PREFATA

Acest curs este destinat studenţilor de anul I, specializarea navigaţie, frecvenţă redusă. Avînd
in vedere particularităţile acestei forme de învăţămînt, cursul a fost elaborat pentru studiul
individual. Cursul este alcătuit din opt unităţi cu următoarea structură: tema unităţii,
vocabularul de specialitate aferent temei; gramatică-teorie; exerciţii de vocabular şi de
gramatică cu răspunsuri, test de autoevaluare cu cheie. Exerciţiile şi testele sunt precedate de
instrucţiuni clare privind cerinţele pentru rezolvarea sarcinilor (tasks).
Obiectivele cursului sunt: dezvoltarea şi perfecţionarea capacităţilor de înţelegere şi exprimare
orală, citire şi scriere în limba engleză, dezvoltarea şi perfecţionarea priceperilor şi
deprinderilor de folosire corectă, oral şi in scris, a limbii engleze, extinderea vocabularului,
însuşirea şi aplicarea normelor gramaticale în exprimarea situativă conform tematicii prezentate
în unitatea de studiu; extinderea vocabularului prin însuşirea termenilor tehnico-marinăresti
referitor la nomenclatura navei, aparatură. Echipamente şi instalaţiile de la bord, însuşirea
cuvintelor şi expressilor standard recomandate de convenţia STCW 98 pentru traficul maritim.
Vreau să aduc mulţumiri colegelor mele Camelia Alibec şi Ana Ion, care au contribuit la partea
de gramatică a acestui curs precum şi doamnei Daniela Ursea de la Centrul de Calcul pentru
elaborarea în format electronic al acestui curs.
Contents:

1.Unit.1. Ship Structure;The Noun;Vocabulary Practice;Vocabulary Practice-Answer

Key;GrammarPractice; Grammar Practice Answer-Key;Self-Test; Self-Test Answer-Key
2.Unit.2. Ship’s Dimensions;Articles and other determiners;Vocabulary Practice;Vocabulary
Practice-Answer Key;Grammar Practice; Grammar Practice-Answer Key; Self-Test; Self-Test
Answer-Key.
3.Unit.3. Directions.Terms Relating to Position in a
Ship;Adjectives:kind,position,comparison;Vocabulary Practice; Vocabulary practice Answer
Key;Grammar Practice;Grammar Practice-Answer Key;Self-Test;Self-Test Answer key.
4.Unit.4. Propulsion, Steering and the Bridge;Adverbs:kind, position,comparison;Vocabulary
Practice;Vocabulary Practice-Answer Key;Grammar Practice;Grammar Practice-
AnswerKey;Self-Test;Self-Test Answer Key
5.Unit.5. NavalEquipment: Ground Tackle;The Simple Present and the Present
Continuous;Vocabulary Practice/Vocabulary Practice Answer-Key;Grammar Practice;
Grammar Practice Answer Key;Self-Test;Self-Test Answer Key.
6. Unit.6. Naval Equipment:Signal Lights, Flags and Bells;The Present Perfect Simple and
Continuous;Vocabulary Practice;Vocabulary Practice-Answer Key;Grammar
Practice;Grammar Practice-Answer key;Self-Test;Self-Test;Answer Key
7. Unit.7.Seamanship:Different Types of Rope; The Simple Past Tense and Past Tense
Continuous; Vocabulary Practice; Vocabulary Practice-Answer Key;Grammar
Practice;Grammar practice-Answer Key; Self-Test;Self-Test Answer Key.
8. Unit.8. Manning:The Traditional Organization of a ship’s Crew;The Simple Past Perfect
and The Past Perfect Continuous;Vocabulary Practice; Vocabulary Practice-Answer
Key;Grammar Practice; Grammar Practice-Answer Key;Self-Test;Self-Test Answer Key.

Unit 1.
 SHIP STRUCTURE

Objectives: After studying the topic presented in the course book the learners should be able
to: identify the main parts of a hull on a layout; recognise, match and label the various decks
and name their functions; give Romanian equivalents to the English terms relating to the hull
and decks.

1. General Structure of the Ship

The main body of the ship is called the hull. The hull consists of an inside framework and an
outside skin called shell plating. At the base of the hull is a heavy metal plate called the keel.
When the ship is at sea this part of the ship is under water. To make it easier to refer to parts of
the ship, the hull is divided into three areas or parts. They are the forward, amidships and
after parts. The forward part is nearest the bow. The after part is nearest the stern. Amidships
is in the centre part of the ship.
Identify the main parts of the hull in the diagram below:

In the bow, the hull is attached to the stem post. In the stern, the hull is attached to the
sternpost. The hull is divided into a number of watertight compartments. Decks divide the
hull horizontally and bulkheads divide it vertically. Deck beams support the decks and
stanchions support the bulkheads.
Label the deck beams and the stanchions on the diagram below:

Cargoes are stored in cargo holds. Cargo holds are usually situated at the bottom of the ship.
Within the hull, decks are given a special name,i.e. between decks (often called simply tween
decks). There may be upper tween decks and lower tween decks above the holds.
Bulkheads are partitions that can run either transversely (across the ship) or longitudinally (fore
and aft) sometimes bulkheads are built so that they are completely watertight. This makes it
possible either to carry liquid cargoes, or to seal off the ship if water should break in. The
bulkhead nearest the stem must be very strong. If the ship is damaged it must remain watertight.
This bulkhead is called the collision bulkhead.

Besides the space for cargo the hull also contains the engine room, which is situated at the
after end of the ship, and a number of tanks: at the fore end of the ship is the forepeak tank,
and at the after end of the ship is the after peak tank. These tanks are used for storing fresh
water and ballast water. At the bottom of the ship is the double bottom tank, which is used for
storing fuel and water ballast.

If you look at the after part of the ship’s hull, you can see small round openings in the ship’s
side. These let light and air into the cabins, the crew’s quarters. The openings are called
portholes.

Now look at the diagram below:

The diagram shows you the upper deck, which is the deck covering the top of the hull, and the
bulwarks at the fore and after end of the hull. The bulwark is an extension of the hull plating,
which rises above the top of the upper deck. They act as a barrier against the force of the waves.
Along the edge of the remainder of the upper deck, especially amidships, you will find a line
of guard rails. These are made up of vertical posts called guard stanchions which are linked
together by either wires or tubes. These protect the passengers and crew from falling overboard.

1.2. As stated previously, ships are divided off into different levels called decks. The upper
deck is the deck which is level with the top of the hull. Modern ships also have decks forward
and aft above the upper deck and these are called the forecastle deck and poop deck.
Amidships above the level of the upper deck is the superstructure. On a cargo ship the
superstructure is usually quite small. The superstructure consists of several decks each with a
different
purpose. In the
diagram
below the four
decks are
named.

The lowest of the four decks of the superstructure is called the bridge deck. The crew’s quarters
and the galley are on this deck. The next deck is the upper bridge deck or saloon deck. Hare
are cabins for the passengers and a lounge and saloon for their use. Above the saloon deck is
the boat deck. On this deck the officers have their accommodation and so does the captain. On
the boat deck you can also find lifeboats, which are raised and lowered into the water by davits.
The highest deck in the superstructure is called the navigation bridge. This is the nerve centre
of the ship. The wheelhouse is here and so is the chart room and the radio room. The navigation
bridge is where the ship is steered or conned from.

Look at the diagram below and name the four decks of the superstructure labelled as A to D.
What are the decks E and F called ?

On which deck are the following found?

(a) Lifeboats
(b) Wheelhouse
(c) Galley
(d) Passenger’s accommodation
(e) Crew’s quarters
(f) Captain’s cabin.
2. VOCABULARY

Hull = coca, corp de nava; osatura, carcasa

Keel= chila
Bow= prova
Stern = pupa
Forward = partea din fata a navei, inainta, in prova
Amidships = la cantrul/mijlocul navei; in axul navei; la cuplul maestru
After = din(spre) pupa; la/spre pupa; inapoi
Hold = magazie/hambar (de nava)
Deck = punte de nava, coverta
Bulkhead =perete etans de nava, perete de compartimentare (de regula transversal)
Between deck (‘tween deck) = intrepunte (spatiu)
Watertight compartment = compartiment etans
Collision bulkhead = perete de coliziune/de forpic; perete de pic prova
Stem post= etrava
Sternpost =etambou
Porthole =iublou
Bulwark = parapet, falsbord; spargeval de punte
Guard stanchion = baston de balustrada
Upper deck = punte superioara
Forecastle deck = puntea teuga
Poop deck =puntea dunata
Superstructure = suprastructura
Fore =prova; extremitate prova; // spre prova; in/la prova, dinspre prova
Aft = pupa// la/spre/dinspre pupa, din pupa
Bridge deck = punte de comanda/navigatie
Boat deck = punte a barcilor; punte de promenadă (la navele de pasageri)
Upper bridge deck= punte superioară
Crew quarters = cabinele echipajului
Galley = bucătărie (pe nava)
Saloon deck= punte de clasa întîia (la navele de pasageri)
Lounge = careu
Accommodation = cabine, spatiu de locuit pentru ofiteri
Lifeboats = bărci de salvare
Wheelhouse = camera a timonei
Funnel = coş

3. Answer key to questions in unit 1.

I.
a) stanchions
b) deck beams
c) bulkheads
d) decks

II
A bridge deck
B upper bridge deck
C boat deck
D navigation deck
E forecastle
F poop deck
III.
a) boat deck
b) navigation bridge
c) bridge deck
d) upper bridge deck
e) bridge deck
f) boat deck

4. THE NOUN

What is a noun?
A noun is a word that names a person, place, or thing. The word noun comes from the Latin
word nomen, which means name. Nouns are of different kinds: common nouns, proper nouns,
abstract nouns, compound nouns and collective nouns.
Proper nouns name a specific person, place, or thing. They are written with capital letters –
Bob, Bucharest, Britain, Monday, April, Mars, the War of the Roses, etc.
The days of the week and the months of the year are always written with capital letters (unlike
in the Romanian language) and also the names of nationalities and languages, no matter the
position in the sentence.
Some proper nouns have become common nouns, therefore they are not written with capital
letters anymore. Here there are examples of: objects named after their place of origin (china,
holland, oxfords) or objects named after those who invented, discovered, inspired them (a
hovercraft, a mackintosh, an Oscar, a tommy-private in the army, a volt, a watt).
Common nouns name any one of a class of person, place, or thing: boy, city, dog, family, food,
water, happiness. They are divided into the following groups, according to their meaning:
Abstract nouns name actions, states, sensations, senses, relations, considered to be notions.
They refer to intangible items. Examples: joy, love, friendship, greatness, labour, rest, force,
etc.
Concrete nouns name objects, plants, things, phenomena and events, which we are aware of
using our senses. They refer to tangible items. Examples: moon, lion, tree, John, rain.
Collective nouns name groups of people or things: audience, family, team, crowd, council,
association, government, crew, congress, the public, etc.
Compound nouns are two or more nouns that function as a single unit. A compound noun can
be two individual words (time capsule), hyphenated words (great-uncle), combined words
(basketball).
Another important criterion in selecting nouns is their countability. According to this, we can
divide nouns into: countable and uncountable nouns.
Count nouns refer to things that we can count; they have singular and plural forms and can be
preceded by the definite article a, an. Examples: one (a) cat, two cats, flowers, children families,
days, birds, crowds, etc.
Uncountable nouns name objects that cannot be counted, they do not have plural form and do
not get the definite article. In this category we have: names of sports (football, tennis, rugby),
material or concrete mass nouns (steam, smoke, meat, silver), natural products (fat, marmalade,
milk, oil), fruit, vegetables and cereals (corn, maize, rice, rye, celery, spinach, cabbage),
abstract mass nouns (admiration, applause, age, homework, peace, youth).
! Note that nouns that are uncountable in English may be count nouns in other languages
(information, advice), or there are nouns used only in the plural form even when we are talking
about one item (trousers, clothes, jeans). We have to use a partitive noun with of when referring
to a single item (a pair of trousers, an item of clothes, a pair of jeans).
Gender of nouns
Gender is the grammatical category specific to nouns and it represents the form of nouns to
show sex difference, when speaking about animates, and the absence of gender when speaking
about inanimates.
English grammar has 3 types of gender:
Gender of personal nouns: - masculine gender: man, actor, landlord, hero, bull, brother
- feminine gender: woman, actress, landlady, heroine, cow,
sister.
This type of gender can be expressed in 3 ways:
a) lexically - with the help of different words: brother/ sister, king/ queen, man/ woman, uncle/
aunt.
b) morphologically – by adding a suffix to the masculine form (actress, hostess, princess,
goddess, waitress, heroine).
- by adding a suffix to the feminine form (widow- widower, bride-
bridegroom)
c) common gender – one form for both masculine and feminine: artist, cook, doctor,
friend, musician, cousin, parent, person, student, teacher, writer.
Gender of animate nouns – animate nouns are classified into:
a) names of big animals, which are generally of male gender (horse). There can be a
distinction male-female: horse (stallion-mare); deer (stag-hind); sheep (ram-ewe), or adding
suffixes (lion-lioness, tiger-tigress).
b) names of small animals, which are neuter, being replaced by it. In some cases there are
lexical differences: cock-hen, gander-goose, dog-bitch. There are also special gender words: he
goat-she goat, Tom cat-she cat, male frog-female frog.
Gender of inanimate nouns – these nouns are neuter: Where is my umbrella? It is in my bag/
The truth will emerge; it always does.

Case of nouns
Case is the way in which a noun can be given a change of spelling (an inflection), which
indicates that the noun has a particular function in a clause, Case is used to denote the
syntactical functions of nouns.
The nominative case – for the nouns which are subjects in a sentence (My boy is waiting for
his friend), or predicates (He is a teacher).
The accusative case – is the case of the direct object (I ate an ice-cream an hour ago).
If there is only one object in the sentence, this is a direct object in the accusative (Shut the
window, please); if there are two objects, both could be direct objects in the accusative (I asked
him a question), or one indirect object in the dative and one direct object in the accusative (I
lent her my umbrella).
The following verbs are followed by two accusatives: ask, envy, excuse, give, forgive, offer,
save, strike, etc.
The dative case – is the case of the indirect object. It is marked by the prepositions to and for
(She gave some sweets to the children/ I bought a present for my mother).
The genitive case – expresses possession and the syntactical function of attribute. There are
several types of genitive:

a) The ‘s genitive (synthetic genitive) operates as follows: for singular nouns (girl’s
dress, Ann’s bag, teacher’s book), for irregular plural nouns (men’s car, children’s
toys), for plural nouns (boys’ cars, Dickens’ life).
b) The of genitive – is used as an equivalent of the ‘s genitive (the plays
of Shakespeare). It is used with nouns, names of things (the title of the book), with geographical
places (the city of London), for emphasizing (the arrival of his grandfather), with names of
small animals (the tail of the mouse).
c) The implicit genitive – no ‘s: audience participation, student hostel, afternoon tea (this
type of genitive is used in contemporary English, especially in journalism).
d) The double genitive – ‘s genitive + of genitive with names of people (this joke of
Peter’s).
The vocative case – Bob, hurry up! / Have you got a minute, Mr. Brown?

Number in nouns
Singular number is used when the noun refers to one item. Plural number is used when the
noun refers to more than one item. Count nouns have both singular and plural forms.
Uncountable nouns and mass nouns do not normally have a plural form.
The regular plural ending of an English noun is –s (cat-cats, ship-ships, sailor-sailors).
These are the exceptions to the normal pattern:
Singular noun ending Plural noun ending
-s, -ss, -ch, -x, -zz -es`
examples: focus-focuses, princess-princesses, church-churches, box-boxes, buzz-buzzes
-o -s or –es
examples: hero-heroes, piano-pianos, potato-potatoes
consonant + y -ies
examples: baby-babies, hobby-hobbies, spy-spies
vowel + y -s
examples: boy-boys, key-keys, ray-rays, play-plays
-f -s or –ves
examples: thief-thieves, wolf-wolves, leaf-leaves, roof-roofs, dwarf-dwarfs/ dwarves
-fe -ves
examples: life-lives, knife-knives
Irregular plurals
Some nouns have two plural forms (fish-fish/ fishes). Some of them have the same form in the
singular and plural (a sheep-ten sheep, a deer-ten deer). A few change a vowel to form the
plural (man-men, woman-women, foot-feet, goose-geese, tooth-teeth, mouse-mice, louse-lice).
Some nouns form the plural in –en (child-children, ox-oxen).
Compound nouns normally form the plural by adding –s to the last word of the compound (a
girl friend-two girl friends, a bookcase-two bookcases). A compound noun formed from a verb
and an adverb adds –s to the last word (a take-away/ two take-always), but a compound noun
formed from a noun and an adverb makes the first word plural (a passer-by/ two passers-by).
Compound nouns with man or woman as the first word make both words plural (a manservant-
two menservants, a woman doctor- two woman doctors).
Some nouns referring to clothes and tools where two equal parts are joined together (trousers,
binoculars, scissors) are treated as being plural and are followed by a verb in the plural (My
trousers are torn/ The scissors are on the table). To talk about one of these items we use the
expression a pair of…(John bought a pair of jeans). To talk about more than one we talk about
however many pairs of…(Martina bought five pairs of tights).
When used as ordinary numbers, words such as dozen, thousands, million have no plural form
(nine million stars/ two dozen glasses). When used to mean an indefinitely large number, they
do have a plural form, which can be used as a partitive (There are thousands of people here/ I
saw dozens of children in the playground).
Foreign plurals
Nouns that have come into English from foreign languages can:
- keep the plural form of the language they come from (an axis-two axes, a crisis-two
crises, a thesis-two theses, datum-data)
- have plural formed according to the rules for plural in English in preference to the
foreign plurals (a memorandum-two memorandums/ memoranda, a stadium-two stadiums/
stadia)
- have two plurals: one from the foreign language and the other formed according to the
rules for plural in English (an index-indexes/ indices, a formula-formulas/ formulae)
The foreign plural is usually kept for scientific or specialized use.
5. Vocabulary practice

1. Answer the following questions.

a).What is the large part of a ship below the main deck consisting of an inside framework ?
b).What is the main structural part that goes along the bottom of a ship?
c). How is the hull divided?
d). Where is the cargo stowed?
e). What are the spaces contained between decks within the hull called?
f). What are the vertical partitions called?
g). How do you call the windows of the ship?
h). How do you call the deck which is level with the top of the hull?
i). What is there amidships above the level of the upper deck?

2. Complete the following statements with one or two words.

a. In the bow, the hull is attached to the ……

b. In the stern, the hull is attached to the….
c. The role of the … …is to seal off the ship if water should break in.
d. At the fore end of the ship is the… …..
e. At the after end of the ship is the … ….
f. At the bottom of the ship is the … …. tank.
g. The…. Is an extension of the hull plating , which rises above the top of the upper deck.
h. … …., which protect the passengers and crew from falling overboard, are linked together by
either wires or tubes.

3. Fill in the blanks. Use the words below.

Poop, forecastle, decks, holds, upper, above, superstructure, cargo, fore, aft

On the cargo ship, the main body of the ship, the hull, is divided into…which contain…..
The deck at the top of the hull is called the…deck. Above the upper deck are the…deck and the
…decks. The poop deck is…and the forecastle is…Amidships…the level of the upper deck is
the….On a cargo ship the superstructure is usually quite small. The superstructure consists of
several…each with a different purpose.

4. Are these statements TRUE (T) or FALSE (F)? Circle the right answer.
a. The upperdeck houses the crew’s quarters. T/F
b. The galley is where the food is prepared. T/F
c. The upper bridge deck contains passengers’ cabins. T/F
d. The crew’s quarters are in the holds. T/F
e. The upper bridge deck is sometimes called the saloon deck. T/F
f. The galley is in the upper bridge deck. T/F

6. Vocabulary practice -Answer Key

1.
a. the hull
a. the keel
b. into watertight compartments
c. into the holds
d. between decks or tween decks
e. bulkheads
f. portholes
g. main deck or upper deck
h. the superstructure

2.

a. stempost
b. sternpost
c. collision bulkhead
d. forepeak tank
e. afterpeak tank
f. double bottom tank
g. bulwark
h. guard stanchions

3.
Holds; cargo; upper; forecastle; poop; aft; fore; above; superstructure;
Decks
4.

a.) F; b.) T; c.) T; d.) F; e) T; f) F

7. Grammar Practice: The Noun

Exercise 1. Use a collective noun for the following:

1. father, mother, sons and daughters;
2. the eleven players in a game of football;
3. a multitude of persons;
4. the group of sailors working on a ship or boat;
5. scores of sheep together.

Exercise 2. Use a compound noun to illustrate:

1. a desk for writing at;
2. an engine driven by steam;
3. a wall made of stone;
4. a man who makes a wall by laying bricks one on top of the other;
5. a machine for washing clothes;
6. a box for holding matches;
7. a room in which you sleep;
8. a room in which you wash;
9. a pen containing ink in it;
10.a railway carriage in which people can take their meals.

Exercise 3. Give the plural of the following nouns .Use them in sentences.
a) bus, town, woman, box, fly, key, bee, Englishman. tooth, wish, goose, city, potato, book,
child, leaf, life, foot, apple, toy, ball, wolf, safe, ox.
b) brush, thief, Chinese, German, donkey, shelf, fish, cliff, Swiss, inch, sheep, louse, bamboo,
handkerchief, axe, proof, phenomenon, dynamo, means, piano.
c) echo, loaf, niece, half, chief, volcano, Japanese, deer, mouse,
knife, birth, daughter, buffalo, atlas.
 Exercise 4. Fill in the gaps with the most suitable noun:
Model: a . . . of cards; a pack of cards:
1. a ... of boots; 2. a …of sheep; 3. a …of cattle; 4. a …of hounds; 5. a …of birds; 6. a …of
mosquitoes; 7. a… of fish; 8. a… of trousers; 9. a…of swine; 10. a …of robbers; 11. a… of
stockings; 12. a … of whales; 13. a … of footballers; 14. a… of wolves; 15. an… at a
concert; 16. a … of flowers; 17. a … of lies;

Exercise 5. Give the feminine correspondents of the following masculine nouns:

a) man, father, brother, milkman, Englishman, son-in-law,. sportsman, nephew, boy, Mr.,
husband, uncle, chairman.
b) widower, wizard, waiter, bachelor, lord, king, bridegroom, hero, dog, bull, horse,
gander, ram, peacock ,drone.
c) duke, prince, actor, god, host, waiter, manager, tzar, sultan, poet, nephew, vixen.

Exercise 6. Form nouns by adding the appropriate noun-forming suffixes to the following
adjectives:

SUFFIX 1 2 3
-ness short existential mean
-ism cruel foolish childish
-th sane social anxious
-dom gay short long
-(i)ty/iety free wide strong

Exercise 7. Give the corresponding nouns for the following verbs and adjectives:
o To bleed, to bath, to sing, to believe, to breathe, to feed, to lose, to live, to prove, to choose;
o Broad, deep, long, strong, wide, new.

Exercise 8. Use the saxon genitive (‘s) in the following sentences:

1. He knows nothing about the climate of this country. 2. Do you know the name of the typist
of the manager? 3. The new car of the friend of his cousin is a Dacia 1300. 4. Jane doesn’t know
the time table of her daughter. 5. She does not doubt the good intentions of the parents of her
husband. 6. You can easily notice die first signs of spring. 7. The dresses of the shop-girls are
the best advertisment. 8. They all welcomed the protection of the police. 9. These are the best
plays of 0.8. Shaw. 10. He has been studying the folklore of Scotland for several years. 11. The
parents of all the children are present at the meeting. 12. She won’t say a word about the purpose
of her life. 13. The industry of Romania is in full swing. 14. The high note of the nightingale
can be easily heard.

Exercise 9.Translate into Romanian:

1. We’ve run out of orange juice; you’d better go to the grocer’s and buy some.
2. My husband’s new suit is not ready yet; it is still at the tailor’s.
3. When you go to UK don’t miss the chance to go to Madame Tussaud’s.
4. They usually buy fresh fruits at the greengrocer’s every Monday morning.
5. Have you ever seen St. James’s?
6. They decided to go to the lawyer’s tomorrow at noon.
7. On your way home you might stop at the tobacconist’s and buy some cigarettes for
me.
8. I have been an employee at Ford’s for twenty years.
9. I’ll go to the hairdresser’s later.
10 Before my coming back home, I dropped into the baker’s where I bought a loaf of soft
bread and these delicious rolls.
Exercise 10. Translate into English paying attention to the genitive case:
1. Străzile acestui oraş sunt foarte largi.
2. Căsătoria copiilor prietenilor mei a avut loc acum două săptămâni.
3. Acesta este noul profesor de matematică al fiului meu.
4. Înainte de a începe orele, am făcut o plimbare de douăzeci de minute.
5. Personalul acestei companii este format din treizeci de oameni.
6. In intervalul de o lună care urmează, terminăm toate examenele.
7. La vârsta lui, o călătorie de zece ore cu trenul trebuie să fie foarte obositoare.
8. Nu trebuie să uităm niciodată de drepturile celor săraci.
9. 0 aşteptare de cinci minute nu mai contează.
10. Ziarul de ieri a publicat multe ştiri interesante.

Exercise 11. Form derivative nouns from the following —

● Verbs:
1. to decide 2.to approve 3. to discuss 4. to refer 5.
to discover 6. to teach
7. to weigh 8.to grow 9. to pay 10. to perform 11.to limit 12. to betray.
● Adjectives:
1.national 2.wise 3. likely 4. free 5. great 6. weak 7. kind 8. happy 9. true 10. deep 11.high
12.warm
● Nouns:
1.dictator 2. friend 3. scholar 4. leader 5. child 6. piano 7. music 8. mathematics 9.science
10. host 11. widow 12. waiter.

Exercise 12. Rewrite in the plural:

1. This is a box. 2. That’s a lorry. 3. Where’s the knife? 4. Is it your watch? 5. This is a new
house.6. That’s an old chimney. 7. That isn’t my dress. 8. That’s a shoe. 9. Who’s this man?
10. He’s a farmer and this is his wife. 11. That’s a row of people. 12. Is it a new bridge?13.
There is a match in the box. 14. There’s no child in their family.15. Is there a dictionary on his
desk? 16. Is there a desk in that room? 17. The face of that woman is attractive. 18.The house
isn’t large but it’s comfortable. 19. Who’s that person? 20. Which book is yours?

Exercise 13. Put into the singular:

1. Balls are round. 2. Houses have roofs. 3. These are phonemes. 4. Foxes are animals.5. Roses
are beautiful flowers. 6. Watches are small clocks. 7. Dogs have tails. 8. Those boys are good
friends. 9. These are simple sentences. 10. These aren’t boxes. 11. The children are at school.
12. These are my notebooks. 13. My friends want to study German. 14.His brothers work hard
all day. 15. Housewives have to work very hard. 16. Children receive a lot of pleasure from this
game. 17. They live in small houses. 18. The postmen bring letters three times a day. 19. The
boys wake up at six. 20. There are some pictures on the walls.

Exercise 14. Match A and B in order to obtain compound nouns. Use them in sentences:
arm sitter
bottle pages
fast heating
Yellow chair
lawn directory
telephone mower
chewing conditioner
central bag
air opener
 tea food
alarm gum
post clock
baby stop
heart tale
burglar attack
fairy office
credit lenses
bus card
bank alarm
contact account

Exercise 15.Underline the nouns in the texts and put the plural ones in the singular:
1. Thieves stole the cameras and videos from two shops in Stapleton Road yesterday. They also
took several boxes of video cassettes and hundreds of audio cassettes.

2. Two police officers were injured in a fight last night. One policeman lost four teeth. Three
other people were also injured. The police were called to the Central car park where there was
a fight involving about two dozen young men and women. Dozens of cars and two buses were
damaged.
Example: pl. thieves = sg. thief

Exercise 16. Complete the sentences with the plural form of the words in brackets:
My hotel’s a bit primitive. I’ve seen (1 mouse)_____ in my room! And there are (2 fly)_____
everywhere during the day and (3 mosquito) _____ at night. But the (4 beach) _____ are
beautiful.
There are a lot of old (5 church) _____ on the island and I’ve taken lots of (6 photo) _____ of
them.
Every day I buy two small (7 loaf) _____ of bread and some (8 fruit) _____ , usually (9 peach)
_____ , (10 orange) _____ and (11 tomato) _____ . but the (12 shelf) _____ in the shops are
almost empty, so yesterday I went fishing and caught two (13 fish) _____ for my lunch.
There aren’t any (14 bus) _____ so I walk everywhere. My (15 foot) _____ really hurt. I want
to go into the mountains. They say there are (16 wolf) _____ there.
The (17 person) _____ are very friendly. Sometimes (18 family) _____ come out to say hello
when I walk past. The (19 man) _____ have two or three (20 wife) _____ and dozens of (21
child) _____. I don’t think their (22 life) _____ have changed for (23 century) _____. It’s
certainly one of the most unspoilt (24 country) _____ I’ve ever been to.

Exercise 17.Which are the 15 countable nouns in this news report?

Hi! You’re listening to GWR Radio. What a terrible morning! There have been several
accidents on the roads. A number of people were hurt in an accident on the M 32 motorway
when two cars crashed near Junction 4. And there are a few problems for rail travellers. Many
trains between cities in the west and London are running twenty to thirty minutes late.

Exercise 18. What are the eight uncountable nouns in the news report of the explosion at
Brislington?
An explosion has destroyed a chemical factory in Brislington. Thanks to the courage of the
firefighters no one was hurt. The air around the factory is still thick with smoke, and for their
own safety, residents have been told not to drink the water. Residents are worried about their
children’s health and the damage to the environment caused by the explosion.
Noun + verb agreement
Exercise 19. Choose the right form of the verbs in brackets:

1. His family (is/ are) in Bucharest now.

2. The news (was/ were) a great surprise for all of us.
3. People (rush/ rushes) home when the day’s work is over.
4. Our football team (plays/ play) this evening.
5. Your group (is/ are) made up of thirty students.
6. The audience (is/are) listening to the piano player.
7. The cattle (is/are) entering the ranch yard.
8. The committee (agrees/agree) with all the changes.
9. The furniture in my daughter’s room (is/are) new and modern.
10. The crew of the ship (was/were) gathered on the upper deck.
11. The parliament (is/are) voting a new law.
12. The luggage (was/were placed) on the luggage rack.
13. Where (is/are) my glasses?
14. Mathematics(is/are) his favourite subject at school.
15. My cousin’s trousers (is/are) very expensive.
16. Proceedings of the conference (is/are) published within a week.
17. The particulars of the witness (is/are) taken down by a young policeman.
18. There (is/are) enough money in the drawer.
19. Measles (is/are) a very dangerous catching disease.
20. The customs (is/are) not far from here.

