Documente Academic
Documente Profesional
Documente Cultură
Acest curs este destinat studenţilor de anul I, specializarea navigaţie. Cursul este alcătuit
din opt unităţi cu următoarea structură: tema unităţii, vocabularul de specialitate aferent temei;
gramatică-teorie; exerciţii de vocabular şi de gramatică, test de autoevaluare cu cheie. Exerciţiile
şi testele sunt precedate de instrucţiuni clare si modele de rezolvare a sarcinilor (tasks).
Obiectivele cursului sunt: dezvoltarea şi perfecţionarea capacităţilor de înţelegere şi
exprimare orală, citire şi scriere în limba engleză maritima; dezvoltarea şi perfecţionarea
priceperilor şi deprinderilor de folosire corectă, oral şi in scris, a limbii engleze de specialitate;
extinderea vocabularului, însuşirea şi aplicarea normelor gramaticale în exprimarea situativă
conform tematicii prezentate în unitatea de studiu.
Formarea competentelor de utilizare a limbii engleze maritime este in concordanta cu
cerintele Conventiei STCW 98(Code A-II/1).
CUPRINS
1. Dimensions
1.1. Length
1.2. Width
1.3. Depth
1.4. Expressing general dimensions
2. Vocabulary
3. Grammar.The Article and other determiners
4. Vocabulary Practice
5. Grammar Practice
6. Self-Test
7. Self-Test Answer key
1. Directions
2. Vocabulary
3. Grammar. The Adjective
4. Vocabulary Practice
5. Grammar Practice
6. Self-Test
7. Self-Test Answe key
1. Propulsion
1.1. Steering
1.2. The Bridge
2. On board communicatio phrases
2.1.Standard wheel order
2.2. Standard engine order
3. Grammar. The Adverb
4. Vocabulary Practice
5. Grammar Practice
6. Self-Test
7. Self-Test Answer key
Unit 5. NAVAL EQUIPMENT (I): GROUND TACKLE
1. Ground tackle
1.1. Vocabulary
2. Deck Fittings
2.1. Vocabulary
3. Grammar. Present Simple and Continuous
4. Vocabulary Practice
5. Grammar Practice
6. Self-Test
7. Self-Test Answe key
Unit.8 MANNING
SHIP STRUCTURE
The main body of the ship is called the hull. The hull consists of an inside framework and
an outside skin called shell plating. At the base of the hull is a heavy metal plate called the keel.
When the ship is at sea this part of the ship is under water. To make it easier to refer to parts of
the ship, the hull is divided into three areas or parts. They are the forward, amidships and after
parts. The forward part is nearest the bow. The after part is nearest the stern. Amidships is in the
centre part of the ship.
Identify the main parts of the hull in the diagram below:
In the bow, the hull is attached to the stem post. In the stern, the hull is attached to the
sternpost. The hull is divided into a number of watertight compartments. Decks divide the hull
horizontally and bulkheads divide it vertically. Deck beams support the decks and stanchions
support the bulkheads.
Label the deck beams and the stanchions on the diagram below:
Cargoes are stored in cargo holds. Cargo holds are usually situated at the bottom of the ship.
Within the hull, decks are given a special name, i.e. between decks (often called simply tween
decks). There may be upper tween decks and lower tween decks above the holds.
Bulkheads are partitions that can run either transversely (across the ship) or longitudinally
(fore and aft). Sometimes bulkheads are built so that they are completely watertight. This makes
it possible either to carry liquid cargoes, or to seal off the ship if water should break in. The
bulkhead nearest the stem must be very strong. If the ship is damaged it must remain watertight.
This bulkhead is called the collision bulkhead.
Besides the space for cargo the hull also contains the engine room, which is situated at
the after end of the ship, and a number of tanks: at the fore end of the ship is the forepeak tank,
and at the after end of the ship is the after peak tank. These tanks are used for storing fresh
water and ballast water. At the bottom of the ship is the double bottom tank, which is used for
storing fuel and water ballast.
If you look at the after part of the ship’s hull, you can see small round openings in the ship’s
side. These let light and air into the cabins, the crew’s quarters. The openings are called
portholes.
1.2. As stated previously, ships are divided off into different levels called decks. The upper
deck is the deck which is level with the top of the hull. Modern ships also have decks forward and
aft above the upper deck and these are called the forecastle deck and poop deck. Amidships
above the level of the upper deck is the superstructure. On a cargo ship the superstructure is
usually quite small. The superstructure consists of several decks each with a different purpose. In
the diagram below the four decks are named.
The lowest of the four decks of the superstructure is called the bridge deck. The crew’s
quarters and the galley are on this deck. The next deck is the upper bridge deck or saloon deck.
Here are cabins for the passengers and a lounge and saloon for their use. Above the saloon deck
is the boat deck. On this deck the officers have their accommodation and so does the captain. On
the boat deck you can also find lifeboats, which are raised and lowered into the water by davits.
The highest deck in the superstructure is called the navigation bridge. This is the nerve centre
of the ship. The wheelhouse is here and so is the chart room and the radio room. The navigation
bridge is where the ship is steered or conned from.
Look at the diagram below and name the four decks of the superstructure labelled as A to D.
What are the decks E and F called ?
2. VOCABULARY
Words and phrases
What is a noun?
A noun is a word that names a person, place, or thing. The word noun comes from the Latin word
nomen, which means name. Nouns are of different kinds: common nouns, proper nouns, abstract
nouns, compound nouns and collective nouns.
Proper nouns name a specific person, place, or thing. They are written with capital letters – Bob,
Bucharest, Britain, Monday, April, Mars, the War of the Roses, etc.
The days of the week and the months of the year are always written with capital letters (unlike in
the Romanian language) and also the names of nationalities and languages, no matter the position
in the sentence.
Some proper nouns have become common nouns, therefore they are not written with capital
letters anymore. Here there are examples of: objects named after their place of origin (china,
holland, oxfords) or objects named after those who invented, discovered, inspired them (a
hovercraft, a mackintosh, an Oscar, a tommy-private in the army, a volt, a watt).
Common nouns name any one of a class of person, place, or thing: boy, city, dog, family, food,
water, happiness. They are divided into the following groups, according to their meaning:
Abstract nouns name actions, states, sensations, senses, relations, considered to be notions. They
refer to intangible items. Examples: joy, love, friendship, greatness, labour, rest, force, etc.
Concrete nouns name objects, plants, things, phenomena and events, which we are aware of
using our senses. They refer to tangible items. Examples: moon, lion, tree, John, rain.
Collective nouns name groups of people or things: audience, family, team, crowd, council,
association, government, crew, congress, the public, etc.
Compound nouns are two or more nouns that function as a single unit. A compound noun can be
two individual words (time capsule), hyphenated words (great-uncle), combined words
(basketball).
Another important criterion in selecting nouns is their countability. According to this, we can
divide nouns into: countable and uncountable nouns.
Count nouns refer to things that we can count; they have singular and plural forms and can be
preceded by the definite article a, an. Examples: one (a) cat, two cats, flowers, children families,
days, birds, crowds, etc.
Uncountable nouns name objects that cannot be counted, they do not have plural form and do
not get the definite article. In this category we have: names of sports (football, tennis, rugby),
material or concrete mass nouns (steam, smoke, meat, silver), natural products (fat, marmalade,
milk, oil), fruit, vegetables and cereals (corn, maize, rice, rye, celery, spinach, cabbage), abstract
mass nouns (admiration, applause, age, homework, peace, youth).
! Note that nouns that are uncountable in English may be count nouns in other languages
(information, advice), or there are nouns used only in the plural form even when we are talking
about one item (trousers, clothes, jeans). We have to use a partitive noun with of when referring
to a single item (a pair of trousers, an item of clothes, a pair of jeans).
Gender of nouns
Gender is the grammatical category specific to nouns and it represents the form of nouns to show
sex difference, when speaking about animates, and the absence of gender when speaking about
inanimates.
English grammar has 3 types of gender:
Gender of personal nouns: - masculine gender: man, actor, landlord, hero, bull, brother
- feminine gender: woman, actress, landlady, heroine, cow,
sister.
This type of gender can be expressed in 3 ways:
a) lexically - with the help of different words: brother/ sister, king/ queen, man/ woman, uncle/
aunt.
b) morphologically – by adding a suffix to the masculine form (actress, hostess, princess,
goddess, waitress, heroine).
- by adding a suffix to the feminine form (widow- widower, bride-
bridegroom)
c) common gender – one form for both masculine and feminine: artist, cook, doctor,
friend, musician, cousin, parent, person, student, teacher, writer.
Gender of animate nouns – animate nouns are classified into:
a) names of big animals, which are generally of male gender (horse). There can be a distinction
male-female: horse (stallion-mare); deer (stag-hind); sheep (ram-ewe), or adding suffixes
(lion-lioness, tiger-tigress).
b) names of small animals, which are neuter, being replaced by it. In some cases there are
lexical differences: cock-hen, gander-goose, dog-bitch. There are also special gender words:
he goat-she goat, Tom cat-she cat, male frog-female frog.
Gender of inanimate nouns – these nouns are neuter: Where is my umbrella? It is in my bag/ The
truth will emerge; it always does.
Case of nouns
Case is the way in which a noun can be given a change of spelling (an inflection), which indicates
that the noun has a particular function in a clause, Case is used to denote the syntactical functions
of nouns.
The nominative case – for the nouns which are subjects in a sentence (My boy is waiting for his
friend), or predicates (He is a teacher).
The accusative case – is the case of the direct object (I ate an ice-cream an hour ago).
If there is only one object in the sentence, this is a direct object in the accusative (Shut the
window, please); if there are two objects, both could be direct objects in the accusative (I asked
him a question), or one indirect object in the dative and one direct object in the accusative (I lent
her my umbrella).
The following verbs are followed by two accusatives: ask, envy, excuse, give, forgive, offer, save,
strike, etc.
The dative case – is the case of the indirect object. It is marked by the prepositions to and for
(She gave some sweets to the children/ I bought a present for my mother).
The genitive case – expresses possession and the syntactical function of attribute. There are
several types of genitive:
a) The ‘s genitive (synthetic genitive) operates as follows: for singular nouns (girl’s
dress, Ann’s bag, teacher’s book), for irregular plural nouns (men’s car, children’s
toys), for plural nouns (boys’ cars, Dickens’ life).
b) The of genitive – is used as an equivalent of the ‘s genitive (the plays of Shakespeare). It is
used with nouns, names of things (the title of the book), with geographical places (the city of
London), for emphasizing (the arrival of his grandfather), with names of small animals (the
tail of the mouse).
c) The implicit genitive – no ‘s: audience participation, student hostel, afternoon tea (this type
of genitive is used in contemporary English, especially in journalism).
d) The double genitive – ‘s genitive + of genitive with names of people (this joke of Peter’s).
The vocative case – Bob, hurry up! / Have you got a minute, Mr. Brown?
Number in nouns
Singular number is used when the noun refers to one item. Plural number is used when the noun
refers to more than one item. Count nouns have both singular and plural forms. Uncountable
nouns and mass nouns do not normally have a plural form.
The regular plural ending of an English noun is –s (cat-cats, ship-ships, sailor-sailors).
These are the exceptions to the normal pattern:
Singular noun ending Plural noun ending
-s, -ss, -ch, -x, -zz -es`
examples: focus-focuses, princess-princesses, church-churches, box-boxes, buzz-buzzes
-o -s or –es
examples: hero-heroes, piano-pianos, potato-potatoes
consonant + y -ies
examples: baby-babies, hobby-hobbies, spy-spies
vowel + y -s
examples: boy-boys, key-keys, ray-rays, play-plays
-f -s or –ves
examples: thief-thieves, wolf-wolves, leaf-leaves, roof-roofs, dwarf-dwarfs/ dwarves
-fe -ves
examples: life-lives, knife-knives
Irregular plurals
Some nouns have two plural forms (fish-fish/ fishes). Some of them have the same form in the
singular and plural (a sheep-ten sheep, a deer-ten deer). A few change a vowel to form the plural
(man-men, woman-women, foot-feet, goose-geese, tooth-teeth, mouse-mice, louse-lice). Some
nouns form the plural in –en (child-children, ox-oxen).
Compound nouns normally form the plural by adding –s to the last word of the compound (a girl
friend-two girl friends, a bookcase-two bookcases). A compound noun formed from a verb and an
adverb adds –s to the last word (a take-away/ two take-always), but a compound noun formed
from a noun and an adverb makes the first word plural (a passer-by/ two passers-by). Compound
nouns with man or woman as the first word make both words plural (a manservant-two
menservants, a woman doctor- two woman doctors).
Some nouns referring to clothes and tools where two equal parts are joined together (trousers,
binoculars, scissors) are treated as being plural and are followed by a verb in the plural (My
trousers are torn/ The scissors are on the table). To talk about one of these items we use the
expression a pair of…(John bought a pair of jeans). To talk about more than one we talk about
however many pairs of…(Martina bought five pairs of tights).
When used as ordinary numbers, words such as dozen, thousands, million have no plural form
(nine million stars/ two dozen glasses). When used to mean an indefinitely large number, they do
have a plural form, which can be used as a partitive (There are thousands of people here/ I saw
dozens of children in the playground).
Foreign plurals
Nouns that have come into English from foreign languages can:
- keep the plural form of the language they come from (an axis-two axes, a crisis-two crises, a
thesis-two theses, datum-data)
- have plural formed according to the rules for plural in English in preference to the foreign
plurals (a memorandum-two memorandums/ memoranda, a stadium-two stadiums/ stadia)
- have two plurals: one from the foreign language and the other formed according to the rules
for plural in English (an index-indexes/ indices, a formula-formulas/ formulae)
The foreign plural is usually kept for scientific or specialized use.
4.Vocabulary Practice
a). What is the large part of a ship below the main deck consisting of an inside framework ?
b). What is the main structural part that goes along the bottom of a ship?
c). How is the hull divided?
d). Where is the cargo stowed?
e). What are the spaces contained between decks within the hull called?
f). What are the vertical partitions called?
g). How do you call the windows of the ship?
h). How do you call the deck which is level with the top of the hull?
i). What is there amidships above the level of the upper deck?
h. … …., which protect the passengers and crew from falling overboard, are linked together by
either wires or tubes.
Poop, forecastle, decks, holds, upper, above, superstructure, cargo, fore, aft
On the cargo ship, the main body of the ship, the hull, is divided into…which contain….
The deck at the top of the hull is called the…deck. Above the upper deck are the…deck and the
…decks. The poop deck is…and the forecastle is…Amidships…the level of the upper deck is
the….On a cargo ship the superstructure is usually quite small. The superstructure consists of
several…each with a different purpose.
IV. Are these statements TRUE (T) or FALSE (F)? Circle the right answer.
Exercise 3. Give the plural of the following nouns .Use them in sentences.
a) bus, town, woman, box, fly, key, bee, Englishman. tooth, wish, goose, city, potato, book, child,
leaf, life, foot, apple, toy, ball, wolf, safe, ox.
b) brush, thief, Chinese, German, donkey, shelf, fish, cliff, Swiss, inch, sheep, louse, bamboo,
handkerchief, axe, proof, phenomenon, dynamo, means, piano.
c) echo, loaf, niece, half, chief, volcano, Japanese, deer,
mouse, knife, birth, daughter, buffalo, atlas.
