The Constructivist Theory

In the Constructivist Theory, learning is based on past experiences. The student chooses
only the information that can be integrated with these experiences.

When I am asked to do a task, I learn many things in the process. When I am asked particular
questions on the task I am told to do, I am able to give my answers accurately and to the details. The
outcome of the task might be positive or negative, but the hardships and triumphs experienced in the
process of doing are extremely peculiar, unique and genuine. If I am asked to do the same task again or
any other with similar nature, I can positively say that I will be doing it better and more successfully
than the first time.

Such is the concept behind the Constructivist Theory. Learning about a thing will be easier if
one has a background or previous experience on the subject. Even if it is the same task all over again,
the information gathered from the past experience will greatly help in making the next task a success
and the work and the learning enhanced. Naturally, only relevant information can be used in the next
venture and all the other information shelved for further use. Constructivism is giving a lot of time and
space for the learner to hone his/her skills and initiatives and discover where he/she can contribute
more to the advancement of knowledge.

In Aid of Technology
When technology advanced some more in the 19th century, education was very instrumental in
such a development and in turn is one of the many avenues that benefited well in it. Much to the
delight of the learners, machines such as computers and satellites, video and digital cameras, and
other such equipment were employed to enhance the learning process and the gadgets did well in
doing so. Learning has never been so much fun for the learners and teaching has never been so
advanced and sophisticated for the teachers. Space was more than explored by man with the coming of
the satellite, laboratory experiments became faster and their results more accurate with the use of
computers. Man became the master in his chosen field because learning and education became more
exciting and interesting. Technology, therefore, aided man’s pursuit of greater advancement in
knowledge.
 But there always are two sides to a coin. In as much as technology aided in the advancement of
man’s knowledge, it also became a reason for its decline. Modern technology can kill people in an
instant, can wipe out a generation and can put an end to every living thing if not used wisely or if used
with ill meaning. Thus, it is still safe to use technology according to a well-planned method, a system
that is well-thought of and a plan that is carefully executed. Technology is created in aid of
development and not of destruction and degeneration. Technology is important but should always play
second to methods. Pedagogy should dictate the relevance and use of technology and not the other
way around.

There are a lot of ways to learn things. But basically, there are only two classifications of
education – the formal education and the informal education. While informal education can be
obtained in no particular way and order, formal education are always obtained in a systematic and
programmed method. It is time-bound and is goal-oriented. Not that informal education has no goal at
all, it’s just that formal education demands structure, has a general and specific objectives, has a
curriculum to follow, and, to top it all, is graduated. Technology doesn’t limit itself to a certain
method only, it’s on how an educator employs it that it can be maximized to its full use.

Module 1: Verbs and Articles

Reference : English for Maritime Students

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This module intends to:

1. make the learners know how to properly construct the progressive tenses of the verb

2. make the learners know the proper use of the definite article the as well as the indefinite
articles a and an, and the zero article or no article used.

I. VERBS

Progressive Form of the Verb

 The progressive form of the verb expresses action that at a given time or event is in progress or
continuing.

Examples:

Present Progressive

Capt. Roco is having a luncheon meeting with the shipowner right now.

Past Progressive

The cadets were relaxing when the bell rang.

Future Progressive

At the time we will be in Angola, the crew will be unloading the cargo.

II. ARTICLES

THE DEFINITE AND INDEFINITE ARTICLES

Nouns in English can be preceded by the definite article the or by the indefinite
articles a, an or by no article at all.

1. The definite article the is used when the noun being referred to (singular or plural, countable or
uncountable) has a particular reference, that is, when we can identify what is being referred to.

Examples:

The master of M/V Gina is Capt. Romeo Varona.

 The ship over there is a passenger carrier.

2. The indefinite articles a or an is used in front of singular nouns when they are used as countable
nouns and when the reference is general rather than particular, that is, when we do not say which
example of the nouns is being referred to.

Examples:

There is an engineer on board.

A ship is docking in the port.

3. When the noun is plural, or when the noun is used as an uncountable noun, no article is used.

Examples:

There are guests in the mess hall.

There is air inside the breathing apparatus.

III. EXERCISES

A. Circle the correct form of the verb inside the parenthesis:

1. They (unloaded, were unloading) the cargo last week.

2. The cook (busied, was busy) when the master called.

3. At the time I will finish my inspection, you will still (clean, be cleaning) the engine.

4. The guests (ate, were eating) when the alarm sounded.

5. Chief mate Romero (reads, is reading) a letter from his family now.

B. Underline the correct article inside the parenthesis:

1. Another type of ship is (a, the, zero article) lash-ship.

2. An ice-breaker is (a, the, zero article) special purpose ship.

3. You should see (the, a zero article) chief mate of M/V Cassandra.

4. Have they reported to (a, the, zero article) Master of their vessel?

5. There is (an, the, zero article) oil floating in the water.

6. There are (a, an, zero article) old charts on board.

7. They are accommodated in (a, an, zero article) cabins.

8. The main structure of (the, a, zero article) ship is the hull.

9. The funnel is near (a, the, zero article) bridge.

10. Is there (a, the, zero article) cook in the galley?

C. Drill on Word Stress:

návigate férry tánker estáblishment

contaíner respónsible accómodate devélopment

réefer dérrick cárgo satisfáctorily

pássenger cábin enginéer nátural

inspéction propéller fúnnel cátegory

prófitable témporary indústrial invéstigate

afféct insúre efféct éxercise

IV. VOCABULARY

1. port side – the left-hand side of the ship facing the bow

2. starboard side – the right-hand side of the ship facing the bow
 3. bow – the front or foremost part of the ship

4. stern – the rearmost part of the ship

5. hull – the main structure or body of the ship

6. liner – vessel serving a regular defined route or trade following a published parting schedule

7. tramp – a ship that does not follow a regular course but takes cargo to any port

8. reefer – Lighter Aboard Ship

9. bunker – vessel with refrigerated cargo hold/s

10. chartering – hiring of a ship to carry goods or cargo

Module 2: The Simple Tenses

References: English for Maritime
Students; www.englishclub.com; www.englishpage.com; web2.uvcs.uvic.ca;
www.english-the-easy-way.com

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I. THE SIMPLE TENSES

(This module intends to equip the learners with the knowledge on how to construct sentences in
the simple tense.)

The simple tense is classified into three: a) the simple present tense, b) the simple past tense,
and c) the simple future tense.

A. The Simple Present Tense

 The simple present tense is one of the most common tenses in English. It is formed from the
present infinitive of the verb.

1. How do we make the Simple Present Tense?

There are only two basic forms for the simple present tense; one ends with -s and the other
doesn't.

Subject + auxiliary verb + main verb

Do Base

There are three important exceptions:

1. For positive sentences, we do not normally use the auxiliary.

2. For the 3rd person singular (he, she, it), we add s to the main verb or esto the
auxiliary.
3. For the verb to be, we do not use an auxiliary, even for questions and negatives.
Here are the rules, using the example verb "sail":

Subject Verb Form Example

I simple form I sail

You simple form You sail

He simple form + S He sails

She simple form + S She sails

It simple form + S It sails

We simple form We sail

They simple form They sail

In other words, only THIRD PERSON SINGULAR subjects (he, she and it) have to have a
verb with -S.

2. -s or -es ?

With most verbs, the third person singular form is created simply by adding -S.
However, with some verbs, you need to add -ES or change the ending a little. Here are the
rules:

Verb ending in... How to make the 3rd person singular Example

S Add –ES He passes

Z Add –ES She waltzes

Sh Add –ES She wishes

Ch Add –ES He watches

X Add –ES She mixes

consonant + y Change Y to I, then add -ES It flies

[anything else] Add –S He sings

2. How do we use the Simple Present Tense?

We use the simple present tense when:
a. the statement is always true - habitual action

Example:

The Maritime English instructor checks the students’ attendance everyday

b. the action is general- state of being or statement of fact

Example:

The Philippines is a party to the SCTW 1978 Convention.

c. the action happens all the time, or habitually, in the past, present and future - something that is
generally true or true at all times

Example:

Seafarers are required to attend skills upgrading courses.

d. the action is not only happening now - state of being or action in the past as though it was occurring
in the present
Example:

The IMO adopts the STCW ’78 Convention.

B. The Simple Past Tense

 The simple past tense is used to express action done or condition existing at a definite past
time.

We can use several tenses to talk about the past, but the simple past tense is the one we use
most often.

1. How do we make the Simple Past Tense?

To make the simple past tense, we use:

 past form only

or
 auxiliary did + base form

Here are examples of the past form and base form for irregular verbs and regular verbs:

V1 V2 V3
base past past participle

regular work worked worked The past form for all

verb explode exploded exploded regular verbs ends in -
like liked liked ed.

irregular go went gone The past form for

verb see saw seen irregular verbs is
sing sang sung variable.

You do not need the past

participle form to make the
simple past tense.

The structure for positive sentences in the simple past tense is:

subject + main verb

Past
 The structure for negative sentences in the simple past tense is:

subject + auxiliary verb + not + main verb

did base

The structure for question sentences in the simple past tense is:

auxiliary verb + subject + main verb

Did base

The auxiliary verb did is not conjugated. It is the same for all persons (I did, you did, he did
etc). The base form and past form does not also change. Here are some examples with the main
verbs go and work:

subject auxiliary verb main verb

+ I Went to school.