Exercise 20.. Choose the correct form of the verb:

1. Clothes (isn’t/ aren’t) cheap nowadays.
2 People (doesn’t/ don’t) buy clothes that are too expensive.
3 60 pounds (is/ are) a lot of money for a pair of jeans.
4. The government (is/ are) trying to keep prices low.

Exercise 21. Choose the correct verb forms:

His clothes (1 are/ is) _____ very old. His trousers (2 has got/ have got) _____ holes in them
and his glasses (3 are/ is) _____ broken. All his belongings (4 is/ are) _____ in a bag on his
back. The police often (5 stops/ stop) _____ him and (6 asks/ ask) _____ him questions. People
(7 avoid/ avoids) _____ him in the streets. His earnings (8 are/ is) _____ very small. He gets
40 pounds a week from social security. For him 40 pounds (9 is/ are) _____ a lot of money.
“I’m not interested in possessions,” he says, “mathematics (10 are/ is) _____ my passion.”

8. Keys of the exercises

Exercise 1. 1 family, 2 team, 3 crowd, 4 crew, 5 flock.

Exercise 2. writing-desk, steam-engine, stone wall, bricklayer, washing machine, mach-box,

bedroom, bathroom, fountain-pen, dining car.

Exercise 3. a) buses, towns, women, boxes, flies, keys, bees, Englishmen, teeth, wishes, geese,
cities, potatoes, books, children, leaves, lives, feet, apples, toys, balls, wolves, safes, oxen.
b) brushes, thieves, Chinese, Germans, donkeys, shelves, fishes, cliffs, Swiss, inches, sheep,
lice, bamboos, handkerchiefs, axes, proofs, phenomena, dynamos, means, pianos.
c) echoes, loaves, nieces, halves, chiefs, volcanoes, Japanese, deer, mice, knives, births,
daughters, buffaloes, atlases.
Exercise 4. pair, flock, herd, pack, flight, cloud, shoal, pair, herd, gang, pair, school, team, pack,
audience, bunch, pack.

Exercise 5.. a) woman, mother, sister, milkwoman, Englishwoman, daughter-in-law,

sportswoman, niece, girl, Mrs., wife, aunt, chairwoman.
b) widow, witch, waitress, spinster, lady, queen, bride, heroine, bitch, cow, mare, goose,
sheep, hen, bee.
c)duchess, princess, actress, goddess, hostess, waitress, manageress, tzarina, sultana, poetess,
niece, fox.

Exercise 6. 1. shortness, cruelty, sanity, gaiety, freedom

2. existentialism, foolishness, socialism, shortness, width,
3. meanness, childishness, anxiety, length, strength

Exercise 7. blood, bath, song, belief, breath, food, loss, life, proof, choice,
Breadth, depth, length, strength, width, novelty.

Exercise 8.1.He knows nothing about this country’s climate. 2. Do you know the name of the
manager’s typist? 3. The new car of his cousin’s friend is a Dacia 1300. 4. Jane doesn’t know
her daughter’s time table. 5. She does not doubt the good intentions of her husband’s parents.
6. You can easily notice the spring’s first signs . 7. The shop-girls’dresses are the best
advertisment. 8. They all welcomed the police’s protection. 9. These are G.B. Shaw’s best
plays . 10. He has been studying Scotland’s folklore for several years. 11. All the children’s
parents are present at the meeting. 12. She won’t say a word about her life’s purpose. 13.
Romania’s industry is in full swing. 14. The nightingale’s high note can be easily heard.

Exercise 9.
1. Nu mai avem suc de portocale; mai bine te-ai duce la băcănie sa cumperi.
2. Costumul cel nou al soţului meu nu este gata încă; se afla la croitorie.
3. Când mergi in Regatul Unit, sa nu pierzi ocazia sa mergi la muzeul Tussaud.
4. De regulă, ei cumpără fructe proaspete de la aprozar in fiecare luni dimineaţa.
5. Ai văzut vreodata palatul St. James?
6. Ei s-au decis sa meargă la biroul de avocatura mâine la amiaza.
7. In drumul tău către casa, te-ai putea opri la tutungerie sa-mi cumperi nişte ţigări.
8. Sunt angajat al firmei Ford de 20 de ani.
9. Mă voi duce la coafor mai târziu.
10. Înainte de a mă întoarce acasă, am trecut pe la brutărie, de unde am cumpărat o pâine
proaspătă şi aceste delicioase cornuri.

Exercise 10
1. The streets of this town are very large.
2. The marriage of my friends’ children took place two weeks ago.
3. This is my son’s new teacher of mathematics.
4. Before starting my classes, I took a twenty minutes’ walk.
5. The staff of this company is made up of thirty people.
6. In the next month’s interval we are going to finish all our exams.
7. At this age, a ten hours’ travel by train must be tiresome.
8. We must never forget about the poor’s rights.
9. A five minutes’ wait does not matter any longer.
10. The yesterday’s newspaper published many interesting news.

Exercise 11.
o Decision, approval, discussion, reference, discovery, teacher, weight, growth, payment,
performance, limitation, betrayal,
o Nationalism, wisdom, likelihood, freedom, greatness, weakness, kindness, happiness,
truth, depth, height, warmth
o dictatorship, friendship, scholarship, leadership, childhood, pianist, musician,
mathematician, scientist, hospitality, widowhood, waiting.

Exercise 12.
1. These are boxes. 2. Those are lorries. 3. Where are the knives? 4. Are they your watches? 5.
These are new houses. 6. Those are old chimneys. 7. Those aren’t my dresses. 8. Those are
shoes. 9. Who are these men? 10. They are farmers and these are their wives. 11. Those are
rows of people. 12. Are they new bridges? 13. There are matches in the boxes. 14. There are no
children in their family. 15. Are there dictionaries on his desk? 16. Are there desks in that room?
17. The faces of those women are attractive. 18. The houses aren’t large, but they are
comfortable. 19. Who are those persons? 20. Which are your books?

Exercise 13.
1. The ball is round. 2. The house has a roof. 3. This is a phoneme. 4. The fox is an animal. 5.
The rose is a beautiful flower. 6.A watch is a small clock. 7. The dog has a tail. 8. That boy is
a good friend to the other one. 9. This is a simple sentence. 10. This isn’t a box. 11. The child
is at school. 12. This is my notebook. 13. My friend wants to study German. 14. His brother
works hard all day. 15.A housewife has to work very hard. 16. A child receives a lot of pleasure
from this game. 17. He lives in a small house. 18. The postman brings letters three times a day.
19. The boy wakes up at six. 20. It is a picture on the wall.

Exercise 14. armchair, bottle- opener, fast-food, yellow pages, lawn mower, telephone
directory, chewing gum, central heating, air conditioner, tea bag, alarm clock, post office,
babysitter, heart attack, burglar alarm, fairy tale, credit card, bus stop, bank account, contact
lenses.

Exercise 15.. 1. camera, video, shop, box, cassette, hundred.

2. officer, tooth, person, man, woman, dozen, car, bus.

Exercise 16. 1 mice, 2 flies, 3 mosquitoes, 4 beaches, 5 churches, 6 photos, 7 loaves, 8 fruit, 9
peaches, 10 oranges, 11 tomatoes, 12 shelves, 13 fish, 14 buses, 15 feet, 16 wolves, 17 people,
18 families, 19 men, 20 wives, 21 children, 22 lives, 23 centuries, 24 countries

Exercise 19. radio, morning, accidents, roads, people, accident, motorway, cars, junction
problems, rail, travellers, trains, cities, minutes.

Exercise 20. courage, air, smoke, safety, water, health, damage, environment.

Exercise 21. 1.are, 2.was, 3.rush, 4.play, 5.is made up, 6.are listening to, 7.are entering, 8.agree,
9.is, 10.were gathered, 11.are voting, 12.was placed, 13.are, 14.is, 15.are, 16.are published,
17.are taken down, 18. is, 19. is, 20.is.

Exercise 22. 1 aren’t, 2 don’t, 3 is, 4 is/ are trying,

Exercise 23. 1 are, 2 have got, 3 are, 4 are, 5 stop, 6 ask, 7 avoid, 8 are, 9 is, 10 is.

Unit.1 Self-Test
 ! You are awarded one point (1p) for each correct answer. If your score is
lower than 30p you’ll have to go back to unit 1 and revise the vocabulary or grammar
problems you were wrong about. After revising the unit, go through the test again. If your
score is above 30p you may pass on to the next unit. Good luck!

I. Fill in the blanks with the appropriate term(s)

1. The main body of the ship is called…

2. The hull consists of an inside……….
3. The forward part is nearest the……..
4. The after part is nearest the………..
5. In the bow, the hull is attached to the…
6. In the stern, the hull is attached to the…
7. The hull is divided into a number of… ….
8……divide the hull horizontally.
9. ….divide the hull vertically.
10…..support the bulkheads. 10p

II. Answer the following questions:

1. Where are cargoes stored?

2. What are the special names given to the decks within the hull?
3. What is the purpose of the collision bulkhead?
4. What is the name of the tank at the fore end of the ship?
5. What is the name of the tank at the after end of the ship?
6. What is the purpose of the double bottom tank?
7. How do you call the deck covering the top of the hull?
8. What is the bulwark?
9. How do you call the decks which are forward and aft above the upper deck?
10. What are guard stanchions?
10p

III. Are these statements TRUE(T) or FALSE (F). Circle the correct answer.

1. The lowest of the four decks of the superstructure is called the upper bridge deck T/F
2. Above the saloon deck is the boat deck. T/F
3. The highest deck in the superstructure is called the navigation bridge. T/F
4. The bridge deck is where the ship is steered or conned from. T/F
5. The galley is the ship’s kitchen. T/F
6. The crew’s quarters and the galley are on the boat deck T/F

6p

IV. Each pair of words contains one countable noun and one uncountable noun. Draw
up two columns and put the nouns into the appropriate column.

1. accommodation/flat; 2. desk/ furniture; 3.bag/luggage; 4. work/ ob; 5. travel/trip; 6. trouble/

problem; 7.fact/information 8. chance/ luck; 9. advice /suggestion; 10. knowledge /capability;
11. news /headline; 12. dollar/ money; 13. hour/ time; 14. scenery/ landscape

14p
V. Most of these sentences have a mistake in them. Correct them, or if there is no
mistake, write RIGHT.

1. I believe it’s very difficult to find a cheap accommodation in London.

……to find cheap accommodation……
2. We’re looking for a place to rent……….RIGHT
3. We’re late because they’re re-surfacing the motorway and the traffics are terrible.
4. He was asked to leave the college because of a bad behaviour at the end of term party.
5. I’m going to phone my brother to wish him good luck for his driving test.
6. I think it’s a pity Rebecca had her hairs cut short because she looked much more
attractive before.
7. As an old friend, may I give you an advice?
8. It’s not a bad room but the furnitures take up too much space.
9. If we don’t have up-to-date information, how can we make sensible decisions?
10. Fortunately, the check-up was less unpleasant experience than I had expected.
11. All the luggages are here in the corridor.
12. Peter doesn’t like milk in his tea.
10p

Unit 1. Self-Test-Answer Key

I.
1. the hull
2. framework
3. the bow
4. the stern
5. stempost
6. sternpost
7. watertight compartments
8. decks
9. bulkheads
10. stanchions

II.

1. in the holds
2. between decks or tween decks
to seal off the ship if water should break in
3. forepeak tank
4. afterpeak tank
5. to store fuel and water ballast
6. upper deck
7. an extension of the hull platin8g, which rises above the top of the upper deck
8. vertical posts which are linked together by either wires or tubes
9. forecastle deck and poop deck
III.

1.F; 2.T; 3.T; 4.F; 5.T; 6.F

IV.
 Countable Uncountable nouns
Flat accommodation
Desk furniture
Bag luggage
Job work
Trip travel
Problem trouble
Fact information
Suggestion advice
Dollar money
Landscape scenery
Chance luck
Knowledge capability
Headline news

V.

3……the traffic is terrible.

4……because of bad behaviour…
5……RIGHT
6……Rebecca had her hair cut short
7……the furniture takes up too much space.
8……I give you some advice?/…a piece of advice?
9…….RIGHT
10…..was a less experience than I had expected
11….the luggage
12….RIGHT

UNIT 2
SHIP’S DIMENSIONS

Objectives: After studying the unit in the course book, the learner should be able to: define the
ship’s dimensions; identify the ship’s dimensions on a diagram; discriminate among the
different patterns used for expressing measurements.
A ship’s size and capacity can be described in two ways-linear dimensions or tonnage. Each is
completely different yet interrelated. A ship’s measurement is expressed in feet and inches-
linear dimensions. A ship is a three dimensional structure having length, width and depth.

LENGTH
A ship’s length is measured in different ways for ship’s officers, for architects and designers,
and for registry. Terms used for technical or registry purposes include registered length,
tonnage length, floodable length, and length by ABS rules. We mention these terms for
familiarization only. The more commonly used length measurements-length overall, length
between perpendiculars, and length on load waterline are discussed as follows.

1.1.Length Overall (LOA)

A ship’s Length Overall is measured in feet and inches from the extreme forward end of the
bow to the extreme aft end of the stern. Watercraft operators must be familiar with this and
similar dimensions to safely manoeuvre the ship. The dimension is commonly found in lists of
ship’s data for each vessel.

1.1.2.Length Between Perpendiculars (LBP)

A ship’s Length Between Perpendiculars is measured in feet and inches from the forward
surface of the stem, or main bow perpendicular member, to the after surface of the sternpost, or
main stern perpendicular member. On some types of vessels this is, for all practical purposes,
a waterline measurement.

1.13. Length on Load Waterline (LWL)

A ship’s Length on Load Waterline is an important dimension because length at the waterline
is a key factor in the complex problem of speed, resistance, and friction. On vessels with a
counter stern, the LWL and LBP can be the same or about the same. On a ship with a cruiser
stern, the LWL is greater than the LBP
Consider the diagram below. Can you state which lines show the LOA and the LBP of this
vessel?

1.2. WIDTH

A ship’s width or, more properly a ship’s breadth is expressed in a number of ways and, like
length, for a number of reasons.

1.2.1. Maximum/Extreme Breadth

A ship’s maximum/extreme breadth is measured in feet and inches from the most
outboard point on one side to the most outboard point on the other at the widest point on the
ship.

1.2.2. Beam
 The beam of a ship is the width of the ship (over the plating) taken at any position along
the length. When giving a brief summary of ship’s measurements there is a tendency to use
the term beam for maximum/extreme breadth.

1.3. DEPTH

The depth of a vessel involves several important vertical dimensions. They involve terms like
freeboard, draft, draft marks, and load lines. The vessel’s depth is measured vertically from
the lowest point of the hull, ordinarily from the bottom of the keel, to the side of any deck that
you may choose as a reference point.

1.3.1. Freeboard

When a ship floats, a large part of it is below the waterline. The waterline is the line at which a
ship floats in the water, depending on its load. The vertical distance from the waterline to the
edge of the lowest outside deck is the freeboard.

1.3.2. Draft/Draught

The vertical distance form the waterline to the lowest part of the ship’s bottom is the draft. The
draft is also the least depth of water in which a ship will float. The draft of a ship will vary
according to the weight with which it is loaded. A fully-loaded ship will have a deeper draft
than when unloaded. An unloaded ship will have a shallow draft. There may be a difference
between the ship’s draft aft and her draft forward according to the weight of the load carried.
Large vessels are usually vessels of deep draft or hampered vessels. They have to comply with
maritime international regulations relating to the maximum draft permitted in various navigable
areas.

1.3.3. Draft marks and load lines

A vessel that was overloaded might become unstable and sink. To stop that from
happening there are very strict laws governing the loading of ships. On the side of every vessel
there is painted a line (like the one in the drawing) which shows the safe level at which the ship
floats in water of different densities. The vessel must never be loaded so that this line goes
below the level of the water. This safety line carries the name of the man who advocated it-
Samuel Plimsoll. It is called the Plimsoll Line. A set of marks are painted on the bows, the stern
and amidships. These marks show the vertical height of the hull from the underside of the keel
to just the load line. These marks are called draft marks.
Look at the diagram below and identify the lines which show the freeboard, draft, waterline,
height, and extreme breadth.

1.3.4.Trim and List

The relation of the length of the draft and the bow and stern is called the trim. The ship in the
figure below is horizontal, so we say it’s in trim. Sometimes either the bow or stern is lower in
the water than it should be. Then we say the ship is out of trim. When this happens we say that
the ship is trimmed by the head or trimmed by the stern/down by the head or down by the stern.
If the ship is out of balance from left to right, she is said to have a list. The ship may have a list
to port/starboard of….degrees. In order to upright the ship you have to transfer fuel/ ballast
water/ fresh water/oil from one tank to another to correct the list. If cargo is not properly lashed,
it may shift and cause a list of the ship to port or starboard. In this case you have to move the
cargo to correct the list.
Study the diagram below showing some important ship dimensions:

1.4. EXPRESSING GENERAL DIMENSIONS

1.4.1. Study the table below

Noun Adjective
length long
width wide
breadth broad
depth deep
height high

1.4.2. We can describe the length, breadth, depth and height of an object by using four different
patterns:

1. The beam is three metres in length.

2. The beam has a length of three metres.
3. The length of the beam is three metres.
4. The beam is three metres long.

In order to describe the radius, diameter or the circumference of an object you will have to use
only the patterns 1,2 and 3.

1.4.3. We can describe the dimensions of a ship using the following patterns:

1. The ship’s overall length (LOA) is 146 metres.

2. The overall length (LOA) of the ship is 146 metres.
3. The ship has an overall length (LOA) of 146 metres.

1.5. Words and Phrases

Length = lungime
LOA(length overall) = lungime maxima
LBP(length between perpendiculars) = lungime a navei între perpendiculare
LWL( length on load waterline) = lungime a navei la linia de plutire de încărcare
Width = lăţime
Breadth = lîţime a navei
Beam = lăşime maximă (a navei); traversul navei
Depth = adîncime(a apei);înal]ţime a bordului; pescaj
Freeboard = bordul liber
Draught/draft = pescaj
Draught /draft forward =pescaj prova
Draught/draft aft = pescaj pupa
Draught/draft marks = scara de pescaj/încărcare
Load lines = marca de încarcare, marca de bord liber
Plimsoll line/mark = semn Plimsoll, marca de bord liber
Trim = asieta, diferenţa de pescaj; înclinare longitudinală
Trimmed by the bow/head/stem = (nava) aprovată
Trimmed by the stern = (nava) apupată
List = canarisire, înclinare transversală permanentă/statică, unghi de canarisire/a se înclina, a
se canarisi
To have/take a list = a (se) canarisi

2. THE ARTICLE AND OTHER DETERMINERS

DETERMINERS
Definite article - the man
Indefinite article - a tree, an apple
Zero article - men, trees, apples
DEMONSTRATIVE ADJECTIVES - this newspaper,
- that magazine
- these/those ships
POSSESSIVE ADJECTIVES - my/your/his/her/its
our/their uniform
INTERROGATIVE ADJECTIVES - what/which/ whose
book do you want?
INDEFINITE ADJECTIVES - each student, every
day, some books,
any officer, no rules,
either side,
neither sailor
PREDETERMINERS preceed the determiners:
a) all the books, both my children, both of these features, half these cadets
b) multiplicative numerals: twice the amount, three times the sum
c) fractions: one-third the time, three quarters the total
POSTDETERMINERS
a) ordinal numerals: the first three important events
b) the other name, the next duty station, the last shipment
THE ARTICLE is the part of speech which induvidualize objects and phenomena in a
linguistic context; it does not have any flexionary forms; it works as a determiner.
The definite article: THE
Functions: it is used to express a unique reference
a) deictic function: with nouns whose preference is immediately understood by
the speakers within a context- in a room: the door, the window: Close the
window, will you?; in a forest: The ground is covered with dry leaves; in a city:
Can you tell me how to get to the harbour?
b) anaphoric function: with nouns which were previously mentioned:
I bought a book yesterday; the book is interesting.
c) cataphoric function: when the definite determination is after the noun, expressed by
a relative clause: The man who is commanding the ship is the master of that ship.
d) generic function: the noun is used in a general way, as representing a whole class: The
horse is a useful animal.
The definite article used with: proper nouns- the UK, the USA, the University of
Bucharest; plural nouns- the Browns, the Alps, the Carpathians; geographical
names: the Danube, the Olt, the Suez Canal, the Sahara; names of institutions:
the Lido (Hotel), the National Theatre, the British Museum; newspapers: the
Times, the Guardian; names of ships: the Transylvania.
The indefinite article: A, AN
Functions: a) epiphoric function: to introduce a word which was not mentioned
previously: There is a young officer waiting for you.
b) numerical function: the indefinite article has the meaning of one
She bought a dress, two blouses, and an umbrella.
A/one hundred people are on this ship.
 c) generic function: to represent an entire class of objects or beings
An officer is a gentleman.
The zero article: She drinks *tea every day; *Clothes do not make the name;
In these situation the absence of the article(*) is equal to the presence of it.
Functions: 1) generic function: I like coffee/ literature/long walks.
2) for the unique reference of proper nouns and some common nouns in
different contexts: Peter and Mary will go to school in autumn.
Proper nouns used with the zero article:
a) names of people: Peter, Dr. Smith, Lord Nelson, father, uncle
b) time divisons: Monday, January, Christmas
c) geographical names: Asia, England, Paris
d) proper nouns followed by common nouns: Bran Castle, Oxford Street
Other determiners: The demonstrative adjective: this/that/these/those
It determines a noun, saying how far or close is from the speaker.
Functions: a) deictic function (space or time orientation in a context)
This is my desk./ What are those people doing?
b) anaphoric function:I saw an English teacher in his new car. This car is
really something.
c) cataphoric function: These little children are very pretty.
d) emotional function: (to highlight the determined noun)
This Tom Brown is always playing the piano at night.
The possessive adjective –replaces the possessor and determines the name of the possessed
object: Peter’s stamp collection is valuable. His stamp collection is valuable.
Possessives are used to specify the ownership of an item or, if the noun refers to something
animate, to specify a relationship: Mr. Smith was my teacher when I was a student in the
Academy.
The possessive phrase acts just like a possessive word but is a noun or noun phrase ending in
‘s or s’. A possessive phrase acts as a possessive determiner but may itself include one of the
other determiners: Sally’s new job; a good day’s work; the residents’ dining room; the
visitors’ room.
*the body parts are always preceded by the possessive adjective (my hand, his leg, her arm)
and clothes items also(his coat, her gloves, my uniform).

3.Vocabulary practice

I. Answer the following questions.

1. How is a ship’s measurement expressed?

2. What does LOA stand for?
3. What does LBP stand for?
4. What does LWL stand for?
5. What is the ship’s maximum breadth?
6. What is meant by the beam of a ship?
7. How do you measure a vessel’s depth?
8. What is the freeboard?
9. What is the draft of a vessel?
10. What does in trim mean?

II. Complete the following statements with the appropriate term(s).

1. The painted line which shows the safe level at which the ship floats in water of
different densities is called the…..Line.
2. The …of a ship is the width of the ship (over the plating) taken at any position along
the length.
3. When either the bow or stern is lower in the water than it should be, we say the ship
is… … …
4. If the ship is out of balance from left to right, she is said to have a…
5. A…is the line at which a ship floats in the water.

III. Describe the dimensions of these objects in as many ways as possible:

1. CONTAINER : height:2.44m; length:12.2m; width:2.44m
2.TANK : depth:3m
3. LIFEBUOY : inner circumference:229mm; outer circumference:381mm
4. BEAM : thickness: 10mm
5. PISTON RING: circumference: 2500m

IV. Translate the following sentences into English.

1. Am pescaj maxim 6m, bord liber 2m si inaltimea 12m.

2. Pescajul prova este de 25 picioare, pescajul pupa este de 27 picioare, bordul liber 9
picioare si inaltimea 38 picioare.
3. Nava mea este aprovata.
4. Nava “Osiris” este stinjenita de pescaj.
5. Am o inclinare de 10 grade spre babord.
6. Care este lungimea maxima?
7. Care este pescajul maxim actual?
8. Pescajul maxim permis este de 20m
9. Lungimea maxima a navei este de 146m
10. Tancul are o adincime de 3m.

4.Vocabulary Practice-answer key

I. Answer the following questions

1 A ship’s measurement is expressed in feet and inches.

2 LOA stands for length overall.
3 LBP stands for length between perpendiculars.
4 LWL stands for length on load waterline
5 A ship’s maximum breadth is measured in feet and inches from the most outboard point
on one side to the most outboard point on the other at the widest point on the ship.
6 The beam of a ship is the width of the ship (over the plating0 taken at any position
along the length.
7 A vessel’s depth is measured vertically from the lowest point of the hull, ordinarily
from the bottom of the keel, to the side of any deck that you may choose as reference point.
8 The vertical distance from the waterline to the edge of the lowest outside deck is the
freeboard.
9 The vertical distance from the waterline to the lowest part of the ship’s bottom is the
draft.
10 The relation of the length of the draft and the bow and stern is called the trim.

II. Fill in the blanks with appropriate term(s).

1. The Plimsoll Line

2. beam
3. out of trim
4. list
5. waterline

III. Describe the dimensions of these objects in as many ways as possible.

1. The height of the container is 2.44m/The container is 2.44m high

2. The length of the container is 12.2m/The container is 12.2m long
3. The width of the container is 2.44m/The container is 2.44m wide
4. The height of the tank is 3m
5. The lifebuoy has an inner circumference of 229mmm/The inner circumference of the
lifebuoy is 229mm
6. The outer circumference of the lifebuoy is 381mm/The lifebuoy has an outer
circumference of 381mm
7. The beam is 10mm thick/The beam has a thickness of 10mm/The thickness of the beam
is 10mm.
8. The piston ring has a circumference of 2500mm/The circumference of the piston ring
is 2500 mm/The piston ring is 2500 mm in circumference.

IV. Translate into English

1. My maximum draft is 6m, freeboard 2m and air draft 12m.

2. My draft forward is 25 feet, draft aft is 27 feet, freeboard is 9 feet and air draft is 38
feet.
3. My vessel is trimmed by the head.
4. Vessel “Osiris” is a deep draft vessel/a hampered vessel.
5. I have a list to port of 10º/I have a list of 10º to port.
6. What is your LOA?
7. What is your present draft?
8. The maximum permitted draft is…
9. The vessel’s LOA is 146m.
10. The tank is 3m deep/The depth of the tank is 3m/The tank has a depth of 3m/The tank
is 3m in depth.

5. Grammar Practice
The Article

Exercise 1. Put the following sentences into singular:

1. Nouns are words.
2. Cities are big towns.
3. Horses are animals.
4. Roses are beautiful flowers.
5. Tables are pieces of furniture.

Exercise 2. Fill the blanks with the requested articles and translate the text:

LITTLE TOMMY AND ... HORSE

Tommy: Father, . . . teacher does not know what horse is.
Father: Why do you think so, Tommy?
Tommy: You know, I drew ... horse yesterday and showed it to ... teacher and he asked me
what it was.

Exercise 3. Fill in the blanks with the appropriate article:

1. Would you like ... cup of ... tea and ... cake?
2. It is better to tell . . . truth than tell . . . lies.
3. Where is ... hat I bought yesterday?
4. Smith, ... man I told you about, is ... very man.
5. I like to eat . . . bread and ... butter in . . . morning.
6. Little Tommy goes to ... school only in … morning.
7. He went to . . . bed with . . . bad cold.
8. He crossed ... lake in ... record time.
9. He collects . . . butterflies, . . . stamps, and … matchboxes.
10. In ... autumn of ... 2003 we went on ... excursion to . . . Danube Delta.

Exercise 4. Fill the gaps with the appropriate articles:

1. Take... little tea; it will do you ... lot of good.
2. Out of…sight, out... mind.
3. l like … lot of. . . sugar in my tea.
4 ... supper is... last meal of... day.
5. ... bad drivers are punished by … law.
6. Take ... chair and make yourself at … home; he will be back in ... minute.
7. This is . . . answer to ... problem ... teacher gave us.
8. There won’t be another train for at least … hour.
9. We had ... dinner together at ... good restaurant … yesterday.
10. ... Danube, ... Rhine and ... Thames are three important European rivers.
Exercise 5. Put the articles a, an, the into the gaps:
1. He came to see me ... last week and brought… English handbook with him.
2. … good dictionary is . . . great help to . . . students.
3. ... last night I met Tommy; he said he would come here today if . . . weather were fine.
4. Come to see me on ... Saturday at ... latest.
5. He works hard by … day and sleeps soundly at night.
6. ... help came at ... last and ... swimmer was rescued.
7. He works every ... day from . . . early morning till late at . . . night.
8. He went into ... inn and asked for ... bread and … butter.
9. By ... way, he said, where is ... shop you told me about?
10. What is … matter? Have you had ... accident?

Exercise 6. Put the articles into their correct places:

Our sun is enormous body with diameter about 108 times that of earth. It would take train,
moving at 60 miles hour; over five years to travel round its circumference. But those little
pinpoints of light we call stars are also suns, and some of them are very much larger and brighter
than one which warms our earth. One of them has diameter three hundred times greater than
that of our sun. Of thousands of millions of stars, which can be seen through powerful telescope,
only six thousand or so are visible to naked eye, and their distance from earth is so tremendous
that their combined light is only about hundredth of that shed by full moon.
(The Children’s New Illustrated Encyclopedia)
Exercise 7. Fill in the blanks with the right articles:
When ... sea was not too rough we were often out in … little rubber boat ... taking
photographs. I shall not forget ... first time ... sea was so calm that two men felt like … putting
... balloon-like little thing into … water and ... going for ... row. They had hardly got clear of
… raft when they dropped ... little oars and sat ... roaring with ... laughter. And as ... waves
lifted them away and they disappeared and reappeared among … seas, they laughed so loud ...
every time they caught … glimpse of us that their voices rang out over ... desolate Pacific. We
looked round us with ... mixed feelings, and saw ... nothing comic but our own ... bearded faces;
but as ... two in ... boat should be accustomed to those by now; we began to have ... suspicion
that they had suddenly gone mad. Sunstroke, perhaps ... two fellows could hardly get … back
on ... board ... Kon-Tiki for sheer laughter, and gasping, with tears in their eyes, begged us just
to go and see for ourselves.
Two of us jumped down into ... dancing rubber boat, and were caught by ... sea which lifted us
clear. We sat down at ... once and roared with ... laughter. We had never before had ... outside
view of ... ourselves in… open sea. ... raft looked exactly like … old Norwegian hay-loft lying
helpless, drifting about in ... open sea, … hay-loft full of ... sunburnt bearded ruffians. If anyone
had come paddling after us at ... sea in ... bath we should have felt ... same spontaneous urge to
... laughter.
(Thor Heyerdahl)

Exercise 8. Fill in the spaces with the definite article wherever necessary:
1. She is not ... Mrs. Smith I am looking for.
2. My parents live on ... upper floor of an old house; when ... wind blows, all ... windows rattle.
3. ... Carpathians are not so high as ... Alps.
4. ... Danube is Romania’s longest river.
5. ... clock in ... dining room is just striking
6. ... room Helen rushes into as soon as she arrives home is ... kitchen.
7. Spring is ... first season of ... year.
8. “I’d like to see Mr. Smith, please.” “Do you mean ... Mr. Smith who works in our department
or ... Mr. Smith ... sales manager?”
9. ... British Library is one of ... largest libraries all over ... world.
10. What is... French for ... “boy”?
11. ... Mike you met at my place yesterday was not ... Mike I was talking about a week
before.
12. I have never feared ... death but ... death of my father was ... greatest loss of my life.
13. Ask them to come downstairs when ... breakfast is ready.
14. ... Eatons have also been invited to ... diner at ... Ritz.
15. She goes to school in ... morning and plays tennis in ... afternoon.
16. She has always said that ...English language is difficult.
17. On ... Sundays I like to stay in ... bed till ... noon and spend ... time reading ... Sunday
papers and magazines.
18. Up to a point, Creangă is Mark Twain of ... Romanian literature.
19. I have always appreciated ... sublime of ...landscapes in ... Alps.
20. If you leave ... home at 7 you can reach ... school in ... time.
21. My mother comes to ... school sometimes to speak to ... headmaster.