Exercise 4. Give the plural of the following nouns; explain the differences between the two
forms and use them in sentences: fruit, fish, damage, air, compass, pain, color.
a) man, father, brother, milkman, Englishman, son-in-law,. sportsman, nephew, boy, Mr.,
husband, uncle, chairman.
b) widower, wizard, waiter, bachelor, lord, king, bridegroom, hero, dog, bull, horse, gander, ram,
peacock ,drone.
c) duke, prince, actor, god, host, waiter, manager, tzar, sultan, poet, nephew, vixen.
Exercise 7. Form nouns by adding the appropriate noun-forming suffixes to the following
adjectives:
SUFFIX 1 2 3
-ness short existential mean
-ism cruel foolish childish
-th sane social anxious
-dom gay short long
-(i)ty/iety free wide strong
Exercise 8. Give the corresponding nouns for the following verbs and adjectives:
o To bleed, to bath, to sing, to believe, to breethe, to feed, to lose, to live, to prove, to choose;
o Broad, deep, long, strong, wide, new.
1. He knows nothing about the climate of this country. 2. Do you know the name of the typist of
the manager? 3. The new car of the friend of his cousin is a Dacia 1300. 4. Jane doesn’t know the
timetable of her daughter. 5. She does not doubt the good intentions of the parents of her husband.
6. You can easily notice die first signs of spring. 7. The dresses of the shop-girls are the best
advertisement. 8. They all welcomed the protection of the police. 9. These are the best plays of
0.8. Shaw. 10. He has been studying the folklore of Scotland for several years. 11. The parents of
all the children are present at the meeting. 12. She won’t say a word about the purpose of her life.
13. The industry of Romania is in full swing. 14. The high note of the nightingale can be easily
heard.
1. We’ve run out of orange juice; you’d better go to the grocer’s and buy some.
2. My husband’s new suit is not ready yet; it is still at the tailor’s.
3. When you go to UK don’t miss the chance to go to Madame Tussaud’s.
4. They usually buy fresh fruits at the greengrocer’s every Monday morning.
5. Have you ever seen St. James’s?
6. They decided to go to the lawyer’s tomorrow at noon.
7. On your way home you might stop at the tobacconist’s and buy some cigarettes for me.
8. I have been an employee at Ford’s for twenty years.
9. I’ll go to the hairdresser’s later.
10.Before my coming back home, I dropped into the baker’s where I bought a loaf of soft
bread and these delicious rolls.
Exercise 11. Translate into English paying attention to the genitive case:
1.This is a box. 2. That’s a lorry. 3. Where’s the knife? 4. Is it your watch? 5. This is a new
house.6. That’s an old chimney. 7. That isn’t my dress. 8. That’s a shoe. 9. Who’s this man?
10.He’s a farmer and this is his wife. 11. That’s a row of people. 12. Is it a new bridge?13.There
is a match in the box. 14. There’s no child in their family.15. Is there a dictionary on his desk? 16.
Is there a desk in that room? 17. The face of that woman is attractive. 18.The house isn’t large but
it’s comfortable. 19. Who’s that person? 20. Which book is yours?
1. Balls are round. 2. Houses have roofs. 3. These are phonemes. 4. Foxes are animals.5.
Roses are beautiful flowers. 6. Watches are small clocks. 7. Dogs have tails. 8. Those boys are
good friends. 9. These are simple sentences. 10. These aren’t boxes. 11. The children are at
school. 12. These are my notebooks. 13. My friends want to study German. 14. His brothers work
hard all day. 15. Housewives have to work very hard. 16. Children receive a lot of pleasure from
this game. 17. They live in small houses. 18. The postmen bring letters three times a day. 19. The
boys wake up at six. 20. There are some pictures on the walls.
Exercise 15. Match A and B in order to obtain compound nouns. Use them in sentences:
arm sitter
bottle pages
fast heating
Yellow chair
lawn directory
telephone mower
chewing conditioner
central bag
air opener
tea food
alarm gum
post clock
baby stop
heart tale
burglar attack
fairy office
credit lenses
bus card
bank alarm
contact account
Exercise 16 Underline the nouns in the texts and put the plural ones in the singular:
1. Thieves stole the cameras and videos from two shops in Stapleton Road yesterday. They also
took several boxes of video cassettes and hundreds of audio cassettes.
2. Two police officers were injured in a fight last night. One policeman lost four teeth. Three
other people were also injured. The police were called to the Central car park where there was a
fight involving about two dozen young men and women. Dozens of cars and two buses were
damaged.
Example: pl. thieves = sg. thief
Exercise 17. Complete the sentences with the plural form of the words in brackets:
My hotel’s a bit primitive. I’ve seen (1 mouse)_____ in my room! And there are (2 fly)_____
everywhere during the day and (3 mosquito) _____ at night. But the (4 beach) _____ are
beautiful.
There are a lot of old (5 church) _____ on the island and I’ve taken lots of (6 photo) _____ of
them.
Every day I buy two small (7 loaf) _____ of bread and some (8 fruit) _____ , usually (9 peach)
_____ , (10 orange) _____ and (11 tomato) _____ . but the (12 shelf) _____ in the shops are
almost empty, so yesterday I went fishing and caught two (13 fish) _____ for my lunch.
There aren’t any (14 bus) _____ so I walk everywhere. My (15 foot) _____ really hurt. I want to
go into the mountains. They say there are (16 wolf) _____ there.
The (17 person) _____ are very friendly. Sometimes (18 family) _____ come out to say hello
when I walk past. The (19 man) _____ have two or three (20 wife) _____ and dozens of (21
child) _____. I don’t think their (22 life) _____ have changed for (23 century) _____. It’s
certainly one of the most unspoilt (24 country) _____ I’ve ever been to.
Hi! You’re listening to GWR Radio. What a terrible morning! There have been several accidents
on the roads. A number of people were hurt in an accident on the M 32 motorway when two cars
crashed near Junction 4. And there are a few problems for rail travellers. Many trains between
cities in the west and London are running twenty to thirty minutes late.
Exercise 19. What are the eight uncountable nouns in the news report of the explosion at
Brislington?
An explosion has destroyed a chemical factory in Brislington. Thanks to the courage of the
firefighters no one was hurt. The air around the factory is still thick with smoke, and for their own
safety, residents have been told not to drink the water. Residents are worried about their
children’s health and the damage to the environment caused by the explosion.
His clothes (1 are/ is) _____ very old. His trousers (2 has got/ have got) _____ holes in them and
his glasses (3 are/ is) _____ broken. All his belongings (4 is/ are) _____ in a bag on his back. The
police often (5 stops/ stop) _____ him and (6 asks/ ask) _____ him questions. People (7 avoid/
avoids) _____ him in the streets. His earnings (8 are/ is) _____ very small. He gets 40 pounds a
week from social security. For him 40 pounds (9 is/ are) _____ a lot of money. “I’m not
interested in possessions,” he says, “mathematics (10 are/ is) _____ my passion.”
6. SELF-TEST
III. Are these statements TRUE(T) or FALSE(F). Select the correct answer.
1. The lowest of the four decks of the superstructure is called the upper bridge deck. T/F
2. Above the saloon deck is the boat deck. T/F
3. The highest deck in the superstructure is called the navigation deck. T/F
4. The bridge deck is where the ship is steered or conned from. T/F
5. The galley is the ship’s kitchen. T/F
6. The crew’s quarters and the galley are on the boat deck. T/F
6p
IV. Each pair of words contains one countable noun and one uncountable noun. Draw up
two columns and put the nouns into the appropriate column.
V. Most of these sentences have a mistake in them. Correct them, or if there is no mistake,
write RIGHT.
7. Self-Test-Answer Key
I.
1. the hull
2. framework
3. the bow
4. the stern
5. stempost
6. sternpost
7. watertight compartments
8. decks
9. bulkheads
10. stanchions
II.
1. in the holds
2. between decks or tween decks
3. to seal off the ship if water should break in
4. forepeak tank
5. afterpeak tank
6. to store fuel and water ballast
7. upper deck
8. an extension of the hull plating, which rises above the top of the upper deck
9. forecastle deck and poop deck
10. vertical posts which are linked together by either wires or tubes
III.
V.
3. ..the traffic is terrible…
4. ….because of bad behaviour…
5. RIGHT
6. Rebecca had her hair cut short
7. I give you some advice/…a piece of advice?
8. the furniture takes up too much space
9. RIGHT
10. was a less unpleasant experience
11. the luggage
12. RIGHT
Unit. 2
SHIP’S DIMENSIONS
LENGTH
A ship’s length is measured in different ways for ship’s officers, for architects and designers, and
for registry. Terms used for technical or registry purposes include registered length, tonnage
length, floodable length, and length by ABS rules. We mention these terms for familiarization
only. The more commonly used length measurements-length overall, length between
perpendiculars, and length on load waterline are discussed as follows.
A ship’s Length Overall is measured in feet and inches from the extreme forward end of
the bow to the extreme aft end of the stern. Watercraft operators must be familiar with this and
similar dimensions to safely manoeuvre the ship. The dimension is commonly found in lists of
ship’s data for each vessel.
A ship’s Length Between Perpendiculars is measured in feet and inches from the forward
surface of the stem, or main bow perpendicular member, to the after surface of the sternpost, or
main stern perpendicular member. On some types of vessels this is, for all practical purposes, a
waterline measurement.
1.2. WIDTH
A ship’s width or, more properly a ship’s breadth is expressed in a number of ways and, like
length, for a number of reasons.
A ship’s maximum/extreme breadth is measured in feet and inches from the most outboard
point on one side to the most outboard point on the other at the widest point on the ship.
1.2.2. Beam
The beam of a ship is the width of the ship (over the plating) taken at any position along the
length. When giving a brief summary of ship’s measurements there is a tendency to use the term
beam for maximum/extreme breadth.
1.3. DEPTH
The depth of a vessel involves several important vertical dimensions. They involve terms
like freeboard, draft, draft marks, and load lines. The vessel’s depth is measured vertically from
the lowest point of the hull, ordinarily from the bottom of the keel, to the side of any deck that
you may choose as a reference point.
1.3.1. Freeboard
When a ship floats, a large part of it is below the waterline. The waterline is the line at
which a ship floats in the water, depending on its load. The vertical distance from the waterline to
the edge of the lowest outside deck is the freeboard.
1.3.2. Draft/Draught
The vertical distance form the waterline to the lowest part of the ship’s bottom is the
draft. The draft is also the least depth of water in which a ship will float. The draft of a ship will
vary according to the weight with which it is loaded. A fully-loaded ship will have a deeper draft
than when unloaded. An unloaded ship will have a shallow draft. There may be a difference
between the ship’s draft aft and her draft forward according to the weight of the load carried.
Large vessels are usually vessels of deep draft or hampered vessels. They have to comply with
maritime international regulations relating to the maximum draft permitted in various navigable
areas.
A vessel that was overloaded might become unstable and sink. To stop that from happening
there are very strict laws governing the loading of ships. On the side of every vessel there is
painted a line (like the one in the drawing) which shows the safe level at which the ship floats in
water of different densities. The vessel must never be loaded so that this line goes below the level
of the water. This safety line carries the name of the man who advocated it- Samuel Plimsoll. It is
called the Plimsoll Line. A set of marks are painted on the bows, the stern and amidships. These
marks show the vertical height of the hull from the underside of the keel to just the load line.
These marks are called draft marks.
1.3.4.Trim and List
The relation of the length of the draft and the bow and stern is called the trim. The ship in
the figure below is horizontal, so we say it’s in trim. Sometimes either the bow or stern is lower
in the water than it should be. Then we say the ship is out of trim. When this happens we say that
the ship is trimmed by the head or trimmed by the stern/down by the head or down by the stern.
If the ship is out of balance from left to right, she is said to have a list. The ship may have
a list to port/starboard of….degrees. In order to upright the ship you have to transfer fuel/ ballast
water/ fresh water/oil from one tank to another to correct the list. If cargo is not properly lashed, it
may shift and cause a list of the ship to port or starboard. In this case you have to move the cargo
to correct the list.
Study the diagram below showing some important ship dimensions:
Noun Adjective
length long
width wide
breadth broad
depth deep
thickness thick
height high
1.4.2. We can describe the length, breadth, depth and height of an object by using four different
patterns:
In order to describe the radius, diameter or the circumference of an object you will have to
use only the patterns 1,2 and 3.
1.4.3. We can describe the dimensions of a ship using the following patterns:
VOCABULARY
Words and phrases
Length = lungime
LOA(length overall) = lungime maximă
LBP(length between perpendiculars) = lungime a navei între perpendiculare
LWL( length on load waterline) = lungime a navei la linia de plutire de încărcare
Width = lăţime
Breadth = lăţime a navei
Beam = lăţime maximă (a navei); traversul navei
Depth = adîncime(a apei);înal]ţime a bordului; pescaj
Freeboard = bordul liber
Draught/draft = pescaj
Draught /draft forward =pescaj prova
Draught/draft aft = pescaj pupa
Draught/draft marks = scara de pescaj/încărcare
Load lines = marca de încarcare, marca de bord liber
Plimsoll line/mark = semn Plimsoll, marca de bord liber
Trim = asietă, diferenţă de pescaj; înclinare longitudinală
Trimmed by the bow/head/stem = (navă) aprovată
Trimmed by the stern = (navă) apupată
List = canarisire, înclinare transversală permanentă/statică, unghi de canarisire/a se înclina, a se
canarisi
To have/take a list = a (se) canarisi
Counter stern = pupă cu boltă
Cruiser stern = pupă de crucişător
DETERMINERS
Definite article - the man
Indefinite article - a tree, an apple
Zero article - men, trees, apples
- that magazine
- these/those ships
our/their uniform
4. Vocabulary Practice
1. The painted line which shows the safe level at which the ship floats in water of different
densities is called the…..Line.
2. The …of a ship is the width of the ship (over the plating) taken at any position along the
length.
3. When either the bow or stern is lower in the water than it should be, we say the ship is…
… …
4. If the ship is out of balance from left to right, she is said to have a…
5. A…is the line at which a ship floats in the water.
5. Grammar Practice
Exercise 2. Fill the blanks with the requested articles and translate the text:
1. Would you like ... cup of ... tea and ... cake?
2. It is better to tell . . . truth than tell . . . lies.
3. Where is ... hat I bought yesterday?
4. Smith, ... man I told you about, is ... very man.
5. I like to eat . . . bread and ... butter in . . . morning.
6. Little Tommy goes to ... school only in … morning.
7. He went to . . . bed with . . . bad cold.
8. He crossed ... lake in ... record time.
9. He collects . . . butterflies, . . . stamps, and … matchboxes.
10. In ... autumn of ... 2003 we went on ... excursion to . . . Danube Delta.
1. He came to see me ... last week and brought… English handbook with him.
2. … good dictionary is . . . great help to . . . students.
3. ... last night I met Tommy; he said he would come here today if . . . weather were fine.
4. Come to see me on ... Saturday at ... latest.
5. He works hard by … day and sleeps soundly at night.
6. ... help came at ... last and ... swimmer was rescued.
