PART 1.
You are required to correct and rewrite the following explanation of the game of handball and then post it on your blog with appropriate headings etc.

Handball (also known as team Austrian team handball is a team sport in which two teams of six players each (five outfield players and a goalkeeper on each team) pass a ball to kick it into the goal of the other team. A standard match consists of 4 quarters of 16 minutes, and the first team to score 3 goals wins. Modern handball is usually played in a swimming pool, but outdoor variants exist in the forms of field handball. The game is quite fast and includes no body contact, as the defenders try to stop the attackers from approaching the goal. Players can dribble the ball like in basketball and can take 4 steps. They can also pass using, chest pass, bounce pass and kick pass. Players are only allowed to be in possession of the ball for 3 seconds before either passing or shooting at goal. The game has different phases. Firstly a team needs to gain possession of the ball and this usually occurs with the goalkeeper. The objective is to turn defence into attack. The next phase is moving the ball back away from the opponents goal and to your own goal. The next phase is to get into a scoring position. No players are allowed inside the D zone. However, every player is allowed inside the F zone. Fouls occur when players use excessive force and play is re-started with a jump ball. Players are only allowed a maximum of 5 fouls before they must exit the game. 

Revised: (Unneeded facts are crossed out, and added facts are bolded.

Handball (also known as team handball and other various names) is a team sport in which two teams of seven players each (six outfield players and a goalkeeper on each team) pass a ball to throw or shoot it into the goal of the other team. A standard match consists of two halves containing 30 minutes each, and the team with more points will eventually win the game. Modern handball is usually played inside, but outdoor variants exist in the forms of field handball (and Czech handball). The game is quite fast and includes no body contact, as the defenders try to stop the attackers from approaching the goal. Players can dribble the ball like in basketball and can take 3 steps. They can also pass using, chest pass, and bounce pass. and kick pass. Players are only allowed to be in possession of the ball for 3 seconds before either passing or shooting at goal. The game has different phases. Firstly a team needs to gain possession of the ball and this usually occurs with the goalkeeper, stealing the ball from the opponent, and intercepting the opponents passes. The objective is to turn defence into attack. The next phase is moving the ball back away from your own goal, and to dribble and pass around to get closer to the opponent’s goal. The next phase is to get into a scoring position. No players are allowed inside the D zone, except for the goal keeper for the team. However, every player is allowed inside the F zone.  Fouls occur when players use excessive force and play is re-started with a jump ball. Players are only allowed an maximum of 5 fouls before they must exit the game.  unlimited foul counts called Faults. When the faults are present in a defensive position, the opposition will be rewarded a free-throw (pass), or a 7 meter throw. 

Hint- There are more than 10 mistakes in this explanation.

PART 2

You second task is to design 2 drills and post them with explanations and  diagrams on your blog.

FIRST DRILL: WARM-UP – Rectangle Dodgeball

This drill is very famous, and in fact this warm up is used in soccer as well. (We have been using this warm up too!!) First you will make a fair amount of rectangle in a provided area, and mark it with cones. You will pick 2 or 3 players to start off as the “its”. Everyone else will start off with wearing bibs, which indicate who the “its” are and who are not. The objective for the “its” is to pass around the ball, and tag the non-it players who are running away from the ball. You are allowed to dribble for an unlimited time, but once you have tagged a player, you will have to pass the ball to another “it”. You are only allowed to hold the ball for 3 seconds if you are in a stationary position and you are not moving. You are allowed to take 3 steps. The objective for the non-its is to basically run away from the ball. Once you are tagged, take off your bib, and you are another member of the “its”. You will keep tagging until the last one is tagged. A few points on this drill are: Make sure you use a soft and light ball, since it will hurt if people miss a pass and it hits people. The purpose for this warm-up, is basically increasing you heart beat to get ready for harder activities. Another purpose is a training for all players to practice moving into space. For the “its”, you will have to move into good space to tag the other players. For the non-its, you will be moving into space so that you are in a safe spot, where the its cannot come to tag you.

SECOND DRILL: Indiana Drill

First of all, I have thought of this drill from the original “Indiana Drill” which we have been using in our YIS MS Basketball Team practices. You will have to use and will be practicing the skill of, again moving into space, passing, taking the 3 steps in the right timing and position, and most of all, shooting.

