English for Football Coaches
25 chapters of grammar, vocabulary, and communication. Every exercise set in the world of professional football.
Servette Chênois Féminin
Geneva, Switzerland · 2025–26
This course was prepared based on the work I carried out at Servette Chênois Féminin during the 2025–26 season as the interpreter and part of the coaching staff. It was a season that ended with the Swiss Women's Super League title and the Swiss Cup. The language work that started in the dressing room, in video sessions, and on the training pitch is now here in writing, so the progress continues.
When to use it
For habits, routines, permanent facts, and general truths. The backbone of coaching manuals, schedules, and describing player tendencies.
Form
Both the contraction and the full form are correct. Use full form for emphasis: "She does not press high enough."
Irregulars: be → is / are · have → has · go → goes · do → does
"She always presses high." · "He is never late for training."
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?
5. The coach _____ (not like) players who _____ (arrive) late.
6. _____ your goalkeeper _____ (distribute) the ball quickly?
7. The striker _____ (score) in nearly every home match this season.
8. They _____ (not press) high enough. The opposition _____ (have) too much time.
1. She don't press high enough. Every match she loose the ball in dangerous positions.
2. The team play a 4-3-3 but she prefer a 4-2-3-1 system.
3. He never arrive on time and the manager always remind him before matches.
4. Do she reads the game well? Yes, she always know where the space is.
5. The club don't want to sign players who doesn't speak any English.
Describe the typical weekly routine at your club (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.
Write 6 sentences about the habits and characteristics of your best player. What does she/he do well? What doesn't she/he do?
- 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"
Truly irregular verbs (3rd person)
Football verbs: he / she / it (3rd person singular)
When to use it
For actions happening right now, around this period, or temporary situations. Also for fixed and near-future arrangements.
Form
Both the contraction and the full form are correct. Use full form for emphasis: "She is not pressing hard enough."
Ends in -e? Drop the -e: make → making, come → coming.
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 National Stadium.
5. _____ the players _____ (run) the drills correctly this morning?
6. The striker _____ (not train) today because she _____ (recover) from a knock.
7. _____ you _____ (plan) any changes for the second half?
8. Look at the number 10. She _____ (run) into space brilliantly behind their defensive line.
1. She is press too high and leave space behind her every time.
2. I am understanding why she is not tracking the runner, but she need to do it.
3. Are the squad working hard in pre-season? Yes, they train every day.
4. She improve so much this month. The manager is happy with her progress.
5. I am knowing she is tired but we are needing her for this game.
Write 6 sentences about what is happening in today's training session at your club. What is each group working on? What is one player doing particularly well right now?
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.
- Structure: subject + auxiliary (am/is/are) + verb-ing. Always three parts.
- For NOW: "She is pressing." For AROUND NOW: "She is improving this season." For TEMPORARY: "I am working in Lyon this month."
- Also for fixed future arrangements: "We are playing on Saturday."
- State verbs do not use -ing. They describe mental or emotional states, not physical actions.
- State verbs: know, understand, believe, like, want, love, prefer, need, seem, mean, own, have (possession)
- I am knowing → I know the answer. · She is believing → She believes the coach.
- Single vowel verb + consonant at the end? Double the consonant when adding -ing. run → running, stop → stopping.
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 about results.
Form
Base verb after didn't, never add -ed: "She didn't score" not didn't scored.
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.
5. Arsenal _____ (score) twice in injury time and _____ (win) the match three-two.
6. The manager _____ (not speak) to the press after the defeat at Liverpool last Saturday.
7. _____ the squad _____ (travel) by bus or by plane to Porto for the away leg?
8. She _____ (take) the corner, the ball _____ (fall) to the striker, and she _____ (score).
1. She catched the ball perfectly and goed forward with real pace before she scored.
2. Did she scored the winning goal? Yes, she scored it in the last minute.
3. The coach didn't changed the formation until the 70th minute, and by then it was too late.
4. Bayern Munich losted in the semi-final after they maked two defensive errors in five minutes.
5. When did the manager leaved the club? She announced her decision yesterday morning.
Describe your best result this season in detail (8 sentences). Where did you play? What happened? Who scored? How did the team perform?
Describe a match that didn't go as planned this season (6 sentences). What went wrong? What did you change? What did you learn?
