Breakthrough Teacher’s Book The British Council’s Peacekeeping English Project (PEP)Breakthrough Teacher's Book An audio CD with Ss book in electronic format is included, ‘The British Council's Peacekeeping English Project (PEP) Project funded by the Ministry of Defence UK and Foreign and Commonwealth Office UK Authors: Zuzana Kosalkova (SK), Lubomir Ondrus (SK), Lida Koliékova (CZ), Vitek Sobait (CZ), Adrienne Pasztelyak (H), Judit Olah-Toth (HD), ‘Tadeja Hafner (SLO) and Vasyl Krasovsky (UA) Edited by: Julie Mezera (CZ), Gavin Floater (SK), Terence Bradley (SLO), David Pardoe (UA), Charles Boyle (H) and Barrie Lister (H), Published by the Ministry of Defence of the Czech Republic Military Information and Service Agency (AVIS) Address: Rooseveltova 23, 161 05 Praha 6, Czech Republic ttp://wwwarmy.cz Special Purpose Publications Editor in Chief. Jaroslav Rot Editor: Jaroslav Furmanek litorial Office ss, Soldier Magazine Dispached to printer: March 2005 Printed by: AVIS, Order no 94/05 Copying, translating or duplicating this publication without the publisher's consent is prohibited. NOT FOR SALE © Ministry of Defence of the Czech Republic ~ Military Information and Service Agency 2005 | \ BRITISH COUNCIL ISBN 80-7278-258-X Student's Book ip Gaech Republic a ISBN 80-7278-234-7 Teacher's BookCONTENTS ol 10 INTRODUCTION PREFACE LIFE ON BASE DAILY ROUTINES AND RESPONSIBILITIES MILITARY CAREERS AND TRAINING - Part | MILITARY CAREERS AND TRAINING - Part II COMMANDS AND ORDERS WEAPONS. UNIFORM AND EQUIPMENT - Part | UNIFORM AND EQUIPMENT - Part Il BRANCHES OF THE ARMY STRUCTURE OF THE ARMY RANKS AND APPOINTMENTS - Part | RANKS AND APPOINTMENTS -~ Part II INTERNATIONAL ORGANISATIONS 16 24 32 40 52 58 66 A 78 84 92 98INTRODUCTION to the Breakthrough Project Dear Teachers, ‘The primary task of the Breakthrough Projece was to create a flexible, adaptable and practical intermediate resource for teachers in a wide range of military situations. The materials are intended to supplement a main coursebook. Organised over a period of one and a half years, the project saw a total of five official working sessions in Slovakia, Slovenia, Czech Republic and Hungary. tis with great pleasure that the Breakthrough team would like to share our ideas, general concepts and approaches to materials development. Each unit reflects the writer's personality, culture, experience and dedication to the task. Working under the auspices of the British Council's Peacekeeping English Project (PEP), the materials were developed by the following ESP [1] teachers Zuzana Kosalkovi (SK), Lubomir Ondrus (SK), Lida Koliékovi (CZ), Vitek Sobait (CZ), Adrienne Pasztelyak (H), Judit Olah-Toth (FH), Tadeja Hafner (SLO) and Vasyl Krasovsky (UA) and edited by Julie Mezera (CZ), Gavin Floater (SK), Terence Bradley (SLO), David Pardoe (UA) Charles Boyle (H) and Barrie Lister (H). In order to keep the materials updated as well as tailored to your personal requirements, we include a data CD with all materials in digital form, thereby inviting all creative teachers to build on the valuable work that the team has started. tis our hope that these materials will be practical and useful, and that they will find a permanent place in your teaching portfolio, We wish you good luck with the Breakthrough materials. ‘The Breakthrough Team Note: [1] ESP ~ English for Specific Purposes BREAKTHROUGHPREFACE In 2000 there were approximately 400 million native speakers of English in the world. Ifwe add about 100 milion people who speak English as a second language, we realize that English has become the international language of communication. English is also an official NATO language (1), and in addition to that, a good command of the English language is a NATO operational requirement. “Bach partner in multinational operations possesses a unique cultural identity the result of language and religious systems, and economic and social outlooks. Language differences often present the most immediate challenge. Specifying an official coalition language can be a sensitive issue. (Joint Forces Staff College, Virginia 2000)” Military personnel of NATO countries would not be able to communicate during joint maneuvers and exercises if they could not speak the same language. The importance of words in communication hardly needs stressing. For example, the American military order “Secure the Building” is carried out in a different way by the Army ~ Army personnel go into the building, lock the windows and doors, and put a guard in front of the building. Marine personnel attack the building and take prisoners. Navy personnel lock the building and leave. Air Force personnel ask the owner of the building about the price to rent the building, The above example not only demonstrates the difficulty in translating the order into other languages, but it also demonstrates that exactly the same military order means something different for the different branches of the Armed Services. In other words, in order to communicate effectively we should manage the language at the best possible level Breakthrough sets out specifically to organize the acquisition of language skills: fisening, speaking, reading and ‘writing within the context of a structured approach, with the aim to train military personnel in general British military terminology. The book is not intended to be a complete textbook of military teaching. However, the selections of real-life topics such as: Branches of the Army, Commands and Orders, Life on Base, Daily Routines and Responsibilities, International Organizations, Uniforms and Equipment, Ranks and Appointments, Military Careers, Weapons, and Structure of the Army represent an attempt to give a cross-section on varied aspects of their military areas, “This book is designed for students and military personnel who need to study or to improve their “general military English vocabulary” at the pre-intermediate to intermediate level which is equal SLP 1 and 2 level [2], according to STANAG 6001 [3] in NATO countries. Each of the units in Breakthrough can be used independently of the others and can be inserted into the curriculum at any point.’The book is suitable asa military supplement for intensive-type courses, or it can be used in specialized courses that are designed for reviewing military terminology. ‘The book consists of a Student's Book, Teacher's Book and audio CD. The Teacher's Book includes information for teachers, a key to the exercises, tapescripts, and suggested time allocations. | applaud the time and efforts of the experienced teachers from five countries who contributed to Breakthrough, and hope you will find it useful in your studies. Colonel Ladislav Chaloupsky Director Defense Language Institute, Armed Forces of the Czech Republic Note: [1] North Atlantic Treaty Organization [2] Standardized Language Profile [3] Standardized Agreement BREAKTHROU:LIFE ON BASE Aims: 10 practise describing accommodation 0 practise asking for, giving and understanding directions 40 practise asking for and giving information about a military base and its facilities 10 practise scanning a text quickly in order to find specific information ER MERL@ (5 mins) Ask Ss hows they get to their place of work and how long it takes them to get there from bome. Then 8s work in pairs and discuss the questions below. After a few minutes ask some of the class to report back to the whole group, How big is the base you work on? What facilities can you find on the base? What facilities would you add to your base? Have you ever visited a military base abroad? If so, what were the main differences between that base and yours? (5 mins) BY Workwith a partner and complete the chartbelow with as many words associated with a mili base as you can. The words can be people, places or activities. Draw a mind map on the board and elicit vacabulary connected with the 6 categories below on a military base. Here are some suggestions: spare time activities: buildings: Leisure/sports centre mess hall tennis/oolleyball/aquash courts cadmin/administration block football/cricket/baseball piteb/feld webicle depot infirmary work: offce/s bachelors quarters copy room visitors/officers quarters ecretary's office computer room [Mle y=) Vc)accommodation: people: singles/bachelors/married quarters OG (Officer in Charge) common/community room commander Jaundry/laundrette ‘accountant ousing officer security: IT technician gate secretary ‘guard post buildings a “oy accommodation work people Ask questions such as: ‘Who works on military base? ‘What buildings can you find there? ‘What can you do there in your spare time? ‘What do soldiers on the base do about security? cece Eq Match the facilities on the left with the activities on the right you associate with them. There is ‘one more activity than you need. An example is given. FACILITIES ACTIVITIES ANSWERS, 1 assault course a have a regular check up 16 2 HQ b jump, crav, climb, run de 3 married quarters make plans, issue orders site 4 gate work out, lift weights 4k 5 mess hall march, do parade drills as) 6 fitness centre £ spend time with your family 6 7 firing range g do recce, build shelters 7 & NAAFI have meals when at work 8 9 parade ground igo to the bar, shop, restaurant 9 10 infirmary J shoot at the target, load weapons 10 a show your ID, sign in Activity g is not mentioned. After Ss have matched the facilities and activities, check the answers eliciting complete sentences. For example, A: What do you do on the parade ground? B: I march and do parade drills. LIFE ON BASE(20 mins) (5 mins) This is a speed reading exercise and the teacher should make sure that Ss spend only a few minutes (c5 mins maximum) reading before they anscoer the questions. Explain that they will have a chance to read the letters carefully later and check any unfamiliar vocabulary. The aim is to give Ss practice in extracting specific information from a reading text quickly. Read the letters quickly and answer the questions below. Your teacher will tell you when to stop. 1 Write down any five or six of the sports mentioned in the letters: jet-skiing, sea fishing, kayaking, football, tennis, gym, weights, swimming 2 Write down three facilities mentioned in the letters: internet suit , gym, swimming pool, activity centre, NAAFI, bar 3. What extra qualifications have some soldiers achieved? driving licence, motor-cycle test It’s just so good. A recent letter in Soldier, from a soldier in Kabul, questioned the welfare provision in Northern Ireland. Troops stationed in the province have nothing but praise for the ‘excellent facilities Cpl LeeBaxterB_ | _of,s0 I'm happy with things. better than Ihave Coy,2RAnglian | The gym facilities are excellent, seen and sois ‘There's alot with football, cennis, multi-gym, the NAAFI. The put on for the free weights, and a swimming pool. | welfare car, which ‘ ‘guys, obviously, sy mates have 4 because they can't used, is very good. ‘go home. They Pte David Green, B Coy, You just give them getaway to do 2R Anglian day's notice and, paintballing and Tesprest to) ‘fits available, off ‘watersports such |e able to go you go. as jet-skiing. have done some sea | to the activity fishing at minimum cost which | centre then | the company and the battalion chill out with, SgtJohn Brewer B Coy, subsidise. A lotof the guys have asaya BRsngled passed their driving tests and beers. I dont ‘Welfare facilities the motor-cyele testis cheaper here | know how they Hee amererte as well. could improve “The gym has things really, shore of shipping us received some LCplRoyMasters, | off to Ibiza. I suppose they could new equipment BCoy,2RAnglian | help us outa bit more with the and people are “There's « good cost, but then we do get paid quite 5 oon the machines internet suite, which | well here anyway from seven in is free. There's jet- " the morning. skiingand kayaking, | until eight at which is eheap. Al Pte Daniel McDonald, B Coy, night Things are looking good. the facilities are 2R Anglian What do I think ofthe NAAFI there for you to use | Facilities are very good compared and the bar? I dost know, Tim never and take advantage | ith the mainland. The gym is far | _ in them toll you th truth (Adapted from Soldier Magerzine 2002) -ompany, R Anglian = Royal Anglian Regiment, Cpl = corporal, LCpl = lance corporal, private, Sgt = sergeant. LIFE ON BASE(15 mins) Read the letters again and check your answers with your partner. Check any unfamiliar vocabulary with your partner, in a dictionary or with the teacher. Ss should be provided with monolingual dictionaries for this part of the task and should be encouraged to find any unfamiliar vocabulary in the dictionary rather than the teacher giving the answers, Eliciting the language of directions (15 mins) Look at the maps below. Ask your partner to give you directions from the point marked X. Follow the arrows in the diagrams. Take turns to start the conversations. Two possible examples are given below. Example: ‘A: Excuse me, where's the café? B: You have to turn right and the café is on your left Az Excuse me, how do I get to the B: Tum right and youll see the café on your left Based on previous knowledge, Ss suggest phrases that describe the drawings. It may be necessary to spend more time revising or providing Ss with more language. Using the maps, ask a few Ss to give you directions to a place of your choice to practise the target vocabulary. The aim of this exercise is to pool the language they will bear in task 4, lB | ot aa =telN T= t1Map 5 Map 6 LEE Listening input (10 mins) @@ Track 4 HB Look at the map of Hutton Base. Listen and follow the directions to different places on the map. Write down the names of the places. An example (tapescript, track 1) is given. Note: The T should pause the CD after each instruction to give Ss time to follow the map. HUTTON BASE 5s listen and fallow the directions on the map. It might be necessary to explain some of the vocabulary used on the map such as NAAFI and infirmary. NAAFI (BrE) = NAVY, ARMY AND AIR FORCE INSTITUTES ~ a bar, canteen or shop which is run by the NAAFI (Note: the American equivalents are PX or BX, and the Canadian equivalent is CANX:in Europe: NATEX = NATO exchange.) Ss follows the directions on the map and answer the questions. Remind them that they alvoays start from the same (point, marked X, on the map of Hutton Base. LIFE ON BASEExample? parade ground a_married quarters __b infirmary © café TAPESCRIPT Track 4 Go straight from where you are and take the first right. Where are you? a Turnleft from where you are, go straight on to the petrol station, turn right there and go as far as the end of the street. Enter one of the buildings on your left-hand side. Where ate you? b Walk along Carpathian Avenue past the fire station, take the first left and go straight on as far as Danube Road. Cross over, walk along Adriatic Street and go into the first building on your right. Where are you? ¢ Goalong Carpathian Avenue, Take the second left and then go past the chapel and the NAAFI. ‘At the comer turn right, go up Danube Road and take the second right. What is the first building on your left? HB Roteptay (15 mins) Note that the following dialogue is NOT recorded on the CD. Listen to the example which your teacher will read out and follow the directions on the map. Listen again and note any useful expressions. Work in pairs. Take turns in starting the dialogues using the prompts below. Before this exercise it might be necessary to revise asking for directions. Elicit the following: How do Iget to...? Caan you tell me the way to...? Using the map of Hutton Base, ask a few Ss to ask for directions to practise the construction. After that, read out the dialogue Below with one of the Ss in the class. Az Lwas thinking of going to the fitness centre this afternoon. I'm sure there is one but I don't know where B: Yes, you're right. There is one and it’s not too far away from here. You just go down Danube road. Go past the school and the kindergarten on your right. Then go straight on until you see the petrol station on your left. Go past it and turn left into Caspian Way. A: Wait a minute. I go down Danube Road and turn left at the petrol station, is that right? , that’s it. The fitness centre is the first building on your right. ‘As Thanks, that’s great, You dont fancy coming too, do you? LIFE ON BASE a‘Then monitor the pairs as they make dialogues of the 4 situations below. BY You are at home in the married quarters. Your 4-year-old son is going to his new kindergarten for the first time tomorrow. Your wife/husband will take him there. Give directions to your spouse. You are in your office in the HQ building. In 20 minutes you have a meeting with the NCO responsible yo is ye is P for delivering ammunition for your unit’ field training next week. The NCO is in the Weapons Storage building, You don‘t know how to ger there. Ask your partner for directions, There is a “Happy Hour’ in the Officers’ Club between 19.00 and 20.00 tonight. A captain you work with has invited you to meet him there. You work in the hospital and don't know where the club is. ‘Ask your partner for directions. il You have parked your car by the garages in Black Sea Street. Your spouse is in the fitness centre and wants to go shopping. She/he needs the car. Give her/him directions how to get to the car park. Note: The ‘Happy Hour’ isa certain time of the day/evening in a bar when drinks are cheaper. (20 mins) Pre-reading task. Discuss the accommodation you live in and the type of accommodation provided for soldiers and their families. All the Ss should be encouraged to take part in this discussion — if necessary the T should ask each student individually. Read the article about new improvements to be made to British Army housing. ‘The article was taken from a recent copy of Soldier magazine and describes married soldiers’ accommodation for British soldiers in Germany. The aim of the task is to revise and in some cases intraduce useful vocabulary for describing accommodation. Note: soldier's quarter = accommodation; show bouse on a British estate = a house on a newly built housing estate which is decorated and furnished as an example of what the rest of the bouses should look likes expressions such as: plumbedin; shower guard; mains-awired ~ may need explanation. Ty LIFE ON BASEService home of the future goes on show Nice kitchen: Gen Moore Bick tick off a Puma check-list. Soldiers and families are being asked ‘A model hou which incomporates the many improvem to be made to family accommodation has opened. The class B soldier's quarter, with two bedrooms, was unveiled by Maj Gen John Moore-Bick, GOC UKSC(G). Under project Puma - Programme to Upgrade and Modernise Accommodation - the house was upgraded to the quality of a show house on a new British estate ‘The interior is light and airy, with modem heating and light fittings and contrasting carpet colours. Old kitchen surfaces have been replaced by fitted units, with a fridge freezer, new cooker and extraction fan, and