Adjectives and adverbs – usage

Reading comprehension test on level 2 according to STANAG 6001Last week I conducted a lesson where I tried to explain the difference in use of adjectives and adverbs and their changeable role in a sentence. Since I’m trying out some online apps, I decided to use HotPotatoes software to prepare an online exercise illustrating the different use of both parts of speech. You can download this exercise from the download manager below and/or do it here, online.

Adjectives vs adverbs

some theory prompts

Adjectives normally describe nouns or pronouns, e.g.

He is a good boy.

In case of verbs related to our senses, they may serve as adverbs as well and then they describe verbs, e.g.

Coffee smells good.

It sounded nice to the ear.

look, feel, be follow the same rule.

Exception: I’m so sick that I cannot taste well. (the act of tasting food, not a taste of food)

Averbs normally describe verbs, sometimes adjectives, e.g.

He was completely lost.

He performed well on the exam.

They may play the role of adjectives as well, e.g.

I do not feel well.

Adjectives or adverbs – exercise

Fill in all the gaps with the proper form from brackets. 

  1. They ____________ [logical / logically] defined the terms. The proposal sounded_______ [logical / logically].
  2. They __________ [quick / quickly] adjusted the fees. They adapted _________ [quick / quickly] to a new situation.
  3. He measured the distance ____________ [exact / exactly]. It proved to be a __________ [perfect / perfectly] exact measurement.
  4. The smell of the wound was ____________ [awful / awfully]. The wound was _________ [awful / awfully] infected.
  5. It was a dangerous area to cross. The crowd was _____________ [dangerous / dangerously] hostile and the napalm smelled ___________ [dangerous / dangerously].
  6. The cannonade sounds ____________ [beautiful / beautifully]. We heard it ___________ [perfect / perfectly] from the distance.
  7. The commander was a very __________ [sensible / sensibly] person. He acted very ____________ [sensible / sensibly].
  8. The student wrote too ___________ [slow / slowly] on the exam. He always writes _________ [slow / slowly]. I didn’t know he was that _________ [slow / slowly].
  9. Talk ________ [soft / softly] or don’t talk at all. The music played ________ [soft / softly].
  10. Jake knows the enemy very ______ [good / well]. He always commands us ______ [good / well].
  11. You must do the exercises _________ [regular / regularly]. Only __________ [regular / regularly] exercises can bring desired effects.
  12. The rifles were ________ [good / well]. The commander said that the training was _________ [good / well] done.
  13. He cleared the gun __________ [careful / carefully]. He was a very ___________ [careful / carefully] soldier.
  14. He did not pass the course as ___________ [easy / easily] as he thought he would.
  15. I find this exercise very ___________ [interesting / interestingly]. It was __________ [interesting / interestingly] designed.

Interactive version of this exercise is here. You can do that online and get the feedback instantly.
You can also download it with the answers from the box below.

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Concise writing – wordiness and redundancy

Wordiness and redundancy

A writer must write concise sentences. Avoid wordiness and redundancies in your papers.Generally, when checking the students’ work I try not to interfere with their style. Simple eradication of errors is enough to make them perform much better. But sometimes you need to correct their style, especially when the better expressions save a lot of words thus fit all ideas into the words limit. Getting rid of so called wordiness and redundancy may work a dream and drop your words number from e.g. 100 to 80. Just enough to prevent you from receiving penalty points for excesive wording.

Wordiness and redundancy – how to avoid

Passive voice. First thing you can easily eliminate in your writing is the passive voice. Unless it is absolutely necessary (another example of redundancy) you should use an active voice to present your ideas.

Instead of “It is believed that the new solution may save millions of lives” we can say Continue reading “Concise writing – wordiness and redundancy” »

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Kursy językowe według Stanag6001

NOTE: This article is entirely in Polish since it is addressed to the Polish audience. It deals with Polish institutions offering language courses according to Stanag6001. If you are still interested, use e.g. Google translate features for getting know the content.

soldiers-black

Kursy językowe według Stanag6001

Niezależnie od tego, jak niefortunne jest to sformułowanie, większość kursów językowych przygotowujących do egzaminów resortowych MON, jest określana właśnie tym mianem: „Kursy językowe według Stanag6001”. Jest to termin mylący potencjalnie zainteresowanych tymi kursami, czy samych osób je organizujących. Samo porozumienie standaryzacyjne Stanag6001 nie określa bowiem ani jak ma wyglądać egzamin sprawdzający poziom znajomości danego języka, ani tym bardziej jak ma wyglądać sam kurs. Liczy się sam efekt końcowy, czyli czy student reprezentuje wymagany poziom znajomości języka, co jest główną i praktycznie jedyną treścią dokumentu, na który  wszyscy z runku „angielskiego wojskowego” się powołują.

