electrical engineering i

1

Electrical Engineering Year I

Table of Contents Foreword................................ ................................ ................................ ................................ ................. 5

I. Maritime education and English ................................ ................................ ................................ ....... 7

1.1. Objectives ................................ ................................ ................................ ................................ 7

1.2. Articles ................................ ................................ ................................ ................................ ..... 8

Self-assessment test ................................ ................................ ................................ .............................. 10

Progress test................................ ................................ ................................ ................................ .......... 10

Answers to self-assessment test ................................ ................................ ................................ ............ 11

References................................ ................................ ................................ ................................ ............. 11

II. Shipping ................................ ................................ ................................ ................................ ......... 13

2.1. Objectives ................................ ................................ ................................ .............................. 13

4.2. Present simple................................ ................................ ................................ ........................ 15


Progress test................................ ................................ ................................ ................................ .......... 16


References................................ ................................ ................................ ................................ ............. 17

III. Ships ................................ ................................ ................................ ................................ .......... 19

3.1. Objectives ................................ ................................ ................................ .............................. 19

3.2. Present continuous................................ ................................ ................................ ................. 20


Progress test................................ ................................ ................................ ................................ .......... 22


References................................ ................................ ................................ ................................ ............. 22

IV. Main parts of a ship................................ ................................ ................................ .................... 24

4.1. Objectives ................................ ................................ ................................ .............................. 24

4.2. Simple future and `going to` future................................ ................................ ......................... 25


Progress test................................ ................................ ................................ ................................ .......... 27


References................................ ................................ ................................ ................................ ............. 28

V. Crew organization ................................ ................................ ................................ .......................... 30

5.1. Objectives ................................ ................................ ................................ .............................. 30

2

5.2. Logical connectives................................ ................................ ................................ ................. 31


Progress test................................ ................................ ................................ ................................ .......... 33


References................................ ................................ ................................ ................................ ............. 33

VI. How merchant ships operate................................ ................................ ................................ ...... 35

6.1. Objectives ................................ ................................ ................................ .............................. 35

6.2. Quantifiers ................................ ................................ ................................ ............................. 36


Progress test................................ ................................ ................................ ................................ .......... 37


References................................ ................................ ................................ ................................ ............. 38

VII. Types of vessels................................ ................................ ................................ .......................... 40

7.1. Objectives ................................ ................................ ................................ .............................. 40

7.2. Past simple ................................ ................................ ................................ ............................. 43


Progress test................................ ................................ ................................ ................................ .......... 45


References................................ ................................ ................................ ................................ ............. 46

VIII. Assistance and service vessels ................................ ................................ ................................ .... 48

8.1. Objectives ................................ ................................ ................................ .............................. 48

8.2. Past continuous ................................ ................................ ................................ ...................... 49


Progress test................................ ................................ ................................ ................................ .......... 51


References................................ ................................ ................................ ................................ ............. 52

IX. Ship construction ................................ ................................ ................................ ....................... 54

9.1. Objectives ................................ ................................ ................................ .............................. 54

9.2. Time relaters ................................ ................................ ................................ .......................... 55


Progress test................................ ................................ ................................ ................................ .......... 57


References................................ ................................ ................................ ................................ ............. 57

X. Ports ................................ ................................ ................................ ................................ .............. 59

10.1. Objectives................................ ................................ ................................ ........................... 59

3

10.2. Present perfect simple and continuous ................................ ................................ ............... 60

10.2.1. Present perfect simple ................................ ................................ ................................ .... 60

10.2.2. Present perfect continuous ................................ ................................ ............................. 62


Progress test................................ ................................ ................................ ................................ .......... 63


References................................ ................................ ................................ ................................ ............. 64

XI. Multi-national crews ................................ ................................ ................................ .................. 66

11.1. Objectives................................ ................................ ................................ ........................... 66

11.2. Past perfect simple and continuous ................................ ................................ .................... 67

11.2.1. Past perfect simple ................................ ................................ ................................ ......... 67

11.2.2. Past perfect continuous ................................ ................................ ................................ .. 67


Progress test................................ ................................ ................................ ................................ .......... 69


References................................ ................................ ................................ ................................ ............. 71

XII. Cargo work................................ ................................ ................................ ................................ . 73

12.1. Objectives................................ ................................ ................................ ........................... 73

12.2. Determiners ................................ ................................ ................................ ....................... 74


Progress test................................ ................................ ................................ ................................ .......... 76


References................................ ................................ ................................ ................................ ............. 77

XIII. Maritime incidents ................................ ................................ ................................ ..................... 79

13.1. Objectives................................ ................................ ................................ ........................... 79

13.2. Reflexive pronouns ................................ ................................ ................................ ............. 81


Progress test................................ ................................ ................................ ................................ .......... 84


References................................ ................................ ................................ ................................ ............. 84

XIV. Safe working practice on board ................................ ................................ ................................ .. 86

14.1. Objectives................................ ................................ ................................ ........................... 86

14.2. Modals ................................ ................................ ................................ ............................... 87


Progress test................................ ................................ ................................ ................................ .......... 90

4


References................................ ................................ ................................ ................................ ............. 91

Bibliography................................ ................................ ................................ ................................ ........... 92

5

Foreword

For students to be able to communicate effectively, they need to be able to use and understand English in a range of situations. Being able to use English means that the students can combine grammar, vocabulary and phonology to express himself / herself clearly and appropriately in speech and writing, can interpret messages that he / she hears and reads correctly, can respond to messages appropriately.

The students need to be able to recognize which register of language formal, informal Is appropriate in a given social context and a type of communication.

Much of the spoken English that seafarers encounter during their voyages is informal and is spoken in a range of international and regional accents; this is acceptable as long as it doesnt prevent the speaker from being understood in general and specialist contexts.

The English language has become the standard language in communication for maritime purposes.

The course is focused on: necessity all the texts providing a wide range of topics and communication communicative use of language through oral interaction and written activities.

This course consists of fourteen units each unit covers language work relevant to the topic of the unit; it aims to develop reading, writing and communicating skills in order to help the students handle knowledge of ships and shipping.

6

Unit 1 Maritime education and English Contents Page Objectives.. 7 1.1. The appearance of maritime English.. 7 1.2. W ays of classifying it by domains. .... 8 1.3. Articles.... 8 Self-assessment test.................................................. 10 Progress test.. 10 Answers to self-assessment test 11 References.... 11

7

I. Maritime education and English 1.1. Objectives

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

- language development articles.