You Worked very hard.

- She Did not Go with me.

We Did not Work yesterday.

? Did You Go to London?

Did they Work at home?

 Exception: The verb to be is different. We conjugate the verb to be (I was, you were, he/she/it
was, we were, they were); and we do not use an auxiliary for negative and question sentences. To
make a question, we exchange the subject and verb.

Subject main verb

+ I, he/she/it was here.

You, we, they were in London.

- I, he/she/it was not there.

You, we, they were not happy.

? Was I, he/she/it right?

Were you, we, they late?

2. How do we use the Simple Past Tense?

We use the simple past tense to talk about an action or a situation - an event - in the past. The
event can be short or long.

Here are some short events with the simple past tense:

The car exploded at 9.30am yesterday.

She went to the door.
We did not hear the telephone.
Did you see that car?

past present Future

 The action is in the
past.

Here are some long events with the simple past tense:

I lived in Bangkok for 10 years.

The Jurassic period lasted about 62 million years.
We did not sing at the concert.
Did you watch TV last night?

past present Future

The action is in the

past.

It does not matter how long ago the event is: it can be a few minutes or seconds in the past, or
millions of years in the past. It does not also matter how long the event is. It can be a few milliseconds
or millions of years. We use the simple past tense when:

 the event is in the past

 the event is completely finished
 we say (or understand) the time and/or place of the event
Examples:
 The IMO amended the 1978 STCW Convention in 1991, 1994, 1995 and 1997.

The Philippines deposited with the IMO its instrument of Accession to the 1978 STCW
Convention on February 22, 1984.
 C. The Simple Future Tense

The simple future tense denotes an action, which will happen or will occur at some
future time. The simple future tense is often called will, because we make the simple future
tense with the modal auxiliary will.

1. How do we make the Simple Future Tense?

The structure of the simple future tense is:

subject + auxiliary verb WILL + main verb

Invariable Base

Will V1

For negative sentences in the simple future tense, we insert not between the auxiliary
verb and main verb. For question sentences, we exchange the subject and auxiliary verb.
Here are example sentences with the simple future tense:

subject auxiliary verb main verb

+ I will Open the door.

+ You will Finish before me.

- She will not Be at school tomorrow.

- We will not Leave yet.

? Will you Arrive on time?

? Will they Want dinner?

When we use the simple future tense in speaking, we often contract the subject and
auxiliary verb:

I will I'll

you will you'll

he will he'll
she will she'll
it will it'll

we will we'll

they will they'll

For negative sentences in the simple future tense, we contract with won't:

I will not I won't

you will not you won't

he will not he won't

she will not she won't
it will not it won't

we will not we won't

they will not they won't

2. How do we use the Simple Future Tense?

a. No Plan
We use the simple future tense when there is no plan or decision to do something
before we speak. We make the decision spontaneously at the time of speaking.

Examples:

 Hold on. I'll get a pen.

 We will see what we can do to help you.
 Maybe we'll stay in and watch television tonight.

We often use the simple future tense with the verb to think before it:
 I think I'll go to the gym tomorrow.
 I think I will have a holiday next year.
 I don't think I'll buy that car.

b. Prediction
We often use the simple future tense to make a prediction about the future. We are
saying what we think will happen.

Examples:

 It will rain tomorrow.

 People won't go to Jupiter before the 22nd century.
 Who do you think will get the job?

c. Be
When the main verb is be, we can use the simple future tense even if we have a firm
plan or decision before speaking.
 Examples:

 I'll be in London tomorrow.

 I'm going shopping. I won't be very long.
 Will you be at work tomorrow?

II. EXERCISES:
A. Underline the correct tense/form of the verb inside the parenthesis.
1. The captain (is, was, will be) the master of the vessel.
2. The sea (was, is, will be) rough yesterday.

3. The crew (will sound, sounded, sounds) the alarm last night.

4. Navigators (use, used, will use) Decca and Loran as aids to navigation.

5. The officer of the watch (gives, gave, will give) orders to the helmsman an hour ago.

6. The cadets (will finish, finished, finish) the course next week.

7. We (proceeded, proceed, will proceed) to Hamburg tomorrow.

8. The STCW Convention for Seafarers (will be adopted, was adopted, adopts) by IMO in 1978.

9. Shipowners (will require, required, require) all seafarers to undergo training in Maritime English in the
near future.

10. The chief mate (submits, will submit, submitted) a report to the captain regularly.

B. Word Stress Drill

Stressing means giving force/s to a word or syllable so as to give it prominence. The syllable
with the strongest stress in an utterance constitutes the core with which unstressed syllables are
grouped to form a rhythm unit.

cómpetence respónsibility ófficer

advénture obtáin cadét

condítion hotél séaman

educátion commánd instrúctor

captáin convéntion éngine

III. VOCABULARY

Study the following words and phrases and use each in a sentence:

1. standard of competence – the level of proficiency to be achieved for the proper

performance of functions on board ship in accordance with the internationally agreed criteria.
2. evaluation criteria – the entries appearing in column 4 of the “Specification of
Minimum Standard of Competence” tables in Part A of the STCW Code and provide the means
for an assessor to judge whether or not a candidate can perform the related tasks, duties and
responsibilities.
3. International Maritime Organization (IMO) – a specialized agency of the United
Nations system devoted to maritime affairs, especially safety.
4. management level – the level of responsibility associated with serving a master, chief
mate, chief engineer officer or second engineer officer on board a seagoing ship.
5. support level – the level of responsibility associated with performing assigned tasks,
duties or responsibilities on board a seagoing ship under the direction of an individual serving in
the operational or management level.
6. independent evaluation – an evaluation by suitably qualified persons, independent of,
or external to, the unit or activity being evaluated, to verify that administrative or operational
procedures at all levels are managed, organized, undertaken, and monitored internally in order
to ensure their fitness for purpose and achievement of objective.
7. operational level – the level of responsibility associated with serving as officer in
charge of a navigational or engineering watch or as designated duty engineer for periodically
unmanned machinery spaces or as radio operator on board a seagoing ship.
8. certification – the issuance or recognition of certificate, license or other valid
documents under the authority of the government agency concerned, authorizing the holder to
serve as stated in the document or as authorized by national regulations.
9. watchkeeping – the maintenance of a continuous state of vigilance by sight, hearing or
other available means with regards to any significant change in the operating environment
affecting the safety of the ship or the maintenance of the safe and efficient operation and
upkeep of machinery affecting the safety of the ship.
10. Standards of Training, Certification and Watchkeeping Convention (STCW), 1978 – a
convention of the IMO which contains provisions to set global standards of training,
certification and watchkeeping for seafarers.

Module 3: Preposition

References: English for Maritime

Students; eslus.com; www.interlinepublishing.com; www.englishpage.com; www.writingcenter.uott
awa.ca

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PREPOSITION

This module intends to make the learners be aware of the different uses of the preposition.

The word Preposition means ‘that which is placed before’.

A preposition is a word which shows relationships among other words in the sentence. The
relationships include direction, place, time, cause, manner and amount. A preposition relates its
object to some other words in a sentence.

A preposition always goes with a noun or pronoun which is called the object of the
preposition. The preposition is almost always before the noun or pronoun and that is why it is called
a preposition. The only exception occurs in a sentence or clause introduced by an interrogative
pronoun or relative pronoun.

The preposition and the object of the preposition together are called a prepositional phrase. The
following chart shows the prepositions, objects of the preposition, and prepositional phrases of the
sentences above.

Preposition Object of the Preposition Prepositional Phrase

to the store to the store

by bus by bus

at three o'clock at three o'clock

 under the table under the table

Prepositional phrases are like idioms and are best learned through listening to and reading as much
as possible. Below are some common prepositions of time and place and examples of their use.

Prepositions of Time Prepositions of Place

at two o'clock at my house

on Wednesday in New York, in my hand

in an hour on the table

near the library

across the street

under the bed

between the books

Kinds of Prepositions

There are three kinds of prepositions:

1. Simple preposition

2. Compound preposition

3. Phrase preposition

1. Simple preposition
 A simple preposition is a word that shows the relationship between two things without the help of
another word.

Examples:

1. The purse is in the box.

2. The current passes throughout the wire.

2. Compound preposition

A compound preposition is formed by prefixing a preposition to a noun, an adjective or an adverb.

Examples:

1. The dog ran along the road.

2. Stand behind me.

3. Phrase preposition

These are groups of words that have the force of a single preposition.

Examples:

1. It was done according to your instructions.

2. The spot is away from public road or dwelling.

3. Owing to illness he was absent.

Prepositions have several meanings and applications.

1. used to describe position

a. at/away from – used with reference to a point

Examples:

The helmsman stood at the vessel.

The cook stayed away from the fire when not necessary.

b. on/off – used with reference to a hold or surface.

 Examples:

The captain placed the papers on the table.

The ship was off course.

c. into/in/out of – used with reference to an area or volume

Examples:

The cargo was lowered into the hold.

The cargo was stowed in the boiler.