- For completed actions with a specific time in the past: yesterday, last week, in 2024
- Regular: verb + -ed. Irregular: win→won, go→went, make→made, lose→lost
- Negative: didn't + base verb. Never didn't won → didn't win
- Question: Did + subject + base verb? Never Did she scored? → Did she score?
- Learn the 30 most common irregular verbs. They appear in every match report.
When to use it
For past actions with a connection to the present: results, achievements, experiences, and recent events. No specific past time.
Form
1. The club _____ already _____ (sign) three new players for next season.
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?
5. Real Madrid _____ just _____ (announce) a new signing from Benfica.
6. The squad _____ (train) every day this week in preparation for the semi-final.
7. _____ you _____ (see) the video analysis of Sunday's match yet?
8. She _____ (never / miss) a training session since she joined the club in January.
1. She has scored the winning goal yesterday. (correct or change?)
2. We have never won the double before. This is historic. (correct or change?)
3. She has worked at Lyon last year and gained a lot of experience there.
4. Have you heard the news? The club signed a new goalkeeper yesterday.
5. I have coached this squad since three years and I have learned so much from these players.
Write about what your team has achieved this season (6-8 sentences). Use just, already, never, and so far at least once each.
Write about your coaching career so far (6 sentences). What have you learned? What have you achieved? What experiences have shaped you?
- have/has + past participle. Connects past action to the present moment.
- Keywords: just, already, yet, ever, never, so far, recently, this season
- Never use a specific past time with Present Perfect. has scored yesterday → scored yesterday
- just = very recently. already = sooner than expected. yet = expected but not happened yet.
- For life experiences: "Have you ever coached abroad?" "Have you worked in Europe?"
When to use it
Three forms for the future, each with a different meaning. Using the wrong one is a noticeable mistake in professional coaching contexts.
Form
Contractions: I'll, she'll, we'll, they'll. Negative: won't (= will not).
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 _____ (fly) to Madrid next Thursday for the away leg. Flights booked.
4. Look at that run. She _____ (score). Nobody can stop her now.
5. "I promise I _____ (call) you straight after the match with the result." (promise)
6. We _____ (meet) the sporting director on Tuesday at ten. It is confirmed.
7. I think Barcelona _____ (win) the title this year. They look very strong right now.
8. She _____ (start) the next match. I decided this morning. She deserves it.
1. I going to call the federation tomorrow about the player release.
2. We will playing in the cup final on Sunday evening at seven o'clock.
3. She is going score three goals today. I am sure of it. Watch her in the warm-up.
4. Look at that shot coming! She will to score. The goalkeeper cannot reach it.
5. The team travels to Lisbon on Friday and they will to return on Sunday evening after the match.
Write about your plans for next season (6-8 sentences). Include signings, training changes, and tactical decisions. Use all three future forms at least once each.
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.
- will = spontaneous decision or prediction made in the moment. "She'll score today."
- going to = plan already decided, or prediction with visible evidence. "We are going to press high."
- Present Continuous = fixed arrangement in the diary (time + place confirmed). "We are playing on Saturday."
- Never will + -ing. I will playing → I will play or I am playing
- Contractions natural in speech: I'll, she'll, we'll, they'll. Negative: won't.
When to use them
Modal verbs express ability, obligation, advice, and possibility. The rule is simple: modal + base verb always: no -s, no -to, no -ing.
Form
mustn't = forbidden. don't have to = not necessary (very different meaning).
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.
5. You _____ rest her for this game. She is carrying a knock.
6. She _____ not miss training without telling me first. That is the rule at this club.
7. "_____ she play through the pain or _____ she sit out the match?" (ability question)
8. Ajax _____ win the title this season. They have the squad for it, but it is not certain.
1. She must to press higher. The director has been very clear about this.
2. Can she to play on Sunday? Yes, she can plays if she trains on Friday.
3. Players don't have to arrive early tomorrow. Training is cancelled this once.
4. She should to improve her positioning. The coach told me she is struggling.
5. He mights start on Saturday if the scan comes back clear, but we are not sure yet.
Write the training ground rules for your squad (6-8 sentences). Use must, can, should, and may at least once each. Think about punctuality, attitude, nutrition, and recovery.
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.
- Modal + base verb always. No -s, no to, no -ing after the modal.
- must = strong obligation (rule). should = advice (not a rule).
