Professional Documents
Culture Documents
Faculty Electromechanics
Specialisation Electromechanics
I-st year
1-st term
Students Coursebook
1
Maritime English
Contents Page
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Maritime English
Objectives of Unit 4 35
4.1 Ships departments 35
4.2 The deck department 37
4.3 The engine department 38
4.4 Function 39
Self-assessment test 40
Progress test 40
Answers to self-assessment test 40
References 40
UNIT 5. CARGO AND ITS HANDLING 41
Objectives of Unit 5 42
5.1 Cargo handling equipment 42
5.2 Relative clauses 44
5.3 Applied terminology: Terms relating to position in a ship 46
Self-assessment test 47
Progress test 48
Answers to self-assessment test 48
References 48
UNIT 6. CLASSIFICATION OF MERCHANT SHIPS 49
Objectives of Unit 6 50
6.1 Types of merchant ships 50
6.2 Logical connectives 51
6.3 Applied terminology: terms relating to a ships hull 52
6.4 Note-taking practice: symbols, ommisions 54
Self-assessment test 55
Progress test 55
Answers to self-assessment test 56
References 56
UNIT 7. SHIP OPERATION 57
Objectives of Unit 7 58
7.1 How merchant ships operate 58
7.2 Expressing apology 59
7.3 Time relaters 60
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Maritime English
7.4 Abbreviations 61
Self-assessment test 61
Progress test 62
Answers to self-assessment test 62
References 62
UNIT 8. SHIPYARD ACTIVITIES 63
Objectives of Unit 8 64
8.1 Building ships 64
8.2 Passives 66
8.3 Time relaters (2) 68
8.4 Substitutes, compounds 69
Self-assessment test 69
Progress test 70
Answers to self-assessment test 71
References 71
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Maritime English
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Maritime English
Unit 1
Motto:
The more that you read, the more things you will know.
The more that you learn, the more places you'll go.
Dr. Seuss, I Can Read With My Eyes Shut!
Objectives of Unit 1
1.1 STCW95 requirements to all seafarers
1.2 Present simple and continuous
1.3 Sentence structure and punctuation
Self-assessment test
Progress test
Answers to self-assessment test
References
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Maritime English
OBJECTIVES OF UNIT 1
What is STCW?
The 1978 STCW Convention was the first to establish basic requirements on training, certification
and watchkeeping for seafarers on an international level. Previously the standards of training,
certification and watchkeeping of officers and ratings were established by individual governments,
usually without reference to practices in other countries. As a result standards and procedures varied
widely, even though shipping is the most international of all industries.
The Convention prescribes minimum standards relating to training, certification and watchkeeping
for seafarers which countries are obliged to meet or exceed.
STCW Training
The Amendments require that seafarers be provided with "familiarization training" and "basic
safety training" which includes basic fire fighting, elementary first aid, personal survival
techniques, and personal safety and social responsibility. This training is intended to ensure that
seafarers are aware of the hazards of working on a vessel and can respond appropriately in an
emergency.
STCW, as amended, will require all training and assessment activities to be "continuously
monitored through a quality standards system to ensure achievement of defined objectives,
including those concerning the qualifications and experience of instructors and assessors."
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Maritime English
In these days of multi-national and multi-lingual crews, the importance of sharing a common
language cannot be underestimated. It will not only improve safety and operational efficiency, but
will also make life on board easier and more pleasant.
Comprehension exercise
Yesterday is history, tomorrow is a mystery, today is a gift of God, which is why we call it the present.
Bill Keane
Present simple
The simple present expresses an action in the present taking place once, never or several times. It is
also used for actions that take place one after another and for actions that are set by a timetable or
schedule. The simple present also expresses facts in the present.
Form
Exercises
1. Here we (go).
2. Well, now I (see) ... what you (mean) ....
3. I (love) ... you more than words can say.
4. He (look) ... gorgeous.
5. That just (not / make) ... sense.
6. I (not / understand)... .
7. I (not / care)... .
8. Who (you / think) ... you are?
9. (you / speak) ... English?
10. (you / believe) ... in love at first sight?
The present progressive is used for actions going on in the moment of speaking and for
actions taking place only for a short period of time. It is also used to express development and
actions that are arranged for the near future.
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Maritime English
Present Progressive - Exceptions in Spelling
The final consonant after a short, stressed vowel is doubled before ing.
(Signal words like now, at the moment are often used to emphasise that the action is taking
place at the moment of speaking. Signal words are not really necessary, however, as this is
already expressed by the tense itself.)
(In the example you can see that the tickets are already bought. So we are talking about an
arrangement for the near future. To make clear that the action is not going on now, we usually
use signal words like tonight, tomorrow, next Friday, at noon.)
Here we are talking about a time limit. Jim does not usually work in the firm, he is still at
school and wants to earn some extra money during his holidays. To make clear that there is a
time limit, we usually use signal words, e.g. this week/month/year.
d. Actions taking place around now (but not at the moment of speaking)
We are studying for the exam
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Maritime English
(This action takes place around now and only for a limited period of time, but not at the
moment of speaking. We don't have to use signal words here, but we often find signal words
in such sentences, e.g. now, at the moment.)
Exercises
1. I (to starve)
2. I can tell when you (to lie)
3. I (to joke / only)
4. She (to go out) with a real cutie.
5. (you / to try) to pull my leg?
6. You (not / to fool) anyone.
7. What (to go on) here?
8. I (look forward) to seeing you again.
9. What (you / to do)?
10. (I / to dream)?
1. PINK - Get The Party Started: Everybody (to wait) s waiting for me to arrive.
2. AVRIL LAVIGNE - Complicated: I like you the way you are when we (to drive) in
your car.
3. J'LO - Jenny From The Block: I know where I (go) and I know where I'm from.
4. BLUE (feat. ELTON JOHN) - Sorry Seems To Be The Hardest Word: And it (get)
more and more absurd.
5. BLUE - U Make Me Wanna: That's why I'm here, I (write) this song.
6. BUSTED - What I Go To School For: I guess that's why my marks (get) so high.
7. JC CHASEZ - Blowing Me Up: There's something about you baby. It (take) me over.
8. ROBBIE WILLIAMS - Feel: Before I fall in love, I (prepare) to leave her.
9. EMINEM: Lose Yourself: He opens his mouth, but the words won't come out. He
(choke). How everybody (joke) now.
10. NICK CARTER - I Got You: They say I (look) for something that can't be found.
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Maritime English
4. Choose the correct signal word.
Coordination (equal ideas, with coordinator: and, but, or, nor, for, so, yet)
Jack is drinking, and Jill is eating. (A comma [,] is needed here.)
Jack drinks coffee, but Jill drinks tea. (closest connection between ideas)
Note:
Do not use subordinators and coordinators to connect ideas in the same sentence:
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Maritime English
Self-assessment Test
a. Form negative sentences in Simple Present.
we / in London / live
it / a lot / rain
she / Irish / be
we / at the airport / arrive
I / rainy weather / hate
Progress test
Put the verbs into the correct tense (simple present or present
progressive).
