Campaign military 2 TB

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Campaign
CAMPAIGN

TEACHER’S BOOK 2

English for the military

Charles Boyle
Randy Walden
Simon Mellor-Clark
Introduction by Simon Mellor-Clark


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Macmillan Education
Between Towns Road, Oxford OX4 3PP

A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 1-4050-0986-1
Text © Macmillan Publishers Limited 2005
Design and illustration © Macmillan Publishers Limited 2005
First published 2005
All rights reserved; no part of this publication may be reproduced, stored
in a retrieval system, transmitted in any form, or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
the prior written permission of the publishers.

Note to Teachers
Photocopies may be made, for classroom use, of pages 154–160
without the prior written permission of Macmillan Publishers
Limited. However, please note that the copyright law, which does not
normally permit multiple copying of published material, applies to
the rest of this book.

Designed by Keith Shaw, Threefold Design Ltd
Page make-up by Carolyn Gibson
Illustrated by xxxxxxxx
Cover design by Keith Shaw, Threefold Design Ltd
Extracts taken from US Army Field Manual 100-5 Operations and US Army
Field Manual 101-5, Staff Organization and Operations.
Although we have tried to trace and contact copyright holders before
publication, in some cases this has not been possible. If contacted we will
be pleased to rectify any errors or omissions at the earliest opportunity.
The author and publishers would like to thank the following for
permission to reproduce the following photographic material:
P27 ©www.armedforces.co.uk

Simon Mellor-Clark would like to thank the many anonymous
contributors to the solutions for the case study sections. Simon would
especially like to thank CMSgt USAF (ret.) Marcus Hale McCain for his
help with these solutions. Simon would also like to thank members of the
TESOL Arabia ESP SIG and staff of the MLI Abu Dhabi for their
comments on the initial draft of the introduction to this Teacher's Book as
well as Louis Harrison, the Campaign project manager, for his enormous
and invaluable help with the final draft.
Randy Walden would like to once again thank Simon Mellor-Clark for
opening the door to work on Campaign; the entire team at Macmillan for
their help and support; and his wife Mónica for her constant love and
affection.

Printed and bound in Spain by Eldives

2009 2008 2007 2006 2005
10 9 8 7 6 5 4 3 2 1


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Contents
Introduction

4

1

Parachute regiment

14

2

The battalion

26

3

Military observer

39

4

March or die

51

5

The 3d ACR

61

6

International HQ

73

7

Carrier

85

8

Fearless warrior

96

9

Operation orders

108

10

United Nations Police

119

11

Combat Search and Rescue

131

12

Lessons learned

143

Photocopiable solutions

154


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Introduction
The Military and English
Language Training

•

The importance of English language training for the
military has grown enormously in the last decade. This
growth is largely the result of two factors: the changing
role of the military and changes in defence relations.

The changing role of the military
Military forces today are increasingly deployed on
humanitarian assistance and peace operations, often,
though not exclusively, under the auspices of either the
United Nations or NATO (the North Atlantic Treaty
Organisation). Nations contribute peacekeeping forces and
these different national contingents come under a central
command or headquarters. Often English will be the
operational language of this mission: the official language
that different national contingents use to talk to each other
as well as to communicate with the peacekeeping
headquarters. In addition, peacekeeping troops will
frequently need to liaise with non-governmental
organisations that are operating in the mission area.

•

•

•

•

Changes in international defence
relations
Increasingly, the armed forces of different countries work
and train together. When soldiers, sailors or airmen go on
exercise they need to communicate in a common language,
and English has become a military lingua franca.

Specific Needs for English
There are many specific reasons why military personnel
will need to learn English. Here are a few examples from
our experience.
• A colonel is preparing for deployment to a country in
the Balkans. He is going there as commanding officer of
a national contingent. While he is there, he will need to
attend meetings held in English at the peacekeeping
headquarters. He will also need to speak regularly on
the telephone, read correspondence and give briefings.
• A corporal is assigned to a multinational headquarters.
He is a driver and will need to understand the
instructions that NCOs and officers from other
countries give him. He will need to read orders, speak
on the telephone and complete forms. He also needs to

Introduction

4

•

know how to address the senior military officers and
civilians that he is transporting.
A major is assigned as a staff officer to the headquarters
of an international defence alliance. His job involves
reading and writing correspondence and reports,
making and receiving calls, and giving and attending
briefings. During his tour of duty, he will also need to
socialise with officers and NCOs from other countries.
An officer in training is going to the United Kingdom
to complete the commissioning course at the Royal
Military Academy, Sandhurst. She has little or no
experience of the army in her own country, but she will
live and train alongside young men and women from
the United Kingdom who are also studying to become
officers.
A sergeant from a technical branch is sent on a course
to learn how to operate an expensive weapons system
that his country has recently acquired. The course is
taught in English and all the manuals are in English.
A senior air force officer is assigned to an embassy
abroad. Although English is not the first language of
the country, the staff from other embassies all use
English in their daily contacts.
A signals unit is tasked to provide telecommunications
services to the headquarters in a multinational exercise.
The officer and senior NCO responsible for the unit
must negotiate the provision of these services.
A junior officer is nominated as liaison officer dealing
with non-governmental organisations in a
peacekeeping mission. His job is to determine their

logistics needs, including transport and convoy escort.

The specific English language needs of military personnel
will vary according to service, job experience,
specialisation and rank.
Service
Military English learners include personnel from the army
(a term in English used synonymously with ground
forces), navy and air force. Increasingly, civilian police
officers are also deployed on international missions, as are
border guards.
Job-experience
Learners may be students at military academies, preparing
for a commission as an officer or NCO. Alternatively, they
may be serving soldiers, NCOs or officers taking courses
in their unit or at a civilian or service school. There are a
number of differences between these groups.


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• Serving soldiers may be getting ready for a specific
mission; students at military academies will almost
certainly be preparing to take an exam.

• Serving soldiers will have a wide range of military
knowledge and experience; students at military
academies may well be dealing with English in subject
matter with which they are not familiar in their own
language.
Specialisation
There are a huge number of specialised roles in the
military, including infantryman, driver, cook, diver,
intelligence analyst and many more.

5 The instructor needs to be aware that there are aspects
of students’ work about which they are not able to talk.
Even seemingly ‘everyday’ topics, like work routines
and the location of different places on the base, can be
matters of security.
6 There are also aspects of work that students will not
want to talk about: soldiers can come back from
missions with psychological scars caused by what they
have seen. The instructor needs to be sensitive about
which discussion topics he or she introduces in the
classroom.
Many of these issues relate to methodology and teaching
approaches we will return to later in the teaching notes.

Rank
Different ranks commonly need to perform different tasks.
It is unlikely that a junior NCO will need to give an
extended briefing in English, for example.

Core needs

Each service, specialisation and task has its own
terminology, but all students have certain core needs.
Generally, they will need to be able to explain problems,
give suggestions, and correctly address superiors and
subordinates. They will need to acquire communication
skills such as giving or attending a briefing, using the
radio, referring to map data and attending meetings.

Characteristics of Courses for
the Military
Military students generally have certain reasonably
predictable expectations of a course of study.
1 Training is an important part of military life. Learners
are used to high standards of instruction and will apply
the same critical standards to their English courses.
They expect that the instructor will be prepared and
organised, and that he or she will communicate the
aims and objectives of the course and of each lesson
clearly.
2 Training in the military is largely job-specific. Learners
will expect to be able to see how the course meets their
needs and helps them to do their job in English.
3 Training is hands-on: learners will expect a practical
approach that reflects practical objectives.
4 Military training courses are time sensitive. This
general expectation, coupled with the fact that
language training has to fight for training time with
other subjects, will often place considerable time
pressures on the course.

Levels of Performance
All large-scale teaching operations, whether for the
military, state secondary schools or universities, require
measures of student performance so that courses can be
planned and assessed, and qualifications awarded. One of
the most influential measures of performance in military
teaching, and in the production of this book, is STANAG
6001.

NATO STANAG 6001
A STANAG (or STANdardisation AGreement) is an
international military standard created by NATO (the
North Atlantic Treaty Organisation) in order to regulate
equipment, procedures, tactics, training and just about
everything that affects how armed forces from different
countries work together on operations and exercises.
STANAG 6001 is a language proficiency scale designed to
allow comparisons of language ability in different
countries. It consists of a set of descriptors of proficiency
skills broken down into six levels.
Level 0
1
2
3
4
5

No practical proficiency
Elementary
Fair

Limited working
Good
Minimum professional
Very good
Full professional
Excellent
Native/Bilingual

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

Speaking

Reading

Writing

For example, a person with the level SLP 3232 has level 3
in Listening, level 2 in Speaking, level 3 in Reading and
level 2 in Writing. These four digits are preceded by the
code letters SLP, which indicates that the profile shown is
the Standardized Language Profile.

