campaign - english for the military - level 2 - tb.pdf

CampaignCAMPAIGNTEACHERS BOOK 2

English for the military

Charles BoyleRandy WaldenSimon Mellor-ClarkIntroduction by Simon Mellor-Clark

1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 1

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

2009 2008 2007 2006 200510 9 8 7 6 5 4 3 2 1

Note to Teachers

Photocopies may be made, for classroom use, of pages 154160

without the prior written permission of Macmillan Publishers

Limited. However, please note that the copyright law, which does not

normally permit multiple copying of published material, applies to

the rest of this book.

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 Mnica for her constant love and

affection.


Contents

Introduction 4

1 Parachute regiment 14

2 The battalion 26

3 Military observer 39

4 March or die 51

5 The 3d ACR 61

6 International HQ 73

7 Carrier 85

8 Fearless warrior 96

9 Operation orders 108

10 United Nations Police 119

11 Combat Search and Rescue 131

12 Lessons learned 143

Photocopiable solutions 154


4Introduction

IntroductionThe Military and EnglishLanguage TrainingThe importance of English language training for themilitary has grown enormously in the last decade. Thisgrowth is largely the result of two factors: the changingrole of the military and changes in defence relations.

The changing role of the militaryMilitary forces today are increasingly deployed onhumanitarian assistance and peace operations, often,though not exclusively, under the auspices of either theUnited Nations or NATO (the North Atlantic TreatyOrganisation). Nations contribute peacekeeping forces andthese different national contingents come under a centralcommand or headquarters. Often English will be theoperational language of this mission: the official languagethat different national contingents use to talk to each otheras well as to communicate with the peacekeepingheadquarters. In addition, peacekeeping troops willfrequently need to liaise with non-governmentalorganisations that are operating in the mission area.

Changes in international defencerelationsIncreasingly, the armed forces of different countries workand train together. When soldiers, sailors or airmen go onexercise they need to communicate in a common language,and English has become a military lingua franca.

Specific Needs for EnglishThere are many specific reasons why military personnelwill need to learn English. Here are a few examples fromour experience. A colonel is preparing for deployment to a country in

the Balkans. He is going there as commanding officer ofa national contingent. While he is there, he will need toattend meetings held in English at the peacekeepingheadquarters. He will also need to speak regularly onthe telephone, read correspondence and give briefings.

A corporal is assigned to a multinational headquarters.He is a driver and will need to understand theinstructions that NCOs and officers from othercountries give him. He will need to read orders, speakon 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 headquartersof 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 Kingdomto 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 courseto 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 apeacekeeping 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.

ServiceMilitary 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-experienceLearners may be students at military academies, preparingfor a commission as an officer or NCO. Alternatively, theymay be serving soldiers, NCOs or officers taking coursesin their unit or at a civilian or service school. There are anumber of differences between these groups.


5 Introduction

Serving soldiers may be getting ready for a specificmission; students at military academies will almostcertainly be preparing to take an exam.

Serving soldiers will have a wide range of militaryknowledge and experience; students at militaryacademies may well be dealing with English in subjectmatter with which they are not familiar in their ownlanguage.

SpecialisationThere are a huge number of specialised roles in themilitary, including infantryman, driver, cook, diver,intelligence analyst and many more.

RankDifferent ranks commonly need to perform different tasks.It is unlikely that a junior NCO will need to give anextended briefing in English, for example.

Core needsEach service, specialisation and task has its ownterminology, but all students have certain core needs.Generally, they will need to be able to explain problems,give suggestions, and correctly address superiors andsubordinates. They will need to acquire communicationskills such as giving or attending a briefing, using theradio, referring to map data and attending meetings.

Characteristics of Courses forthe MilitaryMilitary students generally have certain reasonablypredictable expectations of a course of study.

1 Training is an important part of military life. Learnersare used to high standards of instruction and will applythe same critical standards to their English courses.They expect that the instructor will be prepared andorganised, and that he or she will communicate theaims and objectives of the course and of each lessonclearly.

2 Training in the military is largely job-specific. Learnerswill expect to be able to see how the course meets theirneeds and helps them to do their job in English.

3 Training is hands-on: learners will expect a practicalapproach that reflects practical objectives.

4 Military training courses are time sensitive. Thisgeneral expectation, coupled with the fact thatlanguage training has to fight for training time withother subjects, will often place considerable timepressures on the course.

5 The instructor needs to be aware that there are aspectsof 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 notwant to talk about: soldiers can come back frommissions 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 PerformanceAll 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 6001A 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 differentcountries. It consists of a set of descriptors of proficiencyskills broken down into six levels.

Level 0 No practical proficiency1 Elementary2 Fair Limited working3 Good Minimum professional4 Very good Full professional5 Excellent Native/Bilingual

Language proficiency is recorded with a profile of fourdigits indicating the specific skills in the following order:

Listening Speaking Reading Writing

For example, a person with the level SLP 3232 has level 3in 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 isthe Standardized Language Profile.


6Introduction

There is no one official exam for the STANAG 6001 levels.Countries that use the scale produce their own tests andare responsible for validating them according to theSTANAG 6001 levels.

The original version of STANAG 6001 was created in 1976and modified in 2003. A full copy of STANAG 6001 can bedownloaded from the following website:http://www.dlielc.org/bilc

Summary of STANAG 6001 levels 14Level 1Listening Can understand common familiar phrases and

short simple sentences about everyday personaland survival needs.

Speaking Can maintain simple face-to-facecommunication in typical everyday situations.

Reading Can read very simple connected writtenmaterial directly related to everyday survival orworkplace situations.

Writing Can write lists, short notes and phone messagesto meet immediate personal needs; cancomplete forms.

Level 2Listening 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 androutine workplace situations.

Reading Can read simple, straightforward, factual textson familiar topics.

