Writing test – answer samples

Writing samples of the military writing according to Stanag6001.Below you will find possible answers to the writing tasks: L3/W/007.

These are real students’ papers, where I corrected some grammar errors and awkward phrasing. I preserved the original layout, work organization and student’s way of reasoning. Despite some flaws you still can find in these works, the given examples are good enough to pass the exam on level 3. Read it, use it and compare with your own papers.

LETTER:

Dear Mr Mayor,

In response to your e-mail with the general requirements regarding the emergency situations, I am pleased to inform you that our local unit will involve its manpower and resources in order to support the local community. Continue reading “Writing test – answer samples” »

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Housing and flooding problems – egxamination set, level 3

Polish Military Housing Agency - Wojskowa Agencja MieszkaniowaAnother examination set on level 3. The courtesy of the PAFSL in Łódź. Good luck!

English examination set #L3/W/007

Level 3

Writing

Time: 90 minutes

Task One

Part A

You are on a mission and in your AOR (Area of Responsibility) there is a serious risk of flooding. The local authority has sent you an email asking for urgent help. Write a reply in which you 1) accept the task, 2) ask for details and 3) give some suggestions. Use the notes below and write between 100 – 120 words. Remember not to copy the exact phrasing of the task instructions, otherwise you will be penalized.
Continue reading “Housing and flooding problems – egxamination set, level 3” »

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Writing test on level 3 – food rations and gunfire topics

American military food rations - MRE.Another examination set on level 3. The courtesy of the PAFSL in Łódź. Good luck!

English examination set #L3/W/006

Level 3

Writing

Time: 90 minutes

Task One

Part A

Recently your troops were chosen to test a new kind of food rations NATO want to introduce. Look at the information you received from the NATO Logistics Agency and your notes. Write a reply to the agency representative. In your letter 1) give some information, 2) to explain things and 3) to ask for clarification of certain points. Use the notes below and write between 100 – 120 words. Remember not to copy the exact phrasing of the task instructions or input, otherwise you will be penalized. Continue reading “Writing test on level 3 – food rations and gunfire topics” »

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Writing test on level 3

Warning sign: flooded area. Soldiers helping the local authorities.

Another examination set on level 3. The courtesy of the PAFSL in Łódź. Good luck!

English examination set #L3/W/005

Level 3

Writing

Time: 90 minutes

Task One

Part A

While on a mission you organized training for the local military. The training was very successful. As you are responsible for contacts with the local military you have been tasked with writing a letter to the CO of the participants of the training. In your letter 1) praise participants for good results, 2) offer another training, 3) ask for their suggestions for it. Use the notes below and write between 100 and 120 words. Remember not to copy the exact phrasing of the task instructions or input! Otherwise, you will be penalised. Continue reading “Writing test on level 3” »

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Car-related vocabulary – follow on

Military English exercise. A crossword on vocabulary related to cars.Vehicle-related vocabulary – a crossword

If you did the previous exercises (link here), you will be able to do this refreshing exercise – the crossword with all entries taken from the previous lesson. Hidden answer will tell what will be the subject of the next exercises to prepare you for better handling of speaking tasks on level 2-3-4.

 

12
13
18
2 14
4 6 9 11 15
1 7 8
10 16 17 19
5
3
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Entry definitions:

  1. Feature important for the family cars
  2. Old model, but with new elements, upgraded
  3. Uses satellites to position in space
  4. This type of vehicle can roll easily
  5. Prevent heavy injuries in case of crash
  6. Rotate around a given axis
  7. That type of vehicle can move on land and water as well
  8. Not wheeled vehicle, but with wheels
  9. Individually prepared according to customer’s wishes
  10. How far your car can go
  11. Not self-propelled and not pushed but still moving
  12. How fast you can gain speed
  13. Prevents backbone injuries when accidents happen and increases comfort of driving
  14. The more spacious the car is it is bigger
  15. All terain, cross-country
  16. You pour gas there when refuelling
  17. Military vehicle with great ambush protection and resistance to mines explosions
  18. How long an item can resist damage or remain unchanged
  19. Anti-lock braking system
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Car-related vocabulary

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.).

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