7. He works every ... day from . . . early morning till late at . . . night.
8. He went into ... inn and asked for ... bread and … butter.
9. By ... way, he said, where is ... shop you told me about?
10. What is … matter? Have you had ... accident?
Our sun is enormous body with diameter about 108 times that of earth. It would take train,
moving at 60 miles hour; over five years to travel round its circumference. But those little
pinpoints of light we call stars are also suns, and some of them are very much larger and
brighter than one which warms our earth. One of them has diameter three hundred times greater
than that of our sun. Of thousands of millions of stars, which can be seen through powerful
telescope, only six thousand or so are visible to naked eye, and their distance from earth is so
tremendous that their combined light is only about hundredth of that shed by full moon.
(The Children’s New Illustrated Encyclopedia)
When ... sea was not too rough we were often out in … little rubber boat ... taking photographs.
I shall not forget ... first time ... sea was so calm that two men felt like … putting ... balloon-like
little thing into … water and ... going for ... row. They had hardly got clear of … raft when they
dropped ... little oars and sat ... roaring with ... laughter. And as ... waves lifted them away and
they disappeared and reappeared among … seas, they laughed so loud ... every time they caught
… glimpse of us that their voices rang out over ... desolate Pacific. We looked round us with ...
mixed feelings, and saw ... nothing comic but our own ... bearded faces; but as ... two in ... boat
should be accustomed to those by now; we began to have ... suspicion that they had suddenly
gone mad. Sunstroke, perhaps ... two fellows could hardly get … back on ... board ... Kon-Tiki for
sheer laughter, and gasping, with tears in their eyes, begged us just to go and see for ourselves.
Two of us jumped down into ... dancing rubber boat, and were caught by ... sea which
lifted us clear. We sat down at ... once and roared with ... laughter. We had never before had ...
outside view of ... ourselves in… open sea. ... raft looked exactly like … old Norwegian hay-loft
lying helpless, drifting about in ... open sea, … hay-loft full of ... sunburnt bearded ruffians. If
anyone had come paddling after us at ... sea in ... bath we should have felt ... same spontaneous
urge to ... laughter.
(Thor Heyerdahl)
Exercise 8. Fill in the spaces with the definite article wherever necessary:
1.We usually have ... lunch at 1 o’clock, which, as ... rule, consists of three courses: ...salad,
... dish and ... sweet.
2.Go to the grocer’s and buy ... dozen oranges and ... pound of coffee beans.
3.The Smiths I am talking about live in ... wonderful house and drive ... new Ford.
4.... old man suffering from ... cold should be given hot tea three times ... day.
5.What ... name to give to ... cat!
6.There was once ... lonely old woman who lived in ... hut in the
outskirts of ... large town.
7. What ... hot day for November! It’s such ... pity we can’t go for ... hike or take ... long walk
in the wood.
8.Jack! ... Mr. Thomson wants to see you at once!
9.Our friends gave us ... wonderful supper at the ambassador.
10.She needs ... moment’s peace after such ... bad piece of news.
11.The youngster was driving with sixty miles ... hour when all of ... sudden ... deer crossed
the motorway. He stopped ... few moments later and fled in ... panic without taking ... back
look.
12.He was puzzled that he should be in his office at ... time when the General Manager was
so busy.
13.During the installation of ... newly selected government there may appear many ...
surprise.
14.Mr. Sydney did not appear to be ... man who was making ... joke.
15.He was not ... addicted smoker but, now and then, late at ... night, he was longing for ...
cigarette.
Exercise 10. Fill in the spaces with the definite, indefinite or zero article wherever
necessary:
1.Good ... morning ..., uncle, said ... boy with ... large smile on his face.
2. From ... photos of ... friends and ... relatives, Mr. Abbot selected ... picture of ... Nick Price, ...
man who had come to visit them, sometime in ... early ‘50.
3. She put ... book back on ... piano and went to look out of ... window.
4. His voice was low and carefully modulated — ... voice of ... man self-conscious about ...
impression he made. “Have you ever been to ... Argentine?” he asked with ... undertone of ...
regret in his voice. .
5. Most ... critics admit that ... writer we are talking about is ... new Shaw of ... English literature.
6. Let me offer you ... cup of ... coffee, Professor.
7. He speaks ... French and ... English quite fluently but he has never been to ... France or ...
United Kingdom.
8. ... sky was starry, ... moon was shining brightly and ... night was so warm and lovely that all ...
guests decided, all of ... sudden, to take ... bath in ... cool waves of ... Atlantic 0cean.
9. That was not ... sort of ... remark expected of ... right sort of ... chap who
studied at ... UCLA.
10. Nick was reminded of ... joke he had heard at his club at ... lunch.
11. He had ... terrible feeling that ... operation was going to be ... Waterloo of his career.
12. You may go either to ... National Theatre to see ... play or to ... Capitol Cinema to see ... film.
13. ... Prime Minister picked up ... telephone and changed his day’s appointments to make ... time
to see ... deputy secretary in ... Cabinet Office. 14. ... few days later we went to ... Henry’s dinner
at ... Ritz where we met ... old Mr. Snow who claimed to be ... uncle of my wife.
15. Such ... power and ... freedom of ...decision had only five times before been given to ...
American president.
Exercise 11. Here are some expressions with the noun hand, preceded by the definite,
indefinite or zero article:
a. to bite the hand that feeds one; to give somebody the glad hand; the hidden hand; by the left
hand; to have/get the upper hand; the skip’s hand; a picture by the same hand; on the right hand;
on the one hand; on the other hand; at the best hand; to be on the growing hand.
b. to have a free hand; to have an open hand; not to lift a hand; with a heavy hand; a
hand for; an old hand at; a good hand at/in; a poor/bad hand at; to have a hand like a
foot; a cool hand; to have a hand in something; to take a hand at a game; to make a
(good/ fine/fair) hand.
c. hand in hand; the matter in hand; to take in hand; light in hand; at hand; by hand; to bind hand
and foot; supplies on hand; to have a free hand; to have an open hand; to shake hands; clean
hands; off hand; hand and glove; hand over; from hand to mouth; out of hand; at first hand;
second hand; from good hands.
A. Choose some of them and make sentences of your own.
B. Find some more new set expressions and build up sentences of your own.
Exercise 12. Put the definite or the indefinite article into the blank spaces where necessary.
Translate the jokes.
A) (1. ...) landlord was sitting with his shephard on (2. ...) hill commanding (3. ...) fine view of (4.
...) valley. Seeing (5. ...) flock of (6. ...) sheep at (7. ...) rest in (8. ...) shadiest nook, he observed
to his companion, “John, if I were (9. ... ) sheep, I would prefer to lie in(10. ...) sun.” “Ah, my
lord,” retorted (11. ...) shepherd, “were you (12. ...) sheep, you would have more sense.”
B) “If (1. ...) earthquake engulfed England, (2. ...) English would manage to meet among (3. ...)
ruins and organize (4. ...) dinner just to celebrate (5. ...) painful event.” That’s what (6. ... ) people
of (7. ... ) other nationalities are apt to say about (8. ...) English. Should (9. ...) English be
consulted on (10. ...) subject they would say (11. ...) same thing about (12. ...) French and their
love of (13. ...) good dinners.
C) (1. ...) outside temperature being ten degrees below (2. ...) zero, it was unusually cold in (3.
...) school room.
“What is (4. ...) Latin for cold?” asked (5. ...) school-master addressing one of his boys, who
seemed to be suffering from cold more than (6. ...) others. “Oh, sir,” answered (7. ...) lad, his
hands thrust in his trousers’ pockets, “I can’t tell you for (8. ...) moment, although I have it at my
fingers’ ends.”
D)Dr. Crisp was invited to (1. ...) party in (2. ...) country place. (3. ...) dinner being late and(4. ...)
company not quite to his taste, (5. ...) doctor strolled out into (6. ...) garden and then to (7. ...)
nearby churchyard. When (8. ...) dinner was served at last and (9. ...) doctor had not yet returned,
one of (10. ...) guests wondered where he could have gone. (11. ...) master of (12. ...) house,
annoyed by Dr. Crisp’s (13. ...) absence, explained that (14 ) churchyard being not far from there,
(15. ...) doctor had gone to visit his former patients.
E)(1. ...) Englishman, driving in (2. ...) hackney-coach through France, was annoyed at (3. ...)
slowness of (4. ...) pace. He tried to make (5. ...) coachman drive faster but all in vain. (6. ...) man
couldn’t understand either his English or his broken French. Then it occured to (7. ...)
Englishman, both his English and his French being Greek to (8. ...) coachman, to use (9. ...) high-
sounding words that might frighten (10. ...) fellow. So he roared into his ear. “Westmorland,
Cumberland, Northumberland, Durham!” which had (11. ...) desired effect, (12. ...) coachman
taking these words for some terrible threat.
F) In 1870 Mark Twain was walking along (1. ...) streets of Boston when he noticed in (2. ...)
shop window (3. ...) machine he had never seen before. He entered (4. ...) shop,asked (5. ...) shop-
assistant how (6. ...) ,,monster” functioned and bought it for 125 dollars. He brought home (7. ...)
machine he had nicknamed “(8. ...) monster” and started practising on it at once. (9. ...) machine
was (10. ...) typewriter and Mark Twain typed (l1. ...) whole book on it. When he brought his
“manuscript” to (12. ...) editor, (13. ...) latter was delighted. He made Mark Twain promise him to
bring everything he would write later on typed, on this wonderful machine.
(14. ...) Tom Sawyer was (15. ...) first book Mark Twain had typewritten.
G) You certainly know that (1. ...) waterproof coat is often called (2. ...) mackintosh. But perhaps
you don’t know that (3. ...) word is (4. ...) surname.
In (5. ...) year 1823 in (6. ...) Scotland there lived (7. ...) man whose (8. ...)name was
Charles Mackintosh. (9. ...) climate of his country being rainy, he would often get drenched to
(10. ...) skin and heartily disliked it. One day, having some rubber at his disposal, he decided to
rubberize his coat. Now he could walk outdoors in any weather, his rubberized coat protecting
him from (11. ...) rain. Most of his friends and (12. ...) friends of his friends admired (13. ...)
waterproof coat and wanted to have their own coats rubberized likewise. Soon (14. ...) tradesmen
took up his invention. (15. ...) Waterproof coats became all (16. ...) fashion and (17. ...) staple
product of (18. ...) town, (19. ...) name of (2o. ...) inventor, though not (21. ...) inventor himself,
getting (22. ...) worldwide popularity.
I hate 1 ___ November! It doesn’t get light till 2 ___ 8 o’clock in 3 ___ morning. Then it’s dark
again as early as 4 ___ 4 o’clock in 5 ___ afternoon. After 6 ___ Christmas, 7 ___ days start to
get a bit longer, but 8 ___ weather starts to get colder. On 9 ___ Friday 10 ___ last week, 11 ___
temperature was minus 10 C. 12 ___ next week 13 ___ weather forecast is 14 ___ same.
Exercise 14. Put a or an before these words: 1 job, 2 union, 3 unusual name 4 enormous ice
cream 5 holiday, 6 honest man.
1. Our hotel manager went to ___ school in England, then went to ___ university in the States.
2. The New York police arrested a man for the shooting. He was a cleaner at ___ university.
3. He'll appear in ___ court next week. He'll definitely go to ___ prison.
Exercise 20. There are seven examples of the in this text. How do you know which thing or
person the writer is referring to, in each case?
Neil Armstrong was the first person to set foot on the surface of the moon. The words that he said
are famous: 'That's one small step for a man, one giant leap for the mankind.' He and his co-pilot
Buzz Aldrin then planted a flag and collected rocks. The flag is probably still there. The rocks
have helped the scientists understand the history of the solar system.
A B
1. LOA a)The relation of the length of the draft
and the bow and stern
2. Trim b)The vertical distance from the waterline
to the lowest part of the ship’s bottom
3. LBP c) It is measured from the extreme
forward end of the bow to the extreme end
of the stern
4. Beam d)It is measured from the forward surface
of the stem to the after surface of the
sternpost.
5. Draft e)The ship is out of balance from left to
right.
6. List f)The width of the ship (over the plating)
taken at any position along the length.
12p
1. A ship’s --- --- ---is an important dimension because length at the waterline is a key factor
in the complex problem of speed, resistance, and friction.
2. The---is the line at which a ship floats in the water, depending on its load.
3. A set of marks are painted on the bows, the stern and amidships. These marks are called--
- ----
4. Large vessels are usually vessels of deep draft or--- ----
8p
III. Give Romanian equivalents to the following Standard Marine Communication Phrases
10p.
7. Self-Test-Answer-key
I.
II.
III.
DIRECTIONS
TERMS RELATING TO POSITION ON BOARD SHIP
1. One way in which the language of the sea and the language used on land are different is
in the terminology of directions. When a sailor gets on a ship he goes aboard. He doesn’t go to
the back of the ship, he goes aft. If he wants to walk toward the bow of the ship, he goes forward
.If he doesn’t find what he wants, he checks fore and aft, which means from the bow to the stern.
If that doesn’t help, he looks abaft which means further to the rear, or astern (behind the stern).
He never watches the sea from the right side of the ship, he watches from the starboard. The left
side is always called the port side. If he sees something directly off either side of the ship, it’s
located abeam. An object or area which lies across the ship from the starboard to the port side is
said to be athwartships. Anything in the centre of the ship is located amidships. A sailor looking
to either side of the ship from amidships is facing outboard. Somebody watching him from either
side has to face inboard. Something over him from any part of the ship is above. If it’s very high,
such as on a mast, it’s aloft .If it’s under him, it’s below. Something away from the wind is lee. If
it’s in a lee direction, it’s leeward.If it moves in a lee direction, it goes leeway. If it’s near the
ship, it’s close aboard.
2. VOCABULARY
Words and phrases
Aft = în spate, spre pupa
Forward = în faţă, spre prova
Fore and aft = de-a lungul
Abaft = la pupa, aproape de pupa; înapoia, spre/către/înspre pupa
Astern = înapoi, în spate, la/în pupa; mers înapoi; cu mers/marş înapoi
Starboard side = tribord
Port side = babord
Abeam = la travers, de la travers
Athwartships = transversal/travers pe nava; la traversul navei
Amidships = la centrul/mijlocul navei; in axul navei; la cuplul maestru; pozitie zero a cirmei
Outboard = peste bord, in exteriorul navei
Inboard = interior, in interiorul navei
Above = deasupra; in amonte
Aloft = în gabie, în arboradă, sus pe verga
Below = jos, sub
Lee = bord de sub vînt, zona de calm( în bordul de sub vînt al navei) ; sub vînt
Leeward = bord de sub vînt; a veni sub vînt(despre nava);sub vînt, la adapost de vînt
Close aboard = foarte aproape, la mică distanţă (de navă)
2.1.Look at the diagram below and identify the following directions:
( forward, aft, abaft, astern, on the port side, on the starboard side, abeam, athwartships
,amidships)
e.g. a is forward
i
a f
b g
c h
d e
2.2.Now study this diagram of a traditional general cargo ship and read the description below :
A traditional general cargo ship has her engine room and bridge superstructure
amidships. She may have three holds forward of the bridge and two holds aft of the bridge.
Forward of No.1 hold is the forecastle and right forward is the jackstaff. Derricks are supported
by masts and samson posts. They are stowed fore and aft when the ship is at sea. There are two
lifeboats, one on the port side amidships another on the starboard side amidships, abaft the funnel.