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Maritime English
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel
Hempstead, Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13
281379 3)
2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio
cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge,
Cambridge University Press, 1990 (ISBN 0 521 35770 5)
4.Table A of the International Convention on Standards of Training,
Certification and Watchkeeping for Seafarers, 1995 (STCW 1995),
1998 edition (IMO Sales No. 938E)
5.http://www.ego4u.com/en/cram-up/grammar/simpre-
prepro/exercises (visited 12.04.2011)
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Maritime English
Unit 2
SHIPS
Objectives of Unit 2
2.1 Types of ship
2.2 Articles definite, indefinite
2.3 Travel arrangements for joining ship
2.4 Phrases for greeting and introducing people
2.5 Going to and will
Progress test
Self-assessment test
References
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Maritime English
OBJECTIVES OF UNIT 2
Since the dawn of history boats have been used in rivers, and ships have been used
to cross seas and oceans, to carry goods and people from one place to another.
The volume of cargo carried by ships continues to increase, and ships become
larger and larger. The variety of cargo is also widening. For this reason many ships
are built for particular cargoes. Tankers carry liquid cargo such as petroleum, and
refrigerated cargo is carried in reefers. Other ships, called bulk-carriers, carry certain
cargoes such as iron ore, grains or timber in bulk. Many vessels are built for certain
duties: tugs for towing ships, dredgers for deepening channels, and specialist craft
such as gas carriers, ice-breakers and floating cranes.
New types of ships include container vessels and Ro-Ro ships. Container
vessels carry large cases, or containers, of a wide variety of goods. They have a high
service speed and can be loaded and discharged very rapidly. Ro-Ro ships have
doors in their bows and sterns. These doors allow lorries, with cargo on them, to be
driven on and off. Another new type of ship is the Lash-ship. The word Lash stands
for lighter aboard ship. Lash-ships carry lighters or floating containers. Tankers
known as VLCCs (Very Large Crude Carriers) are designed to carry over 200,000
tons. ULCCs (Ultra Large Crude Carriers) can carry over 400,000 tons of cargo.
Although there is a wide variety of ships at the present time, more new designs are
expected.
Exercises
1. Study each of the following sentences carefully and state if it is true or false
according to the information in the text.
1. Ships have been used only to cross seas.
2. Because the volume of cargo has increased ships continue to become
larger and faster.
3. At present ships are built for special purposes.
4. Bulk-carriers carry iron ore, grains or timber.
5. Ships are towed by dredgers.
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Maritime English
2.2 Articles
The indefinite article (a, an) is used in front of singular nouns when they are used as
countable nouns and when the reference is general rather than particular, that is, when we
do not say which example of the noun is being referred to:
e.g. There is a ship in the port.
When the noun is plural, or when the noun is used as an uncountable noun, no article is used.
e.g. There were cadets on board.
There was oil floating on the water.
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Maritime English
When we refer to a class of objects rather than to examples of that class, the distinction
between definite and indefinite use disappears, and there are three possible ways of
referring to countable nouns:
e.g. The container ship is designed to carry containers.
A container ship is designed to carry containers.
Container ships are designed to carry containers.
(Here all three sentences mean: All container ships are designed to carry containers.) but there is
only one way of referring to uncountable nouns:
e.g. Oil is carried in tankers.
Exercise 1. Write out the paragraph below using a, an, the or no article as appropriate:
... largest type of cargo ship is ... tanker. ... tankers are designed to carry ...
liquid cargo such as ... oil. ... cargo is pumped directly into ... holds by ...
powerful pumps. ... holds are constructed as ... tanks. ... tanks are sub-divided
into ... central tank, two wing tanks and ... expansion tank. ... expansion tank
allows ... oil to expand in hot weather. ... bridge superstructure and ... engine room
are situated aft to leave more room for ... cargo. ... bridge is connected to ...
forecastle by ... catwalk. ... tankers which are over 500,000 dwt are known as ultra
large crude carriers (ULCCs).
Flight reservation
Caller: Yes, I'd like to make a flight reservation for the twenty-third of this month.
Travel Agent: Okay. Let me check what flights are available?. [Okay] And when will you be
returning?
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Maritime English
Caller: Uh, well, I'd like to catch a return flight on the twenty-ninth. Oh, and I'd like the
cheapest flight available.
Caller: Yeah?
Travel Agent: Well, the price for the flight is almost double the price you would pay if you
leave the day before.
Caller: Whoo. Let's go with the cheaper flight. By the way, how much is it?
Travel Agent: Okay. That's flight 1070 from Salt Lake City to New York, Kennedy Airport,
transferring to flight 90 from Kennedy to Helsinki.
Caller: And what are the departure and arrival times for each of those flights?
Travel Agent: It leaves Salt Lake City at 10:00 AM, arriving in New York at 4:35 PM, then
transferring to flight 90 at 5:55 PM, and arriving in Helsinki at 8:30 AM the next day.
Travel Agent: Sure, no problem. And could I have you name please?
Idioms:
"red-eye" = an passenger airplane that flies at night
"We took a red-eye so we would arrive earlier in the morning for the meeting."
"wait on someone hand and foot" = do everything for someone, attend to their every need
"When you fly first class, the flight attendants wait on you hand and foot."
Man: Yes, I'd like to reserve a room for two on the 21st of March.
Hotel Clerk: Okay. Let me check our computer here for a moment. The 21st of May, right?
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Maritime English
Hotel Clerk: Well, we have one suite available, complete with a kitchenette and a sauna bath.
And the view of the city is great, too.
Hotel Clerk: It's only $200 dollars, plus a 10% room tax.
Man: Oh, that's a little too expensive for me. Do you have a cheaper room available either on
the 20th or the 22nd?
Hotel Clerk: Okay, we do have a few rooms available on the 20th; we're full on the 22nd,
unless you want a smoking room.
Hotel Clerk: How do you spell your last name, Mr. Maexner?
Man: M-A-E-X-N-E-R.
Hotel Clerk: Okay, Mr. Maexner, we look forward to seeing you on March 20th.
Exercises
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Maritime English
When traveling to some places in the world, you might have to get _____________
that will provide protection from certain diseases.
A. vaccinations; B. baggage; C. luggage
2. Did you have a good trip? b. Yes, thank you. Everythings perfect.
4. Did you have something to eat? d. Yes, its very comfortable, thanks.
4. Find the words relating to travel arrangements and make sentences of your own
with each of them:
A woman called to make reservations, "I want to go from Chicago to Hippopotamus,
New York" The agent was at a loss for words. Finally, the agent said "Are you sure
that's the name of the town?" "Yes, what flights do you have?" replied the customer.
After some searching, the agent came back with, "I'm sorry, ma'am, I've looked up
every airport code in the country and can't find a Hippopotamus anywhere. The
customer retorted, "Oh, don't be silly. Everyone knows where it is. Check your map!"
The agent scoured a map of the state of New York and finally offered, "You don't
mean Buffalo, do you?" "That's it! I knew it was a big animal!"
Introducing others
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Maritime English
Example,
Follow-up:
After you have been introduced to someone,
it is polite to ask a few general questions* to get acquainted.
For example,
Do NOT ask:
A person's age
Birth date
Salary
Weight
Marital status
Simple Future has two different forms in English: "will" and "be going to." Although the two
forms can sometimes be used interchangeably, they often express two very different
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Maritime English
meanings. These different meanings might seem too abstract at first, but with time and
practice, the differences will become clear. Both "will" and "be going to" refer to a specific
time in the future.
