Unit 1.

SHIP STRUCTURE


1. General Structure of the Ship

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









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












Cargoes are stored in cargo holds. Cargo holds are usually situated at the bottom of the ship.
Within the hull, decks are given a special name, i.e. between decks (often called simply tween
decks). There may be upper tween decks and lower tween decks above the holds.






Bulkheads are partitions that can run either transversely (across the ship) or longitudinally
(fore and aft). Sometimes bulkheads are built so that they are completely watertight. This makes
it possible either to carry liquid cargoes, or to seal off the ship if water should break in. The
bulkhead nearest the stem must be very strong. If the ship is damaged it must remain watertight.
This bulkhead is called the collision bulkhead.











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







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




Now look at the diagram below:



















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

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











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

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












On which deck are the following found?

(a) Lifeboats
(b) Wheelhouse
(c) Galley
(d) Passengers accommodation
(e) Crews quarters
(f) Captains cabin.




2. VOCABULARY
Words and phrases

Hull = coc, corp de nav; osatur, carcas
Keel= chil
Bow= prova
Stern = pupa
Forward = partea din fa a navei, nainte, n prova
Amidships = la cantrul/mijlocul navei; in axul navei; la cuplul maestru
After = din(spre) pupa; la/spre pupa; napoi
Hold = magazie/hambar (de nav)
Deck = punte de nav, covert
Bulkhead =perete etan de nav, perete de compartimentare (de regul transversal)
Between deck (tween deck) = ntrepunte (spaiu)
Watertight compartment = compartiment etan
Collision bulkhead = perete de coliziune/de forpic; perete de pic prova
Stem post= etrava
Sternpost =etambou
Porthole =iublou
Bulwark = parapet, falsbord; spargeval de punte
Guard stanchion = baston de balustrad
Upper deck = punte superioar
Forecastle deck = puntea teug
Poop deck =puntea dunat
Superstructure = suprastructura
Fore =prova; extremitate prova; // spre prova; n/la prova, dinspre prova
Aft = pupa// la/spre/dinspre pupa, din pupa
Bridge deck = punte de comand/navigaie
Boat deck = punte a brcilor; punte de promenad (la navele de pasageri)
Upper bridge deck= punte superioar
Crew quarters = cabinele echipajului
Galley = buctrie (pe nava)
Saloon deck= punte de clasa ntia (la navele de pasageri)
Lounge = careu
Accommodation = cabine, spaiu de locuit pentru ofieri
Lifeboats = brci de salvare
Wheelhouse = camer a timonei
Funnel = co

3.GRAMMAR. The Noun

What is a noun?
A noun is a word that names a person, place, or thing. The word noun comes from the Latin word
nomen, which means name. Nouns are of different kinds: common nouns, proper nouns, abstract
nouns, compound nouns and collective nouns.
Proper nouns name a specific person, place, or thing. They are written with capital letters Bob,
Bucharest, Britain, Monday, April, Mars, the War of the Roses, etc.
The days of the week and the months of the year are always written with capital letters (unlike in
the Romanian language) and also the names of nationalities and languages, no matter the position
in the sentence.
Some proper nouns have become common nouns, therefore they are not written with capital
letters anymore. Here there are examples of: objects named after their place of origin (china,
holland, oxfords) or objects named after those who invented, discovered, inspired them (a
hovercraft, a mackintosh, an Oscar, a tommy-private in the army, a volt, a watt).
Common nouns name any one of a class of person, place, or thing: boy, city, dog, family, food,
water, happiness. They are divided into the following groups, according to their meaning:
Abstract nouns name actions, states, sensations, senses, relations, considered to be notions. They
refer to intangible items. Examples: joy, love, friendship, greatness, labour, rest, force, etc.
Concrete nouns name objects, plants, things, phenomena and events, which we are aware of
using our senses. They refer to tangible items. Examples: moon, lion, tree, John, rain.
Collective nouns name groups of people or things: audience, family, team, crowd, council,
association, government, crew, congress, the public, etc.
Compound nouns are two or more nouns that function as a single unit. A compound noun can be
two individual words (time capsule), hyphenated words (great-uncle), combined words
(basketball).
Another important criterion in selecting nouns is their countability. According to this, we can
divide nouns into: countable and uncountable nouns.
Count nouns refer to things that we can count; they have singular and plural forms and can be
preceded by the definite article a, an. Examples: one (a) cat, two cats, flowers, children families,
days, birds, crowds, etc.
Uncountable nouns name objects that cannot be counted, they do not have plural form and do
not get the definite article. In this category we have: names of sports (football, tennis, rugby),
material or concrete mass nouns (steam, smoke, meat, silver), natural products (fat, marmalade,
milk, oil), fruit, vegetables and cereals (corn, maize, rice, rye, celery, spinach, cabbage), abstract
mass nouns (admiration, applause, age, homework, peace, youth).
! Note that nouns that are uncountable in English may be count nouns in other languages
(information, advice), or there are nouns used only in the plural form even when we are talking
about one item (trousers, clothes, jeans). We have to use a partitive noun with of when referring
to a single item (a pair of trousers, an item of clothes, a pair of jeans).

Gender of nouns
Gender is the grammatical category specific to nouns and it represents the form of nouns to show
sex difference, when speaking about animates, and the absence of gender when speaking about
inanimates.
English grammar has 3 types of gender:
Gender of personal nouns: - masculine gender: man, actor, landlord, hero, bull, brother
- feminine gender: woman, actress, landlady, heroine, cow,
sister.
This type of gender can be expressed in 3 ways:
a) lexically - with the help of different words: brother/ sister, king/ queen, man/ woman, uncle/
aunt.
b) morphologically by adding a suffix to the masculine form (actress, hostess, princess,
goddess, waitress, heroine).
- by adding a suffix to the feminine form (widow- widower, bride-
bridegroom)
c) common gender one form for both masculine and feminine: artist, cook, doctor,
friend, musician, cousin, parent, person, student, teacher, writer.
Gender of animate nouns animate nouns are classified into:
a) names of big animals, which are generally of male gender (horse). There can be a distinction
male-female: horse (stallion-mare); deer (stag-hind); sheep (ram-ewe), or adding suffixes
(lion-lioness, tiger-tigress).
b) names of small animals, which are neuter, being replaced by it. In some cases there are
lexical differences: cock-hen, gander-goose, dog-bitch. There are also special gender words:
he goat-she goat, Tom cat-she cat, male frog-female frog.
Gender of inanimate nouns these nouns are neuter: Where is my umbrella? It is in my bag/ The
truth will emerge; it always does.

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

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

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

4.Vocabulary Practice

I. Answer the following questions.

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

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

a. In the bow, the hull is attached to the
b. In the stern, the hull is attached to the.
c. The role of the is to seal off the ship if water should break in.
d. At the fore end of the ship is the ..
e. At the after end of the ship is the .
f. At the bottom of the ship is the . tank.
g. The. is an extension of the hull plating , which rises above the top of the upper deck.

h. ., which protect the passengers and crew from falling overboard, are linked together by
either wires or tubes.




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

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

On the cargo ship, the main body of the ship, the hull, is divided intowhich contain.
The deck at the top of the hull is called thedeck. Above the upper deck are thedeck and the
decks. The poop deck isand the forecastle isAmidshipsthe level of the upper deck is
the.On a cargo ship the superstructure is usually quite small. The superstructure consists of
severaleach with a different purpose.

IV. Are these statements TRUE (T) or FALSE (F)? Circle the right answer.

a. The upperdeck houses the crews quarters. T/F
b. The galley is where the food is prepared. T/F
c. The upper bridge deck contains passengers cabins. T/F
d. The crews quarters are in the holds. T/F
e. The upper bridge deck is sometimes called the saloon deck. T/F
f. The galley is in the upper bridge deck. T/F

5. Grammar Practice: The Noun

Exercise 1. Use a collective noun for the following:

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

Exercise 2. Use a compound noun to illustrate:

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

Exercise 3. Give the plural of the following nouns .Use them in sentences.

a) bus, town, woman, box, fly, key, bee, Englishman. tooth, wish, goose, city, potato, book, child,
leaf, life, foot, apple, toy, ball, wolf, safe, ox.
b) brush, thief, Chinese, German, donkey, shelf, fish, cliff, Swiss, inch, sheep, louse, bamboo,
handkerchief, axe, proof, phenomenon, dynamo, means, piano.
c) echo, loaf, niece, half, chief, volcano, Japanese, deer,
mouse, knife, birth, daughter, buffalo, atlas.


Exercise 4. Give the plural of the following nouns; explain the differences between the two
forms and use them in sentences: fruit, fish, damage, air, compass, pain, color.


Exercise 5. Fill in the gaps with the most suitable noun:

Model: a . . . of cards; a pack of cards:
1. a ... of boots; 2. a of sheep; 3. a of cattle; 4. a of hounds; 5. a of birds; 6. a of
mosquitoes; 7. a of fish; 8. a of trousers; 9. aof swine; 10. a of robbers; 11. a of
stockings; 12. a of whales; 13. a of footballers; 14. a of wolves; 15. an at a
concert; 16. a of flowers; 17. a of lies;


Exercise 6. Give the feminine correspondents of the following masculine nouns:

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


Exercise 7. Form nouns by adding the appropriate noun-forming suffixes to the following
adjectives:


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


Exercise 8. Give the corresponding nouns for the following verbs and adjectives:

o To bleed, to bath, to sing, to believe, to breethe, to feed, to lose, to live, to prove, to choose;
o Broad, deep, long, strong, wide, new.

Exercise 9. Use the saxon genitive (s) in the following sentences:

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

Exercise 10. Translate into Romanian:

1. Weve run out of orange juice; youd better go to the grocers and buy some.
2. My husbands new suit is not ready yet; it is still at the tailors.
3. When you go to UK dont miss the chance to go to Madame Tussauds.
4. They usually buy fresh fruits at the greengrocers every Monday morning.
5. Have you ever seen St. Jamess?
6. They decided to go to the lawyers tomorrow at noon.
7. On your way home you might stop at the tobacconists and buy some cigarettes for me.
8. I have been an employee at Fords for twenty years.
9. Ill go to the hairdressers later.
10.Before my coming back home, I dropped into the bakers where I bought a loaf of soft
bread and these delicious rolls.

Exercise 11. Translate into English paying attention to the genitive case:

1. Strzile acestui ora sunt foarte largi.
2. Cstoria copiilor prietenilor mei a avut loc acum dou sptmni.
3. Acesta este noul profesor de matematic al fiului meu.
4. nainte de a ncepe orele, am fcut o plimbare de douzeci de minute.
5. Personalul acestei companii este format din treizeci de oameni.
6. In intervalul de o lun care urmeaz, terminm toate examenele.
7. La vrsta lui, o cltorie de zece ore cu trenul trebuie s fie foarte obositoare.
8. Nu trebuie s uitm niciodat de drepturile celor sraci.
9. 0 ateptare de cinci minute nu mai conteaz.
10. Ziarul de ieri a publicat multe tiri interesante.

Exercise 12. Form derivative nouns from the following
Verbs:
1. to decide 2.to approve 3. to discuss 4. to refer 5. to discover 6. to teach
7. to weigh 8.to grow 9. to pay

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

Exercise 13. Rewrite in the plural:

1.This is a box. 2. Thats a lorry. 3. Wheres the knife? 4. Is it your watch? 5. This is a new
house.6. Thats an old chimney. 7. That isnt my dress. 8. Thats a shoe. 9. Whos this man?
10.Hes a farmer and this is his wife. 11. Thats a row of people. 12. Is it a new bridge?13.There
is a match in the box. 14. Theres no child in their family.15. Is there a dictionary on his

desk? 16.
Is there a desk in that room? 17. The face of that woman is attractive. 18.The house isnt large but
its comfortable. 19. Whos that person? 20. Which book is yours?

