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Maritime English
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Maritime English
Maritime University of Constanta
Faculty – Electromechanics
Specialisation – Electromechanics
4-th year
1-st semester
Student’s Coursebook
Lector dr. Mircea Georgescu
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Maritime English
Contents
UNIT 1. INTRODUCTION TO JOB APPLICATION
Objectives of Unit 1
1.1 Introduction
1.2 Cover letter types and examples
1.3 English Tenses – Graphic Comparison
Self-assessment test
Progress test
Answers to self-assessment test
References
UNIT 2. WRITING A CV
Objectives of Unit 2
2.1 What is a CV?
2.2 Information a CV should include
2.3 How to make a winning CV
Self-assessment test
Progress test
Answers to self-assessment test
References
UNIT 3. PREPARING FOR INTERVIEWS
Objectives of Unit 3
3.1 Interview tips
3.2 Interview examples
Self-assessment test
Progress test
Answers to self-assessment test
References
UNIT 4. MAIN ENGINES
Objectives of Unit 4
4.1 Different types of marine engines
4.2 Causal verbs
4.3 Cause and effect
4.4 Terms relating to main engines
4.5 Measurements
Self-assessment test
Progress test
Answers to self-assessment test
References
UNIT 5. THE TWO-STROKE CROSSHEAD DIESEL ENGINE
Objectives of Unit 5
5.1 What is a crosshead
5.2 Characteristics
5.3 Reported speech
Self-assessment test
Progress test
Answers to self-assessment test
References
UNIT 6. THE AIR START SYSTEM
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Objectives of Unit 6
6.1 How an engine starts on air
6.2 Adverb clauses
Self-assessment test
Progress test
Answers to self-assessment test
References
UNIT 7. TESTING AN ENGINE
Objectives of Unit 7
7.1 Introduction
7.2 Engine parameters
Self-assessment test
Progress test
Answers to self-assessment test
References
UNIT 8. ENGINE ROOM WATCH-KEEPING DUTIES
Objectives of Unit 8
8.1 Watch arrangements
8.2 Handing/Taking over the watch
8.3 Getting in ’touch’
Self-assessment test
Progress test
Answers to self-assessment test
References
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Unit 1
Introduction to Job Aplication
Objectives of Unit 1
1.1 Introduction
1.2 Cover letters and examples
1.3 English Tenses – Graphic Comparison
Self-assessment test
Progress test
Answer to self-assessment test
References
OBJECTIVES OF UNIT 1
The main objectives are:
demonstrate an understanding of the steps taken for a job
application;
understand the kind of information to be included in the
cover letters
use appropriate letter layouts
select appropriate vocabulary and use it appropriately
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1.1 Introduction
Before you start applying for jobs online it's important to prepare to complete online job
applications and to gather all the information you'll need to apply.
In order to apply for a job online and to complete online job applications, you'll need an email
address to use for job searching, Internet access, an up-to-date resume, a cover letter for some jobs,
your employment history, and your availability to work if you're applying for a part-time job.
In addition, as part of the job application process, you may need to take an online employment test
and provide employment references.
Here's advice and tips on how to apply for a job online.
In addition to using a job board, using a job search engine can save you a lot of online job search
time. When you use a job search engine, you can search for jobs all in one place, rather than having
to visit all these sites independently.
Company web sites are a good source of job listings, especially if you know what companies you
are interested in working for. You can go directly to the site and search for and apply for jobs online
directly on many company web sites. At most company sites, you can apply for all level positions
online - from part-time hourly jobs to top management positions.
Apply direct at the company web site whenever possible, even if you find the listing elsewhere.
Your application will go directly into the company's applicant tracking system and you'll be able to
monitor its progress.
Search using the job search keywords list you created and you'll get a list of job openings that
match your specifications very quickly. When you click on a job opening, you'll get instructions on
how to apply and/or be directed to a company website to apply.
Before you start looking for jobs and completing online job applications, you'll need an updated
version of your resume ready to upload. You may also need a cover letter to apply for some jobs.
Make sure your resume includes your current contact information and work history. Save your
resume as yournameresume.doc, rather than with a generic file name like "resume" so the hiring
manager will connect you with the resume when they review it.
Have a basic cover letter ready that you can customize for each job you apply to.
Some sites let you upload an existing resume from Microsoft Word on your computer with the click
of a button. On other sites, you may need to copy and paste from your resume into an online profile
or use a resume builder that is incorporated into the job application system.
Download a sample job application form and complete it before you start your online applications.
Print and fill it out so you know exactly what information you will need to enter when you apply for
jobs online.
Use the completed sample job application as a guide when you're completing your own job
applications.
When applying for a job a cover letter should be sent or posted with your resume. If you are not
sure what to write, review these cover letter samples.
Your cover letter should be specific to the position you are applying for, relating your skills and
experience to those noted in the job posting. Your cover letter is your first (and best) chance to
make a good impression! Review cover letter tips to help ensure your cover letter gets noticed.
Take the time to review cover letter examples and then make sure that your letter explains how your
skills relate to the criteria listed in the job posting.
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1.2 Cover Letter Types and Examples
Types of cover letters, including application letters, inquiry letters, referral cover letters,
prospecting letters, and other types of letters used to apply for jobs or inquire about jobs, plus
examples of each type of cover letter and when to use them.
Application Letters
An application letter is sent or uploaded with your resume when applying for jobs. The job
application letters you send explain to the employer why you are qualified for the position and why
you should be selected for an interview.
Ex.
Date
Dear Mr. Seampson,
I am writing to apply for the programmer position advertised in the Times Union. As requested, I
am enclosing a completed job application, my certification, my resume and three references.
The opportunity presented in this listing is very interesting, and I believe that my strong technical
experience and education will make me a very competitive candidate for this position. The key
strengths that I possess for success in this position include:
I have successfully designed, developed, and supported live use applications
I strive for continued excellence
I provide exceptional contributions to customer service for all customers
With a BS degree in Computer Programming, I have a full understanding of the full life cycle of a
software development project. I also have experience in learning and excelling at new technologies
as needed.
Please see my resume for additional information on my experience.
I can be reached anytime via email at [email protected] or my cell phone, 0777-005555.
Thank you for your time and consideration. I look forward to speaking with you about this
employment opportunity.
Sincerely,
FirstName LastName
Exercise. You have to send a cover letter to a crewing company. Make the necessary changes in the
following sample letter.
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Name
Title
Company
Address
City, Zip Code
Date
Dear Mr./Ms. LastName,
I am writing to apply for the position of PR. ABCD is a fast-moving global institution and an
outstanding communications pioneer, now poised to guide the direction of print journalism.
As a recent graduate of University with significant experience in finance, administration and media,
I bring the energy and commitment to excellence necessary to thrive in ABCD's innovative
environment.
As the current Media Relations Coordinator of the XYZ company, I am a practiced business liaison
and an able administrator. These strengths, combined with deep and varied employment and
internship experience as a journalist and media consultant with FGH and LMD, prepare me to make
a strong and immediate impact at ABCD.
I am excited about the opportunity to join the ABCD team as it moves to the center of the print
media conversation. Thank you for your time and consideration.
Sincerely,
Your Signature
Your Typed Name
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Self-assessment Test
Give the right order of the following paragraphs of cover letter:
Contact Name
Title
Company Name
Address
City, Zip Code
Dear Contact Person:
I'm writing to express my interest in the Web Content Specialist position
listed on Monster.com. I have experience building large, consumer-focused
health-based content sites. While much of my experience has been in the
business world, I understand the social value of the non-profit sector and my
business experience will be an asset to your organization.
Experience has taught me how to build strong relationships with all
departments at an organization. I have the ability to work within a team as
well as cross-team. I can work with web engineers to resolve technical issues
and implement technical enhancements, work with the development
department to implement design and functional enhancements, and monitor
site statistics and conduct search engine optimization.
My responsibilities included the development and management of the site's
editorial voice and style, the editorial calendar, and the daily content
programming and production of the web site. I worked closely with health
care professionals and medical editors to help them provide the best possible
information to a consumer audience of patients. In addition, I helped
physicians learn to utilize their medical content to write user-friendly, readily
comprehensible text.
Thank you for your consideration.
Your City, Zip Code
Your Phone Number
Your Email
Signature
FirstName LastName
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Progress test
Write a cover letter and use the folowing layout:
Contact Information
The first section of your cover letter should include information on how the
employer can contact you. If you have contact information for the employer, include
that. Otherwise, just list your information.
