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 and an outside skin called shell plating. At the base of the hull is a heavy metal plate called the keel. When the ship is at sea this part of the ship is under water. To make it easier to refer to parts of the ship, the hull is divided into three areas or parts. They are the forward, amidships and after parts. The forward part is nearest the bow. The after part is nearest the stern. Amidships is in the centre part of the ship. Identify the main parts of the hull in the diagram below:
In the bow, the hull is attached to the stem post. In the stern, the hull is attached to the sternpost. The hull is divided into a number of watertight compartments. Decks divide the hull horizontally and bulkheads divide it vertically. Deck beams support the decks and stanchions support the bulkheads. Label the deck beams and the stanchions on the diagram below:
Cargoes are stored in cargo holds. Cargo holds are usually situated at the bottom of the ship. Within the hull, decks are given a special name, i.e. between decks (often called simply tween decks). There may be upper tween decks and lower tween decks above the holds.
Bulkheads are partitions that can run either transversely (across the ship) or longitudinally (fore and aft). Sometimes bulkheads are built so that they are completely watertight. This makes
it possible either to carry liquid cargoes, or to seal off the ship if water should break in. The bulkhead nearest the stem must be very strong. If the ship is damaged it must remain watertight. This bulkhead is called the collision bulkhead.
Besides the space for cargo the hull also contains the engine room, which is situated at the after end of the ship, and a number of tanks: at the fore end of the ship is the forepeak tank , and at the after end of the ship is the after peak tank . These tanks are used for storing fresh water and ballast water. At the bottom of the ship is the double bottom tank, which is used for storing fuel and water ballast.
If you look at the after part of the ship‘s hull, you can see small round openings in the ship‘s side. These let light and air into the cabins, the crew‘s quarters. The openings are called portholes.
Now look at the diagram 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 af ter 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 These are made up of vertical posts called called guard stanchions which are linked together by either wires or tubes. These protect the passengers and crew from falling f alling overboard. 1.2. As stated previously, ships are divided off into different levels called decks. The upper deck is the deck which is level with the top of the hull. Modern ships also have decks forward and aft above the upper deck and these are called the forecastle deck and poop deck. Amidships above the level of the upper deck is the superstructure. On a cargo ship the superstructure is usually quite small. The superstructure consists of several decks each with a different purpose. In the diagram below the four decks are named.
The lowest of the four decks of the superstructure is called the bridge deck. The crew‘s quarters and the galley are on this deck. The next deck is the upper bridge deck or saloon deck. Here are cabins for the passengers and a lounge lounge and saloon for their use. 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 is steered or conned from. Look at the diagram below and name the four decks of the superstructure labelled as A to D. What are the decks E and F called ?
On which deck are the following found?
(a) Lifeboats (b) Wheelhouse (c) Galley (d) Passenger‘s accommodation (e) Crew‘s quarters (f) Captain‘s cabin.
2. VOCABULARY Words and phrases
Hull = cocă, corp de navă; osatură, carcasă
Keel= chilă
Bow= prova Stern = pupa Forward = partea din faţă a navei, înainte, în prova Amidships = la cantrul/mijlocul navei; in axul navei; la cuplul maestru After = din(spre) pupa; la/spre pupa; înapoi
Hold = magazie/hambar (de navă) Deck = punte de navă, covertă Bulkhead =perete etanş de navă, perete de compartimentare (de regulă transversal) Between deck (‗tween deck) = întrepunte (spaţiu) Watertight compartment = compartiment etanş 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 balustradă Upper deck = punte superioară Forecastle deck = puntea teugă Poop deck =puntea dunată
Superstructure = suprastructura Fore =prova; extremitate prova; // spre prova; în/la prova, dinspre prova Aft = pupa// la/spre/dinspre pupa, din pupa
Bridge deck = punte de comandă/navigaţie Boat deck = punte a bărcilor; punte de promenadă (la navele de pasageri) Upper bridge deck= punte superioară Crew quarters = cabinele echipajului
Galley = bucătărie (pe nava) Saloon deck= punte de clasa întîia (la navele de pasageri) Lounge = careu
Accommodation = cabine, spaţiu de locuit pentru ofiţeri Lifeboats = bărci de salvare Wheelhouse = cameră a timonei Funnel = coş 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. name a specific person, place, or thing. They are written with capital letters – Bob, Proper n ouns 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). name any one of a class of person, place, or thing: boy, city, dog, family , food, Common nouns water, happiness. They are divided into the following groups, according to their meaning: name actions, states, sensations, senses, relations, considered to be notions. They Abstr act noun s refer to intangible items. Examples: joy, love, friendship, greatness, labour , rest, force, etc. name objects, plants, things, phenomena and events, which we are aware of Concr ete noun s using our senses. They refer to tangible items. Examples: moon, lion, tree, John, rain. name groups of people or things: audience, family, team, crowd, council, Coll ective nouns association, government, crew, congress, the public , etc. are two or more nouns that function as a single unit. A compound noun can be Compound n ouns 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. refer to things that we can count; they have singular and plural forms and can be Count nouns preceded by the definite article a, an. Examples: one (a) cat, two cats, flowers , children families, days, birds, crowds, etc. name objects that cannot be counted, they do not have plural form and do Uncountable nouns 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: : - masculine gender: man, actor, landlord, hero, bull, brother Gender of per sonal n ouns - 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 ( actr ess , host ess , princess,
godd ess, waitr ess, heroine). - by adding a suffix to the feminine form ( widow- widower , bridebridegroom ) c) common gender – one form for both masculine and feminine: artist, cook, doctor, friend, musician, cousin, parent, person, student, teacher, writer. – animate nouns are classified into: Gender of ani mate nouns a) names of big animals, which are generally of male gender ( horse). There can be a distinction male-female: horse (stal lion-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 i t . 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. – these nouns are neuter: Where is my umbrella? I t is in my bag/ The Gender of i nanim ate nouns truth will emerge; i t 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. – for the nouns which are subjects in a sentence ( M y boy is waiting for his Th e nomi nati ve case friend ), or predicates ( He is a teacher ). – is the case of the direct object ( I ate an i ce-cr eam an hour ago). Th e accusati ve case If there is only one object in the sentence, this is a direct object in the accusative ( Shut th e window , please ); if there are two objects, both could be direct objects in the accusative ( I asked ), or one indirect object in the dative and one direct object in the accusative ( I lent hi m a questi on ). her my umbrell a The following verbs are followed by two accusatives: ask, envy, excuse, give, forgive, offer, save, strike, etc. – is the case of the indirect object. It is marked by the prepositions to and for Th e dative case (She gave some sweets to the chi ldr en / I bought a present for my mother ). Th e genit ive case – expresses possession and the syntactical function of attribute. There are several types of genitive:
a) The ‘s geni ti ve (synthetic genitive ) operates as follows: for singular nouns ( girl ’s dress, Ann’s bag, teacher ’s book ), for irregular plural nouns ( men’s car, children’s toys), for plural nouns ( boys’ cars, Dickens ’ life). b) The of geni ti ve – 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 impli cit geniti ve – no ‗s: audience participation, student hostel, afternoon tea (this type of genitive is used in contemporary English, especially in journalism). d) The double geni ti ve – ‗s genitive + of genitive with names of people ( this joke of Peter’s). – Bob , hurry up! / Have you got a minute, Mr . Brown ? Th e vocati ve case Number in nouns is used when the noun Sin gular n umber is used when the noun refers to one item. Plur al number 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:
Singul ar noun ending
Plur al 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 rr egular 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 ). F oreign plur als
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 into…which contain…. The deck at the top of the hull is called the…deck. Above the upper deck are the…deck and the …decks. The poop deck is…and the forecastle is…Amidships…the level of the upper deck is the….On a cargo ship the superstructure is usually quite small. The superstructure consists of several…each with a different purpose. IV. Are these statements TRUE (T) or FALSE (F)? Circle the right answer.
a. The upperdeck houses the crew‘s quarters. b. The galley is where the food is prepared.
c. The upper bridge deck contains passengers‘ cabins. d. The crew‘s quarters are in the holds. e. The upper bridge deck is sometimes called the saloon deck. f. The galley is in the upper bridge deck. 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.
T/F T/F T/F T/F T/F T/F
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. a…of swine; 10. a …of robbers; 11. a… of stockings; 12. a … of whales; 13. a … of footballers; 14. a… of wolves; 15. an… at a concert; 16. a … of flowers; 17. a … of lies; Exercise 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. adjectives:
Form nouns by adding the appropriate noun-forming suffixes to the following
SUFFIX -ness
1 short
2 existential
3 mean
-ism -th -dom -(i)ty/iety
cruel sane gay free
foolish social short wide
childish anxious long strong
Exercise 8. Give the corresponding nouns for the following verbs and adjectives:
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. o
Exercise 9. Use the saxon geni ti ve (‘s) in the following sentences:
1. He knows nothing about the climate of this country. 2. Do you know the name of the typist of
the manager? 3. The new car of the friend of his cousin is a Dacia 1300. 4. Jane doesn‘t know the 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 won‘t say a word about the purpose of her life. 13. The industry of Romania is in full swing. 14. The high note of the nightingale can be easily heard. Exercise 10. Translate into Romanian:
We‘ve run out of orange juice; you‘d better go to the grocer‘s and buy some. My husband‘s new suit is not ready yet; it is still at the tailor‘s. 3. When you go to UK don‘t miss the chance to go to Madame Tussaud‘s. 4. They usually buy fresh fruits at the greengrocer‘s every Monday morning. 5. Have you ever seen St. James‘s? 6. They decided to go to the lawyer‘s tomorrow at noon. 7. On your way home you might stop at the tobacconist‘s and buy some cigarettes for me. 8. I have been an employee at Ford‘s for twenty years. 9. I‘ll go to the hairdresser‘s later. 10.Before my coming back home, I dropped into the baker‘s where I bought a loaf of soft 1. 2.
bread and these delicious rolls. Exercise 11. Translate into English paying attention to the genitive case:
1. Străzile acestui oraş sunt foarte largi. 2. Căsătoria copiilor prietenilor mei a avut loc acum două săptămâni. 3. Acesta este noul profesor de matematică al fiului meu. 4. Înainte de a începe orele, am făcut o plimbare de douăzeci de minute. 5. Personalul acestei companii este format din treizeci de oameni. 6. In intervalul de o lună care urmează, terminăm toate examenele. 7. La vârsta lui, o călătorie de zece ore cu trenul trebuie să fie f oarte obositoare. 8. Nu trebuie să uităm niciodată de drepturile celor săraci. 9. 0 aşteptare de cinci minute nu mai contează.
10. Ziarul de ieri a publicat multe ştiri interesante.
Exercise 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. That‘s a lorry. 3. Where‘s the k nife? 4. Is it your watch? 5. This is a new house.6. That‘s an old chimney. 7. That isn‘t my dress. 8. That‘s a shoe. 9. Who‘s this man? 10.He‘s a farmer and this is his wife. 11. That‘s a row of people. 12. Is it a new bridge?13.There is a match in the bo x. 14. There‘s no child in their family.15. Is there a dictionary on his desk? 16. Is there a desk in that room? 17. The face of that woman is attractive. 18.T he house isn‘t large but it‘s comfortable. 19. Who‘s 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 s entences. 10. These aren‘t boxes. 11. The children are at school. 12. These are my notebooks. 13. My friends want to study German. 14. His brothers work hard all day. 15. Housewives have to work very hard. 16. Children receive a lot of pleasure from this game. 17. They live in small houses. 18. The postmen bring letters three times a day. 19. The boys wake up at six. 20. There are some pictures on the walls. Exercise 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 hotel‘s a bit primitive. I‘ve seen (1 mouse)_____ in my room! And there are (2 fly)_____ everywhere during the day and (3 mosquito) _____ at night. But the (4 beach) _____ are beautiful. There are a lot of old (5 church) _____ on the island and I‘ve taken lots o f (6 photo) _____ of them. Every day I buy two small (7 loaf) _____ of bread and some (8 fruit) _____ , usually (9 peach) _____ , (10 orange) _____ and (11 tomato) _____ . but the (12 shelf) _____ in the shops are almost empty, so yesterday I went fishing and caught two (13 fish) _____ for my lunch.
There aren‘t any (14 bus) _____ so I walk everywhere. My (15 foot) _____ really hurt. I want to go into the mountains. They say there are (16 wolf) _____ there. The (17 person) _____ are very friendly. Sometimes (18 family) _____ come out to say hello when I walk past. The (19 man) _____ have two or three (20 wife) _____ and dozens of (21
child) _____. I don‘t think their (22 life) _____ have changed for (23 century) _____. It‘s certainly one of the most unspoilt (24 country) _____ I‘ve ever been to.
Exercise 18.Which are the 15 countable nouns in this news report?
Hi! You‘re listening to GWR Radio. What a terrible morning! There have been several accidents on the roads. A number of people were hurt in an accident on the M 32 motorway when two cars crashed near Junction 4. And there are a few problems for rail travellers. Many trains between cities in the west and London are running twenty to thirty minutes late. Exercise 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
children‘s 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 day‘s work is over. 4. Our football team (plays/ play) this evening. 5. Your group (is/ are) made up of thirty students. 6. The audience (is/are) listening to the piano player. 7. The cattle (is/are) entering the ranch yard. 8. The committee (agrees/agree) with all the changes.
9. The furniture in my daughter‘s room (is/are) new and modern. 10. The crew of the ship (was/were) gathered on the upper deck. 11. The parliament (is/are) voting a new law. 12. The luggage (was/were placed) on the luggage rack. 13. Where (is/are) my glasses? 14. Mathematics(is/are) his favourite subject at school. 15. My cousin‘s trousers (is/are) very expensive. 16. Proceedings of the conference (is/are) published within a week. 17. The particulars of the witness (is/are) taken down by a young policeman. 18. There (is/are) enough money in the drawer. 19. Measles (is/are) a very dangerous catching disease. 20.The customs (is/are) not far from here. Exercise 21. Choose the correct form of the verb:
1.Clothes (isn‘t/ aren‘t) cheap nowadays. 2.People (doesn‘t/ don‘t) buy clothes that are too expensive. 3.60 pounds (is/ are) a lot of money for a pair of jeans. 4.The government (is/ are) trying to keep prices low. Exercise 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. ―I‘m 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 o f the ship is
called…. 2. The hull consists of an inside………. 3. The forward part is nearest the…….. 4. The after part is nearest the………... 5. In the bow, the hull is attached to the…. 6. In the stern, the hull is attached to the… 7. The hull is divided into a number of…. 8.….divide the hull horizontally. 9.…divide the hull vertically. 10…support the bulkheads.
10p
II. Answer the following questions:
1. Where are cargoes stored? 2. What are the special names given to the decks within the hull? 3. What is the purpose of the collision bulkhead? 4. What is the name of the tank at the fore end of the ship? 5. What is the name of the tank at the after end of the ship? 6. What is the purpose of the double bottom tank? 7. How do you call the deck covering the top of the hull? 8. What is 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. 2. Above the saloon deck is the boat deck. 3. The highest deck in the superstructure is called the navigation deck. 4. The bridge deck is where the ship is steered or conned from. 5. The galley is the ship‘s kitchen. 6. The crew‘s quarters and the galley are on the boat deck.
T/F T/F T/F T/F T/F 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 it‘s very difficult to find a cheap accommodation in London. ……to find cheap accommodation………. 2. We‘re looking for a place to rent………RIGHT 3. We‘re late because they‘re re-surfacing the motorway and the traffics are terrible. 4. He was asked to leave the college because of a bad behaviour at the end of term party. 5. I‘m going to phone my brother to wish him good luck for his driving test.
6. I think it‘s a pity Rebecca had her hairs cut short because she looked much more attractive before. 7. As an old friend, may I give you an advice?
8. It‘s not a bad room but the furnitures take up too much space. 9. If we don‘t have up-to-date information, how can we make sensible decisions? 10. Fortunately, the check-up was less unpleasant experience than I had expected. 11. All the luggages are here in the corridor. 12. Peter doesn‘t like milk in his tea. 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.
V.
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
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 SHIP’S DIMENSIONS
LENGTH
A ship‘s length is measured in different ways for ship‘s officers, for architects and designers, and for registry. Terms used for technical or registry purposes include registered length, tonnage length, floodable length, and length by ABS rules. We mention these terms for familiarization only. The more commonly used length measurements- length overall, length between perpendiculars, and length on load waterline are discussed as follows. 1.1.Length Overall (LOA)
A ship‘s Length Overall is measured in feet and inches from the extreme forward end of the bow to the extreme aft end of the stern. Watercraft operators must be familiar with this and similar dimensions to safely manoeuvre the ship. The dimension is commonly found in lists of
ship‘s data for each vessel.
1.1.2.Length Between Perpendiculars (LBP)
A ship‘s Length Between Perpendiculars is measured in feet and inches from the forward surface of the stem, or main bow perpendicular member, to the after surface of the sternpost, or main stern perpendicular member. On some types of vessels this is, for all practical purposes, a waterline measurement. 1.13. Length on Load Waterline (LWL)
A ship‘s Length on Lo ad 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 ship‘s width or, more properly a ship‘s breadth is expressed in a number of ways and, like length, for a number of reasons. 1.2.1. Maximum/Extreme Breadth
A ship‘s maximum/extreme breadth is measured in feet and inches from the most outboard point on one side to the most outboard point on the other at the widest point on the ship.
1.2.2. Beam
The beam of a ship is the width of the ship (over the plating) taken at any position along the
length. When giving a brief summary of ship‘s measurements there is a tendency to use the term beam for maximum/extreme breadth.
1.3.
