English for Football Coaches

25 chapters of grammar, vocabulary, and communication — every exercise set in the world of professional football.

Prepared for Cristian Toro — Head Coach, Servette Chênois Féminin · Geneva, Switzerland · 2026

Contents

Chapter 1Present Simple

When to use it

For habits, routines, permanent facts, and general truths. The backbone of coaching manuals, schedules, and describing player tendencies.

+ She trains every day. / They press high.
− She doesn't train on Sundays.
? Does she track back? Yes, she does.

3rd person + s/es: train→trains, coach→coaches
Irregular: be→is/are, have→has
Frequency: always / usually / often / sometimes / never

"She presses high every match." / "We don't play long balls." / "How often does she score?"

Controlled Practice 1

Fill in the correct verb form

1. She _____ (call) her agent every Monday morning.

2. We _____ (not train) on Sundays — it is a recovery day.

3. The captain _____ (lead) by example in every session.

4. _____ she _____ (track) back when the team loses the ball?

Controlled Practice 2

Correct the errors

1. She don't press high enough. Every match she loose the ball in dangerous positions.

She doesn't press high enough. Every match she loses the ball in dangerous positions.

2. The team play a 4-3-3 but she prefer a 4-2-3-1 system.

The team plays a 4-3-3 but she prefers a 4-2-3-1 system.

Open Practice 1

Describe the typical weekly routine at Servette Chênois (6–8 sentences). Include what you do every day, what the players must do, and what you never do during the week before a match.

Open Practice 2

Write 6 sentences about the habits and characteristics of your strongest player at Servette Chênois. What does she do well? What doesn't she do?

Key Concepts

Use for habits, routines, schedules, and permanent facts
3rd person singular: she plays, he coaches, it finishes (+s/+es)
Negative: don't / doesn't + base verb — never "doesn't plays"
Question: Do/Does + subject + base verb?
Frequency adverbs go before the main verb: "She always presses high"

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Chapter 2Present Continuous

When to use it

For actions happening right now, around this period, or temporary situations. Also used for future arrangements.

Structure: am/is/are + verb-ing
+ She is pressing well today.
− They aren't tracking the runners.
? Is she improving this month?

Spelling: run→running, make→making, stop→stopping
No -ing: know, understand, believe, like, want
Future use: "We are playing Lyon on Saturday."

"She is working hard this pre-season." / "The squad is improving week by week." / "What are you doing after training?"

Controlled Practice 1

Fill in the correct form (present continuous)

1. Look — she _____ (press) the goalkeeper with real intensity right now.

2. The team _____ (not perform) well in the first half — we need to change something.

3. This season she _____ (develop) into a genuine leader on and off the pitch.

4. We _____ (play) our cup final on the third of June at the Stade de Genève.

Controlled Practice 2

Correct the errors

1. She is press too high and leave space behind her every time.

She is pressing too high and leaving space behind her every time.

2. I am understanding why she is not tracking the runner, but she need to do it.

I understand why she is not tracking the runner, but she needs to do it. (understand = state verb, no -ing)

Open Practice 1

Write 6 sentences about what is happening in today's training session at Servette Chênois. What is each position group working on? What is one player doing particularly well right now?

Open Practice 2

Write about what is changing in your team this season compared to last season (6 sentences). Use present continuous for ongoing changes and present simple for permanent facts.

Key Concepts

am/is/are + verb-ing — always three parts
For NOW, AROUND NOW (this season/month), and TEMPORARY situations
Also for fixed future arrangements: "We are playing on Saturday"
State verbs don't take -ing: know, understand, believe, like, want, love
Double the consonant for short vowel + consonant verbs: run→running, stop→stopping

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Chapter 3Past Simple

When to use it

For completed actions at a specific point in the past. The most common tense in post-match analysis, match reports, and storytelling.

Regular: add -ed · scored, pressed, tackled
Irregular: win→won, score→scored, go→went, make→made, lose→lost, take→took
Negative: didn't + base verb
Question: Did + subject + base verb?

Time markers: yesterday, last week, in 2024, at half-time, in the 85th minute, after the match, when she arrived

"She scored in the 90th minute." / "We didn't press high enough in the first half." / "When did you change the formation?"

Controlled Practice 1

Fill in the correct past simple form

1. We _____ (win) the cup final three-nil in front of five thousand supporters.

2. She _____ (not play) in the semi-final because of a knee injury.

3. I _____ (make) three substitutions in the second half to change the rhythm.

4. _____ the referee _____ (send off) one of their players? Yes, in the 55th minute.

Controlled Practice 2

Correct the errors

1. She catched the ball perfectly and goed forward with real pace before she scored.

She caught the ball perfectly and went forward with real pace before she scored.

2. Did she scored the winning goal? Yes, she scored it in the last minute.

Did she score the winning goal? Yes, she scored it in the last minute. (Did + base verb, no -ed)

Open Practice 1

Describe your best result with Servette Chênois in detail (8 sentences). Where did you play? What happened? Who scored? How did the team perform?

Open Practice 2

Describe a match that didn't go as planned this season (6 sentences). What went wrong? What did you change? What did you learn?

Key Concepts

For completed actions with a specific time in the past
Regular: verb + -ed | Irregular: win→won, go→went, make→made
Negative: didn't + base verb (never "didn't won")
Question: Did + subject + base verb? (never "Did she scored?")
Learn the 30 most common irregular verbs — they come up in every match report

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Chapter 4Present Perfect

When to use it

For past actions with a connection to the present — results, achievements, experiences, and recent events.

have/has + past participle
"She has scored eight goals this season."
"We haven't lost at home in twelve matches."
"Have you ever coached at international level?"

Keywords: just, already, yet, ever, never, so far, recently, this season/year
NO specific time: NOT "She has scored yesterday."
→ Past Simple for specific times

"We have just signed a new striker." / "She has never missed a training session." / "Have you seen the video analysis?"