Your Contact Information
Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email Address
(space)
Date
(space)
Employer Contact Information
Name
Title
Company
Address
City, Zip Code
(space)
Salutation
(space)
Dear Mr./Ms. Last Name:
(space)
First Paragraph:
The first paragraph of your cover letter should include information on the position
you are applying for, including the job title.
(space between paragraphs)
Middle Paragraph(s):
The next section of your cover letter should describe what you have to offer the
employer. Mention why you are qualifed for the job and how your skills and
experience are a match for the position for which you are applying.
(space between paragraphs)
Final Paragraph:
Conclude your cover letter by thanking the employer for considering you for the
position. Include information on how you will follow-up.
(space)
Closing:
(space)
Sincerely yours,
(double space)
Signature:
Handwritten Signature (for a mailed letter)
(double space)
Typed Signature
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Answers to Self-assessment Test
Your City, Zip Code
Your Phone Number
Your Email
Contact Name
Title Company Name
Address
City, Zip Code
Dear Contact Person:
I'm writing to express my interest in the Web Content Specialist position listed on Monster.com. I have experience
building large, consumer-focused health-based content sites. While much of my experience has been in the
business world, I understand the social value of the non-profit sector and my business experience will be an asset
to your organization.
My responsibilities included the development and management of the site's editorial voice and style, the editorial calendar, and the daily content programming and production of the web site. I worked closely with health care
professionals and medical editors to help them provide the best possible information to a consumer audience of
patients. In addition, I helped physicians learn to utilize their medical content to write user-friendly, readily comprehensible text.
Experience has taught me how to build strong relationships with all departments at an organization. I have the ability to work within a team as well as cross-team. I can work with web engineers to resolve technical issues and
implement technical enhancements, work with the development department to implement design and functional
enhancements, and monitor site statistics and conduct search engine optimization.
Thank you for your consideration.
Signature
FirstName LastName
References
1. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge
University Press, 1990 (ISBN 0 521 35770 5)
2. Sweeney, S., (2004) English for Business Communication, Cambridge
University Press
3. http://jobsearch.about.com/od/jobapplications/ss/online-job-
applications_9.htm
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Unit 2
Writing a CV
Objectives of Unit 2
2.1 What is a CV?
2.2 Information a CV should include
2.3 How to make a winning CV
Self-assessment test
Progress test
Answer to self-assessment test
References
OBJECTIVES OF UNIT 2
The main objectives are:
demonstrate an understanding of the relevance of a good CV;
understand the layout of a CV
use appropriate phrases accurately to describe one’s
experience
select appropriate information and form of presentation
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2.1 What is a CV?
Curriculum Vitae: an outline of a person's educational and professional history, usually prepared
for job applications (L, lit.: the course of one's life). Another name for a CV is a résumé.
A CV is the most flexible and convenient way to make applications. It conveys your personal
details in the way that presents you in the best possible light. A CV is a marketing document in
which you are marketing something: yourself! You need to "sell" your skills, abilities,
qualifications and experience to employers. It can be used to make multiple applications to
employers in a specific career area. For this reason, many large graduate recruiters will not
accept CVs and instead use their own application form.
An application form is designed to bring out the essential information and personal qualities that
the employer requires and does not allow you to gloss over your weaker points as a CV does. In
addition, the time needed to fill out these forms is seen as a reflection of your commitment to the
career.
There is no "one best way" to construct a CV; it is your document and can be structured as you
wish within the basic framework below. It can be on paper or on-line or even on a T-shirt
(a gimmicky approach that might work for "creative" jobs but not generally advised!).
When should a CV be used?
When an employer asks for applications to be received in this format
When an employer simply states "apply to ..." without specifying the format
When making speculative applications (when writing to an employer who has not advertised a
vacancy but who you hope my have one)
2.2 Information a CV should include
Personal details
Normally these would be your name, address, date of birth (although with age discrimination
laws now in force this isn't essential), telephone number and email.
Education and qualifications
Your degree subject and university, plus A levels and GCSEs or equivalents. Mention grades unless
poor!
Work experience
Use action words such as developed, planned and organised.
Even work in a shop, bar or restaurant will involve working in a team, providing a quality
service to customers, and dealing tactfully with complaints. Don't mention the routine, non-
people tasks (cleaning the tables) unless you are applying for a casual summer job in a restaurant or
similar.
Try to relate the skills to the job. A finance job will involve numeracy, analytical and problem
solving skills so focus on these whereas for a marketing role you would place a bit more emphasis
on persuading and negotiating skills.
"All of my work experiences have involved working within a team-based culture. This involved
planning, organisation, co-ordination and commitment e.g., in retail, this ensured daily sales
targets were met, a fair distribution of tasks and effective communication amongst all staff
members."
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Interests and achievements
Keep this section short and to the point. As you grow older, your employment record will take
precedence and interests will typically diminish greatly in length and importance.
Bullets can be used to separate interests into different types: sporting, creative etc.
Don't use the old boring cliches here: "socialising with friends".
Skills
The usual ones to mention are languages (good conversational French, basic Spanish),
computing (e.g. "good working knowledge of MS Access and Excel, plus basic web page design skills") and
driving ("full current clean driving licence").
If you are a mature candidate or have lots of relevant skills to offer, a skills-based CV may
work for you
You will also need a Covering Letter to accompany your CV.
2.3 How to make a winning CV
There is no single "correct" way to write and present a CV but the following general rules apply:
It is targeted on the specific job or career area for which you are applying and brings out the
relevant skills you have to offer
It is carefully and clearly laid out: logically ordered, easy to read and not cramped
It is informative but concise
It is accurate in content, spelling and grammar. If you mention attention to detail as a skill,
make sure your spelling and grammar is perfect!
How long should a CV be?
There are no absolute rules but, in general, a new graduate's CV should cover no more than two
sides of A4 paper. If you can summarise your career history comfortably on a single side, this is fine and has
advantages when you are making speculative applications and need to put yourself across
concisely.
Tips on presentation
Your CV should be carefully and clearly laid out - not too cramped but not with large
empty spaces either. Use bold and italic typefaces for headings and important information
Never back a CV - each page should be on a separate sheet of paper. It's a good idea to
put your name in the footer area so that it appears on each sheet.
Be concise - a CV is an appetiser and should not give the reader indigestion.
Be positive - put yourself over confidently and highlight your strong points. For example,
when listing your A-levels, put your highest grade first.
Be honest: although a CV does allow you to omit details (such as exam resits) which you
would prefer the employer not to know about, you should never give inaccurate or
misleading information.
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CVs are not legal documents and you can't be held liable for anything within, but if a recruiter
picks up a suggestion of falsehoods you will be rapidly rejected. An application form which you
have signed to confirm that the contents are true is however a legal document and forms part of
your contract of employment if you are recruited.
The sweet spot of a CV is the area selectors tend to pay most attention to: this is typically around
the upper middle of the first page, so make sure that this area contains essential information.
If you are posting your CV, don't fold it - put it in a full-size A4 envelope so that it doesn't arrive
creased.
Self-assessment Test
True or false?
1. A CV should be word-processed and never handwritten.
2. A CV can be used for any application.
3. Your CV should be laid out in reverse chronological order (most recent
items first).
4. A CV should never be more than one side.
5. A bright orange CV will attract attention and improve your chances.
6. CVs should always be accompanied by a covering letter.
7. You should only include the most important and relevant information about
yourself on your CV.
8. You should compose a different CV for each employer.
9. Education and Qualifications should be separate sections on a CV.
10. You should only include education at secondary-school level or above in
the Education section.
Progress test
Exercise: Find the right place for the folowing words and phrases:
motivated /position / university/ organisational / assets / friendly / management /
administrative / own / prioritise
PROFILE
I am a ...(1), adaptable and responsible graduate seeking an entry-level ... (2)
position in public relations which will utilise the ... (3) and communication skills
developed during ...(4). My reliability, communication skills, responsibility and ...
(5) nature are ... (6) I would bring to the work. I have experience in project ... (7)
and strong organisational and ... (8) skills with the ability to work independently
and use my ... (9) initiative. I also have the ability to ... (10) whilst under pressure
meeting tight deadlines.
