Unit 1 : Game changers

 

Axis 4: Challenges and Transitions

Sport challenges and transition: more than a game, a force for change.

 

How can athletes challenge stereotypes, break barriers and change society?

Axis 1: Self-Representation and Relationships with Others


Explore how athletes construct their identities, challenge stereotypes, overcome prejudice and influence how society perceives them.

ANGLAIS ACADEMYEnglish for today’s
changing world
Unit 1 · Part AGame Changers
Opening investigation · Look first, name later

Who changes the game?

Four images. Four barriers. No names—yet.

Black-and-white portrait of a smiling track athleteAJesse Owens · Race & propagandaSOURCE A ↗
Black-and-white action photograph of women playing baseballBAAGPBL players · Women’s baseball & visibilitySOURCE B ↗
Black-and-white sequence showing a woman runner challenged during a raceCKathrine Switzer · Rules & gender equalitySOURCE C ↗
American football player celebrating on the fieldDShaquem Griffin · Ability & opportunitySOURCE D ↗

First look

  1. Identify each sport and setting.
  2. Choose one revealing detail in every image.
  3. Imagine one barrier each athlete may have faced.
  4. Which image challenges your idea of a sports hero most?

The names are deliberately hidden. Use the lettered source buttons to consult each original document; return here before matching on .

▣ VOCABULARY · KEY WORDS & USEFUL EXPRESSIONS · CLICK TO OPEN

KEY WORDS · 8

USEFUL EXPRESSIONS · 4

Click an individual card to hide or reveal its French meaning. The Workbook contains the complete 30-item synthesis and reuse activities.

Challenge the rules · Claim your place · Change the game
ANGLAIS ACADEMYEnglish for today’s
changing world
Unit 1 · Part AGame Changers
2
Mission Brief · Match, question, debate

From champion to role model

Guiding question

How have athletes become role models and game changers by fighting for equality in sport and society?

Match the evidence Associate one name and one key idea with each letter.
AIDENTITY + KEY IDEA
BIDENTITY + KEY IDEA
CIDENTITY + KEY IDEA
DIDENTITY + KEY IDEA

Hero, anti-hero… or media construction?

Andy Murray on a tennis court
Andy Murray · tennis
PHOTO ↗
Wayne Rooney wearing a football shirt
Wayne Rooney · football
PHOTO ↗

Can a great athlete have a negative public image? Andy Murray was sometimes portrayed as “grumpy”; Wayne Rooney’s career was marked by public controversies. Does media reputation automatically make either athlete a poor role model? Add one example of your own and support every judgment with a verifiable fact. MURRAY SOURCE ↗ROONEY SOURCE ↗

PERFORMANCEBEHAVIOURMEDIA IMAGESOCIAL IMPACT

Useful language: In my view… · The media portrayed… · However… · Unlike… · This athlete should / should not be considered…

Teacher · Poor role model — writing guide and B1+ → C2 answers

What is expected?

A reasoned paragraph that distinguishes sporting performance, verified behaviour, media reputation and social impact. The student must take a position, qualify it and support it with at least one reliable fact.

How to raise the level

B1+: state an opinion and give two reasons with because / but / although. B2: compare Murray and Rooney, organise a counter-argument and cite evidence. C1: question the reliability of public narratives, weigh conflicting criteria and use precise evaluative language. C2: expose the assumptions behind “role model”, distinguish reputation from moral judgment and develop a nuanced, rhetorically controlled conclusion.