Exercise 9. Put the indefinite article a or an in the blanks wherever necessary:

1.We usually have ... lunch at 1 o’clock, which, as ... rule, consists of three courses: ...salad, ...
dish and ... sweet.
2.Go to the grocer’s and buy ... dozen oranges and ... pound of coffee beans.
3.The Smiths I am talking about live in ... wonderful house and drive ... new Ford.
4.... old man suffering from ... cold should be given hot tea three times ... day.
5.What ... name to give to ... cat!
6.There was once ... lonely old woman who lived in ... hut in the outskirts of ... large town.
7. What ... hot day for November! It’s such ... pity we can’t go for ... hike or take ... long walk
in the wood.
8.Jack! ... Mr. Thomson wants to see you at once!
9.Our friends gave us ... wonderful supper at the ambassador.
10.She needs ... moment’s peace after such ... bad piece of news.
11.The youngster was driving with sixty miles ... hour when all of ... sudden ... deer crossed the
motorway. He stopped ... few moments later and fled in ... panic without taking ... back look.
12.He was puzzled that he should be in his office at ... time when the General Manager was so
busy.
13.During the installation of ... newly selected government there may appear many ... surprise.
14.Mr. Sydney did not appear to be ... man who was making ... joke.
15.He was not ... addicted smoker but, now and then, late at ... night, he was longing for ...
cigarette.
Exercise 10. Fill in the spaces with the definite, indefinite or zero article wherever necessary:
1.Good ... morning ..., uncle, said ... boy with ... large smile on his face.
2. From ... photos of ... friends and ... relatives, Mr. Abbot selected ... picture of ... Nick Price,
... man who had come to visit them, sometime in ... early ‘50.
3. She put ... book back on ... piano and went to look out of ... window.
4. His voice was low and carefully modulated — ... voice of ... man self-conscious about ...
impression he made. “Have you ever been to ... Argentine?” he asked with ... undertone of ...
regret in his voice. .
5. Most ... critics admit that ... writer we are talking about is ... new Shaw of ... English literature.
6. Let me offer you ... cup of ... coffee, Professor.
7. He speaks ... French and ... English quite fluently but he has never been to ... France or ...
United Kingdom.
8. ... sky was starry, ... moon was shining brightly and ... night was so warm and lovely that all
... guests decided, all of ... sudden, to take ... bath in ... cool waves of ... Atlantic 0cean.
9. That was not ... sort of ... remark expected of ... right sort of ... chap who
studied at ... UCLA.
10. Nick was reminded of ... joke he had heard at his club at ... lunch.
11. He had ... terrible feeling that ... operation was going to be ... Waterloo of his career.
12. You may go either to ... National Theatre to see ... play or to ... Capitol Cinema to see ...
film.
13. ... Prime Minister picked up ... telephone and changed his day’s appointments to make ...
time to see ... deputy secretary in ... Cabinet Office. 14. ... few days later we went to ... Henry’s
dinner at ... Ritz where we met ... old Mr. Snow who claimed to be ... uncle of my wife.
15. Such ... power and ... freedom of ...decision had only five times before been given to ...
American president.

Exercise 11. Here are some expressions with the noun hand, preceded by the definite,
indefinite or zero article:

a. to bite the hand that feeds one; to give smb. the glad hand; the hidden hand; by the left
hand; to have/get the upper hand; the skip’s hand; a picture by the same hand; on the right
hand; on the one hand; on the other hand; at the best hand; to be on the growing hand.
b. to have a free hand; to have an open hand; not to lift a hand; with a heavy hand; a hand for;
an old hand at; a good hand at/in; a poor/bad hand at; to have a hand like a foot; a cool hand;
to have a hand in smth.; to take a hand at a game; to make a (good/ fine/fair) hand.
c. hand in hand; the matter in hand; to take in hand; light in hand; at hand; by hand; to bind
hand and foot; supplies on hand; to have a free hand; to have an open hand; to shake hands;
clean hands; off hand; hand and glove; hand over; from hand to mouth; out of hand; at first
hand; second hand; from good hands.
A. Choose some of them and make sentences of your own.
B. Find some more new set expressions and build up sentences of your own.

Exercise 12. Put the definite or the indefinite article into the blank spaces where necessary.
Translate the jokes.

A) (1. ...) landlord was sitting with his shephard on (2. ...) hill commanding (3. ...) fine view of
(4. ...) valley. Seeing (5. ...) flock of (6. ...) sheep at (7. ...) rest in (8. ...) shadiest nook, he
observed to his companion, “John, if I were (9. ... ) sheep, I would prefer to lie in(10. ...) sun.”
“Ah, my lord,” retorted (11. ...) shepherd, “were you (12. ...) sheep, you would have more
sense.”

B) “If (1. ...) earthquake engulfed England, (2. ...) English would manage to meet among (3. ...)
ruins and organize (4. ...) dinner just to celebrate (5. ...) painful event.” That’s what (6. ... )
people of (7. ... ) other nationalities are apt to say about (8. ...) English. Should (9. ...) English
be consulted on (10. ...) subject they would say (11. ...) same thing about (12. ...) French and
their love of (13. ...) good dinners.

C) (1. ...) outside temperature being ten degrees below (2. ...) zero, it was unusually cold in (3.
...) school room.
“What is (4. ...) Latin for cold?” asked (5. ...) school-master addressing one of his boys, who
seemed to be suffering from cold more than (6. ...) others. “Oh, sir,” answered (7. ...) lad, his
hands thrust in his trousers’ pockets, “I can’t tell you for (8. ...) moment, although I have it at
my fingers’ ends.”

D)Dr. Crisp was invited to (1. ...) party in (2. ...) country place. (3. ...) dinner being late and(4.
...) company not quite to his taste, (5. ...) doctor strolled out into (6. ...) garden and then to (7.
...) nearby churchyard. When (8. ...) dinner was served at last and (9. ...) doctor had not yet
returned, one of (10. ...) guests wondered where he could have gone. (11. ...) master of (12. ...)
house, annoyed by Dr. Crisp’s (13. ...) absence, explained that (14 ) churchyard being not far
from there, (15. ...) doctor had gone to visit his former patients.

E)(1. ...) Englishman, driving in (2. ...) hackney-coach through France, was annoyed at (3. ...)
slowness of (4. ...) pace. He tried to make (5. ...) coachman drive faster but all in vain. (6. ...)
man couldn’t understand either his English or his broken French. Then it occured to (7. ...)
Englishman, both his English and his French being Greek to (8. ...) coachman, to use (9. ...)
high-sounding words that might frighten (10. ...) fellow. So he roared into his ear.
“Westmorland, Cumberland, Northumberland, Durham!” which had (11. ...) desired effect, (12.
...) coachman taking these words for some terrible threat.

F) In 1870 Mark Twain was walking along (1. ...) streets of Boston when he noticed in (2. ...)
shop window (3. ...) machine he had never seen before. He entered (4. ...) shop,asked (5. ...)
shop-assistant how (6. ...) ,,monster” functioned and bought it for 125 dollars. He brought home
(7. ...) machine he had nicknamed “(8. ...) monster” and started practising on it at once. (9. ...)
machine was (10. ...) typewriter and Mark Twain typed (l1. ...) whole book on it. When he
brought his “manuscript” to (12. ...) editor, (13. ...) latter was delighted. He made Mark Twain
promise him to bring everything he would write later on typed, on this wonderful machine.
(14. ...) Tom Sawyer was (15. ...) first book Mark Twain had typewritten.

G) You certainly know that (1. ...) waterproof coat is often called (2. ...) mackintosh. But
perhaps you don’t know that (3. ...) word is (4. ...) surname.
In (5. ...) year 1823 in (6. ...) Scotland there lived (7. ...) man whose (8. ...)name was
Charles Mackintosh. (9. ...) climate of his country being rainy, he would often get drenched to
(10. ...) skin and heartily disliked it. One day, having some rubber at his disposal, he decided to
rubberize his coat. Now he could walk outdoors in any weather, his rubberized coat protecting
him from (11. ...) rain. Most of his friends and (12. ...) friends of his friends admired (13. ...)
waterproof coat and wanted to have their own coats rubberized likewise. Soon (14. ...)
tradesmen took up his invention. (15. ...) Waterproof coats became all (16. ...) fashion and (17.
...) staple product of (18. ...) town, (19. ...) name of (2o. ...) inventor, though not (21. ...) inventor
himself, getting (22. ...) worldwide popularity.

Exercise 13. Fill in the gaps with the where necessary.

I hate 1 ___ November! It doesn’t get light till 2 ___ 8 o’clock in 3 ___ morning. Then it’s dark
again as early as 4 ___ 4 o’clock in 5 ___ afternoon. After 6 ___ Christmas, 7 ___ days start to
get a bit longer, but 8 ___ weather starts to get colder. On 9 ___ Friday 10 ___ last week, 11
___ temperature was minus 10 C. 12 ___ next week 13 ___ weather forecast is 14 ___ same.

Exercise 14. Put a or an before these words: 1 job, 2 union, 3 unusual name 4 enormous ice
cream 5 holiday, 6 honest man.
Exercise 15. Put in a/ an where necessary:
1. She works in restaurant in street near the station.
2. For lunch she only has apple and glass of milk.
3. Any’s friend works in pub. She’s barmaid. She works three evenings week. She earns £ 4.50
hour.

Exercise 16. Match the two parts of the sentences.

a. I normally go to the dentist once 1. a dozen
b. These roses cost $20 2. a litre
c. The car was doing 150 kilometers 3. a year
d. Lamb is selling at £ 7.50 4. a week
e. The Sunday Mail is published once 5. a metre
f. Electric cable costs 50 cents 6. a kilo
g. How much is the oil? ~ £ 2.50 7. a day
h. The mail is delivered twice 8. an hour

Exercise 17. Complete the sentences with a/ an or the.

1. ___ taxi they phoned for arrived late at their house.
2. ___ taxi-driver didn't say he was sorry.
3. ___ traffic jam was caused by ___ accident on___ motorway. ___ car had collided with
___ lorry.

Exercise 18. Put in the where necessary:

1. We had ___ breakfast at ___ home in London before we left.
2. ___ bus station was on 38th Street.
3. We went to ___ hotel by ___ taxi.
4. We're flying home ___ next Thursday.

Exercise 19. Complete the sentences, using the where necessary.

1. Our hotel manager went to ___ school in England, then went to ___ university in the
States.
2. The New York police arrested a man for the shooting. He was a cleaner at ___ university.
3. He'll appear in ___ court next week. He'll definitely go to ___ prison.

Exercise 20. There are seven examples of the in this text. How do you know which thing or
person the writer is referring to, in each case?a. because it is only one in the immediate
situation;
b. because it is only one anywhere;
c. because it has been referred to before, in the text;
d. because the writer is specifying which one, by adding extra information.Neil Armstrong
was the first person to set foot on the surface of the moon. The words that he said are famous:
'That's one small step for a man, one giant leap for the mankind.' He and his co-pilot Buzz
Aldrin then planted a flag and collected rocks. The flag is probably still there. The rocks have
helped the scientists understand the history of the solar system.

Exercise 21 Complete the sentences with a or an, the or no article.

1. 'How much are the leeks?' 'They're 80 pence a pound.'
2. I went to ___ wonderful concert by ___ London Symphony Orchestra.
3. ___ local school is soon to be closed.
4. I usually go to ___ work by ___ train.
5. Is ___ meat in ___ oven?
6. Is this ___ first time you've been to ___ Isle of Man?
7. He's ___ art teacher and she's ___ electrician.
8. A lot of people give ___ money to ___ charity at this time of the year.
9. What ___ beautiful face that child's got!
10. ___ British usually have ___ butter on their bread.
11. ___ life is very difficult for ___ unemployed these days.
12. ___ Leader of ___ Opposition is in danger of losing her seat at ___ next election.
13. I like to have ___ cup of ___ tea when I wake up in ___ morning.
14. I saw ___ fox this morning. I think it must have been ___ same one that I saw last week.
15. Can I have ___ apple?
16. Have you ever seen ___ Acropolis in ___ Athens?
17. ___ police have had a lot of support from ___ general public over this issue.
18. ___ shirts on ___ washing-line should be nearly dry now.
19. ___ people don't like him because of his selfish life.
20. I bought my sister ___ book and ___ bottle of ___ perfume for her birthday but I don't
think she liked ___ perfume.

6. Grammar Practice-Answer Key

Exercise 1: 1.A noun is a word. 2.A city is a big town. 3.A horse is an animal. 4.A rose is a
beautiful flower. 5.A table is a piece of furniture.

Exercise 2: the, the, a, the.

Exercise 3: 1.a ,-, a. 2. the ,-. 3. the 4. the, the 5.-, -, the 6.-, the 7.-, a 8. the, - 9.-, -, 10. the, -,
an, the.
Exercise 4: 1.a, a 2.-, - 3.a, - 4.-, the, the 5.-, the 6.a, -, a 7. the, the, the 8. an 9.-, a, -10. the, the,
the.
Exercise 5: 1.-, the(an) 2.a, a, the 3.-, the 4.-, the 5.-, - 6.-, -, the 7.-, -, - 8. an, -, - 9. the, the 10
.the, an.
Exercise 6. an enormous, a diameter, the earth, a train, an hour, the stars, the one, a diameter,
the thousands, a powerful, the naked, the earth, a hundredth, the full.
Exercise 7. the, the, -, the, the, -, the, the, -, a, the, the, -, -, the, the, -, a, the, -, -, -, the, the, a,
the, -, -, the, the, a, -, -, an, -, the, the, an, the, a, -, -, a, the, -.
Exercise 8. 1. the 2. the, the, the 3. the, the 4. the 5. the, the 6. the, the 7. -, the, the 8. the, the,
the 9. the, the, the 10. the, - 11. the, the 12. -, the, the 13. - 14. the, -, the 15. -, the, the 16. the
17. -, -, -, the, the 18. the, the 19. the, the, the 20. -, -, - 21. -, the.
Exercise 9. 1 .-, a, a, a, a 2. a, a 3. a, a 4. an, a, a 5. a, a 6. a, a, a 7. a, a, a, a 8. a 9. a 10. a, a 11.
an, a, a, a, a, a 12. a 13. a, a 14. a, a 15. an, -, a.
Exercise 10. 1. -,-,the, a, 2. the, the, -, a, -, a, the 3. the, the,the 4. the, a, the, the, an, -5. -, the,
the,the 6. a, -, 7. -, -, -, the 8. the, the,the , the, a, a, the, the 9. the, -, the, -, -10. the, - 11. the/
a,the, the 12. the, a, the, a 13. the, the, -, the, the 14 a ,the, the, the/an, the/an 15. -, -, -
, an.
Exercise 12 :
A)1.a, 2.a, 3.a, 4.the, 5.the, 6.-, 7.-, 8.the, 9.a, 10.the, 11.the, 12.a.
B)1.an, 2.the, 3.the, 4.a, 5.the, 6.-, 7.-, 8.the, 9.the, 10.the, 11.the, 12.the, 13.-.
C)1.the, 2.-, 3.the, 4.the, 5.the, 6.the, 7.the, 8.the
D)1.a, 2.a, 3.the, 4.the, 5.the, 6.the, 7.the, 8.the, 9.the, 10.the, 11.the, 12.the, 13.-, 14.the,
15.the.E)1.an, 2.a, 3.the, 4.the, 5.the, 6.the, 6.the, 7.the, 8.the, 9.-, 10.the, 11.the, 12.the.
F)1.the, 2.a, 3.a, 4.the, 5.the, 6.the, 7.the, 8.the, 9.the, 10.a, 11.a, 12.the, 13.the, 14.-,
15.the.G)1.a, 2.a, 3.the, 4.a, 5.the, 6.-, 7.a, 8.-, 9.the, 10.the, 11.the, 12.the, 13.the, 14.-, 15.-,
16.the, 17.a, 18.the, 19.the, 20.the, 21.the, 22.a.
Exercise 13. 1 -, 2 -, 3 the, 4 -, 5 the, 6 -, 7 the, 8 the, 9 -, 10 -, 11 the, 12 -, 13 the, 14 the,
Exercise 14. 1 a, 2 a, 3 an, 4 an, 5 a, 6 an
Exercise 15. 1 a restaurant, a street 2 an apple, a glass, 3 a pub, a barmaid, a week, an hour
Exercise 16. a-3, b-1, c-8, d-6, e-4, f-5, g-2, h-7
Exercise 17. 1. The, 2. The, 3. The, an, the, A, a.
Exercise 18. 1. -, -, 2. the, -, 3. the, -, 4.-
Exercise 19. 1. -, -, 2. the, 3. -, -
Exercise 20. d, d, d, c, c, d, b
Exercise 21. 1. the, a 2. a, the 3. the 4. -, -, 5. the, the, 6. the, the, 7. an, an, 8. -, -, 9. a, 10. the,
-, 11. -, the, 12. the, the, the, 13. a, -, the, 14. a, the, 15. an 16. the, -, 17. the, the, 18.

7.Self-Test

I. Match the terms in column A with their definitions in column B.

A B
1. LOA a)The relation of the length of the draft and
the bow and stern
2. Trim b) The vertical distance from the waterline to
the lowest part of the ship’s bottom
3. LBP c) It is measured from the extreme forward
end of the bow to the extreme end of the
stern.
4. Beam d) It is measured from the forward surface of
the stem to the after surface of the sternpost.
5. Draft e) The ship is out of balance from left to right
6. List f) The width of the ship(over the plating)
taken at any position along the length.
12p

II. Fill in the blanks with the appropriate term(s).

1. A ship’s --- --- ---is an important dimension because length at the waterline is a key
factor in the complex problem of speed, resistance, and friction.
2. The---is the line at which a ship floats in the water, depending on its load.
3. A set of marks are painted on the bows, the stern and amidships. These marks are
called--- ----
4. Large vessels are usually vessels of deep draft or--- ----
8p
III. Give Romanian equivalents to the following Standard Marine Communication
Phrases

1. What is your draft forward?

2. What is your present maximum draft?
3. I have a list to starboard of 10 degrees.
4. What is your freeboard?
5. The vessel is on even keel.
6. Maximum permitted draft is 20m.
7. The vessel is trimmed by the head.
8. What is your LOA?
9. What is your LBP?
10. Do you have a list? 20p

IV. Complete the table below to show which quantifiers can be used with the
countable noun ‘vessels’ and the uncountable noun ‘money’.

Quantifier Countable noun Uncountable noun

several
 no
A lot of
few
much
A little
many
A large amount
some
most
10p

8.Self-Test-answer key

I. Match the terms in column A with their definitions in column B

1c; 2a; 3d; 4f;5b;6e

II. Fill in the blanks with the appropriate term(s)

1. length on load waterline

2. waterline
3. draft marks
4. hampered vessels

III. Give Romanian equivalents the the following standard Marine Communication
Phrases

1. Care este pescajul prova?

2. Care este pescajul maxim actual?
3. Am o înclinare spre babord
4. Care este bordul liber?
5. Nava este pe chilă dreaptă
6. Pescajul maxim permis/admis
7. Nava este aprovată
8. Care este lungimea maximă?
9. Care este lungimea între perpendiculare?
10. Eşti canarisit/bandat?

IV. Complete the table below to show which quantifiers can be used with the
countable noun ‘vessels’ and the uncountable noun ‘money’.

Quantifier Countable noun Uncountable noun

several vessels
no vessels money

A lot of vessels money

few vessels
much money
A little money
many vessels
 A large amount money
some vessels money
most vessels money

Unit 3.

DIRECTIONS
TERMS RELATING TO POSITION IN A SHIP

Objectives:After studying the topic in the course book the learner should be able to:identify
directions on a diagram; compare terms used to express direction and position on board ship
with terms used on land; describe a traditional as well as a modern general cargo vessel using
terms relating to position and direction on board ship correctly.

1. One way in which the language of the sea and the language used on land are different
is in the terminology of directions. When a sailor gets on a ship he goes aboard. He doesn’t go
to the back of the ship, he goes aft. If he wants to walk toward the bow of the ship, he goes
forward .If he doesn’t find what he wants, he checks fore and aft, which means from the bow
to the stern. If that doesn’t help, he looks abaft which means further to the rear, or astern (behind
the stern). He never watches the sea from the right side of the ship, he watches from the
starboard. The left side is always called the port side. If he sees something directly off either
side of the ship, it’s located abeam. An object or area which lies across the ship from the
starboard to the port side is said to be athwartships. Anything in the centre of the ship is located
amidships. A sailor looking to either side of the ship from amidships is facing outboard.
Somebody watching him from either side has to face inboard. Something over him from any
part of the ship is above. If it’s very high, such as on a mast, it’s aloft .If it’s under him, it’s
below. Something away from the wind is lee. If it’s in a lee direction, it’s leeward.If it moves
in a lee direction, it goes leeway. If it’s near the ship, it’s close aboard.

1.1. Vocabulary

Aft = in spate, spre pupa

Forward = in fata, spre prova
Fore and aft = de-a lungul
Abaft = la pupa, aproape de pupa; inapoia, spre/catre/inspre pupa
Astern = inapoi, in spate, la/in pupa; mers inapoi; cu mers/mars inapoi
Starboard side = tribord
Port side = babord
Abeam = la travers, de la travers
Athwartships = transversal/travers pe nava; la traversul navei
Amidships = la centrul/mijlocul navei; in axul navei; la cuplul maestru; pozitie zero a cirmei
Outboard = peste bord, in exteriorul navei
Inboard = interior, in interiorul navei
Above = deasupra; in amonte
Aloft = in gabie, in arborada, sus pe verga
Below = jos, sub
Lee = bord de sub vint, zona de calm ( in bordul de sub vint al navei) ; sub vint
Leeward = bord de sub vint; a veni sub vint (despre nava);sub vint, la adapost de vint
Close aboard = foarte aproape, la mica distanta (de nava)
1.2. Look at the diagram below and identify the following directions:
( forward, aft, abaft, astern, on the port side, on the starboard side, abeam, athwartships
,amidships)
e.g. a is forward
a f
b g
c h
d e
1.3. Now study this diagram
of a traditional general cargo ship
and read the description below:

A traditional general cargo ship has her engine room and bridge superstructure amidships. She
may have three holds forward of the bridge and two holds aft of the bridge. Forward of No.1
hold is the forecastle and right forward is the jackstaff. Derricks are supported by masts and
samson posts. They are stowed fore and aft when the ship is at sea. There are two lifeboats, one
on the port side amidships another on the starboard side amidships, abaft the funnel. The poop
is situated aft and there is an ensign right aft.
1.4. Study the diagram below and read the description of a modern general cargo:

A modern general cargo ship has her engine room and bridge superstructure aft. She may have
four holds forward of the bridge and one hold aft of the bridge. Forward of No.1 hold is the
forecastle and right forward is the jackstaff. Derricks are supported by masts and Samson posts.
They are stowed fore and aft when the ship is at sea. There are two lifeboats, one on the port
side aft, another on the starboard side aft, abaft the funnel. The poop and the bridge
superstructure are combined. There is an ensign staff right aft.

1.5. Terms describing position in relation to a ship

Study the diagram below:

As you have noticed, there is a tanker at the centre of the diagram and a host of ships around
her. The position of these ships in relation to the tanker can be expressed in the following way:

a) Ship A is (dead) ahead./Ship A is ahead of the tanker.

b) Ship B is on the starboard bow.
c) Ship C is before the starboard beam.
d) Ship D is before the starboard beam.
e) Ship E is abaft the starboard beam.
f) Ship F is on the starboard quarter.
g) Ship G is (dead astern)/Ship G is astern of the tanker.
h) Ship H is on the port quarter.
i) Ship I is abaft the port beam.
j) Ship J is abeam./Ship J is on the port beam
k) Ship K is before the port beam.
l) Ship L is on the port bow.

1.5. Answer to task 1.2

a is forward ; b is aft; c is abaft; d is astern; e is on the port side; f is on the starboard; g

is abeam; h is athwartships; i is amidships
2. THE ADJECTIVE

Adjectives are words that modify and describe nouns and pronouns. They are the colour
commentators of language, the words that give your writing and speech flavour. They answer
the questions: What kind?, How much?, Which one?, How many?
What kind?……….red nose/gold ring
How much?………more sugar/little effort
Which one?………second wife/those units
How many?………several students/six cadets
There are 5 kinds of adjectives:
a) common adjectives-describe nouns and pronouns (strong man, green plant)
b) proper adjectives are formed from proper nouns ( Mexican food)
c) compound adjectives-are formed by more than one word (far-off country, teenage
person)
d) indefinite adjectives-describe general quantities;most of them were pronouns in their
first lives (another, both, each, either, all, more)
The comparison of adjectives
There are three degrees of comparison:
1) The positive degree-shows the presence of a quality, wihout making any comparison:
He is tall/She is beautiful.
2) The comparative degree-compares two objects showing the presence of quality in
three ways:
Equality- He is as kind as Jane.
Superiority- He is kinder than Jane.
Inferiority- He is less kind than Jane.
3) The superlative degree – shows that a member of a group possesses the
compared quality in its highest extent through a direct comparison-the
relative superlative: He is the cleverest of all.
or without a direct comparison-the absolute superlative: She is very clever.
● When we compare two notions we use the comparative preceded by the article the,
instead of the superlative: She is the younger and the more beautiful of the two sisters.
● Comparative and superlative- ways of formation:
The synthetic comparison- adjectives formed by one syllable form the comparative and
superlative by adding –(e)r or –(e)st: small- smaller- the smallest
Spelling: double consonants before short vowels (big-bigger-the biggest); adjectives ending in
–y (dry-drier-the driest); adjectives ending in –e, -ee lose the final –e (nice-nicer, free-freer)
The two-syllable adjectives obey the same synthetic rules: happy-happier, able-abler
The analytical comparison- the adjectives formed by two or more syllables form their
comparative and superlative using more/the most (careful-more careful-the most careful)
The comparison of equality- the adjective in the positive degree preceded by as and followed
by as: My cabin is as large as his.
The comparison of inferiority- the adjective in the positive degree preceded by not so/as and
followed by as/less….than: My assignment is not as easy as yours.
The absolute relative- is expressed by the help of: very, too, highly, extremely:
It is extremely difficult to reach the top.
The irregular comparison: good-better- the best; ill-worse- the worst;
much/many- more- the most; little- less- the least; late- later- the latest/the latter/the last;
old- older/elder- the oldest/the eldest; near- nearer- the nearest/the next;
far- farther/further the farthest/the furthest.
Syntactical functions:
● Attribute- Tom has a new uniform.
● Predicate nominative- This uniform is new.
The place of adjectives in the sentence:
- the attributes precede the noun they determine (a high mountain)
*exceptions: Ambassador Extraordinary, Secretary General, Court Martial, poet laureate
- indefinite pronouns ending in –body/one/thing are followed by the adjective: She bought
something nice/ He said nothing interesting.
- when a noun is determined by two adjectives in the comparative, one short and one long, the
short one precede the long one: She was taller and more beautiful.
- when more adjectives determine a noun, these adjectives follow one after the other in the
following order:
Sequence of adjectives

Article Size Shape Age Colours Participle Nationality Material Noun

1 2 3 4 5 6 7 8 9
A large old tree
A freezing English day
A black leather jacket
A blue knitted hat

2. Vocabulary Practice

! In order to do these tasks successfully you’ll have to study unit 3 carefully. After
checking your achievement against the answer key at the end of vocabulary practise and
grammar practise, go to Self-Test and Self-Test Answer Key to evaluate your
performance. You’ll be awarded one point (1p) for each correct answer. If your score is
under 30p, you’ll have to go back to unit 3 and study the vocabulary or grammar
problems you have been wrong about. If your score is above 30p you may pass on to the
next unit. Good Luck!

I. Answer the following questions.

1. What does go aboard mean?

2. What is aft?
3. What does forward mean on a ship?
4. What is fore and aft?
5. What is abaft?
6. What is astern?
7. What is starboard?
8. What is port?
9. Where is an object that’s abeam.
10. What does athwartships mean?
11. What is amidships?
12. What does looking outboard mean?
13. What does looking inboard mean?
14. What is aloft?
15. What does above mean in a naval context?
16. What does below mean in a naval context?
17. What is lee?
18. What is leeward?
19. What is leeway?
20. What is close aboard?

II. Complete the following sentences with the appropriate term(s).

1. An object located amidships off either side of a ship is said to be---

2. Something high above the main structure of a ship is---
3. Something away from the wind is---
4. An object in a lee direction is---
5. An object moving in a lee direction goes---
6. If it’s near the ship, it’s --- ---
7. When a sailor faces the bow of the ship, he faces---
8. If you are standing at the center of a ship, you’re standing---
9. The starboard side of a ship is the---
10. If you go along the ship from stem to stern, you go ---and---the ship

III. Fill in the blank spaces using the words provided below.

Amidships; abaft; fore and aft; portside; forward of; aft of; right forward; starboard side; right
aft

A traditional general cargo ship has her engine room and bridge superstructure---.She may have
three holds --- ---the bridge and two holds --- ---the bridge. Forward of No.1 hold is the
forecastle and --- ----is the jackstaff. Derricks are supported by masts and samson posts. They
are stowed --- and –
when the ship is at sea. There are two lifeboats, one on the ---amidships another on the ---
amidships,---the funnel. The poop is situated aft and there is an ensign--- --

IV. Translate the following ext into Romanian paying attention to the terms relating
to directions and position in a ship.

