Campaign military 2 TB

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Campaign CAMPAIGN TEACHER’S BOOK 2

English for the military

Macmillan Education

Between Towns Road, Oxford OX4 3PP

A division of Macmillan Publishers Limited

Companies and representatives throughout the world

ISBN 1-4050-0986-1

Text © Macmillan Publishers Limited 2005

Design and illustration © Macmillan Publishers Limited 2005

First published 2005

All rights reserved; no part of this publication may be reproduced, stored

in a retrieval system, transmitted in any form, or by any means,

electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Printed and bound in Spain by Eldives

Designed by Keith Shaw, Threefold Design Ltd

Page make-up by Carolyn Gibson

Illustrated by xxxxxxxx

Cover design by Keith Shaw, Threefold Design Ltd

Extracts taken from US Army Field Manual 100-5 Operations and US Army

Field Manual 101-5, Staff Organization and Operations.

Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible If contacted we will

be pleased to rectify any errors or omissions at the earliest opportunity.

The author and publishers would like to thank the following for permission to reproduce the following photographic material:

P27 ©www.armedforces.co.uk

Simon Mellor-Clark would like to thank the many anonymous

contributors to the solutions for the case study sections Simon would especially like to thank CMSgt USAF (ret.) Marcus Hale McCain for his help with these solutions Simon would also like to thank members of the TESOL Arabia ESP SIG and staff of the MLI Abu Dhabi for their

comments on the initial draft of the introduction to this Teacher's Book as

well as Louis Harrison, the Campaign project manager, for his enormous

and invaluable help with the final draft.

Randy Walden would like to once again thank Simon Mellor-Clark for

opening the door to work on Campaign; the entire team at Macmillan for

their help and support; and his wife Mónica for her constant love and affection.

The Military and English

Language Training

The importance of English language training for the

military has grown enormously in the last decade This

growth is largely the result of two factors: the changing

role of the military and changes in defence relations

The changing role of the military

Military forces today are increasingly deployed on

humanitarian assistance and peace operations, often,

though not exclusively, under the auspices of either the

United Nations or NATO (the North Atlantic Treaty

Organisation) Nations contribute peacekeeping forces and

these different national contingents come under a central

command or headquarters Often English will be the

operational language of this mission: the official language

that different national contingents use to talk to each other

as well as to communicate with the peacekeeping

headquarters In addition, peacekeeping troops will

frequently need to liaise with non-governmental

organisations that are operating in the mission area

Changes in international defence

relations

Increasingly, the armed forces of different countries work

and train together When soldiers, sailors or airmen go on

exercise they need to communicate in a common language,

and English has become a military lingua franca.

Specific Needs for English

There are many specific reasons why military personnel

will need to learn English Here are a few examples from

our experience

• A colonel is preparing for deployment to a country in

the Balkans He is going there as commanding officer of

a national contingent While he is there, he will need to

attend meetings held in English at the peacekeeping

headquarters He will also need to speak regularly on

the telephone, read correspondence and give briefings

• A corporal is assigned to a multinational headquarters

He is a driver and will need to understand the

instructions that NCOs and officers from other

countries give him He will need to read orders, speak

on the telephone and complete forms He also needs to

know how to address the senior military officers andcivilians that he is transporting

• A major is assigned as a staff officer to the headquarters

of an international defence alliance His job involvesreading and writing correspondence and reports,making and receiving calls, and giving and attendingbriefings During his tour of duty, he will also need tosocialise with officers and NCOs from other countries

• An officer in training is going to the United Kingdom

to complete the commissioning course at the RoyalMilitary Academy, Sandhurst She has little or noexperience of the army in her own country, but she willlive and train alongside young men and women fromthe United Kingdom who are also studying to becomeofficers

• A sergeant from a technical branch is sent on a course

to learn how to operate an expensive weapons systemthat his country has recently acquired The course istaught in English and all the manuals are in English

• A senior air force officer is assigned to an embassyabroad Although English is not the first language ofthe country, the staff from other embassies all useEnglish in their daily contacts

• A signals unit is tasked to provide telecommunicationsservices to the headquarters in a multinational exercise.The officer and senior NCO responsible for the unitmust negotiate the provision of these services

• A junior officer is nominated as liaison officer dealingwith non-governmental organisations in a

peacekeeping mission His job is to determine theirlogistics needs, including transport and convoy escort.The specific English language needs of military personnelwill vary according to service, job experience,

specialisation and rank

Service

Military English learners include personnel from the army(a term in English used synonymously with groundforces), navy and air force Increasingly, civilian policeofficers are also deployed on international missions, as areborder guards

Job-experience

Learners may be students at military academies, preparingfor a commission as an officer or NCO Alternatively, theymay be serving soldiers, NCOs or officers taking courses

in their unit or at a civilian or service school There are anumber of differences between these groups

• Serving soldiers may be getting ready for a specific

mission; students at military academies will almost

certainly be preparing to take an exam

• Serving soldiers will have a wide range of military

knowledge and experience; students at military

academies may well be dealing with English in subject

matter with which they are not familiar in their own

language

Specialisation

There are a huge number of specialised roles in the

military, including infantryman, driver, cook, diver,

intelligence analyst and many more

Rank

Different ranks commonly need to perform different tasks

It is unlikely that a junior NCO will need to give an

extended briefing in English, for example

Core needs

Each service, specialisation and task has its own

terminology, but all students have certain core needs

Generally, they will need to be able to explain problems,

give suggestions, and correctly address superiors and

subordinates They will need to acquire communication

skills such as giving or attending a briefing, using the

radio, referring to map data and attending meetings

Characteristics of Courses for

the Military

Military students generally have certain reasonably

predictable expectations of a course of study

1 Training is an important part of military life Learners

are used to high standards of instruction and will apply

the same critical standards to their English courses

They expect that the instructor will be prepared and

organised, and that he or she will communicate the

aims and objectives of the course and of each lesson

clearly

2 Training in the military is largely job-specific Learners

will expect to be able to see how the course meets their

needs and helps them to do their job in English

3 Training is hands-on: learners will expect a practical

approach that reflects practical objectives

4 Military training courses are time sensitive This

general expectation, coupled with the fact that

language training has to fight for training time with

other subjects, will often place considerable time

pressures on the course

5 The instructor needs to be aware that there are aspects

of students’ work about which they are not able to talk.Even seemingly ‘everyday’ topics, like work routinesand the location of different places on the base, can bematters of security

6 There are also aspects of work that students will not

want to talk about: soldiers can come back from

missions with psychological scars caused by what theyhave seen The instructor needs to be sensitive aboutwhich discussion topics he or she introduces in theclassroom

Many of these issues relate to methodology and teachingapproaches we will return to later in the teaching notes

Levels of Performance

All large-scale teaching operations, whether for themilitary, state secondary schools or universities, requiremeasures of student performance so that courses can beplanned and assessed, and qualifications awarded One ofthe most influential measures of performance in militaryteaching, and in the production of this book, is STANAG6001

NATO STANAG 6001

A STANAG (or STANdardisation AGreement) is aninternational military standard created by NATO (theNorth Atlantic Treaty Organisation) in order to regulateequipment, procedures, tactics, training and just abouteverything that affects how armed forces from differentcountries work together on operations and exercises

STANAG 6001 is a language proficiency scale designed toallow comparisons of language ability in different

countries It consists of a set of descriptors of proficiencyskills broken down into six levels

Level 0 No practical proficiency

1 Elementary

2 Fair Limited working

3 Good Minimum professional

4 Very good Full professional

5 Excellent Native/BilingualLanguage proficiency is recorded with a profile of fourdigits indicating the specific skills in the following order:Listening Speaking Reading WritingFor example, a person with the level SLP 3232 has level 3

in Listening, level 2 in Speaking, level 3 in Reading andlevel 2 in Writing These four digits are preceded by thecode letters SLP, which indicates that the profile shown is

the Standardized Language Profile.

There is no one official exam for the STANAG 6001 levels.

Countries that use the scale produce their own tests and

are responsible for validating them according to the

STANAG 6001 levels

The original version of STANAG 6001 was created in 1976

and modified in 2003 A full copy of STANAG 6001 can be

downloaded from the following website:

http://www.dlielc.org/bilc

Summary of STANAG 6001 levels 1–4

Level 1

Listening Can understand common familiar phrases and

short simple sentences about everyday personaland survival needs

Speaking Can maintain simple face-to-face

communication in typical everyday situations

Reading Can read very simple connected written

material directly related to everyday survival orworkplace situations

Writing Can write lists, short notes and phone messages

to meet immediate personal needs; cancomplete forms

Level 2

Listening Can follow conversations about everyday

topics, including personal news, well-knowncurrent events, routine job-related topics, andtopics in his/her professional field

Speaking Can communicate in everyday social and

routine workplace situations

Reading Can read simple, straightforward, factual texts

on familiar topics

Writing Can write, with some precision, simple personal

and routine workplace correspondence andrelated documents, including brief reports

Level 3

Listening Can understand conversations, briefings and

telephone calls about complex topics, includingeconomics, science, technology and his/herown professional field

Speaking Can participate effectively in most formal and

informal conversations, including meetings; candeliver briefings

Reading Can read with almost complete comprehension

a variety of authentic written material ongeneral and professional subjects, includingunfamiliar subject matter

Writing Can write effective formal and informal

correspondence and other documents onpractical, social and professional topics andspecial fields of competence

Level 4

Listening Can understand all forms/styles of speech used

for professional purposes, including those onunfamiliar topics Can recognise nuances ofmeaning, irony and humour

Speaking Can use the language with great precision,

accuracy and fluency for all professionalpurposes

Reading Can read all styles and forms of the written

language used for professional purposes,including texts from unfamiliar general andprofessional-specialist areas

Writing Can write the language precisely and accurately

and can draft all levels of prose pertinent toprofessional needs

Approach to Teaching

A successful course is one that meets the expectations ofmilitary learners and which facilitates genuine learning.There are three essential keys to delivering a successfulcourse to military learners: purpose, organisation andpreparation

Purpose

Make sure that you are aware of the overall courseobjectives, and how each individual lesson and activitycontributes to achieving these Communicate theseobjectives to the students Where appropriate, allowstudents to comment on objectives, and take theircomments into account in your planning – they may knowmore about their needs than you do

Organisation

Aim to give a clear structure to the course and to eachlesson Organisation comes partly from teaching materials:the syllabus, the course book and any supplementarymaterials However, more importantly, it comes from yourusing these materials in class

Preparation

Think through the lesson before you walk into class.Decide what you will use from the book and what you willomit Choose any supplementary materials necessary tomeet the particular needs or interests of your students.Make notes or write a lesson plan as required Make sureyou have everything you need, such as CD and

photocopies of supplementary materials

Lastly, remember that it is not enough to be organised, prepared and focused; you must also appear organised,

prepared and focused There are a number of ways tocreate and communicate a sense of organisation,preparation and purpose

1 Begin each class with brief revision of the preceding

lesson

2 State the objective for the day’s lesson at the outset

3 Contextualise your teaching: tell students how the

lesson fits into the course, how it connects to yesterday’s

class, and how it connects to tomorrow’s class

4 Tell the students why you are asking them to do the

activities – what the learning benefit will be to them

5 Explain to students what they can do with the

grammar in practical terms For example, if your

teaching point is the present perfect, tell students they

can use this tense to talk about their experiences; elicit

or invent examples based on their own lives whenever

possible

6 Find a pattern to classes, for example, beginning with a

short speaking activity to warm students up However,

remember that this can be taken too far – a little routine

helps students to focus, but too much is deadening

What happens in the classroom needs to be backed up

with documentation The course book normally provides

this, and you should aim to use it regularly and frequently

in class If you do not, students may find it harder to hang

on to their sense of the objectives for the lesson, or they

may feel that they are missing out on something However,

this does not mean that you should doggedly plough

through every task and exercise in the book

Sometimes you will need to introduce supplementary

material into the course, for example, to deal with

specialist vocabulary not in the course book, to look at

some aspect of pronunciation, or to provide extra practice

of a grammar point This allows you to personalise the

course, tailoring it towards the students’ needs or learning

style – and your own teaching style However, it is

important that the students understand how the

supplementary materials relate to the course syllabus

A sense of organisation and purpose does not mean that

you are in control of everything that happens in the

classroom For example, all of us sometimes need to

change a lesson in mid-stream in order to respond to

students’ needs or because an activity is clearly not

working Paradoxically, planning makes it easier to

respond spontaneously to whatever unfolds in the

classroom If the purpose of the course and the way it is

organised is clear to everyone, it is easier to make good

decisions and to justify them

Planning the lesson

The principle of a lesson plan designed to fit the objectives

of a course lies at the heart of being prepared and

organised A lesson plan may be in your head or it may be

a written document Here, we deal with it as a document

1 Determine the aims of the class

Before you start teaching, you should have a clear idea ofwhat your teaching objectives are Read though the pagesyou intend to use; think about the objectives and how thevarious tasks relate to it Be clear in your mind as to whatyour students should know or be able to do after the lesson

