Upper-Intermediate B2 1

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DIRECTIVOS
Contralmirante
CAMILO MAURICIO GUTIÉRREZ OLANO
Director Escuela Naval de Cadetes “Almirante Padilla”
Capitán de Navío
EDWIN MANUEL FERIA MURILLO
Subirector Escuela Naval de Cadetes “Almirante Padilla”
Capitán de Navío
JOSÉ DAVID PEROZA DAZA
Decano Académico Escuela Naval de Cadetes “Almirante Padilla”
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AUTORES
Eduardo Suarez Payares
Juan Carlos Pérez Cortes
Carlos Gómez Cortez
Darlin de las Mercedes Miranda Diaz
Eliana Betancourth Ramos
Sandy Parada Ramos
Samir Arturo Ríos Elles
Carlos Augusto Álvarez Ramos
Rausmith Ali Farak Montaño
Ruberth Salas Guerrero
REVISOR DE CONTENIDOS
Brenda Gómez Rivera
REVISOR DE FORMATO
Raquel Linares García
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UNIT GRAMMAR VOCABULARY FUNCTIONS
1 – Wired Militaries Tenses review - Present Military technology, Agreeing and disagreeing with
Modern Combat simple and continuous, military weapons. people’s opinions.
present perfect simple Bonus: social network
and continuous.
Past simple and
continuous.
2 – How was it done! Past Perfect Simple and Military Operations, Talking about operations in the
Continuous camouflage, rescue, past
Used to and would combat scenarios. Talking about retirement stories
3- Tactical movements Will, going to, simple Military Operations: Talking about future operations
present, future perfect, Tactics and strategies
future continuous,
present progressive
4- WHAT IF....? -Zero, first, second and Military life, International Talking about real, probable and
third Conditional operations, victory vs imaginary military situations and
-Wish for regrets defeat scenarios wishes.
5- Do’s and Don’ts of - Modals of deduction – Military standards in Talking about regrets, advice,
the Navy modals for regrets different navies and obligations between
- modals for advice and different military navies
obligations
6- Peacekeeping Passive voice Peacekeeping Talking about regrets, advice,

operations, and obligations between
Law enforcement, different military navies
7- OVER &OUT Reported statements Military Communication Reporting military

Reporting commands Signals, Networks, and orders/requests and instructions
and requests Devices to subordinates.
Reporting verbs
8- Charting Relative clauses Maps Talking about locating features
Relative pronouns and Navigation on a map
adverbs Topographic maps
Prepositions in relative References
clauses Terrain features
9- A Military’s health Inversions: Health Services. Talking about health services at
Such, so... (that) Hygiene. the Colombian Navy.
Too, Very, Quite, Food Options.
Enough
10- Applying for a job Verb patterns Curriculum vitae Discussing the suitability of a
Verb + ing Covering letter, candidate compared to a job
Verb + infinitive Military commissions, post
Scolarships
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Let´s learn how to….
1.1 Agree with people’s opinions

1.2 Disagree with people’s opinions.
Lesson 1.1 – Describing military weapons
LET’S GET STARTED
Activity 1: Read and complete the text on the role of Field Artillery with the words from the
box
bombardiers through dispersible means air forces dead friendly targets Artillery
GETTING READY FOR THE BIG BATTLE

The role of Field Artillery
Field ___________is the principal

____________________ for providing indirect-
fire support to manoeuvre ___________: it can
neutralize, suppress, or destroy enemy direct-fire
forces, attack enemy artillery, and mortars, and
deliver __________ mines to isolate and interdict
enemy forces or protect __________ operations.
The commander may use artillery fire to cover
key terrain, flanks, obstacles, and _______ space
to reduce this risk when maneuver forces are not available. Field Artillery units contribute
both to attacking the enemy _______________ the depth of his formations and suppressing
enemy air defense systems to facilitate ground and _______operations. Self-propelled or
towed Field Artillery (FA) units are equipped with cannon or multiple
rocket___________________: they can provide synchronized precision strikes of
_______________at long ranges that other means cannot attack without significant risk.
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LET’S LISTEN 1.3
There are two Army members close to the battlefield talking about the war. They Agree with several
opinions and disagree with others.
Thomas: Leonardo, do you think we should be in war?

Leonardo: Actually, I disagree, because people have to leave the country
Thomas: I think the purpose of wars is to serve a political end.
Leonardo: I know, but I guess the wars are just a way to get the oil from here.
Thomas: I have to agree with you on that one.
Leonardo: So, when do you think the war is going to be over?
Thomas: In a few years, I guess.
Leonardo: Let’s wait a few years until the war is over
Thomas: Yes, let’s wait a couple of years.
Leonardo: Have you heard they are sending people back from Afghanistan
Thomas: Really? Yes, that is what I heard from our captain
Leonardo: That’s great news
Thomas: Well, my partner Charles hasn´t come back from the war yet.
Leonardo: That’s really annoying. I don’t think they are actually sending people back
Thomas: I have to agree with you on that statement.
Leonardo: My best friend is still stuck in the far as well
Thomas: What’s her job in the war?
Leonardo: She is a nurse.
Thomas: What’s her name?
Leonardo: Her name is Thaly White.
Thomas: I think I heard of her before. Mmmmm… We used to go to the same restaurant.
Leonardo: That’s cool.
Thomas: Hopefully they come back before Christmas
Leonardo: I agree. Sometimes I wish they come back sooner.
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Activity 2: Answer the following questions
1. What does Thomas think about the war? ________________________________

2. What’s Leonardo’s opinion about the end of the war?
___________________________________________________________________
3. When is the war going to be? __________________________________________
4. What are Thomas and Leonardo thinking ……? __________________________
LET’S LEARN SOMETHING NEW
Items of a soldier’s equipment
1. A semi-automatic pistol 2. A rifle 3. A bayonet (military knife)
4. A rucksack 5. A holster 6. A bipod
A personal weapon is a firearm given to an individual member of a military unit. The most
common weapons are pistols and rifles. Nowadays, almost all pistols are semi-automatic, which
means soldiers don’t need to replace the bullets after each round.
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Personal Load Carrying Equipment (PLCE) Is one of several tactical systems of the Armed Forces.
The basic configuration consists of a belt, a shoulder harness, and a number of poaches.
Associated with the PLCE webbing system is a series of other similar load-carrying equipment,
individual items and rucksacks that are produced of the same materials, and which are
compatible.
personal
LET’S READ
The Colombian conflict began on May 27, 1964. And is a low-intensity asymmetric war between the
government of Colombia, far-right paramilitary groups, crime syndicates, and far-left guerrilla groups
such as the Revolutionary Armed Forces of Colombia (FARC), THE National Liberation Army (ELN), and
the Popular Liberation Army (EPL), fighting each other to increase their influence in Colombian
territory. Some of the most important international contributors to the Colombian conflict include
multinational corporations, the United States, and Cuba.
The reasons for fighting vary from group to group. The FARC and other guerrilla movements claim to
be fighting for the rights of the poor in Colombia to protect them from government violence and to
provide social justice through communism. The Colombian government claims to be fighting for
order and stability, and to protect the rights and interests of its citizens. The paramilitary groups
claim to be reacting to perceived threats by guerrilla movements.
Activity 3: Read the text and answer TRUE or FALSE
1. The Colombian conflict started in the decades from 1920 to 1940
2. FARC and other guerrilla movements say they are fighting for their own rights
3. The reason for fighting is the same for every group
4. The Colombian government claims to be fighting to defend the rights
and interests of its people.
5. Some of the important international contributors to the Colombian conflict
Include the United States and Cuba.
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LET’S FOCUS ON GRAMMAR
Present Simple vs. Present Continuous
In English, there are several forms that can be used to refer to the present.
Verbs: Present simple
Present Continuous
When to use Present Simple:
For example: “I feel great! “ .

We use the simple present tense when an action is happening right now, or when it happens
regularly. Depending on the person, the simple present tense is formed by using the root
form or by adding –s or –es to the end
Example: She works in London
When to use Present Continuous:

We use the Present Continuous to describe when an action happened, or may happen.
You can use it to describe both events that are happening in the present – right now, while
you are talking about something, or in the future – something that may or will happen later
on.
You use the present continuous by using the present form of the verb “be” + the present
participle of a verb. Example: The cadets are playing in the beach.
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Activity 4:
Choose the Present Simple or the Present Continuous — it could be positive or question
1. Listen! The baby _________ (to cry)
2. Excuse me. You___________ on my foot. (to stand)
3. Where is Nathia?
She ______________ TV in her room.” (to watch).
4. “Where ______ you ______? “(to go)
I _______ to the cinema with my friends (to go)
5. How often _______ you _____ to the cinema?
-Twice a month.
6. _____ your sister ______ in the hospital? (to work)
Yes, she is a nurse “
7.________ it ________ outside? (to rain)
8. ______ it often ________ here? (to rain)
Usually, not more than twice a month.
9. On Sundays, my relatives
10. On Saturdays, my family _____ for a picnic (to gather)
11. Jenny’s mother_______ English in our university. (to teach)
12. What time_____ you ________? (to get up)
13. Don’t make noise. My son ___________ in the bedroom (to sleep)
LET’S WRITE
Activity 5:
Exercise 1.
Please write a letter to your best friend about your daily activities in the Army (20-30 words):
Exercise 2.
You have decided to improve your health condition in the Army. Write an e-mail telling your older brother about
your decision. (30-40 words)
LET’S SPEAK
Activity 6:
The students will create a strategy to win a battle. Then, they must share their ideas with their
classmates.
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Lesson 2.1 Disagree with people’s opinions.
LET’S GET STARTED
Expressions for agreeing and

disagreeing
Agreeing Disagreeing
I agree with you one hundred percentI don’t think so
e
I couldn’t agree with you more No way (strong)
That’s so true I’m afraid I disagree
Tell me about it! (slang) I totally disagree (strong)
You’re right I beg to differ
Agree with the negative statement: I’d say the exact opposite (strong)
Me neither No, I’m not so sure about that
Activity 1: Pair Work
Say whether or not you agree with the following statements. Why? / Why not?
1. The more time you spend on your phone; the less enjoyment you derive from real-time conversations.
2. Paper books are better than E-books.
3. Social media separates us from friends that makes us want to check on what these
friends are doing.
4. Downloading movies from the internet without paying is OK
LET’S LISTEN
Now let’s listen to the conversation between two brothers. When

Jack Owens comes back home, he finds his younger brother Robert
sitting on the stairs in front of their house.
Robert: Where have you been so long, Jack?