The diagram above will hopefully make my explanation more understandable. You will first be setting up by having two goals on each side of the court. Then you will find 4 passers, which will move into the positions marked as the GREEN circles in the diagram. Each person who is lining up next to the goal which is marked RED, will be having a ball in their hands. One will start off on each side, and start passing to the passers. Where the ball goes, is simply marked as a black arrow. The blue arrow indicates where the person who started off in the red square is supposed to run through. The yellow box is where the runners will receive their pass from the passers. In each line, (there are 2 lines in a court shown above in the diagram) you will repeat the process 2 times in total. Then, you will take 3 steps from the second YELLOW square, and eventually stand on the ORANGE square. That is where you take a shot. If you take a shot, that is when the person after who is standing in line starts. Make sure there are no more that 2 RUNNERS in a court who are doing their drill. A lot of runners will make everything very confusing and hard. Shooting the ball might hit other runners. You will switch the passers and where the lines are, in a few minutes. (which the coach decides how many minutes. Usually it is 3 to 5) When this is switched, make sure everything is flipped, so that the runners will be able to practice left hand as well. Key points being able to pass quickly, and accurately moving into space. This drill also trains the process of making good decisions and being quick after a good pass.

Activity 1

1. It is breakfast time

2. To go to the store to buy food for lunch

3. Fish, onion, bread, lemon, tomato, rice and tomato paste
4. Djeneba’s english teacher comes to her house and eats together
5. She forgot to tell that she invited her english teacher

Activity 2
1. Faux
2. Vrai
3. Faux
4. Faux
5. Faux

Activity 3

1. Des citrons
2. Du poisson
3. Du pain
4. Des tomates
5. Des oignons

Activity 4
1. Aminata dit «Non, merci. Je n’ai plus faim.»
2. Mme Doinamede dit «Tu me fais le marché?»
3. Djeneba dit «J’ai aussi acheté un paquet de beurre, de la pâte de tomates, du pain et du riz.»
4. Djeneba dit «Ah, j’ai oublié… »
5. Mme Diomande dit «Va voir qui est à la porte.»

Activity 5

1. Encore du pain?
2. Non, merci. Je n’ai plus faim
3. Il me faut…
4. Volontiers!
5. Bon, d’accord

Activity 6

Je rarement faire le corses avec ma mere.

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What a marvelous teacher Ms. Clifford was! I matured as a student in English class, in various ways. I would like to reflect my recent studies and show how I matured, and how my thinking changed.

Our first book was “Two Weeks with the Queen”. One issue in this story was homosexuality. Reading this book, first I thought homosexuality was “weird”. As the story continues, I thought differently. True love has no target. Love is not only for men and women. Woman can love each other, men can love each other. What’s wrong with it? From this book, I was able to realize that homosexual people are not to be excluded, and is not supposed to be a target of racism.

In May and June, we had a competition about creating a 50 word story. I gained the experience of writing a 50 word story. First when I heard “50”, I thought I could not make a story. At home, I studied and browsed for 50 word stories. Gradually “How do I write a story in 50 words?” changed to “A story can be formed in 50 words.”. Though my story didn’t make the finals, I think I have done a good job and did “create a story”. My 50 word story can be seen here.

Our second unit, was about Apartheid, racism, and separation. To be honest, when I first heard of the word “Apartheid”, my reaction was “What the heck is Apartheid?”. I didn’t know the word, until we started to start to study about it. We watched one movie, “Power of One”, which is a movie about racism. I gained knowledge the most from the book “Journey to Jo’burg”. I always had a question, “Why do black people get discriminated? That’s actually the same as white people discriminating themselves from black people.” My perspective didn’t change, but I started to think a little differently. “Why do people discriminate each other depending on their skin color? Everyone is supposed to be fair.” As a student of an international school, I have been reminded from this unit that racism is totally inappropriate, and we are supposed to be a large society, the world, and live peacefully with one another.

We had a project about writing a magazine article. My theme was writing a magazine article about “Being a Gaikokujin in an International School in Japan”. In case you don’t know, a Gaikokujin is a Japanese word that can be translated into “foreigner” in English. For this project, I was able to identify the true thoughts of foreign students and what they want to say to us, who are Japanese students. I basically got to know that people thought differently, and they did not have any specific feeling altogether. Some people said they were annoyed because they didn’t understand the language other students were using. Some said they didn’t care because they recognized the Japanese conversations as “something else” which made them not think about it. I was speaking Japanese sometimes as well, so I am aware that not everyone is satisfactory of what we are talking, and as a International School student, I thought that I will stop the habit of the use of Japanese in school.

In conclusion, from our experiences and from our studies during English class in 7C, I have been maturing and thinking differently about various issues such as homosexuality, discrimination, and racism. Once again, I would like to thank Ms. Clifford for being an awesome teacher.