ST. XAVIER’S SR. SEC. SCHOOL, CHANDIGARH

Class 12 English Worksheet-6 (Literature)

Birches by Robert Frost (Part 1)

When the speaker sees birch trees bend from side to side in the wind and across to where there are more uniformed trees of a darker shade, he imagines that a boy has been swinging on them. The swinging of the imagined boy does not keep the trees down like ice-storms do and he says that we must have seen the trees loaded with ice after rain, on a sunny winter morning. When the breeze picks up, their branches click together, showing more colours beneath the cracks in the bark that this creates. The warmth of the sun rids the trees of the ice as it falls to the snow filled ground, shattering and likened to heaps of glass. There is so much of it that one could imagine the dome of heaven had fallen. The trees are pulled down to the worn bracken ferns near the ground, and although they never break, after being bent for so long they never align right again. You might see their trunks arching years after with their leaves trailing the ground, likened to girls on their hands and knees, throwing their hair over their heads to dry in the sun. But the ‗Truth‘ about the ice storm broke through the speaker‘s thoughts and diverted him from his original intentions, so he switches back to the topic of the boy: the speaker says he would rather have a boy bend the trees down instead, as he went to fetch the cows. Some boy who lived too far from the town to learn baseball, and whose only games were those that he taught himself and could play alone in Summer or Winter. Individually, he brought down each of his father‘s trees by climbing them repeatedly until their stiffness wore out. There were no trees left that didn‘t hang limply and there were none left to conquer. He would always climb carefully to the top with the same frustration of filling a cup to the brim or slightly above — to the point where the water almost spills out. Then the boy flung his feet out, kicking down to the ground.

We learn at this point that the speaker too, was once a swinger of branches and dreamt of going back to it. He dreams of going back to being a young boy swinging birches when he gets weary of life, since it is too similar to a pathless wood where your face is tickled with cobwebs and one eye weeps from the lashings of a twig. The speaker would like to get away from the earth for some time before coming back to life and starting again. He does not want this to be misconstrued by fate to grant him absolute death where he can never return to Earth again. Earth is the best place for love and there isn‘t anywhere the speaker thinks is better. He would like to die by climbing a birch tree, climbing black branches of a white trunk towards heaven until the tree couldn‘t take the weight and set him back to the ground. It would be good to enjoy the process of climbing away from the earth, then returning to it. There are worse things in life than being a swinger of birches.

SPEAKER/VOICE

As with many of Frost‘s poems, the speaker has a playful tone that swings between being spiritual and serious, or irreverent and light-hearted. This oscillation mirrors the movement of the poem, as it switches back and forth between topics to imitate the swinging of the trees.

FORM/STRUCTURE

The poem is written in a single stanza, giving the ambience of a dramatic monologue and enhancing the narrative and reflective style of the poem.

The poem is written in blank verse and mostly conforms to the 10 syllables of unrhymed iambic pentameter, however there are some frequent deviations to the line lengths that could delineate Frost‘s compulsion to push the boundaries of the poem, without breaking the structure completely. This mischievous trait that mirror‘s the boy in the poem, is evident from the very beginning with a hypermetric opening line of 11 syllables, and even concluding the poem with a 12 syllable line in a final act of controlled defiance. The whole poem rests on the fluctuating balance between boundaries and the extent to which they can be pushed, a statement that is reflected within the structure of the poem. There is no rhyme scheme, mirroring the irregularity of nature that cannot be confined to structure or repeat.

The caesura in ‗And they seem not to break; though once they are bowed So low for long, they never right themselves:‘ is a significant feature that draws

attention to this particular line and poses as a paradox to the idea that these trees do not break physically, despite the caesura / break, but it suggests that life has worn them down and being beyond repair is much too similar to being broken.

The poem regularly skips back to the topic of boys swinging birches in a kind of oscillating sense — reflecting the digression of the trees with each return to the subject. The vacillating nature of the ideas of the poem emulates the feel of a stream of consciousness, whilst also suggesting the literal sense of the birches swinging, as a result of the storm, as well as the boy.

