,Федеральное государственное бюджетное образовательное учреждение высшего образования

«Керченский государственный морской технологический университет»

Кафедра Иностранных языков

Осипова М.А.

Иностранный язык (английский язык)

Практикум

для подготовки к практическим занятиям и самостоятельной работы курсантов 1 курса специальности 26.05.05 «Судовождение» очной и заочной формы обучения

Керчь, 2016 г.

УДК 811.111’276.6:656.6

Составитель: Осипова М. А., препод. кафедры иностранных языков

ФГБОУ ВО «КГМТУ»______________

Рецензент:

Самойлова И.В., ст. препод. кафедры иностранных языков

ФГБОУ ВО «КГМТУ»_________________

Практикум рассмотрен и одобрен на заседании кафедры иностранных языков ФГБОУ ВО «КГМТУ»,

протокол № ___ от _________ 2016г.

Зав. кафедрой ____________ О.Н. Кручина

Практикум утвержден и рекомендован к публикации на заседании методической комиссии МФ ФГБОУ ВО «КГМТУ»,

протокол №___ от___________20___ г.

ФГБОУ ВО «КГМТУ», 2016 г

Содержание

Введение	4
Unit 1. Welcome on board! Personal information	5
Unit 2. Ship’s crew	13
Unit 3. Part A. Ship’s construction.	27
Part B. Types of the ship	37
Unit 4. Life-saving equipment	47
Unit 5. Navigational routes. Geographic position	59
Unit 6. Free time	70
Unit 7. In the messroom . Ordering provision	81
Список использованной литературы	98

Введение

Данный практикум предназначен для курсантов 1-го курса специальности «Судовождение» очной и заочной формы обучения.

Целью данного практикума является развитие навыков практического владения иностранным языком, как разговорно-бытовой, так и специальной речью в письменной и устной форме для выполнения профессиональных обязанностей.

Практикум составлен в соответствии с требованиями программы первого года обучения. Практикум состоит из 7 уроков. В каждом уроке даются наиболее часто употребляемые стандартные фразы и выражения на заданную тематику. Система упражнений предназначена для закрепления изучаемых фразеологических единиц.

Данный практикум представляется полезным как для дальнейшего усвоения материала по специализированным дисциплинам, так и для развития коммуникативных навыков.

Unit 1. WELCOME ON BOARD! PERSONAL INFORMATION

Exercise 1. Answer the questions

1. What is your family name?

2. What is your first name?

3. Where are you from?

4. Where do you live?

5. What is your nationality?

6. What is your date of birth?

7. How old are you?

8. Do you have family?

9. Do you have children?

10. Are you married?

11. What is your job?

12. What is your rank?

13. What education do you have?

14. Where did you study?

15. Do you speak any foreign languages?

16. Do you have your seaman’s book and passport?

17. What is your seaman's book number?

Exercise 2. Read and translate the dialogue.

Chief Engineer: Good morning, Captain. I am the new Chief Engineer.

Captain: Ah, good morning! Welcome on board.

Chief Engineer: Thank you.

Captain: Do you have your seaman's book and passport?

Chief Engineer: Yes. Here you are.

Captain: Good. What is your family name?

Chief Engineer: Bruni.

Captain: OK. And what is your first name?

Chief Engineer: Pietro.

Captain: Where are you from, Pietro?

Chief Engineer: I'm from Genoa in Italy.

Captain: Of course. We have another Italian on board: the Pumpman. His name is Depedri.

Chief Engineer: Yes. I know him - he is a good worker.

Captain: What is your date of birth?

Chief Engineer: The 4th of February 1955.

Captain: Uh huh. Are you married?

Chief Engineer: Yes, I am. My wife is at home in Italy.

Captain: Do you have children?

Chief Engineer: Yes, I have three: two boys and a girl.

Captain: What is your seaman's book number?

Chief Engineer. It's R65 7681.

Captain: OK, that is all just now. The Second Engineer is in the office. Speak to him as soon as possible, please.

Chief Engineer: OK, no problem.

Text. 1

THE NOVIKOVS

The Novikovs live in St. Petersburg. Vladimir Novikov is a captain. He sails on board a container ship. His ship calls at many ports of different countries of the world. When Vladimir comes back home he tells his family about his voyages.

His wife’s name is Kate. She is a teacher. Kate works at school. She teaches foreign languages. Kate is always very busy. She has got a lot of work to do at school and at home. She usually gets up very early and goes to bed late at night.

The Novikovs have two children: a son and a daughter. Their daughter Ann is 16 years old. She is a pupil. Ann does well at school. She is fond of literature and music. She often plays the piano, when she has some free time.

Ann’s brother Nick is a cadet. He is 18. Nick wants to be a navigator like his father. His favourite subject is navigation. He is a good sportsman. He likes football very much. Sometimes he plays hockey. He takes an active part in the social life of his college.

The Novikovs are a very friendly family. They usually have a good time when they are together.

Words to be remembered:

board [bo:d] п борт

on board a (container ship) на борту (контейнеровоза)

call [ko:l] (at a port) v заходить (в порт)

country п страна

different countries of the world- разные страны мира

to come back (home) возвра­щаться (домой)

voyage - n морское путеше­ствие; рейс

wife [waif] n жена

school -n школа

at school в школе

to go to school ходить в школу

language -n язык

a foreign language ино­странный язык

to speak a foreign language говорить на иностранном языке

to be busy быть занятым

do [du:] v делать

She has got a lot of work to do at school. У нее много рабо­ты в школе.

to get up early - вставать (просыпаться) рано

to go to bed ложиться спать

She goes to bed late at night.Она поздно ложится спать

son - n сын

daughter -n дочь

She is 16 (years old). Ей 16 лет. How old are you? Сколько вам лет? — I am 18. Мне 18 лет.

pupil -n ученик (ученица)

to do well (badly)- хорошо (плохо) успевать в учебе Не does well at work. У него хорошо идут дела на работе

to be fond of smth увлекаться чем-л.

