MARLIN ENGLISH FOR SEAFARERS STUDY PACK 2

The writers and publishers have used their best efforts to ensure accuracy in preparing Marlins Study Pack 2.. The Marlins Study Pack system focuses on teaching general English within a

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except for quotation of brief passages in reviews

Authors’ acknowledgements

We are grateful to many people and organisations for their invaluable assistance in producing this Study Pack

Our thanks to:

* Videotel Marine International Ltd., London, UK, for support and

assistance and for the photograph in Unit 13

* Captain David McFarlane for technical and regulatory advice

* Captain S Bondarenko for technical advice

* Bryan Cruden for editorial advice

* Mary Rigby for proof-reading + Anna Whitcher Kutz for final editing

+ North of England P & | Association Limited for kind permission to

reproduce the safety illustrations in Unit 4

* P&O Cruises for kind permission to use the photograph

of the Oriana in Unit 6

* Maurizio Eliseo Collection, Genoa, Italy, for the photograph of

the Giulio Cesare in Unit 6

* Rick Hogben for the photograph of the Daylight in Unit 6

* Captain A.M Fraser for historical detail and the photographs in Unit 12

* Mediafine Ltd., Liverpool, UK, for kind permission to

reproduce the map of the Port of Leith in Unit 12

+ G FT Waugh for the photograph of Old Leith in Unit 12

* Captain F, Esma and the crew of the Tarquin Brae + Companies whose products are used for illustration purposes

* Craig Noble; Joe Maclay; Ranald MacInnes; Shawn Plummer; Captain S.Messerle; Captain A.Panov; Captain H.Eusebio; Captain WKenda; C/Engr Sergey Zakharov; Natasha Osmakova; Julia Yakovleva; C/Engr Edwin C Solidum and Innes Svalba

Design & Layout: Jenni Doggett, Chris Hoffland - Editions, Edinburgh, UK

Printing: Sykes Europe Ltd., Galashiels, UK Binding; Hunter & Foulis, Edinburgh, UK Illustrations: Paul Mudie, Steve Earl, Iain Campbell, Lars Stenberg

Audio: John Green - TEFL Tapes, London, UK Seatec Safety Systems Limited is the sole licensee, on a world-wide basis, of

- the Marlins trademark The writers and publishers have used their best efforts to ensure accuracy in

preparing Marlins Study Pack 2 They do not assume, and hereby disclaim,

any liability for any actions taken by any person as a result of systems or

procedures depicted in this Study Pack

Purchasers and users of Marlins Study Pack 2 are advised to make themselves aware of systems, procedures and facilities on their own vessels as they may vary from those depicted herein All stituations, persons and dialogues depicted in Marlins Study Pack 2 are,

to the best of the writers’ knowledge, entirely fictional Any such situation,

person or dialogue that bears resemblence to any actual situation,

person or dialogue is purely coincidental

Describing A Process Changes And Trends Reporting Back Aptitude And Appraisal Who's Calling?

What's Been Happening?

It Used To Be Different Marine Protection

What Would You Do If

Mysteries Of The Sea

Pairwork Section Answer Key and tapescripts

Verb Tables

II =IIl IV-VI VII - XI

1.1

24 3.1

41 5.1

R1.1

6.1

71 8.1 9.1 10.1

R2.1

11.1

1201

131 14.1

1551 R3.1

re)

1.18 2.14 3.18 4.20 5.14

R1.6

6.16 7.16 8.20 9.14 10.14 R2.6

11.16

1212 13.16 14.16 15.14 R3.6

Much shipboard communication is routine or technical and is recorded in documents such as Standard Marine Communication Phrases However, fully effective communication depends on the ability to operate instinctively in English With many more multi-national crews at sea, this ability has become even more critical Accidents, incidents, emergencies or inspections by their very nature are not routine Consequently, seafarers must have a broad-based knowledge of English and good communication skills to be able to respond as the situation demands

The Marlins Study Pack system focuses on teaching general English within a maritime context

In particular, it identifies and teaches key elements of the language which fit the specific needs of seafarers Learning and practising these language skills enables the seafarer to activate and build upon his existing knowledge It also provides the building blocks for independent study in an industry where the logistics of long-term training can at times be compromised