a plumbed-in location for a dishwasher Other new features include a curved bath with shower attachment and fitted shower guard; wiring for TV and telephone in the main bedroom, which has an enormous built-in wardrobe; an insulated attic with easy access for storage; washing machine fittings and tumble-dryer vent in the cellar; plenty of power points; an outside tap for watering the garden; and mains-wired fire alarm systems with battery back-up. (Adopted fom Sodior Megazine 2003) Note: GOC - General Officer Commanding; UKSC(G) - UK Support Company (Germany) Write down words from the article in the five columns. Some words have already been added as an example. Verbs ‘Aajectives || puraltare and Fittin; Rooms i ‘equipment ‘es | to incorporate new |fridge-freezer | power points ‘bedroom ‘Think of more words which you could use to describe a house or flat and add them to the list above. Compare your list with your partner and the rest of the class. ‘The teacher should ensure that all the Ss are given all the vocabulary elicited — possibly by getting 8s to report the words they have added and getting them to crite them on the board. A discussion about their own accommodation might be appropriate at this point if there is time, Tee) ck(20 min) A friendiis coming to visit you in the married quarters on Hutton Base this eveningat6 pm.Unfortunately, you will still be busy at work at that time. He has never visited you before and will need to find his own way to where you live. Write an email telling him how to find your quarters from the main gate and where he should wait. HOME INBOX COMPOSE ADDRESS BOOK From: To: John.Smith@yahoo.com Subject: Your visit Dear John, T'm really pleased you're coming later. To get to the married quarters you need to « SEND FORWARD DELETE SAVE CANCEL SeeieneneeneeeeeneeRenEEnEEmEReEnneeee v7 LIFE ON BASESs write the email in class. Set a limit of about 5 minutes to do the writing. Ss exchange their emails and check them in pairs. With a small class you can use a vircle check’, i.e. students pass their emails round the crcl, so all Ss get an opportunity to see the messages. With a bigger class, work in two circles. Then ask a few Ss to read out their ‘emails or provide a model email of your ocon on the board or transparency. Discuss the difference between emails cand letters and the format of letters and emails and appropriate greetings and endings of such letters or emails. BCCIEIMEELS Transfer and personalisation If there is enough time you may ask Ss to describe their workplace in pairs or groups. Ask about the building, ‘the number of floors the location oftheir office and of otber important places commander’ office, secretary’ office, copy room ets) Write a letter to an English-speaking friend who is coming to visit you describing your accommodation and explaining how they could get to it from the station, Use the language you have learnt in the unit, ‘This should only be a short letter (about 200 words maximum) and the description very general. The teacher should explain that infermal letters are often set as writing tasks in tests estoy A 15DAILY ROUTINES ano RESPONSIBILITIES WET MERL@ Brainstorming (5 mins) Students think about the activities they usually do in their free time and at work. They write a few of them down. ‘The teacher asks students wwhat they have written down and thus elicits the vocabulary they already know. Note: Do not le this activity go on for too long, more time will be spent on this later in tasks 3 and 4. rt ILY ROUTINES AND RESPONSIBILITIESWrite down activities that you usually do in your free time and at work. Look at the example below. Examples play football Example: check tanks Extra suggestion: As a warm up you can also use miming, i.e. give a student a card with a verb describing an activity on it and ask him/her to mime it in front of the class. The rest of the class guess the verb, DAILY ROUTINES AND RESPONSIBILITIES aReading (10-15 mins) Read the article and guess the rank of the soldier from his daily routines. Key: ‘The soldier describing bis day in the article is a conscript, so his rank could be a private, lance corporal or a corporal. Students read the article and then they work on the vocabulary. Vocabulary chosen in the exercise will probably be new to the students, but based on the article they might be likely to guess the meanings of the words. They find the words in the article that match the definitions given on the next page A typical day a 1 usually start my day at 6 o'clock. First, I get up and have a wash and a shave.’Then I put on my battle dress uniform and my combat boots. I have to make my bed too, in case there is a room. inspection in the aftemoon. We normally have breakfast at 6.30. We have all our meals in the mess hall. At7 o'clock there is a parade on the square where we have roll call and morning roster. In the morning we usually have drill. We practice different marching routines on the parade ground. Sometimes we also do rifle drill, but that is only once a month, We have lunch at 1 pm. Then we have another roster and after that I go to the armoury. I take my personal weapon and go on duty. It is usually a 24-hour duty. If am not on duty I work until 3.15 pm and after 1 finish I request an afternoon pass, leave the barracks and go fora walk or do what I want. I have to be back in the barracks by 9.30 pm. Uhave half an hour for my evening routine and after lights out, at 10.00 pm, I usually go to bed and fall asleep immediately. 18 DAILY ROUTINES AND RESPONSIBILITIESFind the words in the article that mean the following. An example (0) is given. Example: 0 A room where soldiers eat and drink mess hall ‘A place where soldiers parade, march the square Checking if everybody is present roll call Assignment of jobs morning roster 1 B 3) 4 Learning how to do something by repeating it several times _ 10 drill 5 A place where weapons are stored armoury 6 A document that shows that you can leave the barracks pass 7 “The time when soldiers have to go to sleep lights out Group work (15 mins) Workin groups. Lise the activities you normally do during a typical working day. Group A: morning activities. Group B: afternoon activities. Use the cards from your teacher and your own ideas. Divide students into two groups ~ A and B. Give them the cards presented on the next page. Students think of the activities that they usually do on a typical sworking day. Group A lists the verbs and collecations that describe the activities they usually doin the morning. Group B lists the activities and callocations they usually do in the afternoon. Students use the cards, however, the vocabulary presented on the cards may not be sufficient, that is toby they come up swith their own suggestions as aoell. (Here they use their ideas from the brainstorming task 4.) Astudent (or students), may write the lists on the board and thus present the class with some more vocabulary they may not know but may find useful when describing their daily routine. They will use the vocabulary in the following exercise as well Extra suggestion: You can make the activity competitive, trying to get the students to come up with as many ‘verbs as they can in a set amount of time. PYNnA Noun oe O nce ay 19— CARDS FOR PHOTOCOPYING. Cut them into single cells. parade on the square supervise subordinates have roll call organise an exercise have roster drill/train soldiers go to a briefing write daily reports give a briefing inspect weapons and vehicles : give instructions/orders practise marching, shooting assign tasks dolcarry out tasks (15 mins) Fillin your daily routine. Look at the example below. In this part students think about their cwn daily routines individually (personalivation) and fill in the chart. a Pair-work, Next they compare their schedules in pairs. They ask questions, 1b Then they report to the class. They mention similarities and differences that arise from the comparison. 5.00 6.00 -wake up 21.00 RR ‘Example: We both start work at 7.00 but Thave a briefing at 7.15 and my partner bas a briefing at 7.30. 20 DAILY ROUTINES AND RESPONSIBILITIESListening (10 mins) ~ Listen to an officer talking about his daily routine. Below is a list of act he mentions. An example is given. Track 2 ities. Tick the ones Students listen to the officer describing bis daily routine and tick the activities that he mentions. * attending morning roster. / 1 supervising subordinates / = doing physical training Y attend a press conference 1 organise sport activities 1 organising exercises / = writing reports / = call the duty officer ‘go to the General Staff completing applications / going on duty trips/ issuing orders TAPESCRIPT Track 2 Speaking about daily routines, I have to say that, unfortunately, I start my day very early. I have to be on the square at 0630, because that’s when we have our muster parade and morning roster. We get our daily’ orders and our commander assigns the tasks for the day. Next activity, my favourite actually, is physical training. That starts at 0700 hours and finishes at 0745. We do different kinds of exercises, like running, gymnastics or practising on the assault course. You can also do self-defence. We can choose what we want to do and that’s what I like about it. As you can imagine, such a training session wakes you up completely. I leave the square soaking wet, so before I put on my uniform I have a quick shower — which is at about 0750. “Then I start ‘rea? work. For me, basically, it means a lot of office work. That means that from 0810 to 1200 hours I hardly leave my office. I have to do some paper work, which I dont like very much, I have to write daily reports and sometimes I have to complete applications for my subordinates who are going on different courses. One of my main responsibilities isto supervise them, so I check how they've getting on with their daily tasks and that’s when I leave my office, for a while at least. As I'm chief of the group responsible for training and military exercises, my main duty is to plan and organise drills and exercises. However, we don't have exercises every day, so I do that only when I have to prepare an exercise, As you can see, mornings are always very busy for me. I finally get a break at 1200 hours. I then go for lunch to our mess hall and then at 1300 hours I start working again. In the afternoon I prepare tasks for the next day, that is at about 1445. Next I check the daily schedules and prepare submissions for the next day’s daily order. Officially, I finish work at 1515, but quite often have to work overtime. You know, I often go on duty trips, so there’s always something that needs to be done. Anyway, when I finally finish, [take off my uniform, put on my civilian clothes and go home. On the way’ home T usually (go) do some shopping or just go for a walk with my girlfriend. DAILY ROUTINES AND RESPONSIBILITIES ralListening (5 mins) Track 2 Now listen again and fill in the missing information. STUDENT A STUDENT B Activities Times Times “Activiti morning roster 0630 | 0700 physical training physical training 0700-0745 0810-1200 | office work ee shower Tl lerso | laaas een an Tunch ‘| 1200-1300 1515 Paes Students listen to the offcer again and fill in the missing info. ‘Then they ask questions to find out what their partners have written down, (15-20 mins) “ >) Track 3 TAPESCRIPT Track 3 Optional extra practice for telling the time — military style 0630. zero six thirty 0700 zero seven hundred hours 0745. zero seven forty-five 0750 zero seven fifty 0810 zero eight ten 1200. twelve hundred hours 1300 thirteen hundred hours 1445. fourteen forty-five 1515 fifteen fifteen ‘The students should listen and write down the times, then practise drilling them. If the teacher thinks that more practice of military times is necessary then the exercises below could be drilled or rewritten in am/pm times. MILITARY TIMES: Now let’s look at the 24-hour clock. Look at the times below and then listen to the times which the teacher will read out. Repeat them. For times from 1-9 am we say this: 0100 ; zero one hundred (hours) 0300 ; zero three hundred 0500 ; zero five hundred 0700 ; zero seven hundred 0900 ; zero nine hundred 0200 ; zero two hundred 0400 ; zero four hundred 0600 ; zero six hundred 0800 ; zero eight hundred Pyd DAILY ROUTINES AND RESPONSIBILITIESFrom 10 am onwards, we say this: 1000 ; ten hundred (hours) 1100 ; eleven hundred 1200 ; twelve hundred 1300 ; thirteen hundred 1400 ; fourteen hundred 1500 ; fifteen hundred 1600 ; sixteen hundred 1700 ; seventeen hundred 1800 ; eighteen hundred 1900 ; nineteen hundred 2000 ; ewenty hundred 2100 ; twenty-one hundred 2200 ; twenty-two hundred 2300 ; twenty-three hundred (0000 ; zero hundred For the minutes, itis very similar. For 1-9 minutes we say this: 1902 ; nineteen zero two (hours) 0904 ; zero nine zero four 1005 ; ten zero five From 10-59 minutes we say this: 0915 ; zero nine fifteen (hours) 1023 ; ten twenty three 0645 ; zero six forty-five 2259 ; twenty-two fifty-nine And so on, So for hours and minutes from 1 - 9-we say; zero one, zero two ete And from 10 onwards we pronounce the words in full ; e.g. ten, fifteen, twenty- two and so on. Roleplay (20 mins) Youareanadjutantandyouare planning ahalfhour meeting for yourcommanderwith the commander of another unit. Call your counterpart and discuss the most suitable time for the meeting. Your teacher will give you your commander's daily schedule. Students work in pairs. They get their A and B cards with the daily schedules of their commanders. A rings B and suggests a time for the meeting. They take turns suggesting possible times until they find the most appropriate time It may be useful to provide students with some phrases used when telephoning. They are not included in the material, Note: Here you may find it necessary to explain the word adjutant. S/he isa person that assists a commander. (The following cards are in fact pages from the commanders diaries, so the cards should be designed as diary pages.) CARDS FOR PHOTOCOPYING (the time that should suit both commanders is from 1330 to 1430) Student A card Student B card MONDAY MONDAY (0700-0800 | moming briefing 0700-0830 _ | morning briefing 0830-1000 _| planning meeting 0900-1030 __| stores inspection 1000-1200 __| meeting at the headquarters 1030-1230 _ | planning mecting 1200-1300 _ [hunch 1230-1330 | Iunch [1430-1600 [weapons inspection 1430-1630 | meeting at the general staff Pyar Oa = ey 23MILITARY CAREERS PNM CReetc a Aim: to practise: military vocabulary related to the topic in real-vorld situations giving information about self = personal details, education, training career reading for main point staking notes ‘uriting CVs ET MLEL@ (5 mins) Workin pairs. Write down three words you relate toa military career but you think your partner does not know. Discuss the words with your partner. Take turns, Test your military vocabulary (10 mins) Objective: to assess which key vocabulary items students already know (this gives bints for the teacher on bow to use this unit), and, if necessary, pre-teach vocabulary for the following listening and speaking tasks. 1 Give students 10 minutes to do the quiz. 2 Students discuss quiz: items after 10 minutes; teacher only facilitates, if necessary. Notes on quiz: items: 1 No, $ and 10 contains distractors using the word in a different meaning. Teacher might refer to that depending on the audience. 2 ‘Officers’ Mess” (No 9) bas tev0 meanings: = facility where officers eat and relax together and single officers might have accommodation as well; = the community of officers. Key to the Military Vocabulary Quiz Choose the correct answer from a, band c. An example (0) has been done for you. Example: 0 Acaptain is a a arank above lieutenant b anNCO rank © a general officer's rank Pye MILITARY CAREERS AND TRAININGTest your military vocabulary 1 WO1 Jones was commissioned. She was a a made an officer b transferred to another unit © given an award 2 Lt Brown graduated in 2000.'This means that he _¢ university. a started b changed © finished 3. Sgt Hall got a posting to London. He will__a there for some time. a live and work there b deliver packages ¢ train other soldiers 4 Lt Barry served with RAF Coastal Command.’This means thathe _ _ the RAF. a provided special services for b performed official duties in © organised outside catering for 5 Sgt Penn did specialist training to get this job. This means that he a _a training course, a completed b developed ¢ trained soldiers on 6 Lt Black became a platoon commander. He is now in command of a group of a a soldiers b officers © commanders 7 Col Hill talked about his appointment. He talked about his __b a accommodation b position ¢ working hours 8 Capt Moore was promoted, She now has ac a lower salary b week's leave higher rank 9 Officers usually _a__ in the Officers’ Mess. a have meals b do some chores © mess around 10 When soldiers operate in field conditions they area a ina combat environment bat the military hospital © onthe parade ground ae soe DRT ceed(5 mins) Listening for specific information (one word); gap-fill Note: Make sure the Ss read the questions before listening. Play the recording only once. Students will hear the recording again and can check their answers in task 2. TAPESCRIPT Track 4 My name's captain Andrew Norton. I graduated with a degree in mechanical engineering cight years ago and started working with North and Grunman. I enjoyed working there but I didnt want to sit behind a desk for the rest of my life. Suddenly, I was made redundant so I looked for a new challenge. The Army always appealed to me, so in 1995 I went to the Royal Military Academy in Sandhurst where I attended the 44-weck Commissioning Course. After the course I was commissioned as a lieutenant into the infantry. My first posting was with the Royal Anglian Regiment and I served with the 1* Battalion as platoon commander. When I joined my regiment I did specialist training to gain the knowledge and skills necessary for my first posting, As platoon commander I was responsible for the training, fitness, operational effectiveness and welfare of a platoon of 30 men. I was also responsible for the servicing and maintenance of platoon weapons, vehicles and equipment. I learned how to command and lead the platoon on operations and exercises. I was pleased with my first appointment, it gave me a sense of satisfaction. ‘Then 1 was posted to Germany and meanwhile I was promoted to captain. After that, Cyprus, where served as operations officer. From next month I'm going to attend the Army Staff Course at Shrivenham. After the staff course I'll be promoted to major and will perhaps be posted to a higher headquarters. Track 4 Listen to Capt Norton talking about his military career. F information, An example (0) has been done for you. Lin the missing Example: 0. Capt Norton finished his studies with a degree in mechanical engineering. 1 He joined the British Army in 1995. 