ENC12 - Module 5 Spirit in Sport

Road map 5 "Spirit in sport"
In this module, you will learn about sports and the many sides of sport life. At the end, you will
acquire the necessary skills to:
• report what someone else has said using a variety of reporting verbs
• write an expository or argumentative essay using the 5-paragraph structure
• carry out a successful informal interview of a classmate on a specific topic
We will work on:
• vocabulary related to sports
• reported speech and reporting verbs
• word-formation by clipping and blending
• semivowel sounds /j/ and /w/
Learning about it
• Listening and grammar. Listening comprehension about different sportspeople;
exercises to revise the use of reported speech and learn reporting verbs.
• Reading and vocabulary. Reading comprehension on sports injuries in young
athletes; practise on the word-formation mechanisms of clipping and blending.
• Speaking. Explanation about how to conduct successful informal interviews;
pronunciation of semivowels /j/ and /w/.
• Writing. Description of the structure and features of an expository and argumentative
essays; practise on avoiding noun stacks.
Communicating and sharing
• Collaborative glossary. As a whole class group, create a glossary with the new words and
expressions related to sports and the world of sport that you have learnt in this module.
You will have to participate in AT LEAST ONE of the forums described below. Don't be afraid to
speak your mind!
• Sport science: mediate to explain scientific facts about sports.
• Unusual games and sports: explain why you consider some sports should be Olympic
(or not), or describe the rules of a game you used to play.
• Sport story: tell a real story from the world of sports.
Working on it.
• Interview a classmate.
• Write an expository or argumentative essay from sport quotes.
Follow-up
• A collection of links to learn more about different aspects of this module.
Whenever this symbol appears, pay special attention. It means that face-to-face classwork
will ensue from the virtual material, so you should be ready for it.
Learning about it
5.1 Reading and vocabulary
Warm-up
Before you read
Most people who practise sport at some point in their lives have at least one of two things in
common, if not both of them: they enjoyed sports when they were children or teenagers, and they
have had some kind of sport-related injury.
We are going to read a research article about injuries in young athletes. Before you start, reflect on
the topic:
Can you predict what the article is going to be about?
• Have you had any injuries because of sports? Can you name some typical sport-related
injuries, whether they be minor or serious?
English C12_Module 5 Spirit in sport 1

• What is your opinion of youth sports? Do you think they are getting too professionalized?
• How important should physical activity be in regular education? Do you think the average
person has learnt the basic notions about exercising and nutrition?
Reading
"Your biggest opponent isn't the other guy. It's human nature." - Bobby Knight
Injury Risk Factors in Elite Youth Sports
Below you will find a scientific report on the factors that affect injury risk in young athletes. The
paragraphs in the text have been organized and labelled to facilitate reading.
Read through the article and do the activities below.
Paragraphs 1A-1C
Participation in youth sports is increasingly popular and widespread. Trends over recent decades
show that the number of participants in some sports keeps growing, particularly in girls. In the
USA, for example, more than 38 million under 18 participate in organized sports each year. At the
same time, the duration and intensity of training has increased, earlier specialization and year-round
training have become more common, and the skills practiced have become harder and more
sophisticated.
Sport is by its very nature competitive and performed at every age level, with elite young athletes
at the top of the performance pyramid in youth sports. By “elite young athlete” we mean one who
has superior athletic talent, undergoes specialized training, receives expert coaching, and is exposed
to early competition. It is not uncommon for young talented athletes from 12 to 13 years of age to
train 15–20 hours per week at regional training centers, or for 6 to 8 year-olds to play organized
team sports and travel with select teams to other towns and communities to compete against other
teams of similar caliber. National and international elite youth competitions are organized in various
age strips from 13 to 21, and they have also become important showgrounds where young talented
athletes are identified for a future professional career.
Engaging in sports activities at a young age has important physical health benefits, but it also
involves risk of physical injury, sometimes disability or even sudden death. This is particularly true
at the elite level, given the intensive training programs and high-frequency participation in sports
events (for instance, posttraumatic knee and ankle osteoarthritis – characterized by joint pain and
disability as a result of cartilage loss, joint space narrowing, and osteophytosis – is one of the most
common chronic health conditions and a leading cause of pain and disability among adults). The
young athlete may also incur psychological conditions or depression as a consequence of excessive
parental pressure, emotionally abusive coaching behaviors, or bullying and hazing behaviors from
teammates. In addition to the immediate health care costs, these injuries may have long-term
consequences on physical and psychological health, resulting in reduced levels of physical activity
and, ultimately, reduced wellness.
Paragraph 2
Elite youth athletes are particularly vulnerable to injury due to such growth-related factors as the
adolescent growth spurt, susceptibility to growth plate injury, age- and maturity-associated
variation, longer recovery and differing physiological response after concussion, and nonlinearity of
growth. They might also be at risk because of immature or underdeveloped coordination, skills, and

perception. Concern has also been raised regarding young female athletes who may be at increased
risk of noncontact anterior cruciate ligament (ACL) injuries due to hormones and menstrual cycle,
neuromuscular characteristics, muscle strength, and flexibility. The more frequent and intensive
training and competition of young elite athletes is, the easier it is to for these potential risk factors to
exert their influence.
Paragraph 3
Additionally, more and more pressure to succeed in sport has led to earlier sport specialization,
overtraining, increasing rates of overuse injury, and sport burnout. Sport burnout is a consequence
of chronic stress that results in a young athlete stopping participation in a previously enjoyable
sport. Burnout is caused by sport specialization, time conflicts or interest in other activities, or
perhaps a particular psychological stressor. Overtrained elite youth athletes are more likely to have
frequent upper respiratory tract infections, muscle soreness, sleep disorders, mood disturbances,
loss of appetite, shortness of temper, decreased interest in training and competition, decreased self-
confidence, and inability to concentrate. Research on overtraining in sports has further
demonstrated the influence of physiological adjusters, such as leptin and insulin levels, on mood,
feelings, or fatigue – all of which can enhance injury risk. Yet despite enhanced risk, elite young
athletes seek professional counseling or support less often, out of fear of appearing weak, losing
training time, or losing respect of their coaches and peers.
Paragraph 4
Nutrition can also be a key element in injury risk and prevention. Most athletes and coaches are
aware of the role that a correct nutrition and adequate energy intake play in performance, but elite
athletes are at risk of developing eating disorders, especially female. Typically, male athletes are
focused on weight gain and a muscular physique, whereas for female athletes the social and cultural
pressure to be thin and lean is enhanced in the sports environment, particularly in sports where body
size, weight and shape affect performance (like gymnastics, diving, swimming, etc.). Ensuring the
proper nutrition is critical in female athletes, as long term energy deficiency can lead to the ‘female
athlete triad,’ which is characterized by low-energy availability, irregular or missed menstrual
periods, and bad bone health due to changes in hormone levels and lower estrogen production. In
addition, women athletes who report a specific eating pathology are more likely to suffer from
depression and anxiety tendencies, as well to fall into other eating disorders.
Paragraphs 5A-5B
Elite athletes are also exposed to psychological stressors on a consistent basis. Psychological
stress has been shown to influence performance by narrowing an athlete’s attention and increasing
their self-consciousness. In doing so, muscle tension is increased while exposing coordination
difficulties, thus enhancing injury risk. Causes of psychological stress can be exercise- and
competition-based or common daily life events. Worrying about athletic performance, defeat, fear
of failure and disaffection, conflicts with trainers or partners, and costs associated with exercise and
physical demands often impact the stress levels of figure skaters, golfers, and tennis players. At the
same time, pre-injury studies conclude that significant life events associated with stressors, such as
starting a new school, parents divorcing, or the death of a family member, are highly predictive of
injury occurrence.

Other psychological factors affecting risk of injury are maladaptive perfectionism and a distorted
athletic identity. A personality feature that reflects a compulsive pursuit of excellence coupled with
a tendency to engage in overly critical appraisal, perfectionism is a construct whose core elements
not only regulate different forms of achievement striving, but also give rise to psychological
processes that may lead to maladaptive outcomes. A determination to reach high standards is a must
in elite sports, but unhealthy perfectionist patterns of behavior among athletes lead to anxiety,
stress, depression, and fatigue, thus influencing both risk and severity of injury. Likewise, the
concept of athletic identity – defined as “the degree to which an individual identifies with their
athletic role” – is connected with both positive and negative performance outcomes. From a positive
dimension, a healthy athletic identity results in a stronger commitment to training and a greater
focus on athletic goals, while at the same time it enhances body image and self-confidence, and
decreases anxiety. However, too little emphasis on role identities other than athletic may encourage
the development of a one-dimensional identity, which often has a negative impact on an athlete’s
well-being as it might make self-worth and self-esteem become dependent on athletic performance.
Subsequently, if performance falls below perceived expectations, an athlete’s feelings of self-worth
may be threatened; this may lead to greater performance stress and eventually result in prevalent
athlete burnout, anxiety, and injury risk.
Paragraphs 6A-6B
The influence of coaches and parents on elite youth athlete development, success, and injury risk
may be both valuable and detrimental. Parents often play a critical role in athletic development,
introducing their children to sport while providing both financial and psychological support through
the training and competition phases. Despite such benefits, behaviors like parental overinvolvement
and exaggerated performance expectations cause a negative self-perception and, consequently,
anxiety and burnout in young athletes. Parents can also negatively influence their children’s lives by
modeling of dysfunctional eating attitudes, navigating their child’s relationships with others, or
contributing to emotionally abusive coaching practices by normalizing such behaviors as routine.
Similarly, the influence of wrongful coaching strategies and practices on elite youth athletes
should not be overlooked. Defined as “patterns of nonphysical harmful interactions” between a
child and caregiver, emotionally abusive coaching practices include yelling, belittlement, making
degrading comments, and throwing objects with the purpose of intimidating the athlete, and seem to
be more common in individual than in team sports. Neglect or failure to prevent harm – which often
occurs when coaches minimize the impact of bullying or hazing – also raise the athletes’ levels of
anxiety and depression. Fortunately, the continued growth of social media has continued to raise
public awareness of behaviors that are psychologically damaging to elite young athletes.
Paragraph 7
Research has identified many predictors of injury risk factors in child and adolescent sport. Some
of them are non-modifiable, like age or level of play, biologic maturity, body size, or gender. But,
given the rigor and volume of youngsters’ training and competitive regiments, measures should be
implemented to tackle modifiable physical and psychological risk factors that may affect their well-
being. While some factors such as protective equipment or sport rules modification can easily be
improved, there is much room for injury prevention if a general organizational approach that is
proactive in protecting our young athletes combining psychosocial prevention strategies,