Exercise 14 Put into the singular:

1. Balls are round. 2. Houses have roofs. 3. These are phonemes. 4. Foxes are animals.5.
Roses are beautiful flowers. 6. Watches are small clocks. 7. Dogs have tails. 8. Those boys are
good friends. 9. These are simple sentences. 10. These arent boxes. 11. The children are at
school. 12. These are my notebooks. 13. My friends want to study German. 14. His brothers work
hard all day. 15. Housewives have to work very hard. 16. Children receive a lot of pleasure from
this game. 17. They live in small houses. 18. The postmen bring letters three times a day. 19. The
boys wake up at six. 20. There are some pictures on the walls.

Exercise 15. Match A and B in order to obtain compound nouns. Use them in sentences:
arm sitter
bottle pages
fast heating
Yellow chair
lawn directory
telephone mower
chewing conditioner
central bag
air opener
tea food
alarm gum
post clock
baby stop
heart tale
burglar attack
fairy office
credit lenses
bus card
bank alarm
contact account

Exercise 16 Underline the nouns in the texts and put the plural ones in the singular:

1. Thieves stole the cameras and videos from two shops in Stapleton Road yesterday. They also
took several boxes of video cassettes and hundreds of audio cassettes.

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

Exercise 17. Complete the sentences with the plural form of the words in brackets:

My hotels a bit primitive. Ive seen (1 mouse)_____ in my room! And there are (2 fly)_____
everywhere during the day and (3 mosquito) _____ at night. But the (4 beach) _____ are
beautiful.
There are a lot of old (5 church) _____ on the island and Ive taken lots of (6 photo) _____ of
them.
Every day I buy two small (7 loaf) _____ of bread and some (8 fruit) _____ , usually (9 peach)
_____ , (10 orange) _____ and (11 tomato) _____ . but the (12 shelf) _____ in the shops are
almost empty, so yesterday I went fishing and caught two (13 fish) _____ for my lunch.
There arent any (14 bus) _____ so I walk everywhere. My (15 foot) _____ really hurt. I want to
go into the mountains. They say there are (16 wolf) _____ there.
The (17 person) _____ are very friendly. Sometimes (18 family) _____ come out to say hello
when I walk past. The (19 man) _____ have two or three (20 wife) _____ and dozens of (21
child) _____. I dont think their (22 life) _____ have changed for (23 century) _____. Its
certainly one of the most unspoilt (24 country) _____ Ive ever been to.



Exercise 18.Which are the 15 countable nouns in this news report?

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

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

Noun + verb agreement

Exercise 20. Choose the right form of the verbs in brackets:

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

Exercise 21. Choose the correct form of the verb:

1.Clothes (isnt/ arent) cheap nowadays.
2.People (doesnt/ dont) buy clothes that are too expensive.
3.60 pounds (is/ are) a lot of money for a pair of jeans.
4.The government (is/ are) trying to keep prices low.

Exercise 22. Choose the correct verb forms:

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

6. SELF-TEST

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

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

II. Answer the following questions:

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

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

1. The lowest of the four decks of the superstructure is called the upper bridge deck. T/F
2. Above the saloon deck is the boat deck. T/F
3. The highest deck in the superstructure is called the navigation deck. T/F
4. The bridge deck is where the ship is steered or conned from. T/F
5. The galley is the ships kitchen. T/F
6. The crews quarters and the galley are on the boat deck. T/F
6p

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

1. accommodation/flat; 2. Desk/furniture; 3. Bag/luggage; 4. Work/job; 5. Travel/trip; 6.
Trouble/information; 7. Fact/information; 8. Chance/luck; 9. Advice/suggestion; 10.
Knowledge/capability; 11. News/headline; 12. Dollar/money; 13. Hour/time; 14.
Scenery/landscape.

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

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

7. Self-Test-Answer Key

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

II.

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


III.

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


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


V.

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







Unit. 2
SHIPS DIMENSIONS



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

1.1.Length Overall (LOA)

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

1.1.2.Length Between Perpendiculars (LBP)

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

1.13. Length on Load Waterline (LWL)

A ships Length on Load Waterline is an important dimension because length at the
waterline is a key factor in the complex problem of speed, resistance, and friction. On vessels
with a counter stern, the LWL and LBP can be the same or about the same. On a ship with a
cruiser stern, the LWL is greater than the LBP.








1.2. WIDTH

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

1.2.1. Maximum/Extreme Breadth

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





1.2.2. Beam

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


1.3. DEPTH

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

1.3.1. Freeboard

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

1.3.2. Draft/Draught

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

1.3.3. Draft marks and load lines

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









1.3.4.Trim and List

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


1.4. EXPRESSING GENERAL DIMENSIONS

1.4.1. Study the table below


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


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

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

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

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

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

VOCABULARY
Words and phrases

Length = lungime
LOA(length overall) = lungime maxim
LBP(length between perpendiculars) = lungime a navei ntre perpendiculare
LWL( length on load waterline) = lungime a navei la linia de plutire de ncrcare
Width = lime
Breadth = lime a navei
Beam = lime maxim (a navei); traversul navei
Depth = adncime(a apei);nal]ime a bordului; pescaj
Freeboard = bordul liber
Draught/draft = pescaj
Draught /draft forward =pescaj prova
Draught/draft aft = pescaj pupa
Draught/draft marks = scara de pescaj/ncrcare
Load lines = marca de ncarcare, marca de bord liber
Plimsoll line/mark = semn Plimsoll, marca de bord liber
Trim = asiet, diferen de pescaj; nclinare longitudinal
Trimmed by the bow/head/stem = (nav) aprovat
Trimmed by the stern = (nav) apupat
List = canarisire, nclinare transversal permanent/static, unghi de canarisire/a se nclina, a se
canarisi
To have/take a list = a (se) canarisi
Counter stern = pup cu bolt
Cruiser stern = pup de crucitor

3.GRAMMAR: The article and other determiners

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

4. Vocabulary Practice

I. Answer the following questions.
1. How is a ships measurement expressed?
2. What does LOA stand for?
3. What does LBP stand for?
4. What does LWL stand for?
5. What is the ships maximum breadth?
6. What is meant by the beam of a ship?
7. How do you measure a vessels depth?
8. What is the freeboard?
9. What is the draft of a vessel?
10. What does in trim mean?



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

1. The painted line which shows the safe level at which the ship floats in water of different
densities is called the..Line.
2. The of a ship is the width of the ship (over the plating) taken at any position along the
length.
3. When either the bow or stern is lower in the water than it should be, we say the ship is

4. If the ship is out of balance from left to right, she is said to have a
5. Ais the line at which a ship floats in the water.

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

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

IV. Translate the following sentences into English.

1. Am pescaj maxim 6m, bord liber 2m i nlimea 12m.
2. Pescajul prova este de 25 picioare, pescajul pupa este de 27 picioare, bordul liber 9
picioare i nlimea 38 picioare.
3. Nava mea este aprovat.
4. Nava Osiris este stnjenit de pescaj.
5. Am o nclinare de 10 grade spre babord.
6. Care este lungimea maxim?
7. Care este pescajul maxim actual?
8. Pescajul maxim permis este de 20m
9. Lungimea maxim a navei este de 146m
10. Tancul are o adincime de 3m.

5. Grammar Practice

Exercise 1. Put the following sentences into singular:

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

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

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





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

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

Exercise 4. Fill the gaps with the appropriate articles:

1.Take... little tea; it will do you ... lot of good.
2.Out ofsight, out... mind.
3.l like lot of. . . sugar in my tea.
4.... supper is... last meal of... day.
5. ... bad drivers are punished by law.
6.Take ... chair and make yourself at home; he will be back in ... minute.
7.This is . . . answer to ... problem ... teacher gave us.
8.There wont be another train for at least hour.
9.We had ... dinner together at ... good restaurant yesterday.
10.. Danube, ... Rhine and ... Thames are three important European rivers
.
Exercise 5. Put the articles a, an, theinto the gaps:

1. He came to see me ... last week and brought English handbook with him.
2. good dictionary is . . . great help to . . . students.
3. ... last night I met Tommy; he said he would come here today if . . . weather were fine.
4. Come to see me on ... Saturday at ... latest.
5. He works hard by day and sleeps soundly at night.
6. ... help came at ... last and ... swimmer was rescued.
7. He works every ... day from . . . early morning till late at . . . night.
8. He went into ... inn and asked for ... bread and butter.
9. By ... way, he said, where is ... shop you told me about?
10. What is matter? Have you had ... accident?

Exercise 6. Put the articles into their correct places:

Our sun is enormous body with diameter about 108 times that of earth. It would take train,
moving at 60 miles hour; over five years to travel round its circumference. But those little
pinpoints of light we call stars are also suns, and some of them are very much larger and
brighter than one which warms our earth. One of them has diameter three hundred times greater
than that of our sun. Of thousands of millions of stars, which can be seen through powerful
telescope, only six thousand or so are visible to naked eye, and their distance from earth is so
tremendous that their combined light is only about hundredth of that shed by full moon.
(The Childrens New Illustrated Encyclopedia)




Exercise 7. Fill in the blanks with the right articles:

When ... sea was not too rough we were often out in little rubber boat ... taking photographs.
I shall not forget ... first time ... sea was so calm that two men felt like putting ... balloon-like
little thing into water and ... going for ... row. They had hardly got clear of raft when they
dropped ... little oars and sat ... roaring with ... laughter. And as ... waves lifted them away and
they disappeared and reappeared among seas, they laughed so loud ... every time they caught
glimpse of us that their voices rang out over ... desolate Pacific. We looked round us with ...
mixed feelings, and saw ... nothing comic but our own ... bearded faces; but as ... two in ... boat
should be accustomed to those by now; we began to have ... suspicion that they had suddenly
gone mad. Sunstroke, perhaps ... two fellows could hardly get back on ... board ... Kon-Tiki for
sheer laughter, and gasping, with tears in their eyes, begged us just to go and see for ourselves.
Two of us jumped down into ... dancing rubber boat, and were caught by ... sea which
lifted us clear. We sat down at ... once and roared with ... laughter. We had never before had ...
outside view of ... ourselves in open sea. ... raft looked exactly like old Norwegian hay-loft
lying helpless, drifting about in ... open sea, hay-loft full of ... sunburnt bearded ruffians. If
anyone had come paddling after us at ... sea in ... bath we should have felt ... same spontaneous
urge to ... laughter.
(Thor Heyerdahl)

Exercise 8. Fill in the spaces with the definite article wherever necessary:

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




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

1.We usually have ... lunch at 1 oclock, which, as ... rule, consists of three courses: ...salad,
... dish and ... sweet.
2.Go to the grocers and buy ... dozen oranges and ... pound of coffee beans.
3.The Smiths I am talking about live in ... wonderful house and drive ... new Ford.
4.... old man suffering from ... cold should be given hot tea three times ... day.
5.What ... name to give to ... cat!
6.There was once ... lonely old woman who lived in ... hut in the
outskirts of ... large town.
7. What ... hot day for November! Its such ... pity we cant go for ... hike or take ... long walk
in the wood.
8.Jack! ... Mr. Thomson wants to see you at once!
9.Our friends gave us ... wonderful supper at the ambassador.
10.She needs ... moments peace after such ... bad piece of news.
11.The youngster was driving with sixty miles ... hour when all of ... sudden ... deer crossed
the motorway. He stopped ... few moments later and fled in ... panic without taking ... back
look.
12.He was puzzled that he should be in his office at ... time when the General Manager was
so busy.
13.During the installation of ... newly selected government there may appear many ...
surprise.
14.Mr. Sydney did not appear to be ... man who was making ... joke.
15.He was not ... addicted smoker but, now and then, late at ... night, he was longing for ...
cigarette.