5

Introduction


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There is no one official exam for the STANAG 6001 levels.
Countries that use the scale produce their own tests and
are responsible for validating them according to the
STANAG 6001 levels.
The original version of STANAG 6001 was created in 1976
and modified in 2003. A full copy of STANAG 6001 can be
downloaded from the following website:
/>
Summary of STANAG 6001 levels 1–4
Level 1
Listening Can understand common familiar phrases and
short simple sentences about everyday personal
and survival needs.
Speaking Can maintain simple face-to-face
communication in typical everyday situations.
Reading Can read very simple connected written
material directly related to everyday survival or
workplace situations.
Writing Can write lists, short notes and phone messages
to meet immediate personal needs; can
complete forms.

Level 4

Listening Can understand all forms/styles of speech used
for professional purposes, including those on
unfamiliar topics. Can recognise nuances of
meaning, irony and humour.
Speaking Can use the language with great precision,
accuracy and fluency for all professional
purposes.
Reading Can read all styles and forms of the written
language used for professional purposes,
including texts from unfamiliar general and
professional-specialist areas.
Writing Can write the language precisely and accurately
and can draft all levels of prose pertinent to
professional needs.

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

Level 2

Purpose

Listening Can follow conversations about everyday
topics, including personal news, well-known
current events, routine job-related topics, and
topics in his/her professional field.

Speaking Can communicate in everyday social and
routine workplace situations.
Reading Can read simple, straightforward, factual texts
on familiar topics.
Writing Can write, with some precision, simple personal
and routine workplace correspondence and
related documents, including brief reports.

Make sure that you are aware of the overall course
objectives, and how each individual lesson and activity
contributes to achieving these. Communicate these
objectives to the students. Where appropriate, allow
students to comment on objectives, and take their
comments into account in your planning – they may know
more about their needs than you do.

Level 3
Listening Can understand conversations, briefings and
telephone calls about complex topics, including
economics, science, technology and his/her
own professional field.
Speaking Can participate effectively in most formal and
informal conversations, including meetings; can
deliver briefings.
Reading Can read with almost complete comprehension
a variety of authentic written material on
general and professional subjects, including
unfamiliar subject matter.
Writing Can write effective formal and informal
correspondence and other documents on

practical, social and professional topics and
special fields of competence.

Introduction

6

Organisation
Aim to give a clear structure to the course and to each
lesson. Organisation comes partly from teaching materials:
the syllabus, the course book and any supplementary
materials. However, more importantly, it comes from your
using these materials in class.

Preparation
Think through the lesson before you walk into class.
Decide what you will use from the book and what you will
omit. Choose any supplementary materials necessary to
meet the particular needs or interests of your students.
Make notes or write a lesson plan as required. Make sure
you have everything you need, such as CD and
photocopies of supplementary materials.
Lastly, remember that it is not enough to be organised,
prepared and focused; you must also appear organised,
prepared and focused. There are a number of ways to
create and communicate a sense of organisation,
preparation and purpose.


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1 Begin each class with brief revision of the preceding
lesson.
2 State the objective for the day’s lesson at the outset.
3 Contextualise your teaching: tell students how the
lesson fits into the course, how it connects to yesterday’s
class, and how it connects to tomorrow’s class.
4 Tell the students why you are asking them to do the
activities – what the learning benefit will be to them.
5 Explain to students what they can do with the
grammar in practical terms. For example, if your
teaching point is the present perfect, tell students they
can use this tense to talk about their experiences; elicit
or invent examples based on their own lives whenever
possible.
6 Find a pattern to classes, for example, beginning with a
short speaking activity to warm students up. However,
remember that this can be taken too far – a little routine
helps students to focus, but too much is deadening.
What happens in the classroom needs to be backed up
with documentation. The course book normally provides
this, and you should aim to use it regularly and frequently
in class. If you do not, students may find it harder to hang
on to their sense of the objectives for the lesson, or they

may feel that they are missing out on something. However,
this does not mean that you should doggedly plough
through every task and exercise in the book.
Sometimes you will need to introduce supplementary
material into the course, for example, to deal with
specialist vocabulary not in the course book, to look at
some aspect of pronunciation, or to provide extra practice
of a grammar point. This allows you to personalise the
course, tailoring it towards the students’ needs or learning
style – and your own teaching style. However, it is
important that the students understand how the
supplementary materials relate to the course syllabus.
A sense of organisation and purpose does not mean that
you are in control of everything that happens in the
classroom. For example, all of us sometimes need to
change a lesson in mid-stream in order to respond to
students’ needs or because an activity is clearly not
working. Paradoxically, planning makes it easier to
respond spontaneously to whatever unfolds in the
classroom. If the purpose of the course and the way it is
organised is clear to everyone, it is easier to make good
decisions and to justify them.

1 Determine the aims of the class
Before you start teaching, you should have a clear idea of
what your teaching objectives are. Read though the pages
you intend to use; think about the objectives and how the
various tasks relate to it. Be clear in your mind as to what
your students should know or be able to do after the lesson.
2 Write a statement of objectives

This will be the actual sentence that you will say at the
beginning of the class. The language you use should be
simple and unambiguous, for example:
In the class today, we’re looking at …
At the end of today’s class, you will be able to …
At the start of a low level course, you may want to state
your objectives in almost exactly the same words as the
course book, for example: The objective today is the simple
past. Alternatively, you may want to state your objectives
in the learner’s own language. Either way, this should be a
temporary remedy. As soon as possible, give a wellformed statement of objectives.
3 Define the stages of the lesson
In the next section of these notes, you will find a suggested
breakdown of the lesson into five stages: introduction,
input, practice, production and conclusion. This suggested
template is designed for classes that focus on presentation
of grammar, vocabulary or functional English. However,
the template can be adapted for skills-based classes, i.e.
listening, speaking, reading and writing.
4 Anticipate learning problems
Some of the material may present special difficulties for
different groups of learners. For example, aspects of
vocabulary may pose problems because of ‘false friends’ –
words that sound or look the same in the students’ own
language and the target language, but have different
meanings.
5 Think about instructions
Giving clear instructions is one of the most common
difficulties teachers experience. Develop a small number of
standardised instructions and always use these. The

wording for your instructions should be unambiguous and
at an appropriate level for the students. Use imperatives, e.g.
Open your books, rather than, I wonder if you’d minding opening
your books. You can add please if this seems too abrupt.
6 Work out timings

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

Timing is notoriously hard to predict, but you will need an
idea of the ground you hope to cover in the lesson. Decide
how much time you want to dedicate to each stage and
how much time you will give students to complete each
task. During the lesson, tell students how long they have
to complete each task, for example, You have five minutes for
this task.
7

Introduction


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7 Arrive early

Stage 4 Production

If possible, arrive in the classroom a few minutes early to
give yourself time to get organised: is the CD player in the
room, are there pens for the whiteboard, are there enough
chairs? If the institution where you work permits it, you
can use this time to arrange the seating in the room to suit
your lesson. Once this is organised, make yourself
available to students who may have questions about
previous lessons or the homework.

At the production stage, the focus is on use and
communication. At higher levels, tasks at this stage will
(increasingly) encourage students to be creative with new
language, working and moulding it so they can express
themselves as they wish. Tasks at this stage are productive
rather than receptive; that is to say, they involve speaking
and writing.

The lesson

In this final stage, revise the objectives for the class. If your
timing has slipped, this is the moment to say when you are
going to introduce the missed material. It is also the time
to set homework and look forward to the next lesson; to
say, for example, Tomorrow we’re going to look at …

This is a five-stage plan for a lesson or part-lesson.
Stage 1 Introduction
1 Begin the class by stating the lesson objectives and the
hook – the reason(s) why the language point is
important or relevant to students.
2 The introductory task. This is the first learning task of
the lesson, and generally the first task in every section
in the materials. It is designed either to warm up the
students, introduce new vocabulary that students will
need later in the lesson, or to activate a schema. The
idea of a schema is that in order for a learner to make
sense of the input in the lesson, he or she will need to
relate this new information to existing ideas. For
example, if you get students thinking about the things
they do in a typical day, it will help them be more
receptive to ideas and words like occasionally, sometimes,
always and never.
3 Review homework. If the homework you set in the
previous lesson was in some way to prepare for this
lesson’s activities or input, then now might be the
logical time to correct or review homework. In any
case, when you write your lesson plan you will need to
think about the logical time to deal with homework.
Stage 2 Input
This is the main stage of the lesson. For lower level
learners, a useful teaching pattern is presentation–
practice–production. The input stage is the presentation
stage, when new language is presented to students as a
model. Ideally, this is done in some kind of meaningful

context for the students, i.e. a context to which they can
relate.
Stage 3 Practice
With the class focused on grammar, functional English or
vocabulary objectives, the practice stage is the student’s
opportunity to get to grips with the new language. It
involves doing written exercises and oral drills (listen and
repeat, etc.). In this kind of guided practice, there is
typically little room for error.