A volta presents itself in the line ‗So was I once myself a swinger of birches.‘ as the voice becomes more personal, shifting to first person and revealing that the boy is a past version of the speaker, a memory. This also parallels the idea of reincarnation that is strong within the poem: although the boy is ostensibly the childhood version of the speaker, they are separated into two characters, almost as if the carefree boy from his memories is a previous life, one that he dreams about more than remembers.

Italicization — ‗Toward heaven‘ italicizes the motion of the speaker imagining his death by climbing the birch tree up to heaven. This gives a slight leaning or weight to the word, both in the fact it would be emphasized when spoken aloud and how it is visually represented on the page.

LANGUAGE

Capitonym — the word ‗Truth‘ is capitalized, personifying it as a presence that represents the Platonic ideal of ‗Truth‘ — a perfect, idealized version of that concept. In the poem,

Truth breaks in with her ‗matter of fact about the ice storm‘ — the poem starts by exploring an idea but soon becomes more factual, about the way in which ice affects the trees, which leads the speaker to digress from his original philosophical point about the symbolism of birches. It is as if he is annoyed that Truth gets in the way of his fantasy about swinging the birch tree all the way to heaven, similar to the way in which facts and everyday reality get in the way of dreams and big ideas that we may have.

Extended Metaphor — there are recurring motifs of a young boy and heaven, particularly in the latter part of the poem where the speaker imagines being propelled by the tree into heaven, then gently bending back down to the earth, we could say that the birches represent a kind of line of energy between youth and death. Furthermore, the birches themselves are also an extended metaphor for the soul — they are bent and pressurized by natural forces such as the seasons, as well as human forces such as the playfulness of the boy, but the energy and vigour within the trees always causes them to swing back upright, although they may grow permanently twisted from the pressure.

Personification:

‘And they seem not to break; though once they are bowed / So low for long, they never right themselves:’ — there is an impression of stress here, if the birches are put under a lot of stress they ‗seem not to break‘ but ‗never right themselves‘ — their growth is warped or stunted by the pressure. This can be interpreted as expressing the way in which all natural life will adapt to pressure, but also sometimes be permanently influenced by it. For instance, people who have had to deal with a lot of difficulty in their lives may also ‗never right themselves‘ entirely, they may never be able to fully recover and move on from their experiences.

Symbolism — the supple pliancy of the birch tree with its springy centre is used as a symbol for the human soul, which can withstand a lot of pressure and difficulty without breaking, and which may at times be bowed down heavily with a lot of weight (as birches are bowed with snow in winter)

Oxymoron — the birches are ‗loaded with ice on a sunny winter morning‘, a visual image that creates a kind of oxymoronic contradiction — we don‘t expect ice to occur in sunshine, and we don‘t tend to think of Winter as sunny. However, delving deeper we can see that Frost is exploring the inherent contradictions and mercurial qualities in nature, where we do see unusual juxtapositions of weather that create surprising effects.

ATTITUDES

Reincarnation would be a refreshing experience — the poem concludes with an idea that the speaker would like to climb a birch tree all the way up to heaven, but then instead of entering heaven and staying there for eternity, he‘d prefer to let the natural weight of his body at the tip of the tree create a gravitational motion back towards the ground. This concept references the idea of reincarnation — that souls find new bodies to inhabit and

come back to life after the death of an individual. We could interpret this as Frost exploring alternative spiritual paths to Christianity, as Christians believe in the finite eternality of an afterlife (either Heaven, Hell or Purgatory) once a person has died on Earth. Many Eastern philosophies and religions such as Taoism and Buddhism instead propose the concept of reincarnation.

Humans love to push boundaries — The young boy figure in the poem is mischievous and loves the slightly disruptive or defiant act of swinging birches. At the beginning, the speaker says that when he sees birches he likes to think ‗some boy‘s been swinging them‘, but later he admits that he was ‗once [him]self a swinger of birches‘ — we could interpret this as expressing a sense of nostalgia or longing for that carefree time in childhood and adolescence, where people have nothing more to do than to mess around and play in nature. He says further that he dreams of ‗going back‘ to this state, which is later explored via the concept of reincarnation.

