Simona BOŞTINĂ-BRATU

STANDBY
Military Vocabulary Practice
Student’s Book

 „Nicolae Bălcescu” Land Forces Academy Publishing House

Sibiu, 2016
 Contents
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Foreword ........................................................................................................... 5
Unit 1 – Military Organization ............................................................................. 7
1. Serving in the Military ............................................................................... 8
2. Military Services & Branches .................................................................. 12
Unit 2 – Military Career Development .............................................................. 17
1. Ranks and Appointments ....................................................................... 18
2. Paths to Become a Military Leader ......................................................... 24
3. Women in the Military ............................................................................. 33
4. The Military Briefing ................................................................................ 36
Unit 3 – Military Routines ................................................................................. 43
1. Life on Base ............................................................................................ 44
2. Military Maps, Coordinates and Directions .............................................. 52
Unit 4 – Military Gear ....................................................................................... 61
1. Uniforms and Accessories ...................................................................... 62
2. Weapons ................................................................................................ 69
Unit 5 – Military Customs & Traditions ............................................................. 85
1. The Military Salute .................................................................................. 86
2. Basic Military Commands ....................................................................... 93
Unit 6 – Military Multinational Environment ...................................................... 99
1. Military Operations ............................................................................... 100
2. International Organizations ................................................................... 108
Reading Comprehension Practice ................................................................. 115
Military Expressions and Idioms .................................................................... 144
Military and NATO Abbreviations.................................................................... 150
Transcripts ..................................................................................................... 155
Annexes ........................................................................................................ 169
Bibliography ................................................................................................... 179

3
 FOREWORD

The world we live in, through the complexity of its “philosophy” translated in practical
terms into opportunities and challenges, is forcing us to permanently redefine our
lives, to repeated attempts of redesigning the chosen way, to become aware of the
importance of knowledge at the proper time and perhaps even a minute earlier, to
interact and communicate with the person next to us whatever culture we each
belong to. And to be winners in this game of life carried out on a land marked by
interdependence and internationalization, it becomes almost a duty to speak a
foreign language which, in its turn, is not just a simple tool used in the harmonious
process of our professional becoming. According to Charlemagne, “to have another
language is to possess a second soul”, which could mean that the foreign language
becomes a way of knowing the world of the “other” with all that this involves.

The usefulness of the English language is beyond any doubt. Having become the
“lingua franca” of nowadays, English is not only “the” means of communication used
by everyone, including international media, but it opens access to knowledge and
enriches cognitive skills, increases one’s value as an employee and leads one’s
human condition to a higher level, and the examples could continue.

English is used in the most various fields of activity, including international military
cooperation that requires, above all, communication with the partners belonging to
different national forces. Moreover, Romania’s NATO membership and participation
of the Romanian troops in operation theaters require a high degree of English
knowledge. However, English for military has its characteristics, derived precisely
from the concise and direct way of expression, with its own vocabulary, idioms and
acronyms. This specificity induces the need for those military who participate in
international activities to develop proper language skills.

5
The author, using her rich teaching experience, is trying, through this paper work, to
meet this requirement, being herself also one of those involved in the training
process of the future officers of the Land Forces.

With this book, the student not only gets in contact with the military lexicon, but
acquires knowledge aimed at the most diverse topics of the military, and security.
Consequently, the novelty of dialogues and the variety of texts offer for study issues
relating to the organization and career, routines and equipment used for carrying out
activities, customs and traditions, all obviously specific to the military, the last
question addressed being, according to the natural logic of succession, the
multinational military environment.

Regarding the structure of lessons, each seeks to develop all skills (reading,
listening, writing and speaking), while proposing exercises based on debates and
role play, two teaching methods that stimulate thinking, communication and self-
confidence. It would be unfair if the final part of the book would not be highlighted,
where military expressions and idioms can be found, as well as military
abbreviations; they only increase the usefulness of the whole book.

Through the topics approached and its structure, this piece of work manages to
overcome the “obstacle of enforceability” generated by the compulsoriness of
studying English language, thus becoming not only a useful, but also an attractive
tool for learning, actually for getting accustomed in a second language to the “military
linguistic world”, completely different from the one used by civilians. But such a book
shall really prove its value if the one whom it was aimed at understands that knowing
the English language is a necessity in his/her becoming a military leader and
specialist, capable of interacting in a multicultural world.

And, is it not so, “Some succeed because they are destined to; most succeed
because they are determined to” …

Assoc.Prof. Anca DINICU, PhD

December, 2016

6
 Militaryy Org
ganiza
ation

Lesson 1 – Serving
g in the Military
M
Lesson 2 – Militaryy Servicess and Bra
anches

7
 Lesson 1 – Serving in the Military
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. a) What words do you associate with the word military? Share your words with
your partner(s) and talk about them. Then, put the words into sentences of your own.
b) What kind of military service is there in your country?
c) Do you think military conscription is a good idea?
d) Look at the map below and spot the countries where military service is
compulsory.

e) Rank the following reasons to join the army starting with the most important
one for you:

Adventure To protect one’s country

To use a weapon The uniform
To fight in combat To learn new skills
To travel To be a hero
To get medals To have good friends

f) In your opinion, what would the world be like without armies?

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Reading and Listening

2. Read the text and fill in the gaps with the words on the right. Then listen and
check your answers:
Britain's Prince Harry has called for the (1) _____ of military service. serving
This is when young people have to (2) _____ a year or two in the army return
before they start work or go to university. In Britain, compulsory military amazing
service (3) _____ in 1960. Many countries around the world make their reasons
young people spend some time in the armed forces. Prince Harry ended
spent 10 years (4) _____ in Britain's army and said it helped him a lot. thank
He said it did “(5) _____ things” for him. Harry said the army, “does spend
keep you out of (6) _____”, and that, “different people do it for different trouble
(7) _____”. He added, “I've had an epic ten years. I've had great fun. definitely
The Army keeps giving me great jobs, and I can never (8) _____ them harm
enough for that”. Prince Harry said he would (9) _____ his niece and role
(10) _____ to join the army when they grow up. He said, “I would (11) life
_____ encourage Prince George, and Princess Charlotte if she wants projects
to as well, to have some (12) _____ of involvement in the Armed sort
Forces”. He said military service was a great way of helping people encourage
and making them stronger for (13) _____. Harry told journalists about nephew
the effect of military service on his life. He said, “It's done no (14)
_____, just good, for me…. I would say enjoy the (15) _____, because
at first it's just pressure, pressure, pressure… . It's like any job – you've
got to learn how to do it”. Prince Harry will soon leave the British Army
and work in Africa on conservation (16) _____ .

3. Unjumble the sentences and use capital letters where necessary to obtain a
coherent text. Then listen and check your answer:

Soldiers
job difficult unbelievably an have soldiers. sometimes i become soldier understand
people a don’t why. you can die. of life the tough very is soldier a. you have to train
very hard heavy every and really things day carry. you have to march over mountains

9
for days and sleep in the desert. many have to do also learn and you to
fight dangerous things. some soldiers don’t have to worry too much. you’re army
country if an a never in in that goes to war, it’s probably a good job. being an
american or british soldier is a very dangerous job. they’re always fighting
somewhere. problem big one child is today soldiers. in armies are there kidnap that
world the children and make them fight.

Speaking

4. Choose one of the topics below and discuss it as required:

a) Discipline.
Give three reasons to convince the others that discipline is the best thing people
get in the military. Argue which one among the following is the least useful: future
job prospects, learning survival skills, or fitness.

b) Future job prospects.

Give three reasons to convince the others that job prospects represent the best
thing people get after graduating military studies. Which one among the following
is, in your opinion, the least useful: discipline, learning survival skills, or fitness?

c) Survival skills.
Give three reasons to convince the others that learning survival skills is the best
thing people get during military training. Which one among the following do you
think is the least useful of these: future job prospects, discipline, or fitness?

d) Fitness.
Give three reasons to convince the others that fitness is the best thing people get
during their military career. Which one among the following do you consider to be
the least useful of these: future job prospects, learning survival skills, or
discipline?

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5. Debate each of the arguments below with a partner. Student A agrees with the first
argument, Student B, with the second:

Student A Student B
1. Army life is better than deskwork in a Deskwork in a company is better than
company. army life.
2. All citizens must join the army for one All citizens having to join the army for
year. one year is a bad idea.
3. All military people are heroes. Military people are just doing their jobs.
4. Killing someone in action is murder. Killing the enemy is a soldier’s duty.
5. There should be no armies in the Armies help keep the peace.
world.
6. Money should be spent on reducing Money is needed for the military.
poverty.

6. Writing
Write about your reasons of choosing the military career. (60 – 80 words)
Comment on your partner's paper.

11
 Lesson 2 – Military Services and Branches
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. Match the words with their definitions:

1. arm a) the subdivision of the national armed forces of a

sovereign nation or state;
2. army b) infantry, armor, special forces, aviation, artillery, air-
defense artillery, engineers;
3. combat c) a means (as a weapon) of offense or defense; a combat
branch (as of an army);
4. military d) army training that young people must do in some
countries;
5. military branch e) maintenance of equipment, distribution of food, clothing
and weapons, clerical services, and so forth;
6. military service f) someone who serves in the armed forces; a member of a
military force;
7. navy g) a large, highly organized military force, concerned mainly
with ground (rather than air or naval) operations;
8. service h) artillery; air-defense, aviation, military police, signal;
9. serviceman / i) the branch of the armed services of a state which
servicewoman conducts military operations at sea;
10. combat arms j) the armed forces responsible for securing and defending a
country (such as Army, Navy, Air Force);
11. combat support k) active fighting especially in a war;
12. combat services l) a section of the armed forces (Army, Navy, Air Force) in
which a person serves;

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2. a) Read the text below and fill in the blanks with words in the previous exercise
(some words can be used more than once):
Almost every country in the world has its own _____ (1), as part of its system of
defense. Their job is to keep the nation safe, to help after a natural disaster such as a
flood, an earthquake or large storms, or to help the police.
Most countries divide their armed forces into several _____ (2), such as _____
(3), Air force, and also _____ (4) wherever there is a coastline. The United Kingdom
Armed Forces, also called 'Her Majesty’s Armed Forces’, for example, consist of the
British Army, the Royal Air Force and the Naval Service. As for the United States,
they have five _____ (5): the Army, Marine Corps, Navy, Air Force, and Coast Guard.
The Land Forces represent the main component of a _____ (6), and consist of
the Active Army, the Reserve components and the Army civilian work force.
The Army classifies its personnel and units by _____ (7) such as: Infantry,
Artillery, Armour, Aviation, Engineers, Signals (Communications), Logistics, Military
Police, Special Forces, Intelligence, etc. According to their role in (8) _____, these
branches are classified into (9) _____, (10) _____, and (11) _____arms. The Branch
chief is Head of the Branch.

Reading
3. When you work with other units and formations, you may have to deal with officers
from the different Army branches listed below. Read the short paragraphs and
identify to which of these branches the officers belong:

1. Air Defence Artillery 7.Military Intelligence 13. Ordnance Corps

2. Armour 8. Infantry 14. Finance Corps
3. Army Air Corps 9. Signals 15. Transportation Corps
4. Chemical Corps 10. Military Police 16. Special Operations Forces
5. Engineers 12. Medical Corps
6. Field Artillery 11. Quartermaster Corps

a. I belong to an arm of close combat. My mission is to close with the enemy by

fire and manoeuver, to destroy or capture him and repel his assaults by fire, close
combat, and counterattack, to maintain a state of readiness in preparation for combat
worldwide.

13
 b. I serve in one of the combat arms also known as “the gunners“ Our task is direct
ground support. We are responsible for employing both cannon and missile fire on
the battlefield.
c. Our purpose is to develop, produce, acquire, and support weapon systems,
ammunition, missiles, and ground mobility materiel during peace and war in order to
provide combat power.
d. I represent a unit which is responsible for special reconnaissance,
unconventional warfare and counterterrorism.
e. Our mission is to protect military forces and geopolitical assets against the
threat of aerial attack.
f. We are responsible for planning, employing, and operating state-of-the-art voice,
imagery, and data distribution systems and networks.
g. We plan and direct activities that provide soldiers with food, water, petroleum,
repair parts, weapons systems and field services.
h. My duty is to escort military personnel and convoys, and to perform route
reconnaissance. My branch is also involved in investigating crime sites, military
bases and installations.
i. My branch provides helicopters for armed action against enemy tanks.
j. My job is to procure, provide, arrange or manage all surface transportation
assets required to support and sustain the armed forces in peace and war.
k. Our role is to carry out close combat, heavy missions, to close with and destroy
enemy forces using firepower, mobility, and shock action, or to destroy the enemy's
will to continue the battle.
l. We provide the essential professional analysis of financial data necessary for the
efficient use of the Army's money, materials, and personnel resources.
m. We possess expertise in radiological, biological, chemical, and environmental
technologies to “protect the force” in an ever-changing warfare environment.
n. Our job is to determine an enemy’s plans, intentions, and capabilities before
they set into motion.
o. My job is to provide initial treatment, carry out preventive medical measures and
provide medical resupply. My other tasks include dental care, basic hygiene and
sanitation, veterinary and food inspection service.

14
 p. Our role is to assist the Armed Forces to move and fight. We construct and
maintain facilities and breach enemy fortifications.

4. Speaking/Writing

● What branches are there in the UK and U.S. Armies, and how are they classified?
● What branches mentioned in the text cannot be found in the Romanian Army?
● Compare and contrast military organization within the Romanian, British and
American armed forces.

Remember:
a) When you compare two things you have to bring out the similarities.
b) When you contrast two things, the differences have to be expressed in an
explicit manner.
c) Don’t forget the introduction and the conclusion.
d) Use connectors such as: similar(ly), likewise, while, whereas, also, on the
other hand, but, unlike, on the contrary, briefly, in conclusion, to sum up, etc.

● Do a research on the Internet, and/or go to the site below and watch a video about
your branch within the US Army, and take notes.
https://www.youtube.com/watch?v=ujsqWnzoyFk&index=17&list=PLbMLNqaSjQunR
TpKZH2DmLcV59-mHuPvw
● Then write / or prepare a speech in which you present your branch and its role and
missions within the Romanian land forces. Also explain the reasons that determined
you to choose that specific branch and not another one.
● In groups, make a recruitment poster to illustrate your branch.

15
 Military Career Development

Lesson 1 – Ranks and Appointments

Lesson 2 – Paths to Become a Military Leader
Lesson 3 – Women in the Military
Lesson 4 –The Military Briefing

17
 Lesson 1 – Ranks and Appointments
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. Match the words in column A with their definitions in column B:

A B
1. Commission a) a person who commands
2. Commissioned Officer b) the succession of commanding officers from a
(O(F)-1 to O(F)-10) superior to a subordinate through which command is
exercised
3. Non-Commissioned c) a Lieutenant Colonel commanding a unit (battalion)
Officer (NCO)
4. Warrant Officer d) an officer commanding a military establishment
(W(O)-1 to W(O)-5))
5. Enlisted personnel e) an officer responsible for coordinating staff functions
(E-1 to E-9) within a headquarters (HQ), who can also be 2IC
6. Commanding Officer (CO) f) a person’s title in the military hierarchy
7. Officer Commanding (OC) g) the officer next to the commander who is
nominated to take command in the event of the
commander’s absence
8. Second-in-Command (2IC) h) specialists between the enlisted and officer ranks
in terms of seniority
9. Executive Officer (XO) i) an act of assigning or designating someone to a job,
office or position to which one has been appointed
10. Commander (comd) j) a service man / service woman with a supervisory
rank, deriving their authority, or commission, directly
from their head of state during a commissioning
ceremony, after a period of training
11. Commandant (OC) k) an authority by which an officer holds his or her
rank in the Armed forces

18
 12. Chain of command / l) those who have voluntarily signed up, usually
command Channel without any prior training or experience
* the British equivalent is “other rank” (OR)
13. Rank m) a service man/service woman with a supervisory
rank who did not receive a commission
14. (Pay) Grade n) administrative classifications used to determine
wages and benefits based on the corresponding
military rank
15. Appointment o) a Major commanding a sub-unit (company)

Reading

2. What is the subject of the following conversation? Summarize it and add your own
comment on the topic:

Reporter: The military can be a confusing place for many people. One of the biggest
stumbling blocks concerning the military is, for me, as a civilian, to understand the
difference between officers and enlisted. Can you explain it to me, Major Boyd?
Major Boyd: Well, the difference between enlisted and officers mainly consists in
prestige, pay, responsibility, and future career opportunities. A career as a
commissioned officer presents a unique challenge and opens some very particular
doors, for those who have what it takes to lead from the front.
Reporter: As far as I know from history, in the last centuries Army officers were
prominent aristocrats or landowners who received a commission from the country’s
ruler, giving them permission to raise and train military units. By contrast, the enlisted
were “the common folk” the officers led into battle. Military units used to be raised by
wealthy and prominent community members, who would obtain a commission to
recruit and train the people in their home town.
Major Boyd: Perfectly true but, of course, things have changed ever since. Today,
commissioned officers are no longer aristocracy, and the enlisted are far from being
peasants.

19
Reporter: However, officers are the primary source of authority in any military unit,
and their position maintains some of its aristocratic origin, as embodied in the age-old
phrase, “officer and gentleman”, doesn’t it?
Major Boyd: Undoubtedly. Above all else, a commissioned officer's duty is to lead. If
the civilian equivalent of a private is an entry-level blue collar worker, and the
sergeant that of middle manager, then commissioned officers are the upper
management and executives.
Reporter: Interesting and vivid comparison with the civil society, I would say!

3. Match the following Army ranks with the corresponding grades in the table then
choose the appropriate abbreviations in the list below:

1LT 1SG 2LT BG COL CPL CSM

CPT Capt GEN/Gen LTC/ LtCol MAJ LTG / LtGen MG SGT
MSG PFC PV1 PV2 SFC SGM SSG

E-1/E-2 Colonel O-2 General/General of the Army

E-3 Corporal O-3 Master Sergeant/First Sergeant
E-4 Second Lieutenant O-4 Private
E-5 Captain O-5 Private First Class
E-6 Brigadier General O-6 Lieutenant General
E-7 Lieutenant Colonel O-7 Sergeant Major/Command Sergeant
Major Sergeant Major of the Army
E-8 First Lieutenant O-8 Major General
E-9 Staff Sergeant O-9 Sergeant
O-1 Major O-10 Sergeant First Class

4. Read the text below, which is a rundown of the various elements of command in
the U.S. Army. Then try to give the “soldier’s five” (= a quick brief) on how the military
structure and ranks work within the Romanian land forces:

The smallest element in the Army structure is the squad, which is typically made up
of four to ten soldiers, and normally is commanded by a sergeant or staff sergeant.

20
Some units have two squads that made up a section, commanded by a staff
sergeant.
Three to four squads or sections form a platoon. Normally, a platoon includes 16 to
44 soldiers, and is led by a lieutenant with an NCO as second in command.
A company contains three to five platoons and a total of 60 to 200 soldiers. It is
commanded by a captain with a first sergeant as the commander's principal NCO
assistant. If the element is an artillery unit, it is called a battery rather than a
company. If it is armored or air cavalry, it is called a troop. A company is a tactical
sized unit, and can perform a battlefield function on its own.
The battalion encompasses four to six companies and between 300 and 1,000
soldiers. A battalion, normally, is commanded by a lieutenant colonel, and a
command sergeant major serves as principal NCO assistant. A battalion can conduct
independent operations, if they are of limited scope and duration, and operates its
own administration. An armored or air cavalry unit of equivalent size is known as a
squadron.
A brigade includes 1,500 to 3,200 soldiers, and a brigade headquarters commands
the tactical operation of two to five combat battalions. Brigades normally are
employed on independent or semi-independent operations, and normally are
commanded by a colonel with a command sergeant major as senior NCO. In some
cases, a brigadier general may assume command. Armored cavalry, ranger and
Special Forces units in this size range are called regiments or groups instead of
brigades.
A division, with 10,000 to 16,000 soldiers, usually consists of three brigade-sized
elements, and is commanded by a major general, who is assisted by two brigadier
generals. It can conduct major tactical operations and sustained battlefield operations
and engagements. Divisions are numbered and are assigned missions based on
their structures. Divisions perform major tactical operations for the corps, and can
conduct sustained battles and engagements.
Two to five divisions make up a corps. It includes 20,000 to 45,000 soldiers. It is
normally commanded by a lieutenant general, who is assisted by a command
sergeant major and an extensive corps staff. The corps provides the framework for
modern multi-national operations.

21
A field army combines two or more corps, with 50,000 or more soldiers, and is
typically commanded by a lieutenant general or higher-ranking officer. An army group
plans and directs campaigns in a theater of operations, and includes two or more
field armies under a designated commander. The U.S. Army hasn't used army
groups since World War II.

5. When you work with other units and formations, you may well have to deal with
one or more of these officers. Match the appointment in column A with the job
description in column B. The first one has been done as an example: 1 –c

A B
1. Staff Officer (SO) a. I act as personal assistant to the general.
2. Quartermaster (QM) b. I direct close air support.
3. Public Relations Officer (PRO) c. I assist the battalion commander with his
administrative work.
4. Aide-de-camp (ADC) d. I work in a brigade headquarters.
5. Forward Air Controller (FAC) e. I command a company-sized grouping of
artillery.
6. Commanding Officer f. I am responsible for coordinating staff
duties within the battalion headquarters.
7. Intelligence Officer (I0) g. I command a company.
8. Liaison Officer (LO) h. I deal with the media.
9. Forward Observation Officer i. I collect and analyse information about the
(FOO) enemy
10. Battery Commander (BC) j. I am responsible for the logistics of the
battalion.
11. Ammunition Technical k. I direct artillery fire.
Officer (ATO)
12. Executive Officer (XO) l. I command a battalion
13. Officer Commanding (OC) m. I dispose of unexploded bombs.
14. Adjutant n. l act as a link between the brigade and the
battle groups.

22
6. a) Fiind words in
i the mind
d map belo
ow to fit the
e following definitionss:

A mind map
p is a wayy of organ abulary to show the connectio
nizing voca ons
be
etween words. The mind
m map below
b is ba e word hea
ased on the adquarterss.

1. Department th
hat is resp
ponsible for the re-su
upply of am
mmunition. 2. Small mobile
uarters use
headqu ed by the commander on the battlefield.. 3. Act off raising a service
man to
o a highe 4 Group of officers
er rank. 4. s, and otther rankss that ass
sist the
comma
ander. 5. People
P who are emp
ployed by an organizzation. 6. Information
n about
the enemy. 7. Moving
M troops and equipment
e t as part of a plann
ned militarry task.
ailed instru
8. Deta uctions givven by a commander to his subordinattes.9. Info
ormation
ed by listening to the enemy’ss radio tra
obtaine ansmissions. 10. Actt of practic
cing the
skills th
hat units ha
ave to carrry out on operations.

b) Design a miind map fo

or one or more
m of the following:
• Army • rank • militarry

7. Role
e-play
Work in
n pairs. Student A will play the
e role of a(n) … (eg. Infantry) o
officer and student
B will be
b a(n) … (eg. Artille
ery) officerr. Ask and answer ea
ach other’ss questions about
the bra
anches you
u representt.

23
 Lesson 2 – Paths to Become a Military Leader
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. How can a young man or woman become commissioned officer in the

Romanian Army?
2. Here are twenty random words associated with leadership. If you had to choose
only five of them as being most important, which ones would you choose? Is there
anything you would remove from or add to this list? Explain why:

purpose integrity values strategy humility

empowerment commitment confidence compassion delegation
wisdom determination sensitivity sincerity honesty
risk people passion principles

Reading
3. Read the conversation then answer the questions below:

Reporter: How can someone be commissioned and become a military leader?

Major Boyd: It certainly depends on each country. In the US Army, for example, an
individual interested in serving as an officer has four options: enroll at a traditional
college or university with a Reserve Officer Training Corps (ROTC) program,
currently offered at over 300 institutions, and through agreements at more than 1,000
colleges and universities; attend a Senior Military College or Academy, such as West
Point, for example; attend Officer Candidate School (OCS) after graduating from
college; receive a direct commission after earning a professional degree in such
selected fields as legal, medical, ministerial and technical.
Reporter: What are their perspectives?
Major Boyd: No matter what specialty they enter, officers are expected to come out of
training able to immediately take charge of about forty enlisted troops – a platoon.
An officer’s career progresses by assuming larger commands and greater levels of

24
responsibility – from a platoon to a company, from a company to a battalion, and so
on, all the way up to the cream of the crop as commander of a base, an operating
theater, etc.
Reporter: All this requires commitment and also specific qualities, I guess.
Major Boyd: That’s right. Entrusted with unique authority and responsibility,
officership requires character and leadership.
Reporter: Speaking about leadership, Major Boyd … I have never served in the
military, but I have studied the leadership qualities and actions of many military
leaders. My studies have suggested that military leadership is built on the same
foundations as leadership in all other fields, am I right?
Major Boyd: I think so. However, one element is added in the military – discipline,
which involves two other features: respect for the rank as distinct from the man, on
the one hand, and obedience to orders, on the other hand. Respect for the rank
means that senior officers can expect compliance to rules and orders, but can not
expect personal respect from their followers unless they personally deserve it.
Obedience to orders means that when an order is given, it is obeyed without question
– for the sake of the mission, for the safety of all involved, and for the sake of
maintaining discipline.
Reporter: Followership is important to leadership, isn’t it?
Major Boyd: Yes, it is an essential ingredient of leadership. In any organisational
structure, you are not only leading, but also following. To be effective at almost every
echelon, you need to play both the leader and follower role adeptly.
Reporter: It can be said that followership is the reciprocal social process of leadership.

Questions:
1) What do the two people talk about?
2) How can a young man or woman become a commissioned officer in the US Army?
3) According to the conversation above, is military leadership any different from that
in other fields of human endeavour? Does it require a similar leadership philosophy,
choice of leadership style and leadership values as leadership in civilian life?
4) Do you agree with the idea that good leadership comes from good followership?
Explain your answer.

25
4. Read the paragraph and say if the statements below are true (T) or false (F):

Leaders do not command excellence, they build excellence. There are many qualities
that shape a successful leader. Consequently, there is no single recipe for
guaranteeing top management skills. If there were, there wouldn't be so few truly
international success stories. Obviously, a great decision-maker possesses the ability
to inspire his employees. A charismatic boss can motivate employees to give that
added-extra that puts a company over the top. This leader is energetic while at the
same time being thoughtful when it comes to important, strategy-changing decisions.
This, of course, does not mean that balanced leader is without his impulsive side.
In fact, it is exactly this adventurous spirit that separates true genius from run-of-the-
mill management. Take Bill Gates for example; if he hadn't left Harvard University
before graduation, he might never have become the stellar public figure that he is
today. His ruthlessness, combined with a passionate conviction has made him the
envy of many an industry captain today.
True False
a) Most leaders have the same sort of qualities.
b) The ability to inspire employees is often seen in top management.
c) A charismatic leader can motivate subordinates to give an extra
push.
d) Most run-of-the-mill leaders are adventurous.
Listening

5. Listen to six people speaking about leaders. Among the following adjectives

competent consistent adaptable responsible decisive

courageous confident disciplined firm balanced
understanding authoritarian open-minded cautious impulsive
compassionate charismatic aggressive strong sensitive

a) cross the ones they mention to describe a good leader.

b) circle the ones you admire, and use them in sentences of your own.

26
6. a) Match the idioms 1-6 related to leadership with their meanings a-f:

1. Take charge a) willingness to cooperate as part of a team.

2. One step ahead b) to coordinate people’s efforts; to gather people
together for a common purpose.
3. Track record c) to take on a leadership role and become
responsible for a situation
4. To roll up one’s sleeves d) the history of someone’s performance.
5. Team spirit e) to be prepared to do some hard work.
6) Rally the troops f) to be better prepared or more successful than
someone else.

b) Now complete the following sentences using the idioms above, making any
necessary changes:

a) Alex sets a good example of hard worker because he is always willing to ___ .
b) I think John should be promoted to manager, he is always ___ of everyone else.
c) Michelle is very good at ___ and motivating them to work to their best potential.
d) The company is in a mess. We really need someone who can ___ and sort this out.
e) Rachel has proved to be an excellent leader, and she has a very good ___ for
leading companies successfully.
f) Richard is very good at encouraging ___ among his staff members.

7. Listen to a British officer telling his story then do the exercises:

a) Match the words 1-10 (used in the audio document) with their meanings a-j:

1) kit a) rubbing something until it shines

2) Household Cavalry b) a regiment in the British Army
3) polishing c) a larger regiment in the British Army, of which the Blues
and Royals are a part
4) heritage d) popular British brand of mint sweets
5) the Blues and e) small sections of a surface which look different to the rest
Royals of the area

27
6) horsemanship f) rooms where horses are housed and fed
7) ceremonial g) used in a ceremony or formal event
8) stables h) equipment
9) patches i) the ability to ride and look after horses
10) Polos j) a country or region’s traditions, values, places and
buildings which have continued over a long period of time

b) Give complete answers:

1. What university did the officer graduate from, and at what military academy did
he do his military training?
2. Why do the officer and his colleagues have to spend a lot of time on preparing
their kit?
3. What does he contrast performing his ceremonial duties with?

8. Watch the VOA video presentation of the West Point Military Academy, and
take notes. Then make a similar presentation of your military institution.

9. Speaking
a) Here are some rules and values a Commanding Officer set out to exercise his
authority. Read and discuss them with the rest of the class. How would you
characterize this officer?

– I am here to serve you as your commander, mentor, companion and brother-in-

arms.

– When we are facing the enemy, I will be in front of you. When the enemy is

behind us, I will be watching your backs.

– I will remind you that each of you is responsible to and for one another. You must

ensure that I remember that I am responsible to and for you all.

– I will give you loyalty, integrity and trust for free; I must earn yours.

– Professionalism knows no shortcuts. There are no runners-up in our business.

28
 – Your job is to soldier; my job is to empower you to do your job to the best of your

ability.

– When I ask you to do something, know that I do so because you are the best

person I know to do it.

– Success is your crown; wear it with modesty and humility. Failure is my burden,

for it will be I who has failed you.

– You are our most valuable asset; yours are your families. When you are away,

your family becomes my family.

– Your job is a profession; my job is a privilege that I must re-earn every day.

b) Discuss these questions:

 Some believe that people are born to be either leaders or followers, while others
believe that leadership is a skill we can learn. What do you think?
 Do you consider yourself a leader? Why/why not?
 Have you ever been in a position of leadership? If so, do you think you were a
good leader? Why/why not?

10. Write a five-paragraph essay to express your opinion on the following topic
(200-250 words):
Psychologist and author Daniel Goleman first introduced the term “emotional
intelligence” and its chief components – self-awareness, self-regulation, motivation,
empathy, and social skill – in his 1995 book of the same name. In his research,
Goleman found that truly effective leaders are distinguished by a high degree of
emotional intelligence. Without it, a person can have first-class training, an incisive
mind, and an endless supply of good ideas, but he still won’t be a great leader.