Answers to self-assessment test
1. TRUE
2. FALSE. Do not use a CV if the employer has specified that candidates should complete their own application form. Do not even attach the CV to the application form - nothing is more annoying to employers than a form with nothing written on it except "SEE CV". But CVs can be freely used when an employer asks for applications to be received in this format; when an
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employer simply states APPLY TO ... without specifying the format or when making speculative applications (i.e. when writing to an employer who has not actually advertised a vacancy but who you hope my have one.) 3. TRUE - IF you are going to use a chronological CV. 4. FALSE. One side is fine if you can manage it, but it is better to have two sides of well-laid-out, easy-to-read information than one side of cramped and crowded print. But not more than two sides, except in very exceptional circumstances! 5. FALSE. Yes it may attract attention but it will not necessarily help you to be considered for interview! Even the wacky employers prefer CVs that are plain, factual and informative. Paper should be white, cream or some other pale, neutral and businesslike colour. 6. TRUE. The covering letter will flesh out the CV and help you to relate it to the job. 7. FALSE. Although such information should certainly be emphasised, it is important not to leave any glaring gaps in your career history or to give the impression that you have no work experience whatsoever. 8. TRUE, ideally, although this may not always be possible if you have very limited information on the employer. 9. FALSE. It is much easier for the reader if these are put together as follows rather than making them hop back and forth between different sections to find out what you studied where: 2006 - 2009 University of Kent at Canterbury BA (Hons) Economics, Class 2(1) 2004 - 2006 East Yorkshire College, Hull A-levels: History (B) Economics (B) French (C) 2001 - 20046 Spring Bank School, Hull 8 GCSEs including Maths and English Language at Grade A 10. TRUE. Education up to age 11 is not normally expected on a CV.
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UNIT 3
Preparing for an Interview
Objectives of Unit 3
3.1 Interview tips
3.2 Interview examples
Self-assessment test
Progress test
Answers to self-assessment test
References
OBJECTIVES OF UNIT 3
The main objectives are:
understand the importance of the interview guide lines
name steps of interview preparation
use the proper vocabulary fluently and accurately
apply the attitude tips
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3.1 Interview tips
Preparation is essential for the interview. Know yourself, your strengths and weaknesses,
what motivates you and above all demonstrate your enthusiasm for the position;
Spend some time looking at our website and any other sources of information so you can
learn about who we are and what we do;
Be on time - if you are running late please contact the interviewer as soon as possible;
Appearance – it is recommended to dress formally according to the position you have
applied for. How you dress often indicates how serious you are about the job and yourself.
But most importantly be comfortable;
Try to maintain good eye contact with the interviewers;
Be prepared to discuss your strengths, but just as importantly your areas for development.
We all have them so don’t be afraid to discuss them.
Nerves - we are well aware that candidates can find interviews quite stressful and we do
make allowances for this. But take the time to relax beforehand, arrive in plenty of time and
prepare as much as possible;
Remember that the interview is a two way process, it’s just as important for you to feel
comfortable about the role and the company. Ask us any questions so please consider these
in advance. You may wish to write these down and bring them in with you.
Your CV has impressed, your research and networking activities have paid off and you have landed
an Interview with your company of choice. Now to make sure you turn this Interview into a pot of
gold and secure the job of your dreams. Below are some general tips and guidelines that should
assist you through the Interview:
1. Research
Most of you will have researched your company of choice thoroughly in order to get to this point.
For those who haven't, it is essential that you do some background research on the company and the
job before you walk in that door. The Interviewer will expect you to know a little about the industry
and the company and will be very impressed if you are familiar with specific events, news and
concerns relating to the business. Newspapers, industry and trade magazines, local libraries and the
Internet are all a good source of information. Feel free to pick up the phone and ask the company
for their annual reports any marketing materials - most companies are more than happy to oblige.
The very minimum information you will want to know is what the company does, what job you are
applying for and any well-known news pertaining to the company e.g. Merger, big scandal, new
CEO.
2. Be prepared
For those of you who were cub scouts, we are not suggesting ropes and a tent. We would however
recommend you take with you a notebook and extra copies of your CV (in many cases the employer
will have misplaced it, have an unclear copy or simply expect you to provide it).
3. Dress for success
Your first Interview is the first impression an employer will have of you and it is essential to make a
favorable first impact. You should always plan to dress conservatively for the first Interview even if
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the job involves casual wear. You can always dress down in later meetings. Generally, the image
you want that first meeting is clean, well-groomed and conservative.
Men should wear dark suits, preferably in navy or charcoal grey. Pinstripes are fine. We
recommend you wear a white shirt which should be crisply ironed with a conservative necktie.
Socks and shoes should be dark, preferably black. Jewellery on men is usually not favourably
looked upon at the Interview stage - you can always dig out the hairdye and that amethyst ring from
your great granddad after you have secured the job.
Women are also advised to wear dark suits for that first Interview.
4. Be punctual
Make sure you arrive for the Interview a good 15 minutes early. Allow yourself plenty of time for
any potential mishaps e.g. traffic jams, unclear directions, public transportation difficulties etc.
5. Attitude counts
This is the time to show off your interpersonal skills. Employers are looking for certain key
character traits and you need to demonstrate them at the Interview. Keep the following in mind:
Listening skills. Make sure you let the Interviewer complete his sentences and you don't
interrupt. At the same time, show interest in what he is saying and encourage him to talk and
ask questions. Good listening skills and a friendly pleasant demeanor are key attributes in
any job.
Enthusiasm. In many cases, you will not be ideally qualified for the position, or you may
have a steep learning curve ahead of you. You need to demonstrate to the Employer that you
are extremely interested in the position and love what you do!
Eye contact. Maintain eye contact with the Interviewer. Looking away continuously
suggests distractibility and disinterest. Looking down suggests shyness and lack of
confidence. By all means though keep it natural and feel free to nod your head and smile and
even laugh where appropriate.
Flexibility. You need to demonstrate to the Interviewer that you are flexible, ie willing and
able to adapt readily to new environments, demands, people, work styles etc. The Interview
is a good place to demonstrate this. Be sensitive to the Interviewer's personal style by paying
attention to his general behavior, his demeanor, his office space and the types of questions
he asks and tailor your answers accordingly.
Professionalism. Above all, BE PROFESSIONAL! Respect the Interviewer-Interviewee
boundaries at all times and do not behave in an overly friendly or casual fashion with the
Interviewer. Avoid bringing up any of your personal life unless in a directly relevant
manner, do not comment on politics, religion or any other controversial topics dear to your
heart.
3.2 Interview example
Here is an example interview that can give you ideas about how you can present yourself in the best
possible light. Greg is good at interviewing. He is likeable, and he is liable to get a job offer after
this interview. Pay attention!
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(Greg arrives ten minutes early, checks in with the receptionist, and fills out his name card. He adjusts his tie, buttons
his suit jacket, and sits in the lobby. Five minutes later a secretary brings him into a conference room. Several minutes
later he stands to greet his interviewer.)
Interviewer: Hello, I am Robert Miller, a director of marketing at Gateway.
Greg: Hello, it's very nice to meet you.
(Greg shakes his hand firmly, smiles, and looks him in the eye with respect. As they take their seats, Greg sits straight
and pays close attention to his interviewer, and they chat briefly about the weather.)
Interviewer: So, why don't you tell me about yourself?
Greg: Okay. I grew up in Ohio and studied engineering at Georgia Tech. In my first job at Compaq,
I learned a great deal about managing the flexible assembly of computers. After that I implemented
improvements in the logistics department at Dell, where I also put a lot of effort into improving my
writing skills. More recently, I've been negotiating with corporate clients on large orders. It's been
fascinating learning about the sales side of the business. Outside of work I play basketball in several
local leagues, and I also tutor adults in the local library for Project Read.
(They talk briefly about writing at work and about teaching people how to read.)
Interviewer: What are you looking for in a position at Gateway?
Greg: I would like an opportunity to help Gateway grow its sales of computers. At the same time I
want to improve my understanding of the industry and to find new challenges in managing teams of
people who work in marketing.
Interviewer: We all have weaknesses. Could you describe one of yours?
Greg: In the past I've had trouble being organized. But now it's much less of a problem. I constantly
use checklists. And I use notecards to write myself reminders. I've found this a great help -- just by
developing the habit of writing things down.
Interviewer: Where to you see yourself in 5 years within the company?
