Maritime University of Constanta Faculty Electromechanics Specialisation Electromechanics 2-nd year 1-st semester

Students Coursebook

1 Maritime English

Contents UNIT 1. SMCP Objectives of Unit 1 1.1 Basic communication features 1.2 Spelling of letters, digits and numbers 1.3 Message markers 1.4 Distress, urgency and safety messages 1.5 Present perfect and Past Tense Self-assessment test Progress test Answers to self-assessment test References UNIT 2. GLOSSARY Objectives of Unit 2 2.1 General and VTS terms 2.2 Simple Past Past Progressive Self-assessment test Progress test Answers to self-assessment test References UNIT 3. EXTERNAL COMMUNICATION PHRASES Objectives of Unit 3 3.1 Report critical situations 3.2 Standard distress, urgency and safety messages 3.3 Verbs + gerund/infinitive Self-assessment test Progress test Answers to self-assessment test References UNIT 4. ONBOARD COMMUNICATION Objectives of Unit 4 4.1 Fire protection and fire fighting 4.2 Fire-fighting and drills 4.3 Damage control 4.4 Phrases for giving orders, advice and warnings Self-assessment test Progress test Answers to self-assessment test References UNIT 5. FIRE-FIGHTING Objectives of Unit 5 5.1 Fire on board 5.2 Engine room fire-fighting equipment 5.3 Idioms Self-assessment test Progress test Answers to self-assessment test Maritime English

Page 4 5 5 6 7 7 7 9 9 9 10 11 12 12 16 19 19 20 20 21 22 22 23 24 27 28 28 29 30 31 31 32 34 36 39 40 40 40 41 42 42 43 44 46 47 48 2

References UNIT 6. SPECIAL EVENTS Objectives of Unit 6 6.1 Briefing on operation of main engine and auxiliary equipment 6.2 Briefing on welding on board Self-assessment test Progress test Answers to self-assessment test References UNIT 7. FUNCTION OF AUXILIARY MACHINERY Objectives of Unit 7 7.1 Auxiliary machnery 7.2 Change of state verbs 7.3 Comparisons Self-assessment test Progress test Answers to self-assessment test References UNIT 8. SAFETY ON BOARD Objectives of Unit 8 8.1 Briefing crew and passengers 8.2 Ordering evacuation 8.3 Lifesaving equipment on ships Self-assessment test Progress test Answers to self-assessment test References UNIT 9. MAN OVERBOARD Objectives of Unit 9 9.1 Prevention 9.2 What to do if you see someone fall overboard 9.3 What to do if you fall overboard yourself Self-assessment test Progress test Answers to self-assessment test References

48 49 50 50 51 52 53 53 54 55 56 56 57 58 59 60 60 60 61 62 62 63 64 65 66 66 66 67 68 68 69 69 70 70 71 71

3 Maritime English

Unit 1

SMCP

Objectives of Unit 1 1.1 Basic communicative features 1.2 Spelling of letters, digits and numbers 1.3 Message markers 1.4 Distress, urgency and safety messages 1.5 Present Perfect and Past Tense Self-assessment test Progress test Answers to self-assessment test References

4 Maritime English

OBJECTIVES OF UNIT 1
The main objectives are:

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

1.1

Basic communicative features

As navigational and safety communications from ship to shore and vice versa, from ship to ship, and on board ship must be precise, simple and unambiguous so as to avoid confusion and error, there is a need to standardize the language used. This is of particular importance in the light of the increasing number of internationally trading vessels with crews speaking many different languages, since problems of communication may cause misunderstandings leading to dangers to the vessel, the people on board and the environment. The IMO Standard Marine Communication Phrases (SMCP) has been compiled: to assist in the greater safety of navigation and of the conduct of the ship, to standardize the language used in communication for navigation at sea, in port approaches, waterways and harbours, and on board vessels with multilingual crews, and to assist maritime training institutions in meeting the objectives mentioned above.

These phrases are not intended to supplant or contradict the International Regulations for Preventing Collisions at Sea, 1972 or special local rules or recommendations made by IMO concerning ships' routeing, neither are they intended to supersede the International Code of Signals, and their use in ships external communications has to be in strict compliance with the relevant radiotelephone procedures as set out in the ITU Radio Regulations. Furthermore, the IMO SMCP, as a collection of individual phrases, should not be regarded as any kind of technical manual providing operational instructions. The IMO SMCP meets the requirements of the STCW Convention, 1978, as revised, and of the SOLAS Convention, 1974, as revised, regarding verbal communications; moreover, the phrases cover the relevant communication safety aspects laid down in these Conventions. Use of the IMO SMCP should be made as often as possible in preference to other wording of similar meaning; as a minimum requirement, users should adhere as closely as possible to them in relevant situations. In this way they are intended to become an acceptable safety language, using English for the 5 Maritime English

verbal interchange of intelligence among individuals of all maritime nations on the many and varied occasions when precise meanings and translations are in doubt, as is increasingly evident under modern conditions at sea.
1.2

Spelling of letters, digits and numbers

Letter A B C D E F G H I J K L M Code Alfa Bravo Charlie Delta Echo Foxtrot Golf Hotel India Juliet Kilo Lima Mike Letter N O P Q R S T U V W X Y Z Code November Oscar Papa Quebec Romeo Sierra Tango Uniform Victor Whisky X-ray Yankee Zulu

When spelling is necessary, only the following spelling table should be used:

Spelling of digits and numbers A few digits and numbers have a modified pronunciation compared to general English: Number 0 1 2 3 4 5 6 7 8 9 1000 Spelling zero one two three four five six seven eight nine thousand Pronunciation ZEERO WUN TOO TREE FOWER FIFE SIX SEVEN AIT NINER TOUSAND

6 Maritime English

1.3

Message markers

In shore-to-ship and ship-to-shore communication or radio communication in general, the following eight Message Markers may be used : (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) Instruction Advice Warning Information Question Answer Request Intention

1.4
MAYDAY PAN PAN SECURIT

Distress, urgency and safety signals

to be used to announce a distress message to be used to announce an urgency message to be used to announce a safety message

1.5

Present Perfect and Past Tense

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

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

Do you want to express that an action happened at a certain time in the past (even if it was just a few seconds ago) or that an action has just / already / not yet happened? 7 Maritime English

Simple Past

Present Perfect Simple

certain time in the past

Example: I phoned Mary 2 minutes ago.

just / already / not yet

Example: I have just phoned Mary.

Certain event in the past or how often so far?

Do you want to express when a certain action took place or whether / how often an action has happened till now?
Simple Past certain event in the past Example: He went to Canada last summer. Present Perfect Simple whether / how often till now Example: Have you ever been to Canada? / I have been to Canada twice.

Emphasis on action or result?

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

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

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

Signal Words
Simple Past

Present Perfect Simple

yesterday ... ago in 1990 the other day last ...

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

8 Maritime English

Self-assessment Test
Put the verbs into the correct tense (simple past or present perfect simple).
1. 2. 3. 4. 5.

6.
7. 8. 9.

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

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

Progress test
Write the verbs in the correct tense (Simple Past or Present Perfect).
1. 2. 3. 4.

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

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

Answers to self-assessment test

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

10. I havent been to Spain yet.

9 Maritime English

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

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

References
1. *** IMO STANDARD MARINE COMMUNICATION PHRASES. Resolution A. 918 (22). Adopted on 29 November 2001; 2. Georgescu, M., Outboard Communication, (2010), ISBN 978-6068105-13-0, Nautica Press, Constana; 3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5) 4. http://www.ego4u.com/en/cram-up/grammar/simpas-preper

10 Maritime English

Unit 2

GLOSSSARY

Objectives of Unit 2 2.1 General and VTS terms 2.2 Simple Past Past Progressive Self-assessment test Progress test Answers to self-assessment test References

11 Maritime English

OBJECTIVES OF UNIT 2
The main objectives are:

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

2.1

General and VTS terms General terms

Accommodation ladder

Ladder attached to platform at vessel's side with flat steps and handrails enabling persons to embark / disembark from water or shore Place on deck, in mess rooms, etc., assigned to crew and passengers where they have to meet according to the muster list when the corresponding alarm is released or announcement made .1 A sea room to be kept for safety around a vessel, rock, platform, etc. .2 The place assigned to a vessel when anchored or lying alongside a pier, etc.

Assembly station

Berth

Blast Bob-cat

A whistle signal made by the vessel A mini-caterpillar with push-blade used for the careful distribution of loose goods in cargo holds of bulk carriers Concise explanatory information to crew and/or passengers .1 Chain connecting a vessel to the anchor(s) .2 Wire or rope primarily used for mooring a ship .3 (Measurement) one hundred fathoms or one tenth of a nautical mile

Briefing Cable

Casualty Check (to)

Here: case of death in an accident or shipping disaster .1 To make sure that equipment etc. is in proper condition or that everything is correct and safe .2 To regulate motion of a cable, rope or wire when it is running out too fast

COW

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

12 Maritime English

Crash-stop Damage control team Derelict Disabled

An emergency reversal operation of the main engine(s) to avoid a collision A group of crew members trained for fighting flooding in the vessel Vessel still afloat, abandoned at sea A vessel damaged or impaired in such a manner as to be incapable of proceeding on its voyage To go from a vessel A radio signal from a distressed vessel automatically directed to an MRCC giving position, identification, course and speed of the vessel as well as the nature of distress Here: the verbal exchange of information on radio from ship to shore and/or ship to ship / aircraft about a distress / urgency situation as defined in the relevant ITU Radio Regulations Depth in water at which a vessel floats To increase the distance from the vessel ahead by reducing one's own speed Digital Selective Calling (in the GMDSS system) To go aboard a vessel Emergency Position Indicating Radio Beacon A clearly marked way in the vessel which has to be followed in case of an emergency Estimated Time of Arrival Estimated Time of Departure A measure of 6 feet A member of the watch going around the vessel at certain intervals so that an outbreak of fire may be promptly detected; mandatory in vessels carrying more than 36 passengers Major uncontrolled flow of seawater into the vessel Fixed foam/powder/water cannon shooting fire - extinguishing agents on tank deck, manifold etc. Often harmful gas produced by fires, chemicals, fuel, etc. A sound signal of seven short blasts and one prolonged blast given with the vessel s sound system To keep out of the way of another vessel Global Maritime Distress and Safety System (Differential) Global (satellite) Positioning System

Disembark (to) Distress alert (GMDSS)