Suffering and difficulty in life can leave a lasting impression — The sense of nostalgia and longing for youth is bound up with feelings of innocence and a carefree existence. The speaker longs to go back to being a boy living a rural life, ‗whose only play was what he found himself‘ — to get back to an imaginative and creative state of being, unburdened by life‘s duties and responsibilities. The idea that the birches can only suffer so much weight without it affecting their growth is also transferable to humans and their own response to trauma and difficulty.

Nature is harsh, but also beautiful and spiritual — The snow and ice in the poem is portrayed as harsh and brutal for the birches, which bend under the weight of the snow. But it is also stunningly beautiful and a unique experience to behold:

―Soon the sun‘s warmth makes them shed crystal shells

Shattering and avalanching on the snow-crust —

Such heaps of broken glass to sweep away

You‘d think the inner dome of heaven had fallen.‖

The process of thawing ice here causes the ice to fall and shatter on the snow, it looks like broken glass and makes the speaker feel as if part of heaven had fallen down to earth — we can see that he views the processes of nature as almost spiritual in itself, and that to be immersed in and sensitive to the natural world is akin to a religious experience for him.

CONTEXT

Stream of consciousness — the poem feels a little rough around the edges, and it has a meandering, thought skipping quality to it where the speaker digresses off his original point and then comes back around to it. This is a modernist technique which helps to explore the

way in which thoughts and memories are imperfect and tend to wander or skip about. Frost called this poem ‘two fragments soldered together’, which may account for this disjoined structure. It feels that one half of the poem is a nostalgic reflection of boyhood spent in the countryside, whereas the other is a meditation on the transition between life, death and back again — although the speaker is not clearly moving from one to another, he is combining the two together and switching between them, to enable us to draw some interesting parallels between these two ideas.

Frost believed that poetry ‘plays perilously between truth and make believe’ — in the poem, he switches between the personal and impersonal, the real and the fictional, the worldly and the spiritual. In a sense this also represents the same pliancy of nature as the birches themselves — a way to explore tension and perspective by pushing the boundaries of our perception.

The image of shattered glass is a reference to Shelley’s ‘Adonais’, an elegy on the death of Keats: ‘Life, like a dome of many-colour’d glass,/ Stains the white radiance of Eternity,/Until Death tramples it to fragments.’ — Both Shelley and Keats were Romantic poets, so this aligns Frost‘s poem with Romanticism, a movement in literature that explored extremes of emotion and the way in which nature and spirituality are interconnected. In Shelley‘s ‗Adonais‘, the poet speaks about the tragic loss of Keats‘ life, who died very young (aged 26).

THEMES

Fiction vs reality Pushing boundaries Reincarnation — Truth vs Imagination Pragmatism vs Idealism Nostalgia Ageing / Maturity Spirituality Nature

Class 12 Accounts Worksheet-6

GUARANTEE OF PROFIT

Sometimes a partner (or partners) may be guaranteed minimum share of profit. Such a

guarantee may be either given by (1) any one or more of the partners, or (2) by all the

remaining partners in a particular ratio.

In simple words it means that guaranteed partner will definitely get the guaranteed

amount that is the minimum amount of profit. If guaranteed partner‘s actual share of profit is more than the guaranteed amount then there profit of the guaranteed partner is

less than the guaranteed profit then he has to be paid that guaranteed amount by

remaining partners in agreed ratio or by a partner who has given the guarantee depending

upon the situation.

1) Guarantee of Profit by one or more of the existing partners: The following

steps are followed when one or more of the existing partners guarantee minimum profit- Step-1. Distribute the profit among the partners as per their profit sharing ratio.

Step-2. If share of profit of the guaranteed partner is less than the minimum

guaranteed profit the difference is deducted from the share of profit of the partner

(or partners) who has guaranteed and it is added to the share of profit of the

guaranteed partner.

When two or more partners guarantee, the shortfall or deficiency is shared by them

in the agreed ratio or in their profit sharing ratio, if the agreed ratio is not given.