She is fond of music and literature - Она увлекается музыкой и литературой.

play -v играть

to play the piano (the guitar) - играть на пианино (гитаре)

to play football (hockey) - играть в футбол (хоккей)

want - v хотеть

like -v любить; нравиться I like football (very much). Мне (очень) нравится футбол

to take (an active) part (in) - принимать (активное) участие (в)

social -а социальный the social life общественная жизнь

family- n семья

a friendly family- дружная семья

to have a good time хорошо проводить время

together -adv вместе

Answer the questions:

1. What is Vladimir Novikov? 2. Does he sail on board a passenger liner or a container ship? 3. Does he call at many or few foreign ports? 4. What does he tell his family about when he comes back home? 5. What is the name of Vladimir’s wife? 6. What is she? 7. Why is Kate always busy? 8. Does she go to bed early or late? 9. How old is Ann? 10. Is she a pupil or a student? 11. What is she fond of? 12. Does she often or seldom play the piano? 13. How old is Nick? 14. Where does he study? 15. Does he do well or badly at the Maritime College? 16. What is his favourite subject? 17. What is Nick fond of? 18. Are the Novikovs a friendly family?

Grammar exercises:

Forms of the verb to be

Positive		Negative		Question
Full	Short	Full	Short
I am	I’m	I am not	I’m not	Am I …?
You are	You’ re	You are not	You aren’t	Are you …?
He is	He’s	He is not	He isn’t	Is he …?
She is	She’s	She is not	She isn’t	Is she …?
It is	It’ s	It is not	It isn’t	Is it …?
We are	We’ re	We are not	We aren’t	Are we ...?
They are	They’ re	They are not	They aren’t	Are they …?

Exercise 3. Complete the sentences with the correct forms of to be. Use full or short forms.

1. I …. 27 years old.

2. I … the Chief Engineer.

3. You … from Italy.

4. You … 25 years old.

5. He … from Japan

6. … she married?

7. …. He the captain?

8. … they cadets?

9. … you engineers?

10. … you from France?

Exercise 4. Put the verb to be in proper form

1. He … a sailor.

2. …. You a welder?

3. They … in the boiler-room.

4. … she a cook?

5. They … in the cabin.

6. … he on the bridge?

7. I… a motorman.

8. You … late for the vessel.

9. A heavy –lift ship … a small vessel.

10. We … very tired after work.

11. I … angry with you.

12. What … this?

13. Where … superstructure?

14. What … your rank?

15. That young man … a student.

16. The officer of the watch … on the navigating bridge.

17. I … at the English lesson.

18. He … a cadet. He …at the college.

19. The sailors … on the deck.

20. The motor-man … on the bow.

21. The Second Mate … in his cabin.

22. 13. The deck …very clean.

23. I … a first-year student.

24. My friend and I … seamen. We …good sailors.

25. The cargo … in the port.

Exercise 5. Complete the sentences using the verb to be.

E.g. My overall/very dirty = My overall is very dirty.

1. This paint/green

2. Their vessel /old

3. I/ not/ very happy today

4. That ocean liner/ beautiful

5. Their duties/ not / easy

6. Visibility/ restricted

7. Their English / very good

8. Cargo tanks / full

9. Lights / on

10. Object / unknown

11. Charts / not/ updated

12. Hatch cover of hold No 2 /damaged

13. He / not / ready for mooring

14. This area / dangerous for sailing

15. The 3^rd Mate/ responsible for navigation

Forms of the verb to have

I you he she it

have have has has has

we you they

have have have

We can also say have got

Example: I have got two children. = I have two children.

He has got his seaman's book. = He has his seaman's book.

Look at the question forms.

Do you have children?

Does he have a passport?

Do they have seaman's books?

Exercise 6. Put the verb to be in proper form

1. The students… some text-books on the desks.

2. She … good marks at her college.

3. The cadets … classes on Saturday

4. They … some port cranes in their port.

5. All Russian people … a rest on Sunday.

6. The news (to be) interesting.

7. Where (to be) my spectacles?

8. The contents of the container (to be) damaged.

9.When (to be) the mail delivered?

10. The acoustics in this hall (to be) bad.

11.The public (to be) shocked at his speech.

12. He is an experienced diver and his wages (to be) high.

13. His clothes (to be) wet through.

Exercise 7. Translate the sentences

1.Я второй помощник. 2. Что это? Это балкер. Это большое судно? Нет.

Это твои инструменты? Нет это инструменты нашего механика. 4. Они мотористы, а мы матросы. 5. Мой сын старший помощник на сухогрузе. 6. Это груз для нашего судна. 7. Глубина воды не достаточная для прохождения судна. 8. Какое навигационное оборудование находится на мостике. 9. В нашем экипаже 22 человека. 10.На судне два якоря. 11. Это очень узкий канал.12. Твои инструменты сегодня – это краска и кисть.13. Стармех в машинном отделении. 14. Где мои перчатки? 15.Кто находится в рубке (wheelhouse)? 17.Какие у тебя сегодня планы? 18.На мачте два красных огня. 19. На нашем судне нет сварщика. 20.В машинном отделении сильный шум.21. Мой отец - матрос первого класса, а его брат - боцман. 22. В корпусе есть пробоина. Она большая? 23.Эти показания (reading) неправильные. 24. Вентилирование в трюмах с зерном не очень хорошее. 25. Где находятся огнетушители? 26. Эти повреждения серьезные? 27. План перехода готов. 28 Ваш курс является правильным.29 . Где мое место якорной стоянки ?30. Судно на мели. 31. Качество этого топлива хорошее? 32. 2-ой помощник отвечает за оборудование по безопасности на судне. 33. На сухогрузе обычно есть 5-6 трюмов.

Exercise 8. Match countries with nationalities

Country Nationality

1. Italy 1. Turkish

2. Turkey 2. English

3 France 3. Argentinian

4 England 4. Spanish

5 Spain 5. Italian

6 Germany 6. Mexican

7 Mexico 7. French

8 Poland 8. German

9 Argentina 9. Canadian

10 Canada 10. Polish

Exercise 9. Complete the sentences with I'm/I'm from.