Introduction

8

Stage 5 Conclusion

Debrief / reflection
After the class, think about what went well and what did
not. Try and apply the lessons learned to the next class.

The Echo Sections –
Problem-based Learning
The echo sections in each unit are based on a methodology
called Problem-based Learning. In problem-based
learning, students work together in order to find solutions
to real-world problems. The problem itself is often given
as a story and is either written or spoken. The stage is set,
the characters presented and a sequence of events is
introduced chronologically, building up to a problem that
needs a solution. Then, students present their solution to

the rest of the class.

Why problem-based learning?
Problem-based learning has a lot to offer in any language
classroom, but it is a particularly useful approach with
military learners. Here are some of the reasons why we
have included problem-based learning in Campaign 2.
• By placing learners in a role, giving them a problem
and inviting them to resolve the problem, problembased learning reproduces real-world contexts and
promotes realistic language practice.
• Problem-based learning promotes accuracy and
fluency. In carrying out the task, the focus is on fluency.
In the public report of the solution – with its inherent
pressure to ‘get it right’ – the focus is on fluency plus
accuracy.
• Problem-based learning is motivating. Arriving at a
solution to the problem gives a genuine communicative
purpose, the practical application of classroom
activities is transparent and the tasks themselves are
intellectually challenging, engaging the learner and
sustaining interest.


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• Problem-based learning relies on the learner’s
involvement in the class and places a value on the
experience and knowledge that learners bring to the
classroom
• Problem-based learning focuses on communicative
tasks that students will need to do in and with the
language when they leave the classroom.
• Problem-based learning lets students rehearse these
communicative tasks in a (relatively) non-threatening
environment.
• Military language, especially reports and briefings, is
often structured with strict attention to form and genre
(how something is said or written). Problem-based
learning raises students’ awareness of form and genre
and promotes speaking and writing activities that
require attention to these aspects.
• In practising the language needed for resolving
problems, problem-based learning focuses on the
workplace language needed for cooperative
participation – essential to meetings and working
groups.
• In requiring students to work as a team, problem-based
learning involves collaboration, cooperation and taking
responsibility. It is an excellent vehicle for raising
students’ awareness about cultural differences in
decision-making processes.

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

has three components: the preparation phase, the problemsolution phase and the after action review. The central
component of the framework is the problem-solution
phase, but research and classroom practice suggest that
students will perform better if they are prepared – this is
the objective of the preparation phase. Similarly, the lesson
won’t end when students present their solution; the group
may need to wind down, individual learners will expect
some feedback on how well they did and the teacher will
want the opportunity to review the activity – these are the
objectives of the after action review. It will help you to
plan your lessons for the echo sections if you understand
the thinking behind each of these stages so, here is a more
detailed description of these phases.
The preparation phase
The purpose of the preparation phase is to prepare
students to perform the task. This phase is teacher-led and
typically begins with some sort of lead-in, designed to set
the scene for the problem and engage students’ interest.
The lead-in is often a short activity to introduce, define
and explore a topic associated with the task. It’s important
that students understand the objectives of these lessons –

especially students who are used to more structurally
oriented approaches – so, we suggest that you begin this
phase by stating the lesson objectives and giving a brief
description of the lesson procedure.
In problem-based learning, the student has to deal with
two problems simultaneously: performing the task in
English and the task itself – learners will need to draw on
real-world knowledge, opinions and non-linguistic skills.

The preparation phase often includes activities that aim to
help students with this. These activities include: simpler
problem-solving tasks to relate the task to information and
ideas the student already has, listening or viewing a model
of others completing a similar task and activities to
activate learning and thinking strategies.
In the same way that the steps in problem-solving have
certain real-world strategies, they also have associated
functional expressions. For example, in developing
possible courses of action to resolve a problem, students
will need to express their opinions, ask for reasons, give
reasons, make conjectures, offer suggestions and agree and
disagree. The preparation phase will include attention to
these functions as well as to other forms (lexical,
grammatical and phonological) that students will need to
understand or resolve the problem. The design of
Campaign means that most of these language forms are
introduced in the preceding sections of the unit, but if you
are not following the book section-by-section, or if you are
leaving some sections out, you may need to introduce or
review specific functions during this phase.
The preparation phase ends with the presentation of the
problem. Some of the problems are borrowed from the
students’ professional field and others are more general in
nature. Whether professional or general, most problems
have the following features.
The problem-solution phase
The problem-solution phase includes three stages: finding
a solution to the problem, planning and reporting to the
group. In the first stage, students work collaboratively to

reach agreement on a solution to the problem.
To help students who are not familiar with problemsolving methods, many problem-solving tasks in
Campaign 2 are sequenced, guiding the learner through
steps in the estimate process – the decision-making process
used in the British and US military to plan operations and
resolve other, non-tactical problems.

9

Introduction


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The estimate process
The estimate process has four stages.
1 Mission Analysis
In the first stage of the process, the commander or planner asks
himself the following questions.
• What is the intention of my higher commander and what’s my role
in the plan?
• What tasks do I have to complete in order to carry out the mission?
• Are there any constraints or limitations on my freedom of action
like time, space or resources?

2 Evaluation of Factors
In the second stage, the commander brainstorms a list of all those
facts that could affect his plan, especially:
• environmental factors, including ground, weather, population,
religion, culture
• the enemy
• friendly forces.
For each factor, the commander asks the question So what? – What
are the implications of that fact? And he keeps on asking that question
until he has completed a detailed list of deductions.
3 Consideration of Courses of Action (COA)
Based on his analysis of the mission and the deductions made about
the factors that affect planning, the commander generates a number
of alternative courses of action.
4 The Commander’s Decision
In the final stage, the commander decides the best course of action.

In Campaign 2, students are gradually introduced to this
method of reaching decisions. These are implicit task
processing objectives in the course syllabus. For example, in
Unit 2, section echo, the objective is ‘analysing the situation
and determining tasks’; in unit 4 ‘developing courses of action’
and in unit 9 ‘deciding on alternative courses of action’.
Below is an example from Unit 2 (page 23) of how this
decision-making process is supported through a series
of tasks.
Speaking Task 8 Work in groups.
Decide on your objectives.
Now put your objectives in order
of importance.

1 Mission analysis

Task 9 List all the facts that can
affect your plan. Use these headings.
mission time terrain weather
troops logistics and signals
2 Evaluation of factors
Now say what conclusions you can
draw from the facts.
Task 10 Work in groups. Decide on
a course of action.

3 Courses of action

Now explain your group’s plan to
the rest of the class. Use the format:
1 situation. 2 mission. 3 execution.

4 Commander’s decision

Introduction

10

It’s important that students resolve the problem under
pressure of time, so set a time limit for the task. The time
you give will depend on many factors, but fifteen to
twenty minutes will be a normal time period for most
tasks. As students discuss the problem and solution, move

from group to group. Listen and take notes on good use of
language, on errors (writing down actual examples) and
on target forms that weren’t used. These notes will form
the basis for your feedback in the after action review. The
focus during this stage is on fluency and students should
not be afraid of making errors. The teacher’s role here is
not to correct or critique and you should only intervene if
communication is breaking down. However, a discreet
Good or Well done can be very encouraging if students are
managing something well.
The task phase ends with the public presentation of the
group’s solution in front of the whole class. This public
presentation will increase the communicative stress placed
on learners but it is also likely to encourage a more formal
style and a focus on both fluency and accuracy.
The report may be spoken or written and the structure of
the report should reflect the genres and rhetorical patterns
that students would typically use to convey information in
their professional field. In the example above, students are
tasked to give a report in the form of instructions given as
a verbal operations order.
Students will need time to prepare their report – this is the
planning stage. Often, the teacher will work together with
the students in the planning stage, acting as a kind of
language expert.
The after action review
The after action review (AAR) is teacher-led and the
objective is to focus on what happened and why and
improve students’ ability to perform similar tasks in the
future. The AAR is important because it underlines the

linguistic objectives of the lesson (see Problems and solutions
section). In the AAR, the teacher has a number of options,
including language analysis and evaluation and feedback.
Language analysis
In most cases, the indispensable component of the AAR is
language analysis, focusing on forms that students used
correctly, incorrectly or not at all during the task phase. Start
with some mention of what went well. At this stage, you
may wish to write up on the board examples of sentences,
expressions or words that you noted down during the
problem-solution phase. Now move on to problems.
The way you go about dealing with errors will depend on
the group, the time available and also on the technology
available. It will also depend on whether you decide to
focus specifically on forms that were taught in the
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on all errors appropriate to the students’ level – ones they
can, with an effort, correct themselves or things that would
be useful for them to learn now. There are several ways to
do the language analysis, but the following procedure is