This adjustment is made through the Partners‘ Capital A/c. 2) Guarantee of profit by all the remaining partners: When all the remaining

partners (other than the guaranteed partner), guarantee that the guaranteed partner (or partners) shall be given a minimum amount profit, following steps are

followed: Step-1. Share of profit as per profit-sharing ratio is determined, and

Step-2. Minimum guaranteed profit is determined.

The higher of the above two amounts is given to the guaranteed partner. If the

share of profit is less than the guaranteed amount, the difference in the amount of

profit, that is minimum guaranteed profit minus share of the profit of the

guaranteed partner (deficit) is borne by the remaining partners in the agreed ratio

and where the agreed ratio is not given the deficit is borne by them in their profit

sharing ratio.

Solve the following questions after understanding above illustrations:

Class 12 Commerce Worksheet-6

Class 12 Economics Worksheet-6

TOPIC- BANKS: COMMERCIAL BANKS AND CENTRAL BANKS

Read the text given below and answer the following questions:

TYPES OF BANKS –There are many types of banks in every country.The main types of banks in a country like India are as explained below :

Very Short Answer Questions (2 marks)

Question 1. State two points to illustrate the role of a bank in the economy

.

Question 2. What is a central bank?.

Short Answer Questions (3 marks)

Question 1. .What are different types of banks in India?(Explain any three in

detail ) .

Question 2.How does a central bank differ from a commercial bank?.

Long Answer Questions (6 marks)

Question- Explain the role of commercial banks in a modern economy in detail ?

************************************************************************************************

Class XII Maths Worksheet-6

SOLUTION OF EQUATIONS BY MATRIX METHOD (CONTD…..)

In our previous worksheet we solved the system of linear equations

a1x + b1 y + c1 z = d1 , a2x + b2 y + c2 z = d2 and a3x + b3 y + c3 z = d3

But now If the right hand side of all equations is zero i.e. if AX = O

Or if a1x + b1 y + c1 z = 0 , a2x + b2 y + c2 z = 0 and a3x + b3 y + c3 z = 0

Then we cannot find solution by X = A-1O because it will always give zero as solution.

ILLUSTRATION 18: Solve 2x+3y-z =0, x-y-2z=0, 3x+y+3z= 0

Solution : Given system of equations can be written as AX= O

where A= 2 3 −1

1 −1 −2

3 1 3

, X = 𝑥𝑦𝑧

|A| = 2 ( -3+2) -3(3+6) -1(1+3) = -2-27-4= -33≠ 0

Therefore the system has only the trivial solution i.e. x= 0, y= 0 and z=0

ILLUSTRATION 19: Solve 3x+2y+7z =0, 4 x-3y-2z=0, 5x+9y+23z= 0

Solution : Given system of equations can be written as AX= O

where A= 3 2 7

4 −3 −2

5 9 23

, X = 𝑥𝑦𝑧

|A| = 3 (-69+18) -2( 92+10) +7(36+15) = -153 -204+ 357 = 0

Therefore the given system has infinitely many solutions.

Let us assume z =k then the first two equations become 3x+2y= -7k and 4x-3y = 2k

Now these two equations will be solved by matrix method again and not by normal simultaneous

equations method.

The given system of equations 3x+2y= -7k and 4x-3y = 2k can be written as AX = B

where A = 3 2

4 −3 , X =

𝑥𝑦 , B = −7𝑘2𝑘

for example: Solve 3x+5y = 0 and 4x -7y = 0 if right hand sides of both equations are zero,

you will get only x=0, y=0

Therefore in case of A X = O i.e. right hand sides of all three equations is zero, then

(i) If |A| ≠0, then there is only one solution possible i.e. X= 0 or x=0, y=0, z=0

which is called a trivial solution.

(ii) if |A|= 0 then X will have infinite solutions called non trivial solution.

In case of infinite solutions we assume any one variable =k and find other two

variables in terms of ‗k‘. See illustration.

