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English For Maritime Engineering - Coursebook 1st Year
English For Maritime Engineering - Coursebook 1st Year
Alina Minea
Prefa
Nota autorului
Acest curs este destinat studenilor din anul I, specialitatea electromecanic naval
precum i celor interesai de mbogirea cunotinelor n domeniul naval n general i n
special cel al mecanicii navale. Manualul conine nu numai texte i terminologie de
specialitate ci i informaii de gramatic a limbii engleze conform programei de
nvmnt. Cursul conine 8 capitole/ uniti, corespunztoare orelor de predare:
1.
2.
3.
4.
5.
Contents
1.
Ship operation; Noun ................................................................................ 13
1.1.
Ship operation............................................................................................. 13
1.1.1. Definitions.................................................................................................. 13
1.1.2. Short history............................................................................................... 13
1.2.
Nouns and noun phrases............................................................................. 14
1.2.1. Nouns ......................................................................................................... 14
1.2.2. Noun phrase ............................................................................................... 14
1.2.3. Countable and uncountable nouns ............................................................. 15
1.2.3.1. Mass nouns................................................................................................. 16
1.2.4. The plural of nouns .................................................................................... 16
1.2.5. Case of nouns: genitive .............................................................................. 18
1.2.6. Compound nouns ....................................................................................... 18
1.3.
Agreement .................................................................................................. 19
1.3.1. Singular and plural verbs ........................................................................... 19
1.3.2. Singular and plural subjects ....................................................................... 19
1.3.3. Nouns with a plural form ........................................................................... 20
1.3.4. Pair noun .................................................................................................... 20
1.3.5. Group nouns............................................................................................... 21
1.4.
Vocabulary ................................................................................................. 21
1.5.
Grammar practice noun; Ex 1-15, 20 Asist. univ. drd. Raluca Mate ...... 22
1.6.
Answer key grammar practice noun........................................................... 27
2.
2.1.
2.2.
2.2.1.
2.2.2.
2.2.3.
2.3.
2.3.1.
2.3.2.
2.3.3.
2.4.
2.5.
2.5.1.
2.5.2.
2.5.3.
2.5.4.
2.6.
2.6.1.
2.6.2.
2.6.3.
2.6.4.
3.
3.1.
3.1.1.
3.1.2.
3.1.3.
3.1.4.
3.1.5.
3.1.6.
3.1.7.
3.1.8.
3.1.9.
3.2.
3.3.
3.3.1.
3.3.2.
3.3.3.
3.3.4.
3.3.5.
3.3.6.
3.4.
3.4.1.
3.4.2.
3.4.3.
3.4.4.
3.5.
3.6.
3.6.1.
3.6.2.
3.7.
3.7.1.
3.7.2.
4.
Organization on board; Adjectives; Adverbs ........................................ 69
4.1.
Organization on board................................................................................ 69
4.2.
Adjective..................................................................................................... 70
4.2.1. Qualitative adjectives................................................................................. 70
4.2.2. Classifying adjectives ................................................................................ 71
4.2.3. Colour adjectives........................................................................................ 72
4.2.4. Adjectives in -ing and ed, participial adjectives ...................................... 72
4.2.5. Compound adjectives .72
4.2.6. The order of adjectives............................................................................... 73
4.3.
Adverbs....................................................................................................... 73
4.3.1. Adverbs of manner..................................................................................... 74
4.3.2.
4.3.3.
4.3.4.
4.3.5.
4.3.6.
4.3.7.
4.4.
4.5.
4.6.
4.6.1.
4.6.2.
4.6.3.
4.7.
4.7.1.
4.7.2.
4.7.3.
4.8.
4.9
5.
5.1.
5.2.
5.2.1.
5.2.2.
5.3.
5.3.1.
5.3.2.
5.3.3.
5.3.4.
5.4.
5.5.
5.6.
5.6.1.
5.6.2.
5.6.3.
5.7.
6.
6.1.
6.2.
6.3.
6.4.
6.5.
6.6.
6.7.
6.7.1.
6.7.2.
6.7.3.
6.8.
7.
7.1.
7.2.
7.3.
7.4.
7.5.
7.6.
7.7.
7.7.1.
7.7.2.
7.7.3.
7.8.
7.9
7.10.
8.
Medical Care; Past Perfect Simple and Past Perfect Continuous........141
8.1.
Medical Care ..............................................................................................141
8.1.1. Medical Care .............................................................................................141
8.1.2. Man overboard .........................................................................................142
8.2.
Past perfect simple ....................................................................................142
8.3.
Past perfect continuous .............................................................................143
8.4.
Past simple and past perfect simple ..........................................................144
8.5.
Past perfect simple versus past perfect continuous144
8.6.
Past perfect continuous versus present perfect continuous144
8.7.
Vocabulary ................................................................................................145
8.8.
Grammar Practice past perfect simple and continuous Lector univ. drd. Dana
Zechia ...........................................................................145
8.9.
Grammar practice answer key...148
8.10. Self-test 2...150
8.11. Answer key self-test 2154
List of irregular verbs..........................................................................................155
Bibliography .........................................................................................................160
As ships have become bigger, they have also become more complex. Automation
and other technological developments, particularly in computers and communications,
have had a profound effect on the way ships are operated. Crews have become
smaller, labour productivity has increased greatly and many traditional navigation and
seafaring skills no longer have a place in the operation of modern vessels.
1.2. Nouns and noun phrases
1.2.1. Nouns are words like: ship, sailor, freedom, London that do not have special
endings to identify them or to show they are subjects or objects.
They can be classified in several groups according to their meaning:
Concrete nouns things: craft, vessel, harbour, boat etc.
Abstract nouns ideas: time, space etc.
- qualities: security etc.
Actions: landing, sailing, fishing etc.
Role: pilot, seaman, mechanic etc.
Name: Constantza, Amsterdam, New York etc.
Most nouns have no special endings but there are some suffixes used to form nouns
from other words: movement, intention, difference, kindness, punctuality, landing
etc.
Most nouns do not have gender. There are a few word pairs used for people and
animals: man woman (and all their compounds); father mother (and all their
compounds); husband wife; son daughter (and all their compounds); uncle
aunt; nephew niece; boy girl; lord lady; host hostess; steward stewardess;
hero heroine; bridegroom bride; widower widow; male female; stallion
mare; cow bull etc.
1.2.2.
Noun phrase
The noun phrase can be a word (Planes take off from here.) or a combination of a
noun with other words: the sea, our crew, an interesting book etc. The noun can be
preceded by determiners, quantifiers and modifiers, each of them in a fixed order. A
noun phrase can contain:
Determiners: articles (a, the), demonstratives (this, that, these, those) and
possessives (my, your etc.), which are placed before the noun.
Quantifiers: a lot of, many, much, a few, every, each, most, both, half,
some, any, no etc.
Modifiers: adjectives or nouns.
In the sentence a noun phrase can be a:
Subject: Security guards set a trap.
Object: The mechanic alerted the Captain.
Complement: The cost of a ticket was 5 pounds.
Adverbial: That day something unusual happened.
Prepositional object: The passengers left in a hurry through fire exits.
1.2.3.
furniture
gossip
harm
health
help
homework
housework
housing
jewelry
knowledge
land
laughter
machinery
money
news
pay
permission
pollution
progress
proof
rain
research
rice
rubbish
scenery
shopping
sightseeing
stuff
thunder
toast
traffic
transport
travel
violence
weather
work
Uncountable nouns cannot be counted directly. However, we can count them using
phrases like: a piece of, a bit of, an item of, a cup of, a glass of, a bottle of, a kilo of, a
barrel of, etc.
Some nouns can be countable or uncountable with different meanings:
glass
- a glass of water
- some glass for the window (material)
- my glasses (spectacles)
paper
my papers (documents)
some writing paper
a daily paper (newspaper)
ice
an ice (cream)
ice on the road
tin
a tin of beams
tin (substance)
iron
hair
dress
a red dress
wearing evening dress (clothing)
time
experience -
an interesting experience
experience in job
business
property
a property
some property (belongings)
dye
fuel
glue
ink
insecticide
iron
medicine
metal
oil
ore
paint
plastic
poison
soap
steel
wood
wool
a.
The basic rule for making the plural in English is by adding an -s at the end
of the noun: seas, sharks, pumps, boilers, walls, heads etc.
b.
Another rule is applied when the noun ends in one of these letters: -s, -ss, sh, -ch, -x, -o, -z and y (if there is a consonant before it). The plural is made
by adding an -es and the last letter y is changed into i: bus buses; dress
dresses; brush brushes; watch watches; box boxes; potato potatoes; fly
flies etc.
c. About 15 nouns ending in f/fe change f/fe into v and es is added; the most
frequently used nouns of this type are:
life lives
wife wives
knife knives
half halves
calf calves
shelf shelves
self selves
wolf wolves
loaf loaves
thief thieves
leaf leaves
scarf - scarves
d. There are some nouns with the plural form different from singular:
- man men (and compounds), woman women (and compounds);
- child children, ox oxen;
- foot feet, tooth teeth, goose geese;
- mouse mice, louse lice.
e.
Foreign plurals are preserved with some borrowed nouns, especially Greek and
Latin. The examples given here are some that you may encounter in courses
and manuals:
- on a: criterion criteria;
- um a: medium media, stratum strata;
- us i: stimulus stimuli;
- a ae: formula formulae;
- is es: analysis analyses; basis bases.
f.
There are some nouns with the same form for the singular and the plural:
sheep, fish, fruit, Chinese, Portuguese, Swiss, means, series, species etc.
g.
After a year or an abbreviation the plural ending can be s/s: MPs, MPs etc.
1.2.5.
From the point of view of form there are two types of genitive.
a. The analytical genitive with the structure: the + noun + of + the + noun, is
used with things: the end of the course, the bulkheads of the ship etc.
b. The synthetic genitive with s for singular and plural nouns that do not end in
s: my friends name, the childrens names, and for plurals in s: my friends
names, is used with people.
Both genitives can be used for places, companies or newspapers: the companys
head office/ the head office of the company, the companys political views/the
political views of the company.
In some genitive structures including the word shop or house, these words are not
mentioned any more:
Is there a bakers (shop) nearby?
I go to my parents (house).
1.2.6.
Compound nouns
A compound noun is a fixed expression which is made up of more than one word
and which functions in the clause as a noun. Most of the compound nouns are formed
of two words. The first noun modifies the second one telling us the kind or what it is
for:
a phone bill = a bill for using the phone;
a microwave oven = an oven functioning with microwaves;
customs regulation = regulation for passing through customs;
an oil can = a can for holding oil;
a bookshelf = a shelf for holding books;
(a shelf of books = a shelf with books on it);
a sea accident investigation team = a team for investigating accidents at sea.
Compound nouns may be countable, uncountable, singular or plural. Here is a list
of the most important compound nouns used in your specialty:
countable
air conditioner
assembly line
personal computer
uncountable
air conditioning
central heating
data processing
first aid
remote control
stainless steel
washing-up liquid
singular
labour force
plural
industrial relations
licensing laws
1.3. Agreement
1.3.1.
Generally if we want to talk about one thing we use a singular noun/pronoun and a
singular verb-form:
This is the new engine. The engine/It works very well.
If we talk about more than one thing we use a plural noun/pronoun and a plural
verb-form:
Have you seen the new engines? The new engines/They work very well.
Subject-verb agreement means choosing the correct singular or plural verb after the
subject for present. An uncountable noun takes a singular verb-form:
Seawater is getting colder and colder in winter.
1.3.2.
1.3.5. Group nouns, also called collective nouns, can take a verb in the singular or
plural, depending whether we see the noun as a whole or as a number of individuals:
The crew was/were in a cheerful mood.
Some group nouns are: army, association, audience, board, choir, class, club,
college, committee, community, company, council, crew, crowd, enemy, family,
firm, gang, government, group, jury, majority, navy, orchestra, party,
population, press, public, school, staff, team, union, university etc.
The names of institutions, companies and teams are also group nouns:
Brazil is/are expected to win.
1.4. Vocabulary
shipbuilding = construcie de nave
buoyant = plutitor
vessel = nav
boat = barc
seagoing = de mare/larg
trade = comer
sailing ship = nav cu pnze
compass = busol
fleet = flot
shipping lane = rut navigabil
clipper = cliper, nav cu pnze
steam-propelled ship = nav propulsat cu abur
engine = motor
turbine-propelled vessel = nav propulsat cu turbine
merchant fleet = flot comercial
cargo-carrying ship = nav de mrfuri
non-trading activity = activitate necomercial
offshore = n larg
towage = remorcare
dredging = dragare
surveying = supaveghere / patrulare
seafaring skills = deprinderi / aptitudini marinreti
1
short
cruel
sane
gay
free
2
existential
foolish
social
short
wide
3
mean
childish
anxious
long
strong
Exercise 8. Give the corresponding nouns for the following verbs and adjectives:
o To bleed, to bath, to sing, to believe, to breethe, to feed, to lose, to live, to
prove, to choose;
o Broad, deep, long, strong, wide, new.
Exercise 9. Use the saxon genitive (s) in the following sentences:
1. He knows nothing about the climate of this country. 2. Do you know the name of
the typist of the manager? 3. The new car of the friend of his cousin is a Dacia 1300.
4. Jane doesnt know the time table of her daughter. 5. She does not doubt the good
intentions of the parents of her husband. 6. You can easily notice die first signs of
spring. 7. The dresses of the shop-girls are the best advertisment. 8. They all
welcomed the protection of the police. 9. These are the best plays of 0.8. Shaw. 10. He
has been studying the folklore of Scotland for several years. 11. The parents of all the
children are present at the meeting. 12. She wont say a word about the purpose of her
life. 13. The industry of Romania is in full swing. 14. The high note of the nightingale
can be easily heard.
Exercise 10. Translate into Romanian:
1. Weve run out of orange juice; youd better go to the grocers and buy some.
2. My husbands new suit is not ready yet; it is still at the tailors.
3. When you go to UK dont miss the chance to go to Madame Tussauds.
4. They usually buy fresh fruits at the greengrocers every Monday morning.
5. Have you ever seen St. Jamess?
Exercise 17. Complete the sentences with the plural form of the words in brackets:
My hotels a bit primitive. Ive seen (1 mouse)_____ in my room! And there are (2
fly)_____ everywhere during the day and (3 mosquito) _____ at night. But the (4
beach) _____ are beautiful.