The poop is situated aft and there is an ensign right aft.
2.3.Study the diagram below and read the description of a modern general cargo:
A modern general cargo ship has her engine room and bridge superstructure aft. She may
have four holds forward of the bridge and one hold aft of the bridge. Forward of No.1 hold is the
forecastle and right forward is the jackstaff. Derricks are supported by masts and Samson posts.
They are stowed fore and aft when the ship is at sea. There are two lifeboats, one on the port side
aft, another on the starboard side aft, abaft the funnel. The poop and the bridge superstructure are
combined. There is an ensign staff right aft.
A is forward; b is aft; c is abaft; d is astern; e is on the port side; f is on the starboard side; g
is abeam; h is athwartships; I is amidships
Adjectives are words that modify and describe nouns and pronouns. They are the color
commentators of language, the words that give your writing and speech flavour.They answer the
questions: What kind?, How much?, Which one?, How many?
What kind?……….red nose/gold ring
How much?………more sugar/little effort
Which one?………second wife/those units
How many?………several students/six cadets
There are 5 kinds of adjectives:
a) common adjectives-describe nouns and pronouns (strong man, green plant)
b) proper adjectives are formed from proper nouns ( Mexican food)
c) compound adjectives-are formed by more than one word (far-off country, teenage
person)
d) indefinite adjectives-describe general quantities;most of them were pronouns in their
first lives (another, both, each, either, all, more)
The comparison of adjectives
There are three degrees of comparison:
1) The positive degree-shows the presence of a quality, wihout making any comparison: He
is tall/She is beautiful.
2) The comparative degree-compares two objects showing the presence of quality in three
ways:
Equality- He is as kind as Jane.
Superiority- He is kinder than Jane.
Inferiority- He is less kind than Jane.
3) The superlative degree – shows that a member of a group possesses the
compared quality in its highest extent through a direct comparison-the
relative superlative: He is the cleverest of all.
or without a direct comparison-the absolute superlative: She is very clever.
• When we compare two notions we use the comparative preceded by the article the,
instead of the superlative: She is the younger and the more beautiful of the two sisters.
• Comparative and superlative- ways of formation:
The synthetic comparison- adjectives formed by one syllable form the comparative and
superlative by adding –(e)r or –(e)st: small- smaller- the smallest
Spelling: double consonnants before short vowels (big-bigger-the biggest); adjectives ending in –
y (dry-drier-the driest); adjectives ending in –e, -ee lose the final –e (nice-nicer, free-freer)
The two-syllable adjectives obey the same synthetic rules: happy-happier, able-abler
The analytical comparison- the adjectives formed by two or more syllables form their
comparative and superlative using more/the most (careful-more careful-the most careful)
The comparison of equality- the adjective in the positive degree preceded by as and followed by
as: My cabin is as large as his.
The comparison of inferiority- the adjective in the positive degree preceded by notso/as and
folloewed by as/less….than: My assignement is not as easy as yours.
The absolute relative- is expressed by the help of: very, too, highly, extremely:
It is extremely difficult to reach the top.
The irregular comparison: good-better- the best; ill-worse- the worst;
much/many- more- the most; little- less- the least; late- later- the latest/the latter/the last; old-
older/elder- the oldest/the eldest; near- nearer- the nearest/the next;
far- farther/further the farthest/the furthest.
Syntactical functions:
• Attribut- Tom has a new uniform.
• Predicate nominative- This uniform is new.
The place of adjectives in the sentence:
- the attributes preceed the noun they determine (a high mountain)
*exceptions: Ambassador Extraordinary, Secretary General, Court Martial, poet laureate
- indefinite pronouns ending in –body/one/thing are followed by the adjective: She bought
something nice/ He said nothing interesting.
- when a noun is determined by two adjectives in the comparative, one short and one long, the
short one preceed the long one: She was taller and more beautiful.
- when more adjectives determine a noun, these adjectives follow one after the other in the
following order:
Sequence of adjectives
Article Size Shape Age Colours Participle Nationality Material Noun
1 2 3 4 5 6 7 8 9
A large old tree
A freezing day
English
A black leather jacket
A blue knitted hat
4. Vocabulary Practice
III. Fill in the blank spaces using the words provided below.
Amidships; abaft; fore and aft; portside; forward of; aft of; right forward; starboardside;
right aft
A traditional general cargo ship has her engine room and bridge superstructure---
.She may have three holds --- ---the bridge and two holds --- ---the bridge.
Forward of No.1 hold is the forecastle and --- ----is the jackstaff. Derricks are
supported by masts and samson posts. They are stowed --- and –
when the ship is at sea. There are two lifeboats, one on the ---amidships another
on the ---amidships,---the funnel. The poop is situated aft and there is an ensign---
---
IV. Translate the following text into Romanian paying attention to the terms relating to directions and
position in a ship
A modern general cargo ship has her engine room and bridge superstructure aft. She may
have four holds forward of the bridge and one hold aft of the bridge. Forward of No.1 hold is the
forecastle and right forward is the jackstaff. Derricks are supported by masts and Samson posts.
They are stowed fore and aft when the ship is at sea. There are two lifeboats, one on the port side
aft, another on the starboard side aft, abaft the funnel. The poop and the bridge superstructure are
combined. There is an ensign staff right aft.
5. Grammar Practice
II. Choose from the following adjectives to fill in the sentences below: hungry, new, terrible,
expensive, sad, wonderful, Italian, fresh, difficult.
1. Gold rings are normally expensive.
2. This food smells.................! I love fish and chips.
3. It was a ................exam. I’m sure I haven’t passed.
4. I’ve just bought a ...............sports car.
5. I met my wife in Rome, but she isn’t................
6. He looks................. I don’t think he likes his job.
7. Are you....................? Shall I buy some sandwiches?
8. This orange juice tastes..................Is it....................?
III. Look at these sentences. If you think the adjectives are in the wrong order, change the order.
If you think the order is correct, put a tick (√).
1. She lost a gold, small ring at the disco yesterday night.
2. I have an old, Italian painting in my living room.
3. I’m looking for my cotton, green shirt and my brown, leather shoes.
4. George has a Spanish, modern villa near the sea. He goes there every summer.
5. I live in an old, white house near the river. I’ve got a black, large dog!
6. I had an interesting talk with a Polish, young student last week.
7. We are having lunch in a big, Japanese, new restaurant in the centre of town.
8. I left my books in a red, plastic bag on the bus. I was so stupid!
IV. Write the comparative form of these adjectives: cold, big, careful, expensive, good, fat,
famous, new, modern, young, cheap, delicious, rich, long, hungry, nice, happy, difficult, old,
beautiful, friendly, hot, bad, small, sad.
VI. Use the words in brackets ( ) to write sentences. Use the + superlative, and the Present
Perfect + ever.
1. (It’s/cold/place/I/visit) – It’s the coldest place I’ve ever visited.
2. (It’s/big/shop/I/see)
3. (He’s/rich/man/I/meet)
4. (It’s/difficult/exam/I/do)
5. (It’s/sad/film/I/see)
6. (She’s/happy/person/I/meet)
7. (It’s/modern/ flat/I/see)
8. (It’s/hot/country/I/visit)
9. (It’s/small/dog/I/see).
VII. Complete the sentences using the comparative form of the adjectives in brackets and
than.
1. I think that golf is more interesting than (interesting) tennis.
2. This question is......................(easy) the last one.
3. I’m a good player, but Eric is ........................(good) me.
4. The group’s first record was.........................(successful) their second record.
5. We both played well, but he was.....................(lucky) me.
6. Your car is......................(powerful) mine.
7. This computer is....................(useful) that one.
VIII. Complete the sentences using the superlative form of the adjective in brackets.
1. Anna is the youngest (young) person in her class.
2. We stayed in ......................(bad) hotel in the whole city.
3. People say that it is ...............(funny) film of the year.
4. What is........................(tall) building in the world?
5. Her teachers say that she is ....................(good) student in the school.
6. This is........................(expensive) camera in the shop.
7. Many people say that Venice is..................(beautiful) city in the world.
IX. Complete each sentence so that it means the same as the one above it. Use as +
adjective/adverb + as.
1. Sweden is bigger than Britain.
Britain isn’t as big as Sweden.
2. The other students learn more quickly than me.
I don’t learn....................................the other students.
3. You’re very angry and I’m angry also.
I’m........................................you.
4. The seats at the front are more expensive than the seats at the back.
The seats at the back aren’t.................................the seats at the front.
5. Central Park in New York is bigger than Hyde Park in London.
Hyde Park in London isn’t........................Central Park in New York.
6. Her last film was very good and her new film is also very good.
Her new film is.......................her last film.
7. The other students work harder than him.
He doesn’t work........................the other students.
XII. Complete the sentences using too or enough and the words in brackets ( ).
1. I can’t eat this soup because it’s too hot (hot).
2. We couldn’t buy the tickets because we didn’t have enough money (money).
3. We didn’t buy the car because it wasn’t big enough (big).
4. I couldn’t see her because it was...................(dark).
5. I can’t decide what to do because I haven’t got..................(information).
6. You can’t change the situation now. It’s..................(late).
7. Have you had..................(food), or would you like some more?
8. He did badly in the exam because he was....................(nervous).
9. Slow down! You’re driving ...................(fast).
10. He shouldn’t play in the team because he isn’t.................(good).
11. I haven’t got ................(clothes). I must buy some more.
l2. Robert didn’t go to work because he didn’t feel.................(well).
13. I couldn’t lift the suitcase because I wasn’t...................(strong).
14. We didn’t go swimming because the water was................(cold).
15. Mary couldn’t post all the letters because she didn’t have..............(stamps).
6. SELF-TEST
I. Decide if the following statements are TRUE(T) or FALSE(F).Circle the correct answer.
8p
IV. Put the adjectives in brackets in the correct position
7. Self-test Answer-key
I. 1.T; 2.F; 3.F; 4.T; 5.T; 6.F; 7.T; 8.F; 9.F; 10.T.
II. abaft=behind
forward of=before/in front of
amidships=in the middle/center
athwartships=across
fore and aft=along
port side=left side
starboard=right side
fore=at/towards the front of the ship
right forward=the extreme front end of the ship
right aft=the extreme back end of the ship
V. 3.larger
4.the longest
5.happier
6.the worst
7.the most popular
8.the highest….higher
9.most enjoyable
10.more comfortable
11.the quickest
12.the oldest or the eldest
Unit 4.
PROPULSION, STEERING
AND THE BRIDGE
1. Ships are pushed through the water by screws (propellers). This process is known as
propulsion, which means to be driven forward. A ship with one propeller is known as a single-
screw ship. One with two propellers is known as a twin-screw ship. Some have four propellers
and are known as four-screw ships. The screws are connected to the main propulsion engine by a
shaft. The main propulsion engine, often called the main engine, provides a ship with power to
move. A shaft is a long cylinder that transmits power by rotation. The power for a ship’s engine is
usually from a turbine engine. This is a type of motor with blades that rotate inside and are
moved by a steam, electric, diesel, diesel-electric, or nuclear source.
1.1. A ship is steered by its rudder and screws. A rudder is a flat, vertical structure at the stern
of the ship that moves from side to side causing the ship to change direction. One or more screws
can work separately or together with the rudder during a turn. If the rudder moves right, the ship
turns right. If the rudder moves left, the ship turns left. Rudders are turned in the water by
steering engines, and the combination of equipment used to turn and power them is the steering
gear. The steering engines, located in the rear of the ship are controlled by the wheel. The
wheel is found on the bridge and is turned by the helmsman. This is the customary name for the
sailor who has the job of steering.
1.2. The bridge, mentioned in the unit on ship structure, is the main point and nerve center of
any ship. All orders and commands come from there, while the ship is underway. The master and
the officer of the deck have their main places of duty on the bridge, which is also called the conn.
The officer of the deck is the officer on the bridge who is in charge of the ship for a special period
of duty. This is also where the helm is found. Helm is another word for the wheel used to steer the
ship. One of the main tasks performed on the bridge is navigation. This is finding the position,
course (direction), and distance travelled. Because of this, the equipment on the bridge includes
the binnacle, which holds the magnetic compass giving the magnetic direction. There is also a
gyro-repeater, connected to the gyrocompass below the main deck, to give readings on true
direction. The gyrocompass operates by means of gyroscopes, which are wheels free to spin, free
to separately rotate about one or both of two axes. There is also a radar repeater which gives
readings from the ship’s radar system to locate objects outside of the ship. Communications
equipment on the bridge includes an engine order telegraph for transmitting engine orders to the
engineers. There are also telephones, and intercommunication sets commonly called squawk
boxes. These are used for communication to various parts of the ship. There is also a fathometer,
which measures the depth of the water. Around the enclosed bridge there is usually an open
platform from which lookouts(observers) and the officer of the deck may determine the position
of other ships and objects of interest.
When the officer of the watch requires a course to be steered by compass, the direction in
which he wants the wheel turned should be stated followed by each numeral being said
separately, including zero, for example:
On receipt of an order to steer, for example, 182°, the helmsman should repeat it and
bring the vessel round steadily to the course ordered. When the vessel is steady on the course
ordered the helmsman is to call out:
“Steady on one eight two”(Stabil pe unu opt doi)
The person giving the order should acknowledge the helmsman’s reply. If it is desired to steer on
a selected mark the helmsman should be ordered to:
“Steer on..buoy../mark/…beacon”.(Guverneaza pe…geamandura/…semnul/..baliza)
Any engine order given should be repeated by the person operating the bridge telegraph and
the officer of the watch should ensure the order is carried out correctly and immediately.
ORDER
In vessels fitted with twin propellers, the word “both’ should be added to all orders affecting both
shafts, e.g. “Full ahead both”, and “Slow astern both”, except that the words “Stop all engines”
should be used, when appropriate. When required to manoeuvre twin propellers independently,
this should be indicated, i.e. “Full ahead starboard”, “Half astern port”, etc.
Where bow thrusters are used, the following orders are used:
3. GRAMMAR.The Adverb
Adverbs are words that modify a word, a phrase or a whole sentence. Some adverbs have their
own form which is not related to other words: always, soon, very etc. Many adverbs are formed
from adjectives by adding –ly e.g. quick – quickly etc. There are some spelling rules for adverbs
formed with –ly:
• y is changed into i: easy – easily;
• le after consonant is changed into ly: probable – probably;
• ally must be added after -ic: automatic – automatically.
Some adverbs have the same form as adjectives: fast, long, early etc.
I had an early night. (adjective)
I went to bed early. (adverb)
Sometimes the adverb can appear with or without –ly, and the most common adverbs of this
type are: cheap/cheaply, loud/loudly, quick/quickly, slow/slowly, direct/directly, tight/tightly,
fair/fairly. However the form without –ly is more informal.
Do you have to talk so loud/loudly?
There are some pairs of adverbs with different meanings: hard – hardly, near – nearly, late –
lately, high – highly, deep – deeply, free – freely, most – mostly.
You’ve worked hard. I’ve got hardly any money (almost no).
I wake up late. I haven’t heard from him lately (recently).
There is a bank near. We’ve nearly finished (almost).
Submarines can go very deep. He was deeply offended (serious).
If you win, you can travel free. Animals can’t move freely on board (uncontrolled).
The plane flew high. The theory is highly controversial (very).
This leg hurts the most. We mostly stay in the engine room (usually).