Writing Can write, with some precision, simple personaland routine workplace correspondence andrelated documents, including brief reports.

Level 3Listening 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 andinformal conversations, including meetings; candeliver briefings.

Reading Can read with almost complete comprehensiona variety of authentic written material ongeneral and professional subjects, includingunfamiliar subject matter.

Writing Can write effective formal and informalcorrespondence and other documents onpractical, social and professional topics andspecial fields of competence.

Level 4Listening 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 writtenlanguage used for professional purposes,including texts from unfamiliar general andprofessional-specialist areas.

Writing Can write the language precisely and accuratelyand can draft all levels of prose pertinent toprofessional needs.

Approach to TeachingA 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.

PurposeMake 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.

OrganisationAim 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.

PreparationThink 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 andphotocopies 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.


7 Introduction

1 Begin each class with brief revision of the precedinglesson.

2 State the objective for the days lesson at the outset.

3 Contextualise your teaching: tell students how thelesson fits into the course, how it connects to yesterdaysclass, and how it connects to tomorrows class.

4 Tell the students why you are asking them to do theactivities what the learning benefit will be to them.

5 Explain to students what they can do with thegrammar in practical terms. For example, if yourteaching point is the present perfect, tell students theycan use this tense to talk about their experiences; elicitor invent examples based on their own lives wheneverpossible.

6 Find a pattern to classes, for example, beginning with ashort speaking activity to warm students up. However,remember that this can be taken too far a little routinehelps students to focus, but too much is deadening.

What happens in the classroom needs to be backed upwith documentation. The course book normally providesthis, and you should aim to use it regularly and frequentlyin class. If you do not, students may find it harder to hangon to their sense of the objectives for the lesson, or theymay feel that they are missing out on something. However,this does not mean that you should doggedly ploughthrough every task and exercise in the book.

Sometimes you will need to introduce supplementarymaterial into the course, for example, to deal withspecialist vocabulary not in the course book, to look atsome aspect of pronunciation, or to provide extra practiceof a grammar point. This allows you to personalise thecourse, tailoring it towards the students needs or learningstyle and your own teaching style. However, it isimportant that the students understand how thesupplementary materials relate to the course syllabus.

A sense of organisation and purpose does not mean thatyou are in control of everything that happens in theclassroom. For example, all of us sometimes need tochange a lesson in mid-stream in order to respond tostudents needs or because an activity is clearly notworking. Paradoxically, planning makes it easier torespond spontaneously to whatever unfolds in theclassroom. If the purpose of the course and the way it isorganised is clear to everyone, it is easier to make gooddecisions and to justify them.

Planning the lessonThe principle of a lesson plan designed to fit the objectivesof a course lies at the heart of being prepared andorganised. A lesson plan may be in your head or it may bea written document. Here, we deal with it as a document.

1 Determine the aims of the classBefore 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 objectivesThis 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, were looking at At the end of todays 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 thecourse book, for example: The objective today is the simplepast. Alternatively, you may want to state your objectivesin the learners 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 lessonIn 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 presentationof 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 problemsSome 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 instructionsGiving 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 andat an appropriate level for the students. Use imperatives, e.g.Open your books, rather than, I wonder if youd minding openingyour books. You can add please if this seems too abrupt.

6 Work out timingsTiming 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 haveto complete each task, for example, You have five minutes forthis task.


8Introduction

7 Arrive earlyIf possible, arrive in the classroom a few minutes early togive yourself time to get organised: is the CD player in theroom, are there pens for the whiteboard, are there enoughchairs? If the institution where you work permits it, youcan use this time to arrange the seating in the room to suityour lesson. Once this is organised, make yourselfavailable to students who may have questions aboutprevious lessons or the homework.

The lessonThis is a five-stage plan for a lesson or part-lesson.

Stage 1 Introduction1 Begin the class by stating the lesson objectives and the

hook the reason(s) why the language point isimportant or relevant to students.

2 The introductory task. This is the first learning task ofthe lesson, and generally the first task in every sectionin the materials. It is designed either to warm up thestudents, introduce new vocabulary that students willneed later in the lesson, or to activate a schema. Theidea of a schema is that in order for a learner to makesense of the input in the lesson, he or she will need torelate this new information to existing ideas. Forexample, if you get students thinking about the thingsthey do in a typical day, it will help them be morereceptive to ideas and words like occasionally, sometimes,always and never.

3 Review homework. If the homework you set in theprevious lesson was in some way to prepare for thislessons activities or input, then now might be thelogical time to correct or review homework. In anycase, when you write your lesson plan you will need tothink about the logical time to deal with homework.

Stage 2 InputThis is the main stage of the lesson. For lower levellearners, a useful teaching pattern is presentationpracticeproduction. The input stage is the presentationstage, when new language is presented to students as amodel. Ideally, this is done in some kind of meaningfulcontext for the students, i.e. a context to which they canrelate.

Stage 3 PracticeWith the class focused on grammar, functional English orvocabulary objectives, the practice stage is the studentsopportunity to get to grips with the new language. Itinvolves doing written exercises and oral drills (listen andrepeat, etc.). In this kind of guided practice, there istypically little room for error.

Stage 4 ProductionAt 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 ConclusionIn 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 timeto set homework and look forward to the next lesson; tosay, for example, Tomorrow were going to look at

Debrief / reflectionAfter the class, think about what went well and what didnot. Try and apply the lessons learned to the next class.

The Echo Sections Problem-based LearningThe echo sections in each unit are based on a methodologycalled Problem-based Learning. In problem-basedlearning, students work together in order to find solutionsto real-world problems. The problem itself is often givenas 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 wehave included problem-based learning in Campaign 2. By placing learners in a role, giving them a problem

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


9 Introduction

Problem-based learning relies on the learnersinvolvement in the class and places a value on theexperience and knowledge that learners bring to theclassroom

Problem-based learning focuses on communicativetasks that students will need to do in and with thelanguage when they leave the classroom.