Form Will
[will + verb]
Examples:
Form Be Going To
Examples:
"Will" often suggests that a speaker will do something voluntarily. A voluntary action is one
the speaker offers to do for someone else. Often, we use "will" to respond to someone else's
complaint or request for help. We also use "will" when we request that someone help us or
volunteer to do something for us. Similarly, we use "will not" or "won't" when we refuse to
voluntarily do something.
Examples:
Examples:
Examples:
Examples:
IMPORTANT. In the Simple Future, it is not always clear which USE the speaker has in
mind. Often, there is more than one way to interpret a sentence's meaning.
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Maritime English
Self-assessment Test
Immigration and Customs. Give the right answer:
Where will you be _____________ during your week-long vacation?
In a hotel downtown? You can find some great accommodations there.
1. staying
2. renting
3. shopping
1. wallet
2. luggage
3. pocket
1. belongings
2. luggage
3. mail
1. purpose
2. meaning
3. design
1. test
2. discuss
3. attend
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Maritime English
Progress test
Ex. 1 Match the words with the sentences
much, check, expensive, view, reserve
The _________ of the city is beautiful.
Let me _________ our books to see if we have a room.
Well, $200 for a room is a little __________ for me. Do you have
something cheaper?
I want to __________ a room for next Friday.
How _______ is the room for one night?
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel
Hempstead, Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13
281379 3)
2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio
cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge,
Cambridge University Press, 1990 (ISBN 0 521 35770 5)
4. http://www.ego4u.com/en/cram-up/grammar/simpre-
prepro/exercises (visited 12.04.2011)
5. http://www.esl-lab.com/flight/flightsc1.htm - (visited
21.04.2011)
6. http://free-english-study.com/speaking/introducing-others.htm
- (visited 20.04.2011)
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Maritime English
Unit 3
SHIP DESCRIPTION
Objectives of Unit 3
3.1 The main parts of a ship
3.2 Phrases for giving opinions, agreeing and disagreeing
3.3 Applied terminology: Terms related to the hull
Self-assessment test
Progress test
Answers to self-assessment test
References
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Maritime English
OBJECTIVES OF UNIT 3
The main structure of a ship is the hull. Within the hull are the tween decks or platforms on
which the cargo rests. The uppermost platform or the upper deck, covers the holds in which
cargo is stowed. It is loaded and discharged either by cranes on the quay or by the ships
derricks. Derricks are operated by winches. The derricks are fitted to masts which stand on
the upper deck. The cargo passes into or out of the holds through cargo hatches.
At sea, the ship is controlled from the bridge by the captain and the navigating
officers. The front part of a ship is called the bow and the rear part the stern. Near the bridge
is the funnel. Smoke and gases pass through the funnel from the engine. The engine is fitted
near the bottom of the ship in the engine room. The engine drives the propeller at the stern of
the ship. The anchors and cables and the windlass are located in the bow of the ship.
The right side of a ship facing the bow is called the starboard side and the other side is
the port side. The beam is the greatest width of the ship. The draught is the depth of the ships
bottom or keel below the water surface.
The captain and officers are accommodated in cabins. These are located in the middle
part of the ship near the bridge. The other members of the crew live in cabins. They are
usually in the rear part of the ship.
Exercises
1 14
3 4
15 5 16
6 17 18
7 8
9 10 19
11 20
12
13
ACROSS DOWN
1. A ship for carrying liquid (6) 14. The body of a ship (4)
2. Opposite to south (5) 15. Turned by the ships engine (9)
3. Members of a ship. (4) 16. A place of shelter for ships (7)
4. Sick (3)
17. Also (3)
5. An opening in a ship for cargo (5)
6. A ship with doors in her bow and stern (4) 18. Negative (2)
7. Left hand side (4) 19. Without large waves (4)
8. Stern (opposite) (3) 20. Used by fishermen (3)
9. Lighter-aboard-ship (4)
10. Ultra large crude carrier (4)
11. Rear of a ship (5)
12. Opposite to West (4)
13. Wireless (5)
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Maritime English
3.2 Phrases for giving opinions, agreeing and disagreeing
Simple agreement
I agree.
I really agree with you.
I think you are right.
I couldnt agree with you more.
You said it.
Cant say I dont agree.
Im with you on this.
I partly agree
I agree on this but not that.
Its partly true.
Strong disagreement
Accepting/Declining/Expressing acceptance
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Maritime English
(Note: When standing in a ship and facing the bow, the left-hand side is called the port
side and the right-hand side is called the starboard side. These can be added to the above
terms.
e.g. the port bow, the starboard quarter, the port side amidships.)
The side of the hull can be referred to more accurately by using the side, the part and
the waterline.
e.g. the ship was hit on the port bow one metre below the waterline.
Exercise 2. Using the table to help you, use your imagination to complete the sentences below. The
first has been done for you.
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Maritime English
a. The hull was damaged on the.port bow three.feet above the waterline.
b. The ship was holed
c. The stabilizers were fitted
d. The sailors painted the hull
e. There was thick armour plating
Self-assessment Test
Answer the questions:
1. What is the front part of a ship called?
2. What is a hull?
3. What drives the propeller?
4. What is the greatest width of a ship?
Progress test
Ask questions to which the underlined words are the answers.
Example: The funnel is near the bridge.
Where is the funnel?
1. The engine is fitted near the bottom of the ship.
2. The anchors and cables are located in the bow of
the ship.
3. The officers are accommodated in cabins in the
middle part of the ship.
4. At sea, the ship is controlled from the bridge.
5. Cargo is stowed in holds.
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel
Hempstead, Prentice Hall International (UK) Ltd, 1987 (ISBN 0
13 281379 3)
2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and 2 audio
cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge,
Cambridge University Press, 1990 (ISBN 0 521 35770 5)
4.http://www.ego4u.com/en/cram-up/grammar/simpre-
prepro/exercises (visited 12.04.2011)
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Maritime English
Unit 4
Objectives of Unit 4
4.1 Ships departments
4.2 The deck department
4.3 The engine department
4.4 Function
Self-assessment test
Progress test
Answers to self-assessment test
References
35
Maritime English
OBJECTIVES OF UNIT 4
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.
The man in charge of a ship is the Master. He must be well qualified and an
experienced navigator. Although his correct title is the Master, he is addressed as 'Captain'.
He is responsible for the efficient navigation of the ship, the lives of those on board, and the
safe delivery of the cargo.
The Chief Officer, 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 also includes a Boatswain (Bosun) and a
Carpenter, both petty officers, and a number of ratings. These are made up of Able Seamen
(AB), Ordinary Seamen (OS) and a middle grade known as Efficient Deck Hands (EDH).
There are other grades of seamen. On some ships Navigating Cadets are carried for training
purposes. ' The Chief Engineer is head of the Engine Department. 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. The Catering Department is under the
Chief Steward. It is divided into a saloon and galley section. The former is headed by the
Second Steward, the latter by the Ship's Cook. They are both usually petty officers. They
are assisted by several stewards and cooks, and by a number of junior ratings.