- can = present ability. could = past ability or polite possibility.
- might/may = possibility. must = certainty deduction ("She must be tired").
- mustn't = forbidden → different from don't have to (= not necessary).
When to use them
Comparatives compare two things. Superlatives rank one thing above all others. Both are essential for player reviews, scouting reports, and press conferences.
Form
Double consonant: big→bigger, hot→hotter, fit→fitter. Drop -e: nice→nicer.
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.
5. Roma were _____ (organised) than us in the first half but we dominated after the break.
6. She is not _____ (tall) as the centre-back, but she wins _____ (many) aerial duels.
7. That was _____ (bad) performance of the season. We need to speak honestly about it.
8. Inter Milan are the _____ (fit) team in the league. Their stats show it clearly.
1. She is more fast than the defender and she is the most better in the air in our squad.
2. This was the most worst defeat of my coaching career. We need to respond strongly.
3. She is more strong than last season and she works more hard than anyone in the squad.
4. Lyon were the most best team in the group stage. Better than anyone else by far.
5. She is as faster as the right back. They can both cover the same distance in the same time.
Compare two players in your squad (6-8 sentences). Compare their speed, technical ability, leadership, and work rate. Use comparatives and superlatives throughout.
Compare this season with last season (6 sentences). What was better? What was harder? What was the most important difference in your team's performance?
- Short (1–2 syllables): faster, fitter, harder, the fastest, the fittest
- 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 season." Superlative + the: "the best season."
- Common errors: more fast → faster. most worst → worst. most best → best.
When to use them
Prepositions of time and place are among the most commonly misused features in coaching English. The three key ones (AT, IN, ON) each follow clear patterns once you learn them.
The three key prepositions
Football phrases to remember
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 _____ Milan _____ this season.
5. She was _____ the bench for the first leg but started _____ the second leg.
6. _____ half-time, I asked the forwards to stay higher _____ the pitch.
7. The press conference takes place _____ the press room _____ Sunday morning.
8. The winger scored from _____ the box _____ the last minute _____ the match.
e.g. She scored from outside the box with her weaker foot. / The striker stayed calm and finished from inside the six-yard area.
1. She arrived at the stadium in Monday and trained at the afternoon session.
2. In the half-time, I told the team to press higher in the second half.
3. The goalkeeper was in the stadium but she could not play because of the injury.
4. We scored on the last minute after a corner kick at the right side of the box.
5. She plays in the left wing and is usually positioned at midfield when we build up.
Describe a typical match day from morning to kick-off (6-8 sentences). Focus on time prepositions: at what time does each thing happen?
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?
- AT: exact times, specific venues/events (at 3pm, at the stadium, at half-time)
- IN: months, years, longer periods, enclosed spaces (in March, in the first half, in the box)
- ON: days, dates, surfaces, sides (on Saturday, on the 3rd of June, on the pitch, on the left wing)
- "At the weekend" (British) vs "on the weekend" (American)
- Fixed phrases: at home/away, at full-time, in extra time, in midfield, on the bench, on the pitch
When to use them
Questions are central to coaching: press conferences, player interviews, team meetings. The most common error is forgetting the auxiliary verb.
Form
Wh- words: who, what, when, where, why, how, how many, how long, how often.
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 _____ the team _____ (score) so far this season?
5. _____ _____ the team improve so much this season? (Ask about the reason)
6. Add a question tag: "The coach isn't happy with the result, _____?"
7. _____ _____ times _____ she train each week during the international break?
8. Add a question tag: "Feyenoord won the league last season, _____?"
1. Why she didn't press the centre-back in the second half? I don't understand.
2. She is a fantastic leader, isn't it? The whole squad follows her in every session.
3. What does she trains every morning to stay so sharp technically?
4. How long she has been at this club? I think it is her third season.
5. She can play on both wings, can she? That makes her very useful for rotation.
Write 8 questions you would ask a player you are considering signing: about her experience, her style, her availability, and her motivation.
Write 6 questions that a journalist asked you after winning the league title. Then write a one-sentence answer to each one.
- Yes/No: auxiliary + subject + base verb? "Is she fit?" "Did she score?" "Has she trained?"
- Wh-: question word + auxiliary + subject + base verb. Never Why she dropped → Why did she drop?
- Question tags: positive statement → negative tag. Negative → positive tag.