Exercise 10. Fill in the spaces with the definite, indefinite or zero article wherever
necessary:

1.Good ... morning ..., uncle, said ... boy with ... large smile on his face.
2. From ... photos of ... friends and ... relatives, Mr. Abbot selected ... picture of ... Nick Price, ...
man who had come to visit them, sometime in ... early 50.
3. She put ... book back on ... piano and went to look out of ... window.
4. His voice was low and carefully modulated ... voice of ... man self-conscious about ...
impression he made. Have you ever been to ... Argentine? he asked with ... undertone of ...
regret in his voice. .
5. Most ... critics admit that ... writer we are talking about is ... new Shaw of ... English literature.
6. Let me offer you ... cup of ... coffee, Professor.
7. He speaks ... French and ... English quite fluently but he has never been to ... France or ...
United Kingdom.
8. ... sky was starry, ... moon was shining brightly and ... night was so warm and lovely that all ...
guests decided, all of ... sudden, to take ... bath in ... cool waves of ... Atlantic 0cean.
9. That was not ... sort of ... remark expected of ... right sort of ... chap who
studied at ... UCLA.
10. Nick was reminded of ... joke he had heard at his club at ... lunch.
11. He had ... terrible feeling that ... operation was going to be ... Waterloo of his career.
12. You may go either to ... National Theatre to see ... play or to ... Capitol Cinema to see ... film.
13. ... Prime Minister picked up ... telephone and changed his days appointments to make ... time
to see ... deputy secretary in ... Cabinet Office. 14. ... few days later we went to ... Henrys dinner
at ... Ritz where we met ... old Mr. Snow who claimed to be ... uncle of my wife.
15. Such ... power and ... freedom of ...decision had only five times before been given to ...
American president.





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

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

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

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

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

C) (1. ...) outside temperature being ten degrees below (2. ...) zero, it was unusually cold in (3.
...) school room.
What is (4. ...) Latin for cold? asked (5. ...) school-master addressing one of his boys, who
seemed to be suffering from cold more than (6. ...) others. Oh, sir, answered (7. ...) lad, his
hands thrust in his trousers pockets, I cant tell you for (8. ...) moment, although I have it at my
fingers ends.

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

E)(1. ...) Englishman, driving in (2. ...) hackney-coach through France, was annoyed at (3. ...)
slowness of (4. ...) pace. He tried to make (5. ...) coachman drive faster but all in vain. (6. ...) man
couldnt understand either his English or his broken French. Then it occured to (7. ...)
Englishman, both his English and his French being Greek to (8. ...) coachman, to use (9. ...) high-
sounding words that might frighten (10. ...) fellow. So he roared into his ear. Westmorland,
Cumberland, Northumberland, Durham! which had (11. ...) desired effect, (12. ...) coachman
taking these words for some terrible threat.

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

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

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

I hate 1 ___ November! It doesnt get light till 2 ___ 8 oclock in 3 ___ morning. Then its dark
again as early as 4 ___ 4 oclock in 5 ___ afternoon. After 6 ___ Christmas, 7 ___ days start to
get a bit longer, but 8 ___ weather starts to get colder. On 9 ___ Friday 10 ___ last week, 11 ___
temperature was minus 10 C. 12 ___ next week 13 ___ weather forecast is 14 ___ same.

Exercise 14. Put a or an before these words: 1 job, 2 union, 3 unusual name 4 enormous ice
cream 5 holiday, 6 honest man.

Exercise 15. Put in a/ an where necessary:

1. She works in restaurant in street near the station.
2. For lunch she only has apple and glass of milk.
3. Anys friend works in pub. Shes barmaid. She works three evenings week. She earns 4.50
hour.

Exercise 16. Match the two parts of the sentences.

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


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

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


Exercise 18. Put in the where necessary:

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


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

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


Exercise 20. There are seven examples of the in this text. How do you know which thing or
person the writer is referring to, in each case?

a. because it is only one in the immediate situation;
b. because it is only one anywhere;
c. because it has been referred to before, in the text;
d. because the writer is specifying which one, by adding extra information.

Neil Armstrong was the first person to set foot on the surface of the moon. The words that he said
are famous: 'That's one small step for a man, one giant leap for the mankind.' He and his co-pilot
Buzz Aldrin then planted a flag and collected rocks. The flag is probably still there. The rocks
have helped the scientists understand the history of the solar system.

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

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


6. SELF-TEST

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

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

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

1. A ships --- --- ---is an important dimension because length at the waterline is a key factor
in the complex problem of speed, resistance, and friction.
2. The---is the line at which a ship floats in the water, depending on its load.
3. A set of marks are painted on the bows, the stern and amidships. These marks are called--
- ----
4. Large vessels are usually vessels of deep draft or--- ----

8p

III. Give Romanian equivalents to the following Standard Marine Communication Phrases

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


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


Quantifier Countable noun Uncountable noun
several
no
a lot of
few
much
a little
many
a large amount
some
most


10p.
7. Self-Test-Answer-key

I.

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


II.

1. length on load waterline
2. waterline
3. draft marks
4. hampered vessels


III.

1. Care este pescajul prova?
2. Care este pescajul maxim actual?
3. Am o nclinare spre babord
4. Care este bordul liber?
5. Nava este pe chil dreapt
6. Pescajul maxim permis/admis
7. Nava este aprovat
8. Care este lungimea maxim?
9. Care este lungimea ntre perpendiculare?
10. Eti canarisit/bandat?


IV.


Quantifier Countable noun Uncountable noun
several vessels
no vessels money

a lot of vessels money
few vessels
much money
a little money
many vessels
a large amount of money
some vessels money
most vessels money




Unit 3.

DIRECTIONS
TERMS RELATING TO POSITION ON BOARD SHIP


1. One way in which the language of the sea and the language used on land are different is
in the terminology of directions. When a sailor gets on a ship he goes aboard. He doesnt go to
the back of the ship, he goes aft. If he wants to walk toward the bow of the ship, he goes forward
.If he doesnt find what he wants, he checks fore and aft, which means from the bow to the stern.
If that doesnt help, he looks abaft which means further to the rear, or astern (behind the stern).
He never watches the sea from the right side of the ship, he watches from the starboard. The left
side is always called the port side. If he sees something directly off either side of the ship, its
located abeam. An object or area which lies across the ship from the starboard to the port side is
said to be athwartships. Anything in the centre of the ship is located amidships. A sailor looking
to either side of the ship from amidships is facing outboard. Somebody watching him from either
side has to face inboard. Something over him from any part of the ship is above. If its very high,
such as on a mast, its aloft .If its under him, its below. Something away from the wind is lee. If
its in a lee direction, its leeward.If it moves in a lee direction, it goes leeway. If its near the
ship, its close aboard.

2. VOCABULARY
Words and phrases

Aft = n spate, spre pupa
Forward = n fa, spre prova
Fore and aft = de-a lungul
Abaft = la pupa, aproape de pupa; napoia, spre/ctre/nspre pupa
Astern = napoi, n spate, la/n pupa; mers napoi; cu mers/mar napoi
Starboard side = tribord
Port side = babord
Abeam = la travers, de la travers
Athwartships = transversal/travers pe nava; la traversul navei
Amidships = la centrul/mijlocul navei; in axul navei; la cuplul maestru; pozitie zero a cirmei
Outboard = peste bord, in exteriorul navei
Inboard = interior, in interiorul navei
Above = deasupra; in amonte
Aloft = n gabie, n arborad, sus pe verga
Below = jos, sub
Lee = bord de sub vnt, zona de calm( n bordul de sub vnt al navei) ; sub vnt
Leeward = bord de sub vnt; a veni sub vnt(despre nava);sub vnt, la adapost de vnt
Close aboard = foarte aproape, la mic distan (de nav)
2.1.Look at the diagram below and identify the following directions:

( forward, aft, abaft, astern, on the port side, on the starboard side, abeam, athwartships
,amidships)
e.g. a is forward
i
a f
b g
c h
d e




2.2.Now study this diagram of a traditional general cargo ship and read the description below :














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

2.3.Study the diagram below and read the description of a modern general cargo:








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

2.4. Terms describing position in
relation to a ship
Study the diagram below:















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

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

2.5.Answer to task 2.1.

A is forward; b is aft; c is abaft; d is astern; e is on the port side; f is on the starboard side; g
is abeam; h is athwartships; I is amidships

3. GRAMMAR. The Adjective

Adjectives are words that modify and describe nouns and pronouns. They are the color
commentators of language, the words that give your writing and speech flavour.They answer the
questions: What kind?, How much?, Which one?, How many?
What kind?.red nose/gold ring
How much?more sugar/little effort
Which one?second wife/those units
How many?several students/six cadets
There are 5 kinds of adjectives:
a) common adjectives-describe nouns and pronouns (strong man, green plant)
b) proper adjectives are formed from proper nouns ( Mexican food)
c) compound adjectives-are formed by more than one word (far-off country, teenage
person)
d) indefinite adjectives-describe general quantities;most of them were pronouns in their
first lives (another, both, each, either, all, more)
The comparison of adjectives
There are three degrees of comparison:
1) The positive degree-shows the presence of a quality, wihout making any comparison: He
is tall/She is beautiful.
2) The comparative degree-compares two objects showing the presence of quality in three
ways:
Equality- He is as kind as Jane.
Superiority- He is kinder than Jane.
Inferiority- He is less kind than Jane.
3) The superlative degree shows that a member of a group possesses the
compared quality in its highest extent through a direct comparison-the
relative superlative: He is the cleverest of all.
or without a direct comparison-the absolute superlative: She is very clever.
When we compare two notions we use the comparative preceded by the article the,
instead of the superlative: She is the younger and the more beautiful of the two sisters.
Comparative and superlative- ways of formation:
The synthetic comparison- adjectives formed by one syllable form the comparative and
superlative by adding (e)r or (e)st: small- smaller- the smallest
Spelling: double consonnants before short vowels (big-bigger-the biggest); adjectives ending in
y (dry-drier-the driest); adjectives ending in e, -ee lose the final e (nice-nicer, free-freer)
The two-syllable adjectives obey the same synthetic rules: happy-happier, able-abler
The analytical comparison- the adjectives formed by two or more syllables form their
comparative and superlative using more/the most (careful-more careful-the most careful)
The comparison of equality- the adjective in the positive degree preceded by as and followed by
as: My cabin is as large as his.
The comparison of inferiority- the adjective in the positive degree preceded by notso/as and
folloewed by as/less.than: My assignement is not as easy as yours.
The absolute relative- is expressed by the help of: very, too, highly, extremely:
It is extremely difficult to reach the top.
The irregular comparison: good-better- the best; ill-worse- the worst;
much/many- more- the most; little- less- the least; late- later- the latest/the latter/the last; old-
older/elder- the oldest/the eldest; near- nearer- the nearest/the next;
far- farther/further the farthest/the furthest.
Syntactical functions:
Attribut- Tom has a new uniform.
Predicate nominative- This uniform is new.
The place of adjectives in the sentence:
- the attributes preceed the noun they determine (a high mountain)
*exceptions: Ambassador Extraordinary, Secretary General, Court Martial, poet laureate
- indefinite pronouns ending in body/one/thing are followed by the adjective: She bought
something nice/ He said nothing interesting.
- when a noun is determined by two adjectives in the comparative, one short and one long, the
short one preceed the long one: She was taller and more beautiful.
- when more adjectives determine a noun, these adjectives follow one after the other in the
following order:
Sequence of adjectives
Article
1
Size
2
Shape
3
Age
4
Colours
5
Participle
6
Nationality
7
Material
8
Noun
9
A large old tree
A freezing
English
day
A black leather jacket
A blue knitted hat


4. Vocabulary Practice

I. Answer the following questions.

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

II. Complete the following sentences with the appropriate term(s).
1. An object located amidships off either side of a ship is said to be---
2. Something high above the main structure of a ship is---
3. Something away from the wind is---
4. An object in a lee direction is---
5. An object moving in a lee direction goes---
6. If its near the ship, its --- ---
7. When a sailor faces the bow of the ship, he faces---
8. If you are standing at the center of a ship, youre standing---
9. The starboard side of a ship is the---
10. If you go along the ship from stem to stern, you go ---and---the ship.

