Se x S| y= pore WEY a lame English for Seafarers Study Pack 2 sogi-vies-ni |, ee ee EaMarlins” English for Seafarers Study Pack 2 Catherine Logie Erika Vivers Allister Nisbet Published by Marlins Station House, 34 St. Enoch Square, Glasgow, G1 4DB, UK ISBN 09531748 1.6 © Copyright 1998 First published 1998, Reprinted 2000, 2004 All rights reserved, No part of this publication may be reproduced, stored ina retrieval system, or transmitted in any form or any means, eleetranic, mechanical, photocopying, recording or otherwise, without prior ‘written consent of the publisher and copyright owners, ‘except for quotation of brief passages in reviews. speaking ha pairwork hd reading, i writing va study skillsAuthors’ acknowledgements ‘We are grateful to many people and organisations for ‘heir invaluable asistance in producing this Study Pack. (Ove thanks to: + Videotel Marine International Ltd, London, UK, for support and assistance and for the photograph in Unit 13, + Captain David McFarlane for technical and regulatory advice + Captain 8, Bondarenko for technical advice + Bryan Cruden for editorial advice + Mary Rigby for proofreading + Anna Whitcher Kute for final editing + North of England P & I Association Limited for kind permission to reproduce che safety illustrations im Unie 4 + P&O Cruises for kind permission tose the photograph cof the Oriana in Unit 6 surizio Eliseo Collection, Genoa, Italy, for the photograph of the Giulio Cesare in Unit 6 + Rick Hogben for the photograph of the Daylight in Unit 6 ‘+ Captain A.M, Fraser for historical detail and the photographs in Unit 12 + Mediafine Ltd, Liverpool, UK, for kind permission to reproduce the map of the Port of Leith in Unit 12 + GFT. Waugh for the photograph of Old Leith in Unit 12 + Captain P.Esma and the crew ofthe Tanguin Brae + Companies whose products are used for illustration purposes ‘+ Craig Noble; Joe Macly; Ranald Macknnes; Shawn Plammer Captain S.Messerle; Captain A Panov; Captain H Eusebio, spain WKenda; C/Engr Sergey Zakharov, Natasha Osmakova “Ja Yakovleva; C/Engr Edwin C. Solidumm and Innes Svalba, Design & Layout: Jenni Doggett, Chris Hoffland - Editions, Edinburg, UK Printing: Buccleuch Printers Ltd, Galashiels, UX Binding: Taskforce, Edinburgh, UK Ilustations: Paul Mudie, Steve Earl lain Campbell, Lars Stenberg ‘Audio: John Green - TEFL Tapes, London, UK Seatee Safety Systems Limited is the sole licensee, om a world-wide basis, of the Marlins eradematl The writers and publishers have used their best efforts to ensure accuracy in preparing Marlins Study Pack 2. They do not assume, and hereby disclaim any libilisy for any actions taken by any person as a result of systems of procedures depicted in this Study Pack ins Study Pack 2 are advised to make ‘themselves aware of systems, procedures and fa own vessels as they may’ asers and users o ites on their y from those depicted herein All situations, persons and dialogues depicted in Marlins Study Pack 2 are, to the best of the writers’ knowledge, ensrely fictional. Any such situation, person or dialogue t bears resemblence to any actual situation, ‘person or dialogue is purely coincidentalUnit 5 Review 1 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Review 2 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15. Review 3 Foreword Introduction Glossary Overview English At Sea At the Crewing Office In Transit A Safety Culture Weather Report Describing A Process Changes And Trends Reporting Back Aptitude And Appraisal Who's Calling? What's Been Happening? It Used To Be Different Marine Protection What Would You Do If... Mysteries Of The Sea Pairwork Section Answer Key and tapescripts Verb Tables W-tt V-VI vil XI 14 24 3.1 4d 54 R14 6.1 7 9.1 10.1 R21 11.1 12.1 13.1 14.1 15.1 R3.1 7 1.18 2.14 3.18 4.20 5.14, R16 6.16 7.16 8.20 9.14 10.14 R26 11.16 12.12 13.16 14.16 15.14 R36 80 Marlins™ English for Seafarers 2Foreword Current legislation emphasises the importance of English language proficiency in relation to shipboard operations and safety at sea, Companies who employ non-native English speaking seafarers have an obligation to ensure that effective English language training is available, especially as crews are now required to demonstrate a knowledge of English adequate for professional and safety purposes. ‘Much shipboard communication is routine or technical and is recorded in documents such as Standard Marine Communication Phrases. However, fully effective communication depends on the ability to operate instinctively in English. With many more multi-national crews at sea, this ability has become even more critical. Accidents, incidents, emergencies or inspections by their very nature are riot routine. Consequently, seafarers must have a broad-based knowledge of English and good communication skills to be able to respond as the situation demhatids ‘The Marlins Study Pack system focuses on teaching general English within a maritime context. In particular, it identifies and teaches key elements of the language which fit the specific needs of seafarers. Learning and practising these language skills enables the seafarer to activate and build upon his existing knowledge. It also provides the building blocks for independent study in an industry where the logistics of long-term training can at times be compromised. + The Marlins Sady Pack system can be used anywhere ‘+ The Marlins Suady Pack system focuses on teaching general English within a familiar maritime context. ‘+ The Marlins Study Pack system allows the scafarer to take control of his own learning through independent study. * The Marlins Study Pack system provides companies with the means to comply with legislative requirements, * The Marlins Study Pack system offers crews of all nationalities a choice of comprehensive English training courses. Marlins™ English for Seafarers 2Introduction Background ‘Marlins Study Pack 2 is a self-study English language training programme designed for seafarers of all ranks. Study Pack 2 is for seafarers who have a lower-intermediate or intermediate level of English ‘While the material can be used on shore, the seafarer is encouraged to use the Study Pack at sea ‘whenever possible. The writers have assumed that the seafarer will not have access to a language teacher ‘or native English speaker. Consequently, the material has been designed to give the learner sufficient support for independent study. ‘The Learner (One of the main advantages of self-study is that the learner has direct access to the material at any time. Self-study also allows the learner to use the material a his ovn pace and direct his own learning by focusing on difficult language areas, “To assist the learner, accompanying audio cassettes are provided. The audio material is an integral part of the course and is used in conjunction with a variety of exercise types. Ifthe learner is having difficulty with listening comprehension, he can listen to the tapescripts which are supplied in the Answer Key appendix Learners should pay special attention to the pairwork activities in each unit. The role of a study partner is crucial in developing language skills and promoting language acquisition. Working with a partner promotes fluency and accuracy and improves communication strategies. In 2 shipboard environment it should be possible to set up a small study group which meets regularly. This will significantly enhance the learning process. Structure and Organisation ‘This course is based on a multi-layered syllabus which integrates language systems (grammar, vocabulary and pronunciation) and language skills (listening, speaking, reading and writing). The material is organised into three parts with five units in each part. Core language is recycled throughout the tnits to consolidate new information. The review units allow the learner to monitor his own progress and provide suggestions for improving learning strategies. ‘The activities in Marlins Study Pack 2 are designed specifically to promote fluency and accuracy so that the learner can develop his communicative competence. The course is not intended to provide technical instruction in English. Recommendations for use Seafarers who have a lower intermediate level of English will benefit from working systematically ‘hrough the material in the order it appears, This will allow them to consolidate and build on their existing knowledge. Seafarers who have an intermediate level of English may find that they prefer to select sections of the ‘material that are relevant to their needs, The course overview provides a useful guide to the content of cach wnit, Students who choose to study in this way should make sure that they give sufficient practice to language skills as well as language systems. ‘Whatever the preferred method of study, we strongly recommend that learners start by completing Unit 1, This unit introduces learners to a variety of study skill strategies which ate referred to in many subsequent units. ae a Marlins English for Seafarers 2NoWonGowLNt Symbols Six symbols are used to guide the learner: ka ‘This symbol indicates speaking practice and also refers to pronunciation exercises. ‘This symbol is used in pronunciation exercises to indicate stress pattern. ‘This symbol is also used in pronunciation exercises. It shows how sounds are linked in connected speech. ‘This symbol indicates chat the learner should listen to the relevant audio extract. Corresponding. ‘apescripts are printed at the back of the book in the Answer Key appendix. ‘This symbol indicates that the leamer should work with another person. Some pairwork exercises require one'person to refer to the Pairwork Section in the appendix. ‘This symbol indicates that the learner needs to read an extended dialogue or text. ‘This symbol indicates that the learner needs to write an extended response to the exercise. ‘This symbol indicates how the learner can improve his awn study skills, making the self-study process more effective aunts Support Material ‘The support material is designed to provide information which would normally be covered in the classroom. Glossary The glossary lists the grammatical terms used in Study Pack 2. A definition is provided for each term. Pairwork Section Certain pairwork exercises require information exchanges between study partners, Study partners must convey their respective information verbally Answer Key Answers are usually given in their complete form with any essential text from the unit included. Possible answers are listed for exercises where there are no single, correct responses. Models of extended responses are provided where required. The learner should use the Answer Key to check responses after completing an Audio Cassette and Tapescripts ‘The audio cassettes allow the learner to hear native and near-native speakers of English engage in realistic dialogues relating to a wide range of situations. Ie also allows the learner o hear native English language pronunciation, an important factor in lesrning how to communicate effectively. The tapescripts are included in the Answer Key, providing a useful reference for learners who have difficulty with listening comprehension. Verb Tables ‘The regular and irregular verbs included in the verb tables show the tenses that are introduced in Study Pack 2: Present Simple, Past Simple, Present Perfect and their Continuous forms. Marlins™ aa English for Seafarers 2Glossary Refer to this glossary while using the Study Pack or when studying independently. active adjective adverb article auxiliary verb clause comparative conditional sentence conjunction consonant continuous form countable noun “The active form of the verb emphasises who or what does the action. : ‘Mr Thomas drove the truck to New York (see passive) A.word that describes a noun. 4a mylon rope | an old vessel Aword that describes a verb. He worked quickly. fa, an (the indefinite article); the (the definite article) ‘Avverb that combines with the main verb by indicating the tense or by making questions They haven't finished yet, Do you know Mr Smith? ‘A phrase that contains a subject and a verb. A clause forms a sentence or part of a sentence. (see sentence) [A form of an adjective or adverb that indicates a greater degree. The Atlantic Ocean is larger than the Indian Ocean. (see superlative) ‘A sentence that contains an if clause and a result clause. If Thave time, I'll write you a letter. ‘A.word that joins words or phrases together in a sentence. “He's busy because three of his workmates are on holiday. like chicken but I prefer fish ‘The letters of the alphabet which are not vowels. b, 6 dy