Controlled Practice 1

Fill in the correct present perfect form

1. The club _____ (sign) three new players for next season already.

2. We _____ (not lose) a home match all season — it is an incredible record.

3. She _____ (score) more goals this season than in the whole of last year.

4. _____ you ever _____ (work) with a UEFA Pro Licence coach before?

Controlled Practice 2

Present Perfect or Past Simple? Correct if wrong.

1. She has scored the winning goal yesterday. (correct or change?)

She scored the winning goal yesterday. (Specific time "yesterday" → Past Simple)

2. We have never won the double before — this is historic. (correct or change?)

Correct. "Never" + result still relevant now → Present Perfect ✓

Open Practice 1

Write about what Servette Chênois has achieved this season (6–8 sentences). Use just, already, never, and so far at least once each.

Open Practice 2

Write about your coaching career so far (6 sentences). What have you learned? What have you achieved? What experiences have shaped you?

Key Concepts

have/has + past participle — connects past to the present moment
Keywords: just, already, yet, ever, never, so far, recently, this season
Never use a specific past time (yesterday, last week, in 2023) with Present Perfect
just = very recently · already = sooner than expected · yet = expected but not happened
For experiences in your life: "Have you ever coached abroad?"

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Chapter 5Future Forms

Three ways to talk about the future

will — spontaneous decisions, predictions, promises
"She will score today, I'm sure of it." / "I will call you after the match."

going to — plans already decided, evidence-based predictions
"We are going to press high from the start." / "She is going to score — she's one-on-one."

Present Continuous — fixed scheduled arrangements
"We are playing the final on Saturday at 3pm."

Tip: use will for promises/predictions; going to for plans; Present Continuous for diary arrangements

"I'm going to change the formation at half-time." (plan) / "She will score — watch." (prediction) / "We're playing at home on Friday." (arrangement)

Controlled Practice 1

Choose the correct future form

1. I just decided — I _____ (make) the substitution now. She needs to come off.

2. We _____ (press) much higher in the second half — it is part of the plan.

3. The squad _____ (travel) to Lyon next Thursday for the away leg.

4. Look at that run — she _____ (score). Nobody can stop her now.

Controlled Practice 2

Correct the errors

1. I going to call the federation tomorrow about the player release.

I am going to call the federation tomorrow. (need "am" — it's be + going to)

2. We will playing in the cup final on Sunday evening at seven o'clock.

We are playing in the cup final on Sunday evening. (Fixed arrangement → Present Continuous, not will + -ing)

Open Practice 1

Write about your plans for the next Servette Chênois season (6–8 sentences). Include signings, training changes, and tactical decisions. Use all three future forms at least once each.

Open Practice 2

Write a pre-match team talk for next Saturday's game (6–8 sentences). Use future forms to describe what you predict will happen and what you expect the team to do.

Key Concepts

will = spontaneous decision or prediction made in the moment
going to = plan already decided before speaking, or prediction with evidence
Present Continuous = fixed arrangement in the diary (time + place known)
Never "will + -ing": "I will playing" is always wrong
Contraction very common in speech: I'll, she'll, we'll, they'll

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Chapter 6Modal Verbs

Ability, permission, obligation, and advice

Ability: can / could / be able to
"She can play both wings." / "She couldn't train last week."

Obligation: must / have to / need to
"Players must arrive 90 min before kick-off." / "She has to improve her pressing."

Advice: should / ought to
"She should track back more consistently." / "You ought to rest her."

Possibility: may / might / could
"She might start on Saturday." / "We could switch to a 4-4-2."

All modals + base verb (no -s, no to): "She must arrive" ✓ / "She must arrives" ✗ / "She must to arrive" ✗

Controlled Practice 1

Choose the best modal for each sentence

1. Players _____ be on the training pitch at nine o'clock sharp — no exceptions.

2. She _____ play on the left or the right — she is very versatile.

3. She _____ rest for two weeks after the scan — the doctor's advice is clear.

4. We _____ change the system at half-time — it depends on the score and how they play.

Controlled Practice 2

Correct the errors

1. She must to press higher — the director has been very clear about this.

She must press higher. (Modal + base verb, never "must to + verb")

2. Can she to play on Sunday? Yes, she can plays if she trains on Friday.

Can she play on Sunday? Yes, she can play if she trains on Friday. (modal + base verb, no "to" or "-s")

Open Practice 1

Write the training ground rules for your Servette Chênois squad (6–8 sentences). Use must, can, should, and may at least once each. Think about punctuality, attitude, nutrition, and recovery.

Open Practice 2

Write a short message to a player who is struggling with form (6 sentences). Give her advice using should, might, and could. Be direct but supportive.

Key Concepts

Modal + base verb: no -s, no -to, no -ing after the modal
must = strong obligation (rules) · should = advice (not a rule)
can = present ability · could = past ability or polite possibility
might/may = possibility (maybe 50%) · must = certainty deduction ("She must be tired")
Negative: mustn't (forbidden) vs. don't have to (not necessary)

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Chapter 7Comparatives and Superlatives

Comparing players, teams, and performances

Short adj + -er / -est: fast→faster→fastest
Double consonant: big→bigger→biggest
Long adj: more/most technical, more/most important
Irregular: good→better→best · bad→worse→worst

Comparative + than: "She is faster than any defender."
Superlative + the: "She is the most dangerous forward in the league."
As...as: "She is as strong as any striker in Switzerland."

"This squad is better organised than last year's." / "It was the most important goal of the season." / "She works harder than anyone I have coached."

Controlled Practice 1

Fill in the correct comparative or superlative form

1. She is _____ (fast) player in our squad — no defender can match her pace.

2. This season our pressing has been _____ (intense) than in any previous campaign.

3. She plays _____ (well) under pressure than almost any player I have coached.

4. Winning the double was _____ (important) achievement in the club's history.

Controlled Practice 2

Correct the errors

1. She is more fast than the defender and she is the most better in the air in our squad.

She is faster than the defender and she is the best in the air in our squad. (fast → faster, not "more fast"; best, not "most better")

2. This was the most worst defeat of my coaching career — we need to respond strongly.

This was the worst defeat of my coaching career. ("most worst" doesn't exist — worst is already superlative)

Open Practice 1

Compare two players in your Servette Chênois squad (6–8 sentences). Compare their speed, technical ability, leadership, and work rate. Use comparatives and superlatives throughout.