DEPTH
The depth of a vessel involves several important vertical dimensions. They involve terms like freeboard, draft, draft marks, and load lines. The vessel‘s depth is measured vertically from the lowest point of the hull, ordinarily from the bottom of the keel, to the side of any deck that you may choose as a reference point. 1.3.1. Freeboard
When a ship floats, a large part of it is below the waterline . The waterline is the line at which a ship floats in the water, depending on its load. The vertical distance from the waterline to the edge of the lowest outside deck is the freeboard. 1.3.2. Draft/Draught
The vertical distance form the waterline to the lowest part of the ship‘s bottom is the draft. The draft is also the least depth of water in which a ship will float. The draft of a ship will vary according to the weight with which it is loaded. A fully-loaded ship will have a deeper draft than when unloaded. An unloaded ship will have a shallow draft. There may be a difference
between the ship‘s draft aft and her draft forward according to the weight of the load carried. Large vessels are usually vessels of deep draft or hampered vessels. They have to comply with maritime international regulations relating to the maximum draft permitted in various navigable areas. 1.3.3. Draft marks and load lines
A vessel that was overloaded might become unstable and sink. To stop that from happening there are very strict laws governing the loading of ships. On the side of every vessel there is painted a line (like the one in the drawing) which shows the safe level at which the ship floats in water of different densities. The vessel must never be loaded so that this line goes below the level of the water. This safety line carries the name of the man who advocated it- Samuel Plimsoll. It is called the Plimsoll Line. A set of marks are painted on the bows, the stern and amidships. These marks show the vertical height of the hull from the underside of the keel to just the load line. These marks are called draft marks.
1.3.4.Trim and List
The relation of the length of the draft and the bow and stern is called the trim. The ship in
the figure below is horizontal, so we say it‘s in trim. Sometimes either the bow or stern is lower
in the water than it should be. Then we say the ship is out of trim. When this happens we say that the ship is trimmed by the head or trimmed by the stern /down by the head or down by the stern. If the ship is out of balance from left to right, she is said to have a list . The ship may have a list to port/starboard of… .degrees. In order to upright the ship you have to transfer fuel/ ballast water/ fresh water/oil from one tank to another to correct the list. If cargo is not properly lashed, it may shift and cause a list of the ship to port or starboard. In this case you have to move the cargo to correct the list. Study the diagram below showing some important ship dimensions:
1.4. EXPRESSING GENERAL DIMENSIONS 1.4.1. Study the table below
Noun length width breadth depth thickness height
Adjective long wide broad deep thick high
1.4.2. We can describe the length, breadth, depth and height of an object by using four different patterns:
1. 2. 3. 4.
The beam is three metres in length. The beam has a length of three metres. The length of the beam is three metres. 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. 2. 3.
The ship‘s over all length (LOA) is 146 metres. The overall length (LOA) of the ship is 146 metres. The ship has an overall length (LOA) of 146 metres.
VOCABULARY Words and phrases
Length = lungime
LOA(length overall) = lungime maximă LBP(length between perpendiculars) = lungime a navei între perpendiculare
LWL( length on load waterline) = lungime a navei la linia de plutire de încărcare Width = lăţime Breadth = lăţime a navei Beam = lăţime maximă (a navei); traversul navei Depth = adîncime(a apei);înal]ţime a bordului; pescaj Freeboard = bordul liber Draught/draft = pescaj Draught /draft forward =pescaj prova Draught/draft aft = pescaj pupa
Draught/draft marks = scara de pescaj/încărcare Load lines = marca de încarcare, marca de bord liber Plimsoll line/mark = semn Plimsoll, marca de bord liber
Trim = asietă, diferenţă de pescaj; înclinare longitudinală Trimmed by the bow/head/stem = (navă) aprovată Trimmed by the stern = (navă) apupată List = canarisire, înclinare transversală permanentă/statică, unghi de canarisire /a se înclina, a se canarisi To have/take a list = a (se) canarisi Counter stern = pupă cu boltă
Cruiser stern = pupă de crucişător
3.GRAMMAR: The article and other determiners DETERMINERS Definite article Indefinite article Zero article
- the man - a tree, an apple - men, trees, apples
DEMONSTRATIVE ADJECTIVES
- this newspaper, - that magazine - these/those ships
POSSESSIVE ADJECTIVES
- my/your/his/her/its our/their uniform
INTERROGATIVE ADJECTIVES INDEFINITE ADJECTIVES
- what/which/ whose book do you want? - 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.
possessed The possessive adjective – replaces the possessor and determines the name of the object: Peter‘s stamp collection is valuable . His stamp collection is valuable. Possessives are used to specify the ownership of an item or, if the noun refers to something animate, to specify a relationship: Mr. Smith was my teacher when I was a student in the Academy. The possessive phrase acts just like a possessive word but is a noun or noun phrase ending in ‘s or s’. A possessive phrase acts as a possessive determiner but may itself include one of the other determiners: Sally’s new job; a good day’s work; the residents’ dining room; the visitors’ room. *the body parts are always preceded by the possessive adjective ( my hand, his leg, her arm) and clothes items also( his coat, her gloves, my uniform). 4. Vocabulary Practice I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Answer the following questions.
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
2.
densities is called the…..Line. The …of a ship is the width of the ship (over the plating) taken at any position along the
How is a ship‘s measurement expressed? What does LOA stand for? What does LBP stand for? What does LWL stand for?
What is the ship‘s maximum breadth? What is meant by the beam of a ship?
How do you measure a vessel‘s depth? What is the freeboard? What is the draft of a vessel? What does in trim mean?
length.
4. 5.
When either the bow or stern is lower in the water than it should be, we say the ship is… … … If the ship is out of balance from left to right, she is said to have a… A…is the line at which a ship floats in the water.
III.
Describe the dimensions of these objects in as many ways as possible:
3.
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
şi înălţimea 12m.
2. 3. 4. 5. 6. 7. 8. 9. 10.
Pescajul prova este de 25 picioare, pescajul pupa este de 27 picioare, bordul liber 9
picioare şi înălţimea 38 picioare. Nava mea este aprovată. Nava ―Osiris‖ este stînjenită de pescaj.
Am o înclinare de 10 grade spre babord.
Care este lungimea maximă?
Care este pescajul maxim actual? Pescajul maxim permis este de 20m
Lungimea maximă a navei este de 146m Tancul are o adincime de 3m.
5. Grammar Practice Exercise 1. Put the following sentences into singular:
1. 2. 3. 4. 5.
Nouns are words. Cities are big towns. Horses are animals. Roses are beautiful flowers. Tables are pieces of furniture.
Exercise 2. Fill the blanks with the requested articles and translate the text:
LITTLE TOMMY AND ... HORSE Tommy: Father, . . . teacher does not know what horse is. Father: Why do you think so, Tommy? Tommy: You know, I drew ... horse yesterday and showed it to ... teacher and he asked me what it was.
Exercise 3. Fill in the blanks with the appropriate article:
1. Would you like ... cup of ... tea and ... cake? 2. It is better to tell . . . truth than tell . . . lies. 3. Where is ... hat I bought yesterday? 4. Smith, ... man I told you about, is ... very man. 5. I like to eat . . . bread and ... butter in . . . morning. 6. Little Tommy goes to ... school only in … morning. 7. He went to . . . bed with . . . bad cold. 8. He crossed ... lake in ... record time. 9. He collects . . . butterflies, . . . stamps, and … matchboxes. 10. In ... autumn of ... 2003 we went on ... excursion to . . . Danube Delta. Exercise 4. Fill the gaps with the appropriate articles:
1.Take... little tea; it will do you ... lot of good.
2.Out of…sight, out... mind. 3.l like … lot of. . . sugar in my tea.
4.... supper is... last meal of... day.
5. ... bad drivers are punished by … law. 6.Take ... chair and make yourself at … home; he will be back in ... minute. 7.This is . . . answer to ... problem ... teacher gave us.
8.There won‘t be another train for at least … hour. 9.We had ... dinner together at ... good restaurant … yesterday. 10.. Danube, ... Rhine and ... Thames are three important European rivers . Exercise 5. Put the articles a, an, the into the gaps: 1. 2. 3. 4. 5. 6. 7. 8. 9.
He came to see me ... last week and brought… English handbook with him. … good dictionary is . . . great help to . . . students. ... last night I met Tommy; he said he would come here today if . . . weather were fine. Come to see me on ... Saturday at ... latest.
He works hard by … day and sleeps soundly at night. ... help came at ... last and ... swimmer was rescued. He works every ... day from . . . early morning till late at . . . night. He went into ... inn and asked for ... bread and … butter. By ... way, he said, where is ... shop you told me about?
10. What is … matter? Have you had ... accident? Exercise 6. Put the articles into their correct places:
Our sun is enormous body with diameter about 108 times that of earth. It would take train, moving at 60 miles hour; over five years to travel round its circumference. But those little pinpoints of light we call stars are also suns, and some of them are very much larger and brighter than one which warms our earth. One of them has diameter three hundred times greater than that of our sun. Of thousands of millions of stars, which can be seen through powerful telescope, only six thousand or so are visible to naked eye, and their distance from earth is so tremendous that their combined light is only about hundredth of that shed by full moon. (The Children’s New Illustrated Encyclopedia)
Exercise 7. Fill in the blanks with the right articles:
When ... sea was not too rough we were often out in … little rubber boat ... taking photographs. I shall not forget ... first time ... sea was so calm that two men felt like … putting ... balloon -like little thing into … water and ... going for ... row. They had hardly got clear of … raft when they dropped ... little oars and sat ... roaring with ... laughter. And as ... waves lifted them away and
they disappeared and reappeared among … seas, they laughed so loud ... every time they caught … glimpse of us that their voices rang out over ... desolate Pacific. We looked round us with ... mixed feelings, and saw ... nothing comic but our own ... bearded faces; but as ... two in ... boat should be accustomed to those by now; we began to have ... suspicion that they had suddenly gone mad. Sunstroke, perhaps ... two fellows could hardly get … back on ... board ... Kon-Tiki for sheer laughter, and gasping, with tears in their eyes, begged us just to go and see for ourselves. Two of us jumped down into ... dancing rubber boat, and were caught by ... sea which lifted us clear. We sat down at ... once and roared with ... laughter. We had never before had ... outside view of ... ourselves in… open sea. ... raft looked exactly like … old Norwegian hay -loft lying hel pless, drifting about in ... open sea, … hay-loft full of ... sunburnt bearded ruffians. If
anyone had come paddling after us at ... sea in ... bath we should have felt ... same spontaneous urge to ... laughter. (Thor Heyerdahl) Exercise 8. Fill in the spaces with the definite article wherever necessary:
1. She is not ... Mrs. Smith I am looking for. 2. My parents live on ... upper floor of an old house; when ... wind blows, all ... windows rattle. 3. ... Carpathians are not so high as ... Alps. 4. ... Danube is Romania‘s longest river. 5. ... clock in ... dining room is just striking 6. ... room Helen rushes into as soon as she arrives home is ... kitchen. 7. Spring is ... first season of ... year. 8. ―I‘d like to see Mr. Smith, please.‖ ―Do you mean ... Mr. S mith who works in our
department or ... Mr. Smith ... sales manager?‖
9. ... British Library is one of ... largest libraries all over ... world. 10. What is... French for ... ―boy‖? 11. ... Mike you met at my place yesterday was not ... Mike I was talking about a week before. 12. I have never feared ... death but ... death of my father was ... greatest loss of my life. 13. Ask them to come downstairs when ... breakfast is ready. 14. ... Eatons have also been invited to ... diner at ... Ritz. 15. She goes to school in ... morning and plays tennis in ... afternoon. 16. She has always said that ...English language is difficult. 17. On ... Sundays I like to stay in ... bed till ... noon and spend ... time reading ... Sunday papers and magazines. 18. Up to a point, Creangă is Mark Twain of ... Romanian literature. 19. I have always appreciated ... sublime of ...landscapes in ... Alps. 20. If you leave ... home at 7 you can reach ... school in ... time. 21. My mother comes to ... school sometimes to speak to ... headmaster.
Exercise 9. Put the indefinite article a or an in the blanks wherever necessary:
1.We usually have ... lunch at 1 o‘clock, which, as ... rule, consists of three courses: ...salad, ... dish and ... sweet.
2.Go to the grocer‘s and buy ... dozen oranges and ... pound of coffee beans. 3.The Smiths I am talking about live in ... wonderful house and drive ... new Ford. 4.... old man suffering from ... cold should be given hot tea three times ... day. 5.What ... name to give to ... cat!
6.There was once ... lonely old woman who lived in ... hut in the outskirts of ... large town. 7. What ... hot day for November! It‘s such ... pity we can‘t go for ... hike or take ... long walk in the wood. 8.Jack! ... Mr. Thomson wants to see you at once! 9.Our friends gave us ... wonderful supper at the ambassador.
10.She needs ... moment‘s peace after such ... bad piece of news.
11.The youngster was driving with sixty miles ... hour when all of ... sudden ... deer crossed the motorway. He stopped ... few moments later and fled in ... panic without taking ... back look. 12.He was puzzled that he should be in his office at ... time when the General Manager was so busy. 13.During the installation of ... newly selected government there may appear many ... surprise. 14.Mr. Sydney did not appear to be ... man who was making ... joke. 15.He was not ... addicted smoker but, now and then, late at ... night, he was longing for ... cigarette. Exercise 10. Fill in the spaces with the definite, indefinite or zero article wherever necessary:
1.Good ... morning ..., uncle, said ... boy with ... large smile on his face. 2. From ... photos of ... friends and ... relatives, Mr. Abbot selected ... picture of ... Nick Price, ... man who had come to visit them, sometime in ... early ‗50. 3. She put ... book back on ... piano and went to look out of ... window. 4. His voice was low and carefully modulated — ... voice of ... man self-conscious about ... impression he made. ―Have you ever been to ... Argentine?‖ he asked with ... undertone of ... regret in his voice. . 5. Most ... critics admit that ... writer we are talking about is ... new Shaw of ... English literature. 6. Let me offer you ... cup of ... coffee, Professor. 7. He speaks ... French and ... English quite fluently but he has never been to ... France or ... United Kingdom. 8. ... sky was starry, ... moon was shining brightly and ... night was so warm and lovely that all ... guests decided, all of ... sudden, to take ... bath in ... cool waves of ... Atlantic 0cean. 9. That was not ... sort of ... remark expected of ... right sort of ... chap who studied at ... UCLA. 10. Nick was reminded of ... joke he had heard at his club at .. . lunch. 11. He had ... terrible feeling that ... operation was going to be ... Waterloo of his career. 12. You may go either to ... National Theatre to see ... play or to . .. Capitol Cinema to see ... film. 13. ... Prime Minister picked up ... telephone and changed his day‘s appointments to make ... time
to see ... deputy secretary in ... Cabinet Office. 14. ... few days later we went to ... Henry‘s dinner at ... Ritz where we met ... old Mr. Snow who claimed to be ... uncle of my wife. 15. Such ... power and ... freedom of ...decision had only five times before been given to ... American president.
Exercise 11. Here are some expressions with the noun hand, preceded by the definite, indefinite or zero article:
a. to bite the hand that feeds one; to give somebody the glad hand; the hidden hand; by the left
hand; to have/get the upper hand; the skip‘s hand; a picture by the same hand; on the right hand; on the one hand; on the other hand; at the best hand; to be on the growing hand . b. to have a fr ee hand; to have an open h and; n ot to li ft a hand; with a heavy hand; a hand f or; an old hand at; a good hand at/in; a poor/bad hand at; to have a hand li ke a
foot; a cool hand; to have a hand i n somethi ng; to take a hand at a game; to make a (good/ f in e/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. F ind some mor e new set expr essions and bui ld u p 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 co mpanion, ―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 manag e to meet among (3. ...) ruins and organize (4. ...) dinner just to celebrate ( 5. ...) painful event.‖ That‘s what (6. ... ) people of (7. ... ) other nationalities are apt to say about (8. ...) English. Should (9. ...) English be consulted on (10. ...) subject they would say (11. ...) same thing about (12. ...) French and their love of (13. ...) good dinners. C) (1. ...) outside temperature being ten degrees below (2. ...) zero, it was unusually cold in (3. ...) school room. ―What is (4. ...) Latin for cold?‖ asked (5. ...) school-master addressing one of his boys, who
seemed to be suffering from cold more than (6. ...) others. ―Oh, sir,‖ answered (7. ...) lad, his hands thrust in his trousers‘ pockets, ―I can‘t tell you for (8. ...) moment, although I h ave it at my fingers‘ ends.‖ D)Dr. Crisp was invited to (1. ...) party in (2. ...) country place. (3. ...) dinner being late and(4. ...) company not quite to his taste, (5. ...) doctor strolled out into (6. ...) garden and then to (7. ...) nearby churchyard. When (8. ...) dinner was served at last and (9. ...) doctor had not yet returned, one of (10. ...) guests wondered where he could have gone. (11. ...) master of (12. ...) house, annoyed by Dr. Crisp‘s (13. ...) absence, explained that (14 ) churchyard being not far from there, (15. ...) doctor had gone to visit his former patients. E)(1. ...) Englishman, driving in (2. ...) hackney-coach through France, was annoyed at (3. ...) slowness of (4. ...) pace. He tried to make (5. ...) coachman drive faster but all in vain. (6. ...) man
couldn‘t understand either his English or his broken French. Then it occured to (7. ...) Englishman, both his English and his French being Greek to (8. ...) coachman, to use (9. ...) highsounding 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 nickname d ―(8. ...) monster‖ and started practising on it at once. (9. ...) machine was (10. ...) typewriter and Mark Twain typed (l1. ...) whole book on it. When he brought his
―manuscript‖ to (12. ...) editor, (13. ...) latter was delighted. He made Mark Twain promise him to bring everything he would write later on typed, on this wonderful machine. (14. ...) Tom Sawyer was (15. ...) first book Mark Twain had typewritten. G) You certainly know that (1. ...) waterproof coat is often called (2. ...) mackintosh. But perhaps
you don‘t know that (3. ...) word is (4. ...) surname.
