1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page Campaign CAMPAIGN TEACHER’S BOOK English for the military Charles Boyle Randy Walden Simon Mellor-Clark Introduction by Simon Mellor-Clark 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page Contents Introduction Parachute regiment 14 The battalion 26 Military observer 39 March or die 51 The 3d ACR 61 International HQ 73 Carrier 85 Fearless warrior 96 Operation orders 108 10 United Nations Police 119 11 Combat Search and Rescue 131 12 Lessons learned 143 Photocopiable solutions 154 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 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 • 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page • 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 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 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 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 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 their job in English Training is hands-on: learners will expect a practical approach that reflects practical objectives 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 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 in Listening, level in Speaking, level in Reading and level in Writing These four digits are preceded by the code letters SLP, which indicates that the profile shown is the Standardized Language Profile Introduction 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page There is no one official exam for the STANAG 6001 levels Countries that use the scale produce their own tests and are responsible for validating them according to the STANAG 6001 levels The original version of STANAG 6001 was created in 1976 and modified in 2003 A full copy of STANAG 6001 can be downloaded from the following website: http://www.dlielc.org/bilc Summary of STANAG 6001 levels 1–4 Level 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 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 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 Level 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 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page Begin each class with brief revision of the preceding lesson State the objective for the day’s lesson at the outset 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 Tell the students why you are asking them to the activities – what the learning benefit will be to them Explain to students what they can 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 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 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 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 after the lesson 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 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 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 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 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 Introduction 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page Arrive early Stage 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 Introduction Begin the class by stating the lesson objectives and the hook – the reason(s) why the language point is important or relevant to students 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 in a typical day, it will help them be more receptive to ideas and words like occasionally, sometimes, always and never 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 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 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 Stage 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 • 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page • 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 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 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 Introduction 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 10 The estimate process The estimate process has four stages 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 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? 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 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 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 ‘developing courses of action’ and in unit ‘deciding on alternative courses of action’ Below is an example from Unit (page 23) of how this decision-making process is supported through a series of tasks Speaking Task Work in groups Decide on your objectives Now put your objectives in order of importance Mission analysis Task List all the facts that can affect your plan Use these headings mission time terrain weather troops logistics and signals Evaluation of factors Now say what conclusions you can draw from the facts Task 10 Work in groups Decide on a course of action Courses of action Now explain your group’s plan to the rest of the class Use the format: situation mission execution 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 preparation phase (or in a recent lesson) or more generally 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 146 Speaking Task [26] Task Put students in pairs and ask them to complete the sentences using Do or Don’t Answers Do Do Don’t Don’t Do Don’t A: B: … C: B: C: B: Task Ask students to describe the picture to you and say what they think is happening Suggested Answer Driver and passenger/two pedestrians have been stopped by soldiers at a checkpoint They seem to be discussing something Perhaps one of them had no ID or refused to let the soldiers search his vehicle There is also a tailback of cars waiting to pass through the checkpoint The driver in the green truck is talking to the other soldier Perhaps he’s asking why there’s been a hold up/when the queue is going to get moving If you have officers in your class who have been on peacekeeping missions, ask them for some scenarios to match the picture Listening Task Focus students’ attention on the questions and give them some time to read them through Ask students to listen to the conversation and answer the questions Play track 26 Answers He has a