There are a lot of old (5 church) _____ on the island and Ive taken lots of (6 photo)
_____ of them.
Every day I buy two small (7 loaf) _____ of bread and some (8 fruit) _____ , usually
(9 peach) _____ , (10 orange) _____ and (11 tomato) _____ . but the (12 shelf) _____
in the shops are almost empty, so yesterday I went fishing and caught two (13 fish)
_____ for my lunch.
There arent any (14 bus) _____ so I walk everywhere. My (15 foot) _____ really
hurt. I want to go into the mountains. They say there are (16 wolf) _____ there.
The (17 person) _____ are very friendly. Sometimes (18 family) _____ come out to
say hello when I walk past. The (19 man) _____ have two or three (20 wife) _____
and dozens of (21 child) _____. I dont think their (22 life) _____ have changed for
(23 century) _____. Its certainly one of the most unspoilt (24 country) _____ Ive
ever been to.
Exercise 18 Which are the 15 countable nouns in this news report?
Hi! Youre listening to GWR Radio. What a terrible morning! There have been several
accidents on the roads. A number of people were hurt in an accident on the M 32
motorway when two cars crashed near Junction 4. And there are a few problems for
rail travellers. Many trains between cities in the west and London are running twenty
to thirty minutes late.
Exercise 19 What are the eight uncountable nouns in the news report of the explosion
at Brislington?
An explosion has destroyed a chemical factory in Brislington. Thanks to the courage
of the firefighters no one was hurt. The air around the factory is still thick with smoke,
and for their own safety, residents have been told not to drink the water. Residents are
worried about their childrens health and the damage to the environment caused by the
explosion.
Noun + verb agreement
Exercise 20. Choose the right form of the verbs in brackets:
1. His family (is/ are) in Bucharest now.
2. The news (was/ were) a great surprise for all of us.
3. People (rush/ rushes) home when the days work is over.
4. Our football team (plays/ play) this evening.
5. Your group (is/ are) made up of thirty students.
Exercise 15. armchair, bottle- opener, fast-food, yellow pages, lawn mower, telephone
directory, chewing gum, central heating, air conditioner, tea bag, alarm
clock, post office, babysitter, heart attack, burglar alarm, fairy tale, credit
card, bus stop, bank account, contact lenses.
Exercise 16.
Unit 2
Ports
Determiners and quantifiers
I. Unitatea ofer noiuni n legtur cu portul n general, fcnd distincia de sens ntre
cele dou noiuni din limba englez: port i harbour. Partea de gramatic trateaz
problema prilor de vorbire care stau pe lng substantiv i l determin sau i pot
modifica sensul. Exerciiile de la articol, mai ales, pot fi considerate o recapitulare a
substantivului, deoarece aceste dou pri de vorbire apar mpreun n propoziii.
II. Obiective: 1 Memorising the vocabulary in the unit, in English and making
connections with the Romanian terms.
2. Understanding and practicing the grammar: the determiners and
quantifiers.
3. Learning how to use the dictionary for the unknown words from the
specialty text and the exercises.
4. Checking the knowledge through self-evaluation tests from the end of
unit 4.
2.1. Ports
Definition: A port is a place where goods, passengers, and mail are transferred to,
from, or between carriers of the same or different modes.
Nearly all ports include portions of one or more harbours where the configuration of
the shore, either naturally or with artificial improvement, offers protection to vessels. A
harbour may serve a single port or, as in the case of a large harbour, such as San
Francisco Bay, several ports, or, as in the cases of London, Chicago, and Sydney, several
harbours may serve one port. Ports are gateways leading to and from inland areas, or
hinterlands, connecting them with other areas, sometimes called forelands, by means of
ocean and inland waterway carriers. Associated with the water front terminals are
complexes of services and facilities ashore, such as local roads, railway terminals, ship
repair facilities, and numerous offices concerned with the operation and maintenance of
vessels and the movements of cargoes and passengers, all of which are also included
within port areas. Many industries located in and near the port areas are wholly or largely
dependent upon the port for receipt of raw materials and fuels and for shipment of their
products; other industries and commercial establishments depend upon a port-related
labour force as part of their markets. Because all of these activities require large labour
forces in or near the port areas, ports are usually associated with cities.
The primary objective of port development and operation is to move traffic through
the port quickly and economically. Large ports, with a greater variety of routes and
services, will offer the shipper greater frequency of ship sailings and will generate
sufficient traffic to justify a larger number of calls by vessels. The volumes of cargo and
of ship services, therefore, are reciprocally related, and the larger and more efficient
ports, because of economies of scale, tend to grow more rapidly than smaller ones with
traffic volumes less able to justify the efficiency and variety of services and facilities. An
important measure of port efficiency is "turnaround time": the time a vessel or a shipment
spends in port. In the case of a vessel, this includes the time required for it to move from
the harbour entrance to its berth, to process the various documents associated with the
movement of the vessel and its cargo and passengers, to take on fuel and load, and to
proceed out of the harbour on its return or subsequent leg of its voyage; in the case of
cargo, the turnaround time is the time required for the shipment to arrive at and depart
from the port area. A port with a good harbour and with adequate physical equipment and
services will attract traffic from a hinterland that is also served by competitive ports even
though inland distances and rates may be somewhat disadvantageous. In many
industrialized and urbanized regions such as northwestern and central Europe and the
northeastern United States, port competition is intense, and to secure an increasing share
of the traffic many port organizations maintain extensive trade development and
promotional activities, as well as staffs to protect and enhance their competitive position
with respect to inland and overseas rate structures and services.
2.2. Determiners
2.2.1. Articles
Articles are determiners. Other determiners are the possessives, the demonstratives,
some, and any. Two determiners cannot usually be used together. So it is not possible in
English to say: the my uncle or a that man.
The articles are a, an, (indefinite article) and the (definite article).
a. A/an can be used only with singular countable nouns. We do not put a/an in front of
plural or uncountable nouns, because a means one. A is used before a consonant sound:
a ship, a horse and an before a vowel sound: an elephant, an hour, an umbrella. A/an is
used when we dont know the person or the thing.
There is a yacht in the marina.
A/an is used in some other cases:
- before someones job or profession: He is a sailor.
- in certain expressions of measurement: twice a week, 50p. a kilo, 30 miles an
hour etc.
The cruising speed is 6 miles an hour.
- in phrases: to be in a hurry, to have a headache, all of a sudden, as a matter of
fact, to take an interest in, etc.
All of a sudden the sea became black.
- with proper nouns denoting an unknown person, a member of a family, or a
person with certain characteristics:
He is a Don Juan.
b. The is used with singular and plural nouns. It can be used with nouns already
mentioned or known:
Youll see a shop with ropes in the window. (the window of the mentioned shop)
The is used in some other situations:
- when there is only one object or person in a certain area, so that it is considered
unique: the equator, the north pole, the stars, the weather, the world etc.
The captain is anxious to see the new computer.
- with adjectives in the superlative degree:
This is the oldest shipyard in the country.
- with nouns converted from adjectives, denoting a class or nationality to make a
generalization:
The English are good sailors.
- with only, next, last, same, right and wrong:
You are the only friend Ive got.
- in time phrases:
in the past, at the moment;
in the future;
in the morning/afternoon/evening;
the 1960s;
the 21st century etc;
- with proper nouns in the plural denoting a family:
The Jonsons are on voyage.
- with proper nouns denoting countries, if they represent a union: the Netherlands,
the United States, the Great Britain etc;
- with proper nouns denoting rivers, seas, oceans, channels, canals, straits: the
Pacific Ocean, the Black Sea, the Thames, the English Channel, the Suez Canal,
the Straits of Dover, etc;
- with proper nouns denoting groups of islands, chains of mountains, deserts: the
Bahamas, the Alps, the Sahara etc;
- with proper nouns denoting hotels, shops, institutions: the Hilton, the Harrods,
the British Museum etc;
- with proper nouns denoting ships, trains, planes: the Queen Mary, the Titanic
etc;
- in phrases:
to tell the time,
by the way,
to play the fool,
on the whole etc;
- in most phrases with of: the Houses of Parliament etc.
c. The zero article. This is the situation when article the is not used:
- with nouns used in a general sense:
Oil is lighter than water.
Ships are floating.
- with nouns denoting months, festivals, days of the week:
2.2.2. Possessives
Person
I
II
III m
III f
III n
Possessive adjective
Sg.
Pl.
my
our
your
your
his
their
her
its
Possessive pronoun
Sg.
Pl.
mine
ours
yours
yours
his
theirs
hers
-
We use possessives to express a relation, often the fact that someone has something or
that something belongs to someone. There are possessive determiners (my, your etc.) and
possessive pronouns (mine, yours etc). Possessive determiners or possessive adjectives
come before a noun: my job, our mates, their watch. We normally use a possessive with
peoples heads, arms, legs etc, and their clothes, even if it is clear whose we mean:
He just stood there with his hands in his pockets.
b. (A) few, (a) little and a bit of, express a small quantity. We use them mainly in
positive statements. A few is used only before plural nouns and a little before
uncountable nouns. A bit of is more informal than a little:
There are a few ships in the Romanian fleet.
Fortunately, Ive still got a little /a bit of money.
We can also use few and little without a; the meaning is negative in comparison with a
few and a little:
There are a few ships in the Romanian fleet. (enough)
There are few ships in the Romanian fleet. (not enough)
Fortunately, Ive still got a little money. (enough)
Ive got little money, I cannot go on holiday. (not enough)
c. Other expressions for large/small quantities
Large quantities: a large number of, a great deal of, a large/huge/tremendous
amount of, numerous; masses of/ heaps of/ loads of:
A ship uses a great deal of electricity.
Numerous difficulties were put in my way.
Weve got heaps of time.
Small quantities: several, a handful of, a small/tiny amount of:
Several ports cannot offer shelter.
A computer uses only a small amount of electricity.
2.3.2. Whole and part quantities
These quantifiers refer to the total quantity or part of it, and are usually placed before
a noun: all, most, both, either, neither, every, each, some, any, no. All and most can be
used with countable nouns in the plural and uncountable nouns for generalization. Both
(used for two things, meaning the one and the other) can be used with countable nouns in
the plural. Either (used for two things, meaning the one or the other), neither (used for
two things, meaning not the one or the other), every (meaning all the members of a
group) takes a singular verb, and each can be used with countable nouns in the singular.
Some, any, no can be used in all cases:
All the systems on board are functioning.
Most (ships) have two decks.
Most pollution could be avoided.
The ferry has doors in both ends.
You can use either pumps/either of the pumps.
Neither pump/neither of the pumps is working properly.
There were flags flying from every/each ship.
Every ship is classified.
We cannot use a negative verb after every/each. But not every means less than all:
Not every door was locked. Some of them were open.
18.
19.
20.
21.
(3. ...) ruins and organize (4. ...) dinner just to celebrate (5. ...) painful event. Thats what
(6. ... ) people of (7. ... ) other nationalities are apt to say about (8. ...) English. Should (9.
...) English be consulted on (10. ...) subject they would say (11. ...) same thing about (12.
...) French and their love of (13. ...) good dinners.
C) (1. ...) outside temperature being ten degrees below (2. ...) zero, it was unusually cold
in (3. ...) school room.
What is (4. ...) Latin for cold? asked (5. ...) school-master addressing one of his
boys, who seemed to be suffering from cold more than (6. ...) others. Oh, sir, answered
(7. ...) lad, his hands thrust in his trousers pockets, I cant tell you for (8. ...) moment,
although I have it at my fingers ends.
D)Dr. Crisp was invited to (1. ...) party in (2. ...) country place. (3. ...) dinner being late
and(4. ...) company not quite to his taste, (5. ...) doctor strolled out into (6. ...) garden and
then to (7. ...) nearby churchyard. When (8. ...) dinner was served at last and (9. ...) doctor
had not yet returned, one of (10. ...) guests wondered where he could have gone. (11. ...)
master of (12. ...) house, annoyed by Dr. Crisps (13. ...) absence, explained that (14 )
churchyard being not far from there, (15. ...) doctor had gone to visit his former patients.
E)(1. ...) Englishman, driving in (2. ...) hackney-coach through France, was annoyed at (3.
...) slowness of (4. ...) pace. He tried to make (5. ...) coachman drive faster but all in vain.
(6. ...) man couldnt understand either his English or his broken French. Then it occured
to (7. ...) Englishman, both his English and his French being Greek to (8. ...) coachman, to
use (9. ...) high-sounding words that might frighten (10. ...) fellow. So he roared into his
ear. Westmorland, Cumberland, Northumberland, Durham! which had (11. ...) desired
effect, (12. ...) coachman taking these words for some terrible threat.
F) In 1870 Mark Twain was walking along (1. ...) streets of Boston when he noticed in (2.
...) shop window (3. ...) machine he had never seen before. He entered (4. ...) shop,asked
(5. ...) shop-assistant how (6. ...) ,,monster functioned and bought it for 125 dollars. He
brought home (7. ...) machine he had nicknamed (8. ...) monster and started practising
on it at once. (9. ...) machine was (10. ...) typewriter and Mark Twain typed (l1. ...) whole
book on it. When he brought his manuscript to (12. ...) editor, (13. ...) latter was
delighted. He made Mark Twain promise him to bring everything he would write later on
typed, on this wonderful machine.
(14. ...) Tom Sawyer was (15. ...) first book Mark Twain had typewritten.
G) You certainly know that (1. ...) waterproof coat is often called (2. ...) mackintosh. But
perhaps you dont know that (3. ...) word is (4. ...) surname.
In (5. ...) year 1823 in (6. ...) Scotland there lived (7. ...) man whose
(8. ...)name
was Charles Mackintosh. (9. ...) climate of his country being rainy, he would often get
drenched to (10. ...) skin and heartily disliked it. One day, having some rubber at his
disposal, he decided to rubberize his coat. Now he could walk outdoors in any weather,
his rubberized coat protecting him from (11. ...) rain. Most of his friends and (12. ...)
friends of his friends admired (13. ...) waterproof coat and wanted to have their own coats
rubberized likewise. Soon (14. ...) tradesmen took up his invention. (15. ...) Waterproof
coats became all (16. ...) fashion and (17. ...) staple product of (18. ...) town, (19. ...) name
of (2o. ...) inventor, though not (21. ...) inventor himself, getting (22. ...) worldwide
popularity.
Exercise 13. Fill in the gaps with the where necessary.
I hate 1 ___ November! It doesnt get light till 2 ___ 8 oclock in 3 ___ morning. Then
its dark again as early as 4 ___ 4 oclock in 5 ___ afternoon. After 6 ___ Christmas, 7
___ days start to get a bit longer, but 8 ___ weather starts to get colder. On 9 ___ Friday
10 ___ last week, 11 ___ temperature was minus 10 C. 12 ___ next week 13 ___ weather
forecast is 14 ___ same.