III. Fill in the blank spaces using the words provided below.
Amidships; abaft; fore and aft; portside; forward of; aft of; right forward; starboardside;
right aft
A traditional general cargo ship has her engine room and bridge superstructure---
.She may have three holds --- ---the bridge and two holds --- ---the bridge.
Forward of No.1 hold is the forecastle and --- ----is the jackstaff. Derricks are
supported by masts and samson posts. They are stowed --- and
when the ship is at sea. There are two lifeboats, one on the ---amidships another
on the ---amidships,---the funnel. The poop is situated aft and there is an ensign---
---

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





5. Grammar Practice

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

II. Choose from the following adjectives to fill in the sentences below: hungry, new, terrible,
expensive, sad, wonderful, I talian, fresh, difficult.
1. Gold rings are normally expensive.
2. This food smells.................! I love fish and chips.
3. It was a ................exam. Im sure I havent passed.
4. Ive just bought a ...............sports car.
5. I met my wife in Rome, but she isnt................
6. He looks................. I dont think he likes his job.
7. Are you....................? Shall I buy some sandwiches?
8. This orange juice tastes..................Is it....................?

III. Look at these sentences. If you think the adjectives are in the wrong order, change the order.
If you think the order is correct, put a tick ().
1. She lost a gold, small ring at the disco yesterday night.
2. I have an old, Italian painting in my living room.
3. Im looking for my cotton, green shirt and my brown, leather shoes.
4. George has a Spanish, modern villa near the sea. He goes there every summer.
5. I live in an old, white house near the river. Ive got a black, large dog!
6. I had an interesting talk with a Polish, young student last week.
7. We are having lunch in a big, Japanese, new restaurant in the centre of town.
8. I left my books in a red, plastic bag on the bus. I was so stupid!

IV. Write the comparative form of these adjectives: cold, big, careful, expensive, good, fat,
famous, new, modern, young, cheap, delicious, rich, long, hungry, nice, happy, difficult, old,
beautiful, friendly, hot, bad, small, sad.

V. Put the words in brackets ( ) in the right order to make sentences.
1. (the world Antarctica coldest is place the in)
2. (city the Manchester in England is friendliest)
3. (in New York expensive restaurant The Manhattan the is most)
4. (is river the world the The Nile longest in)
5. (town most in Spain Granada beautiful is the)
6. (painting The Mona Lisa the famous in is most the world)
7. (the Europe mountain in highest Mont Blanc is)

VI. Use the words in brackets ( ) to write sentences. Use the + superlative, and the Present
Perfect + ever.
1. (Its/cold/place/I/visit) Its the coldest place Ive ever visited.
2. (Its/big/shop/I/see)
3. (Hes/rich/man/I/meet)
4. (Its/difficult/exam/I/do)
5. (Its/sad/film/I/see)
6. (Shes/happy/person/I/meet)
7. (Its/modern/ flat/I/see)
8. (Its/hot/country/I/visit)
9. (Its/small/dog/I/see).

VII. Complete the sentences using the comparative form of the adjectives in brackets and
than.
1. I think that golf is more interesting than (interesting) tennis.
2. This question is......................(easy) the last one.
3. Im a good player, but Eric is ........................(good) me.
4. The groups first record was.........................(successful) their second record.
5. We both played well, but he was.....................(lucky) me.
6. Your car is......................(powerful) mine.
7. This computer is....................(useful) that one.


VIII. Complete the sentences using the superlative form of the adjective in brackets.
1. Anna is the youngest (young) person in her class.
2. We stayed in ......................(bad) hotel in the whole city.
3. People say that it is ...............(funny) film of the year.
4. What is........................(tall) building in the world?
5. Her teachers say that she is ....................(good) student in the school.
6. This is........................(expensive) camera in the shop.
7. Many people say that Venice is..................(beautiful) city in the world.

IX. Complete each sentence so that it means the same as the one above it. Use as +
adjective/adverb + as.
1. Sweden is bigger than Britain.
Britain isnt as big as Sweden.
2. The other students learn more quickly than me.
I dont learn....................................the other students.
3. Youre very angry and Im angry also.
Im........................................you.
4. The seats at the front are more expensive than the seats at the back.
The seats at the back arent.................................the seats at the front.
5. Central Park in New York is bigger than Hyde Park in London.
Hyde Park in London isnt........................Central Park in New York.
6. Her last film was very good and her new film is also very good.
Her new film is.......................her last film.
7. The other students work harder than him.
He doesnt work........................the other students.

X. Join each pair of sentences in brackets ( ), using as much......as, or as many......as.
1. (Ive got 50 books. Jacks got about 100.)
I havent got as many books as Jack.
2. (Youve done a lot of work. Ive done a lot of work also.)
Ive done ............................you.
3. (Alan earns a lot of money. Sheila only earns a little.)
Sheila doesnt earn...........................Alan.
4. (George has been to five countries. Ive also been to five countries.)
Ive been to...............................George.
5. (Youve had five jobs. Ive only had two.)
I havent had...........................you.
6. (Tom has a lot of luggage. Jane has a lot of luggage too.)
Lane has............................Tom.
7. (Mary answered most of the questions. I only answered about half.)
I didnt answer.............................Mary.
8. (Ruth spent $50.I also spent $50.)
I spent...........................Ruth.

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

XII. Complete the sentences using too or enough and the words in brackets ( ).
1. I cant eat this soup because its too hot (hot).
2. We couldnt buy the tickets because we didnt have enough money (money).
3. We didnt buy the car because it wasnt big enough (big).
4. I couldnt see her because it was...................(dark).
5. I cant decide what to do because I havent got..................(information).
6. You cant change the situation now. Its..................(late).
7. Have you had..................(food), or would you like some more?
8. He did badly in the exam because he was....................(nervous).
9. Slow down! Youre driving ...................(fast).
10. He shouldnt play in the team because he isnt.................(good).
11. I havent got ................(clothes). I must buy some more.
l2. Robert didnt go to work because he didnt feel.................(well).
13. I couldnt lift the suitcase because I wasnt...................(strong).
14. We didnt go swimming because the water was................(cold).
15. Mary couldnt post all the letters because she didnt have..............(stamps).

6. SELF-TEST

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

1. When a sailor gets on a ship he goes aboard. T/F
2. Fore and aft means from side to side. T/F
3. Athwartships means along the ship. T/F
4. The right side of the ship is called starboard side. T/F
5. Anything in the centre of the ship is located amidships. T/F
6. A sailor looking to either side of the ship from amidships is facing
Inboard. T/F
7. If something is very high, such as on a mast, its aloft. T/F
8. Something away from the wind is leeway. T/F
9. If something moves in a lee direction, it goes close aboard. T/F
10. The lifeboat is abaft the funnel. T/F
10p
II. Give General English equivalents to the following terms used at sea.
Example: aft at the after end of the ship
Abaft; forward of; amidships; athwartships; fore and aft; port side;
Starboard side; fore; right forward; right aft.
10p
III. Fill in the blanks with the appropriate term(s).
In a modern tanker, the hull is divided up into a number of watertight
compartments by decks and steel bulkheads. At the---and---ends of the hull are the ---
peak tanks and the ---peak tanks. The engine room is situated at the ---end of the ship to
leave more room for cargo. Between the engine room and the cargo space is the coffer
dam. The cargo space is divided up into a number of tanks. --- the main deck is the
superstructure. At the --- end is the forecastle. At the --- end the bridge superstructure and
the poop are combined.

8p
IV. Put the adjectives in brackets in the correct position

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

12p
V. Complete the sentences. Use a superlative (-est or the most) or a comparative (-er
or most)

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

7. Self-test Answer-key

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

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

III. at the fore and after ends
fore peak tanks and the after peak tanks
at the after end
above
at the fore end
at the after end

IV 2.an unusual gold ring
3.a nice new pullover
4.a beautiful old house
5.black leather gloves
6.an old American film
7.a long thin face
8.a lovely sunny day
9.big black clouds
10.a long wide avenue
11.a lovely little old village
12.an interesting old painting
13.an enormous red and yellow umbrella

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

















Unit 4.

PROPULSION, STEERING
AND THE BRIDGE


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

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

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

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

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

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

ORDER COURSE TO BE STEERED

Port, steer one eight two(Babord,guverneaz unu opt doi) 182
Starboard, steer zero eight two(Tribord, guverneaz zero opt doi)082
Port, steer three zero five(Babord, guverneaz trei zero cinci) 305

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

2.2. Standard engine orders

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

1. Full ahead = Toat (viteza) nainte
2. Half ahead = Jumtate (vitez) nainte
3. Slow ahead = Incet nainte
4. Dead slow ahead =Foarte ncet nainte
5. Stop engine(s) = Stop maina
6. Dead slow astern = Foarte ncet napoi
7. Slow astern = ncet napoi
8. Half astern = jumte(viteza) napoi
9. Full astern = Toat (viteza) napoi
10. Emergency full ahead = Toat viteza nainte(de urgen)
11. Emergency full astern = Toata viteza napoi (de urgen)
12. Stand-by engine = Maina pe ateniune
13. Finished with engines = Liber la main

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

Where bow thrusters are used, the following orders are used:

14.Bow thrust full (half) to port = Propulsor prova, toat/jumtate (viteza)babord
15.Bow thrust full ( half) to starboard=Propulsor prova, toat/jumtate(viteza)tribord
16.Stern thrust full ( half) to port =Propulsor pupa, toat/jumtate(viteza)babord
17.Stern thrust full (half) to starboard=Propulsor pupa, toat/jumtate(viteza)tribord
18. Bow (stern) thrust stop = propulsor prova/pupa, stop.

3. GRAMMAR.The Adverb

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

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

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

There are some pairs of adverbs with different meanings: hard hardly, near nearly, late
lately, high highly, deep deeply, free freely, most mostly.
Youve worked hard. Ive got hardly any money (almost no).
I wake up late. I havent heard from him lately (recently).
There is a bank near. Weve nearly finished (almost).
Submarines can go very deep. He was deeply offended (serious).
If you win, you can travel free. Animals cant move freely on board (uncontrolled).
The plane flew high. The theory is highly controversial (very).
This leg hurts the most. We mostly stay in the engine room (usually).

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

3.1. Adverbs of manner

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

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




3.2. Adverbs of degree

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

Enough follows the adjective or adverb:
He didnt work quickly enough.

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

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

3.3. Adverbs of place

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


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


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

3.4. Adverbs of time

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

Still is placed after the verb be but before other verbs:
He is still in the engine room.
He still doesnt understand.
Most adverbs of time are used with certain verb tenses and they are going to be mentioned when
discussing about tenses.

3.5. Adverbs of frequency

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

Here is a list of adverbs and adverbial expressions:

again and again
a lot
all the time
always
constantly
continually
continuously
ever
frequently
from time to time
hardly ever
infrequently
intermittently
much
never
normally
occasionally
often
once
periodically
rarely
regularly
repeatedly
seldom
sometimes
sporadically
twice
usually

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

3.6. Sentence adverbs

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

Other sentence adverbs are: admittedly, fortunately, frankly, honestly, luckily, naturally,
officially, unfortunately, unluckily etc. They are usually placed in initial position though the
end position is also possible. They are normally separated from the rest of the sentence by a
comma. Many of them can also be adverbs of manner:
Honestly, he didnt get the money.