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.
Exercises
A. Are the following statements true or false?
1. The day at sea is divided into four periods.
2. The captain has an overall command of the ship.
3. The deck department is under the command of the navigating officer.
4. The afternoon watch is between noon and 1700 hours.
5. The loading and discharging of cargo is one of the responsibilities of the first mate.
A. B.
1. Catering boys (i) give way to power-driven vessels in
narrow channels
2. Rolling ships (ii) are derricks and cranes
3. Sailing vessels (iii) should be regularly checked
4. Loading operations (iv) work in the catering department
5. Lifting machinery (v) are of great importance at night
6. Fire-fighting equipment (vi) are uncomfortable for passengers
7. Steaming lights (vii) are the responsibility of the first mate
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 watchkeeping officer.
Exercises
The engine room is the heart of a ship where the power is generated to drive the ship. The
main power is derived from two boilers. These are oil fired, forced draught, water-tube type
boilers with superheaters and economizers. The power derived from the boilers is used to run
the high and low pressure turbines. The turbines are coupled through cross-compound, double
reduction gears which drive a shaft. In addition to the boilers and propulsion machinery, the
engine room also contains auxiliary machinery to run the rest of the ship's systems. Steam
driven generators provide electricity for the ship's lights and the D.C. motors. An electrical
distribution panel allows the ship's electrical systems to be run from the steam generators,
diesel powered auxiliary generators or shore power. There are two refrigerator compressors to
maintain the temperature in the walk in freezer and chill boxes. There are also two air
compressors.
Each watch is generally manned by at least 3 people; the engineer-on-watch, the fireman, and
an oiler. The engineer-on-watch's station is the main operating control panel. The main
operating control panel has gauges that allow the engineer to assess and maintain the overall
condition of the steam plant, propulsion systems and other machinery. Some of the gauges
and controls at this station are: main steam pressure, vacuum pressure, auxiliary steam
pressure, level of the D.C. heater, level of the main gear sump, RPM.'s of the shaft, total
revolutions of the shaft, control air pressure, and the forward and astern main throttle wheels.
The fireman's station is the fire room; here the fireman monitors and maintains the boiler
operation. Sight gauges allow the fireman to monitor the water levels in the boilers. There are
periscopes that allow the fireman to monitor the quality of combustion and adjust the fuel-air
mixture accordingly. The fire room control panel allows the fireman to monitor steam
pressure of each boiler, the superheat temperature, fuel oil temperature, combustion air
pressure, and various control air pressure gauges for the automatic water controls of each
boiler.
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Maritime English
Finally, the oiler's job is to make rounds engine room keeping watch over all the machinery
for signs of trouble. As his job title would imply, the oiler is responsible for ensuring all
machinery and bearings are well lubricated.
4.4 Function
A person's function, or what he does, can be expressed in terms of his responsibility. Study
these examples:
1. The Master is responsible for the safety of the ship.
2. The safety of the ship is the responsibility of the Master.
Note the addition here:
3. The Master is responsible to the company for the safety of the ship.
Exercise 1. Link the following (do not change their order), using whichever pattern above
is appropriate:
(a) Chief Officer - Master - the Deck Department.
(b) Third Officer - the life-saving equipment.
(c) The sounding of tanks and bilges - Carpenter.
(d) Radio Officer - radio communications.
(e) Chief Steward - Master - the Catering Department.
(f) The preparation of food -Ship's Cook.
(g) Chief Engineer - the efficient running of his department,
(h) The loading and unloading of oil - Pumpman.
The function of a thing, or what it is used for, can be expressed in a number of ways:
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Maritime English
Self-assessment Test
Progress test
1. The radio officer works under the command of the chief officer.
2. The chief steward is responsible for the ordering of provisions.
3. The daily orders to the bosun are given to him by the chief
officer.
4. The person in charge of the deck repairs is the carpenter.
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel
Hempstead, Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13
281379 3)
2. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge,
Cambridge University Press, 1990 (ISBN 0 521 35770 5)
3.http://www.ego4u.com/en/cram-up/grammar/simpre-
prepro/exercises (visited 12.04.2010)
41
Maritime English
Unit 5
Objectives of Unit 5
5.1 Cargo handling equipment
5.2 Relative clauses
5.3 Terms relating to position in a ship
Progress test
Self-assessment test
References
42
Maritime English
OBJECTIVES OF UNIT 5
The carriage of cargo by sea is the principal reason for the existence of ships.
The officer in charge of the loading, stowage, and safe delivery of cargo is the first
mate. Before the cargo arrives at the quay or ships side, he will have had information about
the cargo to be loaded.
Mixed cargo, such as bags of cement, crates of machinery, boxes of electrical
equipment, motor car tyres, and crates of cotton goods, is known as general cargo. Cargo
which is not in crates, boxes, bundles or bags, such as coal, iron ore and grain, is known as
bulk cargo.
The first mate draws up a cargo plan based on the information he has received of the
cargo to be loaded. It is important that, if the ship is to discharge at more than one port, the
cargo for the first port of discharge is stowed in the upper part of the hold. In other words,
cargo which is to be discharged at the first discharging port should be loaded last.
The first mate considers the stability of the ship when cargo is loaded. The ship must
not be too stiff nor too tender to ensure that she will be safe in rough seas. The cargo must be
securely stowed in the holds so that there is no possibility of the cargo shifting. Any
movement of cargo in the ship might affect the ships stability and seaworthiness.
The handling of cargo into and out of the ships holds requires great skill. It is the
work of the stevedores. The stevedores work in gangs. Each gang is under the charge of a
gang foreman. He usually stands on deck at the hatch when cargo is being discharged. When
loading cargo the
gang foreman usually supervises in the ships hold. The gang member who stands on deck
near the hatch to advise the crane driver or winchman is called the hatchwayman. The
winchmen operate the winches on board the ship.
The cargo is checked as it is loaded by a tallyman. When loading general cargo as
many as eight stevedores work in the hold and six on the quay-side or in the lighter alongside
the ship.
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Maritime English
Exercises
2. Boxes of cotton
3. Petroleum
4. Coal
5. Boxes of clothing
6. Wheat
7. Timber
A relative clause is a subordinate clause that begins with a question word (e.g. who, which,
where) or the word that. You can use it to modify a noun or pronoun (i.e. to identify or give
more information about it).
Students who can develop independent learning skills often achieve good academic results.
There is a new book that investigates the controversy over political reforms in Hong Kong.
A university is a place where people pursue advanced knowledge in specific academic
disciplines.
The lecture theatre in which the inauguration ceremony will be held is now being cleaned.
1. Relative pronouns
Words like who, that and when are often referred to as relative pronouns when they are used
to introduce relative clauses. You use:
who for people, which for things, and that for both people and things.
whom as the object of a relative clause (in more formal English), though it is increasingly
common to replace it with who.
whose to indicate possession, as a determiner before nouns.
For example:
Whats the name of the person who/that first landed on the moon?
This is Dr. Perkins, whom we met at a conference in Canada last year.
All students whose registration numbers begin with 374 should immediately go to the library
for a tour.