Some time adverbs are related to nouns and they can be both adjectives and adverbs: day –
daily, hour – hourly, week – weekly, year – yearly:
It’s a monthly magazine (adjective).
It comes out monthly (adverb).
There are several types of adverbs: adverbs of time, adverbs of frequency, adverbs of place,
adverbs of manner, adverbs of degree, linking adverbs, sentence adverbs, negative adverbs.
Adverbs of manner give more information about the way in which an event or action takes
place. They modify verbs and most of them are formed from adjectives. They are usually placed
after the verb or after the object.
He speaks English fluently.
He smelled the fuel suspiciously.
Here is a list of the most common adverbs describing the way in which something is done.
Adverbs of degree are used when we want to give more information about the extent of an
action or the degree to which an action is performed. They can modify an adjective, an adverb or
a verb. They are usually placed before the word they modify:
I had almost forgotten about maintenance.
A change of one word can radically alter the meaning of the statement.
I’m so tired.
I saw him quite recently.
We use so and such for emphasis. So is used with adjectives and adverbs. Such a is used with
adjective + singular noun. Such/so many/so few are used with plural nouns. Such/so much/so
little are used with uncountable nouns:
The meeting finished so quickly.
It was such a quick meeting.
You have so many friendly colleagues.
It was such good advice.
Adverbs of place give information about place, position, destination and direction. They can
be placed after the verb e.g. He lives abroad; after an object e.g. I looked for it everywhere; at
the beginning of the sentence e.g. Here it comes.
Here is a list of words that are used as adverbs to indicate position.
Some adverbs indicate destination or direction in relation to a particular position of the person
or thing you are talking about: ahead, along, back, backward, forward, left, on, right,
sideways etc.
Other adverbs can indicate movement:
• in different directions: back and forth, backwards and forwards, from side to side, in
and out, round and round, to and fro, up and down;
• away from someone or something: aside, away, off, out, outward;
• across or past something: across, by, over, overhead, past, round, through.
Adverbs of time give information about the duration or the moment an action takes place. The
most common adverbs of time are: afterwards, before, eventually, immediately, lately, now,
recently, since, soon, then, today, tomorrow, yet. They can be placed either in end position or
initial position.
The office is closed for two weeks.
Yesterday the main generator failed.
Adverbs of frequency indicate approximately how many times something happens. Their
position in the sentence is different according to the adverb and the meaning, however they can
be placed in mid position, at the beginning or at the end.
She never goes abroad.
Normally I tip taxi-drivers.
I go on long trips sometimes.
Adverbs like: hardly ever, rarely, scarcely ever can be placed at the beginning of a sentence,
but inversion of the following main verb then becomes necessary:
Hardly ever did they manage to meet unobserved.
Sentence adverbs (truth or comment adverbs) modify the whole sentence/clause and normally
express the speaker’s opinion. Some sentence adverbs express degrees of certainty: actually,
apparently, certainly, clearly, definitely, evidently, obviously, perhaps, possibly,
presumably, probably, surely, undoubtedly. They can be placed after be, before simple tenses
of the other verbs, after the first auxiliary in a compound verb, at the beginning or at the end of a
sentence.
He is obviously intelligent.
They certainly work hard.
Surely you could pay $ 2,000?
Other sentence adverbs are: admittedly, fortunately, frankly, honestly, luckily, naturally,
officially, unfortunately, unluckily etc. They are usually placed in initial position though the
end position is also possible. They are normally separated from the rest of the sentence by a
comma. Many of them can also be adverbs of manner:
Honestly, he didn’t get the money.
A linking adverb relates to the previous clause or sentence. Most often it goes in front position
but it can go in mid or end position. The linking adverbs are: also, as a result, as well,
consequently, furthermore, however, instead, in addition, likewise, nevertheless, on the
other hand, otherwise, therefore, too:
He was forced to work to support himself. However, he still found time to review for his
exams.
4. Vocabulary Practice
1. Ships are pushed through the water by propellers. What’s another word for propellers?
2. What is the action of being driven forward called?
3. What is a ship with one propeller called?
4. What is a ship with two propellers called?
5. What is a ship with four propellers called?
6. Which engine drives the ship?
7. What is a turbine engine?
8. How are main engines powered?
9. What is the flat, vertical structure at the stern that causes a ship to turn?
10. What is the source of power to turn rudders?
11. What are the motors and control equipment used to turn and power the rudder called?
12. What controls the steering engines?
13. Who turns the wheel?
1. What do we say about a ship when it’s free to move in the water?
2. What is another word for the bridge of a ship?
3. What is another word for the wheel used to steer a ship?
4. What is the science of finding the position, course, and distance travelled by a ship
called?
5. What is the course of a ship?
6. What is a binnacle?
7. What is a gyrocompass?
8. What is a gyro-repeater?
9. What is the wheel within a gyrocompass called?
10. What is an engine order telegraph?
11. What is another word for intercommunication sets?
12. What is a fathometer?
13. What is a radar repeater?
14. What is a platform?
15. What is a lookout?
Toată viteza înainte; încet înainte; foarte încet înapoi; jumătate înapoi;
Toata inapoi; toata viteza inapoi (de urgenta); liber la masina; propulsor prova jumătate
babord
5. Grammar Practice
II. Complete the sentences. Put in the adverb form of the adjective in brackets ( ).
III. Complete the dialogues by putting a suitable adverb into the gaps. Use an adjective
from the following ones: slow, fast, hard, good (x2), easy, bad.
VI. Put the words in brackets ( ) in the right place in these sentences
VII. Complete the sentences by choosing an ending from the following ones:
1. He drives.................................
2. She plays.................................
3. Maria ate.................................
4. They speak..............................
5. You must always cross...........
6. They all did.............................
7. The plane arrived....................
Miscellaneous
10p
III. Answer the following questions and statements with complete sentences.
10p
10p
7. Self-test-Answer-key
I.
1. screws(propellers)
2. single-screw ship
3. shaft
4. turbine
5. shaft
6. steering engines
7. steering gear
8. wheel
9. helmsman
10. screw
II.
IV.
1. binnacle
2. true direction
3. gyroscope
4. ship’s course
5. depth
V.
1. seriously
2. serious
3. selfishly
4. terribly
5. sudden
6. colourfully
7. colourful
8. badly
9. badly
10. angrily
VI.
1 quickly
2 careful
3 continuously
4 happily
5 fluent
6 specially
7 complete
8 perfectly
9 nervous
10 financially
Unit 5.
1.Ground tackle is the term used to include all equipment used for mooring and
anchoring ships. Mooring means to tie or make fast a boat or ship to the land or a mooring buoy.
Anchoring means to keep a ship in place at sea by a heavy metal object on the end of a
rope. Ground tackle includes the anchors, chains, shackles, and stoppers necessary for these
operations.
This is a motor that turns a shaft on which is mounted a wildcat or chain grab, which is
the wheel that takes up the chain. This equipment is located in the windlass room. Below the
windlass room is the chain locker where the chain is kept. The chain travels below through a
hawsepipe
When a ship is anchored, the chain is held with one to three stoppers consisting of a pelican hook
and a turnbuckle in a short length of chain. The stopper helps the chain to hold. A pelican hook is
a hinged hook held in place by a ring. The turnbuckle can be set to make the stopper tight or
loose.
Among the deck fittings (tools and machinery found on the deck) are capstans and
winches. The capstan is a powered item of equipment used for handling mooring lines (ropes and
chains) and for other functions requiring strong power. Winches are pulling machines, mainly
used to handle cargo which consists of supplies and materials being transported.
1.1.VOCABULARY
Words and phrases
2. DECK FITTINGS
Deck fittings include a number of devices that lines or wires can be belayed (attached or
secured) to. Deck fittings are attached to ships’ decks and bulkheads, or to piers (landing places),
depending on their functions.
Figure 1 shows a cleat. Cleats are found throughout ships on decks and bulkheads, and on
piers. On modern ships, they are made of metal, usually steel. Wires and lines used for many
purposes are belayed to them.
Figure 2 shows a pair of bitts. These are cylindrical fittings made of iron or steel. Each pair is
mounted on a footing (base). The footing is attached to the deck by bolts, or by welding (united
metals by heat). The shipboard (on the ship) ends of mooring lines are attached to the bitts.
Figures 3, 4,and 5 show a series of chocks. Chocks are heavy fittings with smooth
surfaces through which mooring lines are led. Mooring lines are run from bitts on deck through
chocks to the pier. There are three types. Figure 3 shows an open chock, which is open at the top.
Figure 4 is of a closed chock .It is closed by metal at the top. Figure 5 is a roller chock. Roller
chocks contain round cylinders to reduce friction.
Figure 6 is of a bollard. This is a strong fitting which is found on piers. The mooring
lines from the ship are attached to it.
Figure 7 shows a padeye. Padeyes are metal fittings welded to decks and bulkheads. They
are used for attachments which will require great strength such as towing (ship pulling)
operations. They are also used with chain stoppers, and cargo blocks and tackles.
A seaman needs to be able to recognize and know the functions of all of these fittings.
Much of his work will involve them.
In this section we are going to talk about tenses usually referred to as “present” in
grammars and reference books, the present simple and the present continuous. These tenses are
discussed in their relation to present time. Another form of present tense is the present emphatic
and is important to make the distinction between this and the normal form of the present simple.
Present simple- full form: I walk; negative form: I do not walk; question form: Do you walk
to school?/ Don’t you walk to school?; tag question: You walk to school, don’t you?/ You don’t
walk to school, do you?
Meaning and function- this tense is a timeless tense for actions which are always, repeatedly, or
generally true, or actions encapsulated in a single instant (with no reference to past or future).
This tense is used to denote truths:
• Habitual truth: He smokes forty cigarettes a day.
• Eternal truth: Jesus lives/ The Koran says…
• Recurrent truth: The sun rises in the east.
• Permanent human truth: I like sweets.
• General truth: English people drink a lot of tea.
• Mathematical and scientific truth: Two and two make four. /Water boils at 100C.
It is used for giving instructions, directions, demonstrations: (often with the impersonal you):
(You) beat the eggs and then (you) add the flour./(You) turn to the left and walk straight ahead.
It is used as a narrative device for dramatic effect in certain situations:
• In commentaries: He passes the ball to Clark, aims and scores.
• In headlines and captions: Putin meets G. Bush
In describing feelings and senses (sudden ones): I feel sick (suddenly)/ I hear bells.
With a future time marker the tense gives a timetable future usually for schedules:
My bus leaves at 3.00 p.m.
It is used after when to form a time clause: When I get home , I’ll make tea.
Habitual present tense with adverbs of frequency (always, sometimes, often, never, usually): They
never smoke when they are aboard ship./ He always sings when he takes a shower.
Present continuous- full form: I’m looking; negative form: I am not looking; question form: Are
you looking?/Aren’t you looking?; tag question: You are looking, aren’t you?/ Aren’t you
looking, are you?/ I’m looking, aren’t I?
Stative and dynamic verbs- some verbs rarely take the present continuous form at all: these are
verbs that describe a state of affairs beyond the person’s immediate active control (If someone is
a man, has a car, knows French, hears music, or like apples-there is little he can do to change this
at the moment). These verbs are often called stative verbs, as distinct from dynamic ones, where
the person is actively doing something. Even verbs which are usually stative, can take the present
continuous, but they mean something different. The most common stative verbs are the
following:
• To be- rarely occurs in the present continuous form except with adjectives of behaviour:
You are being silly (suggests a temporary and deliberate action)
• To have- I’m having a bath/a drink (it implies present enjoyment or experience)
• Verbs describing involuntary sensations (smell, hear, see)- are usually in the present
simple, but they also take the present continuous for particular effect:
I’m seeing him to the station (change of meaning); I’m smelling roses (pretence).
Meaning and function:
a) Temporary action- which began before the time of speaking, is continuous across it, and
is not yet complete: I’m walking at this moment.
b) Temporary habit- not necessarily engaged in at the moment of speech, but temporarily
contracted for: I’m watering his plants while he is away.
c) Regrettable habit(always): I’m always losing my keys (the speaker is constantly in a state
of having lost the keys).
d) Future action- for plans and arrangements: I’m picking her up at 6.00, we’re leaving
tomorrow.
Present emphatic- used to express contradiction, surprise or insistence and rely on stress and
intonation for their function. It is created as the ordinary tense, with the addition of stress on the
auxiliaries.
Meaning and function
a) To express reassurement of reaffirmation that action occurs: I do turn off the lights./ He
does live here.
b) To express contradiction: You do break the speed limit./ I do like icecream.
c) To express enthusiasm, strong feeling: I do hope I can come./ I do love Chopin./ I do
want to see that film.
d) To express enthusiastic reinforcement: I do like your hat.
e) To express invitation: Do you play chess?/ I do want to see that film.
4. Vocabulary Practice
II.Complete the following sentences by filling in the blank spaces with the appropriate term(s):
1. The equipment known as _______ _______is used for mooring and anchoring ships.
2. Tying a ship to the land or a buoy is known as_________________________
3. Keeping a ship in place at sea with a weight and chain is_________________
4. Another word for tying is to________________________________________
5. A heavy weight at the end of a chain to keep a ship in place is called an______
6. A series of metal rings joined together form a __________________________
7. A U-shaped metal ring for connecting tackle is a________________________
8. A short length of rope or chain used for holding a line or chain is a_________-
9. To raise or lift is to_______________________________________________
10. A motor that pulls in an anchor is a __________________________________
11. A wheel on the windlass that takes the anchor chain up is the______________
12. Another word for wildcat is________________________________________
13. The compartment in which the windlass is located is the__________________
14. The anchor chain is kept in the______________________________________
15. The part of a stopper consisting of a hinged hook held in place by a ring is called
a________________________________________________________
16. The opening through which the anchor chain moves is the________________
17. The metal device used to make a stopper tight or loose is the______________
18. Tools and machinery found on the deck are known as____________________
19. The powered equipment used to handle mooring lines is the_______________
20. Ropes and chains used to moor a ship are called_______________________
21. Pulling machines used to handle cargo are_____________________________
A is
a___________________________________________________________
B is an___________________________________________________________
C is a____________________________________________________________
D is a ___________________________________________________________
E is a____________________________________________________________
F is a____________________________________________________________
G is a____________________________________________________________
5. Grammar Practice
Exercise I. Complete the sentences. Use am/ is/ are + one of these verbs
Exercise III. Write positive or negative short answers (Yes, I am / No, it isn’t, etc.)
1. read …..reads
2. repair…….
3. watch……….
4. listen………..
5. love……….
6. have……….
7. push……….
8. do……….
9. think……….
10. kiss……..
11. buy……….
12. go…..
Exercise V. Complete the sentences. Use the correct form of these verbs.
boil close cost cost drink go have have like meet open speak teach
wash
Exercise VII. Complete the sentences. All of them are negative. Use don’t/ doesn’t + one of
these verbs.
cost drive go have know play see sell smoke wash wear
Exercise VIII. You are asking somebody questions. Write questions with Do/ Does….?
