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Military English exams – speaking

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Oral exam format

Today, basing on Polish military exams, I will discuss the oral exam format and scope of materials you must be prepared for. Being familiar with the course of the exam will help you prepare for it and consequently achieve a better score.

Speaking requirements on the level 1 exams

Since level 1 exams do not require from you a fluent English (or any other language), all the instructions will be given in your mother tongue. Nonetheless, the scope of materials requires English proficiency, good enough to tell the examiners about basic personal details, your daily routine, and giving and asking for basic data in everyday situations.

Prior to the English exam you should be aware of type of tasks you will have to fullfil. Most frequently, you will start with small talk questions and then you will be assigned a role to play (role-playing). That is why you will be given several sheets of paper to choose from. Each paper contains the role to be played by you with some details you must use while performing.

Speaking part of the exam – strategy

Since you have the chosen role to play, read the instruction carefully and try to recall all the possible and necessary vocabulary to cover the role in a satisfactory way. Usually the examiner is to start the conversation, so during reading time you should predict some of his questions. It will prevent you from being surprised and will enable you to answer the questions smoothly. Since the whole speaking part of the exam is conducted in a conversation convention, be prepared to ask questions as well. It may happen that you are told to start the conversation, but this situation is not that frequent as the examiner starting the whole conversation. It stems from the fact that on lower levels of English proficiency, the examiners should warm you up, so they start from easy questions to tune you into English conversation.

Speaking activities – tasks during exams

Below you will find examples of tasks for both the examiner and the examinee.

L1/S/001

Part 1a

- What’s your name? Can you spell it?
- What do you do?

Part 1b

1) Tell us about your wife/husband/ partner.
[ you should cover these questions ]
1. What does he/she do?
2. What does he/she look like?
3. Where did you meet her/him?

2) Tell us about when you learnt to drive.
[ you should cover these questions ]
1. When did you learn to drive?
2. How long did it take you to learn to drive?
3. Are you a good driver? Why?

Part 2 (formulated in your mother tongue, here in Polish)

Rola zdającego:

Jesteś w kinie.
• Poproś o bilet na Rambo X o 17:30
• Zapytaj o cenę biletu
• Zapytaj, kiedy film się kończy
Rozmowę rozpoczyna egzaminator.

Rola egzaminatora:

Jesteś pracownikiem kina. Kandydat chce kupić bilet na Rambo X o 17:30.
• Cena biletu: $5
• Zapytaj, gdzie chciałby siedzieć
• Film kończy się o 19:25
Rozpocznij rozmowę.


Examination papers – Speaking (SLP 1111)

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Below you will find the set of 9, original English examination papers from the Speaking part of the military English exams, recently conducted in Poland – courtesy of The Polish Armed Forces School of Languages (PAFSL).

L1/S/002

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your house/flat.
[ wypowiedź zdającego ]
1. How many rooms does it have?
2. Describe the rooms that you have.
3. Would you like to change your home?

2) Tell us about your best birthday.
[ wypowiedź zdającego ]
1. How did you celebrate it?
2. Who celebrated it with you?
3. What was the last party you went to?

Part 2

Rola zdającego
Jesteś w klinice stomatologii. Egzaminator jest recepcjonistą.
• Powiedz, że boli cię ząb
• Zapytaj, czy dr Brown może Cię teraz przyjąć
• Zapytaj, czy inny dentysta jest teraz wolny
• Zapytaj, gdzie przyjmuje dr Black
Rozmowę rozpoczyna egzaminator.

Rola egzaminatora
Jesteś recepcjonistą w klinice stomatologicznej.
Kandydat chce umówić się na wizytę u dentysty.
• Powiedz że dr Brown jest teraz zajęty – będzie za 2 godziny
• Dr Black jest teraz wolny
• Dr Black jest w pokoju 119
Rozpocznij rozmowę.

L1/S/003

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your best friend.
[ wypowiedź zdającego ]
1. When did you first meet him/her?
2. Where did you meet him or her?
3. Why do you like him/her?/Why are you friends?

2) Tell us about the last trip you went on.
[ wypowiedź zdającego ]
1. Where did you go? Describe the place.
2. Who did you go with?
3. What did you do on the trip?

Part 2

Rola zdającego
Jesteś klientem na stacji benzynowej.
• Chcesz zapłacić za paliwo
• Poproś o butelkę Pepsi
• Zapytaj o drogę do centrum handlowego
• Zapytaj, czy możesz zapłacić kartą
Rozmowę rozpoczyna egzaminator.

Rola egzaminatora
Jesteś sprzedawcą na stacji benzynowej.
• Zapytaj, czy chce dużą czy małą pepsi
• Centrum handlowe jest 2 km stąd, trzeba skręcić w lewo
• Przyjmij kartę
Rozpocznij rozmowę.

L1/S/004

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your hobby.
[ wypowiedź zdającego ]
1. How often do you do it?
2. Where can you do this?
3. How much money do you spend on it?

2) Tell us about your last summer.
[ wypowiedź zdającego ]
1. Where did you go?
2. How did you get there?
3. Would you go there again? Why?

Part 2

Rola zdającego
Egzaminator jest twoim kolegą z pracy.
• Zaproś go/ją do pubu po pracy
• Uzgodnij godzinę spotkania
Rozmowę rozpoczyna egzaminator.

Rola egzaminatora
Kandydat jest twoim kolegą z pracy.
• Przyjmij zaproszenie i zapytaj, w którym pubie
• Poproś o adres i wskazówki jak tam dotrzeć
• Zaproponuj spotkanie o 19:30
Rozpocznij rozmowę.

L1/S/005

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your English course.
[ wypowiedź zdającego ]
1. How long was the course?
2. How many students were on the course?
3. How much homework did you have?

2) Tell us about your last visit to a shopping centre.
[ wypowiedź zdającego ]
1. What shops did you go to?
2. What did you buy?
3. How much did you pay?

Part 2

Rola zdającego
Jesteś w punkcie ksero.
• Chcesz skopiować dwie strony
• Jedną w kolorze(A4), a drugą czarno-białą (A3)
• Zapytaj, kiedy kopie będą gotowe
• Kopie są potrzebne najpóźniej o 14.00
Rozmowę rozpoczyna egzaminator.

Rola egzaminatora
Jesteś pracownikiem punktu ksero.
Kandydat chce skopiować dokument.
• Zapytaj o rozmiar: A3, A4
• W kolorze czy czarno-białe
• Kopie będą gotowe o 15:00. (14.00 – OK.)
Rozpocznij rozmowę.

L1/S/006

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about the last time you went shopping.
[ wypowiedź zdającego ]
1. What did you buy?
2. How did you pay?
3. Do you like shopping? Why (not)?