There are many versions of the English language in the world today. The most well-known

variants are separated by large expanses of ocean. Maritime English is a product of life on the ocean itself.

There are at least three reasons for its appearance: 1. the need for clear communication: - between ship and shore; - between crew members; - between crew and passengers.

, where the cost of communication breakdown can be damage to property, to the environment or loss of life.

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

3. the globalization of the shipping industry: - crews have become ever more international in character; - the need for a lingua franca has arisen; - English, being a world language, has filled the gap. The attempt to bring some standardization into the terms and phrases used at sea initially came

from two directions: from those who taught English to mariners and wrote books on the subject, and from the International Maritime Organization (IMO).

It was only from 1995, however, that the IMO officially adopted English as the language of the sea. It also introduced the International Safety Management Code to reduce communication failures, and developed the SMCP (Standard Marine Communication Phrases) as a comprehensive safety language.

The results have been an increase in the teaching of English to mariners, whether in the state or private sectors. The IMO established the World Maritime University in Malm, Sweden in 1983, to which students come from as far apart as Chile, Kenya and India.

Maritime English appears as a course module in places as diverse as the Maritime Academy in Kiev, Ukraine, the Department of Maritime Transport in Istanbul or the Maritime University at Dalian, China.

The International Maritime Lecturers Association holds an international conference every year to discuss aspects of research and methodology. The Centre for Maritime Studies at Turku, Finland is currently pioneering a web-based Maritime English learning tool.

So what constitutes Maritime English? One way is to classify it by domain: On board

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

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

On shore

8

- commercial business of the merchant marine, Maritime Law procedures, insurance; - general education in English.

Despite a widespread recognition that safety at sea and competency in English are inextricably

linked, it is often the technical side of training rather than the acquisition of linguistic competence which is seen as a priority at maritime colleges and institutes. In any case, is increasing internationalization of ships crews in fact leading to the creation of Pidgin English on board?

And how much longer will it be needed? With increased automation of navigational systems, computers may well speak directly to other computers in order, for example, to bring a ship successfully into port, so eliminating the human element in communication entirely.

1. Answer the following questions: 1. What is the secret of language learning? 2. Give o brief presentation of the English language in the world today; Maritime English and the IMO. 3. What things could you do to improve or practise your English at sea? 4. Read the passage and give the main ideas:

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

1.2. Articles Nouns in English can be preceded by the definite article (the) or by the indefinite article (a, an)

or by no article at all. The definite article (the) is used when the noun (singular or plural, countable or uncountable)

being referred to has a particular rather than a general reference, that is, when we can identify what is being referred to. Here are three situations when we can identify what is being referred to:

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

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

3. When there is only one of the noun in the world, or only one in the context being referred to

Example: the sun, the equator (with reference to the earth) the bridge, the Captain (with reference to a ship). This quality of uniqueness is also present with superlatives; example: the largest ship, the most important port.

The indefinite article (a, an) is used in front of singular nouns when they are used as countable

nouns and when the reference is general rather than particular, that is, when we do not say which example of the noun is being referred to:

9

Example: There is a ship in the port. When the noun is plural, or when the noun is used as an uncountable noun, no article is used. Example: There were cadets on board. There was oil floating on the water.

When we refer to a class of objects rather than to examples of that class, the distinction between definite and indefinite use disappears, and there are three possible ways of referring to countable nouns: Example: The container ship is designed to carry containers. A container ship is designed to carry containers. Container ships are designed to carry containers. (Here all three sentences mean: All container ships are designed to carry containers.) but there is only one way of referring to uncountable nouns; example: Oil is carried in tankers.

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

1. a. She starts work on . Monday next week. b. I last saw her in town earlier in the year. I'm sure it was . Monday, because that's when I go

shopping, but I can't remember the exact date, c. They phoned on . Monday before the accident.

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

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

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

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

2. If necessary, correct these sentences:

1. Sri Lanka has the wonderful climate. 2. The organizations aim is to educate the public about the dangers of smoking. 3. We need an environment free from pollution. 4. She has worked in a fashion industry since she left school. 5. The wind is blowing dust all the way from Africa. 6. We can look forward to a warm southerly wind this weekend. 7. The USA is a country with the high level of immigration. 8. How can we combine economic growth and respect for an environment? 9. Car exhaust emissions are having a major effect on a world's climate. 10. That's Terry - he's the third person on the right. 11. She has become the important figure in Norwegian politics. 12. It's a most important issue and we need to discuss it in detail.

10

Self-assessment test 1. Describe your job.

2. Fill in the blanks with the correct articles:

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

3. Complete with the correct articles: 1. What is .. name of your ship? 2. Manila is .. big city. 3. There is a computer in .. radio room. 4. The Amazon is .. loner river. 5. Kenya is .. country in Africa. 6. I want to speak to .. Captain please. 7. The Helmsman is on .. bridge. 8. There is a swimming pool on .. ship.

Progress test 1. Summarize the following passage:

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

2. Put a/an, the or - in the spaces. Bob Collins recently become (1) minister in the new government, being appointed (2) Minister for Industry. Mr. Collins has had a varied career. He was (3) professional footballer in the 1960s, some people considering him to be (4) most skillful player of his generation. After a serious injury, he became (5) . manager of (6) oldest pub in Edinburgh. Five years later, he was offered the position of (7) .. executive director of Arcon, one of (8) ..biggest supermarket chains in the country.

11

Answers to self-assessment test 1. As a seafarer, I must demonstrate a knowledge of English for professional purposes

. 2.

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

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

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

12

Unit 2 Shipping Contents Page Objectives.. 13 2.1. Development and nature of shipping .

13 2.2. Technological advantages. .

14 2.3. Present simple

15 Self-assessment test................................................... 16 Progress test... 16 Answers to self-assessment test. 17 References .. 17

13

II. Shipping 2.1. Objectives

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

- language development present simple.