Now |A| = -9 -8 = -17 ≠ 0 therefore X = A-1B

Co factor matrix of A = −3 −4−2 3

, Hence Adj. A = −3 −2−4 3

A-1 = −1

17 −3 −2−4 3

therefore X = A-1B = −1

17 −3 −2−4 3

−7𝑘2𝑘 =

−1

17

21𝑘 − 4𝑘28𝑘 + 6𝑘 =

−1

17

17𝑘34𝑘

therefore X = 𝑥𝑦 =

−𝑘−2𝑘

Hence the solutions of given system are x = -k, y= -2k , z =k where k is any number.

36. Solve the system of equations by matrix method:

5x+5y+2z = 0, 2x +5y+4z = 0, 4x +5y +2z = 0 Ans: Only trivial solution x =0, y=0, z=0

37. Solve the system of equations by matrix method:

2x-3y-z = 0, x+3y-2z = 0, x -3y = 0 Ans: Non trivial solution; x = k, y = 𝑘3 , z=k

38. Solve the system of equations by matrix method:

x +7y -5z = 0, x-2y +5z = 0, 3x +6y -5z = 0 Ans: Non trivial solution; x = 𝑘3 , y =

𝑘3 , z = k

39. If the equations x –cy –bz = 0, y –az –cx=0 , z – bx –ay = 0 are consistent , prove that

a2 + b2 +c2 + 2abc=1 [Hint: Put |A| = 0] ANOTHER TYPE OF SOLVING EQUATIONS BY INVERSE METHOD ILLUSTRATION 20: Using A-1 , Solve the system of equations

x-2y = 10, 2x-y –z = 8, -2y + z = 7 where A = 1 2 0−2 −1 −2

0 −1 1

Solution: As we can clearly see that the given equations can be written as A/ X = B

[see matrix A carefully and you will observe that coefficients of variables in equations are from A/ ]

therefore X = (𝐴/)−1 B therefore we will find inverse of A/

Step 1: A/ = 1 −2 0

2 −1 −1

0 −2 1

, |A/| = 1 (-1-2) +2(2+0) + 0= 1

Cofactor matrix of A/ = −3 −2 −4

2 1 2

2 1 3

therefore Adj A/ = −3 2 2−2 1 1−4 2 3

,

therefore (𝐴/)−1 = −3 2 2−2 1 1−4 2 3

Now X = (𝐴/)−1 B = −3 2 2−2 1 1−4 2 3

10

8

7

= −30 + 16 + 14−20 + 8 + 7−40 + 16 + 21

= 0−5−3

therefore x = 0, y = -5, z = -3

40. If A = 3 5−2 3

, find A-1 and use it to solve the equations 3x-2y = 7, 5x +3y = 1

[Hint: The coefficients of variables in given equations are from A/, therefore the

given system can be written as A/ X = B, hence we will find X = (A/)-1 B ]

Ans: A-1 = 1

19

3 −5

2 3 , x =

23

19 , y =

−32

19

41. If A= 2 −3 5

3 2 −4

1 1 −2

, find A-1 to solve the system of equations

2x -3y +5z = 11, 3x +2y -4z = -5, x +y -2z = -3

[Hint: The given system of equations can be written as AX=B, therefore X =A-1B]

Ans: A-1 = 0 1 −2−2 9 −23−1 5 −13

, x =1, y=2, z =3

42. Find A -1 , where A = 4 2 3

1 1 1

3 1 −2

Hence solve the system of equations

4x +2y +3z =2, x+y+z =1 , 3x +y -2z = 5

[Hint: The given system of equations can be written as AX=B, therefore X = A-1B]

Ans: A-1 = 1

8

3 −7 1−5 17 1

2 −2 −2

, x = 1

2 , y =

3

2 , z = -1

AN IMPORTANT TYPE OF SOLVING EQUATIONS BY INVERSE METHOD

Its very important to note in this type that whenever we are given any direction to solve

system of equations, then we do not find inverse by traditional method but we use the

given direction to do it.