2 Write a statement of objectives

This will be the actual sentence that you will say at thebeginning of the class The language you use should besimple and unambiguous, for example:

In the class today, we’re looking at …

At the end of today’s class, you will be able to …

At the start of a low level course, you may want to stateyour objectives in almost exactly the same words as the

course book, for example: The objective today is the simple

past Alternatively, you may want to state your objectives

in the learner’s own language Either way, this should be atemporary remedy As soon as possible, give a well-formed statement of objectives

3 Define the stages of the lesson

In the next section of these notes, you will find a suggestedbreakdown of the lesson into five stages: introduction,input, practice, production and conclusion This suggestedtemplate is designed for classes that focus on presentation

of grammar, vocabulary or functional English However,the template can be adapted for skills-based classes, i.e.listening, speaking, reading and writing

4 Anticipate learning problems

Some of the material may present special difficulties fordifferent groups of learners For example, aspects ofvocabulary may pose problems because of ‘false friends’ –words that sound or look the same in the students’ ownlanguage and the target language, but have differentmeanings

5 Think about instructions

Giving clear instructions is one of the most commondifficulties teachers experience Develop a small number ofstandardised instructions and always use these Thewording for your instructions should be unambiguous and

at an appropriate level for the students Use imperatives, e.g

Open your books, rather than, I wonder if you’d minding opening your books You can add please if this seems too abrupt.

6 Work out timings

Timing is notoriously hard to predict, but you will need anidea of the ground you hope to cover in the lesson Decidehow much time you want to dedicate to each stage andhow much time you will give students to complete eachtask During the lesson, tell students how long they have

to complete each task, for example, You have five minutes for

this task.

7 Arrive early

If possible, arrive in the classroom a few minutes early to

give yourself time to get organised: is the CD player in the

room, are there pens for the whiteboard, are there enough

chairs? If the institution where you work permits it, you

can use this time to arrange the seating in the room to suit

your lesson Once this is organised, make yourself

available to students who may have questions about

previous lessons or the homework

The lesson

This is a five-stage plan for a lesson or part-lesson

Stage 1 Introduction

1 Begin the class by stating the lesson objectives and the

hook – the reason(s) why the language point is

important or relevant to students

2 The introductory task This is the first learning task of

the lesson, and generally the first task in every section

in the materials It is designed either to warm up the

students, introduce new vocabulary that students will

need later in the lesson, or to activate a schema The

idea of a schema is that in order for a learner to make

sense of the input in the lesson, he or she will need to

relate this new information to existing ideas For

example, if you get students thinking about the things

they do in a typical day, it will help them be more

receptive to ideas and words like occasionally, sometimes,

always and never.

3 Review homework If the homework you set in the

previous lesson was in some way to prepare for this

lesson’s activities or input, then now might be the

logical time to correct or review homework In any

case, when you write your lesson plan you will need to

think about the logical time to deal with homework

Stage 2 Input

This is the main stage of the lesson For lower level

learners, a useful teaching pattern is presentation–

practice–production The input stage is the presentation

stage, when new language is presented to students as a

model Ideally, this is done in some kind of meaningful

context for the students, i.e a context to which they can

relate

Stage 3 Practice

With the class focused on grammar, functional English or

vocabulary objectives, the practice stage is the student’s

opportunity to get to grips with the new language It

involves doing written exercises and oral drills (listen and

repeat, etc.) In this kind of guided practice, there is

typically little room for error

Stage 4 Production

At the production stage, the focus is on use andcommunication At higher levels, tasks at this stage will(increasingly) encourage students to be creative with newlanguage, working and moulding it so they can expressthemselves as they wish Tasks at this stage are productiverather than receptive; that is to say, they involve speakingand writing

Stage 5 Conclusion

In this final stage, revise the objectives for the class If yourtiming has slipped, this is the moment to say when you aregoing to introduce the missed material It is also the time

to set homework and look forward to the next lesson; to

say, for example, Tomorrow we’re going to look at …

learning, students work together in order to find solutions

to real-world problems The problem itself is often given

as a story and is either written or spoken The stage is set,the characters presented and a sequence of events isintroduced chronologically, building up to a problem thatneeds a solution Then, students present their solution tothe rest of the class

Why problem-based learning?

Problem-based learning has a lot to offer in any languageclassroom, but it is a particularly useful approach withmilitary learners Here are some of the reasons why we

have included problem-based learning in Campaign 2.

• By placing learners in a role, giving them a problemand inviting them to resolve the problem, problem-based learning reproduces real-world contexts andpromotes realistic language practice

• Problem-based learning promotes accuracy andfluency In carrying out the task, the focus is on fluency

In the public report of the solution – with its inherentpressure to ‘get it right’ – the focus is on fluency plusaccuracy

• Problem-based learning is motivating Arriving at asolution to the problem gives a genuine communicativepurpose, the practical application of classroom

activities is transparent and the tasks themselves areintellectually challenging, engaging the learner andsustaining interest

• Problem-based learning relies on the learner’s

involvement in the class and places a value on the

experience and knowledge that learners bring to the

classroom

• Problem-based learning focuses on communicative

tasks that students will need to do in and with the

language when they leave the classroom

• Problem-based learning lets students rehearse these

communicative tasks in a (relatively) non-threatening

environment

• Military language, especially reports and briefings, is

often structured with strict attention to form and genre

(how something is said or written) Problem-based

learning raises students’ awareness of form and genre

and promotes speaking and writing activities that

require attention to these aspects

• In practising the language needed for resolving

problems, problem-based learning focuses on the

workplace language needed for cooperative

participation – essential to meetings and working

groups

• In requiring students to work as a team, problem-based

learning involves collaboration, cooperation and taking

responsibility It is an excellent vehicle for raising

students’ awareness about cultural differences in

decision-making processes

Methodology

A problem-based lesson, or structured series of lessons,

has three components: the preparation phase, the

problem-solution phase and the after action review The central

component of the framework is the problem-solution

phase, but research and classroom practice suggest that

students will perform better if they are prepared – this is

the objective of the preparation phase Similarly, the lesson

won’t end when students present their solution; the group

may need to wind down, individual learners will expect

some feedback on how well they did and the teacher will

want the opportunity to review the activity – these are the

objectives of the after action review It will help you to

plan your lessons for the echo sections if you understand

the thinking behind each of these stages so, here is a more

detailed description of these phases

The preparation phase

The purpose of the preparation phase is to prepare

students to perform the task This phase is teacher-led and

typically begins with some sort of lead-in, designed to set

the scene for the problem and engage students’ interest

The lead-in is often a short activity to introduce, define

and explore a topic associated with the task It’s important

that students understand the objectives of these lessons –

especially students who are used to more structurallyoriented approaches – so, we suggest that you begin thisphase by stating the lesson objectives and giving a briefdescription of the lesson procedure

In problem-based learning, the student has to deal withtwo problems simultaneously: performing the task inEnglish and the task itself – learners will need to draw onreal-world knowledge, opinions and non-linguistic skills.The preparation phase often includes activities that aim tohelp students with this These activities include: simplerproblem-solving tasks to relate the task to information andideas the student already has, listening or viewing a model

of others completing a similar task and activities toactivate learning and thinking strategies

In the same way that the steps in problem-solving havecertain real-world strategies, they also have associatedfunctional expressions For example, in developingpossible courses of action to resolve a problem, studentswill need to express their opinions, ask for reasons, givereasons, make conjectures, offer suggestions and agree anddisagree The preparation phase will include attention tothese functions as well as to other forms (lexical,

grammatical and phonological) that students will need tounderstand or resolve the problem The design of

Campaign means that most of these language forms are

introduced in the preceding sections of the unit, but if youare not following the book section-by-section, or if you areleaving some sections out, you may need to introduce orreview specific functions during this phase

The preparation phase ends with the presentation of theproblem Some of the problems are borrowed from thestudents’ professional field and others are more general innature Whether professional or general, most problemshave the following features

The problem-solution phase

The problem-solution phase includes three stages: finding

a solution to the problem, planning and reporting to thegroup In the first stage, students work collaboratively toreach agreement on a solution to the problem

To help students who are not familiar with solving methods, many problem-solving tasks in

problem-Campaign 2 are sequenced, guiding the learner through

steps in the estimate process – the decision-making processused in the British and US military to plan operations andresolve other, non-tactical problems

In Campaign 2, students are gradually introduced to this

method of reaching decisions These are implicit task

processing objectives in the course syllabus For example, in

Unit 2, section echo, the objective is ‘analysing the situation

and determining tasks’; in unit 4 ‘developing courses of action’

and in unit 9 ‘deciding on alternative courses of action’

Below is an example from Unit 2 (page 23) of how this

decision-making process is supported through a series

of tasks

It’s important that students resolve the problem underpressure of time, so set a time limit for the task The timeyou give will depend on many factors, but fifteen totwenty minutes will be a normal time period for mosttasks As students discuss the problem and solution, movefrom group to group Listen and take notes on good use oflanguage, on errors (writing down actual examples) and

on target forms that weren’t used These notes will formthe basis for your feedback in the after action review Thefocus during this stage is on fluency and students shouldnot be afraid of making errors The teacher’s role here isnot to correct or critique and you should only intervene ifcommunication is breaking down However, a discreet

Good or Well done can be very encouraging if students are

managing something well

The task phase ends with the public presentation of thegroup’s solution in front of the whole class This publicpresentation will increase the communicative stress placed

on learners but it is also likely to encourage a more formalstyle and a focus on both fluency and accuracy

The report may be spoken or written and the structure ofthe report should reflect the genres and rhetorical patternsthat students would typically use to convey information intheir professional field In the example above, students aretasked to give a report in the form of instructions given as

a verbal operations order

Students will need time to prepare their report – this is theplanning stage Often, the teacher will work together withthe students in the planning stage, acting as a kind oflanguage expert

The after action review

The after action review (AAR) is teacher-led and theobjective is to focus on what happened and why andimprove students’ ability to perform similar tasks in thefuture The AAR is important because it underlines the

linguistic objectives of the lesson (see Problems and solutions

section) In the AAR, the teacher has a number of options,including language analysis and evaluation and feedback

Language analysis

In most cases, the indispensable component of the AAR islanguage analysis, focusing on forms that students usedcorrectly, incorrectly or not at all during the task phase Startwith some mention of what went well At this stage, youmay wish to write up on the board examples of sentences,expressions or words that you noted down during theproblem-solution phase Now move on to problems

The way you go about dealing with errors will depend onthe group, the time available and also on the technologyavailable It will also depend on whether you decide tofocus specifically on forms that were taught in thepreparation phase (or in a recent lesson) or more generally

The estimate process

The estimate process has four stages.

1 Mission Analysis

In the first stage of the process, the commander or planner asks

himself the following questions.

• What is the intention of my higher commander and what’s my role

in the plan?

• What tasks do I have to complete in order to carry out the mission?

• Are there any constraints or limitations on my freedom of action

like time, space or resources?

2 Evaluation of Factors

In the second stage, the commander brainstorms a list of all those

facts that could affect his plan, especially:

• environmental factors, including ground, weather, population,

religion, culture

• the enemy

• friendly forces.

For each factor, the commander asks the question So what? – What

are the implications of that fact? And he keeps on asking that question

until he has completed a detailed list of deductions.

3 Consideration of Courses of Action (COA)

Based on his analysis of the mission and the deductions made about

the factors that affect planning, the commander generates a number

of alternative courses of action.

4 The Commander’s Decision

In the final stage, the commander decides the best course of action.

Speaking Task 8 Work in groups

Now put your objectives in order

of importance.