- Tag must match the subject: "She played well, didn't she?" Never isn't it.
- Press conference openers: "What was your reaction when...?" / "How did you feel after...?"
When to use them
Some nouns can be counted (a goal, three players). Others cannot (advice, progress). Using an article or plural with an uncountable noun is a very common and noticeable error.
Form
Question: How many + countable noun?
Question: How much + uncountable noun?
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 the club in January.
5. We bought _____ new training equipment for the pre-season camp in Seville.
6. I gave the squad _____ specific feedback after each match and it made _____ real difference.
7. How _____ players are available? How _____ preparation time do we have?
8. She showed _____ great confidence this week. It is _____ real sign of her progress.
1. Can you give me an advice about the formation? I need some informations from you.
2. We bought two new equipments and the players need a fitness before the season starts.
3. She gave us some real knowledges about pressing that changed how we train completely.
4. The club needs many more progresses before they can compete at European level.
5. I sent her some feedbacks after every session but she didn't respond to any of them.
Write about what your team needs for next season (6-8 sentences). Use both countable and uncountable nouns: players, signings, equipment, fitness, communication, confidence, and sessions.
Write an email to your sporting director requesting resources for next pre-season (6 sentences). Include both countable things (players, sessions) and uncountable things (time, information, feedback).
- Uncountable: advice, information, equipment, feedback, progress, training, fitness, confidence
- Never an advice or two informations. No plural, no a/an.
- How many? → countable. How much? → uncountable.
- some = positive sentences. any = questions and negatives.
- To count the uncountable: "a piece of advice" / "a training session" / "a piece of information"
When to use them
Articles are the most common source of small errors in coaching English. The rules are learnable once you understand the logic behind each one.
Form
an before vowel sounds: an hour, an important match, an unforgettable season.
No article: cities (Madrid, Glasgow), countries, sports, languages, meals.
1. She is _____ most consistent player I have ever coached in _____ professional football.
2. We played _____ important cup final at _____ Emirates Stadium 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.
5. She is _____ excellent goalkeeper but she needs to work on _____ distribution.
6. _____ coach I replaced at Atletico Madrid was very experienced and respected.
7. We need _____ new striker and _____ experienced midfielder for next season.
8. She plays _____ football for _____ France and speaks _____ English very well.
1. She is an striker who plays the football in a Swiss league.
2. The football is beautiful sport. I love the coaching at the professional level.
3. I had a best season of my career this year. Winning the title was absolutely incredible.
4. A press were outside the stadium after a match and wanted to speak with me immediately.
5. She is the winger, not the midfielder. She has played in right side her whole career.
Write a description of an important match you coached this season (6-8 sentences). Pay careful attention to your articles throughout.
Write about your training facilities (5-6 sentences). Describe specific facilities (the changing room, the pitch) and make general statements about training (no article).
- a/an = first mention or one of many. an before vowel sounds: an hour, an important match
- 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)
- Always use the: the press, the media, the radio, the internet, the final
When to use them
Conditionals describe cause and effect. Zero = always true (rules, facts). First = real future possibility. Both are central to coaching language: setting rules, giving instructions, describing plans.
Form
Use for facts, scientific truths, and club rules that are always true.
NEVER "will" in the if-clause. If we will press → If we press
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)
5. If Celtic _____ (win) on Saturday, they _____ (go) top of the league for the first time this season.
6. If players _____ (eat) badly before a match, they _____ (not perform) at their best. (Zero)
7. If the scan _____ (come back) clear, I _____ (include) her in the squad for the final.
8. Unless she _____ (improve) her positioning, she _____ (not start) next month. (= if not)
1. If we will press high, we will win more balls in their half.
2. If she drops off too early, the midfielder will has too much time on the ball.
3. If you don't rest, you will to struggle in the second half. It always happens.
4. If Roma will score first, we need to change the plan and press much higher immediately.
5. She always performs great if she has rest. The results proved this every time this season.
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?
Write 5-6 training ground rules for your squad using Zero Conditional. Make them clear and direct. These are the kind of rules you actually use with your players.
- 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 → If we press
- The if-clause can come first or second: "We'll win if we press high." = same meaning.
- "Unless" = "if not": "Unless she recovers, she won't play."
When to use it
The Second Conditional describes imaginary situations: things that are unlikely, hypothetical, or contrary to current reality. Essential for interviews, strategic discussions, and what-if thinking about your squad.