B1+ model — A great athlete can have a negative public image without necessarily being a poor role model. Andy Murray was sometimes described as grumpy, but he also supported women’s equality in tennis. Wayne Rooney’s reputation was affected by controversies. We should therefore look at facts before judging them.
B2 model — A negative public image does not automatically make an athlete a poor role model. Although Andy Murray was often portrayed as unfriendly, his support for gender equality presents a more positive picture. Rooney’s controversies affected his reputation more directly. However, athletic success, private behaviour and public commitment should be assessed separately before reaching a fair conclusion.
C1 model — The label “poor role model” is too simplistic when it relies mainly on media reputation. Murray’s supposedly gloomy personality became a recurring narrative, yet his advocacy for women in tennis complicates that image. Rooney’s documented controversies invite stronger criticism, but even then, judgment should be proportional and evidence-based. Role-model status is therefore negotiated between conduct, influence and the stories the media chooses to amplify.
C2 model — Calling an athlete a “poor role model” often reveals as much about society’s expectations as about the athlete concerned. Murray’s constructed grumpiness illustrates how temperament can be mistaken for moral failure, whereas Rooney’s controversies raise more substantive questions about accountability. Yet neither celebrity nor sporting excellence creates an obligation to embody flawless virtue. A defensible judgment must separate verifiable conduct from narrative framing, weigh harm against positive influence, and acknowledge that public exemplarity is neither fixed nor morally uncomplicated.
YOUR FIRST HYPOTHESIS · An athlete becomes a role model when…
Teacher · First hypothesis — writing guide and B1+ → C2 answers

What is expected?

A clear definition followed by criteria and a link to the unit’s guiding question. Students should explain how an athlete moves from personal achievement to broader social influence.

How to raise the level

B1+: complete the hypothesis with actions and values. B2: distinguish achievement from influence and add a concession. C1: define role-model status as a social process and connect individual action to structural change. C2: problematise admiration, agency and collective reception in a concise, conceptually precise argument.

B1+ model — An athlete becomes a role model when they use their talent and influence to help others. They should behave responsibly, challenge unfair rules and defend equality. Their victories may inspire people, but their actions and values make a lasting difference.
B2 model — An athlete becomes a role model not only by winning, but also by using public influence responsibly. Although sporting success creates visibility, courage, fairness and commitment to others create genuine social impact. Athletes become game changers when they challenge discrimination and make participation easier for those who follow.
C1 model — An athlete becomes a role model when personal excellence is converted into collective possibility. Performance may attract attention, yet exemplary status emerges when that visibility is used to question exclusion, defend vulnerable groups or transform the conditions in which others compete. A role model therefore changes both perceptions and opportunities.
C2 model — Athletes become role models when achievement acquires ethical and social significance beyond the arena. Their influence does not derive mechanically from victory; it is produced through the interaction of agency, public interpretation and lasting institutional change. The most consequential game changers neither merely symbolise progress nor claim moral perfection: they widen the field of what others can imagine, demand and ultimately become.
UNIT CHALLENGE · AI BIAS CHECKLater, you will ask an image generator to represent a “game-changing athlete”, identify who is visible or missing, and rewrite the prompt for fairer representation.
Teacher support · Didactic guidance

Teaching guidance

Do not introduce Murray or Rooney as fixed “good” or “bad” models. Have groups sort evidence into four categories: performance, behaviour, media image and social impact. Require one reliable source before accepting a claim. Then ask students which category matters most and why.

Using the level ladder

Begin with the B1+ response as the minimum communicative target. Ask students to underline the new operation required at each stage: comparison and counter-argument at B2; critical evaluation of narratives at C1; conceptual nuance and controlled rhetoric at C2. Students should improve one draft step by step rather than imitate the C2 model immediately.

Language targets

because, whereas, although, however; one comparative structure; and one modal of judgment: can, should, must not.

Image credits, licences and original documents
A · Acme News Photos, 1936, public-domain status in the United States, via Wikimedia Commons. B · Department of Commerce Collection / World Digital Library, 1948, via the Library of Congress. C · Harry Trask / Boston Herald, 1967, public-domain status in the United States, via Wikimedia Commons. D · All-Pro Reels, 2020, CC BY-SA 2.0, via Wikimedia Commons. Murray · Brendan Dennis, 2015, CC BY-SA 4.0, via Wikimedia Commons. Rooney · Football.ua / Stanislav Vedmid, 2016, CC BY-SA 3.0, via Wikimedia Commons. Images are cropped only for page layout.
▣ VOCABULARY · KEY WORDS & USEFUL EXPRESSIONS · CLICK TO OPEN

KEY WORDS · 8

USEFUL EXPRESSIONS · 4

Click an individual card to hide or reveal its French meaning. The Workbook contains the complete 30-item synthesis and reuse activities.

Challenge the rules · Claim your place · Change the game