Distress/Urgency traffic

Draft Drop back (to) DSC Embark (to) EPIRB Escape route

ETA ETD Fathom Fire patrol

Flooding Fire monitor

Fumes General emergency alarm

Give way GMDSS (D) GPS

13 Maritime English

Hatchrails

Ropes supported by stanchions around an open hatch to prevent persons from falling into a hold To reduce the oxygen in a tank by inert gas to avoid an explosive atmosphere To throw goods overboard in order to lighten the vessel or improve its stability in case of an emergency To lower, e.g. lifeboats, to the water Escape of liquids such as water, oil, etc., out of pipes, boilers, tanks, etc., or a minor inflow of seawater into the vessel due to damage to the hull On or towards the sheltered side of a ship; opposite of windward Vessels sideways drift leeward of the desired course To set free, let loose, or cast off (of anchors, lines, etc.) Place assigned to crew and passengers to muster before being ordered into the lifeboats Here: inclination of the vessel to port side or starboard side In navigational warnings: Position of object confirmed To have seawater flowing into the vessel due to hull damage, or hatches awash and not properly closed

Inert (to) Jettison (to) (of cargo)

Launch (to) Leaking

Leeward Leeway Let go (to) Lifeboat station

List Located Make water (to)

MMSI Moor (to)

Maritime Mobile Service Identity number To secure a vessel in a particular place by means of wires or ropes made fast to the shore, to anchors, or to anchored mooring buoys, or to ride with both anchors down Maritime Rescue Co-ordination Centre: land-based authority responsible for promoting efficient organization of maritime search and rescue and for co-ordinating the conduct of search and rescue operations within a search and rescue region To assemble crew, passengers or both in a special place for purposes of checking List of crew, passengers and others on board and their functions in a distress or drill Oil skimming from the surface of the water Ready for immediate use On-Scene Co-ordinator: A person designed to co-ordinate search and rescue operations within a specified area Escape of oil or liquid from a tank because of a twofold condition as a result of overflowing, thermal expansion, change in vessel trim or vessel movement A vessel emitting harmful substances into the air or spilling oil into the sea

MRCC

Muster (to) Muster list Oil clearance Operational OSC

Overflow

Polluter

14 Maritime English

Preventers

Ropes or wires attached to derricks to prevent them from swinging during cargo handling operations To sail or head for a certain position or to continue with the voyage Public address system: loudspeakers in the vessel's cabins, mess rooms, etc., and on deck through which important information can be broadcast from a central point, mostly from the navigation bridge Here: to pick up shipwrecked persons Sound, visual or other signal to a team ordering it to return to its base The act of checking how many passengers and crew members are present, e.g. at assembly stations, by reading aloud a list of their names That speed of a vessel allowing time for effective action to be taken under prevailing circumstances and conditions to avoid a collision and to be stopped within an appropriate distance

Proceed (to) PA-system

Recover (to) Retreat signal Roll call

Safe speed

SWL that
Safe working pressure SAR SART Slings

Safe working load: maximum working load of lifting equipment should not be exceeded
The maximum permissible pressure in cargo hoses Search and Rescue Search and Rescue Transponder Ropes, nets, and any other means for handling general cargoes

Spill control gear

Standing orders Station Stripping Tension winch TEU Union purchase

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

Orders of the Master to the officer of the watch which he/she must The allotted place or the duties of each person on board Final pumping of tanks residues A winch which applies tension to mooring lines to keep them tight Twenty Foot Equivalent Unit (standard container dimension) A method of cargo handling by combining two derricks, one of which is fixed over the hatch, the other over the ships side When the light of a buoy or a lighthouse are inoperative Universal Time Co-ordinated (GMT) Very High Frequency (30-300 MHz) A vessel which has been destroyed, sunk or abandoned at sea comply with

Unlit UTC hours VHF Wreck

15 Maritime English

VTS special terms Manoeuvring speed VTS A vessels reduced speed in circumstances where it may be required to use the engines at short notice Vessel Traffic Services: services designed to improve the safety and efficiency of vessel traffic and to protect the environment Simple Past Past Progressive

2.2

Exceptions when adding 'ed' :

when the final letter is e, only add d. Example: love - loved

after a short, stressed vowel, the final consonant is doubled Example: admit - admitted

final l is always doubled in British English (not in American English) Example: travel - travelled

after a consonant, final y becomes i. (but: not after a vowel) Example: worry - he worried but: play - he played

Exceptions when adding 'ing' :

silent e is dropped (but: does not apply for -ee) Example: come - coming but: agree - agreeing

after a short, stressed vowel, the final consonant is doubled Example: sit - sitting

final l is always doubled in British English (not in American English) Example: travel - travelling

final ie becomes y. Example: lie - lying 16

Maritime English

Use
After another or at the same time?
Do you want to express that the actions in the past happened one after another or at the same time?
Simple Past after another Past Progressive at the same time

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

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

New action or already in progress?

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

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

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

Only mentioning or emphasising progress?

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

just mentioning Colin played football yesterday.

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

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

state: be, cost, fit, mean, suit

Example: We were on holiday.

possession: belong, have

17 Maritime English

Example: Sam had a German car.

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

Example: He felt the cold.

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

Example: Jane loved pizza.

brain work: believe, know, think, understand

Example: I did not understand him.

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

Example: I am watching TV, he said.

Signal words
Simple Past

Past Progressive

first then If-type II (If I talked, )

when while as long as

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

18 Maritime English

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

Progress test
Put the verbs into the correct tense (Simple Past or Past Progressive). Two days ago, a murder (happen)in the oil terminal. Yesterday, Sherlock Holmes (arrive)at the crime scene to investigate. He (ask) one of the stevedores. What (do / you) yesterday at seven? (be)you alone? hear / you anything suspicious? Exercise 2. Give the right answer 1. Assembly station is a A) place assigned to officers; B) place where smaller pieces are put together; C) place assigned to passengers that will leave the ship; D) place where crew and passengers have to meet; 2. Traffic clearance is A) authorization for a vessel to proceed; B) very little traffic; C) traffic in congested waters; D) foggy weather; 3. Veer out means A) to drop the anchor chain; B) to pick the anchor up; C) to let out a greater length of cable; D) none of them;

Answers to self-assessment test

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

19 Maritime English

References
1. *** IMO STANDARD MARINE COMMUNICATION PHRASES. Resolution A. 918 (22). Adopted on 29 November 2001; 2. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-130, Nautica Press, Constana; 3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5) 4. http://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises?ex05

20 Maritime English

Unit 3

External Communication Phrases

Objectives of Unit 3 3.1 Report critical situations 3.2 Standard distress/urgency/safety messages 3.3 Verbs + gerund/infinitive Self-assessment test Progress test Answers to self-assessment test References

21 Maritime English

OBJECTIVES OF UNIT 3
The main objectives are:
Use vocabulary connected to crises on board selects either the gerund or the infinitive form correctly when one verb follows another find the proper phrases for giving opinions use SMCP for simulated external communications

3.1

Report critical situations

Fire, explosion

.1 .2 .2.1 .3 .3.1 .3.2 .4 .4.1 .5 .6 .6.1 .6.2 .7 .7.1 .7.2

.8 .8.1 Flooding .1 .2 .3 .3.1 .3.2 .3.3 .4 .5 .6 .7 .8

I am/MV ... on fire (- after explosion). Where is the fire? Fire is on deck/in engine-room/ hold(s)/ superstructure/accommodation Are dangerous goods on fire? Yes, dangerous goods are on fire. No, dangerous goods are not on fire. Is there danger of explosion? Yes,/No danger of explosion. I am / MV ... not under command. Is the fire under control? Yes, fire is under control. No, fire is not under control. What kind of assistance is required? I do not / MV ... does not require assistance. I require / MV ... requires fire fighting assistance. ~ breathing apparatus - smoke is toxic. ~ foam /CO2 extinguishers. ~ fire pumps. ~ medical assistance/... . Report injured persons. No persons injured /Number of injured persons/casualties: ... . I am/MV ... is flooding below water line/in the engine room/in the hold(s). I/MV ... cannot control flooding. What kind of assistance is required? I require/MV ... requires pumps/divers, ... . I will send pumps/divers/... . I cannot send pumps/divers ... . I have/MV ... has dangerous list to port side/starboard. I am/MV ... in critical condition. Flooding is under control. I /MV ... can proceed without assistance. I require/ MV ... requires escort/tug assistance/... .

Technical failure

22 Maritime English

.1 I am / MV ... not under command. .2 What problems do you have / does MV ... have? . 2.1 I have / MV ... has problems with engine(s) / steering gear / propeller / ... . .3 I am / MV ...is manoeuvring with difficulty. .4 Keep clear of me / MV ... . .5 Navigate with caution. .6 I require / MV ... requires tug assistance / escort / ... . .7 I try / MV ... tries to proceed without assistance. .8 Stand by on VHF Channel ... / frequency ... . .8.1 Standing by on VHF Channel ... / frequency ... . Environmental protection communications .1 Located oil spill in position (cardinal points/half cardinal points) extending ... (length and width in metres) to ... (cardinal points/half cardinal points). .2 Located oil spill in your wake/in the wake of MV ... . .3 I have / MV ... has accidental spillage of oil / ... . .4 Can you / MV ... stop spillage? .4.1 Yes, I / MV ... can stop spillage. .4.2 No, I / MV ... cannot stop spillage. .5 What kind of assistance is required? .5.1 I require / MV ... requires oil clearance assistance. ~ floating booms / oil dispersants / ... . .5 Stay in vicinity of pollution and co-operate with oil clearance team. .6 ... (number) barrels / drums / containers with IMDG Code marks reported adrift near position..... . .7 Located a vessel dumping chemicals / waste / ... in position ... . .7.1 Located a vessel incinerating chemicals / waste / ... in position ... . .8 Can you identify the polluter? .8.1 Yes, I can identify the polluter - polluter is MV ... . .8.2 No, I cannot identify the polluter. .9 What is course and speed of the polluter? .9.1 Course of the polluter ... degrees, speed ... knots. .9.2 The polluter left the scene.