¢ The Marlins Study Pack system can be used anywhere

¢ The Marlins Study Pack system focuses on teaching general English within a familiar

Introduction

Background

Marlins Study Pack 2 is a self-study English language training programme designed for seafarers of all

ranks Study Pack 2 is for seafarers who have a lower-intermediate or intermediate level of English

While the material can be used on shore, the seafarer is encouraged to use the Study Pack at sea

whenever possible The writers have assumed that the seafarer will not have access to a language teacher

or native English speaker Consequently, the material has been designed to give the learner sufficient

support for independent study

The Learner

One of the main advantages of self-study is that the learner has direct access to the material at any time

Self-study also allows the learner to use the material at his own pace and direct his own learning by

focusing on difficult language areas

To assist the learner, accompanying audio cassettes are provided The audio material is an integral part of

the course and is used in conjunction with a variety of exercise types If the learner is having difficulty

with listening comprehension, he can listen to the tapescripts which are supplied in the Answer Key

appendix

Learners should pay special attention to the pairwork activities in each unit The role of a study partner

is crucial in developing language skills and promoting language acquisition Working with a partner

promotes fluency and accuracy and improves communication strategies In a shipboard environment it

should be possible to set up a small study group which meets regularly This will significantly enhance

the learning process

Structure and Organisation

This course is based on a multi-layered syllabus which integrates language systems (grammar, vocabulary

and pronunciation) and language skills (listening, speaking, reading and writing) The material is

organised into three parts with five units in each part Core language is recycled throughout the units to

consolidate new information The review units allow the learner to monitor his own progress and

provide suggestions for improving learning strategies

The activities in Marlins Study Pack 2 are designed specifically to promote fluency and accuracy so that

the learner can develop his communicative competence The course is not intended to provide technical

instruction in English

Recommendations for use

Seafarers who have a lower intermediate level of English will benefit from working systematically

through the material in the order it appears This will allow them-to consolidate and build on their

existing knowledge

Seafarers who have an intermediate level of English may find that they prefer to select sections of the

material that are relevant to their needs The course overview provides a useful guide to the content of

cach unit Students who choose to study in this way should make sure that they give sufficient practice

to language skills as well as language systems

Whatever the preferred method of study, we strongly recommend that learners start by completing Unit

1 This unit introduces learners to a variety of study skill strategies which are referred to in many

NOILINGOYLNI

Symbols

Six symbols are used to guide the learner:

ka This symbol indicates speaking practice and also refers to pronunciation exercises

N\

5

H

NO)

This symbol is used in pronunciation exercises to indicate stress patterns

This symbol is also used in pronunciation exercises It shows how sounds are linked in connected speech

This symbol indicates that the learner should listen to the relevant audio extract Corresponding tapescripts are printed at the back of the book in the Answer Key appendix

This symbol indicates that the learner should work with another person Some pairwork exercises require one person to refer to the Pairwork Section in the appendix

This symbol indicates that the learner needs to read an extended dialogue or text

This symbol indicates that the learner needs to write an extended response to the exercise

This symbol indicates how the learner can improve his own study skills, making the self-study process more effective

Audio Cassette and Tapescripts

The audio cassettes allow the learner to hear native and near-native speakers of English engage in realistic dialogues relating to a wide range of situations It also allows the learner to hear native English language pronunciation, an important factor in learning how to communicate effectively The tapescripts are included

in the Answer Key, providing a useful reference for learners who have difficulty with listening

A word that describes a noun

a nylon rope / an old vessel

A word that describes a verb

He worked quickly

a, an (the indefinite article); the (the definite article)

A verb that combines with the main verb by indicating the tense

or by making questions

They haven’t finished yet./ Do you know Mr Smith?