The carpenter got the tools out of the tool box.

2. used to describe destination

a. to/from – used with reference to a point

Examples:

The crew sailed the ship to the Caribbean.

The MV Martin sailed from Siberia.

b. towards/away from – express motion with reference to a directional path

Examples:

The injured passenger was moved towards the wharf.

The flotsams drifted away from the boat.

c. up/down – express motion with reference to a vertical axis

Examples:

The flag was hoisted up the pole.

The seaman came down the mast.

d. across/along – express motion with reference to a horizontal axis or plane

Examples:
 They sailed across the ocean.

The ferry passed along the bay.

3. used to describe passage

a. over/under

Examples:

The sailors ran over the bridge.

The boat slowed down under the bridge.

b. behind/in front of

Examples:

The fireman passed behind the gate.

The fireman passed in front of the gate.

c. around/through

Examples:

The crew jogged around the mess hall.

The crew jogged through the mess hall.

d. by/past

Examples:

The fishermen rowed past the buoy.

The fishermen rowed by the buoy.

Note A:
1. Sometimes, the object to a preposition is an adverb of time or place.

Examples:
a. I will be done by then. (that time)

b. Come away from there. (that place)

2. Sometimes the object to a preposition is an adverbial phrase.

Examples:

a. Each article was sold at over a rupee.

b. He did not see her till a few days ago.

3. A clause can also be the object to a preposition.

Examples:

a. Pay careful attention to what I am going to say.

b. There is no meaning in what you say.

4. The object to a preposition when it is a relative pronoun is sometimes omitted.

Examples:

a. He is the man I was looking for. (the object whom is understood)

b. These are the good rules to live by. (the object which is understood)

Note B:

1. Barring, concerning, considering, during, notwithstanding, pending, regarding, respecting, touching etc
are present participles of verbs and are used without any noun or pronoun being attached to them.
They are also considered prepositions and are sometimes distinguished as participial prepositions.

2. Some words can be used either as adverbs or as prepositions.

Examples:

a. I could not come before.

b. I came the day before yesterday.

II. EXERCISES
 A. Complete each sentence with a preposition. Select your answers from the above list.

1. The cargo must be securely stowed __________ the holds.

2. The handling of cargo __________ and __________ the ship’s holds requires great skill.

3. The poster is __________ the cabin wall.

4. He stood __________ the wheel.

5. The engineer stood __________ the flames.

6. The ship moored __________ the harbor.

7. The keel was just __________ the seabed.

8. The chart lay __________ the table.

9. The barge sailed __________ the bridge.

10. The cargo was lifted __________ the hold.

B. Word Stress Drill:

a. primary stress on initial syllable of two-syllabic words

fáthom rúdder máster tánker

sígnal cómpass éngine plátform

hélmsman stárboard cábin cárgo

b. primary stress on initial syllable of three-syllabic words

cómpetence énvelope dígital

máritime ófficer émbassy

cárrier máintenance bánkruptcy

quántity náutical álmanac

III. VOCABULARY

Fill in the blanks with the correct words or group of words that fit the following
descriptions/definitions. Choose your answers from the list below.

__________ 1. depth from waterline to vessel’s bottom, maximum/deepest unless otherwise

specified.

__________ 2. place where a specific vessel is anchored or is to anchor

__________ 3. vessel moving, under control, with anchor moving along the sea bottom

__________ 4. an anchor moving over the sea bottom involuntarily because it is no longer preventing
the movement of the vessel

__________ 5. height of the highest point of the vessel’s structure above waterline, e.g., radar, funnel,
cranes, masthead

__________ 6. mandatory speed in a fairway

__________ 7. navigable part of waterway

__________ 8. a mark or place at which a vessel is required to report to establish its position

__________ 9. a mark or place which a vessel comes under obligatory entry, transit or escort

__________ 10. Formation of ice on vessels

icing way point fairway

receiving point fairway speed draught

dragging (of anchor) anchor position air draught

dredging anchor offshore installation traffic lane

Module 4: Adverbs
References: English for Maritime Students; Keys for Writers; www.ccc.commnet.edu
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 I. OBJECTIVES

This module aims to make the learner:

a. identify an adverb from the other parts of a sentence
b. know the different uses of adverb
c. make sentences with adverbs on their own

II. DISCUSSION PROPER

A. What is an adverb?

Adverbs are words that modify:

a. a verb (The boat sailed slowly. — How did it sail?)
b. an adjective (He is the owner of a very large ship. — How large was his ship?)
c. another adverb (She moved quite slowly down the corridor. — How slowly did
she move?)

As we will see, adverbs often tell when, where, why, or under what conditions
something happens or happened. Adverbs frequently end in -ly; however, many words
and phrases not ending in -ly serve an adverbial function and an -ly ending is not a
guarantee that a word is an adverb. The words lovely, lonely, motherly, friendly,
neighborly, for instance, are adjectives:

· That lovely woman owns that newly launched sailboat.

B. What are the common kinds of adverbs?

a. Adverbs of Manner
She moved slowly and spoke quietly.

b. Adverbs of Place
She has lived on the island all her life.
She still lives there now.

c. Adverbs of Frequency
She takes the boat to the mainland everyday.
She often goes by herself.

d. Adverbs of Time
She tries to get back before dark.
It's starting to get dark now.
She finished her tea first.
She left early.
 e. Adverbs of Purpose
She drives her boat slowly to avoid hitting the rocks.
She shops in several stores to get the best buys.

C. Other types of adverbs:

a. adverb clause: if a group of words containing a subject and verb acts as
an adverb (modifying the verb of a sentence)
Example:
When this voyage is over, we're going home to our families.

b. adverbial phrase: When a group of words not containing a subject and

verb acts as an adverb. Prepositional phrases frequently have adverbial
functions (telling place and time, modifying the verb):
Examples:
He went to the movies.
She works on holidays.
They lived in Canada during the war.

But there are other kinds of adverbial phrases:

He calls his mother as often as possible.

c. infinitive phrases can act as adverbs (usually telling why):

She hurried to the mainland to see her brother.
The senator ran to catch the boat.

D. Rules in using adverbs:

1. Adverbs can modify adjectives, but an adjective cannot modify an
adverb. Thus we would say that "The students showed a really wonderful
attitude," and that "The students showed a wonderfully casual attitude," and
that "My professor is really tall, but not "He ran real fast."

2. Like adjectives, adverbs can have comparative and superlative forms to

show degree.

Walk faster if you want to keep up with me.

The student who reads fastest will finish first.

3. We often use more and most, less and least to show degree with
adverbs:

With sneakers on, she could move more quickly among the patients.
The flowers were the most beautifully arranged creations I've ever seen.
She worked less confidently after her accident.
That was the least skillfully done performance I've seen in years.
 4. The as — as construction can be used to create adverbs that express
sameness or equality:
He can't run as fast as his sister.

5. A handful of adverbs have two forms, one that ends in -ly and one that
doesn't. In certain cases, the two forms have different meanings:

He arrived late.
Lately, he couldn't seem to be on time for anything.

6. In most cases, however, the form without the -ly ending should be
reserved for casual situations:

She certainly drives slow in that old Buick of hers.

He did wrong by her.
He spoke sharp, quick, and to the point.

7. Adverbs often function as intensifiers, conveying a greater or lesser

emphasis to something. Intensifiers are said to have three different functions:
they can emphasize, amplify, or downtone. Here are some examples:

Emphasizers:
I really don't believe him.
He literally wrecked his mother's car.
She simply ignored me.
They're going to be late, for sure.

Amplifiers:
The teacher completely rejected her proposal.
I absolutely refuse to attend any more faculty meetings.
They heartily endorsed the new restaurant.
I so wanted to go with them.
We know this city well.

Downtoners:
I kind of like this college.
Joe sort of felt betrayed by his sister.
His mother mildly disapproved his actions.
We can improve on this to some extent.
The boss almost quit after that.
The school was all but ruined by the storm.

8. Adverbs (as well as adjectives) in their various degrees can be

accompanied by premodifiers:
 She runs very fast.
We're going to run out of material all the faster

E. Positions of Adverbs
One of the hallmarks of adverbs is their ability to move around in a sentence.
Adverbs of manner are particularly flexible in this regard.

Solemnly the minister addressed her congregation.

The minister solemnly addressed her congregation.
The minister addressed her congregation solemnly.

The following adverbs of frequency appear in various points in these sentences:

Before the main verb:

I never get up before nine o'clock.

Between the auxiliary verb and the main verb:

I have rarely written to my brother without a good reason.
·
Before the verb used to:
I always used to see him at his summer home.

Indefinite adverbs of time can appear either before the verb or between the
auxiliary and the main verb:

He finally showed up for batting practice.

She has recently retired.

Sequencing adverbs

When we want to show that processes or events happen one after the other,
we use sequencing adverbs or sequence words.

Sequencing adverbs/sequence words are usually put at the beginning of the

process or event they reproduce. Some common sequence words are: first, then,
next, after that, afterwards, later, eventually, finally.

Example:
First, the captain inspected the cabins, then he entered the galley; after
that he proceeded to the engine room; and finally he went to the radio room.
 The events may be stated in a series of sentences, or they may be linked by
semicolon (;) or the connective and. Except for first and finally the words may be
used in any order.

