Maritime University of Constanta

Faculty Electromechanics

Specialisation Electromechanics

2-nd year

1-st semester

Students Coursebook

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Contents Page

UNIT 1. SMCP 4Objectives of Unit 1 51.1 Basic communication features 51.2 Spelling of letters, digits and numbers 61.3 Message markers 71.4 Distress, urgency and safety messages 71.5 Present perfect and Past Tense 7Self-assessment test 9Progress test 9Answers to self-assessment test 9References 10UNIT 2. GLOSSARY 11Objectives of Unit 2 122.1 General and VTS terms 122.2 Simple Past Past Progressive 16Self-assessment test 19Progress test 19Answers to self-assessment test 20References 20UNIT 3. EXTERNAL COMMUNICATION PHRASES 21Objectives of Unit 3 223.1 Report critical situations 223.2 Standard distress, urgency and safety messages 233.3 Verbs + gerund/infinitive 24Self-assessment test 27Progress test 28Answers to self-assessment test 28References 29UNIT 4. ONBOARD COMMUNICATION 30Objectives of Unit 4 314.1 Fire protection and fire fighting 314.2 Fire-fighting and drills 324.3 Damage control 344.4 Phrases for giving orders, advice and warnings 36Self-assessment test 39Progress test 40Answers to self-assessment test 40References 40UNIT 5. FIRE-FIGHTING 41Objectives of Unit 5 425.1 Fire on board 425.2 Engine room fire-fighting equipment 435.3 Idioms 44Self-assessment test 46Progress test 47Answers to self-assessment test 48

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References 48UNIT 6. SPECIAL EVENTS 49Objectives of Unit 6 506.1 Briefing on operation of main engine and auxiliary equipment 506.2 Briefing on welding on board 51Self-assessment test 52Progress test 53Answers to self-assessment test 53References 54UNIT 7. FUNCTION OF AUXILIARY MACHINERY 55Objectives of Unit 7 567.1 Auxiliary machnery 567.2 Change of state verbs 577.3 Comparisons 58Self-assessment test 59Progress test 60Answers to self-assessment test 60References 60UNIT 8. SAFETY ON BOARD 61Objectives of Unit 8 628.1 Briefing crew and passengers 628.2 Ordering evacuation 638.3 Lifesaving equipment on ships 64Self-assessment test 65Progress test 66Answers to self-assessment test 66References 66UNIT 9. MAN OVERBOARD 67Objectives of Unit 9 689.1 Prevention 689.2 What to do if you see someone fall overboard 699.3 What to do if you fall overboard yourself 69Self-assessment test 70Progress test 70Answers to self-assessment test 71References 71

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Unit 1

SMCP

Objectives of Unit 11.1 Basic communicative features1.2 Spelling of letters, digits and numbers1.3 Message markers1.4 Distress, urgency and safety messages1.5 Present Perfect and Past TenseSelf-assessment testProgress test Answers to self-assessment testReferences

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OBJECTIVES OF UNIT 1

The main objectives are:

demonstrate an understanding of a standardized language; explain the situation which requires a specific message marker names the main characteristics o the SMCP select the appropriate type of message

1.1 Basic communicative features

As navigational and safety communications from ship to shore and vice versa, from ship to ship, and on board ship must be precise, simple and unambiguous so as to avoid confusion and error, there is a need to standardize the language used. This is of particular importance in the light of the increasing number of internationally trading vessels with crews speaking many different languages, since problems of communication may cause misunderstandings leading to dangers to the vessel, the people on board and the environment.

The IMO Standard Marine Communication Phrases (SMCP) has been compiled:

to assist in the greater safety of navigation and of the conduct of the ship, to standardize the language used in communication for navigation at sea, in port

approaches, waterways and harbours, and on board vessels with multilingual crews, and to assist maritime training institutions in meeting the objectives mentioned above.

These phrases are not intended to supplant or contradict the International Regulations for Preventing Collisions at Sea, 1972 or special local rules or recommendations made by IMO concerning ships' routeing, neither are they intended to supersede the International Code of Signals, and their use in ships external communications has to be in strict compliance with the relevant radiotelephone procedures as set out in the ITU Radio Regulations. Furthermore, the IMO SMCP, as a collection of individual phrases, should not be regarded as any kind of technical manual providing operational instructions.

The IMO SMCP meets the requirements of the STCW Convention, 1978, as revised, and of the SOLAS Convention, 1974, as revised, regarding verbal communications; moreover, the phrases cover the relevant communication safety aspects laid down in these Conventions.

Use of the IMO SMCP should be made as often as possible in preference to other wording of similar meaning; as a minimum requirement, users should adhere as closely as possible to them in relevant situations. In this way they are intended to become an acceptable safety language, using English for the

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verbal interchange of intelligence among individuals of all maritime nations on the many and varied occasions when precise meanings and translations are in doubt, as is increasingly evident under modern conditions at sea.

1.2 Spelling of letters, digits and numbersWhen spelling is necessary, only the following spelling table should be used:

Letter Code Letter Code

A Alfa N November

B Bravo O Oscar

C Charlie P Papa

D Delta Q Quebec

E Echo R Romeo

F Foxtrot S Sierra

G Golf T Tango

H Hotel U Uniform

I India V Victor

J Juliet W Whisky

K Kilo X X-ray

L Lima Y Yankee

M Mike Z Zulu

Spelling of digits and numbersA few digits and numbers have a modified pronunciation compared to general English:

Number Spelling Pronunciation

0 zero ZEERO1 one

WUN2 two

TOO3 three TREE4 four FOWER5 five

FIFE6 six SIX7 seven SEVEN8 eight AIT9 nine NINER1000 thousand TOUSAND

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1.3 Message markers

In shore-to-ship and ship-to-shore communication or radio communication in general, the following eight Message Markers may be used :

(i) Instruction

(ii) Advice

(iii) Warning

(iv) Information

(v) Question

(vi) Answer

(vii) Request

(viii) Intention

1.4 Distress, urgency and safety signals

MAYDAY to be used to announce a distress message

PAN PAN to be used to announce an urgency message

SECURIT to be used to announce a safety message

1.5 Present Perfect and Past Tense

Use

In British English, the use of Simple Past and Present Perfect is quite strict. As soon as a time expression in the past is given, you have to use Simple Past. If there are no signal words, you must decide if we just talk about an action in the past or if its consequence in the present is important.

Note that the following explanations and exercises refer to British English only. In American English, you can normally use Simple Past instead of Present Perfect.

Certain time in the past or just / already / yet?

Do you want to express that an action happened at a certain time in the past (even if it was just a few seconds ago) or that an action has just / already / not yet happened?

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Simple Past Present Perfect Simple

certain time in the past

Example:I phoned Mary 2 minutes ago.

just / already / not yet

Example:I have just phoned Mary.

Certain event in the past or how often so far?

Do you want to express when a certain action took place or whether / how often an action has happened till now?

Simple Past Present Perfect Simple

certain event in the past

Example:He went to Canada last summer.

whether / how often till now

Example:Have you ever been to Canada? / I have been to Canada twice.

Emphasis on action or result?

Do you just want to express what happened in the past? Or do you want to emphasise the result (a past action's consequence in the present)?

Simple Past Present Perfect Simple

Emphasis on action

Example:I bought a new bike. (just telling what I did in the past.)

Emphasis on result

Example:I have bought a new bike. ( I have a new bike now.)

Signal Words

Simple Past Present Perfect Simple

yesterday ... ago in 1990 the other day

last ...

just already up to now / until now / till now ever (not) yet so far

lately / recently

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Self-assessment Test

Put the verbs into the correct tense (simple past or present perfect simple).

1. We (sail / just) 50 miles. 2. They (sail) 100 km last week. 3. I (paint) the main deck yesterday. 4. I (paint / already) two decks this month. 5. I (ring / just) my friend. 6. I (ring) my friend 10 minutes ago. 7. Two days ago, I (watch) a MJ concert on TV. 8. I (see / never) a heavy-lift vessel. 9. I (spend) my summer holiday in Spain last year.

10.I (be / not) to Spain yet.

Progress test

Write the verbs in the correct tense (Simple Past or Present Perfect).

1. My friend (be) ... to Edinburgh three times. 2. Some years ago he (study) ... English there. 3. Last month he (visit) ... some friends in Edinburgh. 4. Unfortunately, I (can / not) .. go to Edinburgh with him.

5. This is a pity. They are my friends, too, and I (see / not) ... them for ages.

Answers to self-assessment test

Put the verbs into the correct tense (simple past or present perfect simple).

1. We have just sailed 50 miles. 2. They sailed 100 km last week. 3. I painted the main deck yesterday. 4. I have already painted two decks this month. 5. I have just rung my friend. 6. I rang my friend 10 minutes ago. 7. Two days ago, I watched a MJ concert on TV. 8. I have never seen a heavy-lift vessel. 9. I spent my summer holiday in Spain last year.

10.I havent been to Spain yet.

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Extra test

Edinburgh is the capital of Scotland. It has a beautiful old city centre and a castle that lies on a hill above the city.