Problem-based learning lets students rehearse thesecommunicative tasks in a (relatively) non-threateningenvironment.

Military language, especially reports and briefings, isoften structured with strict attention to form and genre(how something is said or written). Problem-basedlearning raises students awareness of form and genreand promotes speaking and writing activities thatrequire attention to these aspects.

In practising the language needed for resolvingproblems, problem-based learning focuses on theworkplace language needed for cooperativeparticipation essential to meetings and workinggroups.

In requiring students to work as a team, problem-basedlearning involves collaboration, cooperation and takingresponsibility. It is an excellent vehicle for raisingstudents awareness about cultural differences indecision-making processes.

MethodologyA problem-based lesson, or structured series of lessons,has three components: the preparation phase, the problem-solution phase and the after action review. The centralcomponent of the framework is the problem-solutionphase, but research and classroom practice suggest thatstudents will perform better if they are prepared this isthe objective of the preparation phase. Similarly, the lessonwont end when students present their solution; the groupmay need to wind down, individual learners will expectsome feedback on how well they did and the teacher willwant the opportunity to review the activity these are theobjectives of the after action review. It will help you toplan your lessons for the echo sections if you understandthe thinking behind each of these stages so, here is a moredetailed description of these phases.

The preparation phaseThe purpose of the preparation phase is to preparestudents to perform the task. This phase is teacher-led andtypically begins with some sort of lead-in, designed to setthe scene for the problem and engage students interest.The lead-in is often a short activity to introduce, defineand explore a topic associated with the task. Its importantthat 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 modelof 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 ofCampaign means that most of these language forms areintroduced 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 phaseThe problem-solution phase includes three stages: findinga 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 problem-solving methods, many problem-solving tasks in Campaign 2 are sequenced, guiding the learner throughsteps in the estimate process the decision-making processused in the British and US military to plan operations andresolve other, non-tactical problems.


10Introduction

In Campaign 2, students are gradually introduced to thismethod of reaching decisions. These are implicit taskprocessing objectives in the course syllabus. For example, inUnit 2, section echo, the objective is analysing the situationand determining tasks; in unit 4 developing courses of actionand 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.

Its 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) andon target forms that werent 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 teachers role here isnot to correct or critique and you should only intervene ifcommunication is breaking down. However, a discreetGood or Well done can be very encouraging if students aremanaging something well.

The task phase ends with the public presentation of thegroups solution in front of the whole class. This publicpresentation will increase the communicative stress placedon 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 asa 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 reviewThe 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 thelinguistic objectives of the lesson (see Problems and solutionssection). In the AAR, the teacher has a number of options,including language analysis and evaluation and feedback.

Language analysisIn 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 processThe estimate process has four stages.

1 Mission AnalysisIn the first stage of the process, the commander or planner askshimself the following questions. What is the intention of my higher commander and whats 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 FactorsIn the second stage, the commander brainstorms a list of all thosefacts 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? Whatare the implications of that fact? And he keeps on asking that questionuntil 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 aboutthe factors that affect planning, the commander generates a numberof alternative courses of action.

4 The Commanders DecisionIn the final stage, the commander decides the best course of action.

Speaking Task 8 Work in groups. Decide on your objectives. 1 Mission analysisNow put your objectives in order of importance.

Task 9 List all the facts that can affect your plan. Use these headings.mission time terrain weathertroops logistics and signals 2 Evaluation of factorsNow say what conclusions you can draw from the facts.

Task 10 Work in groups. Decide on a course of action. 3 Courses of action

Now explain your groups plan to the rest of the class. Use the format:1 situation. 2 mission. 3 execution. 4 Commanders decision


11 Introduction

on all errors appropriate to the students level ones theycan, with an effort, correct themselves or things that wouldbe useful for them to learn now. There are several ways todo the language analysis, but the following procedure isone 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 theprocedure.

2 Write the sentences on the board. Its not a good idea towrite or say the name of the student who produced theerror as this is effectively an (inappropriate)punishment and may discourage students fromparticipating in the future.

3 State very clearly that the sentences all have errors inthem. Invite the class as a whole to correct thesentences or put students in groups to do this.

4 Go through the sentences, correcting them on the boardwith the class. If they dont know the answer, tell them.

5 Dictate the correct sentences to the students ask themto write them in their notebooks.

An alternative procedure for the language analysis is touse a recording made during the problem-solution phase(especially the public report). Recordings can be used toillustrate errors or as a kind of noticing activity wherestudents look out for good and poor use of language. Youcan also get students to transcribe and reformulate a partof the recording.

Evaluation and feedbackLanguage analysis is largely about dealing with problemsand it can be dispiriting for learners if we go straight into acatalogue of errors. An alternative is to begin the AAR byinviting learners to evaluate the task and give feedback ontheir performance. You can start by asking learners toreflect on the task asking how they did the task, whatthey learnt from the task and how their performance couldimprove.

A further option is to have students evaluate each otherscontribution. This can involve students voting on the bestsolution to a problem and explaining their reasons or itmay mean evaluating how well individual studentspresented their reports. In both cases, the criteria on whichlearners evaluate solutions and reports will move beyondthe purely linguistic and into the professional. Thefollowing task, for example, is designed to raise learnersawareness about what makes a good briefing in themilitary.

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

If you choose the option of learner feedback on the taskproduct, the order of feedback is important. We suggestthat you first of all invite the individual student or groupto evaluate their own plan or performance. Secondly,invite other learners or groups to comment. Finally, returnto the individual or group being evaluated and ask fortheir comments on the feedback of their peers.