A modern general cargo ship has her engine room and bridge superstructure aft. She may have
four holds forward of the bridge and one hold aft of the bridge. Forward of No.1 hold is the
forecastle and right forward is the jackstaff. Derricks are supported by masts and Samson posts.
They are stowed fore and aft when the ship is at sea. There are two lifeboats, one on the port
side aft, another on the starboard side aft, abaft the funnel. The poop and the bridge
superstructure are combined. There is an ensign staff right aft.

4. Vocabulary Practice Answer-Key

I.
1. It means to get on a ship.
2. Aft means to the rear.
3. Forward is always used to mean to the front of the ship.
4. To the front and rear of a ship/along the ship/from stem to stern
5. Further to the rear.
6. Toward the stern.
7. The right side of the ship.
8. The left side of the ship.
9. Off either side of the ship, about amidships.
10. Lying across a ship from starboard to port.
11. In the middle of the ship.
12. Looking to the side of the ship.
13. Looking from the side toward the center of the ship.
14. Aloft means very high.
15. It means at a higher level than the speaker.
16. It means downstairs or under the speaker.
17. Away from the wind.
18. In a lee direction.
19. Moving in a leeward direction.
20. Near the ship.
II.
abeam
1. aloft
2. lee
3. leeward
4. leeway
5. close aboard

III. Check the text in your course book on page---, paragraph 1.2.
IV. Translate into Romanian.

O nava moderna care transporta marfuri generale are sala masinilor si suprastructura spre
pupa/in partea din spate a navei. Ea poate sa aiba patru mazii in fata puntii de comanda si o
magazie in spatele puntii de comanda.In fata magaziei nr.1 se afla castelul prova/teuga si chiar
in prova se afla bastonul de pavilion prova. Bigile sunt sustinute de catarge si coloane de bigi.
Ele sunt stivuite/asezate/plasate de-a lungul navei cind nava este in larg/in voiaj/in mars. Exista
doua barci de salvare, una in babord iar cealalta in tribord, in spatele cosului. Duneta si
suprastructura sunt combinate./formeaza corp comun spre pupa. Chiar in pupa se afla bastonul
pentru pavilionul national.

5. Grammar Practice: The Adjective

1. There are twelve adjectives in this story. Underline them.

I went for a long walk in the countryside yesterday. It was a hot day, and soon I was tired and
thirsty. There was a small house by the side of the road, and I decided to ask for a glass of cold
water. I rang the bell and an old lady opened the big, wooden door. She looked kind and she
offered me a glass of fresh juice. It tasted great!

II. Choose from the following adjectives to fill in the sentences below: hungry, new,
terrible, expensive, sad, wonderful, Italian, fresh, difficult.

1. Gold rings are normally expensive.

2. This food smells.................! I love fish and chips.
3. It was a ................exam. I’m sure I haven’t passed.
4. I’ve just bought a ...............sports car.
5. I met my wife in Rome, but she isn’t................
6. He looks................. I don’t think he likes his job.
7. Are you....................? Shall I buy some sandwiches?
8. This orange juice tastes..................Is it....................?

III. Look at these sentences. If you think the adjectives are in the wrong order, change the
order. If you think the order is correct, put a tick (√).

1. She lost a gold, small ring at the disco yesterday night.

2. I have an old, Italian painting in my living room.
3. I’m looking for my cotton, green shirt and my brown, leather shoes.
4. George has a Spanish, modern villa near the sea. He goes there every summer.
5. I live in an old, white house near the river. I’ve got a black, large dog!
6. I had an interesting talk with a Polish, young student last week.
7. We are having lunch in a big, Japanese, new restaurant in the centre of town.
8. I left my books in a red, plastic bag on the bus. I was so stupid!
IV. Write the comparative form of these adjectives: cold, big, careful, expensive, good,
fat, famous, new, modern, young, cheap, delicious, rich, long, hungry, nice, happy,
difficult, old, beautiful, friendly, hot, bad, small, sad.

V. Put the words in brackets ( ) in the right order to make sentences.

1. (the world – Antarctica – coldest – is – place – the – in)

2. (city – the – Manchester – in England – is – friendliest)
3. (in New York – expensive – restaurant – The Manhattan – the – is – most)
4. (is – river – the world – the – The Nile – longest – in)
5. (town – most – in Spain – Granada – beautiful – is – the)
6. (painting – The Mona Lisa – the – famous – in – is – most – the world)
7. (the – Europe – mountain – in – highest – Mont Blanc – is)

VI. Use the words in brackets ( ) to write sentences. Use the + superlative, and the Present
Perfect + ever.

1. (It’s/cold/place/I/visit) – It’s the coldest place I’ve ever visited.

2. (It’s/big/shop/I/see)
3. (He’s/rich/man/I/meet)
4. (It’s/difficult/exam/I/do)
5. (It’s/sad/film/I/see)
6. (She’s/happy/person/I/meet)
7. (It’s/modern/ flat/I/see)
8. (It’s/hot/country/I/visit)
9. (It’s/small/dog/I/see).

VII. Complete the sentences using the comparative form of the adjectives in brackets and
than.

1. I think that golf is more interesting than (interesting) tennis.

2. This question is......................(easy) the last one.
3. I’m a good player, but Eric is ........................(good) me.
4. The group’s first record was.........................(successful) their second record.
5. We both played well, but he was.....................(lucky) me.
6. Your car is......................(powerful) mine.
7. This computer is....................(useful) that one.

VIII. Complete the sentences using the superlative form of the adjective in brackets.

1. Anna is the youngest (young) person in her class.

2. We stayed in ......................(bad) hotel in the whole city.
3. People say that it is ...............(funny) film of the year.
4. What is........................(tall) building in the world?
5. Her teachers say that she is ....................(good) student in the school.
6. This is........................(expensive) camera in the shop.
7. Many people say that Venice is..................(beautiful) city in the world.

IX. Complete each sentence so that it means the same as the one above it. Use as +
adjective/adverb + as.

1. Sweden is bigger than Britain.

Britain isn’t as big as Sweden.
2. The other students learn more quickly than me.
I don’t learn....................................the other students.
3. You’re very angry and I’m angry also.
I’m........................................you.
4. The seats at the front are more expensive than the seats at the back.
The seats at the back aren’t.................................the seats at the front.
5. Central Park in New York is bigger than Hyde Park in London.
Hyde Park in London isn’t........................Central Park in New York.
6. Her last film was very good and her new film is also very good.
Her new film is.......................her last film.
7. The other students work harder than him.
He doesn’t work........................the other students.

X. Join each pair of sentences in brackets ( ), using as much......as, or as many......as.

1. (I’ve got 50 books. Jack’s got about 100.)

I haven’t got as many books as Jack.
2. (You’ve done a lot of work. I’ve done a lot of work also.)
I’ve done ............................you.
3. (Alan earns a lot of money. Sheila only earns a little.)
Sheila doesn’t earn...........................Alan.
4. (George has been to five countries. I’ve also been to five countries.)
I’ve been to...............................George.
5. (You’ve had five jobs. I’ve only had two.)
I haven’t had...........................you.
6. (Tom has a lot of luggage. Jane has a lot of luggage too.)
Lane has............................Tom.
7. (Mary answered most of the questions. I only answered about half.)
I didn’t answer.............................Mary.
8. (Ruth spent $50.I also spent $50.)
I spent...........................Ruth.

XI. Choose the correct adjective in brackets ( ) to put in the gaps.

1. It was a terrible play and I was bored (bored/boring) from start to finish.
2. I’m very..................(excited/exciting) because I’m going to New York tomorrow.
3. Are you................(surprised/surprising) or were you expecting this news?
4. I’m reading a very.................(interested/interesting) book at the moment.
5. I’ve had a very..............(tired/tiring) day at work today and I want to go to bed.
6. Most people were...................(surprised/surprising) that he won the championship.
7. I’m.......................(bored/boring). Let’s go out for a cup of coffee somewhere.
8. Visit our...................(excited/exciting) new shop!
9. His speech was very long and very...................(bored/boring).

XII. Complete the sentences using too or enough and the words in brackets ( ).

1. I can’t eat this soup because it’s too hot (hot).

2. We couldn’t buy the tickets because we didn’t have enough money (money).
3. We didn’t buy the car because it wasn’t big enough (big).
4. I couldn’t see her because it was...................(dark).
5. I can’t decide what to do because I haven’t got..................(information).
6. You can’t change the situation now. It’s..................(late).
7. Have you had..................(food), or would you like some more?
8. He did badly in the exam because he was....................(nervous).
9. Slow down! You’re driving ...................(fast).
10. He shouldn’t play in the team because he isn’t.................(good).
11. I haven’t got ................(clothes). I must buy some more.
l2. Robert didn’t go to work because he didn’t feel.................(well).
13. I couldn’t lift the suitcase because I wasn’t...................(strong).
14. We didn’t go swimming because the water was................(cold).
15. Mary couldn’t post all the letters because she didn’t have..............(stamps).

6. Answer key: The Adjective

I. hot, tired, thirsty, small, cold, old, big, wooden, kind, fresh, great.

II. wonderful, difficult, new, Italian, sad, hungry, terrible....fresh.

III. small, gold; old, Italian; green, cotton; modern, Spanish; large, black; young, Polish;
big, new, Japanese; red, plastic.

IV. colder, bigger, more careful, more expensive, better, fatter, more famous, newer, more
modern, younger, cheaper, more delicious, richer, longer, hungrier, nicer, happier, more
difficult, older, more beautiful. friendlier, hotter, more wonderful, worse, smaller, sadder.

V. 1. Antarctica is the coldest place in the world.

2. Manchester is the friendliest city in England
3. The Manhattan is the most expensive restaurant in New York.
4. The Nile is the longest river in the world.
5. Granada is the most beautiful town in Spain
6. The Mona Lisa is the most famous painting in the world.
7. Mont Blanc is the highest mountain in Europe.

VI. 1. It’s the biggest ship I’ve ever seen

2. He’s the richest man I’ve ever met.
3. It’s the most difficult exam I’ve ever done.
4. It’s the saddest film I’ve ever seen.
5. She’s the happiest person I’ve ever met.
6. It’s the most modern flat I’ve ever seen.
7. It’s the hottest country I’ve ever visited.
8. It’s the smallest dog I’ve ever seen.

VII. 1. easier than

2. better than
3. more successful than
4. luckier than
5. more powerful than
6. more useful than

VIII. 1. the worst

2. the funniest
3. the tallest
4. the best
5. the most expensive
6. the most beautiful

IX. 1. as quickly as
2. as angry as
3. as expensive as
4. as big as
 5. as good as
6. as hard as

X. 1. as much (money) as
2. as many countries as
3. as many jobs as
4. as much luggage as
5. as many questions as
6. as much (money) as

XI. excited, surprised, interesting, tiring, surprised, bored, exciting, boring.

XII. too dark, enough information, too late, enough food, too nervous, too fast, good enough,
enough clothes, well enough, strong enough, too cold, enough stamps.

7. Self-Test

I. Decide if the following statements are TRUE (T) or FALSE (F).Circle the correct
answer.

1. When a sailor gets on a ship he goes aboard. T/F

2. Fore and aft means from side to side. T/F
3. Athwartships means along the ship. T/F
4. The right side of the ship is called starboard side. T/F
5. Anything in the centre of the ship is located amidships. T/F
6. A sailor looking to either side of the ship from amidships is facing
Inboard. T/F
7. If something is very high, such as on a mast, it’s aloft. T/F
8. Something away from the wind is leeway. T/F
9. If something moves in a lee direction, it goes close aboard. T/F
10. The lifeboat is abaft the funnel. T/F

10p
II. Give General English equivalents to the following terms used at sea.

Example: aft – at the after end of the ship/at the back of the ship

Abaft; forward of; amidships; athwartships; fore and aft; port side;
Starboard side; fore; right forward; right af
10p
III. Fill in the blanks with the appropriate term(s).

In a modern tanker, the hull is divided up into a number of watertight compartments by decks
and steel bulkheads. At the---and---ends of the hull are the ---peak tanks and the ---peak tanks.
The engine room is situated at the ---end of the ship to leave more room for cargo. Between the
engine room and the cargo space is the coffer dam. The cargo space is divided up into a number
of tanks. --- the main deck is the superstructure. At the --- end is the forecastle. At the --- end
the bridge superstructure and the poop are combined.
8p.

IV. Put the adjectives in brackets in the correct position

1. a beautiful table (wooden/round)………a beautiful round wooden table
2. an unusual ring (gold)……………………………………………………
3. a new pullover (nice)…………………………………………………….
4. an old house (beautiful)………………………………………………….
5. black gloves (leather)……………………………………………………
6. an American film (old)………………………………………………………
7. a long face (thin)……………………………………………………………..
8. a sunny day (lovely)………………………………………………………….
9. big clouds (black)…………………………………………………………….
10. A wide avenue (long)…………………………………………………………
11. A little village (old/ lovely)…………………………………………………..
12. An old painting (interesting/French)…………………………………………
13. An enormous umbrella (red/yellow) 12p

V. Complete the sentences. Use a superlative (-est or most…) or a comparative

(-er or most…)

1. We stayed at the cheapest hotel in the town. (cheap).

2. Our hotel was cheaper than all the others in the town. (cheap)
3. The United States is very large but Canada is………….(large)
4. What’s……………..river in the world? (long)
5. He was a bit depressed yesterday but he looks…….today.(happy)
6. It was an awful day. It was…….day in my life.(bad)
7. What is…..sport in your country ? (popular)
8. Everest is…….mountain in the world. .It is ….than any other mountain.(high)
9. We had a great holiday. It was one of the….holidays we’ve ever had. (enjoyable)
10. I prefer this car to the other one. It’s………….(comfortable)
11. What’s ……….way of getting from here to the station? (quick)
12. Mr and Mrs Brown have got three daughters……..is 14 years old. (old)
10p

8. Self-Test Answer Key

I. 1.T; 2.F; 3.F; 4.T; 5.T; 6.F; 7.T; 8.F; 9.F; 10.T.

II. abaft=behind
forward of =before/in front of
amidships =in the middle/centre
athwartships =across
fore and aft =along
port side =left side
starboard right side
fore = t/towards the front of the ship
right forward =the extreme front end of the ship
right aft=the extreme back end of the ship

III. at the fore and after ends

fore peak tanks and the after peak tanks
at the after end
above
at the fore end
at the after end
IV. an unusual gold ring
a nice new pullover
a new green pullover
a beautiful old house
black leather gloves
an old American film
a long thin face
big black clouds
a lovely sunny day
a long wide avenue
a lovely little old village
an enormous red and yellow umbrella

V. 3. larger
4 .the longest
5. happier
6 the worst
7. the most popular
8. the highest….higher
9. most enjoyable
10. more comfortable
11. the quickest t
12. the oldest or the eldest

Unit 4.

PROPULSION, STEERING
AND THE BRIDGE

Objectives: After studying the topic in the course book the learners should be able to describe
the component parts of the propulsion system and steering gear; identify and state the functions
of different navigation instruments housed on the navigation bridge; formulate and understand
standard wheel and engine orders.

1. Ships are pushed through the water by screws (propellers). This process is known as
propulsion, which means to be driven forward. A ship with one propeller is known as a single-
screw ship. One with two propellers is known as a twin-screw ship. Some have four propellers
and are known as four-screw ships. The screws are connected to the main propulsion engine by
a shaft. The main propulsion engine, often called the main engine, provides a ship with power
to move. A shaft is a long cylinder that transmits power by rotation. The power for a ship’s
engine is usually from a turbine engine. This is a type of motor with blades that rotate inside
and are moved by a steam, electric, diesel, diesel-electric, or nuclear source.

1.1. A ship is steered by its rudder and screws. A rudder is a flat, vertical structure at the
stern of the ship that moves from side to side causing the ship to change direction. One or more
screws can work separately or together with the rudder during a turn. If the rudder moves right,
the ship turns right. If the rudder moves left, the ship turns left. Rudders are turned in the water
by steering engines, and the combination of equipment used to turn and power them is the
steering gear. The steering engines, located in the rear of the ship are controlled by the wheel.
The wheel is found on the bridge and is turned by the helmsman. This is the customary name
for the sailor who has the job of steering.

1.2. The bridge, mentioned in the unit on ship structure, is the main point and nerve center
of any ship. All orders and commands come from there, while the ship is underway. The master
and the officer of the deck have their main places of duty on the bridge, which is also called the
conn. The officer of the deck is the officer on the bridge who is in charge of the ship for a
special period of duty. This is also where the helm is found. Helm is another word for the wheel
used to steer the ship. One of the main tasks performed on the bridge is navigation. This is
finding the position, course (direction), and distance travelled. Because of this, the equipment
on the bridge includes the binnacle, which holds the magnetic compass giving the magnetic
direction. There is also a gyro-repeater, connected to the gyrocompass below the main deck, to
give readings on true direction. The gyrocompass operates by means of gyroscopes, which are
wheels free to spin, free to separately rotate about one or both of two axes. There is also a radar
repeater which gives readings from the ship’s radar system to locate objects outside of the
ship. Communications equipment on the bridge includes an engine order telegraph for
transmitting engine orders to the engineers. There are also telephones, and intercommunication
sets commonly called squawk boxes. These are used for communication to various parts of the
ship. There is also a fathometer, which measures the depth of the water. Around the enclosed
bridge there is usually an open platform from which lookouts(observers) and the officer of the
deck may determine the position of other ships and objects of interest.

2. On-board communication phrases

2.1. Standard wheel orders
All wheel orders given should be repeated by the helmsman and the officer of the watch
should ensure that they are carried out correctly and immediately. All wheel orders should be
held until countermanded. The helmsman should report immediately if the vessel does not
answer the wheel.

ORDER MEANING
1. Midships Rudder to be held in the fore and aft position = mijloc carma
2. Port five 5°of port rudder to be held = babord cinci
3. Port ten 10° of port rudder to be held = babord zece
4. Port fifteen 15° of port rudder to be held = babord cincisprezece
5. Port twenty 20° of port rudder to be held = babord douazeci
6. Port twenty-five 25° of port rudder to be held = babord douazeci si cinci
7. Hard-a-port Rudder to be held fully over to port= banda stinga
8. Starboard five 5° of starboard rudder to be held = tribord cinci
9. Starboard ten 10° of starboard rudder to be held = tribord zece
10.Starboard fifteen 15° of starboard rudder to be held = tribord cincisprezece
11.Starboard twenty 20° of starboard rudder to be held = tribord douazeci
12.Starboard twenty-five25°of starboard rudder to be held = tribord douazeci si cinci
13.Hard-a-starboard Rudder to be held fully over to starboard= banda dreapta
14.Ease to five Reduce amount of rudder to 5°and hold = redu la cinci
15.Ease to ten Reduce amount of rudder to 10°and hold=redu la zece
16.Ease to fifteen Reduce amount of rudder to 15°and hold=redu la cincisprezece
17.Ease to twenty Reduce amount of rudder to 20°and hold=redu la douazeci
18.Steady Reduce swing as rapidly as possible. =drept asa
19.Steady as she goes Steer a steady course on the compass
heading indicated at the time of the order=tine-o drept asa
20.Keep the buoy/mark/beacon…on port side = tine geamandura/semnul/baliza..in babord
21.Keep the buoy/mark/beacon on starboard side=tine geamandura/semnul/baliza in tribord
22.Report if she does not answer the wheel =raporteaza daca nu raspunde la cirma

When the officer of the watch requires a course to be steered by compass, the direction in which
he wants the wheel turned should be stated followed by each numeral being said separately,
including zero, for example:

ORDER COURSE TO BE STEERED

“Port, steer one eight two”(Babord,guverneaza un opt doi) 182°

“Starboard, steer zero eight two”(Tribord,guverneaza zero opt doi)082°
“Port, steer three zero five”(Babord,guverneaza trei zero cinci) 305°

On receipt of an order to steer, for example, 182°, the helmsman should repeat it and bring the
vessel round steadily to the course ordered. When the vessel is steady on the course ordered the
helmsman is to call out:
“Steady on one eight two”(Stabil pe unu opt doi)
The person giving the order should acknowledge the helmsman’s reply.If it is desired to steer
on a selected mark the helmsman should be ordered to:
“Steer on..buoy../mark/…beacon”.(Guverneaza pe…geamandura/…semnul/..baliza)

2.2. Standard engine orders

Any engine order given should be repeated by the person operating the bridge telegraph
and the officer of the watch should ensure the order is carried out correctly and immediately.
ORDER

1. Full ahead = Toata(viteza) inainte

2. Half ahead= Jumatate (viteza) inainte
3. Slow ahead= Incet inainte
4. Dead slow ahead=Foarte incet inainte
5. Stop engine(s)=Stop masina
6. Dead slow astern=Foarte incet inapoi
7. Slow astern=incet inapoi
8. Half astern=jumate(viteza) inapoi
9. Full astern = Toata (viteza) inapoi
10. Emergency full ahead = Toata viteza inainte(de urgenta)
11. Emergency full astern = Toata viteza inapoi (de urgenta)
12. Stand-by engine = Masina pe atentiune
13. Finished with engines = Liber la masina

In vessels fitted with twin propellers, the word “both’ should be added to all orders affecting
both shafts, e.g. “Full ahead both”, and “Slow astern both”, except that the words “Stop all
engines” should be used, when appropriate. When required to manoeuvre twin propellers
independently, this should be indicated, i.e. “Full ahead starboard”, “Half astern port”, etc.

Where bow thrusters are used, the following orders are used:
14.Bow thrust full (half) to port = Propulsor prova, toata/jumatate (viteza)babord
15.Bow thrust full ( half) to starboard=Propulsor prova, toata/jumatate(viteza)tribord
16.Stern thrust full ( half) to port =Propulsor pupa, toata/jumatate(viteza)babord
17.Stern thrust full (half) to starboard=Propulsor pupa, toata/jumatate(viteza)tribord
18. Bow (stern) thrust stop = propulsor prova/pupa, stop.

3. Adverbs

Adverbs are words that modify a word, a phrase or a whole sentence. Some adverbs have their
own form which is not related to other words: always, soon, very etc. Many adverbs are formed
from adjectives by adding –ly e.g. quick – quickly etc. There are some spelling rules for
adverbs formed with –ly:
● y is changed into i: easy – easily;
● le after consonant is changed into ly: probable – probably;
● ally must be added after -ic: automatic – automatically.

Some adverbs have the same form as adjectives: fast, long, early etc.
I had an early night. (adjective)
I went to bed early. (adverb)

Sometimes the adverb can appear with or without –ly, and the most common adverbs of this
type are: cheap/cheaply, loud/loudly, quick/quickly, slow/slowly, direct/directly,
tight/tightly, fair/fairly. However the form without –ly is more informal.
Do you have to talk so loud/loudly?

There are some pairs of adverbs with different meanings: hard – hardly, near – nearly,
late – lately, high – highly, deep – deeply, free – freely, most – mostly.
You’ve worked hard. I’ve got hardly any money (almost no).
I wake up late. I haven’t heard from him lately (recently).
There is a bank near. We’ve nearly finished (almost).
Submarines can go very deep. He was deeply offended (serious).
If you win, you can travel free. Animals can’t move freely on board (uncontrolled).
The plane flew high. The theory is highly controversial (very).
This leg hurts the most. We mostly stay in the engine room (usually).

Some time adverbs are related to nouns and they can be both adjectives and adverbs: day –
daily, hour – hourly, week – weekly, year – yearly:
It’s a monthly magazine (adjective).
It comes out monthly (adverb).
There are several types of adverbs: adverbs of time, adverbs of frequency, adverbs of place,
adverbs of manner, adverbs of degree, linking adverbs, sentence adverbs, negative adverbs.

3.1. Adverbs of manner

Adverbs of manner give more information about the way in which an event or action takes
place. They modify verbs and most of them are formed from adjectives. They are usually placed
after the verb or after the object.
He speaks English fluently.
He smelled the fuel suspiciously.
Here is a list of the most common adverbs describing the way in which something is done.

abruptly economically peacefully steadily

accurately effectively peculiarly steeply
awkwardly efficiently perfectly stiffly
 badly evenly plainly strangely
beautifully explicitly pleasantly subtly
brightly faintly politely superbly
brilliantly faithfully poorly swiftly
briskly fiercely professionally systematically
carefully finely properly tenderly
carelessly firmly quietly thickly
casually fluently rapidly thinly
cheaply formally readily thoroughly
clearly frankly richly thoughtfully
closely freely rigidly tightly
clumsily gently roughly truthfully
comfortably gracefully ruthlessly uncomfortably
consistently hastily securely urgently
conveniently heavily sensibly vaguely
correctly honestly sharply vigorously
dangerously hurriedly silently violently
delicately intently simply vividly
differently meticulously smoothly voluntarily
discreetly neatly softly warmly
distinctly nicely solidly widely
dramatically oddly specifically willingly
easily patiently splendidly wonderfully

3.2. Adverbs of degree

Adverbs of degree are used when we want to give more information about the extent of an
action or the degree to which an action is performed. They can modify an adjective, an adverb
or a verb. They are usually placed before the word they modify:
I had almost forgotten about maintenance.
A change of one word can radically alter the meaning of the statement.
I’m so tired.
I saw him quite recently.

Enough follows the adjective or adverb:

He didn’t work quickly enough.

Some common adverbs of degree are:

● full degree: completely, totally, absolutely, entirely, quite;
● large degree: very, extremely, really, awfully, terribly;
● medium degree: rather, fairly, quite, pretty, somewhat;
● small degree: a little, a bit, slightly;
● negative: hardly, scarcely;
● others: so, as, too, more, most, less, least.

We use so and such for emphasis. So is used with adjectives and adverbs. Such a is used
with adjective + singular noun. Such/so many/so few are used with plural nouns. Such/so
much/so little are used with uncountable nouns:
The meeting finished so quickly.
It was such a quick meeting.
You have so many friendly colleagues.
It was such good advice.

3.3. Adverbs of place

Adverbs of place give information about place, position, destination and direction. They can be
placed after the verb e.g. He lives abroad; after an object e.g. I looked for it everywhere; at
the beginning of the sentence e.g. Here it comes.
Here is a list of words that are used as adverbs to indicate position.

abroad downstream inland out of doors underwater

ahead downtown midway overhead upstairs
aloft downwind nearby overseas upstream
ashore eastward next door southward uptown
away halfway northward there upwind
close to here offshore underfoot westward
downstairs indoors outdoors underground

Some adverbs indicate destination or direction in relation to a particular position of the

person or thing you are talking about: ahead, along, back, backward, forward, left, on, right,
sideways etc.
Other adverbs can indicate movement:
● in different directions: back and forth, backwards and forwards, from side to side,
in and out, round and round, to and fro, up and down;
● away from someone or something: aside, away, off, out, outward;
● across or past something: across, by, over, overhead, past, round, through.

3.4. Adverbs of time

Adverbs of time give information about the duration or the moment an action takes place. The
most common adverbs of time are: afterwards, before, eventually, immediately, lately, now,
recently, since, soon, then, today, tomorrow, yet. They can be placed either in end position
or initial position.
The office is closed for two weeks.
Yesterday the main generator failed.

Still is placed after the verb be but before other verbs:

He is still in the engine room.
He still doesn’t understand.
Most adverbs of time are used with certain verb tenses and they are going to be mentioned when
discussing about tenses.

3.5. Adverbs of frequency

Adverbs of frequency indicate approximately how many times something happens. Their
position in the sentence is different according to the adverb and the meaning, however they can
be placed in mid position, at the beginning or at the end.
She never goes abroad.
Normally I tip taxi-drivers.
I go on long trips sometimes.

Here is a list of adverbs and adverbial expressions:

again and again ever never regularly

a lot frequently normally repeatedly
all the time from time to time occasionally seldom
always hardly ever often sometimes
 constantly infrequently once sporadically
continually intermittently periodically twice
continuously much rarely usually

Adverbs like: hardly ever, rarely, scarcely ever can be placed at the beginning of a
sentence, but inversion of the following main verb then becomes necessary:
Hardly ever did they manage to meet unobserved.

3.6. Sentence adverbs

Sentence adverbs (truth or comment adverbs) modify the whole sentence/clause and normally
express the speaker’s opinion. Some sentence adverbs express degrees of certainty: actually,
apparently, certainly, clearly, definitely, evidently, obviously, perhaps, possibly,
presumably, probably, surely, undoubtedly. They can be placed after be, before simple
tenses of the other verbs, after the first auxiliary in a compound verb, at the beginning or at the
end of a sentence.
He is obviously intelligent.
They certainly work hard.
Surely you could pay $ 2,000?

Other sentence adverbs are: admittedly, fortunately, frankly, honestly, luckily, naturally,
officially, unfortunately, unluckily etc. They are usually placed in initial position though the
end position is also possible. They are normally separated from the rest of the sentence by a
comma. Many of them can also be adverbs of manner:
Honestly, he didn’t get the money.

3.7. Linking adverbs

A linking adverb relates to the previous clause or sentence. Most often it goes in front
position but it can go in mid or end position. The linking adverbs are: also, as a result, as well,
consequently, furthermore, however, instead, in addition, likewise, nevertheless, on the
other hand, otherwise, therefore, too:
He was forced to work to support himself. However, he still found time to review for his exams.

4. Vocabulary Practice

! In order to be able to do the following tasks you’ll have to revise unit 4. Propulsion and
Steering, for the first two tasks and The Bridge for the following ones. When you finish
turn to the key to check your answers and then do the test to evaluate your performance.
You will be awarded one point for each correct answer. If your score is under 30 points,
you’ll have to turn back to the vocabulary and grammar problems you failed in your
answers. Afterwards try the test again. If your score is over 30 points, you may pass on to
the next unit. Good luck!

I. Answer the following questions relating to propulsion and steering.

1. Ships are pushed through the water by propellers. What’s another word for propeller?
2. What is the action of being driven forward called?
3. What is a ship with one propeller called?
4. What is a ship with two propellers called?
5. What is a ship with four propellers called?
6. Which engine drives the ship?
7. What is a turbine engine?
8. How are main engines powered?
9. What is the flat, vertical structure at the stern that causes a ship to turn?
10. What is the source of power to turn rudders?
11. What are the motors and control equipment used to turn and power the rudder called?
12. What controls the steering engines?
13. Who turns the wheel?