11. Test: Who am I? Famous Military Leaders in World History

Choose the right answer then find out similar information about the other leaders
mentioned in the questions:

1) Born in 356 B.C, I never lost a battle in eleven years of combat. Perhaps my
greatest tactical manoeuvre was my victory on the river Issus, where my numerically

29
superior foe retreated so quickly that I was able to take his mother, wife and children
captive. After conquering much of Asia, I began to return to my European home, but
died of illness at the age of 33.
a) King Darius III b) Alexander the Great
c) Cyrus the Great d) William the Conqueror
2. I was one of the finest Admirals to have ever served on the high seas. My
exceptional leadership during the naval battle that pitted the world’s two largest fleets
against each other is still studied by modern naval officers. I was killed in battle,
aboard my flagship 'Victory', by a sniper positioned on an enemy ship.
a) Horatio Nelson b) Isoroku Yamamoto
c) Chester Nimitz d) Karl Dönitz
3. I led my troops to conquer much of Europe. After dispatching my mistress' enemy,
the King of Pontus, I said “Veni, Vidi, Vici”. I was killed by disloyal political assassins.
a) Julius Caesar b) Gengis Khan
c) Maximus Aurilius d) Alexander the Great
4. My famous writings on war include the well quoted phrases 'know the enemy,
know yourself, and your victory will be inevitable', and 'avoid strength, attack
weakness'. My most famous publication has 13 chapters.
a) Helmut von Moltke (Senior) b) Antoine Jomini
c) Sun Tzu d) Karl von Clausewitz
5. An artillery officer, I was used to great effect in quashing domestic rebellion in my
home country. I went on to lead my country in many victories across Europe. Leaving
my subordinates in charge of annexing Spain, my army suffered major problems. My
troops nicknamed me 'the little corporal' due to my leadership presence at the front line.
a) Napoleon Bonaparte b) Erwin Rommel
c) The Duke of Wellington d) Gebhard von Blücher
6. Born in Austria in 1889, I showed little promise when I failed high school. Growing
up in the pre-war years as a postcard artist, I later served in WWI as an infantry
soldier and foot-messenger. I was wounded twice, once as a victim of Allied gas
attack. I was decorated for bravery four times. I later went on to have a successful life
in politics, leading my party to a slim electoral victory.
a) Adolf Hitler b) Herman Goering
c) Karl Doenitz d) Erwin Rommel

30
7. Born as an illegitimate son to the Duke of Normandy, I was protected from my
many enemies by the French King. Invading one of my neighbouring countries, I won
the pivotal Battle of Hastings and was crowned King in 1066.
a) King Edward b) Henry I
c) William the Conqueror d) King Harold
8. I sustained a fifteen year campaign against the Roman legions, by using
innovative cavalry techniques. Rather than wait for the Romans to attack my home
Carthage, I invaded Italy with my war elephants.
a) Julius Caesar b) Genghis Khan
c) Hannibal d) Scipio Africanus
9. I would be the first to say that I am one of the finest frontline commanders of WWII.
I came from a wealthy Virginian family with a history of military service. It took me an
extra year to eventually pass my exams and graduate from West Point in 1909. I
commanded the first ever armoured unit of the United States in 1917, and won the
Distinguished Service Medal in 1918. My WWII career was nearly destroyed when I
slapped an unwounded soldier who was suffering battle fatigue, calling him a coward.
a) John Pershing b) George Patton
c) Bernard Montgomery d) Dwight Eisenhower
10. One of the founding members of the Chinese Communist Party, I helped
organise the creation of the Red Army. Battling against stronger Nationalist forces, I
was forced into a six thousand mile retreat, which became known as “the Long
March”. I declared the People's Republic of China on October 20, 1949.
a) Chiang Kai-shek b) Mao Zedong
c) Genghis Khan d) Sun Tzu
11. I was born into an influential family on the Onon River in the 12th century. As a
military leader, I reorganised my units into groupings of 10: 10 men to a squad, 10
squads to a company, etc. My very mobile army was almost entirely cavalry of one
kind or another, half being heavy cavalry, and the remainder being light cavalry
archers. I established an empire that lasted for over 150 years.
a) Genghis Khan b) Julius Caesar
c) Attila the Hun d) Alexander the Great

31
12. Supplementary Reading

Five Elements of Nature to Define the Authentic Leadership

In Ancient oriental philosophy, wood, fire, earth, metal, water are five basic
substances in nature movements. All five elements of nature could be integrated into
the contemporary leadership and management essential.
● Wood – means doing good things with elegance and personality. By nature, wood
needs to grow and sprout in the spring. Same as “Wood style” of leadership, blossom
with innovation, inspiration and influence, to lead via nature, not via brute force.
● Fire – on behalf of propriety, self-esteem, mix humanity with humility, “Fire-Up”
summer style leadership will lead with passion, sincerity, vision and mission,
perception with great presentation.
● Earth, or Soil – stands for gentle temperament but confidence and honesty. “Down-
to-earth” style leadership means great attitude, taken responsibility, listening skills
and nature connection and engagement.
● Gold – on behalf of justice with strong temperament, “rule of gold” means equality:
you should treat others as you want to be treated. Gold could also mean the autumn,
harvest, to deliver the sustainable result, with measurement culture, the incentive and
rewards to the contribution.
● Water – on behalf of the flowing wisdom, it reminds the insightful observation, the
analytic prediction, and the art of good management practices. Water may also mean
winter, the knowledge accumulation, the energy re-charging and long term
sustainability.

32
 Lesson 3 – Women
n in the Military
M
●●●●●●●●●●●
●●●●●●●●●●●●●●●●
●●●●●●●●●●●●●●●●
●●●●●●●●●●●●●●●●
●●●●

Speaking and Vo
ocabulary

1. Disccuss the folllowing issues:

• Are there differences bettween male
e and fema
ale leaderss?
• Can women make
m effecttive leaderss? Do you think theyy can excell in this role? Why
do you
y think so
o?
• Do you
y think some men have difficculty followiing a fema
ale leader? Why?
• Wha
at are some more co
ommonly he
eld stereottypes with regards to
o women? Do you
agre
ee with them?
• Wha
at are som
me more commonly held stereotypes witth regards to men? Do you
agre
ee with them?
• Wha
at are the accepted
a ro
oles of me
en and wom
men respecctively? Do
o you fit intto these
roless? Should these roless be challe
enged and changed?
? Argue your answers
s.

Listenin
ng

2. Listen to an interviiew about being a woman

w in the
t militaryy and answ
wer the
followin
ng question
ns:

1) The young wom

man joined
d the milita
ary when sh
he was ______ years o
old.
a) 17
7 b) 19 c) 21
2) She needed to
o ____ to jo
oin.
a) ge
et in colleg
ge b) pass a test c) get perm
mission
3) She was a ______ .
a) medic
m b) driver c) translato
or
4) She talks abou
ut _____ ve
ery fast.
a) ru
unning b) speakin
ng c) eating
5) She says wom
men should _____ join
ning the military.
a) pu
ursue b) conside
er c) avoid

33
3. Listen to an interview with an American military official and choose the right
answer:
1. What is Leon Panetta's job?
a) White House Chief of Staff b) U.S. Secretary of Defense
c) U.S. Homeland Secretary d) U.S. Secretary of Attack
2. What has Leon Panetta lifted?
a) the cover off a new Army jeep b) too many heavy army backpacks
c) the ban on women fighting on the front line d) weights
3. What have women been putting at risk?
a) their savings b) their investments
c) their careers d) their lives
4. Whom have female troops been willing to die for?
a) their fellow women soldiers b) their fellow Americans
c) Americans who follow them d) Americans they follow
5. What has stopped women doing the jobs in the military they want to do?
a) gender b) bosses
c) men d) their ability
6. What is Panetta's condition regarding women and what do they have to do?
a) be able to meet the military's standards b) not be allowed to shoot to kill
c) be able to serve for only 10 years d) be able to run a marathon with a rifle
7. What did a soldier say women must pull?
a) the trigger of a machine gun b) a muscle
c) a jeep d) their own weight
8. What must the U.S. public be prepared to do?
a) see women get taken hostage b) see women become generals
c) see women return in body bags d) see women on the front line
9. How many new jobs for women could there be?
a) 277,000 b) 217,000
c) 273,000 d) 237,000
10. Why couldn't women do the jobs before?
a) they weren't strong enough b) they were off limits
c) they didn't exist d) they didn't want to

34
Speaking

4. Choose one of the following topics and make a short, coherent and structured
speech. Make complex sentences and add appropriate connectors:

● You are the ministry of defense. You think it is OK for women to fight on the front line:
– women can do exactly the same job as men;
– protecting a country is not only a man's job;
– your new ruling would make your country stronger.
● You are a long-time soldier. You totally disagree with women serving on the front line:
– you saw many bad things in your time as a soldier;
– women should not see those things or put their lives at risk;
– many military women can do without fighting on the front line.
● You are a woman soldier. You love your job and you think that:
– you are better at soldiering than many men;
– it's unfair you could not fight on the front line;
– wars have changed and the risk to all soldiers has reduced
– all women should be allowed to defend their country.
● You are an anti-war campaigner. You disagree with all the others as you think that:
– armies are crazy;
– no country should have an army; without wars, lives could be saved
– the money spent on the military should be used to promote peace.

5. Writing

Watch the video Women, Peace and Security at NATO, and take notes.
Then make a summary of the document, concluding with your opinion on the topic
dicussed. (80-100 words)

35
 Lesson 4 – The Military Briefing
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. What do you think about speaking in public? Does it require special qualities?
– Have you already made oral presentations, or spoken in front of an audience?
Can you briefly describe that experience (the occasion, the way you prepared,
how you felt, your audience’s reaction ...)?
– In your opinion, is it useful for Army cadets to develop public speaking skils?
Why?

2. Match each of the vocabulary words with its definition:

1) briefing a) the reason for which something is done or created

2) presentation b) a plan or strategy intended to achieve a particular goal
3) topic c) something that follows rules, is a dressy or important occasion
4) audience d) having a relaxed, friendly, or unofficial style, manner, or nature
5) colleague e) the final part of a presentation that is a summary of the
important information
6) formal f) someone or something that people talk or write about
7) informal g) the action of informing or instructing someone
8) purpose h) a speech or talk in which a new product, idea, or piece of work
is shown and explained to an audience
9) conclusion i) a person with whom one works in a profession or business
10) roadmap j) a group of people who gather together to listen to something

3. Oral Presentations. Making a good oral presentation is an art that involves

attention to the needs of your audience, careful planning, and attention to delivery.
a) Watch the two presentations made at the United Nations: which one would
you take as a model?

36
 b) Choose the right answer:

1. At the beginning of your presentation you can say, ''I'm going to __ about ... .''
a) do b) talk c) tell
2. You can also say, ''I'm going to give you some __ and figures.''
a) facts b) information c) numbers
3. When you go to the next part in your presentation, you can say: “I'd now like to __
on to...”
a) move b) speak c) talk
4. When you talk about a graph (or other figure/diagram) you can say, ''This graph __
you...''
a) demonstrates b) indicates c) shows
5. If you want to show that one thing is directly linked to the next thing, you can say,
“This __ me to my next point”.
a) guides b) leads c) links
6. When you want to show that you have finished your presentation, you can say,
“That __ me to the end of my presentation”.
a) brings b) concludes c) summarises
7. You can then say, “Thank you for __”
a) attending b) listening c) taking part
8. If you want to invite people to ask you questions, you can say “Please feel __ to
ask questions”.
a) fine b) free c) happy
9. After you reply to a question, you can say “Does this __ your question?”
a) answer b) reply c) satisfy
10. If you want to repeat, clarify or say something in a different way (perhaps
because someone didn't understand you when you gave an answer) you can say, “__
another way...” .
a) In b) Put c) Spoken

37
 c) Write the phrases for each part of your presentation in the correct group:

Secondly, … In addition, … First of all, … The topic of my presentation is

However, … Also, … What’s more, … On the other hand, …
Then again, In conclusion, … I’m going to talk I’d like to talk about …
about

a) Introducing your presentation c) Adding more ideas

b) Ordering your presentation d) Adding ideas from a different point of view

Reading and Listening

4. a) Read the text below. Use the word given at the end of some of the lines to
form a word that fits in the space in the same line.
Then listen and check your answers:

Military Briefings
Speech is important in the life of the military officer. Each officer
must be a competent (1) ____. The primary job of all commanders, communicate
staff officers, and supervisors is to get things done through other
people. This means that they must be able to speak accurately,
briefly, and clearly. To possess effective speaking abilities is
definitely an asset to any officer in the job of keeping ideas
moving smoothly up and down the lines of communication.
Effective (2) ____ in any military service requires communication perform
skills that are precise. This need for accuracy and (3) ____on the thorough
one hand, and for (4) ____ and quick response on the other, has brief
given rise to a specialized and (5) ____ type of speech. This type style
of speech has been designated the “military briefing”. It requires
specific techniques with respect to the role of the briefer, the
purpose of the briefing, and the nature of the required response.
Commanders and staff officers communicate using the military
briefing. The primary reasons for its frequent use are to save

38
research time for the senior officer, to (6) ____ that officer to able
question the briefer and (7) ____ points, and to facilitate a rapid, clear
coordinated response which serves to reduce (8) ____ time. act
The military briefing is concise: it does not contain any extra or
(9) ____ material. The essentials are delivered in an objective necessary
manner, usually in a one-time-only presentation of facts, with
reference to enough familiar material to establish a basis for
understanding by the (10) ____. Briefers will often be required to listen
discuss broad subjects in a limited time. Some briefing officers
give daily or weekly briefings.

5. Here are five steps in constructing military briefings. They are in disorder, put them
in chronological order:

First, a) select only those visual aids that will illustrate the point. Aids should be
simple, effective, and clear. Good titles or captions help. If the aids
consist of charts, be certain the lettering is large enough to read. Ensure
there are enough handouts for everyone in the room, and have an
assistant pass them out. If the users read the charts, allow plenty of time
for reading and comprehension. Even if the audience reads the charts, it
may be helpful if you emphasize the especially significant points. Good
visual aids, well handled, add to clarity; bad or poorly used aids are worse
than none. If the aids are cumbersome or complicated, plan to have
someone assist you.
Second, b) establish key words. Good briefers ensure that the words are
understood. Use familiar terms, when possible, define the unfamiliar
ones, and give warning when familiar words will be used in uncommon
ways. Rehearse, if possible. Adequate practice within whatever time limits
there may be, will pay dividends in familiarity with the subject,
smoothness of presentation, impact on the audience, and success of the
briefing.

39
Third, c) know the subject thoroughly. Attempt to acquire as much knowledge of
the subject as time and circumstances permit.
Fourth, d) isolate essential points to be presented. If the users want to know
more, they will ask questions, giving you an opportunity to provide
additional background material.
Fifth, e) arrange facts in a normal and logical order for presentation. The order
of arrangement will depend on the type of briefing, the subject, and the
visual aids available

6. Complete each sentence with the right word:

echelon operational anticipate fundamental simulate

techniques recognizable precisely mastery

1. There are four ___ types of military briefings: information briefing, decision briefing,
staff briefing, and mission briefing.
2. Although there are elements common to all, each type is distinct, and the briefer
must understand ___ which is required in each situation.
3. The military briefing is used at every military ___ to keep a commander and his
staff informed.
4. To better prepare for a briefing, ___ questions and objections, and prepare
answers for them.
5. The mission briefing is used to brief training missions that ___ combat operations.
6. A thorough understanding of ___ conditions that could affect the successful
execution of the mission is one of the objectives of a military briefing.
7. Successful briefing ability comes from ___ of ___ speaking skills and briefing ___,
from practice and study, from good judgment, and from awareness of the
audience’s feedback.

40
Speaking

7. The ability to present your own ideas is one of the essential skills you should
master in the military. Choose one of the following topics and make a decision
briefing to the class.

Here is how you should organize your speech:

Introduction
– Greeting. Address the person(s) receiving the briefing, and identify yourself.
– State the classification of the briefing. (This is an Unclassified Briefing)
– Explain the purpose and scope.
– Announce the problem statement. Mention that a decision will be sought at
the end of the briefing.
Body
– Brief the decision maker on any background information, if necessary.
– List all pertinent facts.
– Analyse the courses of action. Display all evaluation criteria and explain the
advantages and disadvantages of the recommended solution.
Conclusion
– Present a summary statement re-emphasizing what the recommended course
of action provides.
– Close with a strong, positive statement for the recommended course of action.
– Ask for questions.
– Request a decision.

Briefing 1: Modernization of the military equipment

The maintenance division you work for got less money for the equipment that
needed, so a careful decision on how to spend it is necessary. Give a briefing on
two posssible ways of spending money, describing their advantages and
disadvantages. Recommend one and justify your choice:
a) buy some modern equipment b) upgrade the old equipment c) other

Briefing 2: Medical station facility

The medical station in your unit is located in an old building which is too small and
in poor condition. It has to be moved to another place. Give a briefing on two

41
 possible solutions describing their advantages and disadvantages. Recommend
one and explain why.
a) construction of a new building b) adaptation of another building c) other

Briefing 3: Multinational exercise

There will be a multinational exercise soon. Its aim is to put emergency procedures
for a terrorist attack into practice. Give a briefing on two candidate platoons
describing their strong and weak points. Think of skills, experience, and language
proficiency. Recommend one platoon and justify your choice.
a) A platoon, C Coy b) A platoon, B Coy

Briefing 4: Investments next to the military unit

The command of your unit has been asked by the local authorities for their opinion
about selling land next to your unit grounds. There are two companies offering
different investments. Give a briefing to assess the influence of the potential
investments on the unit describing their pros and cons. Recommend the more
acceptable one and justify your choice.
a) Investment A – luxury apartments
b) Investment B – International Logistics Co. – a supply center

Briefing 5: A primary school closure

You work in a military base abroad. A plan to close a primary school on the base
and send children to a big school in town raised the parents’ concern. As a PR
officer, you are to present the problem to the military authorities and suggest
solutions. Give a briefing, describing advantages of each option you are presenting.
Recommend one solution and justify your choice:
a) keeping the school b) sending kids to a local school c) other

Briefing 6: UN mission supplies

On a UN mission you were tasked with preparing a plan for the delivery of new
equipment. It has to be transported to the camp 250 miles away. Give a briefing on
two possible ways of supplying the equipment describing their advantages and
disadvantages. Recommend one and justify your choice.
a) one big convoy b) two convoys c) other

42
 Military Routines

Lesson 1 – Life on Base

Lesson 2 – Military Maps, Coordinates and Directions

43
 Lesson 1 – Life on Base
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. Look up in the dictionary the military meaning of the words below then use them in
sentences of your own:
barracks casern outpost (op) garrison
(army)post fortification military installation (air) base

2. Unjumble the sentences then use capital letters where necessary to obtain a
coherent paragraph about what a military base is:

in general, a military accommodations base provides for one or more units, but it may
also be center used as a command, a training ground, or a proving ground. however,
certain complex bases periods are able to endure by themselves for long because
they are siege able to provide, water and other life food support necessities for their
inhabitants while under. a military base is a facility directly owned and operated by or
for the facilitates military or one of its branches that shelters military equipment and
personnel, and training and operations. in most cases, relies a military base on some
outside help in order to operate.

3. a) Match the facilities that can be found on a military base/post (column A) with the
activities associated to them (column B):

1. armoury a, show your ID, sign in

2. assault course b. troops assemble for inspection, attend ceremonies, do
parade drills
3. barracks c. on-base department store
4. chapel d. shoot at the target, load weapons
5. commissary e. jump, crawl, climb, run
6. firing range f. make plans, issue orders

44
 7. gym g. living accommodation for single junior-enlisted service
members
8. HQ h. living accommodation for families
9. indoor range i. have meals when at work
10. health clinic j. on-base grocery store
11. main entrance k. work out, lift weights
12. on-base housing l. have a regular check up
13. mess hall m. provide religious services
14. parade ground n. secure location where weapons are stored
15. PX o. small-bore weapons are fired

b) Some of your friends attend the academy Doors Open Day for the first time,
and want to have an insight into military life. You take them on a tour of the
academy, and show them the different buildings and facilities.

Reading
4. Read the dialogue and match the words
written in italics with their equivalents in the box:

get along unified description

multitier ignorant assigned (to)
discouraging families deal

Reporter: Major Boyd, you have recently returned from a three-year mission at
NATO, haven’t you?
Major Boyd: Yes, that’s right, I had the chance to be (1) posted at SHAPE, near
Mons, a small town in Belgium.
Reporter: I must admit I’m (2) in the dark about NATO. What is SHAPE?
Major Boyd: SHAPE is the abbreviation of Supreme Headquarters Allied Powers
Europe, officially named ACO (Allied Command Operations). It is a (3) three-tier
command with headquarters and supporting elements at the strategic, operational
and tactical level, whose commander is an American general, the SACEUR
(Supreme Allied Commander Europe). It exercises command and control of static

45
and deployable headquarters, as well as joint and combined forces across the full
range of the Alliance's military missions.
Reporter: I see. We all know that arriving at any new job can be a (4) daunting
experience. What can you tell us about this?
Major Boyd: Well, yes, all new arrivals have a lot of work, and frustration to (5)cope
with initially. The first few months at SHAPE can be a bit of a struggle, especially for
the (6) dependents, as even the simplest things are a challenge: housing, driving,
shopping, schools … However, living on a military base is a unique, challenging and
fun experience. It is a lot different from living in a regular civilian neighborhood, and
there are things that can take some getting used to.
Reporter: Could you give us a (7) snapshot of life for military personnel and their
families at SHAPE?
Major Boyd: Well, SHAPE is like a little town with much to see and do on a daily
basis to occupy your time other than work. Its area is about 200 ha, and comprises
staff buildings, support facilities, school buildings, shopping areas, sports, moral and
welfare facilities as well as housing areas with residential buildings of different size.
Military and civilian personnel from the NATO member and partner countries, as well
as from non-NATO countries, such as Egypt, Morocco and Australia, work there
together as a (8) tight-knit international and multicultural military community.
Reporter: What about families?
Major Boyd: Well, it’s a challenge for them, too. Fortunately, one of the great things
about living on any military installation (not only SHAPE) is that for the most part,
each base is equipped with travel offices, recreational centers, free gyms, pools and
a local Army Community Services (ACS) building for any other unknown information
you may need. You and your family should never be bored with the vast amount of
resources and recreation available to you for little or no charge.
Reporter: This reminds me the American bases we see in the movies.
Major Boyd: Yes, they are very similar. However, there are some differences, too.
First, an American camp, or post as they call it, is not a multinational one. Besides, it
is provided with a wide range of training facilities such as ranges, drop zones, assault
landing strips, assault courses, rappel towers, manoeuvre areas, artillery firing points,
etc., to enable soldiers to get a better idea of how they would (9) fare side-by side in
a battle, and how well they would perform in combat with each other.

46
Listening and Speaking

5. Watch the video and listen to a freshman, or plebe, talking about his daily
routine at the West Point Military Academy. Below is a list of activities:
a) Tick the ones mentioned in the video:
wakeup workouts reveille study
sweep the floor room inspection roll call athletics
physical education morning roster have meals classes
clean the rooms call minutes make the beds guard duty
dissolve ranks take out the trash remove/deliver laundry

b) Say where and when the activities above take place. Use military time.

* Military Time. All U.S. military services tell time by using the numbers “1” to “24”
for the 24 hours in a day. A day begins at one minute after midnight and ends at
midnight the same day. For example, eight minutes after midnight (12:08 am) is
written in military time as “0008”. Thirty-three minutes after two o'clock in the
afternoon (2:33 pm) is written as “1433”

c) Speak about your activities on a weekday. How are they different from
weekends?

6. Military slang. Most professions develop their own peculiar vocabulary of slang
words, and the services are no exception. Each sentence below contains one
example of military slang. Underline the slang words and then match them to the
definitions in the column on the right. The first one has been done for you as an
example: a-9

Sentences containing military slang: Definitions:

a. What is that civvy doing here? 1. Infantryman
b. We’ve liberated three bottles of 2. To deliberately wound a comrade,
slivovitz from that deserted farmhouse. giving the appearance that he was hit
by enemy fire

47
 c. The shell exploded as the men were 3. To steal
lining up for chow.
d. I met him while I was still a rookie. 4. To destroy
e. He got zapped by a sniper this 5. To shoot someone dead
morning.
f. Watch out! There’s a bandit on your 6. Disorderly behaviour leading to
tail! violence
g. I requested a transfer from the 7. Food
Guards, because I couldn’t take all the
bull.
h. There is a rumour going around that 8. Cleaning and polishing kit
Sergeant Ellis was fragged during the
bombardment.
i. We took out the lead tank as it was 9. Someone who is not a member of
crossing the railway line. the armed forces
j. He is going to be an instructor at boot 10. Recruit
camp.
k. The grunts always get the dirty jobs. 11. Training establishment for new
recruits
l. We’re expecting aggro tonight, so bring 12. Enemy fighter aircraft
plenty of baton rounds.

7. Writing
Write a letter to your parents/brother/sister/friend in which you describe and express
your opinion about your life as a cadet. Describe the activities and facilities that are
available for cadets. Also mention what activities or facilities you think should be
removed from, or added to the existing ones. (200-250 words)

Reading
8. Match the idioms underlined in the text with their synonyms in the list below. The
first one has been done for you as an example:

(0) that was half the battle = a) that was a good start in

48
 b) premature l) a temporary success
c) sure of success m) to prove my worth
d) extremely healthy n) not doing as the others did
e) to be ambitious o) had an important job
f) protesting p) civilian clothes
g) to argue with q) met to decide on a definite plan of action
h) join in a united action r) the initial training in drill and marching
i) he did persevere s) wasting their time
j) a great surprise t) gave up the attempt
k) a double-dealer u) there was just a remote chance

The language of the Army

To most people, the Tower of London is just another historic building that they
have visited along with thousands of others, but to me it has a particular significance
for it was inside its grey ramparts that I was once obliged to spend three chilly
months. Now I hasten to add, not as an imprisoned traitor or master spy, but as a
soldier doing part of my military service with a London regiment. And on revisiting the
Tower as a tourist, the other day, I recalled memories of my sojourn there, and
stopped to think of the many expressions in English which owe their origin to the
army, past and present.
Before I joined up, I had been given plenty of advice on how to behave in the
army. If you kept your mouth shut and your eyes open, I was told, then (0) that was
half the battle on becoming a soldier. A neighbour of ours, who was supposed to be
(1) quite a big shot in some ministry department, assured me that the army would
make a man of me. But personally, I thought all these well-wishers were rather
(2) fighting a losing battle as far as I was concerned because I couldn't see myself
fitting into the military routine. Still, it was up to me (3) to win my spurs. As I said
goodbye to the manager of the firm where I had a part-time job, he told me I'd
thoroughly enjoy (4) my square-bashing, and in no time at all I'd feel (5) fighting fit.
And so, there I was entering the Tower for the start of my new career.
I was a little surprised at the compliment I received from the sergeant on the
shortness of my hair, but (6) that was only a flash in the pan considering the remarks
I was later to hear. This same sergeant, in fact, (7) was a bit of a turncoat really, what

49
you might call _____, as it so happened. He was quite friendly to us all while we were
still (8) in civvies, but he soon showed his other side once we were gathered in the
barrack room, dressed in uniform. And I'm sure if I quoted his actual words, everyone
would be (9) up in arms protesting to English-test.net. Suffice it to say he was not the
sort of person (10) to cross swords with. He advised us (11) to aim high and try and
feel proud of the uniform we now wore. One of our number actually dared to express
an opinion in the middle of the sergeant's little speech, but he soon (12) beat a hasty
retreat when the sergeant warned him of the dangers of (13) stepping out of line.
After our first night's sleep in the barrack room, interrupted continually by the
hooting of ships on the Thames outside, we were awakened by the bugle announcing
reveille. In both senses of the expression, most of us were certainly raw recruits,
complete novices, for we fondly imagined we could have a bit of a lie in. It (14) came
as a bombshell to me that I had to jump out of bed the minute reveille had finished
playing. But an even greater shock awaited us. Our barrack room floor, the sergeant
roared at us, was not clean enough, and the following morning we would have to get
up at 6 instead of 6.30. This shattering piece of news had the effect of making us
(15) close our ranks, we decided to. And after our first exhausting day, we set to give
the floor a magnificent shine. One of the squad even went as far as to guarantee that
the sergeant would be delighted with our efforts. But personally I thought this was
(16) jumping the gun a bit, being rather _____. And events proved me right.
The sergeant was not satisfied that morning, nor the next, nor the next. And soon we
were rising at 4.30 a.m. The sergeant certainly (17) did stick to his guns, because he
had to get up early, too, to come and see that wretched floor. The night before we
had to get up at 4, we (18) held a council of war. No one had any ideas at first, and
then, one young Londoner said he'd noticed a large tin that had been left behind in
his locker. It was just (19) a shot in the dark, he said, that it might contain polish. We
rushed to the tin, prised it open and applied its polish to the barrack room floor giving
it a mirror-like finish.
(20) Certain of victory, in the morning, we retired for a brief night's sleep. At 4
precisely, the door was flung open, the sergeant strode into the room, slid several
feet on one leg and landed flat on his back. I'd love to tell you the language the
sergeant used but if I did that, it would mean revealing a military secret and, honestly,
I have absolutely no wish to spend another night in that cold, grim tower.

50
9. Reading for fun

Want a day off?

So, you want a day off. Let's take a look at what you are asking for. There are 365
days per year available for work. There are 52 weeks per year in which you already
have 2 days off per week, leaving 261 days available for work. Since you spend 16
hours each day away from work, you have used up 170 days, leaving only 91 days
available. You spend 30 minutes each day on coffee break which counts for 23
days each year, leaving only 68 days available. With a 1 hour lunch each day, you
used up another 46 days, leaving only 22 days available for work. You normally
spend 2 days per year on sick leave. This leaves you only 20 days per year
available for work. We are off 5 holidays per year, so your available working time is
down to 15 days. We generously give 14-day vacation per year which leaves only 1
day available for work and I'll be damned if you are going to take that day off!

A Soldier's Lie
Once a soldier asked his commanding officer for a day's leave to attend his sister's
wedding. The officer asked him to wait outside the door for a few minutes while he
considered the request. The officer then called the soldier back in and said, “You
are a liar. I've just phoned your sister and she told me she's already married”. “Well,
sir, you're an even bigger liar”, the soldier replied, “because I don't even have a
sister”.

Questions for discussion

– Do you agree with the officer’s argument for not giving his subordinate a day off?

– Why did the soldier tell the officer a lie?

– Why did the officer tell the soldier a lie?

– Can you remember telling such lies?

51
 Lesson 2 – Military Maps, Coordinates and Directions
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. Discuss the following questions:

• What types of maps do you know?
• What information can one get from a map?
• Work in pairs and determine which map would be best to find your way in the
following scenarios:
– Going from your house to a downtown library.
– Going from your house to a different elevation.
– Going from your house to a different country.
– Going from the academy to the airport.
• Explain what a topographic map is and what it is used for.