In (5. ...) year 1823 in (6. ...) Scotland there lived (7. ...) man whose (8. ...)name was Charles Mackintosh. (9. ...) climate of his country being rainy, he would often get drenched to (10. ...) skin and heartily disliked it. One day, having some rubber at his disposal, he decided to rubberize his coat. Now he could walk outdoors in any weather, his rubberized coat protecting him from (11. ...) rain. Most of his friends and (12. ...) friends of his friends admired (13. ...) waterproof coat and wanted to have their own coats rubberized likewise. Soon (14. ...) tradesmen took up his invention. (15. ...) Waterproof coats became all (16. ...) fashion and (17. ...) staple product of (18. ...) town, (19. ...) name of (2o. ...) inventor, though not (21. ...) inventor himself, getting (22. ...) worldwide popularity. Exercise 13. Fill in the gaps with the where necessary.
I hate 1 ___ November! It doesn‘t get light till 2 ___ 8 o‘clock in 3 ___ morning. Then it‘s dark again as early as 4 ___ 4 o‘clock in 5 ___ afternoon. After 6 ___ Christmas, 7 ___ days start to get a bit longer, but 8 ___ weather starts to get colder. On 9 ___ Friday 10 ___ last week, 11 ___ temperature was minus 10 C. 12 ___ next week 13 ___ weather forecast is 14 ___ same. Exercise 14. Put a or an before these words: 1 job, 2 union, 3 unusual name 4 enormous ice cream 5 holiday, 6 honest man. Exercise 15. Put in a/ an where necessary:
1. She works in restaurant in street near the station. 2. For lunch she only has apple and glass of milk.
3. Any‘s friend works in pub. She‘s barmaid. She works three evenings week. She earns £ 4.50 hour. Exercise 16. Match the two parts of the sentences.
a. I normally go to the dentist once b. These roses cost $20 c. The car was doing 150 kilometers d. Lamb is selling at £ 7.50 e. The Sunday Mail is published once f. Electric cable costs 50 cents g. How much is the oil? ~ £ 2.50 h. The mail is delivered twice
1. a dozen 2. a litre 3. a year 4. a week 5. a metre 6. a kilo 7. a day 8. an hour
Exercise 17. Complete the sentences with a/ an or the.
1. ___ taxi they phoned for arr ived 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'l l appear i n ___ cour t next week. H e' ll defi ni tely go to ___ pri son.
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 1. LOA 2. Trim 3. LBP
4. Beam
5. Draft 6. List
B a)The relation of the length of the draft and the bow and stern b)The vertical distance from the waterline to the lowest part of the ship’s bottom c) It is measured from the extreme forward end of the bow to the extreme end of the stern d)It is measured from the forward surface of the stem to the after surface of the sternpost. e)The ship is out of balance from left to right. f)The width of the ship (over the plating) taken at any position along the length. 12p
II.
Fill in the blanks with the appropriate term(s).
1.
A ship‘s --- --- ---is an important dimension because length at the waterline is a key factor
2. 3. 4.
in the complex problem of speed, resistance, and friction. The---is the line at which a ship floats in the water, depending on its load. A set of marks are painted on the bows, the stern and amidships. These marks are called-- ---Large vessels are usually vessels of deep draft or--- ---8p
III.
Give Romanian equivalents to the following Standard Marine Communication Phrases
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
What is your draft forward? What is your present maximum draft? I have a list to starboard of 10 degrees. What is your freeboard? The vessel is on even keel. Maximum permitted draft is 20m. The vessel is trimmed by the head. What is your LOA? What is your LBP? 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 several no a lot of few much a little many a large amount some most
Countable noun
Uncountable noun
10p. 7. Self-Test-Answer-key I.
1c; 2a; 3d; 4f; 5b;6e
II.
1. 2. 3. 4.
length on load waterline waterline draft marks hampered vessels
III.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
IV.
Care este pescajul prova? Care este pescajul maxim actual? Am o înclinare spre babord Care este bordul liber?
Nava este pe chilă dreaptă Pescajul maxim permis/admis
Nava este aprovată Care este lungimea maximă? Care este lungimea între perpendiculare?
Eşti canarisit/bandat?
Quantifier several no
a lot of few much a little many a large amount of some most
Countable noun vessels vessels
vessels vessels
Uncountable noun
money money money money
vessels vessels vessels
money money money
Unit 3. DIRECTIONS TERMS RELATING TO POSITION ON BOARD SHIP
One way in which the language of the sea and the language used on land are different is 1. in the terminology of directions. When a sailor gets on a ship he goes aboard. He doesn‘t go to the back of the ship, he goes aft. If he wants to walk toward the bow of the ship, he goes forward .If he doesn‘t find what he wants, he checks fore and aft, which means from the bow to the stern. If that doesn‘t help, he looks abaft which means further to the rear, or astern ( behind the stern). He never watches the sea from the right side of the ship, he watches from the starboard. The left side is always called the port side. If he sees something directly off either side of the ship, it‘s located abeam. An object or area which lies across the ship from the starboard to the port side is said to be athwartships . Anything in the centre of the ship is located amidships. A sailor looking to either side of the ship from amidships is facing outboard. Somebody watching him from either side has to face inboard . Something over him from any part of the ship is above. If it‘s very high, such as on a mast, it‘s aloft .If it‘s under him, it‘s below. Something away from the wind is lee. If it‘s in a lee direction, it‘s leeward. If it moves in a lee direction, it goes leeway. If it‘s near the ship, it‘s close aboard. 2. VOCABULARY Words and phrases
Aft = în spate, spre pupa
Forward = în faţă, spre prova Fore and aft = de-a lungul
Abaft = la pupa, aproape de pupa; înapoia, spre/către/înspre pupa Astern = înapoi, în spate, la/în pupa; mers înapoi; cu mers/marş înapoi 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 = în gabie, în arboradă, sus pe verga
Below = jos, sub Lee = bord de sub vînt, zona de calm( în bordul de sub vînt al navei) ; sub vînt Leeward = bord de sub vînt; a veni sub vînt(despre nava);sub vînt, la adapost de vînt
Close aboard = foarte aproape, la mică distanţă (de navă)
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 relation to a ship Study the
describing position in 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) b) c) d) e) f) g) h) i) j) k) l)
Ship A is (dead) ahead./Ship A is ahead of the tanker. Ship B is on the starboard bow. Ship C is before the starboard beam. Ship D is abeam/Ship D is on the starboard beam. Ship E is abaft the starboard beam. Ship F is on the starboard quarter. Ship G is (dead astern)/Ship G is astern of the tanker. Ship H is on the port quarter. Ship I is abaft the port beam. Ship J is abeam./Ship J is on the port beam Ship K is before the port beam. 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 ki nd?, How much?, Which one?, H ow many? What kind?……….red nose/gold rin g
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- small er - 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-happi er , 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 ; oldolder/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 Size Shape Age Colours Participle Nationality Material Noun 1 2 3 4 5 6 7 8 9 A large tree old A day freezing English A jacket black leather
A
blue
knitted
hat
4. Vocabulary Practice
I.
Answer the following questions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
What does go aboard mean? What is aft? What does forward mean on a ship? What is fore and aft? What is abaft? What is astern? What is starboard? What is port?
II. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Complete the following sentences with the appropriate term(s). An object located amidships off either side of a ship is said to be--Something high above the main structure of a ship is--Something away from the wind is--An object in a lee direction is--An object moving in a lee direction goes--If it‘s near the ship, it‘s --- --When a sailor faces the bow of the ship, he faces--If you are standing at the center of a ship, you‘re standing--The starboard side of a ship is the--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.
Where is an object that‘s abeam.
What does athwartships mean? What is amidships? What does looking outboard mean? What does looking inboard mean? What is aloft? What does above mean in a naval context? What does below mean in a naval context? What is lee? What is leeward? What is leeway? What is close aboard?
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: hun gry, new, terr ibl e, . expensive, sad, wonder fu l, I tali an, fr esh, dif fi cult 1. Gold rings are normally expensive. 2. This food smells.................! I love fish and chips.
3. It was a ................exam. I‘m sure I haven‘t passed. 4. I‘ve just bought a ...............sports car. 5. I met my wife in Rome, but she isn‘t................ 6. He looks................. I don‘t think he likes his job.
7. Are you....................? Shall I buy some sandwiches? 8. This orange juice tastes..................Is it....................? III. Look at these sentences. If you think the adjectives are in the wrong order, change the order.
If you think the order is correct, put a tick (√). 1. She lost a gold, small ring at the disco yesterday night. 2. I have an old, Italian painting in my living room. 3. I‘m looking for my cotton, green shirt and my brown, leather shoes. 4. George has a Spanish, modern villa near the sea. He goes there every summer. 5. I live in an old, white house near the river. I‘ve got a black, large dog! 6. I had an interesting talk with a Polish, young student last week. 7. We are having lunch in a big, Japanese, new restaurant in the centre of town. 8. I left my books in a red, plastic bag on the bus. I was so stupid! IV. Write the comparative form of these adjectives: cold, big, careful, expensive, good, fat, famous, new, modern, young, cheap, delicious, rich, long, hungry, nice, happy, difficult, old, beautiful, friendly, hot, bad, small, sad.
V. Put the words in brackets ( ) in the right order to make sentences. 1. (the world – Antarctica – coldest – is – place – the – in) 2. (city – the – Manchester – in England – is – friendliest) 3. (in New York – expensive – restaurant – The Manhattan – the – is – most) 4. (is – river – the world – the – The Nile – longest – in) 5. (town – most – in Spain – Granada – beautiful – is – the) 6. (painting – The Mona Lisa – the – famous – in – is – most – the world) 7. (the – Europe – mountain – in – highest – Mont Blanc – is) VI. Use the words in brackets ( ) to write sentences. Use the + superlative, and the Present Perfect + ever. 1. (It‘s/cold/place/I/visit) – It’s the coldest place I’ve ever visited.
2. (It‘s/big/shop/I/see) 3. (He‘s/rich/man/I/meet) 4. (It‘s/difficult/exam/I/do) 5. (It‘s/sad/film/I/see) 6. (She‘s/happy/person/I/meet) 7. (It‘s/modern/ flat/I/see) 8. (It‘s/hot/country/I/visit) 9. (It‘s/small/dog/I/see).
VII. Complete the sentences using the comparative form of the adjectives in brackets and than.
1. I think that golf is more interesting than (interesting) tennis. 2. This question is......................(easy) the last one. 3. I‘m a good player, but Eric is ........................(good) me.
4. The group‘s first record was.........................(successful) their second record. 5. We both played well, but he was.....................(lucky) me. 6. Your car is......................(powerful) mine. 7. This computer is....................(useful) that one.
VIII. Complete the sentences using the superlative form of the adjective in brackets. 1. Anna is the youngest (young) person in her class. 2. We stayed in ......................(bad) hotel in the whole city. 3. People say that it is ...............(funny) film of the year. 4. What is........................(tall) building in the world? 5. Her teachers say that she is ....................(good) student in the school. 6. This is........................(expensive) camera in the shop. 7. Many people say that Venice is..................(beautiful) city in the world. IX. Complete each sentence so that it means the same as the one above it. Use as + adjective/adverb + as . 1. Sweden is bigger than Britain. Britain isn‘t as big as Sweden. 2. The other students learn more quickly than me.
I don‘t learn....................................the other students. 3. You‘re very angry and I‘m angry also. I‘m........................................you. 4. The seats at the front are more expensive than the seats at the back.
The seats at the back aren‘t.................................the seats at the front.
5. Central Park in New York is bigger than Hyde Park in London. Hyde Park in London isn‘t. .......................Central Park in New York. 6. Her last film was very good and her new film is also very good. Her new film is.......................her last film. 7. The other students work harder than him. He doesn‘t work........................the other students. X. Join each pair of sentences in brackets ( ), using as much......as, or as many......as .
1. (I‘ve got 50 books. Jack‘s got about 100.) I haven‘t got as many books as Jack. 2. (You‘ve done a lot of work. I‘ve done a lot of work also.) I‘ve done ............................you. 3. (Alan earns a lot of money. Sheila only earns a little.)
Sheila doesn‘t earn...........................Alan. 4. (George has been to five countries. I‘ve also been to five countries.) I‘ve been to...............................George. 5. (You‘ve had five jobs. I‘ve only had two.) I haven‘t had...........................you. 6. (Tom has a lot of luggage. Jane has a lot of luggage too.) Lane has............................Tom. 7. (Mary answered most of the questions. I only answered about half.)
I didn‘t answer.............................Mary.
8. (Ruth spent $50.I also spent $50.) I spent...........................Ruth. XI. Choose the correct adjective in brackets ( ) to put in the gaps. 1. It was a terrible play and I was bored (bored/boring) from start to finish.
2. I‘m very..................(excited/exciting) because I‘m going to New York tomorrow. 3. Are you................(surprised/surprising) or were you expecting this news?
4. I‘m reading a very.................(interested/interesting) book at the moment. 5. I‘ve had a very..............(tired/tiring) day at work today and I want to go to bed. 6. Most people were...................(surprised/surprising) that he won the championship.
7. I‘m.......................(bored/boring). Let‘s go out for a cup of coffee somewhere. 8. Visit our...................(excited/exciting) new shop! 9. His speech was very long and very................... (bored/boring).
XII. Complete the sentences using too or enough and the words in brackets ( ). 1. I can‘t eat this soup because it‘s too hot (hot). 2. We couldn‘t buy the tickets because we didn‘t have enough money (money). 3. We didn‘t buy the car because it wasn‘t big enough (big).
4. I couldn‘t see her because it was...................(dark). 5. I can‘t decide what to do because I haven‘t got..................(information). 6. You can‘t change the situation now. It‘s..................(late). 7. Have you had..................(food), or would you like some more? 8. He did badly in the exam because he was....................(nervous).
9. Slow down! You‘re driving ...................(fast). 10. He shouldn‘t play in the team because he isn‘t.................(good). 11. I haven‘t got ................(clothes). I must buy some more. l2. Robert didn‘t go to work because he didn‘t feel.................(well). 13. I couldn‘t lift the suitcase because I wasn‘t...................(strong). 14. We didn‘t go swimming because th e water was................(cold).
15. Mary couldn‘t post all the letters because she didn‘t have..............(stamps). 6. SELF-TEST
I. Decide if the following statements are TRUE(T) or FALSE(F).Circle the correct answer.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
When a sailor gets on a ship he goes aboard. Fore and aft means from side to side. Athwartships means along the ship. The right side of the ship is called starboard side. Anything in the centre of the ship is located amidships. A sailor looking to either side of the ship from amidships is facing Inboard. If something is very high, such as on a mast, it‘s aloft. Something away from the wind is leeway. If something moves in a lee direction, it goes close aboard. The lifeboat is abaft the funnel.
II.
Give General English equivalents to the following terms used at sea.
T/F T/F T/F T/F T/F T/F T/F T/F T/F T/F 10p
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.
IV.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
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 Put the adjectives in brackets in the correct position
a beautiful table (wooden/round)………a beautiful round wooden table an unusual ring (gold)…………………………………………………… a new pullover (nice)……………………………………………………. an old house (beautiful)…………………………………………………. black gloves (leather)…………………………………………………… an American film (old)……………………………………………………… a long face (thin)…………………………………………………………….. a sunny day (lovely)…………………………………………………………. big clouds (black)……………………………………………………………. A wide avenue (long)………………………………………………………… A little village (old/ lovely)………………………………………………….. An old painting (interesting/French)…………………………………………
13.
An enormous umbrella (red/yellow)…………………………………………. 12p
V.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Complete the sentences. Use a superlative (-est or the most…) or a comparative (-er
or most…)
We stayed at the cheapest hotel in the town. (cheap). Our hotel was cheaper than all the others in the town. (cheap) The United States is very large but canada is………….(large)
What‘s……………..river in the world? (long) He was a bit depressed yesterday but he looks…….today.(happy) It was an awful day. It was…….day in my life.(bad) What is…..sport in your country ? (popular) Everest is…….mountain in the world.It is ….than any other mountain.(high) We had a great holiday. It was one of the….holidays we‘ve ever had. (enjoyable) I prefer this car to the other one. It‘s………….(comfortable) What‘s ……….way of getting from here to the station? (quick) 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 3.a nice new pullover 4.a beautiful old house 5.black leather gloves 6.an old American film 7.a long thin face
2.an unusual gold ring
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
Ships are pushed through the water by screws (propellers). This process is known as 1. propulsion, which means to be driven forward. A ship with one propeller is known as a single screw ship. One with two propellers is known as a twin-screw ship. Some have four propellers and are known as four-screw ships. The screws are connected to the main propulsion engine by a shaft. The main propulsion engine, often called the main engine, provides a ship with power to
move. A shaft is a long cylinder that transmits power by rotation. The power for a ship‘s engine is usually from a turbine engine. This is a type of motor with blades that rotate inside and are moved by a steam, electric, diesel, diesel-electric, or nuclear source.