2. When he joined his regiment, he did specialist waining. | 3. He wasin charge of the servicing and maintenance of platoon weapons , vehicles id equipment. 4 Heservedasan operations _ officer in Cyprus. 5 Next month he is going to Shrivenham to attend the Army Staff’ Course Pa MILITARY CAREERS AND TRAINING——————— CC® (5 mins) <@ Track 4 ‘The teacher should instruct students on efficient ways of taking notes, using their own abbreviations and point ‘ut that the fecus is on getting the information, not on correct spelling Uf students experience difficulty, play the recording a third time. Listen to the recording again, Fill in the missing information in the table below. Check your answers with the class. Details Year Capt Norton's military career ‘© Royal Military Academy, Sandhurst eae aise) ues © Commissioning Course © training and development| 1996 _| on the job specialist training Sel rs © platoon commander, st Battalion, SEIS SOD A BU ae0 1 Ral lan asad 0) 0 wR «= responsibilities incuded | 1996-2000 | %*cing and maintenance of weapons, vehicles and pons z Se a fl z captain, Germany foreign service as / in... 2000-2003 © operations officer in Cyprus © prospects Army Staff Course, Shrivenham Married Quarters in London, detached house, perches three bedrooms; 10-minute drive to work ‘Work in groups of three. Your teacher will give you a set of cards with accounts of different military careers. LY Choose a card and fill out the table below with information about the soldier on your card. Students should extract the relewant information from the text and re-surite it in note or bullet form. The T may need to spend some time explaining this technique, If necessary do the task with the whole class first using one of the cards and then get the Ss to do their own. Ey Ask and answer your partners about the military careers on their cards. Complete the table below. Name: Rank: Initial training: ‘Training and development: First posting: Foreign service - rank and appointment: Other: TM Aer tse UD RTA cee rid| PrdROLE CARDS FOR PHOTOCOPYING Name: Robin Turner Rank: CSM (Company Sergeant Major) Tm CSM Turner. When I joined the army in 1979, I first did my 12-week basic training and then © specialised infanery training, which was followed by adventure training in Wales. After the passing-out parade I joined my battalion in the Devonshire and Dorset Regiment. Shortly after that, our battalion participated in an exercise in Germany, On coming back from that exercise I was nominated and placed ona promotional course from Private soldier to Lance- Coxporal. Then our battalion was posted to Norther Ireland for a 2-year tour of duty (TDY). Throughout the years, I completed a number of courses to be promoted to Company Sergeant Major. Besides that, T also completed many specialist training courses before going on various operational tours of duty and Name: Rank: Fie Le (Plight Lieutenant) Anne Taylor When I got my BSe at South Thames Polytechnic in computer science, I signed up for a 16-year iS tour of duty with the RAF. First came officer training, then specialist training, at RAF Academy at Cranvell Both courses lasted 18 weeks. On graduation | was assigned to RAF Wittering where I first held the position of ground controller and then tower controller. ‘Then T was transferred to another RAF station where we did a lot of low Aying and participated in International Maritime Military Exercises twice a year, My first international tour of duty was in Kabul as part of the International Security Assistance Force. After completing my tour of duty in Kabul, went to serve as a tower supervisor at an RAF station outside Glasgow. Tim in charge of seven controllers and ten assistants Name: Sir Mike Jackson Rank: General KCB CBE DSO ADC Gen Hello. My name’s Mike Jackson, Sir Mike Jackson actually, and I'm a General. Twas commissioned into the Intelligence Corps in 1963 at the Royal Military Academy, Sandhurst. I have done lots of different courses, which include a 6-month couse at the National Defence College at Latimer, the Higher Command and Staff course in Camberley, and a 6- month Service Fellowship at Cambridge. I have had many commands during my long career covering Northern Ireland, Scotland and Germany including, stint from 1992-93 as Personnel Director-General at the Ministry of Defence. Another home-based station was a two and a half year tour of duty at the Staff College in Camberley Talso commanded 1" Battalion the Parachute Regiment (as part of NATO Allied Command Europe Mobile Force Land), and IFOR Multinational Division South West and Kosovo Force in Pristina. I was appointed ‘Commander-in-Chief Land Command in 2000 and finally to Chief of the General Staff in 2003, Name: Jeremy Chapman Rank: 2L¢ (Second Lieutenant) Hello. Ym Jey Chapman, and apart from being a Doctor, 'm also a Second Lieutenant in the Royal Army Medical Corps (RAMC). I suppose I joined the RAMC for the chance of abit of excitement, travel, and meeting interesting people, and I accomplished that when I joined the University Officer Training Corps during my second year at medical school. In August 2000, specialised alittle and went to the USA, on a 3-part course in Military Contingency Medicine (MCM). ‘This consisted of Advanced Trauma Life Support (ATLS), Advaneed Cardiac Life Support (ACLS) and of course MCM, which I've already mentioned. I also did a course in helicopter winch techniques in Borneo for Casevae purposes (Casualty Evacuation), although the Americans call t Medevac At present I'm a Regimental Medical Offices, but I'm, very much looking forward to my next post at Frimley Park Hospital next year on military secondment Pr eA Aer ao ce my cee PiaSUGGESTED NOTES FOR CARDS Card1_CSM Major Turner 12-sweek basic training and specialised infantry training adventure training in Wales first appointment with Devonshire and Dorset Regiment exercise in Germany with the regiment promotional course from Private soldier to Lance Corporal a number of other promotional courses many specialist courses before going warious operational tours of duty and exercises Card2__FILt Anne Taylor BSc in computer science at South Thames Polytechnic signing up for a 16-year tour of duty with the RAF officer training and specialist training (18 weeks both) at RAF Academy Cranwell first assignment to RAP Wittering, ground controller then tower controller ‘participation in International Maritime Military Exercise twice a year ‘TDY in Kabul with the International Security Assistance Force, 2002 at present, tower supervisor at an RAF station outside Glasgow, in charge of 7 controllers and 10 assistants Card 3_General Sir Mike Jackson, Chief of the General Staff © commissioned from RMA Sandhurst into the Intelligence Corps, 1963 eld various command positions in Northern Ireland, Scotland and Germany 4 6-month course at the National Defence College at Latimer a two and a half-year tour at the Staff College at Camberely commanded Ist Battalion the Parachute Regiment fer two years (the Battalion was then part of the NATO Alllied Command Europe Mobile Force Land) the Higher Command and Staff Course at Camberley and a six-month Service Fellowship at Cambridge 1992-1993 in the Ministry of Defence as Director-General Personnel Services Army commanded IFOR Multinational Division South West and Kosova Fore Pristina 2000 Appointed to Commander-in-Chief Land Command 2003 Chief of the General Staff Card 4 21 Jerry Chapman (Dr) University Officer Training Corps in the second year at medical school Military Contingency Medicine course in the USA helicopter winch techniques for Casevac purposes in Borneo Regimental Medical Officer next year military secondment to Frimley Park Hospital eoeee After the roleplay Ss talk about their own background and the other: fill out cards with the i discuss with the group. Reading and Writing — Curriculum Vitae Introduce CVs and check that Ss understand cwbat they are and their purpose. Don't make this a detailed discussion, as the comparison of UK versus other countries will come later in the unit. NM aerate RT cnet dl](15 mins) Study Capt Norton's CY. The information has been put in the wrong order and there are no headings. In your group you have two tasks: EX Match the headings below with the information on the CV. EJ Discuss with your partner and put the information into the most suitable order. Headings for C Education; professional experience; referees; skills; activities; personal details Activities; should be no 5 Ski Insteuctor (grade 1) Junior League Football Club Manager 2. Personal details should be no 1 Andrew W. Norton 52 Christ Church Road London LW3 SLM England Phone: 0326 667 9821 E-mail: a.norton@hotmail.com 3° Additional skills; should be no 4 rv European Computer Driving Licence Languages STANAG 6001 3333 German, conversational Greek Addition: Private Pilot's Licence 4 Referees; on request should be no 6 5 Education; should be no 2.0r3 depending on CV (che feacher should explain that in some cases where ‘work experience’ is of greater interest than education this should be put first but if the student ‘bas completed the required education/wwork comes first and the order is chronological but backwards) 1995-1996 RMA Sandhurst Commissioning Course 1990-1994 University of Glasgow B. Eng, (Ist Class Honours) in Mechanical Engineering 1982-1990 Eton College A Levels in Mathematics (A), Science (B), History (B) 6 Professional experience; should be no 2 or 3 depending on CV 2003 to date Military Advisor to PM. (Central + Eastern Europe), HQ London 2000-2003, Regimental Signals Officer, Germany Operations Officer, Cyprus rary Academy, ‘Your teacher will show you a typical CV (see correct version on the next page) and explain the format. Discuss the differences between the British format and one used in your own country. ‘The T should photocopy the CV to shorw Ss 30 MI Arce PRET Tc} art |BERL aes or (Homework) (or this could be used as an inter-active activity in class (30 mins) - Ss should compile their CVs in pairs or groups and discuss) Imagine you are applying for an assignment or a specialist training course abroad. Write your own CV for that purpose. Objective: © 10 provide example of a CV format #10 write own CV according to the format ‘THE CV IN THE CORRECT ORDER Curriculum Vitae | | Personal details Andrew W. Norton 52 Christ Church Road London LW3 SLM. England Phone: 0326 667 9821 | E-mail: a.norton@hotmail.com | Education 1995-1996 RMA Sandhurst Commissioning Course 1990-1994 University of Glasgow B. Eng. (Ist Class Honours) in Mechanical Engineering 1982-1990 Eton College A Levels in Mathematics (A), Science (B), History (B) Professional experience | 2003 to date Military Advisor to PM. (Central +Eastemn Europe), HQ London 2000-2003 Regimental Signals Officer, Germany Operations Officer, Cyprus Additional skills ir European Computer Driving Licence Languages STANAG 6001 3333 German, conversational Greek Additional Private Pilot's Licence Activities Ski Instructor (grade 1) Junior League Football Club Manager Referees: on request MN Ae aCe DTTC}MILITARY CAREERS PNM UAL Clerc) Aims: This unit requires the teather to be familiar with the names of the army (land force) branches, and the promotional system of the military. Ta practise: listening for specific information reading for gist reading to recognise attitude to raise avwareness of interview strategies Topics and activities tackled in this block will come up in other blacks, such as: Ranks and Appointments, Branches of the Army and Structure of the Army. It is advisable to cover the unit —“Military Careers and Training” before these. ‘The teacher can choose to use either both listening tasks or one of them depending on the actual level of the dass CBZ Listening 1 (10 mins) @@S Track 5 BASIC MILITARY TRAINING Below aresome of the areas that are covered during basic training, Listen to Sgt Hill and tick the ones he talks about. An example has been done for you. “Then guess what the other areas might be about, discuss it with the class. ficlderaft \/ . administration + military education weapons handling // map reading / drill / endurance, adventure and initiative training // physical fitness and recreation/ 32 Aer aa oP RTT TN ralTAPESCRIPT 1 Track 5 Training During your 12-week basic training, first you'll learn how to look after yourself and your equipment, how to live in the field, how to observe and report an enemy. You'll also learn how to find your way on the map in order to be able to survive in field conditions. ‘The next important thing is to master your SA80 rifle, which is going to be your personal weapon. It means that you'll practise how to use it in daylight and darkness. You'll fire it at various distances up t0 300 metres. When you're not training with it you're keeping it clean or drilling with it. Daily foot and arms drill will teach your body how to act in an emergency, when obeying commands without question could be vital to success. It also builds up your strength, stamina and willpower. Physical training is built into your training programme and this, together with outdoor pursuits and lots of team sports and games, helps to build up and maintain your physical fitness. é % Wz ~~ Track 7 ‘You will listen to an interview with a retired lieutenant colonel. Write down the three questions you think the interviewer has asked. Sslisten to the recording and rorite down the questions that they think were used in the interview. TAPESCRIPT Track 7 Interviewer: Thanks for agreeing to tall to me today. Td Tike to ask you some questions about commands and orders. Military orders ~ these are a very important part of military life and soldiers must obey them at all times. Now, this may be very difficult sometimes, so Td like to ask you three questions, Sir. I think that being a soldier isnt always easy or safe, so what was the most dangerous order that you ever had to follow? LtCol: Well, first of all, not all orders are legal, but that’s another question. The most dangerous order? Well, it was in a real mission. I spent some time in a peacekeeping mission in Sarajevo. Two months after my arrival a friend of mine was killed. You know, on their way back to the camp they heard some shooting, so they took a different route, lost their way and drove straight into a minefield. And the vehicle exploded. Anyway, this friend of mine was a commander in the safety zone and I had to take his place. So, that was a dangerous order for me to follow. Interviewer: ‘That must have been difficult for you. As a commander, later on, you must have issued a lot of orders yourself. What would you say was the most difficult order you ever had to give? LtCol: It was in the same mission, really. A checkpoint reported that a group of people on horseback had tried to bypass the checkpoint and enter the demilitarised zone. I had to send a special group to stop them but I couldn't do it, because there were another 8 checkpoints and the same thing could have happened there. You know, that period was quite ... well, it wasn't the quietest period in our lives there, so I could expect attacks on any checkpoint which is why T couldn't leave my command post and couldnt go with the team, so that... think that was the most difficult order to give. Interviewer: And the last question, Sir: I understand that soldiers must obey all the orders they're given... but did you ever have to obey an order that you didn’t want to? LtCol: Let me repeat, soldiers do not always have to obey all orders, especially if they are against the Geneva Convention. But in military life, you can get difficult orders every day. Ihe one Treally wanted to disobey was, again, in the same mission, when our contingent received an order to leave the zone. We were replaced by a new team....a new company, in fact. The problem was that we had all been ordered to leave on the same day. The new people who came didn’t know anything — what to do, who to contact, who to negotiate different issues with, so I felt that I should stay a bit longer, a week at least, and help them to ... well, to contact all those people and to learn things. That's why it was so difficult for me to obey the order and leave the new contingent to their own devices. Interviewer: Many thanks for talking to me today, Sir. LtCol: You're welcome. COMMANDS AND ORDERS oxyPossible questions: 1 What was the most dangerous order that you've ever bad to follow? 2 What was the most dificult order that you've ever had to give? 3 Have you ever had to take an order that you wanted to disobey? Ss may come up with different versions of these questions. Ss ESS (10 mins) OS track7 Listen to the interview again and choose the correct answer (a,b orc). Ss listen to the interview again and do the multiple choice exercise. 1 The lieutenant colonel’s friend was killed in a/an a caraccident b explosion © gunfight 2 The checkpoint reported a/an a a group of riders b attack on the checkpoint € attack on the command post 3. The lieutenant colonel didn't want to leave his post with his men because a his unit was not ready b he couldn't contact his commander the new team was not ready to operate rv COMMANDS AND ORDERS(15 mins) Now read the article below and answer the questions. Drilled to perfection A military parade involving soldiers from 30 countries and very little time to rehearse. Its a good thing there was a British RSM on hand. Ask troops from 30 nations to take part at short notice in a high-profile parade and the potential for disaster looms large ‘The resulting concoction of confased languages and variable standards of drill could be enough to make even, the hardiest sergeant major quake atthe knees. Step forward WO1 (RSM) Graham Highet of the Royal Scots, who is obviously made of study stuf. ‘When Lt Gen Michael Dodson, US Army, handed command of NATO's Stabilisation Force (SFOR) in Bosnia to fellow countryman Lt Gen John Sylvester, 4 ceremony had to be organised. But HQ SFOR had no worries because running the show was WO1 Hlighet, who brought tothe event alevel ‘of expertise second to none. Not the least of his problems was the language barrier. "We have more than 30 nations in Camp Butimer, all with different disciplines, different dres, different | languages and different military standards,” he told Soldier ving task: Have you ever been involved in an international parade? What are the problems likely to be? How can you deal with such problems? Security was provided by a'Turkish company, military police from Ireland and Spain and carabinier’ from aly Soldiers for the parade were drawn from units serving with Multi-National Divisions South-East and South West With a shake of the head he relived one horror. “When we finished the frst parade rehearsal I got them to go through a bit of marching as wel,” he said, WO1 “Highet wasnt impressed, "So the watchword was KISS - Keep It Simple, Stupid. All asked them to dowwas to march into position and I would do the rest.” ‘Adding to the mix was a colour party of seven involving five nationalities and a just-arrived US Army band, “Its abit different marching to a band and as soon as they started, everyone was oat of step so we had to start again.” Tn the event the parade passed off smoothly and WO! Highet was delighted. (Adapted from Slder Magazine 2001) Note: Carabinieri - Italian soldiers in a corps serving as a police force; colour party - soldiers carrying national flags; RSM - Regimental Sergeant Major; WO1 - Warrant Officer 1” Class. COMMANDS AND ORDERS‘Match the meanings 1-10 with the phrases taken from the text a-j. An example has been done for you. Key: 1 high-profile € something that is of great interest to the media 2 disaster looms i trouble is coming 3° concoction ds mixture 4 quake at the knees a tobe frightened 5 made of sturdy stuff © tobe brave 6 running the show j tobe in charge of the event 7 second to none b the best 8 language barrier £ problems understanding each other 9 to be drawn from b tobe taken from 10 passed off smoothly Ff. tobe completed without problems ‘The text is very rich in colloquial language and should be exploited as such by the teacher — however if the T feels that it is unsuitable for the Ss it can be omitted. (10 mins) Your teacher will give you some cards. Match the commands with their definitions. Give Ss sets of cards. Commands and definition cards should be copied and cut up into separate cells. ‘Ss match commands with their definitions. Some cards use pictures instead of definitions. After they ‘match them, they check their answers with their partner and then the whole class together. 