3.2

Standard distress/urgency/safety messages

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

23 Maritime English

MOTORVESSEL "BIRTE" CALL SIGN DELTA ALPHA MIKE KILO - POSITION SIX TWO DEGREES ONE ONE DECIMAL EIGHT MINUTES NORTH ZERO ZERO SEVEN DEGREES FOUR FOUR MINUTES EAST - I HAVE PROBLEMS WITH ENGINES - I REQUIRE TUG ASSISTANCE OUT Standard safety message SCURIT SCURIT SCURIT ALL SHIPS ALL SHIPS ALL SHIPS IN AREA PETER REEF - THIS IS TWO-ONE-ONE-TWO-THREE-NINE-SIX-EIGHT-ZERO MOTORVESSEL "BIRTE" CALL SIGN DELTA ALPHA MIKE KILO - DANGEROUS WRECK LOCATED IN POSITION TWO NAUTICAL MILES SOUTH OF PETER REEF OVER

3.3

Verbs + gerund/infinitive

Some verbs are followed by a to-infinitive but not -ing: agree, aim, ask, decline, demand, fail, hesitate, hope, hurry, manage, offer, plan, prepare, refuse, want, wish. Some verbs are followed by -ing but not a to-infinitive: admit, avoid, consider, delay, deny, detest, dread, envisage, feel like, finish, imagine, miss, recall, resent, risk, suggest. The verbs begin, cease, start, and continue can be followed by either a to-infinitive or an ing form with little difference in meaning: Even though it was raining, they continued to play / playing. However, with these verbs we normally avoid using two -ing forms together, as a repeated pattern can sound awkward: I'm starting to learn celestial navigation. (rather than I'm starting learning ....) The verbs advise and encourage are followed by -ing when there is no object and to-infinitive when there is one. Compare: I'd advise taking more exercise. and I'd advise you to take more exercise. Other verbs can be followed by either a to-infinitive or an -ing form, but there can be a difference in meaning. These include come, go on, mean, regret, remember, stop, try. + to inf to talk about a gradual change After some years, they came to accept her as an equal. to mean that something is done after something else is finished After the interval, Pavarotti went on to sing an aria from Tosca. to say that we intend(ed) to do something I meant to phone you last week. to say that we are about to do something we are not happy about I regret to inform you that your application has been unsuccessful. + -ing to say that someone moves in the way that is described He came hurrying up the path. to say that someone moves in the way that is described Although she asked him to stop, he went on tapping his pen on the table. to say that something has something else as a result If we want to get there by 7.00, that means getting up before 5.00. to say we have already done something that we are not happy about It's too late now, but I'll always regret asking John to do the work. 24 Maritime English

come go on

mean

regret

remember

stop try

to mean that remembering comes before the action described Remember to take your hat when you go out. (first remember, and then take it) to say why we stop doing something She stopped to make a cup of tea. to say that we attempt to do something I tried to get the table through the door, but it was too big.

to mean the action comes before remembering I remember going to the bank, but nothing after that. (I remember that I went there) to say what it is that we stop doing They stopped laughing when Malcolm walked into the room. to say we test something to see if it improves a situation I tried taking some aspirin, but the pain didn't go away.

Verb+-ing Some verbs must have an object before an -ing form: The police found the man climbing the wall. She overheard them talking about the closure of the factory. Other verbs like this include catch, discover, feel, hear, leave, notice, observe, see, spot, watch Notice, however, that this is not the case when these verbs are in the passive: The man was found climbing the wall. D Some verbs can have an object or no object before an -ing form: They can't stand (him) driving his old car. I remember (you) buying that jumper. Other verbs like this include detest, dislike, dread, envisage, hate, imagine, like, love, mind (in questions and negatives), miss, recall, regret, resent, risk, start, stop; Some verbs can't have an object before an -ing form: Despite his injury he continued playing. I actually enjoy cleaning shoes. It's relaxing! Other verbs like this include admit, advise, consider, delay, deny, deserve, escape, face, finish, forget, propose, put off, suggest Some of the verbs in and (admit, deny, forget, recall, regret, remember) can be followed by having + past participle instead of the -ing form, with little difference in meaning: He remembered having arrived at the party, but not leaving, (or He remembered arriving...) I now regret having bought the car. (or I now regret buying...) These pairs of sentences have the same meaning: I resented Tom winning the prize. and I resented Tom's winning the prize. Mary recalled him borrowing the book, and Mary recalled his borrowing the book. Other verbs that can be followed by an object with a possessive and then an -ing form include verbs of '(dis)liking' such as detest, disapprove of, dislike, hate, like, love, object to, and verbs of 'thinking' such as envisage, forget, imagine, remember, think of. Notice that we can only use a possessive form (Tom's, his) like this to talk about a person or a group of people: I remembered the horse winning the race, (but not ...the horse's winning...) The possessive form in this pattern is usually considered to be rather formal. A few verbs (feel, hear, notice, observe, overhear, see, watch) can be followed either by an -ing form or a bare infinitive, but the meaning may be slightly different: an -ing form suggests that the action is repeated or happens over a period of time. Did you hear those dogs barking most of the night? suggests that we watch, etc. some of the action, but not from start to finish 25 Maritime English

 I was able to watch them building the new car park from my office window. a bare infinitive suggests that the action happens only once I noticed him throw a sweet wrapper on the floor, so I asked him to pick it up. suggests that we watch, hear, etc. the whole action from its start to its finish I watched him climb through the window, and then I called the police.
These verbs can be followed by either an infinitive or a gerund, with NO DIFFERENCE IN MEANING.

He began to shout. He started to shout. He continued to shout. I like to read. I love to read. I prefer to read. I hate to wait. I can't stand to wait. I can't bear to wait.

= = = = = = = = =

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

Some verbs can be followed by either an infinitive or a gerund, but THEIR MEANINGS ARE NOT THE SAME:
I will remember to call her. (I will be sure to call her in the future.) I will not forget to meet him. (I will be sure to meet him in the future.) I regret to say he is not here. (I am sorry I must tell you he is not here.) I will try to ring the bell. (I will see if it is possible to ring the bell.) I stopped to smoke at 10 oclock (I interrupted an activity and had a cigarette.) I remember calling her. (I have the memory of calling her in the past.) I will never forget meeting them. (I will not lose the memory of meeting them.) I regret saying it. (I am sorry I said it.) I will try ringing the bell. (I will ring the bell to see if it will help the situation.) I stopped smoking a year ago. (I ended my cigarette habit.)

Exercises Complete these sentences with either a to-infinitive or an -ing form. Choose an appropriate verb. Sometimes more than one verb is possible. admire buy check enjoy introduce live notify put race say smoke spend talk tell tear turn down a Although it was hard at first, she came to enjoy working for the airline. b As I walked through the gate, the dog came ... towards me. After working with her for so long, I came ... her patience and efficiency. 26 Maritime English

d Yesterday, Tom was so late he came downstairs, grabbed a cup of coffee and left. a The children were shouting and screaming, but he went on to Frank. b We've tried to persuade her to stop, but she just goes on Dr Harris welcomed the members of the committee and went on the subject of the meeting, d Then, in her letter, she goes on that most of her family have been ill. a I regret you that the model you want is out of stock. b We regret you that your request for a tax refund has been rejected. Almost as soon as I had posted the letter, I regretted the job. d It cost me a fortune, but I don't regret a year travelling around the world. a Bill was very young when they left, and he could no longer remember in the house. b Did you remember a newspaper on the way home? Remember your answers before handing in your exam paper. d I remember the money in the top drawer, but it's not there now.

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

Progress test 1
Complete these sentences using either the to-infinitive or the -ing form of the verb in brackets. If both forms are possible, give them both. (A & B) 1 Passing the kitchen, he stopped to drink a large (drink) glass of water. 2 When the car broke down, she started... (push) 3 Here's the money I owe you. I meant... to you a (give) month ago, but something came up. 27 Maritime English

4 To lose weight, I'd advise you... on fat meat. 5 I found that my back stopped... when... 6 To help me get to sleep, I tried... of his boring jokes. 7 The orchestra was just beginning... when 8 Please don't hesitate ... 9 When he found that he couldn't walk, he began... 10 The handle came off when I tried... 11 You could see the doctor today but as you haven't got an appointment it would mean...

(cut out) (ache) (think) (play) (call) (shout) (lift) (wait)

Progress test 2
Make a dialogue between two WOs (A and B) by arranging the following questions and answers: What problems do you have have? Stand by on VHF Channel 9. I have problems with engine. I am not under command. Do you require any assisstance? I require tug assistance. Standing by on VHF Channel 9 . I am manoeuvring with difficulty.

Answers to self-assessment test

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

References
1. Georgescu, M., Outboard Communication, (2010), ISBN 978-6068105-13-0, Nautica Press, Constana; 2. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5) 3.http://www.sonnerct.com/English_Rules/LR10_Gerunds_Infinitives.htm 28 Maritime English

Unit 4
29 Maritime English

Onboard Communication

Objectives of Unit 4 4.1 Fireprotection and fire-fighting 4.2 Fire-fighting and drills 4.3 Damage control 4.4 Phrases for giving orders, advice and warnings Self-assessment test Progress test Answers to self-assessment test References

30 Maritime English

OBJECTIVES OF UNIT 4
The main objectives are:
use SMCP for simulated onboard communications give warnings and advice concerning safe working practice on board use appropriate phrases with correct grammar construction to simulate giving orders, advice and warnings regarding safe practice at sea

4.1

Fireprotection and fire-fighting

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

31 Maritime English

35..10 .2 Ventilation system not operational (yet) 36..10 .2 .1 Ventilation system operational in ... minutes. 37..10 .3 Remote control not operational (yet). 38..10 .3 .1 Remote control operational in ... minutes. 39..10 .4 Indicators not operational (yet). 40..10 .4 .1 Indicators operational in ... minutes. 41..10 .5 Dampers in ... not operational (yet). 42..10 .5 .1 Dampers in ... operational in ... minutes. 43..11 Check skylights/windows/ ... and report. 44..11 .1 Skylights/windows/ ... in/to ... open. 45..11 .2 Close skylights/windows/ ... in/to ... . 46..11 .2 .1 Skylights/windows/ ... in/to ... closed. 47..12 Check watertight door control and report. 48..12 .1 Watertight door control operational. 49..12 .2 Watertight door control in ... not operational (yet). 50..12 .2 .1 Watertight door(s) in ... do(es) not open/close. 51..12 .3 Watertight door control in ... operational in ... minutes. 52..13 Check electrical lighting and report 53..13 .1 Electrical lighting operational. 54..13 .2 Electrical lighting in ... not operational (yet). 55..13 .2 .1 Black-out/short circuit in ... . 56..13 .3 Electrical lighting in ... operational in ... minutes. 57..13 .4 Switch on/off electrical lighting in ... . 58..13 .4 .1 Electrical lighting in ... switched on/off. 59..14 Check emergency power supply and report. 60..14 .1 Emergency power supply operational. 61..14. 2 Emergency power supply not operational (yet). 62..14 .2 .1 Emergency power supply operational in ... minutes. 63..15 Check firemens outfits and report. 64..15 .1 Firemens outfits complete and available. 65..15 .2 Firemens outfits not complete. 66..15 .2 .1 Complete firemens outfits. 67..15 .3 Breathing apparatus/smoke helmets/safety lamps/ ... not operational/missing. 68..15 .3 .1 Replace (missing) breathing apparatus/smoke helmets/safety lamps/ ... . 69..15 .4 Test certificate(s) of ... expired. 70..15 .4 .1 Replace ... .