Form
"were" is correct for all persons (formal). "was" is common in speech: "If I was the coach..."
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) if you _____ (can) change one thing about this squad?
4. If Atletico Madrid _____ (offer) you the job tomorrow, _____ you _____ (accept) it?
5. If we _____ (play) in the Champions League, the whole club _____ (grow) massively.
6. She _____ (improve) faster if the coaching staff _____ (give) her more individual sessions.
7. If I _____ (be) the agent, I _____ (advise) her to move to a bigger club this summer.
8. What _____ the manager _____ (do) if the federation _____ (refuse) the player release?
1. If she will track back, she would be the complete midfielder and I would play her every week.
2. If I am the director, I would invest in the goalkeeping position immediately.
3. If she would train harder, she would definitely start every match next season.
4. I would signed her immediately if she were available. She is exactly what we need.
5. If we had more budget, we will sign two new defenders and a central midfielder.
Write about your dream scenario for your club 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?
Write what you would change about your current squad if you could change three things (6 sentences). Be honest: use Second Conditional throughout.
- If + past simple, would + base verb. For imaginary or unlikely situations.
- "were" is correct for all persons (formal). "was" is 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 interviews, board meetings, and strategic thinking about the club.
When to use it
The Third Conditional describes a past situation that did NOT happen, and imagines a different outcome. Essential for post-match analysis, video sessions, and honest reflection on decisions.
Form
NEVER "would have" in the if-clause. If she would have pressed → If she had pressed
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.
5. If River Plate _____ (score) first, we _____ (need) to completely change our approach.
6. The team _____ (not survive) in the league if the goalkeeper _____ (not save) that penalty.
7. If I _____ (speak) to her earlier in the week, she _____ (be) more prepared mentally for the final.
8. _____ we _____ (win) the title if she _____ (not get) injured in March?
1. If she would have pressed higher, we would have won the ball back in time.
2. If they hadn't score in the 88th minute, we would have progressed to the final.
3. If I had changed the formation, we would won. It was a mistake to wait so long.
4. We wouldn't have lost if the referee didn't give that penalty in the 90th minute.
5. If she had score earlier, we would have had more time to manage the match.
Analyse your most important victory this season using Third Conditional (6 sentences). Identify 3 key moments: what would have happened if they had gone differently?
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.
- If + past perfect (had + pp), would have + past participle
- For situations that did not happen: imagining a different past outcome
- Contracted speech: "If she'd pressed... we'd have scored." Very natural in coaching conversations.
- Perfect for video analysis, post-match review, and honest coaching reflection
- NEVER "would have" in the if-clause. If she would have pressed → If she had pressed
When to use them
Phrasal verbs combine a verb + particle to create a new meaning. They are everywhere in spoken English and in coaching conversations. Learning them is what makes your English sound natural, not just correct.
Must know
Nice to incorporate
1. She _____ _____ from injury two weeks ahead of schedule. Incredible commitment.
2. We need to _____ _____ their crosses from the right wing. Three goals conceded this way is too many.
3. The team needs to _____ _____. We are 1-0 down with 20 minutes left.
4. If we _____ _____ in the last ten minutes again, we will drop points. (lose concentration)
5. She always _____ _____ in the big matches. She never gives up when it counts most.
6. I need to _____ _____ my experience from coaching in Portugal when I give this talk.
7. The session was _____ _____ because of the storm. We will re-schedule for Thursday.
8. I need to _____ _____ the options and decide which formation gives us the best chance.
1. drop off / build up / bounce back / track back / come up with. Match each to: (a) Recover well after a defeat. (b) Develop play from the back. (c) Think of a new idea or plan.
2. put across / come across / break down / stand out / pick up. Which verb means: (a) appear to others in a certain way, (b) analyse in detail, (c) learn informally?
3. Use one of these in a sentence: "She really _____ _____ in the second half. I've never seen her play at that level before."
4. Correct this sentence: "The manager decided to call off the match because the pitch was dangerous, so the players had to switch off and come back the next day."
5. Correct the error: "She come across very professional in the interview and the club decided to bring in her immediately."
Describe a tactical change you made during an important match this season (6 sentences). Use at least 5 phrasal verbs from this chapter.
Write about how you managed a key player's return from injury this season (6 sentences). Use at least 4 phrasal verbs.