1. I’m English. 6. __________ Poland.

2. ___________Paris. 7. ___________Canada.

3. ____________Marco. 8. ____________Mexican.

4. ____________German. 9. ____________Russia.

5. _____________John. 10. ___________Spanish.

Exercise 10. Complete the gaps with country or nationality.

1) The superintendents are from Greece. They are _________.

2) The surveyor is from ___________. He is Indian.

3) The Captain is from ____________. He is Canadian.

4) The engineers are from South Africa. They are _______________.

5) The 2nd Officer is from Brazil. He is _____________.

6) The agents are from __________. They are Japanese.

7) The owners are from America. They are _____________.

8) The Pilot is from _____________. He is British.

Exercise 11. Work with a study partner. Ask questions and complete the form. Introduce your partner.

NAME: AGE:

NATIONALITY :

NAME OF VESSEL:

MARRIED?: yes / no CHILDREN? : yes / no

JOB:

SEAMAN'S BOOK NUMBER :

Exercise 12. Work with a study partner. Look at the four information cards. Ask and answer questions about each man.

Exercise 13. Read the dialogue. A new engineer arrives on your vessel.

Imagine you are talking to him. Complete the dialogue below.

You: Hi. How are you? Welcome on board.

My name is........................................ . What....................................... name?

Engineer: Hi......................................... Alan Lewis. Pleased to meet you.

You: Where......................................... ...you........................................ ?

Engineer: .................................. Australia. What about you?

You: I'm from.........................................

Engineer: Right. Good to meet you......................................... ..job?

You: I'm......................................... .What............................you.......................?

Engineer: Oh, I'm an engineer. This is my first vessel.

You: I see. So how....................................... are you, Alan?

Engineer: ...................................... 21.

You: Really? I'm................................. ..................................... married?

Engineer: Yes, I am and I....................................... a young son at home.

How about you? Are you........................................ ?

You: ........................................ . I.........................................

OK Alan, let me show you where everything is. Come this way.

Unit 2. Ship’s crew

As powered ships developed in the 19^th century, their crews evolved into three distinct groups:

• the deck department which steered, kept lookout, handled lines in docking and undocking, and performed at-sea maintenance on the hull and non-machinery components,

• the engine department which operated machinery and performed at-sea maintenance, and

• the catering department which controlled general housekeeping, prepared and served foods.

	crew	экипаж
	officers	командный состав
Deck Officers	master	капитан
	chief officer	старший помощник
	2nd (second) officer	второй помощник
	3rd (third) officer	третий помощник
O Engine Officers	chief engineer	старший механик
	2nd, 3rd, 4th engineer	2-ой, 3-ий, 4-ый механик
	electrical engineer	электромеханик
	ref engineer	рефмеханик
	gas engineer	газовый механик
	ratings	рядовой состав
Deck ratings	bosun (boatswain)	боцман
	AB (able bodied) seaman	матрос 1-го класса
	OS (ordinary) seaman	матрос 2-го класса
	deck cadet	кадет-помощник
Engine ratings	motorman (oiler)	моторист 1-го класса
	wiper	моторист 2-го класса
	engine trainee	моторист-практикант
Other ratings	fitter	слесарь
	welder	сварщик
	pumpman	донкерман
	carpenter	плотник
	turner	токарь
	sandblaster	пескоструйщик
Catering	cook	кок
	steward	стюард
	messman	стюард

THE SHIP S CREW

There is a lot of complex equipment on board modern ships so it is necessary to have skilled crews to operate the ships. The organization of the crew of a cargo ship is , changing, but usually one can find at least two departments on such ships: the deck department and the engine department.

The deck department includes navigators, radio-officers, boatswain, sailors and a doctor. We call navigators according to their rank on board ship: the Master (Captain), the Chief Officer (First Mate), the Second Officer (Second Mate), the Third Officer (Third Mate), the Fourth Officer ( Fourth Mate).

The Master is responsible for the ship, her cargo and the crew. He must be an experienced navigator.

The Chief Officer is the Master’s main assistant and the head of the Deck Department. He must be always ready to replace the Master and perform his duties.

All the navigators must keep watch on the navigating bridge. They may not leave it when on watch. The navigators relieve each other of watch every four hours. Every navigator must know how to define the ship’s position, plot her course on the chart and take bearings.

Radio officers keep watch in the radio-room and are responsible for radio-communications. There is often one or two Radio Officers on board ship, but on ships with continuous radio watches there may be even three radio officers.

Boatswain and sailors must keep the ship’s hull, holds and tackle in good condition.

The Engine Department consists of the Chief Engineer, the Second, Third and Fourth Engineers, some motormen and two or three electricians. They keep watch in the engine room and must maintain and repair its equipment.

Only well-qualified sailors can perform their duties properly that’s why the crews’ training is very important.

Words to be remembered:

complex -сложный

skilled -умелый; хорошо подготовленный

operate - управлять; эксплуатировать

to operate a ship- управлять судном

department – служба

deck department -служба эксплуатации

engine department – служба технической эксплуатации

include - включать

boatswain -боцман a

according to (the rank) в соответствии со (званием)

Chief Officer (Mate)- старший помощник капитана

First (Second) Officer первый (второй) помощник

responsible -ответственный

to be responsible for (the ship) -отвечать за (судно)

experienced -опытный

head [hed] n голова; глава

head of the Deck Department- начальник службы эксплуатации

to keep watch - нести вахту

to keep smth. in order -содержать что-либо в порядке

navigating bridge -рулевой (капитанский) мостик

relieve -v освобождать

to relieve each other of watch- сменять друг друга

take bearings -брать пеленг

radio-communication -n радиосвязь

hull -n корпус (судна)

hold [hould] n зд. трюм

consist [kon’sist] (of) у состоять (из)

tackle -n такелаж

electrician -n электрик

maintain -v обслуживать; содержать

repair - v ремонтировать

well-qualified -а высококвалифицированный

perform -v зд. выполнять, исполнять

to perform one’s duties properly- исполнять свои обязанности должным образом

Exercise 1. Match the following words and word combinations.