Open Practice 2

Compare this season at Servette Chênois with last season (6 sentences). What was better? What was harder? What was the most important difference?

Key Concepts

Short (1–2 syllables): faster, bigger, the fastest, the biggest
Long (3+ syllables): more technical, more important, the most dangerous
Irregular: good/well→better→best · bad→worse→worst · far→further→furthest
Comparative + than: "better than last year"
Superlative + the: "the best season in club history"

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Chapter 8Prepositions of Time and Place

The three key prepositions

AT
Time: at 3pm, at half-time, at the weekend, at night, at the end of the season
Place: at the stadium, at training, at the club, at home

IN
Time: in March, in 2024, in the first half, in the 80th minute, in the morning
Place: in Geneva, in Switzerland, in the box, in midfield

ON
Time: on Saturday, on match day, on the 3rd of June, on the final whistle
Place: on the pitch, on the left wing, on the bench, on the right side

Common errors: "in Saturday" ✗ → on Saturday ✓
"at the first half" ✗ → in the first half ✓
"in the stadium" ✗ → at the stadium ✓

"She scored in the 88th minute at the Stade de Genève on Saturday evening."

Controlled Practice 1

Fill in at, in, or on

1. The match kicks off _____ 7:30pm _____ Friday the 14th of March.

2. She scored _____ the 90th minute after a run from deep _____ the right side.

3. The squad meet _____ the training ground every morning _____ half past eight.

4. We have won six of our eight home matches _____ Geneva _____ this season.

Controlled Practice 2

Correct the errors

1. She arrived at the stadium in Monday and trained at the afternoon session.

She arrived at the stadium on Monday and trained in the afternoon session. (days → on; periods of day → in)

2. In the half-time, I told the team to press higher in the second half.

At half-time, I told the team to press higher in the second half. ("at half-time" is the fixed phrase)

Open Practice 1

Describe a typical match day at Servette Chênois from morning to kick-off (6–8 sentences). Focus on time prepositions — at what time does each thing happen?

Open Practice 2

Describe where things happen at your training ground (5–6 sentences). Where do players warm up, where do tactical meetings happen, where do you train set pieces?

Key Concepts

AT: exact times, specific places, events (at 3pm, at the stadium, at half-time)
IN: months, years, periods (in March, in the first half, in the box)
ON: days, dates, surfaces (on Saturday, on the 3rd of June, on the pitch)
"At the weekend" (British) vs "on the weekend" (American)
Fixed phrases: at home/away, at full-time, in extra time, on the bench

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Chapter 9Questions and Question Tags

Asking questions clearly and naturally

Yes/No questions — invert subject and auxiliary
"Is she fit for Saturday?" / "Did you see that run?" / "Have we trained this yet?"

Wh- questions — question word + auxiliary + subject + verb
"Why did she drop so deep?" / "How many goals has she scored?" / "What are you working on?"

Question tags — short question added to a statement
Positive → negative tag: "She played well, didn't she?"
Negative → positive tag: "They haven't won, have they?"

Common errors: "Why she dropped deep?" ✗ (need auxiliary)
"What does she trains?" ✗ (base verb after does)
"She is fit, isn't it?" ✗ → "isn't she?"

Controlled Practice 1

Form the correct question

1. You want to ask: why did the striker drop so deep in the second half? Write the question.

2. Add a question tag: "She scored a hat-trick last night, _____?"

3. Add a question tag: "We haven't lost at home this season, _____?"

4. How many goals _____ Servette _____ (score) so far this season?

Controlled Practice 2

Correct the errors

1. Why she didn't press the centre-back in the second half? I don't understand.

Why didn't she press the centre-back in the second half? (Wh- + auxiliary + subject)

2. She is a fantastic leader, isn't it? The whole squad follows her.

She is a fantastic leader, isn't she? (tag must match the subject pronoun)

Open Practice 1

Write 8 questions you would ask a player you are considering signing for Servette Chênois — about her experience, her style, her availability, and her motivation.

Open Practice 2

Write 6 questions that a journalist asked you after winning the league title. Then write a one-sentence answer to each one.

Key Concepts

Yes/No: Is she? / Does she? / Did she? / Has she? — auxiliary + subject
Wh-: Why did she...? / What has she...? / How many goals did...?
Question tags: positive statement → negative tag (and vice versa)
Tag must match the subject: "She played well, didn't she?" — not "isn't it?"
Common press conference openers: "What was your reaction when...?" / "How did you feel after...?"

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Chapter 10Countable and Uncountable Nouns

Can you count it?

Countable — can be singular or plural
a player / three players / some players / how many players?
a goal / five goals / any goals

Uncountable — always singular, no "a", no plural
advice, information, equipment, feedback, training, progress, fitness, communication, confidence
"Can you give me some advice?" — never "an advice"

"She has made excellent progress." (✓) / "She has made an excellent progress." (✗) / "How much training do they need?" / "How many sessions a week?"

Controlled Practice 1

Fill in: a / an / some / — (nothing)

1. She gave me _____ excellent advice after the defeat — I really needed it.

2. We need _____ new striker for next season — the squad is too light up front.

3. I need _____ information about her contract before we can make an offer.

4. She has made _____ incredible progress since joining in January.

Controlled Practice 2

Correct the errors

1. Can you give me an advice about the formation? I need some informations from you.

Can you give me some advice? I need some information from you. (advice and information are uncountable — no "an", no plural)

2. We bought two new equipments and the players need a fitness before the season starts.

We bought some new equipment and the players need fitness work before the season starts. (equipment and fitness are uncountable)

Open Practice 1

Write about what Servette Chênois needs for next season (6–8 sentences). Use both countable and uncountable nouns: players, signings, equipment, fitness, communication, confidence, and sessions.