4.2

Fire-fighting and drills

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

32 Maritime English

.4 .2 Yes, smoke toxic. .5 Is fire under control? .5 .1 Yes, fire (in ... ) under control. .5 .2 No, fire (in ... ) not under control (yet). .5 .2 .1 No, fire spreading (to ... ). .5 .2 .2 No, fire (in ... ) not accessible. .6 What is damage? .6 .1 No damage. .6 .2 Minor/major damage in .../ to ... . .6 .3 No power supply (in ... ). .6 .4 Making water in ... . .7 Pressure on fire mains. .7 .1 Fire mains under pressure. .8 Shut down main engine(s)/auxiliary engine(s)/ ... . .8 .1 Main engine(s)/auxiliary engine(s)/ ... shut down. .9 Stop fuel. .9 .1 Fuel stopped. .10 Close hatch covers. .10 .1 Hatch covers closed. .11 Close damper(s) (in ... ). .11 .1 Damper(s) (in ... ) closed. .12 Close all openings. .12 .1 All openings closed. .13 Switch off ventilator(s) (in ... ) . .13 .1 Ventilator(s) (in ... ) switched off. .14 Turn bow/stern to windward. .14 .1 Bow/stern turned to windward. .15 Turn port side/starboard side to windward. .15 .1 Port side/starboard side turned to windward. .16 Alter course to ... . .16 .1 Course altered to ... . Reporting readiness for action .1 Stand by fire party/rescue team/first aid team. .1 .1 Fire party/rescue team/first aid team standing by. .2 Stand by main engine . .2 .1 Main engine standing by. .3 Stand by CO2 station/ ... station/ emergency generator. .3 1 CO2 station/ ... station/emergency generator standing by. .4 Close all openings and report. .4 .1 All openings closed. .4 .2 Openings in engine room/ hold(s)/tank(s)/ superstructure/accommodation closed. .4 .6 Openings in ... space closed. .4 .7 Openings in ... not accessible. Orders for fire fighting .1 Start fire fighting. .1 .1 Take one/two/ ... fire party(s) to scene. .1 .2 Take one/two/ ... rescue team(s) to scene. .2 Go following route: .2 .1 Go through engine room/ no. ... hold(s)/tank(s)/ superstructure/ accommodation .2 .2 Go through ... space.

33 Maritime English

.2 .3 Go through manhole(s) to ... space(s). .2 .4 Go through funnel. .2 .5 Go through ... . .2 .6 Go from outside/inside to ... . .2 .7 Go from port side/starboard side to ... . .3 Take following (additional) safety measures and report. .3 .1 Have two/ ... members in one team. .3 .1 .1 Number of members in fire party/rescue team/ first aid team: ... . .3 .2 Have lifeline between each other/to outside. .3 .2 .1 Fire party/... team members have lifelines to each other. .3 .2 .2 Fire party/... team members have lifelines to outside. .3 .3 Have rescue team on stand by. .3 .3 .1 Rescue team standing by. .3 .4 Maintain visual contact. .3 .4 .1 Fire party/...team members maintain visual contact with lamps. .3 .5 Maintain radio contact on VHF channel . .4 Fire party must have following outfit: .4 .1 Fire party must have protective clothing/ smoke helmets/ breathing apparatus .5 Manning of fire party/... teams is as follows: .5 .1 Chief Officer/Chief Engineer/ ... in command of fire party (no. ... )/ ... team. .5 .2 Following officer(s)/crew member(s) in the fire party (no. ... )/ ... team: ... .6 Restrict action (in .../ on ... ) to ... minutes. .6 .1 Agree on retreat signal and report. .6 .1 .1 Retreat signal for fire party/ ... team is ... on telephone/radio. .6 .1 .2 Visual retreat signal for fire party/ ... team is ...with lamp/hand/ ... .6 .1 .3 Acoustic retreat signal for fire party/ ... team is ... with signal whistle/ships whistle/ ... . .6 .1 .4 Retreat signal for fire party/ ... team is pulling lifeline ... times. .7 Use the following extinguishing means: .7 .1 Use water/ foam/ powder/ CO2/gas /sand/ blankets in ... .8 Fire party (no. ... ) using ... in ... . .9 Run out fire hoses. .9 .1 Fire hoses are run out. .10 Water on. .10 .1 Water is on. .10 .2 Water not on. .11 Cool down boundaries with water and report. .11 .1 Cool down bulkheads to engine room with water.

4.3
.1 .1.1 .2 .2.1 .2.2 .3 .3.1 .3.2 .4 .4.1 .4.2

Damage control
Close all openings / outlets / valves (in ...) and report. All openings / outlets / valves (in ...) closed. Switch on / off power (at / on / in) and report. Power (at / on / in ...) switched on / off. Power supply (at / on / in ...) not operational. Close watertight door(s) (in ...) (by hand) and report. Watertight door(s) (in ...) closed. Watertight door(s) (in ...) not accessible / operational. Switch on (bilge) pump(s) (in ...)and report. (Bilge) pump(s) (in ...) switched on. (Bilge) pump(s) (in ...) not operational.

34 Maritime English

.5 Switch over (bilge) pump(s) from ... to ... . .5.1 (Bilge) pump(s) switched over. .5.2 Switching over (bilge) pump(s) not possible. .6 Start damage control. .8 Take following additional safety measures and report. .8.1 Have two / ... members in one damage control team. .8.2 Have lifeline to each other / to outside. .8.3 Have rescue team on stand by. .8.4 Maintain visual contact . .9.1 Damage control team must have protective clothing/ safety helmets/ lifejackets/ diving equipment Cancellation of alarm .1 Is flooding stopped? .2 Is flooding under control ? .3 Post damage control watches and report. .3.1 Damage control watches posted (in ...). .4 How much water is in vessel? .4.1 Amount of water (in ...) about ... tonnes. .5 (Bilge) pump(s) remain on stand by. .5.1 (Bilge) pump(s) standing by. .6 Engine room remains on stand by. .6.1 Engine room standing by. .7 Additional emergency generator remains on stand by. .8 Damage control team remain on stand by. .9 Rope - off flooded area. .10 Check leak every ... minutes / hour(s) and report. .10.1 Leak checked - no flooding. .10.2 Leak checked - minor / major flooding (in ...). Reporting .1 .1.1 .1.2 pipe(s). .1.3 .1.4 .2 .2.1 .3 damage What is damage? No damage. Crack(s) in plating/ no. ... double bottom/ no. ... hold(s) / tank(s)/ fuel Crack(s) in main / auxiliary engine(s) foundation. Deformation(s) / indentation(s) to plating. Check flooding and report. No flooding. Is danger imminent ?

Exercises Mayday Mayday Mayday This is one-two-one-two-three-nine-six-eight-zero, motor vessel Medea, call sign Sierra India - November - Kilo. Position: six two degrees one decimal eight minutes north, zero zero seven degrees four two minutes east. I am on fire after explosion. I require fire fighting assistance.

35 Maritime English

Smoke not toxic. Over.

4.4

Phrases for giving orders, advice and warnings

At one time or another, youll have to give someone instructions for doing something. Your child, a colleague, a friend or maybe even your boss. The instructions you give could range anywhere from describing what you would like to have done, to specifying a desired behaviour, to showing someone how to accomplish something such as changing the display resolution of a computer monitor. In English, this can be tricky. Not because the grammar is complex, but rather because simple instructions that would normally be considered innocuous can sound like insulting commands when they are not carefully worded and delivered in the correct way. Two things are certain:
1. If the tone of your instructions is inappropriate for the situation, the results youre looking for

are sure to be elusive.

2. Achieving your goal or helping someone achieve theirs will be difficult if your instructions

are not clear. In this case you may have to repeat your instructions or ask that work be corrected or even redone from scratch. Below are a few guidelines that will help you deliver effective instructions using the proper tone. The grammar behind instructions The imperative form is used to give orders, warnings, instructions and advice: Be quiet! Take care of that. Careful Listen to me carefully! Push the button on the lower right corner of the machine console until the light blinks green. Dont discuss your new ideas before theyve agreed to your promotion. Use sequencing words Sequencing words are used to make instructions clear within a process: First, make sure the appliance is disconnected. Second, open the back with a screwdriver. Then, carefully pull out the two black cables that lead into the power supply unit In most cases, lengthy instructions are based on a framework of instructions ordered with sequencing words, with warnings and advice interspersed. Its very important that no instruction, warning or advice you give within this framework sounds like an order not even one! Managing the tone of delivery of your instructions is thus paramount. 36 Maritime English

Before addressing the issue of tone, lets review some of the most important rules for giving instructions. They will help ensure that properly worded instructions are received with maximum effectiveness. Giving instructions Basic rules of the road
1. Before giving any instructions, be sure you have the attention of those who should be listening. 2. If youre unsure if your listeners have really understood a specific instruction,

ask them to repeat it using their own words. 3. Demonstrate or illustrate whenever possible. Its done like this 4. Avoid giving extensive lists of instructions. People have trouble remembering large amounts of information. For more complex tasks, break the instructions for each part of the job down and deliver the instructions in smaller sets organised by stage, phase or task. 5. Similarly, avoid boring your listeners with prolix descriptions of each task. 6. Use direct and specific language. Say exactly what you mean. Dont leave people guessing. 7. Avoid moving to the next instruction before your listeners have completed the previous task. Rushing through instructions is a sure way to ensure your listeners get lost. 8. Avoid misunderstandings by asking listeners how theyll approach the task and why. 9. Dont get sidetracked by problems or disagreements. Restate your instructions if necessary. 10. Check back during the initial stages of action to gauge the effectiveness of your delivery style and the capacity of your listeners for following instructions correctly especially if the tasks are complex. Give your listeners room to do what you expect of them, but be available to help when needed.
Finding the right tone

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

Modals are used to change the mood of a sentence. For example, You should help her finish the report is more polite than Help her finish the report! This technique is not especially useful for procedural instructions, but it is very effective for softening single instructions like: Shut the door behind you. Can you shut the door behind you? Will you shut the door behind you? 37 Maritime English