1. modern ships 1. курс судна

2. modern equipment 2. команда судна

3. foreign port 3. брать пеленг

4. foreign languages 4. радио-связь

5. to be responsible for 5. современные суда

6. the ship’s position 6. состоять из

7. the ship’s course 7. иностранный порт

8. the ship’s crew 8. местоположение судна

9. the ship’s speed 9. эксплуатировать и ремонтировать

оборудование

10. an officer of the watch 10. отвечать за

11. to take bearings 11. управлять оборудованием

12. to consist of 12. современное оборудование

13. to operate equipment 13. иностранные языки

14. radio-communications 14. вахтенный офицер

15. to maintain and repair the equipment 15. скорость судна

Exercise 2. Answer the following questions

1. Why is it necessary to have skilled crews to operate the ships?

2. How many departments are there on board ship?

3. What are they?

4. How do we call navigators according to their rank on board ship?

5. What is the Master responsible for?

6. Who is the head of the Deck Department?

7. Who keeps watch on the navigating bridge?

8. What must every navigator know?

9. Do you know who must keep the ship's hull, holds and tackle in good condition?

10. What crew members does the engine department consist of?

11. Who keeps watch in the engine room?

12. Why is it necessary to have skilled crews on board ships?

Exercise 3. What are the responsibilities of the crew members on board ships?

1. the Master 2. the Chief Mate 3. the Second Mate 4. the Third Mate 5. the Chief Engineer 6. the Radio Officer 7. the Boatswain 8. the electricians 9. the motormen

is/are responsible for

1. the safety of the ship, cargo and crew 2. the cargo 3. keeping watch in the engine room 4. keeping the ship’s holds, deck and hull in good condition 5. the crew’s work 6. keeping motors and generators in good condition 7. the maintenance and repairs of the engine-room equipment 8. the radio-communication 9. navigational instruments and charts

Exercise 4. Restore the sentences

1. It is necessary to have _____ to operate the ships. 2. One can find at least _____ on such ships: _____ and the engine department. 3. The Master is _____ for the ship, her cargo and the crew. 4. The Chief Officer must be always ready _____the Master and _____ . 5. All the navigators must _____ on _____. 6. Every navigator must know how _____, _____ on the chart and _____. 7. Radio officers keep watch in _____ and are responsible for radio-communications. 8. A Boatswain and sailors must_____ the ship's hull, holds and tackle _____. 9. _____ keep watch in the engine- room and must maintain and _____its _____. 10. Only well-qualified sailors can _____ properly that's why _____ is very important.

a) нести вахту b) содержать c) ответственный d) определять положение судна e) выполнять свои обязанности f) умелые экипажи g) две службы h) заменить i) механики j) радиорубка k) прокладывать курс l) отвечает m) оборудование n) служба эксплуатации o) обучение экипажа p) выполнять свои обязанности q) капитанский мостик r) чинить s) служба технической эксплуатации t) в хорошем состоянии

Exercise.5. Match the job with the description

Master Second Engineer Purser Third Officer Marine Oiler Ordinary Seaman Electrician Cook

sailor responsible for food technical expert helps maintain engines safety officer who does the 8–12 watch learner the captain of a ship officer in charge of accounts supervises engine department

Exercise. 6 Match the speech with the jobs in the list in ex. 5

a) I was in charge of a ship for many years but now I work ashore. People still call me ‘Captain’.

b) I am the officer responsible for administration and supply. I handle the money. The cooks and stewards answer to me.

c) I do general maintenance on board ship. I chip, scrape and paint the hull and decks and keep lifeboats in good condition.

d) I work under orders from the Chief and under me there are juniors who do daily maintenance of important equipment.

e) My job is safety officer and I have responsibility for the ship eight hours a day.

f) I help the engineer with the propulsion equipment.

g) I work onboard with circuits, generators, switches and coils.

h) I order and store supplies. I am concerned with galley hygiene and the preparation of food.

UNIT 2

Exercise 7. Listen to the dialogue and circle the words you hear.

Capitan: Good Morning/Good afternoon. This is Capitan Uris.

Agent: Hello, Sir. Blue Ocean agents. Do you have the crew list / telex?

Capitan: Yes, I do / No, I don’t.

Agent: OK. Please read the names and nationalities to me.

Captain: Certainly. Stand by.

NAME	RANK	NATIONALITY
Eusevio, S.	Pumpman	Portuguese / Chinese
Marquez, M.	Bosun	Italian / Venezuelan
Moller, C.	Motorman	Swedish / Danish

Agent: Repeat the second name, please.

Captain: Marquez. Mike, Alfa, Romeo, Quebec, Uniform, Echo, Zulu

Agent: Thank you. That’s all. Good bye / Good day.

Exercise.8. Translate into Russian.

1. На борту современных судов имеется много сложного оборудования.

2. Капитан отвечает за судно, его груз и команду.

3. Старший помощник (или старпом) это главный помощник капитана и глава Службы Эксплуатации.

4. Все штурмана несут вахту на навигационном мостике.

5. Каждый штурман должен знать как определить местоположение судна, проложить его курс по карте и взять пеленг.

6. Боцман и матросы должны содержать корпус судна, трюмы и такелаж в хорошем состоянии.

7. Механики, электрики и мотористы несут вахту в машинном отделении.

8. Только высококвалифицированные моряки могут выполнять свои функции должным образом.

Grammar exercises:

Personal pronouns (Личные местоимения)

 Они имеют форму именительного падежа (Nominative Case) и форму объектного падежа (Objective Case).

Лицо	Именительный падеж	Объектный падеж (кого? кому?)
Единственное число
1-е лицо	I [ai] я	me [mi:] меня, мне
2-е лицо	you [ju:] ты	you [ju:] тебя, тебе
3-е лицо	he [hi:] он she [ʃi:] она it [it] он, она, оно (о неодушевленных предметах и животных)	him [him] его, ему her [hə:] ее, ей it [it] его, ему
Множественное число
1-е лицо	we [wi:] мы	us [ʌs] нас, нам
2-е лицо	you [ju:] вы	you [ju:] вас, вам
3-е лицо	they [ðei] они	them [ðem] их, им

Exercise.1. Use personal pronouns instead of the nouns

Model: The man is at the table. He is at table.