Task 9 List all the facts that can

affect your plan Use these headings.

mission time terrain weather

troops logistics and signals 2 Evaluation of factors

Now say what conclusions you can

draw from the facts.

Task 10 Work in groups Decide on

Now explain your group’s plan to

the rest of the class Use the format:

1 situation 2 mission 3 execution 4 Commander’s decision

on all errors appropriate to the students’ level – ones they

can, with an effort, correct themselves or things that would

be useful for them to learn now There are several ways to

do the language analysis, but the following procedure is

one which usually works well

1 Choose some of the sentences you noted to work on

Ten is a good number to aim for with a typical class –

though this can increase as students get used to the

procedure

2 Write the sentences on the board It’s not a good idea to

write or say the name of the student who produced the

error as this is effectively an (inappropriate)

punishment and may discourage students from

participating in the future

3 State very clearly that the sentences all have errors in

them Invite the class as a whole to correct the

sentences – or put students in groups to do this

4 Go through the sentences, correcting them on the board

with the class If they don’t know the answer, tell them

5 Dictate the correct sentences to the students – ask them

to write them in their notebooks

An alternative procedure for the language analysis is to

use a recording made during the problem-solution phase

(especially the public report) Recordings can be used to

illustrate errors or as a kind of ‘noticing’ activity where

students look out for good and poor use of language You

can also get students to transcribe and reformulate a part

of the recording

Evaluation and feedback

Language analysis is largely about dealing with problems

and it can be dispiriting for learners if we go straight into a

catalogue of errors An alternative is to begin the AAR by

inviting learners to evaluate the task and give feedback on

their performance You can start by asking learners to

reflect on the task – asking how they did the task, what

they learnt from the task and how their performance could

improve

A further option is to have students evaluate each other’s

contribution This can involve students voting on the best

solution to a problem and explaining their reasons or it

may mean evaluating how well individual students

presented their reports In both cases, the criteria on which

learners evaluate solutions and reports will move beyond

the purely linguistic and into the professional The

following task, for example, is designed to raise learners’

awareness about what makes a good briefing in the

military

Taken from Campaign 2, Unit 8, section echo (page 82).

If you choose the option of learner feedback on the task

‘product’, the order of feedback is important We suggestthat you first of all invite the individual student or group

to evaluate their own plan or performance Secondly,invite other learners or groups to comment Finally, return

to the individual or group being evaluated and ask fortheir comments on the feedback of their peers

If you don’t have military training yourself, you may feelit’s not appropriate to give feedback on the actual solutionoffered – especially where it’s a tactical problem Oneoption in this case is to photocopy the suggested solution

in this Teacher’s Book However, if you have theopportunity to teach the same lesson to several groups,this will give you lots of ideas about good solutions

Problems and solutions

Some students will take to task-based learningimmediately; they’ll get into the task, recognise the value

of the approach and enjoy the classes immensely Otherstudents or groups may not respond so positively; theymay simply not participate or even react with hostility Inthis section, we’ll review some of the problems thatteachers may face and offer some solutions

• Some students may be too shy to actively participate ingroup discussion This problem may be especially acutewith mixed ability groups or with in-service courses,where there are senior and junior personnel mixedtogether

Solution: One option is to start with simpler tasks inpairs or small groups and build to more complex tasks

in larger groups Another option is to appoint onelearner as group leader and give them a specialresponsibility for ensuring that all members of theirgroup contribute to the solution

Task 1 Work in pairs Write do or don’t.

In a briefing …

1 arrange your ideas in a logical order.

2 put your hands in your pockets.

3 pause to begin another point.

4 stress important words and ideas.

5 use filler words, like Right and OK.

6 use short, simple sentences.

7 use clear phrases to link your ideas.

8 use repetition to emphasise important points.

9 tell listeners what is important.

• Students may not be used to expressing their opinions

in public, listening to the opinions of others or reaching

decisions through teamwork

Solution: If this is a cultural matter, there may well be

no easy solution The first step is to decide whether this

is a desirable objective and is included in your course

remit If you determine that this is a trainable objective,

start with a series of activities that ease learners into the

idea of publicly sharing opinions and raise awareness

as to the value of working through problems as part of

a team

• Some students may dominate the conversation – this is

especially true if there are learners in the class with a

position of authority (the unit commander, for

example) or special knowledge relevant to the problem

Solution: Consider appointing these students as group

leaders or subject specialists Brief them on the learning

objectives of the class and give them a special

responsibility for ensuring that all members of their

group participate

• Learners turn to their native language to solve the

problem

Solution: Try setting up the activity as a ‘working

group’ where English is the only common language

Then, assign roles where learners are participants from

different countries

• You set up the task, explain the problem and …

nothing! Learners don’t know what you expect of them

or don’t follow instructions

Solution: Concept-check your instructions In preparing

the lesson, write out two or three questions where a

correct answer indicates that learners have understood

what they have to do

• Some learners may view this kind of extended

communication activity as little more than an

opportunity to exchange errors or may think that this

kind of activity doesn’t properly belong in a language

classroom

Solution: Give attention to the focus on form

components of the preparation and AAR phases and

ensure the linguistic objectives are transparent Where

appropriate, you can also stress that LSP is about

students learning to do their job in English

• Problems don’t necessarily have a right answer, or

‘school solution’ This may lead to some students

feeling frustrated

Solution: Explain that the objectives of the class revolve

around completing the task, not necessarily getting the

right result

• Some teachers may feel threatened by dealing with

specialist content in the classroom

Solution: Remember that, at least in many cases,

learners are the subject specialists and that the teacher

is the language expert

Campaign Levels

Campaign has been written to broadly reflect the STANAG

6001 scale, and the exit level of Campaign 2 is

approximately SLP 2222

Progress and hours of instruction

Campaign has been designed on the premise that students

will require approximately 200 hours of classroominstruction and homework activities to progress from onelevel to the next This adds up to a total of 600 hours fromfalse-beginner through to level 3 The Student’s Bookprovides approximately 120 hours of classroominstruction, which is backed by a further 80 hours ofhomework activities in the Workbook

Student’s Book 120 hrs + Workbook 80 hrs = 200 hrs

Campaign 2 is suitable for students beginning from

pre-intermediate

Components

The Student’s Book

Campaign 2 is composed of 12 units, each based around a

topic The topics have been chosen for their intrinsicinterest and as carriers for teaching the lexis, grammar and

functional English in the Campaign syllabus.

Units range from Military Observer to International HQ toUnited Nations Police There are topics and texts from avariety of international contexts, including the USA, the

UK, NATO and the UN

Each unit contains five sections The sections are: alpha,bravo, charlie, delta and echo Each section represents twolessons, each lesson will be between fifty to sixty minutesduration

The organisation of a typical unit is shown below

alpha two lessons Introduces the topic and key vocabulary

of the whole unit.

bravo two lessons Development of grammar, functional

English and vocabulary relevant to the unit charlie two lessons Development of grammar, functional

English and vocabulary relevant to the unit delta two lessons Focuses on everyday English – non-military

situations that will come up during a foreign posting, for example, shopping, going out with friends.

echo two lessons Development of grammar, functional

English and vocabulary relevant to the unit Integrated skills lessons based on a problem that students resolve in groups.

Class audio

The listening materials are provided on three CDs You

may keep the CDs as masters and make one copy on

cassette for use in class if you wish

Where the recording is needed as part of the lesson, this is

signalled by a CD icon and the track number

[5]

Note that numbers in square brackets are track numbers

on the CD, not the exercise numbering in the book; the

exercise may require more than one track to be played

Tracks found on CD 1 are shown in blue in the Student’s

Book, tracks on CD 2 are in red and tracks on CD3 are in

green

The Workbook

The Workbook provides approximately 80 hours of

consolidation material for self-study The units are

extensions of the units in the Student’s Book, providing

further practice of the grammar points and key

vocabulary Each Workbook unit is broken into sections, as

follows:

Glossary This section contains the key words from the

Student’s Book and Workbook unit by unit, with space for

students to write translations or notes Students can use

the glossary pages to prepare for a new unit and as a

revision and reference tool as they progress through the

course The glossaries also include short vocabulary

activation tasks to focus students on the lexis presented

alpha – delta These pages correspond to sections in the

Student’s Book They revise the language presented and

practised in class They can be given as homework, used

for self-study or exploited in class There is no echo

section, as this is the problem-based learning section in the

Student’s Book

Listening Campaign sees listening skills as extremely

important for military students This section provides

students with tasks that require them to listen, understand

and act The Workbook includes an audio CD with all the

recordings necessary for the section

Teacher’s Book

The full Teacher’s Book provides an answer key,procedural notes, tapescripts and background briefings onthe military for those teachers who have little or no first-hand experience of military life There are also

photocopiable solutions to the final tasks in the echosections of Units 2, 4, 5, 7, 9, 11 and 12

Website

You can find information about the course and much more

at the Campaign website While you are there, you can

register for our free military English email service Go to:www.campaignmilitaryenglish.com

1 Parachute regiment

BRIEFING

The Falklands / Malvinas War

Background

The Falkland Islands (or Islas Malvinas in Spanish) are

located off the coast of Argentina in the South Atlantic

Ocean The Falklands War refers to a conflict between

Great Britain and Argentina between March and June of

1982 The political history of the islands is complex and

goes back to rival claims of discovery by Spanish and

British governments in the 16th century In 1690, Great

Britain named the islands after the treasurer of the navy,

the Viscount Falkland (The Spanish name Malvinas comes

from a French colony from Saint-Malo that settled there.)

Possession of the islands has been disputed many times

since their discovery Leading up to the 1982 conflict, the

Argentine and UK governments had been engaged in

negotiations over the islands’ sovereignty, but when the

talks failed in January of 1982, Argentina, whose current

leader was General Leopoldo Galtieri, began planning an

invasion

The Invasion

On 2 April, 1982 the British forces of 68 marines and 11

sailors were quickly overwhelmed by a surprise attack

from 92 Argentine Special Forces troops, who landed in 21

small assault craft About 60 Argentine troops captured the

Royal Marine barracks without resistance, and another 30

headed for the Governor’s House The Argentine troops

suffered several casualties, but were themselves ordered

not to cause any casualties if possible By 0630 hours, the

Governor’s House was surrounded and under fire from

the small Argentine force, and more Argentine troops had

landed in helicopters and amphibious vehicles At 0930,

Governor Rex Hunt surrendered There were no British

casualties, and that evening the governor and his wife, and

most of the Royal Marines, were flown off the islands

UK Responds

Argentina did not expect Britain to fight for the islands,

which only had 1,800 inhabitants and were more than

8,000 miles from the British mainland Britain did offer a

compromise, but it was rejected by the Argentine

government On 3 April, the UN Security Council passed a

resolution calling for the withdrawal of Argentine troops

from the islands By 5 April, British ships, including two

aircraft carriers, were headed toward the Falklands

It took the British ships until 22 April to reach the islandsbecause of the distance Meanwhile, Argentine troopsreinforced their positions On 25 April, the British re-tookthe small Falkland island of South Georgia, whichprovided an early victory and psychological momentum.The UN continued peace talks without result, and on 1May the British began air strikes on the airfield at PortStanley, the Falklands capital These air strikes represented

a major logistical effort by British forces Two distance bombers from the British mainland were sentwith a total of nine support aircraft for refuelling Onlyone bomb hit the runway, but it was enough to convincethe Argentine forces to recall their fighter aircraft to themainland, in case the British chose to attack there instead.British victory depended on naval support Fearing amissile strike on one of its ships, on 2 May the Britishordered a nuclear submarine to sink an Argentine cruiser,killing 368 men Two days later, a British destroyer was hit

medium-by an Argentine missile, killing 22 men By 20 May, the UNpeace talks had failed, and British Special Forces

established a beachhead at San Carlos in the EastFalklands The Argentine Air Force was able to destroyseveral British vessels, which made troop support difficult.But on 28 May, the Second Parachute Regiment managed

to re-take the settlement of Goose Green, despite beinggreatly outnumbered About 150 Argentine troops, and 18British troops, died in the battle