A ship is steered by its rudder and screws. A rudder is a flat, vertical structure at the stern 1.1. 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. The bridge, mentioned in the unit on ship structure, is the main point and nerve center of 1.2. any ship. All orders and commands come from there, while the ship is underway. The master and the officer of the deck have their main places of duty on the bridge, which is also called the conn. The officer of the deck is the officer on the bridge who is in charge of the ship for a special period of duty. This is also where the helm is found. Helm is another word for the wheel used to steer the ship. One of the main tasks performed on the bridge is navigation. This is finding the position, course ( direction), and distance travelled. Because of this, the equipment on the bridge includes the binnacle, which holds the magnetic compass giving the magnetic direction. There is also a gyro-repeater, connected to the gyrocompass below the main deck, to give readings on true direction. The gyrocompass operates by means of gyroscopes, which are wheels free to spin, free to separately rotate about one or both of two axes. There is also a radar repeater which gives
readings from the ship‘s radar system to locate objects outside of the ship. Communications
equipment on the bridge includes an engine order telegraph for transmitting engine orders to the engineers. There are also telephones, and intercommunication sets commonly called squawk boxes. These are used for communication to various parts of the ship. There is also a fathometer, which measures the depth of the water. Around the enclosed bridge there is usually an open platform from which lookouts (observers) and the officer of the deck may determine the position of other ships and objects of interest. 2. On-board communication phrases 2.1. Standard wheel orders All wheel orders given should be repeated by the helmsman and the officer of the watch should ensure that they are carried out correctly and immediately. All wheel orders should be held until countermanded. The helmsman should report immediately if the vessel does not answer the wheel. ORDER MEANING Rudder to be held in the fore and aft position = mijloc cîrma 1. Midships 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 douăzeci 6. Port twenty-five 25 of port rudder to be held = babord douăzeci şi cinci 7. Hard-a-port Rudder to be held fully over to port= banda stînga 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 douăzeci 12.Starboard twenty-five25 of starboard rudder to be held = tribord douăzeci şi 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 16.Ease to fifteen 17.Ease to twenty 18.Steady 19.Steady as she goes
Reduce amount of rudder to 10 and hold = redu la zece Reduce amount of rudder to 15 and hold = redu la cincisprezece Reduce amount of rudder to 20 and hold = redu la douăzeci Reduce swing as rapidly as possible. =drept aşa Steer a steady course on the compass heading indicated at the time of the order=ţine-o drept aşa
20.Keep the buoy/mark/ beacon…on port side
= ţine geamandura/semnul/baliza..în babord 21.Keep the buoy/mark/beacon on starboard side = ţine geamandura/semnul/baliza în tribord 22.Report if she does not answer the wheel =raportează dacă nu răspunde la cîrmă 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
182 ―Port, steer one eight two‖(Babord,guvernează unu opt doi) ―Starboard, steer zero eight two‖(Tribord, guvernează zero opt doi)082 ―Port, steer three zero five‖(Babord, guvernează 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 acknowle dge the helmsman‘s reply. If it is desired to steer on a selected mark the helmsman should be ordered to:
―Steer on..buoy../mark/…beacon‖.(Guverneaza pe…geamandura/…semnul/..baliza) 2.2. Standard engine orders
Any engine order given should be repeated by the person operating the bridge telegraph and the officer of the watch should ensure the order is carried out correctly and immediately. ORDER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Full ahead = Toată (viteza) înainte Half ahead = Jumătate (viteză) înainte Slow ahead = Incet înainte Dead slow ahead =Foarte încet înainte
Stop engine(s) = Stop maşina Dead slow astern = Foarte încet înapoi Slow astern = încet înapoi
Half astern = jumăte(viteza) înapoi Full astern = Toată (viteza) înapoi Emergency full ahead = Toată viteza înainte(de urgenţă) Emergency full astern = Toata viteza înapoi (de urgenţă) Stand- by engine = Maşina pe atenţiune Finished with engines = Liber la maşină
In vessels fitted with twin propellers, the word ―both‘ should be added to all orders affecting both shaf ts, 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:
= Propulsor prova, toată/jumătate (viteza)babord 15.Bow thrust full ( half) to starboard=Propulsor prova, toată/jumătate(viteza)tribord 16.Stern thrust full ( half) to port =Propulsor pupa, toată/jumătate(viteza)babord 17.Stern thrust full (half) to starboard=Propulsor pupa, toată/jumătate(viteza)tribord 14.Bow thrust full (half) to port
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. You‘ve worked hard. I‘ve got hardly any money (almost no). I wake up late. I haven‘t heard from him lately (recently). There is a bank near. We‘ve nearly finished (almost). Submarines can go very deep. He was deeply offended (serious). If you win, you can travel free. Animals can‘t move freely on board (uncontrolled). The plane flew high. The theory is highly controversial (very). This leg hurts the most. We mostly stay in the engine room (usually). Some time adverbs are related to nouns and they can be both adjectives and adverbs: day – daily, hour – hourly, week – weekly, year – yearly: It‘s a monthly magazine (adjective). It comes out monthly (adverb). There are several types of adverbs: adverbs of time, adverbs of frequency , adverbs of place, adverbs of manner , adverbs of degree , linking adverbs, sentence adverbs, negative adverbs . 3.1. Adverbs of manner
Adverbs of of manner give give more information information about about the way way in which an event or action takes 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 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 the meaning of the statement. I‘m so tired . I saw him quite recently . Enough follows the adjective or adverb: He didn‘t work quickly enough.
Some common adverbs of degree are:
full degree: completely, totally, absolutely, entirely, quite; large degree: very, extremely, really, awfully, terribly; medium degree: rather, fairly, quite, pretty, somewhat; small degree: a little, a bit, slightly; negative: hardly, scarcely; others: so, as, too, more, most, less, least. We use so and such for emphasis. So is used with adjectives and adverbs. Such a is used with adjective + singular noun. Such/so many/so few are used with plural nouns. Such/so much/so little are used with uncountable nouns: The meeting finished so quickly. It was such a quick meeting. You have so many friendly colleagues. It was such good advice. 3.3. Adverbs of place
Adverbs of place give information about place, position, destination and direction. They can be placed after the verb e.g. He lives abroad; after an object e.g. I looked for it everywhere; at the beginning of the sentence e.g. Here it comes. Here is a list of words that are used as adverbs to indicate position.
abroad 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 information about the duration or the moment moment an action takes place. The most common adverbs of time are: afterwards, before, eventually, immediately, lately, now, recently, since, soon, then, today, tomorrow, yet. They can be placed either in end position or initial position. The office is closed for two weeks. Yesterday the main generator failed. Still is placed after the verb be but before other verbs:
He is still in the engine room. He still doesn’t doesn’t understand . Most adverbs of time are used with certain verb tenses and they are going to be mentioned when discussing about tenses. 3.5. Adverbs of frequency
Adverbs of frequency indicate approximately how many times something happens. Their position in the sentence is different according to the adverb and the meaning, however they can be placed in mid position, position, at the beginning or 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 following main verb then becomes becomes necessary: they manage to meet unobserved. Hardly ever did they 3.6. Sentence adverbs
Sentence adverbs (truth or comment adverbs) modify the whole sentence/clause and normally express the speaker‘s opinion. Some sentence adverbs express degrees of certainty: actually, apparently, certainly, clearly, definitely, evidently, obviously, perhaps, possibly, presumably, probably, surely, undoubtedly. They can be placed after be, before simple tenses of the other verbs, after the first auxiliary in a compound verb, at the beginning or at the end of a sentence. He is obviously intelligent. They certainly work hard. Surely you could pay $ 2,000? Other sentence adverbs are: admittedly, fortunately, frankly, honestly, luckily, naturally, officially, unfortunately, unluckily etc. They are usually placed in initial position though the end position is also possible. They are normally separated from the rest of the sentence by a comma. Many of them can also be adverbs of manner: Honestly, he didn‘t get the money. 3.7. Linking adverbs
A linking adverb relates to the previous clause or sentence. Most often it goes in front position but it can go in mid or end position. The linking adverbs are: also, as a result, as well,
consequently, furthermore, however, instead, in addition, likewise, nevertheless, on the other hand, otherwise, therefore, too: He was forced to work to support himself. However, he still found time to review for his exams.
4. Vocabulary Practice
I.
Answer the following questions relating to propulsion and steering.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Ships are pushed through the water by propellers. What‘s another word for propellers?
II.
Complete the following sentences with the appropriate term(s)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Another word for propellers is……………………………………. The process of being driven forwa rd is called…………………….. A ship with one propeller is a………….. ………………….ship. A ship with two propellers is a ……….. ………………….ship. A ship with four propellers is a………… ………………….ship. The screws are connected to the…… ……. …..by a…………… An engine with blades that rotate inside is called a………engine. Modern ships are powered by …,…,…,………………………… A ship is steered by its………………………..and screws. The power for a rudder is provided by its…………. …………… The combination of equipment used to turn and power a ship is called its…. ….. 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. 2. 3. 4.
What do we say about a ship when it‘s free to move in the water?
5. 6.
What is the action of being driven forward called? What is a ship with one propeller called? What is a ship with two propellers called? What is a ship with four propellers called? Which engine drives the ship? What is a turbine engine? How are main engines powered? What is the flat, vertical structure at the stern that causes a ship to turn? What is the source of power to turn rudders? What are the motors and control equipment used to turn and power the rudder called? What controls the steering engines? Who turns the wheel?
What is another word for the bridge of a ship? What is another word for the wheel used to steer a ship? What is the science of finding the position, course, and distance travelled by a ship called? What is the course of a ship? What is a binnacle?
7. 8. 9. 10. 11. 12. 13. 14. 15.
What is a gyrocompass? What is a gyro-repeater? What is the wheel within a gyrocompass called? What is an engine order telegraph? What is another word for intercommunication sets? What is a fathometer? What is a radar repeater? What is a platform? What is a lookout?
IV.
Complete the following sentences with the appropriate term(s)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
The course of a ship is its………………………………………….. The magnetic compass is housed in the……………………………. A gyrocompass is used to determine……………………………….. Gyrocompasses contain…………………………………………….. The gyrocompass read ing is seen on the bridge on the…………….. Intercommunication sets are commonly called…………………….. The radar reading is seen on the bridge on the……………………… A fathometre measures the……of the water. A raised floor around the bridge used for observation is a………….. A seaman who observes the sea from the bridge is called the……….
V.
Give Romanian equivalents to the following standard wheel orders.
Midships; port twenty; hard-a-port; starboard ten; ease to five; steady; Steady as she goes; keep the buoy/mark/beacon…on port side VI.
Give English equivalents to the following standard engine orders.
Toată viteza înainte; încet înainte; foarte încet înapoi; jumătate înapoi;
Toata inapoi; toata viteza inapoi (de urgenta); liber la masina; propulsor prova jum ătate babord 5. Grammar Practice I.
Rewrite these sentences using an adverb instead of an adjective.
1. Peter is a bad tennis player.
2. He‘s a dangerous driver. 3. She‘s a fast swimmer. 4. Martin is a good cook.
5. I‘m a slow writer. 6. She‘s a wonderful dancer
Peter plays tennis badly. He drives..................... She swims................... ...................................
...................................
7. Sheila is a hard worker.
................................... ....................................
8. They aren‘t 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 didn‘t say anything. 4. She passed all her exams....................(easy). 5. Iran as ....................(fast) as I could.
6. He thinks that he did the test.................(bad) and that he‘ll fail. 7. I‘ve been studying very..................(hard) recently. 8. She was working.................(busy) when I arrived. 9. She sang the song..................(beautiful) 10. He was playing................(happy) when I came into the room. 11. He was concentrating...............(hard) on his work. 12. Have I filled this form in ................(correct)? 13. I wasn‘t in a hurry, so I walked...................(slow) through the park. 14. I closed the door................(quiet) when left.
III.
Complete the dialogues by putting a suitable adverb into the gaps. Use an adjective from the following ones: sl ow, f ast, h ard, good (x2), easy, bad.
1. A: Were the questions difficult? B: No, I answered them easily. 2. A: Does she speak English.....................? B: No, she only knows a few words of English.
3. A: Hurry up! I‘m waiting! B: Just a minute. I‘m coming as .....................as I can. 4. A: Did you lose at tennis again? B: Yes, I played.......................and I lost. 5. A: Have you been working.................today?
B: No, I‘ve done nothing all day!
6. A: Have you finished that book yet? B: No, I always read very...................It takes me a long time to finish a book. 7. A: Is he a bad student? B: No, he does all his work very......................
IV.
Put in the comparative adverb form of the adjective in brackets.
1. You must do your work more carefully (careful) in future. 2. He has run the 100 metres......................(fast) than any other athlete in the world this year. 3. Everyone else did the test....................(good) than me. 4 You can travel......................(cheap) at certain times of the year. 5. He plays.................(confident) than he did in the past.
6. I‘m sorry I‘ve made so many mistakes. I‘ll try............. ..(hard) in future. 7. You will be able to sit...................(comfortable) in this chair. V.
Complete these sentences using really or quite.
1. The film was really good. I enjoyed it a lot.
2. It‘s....................cold outside, but not very cold. 3. It isn‘t a wonderful book, but it‘s..................good. 4. The tickets were...............expensive – they cost much more than I expected. 5. The programme is................popular in my country; millions of people watch it.
6. He‘s..............good at his job, but sometimes makes bad mistakes. 7. The meal was..............nice, but it wasn‘t very good. 8. It‘s.............dangerous to drive fast in such terrible weather conditions. 9. I‘m not a very good tennis player, but I am.................good. 10. They‘re all..............intelligent students, and they will all pass their exams easily. 11. The company that I work for is.................big, but it‘s not enormous. VI.
Put the words in brackets ( ) in the right place in these sentences
1. I work late at the office. (often) I often work late at the office. 2. You must lock the front door when you leave. (always)............................... 3. Steve and Jill play golf. (twice a month)................... 4. I eat a sandwich for lunch. (usually)............................. 5. I go to jazz concerts at the weekend. (sometimes).................... 6. My teacher gives me a lot of homework. (every day).......................... 7. We see our Mexican friends. (hardly ever)....................... 8. They go to 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 he‘s a good worker. What do you think? B: I‘m not sure. He works carefully, but he makes some bad mistakes. 2. A: He‘s a wonderful skier. He skis quickly and beautifully. B: In my opinion, he skis dangerously. He‘s a stupid skier. 3. A: He‘s a rich and powerful man. He lives expensively. B: Yes, but he spends money carefully. He buys valuable objects. 4. A: Paul, Jane, Diana and Mark live in a big, old house in Scotland. They live happily together. B: I know they are happy, but the house is expensive and so they live cheaply 5. A: This bread tastes awful. Did you cook it correctly? B: If you think it‘s horrible, why are you eating it so hungrily?
6. A: She‘s very young, but she sings and dances beautifully. B: She‘s a wonderful singer, but she dances badly in my opinion. II.
Put in the adjective or adverb in brackets ( ).
1. The train was very slow (slow/slowly) and I arrived late. 2. The journey took a long time because the train went very...............(slow/slowly). 3. Mrs. Green went..................(quick/quickly) back to her office.
4. I‘m afraid I can‘t give you an ................(immediate/immediately) answer; I need to think about it first. 5. The work that the builders did for us was very.................(bad/badly). 6. The builders did the work for us very....................(bad/badly) 7. She organized the party...............(good/well), and everybody enjoyed it. 8. Everybody said that the party was very................(good/well). 9. She wrote a ..............(polite/politely) letter asking the company to give her the money back. 10. She wrote the company and asked them ..............(polite/politely) to give her the money back. 6. SELF-TEST
I.
Fill in the blanks with appropriate term(s).
1. 2. 3. 4. 5. 6. 7.
Ships are pushed through the water by…….. A ship with one propeller is known as a……. The screws are connected to the main propulsion engine by a ……. The power for a ship‘s engine is usually from a ….engine. A ship is steered by its……..and screws. Rudders are turned in the water by…. ….. The combination of equipment used to turn and power the steering engines is
the… …. 8. 9. 10.
controlled by the…. The wheel is found on the bridge and is turned by the ……. Another word for propeller is……… The steering engines, located in the rear of the ship are
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. 2. 3. 4. 5.
What does the term ―the ship is underway‖ mean? What is a helm? What is navigation? What is the conn of the ship? What is the course of a ship? 5p
IV.
Complete the following sentences with appropriate terms.
1. 2. 3. 4. 5.
The magnetic compass is housed in the………………… A gyrocompass is used to determine…………………. Gyrocompasses contain………………………………….. Another word for the ship‘s direction is……………… 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 (terr ible/terribly) 5. There was a …change in the weather (sudden/suddenly) 6. Everybody at the party was….dressed (colourful/colourfully) 7. Linda likes wearing…clothes (colourful/colourfully) 8. He says he didn‘t do well at school because he was….taught (bad/badly) 9. She f ell and hurt herself quite….(bad/badly) 10. He looked at me…when I interrupted him (angry/angrily) 10p VI.Complete each sentence using a word from the list. Careful(ly); complete(ly); continuous(ly); financial(ly);fluent(ly) Happy/happily; nervous(ly); perfect(ly); quick(ly); special(ly)
1. 2. 3. 4. 5.
Our holiday was too short. The time passed very……. Tom doesn‘t take risks when he‘s driving. He‘s always………. Sue works…..She never seems to stop. Alice and Stan are very….. married. Monica‘s English is very……although sh e makes a lot of mistakes.
I cooked this meal….for you, so I hope you like it.
6.
Everything was very quiet. There was….silence. I tried on the shoes and they fitted me…. Do you usually feel…..before examination. I‘d like to buy a car but it‘s……impossible at the moment.
7. 8. 9. 10.
10p 7. Self-test-Answer-key
I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
screws(propellers) single-screw ship shaft turbine shaft steering engines steering gear wheel helmsman screw
II.
Punte de comandă; drum; habitaclu; sondă ultrason; girocompas; om de veghe/observator; in marş; repetitor girocompas; ofiţer de cart; telegraf de maşină. III.
1. 2. 3. 4. 5.
Free to move in water A helm is a wheel used for steering the ship The science of finding the position, course and distance travelled by a ship The conn of a ship is the bridge from where the ship is control. A course of a ship is its direction.