situation with a truck He said they lacked the authority to stop him Ordered him out of the vehicle and placed him under guard To call the ‘Feed the World’ office In front of the checkpoint barrier To move it to the vehicle search area To nothing else until he arrives 12 Lessons learned 146 C: B: C: B: C: B: C: B: C: B: C: B: C: B: C: B: Command post Get me Lieutenant Oyebolu Lieutenant Oyebolu Sir, this is Second Lieutenant Hussain at checkpoint number We have a situation Yes, I’m aware of the problem Lieutenant Sergeant Khotso reported a vehicle accident 30 minutes ago That’s not the reason I’m calling, sir The problem is with a truck The driver claims he’s transporting humanitarian aid for the NGO ‘Feed the World’ I asked him if he had a pass and he said he didn’t So, I asked to see his ID and cargo manifest Yes? He refused to show me any documentation, sir I also asked him where he was going and he wouldn’t say Why? He said we don’t have the authority to stop him He said it’s a humanitarian mission And what did you do? I told him he couldn’t go through the vehicle control point and I asked to see his ID and the manifest And what did he say? He didn’t say anything, sir He got angry and he started up the engine So, I ordered him to get out of the vehicle Right now I’ve got him under guard and he wants me to call the ‘Feed the World’ office Where have you got the truck now? The truck’s stopped in front of the barrier but there’s about 20 cars behind him Right Can you move it to the side of the road? No, sir There’s no space for other vehicles to pass Then move it to the vehicle search area I’m on my way over Yes, sir Oh and Lieutenant Hussain – nothing else until I arrive Above all, not let the truck through the checkpoint I’m going to call Headquarters and then I’ll come over I’ll be there in 15 minutes Yes, sir Pronunciation Linking Task Play track 27 and ask students to listen to how the underlined words are pronounced Ask students to repeat the words Point out the weak forms of the words in connected speech and show how the words link You may like to contrast the pronunciation of some more example sentences First, say the words in isolation and then in context to show how they link 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 147 You could underline some of example sentences in the listening script for track 26 and ask students to listen carefully to how the words are linked, e.g So, I asked to see his ID and cargo manifest./I also asked him where he was going and he wouldn’t say Task [27] We have a situation I’m aware of the problem humanitarian aid I asked him if he had a pass Grammar Reported questions, requests and commands Task Go through the examples of direct and reported speech with the class Work through the examples individually For the first example (subject + asked + object + if) use the example sentence as a model and then practise a substitution drill, e.g driver/pass, soldier/weapon, major/compass, clerk/pen, sergeant/key Introduce a second substitution drill using the example Where are you going? to elicit I asked him where he was going Carry on with What are you doing? /Why are we waiting?/Where are they based?/What are you reading? Go over the examples using ask + to + infinitive and order/request/tell + object + to + infinitive and elicit further examples from students Ask students to write the sentences in reported speech Answers I told him he couldn’t go through without a pass I requested him to move the truck to the side of the road He asked me if my platoon commander was nearby He asked me what the name of my commanding officer was Writing Task Ask students to write a conversation between Lieutenant Oyebolu and the truck driver, using the sentences in task Suggested Answer LO = Lieutenant Oyebolu TD = truck Driver LO: Good afternoon I’m Lt Oyebolu I believe you refused to show your pass at the checkpoint TD: I work for the NGO ‘Feed the World’ and am carrying humanitarian aid I’m under no obligation to show a pass LO: I’m afraid you are, sir You can’t go through without a pass What are you carrying, sir? TD: LO: TD: LO: TD: LO: TD: I told you Humanitarian aid Could you be more precise, sir? Humanitarian aid! We need to look inside your truck, sir This is stupid Is your platoon commander nearby? I am the platoon commander, sir Right Well Erm … What’s the name of your commanding officer, then? charlie (p118-119) Talking about postings Task Put students into pairs and ask them to answer the questions During feedback open the discussion to the class Listening Task Focus attention on the picture and tell students they’re going to hear a conversation between the two men Give them some time to read through the questions Ask students to answer the questions and then play track 28 Answers b b c a Tasks and [28] A: Hey, Bill, I hear they’re going to transfer you to Germany B: Boy News travels fast around here I only got the orders a couple of hours ago – Rachel doesn’t even know! A: Oh no? So what are you waiting for? When you plan to tell her? B: Well, she’s at work at the moment – she doesn’t finish until It’ll have to wait until tonight now, I suppose Yeah, I suppose we’ll talk about it tonight A: Well, I was posted there before – back in ’98 It’s OK A bit like England really – at least the weather’s similar and the people aren’t much different What you intend to about the family? Are you going to take them with you? B: Well, I’d like to, but I don’t know much about the situation at the moment – you know, about schools and all that but I hope to move the family out there in a couple of months’ time I don’t think I want to spend a year and a half out there on my own – I 147 Lessons learned 12 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 148 mean, without Rachel and the kids I mean, I don’t see that much of them now as it is A: Yeah, well that’s the way it is normally in the army, I suppose B: Yeah, well, we’ll see Let me pay for the coffee A: No, no, I’ll pay Suggested Answers to retire to retire/to take some leave/to be transferred to take some leave to retire to take some leave/to be transferred Task Speaking Ask students to