1. I wash my hair every day. ( how often/you ?) How often do you wash your hair?
2. I live in Mexico City. (where /you?) Where ………………….?
3. I watch TV every day. (how often/you?) How …………..?
4. I have lunch at home.(where/ you ?) …………………….?
5. I get up at 7:30.(what time/ you?) ………………….?
6. I go the movies a lot. (how often/ you?) ……………?
7. I go to work by bus. (how/you?) ……………..?
8. I always have eggs for breakfast. (what/ you?) …………………….?
Exercise X. Put the verb in the present continuous (I am doing) or simple present (I do)
Exercise XI. Complete the sentences with the Present Simple (I do) or the Present
Continuous (I am doing)
IV. Put the verb in the present continuous (I am doing) or simple present (I do)
I.
II.
III.
1. do
2. don’t
3. are
4. does
5. don’t; It’s
6. are
7. does
8. am
9. doesn’t
IV.
4. is singing
5. wants
6. do you read
7. are sitting
8. don’t understand
9. am reading
10. does she finish
11. don’t listen
12. doesn’t usually drive. He usually walks
Unit 6.
1. Most of the equipment for signalling short distances is located on or near the signal
bridge on the superstructure of the ship. Lines called halyards extend from the yardarm. On them
are found signal flags. These are flags representing letters of the alphabet, numbers, or complete
meanings. If they are not square they are called pennants. They are read from top to bottom. They
are bent on (attached) to the halyards and hoisted to the yard.
On or near the signal bridge are signal searchlights. These are hand-operated blinking
lights which send code messages.
On the outboard end of the yard are two small lights called yardarm blinkers used for
sending messages over short distances. These are operated by a special switch called a key similar
to a telegraph key.
Another signalling device is the ship’s bell. This is mainly used to notify personnel on the
ship of the time. Using the bell is an old navy custom. Time is, to this day, expressed in “bells” on
a ship. Traditionally time at sea is divided into 4-hour periods called watches. There are six
watches.
Traditionally the passage of time at sea is marked by bells. Bells are struck throughout
each watch as follows:
After ½ hour 1 bell After 2 hours 4 bells After 3½ hours 7 bells
After 1 hour 2 bells After 2½ hours 5 bells After 4 hours 8 bells
After 1½ hours 3.bells After 3 hours 6 bells
During the Second Dog Watch the bells strike 1 2 3 8.
1 bell is struck 15 minutes before each watch is due to change.
1.2. For safety during peacetime, all ships that go to sea are required by international law to
have running lights. These consist of a white masthead light usually on the upper part of the
bridge superstructure or on an area forward of the foremast. Abaft and above the masthead light is
a white range light located either on the foremast or mainmast. To either side side lights are
found. There is a green one on the starboard side, and a red one on the port side.
Often a searchlight used to view nearby objects is found in the signal bridge area. It
should not be confused with signalling equipment. It’s important for the seaman to become
familiar with all of these items.
2. VOCABULARY
Words and phrases
Past tense simple- full form: I walked (regular)/ negative form: I did not walk; I ran (irregular);
question form: Did you walk/run?; tag question: You walked/ ran, didn’t you?/You didn’t
walk/ran, did you?
Meaning and function:
a) For an action in the past with time marker, it may be used for historical or narrative truth:
I saw him yesterday./ Dinosaurs lived on the earth./ I rode a bicycle once.
b) Polite conversation markers, with verbs of thinking, wishing introducing a request or
suggestion:
I wondered if you might give me a lift.
c) As a time marker in when or while clauses:
• Past time for background actions taking place repeatedly: He whistled when he
worked.
• Past time for background actions taking place continuously: He whistled while he
worked.
• Indeterminate time, with modals in the past form: I thought he might like one when he
came.
d) As a hypothetical future marker, especially in if clauses(type 2 conditionals):
You would be glad if I sold it.
Past tense continuous-full form: I was walking/ You were walking; negative: I wasn’t
walking/You weren’t walking; question form: Were you walking?; tag question: You were
walking, weren’t you?/ You weren’t walking, were you?
Meaning and function- the past continuous tense usually places an action in relation to a point or
period of time in the past:
a) The point in past time is specifically mentioned; the past continuous action crosses it:
I was having a bath at 10 o’clock.
b) The point in time is replaced by an action in the past, which interrupted the continuous
action:
I was having a shower when the phone rang.
c) A period in the past is specified; the past continuous action fills it:
They were watching TV from 8.00 to midnight.
d) The period in the past is defined by another action also in the past continuous:
I was buttering the bread while my mother was slicing the tomatoes.
e) An action in the past continuous creates a time period within which other
actions in the past simple take place:
He stole the money when/while she was getting on the bus./ The sun was
setting as the old man walked up the hill.
f) As a polite conversation marker with verbs of hoping and wishing:
I was wondering/thinking if you could give me a lift.
4. Vocabulary Practice
II. Identify all numbered equipment on the signal bridge and explain the functions of
the items you list. Write your answers in the lettered spaces:
a.___________________________________________________________________
b.___________________________________________________________________
c.___________________________________________________________________
d.___________________________________________________________________
e.___________________________________________________________________
f.___________________________________________________________________
g.___________________________________________________________________
1. Most of the equipment for signalling short distances is located on the___ ___
2. Lines called _____ extend from the yardarm.
3. Signal flags represent____,____,or_________
4. On or near the signal bridge are ________ _____________
5. On the outboard end of the yard are two small lights called______ _________
6. _____ ______is mainly used to notify personnel on the ship of the time.
7. All ships that go to sea are required by international law to have____ _______
8. Running lights consist of a white____ ____ usually on the upper part of the bridge
superstructure or on an area forward of the foremast.
9. Abaft and above the masthead light is a white ____ ____ located either on the foremast or
mainmast.
10. There is a green light on the starboard side, and a red one on the port side. They are
called_______________________________________________
5. Grammar Practice
Exercise II. Put the words in the correct order to form questions.
1. late/ you/ this morning/ were/ why?
Why were you late this morning?
2. difficult/ your/ exam/ was?
3.last week/ Ann and Chris/ were/ where?
4.our new camera/ how much/ was?
5.angry/ you/ yesterday/ why/ were?
6. nice/ the weather/ last week/ was?
Exercise IV. Read about Lisa’s journey to Madrid. Put the verbs in the correct form.
Last Tuesday Lisa (1) (fly) flew from London to Madrid. She (2) (get)….up at six o’clock in
the morning and (3) (have) a cup of coffee. At 6.30 she (4) (leave) home and (5) (drive) to the
airport. When she (6) (arrive), she (7) (park) the car and then (8) (go) to the airport café
where she (9) (have) breakfast. Then she (10) (go) through passport control and (11) (wait)
for her flight. The plane (12) (depart) on time and (13) (arrive) in Madrid Finally she (14)
(take) a taxi from the airport to her hotel in the centre of Madrid.
Exercise VI. Where were these people at 3 o’clock yesterday afternoon/ And what were
they doing? Use the cues below and write two sentences.
1. Ann/ home/ watch TV………………..Ann was at home. She was watching TV
2. Carol and Jack/ the cinema/ watch a film.
3. Tom/ his car/ drive.
4. Catherine/ the station/ wait for a train.
5. Mr. and Mrs. Hall/ the park/ walking.
Exercise VII. Put the verb into the past continuous or past simple
1. A: What were you doing (you/ do) when the phone rang (ring)?
B: I was watching (watch) television.
2. A: Was Jane busy when you went to see her?
B: Yes, she……….(study)
3. A: What time….(the post/ arrive) this morning?
B: It…….(come) while I……(have) breakfast.
4. A: Was Margaret at work today?
B: No, she……(not/ go) to work. She was ill
5. A: How fast…..(you/ drive) when the police…….(stop) you?
B: I don’t know exactly but I……..(not/ drive) very fast.
6. A: …….(your team/win) the football match yesterday?
B: No, the weather was very bad, so we…..(not play)
7. A: How…..(you/ break ) the window/
B: We…..(play) football. I…..(kick) the ball and it…..(hit) the window.
8. A: ………(you/ see)Jenny last night?
B: Yes, she…(wear) a very nice jacket.
9. A: What…..(you/ do) at 2 o’clock this morning?
B: I was asleep.
10. A.I…lose my key last night.
B How (you/get) into your room
Thomas Edison (1) started/ was starting work on the railway when he was twelve, selling
newspapers and snacks. There were long periods with nothing for him to do so he (2) build/
was building himself a little laboratory in the luggage van where he could carry out
experiments when he (3) didn’t/ wasn’t selling things to passengers. Another way that he (4)
occupied/ was occupying himself was by reading. He joined a library and (5) read was
reading every single book in it. One day, when he (6) waited/ was waiting at a station he (7)
noticed/ was noticing a small boy who (8) played/ was playing by the track, unaware that a
train (9) approached/ was approaching. Edison (10) ran/ was running out and (110 grabbed/
was grabbing the child just in time. The child’s father was so grateful that he (12) offered/
was offering to teach Edison to be a telegraph operator. Edison accepted the offer and soon he
(13) had/ was having regular lessons. After a year, he was good enough to get a job in the
telegraph office. He continued to read and experiment, whenever he (14) had/ was having
time. At twenty-one he (15) left/ was leaving the telegraph office to devote all his time to
being an inventor. He (16) went/ was going on to invent the electric light bulb, the
phonograph and the movie camera.
Exercise IX. Complete the description of the life of a musician, using the verbs given.
Use either the past simple or the past continuous.
Colin Boyle was born in 1973 near Dublin, Ireland. In 1983 he became seriously ill. While he
(1) was recovering (recover) his uncle (2) gave (give) him an old violin. He enjoyed playing
and practised at school every day after lessons. One day in 1987, John Leaf, the manager of
several successful musicians, (3),,,,,,,,,(have) a meeting with the headmaster when he
(4)……(hear) Colin practising. He immediately (5)…..(contact) Colin’s teacher and
(6)…..(invite) Colin to appear in one of the concerts he (7)……(organize) that year. Colin,
however, (8)…..(refuse) Leaf’s invitation, because just then he(9)….(prepare) for some
important school exams. Colin (10)…….(pass) his exams and (11)….(go) to college to study
engineering. At college he (12)…..(meet) Kim O’Malley, who (13)….(study) chemistry. Kim
was also a keen amateur musician. Being students, they rarely (140…..(have0 much money
and they usually (15)…..(work) as waiters at weekends. One evening in April 1992, while
Colin and Kim (16)….(serve) customers, the manager (17)…(announce) that there would be
no live music in the restaurant that night as regular band could not come. Colin and Kim
(180….(persuade) him to let them play to the customers. Everyone (19)……(be0 amazed to
hear how good they (20)……(be).Six months later they (21)…..(decide0 to leave college
because they (22)….(earn) so much money as musicians. Their success has continued ever
since.
ADAM: Hello, Mike. What (1) are you doing/ do you do in this part of London?
MIKE: Well, actually, (2) I’m looking/ I look at flats around here.
ADAM: Flats? (3) Are you wanting/ Do you want to move?
MIKE: Yes, in fact, believe it or not, Mandy and I (4) are getting/ get married.
ADAM: That’s great! Congratulations. When (5) were you deciding/ did you decide?
MIKE: Only last week. It was while we (6) were staying/ stayed with her family in Scotland.
Now (7) we try/ we’re trying to find a suitable flat.
ADAM: It’ll be great to have you as neighbours. I hope you manage to buy one soon.
MIKE; Oh we (8) aren’t looking/ don’t look for one to buy. We (9) aren’t having/ don’t have
enough money yet. (10) We’re wanting/ We want to find somewhere to rent.
ADAM: Yes, of course. That’s what we (11) did/ were doing at first. Actually, in the end, my
brother (12) was lending/ lent us some money. That’s how we (13) were managing/ managed to
buy ours.
MIKE: Really? Perhaps I’ll talk to my family before (14) we choose/ we’re choosing a flat.
ADAM: That’s not a bad idea. My family (15) gave/ were giving us quite a lot of helpful advice.
Now, what about a coffee? There’s a good place just round the corner.
MIKE: Oh, yes, I (16) looked/ was looking for somewhere to sit down when I bumped into you.
Let’s go.
6. SELF-TEST
1. Most of the equipment for signalling short distances is located on or near the….
2. Lines called…..extend from the yardarm.
3. … ….represent letters of the alphabet, numbers, or complete meanings.
4. Flags and pennants are….. ….to the halyards and hoisted to the yard.
5. On or near the signal bridge are signal………………………………….
6. On the outboard end of the yard are two small lights called yardarm….
7. All ships that go to sea are required by international law to have …. ….
8. A white ….light is usually placed on the upper part of the bridge superstructure or on an area
forward of the foremast.
9. Above and abaft the masthead light is a white…. ….located either on the foremast or
mainmast.
10. To either side of the ship …. ….are found.
10p
II. Give Romanian equivalents to the following maritime terms.
V. Use the words given to make sentences. Do not change the order of the words. Use only
the simple past or past continuous.
7. Self-test Answer-key
I.
1. signal bridge
2. halyards
3. signal flags
4. bent on
5. signal searchlights
6. blinkers
7. running lights
8. masthead
9. range
10. side lights
II.
Pavilion de semnalizare; flamură; proiector de semnalizare; fungă, saulă de pavilion
punte de semnalizare; eclipsă de catarg, lumină cu licăriri; lumină de marş; lumină de
catarg;lumină de aliniament, de catarg pupa; lumini distinctive din borduri.
III.
1. Most of the equipment for signalling is situated/located on the signal bridge.
2. Signal flags are bent on halyards
3. Signal searchlights are hand-operated.
4. The two small lights on the outboard end of the yard are called yardarm blinkers.
5. To tell the time at sea we use the ship’s bell.
6. Running lights must be exhibited according to international laws.
7. Range lights are placed/located either on the foremast or mainmast.
8. A searchlight is not a signalling light. It is used to view/ locate nearby objects at night.
9. The masthead light is white.
10. The starboard side light is green and the portside light is red.
IV.
2.Were you doing; 3. Did you go; 4.Was wearing; 5. Were you driving…happened; 6.
Took…wasn’t looking; 7. Didn’t know; 8. Saw…was trying
V.
1. Read the following text and try to guess the meaning of the new words from the context.
A large number of different types of rope are used on board ship, and it is important for
every sailor to know their characteristics so that the right rope can be used for the right job. Ropes
can be divided into three basic types: natural fibre rope, which is made from the fibres of different
plants; synthetic fibre rope, which is made from materials such as nylon; and wire rope, which is
made from strands of steel wire.
First let us look at the different types of natural fibre rope. A well-known rope of this
type is Manila. Manila rope is made from the fibres of a plant which grows in the Philippine
Islands of the Pacific. It is strong and flexible, but rather expensive. It is used for a number of
jobs connected with cargo-handling and mooring. Because manila rope is expensive, sisal rope is
often used in its place. Sisal comes from a plant which grows in the USA and Russia. It is less
strong and less flexible than manila rope, but it is cheaper. It is used for moorings and lashings.
Another type of rope is hemp rope .Hemp comes from a plant which grows in Russia, Europe and
North America as well as in China and India. It is strong and flexible and does not shrink or swell
after contact with water. Because of this it is used on sailing boats. Coir ropes are made from
coconut fibres. They are very buoyant and very elastic, but they rot very easily when they are wet.
They are sometimes used for mooring and towing lines. The cotton plant grown in the southern
part of North America. Cotton rope is both strong and flexible, but it is very expensive and
therefore not used on merchant ships. Because it looks nice, it is often used on yachts and
pleasure boats.
