Tài liệu Campaign military 2 tb

1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 1 Campaign CAMPAIGN TEACHER’S BOOK 2 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 2 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 3 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 4 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. 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 5 • 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 6 There is no one official exam for the STANAG 6001 levels. Countries that use the scale produce their own tests and are responsible for validating them according to the STANAG 6001 levels. The original version of STANAG 6001 was created in 1976 and modified in 2003. A full copy of STANAG 6001 can be downloaded from the following website: http://www.dlielc.org/bilc Summary of STANAG 6001 levels 1–4 Level 1 Listening Can understand common familiar phrases and short simple sentences about everyday 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. 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 7 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 8 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. 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 9 • 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 10 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 preparation phase (or in a recent lesson) or more generally 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 11 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 12 • 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. 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 13 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 14 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 15 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 Parachute regiment 1 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 16 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 … 1405009861-Text-qxd-CG3 Pronunciation 20/7/05 6:12 pm Page 17 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 Parachute regiment 1 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 18 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. 1 Parachute regiment 18 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 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 19 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. 19 Parachute regiment 1 1405009861-Text-qxd-CG3 20/7/05 6:12 pm Page 20 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 … 1 Parachute regiment 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?