Arms industry and defence projects – speaking

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 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.

Google Chrome users must use different browsers to see the presentation or go to SlideShare website where the presentation is played properly (link).

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.