Exercise 14. Put a or an before these words: 1 job, 2 union, 3 unusual name 4 enormous
ice cream 5 holiday, 6 honest man.
Exercise 15. Put in a/ an where necessary:
1. She works in restaurant in street near the station.
2. For lunch she only has apple and glass of milk.
3. Anys friend works in pub. Shes barmaid. She works three evenings week. She earns
4.50 hour.
Exercise 16. Match the two parts of the sentences.
a. I normally go to the dentist once
1. a dozen
b. These roses cost $20
2. a litre
c. The car was doing 150 kilometers
3. a year
d. Lamb is selling at 7.50
4. a week
e. The Sunday Mail is published once
5. a metre
f. Electric cable costs 50 cents
6. a kilo
g. How much is the oil? ~ 2.50
7. a day
h. The mail is delivered twice
8. an hour
Exercise 17. Complete the sentences with a/ an or the.
1. ___ taxi they phoned for arrived late at their house.
2. ___ taxi-driver didn't say he was sorry.
3. ___ traffic jam was caused by ___ accident on___ motorway. ___ car had collided with
___ lorry.
Exercise 18. Put in the where necessary:
1. We had ___ breakfast at ___ home in London before we left.
2. ___ bus station was on 38th Street.
3. We went to ___ hotel by ___ taxi.
4. We're flying home ___ next Thursday.
The government is planning to build a new road round the village of Melcombe. Theyre
going to cut down 1 _____ the trees in Melcombe wood. Theyre going to demolish 2
_____ house on the route. The Department of Transport has written to the owners of 3
_____ the houses to say that it will give 4 _____ of them a good price for their house. But
the families dont want to sell their homes and theyve 5 _____ written to the Department
to protest. 6 _____ time the government plans to build a new road, people ask: What
about 7 _____ the pollution? Doesnt 8 _____ new road just create more traffic?
Exercise 3. Complete the sentences with some and any:
1.
Doctor: Take the tablets and if there are ____ ploblems, come and see me
immediately.
2.
Teacher: If theres ____ more noise, Ill give you ____ extra homework.
3.
Car salesman: You can put ____ petrol in it super or regular, leaded or unleaded.
4.
Hotel receptionist: You can have ____ room you like.
5.
Shopkeeper: There are ____ oranges over there. Choose ____ you like.
Exercise 4. Match the two correct halves of the sentences.
1. How much
A potatoes did you buy?
2. There isnt much
B information did you get?
3. There are very few
C time left.
4. We didnt buy any
D waiters in the restaurant.
5. How many
e fruit last week.
6. Ive prepared some
7. He has found little
8. Shes invited a lot of
9. Have you got any
10. John hasnt eaten many
F work so far.
G sandwiches, has he?
H food with you?
I delicious soup for you.
J friends to dinner.
Unit 3
Different types of merchant ships
Pronoun
Numeral
I. Unitatea ofer noiuni n legtur cu tipurile de nave cele mai des ntlnite pe mrile i
oceanele lumii n prezent. Sunt prezentate caracteristici importante ale acestor tipuri de
nave cu cte un exemplu de nave faimoase (foste sau prezente) din categoria respectiv.
Partea de gramatic se ocup de studiul pronumelor, nlocuitori ai substantivului n
propoziii, i al numeralelor, pri de vorbire eseniale pentru un inginer, care se
presupune c va lucra mai ales cu cifre.
II. Obiective: 1 Memorising the vocabulary in the unit, in English and making
connections with the Romanian terms.
2. Understanding and practicing the grammar: the pronouns and the
numerals.
3. Learning how to use the dictionary for the unknown words from the
specialty text and the exercises.
4. Checking the knowledge through self-evaluation tests from the end of
unit 4.
3.1. Different types of merchant ships
3.1.1. Bulk carrier
This type of ship carries cargo such as iron, ore, coal, grain, etc. that is loaded in bulk
and not in containers. An example is the Norwegian bulk carrier, Yeoman Burn launched
in October 1990, her builders entering into a 20-year contract with a British company.
The vessel carries iron ore, limestone, salt, and grain in bulk. The hull has nine separate
holds and is double-skinned and double-bottomed. Yeoman Burn has completely
automated loading and unloading equipment and carries a crew of 25.
3.1.2. Container ship
This type of ship is designed to carry standard-sized containers both in the cargo holds
and as deck cargo. An example is Ever Globe launched in 1984. She has three holds for
containers plus a massive deck area where more could be stacked up to five deep.
Container ships of this kind, which revolutionized cargo handling and transportation,
were first introduced in the 1960s, although the concept of container transport is much
older than that.
3.1.3. Tanker
This type of ship carries oil in huge tanks. With deadweight of almost 152,400 tonnes,
the Swedish tanker Landsort was by no means the biggest crude oil and oil products
carrier of the day. She was, however, the first built to conform to new International
Maritime Organisation rules laid down after the grounding of the Exxon Valdez off
Alaska, which caused huge devastation to local ecosystems. She was double-hulled
throughout, with wing tanks filled with water ballast. Her cargo space was divided into
nine self-contained tanks, each one with its own discharge pump capable of delivering
1500 cubic metres per hour.
3.1.4. Gas tanker
This kind of ship carries gas under high pressure in liquid form. The Northwest
Sanderling, which entered service in 1995, was designed specifically to carry natural gas
in liquid form. Gas is pumped to a shore station and subjected to a temperature of minus
160 degrees Celsius, at which point it becomes liquid and its volume reduces to one sixhundredth of the original. At its destination the cargo is brought back to its original state
for normal consumption.
3.1.5. Chemical tanker
This type of ship carries different chemicals in liquid form in tanks. The Netherlandsregistered Theodora is one of a relatively small number of specialist chemical products
tankers designed to carry high-temperature cargoes which solidify on cooling and
therefore become impossible to unload. Cargoes are carried in three separate steel tanks
which rest on flexible foundations welded to the ships hull, thereby allowing for
expansion or contraction of the material. The temperature of the tanks is controlled by
pumps and heat exchangers. Theodora has a double hull with 13 ballast tanks; these being
completely separate from the cargo system. Like most chemical product carriers, she
operated to a schedule which was prepared months in advance and so she had no need for
powerful machinery.
3.1.6. Ro-Ro ferry
This kind of ship carries passengers, cars, busses and lorries and sometimes railway
wagons. The train and vehicle ferry Tycho Brahe was built to operate across the 5-km
straits separating Denmark and Sweden. She is the largest double-ending ferry in the
world, with room for 260 trucks, 240 cars and nine railway passenger carriages. This
double-ended construction ensures the fastest possible turnaround on what is one of the
worlds shortest international ferry routes. One of her most important features is the
ability to accelerate and decelerate to and from her 14-knot service speed over a very
short distance.
3.1.7. Passenger car ferry
This kind of ship carries passengers as well as cars and buses. An example is the
Serenade that has accommodation for more than 2500 people and 450 cars and a service
speed of 21 knots. She features a ballroom big enough to hold 650 guests, a five-storey
atrium running three-quarters length of the ship, swimming pools and a show lounge, as
well as the normal run of restaurants, discotheques and shops.
3.1.8. Ro-Ro ship
There are several different types of Ro-Ro ships depending on what they are used for.
Some transport only cars. The Ferry Lavander is a typical of the third generation of
ferries, able to carry around 800 passengers and up to 300 light vehicles. The stern ramp
gives access to the two-storey car deck, wide enough to allow U-turn drive-through
loading and unloading, which simplifies docking procedures considerably.
The first roll-on, roll-off freight transport service was introduced on May 1948
between Preston in Lancashire, England, and Larne, Northern Ireland. A roll-on, roll-off
service was inaugurated between Tilbury, London, and Antwerp, Belgium, in March
1957.
3.1.9. Passenger ship
Nowadays this type of ship is mostly used for cruises with passengers. At the close of
the twentieth century, Voyager of the Seas was the worlds biggest passenger ship. She is
equipped with facilities that include an ice rink big enough for hockey games, a 1500
square meter fitness center, a climbing wall and even a wedding chapel, not to mention
six restaurants and five bars. She has 2221 guest and crew staterooms and enormous
public recreational areas on a total of 14 decks, with three others given over to the ships
services. The ship has a crew of 1180 to look after the needs of her 3880 passengers.
3.3. Pronoun
Person
Sg.
Pl.
I
II
III m
III f
III n
I
II
III
Personal pronoun
in N
(subject pronoun)
I
you
he
she
it
we
you
they
Personal pronoun
in D/Ac
(object pronoun)
me
you
him
her
it
us
you
them
Possessive
pronouns
mine
yours
his
hers
ours
yours
theirs
Reflexive
pronoun
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
When an infinitive is subject of a sentence, we usually begin the sentence with it:
When the subject of a sentence is a clause, we usually begin the sentence with it:
Its odd that he hasnt sent a message. / That he hasnt sent a message is
odd.
It struck me that everyone was so silent.
Object pronouns refer to the same sets of people or things as the corresponding
subject pronouns.
Send us a card so well know where you are.
3.3.2. Reflexive pronouns, emphatic pronouns and each other
a. Reflexive pronoun
We use a reflexive pronoun as object or complement when it refers to the same thing
as the subject:
I fell over and hurt myself.
We suddenly found ourselves in the middle of a storm.
He didnt look himself/his usual self.
We use myself etc. rather than me etc. after a prepositional verb:
If you are going to succeed in life, you must believe in yourself.
There are some idiomatic uses of a verb + reflexive pronoun:
I hope you enjoy yourself.
Behave yourself.
Help yourself with some more cake.
Some verbs do not take reflexive pronouns in English (as they do in other languages):
afford, approach, complain, concentrate, feel + adjective, get up, hurry up, lie down,
relax, remember, rest, sit down, stand up, wake up, wonder, worry.
He cant remember what happened.
b. Emphatic pronoun
We use an emphatic pronoun to emphasize a noun phrase:
The company itself is ordinary, but its got two modern ships.
The pronoun can also mean without help:
Did you do all the electrical wiring by yourself?
everybody
everyone
everything
nobody
no one
nothing
somebody
someone
something
One and body have the same meaning in compound pronouns and they are used for
people. Everybody/everyone means all (the) people, somebody/someone means a
person and nobody/no one has a negative meaning no person (it is used with a positive
verb).
Everyone has heard of Titanic.
Someone broke the computer.
There is nobody in there. The cabin is empty.
The indefinite pronouns are used with singular verbs. However, if you want to use a
pronoun to refer back to an indefinite pronoun, you use the plural pronouns they, them,
their or themselves.
Ask anyone. Theyll tell you how difficult it is.
Everybodys enjoying themselves.
Pronouns compound with one/body have a possessive form:
I need everyones name and address.
That was nobodys business.
When you want to give more information about the person or thing referred to by an
indefinite pronoun, you can do so by using a qualifier.
I decided to accept everyone capable for the job.
If you have already mentioned a person or a thing and you want to refer to a different
person or thing, or give an additional one, you can use else after an indefinite pronoun.
Somebody else will have to go out there on the deck.
13. thirteen
14. fourteen
15. fifteen
16. sixteen
17. seventeen
18. eighteen
19. nineteen
20. twenty
Number + ty
30. thirty
40. forty
50. fifty
60. sixty
70. seventy
80. eighty
90. ninety
31. thirty-one
32. thirty-two
33. thirty-three
34. thirty-four
35. thirty-five
36. thirty-six
37. thirty-seven
38. thirty-eight
39. thirty-nine
We can use a or one before hundred (100), thousand (1,000), million (1,000,000),
billon (1,000, 000,000) etc. We use and between hundred and the rest of the number:
7,830 seven thousand eight hundred and thirty, 596 five hundred and ninety-six etc. A
dozen can be used for 12, half a dozen for 6, and a couple for 2.
Well have to wait a couple of minutes.
To express a large but indefinite number we can use dozens of, hundreds of, thousands
of and millions of.
A drop of water consists of millions of atoms.
To approximate a number we can use words like: about, around, approximately:
grounding = euare
heat exchanger = schimbtor de cldur
hold = magazie
hull = corpul navei
knot = nod
launch = a lansa
load = ncrctur
loading and unloading equipment = echipamente de ncrcare-descrcare
solidify = a (se) solidifica
straits = strmtoare
weld = a suda
wing tank = tanc lateral
them Spanish and they would teach me English! Its very difficult to teach 7 _____ a
language, because you dont get a chance to speak it, unless you talk to 8 _____ of
course.
Exercise X. Complete the sentences with the correct relative pronoun.
1. Thats the man ____ helped me yesterday.
2. Please dont tell him ____I said.
3. The house ____ overlook the sea is Naylas.
4. Thats the village ____ my mother was born.
5. Did you see the people ____ money we found?
6. Anyone ____ arrives late will be punished.
7. Did he explain _____ went wrong?
8. Hes the painter _____ last exhibition was such a failure.
9. I read the magazine ____ was lying on the table.
10. It was my teacher ____ told me to do the exercise.
3.6.2. The Numeral
Exercise 1. Tick () the correct form in each pair.
1. (49)
fourty-nine
forty-nine
2. (600)
six hundred
six hundreds
3. (4th)
fourth
forth
4. (12th)
twelvth
twelfth
5. ($2,000)
two thousand dollars
two thousands dollars
6. (23rd)
twenty-three
twenty-third
7. (78)
eighty-seven
seventy-eight
8. (8th)
eightth
eighth
9. (17)
seventeen
seventeenth
10. (5th)
fiveth
fifth
11. (7,000,000) seven million
seven millions
12. (9th)
ninth
nineth
thirteenth
thirtieth
13. (30th)
14. (395)
three hundred and ninety-five
three hundred ninety-five
Exercise 2. Write out the following numbers.
1. (211)
2. (462)...
3. (20th)
4. (1st).
5. (12th)..
6. (9,000,000)
7. (310)..
10. (14).
11. (2nd)
12. (5,000)
13. (68).
14. (34th)
15. (150)
16. (3rd).
8. (8th)
9. (111)..
17. (25th)...
18. (19th)...
Exercise 3. Fill in the gaps in this interview, using the dates and years in brackets ( ).
A. When were you born?
B. I was born on the thirteenth of October, nineteen sixty-five. (13.10.65)
A. When did you go to secondary school?
B. In(1976)
A. And when did you leave secondary school?
B. Seven years later. My final exam was on..(16.6.83)
A. Did you start university in the same year?
B. Yes, on.(29 September)
A. Did you spend three or four years there?
B. Well, I left in(1987). Thats four years.
A. And your first job? When was that?
B. I started work in an office on(10.1.88)
A. Did you enjoy it? How long did you stay?
B. It was terrible! I left two months later, on.(9th month)
A. What did you do then?
B. I went to America. I spent two years in New York. I returned to England
in(1990)
Exercise 4. Complete the following with a number. Write your answer in words.