1. The captain is on the bridge.

2. The Second Mate is in the cabin.

3. The students are in the class-room.

4. The cadets are at the college.

5. The officer is on the navigating bridge.

6. The motor-man is on the bow.

7. The ship is in the dock.

8. These documents are on the desk.

9. The teacher is at the lesson.

10. The Second Mate is busy with the cargo-plan.

11. The students are ready for the lesson.

Exercise.2. Fill the blanks with personal pronouns

1. What are you? ... am a motorman. 2. Where is the tanker? ... is in the port of Odessa. 3. Are you equipped with a radar? Yes, ... are. 4. My watch is 20 minutes slow. ... needs repairing. 5. Where did you put the ship's papers? ... are in the drawer (выдвижной ящик). 6. My nephew is in high school now. ... is at the top of the class.

Exercise.3. Choose proper form of the personal pronouns

1. What's happened to the Smiths? (They, them) are late. 2. My husband and (I, me) are going to spend our holi­days in the Crimea. 3. Where is Jack? All the crewmembers are on board but (he, him). 4. We are much stronger than (they, them) at football. 5. Just between you and (I, me), it's (he, him) who did it, not (she, her). 6. Let (we, us) all go for a walk except (Lena) since (she, her) is so tired. 7. I know you are taller than (I, me), in fact you are taller than any of (we, us). 8. . I thought he was a big chap (большой начальник, "шишка" ) like (I, me). 10. Help (I, me) to carry (she, her), (she, her) is wounded. 11. Nobody could answer except (I, me). 12. What! (I, me) have received the manifest from (they, them)? (I, me) have never even spoken to (they, them).

Exercise.4 Fill the blanks with corresponding personal pronouns

1. I don’t know his name. Do you know ……?

2. I don’t know our Chief Engineer. Do you know ……?

3. I don’t know this woman. Do you know ……?

4. I don’t know these motormen. Do you know ……?

5. I don’t know these seamen. Do you know ……?

6. I don’t know the Master. Do you know ……?

7. I don’t know the engine type. Do you know ……?

8. I don’t know your rank. Do you know ……?

9. I don’t know this vessel. Do you know ……?

Exercise.5. Put the verbs in proper form (Present Simple)

1. I …(to study) at the maritime college.

2. We …(to speak) English at the English lesson.

3. His father …(to sail) on board a container ship.

4. These sailors … (to work) on board a passenger liner.

5. Our vessel … (to call) at this port.

6. He … to want) to be a navigator. That is why he ….(to study) at the maritime college.

7. She…. (to work) hard to master the profession.

8. My friend often … (to take) an active part in the social life of our college.

9. This liner…. ( not to call) at many foreign ports.

10. She sometimes … ( not to take part) in the concerts of our Maritime College.

11. Our captain … (not to speak) English in foreign countries.

12. My friend… (to be) a navigator. He… (to navigate) ships.

13.They…(not / to drive) a car, so he …(to go) to his college

by bus.

14. When he … (to visit) different countries of the world, he usually …(to have) a good time.

15. He….. (to read) English books every evening.

16. My father …(to be) a captain. He (…to sail) on board a passenger liner in spring, summer and autumn. And in winter he .. (to teach) navigation at the maritime college.

Exercise 6. Write sentences about yourself. Use always, usually, often, sometimes, never.

1. (use the telephone) I sometimes use the telephone

2. (eat breakfast) ………………………………………………………………

3. (work on the bridge) …………………………………………

4. (work in the engine room).……………………………………………………

5. (speak to the Captain) ………………………………………………………

6. (read books) …………………………………………………………………

7. (go ashore) ……………………………………………………………………

8. (play cards) ………………………………………………………………

9. (work overtime) ……………………………………………………………

10. (write letters) ………………………………………………………………

Exercise 7. Read the letter. Use the words to complete the sentences.

like play never gives read Korean listen often likes

M/V Milamar

Genoa

Italy

Dear William,

How are you? I am fine. I really ________my new job on this vessel. The work is difficult but I enjoy it.

Every morning the Chief Engineer _____________me a list of jobs to do. I have come free time after work so I often ______________ chess with my friend, Andy. He’s very good at chess – I _______________ win! I sometimes ____________a book before going to sleep.

I share my cabin with another cadet. He’s ___________. He __________listening to music. We sometimes _____________to music together.

That’s all for now. Please write soon. I _____________ think of you.

Best regards

Ivan

Exercise 8. Look at the pictures and say what and when does the Chief Officer do?

Hand over

Exercise 9. Look at the pictures. The 3^rd Officer talks about his day. Translate these phrases and write the sentences for each one.

Get up - The 3^rd Officer gets up at 07:00

Have breakfast -

Go to-

Drink-

Hand over-

Eat-

Listen to-

Sleep-

Exercise 10. Complete the sentences. They are all negative. Use do not or does not with the verb.

1. The 3^rd Officer does not get up at 8:00. He gets up at 7:00.

2. I…………………………. coffee. I drink tea.

3. The Bosun ……………………………. Lunch at noon. He eats lunch at 13:00.

4. The ratings ………………………………. after breakfast. They sleep after lunch.

5. The Chief Engineer ……………………………. to the bridge. He goes to the engine room.

6. We ……………………………. At 9:00.We hand over at 8:00.

Exercise 11. Translate from Russian into English

1. Мой друг - студент. Он учится в мореходном училище. Он изучает английский язык. У него занятия по английскому языку два раза в неделю. Он хорошо успевает в учебе.

2. Я очень люблю футбол. Когда у меня есть свободное время, я ча­сто играю в футбол со своими дру­зьями. Я также смотрю (to watch) матчи по телевизору.

3. Он работает на борту танкера. Его судно заходит во многие порты разных стран мира. У него много работы каждый день. У него мало свободного времени.