Shipping Industry is the industry devoted to moving goods or passengers by water. Passenger

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

1. Development of Shipping Industry. Commercial shipping began perhaps with the activities of the Phoenician merchants who

operated their own vessels, transporting goods in the Mediterranean. The practices they developed were adopted by the merchants of ancient Greece and Rome and were continued by the maritime powers through the Middle Ages to modern times. The Venetians, from 1300 to 1500, owned a huge merchant fleet that served the interests of the merchant traders and the city-state exclusively. From 1600 to 1650 the Dutch ranked first in shipping activity, operating a globe-circling tramp service for merchants of Western Europe.

Until the 19th century, ships were owned by the merchant or by the trading company; common-carrier service din not exist. On January 5, 1818, the full-rigged American ship James Monroe, of the Black Ball Line, sailed from New York City for Liverpool, inaugurating common-carrier line service on a dependable schedule. A policy of sailing regularly and accepting cargo in less-than-shipload lots enabled the Black Ball Line to revolutionize shipping.

Two technological developments furthered progress toward present-day. Shipping practices: the use of steam propulsion and the use of iron in shipbuilding. In 1819 the

American sailing ship Savannah crossed the Atlantic under steam propulsion for part of the voyage, pioneering the way for the British ship Sirius, which crossed the Atlantic entirely under the steam in 1838. Iron was first used in the sailing vessel Ironsides, which was launched in Liverpool in 1838.

The opening of the Suez Canal in 1869 was of great economic importance to shipping. Coinciding with the perfection of the triple-expansion reciprocating engine, which was both dependable and economical in comparison with the machinery of pioneer vessels, the completion of the canal made possible rapid service between Western Europe and Asia. The first steam-propelled ship designed as an oceangoing tanker was the Glckauf, built in Britain in 1886. It had 3020 deadweight tons (dwt; the weight of ships cargo, stores, fuel, passengers, and crew when the ship is fully loaded) and a speed of 11 knots.

Among the technological advantages at the turn of the century was the development by the British inventor Charles A. Parsons of the compound steam turbine, adapted to maritime use in 1897. In 1903 the Wandal, a steamer on the Volga River, was powered by the first diesel engine used for ship propulsion. The Danish vessel Selandia was commissioned as the first seagoing motor ship in 1912.

14

After the World War I significant progress was made especially in the perfection of the turboelectric drive. During World War II, welding in ship constructions supplanted the use of rivets.

The keel of the first nuclear-powered passenger-cargo ship, the Savannah, was laid in Camden, New Jersey, on May 22, 1958, and the ship was launched in 1960. In 1962 it was chartered to a private company for experimental commercial use, but it did not prove financially successful.

2. Nature of the Shipping Industry.

Shipping is a private, highly competitive service industry. The activity of the industry is divided into several categories, namely, liner service, tramp shipping, industrial service, and tanker operation, all of which operate on certain well-established routes.

Trade Routes. Most of the worlds shipping travels a relatively small number of major ocean routes: the North Atlantic, between Europe and eastern North America; the Mediterranean-Asian route via the Suez Canal; the Panama Canal route connecting Europe and the eastern American coasts with the western American coasts and Asia; the South African route from Europe and North America to South America; the North Pacific route linking western America to Australia, New Zealand, Indonesia, and southern Asia. The old Cape of Good Hope route pioneered by Vasco da Gama and shortened by the Suez Canal has returned to use for giant oil tankers plying between the Persian Gulf and Europe and America. Many shorter routes, including coastal routes, are heavily traveled.

Coastwise Shipping technically, coastal shipping is conducted within 32 km (within 20 mi) of the shoreline, but in practice ship lanes often extend beyond that distance, for reasons of economy and safety of operation. In the U.S. coastal shipping is conducted along the Pacific, Atlantic, and Gulf coasts. Under the restriction known as cabotage, the U.S. and many other nations permit only vessels registered under the national flag to engage in coastal trade. Among many small European countries cabotage does not apply, and short international voyages are common. A special future of coastal shipping in the U.S. is the trade between the Pacific coast and the Atlantic and gulf coasts. Vessels engaged in this trade traverse the open sea and utilize the Panama Canal; however, they are covered by cabotage laws. In coastal and short-distance shipping, special-purpose ships are often employed, such as car ferries and train ferries.

Inland Waterways. A major part of all the worlds shipping moves on inland waterways-rivers, canals, and lakes. Usually such shipping employs smaller, lighter vessels, although in some cases oceangoing ships navigate inland waterways.

Containerization, lighter-aboard-ship, and barge-aboard-ship operations have facilitated the shipping of cargoes between oceangoing vessels and those of the inland waterways.

Liner Service. Liner service consist of regularly scheduled shipping operations on fixed routes. Cargoes are accepted under a bill-of-landing contract issued by the ship operator to the shipper. Competition in liner service in regulated generally by agreements known as conferences, among the shipowners.

Tramp Shipping. Tramps, known also as general-service ships maintain neither regular routes nor regular service. Usually tramps carry shipload lots of the same commodity for a single shipper. Such cargoes generally consist of a bulk raw or low-value material such as grain ore, or coal for which inexpensive transportation is required. About 30 percent of U.S. foreign commerce is carried in tramps. Tramps are classified on the basis of employment rather than of ship design. The typical tramp operates under a charter party, that is, a contract for the use of the vessel. The center of the chartering business is the Baltic Exchange in their representative to arrange the agreements. Freight rates fluctuate according to supply and demand: When cargoes are fewer than ships, rates are low. Charter rates are also affected by various other circumstances, such as crop failures and political crises.

15

Answer the following questions: 1. What does shipping mean? 2. Give a brief description of shipping industry. 3. Speak about the activity of the service industry. 4. Develop the idea of shipping of cargoes between oceangoing vessels and those of the inland

waterways.

4.2. Present simple Use the Simple Present to express the idea that an action is repeated or usual. The action can be

a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do. Examples: He never forgets his wallet. Every twelve months, the Earth circles the Sun.

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

Speakers occasionally use Simple Present to talk about scheduled events in the near future. This is most commonly done when talking about public transportation, but it can be used with other scheduled events as well. Examples: The train leaves tonight at 6 PM. When do we board the plane? When does class begin tomorrow?

Speakers sometimes use the Simple Present to express the idea that an action is happening or is not happening now. This can only be done with Non-Continuous Verbs and certain Mixed Verbs. Examples: He needs help right now. He has his passport in his hand.