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

Adding please to any question or imperative statement immediately softens its impact and makes it clear that you wish to be polite: Turn the printer off when youre finished. Please turn the printer off when youre finished. Turn the printer off when youre finished, please. Can /Could /Will /Would you turn the printer off when youre finished, please? Use an introductory phrase to soften the tone There are a few very polite-sounding introductory phrases that are often used to soften statements that would otherwise sound like commands. Here are a few of them (in order of the most indirect to the most direct):
Introductory phrases Most indirect

Would you mind possibly (+ ing ) I was hoping you could (+ infinitive without to ) Do you think you could (+ infinitive without to ) If you have a couple of minutes to spare Id like you to I want you to
Examples: Would you mind possibly moving slightly to your left? Youre blocking my view of the presentation. I was hoping you could spare me a few minutes this morning. Do you think you could do this photocopying for me? If you have a couple of minutes to spare, Id like you to run down to Reception and pick up a box thats waiting there for me. Id like you to file these documents for me. I want you to finish this by tomorrow. The importance of clarity and directness

Most people believe the directions they give are already clear and direct. A recording often demonstrates otherwise. Think about presentations or training sessions youve attended, or even about cooking classes or bike-maintenance courses youve taken. Even those purporting to be excellent communicators often have difficulty getting to the point without creating confusion. Of course this sounds ridiculous, but the fact is that all of us have at one time or another heard this 38 Maritime English

rambling sort of protracted instruction-giving. It is characterised by an excessive use of unnecessary words, instructions couched as recommendations and irrelevant side information. None of the people who have delivered such material ever intended to have this impact. The problem is they didnt know what they intended to begin with. They simply started talking.
Planning what you say Here are some guidelines for ensuring your instructions have maximum effectiveness:

Create an outline of every instruction you need to give For each instruction, write down any points you want to make or key words you want to use. Do this on paper until the process becomes second nature. Keep each instruction short. Edit out all complex language, unnecessary words and irrelevant information. Make sure your instructions are logically ordered. Phrases like, before you do this... hint that your instructions are not correctly organised. Focus instead on sequencing words like first, second, next, then and finally. Instructions that seem out of order or chaotic may also frustrate your listeners. Be sure to include demonstrations, pictures, mental images and the like as much as possible. Think about how you would respond to your instructions. Would you be able to remember as much as you expect your listeners to remember? If you think it might be too much for yourself, its probably too much for them.

Self-assessment Test
Mayday Mayday Mayday. This is Fireball. I am (a. in fire; b. firing; c. on fire; d. making a fire) in the (a. berth; b. apartments; c. lounge; d. accommodation). My position is 275 two miles south (a. for; b. of; c. off; d. from) Europe Point. I (a. solicit; b. require; c. need; d. request) help. Over. Fireball, this is Gibraltar Radio Station. Message received. Salvage vessel Atlas will (a. go; b. head; c. proceed to; d. set off) you. Please contact (a. she; b. him; c. he; d. her) on channel 14. Out.

Progress test
Exercise. Fill in the following words: through, however, can, instead, done, figure, limit, need, than, want Your job as a manager is to get things .... However, it also means getting things done ... others. When you give orders, you ... the group to your level of expertise. When you give instructions, you let the employees contribute 39 Maritime English

whatever they .... It may not be as good as what you would have done, but that is an indication that you ... to do further training. ..., it also might be better ... your idea. The next time you start to give an order, give instructions .... Tell the employee clearly want you ... done. Let them ... out how to do it. It is a better solution for both of you.

Answers to self-assessment test

Mayday Mayday Mayday. This is Fireball. I am (a. in fire; b. firing; c. on fire; d. making a fire) in the (a. berth; b. apartments; c. lounge; d. accommodation). My position is 275 two miles south (a. for; b. of; c. off; d. from) Europe Point. I (a. solicit; b. require; c. need; d. request) help. Over. Fireball, this is Gibraltar Radio Station. Message received. Salvage vessel Atlas will (a. go; b. head; c. proceed to; d. set off) you. Please contact (a. she; b. him; c. he; d. it) on channel 14. Out.

References 1. IMO SMCP (2005), London, ISBN: 9280142119. 2. Georgescu, M., Outboard Communication, (2010), ISBN 978-6068105-13-0, Nautica Press, Constana; 3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge,
Cambridge University Press, 1990 (ISBN 0 521 35770 5)

Unit 5

40 Maritime English

Fire-fighting

Objectives of Unit 5 5.1 Fire on board 5.2 Engine room fire-fighting equipment 5.3 Idioms Self-assessment test Progress test Answers to self-assessment test References

41 Maritime English

OBJECTIVES OF UNIT 5
The main objectives are:

writes a notice warning against risks and giving reminders of safe practice on board demonstrates understanding that idioms do not have literal translations identifies and names parts of a machine and tools correctly explains which materials, equipment and tools are required in the ER

5.1

Fire on board

A fire on a ship is one of the most dangerous incidents which can happen on board. If the fire is detected in good time, the crew can prevent larger damages by taking immediate measures such as fighting the fire by use of a fire hose under breathing protection. If the fire has already spread, professional aid is absolutely needed, which can be rendered via helicopter or by ship. Fighting a fire at sea is significantly different to fighting a fire on land. First of all, the first action teams have to get to the source of the fire, which means, as a rule, from the top downwards to the interior of the ship in the opposite direction of the natural spreading of heat and smoke. This is a serious obstacle which slows the fire-fighting operation down. What makes the firefighting operations even more difficult, are the narrow stairs, sticking places, unclear and labyrinth-like premises, numerous hatches and ladders as well as ship movements due to the sea and the thermal-conduction properties of the ship's steel. After the end of the operation at sea, people and material have to be taken back to land. And it is always time to prepare for the next operation. At sea, the same principle applies as on land: No operation is like the other. There are two ways of fighting fire on board a ship - by using portable marine fire fighting equipments or by using different types of fixed fire fighting installations. The type of system used for fighting fire depends on the intensity and type of fire. Moreover, not all types of fixed fire installation systems can be used for any type of ship. A specific type of fixed fire fighting installation can be used only for a certain type of ship. In this article we will learn about a ship's fire main or the main fire fighting installation system. A ship's main emergency fire system consists of a specific number of fire hydrants located at strategic positions across the ship. A series of dedicated pumps are provided to supply to these fire hydrants. The number and capacity of pumps required for a particular type of ship is decided by an international governing authority. 42 Maritime English

All these pumps are supplied power from the main power system. Apart from that, an emergency fire pump is also provided, which is located remote from the machinery space. The emergency fire pump has its own independent means of power source, which can be used to take over in case of main power failure. Moreover, all the hydrant outlets are provided with an isolating valve so as to isolate those valves which are not in use. The fire hydrants are also provided with standard size flanges in order to attach hoses which have nozzles attached to them. All the hoses are provided with snap in connectors for easy and quick engaging and disengaging operation. The nozzles attached to the hoses are generally of two types - jet and spray, depending on the type of discharge required for extinguishing the fire. Both the nozzles can be adjusted according to the type of spray and flow required, which could be played over the fire to cool it without spreading. The pumps are connected with the main sea water connection, having appropriate head to prevent any type of suction problem. The valves supplying water to these pumps are always kept open to provide a constant supply of sea water to fight fire at any point of time. Though sea water is the best mode of fighting fire, the main emergency fire fighting system can only be used on fires of Type A. However, in case of class B fires, if all modes for extinguishing fire fails, sea water from main emergency system can be used.

5.2

Engine Room Fire Fighting Equipment

The equipment should be of the more modern type of water nozzles which actually supply a fine mist, rather than a flow of water. These systems cover of different areas of the engine room and control room, but not the switchboard or the electrical generating component on the power generators. The sprinkler system can be operated automatically by sensors or manually by the engineer. This starts the water booster pump and opens up the compressed air supply which can be from dedicated high pressure air bottles or the engine room air supply. As we all know water is not normally used on oil fires but, because fine mist is injected into the area it not only starves the fire of oxygen, but also dissipates the smoke. Engine room Fire Extinguishers. There are four main types of fire extinguishers all coloured red nowadays, with a different coloured band around the top of the body, denoting which type of extinguisher it is. They are operated by removing the protective pin from the trigger and smartly pulling the trigger. Fire extinguishers are usually stored in a container together in a group of four; one of each type the containers being positioned at high fire risk locations. The four types are,
1. Dry Powder Fire Extinguisher it has a black band around the body and is used for

extinguishing electrical and liquid fires.

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

oil fires.
3. Water Fire Extinguisher this has a red band contained between two thin white bands around

the body. It is used to extinguish paper, wood and cloth. 43 Maritime English

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

electrical and liquid fires. Remember, only the Dry Powder and CO2 extinguishers can should be used on electrical fires. Fire Hydrants and Hoses. These are positioned throughout the engine room; a fire axe is sometimes alongside the fire hoses. The hydrant valves should be opened; hoses run out and discharged to the bilges at regular intervals to ensure operation. Aqueous Film Forming Foam. Known as AFFF and (pronounced A triple F) was developed in the sixties and is a great innovation to firefighting not only in ships engine rooms, but on oil and gas platforms worldwide. AFFF is supplied in its own containers and added to an AFFF storage tank and is operated by pressurised seawater. The seawater mixes with the specialist liquid and exits the 11/2" rubber hose through a brass nozzle as a pressurised film of thick, viscous foam. This is directed to the base of the fire, quickly smothering the flames and dissipating the heat, smoke and fumes.