2) Tell us about your plans for the weekend.
[ wypowiedź zdającego ]
1. How often do you go out? Where to?
2. How often do you meet your friends?
3. Where can people have fun in your / this town?

Part 2

Rola zdającego
Spotykasz dawnego kolegę ze szkoły.
- wyraź zadowolenie ze spotkania
- zapytaj, czym się zajmuje
- powiedz, że zamierzasz wkrótce zmienić pracę
Rozpocznij rozmowę.

Rola egzaminatora
Kandydat jest Twoim kolegą z lat szkolnych. Spotykacie się na ulicy.
- zapytaj, czym się zajmuje
- zapytaj, dlaczego zamierza zmienić pracę i na jaką
- umów się na kolejne spotkanie
Rozmowę rozpoczyna kandydat.

L1/S/007

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your meals.
[ wypowiedź zdającego ]
1. Say 5 things that there are in your fridge
2. How often do you drink tea / coffee?
3. What can you cook?

2) Tell us about your day at work.
[ wypowiedź zdającego ]
1. Is your job easy or difficult? Why?
2. When do you have a break?
3. What do you do after work?

Part 2

Rola zdającego
Jesteś w restauracji.
- zapytaj, czy jest wolny stolik
- poproś o menu
- zapytaj, jak długo trzeba czekać
Rozmowę rozpoczyna egzaminator.

Rola egzaminatora
Jesteś kelnerem. Kandydat jest klientem i:
- chce zamówić stolik (1 przy oknie jest wolny)
- podaj menu
- przyjmij zamówienie (odrzuć 1. zamówienie)
- danie będzie gotowe za ok. 15 min – OK.?
Rozpocznij rozmowę.

L1/S/008

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your home town.
[ wypowiedź zdającego ]
1. How many people live there?
2. Where can you spend your free time?
3. What is there near your house?

2) Tell us about your parents.
[ wypowiedź zdającego ]
1. How old are they?
2. How often do you see them?
3. What do/did they do?
Part 2

Rola zdającego
Przychodzisz na zajęcia po tygodniowej nieobecności.
- byłeś chory – powiedz co Ci dolegało
- zapytaj, czego musisz się nauczyć
- zapytaj, czy studenci dostali jakieś fotokopie
- zapytaj, kiedy i gdzie możesz je otrzymać
Rozpocznij rozmowę.

Rola egzaminatora
Prowadzisz zajęcia z jęz. angielskiego.
Kandydat pojawia się na nich po tygodniowej nieobecności.
- zapytaj, co się stało
- musi powtórzyć rozdział 3. i 4.
- studenci dostali fotokopie na zajęciach
- umów się na spotkanie w Twoim biurze, by przekazać fotokopie z ostatnich zajęć
Rozmowę rozpoczyna kandydat.

L1/S/009

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your favourite season.
[ wypowiedź zdającego ]
1. Why do you like it?
2. What do you usually do then?
3. What clothes do people wear then?

2) Tell us about your plans for Christmas.
[ wypowiedź zdającego ]
1. What presents are you going to buy?
2. What do you eat at Christmas?
3. Do you like Christmas time? Why?

Part 2

Rola zdającego
Jesteś za granicą. Zapytaj przechodnia:
- gdzie jest najbliższa jednostka wojskowa
- jak tam dotrzeć
- gdzie można kupić bilet i ile kosztuje
- ile czasu zajmuje dotarcie do jednostki
Rozpocznij rozmowę.

Rola egzaminatora
Kandydat przyjechał z zagranicy do twojego miasta.
- pyta gdzie jest jednostka (w płd. części miasta)
- jeździ tam autobus nr. 23
- bilety do kupienia w kiosku – $5
- podróż trwa ok. 20-25 min.
- zapytaj, w jakim celu przyjechał
- czy to pierwsza wizyta w tym mieście
Rozmowę rozpoczyna kandydat.

L1/S/010

Part 1a
- What’s your name? Can you spell it?
- What do you do?

Part 1b
1) Tell us about your office.
[ wypowiedź zdającego ]
1. What furniture is there?
2. Is it large or small?
3. What colour are the walls?

2) Tell us about your last party.
[ wypowiedź zdającego ]
1. Who did you meet?
2. What did you eat?
3. What did you wear?

Part 2

Rola zdającego
Jesteś w sklepie odzieżowym. Chcesz kupić koszulę.
- zapytaj, gdzie możesz ją przymierzyć
- zapytaj o cenę
- zapytaj, czy możesz zapłacić kartą
Rozmowę rozpoczyna egzaminator.

Rola egzaminatora
Pracujesz w sklepie odzieżowym. Kandydat chce kupić koszulę.
- zapytaj o kolor i rozmiar (wybranego koloru nie ma – zaproponuj inny)
- przymierzalnie są po lewej stronie, obok wind
- cena: $15
- przyjmujecie karty
Rozpocznij rozmowę.

SLP 3333 – speaking topics

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English exam on level 3 – speaking

Below you will find several topics that in the past were discussed during Polish military exams according to STANAG 6001 standards. During level 3 exams you may be asked either to give a presentation (run a briefing) either to lead a discussion on a specific subject.

Today I’m publishing several discussion topics and briefings subjects you may practise prior to the actual exam.

Remember that more important is to practise hasty speech in public than advanced discourse on a specific matter. It’s more about training your speaker’s skills than your extended vocabulary. It is always better to speak smoothly with limited lexis than to have extended vocabulary and stummer at every word. Show your proficiency and show off a little bit – it works! ;-)

Discussion topics

(L3/S/001)

Mass Media

Nowadays there are numerous sources of information. Look at the list below. Discuss the following media and try to agree which of them is the most and the least informative. Be ready to justify your choice.

   TV                 radio                 press                 the Internet

What makes the mass media so influential?
What can be done to ensure objectivity of the media?

(L3/S/002)

Military

The Polish Armed Forces are undergoing significant changes. Look at the list below. Discuss the following areas of change and try to agree which is the most and the least important. Be ready to justify your choice.

 professional army       equipment       system of training       personnel policy

What has caused the decreasing popularity of joining the military?
What can be done to improve interoperability with other Armed Forces?

(L3/S/003)

Social problems

There are many social problems facing modern society nowadays. Look at the list below. Discuss the problems and try to agree which of them is the most and the least serious. Be ready to justify your choice.

      workaholism               addictions                  emigration                   poverty

What has made so many people leave Poland?
What can be done to improve working conditions in Poland?

(L3/S/004)

Health

The number of overweight people has been increasing rapidly. Look at the list below. Discuss the reasons for obesity and try to agree which is the most and the least serious. Be ready to justify your choice.

exercise                      food                       genes                        stress

What are the causes of the spread of various diseases in poor countries?
What should be done to fight poverty in the world?