read the questions Tell them to listen to the recording again and answer the questions Play track 28 again Task Answers a couple of hours ago She’s at work tonight his transfer to Germany Functional English Talking about plans and intentions Task Go over the examples with students and elicit further examples from students Give students some time to read through the text and ask them to listen and complete the conversation Play track 28 again Put students in pairs Student A should look at File 18 and answer questions about the transfer Student B should look at File 11 and ask Student A questions about the posting You may wish to move round the class monitoring and assisting where necessary Listening Task Put students in pairs and ask them to discuss the questions During feedback, open up the discussion to the class Tell students they’re going to hear a conversation and to make notes of the problems the people talk about Play track 29 Answers Having to give up work and look for a new job Children not wanting to leave their friends New schools Language problems Answers intend going like hope want Tasks and If you wish, you could write the following on the board as prompts: I hear they’re + -ing, When you plan to + infinitive?, I hope/want to + infinitive, I intend to + infinitive, I’d like to + infinitive, I’m going to + infinitive You could put students in pairs and have them practise short conversations using these phrases Task Ask students to match the questions with the answers Answers c e b a d Writing Task Ask students to complete the sentences Accept any correct answers Make sure students know that they can use as many words as they need in each space 12 Lessons learned 148 [29] A: So, what did Rachel say about Germany? Is she looking forward to it? B: Well, not exactly She wasn’t very happy about it really A: No? So what’s the problem? B: Well, for one thing, there’s her job She’s really happy where she is – in line for promotion, too So, if she comes with me to Germany, she’ll be back where she started – you know, she’ll have to give it up and look for something over there Then there are the kids – they’re not too excited about leaving all their friends, either A: Yeah, I suppose you have a point You have a family to think about – not like some of us who can just get up and go at a moment’s notice – with nobody to even come and wave them off No, but seriously though, I can see what you mean I agree it’s difficult with kids, especially if they’re settled at school and all that 6:12 pm Page 149 B: Exactly First of all, there’s school to think about And then for another thing, there’s the language – Rachel speaks a bit of German – she learnt it at school – so I don’t think she’ll have any problems but the kids will have to learn it from scratch A: Yes, but Bill, your kids probably won’t need to study German – aren’t they going to attend the school on the base? B: Yes, I think so Although, we haven’t really thought about it yet A: Well, anyway, if you ask me, I think young kids learn new languages really quickly How old are they now? B: Vicky’s six and Mark’s nearly four – four next month A: Well, you’ll see Kids that age – they just make friends and start talking No problem Almost without trying You know, when I was over there, all the kids on the base were completely bilingual They just pick it up They find it really easy B: Yes, I suppose you’re right We’ll see A: You know, it’s us adults that have the language problems, especially if we don’t mix with the local population You know, if you just stay with the other people on the base, you don’t learn very much You could be back here in Aldershot And I don’t suppose you’ll go to the local disco very often, either, if Rachel and the kids are going with you B: Yeah, right again Well, sorry Andy I’ll be late if I don’t get a move on A: Well, see you around And don’t worry Everything’s going to be OK Speaking Task 10 Put students in pairs to ask and answer the questions Make sure that students not simply use yes/no when answering the questions Encourage them to back up their answers During feedback, you may wish to elicit a range of responses from the class and use these as springboards for wider group discussion Ensure that this task focuses on fluency practice delta After action review Task Ask students to describe the map Suggested Answer There’s an army compound in the south on Revolution Avenue Liberty Avenue is about 1/2km north of the compound Government Avenue is northeast of the compound and joins the AF879 at the Main Plaza Market Square is on Freedom Street North of Market Square is Equality Plaza Listening Task Ask students to listen to the directions and to mark the map with the points listed Play track 30 Section CHP Grid 573122 Task Put students in pairs and ask them to complete the sentences using the words provided 57 13 12 You will have noticed that there are many everyday idiomatic expressions in the recording You may like to select from these and practise their pronunciation and use with the class: not exactly, not too excited about, for one thing … And for another thing, you have a point, to get up and go, a moment’s notice, I see what you mean, … and all that, … to think about, from scratch, to get a move on, see you around, but seriously, though 59 60 61 X 19 AF 879 63 Main Plaza 10 Market XSquare Halt Liberty Avenue Scale 1:100,000 65 N X 64 Section CHP X Halt 11 62 X Section CHP Equ ality Plaza Play track 29 again and ask students to check their answers 58 AF Government Avenue Answers really, where back, started give, it look, over There, about think, problems (p120-121) km Revolution Avenue 20/7/05 Freedom Street 1405009861-Text-qxd-CG3 Compound 149 Lessons learned 12 1405009861-Text-qxd-CG3 Task 20/7/05 6:12 pm Page 150 If necessary, play track 31 a second time and ask students to check their answers [30] When we leave the compound, we will proceed north up Revolution Avenue, we will head west when we reach Liberty Avenue and then proceed north up Freedom Street Our first halt will be in the central Market Square When we leave the square, we will continue north until we reach Equality