UNIT SEVEN TO UNIT TEN

Introduction

UnitĂ 7 - istruzioni Nella settima unitĂ vengono introdotti i due tempi verbali "going to" e "will", per esprimere il futuro, insieme alle frasi condizionali del primo tipo. Saranno inoltre presentati i cosiddetti verbi modali. Si consiglia di prestare particolare attenzione a tali strutture, concentrandosi sulle loro diverse funzioni comunicative. Si fa presente che ulteriori approfondimenti sulle suddette strutture, verranno impartiti successivamente.

Per quanto riguarda il lessico, si tratterĂ l'uso degli acronimi e la fraseologia di base inerente l'automobile.

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The future will

Language Focus

Future tense (will)

Affirmative

Negative

I You He will see John She tomorrow.

It ('ll) We They

I You He will not see John She tomorrow.

It (won't) We They

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Interrogative I you he see John Will she tomorrow? it we they

The future will

N.B. Non c'è la forma futura in Inglese!

Ovvero, non c'è una coniugazione specifica di un verbo per il futuro.

Per fare il futuro si aggiungono parole.

Uno dei modi più comuni è con la forma:

N.B. The verb will is a modal verb.

It has no infinitive. ● to will

will

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The verb will has no conjugation. ● he wills ● she wills ● it wills

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Will - contractions

Language Focus

Will (contractions)

N.B. "Will" si contrae in "'ll" e.g. â—? I'll help you. ( I will help you. ) "Will not" si contrae in "won't". e.g. â—? I won't be free. ( I will not be free ).

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Will - questions

Language Focus

Will - questions

N.B. La forma interrogative del verbo modale will è simile alla forma interrogative del verbo "to be".

Basta porre will prima del soggetto della frase.

Will + subject + verb...? e.g. ● ●

Will the supply lines be attacked?

Will we have enough food and water?

Quando poniamo una domanda con will e con la "WH" question word, quest'ultima precede la prima.

"Wh" word + will + subject...? e.g. ● ●

Where will they take the POWs? When will we train the new recruits?

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The uses of will

Language Focus

The uses of will

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The uses of will - Exercise 1

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The uses of will Match the two halves.

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Future - going to

Language Focus

Future - going to

N.B. Going to è un altro modo molto comune di esprimere il futuro in inglese.

Le pagine seguenti spiegheranno le funzioni e l'utilizzo di going to.

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Future - going to

Affirmative I am You are He going wait.

She is to It We are They

Negative I am You are He not She is going to wait.

It We are They

Am Are Is Are

Interrogative I you he going wait ? she to it we they

Contracted form Affirmative I'm You're He's going wait.

She's to It's We're They're

Negative I'm You're He's not going She's to It's We're They're

wait.

N.B. Il futuro con going to viene usato per azioni programmate. e.g. ● He's going to retire next month.

Viene anche usato per azioni dove è importante sottolineare l'intenzione di fare qualcosa. e.g ●

What are you doing with that bucket of water? I'm going to wash the car.

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Will or going to

Language Focus

Will or Going to

N.B.

1. Nella prima conversazione l'uso di will è dettato dal fatto che Mat decide di fare visita all'amico in quell'istante.

2. Nella secondo invece, l'azione era stata giĂ programmata, di cui l'uso di going to.

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Future - Present continuous

Language Focus

Future - Present continuous

N.B. Le azioni future che sono state programmate in precedenza sono espresse sia con il presente progressivo che con il futuro "going to". e. g. â—? Tomorrow, I'm going to play tennis with Peter. â—? Tomorrow, I'm playing tennis with Peter.

N.B. Si consiglia in questo momento di non preoccuparsi della differenza tra il futuro "presente progressivo" ed il futuro "going to" per quanto riguarda le azioni programmate.

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First conditional

Language Focus

First conditional

N.B. â—? Le frasi condizionali sono composte da due parti: La parte con if e la parte principale.

Il verbo nella parte if della frase è al presente. (nell'esempio sotto, "find") La parte principale della frase include l'ausiliare "will". �

Come in italiano le posizioni della consequenza e della condizione possono essere invertite.