If you dont have military training yourself, you may feelits not appropriate to give feedback on the actual solutionoffered especially where its a tactical problem. Oneoption in this case is to photocopy the suggested solutionin this Teachers 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 solutionsSome students will take to task-based learningimmediately; theyll get into the task, recognise the valueof 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, well 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 tasksin 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 dont.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.


12Introduction

Students may not be used to expressing their opinionsin public, listening to the opinions of others or reachingdecisions through teamwork.Solution: If this is a cultural matter, there may well beno easy solution. The first step is to decide whether thisis a desirable objective and is included in your courseremit. If you determine that this is a trainable objective,start with a series of activities that ease learners into theidea of publicly sharing opinions and raise awarenessas to the value of working through problems as part ofa team.

Some students may dominate the conversation this isespecially true if there are learners in the class with aposition of authority (the unit commander, forexample) or special knowledge relevant to the problem.Solution: Consider appointing these students as groupleaders or subject specialists. Brief them on the learningobjectives of the class and give them a specialresponsibility for ensuring that all members of theirgroup participate.

Learners turn to their native language to solve theproblem.Solution: Try setting up the activity as a workinggroup where English is the only common language.Then, assign roles where learners are participants fromdifferent countries.

You set up the task, explain the problem and nothing! Learners dont know what you expect of themor dont follow instructions.Solution: Concept-check your instructions. In preparingthe lesson, write out two or three questions where acorrect answer indicates that learners have understoodwhat they have to do.

Some learners may view this kind of extendedcommunication activity as little more than anopportunity to exchange errors or may think that thiskind of activity doesnt properly belong in a languageclassroom.Solution: Give attention to the focus on formcomponents of the preparation and AAR phases andensure the linguistic objectives are transparent. Whereappropriate, you can also stress that LSP is aboutstudents learning to do their job in English.

Problems dont necessarily have a right answer, orschool solution. This may lead to some studentsfeeling frustrated.Solution: Explain that the objectives of the class revolvearound completing the task, not necessarily getting theright result.

Some teachers may feel threatened by dealing withspecialist content in the classroom.Solution: Remember that, at least in many cases,learners are the subject specialists and that the teacheris the language expert.

Campaign LevelsCampaign has been written to broadly reflect the STANAG6001 scale, and the exit level of Campaign 2 isapproximately SLP 2222.

Progress and hours of instructionCampaign has been designed on the premise that studentswill 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 Students Bookprovides approximately 120 hours of classroominstruction, which is backed by a further 80 hours ofhomework activities in the Workbook.Students Book 120 hrs + Workbook 80 hrs = 200 hrsCampaign 2 is suitable for students beginning from pre-intermediate.

ComponentsThe Students BookCampaign 2 is composed of 12 units, each based around atopic. The topics have been chosen for their intrinsicinterest and as carriers for teaching the lexis, grammar andfunctional 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, theUK, 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.


13 Introduction

Class audioThe listening materials are provided on three CDs. Youmay keep the CDs as masters and make one copy oncassette for use in class if you wish.

Where the recording is needed as part of the lesson, this issignalled by a CD icon and the track number.

[5]

Note that numbers in square brackets are track numberson the CD, not the exercise numbering in the book; theexercise may require more than one track to be played.Tracks found on CD 1 are shown in blue in the StudentsBook, tracks on CD 2 are in red and tracks on CD3 are ingreen.

The WorkbookThe Workbook provides approximately 80 hours ofconsolidation material for self-study. The units areextensions of the units in the Students Book, providingfurther practice of the grammar points and keyvocabulary. Each Workbook unit is broken into sections, asfollows:

Glossary. This section contains the key words from theStudents Book and Workbook unit by unit, with space forstudents to write translations or notes. Students can usethe glossary pages to prepare for a new unit and as arevision and reference tool as they progress through thecourse. The glossaries also include short vocabularyactivation tasks to focus students on the lexis presented.

alpha delta. These pages correspond to sections in theStudents Book. They revise the language presented andpractised in class. They can be given as homework, usedfor self-study or exploited in class. There is no echosection, as this is the problem-based learning section in theStudents Book.

Listening. Campaign sees listening skills as extremelyimportant for military students. This section providesstudents with tasks that require them to listen, understandand act. The Workbook includes an audio CD with all therecordings necessary for the section.

Teachers BookThe full Teachers 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 alsophotocopiable solutions to the final tasks in the echosections of Units 2, 4, 5, 7, 9, 11 and 12.

WebsiteYou can find information about the course and much moreat the Campaign website. While you are there, you canregister for our free military English email service. Go to:www.campaignmilitaryenglish.com


14Parachute regiment1

1 Parachute regimentBRIEFINGThe Falklands / Malvinas WarBackgroundThe Falkland Islands (or Islas Malvinas in Spanish) arelocated off the coast of Argentina in the South AtlanticOcean. The Falklands War refers to a conflict betweenGreat Britain and Argentina between March and June of1982. The political history of the islands is complex andgoes back to rival claims of discovery by Spanish andBritish governments in the 16th century. In 1690, GreatBritain named the islands after the treasurer of the navy,the Viscount Falkland. (The Spanish name Malvinas comesfrom a French colony from Saint-Malo that settled there.)Possession of the islands has been disputed many timessince their discovery. Leading up to the 1982 conflict, theArgentine and UK governments had been engaged innegotiations over the islands sovereignty, but when thetalks failed in January of 1982, Argentina, whose currentleader was General Leopoldo Galtieri, began planning aninvasion.

The InvasionOn 2 April, 1982 the British forces of 68 marines and 11sailors were quickly overwhelmed by a surprise attackfrom 92 Argentine Special Forces troops, who landed in 21small assault craft. About 60 Argentine troops captured theRoyal Marine barracks without resistance, and another 30headed for the Governors House. The Argentine troopssuffered several casualties, but were themselves orderednot to cause any casualties if possible. By 0630 hours, theGovernors House was surrounded and under fire fromthe small Argentine force, and more Argentine troops hadlanded in helicopters and amphibious vehicles. At 0930,Governor Rex Hunt surrendered. There were no Britishcasualties, and that evening the governor and his wife, andmost of the Royal Marines, were flown off the islands.