ILLUSTRATION 21: Given that A = −4 4 4−7 1 3

5 −3 −1

and B = 1 −1 1

1 −2 −2

2 1 3

Use product of A and B to solve the given system of equations:

x –y +z = 4, x-2y -2z = 9, 2x + y + 3z =1

Solution: [see that the coefficients of variables in equations are from matrix B]

therefore that given system of equations can be written as BX =C

where B is as given in the question, X = 𝑥𝑦𝑧 and C =

4

9

1

therefore X = B-1C ---------------------------------------------------------------------(1)

Now Remember that B-1

will not be found by traditional method but by given direction i.e. to

use product of A and B (see question)

AB = −4 4 4−7 1 3

5 −3 −1

1 −1 1

1 −2 −2

2 1 3

= −4 + 4 + 8 4 − 8 + 4 −4 − 8 + 12−7 + 1 + 6 7 − 2 + 3 −7 − 2 + 9

5 − 3 − 2 −5 + 6 − 1 5 + 6 − 3

AB = 8 0 0

0 8 0

0 0 8

therefore AB = 8I

or A

8I = B-1 , Putting this value in (1)

we get X = 𝐴

8I C or X =

1

8 AC =

1

8 −4 4 4−7 1 3

5 −3 −1

4

9

1

= 1

8 −16 + 36 + 4−28 + 9 + 3

20 − 27 − 1

= 1

8

24−16−8

= 3−2−1

therefore x = 3, y = -2, z = -1

43. Find the product of matrices A and B where A = −5 1 3

7 1 −5

1 −1 1

and B = 1 1 2

3 2 1

2 1 3

Hence solve the equations, x +y +2z = 1, 3x +2y +z= 7, 2x +y +3z= 2

[Hint: Since the coefficients in given equations are from matrix B , therefore given system

of equations can be written as BX =C, X = B-1C -------------------(1)

Find product of AB which will be 4I, therefore AB=4I, Hence B-1 = 𝐀𝟒𝐈 ,

from (1) we get X = 𝐀𝐂𝟒𝐈 or X =

𝟏𝟒 AC ] Ans: x =2, y =1 , z = -1

44. Find the product of matrices A and B where A = 1 −2 3

1 4 1

1 −3 2

and B = 11 −5 −14−1 −1 2−7 1 6

Hence solve the equations, x -2y +3z = 6, x +4y +z = 12, x-3y +2z = 1

[Hint: Since the coefficients in given equations are from matrix A , therefore given system

of equations can be written as AX =C, X = A-1C -------------------(1)

Find product of AB which will be -8I, therefore AB= -8I, Hence A-1 = −𝐁𝟖𝐈 ,

from (1) we get X = −𝐁𝟖𝐈 or X =

−𝟏𝟖 BC ] Ans: x=1, y=2, z=3

AB = 8I

Multiply both sides by B-1

ABB-1 = 8IB-1

AI = 8B-1 or B-1 = 𝐀𝟖𝐈

Class 12 Physical Education Worksheet-5 Football

Formations of football players on the field e.g. 1 goal keeper, 4 defender, 3 midfielders and 3

attackers and so on. (1-4-4-2), (1-3-3-4), (1-2-4-4), (1-3-4-3), (1-5-3-2), (1-4-2-4) etc.

Fouls and misconduct:

Direct free kick: A direct free kick is awarded if a player commits any of the following six offences against in a manner considered by the referee to be careless, reckless or using excessive force:

Charges an opponent Jumps at an opponent Kicks or attempts to kick Pushes an opponent Strikes or attempts to strike an opponent. Trips or attempt to trips

A direct free kick is also awarded to the opposing team if a player commits any of the following four offences:

Tackles an opponent to gain possession of the ball, making contact with the opponent before touching the ball.

Handles the ball deliberately(except the Goal keeper within their penalty area) Holds an opponent Spits at an opponent.

Indirect free kick: An indirect free kick is awarded if a player:

Plays in a dangerous manner. Impedes the progress of an opponent without any contact being made. Is guilty of dissent, using offensive insulting or abusive language and/or gestures

or other verbal offences. Prevents the goal keeper from releasing the ball from the hands or kicks or

attempts to kick the ball when the goalkeeper is in the process of releasing it. Commits any other offence, not mentioned in the Laws, for which play is stopped

to caution or send off a player.