Open Practice 2

Write an email to the sporting director requesting resources for next pre-season (6 sentences). Include both countable things (players, sessions) and uncountable things (time, information, feedback).

Key Concepts

Uncountable nouns: advice, information, equipment, feedback, progress, training, fitness
Never "an advice" or "two informations" — they have no plural and no "a/an"
How many? → countable · How much? → uncountable
Some = positive sentences · Any = questions and negatives
To make uncountable countable: "a piece of advice" / "a piece of information"

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Chapter 11Articles: a, an, the, and zero article

The most common source of small errors

a / an — first mention, one of many, category
"She is a winger." / "An important match" (vowel sound)
"We need a new goalkeeper."

the — specific, both speaker and listener know which one
"The captain scored." / "The match on Saturday" / "The squad I built this year"

Zero article (—) — general statements, proper nouns, most sport/food/language
"— Football is a team sport." / "She plays — football for — Switzerland." / "We speak — English."

Tricky cases: the internet, the radio, the press, the final, the semi-final
No article: Lake Geneva, Geneva, Switzerland, UEFA, Champions League (without "the")

Controlled Practice 1

Fill in a, an, the, or — (dash for no article)

1. She is _____ most consistent player I have ever coached in _____ professional football.

2. We played _____ important cup final at _____ Stade de Genève last Sunday.

3. _____ football is _____ sport that requires both physical and mental strength.

4. I spoke to _____ press after _____ match and gave _____ honest answer about _____ squad.

Controlled Practice 2

Correct the errors

1. She is an striker who plays the football in a Swiss league.

She is a striker who plays football in the Swiss league. (an → a before consonant; no article before "football" general; the Swiss league = specific)

2. The football is beautiful sport — I love the coaching at the professional level.

Football is a beautiful sport — I love coaching at — professional level. (no article for sport in general; "a" beautiful; professional level = general)

Open Practice 1

Write a description of an important match you coached at Servette Chênois (6–8 sentences). Pay careful attention to your articles throughout.

Open Practice 2

Write about the training facilities at Servette Chênois (5–6 sentences). Describe specific facilities (the changing room, the pitch) and make general statements about training (no article).

Key Concepts

a/an = first mention or one of many; an before vowel sounds (an hour, an important...)
the = specific; both speaker and listener know which one
Zero article = general truths, proper nouns, sports, languages, meals
"She plays football" (general) vs "The football we played was brilliant" (specific)
the press, the media, the radio, the internet — always use "the"

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Chapter 12Zero and First Conditional

Real situations and their results

Zero Conditional — always true, facts, rules
If + present simple, present simple
"If she presses high, she wins the ball." / "If players are late, I leave them out."

First Conditional — real future possibility
If + present simple, will + base verb
"If we press higher, we will win more balls." / "If she trains today, she will play on Saturday."

"If we maintain this pressure, we will create a chance in the last ten minutes." / "If a player is not committed, she doesn't start. That is the rule."

Controlled Practice 1

Fill in the correct form

1. If she _____ (track) back, the team _____ (be) much harder to beat. (Zero — always true)

2. If we _____ (press) higher in the second half, we _____ (win) the match. (First — real plan)

3. If she _____ (recover) well this week, she _____ (start) on Saturday. (First — possible)

4. If a player _____ (miss) training without a reason, she _____ (not play) next match. (Zero — rule)

Controlled Practice 2

Correct the errors

1. If we will press high, we will win more balls in their half.

If we press high, we will win more balls. (If clause = present simple, never "will" in the if-clause)

2. If she drops off too early, the midfielder will has too much time on the ball.

If she drops off too early, the midfielder will have too much time. (will + base verb, not "will has")

Open Practice 1

Write 6–8 sentences about your pressing plan for Saturday's match using First Conditional. What will happen if you press high? What will you do if you are losing with 20 minutes to go?

Open Practice 2

Write 5–6 training ground rules for the squad using Zero Conditional. Make them clear and direct — the kind of rules you would actually use at Servette Chênois.

Key Concepts

Zero: if + present simple, present simple — for rules and universal facts
First: if + present simple, will + base verb — for real future possibilities
NEVER "will" in the if-clause: "If we will press..." is always wrong
The if-clause can come first or second: same meaning, comma changes
"Unless" = "if not": "Unless she recovers, she won't play."

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Chapter 13Second Conditional

Imagining a different present or future

The Second Conditional describes imaginary situations — things that are unlikely, hypothetical, or contrary to reality now.

If + past simple, would + base verb
"If she were faster, she would play on the right wing."
"If I had a bigger budget, I would sign two new players."

Use "were" for all persons (formal): "If she were here..."
In speech, "was" is also common.
Contraction: would → 'd: "She'd play... I'd sign..."

"If I were the sporting director, I would invest in the youth system." / "What would you do if she refused to press?"

Controlled Practice 1

Fill in the correct second conditional form

1. If she _____ (be) fitter, she _____ (play) every single minute this season.

2. If I _____ (have) more time, I _____ (analyse) every opponent in detail.

3. What _____ you _____ (change) about this squad if you _____ (can) change one thing?

4. If we _____ (play) in the Champions League, the whole club _____ (grow) massively.

Controlled Practice 2

Correct the errors

1. If she will track back, she would be the complete midfielder and I would play her every week.

If she tracked back, she would be the complete midfielder. (If clause → past simple, not "will")

2. If I am the director, I would invest in the goalkeeping position immediately.

If I were the director, I would invest in the goalkeeping position. (If clause → past simple/were, not "am")

Open Practice 1

Write about your dream scenario for Servette Chênois using Second Conditional (6–8 sentences). If you had unlimited resources, what would you change? What players would you sign? What system would you play?

Open Practice 2

Write what you would change about your current squad if you could change three things (6 sentences). Be honest — use Second Conditional throughout.

Key Concepts

If + past simple, would + base verb — imaginary situation
"Were" is correct for all persons (formal), "was" acceptable in speech
Contraction: would → 'd: "If she were fitter, she'd start every match"
1st Conditional = real possibility · 2nd Conditional = imaginary/unlikely
Great for brainstorming, strategic discussions, and interviews

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Chapter 14Third Conditional

Reflecting on past decisions

The Third Conditional describes a past situation that did NOT happen, and imagines a different outcome. Essential for post-match analysis.