5.3

Idioms
Most Frequent Idioms

account for (something) - to provide an explanation or answer for something The bad weather accounts for the fact that few people came to the meeting. back and forth - backwards and forwards, first one way and then the other way The argument went back and forth before the judge made a decision. better off - to be in a better situation than before My friend would be better off if he sold his old car and bought a new one. break up - to separate, to divide into groups or pieces, to put an end to something We usually break up into small groups during our class. come up - to happen unexpectedly I will not be able to go to the party if something else comes up. come up with (something) - to produce or find a thought/idea/answer I tried to come up with a name for the new magazine. deal with (something) - to be concerned with something, to take action about something We will deal with the boxes tomorrow. end up (doing something or going somewhere) - to do something that one had not planned to do, to go somewhere one had not planned to go We ended up going to a restaurant after the movie last night. 44 Maritime English

figure out (someone or something) - to try to understand someone or something, to solve something I finally figured out how to use the new DVD player. for good - permanently The city will close the public swimming pool for good next week. get into (something) - to become interested or involved in something I do not want to get into an argument with my friend. get through (something) - to complete something, to finish something My friend is having trouble getting through her final exams. I have much reading that I must get through before tomorrow. go ahead - to begin to do something "Let`s go ahead and start now. We can`t wait any longer." go over (something) - to examine or review something The accountant will go over the books tomorrow. We plan to go over that question tomorrow. go through (something) - to discuss something, to look at something, to do something The teacher decided to go through the exercise before the test. go with (something) - to choose one thing rather than another We decided to go with the small rental car rather than the large one. hang out (somewhere/with someone) - to spend one`s time with no great purpose, to spend leisure time with friends Recently my friend has been hanging out with a group of people who are not a good influence on him. in effect - for practical purposes, basically The man's silence was in effect a way of disagreeing with the other people in the meeting. in terms of (something) - with regard to something In terms of our agreement with the other company we were not allowed to sell the products online. kind of - somewhat, more or less, moderately I was kind of tired when I arrived home last night. look up (something) - to search for something in a dictionary or other book I will look up my friend's name in the telephone book. make a difference - to cause a change in a situation It does not make a difference whether our boss comes to the meeting or not. make sense - to seem reasonable His new proposal really does make sense. open to (something) - to be agreeable to learn or hear about new ideas or suggestions Most members of the class were open to the teacher's ideas. pick up (something) - to get or receive something I will pick up my dry cleaning tomorrow. I picked up a copy of the newspaper at the station. point out (someone or something) - to explain or call attention to someone or something My teacher was very kind when she pointed out the mistakes that I had made. put out (something) - to produce or make something (a product/brochure/report/paper) The company puts out a newsletter every month for the employees. regardless of (something) - without considering or thinking about something, without regard to something Regardless of the weather we are going to go fishing tomorrow morning. rule out (someone or something) - to decide against or eliminate someone or something The police ruled out the man as a possible bank robber. run into (something - a fact/trouble/problems/difficulty) - to experience something, to encounter something 45 Maritime English

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

Self-assessment Test
Give the right idiom 1. Nobody wanted to separate their groups. 2. The shipping company provided the money to build a new car carrier. 3. The engineer encountered some trouble when he was replacing the piston. 4. We decided to eliminate Monday as the day to have our meeting. 5. The company would be in a better situation if the crew took onboard training. 6. I searched for the word in the dictionary.

Progress test
Exercise 1. Find the right place for the following words Cooling Smothering Starving Fire can be easily extinguished if minimum one element is isolated (fuel or heat or air).

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

46 Maritime English

Exercise 2. Match the words with the parts of an extinguisher: Squeeze grip nozzle Fill cap Carrying handle Dry chemical Hose Puncture lever Pull pin/seal Cartridge guard assembly CO2 cartridge

Answers to self-assessment test

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

47 Maritime English

References
1. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-130, Nautica Press, Constana; 2. Logie, Vivers, Nisbet, Marlins Study Pack 2 (book and two audio cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6) 3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5) 4. http://www.brighthub.com/engineering/marine/articles 5. http://www.idiomconnection.com/mostfrequent.html

48 Maritime English

Unit 6

Special Events

Objectives of Unit 6 6.1 Briefing on operation of main engine and auxiliary equipment 6.2 Briefing on welding on board Self-assessment test Progress test Answers to self-assessment test References

49 Maritime English

OBJECTIVES OF UNIT 6
The main objectives are:

discuss aspects of safety and risk in the workplace give warnings and advice concerning safe working practice on board give reasons for the selection of materials, equipment and tools for maintenance and repair work use maritime English vocabulary

6.1

Briefing on operation of main engine and auxiliary equipment

Special events . 1Engine alarm at ... UTC/local time due to ...... .2 Speed reduced at ... UTC/local time due to ...... .3 Engine(s)stopped at ... UTC/local time due to ...... .4 Course altered at ... UTC/local time due to .... .5 Master/Chief Engineer called at ... UTC/local time due to ... . Briefing on temperatures, pressures and soundings .1 ...(equipment) temperature ... degrees (centigrade). . 1.1 ... temperature below/ above normal. . 1.2 ... temperature critical. .2 ...(equipment) pressure ... kilopounds/bars. . 2.1 ... pressure below/ above normal. . 2.2 ... pressure critical. .3 Ballast/fresh water/fuel/ oil/slop sounding ... metres/ cubic metres. Briefing on operation of main engine and auxiliary equipment .1 (present) revolutions of main engine(s) ... per minute. .2 (present) output of main/ auxiliary engine(s) ... kilowatts. .3 (present) pitch of propeller(s) ... degrees. .4 Problems with machinery/ main engine(s)/ auxiliary engine(s). .5 No problems with ... . .6 Call watch engineer (if problems continue). . 6.1 Call watch engineer ... minutes before arrival at approach/at ... UTC/local time. Briefing on pumping of fuel, ballast water, etc. .1 No pumping at present. .2 Filled (no.) ... double bottom tank(s). .3 Discharged (no.) ... double bottom tank(s). .4 Filled (no.) ... tank(s). . 5. Transferring fuel/ballast/ fresh water/ oil from (no.) ... tank(s) to (no.) ... tank(s). .6 Require further generator to operate additional pump(s). Special machinery events and repairs

50 Maritime English

. . . . .

1 2 3 4 5

Breakdown of main engine(s) (at ... UTC/local time).. Total blackout (at ... UTC/local time). Main engine(s) stopped ... at ... UTC/local time due to ... .. Speed reduced (at ... UTC/local time) due to ... . Call Master/ Chief Engineer if revolutions of main engine(s) below ... per minute.

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

6.2

Briefing on welding on board

WELDING SAFETY PRECAUTIONS. Accidents frequently occur in welding operations, and in many instances, they result in serious injury to the welder or other personnel working in the immediate area. What many welders fail to realize is that accidents often occur NOT because of a lack of protective accidents equipment, but because of carelessness, lack of knowledge, and the misuse of available equipment. You, the welder, should have a thorough KNOWLEDGE of safety precautions relating to the job. But that is not all. You should also consider it a responsibility to carefully OBSERVE the applicable safety precautions. In welding, being careless can cause serious injury not only to yourself, but to others as well. Bear in mind that safety precautions for the operation of welding equipment vary considerably because of the different types of equipment involved. To prevent injury to personnel, extreme caution should be exercised when using any types of welding equipment. Injury can result from fire, explosions, electric shock, or harmful agents. Both the general and specific safety precautions listed below must be strictly observed by workers who weld or cut metals. a. Do not permit unauthorized persons to use welding or cutting equipment. b. Do not weld in a room with wooden floors, unless the floors are protected from hot metal by means of fire resistant fabric, sand, or other fireproof material. Be sure that hot sparks or hot metal will not fall on the operator or on any welding equipment components. c. Remove all flammable material, such as cotton, oil, gasoline, etc., from the vicinity of welding. d. Before welding or cutting, warm those in close proximity who are not protected to wear proper clothing or goggles. e. Remove any assembled parts from the component being welded that may become warped or otherwise damaged by the welding process. f. Do not leave hot rejected electrode stubs, steel scrap, or tools on the floor or around the welding equipment. Accidents and/or fires may occur. g. Keep a suitable fire extinguisher nearby at all times. Ensure the fire extinguisher is in operable condition. h. Mark all hot metal after welding operations are completed. Soapstone is commonly used for this purpose. 51 Maritime English

General precautions on operating metal arc-welding equipment. For specific instructions on the operation, maintenance, and care of individual equipment, use the equipment manufacturers instruction manual as a guide. In regard to general precautions, know your equipment and how to operate it. Use only approved welding equipment, and see that it is kept in good, clean condition. Before you start to work, make sure that the welding machine frame is grounded, that neither terminal of the welding generator is bonded to the frame, and that all electrical connections are securely made. The ground connection must be attached firmly to the work, not merely laid loosely upon it. Keep welding cables dry and free of oil or grease. Keep cables in good condition, and, at all times, take appropriate steps to protect them from damage. If it is necessary to carry cables some distance from the machines, run the cables overhead, if possible, and use adequate supporting devices. When you use a portable machine, take care to see that the primary supply cable is laid separately so that it does not become entangled with the welding supply cable. Any portable equipment mounted on wheels should be securely blocked to prevent accidental movement during the welding operations. When you stop work for any appreciable length of time, be SURE to de-energize the equipment. When not in use, the equipment should be completely disconnected from the source of power. Self-assessment Test Exercise. Insert the words in the right place: tools / cylinders / wet / condition/ up / no / non-slip 1. ... welding in ... areas

2. Wear ... shoes

3. Keep ... in good ...

52 Maritime English

4. Tie ... gas ...

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

Answers to self-assessment test

Exercise. Insert the words in the right place:
tools / cylinders / wet / condition/ up / no / non-slip
1. no welding in wet areas

53 Maritime English

2. Wear non-slip shoes.

3. Keep tools in good condition.

4. Tie up gas cylinders.

References
1. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and 2 audio cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6) 2. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-130, Nautica Press, Constana; 3. http://www.elefanweld.com/welding-techniques/welding-safetyprecaution.html 4. http://www.fortunecity.com/village/lind/247/weld_book/Ch2.htm

54 Maritime English

Unit 7

Function of Auxiliary Machinery

Objectives of Unit 7 7.1 Auxiliary machinery 7.2 Change of state verbs 7.3 Comparisons Self-assessment test Progress test Answers to self-assessment test References

55 Maritime English

OBJECTIVES OF UNIT 7
The main objectives are:

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

7.1

Auxiliary machinery

We usually have a purpose for reading a passage. If we know nothing about a subject, our purpose may be to gain a general knowledge of it. Later we may want to read about aspects of it in greater detail. Comprehension will be made easier by giving ourselves a definite purpose based on our understanding of what the passage is going to be about from the title and the introductory paragraph. This purpose will help focus our attention. Read through this passage and note down (1) the different functions that auxiliary machinery is designed to carry out and (2) examples of the equipment designed to carry out those functions. Besides running and maintaining the main propulsion machinery of the ship, the Engineer Officer has a great deal of auxiliary machinery to look after. Auxiliary machinery covers everything mechanical on board ship except the main engines and boilers. It includes almost all the pipes and fittings and the equipment needed to carry out a number of functions. These functions may be summarized as follows. To supply the needs of the main engines and boilers. Air compressors are used to supply compressed air for starting engines. Coolers are used for cooling either oil or water. Water for the boilers is also heated before being admitted into the boiler by feed water heaters. This increases the efficiency of the boiler. To keep the ship dry and trimmed. This is done through the bilge and ballast pumping systems. The former removes water which has gathered in machinery, cargo and other spaces. The latter pumps water into and out of ballast tanks. In general cargo ships, these systems are usually interconnected and served by the same pumps. In tankers and other bulk carriers, these systems are entirely separate, because these ships may need to ballast at 12,000 tonne/hour and therefore need larger pumps. To supply domestic needs such as fresh water from distillation plant, sanitation from sewage plant and heating and ventilation from heaters and air-conditioners. To apply the main power of the engines for propulsion and manoeuvring. The engine power is transmitted to the propeller by a line of steel shafting. This is made up of the thrust shaft, intermediate shafts and the propeller shaft. Steering gear is also necessary to operate the rudder for manoeuvring. 56 Maritime English

To supply the ship with electrical power and lighting. This is done by steam or diesel-powered generators. To moor the ship and handle cargo. Deck machinery is extensive and varied. It can be divided into anchor-handling machinery - windlass and capstans, mooring machinery winches and capstans, and cargo-handling machinery winches and cranes. It also includes cargo oil pumps. To provide for safety. Firefighting and fire detection equipment, lifeboat engines and launching gear are also included; Responsibility for auxiliary machinery is often delegated to individual engineer officers, each one taking responsibility for the efficient working of certain items. A lot of equipment is duplicated, so that for example, one generator can be overhauled without cutting off the supply of electricity to the ship. Engineer officers on tankers are also involved in operating the cargo pumping machinery, although the pump rooms themselves are often manned by officers from the Deck Department.