1. If possible, use the present simple of an appropriate verb to complete these sentences. 1. Ellis's new play .at the Grand Theatre next week. 2. National No-Smoking week . on October 24th. 2. On tonight's programme we . to the deputy president about the latest unemployment

figures. 3. The eclipse .at three minutes past midday. 4. Dr. Brown.available again at 9.00 tomorrow. 5. We . Amsterdam on Tuesday morning, but we .Sydney until Thursday evening.

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

16

brush comb dry eat get dressed get up go have make pick up put on rings wake up wear

Every weekday morning I as soon as my alarm . After 10 minutes I and go to the bathroom. I a shower, my teeth and my hair. After my shower I myself with a big towel and go back to the bedroom.

In the bedroom I my makeup and , I sometimes trousers and a blouse or top with sandals or shoes. Next I usually go to the kitchen and myself a cup of tea, although I sometimes drink coffee instead of tea. For breakfast I often cornflakes, toast and marmalade and a piece of fruit. After breakfast I my car keys and to work.

Self-assessment test 1. Read the passage referring to the Suez Canal and answer your own questions. 2. Make the present simple, positive, negative or question:

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

Progress test 1. Translate: The leading tramp-owning and tramp-operating nations of the world are Norway, Britain,

the Netherlands and the Greece. The carrying capacity of a typical, modern, well-designed tramp ship is about 12,000 dwt, and its speed is about 15 knots. The recent trend is toward tramps of 30,000 dwt without much increase in speed.

2. Give the correct form of the verbs in brackets: 1. It (take) ... me five minutes to get to university. 2. ... Liz ... (do / play) violin brilliantly? 3. Each July, she (go) ... to Turkey for a holiday. 4. He (teach) ...Maths in a university in Bonn. 5. ... we... (do/ usually / watch) TV at 09.00 PM? 6. Fillip is an excellent linguist. He (speak) ... six languages fluently.

17

Answers to self-assessment test 1.

1. When was the Suez Canal opened? 2. When was the Glckauf build?

2. 1. Im in a caf now. 2. Does she play tennis every week? 3. They go to the cinema every Wednesday. 4. Is she a singer? 5. You find the weather here cold. 6. Are they on the bus? 7. Lucy rides her bicycle to work. 8. Why is he in France? 9. I dont play the piano often. 10. It isnt cold today. 11. We are from Portugal. 12. Do we make too much noise at night? 13. Where does Harry study? 14. Is it foggy today? 15. We arent late. 16. They dont like animals. 17. Where are you? 18. He isnt an accountant. 19. Does the dog eat chicken? 20. Shes my sister.

References Hewings, M., Advanced grammar in use, Cambridge University Press, Edinburgh, 2003. Leech, G., An A-Z of English grammar & usage, Longman, Edinburgh, England, 1997. Marcu E., Workbook for port operation and nautical students, Editura Academiei Navale Mircea cel Btrn, Constana, 2003. http://www.englishpage.com/verbpage/simplepresent.html (20.04.2011)

18

Unit 3 Ships Contents Page Objectives.... 19 3.1. A brief description of ships and their duties

19 3.2. New ship designs.

19 3.3. Present continuous ...

20 Self-assessment test..................................................... 21 Progress test. 22 Answers to self-assessment test... 22 References 22

19

III. Ships 3.1. Objectives

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

- language development present continuous.

Since the dawn of history boats have been used in rivers, and ships have been used to cross seas

and oceans, to carry goods and people from one place to another. The volume of cargo carried by ships continues to increase, and ships become larger and larger.

The variety of cargo is also widening. For this reason many ships are built for particular cargoes. Tankers carry liquid cargo such as petroleum, and refrigerated cargo is carried in reefers. Other ships, called bulk-carriers, carry certain cargoes such as iron ore, grains or timber in bulk. Many vessels are built for certain duties: tugs for towing ships, dredgers for deepening channels, and specialist craft such as gas carriers, ice-breakers and floating cranes.

New types of ships include container vessels and Ro-Ro ships. Container vessels carry large cases, or containers, of a wide variety of goods. They have a high service speed and can be loaded and discharged very rapidly. "Ro-Ro" ships have doors in their bows and sterns. These doors allow lorries, with cargo on them, to be driven on and off. Another new type of ship is the Lash-ship. The word "Lash" stands for "lighter aboard ship". Lash-ships carry lighters or floating containers. Tankers known as VLCCs (Very Large Crude Carriers) are designed to carry over 200,000 tons. ULCCs (Ultra Large Crude Carriers) can carry over 400,000 tons of cargo. Although there is a wide variety of ships at the present time, more new designs are expected.

1. Give brief answers to the following questions. 1. What do tankers carry? 2. What do reefers carry? 3. What do bulk-carriers carry? 4. What do tugs do? 5. What do dredgers do? 6. What does the word Lash stand for?

2. State if the following sentences are true or false: 1. Ships have been used only to cross seas. 2. Because the volume of cargo has increased ships continue to become larger and faster. 3. At present ships are built for special purposes. 4. Bulk-carriers carry iron ore, grains or timber. 5. Ships are towed by dredgers. 6. Dredgers are used to deepen channels. 7. Container vessels can be loaded quickly and discharged slowly. 8. Ro-Ro ships allow loaded trucks to be driven on and off. 9. Lash stands for Lighter alongside ship'.

20

3.2. Present continuous Use the Present Continuous with Normal Verbs to express the idea that something is happening

now, at this very moment. It can also be used to show that something is not happening now. Examples: You are learning English now. They are reading their books.

In English, "now" can mean: this second, today, this month, this year, this century, and so on. Sometimes, we use the Present Continuous to say that we are in the process of doing a longer action which is in progress; however, we might not be doing it at this exact second. Examples: I am studying to become a doctor. Are you working on any special projects at work?

The Present Continuous with words such as "always" or "constantly" expresses the idea that something irritating or shocking often happens. Notice that the meaning is like Simple Present, but with negative emotion. Remember to put the words "always" or "constantly" between "be" and "verb+ing." Examples: She is always coming to class late. He is constantly talking. I wish he would shut up. I don't like them because they are always complaining. The present continuous is used to talk about arrangements for events at a time later than now. There is a suggestion that more than one person is aware of the event, and that some preparation has already happened. Examples: a. I'm meeting Jim at the airport. (= both Jim and I have discussed this). b. I am leaving tomorrow. (= I've already bought my train ticket). c. We're having a staff meeting next Monday. (= and all members of staff have been told about it). More examples: a. Is she seeing him tomorrow? b. He isn't working next week. c. They aren't leaving until the end of next year. d. We are staying with friends when we get to Boston. Note: in example (a), seeing is used in a continuous form because it means meeting. BE CAREFUL! The simple present is used when a future event is part of a programme or time-table. Notice the difference between: a. We're having a staff meeting next Monday. b. We have a staff meeting next Monday. (= we have a meeting every Monday, it's on the time-table.)