There are two types of relative clause: defining and non-defining. You use a defining (or
restrictive) relative clause to identify or restrict the reference of a noun. You do not
separate it from the rest of the sentence by commas (in text) or pauses (in speech).
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Maritime English
(a) A man fell overboard.
(b) The man was painting a lifeboat.
(a) + (b) The man who was painting a lifeboat fell overboard.
Sentences (a) are general and undefined. Sentences (b) tell us which 'ships', 'plant', and 'man' is
being referred to. That is why they are called defining clauses. They are put immediately after the
noun they define. Who is used for people, which for things. There is no comma (,) before them.
NOTE: It is preferable to use that (not which) after the following words: all, any(thing), every
(thing), few, little, many, much, no(thing), none, some(thing), and after superlatives. When
using the pronoun to refer to the object, that can be omitted.
You use a non-defining (or non-restrictive) relative clause to supply additional information
about the noun, whose identity or reference is already established. You can also use it to
comment on the whole situation described in a main clause.
Albert Einstein, who put forward the theory of relativity, is considered by many as the most
intelligent person in human history.
The ELC, which provides language support to students, is located in the A wing.
You should not use the relative pronoun that in non-defining relative clauses.
You can sometimes omit the relative pronoun in a defining relative clause to create a more
concise style. You cannot do this in a non-defining clause.
One of the drills (that are) scheduled for the passengers has been cancelled due to bad
weather.
The designer (who/whom) you saw at the party last night is Giorgio Armani!
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Maritime English
Exercise 2. Read through this description of the Suez Canal. Then add the information below in the
appropriate place using non-defining relative clauses.
The Suez Canal was opened on 17 November, 1869. It was designed by Ferdinand de Lesseps. The
Canal joins the Mediterranean Sea to the Red Sea. Although it is twice as long as the Panama Canal,
it cost half as much to build. This was because Suez is a sea-level canal from end-to-end, therefore
locks are unnecessary. The Canal has been widened and deepened several times since it was opened.
It is now about twice its original breadth and depth. Until 1956, the Canal was operated by the
Suez Canal Company. Since this date it has been operated by the Egyptian government.
(a) The Suez Canal took ten years to build.
(b) Ferdinand de Lesseps was a French engineer.
(c) The Canal is 105 miles long.
(d) Locks are expensive to build.
(e) The Canal was originally 58 metres wide at the surface and about 6 metres deep.
(f) The Egyptian government plan to increase its depth to take super tankers.
At the fore end of a ship is known as forward. The after end of a ship is known as aft At the
midships part is known as amidships e.g. The forecastle is situated forward. The main
engines in a tanker are aft.
Port side and starboard side can be added to these: e.g. port side forward, starboard side
amidships, port side aft.
The extreme fore end is known as right forward The extreme after end is known as right aft
e.g. The ensign is right aft.
Exercise 1. Draw a diagram of a ship's hull and label it to illustrate the meaning of the
words described above. Your diagram should be the plan view of a hull, i.e. from above
looking down.
Here are some more terms relating to position:
In front of is known as before or forward of Behind is known as abaft or aft of
Across the ship from side to ship is athwartships
Along the length of the ship from stem to stern is fore and aft
e.g. Number 1 hold is forward of Number 2 hold. The funnel is always abaft
the bridge. Life rafts can be stowed athwartships or fore and aft.
Now study this diagram of a traditional general cargo ship and read the
description below:
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Maritime English
Mast
Forecastle
!
Ensign
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 staff right aft.
Exercise 2. Now write a description of the modern general cargo ship shown below
(keep your description as close to the above description as possible):
Self-assessment Test
In the following sentences the relative pronouns are
missing. Edit the sentences, putting in suitable relative
pronouns and any missing commas.
1. Nearly all the proposals the committee put forward
have been accepted.
2. This is the book has become a bestseller in recent
years.
3. Graduates possess a strong academic background as
well as good communication skills are favoured by
employers.
4. Theres a football match on television tomorrow I
think you shouldnt miss.
5. The firm has decided to introduce a new round of pay
cuts will doubtlessly be greeted with discontent and
hostility.
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Maritime English
Progress test
Choose the relative pronoun to complete the relative clause sentence.
1. You should speak to Peter ____ is responsible for company relations abroad
(who, whose, whom)
2. He came for the weekend wearing only some shorts and a t-shirt, _____ was
a stupid thing to do. (that, who, which)
3. Frank Smith, ____ son works for us, can provide an estimate. (who, which,
whose)
4. The young man _____ is standing on the corner works at the Harbour
Masters Office. (whose, who, which)
5. The house _____ was sold to Ms. Anderson was in excellent condition.
(which, whose, where)
6. The employees _____ were hired last month helped improve profits. (that,
whose, which)
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel Hempstead,
Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13 281379 3)
2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio cassettes).
Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge
University Press, 1990 (ISBN 0 521 35770 5)
4. http://www2.elc.polyu.edu.hk/CILL/eap/2004/u6/relativeclauses.htm (visited
1.05.2011)
49
Maritime English
Unit 6
UNIT 6.
Objectives of Unit 6
6.1 Types of merchant ships
6.2 Logical connectives
6.3 Applied terminology: Terms relating to a ships hull
6.4 Note-taking practice: Symbols, ommisions
Self-assessment test
Progress test
Answers to self-assessment test
References
50
Maritime English
OBJECTIVES OF UNIT 6
Merchant ships can be classified according to what they carry. Most are designed to carry cargo, but
a few still carry passengers.
Cargo ships can be divided into two basic types. One type carries dry cargo, the other carries liquid
cargo; however, an OBO ship is designed to carry both. A traditional dry cargo ship is the multi-deck
vessel. Her holds are divided horizontally by one or two 'tween decks, because these make stowage of
individual packages easier. Dry bulk cargo is carried in bulk carriers. These do not have 'tween decks
as cargo is carried loose. The most modern type of dry cargo carrier is the container ship. They carry
containers of standard dimensions, consequently stowage is easier. Fruit, meat and dairy produce
are carried in refrigerated ships. Oil tankers are the most common type of liquid cargo carrier. They are
often very large, because huge quantities of oil need to be transported and one large vessel is more
economical to operate than two smaller ones. Two other types of liquid bulk carrier of growing
importance are the liquefied natural gas (LNG) carrier and the chemical carrier, although chemicals
can also be carried in drums in general cargo ships.
In comparison with cargo vessels, passenger ships are fewer in number and type. The traditional
passenger ship is the passenger liner; however, many carry cargo as well. Nowadays their number
has been greatly reduced, because of competition from air transport. Another type of passenger
vessel is the cruise ship. These are similar in appearance to passenger liners. The most common type
of passenger vessel is the ferry. Many of them are also designed to carry vehicles, therefore these have
doors at the stern or bows.
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Maritime English
6.2 Logical connectives
Here are some more connecting words for joining statements: because, therefore, however.
Study how they are used in these examples:
1. Because gives the reason or cause
(a) Multi-deck vessels have 'tween decks.
(b) 'Tween decks help stowage.
(a) + (b) Multi-deck vessels have 'tween decks because these help stowage.
Exercise 1. Now join these pairs of sentences using because, therefore, however, as appropriate:
(a) Multi-deck vessels usually carry general cargo.
Some carry containers as well.