Jack: I have worked late today. What's the matter?
Robert: I have lost my keys, I'm afraid.
Jack: Do you mean that? You have been losing your keys since you
were born. How long have you been waiting here?
Robert: For two hours.
Jack: And what have you been doing all that time?
Robert: Nothing, really.
Jack: Are you sure that you have lost the keys?
Robert: Yes, I am.
Jack: Have you tried your bag?
Robert My bag? I don't think ... Oh no, my keys!
Jack: Oh, dear. You have been waiting here all afternoon doing nothing and you have not even looked into your
bag!
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Activity 2:
Match the words with the definitions given.
1. characteristic of or appropriate to a friend_____________ A. A. Targets

2. an object, usually marked with ringed circles, to be aimed at in shooting practice or B. B. War
contests_______________ C. C. Artillery
3. large guns or missile launchers mounted on wheels. ____________________________ D. D. Through
4. in at one end, side, or surface and out at the other______________________________ E. E. Friendly
5. a conflict carried on by force of arms, as between nations or between parties within a nation;
warfare, as by land, sea, or air._________________
LET’S READ
COMBAT SUPPORT UNITS
Combat Support (CS) provides fire support and operational assistance to combat elements; their jobs
may be in the fields of engineering, military police, signaling, military intelligence, and civil affairs.
Combat Engineering is the generic term given to the military engineering techniques and procedures
used primarily – but not exclusively – on the battlefield; generally speaking, the role of the combat
engineers involves facilitating movement and support to friendly forces while impeding that of the
enemy. Combat engineers operate as integral member of the combined arms team to provide a full
range of mobility, counter mobility, survivability, and topographic capabilities. They precede infantry
into battle to clear minefields and bridges or blow-up obstacles. Engineers advise the maneuver
commander on the effective use of terrain; construct, improve, and maintain routes, bridges, and
airfields; and reorganize to fight as infantry when required.
When involved in an assault, engineers fight dismounted on the objective, focusing on breaching
enemy close-in protective obstacles, as well as demolishing fighting positions and dug-in vehicles. In
defensive operations, engineers reinforce the terrain to anchor the defense in critical areas, maximize
the effects of defenders’ fires, provide maximum protection to friendly fighting positions, and
facilitate the movement of counter-attack forces. Topographic engineer units provide detailed
terrain analysis products, maps, and digital terrain data.
Aviation units sustain combat forces primarily through air movement of personnel, supplies, and
equipment and performing aeromedical evacuation and aviation maintenance.
Military Intelligence (MI) units provide the commander with early warning of enemy intentions,
intelligence preparation of the battlefield outcomes, support in the development of situational
understanding, and assist in target development of situational understanding, and assist in target
development, force protection, and battle damage assessment. They take part in offensive
information operations, as well as provide critical counterintelligence support to friendly command
force protection programs.
Military Police (MP) units are a versatile, responsive force; their missions include security operations;
internment and resettlement operations for military prisoners, enemy prisoners of war, and
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dislocated civilians; police intelligence operations (identifying and defeating threats from criminals,
saboteurs, and terrorists): Law and Order operations, (maintaining law and order in both garrison and
the field)
ACTIVITY 3:
Choose True or False TRUE FALSE
1. Combat Engineering is the generic term given to military engineering techniques and procedures
used exclusively on the battlefield. ( ) ( )
2. Aviation is the air movement of personnel and supplies ( ) ( )
3. Military Intelligence units provide the commander
with later warning of enemy intentions ( ) ( )
4. Military Police units are a multi-task, responsive force ( ) ( )

PRESENT PERFECT SIMPLE AND PRESENT PERFECT CONTINUOUS
Present Perfect Simple Tense Present Perfect Continuous Tense

Form: Form:
Formed by adding “have/has” to the past Formed by adding “have/has been” to
participle the present participle
S + have/has + V3 S + have/has + been + V-ing
Use: Use:
Used with finished actions Used with unfinished actions
The kids have played for 2 hours. The kids have been playing since morning.
Used for permanent actions Used for temporary actions
I have taught English for 12 years. I have been teaching this class for one hour.
Emphasis on the result of the action Emphasis on the duration of the action
He has repaired the car. He has been repairing the car for 2 hours.
Indicate “How much/How many have been Indicates “How long something has been
completed” happening”
It has taken six years to write this book. He has been studying English for two months.
Note:
Always use the present perfect simple (not continuous) with the verbs believe, know, understand,
like/dislike, belong, own
Examples:
 We’ve known each other since we were kids.
 I’ve never understood math very well.
 He’s always liked sports.
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Activity 4:
Make either the present perfect simple or present perfect continuous
1.The barrack is a complete mess! What _________(the cadets/do)?
2.Ernest ____________________ (learn) to drive for six years!
3. David _________(already/have) lunch, so he’ll meet us later
4. How much coffee___________(she/drink) this morning?
5. Simon _____________________(write) three books
6. It ____________(not/rain ) all summer, so the garden is dead
The Past Continuous shows us that

Language focus:
The Past Simple Vs. the action was already in progress
Structure: Regular past simple at a certain time in the past. Eg.
The Past Continuous verbs have -ed at the end. (e.g.
What were you doing at 9 p.m. last
called, played, arrived)
night? I was studying
Irregular verbs have a different
usually with a different vowel
The past simple shows that an sound. Eg. wake → woke
action was in the past, not in the break → broke
present. feel → felt
Eg. I was playing the drum when my
friend arrived
I was studying and my brother was
watching tv
Ed was having lunch when someone
knocked on the door.
E.g. In the changing over of the watch, Were you sleeping when I entered
the cadets proceeded to the academic the room?
buildings for classroom instructions. E.g. My parents called me yesterday
Academics took up most of the cadets’
I woke up early this morning
time, this was the period when they
acquired the knowledge and skills George played basketball when he
necessary for their future profession. was at university.
Fill in the blanks with the correct

form of the verb:
Write five routines you had last week: 1.Chris fell, when he
_____________________________ ____________the street (to cross).
_____________________________ Fill in the blanks with the correct form of 2. My brother __________________
the verb: a story when somebody interrupted
_____________________________ 1.Learners ________ at 6 am every day.
_____________________________ him (to tell)
(to line up)
3.When I came home, my mother
_____________________________ 2.The class ______________ at 7am.
______________________ (to sleep)
(to start)
3.Each cadet ________ his fruit. 4. The midshipmen ______________
(to carry) soccer at 2 o’clock yesterday (to play)
4. The semester __________ in 5.They __________________music in
November. (to end) the evening (to listen to)
5. I never __________ in the evening (to 14
play soccer)
The past continuous shows us that the action was already in progress at a certain time in the past.
Eg. What were you doing at 8 p.m. last night? I was studying.
This means that I started studying before 8 p.m. and I continued after 8 p.m.
The past continuous can also show that an activity was in progress for some time, not just for a
moment.
We were cleaning the house all morning.

We make the past continuous with was or were and the -ing form of the verb.
LET’S PRACTICE
Read the following extract and identify the verbs in the past continuous.
Hi, my name is Cadet Gomez. Yesterday was terrible for me because I stayed at home all day. I wanted
to go out but it was raining outside. I was feeling tired of being trapped inside the house.
I tried to play with my younger brother but he was doing his homework. My father was reading his
book and my mother was watching TV.
After lunch, I decided to sit by the window and watch the street. Some people were waiting at the bus
stop. While I was watching the street, I witnessed an accident. A car couldn´t stop at the traffic lights
and hit another car. Luckily nobody was injured. Now I am waiting for my friend. We will go to the
park to play soccer together. I injured my knee while I was playing last week but it is okay now. My
team needs me.
LET’S WRITE
Activity 5:
Describe a strategy to plan a combat.
LET’S SPEAK
Activity 6:
Research on the battles in Colombia. Prepare a 2-minute video or presentation where you tell your teacher and
classmates about the battles in Colombia. You can add pictures and visual aid to improve your presentation. (2
minutes)
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1. Talk about how naval operations used to be

2. Talk about what had happened before something else
Lesson 2.1 TALKING ABOUT NAVAL OPERATIONS
LET’S READ
Naval operations consist of the application of political, planning,

organizational and administrative principles in the use of naval
resources and military force to achieve specific goals or
objectives. In compliance with a specific naval mission, they carry
out naval forces such as: surface, submarine, aircraft or marine
infantry. These can respond to a purpose: strategic, tactical or
logistical.
Orion naval operation
1,073 tons of narcotics have been seized during the nine versions of the Campaign.
The results of the Multinational Naval Campaign "Orion" have consolidated this operation as the
cornerstone in the global fight against drug trafficking, thanks to the integration and synergy of 41
countries from the American, African and European continents, which during the nine versions have
been supported by the National Government, under the leadership of the Colombian Navy, with the
joint, coordinated and interagency work of the other national and international entities that fight
against this global scourge.
The effort and commitment of the countries that have participated in the different versions of the
Campaign, prevented nearly 1,834 million doses of drugs from being marketed and consumed
worldwide, seizing 716 tons of cocaine hydrochloride and 266 tons of marijuana, during the nine
versions of this international operation of global scope.
This sustained effort not only represents an unprecedented achievement in reducing the supply of
narcotics, but also an important benefit to public health worldwide, since the cocaine seizures in
the nine versions of "Orion" are estimated to have prevented 358 thousand new consumers and
733 thousand medical emergencies, preventing 7,160 overdose deaths and reducing 465 million
dollars in additional public health expenses in consumer countries.
Likewise, the participation in this ninth version of 106 entities from these 41 countries that
contribute to the fight against drug trafficking validates compliance with the guidelines established
in the United Nations Convention against Illicit Traffic in Narcotic Drugs and Psychotropic
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Substances, which promote "cooperation among the parties so that the various aspects of the illicit
traffic in narcotic drugs and psychotropic substances that have an international dimension can be
dealt with more effectively" to maximize the impact of the fight against drugs.
According to estimates, to produce the 716 tons of cocaine seized, 363,411 hectares of jungle and
forest were destroyed, and numerous bodies of water were polluted, affecting many living beings
represented in species of fauna and flora. It is clear to everyone that drug trafficking produces high
levels of contamination and serious consequences for biodiversity and natural resources, since the
substances used contaminate the rivers and streams that supply drinking water to the population.
Retrieved from: www.armada.mil.co/es/content/campana-naval-orion-piedra-angular-en-lucha-

mundial-contra-narcotrafico
Activity 1: Answer the following question:
Why are naval operations important for Colombia?
How has Colombia changed its strategies combatting drug trafficking?
Activity 2: Match the words with the right meaning:
 To take possession of by authority; confiscate. DRUG TRAFFICKING
 Material and logistic assistance to people who need

help. ALLIANCE
 This is the end of my transmission. I don’t expect a

reply. HUMANITARIAN AID
 A scheme in which criminals try to disguise the

identity, original ownership, and destination of money SEIZE
that they have obtained through criminal conduct.
 The process by which individuals grow, manufacture, ENVIRONMENTAL PROTECTION

and sell illicit drugs to the public.
 The practice of protecting the natural environment by

individuals, organizations and governments. MONEY LAUNDERING
 A formal agreement or treaty between two or more

nations to cooperate for specific purposes. SENSITIVITY OPERATION
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We use "used to" and "would" to describe habits or truths in the past; they do not happen or are
not true in the present.
Examples:
"Used to" or "would" "Used to" vs. "would"
Compare the following sentences:
I used to get up at 6am to go to school. I used to / would go camping when I was
young.
I would get up at 6am to go to school. "go" describes a repeated action.
I used to love camping when I was young.
"love" describes a truth.
Activity 3: Choose the correct option between used to and would
1. We ................................. go swimming every weekend.

