Get ready to read

A
What’s it about?
1
Make the point that newspaper headlines usually summarise 
the main point of the article. Explain that headlines don’t 
usually include small words such as 
a/an, the, his/her
.
Students can either use their dictionaries to look up any 
unknown words, or they can work in pairs or small groups 
and help each other with any unknown words.
Ask students to tell the class what they think might have 
happened in each story.
2
If students don’t know some of the words, encourage their 
classmates to help them with the meaning.
3
After students have written their sentences, you can ask two 
or three students to read out the sentence they have written 
about the fi rst story. Repeat this procedure for the second and 
third stories, but don’t check answers at this stage.
4
Tell students to underline the words in the stories as they fi nd 
them. Ask students if they matched the words in Exercise 2 
with the correct story.
5
Ask individual students to tell the class if any of their guesses 
were correct.
6
You can ask students who aren’t interested in football to read 
all three articles again and note all the body parts that are 
mentioned. Alternatively, students can look for words which 
are used for people, i.e. 
ball boy, referee, player, goalkeeper, 
father, daughter, man, little girl, police captain, visitors
.
7
Give one or two example questions for article 1. Students 
then write their own questions for each of the articles.
Class bonus
Divide the class into three groups. Students in Group 1 write 
questions about Article 1, students in Group 2 write questions 
about Article 2 and students in Group 3 write questions about 
Article 3. Students in Group 1 each give their questions to 
someone in Group 2; students in Group 2 each give their 
questions to someone in Group 3; and students in Group 3 
each give their questions to someone in Group 1. Tell students 
to answer the questions on a separate piece of paper.
When students have answered the questions, they then give the 
questions to someone from the other group. In this way, each 
student answers two sets of questions – one about each article.