46 COMMANDS AND ORDERSCARDS FOR COPYING HALT FORWARD MARCH FALL IN (FALL OUT) LOAD (UNLOAD) EYES RIGHT (EYES LEFT) FIRE (CEASE FIRE) FALL OUT STEP OUT GUN CLEAR STOP MOVING START MOVING IN A SPECIAL WAY, i.e. MARCHING FORM A MILITARY FORMATION (LEAVE A MILITARY FORMATION) PUT AMMO INTO A WEAPON (TAKE AMMO OUT OF A WEAPON) TURN THE HEAD AND LOOK TO THE RIGHT (LEFT) START SHOOTING (END SHOOTING) SEND SOLDIERS AWAY/ RELEASE SOLDIERS AT THE END OF A PARADE STAND IN FRONT OF A LINE/ FORMATION SALUTE SOMEBODY BY HOLDING ARIFLE IN FRONT OF THE BODY IN A VERTICAL POSITION FIRE A WEAPON AFTER UNLOADING TO MAKE SURE IT IS CLEAR ore EOD Wels} Le ee UaATTENTION AT EASE RIGHT TURN (LEFT TURN) EYES FRONT (LEFT DRESS) RIGHT DRESS | Ky a { PC beet COMMANDS AND ORDERS(10 mins) In pairs take turns to ask and answer questions from the commands in task 7. See the example below. What do you have to do when you hear the command ‘Attention’? You have to stand properly, you mustn't move. You must listen to your commander. Ss work in pairs and ask each other questions based on the example given. As in task 1, they should use madals to explain what they have to do when they hear the commands. BEES Reading (20 mins) GM Track 8 Read the following situations and discuss with your partner what orders you would give. You will then hear a recording of commands which might be given in these situations. Check your answers. Using the commands from task 7, Sssuggest commands they would use in the following situations. Witha confident class it might be good to act out these situations in a role play. The commands have been recorded and should be played after the Ss have suggested the commands they twould give. These answers are just examples. Ss may suggest other possibilities, TAPESCRIPT Track 8 Commands a You havea disorganised group of soldiers and you have to march them to the mess hall. SQUAD = FALL IN ~ RIGHT DRESS ~ EYES FRONT ~ RIGHT TURN ~ BY THE FRONT ~ QUICK MARCH! ~ LEFT RIGHT LEFT RIGHT LEFT RIGHT LEFT. b Youare training some soldiers and after demonstrating a certain procedure (c.g.‘about turn’) you ‘want one of them to demonstrate the procedure in front of the others. PRIVATE WOOD - ‘SHUN - ONE PACE - STEP FORWARD - MARCH! ~ ABOUT TURN! ONE PACE ~ STEP FORWARD ~ MARCH ~ ABOUTTURN - STAND AT ... EASE! ¢ Your unitis about to receive its daily orders. The commander is late, so you have to wait for him. Prepare your unit. ‘NCOMPANY - COMPANY - ‘SHUN! RIGHT DRESS - EYES FRONT — STAND AT ... EASE! After the commander's arrival: COMPANY - COMPANY -~ ‘SHUN! PRESENT ARMS - SHOULDER ARMS ~ ORDER ARMS ~ STAND ... AT EASE! dA general is coming to inspect your unit. Present the unit to the general. FALL IN - RIGHT DRESS ~ EYES FRONT - GENERAL SALUTE ~ PRESENT ARMS — SHOULDER ARMS - ORDER ARMS! STAND ... AT EASE (eg. during the speech) ~ ‘SHUN! — FALL OUT! (after general’s departure) € Youare ata firing range, You want one of the soldiers in your unit to fire a round, LOAD ~ READY = TARGET IN FRONT - ONE ROUND... FIRE! UNLOAD -— GUN CLEAR. Note: ‘SHUN = Attention COMMANDS AND ORDERS 49EEOEEN (15 mins) This is an exercise to practise using modal verbs for requests and orders. Ifthe teacher considers it is necessary for 8s to practise the form and structure of modal verbs an appropriate exercise in a grammar book should be completed first. ‘The task should also raise Ss awareness of different registers. Although some of the sentences below could be used in the imperative it would depend on the intonation and many Ss have difficulty in making themselves sound polite: Many of the expressions are interchangeable and there are very few which can’t be used in mast of the sentences, so the KEY is a suggestion only. One objective is that Ss discuss the difference in register between the different expressions. Another objective is to make Ss aware that these expressions are ‘orders’ and that the speaker expects the ‘order’ to be carried out. This can often lead to confusion for non-native speakers. Tall Ss that we tend to use please’ with most requerts and orders, usually they can be either at the beginning or the end of the sentence. When speaking to colleagues, even to subordinates, we don't usually use the imperative to give ‘commands’. Re-write the following sentences, so that they sound more ‘polite’. An example (0) has been done for you. Use the following expressions. * would you # you really must = will you = can you = could you you should Exampl 0 Close the window! Could you close the window — please! 1 Make me some coffee! Would you make me some coffee — please! 2 Goto the doctor’! You really must /you should go to the doctors. 3 Fetch the file from my office! Can you fetch the file from my office ~ please! 4 Ring Col Macarthur and make me an appointment for tomorrow! Will you ring Col Macarthur and make me an appointment for tomorrow -please! 5 Explain the situation to Capt Brown! Could you explain the situation to Capt Brown — please! 6 Finish the report! I need it today. Will you finish the report today, please! I need to send it straight away. 7 Cheek the equipment before you leave! Could you check the equipment before you leave —please! 8 ‘Type the letter immediately! The post goes in half an hour. Please would you type the letter immediately! The post goes in half an hour. 9 I'm sorry. Leave now! I have an appointment. Im sorry, but could you leave now please! Ihave an appointment. 10 Read the article in the Independent and write me a summary by tomorrow morning! Please would you read the article in the Independent and corite me a summary by tomorrow morning. Ey COMMANDS AND ORDER:Discuss your answers with your partner. Most of the expressions given above can be used in most of the sentences, but what is the difference between them? Which can't be used? Decide which is the strongest and which is the most polite and then report back to the class. ‘most polite: could yous can yous this is more of a request than command would you: you expect this tobe carried out strongest: will you ~ this expects an immediate reaction “You should’ and ‘you really must’ can only be used with sentence no 2— both express the concern of the speaker for the other person rather than the strength of the command. ‘The letter should be 150 words. Tell Ss that they need to introduce the subject and to complete the letter appropriately Choose one of the situations below and write a short letter to an English speaking him/her advice. Your friend: © can't decide whether to take an English language course ‘© wants to change jobs © wants to buy a car © needs to move to another town “Tell you what, Eccles, you resolve to smarten up, have a haircut and a weekly bath... Il resolve not to shout too loudly at you” (From Soldier Magazine 2005) COMMANDS AND ORDERSSA80 BRITISH ARMY INFANTRY INDIVIDUAL WEAPON SUSAT Sight gas ylinder cocking lever barrel muzzle ‘ trigger guard trigger magazine pistol grip Cruse WEAPONS(mins ‘The SA80 is the British Army’s Infantry IW or individual weapon. In the picture there are no labels for the different parts. See how many of these parts you already know, and your teacher or colleagues will help you with the ones you don't. Elicit how many parts the Ss know and prompt them for the rest. Familiarise yourself with the basic operation of a gas-operated weapon there is extra information at the end of this unit: they are all basically the same, and it helps with your eredibility Emphasise that the SA80 is the British Army’ Infantry IW or individual weapon. Listening Task (25 mins) “@3> Track 9 “There are some details missing from the technical specifications that follow. Listen to the two men speaking. about the 3 weapons ~SA80, AK-47 and M16, and fil in the details missing from the specifications. SA80 SPECIFICATIONS calibre: 5.56 mm weight: 3.98 kg with empry magazine and optical sight length: 785 mm muzzle velocity: 940 metres/s feed: 30-round magazine effective range: 500 metres barrel length: $18 mm (20.4 inches) cyclic rate of fire: 610/770 rounds/min AK-47 SPECIFICATIONS length: 880 mm weight: 43 kg calibre: 7.62 mm operation: gs feed 30-round box magazine muzzle velocity: 717 metres/s cyclic rate 600 spm M16 SPECIFICATIONS calibre: 5.56 mm magazine: metal clip capacity 20 or 30 rounds operation: gas operated firing modes: semi-auto or 3-round bur cyclic rate: 600 rpm length: 100 em barrel length: 50,8 em (20”) weight: 3.6 kg safety: safety catch/fire selector above trigger on the left side WEAPONS Ty 53TAPESCRIPT Track 9 Interviewer: Sergeant Jones, you're a small-arms expert, tell me about the weapons you have here. Jones: Well, this first one is the British Army $A80 and is 5.56mm calibre. It has an optical SUSAT night sight and a magazine which holds 30 rounds. Is smaller than the other two weapons I'm going to show you and has an effective range of 500 metres. Interviewer: Yes! It is quite small, isn't it! What's this one here with the wooden back-piece? Jones: Oh, that’s the AK-47: an old weapon, butstill very good. The back-piece”is what we eall the stock. ‘This is the biggest of the 3 rifles I have here, and weighs 4.3kg unloaded. Itis the largest calibre at 7.62 mm. Like all the other weapons here, itis gas-operated and can fire 600 rounds per ‘minute ~ we call that the cyclic rate of fire. Interviewer: And what exactly does that mean? Jones: Well, the cyclic rate of fire is how many rounds or bullets you could fire in one minute, ifyou didn't have to stop and reload the magazine every time it became empty. should mention that the Soviet Union used this weapon a Jot and Russia and many other counties around the world still do. Interviewer: And what about this last rifle? Jones: This one? I must admit, this is my favourite; it’s the American M16. Instead of wood, it has this armalite plastic, so it’s lighter than the AK-47. Irs longer than the SA80 at 100m, so T think it’s more accurate, but; ike the SA80, it uses the standard 5.56 NATO ammunition. The range of the M16 is about 500 metres and its cyclic rate is 600 rpm. For such a big weapon, it only weighs 3.6 kg. Interviewer: Do you think I could shoot one of these guns? Jones: Yes you can, but remember, you dor't shoot a gun, you fire a gun ~ but these aren't guns, they're rifles ~ OK? Interviewer: Why is it ‘fire’ and not ‘shoot? Jones: OK, an example: ‘He shot the dog, the dog's dead’; ‘He shot the rifle, the rifles dead!” Get the message? Interviewer: Er-yes, thank you. Notes for teachers: SUSAT ~ Sight Unit, Small Arms, Trilux; SA80— Small Arms for the 1980s; AK-47 (Avtomat Kalashnikowa) — the Kalashinkow assault rifles M16 ~ US military basic service rifle, also called the ‘black rife’ and ‘Mattel toy’ thanks to its appearance. 54 WEAPONS,BECLS (15 mins) It may be necessary to drill pronunciation of words such as calibre, cyclic ete before this task. Now you have the complete specifications for the three weapons, write down up to 10 true or false statements comparing the three rifles. Now get into pairs and take turns telling each other the statements. Ifa statement is false, you must correct it. ‘This isa speaking exercise. The teacher should check that Ss know the form of comparatives and superlatives not some practice should be given before the Ss carry out this task ‘The teacher should be monitoring the accuracy of form /structure and pronunciation. Difficult to understand pronunciation should be corrected, but the teacher should let the Ss practise uninterrupted cwhere possible. Any _form/structural mistakes should be noted down by the teacher and then presented at the end of the exercise and discussed with the class. Example: Student 1: The M16 is the heaviest weapon of the three, Student 2: That's true. or ‘That's false, its the lightest. or ‘That's false, it's heavier than the , but lighter than the Use words like: light, heavy, long, short, big, small, with words li libre, barrel ete. Use comparison phrases: 5 sre the bigger of the two the biggest of the/in the (more than two) bigger/smaller than WEAPONS cdcy Questions asked about reliability of SA80-A2 e MoD team investigates ‘failures’ e Batches of rifles damaged in transit Ministry of Defence officials are considering a report on the performance ofthe SA80-A2 during recent operations in Afghanistan, A team flew to Kabul to investigate why Royal Marines had problems with weapons failing to fire. Armed Forces Minister Adam Ingram confirmed in the House of Commons that three official failure reports had been filed from troops in Afghanistan, the first time the new individual weapon (IW) had been used on operations. All failures must be reported up the chain of command. Of the three failuce reports, two were because the weapons had been dar in transit, The team has ged investigated the reasons for the other reported stoppages and its findings are now being considered. ‘The reporting team, led by a colonel in the Royal Marines, monitored test firings staged under typical ‘operational conditions and which included helicopter missions, very high temperatures, humidity and severe dust. The Army's entire stock of SA80 individual weapons is currently being upgraded ina £92m program to improve their reliability following many instances of misfirings and stoppages. Hecklerand Koch, the weapons manufacturer, carried out a series of modifications which included replacing firing pins, some parts and springs, mag and bolt assemblies. Following the improvements, stringent tests were carried cout before the first weapons Were issued in time for British troops flown to Afghanistan in the aftermath of the September 11 terrorist attacks on America. ‘Those trials included test firings in the harshest desert, arctic and jungle conditions. WEAPONS onthe trigger: Royal Mar oled in the teach for Tali and al-Qaida forces in Afghanistan's mountains. He is armed with the ‘modified SA80-A2 rifle, Results were carefully analysed and confirmed the “new” weapon's superior capability. it fired 500,000 rounds and had only 158 stoppages between the IW and the light support weapon (LSW). The Kuwait trials were conducted in blown sand conditions similar to conditions in Afghanistan A spokesman for the MoD said: “We view any reported shortcomings in the SA80 very seriously. In hot and dusty conditions all weapon systems are likely to suffer stoppages.” Itis understood that when all the claims have been fully invest assessed an announcement at ministerial level will be made. and (Adept fom Salier Megacine 2002)Vocabulary practice (30 mins) Read the article on the opposite page and answer the questions below together with your partner. ‘This task should be done in pairs or small groups and discussed. Any diffcult/unfamiliar vocabulary can be checked in the dictionary or with the teacher. The students should be encouraged to note phrases and language used. 1 What was the most serious problem reported about the SA80-A2 rifle? ‘weapons failing to fire 2 List three conditions in which the SA80-A2s were tested. helicopter missions, very high temperatures, humidity, severe dust, blown sand conditions 3 Name four modifications which Heckler and Koch made to the weapon. replacing firing pins, some gas parts and springs, magazines and bolt assemblies Check any unfamiliar vocabulary in the dictionary or with your teacher, Report your answers to the class. (15 mins) ‘What is the IW in usein your army? How does it compare to the guns mentioned in this unit? Discuss in small groups and then report to the class. Prepare a short briefing describing the IW in use in your army. Discuss its strengths and weaknesses. ‘The teacher should explain the format of a briefing and prepare Ss for presenting the briefing in class TEACHER'S INFORMATION ‘The operation of a gas operated automatic or semi automatic weapon. Look at the picture of the SA80 at the beginning of the unit when reading this description. ‘This description is for the firing of one round of ammunition, The change lever or safety catch, which you cant sce on this diagram, would be set to “R” (repetition) To fire bursts, the change lever would be set to “A’ (automatic) and this just means that the sequence of firing bursts is the firing of one shot, and then as long as you press the trigger, the sequence would begin again. To fire the weapon, switch the change lever to “R” or “A. Cock the weapon with the cocking lever ~ pull the lever back and then let go. Aim the weapon and press the trigger. The firing pin, inside the weapon, hits the detonator at the base of the round, This ignites the gun powder inside the casing of the round and the bullet starts to go down the barrel. Behind the bullet is an amount of gas caused by the ignition of the gunpowder. As the bullet travels down the barrel, part of the gas goes into the gas cylinder and this pushes the gas piston backwards, like in a car engine, This cylinder hits the top of the breech block which has the firing pin on it, and the breech block also moves backwards. This ejects, or throws out the empty bullet casing and then the breech-block (which you can't diagram) and gas piston move forward again. As the block goes forward, it picks up another round from the magazine and puts it into the barrel. In the meantime the bullet has left the barrel and is on its way to the target. The weapon is now ready to fire again, ee on this PTI Ne yo} 57UNIFORM ano se ee Aim: ‘The Unit is focused on vocabulary and should enable Ss to describe clothing, uniforms and sixes. Te teacher needs to ensure that they are familiar with the vocabulary themselves and should also use the Ss ovan experience and knowledge. Task 1,2 and are to get the las talking about differenc uniformsand parts of uniforms, Te teacher should licit as much vocabulary as posible before starting the different tasks, Put three headings on the board: ‘types of uniform; parts of uniform; accessories and put the vocabulary elicited into the columns, (5 mins) Look at the pictures and discuss the following questions as a class: How many uniforms do you have? What do you call them? When and where do you wear: =a dress uniform ~ an everyday uniform ~ combat dress uniform ~ a fatigue uniform = a special uniform a working uniform ‘© What does each of your uniforms include? ‘Example: & operational (UN) duty kit = 7 1 & operational (ON) duty hi Ce UNIFORM AND EQUIPMEN feudWith your partner can you match the uniforms in the pictures with the headings below? Discuss the types of uniform in the pictures. An example is shown. tank overalls fatigue dress dress ceremonial diving gear/equipment fall camouflage order combat parade order operational (UN) duty kit parade dress roe te me oe ea ms foo Aa [ns | om foe. Key: 2 b parade dress "y pjiuera Te eines) ind) ig Ex)(10 mins) Match the words and the pictures. Compare your answers with your partner and the class. Check the answers in a dictionary. ‘This activity is aimed at intreducing the basic uniform words. Students have to match the words to the pictures. UNIFORM VOCABULARY QUIZ, = socks 23 « long johns 27 = bulletproof vest 76 = belt 17 = pouch 27 = midge net 4 = peaked-cap 6 = mess dress 8 = coat 7 = T-shirt 9 = combat trousers 26 = balaclava 2 = boots 25 = combat jacket 15 = gloves 10 = webbing 20 = sweater 12 = shirt 11 = vest 13 = bootlliners 22 = bergen 19 «= helmet_5 «chest rig 18 = shoes 24 = poncho 14 = beret 1 = shemagh 3 2 balactava 1 beret 3 shemagh : wv peaked cap helmet ei midge net Co) TL Te Dae eed8 mess dress coat Tshirt 5 combat Jacket ue dioves 1" 14 shirt poncho 18 13 2 chest rig vest sweater 16 bulletproof vest, ACCESSORIES ar long johns. 