Several famous people were born in Edinburgh, for example:1. The one who invented the telephone. (3 words)2. A former Prime Minister (T_ _ _ B_ _ _ _)3. The author of the Sherlock Holmes stories. (3 words)Alexander Graham Bell Tony Blair Arthur Conan Doyle

References 1. *** IMO STANDARD MARINE COMMUNICATION PHRASES. Resolution A. 918 (22). Adopted on 29 November 2001;2. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-0, Nautica Press, Constana;3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5)4. http://www.ego4u.com/en/cram-up/grammar/simpas-preper

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Unit 2

GLOSSSARY

Objectives of Unit 22.1 General and VTS terms2.2 Simple Past Past ProgressiveSelf-assessment test Progress testAnswers to self-assessment testReferences

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OBJECTIVES OF UNIT 2

The main objectives are:

identify general maritime words define different words give meanings to plurisemantic words and phrases understand acronyms

2.1 General and VTS terms

General terms

Accommodation ladder Ladder attached to platform at vessel's side with flat steps and handrails enabling persons to embark / disembark from water or shore

Assembly station Place on deck, in mess rooms, etc., assigned to crew and passengers where they have to meet according to the muster list when the corresponding alarm is released or announcement made

Berth .1 A sea room to be kept for safety around a vessel, rock, platform, etc.

.2 The place assigned to a vessel when anchored or lying alongside a pier, etc.

Blast A whistle signal made by the vessel

Bob-cat A mini-caterpillar with push-blade used for the careful distribution of loose goods in cargo holds of bulk carriers

Briefing Concise explanatory information to crew and/or passengers

Cable .1 Chain connecting a vessel to the anchor(s)

.2 Wire or rope primarily used for mooring a ship

.3 (Measurement) one hundred fathoms or one tenth of a nautical mile

Casualty Here: case of death in an accident or shipping disaster

Check (to) .1 To make sure that equipment etc. is in proper condition or that everything is correct and safe

.2 To regulate motion of a cable, rope or wire when it is running out too fast

COW Crude Oil Washing: a system of cleaning the cargo tanks by washing them with the cargo of crude oil during discharge

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Crash-stop An emergency reversal operation of the main engine(s) to avoid a collision

Damage control team A group of crew members trained for fighting flooding in the vessel

Derelict Vessel still afloat, abandoned at sea

Disabled A vessel damaged or impaired in such a manner as to be incapable of proceeding on its voyage

Disembark (to) To go from a vessel

Distress alert (GMDSS) A radio signal from a distressed vessel automatically directed to an MRCC giving position, identification, course and speed of the vessel as well as the nature of distress

Distress/Urgency Here: the verbal exchange of information on radio from ship to shore

traffic and/or ship to ship / aircraft about a distress / urgency situation as defined in the relevant ITU Radio Regulations

Draft Depth in water at which a vessel floats

Drop back (to) To increase the distance from the vessel ahead by reducing one's own speed

DSC Digital Selective Calling (in the GMDSS system)

Embark (to) To go aboard a vessel

EPIRB Emergency Position Indicating Radio Beacon

Escape route A clearly marked way in the vessel which has to be followed in case of an emergency

ETA Estimated Time of Arrival

ETD Estimated Time of Departure

Fathom A measure of 6 feet

Fire patrol A member of the watch going around the vessel at certain intervals so that an outbreak of fire may be promptly detected; mandatory in vessels carrying more than 36 passengers

Flooding Major uncontrolled flow of seawater into the vessel

Fire monitor Fixed foam/powder/water cannon shooting fire - extinguishing agents on tank deck, manifold etc.

Fumes Often harmful gas produced by fires, chemicals, fuel, etc.

General emergency alarm A sound signal of seven short blasts and one prolonged blast given with the vessels sound system

Give way To keep out of the way of another vessel

GMDSS Global Maritime Distress and Safety System

(D) GPS (Differential) Global (satellite) Positioning System

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Hatchrails Ropes supported by stanchions around an open hatch to prevent persons from falling into a hold

Inert (to) To reduce the oxygen in a tank by inert gas to avoid an explosive atmosphere

Jettison (to) (of cargo) To throw goods overboard in order to lighten the vessel or improve its stability in case of an emergency

Launch (to) To lower, e.g. lifeboats, to the water

Leaking Escape of liquids such as water, oil, etc., out of pipes, boilers, tanks, etc., or a minor inflow of seawater into the vessel due to damage to the hull

Leeward On or towards the sheltered side of a ship; opposite of windward

Leeway Vessels sideways drift leeward of the desired course

Let go (to) To set free, let loose, or cast off (of anchors, lines, etc.)

Lifeboat station Place assigned to crew and passengers to muster before being ordered into the lifeboats

List Here: inclination of the vessel to port side or starboard side

Located In navigational warnings: Position of object confirmed

Make water (to) To have seawater flowing into the vessel due to hull damage, or hatches awash and not properly closed

MMSI Maritime Mobile Service Identity number

Moor (to) To secure a vessel in a particular place by means of wires or ropes made fast to the shore, to anchors, or to anchored mooring buoys, or to ride with both anchors down

MRCC Maritime Rescue Co-ordination Centre: land-based authority responsible for promoting efficient organization of maritime search and rescue and for co-ordinating the conduct of search and rescue operations within a search and rescue region

Muster (to) To assemble crew, passengers or both in a special place for purposes of checking

Muster list List of crew, passengers and others on board and their functions in a distress or drill

Oil clearance Oil skimming from the surface of the water

Operational Ready for immediate use

OSC On-Scene Co-ordinator: A person designed to co-ordinate search and rescue operations within a specified area

Overflow Escape of oil or liquid from a tank because of a twofold condition as a result of overflowing, thermal expansion, change in vessel trim or vessel movement

Polluter A vessel emitting harmful substances into the air or spilling oil into the sea

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Preventers Ropes or wires attached to derricks to prevent them from swinging during cargo handling operations

Proceed (to) To sail or head for a certain position or to continue with the voyage

PA-system Public address system: loudspeakers in the vessel's cabins, mess rooms, etc., and on deck through which important information can be broadcast from a central point, mostly from the navigation bridge

Recover (to) Here: to pick up shipwrecked persons

Retreat signal Sound, visual or other signal to a team ordering it to return to its base

Roll call The act of checking how many passengers and crew members are present, e.g. at assembly stations, by reading aloud a list of their names

Safe speed That speed of a vessel allowing time for effective action to be taken under prevailing circumstances and conditions to avoid a collision and to be stopped within an appropriate distance

SWL Safe working load: maximum working load of lifting equipment that should not be exceeded

Safe working pressure The maximum permissible pressure in cargo hoses

SAR Search and Rescue

SART Search and Rescue Transponder

Slings Ropes, nets, and any other means for handling general cargoes

Spill control gear Anti-pollution equipment for combating accidental spills of oils or chemicals

Standing orders Orders of the Master to the officer of the watch which he/she must comply with

Station The allotted place or the duties of each person on board

Stripping Final pumping of tanks residues

Tension winch A winch which applies tension to mooring lines to keep them tight

TEU Twenty Foot Equivalent Unit (standard container dimension)

Union purchase A method of cargo handling by combining two derricks, one of which is fixed over the hatch, the other over the ships side

Unlit When the light of a buoy or a lighthouse are inoperative

UTC hours Universal Time Co-ordinated (GMT)

VHF Very High Frequency (30-300 MHz)

Wreck A vessel which has been destroyed, sunk or abandoned at sea

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VTS special terms

Manoeuvring speed A vessels reduced speed in circumstances where it may be required to use the engines at short notice

VTS Vessel Traffic Services: services designed to improve the safety and efficiency of vessel traffic and to protect the environment

2.2 Simple Past Past Progressive

Exceptions when adding 'ed' :

when the final letter is e, only add d.

Example: love - loved

after a short, stressed vowel, the final consonant is doubled

Example: admit - admitted

final l is always doubled in British English (not in American English)

Example: travel - travelled

after a consonant, final y becomes i. (but: not after a vowel)

Example: worry - he worriedbut: play - he played

Exceptions when adding 'ing' :

silent e is dropped (but: does not apply for -ee)

Example: come - comingbut: agree - agreeing

after a short, stressed vowel, the final consonant is doubled

Example: sit - sitting

final l is always doubled in British English (not in American English)

Example: travel - travelling

final ie becomes y.

Example: lie - lying

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Use

After another or at the same time?

Do you want to express that the actions in the past happened one after another or at the same time?

Simple Past Past Progressive

after another

She came home, switched on the computer and checked her e-mails.

at the same time

Simon was playing on the computer while his brother was watching TV.

New action or already in progress?

If you want to express that a new action happened in the middle of another action, you need both tenses: Simple Past the new action and Past Progressive for the action already in progress.

Simple Past Past Progressive

new action

My mobile rang (when I was sitting in a meeting.)

action already in progress

While I was sitting in a meeting, (my mobile suddenly rang.)

Only mentioning or emphasising progress?

Do you just want to mention that an action took place in the past (also used for short actions)? Or do you want to put emphasis on the progress, e.g. that an action was taking place at a certain time?

Simple Past Past Progressive

just mentioning

Colin played football yesterday.

emphasising progress

Yesterday at six o'clock, Colin was playing football.

Certain Verbs

The following verbs are usually only used in Simple Past (not in the progressive form).

state: be, cost, fit, mean, suit

Example: We were on holiday.

possession: belong, have

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Example: Sam had a German car.

senses: feel, hear, see, smell, taste, touch

Example: He felt the cold.

feelings: hate, hope, like, love, prefer, regret, want, wish

Example: Jane loved pizza.

brain work: believe, know, think, understand

Example: I did not understand him.

introductory clauses for direct speech: answer, ask, reply, say

Example: I am watching TV, he said.