Plaza This will be our second halt Section will then continue north and set up a mobile checkpoint at the north end of Freedom Street, here at grid 584110 Section will head west and set up a checkpoint on the AF319, here at grid 573122 and Section will head east and set up a checkpoint on the AF879 at grid 601118 Each section should reach their checkpoint locations by 1030 You will remain there until 1400 At 1400, move back towards the Main Plaza The platoon will re-group at the Main Plaza and return to the compound along Government Avenue I expect we will be back in the compound by 1530 Task Focus students’ attention on the questions Give them some time to read them through Ask students to answer the questions in note form Play track 31 Answers good weather, mid 30s Celsius 0710, 1605 small streets, mostly one storey buildings calm calm, yellow Pl discovered explosive device near company compound Pl reported a problem with an NGO truck at a checkpoint To conduct a presence patrol through the central market and establish three section-strength mobile checkpoints Section/2 Section/3 Section 10 column 11 Central Market Square and Equality Plaza 12 at halts – set up a perimeter defence at reporting points – radio position and situation in case of contact – set up support by fire positions in case of casualties – secure the casualty, set up an overwatch position, call the quick reaction force 13 0830 14 1530 Put students in pairs/small groups and ask them to compare their notes If they have missed any details ask them to fill in the blanks by asking their partner/other students in the group for the information 12 Lessons learned 150 Task [31] Good morning gentlemen These are my patrol orders for tomorrow, August 12th Tomorrow’s weather forecast is for good weather and temperatures in the mid 30s First light is at 0710 hours and last light is at 1605 Ground Tomorrow, we will be patrolling through the Central market area and then move on to set up three section-strength mobile checkpoints As you know, the market area consists of a network of small streets Main Street is wide enough for armoured vehicles, but the rest of the area is only accessible to dismounted patrols Most of the buildings in this area are one-storey but there are a small number of two-storey municipal buildings along our route, including the post office – here in Central Market Square Take special care in scanning the two storey buildings – these are the most likely location of snipers I will now move on to the situation As you are aware, the situation is calm but it is important that you remain observant Our alert status is currently yellow Last week, three platoon discovered an explosive device near the company compound and for this reason S2 believe that rebel forces may again become hostile as we approach the end of our tour Platoon completed a patrol of the market area last Tuesday and they had nothing special to report, except a problem with an NGO truck at a checkpoint Mission The platoon’s mission is to conduct a presence patrol through the Central Market and then establish three section-strength mobile checkpoints Execution This is a platoon patrol We will leave the company compound and patrol towards the Central Market We will then move north to establish three checkpoints – here, here and here, before returning to base Taking part in the patrol will be Section, Section and Section There are no attachments or detachments We will patrol in a column formation with Section front, Section in the centre and Section at the rear I will be with Section and the Platoon Sergeant will be with Section I want about 400 metres between each section When we leave the compound, we will proceed north up Revolution Avenue, we will head west when we reach Liberty Avenue and then proceed north up Freedom Street Our first halt will be in the Central Market square When we leave the square, we will continue north until we reach Equality Plaza This will be our second halt Section will then continue north 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 151 and set up a mobile checkpoint at the north end of Freedom Street, here at grid 584110 Section will head west and set up a checkpoint on the AF319, here at grid 573122 and Section will head east and set up a checkpoint on the AF879 at grid 601118 Each section should reach their checkpoint locations by 1030 you will remain there until 1400 At 1400, move back towards the Main Plaza The platoon will re-group at the Main Plaza and return to the compound along Government Avenue I expect we will be back in the compound by 1530 We will halt for five minutes in the Central Market square and again in the Main Plaza During the halts, I want each section to set up a perimeter defence The halt points are also your reporting points and I want you to radio your position and situation as soon as you reach the halt points Task Ask students to read the text and label the picture using the words provided Note that the map is not to scale, so accept any location markings for 1, and Sections that indicate an equidistant 400m on Freedom Street with Section in front, Section in the centre and Section at the rear The marking for the helicopter may be at any point in Market Square, as this is where it hovered The markings for the RPG and hostile machine gun position may be located anywhere on the post office X Coordination I will now give a summary of the timings Time out from company compound 0830 hours We will establish three section-strength checkpoints at approximately 1030 and man these checkpoints until 1400, when we will return to base Our ETA at the company compound is 1530 Speaking Freedom Street Contact is unlikely, however if we have a contact, I want both teams to set up a support by fire position and wait for the rest of the platoon before moving against the threat In the event of casualties, secure the casualty and set up an overwatch position Call the quick reaction force but not call in CASEVAC unless the area is secure Section RPG Helicopter X Market Square X X Post Office Hostile machine gun position Section X X Section Task Ask students to use their notes from