UK RespondsArgentina did not expect Britain to fight for the islands,which only had 1,800 inhabitants and were more than8,000 miles from the British mainland. Britain did offer acompromise, but it was rejected by the Argentinegovernment. On 3 April, the UN Security Council passed aresolution calling for the withdrawal of Argentine troopsfrom the islands. By 5 April, British ships, including twoaircraft 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 representeda major logistical effort by British forces. Two medium-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 hitby an Argentine missile, killing 22 men. By 20 May, the UNpeace talks had failed, and British Special Forcesestablished 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 managedto 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 TodayAfter 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 garrisonon 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 500army personnel, several support aircraft, four fighter jets, anaval destroyer, and a patrol ship. Local volunteer supportis also provided by the Falkland Island Defence Force.

PROCEDUREalpha (p4-5)P CoyTask 1Draw a word map on the board with the words militarycareer in the middle and elicit associated words from yourstudents. Focus on those words related to army ranks,career path (promotion, duties, postings), training, andmilitary bases. Pre-teach any unfamiliar vocabulary andpractise the pronunciation with the class.

Ask students to look at pictures 13 and describe them.

ReadingTask 2Tell students theyre going to read a text on combatinfantry training in the Parachute Regiment. As a pre-reading task, ask them what they think the recruits willlearn and do during their six month course.

Ask students to read the text on the Parachute Regimentand to label the pictures. You may want to pre-teach somevocabulary that has not arisen during the pre-reading task,for example, core, battle order, to ensure, phase (n). Practisethe pronunciation of any new vocabulary with the class.Check that the meaning is clear to students.

Go over the answers with the class.

SpeakingTask 4In 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 subjectsto 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 commenton the similarities and differences they have found. Theother pairs/groups then ask questions.

Task 5Have students do the task individually and then review inclass.

Answers1 weapons training with the SA802 Pass Out parade3 marches in battle order

Answers1 sergeant 32 colonel 13 corporal 44 private 55 captain 2

Answers1 24 weeks2 after week six of the course3 To ensure that an individual has the self-discipline

and motivation required for service with theairborne forces.

4 basic parachuting skills5 three

Task 3Ask students to answer the questions.

Go over the World English box with students.

ListeningTask 6Focus students attention on the World English box andcomment on the differences between tour ofduty/detachment and temporary duty (TDY). Explain theimportance 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 Parrys profile and to completethe text using the words provided. You may find it helpfulto play track 1 again.

Answers1 False (Major Parrys interview is for a UN post.)2 True3 False (Two men were killed during the tour.)4 True5 True6 True



Task 6 [1]

Profile1 corporal2 sergeant3 colour sergeant4 regimental sergeant major5 captain6 major

A: Excuse me, sir.B: Yes.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, Im Colonel Narayan. Thank you

very much for coming. Please take a seat. How wasyour trip?

C: Very good, thank you. Its only an hour on the trainto London.

B: Very good. Now Major, as you know you have beenproposed 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 yourCV here and Im going to ask you a few questionsabout your career. So, you joined the British Army in1975?

C: Thats 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 aspart 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 lancecorporals course and I was promoted soon afterthat. I did Northern Ireland training, and then I did atour of duty in Belfast. In 1979, while the battalionwas in Belfast I did the section commanders battlecourse and I got my promotion to corporal after Ipassed the course.

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

C: Yes sir, it was. I was there in 76 and two of our ladswere killed during the tour.

B: Im sorry. And when were you promoted tosergeant?

C: In 1982. I did my platoon sergeants battle courseafter I got back from the Falklands and after that, Iwas promoted to sergeant.

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 tocompany 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, youve spent quite a lot of your career involvedin training.

C: Yes, sir. And its a part of the job I enjoy.B: Thats good. I understand that you were then

commissioned?C: Yes sir. Every year the British Army commissions

about 300 officers from the ranks. This is called a lateentry commission. I applied for a late entrycommission 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?C: 2003, sir.B: And youre currently posted as an instructor at

Sandhurst?C: Yes, sir. On promotion to major, I was selected as an

instructor for the late entry officers course.B: Right, Major. I have no more questions about your

CV, but I would like to ask you about your familysituation. I understand that youre married



Pronunciation Syllables and word stressTask 7Write some ranks on the board, e.g. lieutenant, general,captain. Say each word aloud and ask students to count thenumber of syllables. (If necessary, pre-teach syllable andgive examples.) Use the (/) sign to indicate the breakdownof syllables in each word, e.g. cap/tain (2).

Play track 2 and ask students to count the syllables in thewords they hear.

WritingTask 9Write the heading Military Career on the board. Under itwrite the following sub-headings: adapting to life in themilitary, military training, schools and courses, deployments,postings and promotion. Ask students to use this frameworkto 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 answersto 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 theirpartners answers and concentrate on speaking rather thanwriting full sentences.

Ask students to use the notes from their interviews towrite about their partners career.

bravo (p6-7)The battle for Mount LongdonTask 1Put students in pairs. Ask them to answer the questions.

Answerscolo/nel (2)cor/poral (2)ser/geant (2)ser/geant ma/jor (4)reg/i/men/tal ser/geant ma/jor (8)

Play track 2 again and ask students to mark the stressedsyllable.

Answerscolonel (first syllable)corporal (first syllable)sergeant (first syllable)sergeant major (first syllable/first syllable)regimental sergeant major (third syllable/first

syllable/first syllable)

Task 7 [2]

Answers1 deployments2 promotion3 postings

Answers1 In the South Atlantic2 19823 Britain and Argentina

ListeningTask 2Write 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 theyre 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.

colonelcorporalsergeantsergeant majorregimental sergeant major

Functional English Talking about your careerTask 8Ask students to read the sentences and to decide whatthey are about. Go over the answers in class and theninvite students to give you personal examples of theirdeployments, promotions and postings using thevocabulary and expressions in the sentences.