A) would B) used to
C) Either could be used here
2. There ............................... be a coffee shop in that corner.
A) would B) used to
3. She ............................... spend hours talking to herself.
A) would B) used to
4. When I was a kid, I ................................. swim a lot.
A) used to B) would
5. He ................................. smoke.
A) would
B) used to
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LET’S LISTEN
ACTIVITY 4: 2.1
Listen to the conversation between Captain

Ramirez and her grandchild Jacobo:
Jacobo: hey, grandma. I really want to join the

Navy when I graduate from school. You have
inspired me a lot with your stories
Captain Ramirez: oh, little boy... everything’s
changed so much. Stories are very different
now from what they used to be before
Jacobo: why? How did it use to be before?
Captain Ramirez: In my times, I would train
everyday expecting a war to come. Colombia
was very dangerous, and the guerrilla was everywhere. We had to defend every corner of the country.
It was difficult and sometimes impossible to enter to some regions as it was invaded by them
Jacobo: that sounds a little scary and exciting, too
Captain Ramirez: it was scary but being with our mates made it a lot easier. Nowadays, the navy
officers still defend our country by combatting drug trafficking and they do other things which are
amazing such as going to those far regions where it is difficult to access, and the population have lack
of water or other needs that they lovingly supply
Jacobo: wow! I would love to do that!
Captain Ramirez: you will, my boy.
LET’S WRITE
Activity 5:
Choose one of the following countries: United States / France / Korea

Look up for the naval history of the chosen country and write down how it used to be before and
the difference as how it works nowadays.
LET’S SPEAK
Activity 6:
Talk with a classmate about how you think naval operations were handled before when they did
not have the strategies and technology that exists nowadays.
Lesson 2.2 TALKING ABOUT WHAT HAD HAPPENED FIRST
LET’S LISTEN
Activity 1: listen to the audio and answer the following questions:
1. What events had happened before ISAF was created?

2. What were ISAF’s main objectives?
LET’S READ
Activity 2: Read the following text and answer the questions below:
NATO IN AFGHANISTAN
Following the 9/11 terrorist attacks against the

United States, the International Security Assistance
Force (ISAF) was established under the request of the
Afghan authorities and a UN mandate in 2001. ISAF
was led by NATO from August 2003 to December
2014 and was succeeded on 1 January 2015 by the
Resolute Support Mission (RSM), which was
terminated early September 2021.
ISAF's mission was to develop new Afghan security
forces and enable Afghan authorities to provide
effective security across the country in order to create an environment conducive to the functioning
of democratic institutions and the establishment of the rule of law, with the aim to prevent
Afghanistan from once again becoming a safe haven for terrorists.
ISAF was one of the largest international crisis management operations ever, bringing together
contributions from up to 51 different countries. By end 2014, the process of transitioning full security
responsibility from ISAF troops to the Afghan army and police forces was completed and the ISAF
mission came to a close. It was immediately succeeded by a new NATO-led, non-combat mission,
Resolute Support, to train, advise and assist the Afghan security forces and institutions.
Retrieved from: https://shape.nato.int/missionarchive/nato-in-afghanistan
Activity 3: According to the reading, choose TRUE or FALSE:

1. The ISAF was created before the 9/11 attacks had occurred (T / F)
2. The ISAF had been led by NATO before it was succeeded by the RSM (T / F)
3. The RSM had terminated its mandate before the ISAF was led by NATO (T / F)
The past perfect simple is used to describe one action
that happened before another action in the past.
After the movie had started, we arrived.

The formula for the past perfect tense is had + [past
participle]. It doesn’t matter if the subject is
singular or plural; the formula doesn’t change.
Then, what’s the difference between past perfect

and simple past? When you’re talking about some
point in the past and want to reference an event
that happened even earlier, using the past perfect
allows you to convey the sequence of the events.
Example She had gone to the cinema Example They had not been married
before her husband came home. when I was born.
What happened first? What happened first?

 She went to the cinema  The person was born
What happened after? What happened after?
 Her husband came home They got married
Activity 4: Write down the correct use of past perfect in the following sentences:
1. When I arrived at the cinema, the film _______ (start).
2. After they ______ (eat) the shellfish, they began to feel sick.
3. The garden was dead because it ________ (be) dry all summer.
4. We were late for the plane because we ________ (forget) our passports.
5. She told me she ________ (study) a lot before the exam.
LET’S WRITE
Activity 5: Read about Operation Jaque in Colombia and write down what steps, strategies,
actions had happened before the “Operation Jaque” took place. (200-250 words)
LET’S SPEAK
Activity 6: Talk with one of your classmates about the events or any relative
communication that had happened between The United States and Afghanistan before the 9/11
attacks.
1.1 Talk about future operations
Lesson 3.1 – Rescue Operation

LET’S GET STARTED
Activity 1:
Read and complete the text with the verbs given in the box (Modify the verb if necessary)
Make Tie up Execute Locate Achieve Carry out Be
PREPARING FOR A RESCUE OPERATION
A new operation will be ___________by the Military Forces, which will _____________the release
of 5 kidnapped. The operation will be ________ in twenty minutes. The National Army highly trained
members will ______ the kidnapped board a helicopter to freedom. There will ________4 air drones
giving support to __________ the target. According to Military Intelligence, the hostages are
_________in an old warehouse. 15 terrorists are guarding the site.
LET’S LISTEN
Coronel Hudson is reporting to The President on the Rescue Operation. Listen to the report and
answer the questions below.
Activity 2:
Answer the following questions
1. How many soldiers will be

involved in the operation?
2. Will civilians be at risk?
3. How many vehicles will be used?
4. When the Plan will be carried out?
5. Why is the operation taking place in
September?
LET’S READ
There will be an important rescue operation in one week. Two Army members talk about it and
show their expectations.
Ryan: Are you nervous, Tom?

Tom: Actually, I am very excited.
Ryan: It is your first time on our team. It
is going to be hard to confront the
rebels.
Tom: I know, but you and the other guys
are the best, so I feel confident. Do you
know the day the operation will be
executed?
Ryan: We don’t know the exact day. We
will be informed the day before.
Tom: I see. What are you doing tonight?
Ryan: I’ll meet with Reynolds and Casper. Join us.
Tom: I am exhausted, probably next time. I’ m going to bed early today.
5. Why is Tom so excited? _______________________________________

6. Why is Tom confident? ________________________________________
7. When is the operation going to be carried out? ______________________
8. What are Ryan and Tom doing tonight? ___________________________
Will vs Going to
When to use GOING TO:

1. When we have already decided or we intend to do something in the future. (Prior plan)
(The decision has been made before the moment of speaking).
For example: “I am going to accept the job offer.”
2. When there are definite signs that something is going to happen. (Evidence)
For example: It’s going to rain. I just felt a drop.
3. When something is about to happen.
For example: Get back! The bomb is going to explode!
When to use WILL:

1. When we think or believe something about the future (Prediction)
For example: My team won’t win the league this season.
2. To make an offer, a promise or a threat.
For example: I’ll give you a discount if you buy it right now.
I promise I’ll behave next time.
3. You use WON’T when someone refuses to do something
For example: I told him to take out the trash, but he won’t do it.
4. Instant decisions:
For example: I am hungry, I ‘ll buy some bread.
Activity 4: Complete the following exercises with the correct future form:
1. Have you got any plans for tomorrow?
- Yes, _____________________ visit my grandparents
2. Why is she learning English?
- Because she _______________travel to London.
3. I am thirsty.
- Wait here. ____________ get some water.
4. Oh! I don’t have enough money to pay!
- Don’t worry. I ________________ lend you some.
5. I think I __________________ always love that woman.
6. In the future, people ____________ live in ecological homes.
7. Don’t worry mom, I promise I ____________ take care of the plants
8. My older son says that he ____________ be a doctor when he grows old.
9. Why do you want so many oranges?
- I _____________ make an orange juice.
10. Watch out! You __________________ hurt yourself.
LET’S WRITE
Activity 5:
a. Please write a letter to your parents about your plans in the Navy/Army (20-30 words):
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
b. You have decided to quit the navy/army. Write an e-mail telling your father about that decision and
what you will do from now on (30-40 words)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_____________________________________________________________________________________
LET’S SPEAK:
Activity 6:
The students will create a strategy to rescue 5 hostages tied up in a warehouse. After planning, they must
share their ideas with their classmates.
Lesson 3.2 – Describing situations
Activity 1: Match the words with the definitions given:
1. The science of arranging and maneuvering military or naval forces. ______________ A. Hostage.
2. Armed conflict or fighting between nations or factions __________________
3. A person captured or kept by another so that certain terms will be met by the person's B. Target
family, government, etc. _________________ C. Tactics
4. to steal, carry off, or abduct by force or fraud, esp. for use as a hostage or to extract
ransom. ____________ D. Kidnapping
5. an object, usually marked with ringed circles, to be aimed at in shooting practice or E. War
contests. (Target). _____________
LET’S READ WATCHING OVER
Hi! My name is Jason. I live in a Military base in the city. I am a very

curious soldier, and today I am on duty as a sentry. I like to see what
people are doing and make up stories about strangers. Now I see two
girls going into a clothes shop. They are wearing shorts. The tallest one
is wearing a blue jacket and a white skirt. The shortest one is wearing
jeans. Now I see they are choosing some dresses. I’ll call the tallest
“Laura”. The shortest will be “Sofia”. They are cousins. Sofia’s fiancé is
waiting for her out of the shop. Three guys are getting into the shop. I
see they are carrying machine guns. All the costumers are lying on the
floor. The sales man is giving the money to the robbers. Sofia’s fiancé,
Byron, is calling the police. He looks very nervous. Laura is talking to one
of the robbers. The salesman is running out of the shop. One of the
robbers is shooting, but Sofia pushes one of the bad guys. Laura is hitting
another guy in the head. The police are arriving. Well, that’s enough, my
watch night time is over, I have to go back to get some sleep. By the way,
the girls are still window shopping…
Activity 2: Read the text and answer TRUE or FALSE
1. THE STORY IS TRUE ___

2. JASON IS DREAMING? ____
3. LAURA IS HITTING A ROBBER______
4. BYRON IS CALLING THE POLICE
5. SOFIA IS WEARING JEANS _____
Structure: Aff: Subject + Auxiliary (will / 'll)

+ have + past participle verb + complement
Neg: Subject + Auxiliary (will not / won't) +
have + verb in past participle + complement
Language focus: Future Perfect Int: Auxiliary (will) + Subject + have + verb
in participle + complement + ?
Use: The main function of the future

perfect is to express completed actions,
E.g. I will have made my birthday cake by next
either at a specific point in time or before Sunday
other actions begin.
I won’t have studied for the exam by next
month
Will you have completed the report by 8?

E.g.She will have started to sing by 5
o’clock (She will have begun signing at Five
o‘clock.
Complete the sentence:
1. How many languages_____ she ______ by
2025? (Study)
2. I _________the game by 6. (not/ to finish)
3. The workers ________the car by tomorrow.
(Not/ to fix)
Complete the sentences: 4. The shop _________ by 8 (to close)
1- I _____ (not finish) by the deadline. 5. The concert ________ by 10 (to finish)
2- They _______(arrive) before we leave.
3- The bus_____(leave)by the time he
arrives
LET’S LISTEN:
Please listen to the conversation and answer the questions.
Question #1 When will the man have done the report?
Question #2 When will the woman have finished her report?
Question #3 When will she have quit her job?
Question #4 Where will the man have sent his résumé?

LET’S WRITE
Activity 3:
A. Write about the things you will have done by the time you are 50 years old (20-30)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_____________________________________________________________________________
B. Write about the things The President of Colombia will have done by the time his term is up (20-30)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________
LET’S SPEAK
Activity 4:
Talk to your classmates about the things you will have done by the time you graduate from the Military School
.