task They are the leader of Section and should use the notes to brief their section on the patrol mission and execution Give students some time to prepare their notes and then invite several students to come to the front of the class to deliver their briefing Task Ask students to match the phrases with the definitions Then practise the pronunciation of the new vocabulary with the class Check that the meaning is clear to students Ask students to read the text again and put the events in order Answers The quick reaction … The platoon commander … Platoon set out … Section leader … 6 The helicopter … 7 Section took … Section was … Answers pinned down fire fight rocket propelled grenade automatic fire 151 Lessons learned 12 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 152 Speaking Task Put students in pairs and ask them to discuss the questions You might like to walk round the class monitoring and providing help where necessary Note that there is no single best way to answer each question Accept a variety of correct responses Suggested Answers Students may come up with more answers using their professional knowledge and experience, e.g regarding Law of Armed Conflict No a He should have been more vigilant after receiving reports of hostile activity in the area He should not have stopped for a chat during patrol b Given the situation, the platoon sergeant should have been prepared to react to contact from any direction and should have immediately manoeuvred against the threat, isolating the area and providing overwatch c He should not have called CASEVAC unless he knew for sure that the area was clear He should have secured the casualty and called the quick reaction force (i) That not doing things by the book endangers lives (ii) That the platoon (and its leaders) need(s) further training (iii) That adhering to the rules of engagement is essential Corporal Igwe should not have used an anti-tank rocket to take out a machine gun position He responded by using too much force He also put civilian lives at risk by his action echo Answers (green) (yellow) 3 (red) (black) Reading Task Ask students to read the text (including the rules of engagement) and answer the questions Answers peacekeeping red To patrol through the centre, including the area around the central market To link up with CRVs and set up a vehicle checkpoint machine gun section the exact route, location of the reporting points, location of the checkpoint when defending oneself and other soldiers Writing Task Put students in small groups Remind them that they are the commanding officer of Platoon, B Company, 21st Marine Infantry Unit Ask them to list all the facts that affect their plan Invite them to appoint a group leader who will brief the class on their plan Now ask them to plan their patrol route to include the points listed (p122-123) Patrol in central market Task Ask students to match the alert status with the situations You should be aware that there are several different warning systems The one referred to here, is the USAF standardized attack warning signals system for NBCC medium and high threat areas Students may be more familiar with the US DEFCON system which goes from green (low threat), through blue, yellow, orange to red (severe threat); the NATO Force Protection alert status which also has grey (threat not specific) or the British BIKINI Alert States which go from white (no info about a specific threat) through black, black special, amber to red (info has been received about an attack on a specific target) 12 Lessons learned You may want to tell students that exercise is based on the USAF system before they start doing the exercise Once the exercise has been completed and checked, you could conduct a class or group discussion to see which systems students are familiar with 152 Walk round the class monitoring and assisting where required During review, invite the group leaders to present their plans to the class Do not correct students during the briefing, but allow other members of the class to ask for things to be repeated or clarified 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 153 Task Ask students to read the text in task again and complete the information When they have completed the task, ask students to compare their answers with a partner’s Answers 38° Celsius; First light: 0700 hours; Last light: 1600 hours narrow streets, old one and two storey buildings Situation: improving, but still signs of trouble; alert status: red Recent incidents: Platoon discovered an IED by the roadside, 300m from the camp Reports from other patrols: Platoon came under fire in the Central Market To conduct a dismounted patrol through the city centre including the area around Central Market and set up a vehicle checkpoint Troops: Pl, PAKBAT, machine gun section Formations: column (not mentioned in text) Time out: 0830 hours Patrol routes including halts: (as per class group plan) Actions on: Halts and reporting points (not mentioned in text although these could be the same as the reporting points) Contact: as per rules of engagement Casualties: call quick reaction force immediately Estimated time of return to base: 1530 hours Time out: 0830 hours Establish platoon-strength vehicle checkpoint 1100–1400 hours ETA at compound: 1530 hours Speaking Task Ask students to give a patrol order to Pl They are the platoon commander To help students, ask them to refer to the listening script (delta task 3, track 31) for guidance Task Put students into small groups Ask them to read the texts and decide what orders they will issue according to each situation See page 160 of the Teacher’s notes for suggested answers 153 Lessons learned 12 1405009861-Text-qxd-CG3 20/7/05 Unit 6:12 pm Page 154 echo Task Evaluation FACT(S) Mission CONCLUSION(S) Ensure the safety of my group Get all my troops off the mountain safely and back to the camp Administer first aid to Cpl Smith Get medical help for Cpl Smith Time Get Smith off the mountain as soon as possible The time is now 1345 and last light is at 1700 hrs It take at least 1hr 45mins to reach the camp It takes about 60mins from the camp to the Glen Hotel I have