(L3/S/005)

Disasters

The number of people who die in road accidents is steadily growing due to different reasons. Look at the list below. Discuss the following areas and try to agree which is the most and the least serious. Be ready to justify your choice.

 roads             vehicles              driving style              driving courses

What causes so many victims and so much damage in natural disasters?
What should be done to slow down global warming?

(L3/S/006)

Conflicts

Polish troops have recently started the mission in Afghanistan. Our soldiers may face many problems there. Look at the list below. Discuss the problem areas and try to agree which is the most and the least serious. Be ready to justify your choice.

EQUIPMENT       LANGUAGE/CULTURE      CLIMATE        TASKS

How have the ongoing military conflicts influenced the world?
What should be done to help people affected by military conflicts?

(L3/S/007)

Crime

People face a lot of different crimes nowadays. Look at the list below. Discuss how people can protect themselves against these crimes and decide which of them is the most and the least serious. Be ready to justify your choice.

BURGLARY     CAR THEFT      ARMED ROBBERY        PICKPOCKETING

What causes so much violence among teenagers?
What can be done by the government to prevent crime in Poland?

(L3/S/008)

Sport

Some sports are considered to be dangerous. Look at the list below. Discuss the dangers connected with them and try to agree which of these sports is the most and the least dangerous. Be ready to justify your choice.

BODYBUILDING       CAR RACING       CLIMBING      BOXING

What makes practicing sport in Poland difficult and unpopular?
What needs to be done to prepare Poland well for EURO 2012?

(L3/S/009)

Inventions

Technology is developing very fast nowadays. Look at the list below. Talk about advantages and disadvantages of the following inventions and try to agree which of them influenced our lives the most and the least. Be ready to justify your choice.

TELEPHONE       COMPUTER        PLANE        TELEVISION

What military technology has proved that progress can be dangerous and harmful? Why?
How might technological progress change our life in the future?

(L3/S/010)

Work

People do a lot of different jobs. Look below at the list of people who have responsible jobs. Discuss advantages and disadvantages of the following jobs and try to agree which of them is the most and the least responsible. Be ready to justify your choice.

POLITICIAN       DOCTOR         JOURNALIST        SOLDIER

What has caused the increasing unemployment in Poland?
What might be the consequences of so many young people leaving Poland now?

Briefing subjects

(L3/S/011)

The maintenance division you work for got less money for the equipment than needed, so a careful decision on how to spend it is necessary. Give a briefing on two possible ways of spending money describing their advantages and disadvantages. Recommend one and justify your choice.

  • buy some modern equipment
  • upgrade the old equipment
  • other

(L3/S/012)

The medical station in your unit is located in an old building which is too small and in poor condition. It has to be moved to another place. Give a briefing on two possible solutions describing their advantages and disadvantages. Recommend one and explain why.

  • construction of a new building
  • adaptation of another building
  • other

(L3/S/013)

There will be a multinational exercise held in the UK soon. Its aim is to put emergency procedures for a terrorist attack into practice. Give a briefing on two candidate platoons describing their advantages and disadvantages. Think of: skills, experience, languages. Recommend one platoon and justify your choice.

  • platoon Alpha
  • platoon Beta

(L3/S/014)

The command of your unit have been asked by the local authorities for their opinion about selling some land next to your unit grounds. There are two companies offering different investments. Give a briefing to assess the influence of the potential investments on the unit describing their advantages and disadvantages. Recommend the more acceptable one and justify your choice.

  • investment A
  • investment B

(L3/S/015)

You work in a military base abroad. A plan to close a primary school in the base and send children to a big school in town raised the parents’ concern. As a PR officer, you are to present the problem to the military authorities and suggest solutions. Give a briefing describing advantages and disadvantages of two of them. Recommend one solution and justify your choice.

  • keeping the school
  • sending kids to a local school
  • other

(L3/S/016)

On a UN mission you were tasked with preparing a plan for the delivery of new equipment. It has to be transported to the camp 350 km away. Give a briefing on two possible ways of supplying the equipment describing their advantages and disadvantages. Recommend one and justify your choice.

  • one big convoy
  • two convoys
  • other

(L3/S/017)

Recently there was a theft of a vehicle from the base car park. An inspection revealed it is not secured sufficiently. Give a briefing on two solutions to the problem describing their advantages and disadvantages. Recommend one and justify your choice.

  • electronic monitoring
  • more sentries and patrols
  • other

(L3/S/018)

You serve in a remote UN outpost in Africa. There have been cases of people stealing supplies delivered by land. Give a briefing on two solutions to the problem describing their advantages and disadvantages. Recommend one and justify your choice.

  • better protection
  • delivery by air
  • other

(L3/S/019)

Anti-narcotic tests conducted in the unit showed that many young soldiers use drugs on the base. You are to prepare a prevention program. Give a briefing on two solutions describing their advantages and disadvantages. Recommend one and justify your choice.

  • anti-drug talks for troops
  • tighter supervision of troops
  • other

(L3/S/020)

Some barracks in your unit are to be renovated. You have been tasked with finding
a company to do it. Give a briefing in which you present two building teams describing their advantages and disadvantages. Recommend one company and justify your choice.

  • a military construction team
  • a private building company

Level 4 speaking (SLP 4444)

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Level 4 exam – speaking

(L4/S/001)

SITUATION DESCRIPTION

You serve in an Air Force military unit, and you think it would be a good idea to organise an international air-show in the base. You are to give a formal presentation about it. (1) Tell your superiors about your idea, (2) present its advantages and (3) try to predict problems. (4) Convince your superiors of the feasibility of the project. Below are some visuals and ideas that may help you. Elements 1 to 4 must be included.
A picture with citizens' opinions in it

2009 Kłobuck air-show:

  • advantages:
    • new experience/information
    • Polish companies (promotion)
    • town (promotion)
    • renovation of base
    • seminar/workshop
  • problems
    • not enough hotel rooms
    • railway far away
    • no experience
    • safety
A sketch map with Kłobuck airfield

A sketch map with Kłobuck airfield and nearby Poznań

Speaking task – level 4 exam

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Below, you will find another speaking task from the English exam, organized in Poland according to STANAG 6001 principles. Courtesy of the Central Examination Board of MoD.

Speaking – level 4 (SLP 4444)

(L4/S/003)

SITUATION DESCRIPTION

You are an officer at the MoD Logistics Department tasked with the purchase of a new truck for all types of terrain. There are 3 models of trucks to choose from. Your budget is limited. Make a short formal presentation at a meeting. (1) Briefly describe the trucks’ most important features essential for your decision. (2) Present general pros and cons of each offer. (3) Choose the best one and justify your choice. (4) Speculate about the long-term effects of the purchase. Below are some visuals and ideas that may help you. Elements 1 to 4 must be included.  