1. Talk about real, probable, and hypothetical situations about the present
2. Talk about regrets and hypothetical situations about the past
Lesson 4.1 TALKING ABOUT REAL, PROBABLE AND

HYPOTHETICAL SITUATIONS ABOUT THE PRESENT
LET’S READ
Read and listen to the following article:
“Tragic accident could have been preventable”
When the water sloshing around the inside of the 26-ton Marine Corps assault amphibious vehicle
carrying 16 troops reached the tops of the men's boots, the rear crewman was alarmed.
"Where's my staff sergeant?" he asked the dozen infantry Marines and a Navy corpsman riding inside
as the AAV headed back to a ship off California's coast
The crewman grabbed one of the rifles, sticking the buttstock into the oily water to measure how
deep it was. He knew that once it hit their ankles, they needed to prepare to bail.
One of the infantry Marines later recalled telling the crewman to calm down
"We're going to make it back to the ship," he said. "Just do me a favor and take a deep breath."
That the troops inside the vehicle weren't trained to recognize the dire situation they were in is just
one of many failures revealed in a months-long investigation into what would be the Marine Corps'
deadliest AAV training accident. A mix of mechanical problems, leadership failures and training gaps
cost eight Marines and a sailor their lives -- all of whom drowned after the decades-old amphibious
vehicle filled with water, tipped and sank 385 feet beneath the ocean's surface.
One of the troops was found inside the vehicle. The other seven who went missing were found in its
vicinity.
No single problem caused the AAV to sink that day, one of two investigations into the accident found.
Rather, "a sequence of mechanical failures" contributed; it states.
Problems that allowed the most significant amounts of water to seep into the vehicle included faulty
seals on a grill at the front of the vehicle, which controls airflow, and a wrongly installed headlight.
There were no safety boats in the water, which goes against Navy and Marine Corps policies. Unit
leaders also failed to ensure their Marines completed egress training, which teaches them to get out
of a sinking vehicle or aircraft.
Eight of the nine killed in the accident had only been trained to get out of the vehicle in shallow water,
the investigation found. The Marines also weren't given a standard safety briefing that's supposed to
occur anytime an AAV heads into the water. That briefing would've helped familiarize them with
escape hatches and other protocols.
The Marine commanding the AAV also failed to order the troops to evacuate the sinking vehicle early
enough, the investigation found.
"For a long time, he was by himself as the last vehicle in a column of vehicles, with a ship somewhere
between 1,500 and 2,000 yards away and no other vehicle or safety boat anywhere in proximity,".
"He was signaling his distress. He was trying to report his distress on the radio.
Inside, most of the troops still wore their heavy protective equipment and helmets, as water
continued filling the inside of their vehicle.
An emergency evacuation lighting system was found to have been disabled. Chemical lights should've
been attached to the door or handles but weren't. The Marines inside the vehicle were not able to
open the handles since they weren't trained to do so.
Two commanding officers were removed from their jobs since the accident over a loss of confidence
in their abilities to lead.
Activity 1:
Find an underlined word from the article with a similar meaning:
a) Bottomless: _________ g) Deficiency: _______

b) Under: __________ h) Shipmate: _________
c) Return: __________ i) Exit: ________
d) Inoperative: _______ j) Leave: ________
e) Urgent: _______ k) Enter: _______
f) Imperfect: _______
Activity 2:
Answer the following four questions based on your understanding of the reading:
1) Which were the biggest errors of this tragedy according to you?

2) Do you agree on this statement: “if people detect unsafe conditions, they can prevent
accidents beforehand”.
3) Do you really think they could prevent this tragic accident? Why? Give two reasons.
4) Which preventive measures should be tested and evaluated before a water operation?

NEW
The Real Conditional
Real conditional sentences express factual or future results. When the result is future, use WILL
in the result clause.
IF clause (the condition) Result clause (the result)

If we are hungry, we go to the mess (Conditional 0)
If these violations continue, we will see a return to civil war. (Conditional 1)
Questions
If the soldiers don’t train, will they be able to defeat the enemy easily?
What do you usually do if you don’t feel well?
Be careful
Never use Will in the If clause.
Activity 3:
Write factual if the conditional sentence expresses a fact. Write future if it expresses a future result.
1) You’ll have to pay a daily fee if you want wireless service. ___________
2) If you don’t know what to do, you have to ask the person in charge of the mission. _______
3) If the fitness center is still open, I’ll go swimming. __________
4) Soldiers plan a strategy when they have a mission to carry out. ___________
Activity 4: Complete the following conditionals sentences with your own words:
1) If I run out of water in the middle of a mission, ________________________

2) The government will provide soldiers with new arms ______________________
3) When soldiers camouflage their faces with green paint, _________________
4) I will call the police right away ___________________
The Unreal Conditional (Conditional 2)
Unreal conditional sentences describe the results of unreal conditions. (Conditions that don’t exist).
Formation
If the government invested more money in military, our troops would have better equipment
Questions
If the soldiers didn’t train enough, would they defeat the enemy easily?
What would you do if you were on duty tomorrow?
Be careful
Never use Would in the If clause.
Activity 5: Complete each unreal conditional sentence with the right forms of the verbs.
1) If you ___________(have) two tickets, _______ you ________(give) one to your friend?
2) I ____________ (give) my life if an illegal group___________ (kidnap) my mother
3) If they ____________ (be) here, I ____________ (tell) them what happened
4) What ________ you ________(do) to improve the Army if you _________ (be) an Admiral?
5) They _____________ (not/go) to India if they _____________ (not/have) money
Activity 6: Complete the following conditionals sentences with your own words:
1) If I found a thief inside my house, ______________________________

2) My father wouldn’t go _____________________________
3) I would do something against the law _________________________
4) Where would you live ________________________?
5) If my military school were bigger, ___________________________
LET’S WRITE
Activity 7:
Your unit is going to take part in a multinational exercise abroad. Write a report for your
commander about the preparations for this event. Let your commander know about some real,
probable, and hypothetical situations related to the event. Write 150-180 words. Include the
following information:
Soldier (Who, Why)
Soldiers’ personal kits (checked, transport)
Map reading practice
Communication training (soldiers prepared, radio problems)
Shooting training
Language level (exam taken, results)
LET’S SPEAK
Activity 8: In groups, discuss these scenarios. Support your answer using the real, probable
or hypothetical conditional.
Scenario 1:
You are ambushed
What should a soldier normally do?
What would you do?
Scenario 2:
A hostage is caught by the last criminal standing
What would you do?

Scenario 3:
A member of your team is caught by the enemy
What would you do?
Scenario 4:
You find the enemy’s intelligence shelter
What would you do?

Lesson 4.2 TALKING ABOUT REGRETS AND HYPOTHETICAL
SITUATIONS ABOUT THE PAST
LET’S LEARN SOMETHING

NEW
Military life and Career
Activity 1: Match each word with its right meaning:

New vocabulary Meanings
1) Attend ____ an organization of military vessels belonging to a country and
2) Join available for sea warfare
3) Deploy ____ the part of an army that fights on foot
4) Enter ____ to become a member of an organization
5) Infantry ____ a military unit consisting of three or more companies
6) Promote ____ to move soldiers or equipment to a place where they are needed
7) Navy force ____ to go officially and usually to a place
8) Air force ____ soldiers on duty in a large group
9) Troops ____ to raise someone to a higher or more important position or rank
10) Battalion ____ the part of a country’s military forces that uses aircraft and fights in
11) Army force the air
____ to start working in a particular type of job
____ a military force equipped for fighting on land
The Past Unreal Conditional (Conditional 3)

Past unreal conditional sentences describe past unreal or untrue conditions and results.
Formation
If we had known the area a little more, we wouldn’t have failed
Questions
If my partner had been alert, we would have countered the enemy’s attack
What would you have studied if you hadn’t joined the Army?
Be careful
Use Past Perfect in the If clause and Would/Could have + past participle in the result clause.
Bonus:
Use Wish + past perfect to express regrets about the past
I wish I had paid more attention in class (but I didn’t pay enough attention)
Activity 2: Choose the meaning of each past unreal conditional sentence:
1) I wouldn’t have gone to class if I had known I had the flu
a) I went to class b) I didn’t go to class
2) We would have captured the head of the clan if someone had told us where he was
a) Nobody told us where he was b) Someone told us where he was
3) If they hadn’t studied English before, they wouldn’t have understood what they were saying
a) They didn’t study English b) They studied English
4) If the soldiers had built an observation post, they could have seen who was approaching
beforehand
a) They saw who was approaching b) They didn’t see who was approaching
Activity 3: Use the conditional 3 form to change the past then express regrets about that
situation.
Example: Mario didn’t study for the test and failed it
If Mario had studied for the test, he wouldn’t have failed it. (Changing the past)
He wishes he had studied for the test (expressing regrets)
1) The cadet lied to the Midshipman. He was sanctioned
2) Your brother spent all his savings on a car. He asked for a loan at the bank
3) I didn’t pass the entrance exam. I joined the Army
4) I forgot to load my rifle. I couldn’t shoot at the enemy
5) I was too nervous. I didn’t help the kidnapped boy.
LET’S LISTEN Listen to the following paragraphs:
A career in the military
Let’s infer about the past: Say True or False:

1) He’d have started a military life if he had passed the entrance test at the university. _____
2) If Jackson hadn’t graduated from the NCO school, he wouldn’t have been promoted. _____
3) When Jackson entered officer school, he had already been to Bosnia. _____
4) Jackson would have been a captain if he hadn’t graduated from the officer school. _____
LET’S READ
Activity 4: Read the following military mistakes and express regrets about these past events
using Wish and the Past Unreal Conditional.
Military Mistake #1: Operation Barbarossa:
Hitler’s failed invasion of the Soviet Union in 1941, was one of the most significant military campaigns
in history. Following the invasion, Germany was engaged in a war on two fronts which stretched their
forces to breaking point.
Much like Napoleon before him, Hitler underestimated the resolve of the Russians and the difficulties
of supplying his forces for the Russian terrain and weather. He believed that his army could seize
Russia in only a few months, so his men were not prepared for a harsh Russian winter.
Following the German defeat in the largest battle in history at Stalingrad, Hitler was forced to
redeploy troops from the western front to Russia, weakening his hold on Europe. The Axis Powers
suffered nearly 1,000,000 casualties during the campaign, which proved a turning point in the Second
World War.
Regrets?
Hitler wished _____________________________________
If _______________________________________________
Military Mistake #2: Invasion of Canada:
At the opening of the War of 1812, US forces invaded Upper and Lower Canada. Americans expected
a relatively easy going; the notion that Canada represented the soft underbelly of the British Empire
had been popular among American statesmen for some time. Civilian and military leaders alike
expected a quick capitulation, forced in part by the support of the local population.
But Americans overestimated their support among Canadians, overestimated their military
capabilities, and underestimated British power. Instead of an easy victory, the British handed the
Americans a devastating defeat.
American forces (largely consisting of recently mobilized militias) prepared to invade Canada on three
axes of advance but did not attack simultaneously and could not support one another. American
forces were inexperienced at fighting against a professional army and lacked good logistics. This
limited their ability to concentrate forces against British weak points.
The Americans also lacked a good backup plan for the reverses that the British soon handed them.
None of the American commanders (led by William Hull, veteran of the Revolutionary War) displayed
any enthusiasm for the fight, or any willingness to take the risks necessary to press advantages.
Regrets?
The Americans wished ______________________________________
If _______________________________________________________
LET’S WRITE
Activity 5: You are on a military mission abroad. Your unit was attacked while carrying out
their duties. Many of your partners have been taken down. Write a letter to your friend about the
incident. Describe in detail:
What the consequences of the incident were.
What and why it happened.
Express regrets using conditional 3 or wish. Write between 150-180 words.
LET’S SPEAK
Activity 6: Read the conversation below and role-play a similar one with a partner, taking
responsibility for a mistake you made in the past.
A: Sorry. I apologize. I thought the ceremony with the white uniform was the day after tomorrow
B: What happened?
A: I’m ashamed to say I just wrote down the wrong date on my calendar and my white uniform is
not ironed yet
B: How could it be possible?
A: Well, If I had written down the right date, I’d have already had my uniform ironed for this event
B: No harm done. But you won’t be allowed to be here.
SCRIPT: listening 4.2
A career in the military
When Jackson finished his studies from school at the age of 17, he really wanted to study Medicine
in a prestigious university. He gave it a try twice but could not pass the entrance test so he decided
to join the army as a soldier when he was 19. He entered the NCO school at the age of 24. He was
one year in the NCO school and in 1991 he graduated and he was promoted to sergeant.
Jackson was posted to an infantry regiment and in 1992 he was part of the UNPROFOR (united nations
protection force) in Bosnia. In 1993 he entered officer school and he graduated in 1995. After the
officer school, Jackson attended an infantry officer specialization course.
In 1997 he was deployed to Afghanistan with his battalion. In 2000 Jackson was promoted to captain.
Let´s learn how to…
1. Talking about regrets, advice, and obligations between different military navies
Lesson 5.1 Talking about regrets, advice, and obligations