fete are consonants (see vowels) ‘A-verb tense which indicates an activity that goes on for a period of time. (Also called a progressive tense.) Continuous tenses use a form of be + verb + -ing, T's raining. / He was working. / What have you been doing? ‘A noun that can be made plural. There are many ships in the bay. (see uncountable noun) Martins Bnghsh for Seafarers 2gerund infinitive modal verb noun object passive prefix preposition pronoun relative clause Marlins™ English for Seafarers 2 ‘A verb that functions as a noun. Smoking is bad for your health, © ‘The verb in its basic form, sometimes used with to. Caan you tell me the time? / I asked him to write the report A ype of auxiliary verb that is used before an infinitive . It adds possibility, probability or obligation to the meaning ‘That could be true. / It might rain. / You should sce a doctor. Aword that identifies things, people, places and ideas. a tanker / the Captain / at sea / I had a dream. r The person / thing that is affected by the action of the verb. ‘The Radio Officer sent a message. The manager faced a list to the agent. ‘The cargo is in the hold. ‘The passive form of the verb emphasises the action, not who or what does the action. The truck was driven to New York (by Mr Thomas). Gee active) A group of letters which can be inserted at the front of a word. A prefix changes the meaning of the original word. unload / deballast / impatient / dishonest ‘ (see suffix) A word that indicates time, place or method. in port / at 3 o'clock / by ferry A.word which is used to replace a noun that has already been referted to. Pronouns include he, she, i, them, his, hers etc Where's John? He’s late. / Tell the ratings I need to see them. (see noun) A defining relative clause is part of a sentence that tells us which person or thing the speaker is describing, ‘The Bosun is the person who is responsible fr the deck crew. Anon-defining relative clause (also called extra information clause) is part of a sentence that gives us extra information about the person or thing the speaker is describing, The Bosun, who is Greek, is responsible for the deck crew.reported speech sentence short form stative verb subject suffix superlative uncountable noun verb vowel Away of reporting someone’s words without repeating what was said. ‘What are you doing?’ > He asked me what I was doing. ‘Hurry up!" He told me to hurry up. ‘A phrase that contains a subject and a verb. In writing, a sentence starts with a capital letter and ends with a full stop. (Also called contracted form.) A way of combining words to make them smaller by leaving out some letters. Short forms are often used in informal writing and in speech. isn’t (is not) / you'll (you will) / won't (will nos) A ype of verb which refers to physical, mental or emotional states. Stative verbs do not refer to actions, They cannot usually be used in the continuous form. He has a headache. / forget his name, / She loves me. (see continuous form) ‘The person / thing that carries out the action of the verb The Captain signed the letter. Tivo ships arrived in port A single letter or a group of letters which can be inserted at the end of a word. The addition of a suffix creates a new word, often in a different word class. quick (adjective) => quickly (adverb) happy (adjective) = happiness (noun) (see prefix) A form of an adjective or adverb that indicates the greatest degree The Pacific is the largest ocean, (see comparative) A noun that cannot be made plural. They eat a tot of A word that identifies an action or a state. He worked as an engineer. / She was a doctor. (sce stative verb and multi-word verb) The letters of the alphabet a, ¢, i, 0, u. (see consonants) ine Marlins English for Se:Overview Topic 1. ENGLISH AT SEA ~ suggestions for studying at sea ~ strategies for coping with anguage-learning difficulties 2. AT THE CREWING OFFICE = meeting people ~tavel plans 3. IN TRANSIT air uavel an incident on board 4, A SAFETY CULTURE = safety requirements in the workplace = safety and risks on board Marlins™ English for Seafarers 2 Key Language Focus Grammar: Present Simple and Present Continuous; adverbs of frequency Vocabulary: stative verbs Pronunciation: word stress I Function: giving opinions, agreeing and disagreeing Study Skills: practising and improving your English at sea; ways of recording vocabulary; planning your learning Grammar: Present Continuous, ‘going o and will for discussing plans and schedules Vocabulary: types of plan Pronunciation: word stress Il; contractions in connected speech. Function: greeting and introducing people Grammar: defining relative clauses; Past Simple and Past Continuous ‘Vocabulary: compound words; relative pronouns Pronunciation: word stress in compound words; intonation I Function: describing and reporting an incident Grammar: conjunctions + -ing, modal verbs + verb + -ing ‘Vocabulary: car parts; idioms Pronunciation: word stress IIL Function: giving orders and advice Study Skills: A Guide to Good Writing Key Skill Focus Listening: for gist and specific information (approaches to learning); for detail (storing vocabulary Speaking: discussing ways for improving English at sea; exchanging opinions; discussing language learning Reading: correcting errors; scan reading and reading for detail (magazine article) ‘Writing: personal study plan Listening: for gist and specific information (checking travel arrangements) Speaking: guided telephone conversation Reading: skim reading and reading for detail (Iinerary); for detail (Hight/route information} Writing: making notes, Listening: for specific information (eafarers discussing travel plans); inferring meaning from intonation Speaking: information exchange {incident on board) Reading: skim reading; reading for detail (magazine article); reading intensively (summaries) ‘Writing: an incident report Listening: for gist and detail (dialogue about driving) Speaking: discussing experiences of driving Reading: for confirmation (magazine article); a formal leter Writing: process writing (a detailed {job description)Topic Key Language Focus Key Skill Focus 5. WEATHER REPORT Grammar: Present Perfect and Past Listening: for specific information ees Simple 1 (dialogue on the bridge) = the effects of El Nifio ‘Vocabulary: verbs and connectives Speaking: information exchange (El of cause and effect Nino) Pronunciation: connected speech 1 Reading: for specific information (4 (inking sounds) news articles) Function: explaining cause and Writing: an incident report | effect Study Skills: assessing a peer's ‘written work, if REVIEW 1 ‘Test Yourself: Assessing Your Progress I Grammar Vocabulary Pronunciation 6. DESCRIBING A Grammar: Present Simple Passive Listening: for confirmation and for PROCESS: and Past Simple Passive detail (radio programme) 3 — production and transportation Vocabulary: idioms Speaking: describing sages of | ~ the history of « shipping Pronunciation: -ed endings production; information exchange | ee Function: describing stages in the _(vesse] histories) | process of production Reading: scan reading and Study Skills: revision of writing _identifying paragraph topics processes (historical zecount of P&O) ‘Writing: the history of a vessel 7. CHANGES AND TRENDS Grammar: revision of Present Listening: for specific information, = reporting changes Continuous for describing trends (a conference presentation) ~ public presentations ‘Vocabulary: verbs and adverbs for Speaking: describing changes and describing change; adjectives and __ trends; giving a presentation nouns Reading: intensive reading (shore Pronunciation: connected speech newspaper articles); a formal letter of 1 (merging sounds) request I Function: giving presentation Writing: notes for a presentation FP Study Skills: hints for giving a ; presentation; assessing your speaking . performance _ Marlins English for Seafarers 2Topic Key Language Focus 8. REPORTING BACK, Grammar: articles = communication from ship to Vocabulary: types of onboard shore documentation; partial synonyms = problem solving onboard Pronunciation: the weak vowel sound Function: discussing problems (formally and informally) Study Skills: choosing appropriate reading techniques 9. APTITUDE AND Grammar: Present Perfect and Past APPRAISAL, Simple I; time markers = personal traits and qualities _-Voeabulary: adjectives for “performance sssesiment® describing aptinue; word building (forming opposites with prefixes) Pronunciation: connected speech II (contractions) Function: describing aptitude and character 10, WHO'S CALLING? Grammar: question tags Pronunciation: consonant sounds Function: making and answering phone calls Study Skills: techniques for increasing communicative telephone communciations ~ taking and leaving messages effectiveness on the phone; choosing appropriate listening techniques REVIEW 2 ‘Test Yourselfi Grammar Vocabulary Pronunciation Marlins English for Seafarers 2 Key Skill Focus Listening: for specific information (diatogue about a crew staff issue) Speaking: discussing a problem and proposing solutions Reading: skim reading and reading for gist e-mails); reading for detail G texts) Writing: explaining a course of action by e-mail and by leter Listening: for gist and for detail (dialogue about a crewing issue) Speaking: information exchange (problem solving) Reading: skim reading for gist and reading intensively (assessment form) Writing: noting details; describing crew interaction; a formal recommendation Listening: for gist and specific information (4 phone conversations; taking messages Speaking: exchange/guided telephone dialogue (problem solving) Rea (learners’ strategies for phoning) Writing: a dialogue lictation; information 1g: intensive reading “Assessing Your Progress ITTopic |. SO WHAT'S BEEN HAPPENING? ~ changing watch ~ responding to news 12.17 USED TO BE DIFFERENT. — developments in shipping a port, past and present 13, MARINE PROTECTION. ~ marine pollution prevention ~ statistical information ~ predictions and warnings Key Language Focus Key Skill Focus Grammar: Present Perfect Continuous and Present Perfect ‘Simple; time markers; modal verbs may, might, could) Vocabulary idioms: common uses of gts adverbs of postiblty Fonction: expressing degrees of certainty; predicting outcomes Study Skills: revision of writing processes Listening: for specific information (dialogue about changing watch); listening for confirmation (news bulletin) ‘Speaking: exchanging opinions; discussing possible outcomes of a situation Reading: predicting, reading for confirmation and for detail (2 news items) Writing: a narrative report Grammar: used to; Present Perfect Passive Vocabulary: word building (Gorming verbs with suffix -e)s verbs for describing development Pronunciation: connected speech Listening: for specific information (radio interview with a retired | mariner); dictation Speaking: exchanging opinions about changes in shippisig Reading: intensively for detail 1V Gevision) (Gc tt) | Fonction: describing past stes and Writing: aking notes from an | recent developments interview; a description of changes ' Study Skills: revision of writing in shipping; taking notes from a | oe reading text; 4 marae historia! | deacon Grammar: Conditional sentences I (facts); Conditional sentences II (predictions) ‘Vocabulary: partial synonyms Listening: for specific information (introduction to a training session} for confirmation of pronunciation in sMcP Speaking: discussing onboard systems; dictating SMCP; introducing a training course information; making predictions and Reading giving warnings quiz); reading for confirmation Study Skills: revision of (magazine article); independent presentation techniques and self _ research for a presentation ‘Writing: planning stages of presentation Pronunciation: consonant sounds Uf intonation TT Function: discussing numerical intensive reading (a factual assessment Marlins™ English for Seafarers 2Topic 14. WHAT WOULD YOU DO IF. travel and tourism ~ hypothetical situations 15, MYSTERIES OF THE SEA ~ maritime superstitions ~ maritime legends REVIEW 3 Marlins English for Seafarers 2 Key Language Focus Grammar; Conditional sentences II (hypothesising); modal verbs in conditional sentences ‘Vocabulary: partial synonyms Pronunciation: rhythm and contrastive stress Function: talking about hypothetical sieuations Grammar: non-defining (extra information’) relative clauses; relative pronouns Vocabulary: adjectives describing fortune; words connected with superstition Pronunciation: intonation II] Fanetion: discussing personal beliefs and probability Test Yourself: Grammar Vocabulary Pronunciation Key Skill Focus Listening: for confirmation Gialogue between seafarers on a passenger ship) ‘Speaking: discussing personal reactions in hypothetical situations; exchanging ideas (problem solving) Reading: scan reading and intensive reading (5 formal texts) Writing: taking notes (from 5 formal texts); 2 conversation Listening: for confirmation and for detail (radio interview about world beliefs) Speaking: exchanging opinions Reading: intensively (4 summaries) reading for confirmation and for deuail; understanding of test cohesion (2 narratives); reading for gist (historical text) Writing: an account of personal beliefs; a narrative description of a person Assessing Your Progress IILUnit 1: English At Sea 1a English for seafarers -_) How can you practise and improve your English? Read these suggestions. Which activities could you do on your vessel? e us What other things could you do to improve or practise your English at sea? kl Discuss your ideas with a study partner. a© @ey Strengths and weaknesses Listen to the cassette. Six seafarers are talking about their language-learning ‘experiences. What does each seafarer have the most problems with? What does each seafarer feel confident about? Choose your answers from these language areas. listening reading speaking | Pronunciation vocabulary Writing grammar Sergey has most problems Junichi has most problems _ Carlos has most problems with Yeading, with with but feels confident about. but feels confident about _but feels confident about speaking Boris has most problems Hans has most problems —_Davide has most problems with with with but feels confident about —_bur feels confident about —_ but feels confident about Marlins™ English for Seafarers 2Listen again. What specific problem does each seafarer have? How does each seafarer solve his problem? Complete the table. -N .