Standby. Students Book

Simona BOŞTINĂ-BRATU
STANDBY
Military Vocabulary Practice
Student’s Book
 „Nicolae Bălcescu” Land Forces Academy Publishing House

Sibiu, 2016
Referent ştiinţific:
Gl.bg.prof.univ.dr. Adrian STROEA
Descrierea CIP a Bibliotecii Naţionale a României

BOŞTINĂ-BRATU, SIMONA
Standby : military vocabulary practice : student's book / Simona
Boştină-Bratu ; pref.: conf. univ. dr. Anca Dinicu. - Sibiu : Editura
Academiei Forţelor Terestre "Nicolae Bălcescu", 2016
Conţine bibliografie
ISBN 978-973-153-263-9
811.111:355
© 2016 Academia Forţelor Terestre „Nicolae Bălcescu”
Academia Forţelor Terestre „Nicolae Bălcescu”

Adresa: str. Revoluţiei, nr. 3-5, Sibiu
Tel.: 0269/432990
Fax: 0269/215554
E-mail: office@armyacademy.ro
E-mail: editura@armyacademy.ro
Web: www. armyacademy.ro
Web: www. armyacademy.ro/editura
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.
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
5
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
Military Organization
Lesson 1 – Serving in the Military

Lesson 2 – Military Services and Branches
6
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?

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. This is serving
when young people have to (2) _____ a year or two in the army before they return
start work or go to university. In Britain, compulsory military service (3) amazing
_____ in 1960. Many countries around the world make their young people reasons
spend some time in the armed forces. Prince Harry spent 10 years (4) _____ ended
in Britain's army and said it helped him a lot. He said it did “(5) _____ things” thank
for him. Harry said the army, “does keep you out of (6) _____”, and that, spend
“different people do it for different (7) _____”. He added, “I've had an epic trouble
ten years. I've had great fun. The Army keeps giving me great jobs, and I can definitely
7
never (8) _____ them enough for that”. Prince Harry said he would (9) _____ harm
his niece and (10) _____ to join the army when they grow up. He said, “I role
would (11) _____ encourage Prince George, and Princess Charlotte if she life
wants to as well, to have some (12) _____ of involvement in the Armed projects
Forces”. He said military service was a great way of helping people and sort
making them stronger for (13) _____. Harry told journalists about the effect encourage
of military service on his life. He said, “It's done no (14) _____, just good, for nephew
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 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?
8
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 army
company. life.
2. All citizens must join the army for one All citizens having to join the army for one
year. 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.
Lesson 2 – Military Services and Branches

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
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
9
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 conducts
servicewoman 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;
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.
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.
10
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.
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=PLbMLNqaSjQunRTpKZH2DmLcV59-mHuPvw
11
● 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.
12
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
Lesson 1 – Ranks and Appointments

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
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 superior
(O(F)-1 to O(F)-10) to a subordinate through which command is exercised
14
3. Non-Commissioned Officer c) a Lieutenant Colonel commanding a unit (battalion)
(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
12. Chain of command / l) those who have voluntarily signed up, usually without
command Channel 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.
15
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. 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.
16
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.
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 (FOO) i. I collect and analyse information about the
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.
6. a) Find words in the mind map below to fit the following definitions:
A mind map is a way of organizing vocabulary to show the connections between words. The mind
map below is based on the word headquarters.
1. Department that is responsible for the re-supply of ammunition. 2. Small mobile

headquarters used by the commander on the battlefield. 3. Act of raising a service man to a
17
higher rank. 4. Group of officers, and other ranks that assist the commander. 5. People who
are employed by an organization. 6. Information about the enemy. 7. Moving troops and
equipment as part of a planned military task.
8. Detailed instructions given by a commander to his subordinates.9. Information obtained by
listening to the enemy’s radio transmissions. 10. Act of practicing the skills that units have to
carry out on operations.
b) Design a mind map for one or more of the following:

• Army • rank • military
7. Role-play
Work in pairs. Student A will play the role of a(n) … (eg. Infantry) officer and student B will
be a(n) … (eg. Artillery) officer. Ask and answer each other’s questions about the branches
you represent.
Lesson 2 – Paths to Become a Military Leader

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
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
18
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
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.
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
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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.
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.
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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 of the
Royals area
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.
– 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.
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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 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-
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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
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
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.
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● 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.
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Lesson 3 – Women in the Military
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1. Discuss the following issues:

