Exercise 1

Class Work

Feydhoo School

S. Feydhoo

Tel: 6892546

English, Grade 9: Revision Paper

Week 17, Term 1, 2015

Read the following article and then answer the questions on the opposite page.

EDUCATING CHILDREN THROUGH SPORT FOR BETTER HEALTH

What has educating children through sport got to do with health? In fact it has everything to do with the future health of the next generation, both physically and mentally. Several countries have therefore introduced an 'education through sport' project in a number of schools across Europe.

The focus for the children is a variety of sports related activities, including drawing and design using computers and conventional materials, as well as taking part in actual games and sports events. This is to raise their awareness of sport and to counteract modem childrens increasing tendency to sit and watch television or play computer games in their free time, whilst snacking on junk foods. Governments see the project as a valuable way of halting the increase in obesity and related diseases in the young.

The organisers felt that a good way to educate children about sport was to start with the Olympic Games. In this way they can learn about and discuss a whole range of sports and how they started. Books have been specially produced to help with this, and each book is user-specific so that it can explain the Games clearly in language the children will understand for their age group. Events like the Marathon and the Pentathlon are explained, as well more familiar sports such as rowing, horse riding and tennis. Children will also look at the Paralympic Games for disabled athletes. They can talk via the internet to competitors like Cathy Mitton, who is a wheelchair user and Paralympic table tennis player. She encourages other disabled athletes to compete and enjoy their sport, whatever it is, and comments that one great advantage for her is the opportunity to travel.

Educating children through sport can also be useful in highlighting cultural differences. For example, some countries concentrate on only a few sports such as football or volleyball, with the result that the children of those countries remain ignorant of the huge selection of sports available. Some countries have sports that are weather-specific and nationally supported, like water polo and sailing in Malta, whereas skiing and cricket are not practised so much there as they are in, say, Austria or the UK.

The organisers of the project hope, not only to improve the fitness of children throughout Europe, but also to develop important aspects of sport such as fair play, respect for others, teamwork, the desire to win, and many other values which seem to be disappearing from todays society. It is hoped that all the work on this project will lead to more confident children who can handle stress much better in the future and remain healthy into adulthood. In addition, the social advantages are increased self-respect, and confidence in their own ability to compete and win in things other than sport.

Finally, educating children through sport has no boundaries - young, old and those with special needs can all take part.

(a) What is the main aim of 'education through sport'?

................................................................................................................................................................... [1]

(b) Apart from taking part in games and sports events, what else are children expected to do and use on the project? Give two details.

................................................................................................................................................................... [1] (c) Why did the governments find this project important?

................................................................................................................................................................... [1] (d) How can books on the Olympic Games help all children on the project?

................................................................................................................................................................... [1] (e) What is unusual about the sportsperson, Cathy Mitton?

................................................................................................................................................................... [1] (f) What does she particularly enjoy about taking part in the Paralympics?

................................................................................................................................................................... [1] (g) What is the disadvantage to children in countries where only one or two sports are practised?

................................................................................................................................................................... [1] (h) Why are water polo and sailing popular in Malta?

................................................................................................................................................................... [1] (i) Which country on the chart has the most water sports clubs for children?

................................................................................................................................................................... [1] (h) Which sport seems to be popular in all the countries on the chart?

................................................................................................................................................................... [1] (k) What qualities will be developed in children who take part in the project? Give four details.

................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... ................................................................................................................................................................... [4]

Exercise 2

At the end of last term Luke left Forest End School, which is situated in Pine Street in Wellington, New Zealand. He has decided that he wants to work for a year before he goes to university. Lukes ambition is to become an English Literature teacher because he has always loved reading and he believes that it can help people to understand the world.

Luke still lives with his parents, Mr and Mrs Sellers, at 290 Northland Terrace, Wellington 6012. Luke has his own mobile phone, 0220769753, and his email address is lukes@netco.nz. His friends cant believe how many books he has; it is quite a large collection for someone who is only 18 years old. Luke likes to go on social networking sites to discuss books that he has read and find out about new ones that have been published recently. He is particularly interested in reading foreign novels, although he does wonder sometimes whether he loses any of the meaning by reading them in translation.

Lukes parents have been looking in local magazines and newspapers to see if there are any suitable jobs for their son. Recently, they showed him an advertisement that they had seen in the newspaper for a part-time job in the local library. This would be convenient as he would be able to walk there in five minutes. At first, he was very excited about the idea of working in a library for his gap year as he imagined he could sit and read all day, and get paid for it! He sent away for the job information pack and was surprised to discover how many duties there were. He realised that if appointed he would be expected to carry out a wide variety of administrative tasks and that his dream of reading all day was quite unrealistic.

However, at school he had been in charge of the reading club so had some experience in filing, ordering books and organising events. Luke had also been a captain of the school cycling team and had been responsible for sending emails giving information to club members. He was quite confident that he could carry out the tasks at the library. However, there is one problem; Luke has already booked to go away on a short cycling holiday with his friends and the start date of the job coincides with the holiday. The job is due to start on 18th January. Unfortunately, he is not expected back from holiday until 20th January, and would not be able to start until the next day. Luke is not sure whether the library will be flexible about this, but he has decided to apply anyway. He feels that this would be the perfect job for him and he really hopes that he will get it.

