Electrical Engineering I

1
Electrical Engineering
Year I

Table of Contents
Foreword................................ ................................ ................................ ................................ ................. 5
I. Maritime education and English................................ ................................ ................................ ....... 7
1.1. Objectives ................................ ................................ ................................ ................................ 7
1.2. Articles ................................ ................................ ................................ ................................ ..... 8
Self-assessment test ................................ ................................ ................................ .............................. 10
Progress test................................ ................................ ................................ ................................ .......... 10
Answers to self-assessment test ................................ ................................ ................................ ............ 11
References................................ ................................ ................................ ................................ ............. 11
II. Shipping................................ ................................ ................................ ................................ ......... 13
2.1. Objectives ................................ ................................ ................................ .............................. 13
4.2. Present simple................................ ................................ ................................ ........................ 15
Progress test................................ ................................ ................................ ................................ .......... 16
References................................ ................................ ................................ ................................ ............. 17
III. Ships ................................ ................................ ................................ ................................ .......... 19
3.1. Objectives ................................ ................................ ................................ .............................. 19
3.2. Present continuous................................ ................................ ................................ ................. 20
Progress test................................ ................................ ................................ ................................ .......... 22
References................................ ................................ ................................ ................................ ............. 22
IV. Main parts of a ship................................ ................................ ................................ .................... 24
4.1. Objectives ................................ ................................ ................................ .............................. 24
4.2. Simple future and `going to` future................................ ................................ ......................... 25
Progress test................................ ................................ ................................ ................................ .......... 27
References................................ ................................ ................................ ................................ ............. 28
V. Crew organization................................ ................................ ................................ .......................... 30
5.1. Objectives ................................ ................................ ................................ .............................. 30

2

5.2. Logical connectives................................ ................................ ................................ ................. 31
Progress test................................ ................................ ................................ ................................ .......... 33
References................................ ................................ ................................ ................................ ............. 33
VI. How merchant ships operate................................ ................................ ................................ ...... 35
6.1. Objectives ................................ ................................ ................................ .............................. 35
6.2. Quantifiers ................................ ................................ ................................ ............................. 36
Progress test................................ ................................ ................................ ................................ .......... 37
References................................ ................................ ................................ ................................ ............. 38
VII. Types of vessels................................ ................................ ................................ .......................... 40
7.1. Objectives ................................ ................................ ................................ .............................. 40
7.2. Past simple................................ ................................ ................................ ............................. 43
Progress test................................ ................................ ................................ ................................ .......... 45
References................................ ................................ ................................ ................................ ............. 46
VIII. Assistance and service vessels ................................ ................................ ................................ .... 48
8.1. Objectives ................................ ................................ ................................ .............................. 48
8.2. Past continuous................................ ................................ ................................ ...................... 49
Progress test................................ ................................ ................................ ................................ .......... 51
References................................ ................................ ................................ ................................ ............. 52
IX. Ship construction ................................ ................................ ................................ ....................... 54
9.1. Objectives ................................ ................................ ................................ .............................. 54
9.2. Time relaters ................................ ................................ ................................ .......................... 55
Progress test................................ ................................ ................................ ................................ .......... 57
References................................ ................................ ................................ ................................ ............. 57
X. Ports ................................ ................................ ................................ ................................ .............. 59
10.1. Objectives................................ ................................ ................................ ........................... 59

3

10.2. Present perfect simple and continuous................................ ................................ ............... 60
10.2.1. Present perfect simple................................ ................................ ................................ .... 60
10.2.2. Present perfect continuous................................ ................................ ............................. 62
Progress test................................ ................................ ................................ ................................ .......... 63
References................................ ................................ ................................ ................................ ............. 64
XI. Multi-national crews ................................ ................................ ................................ .................. 66
11.1. Objectives................................ ................................ ................................ ........................... 66
11.2. Past perfect simple and continuous ................................ ................................ .................... 67
11.2.1. Past perfect simple ................................ ................................ ................................ ......... 67
11.2.2. Past perfect continuous ................................ ................................ ................................ .. 67
Progress test................................ ................................ ................................ ................................ .......... 69
References................................ ................................ ................................ ................................ ............. 71
XII. Cargo work................................ ................................ ................................ ................................ . 73
12.1. Objectives................................ ................................ ................................ ........................... 73
12.2. Determiners ................................ ................................ ................................ ....................... 74
Progress test................................ ................................ ................................ ................................ .......... 76
References................................ ................................ ................................ ................................ ............. 77
XIII. Maritime incidents ................................ ................................ ................................ ..................... 79
13.1. Objectives................................ ................................ ................................ ........................... 79
13.2. Reflexive pronouns ................................ ................................ ................................ ............. 81
Progress test................................ ................................ ................................ ................................ .......... 84
References................................ ................................ ................................ ................................ ............. 84
XIV. Safe working practice on board ................................ ................................ ................................ .. 86
14.1. Objectives................................ ................................ ................................ ........................... 86
14.2. Modals ................................ ................................ ................................ ............................... 87
Progress test................................ ................................ ................................ ................................ .......... 90

4

References................................ ................................ ................................ ................................ ............. 91
Bibliography................................ ................................ ................................ ................................ ........... 92

5

Foreword

For students to be able to communicate effectively, they need to be able to use and understand
English in a range of situations. Being able to use English" means that the students can combine
grammar, vocabulary and phonology to express himself / herself clearly and appropriately in speech and
writing, can interpret messages that he / she hears and reads correctly, can respond to messages
appropriately.
The students need to be able to recognize which register of language - formal, informal - Is
appropriate in a given social context and a type of communication.
Much of the spoken English that seafarers encounter during their voyages is informal and is
spoken in a range of international and regional accents; this is acceptable as long as it doesn't prevent
the speaker from being understood in general and specialist contexts.
The English language has become the standard language in communication for maritime
purposes.
The course is focused on: necessity - all the texts providing a wide range of topics - and
communication - communicative use of language through oral interaction and written activities.
This course consists of fourteen units - each unit covers language work relevant to the topic of
the unit; it aims to develop reading, writing and communicating skills in order to help the students
handle knowledge of ships and shipping.

6

Unit 1

Maritime education and English

Contents Page

Objectives.. 7
1.1. The appearance of maritime English.. 7
1.2. W ays of classifying it by domains. .... 8
1.3. Articles.... 8
Self-assessment test.................................................. 10
Progress test.. 10
Answers to self-assessment test 11
References.... 11

7

I.

Maritime education and English
1.1.

Objectives

-

reading comprehension skills - the appearance of maritime English;
ways of classifying it by domains.
-

language development - articles.

There are many versions of the English language in the world today. The most well-known
variants are separated by large expanses of ocean. Maritime English is a product of life on the ocean
itself.
There are at least three reasons for its appearance:
1.

the need for clear communication:
-

between ship and shore;
-

between crew members;
-

between crew and passengers.
, where the cost of communication breakdown can be damage to property, to the environment or loss of
life.
2.

the development of a set of terms to refer to the parts of ships, and the procedures involved in
sailing them.
3.

the globalization of the shipping industry:
-

crews have become ever more international in character;
-

the need for a lingua franca has arisen;
-

English, being a world language, has filled the gap.
The attempt to bring some standardization into the terms and phrases used at sea initially came
from two directions: from those who taught English to mariners and wrote books on the subject, and
from the International Maritime Organization (IMO).
It was only from 1995, however, that the IMO officially adopted English as the language of the sea. It
also introduced the International Safety Management Code to reduce communication failures, and
developed the SMCP (Standard Marine Communication Phrases) as a comprehensive safety language.
The results have been an increase in the teaching of English to mariners, whether in the state or
private sectors. The IMO established the World Maritime University in Malm, Sweden in 1983, to which
students come from as far apart as Chile, Kenya and India.
Maritime English appears as a course module in places as diverse as the Maritime Academy in Kiev,
Ukraine, the Department of Maritime Transport in Istanbul or the Maritime University at Dalian, China.
The International Maritime Lecturers' Association holds an international conference every year to
discuss aspects of research and methodology. The Centre for Maritime Studies at Turku, Finland is
currently pioneering a web-based Maritime English learning tool.
So what constitutes Maritime English? One way is to classify it by domain:
On board
-

above deck - navigation, safety communications,
cargo operations;
-

below deck - operation/maintenance of main and
auxiliary engines, the electrics and electronics.
On shore

8

-

commercial business of the merchant marine, Maritime Law procedures, insurance;
-

general education in English.

Despite a widespread recognition that safety at sea and competency in English are inextricably
linked, it is often the technical side of training rather than the acquisition of linguistic competence which
is seen as a priority at maritime colleges and institutes. In any case, is increasing internationalization of
ships' crews in fact leading to the creation of Pidgin English on board?
And how much longer will it be needed? With increased automation of navigational systems,
computers may well speak directly to other computers in order, for example, to bring a ship successfully
into port, so eliminating the human element in communication entirely.

1.

Answer the following questions:
1.

What is the secret of language learning?
2.

Give o brief presentation of the English language in the world today; Maritime English and the IMO.
3.

What things could you do to improve or practise your English at sea?
4.

Read the passage and give the main ideas:
Current legislation emphasizes the importance of English language proficiency in relation to
safety at sea. Seafarers must now demonstrate a knowledge of English adequate for professional and
safety purposes. Although many seafarers bring some understanding of maritime English to the
workplace, their language skills may not be sufficient for communicating instructions and commands.
This deficiency is most apparent among multi-national crews in emergency situations when language
accuracy is critical.
When inability to communicate in a common language affects performance, pro-active language training
becomes a necessity. Language training for seafarers has traditionally focused on technical vocabulary
and navigational phraseology while practice in the basic communication skills necessary for fluency and
confidence is often neglected. Training in these basic language skills enables the seafarer to activate and
build upon his existing knowledge.

1.2.

Articles
Nouns in English can be preceded by the definite article (the) or by the indefinite article (a, an)
or by no article at all.
The definite article (the) is used when the noun (singular or plural, countable or uncountable)
being referred to has a particular rather than a general reference, that is, when we can identify what is
being referred to. Here are three situations when we can identify what is being referred to:
1.

When the noun has been mentioned already
Example: Colliers are designed to carry coal. The coal is carried in bulk.
2.

When words following the noun define which particular one it is
Example: Ships of all types use this port; the ship over there is an LNG carrier.
(Note: The phrase 'over there' tells us which ship is being referred to, but 'of all types' does not.)
3.

When there is only one of the noun in the world, or only one in the context being
referred to
Example: the sun, the equator (with reference to the earth) the bridge, the Captain (with reference to a
ship). This quality of uniqueness is also present with superlatives; example: the largest ship, the most
important port.

The indefinite article (a, an) is used in front of singular nouns when they are used as countable
nouns and when the reference is general rather than particular, that is, when we do not say which
example of the noun is being referred to:

9

Example: There is a ship in the port.
When the noun is plural, or when the noun is used as an uncountable noun, no article is used.
Example: There were cadets on board.
There was oil floating on the water.
When we refer to a class of objects rather than to examples of that class, the distinction
between definite and indefinite use disappears, and there are three possible ways of referring to
countable nouns:
Example: The container ship is designed to carry containers. A container ship is designed to carry
containers. Container ships are designed to carry containers.
(Here all three sentences mean: All container ships are designed to carry containers.) but there is only
one way of referring to uncountable nouns; example: Oil is carried in tankers.

1.

Put a/an, the or zero article (-), whichever is most likely, in the spaces in these sentences. In
some cases, you can use either the or zero article (write the/-).
1.

a. She starts work on .... Monday next week.
b. I last saw her in town earlier in the year. I'm sure it was .... Monday, because that's when I go
shopping, but I can't remember the exact date,
c. They phoned on .... Monday before the accident.
2.

a. I remember when Frank was last here. It was .... Christmas I got my new bike.
b. It was .... Christmas to remember.
c. We're returning after .... Christmas.
3.

a. The race is always held in .... June.
b. We last saw Dave .... June your mother was staying with us.
c. Even though it was March, the weather reminded me of .... hot June day.
4.

a. With the wedding and the new job, it was .... summer she would always remember.
b. There was a long drought in South Africa in summer of .... 1993.
c. I'm hoping to visit Italy in .... summer.
5.

a. We had a really good time over .... New Year.
b. Have .... happy New Year!
c. I'll contact you in .... New Year.

2.

If necessary, correct these sentences:
1.

Sri Lanka has the wonderful climate.
2.

The organization's aim is to educate the public about the dangers of smoking.
3.

We need an environment free from pollution.
4.

She has worked in a fashion industry since she left school.
5.

The wind is blowing dust all the way from Africa.
6.

We can look forward to a warm southerly wind this weekend.
7.

The USA is a country with the high level of immigration.
8.

How can we combine economic growth and respect for an environment?
9.

Car exhaust emissions are having a major effect on a world's climate.
10.

That's Terry - he's the third person on the right.
11.

She has become the important figure in Norwegian politics.
12.

It's a most important issue and we need to discuss it in detail.

10

Self-assessment test
1.

Describe your job.

2.

Fill in the blanks with the correct articles:
1) I like .... blue T-shirt over there better .... than red one.
2) Their car does 150 miles.... hour.
3) Where's .... USB drive I lent you last week?
4) Do you still live in .... Bristol?
5) Is your mother working in .... old office building?
6) Carol's father works as .... electrician.
7) The tomatoes are 99 pence .... kilo.
8) What do you usually have for.... breakfast?
9) Ben has .... terrible headache.
10) After this tour you have .... whole afternoon free to explore the city.

3.

Complete with the correct articles:
1.

What is ...... name of your ship?
2.

Manila is ...... big city.
3.

There is a computer in ...... radio room.
4.

The Amazon is ...... loner river.
5.

Kenya is ...... country in Africa.
6.

I want to speak to ...... Captain please.
7.

The Helmsman is on ...... bridge.
8.

There is a swimming pool on ...... ship.

Progress test
1.

Summarize the following passage:
English language proficiency is very important in relation to shipboard
operations and safety at sea. Companies who employ non-native English speaking
seafarers have an obligation to ensure that effective English language training is
available, especially as crews are now required to demonstrate a knowledge of English
adequate for professional and safety purposes.
Much shipboard communication is routine or technical and is recorded in documents such
as Standard Marine Communication Phrases. However, fully effective communication
depends on the ability to operate instinctively in English. With many more multi-national
crews at sea, this ability has become even more critical. Accidents, incidents, emergencies
or inspections by their very nature are not routine. Consequently, seafarers must have a
broad-based knowledge of English and good communication skills to be able to respond as
the situation demands.

2.

Put a/an, the or - in the spaces.
Bob Collins recently become (1) ... minister in the new government, being appointed (2)
... Minister for Industry. Mr. Collins has had a varied career. He was (3) ... professional
footballer in the 1960s, some people considering

him to be (4) ... most skillful player of his
generation. After a serious injury, he became (5) .... manager of (6) ... oldest pub in
Edinburgh. Five years later, he was offered the position of (7) ...... executive director of
Arcon, one of (8) .....biggest supermarket chains in the country.

11

Answers to self-assessment test
1.

As a seafarer, I must demonstrate a knowledge of English for professional purposes
..
2.

1) I like the blue T-shirt over there better than the red one.
2) Their car does 150 miles an hour.
3) Where's the USB drive I lent you last week?
4) Do you still live in x Bristol?
5) Is your mother working in an old office building?
6) Carol's father works as an electrician.
7) The tomatoes are 99 pence a kilo.
8) What do you usually have for x breakfast?
9) Ben has a terrible headache.
10) After this tour you have the whole afternoon free to explore the city.

3.

1. the; 2. a; 3. the; 4; a; 5. a; 6. the; 7. the; 8. the

References
Alexander, L., G., English Grammar, Longman, London, 1996.
Bell, I., Gower, R., First certificate expert coursebook, Pearson Education Limited,
Edinburgh, England, 2009.
Blankey, T., N., English for Maritime Studies, Pergamon Press, Great Britain, 1983.
Hewings, M., Advanced grammar in use, Cambridge University Press, Edinburgh, 2003.
Logie C., Vivers E., Nisbet A., Marlins English for Seafarers study pack 2, Marlins, Edinburgh,
1998.
Nisbet A., Kutz A. W., Logie C., Marlins English for Seafarers study pack 1, Marlins,
Edinburgh, 1997.

12

Unit 2

Shipping

Contents Page

Objectives.. 13
2.1. Development and nature of shipping .
13
2.2. Technological advantages. .
14
2.3. Present simple
15
Self-assessment test................................................... 16
Progress test... 16
Answers to self-assessment test. 17
References .. 17

13

II.

Shipping
2.1.

Objectives

-

reading comprehension skills - development and nature of
shipping; technological advantages.
-

language development - present simple.

Shipping Industry is the industry devoted to moving goods or passengers by water. Passenger
operations have been a major component of shipping, but air travel has seriously limited this aspect of
the industry. The enormous increase, however, in certain kinds of cargo, for example, petroleum, has
more than made up for the loss of passenger traffic. Although raw materials such as mineral ores, coal,
lumber, grain, and other foodstuffs supply a vast and still growing volume of cargo, the transportation of
manufactured goods has increased rapidly since World War II.

1.

Development of Shipping Industry.
Commercial shipping began perhaps with the activities of the Phoenician merchants who
operated their own vessels, transporting goods in the Mediterranean. The practices they developed
were adopted by the merchants of ancient Greece and Rome and were continued by the maritime
powers through the Middle Ages to modern times. The Venetians, from 1300 to 1500, owned a huge
merchant fleet that served the interests of the merchant traders and the city-state exclusively. From
1600 to 1650 the Dutch ranked first in shipping activity, operating a globe-circling tramp service for
merchants of Western Europe.
Until the 19
th
century, ships were owned by the merchant or by the trading company; common-
carrier service din not exist. On January 5, 1818, the full-rigged American ship James Monroe, of the
Black Ball Line, sailed from New York City for Liverpool, inaugurating common-carrier line service on a
dependable schedule. A policy of sailing regularly and accepting cargo in less-than-shipload lots enabled
the Black Ball Line to revolutionize shipping.
Two technological developments furthered progress toward present-day.
Shipping practices: the use of steam propulsion and the use of iron in shipbuilding. In 1819 the
American sailing ship Savannah crossed the Atlantic under steam propulsion for part of the voyage,
pioneering the way for the British ship Sirius, which crossed the Atlantic entirely under the steam in
1838. Iron was first used in the sailing vessel Ironsides, which was launched in Liverpool in 1838.
The opening of the Suez Canal in 1869 was of great economic importance to shipping. Coinciding
with the perfection of the triple-expansion reciprocating engine, which was both dependable and
economical in comparison with the machinery of pioneer vessels, the completion of the canal made
possible rapid service between Western Europe and Asia. The first steam-propelled ship designed as an
oceangoing tanker was the Glckauf, built in Britain in 1886. It had 3020 deadweight tons (dwt; the
weight of ship's cargo, stores, fuel, passengers, and crew when the ship is fully loaded) and a speed of 11
knots.
Among the technological advantages at the turn of the century was the development by the
British inventor Charles A. Parsons of the compound steam turbine, adapted to maritime use in 1897. In
1903 the Wandal, a steamer on the Volga River, was powered by the first diesel engine used for ship
propulsion. The Danish vessel Selandia was commissioned as the first seagoing motor ship in 1912.