Task 3Play track 3 and ask students to compare their answerswith what the soldier said.

Task 6Ask students to label the picture using the words given. If your students are unfamiliar with the language of mapreading, you may wish to refer to Unit 10 of Campaign 1(War games) for initial or further practice.

AnswersThey feel calm, cheerful and confident.They think about dying.They think about their relatives and what they might door say if they die.

Task 3 [3]

We spent the last minutes before dark talking in smallgroups. There was a surprisingly calm and cheerfulatmosphere, everyone seemed confident, despite thesituation. I took some photographs, imagining that myrelatives might one day pass the photograph to visitorsand say, This is the last photograph taken of him beforehe died.

Grammar Past simpleTask 4Briefly review the use of the past simple tense using atimeline to show that its used for completed actions. (Useregular verbs in your examples.)

Past Now Future____________ 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:

Past Now Future14 June

____________ x ____________________________________

Past Now Futurein the winter of 2004

____________ x ____________________________________

They marched into the city on 14 June/in the winter of2004.

Elicit further examples (sticking to regular verbs) fromstudents. Invite them to come to the board and draw atimeline for their sentence.

Now remind students that many verbs are irregular intheir past simple forms. Elicit as many as you can from theclass 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 wordsprovided. You may wish to revise any verbs that haveproven difficult.

Answers1 lifted2 assembled3 was4 began5 had6 reached7 deployed8 lay9 reported

10 informed

SpeakingTask 5Put students into pairs. Ask them to discuss the questionsbased on the text.

Suggested Answers1 Nervous, but confident2 Orders were issued for advance to contact with the

enemy.(other scenarios possible)

Answers1 open ground2 summit3 ridge4 peak5 slope

ReadingTask 7Ask students to read the text and label picture 1 in task 8using the words provided.

Answers1 wing forward2 fly half3 full back



Task 8Ask students to look at the four pictures and to describethem in their own words.

Ask students to read the text and order the paragraphs. Goover the answers in class indicating the correct order. Youmay wish to ask students to describe each of the picturesagain, using vocabulary from the text.

ReadingTask 2Ask students to read the text and answer the questions.You may want to pre-teach the following words: isolated,installations, facilities.

Answers1, 3, 4, 2

Task 9Ask students to complete the sentences. When you havereviewed the task, you may wish to ask students to makeup their own sentences using the same phrasal verbs. Thismay also be a useful point at which to revise regular andirregular forms of verbs in the past simple.

Answers1 back2 out3 down4 in

SpeakingTask 10Put students into pairs. Assign each student to A or B Coy.Ask students to read the text again and to make notesabout their Company. Students then tell each other whathappened. Invite students to ask each other questions onwhat their Company did. Move around the classmonitoring and assisting where required.

charlie (p8-9)In the Falklands / MalvinasTask 1Ask students to identify the sport in the picture. Thendraw a word map on the board with the words water sportsin the middle and elicit as many different sports you can.Finally, have students describe the picture and discuss ifanyones ever been canoeing. You could try to elicit: canoe,oar, helmet, lifejacket and white water.

AnswerCanoeing

Answers1 (Gull Island Pond) Water Sports Centre2 four miles3 The Physical Education Officer and the Adventure

Training Instructor4 changing rooms (with showers), rest room (with

teaching and cooking facilities)5 Joint Service Adventure Training Centre (at Hillside

Camp in Stanley)

ListeningTask 3Pre-teach the word abseiling. Play track 4 and ask studentsto number the sports mentioned in the briefing in theorder in which they are mentioned. Tell students that theydo not have to understand every word they hear. They arelistening for specific information.

Answers1 cycling (mountain biking) 42 climbing and abseiling 33 windsurfing 24 hiking 55 sailing and canoeing 1

Tasks 3 and 4 [4]

For many people the prospect of an out-of-areadetachment in the Falklands is inconvenient to say theleast. Mount Pleasant Airfield is a long way from homeand the environment is very different over here. But aswe often say, were here, so lets 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 theres windsurfing. As you now know, theweathers not too wonderful down here normally, wedont get a suntan out here and its 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 ifyoure a beginner, dont worry because the water isnever more than five feet deep but its also very cold.So try to stay on your board as much as possible.



Task 4Play track 4 again. Ask students to decide whether thesentences are true or false. When reviewing the task, youmay like to ask students to give you the correct version ofany false statements.

Task 6Put 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 dont want to get so wet, we alsohave the JSATC that stands for the Joint ServiceAdventure Training Centre, at Hillside Camp. Itsperfect for a days adventure training and you can alsosee more of the island and enjoy a break from theMount Pleasant Airfield area. Its in Stanley, so we oftenspend a day there if we have R & R just to relax and getaway from it all. People often go climbing andabseiling, mountain biking, too thats anotherfavourite and you dont have to be an expert but becareful of the roads. Then we have hiking of course you can walk for miles along the coast and the sceneryis fantastic lots of penguins so take your camera. Whatelse? Well, if you dont feel so energetic, theres the golfclub in Stanley they always make us welcome overthere and the town also has a modern leisure centre.By the way, they hold a half-marathon race here everyDecember, if anyones interested. I think its safe to saywe have some of the best sports facilities available.Theres certainly no excuse to just sit around.

Answers1 False (He says theyre fantastic.)2 False (Its never more than five feet deep.)3 True4 True5 False (He says theres no excuse to sit around.)

SpeakingTask 5Put students in pairs. Ask them to make two lists using theheadings sports facilities and recreation facilities under whichthey should list the facilities for each available at theirbase.