between different military navies
LET’S READ:
“SOMETHING THAT I COULDN’T HAVE REGRETTED”
For me, as a military, something I will never
forget was the day that I had made the decision
to join the navy. Some people were talking
around and saying this was somehow a call that
I shouldn’t have attended, that I could have
quitted right away, that I would be killed if I
could keep advancing on this profession, but
being realistic, there’s
nothing else that could have made me feel
prouder than defending my country, no matter
what circumstances I must face. This is my duty
as a citizen of the country, and as a global one
as well. If I had listened to all the people that
gave me wrong advice, I wouldn’t have had the chance of exploring all my potential according to
become myself a leader of my nation, a person that must be leading thousands of men and women
that had thought just like me, to go way beyond their limits and make their nation feel proud of
them, that I can be taking many courses overseas to improve my military knowledge and mindset
to become stronger physically and mentally, also, I can be the person to show how the militaries
from my nation are. I couldn’t have decided something different to this. To be this nation’s
protector has changed my life and my relatives’ ones with a lot of effort, but lots of rewards on the
way. And these are the thoughts that Colombian, American, and other militaries around the globe
know and that define why We are here for, and my advice for all the people is they must be
following their heartbeats and not previously judge this beautiful profession.
LET’S WRITE
In 80 words, write about the reasons for you to be part of the navy and why you couldn’t have
regretted of your choice.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LET’S SPEAK
Read the text “something I couldn’t have regretted” and answer these questions:
1st: Could you have ever thought about selecting another profession or lifestyle? Yes/no why?
2nd: Have you ever regretted enrolling the navy? Why?
3rd: Could your family have accepted you to become a military knowing the risks, the constrains or
restrictions, or difficult regime before joining? What do you think?
4th: Do you believe the Colombian and North American militaries have several differences? If you
say yes, name them and why.
5th: Would you have preferred to be part of the North American navy? Why?
Extra question: would you identify the different structures in bold in the reading?
Take into consideration the colors.
LIST OF REQUIREMENTS TO BE PART OF THE COLOMBIAN AND NORTH AMERICAN NAVY:
USA NAVY:
General requirements are U.S. citizenship, which is mandatory
and necessary for the entire process as born personnel
stablished with the American pride. A high school diploma and a
qualifying score on the Armed
Services Vocational Aptitude Battery
(ASVAB) test. This test is used in almost all the branches of the service
in the states. You must speak, read, and write English fluently (C1
according to the world standards) to join the Navy. You must also pass
a physical exam at a Military Entrance Processing Station (MEPS).
COLOMBIAN NAVY:
The general requirements for the academy’s
enrollment and admission are these ones:
It’s mandatory to have the Colombian

nationality, also, to be a male or female
(according to the standards, to be straight). Be
over 16 years old and under 21 years at the time
of enrolling the navy. To get an ICFES minimum score of 45 points in Mathematics, Natural Sciences
and Critical Reading. Be a bachelor or be in grade 11.
The minimum height for men 1.65 mts, in women is 1.60 mts.
This requirement isn’t exclusive to participate in the selection
and incorporation process, as long as it is known by the
applicant that this consideration will be taken into account
during the Selection Board. The aspirant needs to know how to
swim (verifiable at the time of the entry to the academy.
Certification of the respective course is not required). Do not
have tattoos that are visible with any of the uniforms.
Note: The last three requirements are NOT excludable to participate in the incorporation process
LET’S SPEAK
1st: Establish clear differences between the American and Colombian recruitment process according
to this reading, and your thoughts. Which one looks a little bit easier for you? Which one harder?
2nd: Why do you believe the North American navy is an international reference? Is Colombia following
these steps?
3rd: Would you have dreamt with being born in USA to be part of their navy? Why?
4th: Could you have recommended one of your friends to enroll the Colombian navy without being
part of it? why?

LET’S LISTEN, WRITE, AND SPEAK
GIVE WRITTEN AND ORAL SUGGESTIONS OR SOLUTIONS FOR THESE PAST SITUATIONS LISTENED. What could you
have done? (Consider the last page grammar explanation)
Written section. (40 words each):
1: When you didn’t meet the fitness test requirements because of your
weight:___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2: If you had been far from home and you spent all your
money:___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3: If your parents didn’t want to pay your tuition for the

navy:_____________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Let´s learn how to. . .
1 Describe peacekeeping operations.

2 Describe the pros and cons peacekeeping operations entail for military personnel.
Lesson 6.1 - Describe peacekeeping operations.
Activity 1: Look at the picture bellow and discuss with a classmate the following questions
 What do you know about the peace agreement signed between the Colombian
Government and the Revolutionary Armed Forces group? (FARC)
 What do you consider is the role armed forces play in scenarios of peace agreements?
Why?
LET’S READ AND LISTEN
Now, let’s listen and read the following article about the peace agreement signed in 2016.
“2016: A decisive year for the road of peace in Colombia”
On October 2nd, 2016, the Colombian society attended to the polls to ratify the final peace agreement
accorded between the Colombian Government, at the head
of the ex- president Juan Manuel Santos Calderon, and the
Revolutionary Armed Forces group (FARC). In an extremely
narrow vote, a small majority (6,431,376 [50.21%] vs.
6,377,842 [49.78%]) decided not to support the accords
reached in the agreement. However, despite the results
obtained in the peace plebiscite, on November 24th, 2016,
the peace agreement was signed in a low-key ceremony
in Cartagena de Indias. With the signing of the peace
agreement and demobilization of a huge percentage of
the combatants, it is expected that new challenges
emerge for the Colombian society to consolidate a stable
and lasting peace, especially in those communities that
were directly affected by the internal conflict. Without a
doubt, the Colombian Armed Forces, which historically
have fought against the different groups outside the law,
now play an essential role as peacekeepers by providing humanitarian aid to the communities affected
by violence and assisting the reintegration of ex-combatants while defending the sovereignty of the
national territory.
Activity 2: Read the passage above once more. Match each bold word to its definition.
1. Transitioning from a war to a peace basis. This process involves disbanding of the troops.
____________
2. Helping people in need by providing material and logistic assistance. ____________
3. The process of including a group of people into a community. ____________
4. A person (civilian or military) who contributes to the prevention or cessation of conflict
between nations or groups. ____________
5. A document that contains accords reached by two parts that aims to end a violent conflict.
____________
LISTEN: Activity 3:
A.) Listen to Captain Romero’s lecture about United Nations peacekeeping operations. What does
she say about them?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
B.) What are the positives and negatives aspects soldiers face while joining peacekeeping
operations? Write your ideas on the column on the left. Listen to Captain Romero and compare.
Your ideas Ideas mentioned by Captain Romero

NEWvoice is formed by adding verb to be + a verb in past participle. Let’s take a look at the
Passive
following examples.
Present and past passives

The peace agreement was signed in a low-key ceremony.
Communities that were directly affected by the internal conflict.
Passive with modal verbs

Peacekeeping can be defined as military units whose main purpose involves supervising a ceasefire.
Impersonal passive structures
It is expected that new challenges emerge for the Colombian society.
It is said that United Nations personnel is the largest forces in the world.
Activity 4:
Complete the sentences with the correct form of passive voice.
1. Once the peace agreement __________ (sign), a huge percentage of FARC troops
__________ (disband).
2. It ____________ (expect) that the absence of violence aids to improve people’s lives in
communities affected by internal conflict.
3. Some peacekeeping operations soldiers might experience negative feelings such as boredom
since they ____________ (send) to remote areas.
4. Peacekeeping operation ____________ (can/implement) when both part of the conflict have
reached the accords.
5. With around 125.000 actives from 128 different countries, it ____________ (say) that United
Nations personnel is the largest forces in the globe.
LET’S WRITE
Activity 5:
What will be the challenges experienced by Colombian military personnel in peacekeeping missions
abroad? Why? Write a 100-words composition.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
LET’S LISTEN
Activity 6:
Search some information about peace agreements signed in different countries around the globe
supervised by peacekeeping missions. What are the benefits they have brought to the communities?
What are the challenges peacekeeping personnel have faced in these places? Prepare a short
presentation in which you describe in detail what you found out.
1. Report military commands
2. Report questions
Lesson 7.1 Report military commands
Activity 1: Discuss the following questions with your classmates.