If I find your keys, I'll call you.

I'll call you, if I find your keys.

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If and When

Language Focus

If and When

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Must

Language Focus

Must (obligation)

N.B. Per esprimere un obbligo su usa must. (dovere) Must si comporta come can nella forma presente. (Unità 4) Must rimane invariato per tutte le persone, cioè non prende la "s" alla terza persona singolare. ● He must wear a crash helmet. ● She musts study more.

Must è seguito dall'infinito senza "to". e.g. ● They must be punctual. ● They must to disengage.

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Must

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Mustn't

Language Focus

Mustn't (prohibition)

N.B. ¡ Per esprimere un divieto o una proibizione si usa mustn't (must not). e. g. �

You mustn't talk when the instructor is talking.

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Must - have to

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Must -- have to

N.B. * Molte volte non c'è molta differenza tra l'uso di must e have to e si consiglia in questo momento di non preoccuparsi della differenze nella forma affermativa.

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Must - have to

N.B. Si esprime l'obbligo anche con il verbo have to.

Have to si comporta come qualsiasi altro verbo.

Nella forma interrogativa si usa do or does al presente e did al passato. e.g. ●

●

●

What do I have to do?

You have to give way at the crossroads.

What does he have to do?

He has to obey orders.

What did he have to do?

He had to train long and hard.

Nella forma interrogativa al presente è molto più usato have to che must. e. g. ●

●

Where do we have to sit?

You have to sit at the front.

Who does she have to see?

She has to see a lawyer.

"Where must we sit?" è corretto ma poco usato.

Usiamo di solito have to per parlare di obblighi altrui.

Cio'è un obbligo imposto da un'autorità esterna. e.g. ●

Mark has diabetes. He has to have an injection twice a day.

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Must (past present future)

Language Focus

must / have to past - present - future

N.B.

● ●

Il passato di must e have to è had to.

Must and have to (has to) can be used in the future tense along with will have to.

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Mustn't - Don't have to

Language Focus

Mustn't - Don't have to

N.B. La forma negativa di have to - (don't have to / doesn't have to) non si usa per sancire il divieto di fare qualcosa. Si usa invece per evidenziare che non c'è obbligo o necessità di fare qualcosa. e. g. ● I don't have to walk to work. My husband takes me by car. ● He doesn't have to help his wife with the housework, she does everything.

Si può usare don't need to. e.g. ● You don't need to take a coat, it's not cold. ● You don't have to take a coat. It's not cold. file:///E|/starterPack/courses/Course2/data/7_031.htm (1 of 2) [05/04/2008 11.44.06]

Mustn't - Don't have to

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Mustn't - Don't have to - Exercise 1

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Mustn't -- Don't have to Matching exercise Complete the sentences by dragging the part on the right to the part on the left.

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Should - giving advice

Language Focus

Should - giving advice

N.B. Should è il condizionale di dovere. E' un verbo modale.

Ha la sola forma del condizionale ed è uguale per tutte le persone.

Non richiede l'uso di do/does.

Si usa should per dare consigli, suggerimenti, raccomandazioni e rimproveri. e. g. ● ● ● ●

She should stop smoking.

They should help their Commander more, he's overworked!

You shouldn't waste water!

The government should do more to help the sick.

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Should - giving advice

Affirmative I You He She should help.

It We They

Negative I You He should not She help.

It (shouldn't) We They

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Interrogative I you he Should she help? it we they

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Should - giving advice - Exercise 1

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What should they do?

Matching exercise Match the sentences on the left with the advice on the right.

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Should - giving advice - Exercise 3

George: Hi Rod, how are things?

Not too good I'm afraid.

Rod: George: Oh, what's the problem?

It's Anne's mother.

Rod: George: Oh no, is she ill again?

Yes, we took her to the hospital last night.

Rod: George: What happened?

Well you know, the doctor told her she shouldn't smoke and she should try and walk at least twenty minutes a day, but she doesn't.

Rod: And last night her breathing was really bad, so we took her to the hospital.