22) boot liner’ a pouch 19 bergen 20 webbing 26 combat trousers, LEGS AND FEET 2 socks 25 24 boots shoes UNIT Tol Weasel aL} a)(18 mins A listening exercise to give Ss more uniform vocabulary ~ the teacher should make sure the Ss are doing the tasks together. Words from the previous task are repeated in the interview Pre-listening task. Together with your partner try to answer the questions below. ¢ Ifsoldiers wear camouflage uniform, is it possible to tell which country they come from? Yes, by the shape of the calour fragments. © When is the camouflage uniform used? combat actions, field training, everyday service, oficial ceremonies © Which ranks wear forage caps in your country? Tower ranks © Why is the dress uniform usually made in bright colours with golden epaulettes? 10 create an impressive atmosphere ‘© Why does a military uniform include so many accessories like be! because soldiers need a lot of equipment and they only have two hands webbing and pouches? Track 10 Listen to Nick Seaman, a military uniform designer, and check your answers. TAPESCRIPT Track 10 Interviewer: Nick, what do you think is the most significant feature of a modern uniform? Nick: Definitely camouflage materials. Interviewer: But camouflage uniform makes soldiers from different countries look the same, doesn't it? Nick: Not really. Usually camouflage producers in different countries use three basic colours and these are green, brown and yellow. Of course, they try to use different tints of the colours but what really makes all camouflages different is the shape of the colour fragments and their mixture on the material. Military people can almost always guess the nationality of a soldier looking at his or her camouflage uniform. Interviewer: A camouflage uniform is usually put on for combat actions or field training, isnt it? Nick: Not exactly. In many countries it’s widely used for everyday service and even official ceremonies, though soldiers of most nations traditionally have three basic types of uniform ~ one for parade or dress events, one for everyday work in the barracks and one for combat or field training conditions. Cr) Ne Teel ee aInterviewer: How are these uniforms different? Nick: Well, in combat events the camouflage uniform is normally used. And nor only trousers, combat jackets, shirts, coats, ponchos and parkas but also T-shirts, peaked-caps, face veils, epaulette slides, midge nets ~ everything is made of camouflage fabrics. And even metal helmets, gloves and leather combat boots are often coated or painted with a camouflage. Interviewer: And faces! You forgot faces! Nick: Oh yes! ‘There are even special paints soldiers use to camouflage their faces. Interviewer: I hope they dor’t have to wear it in their everyday work, Nick: No, not at all. In their everyday service military people usually wear single-colour well-ironed trousers, shirts and ties, shoes and of course peakked-caps or forage caps. In some armies peaked caps are worn by officers and forage caps are for lower ranks. Interviewer: I think peaked-caps are also more suitable for parades and celebrations and other special Nick: Yes, exactly. Parade or dress uniform is usually designed to create an impressive atmosphere. Polished shoes, bright colours, tunics with golden epaulettes and stars or pips on shoulders. Decorations and stripes on sleeves... Shirts with bright collar patches which usually show the arm of service or a rank... And the peaked-caps with impressive badges! Interviewer: In your opinion, what uniform items are the easiest and the most difficult to design? Nick: Difficult? Well,I think underwear — vests, T-shirts, long johns, because they’ze worn under shiets, jackets and trousers and nobody usually sees them. As for me, | like to work with headgear. Yeah! Caps and hats are so different in different countries. In some countries soldiers wear a bandana which is just a bandage around a head with a big knot, Arab warriors prefer a shemagh ~ most of us dont even know how to put it on. Besides peaked-caps, forage caps and helmets, berets are very popular in the world of uniform. Different colours of berets and different badges on them can tell you the nation, the arm of service and the name of the military unit. Interviewer: A soldier needs a lot of things to fight with, but he only has two hands to carry them. Nick: Yes, that’s why a military uniform usually includes lots of accessories. A belt and some webbing can hold all kinds of pouches which, together with rucksacks and chest rigs, ean contain all the materials vitally important for fighting and surviving. The teacher could give out the transcript and Ss could read cwbile they listen again noting down unknown ‘vocabulary ~ they could then check in a dictionary and with each other. Ueno eee ty 63(10 mins) ‘This should be a quick revision exercise - mast of the class should be familiar with the vocabulary. Do you know your sizes? Look at the picture of the soldier. LY Waite your size next to the picture. head size: _54.cms collar size ” chest size waist size hand size es shoe size Ey Practise short dialogues with your partner. Read the example. As Whaat size jacket do you take? B: One hundred and four centimetres. A: And what's your shirt si B: Forty-two centimetres Az Tan wear Peter’s gloves because we have the same hand siz I can't wear Peter's trousers because his wais bigger. [Gl the teacher may ask some of you to act out your dialogue for the class. ry Nu) el Weel Ne cudLook at the picture of the soldier. ‘There is one difference in the description of female sizes. Do you know what it is? ‘The one difference is that in men’ sizes; there is chest’ size whereas the female version is ‘bust’ size. LX Describe the uniform she is wearing. Cap with cap badge, jacket with pips, , shirt, court shoes (with heels round toes). rea “Homework: ‘Write a short article for Soldier Magazine describing a uniform. Name the different parts of the uniform, their importance and purpose. Here are some useful verbs to help you: to include « to offer protection from = to be available # to be made offfrom «to be customised to develop #toallow tobe attached to = to design ‘The homework should have a word limit of about 200 words and the teacher will need to talk Ss through the task ‘The task could be made into an inter-active class activity if a picture of soldier in uniform was brought in by the teacher and Ss described the picture. They should write in small groups with one soribe only and then report to the class ~ the teacher should monitor and check and then Ss torite their own version for homework. Re UE Wee ol heed Ta)UNO) ery EQUIPMENT - parti Aim: ‘De idea is to exploit the text for the vocabulary particularly the verbs used for describing uniforms. (5 mins) Look at the picture of the new air dispatcher’s uniform — discuss (as a class) an air dispatcher’s duties and responsibilities and whether you think the uniform would be useful or not. What does an air dispatcher wear in your army or air force? ‘The teacher should elicit from the class what an air dispatcher’ tasks are and what kind of uniform they wear in the country and compare it to the picture in the article. Note: Some countries may not have helicopters in the army but in the air force, In your groups cach read the article about the new air dispatcher’s uniform, Together fill in the table below. Some of the table has already been filled out for you. (One column will have more information than the other.) I eepexcsOF the anivoem defetiess or eee aay atenan ara load-carrying jerkin to provide protection fying glove : to detach something from... \fereeee 10 prevent someone/something from ... ‘fying belmet tosecure something to fying knife... a 0 be connected to sometbing i “ anh re enable someone or something 1... ‘The teacher should make sure Ss are aware of the dependent prepositions and note them together with the phrase. CeO Le ol Way =o eeThe third in our ‘occasional series ‘on what soldiers wear to do i specialist jobs features the high-flying attire of an RLC air dispatcher headland ee Protection and talon with other arrow ying gloves. Provide protection when ‘Slopetching large ‘and tom wind ‘when exposed on patchor toe tet ine pre- Load-earrying Jerkin (LC). Holds “equipment such a6 Note: RLC - Royal Logistic Corps AD - air dispatcher GPS - Global Positioning Systen opal Tid(mins) Find the words or phrases below in the article, check the meanings in a dictionary ifnecessary, then match them with the definition. An example (5) has been done for you. ‘The T should point out that the definitions give the meaning of the verb or phrase as itis used in the article~ they may bave other meanings in other contexts. Example: 5 by means of = € using a/an/the 1 twdispatch a toallow you to talk or contact Ge 2 todetach the b to include 2e 3° to prevent somebody from © to disconnect 3d 4 to be fitted with d_ to stop somebody from 46 5 by means of € using a/an/the Se 6 to enable communication f tosend 6a (10 mins) In your groups write four sentences each using the words and phrases above. You should use all the definitions and phrases. Check your sentences with your group and then report them to the class. The teacher should ensure each § chooses a different phrase so that all the phrases are used. (15 mins) Work in groups of three ~ look at the advertisement from Soldier Magazine. You have £200.00 to spend in your group — choose the items you want or ced. Then justify your choice to the class. What purpose will you use the items for? «The teacher needs to be familiar with the advertisement so that they can advise Ss if necessary. ‘Example: “We decided to buy a wash bag, because the dirty washing made our tent very untidy and smelly.” or “We decided to buy a US assault holster, because Sgt Brown needs it for carrying his assault rifle.” Check any vocabulary you are not familiar with, either in the dictionary or with your teacher or group. CC ad UNIFORM AND EQUIPMENT - Part IlTs proper equipment at proper prices THE ALL NEW Web-tex , AX ‘Classic Assault Vest from around £75.00 Web-tex’ itary proces es x sound £150.00 mrcvore from sround-£37.50 fom around £95.00 8 = al f% Rucksack Cover from around £7.95 Full sie PLCE System US Assault Holster Small Stash ag ‘irom wound £14.95 from around £09.00 from-around £2500 fromaround £12.50 trom around £625, Pro-xT Boot ‘british DPM Poncho sly Large First la xt ‘rom around £75.00. tromaround £3150 fromaround £45.00 fromaround €5.95 _fromaround £27.50 Wash Bog trom around €7.95 from around £10.00 ee® Foldeminder Holder AS FolderRinder Holder from around £15.95 from around £41.50 it a from around £35.00, UNIFORM AND EQUIPMEN’ ay(10 mins) ‘You have received an e-mail request from a unit at a remote observation post. Some words are not readable because the computer switched to the Cyrillic alphabet from time to time. Try to guess what they need. All the words are in the advertisement. An example has been done for you. ‘This is more vocabulary practice for Ss. The teacher should point out that knowledge of the Cyrillic alphabet will be of no use to Ss but the number of letters will ‘Example: Six DPM Army Bashas for soldiers to sleep under. Sir, Heavy rains and winds caused floods and land slides which damaged some of our equipment. This is what we need a.s.a,p. 1 Six B36 xen mpepipe for soldiers to sleep under. _DPM Army Bashas 2 Four 83b wrrepus to keep the soldiers dry. _DMP Ponchos _ 3 Five srusyx cays to keep our sniper rifles dry. _ sniper cases 7 4 Five aunee gus nes for first aid. firstaid kits 5 Three aunysedneyxs or some waterproof matches to start a fire, _firestarters 6 Teo nventpeuutr susw for the field exercise to make sure the men don't hydration packs get debydrated. Lieutenant Brown PS, Laptop batteries expired. Please send some ayaagcyeyres. replacements Note: Meaning of a.s.a.p.— as soon as possible; DPM — Disruptive Pattern Material ( = camouflage combat uniform); basha ~ improvised shelter (made from a poncho). 70 UNIFORM AND EQUIPMENT - Part IlI (mins) ‘This is a controlled oral practice for Ss — the teacher should monitor pronunciation. Work in pairs. One of you is Maj Watson, one of you is Lt Brown, Major Watson contacts Lt Brown by radio to make sure he has decoded the message correctly. Change roles. Example: A: Lieutenant Brown speaking, B: Hello, this is Maj Watson, Can you clarify your request? It wasrit clear enough. ‘A: We wanted six DPM Amy Bashas, Sir. “Homework: Write a short letter to the Web-tex Military Products Company ordering several articles. Explain where you would like the goods to be delivered and what method of payment you would use. Te would be advisable for the teacher to talk Ss through this letter before setting it for homework ~ particularly methods of payment etc. IFORM AND EQUIPMEN’ 1 iT)aA Gales iei a hd Aims: t0 describe the different branches of the army and their areas of activity t0 describe and understand a soldier's duties and responsibilities (EMRE REELS (10 mins) Ss describe pictures. The common link is that the pictures showo the branches of the army. Ss are likely to name different jobs and the equipment they can see. In addition, ask Ss to describe the activities being performed by the soldiers. This activity allows the T to find out what Ss know. Describe the pictures below (73 ~ on che fallowing page), the different equipment being used and the activities being performed by the soldiers. (5 mins) Individual Werk. 8s match six pictures with the branches and their definitions. The T to check understanding. Match sixof the pictures on the previous page (73 on she following page) with the branches ofthe army and their definitions below. An example has been done for you. BRANCH PICTURE a Army Aviation Corps (provides air support to ground forces) 4 b Artillery (uses guns, canon, howitzers, mortars) 6 ¢ Chemical Corps (provides nuclear, biological, chemical protection) u Signal Corps (maintains and operates communications systems) 5 € Medical Corps (treats and looks after the sick, injured and wounded) 2 £ Special Forces (carry out special operations) Zz ar iu RANCHES OF THE ARMYsk 3 Match the branches of the army (1-6) listed below with the definitions (a-f). An example has been done for you. Individual Work. 8s match six branches to the definitions. The T to check understanding. BRANCH DUTIES ANSWER 1 Armour a to conduct area security operations, investigates crime ae 2 Engineers 3 Infantry to fight on foot, using personal weapons 4 5 6 b to provide information about enemy troops © Logistics d to construct bridges, demolish ob: e f les, de-mine fields to supply equipment, food, medication, provide transport to combine tanks and armoured cavalry Military Intelligence Military Police aula wn BRANCHES OF THE ARMY rk)(10 mins) In pairs take turns to select a branch of the army from the list below and explain to your partner what the soldiers in that branch are responsible for. Your partner has to guess which branch you are talking about. Lookat the example below. In pairs Ss take turns to select a branch of the army from below and explain what it is responsible for to their partner. S/He has to guess which branch they are talking about. An example has been done. The T should monitor pairs and ensure they have no problems. Using a pair to model the task may be a good idea. Example: ‘These soldiers carry out special operations. They attack targets that are usually behind enemy lines. Answer: Special Forces = Military Police = Military Intelligence = Artillery = Engineers = Specials Forces = Signal Corps = Army Aviation Corps. « Armour = Infantry = Medical Corps = Chemical Corps = Logistics (15 mins) ‘The teacher should pause the recording after each speaker to give Ss time to process the information. Track 11 Listen to the recording of sixsoldiers speaking about their jobs. Identify theirjob and put the number of the speaker in the first column next to their job. Then match the job to the branch of the army in which they work. An example (1) has been done for you, Listen again to check your answers. Ss listen to the recording of soldiers speaking about their jobs. They identify the job the soldiers do and the branch in which they work. Ss listen to the recording only once before doing the task, then listen again to check their SPEAKER JOB BRANCH oe intelligence analyst 1 Chemical Corps 3 telecommunications engineer 6 Engineers 1 chemical analyst 5 Armour 2 nurse 4 Military Intelligence 5 tank driver 3 Signals 6 bomb disposal officer 2 Medical Corps ce BRANCHES OF THE ARMYTAPESCRIPT Track 11 1 (Chemical Analyst):1’m in a mobile unit. Its mission is to decontaminate the environment. We also do NBC reconnaissance by taking samples of chemicals from air, water and soil. 2 (Nurse):1 provide medical support not only to our own troops, but also to sick, injured or wounded. people from local communities. It can get quite busy in the field hospital and we've got to deal with casualties arriving at short notice. My job is to take care of patients and make sure that they get what they need after the doctors have operated on them. 3. (Telecommunications Engineer): I work in a telecommunications centre. My job involves looking. after electronic equipment. Basically, I install and maintain computers, radios, telephones and monitors. I make sure that they work well and are safe and protected from enemy interception. 