3.7. Linking adverbs

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



4. Vocabulary Practice

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

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

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

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

III. Answer the following questions relating to the Bridge.

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


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

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

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

Midships; port twenty; hard-a-port; starboard ten; ease to five; steady;
Steady as she goes; keep the buoy/mark/beaconon port side

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

Toat viteza nainte; ncet nainte; foarte ncet napoi; jumtate napoi;
Toata inapoi; toata viteza inapoi (de urgenta); liber la masina; propulsor prova jumtate
babord

5. Grammar Practice

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

1. Peter is a bad tennis player. Peter plays tennis badly.
2. Hes a dangerous driver. He drives.....................
3. Shes a fast swimmer. She swims...................
4. Martin is a good cook. ...................................
5. Im a slow writer. ...................................
6. Shes a wonderful dancer ...................................
7. Sheila is a hard worker. ....................................
8. They arent quick learners. ....................................

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

1. She read the message quickly (quick).
2. Read the instructions ...............(careful).
3. He looked at her.....................(angry), but he didnt say anything.
4. She passed all her exams....................(easy).
5. Iran as ....................(fast) as I could.
6. He thinks that he did the test.................(bad) and that hell fail.
7. Ive been studying very..................(hard) recently.
8. She was working.................(busy) when I arrived.
9. She sang the song..................(beautiful)
10. He was playing................(happy) when I came into the room.
11. He was concentrating...............(hard) on his work.
12. Have I filled this form in ................(correct)?
13. I wasnt in a hurry, so I walked...................(slow) through the park.
14. I closed the door................(quiet) when left.


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

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


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

1. You must do your work more carefully (careful) in future.
2. He has run the 100 metres......................(fast) than any other athlete in the world this year.
3. Everyone else did the test....................(good) than me.
4 You can travel......................(cheap) at certain times of the year.
5. He plays.................(confident) than he did in the past.
6. Im sorry Ive made so many mistakes. Ill try...............(hard) in future.
7. You will be able to sit...................(comfortable) in this chair.

V. Complete these sentences using really or quite.

1. The film was really good. I enjoyed it a lot.
2. Its....................cold outside, but not very cold.
3. It isnt a wonderful book, but its..................good.
4. The tickets were...............expensive they cost much more than I expected.
5. The programme is................popular in my country; millions of people watch it.
6. Hes..............good at his job, but sometimes makes bad mistakes.
7. The meal was..............nice, but it wasnt very good.
8. Its.............dangerous to drive fast in such terrible weather conditions.
9. Im not a very good tennis player, but I am.................good.
10. Theyre all..............intelligent students, and they will all pass their exams easily.
11. The company that I work for is.................big, but its not enormous.

VI. Put the words in brackets ( ) in the right place in these sentences

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

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

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

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


Miscellaneous

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

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


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

1. The train was very slow (slow/slowly) and I arrived late.
2. The journey took a long time because the train went very...............(slow/slowly).
3. Mrs. Green went..................(quick/quickly) back to her office.
4. Im afraid I cant give you an ................(immediate/immediately) answer; I need to think
about it first.
5. The work that the builders did for us was very.................(bad/badly).
6. The builders did the work for us very....................(bad/badly)
7. She organized the party...............(good/well), and everybody enjoyed it.
8. Everybody said that the party was very................(good/well).
9. She wrote a ..............(polite/politely) letter asking the company to give her the money back.
10. She wrote the company and asked them ..............(polite/politely) to give her the money back.

6. SELF-TEST

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

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

10p

II. Give Romanian equivalents to the English maritime terms:

Conn; course; binnacle; fathometer; gyrocompass; lookout; underway; gyro-repeater; OOD;
engine order telegraph
10p

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

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

1. The magnetic compass is housed in the
2. A gyrocompass is used to determine.
3. Gyrocompasses contain..
4. Another word for the ships direction is
5. A fathometer measures the..of the water.
5p

V. Put in the right word.

1. The driver of the car was..injured(serious/seriously}
2. The driver of the car had .injuries (serious/seriously)
3. I think you behaved very(selfish/selfishly)
4. Rose is.upset about losing her job (terrible/terribly)
5. There was a change in the weather (sudden/suddenly)
6. Everybody at the party was.dressed (colourful/colourfully)
7. Linda likes wearingclothes (colourful/colourfully)
8. He says he didnt do well at school because he was.taught (bad/badly)
9. She fell and hurt herself quite.(bad/badly)
10. He looked at mewhen I interrupted him (angry/angrily)

10p

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

Careful(ly); complete(ly); continuous(ly); financial(ly);fluent(ly)
Happy/happily; nervous(ly); perfect(ly); quick(ly); special(ly)

1. Our holiday was too short. The time passed very.
2. Tom doesnt take risks when hes driving. Hes always.
3. Sue works..She never seems to stop.
4. Alice and Stan are very.. married.
5. Monicas English is veryalthough she makes a lot of mistakes.
6. I cooked this meal.for you, so I hope you like it.
7. Everything was very quiet. There was.silence.
8. I tried on the shoes and they fitted me.
9. Do you usually feel..before examination.
10. Id like to buy a car but itsimpossible at the moment.

10p
7. Self-test-Answer-key

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






II.

Punte de comand; drum; habitaclu; sond ultrason; girocompas; om de veghe/observator; in
mar; repetitor girocompas; ofier de cart; telegraf de main.

III.

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

IV.

1. binnacle
2. true direction
3. gyroscope
4. ships course
5. depth


V.

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


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


Unit 5.

NAVAL EQUIPMENT: GROUND TACKLE


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














An anchor is hoisted (raised) and lowered by a windlass.












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













When a ship is anchored, the chain is held with one to three stoppers consisting of a pelican hook
and a turnbuckle in a short length of chain. The stopper helps the chain to hold. A pelican hook is
a hinged hook held in place by a ring. The turnbuckle can be set to make the stopper tight or
loose.










Among the deck fittings (tools and machinery found on the deck) are capstans and
winches. The capstan is a powered item of equipment used for handling mooring lines (ropes and
chains) and for other functions requiring strong power. Winches are pulling machines, mainly
used to handle cargo which consists of supplies and materials being transported.

1.1.VOCABULARY
Words and phrases

Ground tackle = instalaie de ancorare
Mooring = ancorare, legare la cheu, acostare
To make fast = a volta, a lega o nava la cheu, a amara
Mooring buoy = geamandur de legare
Chain = lan de ancor, a lega cu lan
Shackle = cheie de lan (unitate de lungime pentru lanul de ancor); cheie de mpreunare/tachelaj
Stopper = stopa; a bloca, a zvor
Windlass = vinci de ancor
Wildcat = barbotin
Chain grab = barbotin
Chain locker = pu al lanului de ancor; magazie de lanuri
Windlass room = compartiment al vinciului de ancor
Hawsepipe = manon al nrii de ancor
Pelican hook = crlig cu cioc de papagal
Turnbuckle = ntinztor metalic/cu filet
Deck fittings = instalaii/mecanisme de punte
Winch= vinci
Capstan = cabestan
Mooring lines = parme de acostare/legare, legatur
Cargo = marf

2. DECK FITTINGS

Deck fittings include a number of devices that lines or wires can be belayed (attached or
secured) to. Deck fittings are attached to ships decks and bulkheads, or to piers (landing places),
depending on their functions.
Figure 1 shows a cleat. Cleats are found throughout ships on decks and bulkheads, and on
piers. On modern ships, they are made of metal, usually steel. Wires and lines used for many
purposes are belayed to them.










Figure 1. Cleat Figure 2. Bitts


Figure 2 shows a pair of bitts. These are cylindrical fittings made of iron or steel. Each pair is
mounted on a footing (base). The footing is attached to the deck by bolts, or by welding (united
metals by heat). The shipboard (on the ship) ends of mooring lines are attached to the bitts.

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











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








Figure 3 Open chock
Figure 4 Closed chock
Figure 5 Roller chock





2.1. VOCABULARY

deck fittings = instalaii/mecanisme de punte
to belay = a lua volta (la tachet sau cavil); a amara
pier = mol, dig spargeval
cleat = tachet, pan
bitt = bint, baba de lemn; bint de lan
footing = suport
welding = sudur
shipboard = la bordul navei
chock = ureche de ghidare; nar de parm; cavalet de barc; prai ( de fixare a ncrcturii);tac;
pan;colar scurt de stringher
open chock = ureche de ghidare deschis
closed chock = ureche de ghidare nchis
roller chock = ureche de ghidare cu turnichet/ omar (la barc)
bollard = baba de cheu, bolard
padeye = plac cu ochi
towing = remorcare
block = macara ( scripete )
tackle = greement; palanc;tachelaj

3. GRAMMAR. Present Simple and Continuous

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

Present simple- full form: I walk; negative form: I do not walk; question form: Do you walk
to school?/ Dont you walk to school?; tag question: You walk to school, dont you?/ You dont
walk to school, do you?
Meaning and function- this tense is a timeless tense for actions which are always, repeatedly, or
generally true, or actions encapsulated in a single instant (with no reference to past or future).
This tense is used to denote truths:
Habitual truth: He smokes forty cigarettes a day.
Eternal truth: Jesus lives/ The Koran says
Recurrent truth: The sun rises in the east.
Permanent human truth: I like sweets.
General truth: English people drink a lot of tea.
Mathematical and scientific truth: Two and two make four. /Water boils at 100C.
It is used for giving instructions, directions, demonstrations: (often with the impersonal you):
(You) beat the eggs and then (you) add the flour./(You) turn to the left and walk straight ahead.
It is used as a narrative device for dramatic effect in certain situations:
In commentaries: He passes the ball to Clark, aims and scores.
In headlines and captions: Putin meets G. Bush
Figure 6. Bollard Figure 7. Padeye
In describing feelings and senses (sudden ones): I feel sick (suddenly)/ I hear bells.
With a future time marker the tense gives a timetable future usually for schedules:
My bus leaves at 3.00 p.m.
It is used after when to form a time clause: When I get home , Ill make tea.
Habitual present tense with adverbs of frequency (always, sometimes, often, never, usually): They
never smoke when they are aboard ship./ He always sings when he takes a shower.

Present continuous- full form: Im looking; negative form: I am not looking; question form: Are
you looking?/Arent you looking?; tag question: You are looking, arent you?/ Arent you
looking, are you?/ Im looking, arent I?
Stative and dynamic verbs- some verbs rarely take the present continuous form at all: these are
verbs that describe a state of affairs beyond the persons immediate active control (If someone is
a man, has a car, knows French, hears music, or like apples-there is little he can do to change this
at the moment). These verbs are often called stative verbs, as distinct from dynamic ones, where
the person is actively doing something. Even verbs which are usually stative, can take the present
continuous, but they mean something different. The most common stative verbs are the
following:
To be- rarely occurs in the present continuous form except with adjectives of behaviour:
You are being silly (suggests a temporary and deliberate action)
To have- Im having a bath/a drink (it implies present enjoyment or experience)
Verbs describing involuntary sensations (smell, hear, see)- are usually in the present
simple, but they also take the present continuous for particular effect:
Im seeing him to the station (change of meaning); Im smelling roses (pretence).
Meaning and function:
a) Temporary action- which began before the time of speaking, is continuous across it, and
is not yet complete: Im walking at this moment.
b) Temporary habit- not necessarily engaged in at the moment of speech, but temporarily
contracted for: Im watering his plants while he is away.
c) Regrettable habit(always): Im always losing my keys (the speaker is constantly in a state
of having lost the keys).
d) Future action- for plans and arrangements: Im picking her up at 6.00, were leaving
tomorrow.
Present emphatic- used to express contradiction, surprise or insistence and rely on stress and
intonation for their function. It is created as the ordinary tense, with the addition of stress on the
auxiliaries.
Meaning and function
a) To express reassurement of reaffirmation that action occurs: I do turn off the lights./ He
does live here.
b) To express contradiction: You do break the speed limit./ I do like icecream.
c) To express enthusiasm, strong feeling: I do hope I can come./ I do love Chopin./ I do
want to see that film.
d) To express enthusiastic reinforcement: I do like your hat.
e) To express invitation: Do you play chess?/ I do want to see that film.