14

After the World War I significant progress was made especially in the perfection of the
turboelectric drive. During World War II, welding in ship constructions supplanted the use of rivets.
The keel of the first nuclear-powered passenger-cargo ship, the Savannah, was laid in Camden, New
Jersey, on May 22, 1958, and the ship was launched in 1960. In 1962 it was chartered to a private
company for experimental commercial use, but it did not prove financially successful.

2.

Nature of the Shipping Industry.
Shipping is a private, highly competitive service industry. The activity of the industry is divided
into several categories, namely, liner service, tramp shipping, industrial service, and tanker operation, all
of which operate on certain well-established routes.
Trade Routes. Most of the world's shipping travels a relatively small number of major ocean
routes: the North Atlantic, between Europe and eastern North America; the Mediterranean-Asian route
via the Suez Canal; the Panama Canal route connecting Europe and the eastern American coasts with the
western American coasts and Asia; the South African route from Europe and North America to South
America; the North Pacific route linking western America to Australia, New Zealand, Indonesia, and
southern Asia. The old Cape of Good Hope route pioneered by Vasco da Gama and shortened by the
Suez Canal has returned to use for giant oil tankers plying between the Persian Gulf and Europe and
America. Many shorter routes, including coastal routes, are heavily traveled.
Coastwise Shipping technically, coastal shipping is conducted within 32 km (within 20 mi) of the
shoreline, but in practice ship lanes often extend beyond that distance, for reasons of economy and
safety of operation. In the U.S. coastal shipping is conducted along the Pacific, Atlantic, and Gulf coasts.
Under the restriction known as cabotage, the U.S. and many other nations permit only vessels registered
under the national flag to engage in coastal trade. Among many small European countries cabotage does
not apply, and short international voyages are common. A special future of coastal shipping in the U.S. is
the trade between the Pacific coast and the Atlantic and gulf coasts. Vessels engaged in this trade
traverse the open sea and utilize the Panama Canal; however, they are covered by cabotage laws. In
coastal and short-distance shipping, special-purpose ships are often employed, such as car ferries and
train ferries.
Inland Waterways. A major part of all the world's shipping moves on inland waterways-rivers,
canals, and lakes. Usually such shipping employs smaller, lighter vessels, although in some cases
oceangoing ships navigate inland waterways.
Containerization, lighter-aboard-ship, and barge-aboard-ship operations have facilitated the
shipping of cargoes between oceangoing vessels and those of the inland waterways.
Liner Service. Liner service consist of regularly scheduled shipping operations on fixed routes.
Cargoes are accepted under a bill-of-landing contract issued by the ship operator to the shipper.
Competition in liner service in regulated generally by agreements known as conferences, among the
shipowners.
Tramp Shipping. Tramps, known also as general-service ships maintain neither regular routes nor
regular service. Usually tramps carry shipload lots of the same commodity for a single shipper. Such
cargoes generally consist of a bulk raw or low-value material such as grain ore, or coal for which
inexpensive transportation is required. About 30 percent of U.S. foreign commerce is carried in tramps.
Tramps are classified on the basis of employment rather than of ship design. The typical tramp operates
under a charter party, that is, a contract for the use of the vessel.
The center of the chartering business is the Baltic Exchange in their representative to arrange the
agreements. Freight rates fluctuate according to supply and demand: When cargoes are fewer than
ships, rates are low. Charter rates are also affected by various other circumstances, such as crop failures
and political crises.

15

1.

What does shipping mean?
2.

Give a brief description of shipping industry.
3.

Speak about the activity of the service industry.
4.

Develop the idea of shipping of cargoes between oceangoing vessels and those of the inland
waterways.

4.2.

Present simple
Use the Simple Present to express the idea that an action is repeated or usual. The action can be
a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be
something a person often forgets or usually does not do.
Examples:

He never forgets his wallet.

Every twelve months, the Earth circles the Sun.

The Simple Present can also indicate the speaker believes that a fact was true before, is true
now, and will be true in the future. It is not important if the speaker is correct about the fact. It is also
used to make generalizations about people or things.
Examples:

California is not in the United Kingdom.

Windows are made of glass.

Speakers occasionally use Simple Present to talk about scheduled events in the near future. This
is most commonly done when talking about public transportation, but it can be used with other
scheduled events as well.
Examples:

The train leaves tonight at 6 PM.

When do we board the plane?

When does class begin tomorrow?

Speakers sometimes use the Simple Present to express the idea that an action is happening or is
not happening now. This can only be done with Non-Continuous Verbs and certain Mixed Verbs.
Examples:

He needs help right now.

He has his passport in his hand.

1.

If possible, use the present simple of an appropriate verb to complete these sentences.
1.

Ellis's new play ......at the Grand Theatre next week.
2.

National No-Smoking week ...... on October 24th.
2.

On tonight's programme we ...... to the deputy president about the latest unemployment
figures.
3.

The eclipse ......at three minutes past midday.
4.

Dr. Brown......available again at 9.00 tomorrow.
5.

We ...... Amsterdam on Tuesday morning, but we ......Sydney until Thursday evening.

2.

Fill in the gaps with the correct verb at present simple:

16

brush comb dry eat get dressed get up go have make pick up put on rings
wake up wear
Every weekday morning I ..... as soon as my alarm ...... After 10 minutes I ..... and
go to the bathroom. I ..... a shower, ..... my teeth and ..... my hair. After my shower I
..... myself with a big towel and go back to the bedroom.
In the bedroom I ..... my makeup and ....., I sometimes..... trousers and a blouse
or top with sandals or shoes. Next I usually go to the kitchen and ..... myself a cup of tea, although I
sometimes drink coffee instead of tea. For breakfast I often ..... cornflakes, toast and marmalade
and a piece of fruit. After breakfast I ..... my car keys and to..... work.

1.

Read the passage referring to the Suez Canal and answer your own questions.
2.

Make the present simple, positive, negative or question:
I ....... (be) in a caf now.
2. ....... (she / play) tennis every week?
3. They ....... (go) to the cinema every Wednesday.
4. ....... (she / be) a singer?
5. You ....... (find) the weather here cold.
6. ....... (they / be) on the bus?
7. Lucy ....... (ride) her bicycle to work.
8. Why ....... (he / be) in France?
9. I ....... (not / play) the piano often.
10. It ....... (not / be) cold today.
11. We ....... (be) from Portugal.
12. ....... (we / make) too much noise at night?
13. Where ....... (Harry / study)?
14. ....... (it / be) foggy today?
15. We ....... (not / be) late.
16. They ....... (not / like) animals.
17. Where ....... (you / be)?
18. He ....... (not / be) an accountant.
19. ....... (the dog / eat) chicken?
20. She ....... (be) my sister.

Progress test
1.

Translate:
The leading tramp-owning and tramp-operating nations of the world are Norway, Britain,
the Netherlands and the Greece. The carrying capacity of a typical, modern, well-designed
tramp ship is about 12,000 dwt, and its speed is about 15 knots. The recent trend is toward
tramps of 30,000 dwt without much increase in speed.

2.

Give the correct form of the verbs in brackets:
1.

It (take) ........ me five minutes to get to university.
2.

........ Liz ........ (do / play) violin brilliantly?
3.

Each July, she (go) ........ to Turkey for a holiday.
4.

He (teach) ........Maths in a university in Bonn.
5.

........ we........ (do/ usually / watch) TV at 09.00 PM?
6.

Fillip is an excellent linguist. He (speak) ........ six languages fluently.

17

1.

1.

When was the Suez Canal opened?
2.

When was the Glckauf build?

2.
1. I'm in a caf now.
2. Does she play tennis every week?
3. They go to the cinema every Wednesday.
4. Is she a singer?
5. You find the weather here cold.
6. Are they on the bus?
7. Lucy rides her bicycle to work.
8. Why is he in France?
9. I don't play the piano often.
10. It isn't cold today.
11. We are from Portugal.
12. Do we make too much noise at night?
13. Where does Harry study?
14. Is it foggy today?
15. We aren't late.
16. They don't like animals.
17. Where are you?
18. He isn't an accountant.
19. Does the dog eat chicken?
20. She's my sister.

References
Leech, G., An A-Z of English grammar & usage, Longman, Edinburgh, England, 1997.
Marcu E., Workbook for port operation and nautical students, Editura Academiei Navale
"Mircea cel Btrn", Constan;a, 2003.
http://www.englishpage.com/verbpage/simplepresent.html (20.04.2011)

18

Unit 3

Ships

Contents Page

Objectives.... 19
3.1. A brief description of ships and their duties
19
3.2. New ship designs.
19
3.3. Present continuous ...
20
Self-assessment test..................................................... 21
Progress test. 22
Answers to self-assessment test... 22
References 22

19

III.

Ships
3.1.

Objectives

-

reading comprehension skills - a brief description of ships and their
duties; new ship designs.
-

language development - present continuous.

Since the dawn of history boats have been used in rivers, and ships have been used to cross seas
and oceans, to carry goods and people from one place to another.
The volume of cargo carried by ships continues to increase, and ships become larger and larger.
The variety of cargo is also widening. For this reason many ships are built for particular cargoes. Tankers
carry liquid cargo such as petroleum, and refrigerated cargo is carried in reefers. Other ships, called bulk-
carriers, carry certain cargoes such as iron ore, grains or timber in bulk. Many vessels are built for certain
duties: tugs for towing ships, dredgers for deepening channels, and specialist craft such as gas carriers,
ice-breakers and floating cranes.
New types of ships include container vessels and Ro-Ro ships. Container vessels carry large cases,
or containers, of a wide variety of goods. They have a high service speed and can be loaded and
discharged very rapidly. "Ro-Ro" ships have doors in their bows and sterns. These doors allow lorries,
with cargo on them, to be driven on and off. Another new type of ship is the Lash-ship. The word "Lash"
stands for "lighter aboard ship". Lash-ships carry lighters or floating containers. Tankers known as VLCCs
(Very Large Crude Carriers) are designed to carry over 200,000 tons. ULCCs (Ultra Large Crude Carriers)
can carry over 400,000 tons of cargo. Although there is a wide variety of ships at the present time, more
new designs are expected.

1.

Give brief answers to the following questions.
1.

What do tankers carry?
2.

What do reefers carry?
3.

What do bulk-carriers carry?
4.

What do tugs do?
5.

What do dredgers do?
6.

What does the word Lash stand for?

2.

State if the following sentences are true or false:
1.

Ships have been used only to cross seas.
2.

Because the volume of cargo has increased ships continue to become larger and faster.
3.

At present ships are built for special purposes.
4.

Bulk-carriers carry iron ore, grains or timber.
5.

Ships are towed by dredgers.
6.

Dredgers are used to deepen channels.
7.

Container vessels can be loaded quickly and discharged slowly.
8.

Ro-Ro ships allow loaded trucks to be driven on and off.
9.

Lash stands for 'Lighter alongside ship'.

20

3.2.

Present continuous
Use the Present Continuous with Normal Verbs to express the idea that something is happening
now, at this very moment. It can also be used to show that something is not happening now.
Examples:

You are learning English now.

They are reading their books.

In English, "now" can mean: this second, today, this month, this year, this century, and so on.
Sometimes, we use the Present Continuous to say that we are in the process of doing a longer action
which is in progress; however, we might not be doing it at this exact second.
Examples:

I am studying to become a doctor.

Are you working on any special projects at work?

The Present Continuous with words such as "always" or "constantly" expresses the idea that
something irritating or shocking often happens. Notice that the meaning is like Simple Present, but with
negative emotion. Remember to put the words "always" or "constantly" between "be" and "verb+ing."
Examples:

She is always coming to class late.

He is constantly talking. I wish he would shut up.

I don't like them because they are always complaining.

The present continuous is used to talk about arrangements for events at a time later than now.
There is a suggestion that more than one person is aware of the event, and that some preparation has
already happened. Examples:

a. I'm meeting Jim at the airport. (= both Jim and I have discussed this).
b. I am leaving tomorrow. (= I've already bought my train ticket).
c. We're having a staff meeting next Monday. (= and all members of staff have been told about it).
More examples:
a. Is she seeing him tomorrow?
b. He isn't working next week.
c. They aren't leaving until the end of next year.
d. We are staying with friends when we get to Boston.
Note: in example (a), seeing is used in a continuous form because it means meeting.

BE CAREFUL! The simple present is used when a future event is part of a programme or time-table.
Notice the difference between:
a. We're having a staff meeting next Monday.
b. We have a staff meeting next Monday. (= we have a meeting every Monday, it's on the time-table.)

It is important to remember that Non-Continuous Verbs cannot be used in any continuous
tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses.
Instead of using Present Continuous with these verbs, you must use Simple Present.
Examples:

She is loving this chocolate ice cream. Not Correct

She loves this chocolate ice cream. Correct

21

1.

Put each verb in brackets into the present simple or the present continuous.
1. I usually ........................................ (do) my homework in the evening.
2. My mother ........................................ (not understand) my needs.
3. Can I take your camera? Sure, I ........................................ (not use) it now.
4. He ........................................ (go) to the cinema every Friday.
5. Look at that girl! She ........................................ (look) amazing.
6. I ........................................ (look) for a job now.
7. Can you help me? Sorry, I ........................................ (have) no time at the moment.
8. Where is Bob? He ........................................ (have) a shower now.
9. I ........................................ (think) it's a good idea.
10. I never ........................................ (watch) tv after midnight.
11. The dinner ........................................ (smell) beautiful.
12. Can you give my present to John? Sure, I ........................................ (see) him tonight.
13. Every time I meet her I ........................................ (feel) happy.
14. You ........................................ (always make) the same mistakes!
15. Now I know what she ........................................ (want).

1.

Complete these texts with one of these sets of verbs, using each verb once only.
spend/recover/find say/tell/do talk/threaten/negotiate

1.

She ..... I only just..... from the operation and ..... still ..... it difficult
to move about. At the moment she ..... most of her time in bed.
2.

What I..... is that you..... well in your job. Really! I..... you the truth.
3.

The fishing unions..... with their employers for a pay rise. If there is no agreement by
next week, they ..... to strike and even..... about blockading ports around the
country.

2.

Read the text and give the definition of some unknown words:
New designs in ship propulsion will also increase the efficiency of ship transport.
When compared to marine diesel engines of the same weight and volume, gas turbine
engines produce far greater amounts of power without using more fuel. They also burn
cleaner, emitting only 4 percent of the sulfur oxides and 5 percent of the nitrogen oxides
emitted by diesels of the same power.
The improvements that new technology at sea and new practices on shore can bring
to shipping should help the global economy develop to its full potential in the 21
st
century.
Such advancements may well restore ships to their former status as the driving force behind
world trade. Moreover, the benefits that the Fast Ship and its future cousins will very likely
bring to moving cargo around the globe in the next 50 years should be no less dramatic than
those that occurred over the past half century, when engineers developed novel technology
for moving people and freight by air.

22

Progress test
1.

Rewrite the following sentences in the interrogative form.
1.

The cargo carried by ships continues to increase.
2.

We build ships for particular cargoes.
3.

Tankers carry liquid cargo.
4.

Container vessels carry containers.
5.

Ro-Ro ships have doors in their bows.
6.

"Lash" stands for "lighter aboard ship".

2.

Put each verb in brackets into the present simple or the present continuous.
1. What ........................................ (you usually do) at weekends?
2. I ........................................ (get) hungry. Let's go to McDonald's.
3. She wants to work in London, so she ........................................ (learn) English very diligently.
4. Kate ........................................ (live) in Warsaw, like her all family.
5. John is never glad. He ........................................ (always complain).
6. He ........................................ (always do) shopping after work.
7. Every time I ........................................ (see) you I feel wonderful.
8. Come on Mike. Everybody ........................................ (wait) for you.
9. We usually go to school by car, but today we ........................................ (walk) on foot.
10. Tom, you haven't done your homework again. You ........................................ (always
forget) about it!
11. Most days she ........................................ (finish) school at 5.
12. This problem must be solved. I ........................................ (agree).
13. Until I find a better flat, I ........................................ (live) here.
14. So, you're looking for a room. I ........................................ (recommend) you this one.
15. It's a difficult situation. What ........................................ (you suggest)?

1.

1.

is recovering, is finding, is spending;
2.

am saying, are doing, am telling;
3.

are negotiating, are threatening, are talking.
2.

increase: to (make something) become larger in amount or size
improvement: when something gets better or when you make it better
trade: the activity of buying and selling, or exchanging, goods and/or services between
people or countries
freight: goods, but not passengers, that are carried from one place to another, by ship,
aircraft, train or truck, or the system of transporting these goods

References
Kluijven, P., C., The International Maritime Language Programme, Alk Heijnen Publishers,
Alkmaar, The Netherlands, 2003.
Seidman, D., The complete sailor, International Marine, 1995.

23

Unit 4

Main parts of a ship

Contents Page

Objectives... 24
4.1. Terms relating to a ships hull, to the hull surface .
24
4.2. Accommodations and cargo space. ....
24
4.3. Simple future and going to future
25
Self-assessment test.................................................... 26
Progress test 27
Answers to self-assessment test.. 28
References ... 28

24

IV.

Main parts of a ship
4.1.

Objectives

-

reading comprehension skills - terms relating to a ship's hull, to the
hull surface; accommodations and cargo space;
-

language development - simple future and 'going to' future

The main structure of a ship is the hull. Within the hull are the 'tween decks or platforms on
which the cargo rests. The uppermost platform or the upper deck covers the holds in which cargo is
stowed. It is loaded and discharged either by cranes on the quay or by the ship's derricks. Derricks are
operated by winches. The derricks are fitted to masts which stand on the upper deck. The cargo passes
into or out of the holds through cargo hatches.
At sea, the ship is controlled from the bridge by the captain and navigating officers. The front
part of a ship is called the bow and the rear part the stem. Near the bridge is the funnel.
Smoke and gases pass through the funnel from the engine. The engine is fitted near the bottom of the
ship in the engine room. The engine drives the propeller at the stern of the ship. The anchors and cables
and the windlass are located in the bow of the ship.
The right side of a ship facing the bow is called the starboard side and the other side is the port
side. The beam is the greatest width of the ship. The draught is the depth of the ship's bottom or keel
below the water surface.
The captain and officers are accommodated in cabins. These are located in the middle part of the ship
near the bridge. The other members of the crew live in cabins. They are usually in the rear part of the
ship.