Signal words

Simple Past Past Progressive

first then

If-type II (If I talked, )

when while

as long as

Exercises

Exercise 1 Put the verbs into the correct tense (Simple Past or Past Progressive).

1. The receptionist (welcome) the guests and (ask) them to fill in a form.2. The car (break down) and we (have) to walk home.3. My father (come) in, (look) around and (tell) me to tidy up my room.4. Marvin (come) in, (switch) on the computer and (check) his emails.5. While we (do) a sight-seeing tour, our friends (lie) on the beach.6. The thief (sneak) into the house, (steal) the jewels and (leave) without a trace.7. We (wait) for Jane, when suddenly Louis (come)around the corner.8. I (cycle) through the park, when I (hear)a strange noise.

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Self-assessment Test Put the verbs into the correct tense (Simple Past or Past Progressive).1. I (fall) asleep while I (watch) TV last night.2. When the sailors (paint) the deck, the bosun (knock) over the paint pot.3. Tom (break) his legs when he (fall) into a hold.4. He (pass) the chief engineer a message when the captain (look / not).5. I (jog) in the park, when two squirrels (cross) my way.6. Archimedes (discover) the theory of buoyancy while he (take) a bath.7. When we (travel) around Ireland, we (meet) some very nice people.8. When we (leave) the port this morning, the sun (shine).

Progress testPut the verbs into the correct tense (Simple Past or Past Progressive).Two days ago, a murder (happen)in the oil terminal. Yesterday, Sherlock Holmes (arrive)at the crime scene to investigate. He (ask) one of the stevedores.What (do / you) yesterday at seven?(be)you alone?hear / you anything suspicious?

Exercise 2. Give the right answer1. Assembly station is aA) place assigned to officers; B) place where smaller pieces are put together; C) place assigned to passengers that will leave the ship; D) place where crew and passengers have to meet; 2. Traffic clearance isA) authorization for a vessel to proceed; B) very little traffic; C) traffic in congested waters; D) foggy weather;3. Veer out meansA) to drop the anchor chain; B) to pick the anchor up; C) to let out a greater length of cable; D) none of them;

Answers to self-assessment testPut the verbs into the correct tense (Simple Past or Past Progressive).1. I fell asleep while I was watching TV last night.2. When the sailors were painting the deck, the bosun knocked over the paint pot.3. Tom broke his legs when he fell into a hold.4. He passed the chief engineer a message when the captain was not looking.5. I was jogging in the park, when two squirrels crossed my way.6. Archimedes discovered the theory of buoyancy while he was taking a bath.7. When we traveled around Ireland, we met some very nice people.8. When we left the port this morning, the sun was shining.

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References 1. *** IMO STANDARD MARINE COMMUNICATION PHRASES. Resolution A. 918 (22). Adopted on 29 November 2001;2. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-0, Nautica Press, Constana;3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5)4. http://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises?ex05

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Unit 3

External Communication Phrases

Objectives of Unit 33.1 Report critical situations 3.2 Standard distress/urgency/safety messages 3.3 Verbs + gerund/infinitiveSelf-assessment test Progress testAnswers to self-assessment testReferences

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OBJECTIVES OF UNIT 3

The main objectives are:

Use vocabulary connected to crises on board selects either the gerund or the infinitive form correctly when one verb follows another find the proper phrases for giving opinions use SMCP for simulated external communications

3.1 Report critical situations

Fire, explosion

.1 I am/MV ... on fire (- after explosion).

.2 Where is the fire?

.2.1 Fire is on deck/in engine-room/ hold(s)/ superstructure/accommodation

.3 Are dangerous goods on fire?

.3.1 Yes, dangerous goods are on fire.

.3.2 No, dangerous goods are not on fire.

.4 Is there danger of explosion?

.4.1 Yes,/No danger of explosion.

.5 I am / MV ... not under command.

.6 Is the fire under control?

.6.1 Yes, fire is under control.

.6.2 No, fire is not under control.

.7 What kind of assistance is required?

.7.1 I do not / MV ... does not require assistance.

.7.2 I require / MV ... requires fire fighting assistance. ~ breathing apparatus - smoke is toxic. ~ foam /CO2 extinguishers. ~ fire pumps. ~ medical assistance/... .

.8 Report injured persons.

.8.1 No persons injured /Number of injured persons/casualties: ... .Flooding

.1 I am/MV ... is flooding below water line/in the engine room/in the hold(s).

.2 I/MV ... cannot control flooding.

.3 What kind of assistance is required?

.3.1 I require/MV ... requires pumps/divers, ... .

.3.2 I will send pumps/divers/... .

.3.3 I cannot send pumps/divers ... .

.4 I have/MV ... has dangerous list to port side/starboard.

.5 I am/MV ... in critical condition.

.6 Flooding is under control.

.7 I /MV ... can proceed without assistance.

.8 I require/ MV ... requires escort/tug assistance/... .

Technical failure

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. 1 I am / MV ... not under command.

. 2 What problems do you have / does MV ... have?

. 2.1 I have / MV ... has problems with engine(s) / steering gear / propeller / ... .

. 3 I am / MV ...is manoeuvring with difficulty.

. 4 Keep clear of me / MV ... .

. 5 Navigate with caution.

. 6 I require / MV ... requires tug assistance / escort / ... .

. 7 I try / MV ... tries to proceed without assistance.

. 8 Stand by on VHF Channel ... / frequency ... .

.8.1 Standing by on VHF Channel ... / frequency ... .

Environmental protection communications.1 Located oil spill in position (cardinal points/half cardinal points) extending ... (length and width in metres) to ... (cardinal points/half cardinal points).

.2 Located oil spill in your wake/in the wake of MV ... .

.3 I have / MV ... has accidental spillage of oil / ... .

.4 Can you / MV ... stop spillage?

.4.1 Yes, I / MV ... can stop spillage.

.4.2 No, I / MV ... cannot stop spillage.

.5 What kind of assistance is required?

.5.1 I require / MV ... requires oil clearance assistance. ~ floating booms / oil dispersants / ... .

.5 Stay in vicinity of pollution and co-operate with oil clearance team.

.6 ... (number) barrels / drums / containers with IMDG Code marks reported adrift

near position..... ..7 Located a vessel dumping chemicals / waste / ... in position ... ..7.1 Located a vessel incinerating chemicals / waste / ... in position ... ..8 Can you identify the polluter?.8.1 Yes, I can identify the polluter - polluter is MV ... ..8.2 No, I cannot identify the polluter..9 What is course and speed of the polluter?.9.1 Course of the polluter ... degrees, speed ... knots..9.2 The polluter left the scene.

3.2 Standard distress/urgency/safety messages

Standard distress messageMAYDAY MAYDAY MAYDAY- THIS IS TWO-ONE-ONE-TWO-THREE-NINE-SIX-EIGHT-ZERO MOTOR VESSEL "BIRTE" CALL SIGN DELTA ALPHA MIKE KILO- POSITION SIX TWO DEGREES ONE ONE DECIMAL EIGHT MINUTES NORTH- ZERO ZERO SEVEN DEGREES FOUR FOUR MINUTES EAST- I AM ON FIRE AFTER EXPLOSION- I REQUIRE FIRE FIGHTING ASSISTANCE- SMOKE NOT TOXIC OVER

Standard urgency message PAN PAN PAN PAN PAN PAN

ALL STATIONS ALL STATIONS ALL STATIONS- THIS IS TWO-ONE-ONE-TWO-THREE-NINE-SIX-EIGHT-ZERO

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MOTORVESSEL "BIRTE" CALL SIGN DELTA ALPHA MIKE KILO- POSITION SIX TWO DEGREES ONE ONE DECIMAL EIGHT MINUTES NORTHZERO ZERO SEVEN DEGREES FOUR FOUR MINUTES EAST- I HAVE PROBLEMS WITH ENGINES- I REQUIRE TUG ASSISTANCE OUT

Standard safety message SCURIT SCURIT SCURIT

ALL SHIPS ALL SHIPS ALL SHIPS IN AREA PETER REEF- THIS IS TWO-ONE-ONE-TWO-THREE-NINE-SIX-EIGHT-ZEROMOTORVESSEL "BIRTE" CALL SIGN DELTA ALPHA MIKE KILO- DANGEROUS WRECK LOCATED IN POSITION TWO NAUTICAL MILES SOUTH OF PETER REEF OVER

3.3 Verbs + gerund/infinitive

Some verbs are followed by a to-infinitive but not -ing: agree, aim, ask, decline, demand, fail, hesitate, hope, hurry, manage, offer, plan, prepare, refuse, want, wish.

Some verbs are followed by -ing but not a to-infinitive: admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest.

The verbs begin, cease, start, and continue can be followed by either a to-infinitive or an ing form with little difference in meaning: Even though it was raining, they continued to play / playing.

However, with these verbs we normally avoid using two -ing forms together, as a repeated pattern can sound awkward: I'm starting to learn celestial navigation. (rather than I'm starting learning ....)The verbs advise and encourage are followed by -ing when there is no object and to-infinitive when there is one. Compare: I'd advise taking more exercise. and I'd advise you to take more exercise.Other verbs can be followed by either a to-infinitive or an -ing form, but there can be adifference in meaning. These include come, go on, mean, regret, remember, stop, try.