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

21

1. Put each verb in brackets into the present simple or the present continuous.

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

Self-assessment test 1. Complete these texts with one of these sets of verbs, using each verb once only.

spend/recover/find say/tell/do talk/threaten/negotiate 1. She I only just from the operation and still it difficult

to move about. At the moment she most of her time in bed. 2. What I is that you well in your job. Really! I you the truth. 3. The fishing unions with their employers for a pay rise. If there is no agreement by

next week, they to strike and even about blockading ports around the country.

2. Read the text and give the definition of some unknown words:

New designs in ship propulsion will also increase the efficiency of ship transport. When compared to marine diesel engines of the same weight and volume, gas turbine engines produce far greater amounts of power without using more fuel. They also burn cleaner, emitting only 4 percent of the sulfur oxides and 5 percent of the nitrogen oxides emitted by diesels of the same power.

The improvements that new technology at sea and new practices on shore can bring to shipping should help the global economy develop to its full potential in the 21st century. Such advancements may well restore ships to their former status as the driving force behind world trade. Moreover, the benefits that the Fast Ship and its future cousins will very likely bring to moving cargo around the globe in the next 50 years should be no less dramatic than those that occurred over the past half century, when engineers developed novel technology for moving people and freight by air.

22

Progress test 1. Rewrite the following sentences in the interrogative form.

1. The cargo carried by ships continues to increase. 2. We build ships for particular cargoes. 3. Tankers carry liquid cargo. 4. Container vessels carry containers. 5. Ro-Ro ships have doors in their bows. 6. "Lash" stands for "lighter aboard ship".

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

Answers to self-assessment test 1.

1. is recovering, is finding, is spending; 2. am saying, are doing, am telling; 3. are negotiating, are threatening, are talking.

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

References Hewings, M., Advanced grammar in use, Cambridge University Press, Edinburgh, 2003. Kluijven, P., C., The International Maritime Language Programme, Alk Heijnen Publishers, Alkmaar, The Netherlands, 2003. Marcu E., Workbook for port operation and nautical students, Editura Academiei Navale Mircea cel Btrn, Constana, 2003. Seidman, D., The complete sailor, International Marine, 1995.

23

Unit 4 Main parts of a ship Contents Page Objectives... 24 4.1. Terms relating to a ships hull, to the hull surface .

24 4.2. Accommodations and cargo space. ....

24 4.3. Simple future and going to future

25 Self-assessment test.................................................... 26 Progress test 27 Answers to self-assessment test.. 28 References ... 28

24

IV. Main parts of a ship 4.1. Objectives

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

- language development simple future and going to future

The main structure of a ship is the hull. Within the hull are the 'tween decks or platforms on

which the cargo rests. The uppermost platform or the upper deck covers the holds in which cargo is stowed. It is loaded and discharged either by cranes on the quay or by the ship's derricks. Derricks are operated by winches. The derricks are fitted to masts which stand on the upper deck. The cargo passes into or out of the holds through cargo hatches.

At sea, the ship is controlled from the bridge by the captain and navigating officers. The front part of a ship is called the bow and the rear part the stem. Near the bridge is the funnel. Smoke and gases pass through the funnel from the engine. The engine is fitted near the bottom of the ship in the engine room. The engine drives the propeller at the stern of the ship. The anchors and cables and the windlass are located in the bow of the ship.

The right side of a ship facing the bow is called the starboard side and the other side is the port side. The beam is the greatest width of the ship. The draught is the depth of the ship's bottom or keel below the water surface. The captain and officers are accommodated in cabins. These are located in the middle part of the ship near the bridge. The other members of the crew live in cabins. They are usually in the rear part of the ship. The hull is divided into three parts:

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

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

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

1. Give brief answers to the following questions:

25

1. What is a hull? 2. Where is the cargo stowed? 3. How is the cargo loaded and discharged? 4. What is the front part of a ship called? 5. What is the rear part of a ship called? 6. What drives the propeller? 7. Where are the anchors and cables located? 8. What is the greatest width of a ship? 9. Where are the captain and officers accommodated?

4.2. Simple future and `going to` future "Will" often suggests that a speaker will do something voluntarily. A voluntary action is one the

speaker offers to do for someone else. Often, we use "will" to respond to someone else's complaint or request for help. We also use "will" when we request that someone help us or volunteer to do something for us. Similarly, we use "will not" or "won't" when we refuse to voluntarily do something. Examples: I will send you the information when I get it. Will you help me move this heavy table?

"Will" is usually used in promises. Examples: I promise I will not tell him about the surprise party. Don't worry, I'll be careful.

"Be going to" expresses that something is a plan. It expresses the idea that a person intends to do something in the future. It does not matter whether the plan is realistic or not. Examples: Michelle is going to begin medical school next year. They are going to drive all the way to Alaska.

Both "will" and "be going to" can express the idea of a general prediction about the future. Predictions are guesses about what might happen in the future. In "prediction" sentences, the subject usually has little control over the future. In the following examples, there is no difference in meaning.

In the Simple Future, it is not always clear which use the speaker has in mind. Often, there is more than one way to interpret a sentence's meaning.

Like all future forms, the Simple Future cannot be used in clauses beginning with time expressions such as: when, while, before, after, by the time, as soon as, if, unless, etc. Instead of Simple Future, Simple Present is used. Examples: When you will arrive tonight, we will go out for dinner. Not Correct When you arrive tonight, we will go out for dinner. Correct

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

1. I can't go any further. I..............................on that bench for a while. 2. The game..............................at two o'clock tomorrow. I hope you can be there. 3. The service here is very slow. I..............................to the manager if we're not served soon. 4. I have a right to be heard, and no-one..............................me from putting my side of the argument.