¢F weads slowly times himself ceadina short articles dud sovites Aosan main points 3a Present Simple and Present Continuous ©) Look at these pairs of examples. Are both examples in each pair grammatically possible? if not, can you explain why? ED erm practising English with my stay partner every week. (b) I prictise English with my study partner every week. HD G1 don’thave much confidence speaking at meetings. (@) P'm not having much confidence speaking at meetings Marlins < ~ Bnghsh for Seafarers 2ae | | ‘The Present Simple is used to describe actions which are always, generally or repeatedly true. Takways get up when the sun rises. Don't you remember my telephone number? Simon doesn’t play a musical instrument. Why does he go to New York so often? ‘The Present Continuous is used to describe actions which are temporary o incomplete. The actions are happening at or around the time of speaking. I'm doing a First Aid course at the moment, Are you looking for a new job? ‘Those stevedores aren't working quickly enough! Why isn’t he mending the leak? ‘Some verbs are not usually used in the continuous form. These verbs describe states, not He doesn’t believe that story. He isn’t believing that story. ‘That barrel contains oil! ‘That barrel is containing oill ‘The verb have can be used in different ways. When itis used to describe states, it is not used in ‘the continuous form. He can’t come to the meeting because he has a bad cold. Thave a very large family. ‘The 2nd Officer has a good sense of humour. They don’t have a car. ‘When have is used to describe actions, it can be used as a normal verb in the simple or continuous forms, Thave a shower every morning. Wait a minute! I’m having a shower, Marlins™Sometimes we use the Present Continuous with always to complain about an irritating habit. Compare: He's always forgetting to lock the door. (This means: Hl forgets to lock the door many times but not every ime. This itt the speaker) He always forgets to lock the door. (This means: He forgets to lock che door every time.) Be careful when adding 3rd person singular -s to the verb in the Present Simple, Verbs ending in a consonant + -y usually change to -ies, carry © carries Verbs ending in ss, -sb, -ch, tch and -x usually add -es, . fix © fixes ‘Verbs ending in a single -0 usually add -es. go goes Be careful when adding -ing to the verb in the Present Continuous. ‘Verbs ending in vowel + consonant + -e usually drop the -e. invite inviting ‘Verbs ending in short vowel + a single consonant usually double the consonant, win 2 winning ‘Verbs ending in -y usually add -ing with no spelling change. Verbs ending in -ie usually change to -y: marry > marrying die 2 dying Marlins English for Seafarers 2Complete the sentences, Write the correct form of the verb in brackets, Use either the Present Simple or the Present Continuous. “The Chief Engineer (come) from Germany’ What (you / do) just now? 1 (listen) to the BBC, but I (not understand) very much!” Where (your brother / work)? ‘He (usually / work) Head Office but because the company (move) to a new building, he (work) from home at the moment’ Paul is a keen swimmer. He (normally / go) to the swimming pool every morning but he (not / go) this morning because it is closed. © The sun (always / set) in the west. TG He's so untidy! He (always / leave) his clothes and books lying all over the cabin. Te really (annoy) me. Come over here and look at this. The sun. (set) and the sky is an amazing colour! (he / watch) the television? No, I think he (sleep), 3c How often do you...? © __ Read the sentences. The words and phrases in colour are adverbs of frequency, They tell us how often something happens. What do you think affects the position of the adverbs of frequency in a sentence? I sometimes write down all the words I know connected to a topic. As long as I get the main idea, it’s usually enough. He has often helped me in difficult situations. I can normally understand people speaking on the telephone. He talks to me in English every now and again, GE Inrite to her once a month Marlins English for SeafarerAdverts of frequency tell us haw often something happens. before the main verb but after the verb to be. He always gets up at sunrise usually / normally often / frequently quite often / sometimes occasionally rarely / seldom never Heis rarely lace. ‘They are sometimes tired after work. two or more verbs are together in a sentence, the single adverb is usually placed after the first verb He can usually meet us on Fridays. Cargois often transported by rail. Usually, (quite) often, frequently, sometimes and occasionally can also be placed at the beginning or end of a sentence. Occasionally I call up old friends for a chat. She comes to visit me quite often. Always, rarely, seldom and never are not normally placed in these positions. However, you can use always and never at the beginning of 2 sentence to give an order. Always ask for identification when a visitor boards, Never smoke on deck. Longer adverbs are usually placed at the end of sentence We check the fire alarm every week. We inspect the fire hoses once a month. Iwrite to my friends every week / month / year. Saturday / Wednesday. now and again. once a week / a month / a yea twice a week / a month /a year. arlins™ English for Seafarers 2 ile adverbs ate usually placed3d_ Thank you for your letter Read this letter. As you heard in Exercise 2a, Davide has most problems with 9g writing business correspondence. Identify and correct his thirteen errors. Dear Mr Schultz Yours sincerely Dawide Manzoni Davide Manzoni Marlins English for SeafarersWhich team do you support? Read the dialogue. Three seafarers are discussing football teams. Decide if the statements are true or false. Giuseppe: Chris: Giuseppe: Chris: Pablo, Chris: Giuseppe: Pablo: Chris: Giuseppe: Chris thinks Italy is the most consistent team. Chris is disappointed with England's recent performance. All three seafarers were impressed with Brazil's 1970 ‘World Cup team. Chris and Giuseppe prefer football as it is today. Live got this great video about the Italian World Cup team. Don’t you think that Italy is the most exciting football am in the world? I don’t agree at all. The Italians might be exciting but they certainty aren't consistent! If you ask me, Germany is the tear to watch for consistency. Germany! Do you realty think so? I thought you would be an England supporter. Will, yes, but don’t you think that since the 1970 World Cup Finals they haven't performed so well? 1970? I think if you're talking about consistent genius, the 1970 Brazil am was unrivalled. ‘That's true. Pele, Jarzinho, Revelinho. They were brilliant. Yes, I remember watching them on TV. They made it look so easy. It would be interesting to watch those players in today’s game. : Absolutely! Defenders are so much quicker these days. Having said that, aitackers get more protection from the referees. reckon that, as a spectacle, the game isn’t as exciting as it used to be. Totally agree. I mean, take the tackle from behind, jor instance. Players are | either too cautious or they end up getting sent off These new rules have taken the thrill out of the game. Marlins English for Seafarers4b Giving your opinion, agreeing and disagreeing Here are some phrases for giving your opinion, agreeing and disagreeing, 4c Be (Giving your opinion Agreeing Disagreeing ) In my opinion, Tm sure (tht) convinced certain ‘Yes, you're right T think so too. ‘That's true, but... T'm not so sure about that. Read the dialogue again. Find more phrases for giving your opinion, agreeing and disagreeing. Write them in the correct section of the box. Do you agree? Work with a study partner. Exchange opinions about these statements, saying if you agree or disagree. Everyone should be able o speak at least} two languages. Experience is beter than training. Marlins’ English for Seafarers 2 Being a seafarer is an easy life Dogs are dirty animals. Generally speaking, ‘women are more intelligent than men. Ships pollute the sea.What is the secret of language learning? You are going to read a magazine article about language learning by Dr Emma Carson. Before reading it, discuss these statements with a study partner and note your ideas in the shaded sections of the table. Brey yes/no / not necessari ‘What do you think? English is more difficule to learn than other languages [Eh ® be good at English, you must learn to sound like an English person. : Bp Some people ae berter scene than others at learning languages. Confident people are more successfulat | Jeaming languages than shy people. 5b Scan reading If you need to find a specific piece of information quickly from a lot of written information, it is not necessary to read every word. Run your eyes over the text until you find the information you need. This way of reading is called scan reading. Try this scan reading exercise. What is the secret of language learning? ‘Scan read the magazine article about language learning as quickly as you can and find the answer to this question. Don't attempt to read every word, just look for the answer. pee Marlins™ English for Seafarers 2ste Bate 1s English more atfiult to earn than ather languages? ‘he nature of 2 studort's fet lrgvege <1) ertainly plays a par in how eesy or aif Engle it earn. Some English sounds, fr example, may croste “atreuries for a student if they donot extn ie fst language. sn eomparon te some other languages, English i nein ioms,* wwrich may loud “nderstanaing, Howover, Delowe that motheton fs the oy factor to unerstonging Slodonts ate motvated to eam Engh, they ae less oy tobe put oF by aotonta ‘To be good at English, do you have to cound tke a English person? ‘Sounding Ike 8 Engish person does not necessary ‘mean you are goes at Enish, ‘nd Being ood at English | does not necessary mean | yeu have to sound like an Engien person, In opinion, the most cuca factor fs boing understood by whaever Is Ustaning.t people nave ‘vouble understanding you pre hc cana be snderod blk ral ol nt The secret of ... Language Learning ... HAVE YOU EVER rid te ern fori ngage ad ome the Sencha, ke me, thet you are just ‘ot the pe? T ipeke 0 Dr Emme Carson, «angering pace pty mind 6 because of your acent iis wep te fomatng xe is no) overt part of your itty Because Engich is spoken erouna the ‘many vais of. Just tink f nian Ernish, Scottish English, Amertcan Engh, Astalan English, The ist 008 on. These days 9 foreign ‘ecent Is pertecty acceptable Are some people bettor than others at learning er pooste who appear tobe good Targuage learners are thoes wn make an effort use the language in tree own time. ‘een, eatle wo actively Took or opportune to bracise, for example by feoding @ newpaper or listening to songs nthe trae