1. How do militaries communicate effectively?
2. Can you mention some of the ways militaries communicate in the battlefield?
3. Do you think that the means of communication invented by the armies around the world
are safe enough?
LET’S READ:
One of the greatest challenges faced by military commanders is

that of communications. Clear and concise exchange of
information has always been vital to any successful military
operation, and none more so than in modern times.
Military communications or military signals involve all aspects

of communications, or conveyance of information, by armed
forces. Military communications span from pre-history to the present. The earliest military
communications were delivered by runners. Later, communications progressed to visual and audible
signals, and then advanced into the electronic age.
Effective command and control have always been at the heart of leadership. Even during pre-
industrial times, when commanders could often survey an entire battlefield from a single vantage
point, ensuring that orders were relayed quickly and accurately was difficult.
The early 20th Century saw the rapid mechanization of all aspects of warfare. The replacement of
horsepower with internal combustion engines, along with more effective weaponry, created major
changes on the battlefield. No longer would soldiers fight shoulder-to-shoulder, and commanders
could no longer depend on being able to view the action first-hand. With these developments, an
effective communication system became even more vital.
In the modern era, the military depends on a concept called combined operations. This sees all
elements of the armed forces working in close cooperation, from the soldiers on the ground and their
support services to close support aircraft and even naval forces. Not only do these forces rely on
clear and secure voice communications, but they also now depend on shared data services, creating
an information network in which all elements have access to vital intelligence.
Activity 2: Read the text and answer the questions.
1. How was the battlefield surveyed during pre-industrial times? Why wasn’t it effective?
2. Why did warfare change with be beginning of the 20th century?
3. What does the concept of “Combined operations” mean?
Activity 3: Match the words with the images.
HELIOGRAPH FIELD TELEPHONE TELEGRAPH LORAN

MILITARY RADIO IFF TRANSPONDER SATCOM DMR
LET’S SPEAK
Activity 4: In groups, make a presentation on the evolution of military communication forms

and devices. Divide it in three stages: pre-industrial time, industrial time, and electronic age.
Activity 5: Listen to the conversation between two pilots who were flying over a restricted
area and a military ship. What did the commander in charge say to the pilots?
REPORTED SPEECH
TENSE DIRECT SPEECH REPORTED SPEECH
Present Simple I am a United States military He said that he was a United
aircraft conducting lawful States military aircraft
military activities. conducting lawful military
activities.
Present Continuous You’re approaching my military He said that we were
authority. approaching his military
authority.
Past Simple We went to Ronne with two They said that they had gone
aircrafts. to Ronne with two aircrafts.
Past Continuous We were doing a VFR They said that they had been
navigation. doing a VFR navigation.
Present Perfect You have been intercepted by She said that we had been
the French Air Force police. intercepted by the French Air
Force police.
Past Perfect You had already been told to He said that we had already
exit the restricted zone. This is been told to exit the restricted
your last warning. zone and that that was our last
warning.
Will You will have to change your He said that we would have to
route to Ronne. change our route to Ronne.
Would This is F360, you have to turn She said that was F360 and
north now or else we would that they had to turn north in
open fire. that moment or else they
would open fire.
Can If I have to stay 5 miles away, I He said that if he had to stay 5
can’t plan my mission. miles away, he couldn’t plan
his mission.
Should You should stay clear from any He said that we should stay
naval ship. away from any naval ship.
Activity 6: Complete the second sentences in reported speech beginning with the words
given.
1. My name is Brunswick Danna and I’m your Drill

Sergeant today.
She said that
2. Whilst within my Garrison, you have to obey the
following instruction.
She said that
3. You will always speak on SHOUT. The last word out
of your mouth will ALWAYS be "Sir!"
She said that
4. You will resume your duties only when the officer has said "As You Were," "Carry On," or
"At Ease.”
She said that
5. You have to stand up when an officer stands on doormat in HQ.
She said that
6. When you've completed the tasks, you may sit at ease.
She said that
Lesson 7.2 Report questions

REPORTED SPEECH – QUESTIONS
DIRECT SPEECH REPORTED SPEECH

Sir, what are the instructions? He asked me what the instructions were.
Where will our unit be deployed next year? She asked where their unit would be deployed
the next year.
What can I do to earn that distinction? He asked me what he could do to earn that
distinction.
Are you well trained for this mission? My sergeant asked me if I was well trained for
this mission.
Have you ever been in a war zone? The commander in charge wanted to know if I
had ever been in a war zone.
Had you been contacted before by the My lieutenant asked them if them had been
coastguard? contacted before by the coastguard.
We’re heading northwest for three more miles My chief told me that we were heading
northwest for three more miles.
Activity 1: Listen to the conversation between Shanghai Port Control and a Vessel. What are
the instructions given and the questions asked by port control?
Activity 2: Report the following questions.
1. Where have you been before being deployed to this unit, Lieutenant?”
He asked me
2. Who were you in charge of in your last mission?”
My Chief wanted to know
3. How many more days are we going to be at sea, my captain?”
The cadets asked
4. What would you do if you were surrounded by enemy troops?”
He asked me
5. What else can I expect from not well-trained personnel?”
She wondered
6. When will we get to the coast?
The captain asked
7. Are you aware that we’re going to one of the most dangerous and active war zones
in the world?
My commander asked me
8. Did you complete the contraguerilla and the paratrooper course?
They wanted to know
LET’S WRITE
Activity 3: How are the devices from Activity 3 used in the military forces? Go online and look
for information about it.
1. Give information about someone or something
2. Relative clauses
3. Relative pronouns and adverbs
4. Prepositions in relative clauses
Lesson 8.1
Activity 1: Discuss the following questions with your classmates.
1. What do you use when you need to locate a place during sailing?
2. Can you mention some of the equipment or instruments use as aids to
navigation?
LET’S READ
Historical development of nautical charts
Nautical charts are relatively young compared to maps. Their development was dependent on the
existing geographical and technical knowledge of depth measurement and navigation as well as
existing mapping and printing methods.
First, there were sailing directions based on the experience and estimates of seafarers, so-called
sailing instructions, which can be traced back to ancient times. They contained the nautical
information necessary to sail safely from one port to another. Peculiarities of coastal waters, fairway
conditions, approaches, port entrances with reefs, shallows and sandbanks or landmarks important
for orientation were collected and passed on in this way. This information was often handed down
by word of mouth or with the help of sketched illustrations. During this period cardinal directions,
signs of the zodiac, coastal formations, natural conditions and distances in days and nights were used
for orientation purposes.
The first maps, so-called Portolan maps, were first mentioned around 1270. They mainly represented
the Mediterranean Sea and Southern Europe. The oldest sailing instructions of the North Sea and
Baltic Sea coasts appeared around 1450 in Flanders. They contained the most important trading
centers around the Baltic Sea. These were important for merchant shipping in Northern Europe,
which was very important during the time of the Hanseatic League.
During the 15th and 16th centuries Dutch, Frisian and Hanseatic sailors probably shared their
experiences with each other. These collections were first reproduced in writing rooms and later
distributed by printing. Initially, nautical charts and books were produced by private publishers,
among others in the Netherlands and Sweden. At the end of the 17th century, the focus of nautical
chart production shifted to France, where the oldest hydrographic service still in existence today was
founded. Further hydrographic services were soon established in the seafaring nations Sweden,
Denmark, and Great Britain.
https://www.bsh.de/EN/The_BSH/Maritime_library/_Module/Karussell/Nautical_charts/nautical_charts_node.html
Activity 2: Read the text again and answer the questions.
1. Who were the firsts who created nautical directions in ancient times?
2. Which were the firsts mentioned maps around 1270? What did they mainly
represent?
3. What does the term of “seafaring nations” mean?
Activity 3: Underline these words and expressions in the text (1-11). Then match them to
their definitions (A-K).
1 Geographical A A harbor town or city where ships may take on or discharge cargo
2 Coastal Waters B Having little depth
Shipping ships that carry goods or passengers, or the activity of
3 Port C
carrying goods or passengers by ship
4 Reefs D A large deposit of sand forming a mound, hillside, bar, or shoal
5 Shallows E Belonging to or characteristic of a particular region.
Relating to the characteristic features (such as flow or depth) of
6 Sandbanks F
bodies of water
Most often refers to navigation charts. Maps of the oceans and
7 Landmarks G
waterways
An anatomical structure used as a point of orientation in locating
8 Merchant Shipping H
other structures
9 Nautical Charts I The act of travelling by sea
Water (other than groundwater) within the area extending
10 Hydrographic J
landward from the 3 mile limit up to the limit of the highest tide
A chain of rocks or coral or a ridge of sand at or near the surface
11 Seafaring K
of water
LET’S SPEAK
Activity 4: In groups, make a presentation about the evolution of nautical charts, from
paper to digital systems. Who invented the digital charts? Which one is better?
LET’S LISTEN
Activity 5: Listen a Sailor talking about the procedure of navigation in restricted waters.
Who oversees taking notes and unit positioning during navigation? Do you think this is an important
procedure? Why?
RELATIVE CLAUSES
Relative clauses give us information about

the person or thing mentioned.
Defining relative clauses give us essential The woman who lives next door works in
information – information that tells us who the Navy.
or what we are talking about.
These are the books that I have been
looking for.
We usually use a relative pronoun or adverb to start a defining relative clause: who,
which, that, when, where or whose.
who/that
She's the woman who cooks inside the
We can use who or that to talk about base.
people. that is more common and a bit
more informal. He's the man that I met at the drug
trafficking conference.
which/that
There was a one-year guarantee which
We can use which or that to talk about came with the TV.
things. that is more common and a bit
more informal. The laptop that I bought few days ago has
started making a strange noise!
Other pronouns
when can refer to a time. Winter is the season when I'm happiest.
where can refer to a place. That's the coliseum where the crew
members play.
whose refers to the person that something She's a singer whose albums have sold
belongs to. millions.
Omitting the relative pronoun
Sometimes we can leave out the relative The captain [that] we met was really kind.
pronoun. For example, we can usually
leave out who, which or that if it is (we = subject, can omit that)
followed by a subject.
We can't usually leave it out if it is followed The chief that helped us was really kind.
by a verb.
(helped = verb, can't omit that)
Activity 6: The Devil’s dictionary
“The Devil's Dictionary” is a dictionary that does not contain normal definitions – the definitions are funny
and cynical. The original version was written between 1881 and 1887, but now you can find more modern
versions on the internet. (e.g. L - The Devil's Dictionary Dot-Com (thedevilsdictionary.com))
a. Compare these two definitions, which one is the cynical, and which one is the normal?
Harbor n. A place where ships taking shelter from storms are exposed to the fury of the customs.
Harbor n. a part of a body of water protected and deep enough to furnish anchorage. especially:
one with port facilities.
Activity 7: LET’S WRITE
b. Rewrite the following sentences using who, that, which.
1. We can’t find the nautical chart. It shows Panama channel.

2. The captain called the marksman. He gave a bad position report.
3. My father lives near the sea. He loves sailing.
4. Brandy is a lieutenant. She spends her holidays in the capital.
5. Susan speaks four languages. She wants to be an interpreter.
6. Mark is a friend of mine. He wants to join the Marine Corps.
7. Those girls love buying new clothes. They go shopping once a week.
Bonus. Phrasal verbs related to sail and navy life
Activity. In pairs read the following phrasal verbs and its definition. Then, write at least one phrase
using the phrasal verbs in the list. Can you find more phrasal verbs related to navy life?
PHRASAL VERB DEFINITION EXAMPLE