- Phrasal verb = verb + particle with a new combined meaning. Often unpredictable from the individual words.
- Separable: "set up the team" or "set the team up". Both are correct.
- Inseparable: "come back from injury". Cannot be separated.
- With pronouns: always separate. "bring her in" ✓, never "bring in her" ✗.
- Using phrasal verbs fluently is what separates intermediate from advanced speakers.
When to use it
The passive voice shifts focus onto what happened rather than who did it. Used constantly in match reports, official communications, and announcements where the action matters more than the actor.
Form
"by + agent" is optional: omit when obvious or irrelevant.
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.
5. Peñarol will invite three coaches to the pre-season summit in Montevideo. → Three coaches _____ to the summit.
6. The club has released her from her contract. → She _____ from her contract.
7. They postponed the match because of the heavy rain. → The match _____ because of the heavy rain.
8. The federation is reviewing the decision right now. → The decision _____ right now.
1. "The goal was scored in injury time." Why passive here? Is it correct?
2. "The manager coached the team to a historic title." Why active here? Is it correct?
3. "Three players were called up the national squad for the June window." Correct the error.
4. "The contract has signed by both parties and will announce next Friday." Correct the errors.
5. "Two players were select for the national team and they will invite to the training camp in Madrid." Correct the errors.
Write a match report for an important cup final (8 sentences). Use passive voice at least 5 times naturally: for goals, substitutions, decisions, and key moments.
Write a formal club announcement (5-6 sentences) using passive voice. Choose one: a squad selection, a contract renewal, or a scheduling change.
- Passive = subject receives the action: be (correct tense) + past participle
- Tense comes from "be": was/were, will be, has/have been, is/are 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 and personal in team talks.
When to use it
When you report what someone said, tenses shift back one step. Essential for press conferences, director meetings, and sharing player conversations in professional English.
Form
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.
5. "We must improve our pressing." (the director) → The director said that we _____ improve our pressing.
6. "Where did she play last season?" (the scout) → The scout asked where she _____ the previous season.
7. "I scored the winner here last year." → She said she _____ the winner _____ the year before.
8. "Will you renew the contract?" (the press) → The press asked _____ I _____ renew the contract.
1. She told that she was happy. / She said me she would arrive early.
2. He asked me where does she train and what is her contract situation.
3. The captain told that the team played well and that they will try harder next match.
4. She said me she can come back from injury by Friday and that she wants to train today.
5. The journalist asked when did the manager decide to change the formation in the second half.
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.
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?
- 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, here→there
- Reported questions use statement word order. Never she asked where did I train → she asked where I trained
- "That" is optional: "She said (that) she was ready."
When to use it
Many verbs must be followed by either a gerund (-ing) or an infinitive (to + verb). The wrong choice is a very noticeable mistake in professional English.
Form
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.
5. The board decided _____ (invest) in a new sports science team before pre-season.
6. She kept _____ (make) the same positioning error in the second half.
7. I suggest _____ (add) a transition drill to every session this week.
8. She refused _____ (sign) the contract without speaking to her agent first.
1. She wants playing more minutes. / I enjoy to coach at this level. / She practises to shoot every day.
2. She stopped to press in the 80th minute when she got tired.
3. We decided changing our shape before the second half and avoided to take risks in our own half.
4. She is very good at to defend one-on-one and she doesn't mind to play out of position when needed.
5. The squad finished to train at 6pm and then agreed holding a team meeting to review the footage.
Write about your training philosophy (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?
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).
- 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."
- Never She wants playing more minutes. → She wants to play more minutes.
When to use them
Adjectives describe nouns; adverbs describe verbs, adjectives, or other adverbs. Using them correctly makes your coaching English precise and professional.
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.
5. After the warm-up she felt _____ (confident) and moved _____ (fluid) through the drills.
6. The squad reacted _____ (immediate) and pressed _____ (intense) in the final ten minutes.
7. It was an _____ (absolute) incredible finish. I have never seen a _____ (powerful) strike like that.
8. The defender played _____ (calm) and read the game _____ (intelligent) throughout.
1. She pressed very hardly in the first half and played good under pressure throughout.
2. It was very absolutely essential that she trained before the final. No exceptions.
3. The match was incredible difficult and we needed to work hardly to get the result.
4. She is a highly-experienced and absolute brilliant defender who plays calm under pressure.
5. The team played good in the second half and the performance was quite perfectly.
Write a performance review for one player from your team (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.