tire, Successt learners tend to be people wh can cent ‘hein indi svengths and weainesses and develop ways tt studying to sult emeclve, Different people proter to learn in afernt ways by studying alone, by watching videos, by evn games, by lstaning tothe teacher, ard {0 on tis important a ‘ecogse whieh way sus you best No one way Is beter than another. Of couse there ‘38 many other oasons why ‘Some people mat rick un Fanguages more auik’ thon cers ts often snot, 'a 8 question of attude: peonle feneraly lear beter i they feet postive abou earning. A postive sttuce mean: Ring the iarguage: tolerating oe aorances between your language and ne lange you are learning: being ‘mowatad and setermined to Tear; creatng opportunities tor yours to pacts: being canfcent your abies; ‘scooping you mistakes, 1h the curtace, it may ook ke hs he case, Meannct bs doniod that confidence ‘oes pay a part m cong ‘successful learning a new language. However, my own ew is that being successful ‘Teaming 3 language does not depend on your etsonaty type. More Important tran personatiy i the ably to recoznise, frst, ‘wnat you are good at then to Captalise on it ae, secon, what yu are poor at then to wer on improving know ‘any sy, ioverted people ‘ihren oe hy Competent and effective Sommuriosor, atte end ot the day, teres ro one way to lear e language. The ony Secret 0 find the way tet suts you and to practise: 1's all up t yout Marlins English for Seafarers 25c © Read the text again in more detail. What are Dr Carson’s opinions? Fill in this table. yes /no/ not necessarily | What does Dr Carson think? [EB English is more difficult to learn than other languages. : ‘To be good at English, | ; ‘you must learn to sound a like an English person, Ef Some people are beter vee : than others 2t learning languages. * | [EJ Contident people axe more successful at Tearning languages than [shy people ‘ ©} Compare the notes you wrote in Exercise 5a with the notes above. Are any of your ideas the same as Dr Carson’s ideas? © Think about these questions then discuss your answers with a study partner. ED Whatis your main reason for learning English? In what way is your language different from English? ‘What opportunities do you have to practise English in your spare time? [How do you personally prefer to study English? ‘What do yon feel you are good at in English? ‘What do you feel you are weak at in English? Can you think of ways to improve your weak points? Lf Marlins x English for Seafarers 26a Word perfect Listen to the cassette. Eight people are describing how they record vocabulary. Which diagram is each person talking about? st es BA it - ae starboard | —26b He © L The strategies you choose for recording vocabulary depend on your own preferences and also on the words you want to remember. Read these situations. Which strategy in Exercise 6a would work best for you? HB You need to record several pages of Phrase Vocabulary for External ‘Communication from the Standard Marine Communication Phrases. ‘You want to store new words from a magazine article on the subject of sport. ‘There are some words that you can never remember but you need to use regularly. You need to record technical terms for your job. | Choose ten new words from the reading text in Exercise 5, How will you remember them? Try two or three ways, depending on the words you choose. Word stress Words can be divided into units called syllables. Say these words. How many syllables are there in each word? automatic 9 4 syllables electrician conclusion curl marriage apologised FES D interesting Listen and check your answers. Marlins English for Seafarers 2One syllable in each word usually sounds stronger than the other(s). This is the main syllable or stressed syllable. [eis said more loudly than the others, Sometimes the stressed syllable also contains longer vowel sounds. In this book, large and small eriangles are used to show the stress pattern of a word. aed i, al, engineer officer __—vessel_-—_navigation Its important to use the correct word stress. Your pronunciation could cause problems if you stress the ‘wrong syllable. Unlike some other languages, there are few fixed rules about word stress in English. This, means that: 1. stess patterns vary, The stress does not always fll on the same syllable in words of several syllables iL Sens ae dialogue discussion understand 2, stress patterns move, The stress pattern ofa word may change ifthe part of speech changes. al laa aad, refer reference referential PI PI ‘When you lear a new word itis important to note the stress pattern at the same time. The rules for word stress in English have many exceptions. Here is a general pattern for two syllable words, Tn short, everyday words of two syllables, a common stress pattern is | ‘This patera tends to apply to nouns and adjectives. station jacket master quiet galley lifeboat training hundred ~—cargo.——_language Marlins” English for Seafarers7b Odd one out ° Look at the table. One of the words in each line does not have the same stress pattern as the others. Say the words and circle the one which is different. stress pattern a. anchor rely oe exact a. purchase vessel bosun prepare expansion nema aggressive commercial photograph syllable electric ituseate transportation *-°-European apparently unemployment % a... ee certificate politica, : Moving stress Look at the table. The first example demonstrates how the stress may fall on a different syllable in different parts of speech. Complete the table with the appropriate parts of speech using a dictionary to help you. i noun verb adjective oa l, al cena: information inform informative a a fs navigate a sha competitive argument 1 demonstration fr - Ce anne ___ Marlins English for Seafarers 28 Planning your learning ) _ morder to study effectively, it is useful to make a plan for yourself. Look at these e ‘two examples. Paulo is a seafarer from Italy who is going to be at sea for the next four months on a heavy lift vessel. Acceas to improve — — veading ie Ain. — to practise veading quickly Things. to. do — don't stop veading to check — | Huey Wed. word. taf the dictionary: try to keep veading | Time - by to vead for at least SO minutes. day Ways of assessing 2 my. Gaprovement =» — tiaae hoya. long, it takes. me. to vedd the Fivst thee pages of each, show. stovy — saxite down the times in my notertmak EB Dimitri is from Greece and works on ro-ro vessels. [ERLE LEE TELE VER TEE | Ts Teavn move vocabulany T need To. wed avtides. From magacines. Jase down utis words From These avtides Marlins Enghish for Seafarers 2 ae aexe wos Unit 2: At The Crewing Office Greetings People from different cultures greet each other in various ways. Look at these examples. Are there any other ways to greet people? Add some ideas of your own. hug wave nod kiss bow shake hands slap hands use someone’s full name use someone’s first name Work with a study partner and discuss these questions. How do people usually greet each other in your country? How do you greet someone who you are meeting for the first time? How do you greet someone who you know well? How does the situation affect the way you greet someone? Which of the greetings in Exercise 1a do you never use? Do you know each other? Listen to the cassette. A secretary is speaking to two seafarers at a crewing office in Latvia. Answer these questions. HD Why are Boris and Igor at the crewing office? EB What does Captain Popov want to discuss with them?© __ Read these statements then listen to the dialogue again, Decide if the statements are true or false. HB Tatiana knows Boris quite well. Boris has never met Igor before. Igor already knows Captain Popov. 2a Greeting people © __ ere are some phrases for greeting people. Answer these questions, Which greeting is more formal than the others? EZ Which reply is more formal than the others? i —— Greetings 7 Replies Ww 2 Hello, how are ching ee Good morning. How are you? ee | Hii, how's it going? ‘ee ; | Pmvery well, thank you. How's everything with you? Could be worse! Hi, how's life? ee Alright? a | Great! | How are you doing? | Marlins English for Seafarers 2 i at2b Introducing people Here are some different ways of introducing people who do not know each other. ‘Answer these questions. GE Which introduction is more formal than the others? [EA Which two exchanges are more formal than the others? Introductions Exchanges | Do you know each other? Hi, nice to meet you! | | Have you met (Igor) before? Pleased to meet you. (Boris), meet (Igor). (Boris), this is (Igor). | I'd like to introduce you to (Igor). | Let me introduce (Igor). Allow me to introduce (Igor), I don’t believe you've met (Igor). * Answer How do you do? with How do you do?, not I'm fine. Hello. How do you do? * Isa pleasure to meet you. fn ae eee ees see see Marlins English for Seafarers 22 a Listen to the dialogue in Exercise 1b again. Write down any of the expressions for greeting or introducing people that you hear. © a 2d What do you say? What do you say in these situations? Choose appropriate expressions from the boxes in Exercises 2a to greet: your shipmates in the messroom at breakfast time the Captain of your vessel who you meet on the way to your watch a EB a teacher or trainer who is running a training course on your vessel a senior executive of your company who is visiting your vessel an ISM inspector who is on board a group of visitors to your vessel who you have never met before a seafarers from another vessel who-you mect in the Seamen's Club at a port Choose appropriate expressions from the boxes in Exercise 2b to introduce a new joiner on your vessel to all of the people above. 3a Odd one out D___ Look at this group of words. They are connected with planning but one word does not belong to the group. It is the ‘odd one out’. Which word is it? Use a dictionary if necessary. diary agenda timetable schedule itinerary receipt rota minutesRead the clues. Complete the word puzzle with the appropriate words from Exercise 3 BB A place to note dates and times of future events. ED A lise of events with timings for loading operations. ‘Travellers receive this advance plan of their journey, The crew looks at this to find out which watches they are working on. ] A list of items to be discussed at a meeting, | A traveller uses this for train information. A record of what people said at a meeting, 3c © Say the words from Exercise 3a. Which syllables are stressed? Write the words under the correct stress pattern i, al ha sha gee : Marlins e 2 for Seafarers 2Boy There's been a change of plan Look at the document on page 2.7 quickly. What type of plan is it? Bes Listen to the cassette and check your pronunciation of the words in Exercise 3c. adiary arota an itinerary minutes Do the seafarers have to pay their own hotel bill? How long is the train journey from Riga to Tallinn? ED Where will the seafarers have breakfast? When will the seafarers have free time on board the vessel? Marlins English for Seafarers 2 Read these questions. Scan read the information in the document to find the answers. Don't attempt to read every word, just look for the answers.| [owe tie | place Tnforetion v6 mare vio | ceeving oftice | Fat t0 8m 16 arch uso [vata wearin, nie | DUNE * 3 Hotel En wit bo v6 wares 117 arch | overatge | oe otpeps = a paid on account. wr mah oss aneek gmpue | bvel- Teitian fore, 17 arch oe Authority Office v7 merch ° ovon | oct af Tatiton | teanenes i200 - [ow naceeesa, Yr ach fant risetion. oo [rece of Teton | fmt ae [too [ar acres compose loading ss00 fore cr tet | operarion, wr nares, bape Hetng an Port of Tallinn TMde. © listen to the next conversation between Captain Popov, Boris and Igor. The Captain is explaining that there has been a delay in departure leading to some changes in BB the travel arrangements. Listen and note the changes on the itinerary in Exercise 4a. Marlins English for Seafarers 2 me =e as set cease ae5a_ Future Plans ) Read these phrases from the dialogue in Exercise 4c. All the phrases refer to future plans. Which plans were decided at the moment of speaking? Which were already arranged? Write each phrase in the appropriate part of the table below. Il order a taxi for 1700, You're both going to leave today You're going to meet the new joiners fom St Petersburg on the 170 Will we have to pay for the oom ourselves? Welt walk there You're catching tie 1750 train to Tallinn, J 1 busy night get Tatiana to reserve a 00m for you there ‘The engines are going to take another day 1 repair. 