2. Match the words in column A with their definitions in column B:

A B
1) relief a) a list of all the symbols used on a map with an
explanation of their meaning
2) plain b) 1/360 of the way around a full circle
3) topography c) the height above sea level of a point on Earth's surface
4) plateau d) pictures that stand for features on Earth's surface
5) contour lines e) the imaginary line that makes a half circle from the North
Pole to the South Pole and passes through Greenwich,
England
3) contour interval f) the distance in degrees east or west of the prime meridian
7) elevation g) the shape of the land
8) landform region h) one half of the sphere that makes up Earth's surface
9) key i) the relationship between the distance on a map and the
distance on Earth's surface

52
 10) symbols j) the difference in elevation between the highest and the
lowest parts of an area
11) equator k) the imaginary line that circles Earth halfway between the
North and South poles
12) longitude l) a landform that has high elevation and a fairly level
surface
13) hemisphere m) steepness of landform’s sides
14) degree n) flat or gently rolling land with low relief
15) latitude o) the distance in degrees north or south of the equator
16) scale p) show a change in elevation
17) prime meridian r) show areas of equal elevation
18) slope s) a large area of land where the topography is similar

3. Write the number of the pictures below in front of the corresponding terrain
features. Then match them with the appropriate definition:

(1) (2) (3)

(4) (5) (6)

(7) (8)

1) Hill a) a usually short, continuously sloping line of higher ground,

normally jutting out from the side of a ridge. It is often formed by
two thoroughly parallel streams cutting draws down the side of a
ridge

53
2) Ridge b) a vertical or near-vertical slope. It may be shown on a map by
contour lines being close together, touching, or by a ticked
“carrying” contour line. The ticks always point toward lower
ground
3) Valley c) a low point or hole in the ground, surrounded on all sides by
higher ground.
4) Saddle d) a dip or low point along the crest of a ridge. It is not
necessarily the lower ground between two hilltops; it may be a
break along an otherwise level ridge crest.
5) Depression e) a line of high ground with height variations along its crest. The
___ is not simply a line of hills; all points of the ___ crest are
higher than the ground on both of its sides.
6) Draw f) a reasonably level ground bordered on the sides by higher
ground. A ____ may or may not contain a stream course. It
generally has maneuver room within its confines. Contour lines
indicating a ____ are U-shaped and tend to parallel a stream
before crossing it. The course of the contour line crossing the
stream always points upstream.
7) Spur g) a point or small area of high ground. When you are on a
hilltop, the ground slopes down in all directions.
8) Cliff h) similar to a valley, except that it normally is a less developed
stream course in which there is generally no level ground and,
therefore, little or no maneuver room. The ground slopes upward
on each side and toward the head of the ___. It is caused by
flash floods and can be found on flat terrain but is more often
found along the sides of ridges. Contour lines indicating a ____
are shaped like a “V” with the point of the “V” toward its head
(high ground).

54
4. Military maps are made so they can be read easily and quickly. One of the
features that make military maps easy to read are the colours used on them. Fill the
gaps with words from the box to indicate the meaning of each colour:

green black red white blue brown yellow purple

a) ___ indicates sparse or no vegetation. Basically, this colour indicates any

landscape feature except for trees or water, including desert, grass, sand, rocks,
boulders, and so on.
b) ___ denotes revisions that have been made to a map using aerial photos. Such
revisions have not been field-checked for accuracy.
c) The colour ___ indicates cultural (man-made) features such as buildings and
roads, surveyed spot elevations, and all labels, as well as boundaries.
d) The colours ___ and ___ are combined to identify cultural features, all relief
features, non-surveyed spot elevations, and elevation, such as contour lines on
red-light readable maps.
e) ___ identifies hydrography or water features such as lakes, swamps, rivers, and
drainage. It is also the colour used to identify friendly forces.
f) To identify both friendly and enemy engineer obstacles as well as vegetation with
military significance, such as woods, orchards, and vineyards, we use ___ .
g) ___ identifies all relief features and elevation, such as contours on older edition
maps, and cultivated land on red-light readable maps.
h) Contaminated areas, both friendly and enemy, are coloured in ___.
i) ___ usually represents the enemy. It also classifies cultural features, such as
populated areas, main roads, and boundaries on older maps.

Reading
5. Fill in he gaps with words from the list. There are two extra words that you do not
have to use:
features installations headquarters shapes sea
strategists steepness streams mapping invasion
distances vegetation coordinate cartography colour-coding
road man-made brush-covered obstacles

55
The importance of topographic maps
– Do you have any favourite subjects at the military academy, Cadet Jones?
– I’m good at marksmanship, and I’m particularly interested in the military subjects,
as I major in Military sciences. Among my favourite ones so far, I would mention
Military Leadership and Map Reading.
– Map Reading? Everybody can read a map, I guess? Don’t they?
– Not really. I’m referring to reading military maps. Land navigation is a skill-set which
takes time and practice for someone to become proficient and confident. Basic
mastery of map interpretation and terrain analysis, “reading the terrain”, is essential
in military operations.
– Would you tell me more about it, please? I know nothing about the military (1) ____.
– Well, to keep from getting lost, a soldier must know how to find out where he is. A
combat area has no street addresses, but a military map can help you identify a
location accurately. Topographic, or topo maps portray the physical (2) ____ of an
area. They show the locations and (3) ____ of mountains, valleys and plains, the
networks of (4) ____ and rivers, and the locations of (5) ____features such as trails,
roads, towns, boundaries, and buildings. They also show what the terrain is like
including its (6) ____, (7) ____, and the kinds of (8) ____. All of these are important
considerations in military planning. Military (9) ____ use maps to locate opposing
forces, to plan operations, and to (10) ____ logistics. For example, it is easier to move
personnel and supplies along a level, paved (11) ____ than across a series of (12)
____ hills and valleys. Topographic maps contain the information needed to decide
where to go and where to position things. Some topographic maps are very detailed.
In the United States, for instance, there are 7.5 minute quadrangle maps for every
state that can locate your position precisely.
– So, maps help military leaders prepare against (13) ____ by designing a “defense”
strategy. How long have maps be used in the military, have you got any idea?
– Of course. I’ve learnt in class that war has driven the development of (14) ____
since ancient times. In his Art of War, for example, written around 400 BC, Sun-Tzu
devotes an entire chapter to terrain. The oldest surviving Chinese military map, now
known as the Garrison Map, was discovered in 1973, in a tomb. Can you believe
that, dating from around 180 BC and painted on silk, they used (15) ____ to show the
location of various (16) ____ and (17) ____?
– Thank you, Cadet Jones for the interesting topography lesson!

56
6. Lookk at the picture belo
ow, and match
m the nouns
n to the
t numbe
ers. All the
e words
below relate
r to na
atural and man-made features in the land
dscape. Usse your dic
ctionary
to find the
t meanin
ngs of anyy which you
u do not kn
now:

field church
h re-entra
ant wood
d farm line moun
ntain facttory
quarryy road railway hedge
e t-junctition villag
ge bridg
ge sum
mmit
river forest copse hill spur town
n castle
le lake
e
crosssroads orchard
d trackk Passs sadd
dle kno
oll rid
dge

7. Choo
ose the rig
ght answer:
1) A lan
ndform tha
at has high elevation and a fairly level surrface → …
a plateau
a) b latitude
b) c)
c globe d
d) plain
2) The difference in elevatio
on between
n the highe
est and the
e lowest pa
arts of an area
a →…
a degree
a) b key
b) c)
c scale d
d) relief
3) Flat or gently rolling
r land with low relief
r →…
a scale
a) b plateau
b) c)
c plain d
d) globe
4) A larrge area off land where the topo
ography is similar → …
a prime meridian
a) m b landform
b) m region c)
c plateau d
d) plain
5) The height abo
ove sea levvel of a point on Eartth's surface
e→…
a equator
a) b mountain
b) c)
c pole d
d) elevation
n

57
6) 1/360 of the way around a full circle → …
a) degree b) equator c) angle d) latitude
7) A list of all the symbols used on a map with an explanation of their meaning → …
a) key b) scale c) relief d) landforms
8) The distance in degrees east or west of the prime meridian → …
a) longitude b) latitude c) equator d) globe

Writing a Process Paragraph

Remember:
A process paragraph:
– either describes how to perform a certain task, or describes the process of
something happening;
– typically begins with a topic sentence, which clearly labels the process and
explains its relevance to readers;
– any materials needed are listed, followed by the stages of the process, in
chronological order;
– each step is typically numbered, and includes examples and elaboration with
specific details.

8. Put the following sentences in chronological order and insert transition words to
write a process paragraph on the topic How to draw a topographic map. List the
materials you need, and add the topic sentence:

1) _____ draw a contour line for the lowest elevation level. This line should trace the
shape of the land at that elevation level. Record the elevation next to the contour line.
2) ____ record basic information about the area you want to map. Write down the
maximum and minimum elevations, the scale of the map (e.g. 1:10,000) and the
latitude and longitude of the central point in the lower left or right corner of the map.
This is called your map key, ____ draw a compass rose showing which direction is north.
3) ___ write in the maximum elevations at mountain tops, plateaux and other high points.
4) ____ sketch out the main landmarks of the map. Draw roads, rivers, lakes,
mountain peaks and other significant locations. You can give locations a symbol to

58
make them easier to find. ____, you can label mountain peaks with a triangle, roads
with a dotted line and so on. Write down the symbols you use in your map key.
5) Begin drawing more contour lines for higher elevation levels. ____ choose your
increments based on the elevation changes in the area you are mapping. Label the
elevation at every fifth contour line to make the map easier to interpret.
6) _____ choose the place you want to map and gather existing maps of it: municipal
and university libraries, hiking guidebooks, and online resources.

Giving Directions in a Town or City

9. Review the different ways of asking for and giving directions:

Asking for directions Giving directions

• Where is the… from here? • Go up/down… for… blocks.
• Excuse me sir. I am looking for… • Go up/down… to… .
How do/ can I get there? • Go straight ahead to… .
• Do you know the directions to…? • You go along… to… .
• Pardon me. What are the directions • Walk/drive (that way) until you see …
to…? Avenue.
• What is the way to…? • Continue in the same direction until (you
• How do I go/get to…? get to) the stop sign.
• Please tell/give me the way to …? • Turn right/left at/on… .
• Can/could you help me? I want to • Don’t turn there.
go to… • At the intersection/traffic lights, turn right/left.
• Can you give me directions to…? • At the corner of… and…, you turn right/left.
• Could you tell me the way to…? * • It’s on your left/right.
• Can/could you tell me how to get • It’s the second building on the/your
to…? right/left

10. Listen and complete the instructions with the missing words and expressions:
a. Go (1) ___. Then (2) ___ on to Green Street. Walk (3) ___ the library and it’s the
building (4) ___the library (5) ___ .

59
 b. Go straight on. Go past the (6) ___ . You will see a shop (7) ___ . Go past that
and it’s on the right next to the shop.
c. Go straight on. Go past the traffic lights and go straight on until you get to the
(8) ___ . At the roundabout (9) ___ . Go past the theatre. It’s the building next to the
theatre, (10) ___ the hospital.
d. Go straight on. Go past the traffic lights and (11) ___ on to King’s Road. Go past
the bookshop. It’s the building next to the (12) bookshop ___ the café.

11. Asking for and giving directions in a building:

– Please tell me the directions to … – Go along the corridor/hall.

– What are the directions to …? – Turn right at the end of the hall.
– What is the way to …? – Take the stairs down to the basement
– I’m looking for the … – Go through the door.
– How do I go / get to …? – It’s just through/past/after the door.
– How can I get to…? – Take the elevator up to the top floor.
– Where is the …? – Go up to the fifth floor.
– Go straight ahead.

12. What places below are there in town or within your military institution? Role play
with a partner:
Student 1 asks how to get to a certain place.
Student 2 responds by giving the directions.
bookstore gymnasium mess hall
music store club maintenance section
discotheque/bar/movie theatre shopping mall bank
drugstore restaurant park
grocery store or supermarket building D coffee shop
sports centre hospital clothing store
post office swimming pool auditorium

13. Sketch a map to make it easier for new students to find their way around the
academy.

60
 Military Gear

Lesson 1 – Uniforms and Accessories

Lesson 2 – Weapons

61
 Lesson 1 – Uniforms and Accessories
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and Vocabulary

1. Find synonyms for the word uniform and use them in sentences of your own.

2. Answer the questions:

a) What is a uniform?
b) Why do people wear uniforms?
c) Can you list people who wear uniforms?
d) Here are some reasons why wear a uniform; put them in order of importance
(from the most important to the least important):
1) Uniforms make people look different from other people so you can identify/
recognize them more easily.
2) A uniform, as opposed to a costume, is a clothing of a certain type, style, and
make up that is required by the organization the person belongs to.
3) Uniforms tell you that person has skills other people do not.
4) A military uniform tells you that the person wearing it belongs to a specific
country and organization.
5) The military uniform means the person wearing it has taken an oath to the
government of his or her country to defend the nation, even if it means they
might get hurt or even die.
6) The uniforms of the Army distinguish soldiers from other service members
7) The Army uniform helps protect the wearer.

62
Reading

3. Read the text below. Underline the words referring to clothing that can be part of a
military uniform:

Everyday Clothes
I have two teenage children who love shopping for clothes. They go to the mall
with their friends every Saturday. On school days, my son, Stan, likes to wear blue
jeans and T-shirts. He only wears a suit on formal occassions like weddings or
funerals. He feels comfortable wearing a jacket, but not a tie. My daughter, Lily, likes
to wear tight pants. She wears a dress, or a skirt and blouse for parties or dinners.
She doesn't feel comfortable in high heeled shoes, and loves wearing casual and
sporty clothes. When Lily visited her aunt in Texas, she bought cowboy boots, tight
blue jeans and a cowboy hat.
In winter, my children wear coats, hats and gloves on cold days. When they go
skiing, they put on toques and mittens. Mittens are warmer than gloves. My son
doesn't like rainy days because he has to wear a raincoat and carry an umbrella. My
daughter loves to wear the scarf that I bought for her birthday.
In summer, Lily and Stan usually wear shorts, tanktops and sandals to the
beach. Sometimes, on weekends, we go walking in the mountains, so they wear
hiking boots and thick woolen socks to protect their feet and toes.
Last Saturday, my children came home with a bag of clothes each. My son
bought two sweaters, and a pair of leather shoes. My daughter bought a black belt to
wear with her blue dress, a pair of grey pants and a matching jacket. She also bought
a green blouse.
My children have no problem spending money. They think money grows on trees!

4. Read the interview below and fill in the table with words related to specific military
apparel and equipment:

Headgear Upper body Legs and feet Accessories Personal equipment

63
Interviewer: Lieutenant Bell, you have already been in the military for seven years.
What is it like for a woman to wear the same clothes every day?
Lt. Bell: Well, first, we do change clothes quite often as we have several uniforms,
adapted to different circumstances, and civilian clothes as well. Besides, I wear my
uniform with pride.
Interviewer: How many uniforms do you have?
Lt. Bell: There are several uniforms, but we classify them into three basic types: the
Army Combat Uniform, or ACU, with universal digital pattern, put on for combat or
field training conditions, the Army Service Uniform, or ASU, for everyday work in the
office, and the Dress Uniform, used for parade or dress events.
Interviewer: Which one is your favorite?
Lt. Bell: Honestly? The ACU. It is practical and comfortable, made of camouflage
material. Many of us also use it for everyday service and even, sometimes, for official
ceremonies.
Interviewer: Some people believe that military women are not very attractive or do
not project a professional appearance when wearing uniforms and equipment
designed for men. Do you agree?
Lt. Bell: Definitely not! Anyway, combat uniforms specially designed to fit the female
body are now available in many armies.
Interviewer: How are women’s uniforms different from men’s ones?
Lt Bell: Let’s take, for example, the cut of the new ACU, ACU-A. I would say that it
allows women to present a better military appearance. Based upon the measures of
a woman’s body, it better fits to a broader range of body types. The trousers feature
wider areas at the hips, waist and backside; elastic around the waistband instead of
pull string; adjusted pockets and knee-pad inserts, and a shortened rise in pants. The
jackets include adjusted rank and name tape positioning, adjusted pockets and
elbow-pad inserts, slimmer shoulders, a thinner and more fitted waist, and a longer
and wider coat bottom.
Interviewer: Are these changes beneficial for the army?
Lt Bell: Undoubtedly yes! Better fitting uniforms and body armor allow the soldier
greater mobility and better comfort which in turn provide superior endurance and
better job performance. That helps them accomplish their missions.

64
Interviewer: Military uniforms are also adapted to different types of relief and climate,
aren’t they?
Lt Bell: Of course. Our equipment includes ponchos and parkas, but also face veils,
midge nets, metal helmets, gloves, berets, and leather combat boots.
Interviewer: What about the ASU?
Lt Bell: Our everyday service dress is composed of single-color well-ironed trousers,
skirts and high-heeled shoes for women, shirts and ties, and, of course, peaked-caps
or forage caps, and hats.
Interviewer: I think peaked-caps and hats are the most suitable for parades and
special occasions, aren’t they?
Lt Bell: Yes, you’re right. Parade or dress uniform is usually designed to create an
impressive atmosphere; polished shoes, bright colors, tunics with golden epaulettes
and stars or pips on shoulders, insignias, decorations and stripes on sleeves, shirts
with bright collar patches, which usually show the arm of service or a rank, so forth.
Interviewer: Soldiers participate in exercises and operations where they have to
survive for several days, so they carry a lot of things. How do they manage?
Lt Bell: They have webbings holding all kinds of pouches, rucksacks or bergens,
chest rigs, protective clothing, individual weapon, ammunition, digging tools, sleeping
bag, and many others. All these can sometimes weigh up to 60 kilos.
Reporter: Do women manage to carry the same gear as
very strong and fit male?
Lt Bell: They have to! We do not have “female” sized
Advanced Combat Helmets (ACH), Improved Outer Tactical
Vests (IOTV), ceramic plates, vests, cantines, Camelbaks,
rifles, magazines, or other equipment. Our packing lists do not read “male” or
“female”. Personally, I'm perfectly capable of carrying the weight, and I expect the
same of any female soldier. It's not easy, but being a soldier isn't supposed to be
easy. There are plenty of female soldiers who are even stronger, fitter, faster, and
more motivated than some men.

65
5. a) Watch a video with the description of combat uniform. Read the words in the
list below and cross those that are mentioned in the video:

jacket pouch helmet skirt shirt

rucksack body armor tie tuxedo waist belt
coat medals trousers beret icewear
camelback wind pants ribbons aiguillette bulletproof vest
gloves boot liners long johns first aid kit elbow/knee pad set
slacks boots peaked-cap webbing

b) Write the items in a) under the corresponding heading:

ACU ASU Mess Dress

6. Determine the meaning of the underlined word or phrase in the sentences below
by using context clues. Select the correct use of the word a, b, or c:

1. He was cold, so he zipped his jacket up.

a. metal device used to close things
b. moved quickly
c. fastened something with a zipper
2. The soldier looked his platoon commander squarely in the eye when he saluted.
a. looked away from b. looked at a square c. looked directly at
3. Please trim the hair away from my ears,
a. decorate b. cut a small amount c. shave
4. SGT Patricia Derek wanted her hair to be a reddish-blonde color, so she tinted it.
a. washed her hair with a shampoo
b. put a new color on her hair
c. cut her hair
5. CPT Jones snapped his jacket closed.
a. metal device for fastening
b. fastened something
c. popping sound

66
6. The colonel buttoned his shirt before tucking it into his trousers.
a. removed
b. fastened with buttons
c. small round object for fastening clothes
7. Soldiers wore dog tags with their name and serial number on them.
a. identification b. label c. a medal
8. Faddish hairstyles are not permitted in the military.
a. a style that will last for a short time
b. attractive
c. artificial hair
9. Servicewomen like their uniform to be properly fitted to them.
a. cleaned
b. ironed
c. sized and shaped correctly
10. You have to wear a long-sleeved shirt and tie at the ceremony.
a. sleeveless
b. sleeves which come to the wrist
c. sleeves which come to the elbow

7. Match the sentences 1-10 with those in a-f:

1. It was sticking out. a. The caporal was slouching.
2. The hair in front of his ears was too b. Cadet Burns looked the lieutenant
long. squarely in the eye.
3. His insignia had a nice shine. c. CPL Jones needed his sideburns cut.
4. It was old and torn. d. He was wearing a frayed jacket.
5. He has a moustache. e. He polished his brass to a high luster.
6. She changed it from brown to blonde. f. Meg dyed her hair.
7. He looked directly at her. g. Last year, she bleached her hair.
8. He always acted in a professional h. Captain Honeycutt has hair growing
manner. above his upper lip.
9. He was not standing up straight. i. COL Potter always had a professional
bearing.
10. Now her hair is a darker color. j. PT Brown had a pencil protruding from
his pocket.

67
8. Spea
aking/Writing
Write a paragrap
ph, or make a speecch to comp
pare and contrast the
e two mes
ss dress
unifomss below (a
aspect; desstination; co
omponent items; colo
our; accesssories, etc
c.):

Reme
ember:
You can
c choosse one of
o the two
o basic methods
m f
for organizzing comp
paring/
contra
asting para
agraphs:
1 the poin
1) nt by point method: first,
f you ta
alk about topic
t A the
en about to
opic B,
t
then right back
b to top
pic A and so on, wriiting back and forth between th
he two
s
subjects;
2 the blocck method: first, you discuss to
2) opic A then
n you continue with topic
t B
t
that is to be
e compare
ed or contra
asted with the first on
ne.

B. The
T British
h Army
A. The US Arm
my Blue Me
ess Uniform
m
No. 10 (Temperate)) Mess Dre
ess

● Your text/sp
peech will contain:
c
– a topic sentence
s
– four to ten supportting senten
nces
– a conclu
uding sente
ence
● Use
U linking words to make
m yourr text / spee
ech cohere
ent

68
 Lesson 2 – Weapons
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and vocabulary

1. Answer these questions:

– What images spring to your mind when you hear the word ‘weapon’?
– Do you think everyone has the right to carry a weapon?

2. a) Look at these words which are all connected with fire. Sort them into order of
intensity:
a. spark fire inferno blaze flame
b. to blaze to flicker to burn to glow
c. smouldering burning flickering roaring blazing

b) Choose the word or phrase that is similar in meaning to each given word:
1) rifle 2) round
a) assault b) sight a) firearm b) burst
weapon c) range d) barrel c) bullet d) accuracy

c) Choose an expression 1-8 and use it in the correct form to complete

sentences a-h:

1) hold one's fire

to refrain from shooting (a gun, etc.).
2) fire off
to discharge (as weapons, ammunition, etc.):
3) baptism of fire
a soldier's first experience of battle.
4) fire (up)on someone or something
to shoot at someone or something with a weapon; to shoot in the direction of
someone or something. (upon is formal and less commonly used than on.)

69
5) bear arms
to carry weapons, to serve as a member of the military or of contending forces
6) take up arms
to prepare for war; go to war
7) under arms
ready for battle; trained and equipped
8) up in arms
ready to take action; indignant; outraged

a) The police were instructed to _____ canisters of tear gas.

b) “It's only in their _____ that the young ones shrink and start”.
c) The troops _____the advancing army.
d) The sergeant told the soldiers to _____ unless they have evidence of hostile
action.
e) The number of men _____ is no longer the decisive factor in warfare.
f) There is no need to get _____ over such a trifle.
g) His religious convictions kept him from _____, but he served as an ambulance
driver with the Red Cross.
h) They _____ only after other means of resolving their differences failed.

3. From the axe, which originated in 1,000,000 B.C., to today's killer drones,
mankind's use of weapons has been varied and incredibly inventive. Weapons have
changed history and aided in the rise and fall of civilizations. For example,
gunpowder, a Chinese invention, led to the development of cannons and guns,
revolutionizing warfare in the Middle Ages and beyond. Watch a video about a short
history of weaponry, and take notes. Write as many weapons as you can, and put
them under the following headings, according to the historical period they belong to:

Pre-history Antiquity Middle Ages Modern times

70
4. Match the words with their meaning:
A B
1) defuse provided with weapons
2) rearm to hide a bomb where you want it to explode
3) let off to point a weapon at someone
4) detonation a person or organization that makes or supplies weapons
5) level at weapons to fight in a war
6) armement to move soldiers or weapons
7) armed to supply someone with new weapons, especially as a preparation for war
8) brandish the act of making something such as a bomb explode
9) armourer carrying a weapon, especially a gun
10) deploy to make something such as a bomb explode
11) arm to stop a bomb from exploding by removing its fuse
12) plant to wave a weapon or other object around in a dangerous and threatening
way

Reading

5. Read the short texts below and do the exercises:

A. A pistol is a handgun, like the revolver. Soldiers can aim and fire it with one hand.
Pistols are smaller than other firearms, making them useful in close combat. Modern
pistols, such as Beretta M9, are semi-automatic. This means that they do not need to

71
be charged between rounds. Officers most often carry handguns. In fact, service
pistols have great symbolic meaning. When a unit is defeated, the commanding
officer often gives his sidearm to the enemy commander. This shows that the unit
surrenders.

Check your understanding:

1) What does the passage say about aiming the pistol?
a) Its size makes it difficult to aim.
b) It can be aimed with one hand
c) Semi-automatic pistols are easy to aim.
d) It is hard to aim in close combat.
2) What can be inferred about pistols in the past?
a) They had to be charged between rounds.
b) They were less accurate than pistols today.
c) They were larger than modern pistols.
d) They were given to all members of an army.
3) Giving a pistol to an enemy commander symbolizes ____ .
a) the desire to join the enemy.
b) competition between military units.
c) the recognition of defeat.
d) a victory in a battle.
4) Which phrase describes a style of military fighting?
a) semi-automatic
b) commanding officer
c) close combat
5) What must a soldier do to a pistol to allow it to fire rounds?
a) surrender it
b) aim it
c) charge it

72
B. The rifle is a common
c m
military firea
arm. It is a long gun that
t is also
o used for hunting
and sp
ports. Soldiers fire it from the shoulder.
s It has a built-in sigh
ht. The barrrel has
twisted grooves on the inside. The
ese spin the bullett, improvin
ng the we
eapon’s
accuraccy and range. In fact, this we
eapon was
s named after
a the te
echnique used
u to
make the
t barrel:: “rifling.' At
A one tim
me, rifles could
c fire only one round at a time.
However, modern semi-automatic asssault rifles
s, also callled “assau
ult weapon
ns”, like
the M16A2, can fire
f multiple
e-round bu
ursts with a single pull of the trig
gger.

The verb we use for guns iss “shoot” or “fire” a gu eone is hit with
un. If some
a bullett, that persson has be
een shot. Another
A gen
neral word for bulletss is
“ammu
unition” or “ammo”
“ forr short. In modern
m tim
mes, we alsso have
explosive devicess such as grenades
g o bombs.
or
Unlike bombs, wh
hich have no
n propulssion and
can only be dropp own, rockets or
ped or thro
missiles are explo
osive devicces that arre self-
ed, they ca
propelle an fly by th
hemselves. The
equipm
ment used to
t fire the missiles
m is called a
missile launcher or
o (multiple
e) rocket la
auncher.

1) Choo
ose the co
orrect defin
nition for ea
ach word:
● accuracy
a) the
e distance a weapon can shoot b)
b a type off firearm
c) the
e ability to hit
h a targett c)
c the spee
ed that bullets are fire
ed at
● autom
matic
a) able to fire multiple bullets b)
b able to spin
s bulletss
c) able to hit targ
gets at lon
ng distance
es c)
c able to be
b fired from
m the shou
ulder

73
● burst
a) a rifle that fires many bullets at once b) a device used to aim
c) a series of bullets shot with one trigger pull d) a type of bullet
● rifling
a) firearm with a long barrel b) a way to make a firearm barrel
c) the part of a weapon that makes it fire d) a bullet that is shot from a rifle

2) Use these words to talk about rifles:

firearm built-in sight spin the bullet shoulder barrel
fire twisting grooves single pull of trigger multiple-round bursts

C. The mortar is a free-standing,

indirect fire weapon that discharges
shells at slow speeds and high arcs
for short distances. It is typically
muzzle-loading, with a short, often
smooth-bore barrel, generally less
than 15 times its caliber. Mortar
bombs are often referred to,
incorrectly, as “mortars”. Operating
one is simple: first, set up the mortar,
and then drop a shell down the tube.
The firing pin detonates the
propellant to fire the shell. Soldiers set the tube at an angle of between 45 and 85
degrees, depending on the desired range. Small mortars are portable and used by
infantry units. Heavy mortars can be mounted in or towed behind a vehicle.

1) Check your understanding:

a) What type of fire does the mortar provide?
b) How does a mortar weapon work?
c) How can soldiers change the range of a mortar?
d) What are the main components of a mortar?

74
2) Fill in each blank with the correct word or phrase from the list:

mounted propellants indirect fire detonate portable

a) If soldiers do not aim a weapon directly at a target, they are using _____ to
provide firepower to mobile units.
b) Large weapons are often _____.
c) In modern weapons, a variety of _____ are used to launch missiles and fire
weapons.
d) Though they are heavy, mortars are considered _____ weapons because they
can be carried by troops.
e) Mortar shells are designed to _____ on contact with a target.

3) Choose the correct definition for each word or phrase:

firing pin a) a part that attaches a mortar to a vehicle

b) a substance that forces a round out of a barrel
c) a weapon used to launch shells
d) the part of a mortar that the round is dropped onto, causing it to fire
shell a) the distance that a mortar can fire
b) a type of military unit
c) a type of combat in which mortars are used
d) an artillery round that explodes on contact
discharge a) to aim a mortar
b) to prepare a weapon to fire
c) to fire a weapon
d) to load a shell into a mortar

6. Read the dialogue below and look at the underlined words and expressions. How
many equivalents to these words can you find in the box?

think of improve make a gun shoot marksman enhance

interest peaceable consider pull the trigger generations
be surprised at sniper tell more nonbelligerent sharp shooter

75
– I’ve always (1) pegged you as the (2) non-violent type. (3) What’s with your (4)
fascination with guns and that sort of thing?
– I come from (5) a long line of military officers and I grew up with all of it. Believe it
or not, I learned how (6) to fire pistols and rifles before I was 10 years old, and by
the time I was 14, I was a pretty (7) good shot.
– I hope you (8) fired at targets and not at people.
– No, not people. We did do some hunting when I was young, but I mainly (9) honed
my skills with target practice.
– I’d like to try target practice – with a machine gun or a grenade launcher! I’m sure
I’d at least hit something.
– Yeah, right. What really interests me, are the big weapons, like missiles – you
know, like antiballistic missiles and torpedoes.
– You can have all of the missiles you want. I’ll be hiding in the tank!

7. a) Complete the text with the right words below. Then listen to the audio
document and check your answers:

The Russian arms maker Kalashnikov is (1) ____ out into fashion. The weapons
manufacturer is one of Russia's most famous companies. It makes the well- (2) ____
AK-47 assault rifle. The company said it has to make different things because (3)
____ Western sanctions. Many countries stopped buying Russian weapons after the
conflict in Ukraine started. Before the sanctions, Kalashnikov sold 70 per cent of its
(4) ____ and sporting weapons to Europe and the USA. Kalashnikov will soon launch a
fashion label. It will make 'military style' (5) ____ clothing and accessories. There are also
plans to open 60 Kalashnikov clothes stores across Russia by the (6) ____ of this year.
Kalashnikov is not the first Russian arms company to move into fashion.
UralVagonZavod, the makers of tanks and other (7) ____ vehicles, opened a shop in
2014 (8) ____ T-shirts, jackets, shoes and bags. Most of its products have images of
its tanks on them. The Kalashnikov CEO Alexei Krivoruchko said his company would
still (9) ____ most of its money from making guns. He said: “In addition to the
development of new products, by 2017 we plan to (10) ____ our sales of (11) ____
arms”. He said the company will, “start the mass production of not less than 10 new
products”. A marketing manager said Kalashnikov's fashions could sell well because
of a (12) ____ in patriotism in Russia.