+ to inf + -ingcome to talk about a gradual change

After some years, they came to accept her as an equal.

to say that someone moves in the way that is described He came hurrying up the path.

go on to mean that something is done after something else is finished After the interval, Pavarotti went on to sing an aria from Tosca.

to say that someone moves in the way that is described Although she asked him to stop, he went on tapping his pen on the table.

mean to say that we intend(ed) to dosomething I meant to phone you last week.

to say that something has something else as a result If we want to get there by 7.00, thatmeans getting up before 5.00.

regret to say that we are about to do something we are not happy about I regret to inform you that yourapplication has been unsuccessful.

to say we have already done somethingthat we are not happy about It's too late now, but I'll always regretasking John to do the work.

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remember to mean that remembering comes before the action described Remember to take your hat whenyou go out. (first remember, and then take it)

to mean the action comes beforeremembering I remember going to the bank, butnothing after that. (I remember that Iwent there)

stop to say why we stop doing something She stopped to make a cup of tea.

to say what it is that we stop doing They stopped laughing when Malcolm walked into the room.

try to say that we attempt to do something I tried to get the table through thedoor, but it was too big.

to say we test something to see if itimproves a situation I tried taking some aspirin, but the pain didn't go away.

V e r b + - i n gSome verbs must have an object before an -ing form: The police found the man climbing the wall. She overheard them talking about the closure of the factory.Other verbs like this include catch, discover, feel, hear, leave, notice, observe, see, spot,watchNotice, however, that this is not the case when these verbs are in the passive: The man was found climbing the wall.D Some verbs can have an object or no object before an -ing form: They can't stand (him) driving his old car. I remember (you) buying that jumper.Other verbs like this include detest, dislike, dread, envisage, hate, imagine, like, love,mind (in questions and negatives), miss, recall, regret, resent, risk, start, stop;Some verbs can't have an object before an -ing form: Despite his injury he continued playing. I actually enjoy cleaning shoes. It's relaxing!Other verbs like this include admit, advise, consider, delay, deny, deserve, escape, face,finish, forget, propose, put off, suggestSome of the verbs in and (admit, deny, forget, recall, regret, remember) can be followed byhaving + past participle instead of the -ing form, with little difference in meaning: He remembered having arrived at the party, but not leaving, (or He remembered arriving...) I now regret having bought the car. (or I now regret buying...)These pairs of sentences have the same meaning: I resented Tom winning the prize. and I resented Tom's winning the prize. Mary recalled him borrowing the book, and Mary recalled his borrowing the book.Other verbs that can be followed by an object with a possessive and then an -ing form includeverbs of '(dis)liking' such as detest, disapprove of, dislike, hate, like, love, object to, and verbs of 'thinking' such as envisage, forget, imagine, remember, think of. Notice that we can only use a possessive form (Tom's, his) like this to talk about a person or a group of people: I remembered the horse winning the race, (but not ...the horse's winning...)The possessive form in this pattern is usually considered to be rather formal.A few verbs (feel, hear, notice, observe, overhear, see, watch) can be followed either by an -ingform or a bare infinitive, but the meaning may be slightly different:an -ing form suggests that the action is repeated or happens over a period of time. Did you hear those dogs barking most of the night?suggests that we watch, etc. some of the action, but not from start to finish

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I was able to watch them building the new car park from my office window.a bare infinitive suggests that the action happens only once I noticed him throw a sweet wrapper on the floor, so I asked him to pick it up.suggests that we watch, hear, etc. the whole action from its start to its finish I watched him climb through the window, and then I called the police.

These verbs can be followed by either an infinitive or a gerund, with NO DIFFERENCE IN MEANING.

He began to shout.He started to shout.

He continued to shout.I like to read.

I love to read.I prefer to read.

I hate to wait.I can't stand to wait.I can't bear to wait.

=========

He began shouting.He started shouting.He continued shouting.I like reading.I love reading.I prefer reading.I hate waiting.I can't stand waiting.I can't bear waiting.

Some verbs can be followed by either an infinitive or a gerund, but THEIR MEANINGS ARE NOT THE SAME:

I will remember to call her.(I will be sure to call her in the future.)

I remember calling her.(I have the memory of calling her in the past.)

I will not forget to meet him.(I will be sure to meet him in the

future.)

I will never forget meeting them.(I will not lose the memory of meeting them.)

I regret to say he is not here.(I am sorry I must tell you he is not

here.)

I regret saying it.(I am sorry I said it.)

I will try to ring the bell.(I will see if it is possible to ring the

bell.)

I will try ringing the bell.(I will ring the bell to see if it will help the situation.)

I stopped to smoke at 10 oclock (I interrupted an activity and had a cigarette.)

I stopped smoking a year ago.(I ended my cigarette habit.)

Exercises

Complete these sentences with either a to-infinitive or an -ing form. Choose an appropriate verb. Sometimes more than one verb is possible.

admire buy check enjoy introduce live notify put racesay smoke spend talk tell tear turn down

a Although it was hard at first, she came to enjoy working for the airline.b As I walked through the gate, the dog came ... towards me. After working with her for so long, I came ... her patience and efficiency.

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d Yesterday, Tom was so late he came downstairs, grabbed a cup of coffee and left.

a The children were shouting and screaming, but he went on to Frank.b We've tried to persuade her to stop, but she just goes on Dr Harris welcomed the members of the committee and went on the subject of the meeting,d Then, in her letter, she goes on that most of her family have been ill.

a I regret you that the model you want is out of stock.b We regret you that your request for a tax refund has been rejected. Almost as soon as I had posted the letter, I regretted the job.d It cost me a fortune, but I don't regret a year travelling around the world.

a Bill was very young when they left, and he could no longer remember in the house.b Did you remember a newspaper on the way home? Remember your answers before handing in your exam paper.d I remember the money in the top drawer, but it's not there now.

Self-assessment Test Complete these sentences in any appropriate way using either the to-infinitive or the -ing form of the verb in brackets.

I admit ... the combination to the safe. (lose)I advise ... a good lawyer. (find)I don't anticipate ... very much longer. (wait)I appreciate ... a good joke. (hear)I avoid ... as much as I can. (fly)Would you consider ... your share of the company? (sell)We will delay ... an agreement. (sign)I deny ... that. (say)We hope ... by next week. (begin)I intend ... home early. (go)He learned ... English as a child. (speak)You managed ... something. (overlook)Did you mean ... my report in the waste basket? (put)I need ... to an expert. (talk)

Progress test 1Complete these sentences using either the to-infinitive or the -ing form of the verb in brackets. If both forms are possible, give them both. (A & B)1 Passing the kitchen, he stopped to drink a large glass of water.

(drink)

2 When the car broke down, she started... (push)3 Here's the money I owe you. I meant... to you a month ago, but something came up.

(give)

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4 To lose weight, I'd advise you... on fat meat. (cut out)5 I found that my back stopped... when... (ache)6 To help me get to sleep, I tried... of his boring jokes.

(think)

7 The orchestra was just beginning... when (play)8 Please don't hesitate ... (call)

9 When he found that he couldn't walk, he began... (shout)10 The handle came off when I tried... (lift)11 You could see the doctor today but as you haven't got an appointment it would mean...

(wait)

Progress test 2Make a dialogue between two WOs (A and B) by arranging the following questions and answers:

What problems do you have have? Stand by on VHF Channel 9.I have problems with engine.I am not under command.Do you require any assisstance?I require tug assistance.Standing by on VHF Channel 9 .

I am manoeuvring with difficulty.

Answers to self-assessment testI admit losing the combination to the safe. I advise finding a good lawyer.I don't anticipate waiting very much longer.I appreciate hearing a good joke.I avoid flying as much as I can.Would you consider selling your share of the company?We will delay signing an agreement.I deny saying that.We hope to begin by next week.I intend to go home early.He learned to speak English as a child.You managed to overlook something.Did you mean to put my report in the waste basket?I need to talk to an expert.