hrs 15 mins before last light One man can reach the camp by 1530 One man can reach the hotel by 1630 Terrain The terrain is rough It may be dangerous to travel alone Weather Mist and fog – low visibility Temperatures will fall to -12º Navigation will be difficult Get off the mountain before night Troops 10 Cpl Smith is injured with a broken leg 11 I have one uninjured man – Cpl Parker 12 I have first aid training I shouldn’t move him unless absolutely necessary I can use Cpl Parker in the rescue mission I should probably stay with Cpl Smith Logistics and signals 13 I have a radio with a range of 2km 14 Cpl Evans at Camp has a radio with a range of 2km 15 There may be a telephone at the Glen Hotel We will be able to contact Cpl Evans if we move nearer the camp We can contact the emergency services Task 10 Advantages: The possibility of getting everyone off the mountain before last light Courses of action Plan I (Sgt Peters) stay with Cpl Smith, give him first aid and try to build a shelter Cpl Parker has the radio and marches to the campsite He is to try to contact Lt Phillips as he is approaching the camp If he can’t contact the lieutenant, he should try to contact Cpl Evans and tell Evans to try to contact the lieutenant Cpl Parker should reach the campsite by about 1530 hrs He should carry on to the Glen Hotel if the weather is good At the hotel, he should contact the authorities If the weather is bad, he should stay at the campsite and wait for Lt Phillips P Photocopiable solutions 154 Disadvantages: The possibility of that Cpl Parker will get lost or have an accident Plan I (Sgt Peters) keep my group together, make a shelter from what I can find and wait for the rescue party to arrive Advantages: I don’t risk another man getting injured or lost Disadvantages: We are not prepared to spend the night on the mountain and temperatures will drop to -12º Celsius This is dangerous Campaign Teacher’s Book © Macmillan Publishers Limited 2005 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Unit Page 155 echo Task Evaluation FACT(S) Mission CONCLUSION(S) To extract Dr Bataille Infiltrate Fantasia, link up with Dr Bataille, lead Dr Bataille to an RV point If possible, avoid contact with Fantasian forces My plan should avoid an assault on the radar site Time RV with Dr Bataille is at 1000 hrs – I believe this will be during daylight hours Insertion the night before the RV Terrain There is a main highway that runs north/south We may be detected crossing the highway, so avoid landing at Bluff Beach Weather There are no important facts Troops Friendly forces Enemy forces It will take three weeks to complete HALO training Patrol boats along coast I have time to train the team Radar site 3km north of Fantasia City 10 Fantasian air force combat air patrols stay up for about 90mins Logistics and signals 12 I have no radio communications with the helicopter Landing at Bluff Beach during daylight (?) will be dangerous If radar detects helicopter during insertion, the combat air patrols may attack helicopter at RV point A helicopter insertion is only possible before the morning of 23 May I can not tell them about any changes of plan Task Courses of action Plan Helicopter insertion the night before the RV Plan HALO parachute insertion the night before the RV Choose an LZ some distance from Fantasia City Under cover of darkness, reconnoitre the extraction point, move to a point close to grid 866142 and wait for the rendezvous Advantages: We will not need to use time to train the team in HALO Advantages: The least possibility of detection Plan Disadvantages: Three weeks is not much time to train the team and prepare the mission My back-up plan is a staticline drop although I will need to check Land at Bluff Beach the night before the RV Disadvantages: The radar site will detect the helicopter Fantasian security forces may be searching for us Advantages: We will not need to use time to train the team in HALO Disadvantages: We risk detection by patrol boats We will have to cross Highway 24 Campaign Teacher’s Book © Macmillan Publishers Limited 2005 155 Photocopiable solutions P 1405009861-Text-qxd-CG3 20/7/05 Unit 6:12 pm Page 156 echo Task Evaluation FACT(S) Mission Terrain Troops Hostile forces CONCLUSION(S) Commander’s intent Secure the town of Yanes ROE limitations a The attack is clearly a hostile act b I am not authorised to fire unless I can clearly identify the target c I am not authorised to use heavy weapons without permission d I should not endanger civilians or cause unnecessary destruction to civilian property The town of Yanes is located between my position and the hostile (?) force east of the town There is high ground north east of Yanes and a narrow gap between the town and the high ground Hostile forces are occupying positions approximately 900m and 1200m south east of my location The AT position is approximately 900m away this position first Hostile (?) infantry unit of unknown size east of Yanes I not know the intent of these forces This is my priority a My ROEs clearly authorise me to respond with deadly force b I have located the firing positions south east of my location, so I can attack these Attempt to recce the hostile (?) unit east of Yanes c Request authorisation to use AT weapons and Bradley 25mm cannons d Avoid a fire fight in the centre of Yanes Approach hostile (?) unit from the north or south The gap may force me into a line formation It is better to approach over the open ground south of the town I can engage both targets with either 25mm cannon fire or AT weapons This position is the most immediate threat Attack I am not authorised to engage these forces unless they show hostile intent Courses of action Move out of the range of the hostile AT position Send a situation report (SITREP) to my commander and request permission to engage targets with AT weapons and the Bradleys’ 25mm cannons Team A then moves towards the hostile AT position and engages with 25mm cannon fire before moving onto and clearing the position Team B moves towards the hostile HMG position and engages with 25mm cannon fire before moving onto and P Photocopiable solutions 156 