The Strategic Corporal What started as a routine day of humanitarian 1) was becoming something very different. Corporal Hernandez - the squad leader - faced the angry crowd. As a Molotov 2) crashed into their position, the Marines of 1st Squad looked at Corporal Hernandez. He knew that the fate of the squad and of the multi-national mission hung in the balance. His actions, in the next few minutes, could have strategic 3).
The situation above is common to many missions that have been conducted around the world in recent years. It also represents the enormous responsibilities and pressures that are placed on young Marine leaders. The United States Marine 4) has described such conflicts as the three block war - operations in which Marines may be 5) by a wide range of tactical challenges in a few hours and within the space of three city blocks. The tragic experience of US forces in Somalia during Operation Restore Hope illustrates the nature of these operations. The lesson of this mission and of other recent operations, whether humanitarian assistance, peacekeeping, or traditional warfighting, is that their outcome may 6) on decisions made by small unit leaders, and by actions taken at the lowest level of command. Success or 7) will rest with the rifleman and with his ability to make the right decision at the right time and at the point of contact. Today's Marines will often operate without the direct supervision of senior leadership and they will be asked to deal with a confusing range of challenges and threats. In order to succeed under such 8), they will require maturity, judgment and strength of character. Most importantly, these missions will require them to confidently make well-reasoned and independent 9) under extreme stress - decisions that will probably be analysed both in the media and in public opinion. In many cases, the individual Marine will potentially influence not only the immediate tactical situation, but the operational and strategic levels as well. His actions, therefore, will directly 10) the larger operation.
Progress Cheek 1 I variant 1.Complete the sentences in past perfect 1. When I came home, mother already (to cook) dinner. 2. When father returned from work, we already (to do) our homework. 3. When the teacher entered the classroom, the pupils already (10 open) their books. 4. Kate gave me the book which she (to buy) the day before 5. Nick showed the teacher the picture which he (to draw). 6. The boy gave the goats the grass which he (to bring) from the ficld 2. Write the sentences in the interrogative form and make general and who-questions. 1. Rose had written the letter by 7 о'clock yesterday. 2 Mrs Rogers had cooked the dinner by 6 о'clock last Sunday. 3. Jane and Ann had built the toy house by four o'clock yesterday. 3. Choose the right words to complete the sentences. 1) That day Jane felt so sad ahe could (ery/smile). 2) The puplls (ended/ finished) decorating the hall late in the afternoon. 3) Do you watch matehes of your favourite football (сrеw/teаm) on television? 4) We are playing basketball in the gyт, would you 1ike to joln (- /1in)? 5) No one liked the dish, we thought it was rather (Lasteful/tasteless). 6) In the I variant 1.Compleie the sentences in past рerfect