• Are there differences between male and female leaders?
• Can women make effective leaders? Do you think they can excel in this role? Why do you
think so?
• Do you think some men have difficulty following a female leader? Why?
• What are some more commonly held stereotypes with regards to women? Do you agree
with them?
• What are some more commonly held stereotypes with regards to men? Do you agree with
them?
• What are the accepted roles of men and women respectively? Do you fit into these roles?
Should these roles be challenged and changed? Argue your answers.
Listening
2. Listen to an interview about being a woman in the military and answer the
following questions:
1) The young woman joined the military when she was _____ years old.
a) 17 b) 19 c) 21
2) She needed to ____ to join.
a) get in college b) pass a test c) get permission
3) She was a _____ .
a) medic b) driver c) translator
4) She talks about _____ very fast.
a) running b) speaking c) eating
5) She says women should _____ joining the military.
a) pursue b) consider c) avoid
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
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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
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)
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Lesson 4 – The Military Briefing
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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?
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
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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
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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
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, staff officers, and supervisors is to get communicate
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
skills that are precise. This need for accuracy and (3) ____on the one hand, and for (4)
____ and quick response on the other, has given rise to a specialized and (5) ____ type perform
of speech. This type of speech has been designated the “military briefing”. It requires thorough
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 (6) ____
that officer to question the briefer and (7) ____ points, and to facilitate a rapid,
coordinated response which serves to reduce (8) ____ time.
The military briefing is concise: it does not contain any extra or
(9) ____ material. The essentials are delivered in an objective manner, usually in a one- brief
time-only presentation of facts, with reference to enough familiar material to establish a style
basis for understanding by the (10) ____. Briefers will often be required to discuss
broad subjects in a limited time. Some briefing officers give daily or weekly briefings.
able
clear
act
necessary
listen
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
29
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.
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.
30
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 equipmentc) 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 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
31
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
Military Routines
Lesson 1 – Life on Base

Lesson 2 – Military Maps, Coordinates and Directions
32
33
Lesson 1 – Life on Base
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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
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
34
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 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
35
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.
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 slivovitz 2. To deliberately wound a comrade,
from that deserted farmhouse. giving the appearance that he was hit by
enemy fire
c. The shell exploded as the men were lining 3. To steal
up for chow.
d. I met him while I was still a rookie. 4. To destroy
e. He got zapped by a sniper this morning. 5. To shoot someone dead
f. Watch out! There’s a bandit on your tail! 6. Disorderly behaviour leading to
violence
g. I requested a transfer from the Guards, 7. Food
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 crossing 9. Someone who is not a member of the
the railway line. 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.
36
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
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 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
37
(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.
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?
38
– Why did the soldier tell the officer a lie?
– Why did the officer tell the soldier a lie?
– Can you remember telling such lies?
Lesson 2 – Military Maps, Coordinates and Directions

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
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
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:
39
(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
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).
40
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
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
41
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!
6. Look at the picture below, and match the nouns to the numbers. All the words below
relate to natural and man-made features in the landscape. Use your dictionary to find
the meanings of any which you do not know:
field church re-entrant wood farm line mountain factory
quarry road railway hedge t-junction village bridge summit
river forest copse hill spur town castle lake
crossroads orchard track Pass saddle knoll ridge
7. Choose the right answer:

1) A landform that has high elevation and a fairly level surface → …
a) plateau b) latitude c) globe d) plain
2) The difference in elevation between the highest and the lowest parts of an area → …
a) degree b) key c) scale d) relief
3) Flat or gently rolling land with low relief → …
a) scale b) plateau c) plain d) globe
4) A large area of land where the topography is similar → …
a) prime meridian b) landform region c) plateau d) plain
42
5) The height above sea level of a point on Earth's surface → …
a) equator b) mountain c) pole d) elevation
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 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… How do/ • Go up/down… to… .
can I get there? • Go straight ahead to… .
43
• Do you know the directions to…? • You go along… to… .
• Pardon me. What are the directions to…? • Walk/drive (that way) until you see … Avenue.
• What is the way to…? • Continue in the same direction until (you get to) the stop
• How do I go/get to…? sign.
• Please tell/give me the way to …? • Turn right/left at/on… .
• Can/could you help me? I want to go to… • Don’t turn there.
• Can you give me directions to…? • At the intersection/traffic lights, turn right/left.
• Could you tell me the way to…? * • At the corner of… and…, you turn right/left.
• Can/could you tell me how to get to…? • It’s on your left/right.
• It’s the second building on the/your 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) ___ .
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 sports building D coffee shop
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.
44
Military Gear
Lesson 1 – Uniforms and Accessories