Natural fibre ropes have now largely been replaced by synthetic fibre ropes. Synthetic
ropes have many advantages. They are strong and elastic and they are resistant to the action of
water. Nylon rope is the strongest and the most elastic of all the synthetic fibre ropes. It is used
for mooring and handling cargo. Terylene rope has the highest melting point. It melts at a
temperature of 260° C. It is also strong and elastic. It is mainly used on yachts. Another type of
synthetic fibre ropes is polypropylene rope. It has the lowest melting point of all synthetic fibre
ropes and is used for log lines and halyards.
Wire rope is made of steel. It is usually galvanized to stop it from rusting. It is very
strong and elastic, but not as flexible as other types of rope. Large wire ropes are very heavy.
Wire rope has many uses on board ship, particularly for standing rigging, mooring lines and
cargo-handling.
1.2.Mooring Ropes
A ship is made fast to the quayside by mooring line. The standard mooring lines are
shown below. They consist of a headline, a breastline and a backspring forward, a stern line, a
breastline, and a backspring aft. Any of these lines may be doubled. Each line has a large eye
spliced in the end. The eye is placed over a bollard on the quayside. If there is another line
already on the bollard, the eye of the second line should be taken up through the eye of the first
line before placing it over the bollard. This makes it possible for either line to be let go first.
2. VOCABULARY
ropes = parîme
lines =parîme
cargo-handling =manipularea mărfii
mooring =acostare, amarare, legare
lashing =amarare (a marfii)
hemp rope =parîmă din cînepă
to shrink-shrank-shrunk =a intra la apa
to swell = a se umfla
coir ropes = parîme din nucă de cocos
buoyant = plutitor, flotabil, care pluteşte
to rot = a putrezi
towing lines = parîme de remorcaj
merchant ships = nave comerciale
melting point = punct de topire
mainly = în special
log lines = saulă de loch(cu gradaţii speciale)
halyards = fungă, saulă de pavilion
to rust = a rugini
wire ropes = parîme metalice
standing rigging = manevre fixe
headline = parîmă prova
breastline = traversă
backspring forward = spring prova
stern line = parîmă pupa
backspring aft = spring pupa
spliced = matisat (despre parîme)
bollard = baba
quayside = cheu
Present perfect simple – is formed with the auxiliary verb have in the corresponding form for
the subject of the sentence, followed by the participle of the main verb.
full form: I have walked/ drunk/run/ I haven’t walked; question form: Have you walked?/
Haven’t you walked?; tag question: You have walked, haven’t you? You haven’t walked, have
you?
Meaning and function- shows the present situation in relation to past action, how the past is
relevant to now.
a) For uncompleted action where both action and results remain/unfinished past/ with a time
marker showing past reference:
London has stood beside the Thames for hundreds of years/ My mother has
always played tennis.
b) For an action which took place in an identified period of time which is not yet over: I’ve
read a book this morning./ I read a book this morning.
c) For an action which took place in the past, but whose results are still present
(present perfect of result): I’ve spilt the milk (it is still on the floor).
d) For an action(single or repeated) which took place in the past, but still relates
to the present: I’ve studied French.(and remember it).
e) With the time markers just, yet, already, still, this can also indicate the attitude of the
speaker:
I have just washed the floor. (so it’s still wet)
He has just left. (so you are too late to speak to him)
Have you painted my fence yet?(questions)
I haven’t painted the fence yet.(negatives)
He has already eaten it.(there is none left)
Hasn’t the train gone already? (that is surprising)
He still hasn’t left.(negatives)
Have you still got that hat? (Amer. English prefers the present simple with still)
Have you ever lived in London? (present perfect of experience)
I have never lived in Paris.(remembered experience)
f) Future uses- when clauses: I’ll come when I have written this letter. (I’ll write this letter
first and when that is complete, I’ll come)
Present perfect continuous – is formed with the auxiliary verb have in the
corresponding form for the subject of the sentence, followed by the participle been of the
auxiliary verb be, followed by the –ing form of the main verb.
full form: I have been eating/ He has been eating; question form: Have you been
eating?/ Haven’t you been eating?; tag questions: You have been eating, haven’t you?/ You
haven’t been eating, have you?
Meaning and function- this tense focuses on continuous or repeated activity engaged in before
the present, but relevant to it and on the continuous duration of that action. The action is seen as
temporary and may or may not have completed at the time of speaking.
a) used as an explanation for the present situation or the appearance of the speaker-caused
by the recent and ongoing nature of the activity, which may or may not be completed:
I won’t shake hands, I’ve been baking. (my hands are covered in flour);
I have been repairing the car all morning. (I’m exhausted)
b) to account for a period of time now finishing-the tense indicates that the
action filled the time:
I didn’t iron your shirt, I’ve been cooking all morning. (excuse for failure)
c) it is used to draw attention to the repeated or continuous nature of an action or
habit resulting in present expertise or knowledge:
I have been learning French for 10 years /I have been living here since1970.
d) it is used for new, temporary habits, which have become constant or
continuous:
He has been seeing a lot of her lately.
e) it is often used in talking about health to describe new and developing
symptoms:
I have been getting/having headaches.
f) with verbs of wishing/hoping-the tense is a polite device, suggesting that the
wish or thought was constantly in the speaker’s mind:
I have been looking forward to meeting you.
g) with mean/intend, the tense shows a recognition that the speaker has failed in
his duty:
I have been meaning to visit you.
* Comparison between the present perfect simple and the present perfect continuous:
• The present perfect simple: He has painted the room. (we are interested in the
result of the action, not in the action itself)
• The present perfect continuous: He has been painting the room.(we are
interested in the action, it does not matter whether something has been finished or not).
• We use the simple to ask or say how much, how many or how many times:
How many pages of that book have you read?/ Mary has written 10 letters today./
They have played tennis three times this week.
• We use the continuous to ask or say how long (for an activity still happening):
How long have you been reading that book?/ Mary has been writing letters all day./
They have been playing tennis since two o’clock.
• We can use for and since with both present perfect simple and continuous: He has talked
about her for years/ He’s been talking about her for years./I’ve played volleyball since 9
o’clock/ I’ve been playing volleyball since 9 o’clock.6.7.
4. Vocabulary Practice
1. Read carefully the text on different types of rope in your course book and then
fill in the table below with appropriate information.
(b)
(c)
(d)
(e)
2. (a)
(b
(c)
3. (a)
II. Give Romanian equivalents to the following maritime terms. Then use these
terms in sentences of your own.
Make fast; quayside; mooring lines; headline; sternline; breastline; backspring forward;
backspring aft; bollard; to let go
III. Decide if the following statements are TRUE(T) or FALSE(F).Circle the correct
answer.
1. Why is it important for every sailor to know the characteristics of different types of
rope?
2. What are the characteristics and uses of manila rope?
3. Why is sisal rope often used in place of manila rope ?
4. Why is hemp rope mainly used on sailing boats?
5. What is the disadvantage of coir ropes?
6. Why is cotton rope mainly used on pleasure boats?
7. Why have natural fibre ropes been replaced by synthetic ropes?
8. What is special about the terylene and polypropylene ropes?
9. Why are wire ropes galvanised?
10. What are the uses of wire ropes?
5. Grammar Practice
I. You are writing a letter to a friend. In the letter you give news about yourself and other people.
Use the words to make sentences. Use the present perfect.
Dear Chris,
Lots of things have happened since I last wrote to you.
1.I/ buy/ a new car….I’ve bought a new car.
2. my father / start/ a new job………….
3. I / give up/ smoking……………
4. Charles and Sarah/ go / to Brazil………..
5. Suzanne/ have/ a baby…………….
III. You are asking Helen questions beginning Have you ever……? Write questions.
IV. Write sentences about Helen. (Look at her answers in exercise III )
Now write about yourself. How often have you done these things?
VII. Read the situations and write sentences with just, already, or yet.
1.After lunch you go to see a friend at her house. She says “Would you like something to eat?”
You say: No, thank you. ..I’ve just had lunch….(have lunch)
2. Joe goes out. Five minutes later, the phone rings and the caller says” Can I speak to Joe?”
You say: I’m afraid ……………………….(go out)
3. You are eating in a restaurant. The waiter thinks you have finished and starts to take your plate
away. You say :Wait a minute!………………(not /finish)
4. You are going to a restaurant this evening. You phone to reserve a table. Later your friend says
“Shall I phone to reserve a table”? You say: No,……………..it.(do).
5.You know that a friend of yours is looking for a job. Perhaps she has been successful. Ask her:
You say:…………….? (find)
6. Ann went to the bank, but a few minutes ago she returned. Somebody asks “Is Ann still at the
bank?” You say: No, …………..(come back).
IX. Complete these sentences using today/ this year/ this term etc
1.Jack is driving a car but he’s very nervous and not sure what to do .
You ask: : ….Have you driven a car before?
He says :….. No, this is the first time I’ve driven a car.
2.Len is playing tennis. He’s not very good and he doesn’t know the rules.
You ask: Have………………………………………………………….
He says: No, this is the first …………………………………………….
3.Sue is riding a horse. She doesn’t look very confident and comfortable.
You ask:…………………………………………………………………
She says:………………………………………………………………….
4.Maria is in London. She has just arrived and it’s very new for her.
You ask:………………………………………………
She says:…………………………………………
XI .You are asking somebody questions about things he or she has done. Make questions for
the words in brackets.
XII. Write a sentence with the present perfect continuous and for to describe each
situation. Use these verbs: camp, play, read, swim, talk, travel, work.
1.The video began two hours ago, and it hasn’t finished yet. It’s been playing for two hours.
2. James went into the water ten minutes ago. He doesn’t want to come out
yet…………………………..
3. Alice rang Peter half an hour ago, and they’re still on the phone……………
4.Robert picked up a book an hour ago. He hasn’t put it down yet…………………………….
5.Ed and Jennifer started their journey around the world three months ago. They’ve gone about
halfway now…………………………………….
6.Sue got to the office early this morning. Ten hours later she’s still there…………………
7. The Dobsons left on holiday four weeks ago and they’re not back yet. They took their
tent……….
XIII. Add a sentence with the present perfect continuous . Use the words in brackets.
1.Mr Davis has a backache. (dig / the garden)…..He’s been digging in the garden.
2. Joe has no money left. (shop )………………….
3.The girls are tired. (work / hard )……………………
4.The boys have got a suntan. (sunbathe )
5.Emma’s shoes are dirty. ( walk / in the field )…………..
6.Jane and Neil look annoyed. ( argue )…………….
7.The ground is wet. (rain )…………………
8.Tim has some washing up to do (bake / cakes )………….
1.The rain started two hours ago. It’s still raining now. It .. has been raining … for two hours.
2.We started waiting for the bus 20 minutes ago. We’re still waiting now. We……………….for
20 minutes.
3.I started Spanish classes in December. I’m still learning Spanish now. I…………….since
December.
4.Ann began looking for a job six months ago. She’s still looking now………………….for six
months.
5.Mary started working in London on 18 January. She’s still working there now. ………….since
18 January.
6.Years ago you started writing to a penfriend. You still write to each other regularly now.
We…………….for years.
XV. Read the situations and write two sentences using the words in brackets.
1.Tom started reading a book two hours ago. He is still reading it and now he is on page 53.
( read/ for two hours ).. He has been reading for two hours.
(read / 53 pages so far )
2. Linda is from Australia. She is travelling round Europe at the moment. She began her tour
three months ago.
(travel / for three months ) She…………….
( visit / six countries so far )……………….
3.Jimmy is a tennis player. He began playing tennis when he was ten years old. This year he is
national champion again – for the fourth time.
( win / the national championship four times )……………………..
( play / tennis since he was ten )
4.When they left college, Mary and Sue started making films together. They still make films.
( make / ten films since they left college ). They…………………….
( make / films since they left college )
XVI. Put the verb into the more suitable form, present perfect simple( I have done ) or
continuous ( I have been doing )
1.Where have you been? ..Have you been playing…..( you / play) tennis?
2. Look!. Somebody…………………{break ) that window.
3.You look tired. …………………( you / work ) hard ?
4.”………………..( you / ever / work ) in a factory?” “ No, never “
5.“ Jane is away on holiday.” “ Oh, is she ? Where …………… ( she / go ) ?
6.My brother is an actor. He……………..( appear ) in several films.
7.“Sorry I’m late.”” That’s all right. I………………….( not / wait ) long”.
8.“Is it still raining?” “ No, it ……………….( stop )”
9.I……….(lose ) my address book. …………..( you / see ) it anywhere?
10.I………………….(read) the book you lent me but I ………………(not / finish ) it yet.
11.I …………..( read ) the book you lent me , so you can have it back now.
XVII. For each situation, ask a question using the words in brackets.
1.You have a friend who is learning Arabic. You ask: (how long / learn / Arabic?). How long
have you been learning Arabic?
2.You have just arrived to meet a friend. She is waiting for you. You ask : ( how long / wait ?)
3.You see somebody fishing by the river. You ask: ( how many fish / catch ?)
4.Some friends of yours are having a party next week. You ask: ( how many people / invite ?)
5.A friend of yours is a teacher. You ask: ( how long / teach ?)
6.You meet somebody who is a writer. You ask : ( how many books / write ?) , ( how long / write
books ?)
7.A friend of yours is saving money to go on holiday. You ask: ( how long / save ?)
XVIII.Use the words given to complete the sentences. Put the verbs in the present perfect
simple or continuous.
1.John’s terribly upset. …He’s broken … ( he / break ) off his engagement to Megan. Apparently
…she’s been seeing…( she / see ) someone else while ..he’s been …(he / be ) in Africa.
2.Can you translate this note from Stockholm? I understood Swedish when I was a child, but
……( I / forget ) it all.
3.What’s that dent in the side of the car?…………..( you / have ) an accident?
4. I’m sorry, John’s not here; ……..(he / go ) the dentist…………( he / have ) trouble with a
tooth.
5.This cassette recorder is broken. ………( you/ play about ) with it?
6.Your Italian is very good ( you / study ) it long?
7.Do you mind if I clear the table? …………( you / have ) enough to it ?
8.I’m not surprised………….( he / fail ) that exam.
XIX. Rewrite each of the following sentences without changing the meaning, beginning in
the way shown. You may need to use the present perfect or the simple past.
XX. Are the underlined parts of these sentences right or wrong? Correct the ones that are
wrong.
6.SELF-TEST
10p
II. Translate into English.
10p
IV. Put the verbs into the correct form, past simple or past continuous.
V. Put the verb into the most suitable form, past continuous (I was doing), past perfect(
I had done) or past perfect continuous ( I had been doing).
1. It wasn’t raining when we went out. The sun was shining. But it had been raining, so
the ground was wet.
2. We were good friends. We….(know) each other for a long time.
3. John and I went for a walk. I had difficulty keeping up with him because he….(walk) so
fast.
4. Mary was sitting on the ground. She was out of breath. She…..(run)
5. When I arrived, everybody was sitting round the table with their mouths full.
They…(eat)………………………………………………………………………
6. When I arrived, everybody was sitting around the table and talking. Their mouths were
empty but their stomachs were full. They…(eat)……………………………
7. Jim was on his hands and knees on the floor. He…..(look) for his contact lens.
8. When I arrived, Kate……(wait) for me. She was rather annoyed with me because I was
late and she ….(wait) for a very long time.