A phrase that contains a subject and a verb A clause forms a

sentence or part ofa sentence

(see sentence)

A form of an adjective or adverb that indicates a greater degree

The Atlantic Ocean is larger than the Indian Ocean

(see superlative)

A sentence that contains an if clause and a result clause

If I have time, I'll write you a letter

A word that joins words or phrases together in a sentence

He’s busy because three of his workmates are on holiday

I like chicken but I prefer fish

The letters of the alphabet which are not vowels

b, c, d, f etc are consonants

(see vowels)

A verb tense which indicates an activity that goes on for a

period of time (Also called a progressive tense.)

Continuous tenses use a form of be + verb + -ing

It’s raining / He was working / What have you been doing?

A noun that can be made plural

There are many ships in the bay

(see uncountable noun)

AUVSSOTD

gerund infinitive modal verb

relative clause

Marlins

A verb that functions as a noun

Smoking is bad for your health

The verb in its basic form, sometimes used with to

Can you tell me the time? / I asked him to write the report

A type of auxiliary verb that is used before an infinitive

It adds possibility, probability or obligation to the meaning

That could be true / It might rain / You should see a doctor

A word that identifies things, people, places and ideas

a tanker / the Captain / at sea / I had a dream

The person / thing that is affected by the action of the verb The Radio Officer sent a message

The manager faxed a list to the agent

The cargo is in the hold

The passive form of the verb emphasises the action, not who

or what does the action

The truck was driven to New York (by Mr Thomas)

(see active)

A group of letters which can be inserted at the front of a word

A prefix changes the meaning of the original word

unload / deballast / impatient / dishonest

(see suffix)

A word that indicates time, place or method

in port / at 3 o’clock / by ferry

A word which is used to replace a noun that has already been

referred to Pronouns include he, she, it, them, his, hers etc

Where’s John? He’s late / Tell the ratings I need to see them

(see noun)

A defining relative clause is part of a sentence that tells us which person or thing the speaker is describing

The Bosun is the person who is responsible for the deck crew

A non-defining relative clause (also called extra information clause) is part of a sentence that gives us extra information about the person or thing the speaker is describing

The Bosun, who is Greek, is responsible for the deck crew

English for Seafarers 2

‘What are you doing?’ > He asked me what I was doing

‘Hurry up!’> He told me to hurry up

A phrase that contains a subject and a verb In writing, a sentence starts with a capital letter and ends with a full stop

(Also called contracted form.) A way of combining words to make them smaller by leaving out some letters Short forms are often used in informal writing and in speech

isn’t (is not) / you'll (you will) / won't (will not)

A type of verb which refers to physical, mental or emotional states Stative verbs do not refer to actions

They cannot usually be used in the continuous form

He has a headache / I forget his name / She loves me

(see continuous form) The person / thing that carries out the action of the verb

The Captain signed the letter

Tivo ships arrived in port

A single letter or a group of letters which can be inserted at the

end of a word The addition of a suffix creates a new word, often in a different word class

quick (adjective) > quickly (adverb) happy (adjective) > happiness (noun) (see prefix)

A form of an adjective or adverb that indicates the greatest degree

The Pacific is the largest ocean

(see comparative)

A noun that cannot be made plural

They eat a lot of rice

A word that identifies an action or a state

He worked as an engineer / She was a doctor

(see stative verb and multi-word verb)

The letters of the alphabet a, e, i, 0, u

Key Language Focus

Grammar: Present Simple and

Present Continuous; adverbs of

frequency Vocabulary: stative verbs Pronunciation: word stress I Function: giving opinions, agreeing and disagreeing

Study Skills: practising and improving your English at sea; ways

of recording vocabulary; planning your learning

Grammar: Present Continuous,

going to and will for discussing plans and schedules

Vocabulary: types of plan

Pronunciation: word stress II;

contractions in connected speech

Function: greeting and introducing people

Grammar: defining relative clauses;

Past Simple and Past Continuous Vocabulary: compound words;

relative pronouns Pronunciation: word stress in

compound words; intonation I

Function: describing and reporting

an incident

Grammar: conjunctions + -ing;

modal verbs + verb + -ing Vocabulary: car parts; idioms Pronunciation: word stress III Function: giving orders and advice Study Skills: A Guide to Good Writing

Key Skill Focus

Listening: for gist and specific information (approaches to learning); for detail (storing vocabulary