If + past perfect, would have + past participle
"If she had pressed earlier, we would have won the ball."
"If I hadn't changed the formation, we would have lost."

Contracted in speech:
"If she'd pressed... we'd have scored."
1st = real future
2nd = imaginary present
3rd = past that DIDN'T happen

"If she had tracked the runner, they wouldn't have scored." / "If I had made that substitution earlier, we would have won."

Controlled Practice 1

Fill in the third conditional form

1. If she _____ (track) the runner, they _____ (not score) from that cross.

2. If we _____ (press) higher in the first half, we _____ (win) the match comfortably.

3. If I _____ (make) the substitution at 60 minutes, she _____ (score) the winner.

4. We _____ (not win) the cup if she _____ (not play) in the semi-final.

Controlled Practice 2

Correct the errors

1. If she would have pressed higher, we would have won the ball back in time.

If she had pressed higher, we would have won the ball. (If clause → past perfect, not "would have")

2. If they hadn't score in the 88th minute, we would have progressed to the final.

If they hadn't scored in the 88th minute, we would have progressed. (hadn't + past participle, not base verb)

Open Practice 1

Analyse your most important victory at Servette Chênois using Third Conditional (6 sentences). Identify 3 key moments — what would have happened if they had gone differently?

Open Practice 2

Write a post-match analysis of a defeat this season (6 sentences). Use Third Conditional to explain what could have been different. Be honest and specific.

Key Concepts

If + past perfect (had + pp), would have + past participle
For situations that DIDN'T happen — imagining a different past outcome
Contracted speech: "If she'd pressed... we'd have scored" — very natural
Perfect for video analysis, post-match review, and coaching reflection
Never "would have" in the if-clause — always past perfect

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Chapter 15Phrasal Verbs in Football

Verbs that live in football culture

Phrasal verbs combine a verb + particle to create a new meaning. They are everywhere in spoken English and in coaching conversations.

Tactical: press up, drop off, build up, cut out, set up, switch off, track back, pull away

Player management: come back from, step up, burn out, bounce back, bring in, come from behind, leave out

"She came back from injury faster than expected." / "We need to step up — we're 1-0 down." / "I set up the team in a 4-3-3 for the final."

Controlled Practice 1

Fill in the correct phrasal verb

1. She _____ _____ from injury two weeks ahead of schedule — incredible commitment. (recover = come back from)

2. We need to _____ their crosses from the right wing — three goals conceded this way is too many. (eliminate = cut out)

3. The team needs to _____ — we are 1-0 down with 20 minutes left. (raise intensity = step up)

4. If we _____ in the last ten minutes again, we will drop points. (lose concentration = switch off)

Controlled Practice 2

Match the phrasal verb to its meaning

drop off · build up · bounce back · track back · come up with

1. Recover well after a defeat = _____ 2. Develop play from the back = _____ 3. Think of a new idea or plan = _____

1. bounce back · 2. build up · 3. come up with

Open Practice 1

Describe a tactical change you made during an important Servette Chênois match (6 sentences). Use at least 5 phrasal verbs from this chapter.

Open Practice 2

Write about how you managed a key player's return from injury this season (6 sentences). Use at least 4 phrasal verbs.

Key Concepts

Phrasal verb = verb + particle with a new combined meaning
Meaning often can't be guessed from the individual words alone
Separable: "set up the team" or "set the team up" — both correct
Inseparable: "come back from injury" — cannot be separated
Using phrasal verbs fluently is what separates intermediate from advanced speakers

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Chapter 16Passive Voice

Focus on the action, not the actor

The passive voice shifts focus onto what happened rather than who did it. Used constantly in match reports, official communications, and announcements.

BE (correct tense) + past participle
Past: "The goal was scored by the winger."
Future: "Results will be announced tomorrow."
Present Perfect: "The contract has been signed."

Active: "The coach selected 18 players."
Passive: "18 players were selected."
"By + agent" is often omitted when obvious.
Very common in formal writing and reports.

"The match was postponed due to weather." / "Three players have been called up to the national squad." / "The formation was changed at half-time."

Controlled Practice 1

Change to passive voice

1. The coach selected 18 players for the cup final. → 18 players _____ _____ for the cup final.

2. The federation will announce the results next week. → The results _____ _____ next week.

3. The referee sent off the midfielder in the 55th minute. → The midfielder _____ _____ in the 55th minute.

4. They have organised the training schedule for the month. → The training schedule _____ _____ for the month.

Controlled Practice 2

Active or passive? Explain the choice.

1. "The goal was scored in injury time." — Why passive here?

Passive: focus is on the goal and when it happened, not on who scored it. Very common in match reports.

2. "Cristian coached the team to a historic double." — Why active here?

Active: Cristian is the focus. We want to highlight his role. Active voice is more direct and personal.

Open Practice 1

Write a match report for the Servette Chênois cup final (8 sentences). Use passive voice at least 5 times naturally throughout — for goals, substitutions, decisions, and key moments.

Open Practice 2

Write a formal club announcement (5–6 sentences) using passive voice. Choose one: a squad selection, a contract renewal, or a scheduling change.

Key Concepts

Passive = subject receives the action (be + past participle)
Tense comes from the auxiliary "be": was/were, will be, has been, is being
"By + agent" is optional — omit when it's obvious or irrelevant
Common in match reports, official announcements, and formal writing
Don't overuse — active voice is more direct in team talks

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Chapter 17Reported Speech

Summarising what was said

When you report what someone said, tenses shift back. Essential for press conferences, director meetings, and sharing player conversations.

Tense backshift:
Present Simple → Past Simple
Will → Would · Can → Could
Must → Had to
Past Simple → Past Perfect

Time changes:
now → then · today → that day
tomorrow → the next day
here → there · this → that
say (no object) vs tell (needs object)

Direct: "We will press high." → Reported: She said they would press high. / Direct: "I am tired." → She told me she was tired.