clearing the position When the threat to my right flank is neutralised, I will send scouts to reconnoitre the size and location of the infantry unit east of the town I will order the scouts to avoid contact and detection If I am able to engage the unit to the east of the town, I will move around the town and approach the hostile unit in a wedge formation I will not engage the unit to the east of Yanes unless they show a hostile act If necessary, I will request close air support from the Apache helicopters Campaign Teacher’s Book © Macmillan Publishers Limited 2005 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Unit Page 157 echo Task Evaluation Mission Specific tasks Evacuate UN personnel and foreign civilians from the compound in Kerkovia City Secure UN barracks in Kerkovia City and free UN troops Secure UN barracks in Kerkton and free UN troops Secure the refugee camp in Kerkovia Ville and free the UN and NGO workers Seize and secure the port area to allow humanitarian supplies to enter the country Free the government officials held at the Presidential Palace Other tasks necessary to complete my mission Secure Kerkovia City Secure the main supply route between Kerkovia City and Kerkovia Ville/Kerkton Limitations I not have orders to engage the Batravian army regular troops in the east Terrain The north of the island is marshland This will make an amphibious landing difficult Enemy forces a Batravian army battalion deployed in the vicinity of Kerkbridge and Kerkstone b Lightly armed rebel forces of unknown size deployed in Kerkovia City in the vicinity of the Presidential Palace, the port area, the UN Headquarters and the UN barracks c Small group of rebel forces deployed in Kerkton d Rebel forces believed to be operating in the vicinity of the relief camp in Kerkovia Ville Friendly forces Ground Three marine rifle companies UN infantry battalion in Kerkovia City and another battalion in Kerkton Air 12 transport helicopters Sea Helicopter carrier Aries and frigates Mars and Odin Amphibious landing craft Course of action Carry out reconnaissance of hostile forces’ strengths and disposition in Kerkovia City, Kerkovia Ville and Kerkton One section-strength special forces (SF) group conducts an airmobile assault in order to seize and secure the Presidential Palace and free the government officials At the same time, another section-strength SF group secures the UN Headquarters in order to evacuate UN personnel One infantry company conducts an airmobile assault on the UN barracks in order to free the UN soldiers At the same time, another infantry company seizes and secures the port area One rifle company is held in reserve aboard Aries When Kerkovia City is secure, move one infantry company by helicopter to Kerkton in order to secure the UN barracks At the same time, move a second company to Kerkovia Ville in order to secure the refugee camp Campaign Teacher’s Book © Macmillan Publishers Limited 2005 157 Photocopiable solutions P 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Unit Page 158 echo Task Evaluation Mission Commander’s intent To isolate and destroy the enemy in order to secure the bridge for the brigade’s movement north Specific tasks Secure the bridge at grid 190478, Objective Green Enemy Strength and dispositions a Reinforced rifle platoon occupying a defensive position south of the bridge b The enemy have automatic weapons but no mortars or artillery Probable course(s) of action If attacked, the enemy will probably withdraw across the bridge and establish a defensive position on the north side of the river The enemy may also destroy the bridge after they have withdrawn across it Friendly forces a A Company located 4km to the east b C Company in reserve, 2km to the south c Artillery fires from divisional artillery units in the rear Task Courses of action Plan Plan Preparatory fires from divisional artillery platoon attacks on the right, platoon attacks on the left platoon held in reserve platoon moves to a position on the enemy’s left flank platoon occupies a position in the centre platoon occupies a position on the enemy’s right flank Mortar fires to fix the enemy in place followed by a frontal assault by and platoons Advantages: The element of surprise Disadvantages: The enemy may withdraw across the bridge and destroy the bridge Advantages: platoon’s blocking position will stop the enemy falling back to destroy the bridge or occupying a defensive position north of the bridge Disadvantages: platoon may be detected as they move into position P Photocopiable solutions 158 Campaign Teacher’s Book © Macmillan Publishers Limited 2005 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 159 Unit 11 echo Task Courses of action Situation Situation Plan Plan Send radio CASEVAC request I move towards the injured man while carefully searching for mines I apply a tourniquet while the other team members move carefully to my position Two of us carry the injured man while the third searches for mines in our path Advantages: Getting everyone out of the minefield without further injury We extract the baby from the vehicle and my partner moves the baby to a safe distance I explain to woman that she has to leave the vehicle I ask her if she can move without my help; if she can, my partner and I extract the man and drag him to safety We radio the command post and request emergency assistance from the local authorities Disadvantages: The injured man could die from shock and blood loss before we can extract him Advantages: The possibility of getting everyone out of the car before it explodes Plan Disadvantages: Risk of moving woman with possible spinal injury Risk of moving a man with unknown injuries Personal risk Send SITREP and request helicopter extraction Advantages: Faster rescue and we not risk further injuries from land mines Disadvantages: Danger for rescue team in extracting a casualty from an active minefield Situation Plan I lay down covering fire while two soldiers run to the injured man and drag him to cover I assign someone to give first aid while the rest of the section counter attacks Request CASEVAC Plan We extract the baby from the vehicle and