References 1. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-0, Nautica Press, Constana;2. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5)3.http://www.sonnerct.com/English_Rules/LR10_Gerunds_Infinitives.htm

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Unit 4

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Onboard Communication

Objectives of Unit 44.1 Fireprotection and fire-fighting4.2 Fire-fighting and drills4.3 Damage control4.4 Phrases for giving orders, advice and warningsSelf-assessment test Progress testAnswers to self-assessment testReferences

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OBJECTIVES OF UNIT 4

The main objectives are:

use SMCP for simulated onboard communications give warnings and advice concerning safe working practice on board use appropriate phrases with correct grammar construction to simulate

giving orders, advice and warnings regarding safe practice at sea

4.1 Fireprotection and fire-fighting

1. Checking status of equipment2. .1 Have fire patrols.3. .1 .5 Have fire patrols in all spaces/areas / engine room/ cargo hold(s) /

superstructure / accommodation.4. .2 Everything in order?5. .3 Check fire/smoke alarms and report.6. .3 .1 Fire/smoke alarms operational.7. .3 .2 Fire/smoke alarm(s) in ... not operational (yet).8. .4 Switch on/off fire/smoke alarms.9. .5 Check fire alarm/smoke alarm displays on bridge and report.10..6 Check portable extinguishers and report.11..6 .1 Portable extinguishers in position and operational.12..6 .4 .1 Replace missing portable extinguisher(s).13..6 .5 Seal(s) of portable extinguisher(s) in ... broken.14..7 Check fire mains and report.15..7 .1 Fire mains operational.16..7 .2 Hydrant(s) in ... not operational (yet)..17..7 .4 Hose(s) to hydrant(s) in ... worn/cut.18..7 .4 .1 Replace worn/cut hose(s).19..7 .5 Hose(s) to hydrant(s) in ... missing.20..7 .7 Nozzle(s) to ... not operational (yet).21..7 .9 .1 Replace missing nozzle(s).22..7 .11 Water pipe(s) in ... leaking.23..7 .11 .1 Repair leaking water pipe(s) in ... .24..7 .12 Water pipe(s) in ... blocked.25..7 .13 Pressure in water pipe(s) in ... too high.26..7 .14 Pressure in water pipe(s) in ... too low.27..8 Check fixed foam/gas fire extinguishing system and report.28..8 .2 .1 Fixed foam/gas system operational in ... minutes.29..9 Check sprinkler system and report.30..9 .1 Sprinkler system operational.31..9 .2 Sprinkler system in ... not operational (yet).32..9 .2 .1 Sprinkler system in ... operational in ... minutes.33..10 Check ventilation system and report.34..10 .1 Ventilation system operational.

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35..10 .2 Ventilation system not operational (yet)36..10 .2 .1 Ventilation system operational in ... minutes.37..10 .3 Remote control not operational (yet).38..10 .3 .1 Remote control operational in ... minutes.39..10 .4 Indicators not operational (yet).40..10 .4 .1 Indicators operational in ... minutes.41..10 .5 Dampers in ... not operational (yet).42..10 .5 .1 Dampers in ... operational in ... minutes.43..11 Check skylights/windows/ ... and report.44..11 .1 Skylights/windows/ ... in/to ... open.45..11 .2 Close skylights/windows/ ... in/to ... .46..11 .2 .1 Skylights/windows/ ... in/to ... closed.47..12 Check watertight door control and report.48..12 .1 Watertight door control operational.49..12 .2 Watertight door control in ... not operational (yet).50..12 .2 .1 Watertight door(s) in ... do(es) not open/close.51..12 .3 Watertight door control in ... operational in ... minutes.52..13 Check electrical lighting and report53..13 .1 Electrical lighting operational.54..13 .2 Electrical lighting in ... not operational (yet).55..13 .2 .1 Black-out/short circuit in ... .56..13 .3 Electrical lighting in ... operational in ... minutes.57..13 .4 Switch on/off electrical lighting in ... .58..13 .4 .1 Electrical lighting in ... switched on/off.59..14 Check emergency power supply and report.60..14 .1 Emergency power supply operational.61..14. 2 Emergency power supply not operational (yet).62..14 .2 .1 Emergency power supply operational in ... minutes.63..15 Check firemens outfits and report.64..15 .1 Firemens outfits complete and available.65..15 .2 Firemens outfits not complete.66..15 .2 .1 Complete firemens outfits.67..15 .3 Breathing apparatus/smoke helmets/safety lamps/ ... not

operational/missing.68..15 .3 .1 Replace (missing) breathing apparatus/smoke helmets/safety

lamps/ ... .69..15 .4 Test certificate(s) of ... expired.70..15 .4 .1 Replace ... .

4.2 Fire-fighting and drills

Reporting fire.1 Fire on board!.1 .1 Smoke/fire/explosion in engine room/ no. ... hold(s)/tank(s)..1 .5 Smoke from ventilator(s)..1 .6 Burnt smell in .../ from... ..2 Report injured persons:.3 What is on fire?.3 .1 Fuel/ Cargo on fire..3 .2 Car(s)/truck(s)/waggon(s) on fire..3 .3 Containers/ ... (with dangerous goods) on fire..4 Is smoke toxic?.4 .1 No, smoke not toxic.

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.4 .2 Yes, smoke toxic.

.5 Is fire under control?

.5 .1 Yes, fire (in ... ) under control.

.5 .2 No, fire (in ... ) not under control (yet).

.5 .2 .1 No, fire spreading (to ... ).

.5 .2 .2 No, fire (in ... ) not accessible.

.6 What is damage?

.6 .1 No damage.

.6 .2 Minor/major damage in .../ to ... .

.6 .3 No power supply (in ... ).

.6 .4 Making water in ... .

.7 Pressure on fire mains.

.7 .1 Fire mains under pressure.

.8 Shut down main engine(s)/auxiliary engine(s)/ ... .

.8 .1 Main engine(s)/auxiliary engine(s)/ ... shut down.

.9 Stop fuel.

.9 .1 Fuel stopped.

.10 Close hatch covers.

.10 .1 Hatch covers closed.

.11 Close damper(s) (in ... ).

.11 .1 Damper(s) (in ... ) closed.

.12 Close all openings.

.12 .1 All openings closed.

.13 Switch off ventilator(s) (in ... ) .

.13 .1 Ventilator(s) (in ... ) switched off.

.14 Turn bow/stern to windward.

.14 .1 Bow/stern turned to windward.

.15 Turn port side/starboard side to windward.

.15 .1 Port side/starboard side turned to windward.

.16 Alter course to ... .

.16 .1 Course altered to ... .

Reporting readiness for action.1 Stand by fire party/rescue team/first aid team..1 .1 Fire party/rescue team/first aid team standing by..2 Stand by main engine ..2 .1 Main engine standing by..3 Stand by CO2 station/ ... station/ emergency generator..3 1 CO2 station/ ... station/emergency generator standing by..4 Close all openings and report..4 .1 All openings closed..4 .2 Openings in engine room/ hold(s)/tank(s)/ superstructure/accommodation closed..4 .6 Openings in ... space closed..4 .7 Openings in ... not accessible.

Orders for fire fighting.1 Start fire fighting..1 .1 Take one/two/ ... fire party(s) to scene..1 .2 Take one/two/ ... rescue team(s) to scene..2 Go following route:.2 .1 Go through engine room/ no. ... hold(s)/tank(s)/ superstructure/ accommodation.2 .2 Go through ... space.

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.2 .3 Go through manhole(s) to ... space(s).

.2 .4 Go through funnel.

.2 .5 Go through ... .

.2 .6 Go from outside/inside to ... .

.2 .7 Go from port side/starboard side to ... .

.3 Take following (additional) safety measures and report.

.3 .1 Have two/ ... members in one team.

.3 .1 .1 Number of members in fire party/rescue team/ first aid team: ... .

.3 .2 Have lifeline between each other/to outside.

.3 .2 .1 Fire party/... team members have lifelines to each other.

.3 .2 .2 Fire party/... team members have lifelines to outside.

.3 .3 Have rescue team on stand by.

.3 .3 .1 Rescue team standing by.

.3 .4 Maintain visual contact.

.3 .4 .1 Fire party/...team members maintain visual contact with lamps.

.3 .5 Maintain radio contact on VHF channel .

.4 Fire party must have following outfit:

.4 .1 Fire party must have protective clothing/ smoke helmets/ breathing apparatus.5 Manning of fire party/... teams is as follows:.5 .1 Chief Officer/Chief Engineer/ ... in command of fire party (no. ... )/ ... team..5 .2 Following officer(s)/crew member(s) in the fire party (no. ... )/ ... team: ... .6 Restrict action (in .../ on ... ) to ... minutes..6 .1 Agree on retreat signal and report..6 .1 .1 Retreat signal for fire party/ ... team is ... on telephone/radio..6 .1 .2 Visual retreat signal for fire party/ ... team is ...with lamp/hand/ ... .6 .1 .3 Acoustic retreat signal for fire party/ ... team is ... with signal whistle/ships whistle/ ... ..6 .1 .4 Retreat signal for fire party/ ... team is pulling lifeline ... times..7 Use the following extinguishing means:.7 .1 Use water/ foam/ powder/ CO2/gas /sand/ blankets in ....8 Fire party (no. ... ) using ... in ... ..9 Run out fire hoses..9 .1 Fire hoses are run out..10 Water on..10 .1 Water is on..10 .2 Water not on..11 Cool down boundaries with water and report..11 .1 Cool down bulkheads to engine room with water.

4.3 Damage control

.1 Close all openings / outlets / valves (in ...) and report.

.1.1 All openings / outlets / valves (in ...) closed.

.2 Switch on / off power (at / on / in) and report.

.2.1 Power (at / on / in ...) switched on / off.

.2.2 Power supply (at / on / in ...) not operational.

.3 Close watertight door(s) (in ...) (by hand) and report.

.3.1 Watertight door(s) (in ...) closed.

.3.2 Watertight door(s) (in ...) not accessible / operational.

.4 Switch on (bilge) pump(s) (in ...)and report.

.4.1 (Bilge) pump(s) (in ...) switched on.

.4.2 (Bilge) pump(s) (in ...) not operational.34

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.5 Switch over (bilge) pump(s) from ... to ... .

.5.1 (Bilge) pump(s) switched over.

.5.2 Switching over (bilge) pump(s) not possible.

.6 Start damage control.

.8 Take following additional safety measures and report.

.8.1 Have two / ... members in one damage control team.

.8.2 Have lifeline to each other / to outside.

.8.3 Have rescue team on stand by.

.8.4 Maintain visual contact .