Imagine you are Luke. Fill in the application form on the opposite page, using the information above.

Exercise 3

Read the newspaper article below about dolphins and their relationship with man. Then complete the note taking exercise which follows.

OUR TRUE FRIEND, THE DOLPHIN

The dog may be 'man's best friend' but the sharp-eyed dolphin, with its cheery smile and intuitive intelligence, is the creature we love to love. Whether it's mesmerising whale-watchers or swimming playfully with scuba divers, the dolphin's ability to delight the world of humans has made it one of our favourites in the animal kingdom.

'Like us, dolphins are great communicators,' says Jo Clark, Conservation Officer for the Whale and Dolphin Conservation Society. They are very social, and communicate through a range of clicks, whistles and calls. Researchers say that each dolphin has its own unique whistle, which may identify it to others.

Dolphins live in groups and work together to feed and to drive away predators. Orcas, a kind of dolphin known more commonly as killer whales, have strong family bonds and remain together in family groups called pods, which have their own individual language dialect. They are known to pass down knowledge from one generation to the next. Scientists are now suggesting that the only equivalent to the complex and stable relationships in orca groups is found in human societies.

Jo says, 'There are many examples of dolphins forming partnerships with people, For three generations, in Laguna, Brazil, a group of bottle nosed dolphins have been working with fishermen to catch mullet. The dolphins drive the fish towards the fishermen's nets, even signalling with a splash of their tails when the nets should be thrown.'

A particularly dramatic account of dolphins protecting humans from danger was reported by a group of fishermen from South Carolina in the United States in 2001. Their boat sank 50 kilometres from the shore and they found themselves surrounded by mako hammer head and tiger sharks. A group of dolphins arrived and set about driving the sharks away. They remained all night and the following day, protecting the fishermen from any sharks that came near.

Witness have also seen dolphins saving people from drowning, when there was no apparent benefit to themselves. We'll never know for certain why dolphins act like this at times. What we do know is that they have to protect their families from attacks by sharks, so it is possible they are acting instinctively when they help people or that they extend their concept of family to include an obviously vulnerable human.

But while dolphins display such loyal feelings towards man, the compassion is unfortunately often one way. Pollution and being drowned in fishing nets are two of the terrible dangers they face from us. Up to 10,000 dolphins and their cousins the porpoises are killed in the North Atlantic each year as a result of the fishing industry. Their habitats are destroyed and they are bombarded by noise. We even capture them and keep them in tanks, in spite of seeing what rich lives these wonderfully intelligently creatures lead in the wild.

How dolphins delight the humans

Similarities between people and dolphins

family structure / live as part of a group

Practical ways dolphins have helped people

How people threaten their survival

Exercise 4

Feeling nervous before examinations is a healthy sign that you take your studies seriously and want all your hard work during the past two years to be recognised. On the other hand, it may be the case that you realise you have spent too much of your time doing far too little. Either way, the best method of overcoming nerves is to feel prepared. This means feeling confident that you have the skills and knowledge to face whatever the exams may demand of you.

Ideally, you will have been preparing throughout your time at school by attending all your classes, completing all your assignments and, possibly, keeping all your notes in order. All these things are important, but you also have to prepare for the exams more directly. This means thinking about the kind of topics that are likely to come up and the different ways they could be addressed. Look at the syllabus to see what it contains and what you are supposed to know by the time you have finished studying it.

Working your way through past exam papers will give you a better idea of what may occur, but make sure that the syllabus has not been altered since the papers were written. The other way you need to be prepared is to be sure in advance which exam you are taking at a particular time, and when and where you are taking it.

However, apart from your academic preparation, it is even more important to look after yourself both physically and emotionally. If you feel anxious, it is a good idea to talk to your teachers. They may be able to offer reassurance as well as suggesting revision techniques.

Spending too much time alone in the period before the exams is unwise because you can become unnecessarily worried. To avoid this, dont completely give up your social life. Of course, you can also be disturbed by what your school friends may say, so dont be concerned by other peoples revision timetables or by their claims to know what will be in the exams. They dont know any more than you do.

Avoid coffee and fizzy drinks. Feeling alert is helpful, but feeling over-excited is not. Feeling hungry is not good either, so remember to eat breakfast even if you dont really want it. Above all, you dont want to feel sleepy, so go to bed early and stop revising at least an hour before bedtime so that you can close your eyes with a clear head.

Make the most of support offered by friends and family, and if you feel in need of extra support, by all means take along a favourite toy or object with you to the exam room. Dont be upset if your candidate number happens to be your unlucky one or if your favourite clothes happen to be in the wash. You should realise that although it is important to spend an hour or two filling pieces of paper with brilliantly relevant details, filling the rest of your life with interesting experiences is far more important.

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