4 (Intelligence Analyst): I'm employed to analyse enemy activities. I monitor TV broadcasts, newspapers and military journals. I collect and pass sensitive information to commanders who make tactical and strategic decisions. 5. (Tank Driver): I drive the army’ main ground combat weapon ~ the tank. Its a good fighting machine, because it gives a lot of firepower. It's used in a number of ways. For example, it can fight in formation or in support of infantry. 6 (Bomb Disposal Officer): My jobs very dangerous, because I dispose of bombs. I was on a peacekeeping mission to Bosnia where I cleared minefields. But in wartime I set explosives and destroy the infrastructure, for example, bridges, roads and installations, Note: NBC relating to nuclear, biological and chemical warfare (10 mina Read the text and write any words or phrases in the table below which are useful to describe duties and responsibilities. An example has been done for you, Ss read the text and crite the words or phrases in the box. An example has been provided. Supply Ss with ‘monolingual dictionaries and encourage them to check unfamiliar words in the dictionary and by consulting ‘their partners. The underlined words should be pointed out to Ss if they don't notice them. POSITION Tin first in command Platoon Commander | I'm responsible for.. ‘This includes... BRANCHES OF THE ARMY iv rid(10 mins) Talk to your partner about your own duties. Use expressions from the table in task 6 and from the article, Ss describe their duties and responsibilities to each other using the expressions in the chart above, The T to monitor pairs. (15 mins) Read the article and complete the sentences below. AAn example (0) has been done for you. Me and my dog How Bonnie's nose helped the Black Watch ‘batte-group stop suicide bombers Sniffer dog Bonnie can smell a single bullet or a bomb ~ skills which made her indispensable at Camp Dogwood during Black Watch battle-group operations south of Baghdad. She and handler LCpt Jenny Chester were brought into find any deadly devices carried in cars stopped at vehicle control points set up by troops in the area round Fallyja, ‘The five-year-old Labradorisan arms explosive seach dog from 102 Military Working Dog Support Unit, based at Sennelager, near Padesbom in Germany. Shi and LCp1 Chester, who had been due to dy home atthe end ofa four-month tour of duty in Basra, were ished north to Jend thei special skills to the 850-strong battle-group. Following the deaths of three soldiers in a road-block suicide Note: Black Watch ~ Scottish Regiment Example: 0 LCpl Chester works as an explosives dog handler. 1 Whois Bonnie? She's a five-year old Labrador/arms explosives search dog/a sn 4 was stopped ahead of troops’ positions because 3 soldiers were killed in a roadblock ‘Traffic in Fall attack, tactics were refined and traffic in and out of Falluja was stopped 100 yards ahead of troops’ postions. The drivers were ‘ordered out of the cars and told to open their shirts to ensure they had no explosives strapped to their waists before LCpl ‘Chester and Bonnie were sent in, Once she gave the all-clear, the troops would move in, ‘Now safely backin Germany, she denied she was doing anything. courageous. “Everyone's brave in his or her own different way ‘out here” she suid, “OF course its seary when you think what could happen when we approach target vehicles, but Td rather itwas me and my dog than five soldiers."I do it hecause I trust Bonnie 100 per cent. I knov if there's something there she'll find it and hopefully well beable to get out of therein time.” ‘The Labrador, one of 120 dogs at the Sennelager unit, can snff-outa single 5.56mm round hnidden under a pile of other objects (Adapted from Seldier Magozine 2005) fer dog. suicide attack/to check drivers had no explosives strapped to them 3. Troops would only move up to the cars after Bonnie and LCpl Chester gave the all clear /signal. LCpl Chester does her work because she can trust Bonnie 100 % 5. ‘The Labrador can sniff-out a single 5.56mm round hidden under a pile of other objects BRANCHES OF THE ARMY(10 mins) ‘Write a short description of your duties and responsibilities and compare your description with your partner's. Report to the class. If appropriate, re-group Ss to be with partners from the same job. The T to monitor writing carefully then pairs report to clas, Write an account of the di sand responsibilities you have in your work. Ss should personalise all the information from the unit in order to describe their own work. DCTP haces 1 In pairs, Ss add information about the activities of each branch An example bas been provided. (5-10 mins) Example: Special Forces Activities include reconnaissance, observation, sabotage, search and rescue operations. 2 In groups, Ss describe wartime scenarios typical of these branches. Some examples have been provided. (5-10 mins) Examples: Special Forces Enemy soldiers capture one of your troops and keep him prisoner of war. Special forces go into the area, locate the person, neutralise the enemy and rescue the soldier. Axtillery “The armed forces want to capture a vast area of land, Days before the offensive, gunners are called to direct fire against enemy targets in support of the infantry advance. BRANCHES OF THE ARMY ma xSTRUCTURE oF EU ALEEL@ (5 mins) Discuss how the army is being restructured in your country. What is your opinion? Either make this a whole class discussion or divide the class into fairly large groups ~ try and get everybody talking. (10 mins) Divide the class into pairs, New words / expressions should be checked in a dictionary, Below are some words and expressions which describe the structure of an army and the command structure, Together with a partner, put them into the appropriate column. An example has been done for you. Add any others that you can think of. « include «be organised into = consist of = be divided into = be commanded by = be led by = be a commander of «to be made up of = combine be in charge of = be composed of be in command = be under the command of _« be headed by = comprise STRUCTURE COMMAND consist of PT eee AE A bein charge of be divided into beacommanderof _ be organised into be under the command of to be made up of be commanded by be composed of be beaded by combine : be led by a comprise bein command ac} RUCTURE OF THE ARMY(15 mins) Use the words below to write 5 sentences describing organisational structures and 5 more sentences describing the command of those structures. Relate them to your own working situation. Tis task puts the words and expressions into context. Ss complete the sentences. The first sentence (A) refers 40 organisational structure and the second (B) to command. As far as possible, the sentences should relate to Ss own working environment, Example: 0 a The General Staff comprises 6 departments: from G1 t0 G6. b The General Staff is headed by the Chief of Staff: la walt is composed of “ ____isled by ass 2a consists of. is under the command of. 3a is divided into is commanded by 4a include is in command of 5a is organised into is a commander of (15 mins) In pairs describe your position in the military in terms of where you fit into the overall structure. Use the categories below to help you, ‘This speaking task is intended to elicit vocabulary to describe military structures in terms of where the Ss fit in, Ss work in pairs. T monitors and provides relevant vocabulary if needed, = job = superiors = department «= subordinates = unit ' reporting structure «= branch RUCTURE OF THE ARMY 79(10 mins) Put the headings below in the appropriate place in the text. An example (1) has been done for you. This is a reading activity which can be done individually or in pairs. Ss should put the headings below into the text 1 light infantry 3. armoured brigades 5 mechanised infantry 2. airborne infantry 4 heavy armour infantry Key: Complete vers Note: AIFVs- Armoured Infantry Fighting Vehicles; APCs - Armoured Personnel Carriers, 80 STRUCTURE OF THE ARMY(15 mins) SS Track 12 Listen to the briefing on the organisation of the British Army and fill in the missing information in the chart. Note: the recording starts with a Section'and moves UP the chart. Ss work individually and listen to the recording of lecture describing the structure ofthe British Army. Ss complete the chart by filling in the information in the empty boxes. It will probably be necessary to play the recording more than once BRITISH ARMY ORGANISATION Army ES) [50,000 + 2 corps + General Lieutenant General Corps C) |30,000 + 2-5 divisions | Lieutenant Major General ee S a a 2-3 regiments = i a [Division (Div) () 10,000-20,000 Ristisaadl | Major General eee Brigade (Bde/Brig) [5 |2000-s000 [2-5 battalions | Brigadier Colonel Regiment (Regt) CH) [650-1000 |sequadrone —|Tseutenant Lag Battalion (Bn) C1 Je00-1000 — }4-6companies ]Eieetenant | pao Company (Co; Coy) Squadron (Sqdn; Sqo)| 22] | 90-250 3-6 platoons | Major Captain Battery (Bry) a Platoon (PlvPlaw/P.) | C7] een’ d 30-40 24sections | Lieutenant _| Sf or Colour ‘Troop (xp) ergeant Scetion (Sec) CO faa 2+ fireteams Corporal Lance Corporal STRUCTURE OF THE ARMY i] aTAPESCRIPT Track 12 BRITISH ARMY ORGANISATION Ladies and Gentlemen ofthe press.‘Today Iam going to give you a short introduction to the organisational structure of the Army, what is made up of and who commands what. The Army's organisational structure contains component parts from combat arms, combat support and combat service support units. The unit size depends on its function. The basic building block of all Army organisations, of course, is the soldier. ‘The smallest group of soldiers is called a section or squad. And it consists of 8 to 12 soldiers and is typically commanded by a corporal. Larger than the squad is a platoon. It’s divided into two to four sections and consists of 30 to 40 soldiers, ‘A unit of engineers or artillery equivalent to a platoon in strength is called a troop. And a platoon is led bya lieutenant with a staff or colour sergeant as second-in-command or, as we only say for short, 21C. ‘Three to six platoons form a company. An artillery unit of the equivalent size to a company is called a battery, and a comparable armoured or air unit is called a squadron. A company contains 90 to 250 soldiers under the command of a major. And a captain is usually 21C. ‘A battalion is the element in the Army structure which includes four to six companies. It numbers 600 to 1,000 soldiers. A battalion commander is normally a lieutenant colonel with a major as 21C. ‘There's also an organisational component of approximately the size of a battalion, but itis categorized as a regiment. As far as its commander and 2IC are concerned, the same applies as for a battalion. ‘Two to five combat battalions make up a brigade. It's normally commanded by a brigadier with a colonel as IC, Brigades conduct defensive and offensive operations. Divisions are usually numbered. A division usually consists of three brigade-sized elements of between 10,000 to 20,000 soldiers. A. major general with a brigadier as 21C are in command of divisions, A comps has approximately 30,000 or more soldiers. And as a rule, two to five divisions are organised into a corps. Usually itis commanded by a lieutenant general or a major general. An army consists of two or more corps. At full strength the Army is composed of 50,000 or more soldiers. A lieutenant general or general is in charge of the army. Well, that’s the end of my short briefing. Thank you for your attention — and if you have any questions, Pll be happy to answer them. cya STRUCTURE OF THE ARMY(20 mins) Draw your organisational chart below in as much detail as you can. Then describe it to your partner ‘who will listen and draw it. Then compare your versions. It would be a good idea for the teacher to prepare a diagram/ehart of the structure of the army in their country, so that they can help Ss if necersary Divide the class into pairs. In the first box Ss drawo the structure of the unit/branch of their army indicating ‘where they themselves are placed. Ss then take turns to describe their organisational structure to their partner swho draws it in the second box. After that Ss compare the accuracy oftheir charts ‘The T supplies vocabulary where necessary and monitors the pairwork activity. My organisational chart oeeseneenaeeenieieneiinmemenemeneeninmetmmnanteneemnnnemenneel ‘My partner’ organisational chart Homework: Prepare a short briefing on the re-structuring of your army. Describe the organisational and command structure. Use the words and phrases you have learned in this unit. Keep it short. You may have to present this to the class in the next lesson. ‘The T should encourage Ss to be brief Tell the Ss whether they will be presenting in the class ~ ifso spend some time explaining presentation techniques ~ get the class to evaluate the performances. Videoing the Ss would be a good option if possible. Don't let the evaluation become too personal or critical. STRUCTURE OF THE ARMY 83Aims: ‘he aim of this unit isto practice, not teach, the vocabulary related to ranks and appointments (R& A), It also requires knowledge of the names of the branches of the army and that of units. Speaking — to develop students’ speaking skills using a variety of task types 10 provide communicative ways to review and practice vocabulary related to R & A in the students? oxon country including: asking for and giving information, describing as well as comparing appointments, and discussing questions. Listening ~ 10 improve students’ skills such as listening for specific detail and sequencing. Reading and Writing — ‘there isa note taking, gap-fill and a scanning task to provide a basis for the follow-up speaking activities. 84 hae) PO Cr OPE ae) ih teeta)ET MESS (5 mins) Ss look at the picture (which is at the bottom of page 52 in the Ss book) and discuss the ranks of the soldier. ‘The T may belp them by asking them questions about the picture. ‘Among those chosen from the Services to be presented to the Queen in Portsmouth were, from left above, Cpl Andrew Mackenzie, LG, Capt Daniel Matthews MC, Para, and CSgt Cliff Lea, PWRR. Note: LG —Life Guards, MC — Miltary Cross, Para ~ Parachute regiment, PWRR ~ Princess of Wales's Royal Regiment (ming Workin groups. Put the following words under the correct headings. An example has been done for you. Ss should be in small groups and the T should ensure that they work together on this task = corporal = engineers = ammunition technician = artillery = transport officer second-in-command of a company « logistics fantry = regiment = squadron ® lieutenant = platoon commander «= private = brigade = battalion = sergeant Key: Ranks | Branches ofthearmy | Army units Appointments corporal artillery squadron platoon commander private logistics battalion transport officer sergeant engineers brigade ammunition technician lieutenant infantry regiment second-in-command of a company _ | NKS AND APPOINTMENTS. ual Na: eee}(15 mins) ‘Your teacher will give you a set of cards of the British Army ranks. Work in pairs and put them give yor P Pp in order. The highest rank is Field Marshal’ and the lowest is ‘Private’. The teacher should photocopy the British Army ranks and cut them up ~ each pair should get a complete set. ‘Then, the teacher distributes sets of cards to pairs of Ss, Students are not to write anything at this stage. They ‘work together to put them in order. The highest rank is Field Marshal. => Bee track 13 Now listen to a British Defence Attaché (DA). Check the order of your cards. ‘The teacher plays the recording once. It may be necessary to play it a second time, although, the Ss will hear it again in task 4. Ss listen to the tape and check their answers. ‘The teacher should explain the difference between SSpt and CSgt. i.e: there's no difference ~ Colour Sergeant is only in the infantry, all other branches have Staff Sergeants. TAPESCRIPT Track 13 Interviewer: Every soldier is said to have a general’ epaulettes in his rucksack. Could you outline the typical stages for officers and non-commissioned officers rising through the ranks in the Armed Forces of the United Kingdom? Defence Attaché: Let's start with the non-commissioned ranks, A young man or woman, because we ‘must not forget now we have a large proportion of female soldiers, join the army on an engagement of 3, 6 or 9 years with the intention that they have a career of 22 years. And within that 22 years they would, hopefully if all went well, climb the promotion ladder from private to lance corporal, to corporal and then the big one to sergeant, where they enter the Sergeants’ Mess and once they're there, they look for further promotion to staff sergeant and then to warrant officer of which we have ‘bvo classes, class 2 and class 1. Maybe they'll become the regimental sergeant major of their regiment or battalion, and if they're lucky, and many are, they're then commissioned into the Officers’ Mess and they become the transport officer, the families’ officer, the quartermaster of that regiment where their previous soldier experience is fantastically useful. So that’s the non-commissioned end. ‘The commissioned officers now mostly are graduates, mostly in their mid-twenties and after university they attend our Royal Military Academy at Sandhurst for a year and come out as a second licutenant, think after about 18 months a full ieutenant and then comes captain, The most interesting rank in the British Army probably is captain, where they start really to take an active interest in things like staff work. They are second-in-commands of their companies, and they are doing important courses for their future promotion. Then major, which is where we command our sub-units. So a squadron or company is commanded by a major. The big promotion really for us is then from major to lieutenant colonel. And lieutenant colonels command regiments, and that is sadly probably, unless you're very lucky to command a brigade, the last time you will actually work with soldiers. Full colonels, the majority of brigadiers, work in staff appointments and on headquarters, er. some generals work in field appointments and some of them on the staff But the last time you get to command soldiers in reality is at lieutenant colonel level and at regimental level. CN RANKS AND APPOINTMENTS - Part IBRITISH ARMY RANKS Field Marshal (FM) General (Gen) jeutenant General (LtGea) Major General (Maj Gen) Brigadier (Brig) Colonel (Col) Lieutenant Colonel (LtCol) ‘Major (Maj) Captain (Capt) Per « «€ ¢« & (no insignia) fe ea Lieutenant (Lt) Second Lieutenant QLt) Warrant Officer Ast Class (WO1) Warrant Officer 2nd Class (WO2) Staff Sergeant (SSgt) | Colour Sgt (CSg0) Sergeant (Sge) Corporal (Cpl) Lance Corporal (cpl) Private (Pte) TN a(10 mins) Work in pairs. Put each one of the ranks on the cards into one of the categories in the table. Some have already been done for you. Ss work in pairs and complete the table. Answer key: British Army ranks Field Marshal A General Senior Staff Officers, |“ : ® | Lieutenant General called the ‘Top Brass’ - eae Major General Brigadier Colonel Colonel Field Officers Lieutenant Colonel Major Regimental Officers [Co , Lieutenant Sua Second Lieutenant wot Warrant Officers oe o Senior NCOs | Staff Sergeant ‘The Other Ranks beanie Sergeant ‘Commissioned A Officers (NCOs) | Junior NCOs | Corporat Lance Corporal | Private Ce) POC Cr ODE ae i caelZN <@> track 13 (10 mins) Now listen to the interview with the DA again. Complete the table below. An example is given. Ss listen to the interview with the DA again and fill in the missing information in the table [ Rank Appointment Warrant Officer Class 1 (WO1) Captain Captain Major Captain Major be Major Lieutenant Colonel _ Regimental Sergeant Major (RSM) Regimental Transport Officer Regimental Families’ Officer Regimental Quartermaster (Officer) Company Second-in-Command Squadron Commander (Officer Commanding, OC) Company Commander (Officer Commanding, OC) Regimental Commander (Commanding Officer, CO) Zs (10 mins) @> Track 14, 15 Listen to Annie and Paul talking about their jobs and complete the tables. Answer key: ANNIE PAUL ME a Rank Shekalieutenant | Heba.corporal Date(s) of promotion 1999, 2002 2003 Cumentapcintment | platoon commander _|emmion d Branch of the army the REME logistics Temporary posting inthe past | Germany usa course on electronic | bomb disposal prea cs Eoene engineering training ‘was interested ‘wanted an outdoor g Reason for joining the army | in sports and lifestyle excitement engineering and travelling | Note: REME - Royal Electrical and Mechanical Engineers uer nace ett in PaTAPESCRIPT Track 14 Annie Hairsine: Hi, my name's Annie Hairsine, I'm twenty-five and I'm a lieutenant. I joined the Army four years ago. After university I worked in an engineering company for a couple of months. I enjoyed it but realised that I wanted more from life than working from nine to five in the same job every day. Twas interested in sport as well as engineering and I saw the Army as a way of combining both of these pursuits. So I walked into the careers centre and I applied to join the Army. After a medical examination and a number of other tests I was accepted as a cadet at the Royal Military Academy at Sandhuest. I really enjoyed all the fitness training there and took advantage of the great facilities to swim, do athleties and play hockey ~ even playing for the men’s first team for a while. Looking back, it was a fantastic year, After Sandhurst I was commissioned to second lieutenant in 1999 and three years later, in 2002, I was promoted to lieutenant. [belong to the REME, which is an abbreviation for Royal Electrical and Mechanical Engineers. On my promotion to lieutenant I was appointed as a platoon commander. I'm responsible for the recovery, repair and maintenance of Army equipment including helicopters, tanks, road vehicles and ‘weapons systems. also look after the welfare, training and career progression of my soldiers, About a year ago I was posted to Germany where I attended an electronic engineering course for two months. ‘There’s no doubr life in the Army can be difficult and it’s not for everyone, but I love it. TAPESCRIPT Track 15 Paul Jackson: ‘My name's Paul Jackson and I've been in the Army for three years. I serve in the Royal Logisties Corps. 1 walked into the careers centre while I was doing my A-levels and thought, ‘do T really want to go to university now and do an office job?’ I'm a mountain biker at heart and love to be outdoors whenever possible, so I decided Ti look for an outdoor lifestyle. I also wanted to go and do something exciting, see the world.’The Army provided the ideal solution, In 2003 1 attended bomb disposal training at a highly prestigious centre in the USA, where I was posted for six months. Afier I completed the course, I was promoted to corporal. I was also appointed as an ammunition technician ~ I carry out the inspection, repair, and disposal of all ammunition, including guided missiles. I can also be employed on bomb disposal tasks for both military and police authorities. In my job I've got to make quick decisions, be confident and be very professional, because people are putting a lot of trust in me.I like having this sort of responsibility. (15 mins) Work in pairs. Ask and answer questions using a-g above. Take notes. You will report to the class. Ss work in pairsand interview each other using the questions from tash 5. If formulating questions is problematic, the teacher should provide additional help and practice. CY OL RANKS AND APPOINTMENTS - Part |Revision: BRITISH ARMY RANKS Write the appropriate rank in full Field Marshal (FM) General (Gen) Lieutenant General | (Lt Gen) | Major Generat (Maj Gen) Brigadier (Brig) 1 | | Colonel (Col) Lieutenant Colonel (Lt Col) Major (Maj) | Captain (Caps) dl © © y ¥ ¥ wv (no insignia) Lieutenant (Li) | Second Lieutenant (211) Warrant Officer 1° Class (WO) | Warrant Officer | 2" Class (WO2) | Staff Sergeant (SSg1) Colour Sgt (CSgt) [in the infantry only] Sergeant (Sgt) Corporal (Cpl) Lance Corporal (cpp Private (Pte) POC Ease) iia hey art | ey)(10 mins) What are the ranks and appointments of the people in the picture? Read the text and fill in the table below. Do not use abbreviations. Write the ranks in full, Ss scan the text for ranks and appointments. The teacher should explain the meaning of Colonel-in-Chief. Colonel- Army. The one exception is the in-Chief is an honorary position held by a member of the royal family in all regiments of the British ington Regiment. Royal visitor: The Princess Royal, Colonel-in-Chief of the Royal Logistic Corps, called on 13 Air Assault Support Regiment RLC at its Colchester barracks. Princess Anne is pictured with, from left, driver-radio operator Cpl Stuart Evans; commanding officer Lt Col Mark Poffley; Capt Nicola | West, 21C 34 HQ Squadron; and WO1 Jo McCord, regimental sergeant ‘major: The regiment has taken under command 47 Air Dispatch Squadron, which joins 15 Attack Support Squadron and 63 Air Assault Brigade Support Squadron. Note: In the British and other Commonwealth armies, the Colonel-in-Chief of a regiment is its (usually Royal) patron. In Britain, the only non-Royal Colonel-in-Chief is the Duke of Wellington, Colonel-in-Chief of the Duke of Wellington's Regiment Rank Appointment | corporal driver-radio operator captain second-in-command (21C) warrant offi regimental sergeant major(15 min) Work in groups of three. One of you will choose an appointment from the list below. The other two have to find out the appointment by asking ‘Yes/No’ questions. Some suggested questions are given. APPOINTMENTS = divisional commander = Chief of the Defence Staff = platoon commander = OC of an engineering squadron = operations officer * base commandant = regimental quartermaster sergeant « families officer ‘ion commander = electronics technician = rifleman « section 21C = company sergeant major = transport officer = driver = ammunition technician = radio operator Note for teachers: SUGGESTED QUESTIONS © Ishe a commissioned officer? Is he ina command position? Does he command a bigger unit than ...? Does he work with troops? Is he responsible for equipment in his job? ete, OC - officer commanding (a company or equivalent-sized grouping); 21C ~ most senior person after the commander and nominated to take command in bis absence. Ss work in groups of three. Before starting the task, the T should go through the questions provided with the whole class and elicit some otber possible questions. (10 mins) Work in two groups. Group A. will prepare a table of commissioned officer ranks and appointments for their own army. Group B will prepare one for the other ranks for their own army, ‘Teachers should prepare the key to this task themselves, as the answers will vary from country to country. PTO LeE ODE ase) i= Bey Ey(15 mins) Work in groups of three and discuss the following questions. Take notes to report to the class. Ss work in groups of three and discuss the questions below. Sr should take notes and compare their anscuers swith the rest of the class, Before starting the task, the T should check understanding of phrases such as ‘be promoted below the zone’ et. © What affects promotion in your army? Is it possible for a WO or NCO to be promoted from the ranks? Note: Only officers are promoted from the ranks; WO and NCOs are in the ranks, ‘How many times can a serviceman be promoted below the zone? What are typical jobs for women, if any,in your army? Are there any positions that women are not allowed to hold in your army? Should MoD employees have ranks? British Army Ranks and Appointments Quiz (5 mins) ‘The teacher should read the questions twice. After the quiz. read the answers. Work in pairs and answer the questions in the quiz about British Army ranks and appointments, Your teacher will read each question twice, 1 What are the lowest and highest other ranks? Answer: Warrant Officer 1st Class and Private (WO 1, Pte) 2 How many officer ranks belong to regimental officers? Answoer: 5 3 What is the usual rank of a training establishment commandant? Anscver: full Colonel (Col) 4 Whaat is the usual rank of a company second-in-command? Answer: Captain (Capt) 5 Whaat are the two junior NCO ranks? Answer: Corporal and Lance Corporal (Cpl, LCpl) 6 In which branch of the army do colour sergeants serve? Answer: infantry 7 Which group of officers are the ‘top brass’in army slang? Answer: Senior Staff Officers 8 What three ranks are referred to as field officers? Answer: Colonel, Lieutenant Colonel and Major (Col, Lt Col, Maj) 9 Who is superior: a Lieutenant General or a Major General? Answer: Lieutenant General (Lt Gen) 10 What is the usual rank of the Regimental Quartermaster Sergeant (RQMS)? Answer: Warrant Officer 2nd Class (WO 2) 11 What appointment can a major have? Answer: Squadron Commander and Company Commander (Sqn Comd, Coy Comd) 12 What are senior NSOs of a regiment or a battalion called? Answer: Regimental Sergeant Major (RSM) UNIT 9 RANKS AND APPOINTMENTSI FACT SHEETS: COMPARATIVE MILITARY RANKS BRITISH, US, AND CANAL AN aye Ne ‘Canadian Forces Biitish Army NTO Land Free and US Army, USAF Canadian Forces cae] ae | misue | otto | usney | nar | comundind | ying zee! ‘ir Command ‘General ofthe my | Fos | Gott A” | nate | eas | Matte Roa 0 Tie | Face Fa aon | AeFoce i a {(0 USNC equi) ese) x q General | General ‘ara | Adniral | ACs ; ‘ail (Gen) __| (Gan) (dn) (om | acon Seow | as ces | coca” |Laerenenea! | veosanial |Voekdnial |ArMastel | inuanan-Genea | ver Admra (LtGeny | (Gen) (wade) | eon ian | (Gen) (wade) BY) sinc Te RearAaial | aves maana | | Ma-General| Major Genera | Rea-Admral_| ArVionMarshai | Mojo-Gener | ReerAdnial OFT | icon) | (UMaiGen) | am) (eer an (NGen) Rea) { —— - Roar Arial Brigder | Brgader General | Conmedoe ay, | Af Commodore | Bigadi-Ganeral | Conmodere OFS | iera) | (86IBigger) | (Cue) from? | cae) {@Gen) (Cére) ors | ene Colonel ‘Capiain ‘Captain Group Captain | Colonel ‘Captain (N} (Co) couch {Cont (cart) __| (Goan) (ca (Canty or4 [Goma | Untranicomet | rmansa | cirmande [ing commana | etnsCovm | cnn tae | trot (cs (con) | ig cay (co ca Loutenant | Untonant Ueaterant Mejor | jor SquationLeader | Major oF Commander | Commander ‘Conmande (a (wala (wea) |aeory | Santsrorsty | ma to ora [cman | Cactan |/Ueutinant | Lewterant | Fight werant | Copan Leuinant ‘Gan__|(CPTICany w ) FutorrL) (Cand 0) Uutenant | Fttieuerant | Sub iotnart | Let | rng ofcer | Letenent SubLletenat sie Grade w sunny ren truss | 0 (su ora a |__| faint, | Sexord Uetenant Ensgn | lot oer Second Liwenant_| Acting Sub-iutenan a (atraut eS (PO; ey sy ‘Officer ‘Midshipman he: * OHO | despae | a Ofc Designate Student|OficerCadet | Ofer Csat | mitipnan | Ofer Cafet | Ofer Cadt | cay Officer | (0Cat) (06d (won) | foc) | toca Note: OF-10 ranks in the United States can only be attained during war time. This is also now generally the case in the UK, although provision is made to award them under special circumstances in peacetime (no promotions to these ranks hhave been made since they were generally suspended in 1997), Note that the US military usually uses O-1 to O-11 to symbolize officer, and not the NATO codes of OF-1 to OF-10 in which all subaltern officers are classed as OF-1 (-1 and 0-2 in US). Not listed are US warrant officers. ‘A warrant officer isan officer who can and does command, carry out military justice actions and sits both selection and promotion boards. A warrant officer is a single-track specialty officer, intially appointed by the Secretary of the Army, he/she receives a commission upon promotion to Chief Warrant Officer Two (CW2). Pay grade is used in the US military as to normalize the ‘equivalent enlisted and officer ranks respectively. For ‘example, the base pay of an E-8 isthe same in the Air Force and the Army. In theory, those two E-8s will have equivalent levels of seniority and responsibility. When enlisted men RANKS AND APPOINTMENTS — Part II from several services are together; the senior enlisted man is responsible forthe group. For comparing ranks with other ‘countries the Paygrade numbers match with the NATO ‘Codes for Enlisted (Other) ranks. Hence E-1, at least for this purpose, can be considered same as OR-1, E-2 as OR-2 and so on. Also note that the British Armed Forces do not actually use the term Enlisted Ranks. The equivalent in the Royal Navy is Ratings and in the other services is Othe Ranks (formally at least in the past, Warrant Otficers, Non= Commissioned Officers and Men). ‘The Royal Marines rank alongside their army equivalents, However, when bome on the books of any of HM Ships tor Naval Establishments Royal Marines are subject to the ‘Naval Discipline Act 1957 and in these circumstances many officer ranks in the Royal Marines enjoy greater status. Second Lieutenants are equivalent to Sub Lieutenants snd ranks from Lieutenant to Major may be considered equivalent to one rank higher (OF-2 to OF 4) Lieutenant Coloneis are considered equivalent ro RN Captains with less than six years in the rank,and Colonels would be equivalent to Captains with more than six years seniority, ligher ranks follow the equivalence on the table above, NIT.aro Renk code US Army usar | usMc USN PAVING US enlisted ranks, British other ranks, & Canadian Coe ere AC ad Sergeant Nejor of theamy oro Command Sergeant gor (osm) Sergeant Maor| (sci) Fist Sergeant (86) ors Master Sergeant ise) Sergeant Fist Cass| (SFO) Piatoon Ty IT9 Chief Master | Sergeant Sergeant of | Major of ther Force | the Maine (casar} | Comps (Command Chief Master Sergeant (cusa) Sergeant Major (SatMa) | Master Gunnery | Sergeant (wsySo) Chief Master Sergeant (CMS) Fat Seen! ‘Serior {1st Sgt) Nester ‘Sergeant (sisa) | Master Sapean | (uso | Gunnery | sergeant (rsa) aster Sergent (sat Waren Ofer | Cust wor) {The most ser WOtsare te Conds Con fate Rol Waste Chie Logte Cas Pty fier | asthe ate ary Academy Sevan wwcPon)” | Maer | 1AcSM) {iis te Garson Soeent Mape ‘camp afte London Dati) ‘waran Oficer Gas! (won) | Conmand | (pncminent Mast hie | of Regiment Paty fer | Sergeant Major (Cuiceo} | (RS) and Regent | copra Mejor RCH) Warant Ofer Noster chit | Class 4 Pty Ofer | (01) (CPO) | faous ‘epoiinent) | WarantOffeor Ciass2 | (woz) (appoinimentot ‘Sompany Sergeant Mapr (cst, ‘Squacon Sergeant Serior Chief | Major Pty Ofcer | (SSt) ($080) | or | Sauadion Corporal Major (SCM) Warrant Ofer Chass 1 (wor) ‘ncdes apppoinmentof | Class 1 Regimental Sergeant Majo RSW) Warrant Ofer lass 2 i) (appointment of Company Sergeant Major (cs) Warant Ofcer | WarantOfear lass 2 ‘02 | vafous | eppiriments) ‘Sta Sergeant (S90! Chief Pety Colour Sergeant Otfeer | (Sg) (oP) | Sta Corpora | (sc RANKS AND APPOINTMENTS Cass 2 vo} (various appointments) | Warart | officer (wo) | warent_ | fer lass 2 (vo) het Coleur Sergeant) Paty (cso) Officer (cPo} Warrant Ofooe (wo) Master Aircrew (ac) Noes euiralent Fight Sergeant 5) Chie ‘ectnican (en Chief Warant Officer (ow) Naser Warant Oca (uwo) Warrant Of0r (wo)ENLISTED RANKS eS cu Ceu ee een a Caen oat a Oe ee ene AY Gn toy aro Rank | USArmy | USAF usNC USN British Army Royal Marines | oval RAF code | hea sat Tectniat | tat | Paty fcr on | Soreart | seosant | Serpent | fetus | Sergeant | S85 |S ON sie, | | at | Smo a (53) (a0) | (Sab ox |, [sone | BR | Ceetcttne (Po) ons rye ss | (Cl (sen) | (ssay (so) (P02) | eae] a Corporal bi (Col), opt | Bomar BO | cemes |e o8 |e | cert ete [conan | uote coe Speci | (Gay | ogy | Raven | an Rate | (Co (wen cea) |Lance-Corporal of Horse (LCoH) | a Lance-Corporal {LCphy | Pivale | Aman Fst | Lance Seaman |r LanceCopeal |NOES | NOES | caper ona | Fistcies| Case | Corpor oie eee bebe fro wee) [gos ONL rama auvaem | eqavaent | {oa} (Poyaianteny) | Jason Teac | Privato | (Castes 9 ise Pte Fint|Searan | (Pe) | Private | Aman Maxine ‘alivo)nan| Pate one rman | class | Apprenice | orate os ie Ae Rate [tty |r| ae (Noe) (sac) | ey ‘i ‘Trooper (Tpr}, | Seppe ec. Leodig | | Arativojnan (LAC(Y)) seamen | Prva Pirate | Arman Basie Private : = Acrat(vajnan,Prite Recut OR Fev) | 8) Peweteet see | (act) | (e(r | | " | Note: ‘A Warrant Officer in UK service is a senior non- ‘commissioned rank not comparable to the various grades of ‘Warrant Officer in the US, although holding the Queen's Warrant and with certain’ privileges similar to those of officers. In the Army and Royal Matines, they are referred to by their appointment, of which there are many (for example, Regimental Sergeant Major isa WO1 appointment). The US. ranks held by single track career specialists (ranking between Enlisted Ranks and 2nd Lieutenant) and have no NATO, equivalent. An RN Warrant Officer Class 1 incorporated the former rank of Fleet Chief Petty Officer. ‘The RN created the rate of Warrant Officer Class 2 on 1 April 2004. Previously there was arate of Charge Chief Petty Officer, who usually ranked as OR-7, although above other (CPOs. A Charge Chief Artifice (a highly-qualfied technical CCPO) could be given a NATO OR-8 status,but still ranked below WO2 in the Army and Royal Marines, On the creation ‘of WO2, all CCPOs were upgraded to this rate British Sergeants/Petty Officers are seen as equal to ES and E6although Corporalsaswell as Sergeants may be appointed to an official OR-5 (Le. E-5) military role as is suited to the particular situation, From April 1, 1999 Able Rating and Ordinary Rating merged, Marine Ist Class and Marine 2nd Class merged. Junior Rating and Junior Marine abolished, USAF = United States Air Force; USMC - United States ‘Marine Corps; RAF - Royal Aie Force; RN - Royal Navy; N- Navy. RANKS AND APPOINTMENTS - Part Il ie: eee) aeT ORGANISATIONS Aims: to ask for and give information about the EU, UN, IFRC/ICRC and NATO 10 listen to people describing their jobs in international organisations 10 exchange information on co-operation between NATO and the IFRC ‘0 practise speaking skills by developing dialogues on topies with an international focus INTERNATIONAL ORGANISATIONS(5-10 mins) Describe what you can see in the pictures. Where do you think these places are? Individual work. Ask Ss to describe the pictures and identify the buildings, cities and states where the four organisations are based. Draw a chart on the white board and write Ss answuers. Key: 1 2 3 4 Oar te ion | EU Parliament |Naro__|icrc UN Seat Strasbourg Brussels Geneva New York Country France Belgium Switzerland USA Note: © There are two EU Parliaments: in Strasbourg (above) and in Brussels # I is recommended to distinguish berween the IFRC (International Federation of the Red Cress and Red Grescent Societies) established in 1919, and the IRC (above) (International Committee of the Red Cross) established in 1863. The former refers to the executive management with its HQ in New York and the latter is a network of national organisations with its HQ in Geneva. The photo above is of the HQ of the ICRC in Baghdad, however further work in the unit refers exclusively to the IFRC. Extra Ideas: Ask Ss: (D if they have visited a city where an international organisation bas its HQ; (2) if they have visited the HQ; (3) if they know someone who has visited the HQ and told them something about it; (A) if they have heard some recent news about any international organitations. INTERNATIONAL ORGANISATIONS. 