one which usually works well.
1 Choose some of the sentences you noted to work on.
Ten is a good number to aim for with a typical class –
though this can increase as students get used to the
procedure.
2 Write the sentences on the board. It’s not a good idea to
write or say the name of the student who produced the
error as this is effectively an (inappropriate)
punishment and may discourage students from
participating in the future.
3 State very clearly that the sentences all have errors in
them. Invite the class as a whole to correct the
sentences – or put students in groups to do this.
4 Go through the sentences, correcting them on the board
with the class. If they don’t know the answer, tell them.
5 Dictate the correct sentences to the students – ask them
to write them in their notebooks.
An alternative procedure for the language analysis is to
use a recording made during the problem-solution phase
(especially the public report). Recordings can be used to
illustrate errors or as a kind of ‘noticing’ activity where
students look out for good and poor use of language. You
can also get students to transcribe and reformulate a part
of the recording.
Evaluation and feedback
Language analysis is largely about dealing with problems
and it can be dispiriting for learners if we go straight into a
catalogue of errors. An alternative is to begin the AAR by
inviting learners to evaluate the task and give feedback on
their performance. You can start by asking learners to

reflect on the task – asking how they did the task, what
they learnt from the task and how their performance could
improve.
A further option is to have students evaluate each other’s
contribution. This can involve students voting on the best
solution to a problem and explaining their reasons or it
may mean evaluating how well individual students
presented their reports. In both cases, the criteria on which
learners evaluate solutions and reports will move beyond
the purely linguistic and into the professional. The
following task, for example, is designed to raise learners’
awareness about what makes a good briefing in the
military.

Task 1 Work in pairs. Write do or don’t.
In a briefing …
1 arrange your ideas in a logical order.
2 put your hands in your pockets.
3 pause to begin another point.
4 stress important words and ideas.
5 use filler words, like Right and OK.
6 use short, simple sentences.
7 use clear phrases to link your ideas.
8 use repetition to emphasise important points.
9 tell listeners what is important.

Taken from Campaign 2, Unit 8, section echo (page 82).
If you choose the option of learner feedback on the task
‘product’, the order of feedback is important. We suggest
that you first of all invite the individual student or group

to evaluate their own plan or performance. Secondly,
invite other learners or groups to comment. Finally, return
to the individual or group being evaluated and ask for
their comments on the feedback of their peers.
If you don’t have military training yourself, you may feel
it’s not appropriate to give feedback on the actual solution
offered – especially where it’s a tactical problem. One
option in this case is to photocopy the suggested solution
in this Teacher’s Book. However, if you have the
opportunity to teach the same lesson to several groups,
this will give you lots of ideas about good solutions.

Problems and solutions
Some students will take to task-based learning
immediately; they’ll get into the task, recognise the value
of the approach and enjoy the classes immensely. Other
students or groups may not respond so positively; they
may simply not participate or even react with hostility. In
this section, we’ll review some of the problems that
teachers may face and offer some solutions.
• Some students may be too shy to actively participate in
group discussion. This problem may be especially acute
with mixed ability groups or with in-service courses,
where there are senior and junior personnel mixed
together.
Solution: One option is to start with simpler tasks in
pairs or small groups and build to more complex tasks
in larger groups. Another option is to appoint one
learner as group leader and give them a special
responsibility for ensuring that all members of their

group contribute to the solution.

11

Introduction


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• Students may not be used to expressing their opinions
in public, listening to the opinions of others or reaching
decisions through teamwork.
Solution: If this is a cultural matter, there may well be
no easy solution. The first step is to decide whether this
is a desirable objective and is included in your course
remit. If you determine that this is a trainable objective,
start with a series of activities that ease learners into the
idea of publicly sharing opinions and raise awareness
as to the value of working through problems as part of
a team.
• Some students may dominate the conversation – this is
especially true if there are learners in the class with a
position of authority (the unit commander, for
example) or special knowledge relevant to the problem.

Solution: Consider appointing these students as group
leaders or subject specialists. Brief them on the learning
objectives of the class and give them a special
responsibility for ensuring that all members of their
group participate.
• Learners turn to their native language to solve the
problem.
Solution: Try setting up the activity as a ‘working
group’ where English is the only common language.
Then, assign roles where learners are participants from
different countries.
• You set up the task, explain the problem and …
nothing! Learners don’t know what you expect of them
or don’t follow instructions.
Solution: Concept-check your instructions. In preparing
the lesson, write out two or three questions where a
correct answer indicates that learners have understood
what they have to do.
• Some learners may view this kind of extended
communication activity as little more than an
opportunity to exchange errors or may think that this
kind of activity doesn’t properly belong in a language
classroom.
Solution: Give attention to the focus on form
components of the preparation and AAR phases and
ensure the linguistic objectives are transparent. Where
appropriate, you can also stress that LSP is about
students learning to do their job in English.
• Problems don’t necessarily have a right answer, or
‘school solution’. This may lead to some students

feeling frustrated.
Solution: Explain that the objectives of the class revolve
around completing the task, not necessarily getting the
right result.
• Some teachers may feel threatened by dealing with
specialist content in the classroom.
Solution: Remember that, at least in many cases,
learners are the subject specialists and that the teacher
is the language expert.
Introduction

12

Campaign Levels
Campaign has been written to broadly reflect the STANAG
6001 scale, and the exit level of Campaign 2 is
approximately SLP 2222.

Progress and hours of instruction
Campaign has been designed on the premise that students
will require approximately 200 hours of classroom
instruction and homework activities to progress from one
level to the next. This adds up to a total of 600 hours from
false-beginner through to level 3. The Student’s Book
provides approximately 120 hours of classroom
instruction, which is backed by a further 80 hours of
homework activities in the Workbook.
Student’s Book 120 hrs + Workbook 80 hrs = 200 hrs
Campaign 2 is suitable for students beginning from preintermediate.

Components
The Student’s Book
Campaign 2 is composed of 12 units, each based around a
topic. The topics have been chosen for their intrinsic
interest and as carriers for teaching the lexis, grammar and
functional English in the Campaign syllabus.
Units range from Military Observer to International HQ to
United Nations Police. There are topics and texts from a
variety of international contexts, including the USA, the
UK, NATO and the UN.
Each unit contains five sections. The sections are: alpha,
bravo, charlie, delta and echo. Each section represents two
lessons, each lesson will be between fifty to sixty minutes
duration.
The organisation of a typical unit is shown below.
alpha

two lessons

Introduces the topic and key vocabulary
of the whole unit.

bravo

two lessons

Development of grammar, functional
English and vocabulary relevant to the unit.

charlie two lessons

Development of grammar, functional
English and vocabulary relevant to the unit.

delta

two lessons

Focuses on everyday English – non-military
situations that will come up during a
foreign posting, for example, shopping,
going out with friends.

echo

two lessons

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


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Class audio

Teacher’s Book

The listening materials are provided on three CDs. You
may keep the CDs as masters and make one copy on
cassette for use in class if you wish.

The full Teacher’s Book provides an answer key,
procedural notes, tapescripts and background briefings on
the military for those teachers who have little or no firsthand experience of military life. There are also
photocopiable solutions to the final tasks in the echo
sections of Units 2, 4, 5, 7, 9, 11 and 12.

Where the recording is needed as part of the lesson, this is
signalled by a CD icon and the track number.
[5]

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

Website
You can find information about the course and much more
at the Campaign website. While you are there, you can
register for our free military English email service. Go to:

www.campaignmilitaryenglish.com

The Workbook
The Workbook provides approximately 80 hours of
consolidation material for self-study. The units are
extensions of the units in the Student’s Book, providing
further practice of the grammar points and key
vocabulary. Each Workbook unit is broken into sections, as
follows:
Glossary. This section contains the key words from the
Student’s Book and Workbook unit by unit, with space for
students to write translations or notes. Students can use
the glossary pages to prepare for a new unit and as a
revision and reference tool as they progress through the
course. The glossaries also include short vocabulary
activation tasks to focus students on the lexis presented.
alpha – delta. These pages correspond to sections in the
Student’s Book. They revise the language presented and
practised in class. They can be given as homework, used
for self-study or exploited in class. There is no echo
section, as this is the problem-based learning section in the
Student’s Book.
Listening. Campaign sees listening skills as extremely
important for military students. This section provides
students with tasks that require them to listen, understand
and act. The Workbook includes an audio CD with all the
recordings necessary for the section.