Greg: I can see myself as a manager in a marketing or sales department, leading teams of people to
accomplish such things as improving customer feedback, growing corporate accounts, or launching
new advertising campaigns.
Interviewer: Are you willing to relocate?
Greg: Yes, of course. I've enjoyed experiencing new environments in the past. I'm sure it would be
fun to see other parts of the country, or the world for that matter.
Interviewer: Do you have any questions for me?
Greg: Yes, actually. I often get a good feel about a company by learning from the people who work
there. Could you tell me why it was that you first accepted a job at Gateway? And how has it been
fun and challenging?
(The interview continues very nicely.)
Self-assessment Test
Frequently Asked Questions
1. How should I dress?
2. What should I bring with me?
3. How much should I research the company?
4. Where can I find information on companies?
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5. What is the best way to respond to a really difficult question?
6. What is the best way to talk about myself during an interview?
7. What is the best way to improve how I carry myself in an interview?
8. If during an interview I get a job offer I like, should I immediately accept it?
9. How can I reduce my anxiety about the interview?
10.What is a good way to end an interview?
Progress test
Match the columns
1.Re-read your resume A. to arrive early.
2.Organize any paperwork B. but also to the receptionist.
3.Always follow up by sending the interviewer
C. you bring along.
4.Do whatever it takes D. there is no one just like you.
5.Use a firm handshake E. it is likely to be the basis of many questions.
6.Maintain F. a thank-you letter.
7.Believe in yourself G. a positive attitude.
8.Be polite: not only to the interviewer, H. direct eye contact, and a friendly smile.
9.Dress for success I. about current or former employers.
10.Avoid saying anything negative J. preferably a bit more conservatively.
1-E 2- 3-
Answers to self-assessment test
1. Dress to feel confident and to show respect. Wear clothes that you think you would wear to an important meeting on the
job at that company.
2. It is always a good idea to bring extra copies of your resume. Bring them in a nice folder. In this folder bring a tablet of
paper and a nice pen. The paper might be handy for taking notes. The pen shows that you care enough to be prepared. 3. You should research it enough to describe the following: their main products, their performance in the past few years, their
top competitor, trends in their industry. You should also have an idea about how you can help the company.
4. If you are a college student, there is often a good deal of recruiter information at your placement office. Otherwise, the best place to go is online. The organization's website is the best place to start. Good summaries are often found in the "About"
sections of the website. Sections for investors often include annual reports.
5. Ask the interviewer to qualify the question, to explain it in more detail. This gives you a better chance of coming up with a focused answer. It also gives you a little more time.
6. Always keep in minde two ideas: (1) Talk about your accomplishments, not about your duties. (2) Turn each statement about your past into a statement about how it will help you to do a good job working for that company.
7. Role play. Make a deal with friends: they pretend to be an interviewer for you if you pretend to be an interviewer for them.
Ideally, you should also role play with someone who is not a friend and who is willing to give you candid criticism. 8. In general, no. Give yourself some time. Ask for a few days to consider it. Ideally talk awhile about the whole package -
salary, equity, bonus, benefits, relocation. It shows maturity and interest. It also prepares you for negotiations that might be
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needed in the near future.
9. Here are the two best ways: (1) Know more about the company than the interviewer knows about you. (2) Role play using
difficult questions. If you do these two things you can be confident that you will be better prepared than almost all other candidates.
10. Ask two questions: "What are the next steps in the process?" and then, "Is there anything I can do to facilitate the
process?"
References
1. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge
University Press, 1990 (ISBN 0 521 35770 5)
2. Sweeney, S. (2004) English for Business Communication, Cambridge University
Press
3. http://www.bdo.ro/interview-tips.html
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Unit 4
Main Engines
Objectives of Unit 4
4.1 Different types of marine engines
4.2 Causal verbs
4.3 Cause and effect
4.4 Terms relating to main engines
4.5 Measurements
Self-assessment test
Progress test
Answers to self-assessment test
References
OBJECTIVES OF UNIT 4
The main objectives are:
identifies different types of engine
names the characteristics of each type
understands the cause/ effect relationship
knows and uses different measurement units
uses terms related to main engines
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4.1 Different types of marine engines
There are four main types of marine engine: the diesel engine, the steam turbine, the gas
turbine and the marine nuclear plant. Each type of engine has its own particular application.
The diesel engine is a form of internal combustion engine similar to that used in a bus. Its power is
expressed as brake horsepower (bhp). This is the power put out by the engine. Effective horsepower is
the power developed by the piston in the cylinder, but some of t his is lost by friction within the
engine. The power output of a modern marine diesel engine is about 40,000 brake horsepower.
This is now expressed in kilowatts. By comparison the engine of a small family car has an output of
about 80 bhp. Large diesel engines, which have cylinders nearly 3 ft in diameter, turn at the
relatively slow speed of about 108 rpm. These are known as slow-speed diesel engines. They can be
connected directly to the propeller without gearing. Although higher power could be produced by
higher revolutions, this would reduce the efficiency of the propeller, because a propeller is more
efficient the larger it is and the slower it turns. These large slow running engines are used in the
larger merchant ships, particularly in tankers and bulk carriers. The main reason is their low fuel
consumption. More and more of the larger merchant vessels are being powered by medium-speed
diesel engines. These operate between 150 and 450 rpm, therefore they are connected to the
propeller by gearing. This type of engine was once restricted to smaller cargo ships, but now they
are used in fast cargo liners as well as in tankers and bulk carriers. They are cheaper than slow-
speed diesel engines, and their smaller size and weight can result in a smaller, cheaper ship. In steam turbines high pressure steam is directed into a series of blades or vanes attached to a
shaft, causing it to rotate. This rotary motion is transferred to the propeller shaft by gears. Steam is produced by boiling water in a boiler, which is fired by oil. Recent developments in steam turbines which have reduced fuel consumption and raised power output have made them more attractive as an alternative to diesel power in ships. They are 50 per cent lighter and on very large tankers some of the steam can be used to drive the large cargo oil pumps. Turbines are often used in container ships, which travel at high speeds.
Gas turbines differ from steam turbines in that gas rather than steam is used to turn a shaft. These have also become more suitable for use in ships. Many naval vessels are powered by gas turbines and several container ships are fitted with them. A gas turbine engine is very light and easily removed for maintenance. It is also suitable for complete automation.
.Complete this diagram to form a summary of the basic types of marine engine.
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4.2 Causal verbs
There are several verbs which can be used to express cause.
1. To have and to get
Study these examples:
He had the engines overhauled. He got the engines overhauled.
In these sentences the subject 'he' caused the action, but did not perform it himself. In the following sentences the person performing the actions is introduced. Note how the infinitive is used.
He had the Engine Department overhaul the engines.
He had the engines overhauled by the Engine Department.
He got the Engine Department to overhaul the engines.
He got the engines overhauled by the Engine Department.
Exercise 1. Write out these notes using the verbs in brackets and the appropriate pattern above.
e.g. (had, to examine) The Master - the equipment - the electrician The Master had the equipment examined by the electrician.
(a) (got, to plot) The Second Mate - the cadet - the course (b) (had, to check) The First Mate - the cargo (c) (had, to lower) The Bosun - the boats - the apprentices (d) (got, to clean) The Carpenter - the bilges - the ratings (e) (got, to adjust) The Master - the compasses (f) (had, to supervise) The Chief Engineer - the Second Engineer - the work
(g) (got, to lubricate) The Second Engineer - the greasers - the machinery
(h) (had, to sweep) The Chief Steward - the saloon - the galley boy
2. -en Verbs
Verbs ending or beginning with -en mean to make something happen. The -en is usually attached to the adjective, but sometimes the noun is used, e.g. to make tight = to tighten; to make longer = to lengthen
Exercise 2. Rewrite these sentences using an -en verb:
(a) The carpenter made the plank shorter.
(b) The gap between the two vessels became wider.
(c) You need to make your pencil sharp before doing chartwork.
(d) Constant pressure makes a spring weak.
(e) Speed was reduced to make the load lighter on the engine.
(e) The ropes had to be made longer because they would not reach.
(f) He had great difficulty in making the nut loose,
(h) Adding carbon to steel makes it harder.
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(i) Reducing the carbon content makes it softer.
(j) The hole had to be made larger before the bolt would fit.
(k) Friction is increased by making a surface rougher.