IV. 1. 2. 3. 4. 5.
V.
binnacle true direction gyroscope
ship‘s course depth
1. 2. 3. 4. 5. 6. 7. 8. 9.
seriously serious selfishly terribly sudden colourfully colourful badly badly
10.
angrily
VI. 1 2 3 4 5 6 7 8 9 10
quickly careful continuously happily fluent specially complete perfectly nervous 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 = instalaţie de ancorare Mooring = ancorare, legare la cheu, acostare To make fast = a volta, a lega o nava la cheu, a amara
Mooring buoy = geamandură de legare Chain = lanţ de ancoră, a lega cu lanţ Shackle = cheie de lanţ (unitate de lungime pentru lanţul de ancoră); cheie de împreunare/tachelaj Stopper = stopa; a bloca, a zăvorî Windlass = vinci de ancoră Wildcat = barbotin Chain grab = barbotin
Chain locker = puţ al lanţului de ancoră; magazie de lanţuri Windlass room = compartiment al vinciului de ancoră Hawsepipe = manşon al nării de ancoră Pelican hook = cîrlig cu cioc de papagal
Turnbuckle = întinzător metalic/cu filet Deck fittings = instalaţii/mecanisme de punte Winch= vinci Capstan = cabestan
Mooring lines = parîme de acostare/legare, legatură Cargo = marfă 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 3 – Open chock
Figure 4 – Closed chock
Figure 5 – Roller chock
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 ca rgo 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 6. – Bollard
Figure 7. – Padeye
2.1. VOCABULARY
deck fittings = instalaţii/mecanisme de punte to belay = a lua volta (la tachet sau cavilă); a amara pier = mol, dig spargeval
cleat = tachet, pană bitt = bintă, baba de lemn; bintă de lanţ footing = suport
welding = sudură shipboard = la bordul navei
chock = ureche de ghidare; nară de parâmă; cavalet de barcă; şpraiţ ( de fixare a încărcăturii);tac; pană;colţar scurt de stringher open chock = ureche de ghidare deschisă closed chock = ureche de ghidare închisă roller chock = ureche de ghidare cu turnichet/ şomar (la barcă) bollard = baba de cheu, bolard
padeye = placă cu ochi
towing = remorcare block = macara ( 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?/ Don‘t you walk to school?; tag question: You walk to school, don‘t you?/ You don‘t walk to school, do you? Meaning and function- this tense is a timeless tense for actions which are always, repeatedly, or generally true, or actions encapsulated in a single instant (with no reference to past or future). This tense is used to denote truths: Habitual truth: He smokes forty cigarettes a day. Eternal truth: Jesus lives/ The Koran says… Recurrent truth: The sun rises in the east. Permanent human truth: I like sweets. General truth: English people drink a lot of tea. Mathematical and scientific truth: Two and two make four. /Water boils at 100C. It is used for giving instructions, directions, demonstrations: (often with the impersonal you): (You) beat the eggs and then (you) add the flour./(You) turn to the left and walk straight ahead. It is used as a narrative device for dramatic effect in certain situations: In commentaries: He passes the ball to Clark, aims and scores. In headlines and captions: Putin meets G. Bush
In describing feelings and senses (sudden ones): I feel sick (suddenly)/ I hear bells. With a future time marker the tense gives a timetable future usually for schedules: My bus leaves at 3.00 p.m. It is used after when to form a time clause: When I get home , I‘ll make tea. Habitual present tense with adverbs of frequency (always, sometimes, often, never, usually): They never smoke when they are aboard ship./ He always sings when he takes a shower. Present continuous- full form: I‘m looking; negative form: I am not looking; question form: Are you looking?/Aren‘t you looking?; tag question: You are looking, aren‘t you?/ Aren‘t you
looking, are you?/ I‘m looking, aren‘t I?
- some verbs rarely take the present continuous form at all: these are Stative and dynamic ver bs
verbs that describe a state of affairs beyond the person‘s immediate active control (If someone is a man, has a car, knows French, hears music, or like apples-there is little he can do to change this at the moment). These verbs are often called 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- I’m having a bath/a drink (it implies present enjoyment or experience) Verbs describing involuntary sensations (smell, hear, see) - are usually in the present simple, but they also take the present continuous for particular effect: I‘m seeing him to the station (change of meaning); I‘m smelling roses (pretence). Meaning and function: a) Temporary action- which began before the time of speaking, is continuous across it, and is not yet complete: I‘ m walking at this moment. b) Temporary habit- not necessarily engaged in at the moment of speech, but temporarily contracted for: I‘m watering his plants while he is away. c) Regrettable habit(always): I‘ m always losing my keys (the speaker is constantly in a state of having lost the keys). d) Future action- for plans and arrangements: I‘ m picking her up at 6.00, we‘re leaving tomorrow. Present emphatic- used to express contradiction, surprise or insistence and rely on stress and intonation for their function. It is created as the ordinary tense, with the addition of stress on the auxiliaries. Meaning and function a) To express reassurement of reaffirmation that action occurs: I do turn off the lights./ He does live here. b) To express contradiction: You do break the speed limit./ I do like icecream. c) To express enthusiasm, strong feeling: I do hope I can come./ I do love Chopin./ I do want to see that film. d) To express enthusiastic reinforcement: I do like your hat. e) To express invitation: Do you play chess?/ I do want to see that film. 4. Vocabulary Practice
I. 1. 2. 3
Answer the following questions. What is ground tackle? What is mooring? What is anchoring?
4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
What does make fast mean? What is a mooring buoy? What does hoist mean? What is a windlass? What is a chain grab? What is a windlass room? What is a wildcat? What is a chain locker? What is a hawsepipe? What are deck fittings? What is a capstan? What are mooring lines? 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. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.
Tying a ship to the land or a buoy is known as_________________________ Keeping a ship in place at sea with a weight and chain is_________________ Another word for tying is to________________________________________ A heavy weight at the end of a chain to keep a ship in place is called an______ A series of metal rings joined together form a __________________________ A U-shaped metal ring for connecting tackle is a________________________ A short length of rope or chain used for holding a line or chain is a_________To raise or lift is to_______________________________________________ A motor that pulls in an anchor is a __________________________________ A wheel on the windlass that takes the anchor chain up is the______________ Another word for wildcat is________________________________________ The compartment in which the windlass is located is the__________________ The anchor chain is kept in the______________________________________ The part of a stopper consisting of a hinged hook held in place by a ring is called a________________________________________________________ The opening through which the anchor chain moves is the________________ The metal device used to make a stopper tight or loose is the______________ Tools and machinery found on the deck are known as____________________ The powered equipment used to handle mooring lines is the_______________ Ropes and chains used to moor a ship are called_______________________ Pulling machines used to handle cargo are_____________________________
III.
Answer the following questions:
1. 2. 3. 4. 5. 6.
What are deck fittings? What does belay mean? What does shipboard mean? What is welding? What is towing? What devices do deck fittings include?
7. 8.
How would you say that the sailor attached a line to a cleat? 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 t hese verbs
building
coming
cooking
playing
standing
1. Listen! Pat is playing the piano.
2. They………….a new hotel downtown
3 Look! Somebody ……….. … in the river. 4.‖You……………on my foot‖. ―Oh I ‗m sorry‖. 5.Hurry up! The bus ………….. 6.‖Where are you Sam?‖ ―In the kitchen . I ……….. dinner.‖
studying
swimming
7.(on the phone) ― Hello. Can I speak
she call you back later?‖
to Ann please?‖ ― She ……….for an exam right now. Can
Exercise II. What’s happen ing right now? Write true sentences. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
(I/ wash/ my hair). I’m not washing my hair. (it / snow) (I / sit / on a chair) (I / eat) (it / rain ) (I / do /this exercise). (I / listen / to the radio) (the sun / shine) (I /wear / shoes ) (I / read / a newspaper)
Exercise III. Write positive or negative short answers (Yes, I am / No, it isn’t, etc.) 1. Are you watching TV? No, I’m not. 2. Are you wearing shoes? 3. Are you wearing a hat? 4. Is it raining? 5. Are you eating something? 6. Are you feeling all right? 7. Is the sun shining? 8. Is your teacher watching you?
Exercise IV. Write the he / she / it form of these verb:
1. read …..reads 2. repair……. 3. watch………. 4. listen……….. 5. love………. 6. have………. 7. push………. 8. do………. 9. think………. 10. kiss…….. 11. buy………. 12. go….. Exercise V. Complete the sentences. Use the correct form of these verbs. boil close wash
1. 2.
cost
cost
drink
go
have
She‘s very smart. She speaks four languages. Steve …………. four cups of coffee a day .
have
like
meet
open
speak
teach
3. We usually…………. Dinner at 7 o‘ clock. 4. I …………..movies. I often ……………. to the movies with friends. 5. Water …………… at 100 degrees Celsius. 6. In my home town the banks ……………. at 9:00 in the morning. 7. The City Museum ……………. at 5 o ‗ clock on Saturdays. 8. Food is expensive. It …………….. a lot of money. 9. Shoes are expensive. They ……………. a lot of money. 10. Sue is a teacher. She ………… math to young children. 11. Your job is very interesting. You ………… a lot of people. 12. Peter …………. his hair every day. 13. An insect ………. six legs.
Exercise VI. Write the opposite. (positive or negative). 1. I understand. I don’t understand. 2. She doesn‘t drive. She drives.
3. They know. They ……….. 4. He loves her. ……….. 5. They speak English. …………. 6. I don‘t want it. ……………. 7. She doesn‘t want them. ……….. 8. He lives in Taiwan. ……………… Exercise VII. Complete the sentences. All of them are negative. Use don’t/ doesn’t + one of these verbs. cost drive go
have
know
play
see
sell
smoke
wash
wear
1.‖ Have a cigarette‖. ― No, thanks.‖ I don’t smoke. 2. They ………… newspapers in that store. 3. She has a car, but ………….. very often. 4. I like plays, but I ………..to the theatre very often. 5.My car is usually dirty because I ………….. it very often. 6. It‘s a cheap hotel. It ………….. much to stay there. 7. He likes soccer, but he ………… very often. 8. I …………….. much about politics. 9. She‘s married, but she …………….. a ring. 10. He lives next door, but we………….. him very often. 11. ―Can you lend me five dollars?‖ ―Sorry, I …………..any money.‖ Exercise VIII. You are asking somebody questions. Write questions with Do/ Does….? Example: I work hard . How about you? Do you work hard? 1. 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?) …………………….?
I am doing I do) Exercise X. Put the verb in the present conti nu ous ( ) or simpl e pr esent (
1. Excuse me , do you speak …….. (you/ speak) English? 2. Tom (is taking) …… (take) a shower at the moment. 3. They don’t watch …. (not/ watch) television very often.
4. Listen! Somebody …………….. (sing). 5. She‘s tired. She …………….. (want) to go home now. 6. How often …………. (you/ read) the newspaper. 7. ―Excuse me, but you ………. (sit) in my place.‖ Oh, I‘m sorry.‖ 8. I‘m sorry, I ……….. (not/ understand). Please speak more slowly. 9. ―Where are you Dan?‖ ― I‘m in the living room. I ………. (read). 10. What time …………. (she/ finish) work every day? 11. You can turn off the radio. I………….. (not /listen) to it. 12. He……………… ( not/ usually/ drive) to work.. He usually ………… (walk). Exercise XI. Complete the sentences with the Present Simple (I do) or the Present Continuous (I am doing)
1. I leave (leave) home at 7 o‘ clock every morning.
2. She usually ……………….. (work) in the sales Department in London, but at the
moment she (do) a training course in Bristol.
3.He ……………. (try) very hard in every game that he (play). 4. Excuse me. I think you ………… (sit) in my seat. 5. ………. (you/ listen ) to the radio very often? 6. Don‘t talk to me now. I ……. (write) an important letter. 7. Why ………….. (they/ drive) on the left in Britain? 8. It …………… (not/ get) dark at this tome of year until about 10 o‘ clock. 9. It usually ………….. (rain) here a lot, but it ……………. (not/ rain) now. 10. A: What are you doing?
B: …………. (bake) a cake. Why…………..(you/ smile) ?……….(I/do) something wrong?
6. SELF-TEST I.
Fill in the blanks with appropriate term(s)
1. 2. 3.
…. ….. is the term used to include all equipment used for….and….ships. Mooring means to tie or… … a ship to the land or…… ……………….. ….means to keep a ship in place at sea by a heavy metal object on the end of a rope.
4. 5. 6. 7. 8. 9. 10.
Ground tackle includes the…,….,….., and….necessary for these operations. An anchor is…. and lowered by a…………………………………………… Below the windlass room is the…… ……where the anchor chain is kept. The chain travels below through a……………………………………………. 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. … ….include a number of devices that lines or wires can be……..to. There are three types of chocks: open chock,……chocks and …chocks.
20p II.
Answer the following questions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Where can you find cleats? What are bitts? What do we attach to the bitts? What are chocks? What is a bollard? What are padeyes? What are padeyes used for? What is welding? What is footing? Why do roller chocks contain round cylinders?
III.
Put in am/is/are/do/don’t/does/doesn’t.
1. 2. 3. 4. 5. 6. 7. 8. 9.
Excuse me,……you speak English?
IV.
Put the verb in the present continu ous ( I am doing) or sim ple present ( I do)
1. 2. 3. 4.
Excuse me, do you speak ……………….(you /speak) English? Tom…is taking …………………(take) a shower at the moment. They…don’t watch…………………………(not/ watch) television
10p
―Have some coffee,‖ ―No, thank you, I……drink coffee.‖ Why……..you laughing at me? ―What ……she do?‖ ―She‘s a dentist.‖ I…..want to go out. It…..raining. ―Where…..you come from?‖ ―From Canada‖ How much…..it cost to send a letter to Canada. I can‘t talk to you right now. I…..working. Bob is a good tennis player, but he….play very often.
Listen! Somebody………………….(sing).
10p
very often.
5. 6. 7. 8. 9. 10. 11. 12.
She‘s tired. She…………………….(want) to go home now. How often………………………..(you/read) the newspaper? ―Excuse me, but you…………….(sit) in my place.‖ ―Oh, I‘m sorr y‖ I‘m sorry, I……………………..(not/understand).Please speak more slowly. ―Where are you, Dan?‖ ―I‘m in the living room. I…………….(read) What time……………….(she/finish) work every day? You can turn off the radio. I…………..(not/listen) to it. 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. don‘t 3. are 4. does
5. don‘t; It‘s 6. are 7. does 8. am
9. doesn‘t
IV.
4. is singing 5. wants 6. do you read 7. are sitting
8. don‘t understand 9. am reading 10. does she finish
11. don‘t listen 12. doesn‘t usually drive. He usually walks
Unit 6. NAVAL EQUIPMENT: SIGNAL LIGHTS, FLAGS, AND BELLS
Most of the equipment for signalling short distances is located on or near the signal 1. 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 ship’s bell. This is mainly used to notify personnel on the
ship of the time. Using the bell is an old navy custom. Time is, to this day, expressed in ―bells‖ on a ship. Traditionally time at sea is divided into 4-hour periods called watches. There are six watches.
Midnight – 0400 0400-0800 0800-noon
Middle Watch Noon-1600 Morning Watch 1600-2000 Forenoon Watch 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 ½ hour 1 bell After 2 hours 4 bells After 3½ hours 7 bells After 1 hour 2 bells After 2½ hours 5 bells After 4 hours 8 bells After 1½ hours 3.bells After 3 hours 6 bells During the Second Dog Watch the bells strike 1 2 3 8. 1 bell is struck 15 minutes before each watch is due to change. For safety during peacetime, all ships that go to sea are required by international law to 1.2. have running lights. These consist of a white masthead light usually on the upper part of the bridge superstructure or on an area forward of the foremast . Abaft and above the masthead light is
a white range light located either on the foremast or mainmast . To either side side lights are found. There is a green one on the starboard side, and a red one on the port side. Often a searchlight used to view nearby objects is found in the signal bridge area. It
should not be confused with signalling equipment. It‘s important for the seaman to become familiar with all of these items. 2. VOCABULARY Words and phrases
Signal bridge = punte de semnalizare
Halyard = fungă, saulă de pavilion Yardarm = capăt de vergă
Signal flags = pavilion de semnalizare
Pennant = flamură To bend on = a fixa, a ataşa Yard = vergă Signal searchlight =lumin ă de semnalizare Yardarm blinker = lumină de capăt de vergă Running lights = lumini de marş/navigaţie Masthead light = lumină de catarg (la navele cu propulsie mecanică) Foremast = catarg prova, arborele trinchet
Range light = lumină de aliniament, lumină de catarg pupa Sidelights = lumini distinctiv e din borduri (roşie sau verde) Searchlight = proiector cu faşcicul 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, didn‘t you?/You didn‘t 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 wasn‘t walking/You weren‘t walking; question form: Were you walking?; tag question: You were
walking, weren‘t you?/ You weren‘t 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 o‘clock. 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. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Answer the following questions. Where is most of the equipment for signalling short distances located? What are the lines extending from the yardarm called? What are the square flags called which are used to send messages? What are the flags that are not square? What‘s another word for attach? What are the signal lights located on the signal bridge called? What are the signal lights located on the end of the yard called What are the switches used to operate yardarm blinkers? What is the signalling device used to sound out the time? What is the general term for safety lights found around the signal bridge? 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 wasn’t/ weren’t 1. We weren‘t happy with the hotel. Our room was very small and it wasn’t very clean. 2. George….at work last week because he….ill. He‘s better now. 3. Yesterday……a public holiday so the shops….closed. 4. ―….Sue and Bill at the party?‖ ―Sue….there but Bill………..‖ 5. ―Where are my keys?‖ ―I don‘t know. They…on the table but they‘re not there now.‖ 6. You….at home last night. Where…you? Exercise II. Put the words in the correct order to form questions. 1. late/ you/ this morning/ were/ why? Why were you late this morning? 2. difficult/ your/ exam/ was? 3.last week/ Ann and Chris/ were/ where? 4.our new camera/ how much/ was? 5.angry/ you/ yesterday/ why/ were? 6. nice/ the weather/ last week/ was? Exercise III. Write the past simple of these words. 1. get……got 2. see 3. play 4. pay 5. visit 6. buy
7. 8. 9. 10. 11. 12.
go think copy know put speak
Exercise IV. Read about Lisa’s journey to Madrid. Put the verbs in the correct form. Last Tuesday Lisa (1) (fly) flew from London to Madrid. She (2) (get)….up at six o‘clock in the morning and (3) (have) a cup of coffee. At 6.30 she (4) (leave) home and (5) (drive) to the airport. When she (6) (arrive), she (7) (park) the car and then (8) (go) to the airport café where she (9) (have) breakfast. Then she (10) (go) through passport control and (11) (wait) for her flight. The plane (12) (depart) on time and (13) (arrive) in Madrid Finally she (14) (take) a taxi from the airport to her hotel in the centre of Madrid. Exercise V. Put the verb in the correct form-positive, negative or question. 1. We went to the cinema but the film wasn‘t very good. We didn’t enjoy it. (enjoy) 2. Tim…..some new clothes yesterday-two shirts, a jacket and a pullover. (buy) 3. ―…..yesterday?‖ ―No, it was a nice day.‖ (rain) 4. The party wasn‘t very good, so we………long. (stay) 5. It was very warm in the room,, so I……..a window. (open) 6. ―Did you go to the bank this morning?‖ ―No, I….time.‖ (have) 7. ―I cut my hand this morning.‖ ―How…..that?‖ (do)
Exercise VI. Where were these people at 3 o’clock yesterday afternoon/ And what were they doing? Use the cues below and write two sentences. 1. Ann/ home/ watch TV……………….. Ann was at home. She was watching TV 2. Carol and Jack/ the cinema/ watch a film. 3. Tom/ his car/ drive. 4. Catherine/ the station/ wait for a train. 5. Mr. and Mrs. Hall/ the park/ walking. Exercise VII. Put the verb into the past continuous or past simple
1. 2.