II. Complete the following sentences with the appropriate term(s)

1. Another word for propellers is…………………………………….

2. The process of being driven forward is called……………………..
3. A ship with one propeller is a………….. ………………….ship.
4. A ship with two propellers is a ……….. ………………….ship.
5. A ship with four propellers is a………… ………………….ship.
6. The screws are connected to the…… ……. …..by a……………
7. An engine with blades that rotate inside is called a………engine.
8. Modern ships are powered by …,…,…,…………………………
9. A ship is steered by its………………………..and screws.
10. The power for a rudder is provided by its…………. ……………
11. The combination of equipment used to turn and power a ship is called its…. …..
12. The steering engines are controlled by the…. Which is turned by a sailor known as
the……….

III. Answer the following questions relating to the Bridge.

1. What do we say about a ship when it’s free to move in the water?
2. What is another word for the bridge of a ship?
3. What is another word for the wheel used to steer a ship?
4. What is the science of finding the position, course, and distance travelled by a ship
called/
5. What is the course of a ship?
6. What is a binnacle?
7. What is a gyrocompass?
8. What is a gyro-repeater?
9. What is the wheel within a gyrocompass called?
10. What is an engine order telegraph?
11. What are intercommunication sets?
12. What is another word for intercommunication sets?
13. What is a fathometer/
14. What is a radar repeater?
15. What is a platform?
16. What is a lookout?

IV. Complete the following sentences with the appropriate term(s)

1. The course of a ship is its…………………………………………..

2. The magnetic compass is housed in the…………………………….
3. A gyrocompass is used to determine………………………………..
4. Gyrocompasses contain……………………………………………..
5. The gyrocompass reading is seen on the bridge on the……………..
6. Another word for engine order telegraph is…………………………
7. Intercommunication sets are commonly called……………………...
8. The radar reading is seen on the bridge on the………………………
9. A fathometre measures the……of the water.
10. A raised floor around the bridge used for observation is a…………..
11. A seaman who observes the sea from the bridge is called the……….

V. Give Romanian equivalents to the following standard wheel orders.

Midships; port twenty; hard-a-port; starboard ten; ease to five; steady;

Steady as she goes; keep the buoy/mark/beacon…on port side

VI. Give English equivalents to the following standard engine orders.

Toata viteza inainte; incet inainta; foarte incet inapoi; jumatate inapoi;
Toata inapoi; toata viteza inapoi (de urgenta); liber la masina;propulsor prova jumatate
babord

5. Vocabulary Practice-Answer Key

I.

1. Screws
2. Propulsion
3. A single-screw ship
4. A twin-screw ship
5. A four screw ship
6. The main propulsion engine
7. One with blades that rotate inside the engine
8. By steam, electric, diesel, diesel-electric, or nuclear power
9. The rudder
10. Steering engines
11. Steering gear
12. The wheel
13. The helmsman

II.
1. screw
2. propulsion
3. single-screw
4. twin-screw
5. four-screw
6. main propulsion engine; shaft
7. turbine
8. steam, electric, diesel, diesel electric, nuclear
9. rudder
10. steering engines
11. steering gear
12. wheel, helmsman

III. Answer the following questions relating to the Bridge.

1. It’s underway
2. The conn
3. The helm
4. Navigation
5. Its direction
6. A stand used to house a magnetic compass
7. An instrument used to determine true direction on a ship.
8. An instrument on the bridge from which the gyrocompass is read.
9. A gyroscope.
10. A communications device for transmitting orders to the engineers.
11. It’s also called an annunciator.
12. Communication devices which can be heard in wide areas for sending orders to various
parts of a ship.
13. Squawk boxes
14. A device for measuring the depth of water.
15. A device used to read the ship’s radar system from the bridge.
16. A raised floor area around the bridge used for observation of the sea.
17. A seaman who observes the sea for anything of interest.

IV. Complete the following sentences with appropriate term(s)

1. direction
2. binnacle
3. true direction
4. a gyroscope
5. gyro-repeater
6. annunciator
7. squawk boxes
8. radar repeater
9. depth
10. platform
11. lookout

V. Give Romanian equivalents to the following standard wheel orders.

Mijloc cârma; babord 20; banda stânga; tribord 10; redu la 5; drept aşa; ţine-o drept aşa;
Ţine geamandura/semnul/baliza….în babord

VI. Give English equivalents to the following standard engine orders.

Full ahead; slow ahead; dead slow astern; half astern; full astern; emergency full astern;finished
with engines; bow thrust half to port.

6. Grammar Practice: The Adverb

1. Rewrite these sentences using an adverb instead of an adjective.

1. Peter is a bad tennis player. Peter plays tennis badly.

2. He’s a dangerous driver.
3. She’s a fast swimmer.
4. Martin is a good cook.
5. I’m a slow writer.
6. She’s a wonderful dancer
7. Sheila is a hard worker.
8. They aren’t quick learners.
He drives.....................
She swims...................
...................................
...................................
...................................
....................................
....................................

II. Complete the sentences. Put in the adverb form of the adjective in brackets ( ).

1. She read the message quickly (quick).

2. Read the instructions ...............(careful).
3. He looked at her.....................(angry), but he didn’t say anything.
4. She passed all her exams....................(easy).
5. Iran as ....................(fast) as I could.
6. He thinks that he did the test.................(bad) and that he’ll fail.
7. I’ve been studying very..................(hard) recently.
8. She was working.................(busy) when I arrived.
9. She sang the song..................(beautiful)
10. He was playing................(happy) when I came into the room.
11. He was concentrating...............(hard) on his work.
12. Have I filled this form in ................(correct)?
13. I wasn’t in a hurry, so I walked...................(slow) through the park.
14. I closed the door................(quiet) when left.

III. Complete the dialogues by putting a suitable adverb into the gaps. Use an adjective
from the following ones: slow, fast, hard, good (x2), easy, bad.

1. A: Were the questions difficult?

B: No, I answered them easily.
2. A: Does she speak English.....................?
B: No, she only knows a few words of English.
3. A: Hurry up! I’m waiting!
B: Just a minute. I’m coming as .....................as I can.
4. A: Did you lose at tennis again?
B: Yes, I played.......................and I lost.
5. A: Have you been working.................today?
B: No, I’ve done nothing all day!
6. A: Have you finished that book yet?
B: No, I always read very...................It takes me a long time to finish a book.
7. A: Is he a bad student?
B: No, he does all his work very......................

IV. Put in the comparative adverb form of the adjective in brackets.

1. You must do your work more carefully (careful) in future.

2. He has run the 100 metres......................(fast) than any other athlete in the world this year.
3. Everyone else did the test....................(good) than me.
4 You can travel......................(cheap) at certain times of the year.
5. He plays.................(confident) than he did in the past.
6. I’m sorry I’ve made so many mistakes. I’ll try...............(hard) in future.
7. You will be able to sit...................(comfortable) in this chair.

V. Complete these sentences using really or quite.

1. The film was really good. I enjoyed it a lot.

2. It’s....................cold outside, but not very cold.
3. It isn’t a wonderful book, but it’s..................good.
4. The tickets were...............expensive – they cost much more than I expected.
5. The programme is................popular in my country; millions of people watch it.
6. He’s..............good at his job, but sometimes makes bad mistakes.
7. The meal was..............nice, but it wasn’t very good.
8. It’s.............dangerous to drive fast in such terrible weather conditions.
9. I’m not a very good tennis player, but I am.................good.
10. They’re all..............intelligent students, and they will all pass their exams easily.
11. The company that I work for is.................big, but it’s not enormous.

VI. Put the words in brackets ( ) in the right place in these sentences
1. I work late at the office.
(often) I often work late at the office.
2. You must lock the front door when you leave.
(always)...............................
3. Steve and Jill play golf.
(twice a month)...................
4. I eat a sandwich for lunch.
(usually).............................
5. I go to jazz concerts at the weekend.
(sometimes)....................
6. My teacher gives me a lot of homework.
(every day)..........................
7. We see our Mexican friends.
(hardly ever).......................
8. They go to Morroco for their holidays.
(often).................................
9. Bill and Marie go to the theatre.
(four times a year)...............
10. They are at home in the evening.
(rarely).................................

VII. Complete the sentences by choosing an ending from the following ones:

- the road carefully,

- their homework well,
- the piano badly,
- his car fast,
- her breakfast slowly,
- Arabic perfectly,
- an hour late

1. He drives.................................
2. She plays.................................
3. Maria ate.................................
4. They speak..............................
5. You must always cross...........
6. They all did.............................
7. The plane arrived....................

Miscellaneous

I. In these dialogues underline the adjectives and circle the adverbs

1. A: I think he’s a good worker. What do you think?

B: I’m not sure. He works carefully, but he makes some bad mistakes.
2. A: He’s a wonderful skier. He skis quickly and beautifully.
B: In my opinion, he skis dangerously. He’s a stupid skier.
3. A: He’s a rich and powerful man. He lives expensively.
B: Yes, but he spends money carefully. He buys valuable objects.
4. A: Paul, Jane, Diana and Mark live in a big, old house in Scotland. They live happily
together.
B: I know they are happy, but the house is expensive and so they live cheaply
5. A: This bread tastes awful. Did you cook it correctly?
B: If you think it’s horrible, why are you eating it so hungrily?
6. A: She’s very young, but she sings and dances beautifully.
 B: She’s a wonderful singer, but she dances badly in my opinion.

II. Put in the adjective or adverb in brackets ( ).

1. The train was very slow (slow/slowly) and I arrived late.

2. The journey took a long time because the train went very...............(slow/slowly).
3. Mrs. Green went..................(quick/quickly) back to her office.
4. I’m afraid I can’t give you an ................(immediate/immediately) answer; I need to think
about it first.
5. The work that the builders did for us was very.................(bad/badly).
6. The builders did the work for us very....................(bad/badly)
7. She organized the party...............(good/well), and everybody enjoyed it.
8. Everybody said that the party was very................(good/well).
9. She wrote a ..............(polite/politely) letter asking the company to give her the money back.
10. She wrote the company and asked them ..............(polite/politely) to give her the money
back.

7. Answer Key: THE ADVERB

I. 1. dangerously
2. fast
3. Martin cooks well.
4. I write slowly.
5. She dances wonderfully.
6. Sheila works hard.
7. They don’t learn quickly./ They learn slowly.

II. carefully, angrily, easily, fast, badly, hard, busily, beautifully, happily, hard, correctly,
slowly, quietly.

III. well, fast, badly, hard, slowly, well.

IV. faster, better, more cheaply, more confidently, herder, more comfortably.

V. quite, quite, really, really, quite, quite, really, quite, really, quite.

VI. 1. You must always lock the front door when you leave.
2. Steve and Jill play golf twice a month.
3. I usually eat a sandwich for lunch.
4. I sometimes go to jazz concerts at the weekend.
5. My teacher gives me a lot of homework every day.
6. We hardly ever see our Mexican friends.
7. They often go to Morroco for their holidays.
8. Bill and Marie go to the theatre four times a year.
9. They are rarely at home in the evening.

VII. 1. his car fast

2. the piano badly
3. her breakfast slowly
4. Arabic perfectly
5. the road carefully
6. their homework well
7. an hour late
Answer Key: MISCELLANEOUS

I.1 good, carefully, bad

2. wonderful, quickly, beautifully, dangerously, stupid
3. rich, powerful, expensively, carefully, valuable
4. big, old, happily, happy, expensive, cheaply
5. awful, correctly, horrible, hungrily
6. young, beautifully, wonderful, badly

II. slowly, quickly, immediate, bad, badly, well, good, polite, politely.

8. Self-Test

I. Fill in the blanks with appropriate term(s).

1. Ships are pushed through the water by……..

2. A ship with one propeller is known as a…….
3. The screws are connected to the main propulsion engine by a …….
4. The power for a ship’s engine is usually from a ….engine.
5. A ship is steered by its……..and screws.
6. Rudders are turned in the water by…. …..
7. The combination of equipment used to turn and power the steering engines is the… ….
8. The steering engines, located in the rear of the ship are controlled by the….
9. The wheel is found on the bridge and is turned by the …….
10. Another word for propeller is………

II. Give Romanian equivalents to the English maritime terms:

Conn; course; binnacle; fathometer; gyrocompass; lookout; underway; gyro-repeater; OOD;

engine order telegraph
10p

III. Answer the following questions and statements with complete sentences.

1. What does the term “the ship is underway” mean?

2. What is a helm?
3. What is navigation?
4. What is the conn of the ship?
5. What is the course of a ship?
5p
IV. Complete the following sentences with appropriate terms.

1. The magnetic compass is housed in the…………………

2. A gyrocompass is used to determine………………….
3. Gyrocompasses contain…………………………………..
4. Another word for engine order telegraph is………………
5. A fathometer measures the…..of the water.
5p
V. Put in the right word.

1. The driver of the car was…..injured(serious/seriously}

2. The driver of the car had ….injuries (serious/seriously)
3. I think you behaved very…(selfish/selfishly)
4. Rose is….upset about losing her job (terrible/terribly)
5. There was a …change in the weather (sudden/suddenly)
6. Everybody at the party was….dressed (colourful/colourfully)
7. Linda likes wearing…clothes (colourful/colourfully)
8. He says he didn’t do well at school because he was….taught (bad/badly)
9. She fell and hurt herself quite….(bad/badly)
10. He looked at me…when I interrupted him (angry/angrily) 10p

VI. Complete each sentence using a word from the list.

Careful(ly); complete(ly); continuous(ly); financial(ly);fluent(ly)

Happy/happily; nervous(ly); perfect(ly); quick(ly); special(ly)

1. Our holiday was too short. The time passed very…….

2. Tom doesn’t take risks when he’s driving. He’s always……….
3. Sue works…..She never seems to stop.
4. Alice and Stan are very…..married.
5. Monica’s English is very……although she makes a lot of mistakes.
6. I cooked this meal….for you, so I hope you like it.
7. Everything was very quiet. There was….silence.
8. I tried on the shoes and they fitted me….
9. Do you usually feel…..before examination?
10. I’d like to buy a car but it’s……impossible at the moment.

10p
9. Self-test- Answer key
I.

1. screws(propellers)
2. single-screw ship
3. shaft
4. turbine
5. shaft
6. steering engines
7. steering gear
8. wheel
9. helmsman
10. screw

II.
Punte de comandă; drum; habitaclu; sondă ultrasonoră; girocompas; om de
veghe/observator; in marş; repetitor girocompas; ofiţer de cart; telegraf de maşină.

III.

1. Free to move in water.

2. The conn of a ship is the bridge from where the ship is controlled.
3. A helm is a wheel used for steering the ship
4. The science of finding the position, course and distance travelled by a ship.
5. A course of a ship is its direction.

IV.
1. seriously
2. serious
3. selfishly
4. terribly
5. sudden
6. colourfully
7. colourful
8. badly
9. badly
10. angrily

V.

1. quickly
2. careful
3. continuously
4. happily
5. fluent
6. specially
7. complete
8. perfectly
9. nervous
10. financially

Unit 5.

NAVAL EQUIPMENT: GROUND TACKLE

Objectives: After studying the topic in the course book the learner should be able to: identify
pieces of equipment used for anchoring and mooring; label the items studied correctly on a
diagram; match the term with the illustration; recognise definitions of ground tackle items.

1. Ground tackle is the term used to include all equipment used for mooring and anchoring
ships. Mooring means to tie or make fast a boat or ship to the land or a mooring buoy.
Anchoring means to keep a ship in place at sea by a heavy metal object on the end of a rope.
Ground tackle includes the anchors, chains, shackles, and stoppers necessary for these
operations.
An anchor is hoisted (raised) and lowered by a windlass.

This is a motor that turns a shaft on which is mounted a wildcat or chain grab, which is the
wheel that takes up the chain. This equipment is located in the windlass room. Below the
windlass room is the chain locker where the chain is kept. The chain travels below through a
hawsepipe.

When a ship is anchored, the

chain is held with one to three
stoppers consisting of a pelican hook and a turnbuckle in a short length of chain. The stopper
helps the chain to hold. A pelican hook is a hinged hook held in place by a ring. The turnbuckle
can be set to make the stopper tight or loose.
Among the deck fittings (tools and machinery found on the deck) are capstans and winches.
The capstan is a powered item of equipment used for handling mooring lines (ropes and chains)
and for other functions requiring strong power. Winches are pulling machines, mainly used to
handle cargo which consists of supplies and materials being transported.

2. Vocabulary

Ground tackle = instalatie de ancorare

Mooring = ancorare, legare la cheu, acostare
To make fast = a volta, a lega o nava la cheu, a amara
Mooring buoy = geamandura de legare
Chain = lant de ancora, a lega cu lant
Shackle = cheie de lant (unitate de lungime pentru lantul de ancora); cheie de
impreunare/tachelaj
Stopper = stopa; a bloca, a zavori
Windlass = vinci de ancora
Wildcat = barbotin
Chain grab = barbotin
Chain locker = put al lantului de ancora; magazie de lanturi
Windlass room = compartiment al vinciului de ancora
Hawsepipe = manson al narii de ancora
Pelican hook = cirlig cu cioc de papagal
Turnbuckle = intinzator metalic/cu filet
Deck fittings = instalatii/mecanisme de punte
Winch = vinci
Capstan = cabestan
Mooring lines = parime de acostare/legare, legatura
Cargo = marfa

3. Deck fittings

Deck fittings include a number of devices that lines or wires can be belayed (attached or
secured) to. Deck fittings are attached to ships’ decks and bulkheads, or to piers (landing
places), depending on their functions.
Figure 1 shows a cleat. Cleats are found throughout ships on decks and bulkheads, and on
piers. On modern ships, they are made of metal, usually steel. Wires and lines used for many
purposes are belayed to them.
Figure 2 shows a pair of bitts. These are cylindrical fittings made of iron or steel. Each pair is
mounted on a footing (base). The footing is attached to the deck by bolts, or by welding
(united metals by heat). The shipboard (on the ship) ends of mooring lines are attached to the
bitts.

Figure 1. – Cleat Figure 2. – Bitts

Figures 3, 4, and 5 show a series of chocks. Chocks are heavy fittings with smooth surfaces
through which mooring lines are led. Mooring lines are run from bitts on deck through chocks
to the pier. There are three types. Figure 3 shows an open chock, which is open at the top.
Figure 4 is of a closed chock .It is closed by metal at the top. Figure 5 is a roller chock. Roller
chocks contain round cylinders to reduce friction.
 Figure 3 –Open chock

Figure 5 –Roller chock

Figure 4 –Closed chock
Figure 6 is of a bollard. This is a strong fitting which is found on piers. This mooring line
from the ship is attached to it.
Figure 7 shows a padeye. Padeyes are metal fittings welded to decks and bulkheads. They are
used for attachments which will require great strength such as towing (ship pulling)
operations. They are also used with chain stoppers, and cargo blocks and tackles.
A seaman needs to be able to recognise and know the functions of all of these fittings. Much
of his work will involve them.

Figure 6. –Bollard Figure 7. –Padeye

4. Vocabulary

deck fittings = instalatii/mecanisme de punte

to belay = a lua volta (la tachet sau cavila); a amara
pier = mol, dig spargeval
cleat = tachet, pană
bitt = bintă, baba de lemn; binta de lanţ
footing = suport
welding = sudură
shipboard = la bordul navei
chock = ureche de ghidare; nară de parâmă; cavalet de barcă; şpraiţ ( de fixare a
încărcăturii);tac; pană;colţar scurt de stringher
open chock = ureche de ghidare deschisă
closed chock î ureche de ghidare închisă
roller chock = ureche de ghidare cu turnichet/ şomar (la barcă)
bollard = baba de cheu, bolard
padeye = placă cu ochi
towing = remorcare
block = macara ( scriprte )
tackle = greement; palanc;tachelaj

5. PRESENT SIMPLE AND CONTINUOUS

In this section we are going to talk about tenses usually referred to as “present” in grammars
and reference books, the present simple and the present continuous. These tenses are discussed
in their relation to present time. Another form of present tense is the present emphatic and is
important to make the distinction between this and the normal form of the present simple.

Present simple - full form: I walk; negative form: I do not walk; question form: Do you walk
to school?/ Don’t you walk to school?; tag question: You walk to school, don’t you?/ You don’t
walk to school, do you?
Meaning and function- this tense is a timeless tense for actions which are always, repeatedly,
or generally true, or actions encapsulated in a single instant (with no reference to past or future).
This tense is used to denote truths:
● Habitual truth: He smokes forty cigarettes a day.
● Eternal truth: Jesus lives/ The Koran says…
● Recurrent truth: The sun rises in the east.
● Permanent human truth: I like sweets.
● General truth: English people drink a lot of tea.
● Mathematical and scientific truth: Two and two make four/ Water boils at 100C.
It is used for giving instructions, directions, demonstrations (often with the impersonal you):
(You) beat the eggs and then (you) add the flour/ (You) turn to the left and walk straight ahead.
It is used as a narrative device for dramatic effect in certain situations:
● In commentaries: He passes the ball to Clark, aims and scores.
● In headlines and captions: Putin meets G. Bush
In describing feelings and senses (sudden ones): I feel sick (suddenly)/ I hear bells.
With a future time marker the tense gives a timetable future usually for schedules:
My bus leaves at 3.00 p.m.
It is used after when to form a time clause: When I get home, I’ll make tea.
Habitual present tense with adverbs of frequency (always, sometimes, often, never, usually):
They never smoke when they are aboard ship/ He always sings when he takes a shower.
In formal speech it is possible to use what we call the “historic present” to describe past events,
especially to make the narration seem more immediate and dramatic: “…so then the second
man asks the first one why he has a banana in his ear and the first one says…”

Present continuous- full form: I’m looking; negative form: I am not looking; question form:
Are you looking?/ Aren’t you looking?; tag question: You are looking, aren’t you?/ Aren’t you
looking, are you?/ I’m looking, aren’t I?
State and dynamic verbs- some verbs rarely take the present continuous form at all: these are
verbs that describe a state of affairs beyond the person’s immediate active control (If someone
is a man, has a car, knows French, hears music, or like apples-there is little he can do to change
this at the moment). These verbs are often called state verbs, as distinct from dynamic ones,
where the person is actively doing something. Even verbs which are usually state, can take the
present continuous, but they mean something different. The most common state verbs are the
following:
● To be- rarely occurs in the present continuous form except with adjectives of
behaviour: You are being silly (suggests a temporary and deliberate action)
● To have- I’m having a bath/ a drink (it implies present enjoyment or experience)
● Verbs describing involuntary sensations (smell, hear, see)- are usually in the present
simple, but they also take the present continuous for particular effect:
I’m seeing him to the station (change of meaning); I’m smelling roses (pretence).
● Emotion and wishing verbs (intend, hope, wish, like, dislike) can sometimes occur with
the present continuous for a polite and tentative meaning: I am hoping that you will take the
part of Hamlet.
● Thinking verbs (think, expect) sometimes take the continuous form when thinking is
an activity, not a passive state of mind: Be quiet! I am thinking / The police are expecting
trouble, but I think he is at home now (think = believe)
● Other state verbs (belong to, concern, contain, cost, matter, resemble, keep on) are
usually in the present simple, but again there are some exceptions where the continuous form
is used, for example to emphasize temporary meaning:
God knows what this meal is costing me! / He is resembling his father more and
more.
Meaning and function:
a) Temporary action- that began before the time of speaking, is continuous across it, and
is not yet complete: I’m walking at this moment.
b) Temporary habit- not necessarily engaged in at the moment of speech, but temporarily
contracted for: I’m watering his plants while he is away.
c) Regrettable habit (always): I’m always losing my keys (the speaker is constantly in a
state of having lost the keys).
d) Future action- for plans and arrangements: I’m picking her up at 6.00, we’re leaving
tomorrow.

Present emphatic- used to express contradiction, surprise or insistence and rely on stress
and intonation for their function. It is created as the ordinary tense, with the addition of
stress on the auxiliaries.
Meaning and function
a) To express reassurement of reaffirmation that action occurs: I do turn off the lights./
He does live here.
b) To express contradiction: You do break the speed limit./ I do like icecream.
c) To express enthusiasm, strong feeling: I do hope I can come./ I do love Chopin./ I do
want to see that film.
d) To express enthusiastic reinforcement: I do like your hat.
e) To express invitation: Do you play chess?/ I do want to see that film.

6. Vocabulary Practice

! In order to be able to do the following tasks, you’ll have to revise the information in Unit
5,course book.Pay special attention to the terms relating to the ground tackle and deck fittings.In
order to assess your performance turn to the self-test and key to check your answers. Good
luck!

I. Answer the following questions.

1. What is ground tackle?

2. What is mooring?
3 What is anchoring?
4. What does make fast mean?
5. What is a mooring buoy?
6. What does hoist mean?
7. What is a windlass?
8. What is a chain grab?
9. What is a windlass room?
10. What is a wildcat?
11. What is a chain locker?
12. What is a hawsepipe?
13. What are deck fittings?
14. What is a capstan?
15. What are mooring lines?
16. What are winches?
II. Complete the following sentences by filling in the blank spaces with the appropriate
term(s):

1. The equipment known as _______ _______is used for mooring and anchoring ships.
2. Tying a ship to the land or a buoy is known as_________________________
3. Keeping a ship in place at aea with a weight and chain is_________________
4. Another word for tying is to________________________________________
5. A heavy weight at the end of a chain to keep a ship in place is called an______
6. A series of metal rings joined together form a __________________________
7. A U-shaped metal ring for connecting tackle is a________________________
8. A short length of rope or chain used for holding a line or chain is a_________-
9. To raise or lift is to_______________________________________________
10. A motor that pulls in an anchor is a __________________________________
11. A wheel on the windlass that takes the anchor chain up is the______________
12. Another word for wildcat is_________________________________________
13. The compartment in which the windlass is located is the__________________
14. The anchor chain is kept in the______________________________________
15. The part of a stopper consisting of a hinged hook held in place by a ring is called
a________________________________________________________
16. The opening through which the anchor chain moves is the________________
17. The metal device used to make a stopper tight or loose is the______________
18. Tools and machinery found on the deck are known as____________________
19. The powered equipment used to handle mooring lines is the_______________
20. Ropes and chains used to moor a ship are called_______________________
21. Pulling machines used to handle cargo are_____________________________

III. Answer the following questions:

1. What are deck fittings?

2. What does belay mean?
3. What does shipboard mean?
4. What is welding?
5. What is towing?
6. What devices do deck fittings include?
7. How would you say that the sailor attached a line to a cleat?
8. What would you call the end of mooring line that is on a ship?

IV. Identify the following objects.

A is a____________________________________________________________
B is an___________________________________________________________
C is a____________________________________________________________
D is a ___________________________________________________________
E is a____________________________________________________________
F is a____________________________________________________________
G is a____________________________________________________________

7. Vocabulary Practice- Answer key

I.

1. All equipment used for anchoring or mooring ships.

2. Tying a ship to the land or mooring buoy.
3. Keeping a ship in place at sea with a chain and heavy weight called an anchor.
4. To tie one thing to another.
5. A large floating device to tie a ship to.
6. To raise or lift.
7. A motor used to pull in (hoist) or drop the anchor.
8. Another word for wildcat.
9. The compartment in which the windlass is located.
10. A wheel on the windlass that takes the anchor chain in and out.
11. The compartment below the windlass room where the anchor chain is kept.
12. The opening through which the anchor chain goes between the chain locker and the
deck.
13. Tools and machinery found on the deck.
14. An item of powered equipment used to handle mooring lines.
15. Ropes and chains used to moor a ship.
16. Pulling machines mainly used to handle cargo.
II. Complete the following sentences by filling in the spaces with appropriate term(s)

1. ground tackle
2. mooring
3. anchoring
4. make fast
5. anchor
6. chain
7. shackle
8. stopper
9. hoist
10. windlass
11. wildcat
12. chain grab
13. windlass room
14. chain locker
15. pelican hook
16. hawswpipe
17. turnbuckle
18. deck fittings
19. capstan
20. mooring lines
21. winches

III. Label the following items correctly.

a) shackle; b) chain; c)turnbuckle; d) pelican hook; e)anchor; f) stopper

IV. Answer the following questions.

1. Devices that lines or wires can be attached to.

2. To attach a line or wire.
3. On the ship.
4. Uniting metals by heat,
5. Pulling another ship.
6. Deck fittings include cleats, bitts, chocks,bollards, and padeyes.
7. He belayed it. To the cleat.
8. Shipboard ends.

V. Identify the following objects.

a) bitts; b) open chock; c)roller chock; d) closed chock e) padeye; f) cleat; g) bollard

8. Grammar Practice: Present Simple and Present Continuous

Exercise I. Complete the sentences. Use am/ is/ are + one of these verbs

building coming cooking playing standing studying swimming

1. Listen! Pat is playing the piano.

2. They………….a new hotel downtown
3 Look! Somebody ……….. … in the river.
4. ”You……………on my foot”. “Oh, I ‘m sorry”.
5. Hurry up! The bus …………..
6.”Where are you Sam?” “In the kitchen . I ……….. dinner.”
7. (on the phone) “ Hello. Can I speak to Ann please?” “ She ……….for an exam right now.
Can she call you back later?”

Exercise II. What’s happening right now? Write true sentences.

1. (I/ wash/ my hair). I’m not washing my hair.

2. (it / snow)
3. (I / sit / on a chair)
4. (I / eat)
5. (it / rain )
6. (I / do /this exercise).
7. (I / listen / to the radio)
8. (the sun / shine)
9. (I /wear / shoes )
10. (I / read / a newspaper)

Exercise III. Write positive or negative short answers (Yes, I am / No, it isn’t, etc.)

1. Are you watching TV? No, I’m not.

2. Are you wearing shoes?
3. Are you wearing a hat?
4. Is it raining?
5. Are you eating something?
6. Are you feeling all right?
7. Is the sun shining?
8. Is your teacher watching you?

Exercise IV. Write the he / she / it form of these verb:

1. read …..reads
2. repair…….
3. watch……….
4. listen………..
5. love……….
6. have……….
7. push……….
8. do……….
9. think……….
10. kiss……..
11. buy……….
12. go…..

Exercise V. Complete the sentences. Use the correct form of these verbs.

boil close cost cost drink go have have like meet open speak teach
wash

1. She’s very smart. She speaks four languages.

2. Steve …………. four cups of coffee a day .
3. We usually…………. Dinner at 7 o’ clock.
4. I …………..movies. I often ……………. to the movies with friends.
5. Water …………… at 100 degrees Celsius.
6. In my home town the banks ……………. at 9:00 in the morning.
7. The City Museum ……………. at 5 o ‘ clock on Saturdays.
8. Food is expensive. It …………….. a lot of money.
9. Shoes are expensive. They ……………. a lot of money.
10. Sue is a teacher. She ………… math to young children.
11. Your job is very interesting. You ………… a lot of people.
12. Peter …………. his hair every day.
13. An insect ………. six legs.