On 8 June, as the British prepared to take Port Stanley, theArgentine Air Force destroyed two British supply ships,killing 200 men Nonetheless, British troops eventuallysurrounded Port Stanley On 11 June, units from 3Commando Brigade, with fire support from the RoyalNavy, made a simultaneous night attack on three positionsaround Port Stanley: Mount Harriet, Two Sisters, andMount Longdon The fighting was heavy, but the Britishachieved victory by the next day Two days later, theycaptured Wireless Ridge and Mount Tumbledown

Argentina formally surrendered on June 14 The Britishtook over 10,000 prisoners of war A total of 912 peoplehad died in the conflict: 655 Argentine troops, 254 Britishtroops, and three Falkland Islanders

The Falklands Today

After the Falklands War, the British quickly improved thedefences of the islands, including making substantialimprovements to the airport so that the islands couldcount on quick reinforcements Today, the British garrison

on the Falklands includes land, sea, and air forces, and is

based 35 miles from Port Stanley, at Mount Pleasant,

which has its own port and airfield Forces include 500

army personnel, several support aircraft, four fighter jets, a

naval destroyer, and a patrol ship Local volunteer support

is also provided by the Falkland Island Defence Force

PROCEDURE

P Coy

Task 1

Draw a word map on the board with the words military

career in the middle and elicit associated words from your

students Focus on those words related to army ranks,

career path (promotion, duties, postings), training, and

military bases Pre-teach any unfamiliar vocabulary and

practise the pronunciation with the class

Ask students to look at pictures 1–3 and describe them

Reading

Task 2

Tell students they’re going to read a text on combat

infantry training in the Parachute Regiment As a

pre-reading task, ask them what they think the recruits will

learn and do during their six month course

Ask students to read the text on the Parachute Regiment

and to label the pictures You may want to pre-teach some

vocabulary that has not arisen during the pre-reading task,

for example, core, battle order, to ensure, phase (n) Practise

the pronunciation of any new vocabulary with the class

Check that the meaning is clear to students

Go over the answers with the class

Speaking Task 4

In a monolingual class, divide students into small groupsand assign each group one of the four subjects listed.Have each group appoint a spokesperson to give a mini-briefing to the class at the end of the task Go round theclass monitoring and helping each group with vocabulary.After each mini-briefing, invite students to ask the speakerquestions

In a mixed language class, assign one of the four subjects

to individual students When each has completed the task,ask students to compare responses, either in pairs or insmall groups During class feedback, work your waythrough the pairs/groups and invite students to comment

on the similarities and differences they have found Theother pairs/groups then ask questions

Task 5

Have students do the task individually and then review inclass

Answers

1 weapons training with the SA80

2 Pass Out parade

3 marches in battle order

2 after week six of the course

3 To ensure that an individual has the self-discipline

and motivation required for service with the

airborne forces

4 basic parachuting skills

5 three

Task 3

Ask students to answer the questions

Go over the World English box with students

Listening Task 6

Focus students’ attention on the World English box and

comment on the differences between tour of

duty/detachment and temporary duty (TDY) Explain the

importance of learning both as these phrases are usedextensively In NATO postings, the use of the abbreviationTDY is routine and should be learned

Ask students to read the true or false statements Checkcomprehension of vocabulary Play track 1 Ask students todecide if the sentences are true or false

Ask students to read Major Parry’s profile and to completethe text using the words provided You may find it helpful

to play track 1 again

A: Major Parry is here, sir.

B: Oh right Would you ask him to come in? Major

Parry?

C: Good morning, sir

B: Good morning, I’m Colonel Narayan Thank you

very much for coming Please take a seat How was

your trip?

C: Very good, thank you It’s only an hour on the train

to London

B: Very good Now Major, as you know you have been

proposed for a United Nations training post

C: Yes, sir

B: Well, the purpose of this interview is to get more

details about your military experience I have your

CV here and I’m going to ask you a few questions

about your career So, you joined the British Army in

1975?

C: That’s right, sir I joined the army when I was 18

B: And where did you do your basic training?

C: First of all I was sent to an army training regiment,

for recruit training After that, I was posted to 3 Para

B: Sorry?

C: 3rd Battalion, the Parachute Regiment

B: And where was your first posting?

C: My first posting abroad was in Cyprus in 1975 I

deployed to Cyprus with my unit We were there as

part of a UN peacekeeping force

B: Did you like Cyprus?

C: Yes, I did The lifestyle was fantastic although we

were there at a difficult time

B: Yes, I was in Cyprus at about the same time And

after Cyprus?

C: Well, after that the battalion was posted to Tidworth

in Hampshire, back in the UK I took my lance

corporal’s course and I was promoted soon after

that I did Northern Ireland training, and then I did a

tour of duty in Belfast In 1979, while the battalion

was in Belfast I did the section commander’s battle

course and I got my promotion to corporal after I

passed the course

B: What was Northern Ireland like back then? I mean,

B: You were in the Falklands?

C: Yes sir, I was there in ’82 during the war

B: So, you have a lot of operational experience?

C: Yes sir I do

B: Right, and what next?

C: I was promoted to colour sergeant and I was posted

to the Royal Military Academy Sandhurst as aninstructor At Sandhurst, I was 2IC of a company ofofficer cadets After that, I was promoted to

company sergeant major and then, at the age of 36,

to WO1, regimental sergeant major I became theregimental sergeant major of the division depot atthe Army Training Regiment, Winchester

B: So, you’ve spent quite a lot of your career involved

in training

C: Yes, sir And it’s a part of the job I enjoy

B: That’s good I understand that you were thencommissioned?

C: Yes sir Every year the British Army commissionsabout 300 officers from the ranks This is called a lateentry commission I applied for a late entry

commission and in 1997 I was commissioneddirectly as a captain I served as motor transportofficer in a line infantry regiment and later becamequartermaster of 3 Para

B: And when did you get promotion to major?

B: Right, Major I have no more questions about your

CV, but I would like to ask you about your familysituation I understand that you’re married …

Pronunciation Syllables and word stress

Task 7

Write some ranks on the board, e.g lieutenant, general,

captain Say each word aloud and ask students to count the

number of syllables (If necessary, pre-teach syllable and

give examples.) Use the (/) sign to indicate the breakdown

of syllables in each word, e.g cap/tain (2).

Play track 2 and ask students to count the syllables in the

words they hear

Writing Task 9

Write the heading Military Career on the board Under it write the following sub-headings: adapting to life in the

military, military training, schools and courses, deployments, postings and promotion Ask students to use this framework

to prepare one or two questions on each sub-heading.When they have written their questions, invite them tointerview (and then be interviewed by) a partner using thevocabulary and expressions already practised in thissection Ask them to make notes of their partners’ answers

to their questions

Go round the class monitoring and helping out asrequired Ensure the task focuses on fluency practice Youcan do this by telling students to refer to their notes onlywhen necessary and to try and make eye contact with theirpartner as much as possible, as in a normal conversation.Remind them they should write brief notes about theirpartner’s answers and concentrate on speaking rather thanwriting full sentences

Ask students to use the notes from their interviews towrite about their partner’s career

reg/i/men/tal ser/geant ma/jor (8)

Play track 2 again and ask students to mark the stressed

syllable

Answers

colonel (first syllable)

corporal (first syllable)

sergeant (first syllable)

sergeant major (first syllable/first syllable)

regimental sergeant major (third syllable/first

Write the headings Confident and Nervous on the board.

Ask students for adjectives describing how soldiers mightfeel before a battle and write them under the appropriateheading Pair up students and, using the adjectives on theboard, ask them to discuss how soldiers feel before abattle

Tell students they’re going to listen to a recording of asoldier talking about his feelings and thoughts just beforegoing into battle Before playing the track, ask studentswhat soldiers might think about immediately before abattle

colonel

corporal

sergeant

sergeant major

regimental sergeant major

Functional English Talking about your career

Task 8

Ask students to read the sentences and to decide what

they are about Go over the answers in class and then

invite students to give you personal examples of their

deployments, promotions and postings using the

vocabulary and expressions in the sentences

Task 3

Play track 3 and ask students to compare their answers

with what the soldier said

Task 6

Ask students to label the picture using the words given

If your students are unfamiliar with the language of map

reading, you may wish to refer to Unit 10 of Campaign 1

(War games) for initial or further practice

Answers

They feel calm, cheerful and confident

They think about dying

They think about their relatives and what they might do

or say if they die

Task 3 [3]

We spent the last minutes before dark talking in small

groups There was a surprisingly calm and cheerful

atmosphere, everyone seemed confident, despite the

situation I took some photographs, imagining that my

relatives might one day pass the photograph to visitors

and say, ‘This is the last photograph taken of him before

he died.’

Grammar Past simple

Task 4

Briefly review the use of the past simple tense using a

timeline to show that it’s used for completed actions (Use

regular verbs in your examples.)

x

We attacked the enemy

The platoon moved towards the eastern summit

You can make the timeline more specific by adding a time,

date, period or year above the X:

Elicit further examples (sticking to regular verbs) from

students Invite them to come to the board and draw a

timeline for their sentence

Now remind students that many verbs are irregular in

their past simple forms Elicit as many as you can from the

class and write these on the board You may like to revise:

be, have, begin, lie, fight, feel, shoot, take and dig.

Ask students to complete the text using the words

provided You may wish to revise any verbs that have

Put students into pairs Ask them to discuss the questionsbased on the text

Suggested Answers

1 Nervous, but confident

2 Orders were issued for advance to contact with theenemy

(other scenarios possible)

Ask students to read the text and label picture 1 in task 8using the words provided

Answers

1 wing forward

2 fly half

3 full back

Task 8

Ask students to look at the four pictures and to describe

them in their own words

Ask students to read the text and order the paragraphs Go

over the answers in class indicating the correct order You

may wish to ask students to describe each of the pictures

again, using vocabulary from the text

Reading Task 2

Ask students to read the text and answer the questions

You may want to pre-teach the following words: isolated,

installations, facilities.

Answers

1, 3, 4, 2

Task 9

Ask students to complete the sentences When you have

reviewed the task, you may wish to ask students to make

up their own sentences using the same phrasal verbs This

may also be a useful point at which to revise regular and

irregular forms of verbs in the past simple

Put students into pairs Assign each student to A or B Coy

Ask students to read the text again and to make notes

about their Company Students then tell each other what

happened Invite students to ask each other questions on

what their Company did Move around the class

monitoring and assisting where required

In the Falklands / Malvinas

Task 1

Ask students to identify the sport in the picture Then

draw a word map on the board with the words water sports

in the middle and elicit as many different sports you can

Finally, have students describe the picture and discuss if

anyone’s ever been canoeing You could try to elicit: canoe,

oar, helmet, lifejacket and white water.

Pre-teach the word abseiling Play track 4 and ask students

to number the sports mentioned in the briefing in theorder in which they are mentioned Tell students that they

do not have to understand every word they hear They arelistening for specific information

Answers

1 cycling (mountain biking) 4

2 climbing and abseiling 3

we often say, we’re here, so let’s just get on with it Sowhat sports facilities do we have to offer?

Well, for those who like the outdoor life and adventuretraining, we have the Gull Island Pond Water SportsCentre This is only four miles away from MountPleasant Airfield So we sometimes come down here forsome sailing and canoeing at the weekend

Then there’s windsurfing As you now know, theweather’s not too wonderful down here – normally, wedon’t get a suntan out here and it’s always windy – butthe good thing is that it means we can usually gowindsurfing And we have some fantastic newwindsurfing boards so we really enjoy ourselves And ifyou’re a beginner, don’t worry because the water isnever more than five feet deep – but it’s also very cold

So try to stay on your board as much as possible

Task 4

Play track 4 again Ask students to decide whether the

sentences are true or false When reviewing the task, you

may like to ask students to give you the correct version of

any false statements

Task 6

Put students in pairs Ask them to label the pictures usingthe words provided, and then ask them to complete thematching task

Practise the pronunciation of the new vocabulary with theclass Check that the meaning is clear to students

For those of you who don’t want to get so wet, we also

have the JSATC – that stands for the Joint Service

Adventure Training Centre, at Hillside Camp It’s

perfect for a day’s adventure training and you can also

see more of the island and enjoy a break from the

Mount Pleasant Airfield area It’s in Stanley, so we often

spend a day there if we have R & R just to relax and get

away from it all People often go climbing and

abseiling, mountain biking, too – that’s another

favourite and you don’t have to be an expert but be

careful of the roads Then we have hiking of course –

you can walk for miles along the coast and the scenery

is fantastic – lots of penguins so take your camera What

else? Well, if you don’t feel so energetic, there’s the golf

club in Stanley – they always make us welcome over

there – and the town also has a modern leisure centre

By the way, they hold a half-marathon race here every

December, if anyone’s interested I think it’s safe to say

we have some of the best sports facilities available

There’s certainly no excuse to just sit around

Answers

1 False (He says they’re fantastic.)

2 False (It’s never more than five feet deep.)

Put students in pairs Ask them to make two lists using the

headings sports facilities and recreation facilities under which

they should list the facilities for each available at their

base

To practise and consolidate the past simple, ask students

to compare their own sport and recreation facilities with

those of another base with which they are familiar, e.g At

X Air Force Base, they had a professional running track,

Tell students they’re going to listen to a recording in whichBertrand is talking about which sports he’s good at andwhich he’s not so good at Ask them to tick the correct boxunder each sport

AnswersBertrand canoeing windsurfing water skiing

Tasks 7 and 8 [5]

Henry: So, what do you think of our installations?Bertrand: They’re excellent I’m amazed, I mean, I had

no idea there was so much to do here

Henry: Yeah, well, we have to keep busy – and fit, ofcourse Are you any good at water sports?