76
1. (a) branching (b)) brunching (c) blanching (d) bunching
2. (a) knowing (b) knows (c) known (d) know
3. (a) for (b) by (c) of (d) at
4. (a) hunted (b) hunts (c) hunters (d) hunting
5. (a) casual (b) causal (c) causes (d) casually
6. (a) ends (b) end (c) ended (d) ending
7. (a) millet (b) militant (c) militia (d) military
8. (a) sales (b) selling (c) sold (d) seals
9. (a) have (b) do (c) make (d) feed
10. (a) duo (b) double (c) twice (d) twofold
11. (a) tiny (b) miniscule (c) little (d) small
12. (a) up (b) rise (c) arise (d) increase

b) Listen to the audio clip and fill in the blanks with the missing words:

Australian (1) ____ developers have been inspired by the unfailing capacity of insects
to spot and zero in on food and the ability of bees to avoid (2) ____ with each other in
a swarm Australia's Defense Science and Technology Organization has been looking
at how the existing research into insects' navigation and sight could make (3) ____
weapons more reliable and improve their ability to hit (4) ____. Through its
collaboration with several electronics companies, a new system known as 'Bioseeker'
has been developed.
Project Manager Philip Henschke says the study of insects has been vital.
“A variety of insects have a unique capability to find the moving target and that's the
particular holy grail of what we're interested in from a weapon’s application in (5)
____. What we've actually done is looked at the mathematics of how an insect sees
and we've taken that mathematics and from that we've looked at an algorithm that will
enable us to do what we call a (6) ____, a map of the movement within a scene”.
This information was then analyzed in special software to create a system designed
to find, (7) ____ and destroy moving targets.
The Bioseeker technology is scheduled to (8) ____ final testing, later this year. Its
architects believe that, if it is eventually used in battle, it will make soldiers (9) ____
by taking them further away from the enemy. Researchers aim to produce a low-cost

77
(10) ____ system that could eventually be reduced to the size of a coffee cup.
Possible applications include placing the technology inside (11) ____ used on the
Australian Army's Tiger Attack helicopters. The Australian military is relatively small,
with about 50,000 personnel. However, the (12) ____ force has a reputation for
technological innovation. The government in Canberra has said that, by 2020, it
hopes to bring into service a (13) ____ of Super Hornet jet fighters and an early-
warning aircraft, as well as a range of new helicopters and airborne (14) ____
airplanes. The Australian military is involved in (15) ____ missions in East Timor,
Sudan and the Solomon Islands and, with the US-led campaign, in Afghanistan.

c) Choose one of the texts above and summarize it (50-80 words).

8. Military vehicles. Match the vehicle types in the box with the silhouettes below:

armoured personnel carrier main battle tank armoured car

multiple rocket launcher infantry fighting vehicle light tank
self-propelled gun self-propelled anti-aircraft gun

78
9. Choose the right answer a, b, c, or d:

1) A temporary truce that involves an agreement to stop firing is called a ____-fire.

a) stop b) end c) cease d) remove
2) Diseases meant for use against the enemy during wartime are known as ___
weapons.
a) nuclear b) artillery c) gas d) biological
3) Weapons that employ incapacitating or lethal poisons/chemicals are called ____
weapons.
a) chemical b) nutritional c) biological d) naval
4) Weapons that are built to release nuclear energy are known as ____ weapons.
a) gas b) nuclear c) chemical d) poison
5) Land armies, for hundreds of years, have extensively used ____ in battle. They are
accurate, quick to reload, and the bullets released from them can travel several
miles.
a) swords b) knives c) crossbows d) guns
6) An explosive device that detonates by impact, signal, timer, or by other means is
called a ____ .
a) bullet b) arrow c) sword d) bomb
7) The branch of military concerned with land warfare is the ____ .
a) Army b) Navy c) Airforce d) Policemen
8) The branch of the American military concerned with warfare at sea is called the ...
a) Army b) Air Force c) Amphibians d) Navy
9) The branch of the American military that focuses on warfare and defense in the air
is called the ____ .
a) Navy b) Bomb Squad c) Flying Brigade d) Air Force
10) People have used ____ against each other since the beginning of time. They
have been used to gain territory, money, power as well as many other reasons.
a) boxes b) orphans c) manufacturing d) weapons

79
10. a) Make 10 three-word expressions connected with military matters by
combining words from the three lists: A, B and C. The first one has been done for
you as an example: forward air controller.
A B C
foreign protective missile
immediate aircraft position
forward target device
general piloted disorder
final object drill
post-traumatic action authorized
remotely air force
laser ballistic damage
improvised deployment designator
primary task vehicle
joint stress fire
inter-continental explosive controller

b) Now match each expression with the appropriate phrase. Use each word
once:

1. Missile which flies from one continent to another and then ends its flight by simply
falling onto the target. _____ 2. Home-made bomb. _____ 3. Pre-selected position
that a unit or sub-unit will occupy in the event of war. _____ 4. Mental collapse as a
result of a horrific experience. _____ 5. Small unmanned radio-controlled aircraft
designed to carry surveillance equipment. _____ 6. Pre-determined artillery target,
registered on or just in front of your own position. _____ 7. Device which projects a
laser beam onto a target in order to illuminate it for a laserguided bomb or missile.
_____ 8. Large combined arms grouping involving different branches of the armed
forces, which is formed for a specific operation or campaign. _____

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11. Choose the right word:

1) Successful ____ may be followed by armistices.

a) ceasefires b) assaults c) conflicts
2) The Spanish ____ ruled the Atlantic in the sixteenth century.
a) army b) artillery c) fleet
3) A ____ aircraft is primarily designed for air-to-air combat against other aircrafts.
a) fighter b) carrier c) bomber
4) Compared to conventional ____, nuclear warfare is vastly more destructive in
range and extent of damage.
a) warfare b) artillery c) battle
5) A ____ can carry out a number of missions including protection of Task Forces.
a) tanker b) submarine c) liner
6) ___ is a military detachment that uses large-calibre guns.
a) Infantry b) Navy c) Artillery
7) During World War II, around 13,000 ____ made night parachute drops early on D-
Day.
a) parachutists b) marines c) paratroopers
8) A ____ is a soldier who finds or makes a path through hostile countries.
a) pathfinder b) marine c) pilot
9) In ____, troops are protected from the enemy's small arms fire.
a) bungalows b) trenches c) tanks
10) A military armored vehicle that runs on tracks and possesses artillery capabilities
is called a ___ .
a) fighter jet b) tanker c) pontoon d) tank
11) An exploding rocket used in war is called a ___ .
a) Gatling gun b) bomber c) front loader d) missile
12) A gun that fires very rapidly and continuously is called a___ gun.
a) machine b) arrow c) warhead d) bullet

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12. Find the 23 military terms hidden in the letters below; 10 read across, and 13
read down. The first word has been found for you as an example. The clues listed
below will help you to find all the words.

D E T A C H E M E N T H
A X R N A I R L I F T E
M F O R M A T I O N Q A
P I O D P I I N Z D S T
A L P I D E N T I T Y P
R T X A R P K E N G I R
A R M O U R I S S U E E
D A C R M U B X I W L S
E T Q B O B R I G A D E
Z E V A D E O W N F T R
F D E T A I L W I L D V
S U R V E I L L A N C E

1. Small administrative or tactical grouping. 2. Official list of personnel in a unit or

sub-unit.3. Metal container used to store food over long periods. 4. Defensive
covering designed to protect a vehicle from bullets or shrapnel. 5. Arrangement of
aircraft, ships, troops or vehicles for tactical purposes. 6. Action of assembling at a
specific time and place. 7. Units or sub-units which are held back from an
engagement so that they can be used as reinforcements. 8. Who a person is. 9.
Small group of soldiers assigned to carry out a specific task. 10. To withdraw in small
groups and by different routes through enemy-controlled territory. 11. To supply a
person or unit with equipment. 12. Cylindrical container. 13. Decorative symbol. 14.
Amount of explosive power produced by a nuclear weapon. 15. Place where people
are accomodated in temporary shelter. 16. Tactical grouping of two or more
battalions or regiments. 17. Any method which can be used to locate or observe the
enemy or listen to their radio transmissions. 18. Platoon-sized armoured grouping.
19. Movement of men or equipment or supplies using aircraft. 20. Order of Battle
(abbreviation). 21. Type of anti-tank warhead. 22. To take avoiding action. 23.
Information obtained by monitoring the enemy’s electronic transmissions.

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Speaking
13. Choose one of the following topics and share your opinion with your classmates:

1) Do you agree with the amount of money your government spends on weapons?
2) What is your opinion on countries with nuclear weapons?
3) Do you think terrorists will ever use nuclear, chemical or biological weapons?
4) What do you think of the weapons trade?
5) What do you think the weapons of the future will be like?
6) What do you think the personality of a weapons designer is like?
7) “The tongue is mightier than the sword;” Is free speech a weapon?
8) Hermione Gingold said: “Fighting is essentially a masculine idea; a woman's
weapon is her tongue”. Do you agree?

14. Oral Presentation

– Together with a partner, make a research on a particular type of weapon/vehicle of
your choice, characteristc to your service branch. Prepare a short presentation
(3–5 minutes) to share your findings within your class. Think of questions such as:
• What country designed it?
• When was it designed?
• What are its technical parameters/qualities?
(eg. for a weapon: weight, compactness, reliability, rate of fire, muzzle
velocity, effective range, caliber, magazine capacity, etc. )
• Is it still in use? What countries are using it?
– Structure your presentation and do not forget to use appropriate connectors.

Writing
15. a) Here are the different steps to disassemble and reassemble a rifle. Put them in
logical order, and add the necessary linking words to write a coherent process
paragraph. Before starting, look up the unknown words in the dictionary:

Topic sentence. For a soldier, it is easy, and very possible to disassemble and
reassemble a rifle in under 60 seconds/against the clock. Here is how.

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1) Slide the operating rod back, turning it slightly so it falls out.
2) Press in on the spring-guide and slide the guide-pin out of the way, careful not to
let the spring/guide shoot out at you.
3) Repeat these steps in reverse order to reassemble it.
4) Turn the weapon on its back and pull up on the trigger guard, which should result
in it.
5) Clear the weapon.
6) Carefully lift the rod out of its place.
7) Note: When sliding the assembly rod back on, put it back in place, press in on the
back, and turn it to its original position.
8) Locate the assembly rod, press inward on the back, and turn the rod. popping
open.
9) Gently slide the trigger guard and attached firing mechanism out of the stock,
which will cause the stock to slide free of the weapon.
10) Grab the bolt, slide it forward, and angle it down so it comes out.

b) Write a 5-paragraph esssay on one of the following topics (250-300 words):

1) Albert Einstein said: “I do not know with what weapons World War III will be
fought, but World War IV will be fought with sticks and stones”. What do you think
he meant? Do you agree?
2) Joseph Stalin said: “Ideas are more powerful than guns. We would not let our
enemies have guns, why should we let them have ideas?” What do you think of
this quote?

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 Military Customs & Traditions

Lesson 1 – The Military Salute

Lesson 2 – Basic Military Commands

85
 Lesson 1 – The Military Salute
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and vocabulary

1. Discuss the following questions:
● What is professional courtesy?
● How are we demonstrating professional courtesy in our daily interactions?
● Jot down three customs in your everyday life based on friendships, family,
sports, or community activities. Explain why you consider them important.

2. Match the words in column A with the appropriate definition in Column B:

A B
a. cannon / gun salute 1) A drum and bugle salute
b. courtesies 2) Long-established practices followed as a matter of
course among a people
c. customs 3) Having the ability within itself to move
d. esprit de corps 4) Being without a hat or headgear
e. mess 5) The firing of a salute normally by a battery of guns
f. position of honor 6) The passing down of elements of a culture from one
generation to another
g. reporting 7) A sign or form of exchange used to greet or to show
respect and recognition
h. ruffles and flourishes 8) A common feeling of pride found in members of a group
i. salute 9) The policy of keeping seniors to your right while
walking or sitting
j. self-propelled 10) Polite gestures or remarks
k. traditions 11) Presenting oneself to a senior
l. uncovered 12) A place in the military where meals are served

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3. Choose words from the following list which match the meanings below:

installation subordinate responsibility rank

courtesy aboard salute ceremony

1) To treat someone with special respect. _______

2) The position or level that someone holds in the armed forces. _______
3) A place where military equipment has been put. _______
4) A duty to be in charge of, or look after something. _______
5) A formal or traditional set of actions used at an important social event. _______
6) On a ship. _______
7) A 21-gun salute is a special military _______for extremely important visitors.
8) In a lower position with less authority. _______

4. Military regulations require you to salute when you meet and recognize a person
who is entitled to that honor, with certain exceptions. Circle all the situations below
where a salute is required:

a. When you or the other person are in civilian clothes.

b. When you meet the other person in a public place, such as a store or theater.
c. When you are in a group uncasing the Colors.
d. While you are indoors (you are not reporting or on guard duty).
e. When you are reporting.
f. When you hear the sounding of honors.
g. When the national colors pass you.
h. While you are riding on public transportation, such as a bus or a train.
i. When you hear the National Anthem (If you are in uniform.)
j. When you hear reveille or retreat and you are in uniform.
k. When pledging allegiance to the flag while outdoors and in uniform.
l. When pledging allegiance to the flag while indoors.
m. When on duty as a guard.

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Reading and Listening

5. Rewrite the following paragraphs in logical order. Then listen and check your
answer:

The evolution of the military salute

A. Military courtesy continues to evolve. In
the US, veterans and plain-clothed serviceman
are now permitted to salute the US flag as
uniformed personnel do. This can also be
done by placing one’s hat over one’s heart.

B. Over time this gesture evolved and became a sign of respect in the military.
Junior soldiers removed their hats in respect to higher ranking officers. In the late
19th century, Queen Victoria decided that it was inappropriate for military personnel
to remove their hats and complex headgear. At this time, British soldiers began
touching the brim of their headgear rather than removing it entirely to salute.
C. Civilians are not supposed to use the military salute, though many children
enjoy standing at attention and offering a military salute when a soldier passes by.
Civilians who salute military personnel usually receive a wave in return.
D. The military salute is a sign of respect between military personnel. In the
Middle-Ages, knights opened their visors to show their faces to each other. Knights
used their right hand to show they weren’t hiding a weapon beneath their cape.
E. This gradually became the accepted salute in a variety of militaries. Tradition
calls for the lower-ranked personnel to salute first. The person who initiates the
salute does not lower his or her arm until the salute is returned.

6. Choose the correct answer:

1. Proper military courtesy is the result of a good attitude and self- ___ .
a) esteem b) reliance c) confidence d) discipline
2. When speaking with someone senior to you, use “sir” or “___”.
a) dude b) buddy c) ma'am d) nothing

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3. When speaking with someone of lower rank address them by their rank and last
name.
a) True b) False
4. Never use “OK” or “uh huh” to respond to an officer.
a) True b) False
5. It is a matter of pride, from general to private, to salute willingly, promptly, and
proudly.
a) True b) False
6. The ___ person always salutes first.
a) senior b) junior c) quicker d) smarter
7. The junior person should always include a verbal greeting such as “Good morning,
Sir” with the salute.
a) True b) False
8. Hold the salute until ___ .
a) your arm gets tired. b) you get out of the service.
c) it is returned or acknowledged by the officer.
9. Salutes are given ___ paces from the officer or colors to be saluted.
a) 2 b) 4 c) 6 d) 8
10. You must salute an officer whenever you are in uniform and covered; even if the
officer is not in uniform.
a) True b) False

7. a) Read the sentences below about saluting the flag in the US Army. Use the
phrases a-f to complete the sentences 1-4. You may have to use some of these
phrases more than once or not at all:
a) stand at parade rest;
b) stand at attention;
c) render the hand salute;
d) stand at attention with your right hand over your left breast;
e) stand at attention with your right hand over your heart;
f) place your right hand over your heart

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Saluting the Flag
1. If you are outdoors, in civilian clothes without a hat, but not in formation, and the
Colors pass you, you should _____until the Colors are six steps past you.
2. If you are indoors, in uniform, but not in formation, and the U.S. flag passes you,
you should ____ until the flag is six steps past you.
3. If you are outdoors, in uniform wearing a hat, but not in formation, and the U.S.
flag passes you, you should ____ and ____until the flag is six steps past you.
4. If you are outdoors, in civilian clothes without a hat, but not in formation, and you
pass the Colors, you should _____ when you are about six steps from the Colors.

b) Explain the rules for saluting in the Romanian Army.

8. Insert the appropriate vocabulary words below in the blanks:

attire engaged vicinity headgear executed impression

rendered assume dismissed counterpart politeness custom

1. If the men are ___ in many productive activities, they are more useful to their units.
2. The Commander's order will be ___ by Sgt Martins.
3. After the soldiers received their shots, the nurse ___ them.
4. Because military traditions emphasize good manners and ___ , military personnel
can frequently work with international military personnel with little difficulty.
5. The airman ___ a quick salute to the officer when they met on their way to the
chow hall.
6. It is the ___ of all visiting ship captains to visit the harbormaster when they enter port.
7. It is customary for personnel in military ___ to remove their ___ when they are
inside a building.
8. Maj Bell told the men to prepare well because they have only one chance to make
a good first ___ .
9. The guard was ordered to stand in the ___ of the arsenal.
10. The base commander called his ___ at the island base, and spoke to him about
his upcoming visit.

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Speaking
9. Discuss the topics below:
– Do you think world leaders should receive and return military salutes? Explain
why.
– In your opinion, what practical value do military rank, customs, and courtesies
have for soldiers in combat?

Reading and speaking

10. Read the text below.

a) Look up all the words you do not understand.
b) In your turn, speak about the Romanian national flag: description, history, and
significance of the colours.

Meaning of the US Flag-Folding Program

In the U.S. Armed Forces, at the ceremony of retreat, the
flag is lowered, folded in a triangle fold and kept under watch
throughout the night as a tribute to the nation’s honored
dead. The next morning it is brought out and, at the
ceremony of reveille, run aloft as a symbol of Americans’
belief in the resurrection of the body.
All military people pledge allegiance to the flag of the United States of America.
The 13 stripes represent the original 13 states: Delaware, Pennsylvania, New Jersey,
Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New Hampshire,
Virginia, New York, North Carolina, and Rhode Island.
The 50 stars represent our 50 United States of America.
The folding of a U.S. flag traditionally incorporates thirteen separate folds. Here is the
meaning of each of those folds:
– The first fold of our Flag is a symbol of life.
– The second fold is a symbol of our belief in eternal life.
– The third fold is made in honor and remembrance of the veterans departing our
ranks who gave a portion of their lives for the defense of our country to attain
peace throughout the world.

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– The fourth fold represents our weaker nature, for as American citizens trusting, it is
to Him we turn in times of peace as well as in time of war for His divine guidance.
– The fifth fold is a tribute to our country, for in the words of Stephen Decatur, “Our
Country, in dealing with other countries may she always be right; but it is still our
country, right or wrong”.
– The sixth fold is for where our hearts lie. It is with our heart that we pledge
allegiance to the Flag of the United States of America, and to the Republic for
which it stands, one Nation under God, indivisible, with liberty and justice for all.
– The seventh fold is a tribute to our Armed Forces, for it is through the Armed
Forces that we protect our country and our flag against all her enemies, whether
they be found within or without the boundaries of our Republic.
– The eighth fold is a tribute to the one who entered into the valley of the shadow
of death, that we might see the light of day, and to honor mother, for whom it flies
on Mother's Day.
– The ninth fold is a tribute to womanhood; for it has been through their faith, their
love, loyalty and devotion that the character of the men and women who have
made this country great has been molded.
– The tenth fold is a tribute to the father, for he, too, has given his sons and
daughters for the defense of our country since they were first born.
– The eleventh fold, in the eyes of a Hebrew citizen represents the lower portion of
the seal of King David and King Solomon, and glorifies in their eyes, the God of
Abraham, Isaac, and Jacob.
– The twelfth fold, in the eyes of a Christian citizen, represents an emblem of
eternity and glorifies, in their eyes, God the Father, the Son and Holy Spirit.
– The thirteenth fold: When the Flag is completely folded, the stars are uppermost
reminding us of our Nation's motto, “In God We Trust”. After the Flag is
completely folded and tucked in, it takes on the appearance of a cocked hat, ever
reminding us of the soldiers who served under General George Washington, and
the Sailors and Marines who served under Captain John Paul Jones, who were
followed by their comrades and shipmates in the Armed Forces of the United
States, preserving for us the rights, privileges, and freedoms we enjoy today.

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 Lesson 2 – Basic Military Commands
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and vocabulary

1. Soldiers often hear, ‘Dress, cover, interval, distance!’ when marching. Match the
words on the right with their definition on the left:

1) Dress a) Marching in place at a rate of 100 to 120 steps per minute

2) Interval b) A single line of common squad members standing side by side
3) Cover c) Alignment of elements side by side while maintaining proper
interval
4) Distance d) An individual, squad, platoon, or any other group that is part
of a larger unit
5) Cadence e) Individuals aligning themselves directly behind the person to
their immediate front while maintaining proper distance.
6) Pace f) A formation, when common squad members are standing
side by side
7) Slow Time g) The length of a full step in quick time.
8) Mark Time h) The space from front to rear between units
9) Quick Time i) The width of a formation. Space is measured from one flank
to the other, as the lead/base element faces forward
10) Double Time j) The rate of marching at 60 steps per minute (used in funeral
ceremonies).
11) Depth k) The space between individuals placed side by side
12) Element l) The rate of marching at 100 to 120 steps per minute
13) Front m) The space measured from the front (head) to the rear (back)
of a formation
14) Line (On Line) n) The uniform step and rhythm in marching; that is, the number
of steps marched per minute
15) Rank o) The rate of marching at 180 steps per minute

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2. When operating with English-speaking troops, it is important that one understands
the various commands and warnings which are used. Match the terms and phrases
in column A to their correct definitions in column B:

A B
1. Make ready! a. Get into a lifeboat; the vessel is about to sink.
2. Take cover! b. A chemical agent has just been used.
3. Unload! c. Shoot as quickly as possible (infantry).
4. Halt! d. Cock your weapon.
5. Tank action! e. The enemy has been sighted.
6. Open fire! f. Shoot as quickly as possible (artillery or mortars).
7. Gas! Gas! Gas! g. Find yourself some protection from enemy fire.
8. Fire for effect! h. Stop moving and adopt a position of defence.
9. Go firm! i. Get out of your vehicle.
10. Cease fire! j. Remove the magazine from the weapon and check that the
breech is clear of ammunition. Pull the trigger and apply the
safety catch, then replace the magazine on the weapon.
11. Abandon ship! k. Start shooting.
12. Debus! I. Fire one round, so that the fall of shot can be observed
(artillery or mortars).
13. Rapid fire! m. Go to your battle position immediately.
14. Make safe! n. Remove all ammunition from the weapon and ensure that
it is clear.
15. Incoming! o. Prepare to engage armoured vehicles
16. Action stations! p. Stop shooting.
17. Adjust fire! q. Stop moving immediately.
18. Contact! r. Shells are about to land on our position.

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3. Read the text below (or/and watch the video) about military drill and
etiquette in the US Navy, and answer the questions:

“Attention!” The most basic military command, but what does it really mean? In the
simplest terms, it means that you're alert and ready to receive instruction. This is
Military Drill and Etiquette. When you enter the US Navy, you're expected to adhere
to a set of standards that govern your military commitment, and far beyond. When
you're called to serve your country, you should familiarize yourself with a few basic
commands that will make your transition from civilian life into military life much easier.
“Fall Out!” Even though you're free to break ranks, you are to remain nearby.
“At Ease!” Relax, but you must not speak while in this position, and remember to
keep your right foot in place.
“About Face!” A calculated move, that allows you to remain in formation and rotate to
face the rear. When you hand salute, you must remember that you are showing
respect and courtesy. To this end, a salute must be crisp, dignified and while at
attention. Eye contact is expected. Equally important is your conduct upon the
quarterdeck. An untrained watchstander can be the cause of disorder and missed
assignments. In order to maintain order on the quarterdeck, you should always be in
proper uniform, be on time to relieve your off-going watch stander, and follow the
rules that govern who boards and who goes ashore. It's important to understand the
correct positions and why you need to follow these orders. The proper way to act
while serving your country is a matter of great importance and should not be taken
lightly. Familiarize yourself with these and other Drill and Etiquette command before
you report for duty.

Questions:
1) Are the commands and standards mentioned in the text available for the other
military services?
2) What would you change when speaking about the land forces?
3) Is obedience to every command important in the military? Why?

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4. When speaking to colleagues, even to subordinates, military people do not usually
use the imperative to give commands. Re-write the following sentences, so that they
sound more polite:

1. Make me some coffee!

2. Close the window!
3. Fetch the file from my office!
4. Ring Col Brown and make me an appointment for tomorrow!
5. Explain the situation to your commanding officer!
6. Finish the report! I need it today.
7. Check the equipment before you leave!
8. Type the letter immediately! The post goes in half an hour.
9. I’m sorry. Leave now! I have an appointment.
10. Read the article online and write me a summary by tomorrow morning!

5. Read this dialogue between two friends about life in the army, or in one of the
military services. Fill in the blanks with the words and expressions in italics:

fatigues foxhole report to duty dismissed goofing around AWOL

– Attention! Aren’t you supposed to salute?

– You’re not my superior officer. Stop (1) ___. I’m busy.
– You’re packing already? You don’t need (2) ___ for two days. Are you afraid they’ll
think you went (3) ___?
– I just want to be prepared. Now, leave me alone so I can finish packing.
– Am I (4) ___? Maybe I want to enlist, too? I think I would look good in camouflage
make-up and (5) ___.
– Being in the military is no laughing matter. Do you really think that the most
desperate recruiter would want you?
– That’s not very nice. I have as much discipline as you do ... about some things. You
may find yourself in a (6) ___ with me someday.
– Whatever deployment you’d get, I’d make sure I’m on the other side of the world!

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Listening

6. Read the dialogue about an unusual parenting technique to get one’s children
to be more disciplined. Fill in the blanks with the words and drill commands below,
then listen and check your answers:

military coddle halt! about face! Attention! Fall in!

boot camp mark time! At ease! instill discipline
forward march! double time! drills

Marta: What’s going on out here? What’s all that noise?

Bruno: I’m putting the troops through their (1) ____.
Marta: Troops?!
Bruno: Watch this. Hey, I didn’t tell you you could be (2) ___ (3) ___!
Marta: That’s great, but ...
Bruno: I’m not done. Let me show you what else these troops can do. (4) ___ !
Marta: Don’t you think that it’s time to...?
Bruno: March, march! (5) ___!
Child: Wah!
Marta: Come here. Did you fall and hurt yourself? It’s okay. Everything’s going to be
okay.
Bruno: Hey, there’s no crying in the (6) _____. Don’t (7) ____ the troops, Marta!
Marta: Bruno, your twins are five years old. Don’t you think they’re a little too young
to be going to (8) _____?
Bruno: No, it’s never too young to (9) _____. Okay troops, fall in. (10) _____! Now
march, march, march!

7. Speaking
– What was the most difficult order that you have been given so far?
– Is there any order that you have received and wanted to disobey?

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 Militaryy Mulltinational Environm
ment

Lesson 1 – Military operation

o ns
Lesson 2 – International Organization
ns

99
 Lesson 1 – Military Operations
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and vocabulary

1. Match the words and expressions with their definitions:

a) 1) a force a. is a unit or formation established to work on a

single defined task or activity.
2) a task force b. pursuit of a retreating enemy by more than one
part of a force (e.g. by armoured vehicles and
infantry)
3) a joint task force (JTF) c. (1) a weapon; (2) a branch of the army (infantry,
artillery, armour, etc.)
4) a combined joint task d. any grouping of military capabilities, manpower
force and equipment in organised units
5) combined arms e. a deployable multinational, multiservice task
force generated and tailored primarily, but not
exclusively, for military operations not involving
the defence of the Alliance territory, such as
6) combined operations f. humanitarian relief and peacekeeping
7) combined pursuit g. with staff officers and other personnel from the
three services (army, navy, air force)
8) an arm h. a multi-service ad hoc military formation
involving different branches of the armed forces
(army, navy, air force)
9) Joint Headquarters (JHQ) i. two or more arms working together

b) 1) retaliate a) to get stronger again after earlier defeat

2) marshal b) a less negative way of saying to retreat
3) deploy c) to order soldiers to prepare to fight

100
 4) mobilise d) to defeat the enemy completely.
5) rally e) to increase in number or strength
6) retreat f) to move backwards, often after defeat
7) regroup g) to gather or organise soldiers
8) rout h) to strike back after being attacked
9) withdraw i) to reorganise after a battle.
10) to build up j) to send soldiers to a particular place

2. Use the words in the list to complete the definitions:

ambush atrocities ceasefires hostilities reinforcements

siege curfew truce skirmish strongholds

1) A small battle might be called a _____ .

2) If a city is surrounded and attacked it is a _____ .
3) A surprise attack could be an _____ .
4) An order for civilians to stay at home is a _____ .
5) A formal agreement to end the fighting is a _____ .
6) New soldiers which make a force stronger are _____ .
7) Another word for fighting or war: _____ .
8) Places where the enemy has most soldiers are its _____ .
9) Temporary agreements to stop shooting are _____ .
10) Cruel, shocking actions are sometimes described as _____ .

3. Fill in the blanks with the right word:

1) The Cold War was a ___ between NATO countries and the Warsaw Pact
countries.
a) war of detestation b) war of attrition c) war of contention
2) Both camps resorted to massive ___.
a) armament b) guns c) weaponry
3) In ___ for the 9/11 terrorist attacks, Bush launched a war against terrorism.
a) retaliation b) retaliation c) retribution

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4) He launched a ____ to promote democratic ideas.
a) crusade b) crusader c) crust
5) The main bone of ___ between the president and his opponents was the arms of
massive destruction.
a) contestation b) contention c) contemption

4. Phrasal verbs are quite common in military English. They consist of two words: a
verb and a preposition. Match each phrasal verb below with its correct definition. The
first one has been done for you as an example: 1-d

Phrasal Verb Definition

1. pick up a. to resupply a fighting vehicle or aircraft with ammunition
2. dig in b. to abandon a position or location in a hurry
3. stand to c. to be ready to do something.
4. mop up d. to collect people or things with an aircraft, boat or vehicle, in
order to transport them to another location
5. take off e. to move forwards as fast as possible
6, bomb up f. to be awake and at battle stations, in order to receive an enemy
attack
7. push on g. to admit that you cannot do something
8. roll up h. to be guided towards something
9. stand by i. to dig trenches or prepare other field fortifications
10. give up j. to leave the ground
11. fall in k. to clear an area of any enemy who remain after their main force
has withdrawn or been defeated
12. bug out l. to assault through an enemy position sideways, destroying or
capturing it trench by trench
13. home in m. to rest or wait in a concealed position before continuing a patrol
or other covert operation
14. lie up n. to continue to defend or resist
15. hold out o. to take your place on a formal parade

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5. Read the paragraphs below and answer the questions:

a) Reports last week said Pakistan had redeployed some troops from the north-
west to the Indian border and cancelled some army leave. Air strikes against militants
in the restive Swat and Bajaur regions had been scaled down, officials said. But one
Pakistani military official told Reuters that reports of thousands of troops being
redeployed were “absolute rubbish”. India's military has denied any significant
bolstering of troops on the border

What is the best summary?

1) Pakistan has denied reports that its troops will leave the Indian border.
2) Pakistan is moving troops from the Indian border to attack militants in Swat and
Bajaur. India is not sending reinforcements.
3) Pakistan has denied reports that it is making military preparations close to the
Indian border. India says it is not increasing troop numbers in the area either.
4) Pakistan is moving thousands of troops from the north-west to the Indian border.
India is not significantly increasing the number of troops on the border.
5) Hostilities are likely in South Asia as Pakistan builds up troop numbers on the
frontier with India and India prepares to retaliate.

b) Using bulldozers to slice bunkers and a helicopter landing pad out of a

mountainside, U.S. special operations forces dug in Tuesday, on a peak overlooking
Pakistan, fortifying the area for the intensifying battle against al-Qaida and Taliban
forces. Special operations forces – who include Green Berets, Navy SEALs, and CIA
operatives – are playing a secretive but leading role in the battle against al-Qaida and
Taliban suspects believed to be hiding out in the mountains of Pakistan's tribal areas.