I know I shouldn't interfere, but don't you think she should see a George: specialist?

No. I think she should stop smoking!

Rod:

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Should - giving advice - Exercise 4

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Should Put the words in the correct order to make a proper sentence.

<= 1/5 => Check

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Should - giving advice - Exercise 4

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Should Put the words in the correct order to make a proper sentence.

<= 5/5 => Check

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Signs and notices

Signs and notices

N.B. Il lessico utilizzato nei cartelli è particolare.

Vengono utilizzate parole non comuni oppure con significati pertinenti al contest.

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Signs and notices - Exercise 1

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Signs Matching exercise Match the SIGNS on the left with the PLACES on the right.

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Acronyms

Acronyms

N.B. E' necessario porre molto attenzione agli acronomi.

Ad esempio se si legge l'acronomo IRA come una parola, non scandendo ogni lettera singolarmente, sicuramente si rischia di non essere capiti.

Bisogna ricordare di tradurre dall'italiano all'inglese gli acronomi.

Ad esempio non è corretto: ●

Mr. Arafat is the leader of the OLP.

●

bensi, Mr. Arafat is the leader of the PLO.

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Acronyms

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Acronyms - Exercise 1

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Acronyms Matching exercise Match the acronyms on the left with the full titles on the right.

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Abbreviations

Abbreviations Abbreviations commonly used in colloquial English

LAB (laboratory)

PHONE FRIDGE (telephone) (refrigerator)

TV (television)

BOARD BIKE (blackboard) (bicycle)

EXAM (examination)

PLANE (airplane)

AD/ADVERT FAX (advertisement) (telefax)

REP (business representative) CASE (suitcase)

Some abbreviations and acronyms are used in written English

etc. i.e.

PTO NB

and so on (Latin: et cetera) that is to say (Latin: id est) please turn over please note (Latin: nota bene) please reply (French: RĂŠpondez s'il vous RSVP plaĂŽt) e.g. for example (Latin: exempli gratia) encl. enclosed post scriptum PS Previous

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Abbreviations - Exercise 1

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Abbreviations Matching exercise Match the abbreviation on the left with the proper word on the right.

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Abbreviations - Exercise 2

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Abbreviations Matching exercise Match the abbreviation on the left with the proper word on the right.

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The Car (1)

Language Focus

The car (1)

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The Car (1) - Exercise 1

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Crossword Complete the crossword, then click on "Check" to check your answer. If you are stuck, you can click on "Hint" to get a free letter. Click on a number in the grid to see the clue or clues for that number. Do not leave a space between words.

Check

Check

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The Car (1) - Exercise 1

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Crossword Complete the crossword, then click on "Check" to check your answer. If you are stuck, you can click on "Hint" to get a free letter. Click on a number in the grid to see the clue or clues for that number. Do not leave a space between words.

Check

Check

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The Car (2)

Language Focus

The car (2)

N.B. Nel inglese americano e britannico esistono forme diverse per le stesse parole:

U.S.A.

G.B.

trunk windshield tire

boot windscreen tyre

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The Car (2) - Exercise 1

The car (2) - Exercise 1 Write the name of the car parts in the correct box. When you finish, click CHECK. The words in red are wrong, the words in black are correct.

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Phrasal verbs

Language Focus

Phrasal verbs

N.B. In questi esempi: ● ● ●

to break down significa rompersi, parlando dell'automobile. to get in significa entrare. to fill in significa compilare.

Ricordatevi che i verbi sopramenzionati possono in altri contesti avere significati diversi.

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Phrasal verbs - Exercise 2

Mark:

Stefanie what happened yesterday? I didn't see you at Andy's party.

Stefanie: Don't remind me. My car broke down in the pouring rain.

Oh no, where?

Mark: Stefanie: At the intersection between Green street and Clay road.

What did you do?

Mark: Stefanie: I called the emergency services but I had to wait an hour and a half, so when they finally arrived I was so cold, I just went home.

What was the problem with the car?

Mark: Stefanie: The battery.

Well, I'm sorry, you missed a great party.