1. We live in a .................... dimensional world.
2. There are................players in a football team.
3. Im sorry things are a bit untidy. Were all at................ and ..................at the moment.
4. This train seems to be late................ times out of........................
5. At first I was confused, But then I put................ and ...................together.
6. ....................s company,...................s crowd.
7. Hes a great player. He gives...................... percent in every game.
8. Protests flooded in from the............................ corners of the world.
9. We split the prize money....................., and Ive already spent my half.
10. Life begins at.....................
Exercise 5. Complete the following with ordinal numbers (third, sixth etc.). Write your
answers in words.
1. I believe the Government should increase its aid to the ....................World.
2. We shouldnt treat immigrants as.....................- class citizens.
3. The Americans celebrate Independence Day on the ......................of July.
4. More progress has been made in the ....................century than in the whole of history.
5. In the last sixty years the Olympic 100m record has improved by four...................of a
second.
6. Theyre good friends. Theyve been on ......................name terms for years.
7. Applications will be dealt with on a .........................come,...................served basis.
8. Most people have a special party for their.......................birthday.
Unit 4
Organization on board
Adjectives
Adverbs
I. Unitatea ofer noiuni n legtur cu organizarea la bordul navei i familiarizarea cu
funciile pe care le ndeplinesc membrii echipajului n general, pe o nav de dimensiuni
medii, care transport mrfuri generale. Partea de gramatic ofer informaii despre
adjective i adverbe, ordinea acestora n propoziie, care ste alta dect n limba romn,
gradele de comparaie ale adjectivelor i adverbelor (regulile de baz i formele
neregulate. Am inclus n aceast unitate i tabele cu cele mai folosite adjective i adverbe
deoarece multe sunt necesare i n limbajul de specialitate.
II. Obiective: 1 Memorising the vocabulary in the unit, in English and making
connections with the Romanian terms.
2. Understanding and practicing the grammar: the adjectives and the
adverbs and the rules for the degrees of comparison.
3. Learning how to use the dictionary for the unknown words from the
specialty text, tables and exercises.
4. Checking the knowledge through self-evaluation tests from the end of
unit 4.
4.1. Organization on board
The ship is a world of its own when at sea, and a strict organization is needed to make
it run smoothly.
The master of the ship has the overall responsibility of the ship and all who sail in
her. He is an experienced sailor.
The chief officer is responsible for the cargo, loading and discharging operations, and
all personnel on board. He does watch-keeping on the bridge together with other mates.
The second mate is responsible for navigation and navigational equipment on board. He
also does watch-keeping on the bridge. The third mate is responsible for covering
general work at deck and watch-keeping on the bridge. The boatswain or coxswain or
bosun is the leading hand on deck.
The chief engineer is responsible for all the technical parts of the ship, including main
engines, auxiliary engines, electrical and electronic systems. The second engineer is
responsible for all mechanical engineering on board. He also does watch keeping in the
engine control room. The third engineer is responsible for all electrical matters on board.
He also does watch keeping in the engine control room. The engine ratings do all the
daily work and maintenance in the engine room.
This is a typical crew on a merchant vessel. On different types of ships several other
crewmembers may be needed, e.g. on ferries, passenger vessel, tankers etc.
4.2. Adjective
Adjectives identify or describe nouns in more detail. They are placed before the noun
in attributive position (nice weather) or in predicative position (The weather is nice.) and
they do not change their form except for comparison. Adjectives can express qualities,
origin, place, frequency, degree, necessity, degrees of certainty, opinion, attitude etc.
4.2.1. Qualitative adjectives
Qualitative adjectives identify a quality that someone or something has such as: sad,
pretty, small, healthy, wise etc. The usual way in which you can indicate the amount of
quantity is by using sub modifiers like very and rather. Another way in which you can
indicate the amount of quality is by using comparatives and superlatives. A list of
qualitative adjectives is given below:
active
angry
anxious
appropriate
attractive
bad
beautiful
big
brief
bright
broad
busy
calm
careful
cheap
clean
clear
close
cold
comfortable
common
complex
cool
curious
dangerous
dark
dear
deep
determined
different
effective
efficient
expensive
fair
familiar
famous
fast
fat
fine
firm
flat
frank
free
fresh
friendly
frightened
funny
good
great
happy
hard
heavy
high
hot
important
interesting
kind
large
late
light
lovely
low
lucky
narrow
nervous
new
nice
obvious
odd
old
pale
patient
plain
pleasant
poor
popular
powerful
pretty
proud
quick
quiet
rare
reasonable
rich
rough
sad
safe
sensible
serious
sharp
silly
simple
slow
small
soft
special
steady
strange
strong
stupid
successful
suitable
sure
surprised
sweet
tall
terrible
thick
thin
tight
tiny
tired
typical
understanding
useful
violent
warm
weak
wet
wide
difficult
dirty
dry
easy
likely
long
loose
loud
shocked
short
sick
significant
wild
worried
young
double
due
east
eastern
economic
educational
electric
empty
external
female
financial
foreign
free
full
general
golden
historical
human
ideal
independent
industrial
inevitable
intellectual
internal
international
legal
local
magic
male
medical
mental
military
modern
moral
national
natural
negative
north
northern
nuclear
official
open
original
personal
physical
political
positive
possible
potential
private
professional
proper
public
raw
ready
real
religious
revolutionary
right
royal
rural
scientific
separate
sexual
single
social
solid
south
southern
standard
straight
sufficient
theoretical
traditional
urban
west
western
wooden
wrong
Adjectives, which indicate nationality or origin, are also classifying, and start with
capital letters because they are related to names of countries: British Classification
Society, American citizen, Australian cities etc.
Some adjectives can be either qualitative or classifying according to the meaning that
you want to convey: an emotional person (qualitative), the emotional needs of people
(classifying). Some adjectives used both as qualitative and classifying are: academic,
conscious, dry, educational, effective, emotional, extreme, late, modern, moral,
objective, ordinary, regular, religious, revolutionary, rural, scientific, secret, similar.
exciting/excited
fascinating/fascinated
puzzling/puzzled
relaxing/relaxed
surprising/surprised
tiring/tired
full-blown
full-length
full-scale
long-distance
long-range
made-up
north-east
north-west
nuclear-free
one-way
open-ended
record-breaking
remote-controlled
right-angled
see-through
silver-plated
worn-out
Sometimes the adverb can appear with or without ly, and the most common adverbs
of this type are: cheap/cheaply, loud/loudly, quick/quickly, slow/slowly,
direct/directly, tight/tightly, fair/fairly. However the form without ly is more
informal.
Do you have to talk so loud/loudly?
There are some pairs of adverbs with different meanings: hard hardly, near
nearly, late lately, high highly, deep deeply, free freely, most mostly.
Youve worked hard.
Ive got hardly any money (almost no).
I wake up late.
I havent heard from him lately (recently).
There is a bank near.
Weve nearly finished (almost).
Submarines can go very deep. He was deeply offended (serious).
If you win, you can travel free. Animals cant move freely on board (uncontrolled).
The plane flew high.
The theory is highly controversial (very).
This leg hurts the most.
We mostly stay in the engine room (usually).
Some time adverbs are related to nouns and they can be both adjectives and adverbs:
day daily, hour hourly, week weekly, year yearly:
Its a monthly magazine (adjective).
It comes out monthly (adverb).
There are several types of adverbs: adverbs of time, adverbs of frequency, adverbs of
place, adverbs of manner, adverbs of degree, linking adverbs, sentence adverbs, negative
adverbs.
4.3.1. Adverbs of manner
Adverbs of manner give more information about the way in which an event or action
takes place. They modify verbs and most of them are formed from adjectives. They are
usually placed after the verb or after the object.
He speaks English fluently.
He smelled the fuel suspiciously.
Here is a list of the most common adverbs describing the way in which something is
done.
abruptly
accurately
awkwardly
badly
beautifully
brightly
brilliantly
briskly
carefully
carelessly
casually
economically
effectively
efficiently
evenly
explicitly
faintly
faithfully
fiercely
finely
firmly
fluently
peacefully
peculiarly
perfectly
plainly
pleasantly
politely
poorly
professionally
properly
quietly
rapidly
steadily
steeply
stiffly
strangely
subtly
superbly
swiftly
systematically
tenderly
thickly
thinly
cheaply
clearly
closely
clumsily
comfortably
consistently
conveniently
correctly
dangerously
delicately
differently
discreetly
distinctly
dramatically
easily
formally
frankly
freely
gently
gracefully
hastily
heavily
honestly
hurriedly
intently
meticulously
neatly
nicely
oddly
patiently
readily
richly
rigidly
roughly
ruthlessly
securely
sensibly
sharply
silently
simply
smoothly
softly
solidly
specifically
splendidly
thoroughly
thoughtfully
tightly
truthfully
uncomfortably
urgently
vaguely
vigorously
violently
vividly
voluntarily
warmly
widely
willingly
wonderfully
downstream
downtown
downwind
eastward
halfway
here
indoors
inland
midway
nearby
next door
northward
offshore
outdoors
out of doors
overhead
overseas
southward
there
underfoot
underground
underwater
upstairs
upstream
uptown
upwind
westward
ever
frequently
from time to time
hardly ever
infrequently
intermittently
much
never
normally
occasionally
often
once
periodically
rarely
regularly
repeatedly
seldom
sometimes
sporadically
twice
usually
Adverbs like: hardly ever, rarely, scarcely ever can be placed at the beginning of a
sentence, but inversion of the following main verb then becomes necessary:
Hardly ever did they manage to meet unobserved.
4.3.6. Sentence adverbs
Sentence adverbs (truth or comment adverbs) modify the whole sentence/clause and
normally express the speakers opinion. Some sentence adverbs express degrees of
certainty: actually, apparently, certainly, clearly, definitely, evidently, obviously,
perhaps, possibly, presumably, probably, surely, undoubtedly. They can be placed
after be, before simple tenses of the other verbs, after the first auxiliary in a compound
verb, at the beginning or at the end of a sentence.
He is obviously intelligent.
They certainly work hard.
Surely you could pay $ 2,000?
Other sentence adverbs are: admittedly, fortunately, frankly, honestly, luckily,
naturally, officially, unfortunately, unluckily etc. They are usually placed in initial
position though the end position is also possible. They are normally separated from the
rest of the sentence by a comma. Many of them can also be adverbs of manner:
Honestly, he didnt get the money.
4.3.7. Linking adverbs
A linking adverb relates to the previous clause or sentence. Most often it goes in front
position but it can go in mid or end position. The linking adverbs are: also, as a result, as
well, consequently, furthermore, however, instead, in addition, likewise,
nevertheless, on the other hand, otherwise, therefore, too:
He was forced to work to support himself. However, he still found time to
review for his exams.
4.4. Comparison
Both adjectives and adverbs have degrees of comparison, but not all of them. To
express the fact that things are equal we use the pattern as + adj./adv. + as. In negative
statements we can use either so or as. We use as with the second item in the comparison.
A gas turbine is as powerful as a steam turbine.
I dont drink as/so much coffee as you do.
Copper isnt as valuable as gold.
To compare two things that are not equal we can use two patterns:
a. to express inferiority: less + adj./adv. + than; the + least + adj./adv.:
Some ships are less comfortable than others.
This is the least interesting book Ive ever read.
b. to express superiority there are two structures according to the length of the adjective
or adverb.
Adverbs made of one syllable or two syllables ending in y, -ow, -er form the
comparative by adding er, and the superlative by adding -est: softer, the softest;
wider, the wisest; nicer, the nicest; prettier, the prettiest; narrower, the
narrowest; simpler, the simplest, higher, the highest; quicker, the quickest;
bigger, the biggest etc:
Which is the biggest ship in the world?
Traditional fuel is cheaper than nuclear fuel.
Adverbs made of more than two syllables and the rest of two syllables adjectives
and adverbs form the comparative with more and the superlative with the most:
more useful, the most useful; more afraid, the most afraid, more expensive, the
most expensive etc:
Passenger liners are the most expensive of all ships.
Automation is more useful than mechanization.
There are some adjectives and adverbs with irregular forms of comparison:
Positive
good/well
bad
far
little
much/many
old
near
late
Comparative
better
worse
further/farther
less
more
older/elder
nearer
later
Superlative
the best
the worst
the furthest/farthest
the least
the most
the oldest/eldest
the nearest/next
the latest/last
4.5. Vocabulary
master = comandant
chief officer = secund
loading and discharging operations = operaiuni de ncrcare-descrcare
watch-keeping = cart
second mate = ofier unu
navigation = navigaie
navigational equipment = echipamente de navigaie
third mate = ofier doi
boatswain = ef de echipaj
coxswain = ef de echipaj
bosun = ef de echipaj
chief engineer = ef mecanic
main engine = motor principal
auxiliary engine = motor auxiliar
electrical system = sistem electric
electronic system = sistem electronic
second engineer = ofier mecanic unu
mechanical engineering = mecanic
engine control room = control camer motoare
third engineer = ofier mecanic doi
engine rating = marinari din sala mainii
maintenance = ntreinere
4.6. Grammar Practice
4.6.1. Grammar Practice Adjective
Exercise 1. There are twelve adjectives in this story. Underline them.
I went for a long walk in the countryside yesterday. It was a hot day, and soon I was tired
and thirsty. There was a small house by the side of the road, and I decided to ask for a
glass of cold water. I rang the bell and an old lady opened the big, wooden door. She
looked kind and she offered me a glass of fresh juice. It tasted great!
Exercise II. Choose from the following adjectives to fill in the sentences below: hungry,
new, terrible, expensive, sad, wonderful, Italian, fresh, difficult.
1. Gold rings are normally expensive.
2. This food smells.................! I love fish and chips.
3. It was a ................exam. Im sure I havent passed.
4. Ive just bought a ...............sports car.
5. I met my wife in Rome, but she isnt................
6. He looks................. I dont think he likes his job.
7. Are you....................? Shall I buy some sandwiches?
8. This orange juice tastes..................Is it....................?
Exercise III. Look at these sentences. If you think the adjectives are in the wrong order,
change the order. If you think the order is correct, put a tick ().