autonomous support from parents, tighter regulations of coach involvement, or nutrition control
programs.
Drag the words into the correct boxes to complete the topic description for each paragraph in
the text.
1A - Introduction 1: ______________.
1B - Introduction 2: ______________.
1C - Introduction 3: ______________.
2 - ______________ injury risk factors.
3 - ______________ injury risk factors.
4 - Food- and ______________ injury risk factors.
5A - Pyschological injury risk factors: sport-related and
______________stress.
5B - Psychological injury risk factors:
______________ and __________.
6A - Personal relationships injury risk factors:
______________.
6B - Personal relationships injury risk factors:
______________.
7 - Close: the importance of ______________.
Reading comprehension. Decide whether the following statements are TRUE or

FALSE.
Example: Paragraph 1A. Sport has grown extensively as well as intensively. TRUE
Paragraph 1A-1C. Elite youth ahtletes are the ones who have proved successful or are
followed by professional organizations.
Paragraph 1A-1C. Muscle and skeletal injuries are the most worrying among young
athletes.
Paragraph 1A-1C. Early sport injuries may result in worsening your quality of life rather
than on improving it.
Paragraph 2. Teenage athletes may suffer injuries due to irregular growing patterns that
are typical at this age.
Paragraph 3. Sport burnout is directly related to a lack of balance in hormone levels.
Paragraph 4. Female physiology works against young women athletes who are careless
with their nutrition.
Paragraph 5A-5B. Perfectionism in elite young athletes always increases the risk of injury.
Paragraph 5A-5B. Young athletes should be encouraged to pursue interests other than the
sport they are good at.
Paragraph 6A-6B. Parents have a crucial role in helping young athletes manage their
human environment.

Paragraph 6A-6B. Coaches should avoid controlling every way in which team members
relate to one another.
Vocabulary
Sports vocabulary
In this section you will find activities to learn sports vocabulary, organized into "actions and
objects" and "people and places" (plus an extra activity to bring things closer to home).

Sports people and places
Activity 1
The following two activities will help you learn about people and places in sports. In each section,
drag the correct words to the blanks to complete meaningful sentences. Complete the sentences on
sports people.
Example: Forwards who make lots of goals in football are called STRIKERS, while
defenders who stop them from getting to the goal are called, quite literally, STOPPERS.
1. A team is often also called a ________ (and while the people on
your own side are called ________ , the other side is filled with
________ ).
2. Players who begin the game are called ________ , but they can be
replaced at a given point by a ________ if the ________ decides so.
3. Spectators are called a/n ________ if they are watching from
home, but if they actually attend the event they make up a/n
________ .
4. To make sure the sport is played according to the rules, racket and
batting sports (like tennis, badminton, cricket and baseball) have
________ , whereas basketball, rugby, football or handball have
________ . In sports like ice-skating, gymnastics or diving, however,
there are ________ giving points.
5. If you are a well-paid star you can probably afford your own
________ to stay in perfect shape, and even a ________ to help you
recover from injury.
Activity 2
Complete the senteces about places.
1. Ever wondered what tennis and basketball have in common?
They are both played on a ______ , in which you'll definitely find
a net (or two).
2. Football (or soccer) and rugby are both properly played on a
______ , whereas cricket and baseball on a ______ , although this
has never prevented Americans from playing their football.
3. Many sports facilities, like a university's, will have a ______
and a ______ . You'll get wet for sure in the first one, in the second
only if you work hard.
4. There is not a big difference between an ______ and a ______
, although it's more likely that you need an umbrella or a hat in the
second.
5. We call a long stretch where a race is held a ______ (golfers do
it to, but they never seem to be in a hurry). Now, whether you are a
sprint, a middle-distance or a long-distance runner, you'll do all
these racing on a ______ .
6. You skate on a ______ and box on a ______ , but you can get
equally hurt in both places.
7. You'll need wheels to race on a ______ or on a ______
, but you're only allowed an engine and fuel in the first of them.

Some more expressions
Activity 3
Example: It was lucky Seth was wearing his MOUTHGUARD when he got hit; otherwise we'd be
visiting the dentist right now.
1. People used to exercise to ______ and to relax, now they only

do it to compete and show off.
2. You should avoid ______ if you suffer from diabetes.
3. My parents have both signed up for a ______ for senior
citizens at the civic center.
4. This year we won't be able to afford a ______ to see the
Lakers.
5. Holly made her ______ at last years' Boston marathon: 3:05.
6. Our city does not have a big enough venue for an international
______ .
7. My uncle played professional handball and he preferred ______
games because he couldn't take the pressure from his own crowd.
8. White clothes are mandatory in the Wimbledom tennis
______ .
9. ______ is a great way of ______ , if you're patient enough.
10. Wallace was famous for his lack of ______ : it was very
common for him to ______ from the game.
Clips and blends

English has a huge vocabulary (some argue it's the biggest among the world's languages).
This is due to many factors, one of which is its high lexical productivity: English has many
extremely productive and astonishingly simple mechanisms that make word-formation all
too easy, even allowing speakers to create words as they go.

In this section we will explore two very common word-formation mechanisms in English,
clipping and blending. Can you guess what they are about?
Both clipping and blending are word-formation mechanisms that are based on shortening
words. Clips are shortened forms of longer words, like ref (referee), van (caravan) or bike
(bicycle/motorbicycle). Blends are mixes of two or more words into one shorter version,
like dramedia (drama + comedy), fanzine (fan + magazine), or Calexico (California +
Mexico).
Clipping happens when a word or expression is cut up, trimmed or 'clipped' so as to
produce a new, shorter version by loss of material.
In English clipping occurs typically on nouns, and 80% of the time it works by discarding
the last bit of the word and preserving the beginning.
Clipping is not exclusive of the English language: you can surely think of examples in your
own language (like 'profe', 'cole', 'compi' or 'facu').
Clipping is more frequent than we think!
Most name abbreviation results from clipping: Liz, Beth, Bob, Pete, Gerry, Sam...
Also, many terms of endearment are often the result of clipping and replacing the missing
part with a suffix like -y or -ie: hubby (husband), granny (grandmother), sweetie
(sweetheart), leftie (left-handed person).
Many clips have become so common that their original source has fallen out of use:
bus (omnibus) cab (cabriolet)
exam (examination) fax (facsimile)
fridge (refrigerator) gym (gymnasium)
piano (pianoforte) zoo (zoological garden)
Activity 1. Check out these source words and write the clip that resulted from each
of them.
influenza (common disease, sometimes deadly) __________
mobile vulgus (large and disorderly crowd) __________
brassiere (supporting undergarment) __________
delicatessen (shop selling ready-to-eat products) __________
moving picture (long, narrative recorded film) __________
perambulator (baby carriage) __________
pantaloons (garment for the lower body) __________
head-shrinker (psychatrist or pshychotherapist) __________
tabulation (bill or check) __________
public house (place where drinks and meals are served) __________

By definition, clipping makes words that are preferred in informal language, although very
often the resulting clip can be used in formal language without perverting register.
These are some clips you have probably come across a thousand times:
porn app indie vids stats bi pics bro
Activity 2. Arrange the clips according to their lexical field.
Technology & science Police & Military Body, Health and Sports
TECH PRO LAB SARGE MIC/MIKE
CAPS COP DETOX BLACK OPS APS REPS
AMMO FEDS ABS SUPER CARBS GIG CARDIO
CHEMO GOALIE
These are the original words: abdominal muscles, ammunition, application, black
operations, capital letters, cardio-respìratory exercise, chemotherapy, copper,
detoxification, Federal police, gigabyte, goalkeeper, laboratory, professional sportsperson,
repetitions, sergeant, superintendent, technology.
Activity 3. You probably have noticed already that many clips end in -o. Which o-
ending clips may have resulted from these words?
bohemian stereophonic
combination rhinoceros
condominium limousine
conversation lesbian
demonstration information
deposition homosexual
dinosaur exposition
memorandum emotional
Activity 4. Names of places also fall under the knife. Which ones are these?
Mel Melbourne
Valpo Valparaiso, Indiana
Frisco San Francisco
Indy Indianapolis
Donny Doncaster
Cal California
Jozi Johannesburg
Van / Van City Vancouver
Philly Philadelphia

A note of warning
In some cases, clips can be derogatory, particularly some that refer to nationalities. Below you can
find a short list of demonyms: some are offensive and some are neutral. Write the full form for each
of them and try to guess which ones have a clearly derogatory intent (and should therefore be
avoided).
Argie Jap Scot/Scotch Turk
Aussie Finn Paki Yank
Arkie Jerry Serb Spic/Spik
Brit Pole
Blending happens when two words are mixed together to produce a new, shorter version.
It is sometimes considered a sophisticated form of clipping, as it often resorts to cutting the
words before mixing them.
Activity 1. Which source word is missing in these common blends?
modem (modulator- ______ ) biopic (biographical ______ )
Oxbridge ( ______ and Cambridge) breathalyzer (breath ______ )
paratrooper ( ______ trooper) brunch ( ______ and lunch)
romcom ( ______ comedy) cyborg (cybernetic ______ )
seascape (sea ______ ) dumbfounded (dumb and ______ )
sexting (sexual ______) infomercial ( ______ commercial)
sitcom ( ______ comedy) telethon (telephone ______ )
wi-fi ( ______ fidelity)