Each feature in the chart and in the graphs has been graded from 1 to 5 where:

1. is the best
5. is the worst

truck model capacity range fuel consumption usefulness in rough terrain maximum road speed
A 1 2 3 5 1
B 4 1 2 3 3
C 2 4 4 1 3

trucks characteristics in two charts.

Other issues to consider:

• offset
• technology transfer
• form of payment
• servicing and spare parts
• maintenance cost

Briefing – examples

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Briefings in the military

Since the ability to present your own ideas is one of the essential skills you should master in the military, I propose some exercises for you. To practise your presentation skills and speaking in front of the audience, try to prepare the following topics and brief them to anybody around. It will prepare you for public speeches or any briefings you may be required to deliver.

Military briefings - the art of speaking in public

Image source: http://www.army.mil

The English teachers may treat the following topics as the classroom activities while practising speaking skills. If you combine these presentations with classroom discussions, you have ready-to-use resource for asking, responding, speculating, giving opinions or arguing activities – you name it. Each topic is a perfect reason for searching for and mastering the specialized vocabulary from your field of expertise.

This is the list of topics covered in the post:

Briefing 1 – modernization of the military equipment

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

    • buy some modern equipment
    • upgrade the old equipment
    • other

Briefing 2 – medical station facility

The medical station in your unit is located in an old building which is too small and in poor condition. It has to be moved to another place. Give a briefing on two possible solutions describing their advantages and disadvantages. Recommend one and explain why.

    • construction of a new building
    • adaptation of another building
    • other

Briefing 3 – multinational exercise

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

    • A platoon, C Coy
    • A platoon, B Coy

Briefing 4 – investments next to the military unit

The command of your unit have been asked by the local authorities for their opinion about selling land next to your unit grounds. There are two companies offering different investments. Give a briefing to assess the influence of the potential investments on the unit describing their pros and cons. Recommend the more acceptable one and justify your choice.

    • Investment A – luxury apartments
    • Investment B – International Logistics Co. – a supply center
 Briefing 5 – a primary school closure

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

    • keeping the school
    • sending kids to a local school
    • other
Briefing 6 – UN mission supplies

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

    • one big convoy
    • two convoys
    • other

Car-related vocabulary

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English vocabulary exercises

Describing military vehicles – resources for teachers

Military vehicles - exercises on describing vehicles. English practice for military learners.There are two purposes of the presented exercises. First, I wanted to introduce vocabulary related to vehicles, including the military ones, and second, to practice positioning objects in space.

If you decide to use the presentation provided I suggest the following plan for the classes:

1) Show two sets of pictures – they depict different types of vehicles (slide #1, #2).

2) Give the students words and expressions from slide #3 – all of them cut out seperately.

3) Ask the students to assign each word to a vehicle it fits best, e.g. “family” should go to the picture of spacious, luxurious car with a family inside.

4) Then, ask them to desrcibe each vehicle and/or justify their choice of words. They should already know the vocabulary required for describing the striking features of each vehicle.

5) Now the positioning part of the lesson. Print slide #4 and #5 on the same sheet of paper, on different sides though (double side print mode). Cut it along the lines on slide #4.

6) Introduce basic expressions to position objects in space. Put special emphasis on collocations and definite articles: on the page, on the paper, in the picture, on the left/right, in the middle, in the centre, at the top, at the bottom, in the background/foreground, etc.A small 9-fields diagram with instructions where to put each part.

7) Give students the previously cut pieces and tell them to put it into the right space of 9-fields diagram (like in ‘noughts and crosses’ / ‘tic-tac-toe’ game).

8) If they are sure that all pieces went to the right place, ask them to turn over each piece – a smiling face should appear – a small reward for a well done exercise. :-)

9) Now distribute the 9-fields empty diagrams from slide #6 (there are four diagrams to be cut out). They will be used for students’ notes.

10) There are two sets of pictures for working in pairs (slide #8 and #9, slide #10 and #11). The pairs of students will have the same set of vehicles, however, placed in differend cells of the table provided.

11) Tell students to discover the location of each vehicle from the partner’s diagram. Who completes the diagram first – he wins. Students do not have to answer to wrongly constructed questions. They cannot show their diagrams to the other students. While asking for a location they MUST use at least one word from the vocabulary provided on slide #3 and #7 (some new, useful expressions). Whenever any word is used, it cannot be used again, so with each question asked, the next person has a more limited choice of words to ask the question. This trick forces students to use new vocabulary. What’s more, to win this little competition, one should use as many words in his/her question as possible, limiting the opponent’s choice and chances.

Useful vocabulary to describe vehicles

12) Draw students’ attention to the fact they must be precise in describing vehicles they are asking about because there are pairs of vehicles similar to each other (2 bicycles, 2 quads, 2 howitzers, etc.).

Speaking exercises – level3 – terrorism topic

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Terrorism-related topics

Here are some exercises, designed for level 3 students. The main topic is terrorism. As the base for online discussion I chose the recent article from www.duffelblog.com. This way I combined the source of required vocabulary with a funny approach to a serious subject.

Below you will find my lesson plan, that is how to approach terrorism-related class. Enjoy and share any feedback from your classes.

Terrorism – English vocabulary enhancing class

1) First, I send a link to an article online I chose as the base for further discussion. (see the link above). Along with the link I sent the same article but copied to Word file with some words in bold and underlined. It’s up to you to decide which aspect/element of the article you want to stress.

2) During the meeting I shared my desktop with the students, showing them the presentation you can find below.

3) Then we start discussion from expressing students’ opinion on the article. (slide #2)

4) Then I asked students to group all bold words into two groups of synonyms. (slide #4)

5) Subsequently I encoured students to find out/list any other synonyms to those already listed. (slide #6)

6) Slide #7 shows some possible topics you can offer to discuss further the terrorism and its aspects.

7) Slide #8, a thought provoking drawing is a funny break in the discussion. Another example how you can demand from students expressing their opinions.

8) The next slide just reveals what were the lesson objectives and what they have just practised. To check the students’ performance you can proceed to next slides.

9) On slides #10 and #11 I suggested some useful expressions the students may have already used or would learn as the new ones.

10) To force them to use those expressions on lide #12 are given some controversial statements they may agree or disagree with.

11) The word cloud on slide #13 is just one of the possible representations of the vocabulary needed for any discussions about terrorism.

12) Slide #14 – just a reminder how the proper conditional sentence should be constructed. Tell students to finish the sentences.

13) Another grammar drill is presented on the last slide # 15. When it comes to reporting some events, the students for sure will use one of the presented structures and tenses.