F. Order of Adverbs
There is a basic order in which adverbs will appear when there is more than one.
THE ROYAL ORDER OF ADVERBS
Verb Manner Place Frequency Time Purpose
in the before to keep in
Beth swims enthusiastically every morning
pool dawn shape.
into every before to get a
Dad walks impatiently
town afternoon supper newspaper.
in her before
Alma naps every morning
room lunch.
In actual practice, of course, it would be highly unusual to have a string
of adverbial modifiers beyond two or three (at the most). Because the
placement of adverbs is so flexible, one or two of the modifiers would
probably move to the beginning of the sentence: "Every afternoon before
supper, Dad impatiently walks into town to get a newspaper." When that
happens, the introductory adverbial modifiers are usually set off with a
comma.

III. EXERCISE
A. Briefly describe the stages in the following processes using sequencing
adverbs such as first, then, next, after
that, afterwards, later, eventually, finally:
1. circulation of oil in a typical marine diesel
2. preparing the turbo generator for operation

IV. VOCABULARY
1. Sludge – the sediment left in fuel oil tanks
2. Vent – a valve in a tank or compartment used primarily to permit air to
escape
3. Tube boiler – boiler in which the water flows through the tube and is
heated by the gases of combustion
 4. Gauge glass – device for indicating the liquid level in a tank
5. Feed water – fresh water with the highest possible level of purity, made
in evaporator for use in boilers
6. Evaporator – a strong metal tank or vessel composed of tubes, headers in
which water is heated by the gases of combustion to form steam
7. Back pressure – the pressure exerted on the exhaust side of a pump or
engine
8. Broiler – a distilling device to produce fresh water from sea water
9. Painter – length of rope permanently secured at bow of a boat for towing
or making fast
10. Lashing – a fastening made by a piece of cordage, chain or wire in
securing a movable object or uniting two or more parts of objects together

Module 5: Standard Maritime Orders

Reference: English for Maritime Students

-------------------------------------------------------------------------------------------------

I. OBJECTIVES

At the end of the lesson the students will be able to:

a. State at least five standard wheel orders

b. State at least five standard engine orders

c. State and correctly pronounce the standard marine phrases for selected wheel and engine orders

A. Standard Wheel Orders

The art of steering a ship can be gained by practice. The ship’s head, rudder and steering wheel
all turn the same way, that is, to turn the ship to starboard one must turn the wheel to starboard. The
angle of turn given to the rudder is shown in degrees on the helm indicator situated forward of the
wheel.

All orders received by the helmsman are to be repeated twice; once when the order is received
and again when the order has been carried out. This is to ensure that the helmsman has both
understood and carried out the orders correctly.
 Here are some standard wheel orders taken from the Standard Marine Communication Phrases
(SMCP) list:

Order Meaning

Midships Rudder to be held in the fore and aft position

Port five 5° of port rudder to be held.

Port ten 10° of port rudder to be held.

Port fifteen 15° of port rudder to be held.

Port twenty 20° of port rudder to be held.

Port twenty-five 25° of port rudder to be held.

Hard-a-port Rudder to be held fully over to port.

Starboard five 5° of starboard rudder to be held.

Starboard ten 10° of starboard rudder to be held.

Starboard fifteen 15° of starboard rudder to be held.

Starboard twenty 20° of starboard rudder to be held.

Starboard twenty-five 25° of starboard rudder to be held.

Hard-a-starboard Rudder to be held fully over to starboard.

Ease to five Reduce amount of rudder to 5° and hold.

Ease to ten Reduce amount of rudder to 10° and hold.

Ease to fifteen Reduce amount of rudder to 15° and hold.

Ease to twenty Reduce Amount of rudder to 20° and hold.

Steady Reduce swing as rapidly as possible.

Steady as she goes Steer a steady course on the compass heading indicated
at the time of the order. The helmsman is to repeat the
order and call out the compass heading on receiving the
order. When the ship is stead on that heading, the
helmsman is to call out: “Stead…”
 a. 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.

Order Course to be steered

“Port, steer one eight two” 182°

“Starboard, steer zero eight two” 082°

“Port, steer three zero five” 305°

b. On receipt of the order to steer, for example, 182°, the helmsman should
repeat it and bring the ship round steadily to the course ordered. When the ship is
steady on the course ordered, the helmsman is to call out:
“Steady on one eight two”

The person giving the order should acknowledge the helmsman’s call out.

If it is desired to steer on a selected mark the helmsman should be ordered to:

“Steer on…buoy…(mark)…(beacon)”

The helmsman should repeat the order and when steady on the mark call out:

“Steady on…buoy…(mark)…(beacon)”

The person giving the order should acknowledge the helmsman’s call out.

B. Standard Engine Orders

 Any engine order given should be repeated by the person operating the bridge telegraph/s and
the officers of the watch should ensure that the order is carried out correctly and right away.

Listed below are some standard engine orders from the SCMP manual.

Order Meaning

Full ahead Maximum manoeuvring engine revolutions for ahead propulsion.

Half ahead Revolutions as indicated in ship’s orders.

Slow ahead Revolution as indicated in ship’s orders.

Dead slow ahead Revolutions as indicated in ship’s orders.

Stop engine/s No engine revolutions.

Dead slow astern Revolutions as indicated in ship’s orders.

Slow astern Revolutions as indicated in ship’s orders.

Half astern Revolutions as indicated in ship’s orders.

Full astern Revolutions as indicated in ship’s orders.

Emergency full ahead/astern Revolutions as indicated in ship’s orders.

Stand by engine Engine-room personnel fully ready to manoeuvre and bridge manned
with personnel to relay engine orders.

Finished with engines Movement of engineer/s no longer required.

Examples:

Order Meaning

Bow thrust full/half to port Ship’s head to move to port with power as specified.

Bow thrust full/half to starboard Ship’s head to move to starboard with power as specified.

Stern thrust full/half to port Ship’s stern to move to port with power as specified.

Stern thrust full/half to starboard Ship’s stern to move to starboard with power as specified.

Bow/stern thrust stop No bow/stern thrust revolutions.

 For vessels with variable pitch propellers, the meaning of the order would include the
combination of pitch and revolutions as indicated in ship’s orders.

Exercise:

State the standard marine phrases for the following wheel and engine orders. Write your answer on
the blank below each number.

1. Rudder to be held fully over the port.

____________________________________________________________
2. 15° of port rudder to be held.
____________________________________________________________
3. Rudder to be held in the fore and aft position.
____________________________________________________________
4. 10° of starboard rudder to be held.
____________________________________________________________
5. Rudder to be held fully over to the starboard.
____________________________________________________________
6. Reduce amount of rudder to 5° and hold.
____________________________________________________________
7. Reduce swing as rapidly as possible.
____________________________________________________________
8. 25° of starboard rudder to be held.
____________________________________________________________
9. No engine revolution.
____________________________________________________________
10. Engine-room personnel fully ready to manoeuvre and bridge manned with personnel to
relay engine orders.
____________________________________________________________
11. Movement of engine/s no longer required.
____________________________________________________________
12. Ship’s head to move to port with power as specified.
____________________________________________________________
13. No bow/stern thrust revolutions.
____________________________________________________________
14. Ship’s head to move to starboard with power as specified.
____________________________________________________________
15. Ship’s stern to move to starboard with power as specified.
____________________________________________________________
 Module 6: Proper Phrases and the Phonetic
Numbers and Alphabet
Reference: English for Maritime Students
-------------------------------------------------------------------------------------------------

OBJECTIVES:
At the end of the lesson the students will be able to:
a. correctly pronounce words and phrases from the SMCP
b. correctly use phrases from the SMCP (Standard Marine Communication Phrases)
c. correctly pronounce the phonetic alphabet and the phonetic numbers

Radiotelephone or radiophone communication take place from ship to ship, ship to shore, land
station to land station, mobile station to mobile station, aircraft station to land station, aircraft station
to aircraft station, etc.

Generally, communication via radiotelephone encounters a lot of difficulties in reception

because varied factors such as static, fading and interference due to noises picked up inside the
receiving room or by the transmitter.

To improve intelligibility and accuracy of the message in the receiving end, phonetic alphabet
and phonetic numbers are used in transmitting messages.

A. The International Phonetic Alphabet

Letter Code Word Letter Code Word Letter Code Word

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

B. The Phonetic Numbers

Figure Code Word

0 Nadazero
1 Unaone
2 Bissotwo
3 Terrathree
4 Kartefour
5 Pentafive
6 Soxisix
 7 Setteseven
8 Oktoeight
9 Novenine
Full Stop Stop
Decimal Point Decimal

C. Selected Phrases from the SMCP

In radiotelephone communication messages can sometimes be misconstrued when proper
phrases are not used. In the advent of modern communication, a new generation of radio slang has
been produced and is becoming common. Although they are easily understood by a native speaker,
these words and phrases can be easily misunderstood by a non-native speaker.