my partner moves the baby to a safe distance I tell the woman that we are calling for help and that she should remain calm and not move Then I try to locate the source of petrol leak and secure the problem while my partner radios our command post and requests emergency assistance from the local authorities Advantages: We not risk further damage to the casualties by not moving them until emergency teams arrive Advantages: Rapid extraction of the injured soldier Disadvantages: We risk the lives of the casualties and we put our own lives at risk Disadvantages: Increased risk of additional casualties when we move to recover the injured soldier Plan Plan Send SITREP and report the accident Keep a safe distance from the vehicle and wait for local authorities to arrive Counter attack After the sniper has been neutralized/the area is secure, recover wounded soldier and request CASEVAC Advantages: We not put our own lives in danger Disadvantages: The accident victims are in serious danger Advantages: Reduced risk of injury/death to other members of the patrol Disadvantages: Injured man could die before first aid is given Campaign Teacher’s Book © Macmillan Publishers Limited 2005 159 Photocopiable solutions P 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 160 Unit 12 echo Task At all times the Rules of Engagement should be followed Situation 1 Send a whisper back to the mid section of the patrol and order two men to break off and wait till the individuals have passed them and then to come up behind and question them Take instant cover Platoon breaks and OC asks if anyone has seen the shot Platoon moves to the side of the street from which the shot was fired Do not approach the car In any ambush situation, you should seek appropriate protection Situation Break contact! Withdraw! Take cover Extract casualty If anyone has a visual on the shooter return fire is possible, but not fire into the crowd Monitor the situation Situation Arrest him! Take him! (You would assume that the man was armed and follow the ROE (Rules of Engagement) These would detail what you shout at the man who is running away to challenge him, e.g ‘Halt! Halt! I may fire Halt! Halt! I am about to fire I’m firing now!’ or ‘United Nations – Halt or I shoot!’(This would be repeated in the local language.) You would also move the car away Fire! Arrest her! Also, isolate the bag and call the bomb disposal unit if you believe that it may contain an explosive device P Photocopiable solutions 160 Campaign Teacher’s Book © Macmillan Publishers Limited 2005 [...]... Brigadier 1Bn 2Bn 3Bn 4Bn 2 Brigade CO: Brigadier 5Bn 1Bn 2Bn 3Bn 4Bn 3 Brigade CO: Brigadier 5Bn 1Bn 2Bn 3Bn 4Bn 4 Brigade CO: Brigadier 5Bn 1Bn 2Bn HQ 1Pl 2Pl 2 The battalion 2 Company OC: Major 3Pl HQ 26 1Pl 2Pl 4 Company OC: Major 3 Company OC: Major 3Pl HQ 1Pl 2Pl 4Bn 5Bn *Pl stands for Platoon Battalion X CO: Lt Colonel 1 Company OC: Major 3Bn 3Pl HQ 1Pl 2Pl 5 Company OC: Major 3Pl HQ 1Pl 2Pl 3Pl 1405009861-Text-qxd-CG3... 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 22 22 Progress and hours of instruction Campaign has been designed on the premise that students will require approximately 20 0 hours of classroom instruction and homework activities to progress... 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 = 20 0 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... (1) Brigade (Osnabruck) (Bergen) Armd Bde HQ (Commander – Brigadier) 2 The British Army; p 27 And: www.armedforces.co.uk/army/listings/10008.html 3 The British Army; p 60 And: www.armedforces.co.uk/army/listings/10033.html DAG (2) 3 x Fd Regts 1 x LLAD Regt Pro Coy (RMP) 27 The battalion 2 1405009861-Text-qxd-CG3 20 /7/05 6: 12 pm Page 28 Put the three questions to the class PROCEDURE alpha (p14-15) Battalion... superiors/subordinates when working in a multinational military environment 2 The battalion 32 (p18-19) The football match Task 1 Focus attention on the football poster and ask students questions 1–3 Answers 1 a football tournament 2 at the Recreation Park 3 the UN Police, Médecins Sans Frontières, the International Press and the Local Fire Station Listening Task 2 Tell students they’re going to listen to a... 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 25 Parachute regiment 1 1405009861-Text-qxd-CG3 20 /7/05 6: 12 pm Page 26 2 The battalion So when we speak of actual units, we might make reference to an armoured brigade or a mechanized battalion These... consider his job as hard work, stressful and interesting 2 Student responses will vary Functional English Describing responsibilities at work Task 8 Go over the examples with the class Ask students to complete the text Answers 1 reports to 2 manages 3 supervises 4 responsibility 5 dealing with 29 The battalion 2 1405009861-Text-qxd-CG3 20 /7/05 6: 12 pm Page 30 Write the following prompts on the board:... the pronunciation of any new vocabulary with the class Check that the meaning is clear to students 21 Parachute regiment 1 1405009861-Text-qxd-CG3 20 /7/05 6: 12 pm Page 22 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... soldier is pointing his weapon outside the range right limit 2 The soldier is not wearing hearing protection or a kevlar helmet 3 The soldier is touching his weapon while personnel are down range 2 The battalion 36 (p 22- 23) Task 1 Ask students to look at the maps and decide which one shows the most difficult terrain Answer Map 3 Listening Task 2 Tell students they’re going to listen to a short conversation... 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) ... 17 18 19 20 21 22 23 24 25 26 27 Blueland Army HQ Western boundary Bluetown Route 52 x UKRABAT HQ 08 07 Route 56 UNMO team 40 x 16 Eastern boundary x Blueville Bluegate Route 59 BRITBAT Blueford... Introduction 12 Campaign Levels Campaign has been written to broadly reflect the STANAG 6001 scale, and the exit level of Campaign is approximately SLP 22 22 Progress and hours of instruction Campaign. .. and bound in Spain by Eldives 20 09 20 08 20 07 20 06 20 05 10 1405009861-Text-qxd-CG3 20 /7/05 6: 12 pm Page Contents Introduction Parachute regiment 14 The battalion 26 Military observer 39 March or