Exercise VI. Write the opposite. (positive or negative).

1. I understand. I don’t understand.
2. She doesn’t drive. She drives.
3. They know. They ………..
4. He loves her. ………..
5. They speak English. ………….
6. I don’t want it. …………….
7. She doesn’t want them. ………..
8. He lives in Taiwan. ………………

Exercise VII. Complete the sentences. All of them are negative. Use don’t/ doesn’t + one of
these verbs.

cost drive go have know play see sell smoke wash wear

1.” Have a cigarette”. “ No, thanks.” I don’t smoke.

2. They ………… newspapers in that store.
3. She has a car, but ………….. very often.
4. I like plays, but I ………..to the theatre very often.
5.My car is usually dirty because I ………….. it very often.
6. It’s a cheap hotel. It ………….. much to stay there.
7. He likes soccer, but he ………… very often.
8. I …………….. much about politics.
9. She’s married, but she …………….. a ring.
10. He lives next door, but we………….. him very often.
11. “Can you lend me five dollars?” “Sorry, I …………..any money.”

Exercise VIII. You are asking somebody questions. Write questions with Do/ Does….?
Example: I work hard . How about you? Do you work hard?
1. play tennis .How about you? ……. you ……………..?
2. I play tennis. How about Ann? …….. Ann …………. ?
3. I know the answer. How about you? ……………….. the answer?
4. I like hot weather. How about you? ……………………….?
5. My father drinks coffee. How about your father ? ………………?
6. I exercise every morning. How about you? …………………..?
7. I speak English. How about your friends? ……………..?
8. I want to be famous. How about you? ……………..?

Exercise IX. These questions begin with Where/ What/How ……?

1. I wash my hair every day. ( how often/you ?) How often do you wash your hair?
2. I live in Mexico City. (where /you?) Where ………………….?
3. I watch TV every day. (how often/you?) How …………..?
4. I have lunch at home.(where/ you ?) …………………….?
5. I get up at 7:30.(what time/ you?) ………………….?
6. I go the movies a lot. (how often/ you?) ……………?
7. I go to work by bus. (how/you?) ……………..?
8. I always have eggs for breakfast. (what/ you?) …………………….?

Exercise X. Put the verb in the present continuous (I am doing) or simple present (I do)
1. Excuse me, do you speak …….. (you/ speak) English?
2. Tom (is taking) …… (take) a shower at the moment.
3. They don’t watch …. (not/ watch) television very often.
4. Listen! Somebody …………….. (sing).
5. She’s tired. She …………….. (want) to go home now.
6. How often …………. (you/ read) the newspaper.
7. “Excuse me, but you ………. (sit) in my place.” Oh, I’m sorry.”
8. I’m sorry, I ……….. (not/ understand). Please speak more slowly.
9. “Where are you Dan?” “ I’m in the living room. I ………. (read).
10. What time …………. (she/ finish) work every day?
11. You can turn off the radio. I………….. (not /listen) to it.
12. He……………… ( not/ usually/ drive) to work.. He usually ………… (walk).

Exercise XI. Complete the sentences with the Present Simple (I do) or the Present Continuous
(I am doing)`.
1. I leave (leave) home at 7 o’ clock every morning.
2. She usually ……………….. (work) in the sales Department in London, but at the moment
she (do) a training course in Bristol.
3.He ……………. (try) very hard in every game that he (play).
4. Excuse me. I think you ………… (sit) in my seat.
5. ………. (you/ listen ) to the radio very often?
6. Don’t talk to me now. I ……. (write) an important letter.
7. Why ………….. (they/ drive) on the left in Britain?
8. It …………… (not/ get) dark at this tome of year until about 10 o’ clock.
9. It usually ………….. (rain) here a lot, but it ……………. (not/ rain) now.
10. A: What are you doing?
B: …………. (bake) a cake. Why…………..(you/ smile) ?……….(I/do) something wrong?

9. Present Simple and Present Continuous-Answer Key

Exercise I. 2.are building 3.is swimming 4.are standing 5.is coming 6.are cooking 7.is studying

Exercise II. 2.It is/it is not snowing 3.I am /I am not sitting 4. I am /I am not eating 5. It is/ it
is not raining 6. I am / I am not doing the exercise 7. I am / I am not listening to the radio 8.
The sun is/ the sun isn’t shining 9. I am / I am not wearing shoes 10.I am / I am not reading a
newspaper

Exercise III. 2. Yes, I am / No, I’m not. 3. Yes, I am / No I ‘m not. 4. Yes, it is / No it isn’t.
5.Yes, I am / No, I’m not. 6. Yes, I am / No I’m not. 7. Yes, it is/ No it isn’t. 8. Yes, she is/ No
she isn’t.

Exercise IV. 2. repair; 3.watches; 4. listens; 5. loves; 6. has; 7.pushes; 8. does; 9. thinks; 10.
kisses; 11. buys; 12. goes.

Exercise V.2. drinks; 3. have; 4. like; 5. go; 6. open; 7. closes; 8. costs; 9. cost. 10. teaches; 11.
meet; 12. washes; 13. has.

Exercise VI. 3. they don’t know 4. He doesn’t love 5. They don’t speak English 6. I want it 7.
She wants them 8. She doesn’t live in Taiwan

Exercise VII. 2. don’t sell 3. doesn’t drive 4. don’t go 5. don’t wash 6. doesn’t cost 7. doesn’t
play 8. don’t know 9. doesn’t wear 10. don’t have
Exercise VIII. 2. do you live? 3. often do you watch TV? 4. Where do you have lunch? 5. What
time do you get up? 6. How often do you go to the movies? 7. How do you go to work? 8.
What do you usually have for breakfast?

Exercise IX. 4. is singing 5. wants 6. do you read 7. are sitting 8. don’t understand 9. are
reading 10. does she finish 11.am not listening 12.He doesn’t usually drive

Exercise X. 2. Works; is doing3. 3. tries; plays 4. tries; are sitting 5. Do you listen 6. Am writing
7. Do they drive 8. Doesn’t get 9. Rains; is not raining 10. I’m baking; are you smiling; Am I
doing
10. Self-Test

I. Fill in the blanks with appropriate term(s)

1. …. ….. is the term used to include all equipment used for….and….ships.

2. Mooring means to tie or… … a ship to the land or…… ………………..
3. ….means to keep a ship in place at sea by a heavy metal object on the end of a rope.
4. Ground tackle includes the…,….,….., and….necessary for these operations.
5. An anchor is…. And lowered by a……………………………………………
6. Below the windlass room is the…… ……where the anchor chain is kept.
7. The chain travels below through a…………………………………………….
8. When a ship is anchored, the chain is held with one or three stoppers consisting of a….
…..and a …… in a short length of chain.
9. … ….include a number of devices that lines or wires can be……..to.
10. There are three types of chocks: open chock,……chocks and …chocks.
20p
II. Answer the following questions.

1. Where can you find cleats?

2. What are bitts?
3. What do we attach to the bitts/
4. What are chocks?
5. What is a bollard?
6. What are padeyes?
7. What are padeyes used for?
8. What is welding?
9. What is footing?
10. Why do roller chocks contain round cylinders?
10p
III. Put in am/is/are/do/don’t/does/doesn’t.

1. Excuse me,……you speak English?

2. “Have some coffee,” “No, thank you, I……drink coffee.”
3. Why……..you laughing at me?
4. “What ……she do?” “She’s a dentist.”
5. I…..want to go out. It…..raining.
6. “Where…..you come from?” “From Canada”
7. How much…..it cost to send a letter to Canada.
8. I can’t talk to you right now. I…..working.
9. Bob is a good tennis player, but he….play very often.
10p

IV. Put the verb in the present continuous (I am doing) or simple present (I do)

1. Excuse me, do you speak……………….(you /speak) English?

2. Tom…is taking…………………(take) a shower at the moment.
3. They…don’t watch…………………………(not/ watch) television very often.
4. Listen! Somebody………………….(sing).
5. She’s tired. She…………………….(want) to go home now.
6. How often………………………..(you/read) the newspaper?
7. “Excuse me, but you…………….(sit) in my place.” “Oh, I’m sorry”
8. I’m sorry, I……………………..(not/understand).Please speak more slowly.
9. “Where are you, dan?” “I’m in the living room. I…………….(read)
10. What time……………….(she/finish) work every day?
11. You can turn off the radio. I…………..(not/listen) to it.
12. He…………(not/usually/drive) to work. He usually…………(walk)
10p
11. Self-test-Answer Key

I.
1. Ground tackle; mooring; anchoring
2. make fast; mooring buoy
3. anchoring
4. anchors; chains; shackles, and stoppers
5. hoisted; windlass
6. chain locker
7. hawsepipe
8. pelican hook; turnbuckle
9. belayed
10. closed; roller

II.

1. Throughout ships on decks and bulkheads and on piers.

2. They are cylindrical fittings made of iron or steel
3. The shipboard ends of mooring lines are attached to the bitts.
4. Chocks are heavy fittings with smooth surfaces through which mooring lines are led.
5. This is a strong fitting which is found on piers.
6. Padeyes are metal fittings welded to decks and bulkheads.
7. Padeyes are used for attachments which will require great strength such as towing operations.
8. United metals by heat.
9. Base.
10. Roller chocks contain round cylinders to reduce friction.

III.

1. do
2. don’t
3. are
4. does
5. don’t; It’s
6. are
7. does
8. am
9. doesn’t
IV.

4. is singing
5. wants
6. do you read
7. are sitting
8. don’t understand
9. am reading
10. does she finish
11. don’t listen
12. doesn’t usually drive. He usually walks
 Unit 6.

NAVAL EQUIPMENT: SIGNAL LIGHTS, FLAGS, AND BELLS

Objectives: After studying the topic in the course book the learner should be able to: identify
the equipment on the signal bridge and explain the functions of the items identified;
discriminate between the signal flags and pennants and their functions within the International
Code of Signals

1. Most of the equipment for signalling short distances is located on or near the signal
bridge on the superstructure of the ship. Lines called halyards extend from the yardarm. On
them are found signal flags. These are flags representing letters of the alphabet, numbers, or
complete meanings. If they are not square they are called pennants. They are read from top to
bottom. They are bent on (attached) to the halyards and hoisted to the yard.
On or near the signal bridge are signal searchlights. These are hand-operated blinking lights
which send code messages.
On the outboard end of the yard are two small lights called yardarm blinkers used for sending
messages over short distances. These are operated by a special switch called a key similar to a
telegraph key.
1.1. Another signalling device is the ship’s bell. This is mainly used to notify personnel on
the ship of the time. Using the bell is an old navy custom. Time is, to this day, expressed in
“bells” on a ship. Traditionally time at sea is divided into 4-hour periods called watches. There
are six watches.

Midnight –0400 Middle Watch Noon-1600 Afternoon watch

0400-0800 Morning Watch 1600-2000 Evening Watch
0800-noon Forenoon Watch 2000-midnight First Watch

The evening Watch can be divided into two short watches.

1600-1800 First dog watch 1800-2000 Second Dog Watch

Each watch is in the charge of an officer. The traditional pattern is as follows:

12-4 4-8 8-12

a.m. Middle Watch Morning Watch Forenoon Watch
p.m. Afternoon Watch Evening Watch First Watch
Deck Second Officer Chief Officer Third Officer
Engine Third Engineer Second Engineer Fourth Engineer

Traditionally the passage of time at sea is marked by bells. Bells are struck throughout each
watch as follows:

After ½ hour 1 bell After 2 hours 4 bells After 3½ hours 7 bells

After 1 hour 2 bells After 2½ hours 5 bells After 4 hours 8 bells

After 1½ hours 3.bells After 3 hours 6 bells

During the Second Dog Watch the bells strike 1 2 3 8,

1 bell is struck 15 minutes before each watch is due to change.
1.2. For safety during peacetime, all ships that go to sea are required by international law
to have running lights. These consist of a white masthead light usually on the upper part of the
bridge superstructure or on an area forward of the foremast. Abaft and above the masthead light
is a white range light located either on the foremast or mainmast. To either side side lights are
found. There is a green one on the starboard side, and a red one on the port side.
Often a searchlight used to view nearby objects is found in the signal bridge area. It should not
be confused with signalling equipment. It’s important for the seaman to become familiar with
all of these items.

2. Vocabulary

Signal bridge = punte de semnalizare

Halyard = funga, saula de pavilion
Yardarm = capat de verga
Signal flags = pavilion de semnalizare
Pennant = flamura
To bend on = a fixa, a atasa
Yard = verga
Running lights = lumini de mars/navigatie
Masthead light = lumina de catarg(la navele cu propulsie mecanica)
Foremast = catarg prova, arborele trinchet
Range light = lumina de aliniament, lumina de catarg pupa
Sidelights = lumini distinctive din borduri (rosie sau verde)
Searchlight = proiector cu fascicul dirijat
Mainmast = arbore mare, catarg principal

3. PRESENT PERFECT AND PRESENT PERFECT CONTINUOUS

! The present perfect tense is one of the most difficult English tenses to use well or even
correctly. The explanations presented here aims to provide the student with a clear guide to
when to use, and when not to use this tense, in both the simple and continuous form.

Present perfect simple – is formed with the auxiliary verb have in the corresponding form for
the subject of the sentence, followed by the participle of the main verb.
full form: I have walked/ drunk/run/ I haven’t walked; question form: Have you walked?/
Haven’t you walked?; tag question: You have walked, haven’t you? You haven’t walked, have
you?
Meaning and function- shows the present situation in relation to past action, how the past is
relevant to now.
a) For uncompleted action where both action and results remain/unfinished past/ with a
time marker showing past reference:
London has stood beside the Thames for hundreds of years/ My mother has
always played tennis.
b) For an action which took place in an identified period of time which is not yet over:
I’ve read a book this morning./ I read a book this morning.
c) For an action which took place in the past, but whose results are still present
(present perfect of result): I’ve spilt the milk (it is still on the floor).
d) For an action(single or repeated) which took place in the past, but still relates
to the present: I’ve studied French.(and remember it).
e) With the time markers just, yet, already, still, this can also indicate the attitude of the
speaker:
I have just washed the floor. (so it’s still wet)
He has just left. (so you are too late to speak to him)
Have you painted my fence yet?(questions)
I haven’t painted the fence yet.(negatives)
He has already eaten it.(there is none left)
Hasn’t the train gone already? (that is surprising)
He still hasn’t left.(negatives)
Have you still got that hat? (Amer. English prefers the present simple with still)
Have you ever lived in London? (present perfect of experience)
I have never lived in Paris.(remembered experience)
f) Future uses- when clauses: I’ll come when I have written this letter. (I’ll write this letter
first and when that is complete, I’ll come)

Present perfect continuous – is formed with the auxiliary verb have in the corresponding form
for the subject of the sentence, followed by the participle been of the auxiliary verb be, followed
by the –ing form of the main verb.
full form: I have been eating/ He has been eating; question form: Have you been eating?/
Haven’t you been eating?; tag questions: You have been eating, haven’t you?/ You haven’t
been eating, have you?
Meaning and function- this tense focuses on continuous or repeated activity engaged in
before the present, but relevant to it and on the continuous duration of that action. The action
is seen as temporary and may or may not have completed at the time of speaking.
a) used as an explanation for the present situation or the appearance of the speaker-
caused by the recent and ongoing nature of the activity, which may or may not be completed:
I won’t shake hands, I’ve been baking. (my hands are covered in flour);
I have been repairing the car all morning. (I’m exhausted)
b) to account for a period of time now finishing-the tense indicates that the
action filled the time:
I didn’t iron your shirt, I’ve been cooking all morning. (excuse for failure)
c) it is used to draw attention to the repeated or continuous nature of an action or
habit resulting in present expertise or knowledge:
I have been learning French for 10 years /I have been living here since1970.
d) it is used for new, temporary habits, which have become constant or
continuous:
He has been seeing a lot of her lately.
e) it is often used in talking about health to describe new and developing
symptoms:
I have been getting/having headaches.
f) with verbs of wishing/hoping-the tense is a polite device, suggesting that the
wish or thought was constantly in the speaker’s mind:
I have been looking forward to meeting you.
g) with mean/intend, the tense shows a recognition that the speaker has failed in
his duty:
I have been meaning to visit you.

Important – it is important to remember that non-continuous verbs cannot be used in any

continuous tenses. To express the idea of present perfect continuous with these exception
verbs, you must use present perfect.
Examples: Tom has been having his car for two years. Not correct
Sam has had his car for two years. Correct

* Comparison between the present perfect simple and the present perfect continuous:
● The present perfect simple: He has painted the room. (we are interested in the result
of the action, not in the action itself)
● The present perfect continuous: He has been painting the room.(we are interested in
the action, it does not matter whether something has been finished or not).
● We use the simple to ask or say how much, how many or how many times:
How many pages of that book have you read?/ Mary has written 10 letters today./
They have played tennis three times this week.
● We use the continuous to ask or say how long (for an activity still happening):
How long have you been reading that book?/ Mary has been writing letters all day./
They have been playing tennis since two o’clock.
● We can use for and since with both present perfect simple and continuous: He has
talked about her for years/ He’s been talking about her for years./I’ve played volleyball since
9 o’clock/ I’ve been playing volleyball since 9 o’clock.6.7.

4. Vocabulary Practice

! Please revise Unit 6 in your course book and then do the following tasks. To evaluate
your performance, turn to the self-test and answer key at the end of this unit. You will be
awarded one point for each correct answer. If you score below 30 points you’ll have to go
back to Unit 6 and revise the vocabulary or grammar problems you have failed in your
test If your score is above 30 points you may pass on to the next Unit. Good luck!

I. Answer the following questions.

1. Where is most of the equipment for signalling short distances located?

2. What are the lines extending from the yardarm called?
3. What are the square flags called which are used to send messages?
4. What are the flags that are not square?
5. What’s another word for bend on?
6. What are the signal lights located on the signal bridge called?
7. What are the signal lights located on the end of the yard called
8. What are the switches used to operate yardarm blinkers?
9. What is the signalling device used to sound out the time?
10. What is the general term for safety lights found around the signal bridge?
11. What is the running light called which is usually found on the upper part of the bridge
superstructure?
12. What running light is found above and abaft the masthead light?
13. What are the red and green lights found on the starboard and port sides called?
14. What is a searchlight?

II. Identify all numbered equipment on the signal bridge and explain the functions of the
items you list. Write your answers in the lettered spaces:

a.___________________________________________________________________
b.___________________________________________________________________
c.___________________________________________________________________
d.___________________________________________________________________
e.___________________________________________________________________
f.___________________________________________________________________
g.___________________________________________________________________

III. Complete the following sentences with the appropriate term(s

1. Most of the equipment for signalling short distances is located on the___ ___
2.Lines called _____ extend from the yardarm.
3. Signal flags represent____,____,or_________
4.On or near the signal bridge are ________ _____________
5.On the outboard end of the yard are two small lights called______ _________
6._____ ______is mainly used to notify personnel on the ship of the time.
7.All ships that go to sea are required by international law to have____ _______
8. Running lights consist of a white____ ____ usually on the upper part of the bridge
superstructure.
9.Abaft and above the masthead light is a white ____ ____ located either on the foremast or
mainmast.
10. There is a green light on the starboard side, and a red one on the port side. They are
called_______________________________________________

5. Vocabulary Practice-Answer key

I.

1. On the signal bridge.

2. Halyards
3. Signal flags
4. Pennants
5. Bend on
6. Signal searchlights
7. Yardarm blinkers
8. Keys
9. The ship’s bell.
10. Running lights
11. A masthead light
12. The range light.
13. Sidelights.
14. It’s a light used to locate nearby objects at night.

II.
a) yardarm blinker lights-used for sending messages over short distances
b) signal halyards-lines which extend from the yardarm. On them are found signal flags
c) signal searchlight-These are hand-operated blinking lights which send code messages’
d) ship’s bell-another signalling device used to notify personnel on the ship of the time.
e) searchlight-used to view nearby objects at night.It shouldn’t be confused with
signalling equipment,
f) green sidelight-is placed on the starboard side and must be exhibited at night whether
the vessel is underway or at anchor.
g) Masthead light-it’s a white light on the upper part of the bridge superstructure or on
an area forward of the foremast. This light must be exhibited at night.

III.

1. signal bridge
2. halyards
3. letters of the alphabet, numbers or complete meanings
4. signal searchlights
5. yardarm blinkers
6. ship’s bell
7. running lights
8. masthead
9. range light
10. sidelights

6. Grammar practice. The present perfect and the present Perfect continuous

.You are writing a letter to a friend. In the letter you give news about yourself and other people. Use
the words to make sentences. Use the present perfect.

Dear Chris,
Lots of things have happened since I last wrote to you.
1.I/ buy/ a new car….I’ve bought a new car.
2. my father / start/ a new job………….
3. I / give up/ smoking……………
4. Charles and Sarah/ go / to Brazil………..
5. Suzanne/ have/ a baby…………….

II.Complete the sentences. Use already+ present perfect simple

1. What time is Paul arriving? He’s already arrived.

2. Do Sue and Bill want to see the film? No, they………………..
3. Don’t forget to phone Tom. I………………………..
4. When is Martin going away? He……………………….
5. Do you want to read the newspaper? I…………………………
6. When does Linda start her new job? She ……………………..

III. You are asking Helen questions beginning Have you ever……?Write questions.

1.(London?)….Have you ever been to London? No, never.

2. (play/ golf?) ..Have you ever played golf? Yes, many times.
3. (Australia?).. Have……………… No, never.
4.(lose /your passport?) ……………….. Yes, once
5. ( fly/ in a helicopter?)…………………….. No, never.
6. (eat/ Chinese food?)………………….. Yes, a few times.
7. (New York?)…………………………. Yes, twice.
8. (drive / a bus?)………………….. No, never.
9. (break/ your leg?)………………………. Yes, once.

IV. Write sentences about Helen. (Look at her answers in exercise III )

1. (New York) ……..Helen has been to New York twice.

2. (Australia)…Helen………………………………
3. (Chinese food)……………………………
4. (drive /a bus)………………………….

Now write about yourself. How often have you done these things?

5. (New York) I…………….

6. (play /tennis)…………………
7. (fly/ in a helicopter)……………..
8. (be / late for work or school)……………..

V. Complete the sentences.

1. Jill is in hospital. She…has been… in hospital since Monday.

2. I know Sarah. I …have known…her for a long time.
3. Linda and Frank are married. They……………married since 1989.
4. Brian is ill. He……………….ill for the last few days.
5. We live in Scott Road. We…………there for ten years.
6. Catherine works in a bank. She…………….in a bank for ten years.
7. Alan has a headache. He ……………..a headache since he got up this morning.
8. I’m learning English. I………….English for six months.

VI. Which is right?

1. Mark is / has been in Canada since April. has been is right

2. Jane is a good friend of mine. I know / have known her very well.
3. Jane is a good friend of mine. I know / have known her for a long time.
4. “Sorry, I’m late. How long are you/ have you been waiting?”
5. Martin works / has worked in a hotel now. He likes his job very much.
6. Tom is / has been in Spain at the moment. He is / has been there for the last three days.

VII. Read the situations and write sentences with just, already, or yet.

1.After lunch you go to see a friend at her house. She says “Would you like something to
eat?”
You say: No, thank you. ..I’ve just had lunch….(have lunch)
2. Joe goes out. Five minutes later, the phone rings and the caller says” Can I speak to Joe?”
You say: I’m afraid ……………………….(go out)
3. You are eating in a restaurant. The waiter thinks you have finished and starts to take your
plate away. You say :Wait a minute!………………(not /finish)
4. You are going to a restaurant this evening. You phone to reserve a table. Later your friend
says “Shall I phone to reserve a table”? You say: No,……………..it.(do).
5.You know that a friend of yours is looking for a job. Perhaps she has been successful. Ask
her: You say:…………….? (find)
6. Ann went to the bank, but a few minutes ago she returned. Somebody asks “Is Ann still at
the bank?” You say: No, …………..(come back).

VIII .Put in been or gone .

1. Jim is on holiday. He’s gone to Italy.

2. Hello. I’ve just ………..to the shops. I’ve bought lots of things.
3. Alice isn’t here at the moment. She’s …………to the shop to get a newspaper.
4. Tom has…………..out. He’ll be back in about an hour.
5. “Are you going to the bank?” “No, I’ve already ………..to the bank.

IX. Complete these sentences using today/ this year/ this term etc

1. I saw Tom yesterday but ………. I haven’t seen him today.

2. I read a newspaper yesterday but I…………………………today.
3. Last year the company made a profit but this year………………. .
4. Tracy worked hard at school last term but………………….. .
5. It snowed a lot last winter but ………………………… .
6. Our football team won a lot of games last season but we…………….

X. Read the situations and write sentences as shown in the examples.

1.Jack is driving a car but he’s very nervous and not sure what to do .
You ask: : ….Have you driven a car before?
He says :….. No, this is the first time I’ve driven a car.
2.Len is playing tennis. He’s not very good and he doesn’t know the rules.
You ask: Have………………………………………………………….
He says: No, this is the first …………………………………………….
3.Sue is riding a horse. She doesn’t look very confident and comfortable.
You ask:…………………………………………………………………
She says:………………………………………………………………….
4.Maria is in London. She has just arrived and it’s very new for her.
You ask:………………………………………………
She says:…………………………………………

XI .You are asking somebody questions about things he or she has done. Make questions
for the words in brackets.

1.(ever/ ride /horse).. Have you ever ridden a horse?

2. (ever/ be / California)……….
3.(ever / run / marathon )………
4.( ever / speak / famous person?)…………………
5.( always / live / in this town ?)…………………………..
6. ( most beautiful place / ever / visit ?) What………………..

XII. Write a sentence with the present perfect continuous and for to describe each
situation. Use these verbs: camp, play, read, swim, talk, travel, work.

1.The video began two hours ago, and it hasn’t finished yet. It’s been playing for two hours.
2. James went into the water ten minutes ago. He doesn’t want to come out
yet…………………………..
3. Alice rang Peter half an hour ago, and they’re still on the phone……………
4.Robert picked up a book an hour ago. He hasn’t put it down yet…………………………….
5.Ed and Jennifer started their journey around the world three months ago. They’ve gone about
halfway now…………………………………….
6.Sue got to the office early this morning. Ten hours later she’s still there…………………
7. The Dobsons left on holiday four weeks ago and they’re not back yet. They took their
tent……….

XIII. Add a sentence with the present perfect continuous . Use the words in brackets.

1.Mr Davis has a backache. (dig / the garden)…..He’s been digging in the garden.
2. Joe has no money left. (shop )………………….
3.The girls are tired. (work / hard )……………………
4.The boys have got a suntan. (sunbathe )
5.Emma’s shoes are dirty. ( walk / in the field )…………..
6.Jane and Neil look annoyed. ( argue )…………….
7.The ground is wet. (rain )…………………
8.Tim has some washing up to do (bake / cakes )………….

XIV. Read the situations and complete the sentences.

1.The rain started two hours ago. It’s still raining now. It .. has been raining … for two hours.
2.We started waiting for the bus 20 minutes ago. We’re still waiting now. We……………….for
20 minutes.
3.I started Spanish classes in December. I’m still learning Spanish now. I…………….since
December.
4.Ann began looking for a job six months ago. She’s still looking now………………….for six
months.
5.Mary started working in London on 18 January. She’s still working there now.
………….since 18 January.
6.Years ago you started writing to a penfriend. You still write to each other regularly now.
We…………….for years.

XV. Read the situations and write two sentences using the words in brackets.

1.Tom started reading a book two hours ago. He is still reading it and now he is on page 53.
( read/ for two hours ).. He has been reading for two hours.
(read / 53 pages so far )
2. Linda is from Australia. She is travelling round Europe at the moment. She began her tour
three months ago.
(travel / for three months ) She…………….
( visit / six countries so far )……………….
3.Jimmy is a tennis player. He began playing tennis when he was ten years old. This year he
is national champion again – for the fourth time.
( win / the national championship four times )……………………..
( play / tennis since he was ten )
4.When they left college, Mary and Sue started making films together. They still make films.
( make / ten films since they left college ). They…………………….
( make / films since they left college )

XVI. Put the verb into the more suitable form, present perfect simple( I have done ) or
continuous ( I have been doing )

1.Where have you been? ..Have you been playing…..( you / play) tennis?
2. Look!. Somebody…………………{break ) that window.
3.You look tired. …………………( you / work ) hard ?
4.”………………..( you / ever / work ) in a factory?” “ No, never “
5.“ Jane is away on holiday.” “ Oh, is she ? Where …………… ( she / go ) ?
6.My brother is an actor. He……………..( appear ) in several films.
7.“Sorry I’m late.”” That’s all right. I………………….( not / wait ) long”.
8.“Is it still raining?” “ No, it ……………….( stop )”
9.I……….(lose ) my address book. …………..( you / see ) it anywhere?
10.I………………….(read) the book you lent me but I ………………(not / finish ) it yet.
11.I …………..( read ) the book you lent me , so you can have it back now.

XVII. For each situation, ask a question using the words in brackets.

1.You have a friend who is learning Arabic.You ask: (how long / learn / Arabic?). How long
have you been learning Arabic?
2.You have just arrived to meet a friend. She is waiting for you. You ask : ( how long / wait ?)
3.You see somebody fishing by the river. You ask: ( how many fish / catch ?)
4.Some friends of yours are having a party next week. You ask: ( how many people / invite ?)
5.A friend of yours is a teacher. You ask: ( how long / teach ?)
6.You meet somebody who is a writer. You ask : ( how many books / write ?) , ( how long /
write books ?)
7.A friend of yours is saving money to go on holiday. You ask: ( how long / save ?)

XVIII.Use the words given to complete the sentences. Put the verbs in the present perfect
simple or continuous.

1.John’s terribly upset. …He’s broken … ( he / break ) off his engagement to Megan.
Apparently …she’s been seeing…( she / see ) someone else while ..he’s been …(he / be ) in
Africa.
2.Can you translate this note from Stockholm? I understood Swedish when I was a child, but
……( I / forget ) it all.
3.What’s that dent in the side of the car?…………..( you / have ) an accident?
4. I’m sorry, John’s not here; ……..(he / go ) the dentist…………( he / have ) trouble with a
tooth.
5.This cassette recorder is broken. ………( you/ play about ) with it?
6.Your Italian is very good ( you / study ) it long?
7.Do you mind if I clear the table? …………( you / have ) enough to it ?
8. I’m not surprised………….( he / fail ) that exam.