Speaking: discussing ways for improving English at sea; exchanging opinions; discussing language- learning

Reading: correcting errors; scan reading and reading for detail (magazine article)

Writing: personal study plan

Listening: for gist and specific information (checking travel arrangements)

Speaking: guided telephone conversation

Reading: skim reading and reading

for detail (itinerary); for detail

(flight/route information)

Writing: making notes

Listening: for specific information (seafarers discussing travel plans); inferring meaning from intonation Speaking: information exchange

(incident on board)

Reading: skim reading; reading for detail (magazine article); reading intensively (summaries)

Writing: an incident report

Listening: for gist and detail (dialogue about driving) Speaking: discussing experiences of

driving

Reading: for confirmation (magazine article); a formal letter Writing: process writing (a detailed job description)

English for Seafarers 2 “

Topic

5 WEATHER REPORT

— cause and effect

— the effects of El Nifio

REVIEW 1

6 DESCRIBING A

PROCESS

— production and transportation

— the history of a shipping

company

7 CHANGES AND TRENDS

— reporting changes

— public presentations

Key Language Focus

Grammar: Present Perfect and Past Simple I

Vocabulary: verbs and connectives

of cause and effect Pronunciation: connected speech I (linking sounds)

Function: explaining cause and effect

Study Skills: assessing a peer’s written work

Test Yourself:

Grammar Vocabulary Pronunciation

Grammar: Present Simple Passive

and Past Simple Passive

Vocabulary: idioms

Pronunciation: -ed endings Function: describing stages in the process of production

Study Skills: revision of writing processes

Grammar: revision of Present Continuous for describing trends Vocabulary: verbs and adverbs for describing change; adjectives and nouns

Pronunciation: connected speech

TI (merging sounds) Function: giving a presentation Study Skills: hints for giving a — presentation; assessing your speaking

performance

Key Skill Focus

Listening: for specific information (dialogue on the bridge)

Speaking: information exchange (El

Niño) Reading: for specific information (4 news articles) ¡

Writing: an incident report

Assessing Your Progress I

Listening: for confirmation and for detail (radio programme)

Speaking: describing stages of production; information exchange

(vessel histories)

Reading: scan reading and identifying paragraph topics (historical account of P&O)

Writing: the history of a vessel

Listening: for specific information

(a conference presentation)

Speaking: describing changes and trends; giving a presentation Reading: intensive reading (short newspaper articles); a formal letter of request

Writing: notes for a presentation

— predictions and warnings

Key Language Focus

Grammar: Present Perfect Continuous and Present Perfect

Simple; time markers; modal verbs

(may, might, could)

Vocabulary: idioms; common uses

of get; adverbs of possibility Function: expressing degrees of certainty; predicting outcomes Study Skills: revision of writing

verbs for describing development

Pronunciation: connected speech

Function: discussing numerical

information; making predictions and

giving warnings

Study Skills: revision of

presentation techniques and self-

assessment

Key Skill Focus

Listening: for specific information

(dialogue about changing watch);

listening for confirmation (news

bulletin)

Speaking: exchanging opinions;

discussing possible outcomes of a situation

Reading: predicting, reading for confirmation and for detail (2 news

items)

Writing: a narrative report

Listening: for specific information (radio interview with a retired mariner); dictation

Speaking: exchanging opinions

about changes in shipping

Reading: intensively for detail

(factual text) Writing: taking notes from an interview; a description of changes

in shipping; taking notes from a

reading text; a narrative historical description

Listening: for specific information (introduction to a training session);

for confirmation of pronunciation in

quiz); reading for confirmation

(magazine article); independent research for a presentation Writing: planning stages of a

Key Language Focus

14 WHAT WOULD YOU DO Grammar: Conditional sentences

III (hypothesising); modal verbs in conditional sentences

Vocabulary: partial synonyms / Function: rhythm and contrastive

\, stress

Study Skills: talking about hypothetical situations

Grammar: non-defining (‘extra

information’) relative clauses;

relative pronouns

Vocabulary: adjectives describing fortune; words connected with

superstition Pronunciation: connected speech

IV (revision) ~S

Function: intonation III c3

~Study Skils: discussing personal belie and probability

Test Yourself:

Grammar Vocabulary Pronunciation

Key Skill Focus

Listening: for confirmation (dialogue between seafarers on a

passenger ship)

Speaking: discussing personal

reactions in hypothetical situations;

exchanging ideas (problem solving) Reading: scan reading and intensive reading (5 formal texts)

Writing: taking notes (from 5

formal texts); a conversation

summary

Listening: for confirmation and for detail (radio interview about world beliefs)

Speaking: exchanging opinions Reading: intensively (4 summaries); reading for confirmation and for detail; understanding of test cohesion (2 narratives); reading for gist (historical text)

Writing: an account of personal

beliefs; a narrative description of a

Unit 1: English At Sea

1a_ English for seafarers

How can you practise and improve your English? Read these suggestions

G Which activities could you do on your vessel?

What other things could you do to improve or practise your English at sea?

Discuss your ideas with a study partner

Pm

experiences What does each seafarer have the most problems with?

What does each seafarer feel confident about?

Choose your answers from these language areas

listening reading

Pronunciation vocabulary writing

i Sergey has most problems Junichi has most problems — Carlos has most problems

3a

Listen again What specific problem does each seafarer have? How does each

seafarer solve his problem? Complete the table

—

Present Simple and Present Continuous

Look at these pairs of examples Are both examples in each pair grammatically

a If not, can you explain why?

2| (a) I'm practising English with my study partner every week

(b) I practise English with my study partner Sven week

(a) I don’t have much confidence speaking at meetings

(b) I'm not having much confidence speaking at meetings

Sometimes we use the Present Continuous with always to complain about an irritating habit

Compare:

He’s always forgetting to lock the door

(This means: He forgets to lock the door many times but not every time This irritates the speaker.)

He always forgets to lock the door

(This means: He forgets to lock the door every time.)

Spelling Changes

Be careful when adding 3rd person singular -s to the verb in the Present Simple

Verbs ending in a consonant + -y usually change to -ies

Be careful when adding -ing to the verb in the Present Continuous

Verbs ending in vowel + consonant + -e usually drop the -e

invite > inviting

Verbs ending in a short vowel + a single consonant usually double the consonant

win > winning

Verbs ending in -y usually add -ing with no spelling change

Verbs ending in -ie usually change to -y

3d Thank you for your letter

© Read this letter As yo you heart d in Exercise 2a, Davide has most problems wit

writing business correspondence Identify and correct his thirteen errors

Đ

Dear Mr Schultz

Thank you for your letter of enquiry about Vacancies with our company, Many Seafarers are Contacting

us every day but Ị am sorry to

qualifications

and experience,

If you would like to be on our register,

1a

Match one word from box A with one word from box B Make new words

connected with air travel

Relative Clauses I

A clause is part of a sentence A relative clause is part of a sentence that tells us which person

or thing the speaker is describing We can make relative clauses by joining simple sentences

together using who, that or which The words who, that and which act as a link between the

two clauses

We use who for people

The passenger is French She is sitting next to me

> The passenger who is sitting next to me is French

In spoken English we also often use that for people

‘Who’s Paul?’

‘He’s a friend from marine college He still visits me regularly.’

= “He a friend from marine college that still visits me regularly.’

We use which or that for things

The oil was spilled on the deck It has been cleaned up now

=3 The oil which / that was spilled on the deck has been cleaned up now

‘We can use where for places

I went back to the duty-free shop I had bought the perfume there

© I went back to the duty-free shop where I had bought the perfume

Complete the sentences

The transit lounge is the place where

5a

Put these words in the correct order to make sentences

Wh [cts } [costed] [nse] (om (she JS [ome 1=)

Cam) 8) m) 7)

ce}

Listen to the dialogue between Takeshi, a 2nd Engineer from Japan, and Marco, an

Italian 2nd Officer They were booked on the same flight out of Schiphol airport

and planned to meet each other before boarding the plane Unfortunately, they

didn't meet until they were on the plane Listen and answer the questions

Why was Takeshi late arriving at the airport?

Why was Marco late for the plane?