Military patrols and radio communication lesson plan

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Military patrols

As the base for pre-class students’ preparation I used the article from “The Guardian.” It is about the British troops serving in Afghanistan and their problems there. A big portion of the article online deals with British patrols‘ experiences and the problems they faced in Sangin. In subsequent slides of my presentation below, I dealt with radio communication in English and the basic rules every radio traffic features.

English radio communication

As an illustration for the radio communication exercise I used assorted Internet sourced pictures. Each picture requires from students reporting different events and settings. There is a theory of radio communication provided along with some examples how the communication could possibly look like.

The links to the article and recording were sent before the classes. During the classes I shared on Skype the following presentation:

The students had necessary details already in the pictures provided or in additional notes/graphics included. It’s up to the students to decide what to use and how to compose the radio messages. Skype works perfectly when simulating radio traffic, especially in a conference mode with more than just one attendee.

Advising on security issues – speaking activities

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Fort security issues – advising

Military sentry with a dog. Security issues in the military forts - English speaking activitiesThis time I would like to share my idea for an English lesson on security issues and advising. The whole lesson is based on an article online, additional multiple choice exercise created on kubbu.com and the presentation where I presented necessary grammar and vocabulary. The presentation was used during online teaching session via Skype.

Fort Carson – new security rules

First, as usual, I send the link to the base article. This time I chose the recent article from Military.com. You can find it here. Since the following exercise has imposed time limit for each question, I advised students to read the article at least twice before moving on to the exercise.

Security related exercise

Then I asked students to do one exercise accesible on Kubbu.com prior to our Skype session. If  you want to check on this exercise you can go to a direct link to the exercise and do it as an anonymous user. (link to the exercise here). Kubbu.com helps you monitor each student’s progress and has basic accesibility settings. And my favourite options – deadlines for the students and the time limit setting for each question!

Advising via Skype – English speaking class

Then I conducted 60 minutes session on Skype during which I shared my desktop displaying the following presentation:

If you like my ideas for English lessons, try them yourselves. Do not forget to share your comments to improve my lessons too.

Arms industry and defence projects – speaking

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Arms industry and defence projects – yes, it is military related!

This time I’m presenting an English lesson focused on arms industry issues and vocabulary. The lesson which can be conducted via Skype or any other platform online, contains a few speaking topics with exercises on specialized vocabulary. The base of the initial, warm-up discussion is the article from www.foreignaffairs.com. Although it is an old article (written over 20 years ago), it’s worth reading because some of the author’s predictions came true and most of the author’s observations are still valid, 20 years later. Below you will find the presentation which I utilized during classes and my explanation how each slide can be used/exploited during the lesson. Enjoy and share your comments.

Slide number and comments:

  1. Introductory slide – the main topics of the lesson.
  2. Link to the article in question, usually sent to students one hour before classes to let them familiarize with the further exercises and related lexis. I encourage students to read it, predict questions and prepare a kind of word-cloud to make further discussions easier. At the meeting, students answer the given questions trying to justify their statements.
  3. A word cloud. The task is simple. Students should associate each word with the given aspects of a production/project stage. This is the best time to discuss any unknown words.
  4. The possible association. Draw students’ attention to the fact that some of the terms can be assign to different stages.
  5. The first speaking task for students. Each task will be alike – they are supposed to role-play different people, responsible for different stages, presenting the subjects from different perspective.
  6. The easiest exercise. As it is the first exercise of this type during lesson and students still have to master the necessary vocabulary, they only have to identify the right words and put them into the right gaps.
  7. Another instruction to role-play different individuals.
  8. Level of difficulty increases. This time students need to fill in the gaps with the words given in a proper form, sometimes complemented with some other words to make the end of a sentence logical and grammatically correct.
  9. First free production exercise. It is up to students to invent any ideas, how to promote a new design. The possible start of the presentation is given below the picture.
  10. Words in circles give the students some hints what possible features they may include in their promotional speech.
  11. The last type of exercise. Finally, no clue is given to the students. Except for the instruction and possible start, it is entirely up to the students to fulfil the task with their own ideas.
  12. The same type of exercise. At this points of the lesson students should know by heart all the necessary vocabulary with the basic expressions related to negotiations and persuading. Previously published materials on advising and agreeing and disagreeing may come handy to perform better in this task.

Immigrants – vocabulary exercises

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Editorial note:
Before you unleash the wave of criticism and unfavourable comments please, be informed that the lesson presented below was designed by me last year, in August, just after an attack in a train in France. This event triggered some immigrants-oriented discussions with one of my students and was meant solely to practise useful vocabulary. It does not promote any racism, nor political affiliation or social movements. It is to facilitate the students with useful expressions while discussing pressing social problems or recent events (the actual beliefs or opinions are not important here). That is why you will find references to France and its immigration policy. On the other side, it shows the good examples from the same country, even from the history of Poland, which unlike in the past it is rather homogeneous country now. So leave your political correctness and social sensitiveness aside and learn some new vocabulary because this site is about a language itself, not about politics. I hope that English teachers will immidiadetely get it and appreciate it, using the lesson as it is, or after their own modifications.

Terrorist attack in France

slide #2: The lessons starts with the reference to the article about train attack published on Stars&Stripes website (link). I told my student to read it before the actual lesson and we used discussion about the attack as a warm-up. First you can check the reading comprehension by asking some questions. It could be the same set of questions as I asked. You can also ask your student to simply summarize the article and recount its main points.

Google Chrome users must use other browsers to play the presentation or visit SlideShare website where it is played correctly (link).

slide #3: This is the set of some synonyms for chosen words from the article to extend students’ linguistic competence in the topic.

Immigrants – common fears

slide #4: The list of possible problems/fears connected with the phenomenon of immigration. You can ask students about their opinion, whether they believe the problems are true or not. Or you can ask them to assess which of those are true for their country of origin or the country they currently live in.

slide #5: Some graphics/statistics concerning Poland. Camparison of Poland’s demographics before WWII and at present. For the Polish students it’s important to realize that Poland has not always been so homogeneous as it is now. What is more, it is thought-provoking to recall that era of the Poland’s history because there is a common belief that we did quite well that time, even though Poland was ethnically diverse.

slide #6: Some statistics from France to illustrate current country diversity. You can ask the students whether it resembles the Poland’s situation from before WWII. Ask for differences between Polish and French settings.

Immigration – the French policy

slide #7-13: Vocabulary exercise. That passage was taken verbatim from official French policy towards immigration. A bit of history with emphasis on the most important vocabulary.

slide #14: The great illustration for discussing differences (legalities mainly) between European Union and Shengen Area. Countries marked in orange should draw students’ attention immediately. You can explain that there are countries to join the Area soon (as of August, 2015). This discussion will help students understand the migratory flows in Europe.