(b) Passenger liners have high superstructures.
They need a large number of decks.
(c) Many ferries are designed to carry vehicles.
They have doors at the bows or stern.
(d) Cargo ships are usually designed to carry dry or liquid cargo.
OBO (oil, bulk ore) ships are designed to carry both.
(e) Bulk carriers carry large quantities of loose cargo.
They have large unobstructed holds.
(f) Passenger liners often operate as cruise ships for part of the year.
There is not always enough business for them on liner routes.
Here are some more connecting words: although, consequently, as.
Study the examples and decide if they introduce a clause of (1) reason or cause,
(2) consequence or result, (3) qualification or concession.
(a) Cargo liners sail on fixed routes and keep to a timetable, consequently some are designed to
carry a few passengers.
(b) Bulk carriers do not usually carry derricks as loading and unloading is done by
special cranes.
(c) Although tankers sail on fixed routes, they do not carry passengers.
Your answers should have been:
(a) consequence or result
(b) reason or cause
(c) qualification or concession
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Maritime English
Exercise 2. Rewrite the sentences in Exercise 1 above using as, consequently, although, as appropriate.
Using the information in the passage and the connecting words studied in Grammar (B), carry out the
following instructions:
(a) add a qualification to this statement:
Cargo ships carry either liquid or dry cargo.
(b) add a reason to this statement:
Multi-deck vessels have 'tween decks.
(c) add a consequence to this statement:
Containers are of standard dimensions.
(d) add two reasons to this statement:
Oil tankers are often very large.
(e) add a qualification to this statement:
Chemicals are carried in chemical carriers.
(I) add a qualification to this statement:
Passenger liners are designed to carry passengers, (g) add a
consequence to this statement:
Many ferries carry vehicles.
When we qualify a statement we often add a reason.
The main part of a ship is the hull. This is the area between the main deck, the sides and the
bottom. It is made up of frames covered with plating.
The hull is divided up into a number of watertight compartments by decks and bulkheads.
Bulkheads are vertical steel walls going across the ship and along. Decks divide the hull horizontally.
Those dividing up cargo spaces are known as 'tween decks. The hull contains the engine room, cargo
space and a number of tanks. In dry cargo ships the cargo space is divided into holds, in liquid cargo
ships it is divided into tanks. At the fore end of the hull are the fore peak tanks and at the after end
are the after peak tanks. They are used for fresh water and water ballast. The space between the
holds and the bottom of the hull contains double bottom tanks. These are used for ballast water
and fuel.
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Maritime English
Terms relating to superstructure
All permanent housing above the main deck is known as superstructure. The basic pattern of
superstructure for a traditional dry cargo ship is shown below.
The diagram above shows the layout of a modern dry cargo ship. The
steel ................. At the fore and after ends of the hull are the ..................
end of the ship to leave more room for cargo- The cargo space is divided
the .................. At the fore end is the ................... At the after end the
54
Maritime English
Symbols are also used to cut down the amount of writing needed in note-taking. Many of these are used
in mathematics.
The words which are written down in note-taking, either in full or in abbreviated form, are only those
words which carry information that is relevant. All other words can be omitted. The groups of words which
we tend to omit when taking notes are listed below:
1. Auxiliaries be (am, is, are, was, were), have (have, has, had), do (do, does, did)
2. Articles the, an, a, some
3. Pronouns he, him, his, himself etc., that, which, etc.
4. Prepositions of time, direction, place, and when attached to verbs, adjectives and nouns.
(Note: The above list is only a guide and the note-taker must make up his own mind as to what can
be left out either because it is not important or because it can be added when the notes are expanded.)
Exercise 1. Expand these notes into full sentences:
(a) Tugs - 4 basic types (i) river, (ii) coastal, (iii) harbr, (iv) ocean-going.
(b) Dredgers remove sand & mud fro chnls & hrbrs.
(c) Icebreakers import V N ports & chnls frze winter.
(d) Lightships look like ord ships BUT no eng V towd postn & anchrd.
(e) Lifeboats - many types. In UK manned by vols & supp by voltry dons.
(f) Pilot launches = mtr boats for transport pilots to & fro ships.
(d) Lightships not only have a light, but also a foghorn, a radio beacon
and meteorological equipment.
(e) Lifeboats must be strong, stable and manoeuvrable and their crew
must be well trained.
(0 Pilot launches must be seaworthy as pilots go out in all weathers.
Self-assessment Test
Insert the following connecting adverbs:
but although since nevertheless
therefore however because thus
1. I wanted to study; ..., I was too tired.
2. We knew what to expect., ... we were not surprised at what happened.
3.I wanted to study, ... I was too tired.
4. His visit was unexpected. ..., I was pleased to see him.
5. The wind was strong. ..., I felt very cold.
6. They were upset ... they were delayed.
7. ... it rained, we enjoyed ourselves.
8. ... you are here, you can help me.
Progress test
Identify the connecting adverbs and find their right place:
1. I am taking challenging academic courses, although I want to qualify for a
good job.
2. I have an athletic scholarship, consequently I have a greater interest in
computer science
3. Your privilege of participating in the athletic program will be terminated
therefore you improve your grade average.
4. We thought the figures were correct. However, we have now discovered
some errors.
5. He did no work; because, he failed the exam.
6. I have accepted a job at XYZ shipping company; unless, I shall be leaving at
the end of the month.
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Maritime English
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel Hempstead,
Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13 281379 3)
2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio cassettes).
Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge
University Press, 1990 (ISBN 0 521 35770 5)
57
Maritime English
Unit 7
SHIP OPERATION
Objectives of Unit 7
7.1 How merchant ships operate
7.2 Expressing apology
7.3 Time relaters
7.4 Abbreviations
Progress test
Self-assessment test
References
58
Maritime English
OBJECTIVES OF UNIT 7
Exercises
1. Are the following statements true or false?
a. Liners operate only minor injuries.
b. Passenger liners are very small.
c. Liners operate only in good weather.
d. Ferries carry passengers, vehicles and nautical students.
e. Short-sea liners sail on regular routes.
f. Some tramps carry general cargoes.
g. Deep-sea liners call at large ports.
h. Liners leave the port whether fool or not.
i. Ferries do not carry derricks.
5. Complete these sentences with a preposition. Choose from: at, away from, on, off, in, out of
a. Butter is carried refrigerated holds.
b. The ship sank a mile shore.
c. The cargo was stowed the boilers.
d. Our ship took on supplies Liverpool.
Part 1- Apologies
Im sorry
Im very sorry
Im terribly sorry
Excuse me
Pardon me
I apologize
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Maritime English
Im afraid
When we want to show that one event takes place at the same time as another we can link these
events using when, while and as.
1. When and while
When tells us what time two simultaneous actions happen. It also implies that the two events are
completed, unless otherwise stated, e.g. When the ship is launched, the crowds cheer.
While tells us that one action is happening at the same time as another. It is often used
with continuous tenses.
e.g. While the men were preparing for the launch, the people started to arrive.
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Maritime English
3. As
When two actions are closely connected, as can be used instead of while e.g. As the ship
was leaving the harbour, she hit the jetty.
As is often used when the action in the time clause is the cause of the action in the main clause.
e.g. As the sun rose, the sky became lighter. (Note: Clauses ntroduced by as cannot be reduced.)