1) The best title for this selection is:

a) Rebels Have Not Been Caught b) Special Forces Prepare to Battle Rebels
c) Building a Helicopter Pad d) Who's in Special Operations?

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2) Which of the following is NOT being done by U.S. special operations forces?
a) Building a helicopter landing pad
b) Fortifying the area for battle
c) Fighting against al-Qaida and Taliban rebels
d) Hiding in Pakistan's tribal areas
3) In this paragraph's context, the word “leading” means:
a) Principal b) In Front c) Popular d) Stellar

6. Match the headings 1-4 with the corresponding paragraphs A-D:

1) Offensive Operations; 2) Defensive Operations;

3) Stability Operations; 4) Support Operations

Military operations are strategically planned to fit individual situations. Using proven
tactics, techniques and procedures, commonly referred to as TTPs, military
strategists mold each operation to meet the challenges of each enemy situation.
There are four types of military operations: offensive, defensive, stability and support.
Each serves its own purpose and is used by battlefield commanders to handle
different enemy engagements.
A. ___ are mainly used during times of war. The purpose of ___ is to change the course
of events in our favor -- and these types of operations usually include violence and
force. However, ___ can also be used to deter future conflicts; for example, placing
armed soldiers at civilian checkpoints in combat zones is a type of ___ . Armed soldiers
working out of civilian checkpoints is a show of force designed to deter conflict.
B. ___ are designed to prevent military casualties on our side of the battle while
setting the stage for a future offensive operation. During a ___, military forces will
protect themselves, their area of operations (commonly called the AO) and any
property contained in the AO. When the forces come under attack, commanders
gather information and instruct their troops to defend themselves. Generally,
commanders plan ahead for these situations and can use experience, strategy and
TTPs to turn the tables on the enemy.
C. ___ hold military situations together during tenuous times. Using psychological
operations, latent shows of force and cooperation between local forces and the

104
military, ___ prevent the armed forces from having to take an offensive or defensive
stance. These operations cannot be conducted during active combat; they occur before
and after periods of active combat. Building community facilities, responding to local
crises and training local law enforcement officers are examples of ___ .
D. ___ provide reinforcement to local authorities, both foreign and domestic, during
times of need. This type of operation can be used concurrently with a stability
operation and during defensive operations. ___ are designed to win wars, resolve
conflict and promote peace. ___ can also include responding to national emergencies
and disasters.

7. Look at the pictures below. They illustrate the sequence of an attack. Complete
each sentence, using one of these verbs in the present continuous tense. The first
one has been done for you as an example:

advance form up withdraw reorganize assault debus counter-attack retreat

105
8. Listen and fill in the blanks with the missing words and phrases:

Logistic Support for Peace Support Operations

Whilst these are not official NATO definitions, the three categories of (1) _____ _____
_____ may be regarded as observation, interposition force, and transition assistance.
It is important to understand that in a specific peacekeeping operation there may be
aspects of two or all categories, as well as elements of humanitarian missions.
Observation
An Observation Mission is the most basic peacekeeping operation, and its
fundamental purpose is to (2) _____ and (3) _____. This operation may range in size
from as few as (4) _____ personnel to several (5) _____.
Interposition Force
This type of operation is conducted as a means of keeping two (6) _____ military
forces apart, in the immediate (7) _____ of _____ while negotiations for a peace
agreement are in progress. This requires the interposition of an impartial force
between the _____(8) , the establishment of a (9) _____ _____, and continuous
monitoring of the agreement. The size of the force and its concept of operations will
depend upon the (10) _____, the availability of (11) _____ units, and the specific
requirements necessary to achieve control of the buffer zone and the separation of
the opposing armed forces.
Transition Assistance
This type of operation is initiated to support the transition of a country to peaceful
conditions and an acceptable political structure after a civil conflict or (12) _____ for
independence or autonomy. The peacekeeping force (13) _____ to affect an end to
violence, to (14) _____ an environment in which the population can return to a normal
life, and to support the achievement of a negotiated (15) _____ by the parties in
conflict. The execution of this mission will probably require a large peacekeeping
force, with distinct and often (16) _____military, civil police, and civil administrative
components. There must be close and continuous coordination of the activities of all
these components as well as other agencies, such as the United Nations High
Commission for Refugees (UNHCR).

106
9. Listen to the conversation and answer the questions:

1. Where is the news reporter, Stan Fielding, in the city?

a) at a military facility b) in the suburbs c) in the downtown area
2. How long has the civil war been going on for?
a) almost one year b) just over a year c) a year and a half
3. About what time of day is this news report taking place?
a) in the early afternoon b) in the late evening c) in the middle of the night
4. What is the main target of the rebels in this latest attack?
a) the current location of city leaders b) military stockpiles of ammunition
c) the main lines of transportation
5. Which is NOT a major problem as a result of the war so far?
a) infectious disease b) insufficient housing c) lack of drinking water and food

10. Choose one of the following quotes and discuss it:

– War does not determine who is right, only who is left. (Bertrand Russell)
– The supreme art of war is to subdue the enemy without fighting. (Sun Tzu)
– To be prepared for war is one of the most effective means of preserving peace.
(George Washington)
– You must not fight too often with one enemy, or you will teach him all your art of
war. (Napoleon Bonaparte)

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 Lesson 2 – International Organizations
●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●

Speaking and vocabulary

1. a) What international organisations do you know?

b) Look at the two columns below: match the international organisations on the
right with the information on the left:

1) International Organizations a) an international organization this is the directing

and coordinating authority for health within the

United Nations; it is responsible for providing
leadership on global health matters.

2) United Nations (UN) b) the world's largest security-oriented

intergovernmental organization, with 57 participating
states in North America, Europe and Asia,
concerned with early warning, conflict prevention,
crisis management, and post-conflict rehabilitation.

3) Alliances c) composed of European nations, it promotes

economic cooperation among its members by
lowering tariffs and encouraging intra-European trade.

4) North Atlantic Treaty d) legally constituted organizations created by

Organization (NATO) people who operate independently from any other
type of government

5) European Union (EU) e) an international organization that is the world's

center of cooperation in the nuclear field; to promote
safe, secure, and peaceful nuclear technologies.

108
6) World Health Organization f) organizations made up of every nation that wishes
(WHO) to participate, they play a role in international
relations, they are used as a forum for addressing
problems that affect all nations.

7) International Atomic g) multilateral agreements among nations to protect

Energy Agency (IAEA) each other in case of attack by an adversary.

8) United Nations h) an international organization that works to create

Educational, Scientific, and the conditions for dialogue among civilizations,
Cultural Organization cultures, and peoples based on respect for
(UNESCO) commonly shared values

9) Organization for Security i) the most prominent international organization, its

and Co-operation in Europe purpose is to promote peace as well as discuss
(OSCE) different national interests, or express view equally.

10) Nongovernmental j) the most powerful military alliance; it was formed

Organizations (NGOs) in 1949

c) What is one activity almost all the organizations above are involved in doing?

2. Complete the definitions with the words below:

diplomacy bilateral sanctions violation charter court

1) Written statement of the main functions and principles of an organisation: ______

2) A body of people who look into and resolve conflicts bet ween people,
organisations or countries: ______
3) Measures taken by the united nations to force a state to conform to an
international agreement or resolution: ______
4) Management of relations between countries: ______
5) Involving or relating to two countries: ______
6) Disrespect, disobedience or refusal to comply with a law: ______

109
3. What do you know about NATO? Watch the video then choose the best
answers:

1. When was NATO founded?

a) 17 January 1954 b) 4 April 1949
c) 3 July 1948 d) 24 November 1946
2. Where was NATO founded?
a) London b) Geneva c) Brussels d) Washington
3. How many countries were initially in NATO?
a) 12 b) 14 c) 16 d) 20
4. What was NATO’s founding purpose?
a) To counter the Soviet threat, then a pressing concern.
b) To form a social club for citizens of North Atlantic countries.
c) To encourage political integration among European countries and deter
militarism and the Soviet threat.
d) To bridge the divide between the Soviet Union and the West.
5. What is the NATO founding treaty known as?
a) The Boston Treaty b) The Brussels Treaty
c) The Washington Treaty d) The Treaty of Versailles
6. Which of the following countries is a founding member of NATO?
a) Greece b) Spain c) Luxembourg d) Germany
7. Where was NATO’s headquarters in 1949-1966?
a) London b) Paris c) Washington d) Brussels
8. What was the Warsaw Pact?
a) The Soviet Union’s version of NATO
b) A NATO peace treaty that is still in effect
c) A political agreement made by the UN
d) A treaty made by members of the EU
9. Which country withdrew from military command structure of NATO in 1966?
a) Italy b) Portugal c) France d) Canada
10. How many member countries are currently part of NATO?
a) 28 b) 27 c) 22 d) 19

110
11. Which of these is NOT a NATO member state?
a) Turkey b) Greece c) Estonia d) They are all NATO member states
12. Where is NATO’s headquarters?
a) Brussels b) Washington DC c) Berlin d) London
13. When did NATO invoke Article 5 of North Atlantic Treaty for the first time?
a) 1965 b) 2001 c) 1972 d) 1989
14. Russia opposes the entry of which country into NATO?
a) Crimea b) Ukraine c) Estonia d) Bosnia and Herzegovina
15. Is Russia a member of NATO?
a) No b) Yes c) Yes, but with parameters
d) No, but the then-Soviet Union did ask to become a NATO member in 1954. The
United States and United Kingdom rejected its entry.
16. When did Romania join NATO?
a) 2005 b) 2004 c) 2007 d) 2002
17. When did the last round of enlargement take place?
a) 2005 b) 2009 c) 2007 d) 2002
18. What is NATO’s relationship to the EU?
a) NATO has no relationship to the EU.
b) NATO and the EU share mutual defense interests in preventing and managing
crises within their shared borders and internationally.
c) NATO requires EU member state Switzerland to provide chocolate and watches
to NATO heads of state.
d) NATO and the EU have no formal political relationship but share a good working
relationship.
19. True or false: NATO continues to supply financial support in Afghanistan despite
troop withdrawal.
a) True b) False
20. What NATO member state does not have its own standing army?
a) Estonia b) Iceland c) Luxembourg d) Lithuania

111
4. How mucch do you know abou
ut the United Nationss?
a) Listen to an article about
a the United
U Nations and answer th
hese questions to
ch
heck your comprehen
c nsion:

1) Wha
at was the purpose off the UN?
2) Who
o is the main spokesp
person for the UN?
3) Wha
at does the
e main spokesperson
n do?
4) Wha
at are some
e of the successes of the Unite
ed Nations listed in th
he article?
5) Wha
at happene
ed in Soma
alia?
6) Acco
ording to some criticss, why is th
he UN ineffficient?
7) Acco
ording to th
he article, what
w happened in 19
988?
8) Who
o won the Nobel
N Prize
e in 2001?
? Why?

b) Choose the correct an

nswer:
1) Whe
en were the
e United Nations esta
ablished?
a) 24
4 October 1945 b) 24 October 1969
c) 24
4 October 1947 d) 24 October 1952
2) In ho
ow many la
anguages is the officcial work off the UN ca
arried out?
a) Siix b) Fourr c) Five d) Two
3) How
w many member state
es were the
ere in the UN
U origina
ally?
a) 51
1 b) 45 c) 12 d) 60
4) How
w many member state
es are therre in the UN
N currentlyy?
a) 17
70 b) 193 c) 200 d) 156
5) The last memb
ber state jo
oined in 2011. Who was
w it?
a) Ph
hillipines b) Soutth Soudan c) Monttenegro d) Taiwa
an
6) Whe
ere are the headquarrters on the
e UN locate
ed?
a) Lo
ondon b) Gene
eva c) New York d) Brusssels
7) Wha
at unexpeccted thing can
c you do
o at UN HQ
Q?
a) Do a bungy jump. b Get marrried.
b)
c) Have your hair
h cut. d Take forreign langu
d) uage classes.
8) Whicch languag
ge was ma
ade the sixtth official la
anguage of
o the Unite
ed Nations?
?
a) Mandarin b) Russsian c) Arabic d) Span
nish

112
9) Which day is observed as the United Nations Day throughout the world?
a) 24 October b) 24 August c) 24 November d) 24 June
10) What do olive branches on the UN emblem symbolize?
a) Faith b) Peace c) Brotherhood d) Freedom

5. Replace the words in italics with their synonyms in the boxes:

a) hesitate result catastrophy undertake assist struggle

a. The Allies rose above their differences and agreed to be part of the international
effort to help Iraq establish effective and accountable security forces.
b. While Afghanistan remains NATO’s primary operational theatre, the Alliance
has not faltered on its other commitments.
c. KFOR troops entered Kosovo in June 1999 to end widespread violence and halt
the humanitarian disaster.
d. ISAF is directly involved in facilitating the development and reconstruction of
Afghanistan.
e. The outcome of the international effort to help Iraq establish effective and
accountable security forces was the creation of the NATO Training Mission in Iraq.
f. Professional Afghan National Security Forces would enable Afghans to assume
more and more responsibility for the security of their country.

b) mutual as a result of convoy support heart way

a. The UN Counter-Terrorism Committee was established in accordance with UN

Security Council Resolution 1973 in the aftermath of the 11 September 2001
terrorist attacks on the United States.
b. NATO provides logistical assistance to the African Union’s UN-endorsed
peacekeeping operations in Darfur, Sudan, and in Somalia.
c. NATO and the UN conduct reciprocal briefings on progress in the area of
counterterrorism, in their respective committees.

113
 d. Cooperation between NATO and the UN will continue to develop in a practical
fashion.
e. NATO has also provided support to UN-sponsored operations, including
escorting merchant ships carrying World Food Programme humanitarian
supplies off the coast of Somalia.
f. The UN is at the core of the framework of international organizations within
which the Alliance operates

6. Speaking
– In your opinion, how can countries prevent conflicts when other nations are not
trying to bring peace?
– Former UN General Secretary Kofi Annan said: “More than ever before in human
history, we share a common destiny. We can master it only if we face it together. And
that, my friends, is why we have the United Nations”. What do you think?

7. Writing
Choose one of the topics below and write a 5-paragraph argumentative essay
(200-250 words):
a) Terrorism is the biggest threat to international relations.
b) Nuclear weapons are the most important threat to international relations.
c) Territorial disputes have akways been a threat to international relations.
d) Religion is one of the biggest threats to international relations.

114
 Reading Comprehension

* Remember: There are, basically, two different ways of reading:

– reading for general meaning or gist – known as skimming;
–reading for specific information and details – scanning.

Read the following texts and answer the questions:

1. Friendly targets are represented by one of the following symbols, as appropriate.

Targets for friendly fire are normally designated using two letters followed by four
numbers. For additional information on these symbols, see FM 6 – 20.
The symbols...
a. are designated by friendly targets. b. are represented by friendly targets.
c. are not explained in full detail. d. are appropriate to the numbers
given.

2. Armed reconnaissance – A mission with the primary purpose of locating and

attacking targets of opportunity (such as, enemy materiel, personnel, and facilities) in
assigned general areas or along assigned ground communications routes, and not
for the purpose of attacking specific targets.
This definition explains that...
a. any target may be located but not attacked.
b. the targets don’t have a specific purpose.
c. the targets can’t be attacked unless specified.
d. any target may be located and attacked

3. Buck Knives Co., El Cajon, California. USA $10 million From: US Army For:
approximately 250,000 M9 bayonets for the US Army. Beginning this year, the
contract calls for optional quantity deliveries over its five-year span. The M9 is a
rugged field knife with a «zone heat-treated» 18 cm forged-steel blade. The blade
has a saw-toothed back edge that will cut rope, ice, and most aircraft fuselage metal.
When coupled with a stud on the rugged plastic sheath it becomes a wire cutter.

115
Buck Knives. Co...
a. is used to dealing with bayonets from the US Army.
b. has spent $10 million developing a new knife.
c. will produce weapons for the American army.
d. has delivered 250,000 knives to the US armed forces this year.

4. The plane was flying behind enemy lines in the early hours of the morning when
the parachutists jumped, with instructions to gain as much information as possible on
a new experimental factory. They had been told that the building was in a small
valley and so carefully hidden that it was invisible from the air. Both men knew their
task was not dangerous - the roads to the factory were well guarded but there were
not many troops stationed in the area. The men had destroyed their parachutes and
had dressed as workers. They went across some fields to a road where they thought
the factory was located. Along the road they saw a lorry parked beside a deep hole.
They were cautiously walking towards the lorry when they heard the sound of a car in
the distance. They ran for cover, but there was so little vegetation in the valley that
they had no alternative other than to jump into the hole. They listened in silence as
the car came nearer, hoping no-one had seen them. The car stopped almost directly
above them and some men got out. The parachutists heard voices and, from the
conversation that followed, understood the men had come to collect the lorry. They
did not move or make a sound until the vehicles had left. Then they both smiled at
the thought of not having been captured
The parachutists were not sure of the location of the factory because...
a. it was invisible. b. it was well-hidden.
c. it was in a valley. d. it was well-guarded

5. When the unique style of American warfare burst onto the international scene in
the WWI, scholars began to ponder the historical development of American combat
style. Colonial America's style of warfare was based on the European philosophy of
war, but battles with Native Americans forced the colonial militias to create a uniquely
American style by employing a guerrilla-like style of combat. Although all scholars
acknowledge that, from their inception, American forces used a less restrained style

116
of fighting, it is unclear to what level the American army broke away from the
teachings of its European predecessors.
According to one account, as the American colonists began fighting with their Native
American neighbors, they were forced to veer away from their European military
training and use a rougher combat style better fit for fighting in the wilderness. The
Americans' goal of war with the Native Americans was not to defeat a standing army
but to incapacitate the Native Americans' capability to resist their colonization efforts.
To achieve this aim, colonists attacked noncombatants and their property, means
that contemporary European militants believed improper. As the fighting with the
Native Americans became commonplace, colonial Americans began to perceive war
in more absolute terms.
This historical account ignores important pieces of evidence that show the extent to
which early Americans followed in the footsteps of their European military
counterparts. A prime example of instilled European mores comes from Connecticut,
one of the earliest colonies. The government of Connecticut refused military aid to its
neighboring colony Massachusetts when the latter was engaged in a conflict
considered below the civilized code of conduct with the Native Americans. George
Washington, at the time of the Revolution the foremost general in the American army,
structured the Continental Army as a copy of the British army he was fighting, even
though the American military lacked the resources or time to bring its recruits to the
latter's professional level. Washington's memoirs detail his fear of violating the rules
of war and thereby tarnishing America's dignity.

The author suggests that by modeling the Continental Army after its rival British
army, George Washington
a) made military service unappealing to recruits used to the American style of warfare
b) made his army suitable for defeating the British
c) increased his army's level of discipline
d) decreased his chances of defeating the British
e) gave his army an advantage over Native American

117
6. On August 22, 1939, Adolf Hitler summoned his top military generals to
Obersalzberg, where he delivered a speech explaining his plans for war, first with
Poland, then with the rest of Europe. Despite resistance from those both inside and
outside Germany, Hitler felt exceedingly confident that he could defy the will of the
international community and conquer vast amounts of land. In his speech at
Obersalzberg, he laid out numerous factors he believed would contribute to the
success of his war plans.
Chief among Hitler's sources of confidence in Germany's brazen war plans was
German military quickness. Hitler said, “Our strength lies in our quickness”. On the
advice of Colonel-General von Brauchitsch, Hitler believed Poland could be captured
in a few weeks, an astonishingly short amount of time given the recent history of
trench warfare and the long history of protracted European military engagements that
resulted in minimal land gains and high casualty counts.
Hitler's confidence in the ability of the German military to inflict considerable
brutality further strengthened his determination to pursue an exceedingly ambitious
plan of territorial aggrandizement. He said, “I shall shoot everyone who utters one
word of criticism” and noted that ‘the goal to be obtained in the war is not that of
reaching certain lines but of physically demolishing the opponent”.In this vein, Hitler
ordered his military to “be hard, be without mercy, [and] act more quickly and brutally
than others…for it scares the others off”. Hitler believed that enemies, not used to
this type of brutality, would surrender quickly.
In addition to speed and brutality, Hitler believed that, in the end, history would
overlook his inhumane conduct. To support this view, which turned out to be anything
but prescient, Hitler invoked a pollyannaish view of Asian leader Genghis Kahn. In
Hitler's eyes, Kahn “sent millions of women and children into death knowingly and
with a light heart”, yet “history sees in him only the great founder of States”.
Although Hitler brimmed with confidence and experienced initial yet widely-
expected success in Poland and then in Denmark, he overlooked important
considerations.
In many ways, Hitler made the same mistake Napoleon Bonaparte made years
earlier. Hitler believed he could advance further and conquer Britain, yet, like
Napoleon, Hitler did not adequately foresee the insurmountable barrier posed by
Britain's island status. Despite the damage inflicted at the hands of the German

118
Luftwaffe during the Battle of Britain (1940), British forces eventually won this
important battle. Nevertheless, Hitler pressed on and, in an even more fateful
decision that carried echoes of a Napoleonic tactical misstep, invaded the USSR
where his forces suffered the decisive defeat of World War II at Stalingrad in 1943. In
the end, Hitler's reputation in history proved to be as brutal and decisive as the battle
plans and philosophy he announced at Obersalzberg.
1) According to the passage, Hitler's confidence in his military strategy stemmed from its:
a) Surprise invasions
b) Emphasis on unconventional warfare
c) Reliance on air supremacy
d) Swift brutality
e) Napoleonic overtones
2) The author of the passage is primarily concerned with explaining:
a) The logistics of Hitler's war strategy and the mechanics of its failure
b) The philosophy of Hitler's war strategy and the world's reaction
c) Why Hitler believed his war plans would succeed and why they eventually failed
d) Hitler's plans and their failure with an eye to pre-1900 history
e) Explaining the source of Hitler's brutality and the reasons for its failure
3) Which of the following best characterizes the author's view of the relationship
between Hitler and Napoleon?
a) Governed with similar styles
b) Fought military conflicts with similar ideologies
c) In general, shared a legacy as overly ambitious leaders
d) At a high-level, some similarities in military missteps existed
e) Both suffered final defeats by impetuously charging east
4) According to the passage, what best describes the author's understanding of why
Hitler's military campaign eventually failed?
a) Failed to demoralize opponents
b) Overlooked important tactical and geographic considerations
c) Underestimated international resolve
d) Fell behind technological advancements of European enemies
e) Failed to consolidate initial military and land gains

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5) According to the passage, Hitler's confidence in the war plans announced at
Obersalzberg stemmed from all of the following except:
a) The speed of the German military
b) The brutality of the German military
c) The plan to stifle dissent
d) The belief that instilling fear weakened enemies
e) The history of overlooking European military brutality
6) According to the passage, why did Hitler believe he could conquer Poland in a few
weeks?
a) The inaction of European neighbours
b) The example of Napoleon
c) The philosophy of Genghis Kahn
d) The counsel of a military general
e) The small size of Poland
7) According to the passage, which of the following represents the chronological
unfolding of events?
a) Generals summoned to Obersalzberg; Invaded Poland; Invaded Denmark; the
Battle of Britain; Battle at Stalingrad
b) Generals summoned to Obersalzberg; Invaded Denmark; Invaded Poland; the
Battle of Britain; Battle at Stalingrad
c) Generals summoned to Obersalzberg; Invaded Denmark; Invaded Poland;
Battle at Stalingrad; the Battle of Britain
d) Generals summoned to Obersalzberg; Invaded Poland; Invaded Denmark;
Battle at Stalingrad; the Battle of Britain
e) Generals summoned to Obersalzberg; the Battle of Britain; Invaded Poland;
Invaded Denmark; Battle at Stalingrad

7. Future Army activities will be conducted throughout the continuum of military

operations. The strategic environment within each theatre consists of a variety of
conditions - political, economic, military – and a range of threats that result in varied
responses. The continuum of military operations is an analytical construct which links
the strategic environment and threats within a theatre to appropriate military actions.
This continuum consists of three general states: peacetime engagement, hostilities

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short of war, and war. Peacetime engagement represents a predominantly non-
hostile state of the continuum characterized by the benign use of military forces along
with political, economic, and informational measures to achieve national objectives
and to complement our efforts to deter conflict or, should deterrence fail, win in
combat. Operations in support of peacetime engagement are normally interagency in
character and are designed to address the fundamental causes of instability that can
lead to regional conflict. Hostilities short of war involve armed struggle between
organized parties within a nation or between nations in order to achieve limited
political or military objectives. While conventional forces may be involved, special
operations forces or non-combat forces frequently predominate. Hostilities short of
war are often protracted, confined to a restricted geographic area and constrained in
weaponry and level of violence. Limited objectives may be achieved by the short,
focused, and direct application of force. War involves the sustained use of armed
force between nations or organized groups within a nation employing appropriate
military forces in a series of connected battles, major operations and campaigns to
achieve vital national objectives. War may be limited or it may be general, with the
total resources of a nation employed and the national survival of a belligerent at stake.
According to this text:
1) the strategic environment...
a. solely involves political, economic and military conditions.
b. is built up through an analysis of operations.
c. is the consequence of a variety of responses.
d. is linked to appropriate military actions.
2) peacetime engagement...
a. supports mainly interagency operations.
b. is the continuum without any form of hostility.
c. involves strategies to avoid local strife.
d. excludes any possible military employment.
3) War...
a. is exclusively between countries.
b. requires that all the natural resources of a country be used up.
c. implies a continuous employment of armed force.
d. encompasses all neighbouring countries.

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8. Staff Sgt. Nicholas Lanier has entered what he calls the “vast unknown”. A combat
veteran and father to four daughters, he can't remain in the military because of a
serious back injury earned in Iraq.
But he can't yet accept a civilian job because he doesn't know when the military will
discharge him. He has no clue how much the government will pay him in disability
compensation related to his injury, so he can't make a future budget. He just waits.
Thousands of troops are like Lanier: not fully fit to serve but in limbo for about two
years waiting to get discharged under a new system that was supposed to be more
efficient than its predecessor. And the delays are not only affecting service members,
but the military's readiness as well. New troops can't enlist until others are discharged.
The government determines the pay and benefits given to wounded, sick or injured
troops for their military service. Under the old system, a medical board would
determine their level of military compensation and the service member would be
discharged. Then the veteran essentially would have to go through the process again
with the Veterans Affairs Department to determine benefits.
Under the new system, which started in 2007 and will be completely rolled out at
military bases nationwide by the end of September, the service member essentially
goes through both disability evaluation systems at the same time before leaving the
military. But the new, supposedly streamlined, system is still such a cumbersome
process that it's leaving many service members in limbo, they say.
1) Why can't Sgt. Lanier serve in the military anymore?
a) Because of his injured back
b) Because of his hand
c) Because his vision has deteriorated
2) Under the old system, an injured soldier would have to go through the claims
process
a) Twice b) Once c) Three or more times
3) How long does it take to get discharged under the current system?
a) Under a year b) A couple of months c) Up to two years
4) Is the new system better than the old system?
a) Yes, it is much better. b) It doesn't seem that way. c) It is a lot more effective.
5) How much will the government pay Sgt. Lanier in disability compensation?
a) They won't pay him anything. b) He doesn't know.
c) They will pay him about $2,500 per month.

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9. George Washington was born on February 22, 1732 in Westmoreland County,
Virginia, although he grew up near Fredericksburg. In his childhood and adolescence,
he studied math and surveying. When he was 16, he went to live with his brother
Lawrence in Mount Vernon. George was scarred with Smallpox before the age of 20,
but inherited his brother's land (including Mt. Vernon) when he died in 1752.
Washington's military career began in 1753 during the French and Indian War, when
he was sent into Ohio country. In 1754, he battled the French and was forced to
surrender Fort Necessity (near present-day Pittsburgh, Pennsylvania). He continued
as an officer in Ohio country, and served under the British general Edward Braddock
when their army was ambushed by the French in 1755. Once again, Washington
tasted defeat after their surrender of Fort Duquesne to French forces. Washington
helped take Fort Duquesne back in 1758.
Washington was married to Martha Custis in 1759. Washington managed the family,
farm, and estate until he took command of the Virginia troops just before the American
Revolution. He was made commander of the Continental Army on June 15, 1775.
Washington proved himself an excellent leader, and won several decisive battles
during the Revolution. As an advocate of a federal government, Washington became
chairman of the Constitutional Convention and helped in getting the Constitution ratified.
In 1789, he was inaugurated as America's first president. Washington was re-elected
in 1792, but refused a third term. On December 14, 1799, seventeen days before the
new century, Washington died of acute laryngitis.
1) What would be a good title for the third paragraph?
a) George Washington: America's First President
b) George Washington: The Unsuccessful Start to his Military Career
c) George Washington: Commander-in-Chief of the Continental Army
d) George Washington and Mount Vernon
2) What happened first?
a) George Washington inherited his brother's land.
b) Washington's military career began.
c) Washington was married.
d) He went to live with Lawrence.
3) What does advocate mean?
a) opponent b) supporter c) creator d) player

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4) Which of the following was George Washington not involved in?
a) Surrender of Fort Duquense b) Constitutional Convention
c) Revolutionary War d) Boston Tea Party
5) Washington became chairman of … .
a) Constitutional Convention b) American Revolution
c) Virginia d) French forces
6) Which of the following happened after 1759?
a) George helped take back Fort Duquesne
b) George's brother died
c) George was made Commander of the Continental Army.
d) George was forced to surrender Fort Necessity
7) How many presidential terms did George Washington serve?
a) 4 b) 1 c) 3 d) 2
8) Which of the following is not true about George Washington?
a) He died of Smallpox
b) He was Chairman of the Constitutional Convention
c) He supported a federal government
d) He helped to get the Constitution ratified
9) George Washington was never interested in...
a) farming b) math c) philosophy d) surveying
10) What does ratified mean in the text?
a) approved b) erased c) written d) vetoed
11) “… their army was ambushed by the French in 1755”. What does ambushed
mean in the sentence above?
a) celebrated b) controlled c) inspired d) surprise attacked

10. The Gurkhas are well-known soldiers in the British army. Their bravery and
tenacity are more than legendary. The very mention of their presence can strike fear
into the enemy's heart. Where do these Gurkhas come from and what is it that makes
them so strong?
The Gurkhas come from Nepal, a Himalayan country where the highest
mountains in the world can be found. It is a rugged and inhospitable country with
poor living conditions. These factors have make the youths of Nepal strong and

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sturdy prompting the British to recruit them into their army. An average Gurkha
soldier is small, wiry and broad chested with an average height of 5'4". Before his
recruitment, he would usually be tending the fields and cattle in his village. He is
usually illiterate and not exposed to the modern way of life.
To an average Nepalese, service in the Gurkha Regiment means a new way of
life, a higher standard of living and a chance to travel abroad and most importantly a
prestigious career for a lifetime. For these reasons, many young Nepalese youths
aspire to be a Gurkha. From the thousands that apply each year, only about two
hundred will make it as one. The selection process is a very stringent one.
Called the “hill selection” process, a recruiting centre among the hills of Nepal,
is manned by retired but re-employed Gurkha officers, to select the most abled and
best youths. The first stage is the medical check-up. At this stage, many youths may
discover for the first time that they have some abnormalities, like a punctured ear
drum, or a certain disease or sickness. A slight difference in their chest
measurements and weight can make all the difference in the selection. In one
instance, a Nepalese youth ate eight bananas and drank five pints of water prior to
the weigh in. He passed the weigh in but failed when he was unable to expand his
chest to meet the minimum chest width requirement. The next stage after they clear
their physical examination is a series of tests to gauge their physical fitness, mental
and education levels. Special interviews are also conducted. To fail in the selection
process is a great loss of face to the Nepalese youth. Many try their hand again but
very few succeed. Some of them will then join the Indian army.
Only the best of the country's youths go on for the training to become the
famous Gurkha soldiers. Perhaps it is from this pride that drives them forward to
excel. It is not just the training that has made the Gurkhas what they are today. They
have built a reputation around their bravery and military prowess. They have
distinguished themselves in all the battles that they fought for the British army. Their
motto reads “It is better to die than be a coward”.
The Gurkhas' determination to accomplish any task given can be seen in this
episode. In World War I, at Givenchy, France, a team of Gurkhas scouts were given
the order to cut the enemy's wire obstacle and create a gap for the attacking force.
While crawling to the wires, the Germans spotted them and fired on them. The first
two were killed. Another pair moved forward to replace them. They too, were killed.