Border controls in Europe and migratory flows

slide #15: Follow-on topic to extend the previous discussion on Shengen Area and EU. The set of words at the bottom introduces the last topic – FRONTEX.

slide #16: It explains what FRONTEX is. Curiously enough, this organization is operated from Warsaw, Poland, so it’s a great bit of information for Polish students. You can provoke students to wonder about future of border control, FRONTEX itself, or even the whole Shengen area.

slide #17: Writing assignment, of course dealing with the problems just discussed. The final stage of mastering the new vocabulary and useful expressions.

After almost one year since that lesson was designed, recent attacks in France and Belgium, gave it even more value and a dramatic twist. Since English exams require students to recount current social problems and events, that lesson is even more handy than it was one year ago.

Speaking topics for level 3 exam

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Level 3 exam – speaking part

Task 2

(L3/S/021-030)

While preparing for the exam you usually wonder what tasks you would receive. Here are the latest speaking topics you would be required to deal with at the exam on level 3. Not difficult, still need to be developed in advance to avoid surprises. If you try to answer the tasks now, your final performence at the exam will be much better and smooth. Each set contains some statements and possible options supporting/delevoping it – let’s call them “hints for students”. Below each statement you will also find some additional questions. These are questions which will be asked by examinators but you will not be provided with them in advance at the exam. So, this is the only part which might surprise you. What you will receive during exam is surrounded here by a dotted frame, which constitutes a single examination sheet. Good luck!

EDUCATION
There are a number of conditions that must be fulfilled to make education effective. Look at the list below and decide which of the following factors cotribute to students’ progress most and least. Justify your opinions.
TEACHERS’ QUALIFICATIONS       STUDENTS’ COMMITMENT       MODERN FACILITIES

Possible examinator’s questions:
1. Some people say that private schools give students better opportunities than their public equivalents. Discuss.
2. Teaching contemporary students is getting more and more difficult. Why is this the case and how can modern teachers respond to the challenge?
3. Many young people emigrate right after graduation. What can be the consequences of this trend and how can it be prevented?

THE MILITARY
There are a number of ways in which families of deployed soldiers can be supported. Look at the list below and decide which of these methods are the most and least effective. Be ready to justify your choice.
COMMUNITY SUPPORT       PSYCHOLOGICAL SUPPORT      FINANCIAL SUPPORT

Possible examinator’s questions:
1. Soldiers returning from military missions face problems with adapting to everyday life. What can be done to make this process easier?
2. What a e doe to ease soldiers’ trasitio fro the ilitary to iilia jo arket?
3. There are more disadvantages of military missions than advantages. Discuss.

NATURAL DISASTERS
Victims of natural disasters can be helped in a variety of ways. Look at the list below and decide which sources of assistance might be the most and least effective. Be ready to justify your choice.
INSURANCE COVERAGE       GOVERNMENT RELIEF FUNDS       CHARITY RELIEF FUNDS

Possible examinator’s questions:
1. In what ways can the army help when a natural disaster strikes?
2. Do you think Polish people know how to behave in emergency situations? What can be done to broaden their knowledge in this area?
3. Climate change is one of the main reasons why natural disasters are more frequent. Are the world governments doing enough to stop climate change?

SOCIAL MEDIA
Social media is growing in popularity and importance. Look at the list below and decide which of these areas is influenced most and least by social media.
ECONOMY            POLITICS              SOCIAL LIFE

Possible examinator’s questions:
1. A lot of people take up writing blogs these days. What do you think about this trend?
2. The quality of TV news services and newspaper reports is getting poorer. Do you agree?
3. Should tabloid reporters and paparazzi be punished for invading celebrities’ privacy? Why? Why not?

MODERN ADDICTIONS
Contemporary lifestyle makes people develop modern addictions. Look at the list and decide which of the addictions below has the most and least harmful effect on people’s lives. Be ready to justify your choice.
WORKAHOLISM       SHOPAHOLISM       INTERNET ADDICTION

Possible examinator’s questions:
1. Which social group is most likely to develop modern addictions? Why?
2. What can be done to help people overcome their addictions?
3. Soft drugs should be legalized. Do you agree?

SOCIAL MATTERS
Nowadays more and more people remain single. Look at the list below and decide which factor contributes to this phenomenon most and least. Justify your opinion.
IMMATURITY        ECONOMIC SITUATION       PERSONAL CHOICE

Possible examinator’s questions:
1. The rising number of single people leads to a demographic low. What can be the consequences of this trend and what can be done to reverse it?
2. 60% of marriages in the EU end in divorce. What are the causes and effects of this tendency?
3. Single people should pay higher taxes. Do you agree? Why (not)?

JOB MARKET
There are a lot of factors contributing to unemployment in Poland. Look at the list of factors below and decide which is the most and the least influential. Justify your opinion.
INFLUX OF IMMIGRANTS       HIGH TECHNOLOGY        PEOPLE’S INADEQUATE SKILLS

Possible examinator’s questions:
1. What can be the long-term consequences of unemployment among young people?
2. What ways of reducing unemployment are the most effective? Discuss.
3. At what age should people retire? Why?

ENERGY SOURCES
There are a number of reasons why Poland is more and more frequently turning to alternative sources of energy. Look at the list below and decide what are the most and least important reasons for this trend.
ENERGY INDEPENDENCE        ENVIRONMENTAL CARE       ECONOMIC REASONS

Possible examinator’s questions:
1. Another way in which Poland can achieve energy independence is to develop a nuclear energy sector. Do you agree?
2. What has changed i Polish people’s attitude to ecology in recent years?
3. Many people throw away food. What are the causes and consequences of this phenomenon?

FINANCIAL ISSUES
Nowadays more and more people get into financial trouble. Look at the list below and decide which of the factors are the most and the least influential with regard to this problem. Justify your opinion.
EASY ACCESS TO LOANS      LOW INCOME      LACK OF ECONOMIC EDUCATION

Possible examinator’s questions:
1. Polish people give less and less money to charity. What are the reasons for this trend?
2. At what age should people become financially independent? Why?
3. What can be done to minimize income inequality?

TERRORISM
More and more European citizens turn to terrorist activity. Look at the list of reasons for this tendency and decide which of them is the most and least influential. Justify your opinion.
IGNORANCE       PROPAGANDA       FRUSTRATION

Possible examinator’s questions:
1. What can be done to increase a feeling of security in your country?
2. Terrorist attacks on civilians can arouse prejudice against some minorities. What can be done to prevent it?
3. Cyber attacks are another powerful tool in the hands of terrorists nowadays. What can be done to deal with this threat?