Bertrand: Well, I’m not bad at sailing – my Dad was amember of the sailing club when I was at school,and I still enjoy it if I get the chance But what I’dreally like to do is start canoeing

Bertrand: Yeah, I will Thanks

Henry: And what are you like at windsurfing?

Functional English Talking about ability

Put students in pairs Ask each student to make a list of 10different sports Each student then takes it in turn to askhis/her partner the first two questions in task 10, e.g

A: Do you like hiking?

B: Yes, I do.

A: Why?

B: It keeps me fit.

A: How good are you at hiking?

B: Quite good I try to hike each weekend.

Finally, students ask each other which sports they wouldlike to try, giving reasons for their answers Walk roundthe class monitoring and assisting where required

Try to elicit as much vocabulary as you can If necessary,

pre-teach the following: fighting order, marching order,

webbing, bergen, beret and headset (Note that fighting/marching order are the short forms for combat equipment fighting/marching order.)

Reading Task 2

Ask students to read the text and label the picture Youcould ask students to attempt the task without reading thetext first

Bertrand: Pretty good, yes I’m quite good at

windsurfing – oh, but I’m terrible at water skiing So

don’t expect to see me on skis, well, at least not at

the beginning – I’m absolutely useless

Henry: Oh yeah? You’re good at windsurfing, so you

should be OK at water skiing – well, you’ll have

plenty of time to practise anyway

Elicit: good/bad/OK at + -ing Inform students that they

must use the -ing form for verbs following good/bad at …

Alert students to some possible traps, e.g play football,

rugby, tennis – not footballing.

Practise the following expressions with the class: (quite,

pretty, not so, not any, really) good at … , (really, not) bad at …

You might like to write the expressions on the board as a

continuum, e.g

really bad at not bad at OK at pretty good at really good at

After practising the first person: I’m pretty good at … , you

might like to practise the structure using prompts to elicit

various pronouns, e.g

What are Real Madrid like at playing football? They’re …

What’s (name of famous sportsperson) like at … ? She/He’s …

Write the headings Marching Order and Fighting Order on

the board Put students in small groups of three or fourand ask them to list as many items of equipment/kit andweaponry as they can under each heading Duringfeedback, list students’ answers on the board Practise thepronunciation of any new vocabulary with the class.Check that the meaning is clear to students

Ask students to work in pairs and answer the questions on

the text

Task 5

Ask students to label the picture of the LSW using thewords provided Then practise the pronunciation of thenew vocabulary with the class Check that the meaning isclear to students

Answers

1 combat situations, and fighting in a built-up area

(FIBA)

2 about 17 kilos

3 on training exercises, e.g forced marches or a run

4 (The answer here may vary from country to country,

but should not differ significantly.)

Put students in pairs Assign letters A and B to each pair

Ask Student A to turn to File 1 Ask Student B to ask

questions to complete the chart on the light support

Ask students to compare the completed SA80 chart in

task 3 with the LSW chart in task 4 Ask them to note the

similarities and the differences between the LSW and the

SA80 and to explain these to you

Answers

Calibre: Same (5.56mm)

Weight: Different: SA80 (approx 5kg) LSW (6.58kg)

Length: Different: SA80 (785mm) LSW (900mm)

Barrel length: Different: SA80 (518mm) LSW (646mm)

Effective Range: Different: SA80 (400m) LSW (1000m)

Rate of Fire: Same (610–775 rounds/minute)

I will explain how to load and unload the weapon.Right, first of all the weapon is loaded when it has amagazine inserted It is ready to fire when it iscocked and there is a live round in the chamber Theweapon is unloaded when there is no magazine and

no round in the chamber I will now explain the loadand unload procedures To load the weapon, first ofall put the safety catch at the S position S meansSafe – like this Secondly, set the change lever to Rfor Repetition Next insert a full magazine Youshould hear a distinct click Then pull the cockinghandle to the rear and release it When you releasethe cocking handle, make sure that you don’t push itforward To make the weapon ready to fire, set thesafety catch to F for Fire Have you all got that? Arethere any questions? No questions? OK, let me askyou a few questions Private Brice, to load theweapon, what should you do first?

B: Um, insert the magazine

A: That is not correct Brice Private Ahmed, could youexplain how to load the SA80?

C: Yes, Sergeant First of all, I set the safety to S andthen the change lever to R After that I insert themagazine

A: That is correct Well done

Functional English Sequencing instructions

Task 7

Explain the importance of sequencing as a means of

signalling the logical flow or connection between

stages/steps in giving instructions It not only eases

comprehension where instructions are lengthy or

complicated, but demonstrates the care the speaker has

taken to formulate the stages and think through his/her

demonstration/presentation This respect for the speaker’s

audience will result in greater comprehension of the

instructions as the sequencing markers, e.g firstly, after

that, finally, allow the listener to break down the

instructions into manageable comprehension units

Ask students to study the examples given in task 7, and to

use the words provided to complete the instructions

Speaking Task 9

Put students in pairs Ask each student to make a list of sixweapons/pieces of equipment they know well and

exchange their lists with their partners Students taketurns asking each other to tell them about the

operation/workings of a particular weapon/piece ofequipment from each list using the sequencing markerspractised earlier

Walk around the class monitoring and assisting whererequired

Next, ask them to match the personnel to each of thepictures

Right, I will now explain how to unload the weapon

First of all, put the safety catch to S and the change

lever to R Secondly, take the magazine with your left

hand, press the magazine catch with your thumb and

remove the magazine When the magazine is off the

weapon, pull the cocking handle back to eject the round

from the chamber Next look to check that there is no

round in the chamber Make sure the weapon is

pointing in a safe direction, put the safety catch to F and

pull the trigger Finally, put the safety catch in the S

position Have you got all that?

Answers

1 NBC test (unit NBC instructor)

2 marksmanship (range officer)

3 obstacle course (physical training instructor)Inform students that in everyday speech, physical traininginstructor is often shortened to PTI

Listening Task 2

Ask students to read the questions Play track 8 and askstudents to answer the questions

Answers

1 Platoon Sergeant and Platoon Commander

2 platoon training for next week

3 marksmanship, the NBC test and the obstacle course

4 the annual NBC test

5 Because the fitness test is in two weeks’ time

The answer to number 1 is not actually in the script.However, we can assume the answer based on the fact thatthe unit is all about platoon training and these two peoplewould be in charge of training

For further practice you could do the following Write a

list of sequencing markers on the board in a logical way

First(-ly) (of all)

Second(-ly) etc.

Then, next, after that

When

Finally, the final stage/step/thing …

Describe an everyday task that illustrates the need for

sequencing, e.g making tea and use this as an example of

how the markers can be used, e.g First, fill the kettle with cold

water Next, switch on the kettle When the kettle has boiled …

Choose individual students to explain everyday processes

using the sequencing markers on the board You may like

to consider: operating a computer or starting a car

Task 2 [8]

Task 4

In this task, students are required to listen to track 9 againand to complete the platoon training activities chart Talkstudents through the chart explaining that it’s intended toshow which instructors and installations are free, as well

as indicating when they are unavailable

Ask students to look at the chart and instruct them to

write free for (a) Sgt Jarvis, (b) Lt Peters (c) the range and

(d) the NBC centre

Play track 9 and ask students to complete the chart.Before reviewing the task in class, invite students tocompare their answers with a partner

A: Good morning, sergeant

B: Good morning, sir

A: I’d like to have a look at the platoon training plan for

next week What activities do you have planned?

B: At the moment, marksmanship, the NBC test and

the obstacle course

A: And what’s the most important thing next week?

B: The most important thing is the annual NBC test, sir

A: I agree But we also have our fitness test in two

weeks, so I think it’s important that the lads go over

the obstacle course Do you agree?

B: Yes, sir

A: Good Well, let’s see if we can do the training plan

Task 3

Students are already familiar with the word range as in

‘effective range of a weapon’ In this recording, they are

introduced to range as short for ‘firing range’ You may

wish to draw your students’ attention to the difference in

meaning

Give students a minute to read through the statements

Play track 9 and ask students to decide whether the

statements are true or false

When reviewing the task, you may wish to ask students to

provide the correct version to false answers

A: No, I’d like to have a look at personnel first And

then we can look at facilities

B: Right, sir I’ll start with the PTIs Colour Sergeant

Hutchinson is away all week so Sgt Jarvis will have

to take the obstacle course

A: Why is the Colour Sergeant away?

B: He’s on exercise with the marines, sir

A: Right So, who is available?

B: The only other PTI is Sgt Jarvis He’s free on

Monday morning, Tuesday morning and all day

Thursday

A: Let me make a note Monday morning, Tuesday

morning, all day Thursday?

B: That’s right, sir Then there’s the range officer Theonly person who’s available next week is LieutenantPeters However, the Lieutenant is only free onMonday and Tuesday morning

A: Are you sure?

B: Yes, sir Lieutenant Peters is on a course fromWednesday to Friday

A: Right I didn’t know So, Lieutenant Peters is free onMonday morning and Tuesday morning

B: Yes, sir Then there’s the NBC test For that, we needthe unit NBC instructor

A: That’s Sergeant Parks?

B: Yes, sir and Sergeant Parks is available every morningnext week However, he’s busy every afternoon.A: What about installations? When is the obstaclecourse free?

B: It’s free all week There’s no problem there

A: And what about the range?

B: 2 Platoon and 3 Platoon have the range most of theweek It’s only free on Monday morning andTuesday morning

A: Why can’t we use the range in the afternoon?

B: Well, sir It gets dark at about 1600 hours, so I thinkwe’ll need to go to the range in the morning

A: Yes, you’re probably right Range: Monday a.m orTuesday a.m Have that And what about NBC?B: I booked the NBC centre for Tuesday because that’sthe only time it’s free

AnswersSgt Jarvis: free Monday and Tuesday morning

free all day Thursday

Lt Peters: free Monday and Tuesday morningthe range: free Monday and Tuesday morningthe NBC centre: free all day Tuesday

See previous task for the listening script

Task 5

Put students in pairs Using their completed chart from

task 4, ask them to decide when the platoon will have

marksmanship training, obstacle course training, and the

NBC test

Ask students to look at the large chart on page 13,indicating the days of the week Still in their pairs, askthem to answer questions 1–3

Answers

1 marksmanship – Monday or Tuesday morning

2 obstacle course – any time

3 NBC test – Tuesday

If the NBC test takes all day, then there will only be

marksmanship on Monday morning

Task 6

Put students in small groups of three or four Ask them to

discuss the last thing they had to plan at work, as well as

how they went about planning it When eliciting feedback,

ask students about the plans and planning strategies of the

other group members Invite the other groups to ask

questions

By way of introduction, you may wish to tell the class how

you went about planning their current lesson

Task 7

Put students in pairs Student A should turn to File 2

Student B should ask Student A questions to complete the

platoon training activities chart

Answers

Platoon training activities

Week beginning: 23 September

activity installation instructor

1 Fitness test Obstacle course CSgt Hutchinson

or Sgt Jarvis

2 Military Law Classroom Capt Perkins

3 Practice for Parade ground CSgt Montague

parade

4 Climbing Obstacle course Sgt Jarvis and

Sgt EvansMost important activity: Annual Fitness Test

The instructor should be CSgt Hutchinson as SgtJarvis will have worked with the platoon forclimbing on Monday afternoon

2 Climbing has to be on Monday afternoon as SgtJarvis and Sgt Evans are both free and the obstaclecourse is free Both instructors will be needed (Theonly other time that these men are free (Wed p.m.),the obstacle course is required for the annual fitnesstest.) The trucks are also free to transport the men

3 Practice for parade has to be on Thursday morning

as CSgt Montague and the parade ground are free

4 The only time the classroom is free (when the menaren’t doing anything else) is Friday afternoon, somilitary law will have to be done then Capt Perkinswill be the instructor

2 The battalion

BRIEFING

Army organisation: division, brigade

and battalion levels

General Hierarchy of Military Formations

This section provides a general idea of the hierarchy of

military formations at the division level and below But the

descriptions here are generic representations of ‘typical’

units, and are only meant to give a clearer understanding

of the relationship between units The organisation of

specific units will vary depending on their history, needs,

mission, and resources For a closer look at a particular

division, see the next section: ‘Specific Example: 1 (UK)

Armoured Division.’