3. Causal verbs
(a) General causal verbs: to make, to cause
(how they are used is shown in Part (B) following)
(b) Specific causal verbs: to increase, to raise, to reduce, to lower, etc. (c) Verbs enabling something to happen: to permit, to allow, to let
e.g. The piston went down, permitting/allowing air to enter the cylinder. The piston went down, letting air enter the cylinder.
4.3 Cause and effect
1. When both are nouns they are linked as follows:
cause > effect
sea water causes corrosion
Other links are: results in, leads to, gives rise to, produces, is the cause of, is one of the causes of.
The effect may be put first:
effect < cause Corrosion is caused by sea water
Other links are: results from, is due to, arises from, is the result of
(Note: If this is not the only cause, the linking phrase must be modified by a
modal, e.g. may/can or a frequency adverb, e.g. often/sometimes.)
Exercise 1. These cause and effect pairs have been mixed up. Find the corresponding parts and join them together using any of the linking phrases above as appropriate.
(a) poor lubrication a reduction in power
(b) instability fuel economy
(c) overloading accidents
(d) efficiency breakdowns
(e) heat loss good management
(f) carelessness structural strain
(g) careful navigation bad loading
(h) lack of maintenance friction
2. When both are clauses they can be linked as follows: cause: The engines reduced speed.
effect: The ship slowed down.
(a) by using the general causal verbs to cause, to make
e.g. The engines reduced speed, causing the ship to slow down. The engines reduced speed,
making the ship slow down.
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(b) by using -ing clauses
e.g. The engines reduced speed, slowing the ship down.
(c) by using connecting words, such as consequently
e.g. The engines reduced speed, consequently the ship slowed down.
(d) by using specific causal verbs e.g. to raise (to cause to rise)
cause: The piston rises.
effect: The pressure in the cylinder rises.
e.g. The piston rises, raising the pressure in the cylinder.
4.4 Terms relating to main engines
Study this diagram of a two-stroke slow-speed diesel engine and learn the names of the principal parts.
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4.5 Measurement
Basic units
Study the table below showing the six basic units of the SI system and their symbols, and the two supplementary symbols. Some have already been used in previous units.
Quantity Unit Symbol
length metre m mass kilogramme kg time second s
electric current ampere A luminous intensity candela cd
temperature kelvin K plane angle radian r solid angle steradian sr
2. Derived units I
These are units expressed in terms of base and supplementary units only, e.g. unit of area = square metre = m2
Exercise 1. Complete the following table:
[Note: Per is expressed by a stroke (/) and indicates that the unit in front of the stroke is divided by the unit after the stroke.]
Quantity Unit Symbol
area square metre
volume cubic metre
velocity metre per second
angular velocity radian per second
acceleration metre per second second
density- kilogramme per cubic metre
momentum kilogramme metre per second
3. Derived units II
Some units have special names. These are shown in the table below.
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frequency
force
work, energy, heat
power/ heat-flow rate
hertz
newton
joule
watt
Hz
N
J
W
4. Derived units III
Some units are expressed in terms of other derived units only or other derived units and base-units.
e.g. unit of stress = newton per square metre = N/m2
Exercise 2. Complete the table below.
Quantity Unit Symbol
torque
stress
newton metre
N/m2 pressure
intensity of heat flow rate
thermal conductivity
coefficient of heat transfer
heat capacity
specific heat capacity
newton per square metre W/m2
W/m2 °C
J/kg °C
watt per metre degree Celsius
joule per degree celsius
Self-assessment Test
T1. Complete the sentences below using the correct form of the verbs "let," "make,"
"have," and "get."
1.Professor ... each of her students write an essay describing their future goals in life.
2.She ... her students use a dictionary while they were taking the test.
3.Mr Smith requested a copy of that expense report, so I ... the courier take one over to
him last week.
4.Diane thinks television is a waste of time, so she won't ... her children watch TV.
5.My boss ... me get him coffee, and buy presents for his wife. He can't do anything by
himself!
6.The contract was very detailed, and it was essential that the wording be absolutely
correct. Therefore, I ... the agent recheck his work several times to make sure there would
be no misunderstandings.
T2. Change the follow sentences so as to use ‘causative have.’
Note: Causative verbs are often used with negative experiences
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a. I asked somebody to clean my jacket yesterday.
b. Did you ask someone to fix your computer?
c. When will the report be ready? I'll ask somebody to do it by tomorrow morning.
d. Somebody stole my wallet.
e. Somebody smashed her window.
Progress test
Here is a diagram of a four-stroke medium-speed diesel engine. See if you can name the
parts 1-12 indicated.
1 .................................... 5 ....................................... 9 .....................................
2 .................................... 6 ....................................... 10 ...................................
3 ................................... 7 ....................................... 11. ..................................
4 ................................... 8 ....................................... 12 ....................................
Answers to self-assessment test
T1. Complete the sentences below using the correct form of the verbs "let," "make," "have," and "get,"
1.Professor Smith had each of her students write an essay describing their future goals in life.
2.She let her students use a dictionary while they were taking the test.
3.The captain requested a copy of that expense report, so I had the bosun take one over to him last week. 4.How did you get the doctor to make a house call?
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5.Diane thinks television is a waste of time, so she won't let her children watch TV.
6.My boss makes me get him coffee, and buy presents for his wife. He can't do anything by himself!
7.The contract was very detailed, and it was essential that the wording be absolutely correct. Therefore, I had the agent recheck his work several times to make sure there would be no misunderstandings.
8. The chief hates the opera. But after days of nagging, his wife finally got him to go see the new production of La
Boheme.
T2. Change the follow sentences and use ‘causative have.’
Note: Causative verbs are often used with negative experiences
I had my jacket cleaned yesterday.
Did you have your computer fixed?
When will the report be ready? I'll have it done by tomorrow morning. I had my wallet stolen.
She had her window smashed.
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, C., Vivers, E., Nisbet, A. 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.englishpage.com/minitutorials/letexercise.htm
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Unit 5
The Two-Stroke Crosshead Diesel Engine
Objectives of Unit 5
5.1 What is a crosshead
5.2 Characteristics
5.3 Reported speech
Self-assessment test
Progress test
Answers to self-assessment test
References
OBJECTIVES OF UNIT 5
The main objectives are:
enumerate the advantages of 2-stroke engines
identify the parts of an engine
describe the work of 2 stroke diesel engines
use reported speech
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5.1 What is a crosshead
A crosshead is a mechanism used in large reciprocating engines to eliminate sideways pressure on
the piston.
On smaller engines the connecting rod links the piston and the crankshaft directly, but this transmits
transverse forces to the piston, since the crankpin (and thus the direction the force is applied) moves
from side to side with the rotary motion of the crank. These transverse forces are tolerable in a
smaller engine; a larger engine's much greater forces would cause an intolerable degree of wear on
the piston and cylinder, as well as increasing overall friction in the engine.
A piston rod is attached to the piston and links it to the crosshead, which is a large casting sliding in
crosshead guides (UK: slidebar), allowing it only to move in the same direction as the piston travel.
The crosshead also houses the gudgeon pin on which the small end of the connecting rod pivots. In
this way, the transverse forces are applied only to the crosshead and its bearings, not to the piston
itself.
Internal combustion engines using crossheads make for easier maintenance of the top end of the
engine, since the pistons can be easily removed. The piston rod is mounted on the underside of the
piston and connected to the crosshead by a single nut in double acting engines.
Large diesel engines (such as those fitted to ships) are of this pattern; the vast majority of steam
engines are also built this way.
In the case of the steam engine, a crosshead is essential if the engine is to be double acting - steam
is applied to both sides of the piston, which requires a seal around the piston rod.
Large diesels often have a plunger oil pump directly attached to the crosshead to supply oil under
high pressure to the crosshead bearing.
5.2 Characteristics
The 2 stroke diesel crosshead engine works on exactly the
same principle and cycle as the 2 stroke diesel trunk piston engine.
The disadvantages of the two stroke diesel trunk piston engine are that although it has a low
overall height, lubricating oil splashed up from the crankcase to lubricate the liner can find its
way into the scavenge space, causing fouling and a risk of a scavenge fire. There is also the
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likelihood of liner and piston skirt wear, allowing air into the crankcase. This can supply the
required oxygen for a crankcase explosion should a hot spot develop. The crankcase oil must
have additives which can cope with contamination from products of combustion, and the acids
formed during combustion due to the sulphur in the fuel.