Meeting in progress

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Meetings – an essential part of the modern army

Like it or not, you will have to deal with it. Contemporary military personnel spend much time on meetings, either preparing them, either participating or reporting. You can call them sometimes briefings (sounds more military-like), but they are similar in nature to business or political level meetings. They have a lot in common so you cannot get away with not knowing its basic elements and related vocabulary. You’d better acquire some useful phrases, then you will be able to handle any meetings. For your convenience, the full lexical summary (a cheatsheet in an alphabetical order) is provided at the end of the article. which will help you memorize the terms most frequently used. Once you are equipped with the necessary vocabulary you will perform better at the listening part of English exams too, where the recordings from meetings are frequently used as the tasks.

Military-political meeting between US and South Korean officials. Illustration to military meetings compendium.

Official, high level meetings require language accuracy.

Preparation of a meeting

When you are about to organize a meeting, or just participate in it, you need to know some basic facts. For sure you can provide (or acquire) at least the following basic details:

Time: When does the meeting take place?
Location: Where will it be held?
Subject: What will it be devoted to? What kinf of topics will be discussed.
Attendees: Who will participate in the meeting. Whose presence is required/desired?
Goal/purpose/occasion/objectives/desired outcome: What is the meeting aiming at? What should be the outcome of the meeting? What are you supposed to end up with? What is the occasion for the meeting?

It is not a conicidence that the basic meeting details resemble the military 5xW (or 5W), which you use to present any mission/incident details:

WHO
WHAT
WHEN
WHERE
WHY

Such a meeting is a small scale mission and you should be equally well prepared for it, if it is to be a successful one.

If the meeting was called to come up with a solution to existing, emerging or foreseen problem, you may have a strict agenda to follow, including some voting and agreed solution, which can be further on elaborated. If the meeting is organized just to coordinate some activities of different branches/departments/units/cells you can expect purely informative character of the gathering. On the other hand, if you represent your cell there, it is something normal that you will have to speak on behalf of your cell or comment on the others’ ideas whenever they cross your field of responsibility/expertise. Depending on the meeting agenda, you will be required to voice your concerns immediately or during Questions and Answers (Q&A) session.

Inviting for a meeting

Let’s assume that a meeting has just been scheduled and you are responsible for this event. You have some steps to follow before it could happen. Firstly, you must call a meeting, informing the planned participants about all details mentioned above. It will let the participants prepare better. If the exact date and time was not agreed on yet, you will have to request the confirmation from the invited people. You should do that anyway! There is nothing more frustrating than YOUR meeting nobody can attend.

So, make sure you inform everybody via phone, e-mail, calendar entry or any other means of communication, typical for your organization. If you use MS Outlook you can send automatic requests to confirm, which can be done with a single click. If your invitation is sent on paper, you can include proper sentence requesting confirmation or put simple R.S.V.P. (stands for French phrase: répondez s’il vous plaît – “Please, confirm/respond”).  Whatever way of confirming you request, do not forget to include your contact data or nominate somebody else as a Point of Contact (POC). The invited people should contact the indicated person and respond, confirming or refusing their participation.

Late confirmations serve no purpose, so rememeber to set some deadline for the response. You can request answers till a specific date/time or apply so called “silent procedure.” Silent procedure means that in case of no comments/answers, you assume that all the addressees of your invitations will come. On the one hand, it saves the addressees an additional effort to confirm, on the other hand it is risky, because as any assumtion it may be a faulty one. Just imagine the situation that somebody wanted to refuse to come but simply could not contact you due to his absense, network failure or too short notice to send the letter.

At the metting

People with the key functions at the meeting:

  1. the chair / chairman / chairwoman / chairperson – all the possible forms you can come across. Do not be surprised of the plethora of terms – political correctness made people invent new terms to be sex-indifferent, gender-neutral. This person is the one, who runs the show. It is up to him/her to delegate time to any attendee, move on to subsequent points of the agenda, to dispute on any issues appearing.
  2. attendees – any people who participate in the meeting. It may happen that some special functions are assigned to the attendees (points 3-7).
  3. a speaker – the one who is supposed to speak on any particular subject. Could be more than one.
  4. a briefer – Somebody asked to brief a subject during the meeting. His role could be limited to purely informative, with no right later, e.g. to vote.
  5. a guest speaker – usually a man “from outside”, some subject matter expert asked to familiarize the audience with some topic; somebody with a unique expertise of better insight into the problems discussed.
  6. the watch keeper – the one who controls the time and makes sure the meeting proceeds according to agreed timetable.
  7. the note taker – a secretary who records all relevant information for the purpose of a report/minutes from the meeting.
  8. absentees – those, who were planned to be present but could not make it, so they are absent.

Useful vocabulary:

to stand in for somebody – to speak on behalf of somebody absent, relaying his/her statements, opinions, votes, etc.

an agenda item – a point, a subject which was included in the programme of the meeting.

minutes – a written report of what has been said/done during the meeting. A written summary of the whole event which is the reference for further actions/arrangements.

a prior commitment – any activities/projects/arrangements you had been involved in, which made it imposssible for you to attend the meeting. It could be your perfect excuse not to attend it. If you e.g. had planned to go on holidays and later received the invitation for a meeting, you can claim that due to your prior commitment (that is planned, booked and paid vacations in that case) you cannot attend the meeting. You can always suggest/propse somebody who will replace you, stand in for you.

to come up / pop up – to appear suddenly. Usually used in passive voice, e.g. Something important has just come up (or popped up) and I cannot attend the meeting. –> informal!

a (short) notice – this is the amount of time since the invitation (initial information) and the meeting. You can call a meeting with 6-day notice or call it on a short notice, when you need to meet somebody urgently. On higher level meetings (ministerial, international, governmental) even one month notice could be too short to make it happen! Jus mind the fact how busy the attendees could be. The more important they are, the more likely it is that their agenda will be already full for the scheduled day.

a motion – a topic which is put to a vote.

to second the motion – to support the idea of voting on the planned subject/problem.

to go over / to revise – to have a look/ to discuss again some older items to refresh the knowledge on it, to familiarize the attendees with previously agreed/discussed items.

to have the floor – to have one’s turn to speak/brief.

to put on hold – to stop or to postpone sth for dealing with it later, in due time.

to postpone – to put off, to decide to do sth later than it was planned.

to adjourn – to close, to finish (esp. in case of meeting).

to hand over sth – to give sth to sb. In the context of a meeting we can “hand over the floor” to the next speaker. It could also mean “to assign the subject/responsibilities” to somebody else, e.g. “Paul, I’m handing over that problem to you”, or “Paul, please, take it over.”

to take over sth – to accept sth, to take. In a context of a meeting, to take one’s turn (the floor) to speak or to continue elaborating on some subject. It could also mean to become responsible for something since now on, e.g. “OK, so my branch will take over the requests issue.”