Describe your coaching style to someone who has never seen you work (6 sentences). Use descriptive adjectives and adverbs to paint a clear picture.
- Adjectives describe nouns; adverbs describe verbs, adjectives, or other adverbs
- Irregular adverbs: good→well, fast→fast, hard→hard (no -ly)
- Never She played good. → She played well. (after a verb, use adverb)
- Graders: slightly / quite / very / extremely. With extreme adjectives: absolutely only
- Never very absolutely brilliant → absolutely brilliant
When to use them
Speaking numbers correctly is one of the most immediate signals of professional English. Football has specific conventions for scores, minutes, and statistics.
Form
1. 3-0 (football score) →
2. 93' (minute of a goal) →
3. 87% (possession stat) →
4. 15/06/2025 (British date) →
5. 11.8 km (distance covered) →
6. 1-1 (draw score) →
7. 45+2' (stoppage time goal) →
8. 24,500 (stadium capacity) →
1. We won three to zero. She scored in minute 45. The match was in the 21th of March.
2. Her distance covered was eleven comma eight kilometres and her sprint rate was eighty-seven percents.
3. The final was played in the 3th of May and we defeated our opponents two to one in extra time.
4. The stadium holds fifteen thousands supporters and the average attendance is twelve thousand and six hundred.
5. She scored nil goals but had eight point five expected goals across the season, a bad luck story.
Write a statistical summary of your team's best recent season (6-8 sentences). Include match scores, goal minutes, possession percentages, and distance stats. Write everything in words as you would say it aloud.
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.
- "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 → the forty-fifth minute
- British dates: "on the fifteenth of May" (preposition "on" before dates)
- Decimals: "eleven point eight" — never eleven comma eight
- "Percent" has no plural: eighty-seven percent (never percents)
When to use them
Discourse markers are the glue that holds professional English together. They signal to the listener how ideas are connected: adding, contrasting, explaining results, or sequencing.
Form
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)
5. She trained all week. _____ the injury prevented her from playing in the final. (result)
6. _____ a strong defensive structure, Boca conceded three goals from set pieces. (contrasting)
7. _____, we warmed up. _____, we reviewed the opponent's shape. _____, we took the pitch. (sequencing)
8. She has excellent vision and can play multiple positions. _____, she is one of the most versatile players at the club. (summarising)
1. The team played well. They lost 2-0. (contrasting)
2. She improved her positioning. She started the next four matches. (result)
3. The budget was limited. The club signed three quality players. (contrasting)
4. She is strong on the ball. She also contributes defensively. She is a box-to-box midfielder. (adding + summarising)
5. The referee made two controversial decisions. The manager remained calm. (contrasting)
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.
Write a season review speech for an end-of-season dinner (10-12 sentences). Use discourse markers to move smoothly between achievements, difficult moments, individual players, and the future.
- Adding: furthermore, in addition, also, moreover
- Contrasting: however, although, despite, on the other hand, even though
- Result: therefore, as a result, consequently. Place them at the start of the result clause
- Sequencing: first / then / after that / finally
- Replace "but" with "however" or "although" for a more professional tone
When to use it
Diplomatic language is essential in director meetings, press conferences, and player conversations. Professional English uses a scale from strong opinion to polite disagreement, never blunt confrontation.
Form
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." →
5. "I respectfully disagree. I believe we have enough quality in the squad already." →
6. "I see your point. That said, I feel the data supports a different conclusion." →
7. "It seems to me that we need more creativity in midfield for the spring campaign." →
8. "Absolutely. That's exactly the analysis I shared with the board last week." →
1. "She should play every single minute of every match. She is your best player."
2. "The 4-3-3 isn't working. You should go back to five at the back."
3. "The budget should go entirely on one big signing, not spread across the squad."
4. "You should have changed the system at half-time. It was obvious it wasn't working."
5. "The league title was great, but the cup exit was a real failure." (journalist, press conference)
Write a dialogue between you and the 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.
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.
- Never You are wrong. → 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..."
When to use it
Trend language is essential for player reviews, board presentations, and scouting reports. It allows you to describe change precisely and professionally, not just "she got better."