26

5. The two leaders..............................for talks later this afternoon. 6. The bank has announced that it..............................its interest rates by one per cent from tomorrow. 7. Are you..............................my questions or not? 8. I have to get up early tomorrow. I..............................a physics class at 8.00 in the morning. 9. Before I apply for the job, I..............................more information about it. 10. Brazil..............................Colombia in today's final.

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

Self-assessment test 1. Are the following statements true or false?

1. The upper deck covers the holds in which cargo is stowed. 2. Cargo is loaded and discharged by the ship's derricks. 3. Cargo passes through cargo holds. 4. The smoke from the engine passes through the funnel. 5. The right side of a ship facing the bow is called port and the other side is starboard. 6. The greatest width of the ship is the draught. 7. The captain's cabin is in the middle part of the ship.

27

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

2. Choose will or (be) going to whichever is correct or more likely, and one of these verbs.

collapse, eat, enter, explode, have, increase, leave, paint, phone, re-open, retire, see, show, be sick, walk 1. Get out of the building! It sounds like the generator . 2. Tim.early before he reaches 65. He mentioned it at the meeting recently. 3. 'I think .home across the park.' 'That's a good idea.' 4. Next year, no doubt, more people.the competition as the prize money

increases. 5. 'Can we meet at 10.00 outside the station?' 'Okay. I.you there.' 6. Don't sit on that bench, I.it. 7. I'm not feeling well. In fact, I think I.! 8. 'Closed over the New Year period. This office.on 2nd January.' 9. I'm sure you.a good time staying with Richard. 10. We.with Tim tonight. He's asked us to be there at 7.00. 11. 'The 2.35 to Bristol.from platform 5.' (Announcement at railway station.) 12. I wouldn't walk across that old bridge if I were you. It looks like it. 13. I read in the paper that they.the price of gas again. 14. Do you like my new solar watch? Here, I .you how it works. 15. 'Dr Jackson isn't in his office at the moment.' 'In that case, I.him at home.'

Progress test 1. Study the new words: hold, compartment, superstructure in the following passage:

Larger boats and ships generally have multiple decks and compartments. Separate berthings and heads are found on sailboats over about 25 feet (7.6 m). Fishing boats and cargo ships typically have one or more cargo holds. Most larger vessels have an engine room, a galley, and various compartments for work. Tanks are used to store fuel, engine oil, and fresh water. Ballast tanks are equipped to change a ship's trim and modify its stability.

Superstructures are found above the main deck. On sailboats, these are usually very low. On modern cargo ships, they are almost always located near the ship's stern. On passenger ships and warships, the superstructure generally extends far forward.

2. Put each verb in brackets into a suitable verb form.

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

28

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

3. Tick the most appropriate of the underlined words. 1. She looks very pale. I think she'll / she's going to faint. 2. Ill / I'm going to do that for you, if you like. 3. I'll be / I'm going to be a rocket scientist when I grow up. 4. 'Somebody's at the door.' Ill / I'm going to see who it is.' 5. I need to be home early today so I leave / am leaving at 4.00. 6. We'll be in plenty of time providing the traffic is not / won't be too bad. 7. She asked if I would / will be so kind as to give her a lift. 8. What sort of job do you think you will do / will be doing in a few years' time? 9. By the time you get back, all the food will have gone / will go. 10. The two Prime Ministers are to / shall discuss the current economic crisis.

Answers to self-assessment test 1. 1. true; 2. true; 3. false; 4. true; 5. false; 6. false; 7. true; 8. true. 2.

1. is going to explode 2. is going to retire 3. will walk 4. will enter 5. will see 6. am going to paint 7. am going to be sick 8. will reopen 9. will have 10. are going to eat 11. will leave 12. is going to collapse 13. are going to increase 14. will show 15. will phone

References Alexander, L., G., English Grammar, Longman, London, 1996. Blankey, T., N., English for Maritime Studies, Pergamon Press, Great Britain, 1983. Hewings, M., Advanced grammar in use, Cambridge University Press, Edinburgh, 2003. clapac, F., Spoken English, Editura Teora, Bucureti, 1999.

29

Unit 5 Crew organization Contents Page Objectives.... 30 5.1. Watches aboard ship and description of each department on merchant ships .

30 5.2. Logical connectives. .....

31 Self-assessment test...................................................... 32 Progress test.. 33 Answers to self-assessment test 33 References. 33

30

V. Crew organization 5.1. Objectives

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

- language development logical connectives.

During a voyage, the ship is operated for 24 hours every day. The day at sea is divided into 4-

hour periods starting from midnight. These periods are called watches. They are named as follows: Midnight to 0400 hours Middle watch 0400 hrs to 0800 hours Morning watch 0800 hrs to Noon Forenoon watch Noon to 1600 hours Afternoon watch 1600 hrs to 2000 hours Evening watch 2000 hrs to Midnight First watch

The work of the ship is organized under four departments: The Deck, Radio, Engine-Room and Catering Departments. The names of the personnel and the departments to which they belong are shown in the following table:

Captain (Overall Command)

Deck departament Radio departament Engine-room departament

Catering departament

Officers Chief Officer Second Officer Third Officer Navigating Cadets Petty Officers Bosun Carpenter Ratings Able Seamen (ABs) Efficient Deck Hands Ordinary Seamen

Radio Officer Chief Officer Second Officer Third Officer Fourth Officer Engineering Cadets Pumpman Greasers

Purser Chief Steward Chief Cook Second Steward Second Cook

The master of the ship, the captain, is in command of the ship. He is responsible for the efficient

navigation of the ship, the lives of those on board, and the safe delivery of the cargo. The chief officer (first mate) is the senior deck officer. He is responsible for the work done by

members of the deck department. He allocates duties to the junior deck officers, navigation cadets, the ratings and petty officers of his department. The chief officer usually is in charge of the morning and evening watches. He supervises the loading, stowage and discharge of cargo and ensures its safe keeping.

The second and third officers usually keep "12 to 4" and the "8 to 12" watches, respectively. The second officer is often called the navigating officer. He is responsible, under the captain, for the

31

navigation of the ship and for the care of the navigational equipment. The third officer is responsible, under the chief officer, for the safety equipment on board.

The radio officer is responsible for all radio communications between the ship and other ships or shore stations. He reports directly to the captain who gives orders for radio messages to be transmitted from the ship. The radio officer receives radio weather reports and navigational warnings.