.9.1 Damage control team must have protective clothing/ safety helmets/ lifejackets/ diving equipment

Cancellation of alarm.1 Is flooding stopped?.2 Is flooding under control ?.3 Post damage control watches and report..3.1 Damage control watches posted (in ...)..4 How much water is in vessel?.4.1 Amount of water (in ...) about ... tonnes..5 (Bilge) pump(s) remain on stand by..5.1 (Bilge) pump(s) standing by..6 Engine room remains on stand by..6.1 Engine room standing by..7 Additional emergency generator remains on stand by..8 Damage control team remain on stand by..9 Rope - off flooded area..10 Check leak every ... minutes / hour(s) and report..10.1 Leak checked - no flooding..10.2 Leak checked - minor / major flooding (in ...).

Reporting damage.1 What is damage?.1.1 No damage..1.2 Crack(s) in plating/ no. ... double bottom/ no. ... hold(s) / tank(s)/ fuel pipe(s)..1.3 Crack(s) in main / auxiliary engine(s) foundation..1.4 Deformation(s) / indentation(s) to plating. .2 Check flooding and report..2.1 No flooding..3 Is danger imminent ?

ExercisesMayday Mayday Mayday

This is one-two-one-two-three-nine-six-eight-zero, motor vessel Medea, call sign Sierra India - November - Kilo.

Position: six two degrees one decimal eight minutes north, zero zero seven degrees four two minutes east.

I am on fire after explosion.

I require fire fighting assistance.35

Maritime English

Smoke not toxic. Over.

4.4 Phrases for giving orders, advice and warnings

At one time or another, youll have to give someone instructions for doing something.Your child, a colleague, a friend or maybe even your boss. The instructions you give could range anywhere from describing what you would like to have done, to specifying a desired behaviour, to showing someone how to accomplish something such as changing the display resolution of a computer monitor.

In English, this can be tricky. Not because the grammar is complex, but rather because simple instructions that would normally be considered innocuous can sound like insulting commands when they are not carefully worded and delivered in the correct way.

Two things are certain:

1. If the tone of your instructions is inappropriate for the situation, the results youre looking for are sure to be elusive.

2. Achieving your goal or helping someone achieve theirs will be difficult if your instructions are not clear. In this case you may have to repeat your instructions or ask that work be corrected or even redone from scratch.

Below are a few guidelines that will help you deliver effective instructions using the proper tone.

The grammar behind instructions

The imperative form is used to give orders, warnings, instructions and advice:Be quiet!Take care of that.Careful Listen to me carefully!Push the button on the lower right corner of the machine console until the light blinks green.Dont discuss your new ideas before theyve agreed to your promotion.

Use sequencing words

Sequencing words are used to make instructions clear within a process:

First, make sure the appliance is disconnected.

Second, open the back with a screwdriver. Then, carefully pull out the two black cablesthat lead into the power supply unit

In most cases, lengthy instructions are based on a framework of instructions ordered with sequencing words, with warnings and advice interspersed. Its very important that no instruction, warning or advice you give within this framework sounds like an order not even one! Managing the tone of delivery of your instructions is thus paramount.

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Before addressing the issue of tone, lets review some of the most important rulesfor giving instructions. They will help ensure that properly worded instructions arereceived with maximum effectiveness.

Giving instructions Basic rules of the road

1. Before giving any instructions, be sure you have the attention of those who should be listening.2. If youre unsure if your listeners have really understood a specific instruction,

ask them to repeat it using their own words.3. Demonstrate or illustrate whenever possible. Its done like this 4. Avoid giving extensive lists of instructions. People have trouble remembering

large amounts of information. For more complex tasks, break the instructions for each part of the job down and deliver the instructions in smaller sets organised by stage,phase or task.

5. Similarly, avoid boring your listeners with prolix descriptions of each task.6. Use direct and specific language. Say exactly what you mean. Dont leave

people guessing.7. Avoid moving to the next instruction before your listeners have completed the previous task.

Rushing through instructions is a sure way to ensure your listeners get lost.8. Avoid misunderstandings by asking listeners how theyll approach the task and why.9. Dont get sidetracked by problems or disagreements. Restate your instructions if necessary.10.Check back during the initial stages of action to gauge the effectiveness of your delivery style

and the capacity of your listeners for following instructions correctly especially if the tasks are complex. Give your listeners room to do what you expect of them, but be available to help when needed.

Finding the right tone

Any warning, instruction or advice you give using the simple, unadorned imperative tense is almost certain to sound like an unwelcome command. In most situations, commands and orders have no place in business. This means that when you use the imperative, its important to consider softening every statement. In addition to sequencing words which make it clearyou are not giving orders but rather plain instructions here are a few other approachesfor avoiding command language:

Use a modal verb to turn the order into a request

Modals are used to change the mood of a sentence. For example, You should help her finish the report is more polite than Help her finish the report!

This technique is not especially useful for procedural instructions, but it is very effective for softening single instructions like:

Shut the door behind you.Can you shut the door behind you?Will you shut the door behind you?

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Could and would are the more polite forms of can and will.Could you shut the door behind you?Would you shut the door behind you?Use the word please

Adding please to any question or imperative statement immediately softens its impact and makes it clear that you wish to be polite:

Turn the printer off when youre finished.Please turn the printer off when youre finished.Turn the printer off when youre finished, please.Can /Could /Will /Would you turn the printer off when youre finished, please?

Use an introductory phrase to soften the tone

There are a few very polite-sounding introductory phrases that are often used to soften statements that would otherwise sound like commands. Here are a few of them (in order of the most indirect to the most direct):

Introductory phrases

Most indirect

Would you mind possibly (+ ing )I was hoping you could (+ infinitive without to )Do you think you could (+ infinitive without to )If you have a couple of minutes to spare Id like you to I want you to

Examples:

Would you mind possibly moving slightly to your left? Youre blocking my view of the presentation.I was hoping you could spare me a few minutes this morning.Do you think you could do this photocopying for me?If you have a couple of minutes to spare,Id like you to run down to Reception and pick up a box thats waiting there for me.Id like you to file these documents for me.I want you to finish this by tomorrow.

The importance of clarity and directness

Most people believe the directions they give are already clear and direct. A recording often demonstrates otherwise. Think about presentations or training sessions youve attended, or even about cooking classes or bike-maintenance courses youve taken.Even those purporting to be excellent communicators often have difficulty getting to the point without creating confusion.

Of course this sounds ridiculous, but the fact is that all of us have at one time or another heard this 38

Maritime English

rambling sort of protracted instruction-giving. It is characterised by an excessive use of unnecessary words, instructions couched as recommendations and irrelevant side information.

None of the people who have delivered such material ever intended to have this impact. The problem is they didnt know what they intended to begin with. They simply started talking.

Planning what you say

Here are some guidelines for ensuring your instructions have maximum effectiveness:

Create an outline of every instruction you need to give For each instruction, write down any points you want to make or key words you want to use.

Do this on paper until the process becomes second nature. Keep each instruction short. Edit out all complex language, unnecessary words and irrelevant

information. Make sure your instructions are logically ordered. Phrases like, before you do this... hint that

your instructions are not correctly organised. Focus instead on sequencing words like first, second, next, then and finally. Instructions that seem out of order or chaotic may also frustrate your listeners.

Be sure to include demonstrations, pictures, mental images and the like as much as possible. Think about how you would respond to your instructions. Would you be able to remember as

much as you expect your listeners to remember? If you think it might be too much for yourself, its probably too much for them.

Self-assessment Test Mayday Mayday Mayday.

This is Fireball. I am (a. in fire; b. firing; c. on fire; d. making a fire) in the (a. berth; b. apartments; c. lounge; d. accommodation). My position is 275 two miles south (a. for; b. of; c. off; d. from) Europe Point. I (a. solicit; b. require; c. need; d. request) help. Over.

Fireball, this is Gibraltar Radio Station. Message received. Salvage vessel Atlas will (a. go; b. head; c. proceed to; d. set off) you. Please contact (a. she; b. him; c. he; d. her) on channel 14. Out.

Progress testExercise. Fill in the following words:

through, however, can, instead, done, figure, limit, need, than, want

Your job as a manager is to get things .... However, it also means getting things done ... others. When you give orders, you ... the group to your level of expertise. When you give instructions, you let the employees contribute

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whatever they .... It may not be as good as what you would have done, but that is an indication that you ... to do further training. ..., it also might be better ... your idea.

The next time you start to give an order, give instructions .... Tell the employee clearly want you ... done. Let them ... out how to do it. It is a better solution for both of you.

Answers to self-assessment testMayday Mayday Mayday.

This is Fireball. I am (a. in fire; b. firing; c. on fire; d. making a fire) in the (a. berth; b. apartments; c. lounge; d. accommodation). My position is 275 two miles south (a. for; b. of; c. off; d. from) Europe Point. I (a. solicit; b. require; c. need; d. request) help. Over.

Fireball, this is Gibraltar Radio Station. Message received. Salvage vessel Atlas will (a. go; b. head; c. proceed to; d. set off) you. Please contact (a. she; b. him; c. he; d. it) on channel 14. Out.