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The Gurkhas did not stop until the wires were cut. In the recent Falklands War
between Britain and Argentina, where the Gurkhas were called into action, it was
reported that the enemy in some locations surrendered mildly without a fight. They
had learned that they were facing the Gurkhas.
Give complete answers to these questions:
1) Why are the Gurkhas well-known soldiers in the British army?
2) What are the contributing factors that make the youths of Nepal strong and sturdy?
3) Describe the average Gurkha youth before his recruitment?
4) How is service in the Gurkha Regiments “a new way of life”?
5) Suggest tow reasons why the selection process has to be so stringent.
6) “A light difference in their chest measurements and weight can make all the
difference ...”. Explain what it means
7) What happens next after the youths clear the first stage?
8) Why is failing in the selection process considered “a great loss of face”?
9) What possible reason does the passage suggests that drives the Gurkahs
forward to excel?
10) (a) What was the task given to the Gurkahs at Givenchy?
(b) How did they succeed?
11) What effect did the Gurkahs' reputation have in the recent Falklands War?

11. Arrowheads, which are ancient hunting tools, are often themselves “hunted” for
their interesting value both as artifacts and as art. Some of the oldest arrowheads in
the United States date back 12,000 years! They are not very difficult to find. You
need only to walk with downcast eyes in a field that has been recently tilled for the
spring planting season, and you might find one.
Arrowheads are tiny stones or pieces of wood, bone, or metal which have been
sharpened in order to create a tipped weapon used in hunting. The material is honed
to an edge, usually in a triangular fashion, and is brought to a deadly tip. On the edge
opposite the tip is a flared tail. Though designs vary depending on the region,
purpose, and era of the arrowhead’s origin, the tails serve the same purpose. The tail
of the arrowhead is meant to be strapped onto a shaft, which is a straight wooden
piece such as a spear or an arrow. When combined, the arrowhead point and the
shaft become a lethal projectile weapon to be thrown by arm or shot with a bow at prey.

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 Indian arrowheads are important artifacts that give archeologists (scientists who
study past human societies) clues about the lives of Native Americans. By analyzing
an arrowhead’s shape, they can determine the advancement of tool technologies
among certain Native American groups. By determining the origin of the arrowhead
material (bone, rock, wood, or metal), they can trace the patterns of travel and trade
of the hunters. By examining the location of the arrowheads, archeologists can map
out hunting grounds and other social patterns.
Arrowheads are commonly found along riverbanks or near creek beds because
animals drawn to natural water sources to sustain life were regularly found drinking
along the banks. For this reason, riverbeds were a prime hunting ground for the
Native Americans. Now, dry and active riverbeds are prime hunting grounds for
arrowhead collectors.
Indian arrowheads are tiny pieces of history that fit in the palm of your hand.
They are diary entries in the life of a hunter. They are museum pieces that hide in the
dirt. They are symbolic of the eternal struggle between life and death.
1) According to the passage, which of the following is not a material from which
arrowheads were made?
a. wood b. glass c. bone d. stone
2) As it is used in paragraph 2, which is the best antonym for honed?
a. flattened b. chopped c. dulled d. baked
3) As used in paragraph 2, which is the best definition for projectile?
a. shaped like a triangle b. no longer in use
c. unsophisticated in form d. designed to be thrown
4) Which of the following subjects would not be something an archeologist would
study?
a. the plants that humans used for food and medicine before refrigeration
b. the effects on fish of pollution caused by modern-day companies
c. the materials used for clothing and shelter in North America prior to contact with
the English colonists
d. the rate at which technology advanced between the years 10,000 BC and 100 BC

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5) Which of the following best summarizes the main idea of paragraph 3?
a. Archeologists can determine many things about Native American societies
simply by looking at an arrowhead.
b. Archeologists are scientists who study a range of events that have already
occurred.
c. Arrowheads represent the only way to determine how Native Americans lived in
the past.
d. Archeologists know so much about ancient societies because they have
conducted extensive research about them.
6) Which of the following would be the best title for this passage?
a. Native American Foods and Hunting
b. The Significance of the Arrowhead
c. How an Archeologist Finds Artifacts
d. Spring Hobbies: 5 Ways to Spend Your Day Outside
7) In the final paragraph, the author writes, “They are museum pieces that hide in the
dirt. They are symbolic of the eternal struggle between life and death”. Which of the
following is the best way to combine these two sentences, while keeping their original
meaning?
a. They are museum pieces that hide in the dirt, so are symbolic of the eternal
struggle between life and death
b. They are museum pieces that hide in the dirt, but are symbolic of the eternal
struggle between life and death.
c. They are museum pieces that hide in the dirt, or are symbolic of the eternal
struggle between life and death.
d. They are museum pieces that hide in the dirt, and are symbolic of the eternal
struggle between life and death.

12. Most of us have only experienced war through books or the media. However, war
is a lot more than that, especially for the people who had experienced war personally.
The memories of the hardship and difficulty they experienced are firmly imprinted in
their minds for the rest of their lives.
It is indeed sad that leaders of certain countries quickly declare war whenever
there is conflict between two countries. In the past, leaders of countries were seldom
concerned with maintaining good relationships with their neighbors but were more

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interested in gaining more power by conquering other cities. This is why there have
been two world wars in the first fifty years of the twentieth century.
War may occur because of various reasons, but more often than not, the reason
of war is quickly forgotten amidst the tragedy of it. The amount of destruction that
takes place during war is massive and once started, war spreads like a disease and
rarely achieves anything.
Many have questioned the necessity of war, especially because of the huge
number of towns and cities that are destroyed and people who are killed. The people
who call for war are usually the leaders of the country. Ironically, they are also the
ones who are safely and comfortably protected in their homes when war happens.
The people who come forward and are prepared to sacrifice their lives are the
common people, who are also the ones to suffer from the shortage of food and water
that is inevitable in any war.
During the Japanese Occupation that occurred in Singapore during the Second
World War, many Singaporeans experienced great hardship and countless others
lost their lives. It was only until atomic bombs were dropped on the cities of
Hiroshima and Nagasaki did the Japanese surrender. Where previous methods had
failed, the bombs were successful in ending the war. What was sad, however, was
the fact that so many Japanese people had to die because their leaders had been so
thirsty for power. It could have been avoided if they had chosen to surrender earlier.

Based on the text above, answer the following questions using complete sentences:
1) What does the writer mean by “Most of us have only experienced war through
books or the media” (paragraph 1)?
2) What does the phrase “firmly imprinted” (paragraph 1) suggest about the
memories of those who have experienced war?
3) Why were there two world wars in the first half of the twentieth century?
4) What does the writer mean by “the reason of war is quickly forgotten” (paragraph 3)?
5) Explain why the writer compares war to a “disease” (paragraph 3).
6) Why have people “questioned the necessity of war” (paragraph 4)?
7) Why do you think people went forward to fight despite the obvious risks of war?
8) Explain clearly the irony the writer talks about in paragraph 4.
9) What does the writer mean by using the word “inevitable” (paragraph 4)?
10) What does “it” in paragraph 5 refer to?

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13. The Battle of Chancellorsville, one of the most famous battles of the Civil War,
took place in Virginia in the spring of 1863. For months, the two armies had been
staked out on opposite banks of a narrow river. The Confederate troops were led by
perhaps the most revered military tactician in American history, General Robert E.
Lee. The Union soldiers were led by “Fighting” Joe Hooker.
In appearance, personality, and lifestyle, these men were nearly perfect
opposites. Lee, an older man in poor health with a gray beard, had a somber,
measured demeanor. Hooker was a blond, strapping young man whose vanity over
his appearance was but one aspect of his egotism. Whereas Lee was devout and
principled, Hooker was known for his rollicking enjoyment of both women and whiskey.
Despite the fact that the Confederacy had won the last four major battles and the
Union soldiers were famished, exhausted, and demoralized, Hooker proclaimed, “My
plans are perfect. And when I start to carry them out, may God have mercy on Bobby
Lee, for I shall have none”. Why, aside from a propensity for narcissism, was Hooker
so confident?
Hooker had used spies, analysts, and even hot air balloons to compile a vast
amount of intelligence about Lee’s army. He had discerned, for example, that Lee
had only 61,000 men to Hooker’s own 134,000. Buoyed by his superior numbers,
Hooker covertly moved 70,000 of his men fifteen miles up and across the river, and
then ordered them to sneak back down to position themselves behind Lee’s army. In
effect, Hooker had cut off the Confederate soldiers in front and behind. They were
trapped.
Satisfied with his advantage, Hooker became convinced that Lee’s only option
was to retreat to Richmond, thus assuring a Union victory.
Yet Lee, despite his disadvantages of both numbers and position, did not retreat.
Instead, he moved his troops into position to attack. Union soldiers who tried to warn
Hooker that Lee was on the offensive were dismissed as cowards. Having become
convinced that Lee had no choice but to retreat, Hooker began to ignore reality.
When Lee’s army attacked the Union soldiers at 5:00 p.m., they were eating supper,
completely unprepared for battle. They abandoned their rifles and fled as Lee’s
troops came shrieking out of the brush, bayonets drawn. Against all odds, Lee won
the Battle of Chancellorsville, and Hooker’s forces withdrew in defeat.

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1) Based on information in the passage, it can be concluded that Hooker lost the
Battle of Chancellorsville mostly because of his
a. vanity b. ignorance c. overconfidence
d. faulty information e. vices
2) The contrast drawn between Lee and Hooker in paragraph 2 is intended to
a. showcase the different backgrounds and personal histories of these two enemy
soldiers
b. provide support for the idea that Lee was a more virtuous person than Hooker,
and therefore a better military commander
c. prove that two men with very different values could end up in similar positions of
power
d. suggest that if Hooker had been more devout and principled, he might not have
been outwitted by Lee
e. imply that these men fundamentally differed in their approaches to nearly
everything, including battle
3) In paragraph 3, the author quotes Hooker as saying, “My plans are perfect. And
when I start to carry them out, may God have mercy on Bobby Lee, for I shall have
none”. The author most likely includes this quote in order to
a. demonstrate Hooker’s belief in his own infallibility
b. provide an example of the way language has changed since 1863
c. reveal that Hooker was a deeply religious man in spite of his lifestyle
d. foreshadow Hooker’s defeat at the hands of Lee’s army
e. portray Hooker as a merciless general who was compelled by his hated of Lee
4) Based on its use in paragraph 3, it can be inferred that the word propensity
belongs to which of the following word groups?
a. fondness, partiality, affection
b. flaw, fault, shortcoming
c. distaste, aversion, dissatisfaction
d. tendency, inclination, predisposition
e. confidence, self-assurance, certitude
5) How many men did Hooker position behind Lee's army?
a. 61,000 b. 70,000 c. 73,000 d. 134,000 e. 158,000

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6) As used in paragraph 4, buoyed most nearly means
a. strengthened b. anchored c. Floated d. Sharpened e. heartened
7) According to the author, Hooker’s advantages going into the Battle of
Chancellorsville included
I. numbers II. Position III. Strategy
a. I only b. II only c. I and II only
d. II and III only e. I, II, and III
8) As used in paragraph 4, buoyed most nearly means
a. dialogue b. specific examples c. vivid details
d. sensory words e. scenic descriptions
9) If this passage were to continue, which of the following would most likely be the
first sentence of the next paragraph?
a. His army routed, Hooker and his reduced forces hobbled south, back to the
center of Confederate operations where he was harshly rebuked for having
squandered his vast army.
b. In all his days of fighting, Hooker had never been met with such surprise and
opposition; he took to solemn contemplation of the events that had transpired
as well as the lessons he might learn from them.
c. Wounded in both body and spirit, Hooker and his severely diminished forces
retreated to higher ground where they proceeded to reload their weapons and
prepare for a counter attack.
d. Upon returning to camp, the triumphant Lee immediately ordered for supplies to
be brought up and provisions made for a raucous victory celebration.
e. Not one to gloat over his success, Lee remarked that the victory had been the
product of valiant fighting and good luck, as he began to map out strategies for
their next move.
10) Based on the information in the passage, summarize the events of the Battle of
Chancellorsville in your own words.
11) If you had been Hooker, what would you have done differently during the battle of
Chancellorsville? Would you have made the same decisions? Why or why not?
12) What do you think happened to Hooker after his defeat at Chancellorsville? Make
your inferences below, explaining why you believe this to likely be the case.

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14. The Indian Ministry of Defense, in the next few months, will float a tender for
missile-detection radar systems in a deal that could be worth more than $500 million.
Senior ministry officials said India must look overseas for systems that can be linked
to missile defense systems currently in use by the military, because the Defense
Research and Development Organization has not designed and developed a
medium- or long-range missile-detection system.
The decision for the tender was made based on a national missile threat assessment
prepared by the Office of Integrated Defense Staff (IDS), which also prepares joint
doctrine for the services.
A senior IDS military planner said India faces nuclear missile threats from Pakistan’s
long-range Ghauri, midrange Shaheen and short-range M-11 missiles. Similarly, it
faces a threat from China’s medium- to long-range DF series of nuclear missiles.
The military planner said India needs a mix of missile-detection systems to be
deployed along with indigenously developed surface-to-air missile systems. The
Navy’s main destroyers also will be equipped with Brahmos anti-ship cruise missile
systems that will be assisted by missile-tracking radar.
Nitin Mehta, a defense analyst, said Israel’s Green Pine radar is the most favorable
missile detection radar, as it can see the launch of Pakistani missiles if the radar is
placed on the border. Mehta noted, however, that procurement of the Green Pine
radar would need a nod from Washington, which he said is unlikely in view of
Washington’s granting of non-NATO ally status to Pakistan last year.
1) The Indian MoD wants to buy foreign systems because …
a) the Indian systems are not as good as the foreign ones
b) India has not built its own missile detection system yet
c) the Indian one cannot work with missile systems in use
2) The overseas systems must be able to …
a) detect and track a variety of missiles
b) work with Shaheen missile systems
c) be deployed with missile-tracking radar
3) According to Mr. Mehta, the purchase of Green Pine radar would be opposed by …
a) Pakistan b) Israel c) the USA

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15. The Pentagon and CIA want to go far beyond today’s satellite-based sensors to
field a system that keeps an eye on the entire globe at once. The concept, called
universal situational awareness, does not mean the ability to continuously observe
everything, but to track enough objects to provide relevant and timely data.
The CIA studied the technological needs of the war on terror last year, and
joined this year with Pentagon counterparts for a follow up that ‘has led to a handful
of decisions that have helped us frame our best preferences,’ said Stephen
Cambone, the Pentagon intelligence czar. Chief among these is a need for a space-
based radar, which would detect moving military equipment on land and sea. It
should also be able to take images of designated areas, and gather terrain elevation
data for 3-D planning maps. Likely made up of a nine-satellite constellation, the
orbiting radar would also work with sensors on aircraft, ships and ground vehicles to
focus on items of interest.
The system’s novelty and versatility have sparked a tug-of-war among its
potential users in the military and intelligence community, especially the CIA, over
what it should do, how it should operate and who should control it. Military
commanders have complained that they rank low on the priority list when collection
schedules are set up for the National Reconnaissance Office’s satellites. The new
satellites will cover broad swaths of the Earth’s surface, making it easier to handle
last-minute surveillance requests and they will be tied closely to military
communications systems to deliver data quickly. But it remains to be seen whether
military commanders in the field would ever receive information from satellites
directly.
1) The new system will be able to …
a) detect objects invisible so far
b) get more data at the same time
c) observe the globe all the time
2) The main function of the radar would be …
a) locating moving objects
b) creating 3D terrain images
c) photographing selected areas

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3) The military fear that …
a) the CIA will be prioritised in data access
b) the system will be difficult to operate
c) they will be denied access to data

16. You are going to read an interview with Lt. Gen. Ronald Kadish, the former
Director, U.S. Missile Defense Agency (MDA), who is talking about the missile
defense system. Choose from questions A to H the one which you think fits best
each paragraph 1 to 7. There is an extra question which you do not need to use.

1. _____ It is not my role or my preference to comment on the politicians’ views.

Everyone I have come across in the executive and legislative branches that deals
with this has looked very hard at the responsibilities of defending this country.
Therefore, when I look back and see nine Congresses and four presidents that have
supported this effort, I suspect the future will hold the same.
2. _____ To some degree we have demonstrated its usefulness in combat
against short-range missiles with the Patriot Advanced Capability-3 system. This year
we are beginning the program against long-range missiles and we are starting to
bring those systems together. And I think we are better off with it than without it, from
an effectiveness standpoint.
3. _____ Every day, it’s becoming clearer but these things have a way of working
out in operation. So, it will take some time before we know exactly who’s to do what.
4. _____ I wouldn’t say they are not ready. But what we are finding, especially in
defense against long-range missiles, is the Air Force owning the radar and satellites,
the Army operating the missiles and command-and-control systems, and the Navy
contributing sensors. And only the total integration across all services in different
basing modes makes it effective.
5. _____ I think we want to transfer responsibility cleanly with a minimum risk to
the system where we can. Where we will jeopardize the effectiveness of the systems
we have to see what makes sense. An interim solution could be keeping systems
development and support operations within the MDA umbrella longer than we
expected.

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6. _____ The one thing I really love about missile defense is: If you can imagine
it, it can be done. The possibility is on the table; when you look at terrestrially based
boost-phase systems, they need to be close to the target, which is why sea-basing is
so attractive.
7. _____ The procedures we have, produced the best Army, Navy and Air Force
in the world. So they are not bad. But now they are faced with a complex effort, that
can’t be met by traditional systems. That is why I proposed and we set up some of
the authorities for the Missile Defense Agency.

A. Do you foresee missile interceptors on submarines?

B. Have responsibilities of services involved in operating this system been sorted out?
C. What do you tell critics who say this system will not be effective?
D. How will you manage the testing and deployment of the long-range missile defense?
E. Are Department of Defense processes up to developing such a complex system?
F. How do you respond to Senator Kerry’s call for less missile defense spending?
G. So what is the way out?
H. You have doubts whether the services are prepared to run the system. Are they?

17. American presidents have to sneak into Pakistan. Bill Clinton did it in 2000
because of a bomb threat. Last week George W. Bush had even less reason to
expect a warm welcome. Taliban and Al Qaeda still find a haven in many Pakistani
cities – which may help to explain the “Bush Dog Go Home” rallies that drew
thousands of Islamists across the country. Adding to the tensions, Bush had just
signed a major nuclear deal with Pakistan’s archrival, India, on terms he declined to
offer to his steadfast ally, Pakistani President Pervez Musharraf. When Bush’s jet
landed in locked-down Islamabad – which Pakistani police had turned into a “ghost
city”, detaining hundreds of people – it was at night with the jet-wing lights off and the
window shades down.
Bush touted his diplomatic accord with India as a triumph. It is one that the
president, who is increasingly unpopular at home as well, badly needs. Under its
terms, India would be brought back from official outcast status 32 years after it
exploded a nuclear device and then refused to sign the nuclear Non-Proliferation
Treaty (NPT). New Delhi last week agreed to subject 14 of its reactors to

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international inspection by 2014. In return India will receive U.S. investment and
equipment allowing it to help address its enormous energy needs with nuclear power,
thus taking pressure off global energy prices.
Bush administration officials said the pact would solidify the historic strategic
realignment of America and India. Even the head of the International Atomic Energy
Agency, sometime Bush critic Mohammed ElBaradei, said the accord was simply a
pragmatic recognition of reality, and a “timely” way of bringing Delhi under some
global supervision and strengthening nuclear safety.
But the deal still needs to pass muster on Capitol Hill, and critics there warned
the administration could be ushering in a nightmarish new era of loose nukes. Why?
Because the Bush team conceded to India’s demands that Delhi’s eight military
reactors would be kept from scrutiny and that it could build as many more as it wants.
Washington also agreed to remove all U.S. sanctions even though Delhi has not
signed the NPT. The result, some critics said, could be a vastly beefed-up Indian
arsenal and a new arms race between India and Pakistan. “You can’t break the rules
for India and expect Iran to play by them. Or Pakistan or North Korea”, said Rep. Ed
Markey, Democrat of Massachusetts. “I think that once the Congress understands
what the details of the deal mean, it will mean rough sledding to get it passed”.
And pass it must. The challenge is made tougher by the current prickly attitude
toward the White House in Congress. Although the administration barely consulted
with Congress beforehand, the new deal requires that both the House and Senate
revise the Atomic Energy Act, which forbids nuclear material and equipment from
being exported to any state that is not one of the five acknowledged nuclear powers
(America, Russia, France, Britain and China) and has detonated a nuclear explosive
device.
What kind of signal does signing the deal send to other countries? Start with
Musharraf’s Pakistan. The former general, considered a key U.S. ally because of his
efforts against Al Qaeda, has sold his friendship with Washington as a boon to
Pakistan’s global stature and economy. Now he must try to explain away India’s new
strategic advantage to hardliners in his own military ranks, some of them Islamists. It
was no coincidence that Musharraf traveled to China, Pakistan’s old cold-war ally,
just before Bush went to India, or that China was the first nation to say it opposed the
India accord. “America has signed a civil nuclear agreement with India on the basis

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of what it sees to be its interests”, he said at the National Defense College in
Islamabad a day before Bush arrived. “Pakistan also has its options in a strategic
context and my recent trip to China was part of my effort to keep our strategic options
open”. Jehangir Karamat, the Pakistani ambassador to Washington, said that
Pakistan had no intention of escalating. But he added: “That’s the fear. If India
ratchets up that kind of race as a result it would be unfortunate”. Bush officials say
this agreement is for India only because only India has earned it: unlike Pakistan, it is
a vibrant democracy with a sterling record on non-proliferation. Now the president
must convince Congress of that.
1) The new reason for unpopularity of US President in Pakistan is …
a) arrests that had taken place before the visit
b) increasing the number of troops in Pakistan
c) American refusal to provide economic help
d) his unfair treatment of the host country
2) According to the new deal, India will …
a) lower energy production prices b) sign Non Proliferation Treaty
c) allow inspection of all reactors d) receive funding from the U.S.
3) According to Mr. ElBaradei, the deal would …
a) improve American – Indian relations b) be a big threat to global nuclear safety
c) be criticized by Atomic Energy Agency d) help to control Indian nuclear power
4) The opponents of the deal…
a) insist on India signing the NPT b) fear it will lead to an arms race
c) demand control of Indian reactors d) dread ‘nuclear’ countries reaction
5) It will be difficult to pass the deal as…
a) Senate was ignored in consultations b) Congress must change the nuclear laws
c) Congress disagrees with Senate on it d) Senate is criticized by the White House
6) According to president Musharraf, …
a) Pakistan was betrayed by America b) China would strongly oppose the deal
c) India is getting strategic advantage d) US signed the deal for its own benefit
7) According to US officials, …
a) Pakistan would misuse nuclear systems b) the new Pakistani alliance is dangerous
c) only India has deserved such a deal d) India would escalate nuclear research

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18. Do you know the difference between a submarine and a submersible?
A submarine is a watercraft that is capable of independent operation under the sea.
Submarines do not require support ships because submarines can renew their air
and power supplies independently. Submersibles also submerge and operate
underwater, but they need the support of a larger vessel. Submersibles cannot renew
their air and power supplies without support. For this reason submersibles are
usually smaller and cannot spend as much time underwater as submarines.
The first documented submersible was constructed in 1620 by Cornelius
Drebbel.
It was powered by rowing oars underwater. Though this craft was originally designed
for underwater exploration, it did not take long for inventors and makers of war to
recognize the military potential of the submersible. In 1648 Bishop John Wilkins
wrote, “It may be of great advantages against a Navy of enemies, who by this may be
undermined in the water and blown up”. Over one-hundred years later, the first
military submarine was ready to be deployed.
The Turtle was the world's first submarine used in combat. Designed by David
Bushnell in 1775, it was deployed by the Continental Army during the American
Revolutionary War. Though the Turtle did utilize a support ship in combat, it was fully
capable of renewing its air and power supplies independently; therefore, the Turtle is
considered to have been a submarine and not a submersible. The Turtle was
powered by hand-cranked propellers and was named as such because it resembled
a turtle. It held a single person, moved about three miles per hour in calm water, and
contained enough air to stay submerged for about thirty minutes. General
Washington authorized an attack using the Turtle on a British flagship blockading
New York Harbor. Sgt. Ezra Lee operated the Turtle and attempted to affix
underwater explosives to the British ship, but he failed. The Turtle was later
destroyed by the British. Despite this failure, the Turtle is still remembered as the first
submarine used offensively during war.
Another notable submarine originally designed for war was Julius H. Kroehl's
Sub Marine Explorer. Built between 1863 and 1866, this submarine was created for
the North during the American Civil War but the war ended before it went into use.
After the war it was used commercially to harvest pearls in Panamanian waters
during the late 1860s. Unfortunately, the dangers of decompression sickness (a

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condition that occurs when divers rise to the water's surface too quickly) were not
understood. While experimenting with the Sub Marine Explorer in 1867, Kroehl
himself perished from decompression sickness. In 1869 a new engineer put the Sub
Marine Explorer back to the task of harvesting pearls. Tragically, use of the Sub
Marine Explorer was discontinued after the entire crew died from decompression
sickness.
Submarine use increased greatly during World War I. Due to innovations in
engineering, such as a dual power system using both diesel and electric sources,
submarines had finally developed into effective war machines. One watercraft called
the U-Boat was put to great effect by the Germans. Some argue that the U-Boat was
more of a submersible, since U-Boats operated primarily on the surface using diesel
engines and submerged only occasionally to attack using battery power, but the
effectiveness of the U-Boat in combat is certain. During World War I more than 5,000
Allied ships were sunk by U-Boats, including the Lusitania, which is often cited as a
reason why America entered the war.
U-Boats were again utilized extensively by the Germans during World War II.
Though the U-Boats were devastating to British fleets, advances in technology such
as radar and sonar reduced their overall effectiveness. Additionally, the U.S. had also
developed and deployed a fleet of submarines to great effect. Though the Japanese
attack on Pearl Harbor destroyed or severely damaged many of the U.S. Navy's
front-line Pacific Fleet ships, U.S. submarines survived the attack and went on to
cause great damage. Submarines, though only about 2 percent of the U.S. Navy,
destroyed over 30 percent of the Japanese Navy. This made U.S. submarines the
most effective anti-ship and anti-submarine weapon in the entire American arsenal.
Modern submarines are now powered by a nuclear reactor. The nuclear reactor
generates a tremendous amount of power and frees the submarine from the need to
occasionally surface. The large amount of power generated by these reactors allows
submarines to operate at high speeds for long durations. Current nuclear submarines
never need to be refueled throughout their 25-year life-spans. The only factor limiting
the amount of time that an advanced submarine can remain submerged is the
amount of food and water that the submarine can carry. Even the Bishop John
Wilkins, when he imagined the military capabilities of future submarines from 1648,
could not have envisioned such an amazingly powerful watercraft.

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1) For what purpose were submersibles originally designed?
a. Transporting passengers underwater without the threat of storms
b. Exploring under the sea
c. Smuggling weapons and outlawed materials
d. Attacking ships on the surface of the water
2) Why was the Sub Marine Explorer originally created?
a. To assist the North in the Civil War
b. To harvest pearls
c. To explore undersea
d. To experiment with decompression sickness
3) Which is most likely to limit the how long a modern submarine can remain
submerged?
a. The amount of fuel in the submarine
b. The air supply in the submarine
c. The amount of food and water aboard the submarine
d. There is no limit to the amount of time a modern submarine can remain submerged
4) How were U-Boats powered?
a. Hand crank b. Battery Diesel
c. None of these d. Both B & C
5) Which of the following statements best describes the Turtle according to the text?
a. The Turtle was the first submarine used during war to destroy another ship.
b. The Turtle was the first submersible used during war to attack another ship.
c. The Turtle was the first submersible used during war to destroy another ship.
d. The Turtle was the first submarine used during war to attack another ship.
e. The Turtle is the biggest and fastest watercraft in all of human history.
6) Which of the following best describes why the author most likely wrote this text?
a. To entertain his audience with stories about submarines
b. To educate his readers about how submarines work
c. To inform his readers about the evolution of submarines
d. To convince his audience to purchase a submarine

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7) Which is the most likely reason why the author wrote the first paragraph?
a. To explain a concept that would be referenced throughout the text
b. To introduce the main idea of the text
c. To get the reader's attention with startling information
d. To amuse the reader with an interesting historical anecdote
8) Which does not describe a way in which submersibles are different from
submarines?
a. Submersibles are usually smaller than submarines.
b. Submersibles are not capable of independent operation.
c. Submersibles can usually spend more time underwater than submarines.
d. Submersibles cannot independently renew their air and power supplies.
9) Which of the following best describes how the text is structured in the first
paragraph?
a. Compare and Contrast
b. Chronological
c. Problem and Solution
d. Sequence / Process
e. Order of Importance
10) Which of these events happened first?
a. The Turtle was destroyed.
b. Bishop John Wilkins recognized the military potential of submersibles.
c. The Sub Marine Explorer was used to harvest pearls.
d. Radar and Sonar were invented.
11) Which most likely explains why U.S. submarines survived the attack on Pearl
Harbor?
a. Because the Japanese did not value the submarines as worthy targets
b. Because the submarines were much smaller than all of the other boats in the
U.S. Navy
c. Because the Japanese were targeting U.S. submersibles instead
d. Because the submarines were submerged and difficult to strike

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12) Which of the following statements is entirely true?
a. Sgt. Ezra Lee invented the Turtle; Cornelius Drebbel invented the first
submersible;
b. Bishop John Wilkins invented the first submersible; David Bushnell invented the
Turtle;
c. David Bushnell invented the Turtle; Julius H. Kroehl invented the Sub Marine
Explorer
d. Julius H. Kroehl invented the Sub Marine Explorer; John Wilkins invented the
U-Boat
13) Which of these events happened last?
a. U.S. submarines survived the attack on Pearl Harbor .
b. Sgt. Ezra Lee attempted to blow up a British flagship using a submarine.
c. U-Boats sank the Lusitania.
d. Julius H. Kroehl's developed the Sub Marine Explorer
14) Which of the following would be the best title for this reading passage?
a. How Submarines Work
b. A Short History of Submarines
c. Turtle: The First Combat Submarine
d. The Differences Between Submarines and Submersibles

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 MILITARY EXPRESSIONS AND IDIOMS

A
about-face: reversal of a position or a decision; to turn or face in the opposite
direction = schimbare totală de opinie sau de decizie; întoarcere la stânga-mprejur.
Ex. The captain had to make an about-face in orders because of the sudden enemy
attack.
above board: honest = cinstit, correct, onest.
Ex. He has advanced rapidly because he has always been above board.
about the size of it: approximately correct = aproximativ correct.
Ex. If the weather is good, we should arrive in North Africa on Tuesday. Isn’t that
about the size of it?
ace in the hole: a surprise; a surprise situation = surpriză, situaţie neşteptată.
Ex. The reserve force is the general’s ace in the hole.
all for it: entirely in agreement = întru totul de accord.
Ex. This is a good plan and I’m all for it.
all wet: wrong; not correct = greşi, incorrect.
Ex. He used inaccurate data for his report. He is all wet.
B
back to the drawing board: begin again; start over again = a o lua de la capăt.
Ex. The aircraft’s designers had to go back to the drawing board because the aircraft
didn’t perform satisfactorily.
bail out: parachute from a plane; remove water from a boat = a se paraşuta; a scoate
apa dintr-o barcă.
Ex. When the engine failed, the pilot bailed out. / While John rowed the boat, I bailed
out water.
beat around the bush: delay getting to the point = a o lua pe ocolite, a bate câmpii.
Ex. Instead of being candid, he continued to beat around the bush.
beat... to the punch: take action before another acts = a o lua înaintea altcuiva.
Ex. We must get there right away in order to beat him to the punch.
big customer: a large user of = mare consummator.
Ex. Division Artillery is a big customer for 90mm shells.