The hull is divided into three parts:

The foremost part is called the bow and the rearmost part is called the stern.

The hull surface may be referred to using the following terms.

When standing in a ship and facing the bow, the left-hand side is called the port side and the right-hand
side is called the starboard side.

1.

Give brief answers to the following questions:

25

1.

What is a hull?
2.

Where is the cargo stowed?
3.

How is the cargo loaded and discharged?
4.

What is the front part of a ship called?
5.

What is the rear part of a ship called?
6.

What drives the propeller?
7.

Where are the anchors and cables located?
8.

What is the greatest width of a ship?
9.

Where are the captain and officers accommodated?

4.2.

Simple future and `going to` future
"Will" often suggests that a speaker will do something voluntarily. A voluntary action is one the
speaker offers to do for someone else. Often, we use "will" to respond to someone else's complaint or
request for help. We also use "will" when we request that someone help us or volunteer to do
something for us. Similarly, we use "will not" or "won't" when we refuse to voluntarily do something.
Examples:

I will send you the information when I get it.

Will you help me move this heavy table?

"Will" is usually used in promises.
Examples:

I promise I will not tell him about the surprise party.

Don't worry, I'll be careful.

"Be going to" expresses that something is a plan. It expresses the idea that a person intends to
do something in the future. It does not matter whether the plan is realistic or not.
Examples:

Michelle is going to begin medical school next year.

They are going to drive all the way to Alaska.
Both "will" and "be going to" can express the idea of a general prediction about the future.
Predictions are guesses about what might happen in the future. In "prediction" sentences, the subject
usually has little control over the future. In the following examples, there is no difference in meaning.
In the Simple Future, it is not always clear which use the speaker has in mind. Often, there is
more than one way to interpret a sentence's meaning.
Like all future forms, the Simple Future cannot be used in clauses beginning with time
expressions such as: when, while, before, after, by the time, as soon as, if, unless, etc. Instead of Simple
Future, Simple Present is used.
Examples:

When you will arrive tonight, we will go out for dinner. Not Correct

When you arrive tonight, we will go out for dinner. Correct

1.

These sentences refer to the future. Complete them with either going to or the present
continuous, whichever is correct or more likely, using any appropriate verb.
1.

I can't go any further. I..............................on that bench for a while.
2.

The game..............................at two o'clock tomorrow. I hope you can be there.
3.

The service here is very slow. I..............................to the manager if we're not served soon.
4.

I have a right to be heard, and no-one..............................me from putting my side of the argument.

26

5.

The two leaders..............................for talks later this afternoon.
6.

The bank has announced that it..............................its interest rates by one per cent from tomorrow.
7.

Are you..............................my questions or not?
8.

I have to get up early tomorrow. I..............................a physics class at 8.00 in the morning.
9.

Before I apply for the job, I..............................more information about it.
10.

Brazil..............................Colombia in today's final.

2.

Read the questions below and decide which answer best fits each space.
1. The sky is dark. It ... a storm.
a) will be b) is going to be c) is being
2. I'm sure I ... to this job.
a) will be up b) am going to be up c) will being up
3. Don't be afraid, I ... you.
a) won't hurt b) am not going to hurt c) am not hurting
4. We ... to London tomorrow.
a) will fly b) are flying c) are going to fly
5. ... your car?
a) Will you sell b) Are you going to sell c) Are you selling
6. I expect you ... a good decision.
a) will make b) are making c) are going to make
7. Have you heard that Tom ... abroad next month?
a) will go b) is going to go c) is going
8. The car is broken down. It ...
a) won't work b) is not going to work c) isn't working
9. I don't know how to use it. Don't panic, I ... you.
a) will show b) am showing c) am going to show
10. Enough! I ... with your behaviour any longer.
a) won't put up b) am not going to put up c) am not putting up
11. Today we have a special offer. This PC costs only 1000$. Well, I ... it.
a) will buy b) am going to buy c) am buying
12. I ... today. I ... you.
a) will clean ... will help b) am cleaning ... am going to help c) am going to clean ... will help
13. I ... to the country. Do you think it's a good idea?
a) will move b) am going to move c) am moving
14. Have you heard the news? The government ...
a) is going to demit b) will demit c) is demitting
15. She has a lot of work to do. I doubt she ...
a) is going to come b) will come c) is coming

1.

Are the following statements true or false?
1.

The upper deck covers the holds in which cargo is stowed.
2.

Cargo is loaded and discharged by the ship's derricks.
3.

Cargo passes through cargo holds.
4.

The smoke from the engine passes through the funnel.
5.

The right side of a ship facing the bow is called port and the other side is starboard.
6.

The greatest width of the ship is the draught.
7.

The captain's cabin is in the middle part of the ship.

27

8.

At the bow of the ships are the anchors and cables.

2.

Choose will or (be) going to whichever is correct or more likely, and one of these
verbs.
collapse, eat, enter, explode, have, increase, leave, paint, phone, re-open, retire, see, show,
be sick, walk

1.

Get out of the building! It sounds like the generator .......
2.

Tim.......early before he reaches 65. He mentioned it at the meeting recently.
3.

'I think .......home across the park.' 'That's a good idea.'
4.

Next year, no doubt, more people.......the competition as the prize money
increases.
5.

'Can we meet at 10.00 outside the station?' 'Okay. I.......you there.'
6.

Don't sit on that bench, I.......it.
7.

I'm not feeling well. In fact, I think I.......!
8.

'Closed over the New Year period. This office.......on 2nd January.'
9.

I'm sure you.......a good time staying with Richard.
10.

We.......with Tim tonight. He's asked us to be there at 7.00.
11.

'The 2.35 to Bristol.......from platform 5.' (Announcement at railway station.)
12.

I wouldn't walk across that old bridge if I were you. It looks like it.......
13.

I read in the paper that they.......the price of gas again.
14.

Do you like my new solar watch? Here, I .......you how it works.
15.

'Dr Jackson isn't in his office at the moment.' 'In that case, I.......him at home.'

Progress test
1.

Study the new words: hold, compartment, superstructure in the following passage:
Larger boats and ships generally have multiple decks and compartments. Separate
berthings and heads are found on sailboats over about 25 feet (7.6 m). Fishing boats and
cargo ships typically have one or more cargo holds. Most larger vessels have an engine room,
a galley, and various compartments for work. Tanks are used to store fuel, engine oil, and
fresh water. Ballast tanks are equipped to change a ship's trim and modify its stability.
Superstructures are found above the main deck. On sailboats, these are usually very
low. On modern cargo ships, they are almost always located near the ship's stern. On
passenger ships and warships, the superstructure generally extends far forward.

2.

Put each verb in brackets into a suitable verb form.
1. I think I ........................................ (be) very rich when I grow up.
2. ........................................ (you stay) with him?
3. I ........................................ (probably pass) the exam.
4. Look at the clouds. It ........................................ (rain).
5. Where is he for so long? I ........................................ (kill) him when he's back, I promise.
6. Where are you going Matt? Well, I ........................................ (buy) some food for the
evening.
7. Don't be afraid honey. Everything ........................................ (be) OK.
8. I ........................................ (not tolerate) such behaviour.
9. Hi Kate, I ........................................ (organise) a party. Do you feel like coming?
10. We're going to Ireland next week. Well, I think I ........................................ (join) you.
11. We're going to the cinema tonight. ........................................ (you join) us?
12. Will you go with us? No, I think I ........................................ (give) it a miss.

28

13. I feel so terrible. I ........................................ (be) sick.
14. I promise I ........................................ (not tell) anybody about this accident.
15. Our plane is on fire! We ........................................ (die).

3.

Tick the most appropriate of the underlined words.
1.

She looks very pale. I think she'll / she's going to faint.
2.

Ill / I'm going to do that for you, if you like.
3.

I'll be / I'm going to be a rocket scientist when I grow up.
4.

'Somebody's at the door.' Ill / I'm going to see who it is.'
5.

I need to be home early today so I leave / am leaving at 4.00.
6.

We'll be in plenty of time providing the traffic is not / won't be too bad.
7.

She asked if I would / will be so kind as to give her a lift.
8.

What sort of job do you think you will do / will be doing in a few years' time?
9.

By the time you get back, all the food will have gone / will go.
10.

The two Prime Ministers are to / shall discuss the current economic crisis.

1.

1. true; 2. true; 3. false; 4. true; 5. false; 6. false; 7. true; 8. true.
2.

1.

is going to explode
2.

is going to retire
3.

will walk
4.

will enter
5.

will see
6.

am going to paint
7.

am going to be sick
8.

will reopen
9.

will have
10.

are going to eat
11.

will leave
12.

is going to collapse
13.

are going to increase
14.

will show
15.

will phone

References
5lapac, F., Spoken English, Editura Teora, Bucuresti, 1999.

29

Unit 5

Crew organization

Contents Page

Objectives.... 30
5.1. W atches aboard ship and description of each department on merchant ships .
30
5.2. Logical connectives. .....
31
Self-assessment test...................................................... 32
Progress test.. 33
References. 33

30

V.

Crew organization
5.1.

Objectives

-

reading comprehension skills - watches aboard ship and description
of each department on merchant ships;
-

language development - logical connectives.

During a voyage, the ship is operated for 24 hours every day. The day at sea is divided into 4-
hour periods starting from midnight. These periods are called watches. They are named as follows:
Midnight to 0400 hours - Middle watch
0400 hrs to 0800 hours - Morning watch
0800 hrs to Noon - Forenoon watch
Noon to 1600 hours - Afternoon watch
1600 hrs to 2000 hours - Evening watch
2000 hrs to Midnight - First watch
The work of the ship is organized under four departments: The Deck, Radio, Engine-Room and
Catering Departments. The names of the personnel and the departments to which they belong are
shown in the following table:

Captain (Overall Command)
Deck departament Radio departament
Engine-room
departament
Catering departament
Officers
Chief Officer
Second Officer
Third Officer
Navigating Cadets
Petty Officers
Bosun
Carpenter
Ratings
Able Seamen (ABs)
Efficient Deck Hands
Ordinary Seamen
Radio Officer Chief Officer
Second Officer
Third Officer
Fourth Officer
Engineering Cadets

Pumpman

Greasers
Purser

Chief Steward
Chief Cook

Second Steward
Second Cook

The master of the ship, the captain, is in command of the ship. He is responsible for the efficient
navigation of the ship, the lives of those on board, and the safe delivery of the cargo.
The chief officer (first mate) is the senior deck officer. He is responsible for the work done by
members of the deck department. He allocates duties to the junior deck officers, navigation cadets, the
ratings and petty officers of his department. The chief officer usually is in charge of the morning and
evening watches. He supervises the loading, stowage and discharge of cargo and ensures its safe
keeping.
The second and third officers usually keep "12 to 4" and the "8 to 12" watches, respectively. The
second officer is often called the navigating officer. He is responsible, under the captain, for the

31

navigation of the ship and for the care of the navigational equipment. The third officer is responsible,
under the chief officer, for the safety equipment on board.
The radio officer is responsible for all radio communications between the ship and other ships or
shore stations. He reports directly to the captain who gives orders for radio messages to be transmitted
from the ship. The radio officer receives radio weather reports and navigational warnings.
The chief engineer is responsible, under the captain, for the efficient operation of the main
engines and all machinery on board.
The purser, or the chief steward in ships that do not carry pursers, is the head of the catering
department. He is responsible for all the catering on board and also for the ordering of provisions and for
the organization of the catering department.
The petty officer in charge of the deck department ratings is the boatswain (bosun). He works directly
under the chief officer from whom he receives his orders daily. The carpenter is in charge of the
hatchcovers and the general maintenance and deck repairs.

1.

Revise the above information and then answer these questions:
1.

When is the First Watch?
2.

When is the Morning Watch?
3.

When is the First Dog Watch?
4.

What is the name of the watch between midnight and 0400?
5.

What is the name of the watch between 0800 and noon?
6.

What is the name of the watch between 1800 and 2000?
7.

Who is on duty on the bridge during the Morning Watch?
8.

Who is on duty on the bridge during the Middle Watch?
9.

Who is on duty in the engine room during the First Watch?

2.

Complete the following sentences with responsible for and in charge of:
1.

The chief officer is in ....... the morning and evening watches.
2.

The chief engineer is ....... for the efficient operation of the main engines.
3.

The carpenter is in ....... the hatch covers and maintenance.
4.

The chief steward is ....... for ordering provisions.
5.

The person ....... of the deck repairs is the carpenter.
6.

The person ....... for the overall command of the ship is the captain.

5.2.

Logical connectives
Here are some more connecting words for joining statements: because, therefore, however.
Study how they are used in these examples:

1.

Because gives the reason or cause
(a)
Multi-deck vessels have 'tween decks.
(b)
'Tween decks help stowage.
(a)

+ (b) Multi-deck vessels have 'tween decks because these help stowage.

2.

Therefore expresses consequence or result
(a)
Ships are designed for many purposes.
(b)
Their type and size vary considerably.
(a)

+ (b) Ships are designed for many purposes, therefore their type and size vary considerably.

3.

However introduces a qualification or concession

32

(a)
Passenger liners carry passengers.
(b)
Some carry a large amount of cargo as well.
(a)

+ (b) Passenger liners carry passengers; however, some carry a large amount of cargo as well.

1.

Complete these sentences using because or because of + one of these phrases.
the strong wind my computer isn't working flooding on the road
I have other commitments her illness
1.

I can't meet you tomorrow...
2.

The boat couldn't put to sea...
3.

She couldn't complete the work...
4.

We couldn't get to his house...
5.

I can't print out the letter...

Example:
1.

. because I have other commitments.
2.

. because of the strong wind.

2.

Match the phrases in an appropriate order using because or because of:

I won't be able to see you
She couldn't hear John talking
they couldn't sell their house.
When we got to the top of the hill we couldn't
see anything
I might not be able to get to the airport.
I've been left to do all the work,
of all the noise.
prices were falling,
Ron and Bill are on holiday.
the meeting's at 2.00, I won't be able to see you.
the mist.
the snow,

1.

Join these pairs of sentences using because, therefore, however, as appropriate:

Multi-deck vessels usually carry general cargo; ...... some carry containers as well.

Passenger liners have high superstructures ...... they need a large number of decks.

Many ferries are designed to carry vehicles, ...... they have doors at the bows or stern.

Cargo ships are usually designed to carry dry or liquid cargo; ......, OBO (oil, bulk ore)
ships are designed to carry both.

Bulk carriers carry large quantities of loose cargo, ...... they have large unobstructed
holds.

Passenger liners often operate as cruise ships for part of the year ...... there is not
always enough business for them on liner routes.

2.

Study the examples and decide if they introduce a clause of (1) reason or cause,
(2) consequence or result, (3) qualification or concession.

Cargo liners sail on fixed routes and keep to a timetable; consequently some are designed
to carry a few passengers.

Bulk carriers do not usually carry derricks as loading and unloading is done by special
cranes.

Although tankers sail on fixed routes, they do not carry passengers.

33

Progress test
1.

Write sentences using the new words in the text.
On the MV Transitor there are five decks. The engine room is below the first deck.
There are three rooms on the first deck: the galley, the laundry and the storeroom. Above the
laundry there is a hospital. It is on the second deck next to the ratings' messroom. To the right
of the ratings' messroom is an office. There are no cabins on this deck but there are cabins on
the third deck. There is one cabin for the Pilot and one for the Chief Officer. Between them is
the officers' messroom. There is a cabin for the Master on the fourth deck between the radio
room and the Chief Engineer's cabin. The radio room is to the left of the Master's cabin. The
bridge is on the fifth deck.

2.

Complete the sentences with the correct preposition of place: underneath, under,
over, on top of, in front of, below, behind, above.
1.

The clouds are ...... the horizon.
2.

Cargo is usually stowed ...... deck.
3.

The helicopter hovered ...... the platform.
4.

The student put the flame ...... the flask.
5.

His suitcase lay ...... his bunk.
6.

The spanner was found ...... the tarpaulin.
7.

The navigator sat ...... the pilot.
8.

He stood ...... the mirror.

1.

however; because; therefore; however; therefore; because.
2.

Your answers should have been:

consequence or result;

reason or cause;

qualification or concession.

References
Murphy, R., English Grammar in Use, 2nd edition, Cambridge University Press, Cambridge,
1995.
Edinburgh, 1997.
Swindells, N.S., Glossary of Maritime Technology Terms, Institute of Marine Engineers,
London, 1997.

34

Unit 6

How merchant ships operate

Contents Page

Objectives.. 35
6.1. The way the merchant vessels operate ..
35
6.2. Specialized ships ....
36
6.3. Quantifiers
. 36
Self-assessment test....................................................... 37
Progress test... 37
References.. 38

35

VI.

How merchant ships operate
6.1.

Objectives

-

reading comprehension skills - the way the merchant vessels
operate; their routes; specialized ships;
-

language development - quantifiers.

Merchant ships are designed to carry cargo. Some are also designed to carry passengers.
Nowadays, most merchant ships are built to carry cargo, but a few still carry passengers. Merchant
vessels can operate in the following three basic ways.
They can operate as liners. These are employed on regular routes on a fixed timetable. A list of
their arrival and departure dates is published in advance and they sail whether full or not. Liners can be
classed as either deep-sea liners or short-sea liners. The former carry mainly containerized cargo across
the oceans of the world; the latter carry containerized or conventional cargo on shorter routes. Ferries
are also classed as liners. These offer a daily or weekly service for passengers and vehicles across
channels and narrow seas. A few ships are still employed as passenger liners. They not only carry
passengers but also some cargo on routes from Europe to North America and to the Far East. Nowadays
the passenger trade is very small and passenger liners usually operate as cruise ships for part of the year.
Merchant ships also operate as tramps. These vessels do not sail on regular routes or keep to a fixed
timetable, but are employed where there is cargo for them to carry. Tramps can be classed as deep-sea
tramps or short-sea tramps. A number are classed as coasters. These ply on coastal routes and up rivers
to inland ports. The traditional tramp cargoes are dry bulk cargoes, but some are designed to carry
general cargoes.
A large number of merchant ships operate as specialized vessels. These are designed to carry a
particular type of cargo. There are several types of specialized vessel. The most common are oil tankers.
They are owned by the major oil companies or by independent operators. Two other types of liquid bulk
carrier of growing importance are chemical carriers and liquefied natural gas (LNG) carriers.