ALL HANDS ON DECK used to indicate that the "It was all hands on deck
involvement of all members of getting breakfast ready"
a team is required
ALL HANDS TO THE PUMP an order to every member of a "It's normally a question of all
ship's crew to pump water hands to the pump —from
from the ship in an sorting out a problem in
emergency. Cambridge to helping Chef in
the base kitchen"
BETWEEN THE DEVIL AND THE in a difficult situation where
DEEP BLUE SEA there are two equally
unpleasant choices.
CAST-OFF no longer wanted; abandoned “A pile of cast-off clothes"
or discarded
CAST ANCHOR Secured a vessel with an
anchor
CLEAR THE DECKS prepare for an event or course "The company's sale of
of action by dealing with Australian investments cleared
anything that might hinder the decks for expansion in the
progress UK"
DAVY JONES' LOCKER the bottom of the sea, "The reef will consign us all to
especially regarded as the Davy Jones's locker"
grave of those drowned at
sea:
DON'T ROCK THE BOAT don’t cause any disturbance, “When you get a new job,
don’t try to change anything, make sure you don’t rock the
don’t mess up the situation, boat”
don’t do anything drastic,
keep things as they are, stay
normal and calm, don’t make
anyone upset
MAKE SAIL spread a sail or sails.
PUSH THE BOAT OUT be lavish in one's spending or "from fine wines to the
celebrations: delights of the theatre, this is
your chance to push the boat
out"
SAIL CLOSE TO THE WIND SAILING:
sail as nearly against the wind
as is consistent with using its
force.
INFORMAL:
verge on indecency,
dishonesty, or disaster.
Let´s learn how to…
9.1 To talk about Health Hygiene.
9.2 To talk about Health Services at the Colombian´s navy
Lesson 9.1 Military Hygiene
VOCABULARY
Deodorant, dental floss, tooth paste, mouth wash, toothbrush, germs, sweat, decay tooth
ACTIVITY 1:
Look at the photos. Then, match them with the vocabulary words above.
1. 2. 3. 4
5. 6. 7. 8.
ACTIVITY 2:
Match the vocabulary words with the definitions.
1. Hygiene a. a liquid to clean breath
2. Deodorant b. very small living things that can make you sick
3. Mouth wash c. a small brush used to clean teeth
4. Toothbrush d. It keeps you from smelling sweaty
5. Dental floss e. being clean and having good health
6. Germs f. string used to clean in between teeth
Inversions: The auxiliary verb comes before the subject in several different structures. This is
usually referred to as “inversion”
Inversion is a literary technique in which the normal order of words is reversed (inverted).
Generally, for emphasis or special effect. It makes a sentence sounds unusual. It also sounds quite
formal.
ENGLISH INVERSIONS STRUCTURE
Expression Auxiliary Subject Verb
Seldom Did I notice
Rarely Had they come
Not only are Fruit and vegetables
No way will you persuade
EXAMPLE:
a. Not only will cadets increase risk of obesity, but they will have liver disease.
b. Seldom does My mum eat junk food in the streets.
c. Only when he started gaining weight did he go to the gym. (he went to the gym only when…)
d. Not only are fruit and vegetables good for their health, but they also extremely delicious.
NOTICE:
With Not until / only when / after, we invert the second verb in the sentence.
ACTIVITY 3:
INVERT THE FOLLOWING SENTENCES.
1. They seldom do exercises on a regular basis.
2. Dietary changes not only cause chemical changes within the
brain but also they cause changes in our emotions.
3. They rarely eat fruit and vegetables in a day.
4. Cadets should under no circumstances use flavored vodka
5. Plebes should never skip breakfast as it is an important meal.
6. He will be able to keep going all day only after he eats a good
breakfast.
ACTIVITY 4:
Put the words in the correct order to form sentences with inversion.
1. carbohydrates / on complex / such as pasta / try / should / you / a diet based.
a. _____________________________________________________________________________
2. of something / should / you / too much / never / eat.
b. _____________________________________________________________________________
3. not brushing / sick / your / but / not only / make /teeth / can / also / decay / causes / tooth.
c. _____________________________________________________________________________
LET’S LISTEN
Listen to Midshipmen Ortiz and Osorio talking about personal hygiene. Then, answer the questions.
a. How often do they clean their body? b. How many times do they brush teeth?
d. Why do we have to cover our mouth and nose when
c. What do they do after going to the toilet?
sneezing and coughing?
a._____________________________________________________________________________
b. _____________________________________________________________________________
c. _____________________________________________________________________________
d. _____________________________________________________________________________
LET’S READ
MILITARY PERSONAL HYGIENE

(An excerpt from a text - book of military hygiene and sanitation)
By Frank Keefer
Nature and importance. Personal hygiene means preservation of health by attention to the care of
the body. It is obvious that such care is essential to keep the physical character of the soldier up to
the proper standard. Napoleon is reported to have said, “the most important quality of the soldier
is his ability to support fatigue and privation; physical courage is only second.” Whether or not this
be true, it must be apparent to any thinking individual that personal merits, including courage, are
of little avail to the military man if he has not bodily vigor.
Formation of Correct Habits. Military efficiency in an individual, then, rests upon certain
consideration, chief among which are health, strength, and activity. To secure and keep these
qualities it is essential for every man to form such habits as experience has shown to be necessary.
These habits are: personal cleanliness, regulation of diets, avoidance of excesses, (particularly in
eating, drinking, and sexual matters); wearing suitable clothing; keeping the bodily processes at
work (kidneys, bowels, skin); taking sufficient exercise, preferably in the open air; devoting a proper
part of each day to rest of body and mind, with recreation of the latter; maintaining the
surroundings in which one lives, in a cleanly state.
ACTIVITY 5:
Match the words to the meanings
1. Privation a. it´s the bodily condition of the soldier
2. Physical character b. It allows us to risk discomfort such pain.
3. Avail c. a state in which food for well-being is lacking
4. Physical courage d. to be an advantage
ACTIVITY 6:
Answer these questions:
1. What´s your opinion about the excerpt of this article?
________________________________________________________________________________
________________________________________________________________________________
2. What habits should soldiers develop to keep military efficiency? Why?
________________________________________________________________________________
________________________________________________________________________________
LET’S WRITE
ACTIVITY 7:
Look at the two pictures and describe them
Picture on the left:

______________________________________________________________________________
______________________________________________________________________________
Picture on the right:
______________________________________________________________________________
______________________________________________________________________________
LET’S SPEAK
ACTIVITY 8:
Work in pairs with a classmate to create a conversation in which you discuss your personal hygiene.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Lesson 9.2 Health Services
VOCABULARY
Emergency Medical Service, pediatric therapy service, Gyneco-obstetrics, anesthesiology,
surgery, orthopaedic, internal medicine, urology, otorhinolaryngology, odontology.
ACTIVITY 1:
Match the words related to health services with the pictures.
1. 2. 3.
4. 5. 6.
ACTIVITY 2:
Match the vocabulary words with the definitions.
1. Urology a. the part of the medicine dealing with the correction of deformities of
bones or muscles.
2. Gynecology b. It´s medical treatment in which someone´s body is cut open so the
doctor can repair, remove the damaged part.
3. Orthopaedic c. the part of health care that deals with diseases of the male urinary
tract.
4. Otorhinolaryngology d. a serious or dangerous situation requiring immediate attention.
5. Surgery e. Study of diseases of the ear, nose and throat.
6. Emergency f. the care of the female reproductive system.
GRAMMAR
1. So … That
We use SO + THAT as a conjunction to introduce clauses of reason and explanation.
We also use SO + AJECTIVE/ADVERB before that-clauses.
SO THAT
EXPLANATION a.) We use SO + THAT as a conjunction to introduce clauses of reason and
explanation.
b) We also use SO + AJECTIVE/ADVERB before that-clauses.
EXAMPLE: a) The cadet is sick so that he cannot do exercise.

b) Martinez is so brilliant that every cadet in the battalion admires him
ACTIVITY 3:
Unscramble these sentences.
1. he can have a check-up/he goes to the dentist´s/ so that / every month.
_______________________________________________________________________________
2. Lieutenant Vargas has a serious snoring condition/for treatment/so that/the otorhinolaryngology
depart/ he went to.
_______________________________________________________________________________
3. The 19-year old soldier/took ibuprofen/has a sore throat/so that/he.
_______________________________________________________________________________
4. Captain Rosales went to the gynecologist/so that/a pelvic examination/last week/she had.
______________________________________________________________________________
ACTIVITY 4:
Rewrite the sentences by using So … That. Look at the pictures.
1. Tired 2. Sick 3. sunburnt
1.He is very tired; he went to bed early.

______________________________________________________________________________
2. The midshipman was very sick this morning; he went to the hospital.
______________________________________________________________________________
3. The military stayed in the sun very long; that´s why they got sunburnt.
______________________________________________________________________________
LET’S LISTEN 9.2.1
Listen to a Doctor talking about Medical services and medications at Hospital Naval in Cartagena
City. Then, answer the questions.
a. What did you choose to become a physician? b. What medical services are offered at Honac?
c. What medications have been prescribed? d. what sort of recovery should cadets expect?
a._____________________________________________________________________________
b. _____________________________________________________________________________
c. _____________________________________________________________________________
d. _____________________________________________________________________________
LET’S READ
GENERAL PRACTITIONER
Read the general practitioner Passage. Then, answer the multiple-choice questions below.
When most people are ill with a non-life-threatening condition, they will most often see a General
Practitioner, a GP, also called a Family Doctor.
These doctors generally work in the local community in surgeries rather than in hospitals, so they are
convenient for people to see for a consultation. However, other GPs can work in a very wide range
of areas, such as in hospitals, in education and for insurance companies.
As the name suggests, GPs are doctors that do not have a specialty, such as a brain surgeon or cancer
specialist: they are able to diagnose and treat all the possible diseases and problem that one of their
patients might have. They can treat and manage most illnesses and perform some minor surgeries in
their practice. Then for more serious cases they will refer the patient to a specialist that will work in
a hospital.
If you are ill and need to see a GP, you will normally need to make an appointment. Sometimes you
can just walk into the surgery and see a doctor, but that is not very likely as GPs are normally very
busy and all their appointment times will be fully booked. Often you must wait several hours if not at
least one of two days before you can get an appointment with a GP. If you are too ill to wait you must
go to a hospital and visit the accident and emergency department.
GPs also make house-calls. These are when the GP comes to your house to treat you or see a patient.
Most often a GP has to make house-calls to see elderly people who cannot get to the surgery easily.
They might be ill and need to doctor to give them medicine or it could be that the GP just want to
check on them and make sure that they are ok.
If you are ill, the doctor will normally prescribe you some medicine and tell you to go away for a few
days before you go back and visit them again if you have not started to get better. The GP will also
explain how you can have a better lifestyle that could prevent you from becoming ill in the first place.
They will normally recommend that you stop smoking cigarettes (if you do), not to drink too much
alcohol and to get exercise. Once you have your prescription you will need to visit a pharmacy to get
the medicine the doctor prescribed you.
1. What is the difference between a specialist 2. Where do GPs normally work?
and a GP? a. In a hospital.
a. There is not difference, they are both b. In a school.
doctors. c. In a surgery
b. The GP normally works in a hospital and the d. In a mobile vehicle
specialist in a surgery.
c. A GP can treat patients with many different 3. Why will you often have to wait to see a GP?
illnesses while the specialist focuses on one a. They are very busy, so all the appointment
area only. times get full.
d. You need to be referred to a GP but a b. To make sure you are really ill.
specialist. c. So the GP will have enough work to do each
day.
d. You will need to travel a long way to see
them and the journey will take a few days.
LET’S WRITE
ACTIVITY 5:
Look at the two pictures and describe them. Provide as much information as you can.
1. 2.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
LET’S SPEAK
ACTIVITY 5:
Work in pairs with a classmate to create a conversation in which you discuss the time you had
medical treatment.
1. Describe the suitability of a candidate compared to a job post
2. Write a cover letter
Lesson 10.1 - Describe the suitability of a candidate compared to a job

post
Activity 1: Discuss the following questions with your classmates:
1. What is your ideal job and what does it involve?