Lesson 2 – Weapons
Lesson 1 – Uniforms and Accessories

●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●
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):
45
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.
46
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
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?
47
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.
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 a 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.
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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
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
49
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 long. b. Cadet Burns looked the lieutenant 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 manner. h. Captain Honeycutt has hair growing 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.
8. Speaking/Writing
Write a paragraph, or make a speech to compare and contrast the two mess dress
unifoms below (aspect; destination; component items; colour; accessories, etc.):
Remember:
You can choose one of the two basic methods for organizing comparing/ contrasting paragraphs:
1) the point by point method: first, you talk about topic A then about topic B, then right back to topic
A and so on, writing back and forth between the two subjects;
2) the block method: first, you discuss topic A then you continue with topic B that is to be compared
or contrasted with the first one.
B. The British Army

A. The US Army Blue Mess Uniform
No. 10 (Temperate) Mess Dress
● Your text/speech will contain:

– a topic sentence
– four to ten supporting sentences
– a concluding sentence
● Use linking words to make your text / speech coherent
50
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 weapon c) b) sight a) firearm b) burst
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.)
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.
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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
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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 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.
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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
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B. The rifle is a common military firearm. It is a long gun that is also used for hunting and
sports. Soldiers fire it from the shoulder. It has a built-in sight. The barrel has twisted grooves
on the inside. These spin the bullet, improving the weapon’s accuracy and range. In fact, this
weapon was named after the technique used to make the barrel: “rifling.' At one time, rifles
could fire only one round at a time. However, modern semi-automatic assault rifles, also
called “assault weapons”, like the M16A2, can fire multiple-round bursts with a single pull of
the trigger.
The verb we use for guns is “shoot” or “fire” a gun. If someone is hit with a
bullet, that person has been shot. Another general word for bullets is
“ammunition” or “ammo” for short. In modern times, we also have explosive
devices such as grenades or bombs.
Unlike bombs, which have no propulsion and can only be dropped or thrown,
rockets or missiles are explosive devices that are self-propelled, they can fly by
themselves. The equipment used to fire the missiles
is called a missile launcher or (multiple) rocket
launcher.
1) Choose the correct definition for each word:

● accuracy
a) the distance a weapon can shoot b) a
type of firearm
c) the ability to hit a target c) the
speed that bullets are fired at
● automatic
a) able to fire multiple bullets b) able to spin bullets
c) able to hit targets at long distances c) able to be fired from the shoulder
● 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
55
● 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?
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
56
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
– 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.
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
57
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 (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
58
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
59
60
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
62
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.
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?
63
• 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.
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
Lesson 1 – The Military Salute

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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
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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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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
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.
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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.
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.
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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.
– 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.
Lesson 2 – Basic Military Commands

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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
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?
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:
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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!
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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Military Multinational Environment
Lesson 1 – Military operations

Lesson 2 – International Organizations
76
Lesson 1 – Military Operations
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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 force d. any grouping of military capabilities, manpower 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
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:
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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
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 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
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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
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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).
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)
Lesson 2 – International Organizations

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1. a) What international organisations do you know?
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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 Organization
d) legally constituted organizations created by people who operate
(NATO)
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.
6) World Health Organization (WHO)
f) organizations made up of every nation that wishes 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 Energy
g) multilateral agreements among nations to protect each other in
Agency (IAEA)
case of attack by an adversary.
8) United Nations Educational,
h) an international organization that works to create the conditions
Scientific, and Cultural Organization
for dialogue among civilizations, cultures, and peoples based on
(UNESCO)
respect for commonly shared values
9) Organization for Security and Co-
i) the most prominent international organization, its purpose is to
operation in Europe (OSCE)
promote peace as well as discuss different national interests, or
express view equally.
10) Nongovernmental Organizations
j) the most powerful military alliance; it was formed in 1949
(NGOs)
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: ______
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6) Disrespect, disobedience or refusal to comply with a law: ______
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
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?
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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
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4. How much do you know about the United Nations?
a) Listen to an article about the United Nations and answer these questions to check
your comprehension:
1) What was the purpose of the UN?

