John had already left.
Mark had finished reading the book by 5.00 yesterday.

72

 With before and after it is not necessary to use past perfect to make clear that an
event happened before another one.
Both variants are correct.
John left before Jane arrived.

John had left before Jane arrived.

Jane arrived after John left.

Jane arrived after John had left.

The Past Perfect Continuous

I. Formation rules
1. Affirmative
had+been+verb-ing
2. Interrogative
Had + subject +been+verb-ing
3. Negative
had not (hadnt) +been+verb-ing

Affirmative

Interrogative

Negative

I had been working.

Had I been working?

I had not (hadnt) been working.

You had been working.

Had you been working?

You had not (hadnt) been working.

He had been working.

Had he been working?

He had not (hadnt) been working.

She had been working.

Had she been working?

She had not (hadnt) been working.

It had been working.

Had it been working?

It had not (hadnt) been working.

We had been working.

Had we been working?

We had not (hadnt) been working.

You had been working.

Had you been working?

You had not (hadnt) been working.

They had been working.

Had they been working?

They had not (hadnt) been working.

73

II. Uses
An event that started in the past and continued until another event in the past happened.
I started reading at 9.00 yesterday. John arrived at 11.00. I had been reading since 9.00
when John arrived.
I had been reading for two
hours when John arrived.

74

The Present Perfect Simple

I. Formation rules
Subject+has/have+Past Participle (the 3rd form)

Affirmative

Interrogative

Negative

I have seen

Have I seen?

I have not (havent) seen

You have seen

Have you seen?

You have not (havent) seen

We have seen

Have we seen?

We have not (havent) seen

They have seen

Have they seen?

They have not (havent) seen

He has seen

Has he seen?

He has not (hasnt) seen

She has seen

Has she seen?

She has not (hasnt) seen

It has seen

Has it seen?

It has not (hasnt) seen

II. Uses
Generally, it describes past actions that are connected to the present:
1. An action that happened recently.
e.g. I have just arrived at the seaside.
2. An action that happened in the past and explains a present situation.
e.g. Mary: Whats the matter? Why are you walking like that?
Jane: I have hurt my foot. (explanation)
3. Experiences in life. (with always, ever, never)
e.g. Have you ever visited France?
I have never eaten Spanish food.
This is the most interesting book I have ever read.
4. With adverbs or adverbial phrases that clearly connect the past to the present.
(today, this week, this month, so far, up till now, up to the present)
e.g. I havent seen him this morning.
He has written five letters so far.

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5. A state lasting from a moment in the past up to the moment of speaking (the
present).
e.g. I have lived here for five years.

FOR = period

I have lived here since I was a boy.

SINCE = beginning of the action

The Present Perfect Continuous

I. Formation rules

Subject+has/have+been+verb-ing

Affirmative

Interrogative

Negative

I have been working

Have I been working?

I have not (havent) been

working

You have been working

Have you been working?

You have not (havent)

been working

We have been working

Have we been working?

We have not (havent) been

working

They have been working

Have they been working?

They have not (havent)

been working

He has been working

Has he been working?

He has not (hasnt) been

working

She has been working

Has she been working?

She has not (hasnt) been

working

It has been working

Has it been working?

It has not (hasnt) been

working

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II Uses
1. An action that started in the past and continues up to the present moment. The
action is still in progress at the moment of speaking.
e.g. I have been working for five hours.
I have been working since three o clock.
2. Explaining recent activities.
e.g. Nick: You are very dirty! What have you been doing?
Paul: I have been fixing my bike.
3. Repeated actions.
e.g. Jim has been phoning Jane every night for the past week.
I have been trying to get in touch with her for days, but she is never at home.
Present Perfect/Past Tense
PRESENT PERFECT

PAST TENSE

I have visited Spain. (indefinite time)

I visited Spain last year. (specific time)

Have you been busy this morning? (it is Were you busy this morning? (the morning
still morning)

is over)

He has been in the army for 20 years. (He He was in the army for 20 years. (He is no
is still in the army)

longer in the army)

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Means of expressing future

I. The Future Tense Simple (FTS)

1 Formation rules
shall/will + infinitive
Affirmative

Interrogative

Negative

I shall work.

Shall I work?

I shall not (shant) work.

You will work.

Will you work?

You will not (wont) work.

He will work.

Will he work?

He will not (wont) work.

She will work.

Will she work?

She will not (wont) work.

It will work.

Will it work?

It will not (wont) work.

We shall work.

Shall we work?

We shall not (shant) work.

You will work.

Will you work?

You will not (wont) work.

They will work.

Will they work?

They will not (wont) work.

2 Uses
2.1 It usually describes a prediction or what the speaker thinks will happen in the
future. FTS can also be used to invite a prediction. There is usually a time
expression. Adverbs such as maybe, perhaps (uncertain), possibly, probably (almost
certain), surely, definitely (certain) may be used in combination with FTS.
e. g. Ask him again. Perhaps hell change his mind.
Tottenham will definitely win tonight.
Will house prices rise again next year?
2.2 FTS is often used after verbs and verb phrases such as assume, be afraid, be sure,
believe, doubt, expect, hope, suppose, think to express hopes and expectations.
e. g. I hope shell get the job shes applied for.
I dont know if I shall see him tomorrow.
Im sure youll feel better tomorrow.
2.3 Will can be used to express an assumption.
e. g. A: Theres someone at the door.
B: That will be Jim.