Mark:

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Reading frame

Policeman: Good morning ma'am can I help you?

Yes. I'd like to report a theft.

Woman: Policeman: I see. Can you give me some details?

Last night I came home at about 10.30. When I went upstairs, I Woman: saw that the bathroom window was open and in my bedroom there was absolute chaos. All my jewellery is missing.

Policeman: I see, so, he probably got in through the bathroom windowâ&#x20AC;Ś Well can you fill in this form please and I'll see if there's a constable free to come round to the house.

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Revision

Revision exercises

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Mini Test

Mini Test

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Mini Test - Exercise 3

Pila: What's wrong Ann? You look very pale.

Ann: Yes, I don't feel well at all Pila. It's my back. I can hardly move.

Pila: Did you fall?

Ann: No, but yesterday afternoon, I was moving the bed when I suddenly felt this terrible pain.

Pila: Did you call the doctor?

Ann: Yes I did. He came immediately and he gave me an injection.

Pila: Well, you shouldn't be here at work. Go home!

Ann: I think you're right. I'll go home now. Thanks for the advice.

Pila: Bye, and take care!

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Untitled

Leadership

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"The thing as I see it is to get a definite, simple plan quickly, and win by execution and careful detailed study of the tactical operation of the lesser units.

Execution is the thing. That and leadership" George S. Patton Jr.

Military leadership is the art of influencing and directing men in such a way as to obtain their willing obedience, confidence, respect, and loyal cooperation in order to accomplish the mission. Willing obedience is obtained when a person readily and gladly does what he is asked to do, or ordered to do. A leader has the confidence of his men if they believe him and trust him.

A soldier shows loyal cooperation by supporting his leader.

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Untitled

Courage

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Courage is a mental quality that enables men to continue although there is fear of danger.

It takes courage to do something you are afraid of doing. Morale may be defined as the individual's state or condition of mind. High morale is a state of mind that gives the soldier a feeling of confidence, that enables him to face hardship (pain) with courage, endurance and determination. Endurance is the ability to stand (endure) pain, poverty, sorrow, etc....

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Untitled

Enthusiasm is the display of interest in the performance of duties. When a man shows a lot of interest in his job, he is enthusiastic about it. Pride is a belief in the worth of things.

A man normally takes pride in his accomplishments. Esprit de corps is the loyalty to, pride in, and enthusiasm for the unit shown by its members.

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Untitled

Decisiveness

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Decisiveness is the ability to make decisions promptly or on time. A leader who performs his duties properly has dependability. In other words, a leader who performs his duties properly is dependable. Initiative is seeing what has to be done and commencing a course of action.

Integrity is the quality of truthfulness and honesty. An individual who tells the truth and is honest has integrity. Justice is the quality of being impartial and consistent in exercising command. An impartial leader does not favor one person more than another. When a person holds to the same priciples or practices, he is consistent.

Offence is anger, displeasure. Tact is the ability to deal with others without offending them. It is a desirable leadership trait. Dignity requires the control of one's actions and emotions. The control of one's emotions is the control of one's feelings. A dignified person controls his actions and emotions.

The authoritative leader likes to give orders and expects obedience. The persuasive leader bases his skill upon example and ability. The span of control refers to the number of immediate subordinates one person can control, supervise, or direct effectively. The chain of command refers to the numbers of commanders through which authority passes and commands are given.

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Untitled

High and low explosives

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Look at the pictures above and you will see a bomb, a cartridge and a mine. Cartridges contain explosive substances tha propel projectiles from weapons. Bomb and mines contain explosive substances that demolish or destroy things. An explosive is a solid, liquid or gas that produces an explosion. An explosion or detonation is a sudden outburst of particles or gas from an explosive. An explosive that is used to propel a projectile from a weapon is a propellant.

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High and low explosives

High and low explosives

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Listen, read and repeat

High and Low Explosives Explosives are divided into two classes, low explosives and high explosives. Low explosives are ideal for pushing objects. High explosives are effective for breaking things into pieces. Explosives are classified as low or high according to the speed (meters per second) with which they change to a gaseous state. The velocity for low explosives ranges from 100 meters to 1,000 meters per second, and the velocity for high explosives ranges from 1,000 meters to 9,000 meters per second.