1. She lost a gold, small ring at the disco yesterday night.
2. I have an old, Italian painting in my living room.
3. Im looking for my cotton, green shirt and my brown, leather shoes.
4. George has a Spanish, modern villa near the sea. He goes there every summer.
5. I live in an old, white house near the river. Ive got a black, large dog!
6. I had an interesting talk with a Polish, young student last week.
7. We are having lunch in a big, Japanese, new restaurant in the centre of town.
8. I left my books in a red, plastic bag on the bus. I was so stupid!
Exercise IV. Write the comparative form of these adjectives: cold, big, careful, expensive,
good, fat, famous, new, modern, young, cheap, delicious, rich, long, hungry, nice, happy,
difficult, old, beautiful, friendly, hot, bad, small, sad.
Exercise V. Put the words in brackets ( ) in the right order to make sentences.
1. (the world Antarctica coldest is place the in)
2. (city the Manchester in England is friendliest)
3. (in New York expensive restaurant The Manhattan the is most)
4. (is river the world the The Nile longest in)
5. (town most in Spain Granada beautiful is the)
6. (painting The Mona Lisa the famous in is most the world)
7. (the Europe mountain in highest Mont Blanc is)
Exercise VI. Use the words in brackets ( ) to write sentences. Use the + superlative, and
the Present Perfect + ever.
1. (Its/ cold/ place/ I/ visit) Its the coldest place Ive ever visited.
2. (Its/ big/ shop / I/ see)
3. (Hes/ rich/ man/ I/ meet)
4. (Its/ difficult/ exam/ I/ do)
Exercise VI. Put the words in brackets ( ) in the right place in these sentences
1. I work late at the office.
(often) I often work late at the office.
2. You must lock the front door when you leave.
(always)...............................
3. Steve and Jill play golf.
(twice a month)...................
4. I eat a sandwich for lunch.
(usually).............................
5. I go to jazz concerts at the weekend.
(sometimes)....................
6. My teacher gives me a lot of homework.
(every day)..........................
7. We see our Mexican friends.
(hardly ever).......................
8. They go to Morroco for their holidays.
(often).................................
9. Bill and Marie go to the theatre.
(four times a year)...............
10. They are at home in the evening.
(rarely).................................
Exercise VII. Complete the sentences by choosing an ending from the following ones:
- the road carefully,
- their homework well,
- the piano badly,
- his car fast,
- her breakfast slowly,
- Arabic perfectly,
- an hour late
1. He drives.................................
2. She plays.................................
3. Maria ate.................................
4. They speak..............................
5. You must always cross...........
6. They all did.............................
7. The plane arrived....................
4.6.3. Grammar Practice Adjective + Adverb Miscellaneous
Exercise I. In these dialogues underline the adjectives and circle the adverbs
1. A: I think hes a good worker. What do you think?
Exercise VII.
Exercise VIII. 1. the worst 2. the funniest 3. the tallest 4. the best 5. the most expensive 6.
the most beautiful
Exercise IX. 1. as quickly as 2. as angry as 3. as expensive as 4. as big as 5. as good as 6.
as hard as
Exercise X.1. as much (money) as 2. as many countries as 3. as many jobs as 4. as much
luggage as 5. as many questions as 6. as much (money) as
Exercise XI. excited, surprised, interesting, tiring, surprised, bored, exciting, boring.
Exercise XII. too dark, enough information, too late, enough food, too nervous, too fast,
good enough, enough clothes, well enough, strong enough, too cold,
enough stamps.
Exercise XIII 1 a lovely old 2 a famous English architect 3 long narrow country lane 4 a
pretty little village 5 Yes 6 Yes 7 modern and well-equipped 8 green and
white 9 an interesting old stone fire place 10 Yes
4.7.2. Grammar Practice Adverb Answer key
I. 1. dangerously
2. fast
Complete the sentences with the best term. Only one answer is correct.
1. A smaller vessel is called a .
a. submersible
b. ship
c. boat
d. carrier
d. shipment
d. sailing ships
4. A is a place where goods, passengers and mail are transferred to, from or
between carriers.
a. port
b. harbour
c. shore
d. pier
5. A place that offers protection to ships is called a .
a. berth
b. port
c. harbour
d. gateway
6. A ship that carries loose iron, ore, coal, grain etc. is called a .
a. bulk carrier
b. container ship
c. cargo carrier
d. cruise ship
7. A is a ship that carries passengers, cars, buses, lorries and railway wagons.
a. passenger ship
b. Ro-Ro ferry
c. Ro-Ro ship
d. passenger
car ferry
8. A/an is double-hulled, with wing tanks filled with water ballast and it is the
most common type of the class.
a. oil tanker
b. gas tanker
c. chemical tanker
d. wine tanker
9. The double-ended construction ensures the fastest possible on what is one
of the shortest international ferry routes.
a. go-around
b. come-around
c turnaround
d. movearound
10. One of the biggest passenger ships has a of 1180 members.
a. team
b. crew
c. group
d. board
11. The invention of the helped navigation in the 14th century.
a. engine
b. turbine
c. compass
d. oars
d. towage
c. bow
d. hold
d. fitted
B. Reading Comprehension
Read the text and answer the following questions. Only one answer is correct.
The primary objective of port development and operation is to move traffic through
the port quickly and economically. Large ports, with a greater variety of routes and
services, will offer the shipper greater frequency of ship sailings and will generate
sufficient traffic to justify a larger number of calls by vessels. The volumes of cargo and
of ship services, therefore, are reciprocally related, and the larger and more efficient
ports, because of economies of scale, tend to grow more rapidly than smaller ones with
traffic volumes less able to justify the efficiency and variety of services and facilities. An
important measure of port efficiency is "turnaround time": the time a vessel or a shipment
spends in port. In the case of a vessel, this includes the time required for it to move from
the harbour entrance to its berth, to process the various documents associated with the
movement of the vessel and its cargo and passengers, to take on fuel and load, and to
proceed out of the harbour on its return or subsequent leg of its voyage; in the case of
cargo, the turnaround time is the time required for the shipment to arrive at and depart
from the port area. A port with a good harbour and with adequate physical equipment and
services will attract traffic from a hinterland that is also served by competitive ports even
though inland distances and rates may be somewhat disadvantageous. In many
industrialized and urbanized regions such as northwestern and central Europe and the
northeastern United States, port competition is intense, and to secure an increasing share
of the traffic many port organizations maintain extensive trade development and
promotional activities, as well as staffs to protect and enhance their competitive position
with respect to inland and overseas rate structures and services.
17. The efficiency of a port can be measured by the time required for a vessel
a. to get to its berth
b. to process the various documents
c. to take on fuel and load
d. to perform all the activities from entering to leaving the port
18. The efficiency of cargo handling is measured by the time required for the
shipment
a. to arrive
b. to depart
c. to transit
d. to wait
19. A disadvantage of on operative port can be
a. the number of ships
b. the services
c. the equipment
d. the rates
20. There is a continuous struggle among ports in order to get
a. a big share of traffic
b. a big lot of equipment
c. a good harbour
d. a good position
C. Grammar
Complete the sentences with the best word or phrase. Only one answer is correct.
21. I cant see very well. Will you bring .
a. my glass
b. some glass
c. my glasses
glasses
22. She asked whether she really wanted to take the exam.
a. anyone else
b. each other
c. herself
d.
some
d. one
23. Are John and Liz in love? Theyve been looking into eyes all evening.
a. each others
b. the others
c. their
d. their own
24. The burglar moved so quietly that no one heard .
a. anything
b. everything
c. nothing
25. Where is electric heater? I cant find it.
d. something
a. a
b. an
c. the
d.
d.
d.
c. hers
d. shes
c. me
d. I
c. ours
d. us
31. You do all by and its difficult when you are single.
a. your own
b. yourself
c. yourselves
d. yourselfs
c. some iron
d. the iron
c. countrys
d. countryes
c. men
d. mens
c. knowing
d. known
d. a lot of
c. a little
d. little
c. what
d. that
a. threeteen
b. threteen
c. thirteen
d. thirten
c. three billions
c. nought
d. three billion
d. nil
47. She told us to take out a blank of paper, then write our names at the top.
a. piece
b. packet
c. box
d. sheet
48. I buy of bread every day.
a. a piece of
b. a slice of
c. a loaf of
d. a bit of
c. policemens
d. policemens
c. nothing
d. everything
20-a
30-a
40-a
50-a
Curs 5
Safety and Emergency Situations
Verb Phrase
Present Simple and Present Continuous
I. Unitatea ofer noiuni n legtur cu sigurana navei, a echipajului i a mrfii de la bord
n caz de avarie sau incendiu conform regulamentelor IMO, care se studiaz n anul I.
Echipamentele de protecie i siguran sunt enumerate. Partea de gramatic ofer
informaii amnunite cu privire la verbe, clasificarea acestora dup mai multe criterii,
situaiile n care poate aprea verbul mpreun cu alte pri de vorbire i situaiile n care
poate forma predicatul propoziiei. Datorit importanei verbului n cadrul propoziiei i
al comunicrii n general, am acordat un spaiu mai mare informaiilor referitoare la
aceast parte de vorbire. n continuare se trece la studiul a dou dintre timpurile verbale
prezente: Present Simple i Present Continuous.
II. Obiective: 1 Memorising the vocabulary in the unit, in English and making
connections with the Romanian terms.
2. Understanding and practicing the grammar: the verb phrase, the tenses:
Present Simple and Present Continuous.
3. Discriminating between Present Simple and Present Continuous.
4. Learning how to use the dictionary for the unknown words from the
specialty text, tables and exercises.
5. Checking the knowledge through self-evaluation tests from the end of
unit 8.
5.1. Safety and emergency situations
Safety is of the utmost importance and involves everyone on board.
Safety on board covers:
Safety to personnel;
Safety to environment;
Safety to properties.
It is secured by:
The design of the ship;
Modern equipment for navigation, communication and safety;
Well-trained professional crew.
Everyone on board shall be trained to give first aid. One officer on board will be
responsible for medical care. In emergency situations, consultations can be given by
doctors via radio communication.
subject
You
The inspector
Someone
They
He
The boiler
I
auxiliary verb(s)
will
have
was
should have
must have been
main verb
work
arrived
understand
done
looking
functioned.
dreaming.
object
too much.
with him.
it.
their task.
for his tools.
There are some rules you have to take into consideration to form and use correctly the
verb phrase in English:
If there is no auxiliary, the verb is in a simple tense in present (work) or past
(arrived).
The order of the auxiliary verbs is the following: modal verb + have + be
(continuous) + be (passive). Anyway the perfect, the continuous and the passive do
not usually all come in the same phrase. So that a sentence like It could have been
being understood. is possible but unusual.
The auxiliary verb modifies the form of the next verb (whether auxiliary or main
verb):
- modal + base form: will understand, should have understood;
- have + past participle: have done, have been doing;
- be + active participle: was looking, has been looking;
- be + passive participle: were filled, had been stolen.
The first word of the verb phrase is present or past. The exceptions are the future
tenses and the modal verbs, which do not usually have a tense.
I go on voyage every year.
They went to the muster point.
He hasnt been so proud for a long time.
The first auxiliary is important in negatives and questions.
Some of the verb forms have more than one use:
Base form
imperative
Work more!
- present tense
You work very hard.
- infinitive
We want to work.
Past form
- past simple
They worked last week.
Ing-form
- gerund
Working is important.
- present participle
He is working a lot.
Past participle - perfect tenses
I have never worked.
- passive voice
States
I have a big cabin. (own)
I think he is right. (believe)
The food tasted like sand.
I dont know, I expect so. (believe)
I imagine so. (believe)
I do not care what happens.
I admire someones courage in such a
situation. (approve of)
It looks lovely!
It smells strange!
He appeared perfectly calm. (looked)
The deck measures 50 meters.
It weighs 2,000 tones.
It fit perfectly.
A. Patterns with no element after the verb (N + V). Such verbs need no element to
follow them and are called intransitive verbs. Some of the intransitive verbs are:
arrive, begin, come, drink, drive, fall, go, happen, help, lie, matter, occur, rise,
wait, work, write etc.
It doesnt matter.
His son is working.
B. Patterns with one element after the verb (N + V + X). According to the elements
there can be the following types of patterns:
N + V + N with the verbs: believe, bring, carry, clean, cut, do, enjoy, find, get,
hear, hold, keep, lay, like, love, make, raise, remember, say, take, use, want etc.
that need a noun phrase and are called transitive verbs.
He was cleaning the floor.
Everyone enjoyed the voyage.
N + V + N/adjective with the verb be or verbs that can replace it like become etc.
He is my mate/busy.
N + V + adverbial with the verb be or verbs that can replace it like become etc.
Usually the adverbial is an adverb or prepositional phrase of place, but an adverbial
of time can also be used.
The mechanic is below deck.
The briefing lasted for several hours.
N + V + wh-clause with the verbs: ask, (not) care, choose, discuss, find out, forget,
know, (not) mind, point out, prove, see, wonder etc.
No one realizes how hard we work.
The customs officer asked what we had to declare.
N + V + wh-to-clause with the verbs: ask, (not) care, choose, discuss, find out,
forget, know, (not) mind, point out, prove, see, wonder etc.
Everyone should learn how to swim.
I dont know which of these springs to choose.
N + V + to + verb with many different verbs. The verb is followed by a toinfinitive clause.
They have been trying to improve the mechanism.
The ship seems to be deserted.
N + V + verb where the first verb can be a modal: can, could, may, might, must,
should, would, and ought to, a verb idiom: had better, would rather, and the verb
help/help to.
You can do it.
You had better leave now.
This liquid will help (to) operate the machinery.
N + V + past participle () with the verbs be and get and a passive meaning.
The thief was/got arrested by the police.
C. Patterns with two elements after the verb (N + V + X + X). According to the
elements there can be the following types of patterns:
N + V + N + N/adjective with verbs like: call, declare, drive, elect, get, hold, keep,
leave, make, prefer, report, send, think, turn etc.
The navy left the barracks empty.
We all thought him an excellent Captain.
N + V + N + adverbial after verbs like: bring, drive, get, keep, lay, lead, leave,
place, put, see, send, show, sit, stand, take etc. Most of the adverbs in this pattern
are adverbs of motion or place.
I always keep my eyes on the road.
They are sending the cadet home.
Safety and Emergency Situations; Present Simple & Present Continuous 101
N + V + N + wh-clause after verbs like: ask, advise, assure, bet, convince, inform,
persuade, promise, remain, satisfy, teach, tell etc. the pattern can be used
especially in questions and negatives.
I didnt tell anyone where I had gone.
N + V + N + wh-to-clause after verbs like: advise, ask, instruct, remind, show, tell,
teach etc.
The pilot taught me how to get into the port safely.
Remind them what to wear.