Activity 4. Guess right! What would you call....?
An acronym that has to be read backwards.
A vegetarian that is not that strict, but rather flexible.
A frozen yoghourt.
Glamorous, expensive camping (not the cheap, rough variety).
A computer hacker driven by activism.
A mobile phone as big as a tablet.
Someone from New York who is of Puerto Rican descent.
A documentary about a rock band.
An eating utensil that can be used as a spoon or as a fork.
A relationship (romantic or else) you develop during a vacation.
5.2 Listening and grammar
Warm-up
Before you listen
Until recently, most people understood sport as clearly divided between the professional
events on TV and our personal experience as kids or as grown-ups trying to stay fit. But
the society of leisure that was predicted in the late 1960s has now grown out of proportion,
and sport is a multifaceted reality encompassing aspects many of us had never even
imagined.
Today, sport is a huge industry managing worldwide events and huge crowds, but also a
solid career path for personal trainers, doctors, psychologists, dietitians, physical
therapists, coaches and referees; or a field of research connecting well-being with
nutrition, beauty and health; or a universe of opportunities for the media and
communication professionals; or a battlefield for technical innovation and genetic
engineering. It is also a massive division of business and economy, with interests ranging

from player recruiting and development to clothing and streetwear, merchandising,
financial investements, and so on.
In the next activity you will see a list of common words which are often used in sports-related
contexts. Drag them to complete the sentences.
Example: I need to squeeze a WORKOUT this weekend before my
endorphin levels drop.
1. The coach had worked on our guys' ______ during the week and they
came out strong, but after halftime you could see their ______ was
gone.
2. Experienced elite players don't let a bad ______ by the referees affect
their______.
3. The team flopped by midseason and the crowd stopped ______ them
and started ______ at every mistake.
4. Good ______ in executing movements is not only good for ______
; it also helps prevent injuries.
5. I sure hope Timmy has the ______ to stick to hockey. We've already
spent 250 quid on his ______ !
6. I don't care if we win or lose and I don't care about our ______ : what
I want is for my players to go out there and ______ .
7. Man Utd. say they are going to ______ two more strikers this
summer but it's very likely they'll ______ one of them off.
8. The Tigers are well-coached and have very sophisticated ______ ;
they can easily connect three or four scoring ______ before you
understand how to defend them.
Listening
The sports milieu
In the next two slides you can listen to 12 clips by different sports professionals. Listen and
then do the activities below.
Activity 1. Who's saying what?
Listen to each set of recordings above and decide who is saying what by dragging the names to the
summary sentences.
Example: A psychologist giving advice about how parents should deal with their children in sports.
Dan Clemens

Set 2
A sports entrepreneur addressing an important business issue: _______
A coach reflecting on how to deal with young players in the team:
A paralympic athelete talking about a disease that endangered their career:
A physical therapist going through factors that may cause sports injuries:
A sports psychologist discussing when athletes should specialize:
A personal trainer assessing a health & fitness app:
Activity 2. Detailed comprehension.
In this activity you will find 17 statements. Listen carefully and choose the option that best
completes each of them, as in the example provided.
Example:
0. Dan Clemens talks about his son to explain...
how kids can become ultra-competitive.
✅ that parents and kids may feel differently about sports.
how it's better for parents never to interfere in the kids' sports life.
1. Ryan Appleby's pre-game preparation
• came easily to him because he was an outstanding player.
• was part of his drive to be better at the game.
• prevented him from making mistakes by visualizing what he had done wrong in
previous games.
2. Ryan Appleby thinks that
• there's no point in preparing your mind if you haven't trained hard.
• mental prep techniques are still underused.
• you need to hone your skills right before the game.
3. Emily Boyd admired her sister because
• she had to fight back from a serious injury.
• she changed her style of playing to get a starting place.
• she didn't feel outshined by younger Emily's better skills.
4. In the karate episode he recounts, Kobe Bryant
• was beaten by an older mate.
• had a serious argument with his karate coach.
• moved from being a white belt to being a brown belt.
5. To Kobe, the lesson he learnt that day was
• that you have stay cool no matter how difficult the challenge is.
• that practising different sports gives you an advantage.
• that we picture things as being worse than they really are.
6. Team captain Heather Garriock explains that
• scoring 11 goals was their aim from the start.
• the league benefits from teams being at a similar level.
• winning this game brings extra motivation for the intense season ahead.
7. Certified nutritionist Lauren Cornell says her job is about
• helping combine health and emotion.
• helping people who can't decide what to eat.
• helping people with special nutrition needs, like athletes or ill people.
8. David Moyes became a coach because

• he saw the chance of learning from the best.
• he wanted to be a better footballer.
• he didn't know what to do when he retired as a player.
9. In Moyes view of coaching
• you have to always continue learning.
• you have to experience different types of football.
• you have to gather good professionals around you.
10. One of the reasons why Noah Banks recommends the Nike app is because
• it is organized according to your bodyweight.
• it has the widest range of exercises.
• it allows you to personalize your training.
11. Banks also likes the Nike app because
• it's perfect for people who work at home.
• exercises are demonstrated by a real person.
• its exercises never need any equipment.
12. Ben Nabers recommends getting liability insurance for your sports business because
• potential customers will be put off if you don't.
• it's so cheap you won't even notice it.
• the authorities might get to you for not having it.
13. When dealing with younger players in the team, Steve Nash thinks
• it's good for them to practice with really talented players.
• it's part of the team's job to make them improve.
• it's important to give them playing minutes throughout the season.
14. According to physical therapist Luke O'Brien, it's important that
• the possible cause of injury is isolated.
• athletes understand success depends on staying healthy.
• athletes also have a formal education apart from sport.
15. Ali Jawad fell ill with Crohn's disease and
• he had to leave the Beijing paralyimpcs.
• he went in denial and only admitted it after he retired.
• he had to work really hard to balance his health and his sports career.
16. In his comparison of Tiger Woods and Greg Norman, Sigl tells how
• Tiger's father made him practice at all times.
• Greg Norman was a late starter in golf.
• Greg Norman eventually chose golf because he was better at it.
17. To sports pyschologist Craig Sigl, promising athletes should specialize
• when they decide to do so themselves.
• at the earliest age possible.
• only after they have tried different sports.
Grammar
Reporting what people said
A basic function of language is conveying what other people (or yourself) said. In this
section you will review what you already know about reporting, and then do some practice
activities based on a video interview.
Review of reported speech

Conveying what was said is a common linguistic function, generally called 'reporting.'This
can be done in two different ways:
• quoting, for which you should use the original words used; this is called direct
speech and must be marked with quotation marks when in writing;
• reporting (proper), for which you embed what was said into your own discourse;
the result is called indirect or reported speech, and it consists of a reporting
clause which involves some transformations in the original words to fit them into
your own words (grammatically and otherwise).
Some examples of direct speech are:
I'm thinking of quitting this class.
The stove is on fire!
I did not have sexual relations with that woman.
My accountant will transfer the money before the end of this week.
If you want to convey the exact words that were said you would have to quote the original
discourse. You can do it in different ways, but you always need to use quotation marks:
What I said was: "I'm thinking of quitting this class."
Lenny screamed: "The stove is on fire!"
"I did not have sexual relationships with that woman," said President Clinton.
Warren: "My accountant will transfer the money before the end of the week."
Conversely, if you want to report what was said you need to make some adjustments to
make the original discourse your own:
I didn't say I would quit, I only said I was thinking about it.
President Clinton told the American people he had not had sexual relations with Monica Lewinsky.
Lenny came out of the kitchen screaming the stove was on fire.
Warren assured us his accountant would transfer the money before the end of last week.
Tell, say and ask
SAY, TELL and ASK are the most common reporting verbs.
SAY. We often use say when the focus is specifically on what was said, and not so much
on what it meant or who it was said to. When reporting, say introduces a that-clause in
which the conjunction that can often be left out:
He said (that) there was no way he could get there before dinner.
They said they would be ready in no time, but here we are one hour later still waiting for them.
TELL. When we want to mention who the words were said to, it is best to report using
tell. In these cases, tell takes an indirect object (the person it was said to) and a direct
object (what was said):
She never told me who the present was for. (NOT She said me...)
The Butlers told us their older son had enlisted. (NOT They said us...)
I clearly told them to leave this issue out of the conversation. (NOT I said them...)
But you can also use SAY and mention who was the recipient of the words when you say
something to somebody:
They said goodbye to every single member of the committee.
I don't know what I said to him; I was half-asleep!
ASK is used when we report a question. A question reported in indirect speech is called an
indirect question, and it ironically stops being a grammatical question (it keeps the

question word, but it drops the auxiliary, the question mark and the interrogative order of
words).
"Who did you invite to the concert?" >> She asked who I had invited to the concert.
"Are you going to stare at me all the time?" >> He asked them if they were going to stare at him all
the time.
"Where do these people live?" >> Bethany asked where they lived.
"Can I sit next to the heater?" >> The old man asked if he could sit next to the heater.
TELL and ASK are also commonly used to report imperatives, instructions,
commands, indications or requests. In these cases, the clause structure is ask/tell +
somebody + to-infinitive.
They asked Alan to give the opening address.
Harry asked his nephews to get the rowing boats ready for the competition.
I was told to put the bins out after 6 pm, never before that time.
She's always the one to tell the girls to behave properly.
For closed questions (answerable with yes or no), ask is usually followed by OF, or WHETHER /
IF. Whether and if hey are often interchangeable, although IF is more common:
Someone phone to ask if we were open on Sundays.
Go down to ask if Jenny has arrived.
And WHETHER is preferable in formal contexts, when the question presents more than one
alternative (presented by or), or when followed by a to-infinitive.
We called Sammy to ask whether he had read the article or not.
Rob asked Helen whether she was pregnant or not and she did't take it so well.
I'll ask dad whether to bring the swimsuit to the trip.
We kept asking around whether to sell our house now is a good idea.
Backshifting
Obviously, what we report was said in the past, so more often than not reporting implies
what we call backshifting, by which tenses in the original discourse are changed one step
back into the past.
Backshifting also implies adapting other elements of discourse to make references
precise, like pronouns, time and place adverbials, or demonstratives. Here are some
examples:
"I don't know my way around." >> She said she didn't know her way around. (Present simple
backshifts to past simple)
"I am reading the notes right now." >> He said he was reading the notes at that very moment.
(Present continuous backshifts to past continuous)
"I have eaten the plums that were in these boxes." >> William said he had eaten the plums in those
boxes. (Present perfect backshifts to past perfect)
"I have been working here too long" >> She said she had been working there too long. (Present
perfect continuous backshifts to past perfect continuous)
"I will call the painter tomorrow." >> He said he would call the painter the next day. (Future
simple backshifts to would)