To practise and consolidate the past simple, ask studentsto compare their own sport and recreation facilities withthose of another base with which they are familiar, e.g. AtX Air Force Base, they had a professional running track,whereas we have

AnswersLabelling Picture Task1 swimming2 golf3 tennis4 football5 runningMatching Task1 swimming pool2 golf course3 tennis court4 football pitch5 running track

ListeningTask 7Tell students theyre going to listen to a recording in whichBertrand is talking about which sports hes good at andwhich hes 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: Theyre excellent. Im amazed, I mean, I had

no idea there was so much to do here.Henry: Yeah, well, we have to keep busy and fit, of

course. Are you any good at water sports?Bertrand: Well, Im not bad at sailing my Dad was a

member of the sailing club when I was at school,and I still enjoy it if I get the chance. But what Idreally like to do is start canoeing.

Henry: Oh really?Bertrand: Yeah, I went a couple of times last year on an

adventure training course. It was great.Henry: Well, youll have to come down at the weekend

with some of the other lads when we get the boatsout.

Bertrand: Yeah, I will. Thanks.Henry: And what are you like at windsurfing?



Functional English Talking about abilityTask 8Look at the two examples in the book and establish thedifference in meaning.

Now play track 5 again. Ask students to complete theconversation.

SpeakingTask 10Put 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.

delta (p10-11)Personal equipmentTask 1Ask students to describe the weapons and equipment theymight carry when on a training exercise or peace supportmission.

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 thatfighting/marching order are the short forms for combatequipment fighting/marching order.)

ReadingTask 2Ask students to read the text and label the picture. Youcould ask students to attempt the task without reading thetext first.

Bertrand: Pretty good, yes Im quite good atwindsurfing oh, but Im terrible at water skiing. Sodont expect to see me on skis, well, at least not atthe beginning Im absolutely useless.

Henry: Oh yeah? Youre good at windsurfing, so youshould be OK at water skiing well, youll haveplenty of time to practise anyway.

Answers1 any good2 not bad3 like4 Pretty good5 terrible6 OK

Present and practise the structure: What are you like at ?(Stick to sports.)

Elicit: good/bad/OK at + -ing. Inform students that theymust 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 acontinuum, e.g.

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

After practising the first person: Im pretty good at , youmight like to practise the structure using prompts to elicitvarious pronouns, e.g.

What are Real Madrid like at playing football? Theyre Whats (name of famous sportsperson) like at ? She/Hes

Task 9Ask students to match the two parts of the sentences.

Answers1 b2 a3 c

Answers1 beret2 radio headset3 webbing4 grenade5 extra ammunition (magazine pouch)6 water bottle7 individual weapon

Write the headings Marching Order and Fighting Order onthe 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 onthe text.

Task 5Ask 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.

Answers1 combat situations, and fighting in a built-up area

(FIBA)2 about 17 kilos3 on training exercises, e.g. forced marches or a run4 (The answer here may vary from country to country,

but should not differ significantly.)

Task 3Ask students to read the text on the SA80 and completethe chart.

Answers1 5.562 5 kg (approx)3 304 400

SpeakingTask 4Put students in pairs. Assign letters A and B to each pair.Ask Student A to turn to File 1. Ask Student B to askquestions to complete the chart on the light supportweapon.

Answers1 5.562 6.583 9004 6465 10006 610775

Ask students to compare the completed SA80 chart in task 3 with the LSW chart in task 4. Ask them to note thesimilarities and the differences between the LSW and theSA80 and to explain these to you.

AnswersCalibre: 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 (610775 rounds/minute)

Answers1 cocking handle2 change lever3 magazine catch4 magazine5 sights6 safety catch7 muzzle8 rounds9 trigger

Task 6Ask students to put the instructions in the correct order.Before you go over the task in class, play track 6 and askstudents to confirm their answers by listening to therecording.

Answers5, 1, 4, 2, 3

Task 6 [6]

A: Good morning gentlemen. My name is SergeantPowers. Yesterday, Sergeant York explained how tostrip, clean and re-assemble the SA80. In this lesson,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 andno 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 dont 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 you

explain how to load the SA80?C: Yes, Sergeant. First of all, I set the safety to S and

then the change lever to R. After that I insert themagazine.

A: That is correct. Well done.



Functional English Sequencing instructionsTask 7Explain the importance of sequencing as a means ofsignalling the logical flow or connection betweenstages/steps in giving instructions. It not only easescomprehension where instructions are lengthy orcomplicated, but demonstrates the care the speaker hastaken to formulate the stages and think through his/herdemonstration/presentation. This respect for the speakersaudience will result in greater comprehension of theinstructions as the sequencing markers, e.g. firstly, afterthat, finally, allow the listener to break down theinstructions into manageable comprehension units.

Ask students to study the examples given in task 7, and touse the words provided to complete the instructions.

SpeakingTask 9Put students in pairs. Ask each student to make a list of sixweapons/pieces of equipment they know well andexchange their lists with their partners. Students taketurns asking each other to tell them about theoperation/workings of a particular weapon/piece ofequipment from each list using the sequencing markerspractised earlier.

Walk around the class monitoring and assisting whererequired.

echo (p12-13)The platoon training programmeTask 1Ask students to label the pictures. Then practise thepronunciation of the new vocabulary with the class. Checkthat the meaning is clear to students. (NBC stands forNuclear, Biological, Chemical.)

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

Answers1 First of all2 Secondly3 When4 Next5 Finally

Task 8Play track 7 and ask students to confirm their answers totask 7.

Task 8 [7]

Right, I will now explain how to unload the weapon.First of all, put the safety catch to S and the changelever to R. Secondly, take the magazine with your lefthand, press the magazine catch with your thumb andremove the magazine. When the magazine is off theweapon, pull the cocking handle back to eject the roundfrom the chamber. Next look to check that there is noround in the chamber. Make sure the weapon ispointing in a safe direction, put the safety catch to F andpull the trigger. Finally, put the safety catch in the Sposition. Have you got all that?