N + V +N + verb The basic form of the verb follows the object. The verbs used in
this pattern are: feel, have, hear, help, know, let, make, notice, observe, see, watch,
etc.
Did you see anyone leave the watch?
The judge had the witness repeat his statement.
Let me help you tidy these maps.
N + V + N + verb-ing The pattern is used with verbs like: bear, dislike, feel, find,
hear, hate, love, mind, notice, see, smell, stop, watch etc.
He cant bear anyone interfering with her work.
The driver stopped his bus crashing into the wall.
N + V + N + past participle ()
Can you get this pump repaired?
The Captain wants these letters typed before tomorrow.
Id like my room cleaned now, please.
you have to use an adjunct of time that can be an adverb, a noun, or a prepositional
phrase:
He is leaving tomorrow.
The leaves were announced last week.
He was better after undergoing surgery on Saturday.
5.3.2. Present Simple
The verb to be is very much used in the present, so we need to know the forms of this
verb:
Person
Sg. I
II
III m
f
n
Pl. I
II
III
Affirmative
I am/Im
you are/youre
he is/hes
she is/shes
it is/its
we are/were
you are/youre
they are/theyre
Interrogative
Am I?
Are you?
Is he?
Is she?
Is it?
Are we?
Are you?
Are they?
Negative
I am not/Im not
You are not/you arent
He is not/he isnt
She is not/she isnt
It is not/it isnt
We are not/we arent
You are not/you arent
They are not/they arent
All the other verbs use the following pattern for present simple:
The positive is made from the short infinitive of the verb. The only different form
is for the 3rd person singular where we add s: works, lands, runs, plays, tries (-y
is changed into -ie when there is a consonant before it). If the verbs end in s, ss,
sh, ch, x and o we add es: dresses, brushes, watches, does, boxes etc.
I work hard.
He works hard.
We watch TV every evening. She watches TV every evening.
The negative form is also made with the auxiliary verb do/does + not, and the
verb at short infinitive. In speaking the short forms dont and doesnt are used:
I dont work hard.
He doesnt work hard.
We dont watch TV every evening.
She doesnt watch TV every evening.
The interrogative (question) is made with the auxiliary verb do, does for the 3rd
person singular, placed at the beginning of the sentence and followed by the
subject and the verb in short infinitive. Short answers to yes/no questions repeat
the auxiliary.
Do you work hard?
Yes, I do/No, I dont.
Does he work hard?
Yes, he does/No, he doesnt.
Do we watch TV every evening?
Yes, we do/No, we dont.
Does she watch TV every evening?
Yes, she does/No, she doesnt.
A verb that can form interrogative and negative with or without do is have. If we use the
form have got, the auxiliary is not used.
Safety and Emergency Situations; Present Simple & Present Continuous 103
person
Sg.I
II
III m
f
n
Pl. I
II
III
Affirmative
I have
You have
He has
She has
It has
We have
You have
They have
Interrogative
Do I have? /Have I?
Do you have? /Have you?
Does he have? /Has he?
Does she have? /Has she?
Does it have? /Has it?
Do we have? /Have we?
Do you have? /Have you?
Do they have? /Have they?
Negative
I dont have/I havent
You dont have/You havent
He doesnt have/He hasnt
She doesnt have/She hasnt
It doesnt have/It hasnt
We dont have/We havent
You dont have/You havent
They dont have/They havent
auxiliary be. Short answers to yes/no questions repeat the auxiliary. Negatives are formed
with the verb be + not.
Positive
I am/Im working
You are/Youre working
He is/Hes working
We are/Were working
They are/Theyre working
Interrogative
Am I working?
Are you working?
Is he working?
Are we working?
Are they working?
Negative
I am not/Im not working
You are /Youre not/arent working
He is / Hes not/isnt working
We are/Were not/arent working
They are/Theyre not/ arent working
Safety and Emergency Situations; Present Simple & Present Continuous 105
The present continuous is often used with these time expressions: now, at the moment,
nowadays, currently, these days, right now.
5.3.4. Verbs not normally used in the continuous tenses
The continuous tenses are used for deliberate actions therefore some verbs cannot be
used in the continuous and can have only simple tenses.
A. Verbs of the senses: feel, hear, see, smell, taste. They can be used with the
modal verb can to express the fact that the action is taking place at the moment of
speaking.
Im watching but I dont see anything unusual.
I can hear a strange noise.
B. Verbs expressing feelings and emotions: admire (respect), adore, appreciate
(value), care for (like), desire, detest, dislike, fear, hate, like, loathe, love,
mind (care), respect, value, want, wish:
Do you like your new job? I hate it. Its boring.
C. Verbs of mental activity: agree, appreciate (understand), assume, believe,
expect (think), feel (think), forget, know, mean, perceive, realize (understand),
recall, recognize, recollect, remember, see (understand), suppose, think (have
an opinion), trust, understand:
What do you think about the new Chief Engineer?
D. Verbs of possession: belong, have, owe, own, possess:
How much do I owe you?
E. Other verbs: appear (seem), concern, consist, contain, hold (contain), keep
(continue), matter, seem, signify, sound (seem):
This box contains spare parts.
5.4. Present Simple versus Present Continuous
Action:
Present Simple
permanent:
I live in London.
Present Continuous
temporary:
I am living in London. (for a period)
in progress now:
Im having breakfast now.
general situations
He speaks three languages.
a particular situation
He is speaking to a stranger.
5.5. Vocabulary
safety = siguran
first aid = primul ajutor
smoke detector = detector de fum
heat detector = detector de cldur
fire-proof material = material termo-izolant
compartmentalisation = compartimentare
sprinkler system = sistem de stropire
fire extinguisher = extinctor
watertight compartment = compartiment etan
watertight doors = ui etane
hatch = gur de magazie
pump system = sistem de pompe
movable submersible pump = pomp mobil submersibil
life-boat = barc de salvare
life-raft = plut de salvare
Global Maritime Distress and Safety System = sistem maritim global de salvare n caz de
pericol
Rescue Centre = centru de salvare
Exercise I. Complete the sentences. Use am/ is/ are + one of these verbs
building
coming
cooking
playing
standing
studying
swimming
1. Listen! Pat is playing the piano.
2. They.a new hotel downtown
3. Look! Somebody .. in the river.
4. Youon my foot. Oh I m sorry.
5. Hurry up! The bus ..
6. Where are you Sam? In the kitchen . I .. dinner.
7. (on the phone) Hello. Can I speak to Ann please? She .for an exam right
now. Can she call you back later?
Safety and Emergency Situations; Present Simple & Present Continuous 107
5.
6.
7.
8.
9.
10.
(it/ rain )
(I/ do/ this exercise).
(I/ listen/ to the radio)
(the sun/ shine)
(I/wear/ shoes )
(I/ read/ a newspaper)
Exercise III. Write positive or negative short answers (Yes, I am/ No, it isnt, etc.)
1. Are you watching TV? No, Im not.
2. Are you wearing shoes?
3. Are you wearing a hat?
4. Is it raining?
5. Are you eating something?
6. Are you feeling all right?
7. Is the sun shining?
8. Is your teacher watching you?
Exercise V. Complete the sentences. Use the correct form of these verbs.
boil close cost cost drink go have have like meet open
teach wash
1.
2.
3.
4.
5.
speak
6.
7.
8.
9.
10.
11.
12.
13.
Exercise VII. Complete the sentences. All of them are negative. Use dont/ doesnt +
one of these verbs.
cost drive go have know play see
sell
smoke
wash wear
1. Have a cigarette. No, thanks. I dont smoke.
2. They newspapers in that store.
3. She has a car, but .. very often.
4. I like plays, but I ..to the theatre very often.
5.My car is usually dirty because I .. it very often.
6. Its a cheap hotel. It .. much to stay there.
7. He likes soccer, but he very often.
8. I .. much about politics.
9. Shes married, but she .. a ring.
10. He lives next door, but we.. him very often.
11. Can you lend me five dollars? Sorry, I ..any money.
Exercise VIII. You are asking somebody questions. Write questions with Do/ Does.?
Example: I work hard . How about you? Do you work hard?
1. I play tennis .How about you? . you ..?
2. I play tennis. How about Ann? .. Ann . ?
3. I know the answer. How about you? .. the answer?
4. I like hot weather. How about you? .?
5. My father drinks coffee. How about your father ? ?
Safety and Emergency Situations; Present Simple & Present Continuous 109
Exercise I. 2.are building 3.is swimming 4.are standing 5.is coming 6.are cooking 7.is
studying
Exercise II. 2.It is/it is not snowing 3.I am /I am not sitting 4. I am /I am not eating 5. It
is/ it is not raining 6. I am / I am not doing the exercise 7. I am / I am not
listening to the radio 8. The sun is/ the sun isnt shining 9. I am / I am not
wearing shoes 10.I am / I am not reading a newspaper
Exercise IV. 2. repairs; 3.watches; 4. listens; 5. loves; 6. has; 7.pushes; 8. does; 9. thinks;
10. kisses; 11. buys; 12. goes.
Exercise V.2. drinks; 3. have; 4. like; 5. go; 6. open; 7. closes; 8. costs; 9. cost. 10.
teaches; 11. meet; 12. washes; 13. has.
Exercise VI. 3. they dont know 4. He doesnt love 5. They dont speak English 6. I want
it 7. She wants them 8. She doesnt live in Taiwan
Exercise VII. 2. dont sell 3. doesnt drive 4. dont go 5. dont wash 6. doesnt cost 7.
doesnt play 8. dont know 9. doesnt wear 10. dont have
Exercise IX. 2. do you live? 3. often do you watch TV? 4. Where do you have lunch? 5.
What time do you get up? 6. How often do you go to the movies? 7.
How do you go to work? 8. What do you usually have for breakfast?
Exercise X. 4. is singing 5. wants 6. do you read 7. are sitting 8. dont understand 9. are
reading 10. does she finish 11.am not listening 12.He doesnt usually drive
Exercise XI. 2. Works; is doing3. 3. tries; plays 4. tries; are sitting 5. Do you listen 6.
Am writing 7. Do they drive 8. Doesnt get 9. Rains; is not raining 10. Im
baking; are you smiling; Am I doing
Curs 6
Alarms on Board.
Present Perfect Simple and Continuous
I. Unitatea ofer noiuni n legtur cu sigurana navei, a echipajului i a mrfii de la bord
n caz de avarie sau incendiu conform regulamentelor IMO, care se studiaz n anul I.
Sunt enumerate modalitile n care se d alarma la bord n caz de avarie sau incendiu.
Partea de gramatic ofer informaii amnunite despre alte dou timpuri prezente:
Present Perfect Simple and Continuous. Cele dou timpuri perfecte sunt printre
cele mai dificile din limba englez datorit faptului c nu au corespondente n
limba romn.
II. Obiective: 1 Memorising the vocabulary in the unit, in English and making
connections with the Romanian terms.
2. Understanding and practicing the grammar tenses: Present Perfect
Simple and Present Perfect Continuous.
3. Discriminating between Present Perfect Simple and Present Perfect
Continuous.
4. Learning how to use the dictionary for the unknown words from the
specialty text, tables and exercises.
5. Checking the knowledge through self-evaluation tests from the end of
unit 8.
6.1. Alarms on board
It is important to know which different kinds of alarms there are on board a ship and
how to respond to them. All alarm signals and indicators must be clearly understood by
everyone on board.
A general emergency alarm is only given in the case of an emergency to all persons
on board. All passengers and crew must get their life-jackets and go as quickly as
possible to their Muster and Boat Stations. They have to follow the direction indictors to
the Muster Stations. At the Muster and Boat Stations wait for further instructions from
the ships Master.
The fire extinguishing alarm warns of the imminent release of the fire-extinguishing
material into the space in question: CO or halon. If you are in that room, leave
immediately because CO halon or something similar will be released.
The watertight door-closing alarm is a warning signal for the closing of the poweroperated doors.
On the bridge there are panels and positions for a number of individual visual alarms
and indicators. In the engine room there are panels and positions for a number of visual
alarms and indicators concerning the main engines and power failures.
The vessels rescue-boat crew will be notified by alarm over PA system. If you
belong to the rescue-boat crew upon hearing the alarm you must get your life-jacket and
go as quickly as possible to the rescue-boat.
When a helicopter is going to land on a ship, the alarm will be announced over the
PA system.
The end of an emergency will be announced over the public address system:
All hands! All hands! Emergency over. Return to duties.
Some usual phrases used when raising alarm are:
Operate the general emergency alarm.
General emergency alarm operated.
Inform the Master/Chief Engineer.
Master/Chief Engineerinformed.
Inform coast radio station/vessels in vicinity.
coast radio station/vessels in vicinity informed.
Send an urgency message/distress message.
Urgency message/distress message sent.
This is your Captain speaking: A minor fire has broken out in
There is no immediate danger to crew or vessels and there is no reason to be
alarmed.
For safety reasons we request the crew to go to the assembly stations.
Leave the engine room/the superstructure/your stations/your cabins
immediately and close all opening.
Take your equipment with you according to muster list.
Do not go to your lifeboat stations before you are ordered to do so.
Do not embark the lifeboats/liferafts. The order to embark the lifeboats/liferafts
will be given from the bridge.
The following department/crew members will (temporarily) disembark for safety
reasons.
Roll call:
Check the presence of all persons/passengers/crew members and report.
All persons/passengers/crew members at assembly stations.
All persons/passengers/crew members outside the danger area.
persons/passengers/crew members missing.
Search for missing persons/passengers/crew members and report.
Missing persons/passengers/crew members recovered.
Missing persons/passengers/crew members not recovered yet, search is going on.
d. For actions that occurred in the past, provided connexion with the present is still
maintained, that means the action could be repeated in the present or future:
My friend has written two course books for mechanics. (He can write
more)
e. For actions occurring in an incomplete period of time: today, this morning (up to
one oclock)/evening/ afternoon (up to five oclock)/week/ month/ year/ century
etc.
Have you seen him today?
It has been windy this morning. (The morning is not over yet)
f.
For actions occurring in an indefinite period of time: lately, recently, till now,
until now, so far, before, ever, never etc:
There have been some changes in the structure of the crew recently.
Have you ever seen a cruiser?
Ive never seen such a huge tanker.
g. For actions that started in the past and continue till the present: since and for. For
is used to express the period of time: for three days, for eight hours, for a long
time etc. Since is used to express the point in time when the action started: since
five oclock, since 1990, since last week, etc.
Theyve worked for twelve hours.
I havent been on a ship since last summer.
h. For actions that repeated a number of times until the moment of speaking:
Hes been to Japan twice.