2 ‘They're going o be atthe same hotel Plans decided at the moment of speaking Plans already arranged Marlins i eerreeeeeeegereeeee eset a English for Seafarers5b Puasa ets ‘The phrases using will show us that the person decides to do something at the time of speaking. Willis often used to make spontaneous offers or instant decisions. ‘A: This bag is so heavy! B: Tl carry it for you. A: Did you know that Peter is in hospital? B: No I didn’t. I'l visit him this evening. ‘We can also use will to make predictions about the furure. It will be late by the time you arrive You won't have time to look around the town. (won't = will not) ‘The phrases using going to show as thatthe person decided to do something before speaking, Going to is often used to all about arrangements that have already been discussed with another person. Thave already talked to the engineer about the problem. He’s going to order the spare parts tomorrow. Going to is aso used to talk about personal plans when the person speaking is determined to ddo something or has previously thought about a plan of action, ‘As soon as I have enough money, I'm going to buy a motorbike. ‘The Present Continuous can also be used for future plans. It shows us that the person decided to do something before speaking, The meaning is not as strong as going to. The Present Continuous usually refers toa general plan for the fiture. It is often used with schedules. Peter is coming to my house at 7 pm. ‘A: What are you doing tomorrow? B: I'm working all day. Then I'm playing football in the evening. Marlins™ English for Seafarers 2 ieRead these dialogues and complete the sentences about future plans. Use the verb in brackets with will, going to or in the Present Continuous. RA: need to send these letters today but T don’t have time to go to the post of B: Pm not busy. I (post) them for you. A: Oh, thanks Eh oA: What time ? (leave) B: About 5 o'clock. I confirmed it with Tony and he (drivey me there in his car. EDA: Hey, Marek! Do you want to-come ashore with Tony and me? We (visit) Yokohama when we're in port tomorrow. B: Pd like to but I can't, I (help) with the loading all day. As Oh, that's too bad. Never mind, we (bring) you some sushi from town! Hh A: Ob no! Ive left ney wallet at home again! I don’t have any money with me. @ Don’t worry. I (lend) you some. A: That's great, thanks. I (pay) you back tomorrow. EBA: Hello, Mr Jones’ secretary speaking. How can I help you? B: Hello, My name is Simon Todd. I (meet) Mr Jones at 3 pm this afternoon. I'd like to confirm the appointment, please. As L’m very sorry but Mr Jones has just been called away to an urgent meeting so he (not / be able to) see you today. Can we reschedule your appointment? He (not do) anything on Friday morning. B: Oh, OKI (come) round on Friday at 10 am. Fine. I (pass on) your message, Marlins English for Seafarers 26a Count the words © Listen to the cassette. A woman is speaking to her colleague about her plans to visit a vessel. How many times do you hear going to? (Going to often sounds like BB) conna in spoken English. However, itis seldom written like this.) the sentence that you hear. 6b ° a A Which one do you hear? Listen to the cassette. Only one sentence from each pair is on the cassette. Circle B He'll see to it immediately. ‘They'll do it if you ask them. I've got to check the documents. ‘They do it if you ask them. She'll see to it immediately. T'm going to check the documents. ‘We won't see you before you go. BD Pil take him to the station, We're going to do a fire drill ‘We want to see you before you go. Ttake him to the station, We've got to do a fire drill. Listen to the sentences again, Notice how the pronunciation of will, won't and going to becomes shorter in spoken English. Repeat the phrases you hear. Marlins ish for Seafarers 27a 2 © Look at the flight route map and read the situation below. Imagine you are the person in this situation. ‘e utrecht sed 3 ° Cologne . ° Luxembourg You are travelling alone by plane from London Heathrow airport to join a vessel in Rotterdam. You are flying to Brussels first, then you are going to catch a connecting flight to Rotterdam. You only have thirty minutes to catch the connecting flight. However, your first flight is delayed by one hour so it seems unlikely that you will catch the second flight to Rotterdam, What will you do? Choose the best solution to your problem. Alternatively, write your own solution. ~ — PlLask the cabin crew to contact the airport at Brussels to ell the ground staff there to hhold the plane for me. I musin’t miss my connection to Rotterdarn. = There's no way I'll have enough time to make my connection. Hopefully, there'll be another fight to Rotterdam. FU just wait fr it = Pll ry to be the frst passenger off the plane and F'll run to the transit lounge. I might be lucky if mty connecting flight is also delayed. = When we land in Brussels, Pl call the agent in Rotterdam and ask him what to do ~ (Alternative) — (Altemative) Marlins fees eee aa English for s7b 2 © Read how the situation continues. Use the information to plan your solution to the next problem Luckily, the plane to Rotterdam is also delayed so y. connecting flight. However, 20 minutes after take-off the plane develops engine problems and has to return to Brussels airport. After landing, the airline announces that the flight is can 1 manage to catch your -elled due to technical difficulties. It is now 1650 ssel is due to leave at high tide at around 2000 from Rotterdam. The agent has arranged to mect you at Rotterdam airport. The vessel cannot leave without you. Com and your v ine any of these methods of transport to reach Rotterdam as, quickly as possi Grad Timetable russes pater? a Brose 15 mst \ ene own ert posters wwerdom™ Marlins™ English for Seafarers 27c © Work with a study partner. Have a telephone conversation to explain the situation i and to discuss the new arrangements. Person A: You are the seafarer. Telephone the agent and explain your travel problems to him. Tell him what you are going to do. Follow the instructions below. Person B: You are the agent. You are waiting for a seafarer at Rotterdam airport but you do not know why he has not arrived yet. When he calls you, find out what has happened. Follow the instructions below. Tell him where you are. Find out why he isn’t in Rotterdam yet. Explain your problem. Start like this, Seafarer: Hello, i that Mr...? Agent: Yes, speaking. English for Seafarers 2 = fola © _ Match one word from box A with one word from box B. Make new words connected with air travelChecking in Read the text. Marco, a 2nd Officer from Italy, is on his way to Halifax to join his ship. Complete the details of his journey using your answers from Exercise 1a. Marco was booked on the 1230 flight from Amsterdam to Halifax, He entered the airport and walked straight to the a. ‘A window seat or an ‘A window seat, please. A non-smoking one, thanks.’ Marco put his luggage on the scales. ‘T'm afraid you'll have to pay Bion tha, sir. You're 15 kilos over the limit.’ After checking in, Marco made his way to aie where his documents were checked. Security was tight and everyone had to walk through a EB before proceeding to the Here, he settled himself into a seat and periodically glanced at the El to see when he should board the plane or if the flight was delayed. Before his flight was called, he bought a few items at the ‘When his flight was eventually called, he went to the gate where his El was checked. He proceeded along the corridor, boarded the plane and one of the BD directed him to his seat. The first leg of Marco's journey took him to New York, where he waited in the transit lounge for his BB. Four hours later, he touched down in Halifax and picked up his suitcases from the i Having nothing to declare, he cleared customs quickly and waited for the agent at the meeting point. English for Seafarers 2 fe1c BO 2a ae fie Gwen. ae 5 {Suede tes 1 3Ip annie 8 Kimi ‘ | ‘The words you used in Exercise tb are called compound words because they are made up of more than one word. The last part of @ compound word is the base (like the words in box B) ‘The first part of a compound word (like the words in box A) describes the base (base word) (compound word) a board a departure board (a board showing departures) ‘The parts of a compound word are usually written separately although short compound words are sometimes written as one word, for example, messroom. Occasionally, parts of compound word are joined with a hyphen, for example, check-in desk. You will need to check your dictionary for the correct written form. Ia compound word is made up of ewo nouns, the stress i usually on the First pare mot om the tase to. ce aseat an aisle seat the room, the messroom Listen to the cassette and repeat the phrases you hear. Pay attention to the stress on the compound words. Skim reading It is possible to understand the general meaning of a text without reading every word. Try to get the general idea of each paragraph without stopping at words you don’t know. This way of reading is called skim reading. You are going to read a travel magazine article about Schiphol airport, Skim read the article and decide if these statements are true or false. Correct the false statements. Hh The author of the article, Patrick Woods, works in a duty-free shop at Schiphol airport, EZ The impressions of both Patrick Woods and passengers at Schiphol airport are included in the article. EX The article describes the positive aspects of the airport. ae = . Marlins English for Seafarers 2ce aed The Wrong Side of the METAL DETECTOR N ANY GIVEN DAY at any international airport you ‘can see the world in motion. People of all nationalities, ages and professions passthrough these global gateways proving that these days, there is no such thing as the typical traveller. Business people rushing between meetings, tourists heading for the sun, families, back-packers, pilgrims and immigrants all merge momentarily en oute to their inal destinations So, how can aipos cute for everyones need? And how do the passengers shemales feel sbout the sport experince? In this celton of Timeluach out report, Patrick Woods, wane Schiphol Airpore, one of Etope’ bust ight cones, and finds ‘ut haw it meets the demande of day’ avers ns packed eaneic lounge which ell under ome rot lke ae good place at you might expec hit bing ny to tart my earch on gateway tthe world ro be tipors servic. The ofl bar amped bythe sheer volume scat bad plenty wo ay on people: My experince there the abjece: "ve worked here showed tha, ike coins of any Q: UING fora coffee ailins operat from termine for sx yeas now and che ute thee ae eo es 2 umber of pesenge seems 0 Schipbl: calm exetior and a incre by the day Did you Sometimes chai interior And now shat 26 millon people the deciding fore which side paced though Schiphol in ofthe metal deer youte an 1997? Sometimes feel tbat] My journey wat frm Landon served al of hem individual!” Heathrow te Amerdam with Abury day a Schiphol can BA, then on to Montel wich see around 100,00 pusengers KLM. Beings transi pasenger inca Given tha over 80. ia Amaterdam, I did or have to go oough customs or inamigation on wri Pasenger without boarding ‘aud cas pick one up from one of che many eraser de However Thad ales picked ap the boarding pas fx my connecting High at London 9, sith wo Bou pate, Vad lenny of ime te look around before heading coche departure gate ‘There are danges ging vallabout in large airports. Ws posible o ge diorienaed speclly ke me, yo ce caaly dacacted by day. Fee shops. Fortunately, Schiphol has len of ety Inox maps and signs wo sce even the most sid shopper back on wack And the dugsfce shops ar ‘mong thefnese ound ‘With one er on the deparare boards cried around the smart shopping ate, reiting ‘he urge to pend ll my holiday cash on ary goods The ct, thee you xm payin wy cunency makes this even more She's the lecturer who taught us economics at college. not; She’s the lecturer taught us economics at college. Lost the ticket. It was very expensive. © [lost the ticket which / that was very expensive. not: [lost the ticket was very expensive. © __ Decide if who, that or which is missing from these sentences. Write in the . appropriate word where necessary. ‘Where are the paint brushes you were using yesterday? : Thave written to the crew members were involved in the rescue. : The ropes we use are made of nylon. Lifeboats have drain valves close automatically in the water. Men are working on deck must wear protective clothing. Oil and grease are spilled on the deck should be cleaned up immediately. ‘The men I saw were working aloft. That's the person I met at the crewing office a — Bglish for vvRead