Modals:
"Shall we water the plants for you?" >> He asked if we should water the plants for us.
"You must keep off the stables and riding ring." >> She said we had to keep off the stables and
riding ring.
"We can deliver that for you." >> He told me they could do the delivery.
"I may not get the data processed on this software." >> She said she might not get the data
processed on that software.
Backshifting Exceptions
In the following video, presenter Kelly Nahama interviews Pete Liggins, a former professional
boxer and founder of Box Clever Sports boxing gym. After watching the video you will find some
activities to practice reported speech.
Before you watch, think about the following:
Have you ever practiced boxing, or any other combat sports? Do you know anybody that does?
Do you think you need an aggressive personality to get involved in combat sports?
Do you think combat sports (boxing in particular) are suitable for women?
What topics do you think Kelly and Pete will talk about in their interview?
Topics: Kelly and Pete Liggins touch upon these issues: how he started in boxing; how
long ago he set up his boxing gym; the beginnings of women in boxing; what the benefits
of boxing are for women; the psychological benefits of boxing; the physical benefits of
boxing.
Kelly Nahama (MeMore TV) interviews Pete Liggins of Box Clever Sports
Listening: Who says what? Click on the name of the person who said the sentence.
Example:
0. Where did it all start for you? Kelly/ Pete
1. Boxing is against the law until you're 13 years old.Kelly / Pete
2. I started competing when I was 15 and kept going until this year; but I took six years out in
between.Kelly / Pete
3. Women were not allowed into boxing until 1995.Kelly / Pete
4. Boxing clubs used to keep a 'shut doors' policy towards women, and there's still a relative amount
of that today.Kelly / Pete
5. There's a massive misconception about boxing making your upper body big, when the main
amount of power is coming from the legs.Kelly / Pete
6. Boxing is a mental release: you had a bad day, but you come into the gym and let it all out.Kelly /
Pete
7. With the right training, boxing will give you a defined body in every muscle area.Kelly / Pete
8. If someone was to come at me I've got a few boxing moves on my side, and that's
empowering.Kelly / Pete
9. Boxing gives you, whether you're a child, a teenager or an adult, that self-confidence to be able to
carry yourself.Kelly / Pete
10. If you're not looking after yourself inside, it doesn't matter how good you are on the
outside.Kelly / Pete
Activity 1
Read Kelly Nahama's summary of the interview on her webpage below, and fill the gaps
with the right form of the verbs SAY, TELL or ASK.

Read Kelly Nahama's summary of the interview on her webpage below, and fill the gaps
with the right form of the verbs SAY, TELL or ASK.
As a frequent user of the facilities at Box Clever Sports, I had the opportunity to interview
the founder and manager of the gym, Pete Liggins. The interview was quite interesting as
we talked about the benefits of boxing for women. I ______ Pete about his beginnings in
boxing, and Pete ______ that he had begun as early as 13, the minimum legal age to start
boxing. It was funny when he ______ me how he was so keen on starting that his mother's
attempts to distract and delay him were unsuccessful.
I went on to ______ Pete whether ______many women involved in boxing back then,
which led on to a brief discussion on the befits or boxing for women. Having welcomed
women in Box Clever Sports ever since it opened in 2008, Pete ______ that women
should't be afraid of overdeveloping their mass. He also ______ me that boxing is great for
all-arond muscle definition and for excellent cardio volume. He quoted his father on this,
who often ______ "You can have a rubbish car, but if your engine is good it's going to take
you forever".
Another advantage of boxing for all kinds of people (women included), is that it is a great
stress release, something I've experienced myself. As to the mental side of boxing, Pete
______ me how his experience has showed him that boxing builds your self-confidence
and self-esteem. Of course, I had to ______ him how having some boxing moves makes
me feel empowered and able to look after myself.
Watch the full interview on MeMore by Kelly Nahama on YouTube and @memore.tv!!
Activity 2
Complete the reported situation below by adding the correct version of these direct
speech instances (1-9).
Don't forget: check the syntactic context for the reporting verbs; be careful to backshift
pronouns, demonstratives and other references if necessary; and finish the sentences with
a period.
Example: It's just that my father hasn't been feeling well lately.
Brian is a little worried; he told me that his father hadn't been feeling well lately (OR told
me his father hadn't been feeling well lately OR told us that his father hadn't been feeling
well lately OR told us his father hadn't been feeling well lately.)
1. Will you come to India with me? Lewis wanted to impress this girl, Helen, so he asked...
2. Watch out for the people, Danny! Danny was riding his skateboard on the sidewalk so I told...
3. Sally, sweetie, can you get me the steps from the basement? I couldn't reach the top shelves, so I
asked...
4. I'm sorry but I won't take this assignment. I had had an exhausting week at word so I said...
5. Excuse me, is it ok to turn the volume up a little? Most of us couldn't hear the lecture, so I
asked...
6. I'll have whatever he's having. It was my first time at that restaurant, so I said that....
7. I think you should visit the temporary exhibition at the Metropolitan. It was rainy and they didn't
know what to do in the afternoon, so she said that...
8. I'm really sorry, Harry, but we can't afford such an expensive holiday. Harry wanted us to hire
the same cruise as them, but I told...
9. I'd rather not eat meat, thank you. Izzy is not vegan, but she said that...
Enhance your grammar
Reporting verbs
Ashley Graham interviews Lindsey Vonn

Watch this extract from an interview with Lindsey Vonn (one of the USA's most renowned
skiers), on oversize model Ashley Graham's show Pretty Big Deal with Ashley Graham, in which
Lindsey talks about how she started skiing, why she is such a dedicated sportswoman, and the
relevance her family has had in her career. Then do the comprehension activity below.
For each of pairs of words shown, click on the one that you think fits the definition given.
Example: someone who is addicted to hardcore feelings: adrenaline junkie/flunkie
- a style of skiing in which skiers go down a slope at top speed: cross-country / downhill
- a famous American female skier from the 1990s: PicaboStreet / Smith
- a person's special talent, interest, or area of activity: schtick / gimmick
- special cabinet to store your awards: trophycase / cast
- to say something in a boastful manner, to talk big about it: flag / brag
- the spinal column and, figuratively, the main support of something: backbone / blackstone
- to pull a plant completely from the ground and, figuratively, to be forced to leave your native
location: uproot / unroot
What did she tell her? In the next five questions, decide which of the three statements are right in
each case. There may be more than one correct answer.
Example: 0. When introducing her friend Lindsey to the audience...
✅ a. Ashley informs us that Lindsey is one of the most decorated skiers ever.
✅ b. Ashley declares she wants the interview to go deep into her guest's life and achievements.
c. Ashley ackowledges her dislike for snow sports.
1. When Ashley asks Lindsey about her beginnings as a skier...
• a. Lindsey tells Ashley she started skiing because she was bad at other sports.
• b. Lindsey explains she was already competing at age 7.
• c. Lindsey evokes how meeting superfamous American skier Picabo Street inspired her to
become an Olympian.
2. When asked about her many trophies...
• a. Lindsey confesses to bragging about them.
• b. Lindsey reveals she had a special case made to display them.
• c. Lindsey complains that some of them are really ugly.
3. Wondering about Lindsey's dedication...
• a. Ashley tells Lindsey how her parents insisted on her taking up some activity.
• b. Ashley remarks she never tried anything.
• c. Ashley admits she didn't really plan to become a model.
4. When Ashley inquires about Lindsey's drive to excell in skiing...
• a. Lindsey suggests that you can push yourself as hard as you want in skiing.
• b. Lindsey considers that it is a combination of her love for skiing and her competitiveness.
• c. Lindsey implies she would have been great at any other individual sport.
5. When questioned about her family's role in her career...
• a. Lindsey grants to Ashley that they've had a fundamental role.
• b. Lindsey emphasizes that her family made sacrifices to support her in her career.
• c. Lindsey recalls her sister's dedication to her when she was recovering from injury.