Controlled Practice 1

Report what was said (change tense and time words)

1. "I am very happy with today's performance." (the captain) → The captain said she _____ very happy with _____ performance.

2. "We will play with five at the back in the final." → She said they _____ play with five at the back.

3. "I can't train tomorrow — my knee is painful." (a player) → She said she _____ train _____ because her knee was painful.

4. "Are you happy with the season?" (a journalist) → The journalist asked _____ I _____ happy with the season.

Controlled Practice 2

Correct the errors in reported speech

1. She told that she was happy. / She said me she would arrive early.

She said (that) she was happy. / She told me she would arrive early. (say = no object; tell = must have object)

2. He asked me where does she train and what is her contract situation.

He asked me where she trained and what her contract situation was. (reported questions → statement word order, past tense)

Open Practice 1

Write a summary of what was said in the press conference after winning the league (7–8 sentences). Report what you said and what journalists asked. Use reported speech throughout.

Open Practice 2

Write a summary of a conversation you had with a player about her role next season (6 sentences). Use reported speech — what did she say? What did you tell her?

Key Concepts

Tenses shift back one step: will→would, can→could, must→had to, is→was
say (no object): "She said she was tired." / tell (with object): "She told me she was tired."
Time shifts: today→that day, tomorrow→the next day, now→then
Reported questions use statement word order: "She asked where I trained." (not "where did I train")
"That" is optional: "She said (that) she was ready."

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Chapter 18Gerunds and Infinitives

The most common grammar decision in English

Many verbs must be followed by either a gerund (-ing) or an infinitive (to + verb). The wrong choice is a very noticeable mistake.

Gerund (-ing):
enjoy, avoid, consider, suggest, finish, practise, keep, mind, stop, risk
FASE trick: Finish, Avoid, Suggest, Enjoy → always -ing

Infinitive (to + verb):
want, need, decide, hope, plan, expect, offer, agree, manage, refuse
"She wants to improve." / "I decided to change the system."

"She enjoys playing on the left." / "I need to call the federation." / "She stopped pressing." (she ended pressing) vs "She stopped to press." (she paused in order to press)

Controlled Practice 1

Fill in gerund (-ing) or infinitive (to + verb)

1. She enjoys _____ (play) on the left wing — it suits her natural movement.

2. I need _____ (call) the federation today about the player release.

3. She managed _____ (score) despite carrying the knee injury throughout.

4. Consider _____ (use) a different pressing trigger against long-ball teams.

Controlled Practice 2

Correct the errors

1. She wants playing more minutes. / I enjoy to coach at this level. / She practises to shoot every day.

She wants to play. / I enjoy coaching. / She practises shooting. (want→infinitive; enjoy/practise→gerund)

2. She stopped to press in the 80th minute when she got tired.

She stopped pressing in the 80th minute. (stopped pressing = ended the pressing action; "stopped to press" = she paused in order to press — different meaning)

Open Practice 1

Write about your training philosophy at Servette Chênois (6–8 sentences). Use at least 3 gerunds and 3 infinitives. What do you enjoy doing? What do you need to improve? What do you avoid doing in pre-season?

Open Practice 2

Write a message to a player explaining what she needs to work on and what you suggest practising before the next match (5–6 sentences).

Key Concepts

FASE = Finish, Avoid, Suggest, Enjoy → always followed by gerund (-ing)
want, need, decide, plan, manage, hope, agree → infinitive (to + verb)
stop + gerund = stop the activity · stop + infinitive = pause to do something else
Gerunds can be subjects: "Pressing high is our identity."
Practise always takes gerund: "She practised shooting every morning."

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Chapter 19Adjectives and Adverbs

Describing with precision

Adjectives describe nouns:
Before noun: "a fast player" / "a crucial goal"
After be/seem/feel: "She seems tired." / "The win feels important."

Adverbs describe verbs/adjectives:
After verbs: "She ran quickly." / "She played well."
Forming: adjective + -ly
Irregular: good→well, fast→fast, hard→hard

Graders: slightly / quite / very / extremely / absolutely (only with extreme adjectives: absolutely brilliant, absolutely essential)

Controlled Practice 1

Adjective or adverb? Fill in the correct form

1. She played _____ (brilliant) in the cup final — the best individual performance I have seen.

2. It was a _____ (crucial) moment — one goal at that point would have changed everything.

3. She runs _____ (fast) — no full-back in the league can stay with her over 30 metres.

4. I am _____ (absolute) certain that she will be our best player next season.

Controlled Practice 2

Correct the errors

1. She pressed very hardly in the first half and played good under pressure throughout.

She pressed very hard and played well under pressure. (hard is irregular — no "-ly"; good → well after a verb)

2. It was very absolutely essential that she trained before the final — no exceptions.

It was absolutely essential. ("very absolutely" doesn't exist — "absolutely" replaces "very" with extreme adjectives)

Open Practice 1

Write a performance review for one key Servette Chênois player (6–8 sentences). Use at least 5 different adjectives and 4 adverbs. Be specific about what she does well and what she needs to improve.

Open Practice 2

Describe your coaching style at Servette Chênois to someone who has never seen you work (6 sentences). Use descriptive adjectives and adverbs to paint a clear picture.

Key Concepts

Adjectives describe nouns; adverbs describe verbs, adjectives, or other adverbs
Irregular adverbs: good→well, fast→fast, hard→hard (no -ly)
"She played well" (verb) vs "She played good football" (before noun) — both OK, different use
Graders: slightly / quite / very / extremely / absolutely
"Absolutely" only with extreme adjectives: brilliant, essential, terrible, exhausted

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Chapter 20Numbers, Dates, and Statistics

Saying numbers professionally

Scores: "nil" for 0 in scores only → "We won three-nil." / "It finished one-all."
"Nought" or "zero" everywhere else.