References 1. IMO SMCP (2005), London, ISBN: 9280142119.2. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-0, Nautica Press, Constana;3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5)

Unit 5

40Maritime English

Fire-fighting

Objectives of Unit 55.1 Fire on board5.2 Engine room fire-fighting equipment5.3 IdiomsSelf-assessment test Progress testAnswers to self-assessment testReferences

41Maritime English

OBJECTIVES OF UNIT 5

The main objectives are:

writes a notice warning against risks and giving reminders of safe practice on board demonstrates understanding that idioms do not have literal translations

identifies and names parts of a machine and tools correctly explains which materials, equipment and tools are required in the ER

5.1 Fire on board

A fire on a ship is one of the most dangerous incidents which can happen on board. If the fire is detected in good time, the crew can prevent larger damages by taking immediate measures such as fighting the fire by use of a fire hose under breathing protection. If the fire has already spread, professional aid is absolutely needed, which can be rendered via helicopter or by ship. Fighting a fire at sea is significantly different to fighting a fire on land. First of all, the first action teams have to get to the source of the fire, which means, as a rule, from the top downwards to the interior of the ship in the opposite direction of the natural spreading of heat and smoke. This is a serious obstacle which slows the fire-fighting operation down. What makes the fire-fighting operations even more difficult, are the narrow stairs, sticking places, unclear and labyrinth-like premises, numerous hatches and ladders as well as ship movements due to the sea and the thermal-conduction properties of the ship's steel.

After the end of the operation at sea, people and material have to be taken back to land. And it is always time to prepare for the next operation. At sea, the same principle applies as on land: No operation is like the other.

There are two ways of fighting fire on board a ship - by using portable marine fire fighting equipments or by using different types of fixed fire fighting installations. The type of system used for fighting fire depends on the intensity and type of fire. Moreover, not all types of fixed fire installation systems can be used for any type of ship. A specific type of fixed fire fighting installation can be used only for a certain type of ship. In this article we will learn about a ship's fire main or the main fire fighting installation system.

A ship's main emergency fire system consists of a specific number of fire hydrants located at strategic positions across the ship. A series of dedicated pumps are provided to supply to these fire hydrants. The number and capacity of pumps required for a particular type of ship is decided by an international governing authority.

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All these pumps are supplied power from the main power system. Apart from that, an emergency fire pump is also provided, which is located remote from the machinery space. The emergency fire pump has its own independent means of power source, which can be used to take over in case of main power failure.

Moreover, all the hydrant outlets are provided with an isolating valve so as to isolate those valves which are not in use. The fire hydrants are also provided with standard size flanges in order to attach hoses which have nozzles attached to them. All the hoses are provided with snap in connectors for easy and quick engaging and disengaging operation. The nozzles attached to the hoses are generally of two types - jet and spray, depending on the type of discharge required for extinguishing the fire. Both the nozzles can be adjusted according to the type of spray and flow required, which could be played over the fire to cool it without spreading.

The pumps are connected with the main sea water connection, having appropriate head to prevent any type of suction problem. The valves supplying water to these pumps are always kept open to provide a constant supply of sea water to fight fire at any point of time. Though sea water is the best mode of fighting fire, the main emergency fire fighting system can only be used on fires of Type A. However, in case of class B fires, if all modes for extinguishing fire fails, sea water from main emergency system can be used.

5.2 Engine Room Fire Fighting Equipment

The equipment should be of the more modern type of water nozzles which actually supply a fine mist, rather than a flow of water. These systems cover of different areas of the engine room and control room, but not the switchboard or the electrical generating component on the power generators. The sprinkler system can be operated automatically by sensors or manually by the engineer. This starts the water booster pump and opens up the compressed air supply which can be from dedicated high pressure air bottles or the engine room air supply.

As we all know water is not normally used on oil fires but, because fine mist is injected into the area it not only starves the fire of oxygen, but also dissipates the smoke.

Engine room Fire Extinguishers. There are four main types of fire extinguishers all coloured red nowadays, with a different coloured band around the top of the body, denoting which type of extinguisher it is. They are operated by removing the protective pin from the trigger and smartly pulling the trigger.

Fire extinguishers are usually stored in a container together in a group of four; one of each type the containers being positioned at high fire risk locations.

The four types are,

1. Dry Powder Fire Extinguisher it has a black band around the body and is used for extinguishing electrical and liquid fires.

2. Foam Fire Extinguisher this has a yellow band around the body and is used for extinguishing oil fires.

3. Water Fire Extinguisher this has a red band contained between two thin white bands around the body. It is used to extinguish paper, wood and cloth.

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4. CO2 Fire Extinguisher this has a black band around the body and is used to extinguish electrical and liquid fires.

Remember, only the Dry Powder and CO2 extinguishers can should be used on electrical fires.

Fire Hydrants and Hoses. These are positioned throughout the engine room; a fire axe is sometimes alongside the fire hoses. The hydrant valves should be opened; hoses run out and discharged to the bilges at regular intervals to ensure operation.

Aqueous Film Forming Foam. Known as AFFF and (pronounced A triple F) was developed in the sixties and is a great innovation to firefighting not only in ships engine rooms, but on oil and gas platforms worldwide. AFFF is supplied in its own containers and added to an AFFF storage tank and is operated by pressurised seawater. The seawater mixes with the specialist liquid and exits the 11/2" rubber hose through a brass nozzle as a pressurised film of thick, viscous foam. This is directed to the base of the fire, quickly smothering the flames and dissipating the heat, smoke and fumes.

5.3 Idioms Most Frequent Idioms

account for (something) - to provide an explanation or answer for somethingThe bad weather accounts for the fact that few people came to the meeting. back and forth - backwards and forwards, first one way and then the other wayThe argument went back and forth before the judge made a decision. better off - to be in a better situation than beforeMy friend would be better off if he sold his old car and bought a new one. break up - to separate, to divide into groups or pieces, to put an end to somethingWe usually break up into small groups during our class. come up - to happen unexpectedlyI will not be able to go to the party if something else comes up. come up with (something) - to produce or find a thought/idea/answerI tried to come up with a name for the new magazine. deal with (something) - to be concerned with something, to take action about something We will deal with the boxes tomorrow. end up (doing something or going somewhere) - to do something that one had not planned to do, to go somewhere one had not planned to goWe ended up going to a restaurant after the movie last night.

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figure out (someone or something) - to try to understand someone or something, to solve somethingI finally figured out how to use the new DVD player. for good - permanentlyThe city will close the public swimming pool for good next week. get into (something) - to become interested or involved in somethingI do not want to get into an argument with my friend. get through (something) - to complete something, to finish somethingMy friend is having trouble getting through her final exams. I have much reading that I must get through before tomorrow. go ahead - to begin to do something"Let`s go ahead and start now. We can`t wait any longer." go over (something) - to examine or review somethingThe accountant will go over the books tomorrow. We plan to go over that question tomorrow. go through (something) - to discuss something, to look at something, to do somethingThe teacher decided to go through the exercise before the test. go with (something) - to choose one thing rather than anotherWe decided to go with the small rental car rather than the large one. hang out (somewhere/with someone) - to spend one`s time with no great purpose, to spend leisure time with friendsRecently my friend has been hanging out with a group of people who are not a good influence on him. in effect - for practical purposes, basicallyThe man's silence was in effect a way of disagreeing with the other people in the meeting. in terms of (something) - with regard to somethingIn terms of our agreement with the other company we were not allowed to sell the products online. kind of - somewhat, more or less, moderatelyI was kind of tired when I arrived home last night. look up (something) - to search for something in a dictionary or other bookI will look up my friend's name in the telephone book.

make a difference - to cause a change in a situationIt does not make a difference whether our boss comes to the meeting or not. make sense - to seem reasonableHis new proposal really does make sense. open to (something) - to be agreeable to learn or hear about new ideas or suggestionsMost members of the class were open to the teacher's ideas. pick up (something) - to get or receive somethingI will pick up my dry cleaning tomorrow. I picked up a copy of the newspaper at the station. point out (someone or something) - to explain or call attention to someone or somethingMy teacher was very kind when she pointed out the mistakes that I had made. put out (something) - to produce or make something (a product/brochure/report/paper)The company puts out a newsletter every month for the employees. regardless of (something) - without considering or thinking about something, without regard to somethingRegardless of the weather we are going to go fishing tomorrow morning. rule out (someone or something) - to decide against or eliminate someone or somethingThe police ruled out the man as a possible bank robber. run into (something - a fact/trouble/problems/difficulty) - to experience something, to encounter something

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I ran into some interesting facts when I was researching my essay. set up (something) - to establish something, to provide the money for somethingThe company set up a unique situation to test the new product. show up - to appear, to arrive, to be present"What time did your friend show up for the party?" sort of (something) - to be almost something, to be similar to something, to be not quite something"Did you finish cleaning the kitchen?" "Sort of, but not really." stick with (something) - to continue doing something, to not quit somethingMy brother has been able to stick with his trumpet lessons since he was a child. take advantage of (someone or something) - to use someone or something for one's own benefitWe took advantage of the beautiful weather and went to the beach. take over (something) - to take control of something, to take command of somethingThe large company wants to take over some of the small companies in our area. turn in (something) - to give something to someone, to hand something to someoneI arrived at school early so that I could turn in my essay. turn out - to be found or known, to prove to be trueIt turned out that more people came to the party than we expected. with respect to (something) - referring to something, concerning somethingI do not know what the company will do with respect to the old computer system. work out (for the best) - to end successfullyI hope that everything will work out for my friend when she moves to London next week.