A. Responses
1. When the response to a question is in the affirmative, say ‘Yes’.
2. When the response to a question is in the negative, say ‘No’.
3. When the information is not immediate available but soon will be, say ‘Stand by’.
4. When the required information cannot be obtained, say ‘No information’.
5. When a message has not been properly heard, say ‘Say again’.
6. When a message is not understood, say ‘Message not understood’.

Sometimes, incorrect terms are used in radio communication. Here are some examples:
1. ‘Affirmative’, ‘Roger’, ‘Wilco’, ‘Right’, instead of ‘Yes’
2. ‘Negative’, ‘No way’, instead of ‘No’.
3. ‘Wait’, ‘Wait one’ (meaning ‘wait one minute’), or ‘Hang on’, instead of ‘Stand by’
4. ‘Don’t know’ instead of ‘No information’
5. ‘Repeat’ instead of ‘Say again’

B.Urgent Messages
1. Mayday – used to prefix distress
Example:
Mayday. Mayday. This is Cassandra. I need help, I am sinking.

2. Pan – used to prefix urgency

Example:
Pan. Pan. This is Cassandra. I require medical assistance.

3. Securite – used to prefix safety signals

Example:
Securite. Securite. Floating wreckage in position…

4. Attention – may be used at the beginning of an important message

Example:
Attention. Attention all ships. A warning of storms was issued at 1400 hours
starting…

EXERCISES
 A. Responses

Give the correct responses to the following statements:

1. Pilot station. This is Cassandra. Is it clear for me to enter traffic lane?
2. Pilot station. This is Cassandra. May I proceed?
3. What is your draught?
4. Princess . This is Cassandra. Is there any other traffic?
5. Princess you are steering a dangerous course. There is fishing gear ahead of you.
6. Princess. Vessel ahead of you is on opposite course.

B. Urgent Messages

Use the correct prefix and state the correct

message.
1. Mayday
a. Your ship is in distress. You are in position 38° North and 02° East. Your ship is on fire and
you have a dangerous cargo on board.
b. Your ship is in distress. You have been in a collision and you need help.
c. Your ship is in distress. You are in position 15° South, 150° East. You are on fire in the
accommodation.

2. Pan
a. You have lost a man overboard in position 80° South and 32° East. You require help with
search and rescue from all ships in the area.

b. A crewman is seriously injured, and you require medical assistance.

3. Securite
a. You sight a drifting mine 2 miles 330° from St. Nicholas Point. Warn other ships.
b. Newharbour radio beacon service has been discontinued. Warn other ships.
c. Tropical storm Sally is reported in position 15° North, 75° West. What would the radio station
issuing the warning say?

Module 7: Safety at Sea

References: English for Maritime Students; www.google.com
-----------------------------------------------------------------------------------------

I. OBJECTIVES
At the end of the lesson, the students will be able to:
a. correctly identify emergency situations at sea
b. correctly use message markers
c. make an emergency drill on given situations

II. DISCUSSION
 English has been the universal language for all types of transport the world over. But problems do
arise when it comes to understanding the language for native non-speakers. The shipping industry is not
an exemption to this problem. Almost in every ship, it is often that only the captain and/or one of his
officers are fluent in the English language. Thus, a universal coding and decoding system is needed to
be applied on different situations.

Legible communication is crucial in every ship’s voyage as it entails the safety of both the
passengers and crew on board.

"In times of crisis, it can be a life-saver, that all too many seamen are urgently in need of," says
Trenkner, who is based in the German Baltic Sea port of Warnemuende

A. Emergencies at Sea

a. The following are the major types of emergencies on board:

Vessel coming into destructive contact, are said to be in

Collisions
collision.
The condition of a vessel that has run on a strand or a
Stranding
beach.
Grounding The condition when a vessel touches the bottom.
Main Engine
Breakdown in operation of the main engine.
Failure
These can be caused by failure or faulty operation of
Fire and/or
equipment, by self-ignition caused by carelessness with
Explosion
open fire or smoking in a non-smoking area.
Foundering Vessel is in danger of sinking.

b. The minor types are:

1. Flooding
2. Listing
3. Capsizing
4. Man overboard
5. Gas leakage
6. Oil spill
7. Electrical accident
8. Accident in an enclosed place

B. Emergency Response Procedures

a. Instructions to follow during emergency situations are:

1. Immediately upon boarding the vessel, each person should familiarize himself with his assigned location
in the event of an emergency.

2. All crew members should be thoroughly familiar with the duties they are assigned to perform in the
event of an emergency.
3. All persons should participate in emergency drills and should be properly dressed including a properly
donned life preserver or exposure suit.

4. In all passenger-carrying vessels, the Steward Department shall be responsible for warning passengers,
seeing that passengers are properly dressed and have correctly donned their life preservers or exposure
suits, assembling and directing passenger movement and ensuring that a supply of blankets be taken to
the lifeboats.

5. The proper chain of command is indicated by the sequential numbers assigned to each department.
Should a key person become disabled the next senior member of that department must take over the
disabled person’s place.

6. The Chief Mate should be responsible for the maintenance and readiness of life saving and fire fighting
appliances and equipment above the main deck. The First Assistant Engineer must be responsible for
the maintenance and readiness of all lifesaving and firefighting appliances and equipment on the main
deck and below.

b. Response procedures to specific emergency situations are as follows:

a. Barricade the scene and keep passengers away from it and from
Fire or disaster team working and fighting the fire
Explosion b. Don’t open the hot doors. All automatic door shutters will
activate.
a. Don’t attempt to rush outside as the impact might throw you out
or bump on sailings and bulkheads.
Collision
b. Stay in your cabin and wait for instructions from the wheelhouse
coming out in your loudspeaker or loud hailer in the corridor.
a. Once trapped inside, call for help.
b. Don’t open portholes as water will enter through, filling up your
room and downing you.
Sinking or c. Wear lifejacket.
Listing d. Proceed to lifeboat station with care.
e. Board lifeboat upon instruction.
f. Stay calm and watch your step.
g. Don’t jump or push other people.
a. Hold on to railings or on secured tables.
b. Brace yourself for any explosion that might follow when ship hits
Grounding
bottom.
c. Don’t rush outside’ wait for instructions.
a. Upon hearing the announcement through loud hailer to abandon
ship, listen carefully to instructions for lifeboat assignments of
passengers by station bill notice.
b. Follow markings for passenger exit points. These marks are
illuminated and have light indicators.
Abandon Ship
c. When the main electrical power goes out, the emergency
electrical source will automatically activate to give lights along the
corridors and exit points. Always exit up.
d. Wear your lifejacket.
e. Embark on lifeboats in an orderly manner. All persons/passengers
 occupying cabins at the portside are assigned to embark on lifeboats
at the portside. Those occupying cabins at the starboard side should
embark on lifeboats at the starboard side.
Emergency of a. Upon hearing emergency alarms, stay calm. Don’t panic.
unknown b. Wait for instructions.
nature c. Follow instructions carefully.

There should always be a control team on board to response to any of these types of emergencies
that would consist of:

1. Medical team
- Provides first aid kit, blanket, warm water, stretchers and prepares to assist injured persons.

2. Disaster Brigade Team

- Assesses the situation, draws action plan, musters personnel and displays brigade members.

3. Casualty Reporting Team

- Responsible for head counts, burial at sea, preservation of expired bodies and submission of marine
protest to port authorities.

C. Message Markers

To ensure that messages transmitted and received are accurate, additional measures are taken
like the use of message markers. This helps a lot in ensuring the safety of the passengers and crew on
board especially on emergencies.

External communication messages may be preceded by the following message markers:

indicates that the following message implies the intention of the sender to influence the recipient/s by a
recommendation.
Example:
ADVICE: Keep your present course.

R indicates that the following message is the reply to a previous question

Example:
ANSWER: My position is degrees 36 minutes north 64 degrees 31 minutes west.

ATION indicates that the following message is restricted to observed facts

Example:
INFORMATION: The pilot service is suspended.

CTION indicates that the following message implies the intention of the sender to influence the recipient/s by
regulation
Example:
INSTRUCTION: Reduce speed before waypoint number three.

ON indicates that the following message informs others about immediate navigational actions intended to be
taken
Example:
INTENTION: I intend to reduce speed.
ON indicates that the following message is of interrogative character
Example:
QUESTION: What is your position?

T indicates that the contents of the following message are asking for action from others with respect to the
ship
Example:
REQUEST: Please deliver the stores before time: one four three zero local.

G indicates that the following message informs other specific participants about dangers
Example:
WARNING: The icebreaker is aground.