PRESENT PERFECT SIMPLE AND CONTINUOUS, AND SIMPLE PAST

I. Rewrite each of the following sentences without changing the meaning, beginning in the
way shown. You may need to use the present perfect or the simple past.

1.We haven’t been to a concert for over a year.

The last time ..we went to a concert was over a year ago.
2.Your birthday party was the last time I really enjoyed myself.
I………………………………………………………………….
3.It’s nearly twenty years since my father saw his brother.
My father………………………………………………….
4.James went to Scotland last Friday and is still there.
James has……………………………………………….
5.When did you last ride a bike?
How long is it ………………………………….?
6.The last time I went swimming was when we were in Spain.
I haven’t ……………………………………………………….
7.You haven’t tidied this room for weeks.
It’s ……………………………………………………..

II Are the underlined parts of these sentences right or wrong? Correct the ones that are wrong.
1. Do you know about Sue? She’s given up her job.RIGHT
2. The Chinese have invented printing.WRONG: The Chinese invented……
3. How many plays has Shakespeare written?.
4. Have you read any of Shakespeare’s plays?
5. Aristotle has been a Greek philosopher.
6. Ow! I’ve cut my finger. It’s bleeding.
7. My grandparents have got married in London.
8. Where have you been born?
9. Mary isn’t at home. She’s gone shopping.
10.Albert Einstein has been the scientist who has developed the theory of relativity.
8. The Present Perfect Simple and Continuous –Answer Key

2. has started
3 .have given up
4 have gone
II.
2. have already seen it
3. have already phoned
4. He has already gone
5. I have already read it
6. She has already started

III.
3. Have you ever been to Australia?
4. Have you ever lost…
5. Have you ever flown….
6. Have you ever eaten..
7. Have you ever been to…
8. Have you ever driven…
9. Have you ever broken…

IV.
2. Helen has never been to Australia
3. Helen has eaten Chinese food a few times
4. Helen has never driven a bus
5.I have /I have never been to New York.
6.I have / I have never played tennis.
7.I have / I have never flown in a helicopter.
8.I have / have never been late for work or school.

V.
3. have been
4. has been ill
5.has been living
6.has been working
7.has had
8.have been living

VI.
2. know
3. have known
4.have you been waiting
5.works
6.is; has been

VII.
2. he has just gone out
3. I have not finished yet
4. I have already done it
5.Have you found a job yet?
6.She has just come back

VIII.
2. been
3. gone
4. gone
5.been

IX.
2. haven’t read one
3. it hasn’t made a profit / it has made a loss
4. she hasn’t worked very hard this term
5.it hasn’t snowed much
6.haven’t won many / any games this season

X.
2. Have you ever played tennis before?
No, this is the first time I’ve played tennis
3. Have you ever ridden a horse before?
No, this is the first time I’ve ridden a horse.
4.Have you ever visited London before.
No, this is the first time I’ve visited London.

7. Self-Test

I. Fill in the blanks with appropriate term(s)

1. Most of the equipment for signalling short distances is located on or near the….
2. Lines called…..extend from the yardarm.
3. … ….represent letters of the alphabet, numbers, or complete meanings.
4. Flags and pennants are….. ….to the halyards and hoisted to the yard.
5. On or near the signal bridge are signal………………………………….
6. On the outboard end of the yard are two small lights called yardarm….
7. All ships that go to sea are required by international law to have …. ….
8. A white ….light is usually placed on the upper part of the bridge superstructure or on
an area forward of the foremast.
9. Above and abaft the masthead light is a white…. ….located either on the foremast or
mainmast.
10. To either side of the ship …. ….are found.
10p
II. Give Romanian equivalents to the following maritime terms.

Signal flags; pennants; signal searchlights; halyards; signal bridge;

yardarm blinkers; running light; masthead light; range lights; side lights 10p

III. Give complete answers to the following questions.

1. Where is located most of the equipment for signalling short distances?

2. Where can you find signal flags?
3. How are signal searchlights operated?
4. How do you call the two small lights on the outboard end of the yard?
5. What device do you use to tell the time at sea?
6. What lights must be exhibited according to the international laws?
7. Where is the range light located?
8. Is the searchlight a signalling equipment?
9. What colour is the masthead light?
10. What colour is the starboard side light? What about the port side light?
10p

IV. Read the situations and write two sentences using the words in brackets.

1. Tom started reading a book two hours ago. He is still reading it and now he is on page
53.
(read /for two hours) He has been reading for two hours.
(read/53 pages so far) He has read 53 pages so far.
2. Linda is from Australia. She is travelling round Europe at the moment. She began her
tour three months ago.
(travel/for three months)She……..
(visit /six countries so far)
3. Jimmy is a tennis player. He began playing tennis when he was ten years old. This year
he is national champion again-for the fourth time.
(win/the national championship four times)…………………………………………….
(play/tennis since he was ten)……………………………………………………………
4. When they left colledge, Mary and Sue started making films together. They still make
films.
(make/ten films since they left college)They………………………………………………
(make/films since they left college)………………………………………………………..
6p
V. For each situation, ask a question using the words in brackets.

1. You have a friend who is learning Arabic. You ask:

(how long/learn/Arabic?) How long have you been learning Arabic?
2. Your friend is writing letters. You ask:
(how long/write letters)…………………………………………………
3. You have just arrived to meet a friend. She is waiting for you.You ask:
(how long/wait)…………………………………………………………
4. You see somebody fishing by the river. You ask:
(how many fish/catch)…………………………………………………..
5. Some friends of yours are having a party next week. You ask:
(how many people/invite?)……………………………………………….
6. A friend of yours is a teacher. You ask:
(how long/teach)…………………………………………………………..
7 You meet somebody who is a writer. You ask:
(how many books/write?)………………………………………………….
(how long/write/books?)…………………………………………………...

8. Self-Test-Answer Key

I.

1. signal bridge
2. halyards
3. signal flags
4. bent on
5. signal searchlights
6. blinkers
7. running lights
8. masthead
9. range
10. side lights

II.

Pavilion de semnalizare; flamură; proiector de semnalizare; fungă, saulă de pavilion

Punte de semnalizare; eclipsă de catarg,lumină cu licăriri; lumină de marş; lumină de
catarg;lumină de aliniament, de catarg pupa; lumini distinctive din borduri.

III.

1. Most of the equipment for signalling is situated/located on the signal bridge.

2. Signal flags are bent on halyards
3. Signal searchlights are hand-operated.
4. The two small lights on the outboard end of the yard are called yardarm blinkers.
5. To tell the ti me at sea we use the ship’s bell.
6. Running lights must be exhibited according to international laws.
7. Range lights are placed/located either on the foremast or mainmast.
8. A searchlight is not a signalling light.It is used to view/ locate nearby objects at night.
9. The masthead light is white.
10. The starboard side light is green and the portside light is green.

IV.

2. She has been travelling for three months

She has visited six countries so far.
3. He has won the national championship four times
He has been playing tennis since he was ten
4. They have made ten films since they left college
They have been making films since they left college.

V.

2. How long have you been writing letters?

3. How long have you been waiting?
4. How many fish have you caught?
5. How many people have you invited?
6. How long have you been teaching?
7. How many books have you written?
How long have you been writing books?

Unit.7

SEAMANSHIP. DIFFERENT TYPES OF ROPE

Objectives: After studying the topic in the course book, the learner should be able to: classify
different types of rope according to their nature, characteristics and use; identify the mooring
ropes on a diagram.

1. A large number of different types of rope are used on board ship, and it is important
for every sailor to know their characteristics so that the right rope can be used for the right job.
Ropes can be divided into three basic types: natural fibre rope, which is made from the fibres
of different plants; synthetic fibre rope, which is made from materials such as nylon; and wire
rope, which is made from strands of steel wire.
First let us look at the different types of natural fibre rope. A well-known rope of this type is
Manila. Manila rope is made from the fibres of a plant which grows in the Philippine Islands
of the Pacific. It is strong and flexible, but rather expensive. It is used for a number of jobs
connected with cargo-handling and mooring. Because manila rope is expensive, sisal rope is
often used in its place. Sisal comes from a plant which grows in the USA and Russia. It is less
strong and less flexible than manila rope, but it is cheaper. It is used for moorings and lashings.
Another type of rope is hemp rope .Hemp comes from a plant which grows in Russia, Europe
and North America as well as in China and India. It is strong and flexible and does not shrink
or swell after contact with water. Because of this it is used on sailing boats. Coir ropes are made
from coconut fibres. They are very buoyant and very elastic, but they rot very easily when they
are wet. They are sometimes used for mooring and towing lines. The cotton plant grown in
the southern part of North America.. Cotton rope is both strong and flexible, but it is very
expensive and therefore not used on merchant ships. Because it looks nice, it is often used on
yachts and pleasure boats.
Natural fibre ropes have now largely been replaced by synthetic fibre ropes. Synthetic ropes
have many advantages. They are strong and elastic and they are resistant to the action of water.
Nylon rope is the strongest and the most elastic of all the synthetic fibre ropes. It is used for
mooring and handling cargo. Terylene rope has the highest melting point. It melts at a
temperature of 260° C. It is also strong and elastic. It is mainly used on yachts. Another type of
synthetic fibre ropes is polypropylene rope. It has the lowest melting point of all synthetic fibre
ropes and is used for log lines and halyards.
Wire rope is made of steel. It is usually galvanized to stop it from rusting. It is very strong and
elastic, but not as flexible as other types of rope. Large wire ropes are very heavy. Wire rope
has many uses on board ship, particularly for standing rigging, mooring lines and cargo-
handling.

2. Mooring Ropes

A ship is made fast to the quayside by mooring line. The standard mooring lines are shown
below. They consist of a headline, a breastline and a backspring forward, a stern line, a
breastline, and a backspring aft. Any of these lines may be doubled. Each line has a large eye
spliced in the end. The eye is placed over a bollard on the quayside. If there is another line
already on the bollard, the eye of the second line should be taken up through the eye of the first
line before placing it over the bollard. This makes it possible for either line to be let go first.

Identify the mooring ropes described above in the diagram below:

3. Vocabulary

ropes = parime
lines =parime
cargo-handling =manipularea marfii
mooring =acostare, amarare, legare
lashing =amarare (a marfii)
hemp rope =parima din cinepa
to shrink-shrank-shrunk =a intra la apa
to swell = a se umfla
coir ropes = parime din nuca de cocos
buoyant = plutitor, flotabil, care pluteste
to rot = a putrezi
towing lines = parime de remorcaj
merchant ships = nave comerciale
melting point = punct de topire
mainly = in special
log lines = saula de loch(cu gradatii speciale)
halyards = funga, saula de pavilion
to rust = a rugini
wire ropes = parime metalice
standing rigging = manevre fixe
headline = parima prova
breastline = traversa
backspring forwrds = spring prova
stern line = parima pupa
backspring aft = spring pupa
spliced = matisat (despre parime)
bollard = baba
quayside = cheu

4. Past Tense and Past Tense Continuous

5. Vocabulary Practice

! In order to do the following tasks successfully, you’ll have to revise unit 7 in your course
book. To evaluate your performance, turn to the self-test and answer key at the end of
this unit. You’ll be awarded one point for each correct answer. If you score under 30
points you’ll have to go back to unit 7 and revise the vocabulary and/or grammar
problems you have failed. If you score above 30 points you may pass on to the next unit.
Good luck!

1. Read carefully the text on different types of rope in your course book and
then fill in the table below with appropriate information.
 Basic types Names Characteristics Uses
1. (a)

(b)

(c)

(d)

(e)

2. (a)

(b)

(c)

3. (a)

II. Give Romanian equivalents to the following maritime terms.Then use these
terms in sentences of your own.

Make fast; quayside; mooring lines; headline; sternline; breastline; backspring forward;
backspring aft; bollard; to let go

III. Decide if the following statements are TRUE(T) or FALSE(F).Circle the correct
answer.

1. Manila rope is strong and flexible, but rather expensive. T/F

2. Sisal rope is less flexible and less strong than manila rope. T/F
3. Hemp rope is used for s and lashings. T/F
4. Coir ropes do not shrink or swell after contact with water. T/F
5. Cotton rope is used on yachts and pleasure boats. T/F
6. Nylon rope is the most elastic of all synthetic fibre ropes. T/F
7. Terylene rope has the lowest melting point. T/F
8. Polypropylene rope is used for log lines and halyards. T/F
9. Wire rope is made of steel. T/F
10.Wire ropes rot easily when they are wet. T/F

IV. Answer the following questions.

1. Why is it important for
every sailor to know the characteristics of different types of rope?
2. What are the characteristics and uses of manila rope?
3. Why is sisal rope often used in place of manila rope ?
4. Why is hemp rope mainly used on sailing boats?
5. What is the disadvantage of coir ropes?
6. Why is cotton rope mainly used on pleasure boats?
7. Why have natural fibre ropes been replaced by synthetic ropes?
8. What is special about the terylene and polypropilene ropes?
9. Why are wire ropes galvanised?
10. What are the uses of wire ropes?

6. Vocabulary Practice-Answer Key

I.:

Basic types Names Characteristics Uses

1.natural (a)manila Strong and flexible cargo-handling and
but rather expensive mooring
(b)sisal Less strong and less Moorings and
flexible but cheaper lashings
(c)hemp Strong, flexible, On sailing boats
does not shrink or
swell after contact
with water
(d)coir Buoyant, very Mooring and towing
elastic, but rot easily lines
when they are wet
(e)cotton Strong, flexiblebut On yachts and
very expensive pleasure boats
2.synthetic (a)nylon The strongest and Mooring and
the most elastic handling cargo
(b)terylene Strong,elastic,the Mainly on yachts
highest melting
point
(c)polypropylene The lowest melting Log lines and
point halyards
3.wire (a) Strong, elastic, is Standing rigging,
usually galvanized mooring lines and
to stop it from cargo-handling
rusting

II.

A amara; a acosta; a se lega; cheu; parîme de amarare; parîmă prova;

Parîmă pupa; traversă; spring prova; spring pupa; babà; a mola

III.

1. T; 2.T; 3. F; 4.F; 5 T; 6.T; 7.F; 8.F; 9.T; 10.F.

IV

1. So that the right rope can be used for the right job.
2. Manila rope is strong and flexible and it is used for mooring and cargo-handling.
3. Because it’s cheaper.
4. Because it is strong, flexible and does not shrink or swell after contact with water.
5. They rot easi;y when they are wet.
6. Cotton rope is used for pleasure boats because it is strong, flexible, and looks very
nice.
7. Because synthetic ropes are strong, elastic and resistant to the action of water.
8. The former has the highest melting point and the latter has the lowest melting point.
9. Wire ropes are galvanized to prevent rusting.
10. Wire ropes are used particularly for standing rigging, mooring lines and for cargo-
handling.

7. Grammar Practice: Past Tense and Past tense Continuous

Exercise I Put in was/ were or wasn’t/ weren’t

1. We weren’t happy with the hotel. Our room was very small and it wasn’t very clean.
2. George….at work last week because he….ill. He’s better now.
3. Yesterday……a public holiday so the shops….closed.
4. “….Sue and Bill at the party?” “Sue….there but Bill………..”
5. “Where are my keys?” “I don’t know. They…on the table but they’re not there now.”
6. You….at home last night. Where…you?

Exercise II. Put the words in the correct order to form questions.
1 late/ you/ this morning/ were/ why?
Why were you late this morning?
2. difficult/ your/ exam/ was?
3. last week/ Ann and Chris/ were/ where?
4. our new camera/ how much/ was?
5. angry/ you/ yesterday/ why/ were?
6. nice/ the weather/ last week/ was?

Exercise III. Write the past simple of these words.

1. get……got
2. see
3. play
4. pay
5. visit
6. buy
7. go
8. think
9. copy
10. know
11. put
12. speak

Exercise IV. Read about Lisa’s journey to Madrid. Put the verbs in the correct form.

Last Tuesday Lisa (1) (fly) flew from London to Madrid. She (2) (get)….up at six o’clock in
the morning and (3) (have) a cup of coffee. At 6.30 she (4) (leave) home and (5) (drive) to the
airport. When she (6) (arrive), she (7) (park) the car and then (8) (go) to the airport café where
she (9) (have) breakfast. Then she (10) (go) through passport control and (11) (wait) for her
flight. The plane (12) (depart) on time and (13) (arrive) in Madrid Finally she (14) (take) a taxi
from the airport to her hotel in the centre of Madrid.

Exercise V. Put the verb in the correct form-positive, negative or question.

1. We went to the cinema but the film wasn’t very good. We didn’t enjoy it. (enjoy)
2. Tim…..some new clothes yesterday-two shirts, a jacket and a pullover. (buy)
3. “…..yesterday?” “No, it was a nice day.” (rain)
4. The party wasn’t very good, so we………long. (stay)
5. It was very warm in the room,, so I……..a window. (open)
6. “Did you go to the bank this morning?” “No, I….time.” (have)
7. “I cut my hand this morning.” “How…..that?” (do)

Exercise VI. Where were these people at 3 o’clock yesterday afternoon/ And what were
they doing? Use the cues below and write two sentences.

1. Ann/ home/ watch TV………………..Ann was at home. She was watching TV

2. Carol and Jack/ the cinema/ watch a film.
3. Tom/ his car/ drive.
4. Catherine/ the station/ wait for a train.
5. Mr. and Mrs. Hall/ the park/ walking.

Exercise VII. Put the verb into the past continuous or past simple

1. A: What were you doing (you/ do) when the phone rang (ring)?
B: I was watching (watch) television.
2. A: Was Jane busy when you went to see her?
B: Yes, she……….(study)
3. A: What time….(the post/ arrive) this morning?
B: It…….(come) while I……(have) breakfast.
4. A: Was Margaret at work today?
B: No, she……(not/ go) to work. She was ill
5. A: How fast…..(you/ drive) when the police…….(stop) you?
B: I don’t know exactly but I……..(not/ drive) very fast.
6. A: …….(your team/win) the football match yesterday?
B: No, the weather was very bad, so we…..(not play)
7. A: How…..(you/ break ) the window/
B: We…..(play) football. I…..(kick) the ball and it…..(hit) the window.
8. A: ………(you/ see)Jenny last night?
B: Yes, she…(wear) a very nice jacket.
9. A: What…..(you/ do) at 2 o’clock this morning?
B: I was asleep.
10. A: I….(lose) my key last night.
B: How…..(you/ get) into your room?
A: I……(climb) in through a window.

Exercise VIII. Choose the correct form of the verbs.

Thomas Edison (1) started/ was starting work on the railway when he was twelve, selling
newspapers and snacks. There were long periods with nothing for him to do so he (2) build/
was building himself a little laboratory in the luggage van where he could carry out experiments
when he (3) didn’t/ wasn’t selling things to passengers. Another way that he (4) occupied/ was
occupying himself was by reading. He joined a library and (5) read was reading every single
book in it. One day, when he (6) waited/ was waiting at a station he (7) noticed/ was noticing a
small boy who (8) played/ was playing by the track, unaware that a train (9) approached/ was
approaching. Edison (10) ran/ was running out and (110 grabbed/ was grabbing the child just
in time. The child’s father was so grateful that he (12) offered/ was offering to teach Edison to
be a telegraph operator. Edison accepted the offer and soon he (13) had/ was having regular
lessons. After a year, he was good enough to get a job in the telegraph office. He continued to
read and experiment, whenever he (14) had/ was having time. At twenty-one he (15) left/ was
leaving the telegraph office to devote all his time to being an inventor. He (16) went/ was going
on to invent the electric light bulb, the phonograph and the movie camera.

Exercise IX. Complete the description of the life of a musician, using the verbs given. Use
either the past simple or the past continuous.

Colin Boyle was born in 1973 near Dublin, Ireland. In 1983 he became seriously ill. While he
(1) was recovering (recover) his uncle (2) gave (give) him an old violin. He enjoyed playing
and practised at school every day after lessons. One day in 1987, John Leaf, the manager of
several successful musicians, (3),,,,,,,,,(have) a meeting with the headmaster when he
(4)……(hear) Colin practising. He immediately (5)…..(contact) Colin’s teacher and
(6)…..(invite) Colin to appear in one of the concerts he (7)……(organize) that year. Colin,
however, (8)…..(refuse) Leaf’s invitation, because just then he(9)….(prepare) for some
important school exams. Colin (10)…….(pass) his exams and (11)….(go) to college to study
engineering. At college he (12)…..(meet) Kim O’Malley, who (13)….(study) chemistry. Kim
was also a keen amateur musician. Being students, they rarely (140…..(have0 much money and
they usually (15)…..(work) as waiters at weekends. One evening in April 1992, while Colin
and Kim (16)….(serve) customers, the manager (17)…(announce) that there would be no live
music in the restaurant that night as regular band could not come. Colin and Kim
(180….(persuade) him to let them play to the customers. Everyone (19)……(be0 amazed to
hear how good they (20)……(be).Six months later they (21)…..(decide0 to leave college
because they (22)….(earn) so much money as musicians. Their success has continued ever
since.

Exercise X. Choose the correct form of the verbs.

ADAM: Hello, Mike. What (1) are you doing/ do you do in this part of London?
MIKE: Well, actually, (2) I’m looking/ I look at flats around here.
ADAM: Flats? (3) Are you wanting/ Do you want to move?
MIKE: Yes, in fact, believe it or not, Mandy and I (4) are getting/ get married.
ADAM: That’s great! Congratulations. When (5) were you deciding/ did you decide?
MIKE: Only last week. It was while we (6) were staying/ stayed with her family in Scotland.
Now (7) we try/ we’re trying to find a suitable flat.
ADAM: It’ll be great to have you as neighbours. I hope you manage to buy one soon.
MIKE; Oh we (8) aren’t looking/ don’t look for one to buy. We (9) aren’t having/ don’t have
enough money yet. (10) We’re wanting/ We want to find somewhere to rent.
ADAM: Yes, of course. That’s what we (11) did/ were doing at first. Actually, in the end, my
brother (12) was lending/ lent us some money. That’s hoe we (13) were managing/ managed to
buy ours.
MIKE: Really? Perhaps I’ll talk to my family before (14) we choose/ we’re choosing a flat.
ADAM: That’s not a bad idea. My family (15) gave/ were giving us quite a lot of helpful advice.
Now, what about a coffee? There’s a good place just round the corner.
MIKE: Oh, yes, I (16) looked/ was looking for somewhere to sit down when I bumped into you.
Let’s go.
8. The Past tense Simple and Continuous Answer Key

Exercise I. Put in was/ were or wasn’t/ weren’t

2. wasn’t…was 3.was…….were 4. Were…was…wasn’t 5. were 6. weren’t…were

Exercise II. Put the words in the correct order to form questions

2. Was your exam difficult?

3. Where were Ann and Chris last week?
4. How much was your new camera?
5. Why were you angry yesterday?
6. Was the weather nice last week?

Exercise III. Write the past simple of these verbs

2. saw 3. played 4. paid 5. visited 6. bought 7. went 8. thought 9. copied 10. knew 11. put 12
spoke

Exercise IV. Read about Lisa’s journey to Madrid. Put the verbs in the correct form.
2. got 3.had 4. left 5. drove 6. arrived 7. parked 8. went 9. had 10 went 11 waited 12 departed
13. arrived 14. Took

Exercise V. Put the verb in the correct form-positive, negative or question.

2. bought 3. did it rain 4. didn’t stay 5. opened 6. didn’t 7. did you do

Exercise VI.
2. Carol and Jack were at the cinema. They were watching a film.
3. Tom was in his car. He was driving
4. Catherine was at the station. She was waiting for a train.
5. Mr. and Mrs. Hall were in the park. They were walking.

Exercise VII.
2. was studying 3. did the post arrive…came….was having 4. didn’t go 5. were you
driving…stopped…wasn’t driving 6. did your team win…didn’t play 7. did you break the
window…were playing…kicked…hit 8. Did you see…was wearing 9. were you doing
10 lost…did you get…climbed.

Exercise VIII.
2. built 3. wasn’t selling 4. occupied 5. read 6. was waiting 7. notice 8. was playing
9. was approaching 10 ran 11 grabbed 12 offered 13 was having 14 had 15 left 16 went

Exercise IX.
3. was having 4. heard 5. contacted 6. invited 7. was organizing/organized 8. refused 9 was
preparing 10. passed 11. went 12 met 13. was studying 14. had 15. worked 16 were serving 17.
announced 18. persuaded 19. was 20. were 21 decided 22. were earning/ earned

Exercise X.
3. Do you want 4. are getting 5. did you decide 6. were staying 7. we’re trying 8. aren’t looking
9. don’t have 10.We want 11. did 12. lent 13. managed 14. we choose 15. gave 16 was looking

9. Self-Test

I. Complete the following sentences with appropriate terms:

1. ……rope is made from the fibres of a plant which grows in the Philippines.
2. Manila rope is used for a number of jobs connected with cargo-handling and…
3. Because manila rope is expensive, …….rope is used in its place.
4. ….comes from a plant which grows in Russia, Europe and North America as well as
China and India.
5. Sisal ropes are used for mooring and………………………………………………….
6. Coir ropes are very ……and elastic.
7. Coir ropes are used for mooring and … …..
8. Terylene rope has the highest…..point
9. Polypropylene rope is used for log lines and…………………………………………..
10. Wire ropes are usually galvanised to prevent them from………………………………

10p
II. Translate into English.

O navă se leagă la cheu cu ajutorul parîmelor de amarare. Ele constau dintr-o parîmă prova, o
traversă, un spring prova, o parîmă pupa,o traversă si un spring pupa.Oricare din aceste parîme
poate să fie dublată. Fiecare parîmă la capăt un ochi matisat. Ochiul se trece peste o baba de pe
cheu.
10p
III. Give Romanian equivalents to the following maritime terms.

Ropes; cargo-handling; mooring; lashing; hemp rope;to shrink; to swell;log lines;standing

rigging; backspring aft
10p
IV. Put the verbs into the correct form, past simple or past continuous.

1. Jane was waiting (wait) for me when I arrived (arrive).

2. “What …………(you/do) this time yesterday?” “I was asleep.”
3. “…………….(you/go)out last night?” “No, I was too tired.”
4. “Was Carol at the party last night?” “Yes, she……(wear) a really nice dress.”
5. How fast……(you/drive) when the accident…….(happen)?
6. John…..(take) a photograph of me while I…..(not/look).
7. We were in a very difficult position. We….(not/know) what to do.
8. I haven’t seen Alan for ages. When I last……(see) him, he…….(try) to find a job in
London.
10p

V. Use the words given to make sentences. Do not change the order of the words. Use
only the past simple or past continuous.

1. Cathy/phone/the post office/when the parcel/ arrive

Cathy phoned the post office when the parcel arrived.
2. when Don/arrive/we/have/coffee
When Don arrived we were having coffee.
3. while he/walk/ in the mountains/ Henry/ see/ a bear
4. the students/ play/ a game/ when the professor/arrive
5. Felix/ phone/ the fire brigade/ when the cooker/ catch/ fire
6. when the starter/ fire/ his pistol/ the race/ begin
7. I/ walk/ home/ when it/ start/ to rain
8. when Margaret/ open/ the door/ the phone/ ring
9. Cora/ read/ a letter/ when Jimmy/ phone/ her
10. Andy/ come/ out of the restaurant/ when he/ see/ Jenny
11. Charlie/ cross the street/ when he/ see Mary
12. She/ leave/ the house/ when the phone/ start/ to ring.
10p.

10. Self-Test Answer Key

I.

1. manila
2. mooring
3. sisal
4. hemp
5. lashings
6. buoyant
7. towing lines
8. melting
9. halyards
10. rusting

II.
A ship is made fast to the quayside by mooring lines. They consist of a headline, a breastline
and a backspring forward, a stern line, a nreastline, and a backspring aft. Any of these lines can
be doubled. Each line has a large eye spliced in the end. The eye is placed over a bollard on the
quayside.

III..

Parîme; manipularea mărfii; acostare, amarare, legare; amarare ( a mărfii); parîmă de cînepă;
to shrink; to swell; log lines; standing rigging

IV.

1. Were you doing

2. Did you go
3. Was wearing
4. Were you driving….happened
5. Took…wasn’t looking
6. Didn’t know
7. Saw …was trying

V.

3. While he was walking in the mountains, Henry saw a bear.

4. The students were playing a game when the professor arrived.
5. Felix phoned the fire brigade when the cooker caught fire.
6. When the starter fired his pistol, the race began.
7. I was walking home when it started to rain.
8. When Margaret opened the door, the phone was ringing.
9. Cora was reading a letter when Jimmy phoned her.
10. Andy came out of the restaurant when he saw Jenny.
11. Charlie was crossing the street when he saw Mary.
12. She was leaving the house when the telephone started to ring.
 Unit.8

MANNING
The Traditional Organization of a Ship’s Crew

Objectives: After studying the topic in the course book the learners should be able to:
enumerate the crew members of a traditional cargo vessel; formulate correctly the functions of
the crew members; use correctly the patterns expressing the functions of a person as well as of
an object.

1. The man in charge of a ship is the Master. He is responsible for the ship, her cargo
and the safety of the crew. He must be well qualified and an experienced navigator. Although
his correct title is the Master, he is addressed as “Captain”. The Master is the person who is
in absolute charge of the vessel. His duties and responsibilities are many, varied and extensive.
He is the owner’s personal representative, and bears the ultimate responsibility for the safe
navigation of his vessel and for the efficient loading, stowage and discharge of cargo.
Furthermore, he has the power to act as lawyer, a doctor and even to bury people. The Master
may arrest members of the crew or passengers, if they constitute a nuisance during the voyage.
In certain circumstances, particularly if the person is dangerous to other members of the ship,
the master may place the individual under restraint. In the event of any mutiny, any act of the
master is regarded as one entirely of self-defence, and he has the power to call on persons on
board to render assistance. Similarly, if the ship is imperilled in any way, the Master may call
upon all persons on board to give assistance. To hold the position of a Master, especially on a
large passenger liner, is the culmination of years of sea experience. The Master is required to
hold a Master’s Certificate, which is obtained by examination, and issued by the Department
of Transport. Furthermore, in common with the deck officers from which department he is
promoted, he must be thoroughly competent in navigation matters including the use of such
navigational aids as the gyrocompass, radar, direction finder, echo-sounding device, and
position-fixing device.

2. The traditional organisation of a ship’s crew.

The organization of the crew of a cargo ship is changing, but it is still customary to find Deck,
Engine, Catering and Radio Departments in ships of a reasonable size. Each department is
made up of a varied number of officers, petty officers and ratings.