W Polsce, podstawą do organizacji kształcenia językowego i egzaminowania ze znajomości języków obcych w Wojsku Polskim jest parę dokumentów różnego szczebla. Od najważniejszych do pomniejszych można wyróżnić:

  • „Decyzja Ministra Obrony Narodowej nr 501/MON z dn. 29.12.2010 r.”
  • „Plan Kształcenia i Egzaminowania ze Znajomości Języków Obcych w Resorcie Obrony Narodowej” (na każdy rok kalendarzowy).
  • „Ramowy Program Nauczania Języka Angielskiego w Siłach Zbrojnych RP, Edycja III /Poziomy 1 -3 wg STANAG 6001” (Wprowadzony Decyzją Nr 28 Dyrektora Departamentu Nauki i Szkolnictwa Wojskowego MON z dn. 5 listopada 2009 r.)
  • „Ramowy i Szczegółowy Program Nauczania Języka Angielskiego w… [Rodzaj Wojsk]”. Każdy Rodzaj Wojsk opracowuje taki program dla podległych jednostek i zazwyczaj oddzielnie na każdy poziom znajomości.
  • „Regulamin Centralnej Komisji Egzaminacyjnej Języków Obcych MON”
  • „Regulamin Nieetatowej Komisji Egzaminacyjnej Języków Obcych” (reguluje sposób przeprowadzania egzaminów na poziomie 1 i 2 przez Dowódcę Generalnego Rodzajów Sił Zbrojnych, rektorów – komendantów uczelni wojskowych, Komendanta Głównemu ŻW oraz Dowódcę Garnizonu Warszawa, czyli osoby funkcyjne, którym Minister nadał takie uprawnienia w stosownej decyzji).

W moim zestawieniu nie wspomniałem nawet o samym porozumieniu, czyli „Stanag6001”, bo to chyba jest oczywiste. O ile pierwsze cztery dokumenty można odnaleźć w Internecie, to dwa ostatnie są już wiedzą tajemną, tylko dla wtajemniczonych i bezpośrednio zainteresowanych. Dla lektorów języka angielskiego i studentów najważniejsze są Continue reading “Kursy językowe według Stanag6001” »

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Arms industry and projects – writing samples

Below you will find a student’s work you can regard as a reference when doing the test yourself. These are the possible answers to the examination set published under the sequence number L3/W/011. The three writing forms are good enough. All tasks were fulfilled, however, the report did not reach the words limit assigned. Surely, more hints could have been exploited in this report. I preserved the student’s actual wording and writing organization, correcting only some grammar errors and awkward expressions. The rest remained untouched.

LETTER:

Dear Mr…

Replying to your letter I am pleased to inform you that we are grateful for Poland’s decision to support European logistic projects.

Currently we are facing the lack of engineers for servicing Sensors for Anti Sniper System. Nevertheless, Poland can also support us in other projects, such as sending tanker aircrafts to Air-to-Air Refuelling missions. Depending on your preference, other projects can also be supported. I propose to discuss your involvement during the next Project Board meeting which is scheduled on the next week. Usually we meet quarterly and one week before a meeting I’m sending a remainder.

If you have any suggestions or additional information, please do not hesitate to contact me on email or phone.

Yours faithfully,

XYZ

 

MEMO:

To:  Col XYZ

From: Lt. ABC

Date: 5 February, 2015

Subject: Polish troops project involvement

Recently some actions have been taken to outline Polish troops involvement in the next Project Board meeting.

It has been agreed that Polish representation will consist of 3 high rank officers and 10 junior enlisted ranks.

Regarding their accommodation, a liaison officer has been assigned who will support them during their stay.  For security clearance reasons the copies of ID cards have to be provided. This will be clarified during the next teleconference.