It should be noted that brigades and battalions are often

named according to their branch classification, or primary

function, such as:

Military formations, from largest to smallest Division(typically 3 or 4 brigades)Total troops: 10,000 to 20,000Commander: Major General

Brigade(typically 5 battalions or regiments)Total troops: about 3,000 to 5,000

Commander: Brigadier or Colonel (in US Army, BrigadierGeneral)

Regiment/Battalion(typically 5 companies)Total troops: about 700

Commander: Lt Colonel

Company(typically a headquarters and 3 platoons)Total troops: about 125

OC (Officer Commanding): Major

Platoon(typically a headquarters and three sections)Total troops: about 36

Platoon Commander: Lieutenant

Section(Squad in US Army)Total troops: 8–10

Section Commander: Corporal

Division XCO: Major General

1 BrigadeCO: Brigadier

2 BrigadeCO: Brigadier

3 BrigadeCO: Brigadier

4 BrigadeCO: Brigadier

*Bn stands for Battalion

Battalion XCO: Lt Colonel

1 Company

OC: Major

2 CompanyOC: Major

3 CompanyOC: Major

4 CompanyOC: Major

5 CompanyOC: Major

*Pl stands for Platoon

Specific Example: 1 (UK) Armoured Division

The following charts, or organigrams, provide an example

of how the generic descriptions above apply to a specific

military division, and its brigades and battalions In this

example, we will look at the 1 (UK) Armoured Division,

moving from larger to smaller structures

Level 1: Division:this represents the actual division

organisation of 1 (UK) Armoured Division

Level 2: Brigade:this represents typical armoured brigade

organisation, though individual brigades may have some

variation

Level 3: Battalion:this represents typical armoured

infantry battalion organisation, though individual

battalions may have some variation

The following abbreviations are used in the organigrams:

Sqn = Squadron (these are usually company-sized special

units, like engineers or medical corps)

Pro = Provost (law enforcement)

RAMC = Royal Army Medical Corps

Rcce = Reconnaissance

REME = Royal Electrical and Mechanical Engineers

RLC = Royal Logistic Corps

RMP = Royal Military Police

Level 1: Division

1 (UK) Armoured Division Organigram

Total personnel (as of 2003): 16,8001

Level 2: Brigade

Armoured Brigade OrganigramTotal personnel: about 5,0002

Div HQ (Commander – Major General)

(Herford)

UK Support Command

Germany (UKSC (G))

(Rheindahlen) 3 x Signal Regiments

1 x Armd Recce Regt

20 Armoured Brigade (Sennelager)

Divisional Troops

DAG (2)

3 x Fd Regts

1 x LLAD Regt

Armd Bde HQ (Commander – Brigadier) Signal Sqn

Armd Regt (1)

RLC Sqn (5)

Medical Sqn RAMC

REME Wksp

Armd Regt (2)

Armd Inf Bn

Arty Regt (3)

Sect Warrior Sect Warrior Sect Warrior

Pl HQ

Armd Inf Coy (14 x Warrior)

Support Company A1 Echelon

Battalion organisation

Task 1

Ask students to complete task 1

Put the three questions to the class

Draw a circle on the board and write the abbreviations bn,

bde, coy, div, sect and pl in it Write the heading Military

Units on the board Elicit the meanings of the

abbreviations and list these in full Start with section and

end with division.

Ask students for the rank that commands each of the units

and write this alongside You should have: section/corporal,

platoon/lieutenant, company/major, battalion/lieutenant colonel,

brigade/brigadier, division/major general.

Write the abbreviations CO and OC on the board and elicit

their meanings: Commanding Officer and Officer

Commanding Ask students to explain the difference: A

CO is (generally) a Lt Col who commands a battalion or

similar sized grouping An OC is usually a major and is

the commander of a company, squadron or battery

Draw students’ attention to the World English box and ask

them to note the differences between the UK units, section

and battlegroup and their US equivalents

Reading

Task 2

Ask students to read the text and complete the chart

You may like to pre-teach the following: to comprise, assets,

1 A CO is a Lt Col who commands a battalion An OC

is usually a major and is the commander of acompany, squadron or battery

2 Nine (Each rifle company has three rifle platoons.)

3 The battalion is the basic tactical unit in the infantry.During wartime (or on any kind of operation) abattalion becomes a battlegroup as it is task-organised for a specific mission

Functional English Describing military units Task 3

Go over the examples with the class

Ask students to label the examples using the wordsprovided

Invite students to make up their own sentences describingdifferent military units

Do the same with the following prompts:

A/An is commanded by

(Ask for rank/military unit.)

A has a strength of

(Ask for military unit/strength.)

A/An is equipped with

(Ask for organisation/equipment.)

Writing Task 4

This task is a transfer activity practising the functionalEnglish of descriptions Write the following headings on

the board: command, strength, composition and equipment.

Invite students to describe their units using the headwords

as prompts

Now ask students to write a short description of theirunits

Task 5

Ask students to match the pictures to the jobs listed You

could then ask them to describe the pictures

Task 7

Put students in pairs and ask them to ask and answer the questions Students may give a variety of answers toeach question

You may like to pre-teach: welfare, claim (n) and discharge (n).

Ensure students understand the meaning of the verb to

control as it is a notorious false friend and is frequently

misused (It means to direct the actions of people or

things.)

Ask students to match the jobs in task 5 with their

responsibilities Play track 10 and ask students to listen to

confirm their answers

Answers

1 Commanding Officer (CO)

2 Regimental Quartermaster Sergeant Major

3 Clerk

Task 6 [10]

My name is Paul Phillips and I’m the commander of 2

Platoon The job of platoon commander is probably one

of the best jobs in the Army I’m responsible to my

company commander but there are a lot of decisions

that are my area of responsibility In barracks, there’s a

lot of routine I’m responsible for training, fitness,

operational effectiveness and welfare of thirty men and

it’s my job to make sure that my men are fully prepared

for operations On operations, my primary

responsibility is to command my platoon, often in

dangerous situations I often take my men on adventure

training exercises and that can be great fun Next week,

we’re going to Scotland for a three-day walking and

climbing exercise in the mountains

My name is Mike Thompson and I’m the Regimental

Quartermaster Sergeant Major I work in the Battalion

Headquarters Company and I run the battalion stores

I’m in charge of the battalion’s equipment and supplies

My job is very different when we operate in barracks or

out of barracks In barracks, I spend most of my time

controlling the issue of equipment from the battalion

stores I also handle orders for spare parts for vehicles

When we’re out of barracks – on operations – I’m

responsible for providing the battalion with

ammunition, rations and clothing That’s more than six

hundred men that need food and ammunition every

day It’s a massive logistics exercise The battalion hasequipment worth hundreds of thousands of pounds.That’s a lot of responsibility and my job can be verystressful Several times a year we have inspections andI’m personally responsible for every piece of equipmentthat the battalion is issued with The weeks before andafter those inspections can be very, very stressful indeed

My name is Cpl Crawley and I’m a Clerk in theRegimental Administration Office The RegimentalAdministration Office forms part of BattalionHeadquarters and is comprised of a team of twentyspecially-trained military clerks In barracks, I supervisethe work of a section of clerks and we carry out a widerange of duties, including processing travel claims,applications for leave and transfer and dischargedocumentation Life in the administration office isinteresting because you always know what’s going onbut it can be very stressful We deploy with thebattalion on operations and our remit includes casualtyreporting and prisoner of war registration We alsocarry out military duties like sentry guard orconducting security patrols

Suggested Answers

1 The CO might consider his job as exciting,dangerous, hard work, stressful and interesting.The RMQS might consider his job as hard work,stressful and interesting

The clerk might consider his job as hard work,stressful and interesting

2 Student responses will vary

Functional English Describing responsibilities at work Task 8

Go over the examples with the class

Ask students to complete the text

Our remit/area of responsibility includes …

Select a student and work through the prompts, asking

questions that require the prompts in the answers, e.g

Where do you work?

To whom do you report?

Continue with several other students You may wish to

leave the prompts on the board for the next task

Speaking

Task 9

Put students in pairs and tell them to ask and answer

questions about their partner’s job Tell students to use the

prompts on the board

Walk round the class monitoring and assisting where

required

Battalion HQ

Task 1

Ask students to look at the picture and to tell you what

they think is happening You may like to ask them where

the conversation is taking place, who the people are, and

what they might be saying

Listening

Task 2

Tell students they’re going to hear three conversations and

to choose the one that matches the picture in task 1 Play

B: Good morning, sir The person responsible for

photocopying is in the office next door, but I think

they’re having their tea break

A: Do you know when they will be back?

B: They should be back in about 20 minutes, sir

A: Oh that’s a pity, I need these copied by 1030 Can

you make the copies for me?

B: Yes, sir Could you complete this for me please, sir?Just put your name and the number of copies and I’llmake the copies Here you are, sir Is there anythingelse?

A: No, thank you very much, Corporal

Conversation 2A: Morning, corporal

B: Hello, Harris

A: Could you process this transfer application, corporal?B: Let me see This is a transfer request, Harris Youonly moved to A Company last week I can’t process

a transfer request after one week

A: It’s Sergeant Berkeley

B: What do you mean it’s Sergeant Berkeley?

A: He doesn’t like me

B: Harris, last month you transferred from CharlieCompany because Sergeant Willis didn’t like you.You can’t ask for a transfer every time you have aproblem with an NCO Where do you want totransfer to anyway?

A: But, corporal …B: Get out, Harris!

A: Yes, Corporal

Conversation 3A: Corporal Jones

B: Yes, sir

A: Can you come to my office a moment?

B: I’m sorry sir, Captain Marks told me to stay here.A: Corporal Jones, come to my office, now!

request/application request

processed

conversation 3 He wants Corporal Obeys the

Jones to go to his command.office

Functional English Making requests and giving orders

Task 4

Go over the examples with the class Highlight the

distinction between neutral requests (Can you …?) and

polite/very polite requests (Could you … ? Could you …

please?) Point out that Could you … ? is slightly more

formal than Can you … ? Make sure that for the very polite

request, students place please at the end of the sentence.

Note that for agreement and rejection, the responses are

polite

For orders, the imperative should be used (In the

example, a senior officer is giving an order to a corporal.)

Task 5

Ask students to rewrite the orders and make them more

polite

Speaking Task 7

Ask students to write three neutral and two polite requests

to another student Put students into pairs and ask them totake turns asking and answering the requests You maylike to give some examples to the class to begin with.Walk around the class monitoring students and correctingintonation where necessary

Task 8

Ask students to put the words under the correct headings

Answers

1 Could you take this file to Sergeant Smith please?

2 Can you send this transfer request to Division HQ?

3 Could you type this letter please, Mrs Brown?

4 Can you help me move this desk?

5 Could you show me your identification please, sir?

Pronunciation Orders and requests

Task 6

Play track 12 Ask students to listen to how the voice rises

and falls Have students repeat the sentences individually

and in chorus

Ask them to listen again and complete the rules

Answers

1 The voice goes down at the end of requests

2 The voice goes up at the end of orders

With orders, the speaker’s pitch often increases at the end

of the order: either the final word or syllable is stressed,

e.g Quick, march!, Attention!, About turn!