1.

Answer the questions:
1.

How can merchant ships operate?
2.

Which ships keep to a fixed timetable?
3.

What do liners and tramps have in common?

36

4.

How do passenger liners usually operate?
5.

Why do passenger liners operate for part of the year?
6.

What other types of specialized vessels do you know?

2.

Are the following statements true or false?
1.

Passenger liners are very small.
2.

Liners operate only in good weather.
3.

Ferries carry passengers, vehicles and nautical students.
4.

Short-sea liners sail on regular routes.
5.

Some tramps carry general cargoes.
6.

Deep-sea liners call at large ports.
7.

Liners leave the port whether fool or not.

6.2.

Quantifiers
Quantifiers are words that are used to state quantity or amount of something without
stating the actually number.
Quantifiers answer the questions "How many?" and "How much?"
Quantifiers can be used with plural countable nouns and uncountable nouns. They must
agree with the noun. There are 3 main types of quantifiers. Quantifiers that are used with
countable nouns, quantifiers that are used with uncountable nouns and the 3rd type are
quantifiers that are used with either countable nouns or uncountable nouns.

Amount Countables Uncountables
a total amount all all
an almost total amount most most
a large amount
many
a lot (of)
a large number (of)
much
a lot (of)
a large amount (of)
a small amount
some
several
a few
some
a little
a very small amount few little
zero amount
no
none
no
none

1.

Choose a word from the table below to fill each space. Some words may be used more than
once: a, a few, any, a little, much, a lot of, some, many, an, a lot
1. How ...... children do you and Tony have?
2. I don't have ...... patience and I find jigsaw puzzles boring.
3. We only have ...... carrots. We should go and buy some more.
4. "Do we need any mushrooms?" "No, we have ...... . Look, three bags!"

37

5. There was an explosion at the factory and ...... people were injured. We don't know how many
yet.
6. When you make the pie, put ...... wine in too. But not too much! It makes it really tasty.
7. When you go out, buy me ...... apple and a bottle of Coke.
8. I don't need ...... advice from you. You don't understand the problem!
9. "Do you like this programme?" "Not ....... You can change the channel if you want."
10. Lots of people in Spain like to take...... siesta during the hottest part of the day.
11. I have been to America ...... times. Twice in 1996 and again last year.
12. Can you give me ...... information about the buses in the city centre please?
13. ...... people think he is stupid, but he's actually quite intelligent.

1.

Choose a suitable quantifier and either 'passengers' or 'money' to complete these
sentences:
............travel by cargo liner.
............is needed to operate a shipping fleet.
............enjoy being at sea when it is rough.
............are allowed down in the engine room.
............on board ship should be kept in a safe place.

2.

Fill in the appropriate quantifiers:
. liners carry passengers or cargo. . follow regular routes.
. cargo is carried in holds. . is carried on deck.
He had not . money so he walked into town.
. merchant ships carry bulk cargo.
. tankers can carry passengers. . should discharge oil into the sea.
There was . time before the ship sailed, so he stayed ashore longer.
There was . time before the ship sailed, so he went on board immediately.
. people were sitting on deck, because the sun was shining.
. people were sitting on deck, because the wind was cold.

Progress test
1.

Use the information in the reading passage to complete these sentences.
(a) Merchant ships are designed to carry ......
(b) Liners are employed ......
(c) Tramps are not employed .....
(d) Specialized vessels are designed ......

2.

Correct the sentences:
1.

Much of the Holland is below sea level.
2.

Not many of people know much about him.
3.

Don't hurry: we have little time left before we have to leave.
4.

The most of people complain about the weather here.
5.

A quite few people came to his party.
6.

He's had very much good luck in his life.
7.

I've been to visit him many the time.
8.

We've put in good many hours to get this work finished.

38

1.

a few passengers, a large amount of money, few passengers, no passengers, all
money.
2.

all, all, some, some, much, a large number of, no, none, a little, little, a few, few.

References
1995.
Swindells, N.S., Glossary of Maritime Technology Terms, Institute of Marine Engineers,
London, 1997.

39

Unit 7

Types of vessels

Contents Page

Objectives 40
7.1. Merchant ships and the type of cargo they carry .
40
7.2. Special ways of loading and carrying cargoes.
42
7.3. Past simple
43
Progress test.. 45
References. 46

40

VII.

Types of vessels
7.1.

Objectives

-

reading comprehension skills - merchant ships and the type of
cargo they carry; special ways of loading and carrying cargoes;
-

language development - past simple.

Transportation Liners and Tramps
Vessels that have been designed to transport cargo or/and passengers are called merchant ships.
They may be classified as liners or tramps.
A liner carries cargoes between two fixed destinations. Her sailing schedule has been
prearranged - she has a fixed homeport, port of destination and port(s) of call, and fixed ETA's and ETD's
(Estimated Times of Arrival and Estimated Times of Departure). A liner-vessel is allowed to carry up to 12
passengers.
Freighters that carry cargoes according to schedules that are not fixed are called tramps,
Homeports, ports of destination, ports of call, ETA's and ETD's differ with every voyage.
Merchant ships may carry general cargoes, bulk cargoes, refrigerated cargoes, heavy cargoes,
timber, and many more.

General Cargo Ships
General cargo is cargo that has been packed in crates, boxes or bags, or cargo coming in pieces
(unpacked cargo items).
Cargo is loaded and discharged by the vessel's own derricks or by shore based cranes. The
conventional general cargo ship has several tweendecks, so that the cargoes for the various destinations
can be reached and discharged without having to remove cargo for other destinations first.
Under the influence of cargo-palletization the "open freighter" was fitted with two or even three
hatches side by side.
Both types of vessels, the general cargo ship and the open freighter, are becoming rather
obsolete, since general cargo is more and more transported by vessels that have been designed to carry
general cargo in containers.

Bulk Carriers
Bulk cargo is unpacked cargo of one commodity.
Dry bulk cargo, such as grain, ore, fertilizers, etc. is carried in specially designed vessels with
holds that have been divided into compartments by longitudinal and transverse separations, so that the
ship's stability will not be affected by a full cargo.
The holds of these ships are often constructed in such a way that they are self-trimming; this
means that the surface of the cargo is constantly made equal by special pumps in rolling circumstances
or when the vessel has a list.
Dry bulk cargo is loaded and discharged by cranes with grabs or by pumps.
Liquid cargoes such as crude oil, petroleum, edible oils, etc. are carried in tankers, for example in
Very Large Crude Carriers (VLCC's), chemical tankers, such as Liquefied Petroleum Gas tankers (LPG
carriers) or Liquefied Natural Gas tankers (LNG carriers).
Product tankers are small tankers that carry different sorts of oils.

41

For safety reasons tankers must be fitted with double bottoms. These spaces also provide
storage for fuel, lubricating oil and waters.
Tankers are divided into compartments by longitudinal and transverse bulkheads.
Cofferdams are empty spaces between the tanks and in the double bottom. They serve as
separations to prevent liquids from leaking from one tank into the other.
Cofferdams often serve as pump-rooms, Pumps for loading and discharging the cargo may be
installed in these compartments. Tankers are often loaded and discharged in the offing by means of
flexible pipes. This system of wet bulk handling reduces the number of laydays.

Container ships
Cargo that has been containerized is carried by container ships.
Containers are most often measured in Twenty Feet Equivalent Units (TEU's) and are stowed in a
cellular arrangement in Rows, Bays and Tiers.
The rows run abeam, or athwartship; the bays run fore to aft and the tiers are horizontal layers.
The three- figure code on each container refers to this stowage system. Thus, each container can easily
be found. Container ships are sometimes equipped with their own gantry cranes that load and discharge
the containers. Container ships may carry general cargoes, liquid cargoes or refrigerated cargoes.
The advantages of carrying cargo in containers are: short lay time because of efficient and rapid
cargo handling; few stevedores are required; less pilferage because the cargo has been stored in locked
containers.

Roll-on / Roll-off ships (Ro / Ro ships)
On a Ro / Ro ship cargo is rolled on and rolled off by lorries or trailers.
The great advantage of this system is that no cargo handling equipment is required. The loaded
vehicles are driven aboard via ramps through special stern and bow doors and are properly secured for
the passage. Upon arrival in the port of discharge, the vehicles are released and driven ashore to their
destinations.

Coasters
A coaster carries cargo along the coast or on sea- voyages. Trans-Atlantic voyages are quite
common. A coaster is of limited length and tonnage. Her engine room is situated aft. Often there are no
tweendecks and the cargo spaces have no obstacles, so that a variety of cargo can be handled.
Hatches are very broad and cover most of the main deck surface. Because of her limited length
she will hardly experience any problems related to longitudinal stresses. However, due to the broad
hatchways, transverse strengthenings are necessary to avoid difficulties caused by transverse stresses.

Refrigerated-cargo vessels (Reefers)
Refrigerated-cargo vessels are ships that carry perishable cargoes, such as meat or fruit. These
cargoes require cooling and must be stored in spaces that have precise temperature- and humidity
controls during the voyage.
Reefers, as these ships are also called, are equipped with refrigerating plants.

Lash-vessels
"Lash" stands for "Lighter Aboard Ship". A Lash-vessel has a main deck that is flat and without
any obstacles. A lighter is a container that floats in the water. The containers may be hoisted on board by
the vessel's own heavy derricks that stack them on board.
Another way of loading the containers on board is by submerging the vessel first (for this she
must be equipped with a powerful pumping-system), then have tugs or push boats tow or push the

42

lighters over the Lash-vessel, after which the vessel will emerge again and will "pick up" the lighters. This
type of vessel is also referred to as a "Seabee".

Heavy-load vessel
Heavy-load vessels have been designed to lift and carry extremely heavy cargo on the main deck.
Their most prominent features are very heavy derricks ("booms"), masts and lifting-blocks.
Their cargoes, such as drilling platforms, engines, yachts, trains, derelicts and wrecks, are loaded
onto the main deck, which is flat and free from any obstacles.
A special way of loading and carrying heavy cargo is performed by submerging the ship and have
the cargo- module float over it. She must be equipped with a powerful pumping-system.
After pumping the ship empty the vessel will emerge again and will pick up the cargo

Timber Carriers
Timber is a raw material from which wood-products are manufactured.
Vessels that carry timber can easily be recognized by their tall derricks.
A timber carrier has been designed in such a way that she can carry a tail deck cargo. Her Plimsoll
Mark is provided with a special timber Load-line that indicates the maximum draft to which she is
allowed to be loaded under certain circumstances and in different seasons.

Multi-Purpose Vessels
Cargo ships that carry both general cargo, bulk cargo and containerized cargo are called multi-
purpose (or multi-loads) vessels. These ships are equipped with a variety of cargo handling gears to load
and discharge the different types of cargoes.
An OBO-ship has been designed to carry oil/bulk/ore. She has been subdivided in such a way that
oil can be carried in the largest compartments and ore can be carried in the smaller compartments.

Passenger Ships
Passenger ships, such as cross-Channel ferries, have been designed to carry passengers and their
vehicles on a prearranged route.
Their main features are more or less the same as the features of the Ro/Ro vessels.
Cruise ships have been especially designed to carry holidaymakers.

1.

Answer the following question.
1.

What is the difference between a liner and a tramp?
2.

What do product tankers carry?
3.

What does the system of wet bulk handling reduce?
4.

Are there any differences between passenger ships and cruise ships?

2.

Translate and use the word tank in your own sentences:
The largest type of cargo ship is the tanker. Tankers are designed to carry liquid cargo such as oil.
The cargo is pumped directly into holds by powerful pumps. The holds are constructed as tanks. The
tanks are sub-divided into a central tank, two wing tanks and an expansion tank. The expansion tank
allows the oil to expand in hot weather. The bridge superstructure and the engine room are situated aft
to leave more room for cargo. The bridge is connected to the forecastle by the catwalk. Tankers which
are over 400,000 dwts are known as ultra large crude carriers (ULCCs).

43

3.

Match the words in group I with their definitions in group II.

1.

abeam
2.

bulkhead
3.

cofferdam
4.

laydays
5.

freighter
6.

stevedores

a.

the number of days for loading or unloading
of cargo on a ship
b.

a person employed to load unload ships
c.

at right angles to the length and directly
opposite the centre of a vessel
d.

a ship designed for transporting cargo
e.

a compartment separating two bulkheads or
floors, as for insulation or to serve as a
barrier against the escape of gas or oil.
f.

any upright wall-like partition in a ship

7.2.

Past simple
Use the Simple Past to express the idea that an action started and finished at a specific time in
the past. Sometimes, the speaker may not actually mention the specific time, but they do have one
specific time in mind.
Examples:
Last year, I traveled to Japan.
Did you have dinner last night?

We use the Simple Past to list a series of completed actions in the past. These actions happen
1st, 2nd, 3rd, 4th, and so on.
Examples:
I finished work, walked to the beach, and found a nice place to swim.
He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00.

The Simple Past can be used with a duration which starts and stops in the past. Duration is a
longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.
Examples:
They sat at the beach all day.
We talked on the phone for thirty minutes.

The Simple Past can also be used to describe a habit which stopped in the past. It can have the same
meaning as "used to." To make it clear that we are talking about a habit, we often add expressions such
as: always, often, usually, never, when I was a child, when I was younger, etc.
Examples:
I studied Italian when I was a child.
They never went to school, they always skipped class.

The Simple Past can also be used to describe past facts or generalizations which are no longer
true. This use of the Simple Past is quite similar to the expression "used to."
Examples:
She was shy as a child, but now she is very outgoing.
People paid much more to make cell phone calls in the past.

Clauses are groups of words which have meaning but are often not complete sentences. Some
clauses begin with the word "when" such as "when I dropped my pen..." or "when class began..." These
clauses are called when-clauses, and they are very important.

44

Examples:
She answered my question when I paid her one dollar.

1.

Put the verbs in the correct form:
1.

...... (she / ever / eat) that fruit when you lived in Italy?
2.

...... (you / ever / learn) to play a musical instrument as a child?
3.

(she/ not / talk) ...... to Michael when they worked in the same company.
4.

...... (they / not / ever / have) a pet when they were young?
5.

We (live) ...... In Rome for three years when we worked there

2.

1. He (walk) .... to school yesterday.
2. They (do) .... their homework last night.
3. You (are) .... lazy last week.
4. That woman (buy) .... a new book this morning.
5. The janitor (clean) .... the blackboard yesterday.
6. My mother (cook) .... food yesterday.
7. This morning my teacher (teach) .... English.
8. I (am) .... hungry yesterday.
9. The gardener (cut) .... the trees last month.
10. She (drink) .... milk this morning.
11. Last month the man (ride) .... a horse.
12. Sakda (go) .... to Hong Kong last year.
13. The birds (fly) .... in the sky this morning.
14. I (know) .... Tom's house last year.
15. The joiner (make) .... tables and chairs yesterday.
16. The farmer (grow) .... rice last year.
17. Two weeks ago the boy (has) .... a new bicycle.
18. He (feel) .... happy yesterday.
19. We (work) .... hard last week.
20. The students (meet) .... in the hall last week.

1.

Put in the verbs in brackets into the gaps. Use the Simple Past. Watch the punctuation
and form sentences or questions.
Example: ...... she ...... the Internet? (to surf)
Did she surf the Internet?
1) I ...... my Maths homework yesterday. (to do)
2) ...... Susan...... to England by plane? (to go)
3) They ...... a farm two weeks ago. (to visit)
4) Jenny and Peggy ...... their brother. (not/to help)
5) The children ...... at home last weekend. (not/to be)
6) When ...... you...... this wonderful skirt? (to design)
7) My mother ...... into the van. (not/to crash)
8) The boys ...... the mudguards of their bicycles. (to take off)
9) ...... you...... your aunt last week? (to phone)
10) He .
..... milk at school. (not/to drink)

45

2.

Match the words in group I with their definitions in group II; make sentences with the
words in the first group.
1.

excursion
2.

travel
3.

trip
4.

journey
5.

voyage

a.

an occasion when you go somewhere and come back again
b.

a long journey, especially on a ship
c.

the activity of travelling
d.

a short journey that you make for pleasure
e.

an occasion when you travel from one place to another, especially over a long distance

Progress test
1.

Make sentences with the following words: excursion, travel, trip, journey, voyage.

2.

Make sentences using the following words: laydays, pilferage, stevedore, bulkhead,
draft, wreck.

3.

Change the verbs in the following sentence into past tense.
1.

Yesterday, I go to the restaurant with a client.
2.

We drive around the parking lot for 20 minutes in order to find a parking space.
3.

When we arrive at the restaurant, the place is full.
4.

The waitress asks us if we have reservations.
5.

I say, "No, my secretary forgets to make them."
6.

The waitress tells us to come back in two hours.
7.

My client and I slowly walk back to the car.
8.

Then we see a small grocery store.
9.

We stop in the grocery store and buy some sandwiches.
10.

That is better than waiting for two hours.

1.

1) I did my Maths homework yesterday.
2) Did Susan go to England by plane?
3) They visited a farm two weeks ago.
4) Jenny and Peggy did not help their brother.
5) The children were not at home last weekend.
6) When did you design this wonderful skirt?
7) My mother did not crash into the van.
8) The boys took off the mudguards of their bicycles.
9) Did you phone your aunt last week?
10) He did not drink milk at school.

2.

1. d; 2. c; 3. a; 4. e; 5. b.

46

1.

My grandfather often talks about going on excursions to the sea when he was a boy.
2.

Foreign travel never really appealed to him until he retired.
3.

The whole family went on a trip to Florida.
4.

We had a long journey ahead of us.
5.

It was a long way from London to New York by sea, but the voyage was quite relaxing.

References
Georgescu M., Outboard Communications, Editura Nautica, Constan;a, 2010.
Edinburgh, 1997.
1998.

47

Unit 8

Assistance and service vessels

Contents Page

Objectives.. 48
8.1. Description of ships that perform special tasks .
48
8.2. Peace-keeping vessels. ...
48
8.3. Past continuous ...
49
Progress test 51
References... 52

48

VIII.

Assistance and service vessels
8.1.

Objectives

-

reading comprehension skills - brief description of ships that
perform special tasks: assist other vessels or provide services to
navigation; peace-keeping vessels;
-

language development - past continuous.