A: What were you doing (you/ do) when the phone rang (ring)? B: I was watching (watch) television. 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?
5. 6. 7. 8. 9.
B: No, she……(not/ go) to work. She was ill A: How fast…..(you/ drive) when the police…….(stop) you? B: I don‘t know exactly but I……..(not/ drive) very fast. A: …….(your team/win) the football match yesterday? B: No, the weather was very bad, so we…..(not play) ) the window/ A: How…..(you/ break B: We…..(play) football. I…..(kick) the ball and it…..(hit) the window. A: ………(you/ see)Jenny last night? B: Yes, she…(wear) a very nice jacket. A: What…..(you/ do) at 2 o‘clock this morning?
B: I was asleep. 10.
A.I…lose my key last night. B How (you/get) into your room
Exercise VIII. Choose the correct form of the verbs
Thomas Edison (1 ) started/ was starting work on the railway when he was twelve, selling newspapers and snacks. There were long periods with nothing for him to do so he (2) build/ was building himself a little laboratory in the luggage van where he could carry out
experiments when he (3) didn‘t/ wasn‘t selling things to passengers. Another way that he (4) occupied/ was occupying himself was by reading. He joined a library and (5) read was reading every single book in it. One day, when he (6) waited/ was waiting at a station he (7) noticed/ was noticing a small boy who (8) played/ was playing by the track, unaware that a train (9) approached/ was approaching. Edison (10) ran/ was running out and (110 grabbed/ was grabbing the child just in time. The child‘s father was so grateful that he (12) offered/ was offering to teach Edison to be a telegraph operator. Edison accepted the offer and soon he (13) had/ was having regular lessons. After a year, he was good enough to get a job in the telegraph office. He continued to read and experiment, whenever he (14) had/ was having time. At twenty-one he (15) left/ was leaving the telegraph office to devote all his time to being an inventor. He (16) went/ was going on to invent the electric light bulb, the phonograph and the movie camera. Exercise IX. Complete the description of the life of a musician, using the verbs given. Use either the past simple or the past continuous.
Colin Boyle was born in 1973 near Dublin, Ireland. In 1983 he became seriously ill. While he (1) was recovering (recover) his uncle (2) gave (give) him an old violin. He enjoyed playing and practised at school every day after lessons. One day in 1987, John Leaf, the manager of several successful musicians, (3),,,,,,,,,(have) a meeting with the headmaster when he
(4)……(hear) Colin practising. He immediately (5)…..(contact) Colin‘s teacher and (6)…..(invite) Colin to appear in one of the concerts he (7)……(organize) that year. Colin, however, (8)…..(refuse) Leaf‘s invitation, because just then he(9)….(prepare) fo r some important school exams. Colin (10)…….(pass) his exams and (11)….(go) to college to study engineering. At college he (12)…..(meet) Kim O‘Malley, who (13)….(study) chemistry. Kim was also a keen amateur musician. Being students, they rarely (140…..(ha ve0 much money and they usually (15)…..(work) as waiters at weekends. One evening in April 1992, while Colin and Kim (16)….(serve) customers, the manager (17)…(announce) that there would be no live music in the restaurant that night as regular band could not come. Colin and Kim
(180….(persuade) him to let them play to the customers. Everyone (19)……(be0 amazed to hear how good they (20)……(be).Six months later they (21)…..(decide0 to leave college because they (22)….(earn) so much money as musicians. Their success has continued ever since. Exercise X. Choose the correct form of the verbs.
ADAM: Hello, Mike. What (1) are you doing/ do you do in this part of London?
MIKE: Well, actually, (2) I‘m looking/ I look at flats around here.
ADAM: Flats? (3) Are you wanting/ Do you want to move? MIKE: Yes, in fact, believe it or not, Mandy and I (4) are getting/ get married.
ADAM: That‘s great! Congratulations. When (5) were you deciding/ did you decide?
MIKE:
Only last week. It was while we (6) were staying/ stayed with her family in Scotland.
Now (7) we try/ we‘re trying to find a suitable flat. ADAM: It‘ll be great to have you as neighbours. I hope you manage to buy one soon. MIKE; Oh we (8) aren‘t looking/ don‘t look for one to buy. We (9) aren‘t having/ don‘t have enough money yet. (10) We‘re wanting/ We want to find somewhere to rent. ADAM: Yes, of course. That‘s what we (11) did/ were doing at first. Actually, in the end, my brother (12) was lending/ lent us some money. That‘s how we (13) were managing/ managed to buy ours.
MIKE: Really? Perhaps I‘ll talk to my family before (14) we choose/ we‘re choosing a flat. ADAM: That‘s not a bad idea. My family (15) gave/ were giving us quite a lot of helpful advice. Now, what about a coffee? There‘s a good place just round the corner. MIKE: Oh, yes, I (16) looked/ was looking for somewhere to sit down when I bumped into you.
Let‘s go. 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 n ear 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 outboa rd 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. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Where is located most of the equipment for signalling short distances? Where can you find signal flags? How are signal searchlights operated? How do you call the two small lights on the outboard end of the yard? What device do you use to tell the time at sea? What lights must be exhibited according to the international laws? Where is the range light located? Is the searchlight a signalling equipment? What colour is the masthead light? 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 haven‘t seen Alan for ages. When I last…(see) him, he…(try) to find a job in London. 10p V. Use the words given to make sentences. Do not change the order of the words. Use only the simple past or past continuous.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Cathy/phone/the post office/when the parcel/arrive Cathy phoned the post office when the parcel arrived. 2. when Don/arrive/we/have/coffee When Don arrived we were having coffee . 3. while he/walk/in the mountains/Henry/see/a bear 4 .the students/play/a game/when the professor/arrive Felix/phone/the fire brigade/when the cooker/catch/fire when the starter/fire/his pistol/the race/begin I/walk/home/when it/start/to rain when/Margaret/open/the door/the phone/ring Cora/read/a letter/when Jimmy/phone/her Andy/come/out of the restaurant/when he/see/Jenny Charlie/cross the street/when he /see Mary She/leave/the house/when the phone/start/to ring.
10p
7. Self-test Answer-key I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. II.
III. 1.
signal bridge halyards signal flags bent on signal searchlights blinkers running lights masthead range side lights Pavilion de semnalizare; flamură; proiector de semnalizare; fungă, saulă
de pavilion punte de semnalizare; eclipsă de catarg, lumină cu licăriri; lumină de marş; lumină de catarg;lumină de aliniament, de catarg pupa; lumini distinctive din borduri. Most of the equipment for signalling is situated/located on the signal bridge.
2. 3. 4. 5. 6. 7. 8. 9. 10.
Signal flags are bent on halyards Signal searchlights are hand-operated. The two small lights on the outboard end of the yard are called yardarm blinkers. To tell the time at sea we use the ship‘s bell. Running lights must be exhibited according to international laws. Range lights are placed/located either on the foremast or mainmast. A searchlight is not a signalling light. It is used to view/ locate nearby objects at night. The masthead light is white. 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 driving…happened; 6. Took…wasn‘t looking; 7. Didn‘t know; 8. Saw…was trying V.
3. While he was walking in the mountains, Henry saw a bear. 4. The students were playing a game when the professor arrived. 5. Felix phoned the fire brigade when the cooker caught fire 6. When the starter fired his pistol, the race began. 7. I was walking home when it started to rain. 8. When Margaret opened the door, the phone was ringing. 9. Cora was reading a letter when Jimmy phoned her. 10 Andy came out of the restaurant when he saw Jenny. 11. Charlie was crossing the street when he saw Mary. 12.She was leaving the house when the telephone started to ring.
Unit.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 = parîme lines =parîme cargo-handling =manipularea mărfii mooring =acostare, amarare, legare lashing =amarare (a marfii) hemp rope =parîmă din cînepă to shrink-shrank-shrunk =a intra la apa to swell = a se umfla coir ropes = parîme din nucă de cocos buoyant = plutitor, flotabil, care pluteşte to rot = a putrezi towing lines = parîme de remorcaj merchant ships = nave comerciale melting point = punct de topire mainly = în special log lines = saulă de loch(cu gradaţii speciale) halyards = fungă, saulă de pavilion to rust = a rugini wire ropes = parîme metalice standing rigging = manevre fixe headline = parîmă prova breastline = traversă backspring forward = spring prova stern line = parîmă pupa backspring aft = spring pupa spliced = matisat (despre parîme) 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/ drun k/r un / I haven’t walked ; question form: H ave you walked ?/ ?; tag question: You have walked Haven’t you walked , haven’t you? You haven’t walked , have you? Meaning and function- shows the present situation in relation to past action, how the past is relevant to now. a) For uncompleted action where both action and results remain/unfinished past/ with a time marker showing past reference: London has stood beside the Thames for hundreds of years/ My mother has always played tennis.
b) For an action which took place in an identified period of time which is not yet over: I’ ve a book this morning./ I read a book this morning. read c) For an action which took place in the past, but whose results are still present (present perfect of result): I’ ve spilt the milk ( it is still on the floor ). d) For an action(single or repeated) which took place in the past, but still relates to the present: I’ ve studied French.( and remember it). e) With the time markers just , yet, already, still , this can also indicate the attitude of the speaker: I have just washed the floor . (so it‘s still wet) . (so you are too late to speak to him) He has just left you painted my fence yet?( questions) Have I haven’t painted the fence yet. (negatives) He has already eaten it.(there is none left) Hasn’t the train gone already? (that is surprising) He still hasn’t left .( negatives) you still got that hat ? (Amer. English prefers the present simple with still) Have you ever lived in London? (present perfect of experience) Have I have never lived in Paris.( remembered experience) f) Future uses- when clauses: I’ll come when I have wr i tten this letter. (I‘ll write this letter
first and when that is complete, I‘ll come)
Present perfect continuous – is formed with the auxiliary verb have in the corresponding form for the subject of the sentence, followed by the participle been of the auxiliary verb be, followed by the – ing form of the main verb. full form: I have been eati ng/ He has been eati ng ; question form: H ave you been eating?/ Haven’t you been eati ng?; tag questions : You have been eati ng, haven’t you?/ You haven’t been eating, have you? Meaning and function- this tense focuses on continuous or repeated activity engaged in before the present, but relevant to it and on the continuous duration of that action. The action is seen as temporary and may or may not have completed at the time of speaking. a) used as an explanation for the present situation or the appearance of the speaker-caused by the recent and ongoing nature of the activity, which may or may not be completed: I won’t shake hands, I’ ve been baki ng . (my hands are covered in flour); I have been r epair i ng the car all morning . (I‘m exhausted) b) to account for a period of time now finishing-the tense indicates that the action filled the time: I didn’t iron your shirt, I’ ve been cooki ng 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 learni ng French for 10 years /I have been l i vin g here since1970. d) it is used for new, temporary habits, which have become constant or continuous: He has been seein g a lot of her lately . e) it is often used in talking about health to describe new and developing symptoms: I have been getti ng/h aving headaches. f) with verbs of wishing/hoping-the tense is a polite device, suggesting that the
wish or thought was constantly in the speaker‘s mind:
I have been l ookin g forward to meeting you . g) with mean/intend, the tense shows a recognition that the speaker has failed in his duty:
I have been meanin g to visit you.
– it is important to remember that non-contin uous ver bs Important 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 corr ect 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 paint ed the room. (we are interested in the result of the action, not in the action itself) The present perfect continuous: He has been pai nti ng the room.(we are interested in the action, it does not matter whether something has been finished or not). We use the simple to ask or say how much, how many or how many times : How many pages of that book have you read ?/ Mary has wr i tten 10 letters today./ They have played tennis three times this week . We use the continuous to ask or say how long (for an activity still happening): How long have you been r eadin g that book?/ Mary has been wr it i ng letters all day./ They have been playi ng tennis since two o’clock. We can use for and since with both present perfect simple and continuous: He has talk ed about her for years/ He’ s been t alk i ng about her for years./ I’ve played volleyball since 9
o‘clock/ I‘ve been pl ayin g volleyball since 9 o‘clock.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
1.
Names
(a)
(b)
(c)
(d)
(e)
2.
(a)
Characteristics
Uses
(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. 2. Sisal rope is less flexible and less strong than manila rope. 3. Hemp rope is used for s and lashings. 4. Coir ropes do not shrink or swell after contact with water. 5. Cotton rope is used on yachts and pleasure boats. 6. Nylon rope is the most elastic of all synthetic fibre ropes. 7. Terylene rope has the lowest melting point. 8. Polypropylene rope is used for log lines and halyards. 9. Wire rope is made of steel. 10.Wire ropes rot easily when they are wet.
T/F T/F T/F T/F T/F T/F T/F T/F T/F T/F
IV. Answer the following questions. 1. Why i s it impor tant f or ever y sail or to k now th e characteri stics of dif f er ent 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….I‘ve bought a new car. 2. my father / start/ a new job…………. 3. I / give up/ smoking…………… 4. Charles and Sarah/ go / to Brazil……….. 5. Suzanne/ have/ a baby…………….
II. Complete the sentences. Use already+ present perfect simple
1. What time is Paul arriving?
2. Do Sue and Bill want to see the film? 3. Don‘t forget to phone Tom. 4. When is Martin going away? 5. Do you want to read the newspaper? 6. When does Linda start her new job?
He’s already arrived.
No, they……………….. I……………………….. He………………………. I………………………… She ……………………..
III. You are asking Helen questions beginning Have you ever……? Write questions.
1.(London?)….Have you ever been to London? 2. (play/ golf?) ..Have you ever played golf? 3. (Australia?).. Have………………
4.(lose /your passport?) ……………….. 5. ( fly/ in a helicopter?)…………………….. 6. (eat/ Chinese food?)………………….. 7. (New York?)…………………………. 8. (drive / a bus?)………………….. 9. (break/ your leg?)……………………….
No, never. Yes, many times.
No, never. Yes, once No, never.
Yes, a few times.
Yes, twice. No, never. Yes, once.
IV. Write sentences about Helen. (Look at her answers in exercise III )
1. 2. 3. 4.
(New York) ……..Helen has been to New York twice. (Australia)…Helen……………………………… (Chinese food)…………………………… (drive /a bus)………………………….
Now write about yourself. How often have you done these things? 5. (New York) I……………. 6. (play /tennis)………………… 7. (fly/ in a helicopter)…………….. 8. (be / late for work or school)…………….. V. Complete the sentences.
1. Jill is in hospital. She… has been… in hospital since Monday. 2. I know Sarah. I …have known…her for a long time. 3. Linda and Frank are married. They……………married since 1989. 4. Brian is ill. He……………….ill for the last few days. 5. We live in Scott Road. We…………there for ten years. 6. Catherine works in a bank. She…………….in a bank for ten years. 7. Alan has a headache. He ……………..a headache since he got up this morning. 8. I‘m learning English. I………….English for six months. VI. Which is right?
1. Mark is / has been in Canada since April . has been is right 2. Jane is a good friend of mine. I know / have known her very well. 3. Jane is a good friend of mine. I know / have known her for a long time. 4. ―Sorry, I‘m late. How long are you/ have you been waiting?‖ 5. Martin works / has worked in a hotel now. He likes his job very much. 6. Tom is / has been in Spain at the moment. He is / has been there for the last three days.
VII. Read the situations and write sentences with just, already, or yet.
1.After lunch you go to see a friend at her house. She says ―Would you like something to eat?‖ You say: No, thank you. ..I’ve just had lunch…. (have lunch)
2. Joe goes out. Five minutes later, the phone rings and the caller says‖ Can I speak to Joe?‖ You say: I‘m afraid ……………………….(go out) 3. You are eating in a restaurant. The waiter thinks you have finished and starts to take your plate
away. You say :Wait a minute!………………(not /finish)
4. You are going to a restaurant this evening. You phone to reserve a table. Later your friend says
―Shall I phone to reserve a table‖? You say: No,……………..it.(do). 5.You know that a friend of yours is looking for a job. Perhaps she has been successful. Ask her:
You say:…………….? (find) 6. Ann went to the bank, but a few minutes ago she returned. Somebody asks ―Is Ann still at the bank?‖ You say: No, …………..(come back).