2. What would you need to do if you wanted to apply for a job?
LET’S LISTEN AND READ Listen to the following article.
How to write a CV for a job application

The curriculum vitae (CV) is a summary of your training and work experiences and your professional skills. Its objective is to demonstrate
the suitability of your application for a specific job and allow you to access the selection process. It is an essential tool for the professional
development of any person, as it is an opportunity to demonstrate to those responsible for recruiting that you are the ideal candidate
to fill a job vacancy. It is advisable to always keep it updated, because you never know at what point in your career the opportunity to
apply for the desired position may arise. The information you provide on your CV hast to be clear and correct. Make sure your CV is
printed on white paper and no more than 2 or 3 sides. Here are the key features your CV must contain:
 Personal information:
Place of residence (it is not essential to indicate the full address), Phone and email and inks to your professional social networks, website,
blog, etc.
 Personal profile:
At the beginning of your CV, write a summary of the skills and professional achievements that you want to highlight to record your job
expectations. The aim of this is to sell yourself, thus try using positive expressions.
 Work Experience:
For each job performed, specify the company and city in which the job was performed, start and end of the contract (month and year),
position held and functions. Use the reverse chronological order, that is, write your current job first or the most recent. You can add
work experience without a contract and, if you still do not have work experience or it is very little, part-time jobs, internships or volunteer
activities carried out can be added.
 Qualifications:
This section includes, mainly, the official studies that you have completed. It is convenient to indicate the year in which you obtained
each degree and the center where you studied. List your training in reverse chronological order. Write the most recent academic degree
first.
 Skills:
Here you can include other abilities or competences that you have which are relevant for the job. For example, the languages you speak,
knowledge about computer programs management, even musical or artistic skills.
 References:
In this space you must include the data of people who can verify the information that appears in your resume and give concepts about
you. It is recommended at least three (3) references, indicating full names and surnames, occupation and contact telephone number.
1. What is the aim of writing a CV?

2. How long should it be?
3. Why should your CV always be updated?
4. What kind of interests do you think would be positive to inlcude in your CV?
Activity 3:
In pairs, think of examples of positive words or expressions for your CV. Make a list and share it
with the class.
LET’S READ
Activity 4: Read the information provided in the image above and answer the questions:
1. Does his CV contain all the key features required for a successful Curriculum Vitae? Are
these features organized correctly?
2. What information is missing on his CV? What would you add or change?
3. What job is Jonathan’s profession and what job post is he applying for?
4. Look at the following announcements. According to the information provided by Jonathan
on his CV, which one of these do you think Jonathan should apply for and why?
We are looking for: We are looking for: We are looking for:

Position: Chief Officer Position: Master Position: Master
 Salary: 6500 USD p/m  Salary: Negotiable  Salary: 8200 USD p/m
 Vessel Type: Ship Container  Vessel Type: Bulk Carrier  Vessel Type: Container Ship
 Contract duration: 3 month(s)  Contract duration: 6 +/- 1  Contract duration: 4 +/- 1
on/off month(s) month(s)
 Requirement(s): Experience;  Requirement(s): Good English;  Requirement(s): Experience on
Good English. Experience on same type of same type of vessel; Good
vessel. English.
Vocabulary:
Getting a job: Being employed: Quitting a job:

Look/ ask/ apply for a job, Get a job, be offered the Lose your job, be fired, be
fill in an application form, job, accept an offer, be dismissed from a job, be
attend an interview, get a late/ on time for work, work unemployed, resign from a
good reference as/for job, get a recommendation
Activity 5: WORK IDIOMS: Write sentences using the vocabulary for getting a job, being employed,
and leaving a job.
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
5. _________________________________________________________________________________
6. _________________________________________________________________________________
7. _________________________________________________________________________________
8. _________________________________________________________________________________
9. _________________________________________________________________________________
10. _________________________________________________________________________________
Activity 6: WORK IDIOMS:
Complete the following exercises using the vocabulary from the box:
I ________________________ for you but you don’t
Work all the hours that God sends = appreciate it.
work as much as possible
a. We have decided to promote Nick. He
Work your fingers to the bone = work
______________________ for us during the pandemic
very hard
and really showed us his commitment
burn the candle at both ends = work day
b. She __________________________ to support her
and night at something
Get your feet under the table = get family.
settled in c. He’s been _______________________ to finish this
Go the extra mile = To do more than project on time.
what is expected to make something d. It only took him a week to get
happen or help someone. his________________________, then he started to
make changes.
VERB PATTERNS:
We call verb patterns the way in which two consecutive verbs are arranged and conjugated in
a sentence. There are different types of verbal patterns, and their form depends on the first
verb in the sentence. In other words, the first verb determines the form of the second.
Some verbs can be followed by a -To infinitive and there are some cases that can be followed
by an infinitive without “to”. For example: make, hear, let see, modal verbs, would rather, would
prefer. On the other hand, there are some verbs that can be followed by an -ing form.
- TO + INFINITIVE VERB - TO + ING

Afford Demand Prepare Acknowledge Dislike Permit
Agree deserve Plan Admit Endure Postpone
Appear Expect Pretend Advice Enjoy Practice
Arrange fail Promise Appreciate Escape Prevent
Attempt Forget Regret Anticipate Face Put off
Ask Get Seem Avoid Feel like Recall
Advise Happen Swear Be worth Finish Recollect
Aim Hate Tend Consider Forgive Recommend
Be able Hesitate Try Celebrate Give up Resent
Care Hope Wait Confess Keep Risk
Choose Intend Want Consider Imagine Resume
Consent Learn Wish Defend Involve Suggest
Claim Like Delay Mention Support
Continue Manage Deny Miss Tolerate
Decide Mean Detest Necessitate Understand
Determine offer Discuss Omit Warrant
Activity 7: Choose the correct form of the verb.
a. Michael promised to call/calling back but he forgot to do/ doing so.

b. Carmen denied to steal / stealing his coworker’s wallet, but they decided to fire/ firing her.
c. She couldn’t stand to be/ being told how to do her job, so she began to apply/ applying for
jobs in other companies.
d. I can’t wait to go/ going on holiday.
LET’S WRITE
Activity 8:
A. Think about a job you would like to apply for and use the example of CV from the reading part
to create your Curriculum Vitae. Make sure it contains the following features:
- Personal details
- Personal profile
- Work history
- Qualifications
- Skills
- References
B. Use the words in the box to write message to a friend explaining him/her how your experience
was looking for a job a few days ago and how you feel now that you have finally been hired:
succeed in – decide - insist on - plan - look forward to - afford – put off – enjoy - allow - would rather - prefer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________
LET’S SPEAK
Activity 7:
Enter the following link and watch the video about how to create a video CV:
https://www.youtube.com/watch?v=TVg847nZ5-I&ab_channel=VEEDSTUDIO. Then, follow the
guidelines to create your own video CV and present it to the class.
Lesson 10.2 – Write a cover letter
LET’S READ AND LISTEN
A cover letter is a written document which purpose is to express your interest in a job, a scholarship, a
commission, an internship, or a place in a master's degree. With this document, you can give a synthetic
account of your ability, training, or experience and, above all, of some traits of your personality and your
personal aspirations. This is an opportunity to demonstrate your uniqueness and your motivations; It is the
way you can add and express all those aspects your resume does not say.
Writing a good motivation letter takes time, so make sure you methodically work through the steps to make
yours the best possible. Allowing plenty of time to write your motivation letter ensures you include all the
necessary content and follow each important step, including the following:
1. Outline.
2. Introduction.
3. Expansion of your outline for the boy of your letter
4. Conclusion
5. Proofread your motivation letter.
ACTIVITY 1:
a) Why is a cover letter important?
b) How should a cover letter be written?
c) How does a cover letter usually start?
d) Should a cover letter repeat all the details of a CV? Why/Why not?
e) Why is it not a good idea to use a standard cover letter for all applications
Activity 3: Answer True or False T / F

VERB PATTERNS:
Verbs + to infinitive / ing
Some verbs can be followed by an -ing verb or a -to infinitive with no change in meaning.
For example: begin, hate, prefer, like start, continue, love, can’t bear/ stand
But some verbs can be followed by an -ing verb or a -to infinitive with change in meaning.
Activity 6:
Enter the following link to and look at the list of verbs that can be followed by an -ing or a -to infinitive
verb with changes in meaning: https://www.englisch-
hilfen.de/en/grammar/gerund_infinitive_difference.htm
Activity 6: Read the following sentences and underline the ones that have the same
meaning:
1. A. It began to rain B. It began raining

2. A. He stopped taking B. He stopped to talk
3. A. I remember closing the window B. I remember to close the window
4. A. He went on to talk about his life B. He went talking about his life
5. A. I will never forget to visit her B. I will never forget visiting her
6. A. She likes to swim in the summer B. She likes to swim in the summer
LET’S WRITE Activity 7:
Think about the job of your dreams and write a cover letter to apply for it. Make sure it follows the
structure studied in class.
LET’S SPEAK Activity 8:
In pairs, think about a job post you both would like to apply for and write the questions you would
ask in an interview. Think about what to say and what to avoid doing before, during and after being
interviewed. Then, simulate a job interview. One of you will play the role of the interviewer and the
other one will play the role of a candidate for a job post.

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1

6- Peacekeeping Passive voice Peacekeeping Talking about regrets, advice,

7- OVER &OUT Reported statements Military Communication Reporting military

1.1 Agree with people’s opinions

Lesson 1.1 – Describing military weapons

LET’S GET STARTED

GETTING READY FOR THE BIG BATTLE

Field ___________is the principal

Thomas: Leonardo, do you think we should be in war?

1. What does Thomas think about the war? ________________________________

LET’S LEARN SOMETHING NEW

Items of a soldier’s equipment

1. A semi-automatic pistol 2. A rifle 3. A bayonet (military knife)

4. A rucksack 5. A holster 6. A bipod

Activity 3: Read the text and answer TRUE or FALSE

1. The Colombian conflict started in the decades from 1920 to 1940

Present Simple vs. Present Continuous

Verbs: Present simple

When to use Present Simple:

For example: “I feel great! “ .

When to use Present Continuous:

LET’S GET STARTED

Expressions for agreeing and

Activity 1: Pair Work

Now let’s listen to the conversation between two brothers. When

Robert: Where have you been so long, Jack?

1. characteristic of or appropriate to a friend_____________ A. A. Targets

COMBAT SUPPORT UNITS

2. Aviation is the air movement of personnel and supplies ( ) ( )

3. Military Intelligence units provide the commander

with later warning of enemy intentions ( ) ( )

4. Military Police units are a multi-task, responsive force ( ) ( )

LET’S FOCUS ON GRAMMAR

Present Perfect Simple Tense Present Perfect Continuous Tense

Make either the present perfect simple or present perfect continuous

1.The barrack is a complete mess! What _________(the cadets/do)?

2.Ernest ____________________ (learn) to drive for six years!

3. David _________(already/have) lunch, so he’ll meet us later

4. How much coffee___________(she/drink) this morning?

5. Simon _____________________(write) three books

6. It ____________(not/rain ) all summer, so the garden is dead

LET’S FOCUS ON GRAMMAR

The Past Continuous shows us that

Fill in the blanks with the correct

We were cleaning the house all morning.

Describe a strategy to plan a combat.

1. Talk about how naval operations used to be

Lesson 2.1 TALKING ABOUT NAVAL OPERATIONS

Naval operations consist of the application of political, planning,

Retrieved from: www.armada.mil.co/es/content/campana-naval-orion-piedra-angular-en-lucha-

Activity 1: Answer the following question:

Why are naval operations important for Colombia?

How has Colombia changed its strategies combatting drug trafficking?

LET’S LEARN SOMETHING NEW

Activity 2: Match the words with the right meaning:

 To take possession of by authority; confiscate. DRUG TRAFFICKING

 Material and logistic assistance to people who need

 This is the end of my transmission. I don’t expect a

 A scheme in which criminals try to disguise the

 The process by which individuals grow, manufacture, ENVIRONMENTAL PROTECTION

 The practice of protecting the natural environment by

 A formal agreement or treaty between two or more

Activity 3: Choose the correct option between used to and would

a) Bottomless: ___ g) Deficiency: _