An indirect free kick is awarded if a goal keeper, inside their penalty area, commits any of the following offences. (Goal keeper offences).

Controls the ball with the bands for more than six seconds before releasing it. Touches the ball with the hands after: Releasing it and before it has touched another player. It has been deliberately kicked to the goal keeper by a team mate. Receiving it directly from a throw-in taken by a team mate.

Off side

A player is in offside position if there are fewer than two defenders (including the goal keeper) between him and the goal line. A violation of the offside rule in football occurs if he is in that position and the ball is played to him. A free kick is awarded to the opposition if a player is caught offside.

There is no off side offence if a player receives the ball directly from:

A goal kick A throw in A corner kick.

Method of scoring:

A goal is scored in football if the ball crosses the goal line between the two goalposts and under the crossbar, as long as no violation of the rules has taken place.

The side that scores the most goals wins. If both teams have the same number of goals at the end of the match, it is considered a draw even if neither of them scored a goal.

Duties of the referee. A referee performs the following duties in a match:

He enforces the rules of the game He controls the match in cooperation with the two assistant referees He ensures that the ball meet the requirement of the rule He ensures that player‘s equipments are as per rule. He acts as a time keeper and keeps the record of the match. He stops, suspends and terminates the match, at his discretion, for any

infringement of the rules. He allows play to continue until the ball is out of play if a player is, in his opinion,

only slightly injured. He punishes the more serious offence when a player commits more than one

offence4 at the same time. He acts on the advices of assistant referees regarding incidents which he has not

seen. He restarts the match after it has been stopped.

Duties of assistant referees: Two assistant referees are appointed whose duties are to indicate:

When the whole of the ball has passed out of the field of play. Which side is entitled to a corner kick, goal kick or throw in. When a substitution is requested. When misconduct or any other incident has occurred out of the view of the

referee. When a player may be penalized for being in an offside position. Whether, at penalty kicks, the goalkeeper has moved forward before the ball has

been kicked and if the ball has crossed the line.

Fourth official duties: A fourth official may be appointed under the competition rules and officiates if any of the three match officials is unable to continue, unless a reserve assistant referee is appointed. He assists the referee at all times.

The fourth official assists with any administrative duties before, during and after the match, as required by the referee.

He is responsible for assisting with substitution procedures during the match. He has the authority to check the equipment of substitutes before they enter te

field. He supervise the replacement balls, where required. He assists the referee to control the match in accordance with the Laws of the

Game. After the match, the fourth official must submit a report to the appropriate

authorities on any misconduct or other incident that occurred out of the view of the referee and the assistant referees.

Referee equipments:

Whistle Stop Watch or watches. Red and Yellow cards Notebook (or other means

of keeping a record of the match).

Fundamental skills of football:

Controlling the ball:

Ball control is the foundation for all aspects of the game and a source of motivation for young players because it feels good to be a t ease with the ball.

The ability to control the ball is the key to many other skills, and juggling is also a very good way to practice ball control, getting familiar with the ball and gaining confidence.

Control: To control the ball is to master it. Properly controlling the ball means that move will be successful. The control movements to focus on are: directed control and gathering the ball while moving---these introduce speed into the play.

Juggling: If repeated regularly, juggling develops the skills of dexterity, coordination and balance in young footballers. These skills favor the more rapid acquisition of other techniques

.

Dribbling: This is how an individual moves with the ball when faced by opponents/obstacles. Dribbling allows the player in possession of the ball to eliminate one or more opponents by:

For proper dribbling, a player should use light strokes of his feet to direct the ball in a desired direction.

For dribbling, he may use inside or outside of his feet to control the ball. This can be done with one foot or change from one foot to another. Hard strokes should not be used while dribbling. Practices of dribbling can be done by placing some obstacles n a straight line.

Controlling the ball with

body except hands

Juggling