This is a very general rule and in some circumstances the

intonation could be different depending on the situation

and the rank of the people speaking

Task 6 [12]

Can you come to my office a moment?

Could you process this transfer application?

For further pronunciation practice, you may like to model

several examples of ways of making neutral and

polite/very polite requests and have students repeat both

individually and in chorus, ensuring correct rise and fall

intonation You could have students read the requests

from task 5 aloud and repeat using the correct intonation

Answers

Junior Senior Warrant Junior Senior NCOs NCOs Officers Officers Officerscorporal staff sergeant RSM lieutenant general

sergeant colonelRSM

Note that a Warrant Officer 1 (RSM) is also a senior NCO

At this point, you may like to focus on the World Englishbox for some additional information on US WarrantOfficers

Listening Task 9

Give students some time to read through the message andthen ask them to listen and complete the notes Play track13

You may like to pre-teach to pick up and to drop off with

B: Could I speak to Sergeant Cooper please?

A: Let me see if he’s in, sir

A: Sergeant Cooper isn’t in the office at the moment, sir.Can I take a message?

B: Do you know when he’ll be back?

A: No sir I’m sorry, I don’t

B: Right I’ll leave a message, then This is Lt Robertsfrom 2 Platoon

A: Yes, sir

Functional English Modes of address

Task 10

Work through the examples with the class Remind

students that when asking questions of a superior, the

subordinate begins with sir/ma’am When answering a

superior, the subordinate ends with sir/ma’am.

Ask students to answer questions 1–4 As an extension to

this task, you may like to invite your students to ask each

other to choose the correct mode of address between two

ranks of their choice

B: I need to arrange transport for 30 troops and

equipment for Friday the twelfth of this month, at

0800 hours

A: Yes, sir Could you tell me the departure and

destination points, please?

B: I need two trucks, for pick up and drop off The

departure point is Churchill Field and the

destination point is the ranges in Catterick

A: How long do you need the drivers, sir?

B: What do you mean?

A: Do you need them to wait, or leave and come

back, sir?

B: No, I need them to pick up and drop off Then pick

up again at sixteen hundred hours the same day, at

Catterick ranges

A: Let me repeat that please, sir You need to arrange

transport for 30 troops with equipment for Friday

the twelfth of this month, at ‘oh’ eight hundred

hours You need two trucks, for pick up and drop

off The departure point is Churchill Field and the

destination point is Catterick ranges Your pick up

time is sixteen hundred hours the same day, at

Catterick ranges

B: Yes, that is correct

A: Thank you sir, I will see the Sergeant gets the

message, as soon as possible

Answers

1 b 2 a 3 c 4 a

Speaking

Task 11

Put students in pairs Ask them to draw up a list detailing

the differences in address forms between the British Army

and their own armed forces and then to compare them

with the other groups

As an extension to this activity, ask students to tell the

class about any problems they have had in choosing the

correct form of address for superiors/subordinates when

working in a multinational military environment

Answers

1 a football tournament

2 at the Recreation Park

3 the UN Police, Médecins Sans Frontières, theInternational Press and the Local Fire Station

Listening Task 2

Tell students they’re going to listen to a conversationbetween two friends discussing the football tournament onthe poster Ask them to read the statements and to decidewhether they are true or false, then play track 14

Answers

1 True

2 False

3 TrueAsk students what Joe really said about his abilities as agoalkeeper

B: I don’t know Is that the tournament in the poster? A: Yes, that’s right Do you want to play?

B: No, I don’t think so, Cos, I’m not much good in goal.Some of those guys can really kick the ball

A: No, don’t worry, we’ve got a goalkeeper And like Isay, it’s only for a bit of a laugh

B: Yeah, but I’m a bit out of practice – why don’t youask that French guy, Pierre? He’s probably prettygood with the ball

A: Well, I’m going to phone him as well – but we stillneed at least one more

Functional English Persuading

Task 3

Go over the examples of informal phrases used to

persuade friends to do something Practise the intonation

and stress used in each

Now ask students to complete the conversation using the

expressions provided

If you know of any students who are keen footballers, youmay like to ask them which position they play in or toexplain what the job of a player in a given position is

Listening Task 7

Focus attention on the World English box regarding the

British use of nil in reporting football scores and the US equivalent of nothing or zero.

Tell students they’re going to listen to a conversation fromwhich they must give you the scores of two footballmatches Play track 15

B: I think I’m on duty then – crowd control

A: Well, can’t you get a substitute? Oh, come on, Joe

B: I’m not sure

A: We’re desperate And it is for charity after all

B: Well, who are you playing against?

A: Oh, it’s only the international doctors’ team, you

know, Médecins Sans Frontières Don’t worry It’s

nothing serious

B: Well, OK Put me down in midfield

A: You mean, you’ll play after all?

B: Yeah, that’s what I said I need the exercise anyway

A: That’s great

B: So what time’s kick-off?

Answers

1 it’s only for a bit of a laugh

2 we still need at least one more

3 Oh come on

4 We’re desperate

5 it is for charity after all

6 Don’t worry It’s nothing serious

Put students in pairs Ask them to come up with a

suggestion to put to their partner The partner should be

reluctant to agree and need some persuading Student A

tries to persuade Student B first and then roles are

reversed If students are unable to think of any suggestions

give them some ideas, such as: to lend them their new

DVD, tell a lie for them, have a dessert, run a half

marathon for charity, go fishing with them

Walk around the class monitoring and assisting You may

like to use this opportunity to let students hear you use

some of the practised expressions, e.g come on, don’t worry,

it’s only to persuade them to use their acting talents during

the pair work to reproduce (as realistically as possible) the

intonation patterns they heard in the recording

3 left central defence

4 right central defence

1 UN Police 5/Médecins Sans Frontières 1

2 International Press 0/Fire Station 2

be good at saving lives but they’re not so good atsaving goals

A: Oh, come on Be fair I don’t know how many times

we shot at goal I thought they put up a good fight.B: Well, OK, I suppose you’re right but the only reasonthey scored was because we let them – just to givethem a chance before half time

A: And then those three goals in the second half – fivegoals in one match – I can’t remember the last time Ienjoyed myself so much playing football It wasmagic And to think you didn’t even want to play

B: Yeah, five – one I can hardly believe it But what

about the other game? You know, the one with our

mates the journalists? Did you watch it?

A: What the International Press against the local Fire

Station? Yeah, I saw it It was really terrible

B: Yeah, I thought it was awful, too Mind you, they

were playing against the local firemen and those

guys are really fit They were much better than the

reporters, especially in midfield

A: Yeah, but it was boring with so many men in

defence And that second goal Did you see it?

B: Yeah, the free kick, you mean?

A: It went straight over their wall and the keeper just

stood still I mean, whatever was he doing?

B: Who knows? But let’s face it, Cos,, the reporters

couldn’t possibly beat the firemen so I think they did

well to only lose by two goals to nil

A: Yes, I suppose so

Task 8

Focus attention on the sentences Play track 15 again and

ask students to complete the sentences

Speaking Task 9

Put students in small groups of three or four Invite them

to tell the others about a match they’ve seen or playedrecently The students who are listening should askquestions

You may like to monitor and correct where necessary

You may like to pre-teach: on you (as in Have you got a pen

on you?), mug, stew (n), concurrent and it’s about … (as in

The film’s about a soldier …)

Tell students they’re going to listen to a briefing Focusattention on the questions and ask them to answer them.Then play track 16

Task 2 [16]

Speaking Task 4

Put students into pairs Ask each student to brief his/herpartner about a recent or future training activity

To provide a framework for this task, you might like towrite the following prompts on the board

International NBC Training Dates?

Aim of training activity?

Host nation?

Location?

Participating nations?

Other information, e.g equipment, logistics?

Inform students that they do not have to follow theseprompts They are free to use their own ideas

Walk around monitoring and providing assistance wherenecessary

Task 5

Ask students to label the picture using the wordsprovided Then practise the pronunciation of the newvocabulary with the class Check that the meaning is clear

to students

A: Shun!

B: At ease, gentlemen Good morning I am going to

brief you on the activities for tomorrow You will

need to take notes so please make sure you have a

pen and notebook on you Tomorrow, Tuesday the

4th October, we have our Annual Weapons Test for

the SA80 on the ranges in Catterick Please make

sure your men all have the correct equipment for the

ranges, including helmets, ear defenders, webbing

and waterproof ponchos in case the ground is wet

Soldiers will also need their mug, knife, fork and

spoon and mess tins for lunch Lunch will be a hot

stew and a hot and cold drink The programme for

tomorrow is as follows Reveille will be at 0530

hours Soldiers will draw individual weapons from

the armoury at 0600 hours After breakfast, you will

parade your men in front of the cookhouse at 0700

hours Transport will arrive at 0715 to take us to

Catterick We will be on Range number D6 When

we get to the ranges, the men will divide into two

details Detail 1 will consist of 1 Section plus

personnel from 3 Section Detail 2 will consist of 2

Section plus personnel from 3 Section Sgt Peters has

the lists The Range Officer will be Lieutenant

Deacon and I will supervise the concurrent activity

Detail 1 will be on the range at 0900 hours and Detail

2 at 1100 hours When Detail 1 is firing, Detail 2 will

be busy with another activity Tomorrow’s

concurrent activity will be NBC defence training

However, soldiers will not need their personal

respirators or NBC suits Lunch will be at 1230 and

at 1300 the transport will take us back to barracks To

summarise: Tomorrow is all about the range and

NBC training Make sure your people are on time

and have the right equipment at all times There will

be an award for the individual with the highest score

on the ranges This will be presented by the OC on

return to barracks in front of the whole company

This concludes my briefing Are there any questions?

Functional English Orders with will

Task 3

Go over the examples of will with the class Although

students will be familiar with will used to signal the future

tense, it is used in military English to signal an

order/command It is also a modal verb and is not

preceded or followed by to When employed as a

command, will is never used in its contracted form

To give students practice in using will as an order, ask

them to write full sentences for the schedule in task 2

Answers

1 The Annual Weapons test on the SA80 will be onTuesday

2 Soldiers will get up at 0530 hours

3 Soldiers will draw individual weapons from thearmoury at 0600 hours

4 Soldiers will leave at 0715 hours

5 Detail 1 will fire at 0900 hours

6 Detail 2 will fire at 1100 hours

7 Soldiers will have/eat lunch at 1230 hours

8 Soldiers will return to the barracks at 1300 hours

9 The Range Officer will be Lieutenant Deacon

10 The concurrent activity will be NBC defencetraining

Task 6

Ask students to write a list of things you must always do

and things you must never do on a range Then have them

compare their list with the text

Alternatively, you could do this as a class Write the

headings you must always and you must never on the board.

Ask students what they must always and must never do

when on a firing range List their answers under the

appropriate heading

Explain that must is always followed by the infinitive

without to Give the class some examples and elicit further

examples from students

Grammar must always /must never /must only

Task 8

Go over the examples with the class Point out that must is

used to express obligation in the positive form andprohibition in the negative form

Ask students to rewrite the rules using must always/never/

only For further pronunciation practice have the class

repeat the rules once you have checked their answers

Suggested Answers

You must always

… obey instructions given by the range personnel

… point the muzzle of your weapon down range

whenever on the Firing Point

… aim for the targets assigned to you

… wear hearing protection

… wear kevlar helmets

… give all live rounds and empty cases to the

ammunition point when you leave the firing line

You must never

… touch your weapon while personnel are down range

… touch your weapon while personnel are in front of

the firing line

… put your firing finger on the trigger area

… fire or point your weapon outside the range limits

… leave the range before you are inspected for live

rounds and empty cases

Now ask students to compare the list on the board with

the Range Standing Orders

For pronunciation practice, point out the linking of the ‘t’

in must with the initial ‘a’ in always in must always Also,

explain that the ‘t’ in must never is silent You may like to

practise using students’ own examples

Task 7

Ask students to look at each of the pictures and say what

the soldier is doing wrong

3 The soldier is touching his weapon while personnel

are down range

Answers

2 You must only point a weapon in a safe direction

3 You must never rest the muzzle of a loaded weapon

on your foot or against your body

4 You must never carry loaded weapons in a vehicle

5 When you pick up a weapon, you must alwaysexamine it and check that it is not loaded

Speaking Task 9

Put students in pairs and ask them to add more safetyrules to the list in task 8 Ask them to decide on which arethe most important rules

Writing Task 10

Write the words weapon, machine and vehicle on the board.