This is the third time the engine has broken this month.
i.
With superlatives:
Its the biggest container ship Ive (ever) seen.
Negative
I/you/we/they havent worked/done
He/she/it hasnt worked/done
Negative
I/you/we/they havent been working/doing
He/she/it hasnt been working/doing
An action that began in the past and is still continuing or has just finished can be
expressed, with certain verbs, by either the present perfect simple or the present perfect
continuous. Verbs that can be used in this way include: expect, hope, learn, lie, live,
look, rain, sleep, sit, snow, stand, stay, study, teach, wait, want, work etc:
He has worked for eight hours.
He has been working for eight hours.
a. When we use Present Perfect Simple we are interested in the number of times the
action was made or the quantity. If we use Present Perfect Continuous we are
interested in the duration of the activity:
He has repaired three pumps today.
He has been repairing pumps all day.
b. Interrogative sentences usually begin with how much, how many when we use
Present Perfect Simple and with how long when we use Present Perfect
Continuous:
How many pages of the manual have you read?
How long have you been reading?
c. When we use Present Perfect Simple we expect the action to be completed. When
using Present Perfect Continuous we are interested in the action that began in the
past and is still taking place:
I have lubricated the machine. (the work has been completed)
I have been lubricating the machine. (the work has just been
interrupted)
6.5. Present Perfect Continuous versus Present Continuous
The present perfect continuous describes an action in progress from the past up to the
present. The present continuous is used for a temporary action happening now:
He has been fitting the new fire-fighting system. (in progress up to now, and
may or may not continue)
He is fitting the new fire-fighting system. (in progress now, and will continue)
6.6. Vocabulary
alarm = alarm
alarm signals and indicators = semnale i indicatoare de alarm/de avertizare
general emergency alarm = alarm general de urgen/pericol
life-jacket = vest de salvare
Muster Station = punct de adunare
Boat Station = punct al brcilor de salvare
fire extinguishing alarm = alarm de incendiu
fire-extinguishing material = material de stins incendiul
watertight door-closing alarm = alarm/semnalizare de nchidere a uilor etane
warning signal = semnal de avertizare
power-operated door = u acionat automat
panels and positions = panouri i puncte
visual alarms and indicators = indicatoare i alarme vizuale
power failure = cdere de tensiune
rescue-boat crew = echipajul brcii de salvare
public address system/PA system = sistemul de anunare general
Exercise IX. Complete these sentences using today/ this year/ this term etc
1. I saw Tom yesterday but . I havent seen him today.
2. I read a newspaper yesterday but I today.
3. Last year the company made a profit but this year. .
4. Tracy worked hard at school last term but.. .
5. It snowed a lot last winter but .
6. Our football team won a lot of games last season but we.
Exercise X. Read the situations and write sentences as shown in the examples.
1. Jack is driving a car but hes very nervous and not sure what to do.
You ask: : .Have you driven a car before?
He says :.. No, this is the first time Ive driven a car.
2. Len is playing tennis. Hes not very good and he doesnt know the rules.
You ask: Have.
He says: No, this is the first .
3. Sue is riding a horse. She doesnt look very confident and comfortable.
You ask:
She says:
4. Maria is in London. She has just arrived and its very new for her.
You ask:
She says:
Exercise XI. You are asking somebody questions about things he or she has done. Make
questions for the words in brackets.
1. (ever/ ride/ horse).. Have you ever ridden a horse?
2. (ever/ be/ California).
3. (ever/ run/ marathon)
4. (ever/ speak/ famous person?)
5. (always/ live/ in this town ?)..
6. (most beautiful place/ ever/ visit ?) What..
6.7.2. Grammar Practice Present Perfect Continuous
Exercise I. Write a sentence with the present perfect continuous and for to describe each
situation. Use these verbs: camp, play, read, swim, talk, travel, work.
1. The video began two hours ago, and it hasnt finished yet. Its been playing for two
hours.
2. James went into the water ten minutes ago. He doesnt want to come out
yet..
3. Alice rang Peter half an hour ago, and theyre still on the phone
4. Robert picked up a book an hour ago. He hasnt put it down
yet.
5.
Ed and Jennifer started their journey around the world three months ago. Theyve
gone about halfway now.
6. Sue got to the office early this morning. Ten hours later shes still
there
7. The Dobsons left on holiday four weeks ago and theyre not back yet. They took their
tent.
Exercise II. Add a sentence with the present perfect continuous. Use the words in
brackets.
1. Mr Davis has a backache. (dig / the garden)..Hes been digging in the garden.
2. Joe has no money left. (shop).
3. The girls are tired. (work hard )
4. The boys have got a suntan. (sunbathe)
5. Emmas shoes are dirty. (walk/ in the field)..
6. Jane and Neil look annoyed. (argue).
7. The ground is wet. (rain)
8. Tim has some washing up to do (bake/ cakes).
Exercise III. Read the situations and complete the sentences.
1. The rain started two hours ago. Its still raining now. It .. has been raining for two
hours.
2. We started waiting for the bus 20 minutes ago. Were still waiting now.
We. for 20 minutes.
3. I started Spanish classes in December. Im still learning Spanish now. I.
since December.
4. Ann began looking for a job six months ago. Shes still looking now.
for six months.
5. Mary started working in London on 18 January. Shes still working there now.
. since 18 January.
6. Years ago you started writing to a pen friend. You still write to each other regularly
now. We.for years.
6.7.3. Grammar Practice Present Perfect Simple and Continuous
Exercise I. Read the situations and write two sentences using the words in brackets.
1. Tom started reading a book two hours ago. He is still reading it and now he is on page
53.
(read/ for two hours).. He has been reading for two hours.
(read/ 53 pages so far)
2. Linda is from Australia. She is travelling round Europe at the moment. She began her
tour three months ago.
(travel/ for three months) She.
(visit/ six countries so far).
3. Jimmy is a tennis player. He began playing tennis when he was ten years old. This year
he is national champion again for the fourth time.
Exercise IV. Use the words given to complete the sentences. Put the verbs in the present
perfect simple or continuous.
1. Johns terribly upset. Hes broken (he/ break ) off his engagement to Megan.
Apparently shes been seeing(she/ see) someone else while ..hes been (he/ be)
in Africa.
2. Can you translate this note from Stockholm? I understood Swedish when I was a child,
but (I/ forget) it all.
3. Whats that dent in the side of the car? ..(you/ have) an accident?
4. Im sorry, Johns not here; ..(he/ go) the dentist(he/ have) trouble with a
tooth.
5. This cassette recorder is broken. (you/ play about) with it?
6. Your Italian is very good (you/ study) it long?
7. Do you mind if I clear the table? (you/ have) enough to it ?
8. Im not surprised.(he/ fail) that exam.
6.8.1.
Exercise III.
3. Have you ever been to Australia?
4. Have you ever lost
5. Have you ever flown.
6. Have you ever eaten..
7. Have you ever been to
8. Have you ever driven
9. Have you ever broken
Exercise IV.
2. Helen has never been to Australia
3. Helen has eaten Chinese food a few times
4. Helen has never driven a bus
5.I have /I have never been to New York.
6.I have / I have never played tennis.
7.I have / I have never flown in a helicopter.
8.I have / have never been late for work or school.
Exercise V. 3. have been 4. has been ill 5. has been living 6. has been working 7. has had
8. have been living
Exercise VI. 2. Know 3. have known 4. have you been waiting 5. Works 6. is; has been
Exercise VII. 2. he has just gone out 3. I have not finished yet 4. I have already done it 5.
Have you found a job yet? 6. She has just come back
Exercise X.
2. Have you ever played tennis before?
No, this is the first time Ive played tennis
3. Have you ever ridden a horse before?
No, this is the first time Ive ridden a horse.
4. Have you ever visited London before.
No, this is the first time Ive visited London.
XI. 2. Have you been to California?
3. Have you run in a marathon?
4. Have you spoken to a famous person?
5. Have you always lived in this town?
6. What is the most beautiful place you have visited?
XII. 2. Hes been swimming for ten minutes.
3. Theyve been talking for half an hour.
4. Hes been reading a book for half an hour.
5. Theyve been travelling for three months.
6. Shes been working for ten hours.
7. Theyve been camping for four weeks.
XIII. 2. Hes been shopping.
3. Theyve been working hard.
4. Theyve been sunbathing.
5. Shes been walking in the field.
6. Theyve been arguing.
7. Its been raining.
8. Hes been baking cakes.
XIV. 2. have been waiting.
3. Ive been studying..
4. Shes been looking
5. Shes been working..
6. have been writing to each other
XV. 2. She has been travelling for three months.
She has visited six countries so far.
3. He has won the national championship four times.
He has been playing tennis since he was ten.
4. They have made ten films since they left college.
They have been making films since they left college.
Curs 7
Fire Fighting
Past Simple and Past Continuous
I. Unitatea ofer noiuni n legtur cu sigurana navei, a echipajului i a mrfii de la bord
n caz de incendiu conform regulamentelor IMO, care se studiaz n anul I. Sunt
enumerate modalitile n care se d alarma la bord n caz de incendiu, echipamentele de
lupt mpotriva incendiului la bord, fixe i mobile. Partea de gramatic ofer informaii
amnunite despre dou timpuri trecute: Past Simple and Past Continuous. Acestea se
pay
visit
buy
go
think
copy
know
put
speak
Exercise IV. Read about Lisas journey to Madrid. Put the verbs in the correct
form.
Last Tuesday Lisa (1) (fly) flew from London to Madrid. She (2) (get).up at six
oclock in the morning and (3) (have) a cup of coffee. At 6.30 she (4) (leave) home
and (5) (drive) to the airport. When she (6) (arrive), she (7) (park) the car and then (8)
(go) to the airport caf where she (9) (have) breakfast. Then she (10) (go) through
passport control and (11) (wait) for her flight. The plane (12) (depart) on time and
(13) (arrive) in Madrid Finally she (14) (take) a taxi from the airport to her hotel in
the centre of Madrid.
Exercise V. Put the verb in the correct form-positive, negative or question.
1.
We went to the cinema but the film wasnt very good. We didnt enjoy it.
(enjoy)
2.
Tim..some new clothes yesterday-two shirts, a jacket and a pullover. (buy)
3.
..yesterday? No, it was a nice day. (rain)
4.
The party wasnt very good, so welong. (stay)
5.
It was very warm in the room,, so I..a window. (open)
6.
Did you go to the bank this morning? No, I.time. (have)
7.
I cut my hand this morning. How..that? (do)
7.7.2. Grammar Practice Past Simple and Past Continuous
Exercise VI. Where were these people at 3 oclock yesterday afternoon/ And what
were they doing? Use the cues below and write two sentences.
1.
Ann/ home/ watch TV..Ann was at home. She was watching
TV
2.
Carol and Jack/ the cinema/ watch a film.
3.
Tom/ his car/ drive.
4.
Catherine/ the station/ wait for a train.
5.
Mr. and Mrs. Hall/ the park/ walking.
Exercise VII. Put the verb into the past continuous or past simple
10. Albert Einstein has been the scientist who has developed the theory of
relativity.
7.8. Answer Key The Past tense Simple and Continuous
Exercise I. Put in was/ were or wasnt/ werent
2. wasntwas 3.was.were 4. Werewaswasnt 5. were 6. werentwere
Exercise II. Put the words in the correct order to form questions
2. Was your exam difficult?
3. Where were Ann and Chris last week?
Curs 8
Medical Care
Past Perfect Simple and Past Perfect Continuous
I. Unitatea ofer noiuni n legtur cu sigurana echipajului n caz de avarie sau incendiu
conform regulamentelor IMO, care se studiaz n anul I. Sunt enumerate modalitile n
care se d alarma la bord n caz de avarie sau incendiu. Sunt expuse modalitile de
acordare a primului ajutor. Partea de gramatic ofer informaii amnunite despre alte
dou timpuri trecute: Past Perfect Simple and Past Perfect Continuous. Cele dou
Theyd repaired the motors the previous day so they worked very well.
Use of Past Perfect Simple
If you want to talk about a past event or situation that occurred before a particular time in
the past, you use past perfect simple:
By midnight the gas had spread through the cabins.
He had previously worked on a tanker for ten years.
It may not be necessary to use the past perfect if we use before or after to make the time
clear:
He left/had left the engine room before we entered.
The past perfect is often used with verbs of thinking in the past like: know, realize,
remember, be sure, think:
I thought we had already chosen the name for the new yacht.
The time expressions after, once, by, already, just, never, meanwhile are often used with
the past perfect. The word still is often used with negative forms.
The past perfect is common in reported speech after past verbs like said, told, asked,
explained etc. It is used instead of several tenses in the direct speech: present perfect,
past simple or past perfect, according to the meaning:
I told them I had done enough work for today. (indirect speech)
I have done enough work for today. (direct speech)
I thought I had sent the cheque a week before. (indirect speech)
I sent the cheque last week. (direct speech)
The past perfect is used in conditional sentences after if, and all the words with the same
meaning, referring to past actions or events that didnt happen:
If the mechanic had repaired the pump, we wouldnt have had to do this
overhaul.
It is also used after wish, and would rather denoting a past action:
I wish I had said I wasnt good at automation.
8.3. Past Perfect Continuous
Past Perfect Continuous is formed with the auxiliary had + been + verb-ing. The
interrogative and negative is formed in a similar way to Present Perfect Continuous, with
the difference that had is used instead of have:
He was tired because he had been working all day.
Had you been waiting long when I came?
He hadnt been waiting long when the message arrived.
Use of past perfect continuous:
a. To emphasize the recentness and the duration of a continuous activity which took place
before a particular time in the past:
Until now the rumors that had been circulating were exaggerated versions of the
truth.
b. If you want to say that something was expected, wished for, or intended before a
particular time in the past, you use the past perfect or the past perfect continuous:
It was the remains of a ten-rupee note, which he had hoped would last till the
end of the week.
I had been expecting some miraculous obvious change.
8.4. Past Simple and Past Perfect Simple
a. If we talk about one action in the past, or about an action that comes straight after
another, we use Past Simple. To say that someone finished one action and then did
something else, we use Past Perfect Simple:
When the man fell overboard, everyone tried to save him.
When/After he had written the message, he went to the bridge to send it.
b. Sometimes the choice of Past Simple or Past Perfect Simple can make a
difference to the meaning:
When he arrived the fire-fighting training began. (immediately after he
arrived)
When he arrived the fire-fighting training had begun. (The training
began before he arrived.)
8.5. Past Perfect Simple versus Past Perfect Continuous
The past perfect continuous focuses on the action going on while past perfect simple
focuses on the result of the action:
Period of time:
Id been lubricating the moving parts all day long. I was tired.