D. Survival At Sea

In an uneventful occurrence of a disaster, every passenger and crew should be equipped and
ready. Survival at sea is a difficult task to carry more so if one is devoid of the necessities. If the
situation requires abandoning the ship and time allows, everyone should be provided additional safety
items as follows:

a. Emergency transmitter, emergency position-indicating radio beacon (EPIRB)

b. Search and Rescue Radar Transponder (SART)
c. Additional water supplies and food
d. Spare blankets
e. Lifebelts and additional lifejackets
f. Medical supplies

Once embarked on the survival craft, everyone must be seated and strapped into position.
Everybody must be alert and vigilant, and unless one has something significant and relevant to share,
must keep quiet to avoid commotion. A survival craft should have the following items and equipment:

a. Rescue line – one buoyant orange rescue quoit, attached to 100 feet of buoyant orange line which is
stored in a convenient place and ready for immediate use.

b. Knife – rafts which are to accommodate not more than 12 persons are supplied with one knife, stowed
in a convenient place and ready for immediate use. Raft fits to accommodate 13 or more persons are
supplied with two knives.

c. Bailer – this may be made of plastic and rigid material and is collapsible. One bailer will be supplied in
rafts of up to 12 persons, and two bailers in rafts for 13 or more persons.

d. Sponges – two sponges, which are sometimes compressed and look like pieces of hardboard, however,
on soaking they become good sponges. Sponges are supplied for mopping up purposes.

e. Sea anchor – two sea anchors, one permanently attached to the raft, stowed near the opening and
ready for immediate use, another spare one stowed in the kit. Sea anchors are made of nylon cloth,
look somewhat like parachutes, and are provided with a tow line of 30 feet long and a swivel. Tripping
lines are not provided. When using two sea anchors, stream them on different lengths of line to avoid
fouling.

f. Repair Outfit – comprising of a number of composition plugs, which are used temporarily to plug small
tears and rubber patching and solutions, so that the raft may be repaired in the same manner as the
inner tube of a tire. Full instructions are contained in the outfit. (Repair outfits are not required to be
 included in rigid rafts). When plugging a leak, use the smallest suitable plug and do not screw it in too
tightly for it may tear the fabric.

g. Plump or Bellows – three safety tin openers for use in opening the water tins.

h. First Aid Outfit – includes Omnopon, and a set of instructions in a waterproof case.

i. Drinking Vessel – rustproof and graduated in ½, 1 and 2 ozs.

j. Electric Torch – waterproof and suitable for signaling, complete with one spare set of batteries and a
spare bulb, in waterproof container.

k. Daylight Signaling Mirror – as required in a lifeboat.

l. Paddles – two buoyant paddles.

m. Pyrotechnics – two parachute distress rocket signals, and six handheld distress flares, similar to those
contained to be sufficiently visible from the air without additional smoke signals.

n. Fishing Lines and Six Hooks

o. Rescue Signal Table

p. Instruction Manual on “How To Survive” printed in English

q. Anti-seasickness Tablets – six per person the raft is deemed to accommodate.

r. Radio Equipment – requirements for life rafts are the same for lifeboats per 1988 Amendments to
SOLAS.

s. Heliograph

t. Fishing tackle

u. Food and water rations

v. Thermal protective aid

III. EXERCISES
A. Write the suitable message marker on the blank before each sentence:

1. _______________ : Proceed to the nearest safe anchorage.

2. _______________ : The visibility is very poor.
3. _______________ : What is the depth in the other fairway?
4. _______________ : Please permit me to enter the restricted zone.
5. _______________ : Stop immediately.
6. _______________ : The ship ahead of you is not under command.
7. _______________ : I do not intend to sail today.
8. _______________ : Keep clear for five minutes.
9. _______________ : What is my berth number?
10. ______________ : Please arrange the documents before I arrive.
 B. Circle the word or expression that best fits the type of obligation expressed in the sentence:

1. All regulations concerning the ship’s routine (could, may, will) be observed at all times.

2. Passengers (should, may, could) be taught how to act in cases of emergencies.

3. You (must, will, may) inform the officer if you cannot attend the meeting.

4. The doctor (may, could, ought to) treat the casualties.

5. The work (may, should, will) be finished by 1500 hours.

6. You (had better, should, would) not touch the electric wire.

7. Tools (may, would, should) not be left lying about.

8. You (are to, can, may) answer all questions.

9. Doors (must, may, could) be kept closed.

10. You (had better, are to, would) see the doctor before it’s too late.

Module 8: Idiomatic Expressions and the

Weather
References: English For Maritime Students; www.google.com
------------------------------------------------------------------------------------------------

I. OBJECTIVES

1. Make the students be familiar with more terms used during sea travel;
2. Make the students use such terms correctly;

II. DISCUSSION

Aside from using the International Phonetic Alphabet and Numbers in communication, the Maritime
industry also has specialized terms relating to sea conditions. Here we refer to the Beaufort Wind Scale
in conversing about the sea conditions.

A. THE BEAUFORT WIND SCALE

Beaufort Scale Description and limit Sea criterion

Number of wind speed in knots
Ǫ Calm less than 1 Sea like mirror
Ripples with the appearance of scales are formed but
1 Light Air 1 - 3
without foam crests.
Small wavelets, still short but more pronounced, crests
2 Light Breeze 4 - 6
have a glassy appearance and do not break.
3 Gentle Breeze 7 - 10 Large wavelets. Crests begin to break. Foam of glassy
 appearance. Perhaps scattered white horses.
Moderate Breeze 11 - Small waves, becoming longer, fairly frequent white
4
16 horses.
Moderate waves, taking a more pronounced long form;
5 Fresh Breeze 17 – 21
many white horses are formed. (Chance of some spray.)
Large waves begin to form; the white foam crests are
6 Strong Breeze 22 - 27
more extensive everywhere (probably some spray).
Sea heaps up and white foam from breaking waves
7 Near Gale 28 - 33 begins to be blown in streaks along the direction of the
wind. (Spindrift begins to be seen).
Moderately high waves of greater length; edges of
8 Gale 36 - 40 crests break into spindrift. The foam is blown in well-
marked streaks along the direction of the wind.
High waves. Dense streaks of foam along the direction
9 Strong Gale 41 - 47 of the wind. Sea begins to roll. Spray may affect
visibility.
Very high waves with long overhanging crests. The
resulting foam in great patches is blown in dense white
streaks along the direction of the wind. On the whole
10 Storm 48 - 55
surface of the sea takes a white appearance. The rolling
of the sea becomes heavy and shocklike. Visibility
affected.
Exceptionally high waves. (Small and medium-size ships
might be for a time lost to view behind the waves.) the
sea is completely covered with long white patches of
11 Violent Storm 56 - 63
foam lying along the direction of the wind. Everywhere
the edges of the wave crests are blown into froth.
Visibility affected.
The air is filled with foam and spray. Sea completely
12 Hurricane 64 - 71 white with driving spray; visibility very seriously
affected.

B. Some Idiomatic Expressions That Can Be Used In Maritime Service

1. get going – start; go into action; make haste

Example:
Better get going if you don’t want to miss the boat.

2. square peg in a round hole – one unsuited for his occupation or environment
Example:
A sailor who spends more time on land than on the sea is like a square peg in a round hole.

3. make a living – earn enough to live decently; sustain oneself economically

Example:
Being a high-ranking officer in the Navy gives one a huge responsibility but is also a good way to make a
living.

4. over-all – comprehensive
Example:
The captain has an over-all appraisal of the ship’s condition.

5. rain cats and dogs – to rain heavily

Example:
 Visibility is difficult when it rains cats and dogs.

6. bed of roses – a condition of ease and luxury

Example:
Life in the marine service isn’t like a bed of roses.
7. birds of a feather – persons with the same characteristics and tendencies
Example:
My sisters and me are birds of a feather, we all like to prowl on the beach.

8. hold water – be valid

Example:
What he explained about the incident all hold water.

9. get a raise – obtain an increase in salary

Example:
The management promised that all of us will get a raise at the end of the year.

10. see one off - go to say goodbye to someone at an airport, a railway station, or at the wharf
Example:
He told me he will be late for the meeting because he has to see one off.

11. all set – all ready

Example:
The family is all set for the much anticipated voyage to the Caribbean.

12. all ears – very attentive

Example:
The seafarers were all ears to the Captain when he gave his final instructions before the voyage.

13. under lock and key – locked safely; very secure

Example:
All the doors and port holes should be under lock and key before we embark on this voyage.

14. big shot – an important person

Example:
We heard that a big shot is invited to grace the launching of the newest ship in the line.

15. come to terms – to reach an agreement

Example:
The management and the striking crew finally came to terms and the ship’s voyage will resume in due
time.

16. blacklist – a list of people considered undesirable

Example:
The union leader and some of his members are in the blacklistof the management for leading the
recently concluded strike.
17. break – an opportunity to succeed
Example:
The rest of the striking crew was given a break by the management after they promised not to launch
another strike in the future.

18. tread the middle aisle – to get married

Example:
The captain of the ship will file a leave of absence after he treads the middle aisle this coming June.
 19. knock off – stop; leave work
Example:
The crew will knock off tonight for the Captain’s birthday party.

20. play favorites – show partiality

Example:
It is unwise for a Ship Captain to play favorites in his crew’s rift.

III. EXERCISES
A. Give the scale number and description of the sea when:
1. there is a strong breeze
2. there is light air
3. there is gentle breeze
4. there is a storm
5. there is a violent storm
6. there is a hurricane
7. there is a gale
8. there is a moderate breeze
9. there is light breeze
10. there is a strong gale

B. Make an interpretative reading of the poem below:

Sea-Fever
(John Masefield)

I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by,
And the whale’s kick and the wind’s song and the white sail’s shaking,
And the gray mist on the sea’s face and a gay dawn breaking.

I must go down to the seas again, for the call of a running tide
Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.