9. I was sad when I sold my car. I….(have) it for a very long time.
10. We were extremely tired at the end of the journey. We…..(travel) for more than 24 hours.
10p
I.
1. manila
2. mooring
3. sisal
4. hemp
5. lashings
6. buoyant
7. towing lines
8. melting
9. halyards
10. rusting
II.
A ship is made fast to the quayside by mooring lines. They consist of a headline, a
breastline and a backspring forward, a stern line, a breastline, and a backspring aft. Any
of these lines can be doubled. Each line has a large eye spliced in the end. The eye is
placed over a bollard on the quayside.
III.
IV.
2. had known
3. was walking
4. had been running
5. were eating
6. had been eating
7. was looking
8. was waiting……had been waiting
9. had had
10. had been travelling
Unit.8
MANNING
The Traditional Organization of a Ship’s Crew
1. Read the following text and try to guess the meaning of the new words and phrases from the
context.
The man in charge of a ship is the Master. He is responsible for the ship, her cargo and the
safety of the crew. He must be well qualified and an experienced navigator. Although his correct
title is the Master, he is addressed as “Captain”. The Master is the person who is in absolute
charge of the vessel. His duties and responsibilities are many, varied and extensive. He is the
owner’s personal representative, and bears the ultimate responsibility for the safe navigation of
his vessel and for the efficient loading, stowage and discharge of cargo. Furthermore, he has the
power to act as lawyer, a doctor and even to bury people. The Master may arrest members of the
crew or passengers, if they constitute a nuisance during the voyage. In certain circumstances,
particularly if the person is dangerous to other members of the ship, the master may place the
individual under restraint. In the event of any mutiny, any act of the master is regarded as one
entirely of self-defence, and he has the power to call on persons on board to render assistance.
Similarly, if the ship is imperilled in any way, the Master may call upon all persons on board to
give assistance. To hold the position of a Master, especially on a large passenger liner, is the
culmination of years of sea experience. The Master is required to hold a Master’s Certificate,
which is obtained by examination, and issued by the Department of Transport. Furthermore, in
common with the deck officers from which department he is promoted, he must be thoroughly
competent in navigation matters including the use of such navigational aids as the gyrocompass,
radar, direction finder, echo-sounding device, and position-fixing device.
The organization of the crew of a cargo ship is changing, but it is still customary to find
Deck, Engine, Catering and Radio Departments in ships of a reasonable size. Each department
is made up of a varied number of officers, petty officers and ratings.
1.2.1. The Chief Officer, or First Mate as he is often called, is the Master’s chief officer and
head of the Deck Department. He is assisted by a Second Officer (Mate), a Third Officer
(Mate), and sometimes a Fourth Officer (Mate). Several companies employ a First Officer as
well as a Chief Officer. The Deck Department includes a Boatswain (Bosun), and a Carpenter,
both petty officers, and a number of ratings. These are made up of Able Seaman (AB), Ordinary
Seaman (OS) and a middle grade known as Efficient Deck Hand (EDH). There are other grades
of seamen. On some ships Navigating Cadets are carried for training purposes.
1.2.2. The Engine Department is the charge of the Chief Engineer, who is responsible to the
Master both for the main propulsion machinery and for auxiliaries comprising electrical plant,
cargo winches, refrigerating machinery, steering gear, ventilating system, etc. He is also
responsible for fuel, maintenance and repairs. He is assisted by a Second, Third, Fourth and
sometimes Fifth Engineer. An Electrical Officer may also be carried. The engine room petty
officers are the Storekeeper and Donkeyman. On tankers there is also a Pumpman. He is also a
petty officer. The engine room ratings are Firemen and Greasers. There may also be Engineer
Cadets.
1.2.3. The Catering Department is under the control of the Chief Steward, or Catering
Officer, who is responsible for catering and galley, for galley stores and for the ship’s linen. He
is assisted by cooks, bakers and assistant stewards. In deep sea passenger ships and those engaged
in multi –purpose passenger tonnage in the short sea trades, this is a very large and important
department. As such it is usually in charge of the Purser. Many passenger vessels are now
manned as floating hotels.
1.2.4. The Radio Department often consists of only one man: the Radio officer. On ships where
continuous radio watches are kept there may be three radio officers: a Chief, Second and Third.
Statutory provisions stipulate under SOLAS 1974 that all cargo vessels of 300 tons gross and
upwards must be fitted with a radio station. For keels laid before February 1995 the radio station
should be either a radio telephone station ( only applicable for ships of 300 to 1599 gross
tonnage), a radio telegraph station or a Global Maritime Distress and Safety System (GMDSS)
for operation in specific sea areas. For keels laid after 31 January 1995 a GMDSS must be fitted.
The radio officer requirements are contained in the Merchant Shipping (Radio Installations)
Regulations 1992.This outlines the need for a valid certificate of competency. Overall the role of
the radio officer has changed significantly following the emergence of GMDSS.
The running of this department is the responsibility of the First Mate who supervises the
handling of the cargo and is responsible for the upkeeping of the ship and her equipment,
excluding the engine room and auxiliary power gear. In addition, he also acts as a semi-chief of
staff to the Master. He is assisted by two, three or more mates on larger vessels. The Deck
Department is responsible for navigating the ship safely and economically from port to port. The
Second Officer is responsible to the Master for keeping the ship on course and for looking after
all the equipment used for navigation. It is also the job of the Deck Department to see that the
cargo is stowed properly in the holds and kept in good condition during the voyage. The stowage
of cargo is the responsibility of the Chief Officer. He is helped by the Second and Third
Officers. In addition, when the ship is not fully loaded, the First Mate must see that the holds
are cleaned and prepared for their next cargo. In a tanker the cargo tanks are washed out during
ballast passages and freed of gas. At sea, much of the Deck Department’s time is spent
maintaining the ship and her equipment in good condition. This means constant cleaning, painting
and repair work. This is done by ratings under the supervision of the Boatswain (Bosun). A
programme of maintenance for each day is worked out by the Chief Officer. He also looks after
the general day-to-day running of the department and deals with any problems. The Third
Officer is in charge of the life-saving equipment. The different appliances must be complete and
in good working order. The Boatswain and the Carpenter are directly responsible to the Chief
Officer. The Bosun sees that his orders and those of other deck officers are carried out by the
crew. He is a man with a lot of knowledge and practical experience in seamanship. The
Carpenter is usually a qualified shipwright. He no longer works only with wood as his name
suggests. His most important regular job is to sound the tanks and bilges in order to check the
depths of liquid in them. He also operates the windlass, when the anchors are being raised or
lowered. The Deck Department is also responsible for keeping watches. An officer is always on
watch on the bridge. He is the Master’s representative and answers to him for the safety of the
ship during his watch. In ships where a Chief Mate and a First Mate are carried, the First Mate
is the watch keeping officer.
3. FUNCTION
3.1. A person’s function, or what he/she does, can be expressed in terms of his/her responsibility.
Study these examples:
• Read the text on the deck department again and underline the patterns which are used to
express function. There are five examples. Can you find them? When you find them try to
state the kind of pattern (1,2,or 3) used.
3.2. The function of a thing, or what it is used for, can be expressed in a number of ways:
• How would you express the function of a thermometer by using the patterns above?
e.g. The function of a thermometer is to measure time.
Now it’s your turn to use the other three patterns.
4. VOCABULARY
The Past Perfect Simple is formed with the past form auxiliary verb to have (had) + the
past participle of the main verb. The meaning of this tense is “past-in-the-past”, the point of
reference is in the past and the event takes place before this point in the past. It is primarily used
to describe one event following another in the past; the earlier action has the past perfect, the later
action has the simple past. The past perfect covers an area of meaning equivalent to both the past
and perfect, being capable of referring to both indefinite and definite time.
Sentences with a past perfect often contain words like: after, before, when, as soon as to indicate
succession:
e.g. They elected him President, after his party had nominated him.
Past perfect simple- full form: I had walked/run; negative: I hadn’t walked/run; question: Had
you walked/run?; tag question: You had walked, hadn’t you?/ You hadn’t walk, had you?
a) used for actions previous to and affecting a nominated time in the past:
By one o’clock he had cooked lunch.(it was prepared but not eaten)
b) used to express sequence and relationship of past actions with a time marker:
It was Thursday before I had read it/ After she had done the washing, she had a cup of
tea.
c) to show the sequence and relationship of past actions with no time marker in
the past perfect clause: He had got dressed before the post arrived.
d) to show causal relationship between past actions (because, although):
I ran home because/since/as I had missed the train.
e) used as a narrative device to give background:
It had been a good year for Martin…(setting for a story in the past simple)
f) conversation marker with verbs of thinking, hoping-a request suggestion now
abandoned: I had wondered if you could give me a lift.(I realize you can’t)
g) in reported speech and after if when direct speech is in present perfect:
“Have you seen her?, I wondered./ I wondered if you had seen her.
! Difference between the past tense and the past perfect tense: the past tense is usually used
for one activity in the past. If there are two activities in the past (one happened before the other),
the past perfect is used for the oldest activity:
e.g. I phoned him yesterday/ I had phoned him yesterday before I left the office.
The Past Perfect Continuous Tense is formed from the past perfect of the auxiliary verb to be
(had been) + the present participle of the main verb (-ing form). The values of this tense are
the same as for the present perfect continuous, with the difference that the time of reference is not
the time of speech, but some point in the past, as in the case of the simple past perfect.
For example, imagine that you meet Ram at 11 am. Ram says to you:
“I’m angry. I have been waiting for two hours.” Later you tell your friends: “ Ram was angry.
He had been waiting for two hours.”
Past perfect continuous- full form: I had been eating; negative: I hadn’t been eating; question:
Had you been eating?; tag question: You had been eating, hadn’t you?/ You hadn’t been eating,
had you?
Meaning and function:
a) Relative to another past time and used with a real or implied time marker. The action
took place in the time leading up to the identified moment, and was temporary or
expected to be temporary.
• To explain the action of the main verb:
He could understand the film because he had been studying French at school.
• To convey the ongoing, continuous nature of an action, which led up to the past
moment in time:
He had been cleaning the car for over an hour before he realized it was the wrong
one.
• To convey an action which was ongoing but over when interrupted by the main
verb, but whose results were still evident at that moment:
When he came I had been baking.
• In reported speech , when the direct speech uses the present perfect continuous:
He said he had been thinking about it.
b) With verbs of thinking/feeling-introduces an idea now abandoned- it suggests
that the idea was repeatedly in the mind:
I had been meaning to visit her.( I thought many times about it, but now it’s
too late)
Important: 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 tense
instead the Past Perfect Continuous. There is also a difference in meaning. Compare the
examples below:
I was reading when my roommate returned. (the reading will be interrupted)
I had been reading for an hour when my roommate returned. (the reading stopped just before my
roommate returned)
- When we state how often something had happened we use the past perfect tense
rather than the past perfect continuous:
He had rung at least five times before they arrived.
- Certain verbs are not usually used in the continuous tense (verbs referring to
mental and emotional states, verbs of the senses, verbs of reasoning, etc.).
6. Vocabulary Practice
I. Read the carefully the text on the traditional organisation of a ship’s crew in your
course book and use the information to expand the diagram below. Your diagram
should show how each department is made up. If personnel exist only on some ships,
put their names in brackets ( ).
II.
III. Link the following (do not change their order), using whichever pattern is appropriate.
To do this task correctly you should turn to unit 8, section 4 in your course book.
I. Underline all the 3rd forms of the verb in the following passage.
The old man looked at the broken tree. There was sadness in his eyes. There had been a very bad
storm during the night. The wind had almost blown the tree down. Branches lay around, the white
wood like open wounds without the blood. He thought back to the day when he had planted
it.......many years ago. The tree had grown taller year by year until it had reached almost as high
as the roof. He remembered the day his son had climbed up and hidden in the branches – and
wouldn’t come down. He remembered how the war had come and taken his wife and son from
him. The house had burnt down. But the tree had survived. It had reminded him of all those other
things. Until last night. What could an old man do now?
1. I was nervous as I sat in the car waiting for my driving instructor. (drive)
I had never driven before.
2. I was terrified as we waited for the plane. (fly)
.............................................
3. My knees were knocking as I stood up at the wedding. (give a speech)
.............................................
4. When I reached the top of the ski lift, I wanted to die. (ski)
.............................................
5. As I changed into my tennis things, I wished I’d never agreed to be Martin’s partner. (play
tennis)
.............................................
6. If only I had refused to go to the choir practice! (sing in public)
.............................................
III. Supply reasonable previous cases in the past for these consequences, results,
effects or interest. Use the Past Perfect and try to find more than one previous cause for
each sentence.
EXAMPLE: She knew how to bake a cake because…
(a) her mother had taught her.
(b) she had learned at school.
(c) she had read about it in a book.
IV. Supply the Simple Past for the effect, consequence, result or interest and the Past
Perfect for the previous cause.
1. They (spend) all their money and (not know) where to find any more.
2. We (finish) our work so we (sit) down to talk.
3. The sky (be) black for some time before the rain (begin) to fall.
4. I (give) you the work to do again because you(do)it badly.
5. When I (thank) my hostess I (leave) the house and (go) home.
6. Yesterday my wife (tell) me about a beautiful hat she (see) a few days earlier.
7. Dr. Brown (just return) so they (give) him the message.
8. One of his patients (break) his leg and (need) a doctor at once.
9. The doctor (hope) for a quiet night. He (feel) disappointed.
10. After the children (go) to bed the house (be) very quiet.
11. They always (live) in a small village and (not understand) the city people.
12. I (can’t) read because I (forget) to fetch my glasses.
13. Peter (have) dinner in town that evening as his wife (go) to visit her mother.
14. We (never be) in Athens before so we (want) to see the sights.
15. The child (lose) his money so he (cannot buy) sweets.
V. Supply the Simple Past to show cause and immediate effect or the Past Perfect to show
previous cause. The Simple past expresses the later consequence.
VI. Transate into English using one of the following tenses: Past Simple; Past Continuous; Past
Perfect Simple and Past Perfect Continuous
8. SELF-TEST
Chief Officer; Chief Steward; Fifth Engineer; the Purser; Second Officer; Chief
Engineer; Electrical Officer; Boatswain; Fireman; Second Engineer; Third Officer; Carpenter;
Storekeeper; Third Engineer; Able Seaman; Donkeyman; Chief Radio Officer; Pumpman;
Greaser; Efficient Deck Hand; Fourth Engineer; Ordinary Seaman; Second Steward; Second
Radio Officer
10p
III. Write the responsibilities of the officers, petty officers and ratings belonging to the deck
department. Use the three patterns for expressing function.
10p
9. Self-Test-Answer Key
I.
1. Master
2. Owner’s
3. Stowage
4. lawyer
5. restraint
6. imperilled
7. Master’s Certificate
8. Thoroughly
9. Deck
10. Petty officers
II.
III.
1. The Chief Officer is responsible to the Master for the Deck Department.
2. The Third Officer is responsible for the life-saving appliances
3. The Boatswain is directly responsible to the Chief Officer. He sees that his orders and those of
other deck officers are carried out by the crew.
4. The sounding of tanks and bilges is the responsibility of the Carpenter
5. Deck ratings are responsible for deck operations.
LIST OF IRREGULAR VERBS