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2.4 Will is also used to express an immediate decision.

e. g. A: Its hot in here.
B: Ill open a window.
2.5 Will can be used to express a habitual, repeated action.
e. g. Every Sunday they will go to the seaside.
Boys will be boys.
2.6 Will can be used to express a promise, a refuse or a threat.
e. g .Ill try as hard as I can.
I wont do that.
Stop doing that, or Ill tell my dad.
2.6 Will can be used in questions to express a request.
e. g. Will you carry the bag for me?
2.7 Shall can be used in questions to express an offer.
e. g. Shall I open the door for you?
2.8 Shall can be used in questions to make a suggestion.
e. g. Shall we play tennis?

II. The Future Tense Continuous (FTC)

1 Formation rules
shall/will + be + verb - ing
Affirmative

Interrogative

Negative

I shall be working.

Shall I be working?

I shall not (shant) be working.

You will be working.

Will you be working?

You will not (wont) be working.

He will be working.

Will he be working?

He will not (wont) be working.

She will be working.

Will she be working?

She will not (wont) be working.

It will be working.

Will it be working?

It will not (wont) be working.

We shall be working.

Shall we be working?

We shall not (shant) be working.

You will be working.

Will you be working?

You will not (wont) be working.

They will be working.

Will they be working?

They will not (wont) be working.

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2 Uses
2.1 Actions in progress at a moment in the future
e. g. This time tomorrow Ill be eating lunch on the plane.
What will you be doing in ten years time?
2.2 Arrangements and plans
e. g. Well be spending the winter in Australia.
Professor Craig will be giving a lecture in English poetry.
2.3 Polite questions
e. g. When will you finish these letters? (boss to assistant)
When will you be seeing Mr. White? (assistant to boss)
2.4 Describing what the speaker assumes someone else is doing at the moment
e. g. Dont phone her now. Its 4 oclock and shell be collecting the children from
school.

III. The Future Perfect Simple

1 Formation rules
shall/will + have + Past Participle (3rd form)
Affirmative

Interrogative

Negative

I shall have written.

Shall I have written?

I shall not have written.

You will have written.

Will you have written?

You will not have written.

He will have written.

Will he have written?

He will not have written.

She will have written.

Will she have written?

She will not have written.

It will have written.

Will it have written?

It will not have written.

We shall have written.

Shall we have written?

We shall not have written.

You will have written.

Will you have written?

You will not have written.

They will have written.

Will they have written?

They will not have written.

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2. Uses
It expresses a future action completed before another future action.
e. g. I will have retired by the year 2010.
Mary will have already finished cooking dinner by the time you get home.

IV. The Future Perfect Continuous

1. Formation rules
shall/will + have + been + verb-ing
Affirmative

Interrogative

Negative

I shall have been writing.

Shall I have been writing?

I shall not have been writing.

You will have been writing. Will you have been writing?

You will not have been writing.

He will have been writing.

Will he have been writing?

He will not have been writing.

She will have been writing.

Will she have been writing?

She will not have been writing.

It will have been writing.

Will it have been writing?

It will not have been writing.

We shall have been writing. Shall we have been writing?

We shall not have been writing.

You will have been writing. Will you have been writing?

You will not have been writing.

They

will

have

been Will

writing.

they

have

been They will not have been writing.

writing?

2. Uses
An action/state that started at a certain moment and continues up to another
action/moment in the future
e. g. By this time next week, I will have been working for this company for 24 years.
!!! Do not use future tense and future perfect in Adverbial Clauses of Time, but present
tense and present perfect!
e. g. The Owens will move to a new flat when the baby is/has been born.
e. g. Once/When we have decorated the house, we shall move in.

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V. The going to - future

1. Formation rules: present of be + going + to inf.

2. Uses
2.1 It expresses future events whose causes are present or evident.
e. g. Look! The clouds are gathering in the sky. It is going to rain.
2.2 It can also express intentions.
e. g. Im going to buy a new camera.

VI. Present Continuous

Use - expresses fixed arrangements, especially social and travelling.
e. g. Im having dinner with Janet tomorrow evening.

VII. Present Simple - timetable future

e. g. Our plane takes off at 9 oclock and lands at 11 oclock.

VIII. is/are + to infinitive - formal arrangements/public duties

e. g. All students are to assemble in the hall at 9 oclock.

IX. be about to, be on the point of - refer to the immediate future

e. g. I think the play is about to start now.
Mary is on the point of resigning.

X. be due +to infinitive - scheduled times.

e. g. The play is due to start in five minutes.

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BIBLIOGRAPHY
Books
ALEXANDER, L. G. (1996[1988]). Longman English Grammar. Longman: London, New York.
COHEN, J., Barbara. (1989). Medical terminology. An illustrated Guide. J.B. Lippincott: Philadelphia.
MASON, Tony. (1989). Sport in Britain, A Social History. Cambridge University Press: Cambridge.
MISZTAL, Mariusz. (1996[1995]). Test Your Vocabulary. Bucureti: Teora.
MURRAY, Alistair. (1971[1963]). Modern Weight Training. The Key to Physical Power. Kaye and
Ward Limited: London.
READ, Malcom and WADE, Paul. (1997). Sports Injuries. Butterworth-Heinemann: Oxford.
TUDOSE, Constantin. (1973). Dicionar sportiv poliglot. Editura Stadion: Bucureti.
Encyclopedias
Encyclopdia Britannica
Microsoft Encarta Encyclopedia Deluxe 2000
Wikipedia. The Free Encyclopedia
Websites
http://www.ausport.gov.au
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2014/08/140814_6min_mens_body_image.sh
tml

http://www.britannica.com
http://www.britishcouncil.org
http://www.ldoceonline.com
http://learningenglish.voanews.com
http://www.macmillandictionary.com
http://medical-dictionary.thefreedictionary.com
http://www.merriam-webster.com
http://www.niams.nih.gov/Health_Info/Sports_Injuries/sports_injuries_ff.asp
http://www.oxfordlearnersdictionaries.com
http://www.uefap.com
https://en.wikipedia.org

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