VIII. Put in been or gone .
1. 2. 3. 4. 5.
Jim is on holiday. He‘s gone to Italy. Hello. I‘ve just ………..to the shops. I‘ve bought lots of things. Alice isn‘t here at the moment. She‘s …………to the shop to get a newspaper. Tom has…………..out. He‘ll be back in about an hour. ―Are you going to the bank?‖ ―No, I‘ve already ………..to the bank.
IX. Complete these sentences using today/ this year/ this term etc
1. I saw Tom yesterday but ………. I haven’t seen him today. 2. I read a newspaper yesterday but I…………………………today. 3. Last year the company made a profit but this year………………. . 4. Tracy worked hard at school last term but………………….. . 5. It snowed a lot last winter but ………………………… . 6. Our football team won a lot of games last season but we……………. X. Read the situations and write sentences as shown in the examples.
1.Jack is driving a car but he‘s very nervous and not sure what to do . You ask: : ….Have you driven a car before? He says :….. No, this is the first time I’ve driven a car.
2.Len is playing tennis. He‘s not very good and he doesn‘t know the rules. You ask: Have…………………………………………………………. He says: No, this is the first ……………………………………………. 3.Sue is riding a horse. She doesn‘t look very confident and comfortable. You ask:………………………………………………………………… She says:…………………………………………………………………. 4.Maria is in London. She has just arrived and it‘s very new for her. You ask:……………………………………………… She says:………………………………………… XI .You are asking somebody questions about things he or she has done. Make questions for the words in brackets.
1.(ever/ ride /horse).. Have you ever ridden a horse?
2. (ever/ be / California)………. 3.(ever / run / marathon )……… 4.( ever / speak / famous person?)………………… 5.( always / live / in this town ?)………………………….. 6. ( most beautiful place / ever / visit ?) What……………….. XII. Write a sentence with the present perfect continuous and for to describe each situation. Use these verbs: camp, play, read, swim, talk, travel, work.
1.The video began two hours ago, and it hasn‘t finishe d yet. It’s been playing for two hours . 2. James went into the water ten minutes ago. He doesn‘t want to come out yet………………………….. 3. Alice rang Peter half an hour ago, and they‘re still on the phone……………
4.Robert picked up a book an hour ago. He hasn‘t put it down yet……………………………. 5.Ed and Jennifer started their journey around the world three months ago. They‘ve gone about halfway now……………………………………. 6.Sue got to the office early this morning. Ten hours later she‘s still there………………… 7. The Dobsons left on holid ay four weeks ago and they‘re not back yet. They took their tent………. XIII. Add a sentence with the present perfect continuous . Use the words in brackets.
1.Mr Davis has a backache. (dig / the garden)…..He’s been digging in the garden. 2. Joe has no mon ey left. (shop )…………………. 3.The girls are tired. (work / hard )…………………… 4.The boys have got a suntan. (sunbathe )
5.Emma‘s shoes are dirty. ( walk / in the field )………….. 6.Jane and Neil look annoyed. ( argue )……………. 7.The ground is wet. (rain )………………… 8.Tim has some washing up to do (bake / cakes )…………. XIV. Read the situations and complete the sentences.
1.The rain started two hours ago. It‘s still raining now. It .. has been raining … for two hours. 2.We started waiting for the bus 20 minutes ago. W e‘re still waiting now. We……………….for 20 minutes.
3.I started Spanish classes in December. I‘m still learning Spanish now. I…………….since December.
4.Ann began looking for a job six months ago. She‘s still looking now………………….for six months. 5.Mary started wor king in London on 18 January. She‘s still working there now. ………….since 18 January. 6.Years ago you started writing to a penfriend. You still write to each other regularly now.
We…………….for years.
XV. Read the situations and write two sentences using the words in brackets.
1.Tom started reading a book two hours ago. He is still reading it and now he is on page 53. ( read/ for two hours ).. He has been reading for two hours. (read / 53 pages so far ) 2. Linda is from Australia. She is travelling round Europe at the moment. She began her tour three months ago.
(travel / for three months ) She……………. ( visit / six countries so far )……………….
3.Jimmy is a tennis player. He began playing tennis when he was ten years old. This year he is national champion again – for the fourth time.
( win / the national championship four times )……………………..
( play / tennis since he was ten ) 4.When they left college, Mary and Sue started making films together. They still make films.
( make / ten films since they left college ). They……………………. ( make / films since they left college ) XVI. Put the verb into the more suitable form, present perfect simple( I have done ) or continuous ( I have been doing )
1.Where have you been? ..Have you been playing…..( you / play) tennis? 2. Look!. Somebody…………………{break ) that window.
3.You look tired. …………………( you / work ) hard ? 4.‖………………..( you / ever / work ) in a factory?‖ ― No, never ― 5.― Jane is away on holiday.‖ ― Oh, is she ? Where …………… ( she / go ) ? 6.My brother is an actor. He……………..( appear ) in several films. 7.―Sorry I‘m late.‖‖ That‘s all right. I………………….( not / wait ) long‖. 8.―Is it still raining?‖ ― No, it ……………….( stop )‖ 9.I……….(lose ) my address book. …………..( you / see ) it anywhere? 10.I………………….(read) the book you lent me but I ………………(not / finish ) it yet. 11.I …………..( read ) the book you lent me , so you can have it back now. XVII. For each situation, ask a question using the words in brackets.
1.You have a friend who is learning Arabic. You ask: (how long / learn / Arabic?). How long have you been learning Arabic? 2.You have just arrived to meet a friend. She is waiting for you. You ask : ( how long / wait ?) 3.You see somebody fishing by the river. You ask: ( how many fish / catch ?) 4.Some friends of yours are having a party next week. You ask: ( how many people / invite ?) 5.A friend of yours is a teacher. You ask: ( how long / teach ?) 6.You meet somebody who is a writer. You ask : ( how many books / write ?) , ( how long / write books ?) 7.A friend of yours is saving money to go on holiday. You ask: ( how long / save ?)
XVIII.Use the words given to complete the sentences. Put the verbs in the present perfect simple or continuous.
1.John‘s terribly upset. … He’s broken … ( he / break ) off his engagement to Megan. Apparently … she’s been seeing…( she / see ) someone else while .. he’s been …(he / be ) in Africa. 2.Can you translate this note from Stockholm? I understood Swedish when I was a child, but ……( I / forget ) it al l.
3.What‘s that dent in the side of the car?…………..( you / have ) an accident? 4. I‘m sorry, John‘s not here; ……..(he / go ) the dentist…………( he / have ) trouble with a tooth.
5.This cassette recorder is broken. ………( you/ play about ) with it? 6.Your Italian is very good ( you / study ) it long?
7.Do you mind if I clear the table? …………( you / have ) enough to it ? 8.I‘m not surprised………….( he / fail ) that exam. 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 haven‘t been to a concert for over a year. The last time ..we went to a concert was over a year ago. 2.Your birthday party was the last time I really enjoyed myself.
I………………………………………………………………….
3.It‘s nearly twenty years since my father saw his brother. My father…………………………………………………. 4.James went to Scotland last Friday and is still there.
James has………………………………………………. 5.When did you last ride a bike?
How long is it ………………………………….? 6.The last time I went swimming was when we were in Spain.
I haven‘t ………………………………………………………. 7.You haven‘t tidied this room for weeks. It‘s …………………………………………………….. XX. Are the underlined parts of these sentences right or wrong? Correct the ones that are wrong.
1. Do you know about Sue? She‘s given up her job. RIGHT 2. The Chinese have invented printing. WRONG: The Chinese invented…… 3. How many plays has Shakespeare written?. 4. Have you read any of Shakespeare‘s plays? 5. Aristotle has been a Greek philosopher. 6. Ow! I‘ve cut my finger. It‘s bleeding. 7. My grandparents have got married in London. 8. Where have you been born?
9. Mary isn‘t at home. She‘s gone shopping.
10.Albert Einstein has been the scientist who has developed the theory of relativity. 6.SELF-TEST
I. 1. 2. 3. 4.
Complete the following sentences with appropriate terms:
……rope is made from the fibres of a plant which grows in the Philippines. Manila rope is used for a number of jobs connected with cargo- handling and… Because manila rope is expensive, …….rope is used in its place. ….comes from a plant which grows in Russia, Europe and North America as well as China and India.
5. 6. 7. 8. 9. 10.
Sisal ropes are used for mooring and…………………………………………………. Coir ropes are very ……and elastic. Coir ropes are used for mo oring and … ….. Terylene rope has the highest…..point Polypropylene rope is used for log lines and………………………………………….. Wire ropes are usually galvanised to prevent them from……………………………… 10p
II.
Translate into English.
O navă se leagă la cheu cuajutorul parîmelor de amarare. Ele constau dintr -o parîmă prova, o traversă, un spring prova, o parîmă pupa,o traversă si unspring
pupa.Oricare din aceste parîme poate să fie dublată. Fiecare parîmă la capăt un ochi matisat. Ochiul se trece peste o baba de pe cheu. 10p III.
Give Romanian equivalents to the following maritime terms.
Ropes; cargo-handling; mooring; lashing; hemp rope;to shrink; to swell;log lines;standing rigging; backspring aft
10p IV.
Put the verbs into the correct form, past simple or past continuous.
1. 2. 3. 4. 5. 6. 7. 8.
Jane was waiting (wait) for me when I arrived (arrive).
―What …………(you/do) this time yesterday?‖ ―I was asleep.‖ ―…………….(you/go)out last night?‖ ―No, I was too tired.‖ ―Was Carol at the party last night?‖ ―Yes, she……(wear) a really nice dress.‖ How fast……(you/drive) when the accident…….(happen)? John…..(take) a photograph of me while I…..(not/look). We were in a very difficult position. We….(not/know) what to do. I haven‘t 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 wasn’t raining when we went out. The sun was shining. But it had been raining, so the ground was wet.
2. 3.
We were good friends. We….(know) each other for a long time. John and I went for a walk. I had difficulty keeping up with him because he….(walk) so
4. 5.
fast. Mary was sitting on the ground. She was out of breath. She…..(run) When I arrived, everybody was sitting round the table with their mouths full.
They…(eat)……………………………………………………………………… 6. 7. 8. 9. 10.
When I arrived, everybody was sitting around the table and talking. Their mouths were empty but their stomachs were full. They…(eat)……………………………
Jim was on his hands and knees on the floor. He…..(look) for his contact lens. 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. I was sad when I sold my car. I….(have) it for a very long time. 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. 2.
manila mooring
3. 4. 5. 6. 7. 8. 9. 10.
sisal hemp lashings buoyant towing lines melting halyards 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.
Parîme; manipularea mărfii; acostare, amarare, legare; amarare ( a mărfii); parîmă de cînepă; to shrink; to swell; log lines; standing rigging IV.
2. 3. 4. 5. 6. 7. 8.
Were you doing Did you go Was wearing Were you driving….happened
V.
Put the verbs into the most suitable form.
2. 3. 4. 5. 6. 7. 8. 9. 10.
had known was walking had been running were eating had been eating was looking
Took…wasn‘t looking Didn‘t know Saw …was trying
was waiting……had been waiting had had had been travelling
Unit.8 MANNING The Traditional Organization of a Ship’s 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
owner‘s personal representative, and bears the ultimate responsibility for the safe navigation of his vessel and for the efficient loading, stowage and discharge of cargo. Furthermore, he has the power to act as lawyer, a doctor and even to bury people. The Master may arrest members of the crew or passengers, if they constitute a nuisance during the voyage. In certain circumstances, particularly if the person is dangerous to other members of the ship, the master may place the individual under restraint. In the event of any mutiny, any act of the master is regarded as one entirely of self-defence, and he has the power to call on persons on board to render assistance. Similarly, if the ship is imperilled in any way, the Master may call upon all persons on board to give assistance. To hold the position of a Master, especially on a large passenger liner, is the culmination of years of sea experience. The Master is required to hold a Master‘s Certificate, which is obtained by examination, and issued by the Department of Transport. Furthermore, in common with the deck officers from which department he is promoted, he must be thoroughly competent in navigation matters including the use of such navigational aids as the gyrocompass, radar, direction finder, echo-sounding device, and position-fixing device. 1.2. The traditional organisation of a ship’s crew.
The organization of the crew of a cargo ship is changing, but it is still customary to find Deck, Engine, Catering and Radio Departments in ships of a reasonable size. Each department is made up of a varied number of officers, petty officers and ratings. 1.2.1. The Chief Officer, or First Mate as he is often called, is the Master‘s chief officer and head of the Deck Department. He is assisted by a Second Officer (Mate), a Third Officer (Mate), and sometimes a Fourth Officer (Mate). Several companies employ a First Officer as well as a Chief Officer. The Deck Department includes a Boatswain (Bosun), and a Carpenter, both petty officers, and a number of ratings. These are made up of Able Seaman (AB), Ordinary Seaman (OS) and a middle grade known as Efficient Deck Hand (EDH). There are other grades of seamen. On some ships Navigating Cadets are carried for training purposes. 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 ship‘s linen . He is assisted by cooks, bakers and assistant stewards. In deep sea passenger ships and those engaged in multi – purpose passenger tonnage in the short sea trades, this is a very large and important department. As such it is usually in charge of the Purser. Many passenger vessels are now manned as floating hotels. 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 Department‘s time is spent maintaining the ship and her equipment in good condition. This means constant cleaning, painting and repair work. This is done by ratings under the supervision of the Boatswain (Bosun). A programme of maintenance for each day is worked out by the Chief Officer. He also looks after the general day-to-day running of the department and deals with any problems. The Third Officer is in charge of the life-saving equipment. The different appliances must be complete and in good working order. The Boatswain and the Carpenter are directly responsible to the Chief Officer. The Bosun sees that his orders and those of other deck officers are carried out by the crew. He is a man with a lot of knowledge and practical experience in seamanship. The Carpenter is usually a qualified shipwright. He no longer works only with wood as his name suggests. His most important regular job is to sound the tanks and bilges in order to check the depths of liquid in them. He also operates the windlass, when the anchors are being raised or lowered. The Deck Department is also responsible for keeping watches. An officer is always on watch on the bridge. He is t he Master‘s representative and answers to him for the safety of the ship during his watch. In ships where a Chief Mate and a First Mate are carried, the First Mate is the watch keeping officer.
3.
FUNCTION
3.1. A person‘s function, or what Study these examples:
he/she does, can be expressed in terms of his/her responsibility.
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 of…is to…. e.g. The function of a crane is to lift heavy objects. 2. By using the verb to use+for-ing e.g. A crane is used for lifting heavy objects. 3. By using a verb expressing the function. e.g. A crane lifts heavy objects. 4. By using a prepositional phrase introduced by with. e.g. We lift heavy objects with a crane. How would you express the function of a thermometer by using the patterns above? e.g. The function of a thermometer is to measure time. Now it’s your turn to use the other three patterns. 4.
VOCABULARY
Captain/master = comandant de navă comercială/pasager Stowage = stivuire (a mărfii) Nuisance = comportare necuvincioasă ; faptă condamnabilă To place under restraint = a pune sub interdicţie Mutiny = răscoală, răzvrătire To be imperilled= a pune in pericol Thoroughly competent = foarte competent Direction finder = radiogoniometru
Boatswain (bosun)= nostrom/şef de echipaj Carpenter = maistru lemnar Shipwright = lemnar constructor naval, marangoz
To sound the tanks = a sonda, a măsura adîncimea Bilge = santina Watchkeeping = serviciu de cart Ordinary seaman = marinar stagiar/necalificat Able seaman = marinar brevetat Efficient deck hand = marinar brevetat Storekeeper = magazioner Donkeyman = mecanic de auxiliare Greaser = gresor Fireman = fochist
Catering Department = compartiment bucătărie-deservire Purser = administrator (pasagere) Lookout = veghe 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, afte r his party had nomi nated him. Past perfect simple - full form: I had walk ed /run; negative: I hadn’t walked/run; question : H ad you walked/run ?; tag question: You had walk ed , hadn’t you?/ You hadn’t walk , had you? Meaning and function:
a) used for actions previous to and affecting a nominated time in the past: By one o’clock he had cooked lunch.(it was prepared but not eaten) b) used to express sequence and relationship of past actions with a time marker: It was Thursday before I had r ead it/ After she had done the washing, she had a cup of tea. c) to show the sequence and relationship of past actions with no time marker in the past perfect clause: He had got dressed before the post arrived . d) to show causal relationship between past actions (because, although): I ran home because/since/as I had mi ssed 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 if you could give me a lift .(I realize you can‘t) abandoned: I had wondered g) in reported speech and after if when direct speech is in present perfect: ― Have you seen her?, I wondered./ I wondered if you had seen her. ! Difference between the past tense and the past perfect tense: the past tense is usually used for one activity in the past. If there are two activities in the past (one happened before the other), the past perfect is used for the oldest activity : e.g. I phoned him yesterday/ I had phoned him yesterday before I left the office. The Past Perfect Continuous Tense is formed from the past perfect of the auxiliary verb to be (had been) + the present participle of the main verb (-ing form). The values of this tense are the same as for the present perfect continuous, with the difference that the time of reference is not the time of speech, but some point in the past, as in the case of the simple past perfect. For example, imagine that you meet Ram at 11 am. Ram says to you: “I’m angry. I have been wai ti ng for two hours.” Later you tell your friends: “ Ram was angry. He had been wait i ng for two hours.” Past perfect continuous - full form: I had been eati ng ; negative: I hadn’t been eating ; question: ?; tag question: You had been eatin g Had you been eati ng , hadn’t you?/ You hadn’t been eating , had you?