13

Introduction


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1 Parachute regiment
BRIEFING
The Falklands / Malvinas War
Background
The Falkland Islands (or Islas Malvinas in Spanish) are
located off the coast of Argentina in the South Atlantic
Ocean. The Falklands War refers to a conflict between
Great Britain and Argentina between March and June of
1982. The political history of the islands is complex and
goes back to rival claims of discovery by Spanish and
British governments in the 16th century. In 1690, Great
Britain named the islands after the treasurer of the navy,
the Viscount Falkland. (The Spanish name Malvinas comes
from a French colony from Saint-Malo that settled there.)
Possession of the islands has been disputed many times
since their discovery. Leading up to the 1982 conflict, the
Argentine and UK governments had been engaged in
negotiations over the islands’ sovereignty, but when the
talks failed in January of 1982, Argentina, whose current

leader was General Leopoldo Galtieri, began planning an
invasion.
The Invasion
On 2 April, 1982 the British forces of 68 marines and 11
sailors were quickly overwhelmed by a surprise attack
from 92 Argentine Special Forces troops, who landed in 21
small assault craft. About 60 Argentine troops captured the
Royal Marine barracks without resistance, and another 30
headed for the Governor’s House. The Argentine troops
suffered several casualties, but were themselves ordered
not to cause any casualties if possible. By 0630 hours, the
Governor’s House was surrounded and under fire from
the small Argentine force, and more Argentine troops had
landed in helicopters and amphibious vehicles. At 0930,
Governor Rex Hunt surrendered. There were no British
casualties, and that evening the governor and his wife, and
most of the Royal Marines, were flown off the islands.
UK Responds
Argentina did not expect Britain to fight for the islands,
which only had 1,800 inhabitants and were more than
8,000 miles from the British mainland. Britain did offer a
compromise, but it was rejected by the Argentine
government. On 3 April, the UN Security Council passed a
resolution calling for the withdrawal of Argentine troops
from the islands. By 5 April, British ships, including two
aircraft carriers, were headed toward the Falklands.

1 Parachute regiment

14

It took the British ships until 22 April to reach the islands
because of the distance. Meanwhile, Argentine troops
reinforced their positions. On 25 April, the British re-took
the small Falkland island of South Georgia, which
provided an early victory and psychological momentum.
The UN continued peace talks without result, and on 1
May the British began air strikes on the airfield at Port
Stanley, the Falklands capital. These air strikes represented
a major logistical effort by British forces. Two mediumdistance bombers from the British mainland were sent
with a total of nine support aircraft for refuelling. Only
one bomb hit the runway, but it was enough to convince
the Argentine forces to recall their fighter aircraft to the
mainland, in case the British chose to attack there instead.
British victory depended on naval support. Fearing a
missile strike on one of its ships, on 2 May the British
ordered a nuclear submarine to sink an Argentine cruiser,
killing 368 men. Two days later, a British destroyer was hit
by an Argentine missile, killing 22 men. By 20 May, the UN
peace talks had failed, and British Special Forces
established a beachhead at San Carlos in the East
Falklands. The Argentine Air Force was able to destroy
several British vessels, which made troop support difficult.
But on 28 May, the Second Parachute Regiment managed
to re-take the settlement of Goose Green, despite being
greatly outnumbered. About 150 Argentine troops, and 18
British troops, died in the battle.
On 8 June, as the British prepared to take Port Stanley, the
Argentine Air Force destroyed two British supply ships,
killing 200 men. Nonetheless, British troops eventually

surrounded Port Stanley. On 11 June, units from 3
Commando Brigade, with fire support from the Royal
Navy, made a simultaneous night attack on three positions
around Port Stanley: Mount Harriet, Two Sisters, and
Mount Longdon. The fighting was heavy, but the British
achieved victory by the next day. Two days later, they
captured Wireless Ridge and Mount Tumbledown.
Argentina formally surrendered on June 14. The British
took over 10,000 prisoners of war. A total of 912 people
had died in the conflict: 655 Argentine troops, 254 British
troops, and three Falkland Islanders.
The Falklands Today
After the Falklands War, the British quickly improved the
defences of the islands, including making substantial
improvements to the airport so that the islands could
count on quick reinforcements. Today, the British garrison
on the Falklands includes land, sea, and air forces, and is


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based 35 miles from Port Stanley, at Mount Pleasant,
which has its own port and airfield. Forces include 500
army personnel, several support aircraft, four fighter jets, a

naval destroyer, and a patrol ship. Local volunteer support
is also provided by the Falkland Island Defence Force.

PROCEDURE
alpha (p4-5)
P Coy
Task 1
Draw a word map on the board with the words military
career in the middle and elicit associated words from your
students. Focus on those words related to army ranks,
career path (promotion, duties, postings), training, and
military bases. Pre-teach any unfamiliar vocabulary and
practise the pronunciation with the class.
Ask students to look at pictures 1–3 and describe them.
Reading
Task 2
Tell students they’re going to read a text on combat
infantry training in the Parachute Regiment. As a prereading task, ask them what they think the recruits will
learn and do during their six month course.
Ask students to read the text on the Parachute Regiment
and to label the pictures. You may want to pre-teach some
vocabulary that has not arisen during the pre-reading task,
for example, core, battle order, to ensure, phase (n). Practise
the pronunciation of any new vocabulary with the class.
Check that the meaning is clear to students.
Go over the answers with the class.
Answers
1 weapons training with the SA80
2 Pass Out parade
3 marches in battle order

Task 3
Ask students to answer the questions.
Answers
1 24 weeks
2 after week six of the course
3 To ensure that an individual has the self-discipline
and motivation required for service with the
airborne forces.
4 basic parachuting skills
5 three

Speaking
Task 4
In a monolingual class, divide students into small groups
and assign each group one of the four subjects listed.
Have each group appoint a spokesperson to give a minibriefing to the class at the end of the task. Go round the
class monitoring and helping each group with vocabulary.
After each mini-briefing, invite students to ask the speaker
questions.
In a mixed language class, assign one of the four subjects
to individual students. When each has completed the task,
ask students to compare responses, either in pairs or in
small groups. During class feedback, work your way
through the pairs/groups and invite students to comment
on the similarities and differences they have found. The
other pairs/groups then ask questions.
Task 5
Have students do the task individually and then review in
class.
Answers

1 sergeant 3
2 colonel 1
3 corporal 4
4 private 5
5 captain 2
Listening
Task 6
Focus students’ attention on the World English box and
comment on the differences between tour of
duty/detachment and temporary duty (TDY). Explain the
importance of learning both as these phrases are used
extensively. In NATO postings, the use of the abbreviation
TDY is routine and should be learned.
Ask students to read the true or false statements. Check
comprehension of vocabulary. Play track 1. Ask students to
decide if the sentences are true or false.
Ask students to read Major Parry’s profile and to complete
the text using the words provided. You may find it helpful
to play track 1 again.
Answers
1 False (Major Parry’s interview is for a UN post.)
2 True
3 False (Two men were killed during the tour.)
4 True
5 True
6 True

Go over the World English box with students.

15

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Profile
1 corporal
2 sergeant
3 colour sergeant
4 regimental sergeant major
5 captain
6 major
Task 6
A:
B:
A:
B:
C:
B:

C:
B:
C:

B:

C:
B:
C:
B:
C:
B:
C:

B:
C:
B:
C:

B:

[1]

Excuse me, sir.
Yes.
Major Parry is here, sir.
Oh right. Would you ask him to come in? Major
Parry?
Good morning, sir.
Good morning, I’m Colonel Narayan. Thank you
very much for coming. Please take a seat. How was
your trip?
Very good, thank you. It’s only an hour on the train
to London.

Very good. Now Major, as you know you have been
proposed for a United Nations training post.
Yes, sir.
Well, the purpose of this interview is to get more
details about your military experience. I have your
CV here and I’m going to ask you a few questions
about your career. So, you joined the British Army in
1975?
That’s right, sir. I joined the army when I was 18.
And where did you do your basic training?
First of all I was sent to an army training regiment,
for recruit training. After that, I was posted to 3 Para.
Sorry?
3rd Battalion, the Parachute Regiment.
And where was your first posting?
My first posting abroad was in Cyprus in 1975. I
deployed to Cyprus with my unit. We were there as
part of a UN peacekeeping force.
Did you like Cyprus?
Yes, I did. The lifestyle was fantastic although we
were there at a difficult time.
Yes, I was in Cyprus at about the same time. And
after Cyprus?
Well, after that the battalion was posted to Tidworth
in Hampshire, back in the UK. I took my lance
corporal’s course and I was promoted soon after
that. I did Northern Ireland training, and then I did a
tour of duty in Belfast. In 1979, while the battalion
was in Belfast I did the section commander’s battle
course and I got my promotion to corporal after I

passed the course.
What was Northern Ireland like back then? I mean,
was it dangerous?

1 Parachute regiment

16

C: Yes sir, it was. I was there in ’76 and two of our lads
were killed during the tour.
B: I’m sorry. And when were you promoted to
sergeant?
C: In 1982. I did my platoon sergeant’s battle course
after I got back from the Falklands and after that, I
was promoted to sergeant.
B: You were in the Falklands?
C: Yes sir, I was there in ’82 during the war.
B: So, you have a lot of operational experience?
C: Yes sir. I do.
B: Right, and what next?
C: I was promoted to colour sergeant and I was posted
to the Royal Military Academy Sandhurst as an
instructor. At Sandhurst, I was 2IC of a company of
officer cadets. After that, I was promoted to
company sergeant major and then, at the age of 36,
to WO1, regimental sergeant major. I became the
regimental sergeant major of the division depot at
the Army Training Regiment, Winchester.
B: So, you’ve spent quite a lot of your career involved
in training.