Reporting verbs explained
This is an explanation of the main features of reporting verbs in English, like the ones used in the
activity on Lindsey Vonn's interview. Check the information and then do some practice.
Reporting verbs
As we have seen, the most common verbs used to report what other people said are SAY, TELL
and ASK. However, English has a myriad of other verbs that can report, like explain, insist, demand
or discuss. We can use them instead of SAY, TELL or ASK for various reasons:
• because we want to be more specific in the function performed by the original:
'I think you should try boxing.' Danny advised me to try boxing.
'I don't know, I guess we need to hire somebody for this job.' Helen suggested hiring someone
for that job.
• because we want to make our reporting richer and more varied:
'We're not taking one single step back.' He stated they would not take one step back. / He
declared they would not take one step back. /He announced they would not take one step back.
• because we want to be more economic in what we report:
He told us about his branch's new line of products on a presentation he gave. He presented his
branch's new line of products to us.
Liz said that we absolutely need to act on this right now. She said we can't wait another day, week
or month if we want this to turn out successfully. Liz emphasized the need to act immediately for
a successful outcome.
The meaning of reporting verbs
As said above, reporting verbs provide clarification on the communicative function the original
direct speech was performing. These are some examples:
making something known: announce, asseverate, communicate, convey, declare, disclose,
divulge, express, inform, manifest, notify, report, reveal, state…
giving proof: confirm, establish, indicate, prove, reveal, validate, verify...
making apparent, showing: demonstrate, describe, explain, illustrate, observe, show...
giving suggestions, indications, orders or advice: admonish, advise, caution, command,
demand, encourage, hint (at), imply, indicate, insinuate, instruct, invite, order, prescribe,
recommend, suggest, urge, warn...
talking or thinking in depth: argue, assess, consider, discuss, ponder...
arguing, agreeing and disagreeing: accept, acknowledge, agree, applaud, argue, assert, assure,
claim, conclude, contend, doubt, maintain, recognise...
other common functions: add, hope, insist, invite, offer, persuade, promise, propose, refuse,
remind, threaten, volunteer...
Many of these verbs are very useful when writing academic papers, as precision is often very
important when expressing your arguments or when you comment on someone else's ideas or work.
The syntax of reporting verbs
In the same way as SAY, TELL and ASK all demand a specific syntactic context (it is wrong to say
He asked I do the chores for him or They said I go to buy some vinegar for the sauce); reporting
verbs comply to different verb complementation structures. These are the most common:

• SAY replacements (many reporting verbs can take the same structure as SAY + that-
clause, and can be made to replace and expand on it): function as replacements add,
agree, announce, believe, claim, complain, consider, confess, confirm, decide, deny, doubt,
explain, hope, imply, insist, mean, mention, object, persuade, predict, promise, reckon,
remark, repeat, reply, report, regret, state, suppose, think... Note that many of these verbs
also take other structures (see below).
He added/believed/complained/denied/implied/reckoned/regretted/thought that they had to find
another place to sleep.
She confirmed/doubted/expected/hoped/meant/promised that she would be there on time.
• verb + to-infinitive: agree, decide, demand, promise, refuse, threaten...
The children have decided not to play a boardgame today.
We promise to return your books intact.
They refused to play on an artificial surface, so the game was postponed.
Russia has threatened to cut the gas supply into the Ukraine.
• verb + somebody + to-infinitive: advise, beg, encourage, offer, order, persuade, remind,
urge, warn...
My neighbour advised me to install an alarm.
Fred encouraged her sister to take the job.
We were invited to leave the premises.
I had to remind him to buy the wine for dinner.
• verb + gerund OR verb + that-clause: admit, deny, propose, report, suggest...
He admitted smoking when he was alone. OR
He admitted (that) he smoked when he was alone.
Sarah denied having eaten the last piece of cake. OR
Sarah denied (that) she had eaten the last piece of cake.
Alex suggested taking the shuttle to the airport. OR
Alex suggested (that) we took the shuttle to the airport.
• verb + (somebody) + preposition + noun/present participle: accuse sb. of, apologise for,
blame sb. for, complain about, confess to, forbid sb. from, insist on...
The owner accused them of shoplifting.
I apologise for my behaviour these past weeks.
They're always complaining about the bad weather
Elijah insisted on staying for the encores.
• RECOMMEND and SUGGEST: these two verbs present a special problem for speakers of
Spanish / Galician. In English they can both be followed by a noun, by a gerund, or by a that
clause + infinitive (sometimes called the subjunctive):
The sumiller recommended the 1996 merlot (to us).
The summiller recommended having the 1996 merlot with the steak.
The sumiller recommended that we have the 1996 merlot first.

My mother suggested a nearby hotel.
My sister suggested spending the night at the airport.
My father suggested that we book a taxi to the airport.
Wrong structutures would be:
The sumiller recommened us to drink merlot.
The sumiller recommended that we ordered the 1996 merlot.
My friend suggested to us cancelling the flight.
My brother suggested that we went out all night.

Activity 1
Complete the reported senteces below (1R-10R) with a suitable form of the
following verbs, so that their meaning agrees with the direct speech originals (1D-
10D).
DENY - DOUBT - EXPECT - EXPLAIN - OFFER - ORDER - INTEND - SUGGEST -
SWEAR - URGE
1D. 'And that's when you get the samples ready, but always before you call in the students.'
1R. The lab teacher ______ that I had to get the samples ready before calling in the students.
2D. 'Why don't we leave it and make an escape for the beach?'
2R. Adam ______ leaving it and making a escape for the beach.
3D. 'By God that I won't lend you my laptop anymore!'
3R. He ______ he wouldn't lend us his laptop anymore.
4D. 'My idea is to plant some actors among the audience to create an atmosphere.'
4R. The director ______ to plant some actors among the audience.
5D. 'Really, honey, I don't think this is the place for young ones like you.'
5R. She ______ her bar was the place for underage people.
6D. 'I can easily pick the parcel on my way home, it's no problem.'
6R. She ______ to pick up the parcel for me.
7D. 'You have to go to the doctor ASAP! Don't leave till Monday, it looks serious!'
7R. Pete ______ me to go to the doctor before the weekend.
8D. 'If the eggs are fresh, the soufflée will rise as I told you.'
8R. He ______ to make a perfect soufflée.
9D. 'Stay there and do nothing until you hear from us directly.'
9R. The captain ______ me to wait until contacted.
10D. 'Im telling you, I didn't reply to that e-mail; it must've been somebody else.'
10R. Rob ______ having replied to the e-mail.
Activity 2
Select the correct verb from each pair in the senteces below. You must take into account not only the
meaning but also their syntactic context. In some cases both verbs are correct.
1. The board agreed / suggested to start the Christmas campaign early.
2. Hanna insisted / said that we should get the children together when school is finished.
3. Mr. Harding wanted / insinuated that Lester should get the sack.
4. Eve expected / recommended to catch the evening train.
5. Lena promised / offered to take the dogs out next week.
6. Dean refused / requested to move into the office that has just been refurbished.
7. The older dancers threatened / decided to leave the floor if they kept playing reggaeton.
8. She hoped / said she is getting the scholarship this time.
9. We were asked / advised not to call again until next week.
10. The janitor told / instructed the students to leave the doors unlocked.

5.3 Speaking and pronunciation
Warm-up
In this section we will explore how to conduct an interview effectively. Before we begin, think
about the times when you have been interviewed: what type of interview was it?

Pronunciation
Semi-vowels: /w/ and /j/
English semi-vowels are consonant sounds that are qualitatively similar to vowels: they are always
voiced and the flow of air coming out of the mouth is relatively unrestricted (finding no closure or
friction). However, semi-vowels are notably shorter than vowels and hard to pronounce in isolation,
and they are unable to form a syllable on their own, something that is a key feature of English
vowels. This is why in speech they always appear associated to a proper vowel sound.
It so happens that semi-vowels often appear in very common words, and they consistently present a
pronunciation challenge to non-native speakers. In this section we will learn to identify them and
practice pronouncing them so our English sounds more...well, English.

Activity 1. Recognizing semivowels.
In the next 8 slides you will find several words with two possible pronunciations. Listen to both
options and then decide which is the correct pronunciation in the questions below the words.
YES - YIPEE // YELLOW - YEAR // YOLK - YAM // USE - YIELD // WOMAN - WHALE //
WHEEL - WEDNESDAY // WATCH - RAILWAY // WHEN - WARM
Activity 2. Pronouncing semivowels.
In this activity you will be able to practise pronouncing semivowels.
Listen to the word pairs in the next slides carefully to identify the difference, then repeat. Record
and listen to yourself check if you got them right. You can record yourself as many times as you
want.
Speaking
Interviewing
In general terms, an interview is a conversation to gather information. However, interviewing is a
sophisticated linguistic function that combines purely linguistic skills, like conversational and
writing competence, with professional soft skills like emotional empathy, flexibility and
adaptability, having a professional attitude, time-management ability, collaborative working, and
even some leadership traits. In some jobs, like journalism or human resource management and
recruiting, interviewing is crucial.
Experts agree that a successful interview has the following general features:
• a thorough preparation
• the right rapport and atmosphere
• deft questions
• fine listening
• etiquette
• proper note-taking and reviewing (if the interview is to be published)
Before the interview: a thorough preparation
Preparing for a successful interview means not relying on inspiration and never improvising. If you
know who your subject is, you should do some research on them, and write a few questions
beforehand to take to the interview (5 to 15 is a good number, depending on the interview).
Remember: good interviewers never go unprepared!
During the interview 1: rapport & atmosphere and deft questions
You shoud always make your interviewee feel at ease (by starting the conversation with some small
talk or easy-to-answer questions), and try to establish a welcoming, collaborative atmosphere. The
interviewee must not feel strained, but relaxed and comfortable.
You should always ask relevant questions that will not bore or put the reader off. Your questions
should be open-ended (not to be answered with just yes or no), but not too open that any answer
will do.
During the interview 2: listening and etiquette

Listening is an art... and it is also the best way to obtain information. Make an effort to listen: do not
be afraid of long silences and avoid smothering the subject with your own talk.
Interviews are all about keeping the flow of information coming from the subject to the
interviewer!!
Some etiquette tips:
• be on time
• be polite and don't ask intrusive or sensitive questions
• always thank the subject afterwards
Some extra tips: reviewing and etiquette
It is important that you take notes during the interview or record it in order to review it afterwards
and extract the most interesting bits (in a journalistic interview you would be looking for a headline
or a title).
Make sure you get your subject's contact details and availability in case you need to clarify
something later.
A model
Interview with Isabel Coixet
Although there are quite some examples of interviews in this module, for a model we are going to
watch a full short interview with Isabel Coixet for the Berlin International Film Festival, on the
occasion of the release of Coixet's film Elisa and Marcela. The interview is part of a series of
interviews carried out by producer/director Hannah Congdon for the Teddy Award, an international
award for films on LGBT+ issues, presented by an independent jury as an official award of the
Berlin IFF.
Watch the interview and answer the questions below.
Activity 1
Choose the option that best completes each of the following statements that describe how Hannah
Congdon handles the interview.
1. Interviewer Hannah Congdon
asks closed questions so that Coixet can easily answer with yes or no.
asks open questions that Coixet has to expand on.
• thanks Coixet only when the interview is finished.
• thanks Coixet at the beginning and the end of the interview.
• occasionally interrupts Coixet to get some clarification.
• never interrupts and waits patiently until Coixet finishes her answer.
• puts her questions in context before asking them.
• asks the question directly.
• carefully pushes the topics she is interested in.
• follows up on Coixet's answers, letting her lead the interview.