2.1. The Chief Officer, or First Mate as he is often called, is the Master’s chief officer and
head of the Deck Department. He is assisted by a Second Officer (Mate), a Third Officer
(Mate), and sometimes a Fourth Officer (Mate). Several companies employ a First Officer as
well as a Chief Officer. The Deck Department includes a Boatswain (Bosun), and a Carpenter,
both petty officers, and a number of ratings. These are made up of Able Seaman (AB),
Ordinary Seaman (OS) and a middle grade known as Efficient Deck Hand (EDH). There are
other grades of seamen. On some ships Navigating Cadets are carried for training purposes.

2.2. The Engine Department is the charge of the Chief Engineer, who is responsible to
the Master both for the main propulsion machinery and for auxiliaries comprising electrical
plant, cargo winches, refrigerating machinery, steering gear, ventilating system, etc. He is also
responsible for fuel, maintenance and repairs. He is assisted by a Second, Third, Fourth and
sometimes Fifth Engineer. An Electrical Officer may also be carried. The engine room petty
officers are the Storekeeper and Donkeyman. On tankers there is also a Pumpman. He is also
a petty officer. The engine room ratings are Firemen and Greasers. There may also be
Engineer Cadets.

2.3. The Catering Department is under the control of the Chief Steward, or Catering
Officer, who is responsible for catering and galley, for galley stores and for the ship’s linen.
He is assisted by cooks, bakers and assistant stewards. In deep sea passenger ships and those
engaged in multi –purpose passenger tonnage in the short sea trades, this is a very large and
important department. As such it is usually in charge of the Purser. Many passenger vessels
are now manned as floating hotels.

2.4. The Radio Department often consists of only one man: the Radio officer. On ships
where continuous radio watches are kept there may be three radio officers: a Chief, Second
and Third. Statutory provisions stipulate under SOLAS 1974 that all cargo vessels of 300 tons
gross and upwards must be fitted with a radio station. For keels laid before February 1995 the
radio station should be either a radio telephone station ( only applicable for ships of 300 to 1599
gross tonnage), a radio telegraph station or a Global Maritime Distress and Safety System
(GMDSS) for operation in specific sea areas. For keels laid after 31 January 1995 a GMDSS
must be fitted. The radio officer requirements are contained in the Merchant Shipping (Radio
Installations) Regulations 1992.This outlines the need for a valid certificate of competency.
Overall the role of the radio officer has changed significantly following the emergence of
GMDSS.

3. The Deck Department.

The running of this department is the responsibility of the First Mate who supervises the
handling of the cargo and is responsible for the upkeeping of the ship and her equipment,
excluding the engine room and auxiliary power gear. In addition, he also acts as a semi-chief
of staff to the Master. He is assisted by two, three or more mates on larger vessels. The Deck
Department is responsible for navigating the ship safely and economically from port to port.
The Second Officer is responsible to the Master for keeping the ship on course and for looking
after all the equipment used for navigation. It is also the job of the Deck Department to see that
the cargo is stowed properly in the holds and kept in good condition during the voyage. The
stowage of cargo is the responsibility of the Chief Officer. He is helped by the Second and
Third Officers. In addition, when the ship is not fully loaded, the First Mate must see that the
holds are cleaned and prepared for their next cargo. In a tanker the cargo tanks are washed out
during ballast passages and freed of gas. At sea, much of the Deck Department’s time is spent
maintaining the ship and her equipment in good condition. This means constant cleaning,
painting and repair work. This is done by ratings under the supervision of the Boatswain
(Bosun). A programme of maintenance for each day is worked out by the Chief Officer. He
also looks after the general day-to-day running of the department and deals with any problems.
The Third Officer is in charge of the life-saving equipment. The different appliances must be
complete and in good working order. The Boatswain and the Carpenter are directly
responsible to the Chief Officer. The Bosun sees that his orders and those of other deck
officers are carried out by the crew. He is a man with a lot of knowledge and practical
experience in seamanship. The Carpenter is usually a qualified shipwright. He no longer
works only with wood as his name suggests. His most important regular job is to sound the
tanks and bilges in order to check the depths of liquid in them. He also operates the windlass,
when the anchors are being raised or lowered. The Deck Department is also responsible for
keeping watches. An officer is always on watch on the bridge. He is the Master’s representative
and answers to him for the safety of the ship during his watch. In ships where a Chief Mate
and a First Mate are carried, the First Mate is the watch keeping officer.

4. FUNCTION

4.1. A person’s function, or what he/she does, can be expressed in terms of his/her
responsibility.
Study these examples:

1. The Master is responsible for the safety of the ship.

2. The safety of the ship is the responsibility of the Master.
3. The Master is responsible to the company for the safety of the ship.

● Read the text on the deck department again and underline the patterns which are used
to express function. There are five examples. Can you find them? When you find them try to
state the kind of pattern (1,2,or 3) used.

4.2. The function of a thing, or what it is used for, can be expressed in a number of
ways:

1. By using the phrase: The function of…is to….

e.g. The function of a crane is to lift heavy objects.
2. By using the verb to use+for-ing
e.g. A crane is used for lifting heavy objects.
3. By using a verb expressing the function.
e.g. A crane lifts heavy objects.
4. By using a prepositional phrase introduced by with.
e.g. We lift heavy objects with a crane.

● How would you express the function of a thermometer by using the patterns above?
e.g. The function of a thermometer is to measure time.
Now it’s your turn to use the other three patterns.

5. Vocabulary

Captain/master = comandant de navă comercială/pasager

Stowage = stivuire (a mărfii)
Nuisance = comportare necuvincioasă ; faptă condamnabilă
To place under restraint = a pune sub interdicţie
Mutiny = răscoală, răzvrătire
To be imperilled= a pune in pericol
Thoroughly competent = foarte competent
Direction finder = radiogoniometru
Boatswain (bosun)= nostrom/şef de echipaj
Carpenter = maistru lemnar
Shipwright = lemnar constructor naval, marangoz
To sound the tanks = a sonda, a măsura adîncimea
Bilge = santina
Watchkeeping = serviciu de cart
Ordinary seaman = marinar stagiar/necalificat
Able seaman = marinar brevetat
Efficient deck hand = marinar brevetat
Storekeeper = magazioner
Donkeyman = mecanic de auxiliare
Greaser = gresor
Fireman = fochist
Catering Department = compartiment bucătărie-deservire
Purser = administrator (pasagere)
Lookout = veghe

6. THE PAST PERFECT SIMPLE AND THE PAST PERFECT CONTINUOUS

The Past Perfect Simple is formed with the past form auxiliary verb to have (had) + the past
participle of the main verb. The meaning of this tense is “past-in-the-past”, the point of
reference is in the past and the event takes place before this point in the past. It is primarily
used to describe one event following another in the past; the earlier action has the past perfect,
the later action has the simple past. The past perfect covers an area of meaning equivalent to
both the past and perfect, being capable of referring to both indefinite and definite time.
Sentences with a past perfect often contain words like: after, before, when, as soon as to indicate
succession:
e.g. They elected him President, after his party had nominated him.
Past perfect simple- full form: I had walked/run; negative: I hadn’t walked/run; question: Had
you walked/run?; tag question: You had walked, hadn’t you?/ You hadn’t walk, had you?

Meaning and function:

a) used for actions previous to and affecting a nominated time in the past:
By one o’clock he had cooked lunch.(it was prepared but not eaten)
b) used to express sequence and relationship of past actions with a time marker:
It was Thursday before I had read it/ After she had done the washing, she had a cup of tea.
c) to show the sequence and relationship of past actions with no time marker in
the past perfect clause: He had got dressed before the post arrived.
d) to show causal relationship between past actions (because, although):
I ran home because/since/as I had missed the train.
e) used as a narrative device to give background:
It had been a good year for Martin…(setting for a story in the past simple)
f) conversation marker with verbs of thinking, hoping-a request suggestion now
abandoned: I had wondered if you could give me a lift.(I realize you can’t)
g) in reported speech and after if when direct speech is in present perfect:
“Have you seen her?, I wondered./ I wondered if you had seen her.

! Difference between the past tense and the past perfect tense: the past tense is usually used
for one activity in the past. If there are two activities in the past (one happened before the other),
the past perfect is used for the oldest activity:
e.g. I phoned him yesterday/ I had phoned him yesterday before I left the office.

The Past Perfect Continuous Tense is formed from the past perfect of the auxiliary verb to
be (had been) + the present participle of the main verb (-ing form). The values of this tense
are the same as for the present perfect continuous, with the difference that the time of reference
is not the time of speech, but some point in the past, as in the case of the simple past perfect.
For example, imagine that you meet Ram at 11 am. Ram says to you:
“I’m angry. I have been waiting for two hours.” Later you tell your friends: “ Ram was angry.
He had been waiting for two hours.”
Past perfect continuous- full form: I had been eating; negative: I hadn’t been eating; question:
Had you been eating?; tag question: You had been eating, hadn’t you?/ You hadn’t been
eating, had you?

Meaning and function:

a) Relative to another past time and used with a real or implied time marker. The action
took place in the time leading up to the identified moment, and was temporary or expected to
be temporary.
● To explain the action of the main verb:
He could understand the film because he had been studying French at school.
● To convey the ongoing, continuous nature of an action, which led up to the past moment
in time:
He had been cleaning the car for over an hour before he realized it was the wrong one.
● To convey an action which was ongoing but over when interrupted by the main verb,
but whose results were still evident at that moment:
When he came I had been baking.
● In reported speech , when the direct speech uses the present perfect continuous: He said
he had been thinking about it.
b) With verbs of thinking/feeling-introduces an idea now abandoned- it suggests
that the idea was repeatedly in the mind:
I had been meaning to visit her.( I thought many times about it, but now it’s
too late)
Important: If you do not include a duration such as “for five minutes”, “for two
weeks” or “since Friday”, many English speakers choose to use the Past Continuous tense
instead the Past Perfect Continuous. There is also a difference in meaning. Compare the
examples below:
I was reading when my roommate returned. (the reading will be interrupted)
I had been reading for an hour when my roommate returned. (the reading stopped just before
my roommate returned)

Past perfect or past perfect continuous?

- When we state how often something had happened we use the past perfect tense
rather than the past perfect continuous:
He had rung at least five times before they arrived.
- Certain verbs are not
usually used in the continuous tense (verbs referring to mental and emotional states,
verbs of the senses, verbs of reasoning, etc.).

7. Vocabulary Practice

! In order to be able to do the following tasks successfully, you should revise unit 7 in your
course book. To evaluate your performance, turn to the self-test and answer key at the
end of this unit. You will be awarded one point for each correct answer. If your score is
under 30 points, you’ll have to turn back to Unit 8 and revise the vocabulary and/or
grammar problems you failed to give a correct answer .If you score over 30 points you
don’t have to go back to Unit 8. again. Good luck!

I .Read the carefully the text on the traditional organisation of a ship’s crew in
your course book and use the information to expand the diagram below. Your
diagram should show how each department is made up. If personnel exist only on
some ships, put their names in brackets ( ).

II.
Answer the following questions.

1. Who is in charge of a ship?

2. What are the four departments that are still customary found in ships of reasonable
size?
3. What is the structure of each of the four departments?
4. What are the responsibilities of the deck department?
5. Who is running the deck department?
6. What are the responsibilities of the Chief Officer, Second Officer and Third Officer?
7. Who sees that the orders are carried out by the crew?
8. Who sounds the tanks and bilges?
9. What are the grades of the deck ratings?
10. In ships where a Chief Mate as well as a First mate are carried, who is the watch keeping
officer?

III. Link the following (do not change their order), using whichever pattern is
appropriate.To do this task correctly you should turn to unit 8, section 3 in your course
book.

1. Chief Officer-Master-the Deck Department.

2. Third Officer-the life-saving equipment.
3. The sounding of tanks and bilges-Carpenter.
4. Radio Officer-radio communications.
5. Chief Steward-Master-the Catering Department.
6. The preparation of food-Ship’s Cook.
7. Chief Engineer-the efficient running of his department.
8. The loading and unloading of oil-Pumpman.

IV. Rewrite the following sentences in the three alternative ways.

1. The function of a thermometer is to measure temperature.

2. A fire extinguisher is used for putting out fires.
3. A windlass raises and lowers the anchors.
4. We measure time with a chronometer.

8. Vocabulary Practice-Answer Key

I.

II.
Answer
the following questions(suggested answers)

1. The Master
2. The deck department, engine department, catering department and radio department.
3. Officers, petty officers and ratings.
4. The responsibilities of the deck department are:navigation, loading, stowing and
unloading the cargo; deck maintenance and watchkeeping.
5. The Chief Officer/Mate
6. The Chief Officer is responsible for the general day-to-day running of the deck
department. The Second Officer is responsible to the Master for keeping the ship on course and
for looking after all the equipment used for navigation.The third Officer is in charge of the life-
saving equipment.
7. The boatswain
8. The carpenter.
9. AB(able seaman), EDH(efficient deck hand), OS(ordinary seaman)
10. The First Mate.

III. Link the following using whichever pattern is appropriate

1. The Chief Officer is responsible to the Master for the Deck Department.
2. The Third officer is responsible for the life-saving equipment.
3. The sounding of tanks and bilges is the responsibility of the Carpenter.
4. The radio Officer is responsible for radio communications.
5. The chief steward is responsible to the Master for the Catering Department.
6. The preparation of food is the responsibility of the Ship’s Cook’
7. The Chief Engineer is responsible for the efficient running of his department.
8. The loading and unloading of oil is the responsibility of the Pumpman.

IV. Rewrite the following sentences in the three alternative ways.

(a) A thermometer is used for measuring temperature.

A thermometer measures temperature.
We measure temperature with a thermometer.

(b) A fire extinguisher puts out fires.

We put out fires with a fire extinguisher.
The function of a fire extinguisher is to put out fires.

(c) We raise and lower the anchors with a windlass.

The function of a windlass is to raise and lower the anchors.
A windlass is used for raising and lowering the anchors.

(d) The function of a chronometer is to measure time.

A chronometer is used for measuring time.
A chronometer measures time.

9. Grammar Practice Past Perfect Simple And Continuous

I. Underline all the 3rd forms of the verb in the following passage.

The old man looked at the broken tree. There was sadness in his eyes. There had been a very
bad storm during the night. The wind had almost blown the tree down. Branches lay around,
the white wood like open wounds without the blood. He thought back to the day when he had
planted it.......many years ago. The tree had grown taller year by year until it had reached almost
as high as the roof. He remembered the day his son had climbed up and hidden in the branches
– and wouldn’t come down. He remembered how the war had come and taken his wife and son
from him. The house had burnt down. But the tree had survived. It had reminded him of all
those other things. Until last night. What could an old man do now?

Now write the words you have underlined.

1................................. 7..................................
2................................. 8..................................
3................................. 9..................................
4................................. 10...................................
5................................. 11...................................
6................................. 12...................................

II. Complete these situations. Number 1 is done for you.

1. I was nervous as I sat in the car waiting for my driving instructor. (drive)
I had never driven before.
2. I was terrified as we waited for the plane. (fly)
.............................................
3. My knees were knocking as I stood up at the wedding. (give a speech)
.............................................
4. When I reached the top of the ski lift, I wanted to die. (ski)
.............................................
5. As I changed into my tennis things, I wished I’d never agreed to be Martin’s partner. (play
tennis)
.............................................
6. If only I had refused to go to the choir practice! (sing in public)
.............................................

III.. Supply reasonable previous cases in the past for these consequences, results, effects
or interest. Use the Past Perfect and try to find more than one previous cause for each
sentence.

EXAMPLE:
She knew how to bake a cake because…
(a) her mother had taught her.
(b) she had learned at school.
(c) she had read about it in a book.

Use as and because as links where necessary.

1. He gave his horse a lump of sugar…
2. She asked me to repeat my name…
3. We asked her to sing the song again…
4. They called the boy Moses…
5. Father tipped the waiter very well…
6. The man was out of breath…
7. I sent my watch to the watchmaker’s…
8. Our visitor was very tired…
9. It was very cold outside in the garden…
10. We gave the patient first aid…
11. We didn’t meet yesterday after all…
12. I couldn’t eat the food at lunchtime…
13. Peter didn’t know the answer to the question…
14. John looked very smart at his sister’s wedding…
15. The tramp had a three days’ beard…
16. The president arrived half an hour late…
17. We called a doctor…
18. Peter wasn’t very happy when we met him…
19. The Colonel had great experience of men…
20. The children were late for school…

IV. Supply the Simple Past for the effect, consequence, result or interest and the Past
Perfect for the previous cause.
1. They (spend) all their money and (not know) where to find any more.
2. We (finish) our work so we (sit) down to talk.
3. The sky (be) black for some time before the rain (begin) to fall.
4. I (give) you the work to do again because you(do)it badly.
5. When I (thank) my hostess I (leave) the house and (go) home.
6. Yesterday my wife (tell) me about a beautiful hat she (see) a few days earlier.
7. Dr. Brown (just return) so they (give) him the message.
8. One of his patients (break) his leg and (need) a doctor at once.
9. The doctor (hope) for a quiet night. He (feel) disappointed.
10. After the children (go) to bed the house (be) very quiet.
11. They always (live) in a small village and (not understand) the city people.
12. I (can’t) read because I (forget) to fetch my glasses.
13. Peter (have) dinner in town that evening as his wife (go) to visit her mother.
14. We (never be) in Athens before so we (want) to see the sights.
15. The child (lose) his money so he (cannot buy) sweets.

V. Supply the Simple Past to show cause and immediate effect or the Past Perfect to
show previous cause. The Simple past expresses the later consequence.

1. He (press) the switch and the engine (start).

2. Peter (forget) to fill up with petrol so his car (stop) just outside the garage.
3. We (not eat) much for breakfast so we (feel) hungry at lunchtime.
4. John (not arrive) by seven thirty, so Mary (go) to the cinema alone.
5. Mr. Smith (misunderstand) the question because he (not hear) it well.
6. Professor Smith (heat) a metal bar and it (expand).
7. His firm (give) him a better position last year because he (earn) it.
8. As we (miss) the express from London we (travel) on a slow train.
9. Our host (introduce) me to Mrs. Brown whom I (not meet) before.
10. Peter (sunbathe) too long and (get) blisters on his back.
11. Mary (not be) abroad before so everything (seem) strange to her.
12. …he (refuse) to see me because I (not write) for an appointment?
13. She (not go) out in the rain because she (not have) an umbrella.
14. … he (become) angry when you (accuse) him for stealing?
15. As we (not have) notice of the general’s arrival, naturally we (not expect) him.
16. Something heavy (strike) me on the head and (knock) me out.
17. …she (find out) for herself or … someone (tell) her?
18. We (wake up) late because the alarm clock (not ring).
19. The policeman (put) up his hand and the traffic (stop).
20. Susan’s dinner (go) cold so Alan (warm) it up for her.

VI. Transate into English using one of the following tenses: Past Simple; Past Continuous;
Past Perfect Simple and Past Perfect Continuous

1. Vântul se mai domolise iar luna strălucea deasupra mării liniştite.

2. Telefonul sună, în timp ce domnişoara Marple se îmbrăca.
3. O auzi cum oftează în timp ce el citea.
4. Ultima dată l-am văzut acum zece ani.
5. Ca elev era un băiat timid şi sârguincios.
6. Deschise sertarul, scoase un plic vechi şi se aşeză în fotoliu, examinându-l atent.
7. În zilele acelea venea să mă vadă în mod regulat şi de fiecare dată îmi aducea un mic dar.
8. Mereu mă suna noaptea târziu.
9. Când predam la şcoala aceea, mă lua în fiecare dimineaţă cu maşina.
10. Ce s-a întâmplt după ce a plecat?
11. De trei ani locuia în satul acela mic de lângă graniţă.
12. Îl aşteptam de o oră, când telefonul sună şi o voce ciudată îmi spuse că Richard a avut un
accident.
13. Primise florile cu o oră în urmă, dar era încă foarte emoţionată.
14. Ce făcuse oare în tot acest timp?
15. Despre ce vorbeau când i-ai întâlnit

10. Answer Key: Past Perfect Simple and Continuous

I. 1 been 2 blown 3 planted 4 grown 5 reached 6 climbed 7 hidden 8 come 9 taken 10 burnt
11 survived 12 reminded

II.
1. I had never driven before.
2. I had never flown before.
3. I had never given a speech before.
4. I had never skied before.
5. I hadn’t played tennis before.
6. I had never sung in public before.

III. A variety of previous causes may be produced for each item e.g.
1. because it had jumped so well/ because it had a fright/ as it had always liked sugar
2. because she hadn’t heard it well/ because I hadn’t spoken clearly/ because she had never
heard such a name before/as she had forgotten to write it down…

IV.
1. had spent....did not know
2. had finished.....sat
3. had been....began
4. gave.....had gone
5. had thanked....left....went
6. told....had seen
7. had just returned....gave
8. had broken......needed
9. had hoped....felt
10. had gone....was
11. had always lived....did not undersatnd
12. could not....had forgotten
13. had....had gone
14. had never been....wanted
15. had lost....could not buy

V.
1. pressed....started
2. had forgotten....stopped
3. had not eaten....felt
4. had no arrived....went
5. misunderstood....had not heard
6. heated....expanded
7. gave.....had earned
8. had missed....travelled
9. introduced.....had not met
10. sunbathed....got
11. had not seen....seemed
12. Did he refused.....had not written
13. did he go.....did not have
14. Did he become .....accused
15. had no had......did not expect
16. struck.....knocked
17. Did she find out....did someone tell /had someone tpld.
18. woke up.....had not rung
19. put.....stopped
20. had gone out....warmed.

VI.
1. The wind had fallen and the moon was shining over the quiet sea.
2. The phone rang when Miss Marple was dressing.
3. He heard her sigh as he was reading for her.
4. She last saw him ten years ago.
5. As a pupil he was a timid hard-working boy.
6. He pulled the drawer open, took out an old envelope and sat down in the armcahir
inspecting it closely.
7. In those days he came to see me regularly and every time he brought me a small
present.
8. He was always ringing me up late at night.
9. When I taught at that school he gave me a lift every morning.
10. What happened after he had left?
11. He had been living/had lived for three years in that small village near the border.
12. I had been waiting for him for an hour when the phone rang and a strange voice told me
that Richard had had an accident.
13. She had got the flowers an hour before but she was still very excited.
14. Whatever had he been doing all that time?
15. What were they talking about when you met them?

11. Self-Test

I.

1. The man in charge of a ship is the………….

2. The master is the……..personal .representative.
3. The master bears the ultimate responsibility for the safe navigation of his vessel,
efficient loading, ….. and discharge of the cargo.
4. The master has the power to act as a….., a doctor, and even to bury people.
5. If a person is dangerous to other members of the ship, the master may place the
individual under…..
6. If the ship is ……..in any way, the Master may call upon all persons on board to give
assistance.
7. The master is required to hold a…. …..which is obtained by examination.
8. The Master must be….competent in navigation matters including navigating
techniques and instruments.
9. The traditional organisation of a ship’s crew consists of four departments:…..,Engine,
Catering, and Radio.
10. Each department is made up of a varied number of officers, petty officers and ratings.
10p

II. Select the officers, petty officers and ratings listed below and place them under the
appropriate heading hierarchically:

Third Officer; Second Engineer; Ship’s Cook; Boatswain; Storekeeper; Third Engineer;
Electrical officer; Second Steward; Carpenter; Fourth Engineer; Donkeyman; Second
Officer; AB; Storekeeper; Firemen; Second Radio Officer; Greasers; Fourth Engineer;
OS; Purser; EDH.

Catering
Deck Department Engine Department Radio Department
Department
Chief Officer Chief Engineer Chief Steward Chief Radio Officer

10p

III. Write the responsibilities of the officers and petty officers belonging to the deck
department. Use whichever pattern for expressing function you prefer.
10p

11. Self-Test-Answer Key

I.

1. Master
2. Owner’s
3. Stowage
4. lawyer
5. restraint
6. imperilled
7. Master’s Certificate
8. Thoroughly
9. Deck
10. Petty officers

II.

Deck Department Engine Department Catering Radio Department

Department
Chief Officer Chief Engineer Chief Steward Chief Radio Officer
 Second officer Second Engineer Second radio
Officer
Third Officer Third Engineer Third Radio Officer
Fourth Engineer
Electrical Officer
Boatswain Storekeeper Second steward
Carpenter Donkeyman The purser
Pumpman
AB(able seaman) Firemen
EDH(efficient deck Greasers
hand)
OS(ordinary
seaman)

III.

1.The Chief Officer is responsible to the Master for the running of the Deck Department.
2. The Third Officer is responsible for the life-saving appliances.
3. The Boatswain is directly responsible to the Chief Officer. He sees that his orders and those
of other deck officers are carried out by the crew.
4. The sounding of tanks and bilges is the responsibility of the Carpenter
5. Deck ratings are responsible for deck operations.
6. The Second Officer is responsible to the Master for keeping the ship on course and for
looking after all the equipment used for navigation.

LIST OF IRREGULAR VERBS

arise arose arisen a se ridica

awake awoke awoken a (se) trezi
be was/were been a fi
bear bore borne a purta
beat beat beaten a bate
become became become a deveni
begin began begun a începe
bend bent bent a (se) îndoi
bet bet bet a paria
bid bid bid a ruga, a adresa (o invitaţie)
bade bidden a porunci
bind bound bound a lega
bite bit bitten a muşca
bleed bled bled a sângera
bless blest blest a binecuvânta
blow blew blown a sufla; a bate
break broke broken a (se) sparge; a (se) defecta
breed bred bred a creşte, a educa
bring brought brought a aduce
broadcast broadcast broadcast a emite (radio, TV)
build built built a construi
burn burnt burnt a arde
burst burst burst a izbucni; a năvăli; a crăpa
buy bought bought a cumpăra
cast cast cast a arunca
catch caught caught a prinde
choose chose chosen a alege
cling clung clung a se agăţa
come came come a veni
cost cost cost a costa
creep crept crept a se târî; a se furişa
cut cut cut a tăia
deal dealt dealt a trata; a se ocupa de
dig dug dug a săpa
dive dove (Am.) dived a (se) scufunda, a plonja
do did done a face
draw drew drawn a trage, a desena
dream dreamt dreamt a visa
drink drank drunk a bea
drive drove driven a conduce, a şofa
dwell dwelt dwelt a locui
eat ate eaten a mânca
fall fell fallen a cădea
feed fed fed a hrăni, a alimenta
feel felt felt a (se) simţi
fight fought fought a (se) lupta
find found found a găsi
flee fled fled a fugi
fling flung flung a arunca; a lansa
fly flew flown a zbura
forbid forbade forbidden a interzice
forecast forecast forecast a prevedea
foresee foresaw foreseen a prezice
forget forgot forgotten a uita
forgive forgave forgiven a ierta
freeze froze frozen a îngheţa
get got got (gotten Am.) a primi; a obţine; a ajunge
give gave given a da
go went gone a merge
grind ground ground a măcina, a şlefui
grow grew grown a creşte, a cultiva
hang hung hung a atârna
have had had a avea
hear heard heard a auzi
hide hid hidden a (se) ascunde
hit hit hit a lovi
hold held held a ţine
hurt hurt hurt a lovi; a răni; a durea
keep kept kept a ţine; a păstra
kneel knelt knelt a îngenunchea
knit knit knit a tricota
know knew known a şti, a cunoaşte
lay laid laid a pune, a aşeza
lead led led a conduce (oameni)
lean leant leant a (se) apleca, a (se) sprijini
leap leapt leapt a sări
learn learnt learnt a învăţa
leave left left a pleca, a lăsa
lend lent lent a da cu împrumut
let let let a lăsa, a permite
lie lay lain a sta întins; a se afla
light lit lit a aprinde
lose lost lost a pierde
make made made a face
mean meant meant a însemna
meet met met a (se) întâlni
mislead misled misled a induce în eroare
mistake mistook mistaken a confunda
mow mowed mown a cosi
overcome overcame overcome a depăşi
pay paid paid a plăti
put put put a pune
read read read a citi
rend rent rent a rupe, a sfâşia
rid rid rid a se descotorosi de
ride rode ridden a călări; a merge cu…
ring rang rung a suna
rise rose risen a răsări, a se ridica
run ran run a fugi
saw sawed sawn a tăia cu ferăstrăul
say said said a spune
see saw seen a vedea
seek sought sought a căuta
sell sold sold a vinde
send sent sent a trimite
set set set a potrivi; a monta; a fixa
sew sewed sown a coase
shake shook shaken a scutura; a tremura
shear sheared shorn a tunde oi
shed shed shed a vărsa (lacrimi, sânge)
shine shone shone a străluci
shoe shod shod a potcovi
shoot shot shot a trage, a împuşca; a filma
show showed shown a arăta
shrink shrank shrunk a intra la apă, a se strânge
shut shut shut a închide
sing sang sung a cânta
sink sank sunk a (se) scufunda
sit sat sat a sta jos
slay slew slain a ucide
sleep slept slept a dormi
slide slid slid a aluneca
sling slung slung a arunca
slit slit slit a despica
smell smelt smelt a mirosi
sow sowed sown a semăna
speak spoke spoken a vorbi
speed sped sped a accelera
spell spelt spelt a ortografia
spend spent spent a cheltui, a petrece timp
spill spilt spilt a vărsa
spin span/spun spun a se învârti în jurul axei
spit spat spat a scuipa
spit spit (Am.)
split split split a despica
spoil spoilt spoilt a strica, a răsfăţa
spread spread spread a (se) răspândi
spring sprang sprung a izvorî; a (ră)sări
stand stood stood a sta în picioare
steal stole stolen a fura
stick stuck stuck a (se) lipi; a înfige
sting stung stung a înţepa
stink stank/stunk stunk a mirosi urât
stride strode stridden a merge cu paşi mari
strike struck struck a lovi
string strung strung a înşira
strive strove striven a se strădui; a năzui
swear swore sworn a jura; a înjura
sweep swept swept a mătura
swell swelled swollen a se umfla
swim swam swum a înota
swing swung swung a (se) legăna
take took taken a lua
teach taught taught a învăţa (pe cineva)
tear tore torn a rupe, a sfâşia
tell told told a spune (cuiva), a povesti
think thought thought a (se) gândi; a crede
throw threw thrown a arunca
thrust thrust thrust a înfige
tread trod trodden/trod a călca, a păşi
undergounderwent undergone a suferi (schimbări)
understand understood understood a înţelege
undertake undertook undertaken a întreprinde
wake woke woken a (se) trezi
wear wore worn a purta
weave wove woven a ţese
wed wed wed a se cununa
weep wept wept a plânge
wet wet wet a (se) uda
win won won a câştiga
wind wound wound a răsuci; a şerpui
withdraw withdrew withdrawn a (se) retrage
wring wrung wrung a stoarce; a răsuci
write wrote written a scrie

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