4. Моя сестра увлекается литерату­рой и музыкой. Она читает книги каждый день. Она любит класси­ческую музыку и играет на фор­тепиано каждый вечер. Она очень хорошо играет на фортепиано, но она не играет на гитаре.

5. Моя мама - преподаватель. Она преподает иностранные языки в педагогическом училище. Она ез­дит на работу на автобусе каждый день. Ее студенты хорошо успева­ют в учебе и у них всегда хорошие оценки. У моей мамы всегда мно­го работы. Она очень хороший преподаватель.

RADIO COMMUNICATION AT SEA (РАДИОТЕЛЕФОННАЯ СВЯЗЬ НА МОРЕ)

PHONETIC ALPHABET AND DIGITAL CODE (ФОНЕТИЧЕСКИЙ АЛФАВИТ И ЦИФРОВОЙ КОД)

A	Alfa
В	Bravo
C	Charlie
D	Delta
E	Echo
F	Foxtrot
G	Golf
H	Hotel
• I	India
J	Juliett
К	Kilo
L	Lima
M	Mike
N	November
О	Oscar
P	Papa
Q	Quebec
R	Romeo
S	Sierra
T	Tango
U	Uniform
V	Victor
W	Whiskey
X	X-ray
	Yankee
Z	Zulu
	Nadazero
	Unaone
2	Bissotwo
3	Terrathree
4	Kartefour
5	Pantafive
6	Soxisix
7	Setteseven-
8	Oktoeight
9	Novenine
Decimal point — Decimal
Full stop — Stop

Single letter signals

A Alpha - I have a diver down; keep well clear at low speed.

B Bravo - I am taking in, or discharging or carrying dangerous goods.

C Charlie - Yes (affirmative or "the significance of the previous group should be read in the affirmative").

D Delta - Keep clear of me, I am manoeuvring with difficulty.

E Echo - I am altering my course to starboard.

F Foxtrot - I am disabled; communicate with me.

G Golf - I require a pilot. When made by a fishing vessel operating in close proximity to the fishing grounds: "I am hauling nets."

H Hotel - I have a pilot on board.

I India - I am altering my course to port.

J Juliet - I am on fire and have dangerous cargo on board; keep well clear of me.

K Kilo - I wish to communicate with you.

L Lima- You should stop your vessel instantly.

M Mike- My vessel is stopped and making no way through the water.

N November - No (negative or "the significance of the previous group should be read in the negative"). This signal may be given only visually or by sound. For voice or radio transmission the signal should be "no" in response to a preceding signal).

O Oscar - Man overboard.

P Papa - [in harbour] All persons should report aboard as the vessel is about to proceed to sea.

- [at sea] It may be used by fishing vessels to mean "my nets have come fast upon an obstruction".

Q Quebec - My vessel is "healthy" and I request free pratique.

R Romeo - Single letter code R has no allocated meaning.

S Sierra - My engines are going astern.

T Tango - Keep clear of me; I am engaged in pair trawling.

U Uniform - You are running into danger.

V Victor - I require assistance.

W Whisky - I require medical assistance.

X X-ray - Stop carrying out your intentions and watch for my signals.

Y Yankee - I am dragging my anchor.

Z Zulu - I require a tug. When made by a fishing vessel operating in close proximity to the fishing grounds: "I am shooting nets."

Unit 3. Part A. Ship’s construction.

Words to be remembered:

Amidships - мидель

Anchor –якорь

Beam - бимс, траверз

port beam - левый траверз

starboard beam - правый траверз

Bow- нос

bow thruster - носовое подруливающее устройство с винтом регулируемого шага

Bridge –мостик

bulbous bow - бульбообразный нос

catwalk -переходный мостик

crane - кран

deck -палуба

forecastle –бак

funnel - труба

hull - корпус

lifeboat - спасательная шлюпка

mast- мачта

poop - полуют, корма

propeller shaft- гребной винт

radar - радар

rudder - руль

superstructure - палубные сооружения, надстройка

derrick –подъемное приспособление,стрела

engine-room- машинное отделение

equipment - оборудование

galley - камбуз

gangway - парадный трап

hatch - люк

hatch cover - крышка люка

hold - трюм

laundry -прачечная

main deck - главная палуба

mess-room - кают-компания

mooring gear - швартовное устройство

mooring winch - швартовная лебедка

paint room - малярная

port side - левый борт

porthole - иллюминатор

pump-room - насосное отделение

rope - канат, трос

scupper -шпигат

sick-bay / hospital - лазарет

starboard side - правый борт

steering gear room -румпельное отделение

Stern - корма

stem - корма

store-room -кладовая

upper deck - верхняя палуба

workshop- мастерская

Text 1. SHIP DESIGN AND CONSTRUCTION (general introduction)

Ships are large, complex vehicles which must be self-sustaining in their environment for long periods with a high degree of reliability. A ship is the product of three main areas of skill, those of the naval architect, the navigating officer (deck officer) and the marine engineer (engineering officer). The naval architect is concerned with the hull, its construction, form, habitability and ability to endure its environment. The navigating officer is responsible for safe navigation of the ship, and its cargo operations. The marine engineer is responsible for the various systems which propel and operate the ship. More specifically, this means the machinery required for propulsion, steering, anchoring and ship securing, cargo handling, air conditioning, power generation and its distribution. There are two main parts of a ship: the hull and the machinery. The hull is the actual shell of the ship including her superstructure, The machinery includes not only the main engines required to drive her but also the auxiliary machinery (boilers, generators, etc.) used for manoeuvring purposes, steering, mooring, cargo handling and for various other services, e.g. the electrical installations, winches and refrigerating plant. The rear portion of the ship is called the after end or stern. When moving stern first, the vessel is said to be moving astern. The front portion of the ship is called the fore end, whilst the extreme forward end is called the bow. When moving bow first, the vessel is said to be moving ahead. Fore and aft are generally used for directional purposes. The area between the forward and aft portions of the vessel is called amidships. The maximum breadth of the vessel, which is found in the amidships body, is known as the beam.

bow

Many modern cargo and passenger liners have a transverse propulsion unit or bow thruster in the bows. Its purpose is to give greater manoeuvrability in confined waters, e.g. ports, and so reduce or eliminate the need for tugs.