C: Yes, sir. And it’s a part of the job I enjoy.
B: That’s good. I understand that you were then
commissioned?
C: Yes sir. Every year the British Army commissions
about 300 officers from the ranks. This is called a late
entry commission. I applied for a late entry
commission and in 1997 I was commissioned
directly as a captain. I served as motor transport
officer in a line infantry regiment and later became
quartermaster of 3 Para.
B: And when did you get promotion to major?
C: 2003, sir.
B: And you’re currently posted as an instructor at
Sandhurst?
C: Yes, sir. On promotion to major, I was selected as an
instructor for the late entry officer’s course.
B: Right, Major. I have no more questions about your
CV, but I would like to ask you about your family
situation. I understand that you’re married …


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Syllables and word stress

Writing

Task 7

Task 9

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

Write the heading Military Career on the board. Under it
write the following sub-headings: adapting to life in the
military, military training, schools and courses, deployments,
postings and promotion. Ask students to use this framework
to prepare one or two questions on each sub-heading.
When they have written their questions, invite them to
interview (and then be interviewed by) a partner using the
vocabulary and expressions already practised in this
section. Ask them to make notes of their partners’ answers
to their questions.

Play track 2 and ask students to count the syllables in the
words they hear.
Answers
colo/nel (2)

cor/poral (2)
ser/geant (2)
ser/geant ma/jor (4)
reg/i/men/tal ser/geant ma/jor (8)
Play track 2 again and ask students to mark the stressed
syllable.
Answers
colonel (first syllable)
corporal (first syllable)
sergeant (first syllable)
sergeant major (first syllable/first syllable)
regimental sergeant major (third syllable/first
syllable/first syllable)

Go round the class monitoring and helping out as
required. Ensure the task focuses on fluency practice. You
can do this by telling students to refer to their notes only
when necessary and to try and make eye contact with their
partner as much as possible, as in a normal conversation.
Remind them they should write brief notes about their
partner’s answers and concentrate on speaking rather than
writing full sentences.
Ask students to use the notes from their interviews to
write about their partner’s career.

bravo

(p6-7)

The battle for Mount Longdon

Task 7

[2]

Task 1

colonel
corporal
sergeant
sergeant major
regimental sergeant major
Functional English

Put students in pairs. Ask them to answer the questions.
Answers
1 In the South Atlantic
2 1982
3 Britain and Argentina

Talking about your career

Task 8

Listening

Ask students to read the sentences and to decide what
they are about. Go over the answers in class and then
invite students to give you personal examples of their
deployments, promotions and postings using the
vocabulary and expressions in the sentences.

Task 2

Answers
1 deployments
2 promotion
3 postings

Write the headings Confident and Nervous on the board.
Ask students for adjectives describing how soldiers might
feel before a battle and write them under the appropriate
heading. Pair up students and, using the adjectives on the
board, ask them to discuss how soldiers feel before a
battle.
Tell students they’re going to listen to a recording of a
soldier talking about his feelings and thoughts just before
going into battle. Before playing the track, ask students
what soldiers might think about immediately before a
battle.

17

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Task 3
Play track 3 and ask students to compare their answers
with what the soldier said.
Answers
They feel calm, cheerful and confident.
They think about dying.
They think about their relatives and what they might do
or say if they die.
Task 3

[3]

We spent the last minutes before dark talking in small
groups. There was a surprisingly calm and cheerful
atmosphere, everyone seemed confident, despite the
situation. I took some photographs, imagining that my
relatives might one day pass the photograph to visitors
and say, ‘This is the last photograph taken of him before
he died.’
Grammar

Past simple

Task 4
Briefly review the use of the past simple tense using a
timeline to show that it’s used for completed actions. (Use
regular verbs in your examples.)

Past

Now

Future

____________ x ____________________________________
We attacked the enemy.
The platoon moved towards the eastern summit.
You can make the timeline more specific by adding a time,
date, period or year above the X:
Past

Now

Future

Answers
1 lifted
2 assembled
3 was
4 began
5 had
6 reached
7 deployed
8 lay
9 reported
10 informed
Speaking
Task 5

Put students into pairs. Ask them to discuss the questions
based on the text.
Suggested Answers
1 Nervous, but confident
2 Orders were issued for advance to contact with the
enemy.
(other scenarios possible)
Task 6
Ask students to label the picture using the words given.
If your students are unfamiliar with the language of map
reading, you may wish to refer to Unit 10 of Campaign 1
(War games) for initial or further practice.
Answers
1 open ground
2 summit
3 ridge
4 peak
5 slope

14 June

____________ x ____________________________________

Reading

Past

Task 7

Now

Future

in the winter of 2004

____________ x ____________________________________
They marched into the city on 14 June/in the winter of
2004.
Elicit further examples (sticking to regular verbs) from
students. Invite them to come to the board and draw a
timeline for their sentence.
Now remind students that many verbs are irregular in
their past simple forms. Elicit as many as you can from the
class and write these on the board. You may like to revise:
be, have, begin, lie, fight, feel, shoot, take and dig.
Ask students to complete the text using the words
provided. You may wish to revise any verbs that have
proven difficult.
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Ask students to read the text and label picture 1 in task 8
using the words provided.
Answers
1 wing forward
2 fly half
3 full back

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Task 8

Reading

Ask students to look at the four pictures and to describe
them in their own words.

Task 2

Ask students to read the text and order the paragraphs. Go
over the answers in class indicating the correct order. You
may wish to ask students to describe each of the pictures
again, using vocabulary from the text.
Answers
1, 3, 4, 2
Task 9
Ask students to complete the sentences. When you have
reviewed the task, you may wish to ask students to make
up their own sentences using the same phrasal verbs. This
may also be a useful point at which to revise regular and
irregular forms of verbs in the past simple.
Answers

1 back
2 out
3 down
4 in
Speaking
Task 10
Put students into pairs. Assign each student to A or B Coy.
Ask students to read the text again and to make notes
about their Company. Students then tell each other what
happened. Invite students to ask each other questions on
what their Company did. Move around the class
monitoring and assisting where required.

charlie (p8-9)
In the Falklands / Malvinas
Task 1
Ask students to identify the sport in the picture. Then
draw a word map on the board with the words water sports
in the middle and elicit as many different sports you can.
Finally, have students describe the picture and discuss if
anyone’s ever been canoeing. You could try to elicit: canoe,
oar, helmet, lifejacket and white water.
Answer
Canoeing

Ask students to read the text and answer the questions.
You may want to pre-teach the following words: isolated,
installations, facilities.
Answers
1 (Gull Island Pond) Water Sports Centre

2 four miles
3 The Physical Education Officer and the Adventure
Training Instructor
4 changing rooms (with showers), rest room (with
teaching and cooking facilities)
5 Joint Service Adventure Training Centre (at Hillside
Camp in Stanley)
Listening
Task 3
Pre-teach the word abseiling. Play track 4 and ask students
to number the sports mentioned in the briefing in the
order in which they are mentioned. Tell students that they
do not have to understand every word they hear. They are
listening for specific information.
Answers
1 cycling (mountain biking) 4
2 climbing and abseiling 3
3 windsurfing 2
4 hiking 5
5 sailing and canoeing 1
Tasks 3 and 4

[4]

For many people the prospect of an out-of-area
detachment in the Falklands is inconvenient to say the
least. Mount Pleasant Airfield is a long way from home
and the environment is very different over here. But as
we often say, we’re here, so let’s just get on with it. So
what sports facilities do we have to offer?

Well, for those who like the outdoor life and adventure
training, we have the Gull Island Pond Water Sports
Centre. This is only four miles away from Mount
Pleasant Airfield. So we sometimes come down here for
some sailing and canoeing at the weekend.
Then there’s windsurfing. As you now know, the
weather’s not too wonderful down here – normally, we
don’t get a suntan out here and it’s always windy – but
the good thing is that it means we can usually go
windsurfing. And we have some fantastic new
windsurfing boards so we really enjoy ourselves. And if
you’re a beginner, don’t worry because the water is
never more than five feet deep – but it’s also very cold.
So try to stay on your board as much as possible.

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For those of you who don’t want to get so wet, we also
have the JSATC – that stands for the Joint Service

Adventure Training Centre, at Hillside Camp. It’s
perfect for a day’s adventure training and you can also
see more of the island and enjoy a break from the
Mount Pleasant Airfield area. It’s in Stanley, so we often
spend a day there if we have R & R just to relax and get
away from it all. People often go climbing and
abseiling, mountain biking, too – that’s another
favourite and you don’t have to be an expert but be
careful of the roads. Then we have hiking of course –
you can walk for miles along the coast and the scenery
is fantastic – lots of penguins so take your camera. What
else? Well, if you don’t feel so energetic, there’s the golf
club in Stanley – they always make us welcome over
there – and the town also has a modern leisure centre.
By the way, they hold a half-marathon race here every
December, if anyone’s interested. I think it’s safe to say
we have some of the best sports facilities available.
There’s certainly no excuse to just sit around.