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A metal detector

A metal detector

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When you detect a mine with a metal detector, you know that the mine is there even if you do not see it. When you locate a mine, you find out where it is.

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Hello my name is Dante Donati. I am an EOD man. I am trained and assigned the responsibility for a special kind of work. I am particularly interested in exploded ordnance. My work includes investigating, locating, diagnosing, marking, and reporting unexploded ordnance incidents. It's vitally important work because UXOs are a hazard to personnel and materiel. You see, my first task is to find out whether UXO reports are true or false. Then I have to make a careful investigation to eliminate false reports and verify actual UXO incident.

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Mines

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Mines Build the story by choosing one of three sentences. If your choice is correct, the sentence will be added to the story.

A B C

Show me the whole text so far

Show only the last five segments

Score Restart

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Untitled

Anti-personnel mines

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Anti-personnel mines are: blast, fragmentation, and directional fragmentation. Now you will hear a definition of the different types of anti-personnel mines.

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Blast mines

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Blast mines

Here is a description of a blast mine. Can you complete the sentences? When you have finished, listen to the description and check your answers.

Check

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The blast mine

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The blast mine Here is the "Blast mine" text again. Try to reconstruct it - ONE WORD AT A TIME. You can listen to the text again if you need help.

Preparing exercise...

Check

Type your guess here:

Score Incorrect words:

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Hint

Bounding fragmentation mines

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Bounding fragmentation mines Build the story by choosing one of three sentences. If your choice is correct, the sentence will be added to the story. When you have finished, go to the next exercise and you can study the text.

A B C

Show me the whole text so far

Show only the last five segments

Score Restart

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Unit 8 contents

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Bounding fragmentation mines

Bounding fragmentation mines Listen and read

Bounding fragmentation mines detonate by both pressure and tripwire. When activated, a small charge bounds the mine into the air approx. 1 meter before a second charge detonates the mine in a 360-degree radius. They are in groups connected by tripwires and cover a wider area. Normally these mines are in the ground, making them difficult to see. approx. = approximately

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file:///E|/starterPack/courses/Course1/two/data/8_17.htm

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Listen to Dante Donati give instructions to his EOR personnel on what they should do if they find a UXO. Put the instructions in order as you listen.

Check

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Untitled

Wounds

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"Wound" (Noun and Verb) and "injury" are both used to describe damage to the body, but a wound is caused by a weapon and it is usually intentional.

He shot the man in the chest. = a bullet wound in the chest from a gun.

He stabbed the enemy in the stomach. = a bayonet wound in the stomach.

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Untitled

The body

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Untitled

Battlefield wounds

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The basics for battlefield wounds are: - Check for breathing.

- Check for bleeding.

- Check for shock.

This soldier is checking for breathing.

This soldier's head is bleeding.

The soldier is in shock.

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Untitled

Surveying the casualty

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Surveying the casualty First check if he responds. If the casualty is conscious, ask him where the pain is. If the casualty is unconscious, continue your assessment.

Second, check the airway and at the same time look for any cervical spinal injuries, which may worsen with movement. If necessary, open the airway and perform artificial respiration.

Check for a carotid pulse, and perform CPR if no pulse is found.

If the casualty is unconscious but has no severe breathing problem, continue your assessement to find the reason for the unconscious condition.

Third, check for massive bleeding. If the casualty has more than one severly bleeding wound, treat the one that is losing blood most rapidly. If more than one casualty is bleeding profusely, treat the one who is losing blood most rapidly. The fourth step is to check for shock. A casualty suffering burns over 20% or more of his body must be treated for shock immediately. Severe blood loss will also cause shock. Fifth, look for open chest wounds. Gently turn the casualty and look for entry and exit wounds on the entire chest area. Sixth, check for and treat large abdominal wounds. Number seven, check for lower spinal injuries. And the last step, step eight, look for any other injuries that require evacuation, severe eye injuries or limb-threatening injuries such as fractures, dislocations, or third degree burns that circle the arm.