Vessels that render assistance and service have been designed to perform specific tasks, for
example assisting other vessels, or providing special services to navigation.
A tug is a vessel that assists other vessels with entering or leaving the port, tows an oil rig to its
position or assists with a salvage operation.
There are sea-going tugs and harbour tugs.
Their engines must be capable to develop enormous powers.
The largest and most powerful tugs are often fitted with Controllable Pitch Propellers (C.P.P.)
that have adjustable blades.
Their manoeuvrability will be enhanced even more by bow thrusiers and stern thrusters.
One of the main features is that the aft deck of a towing vessel is kept clear of all obstructions
that may interfere with the towing-line.
A salvage vessel is a vessel that rescues other ships and their cargoes from loss at sea. She must
be equipped with heavy derricks to lift wrecks from the seabed.
A buoyage vessel places and maintains buoys. Her aft deck is flat and provides room to carry or
haul in the buoys with her hoisting installation.
A survey vessel performs marine research. She is equipped with oceanographic instruments to
carry out all kinds of measurements and assessments.
A supply boat supplies oil rigs with stores, spare parts and supplies for domestic use. Her aft deck
must be flat.
Additional duties may include the towing of rigs and extinguishing fires, for which they must be
equipped with high-capacity fire-extinguishing pumps.
A SAR-vessel performs Search and Rescue when a ship is in distress. She must be capable to
develop high speeds and must be equipped with the most modern communication equipment to
maintain contact with Rescue Co-ordination Centres (RCC).
A Firefloat is a firefighting vessel. She must have a powerful fire-extinguishing system on board.
A pilot tender (or pilot launch) is a small boat that may be launched from the pilot boat.
The pilot will embark the ship that has requested pilotage from the pilot tender. She is often
fitted with a sheltered aft deck to prevent the pilot from getting wet.
A cable layer lays cables on the bottom of the sea. She is fitted with a huge horizontal wheel that
reels off the cable.
This type of ship is often equipped with a Dynamic Positioning System to keep her in the exact
position when the submarine cable is reeled off.
A lightship serves as a beacon for navigation and is anchored in the vicinity of crowded channels
or seaways. She is usually not self-propelled, which means that she has to be towed to her position.
Icebreakers are designed to ride up the ice and crush a way through for other ships to follow.
This requires a powerful engine and a considerable strengthening of her stem.

49

A dredger deepens out harbours and ports, fairways, approaches and entrances, inland
waterways, anchorages, roadsteads, etc. Spoil is discharged into an integrated hopper or into a hopper
that is moored alongside. To keep her in position she is often spudded.
There are bucket dredgers, grab dredgers (or backhoe dredgers) and suction dredgers with drag
heads. A cutterhead is used to disintegrate rocky bottoms.

Fisherman
Large and modern fishing vessels (fishermen) are capable of catching and processing enormous
quantities of fish. They may be underway for weeks before they return to their homeports.
Large refrigerating plants on board provide deepfreezing facilities. Before the fish are deep-
frozen they are often stored in RSW-tanks (Refrigerated Sea Water Tanks). Powerful winches are used
for hoisting the nets on board.

Man-of-war
Peace-keeping vessels (warships / men-of-war) are measured by weight, contrary to merchant
ships, which are measured by volume. Warships must be capable to develop speeds of 25 knots and
more, and must therefore be equipped with a high-power propulsion plant.

1.

1.

How many types of tugs do you know?
2.

What does a salvage vessel rescue?
3.

Do you know another name for pilot tender?
4.

What is the full form of SAR?

2.

Find some abbreviations in the text and give their full form.
3.

Study the words: lay and layer.

8.2.

Past continuous
Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is
usually a shorter action in the Simple Past. Remember this can be a real interruption or just an
interruption in time.
Examples:
What were you doing when the earthquake started?
I was listening to my iPod, so I didn't hear the fire alarm.

You can also use a specific time as an interruption.
Examples:
Last night at 6 PM, I was eating dinner.
Yesterday at this time, I was sitting at my desk at work.

In the Simple Past, a specific time is used to show when an action began or finished. In the Past
Continuous, a specific time only interrupts the action.
Examples:
Last night at 6 PM, I ate dinner.
I started eating at 6 PM.
Last night at 6 PM, I was eating dinner.
I started earlier; and at 6 PM, I was in the process of eating dinner.

50

When you use the Past Continuous with two actions in the same sentence, it expresses the idea that
both actions were happening at the same time. The actions are parallel.
Examples:
Thomas wasn't working, and I wasn't working either.
They were eating dinner, discussing their plans, and having a good time.

In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the
past.
Example:
When I walked into the office, several people were busily typing, some were talking on the phones,
the boss was yelling directions, and customers were waiting to be helped. One customer was yelling
at a secretary and waving his hands. Others were complaining to each other about the bad service.

The Past Continuous with words such as "always" or "constantly" expresses the idea that something
irritating or shocking often happened in the past. The concept is very similar to the expression "used to"
but with negative emotion. Remember to put the words "always" or "constantly" between "be" and
"verb+ing."
Examples:
She was always coming to class late.
He was constantly talking. He annoyed everyone.

While vs. When
Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses
begin with the word "when" such as "when she called" or "when it bit me." Other clauses begin with
"while" such as "while she was sleeping" and "while he was surfing." When you talk about things in the
past, "when" is most often followed by the verb tense Simple Past, whereas "while" is usually followed
by Past Continuous. "While" expresses the idea of "during that time." Study the examples below. They
have similar meanings, but they emphasize different parts of the sentence.
Examples:
1.

I was studying when she called.
2.

While I was studying, she called.

1.

Using the words in parentheses, complete the text below with the appropriate tenses: past tense
or past continuous.
1. A: What (you, do) ........ when the accident occurred?
B: I (try) ........ to change a light bulb that had burnt out.
2. After I (find) ........ the wallet full of money, I (go, immediately) ........ to the police and
(turn) ........ it in.
3. The doctor (say) ........ that Tom (be) ........ too sick to go to work and that he (need)
........ to stay at home for a couple of days.
4. Sebastian (arrive) ........ at Susan's house a little before 9:00 PM, but she (be, not) ........
there. She (study, at the library) ........ for her final examination in French.
5. Sandy is in the living room watching television. At this time yesterday, she (watch, also) ........
television. That's all she ever does!
6. A: I (call) ........ you last night after dinner, but you (be, not) ........ there. Where were you?
B: I (work) ........ out at the fitness center.

51

7. When I (walk) ........ into the busy office, the secretary (talk) ........ on the phone with a
customer, several clerks (work, busily) ........ at their desks, and two managers (discuss, quietly)
........ methods to improve customer service.
8. I (watch) ........ a mystery movie on TV when the electricity went out. Now I am never going to
find out how the movie ends.

1.

1.

fishing vessels
2.

the salvage vessels
3.

a firefloat
4.

the icebreakers
5.

man-of-war

a.

the firefighter of the seas.
b.

have very powerful engines that make them able to ride and crush the ice and clean the
way for other ships.
c.

can nowadays catch, process and even refrigerate huge quantities of fish.
d.

war-ships are able to reach high speed.
e.

rescue other ships or cargoes.

2. Complete the sentences with the correct form of verb (past continuous):
1.

My head (ache) ...... again, so I went home.
2.

She (shake) ...... with anger as she left the hotel.
3.

Ann dropped her bag while she (get into) ...... her car.
4.

Mario (work) ...... in a restaurant when they (live) ...... in London.
5.

During the time I started to get chest pains, I (play) ...... tennis a lot.

Progress test
1.

Using the words in parentheses, complete the text below with the appropriate tenses:
past tense or past continuous.
1. Sharon (be) ........ in the room when John told me what happened, but she didn't hear
anything because she (listen, not) .........
2. It's strange that you (call) ........ because I (think, just) ........ about you.
3. The Titanic (cross) ........ the Atlantic when it (strike) ........ an iceberg.
4. When I entered the bazaar, a couple of merchants (bargain, busily) ........ and (try)
........ to sell their goods to naive tourists who (hunt) ........ for souvenirs. Some
young boys (lead) ........ their donkeys through the narrow streets on their way home. A
couple of men (argue) ........ over the price of a leather belt. I (walk) ........ over to
a man who (sell) ........ fruit and (buy) ........ a banana.
5. The firemen (rescue) ........ the old woman who (be) ........ trapped on the third
floor of the burning building.
6. She was so annoying! She (leave, always) ........ her dirty dishes in the sink. I think she
(expect, actually) ........ me to do them for her.
7. Samantha (live) ........ in Berlin for more than two years. In fact, she (live) ........
there when the Berlin Wall came down.

52

2.

Make sentences using the following: dredger, distress, cable layer, spare parts.

3.

Complete the sentences using these pairs of verbs. Use the past simple in one space
and the past continuous in the other.
arrive/get go/get meet/work look/slip wait/order ski/break
1.

Just as I .......... into the bath the fire alarm ............ off.
2.

Helen................her leg while she................in Switzerland.
3.

We................when I................in a music shop.
4.

When his mother................in the other direction Steve................away quietly.
5.

I................a drink while I................for Pam to arrive.
6.

Our guests were early.
They................as I................changed.

1.

1. c; 2. e; 3. a; 4. b; 5. d.
2.

1.

was aching
2.

was shaking
3.

was getting into
4.

was working, were living
5.

was playing

References
Edinburgh, 1997.
1998.

53

Unit 9

Ship construction

Contents Page

Objectives.. 54
9.1. The sequence of events in the process of building ships in shipyards ...
54
9.2. Applied terminology: terms relating to the hull.
... 54
9.3. Time relaters
.. 55
Progress test... 57
References.. 57

54

IX.

Ship construction
9.1.

Objectives

-

reading comprehension skills - the sequence of events in the
process of building ships in shipyards; applied terminology: terms
relating to the hull;
-

language development: time relaters.

The building of a ship follows a well-ordered sequence of events. After the vessel has been
ordered, the plans are completed in the drawing-office. Next, the final plans must be approved by a
classification society such as Lloyds Register of Shipping. This is necessary if the owner wants his ship to
be classed. While the ship is being built, constant checks are made to make sure she is being built to the
standards of the society. Classification will show that the ship is seaworthy and able to carry the cargo
she has been designed to carry.
Nowadays a shipyard is organized so that each stage in the building of a ship is done in a
continuous chain of shops. 8Each shop is linked by conveyor rollers and moving cranes on rails. First of
all, steel plates and bars are taken from the stockyard to the preparation shop. Here they are cleaned by
shot blasting. Then, they are coated with a primer paint to prevent corrosion. Later, they are cut and
shaped automatically by machines. Cutting is done by gas torches and shaping by giant presses. After
that, the pieces are welded together in prefabrication sheds to form sections. Welding is now used
instead of riveting for joining pieces of metal together. Riveting uses more steel than welding and was
therefore more expensive. It also increases the weight of the ship without increasing the strength. The
prefabricated sections are then transferred to the building berth. Eventually, they are lifted into position
by giant cranes.
When a ship is ready, she is launched. Some ships are built on a slipway and slide into the water.
Others are built in a dry dock. The dock is then flooded with water and the ship is floated out. After being
launched, she is towed to the fitting out basin by tugs and completed.
A completed ship goes for sea trials before she is handed over to her new owners. During these
the ship and her equipment are thoroughly tested.

1.

Study the sentences below which show the sequence of events in the building of a ship.
Write them out in a paragraph using the sequence words to introduce each stage in a sentence.
1st - The plans are completed by the naval architects.
2nd - The plans are approved by the classification society.
3rd - The parts of the ship are prepared.
4th - The parts of the ship are put together.
5th - The ship is launched.
6th - The ship is fitted out and completed.
7th - The ship goes for sea trials.
8th - The ship is handed over to her new owners.

Terms relating to the hull
The main part of a ship is the hull. This is the area between the main deck, the sides and the bottom.

55

It is made up of frames covered with plating.

The hull is divided up into a number of watertight compartments by decks and bulkheads.
Bulkheads are vertical steel walls going across the ship and along. Decks divide the hull horizontally.
Those dividing up cargo spaces are known as 'tween decks. The hull contains the engine room, cargo
space and a number of tanks. In dry cargo ships the cargo space is divided into holds, in liquid cargo ships
it is divided into tanks. At the fore end of the hull are the fore peak tanks and at the after end are the
after peak tanks. They are used for fresh water and water ballast. The space between the holds and the
bottom of the hull contains double bottom tanks. These are used for ballast water and fuel.

1.

Complete this description of a modern cargo ship:
The hull is divided up into a number of watertight ....... by decks and steel ....... At
the fore and after ends of the hull are the ....... tanks and the ....... tanks. The ....... is
situated at the after end of the ship to leave more room for cargo. The cargo space is divided up
into....... These also have ....... Above the main deck is the ....... At the fore end is
the....... At the after end the ....... superstructure and the ....... are combined.

9.2.

Time relaters
When we want to show that processes or events happen one after the other, we use sequence
words or time clauses.

Sequence words
Some common sequence words are: first, then, next, after that, afterwards, later, eventually, finally.
These are usually put at the beginning of the process or event that they introduce:
Example: First, I went to college .... Then, I went to sea. ...
These events may be described in a series of sentences, or they may be linked by a semi-colon (;), or the
connective and. Except for first and finally they may be used in any order.
When we want to show that one event takes place at the same time as another we can link these events
using when, while and as.
1.

When and while

56

When tells us what time two simultaneous actions happen. It also implies that the two events are
completed, unless otherwise stated; example: When the ship is launched, the crowds cheer.
While tells us that one action is happening at the same time as another. It is often used with continuous
tenses.
Example: While the men were preparing for the launch, the people started to arrive.

2.

Reduced when and while clauses
Clauses introduced by when and while can be reduced in the same way as clauses beginning with after
and before, that is, if the subject of the main clause is the same as the subject of the time clause.
Example: While the ship is being built, she is constantly being tested.

3.

As
When two actions are closely connected, as can be used instead of while; example: As the ship was
leaving the harbour, she hit the jetty.
As is often used when the action in the time clause is the cause of the action in the main clause.
Example: As the sun rose, the sky became lighter. (Note: Clauses introduced by as cannot be reduced.)

1. If necessary, correct these sentences. If they are already correct, thick them.
1.

Before you will know it, your children will have grown up.
2.

I was only just in time. As I had taken my seat, the concert started.
3.

It's still two hours before I have to be back.
4.

After I paint the outside of the house I'm going to decorate the kitchen.
5.

He will be released from prison after he will have served 4 years.
6.

She will be 25 when she completes her course.
7.

When the two leaders had met, they shook hands.
8.

They ordered coffee when they ate their main course.
9.

You can watch television after you have cleaned your room.
10.

I won't give up before I will have finished what I set out to do.

1.

When is a ship seaworthy?
2.

Complete the sentences:
1. You will not be hungry ..... you eat. (after - before)
2. ..... the sun set, the shadows lengthened. (after - as)
3. Every night, ..... brushing my teeth, i go to bed. (after - before)
4. ..... the girl fell asleep, she had a strange dream. (after- before)
5. ..... i was building a fire, smoke kept getting in my eyes. (as - before)
6. I want to graduate from high school ..... possible. (after - as soon as)
7. ..... he started the car, the engine made a strange sound. (as - before)
8. You have to pack your suitcase..... you go to the airport. (after - before)
9. Just ..... i was picking up my glasses, they fell out of my hand. (as - before)
10. ..... i get my driver's license, I'm going to drive to your house. (as soon as - before)

57

Progress test
1.

Study the 'fitting out' of a vessel:
When a ship is fitted out, she is completed. The engines are put in, if they have not
already been installed. The superstructure is finished off and the accommodation for the
crew is constructed. In addition, masts and derricks are erected and various items of deck
machinery are put in place. Outside companies usually do the electrical work, plumbing
and any woodwork. The furniture and fittings for all the saloons and cabins must also be
bought. All this work which is done after the vessel has been launched, is called 'fitting out'.

2.

Complete these sentences using after and before.
1.

After the parts of the ship are prepared, ..............
2.

.............., she is fitted out and completed.
3.

.............., she goes for sea trials.

3.

Use after and before in the following sentences:
1.

.....he (come out) of hospital, he will need complete rest for another two months.
2.

..... you (go) another fifty metres, you'll see a path to your left.
3.

She came famous ..... she (appear) on the TV programme.
4.

..... I (decide) to buy the house, I'll have it looked at by an expert.

1.

A ship is seaworthy if she can embark on the voyage and proceed to sea in a
condition fit to encounter the normal conditions of the marine environment without
the risk of danger or damage to the ship or cargo arising out of the failure of the ship
herself or from the normal environmental conditions.
2.

1. You will not be hungry after you eat.
2. As the sun set, the shadows lengthened.
3. Every night, after brushing my teeth, i go to bed.
4. After the girl fell asleep, she had a strange dream.
5. As i was building a fire, smoke kept getting in my eyes.
6. I want to graduate from high school as soon as possible.
7. As he started the car, the engine made a strange sound.
8. You have to pack your suitcase before you go to the airport.
9. Just as i was picking up my glasses, they fell out of my hand.
10. As soon as i get my driver's license, I'm going to drive to your house.

References

58

Unit 10

Ports

Contents Page

Objectives.... 59
10.1. Types of ports and docks ..
59
10.2. Applied terminology: movement of a vessel ....
59
10.3. The special axes in a ship ..
60
10.4. Present perfect simple and continuous ..
60
Self-assessment test..................................................... 63
Progress test 63
References... 64

59

X.

Ports
10.1.

Objectives

-

reading comprehension skills - types of ports and docks; applied
terminology: movement of a vessel; the special axes in a ship.
-

language development - present perfect simple and continuous.

Ports are the links between maritime and land-based trade. Traditionally ports are where the
coastline provides a sheltered anchorage. Other ports are near the mouths of rivers, where river and sea
traffic meet: Hamburg, Rotterdam, Shanghai, London and New Orleans are examples. Others are on
straits between landmasses - like Istanbul - or where major trade routes pass - such as Singapore. Some
ports are on a lake, a river, or a canal and have access to a sea or to an ocean.
A port is a man-made coastal infrastructure where ships may moor, anchor,
receive/transfer/load/unload cargo, pick up supplies, fuel, etc. There usually are warehouses for storage
of goods and a transport system, such as railway, road or pipeline transport. A man-made port usually
has sea walls or breakwaters and may require dredging.
As a rule a typical port infrastructure includes: the aids to navigation; port/harbor pilot service;
berths, piers, jetties and wharves; cargo-handling equipment; office building and customs departments,
etc. The following types of terminals are usually presented in a port: bulk terminals; container terminals;
oil terminals; and passenger terminals.
There are two types of docks: docks where ships remain afloat and dry docks - areas without
water to check, repair, clean and paint the underwater part of the ships. A canal lock is a structure to
raise or lower a ship from one water level to another.