Minutes: ordinals → "She scored in the ninety-third minute." (not "minute 93")

Dates (British): "the fifteenth of May, twenty twenty-five" / written: 15/05/2025

Stats: "eighty-three percent" / "eleven point eight kilometres" / decimals use "point", not "comma"

"We won three-nil on the fourteenth of June. She scored in the eighty-eighth minute, covering eleven point two kilometres during the match."

Controlled Practice 1

Write these in words as you would say them aloud

1. 3-0 (football score) →

2. 93' (minute of a goal) →

3. 87% (possession stat) →

4. 15/06/2025 (British date) →

Controlled Practice 2

Correct the errors

1. We won three to zero. She scored in minute 45. The match was in the 21th of March.

We won three-nil. She scored in the forty-fifth minute. The match was on the twenty-first of March.

2. Her distance covered was eleven comma eight kilometres and her sprint rate was eighty-seven percents.

Her distance covered was eleven point eight kilometres and her sprint rate was eighty-seven percent. (point not comma; percent has no plural)

Open Practice 1

Write a statistical summary of Servette Chênois's title-winning season (6–8 sentences). Include match scores, goal minutes, possession percentages, and distance stats. Write everything in words as you would say it aloud.

Open Practice 2

Prepare a 60-second radio-style summary of your last three match results. Include scores, dates, goal scorers, and at least two statistics. Write it to be read aloud.

Key Concepts

"Nil" for 0 in scores only. "Nought" or "zero" in all other contexts.
Ordinals for minutes and dates: forty-fifth, ninety-third (never "minute 45")
British dates: "the fifteenth of May" — preposition "on" before dates
Decimals: "eleven point eight" — never "eleven comma eight"
"Percent" has no plural: eighty-seven percent (not "percents")

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Chapter 21Discourse Markers and Connectors

The glue that holds your English together

Adding: also, in addition, furthermore, moreover
Contrasting: however, although, despite, on the other hand, even though

Reason/Result: because, due to / therefore, as a result, consequently
Sequencing: first, then, after that, finally
Summarising: in summary, to sum up, overall

"She scores goals. However, her pressing needs work." / "She was injured; therefore, I changed the formation." / "Overall, it was an exceptional season."

Controlled Practice 1

Choose the best connector

1. She is fast and technically gifted. _____, she is exceptional in the air — a complete forward. (adding)

2. We dominated for 80 minutes. _____, we lost 1-0 to a goal in the last ten minutes. (contrasting)

3. She was fatigued after three matches in a week. _____, I rested her on Sunday. (result)

4. _____ I am satisfied with the result, I think we can still play better. (contrasting)

Controlled Practice 2

Connect these sentences using the best discourse marker

1. The team played well. They lost 2-0. → (contrasting) _______________

Although the team played well, they lost 2-0. / The team played well. However, they lost 2-0.

2. She improved her positioning. She started the next four matches. → (result) _______________

She improved her positioning; as a result, she started the next four matches.

Open Practice 1

Write a tactical presentation for an upcoming important match (8 sentences). Use at least 6 different discourse markers to structure your ideas. Cover pressing, shape, and set pieces.

Open Practice 2

Write a season review speech for the Servette Chênois end-of-season dinner (10–12 sentences). Use discourse markers to move smoothly between achievements, difficult moments, individual players, and the future.

Key Concepts

Adding: furthermore, in addition, also, moreover
Contrasting: however, although, despite, on the other hand, even though
Result: therefore, as a result, consequently — these come at the start of the result clause
Sequencing: first / then / after that / finally
Replace "but" with "however" or "although" for a more professional tone

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Chapter 22Expressing Opinions, Agreeing, and Disagreeing

Diplomatic language for professional environments

Opinions (strong→weak):
"I am convinced that..." → "I strongly believe..." → "I think..." → "I feel..." → "In my view..."

Agreeing: "I completely agree." / "Exactly." / "That's a great point." / "Absolutely right."
Partial: "You have a point, but..." / "That may be true; however..."

Disagreeing politely:
"I'm not sure I agree." / "I respectfully disagree." / "I see it differently." / "I understand your view, but in my opinion..."

Never: "You are wrong." → Always soften: "I see it differently." / "I could be wrong, but..."

Controlled Practice 1

Identify: strong opinion / partial agreement / polite disagreement

1. "I'm not sure I agree with that assessment of her performance." →

2. "I am convinced that we need a new goalkeeper before next season starts." →

3. "You have a point — however, I think rotation is essential to keep the squad fresh." →

4. "That's a great point — I hadn't thought about it from that angle before." →

Controlled Practice 2

Write a diplomatic response to these statements

1. "She should play every single minute of every match — she's your best player."

Model: "You have a point — she is exceptional. However, I feel rotation is essential to keep her at her peak for the most important matches."

2. "The 4-3-3 isn't working. You should go back to five at the back."

Model: "I understand your view. I see it differently, though — our strengths are built around pressing and attacking width, which a back five would limit significantly."

Open Practice 1

Write a dialogue between you and the Servette Chênois sporting director about the squad for next season (10–12 lines). Agree on two points and disagree on two others. Use language from this chapter throughout.

Open Practice 2

A journalist asks: "Was the referee wrong to disallow the goal in the eighty-eighth minute?" Write your full diplomatic response (4–5 sentences). Express your view without creating controversy.

Key Concepts

Never "You are wrong" — say "I see it differently" or "I'm not sure I agree"
Partial agreement is more natural and diplomatic than flat disagreement
"I think" is softer than "I believe", which is softer than "I am convinced that"
Acknowledge the other person's view before giving yours: "You have a point, but..."
Softening: "I could be wrong, but..." / "It might be worth considering..."

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Chapter 23Describing Trends and Progress

Language for player reviews and board presentations

Upward: increase, rise, improve, grow, develop, progress
Downward: decrease, decline, drop, fall, worsen, deteriorate
No change: remain stable, level off, plateau, stay the same

Adverbs of speed/size:
rapidly / dramatically / significantly / steadily / gradually / slightly
"Her performance improved significantly."
"Goals conceded dropped dramatically."