The rudder, which enables the vessel to maintain her course, is situated right aft. The bulbous bow can improve passenger and crew comfort, as it can reduce pitching in heavy seas and has been provided in tankers, bulk carriers, and modern cargo liners to increase speed when in ballast. The modern tendency is to have large unobstructed holds with mechanically operated hatch covers, both for the speedy handling of cargo, and to reduce turn-round time to a minimum.

General arrangements plan ~ a bulk carrier

A ship's actual design and number of decks depend on the trade in which the ship will ply. A tramp, carrying shipments of coal or ore, will be a single deck vessel with large unobstructed hatches to facilitate loading and discharge. A cargo liner carrying a variety of cargo in relatively small consignments would have 'tween decks to facilitate stowage. If such a vessel also conveyed wood and other commodities of high stowage factor, a shelter deck would be provided. Additionally, container ships are equipped with specially designed holds with cells or slots to facilitate speedy container handling using shore-based lifting gear.

Machinery

Three principal types of machinery installation are to be found at sea today. Their individual characteristics change with technological advances and improvements and economic factors such as the change in oil prices. The three layouts involve the ship’s propulsion machinery using direct-coupled slow-speed diesel engines (the main engine), medium-speed diesels with a gearbox, and the steam turbine with a gearbox drive to the propeller. A propeller, in order to operate efficiently, must rotate at a relatively low speed. Thus, regardless of the rotational speed of the prime mover, the propeller shaft must rotate at about 80 to 100 rev/min. The slow-speed diesel engine rotates at this low speed and the crankshaft is thus directly coupled to the propeller shafting. The medium-speed diesel engine operates in the range 250—750 rev/min and cannot therefore be directly coupled to the propeller shaft. A gearbox is used to provide a low-speed drive for the propeller shaft. The steam turbine rotates at a very high speed, in the order of 6000 rev/min. Again, a gearbox must be used to provide a low-speed drive for the propeller shaft. A

Exercise 1. Find the parts of the reading text which provide answers to the following questions:

1. What do the two main parts of the ship include?

2. What are the two extreme ends of a ship called?

3. Define the location and function of the following ship parts: bow, stern, funnel, mainmast, stem, sternpost, shipboard crane, double bottom, engine room, rudder, bulbous bow, bow thruster, hatchcover, free-fall lifeboat, forecastle, poop deck, bridge, wheelhouse, forepeak, afterpeak

4. Which types of machinery are housed in the engine room?

5. Where are the anchors and windlasses placed?

Exercise 2. Complete the following sentences:

1. The hull includes both _______________ . 2. The ship's machinery includes ______________. 3. When moving bow first, the ship _________________ and she _________________ when she moves stern first. 4. The midship portion of the ship is situated between ________. 5. The beam is _______________. 6. The rudder is designed to ___________________ . 7. The bow thruster gives the ship _______________. 8. Modern ship holds are equipped with mechanically operated hatch covers to _____________ . 9. The use of the bulbous bow is to __________________ .

Exercise 3. Which ship terms are defined below?

1. ____________ : the body of the ship.

2. ____________ : the large hinged plate at the stern of the ship which controls the ships direction.

3. _____________: space inside the ship for carrying the cargo.

4. ____________ : a part of the ship which drives the ship through the water.

5. ____________ : an opening in the deck through which the cargo is lowered into and lifted from the hold.

6. ____________ : the measurement of the ship's largest width.

7. ____________ : fore and after end of the ship's hull.

Exercise 4. Complete the following text with the corresponding ship terms:

The forward end of the ship is called the 1. _____________ the after end is the 2. _____________ , and halfway between the two is 3. _____________ . The 4. _____________ of the ship is the distance from the port to the starboard side of the ship. The 5. _____________ or body of the ship includes the outer skin or shell and all members and parts which hold the ship together, divide it into 6. _____________ and give it strength and rigidity.

Exercise 5. Write down the labels indicating the parts of the ship of the ship following the arrows from the bow to the stern:

catwalk

Exercise 6. Indicate the parts of the ship below by drawing an arrow to the relevant position:

bow, stern, funnel, mainmast, stem, sternpost, shipboard crane, double bottom, engine room, rudder, bulbous bow, bow thruster, hold No. 3, hatchcover, free-fall lifeboat, forecastle, poop deck, poop deck No. 3, bridge, wheelhouse, forepeak, afterpeak

Bow thruster

Exercise 7. Write down the terms relating to the arrows showing points of orientation on board an around the ship

Exercise 8. Lock at this diagram. What are the places on the vessel? Complete the words.

5th deck	B . . . ge
4th deck	R . . . o r . . m	M . . . er’s Cabin	Chief E . . . . eer’s cabin
3rd deck	C . . . . Of . . . . r’s cabin	Officers’ Mess . . . .	P . . . t’s cabin
2nd deck	H . . . . tal	R . . ing’s Mess . . . m	O . . . ce
1st deck	L . . . dry	G . . . . y	St . . . room
	E . . . ne . . . .	P . . . room

Exercise 9. Listen to the cassette. The Captain describes places on the ship.

What are the places he talks about?

1. __________________ 3. __________________________________

2. __________________ 4. __________________________________

Exercise 10. Look at the Exercise 8 again. Describe the position of the places on the MV Olimpia. Use the following words.

above to the left of to the right of one the first deck between next to

1. The bridge is above the Master’s cabin.

2. The Chief Engineer’s cabin is____________________

3. The Pilot’s cabin is___________________________

4. The Chief Officer’s cabin is_____________________

5. The laundry is_______________________________

6. The Master’s cabin is_________________________

Exercise 11. A visitor on the MV Olimpia. Look at Exercise 8 again. Answer these questions.