Activity 2
Below you will be presented with a series of expressions that can be used in interviews to control
the flow of information by:
• setting the topic at the beginning of the interview,
• fishing for more information on a topic,
• changing the topic in the middle of the interview.
For each expression, decide which of the above effects is intended.
Example: That's really interesting, but I'd like you to tell me also about...
setting the topic / changing topics / fishing for more information
1. Can you expand on that?
• setting the topic
• fishing for information
• changing topics
2. Why don't you start by telling me about...
• changing topics
3. That brings to mind another issue...
• changing topics
4. Let me begin by asking you about...
• changing topics
5. Could you give me more details/explain a bit more about...?
• changing topics
6. If it's OK/If you don't mind, I'd like to dig a little deeper on that topic...
• changing topics
7. There is another thing I wanted to ask you about...
• changing topics
8. I understand that you love/are really interested/you have a penchant for...
• changing topics
9. If I may, I'd like to ask you also about...

• changing topics
5.4 Writing
Writing Expository and argumentative essays
In this section we will examine two of the most common types of academic essays (argumentative
and expository), and we will look into their similarities and differences.
Academic essays are often classified into 4 general categories: narrative essays, descriptive
essays, expository essays & argumentative essays.
Expository and argumentative essays are often confused, because
they share many features. However, there is an essential
difference that lies at the heart of every piece of writing: their
purpose.
Spoken and written texts (academic essays included) are acts of
language in which the speaker or writer always wants to achieve
something: that is their purpose. Communication is successful if
the text stays true to its purpose and does not deviate from it.
The purpose of expository essays is to explain, illustrate,
inform, examine, or analyze. They are mainly about relaying
knowledge and giving facts and detail.
Expository essays are the broader type of academic essays, and commonly take the expanded form
of research papers. They are also often used as assessment tools, as they are a way of showing
how much someone knows about something.
Scientific articles, history papers, or feature articles in magazines are typical instances of
expository essays.
The purpose of argumentative essays is to argue, defend, or persuade. They are mainly about
supporting a claim or upholding a point of view. In argumentative essays we clearly pick a side,
even if we take time to consider the opposing side's arguments.
Argumentative essays are often used in social and political sciences to present the evidence for an
opinion or belief. They are also often used to debate a controversial issue that is at stake.
Some argumentative essays take the form of a for / against essay because a good way to win an
argument is to present the other side's argumentation and rebut it. However, we must keep in mind
that argumentative essays are not just about giving opinion, but about supporting it with evidence
and sound reasoning.
Building expository and argumentative essays: the 5-paragraph structure
Argumentative and expository essays are good candidates to follow the classic 5-paragraph
outline, in which:
• at least two (but often three) body paragraphs that develop the thesis statement and
organize its material (point of view, evidence, reasoning steps, examples, etc); the number of
body paragraphs will depend on the type of essay or on the best strategy to advance (for
example, two body paragraphs is a good option when you want to contrast or compare);
• an introductory paragraph sets the topic and background for it, and formulates the thesis
statement that will be the backbone to the essay;

• a closing paragraph that restates the thesis statements, recollects evidence points or
broadens the topic for further developments.
As in many academic essays, the most important paragraph is the introductory paragraph,
because it:
establishes the topic and draws the reader in (by means of a catchy opening that can be a quote, an
unexpected detail, a question, an enticing example...);
• provides some background or context to the topic, in case the reader needs it;
• sets the tone and angle for the whole essay (as you can imagine, the register must be formal
in all academic essays);
• and (most importantly) contains a sentence with the thesis statement that will regulate the
whole essay: it presents the main idea in the essay (whether it be a claim, a proposal, a
solution to a problem, a classification suggestion...); it establishes the scope and reach of the
essay; it must be specific; and it is best placed at the end of the introductory paragraph.

The closing paragraph (rather than the 'conclusion') is important, as it is the one that will leave an
impression on the reader.
It should:
✔ echo the thesis statement (not copy it)
✔ briefly recall or connect the main arguments from the body paragraphs
✔ address further ideas or topics that might spring from the main topic
Do the activities below to consolidate what you know about expository and argumentative essays.
Activity 1
Do this TRUE/FALSE quiz to review what you have learnt about expository and argumentative
essays. Clicking on the Check button will show a comment for each of the answers.
1. Argumentative essays and opinion essays are practically the same. True / False
2. Many exams take the form of an expository essay. True / False
3. Of all the features of expository and argumentative essays, the most relevant one is that they have
a clear purpose. True / False
4. While expository essays have a neutral and congenial tone, by their very nature, argumentative
essays tend to be aggressive and pugnacious. True / False
5. In-depth and thorough analysis is often a function of expository essays. True / False
6. Argumentative essays are perfectly suited for discussing controversial topics. True / False
7. All argumentative essays are for/against essays. True / False
8. Structure is not a relevant feature of expository and argumentative essays, provided they have a
clear purpose and use a formal register. True / False
9. A thesis statement is a one-sentence statement that specifically summarizes the claim or main
point in an essay. True / False
10. The classic 5-paragraph structure has three body paragraphs, no less and no more. True / False

Activity 2
Which of these would qualify as an expository or as an argumentative essay? Mark EXPO for
expository, ARGU for argumentative, or OTHER if you think the sentence meets a different
purpose.
1. An in-depth analysis of a Renaissance sonnet. EXPO / ARGU / OTHER
2. An explanation of the evolution of the London underground. EXPO / ARGU / OTHER
3. A speech on the reasons why abortion clinics should be closed down. EXPO / ARGU / OTHER
4. A discussion of how the surge in rent prices in cities must be stopped. EXPO / ARGU / OTHER
5. An account of the summer of 1957 spent in Greece with your family. EXPO / ARGU / OTHER
6. A comparison of mothering styles in different countries around the world. EXPO / ARGU /
OTHER
7. An explanantion of how Colombian coffee is collected, processed and commercialized. EXPO /
ARGU / OTHER
8. A sports article of why the national soccer team has named the wrong coach. EXPO / ARGU /
OTHER
9. A yearly sales report. EXPO / ARGU / OTHER
10. A look into excessive plastic refuse in your town and the solutions available. EXPO / ARGU /
OTHER
Activity 3
Arrange the following introductory paragraphs by marking each part as the HOOK, the
BACKGROUND / CONTEXT bit, or the very important THESIS STATEMENT. Drag the correct
label to the part.
Parenting in the 21st century
Although many may argue that parenting should be dedramatized and made much simpler, the
truth is that millenials need extra help to be successful parents, and that public services should be
ready to provide reliable tools and resources. _________
Parenting has become a very difficult task in the first quarter of the 21st century, arguable more
difficult than in the last quarter of the 20th. ________
The acceleration of social and economic changes after the millenium and the looming global
crises have brought serious concerns for parents, who often find themselves at a loss trying to
balance a more traditional, person-centered parenting style with the challenges posed by social
media, infoxication, and screen-regulated lives. ________
Vegetarian athletes
But the truth is that the last decade has seen a consistent growth in the amount of people that
embrace vegetarianism and veganism, just as acceptance of these life choices has spread. ________
Many of us find would find it unwise, if not obnoxious, to perform high-intensity physical
activities on a vegetarian diet. _________
However, is it possible to be a performance athlete on just greens? Recent studies show that,
contrary to general opinion and pending further research, a vegetarian diet can be more than enough
for a professional sportsperson. ________
Ready for new foods
As climate change advances, the idea of having a steak made from beans with a worm salad on
the side for dinner is becoming more and more real. ________

Opposers of artificial meat feel that nothing can beat a rare tenderloin steak or a dish of barbequed
ribs, but new eating products are safe and ready to make an appearance on our tables, and the world
cannot delay incorporating them any longer. ________
Food companies and animal rights groups have traditionally campaigned for adopting mass
consumption of artificial and alternative food products, and the development of these products
progresses and makes it easier for us to find soy-sausages and meatballs on our supermarket
shelves. ________
Discovering Michel Faber
Faber has been publishing successfully since 1998, and his fiction usually defies easy
categorisation, combining elements of science fiction, fantasy and thriller, handled with sufficient
depth and nuance to win almost unanimous praise from literary critics. ________
This essay presents an overview of his two most accomplished works, namely "The Crimson Petal
and the White" (2002), written for adults, and "D: A Tale fo Two Worlds" (2020), for younger
readers. ________
Born in The Hague in 1960, Michel Faber moved to Australia at 7 and in time became a modern
example of a writer who creates in a language other than his mother tongue, like Joseph Conrad,
Vladimir Nabokov or Samuel Beckett. ________
How to deal with plantar fasciitis
If you are over forty and a regular runner, have flat feet or high arches, are overweight, or simply
spend a lot of time standing up, chances are you are suffering from plantar fasciitis.
Healing from plantar fasciitis involves treating the inflammation, improving your ligaments'
general form and condition, and doing preventive exercises to avert future relapses.
Plantar fasciitis is a chronic pain in the bottom of your feet that is associated with a degenerative
problem involving the ligaments that connect your toes to your heel bone, and it can take up to a
year to recover from it with the adequate therapy and at-home treatment.
Exam tip
Using paragraphs in our favour
Far from making our life more difficult, correct paragraphing and the
demands it brings can be a great help in producing effective written
pieces, particularly in exams.
In academic writing, paragraphs must address one single idea, and must
pivot around a topic sentence. A topic sentence is to a paragraph what a
thesis statement is to a whole essay, with the added feature that all topic
sentences must be derived from the thesis statement. For example, in an expository essay about the
way in which the authorities are dealing with excessive car crashes, the thesis would read something
like this:
Since 2004, the Spanish authorities have made a huge effort implementing different measures to
reduce crashes and the deaths caused by them by establishing a driving permit based on penality
tokens and linking it to redeeming by training, by fostering the installation of speed radars, and by
setting up good-driving campaigns and more road controls.
The essay would have three body paragraphs, each with its own topic sentence that would directly
refer to each of the three topics launched by the thesis statement (1: token permit; 2: speed radars;
and 3: campaigns and road controls).