The chief engineer is responsible, under the captain, for the efficient operation of the main engines and all machinery on board.

The purser, or the chief steward in ships that do not carry pursers, is the head of the catering department. He is responsible for all the catering on board and also for the ordering of provisions and for the organization of the catering department. The petty officer in charge of the deck department ratings is the boatswain (bosun). He works directly under the chief officer from whom he receives his orders daily. The carpenter is in charge of the hatchcovers and the general maintenance and deck repairs.

1. Revise the above information and then answer these questions: 1. When is the First Watch? 2. When is the Morning Watch? 3. When is the First Dog Watch? 4. What is the name of the watch between midnight and 0400? 5. What is the name of the watch between 0800 and noon? 6. What is the name of the watch between 1800 and 2000? 7. Who is on duty on the bridge during the Morning Watch? 8. Who is on duty on the bridge during the Middle Watch? 9. Who is on duty in the engine room during the First Watch?

2. Complete the following sentences with responsible for and in charge of: 1. The chief officer is in .. the morning and evening watches. 2. The chief engineer is .. for the efficient operation of the main engines. 3. The carpenter is in .. the hatch covers and maintenance. 4. The chief steward is .. for ordering provisions. 5. The person .. of the deck repairs is the carpenter. 6. The person .. for the overall command of the ship is the captain.

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

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

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

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

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

3. However introduces a qualification or concession

32

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

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

1. Complete these sentences using because or because of + one of these phrases. the strong wind my computer isn't working flooding on the road I have other commitments her illness 1. I can't meet you tomorrow... 2. The boat couldn't put to sea... 3. She couldn't complete the work... 4. We couldn't get to his house... 5. I can't print out the letter... Example: 1. because I have other commitments. 2. because of the strong wind.

2. Match the phrases in an appropriate order using because or because of: I won't be able to see you She couldn't hear John talking they couldn't sell their house. When we got to the top of the hill we couldn't see anything I might not be able to get to the airport. I've been left to do all the work,

of all the noise. prices were falling, Ron and Bill are on holiday. the meeting's at 2.00, I won't be able to see you. the mist. the snow,

Self-assessment test 1. Join these pairs of sentences using because, therefore, however, as appropriate:

Multi-deck vessels usually carry general cargo; .. some carry containers as well. Passenger liners have high superstructures .. they need a large number of decks. Many ferries are designed to carry vehicles, .. they have doors at the bows or stern. Cargo ships are usually designed to carry dry or liquid cargo; .., OBO (oil, bulk ore)

ships are designed to carry both. Bulk carriers carry large quantities of loose cargo, .. they have large unobstructed

holds. Passenger liners often operate as cruise ships for part of the year .. there is not

always enough business for them on liner routes.

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

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

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

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

33

Progress test 1. Write sentences using the new words in the text. On the MV Transitor there are five decks. The engine room is below the first deck.

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

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

1. The clouds are .. the horizon. 2. Cargo is usually stowed .. deck. 3. The helicopter hovered .. the platform. 4. The student put the flame .. the flask. 5. His suitcase lay .. his bunk. 6. The spanner was found .. the tarpaulin. 7. The navigator sat .. the pilot. 8. He stood .. the mirror.

Answers to self-assessment test 1. however; because; therefore; however; therefore; because. 2. Your answers should have been:

consequence or result; reason or cause; qualification or concession.

References Blankey, T., N., English for Maritime Studies, Pergamon Press, Great Britain, 1983. Hewings, M., Advanced grammar in use, Cambridge University Press, Edinburgh, 2003. Leech, G., An A-Z of English grammar & usage, Longman, Edinburgh, England, 1997. Murphy, R., English Grammar in Use, 2nd edition, Cambridge University Press, Cambridge, 1995. Nisbet A., Kutz A. W., Logie C., Marlins English for Seafarers study pack 1, Marlins, Edinburgh, 1997. Swindells, N.S., Glossary of Maritime Technology Terms, Institute of Marine Engineers, London, 1997.

34

Unit 6 How merchant ships operate Contents Page Objectives.. 35 6.1. The way the merchant vessels operate ..

35 6.2. Specialized ships ....

36 6.3. Quantifiers . 36

Self-assessment test....................................................... 37 Progress test... 37 Answers to self-assessment test. 38 References.. 38

35

VI. How merchant ships operate 6.1. Objectives

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

- language development quantifiers.

Merchant ships are designed to carry cargo. Some are also designed to carry passengers.

Nowadays, most merchant ships are built to carry cargo, but a few still carry passengers. Merchant vessels can operate in the following three basic ways.

They can operate as liners. These are employed on regular routes on a fixed timetable. A list of their arrival and departure dates is published in advance and they sail whether full or not. Liners can be classed as either deep-sea liners or short-sea liners. The former carry mainly containerized cargo across the oceans of the world; the latter carry containerized or conventional cargo on shorter routes. Ferries are also classed as liners. These offer a daily or weekly service for passengers and vehicles across channels and narrow seas. A few ships are still employed as passenger liners. They not only carry passengers but also some cargo on routes from Europe to North America and to the Far East. Nowadays the passenger trade is very small and passenger liners usually operate as cruise ships for part of the year. Merchant ships also operate as tramps. These vessels do not sail on regular routes or keep to a fixed timetable, but are employed where there is cargo for them to carry. Tramps can be classed as deep-sea tramps or short-sea tramps. A number are classed as coasters. These ply on coastal routes and up rivers to inland ports. The traditional tramp cargoes are dry bulk cargoes, but some are designed to carry general cargoes.

A large number of merchant ships operate as specialized vessels. These are designed to carry a particular type of cargo. There are several types of specialized vessel. The most common are oil tankers. They are owned by the major oil companies or by independent operators. Two other types of liquid bulk carrier of growing importance are chemical carriers and liquefied natural gas (LNG) carriers.

1. Answer the questions: 1. How can merchant ships operate? 2. Which ships keep to a fixed timetable? 3. What do liners and tramps have in common?

36

4. How do passenger liners usually operate? 5. Why do passenger liners operate for part of the year? 6. What other types of specialized vessels do you know?

2. Are the following statements true or false? 1. Passenger liners are very small. 2. Liners operate only in good weather. 3. Ferries carry passengers, vehicles and nautical students. 4. Short-sea liners sail on regular routes. 5. Some tramps carry general cargoes. 6. Deep-sea liners call at large ports. 7. Liners leave the port whether fool or not.