Answers1 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.

ListeningTask 2Ask students to read the questions. Play track 8 and askstudents to answer the questions.

Answers1 Platoon Sergeant and Platoon Commander2 platoon training for next week3 marksmanship, the NBC test and the obstacle course4 the annual NBC test5 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 alist of sequencing markers on the board in a logical way.

First(-ly) (of all)Second(-ly) etc.Then, next, after thatWhenFinally, the final stage/step/thing

Describe an everyday task that illustrates the need forsequencing, e.g. making tea and use this as an example ofhow the markers can be used, e.g. First, fill the kettle with coldwater. Next, switch on the kettle. When the kettle has boiled

Choose individual students to explain everyday processesusing the sequencing markers on the board. You may liketo consider: operating a computer or starting a car.



Task 2 [8]

Task 4In this task, students are required to listen to track 9 againand to complete the platoon training activities chart. Talkstudents through the chart explaining that its intended toshow which instructors and installations are free, as wellas indicating when they are unavailable.

Ask students to look at the chart and instruct them towrite 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: Id 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 whats 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 its important that the lads go overthe obstacle course. Do you agree?

B: Yes, sir.A: Good. Well, lets see if we can do the training plan.

Task 3Students are already familiar with the word range as ineffective range of a weapon. In this recording, they areintroduced to range as short for firing range. You maywish to draw your students attention to the difference inmeaning.

Give students a minute to read through the statements.Play track 9 and ask students to decide whether thestatements are true or false.

When reviewing the task, you may wish to ask students toprovide the correct version to false answers.

Answers1 False (Hes away all week [on exercise with the

marines].)2 True3 True4 True5 False (Its free on Monday and Tuesday mornings.)6 True

Tasks 3 and 4 [9]

B: Do you want to see when the training facilities areavailable?

A: No, Id like to have a look at personnel first. Andthen we can look at facilities.

B: Right, sir. Ill start with the PTIs. Colour SergeantHutchinson is away all week so Sgt Jarvis will haveto take the obstacle course.

A: Why is the Colour Sergeant away?B: Hes on exercise with the marines, sir.A: Right. So, who is available?B: The only other PTI is Sgt Jarvis. Hes free on

Monday morning, Tuesday morning and all dayThursday.

A: Let me make a note. Monday morning, Tuesdaymorning, all day Thursday?

B: Thats right, sir. Then theres the range officer. Theonly person whos 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 from

Wednesday to Friday.A: Right. I didnt know. So, Lieutenant Peters is free on

Monday morning and Tuesday morning.B: Yes, sir. Then theres the NBC test. For that, we need

the unit NBC instructor.A: Thats Sergeant Parks?B: Yes, sir and Sergeant Parks is available every morning

next week. However, hes busy every afternoon.A: What about installations? When is the obstacle

course free?B: Its free all week. Theres no problem there.A: And what about the range?B: 2 Platoon and 3 Platoon have the range most of the

week. Its only free on Monday morning andTuesday morning.

A: Why cant we use the range in the afternoon?B: Well, sir. It gets dark at about 1600 hours, so I think

well need to go to the range in the morning.A: Yes, youre probably right. Range: Monday a.m. or

Tuesday a.m. Have that. And what about NBC?B: I booked the NBC centre for Tuesday because thats

the only time its free.

AnswersSgt Jarvis: free Monday and Tuesday morning

free all day ThursdayLt 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.



SpeakingTask 5Put students in pairs. Using their completed chart fromtask 4, ask them to decide when the platoon will havemarksmanship training, obstacle course training, and theNBC 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 13.

Answers1 marksmanship Monday or Tuesday morning2 obstacle course any time3 NBC test TuesdayIf the NBC test takes all day, then there will only bemarksmanship on Monday morning.

Task 6Put students in small groups of three or four. Ask them todiscuss the last thing they had to plan at work, as well ashow they went about planning it. When eliciting feedback,ask students about the plans and planning strategies of theother group members. Invite the other groups to askquestions.

By way of introduction, you may wish to tell the class howyou went about planning their current lesson.

Task 7Put students in pairs. Student A should turn to File 2.Student B should ask Student A questions to complete theplatoon training activities chart.

AnswersPlatoon training activitiesWeek 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 Montagueparade

4 Climbing Obstacle course Sgt Jarvis and Sgt Evans

Most important activity: Annual Fitness Test

Answers1 Capt Perkins is free on Thursday morning and

Friday afternoon.CSgt Hutchinson is free on Wednesday and Fridayafternoon.Sgt Jarvis is free on Monday and Wednesdayafternoon.CSgt Montague is free on Monday afternoon andThursday morning.Sgt Evans is free on Monday and Wednesdayafternoon.

2 The classroom is free on Thursday morning andFriday afternoon.The parade ground is free on Monday afternoon andThursday morning.The obstacle course is free on Monday, Tuesday,Wednesday and Thursday afternoon.

3 Transport is available every afternoon.

Task 8Have students work in pairs or small groups. Using thelarge chart from task 7, invite them to draw up a weeklytraining programme deciding on when the platoon willhave climbing, its fitness test, military law, and practice forparade. Inform students that they will have to explaintheir training programme to the class.

Suggested answers1 The fitness test has to be scheduled first as this is the

most important activity.Although the obstacle course is free on Mon, TuesWed and Thurs afternoons, Wed p.m. is the onlytime an instructor is free. The trucks are also free totransport the men.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 morningas CSgt Montague and the parade ground are free.

4 The only time the classroom is free (when the menarent doing anything else) is Friday afternoon, somilitary law will have to be done then. Capt Perkinswill be the instructor.


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