The majority of 2 stroke engines encountered at sea are of the "crosshead" type. In this type of
engine the combustion space (formed by the cylinder liner, piston and cylinder head), and the
scavenge space are separated from the crankcase by the diaphragm plate.
The piston rod is bolted to the piston and passes through a stuffing box mounted in the diaphragm
plate. The stuffing box provides a seal between the two spaces, stopping oil from being carried
up to the scavenge space, and scavenge air leaking into the crankcase.
The foot of the piston rod is bolted to the crosshead pin. The top end of the connecting rod swings
about the crosshead pin, as the downward load from the expanding gas applies a turning force to
the crankshaft.
To ensure that the crosshead reciprocates in alignment with the piston in the cylinder, guide shoes
are attached either side of the crosshead pin. These shoes are lined with white metal, a bearing
material and they reciprocate against the crosshead guides, which are bolted to the frame of the
engine. The crosshead guides are located in between each cylinder.
Using the crosshead design of engine allows engines to be built with very long strokes - which
means the engine can burn a greater quantity of fuel/stroke and develop more power. The fuel used
can be of a lower grade than that used in a trunk piston engine, with a higher sulphur content, whilst
high alkalinity cylinder oils with a different specification to that of the crankcase oil are used to
lubricate the cylinder liner and piston rings and combat the effects of acid attack.
The most powerful diesel engines in the world are two stroke crosshead engines. Some of these
engines have cylinder bores approaching 1metre with a stroke of over 2.5 metres. The crankshaft
can weigh over 300 tons, with the engine weighing in excess of 2000 tons.
5.3 Reported speech
Statements
If we want to report what other people said, thought or felt, we can use the direct and
indirect speech (reported speech).
The direct speech: "I like it," he said. "Irene is late," he thought. "I will pass the exam," she hoped.
The reported speech: He said he liked it. He thought that Irene was late. She hoped she would pass
the exam.
A) Verb tenses
We change the tenses in the following way:
1. Present - past
"I never understand you," she told me. - She told me she never understood me.
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"We are exercising," he explained. - He explained that they were exercising.
2. Present perfect - past perfect
"I have broken the window," he admitted. - He admitted that he had broken the window.
3. Past - past perfect
"She went to Rome," I thought. - I thought that she had gone to Rome.
4. Will - conditional
Will changes into the conditional.
"I will come on Sunday," he reminded me. - He reminded me that he would come on Sunday.
Notes
I shall, we shall usually become would.
"I shall appreciate it," he said. - He said he would appreciate it.
I should, we should usually changes into would.
"We should be really glad," she told us. - She told us they would be really glad.
May becomes might.
"I may write to him," she promised. - She promised that she might write to him.
The verb forms remain the same the following cases.
1. If the reporting verb is in the present tense.
Bill: "I am enjoying my holiday." - Bill says he is enjoying his holiday.
Sandy: "I will never go to work." - Sandy says she will never go to work.
2. When we report something that is still true.
Dan: "Asia is the largest continent." - Dan said Asia is the largest continent.
Emma: "People in Africa are starving." - Emma said people in Africa are starving.
3. When the speech is made and reported at the same time and the fact is still true.
Michael: "I am thirsty." - Michael said he is thirsty.
4. With modal verbs would, might, could, should, ought to, used to.
George: "I would try it." - George said he would try it.
Mimi: "I might come." - Mimi said she might come.
Steve: "I could fail." - Steve said he could fail.
Linda: "He should/ought to stay in bed." - Linda said he should/ought to stay in bed.
Mel: "I used to have a car." - Mel said he used to have a car.
5. After wish, would rather, had better, it is time.
Margo: "I wish they were in Greece." - Margo said she wished they were in Greece.
Matt: "I would rather fly." - Matt said he would rather fly.
Betty: "They had better go." - Betty said they had better go.
Paul: "It is time I got up." - Paul said it was time he got up.
6. In if-clauses.
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Martha: "If I tidied my room, my dad would be happy." - Martha said that if she tidied her room,
her dad would be happy.
7. In time-clauses.
Joe: "When I was staying in Madrid I met my best friend." - He said that when he was staying in
Madrid he met his best friend.
8. We do not change the past tense in spoken English if it is clear from the situation when the action
happened.
"She did it on Sunday," I said. - I said she did it on Sunday.
We must change it, however, in the following sentence, otherwise it will not be clear whether we
are talking about the present or past feelings.
"I hated her," he said. - He said he had hated her.
9. We do not usually change the modal verbs must and needn't. But must can become had to or
would have to and needn't can become didn't have to or wouldn't have to if we want to express an
obligation.
Would/wouldn't have to are used to talk about future obligations.
"I must wash up." - He said he must wash up/he had to wash up.
"I needn't be at school today." - He said he needn't be/didn't have to be at school that day.
"We must do it in June." - He said they would have to do it in June.
If the modal verb must does not express obligation, we do not change it.
"We must relax for a while." (suggestion) - He said they must relax for a while.
"You must be tired after such a trip." (certainty) - He said we must be tired after such a trip.
Self-assessment Test
scavenge space
stuffing box
crosshead guides
crosshead
diaphragm
piston rod
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Progress test
Fill in the blanks with the following words:
fuels; stroke; operated; output; heat;
unit; steam; propulsive; burn; rose
The Two ... Crosshead Engine has long been the favoured main ... power ... for
most types of merchant vessels. As the price of oil ..., developments in the
design of these engines allowed them to ... the poorer residual .... This
combined with major improvements in turbocharger design and waste ...
recovery, raised their efficiency and power ..., so they were able to supersede
the ... turbine plants which ... at much lower efficiencies.
Answers to self-assessment test
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, C., Vivers, E., Nisbet, A. 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.marinediesels.info/index.html
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Unit 6
The Air Start System
Objectives of Unit 6
6.1 How an engine starts on air
6.2 Adverb clauses
Self-assessment test
Progress test
Answers to self-assessment test
References
OBJECTIVES OF UNIT 6
The main objectives are:
Understands the way of starting the engine
Uses the proper vocabulary to describe the process
Makes the difference between different adverb clauses
Uses the subordinating conjunctions properly and fluently
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6.1 How an engine starts on air
Air start
Large Marine Diesel Engines are started using high pressure compressed air. The air is admitted
into the cylinder when the piston is just past TDC and continued until just before the exhaust valve
opens. There is always more than one air start valve open: - a situation known as overlap. This
ensures that the engine will start in any position. The opening of the main air start valves is
controlled by a set of pilot valves located in the air start distributor, which in turn are timed to
operate by a drive linked to the main camshaft. In the example shown, a small camshaft is used to
control the opening and closing of the air start pilot valves.
The drawing shows the principle of operation of an air start system. Large air receivers are used
to store the compressed air. The diagram shows the isolating valve open so air is being allowed
as far as the automatic valve and the air start control valve.
When the engine is required to start, a low pressure air signal is sent to the air start control valve
(which can also be hand operated in an emergency). The air pushes a piston down which opens
the valve and allows high pressure air to flow to the pilot valve and the automatic valve operating
pistons. The pilot valve is forced down onto the cam profile and the automatic valve opens and
high pressure air is led to the main air start valves and the pilot valve. When the pilot valve cam
follower is on the lowest point on the cam, air flows to the operating piston of the main air start
valve for that particular cylinder, opening the valve and allowing high pressure air to flow into
the cylinder.
When the pilot valve is lifted by the cam, the pilot valve vents and the main air start valve closes.
When the start air signal is taken off the air start control valve, the system vents and the
automatic valve shuts.
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An interlock blocking valve will operate, for instance if the turning gear is left in, and this will
stop high pressure air from reaching the air start control valve and thus either the automatic valve
or the pilot valve.
A slow turning valve is fitted. This will open instead of the main automatic valve if the engine
has been stopped for more than 30 minutes during manoeuvering. It will only supply enough air
to turn the engine over very slowly. This is a precaution in case a cylinder has had oil or water
leak into it which would cause damage to the engine when starting. If the engine completes a full
revolution on the slow turn, then the main automatic valve opens and the engine will start. (note:
The operating system for the slow turning has been omitted for simplicity).
International Association of Classification Society rules state:
In order to protect starting air mains against explosion arising from improper functioning of
starting valves, the following devices must be fitted:
i. An isolation non-return valve or equivalent at the starting air supply connection to each
engine.
ii. A bursting disc or flame arrester in way of the starting valve of each cylinder for direct
reversing engines having a main starting manifold. OR
ii. At the supply inlet to the starting air manifold for non-reversing engines
Devices under (ii) above may be omitted for engines having a bore not exceeding 230 mm.