4. Vocabulary Practice

I. Answer the following questions.
1. What is ground tackle?
2. What is mooring?
3 What is anchoring?
4. What does make fast mean?
5. What is a mooring buoy?
6. What does hoist mean?
7. What is a windlass?
8. What is a chain grab?
9. What is a windlass room?
10. What is a wildcat?
11. What is a chain locker?
12. What is a hawsepipe?
13. What are deck fittings?
14. What is a capstan?
15. What are mooring lines?
16. What are winches?

II.Complete the following sentences by filling in the blank spaces with the appropriate term(s):

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

III. Answer the following questions:

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

IV. Identify the following objects.























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


5. Grammar Practice

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

building coming cooking playing standing studying swimming

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

Exercise II. Whats happening right now? Write true sentences.

1. (I/ wash/ my hair). Im not washing my hair.
2. (it / snow)
3. (I / sit / on a chair)
4. (I / eat)
5. (it / rain )
6. (I / do /this exercise).
7. (I / listen / to the radio)
8. (the sun / shine)
9. (I /wear / shoes )
10. (I / read / a newspaper)

Exercise III. Write positive or negative short answers (Yes, I am / No, it isnt, etc.)

1. Are you watching TV? No, Im not.
2. Are you wearing shoes?
3. Are you wearing a hat?
4. Is it raining?
5. Are you eating something?
6. Are you feeling all right?
7. Is the sun shining?
8. Is your teacher watching you?

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

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


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

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

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

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

1. I understand. I dont understand.
2. She doesnt drive. She drives.
3. They know. They ..
4. He loves her. ..
5. They speak English. .
6. I dont want it. .
7. She doesnt want them. ..
8. He lives in Taiwan.


Exercise VII. Complete the sentences. All of them are negative. Use dont/ doesnt + one of
these verbs.
cost drive go have know play see sell smoke wash wear

1. Have a cigarette. No, thanks. I dont smoke.
2. They newspapers in that store.
3. She has a car, but .. very often.
4. I like plays, but I ..to the theatre very often.
5.My car is usually dirty because I .. it very often.
6. Its a cheap hotel. It .. much to stay there.
7. He likes soccer, but he very often.
8. I .. much about politics.
9. Shes married, but she .. a ring.
10. He lives next door, but we.. him very often.
11. Can you lend me five dollars? Sorry, I ..any money.

Exercise VIII. You are asking somebody questions. Write questions with Do/ Does.?

Example: I work hard . How about you? Do you work hard?
1. I play tennis .How about you? . you ..?
2. I play tennis. How about Ann? .. Ann . ?
3. I know the answer. How about you? .. the answer?
4. I like hot weather. How about you? .?
5. My father drinks coffee. How about your father ? ?
6. I exercise every morning. How about you? ..?
7. I speak English. How about your friends? ..?
8. I want to be famous. How about you? ..?


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

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

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

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


Exercise XI. Complete the sentences with the Present Simple (I do) or the Present
Continuous (I am doing)

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

6. SELF-TEST

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

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

1. Where can you find cleats?
2. What are bitts?
3. What do we attach to the bitts?
4. What are chocks?
5. What is a bollard?
6. What are padeyes?
7. What are padeyes used for?
8. What is welding?
9. What is footing?
10. Why do roller chocks contain round cylinders? 10p



III. Put in am/is/are/do/dont/does/doesnt.

1. Excuse me,you speak English?
2. Have some coffee, No, thank you, Idrink coffee.
3. Why..you laughing at me?
4. What she do? Shes a dentist.
5. I..want to go out. It..raining.
6. Where..you come from? From Canada
7. How much..it cost to send a letter to Canada.
8. I cant talk to you right now. I..working.
9. Bob is a good tennis player, but he.play very often. 10p

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

1. Excuse me, do you speak.(you /speak) English?
2. Tomis taking(take) a shower at the moment.
3. Theydont watch(not/ watch) television very often.
4. Listen! Somebody.(sing).
5. Shes tired. She.(want) to go home now.
6. How often..(you/read) the newspaper?
7. Excuse me, but you.(sit) in my place. Oh, Im sorry
8. Im sorry, I..(not/understand).Please speak more slowly.
9. Where are you, Dan? Im in the living room. I.(read)
10. What time.(she/finish) work every day?
11. You can turn off the radio. I..(not/listen) to it.
12. He(not/usually/drive) to work. He usually(walk) 10p



7. Self-test - Answer Key

I.

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

II.

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

III.

1. do
2. dont
3. are
4. does
5. dont; Its
6. are
7. does
8. am
9. doesnt


IV.

4. is singing
5. wants
6. do you read
7. are sitting
8. dont understand
9. am reading
10. does she finish
11. dont listen
12. doesnt usually drive. He usually walks








Unit 6.

NAVAL EQUIPMENT: SIGNAL LIGHTS, FLAGS, AND BELLS



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


Midnight 0400
0400-0800
0800-noon
Middle Watch
Morning Watch
Forenoon Watch
Noon-1600
1600-2000
2000-midnight
Afternoon watch
Evening Watch
First Watch



The evening Watch can be divided into two short watches.

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


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



a.m.
p.m.
Deck
Engine
12-4
Middle Watch
Afternoon Watch
Second Officer
Third Engineer
4-8
Morning Watch
Evening Watch
Chief Officer
Second Engineer
8-12
Forenoon Watch
First Watch
Third Officer
Fourth Engineer

Traditionally the passage of time at sea is marked by bells. Bells are struck throughout
each watch as follows:
After hour 1 bell After 2 hours 4 bells After 3 hours 7 bells
After 1 hour 2 bells After 2 hours 5 bells After 4 hours 8 bells
After 1 hours 3.bells After 3 hours 6 bells
During the Second Dog Watch the bells strike 1 2 3 8.
1 bell is struck 15 minutes before each watch is due to change.
1.2. For safety during peacetime, all ships that go to sea are required by international law to
have running lights. These consist of a white masthead light usually on the upper part of the
bridge superstructure or on an area forward of the foremast. Abaft and above the masthead light is
a white range light located either on the foremast or mainmast. To either side side lights are
found. There is a green one on the starboard side, and a red one on the port side.
Often a searchlight used to view nearby objects is found in the signal bridge area. It
should not be confused with signalling equipment. Its important for the seaman to become
familiar with all of these items.

2. VOCABULARY
Words and phrases

Signal bridge = punte de semnalizare
Halyard = fung, saul de pavilion
Yardarm = capt de verg
Signal flags = pavilion de semnalizare
Pennant = flamur
To bend on = a fixa, a ataa
Yard = verg
Signal searchlight =lumin de semnalizare
Yardarm blinker = lumin de capt de verg
Running lights = lumini de mar/navigaie
Masthead light = lumin de catarg (la navele cu propulsie mecanic)
Foremast = catarg prova, arborele trinchet
Range light = lumin de aliniament, lumin de catarg pupa
Sidelights = lumini distinctive din borduri (roie sau verde)
Searchlight = proiector cu facicul dirijat
Mainmast = arbore mare, catarg principal

3.GRAMMAR. Past tense simple and continuous

Past tense simple- full form: I walked (regular)/ negative form: I did not walk; I ran (irregular);
question form: Did you walk/run?; tag question: You walked/ ran, didnt you?/You didnt
walk/ran, did you?
Meaning and function:
a) For an action in the past with time marker, it may be used for historical or narrative truth:
I saw him yesterday./ Dinosaurs lived on the earth./ I rode a bicycle once.
b) Polite conversation markers, with verbs of thinking, wishing introducing a request or
suggestion:
I wondered if you might give me a lift.
c) As a time marker in when or while clauses:
Past time for background actions taking place repeatedly: He whistled when he
worked.
Past time for background actions taking place continuously: He whistled while he
worked.
Indeterminate time, with modals in the past form: I thought he might like one when he
came.
d) As a hypothetical future marker, especially in if clauses(type 2 conditionals):
You would be glad if I sold it.
Past tense continuous-full form: I was walking/ You were walking; negative: I wasnt
walking/You werent walking; question form: Were you walking?; tag question: You were
walking, werent you?/ You werent walking, were you?
Meaning and function- the past continuous tense usually places an action in relation to a point or
period of time in the past:
a) The point in past time is specifically mentioned; the past continuous action crosses it:
I was having a bath at 10 oclock.
b) The point in time is replaced by an action in the past, which interrupted the continuous
action:
I was having a shower when the phone rang.
c) A period in the past is specified; the past continuous action fills it:
They were watching TV from 8.00 to midnight.
d) The period in the past is defined by another action also in the past continuous:
I was buttering the bread while my mother was slicing the tomatoes.
e) An action in the past continuous creates a time period within which other
actions in the past simple take place:
He stole the money when/while she was getting on the bus./ The sun was
setting as the old man walked up the hill.
f) As a polite conversation marker with verbs of hoping and wishing:
I was wondering/thinking if you could give me a lift.

4. Vocabulary Practice

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

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











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


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

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

5. Grammar Practice

Exercise I Put in was/ were or wasnt/ werent
1. We werent happy with the hotel. Our room was very small and it wasnt very clean.
2. George.at work last week because he.ill. Hes better now.
3. Yesterdaya public holiday so the shops.closed.
4. .Sue and Bill at the party? Sue.there but Bill..
5. Where are my keys? I dont know. Theyon the table but theyre not there now.
6. You.at home last night. Whereyou?

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

Exercise III. Write the past simple of these words.
1. getgot
2. see
3. play
4. pay
5. visit
6. buy
7. go
8. think
9. copy
10. know
11. put
12. speak

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

Exercise V. Put the verb in the correct form-positive, negative or question.
1. We went to the cinema but the film wasnt very good. We didnt enjoy it. (enjoy)
2. Tim..some new clothes yesterday-two shirts, a jacket and a pullover. (buy)
3. ..yesterday? No, it was a nice day. (rain)
4. The party wasnt very good, so welong. (stay)
5. It was very warm in the room,, so I..a window. (open)
6. Did you go to the bank this morning? No, I.time. (have)
7. I cut my hand this morning. How..that? (do)

Exercise VI. Where were these people at 3 oclock yesterday afternoon/ And what were
they doing? Use the cues below and write two sentences.
1. Ann/ home/ watch TV..Ann was at home. She was watching TV
2. Carol and Jack/ the cinema/ watch a film.
3. Tom/ his car/ drive.
4. Catherine/ the station/ wait for a train.
5. Mr. and Mrs. Hall/ the park/ walking.

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

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

Exercise VIII. Choose the correct form of the verbs

Thomas Edison (1) started/ was starting work on the railway when he was twelve, selling
newspapers and snacks. There were long periods with nothing for him to do so he (2) build/
was building himself a little laboratory in the luggage van where he could carry out
experiments when he (3) didnt/ wasnt selling things to passengers. Another way that he (4)
occupied/ was occupying himself was by reading. He joined a library and (5) read was
reading every single book in it. One day, when he (6) waited/ was waiting at a station he (7)
noticed/ was noticing a small boy who (8) played/ was playing by the track, unaware that a
train (9) approached/ was approaching. Edison (10) ran/ was running out and (110 grabbed/
was grabbing the child just in time. The childs father was so grateful that he (12) offered/
was offering to teach Edison to be a telegraph operator. Edison accepted the offer and soon he
(13) had/ was having regular lessons. After a year, he was good enough to get a job in the
telegraph office. He continued to read and experiment, whenever he (14) had/ was having
time. At twenty-one he (15) left/ was leaving the telegraph office to devote all his time to
being an inventor. He (16) went/ was going on to invent the electric light bulb, the
phonograph and the movie camera.