Task 6
Put students in pairs. Ask them to label the pictures using
the words provided, and then ask them to complete the
matching task.
Practise the pronunciation of the new vocabulary with the
class. Check that the meaning is clear to students.
Answers
Labelling Picture Task
1 swimming
2 golf
3 tennis

4 football
5 running
Matching Task
1 swimming pool
2 golf course
3 tennis court
4 football pitch
5 running track

Task 4

Listening

Play track 4 again. Ask students to decide whether the
sentences are true or false. When reviewing the task, you
may like to ask students to give you the correct version of
any false statements.

Task 7

Answers
1 False (He says they’re fantastic.)
2 False (It’s never more than five feet deep.)
3 True
4 True
5 False (He says there’s no excuse to sit around.)

Tell students they’re going to listen to a recording in which
Bertrand is talking about which sports he’s good at and
which he’s not so good at. Ask them to tick the correct box

under each sport.
Answers
Bertrand

Tasks 7 and 8
Speaking
Task 5
Put students in pairs. Ask them to make two lists using the
headings sports facilities and recreation facilities under which
they should list the facilities for each available at their
base.
To practise and consolidate the past simple, ask students
to compare their own sport and recreation facilities with
those of another base with which they are familiar, e.g. At
X Air Force Base, they had a professional running track,
whereas we have …

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20

canoeing

windsurfing

water skiing

[5]

Henry: So, what do you think of our installations?

Bertrand: They’re excellent. I’m amazed, I mean, I had
no idea there was so much to do here.
Henry: Yeah, well, we have to keep busy – and fit, of
course. Are you any good at water sports?
Bertrand: Well, I’m not bad at sailing – my Dad was a
member of the sailing club when I was at school,
and I still enjoy it if I get the chance. But what I’d
really like to do is start canoeing.
Henry: Oh really?
Bertrand: Yeah, I went a couple of times last year on an
adventure training course. It was great.
Henry: Well, you’ll have to come down at the weekend
with some of the other lads when we get the boats
out.
Bertrand: Yeah, I will. Thanks.
Henry: And what are you like at windsurfing?


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Bertrand: Pretty good, yes I’m quite good at
windsurfing – oh, but I’m terrible at water skiing. So
don’t expect to see me on skis, well, at least not at
the beginning – I’m absolutely useless.

Henry: Oh yeah? You’re good at windsurfing, so you
should be OK at water skiing – well, you’ll have
plenty of time to practise anyway.
Functional English

Talking about ability

Task 8
Look at the two examples in the book and establish the
difference in meaning.
Now play track 5 again. Ask students to complete the
conversation.
Answers
1 any good
2 not bad
3 like
4 Pretty good
5 terrible
6 OK
Present and practise the structure: What are you like at … ?
(Stick to sports.)
Elicit: good/bad/OK at + -ing. Inform students that they
must use the -ing form for verbs following good/bad at …
Alert students to some possible traps, e.g. play football,
rugby, tennis – not footballing.

Speaking
Task 10
Put students in pairs. Ask each student to make a list of 10
different sports. Each student then takes it in turn to ask

his/her partner the first two questions in task 10, e.g.
A:
B:
A:
B:
A:
B:

Do you like hiking?
Yes, I do.
Why?
It keeps me fit.
How good are you at hiking?
Quite good. I try to hike each weekend.

Finally, students ask each other which sports they would
like to try, giving reasons for their answers. Walk round
the class monitoring and assisting where required.

delta

(p10-11)

Personal equipment
Task 1
Ask students to describe the weapons and equipment they
might carry when on a training exercise or peace support
mission.
Try to elicit as much vocabulary as you can. If necessary,
pre-teach the following: fighting order, marching order,

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

Practise the following expressions with the class: (quite,
pretty, not so, not any, really) good at … , (really, not) bad at …

Reading

You might like to write the expressions on the board as a
continuum, e.g.

Ask students to read the text and label the picture. You
could ask students to attempt the task without reading the
text first.

really bad at not bad at OK at pretty good at really good at
After practising the first person: I’m pretty good at … , you
might like to practise the structure using prompts to elicit
various pronouns, e.g.
What are Real Madrid like at playing football? They’re …
What’s (name of famous sportsperson) like at … ? She/He’s …
Task 9

Task 2

Answers
1 beret
2 radio headset
3 webbing

4 grenade
5 extra ammunition (magazine pouch)
6 water bottle
7 individual weapon

Ask students to match the two parts of the sentences.
Answers
1 b
2 a
3 c

Write the headings Marching Order and Fighting Order on
the board. Put students in small groups of three or four
and ask them to list as many items of equipment/kit and
weaponry as they can under each heading. During
feedback, list students’ answers on the board. Practise the
pronunciation of any new vocabulary with the class.
Check that the meaning is clear to students.

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Ask students to work in pairs and answer the questions on
the text.
Answers
1 combat situations, and fighting in a built-up area
(FIBA)
2 about 17 kilos
3 on training exercises, e.g. forced marches or a run
4 (The answer here may vary from country to country,
but should not differ significantly.)
Task 3
Ask students to read the text on the SA80 and complete
the chart.
Answers
1 5.56
2 5 kg (approx)
3 30
4 400

Task 5
Ask students to label the picture of the LSW using the
words provided. Then practise the pronunciation of the
new vocabulary with the class. Check that the meaning is
clear to students.
Answers
1 cocking handle
2 change lever
3 magazine catch
4 magazine

5 sights
6 safety catch
7 muzzle
8 rounds
9 trigger
Task 6
Ask students to put the instructions in the correct order.
Before you go over the task in class, play track 6 and ask
students to confirm their answers by listening to the
recording.

Speaking
Task 4
Put students in pairs. Assign letters A and B to each pair.
Ask Student A to turn to File 1. Ask Student B to ask
questions to complete the chart on the light support
weapon.
Answers
1 5.56
2 6.58
3 900
4 646
5 1000
6 610–775
Ask students to compare the completed SA80 chart in
task 3 with the LSW chart in task 4. Ask them to note the
similarities and the differences between the LSW and the
SA80 and to explain these to you.
Answers
Calibre: Same (5.56mm)

Weight: Different: SA80 (approx 5kg) LSW (6.58kg)
Length: Different: SA80 (785mm) LSW (900mm)
Barrel length: Different: SA80 (518mm) LSW (646mm)
Effective Range: Different: SA80 (400m) LSW (1000m)
Rate of Fire: Same (610–775 rounds/minute)

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22

Answers
5, 1, 4, 2, 3
Task 6

[6]

A: Good morning gentlemen. My name is Sergeant
Powers. Yesterday, Sergeant York explained how to
strip, clean and re-assemble the SA80. In this lesson,
I will explain how to load and unload the weapon.
Right, first of all the weapon is loaded when it has a
magazine inserted. It is ready to fire when it is
cocked and there is a live round in the chamber. The
weapon is unloaded when there is no magazine and
no round in the chamber. I will now explain the load
and unload procedures. To load the weapon, first of
all put the safety catch at the S position. S means
Safe – like this. Secondly, set the change lever to R
for Repetition. Next insert a full magazine. You
should hear a distinct click. Then pull the cocking

handle to the rear and release it. When you release
the cocking handle, make sure that you don’t push it
forward. To make the weapon ready to fire, set the
safety catch to F for Fire. Have you all got that? Are
there any questions? No questions? OK, let me ask
you a few questions. Private Brice, to load the
weapon, what should you do first?
B: Um, insert the magazine.
A: That is not correct Brice. Private Ahmed, could you
explain how to load the SA80?
C: Yes, Sergeant. First of all, I set the safety to S and
then the change lever to R. After that I insert the
magazine.
A: That is correct. Well done.


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Sequencing instructions

Speaking

Task 7

Task 9

Explain the importance of sequencing as a means of
signalling the logical flow or connection between
stages/steps in giving instructions. It not only eases
comprehension where instructions are lengthy or
complicated, but demonstrates the care the speaker has
taken to formulate the stages and think through his/her
demonstration/presentation. This respect for the speaker’s
audience will result in greater comprehension of the
instructions as the sequencing markers, e.g. firstly, after
that, finally, allow the listener to break down the
instructions into manageable comprehension units.

Put students in pairs. Ask each student to make a list of six
weapons/pieces of equipment they know well and
exchange their lists with their partners. Students take
turns asking each other to tell them about the
operation/workings of a particular weapon/piece of
equipment from each list using the sequencing markers
practised earlier.