these sentences. Put brackets round who, that or which if you can leave it out. a a The vessel|that|I work on is relatively modern. ‘The steward who shares my cabin is Indonesian, Do you know any of the men who joined the ship today? Can I borrow the cassette which you bought yesterday? He can't find the hammer that was in the workshop this morning, Let me introduce you to the people that I work with, The cargo that became contaminated must be destroyed. ‘The dolphins which we saw earlier appear to be following the ship. Relative clauses with prepositions (in, on, at, for, about, with, to) Itis important to note the postion of prepositions in relative clauses That man was on the wrong flight. She is talking about him. © The man who she is talking about was on the wrong flight. or: The man that she is talking about was on the wrong flight. or: The man she is talking about was on the wrong flight. ‘The train was delayed. Those people were waiting for it. ©> The train which those people were waiting for was delayed. or: The train that those people were waiting for was delayed. or: The train those people were waiting for was delayed. | You may occasionally see these forms. They are rare and are used in formal written language. ‘The man about whom she is talking was on the wrong flight, or: The man whom she is talking about was on the wrong flight. ‘The train for which those people were waiting was delayed, Marlins - - Lat English for Seafarers 25a gO Put these words in the correct order to make sentences. [snip [on on [the [ 1 J [vas }[enee| ; ee interesting || the jE which ch) [went | We LY Ls ae og Ce) Com f aa of |/ name a match | [3 the | [spout ] — > Listen to the dialogue between Takeshi, a 2nd Engineer from Japan, and Marco, an Italian 2nd Officer. They were booked on the same flight out of Schiphol airport and planned to meet each other before boarding the plane. Unfortunately, they didn’t meet until they were on the plane. Listen and answer the questions. Why was Takeshi late arriving at the airport? Eh why was Marco late for the plane? ae = Marlins English for Seafarers 25b 9 Listen again and decide if these statements are true or false. ‘Takeshi spent his shore leave with his family in Osaka, ‘Takeshi arrived at the airport at 1000. The airport was not busy. Marco had time to sit down and relax at the airport. ‘Takeshi had nothing to do while he was waiting at the airport Marco fell asleep while he was listening to music. ‘The plane is due to leave at 1230. Listen again. Complete these sentences with the exact words from the dialogue. ‘My brother lives in the centre of Osaka so, while I with him, we to a couple of concerts Ast out of the taxi, the train out of the station! EB And while r all that, I for you, Marco! gi asleep while I my book. Marlins™ nee ee a English for Seafarers6a fPeuaerten ‘The Past Continuous is used to talk about actions which were in progress at a specific time in the past. Iwas watching a film at ten o'clock last night. (This means: [started watching the film before ten o'clock and continued watching until some time after ten o'clock) 3 At around two o'clock yesterday we were preparing to enter the void space. (This means: We started preparations before two o'clock and continued preparing until some time after two o'clock) ‘There maybe two or more actions happening at or around the same time While I was phoning clients, my colleague was speaking to the visitors. While we were sailing into the port, our sister ship was sailing out. Sometimes one action interrupts another action, We use the Past Continuous to talk about the action which was already in progress. We use the Past Simple to talk about the interruption. 4 at He was cleaning the deck when the storm started. : I was eating my dinner when you called last night. s © Look at your answers to Exercise 5c. Which actions were already in progress? What 4 were the interruptions? wa Marlins English for Seafarers 26b Past Continuous or Past Simple? DS __ complete these sentences with the correct form of the verb in brackets, EB ‘Have you seen Carl “The last time I (see) him, he (clean) the swimming pool.’ Eh While the divers (search) the wreck, they (find) the ship’s log. BA Bob (cut) his hand while he (mend) the engine. Eh Where were you when the auditor (arrive)? 1 (show) the visitors around the ship.” While the first passengers (board), the crew (make) final preparations. (be) there any problems while you (load) the cargo? “No. Everything (go) according to plan.’ BB owha (they / do) at 0930? ‘They (berth) the vessel.’ Gl owhent (enter) the galley, I (notice) that the pipe > (leak). It (rain) so heavily when we (arrive) in port that the Master (decide) to delay unloading, “When the problem with the generator (happen)? ‘Ie (start) about an hour ago while you (sleep). Marlins English for Seafarers 2mey What was going on? Work with a study partner. Exchange details about the incident regarding two stowaways. Person A: Look at the pictures below. Your partner has different pictures. You start by describing what was happening on board the vessel in Picture 1. Your partner will listen and take notes. Then he will describe Picture 2 while you listen and take notes. Continue like this until you have exchanged details of all the pictures. Person B: Turn to Unit 3 Exercise 7a in the Pairwork Section at the back of the book. _Matlins™ English for Seafarers 2Imagine that you are the Captain of the vessel that the two stowaways were on. Complete the Incident Report Form below for the owners of your vessel, giving details of what happened. Expand on your pictures and notes from Exercise 7a for the details. Use your own ideas to decide what the further action is. INCIDENT REPORT FORM Vessel Name: Position of Vessel Incident Details o ° Further Action: SIGNED: Date: Marlins” cf i nh English for Seafarers 28a_ Intonation SEE Arata EE aE When we speak English our voices rise (go up) and fall (go down). This is called intonation. It is often possible to understand what someone means from their intonation alone. As in other languages, intonation can change the meaning of what we say and express how we feel. However, there are few fixed rules because | the way we use our voices often depends on the situation and our accents. eee Listen to the cassette. In each short dialogue there are two people speaking, The second person reacts to what his friend says. Is he interested in what his friend says? Mark on the line how interested he is. gO not interested at all | >< | very interested oO 7 not interested at all_ | | very interested 0 5 EB not interested at all | | very interested 0 5 LB notinterested at all | | very interested 0 5 not interested at all | | very interested 0 5 1 notinterested at all | | very interested oO 5 © Listen again. How do you know if the person is interested or not? Is the voice loud or quiet ? Does the voice sound high or low? Does the voice go up and down a lot or little? In Unit 1 we recommended you record yourself speaking onto a blank cassette to practise your pronunciation and to increase your confidence. Use the tapescript for Exercise 7a at the back of the book and record the dialogues on your own or with a study partner. Remember to pay attention to your intonation. a _____ Marlins nae English for Seafarers 2Unit 4: A Safety Culture 1a Car parts Label the parts of the car with these words. Bonnet a —“ si © @ wheel hub cap aerial _ rear window | bonnet boo | wing mirror front bumper rear bumper headlight rear light brake light rear windscreen wiper door handle iets : oard speedometer steering wheel gear lever _ air vents | windscreen indicators. horn hand brake milometer fuel gauge hazard light switch radio | engine temperature gauge rev counter air bag speaker ash tray EF i Marlins™ English for Seafarers 2 a1b Word stress © __ Mark the stress patterns above the words in Exercise 1a. Listen to the cassette to check your answers. Repeat the words, paying attention to the word stress. Complete these sentences with an appropriate word. Then use your answers to fil in the word grid on the next page. ‘To move forwards or backwards you need to use the ‘The engine is usually under the The is the panel facing you inside a car which displays, controls and switches. The tells you how many miles you have travelled. There is a on each side of the car to expand your field of vision and assist you in manoeuvring, The are flashing lights which show other road users that you are going to change direction. i Use the to warn other road users that you are there. } Press the if you break down. 7 A is the part of the radio which sound comes from The is the round metal cover on the wheel. Open the if you are too hot while travelling. The tells you how much petrol you have left. You need an to pick up clear radio signals The is the bar in front of the vehicle which minimises the impact of a collision. You turn the to control the direction of the car. The is an instrument on the dashboard which warns you if your car is overheating, The tells you what speed you are doing. The tells you how many revolutions per minute the engine is doing Some cars have an which acts like a cushion in the event of a crash, Marlins English for Seafarers 2© 2a A | a What is the word in the shaded section? Check your answers. The learner driver Think about your own experiences of driving. Can you drive a car or any other vehic: oe No * How did you learn to * Would you like to drive? learn to drive? © What did you find Why/Why not? difficult when you 2 ean started learning to eae e drive? i ; . ae * What makes a goo driver? teaching someone to drive is easy? Why/Why not? Work with a study partner and discuss your ideas. SaaS Sa ELT aeman who is learning to drive. The instructor is commenting on things that the learner needs to improve, What are the two main things that the learner keeps forgetting to do? Listen to the dialogue between Elizabeth, a driving instructor, and Michael, a young 2 cy a The instructor has written some notes to remind the learner driver what to do. Listen to the dialogue again and complete the notes. uk a go move oft le : on must look over your shoulaee Along AX When open voad, keep sgour speed: 2, Before - should check your mirVov. theve ave gow. A Kitev : . ee close bein ou should start agvadually, Marlins English for Seafarers 2 ne at- 3 Before, after, when and while The words before, after, when and while are often followed by a verb that ends in ing. ‘This pattern is useful when instructing or reminding someone to do something. Look at the - pattern of the sentences from the dialogue in Exercise 2b. i Notice how we can also swap the two parts of the sentence. ‘You need to brake gradually when pulling over. ‘When pulling over, you need to brake gradually. ‘You must look over your shoulder before moving off. Before moving off, you must look over your shoulder. oa Marlins English for Seafarers 2D Look at the pictures. in each situation there is a sign to remind people to do something. What does each sign say? Complete the sentences with before, after, when and while + -ing. Please remember to take all your belongings ..24.0:.2 Wear a mask at all times Remember to wash your hands Ela RB, B.A 0d, Eee the tools. please remember to put them away Warning: It is dangerous to use mobile phones wiihde Le Marlins English for Seafarers 24a Reminders, orders and advice i i statement. ety instructions. Match each one with an appropriate st ® Read the safety inst : Safety Instructions Vt you are wedng, you must Wear a mask foe (2) You, should hold the handrail: while going down the gangway, | Br Every seatarer hhas to practise lite boat drills. | 4) You must not smoke in the (5) You EES Cargo holds, - "dbetter make those eshings more secure, A You don't have to wear & hard hat in the galley, Statement: Sentence RE (2) Ie not permitted todo this, fo (6) Its highly advisable to do this Els - (6) Its advisable todo this. (@) The company requires sveryone to do this, F]3 {2) itis not necessary todo this, 8 { Itis compulsory to do this a is i SagaraGiving orders ‘We use must and have to to say that something is very important. Usually there is little difference in meaning. We have to work harder to finish the job in time. We must work harder to finish the job in time. However, have to is often used to talk about regulations or laws imposed by authority. In the UK you have to wear a helmet when riding a motorcycle. (les the lave) ‘Must is often used to talk about things you personally eel are important. T'm always late for work. I must get up earlier: (You are