6.2. Quantifiers Quantifiers are words that are used to state quantity or amount of something without

stating the actually number. Quantifiers answer the questions "How many?" and "How much?" Quantifiers can be used with plural countable nouns and uncountable nouns. They must

agree with the noun. There are 3 main types of quantifiers. Quantifiers that are used with countable nouns, quantifiers that are used with uncountable nouns and the 3rd type are quantifiers that are used with either countable nouns or uncountable nouns.

Amount Countables Uncountables

a total amount all all

an almost total amount most most

a large amount many

a lot (of) a large number (of)

much a lot (of)

a large amount (of)

a small amount some

several a few

some a little

a very small amount few little

zero amount no

none no

none

1. Choose a word from the table below to fill each space. Some words may be used more than

once: a, a few, any, a little, much, a lot of, some, many, an, a lot 1. How .. children do you and Tony have? 2. I don't have .. patience and I find jigsaw puzzles boring. 3. We only have .. carrots. We should go and buy some more. 4. "Do we need any mushrooms?" "No, we have .. . Look, three bags!"

37

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

Self-assessment test 1. Choose a suitable quantifier and either 'passengers' or 'money' to complete these

sentences: .travel by cargo liner. .is needed to operate a shipping fleet. .enjoy being at sea when it is rough. .are allowed down in the engine room. .on board ship should be kept in a safe place.

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

Progress test 1. Use the information in the reading passage to complete these sentences.

(a) Merchant ships are designed to carry .. (b) Liners are employed . (c) Tramps are not employed . (d) Specialized vessels are designed ..

2. Correct the sentences: 1. Much of the Holland is below sea level. 2. Not many of people know much about him. 3. Don't hurry: we have little time left before we have to leave. 4. The most of people complain about the weather here. 5. A quite few people came to his party. 6. He's had very much good luck in his life. 7. I've been to visit him many the time. 8. We've put in good many hours to get this work finished.

38

Answers to self-assessment test 1. a few passengers, a large amount of money, few passengers, no passengers, all

money. 2. all, all, some, some, much, a large number of, no, none, a little, little, a few, few.

References Alexander, L., G., English Grammar, Longman, London, 1996. Blankey, T., N., English for Maritime Studies, Pergamon Press, Great Britain, 1983. Hewings, M., Advanced grammar in use, Cambridge University Press, Edinburgh, 2003. Murphy, R., English Grammar in Use, 2nd edition, Cambridge University Press, Cambridge, 1995. Swindells, N.S., Glossary of Maritime Technology Terms, Institute of Marine Engineers, London, 1997.

39

Unit 7 Types of vessels Contents Page Objectives 40 7.1. Merchant ships and the type of cargo they carry .

40 7.2. Special ways of loading and carrying cargoes.

42 7.3. Past simple

43 Self-assessment test...................................................... 44 Progress test.. 45 Answers to self-assessment test 45 References. 46

40

VII. Types of vessels 7.1. Objectives

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

- language development past simple.

Transportation Liners and Tramps

Vessels that have been designed to transport cargo or/and passengers are called merchant ships. They may be classified as liners or tramps.

A liner carries cargoes between two fixed destinations. Her sailing schedule has been prearranged - she has a fixed homeport, port of destination and port(s) of call, and fixed ETA's and ETD's (Estimated Times of Arrival and Estimated Times of Departure). A liner-vessel is allowed to carry up to 12 passengers.

Freighters that carry cargoes according to schedules that are not fixed are called tramps, Homeports, ports of destination, ports of call, ETA's and ETD's differ with every voyage.

Merchant ships may carry general cargoes, bulk cargoes, refrigerated cargoes, heavy cargoes, timber, and many more. General Cargo Ships

General cargo is cargo that has been packed in crates, boxes or bags, or cargo coming in pieces (unpacked cargo items).

Cargo is loaded and discharged by the vessel's own derricks or by shore based cranes. The conventional general cargo ship has several tweendecks, so that the cargoes for the various destinations can be reached and discharged without having to remove cargo for other destinations first.

Under the influence of cargo-palletization the "open freighter" was fitted with two or even three hatches side by side.

Both types of vessels, the general cargo ship and the open freighter, are becoming rather obsolete, since general cargo is more and more transported by vessels that have been designed to carry general cargo in containers. Bulk Carriers

Bulk cargo is unpacked cargo of one commodity. Dry bulk cargo, such as grain, ore, fertilizers, etc. is carried in specially designed vessels with

holds that have been divided into compartments by longitudinal and transverse separations, so that the ship's stability will not be affected by a full cargo.

The holds of these ships are often constructed in such a way that they are self-trimming; this means that the surface of the cargo is constantly made equal by special pumps in rolling circumstances or when the vessel has a list.

Dry bulk cargo is loaded and discharged by cranes with grabs or by pumps. Liquid cargoes such as crude oil, petroleum, edible oils, etc. are carried in tankers, for example in

Very Large Crude Carriers (VLCC's), chemical tankers, such as Liquefied Petroleum Gas tankers (LPG carriers) or Liquefied Natural Gas tankers (LNG carriers).

Product tankers are small tankers that carry different sorts of oils.

41

For safety reasons tankers must be fitted with double bottoms. These spaces also provide storage for fuel, lubricating oil and waters.

Tankers are divided into compartments by longitudinal and transverse bulkheads. Cofferdams are empty spaces between the tanks and in the double bottom. They serve as

separations to prevent liquids from leaking from one tank into the other. Cofferdams often serve as pump-rooms, Pumps for loading and discharging the cargo may be

installed in these compartments. Tankers are often loaded and discharged in the offing by means of flexible pipes. This system of wet bulk handling reduces the number of laydays. Container ships

Cargo that has been containerized is carried by container ships. Containers are most often measured in Twenty Feet Equivalent Units (TEU's) and are stowed in a

cellular arrangement in Rows, Bays and Tiers. The rows run abeam, or athwartship; the bays run fore to aft and the tiers are horizontal layers.

The three- figure code on each container refers to this stowage system. Thus, each container can easily be found. Container sh

electrical engineering i

Documents

selfassessment test

progress test

electrical engineering

contents foreword

maritime education

main par