Form
1. Goals: 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.
5. Attendance at River Plate dropped a little after the mid-season slump. Attendance _____ _____ during that period.
6. Her sprint numbers went up fast between September and December. Her sprint output _____ _____ in that period.
7. Defensive errors: 14 (first half) → 15 (second half). Defensive errors _____ throughout the season.
8. The team's pressing intensity declined sharply after the main striker got injured. (Write the complete formal sentence.)
1. She got much better at crossing this season.
2. We scored less in March because we were tired.
3. our defence was about the same all year, not great, not terrible.
4. Attendances went up loads after the cup run started.
5. She got worse at set pieces when she started playing more minutes and got tired.
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.
Present your team's statistical trends across a recent season to the board of directors (8-10 sentences). Use trend language, numbers, and connectors to make it professional.
- Verb + adverb gives precision: "improved significantly" / "dropped slightly" / "rose dramatically"
- Noun phrase alternative: "a significant improvement" / "a dramatic fall in goals conceded"
- Be specific: "from X to Y" / "by fifteen percent" / "over the course of the season"
- Pairs: rise/fall, increase/decrease, improve/worsen, grow/decline
- "Remain stable" and "level off" are neutral, not negative
When to use it
Professional email writing requires matching formality to context. Too casual with a federation reads as unprofessional; too formal with a colleague reads as cold. Both lose you credibility.
Form
1. Email to the national 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 several times. Sign-off: _____
3. First contact with a player's agent whose name you know (Mr Dubois). Sign-off: _____
4. Formal professional closing: "I look _____ _____ _____ from you."
5. Opening for a formal email to FIFA (name unknown): "_____"
6. You know the recipient's name is Ms O'Brien. Formal opening: "_____"
7. Semi-formal first sentence after "Hi Clara,": "I _____ you are doing well."
8. Formal statement of purpose: "I am _____ _____ request a meeting to discuss the player's contract."
1. An email to the national FA begins: "Hey, hope you're good! I wanna ask about releasing my player for the international break."
2. An email to a friend and fellow coach ends: "I remain yours faithfully and await your prompt reply, Sir."
3. Opening of a formal email to a federation where you know the name: "Hey Maria! Hope everything is great with you. Quick question about our next fixture..."
4. Semi-formal email to a player ends: "Yours sincerely, Coach. P.S. It's all very important so please respond as a matter of absolute urgency."
5. An agent receives: "Dear Sir/Madam, I wanna sign your player. She's brilliant. Can you let me know what she costs? Thanks."
Write a complete formal email to a national football federation (8-10 sentences) requesting permission to use a player during an international break. Use appropriate opening, body with clear reasons, and formal closing.
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.
- 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." This is the standard professional closing.
- One idea per paragraph. Never Hey, hope you're good! I wanna ask about... in formal contexts
The capstone chapter
This is where everything comes together. All the grammar from previous chapters lives here, in the context where it matters most. A coach who can present tactics clearly in English has a genuine professional edge.
Form
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)
5. "_____ _____ with our defensive shape. This is where our structure begins." (starting a section)
6. "_____ _____ to our build-up play. This is where we create the space." (transitioning between sections)
7. "_____ anyone have any _____?" (closing invitation)
8. "The _____ moment is when the left back overlaps. Watch what the central midfielder does here." (video highlight)
1. Put these sections in the correct order: Questions → Conclusion → Introduction → Set pieces → Pressing plan → Build-up play
2. Write the opening sentence of a pre-match presentation for a cup final against a high-pressing team.
3. Write a video-clip instruction: the full-back has made an overlap run that created the goal.
4. Write a tactical instruction for what you want when the team loses the ball in the opponent's half.
5. Write a three-point closing summary for a pre-match presentation covering pressing, set pieces, and mentality.
Write a complete pre-match tactical presentation for an important upcoming match (10-12 sentences). Include: a clear introduction, three tactical points, and a motivational close. Use discourse markers, conditionals, and modal verbs throughout.
Prepare a post-match analysis after a narrow defeat (8-10 sentences). Use Third Conditional to explain what went wrong, and First Conditional to show how you will respond next week. Then close with a motivational message to the squad.
- Signal your structure at the start: "Today I want to cover three areas..."
- Use discourse markers throughout: first / moving on to / finally / to sum up
- 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: three-point summary, invite questions, close decisively