7.2

Change of state verbs

Change from one state to another can be expressed verbally by: 1. Specific change of state verbs e.g. to melt, to freeze, to condense, to rot, to rust 2.Verbs formed by adding -ify, -ize (-ise) to nouns and adjectives e.g. solid => to solidify liquid => to liquefy vapour => to vaporize crystal => to crystallize

(Note: changes of spelling are often necessary.) 3.General change of state verbs to become + adjective/noun e.g. When air is compressed, it becomes hot. When copper and tin are mixed, they become bronze.
to get + past participle/adjective e.g. With poor lubrication, pistons get worn. to turn + colour e.g. Blue litmus paper turns red, if immersed in acid. to change into + noun e.g. Water changes into ice when the temperature drops below 0C. to convert/be converted into + noun

57 Maritime English

e.g. At an oil refinery crude oil is converted into different oil products.

Exercise 1. Complete the following sentences by using one of the verbs above in the appropriate form: (a) An internal combustion engine ..... chemical energy into mechanical energy. (b) With poor lubrication engine parts. worn. (c) When gas is cooled below a certain temperature, it (d) The reciprocating motion of a piston....a rotary motion by a connecting rod and crank.

7.3

Comparisons

Comparative statements point out the difference or the equality between things. Statements pointing out the difference can be made with: 1. Adjectives and adverbs in the comparative form + than e.g. Cruisers are larger than frigates. Water-tube boilers are more efficient than Scotch boilers. Light travels more quickly than sound. 2. More or less/fewer with noun + than e.g. Less time is needed to load a container ship than a 'tween deck vessel. There are fewer passenger liners today than there were thirty years ago. More money is now spent on fuel than before. (Note: less is used with uncountable nouns, fewer with countables.)

Exercise 1. Rewrite the following sentences so that the part after than is put first, but the meaning stays the same. A nautical mile is longer than a statute mile. Manila rope is more expensive than sisal rope. A diesel engine is more economical than a petrol engine. 100C is hotter than 100F. The Chief Officer is senior to the Second Officer. There are more members of the Catering Department in a passenger liner than in a cargo vessel. (g) Mercury freezes at a lower temperature than water. (h) High carbon steel contains more carbon than mild steel. (a) (b) (c) (d) (e) (f)

58 Maritime English

(i) A ULCC is larger than a VLCC. (j) A nuclear submarine is faster than a conventional submarine. Statements making equal comparison can be made by 3. Using as ... as. The negative is not so/as ... as e.g. The Deck Department is as important as the Engine Department. The Atlantic Ocean is not as big as the Pacific Ocean. A Scotch boiler does not work so efficiently as a water-tube boiler. With nouns this structure needs care. Study these examples: (singular countable noun ) e.g. Steel is not as good a conductor as copper. ( plural countable noun) A cargo ship does not have as many lifeboats as a passenger liner. (uncountable noun ) A plane does not carry as much cargo as a ship. Exercise 2. Rewrite these sentences using not so/as ... as, but without changing the meaning. (a) A nautical mile is longer than a statute mile. (b) Manila rope is more expensive than sisal rope. (c) A diesel engine is more economical than a petrol engine. (d) 100C is hotter than 100F. (e) High carbon steel is harder than low carbon steel. (f) Fewer tankers will be built this year than last year. (g) Mercury has a lower freezing point than water. (h) A 'tween deck vessel has more decks than a single deck vessel, (i) Nowadays British ships carry more tonnage than before, (j) A nuclear submarine has a higher underwater speed than a conventional submarine.

Self-assessment Test
Complete the following sentences by using an appropriate verbs above in the appropriate for:

1. Water steam when it reaches boiling point. 2. Natural fibre ropes if allowed to remain\get . 3. When red litmus paper is placed in an alkali, it blue. 4. Liquids ... less dense, when they are heated. 5. The sky often ... red at sunset.

59 Maritime English

Progress test
(Crossword puzzle). Fill in the definitions:

Answers to self-assessment test

Exercise.
Complete the following sentences appropriate verbs above in the appropriate for: by using an

1. Water steam when it reaches boiling point. (turn into) 2. Natural fibre ropes if allowed to remain\get . (rot) 3. When red litmus paper is placed in an alkali, it blue. (turns) 4. .Liquids ... less dense, when they are heated. (become/get) 5. The sky often ... red at sunset. (turns)

References
1. Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel Hempstead,

Prentice Hall International (UK) Ltd, 1987 (ISBN 0 13 281379 3) 2. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5) 3. http://iteslj.org/cw/2/sr-comparatives.htm

60 Maritime English

Unit 8

Safety on Board

Objectives of Unit 8 8.1 Briefing crew and passengers 8.2 Ordering evacuation 8.3 Lifesaving equipment Self-assessment test Progress test Answers to self-assessment test References

61 Maritime English

OBJECTIVES OF UNIT 8

The main objectives are:

identifie, name and explain the function of life saving equipment on ships discuss aspects of safety; identifie, name and explain the function of the equipment in survival craft give warnings and advice concerning safety on board; prepare and deliver a presentation on accident prevention on board ship

8.1

Briefing crew and passengers

1.This is your Captain speaking. .2.1 We have grounded / a minor flooding / a minor fire in ... . .2.2 There is no immediate danger to crew, passengers or vessel - and there is no reason to be alarmed. .2.3 For safety reasons I request all crew members to go to their assembly stations. .2.3.1 All officers to report to the bridge. .2.3.2 Watchkeepers remain at stations until further order. .2.4 As soon as I have further information I will make another announcement - there is no danger at this time. .2.5 Fire parties / damage control teams are fighting the fire / flooding. We also have radio contact with other vessels / coast radio stations. .2.6 The fire / flooding is under control. .3 This is your Captain speaking. I have another announcement: .3.1 The fire/ flooding is not under control yet. .3.2 Leave the engine room/superstructure/your stations/your cabins/... immediately close all openings. .3.3 Take lifejackets with you. .3.3.1 Take your emergency equipment with you according to muster list. .3.4 Stand by fire fighting stations / damage control stations. .3.4.1 Fire fighting stations/damage control stations standing by. .3.5 All crew members to assembly stations. 3.6 Follow escape routes shown. .3.6.1 Route to assembly station ... not clear. .3.6.2 Route to assembly station will be via ... . .3.7 Assemble on deck. .3.8 Do not go to lifeboat / liferaft stations before ordered. .3.9 Do not enter lifeboats/liferafts - the order to enter will be given from the bridge/ by officers. Checking status of escape routes .1 Check escape routes and report.

62 Maritime English

.1.1 .1.2 .1.2.1

All escape routes clear. Escape route(s) from ... (to ...) / via ... not clear (yet). Escape route(s) from ... (to ...) / via ... blocked.

8.2

Ordering evacuation

1. Evacuate all rooms / spaces / decks / ... and report. 2. Evacuate engine room and report. 3. Evacuate no. ... hold(s) / tank(s)and report. 4. Evacuate superstructure and report. 5. Evacuate accommodations and report. 6. Evacuate ... deck / space / area and report. 7. Do not enter ... deck / space / area. 8. Report missing persons. 9. 1 No person missing. 9.2 Number of missing persons: ... (in... deck / space / area). 10. Report injured persons. 11. Provide first aid (in vessel's hospital). 12. All persons outside danger area. 13. Roll call 14. Report number of all persons / passengers / crew members at assembly stations. 15. Search for missing passenger(s) / crew member(s) and report. 16. Watchkeepers to assembly stations. 17. Lifeboatmen ! Check equipment of crew at assembly stations and report. 18. . Go for blanket / stretcher / ... and report. 19. Lifeboatmen! Check outfit of passengers at assembly stations and report. 20. .4.2.1.1 Put on warm clothing / long sleeved shirt / long trousers / strong shoes / head covering / 21. ... and report. 22. Ordering abandon vessel 23. Swing out no. ... lifeboat(s) and report. 24. No. ... lifeboat(s) swung out. 25. Lower no. ... lifeboat(s) alongside embarkation deck and report. 26. No. ... lifeboat(s) alongside embarkation deck. 27. Enter lifeboat(s) (no. ...) and report. 28. Jump into water and enter lifeboat(s) / liferaft(s). 29. Jump onto liferaft(s) alongside vessel. 30. Do not push each other when entering. 31. Assist injured / helpless persons. 32. Clear entrance of lifeboat / liferaft. 33. Sit down in lifeboat / liferaft immediately. 34. Hold on to ropes or to your seat when launching. 35. No. ... lifeboat(s) / liferaft(s) entered. 36. Let go no. ... lifeboat(s) / liferaft(s) and report. 37. No. ... lifeboat(s) / liveraft(s) is let go. 38. Throw over board no. ... liferaft and report. 39. No. ... liferaft thrown over board.

63 Maritime English

40. 41.

Stand clear of vessel and report. No. ... lifeboat(s) / liferaft(s) standing clear.