tentative, tentatively – intially planned, e.g. Our tentative agenda should cover only four points.

provisionally – not in line with the routine. =exceptionally.

to run over – to take more time than expected, e.g. Sorry that the meeting run over but we had to come to the solution today.

to set aside – to ignore sth, to forget about something for a while, e.g. “Let’s set aside a feasibility issue of our plan and vote on the next item in the agenda.”

to stick to agenda / topic – to follow the agenda as it was proposed, to cover each point in the proposed order.

to follow the agenda – to go to the points of the meeting in the agreed/proposed order.

to cover sth – to discuss sth, to elaborate on sth.

a ballout – a type of voting, usually secret and in writing.

a boardroom – just a big room, usually with one, long table and many chairs – typical settings for official meetings when voting is planned.

a casting vote – a vote that decided on the voting outcome. When the votes in favour and against are equal. Usually, a casting vote belongs to a chairperson.

a proxy vote – a vote cast on behalf of somebody not present.

closing remarks – the last statements, usually by a chairperson. It could be any types of ‘thank you,’ reminders or guidance for the meeting attendees.

to conclude – to finish, to close, e.g. “Pending your questions, that concludes my briefing.”

to commence – to start, to begin, e.g. “Let’s commence our meeting.”

to wrap up – to sum up before finishing, sometimes just too make finishing statements.

a show of hands – a voting procedure when you cast a vote by showing/raising your hand.

unanimous(ly) – when all voters were of the same opinion; 100% of voters voted in favour or 100% of them voted against sth – a complete agreement.

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New text book for military learners – level 3

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We have already announced on Facebook that a new book would appear on the market soon. The time has come. As I promised, this is a hot review of the pre-printed copy I got from the author.

A new textbook for those attempting Stanag6001 exams

If you prepare for any English exam, sooner or later, you must do some pre-exam tests. Not only to test your level of knowledge and your readiness in general. First of all, you must familiarize with the type of exercises you will be asked to do during the actual exam. The same concerns military English exams. Each country developed its own examination models and they are standard ones, that means you can have a look at the earlier exam editions and learn what to expect when your moment arrives. But where can you find the previous exams? The answer was here, on my website. From 2012 I have been trying to fill in the gap, providing English resources for both, students and teachers, but since February 2017 you can reach for another source of knowledge too.

speaking and writing expert - Stanag6001 level 3

speaking and writing expert – Stanag6001 level 3

This year a new book appeared on the market. It is “Speaking And Writing Expert. How to Pass STANAG 6001 English Exam LEVEL 3” by Małgorzata Mazurek – a Polish English teacher working for the military school of foreign languages in Warsaw. She devoted several years of her professional career to teach military students English. The book is the natural consequence of the scarcity of the resources on the market and her answer to the problem. Let’s have a look at what you can get once you decide to buy it.

The book content

The first striking thing you notice is the content dealing with two language skills only (out of four required at the exam). It is not a coincidence. The two skills are so called ‘productive skills’ that fully depend on your own inborn capabilities and effort you had put into studying. The remaining two, the passive skills (of reading and listening) are harder to practise and difficult to teach. That is why you will find a comprehensive summary of the speaking and writing tasks, but no clue about the rest of tasks required for the reading, or listening parts of the exam.

stanag6001 level 3 text book content

stanag6001 level 3 text book content

Theory pages and exercises

The second thing I liked in particular is the fact that the book is not only informative; it is actually a workbook containing multiple exercises you can do on book pages. That way you will enhance your theoretical knowledge and improve your practical skills too. The problem with the productive skills is that pure knowledge on the topic is not enough. Any oral or written utterance should be delivered in a logical way, served in a formal language. That book will teach you, step-by-step, what is the required, proper way of composing your report, memo, letter, briefing, etc.

Stanag6001 English exam useful phrases and tips

Stanag6001 English exam useful phrases and tips

For those, who lack occasions for practising English in military environment it might be indispensable. If your knowledge was based on the movies (however, great thing to do), yet you can fail at the exam where different speaking or writing style is required. So forget “Blackhawk Down” or any other theatrical classics, and reach for the book to learn how to get your message through in an official, usually high ranking officers’ environment.

Exam tips

Few people know that during exam not only your level of English is assessed. Actually, at the exam, they evaluate your communicative skills expressed in English. And that book will teach you that! You will realize that it takes something more to pass than a simple grammatically correct sentence. You will learn how to conduct discussions, how to support your arguments, how to convince your interlocutors, etc. Generally speaking, how to become a successful speaker and writer.

The book does not limit to proper composition of your utterance. It offers you also some tips and guidance on how to prepare and successfully, efficiently learn new ideas in English. As an English teacher I immediately recognized some of them as a core message I was sending to my students too. So you will receive all the wisdom of some practitioners and tutors comprised in the price of the book.

The book facts

number of pages: 316

price: PLN 39.90 (= ap. EUR 9.00)

shipping costs: PLN 15.00 (= ap. EUR 4.00)

payment methods: wire transfer, Tpay (wire transfer intermediary) or Paypal

available at: http://www.stanagexpert.com – the author’s website. So far no other medium of selling was announced. No e-book available either.

Cons

If you counted on a complete course book, this book is not for you. It was not the author’s intention to provide a complete course in English. Instead, you receive a complete guide in the preparation process for the exam. I believe that the basic assumption was that you already mastered a certain level of English and you need only some tuning, polishing, and switching into the exam mode. That is why you will not find any grammar pages, but you will find extensive lexical tables with useful phrases and ready-to-use scripts.

Example dialog from military English exam on level 3333 according to Stanag6001

Example dialog from military English exam on level 3333 according to Stanag6001

Unfortunately, no CD/DVD is attached to this text book so no audio is available. Even though you still have sample briefings and discussions required at the exam.

If you prefer to read something on a computer screen, this time you must stick to a paper book and rely on the pages provided. You cannot print out specific pages, but making a photocopy is still an option. The whole book is copying friendly, unlike modern course books saturated with skilfully arranged colours to blur the content on a copy. Yes, the big publishers do that on purpose!

Summary

To sum up, I believe that book is absolutely indispensable for any military student, unless something new, more elaborated appears on the market! With such a scarcity of specialised resources on the market, this book has gone far beyond the readers’ expectations. It will familiarize you with STANAG6001 requirements, scoring criteria, and help you develop your productive skills: speaking and writing. It is the first such a comprehensive book preparing for the military language exams. The skills are presented in an easy and step-by-step way. Multiple examples, ready-to-use samples, cheat sheets and comments – all that you need if you are serious about taking the STANAG 6001 English exam. Armed with that book, you are really “combat ready,” at least when it comes to linguistic battles.

I have already included this position in my list of recommended books. Enjoy reading.


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