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

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

Exercise X. Choose the correct form of the verbs.

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

6. SELF-TEST

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

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

Signal flags; pennants; signal searchlights; halyards; signal bridge;
yardarm blinkers; running light; masthead light; range lights; side lights 10p

III. Give complete answers to the following questions.

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



IV. Put the verbs into the correct form, past simple or past continuous.

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

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

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

7. Self-test Answer-key

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

II.
Pavilion de semnalizare; flamur; proiector de semnalizare; fung, saul de pavilion
punte de semnalizare; eclips de catarg, lumin cu licriri; lumin de mar; lumin de
catarg;lumin de aliniament, de catarg pupa; lumini distinctive din borduri.

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

IV.

2.Were you doing; 3. Did you go; 4.Was wearing; 5. Were you drivinghappened; 6.
Tookwasnt looking; 7. Didnt know; 8. Sawwas trying

V.

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





Unit.7

SEAMANSHIP. DIFFERENT TYPES OF ROPE

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

1.2.Mooring Ropes

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
































































2. VOCABULARY

ropes = parme
lines =parme
cargo-handling =manipularea mrfii
mooring =acostare, amarare, legare
lashing =amarare (a marfii)
hemp rope =parm din cnep
to shrink-shrank-shrunk =a intra la apa
to swell = a se umfla
coir ropes = parme din nuc de cocos
buoyant = plutitor, flotabil, care plutete
to rot = a putrezi
towing lines = parme de remorcaj
merchant ships = nave comerciale
melting point = punct de topire
mainly = n special
log lines = saul de loch(cu gradaii speciale)
halyards = fung, saul de pavilion
to rust = a rugini
wire ropes = parme metalice
standing rigging = manevre fixe
headline = parm prova
breastline = travers
backspring forward = spring prova
stern line = parm pupa
backspring aft = spring pupa
spliced = matisat (despre parme)
bollard = baba
quayside = cheu

3.GRAMMAR: Present perfect simple and continuous

Present perfect simple is formed with the auxiliary verb have in the corresponding form for
the subject of the sentence, followed by the participle of the main verb.
full form: I have walked/ drunk/run/ I havent walked; question form: Have you walked?/
Havent you walked?; tag question: You have walked, havent you? You havent walked, have
you?
Meaning and function- shows the present situation in relation to past action, how the past is
relevant to now.
a) For uncompleted action where both action and results remain/unfinished past/ with a time
marker showing past reference:
London has stood beside the Thames for hundreds of years/ My mother has
always played tennis.
b) For an action which took place in an identified period of time which is not yet over: Ive
read a book this morning./ I read a book this morning.
c) For an action which took place in the past, but whose results are still present
(present perfect of result): Ivespilt the milk (it is still on the floor).
d) For an action(single or repeated) which took place in the past, but still relates
to the present: Ivestudied French.(and remember it).
e) With the time markers just, yet, already, still, this can also indicate the attitude of the
speaker:
I havejust washed the floor. (so its still wet)
He has just left. (so you are too late to speak to him)
Haveyou painted my fence yet?(questions)
I havent painted the fence yet.(negatives)
He has already eaten it.(there is none left)
Hasnt the train gonealready? (that is surprising)
He still hasnt left.(negatives)
Haveyou still got that hat? (Amer. English prefers the present simple with still)
Haveyou ever lived in London? (present perfect of experience)
I havenever lived in Paris.(remembered experience)
f) Future uses- when clauses: Ill come when I have written this letter. (Ill write this letter
first and when that is complete, Ill come)

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

Important it is important to remember that non-continuous verbs cannot be used in any
continuous tenses. To express the idea of present perfect continuous with these exception
verbs, you must use present perfect.
Examples: Tom has been having his car for two years. Not correct
Sam has had his car for two years. Correct

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

4. Vocabulary Practice

1. Read carefully the text on different types of rope in your course book and then
fill in the table below with appropriate information.


Basic types Names Characteristics Uses
1. (a)


(b)


(c)


(d)


(e)


2. (a)


(b


(c)


3. (a)




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

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


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

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

IV. Answer the following questions.

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



















5. Grammar Practice

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

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

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

1. What time is Paul arriving? Hes already arrived.
2. Do Sue and Bill want to see the film? No, they..
3. Dont forget to phone Tom. I..
4. When is Martin going away? He.
5. Do you want to read the newspaper? I
6. When does Linda start her new job? She ..

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

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

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


1. (New York) ..Helen has been to New York twice.
2. (Australia)Helen
3. (Chinese food)
4. (drive /a bus).

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

5. (New York) I.
6. (play /tennis)
7. (fly/ in a helicopter)..
8. (be / late for work or school)..

V. Complete the sentences.

1. Jill is in hospital. Shehas been in hospital since Monday.
2. I know Sarah. I have knownher for a long time.
3. Linda and Frank are married. Theymarried since 1989.
4. Brian is ill. He.ill for the last few days.
5. We live in Scott Road. Wethere for ten years.
6. Catherine works in a bank. She.in a bank for ten years.
7. Alan has a headache. He ..a headache since he got up this morning.
8. Im learning English. I.English for six months.

VI. Which is right?

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


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

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

VIII. Put in been or gone .

1. Jim is on holiday. Hes gone to Italy.
2. Hello. Ive just ..to the shops. Ive bought lots of things.
3. Alice isnt here at the moment. Shes to the shop to get a newspaper.
4. Tom has..out. Hell be back in about an hour.
5. Are you going to the bank? No, Ive already ..to the bank.

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

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

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

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

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

1.(ever/ ride /horse).. Have you ever ridden a horse?
2. (ever/ be / California).
3.(ever / run / marathon )
4.( ever / speak / famous person?)
5.( always / live / in this town ?)..
6. ( most beautiful place / ever / visit ?) What..


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

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

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

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

XIV. Read the situations and complete the sentences.

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

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

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

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

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


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

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




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

1.Johns terribly upset. Hes broken ( he / break ) off his engagement to Megan. Apparently
shes been seeing( she / see ) someone else while ..hes been (he / be ) in Africa.
2.Can you translate this note from Stockholm? I understood Swedish when I was a child, but
( I / forget ) it all.
3.Whats that dent in the side of the car?..( you / have ) an accident?
4. Im sorry, Johns not here; ..(he / go ) the dentist( he / have ) trouble with a
tooth.
5.This cassette recorder is broken. ( you/ play about ) with it?
6.Your Italian is very good ( you / study ) it long?
7.Do you mind if I clear the table? ( you / have ) enough to it ?
8.Im not surprised.( he / fail ) that exam.
XIX. Rewrite each of the following sentences without changing the meaning, beginning in
the way shown. You may need to use the present perfect or the simple past.
1.We havent been to a concert for over a year.
The last time ..we went to a concert was over a year ago.
2.Your birthday party was the last time I really enjoyed myself.
I.
3.Its nearly twenty years since my father saw his brother.
My father.
4.James went to Scotland last Friday and is still there.
James has.
5.When did you last ride a bike?
How long is it .?
6.The last time I went swimming was when we were in Spain.
I havent .
7.You havent tidied this room for weeks.
Its ..

XX. Are the underlined parts of these sentences right or wrong? Correct the ones that are
wrong.

1. Do you know about Sue? Shes given up her job. RIGHT
2. The Chinese have invented printing. WRONG: The Chinese invented
3. How many plays has Shakespeare written?.
4. Have you read any of Shakespeares plays?
5. Aristotle has been a Greek philosopher.
6. Ow! Ive cut my finger. Its bleeding.
7. My grandparents have got married in London.
8. Where have you been born?
9. Mary isnt at home. Shes gone shopping.
10.Albert Einstein has been the scientist who has developed the theory of relativity.

6.SELF-TEST






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

10p
II. Translate into English.

O nav se leag la cheu cuajutorul parmelor de amarare. Ele constau dintr-o
parm prova, o travers, un spring prova, o parm pupa,o travers si unspring
pupa.Oricare din aceste parme poate s fie dublat. Fiecare parm la capt un ochi
matisat. Ochiul se trece peste o baba de pe cheu.
10p

III. Give Romanian equivalents to the following maritime terms.

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

10p

IV. Put the verbs into the correct form, past simple or past continuous.

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

V. Put the verb into the most suitable form, past continuous (I was doing), past perfect(
I had done) or past perfect continuous ( I had been doing).

1. It wasnt raining when we went out. The sun was shining. But it had been raining, so
the ground was wet.
2. We were good friends. We.(know) each other for a long time.
3. John and I went for a walk. I had difficulty keeping up with him because he.(walk) so
fast.
4. Mary was sitting on the ground. She was out of breath. She..(run)
5. When I arrived, everybody was sitting round the table with their mouths full.
They(eat)
6. When I arrived, everybody was sitting around the table and talking. Their mouths were
empty but their stomachs were full. They(eat)
7. Jim was on his hands and knees on the floor. He..(look) for his contact lens.
8. When I arrived, Kate(wait) for me. She was rather annoyed with me because I was
late and she .(wait) for a very long time.
9. I was sad when I sold my car. I.(have) it for a very long time.
10. We were extremely tired at the end of the journey. We..(travel) for more than 24 hours.
10p


7.Self-Test Answer Key

I.

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

II.

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

III.

Parme; manipularea mrfii; acostare, amarare, legare; amarare ( a mrfii); parm de
cnep; to shrink; to swell; log lines; standing rigging


IV.

2. Were you doing
3. Did you go
4. Was wearing
5. Were you driving.happened
6. Tookwasnt looking
7. Didnt know
8. Saw was trying


V. Put the verbs into the most suitable form.

2. had known
3. was walking
4. had been running
5. were eating
6. had been eating
7. was looking
8. was waitinghad been waiting
9. had had
10. had been travelling







Unit.8

MANNING
The Traditional Organization of a Ships Crew

1. Read the following text and try to guess the meaning of the new words and phrases from the
context.

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

1.2. The traditional organisation of a ships crew.

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

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

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

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

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

2. Manning and responsibilities of the Deck Department.

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


3. FUNCTION

3.1. A persons function, or what he/she does, can be expressed in terms of his/her responsibility.
Study these examples:

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

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

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

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

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

4. VOCABULARY

Captain/master = comandant de nav comercial/pasager
Stowage = stivuire (a mrfii)
Nuisance = comportare necuvincioas ; fapt condamnabil
To place under restraint = a pune sub interdicie
Mutiny = rscoal, rzvrtire
To be imperilled= a pune in pericol
Thoroughly competent = foarte competent
Direction finder = radiogoniometru
Boatswain (bosun)= nostrom/ef de echipaj
Carpenter = maistru lemnar
Shipwright = lemnar constructor naval, marangoz
To sound the tanks = a sonda, a msura adncimea
Bilge = santina
Watchkeeping = serviciu de cart
Ordinary seaman = marinar stagiar/necalificat
Able seaman = marinar brevetat
Efficient deck hand = marinar brevetat
Storekeeper = magazioner
Donkeyman = mecanic de auxiliare
Greaser = gresor
Fireman = fochist
Catering Department = compartiment buctrie-deservire
Purser = administrator (pasagere)
Lookout = veghe

5. GRAMMAR. The past perfect simple and continuous

The Past Perfect Simple is formed with the past form auxiliary verb to have (had) + the
past participle of the main verb. The meaning of this tense is past-in-the-past, the point of
reference is in the past and the event takes place before this point in the past. It is primarily used
to describe one event following another in the past; the earlier action has the past perfect, the later
action has the simple past. The past perfect covers an area of meaning equivalent to both the past
and perfect, being capable of referring to both indefinite and definite time.
Sentences with a past perfect often contain words like: after, before, when, as soon as to indicate
succession:
e.g. They elected him President, after his party had nominated him.
Past perfect simple- full form: I had walked/run; negative: I hadnt walked/run; question: Had
you walked/run?; tag question: You had walked, hadnt you?/ You hadnt walk, had you?