You can use this in your favour in exams, by using paragraphing as a strategy. In an exam, the
task you will be asked to do will set the purpose, and very often set points for you to touch upon. It
is often a good idea to take some time before starting to write and decide how to connect your
thesis statement to the task, and then devise one paragraph for each of the points to be dealt
with in the task.
For example, imagine you are asked to write a 200-word article on how elderly people spend their
free time, and the task asks you to 1. Give some reasons why, in your opinion, free time activities
for the elderly have changed through the years, and 2. Suggest ways to promote outdoor activities
among the elderly. You can write an introductory paragraph with its thesis statement, then one body
paragraph to discuss point 1, then another body paragraph to discuss point 2, then a closing
paragraph.
This way you would have a structural strategy from the beginning and you would not have to spend
time arranging and rearranging your ideas. Your writing would be clearer and more to the point, and
you could devote more energy and time to using correct language and vocabulary.
Enhance your writing
Noun stacks
In this section we will learn to identify and fix noun stacks. Read about them and then do the
activities below.
As a very productive grammatical feature of English, nouns often modify other nouns in an n + N
structure, where n is a noun acting as a modifier and N is the noun acting as head, as in goat
cheese or Manchester University.
Noun stacks, noun clusters, or noun strings are noun phrases made up of an excessive number of
nouns, which are placed one after the other in a long series in which all but the last one are acting as
modifiers.
Noun stacks are a perversion of the n + N mechanism that produces monsters that are hard to
understand and should be avoided. They occur due to language economy and are very common in
scientific and technical literature, where sophisticated and very specific items or actions often have
to be repeated over a
long paper.

AVOIDING NOUN STACKS
Noun stacks are a good example of conciseness killing clarity. Although academic texts should
use concise and clear language, clarity shoud always prevail.
You can fix noun stacks in several ways:
Using punctuation and/or hyphens
a high performance batch computing facility
a high-performance, batch-computing facility
Turning modifiers into prepositional phrases
a customer skills video session
a video session on customer skills
macro virus population diversity
the diversity of the macro virus population
Rewording clusters into clauses using verbs

national ground-level ozone air-quality standards
national standards to measure ozone air quality at ground level
combustion chamber exit gas temperatures
gas temperatures exiting the combustion chamber
Activity 1
In this activity you will find a series of long noun strings that you will have to fix by transforming
them into readable and comprehensible phrases. To do so, use the mechanisms explained above.
Part of the fixing has already been done for you, so you only need to write the correct nouns or
adjectives in the proper place.
Example:
a magical animals capturing and breeding children's guide > a children's guide for capturing and
breeding magical animals
We need to install a hazardous materials dispersion monitor system. > We need to install a ______
for ______ the ______ of ______ ______ .
Remember to leave enough time for a training session participant evaluation. > Remember to
leave enough time for ______ to ______ the ______ ______ .
Your job will involve fault analyses troubleshooting handbook preparation. > Your job will be to
______ a ______ ______ for ______ ______.
The town council is working on a senior citizens home assistance alert system. > The town
council is working on an ______ ______ to ______ ______ ______ in their ______.
We devised a twenty character North Wales town names memorizing game. > We devised a
______ in which you had to ______ ______ ______ ______ from ______ ______.
Activity 2
Do the wrong thing (only this once) and make noun stacks from these phrases. Fill the gaps with
the right words to make a noun stack that simulates the meaning of the correct phrase. The
determiner and the head for each phrase have already been put in for you.
Example:
a computer process to interpret print > a print interpretation computer process
a draft of the regulations to protect birds in city parks > a ______ ______ ______ ______
______
draft
a mounting screw from the toilet-paper roll holder > a ______ ______ ______ ______ ______
screw
the office of the program to eliminate accommodation barriers > the ______ ______ ______
______ office
the new seat-belt safety test on automobile seat-belts by the Traffic Authority > the new ______
______ ______ ______ ______ ______ test
a hat for sorting the affiliation to magical houses at the Hogwarts School of Witchcraft and
Wizardry > the ______ ______ and ______ ______ ______ ______ ______ ______ hat
Activity 3
After all we have seen in this section, we must not be afraid of noun phrases: English naturally
combines nouns in a noun phrase, and three is an acceptable number of correlative nouns
(sometimes four if there is an adjective in the middle). Create natural-sounding noun phrases in
these examples by dragging the nouns to their right place. This time you are given a context to help
you devise a noun phrase.

D. Now, without looking back at exercises A, B and
C, try to remember the contexts to which the
examples in A, B and C were related (which,
curiously enough, were noun phrases themselves!).
Drag the nouns to the right place to compose them.
1. a ______ ______ textbook
2. a ______ ______ novel
3. the ______ ______ webpage
4. the ______ ______ regulations
5. a ______ ______ offer
6. the ______ ______ brochure
7. a ______ ______ pamphlet
8. the ______ ______ guidelines of a company
A model
You are going to read a model essay related to sport issues. Read it carefully and identify the
bracketed expressions.
Just do it!
Even though sports have become part of everyone's daily life ( 1 ), the truth is that not enough
people devote enough time to exercising. For instance, less than half of the European population
engage in physical activity at least once a week, when the percentage should be around 90%: that is,
everyone except those who are injured or unfit to move. Never mind if it is for the sake of our
physical, our mental, or our social well-being, physical activity must be a part of our routine, not
only as a treat to ourselves, but also as an example for others.
It has traditionally been known that the human body has been designed to move and that being
inactive is unhealthy, but nowadays one third of the world's population do no physical activity at all.
In fact, sedentarism is often called “the disease of the 21st century,” and it has been associated with
a wide range of chronic diseases and premature deaths. Because it is so prevalent on a global scale,
our sedentary lifestyle is probably the biggest, most serious public health problem we face today. If
we want to avoid major health issues like obesity, diabetes or cardiovascular disease, we must at
least do 150 minutes of moderate aerobic activity or 75 minutes of vigorous aerobic activity a week
( 2 ).
In a world where everyone has their share of crazy, sport and exercise can also help you take care
of your soul. They increase dopamine production, thus lowering stress and anxiety and keeping
depression away. Our self-esteem and self-confidence are boosted by physical achievements like
weight loss, better muscle tone, or improved lung capacity ( 3 ). And what is more, we sleep better
and our brain function is improved when we get our share of action.
Physical activity is also a great way of being socially involved. Modern life has it that we spend
our days watching people on social media recommending doing exercise ( 4 ), and yet we never
think of getting together to stay active. Physical activity provides many opportunities to share time
with friends or to make new ones, whether it be by going to the gym, sharing a power walk or
practising team sports.
Seeing the great benefits that sport brings us at many levels, there is no excuse not to make the
effort. It is not enough to praise its wonders or to encourage others to do it ( 5 ): we must instill
sport in our daily lives and set an example for future generations.

After reading the text, what type of essay would you say it is: an expository or an argumentative
essay? Remember the key question: What is the writer trying to achieve with this piece of writing?
Communicating and sharing
5.5 Glossary: vocabulary related to sports and games
You and your classmates are going to work together to create a glossary with the new vocabulary
related to sports and games learnt in this module. The idea is to create a glossary that you can all
check and revise whenever you want, and even print to take it with you.
These are the instructions:
1. Each student will have to include AT LEAST TWO TERMS in the glossary, but of course you
can create more than one.
2. When creating an entry, you will have to include:
• the word or expression,
• its pronunciation (using the microphone tool),
• a definition or synonym and,
• an example
• comments about its use (optional).
The first expression, out of bounds, has been created for you as an example.
Out of bounds: outside the boundary of a playing field or court and therefore not in play or legal.
"We left because the match was really boring; all they did was kick the ball out of bounds over
and over again."
5.6a Written mediation: sport science
Sport, and in particular professional sport, has greatly developed in the last 30 years, to the point
that a new discipline called sport science has arised. Sport science draws from areas of knowledge
such as physiology, psychology, anatomy, biomechanics, biochemistry, technology or statistics to
deal with issues like injury prevention, athlete development, or performance in competition.
Through the scientific study of sport, researchers have developed a greater understanding of how
the human body reacts to exercise, training, different environments, etc. (often aiming at achieving
the best results).
This is an example of a sport science bit: Sprinter vs. Marathoner
For this activity, you will have to do some research and write on a small aspect of sport science.
Your contribution does not have to be too sophisticated or "scienty", but it must explain something
that is based on science and that your classmates will find new or interesting. This aspect can be
related to any aspect of sport (whether it be new equipment, coaching, training...).
To do this task you must:
1. Do some research. You can use the links provided below or find your own support
material.
2. Write a new contribution to the forum (of 120-150 words), explaining the sport science
aspect of your choice.
3. Comment on at least two of your classmates' contributions.
Here's a model contribution for the information above:
Sprinter vs marathoner. There are several reasons why a sprint runner and a marathon runner
have different body builds, with the former being more muscular and the latter being leaner.
Leaving genetic considerations aside, sprinters and marathoners play different sports, and
therefore they train differently. Sprinters train the fast twitch muscle fibers, which grow bigger with
training and can turn a really high amount of energy faster, but only for a short span of time, while