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blow a bridge: to destroy a bridge with, or by means of explosives = a arunca un pod
în aer.
Ex. To blow a bridge safely and effectively requires great skill.
blow over: become less serious = (despre vreme urâtă, primejdii, etc.) a trece.
Ex. Don’t worry! All the excitement about what you said will soon blow over.
brick wall: a strong obstacle; an obstacle that stops a movement or operation =
obstacol, barieră de netrecut.
Ex. We hit a brick wall when we tried to penetrate their defense./ Talking to him is like
talking to a brick wall.
by-product (BY-PROD uct): a secondary and sometimes unexpected result, rezultat
secundar, derivat, uneori neaşteptat.
Ex. A by-product of space exploration has been the rapid growth in technology.
C
comb through: to search thoroughly = a cerceta amănunţit, a scotoci.
Ex. Someone ought to comb through these reports carefully to find any errors.
cry wolf: give a false alarm = a da alarmă falsă.
Ex. He had cried wolf so often that no one believed his warning when the alarm was real.
curtain of fire: barrage; barrier of fire = baraj de foc.
Ex. Our troops advanced behind a heavy curtain of fire.
cut off: isolated; surrounded; separated from = izolat, rupt de lume.
Ex. In the defense of an extended front, some units may be cut off for a while.
D
deal... out: leave out /
Ex. Deal me out of the next move.
divvy up: to divide = sl. a porţiona.
Ex. The supply sergeant will divvy up the rations for each company.
doesn’t have enough sense to come in out of the rain: doesn’t have the intelligence
to react to an obvious situation = a nu face faţă în situaţii simple.
Ex. We can’t give him a job requiring responsibility if he doesn’t have enough sense
to come in out of the rain.
dog tags: military identification tags worn on a chain around the neck = fam.
ecusoane agăţate de gât.
Ex. All military personnel are required to wear their dog tags during the FTXs.

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dovetail: to coincide with = a coincide cu, a se potrivi, a se completa reciproc.
Ex. The adjacent division’s plans for the attack dovetail with our own.
down and out: totally defeated; in the worst possible condition = a fi la pământ.
Ex. We got hit when we were already down and out.
E
eager beaver: a person who is overly enthusiastic = entuziast, zelos.
Ex. Lt Gordon is such an eager beaver that he comes to work early and leaves late.
eat... words: be forced to admit that a previous statement was wrong = a-şi lua vorba
înapoi, a retracta, a recunoaşte că a greşit.
Ex. When they showed him he was wrong, he was forced to eat his words.
F
falling apart: run down; not in good repair = a se nărui.
Ex. Send that truck to the repair shop. It’s falling apart as we stand here.
fill the bill: meet the need = a satisface cerinţele, a corespunde exigenţelor
Ex. John is doing a good job. I’m sure he will fill the bill.
fill the gap: to meet a need; to make complete = a completa, a ţine locul cuiva.
Ex. We’ve got to have someone to fill the gap while Sgt Broderick is on leave.
friendlies: friendly troops = trupele aliate, trupele proprii.
Ex. Hold your fire! Those are friendlies.
G
get together with: meet; confer = a se strange împreună, a se reuni.
Ex. G2 gets together with G7 on all operations.
go along with: agree or accept = a fi de accord, a accepta.
Ex. Major, your plan looks OK to me; I’ll go along with it.
goof up: to ruin; to spoil = a strica.
Ex. That fellow can goof things up faster than anyone I’ve ever known.
ground floor, to get in on: to be one of the first = a fi printre primii, a fi în frunte.
Ex. He was promoted quickly because he got in on the ground floor.
H
hands are tied: cannot act = imobilizat, legat de mâini şi de picioare.
Ex. My hands are tied. I cannot disobey my superior’s orders.
have on hand: have readily available = a avea la îndemână, a avea disponibil.
Ex. Each unit makes a daily report on how much gas they have on hand.

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hold it down: be quiet; stop making noise = a sta liniştit; a nu face zgomot.
Ex. Hold it down. You’re making entirely too much noise.
I, L, M, N, O
in the dark: ignorant of, without knowledge = neştiutor, ignorant, necunoscător.
Ex. What does this mean, G2? Don’t keep me in the dark.
lay the groundwork for: provide a basis or foundation for = a pune bazele, a pregăti
terenul.
Ex. A part of the staff has been detached to lay the groundwork for the next operation.
mop up: finish; complete = a termina, a isprăvi; a curăţa terenul.
Ex. The 20th Infantry, following the 23d Armored, will mop up the last enemy resistance.
nail... down: determine exactly = a stabili.
Ex. Have you determined what is wrong yet? Yes. I think we’ve finally nailed it down.
nose to the grindstone: work hard = a munci din greu.
Ex. He really has his nose to the grindstone.
no sweat: easy, without effort, no trouble = uşor, fără effort.
Ex. Are you in trouble? No sweat, sir. We can take care of the situation.
once-over: a quick comprehensive look or examination = privire de ansamblu.
Ex. Give this new regulation a once-over and tell me what you think about it.
open-and-shut: sure; certain; positive = cert, sigur.
Ex. They had an open-and-shut case against the accused.
P
pin down the enemy: to fix or establish clearly; to keep the enemy from moving/
changing position = a fixa, a lega; a prinde, a pune mâna pe, a imobiliza.
Ex. Our artillery will pin down the enemy indefinitely.
play it by ear: take things as they come = a lua lucrurile aşa cum sunt.
Ex. We will have to play it by ear.
pros and cons: reasons for and against = argumente pro şi contra.
Ex. Let’s discuss the pros and cons of this course of action.
put someone on the spot: place someone in a difficult situation = a pune pe cineva în
dificultate.
Ex. The colonel put Captain Madison on the spot in the meeting this morning when
he asked him about the plans for the situational training exercise.

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 R
right down my alley: well suited to my talents, experience, or interests = potrivit ca o
mănuşă.
Ex. I’d like that job, sir; it’s right down my alley.
roped into: made to participate = forţat să participe.
Ex. He was roped into helping the inspection team.
rule of thumb: general guideline = metodă empirică.
Ex. There’s no rule of thumb to solve all of your problems.
By rule of thumb = în mod empiric.
run... down: trace something to its source; try to find out where something originated
= a se întoarce pe urmele.
Ex. We can’t find the message you’re talking about, but we’re trying to run it down.
S
scrape together: save with difficulty = a agonisi, a încropi.
Ex. It required four days for our SP4 to scrape together enough rations for the forced
march.
set up: to prepare; to establish = a pregăti, a stabili, a organiza, a iniţia, a institui, a
întemeia, a fonda.
Ex. At the evening briefing, we are going to set up plans for the next day’s field
exercises.
short-timer: one whose current tour of duty or enlistment is about to end = cel care
numără orele/zilele până la sfârşitul serviciului/stagiului military.
Ex. Since he’s a short-timer, he’ll be leaving soon.
sit tight: wait; do not move = a sta nemişcat.
Ex. Just sit tight until the enemy makes his next move.
squawk box: the mike/speaker of an intercom = microfon/interfon.
Ex. The quickest way to inform them is to use the squawk box.
T, U, V, W, Z
tight squeeze: difficult = greu, dificil.
Ex. Getting our column past that point on time will be a tight squeeze.
take care of: attend to; deal with; see to = a avea grijă de, a da atenţie la.
Ex. Did you take care of all the details for the relief operation?

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too many chiefs and not enough Indians: too many people giving directions and not
enough people doing the real job = prea mulţi cu mapa şi prea puţini cu sapa.
Ex. One thing that is wrong in this outfit is that there are too many chiefs and not
enough Indians.
touch on: mention = a menţiona, a aminti.
Ex. Now let’s touch on supply: G4 will be responsible for all rations.
traffic jam: a traffic difficulty = blocarea circulaţiei, ambuteiaj.
Ex. Maximum flow and minimum necessary controls in a traffic plan will prevent traffic
jams.
under the gun: under pressure = sub presiune, în stare de stress.
Ex. The engineers, who are putting up a bridge before the line is taken, are working
under the gun.
up in the air: not yet decided or resolved = nedefinitivat, nesigur.
Ex. We are still awaiting orders; things are up in the air.
washed up: a failure; a person who has no future = eşec; un ratat.
Ex. I’m sorry for the poor man; he’s completely washed up.
wipe out: defeat; eliminate; annihilate = a înfrânge, a elimina, a anihila.
Ex. Our mission was to wipe out the last areas of resistance.
whole nine yards: everything = tot, toate.
Ex. He’s in charge of the whole nine yards. He got blamed for the whole nine yards.
work out: solve = a rezolva, a găsi o soluţie.
Ex. Here is the problem; try to work it out.
zero hour: critical time = ora H.
Ex. Zero hour for the attack will be 1310.
zero in on: locate accurately = a localiza cu precizie.
Ex. The mission of this battery is to zero in on the enemy’s artillery positions.

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 MILITARY AND NATO ABBREVIATIONS
ABREVIERI MILITARE ŞI NATO

AAR: Air-to-Air Refueling = alimentare cu carburant în aer

ACCIS: Automated Command and Control Information System = Sistem de
comandă automată şi control al informaţiilor
ACE: Allied Command Europe = Comandamentul Aliat din Europa
ACLANT: Allied Command Atlantic = Comandamentul Aiat al Atlanticului
ACOS: Assistant Chief of Staff = Aghiotantul şefului de stat major
ACP: Allied Communications Publications = Publicaţiile NATO despre
comunicaţii
ADAMS: Allied Deployment and Movement System = Sistemul Aliat de control al
mişcării trupelor
ADC2S: ACE Deployable Command and Control System = Sistem transpoatabil de
comandă şi control al ACE
AFCENT: Allied Forces Central Europe = Forţele Aliate din Centrul Europei
AFV: armored fighting vehicles = vehicule blindate de luptă
AGI: Annual General Inspection = inspecţia generală anuală
AI: Area of Interest = Zonă de interes
AIREX: Air Exercise = exerciţiu aerian de aviaţie
AIT: Advanced Individual Training = instrucţie individuală avansată
AMMO: Ammunition = muniţie
AO: Area of Operation = zonă de operaţii
AOR: Area of Responsibility = zonă de responsabilitate
APC: Armored Personnel Carrier = transportor blindat
AR: Army Regulation = regulament militar
ArmdDiv: Armored Division = divizie blindată
ARRC: ACE Rapid Reaction Corps = Corp de reacţie rapidă al ACE
ASP: Ammunition Supply Point = punct de aprovizionare cu muniţie
AWLS: Amber Warning Light System; amber coloured warning light required by
law to be fitted to all armoured vehicles in Germany = lumină de avertizare
a vechiculelor blindate

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AWOL: Away Without Leave = absent nemotivat.
BII: Basic Issue Items; authorized accessories and equipment (for example,
tools on a tank) = accesorii şi tehnică de luptă de bază
BN Comdr.: Battalion Commander = comandant de batalion
BP: Battle Position = poziţie de luptă
CAP: Combat Air Patrol = patrulă aeriană de luptă
CAX: Computer-Assisted Exercise = exerciţiu asistat de calculator (simulare)
CDR: Commander = comandant
CFX: Command Field Exercise = exerciţiu de comandament în teren
CINC: Commander in Chief = comandant în exerciţiu (în funcţie)
CIS: Communication(s) and Information Systems = siatem de comunicaţii şi
informaţii
CJTF: Combined Joint Task Force = Forţă Multinaţională Întrunită
COS: Chief of Staff = şef de stat major
CPT: Central Planning Team = echipa de planificare centrală
CRSG: Central Region Signal Group = Grupul de Transmisiuni al Regiunii Centrale
DCP: Deployable Command Post = punct de comandă mobil
DIDIR: Directing Staff Directive = Directiva Statului Major Director
DIVARTY: Division Artillery = divizie de artilerie
EA: Engagement Area = zonă de ducere a luptei
ENCL: Enclosure; additional information on a separate page added to a memo or
letter = anexă
EOD: Explosive Ordnance Disposal = distrugerea dispozitivelor explozive
ERA: Explosive Reactive Armour = blindaj reactiv
EXOPORD: Exercise Operations Order = ordin de operaţii al exerciţiului
FM: Field Manual, a book pertaining to a specific subject = manual de instruire
FO: Forward Observer = observator înaintat
FO-LAN: Fiber Optic Local Area Network = reţea locală de fibre optice
FSE: Fire Support Element = element de sprijin de foc
FSO: Fire Support Operator = operator pentru sprijinul cu foc
FTX: Field Training Exercise = exerciţiu de instruire în teren
FY: Fiscal Year = an fiscal

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GOB: Ground Order of Battle = ordin de luptă pentru forţele terestre
GPS: Global Positioning System = sistem de stabilire a poziţiei prin satelit
HE: High Explosive = explozie înaltă
HNS: Host Nation Support = sprijinul natţiunii gazdă
ICC: IFOR Coordination Cell = celula de coordonare a forţei de implementare
IER: Information Exchange Requirements = cerinţe pentru schimbul de
informaţii
IFF: Identification Friend or Foe = identificare amic - inamic
IFV Infantry Fighting Vehicles = maşina de luptă de infanterie
IMET: International Military Education and Training = educaţie şi instruire militară
internaţională
IOs: Interoperability Objectives = obiective de interoperabilitate
IPB: Intelligence Preparation of the Battlefield = pregătirea informaţională a
câmpului de luptă
ISO: First Sergeant = plutonier
JOC: Joint Operations Center = centru de operaţii întrunite
KIA: Killed in Action = ucis în luptă
LANDCENT: (Allied) Forces Central Europe = forţele aliate din Europa Centrală
LAW: Light Antitank Weapon = armă antitank uşoară
LIVEX: Live Exercise = exerciţiu real
LIVEX: Live Exercise = exerciţiu real
LMG: Light Machine-Gun = mitralieră uşoară
LOA: Line of Approach = linie de apropiere
LOG: Logistics = Logistică
LZ: landing zone = zonă de aterizare
MAIT: Maintenance Assistance Instructional Team = echipa de întreţinere tehnică
MAPX: Map Exercise = exerciţiu pe hartă
MAW: Medium Anti-Tank Weapon = armă antitanc de calibru mijlociu
MEDEVAC: Medical Evacuation / evacuare medicală
METT-T: Mission, Enemy, Terrain, Troops, and Time MICOM: Missile Command =
misiune,inamic, teren, trupe şi comandă rachete
MFC: Mortar Fire Controller = aparat de conducere a focului aruncătoarelor

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MG: Major General = general maior
MOUT: Military Operations on Urban Terrain = operaţii militare în zonă urbană
MTI: MNC Task for Interoperability = sarcini de interoperabilitate ale principalelor
comandamente NATO (ACLANT şi SHAPE)
NACC: North Atlantic Cooperation Council (has been replaced by Euro Atlantic
Partnership Council (EAPC) = Consiliul de cooperare nord-atlantică (a fost
înlocuit de Consiliul de parteneriat euro-atlantic)
NCOIC: Noncommissioned Officer in Charge = subofiţer la comandă
NGS: Naval Gunfire Support = sprijin de foc al artileriei navale
NICS: NATO Integrated Communications = comunicaţii integrate
NVIS: Night Vision Imaging System = sistem de vedere pe timp de noapte
OF: Officer = ofiţer
OOA: Out Of Area = în afara zonei
OP: Observation Post = punct de observare
OPFOR: Opposing Forces POI: Program of Instruction = program de instruire
pentru forţele adverse
OPORD: Operations Order = ordin de operaţii
OPR: Officer of Primary Responsibility = ofiţer cu reponsabilitate primară
PARP: PfP Planning and Review Process = process de planificare şi revizuire a PfP
PCC: Partnership Coordination Cell = celula de coordonare a parteneriatului
pentru pace
PCI: Pre-Combat Inspection = inspecţia preliminară de luptă
PfP or PFP: Partnership for Peace = parteneriatul pentru pace
PK: Peacekeeping = menţinerea păcii
PSO: Peace Support Operations = operaţii de sprijin al păcii
PX/BX: post exchange/base exchange = magazin într-o bază militară/forţe
terestre/aviaţie)
ROE: Rule Of Engagement = reguli de angajare a luptei
RTO: Radio Telephone Operator = radiotelefonist
S3: training and/or operation office at battalion level and below = Birou operaţii
şi/sau instruire la nivel batalion şi mai jos

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SACEUR: Supreme Allied Commander Europe = Comandantul supreme al Forţelor
Aliate din Europa
SALUTE: Size, Activity, Location, Uniform, Time, Equipment = mărime, activitate,
localizare, uniformă, oră, echipament
SAR: Search and Rescue = căutare şi salvare
SATCOM: Satellite Communications = satelit de comunicaţii
SHAPE: Supreme Headquarters Allied Powers Europe = Cartierul general al
forţelor aliate din Europa
SOP: Standing Operating Procedures = proceduri de operare în vigoare
SOSCOM: Special Operations Support Command = comandamentul de sprijin al
operaţiilor speciale
SPT: Support = sprijin
STANAG: Standardization Agreement = acord de standardizare
STC: SHAPE Technical Center = centru ethnic al SHAPE
STOVL: Short take-off and Vertical Landing = aterizare şi decolare pe pistă scurtă
TCI: Tank Crew Instructor = instructor de echipaj de tanc
TCN: Troop Contributing Nation = naţiune care contribuie cu trupe
TEWT: Tactical Exercise Without Troops = Exerciţiu tactic de simulare (pe hartă,
calculator) fără trupe
TF: Task Force = grupare de forţe
TM: Technical Manual = manual tehnic
TR: Training Requirement = cerinţe de instruire
TRP: Target Reference Point = punct de referinţă la ţintă
USAREUR: US Army European Division = divizia europeană a forţelor terestre
americane
VCP: Vehicle Check-Point = Punct control trafic mobil
VDU: Visual Display Unit = monitor
VOB: Visitors’ and Observers’ Bureau = birou pentru vizitatori şi observatori
VTC: Video Teleconferencing = teleconferinţă video
WARNORD: Battle Warning Order = ordin de înştiinţare / avertizare
WWMCCS: Worldwide Military Command and Control System = sistem militar global
de comandă şi control

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 TRANSCRIPTS

Unit 1
Lesson 1
Ex. 2. Prince Harry calls for return of military service. Britain's Prince Harry has called for the
return of military service. This is when young people have to spend a year or two in the army
before they start work or go to university. In Britain, compulsory military service ended in
1960. Many countries around the world make their young people spend some time in the
armed forces. Prince Harry spent 10 years serving in Britain's army and said it helped him a
lot. He said it did “amazing things” for him. Harry said the army, “does keep you out of
trouble” and that, “different people do it for different reasons”. He added: “I've had an epic ten
years. I've had great fun. The Army keep giving me great jobs, and I can never thank them
enough for that”. Prince Harry said he would encourage his niece and nephew to join the
army when they grow up. He said: “I would definitely encourage Prince George, and Princess
Charlotte if she wants to as well, to have some sort of involvement in the Armed Forces’. He
said military service was a great way of helping people and making them stronger for life.
Harry told journalists about the effect of military service on his life. He said: “It's done no
harm, just good, for me… . I would say enjoy the role, because at first it's just pressure,
pressure, pressure… . It's like any job - you've got to learn how to do it”. Prince Harry will
soon leave the British Army and work in Africa on conservation projects.
Ex.3. Soldiers. Soldiers have an unbelievably difficult job. Sometimes I don’t understand why
people become a soldier. You can die. The life of a soldier is very tough. You have to train
very hard every day and carry really heavy things. You have to march over mountains for
days and sleep in the desert. You also have to learn to fight and do many dangerous things.
Some soldiers don’t have to worry too much. If you’re in an army in a country that never goes
to war, it’s probably a good job. Being an American or British soldier is a very dangerous job.
They’re always fighting somewhere. One big problem today is child soldiers. There are
armies in the world that kidnap children and make them fight

Unit 2
Lesson 2
Ex. 5. What makes a good leader?
Paul/England. I think if we're talking about a leader of a country, then first of all I think the
person has to be strong. They have to have their ideas of what they want to do and they
have to do it, but at the same time, they have to also be adaptable to situations, but mainly I

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think the person has to be strong and has to be able to deal with stressful situations, and
make important decisions at the right time.
Lindsay/United States. I think that a good leader needs to be charismatic to get people to
trust them and to like them. I also think that good leaders needs to be responsible, and be
aware of the people that are around them to be able to help them.
Jeff/Canada. A good leader? I guess a good leader has to be confident enough in his or her
own decision to choose a direction and just go for it and inspire confidence in the people who
are following him or her, but at the same time, they have to be open minded enough to
recognize when they made a mistake, so I would say those are the two things: confidence
and open-mindedness.
Helen/Canada. A good leader? I guess is someone who is compassionate, but who also
knows how to lay down the law. Someone who can enforce the rules, but also is able to
listen to his workers and the people underneath him ... or her.
Eoin/England. I think a good leader needs to be firm, decisive, but also willing to listen to the
opinions and ideas of the people who work beneath him or her.
Lori/Canada. Mmm! A good leader? I mean, number one, I would say be compassionate and
understanding for the people you're leading, but also having charisma and self-confidence is
really important.
Ex. 7. My name is Captain Anton Lin, and I’m in the Blues and Royals in the British Army. I’m
one of few Chinese officers in the British Army. My father is Chinese, he taught at Oxford for
about 25 years. While there, he met someone studying Chinese, and that’s my mother. And
so I’ve grown up with a strong family connection to China. I grew up in Oxford, and then went
to Oxford University myself, where I studied law. I left Oxford in 2006, and shortly afterwards
started my military training at Sandhurst, which is the academy that all officers have to attend
for one year before becoming an officer in the British Army. After leading tank soldiers on
operations in Afghanistan I returned to England last year and had another six months of
training on horsemanship before I could take over my current position as a troop leader of
mounted ceremonial soldiers in London. In Knightsbridge, where we work with horses, the
men are up very early every morning. They’ll be up at maybe 6:00 to go into the stables,
tidying the stables, feeding away the horses, and then exercising them. It’s a lot of work
taking care of another animal as well as yourself, and having a responsibility for it throughout
the day, every day of the year. My horse is called Cornet – Cornet is an old rank from the
army that only exists in my regiment today. He has been selected to be an officer’s horse
because he’s bigger, stronger, and a little bit darker than the rest of the horses. He has no
white patches on him and he likes being on his own, and that’s what we need for a horse
that’s going to stand at the front of all the other horses with the officer. I very much like my

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horse, and people always like to come up to him to give him a pat and feed him Polos. The
rest of the day, once you’ve finished exercising your horses, is taken up with your own
military training, and preparation of kit. Because all of the tourists who come to London come
to look at the Household Cavalry we have to make sure that our kit, every day, is at the very
best standard it can be. And that takes a lot of hours of polishing. If you’ve ever seen a
Household Cavalryman with a pair of black, shiny boots, you won’t know that it takes 50
hours to get those boots looking like that from a new pair of just leather boots. Performing
public, ceremonial duties is very exciting – that’s the first thing that you feel. It’s made
especially exciting by knowing that a year ago I was in Afghanistan, fighting the Taliban in a
tank. And now here I am in the middle of London, with huge crowds looking at us, and
performing duties for the Queen. And let all the tourists and the world see the British heritage
. It’s a very different feeling, and it’s made all the more exciting for what you’ve already done.
When I do leave in November, I hope to move abroad to try living and working in another
country, and that would probably be either China or Europe

Lesson 3
Ex. 2. Todd: So Meg, I thought we would talk a little bit about the military. Now, you were
actually in the military.
Meg: Yes. I was actually in the Army National Guard. So I enlisted when I was 17.
In America, in the National Guard, each state can have kind of different rules, or different
requirements. And so, in Indiana, you can enlist when you are 17 with parental permission.
So I did that.
Todd: Wow. Seventeen is really young age.
Meg: Yeah. And it sort of happened really quick. I mean, I was a junior in high school and I
got a call from a recruiter. And at first, I was really against it but then in Indiana, if you enlist
and you serve your time, they'll pay your college tuition if you go to a state college.
So Indiana has Purdue, and I was interested in going to Purdue anyway, so it seemed like a
good idea.
Todd: That's fantastic. So how long were you in the service?
Meg: I was in for six years all together. That was the minimum commitment. So I could have
done more but I was ready to, maybe try some other things after that time.
Todd: Did it go by fast?
Meg: Looking back, it definitely did. I think, there are different stages that went by slow or
fast. Like when I was in actual basic training, when you're in it, it was super slow. Like you're
counting on the hours every day because you're just desperate to finish and get out and get
back to your family. And I was, you know, 17, so it's a little different. But now looking back,

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like, I can't believe it was a full six years, and now it's so many years past that already. So
yeah, I guess, it did go by fast overall.
Todd: Yeah, that's great. So what was it like being a woman in the military?
Meg: It was – well, I served in a unit – I was a medic. And so, my unit, a medical unit,
naturally has more women. The ratio is closer to 50-50 men and women, which isn't – at least
that time wasn't – I don't have the current statistics, but it isn't that kind of ratio for the Army
as a whole or the military as a whole. And so, for me there was – I was with a lot of other
women also when I was serving. But for me personally, there were definitely challenges
especially when I was first in basic training like I definitely felt personal pressure to try to
keep up with the guys. With everything whether it's, you know, physically being able to lift
and carry these heavy boxes and whatever. You know, you have the same requirements that
you have to do. And you never want to be the weak link.And I think some other women,
maybe suffered a little more because they couldn't keep up quite as well. And so that can be
a little difficult. But maybe I'm naturally a bit more suited for those kinds of things. So I did
okay but I definitely wanted to and tried hard to keep up with the physical aspect which isn't
as easy sometimes for women.
Todd: Well, that's interesting. So you do look pretty fit, so you must have been really fit back
in the day.
Meg: Yeah, I think. Yeah, especially basic training because you're never like not running.
Anytime you're walking somewhere, you're just running, running, running, like they make you
run everywhere. And you get like 5 minutes to eat breakfast and lunch, and dinner. Every
time, you have to eat it so fast. And then you're doing all this physical training, and then
going through obstacle courses, and carrying heavy packs and carrying your weapon round.
Yeah. So that was probably the most fit I've ever been. I'm definitely not that now.
Todd: Right. So if you had a daughter, would you recommend that she goes in the military, or
would you recommend other women to join the military?
Meg: I would not recommend it. I guess, I don't go around telling everyone, “Oh, you should
just join the military”. But I think if someone – if there is a woman who is interested in it or
thinking about it, I would definitely – for me, I mean, itworked out great. There are a lot of like
leadership and personal character qualities that I was really able to develop during my time
that have continued to benefit me now.
And so, for a woman who is interested, I would definitely say, “Go for it”.
Ex. 3. The U.S. Secretary of Defense Leon Panetta has announced one of the biggest
reforms of the American military in decades. He has lifted the ban on women fighting on the
front line in future wars. The new ruling reinforces the fact that women have been putting

158
their lives at risk for many years. Mr Panetta told reporters: “Female service members have
faced the reality of combat, proving their willingness to fight and, yes, to die to defend their
fellow Americans”. Panetta said many very able women soldiers have been prevented from
doing a job they love because of their gender. He said: “We owe it to them to allow them to
pursue every avenue of military service for which they are fully prepared and qualified”. The
Defense Secretary announced there was an important proviso to his new ruling – that women
must be able to meet the military's standards, including physical ones. Army Sergeant
Jeremy Grayson agreed, saying: “Women would have to be able to do the physical stuff that
men do. They have to be able to pull their own weight”. Another Army spokesman, Anthony
Lemaitre, warned the public to be prepared to handle seeing women troops come home in
body bags or with lost limbs. He said: “It's harder to see a mother or a daughter dead”. There
could now be up to 237,000 positions available for women that are currently off limits to
them. The Army says the ruling will benefit the military in many ways.
Ex. 7. According to the United Nations, it’s more dangerous to be a woman in a conflict zone
than it is to be a soldier. An unpleasant thought, right? Well that’s what led the UN to pass
Resolution 1325 in the year 2000. Its aim? To inspire a new approach to international
security, where the views and actions of women are every bit as important as those of men,
and where their inclusion is guaranteed. For too long, the needs and interests of women
have been ignored, both during times of conflict and when making and keeping the peace. If
peace is to be sustainable, then it must include the voices of women. You cannot ignore half
of the population. NATO has a proud record of implementing 1325. We achieved this by: –
incorporating gender perspectives in all aspects of our operations, from planning through to
execution; – utilising a wide network of gender advisors, and appointing women to senior
decision making roles in our civilian & military bodies. In June this year, NATO appointed its
first female military commander to lead Allied Joint Force Command Naples. This coming
October the first ever woman Deputy Secretary General joins NATO as the highest ranking
female civilian in the almost 70 year old Alliance’s history. But much more needs to be done.
In a world that’s changing rapidly and where we face a rising tide of violent extremism and
terrorism, women will be disproportionately affected by these threats. In order to find more
sustainable security solutions, men and women need to work together. Women need to be
involved at every stage and every level of our operations and missions. Improving gender
equality is essential for our ability to do our job right. Diversity gives us strength and allows
us to achieve our common goal – lasting peace and security.

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Lesson 4
Ex. 4. Military Briefings. Speech is important in the life of the military officer. Each officer
must be a competent communicator. The primary job of all commanders, staff officers, and
supervisors is to get things done through other people. This means that they must be able to
speak accurately, briefly, and clearly. To possess effective speaking abilities is definitely an
asset to any officer in the job of keeping ideas moving smoothly up and down the lines of
communication. Effective performance in any military service requires communication skills
that are precise. This need for accuracy and thoroughness on the one hand, and for brevity
and quick response on the other, has given rise to a specialized and stylized type of speech.
This type of speech has been designated the “military briefing”. It requires specific
techniques with respect to the role of the briefer, the purpose of the briefing, and the nature
of the required response. Commanders and staff officers communicate using the military
briefing. The primary reasons for its frequent use are to save research time for the senior
officer, to enable that officer to question the briefer and clarify points, and to facilitate a rapid,
coordinated response which serves to reduce reaction time. The military briefing is concise: it
does not contain any extra or unnecessary material. The essentials are delivered in an
objective manner, usually in a one-time-only presentation of facts, with reference to enough
familiar material to establish a basis for understanding by the listeners. Briefers will often be
required to discuss broad subjects in a limited time. Some briefing officers give daily or
weekly briefings.