ordering yourself to do something.) Negatives Be careful of the difference in meaning when using the negative form. Must not means something is not permitted. Ic isa serious command. You mustn't drink and drive. It’s against the law. Don't have to means “t's not necessary’ or ‘you can choose’ ‘You don't have to finish the job today. There’s still time tomorrow. A: Do staff members wear a uniform here? B: No, its quite informal. Some people wear ties but you don’t have to if you don’t want to, Notice the diferent position of not in these negative sentences. Crew must not bring drugs on board. You don’t have to ask permission to use the phone. Questions In questions have to is more common than must, A; Do you have to wear seatbelts when driving in France? B: Yes, you do. It’s compulsory. Marlins” eee - a English for Seafarers 2Giving advice ‘We use should, ought to and had better to say that it is @ good idea to do something, Should and ought to are often used for giving advice, not for talking about rules. Ought to can, bbe used in place of should with litte difference in meaning, ‘You should see a doctor. You ought to see a doctor. “Had better is often used for giving a personal opinion or strong advice. We often contract had tod. The decks are wet. You'd better wear your safety boots. Negatives Look atthe position of not in these examples ‘You shouldn't try to lift heavy boxes alone. ‘You ought not to run on wet decks. You'd better not leave those ropes lying there. | a nt : __Marlins English for Seafarers 2Read these dialogues. Circle the phrase you think is correct. Circle both phrases if you think both are possible. hit normal to tip waiters in restaurants in the UK?" ‘In general people leave tips if they've enjoyed their meal but PEEMSTEUTE RARE)’, ‘In order to operate this machine WOWSHONA/-VOW MAE, have a licence. Without a licence you are not allowed to use this machine.” ‘How old (do\yoii lave 6)/ RUSLAN, be before you can hire a car in the UK? ‘in order to hire a car OW SHOU AY HOH Hits, be at least 21 years old.’ a «Yon GHgHE HORI) VOW Mon NNEVE, Leave tools lying on a workbench because they could fall off in high seas.’ ‘Ts it compulsory to show your passport if you are travelling within the BC?" ‘Ifyou are Europea, il mins) You NAVETA, have some form of identification but it mnt, ea er a Hoes, oNERTOA ae eR-Eiepan show their passports.’ ‘YoU cvtemp to repair electrical equipment if the power supply i still on. Always disconnect the equipment before starting repairs.” [1m confused about the amount of duty-free goods I can carry. If I have just one bottle of spirits, AOU BADER PMT go through the red channel?” ‘No. If you have under one titre oF ko SRG EBT RIE dear i? ED There could be sharp objects in the sink. ‘you put your hands in." empty the water before Marlins es English for Seafarers 24c ©) Look at this picture of a hazardous work environment. Imagine you are a senior officer who has to use this poster for training crew. Write some reminders for crew members to reinforce good safety practice. Try to combine: (You) must (not) ... before ~ ing should (not)... while ing ought (not) ... after - ing had better (not) ... (don’t) have to ... safety in the work place - yoy kn emis tho neon Tou should put your tools back in the tool box after using thene D compare your ideas with a study partner. fare Marlins English for Seafarers 25a D_ You are going to read an article about a driving instructor. Before reading, think about the various aspects of this job and note your ideas in the chart. JOB SPECIFICATION: DRIVING INSTRUCTOR Risks Special skills! requirements Enjoyable aspects Difficult aspects Marlins™ English for Seafarers 25b Read this magazine article and compare your ideas about the job with the g instructor's own comments. Are any of your ideas included in the text? COUING tk meet te on too okaul ycavedenle ate serpin Sottero gn oye pre wr nel heme se Tiarapeeecrenona ay (nem etancy om pg nh Sern evs go ee ree ‘fer naten tons pean en ‘etn yhoo oe Towne seam ret Tningeteyh tinal Sodloeae crete n tear ty a Siena tee P Siiyrntnar Pep yt oy Scent nel npg era eo pa enn le Seo ce eeete ere Soot Date ars mecron se aty feng tt ow en wa anor ‘ope typed my Tow ap ahr yp eg Tiles Thebes plone ig Se ta prpeh w ict r9 ‘won on cect ona CAR TIMES . the Driving Seat ‘Seat? ene vbr to el mig ens Hag fl ropa oer eet ‘imlescan te ery aren Ileemel (role he bee mete cling wy ‘pono wih ad fr ses eo Con den opi ial hat aah ne ect gpocantinion ost For one ‘corn a ny sho wen od abe i eel rte, The iyo ep i 84 beg ft eos ei fr ering ot Sehcorae pity br oe ‘Oe ey wea a wisn pe terre of ey nd det ‘heey pin ny on at ‘ep and mari fer coer ‘ih rh oer ond 7, esse he el an ey jo gd ecules ine exer ume Lact pic were re. srmpathee, boing enough 20 ie bs Thre ro lf adage! he depend enorme ri egy anon cf ny jis sean hae are veh te ao ron oe pen or ares evi They my nea enero pes sng the kfc ere (he order pene nee? ‘nerprenes ep ng my Pipa que apts ether vad wa: Teel ofa he ‘Sponec hs am nadng fn o ny bbng ime thm o der ne oa Bc ly Sy phy arg a pnp we ac ve en ‘bephaela pope My ons nk ley, st Acer we met Dt ey set and andl ns ‘teeta de set oer hat he Supplement of beg are a fed ez ter Weng rien Se pa etorne Wi oor treme you oi rer no ast cud cereD__ Read the questions. Then read the article again to find the answers. [EB Why was it difficult for the writer to get a job after leaving school? ‘What two pieces of advice does the writer give all of her students? ‘What skills do driving instructors need, according to the writer? Why do other drivers create problems for learner drivers? [Eh Whatis the main appeal of the job, according to the writer? 5d_ Idiomatic expressions D__ Fluent speakers of English often use unusual words or phrases to make their language more descriptive. Often it is not possible to translate these phrases directly into your own language. You should try to guess the meaning by thinking about the meaning of the whole sentence. ise iii i Fe Lused to drive my parents up the wall by telling them that I was going to school when in fact I was going to the garage. The phrase drive someone up the wall means annoy someone intensely. Marlins English for Seafarers 2Read the text in Exercise Sb again and find a word or phrase in the text which means BB avery strong desire to do something (paragraph 1) BB a sudden idea for solving a problem (paragraph 3) a guiding principle (paragraph 3) to make a careless mistake (paragraph 4) not as obvious as it seems (paragraph 5) GL to be extremely observant (paragraph 5) EA difficult situations (paragraph 5) (paragrap El to be very courageous (paragraph 5) to have enough to deal with (paragraph 5) (making a problem worse (paragraph 6)6a_ It's not worth taking risks Look at the picture showing the dangers of working in an unsafe environment. If the seafarer does not improve his safety practice, what does he risk? Add some ‘more potential dangers to the safety poster. Marlins English for Seafarers 2 ibb ae Some verbs, like risk, can be followed by a verb + -ing. These verbs can also be followed by a noun but not by an infinitive He finished eating his meal then left the messroom. (verb + verb + -ing) or: not: He finished his meal then left the messroom. He finished to eat his meal. “Here are some more verbs that function im the same way. (verb + noun) adiit detest involve recollecr* appreciate dislike keep regret, wold enjoy meiiol® Rh eee © tonfess* escape. mind resent consider fancy iss resis delay finish postpone spend * deny* imagine® pracise suggest® ‘Other verbs can be followed by «ing or to + infinitive. There is little difference in the meaning. ni start like attempt bein love prefer continue hate intend He started working at 0800. He started to work at 0800. ‘They intend taking a holiday when they go ashore. ‘They intend to take a holiday when they go ashore. “The verbs marked can also be followed by shat He suggested going to a cafe. He suggested that we go to a cafe. They confess stealing the money. ‘They confess that they stole the money. Do you recollect telling me about the meeting? Do you recollect that you told me about the meeting? T really regret eating too much at lunchtime! Tregret that I ate too much at lunchtime! Marlins English for Seafarers 2© Complete the sentences by choosing a verb from the box and writing it in the correct form. wait run be relax gered be able work I move clea” oct ad getup take encounter OD ldislike early on vacation. Idon't mind for you if it’s only for five minutes. ‘We intend a break after lunch, Ei Ifyou feel tired, you don’t have to continue . I'll take over. BI can’t imagine a millionaire. Do you miss to go for walks in the countryside when you're on board? After spending six months at sea, he liked at home. EB When we have finished the tanks, we'll begin the cargo, ED The Captain of the ferry regrets the departure but he says we risk a storm if we leave now. WD Emergency drills involve fast: you must keep but avoid at all costs, Read the magazine arti pattern verb + verb + -ing. in Exercise 5b again, Underline more examples of the Marlins™ English for Seafarers 2 eee A7a_ The inside story ©) Read this letter. Imagine that you have received this letter from Captain Campbell, g a lecturer at a marine college. What is his reason for writing? Caledonia Marine College : Scotswood Campus £ Pierhead . information about future positions chey may hold. Please anever the folloving questions in your article: | + hy 444 you decide to go to + What exaining did you have 20 dot | +o people generally understand what seafaring ts all + What cktile dove your job involve? Are there any specific requirenente for the Job? } + What eioke does your fob involve? shar safety seseures | do you have to taker + What do you Like and dislike about your job? | + Whar advice vould you give to someone who ie interested in doing the sane Job a2 you? XE your article is selected by our editor for print, you vill | receive a complimentary subscription to the Caledonia Marine College Journst, ‘Thank you for your seafatance. 1 Lock forvard to hearing from you. ‘Youre taientul2y Ceptain Alastais Campbel ae 7b ©) Make notes in answer to the questions in the letter. oo i aie7¢ $10 a full reply to Captain Campbell's letter by expanding your notes from Exercise 7b. Before you start, read this guide to good writing, oid Hives A Guide to Good Writing Expressing your ideas in writing is a complex process in any language. Here are some steps you can follow to help you with this process, First, make alist of your main points. Show your plan toa study partner and discus each pont answering any questions he may] have This helps to cary your ideas before writing Do the same for hs plan | Now you are ready to write. Describe each point in your plan in more detail | Next, check your grammar, spelling and punctuation. Make any necessary changes, ‘Swap your work with a study partner. Ask him to comment on the content, the structure and the language. Positive feedback is important. J Decide which of your study partner's comments you want to include. What other improvements can you make? Read it again. Are you satisfied with your work? If not. go back and make your changes. If you are satisfied, your work is ready for others to read. Keep your work in your Study Pack in order to monitor your progress. Marlins English for Seafarers 2Unit 5: Weather Report la © Scan read the short newspaper articles. Which of the articles refer to these topics? LN) the weather new products emergencies health in ere ‘The government has con- the threat of dal waves ratte heerergency and many building wore servi or thee effrts 2 Gamage in the storms 18 oaing with the damege inland ares, the fire bre An international medical ‘convention in Bombay has reported its fears that current ‘ueatments for malaria will caused by eevere storms pe had to reste pee : sch it thenuth ott eran Go soon become ineffective | leah Apmerament vee tating Tae sinstncw satis of the | Sic areaqaans emeet tre ing ve profession has expressed alarm serves saying that their Se albthanked th ceast- atthe rapid emergence of drug- combined efficiency saved 628 for ceir assistance ‘many les, Thourends of hen their ships ran residents in coustal towne aground a rent of vu rare evacuated bcatoe of den gale free winds resistant malaria and is consequently seeking new cures. The convention has reported a significant increase in the incidence of mortality caused by malaria in tropical countries over recent years, “Anew test for alcohol went om sale yesterday: Both the police and the medical profesion have welcomed the tet, which gives drivers the opportunity ¢o tes the level of alcohol in thee breath before driving, “The number of accidents caused by drunk diving has deceased in ent yeas because public awsreness has improved,’ commented a senior police officer ‘People ace now very aware of the penal for crunk diving so the new test will ive divers a greater sense of tesponsbiis:” Doctors are keen to umber ture aa Seve Topcon ftom he oes ‘abel warming encourage personal responsibility for drunk driving and, for this reason, they are urging the manufaccurers to keep the cost ofthe test as low as posible Marlins English for Seafarers 2Bes 2a Read the articles again. In your opinion, which articles report positive news and which report negative news? Identify parts of the text which support your answers. Compare and discuss your ideas with a study partner. Read this sentence from the third newspaper article. What is the cause? What is the effect or outcome? ‘The publication of a new book about global warming by a leading economist has given rise to heated debate from many sources. forte uit Causes and effects can be described in a number of ways, using different verbs or connectives. Here are some examples. Marlins English for Seafarers 25) Match the halves of these sentences together to make logical statements. cre) led to widespread seasickness am the passengers, aa Peep on ct ‘The Bosun studied hard Rough seas eR LCE STCW95 are now in force. Pee nec) eee ere a Icis possible to start the sentence with the effect instead of the cause. Look at these examples. effect / result verb or connective cause/reason Damage to buildings was caused by the severe storms. was due to ‘ i was the result of Buildings were due to the severe storms, damaged owing to” #Re3 SA TE OE because of asa result of e @ Buildings were because the storms were severe. damaged a fo Marlins™ English for Seafarers 2Look at the newspaper reports again and find the effects or results of these situations. Join them together to make full sentences, using an appropriate verb or connective. effect / result verb or connective cause / reason a The number of accidents because public awareness has caused by Avunk dviving has ipa Aeoreasea in recent sears the threat of tidal waves, a rise in temperature. Professor Jan Morlick’s book. sudden gale force winds. Complete these statements by thinking of a possible cause or reason for each situation. Use your own ideas. The world price of coffce has risen due. 40. poor havvests The delay in port EB The propellor broke ‘There were no stevedores available to load the cargo Eh The Radio Officer called for assistance [Companies now employ more mixed nationality crews Marlins™ faa seceded eae English for Seafarers 2Work with a study partner. You are going to read a report about changes in global ; weather patterns. You and your study partner have different parts of the same text. (You are going to hear the full report in Exercise 3c. If you do not have a study partner, use the cassette instead.) Person A: Use the text below: First, read your text but do not complete it yet. Then take turns reading the information you have to your partner. Do not show your text to your partner. Listen to cach other carefully and fill in the missing information as you go along Person B: Turn to Unit 5 Exercise 3a in the Pairwork Section at the back of the book. ther phenomenon El Nino h ' puzzled scientists a led scientists for decades, due to the face thae often occurred around C} fed around Chistnas time the event i 2 ever regular... A eS fen i will hit. Nio starts t af wi -- drop, ; iit srtteecssee OF Warm Water Which in curn causes gaa setious droughts... rs a These atmospheric changes. and industry ees binds and fis to their marine habitats _ due 69 sees decline, sieeve Fainfall : suffers, change + trade between then cause impacts on people... to rise | | and he dam The effects of El Nino age it causes Marlins English for Seafarers 2Read the complete text about El Nifio to your partner. Check that the information you wrote is correct. roy w a Listen to the cassette. You are going to hear the full report about El Nifio. Which words did you find difficult to pronounce? Underline them in your text then listen to the cassette. Practise the correct pronunciation when you hear the words you have underlined. ia © eAB Check your spelling with the tapescript for Exercise 3c at the back of the book. Listen to the cassette. You are going to hear a conversation on the bridge of the MV Elga during bad weather. What are the weather conditions like? Choose from the list below. Marlins English for Seafarers 2Listen again and answer the questions. Why has the tanker issued a securite call? How long will it ke dhe MV Elga to reach the tanker’s position? ‘What is the problem on board the MV Elga? Can the MV Elga assist the tanker? Read these sentences from the dialogue. In all of these sentences someone is, reporting news. Answer these questions. ED Which sentence uses a different tense from the other sentences? BL Why is a different tense used? ‘The tanker has requested all other vessels in the vicinity to be on standby. 1 tried to contact the Coastguard about an hour ago but there was no response. Fve ju oticed that we've drifted 5 degrees off course in this gate tried again but I haven't had any response Marlins English for Seafarers 2Present Perfect & Past Simple The Present Perfect is used to talk about events that are related to now: We don’t know exactly when these events happened but they are usually recent events, ‘We have developed a problem which we are working on at the moment, ‘The Past Simple is used to talk about events which are finished. It is often marked with words such as yesterday, in 1978, last month, twenty minutes ago. These words are time references, indicating when in the past the events took place. [ tried to contact the Coastguard about an hour ago but there was no response. Read these sentences. Circle the most appropriate tense, Present Perfect or Past Simple. HD Thave sitidied /1 studied Spanish at schoo! bue (Whave for.ott@H/ NRGRROE all of it now. EX The tain has stopped/ The rain stopped half an hour ago but the crew hasn't started / the crew didn’t start loading yet. Have you ei / Did you see the whales when You have been /you were o. watch? g a ‘Have you met / Did You meet the superintendent before?’ ‘I don't think so. Pleased to meet you.” ‘And now some lite news... Poligé located //Poliee have'located the three cars which a group of youths apparently (stole /Ha¥E Stolen. last Friday night.” ‘The weather has become /The Weather became milder recently. We can start using the swimming pool again, ‘Why do you feel you could do this job?" ‘Well, Pave done /Tdid) similar jobs before.” “He has hurt/'He hurt his back last month, so I heard,’ ‘Yes, (he has fallen / fell offfa ladder.” Marlins English for Seafarers 2‘The Present Perfect is often used with the words yet, already, just, still and always. Choose the correct word 10 complete the definitions below: a has two meanings. It means before now and is usually used in positive sentences. He has checked the fire fighting equipment. (He checked it before.) ‘The ship has left the port. (She left before now.) Icis also used in questions which express the speaker's surprise that something happened more quickly chan expected Have you checked the fire fighting equipment (Lam suprised that you did it so quickly) Has he cleaned the galley (He has finished earlier than I expected.) means a very short time ago. He has checked the fire fighting equipment. (He checked it a short time ago.) Tve ..., Seen him in the messroom. (Lsaw him a very short time ago.) means until now and is usually used in questions and negative sentences, Have you checked the fire fighting equipment (The speaker hopes the action will happen soon.) haven't checked the fire fighting equipment (The firefighting equipment is sil unchecked but the speaker intends to check it soon.) Marlins English for Seafarers 2aes ga means during a period of time or during one’s life. He has been a keen fisherman, (Fishing was one of his favourite pastimes, as it is now) Have you worked here? (ls this the only job you have done since you started working?) a means up to and including now and expresses the speaker's surprise or annoyance. It is most often used in negative sentences. He hasn't checked the davits. (Lam surprised or annoyed that he has not done it) They haven't sent us details of the training course. (Lam surprised or annoyed that the course details are not here.) © Check your answers before doing Exercise 5c and complete the gaps with yet, already, just, still, or Heavy snow is causing chaos across the region this evening. We have Zu ‘ecoed news of serious road acident involving dozens of veiceson the old bypass at Wichita Eat numbers of casualties are noe. sone (2) known. Conditions one hampering The rescue services and paramedic teams have, (3) mot managed t0 ge rough 40 ated casualties. A helicopter is being brought int asst he rescue eff. This stretch of road fees (4) beer a acident blak spor in or weather bur the sudden deterioration in conditions has caught people by suprise. Elewhere om the roads, farmers have been Felping the emergency services. Reports say that they have, (5) pulled many motorists out of snowdifs. Police have vee (6) sued second warning al motorist to say of the roads until conditions improve. The meteorological office has not (7) issued a second statement ngorting the situation although we to expect 4 updated forest very soon. And now it's ovengo Sally fr today’s spor. English for Seafarers 2 oLinking words together Listen to these phrases from the news bulletin. What happens to the sounds in colour? Beg Heavy snow is causing chaos 1035 the region .. Exact numbers of casualties are not yet known. (0 get through fo attend to casualties the sudden deterioration in ‘conditions has caught people by surprise. vehicles on the old bypass This stretch of road has always . they have already pulled many ) } been an accident black spot tourists out of snowdrifis, ©) Listen again. Repeat the phrases you hear. hee eae Geese eee Mali English for SeafarersMarlins English for Seafarers 2 Connected speech Learners of English often say that they have problems understanding spoken English because several words can sound like one long word. This is because words are connected in speech so it is hard to know when one word stops and another word starts. Some sounds are linked together and some sounds disappear completely. It is important to know how certain sounds change so that you are prepared for them when listening to English. Here are some ways of connecting words. Ifa word ending in a consonant sound is followed by a word starting with a vowel sound, we link the sounds. N\ N\ on ship’s accommodation vessel inward Second Officer t or d often disappear if they are between other consonants. N i A I must go. old vessel He understands. t ord are often difficult to hear if the next word begins with p or b. that buoy fried bacon present position 1 often disappears in some common words. already always alright hat the beginning of a word often disappears. NY \ Nn 0 it could have send him a fax Does he like his job? Listen to the cassette. Repeat the examples from the box. Pay attention to the linking sounds.7a | remember the time when... Think of a time when there was an incident on your vessel during bad weather conditions. Read the questions in the table. Make notes about the incident you are thinking of. QUESTIONS you YOUR STUDY PARTNER What was the incident? When and where did it happen? ‘What was the weather like? ‘What task or procedure were you involved in when the incident occurred? _ ‘What action was taken asa result of the incident? ‘What can be done to ensure that this does not happen again? Work with a study partner. Describe the incident to to your study partner using your notes. Make notes about your partner's story in the table. Marlins English for Seafarers 2Write a report about your partner's incident, using the notes you have made. (Refer ‘to the Guide to Good Writing in Unit 4 Exercise 7c.) When you have finished, exchange reports with your study partner. Read your partner's report about your incident and consider these questions. i (a Do you thi 2 eae any extra sentences should ed to make the Meaning clearer? Is the spelling correct? Is the grammar correct? Can you Sugg. est any wa : the report? 'Y Ways to improve Marlins English for Seafarers 2