Meaning and function:
a) Relative to another past time and used with a real or implied time marker. The action took place in the time leading up to the identified moment, and was temporary or expected to be temporary. To explain the action of the main verb: He could understand the film because he had been studyi ng French at school . To convey the ongoing, continuous nature of an action, which led up to the past moment in time: He had been cl eani ng 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 baki ng . In reported speech , when the direct speech uses the present perfect continuous: He said he had been thi nki ng 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 m eani ng to visit her .( I thought many times about it, but now it‘s too late) Important: If you do not include a duration such as “for five minutes ”, “for two weeks” or “since Friday”, many English speakers choose to use the Past Contin uous 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 r eadin g for an hour when my roommate returned . (the reading stopped just before my roommate returned) Past perfect or past perfect continuous?
- Wh en we state how often something h ad happened we use th e past perfect tense rath er t han th e past per fect conti nu ous: He had ru ng at least five times before they arrived. - Certain verbs are not usually used in the continuous tense (verbs referring to mental and emoti onal states, verbs of th e senses, ver bs of r easoning, etc.).
6. Vocabulary Practice
I. Read the carefully the text on the traditional organisation of a ship’s crew in your course book and use the information to expand the diagram below. Your diagram should show how each department is made up. If personnel exist only on some ships, put their names in brackets ( ).
II.
Answer the following questions.
1. Who is in charge of a ship? 2. What are the four departments that are still customary found in ships of reasonable size? 3. What is the structure of each of the four departments? 4. What are the responsibilities of the deck department? 5. Who is running the deck department? 6. What are the responsibilities of the Chief Officer, Second Officer and Third Officer? 7. Who sees that the orders are carried out by the crew? 8. Who sounds the tanks and bilges? 9. What are the grades of the deck ratings? 10. In ships where a Chief Mate as well as a First mate are carried, who is the watch keeping officer? III. Link the following (do not change their order), using whichever pattern is appropriate. To do this task correctly you should turn to unit 8, section 4 in your course book.
1. 2. 3. 4. 5. 6. 7. 8.
Chief Officer-Master-the Deck Department. Third Officer-the life-saving equipment. The sounding of tanks and bilges-Carpenter. Radio Officer-radio communications. Chief Steward-Master-the Catering Department. The preparation of food-Ship‘s Cook. Chief Engineer-the efficient running of his department. The loading and unloading of oil-Pumpman.
IV. Rewrite the following sentences in the three alternative ways.
1. 2. 3. 4.
The function of a thermometer is to measure temperature. A fire extinguisher is used for putting out fires. A windlass raises and lowers the anchors. We measure time with a chronometer.
7. Grammar Practice rd
I. Underline all the 3 forms of the verb in the following passage.
The old man looked at the broken tree. There was sadness in his eyes. There had been a very bad storm during the night. The wind had almost blown the tree down. Branches lay around, the white wood like open wounds without the blood. He thought back to the day when he had planted it.......many years ago. The tree had grown taller year by year until it had reached almost as high as the roof. He remembered the day his son had climbed up and hidden in the branches – and
wouldn‘t come down. He remembered how the war had come and taken his wife and son from him. The house had burnt down. But the tree had survived. It had reminded him of all those other things. Until last night. What could an old man do now?
Now write the words you have underlined. 1................................. 7.................................. 2................................. 8.................................. 3................................. 9.................................. 4................................. 10................................... 5................................. 11................................... 6................................. 12................................... II. Complete these situations. Number 1 is done for you.
1. I was nervous as I sat in the car waiting for my driving instructor. (drive) I had never driven before. 2. I was terrified as we waited for the plane. (fly) ............................................. 3. My knees were knocking as I stood up at the wedding. (give a speech) ............................................. 4. When I reached the top of the ski lift, I wanted to die. (ski) .............................................
5. As I changed into my tennis things, I wished I‘d never agreed to be Martin‘s partner. (play tennis) ............................................. 6. If only I had refused to go to the choir practice! (sing in public) ............................................. III. Supply reasonable previous cases in the past for these consequences, results, effects or interest. Use the Past Perfect and try to find more than one previous cause for each sentence. EXAMPLE: She knew how to bake a cake because… (a) her mother had taught her. (b) she had learned at school. (c) she had read about it in a book.
Use as and because as links where necessary. 1. He gave his horse a lump of sugar… 2. She asked me to repeat my name…
3. We asked her to sing the song again… 4. They called the boy Moses… 5. Father tipped the waiter very well… 6. The man was out of breath… 7. I sent my watch to the watchmaker‘s… 8. Our visitor was very tired… 9. It was very cold outside in the garden… 10. We gave the patient first aid… 11. We didn‘t meet yesterday after all… 12. I couldn‘t eat the food at lunchtime… 13. Peter didn‘t know the answer to the question… 14. John looked very smart at his sister‘s wedding… 15. The tramp had a three days‘ beard… 16. The president arrived half an hour late… 17. We called a doctor… 18. Peter wasn‘t very happy when we met him… 19. The Colonel had great experience of men… 20. The children were late for school…
IV. Supply the Simple Past for the effect, consequence, result or interest and the Past Perfect for the previous cause. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
They (spend) all their money and (not know) where to find any more. We (finish) our work so we (sit) down to talk. The sky (be) black for some time before the rain (begin) to fall. I (give) you the work to do again because you(do)it badly. When I (thank) my hostess I (leave) the house and (go) home. Yesterday my wife (tell) me about a beautiful hat she (see) a few days earlier. Dr. Brown (just return) so they (give) him the message. One of his patients (break) his leg and (need) a doctor at once. The doctor (hope) for a quiet night. He (feel) disappointed. After the children (go) to bed the house (be) very quiet. They always (live) in a small village and (not understand) the city people. I (can‘t) read because I (forget) to fetch my glasses. Peter (have) dinner in town that evening as his wife (go) to visit her mother. We (never be) in Athens before so we (want) to see the sights. 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. 2. 3. 4. 5. 6. 7. 8.
He (press) the switch and the engine (start). Peter (forget) to fill up with petrol so his car (stop) just outside the garage. We (not eat) much for breakfast so we (feel) hungry at lunchtime. John (not arrive) by seven thirty, so Mary (go) to the cinema alone. Mr. Smith (misunderstand) the question because he (not hear) it well. Professor Smith (heat) a metal bar and it (expand). His firm (give) him a better position last year because he (earn) it. As we (miss) the express from London we (travel) on a slow train.
9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Our host (introduce) me to Mrs. Brown whom I (not meet) before. Peter (sunbathe) too long and (get) blisters on his back. Mary (not be) abroad before so everything (seem) strange to her.
…he (refuse) to see me because I (not write) for an appointment? She (not go) out in the rain because she (not have) an umbrella.
… he (become) angry when you (accuse) him for stealing? As we (not have) notice of the general‘s arrival, naturally we (not expect) him. Something heavy (strike) me on the head and (knock) me out.
…she (find out) for herself or … someone (tell) her?
We (wake up) late because the alarm clock (not ring). The policeman (put) up his hand and the traffic (stop).
Susan‘s dinner (go) cold so Alan (warm) it up for her.
VI. Transate into English using one of the following tenses: Past Simple; Past Continuous; Past Perfect Simple and Past Perfect Continuous
strălucea deasupra mării liniştite. 2. Telefonul sună, în timp ce domnişoara Marple se îmbrăca. 3. O auzi cum oftează în timp ce el citea. 4. Ultima dată l-am văzut acum zece ani. 5. Ca elev era un băiat timid şi sârguincios. 6. Deschise sertarul, sc oase un plic vechi şi se aşeză în fotoliu, examinându -l atent. 7. În zilele acelea venea să mă vadă în mod regulat şi de fiecare dată îmi aducea un mic dar. 8. Mereu mă suna noaptea târziu. 9. Când predam la şcoala aceea, mă lua în fiecare dimineaţă cu maşina. 10. Ce s-a întâmplt după ce a plecat? 11. De trei ani locuia în satul acela mic de lângă graniţă. 12. Îl aşteptam de o oră, când telefonul sună şi o voce ciudată îmi spuse că Richard a avut un 1. Vântul se mai domolise iar luna
accident.
13. Primise florile cu o oră în urmă, dar era încă foarte emoţionată. 14. Ce făcuse oare în tot acest timp? 15. Despre ce vorbeau când i-ai întâlnit 8. SELF-TEST I. 1. 2. 3.
4. 5. 6.
Fill in the blanks with appropriate term(s).
The man in charge of a ship is the…………. The master is the……..personal .representative. The master bears the ultimate responsibility for the safe navigation of his vessel, efficient
loading, ….. and discharge of the cargo. The master has the power to act as a….., a doctor, and even to bury people.
If a person is dangerous to other members of the ship, the master may place the
individual under….. If the ship is ……..in any way, the Master may call upon all persons on board to give assistance.
7. 8.
The master is required to hold a…. …..which is obtained by examination. The Master must be….competent in nav igation matters including navigating techniques and instruments.
9.
The traditional organisation of a ship‘s crew consists of four departments:…..,Engine, Catering, and Radio.
10.
Each department is made up of a varied number of officers, …… and ratings.
10p II.
Select the officers, petty officers and ratings below and place them under the appropriate heading in a hierarchical hier archical 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 Chief Officer
Engine Department Chief Engineer
Catering Department Chief Steward
Radio Department 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. 2. 3. 4. 5. 6. 7. 8. 9. 10. II.
Master
Owner‘s Stowage lawyer restraint imperilled
Master‘s Certificate Thoroughly Deck Petty officers
Deck Department Chief Officer
Engine Department
Second officer
Second Engineer
Third Officer
Boatswain Carpenter AB(able seaman) EDH(efficient deck hand) OS(ordinary seaman)
Chief Engineer
Third Engineer Fourth Engineer Electrical Officer Storekeeper Donkeyman Pumpman Firemen Greasers
Catering Department Chief Steward
Radio Department Chief Radio Officer Second radio Officer Third Radio Officer
Second Steward The purser
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 awake be bear beat become begin bend bet bid bind bite bleed bless blow break breed bring broadcast build burn burst buy cast catch choose cling come cost creep cut deal dig dive do draw dream drink drive dwell eat fall feed feel fight find flee fling
arose awoke was/were bore beat became began bent bet bid bade bound bit bled blest blew broke bred brought broadcast built burnt burst bought cast caught chose clung came cost crept cut dealt dug dove (Am.) did drew dreamt drank drove dwelt ate fell fed felt fought found fled flung
arisen awoken been borne beaten become begun bent bet bid bidden bound bitten bled blest blown broken bred brought broadcast built burnt burst bought cast caught chosen clung come cost crept cut dealt dug dived done drawn dreamt drunk driven dwelt eaten fallen fed felt fought found fled flung
a se ridica a (se) trezi a fi a purta a bate a deveni a începe a (se) îndoi a paria
a ruga, a adresa (o invitaţie) a porunci a lega
a muşca a sângera a binecuvânta a sufla; a bate a (se) sparge; a (se) defecta
a creşte, a educa
a aduce a emite (radio, TV) a construi a arde
a izbucni; a năvăli; a crăpa a cumpăra
a arunca a prinde a alege
a se agăţa
a veni a costa
a se târî; a se furişa a tăia
a trata; a se ocupa de
a săpa
a (se) scufunda, a plonja a face a trage, a desena a visa a bea
a conduce, a şofa a locui a mânca
a cădea a hrăni, a alimenta a (se) simţi
a (se) lupta
a găsi
a fugi a arunca; a lansa
fly forbid forecast foresee forget forgive freeze get give go grind grow hang have hear hide hit hold hurt keep kneel knit know lay lead lean leap learn leave lend let lie light lose make mean meet mislead mistake mow overcome pay put read rend rid ride ring rise run saw
flew forbade forecast foresaw forgot forgave froze got gave went ground grew hung had heard hid hit held hurt kept knelt knit knew laid led leant leapt learnt left lent let lay lit lost made meant met misled mistook mowed overcame paid put read rent rid rode rang rose ran sawed
flown forbidden forecast foreseen forgotten forgiven frozen got (gotten Am.) given gone ground grown hung had heard hidden hit held hurt kept knelt knit known laid led leant leapt learnt left lent let lain lit lost made meant met misled mistaken mown overcome paid put read rent rid ridden rung risen run sawn
a zbura a interzice a prevedea a prezice a uita a ierta
a îngheţa a primi; a obţine; a ajunge
a da a merge
a măcina, a şlefui a creşte, a cultiva
a atârna a avea a auzi a (se) ascunde a lovi
a ţine a lovi; a răni; a durea a ţine; a păstra
a îngenunchea a tricota a şti, a cunoaşte
a pune, a aşeza
a conduce (oameni) a (se) apleca, a (se) sprijini
a sări a învăţa a pleca, a lăsa a da cu împrumut
a lăsa, a permite
a sta întins; a se afla a aprinde a pierde a face a însemna a (se) întâlni a induce în eroare a confunda a cosi
a depăşi a plăti
a pune a citi
a rupe, a sfâşia
a se descotorosi de
a călări; a merge cu… a suna
a răsări, a se ridica a fugi
a tăia cu ferăstrăul
say see seek sell send set sew shake shear shed shine shoe shoot show shrink shut sing sink sit slay sleep slide sling slit smell sow speak speed spell spend spill spin spit split spoil spread spring stand steal stick sting stink stride strike string strive swear sweep swell swim
said saw sought sold sent set sewed shook sheared shed shone shod shot showed shrank shut sang sank sat slew slept slid slung slit smelt sowed spoke sped spelt spent spilt span/spun spat spit split spoilt spread sprang stood stole stuck stung stank/stunk strode struck strung strove swore swept swelled swam
said seen sought sold sent set sown shaken shorn shed shone shod shot shown shrunk shut sung sunk sat slain slept slid slung slit smelt sown spoken sped spelt spent spilt spun spat spit (Am.) split spoilt spread sprung stood stolen stuck stung stunk stridden struck strung striven sworn swept swollen swum
a spune a vedea
a căuta a vinde a trimite a potrivi; a monta; a fixa a coase a scutura; a tremura a tunde oi a vărsa (lacrimi, sânge)
a străluci
a potcovi
a trage, a împuşca; a filma a arăta a intra la apă, a se strânge a închide a cânta a (se) scufunda a sta jos a ucide a dormi a aluneca a arunca a despica a mirosi
a semăna
a vorbi a accelera a ortografia a cheltui, a petrece timp
a vărsa
a se învârti în jurul axei a scuipa a despica
a strica, a răsfăţa a (se) răspândi a izvorî; a (ră)sări
a sta în picioare a fura a (se) lipi; a înfige
a înţepa a mirosi urât
a merge cu paşi mari a lovi
a înşira a se strădui; a năzui
a jura; a înjura
a mătura a se umfla a înota
swing take teach tear tell think throw thrust tread undergo understand undertake wake wear weave wed weep wet win wind withdraw wring write
swung took taught tore told thought threw thrust trod underwent understood undertook woke wore wove wed wept wet won wound withdrew wrung wrote
swung taken taught torn told thought thrown thrust trodden/trod undergone understood undertaken woken worn woven wed wept wet won wound withdrawn wrung written
a (se) legăna a lua a învăţa (pe cineva)
a rupe, a sfâşia
a spune (cuiva), a povesti a (se) gândi; a crede a arunca a înfige
a călca, a păşi a suferi (schimbări) a înţelege
a întreprinde a (se) trezi a purta
a ţese a se cununa a plânge a (se) uda
a câştiga a răsuci; a şerpui
a (se) retrage
a stoarce; a răsuci
a scrie
BIBLIOGRAPHY
ALEXANDER, L.G. Longman English Grammar, `Longman Group UK Limited, 1994. ISBN 0-582-55892-1 BANTAS, ANDREI. Essential English – Limba engleza in liste si tabele, Editura TEORA, Bucureşti, 1992. ISBN 973-601-032-5 *** Collins Cobuild English Grammar, London, HarperCollins Publishers, 1994. ISBN 0-00375025-6 COE, NORMAN, Grammar Spectrum 1, 2, 3, 4, 5 English Rules and Practice , EASTWOOD, John. Oxford Guide to English Grammar, Oxford University Press, 1994. ISBN 0-19-431-351-4 *** Encyclopaedia Britannica, Oxford University Press, 2001 ENGLISH FOR NAUTICAL STUDENTS - Note de curs, Constanta, Institutul de Marina
―Mircea cel Batran‖, 1992.
HARDIE, G. RONALD, English Grammar , London, Harper Collins Publishers, 2002. ISBN 0-00-710135-X HEATON,J.B.; TURTON, N.D. Dictionary of Common Errors, Longman Group UK Limited, 1993. ISBN 0-582-96410-5 LEECH, GEOFFREY, An A-Z of English Grammar and Usage, Hong Kong, 1991. ISBN 017-556292-X NAVY TERMINOLOGY-SEAMANSHIP, Defense Language Institute English Language Center, Lackland Air Force base, Texas, 1983. OXLADE, C., All About Ships-Amazing Maritime Facts, London, Southwater, 2000. ISBN 184215-015-4
ROZAKIS, L., E., Grammar and Style, New York, Alpha Books, 1997. ISBN 0-02-861956-0 SWAN, MICHAEL, Practical English Language, Oxford University Press, 1994. ISBN 019-431185-6 TAGGART, ROBERT, Ship Design and Construction, Oxford University Press, 1980 THOMSON, A.J.; MARTINET, A.V., A Practical English Grammar , Oxford University Press, 1995. ISBN 0-19-431348-4 THORNBURY, SCOTT, Natural Grammar , Oxford University Press, 2004. ISBN 0-19438624-4 T.N. BLAKEY, English for Maritime Studies, Prentice Hall International English Language teaching, 1987.ISBN 0-13-281379-3