I must go down to the seas again to the vagrant gypsy life,

To the gull’s way and the whale’s way where the wind’s like a whetted knife,
And all I ask is a merry yarn from a laughing fellow-rover,
And quiet sleep and a sweet dream when the long trick’s over.

Module 9: Shipboard Communication

References: English For Maritime Students; www.google.com
-----------------------------------------------------------------------------------

I. OBJECTIVES
1. to explain the importance of the English oral and written communication;
2. to identify the different forms and tools in communicating;
3. to apply the basic functions of communication
II. DISCUSSION

Communication is necessary in the shipping industry, be it oral or written. Although a lot of

other languages are spoken aboard seafaring vessels, English has been declared as the universal
second language and has been practiced in ages.

A. Oral Communication
a. Suggestions on how to speak good English:
1. Associate with educated people where native tongue is English
2. Listened to trained English speakers on radio, television and other broadcast media
3. Watch English movies and listen carefully to the dialogues
4. Read aloud ten to twenty times a day, choosing material on your subject of interest
5. Take part in plays or recitation contests to enhance your speaking skill
6. Have your speech recorded and have it criticized for pronunciation errors

B. Written Communication
Maritime reports can be presented in memorandum or any ordinary business letter. Most
common maritime reports are as follows:

a. Deck Department
1. Notice of Readiness
2. Marine Protest
3. Damage Report
4. Voyage (Charter Party) Note of Protest
i. Damage to Cargo
ii. Delay Because of Bad Weather
iii. Demurrage Claim
iv. Delay in Port
v. Pilferage
vi. Short Loading
5. Accident Report
i. Fatal Injury
ii. Serious Injury
iii. Man Overboard
iv. Medical Care
6. Incident Report
i. Sighting of Vessel Not in Command
ii. Sighting of Floating Hazards to Navigation
iii. Fire on Board
iv. Piracy

b. Engine Department
1. Engine Damage Report
2. Monthly Engine Performance Report
3. Monthly Consumption Report
4. Main Engine Running Hours
5. Auxiliary Engine Running Hours
6. Engine Accident Report
i. Injuries by Accident
ii. Injuries Inflicted by Other Persons
7. Engine Incident Report
i. Fire in the Engine Report
ii. Fuel Contamination

C. Organizational Communication
 Communication in the shipping industry has two basic functions:
1. to give and receive directions; and
2. to give and receive information

There are two structures that make up the communication channel – the formal and the
informal structures. The formal structure usually follows the same lines and patterns of an
organizational chart while informal communication, often referred to as grapevine, is an unstructured
communication channel, where lines and routes change very fast.

Formal and informal communication structures have three channels and these are the upward,
downward and horizontal channels.

a. Upward Communication
- communication from support and operational level to management or superiors
- gives management feedback or information needed for planning, decision-making and controlling;
- gives the support and operational level an opportunity to offer valuable ideas to management;
- gives the management an idea if directives or policies are understood or accepted by those below;
- gives the personnel relief from emotional pressures and tensions
- common forms are as follows:
o informal discussions
o reports
o attitude surveys
o grievance procedure
o counseling
o exit interviews
o formal meetings
o suggestion system
o employee publications, unions, open-door policy
o grapevine

b. Downward Communication
- communication from management or superiors to support and operational level
- increases seafarers’ awareness;
- influences seafarers’ opinions
- stimulates seafarers’ sense of belongingness
- common forms are as follows:
o directives and orders
o small group meetings
o company publications
o supervisory meetings
o mass meetings
o bulletin boards
o public address system
o posters
o memoranda
o pamphlets
o annual reports
o audio-visual presentations
o reading rooms
o employee manuals

c. Horizontal Communication
- intra-company communication that takes place among or between sections, divisions or departments
of the same level
 - aimed at keeping people aware of activities in a related department, thus controlling unnecessary
duplication of work, needless expenses, and needless exertion of time and effort
- also called lateral communication
- most popular tools used are:
o meetings
o conferences
o telephones
o intercoms
o socials

An ideal management-employee communication manifests three conditions:

1. the channels must extend far enough to reach all employees;

2. all communications must be official;
3. channels of communication should follow the established lines of authority

III. EXERCISES
Answer the following questions briefly:
1. What are the three channels of formal communication in an organization?
2. Give five tools or procedures in upward communication.
3. State the importance of oral communication in English to Filipino seafarers employed on board foreign-
going vessels.
4. Why should Filipino seamen maintain and improve their proven ability to use the English language in
written communication.
5. Enumerate five common reports from the Deck Department and five from the Engine Department.
6. State three issues or problems on board that can be solved through upward communication.

Module 10: Irregular Verbs

References: English For Maritime Students; www.google.com; owl.english.purdue.edu;
www.wikipedia.com
-----------------------------------------------------------------------------------------------

I. OBJECTIVES
1. make the students identify irregular verbs;
2. make the students know and understand the simple past and past participial forms of the irregular
verbs;
3. make the students construct sentences using the irregular verbs

II. DISCUSSION

A verb is often defined as a word which shows action or state of being. The verb is the heart of a
sentence - every sentence must have a verb. Recognizing the verb is often the most important step in
understanding the meaning of a sentence. The word be is different from other verbs in many ways but
can still be thought of as a verb.

In English, regular verbs consist of three main parts: the root form (present), the (simple) past, and
the past participle. Regular verbs have an -ed ending added to the root verb for both the simple past
and past participle. Irregular verbs do not follow this pattern, and instead take on an alternative
pattern.
 Unlike most of the other parts of speech, verbs change their form. Sometimes endings are added
(learn - learned) and sometimes the word itself becomes different (teach-taught). Verbs that form
the past tense by adding -d or -ed are called regular verbs. Some of the most common verbs do not
form their past tense by ending in –d or –ed. They are called irregular verbs.

Principal Parts of Some Irregular Verbs

PRESENT PAST PAST PARTICIPLE

is was been
become became become
begin began begun
bid (to tell) bade bidden
bid (to offer) bid bid
bite bit bitten
blow blew blown
break broke broken
bring brought brought
buy bought bought
catch caught caught
choose chose chosen
come came come
do did done
drag dragged dragged
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
fight fought fought
flee fled fled
fly flew flown
forget forgot forgotten
freeze froze frozen
get got got or gotten
give gave given
go went gone
grow grew grown
hang (to put to death) hanged hanged
hang hung hung
hide hid hidden
know knew known
lay laid laid
leave left left
 lend lent lent
lie lay lain
pay paid paid
ride rode ridden
ring rang rung
rise rose risen
run ran run
see saw seen
set set set
shake shook shaken

In contrast to regular verbs, irregular verbs are those verbs that fall outside the standard patterns
of conjugation in the languages in which they occur. The idea of an irregular verb is important
in second language acquisition, where the verb paradigms of a foreign language are learned
systematically, and exceptions listed and carefully noted.

In linguistic analysis, the concept of an irregular verb is most likely to be used

in psycholinguistics, and in first-language acquisition studies, where the aim is to establish how the
human brain processes its native language. Historical linguists rarely use the category irregular verb.
Since most irregularities can be explained historically, these verbs are only irregular when viewed
synchronically, not when seen in their historical context.

When languages are being compared informally, one of the few quantitative statistics which
are sometimes cited is the number of irregular verbs.

The word be - the most irregular and also most common verb in English - has different forms for
each person and even for the simple past tense. The forms of the word be are given in the chart
below:

Number Person Present Past Future

1st (I) am was Will be
nd
2 (you) are were Will be
Singular rd
3 (he, she, is was Will be
it)
st
1 (we) are were Will be
Plural 2nd (you) are were Will be
3rd (they) are were Will be

III. EXERCISES

A. Conjugate the following verbs:

 INFINITIVE SIMPLE PAST PAST PARTICIPLE
alight
arise
alert
be
beech
beat
can
cast
catch
deal
dig
do
embark
fall
feed
geld
give
gnaw
hang
heave
hew
keep
kneel
knit
lay
lean
lose
make
mean
mow
pay
plead
prove
quit
read
run
saw
shake
 shear
teach
telecast
thrust
understand
weave
wring

B. Write 10 sentences using irregular verbs in the infinitive, simple past and past participial forms.

Glossary
Reference: Terms and Phrases from the SMCP Glossary, English for Maritime Students
-------------------------------------------------------------------------------------------------