7.4 Abbreviations
A. e.g. = cf. = compare no. =
i.e. = that is to say etc. = NB =
B. N = MV = IMO =
C. approx. = auto = automatic poss. = possible/possibly gen. =
D. mk = mark ft = govt = dept = imprvd =
E. &, + = and, in addition to, also, moreover, not only but also
or,/ = or, alternatively, either or, on the other hand
but = but, whereas, yet, nevertheless
Now try to write down these words and phrases in abbreviated form:
a. for example g. compare
b. south h. in addition to
c. either or i. note well
d. that is to say j. not only but also
e. the United Nations k. colour
f. number one l. north-east
Self-assessment Test
Match the sentence halves and, if possible, reduce the when/while clause.
1 The jury had no choice but to return a verdict of guilty...
2 Parents become good at holding a conversation...
3 It is essential to take anti-malarial tablets...
4 My parents were watching television downstairs...
5 The manufacturers claim that the insecticide is perfectly safe...
6 She was found guilty of driving...
a ...when it is used as directed.
b ...while they are also keeping a watchful eye on their children.
c ...while she was under the influence of alcohol,
d ...when they were presented with all the evidence.
e ...while I was reading in my bedroom.
f ...when you are visiting certain countries in Africa.
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Maritime English
Progress test
Once there was a millionaire who had a collection of live alligators. He kept
them in a pool at the back of his mansion. The millionaire also had a beautiful
daughter who was single. One day, he decides to throw a huge party. During
the party he announces, "My dear guests, I have a proposition to every man
here. I will give one million dollars or my daughter to the man who can swim
across this pool full of alligators and emerge unharmed!" As soon as he finishes
his last word, there is the sound of a large splash. The guests all turn to see a
man in the pool swimming as fast as he can. They cheer him on as he keeps
stroking. Finally, the swimming man makes it to the other side unharmed. The
millionaire is impressed and he says, "My boy, that was incredible! Fantastic! I
didn't think it could be done! Well, I must keep my end of the bargain. Which
do you want, my daughter or the one million dollars?" The man says, "Listen, I
don't want your money. I don't want your daughter, either. I want the person
who pushed me in that water!"
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel Hempstead,
Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13 281379 3)
2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio cassettes).
Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge
University Press, 1990 (ISBN 0 521 35770 5)
63
Maritime English
Unit 8
SHIPYARD ACTIVITIES
Objectives of Unit 8
8.1 Building ships
8.2 Passives
8.3 Time relaters (2)
8.4 Substitutes, compounds
Self-assessment test
Progress test
Answers to self-assessment test
References
64
Maritime English
OBJECTIVES OF UNIT 8
A. Ships cost a lot of money to build. A general cargo vessel costs several million pounds and a giant tanker
can cost over 40 million pounds. One reason for this is the high cost of steel and other materials used in
shipbuilding. Another reason is the high cost of labour.
A modern shipyard is designed for building ships as cheaply and quickly as possible. Many of the old
processes have disappeared or been combined into one fully mechanized process. Machines are now used
instead of men. Today, ships can be built in about sixteen months and costs can be kept to a minimum.
Who designs ships? Ships are designed by naval architects. The largest shipping companies have their own
naval architects. In Europe and Japan, shipyards employ naval architects to design a ship for a customer, or
offer basic designs which can be varied to suit the customer's needs. Shipowners may also go to independent
firms of shipping consultants and ask their naval architects to design a ship for them.
When shipowners decide to order a new ship, they tell the naval architect the cargo they want the ship to
carry. They also tell him what routes the ship will ply and the desired speed. They put limits on the ship's
dimensions and on the price that they are prepared to pay. The ship must also comply with the rules of the
classification society and international regulations. Economic, engineering and safety factors all
govern the design of a ship.
Now read the passage through more carefully. Notice how words from everyday English often
take on a slightly different meaning in more scientific English. For example, 'high' usually refers
to height; what does it mean in sentences 3 and 4? An architect usually designs houses; what does a
naval architect design? Governments govern people; what does 'govern' mean in this text?
When you have finished going through the passage, try placing the following words and phrases in
the text. It will sometimes be necessary to replace and re-order words.
(a) for example (g) in addition
(b) this is because of. . . and (h) not only ... but
(c) with the result that... and (i) in addition
(d) consequently (j) furthermore
(e) for instance (k) to sum up
(f) alternatively
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Maritime English
B. The building of a ship follows a well-ordered sequence of events. After the vessel has been
ordered, the plans are completed in the drawing-office. Next, the final plans must be approved
by a classification society such as Lloyds Register of Shipping. This is necessary if the owner
wants his ship to be classed. While the ship is being built, constant checks are made to make sure
she is being built to the standards of the society. Classification will show that the ship is
seaworthy and able to carry the cargo she has been designed to carry.
Nowadays a shipyard is organized so that each stage in the building of a ship is done in a
continuous chain of shops. Each shop is linked by conveyor rollers and moving cranes on rails.
First of all, steel plates and bars are taken from the stockyard to the preparation shop. Here they
are cleaned by shot blasting. Then, they are coated with a primer paint to prevent corrosion.
Later, they are cut and shaped automatically by machines. Cutting is done by gas torches and
shaping by giant presses. After that, the pieces are welded together in prefabrication sheds to form
sections. Welding is now used instead of riveting for joining pieces of metal together. Riveting uses
more steel than welding and was therefore more expensive. It also increases the weight of the ship
without increasing the strength. The prefabricated sections are then transferred to the building
berth. Eventually, they are lifted into position by giant cranes.
When a ship is ready, she is launched. Some ships are built on a slipway and slide into the water.
Others are built in a dry dock. The dock is then flooded with water and the ship is floated out.
After being launched, she is towed to the fitting out basin by tugs and completed.
A completed ship goes for sea trials before she is handed over to her new owners. During these
the ship and her equipment are thoroughly tested.
Now use the information in the reading passage to write out the following sentences in the correct
sequence giving an outline summary of the building of a ship:
(a) The ship is launched.
(b) The ship and her equipment are tested at sea.
(c) The plans receive the approval of the classification society.
(d) The new owners take possession of their vessel.
(e) The order for the ship is placed.
(f) The parts of the ship are prepared.
(g) The sections are assembled on the building berth.
(h) The final plans are drawn up.
(i) The parts are welded together to form sections.
(j) The ship is fitted out.
Write a brief description of the sequence of events in the building of a ship's hull.
Stage 1. Study this flow chart, which shows each stage the plates and bars go through on their way to
the building berth:
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Stage 2. Read through these sentences and put them into the correct sequence on the diagram above.
(a) The units are carried to the building berth by giant cranes.
(b) In the platers' shop they are cut to the correct size by gas torches.
(c) They are conveyed to the preparation shop by magnetic cranes.
(d) In the assembly shop they are joined together to form larger units.
(e) The steel plates and bars are off-loaded from lorries or railway wagons.
(f At the building berth the units are welded together to form the hull.
(g) They are transferred to the platers' shop by conveyor rollers.
(h) In the preparation shop they are coated with primer paint to preventcorrosion,
(i) They are transferred to the assembly shop by cranes or conveyor rollers.