 

REPORT:

Polish industry engagement in European projects

BACKGROUND:

Recent statistics show that Polish arms industry has significantly increased their support in European projects. Polish industry is mainly focused on providing military technology, which Allies work together on, which may consequently lead to their own brands to be more recognizable.

CHALLENGES:

By  developing the military technology, Polish government will probably need to cut the funds for other branches. Additionally, they need to enhance production efficiency, since it takes them two months to build only one new fifth generation fighter aircraft.

POSSIBLE SOLUTION:

One of the best solutions to bring their own market to be more effective is to launch the cooperation between them and other European military industrial companies. By sending experienced specialists to their factories, we can strengthen the Polish military industry and in consequence enhance the European safety. This effect could be also achieved by creating multinational Engineers Project Board to work together on a new strike fighter.

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Peacekeeping missions test – writing sample

Stanag6001 dog tag. Writing on level 3.Below, you will find my student’s answer to the test previously published under the sequence number L3/W/012.

This is the student’s version with his errors correction already done. I did NOT interfere with the student’s way of reasoning and the work organization. The piece of writing presented was good enough to pass level 3 exam. Use it as a reference point for your own writing attempts. Enjoy.

LETTER:

Dear Sir,

I am writing in reply to your query about the food and medicine convoy security. Of course, we are able to support you in this mission but we need to obtain more information from you.

First of all, If I am to organize a convoy from the airport I need to know the exact time of the cargo plane arrival and the number of trucks in the convoy. These details are very important to organize proper security.

Here are a few things that we could not accept. We should move the distribution place further from the city centre. It will help us to secure it. Finally, we can secure the centre for one day only due to other tasks. I recommend that you finish distribution in one day.

I am looking forward to hearing from you soon.

Yours faithfully

XYZ

 MEMORANDUM:

TO: CO

FROM: XYZ

Date: 20th October 2014

Subject: Food distribution incident

  • I am pleased to inform you that my soldiers secured the convoy from the airport to the city centre. However, during the food distribution, some local police officers tried to illegally take a large pile of food and medicine. After my intervention, they withdrew but they still observed us.
  • Although we secured distribution this time, I recommend that we involve high rank authorities to this type of missions in the future.

 REPORT:

TO: International military agency

FROM: Lt. XYZ

DATE: 20th October 2014

Subject: Opinion about international military missions

Introduction

The purpose of this report is to inform your agency how the armed forces’ participation in international military missions is perceived in Poland. This report is based on the Polish MOD statistics, the survey conducted among soldiers as well as information gathered from the press and Internet sources.

Polish army for the last 15 years have been participating in 7 missions abroad. The Polish missions in Syria, Lebanon, Chad have already been finished; four more are ongoing in  Afghanistan, Bosnia and Herzegovina, Kosovo and Iraq. The biggest  mission is the Afghan one, with 2,600 Polish soldiers deployed there and 16 killed so far. The fewest soldiers serve In Iraq (c. 20 officers).

Generally, the public opinion in Poland has negative attitude to military missions. About 71% of people do not want to send our soldiers abroad, only 17% accept it. The cost of missions and threat level there are the major reasons for the lack of support. Most soldiers have positive attitude to the missions. which help them improve their skills.

Most soldiers think that to make our missions more effective and more safe, the government should modernize our army. Soldiers should be equipped with better equipment, for example special uniforms and weapons.

All things considered, I believe that our soldiers served well in missions abroad but some things need to be changed, mainly in our equipment.

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Peacekeeping missions – level 3 writing tests

Another examination set on level 3 featuring peacekeeping missions as the central theme. It was already published in pdf format by the PAFSL in Łódź a long time ago. This file is also available below this test!

English examination set #L3/W/012

Level 3

Writing

Time: 90 minutes

Task One

Part A

On a peacekeeping mission you are responsible for contacts with the local authorities. They have made a request for securing the food and medicine convoy and the distribution place. You have received a letter from them with some information and questions. Write a reply to them  1) offering support, 2) specifying some details of your task and 3) asking for a quick reply. Use the notes below and write between 100 and 120 words. Remember not to copy the exact phrasing of the task instructions and input! Otherwise you will be penalised.
Continue reading “Peacekeeping missions – level 3 writing tests” »

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