The system may also be provided with a relief valve.
6.2 Adverb Clauses
"He saw Mary when he was in New York" and "They studied hard because they had a test" are
adverb clauses. Adverb clauses express when, why, opposition and conditions and are dependent
clauses. This means that an adverb clause cannot stand by itself - in other words, "When he went to
New York." is not a complete sentence. It needs to be completed by an independent clause.
Example: He went to the Guggenheim museum when he was in New York.
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Punctuation When an adverb clause begins the sentence, use a comma to separate the two clauses.
Example: As soon as he arrives, we will have some lunch. When the adverb clause finishes the
sentence there is no need for a comma. Example: He gave me a call when he arrived in town.
List of Words (subordinating conjunctions) Introducing Adverb Clauses
TIME
after, before, when, while, as, by the time (that), as soon as, since, until, whenever, the first time
(that), the next time (that), the last time (that), every time (that)
Examples:
He was talking on the phone when I arrived.
We will finish before he arrives.
We will finish after he comes.
She began cooking while I was finishing my homework.
By the time he finished, I had cooked dinner.
We waited until he finished his homework.
I have played tennis since I was a young boy.
He will let us know as soon as he decides (or as soon as he has decided).
Whenever he comes, we go to have lunch at "Dick's".
The first time I went to New York, I was intimidated by the city.
CAUSE AND EFFECT
because, since, as, as long as, so long as, due to the fact that
OPPOSITION
although, even though, though, whereas, while
Examples:
He bought the car even though it was expensive.
Though he loves doughnuts, he has given them up for his diet.
Whereas you have lots of time to do your homework, I have very little time indeed.
Mary is rich, while I am poor. CONDITION
if, only if, unless, whether (or not), even if, providing (that), in case (that), provided (that), in the
event (that)
Examples:
If he comes, we will have some lunch.
He would have invited me if he had known.
Even if she saves a lot, she won't be able to afford that house.
They won't be able to come whether or not they have enough money.
Unless she hurries up, we won't arrive in time.
In the case you need me, I'll be at Tom's.
Only if you do well on your exams will we give you your bicycle.
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Self-assessment Test
Give the right from of the verbs in brackets:
If it rains, we (stay) at home.
He will arrive late unless he (hurry) up.
Peter will buy a new car, if he (get) his raise.
If he studied more, he (pass) the exam.
I would lower taxes if I (be) the President.
They would buy a new house if they (have) more money
If he (know) that, he would have decided differently.
Jane (find) a new job if she had stayed in Boston.
Progress test
Choose the phrase which best completes the conditional statement.
1. If he comes,
A. we will go to lunch. B. we would go to lunch. C. we went to lunch.
2. I would buy a yacht
if I have a lot of money. if I inherited a million dollars. if I win the lottery.
3. If he studies a lot,
A. he might pass the exam. B. he would pass the exam. C. he is going to pass the
exam.
4. I would get a new job
A. if I was you. B. if I am you. C. if I were you.
5. He will surely fail his exams
A. if he not work harder; B. unless he begins to study; C. if he weren't serious.
6. I won’t leave on Saturday
A. if she will come to visit; B. if she won't come to visit; C. if she comes to visit
7. If this storm gets worse,
A. we will have to go inland. B. we must to go inland; C. we have to get inland.
8. Watch out! If you touch that cable,
A. you will get a shock; B. you had a shock; C. you shocked.
9. I might have had time
A. if you needed my help. B. if you ask me for help. C. if you had asked me for
help.
10. I'm afraid I can't understand you
A. if you speak unclear. B. if you don't speak clear. C. unless you speak more
clearly.
Answers to self-assessment test
Give the right from of the verbs in brackets: If it rains, we will stay at home.
He will arrive late unless he hurries up. Peter will buy a new car, if he gets his raise.If he studied more, he would pass the exam.
I would lower taxes if I were the President.
They would buy a new house if they had more moneyIf he had known that, he would have decided differently. Jane would have found a new job if she had stayed in Boston.
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Unit 7
Testing an Engine
Objectives of Unit 7
7.1 Introduction
7.2 Engine parameters
Self-assessment test
Progress test
Answers to self-assessment test
References
OBJECTIVES OF UNIT 7
The main objectives are:
realize that onboard machinery is constantly exposed to damage understand that testing may contribute to safety enumerate engine parameters use ways to dissipate friction understand and use the vocabulary related to engine performance
Introduction
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7.1
The diesel engines, gear systems and hydraulics required to power today's marine industry are
expected to operate for long periods of time at full load capacity under extreme, often
uncontrollable, conditions. These units are constantly exposed to the damaging effects of either
fresh water or saltwater, which are also used by some to cool the very systems that keep them up
and running. Where contamination and wear are eminent, maximizing asset reliability becomes the
priority. Monitoring the condition of both the unit and the fluid through oil analysis identifies wear-
causing contaminants and their effect on performance…it costs so little to protect so much.
Routine oil analysis is critical to managing asset reliability in any marine application. High
performance expectations and harsh environmental operating conditions present constant obstacles.
Continual exposure to water creates unique problems. Fresh water-cooled engines are susceptible to
condensation and rust. Diesel engines typically operate at very high temperatures, promoting
oxidation and acid formation. Gear systems and hydraulics are vulnerable to contamination and
wear. Oil changes can be difficult and are not always convenient. Routine testing and analysis can
extend oil drain intervals and identify small problems before they become costly failures.
7.2 Engine Parameters
Before any engine is put on the market, it has to be thoroughly tested. Nobody wants an engine that
is going to fail in use. So various tests are done on engines, of which we will look at a few.
Useful Power
You will have seen that many engines have their power quoted as brake horsepower (bhp). This
has been used by engineers for at least two hundred years. At its crudest, it is a comparison with
the power you can get out of a horse, which had been the common form of motive power for many
centuries. However a more scientific test was needed, and the diagram below shows the kind of set
up, called a dynamometer.
Summary
We can work out indicated power from the indicator diagrams.
Internal combustion engines work on the four-stroke cycle: Suck, squeeze, bang, blow.
Indicated power = energy from p-V diagram x no of cylinders x number of cycles per sec.
Power from fuel = calorific value x flow rate
Thermal efficiency = indicated power ÷ power from fuel
Mechanical efficiency = output power ÷ indicated power
Overall efficiency = output power ÷ power from fuel
Power = torque x angular velocity.
1 bhp = 1 PS = 750 W
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Self-assessment Test
Fill in th gaps with the following words:
with; condition; newly; schedules; operating;
preceded; other; runs; generator; break-in
Load testing of ... overhauled engines must be ... by a sufficient number of ... at no
load and partial load to insure that all parts are in good ... or functioning properly
and to insure that the engine and ... or ... loading device have reached uniform and
correct ... temperatures. Initial runs should comply ... manufacturer’s engine ...
procedures and ....
Progress test
Match the words with the damages that they can do:
Rust can act as insulators, which form
barriers for proper heat transfer
Scale and deposit formations can lead to rust
Oxidation can accelerate wear, reduce heat
transfer efficiency and eventually
clog the system
Answers to self-assessment test
Fill in th gaps with the following words: Load testing of newly overhauled engines must be preceded by a sufficient number of runs at no load and partial load to
insure that all parts are in good condition or functioning properly and to insure that the engine and generator or other loading device have reached uniform and correct operating temperatures. Initial runs should comply with manufacturer’s engine
break-in procedures and schedules.
References
1. Logie, C., Vivers, E., Nisbet, A. Marlins Study Pack 2 (book and two audio
cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)
2. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge
University Press, 1990 (ISBN 0 521 35770 5)
3. http://www.aptastandards.com/portals/0/PRESS_pdfs/volume3/
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Unit 8
Engine Room Watch-Keeping Duties
Objectives of Unit 8
8.1 Watch arragements
8.2 Handing/Taking over the watch
8.3 Getting in ’touch’
Self-assessment test
Progress test
Answers to self-assessment test
References
OBJECTIVES OF UNIT 8
The main objectives are:
communicate effectively with others on engine room watchkeeping
arrangements, issues and associated requirements
read, interpret and apply instructions, procedures and information
relevant to the role and responsibilities of an engineer
identify and solve problems that may arise during watchkeeping
duties and report problems and issues
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8.1 Watch arrangements
The chief engineer of every ship shall, in consultation with the master, ensure that watchkeeping
arrangements are adequate to maintain a safe engineering watch.