Complete action:
I had lubricated the mechanisms. The engine worked.
When we say how long, we normally use the continuous form. When we say how
many, we do not use the continuous:
The volunteers brought in their collecting boxes at lunchtime yesterday. They
had been collecting money all morning. They had collected hundreds of pounds.
8.6. Past Perfect Continuous versus Present Perfect Continuous
Past perfect continuous can be considered the past of the present perfect continuous:
Present:
How long have you been waiting? (until now)
Past:
How long had you been waiting when the Captain finally came?
Both tenses have to have a certain point in time to refer to, so while present perfect
continuous has as reference the moment of speaking (now), past perfect continuous
should be connected to a past moment.
8.7. Vocabulary
around the clock = continuu, nonstop
asphyxiation = asfixiere
bleeding = sngerare
breathing = respiraie
breathing apparatus = aparat de oxigen
crewmember = membru al echipajului
distress message = mesaj de sinistru, mesaj de pericol i ajutor
enclosed spaces = spaii nchise
environment = mediu
fall overboard = a cdea peste bord
first aid = prim ajutor
first-aid kit = trus de prim ajutor
first-aid training = antrenament de prim ajutor
in sight = la vedere
lifebuoy = colac de salvare
manuvre = a manevra, manevr
rescue boat = barc de salvare
Rescue Centre = centru de salvare
rescue team = echip de salvare
search-andrescue operation = operaiune de cutare i salvare
shelter = adpost
shout out = a striga, a ipa
sickbay = infirmerie
storage = stocare
throw out = a arunca (peste bord)
watch-keeping officer = ofier de cart
8.8. Grammar Practice Past Perfect Simple And Continuous
Exercise I. Underline all the 3rd forms of the verb in the following passage.
The old man looked at the broken tree. There was sadness in his eyes. There had been a
very bad storm during the night. The wind had almost blown the tree down. Branches lay
around, the white wood like open wounds without the blood. He thought back to the day
when he had planted it.......many years ago. The tree had grown taller year by year until it
had reached almost as high as the roof. He remembered the day his son had climbed up
and hidden in the branches and wouldnt come down. He remembered how the war had
come and taken his wife and son from him. The house had burnt down. But the tree had
survived. It had reminded him of all those other things. Until last night. What could an
old man do now?
Now write the words you have underlined.
1.................................
7..................................
2.................................
8..................................
3.................................
9..................................
4.................................
10...................................
5.................................
11...................................
6.................................
12...................................
Exercise II. Complete these situations. Number 1 is done for you.
1. I was nervous as I sat in the car waiting for my driving instructor. (drive)
I had never driven before.
2. I was terrified as we waited for the plane. (fly)
.............................................
3. My knees were knocking as I stood up at the wedding. (give a speech)
.............................................
4. When I reached the top of the ski lift, I wanted to die. (ski)
.............................................
5. As I changed into my tennis things, I wished Id never agreed to be Martins partner.
(play tennis)
.............................................
6. If only I had refused to go to the choir practice! (sing in public)
.............................................
Exercise III. Supply reasonable previous cases in the past for these consequences, results,
effects or interest. Use the Past Perfect and try to find more than one previous cause for
each sentence.
EXAMPLE: She knew how to bake a cake because
(a) her mother had taught her.
(b) she had learned at school.
(c) she had read about it in a book.
Use as and because as links where necessary.
1. He gave his horse a lump of sugar
2. She asked me to repeat my name
3. We asked her to sing the song again
4. They called the boy Moses
5. Father tipped the waiter very well
6. The man was out of breath
7. I sent my watch to the watchmakers
8. Our visitor was very tired
9. It was very cold outside in the garden
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Exercise IV. Supply the Simple Past for the effect, consequence, result or interest and the
Past Perfect for the previous cause.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
They (spend) all their money and (not know) where to find any more.
We (finish) our work so we (sit) down to talk.
The sky (be) black for some time before the rain (begin) to fall.
I (give) you the work to do again because you (do)it badly.
When I (thank) my hostess I (leave) the house and (go) home.
Yesterday my wife (tell) me about a beautiful hat she (see) a few days earlier.
Dr. Brown (just return) so they (give) him the message.
One of his patients (break) his leg and (need) a doctor at once.
The doctor (hope) for a quiet night. He (feel) disappointed.
After the children (go) to bed the house (be) very quiet.
They always (live) in a small village and (not understand) the city people.
I (cant) read because I (forget) to fetch my glasses.
Peter (have) dinner in town that evening as his wife (go) to visit her mother.
We (never be) in Athens before so we (want) to see the sights.
The child (lose) his money so he (cannot buy) sweets.
Exercise V. Supply the Simple Past to show cause and immediate effect or the Past
Perfect to show previous cause. The Simple past expresses the later consequence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Exercise VI. Translate into English using one of the following tenses: Past Simple; Past
Continuous; Past Perfect Simple and Past Perfect Continuous
1. Vntul se mai domolise iar luna strlucea deasupra mrii linitite.
2. Telefonul sun, n timp ce domnioara Marple se mbrca.
3. O auzi cum ofteaz n timp ce el citea.
4. Ultima dat l-am vzut acum zece ani.
5. Ca elev era un biat timid i srguincios.
6. Deschise sertarul, scoase un plic vechi i se aez n fotoliu, examinndu-l atent.
7. n zilele acelea venea s m vad n mod regulat i de fiecare dat mi aducea un mic
dar.
8. Mereu m suna noaptea trziu.
9. Cnd predam la coala aceea, m lua n fiecare diminea cu maina.
10. Ce s-a ntmplt dup ce a plecat?
11. De trei ani locuia n satul acela mic de lng grani.
12. l ateptam de o or, cnd telefonul sun i o voce ciudat mi spuse c Richard a avut
un accident.
13. Primise florile cu o or n urm, dar era nc foarte emoionat.
14. Ce fcuse oare n tot acest timp?
15. Despre ce vorbeau cnd i-ai ntlnit?
1. The of the ship has the overall responsibility of the ship and all who sail in
her.
a. chief engineer
b. master
c. chief officer
d. bosun
2. The .is responsible for all the technical parts of the ship including main
engine, auxiliary machinery, electrical and electronic systems.
a. chief engineer
b. master
c. chief officer
d. bosun
3. The is leading hands on deck.
a. chief engineer
b. master
c. chief officer
d. bosun
4. The engine do all the daily work and maintenance in the engine room.
a. masters
b. bosuns
c. ratings
d. crews
5. Three of the following are ways of protecting against fire. Find the one which
is not.
a. smoke detectors b. fire-proof materials c. smoking restrictions d.
accommodation spaces
6. The fire-fighting systems using Halon and CO2 are found in the engine
room and other machinery spaces.
a. water
b. foam
c. powder
d. fixed
7. The fire extinguishers are used mainly to extinguish fires in electrical
equipment.
a. water
b. foam
c. powder
d. fixed
8. The fire extinguisher is used to put out fires in textiles, wood, paper etc.
a. water
b. foam
c. powder
d. fixed
9. The fire extinguisher is used to extinguish fire in combustible liquids like
oil.
a. water
b. foam
c. powder
d. fixed
10. If someone falls overboard three immediate actions should be taken. Which is
the odd one?
a. shout out
b. inform the bridge c. throw a life-buoy d. inform the
engine room
GRAMMAR
11. At the moment she a uniform for herself.
a. makes
b. is making
c. has made
d. made
c. has risen
d. rose
c. doesnt eat
d. arent eating
c. does
d. are
d. goes
d. broke
d. felt
d. had done
d. Have you
20. I for the past ten minutes. Why dont you answer the door?
a. have knocked
b. has knocked
c. have been knocking
d. had been knocking
21. He the novel before he saw the film.
a. has read
b. read
c. was reading
d. had read
22. When I saw them, the boys football for three hours.
a. had been playing b. has been plying
c. had played
d. has played
d. havent
c. since
d. ever
d. has broken
d. had repaired
d. see
c. had worked
d. are
c. do you wait
d. had
c. best
d. bestest
c. bader
d. badest
c. bigest
d. more big
c. further
d. farer
c. lazyer
d. lazier
d. few
d. are
37. Three of these verbs have the same form for infinitive, past tense and past
participle. Which one does not?
a. bet
b. cast
c. get
d. set
38. Three of these verbs have the same form for past tense and past participle.
Which one is different?
a. dream
b. lean
c. leap
d. tear
39. Three of these verbs have the same form for past tense and past participle.
Which one is different?
a. slide
b. breed
c. ride
d. feed
40. Three of these verbs have the same form for past tense and past participle.
Which one is different?
a. see
b. speed
c. flee
d. bleed
41. The adverb formed from the adjective automatic is
a. automatic
b. automatical
c. automaticaly
d automatically
d. probablly
d. Many
arose
awoke
was/were
bore
beat
became
began
bent
bet
bid
bade
bound
bit
bled
blest
blew
broke
bred
brought
broadcast
built
burnt
burst
bought
cast
caught
chose
clung
came
cost
crept
cut
dealt
dug
dove (Am.)
did
drew
dreamt
drank
drove
dwelt
ate
fell
arisen
awoken
been
borne
beaten
become
begun
bent
bet
bid
bidden
bound
bitten
bled
blest
blown
broken
bred
brought
broadcast
built
burnt
burst
bought
cast
caught
chosen
clung
come
cost
crept
cut
dealt
dug
dived
done
drawn
dreamt
drunk
driven
dwelt
eaten
fallen
a se ridica
a (se) trezi
a fi
a purta
a bate
a deveni
a ncepe
a (se) ndoi
a paria
a ruga, a adresa (o invitaie)
a porunci
a lega
a muca
a sngera
a binecuvnta
a sufla; a bate
a (se) sparge; a (se) defecta
a crete, a educa
a aduce
a emite (radio, TV)
a construi
a arde
a izbucni; a nvli; a crpa
a cumpra
a arunca
a prinde
a alege
a se aga
a veni
a costa
a se tr; a se furia
a tia
a trata; a se ocupa de
a spa
a (se) scufunda, a plonja
a face
a trage, a desena
a visa
a bea
a conduce, a ofa
a locui
a mnca
a cdea
fed
felt
fought
found
fled
flung
flew
forbade
forecast
foresaw
forgot
forgave
froze
got
gave
went
ground
grew
hung
had
heard
hid
hit
held
hurt
kept
knelt
knit
knew
laid
led
leant
leapt
learnt
left
lent
let
lay
lit
lost
made
meant
met
misled
mistook
fed
felt
fought
found
fled
flung
flown
forbidden
forecast
foreseen
forgotten
forgiven
frozen
got (gotten Am.)
given
gone
ground
grown
hung
had
heard
hidden
hit
held
hurt
kept
knelt
knit
known
laid
led
leant
leapt
learnt
left
lent
let
lain
lit
lost
made
meant
met
misled
mistaken
a hrni, a alimenta
a (se) simi
a (se) lupta
a gsi
a fugi
a arunca; a lansa
a zbura
a interzice
a prevedea
a prezice
a uita
a ierta
a nghea
a primi; a obine; a ajunge
a da
a merge
a mcina, a lefui
a crete, a cultiva
a atrna
a avea
a auzi
a (se) ascunde
a lovi
a ine
a lovi; a rni; a durea
a ine; a pstra
a ngenunchea
a tricota
a ti, a cunoate
a pune, a aeza
a conduce (oameni)
a (se) apleca, a (se) sprijini
a sri
a nva
a pleca, a lsa
a da cu mprumut
a lsa, a permite
a sta ntins; a se afla
a aprinde
a pierde
a face
a nsemna
a (se) ntlni
a induce n eroare
a confunda
mowed
overcame
paid
put
read
rent
rid
rode
rang
rose
ran
sawed
said
saw
sought
sold
sent
set
sewed
shook
sheared
shed
shone
shod
shot
showed
shrank
shut
sang
sank
sat
slew
slept
slid
slung
slit
smelt
sowed
spoke
sped
spelt
spent
spilt
span/spun
spat
mown
overcome
paid
put
read
rent
rid
ridden
rung
risen
run
sawn
said
seen
sought
sold
sent
set
sown
shaken
shorn
shed
shone
shod
shot
shown
shrunk
shut
sung
sunk
sat
slain
slept
slid
slung
slit
smelt
sown
spoken
sped
spelt
spent
spilt
spun
spat
a cosi
a depi
a plti
a pune
a citi
a rupe, a sfia
a se descotorosi de
a clri; a merge cu
a suna
a rsri, a se ridica
a fugi
a tia cu ferstrul
a spune
a vedea
a cuta
a vinde
a trimite
a potrivi; a monta; a fixa
a coase
a scutura; a tremura
a tunde oi
a vrsa (lacrimi, snge)
a strluci
a potcovi
a trage, a mpuca; a filma
a arta
a intra la ap, a se strnge
a nchide
a cnta
a (se) scufunda
a sta jos
a ucide
a dormi
a aluneca
a arunca
a despica
a mirosi
a semna
a vorbi
a accelera
a ortografia
a cheltui, a petrece timp
a vrsa
a se nvrti n jurul axei
a scuipa
spit
split
spoilt
spread
sprang
stood
stole
stuck
stung
stank/stunk
strode
struck
strung
strove
swore
swept
swelled
swam
swung
took
taught
tore
told
thought
threw
thrust
trod
underwent
understood
undertook
woke
wore
wove
wed
wept
wet
won
wound
withdrew
wrung
wrote
spit (Am.)
split
spoilt
spread
sprung
stood
stolen
stuck
stung
stunk
stridden
struck
strung
striven
sworn
swept
swollen
swum
swung
taken
taught
torn
told
thought
thrown
thrust
trodden/trod
undergone
understood
undertaken
woken
worn
woven
wed
wept
wet
won
wound
withdrawn
wrung
written
a despica
a strica, a rsfa
a (se) rspndi
a izvor; a (r)sri
a sta n picioare
a fura
a (se) lipi; a nfige
a nepa
a mirosi urt
a merge cu pai mari
a lovi
a nira
a se strdui; a nzui
a jura; a njura
a mtura
a se umfla
a nota
a (se) legna
a lua
a nva (pe cineva)
a rupe, a sfia
a spune (cuiva), a povesti
a (se) gndi; a crede
a arunca
a nfige
a clca, a pi
a suferi (schimbri)
a nelege
a ntreprinde
a (se) trezi
a purta
a ese
a se cununa
a plnge
a (se) uda
a ctiga
a rsuci; a erpui
a (se) retrage
a stoarce; a rsuci
a scrie