( j) In the platers' shop they are shaped by different presses and rollers.
(k) The steel plates and bars are stored in the stockyard ready for processing.
(1) In the preparation shop they are cleaned by shot blasting.
8.2 Passives
Examples:
(a) are built (simple present)
(b) are being built (present continuous)
(c) was built (past simple)
(d) will be built (future)
(e) can be built (can)
(f) must be built (must)
(g) being built (present participle)
(h) to be built (infinitive)
The pattern is the same for all tenses (a, b, c, d, etc.), for modals (e, f, etc.) and for gerund (g) and
infinitive (h) forms.
Exercise 1. Look again at the example pairs of sentences and then rewrite these sentences in
the passive form:
(a) Nowadays they make ships of steel.
(b) The Queen will launch the tanker tomorrow.
(c) They are painting the hull.
(d) The Royal Navy has ordered two new warships.
(e) They used to build ships of wood.
(f) You can join two pieces of metal together by, welding.
(g) Next, we weighed the piece of metal,
(h) People must prepare the plates properly,
(i) They had to repair the bows.
Exercise 2. Rewrite this paragraph putting most of the verbs into the passive to make it sound more
formal:
When we fit out a ship, we complete her. We put in the engines, if we have not already
installed them. We finish off the superstructure and construct the accommodation for
the crew. In addition, men erect masts and derricks and put various items of deck
machinery in place. Outside companies usually do the electrical work, plumbing and
any woodwork. Someone must also buy the furniture and fittings for all the saloons and
cabins. All this work which we do after we have launched a vessel, we call 'fitting out'.
Complete the following sentences using the verbs in brackets in the form of (ii) below.
(i) The captain and the navigating officers control the ship from the bridge.
(ii) The ship is controlled from the bridge (by the captain and the navigating
officers)
4. The front part of a ship .. the bow and the rear part the stern. (call)
5. The anchor and cables and windlass .. in the bow of the ship. (locate)
6. Derricks .. to masts which stand on the upper deck. (fit)
Sequence
When we want to show that processes or events happen one after the other, we use sequence words
or time clauses.
1. Sequence words
Some common sequence words are: first, then, next, after that, afterwards, later,
eventually, finally. These are usually put at the beginning of the process or event that they introduce:
e.g. First, I went to college . . . . Then, I went to sea. ...
These events may be described in a series of sentences, or they may be linked by a semi-colon (;),
or the connective and. Except for first and finally they may be used in any order.
Exercise 1. Study the sentences below which show the sequence of events in the building of a ship.
Write them out in a paragraph using the above sequence words to introduce each stage in
a sentence.
1st - The plans are completed by the naval architects.
2nd - The plans are approved by the classification society.
3rd - The parts of the ship are prepared.
4th - The parts of the ship are put together.
5th - The ship is launched.
6th - The ship is fitted out and completed.
7th - The ship goes for sea trials.
8th - The ship is handed over to her new owners.
2. Time clauses
Time clauses can begin with after and before. Study these examples, which show how the first two
sentences in the above description can be joined together using time clauses:
After the plans are completed by the naval architects, they are approved by the classification
society.
Before the plans are approved by the classification society, they are completed by the naval
architects.
This time we are joining the first two sentences to form one sentence; the plans in the time clause
becomes they in the main clause.
Exercise 2. Using the events in the previous exercise, complete these sentences:
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3. Reduced time clauses
When the subject of the time clause is the same as the subject of the main clause, the time clause
can be reduced in the following way:
After the plans are completed by the naval architects, they are approved by the classification
society.
=> After being completed by the naval architects, the plans are approved by the classification
society.
Exercise 3. Reduce the sentences that you have completed in Exercise 2 so that they are like the
example above.
Here are two more ways of cutting down the amount of writing needed in note-taking.
1. By using shorter words which have a similar meaning to the long words and phrases
used by the lecturer
e.g. can = is/are able to, is/are capable of daily = every day, day-to-day, each day more =
additional, a greater quantity of better = superior, of a higher standard/quality
2. By compressing groups of words into noun phrases. This is often done with groups of words
containing of or for
e.g. ship's crew = the crew of a ship
planning committee = the committee for planning purposes
work programme = the programme of work (Note: The forming of compound nouns
is examined in a later unit.)
Self-assessment Test 1
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Self-assessment Test 2
Complete the sentences (Active or Passive Voice). You must either use Simple
Present or Simple Past.
1. The Statue of Liberty (give) to the United States by France.
2. It (be) a present on the 100th anniversary of the United States.
3. The Statue of Liberty (design) by Frederic Auguste Bartholdi.
4. It (complete) in France in July 1884.
5. In 350 pieces, the statue then (ship) to New York, where it (arrive) on 17
June 1885.
6. The pieces (put) together and the opening ceremony (take) place on 28
October 1886.
7. The Statue of Liberty (be) 46 m high (93 m including the base).
8. The statue (represent) the goddess of liberty.
9. She (hold) a torch in her right hand and a tablet in her left hand.
10. Every year, the Statue of Liberty (visit) by many people from all over the
world.
Progress test
Use the information in the reading passage to write out the following
sentences in the correct sequence giving an outline summary of the building
of a ship:
(a) The ship is launched.
(b) The ship and her equipment are tested at sea.
(c) The plans receive the approval of the classification society.
(d) The new owners take possession of their vessel.
(e) The order for the ship is placed.
(f) The parts of the ship are prepared.
(g) The sections are assembled on the building berth.
(h) The final plans are drawn up.
(i) The parts are welded together to form sections.
(j) The ship is fitted out.
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Answers to self-assessment test
Exercise 1. Choose the right answer:
Each shop is linked by conveyor rollers and moving .. on rails.
A. cranes; B. derricks; C. masts.
Ships are .. by naval architects.
A. built; B. drawn; C. designed.
Shipowners may also go to .. firms of shipping consultants.
A. independent; B. free; C. dependant.
The ship must also comply .. the rules of the classification society
A. to; B. with; C. at.
A giant tanker can cost over 40 million ...
A. ; B. $; C. .
Exercise 2.
Complete the sentences (Active or Passive Voice). You must either use Simple
Present or Simple Past.
1. The Statue of Liberty (give) to the United States by France. (was given)
2. It (be) a present on the 100th anniversary of the United States. (was)
3. The Statue of Liberty (design) by Frederic Auguste Bartholdi. (was designed)
4. It (complete) in France in July 1884. (was completed)
5. In 350 pieces, the statue then (ship) to New York, where it (arrive) on 17 June 1885. (arrived)
6. The pieces (put) together and the opening ceremony (take) place on 28 October 1886. (were put); (took)
7. The Statue of Liberty (be) 46 m high (93 m including the base). (is)
8. The statue (represent) the goddess of liberty. (represents)
9. She (hold) a torch in her right hand and a tablet in her left hand. (is holding)
10. Every year, the Statue of Liberty (visit) by many people from all over the world.
(is visited)
References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel Hempstead,
Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13 281379 3)
2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio cassettes).
Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge
University Press, 1990 (ISBN 0 521 35770 5)
4. http://www.ego4u.com/en/cram-up/grammar/passive/exercises?text01
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