The term "engineering watch" means either a person or a group of personnel comprising the watch
or a period of responsibility for an officer during which the physical presence in the machinery
spaces of that officer may or may not be required.
The officer in charge of the engineering watch is the chief engineer officer's representative and is
primarily responsible at all times for the safe and efficient operation and upkeep of machinery
affecting the safety of the ship and is responsible for the inspection, operation and testing, as
required, of all machinery and equipment under the responsibility of the engineering watch.
The composition of the engineering watch shall at all times be adequate to ensure the safe operation
of all machinery affecting the operation of the ship, in either automated or manual mode, and be
appropriate to the prevailing circumstances and conditions.
When deciding the composition of the engineering watch, which may include appropriately
qualified ratings, the following criteria, inter alia, shall be taken into account:
(a) the type of ship and the type and condition of the machinery;
(b) the adequate supervision, at all times, of machinery affecting the safe operation of the
ship;
(c) any special modes of operation dictated by conditions such as weather, ice,
contaminated water, shallow water, emergency conditions, damage containment or
pollution abatement;
(d) the qualifications and experience of the engineering watch;
(e) the safety of life, ship, cargo and port, and protection of the marine environment;
(f) the observance of international, national and local regulations; and
(g) the maintenance of the normal operations of the ship.
8.2 Handing/Taking over the watch
The officer in charge of the engineering watch shall not hand over the watch to the relieving officer
if there is reason to believe that the latter is obviously not capable of carrying out the watchkeeping
duties effectively, in which case the chief engineer officer shall be notified.
The relieving officer of the engineering watch shall ensure that the members of the relieving
engineering watch are apparently fully capable of performing their duties effectively.
Prior to taking over the engineering watch, relieving officers shall satisfy themselves regarding at
least the following-
(a) the standing orders and special instructions of the chief engineer officer relating to the
operation of the ship's systems and machinery;
(b) the nature of all work being performed on machinery and systems, the personnel
involved and potential hazards;
(c) the level and, where applicable, the condition of water or residues in bilges, ballast
tanks, slop tanks, reserve tanks, fresh water tanks, sewage tanks and any special
requirements for use or disposal of the contents thereof;
(d) the condition and level of fuel in the reserve tanks, settling tank, day tank and other fuel
storage facilities;
(e) any special requirements relating to sanitary system disposals;
(f) the condition and mode of operation of the various main and auxiliary systems,
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including the electrical power distribution system;
(g) where applicable, the condition of monitoring and control console equipment, and
which equipment is being operated manually;
(h) where applicable, the condition and mode of operation of automatic boiler controls
such as flame safeguard control systems, limit control systems, combustion control
systems, fuel-supply control systems and other equipment related to the operation of steam
boilers;
(i) any potentially adverse conditions resulting from bad weather, ice, or contaminated or
shallow water;
(j) any special modes of operation dictated by equipment failure or adverse ship
conditions;
(k) the reports of engine room ratings relating to their assigned duties;
(l) the availability of fire-fighting appliances; and
(m) the state of completion of engine room log.
8.3 Getting in ’touch’
Engineers should not only depend on instruments to tell them the engines condition, but also rely on
the human sense of touch.
As they walk along the top plates they check for the relief valves and air start valves that they are
not leaking back by resting a hand on the connecting pipework. The reason for this action is that if a
relief valve is leaking back the pipework will be hot, due to hot combustion gases, sometimes this is
caused by the relief valve having lifted and not re-seating properly. A sharp tap on the top of the
valve with a hammer can reseat it. However if leaking for some other reason, this will affect the
efficiency of the combustion process and the valve should be replaced.
Similarly if an air-start valve is leaking back, the pipework will be hot due to the combustion gases.
Here however the similarity ends! A leaking air-start valve can allow the gases to flow back down
the air supply pipework and into the air-start vessel, where it can combine with the compressed
air/oil vapour and cause the vessel to explode.
To avoid the possibility of such an explosion involving compressed air, the individual air-start
isolating valves and compressed air vessel outlet valves should be shut at all times except when
manoeuvring. Any suspect air-start valves should be replaced, and compressed air vessels drained
of the mixture of air, water and oil, the oil having been carried forward by the air compressor
lubrication.
A hot crankcase door can be indicative of a bearing or other engine component running hot. An oil
mist forms on the inside of the crankcase and the crankcase gets progressively hotter due to lube-oil
overheating in an attempt to cool the bearing/s.
One sure-fire way of confirming this is by walking along the bottom plates of the engine room and
running a hand along the crankcase doors; any overheating problems will soon manifest themselves
through the skin on the back of a hand, much faster than relying on the oily-mist detector or in the
extreme situation of the crankcase explosion doors lifting.
Lastly let’s look at the propeller drive shaft bearings and stern gland. The propeller shaft will have
been aligned to the main engine at the shipyard where the ship was built, and alignment
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subsequently checked in dry dock during yearly survey. However, the larger ships of today such as
VLCC, LNG or Container ships have a lot of fore and aft movement, especially if sailing light-ship
or in ballast, so there is a lot of stress on the prop shaft which is transmitted as torque to the shaft
bearings.
Moving on down the tunnel the rest of the bearings are checked in the same manner, until we reach
the stern gland. The stern gland should always have a trickle of seawater running out of it and this
ensures not only a cool running gland but also that the gland packing and shaft are being lubricated.
Again laying a hand on the gland will tell if it is running hot – carefully slackening off the gland
adjusting nuts in sequence will increase the flow of seawater through the packing and cool the
whole stern gland down.
All this touching of pipes and components by hand to check for excessive heat soon becomes
second nature to the experienced watch-keeper.
Self-assessment Test
Give the right answer:
It is the responsibility of the (a. master; b. chief mate; c. chief engineer) to assign the engine
room watch keeping assignments and establish the watch keeping (a. standards; b. data; c.
rules)
The watch stander’s primary responsibility is to (a. watch; b. monitor; c. check) the engine
room from the ECR. The thruster rooms, motor room and fan rooms should be checked at least
once each (a. week; b. year; c. watch). (a. relying; b. depending; c. based) on operations, deck
machinery should also be checked.
Watch standing is a science (a. also; b. well and good; c. as well as) an art. Watch standers
must keep aware of normal machinery sound, temperatures and vibrations so they (a. can; b.
may; c. must) be alert to small changes form the normal running of the machinery and so (a.
head for; b. head off; c. head up) larger problems.
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Progress test. Give the right phrasal verbs with 'up'
Jane and I want to ... up smoking.
Could you ... me up at 6 o'clock?
We must ... up or we will miss the bus.
Can you ... me up at the station?
I usually have to ... up at half past six.
I must ... up my cabin today.
Jane and I want to give up smoking.
Could you wake me up at 6 o'clock?
We must hurry up or we will miss the bus.
Can you pick me up at the station?
I usually have to get up at half past six.
I must tidy up my cabin today.
Give the right phrasal verbs with 'on'
Please ... on your coat, it's cold outside.
Do you mind if I ... on the telly? I want to watch the news.
Excuse me. Where can I ... on the shirt?
Can I ... on reading now?
If you don't ... on the train now, it will leave without you. Please put on your coat, it's cold outside.
Do you mind if I turn on the telly? I want to watch the news.
Excuse me. Where can I try on the shirt?
Can I carry on reading now?
If you don't get on the train now, it will leave without you
Answers to self-assessment test. Give the right answer:
It is the responsibility of the (a. master; b. chief mate; c. Chief Engineer) to assign the engine room watch keeping assignments and
establish the watch keeping (a. standards; b. data; c. rules) The watch stander’s primary responsibility is to (a. watch; b. monitor; c. check) the engine room from the ECR. The thruster rooms,
motor room and fan rooms should be checked at least once each (a. week; b. year; c. watch). (a. relying; b. depending; c. based) on
operations, deck machinery should also be checked. Watch standing is a science (a. also; b. well and good; c. as well as) an art. Watch standers must keep aware of normal machinery
sound, temperatures and vibrations so they (a. can; b. may; c. must) be alert to small changes form the normal running of the
machinery and so (a. head for; b. head off; c. head up) larger problems.
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