Self-assessment Test Give the right idiom1. Nobody wanted to separate their groups. 2. The shipping company provided the money to build a new car carrier.3. The engineer encountered some trouble when he was replacing the piston.4. We decided to eliminate Monday as the day to have our meeting.5. The company would be in a better situation if the crew took onboard training. 6. I searched for the word in the dictionary.

Progress test

Exercise 1. Find the right place for the following words

Cooling Smothering Starving

Fire can be easily extinguished if minimum one element is isolated (fuel or heat or air).

Removal of fuel from fire is called ... Removal of heat from fire is called ... Removal of air from fire is called ...

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Exercise 2. Match the words with the parts of an extinguisher:

Squeeze grip nozzleFill capCarrying handleDry chemicalHosePuncture leverPull pin/sealCartridge guard assemblyCO2 cartridge

Answers to self-assessment test1. Nobody wanted to break up their groups. 2. The shipping company provided the money to set up a new car carrier.3. The mechanic ran into trouble when he was replacing the piston.4. We decided to rule out Monday as the day to have our meeting.5. The company would be better off if the crew took onboard training. 6. I looked up the word in the dictionary.

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References 1. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-0, Nautica Press, Constana;2. Logie, Vivers, Nisbet, Marlins Study Pack 2 (book and two audio cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5)4. http://www.brighthub.com/engineering/marine/articles5. http://www.idiomconnection.com/mostfrequent.html

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Unit 6

Special Events

Objectives of Unit 66.1 Briefing on operation of main engine and auxiliary equipment6.2 Briefing on welding on board Self-assessment testProgress testAnswers to self-assessment testReferences

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OBJECTIVES OF UNIT 6

The main objectives are:

discuss aspects of safety and risk in the workplace give warnings and advice concerning safe working practice on board give reasons for the selection of materials, equipment and tools for

maintenance and repair work use maritime English vocabulary

6.1 Briefing on operation of main engine and auxiliary equipment

Special events. 1Engine alarm at ... UTC/local time due to ....... 2 Speed reduced at ... UTC/local time due to ....... 3 Engine(s)stopped at ... UTC/local time due to ....... 4 Course altered at ... UTC/local time due to ..... 5 Master/Chief Engineer called at ... UTC/local time due to ... .

Briefing on temperatures, pressures and soundings. 1 ...(equipment) temperature ... degrees (centigrade).. 1.1 ... temperature below/ above normal.. 1.2 ... temperature critical.. 2 ...(equipment) pressure ... kilopounds/bars.. 2.1 ... pressure below/ above normal.. 2.2 ... pressure critical.. 3 Ballast/fresh water/fuel/ oil/slop sounding ... metres/ cubic metres.

Briefing on operation of main engine and auxiliary equipment . 1 (present) revolutions of main engine(s) ... per minute.. 2 (present) output of main/ auxiliary engine(s) ... kilowatts.. 3 (present) pitch of propeller(s) ... degrees.. 4 Problems with machinery/ main engine(s)/ auxiliary engine(s).. 5 No problems with ... .. 6 Call watch engineer (if problems continue).. 6.1 Call watch engineer ... minutes before arrival at approach/at ... UTC/local time.

Briefing on pumping of fuel, ballast water, etc.. 1 No pumping at present.. 2 Filled (no.) ... double bottom tank(s).. 3 Discharged (no.) ... double bottom tank(s).. 4 Filled (no.) ... tank(s).. 5. Transferring fuel/ballast/ fresh water/ oil from (no.) ... tank(s) to (no.) ... tank(s).. 6 Require further generator to operate additional pump(s).

Special machinery events and repairs 50

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. 1 Breakdown of main engine(s) (at ... UTC/local time)..

. 2 Total blackout (at ... UTC/local time).

. 3 Main engine(s) stopped ... at ... UTC/local time due to ... ..

. 4 Speed reduced (at ... UTC/local time) due to ... .

. 5 Call Master/ Chief Engineer if revolutions of main engine(s) below ... per minute.

Propulsion system. 1 Is engine diesel or turbine?. 2 Is engine - room manned or is engine on bridge control?. 3 How long does it take to change engine from ahead to astern?. 4 How long does it take to start engine from stopped?. 5 Is extra power available in emergency?. 6 Do you have controllable or fixed pitch propeller?. 7 Do you have right - hand or left - hand propeller?. 8 Do you have single propeller or twin propellers?. 9 Do you have bow thruster or stern thruster?.10 What is maximum manoeuvring power ahead/astern?.11 What are maximum revolutions ahead/astern?.12 Do twin propellers turn inward or outward when going ahead?

6.2 Briefing on welding on board

WELDING SAFETY PRECAUTIONS. Accidents frequently occur in welding operations, and in many instances, they result in serious injury to the welder or other personnel working in the immediate area. What many welders fail to realize is that accidents often occur NOT because of a lack of protective accidents equipment, but because of carelessness, lack of knowledge, and the misuse of available equipment. You, the welder, should have a thorough KNOWLEDGE of safety precautions relating to the job. But that is not all. You should also consider it a responsibility to carefully OBSERVE the applicable safety precautions. In welding, being careless can cause serious injury not only to yourself, but to others as well. Bear in mind that safety precautions for the operation of welding equipment vary considerably because of the different types of equipment involved. To prevent injury to personnel, extreme caution should be exercised when using any types of welding equipment. Injury can result from fire, explosions, electric shock, or harmful agents. Both the general and specific safety precautions listed below must be strictly observed by workers who weld or cut metals. a. Do not permit unauthorized persons to use welding or cutting equipment. b. Do not weld in a room with wooden floors, unless the floors are protected from hot metal by means of fire resistant fabric, sand, or other fireproof material. Be sure that hot sparks or hot metal will not fall on the operator or on any welding equipment components. c. Remove all flammable material, such as cotton, oil, gasoline, etc., from the vicinity of welding. d. Before welding or cutting, warm those in close proximity who are not protected to wear proper clothing or goggles. e. Remove any assembled parts from the component being welded that may become warped or otherwise damaged by the welding process. f. Do not leave hot rejected electrode stubs, steel scrap, or tools on the floor or around the welding equipment. Accidents and/or fires may occur. g. Keep a suitable fire extinguisher nearby at all times. Ensure the fire extinguisher is in operable condition. h. Mark all hot metal after welding operations are completed. Soapstone is commonly used for this purpose.

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General precautions on operating metal arc-welding equipment. For specific instructions on the operation, maintenance, and care of individual equipment, use the equipment manufacturers instruction manual as a guide. In regard to general precautions, know your equipment and how to operate it. Use only approved welding equipment, and see that it is kept in good, clean condition. Before you start to work, make sure that the welding machine frame is grounded, that neither terminal of the welding generator is bonded to the frame, and that all electrical connections are securely made. The ground connection must be attached firmly to the work, not merely laid loosely upon it. Keep welding cables dry and free of oil or grease. Keep cables in good condition, and, at all times, take appropriate steps to protect them from damage. If it is necessary to carry cables some distance from the machines, run the cables overhead, if possible, and use adequate supporting devices. When you use a portable machine, take care to see that the primary supply cable is laid separately so that it does not become entangled with the welding supply cable. Any portable equipment mounted on wheels should be securely blocked to prevent accidental movement during the welding operations. When you stop work for any appreciable length of time, be SURE to de-energize the equipment. When not in use, the equipment should be completely disconnected from the source of power.

Self-assessment Test

Exercise. Insert the words in the right place:

tools / cylinders / wet / condition/ up / no / non-slip

1. ... welding in ... areas

2. Wear ... shoes

3. Keep ... in good ...

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4. Tie ... gas ...

Progress testExercise. Answer the questions:1. What are the most frequent causes of accidents?2. What must you do before you start work?3. What should you do when the equipment is not in use?4. Do you have to use the manufacturers instruction manual?

Answers to self-assessment testExercise. Insert the words in the right place:

tools / cylinders / wet / condition/ up / no / non-slip

1. no welding in wet areas

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2. Wear non-slip shoes.

3. Keep tools in good condition.

4. Tie up gas cylinders.

References 1. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and 2 audio cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6)2. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-0, Nautica Press, Constana;3. http://www.elefanweld.com/welding-techniques/welding-safety-precaution.html4. http://www.fortunecity.com/village/lind/247/weld_book/Ch2.htm

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Unit 7

Function of Auxiliary Machinery

Objectives of Unit 77.1 Auxiliary machinery7.2 Change of state verbs7.3 ComparisonsSelf-assessment testProgress testAnswers to self-assessment test References

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OBJECTIVES OF UNIT 7

The main objectives are:

differentiate between the auxiliary machinery describe the characteristics of each auxiliary machinery understand changes of state verbs make comparative forms

7.1 Auxiliary machinery

We usually have a purpose for reading a passage. If we know nothing about a subject, our purpose may be to gain a general knowledge of it. Later we may want to read about aspects of it in greater detail. Comprehension will be made easier by giving ourselves a definite purpose based on our understanding of what the passage is going to be about from the title and the introductory paragraph. This purpose will help focus our attention.

Read through this passage and note down (1) the different functions that auxiliary machinery is designed to carry out and (2) examples of the equipment designed to carry out those functions.

Besides running and maintaining the main propulsion machinery of the ship, the Engineer Officer has a great deal of auxilia