The Origins of Football Reading Answers

The Origins of Football Reading Answers: "The Origins of Football" is a common IELTS Reading topic that explores the history and development of football, from ancient games like Chinese Tsu'chu and Roman harpastum to the formation of the Football Association in 1863.

This guide provides a sample passage with detailed answers to help IELTS candidates practice effectively. The passage includes two major question types: Matching Headings and Sentence Completion. Practicing these will improve reading comprehension and enhance answer-locating skills. Read till the end to strengthen your grasp of The Origins of Football Reading Answers and boost your IELTS Reading performance.

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The Origins of Football Reading Answers Passage 

The Beginning of Football Reading Passage

Paragraph A: Although the game itself is much older, football as we know it now originated in Britain in the nineteenth century. In fact, the term "football" has historically referred to games performed on foot, as opposed to those played on horseback; therefore, kicking a ball was not always a component. It has generally been played by men, although at the end of the 17th century, married and unmarried women in a Scottish town played the game. The married women consistently won.

Paragraph B: Tsu'chu, which was played in China, was the earliest form of football that has evidence dating back 3,000 years. It was performed in front of the Emperor during their birthday celebrations. It entailed kicking a leather ball through a 30–40 cm aperture into a small net attached to long bamboo canes, a feat that required exceptional ability and precision.

Paragraph C: The Japanese 'kemari', which dates back to roughly the fifth century and is still played today, is a variant of the game that also originated in the Far East. This is a form of circular football, a more dignified and ceremonial event requiring specific skills, but not competitive in the same way that the Chinese game was, nor is there any hint of a fight for possession of the ball. The players had to transfer the ball to one another in a somewhat confined area without allowing it to hit the ground.

Paragraph D: The Romans had a far more exciting game called 'harpastum.' Each team member had a distinct tactical assignment and exhibited a loud interest in the game's progress and score. The involvement of the feet was so tiny as to be negligible. The game remained popular for 700 or 800 years, but despite its introduction to England, it is unlikely to be considered a precursor to modern football.

Paragraph E: The game that flourished in Britain between the 8th and 19th centuries was significantly different from all previously known versions; it was more disorganized, aggressive, spontaneous, and typically played by an undetermined number of players. Frequently, the games consisted of a fierce competition between entire communities. Kicking opponents was permitted, as was virtually anything else.

Paragraph F: Even though the authorities intervened often to limit football as a public nuisance, there was a great deal of passion for the sport. During the 14th and 15th centuries, football was ruled illegal in England, Scotland, and France due to the unrest that sometimes accompanied it or because it prohibited subjects from practicing more useful military disciplines. None of these initiatives had an appreciable effect.

Paragraph G: The popularity of the somewhat more organized Italian game 'Calcio' had a significant impact on the development of football in England throughout the sixteenth century. Richard Mulcaster, the school's headmaster, was a notable fan of English football, which remained as harsh as ever. He emphasized that it had educational value and fostered health and vitality. Mulcaster stated that all that was required was a little refinement, a cap on the number of players per team, and most crucially, a referee to monitor the game.

Paragraph H: Until the early 19th century, when a number of influential English schools created their own modifications, the game existed in a disorganized state. In some schools, particularly Rugby schools, the ball may be carried or touched with the hands, and opponents might be tripped and booted. In educational circles, it was acknowledged that football, as a team sport, helped to foster values such as loyalty, altruism, cooperation, subordination, and respect for team spirit. In schools, a 'games cult' arose, and football became a required part of the curriculum.

Paragraph I: In 1863, the culmination of events was reached. At Cambridge University, there was a movement to develop consistent standards and rules that would be accepted by everybody, but there were essentially two camps: Rugby School and others intended to continue with their own version of the game, which included permitting players to carry the ball. Eleven London clubs and schools dispatched delegations in October of the same year to draft a set of fundamental regulations to regulate their matches. This gathering signified the establishment of the Football Association.

Paragraph J: The issue over kicking and tripping opponents and carrying the ball was exhaustively examined at this and following sessions until, on December 8, the most ardent proponents of the Rugby style departed, resulting in a definitive split between rugby and football. Within eight years, the Football Association had 50 member clubs and launched the FA Cup, the first football competition in the globe.

The Origins of Football Reading Answers Sample Questions 

Questions 1-7
Reading Passage has ten paragraphs A-J. Choose the correct headings for paragraphs D-J from the list of headings below.

List of Headings:
i. Influence of Italian football on the English game
ii. Attempts to control the sport's unruliness
iii. The origins of the Football Association
iv. Football in Roman times
v. Development of football in educational settings
vi. Early versions of football in Britain
vii. Football's ban due to its disruptive nature
viii. Differences between Rugby and Football
ix. Football as a tool for promoting values
x. The role of Richard Mulcaster in refining football

1. Paragraph D 

2. Paragraph E 

3. Paragraph F 

4. Paragraph G 

5. Paragraph H 

6. Paragraph I 

7. Paragraph J 

Questions 8-13
Complete each sentence with the correct ending A-F from the box below.

List of Endings:
A. lasted for several centuries despite being introduced in England.
B. resulted in a structured form of the game with standard rules.
C. was shaped by the idea that sports can teach essential social skills.
D. was influenced by an Italian version that emphasized skill and order.
E. was often seen as a threat to public order and military readiness.
F. involved setting guidelines to create a more uniform version of the game.

8. The Roman game of 'harpastum' 

9. The Football Association's formation 

10. Football's role in educational circles 

11. The Italian game 'Calcio' 

12. Early football in Britain 

13. The Cambridge University movement

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