"Her assist total rose dramatically in the second half of the season." / "Our defensive record improved significantly after the January signings." / "Possession stats remained stable throughout."

Controlled Practice 1

Describe the trend using the correct verb + adverb

1. Goals scored: 5 (autumn) → 12 (spring). → Our goal count _____ _____ in the second half of the season.

2. Injuries: 8 last season → 2 this season. → The number of injuries _____.

3. Possession: 71% → 72%. → Our possession stats _____.

4. She got much better at crossing over the season. → Her crossing _____ _____ over the course of the season.

Controlled Practice 2

Make these sentences more formal and precise

1. She got much better at crossing this season.

Her crossing improved significantly over the course of the season. / Her ability to cross the ball developed considerably.

2. We scored less in March because we were tired.

Our goal count declined slightly in March, largely due to accumulated fatigue across a congested fixture period.

Open Practice 1

Write an end-of-season development review for two players in your squad (5–6 sentences each). Describe what improved, what stayed the same, and what needs to develop next season.

Open Practice 2

Present the team's statistical trends across the title-winning season to the Servette Chênois board of directors (8–10 sentences). Use trend language, numbers, and connectors to make it professional.

Key Concepts

Verb + adverb: "improved significantly" / "dropped slightly" / "rose dramatically"
Noun phrase: "a significant improvement" / "a dramatic fall in goals conceded"
Be specific: "from X to Y" / "by 15%" / "over the course of the season"
Pairs: rise/fall, increase/decrease, improve/worsen, grow/decline
"Remain stable" and "level off" are neutral — not negative

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Chapter 24Email Writing

Matching formality to context

Formal (Swiss FA, agents, first contact):
Opening: "Dear Mr Graham," / "Dear Sir/Madam,"
First line: "I am writing to formally request..."
Close: "I look forward to hearing from you."
Sign-off: "Yours sincerely," (name known) / "Yours faithfully," (unknown)

Semi-formal (colleagues, known players, club staff):
Opening: "Dear Luisa," / "Hi Antoine,"
First line: "I hope you are doing well. I am contacting you regarding..."
Close: "Please let me know if you have any questions."
Sign-off: "Kind regards," / "Best regards,"

Controlled Practice 1

Formal or semi-formal? Fill in the correct sign-off

1. Email to the Swiss FA about a player release (you don't know the recipient's name). Sign-off: _____

2. Email to a trusted fellow coach you have met before. Sign-off: _____

3. First contact with a player's agent whose name you know (Mr Dubois). Sign-off: _____

4. Standard professional closing sentence (formal): "I look _____ _____ _____ from you."

Controlled Practice 2

Correct the formality errors

1. An email to the Swiss FA begins: "Hey, hope you're good! I wanna ask about releasing my player for the international break."

Dear Sir/Madam, / I am writing to formally request the temporary release of [player name] for the upcoming international break. / I look forward to hearing from you. / Yours faithfully,

2. An email to a friend and fellow coach ends: "I remain yours faithfully and await your prompt reply, Sir."

Much too formal for a friend. Better: "Let me know what you think. / Kind regards, Cristian"

Open Practice 1

Write a complete formal email to the Swiss Football Federation (8–10 sentences) requesting permission to use a national team player during the international break. Use appropriate opening, body with clear reasons, and formal closing.

Open Practice 2

Write a semi-formal email to a player you have left out of the squad (7–8 sentences). Explain your decision and encourage her to keep working hard. Tone: direct but supportive.

Key Concepts

Match formality to recipient: "Dear Mr [Surname]" formal / "Hi [First name]" semi-formal
State your purpose clearly in the first sentence: "I am writing to..."
Yours sincerely = you know their name · Yours faithfully = you don't
"I look forward to hearing from you." — the standard professional closing
One idea per paragraph — never mix two topics in the same paragraph

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Chapter 25Presenting Tactics and Match Analysis

Bringing everything together

This chapter is the capstone. All the grammar from previous chapters lives here — in the context where it matters most as a professional coach.

Structure: "Today I want to cover three areas: pressing, build-up, and set pieces." / "Let me start with..." / "Moving on to..." / "Finally, I want to look at..."

Video references: "In this clip,..." / "Notice how she..." / "Look at the movement here." / "The key moment is when..."

Giving instructions: "What I want from the striker is..." / "When we lose the ball, I want you to..." / "If they play out from the back, we should..."

Closing: "To sum up, the three things I want you to focus on are..." / "Does anyone have any questions?" / "Is that clear?"

Controlled Practice 1

Fill in the presentation language

1. "_____ I want to cover three areas before Sunday's match." (opening signal)

2. "_____ how the central midfielder drops to receive and immediately turns forward." (video instruction)

3. "If their goalkeeper plays long, I want both wingers to _____ the centre-backs immediately." (tactical instruction)

4. "To _____ _____, the three key points today are: press high, build right, be aggressive at set pieces." (closing)

Controlled Practice 2

Put these presentation sections in the correct order

Jumbled: Questions → Conclusion → Introduction → Set pieces → Pressing plan → Build-up play

Introduction → Pressing plan → Build-up play → Set pieces → Conclusion → Questions

Write the opening sentence of a pre-match presentation for Sunday's match.

Example: "Good morning. Today I want to cover three key areas before Sunday's match against Lausanne: our pressing trigger, how we build from the back, and our set piece plan."

Open Practice 1

Write a complete pre-match tactical presentation for Servette Chênois before an important match (10–12 sentences). Include: a clear introduction, three tactical points, and a motivational close. Use discourse markers, conditionals, and modal verbs throughout.

Open Practice 2

Prepare a 5-minute post-match analysis after a narrow defeat. Use Third Conditional to explain what went wrong, and First Conditional to show how you will respond next week. (8–10 sentences)

Key Concepts

Signal your structure at the start: "I want to cover three points today..."
Use discourse markers throughout: first / in addition / however / finally
Modals for instructions: "I want you to press..." / "You should track back..."
Conditionals for scenarios: "If they play long, we press the centre-backs."
End with clarity: summarise in three points, then invite questions

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