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Telephone conversation: A: Master sergeant Martin.

B: Er. Yes. Good afternoon. Lieutenant David from S1.

A: Hello John.

B: How are you today?

A: Fine, thanks.

B: Could you just confirm that the UXO briefing is at 1600 today?

A: Yes, it is.. 1600, auditorium.

B: OK. Thanks, the second thing, I was in your office earlier today discussing with Col. Wehmeyer, the UXO awareness training.

B: Yea. A: I thought you should know that we have agreed to postpone it for a few weeks because he's busy. And he will contact me directly when he wants to start the training.

B: OK. A:OK, well, thanks for the information.

B Alright OK Bye.

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High and low explosives

8/1.2 High and low explosives

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Listen and read High and Low Explosives Explosives are divided into two classes, low explosives and high explosives. Low explosives are ideal for pushing objects. High explosives are effective for breaking things into pieces. Explosives are classified as low or high according to the speed (meters per second) with which they change to a gaseous state. The velocity for low explosives ranges from 100 meters to 1,000 meters per second, and the velocity for high explosives ranges from 1,000 meters to 9,000 meters per second.

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file:///E|/starterPack/courses/Course1/two/data/8_EOD2.HTM [05/04/2008 11.49.54]

boogie woogie

1.1 Questions

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Telephone conversation: A: MSGT Martin.

B: Er. Yes. Good afternoon. Lieutenant David from S1.

A: Hello John.

B: How are you today?

A: Fine, thanks.

B: Could you just confirm that the UXO briefing is at 1600 today?

A: Yes, it is.. 1600, auditorium.

B: OK. Thanks, the second thing, I was in your office earlier today discussing with Col. Wehmeyer, the UXO awareness training.

B: Yea, A: I thought you should know that we have agreed to postpone it for a few weeks because he's busy. And he will contact me directly when he wants to start the training.

B: OK. A:OK, well, thanks for the information.

B: Alright OK Bye. Back | Contents | Next

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file:///E|/starterPack/courses/Course1/two/data/8_tel2link.htm

Telephone conversation: A: Yellow Cab Company.

B: I need a cab at 2121 Broad Street.

A: Is that a private home?

B: No, it's an apartment house.

A: Your name and apartment number?

B: Joseph Michell, apartment 243.

A: We'll send a cab right away.

B: Please hurry. I'm late.

A: The cab will be there in ten minutes.

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boogie woogie

Telephone conversation: A: Good morning. Charlie Airlines. May I help you?

B: Yes, I want to make reservations to Atlanta on June 2, on a flight after 5 o'clock if possible.

A: I can give you a reserved seat on Flight 549 leaving at 4:45 p.m., or Flight 864, leaving at 5:53.

B: I'll take the earlier one.

A: All right, sir. Do you want a return ticket?

B: No, one-way.

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Writing - filling in forms

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Writing - filling in forms Matching exercise Match the items on the right with the items on the left.

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file:///E|/starterPack/courses/Course1/two/data/10_4.htm

Filling in forms

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Filling in forms Please fill in this form. Click "view" when you have finished.

First name

Surname

Rank

Age

Date of birth

Marital status: single / married / divorced

Address: Street City Zip code Country Telephone Daytime Evening view Back | Contents | Next

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Word order

Word order

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Look at this sentence: The soldier is firing his rifle.

The soldier = the subject - S

is firing = the verb - V

his rifle = the object - O

Here is another example: A soldier is throwing a grenade.

S V O We can add an adverb to tell us where. For example: A man is firing a rifle from a building.

S V O A from a building = the adverb - A

More examples: Subject who/what

Verb action

Object who/what

Two soldiers

are

A man

is carrying

a bag.

Someone

is firing

a rifle

Two men

are

Adverb where behind that tank.

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from that window. inside the building.

Word order

A soldier

is throwing

a grenade

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up the stairs.

Congratulations

Congratulations

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Congratulations! You have finished "You're in the Army Now".

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