Ship motions
Translation
Heave is the linear vertical (up/down) motion
Sway is the linear lateral (side-to-side) motion
Surge is the linear longitudinal (front/back) motion

Rotation motions
There are three special axes in any ship, called vertical, lateral and longitudinal axes. The
movements around them are known as roll, pitch and yaw.

Roll is when the vessel rotates about the longitudinal (front/back) axis
Pitch is when the vessel rotates about the transverse (side-to-side) axis

60

Yaw is when the vessel rotates about the vertical (up-down) axis

Stabilization
There are methods for both passive and active motion stabilization used in some
designs. They can include static hull features such as skegs and bilge keels, or active mechanical
devices like counterweights, anti-roll tanks, and stabilizing fins.

1.

1.

What does a port infrastructure include?
2.

What are the dry-docks?
3.

Give the definition for heave.
4.

What types of terminals are usually presented in a port?
5.

Which are the special axes in a ship?

10.2.

Present perfect simple and continuous
10.2.1. Present perfect simple
We use the Present Perfect to say that an action happened at an unspecified time before now. The exact
time is not important. You CANNOT use the Present Perfect with specific time expressions such as:
yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day,
one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once,
many times, several times, before, so far, already, yet, etc.
Examples:
There have been many earthquakes in California.
Have you read the book yet?
Nobody has ever climbed that mountain.

The concept of "unspecified time" can be very confusing to English learners. It is best to associate
Present Perfect with the following topics:
You can use the Present Perfect to describe your experience. It is like saying, "I have the experience of..."
You can also use this tense to say that you have never had a certain experience. The Present Perfect is
NOT used to describe a specific event.
Examples:
I have been to France.
This sentence means that you have had the experience of being in France. Maybe you have been there
once, or several times.
I have been to France three times.
You can add the number of times at the end of the sentence.
I have never been to France.
This sentence means that you have not had the experience of going to France.

61

We often use the Present Perfect to talk about change that has happened over a period of time.
Examples:
You have grown since the last time I saw you.
My English has really improved since I moved to Australia.

We often use the Present Perfect to list the accomplishments of individuals and humanity. You cannot
mention a specific time.
Examples:
Doctors have cured many deadly diseases.
Scientists have split the atom.

We often use the Present Perfect to say that an action which we expected has not happened. Using the
Present Perfect suggests that we are still waiting for the action to happen.
Examples:
James has not finished his homework yet.
Susan hasn't mastered Japanese, but she can communicate.

We also use the Present Perfect to talk about several different actions which have occurred in the past at
different times. Present Perfect suggests the process is not complete and more actions are possible.
Examples:
I have had four quizzes and five tests so far this semester.
We have had many major problems while working on this project.

When we use the Present Perfect it means that something has happened at some point in our lives
before now. Remember, the exact time the action happened is not important.
Sometimes, we want to limit the time we are looking in for an experience. We can do this with
expressions such as: in the last week, in the last year, this week, this month, so far, up to now, etc.
Examples:
They have had three tests in the last week.
She graduated from university less than three years ago. She has worked for three different
companies so far.
"Last year" and "in the last year" are very different in meaning. "Last year" means the year before now,
and it is considered a specific time which requires Simple Past. "In the last year" means from 365 days
ago until now. It is not considered a specific time, so it requires Present Perfect.
Examples:
I went to Mexico last year.
I went to Mexico in the calendar year before this one.
I have been to Mexico in the last year.
I have been to Mexico at least once at some point between 365 days ago and now.

With Non-Continuous Verbs and non-continuous uses of Mixed Verbs, we use the Present Perfect to
show that something started in the past and has continued up until now. "For five minutes," "for two
weeks," and "since Tuesday" are all durations which can be used with the Present Perfect.
Examples:
I have had a cold for two weeks.
She has been in England for six months.
Mary has loved chocolate since she was a little girl.

62

Although the above use of Present Perfect is normally limited to Non-Continuous Verbs and non-
continuous uses of Mixed Verbs, the words "live," "work," "teach," and "study" are sometimes used in
this way even though they are NOT Non-Continuous Verbs.

10.2.2. Present perfect continuous
We use the Present Perfect Continuous to show that something started in the past and has
continued up until now. "For five minutes," "for two weeks," and "since Tuesday" are all durations which
can be used with the Present Perfect Continuous.
Examples:
She has been working at that company for three years.
We have been waiting here for over two hours!

You can also use the Present Perfect Continuous without a duration such as "for two weeks."
Without the duration, the tense has a more general meaning of "lately." We often use the words "lately"
or "recently" to emphasize this meaning.
Examples:
Recently, I have been feeling really tired.
John has not been practicing her English.

1.

Choose the correct answer:
Adrian is a senior in high school in Miami, Florida. His family ... (0) B... to the United States
recently... His family ... (1) ... always to make it in the United States. They ... (2) ... in low income
neighbourhoods which are made up of African-Americans and Latinos. There are many gangs in the
neighbourhood; in fact, almost everyone is in a gang of some sort. Adrian ... (3) ... rather quiet lately and
... (4) ... to play his cello for hours. His dream ... (5) ... always to become a classical musician one day.
Every day at school, he feels presure to join a gang. Sometimes guys surround him . He never ...
(6) ... American. He ... (7) ... the food and long talks he ... (8) ... with his friends. It seems that he really ...
(9) ... any close friends here.

0. A have come B has come C had come
1. A have struggled B have been struggling C has struggled
2. A has lived B has been living C have lived
3. A have been B was C has been
4. A enjoyed B has enjoyed C have enjoyed
5. A was B will be C has been
6. A feel B felt C has felt
7. A missed B misses C has missed
8. A has had B had C have had
9. A didn't make B hasn't made C hadn't made

2.

Put a v or correct the sentences.
1.

Terry drove to Glasgow last week to visit his father.
2.

I have known a woman once who had sixteen cats.
3.

Ann Baker already did four radio interviews about her new book.
4.

Julia felt hungry. Then she has remembered the salad in the fridge.
5.

I'll introduce you to Dr Davies - or have you met her before?
6.

We've had enormous problems recently with ants in the kitchen. We just can't get rid of them.
7.

I have talked to her yesterday about doing the work.

63

8.

They still live in the small house they have bought 30 years ago.
9.

You have not yet explained clearly what you want me to do.
10.

We lived in Newcastle for three years now and like it a lot.

3.

Use the present perfect simple in one sentence and the present perfect continuous in the
other.
claim disappear give move stop

1 a. An important file......................from my office.
b. Plants and vegetables......................from my garden since we had new neighbours.
2 a. Dr. Fletcher......................the same lecture to students for the last ten years.
b. Mr. Goldman......................nearly a million pounds to the charity this year.
3 a. With their win yesterday, Italy......................into second place in the table.
b. As house prices in the cities have risen, people......................into the countryside.
4 a. For years he......................that he is related to the royal family.
b. The earthquake......................over 5000 lives.
5 a. All day, the police......................motorists to question them about the accident.
b. Good, the noise.......................I can start concentrating on my work again.

1.

Give the meaning of the following words: sheltered, breakwater, berth, afloat.

2.

Put a v or correct the sentences :
1. Mark drove to Bristol last month to visit his brother. ......
2. I have known an old woman once who had ten cats. ......
3. Susan Sullivan already did four TV interviews about her new exhibition. ......
4. John felt hungry. Then he has remembered the cheese in the fridge. ......
5. We have had enormous problems with our dog recently. ......
6. I have talked to my German teacher yesterday about the term paper. ......
7. They still live in the same cottage they have bought twenty years ago. ......
8. You have not explained clearly what you want me to do. ......
9. We lived in Paris for three years now and I like it a lot. ......
10. There were three burglaries in our street so far. ......

Progress test
1.

Give the definition and the make sentences with the following words: heave, sway,
terminal, roll.

2.

Use either the present perfect or past simple:
1.

Maria hasn't wanted to drive since she....... (crash) her car.
2.

I ....... (work) really hard this morning. Another two shelves to put up and then I
think I'll have lunch.
3.

Since the eruption....... (start), all the villages on the slopes of the volcano have been
evacuated.
4.

So far this week there....... (be) three burglaries in our street.
5.

I ....... (miss) a committee meeting since 1986, so I don't want to miss the one today.
6.

It was so hot today that I....... (wear) shorts and a T-shirt at work.
7.

A great deal ....... (happen) since I last spoke to you.

64

8.

We ....... (spend) 200 on food this month already.
9.

Since he....... (rescue) the girl from the frozen pond, he has been on TV and in the
newspapers almost every day.

3.

Put a thick or correct the sentences.
1.

Terry drove to Glasgow last week to visit his father.
2.

I have known a woman once who had sixteen cats.
3.

Ann Baker already did four radio interviews about her new book.
4.

Julia felt hungry. Then she has remembered the salad in the fridge.
5.

I'll introduce you to Dr Davies - or have you met her before?
6.

We've had enormous problems recently with ants in the kitchen. We just can't get rid of
them.
7.

I have talked to her yesterday about doing the work.
8.

They still live in the small house they have bought 30 years ago.
9.

You have not yet explained clearly what you want me to do. 10 We lived in Newcastle for
three years now and like it a lot.

1.

sheltered: protected from wind, rain or other bad weather
breakwater: a very large wall that is built from the coast out into the sea to protect a beach
or harbour from big waves
berth: a place for a ship or boat to stay in a port
afloat: floating on water
2.

1. v
2. knew
3. has already done
4. remembered
5. v
6. talked
7. bought
8. v
9. have lived
10. have been

References
1998.
http://en.wikipedia.org/wiki/Ship_motions (16.04.2011)

65

Unit 11

Multi-national crews

Contents Page

Objectives... 66
11.1. Crews turning to English as a common language
66
11.2. Communication phrases (SMCP) .
67
11.3. Past perfect simple and continuous .. 67
Progress test 69
References... 70

66

XI.

Multi-national crews
11.1.

Objectives

-

reading comprehension skills - crew's turning to English as a
common language; the necessity of high level of fluency in the
working language of the ship; communication phrases (SMCP);
-

language development - past perfect simple and continuous.

Regular contact between different nationalities at sea works surprisingly well, and is reducing
racial stereotyping among crews. In fact, researchers at Cardiff University have found that the greater
the number of nationalities on board, the more they work together.
But while crews increasingly turn to English as a common language, traditional joke-telling is also
declining because of fear of causing offence or being misunderstood.
The research, funded by the Economic and Social Research Council, shows that almost two-thirds
of the world merchant fleet have adopted multinational crews. One in ten ships operates with crews
composed of five or more nationalities.
Whilst many companies had originally introduced mixed nationality crews to cut costs and stay
competitive, such strategies had unexpected benefits, particularly in relation to teamwork. Employers
were generally found to be pleasantly surprised by the performance of multinational crews and
compared these favourably with their previous experiences of single nationality complements. However,
there were sometimes problems where there were only two or three nationalities on board. In such
circumstances crews seemed to be divided more strongly on the lines of nationality and sometimes
occupational hierarchies were re-aligned on board to coincide with nationality rather than rank.
In order to facilitate the safe operation of vessels, companies should ensure that there are high
levels of fluency in the working language of the ship amongst their employees. They also urge that anti-
discrimination policies should be adopted aboard ship, and that the circulation of material reinforcing
national stereotypes should be avoided.
Most sailors experience having multinational crews on board a particular merchant vessel, be it a
tanker, cargo or passenger ships. According to the recent assessment, almost two-thirds of ships
operate with more than two nationalities and as many as one in ten ships operate with more than five
different nationalities on board."
Seafarers International Research Center (SIRC) in Cardiff found out that multi-national crews can
function effectively as both social groups and working groups.

1.

a. Translate and comment upon the main ideas in the following fragment:
b.

Give the meaning for the underlined words. For example:
researcher: a person who study a subject thoroughly, especially in order to discover (new) information
or reach a (new) understanding.
cohesive: united and working together effectively

What if there are five or six nationalities on board ship?
If there are more five or six nationalities on board a merchant vessel, the researchers found out
that the whole ship was a much more cohesive unit" because they are bound to use English as a
common language.

67

The sailor personally attests that well-qualified and experienced seafarers respect other well-
qualified, experienced seafarers' ability regardless of nationality."
More often than not, work and social life on board ship overlap so much. If the nationality
becomes an issue, cliques or groupies develop and minorities are isolated. It will lead to the
deterioration of work management and operational effectiveness.

The SMCP builds on a basic knowledge of the English language. It was drafted on purpose in a
simplified version of Maritime English to reduce grammatical, lexical and idiomatic varieties to a
tolerable minimum, using standardized structures for the sake of its function aspects, i.e. diminishing
misunderstanding in safety related verbal communications, thereby endeavouring to reflect present
Maritime English language usage on board vessels and in ship-to-shore/ship-to-ship communications.
The SMCP is divided into External Communication Phrases and On-board Communication
Phrases.
The SMCP should be learnt selectively, according to the users` specific needs rather than
completely. The instruction should be based on practice in the maritime environment and be
implemented through appropriate modern language teaching methods.

3.

What does the SMCO stand for?
4.

Study the following technical terms: air draft, capsizing, draft, flooding, leaking, unlit. Make
sentences of your own with them.

11.2.

Past perfect simple and continuous
11.2.1. Past perfect simple
The Past Perfect expresses the idea that something occurred before another action in the past. It
can also show that something happened before a specific time in the past.
Examples:
I did not have any money because I had lost my wallet.
We were not able to get a hotel room because we had not booked in advance.

With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past
Perfect to show that something started in the past and continued up until another action in the past.
Examples:
By the time Alex finished his studies, he had been in London for over eight years.
They felt bad about selling the house because they had owned it for more than forty years.
Although the above use of Past Perfect is normally limited to Non-Continuous Verbs and non-
continuous uses of Mixed Verbs, the words "live," "work," "teach," and "study" are sometimes used in
this way even though they are NOT Non-Continuous Verbs.
Unlike with the Present Perfect, it is possible to use specific time words or phrases with the Past
Perfect. Although this is possible, it is usually not necessary.
Example:
She had visited her Japanese relatives once in 1993 before she moved in with them in 1996.

11.2.2. Past perfect continuous
We use the Past Perfect Continuous to show that something started in the past and continued
up until another time in the past. "For five minutes" and "for two weeks" are both durations which can
be used with the Past Perfect Continuous. Notice that this is related to the Present Perfect Continuous;
however, the duration does not continue until now, it stops before something else in the past.
Examples:

68

She had been working at that company for three years when it went out of business.
James had been teaching at the university for more than a year before he left for Asia.

Using the Past Perfect Continuous before another action in the past is a good way to show cause
and effect.
Examples:
Sam gained weight because he had been overeating.
Betty failed the final test because she had not been attending class.

Past Continuous vs. Past Perfect Continuous
If you do not include a duration such as "for five minutes," "for two weeks" or "since Friday,"
many English speakers choose to use the Past Continuous rather than the Past Perfect Continuous. Be
careful because this can change the meaning of the sentence. Past Continuous emphasizes interrupted
actions, whereas Past Perfect Continuous emphasizes a duration of time before something in the past.
Study the examples below to understand the difference.
Examples:
He was tired because he was exercising so hard.
This sentence emphasizes that he was tired because he was exercising at that exact moment.
He was tired because he had been exercising so hard.
This sentence emphasizes that he was tired because he had been exercising over a period of time.
It is possible that he was still exercising at that moment OR that he had just finished.

1.

Choose the past perfect continuous form of the verb if appropriate. If not, use the past perfect.
1.

Andrew died last week. He ...... from cancer for some time. (suffer)
2.

I ...... the view many times before, but it never failed to impress me. (see)
3.

The opposing sides in the war ...... since the president was overthrown, (fight)
4.

I ...... Megan since we were at school together, (know)
5.

For years we ...... about buying new carpets, and last weekend we finally went out and
ordered some, (talk)
6.

My car was once again in the garage for repairs. This was the third time it...... since I got it.
(break down)
7.

Before now we...... on where to go on holiday, (always agree)

2.

Can you explain the difference between these pairs of sentences?
1.

a. When I last went to Moscow, they had renovated St Basil's Cathedral.
b. When I last went to Moscow, they had been renovating St Basil's Cathedral.
2.

a. Although she tried to hide her face, I could see that Clara was crying.
b. Although she tried to hide her face, I could see that Clara had been crying.

69

1.

Use the past perfect continuous. (You will need to use a negative verb form in some
cases.)
pay / bills stay / friends smoke / cigar try / to steal / car
attend / classes cycle / quite fast

1.

She returned to the house where she........
2.

Sue........until she reached the hill.
3.

By the smell in the room and his guilty expression I could tell that Alex ........
4.

The principal called Carmen into his office because she ........
5.

I had to give Peter some money when I found out that he ........
6.

He told the police that he........ He said he thought it belonged to his brother.

2.

1.

adrift
2.

briefing
3.

casualty
4.

derelict
5.

list
6.

roll call

a.

case of death in an accident or shipping disaster
b.

the act of checking who of the passengers and crew members are present
c.

goods or any other commodity, specifically a vessel abandoned at sea
d.

floating, not controlled, without a clearly determinable direction
e.

concise explanatory information to crew and/or passengers
f.

inclination of the vessel to port side or starboard side

Progress test
1.

Translate and expand on the main points:
Solving multicultural issues
Engaging in many recreational activities can solve issue arising on board ship. Ship
managers should know what kind of recreation is effective to a particular culture.
In many interviews, many western seafarers or coming from Europe dislike karaoke
evenings while Filipinos love them (because it originated from us). Most European seafarers
feel good when they are able to drink alcohol; but most companies don't allow alcohol, only
beer if taken in a daily basis.
Seafarers should be treated as regular people, although the risks in their working
environment are heavier than those who are working land based.

2.

Using the words in parentheses, complete the text below with the appropriate
tenses.
1. When I (arrive) ....... home last night, I discovered that Jane (prepare) a beautiful
candlelight dinner.
2. Since I began acting, I (perform) ....... in two plays, a television commercial and a TV
drama. However, I (speak, never even) ....... publicly before I came to Hollywood in
1985.