Ask students to study the examples given in task 7, and to
use the words provided to complete the instructions.
Answers
1 First of all
2 Secondly
3 When

4 Next
5 Finally
Task 8
Play track 7 and ask students to confirm their answers to
task 7.
Task 8

[7]

Right, I will now explain how to unload the weapon.
First of all, put the safety catch to S and the change
lever to R. Secondly, take the magazine with your left
hand, press the magazine catch with your thumb and
remove the magazine. When the magazine is off the
weapon, pull the cocking handle back to eject the round
from the chamber. Next look to check that there is no
round in the chamber. Make sure the weapon is
pointing in a safe direction, put the safety catch to F and
pull the trigger. Finally, put the safety catch in the S
position. Have you got all that?
For further practice you could do the following. Write a
list of sequencing markers on the board in a logical way.
First(-ly) (of all)
Second(-ly) etc.
Then, next, after that
When
Finally, the final stage/step/thing …
Describe an everyday task that illustrates the need for
sequencing, e.g. making tea and use this as an example of
how the markers can be used, e.g. First, fill the kettle with cold

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

Walk around the class monitoring and assisting where
required.

echo

(p12-13)

The platoon training programme
Task 1
Ask students to label the pictures. Then practise the
pronunciation of the new vocabulary with the class. Check
that the meaning is clear to students. (NBC stands for
Nuclear, Biological, Chemical.)
Next, ask them to match the personnel to each of the
pictures.
Answers
1 NBC test (unit NBC instructor)
2 marksmanship (range officer)
3 obstacle course (physical training instructor)
Inform students that in everyday speech, physical training
instructor is often shortened to PTI.
Listening
Task 2
Ask students to read the questions. Play track 8 and ask
students to answer the questions.
Answers
1 Platoon Sergeant and Platoon Commander
2 platoon training for next week

3 marksmanship, the NBC test and the obstacle course
4 the annual NBC test
5 Because the fitness test is in two weeks’ time.
The answer to number 1 is not actually in the script.
However, we can assume the answer based on the fact that
the unit is all about platoon training and these two people
would be in charge of training.

Choose individual students to explain everyday processes
using the sequencing markers on the board. You may like
to consider: operating a computer or starting a car.
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[8]

A: Good morning, sergeant.
B: Good morning, sir.

A: I’d like to have a look at the platoon training plan for
next week. What activities do you have planned?
B: At the moment, marksmanship, the NBC test and
the obstacle course.
A: And what’s the most important thing next week?
B: The most important thing is the annual NBC test, sir.
A: I agree. But we also have our fitness test in two
weeks, so I think it’s important that the lads go over
the obstacle course. Do you agree?
B: Yes, sir.
A: Good. Well, let’s see if we can do the training plan.
Task 3
Students are already familiar with the word range as in
‘effective range of a weapon’. In this recording, they are
introduced to range as short for ‘firing range’. You may
wish to draw your students’ attention to the difference in
meaning.
Give students a minute to read through the statements.
Play track 9 and ask students to decide whether the
statements are true or false.
When reviewing the task, you may wish to ask students to
provide the correct version to false answers.
Answers
1 False (He’s away all week [on exercise with the
marines].)
2 True
3 True
4 True
5 False (It’s free on Monday and Tuesday mornings.)
6 True

Tasks 3 and 4

[9]

B: Do you want to see when the training facilities are
available?
A: No, I’d like to have a look at personnel first. And
then we can look at facilities.
B: Right, sir. I’ll start with the PTIs. Colour Sergeant
Hutchinson is away all week so Sgt Jarvis will have
to take the obstacle course.
A: Why is the Colour Sergeant away?
B: He’s on exercise with the marines, sir.
A: Right. So, who is available?
B: The only other PTI is Sgt Jarvis. He’s free on
Monday morning, Tuesday morning and all day
Thursday.
A: Let me make a note. Monday morning, Tuesday
morning, all day Thursday?

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24

B: That’s right, sir. Then there’s the range officer. The
only person who’s available next week is Lieutenant
Peters. However, the Lieutenant is only free on
Monday and Tuesday morning.
A: Are you sure?
B: Yes, sir. Lieutenant Peters is on a course from

Wednesday to Friday.
A: Right. I didn’t know. So, Lieutenant Peters is free on
Monday morning and Tuesday morning.
B: Yes, sir. Then there’s the NBC test. For that, we need
the unit NBC instructor.
A: That’s Sergeant Parks?
B: Yes, sir and Sergeant Parks is available every morning
next week. However, he’s busy every afternoon.
A: What about installations? When is the obstacle
course free?
B: It’s free all week. There’s no problem there.
A: And what about the range?
B: 2 Platoon and 3 Platoon have the range most of the
week. It’s only free on Monday morning and
Tuesday morning.
A: Why can’t we use the range in the afternoon?
B: Well, sir. It gets dark at about 1600 hours, so I think
we’ll need to go to the range in the morning.
A: Yes, you’re probably right. Range: Monday a.m. or
Tuesday a.m. Have that. And what about NBC?
B: I booked the NBC centre for Tuesday because that’s
the only time it’s free.
Task 4
In this task, students are required to listen to track 9 again
and to complete the platoon training activities chart. Talk
students through the chart explaining that it’s intended to
show which instructors and installations are free, as well
as indicating when they are unavailable.
Ask students to look at the chart and instruct them to
write free for (a) Sgt Jarvis, (b) Lt Peters (c) the range and

(d) the NBC centre.
Play track 9 and ask students to complete the chart.
Before reviewing the task in class, invite students to
compare their answers with a partner.
Answers
Sgt Jarvis: free Monday and Tuesday morning
free all day Thursday
Lt Peters: free Monday and Tuesday morning
the range: free Monday and Tuesday morning
the NBC centre: free all day Tuesday
See previous task for the listening script.


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Speaking
Task 5
Put students in pairs. Using their completed chart from
task 4, ask them to decide when the platoon will have
marksmanship training, obstacle course training, and the
NBC test.
Answers
1 marksmanship – Monday or Tuesday morning
2 obstacle course – any time

3 NBC test – Tuesday
If the NBC test takes all day, then there will only be
marksmanship on Monday morning.
Task 6
Put students in small groups of three or four. Ask them to
discuss the last thing they had to plan at work, as well as
how they went about planning it. When eliciting feedback,
ask students about the plans and planning strategies of the
other group members. Invite the other groups to ask
questions.
By way of introduction, you may wish to tell the class how
you went about planning their current lesson.
Task 7
Put students in pairs. Student A should turn to File 2.
Student B should ask Student A questions to complete the
platoon training activities chart.
Answers
Platoon training activities
Week beginning: 23 September
activity

installation

instructor

1

Fitness test

Obstacle course

CSgt Hutchinson
or Sgt Jarvis

2

Military Law

Classroom

Capt Perkins

3

Practice for
parade

Parade ground

CSgt Montague

4

Climbing

Obstacle course

Sgt Jarvis and
Sgt Evans

Most important activity: Annual Fitness Test

Ask students to look at the large chart on page 13,
indicating the days of the week. Still in their pairs, ask
them to answer questions 1–3.
Answers
1 Capt Perkins is free on Thursday morning and
Friday afternoon.
CSgt Hutchinson is free on Wednesday and Friday
afternoon.
Sgt Jarvis is free on Monday and Wednesday
afternoon.
CSgt Montague is free on Monday afternoon and
Thursday morning.
Sgt Evans is free on Monday and Wednesday
afternoon.
2 The classroom is free on Thursday morning and
Friday afternoon.
The parade ground is free on Monday afternoon and
Thursday morning.
The obstacle course is free on Monday, Tuesday,
Wednesday and Thursday afternoon.
3 Transport is available every afternoon.
Task 8
Have students work in pairs or small groups. Using the
large chart from task 7, invite them to draw up a weekly
training programme deciding on when the platoon will
have climbing, its fitness test, military law, and practice for
parade. Inform students that they will have to explain
their training programme to the class.

Suggested answers
1 The fitness test has to be scheduled first as this is the
most important activity.
Although the obstacle course is free on Mon, Tues
Wed and Thurs afternoons, Wed p.m. is the only
time an instructor is free. The trucks are also free to
transport the men.
The instructor should be CSgt Hutchinson as Sgt
Jarvis will have worked with the platoon for
climbing on Monday afternoon.
2 Climbing has to be on Monday afternoon as Sgt
Jarvis and Sgt Evans are both free and the obstacle
course is free. Both instructors will be needed. (The
only other time that these men are free (Wed p.m.),
the obstacle course is required for the annual fitness
test.) The trucks are also free to transport the men.
3 Practice for parade has to be on Thursday morning
as CSgt Montague and the parade ground are free.
4 The only time the classroom is free (when the men
aren’t doing anything else) is Friday afternoon, so
military law will have to be done then. Capt Perkins
will be the instructor.

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