marathoners train the slow twitch fibers in their muscles, which are slimmer but can perform at a
high rate for a longer time. Also, sprinters need to build their upper body because their body needs
balance to run well, whereas marathoners need to control their body weight to be able to run for a
longer time.
You can find material on sport science on these links:
• The science of sport webpage
• To know sport (youtube channel)
• Sport science collective (youtube channel and podcasts)
https://youtu.be/LXEoK1dufbk
5.6b Unusual or uncommon games and sports
Many of us enjoy games or sports that are not so popular (like dodgeball or plogging), or
remember a time when we used to enjoy a particular game that we no longer practise (like 8-ball
pool or foosball after school).
Watch these videos to get some inspiration and then do the task: https://youtu.be/ZrQnJzrVAZ8?
list=PLKaEfS35UByVqhNKgnW_yz4jNRqj97hoO & 16 sports that should be in the olympics
To participate in this forum you need to post a spoken contribution on one of these two topics:
1. Argue why a specific sport should (or should NOT) be an Olympic sport (you can compare
it to other "more serious" sports).
2. Explain the rules of a game you play or used to play (you can reminisce on your
experience playing the game).
Your contribution must comply to these rules:
• It must be 2-3 minutes long.
• It must sound spontaneous (read-aloud written pieces are not ok).
• If you have chosen option 1, your post must have an explanatory tone (not just
giving your opinion).
• If you have chosen option 2, your post must have a clear how-to outline, so that
anyone could actually start playing the game after listening without any other help.
Comment on at least one of your classmates' posts.
5.6c A sport story
Sport provides with a good many enjoyable stories. Whether it be important sport highlights, like
Jesse Owens winning medals in Hitler's Berlin Olympics or Armando Maradona illegally scoring a
goal with his hand in the 1986 Mexico World Cup, or silly anecdotes on a personal level about
getting injured or being forced to practise a sport you hate, there is always a story to tell.
To participate in this forum you need to post a spoken contribution on a real sports story. Here are
two examples to inspire you: nikes kaepernick campaign & Paralympic Athlete Tatyana McFadden
Makes History _ The Champion Within
5.7 Speaking: Interview your classmate
In the section Pronunciation and speaking you learnt a few things about conducting
successful interviews. In this task you will have to use those recommendations to carry out an
interview of one of your classmates.
To do this task, you must:

1. Write a post on the forum offering yourself for an interview, providing one or more possible
topics to interview you about (these should be topics you are both interested in and knowledgeable
about).
2. Go through your classmates interview offers and propose to interview one of them in the
face-to-face class (your choice can be based on your interest in and knowledge of the topic, or on
your affinity with the classmate). Take into account that:
• you do not have to interview and be interviewed by the same
classmate (ideally your interviewer and interviewee should be
different people)
• the interviews should be around 5-7 minutes long
In the face-to-face session, your teacher will tell you how to proceed.
5.8 Speaking mediation: reporting
In this module you have revised reporting in English and have learnt about reporting verbs. In this
task you will be able to demonstrate you have met the module's objectives.
DESCRIPTION
You are working as an intern in an international online newspaper, and you have been asked to
write a feature article on retired athletes. To select your subjects, your editor has asked you to
review some interviews from the Academy of Achievement and sumarize them to present to your
editor. The editor will listen to your summaries and choose the subjects that are going to be profiled
in your article.
Read/listen to a few interviews of your choice and make a 2-3-minute audio or video recording
about one of them, reporting what the athlete said.
------------------------------------
Your teacher will give you specific feedback based on the following
Indicators of achievement:
• The communicative objective is successfully achieved.
• The mediator effectively transmits the general ideas and relevant details.
• The text is clear and well-organized so as to facilitate understanding.
• The language is well-chosen and properly adapted to the recipient.
5.9 Writing: an expository or argumentative essay
In this module you have learnt how to write expository and argumentative essays, discovering that
they are probably the staple food of academic writing.
Now it's time to write an expository or argumentative essay.
DESCRIPTION
The sports department at your university has organized a writing contest to promote an upcoming
conference on "The meaning of sports in today's world." Participate in the contest and write an 220-
250-word essay reflecting on a quote by a sportsperson. You do not have to write specifically about
the quote, but rather use the quote as inspiration, or as part of the introductory paragraph. You can
use any real quote, like the ones posted below as examples.

Remember to follow the guidelines of this kind of text which you learnt in the Writing section in
Learning about it.
------------------------------------
Your teacher will give you specific feedback based on the following
Indicators of achievement:
1. Effectiveness:
• the essay has a clear purpose and does not deviate from it
• the essay follows the 5-paragraph outline, with an introductory paragraph, body
paragraphs and a closing paragraph
• the essay displays a thesis statement in the introductory paragraph, and all body paragraphs
derive from it
2. Adequacy:
• the style is formal, concise and explanatory
• the extension is adequate
• the essay is not just a personal opinion essay with no supporting ideas
3. Cohesion:
• appropriate use of a variety of cohesive devices
• effective use of discourse markers
• logical paragraph organisation and layout
• correct use of punctuation
4. Use of grammar:
• effective use of structures to support the purpose of the essay
• variety of complex structures
• very few mistakes
5. Use of vocabulary:

• wide and precise vocabulary
• very few mistakes
For further practice
If you'd like to learn a bit more about sports, sports injuries, and health, you might find these
resources of your interest:
• For explanations on several sports and its rules, and differences between American and
European sports: TheOnDeckCircle (YouTube channel).
• For extra input on medicine and health vocabulary: a video open course on medical
terminology by study.com: (Chapter 9 has a section on Major sports injuries).
• For strange and bizarre stories in sports:
• The Sportster Top 20 bizarre incidents in sports;
• NY Post 10 craziest sports stories;
• The Most WTF Sports Stories;
• Men's Journal 15 Greatest Underdog Sports Stories.
• Ashley Graham's channel Pretty Big Deal with Ashley Graham.

ENC12 - Module 5 Spirit in Sport

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ENC12 - Module 5 Spirit in Sport

Uploaded by

Copyright:

Available Formats

Road map 5 "Spirit in sport"

English C12_Module 5 Spirit in sport 1

English C12_Module 5 Spirit in sport 2

English C12_Module 5 Spirit in sport 3

English C12_Module 5 Spirit in sport 4

Reading comprehension. Decide whether the following statements are TRUE or

English C12_Module 5 Spirit in sport 5

English C12_Module 5 Spirit in sport 6

English C12_Module 5 Spirit in sport 10

1. People used to exercise to ______ and to relax, now they only

Clips and blends

English C12_Module 5 Spirit in sport 11

English C12_Module 5 Spirit in sport 12

English C12_Module 5 Spirit in sport 13

modem (modulator- ______ ) biopic (biographical ______ )

Oxbridge ( ______ and Cambridge) breathalyzer (breath ______ )

paratrooper ( ______ trooper) brunch ( ______ and lunch)

romcom ( ______ comedy) cyborg (cybernetic ______ )

seascape (sea ______ ) dumbfounded (dumb and ______ )

sexting (sexual ______) infomercial ( ______ commercial)

sitcom ( ______ comedy) telethon (telephone ______ )

wi-fi ( ______ fidelity)

English C12_Module 5 Spirit in sport 14

English C12_Module 5 Spirit in sport 15

English C12_Module 5 Spirit in sport 16

English C12_Module 5 Spirit in sport 17

English C12_Module 5 Spirit in sport 18

English C12_Module 5 Spirit in sport 19

English C12_Module 5 Spirit in sport 20

English C12_Module 5 Spirit in sport 21

English C12_Module 5 Spirit in sport 22

English C12_Module 5 Spirit in sport 23

English C12_Module 5 Spirit in sport 24

English C12_Module 5 Spirit in sport 25

English C12_Module 5 Spirit in sport 26

English C12_Module 5 Spirit in sport 27

English C12_Module 5 Spirit in sport 28

English C12_Module 5 Spirit in sport 30

English C12_Module 5 Spirit in sport 31

English C12_Module 5 Spirit in sport 32

English C12_Module 5 Spirit in sport 33

English C12_Module 5 Spirit in sport 34

English C12_Module 5 Spirit in sport 35

English C12_Module 5 Spirit in sport 36

English C12_Module 5 Spirit in sport 37

English C12_Module 5 Spirit in sport 38

English C12_Module 5 Spirit in sport 39

English C12_Module 5 Spirit in sport 40

English C12_Module 5 Spirit in sport 41

English C12_Module 5 Spirit in sport 43

English C12_Module 5 Spirit in sport 44

English C12_Module 5 Spirit in sport 45

English C12_Module 5 Spirit in sport 46

English C12_Module 5 Spirit in sport 47

English C12_Module 5 Spirit in sport 48

You might also like

modem (modulator- ) biopic (biographical )

Oxbridge ( and Cambridge) breathalyzer (breath )

paratrooper ( trooper) brunch ( and lunch)

romcom ( comedy) cyborg (cybernetic )

seascape (sea ) dumbfounded (dumb and )

sexting (sexual ) infomercial ( commercial)

sitcom ( comedy) telethon (telephone )