Abandon vessel To evacuate a vessel from crew and passengers following a distress
Adrift Floating, not controlled, without a clearly determinable direction
Place on deck, in mess rooms, etc., assigned to crew and passengers
Assembly station where they have to meet according to the muster list when the
corresponding alarm is released or announcement made
Backing (of wind) When a wind blows round anticlockwise (opposite of veering)
Beach (to) To run a vessel upon a beach to prevent its sinking in deep water
A sea room to be kept for safety around a vessel, rock, platform, etc.,
Berth or the place assigned to a vessel when anchored or lying alongside a
pier, etc.
Blast A sound signal made with the whistle of the vessel
Areas which cannot be scanned by the radar of the vessel because
Blind sector
they are shielded by parts of its superstructure, masts, etc.
All gear, such as pilot ladder, accommodation ladder, hoist, etc.,
Boarding arrangements
necessary for a safe transfer of the pilot
The speed of a vessel adjusted to that of a pilot boat at which the
Boarding speed
pilot can safely embark
Briefing A concise explanatory information to crew and passengers
Capsizing Turning of a vessel upside down while on water
A seamark, i.e., a buoy, including the north, east, south or west from
Cardinal buoy
a fixed point, e.g., a wreck
Case of death or serious injury to a person in an accident or shipping
Casualty
disaster, also said of a distressed vessel
A method of towing vessels through polar ice by means of icebreaking
Close coupled towing tugs with a special stern notch suited to receive and hold the bow of
the vessel to be towed
Stated whether different goods can be stowed together, e.g., through
Compatibility (of goods)
a canal or ice
Convoy A group of vessels which sail together, e.g., through a canal or ice
Crude Oil Washing: a system of cleaning the tanks by washing them
COW
with the cargo of crude oil while it is being discharged
CPA Closest point of approach
Coordinator Surface Search: a vessel, other than a rescue unit,
CSS designated to coordinate surface search and rescue operation within a
specified area
Damage control team A group of crew members trained for fighting flooding in the vessel
Datum The most probable position of a search target at a given time
Derelict Goods or any other commodity, specifically a vessel abandoned at sea
Destination Port which a vessel is bound for
A vessel damaged or impaired in such a manner as to be incapable of
Disabled
proceeding its voyage
Disembark (to) To go from board a vessel
A radio signal from a distressed vessel automatically directed to a RCC
Distress alert (GMDSS) giving position, identification, course and speed of the vessel as well
as the nature of distress
Moving of an anchor over the sea bottom involuntarily because it is no
Dragging (of anchor)
longer preventing the movement of the vessel
Moving of an anchor over the sea bottom to control the movement of
Dredging (of anchor)
the vessel
Drifting Floating, caused by winds and current with a determinable direction
To increase the distance from the vessel ahead by reducing one’s own
Drop back (to)
speed
Embark (to) To go aboard a vessel
A clearly marked way in the vessel which has to be followed in case of
Escape route
an emergency
Attending a vessel, to be available in case of need, e.g., icebreaker,
Escort
tug, etc.
ETA Estimated Time of Arrival
ETD Estimated Time of Departure
Fairway Navigable part of a waterway
Fairway speed Mandatory speed in a fairway
Fire party A group of crew members trained for firefighting on board
A round through the vessel carried out by a crew member of the
Fire patrol watch at certain intervals so that an outbreak of fire may be promptly
detected; mandatory in vessels carrying more than 36 passengers
Flooding Major flow of seawater into the vessel
A powerful foam fire extinguisher standing by aboard tankers loading
Foam monitor
or discharging of oil
Anchor has its own cable twisted around it or has fouled an
Foul (of anchor)
obstruction
Foul (of propeller) A line, wire, net, etc., is wound round the propeller
Full speed Highest possible speed of a vessel
A sound signal of seven short blasts and one long blast given with the
General emergency alarm
vessel’s sound system
GMDSS Global Maritime Distress and Safety System
GPS Global Positioning System
A vessel restricted by its ability to manoeuver by the nature of its
Hampered vessel
work or its deep draft
Ropes supported by stanchions around an open hatch to prevent
Hatchrails
persons from falling into a hold
Here: a cable used by helicopters for lifting or lowering persons in a
Hoist
pick-up operation
Group of dangerous or hazardous goods, harmful substances of marine
IMO-Class pollutants in sea transport as classified in the International Dangerous
Goods Code (IMDG Code)
Course directed by the OSC or CSS to be steered at the beginning of a
Initial course
search
Inoperative Not functioning
Throwing overboard of goods in order to lighten the vessel or improve
Jettison (to) (of cargo)
its stability in case of an emergency
Launch (to) To lower, e.g., lifeboats to the water
Escape of liquids such as water, oil, etc., out of pipes, boilers, tanks,
Leaking etc., or a minor inflow of seawater into the vessel due to a damage to
the hull
Leeway Lateral movement of the vessel to leeward of its course
Let go (to) To set free, let loose, or cast off (of anchors, lines, etc.)
Place assigned to crew and passengers where they have to meet
Lifeboat station
before they will be ordered to enter the lifeboats
List Inclination of the vessel to portside or starboard side
Seawater to flow into the vessel due to damage to its hull, or hatches
Make over (to)
awash and not properly closed
A vessel’s reduced rate of speed in restricted waters such as fairways,
Maneuvering speed
harbors, etc.
An illness preferably of an infectious nature seizing more than two
Mass disease
persons on board at the same time
To secure a vessel in a particular place by means of chains or ropes
Moor (to) made fast to the shore, to anchors, or to anchored mooring buoys, or
to ride with both anchors
To assemble crew, passengers or both in a special place for purposes
Muster (to)
of checking
A vessel which through exceptional circumstances is unable to
Not under command (NUC)
maneuver as required by the COLREGs
An object such as a wreck, net, etc., which blocks a fairway, route,
Obstruction
etc.
When the transmissions of a radio station of a Decca chain, etc., have
Off air
broken down, switched off or suspended
Off station (of buoys) Not at the position charted
Oil clearance A operation to remove oil from the water surface
Operational Ready for immediate use
Ordnance exercise Naval firing practice
On-Scene Commander: The commander of a rescue unit designated to
OSC
coordinate search and rescue operations within a specified area
Outbound/Inbound vessel A vessel leaving/entering port
Accidental escape of oil out of a tank when it gets too full because
Overflow
pumping was not stopped in time
A vessel emitting harmful substances into the air or spilling oil into
Polluter
the sea
Proceed (to) To sail or head to a certain position or to continue the voyage
Public Address System: loudspeakers in the vessel’s cabins, mess
PA System rooms, etc., and on deck via which important information can be
broadcast from a certain point, mostly from the navigation bridge
Rescue Coordination Center: land-based authority conducting and
RCC
coordinating search and rescue operations in a designated area
A mark or place in which a vessel comes under obligatory entry,
Receiving point
transit, or escort procedure
A fictive line displayed on the radar screen separating the freeway
Reference line for inbound and outbound vessels so that they can safely pass each
other
Refloat (to) To pull a vessel off after grounding: to set afloat again
Reporting point (see Way point)
 An appointment between vessels normally made on radio to meet in
Rendezvous
certain area or position
A group of crew members standing by in case of an emergency in
Rescue team
order to assist other teams in action if necessary
A deck, space, area, etc., not permitted to be entered for safety
Restricted area
reasons
Retreat signal Sound, visual or other signal to a team ordering it to return to base
The movement of an oil rig, drilling platform, etc., from one
Rig move
position to another
The act of checking who of the passengers and crew members are
Roll out present, e.g. at assembly stations, by reading aloud a list of their
names
That speed of a vessel allowing the maximum possible time for
Safe
effective action to be taken to avoid a collision and to be stopped
speed
within an appropriate distance
Safety load The maximum permissible load of a deck, etc.
Safe working pressure The maximum permissible pressure in cargo hoses
SAR Search and Rescue
Scene The area where the event, e.g. an accident, has happened
A pattern according to which vessels and/or aircraft may conduct a
Search pattern
coordinated search (the IMOSAR offers seven search patterns)
Search speed The speed of searching vessels directed by the OSC or CSS
Separation of goods which for different reasons must not be stowed
Segregation (of goods)
together
Transverse movement of cargo, especially bulk, caused by rolling or
Shifting cargo
a heavy list
Slings Ropes, nets, and any other means for handling general cargoes
Speed advance The speed at which the storm center moves
To accidentally escape, e.g. oil, etc., from a vessel, container,
Spill (to)
etc., into the sea
Spill control gear Special equipment for fighting accidental oil spills at early stages
Spreader Here: step of a pilot ladder which prevents the ladder from twisting
Stand by (to) To be in readiness or prepared to execute an order
Stand clear (to) To keep a boat away from a vessel
Orders of the Master to the officers of the watch which s/he must
Standing orders
comply with
Stand on (to) To maintain course and speed
Station The allotted place or the duties of each person on board
Take off (to) To start with the helicopter from a vessel’s deck
Target The echo generated, e.g. by a vessel, on a radar screen
A one-way route which vessels have to comply with within a traffic
Traffic lane
separation scheme
Here: the transfer of goods from one vessel to another outside
Transshipment (of cargo)
harbors
Transit The passage of a vessel through a canal, fairway, etc.
Speed of a vessel required for a passage through a canal, fairway,
Transit speed
etc.
A vessel which is not an anchor, or made fast to the shore, or
Underway
aground
When the light characteristics of a buoy or a lighthouse are
Unlit
inoperative
UTC Universal Time Coordinated (GMT)
 When a wind is permanently changing the direction from which it
Variable (of winds)
blows
Veering (of winds) When a wind blows round clockwise; opposite of backing
Vessel Traffic Service: a service, designed to improve safety,
VTS efficiency, and easiness of vessel traffic and to protect the
environment
VTS area Area controlled by a VTS Center or VTS Station
A mark or position at which a vessel is required to report to
Way point
establish its position
The general direction from which the wind blows; opposite of the
Windward
leeward
Wreck A vessel which has been destroyed or sunk or abandoned at sea