9(30 mins) Your teacher will give you a fact sheet about one of the following international organisations: the EU, the IFRC, the UN. Work in groups of three. Read your fact sheet carefully Study the kind of information required ‘Complete the task sheet with information about your organisation Find out information about the other 2 organisations by asking questions and completing the chart (5-10 mins of individual study, 15-20 mins of information exchange in groups and 5 mins of debriefing to ‘the whole class.) Divide the class into three groups: (1) EU group, (2) IFRC group, (3) UN group. Give task sheets (see page 101) to all Ss and one set of fact sheets for each member of each group (sce pages 103, 104, 105) ie. only EU task sheets to EU group, only LFRC task sheets to LFRC group etc. Ss copy the information from their assigned fact sheet to their task sheet as shown in the example of NATO on the task sheet. Then Ss circulate asking and giving information about the missing organisations on the task sheet. Make sure that Ss do not look at each other’ task or fact sheets and copy the information. 8s are expected to exchange information verbally. Finally, Ss go back to their original groups and compare anscvers. The 3 fact sheets are at the end of these notes and should be copied before the lesson (see completed task sheet page 102). TEACHER'S INFORMATION ACRONYMS Definition of an acronym: An acronym is a word made up of the first letters of the name of an organisation, disease etc. and pronounced as one word: AIDS - Acquired Immune Deficiency Syndrome; NATO - North Atlantic Treaty Organisation. ABBREVIATIONS Definition of an abbreviation: An abbreviation is a short form of a word or phrase, made by leaving out some of the letters, or by using only the first letters of each word: e.g. Dr (Doctor), APC (armoured personnel carrier), # Use the zero article before an acronym in the position of the subject: UNICEF protects the rights of children. Note: When the full name of an organisation is used, use the definite article: ‘The UN International Children Emergency Fund protects the tights of children # Use the zero article in plural: NATO member countries are meeting at the NATO summit in Prague. Use the definite article before an abbreviation in the position of the subject. Tie UN pays an important cole in keeping peace in the word ‘The EU has established an EU army. Note: Use zero article in headlines: Tragi ambassador makes speech at UN. ‘© Use the definite article with the full name of an organisation: ‘The European Union has introduced a new defence structure. eT) INTERNATIONAL ORGANISATIONS,de Task2 PHOTOCOPIABLE TASK SHEET Name of organisation NATO EU TFRC Establishment Main office established on 4 April 1949, in Washington in Brussels Mission statement © to protect the freedom and security of its members Membership 26 NATO member states Main body: Core functions © North Atlantic Council © Defence Planning Committee © Nuclear Planning Group # to develop collective self-defence © to carry out peacemaking, peacekeeping and peacebuilding operations © to fight against terrorism © to assist people in disasters Website www. nato.int INTERNATIONAL ORGANISATIONS TrlTask2 COMPLETED TASK SHEET eranlahed ont ‘The EU founded in 1919 | came into 4 April 1949, integration began existence on in Washington in 1950 24 October, 1945 ‘in Brussels in Brussels in New York in New York to protect © to develop © to protect © tokeep peace the freedom and cooperation the lives of and security security of its in economic, ‘victims of in the world peeehes scientific, disasters, judicial, social, | conflicts, wars educational and cultural 26NATO member | 25EUmember | 180 countries | 191 UN member states states participate in states the IFRC North Atlantic ‘The main bodies | the Assembly ‘The main bodies (Council| for the EU are: of the UN are: ‘European the Security Defence Planning | Council, Councitand Committee European the General Commission, Assembly Nuclear Planning | Zuropean Group Parliament eerie © topromote | © to provide © topromote collective freedom and humanitarian | human rights self-defence justice in aid Europe and © foprevent to carry out inthe world | © to protect PoW | conflicts peacemaking, (Prisoners peacekeeping and | ¢ £0 improve of War) © to help victims peacebuilding Europes of natural operations economy © to trace missing | disasters people to fight against | # 10 develop © to promote ae Common © to provide economic Foreign and educational and social to assist people Security Policy | programmes development in disasters ‘www. nato.int wwweuropaen.int | www.ifreorg www.unorg INTERNATIONAL ORGANISATIO!Task 2 ‘The United Nations Establishment ‘The United Nations officially came into existence on 24 October 1945. Main Office ‘The UN is based in New York. Objectives ‘The purpose of the UN is to keep peace and security in the world. ‘There are 191 members of the UN. Main bodies ‘The Security Council and the General Assembly. Functions © to promote human rights and international law © to prevent conflicts # to help victims of natural disasters, conflicts, wars, and hunger ‘© to support economic and social development © to organise peacemaking, peacebuilding, peacekeeping missions Websit INTERNATIONAL ORGANISATION: Ck}aoeeeneeeeeneanenenaneanemeieeeneninnenenmeneneeenmememnenaneeneeel aC.s ‘The European Union Establishment ‘The European Union was set up after World War Il. The process of European integration started on 9 May 1950. Main Office ‘The EU has its main offices in Brussels, Strasbourg (Parliament), Brussels (Commission), Brussels (Council). Objectives ‘The main objective of the EU is to develop cooperation in economic, scientific, judicial, social, educational and cultural areas. Membership ‘There were six countries in the beginning. After five waves of accessions the EU now has 25 member states. Main bodies European Council, European Commission, European Parliament Functions © to promote freedom and justice in Europe and in the world © to build Europe's economy (single market, common currency, job creation, regional development) # to develop Common Foreign and Security Policy Website: www.europa.cu.int INTERNATIONAL ORGANISATIONSTask2 International Federation of Red Cross and Red Crescent Societies Establishment ‘The IFRC was founded in 1919. Main Office ‘The IFRC is based in New York. Objectives “The primary purpose of the IFRC is to protect the lives of victims of natural disasters, conflicts, war and poverty. Membership 180 non-governmental agencies. Main Body “The Assembly is the supreme body of the IFRC. Functions to provide humanitarian aid, e.g. food, water, shelter, clothes, medical services and supplies, sanitation etc. ‘* to protect PoW (Prisoners of War) and captives *# to locate missing people © to provide educational programmes Web: wwwitreorg INTERNATIONAL ORGANISATIONS cyExtra Ideas: El Describe the organisation they work for according to the structure of the task sheet below. ‘The idea is to make the activity personal for Ss. ‘Name of organisation Establishment Main office Membership Main body Core functions Website EX] the Peould divide the class into four groups (NATO, EU, IFRC, UN) and have students exchange extra information they know about these organisations. One member of the group will brief the clas. (10 mins) @@ Track 16 Listen to four people talking about their jobs and complete the chart below. You will hear the recording twice. Listening No 1 2 3 4 Name Peter George Elena Aleinda Organisation | FRC NATO EU UN to deliver to carry out 10 pass laws to demobilise and Mission humanitarian a peacekeeping re-integrate child aid ‘mission soldiers into society truck driver soldier MEP (Member _| researcher Job of the European Parliament) Placement — | Iraq Afghanistan Brussels New York @ distributes food, | searches houses |e participates © does research ‘water, dothesand| for weapons, in discussions on war-affected medical supplies | ammunition and | on security, children ob documents agriculture, economy, energy, | # collects and checks individuals| transport and documents their and conducts other industries | stories vehicle searches aT} INTERNATIONAL ORGANISATIONS,TAPESCRIPT Track 16 Peter: ‘My name's Peter. I'm in an IFRC team and our mission is to deliver humanitarian aid. I’m a truck driver and I transport people as well as things of different sizes from vitamins to large pieces of communication equipment. Last year I was going to work in Kosovo, but things can. change very quickly, and I've ended up in Iraq where I've been supplying food, water, clothes and. ‘medical supplies. 1 was sent here after operation ‘Iraqi Freedom’ ended, George: I'm Sunman, Well, that’s my nickname — we often use nicknames in the military. My real name Elena: is George. With the violence going on in Asia, I was ordered to Kabul, in Afghanistan, where Tve been part of a group which is carrying out a NATO-led peacekeeping mission. ACt first, Iworked in an observation post monitoring the situation and passing information to soldiers in the streets. But now I participate in foot patrols, I search houses for weapons, ammunition and documents. | also check individuals and vehicles. Hello, my name is Elena and I come from Bratislava, but am now living in Brussels. I work in the European Parliament as an MEP. There are 14 of us from the Slovak Republic. It is an important institution, because it passes laws for all EU countries. At parliamentary sessions T participate in discussions on current issues, for example, security, agriculture, the economy, energy, transport and other industries, Alcinda: Hi, I'm Alcinda. I come from Mozambique, but I live in New York. That's where my job is: at the UN. I'm a researcher: I work for the UN Special Representative for Children and Armed Conflict. Its main objective is to demobilise and re-integrate child soldiers into society. 1 do research on war-affected children and their families. That is, I collect and document their stories. Extra Ideas: If internet access is available, 8s can log on to the websites of the organisations and read the latest news for themselves. They take notes and brief the class. An alternative would be for the T to download and print relevant articles and ask Ss o summarise them and brief the clase. Nay ule Mele WEY Ute) }(20 mins) Jigsaw reading activity. Ss ask questions and give answers to find out the missing information in text A and text B (see pages 110, 111). Your teacher will give you text A and text B. First write 5 questions asking about the missing information on your task sheet. The T copies and distributes text A and B to each pair. Ss individually eorite questions based on the text. To make sure Ss ask appropriate questions, go through the possible questions with the class. Suggested questions: STUDENT A. STUDENT B a) What is NATO? a) What is NATO's mission? ) What is the main task of the IFRC? b) Where do NATO and the IFRC operate? ©) When did the UN pass the Conventions? _¢). What did the IFRC begin to introduce to the 4) Who does the Third Convention protect? military? ©) What has NATO developed? 4) What does NATO use in its exercises? ©) Why does NATO invite the IFRC to participate in its exercises? ‘Now work in pairs and fill in the missing information by asking and answering questions on the text about NATO and the IFRC. 108 INTERNATIONAL ORGANISATIONSTask 4 COMPLETE VERSION FOR TEACHERS NATO and the IFRC: A Partners NATO is a political-military alliance Its mission is to provide collective security for all its member countries. The IFRC is an independent, non-governmental organisation. Its task is to provide protection and help for victims of war and conflicts. NATO and the IFRC have many things in common. Ihe main one is the idea of armed conflict. Boh NATO and the IFRC operate in a hostile environment, As a result, human rights and fundamental freedoms are violated. Soldiers and civilians may get wounded, injured, sick, or become prisoners of was. ‘The IFRC has dealt with armed forces. The UN passed the Geneva Conventions in 1949 and the IFRC began to introduce /umanitarian law to the military, because it was essential to spread the knowledge of it at the level of basic training. Ever since then, the Conventions have protected four categories of persons: © First Convention Wounded and sick members of the armed forces in the field © Second Convention Wounded, sick and shipwrecked members of the armed forces at sea © Third Convention Prisoners of war © Fourth Convention Civilians in times of war NATO supports these activities of the IFRC and uses humanitarian scenarios in its exercises organised within NATO and Partnership for Peace. Recently, NATO has developed crisis management. NATO invites the FRC to participate in some exercises, because NATO wants to simulate real war scenarios. ‘And what lies ahead of these two organisations? tis the strengthening of co-operation to assist the victims of armed conflicts, INTERNATIONAL ORGANISATIONS 109TASK SHEET - STUDENT A NATO and the IFRC:A Partnership NATO is a political-military allian Its mission is to provide for all its member countries. ‘The IFRC is an independent, non-governmental organisation. Its task is to provide protection and help for victims of war and confiicts NATO and the IFRC have many things in common.’The main one is the idea of armed conflict. Both NATO and the IFRC operate in a hostile Mein Asa result, human rights and fundamental freedoms are violated. Soldiers and civilians may get wounded, injured, sick, or become prisoners of war. ‘The IFRC has dealt with armed forces. The UN passed the Geneva Conventions in 1949 and the IFRC began to introduce to the military, because it was essential to spread the knowledge of it at the level of basic training, Ever since then, the Conventions have protected four categories of persons: © First Convention ‘Wounded and sick members of the armed forces in the field * Second Convention Wounded, sick and shipwrecked members of the armed forces at sea © Third Convention Prisoners of war © Fourth Convention Civilians in times of war NATO supports these activities of the IFRC and uses in its exercises organised within NATO and Partnership for Peace. Recently, NATO has developed crisis management. NATO invites the IFRC to participate in some exercises, because real war scenarios. And what lies ahead of these two organisations? Ivis the strengthening of co-operation to assist the victims of armed conflicts co} INTERNATIONAL ORGANISATIONS.Task 4 TASK SHEET - STUDENT B NATO and the IFRC: A Partnership military jon is to provide collective security for all its member countries. ‘The IFRC is an independent, non-governmental organisation, Its task is t0 provide __ for vietims of war and conics. NATO and the IFRC have many things in common,’The main one is the idea of armed confiict. Both NATO and the IFRC operate in a hostile environment. As a result, human rights and fundamental freedoms are violated. Soldiers and civilians may get wounded, injured, sick, or become prisoners of war. “The IFRC has dealt with armed forces. The UN passed the Geneva Conventions in and the IFRC began to introduce humanitarian law to the military, because it was essential to spread the knowledge of i at the level of basic training, Ever since then, the Conventions have protected four categories of persons: © First Convention ‘Wounded and sick members of the armed forces in the field ¢ Second Convention ‘Wounded, sick and shipwrecked members of the armed forces at sea © Third Convention © Fourth Convention Civilians in times of war NATO supports these activities of the IFRC and uses humanitarian scenarios in its exercises organised within NATO and Partnership for Peace. Recently, NATO has developed NATO invites the IFRC to participate in some exercises, because NATO. ‘wants to simulate real war scenarios. And what lies ahead of these two organisations? Te is the strengthening of co-operation to assist the victims of armed conflicts. INTERNATIONAL ORGANISATIONS. Er(15 mins) Workin pairs. Look at the areas of activity below and develop two dialogues on the same topic based on the examples. You will report to the class at the end. Encourage Ss to develop dialogues around one topic area. Ss develop tzvo dialogues - one with a positive answer (example 1) and one with a negative answoer (example 2). Many dialogues break down because Ss ail to develop them. This is true, especially with negative anstwers, e.g. “Have you ever been on a peacekeeping mission?”~ “No” ‘Therefore, Ss should be encouraged to keep developing the dialogue as much as possible. Possible’Topic Areas: NATO the UN the EU the ICRC news about activities of international organisations military duty trips conferences summits co-operation cece reece ‘Topic: PEACEKEEPING MISSIONS Example 1 Student 1: Have you ever been on a peacekeeping mission? Student 2: Yes, Student 1: When was it? Student 2: 2002 Student 1: Where did you go? Student 2: Afghanistan... Example 2 Student 1: Have you ever been on a peacekeeping mission? Student 2: No. Student 1; Do you know anyone who has? Student 2: Yes, a couple of NCOs from our company. Student 1: Why haven't you been on a mission? Student 2: Ihave two kids and I want to see them grow up. ord INTERNATION, ORGANISATIONS