Unit 3
Lesson 1
Ex. 5. A Day in the Life of a West Point Cadet. Hey, what's up everybody? I’m cadet Elija
Contreras, and I will be showing you what it's like to be a freshman or plebe here, in the
United States Military Academy at West Point. I’m from California. Both my parents went to
UCLA, and I also have some friends there, so I thought I'd be the perfect person to show you
what it's like to be back here at West Point, out of the wonderful state of California. So I hope
you all enjoy. This is a pretty much how my day goes. I gotta get up to go to my morning
workouts because I didn’t meet my company standard at the 13-minute-two-mile and both
my roommates are asleep. This is a start my day. Hey, what's up everybody? It's now seven
o'clock, it's after breakfast, so now we're going to clean our rooms a little bit, to get them
ready for the morning inspection, and then we're gonna make our beds and then we get out
to class. As plebes, you're required to take and pass the physical education classes. The first
one is military movement. Military movement is kind of like a gymnastics class, and it also

160
forces us to pass the IOCT which is being shown right now. The other class is plebe boxing
for males while females take plebe combatives. Here is our room inspection sheet and today
we only got one gig, so that's good. So one thing that we have here at West Point as plebe
that is probably really different from college freshman everywhere is that we have certain
duties and responsibilities we have to do. For example, we have to call minutes which is
saying what the uniform and the meal will be for the next formation; we have to take out the
trash, we have to deliver laundry, and we also have Orderly’s duties, and so those are
certain duties that we have to do on a daily basis. “Attention, all cadets! There are three
minutes until assembly for lunch formation! …”. Some other restrictions that we have as
plebes, let's see: we can't talk outside, we have to greet every single upperclassmen that
walks by us, we have to cup our hands when walking, and we also have to walk alongside
the laws when outside buildings. This is the mess hall. This is where we have all of our
meals. We all sit 12 to a table. Plebes also have additional duties during lunch: for one, we
set up the tables, then we serve drinks for the upperclassmen, we cut the desserts, we also
check if the commodities (aluminum beverage cans), are open then we will call the table and
ask permission to eat; and that is usually followed by telling the upperclassmen how many
days there are until their graduation. So right now that's a guard duty. I sit in a box for an
hour around. So I’m now currently inside my guard box and I will be here for an hour. You're
an hour a lot of taking it. Every single cadet at West Point is required to do some kind of
sport whether the NCAA, a club sport or a company athletic, so I do swimming, and I help
coach, and I participate on a team. Every so often we have formal dinners. Today was our
Founders’ Day dinner which marked the two hundred thirteenth year that West Point has
operated as an academy. Right now is the evening studyin period (ESP) and this is two
hours dedicated to doing our work and this is kind of when our room gets really messy. Our
room gets really messy, as you can tell. These unfortunate plebes were chosen for the trash
duties tonight. That right there is a pretty average day in the West Point to get and complete
so I hope you enjoyed the tour and go Bruins ah or pay up.

Lesson 2
Ex. 10. Giving directions in a city.
a. Go (1) straight on. Then (2) take the first left on to Green Street. Walk (3) past the library
and it’s the building (4) next to the library (5) on the left.
b. Go straight on. Go past the (6) traffic lights. You will see a shop (7) on the right. Go past
that and it’s on the right next to the shop.

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c. Go straight on. Go past the traffic lights and go straight on until you get to the (8)
roundabout. At the roundabout (9) turn left. Go past the theatre. It’s the building next to
the theatre, (10) opposite the hospital.
d. Go straight on. Go past the traffic lights and (11) take the second right on to King’s Road.
Go past the bookshop. It’s the building next to the (12) bookshop opposite the café.

Unit 4
Lesson1
Ex. 5. “This is the gear that every soldier is going to get for deployment purposes. Right now,
we're doing the IOTV body armor which is an improved outer tactical vest that's just the best
itself. You have your ESP icewear there, in the enhanced side ballistic insert, one on each
side, for too many people were getting thrown on the side where that wasn't protected, and
then you have big ones of these in the front and back; with everything on, it’s a good 30
pound, in case you withold the helmet. You have your helmet and cover which is five pounds
itself, with the night vision mount and the night vision glasses – about another five, so 10 total
when they have everything. So, you have the goatskin nomex gloves and there are really
improved again, really good stuff. Then you have your elbow and knee pad set and this is the
improved one, but it's not even a pound. It's really improved, so they don't even weigh very
much. Then, we have the Revision Sawfly (Impact) Sunglasses. There are sunglasses and
the clear insert for shrapnel and keep everything out of their eyes. So, this is what they call a
“flick” which is a load-bearing vest; on each side, we have a triple-mag side-by-side pouch;
you have three magazine pouches, two hand grenade pouches, and two canteen pouches,
on either side; and then, your IFAK which is a first aid kit. Right now it's not too bad, but
when you get everything in it, I'm sure it can be about 10 pounds with all the magazines and
everything that they need. So, we've got the camelback, and there is a hundred-ounce
bladder in there with everything on there because they need that. That's a big thing. A
hundred ounces is maybe five pounds. Well, we have the rucksack. We have two
sustainment poaches on either side, with a frame, shoulder straps and the waist belt. There's
a lot of space in there. This is everything that they're taking, they don't need anything else,
clothes, everything. It's all in there”. “I'm sweat”.

Lesson 2
Ex. 7.
a) The Russian arms maker Kalashnikov is branching out into fashion. The weapons
manufacturer is one of Russia's most famous companies. It makes the well-known AK-47

162
assault rifle. The company said it has to make different things because of Western sanctions.
Many countries stopped buying Russian weapons after the conflict in Ukraine started. Before
the sanctions, Kalashnikov sold 70 per cent of its hunting and sporting weapons to Europe
and the USA. Kalashnikov will soon launch a fashion label. It will make 'military style' casual
clothing and accessories. There are also plans to open 60 Kalashnikov clothes stores across
Russia by the end of this year. Kalashnikov is not the first Russian arms company to move
into fashion. UralVagonZavod, the makers of tanks and other military vehicles, opened a
shop in 2014 selling T-shirts, jackets, shoes and bags. Most of its products have images of
its tanks on them. The Kalashnikov CEO Alexei Krivoruchko said his company would still
make most of its money from making guns. He said: “In addition to the development of new
products, by 2017 we plan to double our sales of small arms”. He said the company will,
“start the mass production of not less than 10 new products”. A marketing manager said
Kalashnikov's fashions could sell well because of a rise in patriotism in Russia.
b) Australian (1) weapons developers have been inspired by the unfailing capacity of insects
to spot and zero in on food and the ability of bees to avoid (2) colliding with each other in a
swarm Australia's Defense Science and Technology Organization has been looking at how
the existing research into insects' navigation and sight could make (3) airborne weapons
more reliable and improve their ability to hit (4) moving targets. Through its collaboration with
several electronics companies, a new system known as “Bioseeker” has been developed.
Project Manager Philip Henschke says the study of insects has been vital.
“A variety of insects have a unique capability to find the moving target and that's the
particular holy grail of what we're interested in from a weapon’s application in (5) defense.
What we've actually done is looked at the mathematics of how an insect sees and we've
taken that mathematics and from that we've looked at an algorithm that will enable us to do
what we call a (6) bio-image generation, a map of the movement within a scene”. This
information was then analyzed in special software to create a system designed to find, (7)
track and destroy moving targets.
The Bioseeker technology is scheduled to (8) undergo final testing, later this year. Its
architects believe that, if it is eventually used in battle, it will make soldiers (9) safer by taking
them further away from the enemy. Researchers aim to produce a low-cost (10) seeker-and-
guidance system that could eventually be reduced to the size of a coffee cup. Possible
applications include placing the technology inside (11) rockets used on the Australian Army's
Tiger Attack helicopters. The Australian military is relatively small, with about 50,000
personnel. However, the (12) defense force has a reputation for technological innovation.
The government in Canberra has said that, by 2020, it hopes to bring into service a (13) fleet

163
of Super Hornet jet fighters and an early-warning aircraft, as well as a range of new
helicopters and airborne (14) refueling airplanes. The Australian military is involved in (15)
peacekeeping missions in East Timor, Sudan and the Solomon Islands and, with the US-led
campaign, in Afghanistan.

Unit 5
Lesson 1
Ex. 5. d) The military salute is a sign of respect between military personnel. In the Middle
Ages, knights opened their visors to show their faces to each other. Knights used their right
hand to show they weren’t hiding a weapon beneath their cape.
b) Over time this gesture evolved and became a sign of respect in the military. Junior
soldiers removed their hats in respect to higher ranking officers. In the late 19th century,
Queen Victoria decided that it was inappropriate for military personnel to remove their hats
and complex headgear. At this time, British soldiers began touching the brim of their
headgear rather than removing it entirely to salute.
e) This gradually became the accepted salute in a variety of militaries. Tradition calls for the
lower-ranked personnel to salute first. The person who initiates the salute does not lower his
or her arm until the salute is returned.
a) Military courtesy continues to evolve. In the US, veterans and plain-clothed serviceman
are now permitted to salute the US flag as uniformed personnel do. This can also be done by
placing one’s hat over one’s heart.
c) Civilians are not supposed to use the military salute, though many children enjoy standing
at attention and offering a military salute when a soldier passes by. Civilians who salute
military personnel usually receive a wave in return.

Lesson 2
Ex. 6. Marta: What’s going on out here? What’s all that noise?
Bruno: I’m putting the troops through their drills.
Marta: Troops?!
Bruno: Watch this. Hey, I didn’t tell you you could be at ease. Attention! Fall in. Forward,
march!
Marta: That’s great, but . . .
Bruno: I’m not done. Let me show you what else these troops can do. Halt! About face!
Marta: Don’t you think that it’s time to...?
Bruno: March, march! Double time!
Child: Wah! [Child crying loudly.]

164
Marta: Come here. Did you fall down and hurt yourself? It’s okay. Everything’s going to be
okay.
Bruno: Hey, there’s no crying in the military. Don’t coddle the troops, Marta.
Marta: Bruno, your twins are five years old. Don’t you think they’re a little too young to be
going to boot camp?
Bruno: No, it’s never too young to instill discipline. Okay troops, fall in. Mark time! Now
march, march, march

Unit 6
Leson 1
Ex. 9. Newscaster: We interrupt our regular scheduled news program to bring you live up-to-
date coverage on the civilunrest in the newly formed country of Karnak, where our man Stan
Fielding is stationed. Stan . . .
Stan: This is Stan Fielding reporting live from the outskirts of the capital city. Just 20 minutes
ago, rebel forces launched the biggest offensive against the ruling government in the 18-
month conflict here in this country.
Newscaster: Now Stan, is this a sign that the peace process has been totally abandoned?
Stan: Well, so far, peace negotiations have failed, and any resolution to quell the civil war
appears bleak at this point. As you can see . . . Whoa.
Newscaster: Stan, Stan, are you there?
Stan: Uh, yes, Bob. As you can probably hear behind me, rebel forces are also using heavy
artillery to pound government strongholds around the city center. Rebel forces are closing in,
and it's feared that they will be able to take the capital building before sunup where it is
believed, many government officials are holding out.
Newscaster: Now, besides the heavy fighting, what other pressing concerns are there for the
citizens of the city?
Stan: Well, since the beginning of the conflict, starvation, clean water, and adequate shelter
have been the biggest daily obstacles facing the citizens of this torn country. It is believed
that over 40,000 people, mostly children, have starved to death. Land mines have claimed
countless other lives. Fortunately, no epidemics have broken out, but that is always a
concern if this war lingers on.
Newscaster: Okay, that was Stan Fielding reporting. And we will keep you up-to-date as this
story continues to unfold.

165
Unit 6
Lesson 2
Ex. 3. NATO. The North Atlantic Alliance was founded in the aftermath of the Second World
War. Its purpose was to secure peace in Europe, to promote cooperation among its
members and to guard their freedom, all of this in the context of countering the threat posed
at the time by the Soviet Union. The Alliance's founding treaty was signed in Washington in
1949 by a dozen European and North American countries.
It commits the Allies to democracy, individual liberty, and the rule of law as well as to
peaceful resolution of disputes. Importantly, the treaty sets out the idea of collective defense,
meaning that “an attack against one ally is considered as an attack against all allies” (Art, 5).
The North Atlantic Treaty Organization, or NATO, ensures that the security of its European
member countries is inseparably linked to that of its North American member countries. The
organization also provides a unique forum for dialogue and cooperation across the Atlantic.
The Alliance started with 12 member countries in 1949. But membership has remained open
to any European nation that shares transatlantic dialogues and can contribute to security in
the Euro-Atlantic area. Today, NATO has 28 members, with Montenegro on the verge of
joining. For over six decades, NATO has ensured peace within its territory. While threats and
the way NATO deals with them have evolved over time, the purpose, values, and founding
principles of the Alliance do not change. For its first four decades; the Cold War defied the
Alliance: collective defense was NATO's main role. When that confrontation ended in 1989
with the collapse of the Soviet Union, some said that NATO had fulfilled its purpose, that it
was no longer needed. And yet the Alliance is still here today. So why has NATO stood the
test of time? The end of the Cold War offered hope for progress in peace, but it also ushered
in a new era of instability. NATO responded to changes in a security environment by shifting
its focus and taking on new tasks. Beyond its collective defense, NATO pursued security
through partnership and cooperation. In the early nineteen nineties (1990s) the Alliance
extended a hand of friendship to non-member countries including former Cold War countries:
Russia and the countries of the former Eastern Bloc. Today, cooperative security – that is
working with non-member countries and other organizations – is another of NATO's
fundamental tasks. It works with over 40 partner countries as well as with other international
organizations, like the United Nations and the European Union.
NATO has also taken on an increasingly important role in international crisis management
working closely with partner countries. The alliance helped to end war and build sustainable
peace in the Balkans. In the wake of the 9/11 terrorist attacks on the United States, allied
and populations deployed forces to Afghanistan to help bring stability. During the Arab
Spring, they conducted an air campaign over Libya to protect civilians being targeted by the

166
Gaddafi dictatorship. At sea, NATO and its partners have helped to prevent piracy off the
Horn of Africa, and are cooperating to fight terrorism in the Mediterranean Sea. NATO is also
contributing to international efforts to stem illegal migration and human trafficking in the
Aegean Sea. Today, we face a much broader range of threats than in the past; in addition to
conflict and instability on NATO's Eastern and Southern flanks, we are confronted with
terrorism, the spread of weapons of mass destruction, cyber-attacks, and threats to energy
supplies, as well as environmental challenges with security implications, such as global
warming. These challenges are too big for any one country or organization to handle on its
own, so NATO is working closely with its network of partners to help tackle them. While
NATO continues to adapt the changes to a security environment, the fundamentals of how it
works haven't changed; consensus and consultation are part of NATO's DNA. All member
countries are represented in the North Atlantic Council, where decisions are taken by
consensus, meaning unanimously, expressing the collective will of all the nations. There is
no NATO army – national forces are under national command; when called upon, allied
nations volunteer their troops, equipment or other capabilities to NATO-led operations and
exercises. Each member state pays for its own armed forces and covers the cost of
deploying its forces, but together the Allies get a lot more security for a lot less cost than they
would if they had to do it alone. Each member contributes a small percentage of its national
defense budget to NATO. The National contributions pay for running the political and
operational headquarters in Belgium, as well as the integrated military command structure
across NATO territory. They also cover some of the costs of shared military capabilities,
systems and facilities needed for communication, command and control, or for logistical
support to NATO operations. Other multinational capability projects are funded by groups of
arms. Thanks to years of joint planning exercises and deployments, soldiers from different
nations can work well together when the need arises. Working together, the Allies are
stronger.

Ex. 4. The United Nations. The United Nations was established in 1945. The idea behind the
UN came from an earlier organization called the League of Nations, which was founded after
World War I. The Allies from the Second World War (at the time, the United States, the
United Kingdom, France, the Republic of China, and the USSR) wanted to prevent future
wars if possible, as the war had been so devastating. They wanted the UN to intervene in
conflicts between nations, and bring about peaceful solutions. They also wanted it to improve
human rights, social progress, economic development, international security, and
international law.

167
Although there are major offices in several European countries, the headquarters of the UN
are in New York City. In addition to representatives from member nations, there are
numerous departments, employees, and support staff working towards the UN's declared
goals of peace and human development. The Secretary General serves as the main
spokesperson of the organization. Because of his position, he often brings problems to the
world's attention. He also can influence other countries' policies on global issues. To finance
the organization, governments who belong to the UN pay voluntary fees. The amount is
determined by each country's wealth.
Over the years, the United Nations has had both successes and failures. Since the end of
the Cold War, there has been a 40 % drop in violent conflict, and an 80 % drop in genocide.
However, the UN couldn't prevent the Rwandan genocide in 1994. And in Somalia, warlords
often stole massive food shipments meant for starving people. Critics list these as only two of
the many examples of the organization's failures. Other critics point to the United States,
Britain, and France who have too much control over UN. Others also believe that the
organization is horribly bureaucratic, which leads to inefficiency.
Regardless of the criticisms, the United Nations has worked hard to uphold its founding
principles. People all over the world are familiar with white Humvees that the UN officials and
armed forces use. The white vehicles with “UN” written in large letters travel to hotspots
around the world. In 1988, the Peace-Keeping Forces received a Nobel Peace Prize. And in
2001, both the United Nations as a whole and Secretary General Kofi Annan as an individual
won the Nobel Peace Prize “for their work for a better organized and more peaceful world”.
Regardless of successes, failures, and criticisms, there are now more than 190 members in
the UN. In other words, there is one representative for almost every nation on Earth. Additionally,
all members have agreed to accomplish the following by 2015:
End extreme poverty end hunger. Offer elementary education for everyone. Develop more
equality between men and women. Lower childhood death rates. Improve the health of
mothers. Fight HIV/AIDS and other diseases. Protect the environment. Develop a global
partnership.

168
 ANNEXES

Comparative Table of Army Officer Ranks

Romanian
NATO UK Land Forces US Army
Land Forces

Student Officer Cadet (Ocdt) Cadet Student militar

Officer

OF-1 Second Lieutenant Second Lieutenant Sub-locotenent

(2Lt) (2LT)

Lieutenant (Lt) First Lieutenant (1LT) Locotenent

OF-2 Captain (Cpt) Captain (CPT / Capt) Capitan

OF-3 Major (Maj) Major ( MAJ) Maior

OF-4 Lieutenant-Colonel Lieutenant-Colonel Locotenent- Colonel

(LtCol) (LTC)

OF-5 Colonel (Col) Colonel (COL) Colonel

OF-6 Brigadier (Brig) Brigadier General General de Brigada

(BG)

OF-7 Major-General (Maj Major General (MG) General Maior

Gen)

OF-8 Lieutenant –General Lieutenant General General Locotenent

(LtGen) (LtGen)

OF-9 General (Gen) General (Gen) General de armata

OF-10 Field Marshal (FM) General of the Army Maresal

169
 Comparative Table of Army Enlisted Ranks,
Non-Commissioned Officers (NCOs) and Warrant Officers

Romanian
NATO UK Land Forces US Army
Land Forces
OR-1 Private (Class 4) Private E-1 (PV1) Soldat

OR-2 Private (Classes 1-3) Private E-2 (PV2) Fruntas

OR-3 Lance-Corporal (LCpl) Private First Class Caporal Clasa 3

(Lance-Bombardier) (PFC)

OR-4 Corporal (Cpl)/ Corporal (CPL) Caporal Clasa 2

Bombardier (Bdr) (or Specialist (SPC)

OR-5 Sergeant (Sgt) Sergeant (SGT) Sergent

OR-6 Sergeant Staff Sergeant (SSG) Sergent Major

(3 years seniority)

OR-7 Staff Sergeant (SSgt)/ Sergeant First Class Plutonier

Colour Sergeant (CSgt) (SFC) or Platoon
Sergeant

OR-8 Warrant Officer Class 2 First Sergeant (1SG) Plutonier-Major

(WO2)

OR-9 Warrant Officer Class 1 Chief Master Sergeant/ Plutonier

(WO1) Command Sergeant Adjudant
Major Principal/
Sergeant Major of the Maistru Militar
Army Principal

170
 Managing Radio Communication
PROWORDs

To keep voice transmission as short and clear as possible, radio operators use
procedure words (PROWORDs) to take the place of long sentences.
The PROWORDs and their meanings are listed in the table below:

Equivalent
PROWORD Explanation
To PROSIGN
ALL AFTER The portion of the message to which I have AA
reference is all that which follows ______.
ALL BEFORE The portion of the message to which I have AB
reference is all that which precedes ______.
AUTHENTICATE The station called is to reply to the challenge
which follows
AUTHENTICATION IS The transmission authentication of this message
is ______.
BREAK I hereby indicate the separation of the text from BT
other portions of the message.
BROADCAST YOUR Link the two nets under your control for automatic
NET rebroadcast.
CALL SIGN The group that follows is a call sign. PT
CORRECT You are correct, or what you have transmitted is C
correct.
CORRECTION An error has been made in this transmission. EEEEEEEE
Transmission will continue with the last word
correctly transmitted.
An error has been made in this transmission (or C
message indicated). The correct version is ____.
That which follows is a corrected version in C
answer to your request for verification.
DISREGARD THIS This transmission is in error. Disregard it. This EEEEEE
TRANSMISSION – OUT PROWORD shall not be used to cancel any E E AR
message that has been completely transmitted
and for which receipt or acknowledgement has
been received.
DO NOT ANSWER Stations called are not to answer this call, receipt for F
this message, or otherwise to transmit in
connection with this transmission. When this
PROWORD is employed, the transmission shall
be ended with the PROWORD “OUT”.
EXECUTE Carr out the purpose of the message or signal to IX
which this applies. To be used only with the {5 second
executive mode. dash}

171
EXECUTE TO Action on the message or signal which follows is IX
FOLLOW to be carried out upon receipt of the PROWORD
“EXECUTE”. To be used only with the delayed
executive method.
EXEMPT The addressees immediately following are XMT
exempted from the collective call.
FIGURES Numerals or numbers follow.
FLASH Precedence FLASH Z
FROM The originator of this message is indicated by the FM
address designator immediately following.
GROUPS This message contains the number of groups GR
indicated by the numeral following.
GROUP NO COUNT The groups in this message have not been counted. GRNC
I AUTHENTICATE The group that follows is the reply to your
challenge to authenticate.
IMMEDIATE Precedence IMMEDIATE. O
IMMEDIATE EXECUTE Action on the message or signal following is to be IX
carried out on receipt of the word EXECUTE. To
be sued only with the Immediate Executive
Method.
INFO The addresses immediately following are INFO
addressed for information.
I READ BACK The following is my response to your instructions
to read back.
I SAY AGAIN I am repeating transmission or portion indicated. IMI
I SPELL I shall spell the next word phonetically
I VERIFY That which follows has been verified at your
request and is repeated. To be used only as a
reply to VERIFY.
MESSAGE A message which requires recording is about to
follow. Transmitted immediately after the call.
(This PROWORD is not used on nets primarily
employed for conveying messages. It is intended
for use when messages are passed on tactical or
reporting nets.)
MORE TO FOLLOW Transmitting station has additional traffic for the B
receiving station.
NET NOW All stations are to net their radios on the
unmodulated carrier wave which I am about to
transmit.
NUMBER Station Serial Number NR
OUT This is the end of my transmission to you and no AR
answer is required or expected.
OVER This is the end of my transmission to you and a K
response is necessary. Go ahead, transmit
PRIORITY Precedence PRIORITY P
READ BACK Repeat this entire transmission back to me G
exactly as received.

172
RELAY (TO) Transmit this message to all addressees (or T
addressees immediately following this
PROWORD). The address component is
mandatory when this PROWORD is used.
ROGER I have received your last transmission R
satisfactorily.
ROUTINE Precedence ROUTINE R
SAY AGAIN Repeat all of your last transmission. Followed by IMI
identification data means “Repeat _____ (portion
indicated)”.
SERVICE The message that follows is a SERVICE SVC
message.
SIGNALS The groups which follow are taken from a signal
book. (This PROWORD is not used on nets
primarily employed for conveying signals. It is
intended for use when tactical signals are passed
on non-technical nets).
SILENCE Cease transmission on this net immediately. HM HM HM
(Repeated three or Silence will be maintained until lifted. (When an
more times) authentication system is in force, the transmission
imposing silence is to be authenticated).
SILENCE LIFTED Silence is lifted. (When an authentication system
is in force, the transmission lifting silence is to be
authenticated).
SPEAK SLOWER Your transmission is at too fast a speed. Reduce
speed of transmission.
STOP Cut the automatic link between the two nets that
REBROADCASTING are being rebroadcast and revert to normal
working.
THIS IS This transmission is from the station whose DE
designator immediately follows.
TIME That which immediately follows is the time or date
time-time group of the message.
TO The addressees immediately following are TO
addressed for action.
UNKNOWN STATION The identity of the station with whom I am AA
attempting to establish communication is unknown.
VERIFY Verify entire message (or portion indicated) with J
the originator and send the correct version. To be
used only at the discretion of or by the addresses
to which the questioned message was directed.
WAIT I must pause for a few seconds AS
WAIT – OUT I must pause longer than a few seconds. AS AR
WILCO I have received your signal, understand it, and will
comply. To be used only by the addressee.
Since the meaning of ROGER is included in that
of WILCO, the two PROWORDS are never used
together.

173
WORD AFTER The word of the message to which I have WA
reference is that which follows ______.
WORD BEFORE The word of the message to which I have WB
reference is that precedes ______.
WORDS TWICE Communication is difficult. Transmit (transmitting)
each phrase (or each code group) twice. This
PROWORD may be used as an order, request, or
as information.
WRONG your last transmission was incorrect. The correct
version is _____.

NATO code words for English letters

A Alpha H Hotel O Oscar V Victor

B Bravo I India P Papa W Whiskey
C Charlie J Juliet Q Quebec X X-ray
D Delta K Kilo R Romeo Y Yankee
E Echo L Lima S Sierra Z Zulu
F Foxtrot M Mike T Tango
G Golf N November U Uniform

174
 Basic Drill Commands

“Fall in” Individuals form a formation at the position of

attention.
“Fall out” Individuals drop out of formation. By custom,
officers usually take a single step backward with
their left foot. Noncommissioned personnel take a
step back with the left foot, then with their right,
and then perform an about face
“Attention” Individuals snap to the position in which they are
standing straight, looking forward, and not
moving. Some commanders prefer to use an
easier way by saying, “Atten-hut!”, or, in the Air
Force, “Tench-Hut!”
“Present, ARMS” Individuals execute a hand or rifle salute and hold
it until given the command “order arms”.
“Order, ARMS” Individuals bring their hand or rifle back down to
their side.
“Open ranks, MARCH” Movement in which each row (rank) spreads out
from another row.
“Close ranks, MARCH” Movement in which the formation is restored to its
normal interval.
“Dress right, DRESS” Movement in which individuals except those on
the extreme left side raise their left arms parallel
to the ground in order to get the proper distance
from each other.

175
“Parade, REST” Individuals spread their feet about 12 inches while
bringing both of their arms behind their back
interlocking their hands. The back of the left hand
rests against the back. The back of the right hand
rests on the palm of the left, with the left thumb
locked over the right hand and the right thumb
locked over the left thumb. If armed, individuals
put their left hand behind their back, extending
their rifle while the butt remains on the ground by
their right foot.
“Stand at, ease” Individuals perform the command of parade rest,
but their eyes and head follow the person in
charge.
“At ease” Individuals are permitted light movement given
their right foot does not leave the ground; they are
not allowed to talk.
“Rest” Individuals are permitted light movement and may
also engage in quiet conversation as long as their
right leg is planted on the ground. Can also be
expressed by the command “Relax”
“Forward, MARCH” Individuals begin marching, from the left foot and
a 30 inch step at 120 steps per minute
“Company/Platoon/Squad/ Individuals stop marching.
Detail, Halt”
“Right (Left) Flank, MARCH” The whole formation turns and continues to
march.
“Right, (left) FACE” A turn 90 degrees to the right (left).
“About, FACE” A turn 180 degrees facing the opposite direction,
executed to the right.
* “Recover, TWO” All persons using the right hand grab their cover
on “Recover” and remove the cover on “TWO”

176
“COVER” Used to align to the person in fron of them in
formation, when used after the command “Recover,
TWO”, all persons replace their cover and remain
holding their cap with ther right hand until “TWO” is
given where they return to the position of attention.
“Right (left) step, MARCH” Individuals take side steps to the right (left).
“By the Right (left) flank, A 90 degree pivot to the right (left) while
MARCH” marching.
“Right (left) oblique, MARCH” A 45 degree pivot to the right (left) while marching.
“Column right (left), MARCH” A movement in which the entire formation
executes a series of turns depending on their
position. The goal of this movement is to get the
entire formation to turn to the right (left) while
keeping the same people in the same positions
known as column formation.
“To the Rear, MARCH” A turn 180 degrees while marching, also
executed to the right.
“Change step, MARCH” Individuals execute a movement in order to get on
step with the formation.
“Route step” Individuals walk normally without being in step.
Often used on long marches or when crossing a
bridge to avoid creating harmonic rhythms.
“Extend, MARCH” A movement in which the formation widens.
“Close, MARCH” A movement in which the formation narrows in width.
“Mark time, MARCH” Marching in place.
“Half step, MARCH” Marching at half the distance, often bringing the
upper leg parallel to the ground. 15 Inch Steps.
“Double time, MARCH” Marching at twice the cadence of “Forward
March”; something of a light jog. The unit is still
required to keep in step.

177
“Right shoulder, ARMS” The rifle is placed on the right shoulder. The right
hand holds the butt of the rifle and the forearm is
parallel to the ground.
“Left shoulder, ARMS” Same as right shoulder arms except on the left side.
“Port arms, ARMS” The rifle is carried diagonally in front of the body
by both hands.
“Counter-column, MARCH” The platoon is ordered to reverse direction while
marching. The columns neatly turn in on
themselves and at the end of the movement the
entire marching column has reversed direction.
Also known as “circle counter”, or “counter march”.

178
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on_questions?practice_question_id=805
36. http://www.proprofs.com/quiz-school/quizshow.php?title=military-
leadership&q=1)
37. http://www.saberingles.com.ar/listening/311.html
38. http://www.theconsultants-e.com/resources/webquests/repository/english-for-
peacekeeping.aspx
39. https://quizlet.com/836491/test
40. https://www.eslpod.com/website/amember/signup.php
41. https://www.eslpod.com/website/show_podcast.php?issue_id=5260049
42. https://www.headsupenglish.com
43. https://www.helloquizzy.com/quizzy/take
44. https://www.legion.org/flag/folding
45. https://www.reference.com/education/process-paragraph-b5033083a5108b70
46. https://www.youtube.com/watch?v=chWOqVqQTa0&spfreload=10
47. https://www.youtube.com/watch?v=DlLv1hf5asY
48. https://www.youtube.com/watch?v=LKH_M2nPBKE
49. https://www.youtube.com/watch?v=R9vIIf99AwM
50. https://www.youtube.com/watch?v=SymUFSwEm3c
51. https://www.youtube.com/watch?v=Yhv71YLHp30

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