2) Who is the main spokesperson for the UN?
3) What does the main spokesperson do?
4) What are some of the successes of the United Nations listed in the
article?
5) What happened in Somalia?
6) According to some critics, why is the UN inefficient?
7) According to the article, what happened in 1988?
8) Who won the Nobel Prize in 2001? Why?
b) Choose the correct answer:

1) When were the United Nations established?
a) 24 October 1945 b) 24 October 1969
c) 24 October 1947 d) 24 October 1952
2) In how many languages is the official work of the UN carried out?
a) Six b) Four c) Five d) Two
3) How many member states were there in the UN originally?
a) 51 b) 45 c) 12 d) 60
4) How many member states are there in the UN currently?
a) 170 b) 193 c) 200 d) 156
5) The last member state joined in 2011. Who was it?
a) Phillipines b) South Soudan c) Montenegro d) Taiwan
6) Where are the headquarters on the UN located?
a) London b) Geneva c) New York d) Brussels
7) What unexpected thing can you do at UN HQ?
a) Do a bungy jump. b) Get married.
c) Have your hair cut. d) Take foreign language classes.
8) Which language was made the sixth official language of the United Nations?
a) Mandarin b) Russian c) Arabic d) Spanish
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.
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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.
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.
Reading Comprehension
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* 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.
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
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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 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
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,
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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 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
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d) Fell behind technological advancements of European enemies
e) Failed to consolidate initial military and land gains
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 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.
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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.
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.
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
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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
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
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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 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. 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?
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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.
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
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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
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
d. They are museum pieces that hide in the dirt, and are symbolic of the eternal struggle
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 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
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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?
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.
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
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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
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.
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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.
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
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,
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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
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
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see what makes sense. An interim solution could be keeping systems development and
support operations within the MDA umbrella longer than we expected.
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 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”.
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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 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
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
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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 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
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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.
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
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.
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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
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.
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.
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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.
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.
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.
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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.
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.
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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?
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
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
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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
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
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)
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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
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
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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
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 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.
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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 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, 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?
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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 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
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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.
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 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
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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.
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 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
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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 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
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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.]
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.
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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 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
120
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.
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.
121
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
122
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
123
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
NET automatic 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 – PROWORD shall not be used to cancel any E E AR
OUT 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 F
for 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}
EXECUTE TO Action on the message or signal which follows is IX
124
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 Action on the message or signal following is to IX
EXECUTE be 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.
125
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
126
of WILCO, the two PROWORDS are never used
together.
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
127
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.
“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/ Detail, Individuals stop marching.
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”
“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).
128
“By the Right (left) flank, MARCH” A 90 degree pivot to the right (left) while 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.
“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”.
129
BIBLIOGRAPHY
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131
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Marcela GREGER
Multiplicare:
Florin CUNŢAN
 „Nicolae Bălcescu” Land Forces Academy Publishing House

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 „Nicolae Bălcescu” Land Forces Academy Publishing House

Descrierea CIP a Bibliotecii Naţionale a României

© 2016 Academia Forţelor Terestre „Nicolae Bălcescu”

Academia Forţelor Terestre „Nicolae Bălcescu”

Assoc.Prof. Anca DINICU, PhD

Lesson 1 – Serving in the Military

Speaking and Vocabulary

Adventure To protect one’s country

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

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

b) Future job prospects.

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

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

Lesson 1 – Ranks and Appointments

Lesson 1 – Ranks and Appointments

Speaking and Vocabulary

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

1LT 1SG 2LT BG COL CPL CSM

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

1. Department that is responsible for the re-supply of ammunition. 2. Small mobile

b) Design a mind map for one or more of the following:

Lesson 2 – Paths to Become a Military Leader

Speaking and Vocabulary

purpose integrity values strategy humility

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

competent consistent adaptable responsible decisive

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

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

1) kit a) rubbing something until it shines

b) Give complete answers:

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

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

12. Supplementary Reading

Five Elements of Nature to Define the Authentic Leadership

Speaking and Vocabulary

1. Discuss the following issues:

Speaking and Vocabulary

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

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

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

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

a) Introducing your presentation c) Adding more ideas

Reading and Listening

6. Complete each sentence with the right word:

echelon operational anticipate fundamental simulate

Lesson 1 – Life on Base

Speaking and Vocabulary

get along unified description

Sentences containing military slang: Definitions:

The language of the Army

Want a day off?

Questions for discussion

Lesson 2 – Military Maps, Coordinates and Directions

Speaking and Vocabulary

1. Discuss the following questions:

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

2) plain b) 1/360 of the way around a full circle

(4) (5) (6)

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

green black red white blue brown yellow purple