Meaning and function:

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

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

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


Meaning and function:

a) Relative to another past time and used with a real or implied time marker. The action
took place in the time leading up to the identified moment, and was temporary or
expected to be temporary.
To explain the action of the main verb:
He could understand the film because he had been studying French at school.
To convey the ongoing, continuous nature of an action, which led up to the past
moment in time:
He had been cleaning the car for over an hour before he realized it was the wrong
one.
To convey an action which was ongoing but over when interrupted by the main
verb, but whose results were still evident at that moment:
When he came I had been baking.
In reported speech , when the direct speech uses the present perfect continuous:
He said he had been thinking about it.
b) With verbs of thinking/feeling-introduces an idea now abandoned- it suggests
that the idea was repeatedly in the mind:
I had been meaning to visit her.( I thought many times about it, but now its
too late)

Important: If you do not include a duration such as for five minutes, for two
weeks or since Friday, many English speakers choose to use the Past Continuous tense
instead the Past Perfect Continuous. There is also a difference in meaning. Compare the
examples below:
I was reading when my roommate returned. (the reading will be interrupted)
I had been reading for an hour when my roommate returned. (the reading stopped just before my
roommate returned)

Past perfect or past perfect continuous?

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


6. Vocabulary Practice

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









II.
Answer the following questions.

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

III. Link the following (do not change their order), using whichever pattern is appropriate.
To do this task correctly you should turn to unit 8, section 4 in your course book.

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

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

1. The function of a thermometer is to measure temperature.
2. A fire extinguisher is used for putting out fires.
3. A windlass raises and lowers the anchors.
4. We measure time with a chronometer.

7. Grammar Practice

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

The old man looked at the broken tree. There was sadness in his eyes. There had been a very bad
storm during the night. The wind had almost blown the tree down. Branches lay around, the white
wood like open wounds without the blood. He thought back to the day when he had planted
it.......many years ago. The tree had grown taller year by year until it had reached almost as high
as the roof. He remembered the day his son had climbed up and hidden in the branches and
wouldnt come down. He remembered how the war had come and taken his wife and son from
him. The house had burnt down. But the tree had survived. It had reminded him of all those other
things. Until last night. What could an old man do now?




Now write the words you have underlined.
1................................. 7..................................
2................................. 8..................................
3................................. 9..................................
4................................. 10...................................
5................................. 11...................................
6................................. 12...................................

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

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

III. Supply reasonable previous cases in the past for these consequences, results,
effects or interest. Use the Past Perfect and try to find more than one previous cause for
each sentence.
EXAMPLE: She knew how to bake a cake because
(a) her mother had taught her.
(b) she had learned at school.
(c) she had read about it in a book.

Use as and because as links where necessary.
1. He gave his horse a lump of sugar
2. She asked me to repeat my name
3. We asked her to sing the song again
4. They called the boy Moses
5. Father tipped the waiter very well
6. The man was out of breath
7. I sent my watch to the watchmakers
8. Our visitor was very tired
9. It was very cold outside in the garden
10. We gave the patient first aid
11. We didnt meet yesterday after all
12. I couldnt eat the food at lunchtime
13. Peter didnt know the answer to the question
14. John looked very smart at his sisters wedding
15. The tramp had a three days beard
16. The president arrived half an hour late
17. We called a doctor
18. Peter wasnt very happy when we met him
19. The Colonel had great experience of men
20. The children were late for school


IV. Supply the Simple Past for the effect, consequence, result or interest and the Past
Perfect for the previous cause.

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


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

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

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

1. Vntul se mai domolise iar luna strlucea deasupra mrii linitite.
2. Telefonul sun, n timp ce domnioara Marple se mbrca.
3. O auzi cum ofteaz n timp ce el citea.
4. Ultima dat l-am vzut acum zece ani.
5. Ca elev era un biat timid i srguincios.
6. Deschise sertarul, scoase un plic vechi i se aez n fotoliu, examinndu-l atent.
7. n zilele acelea venea s m vad n mod regulat i de fiecare dat mi aducea un mic dar.
8. Mereu m suna noaptea trziu.
9. Cnd predam la coala aceea, m lua n fiecare diminea cu maina.
10. Ce s-a ntmplt dup ce a plecat?
11. De trei ani locuia n satul acela mic de lng grani.
12. l ateptam de o or, cnd telefonul sun i o voce ciudat mi spuse c Richard a avut un
accident.
13. Primise florile cu o or n urm, dar era nc foarte emoionat.
14. Ce fcuse oare n tot acest timp?
15. Despre ce vorbeau cnd i-ai ntlnit

8. SELF-TEST

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

II. Select the officers, petty officers and ratings below and place them under the
appropriate heading in a hierarchical manner:

Chief Officer; Chief Steward; Fifth Engineer; the Purser; Second Officer; Chief
Engineer; Electrical Officer; Boatswain; Fireman; Second Engineer; Third Officer; Carpenter;
Storekeeper; Third Engineer; Able Seaman; Donkeyman; Chief Radio Officer; Pumpman;
Greaser; Efficient Deck Hand; Fourth Engineer; Ordinary Seaman; Second Steward; Second
Radio Officer


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










10p


III. Write the responsibilities of the officers, petty officers and ratings belonging to the deck
department. Use the three patterns for expressing function.
10p

9. Self-Test-Answer Key

I.

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

II.

Deck
Department
Engine Department Catering
Department
Radio Department
Chief Officer

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


III.

1. The Chief Officer is responsible to the Master for the Deck Department.
2. The Third Officer is responsible for the life-saving appliances
3. The Boatswain is directly responsible to the Chief Officer. He sees that his orders and those of
other deck officers are carried out by the crew.
4. The sounding of tanks and bilges is the responsibility of the Carpenter
5. Deck ratings are responsible for deck operations.














LIST OF IRREGULAR VERBS

arise arose arisen a se ridica
awake awoke awoken a (se) trezi
be was/were been a fi
bear bore borne a purta
beat beat beaten a bate
become became become a deveni
begin began begun a ncepe
bend bent bent a (se) ndoi
bet bet bet a paria
bid bid bid a ruga, a adresa (o invitaie)
bade bidden a porunci
bind bound bound a lega
bite bit bitten a muca
bleed bled bled a sngera
bless blest blest a binecuvnta
blow blew blown a sufla; a bate
break broke broken a (se) sparge; a (se) defecta
breed bred bred a crete, a educa
bring brought brought a aduce
broadcast broadcast broadcast a emite (radio, TV)
build built built a construi
burn burnt burnt a arde
burst burst burst a izbucni; a nvli; a crpa
buy bought bought a cumpra
cast cast cast a arunca
catch caught caught a prinde
choose chose chosen a alege
cling clung clung a se aga
come came come a veni
cost cost cost a costa
creep crept crept a se tr; a se furia
cut cut cut a tia
deal dealt dealt a trata; a se ocupa de
dig dug dug a spa
dive dove (Am.) dived a (se) scufunda, a plonja
do did done a face
draw drew drawn a trage, a desena
dream dreamt dreamt a visa
drink drank drunk a bea
drive drove driven a conduce, a ofa
dwell dwelt dwelt a locui
eat ate eaten a mnca
fall fell fallen a cdea
feed fed fed a hrni, a alimenta
feel felt felt a (se) simi
fight fought fought a (se) lupta
find found found a gsi
flee fled fled a fugi
fling flung flung a arunca; a lansa
fly flew flown a zbura
forbid forbade forbidden a interzice
forecast forecast forecast a prevedea
foresee foresaw foreseen a prezice
forget forgot forgotten a uita
forgive forgave forgiven a ierta
freeze froze frozen a nghea
get got got (gotten Am.) a primi; a obine; a ajunge
give gave given a da
go went gone a merge
grind ground ground a mcina, a lefui
grow grew grown a crete, a cultiva
hang hung hung a atrna
have had had a avea
hear heard heard a auzi
hide hid hidden a (se) ascunde
hit hit hit a lovi
hold held held a ine
hurt hurt hurt a lovi; a rni; a durea
keep kept kept a ine; a pstra
kneel knelt knelt a ngenunchea
knit knit knit a tricota
know knew known a ti, a cunoate
lay laid laid a pune, a aeza
lead led led a conduce (oameni)
lean leant leant a (se) apleca, a (se) sprijini
leap leapt leapt a sri
learn learnt learnt a nva
leave left left a pleca, a lsa
lend lent lent a da cu mprumut
let let let a lsa, a permite
lie lay lain a sta ntins; a se afla
light lit lit a aprinde
lose lost lost a pierde
make made made a face
mean meant meant a nsemna
meet met met a (se) ntlni
mislead misled misled a induce n eroare
mistake mistook mistaken a confunda
mow mowed mown a cosi
overcome overcame overcome a depi
pay paid paid a plti
put put put a pune
read read read a citi
rend rent rent a rupe, a sfia
rid rid rid a se descotorosi de
ride rode ridden a clri; a merge cu
ring rang rung a suna
rise rose risen a rsri, a se ridica
run ran run a fugi
saw sawed sawn a tia cu ferstrul
say said said a spune
see saw seen a vedea
seek sought sought a cuta
sell sold sold a vinde
send sent sent a trimite
set set set a potrivi; a monta; a fixa
sew sewed sown a coase
shake shook shaken a scutura; a tremura
shear sheared shorn a tunde oi
shed shed shed a vrsa (lacrimi, snge)
shine shone shone a strluci
shoe shod shod a potcovi
shoot shot shot a trage, a mpuca; a filma
show showed shown a arta
shrink shrank shrunk a intra la ap, a se strnge
shut shut shut a nchide
sing sang sung a cnta
sink sank sunk a (se) scufunda
sit sat sat a sta jos
slay slew slain a ucide
sleep slept slept a dormi
slide slid slid a aluneca
sling slung slung a arunca
slit slit slit a despica
smell smelt smelt a mirosi
sow sowed sown a semna
speak spoke spoken a vorbi
speed sped sped a accelera
spell spelt spelt a ortografia
spend spent spent a cheltui, a petrece timp
spill spilt spilt a vrsa
spin span/spun spun a se nvrti n jurul axei
spit spat spat a scuipa
spit spit (Am.)
split split split a despica
spoil spoilt spoilt a strica, a rsfa
spread spread spread a (se) rspndi
spring sprang sprung a izvor; a (r)sri
stand stood stood a sta n picioare
steal stole stolen a fura
stick stuck stuck a (se) lipi; a nfige
sting stung stung a nepa
stink stank/stunk stunk a mirosi urt
stride strode stridden a merge cu pai mari
strike struck struck a lovi
string strung strung a nira
strive strove striven a se strdui; a nzui
swear swore sworn a jura; a njura
sweep swept swept a mtura
swell swelled swollen a se umfla
swim swam swum a nota
swing swung swung a (se) legna
take took taken a lua
teach taught taught a nva (pe cineva)
tear tore torn a rupe, a sfia
tell told told a spune (cuiva), a povesti
think thought thought a (se) gndi; a crede
throw threw thrown a arunca
thrust thrust thrust a nfige
tread trod trodden/trod a clca, a pi
undergo underwent undergone a suferi (schimbri)
understand understood understood a nelege
undertake undertook undertaken a ntreprinde
wake woke woken a (se) trezi
wear wore worn a purta
weave wove woven a ese
wed wed wed a se cununa
weep wept wept a plnge
wet wet wet a (se) uda
win won won a ctiga
wind wound wound a rsuci; a erpui
withdraw withdrew withdrawn a (se) retrage
wring wrung wrung a stoarce; a rsuci
write wrote written a scrie


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