Ask students to suggest examples of each and list them.Choose a specific weapon, machine or vehicle and askstudents to come up with a list of safety instructions foroperating it Write these on the board Now ask students tochoose another example from the lists and to write a list ofsafety instructions on how to operate it

Listening Task 2

Tell students they’re going to listen to a short conversationbetween two soldiers talking about Exercise MountainTrail Ask them what they think they might hear and writetheir suggestions on the board Then ask them to read andanswer the questions Play track 17

Ask students how accurate their guesses on the content of

the conversation were Leave their suggestions on the board

Task 2 [17]

Task 4

Check comprehension of: steep, bearing and elevation.

Focus attention on the Route card and give students aminute to study it Ask the class to listen to the final part ofthe conversation and to complete the card Play track 19

B: Good morning, sir

A: Good morning, lieutenant I wanted to talk about

your adventure training exercise next weekend

B: Yes, sir Exercise Mountain Trail

A: Mountain Trail Yes, very good Now how many

men are you taking?

B: Five, sir Corporal Hetman is on leave

A: And where are you taking them?

B: Scotland, sir

A: Scotland Good A bit cold though How long are

you going for?

B: Three days, sir We’re leaving on Friday and coming

back on Monday afternoon

A: And what about equipment Have you seen Sergeant

Major Thompson about your stores?

B: It’s a survival exercise, so we’re taking the minimum

equipment

A: I see Well, have a good time Carry on, lieutenant

B: Yes, sir Thank you

A: Goodbye

Task 3

Focus attention on the words provided and give students

some time to look at the map Ask students to listen to the

second part of the conversation and complete the map

After reviewing the task, check students’ earlier

suggestions on the board again and look for additional

matches Keep their suggestions on the board

Task 3 [18]

A: Good morning, sir

B: As you were Good morning, sergeant How are you

doing with the exercise planning?

A: We’re getting there, sir

B: Could you go over the plan for me?

A: Yes, sir We’ll depart the garrison at 0700 so weshould get to our drop off point at 1400 That’s here

at the Glen hotel, that’s grid 311198 We’ll leave thevehicle in the hotel car park and set off on foot It’sflat terrain from the drop off point to the campsite Iestimate one hour to the camp, so we should make it

by last light with no problems Last light is 1700hours The first night we’ll establish a base campand I’m planning a march for the second day Eitherhere to Mt Annan, that’s grid 320198, or Mt Moffat,here at grid 317192

B: Where are you thinking of setting up camp?

A: I suggest we set up camp near this shelter, grid

313192 and then if the weather’s bad we’ll havesome protection

The final part of the task asks students to match the twoparts of the sentences from the conversation The key word

is so You may like to give students a few examples:

The colonel is running late, so we’ll have to delay the briefing./

I wasn’t sure how to spell ‘lieutenant’, so I looked it up in the dictionary before asking them to complete the task.

Task 5

Ask students to match the sentences in task 4 with the

headings provided Sentence 2 may prove difficult as

weather permitting is implied, but not mentioned overtly.

Reading Task 7

Check comprehension of visibility Ask students to read the

the questions text and answer them

Answers

Sentence 1 – mission

Sentence 2 – weather (assuming that the weather

doesn’t change for the worse)

Sentence 3 – time

Sentence 4 – troops

Sentence 5 – terrain

Sentence 6 – logistics and signals

(Numbers 2 and 3 are interchangeable.)

For tasks 8–10, put students in small groups Tell them thatthey (as Sgt Peters) must decide on the best course ofaction to take Tell them they have five minutes toprioritise their objectives

Task 9

With students still in their groups, ask them to look at theheadings and list all the facts that could affect their plan.Next, ask students what conclusions they could draw fromthe facts

Move around the class monitoring and assisting wherenecessary

See page 154 of the Teacher’s notes for suggested solutions

to this task

Task 10

Write the headings situation, mission and execution on the

board Ask each group to decide on a course of action and

to prepare a briefing to explain their chosen action plan tothe class

Ask each group to draw up their plan using the threeheadings on the board

Walk around the class monitoring and assisting wherenecessary

During each briefing, invite students to ask questions.See page 154 of the Teacher’s notes for suggested solutions

to this task

Task 4 [19]

B: Why don’t we split the group in two? You take one

group and do Annan and I’ll take the other group

and climb Mt Moffat

A: Corporal Smith is recovering from a sports injury, so

he could do the easy route That’s Mt Annan It’s not

so steep

B: That’s a good idea Can both groups get back to

camp before last light?

A: I reckon so, sir

B: Let’s go through the route card for your team We’ll

call it team A Team leader Sergeant Peters You

leave camp at 0800 hours, travel nine km on a

bearing northeast and your ETA at the summit of Mt

Annan is 1130 Terrain is rough

A: Have that

B: You rest for 30 minutes On the return leg, you leave

the summit of Mt Annan at 1200 hours, travel nine

km on a bearing southwest and reach camp at 1515

A: Have that

B: OK Let’s do my group That’s team B Team leader

Lt Phillips My team departs camp at 0800 hours

The elevation is 450 metres and the terrain is

difficult, so we need 4 hours to complete the first leg

Our ETA at the summit of Mt Moffat is 1200 hours

A: Have that

B: Now the return leg We’ll rest 30 minutes and set off

at 1230 We’ll need three and a half hours for the

return, so our ETA at camp is 1630 Right Now

before we talk about the Sunday, what about

communications?

A: Communications are a bit of a problem There’s no

mobile phone coverage, so we’ll have to take radios

B: Right What about …

Peace Support Operations I: types and

personnel

The term Peace Support Operations (PSOs) is used to refer

to diplomatic or military missions which have an ultimate

goal of promoting or re-establishing peace PSOs generally

take place under the guidance of, or in cooperation with,

the United Nations PSOs can be classified into the

following types of missions:

Peacemaking:the use of diplomacy and mediation to

convince hostile parties to stop fighting and negotiate a

peaceful settlement Peacemaking does not allow the use

of direct military force against either of the parties

Peace-building:comprehensive efforts to ensure the

transition from war to peace Peace-building involves not

only implementing peace agreements, but also long-term

planning to ensure a lasting peace In the short term, this

may mean providing security, stability, and humanitarian

relief In the long term, this may mean helping to create

the economic, social, and political conditions necessary for

a peaceful state This includes ensuring impartial law

enforcement and judicial systems, free and fair elections,

and the protection of human rights Peace-building

involves a highly-coordinated effort by military,

diplomatic, political, administrative and humanitarian

personnel Use of military force is generally restricted to

the minimum force necessary to protect personnel and

resources associated with the mission

Peacekeeping:before peacekeeping operations (PKOs) are

established, all parties involved in a conflict must consent

both to a ceasefire, and to outside involvement in the

resolution of the conflict As is commonly said: before a

peace can be kept, there must be a peace to keep PKO

forces are expected to maintain strict impartiality If not,

they risk damaging the credibility and objectivity of the

mission PKO forces may only use the minimum force

necessary to defend the mission They may not use force to

coerce either side to actually cooperate with the mission

Peace Enforcement: Unlike the other types of PSOs, a

Peace Enforcement operation may use either direct or

indirect force to coerce hostile parties to stop fighting In

Peace Enforcement operations, one or more of the parties

involved in a conflict do not consent to outside

intervention, and fighting is probably still taking place

This type of mission may be limited to the enforcement ofdiplomatic sanctions But it may also mean direct militaryintervention This does not mean diplomatic efforts toachieve peace are stopped Peace Enforcement is simplyone tool used to move hostile parties from war towardspeace It is not a tool that is used lightly: it is consideredvery high-risk and a last resort (See Unit 12 for moredetails on Peace Enforcement operations.)

Cooperation and Coalitions

Depending on the kind of PSO in question, the structure,coordination, and leadership of the units involved mayvary widely A mission may be primarily led by:

• the United Nations

• Regional security organisations such as NATO, theEuropean Union or the Economic Community of WestAfrican States

• ad hoc coalitions of a few governments or organisationswho share a common interest

The UN, by its very charter, was created to promote peace,not to be a war machine UN forces, therefore, are ofteninadequate to carry out Peace Enforcement operations.Just as importantly, becoming directly involved in aconflict before securing the consent of both partiesinvolved would damage the effectiveness of the UN tobuild a neutral peace Therefore, the UN’s Security Councilwill typically recommend delegating the Peace

Enforcement phase of a PSO to other militaryorganisations Once an area is secure, the UN may then set

up and direct a peacekeeping mission One example is the

1999 mission in Kosovo, where the UN oversaw thetransition in political administrations after NATOairstrikes had ended

Personnel

PSOs in their several phases are quite complex operations.Many different people are needed – both military andcivilian – in order to provide security, re-establish the rule

of law, restore or strengthen democracy, provide free andfair elections, restore basic services and help a countrytoward peaceful self-government The following list showssome of the more common types of personnel which may

be involved in PSOs:

• combat and support troops (appropriate to anoperation: these may range from heavily-armednational troops for a Peace Enforcement operation, tolightly-armed UN ‘Blue Helmets’ for PKOs)

• medical support (military or civilian)

3 Military observer

• military observers (generally unarmed, to monitor

treaty terms and ceasefire agreements)

• civil engineers (military or civilian)

• demining personnel

• military police

• civilian police (either local forces or United Nations

Civilian Police)

• other civilian, political, or diplomatic personnel:

■ legal and judicial experts

■ civil servants and administrators

■ humanitarian specialists (NGOs)

■ human rights specialists

■ political advisors and diplomats

It’s a ship It’s carrying a lot of sophisticated technical

equipment There’s no-one on deck as a missile is being

launched The ship may be carrying out an attack on an

enemy target or it may be carrying out a test firing

Task 2

Focus attention on the newspaper headlines and ask

students to put these in order As a hint, you could tell

students that they should be ordered chronologically

Answers

4, 2, 3, 1

Listening

Task 3

Tell students they’re going to hear a radio news broadcast

about a recent conflict between two countries Ask them to

listen to the broadcast and check their answers to task 2

Play track 20

You may wish to pre-teach: peninsula, consequences, status

quo, in light of.

This is Sandra Wens with Channel Five radio news TheBlueland government have announced that they willplace coastal artillery batteries on Cape Gold, a smallpeninsula in the White Sea, close to the border betweenBlueland and Redland The Redland Government hasresponded by saying that it will mobilise military unitsand deploy troops along the border Mr Sanz, the RedlandMinister for Foreign Affairs announced this morning thatthere will be terrible consequences if Blueland does notimmediately withdraw their artillery batteries

A: Good morning, I’m Bob Ur and this is In the News, a

weekly look behind the scenes at what’s happening

in the world this week Yesterday morning, Redlandforces crossed the border into Blueland and warbroke out between these two nations I’m joined inthe studio this morning by Richard Kerr, professor ofinternational relations at Washington University.Professor Kerr

B: Good morning, Bob

A: Good morning Professor, can you tell us about thebackground to this conflict?

B: Yes, Bob Blueland became an independent republic

in 1945 and there has been tension in the area sincethen As you said, Cape Gold is a small peninsula,close to the border between Blueland and Redland.However, the peninsula is strategically important toboth countries It overlooks the entrance to the BlackBay, where Redland have their naval fleet WhenBlueland placed artillery on the peninsula twoweeks ago, Redland threatened the use of force torestore the status quo

A: And what was Blueland’s reaction?

B: They refused to withdraw

A: I see, and … From RDA radio in London, the news at five o’clock.The Blueland Government have just announced that acounter attack launched yesterday has successfullypushed Redland forces back across the border Reportsfrom the border area indicate that after fierce fighting,the troops have …

The Blueland and Redland governments announcedthis morning that they have signed a ceasefireagreement to end the conflict that began two weeks ago

At a secret meeting held in Madrid, the two sidesagreed to proposals put forward by the United Nations.Both sides have given a press conference, but they havenot made the terms of the peace treaty public

The United Nations announced this morning that it willsend military observers to the troubled Cape Goldpeninsula A spokesman announced that the UN hastaken this decision in light of last week’s ceasefireagreement This is Asif Khan for RDA