70

3. By the time I got to the office, the meeting (begin, already) ....... without me. My boss
(be) ....... furious with me and I (be) ....... fired.
4. When I (turn) ....... the radio on yesterday, I (hear) ....... a song that was
popular when I was in high school. I (hear, not) ....... the song in years, and it (bring)
....... back some great memories.
5. Last week, I (run) ....... into an ex-girlfriend of mine. We (see, not) ....... each
other in years, and both of us (change) ....... a great deal. I (enjoy) ....... talking to
her so much that I (ask) ....... her out on a date. We are getting together tonight for
dinner.
6. When Jack (enter) ....... the room, I (recognize, not) ....... him because he (lose)
....... so much weight and (grow) ....... a beard. He looked totally different!
7. The Maya established a very advanced civilization in the jungles of the Yucatan; however,
their culture (disappear, virtually) ....... by the time Europeans first (arrive) .......
in the New World.
8. I (visit) ....... so many beautiful places since I (come) ....... to Utah. Before
moving here, I (hear, never) ....... of Bryce Canyon, Zion, Arches, or Canyonlands.

3.

Complete the sentences with appropriate verbs, using the same one for each
sentence in the pair. Use the past perfect continuous if it is possible; if not, use the
past perfect.
1 a She took a bottle from the bag she..............................all the way from home.
b The avalanche..............................them 500 metres down the mountain but no-one
was hurt.
2 a We..............................for visas well before our departure date, but still hadn't heard
anything by the day we were due to leave.
b She..............................for jobs, without success, since leaving university.
3 a He..............................all the way from New York to see me.
b When the plane was diverted, it..............................from London to Frankfurt.
4 a She..............................for the same company since she qualified.
b He..............................finally..............................his way up from the shop floor to a
management position.

1.

1.

had been staying with friends.
2.

had been cycling quite fast.
3.

had been smoking a cigar.
4.

hadn't been attending classes.
5.

hadn't been paying his bills.
6.

hadn't been trying to steal the car.

2.

1. d; 2. e; 3. a; 4. c; 5. f; 6. b.

71

References
1995.
***, IMO Standard Marine Communication Phrases (SMCP), Rijaka College of Maritime
Studies, Rijeka, September, 2000.
http://www.studentcell.net/News/Cultural_Norms.asp (19.04.2011)

72

Unit 12

Cargo work

Contents Page

Objectives.. 72
12.1. Types of cargo and the way of loading and unloading it.
72
12.2. Advantages and disadvantages of containerization .
73
12.3. Determiners .
73
Progress test... 75
References.. 76

73

XII.

Cargo work
12.1.

Objectives

-

reading comprehension skills - types of cargo and the way of
loading and unloading it; advantages and disadvantages of
containerization;
-

language development - determiners.

Merchant ships are designed to carry cargo. The cargo which they carry may be divided into two
basic types: bulk cargo and general cargo. The former consists of a single cargo, which is usually carried
loose. The latter consists of a variety of goods, which are packed separately. Bulk cargo is carried in
specially designed vessels, therefore stowage presents few problems. With general cargo stowage
presents many problems, because each item, which is different in shape and size, has its own type of
packaging and characteristics.
Cargo which is carried in bulk can be divided into liquid or dry bulk cargo. Liquid bulk cargo is
carried in tankers. Most are designed to carry crude oil, which is transported to the refineries, or its
refined products, such as fuel oils. The oil is carried in tanks which are connected by a system of pipes to
a central manifold. The cargo is pumped on board at the loading port by shore pumps. At the discharging
port the ship pumps the oil ashore using her own pumps, which may be of the reciprocating or the
centrifugal type. Dry bulk cargo is carried in bulk carriers. The cargo, which includes grain, iron-ore, coal
and sugar, is carried in self-trimming holds. It is unloaded automatically by buckets on a conveyor belt
system or through large tubes. Although the cargo stows itself, it is important to maintain the ship's
stability and to make sure that the cargo will not move during the voyage. Dry bulk cargo is unloaded by
huge grabs on cranes or by giant suction tubes which are called elevators.
General cargo can be divided into containerized, non-containerized and refrigerated cargo. Cargo
which is not in containers presents the greatest stowage problem, because each commodity has its own
type of packaging and characteristics. Goods may be in bags, bales, cases or steel drums. Individual
pieces of machinery which are large and awkward may not be packaged at all. Cargoes which have a
strong odour, such as tobacco and rubber, will taint delicate cargoes, such as tea and rice. Cargoes which
are dusty, such as cement and fertilizers, leave a residue behind them. Heavy cargoes must not be
stowed on top of fragile ones. This can cause problems if the heavy cargo has to come out first. General
cargo which is not in containers is carried in multi-deck vessels. To help with the problem of stowage
many types of general cargo are now being put into containers of standard dimensions. Containers,
which are 8 feet high and 8 feet wide (2.44m x 2.44m) and 20 feet or 40 feet (6.1m or 12.2m) in length,
are carried in specially designed container ships and loaded and unloaded by special cranes from the
quayside. The containers are stowed both above and below deck. Cargo which is perishable, such as
meat, fruit and dairy produce, is carried in ships which have refrigerated holds. These are designed to
keep food at the correct temperature. Some food, such as fish, is frozen solid, other food, such as fruit, is
only chilled. Mutton and lamb are stowed fore and aft, beef when chilled is hung from hooks, which slide
along rails. Eggs and butter, which are packed in cases, are easily tainted. Fruit needs good ventilation.
Refrigerated cargo is loaded in the same way as general cargo which is non-containerized.

1.

Answer these questions in complete sentences:
1.

What is bulk cargo?
2.

What is general cargo?

74

3.

Why is bulk cargo easier to stow than general cargo?
4.

What type of pumps may tankers have for unloading oil?
5.

What type of cargoes will taint delicate cargoes?
6.

Why are general cargoes now being put into containers?
7.

What are the dimensions of a container?
8.

What sort of cargo is carried in refrigerated holds?

Advantages and disadvantages of containerization
Time is an important factor and is directly related to cost, because in any service time costs
money. Containerization reduces handling and less handling means less time is necessary for
transporting the goods. Time is further reduced by the easier stowage of containers compared with non-
containerized general cargo. Containers are of a standard shape and dimensions, therefore they are
easily stowed. In addition to easier stowage, containers are more easily loaded and unloaded. This is
done quickly by special cranes. Time is also reduced by the fact that less handling means less paperwork.
Because the goods remain in the container they do not have to be checked when loaded and unloaded
into and off the ship.
But containerization also has a number of disadvantages. These concern cost and, what might be
called, inconvenience. With reference to cost, a containerized transport system is expensive to establish.
The ship owner has not only to buy specially designed container ships, but also the containers to go with
them. However, these can be hired and some shippers provide their own containers. Special port
facilities, such as special cranes, must also be provided by the port authority. These are expensive to
build and beyond the means of some countries and port authorities.

1.

Point out the containerization problems:
Containerization causes a number of problems. Not all cargo can be put into containers.
However, the percentage of non-containerizable cargo falls each year as new types of container are
introduced. Another inconvenience is that different types of container are needed for different journeys
and different times of year. It may also be difficult for a small shipping company to fill a container to
capacity with compatible cargo. It is uneconomical to carry half full containers in a ship. However, these
difficulties have largely been overcome by the co-operation of all those involved. Finally, a containerized
system of transport depends on good road and rail links with the port and the surrounding countryside.
In some countries these have not yet been developed.

12.2.

Determiners
Determiners are used in front of nouns to indicate whether you are referring to something
specific or something of a particular type.
Determiners are different to pronouns in that a determiner is always followed by a noun.
Therefore personal pronouns (I, you, he, etc.) and possessive pronouns (mine, yours, his, etc.) cannot be
determiners.
The definite and indefinite articles a/an/the are all determiners.
You use a specific determiner when people know exactly which thing(s) or person/people you
are talking about.
The specific determiners are:

the definite article : the;

demonstratives : this, that, these, those;

possessives : my, your, his, her, its, our, their;
Example:
"The dog barked at the boy."

75

"These apples are rotten."
"Their bus was late."
You use general determiners to talk about people or things without saying exactly who or what
they are.
The general determiners are:

the indefinite articles : a, an;

a few, a little, all, another, any;

both, each, either, enough, every;

few, fewer, less, little, many, more, most, much;

neither, no, other, several, some;
Example:
"A man sat under an umbrella."
"Have you got any English books that I could have?"
"There is enough food to feed everyone."

Either and Neither
Either and neither are used in sentences concerning a possible choice between two items.
Either can mean one or the other (of two) or each of two.
Example:
I've got tea and coffee, so you can have either. (One or the other)
The room has a door at either end. (Both)
Neither means not the first one and not the second one.
Example:
Neither of the students were listening.

1.

Complete the sentences with the correct preposition of place: underneath, under, over, on top
of, in front of, below, behind, above.
1.

The clouds are ...... the horizon.
2.

Cargo is usually stowed ...... deck.
3.

The helicopter hovered ...... the platform.
4.

The student put the flame ...... the flask.
5.

His suitcase lay ...... his bunk.
6.

The spanner was found ...... the tarpaulin.
7.

The navigator sat ...... the pilot.
8.

He stood ...... the mirror.

2.

Complete the sentences with (a) few (of), (a) little (of), the few, or the little.
1.

Although the play is set in Italy, ...... the characters are Italian.
2.

Jim, Bill, Sue and Gill were just...... those who came to say goodbye.
3.

I saw him first...... after midnight.
4.

Unfortunately, much of the early history of Zimbabwe is still unknown. For example, we
know...... about the early patterns of settlement.
5.

Because it was cheap, and we didn't have much money, ...... us used to go to the cinema every
Saturday morning.
6.

It will take...... time, but I'm sure you'll learn the rules of cricket eventually.
7.

Stephen and...... his friends were waiting for us in the park.
8.

The play was poorly attended, but...... people who came had a very good evening.

76

9.

Many questions were asked, but...... were answered.
10.

The soldiers seemed to have...... idea who they were fighting against or why.
11.

After the plane crashed in the desert, the survivors divided ...... water they had left between
them.

1.

Complete these sentences with some or any.
1.

She's going on holiday with...... friends in August.
2.

I'm sure he doesn't have...... evidence for his accusations.
3.

There was never...... question that she would return home.
4.

Wasn't there...... problem about your tax last year? I remember you telling me about
it.
5.

It is reported that there has been...... improvement in the President's condition.
6.

There is seldom...... world news in the "The Daily Star".
7.

I hope there wasn't...... damage to your car.
8.

Joan's mother scarcely ever let her have...... friends round.
9.

'I'm going on holiday next week.' 'But haven't you got...... important work to finish?'
10.

There can hardly be ...... doubt that he is the best tennis player in the world.

2.

Complete this diagram to form a summary of the basic types of cargo:

Progress test
1.

Translate and comment upon the relative pronouns:
The Suez Canal, which took ten years to build, was opened on 17 November, 1869. It
was designed by Ferdinand de Lesseps, who was a French engineer. The Canal, which is 105
miles long, joins the Mediterranean Sea to the Red Sea. Although it is twice as long as the
Panama Canal, it cost half as much to build. This was because Suez is a sea-level canal from
end to end, therefore locks, which are expensive to build, are unnecessary. The Canal, which
was originally 58 metres wide at the surface and about 6 metres deep, has been widened and
deepened several times since it was opened. It is now about twice its original breadth and
depth. Until 1956 the Canal was operated by the Suez Canal Company. Since this date it has
been operated by the Egyptian government, who plan to increase its depth to take
supertankers.

2.

Fill each of the numbered blanks with one of the words listed.
all whole none no both neither either

Life has slowly changed for the (1)..........of our family. We were (2)..........very close once, my

77

wife and I and our two daughters. Aged twelve and eleven, they were (3)..........angels, keen,
enthusiastic, communicative, (4)..........of them, nearly (5)..........the time. When we meet up
nowadays (6)..........of us feels that comfortable. Oh yes, there are a few moments when we
(7)..........hug and ask each other for an update. Then when we (8)...........sit down to either
lunch or dinner - (9)..........of my daughters seems very keen to eat at the same time as us
anyway - (10)..........of us seems to have that much to say. (11)..........my daughters resent
questions about their activities and I can't ask (12)..........of them about their current
boyfriends without (13)..........of them ganging up on me and telling me to be quiet. On the
(14).........., I find eating while watching a soap with them the best way out. (15)..........of the
girls seems at all interested in what (16)..........my wife or I are doing. (17)..........I can say is
that life was much easier and more comfortable when (18)..........of them could utter
anything more than 'goo-goo' and 'da-da' and (19)..........my wife and I could settle down for a
meal without feeling strangers in our own home. I suppose that time and tide wait for
(20)..........man.

1.

Some, any, any, some, some, any, any, any, some, any.
2.

bulk: liquid, dry; general: containerized, non-containerized, refrigerated

References

78

Unit 13

Maritime incidents

Contents Page

Objectives.. 78
13.1. Maritime incidents: piracy and maritime terrorism, collision .
80
13.2. SMCP external communication phrases: armed attack / piracy ...
80
13.3. Reflexive pronoun ...
82
Progress test.. 83
References. 83

79

XIII.

Maritime incidents
13.1.

Objectives

-

reading comprehension skills - maritime incidents: piracy and
maritime terrorism, collision; SMCP - external communication
phrases: armed attack / piracy;
-

language development: reflexive pronoun.

Incidents at sea
strikes, boycotts, actions by environmental objectors, industrial disputes;
collision, grounding, stranding, striking FFO's;
indirect effects of certain weather conditions;
fire, explosion, mechanical breakdown on land;
port closures, obstructions, or high levels of water;
illness, death or injury on board the vessel or caused by the vessel;
stowaways, saving life at sea, rescuing of refugees;
desertion of the crew;
presence of drugs onboard (actual or alleged);
pollution caused by the entered vessel (actual or alleged);
quarantine... and more.

Onboard Incidents: officer or crew strikes, a wide variety of other incidents including collision /
grounding, drugs on board, piracy, kidnap, ransom, stowaways, machinery damage etc. usually leading to
a vessel going off-hire.

Piracy existing definitions
There are two common definitions of piracy. The first, used by the IMO (International Maritime
Organization), derives from the U.N. Convention on the Law of the Sea (UNCLOS). It says that: Piracy
consists of any of the following acts:
(a) any illegal acts of violence or detention, or any act of depredation, committed for private ends by the
crew or the passengers of a private ship or a private aircraft, and directed:
(i) on the high seas, against another ship or aircraft, or against persons or property on board
such ship or aircraft;
(ii) against a ship, aircraft, persons or property in a place outside the jurisdiction of any state;
(b) any act of voluntary participation in the operation of a ship or of an aircraft with knowledge of facts
making it a pirate ship or aircraft;
(c) any act of inciting or of intentionally facilitating an act described in subparagraph (a) or (b)."
The IMB (International Maritime Bureau) offers another definition of piracy: an act of boarding
or attempting to board any ship with the apparent intent to commit theft or any other crime and with
the apparent intent or capability to use force in the furtherance of that act.3. The IMB's definition is
broad and includes any attack or attempted attack on a ship, whether it is anchored, berthed or at sea.
Crimes against ships should be placed into four categories:
1. Corruption - acts of extortion or collusion against marine vessels by government officials and/or port
authorities.
2. Sea robbery - attacks that take place in port while the ship is berthed or anchored.

80

3. Piracy - actions against ships underway and outside the protection of port authorities in territorial
waters, straits and the high seas.
4. Maritime terrorism-Crimes against ships by terrorist organizations.
The distinction between maritime terrorists and pirates is also important for operational
reasons. For example, in 2003, pirates or terrorists hijacked 19 ships. If pirates take a ship to steal its
cargo or ransom the crew, then there is no further national security problem. If maritime terrorists hijack
a ship, then there could be significant follow-on security problems, like terrorists packing the ship with
explosives and using it to destroy a port or to block important waterways.

1.

Comment upon the IMB definition of piracy.
2.

Give the definition of the piracy on your own words.
3.

What should IMO and IMB do regarding the exchange of information?
What about the following answer?
The IMO and IMB should go a step further by publishing reports identifying ports that regularly cause
undue delay or those where port authorities may be conspiring with criminal groups and by publishing
instances of extortion or collusion, just as they report piracy and sea robbery. Both IMO and IMB should
issue warnings to carriers, shippers and insurers identifying ports that frequently delay vessels.
4.

Comment upon the three objectives in the fragment:
Terrorists use their maritime assets to accomplish three objectives: attacks against sea
transportation for the purpose of creating fear; smuggling arms and other contraband; and raising funds
through piracy. Although these types of activities are not yet substantially disrupting sea-lanes, terrorists
are demonstrating a growing sophistication and competence in naval attacks, which should be a cause
for worry among policymakers around the world.

Ship collision is the structural impact between two ships or one ship and a floating or still object
such as an iceberg. Ship collisions are of particular importance in marine accidents. Some reasons for the
latter are:

the loss of human life.

the environmental impact of oil spills, especially where large tanker ships are involved.

financial consequences to local communities close to the accident.

the financial consequences to shipowners, due to ship loss or penalties.

damage to coastal or off-shore infrastructure, for example collision with bridges.

As sea lanes are getting more congested and ship speeds higher, there is a good possibility that a
ship may experience an important accident during her lifetime. Higher speeds may cause larger
operational loads, like slamming, or excessively severe loads, for example during a collision. Denser sea
routes increase the probability of an accident - in particular a collision -involving ships or ships and shore
or offshore structures.

1.

Expand on the main points in the following passages:
During the last decades, the issue of impact loads on ship structures is of major concern, and
collision loads have been identified, at least in the cases of ships carrying hazardous cargo initially and
passenger ships more recently, as a phenomenon, which should be taken into consideration in the
design stage of a ship.
2.

Oil pollution measures - give the main ideas:
Spills of oil on board need not result in pollution of the sea if simple safeguards are observed. A
series of checks must be carried out when handling oil cargoes. These include, plugging of scuppers,
inspection of the line connections at the manifold, as well as sealing of the overboard discharge valves.

81

An important aspect of pollution precaution is good communication between ship and shore. It is
essential that there be complete understanding between the shore operatives and the ship's officers
over every aspect of the planned operation.

SMCP external communication phrases
Armed attack / piracy
1. I am / MV ... under attack by pirates.
1.1. I / MV ... was under attack by pirates.
2. I require / MV ... requires assistance.
3. What kind of assistance is required?
3.1. I require / MV ... requires
~ medical assistance.
~ navigational assistance.
~ military assistance.
~ tug assistance.
~ escort / ... .
4. Report damage.
4.1. I have / MV .. has
~ no damage.
~ damage to navigational equipment / ... .
4.2. I am / MV ... not under command.
5. Can you / can MV ... proceed?
5.1. Yes, I / MV ... can proceed.
5.2. No, I / MV ... cannot proceed.