8.3

Lifesaving Equipment on Ships

However good the systems for preventing shipwrecks and other accidents, human errors and the power of the sea ensure that disasters will still happen. So, as well as improving safety, efforts have been put into saving lives when things go wrong at sea. Lifeboats. The ship`s best-known piece of equipment for saving life is the lifeboat, although it was not until as late as 1929 that regulations made it compulsory for a ship to have enough for everyone on board. It was argued that, if the ship took a heavy list, it would be impossible to launch all the boats anyway. This now sounds like an argument to have more boats rather than less! Like other equipment, lifeboats have evolved greatly. Even 1950, many cargo ships would have boats that could only be propelled by rowing (difficult when it was crowded with survivors) or sails. Nevertheless, there were many epic voyages made in such boats, particularly in wartime when ships had been sunk by enemy submarines far from land. Perhaps the most extraordinary story is that of Poon Lim, a Chinese steward on the British ship Benlomond, which was torpedoed in the South Atlantic in November 1942. Poon Lim survived for an incredible 133 days on a liferaft, using a hook he found to catch fish. When eventually rescued by a Brazilian fisherman, he could not walk, but soon recovered and expressed a desire to go back to sea! Motor lifeboats were first provided for big passenger ships and these were often fitted with wireless radios. The biggest difficulty with lifeboats has always been launching them, especially if the sea is rough, or the ship has heeled over. Passengers or crew need to get into the boats, which then need to be swung out over the ship`s side and then lowered carefully into the sea. All this can be difficult and dangerous for those in the boat if the ship is listing or the sea is rough. Along with lifeboats themselves, the devices for lowering them, called davits, have evolved to make launching safer. Today, ships are often fitted with lifeboats that are totally enclosed. This protects those inside from the weather, but also means that the crew have a better chance of escaping if their ship has a dangerous cargo which is leaking. Imagine trying to escape from a tanker whose cargo is leaking on to the sea and is ablaze. Where possible, the lifeboat is mounted on a steep ramp fitted above the stern of the ship.

This means that it can be launched even if the ship has a heavy list and it can safely move away from a burning ship. 64 Maritime English

Liferafts and other buoyant apparatus. As well as lifeboats, ships carry other sorts of buoyant apparatus. On ferries and other craft which are never too far from land, the seats on deck are designed to float, and have lifelines attached. The hope is that rescuers will soon come along if the vessel sinks. Liferafts have also become very popular. They can be stored on deck easily and quickly inflated when needed. Unlike a lifeboat, they cannot be steered, and rely on rescuers finding them. High-sided passenger ships have marine evacuation systems, where chutes lead down to huge liferafts. Radio transmitter The most effective piece of lifesaving equipment on a ship, however, does not float at all: the radio transmitter. It can be used to summon help unless the disaster happens very quickly, in which case there is little chance of the boats or rafts getting away. Now, there is even an automatic way of sending distress messages, the Global Maritime Distress and Safety System. Ships carry an EPIRB, a radio set in a container designed to float off if the ship sinks. It then automatically sends out an alarm signal that is picked up by navigation satellites that can monitor its position very accurately. Of course, this can send out false alarms. A distress signal was once picked up whose position was found to be in the middle of England. The equipment off a ship was being driven to an inland depot for maintenance when it was accidentally set off!

Self-assessment Test
What is the captains message? Use the SMCP. Situation: - the ship is making water, but not much; - damage control teams are fighting the incoming flow; - the people should not worry; (after a while) - the flow of water cannot be stopped; - passengers should have lifejackets; - all officers are requested to come to the bridge.

Progress test
T1. Explain the significance of the following data related to the evolution of lifeboats: - 1929 - launching a lifeboat - enclosed lifeboats T 2. Safety situation on land: You are in the woods during a storm. Your tent is close by and would offer
shelter from the pouring rain. There's a campsite picnic shelter a few minutes down the trail. And then you remember that your car is parked down the road. What's your safest bet to ensure you and your family's safety? Why?

65 Maritime English

Answers to self-assessment test

Exercise. What is the captains message? Use the SMCP.
This is your Captain speaking. We have a minor flooding. Damage control teams are fighting the flooding. There is no immediate danger to crew, passengers or vessel - and there is no reason to be alarmed. The flooding is not under control yet. Take lifejackets with you. All officers to report to the bridge.

References
1. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-

0, Nautica Press, Constana; 2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio cassettes). Edinburgh, Marlins, 1998 (ISBN 09531748 1 6) 3. Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University Press, 1990 (ISBN 0 521 35770 5) 4. http://query.nytimes.com/mem/archive-free/pdf?res 5. http://www.plimsoll.org/WrecksAndAccidents/ImprovingSafety

66 Maritime English

Unit 9
Man overboard

Objectives of Unit 9 9.1 Prevention 9.2 What to do if you see someone fall overboard 9.3 What to do if you fall overboard yourself Self-assessment test Progress test Answers to self-assessment test References

67 Maritime English

OBJECTIVES OF UNIT 9
The main objectives are:

prepare and deliver a presentation on accident prevention on board ship; describe procedures for survival at sea explain actions to be taken in MOB situations write a report of an incident that occurred during heavy weather at sea;

9.1

Prevention

A man overboard is an emergency situation. In the open ocean the casualty can quickly disappear from sight. In many seas the water is so cold they will quickly die from the cold. The casualty may be injured in falling overboard. In some cases the casualty may not even be seen to fall. Whatever the circumstances of the fall, the casualty's chances of survival depend on the speed and efficiency of the action by the remainder of the crew. This means every crew member must know what is expected of them, and be able to put into practice the emergency procedures without delay. Prevention saves many more lives than rescue. Make sure you do not fall overboard yourself. Follow company procedures at all times. Work safely, without taking unnecessary risks. There are some simple things you can do to protect yourself:

When working on deck, make sure you are wearing the right protective equipment and safety harnesses, whatever job you are doing. Always wear the correct footwear. Beware when you are working near the side of the ship. If there is any risk of falling over the side, it is essential to wear a lifejacket and a safety harness. It is also necessary for someone to be present, such as an officer or the bosun, to supervise the safety of the work. As an additional precaution, the bridge must be informed when the work starts and when the work ends. Try and be aware of the state of other members of the crew, passengers or anyone else on board. People are more at risk if they drink too much, suffer from seasickness, or even become depressed. In any of these cases, if there is time, inform an officer of the potential danger. If the person can be escorted to a safe area, then do so first. Generally speaking, shipboard life is regular. So if someone is missing from their usual post or routine, make an effort to check where they are. Remember the maxim: "One hand for the ship and one hand for yourself". 68

Maritime English

9.2

What to do if you see someone fall overboard

This is an emergency; a life is at stake. It is important you think clearly and act quickly.

Keep the casualty in sight and attract as much attention as possible. This means going to the rail and moving aft along the rail as the ship moves forward. Do as much as you can to attract attention. This includes shouting "man overboard" loudly and repeatedly. You should also shout "port side" or "starboard side", whichever is appropriate, to indicate where the emergency is. Keep shouting until someone hears you. If there is a life-buoy nearby, throw it over the side. Once someone has heard you and taken in what has happened, they should immediately inform the bridge, whether by walkie-talkie, ship's telephone or by any other means. The officer of the watch must be informed as quickly as possible, and told which side of the ship the casualty went overboard, port or starboard. It may happen that for some reason no-one hears you. In these circumstances, as soon as you lose sight of the person in the water you must contact the bridge yourself. It is important to keep calm. The officer must be told how long the casualty has been in the water. Remember, this is an emergency, so move quickly.

This is the first stage in the rescue. These first minutes can be crucial to the survival of the casualty. Keep them in sight, raise the alarm, throw a life-buoy if possible and inform the bridge as quickly as possible. Every second is vital. 9.3 What to do if you fall overboard yourself

How you should react depends on the sea temperature and general conditions but you should always:

Keep your eyes open for a life-buoy thrown from the ship. If you believe you can reach it, swim towards the life-buoy and get into it by inverting it over an upraised arm. Once you have it over your head - that is, you are in the life-buoy - and are as secure as you can make yourself, keep as still as possible. It is important to retain as much strength and stamina as you can to have the best chance of surviving. In cold water your body will get a shock from the temperature. It will make you breathe rapidly for several minutes and your heart rate will increase. You must swim as little as possible until the effect of the shock has passed. It is important to keep as warm as you can. Tighten up any wrist, neck and ankle 69

Maritime English

fastenings on your clothing to keep as much warmth close to your body as you can. Do not tire yourself out. Swim as little as possible while you wait to be rescued. The longer you can stay warm the longer you will remain conscious, and the greater will be your chances of survival.

If you are wearing a lifejacket, remember to use your whistle to attract attention when the rescue boat is nearby. In rough weather conditions, there is one more thing you must do. Whether you have a life-buoy or not, turn your back to the wind and the waves to keep your mouth and nose clear of spray. This will require action with your hands; when doing so try and keep your elbows to your sides to minimize heat loss. Movement uses up energy and also increases heat loss by moving water in and out through your clothing. It is also best to keep your legs together. Try and keep calm. You will need to be patient, as there is little else you can do to help yourself. Keep in mind that the ship will return, and that your job is to survive as long as possible.

Self-assessment Test
If no-one saw the person fall overboard, the following actions should be taken. Give the right order. Someone is reported missing. It is possible he could be lying injured somewhere on board ship, or even be asleep in an empty cabin. The crew is mustered and a search is organised as quickly as possible. The officer of the watch alerts the master. It is important to exclude these possibilities before proceeding to the next step. Friends and colleagues of the missing person are questioned to see when and where he was last seen. The aim is to work out where he might be if he is still on board.

Progress test
Answer the questions: What four precautions should you take to avoid falling overboard yourself? What is the first thing to do if you see someone fall in the water? What should you shout to attract attention? When can you stop shouting? When you have attracted someone's attention, what should they then do? What should you do if no-one hears you? When should you throw a life-buoy? 70 Maritime English

Answers to self-assessment test

Exercise 1. If no-one saw the person fall overboard, the following actions should be taken. Give the right order.
Someone is reported missing. 1. The officer of the watch alerts the master. 2. The crew is mustered and a search is organised as quickly as possible. 3. Friends and colleagues of the missing person are questioned to see when and where he was last seen. 4. The aim is to work out where he might be if he is still on board. 5. It is possible he could be lying injured somewhere on board ship, or even be asleep in an empty cabin. 6. It is important to exclude these possibilities before proceeding to the next step.

References
1. Georgescu, M., Outboard Communication, (2010), ISBN 978-606-8105-13-

0, Nautica Press, Constana; 2. Logie, Vivers, Nisbet Marlins Study Pack 2 (book and two audio cassettes). (1998), Edinburgh, Marlins (ISBN 09531748 1 6) 3. Murphy, R. Essential Grammar In Use. ,(1990), 1-st ed., Cambridge University Press, (ISBN 0 521 35770 5) 4. http://adventure.howstuffworks.com/how-to-survive-a-storm.htm

71 Maritime English