Abandoning vessel
I / crew of MV ... must abandon vessel ... after explosion / collision / grounding / flooding / piracy /
armed attack /....

13.2.

Reflexive pronouns
When the Subject and the Object in a sentence refer to the same person or thing we use a
Reflexive Pronoun.
It is the only area of English grammar that is reflexive.

If you are using YOU in the plural, the reflexive pronoun is yourselves.
Examples of sentences using reflexive pronouns:
My daughter likes to dress herself without my help.
I taught myself to play the guitar.
My cat always licks itself.

When we use reflexive pronouns.
1. When the subject and the object refer to the same person or thing.
He accidentally cut himself while he was chopping the vegetables.
She bought a present for herself.
We helped ourselves to the free drinks at the launch party.
They injured themselves during the rugby match.
I enjoyed myself at the concert.
The dog is scratching itself - it must have fleas!

82

2. We use them for emphasis.
The author signed the book for me herself!
I did it myself.
3. In some cases we use it to have a similar meaning to also.
Annabelle was pretty happy last night. I was pretty happy myself.

When we don't use reflexive pronouns.
1. There are a number of verbs in English with which we rarely or never use reflexive pronouns (as they
are in other languages).
They include: adapt, behave, complain, concentrate, get up, hide, lie down, meet, move, relax,
remember, shave, shower, sit down.
2. After a preposition of place or location we use a personal pronoun and not a reflexive pronoun.
He put the backpack next to him.

Ourselves, Themselves and Each Other
1. We use each other when two or more people or things perform the same action to the other.
Our neighbors were shouting at each other all night.
My brothers always compete with each other in sport.
2. Take note of the difference between these two sentences:
Mark and Sarah killed themselves. (They each committed suicide).
Mark and Sarah killed each other. (Mark killed Sarah and she killed Mark).

More about Each Other
We use the reciprocal pronoun each other when the action is between two people, and not reflexive.
They stared into each other's eyes.
The hate each other.
And to make the contrast clearer:
Mike and Carol bought each other presents for Christmas
(Mike bought a present for Carol and Carol bought a present for Mike).
is very different to
Mike and Carol bought themselves presents for Christmas
(Mike bought a present for himself and Carol bought a present for herself).

Reflexive Pronouns with Objects
We use verb + reflexive pronoun + object when we do something for ourselves.
She cooked herself a quiche.
We taught ourselves French.
We use verb + object + reflexive pronoun when we want to emphasize that another person did not do
the action (or assist).
I repaired the tire myself.
They did the homework themselves.
My brother spoke to his boss himself about a raise.

By + Reflexive Pronouns
We use by + myself/yourself/himself etc. when we are alone or not with another person.
Jacob went to the party by himself.
Emma was sitting by herself.

83

3.

Correct these sentences if necessary. Put a v if the sentence is already correct.
1.

I had a swim, quickly dried -me, and put on my clothes.
2.

Now that he was famous, he heard a lot about himself on TV and radio.
3.

Why don't you bring the children with you?
4.

You ought to be ashamed of you.
5.

They pulled the sledge behind themselves through the snow.
6.

She put out her hand and introduced herself as Antonia Darwin.
7.

'Have you ever been to California?' 'No...Oh, yes, once,' he corrected him.
8.

I could feel the ground start to move under me.
9.

They applied them to the task with tremendous enthusiasm.
10.

It was another rainy Sunday afternoon and we didn't know what to do with us.
11.

She should look after herself better. She's lost a lot of weight.

4.

Fill in the correct reflexive pronouns.
1.

I did not want to believe it and then I saw the UFO .........
2.

The girl looked at ........ in the mirror.
3.

Freddy, you'll have to do your homework .........
4.

You don't need to help them. They can do it .........
5.

I introduced........ to my new neighbour.
6.

Boys, can you make your beds ........?
7.

She made........ a pullover.
8.

What happens when a fighting fish sees........ in the mirror?
9.

The father decided to repair the car ........
10.

We can move the table .........

1.

Create a situation on: armed attack / piracy" using SMCP.

2.

Add an appropriate reflexive pronoun to each sentence to add emphasis. If it is
not possible to put a reflexive pronoun, write X.
1.

All you have to do is hide......behind the door and shout 'Surprise!' when she walks
in.
2.

They're always complaining ......about my cooking.
3.

George's mother didn't want him to take the job on the oil rig. In fact, George didn't feel
very happy about it......
4.

There's no need for you to come, I can carry the shopping.......
5.

Young people......need to get more involved in politics.
6.

I don't have any trouble getting to sleep, but I always wake ......up very early.
7.

That's a beautiful sweater, Susan, did you knit it......?
8.

For an explanation we need to look back to the beginning of the Universe......
9.

I find that I get......tired very easily these days.
10.

You and Bridget ought to relax......more - you're working too hard.
11.

Amy was only three when she started to wash and dress......
12.

I haven't tried it ......, but I'm told that karate is very good exercise.

84

Progress test
1.

Translate and give definition for the underlined words:
Whether a ship is on the high seas or in territorial waters, boarding and attacking a
ship while underway requires more organization and equipment than robbing a stationary
ship in port. Boarding a moving ship is far more difficult than boarding a stationary one in
port. In 2003, pirates boarding stationary ships (anchored or berthed) were successful 90
percent of the time, but they were only successful in 58 percent of their attempts to board a
steaming vessel. Pirates often use guns when attacking ships underway because the vessel
must be slowed or stopped before boarding is possible.

2.

Add an appropriate reflexive pronoun to each sentence to add emphasis. If it is not
possible to put a reflexive pronoun, write X.
1.

All you have to do is hide ...yourself... behind the door and shout 'Surprise!' when she
walks in.
2.

They're always complaining.....................about my cooking.
3.

George's mother didn't want him to take the job on the oil rig. In fact, George didn't feel
very happy about it......................
4.

There's no need for you to come, I can carry the shopping......................
5.

Young people.....................need to get more involved in politics.
6.

I don't have any trouble getting to sleep, but I always wake.....................up very early.
7.

That's a beautiful sweater, Susan, did you knit it.....................?
8.

For an explanation we need to look back to the beginning of the Universe......................
9.

I find that I get.....................tired very easily these days.
10.

You and Bridget ought to relax.....................more - you're working too hard.
11.

Amy was only three when she started to wash and dress......................
12.

I haven't tried it....................., but I'm told that karate is very good exercise.

1.

1.

MV Rainbow" is under attack by pirates.
2.

MV Rainbow" requires assistance.
3.

What kind of assistance is required?
3.1. MV Rainbow" requires navigational assistance.
4.

Report damage.
4.1. MV Rainbow" has damage to navigational equipment.
5.

Can MV Rainbow" proceed?
5.2. No, MV Rainbow" cannot proceed.
2.

1. yourself; 2. x; 3. himself; 4. myself; 5. themselves; 6. x; 7. yourself; 8. itself; 9. x; 10. x; 11.
herself; 12. myself

References
Kluijven, P., C., The International Maritime Language Programme, Alk Heijnen Publishers, Alkmaar, The
Netherlands, 2003.
Swindells, N.S., Glossary of Maritime Technology Terms, Institute of Marine Engineers, London, 1997.
***, IMO Standard Marine Communication Phrases (SMCP), Rijaka College of Maritime Studies, Rijeka,
September, 2000.

85

Unit 14

Safe working practice on board

Contents Page

Objectives. 85
14.1. W arnings and advice concerning safe working practice on board .
85
14.2. Duties and responsibilities of the crew members ...
85
14.3. M odals
86
Progress test.. 89
References. 90

86

XIV.

Safe working practice on board
14.1.

Objectives

-

reading comprehension skills - warnings and advice concerning safe
working practice on board; duties and responsibilities of the crew
members;
-

language development - modals.

Protection around cargo hatches and other deck openings
Every cargo hatchway should be protected by means of a coaming or fencing to a height of at
least 1 m above the deck.
Hatch covers, pontoons and beams that have been removed should be placed so as to leave a
safe walkway from rail to hatch coaming and fore and aft.
Access within cargo spaces and holds should be kept clear.
Mechanically, hydraulically and electrically powered hatch covers should be opened and closed
only by designated members of the ship's crew or other authorized persons. The hatches should only be
operated after ensuring it is clear to do so.
Any openings through which a person might fall should be fitted with secure guards or fencing of
adequate design and construction.
Guard-rails or fencing should consist of an upper rail at a height of 1 m and an intermediate rail
at a height of 50 cm. The rails may consist of taut wire or taut chain.

1.

Summarize the protection around cargo hatches.

General duties and responsibilities of seafarers
Seafarers should participate in ensuring safe working conditions and should be encouraged to
express views on working procedures adopted as they may affect safety and health, without fear of
dismissal or other prejudicial measures.
Seafarers should have the right to remove themselves from dangerous situations or operations
when they have good reason to believe that there is an imminent and serious danger to their safety and
health. In such circumstances, the competent officer should be informed of the danger forthwith and
seafarers should be protected from undue consequences, in accordance with national conditions and
practice.
If a seafarer does not fully understand an order, instruction or any other communication from
another seafarer, clarification should be sought.
Seafarers have a duty to be particularly diligent during fire, lifeboat and other drills and emergency
training.
The crew should implement the ship-owner's safety and health policy and programme as
delegated to them by the master in a diligent and professional manner and demonstrate their full
support for shipboard safety. They should do everything in their power to maintain their own health and
safety as well as the health and safety of other crew members and other persons on board.

1.

Point out some responsibilities for seafarers.

87

14.2.

Modals
Modals express the mood a verb, such as ability, possibility, necessity, or another condition.
They are used with a main verb to form a sentence or a question. Modals are not conjugated, have no
tense, and cannot be used without a main verb.

Can

The modal can indicates possibility or ability:
Wild animals can be dangerous.

In questions, the modal can requests permission to do something or to ask about possibilities:
Can I help you?

Could

Could indicates possibility or ability in the past:
I could have told you that.

Could speculates about future possibilities. In the following examples could and might are
synonymous.
It could / might rain tonight.

In yes-no questions, could speculates about present possibilities:
Could this be a mistake?

It can also make a request. In these examples could and can are synonymous, but could is more
polite.
Could / Can you help me move this sofa?

Could indicates an option:
I could become a doctor.

The modal could is also used to form the conditional. The conditional contains an if clause and a
result clause. Could is placed in the result clause. In these examples, could expresses hypothetical
situations:

If I had time, I could play tennis with you.

Could mentions something that didn't happen because a certain condition was not met:
I'm glad we took umbrellas. We could have gotten soaked.

Shall and Will

The modals shall/will + main verb are used to create future tenses. These modals indicate an
intention or an action that is expected to happen in the future.
I will / shall close the door for you.
They will / shall leave tomorrow at 8:00.

In wh- questions, shall and will ask about options.
How will / shall you get here?

In yes-no questions, shall and will have different meanings. Will asks a favor.
Will / Shall you turn off the TV?
Will / Shall you stop whining?

Will also asks for information or knowledge about somebody or something.
Will / Shall Mars be visited by humans within twenty years?

May and Might

The modals may and might indicate an uncertain future action. These two modals are
synonymous.

88

This may / might be a bad idea.

May or can gives instructions or permission.
You may / can begin the exam in ten minutes.

In yes-no questions that make a request, you can use may or can. May is more polite.
May / Can we have some more water, please?

Must

The modal must indicates an obligation.
Tom must see a doctor immediately.

Must also indicates an assumption or probability.
He must have done that before moving to Spain.

In wh- questions, must is an obligation and can be replaced with the modal should. In American
English, should is much more common in these types of questions.
When should / must we be there?

Must can sometimes form rhetorical questions, when you want the person to stop doing
something.

Should and Ought (to)

The modals should and ought to indicate an obligation. These two modals are synonymous.
I should / ought to go home now.

Would

Would followed by like is a polite way of stating a preference.
We would like a room with a view.

In questions, would + subject + like is a polite request for a choice to be made.
When would Tom like this delivered?

Would can make a request sound more polite.
Would you stop making that noise?

Would explains an action as a result of a supposed or real condition.
I would go with you if I didn't have to work.

Would introduces habitual actions in the past.
When I was a student, I would go swimming every day.

1.

Complete the sentences using the modal verbs.
1.

....... I help you find your keys?
2.

We ....... not ....... to deliver the cargo that day because we met with unexpected
problems.
3.

At first he refused, but later I....... to convince him.
4.

We....... to enter the port as soon as our berth is clear.
5.

You....... always follow an instruction given by a VTS-station.
6.

I ....... able to help you tomorrow, because we....... be closed.
7.

When he was young he was very strong. He....... work for day without stopping.
8.

He....... go to the hospital, because he had been in an accident.
9.

You ....... advised me not to come. Why didn't you?
10.

The vessel....... have sailed out on time if the weather hadn't been that bad.
11.

....... I borrow your pen, please?
12.

Tomorrow is my day off, so I don't....... go to work.

89

13.

I don't know where she is. She ....... have gone home.
14.

We ....... store this cargo in refrigerated holds, otherwise it....... deteriorate.
15.

We're not sure, but they ....... be telling the truth.
16.

I think you ....... wear a helmet when you enter the hold.
17.

They....... to enter, but they had to wear helmets.
18.

....... they be able to discharge the vessel before noon?
19.

It was bitterly cold, so we....... preheat the engine before starting.
20.

He starts working at 7 a.m., so he....... get up early.
21.

....... we....... to anchor in our present position, or do we proceed to the
emergency anchorage?
22.

....... we try to solve this problem for you?
23.

Usually they....... assist you with it, but not tomorrow.
24.

It was a big mistake! You....... not have entered the fairway without a lookout.
25.

The operator told us that we....... to wait for high tide.
26.

The operator has just told us that we....... have to wait for higher tide.
27.

Unfortunately he....... not....... to assist you right now, because he's having lunch.

2.

Which sentence, (a) or (b), is most likely to follow the one given?
1.

Don't throw the picture away, give it to Tony.
a He might have liked it. b He might like it.
2.

When she went out this morning she left her briefcase here.
a She might have meant to leave it behind. b She might mean to leave it behind.
3.

Nobody knows where the jewels have gone.
a They might have been stolen. b They might be stolen.
4.

Don't throw away the rest of the meat.
a We might have wanted it for dinner. b We might want it for dinner.
5.

Don't wait for me.
a I might have been a few minutes late. b I might be a few minutes late.

1.

Give the definition for the following terms: fencing, hatch, dismissal, diligent.
2.

Complete these sentences with a form of have to or must (whichever is more
likely) + an appropriate verb.
1.

He's got a lung problem and he..... (go) to hospital every two weeks.
2.

You ..... (come) and visit us soon. It would be so nice to see you again.
3.

That's really good news. I..... (tell) my friend, Steve.
4.

I always sleep through the alarm clock. My Dad..... (wake up) me every morning.
5.

As I won't be at home tonight, I..... (do) my homework during my lunch break.
6.

'Can we meet on Thursday morning?' 'Sorry, no. I..... (go) to the dentist at 11.00.'
7.

I'm feeling really unfit. I..... (take / do) more exercise.

90

Progress test
1.

Which are your duties as a seafarer?
2.

Complete the sentences using the modal verbs.
1.

....... I help you find your keys?
2.

We....... wait in the roadstead, because our berth was not clear yet.
3.

....... you sign the Mate's Receipt, please.
4.

They....... have to replace the second engineer if he's not well soon.
5.

....... you....... to avoid the shoal when you entered the strait?
6.

It's a secret! You....... not tell anyone.
7.

I....... not proceed through this channel at this speed, if I were you.
8.

....... you please inform me whether there is a berth available?
9.

He still has plenty of time. He....... be there at 12, so he doesn't .......
hurry.
10.

He....... have been right when he said that.
11.

They....... be able to avoid a collision if they continue at this dangerous speed.
12.

I....... not count on his support, if I were you.
13.

That vessel....... to enter port, but we aren't. We ....... wait one more
hour.
14.

You don't....... to tell him that; he already knows.
15.

The vessel....... not....... to enter port because the towing-line was
broken.
16.

Doesn't she....... assist you with it?
17.

She....... assist me because I didn't know how to do it.
18.

You....... always take care of your little sister.
19.

I....... not come in, because they had locked the door.

3.

Correct these sentences where necessary, or thick them if correct.
1.

Business letters had better be brief and to the point.
2.

It's cold outside, so you had better put on a warm coat.
3.

I think children had better learn to cook at an early age.
4.

You'd better not to go out tonight. It's raining.
5.

As you are feeling ill, you'd better not go to work.
6.

Some plants had better not be grown in direct sunlight. It will damage their leaves.

1.

fencing: fences, or the materials used to make fences
hatch : opening in the deck of a ship, through which people or cargo can go.
dismissal: when an employer officially makes someone leave their job
diligent: careful and using a lot of effort

2.

1. has to go; 2. must come; 3. must tell; 4. has to wake up; 6. have to do; 7. have
to go; 8. must take / must do.

91

References

92

Bibliography
Bell, I., Gower, R., First certificate expert coursebook, Pearson Education Limited, Edinburgh, England,
2009.
Georgescu M., Outboard Communications, Editura Nautica, Constan;a, 2010.
Gui; C., I., Limba englez maritim, Editura Scorpion, Gala;i, 2003.
Kluijven, P., C., The International Maritime Language Programme, Alk Heijnen Publishers, Alkmaar, The
Netherlands, 2003.
Logie C., Vivers E., Nisbet A., Marlins English for Seafarers study pack 2, Marlins, Edinburgh, 1998.
Marcu E., Dictionary of maritime electromechanical terminology English-Romanian, Editura Nautica,
Constan;a, 2008.
Murphy, R., English Grammar in Use, 2nd edition, Cambridge University Press, Cambridge, 1995.
Murphy, R., Essential Grammar In Use, 1st edition, Cambridge University Press, Cambridge, 1990.
Nisbet A., Kutz A. W., Logie C., Marlins English for Seafarers study pack 1, Marlins, Edinburgh, 1997.
Seidman, D., The complete sailor, International Marine, 1995.
Swindells, N.S., Glossary of Maritime Technology Terms, Institute of Marine Engineers, London, 1997.
***, IMO Standard Marine Communication Phrases (SMCP), Rijaka College of Maritime Studies, Rijeka,
September, 2000.

Electrical Engineering I

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Electrical Engineering I

Încărcat de

Drepturi de autor:

Formate disponibile

1

S-ar putea să vă placă și