1. Excuse me, where is the hospital? ( The hospital is on the second deck next to the rating’s messroom)

2. Excuse me, what deck is the bridge on?

3. Excuse me, where is the galley?

4. Excuse me, where is the store room?

5. Excuse me, what deck is ratings’ messroom on?

Exercise 12. Your ship. Ask your study partner questions about your vessel. Now ask more questions.

1. Where is the Pilot’s cabin?

2. Is the Master’s cabin next to the Chief Engineer’s cabin?

3. Where is the radio room?

4. Is the bridge on the fifth deck?

5. What deck is the Chief Officer’s cabin on?

Exercise 13. Supply the right form of the verb in brackets:

Description of a ship

The «Polar Star» (be) 1. _____________ a ship (belong) 2. _____________ to a class called multi-purpose ships. She (be) 3. _____________ of 15,000 dwt (9,000 gross and 6,000 net tons). Her overall length is 130 m, beam 16 m, draught 9 m. Her five cargo holds (arrange) 4. ______________ so that holds Nos. 1 to 4 (be) 5. _____________ forward of the bridge superstructure and No. 5 is abaft it. Each hold (serve) 6. _____________ by two 20 ton derricks, mounted in pairs. The hull (be) 7. _______________ of a single 'tween deck type with raised forecastle and a bridge superstructure of medium height. The ship (fit) 8. _______________ with a stern anchor and warping winch for (manoeuvre) 9. _______________ in confined waters. With a single diesel engine and a controllable pitch propeller the «Polar Star» (run) 10. ______________ at her economical service speed of 16 knots, her fuel consumption (be) 11. _____________ around 20 tons per day.

Grammar exercises:

Plural form of nouns (Множественное число существительных)

Общее правило.

Исчисляемые существительные (то есть те, которые можно посчитать)  могут иметь форму единственного числа, если речь идёт об одном предмете, и множественного числа, если речь идёт о двух или более предметах.

Форма множественного числа у большинства исчисляемых существительных образуется с помощью суффикса -s (-es), например:

a book – books

книга – книги

a table – tables

стол – столы

Особенности написания.

Един. число	Множ. число
Сущ. оканчивающиеся на  -f/-fe Eg. wolf, life, leaf	Окончание меняется на -ves. Eg. wolves, lives, leaves.
Сущ. оканчивающиеся на  -о Eg. tomato, potato	Прибавляется суффикс -es. Eg. Tomatoes, potatoes. !НО! photos, radios, zoos иряд других.
Сущ. оканчивающиеся на  -y c предшествующим согласным Eg. army, family	Прибавляется суффикс -es, а буква -y переходит в -i-. Eg. armies, families.
НО!!! Eсли перед -y- стоит гласная, действует общее правило! Eg. boy- boys, toy- toys
Сущ. оканчивающиеся на -s, -ss, -ch, -sh-, -x(шипящие и свистящие) eg. Dress, dish, box	Прибавляется суффикс -es   Eg. dresses, dishes, boxes.

 Исключения.

В английском языке есть небольшое количество существительных, которые образуют форму множественного числа не по общему правилу:

Единственное число	Множественное число	Перевод
man	men	мужчины
woman	women	женщины
mouse	mice	мыши
tooth	teeth	зубы
goose	geese	гуси
foot	feet	ноги
child	children	дети
ox	oxen	быки
fish	fish	рыбы
sheep	sheep	овцы
deer	deer	олени
swine	swine	свиньи

Exercise 1. Write underlined nouns in the form of singular and make corresponding changes if necessary.

1. Students know the town well and can show you the way to the theatre. 2. My friends live in Sevastopol, they study at the University. 3. Do these boys go to the Institute in the morning or in the afternoon? 4. Professors want to buy some books which they need for their work. 5. These girls sing well but they cannot play the piano. 6. Housewives work very much at home. 7. Two of my friends work at this plant, they are engineers. 8. These little girls like when their brothers play with them. 9. Children spend a lot of time out-of-doors. 10. My cousins have families of their own. 11. My sisters have breakfast at 8 o’clock and then they go to school. They return home only at 2 o’clock in the afternoon. 12. Navigators go to the library twice a month. 13. Their teachers tell them that they make many mistakes because they are not attentive at the classes. 14. Seamen go to work by bus and return home on foot.15. Two of my sisters are married, their husbands are workers.

Exercise 2. Write the plural of each noun

depth, datum, ship, passenger, lady, bee, city, fly, inch, knife, wolf, match, bus, log, basis, house, glass, tray, seaman, ax, cliff, box, handkerchief, tooth, class, roof, potato, child, wish, woman, foot, sheep, path, voyage, shelf, family-name, key, barge, ox.

Exercise 3. Translate into Russian paying attention to the meaning of the nouns.

1. The Company claim damages. 2. The peoples of the world struggle against the policy of star wars. 3. All my pains were for nothing. 4. Where are the crew quarters? 5. When you arrive in a foreign country you must go through the customs. 6. This cus­tom is very popular with us. 7. You are responsible for the damage caused to my ship.

Exercise 4. Translate into English

1. Какие новости? 2. Глубина здесь — 20 футов. 3. Вы уже получили эти данные? 4. Деньги на столе. 5. Содержимое ящи­ков в плохом состоянии. 6. У этой женщи­ны пять детей. 7. Вы должны совершенствовать свои знания анг­лийского языка. 8. Они требуют возмещения убытков. 9. Какие повреждения получило судно? 10. Где я могу пройти таможен­ный досмотр? 11. Позвольте мне дать вам хороший совет. 12. Где бинокль? — Вот он. 13. Взгляни на его одежду. Она грязная и порванная. 14. Все необходимое оборудование уже погружено на палубу. 15. Мебель в кают-компании совершенно новая. 16. Его волосы совсем седые. 17. Какой способ снятия судна с мели вы можете предложить? 18. Какая у вас зарплата?

Unit 3. Part B. Types of Ships

Words to be remembered:

bulk carrier, bulker -балкер

bunkering tanker - танкер-бункеровщик

chemical tanker- танкер-химовоз

coaster - каботажное судно

CONBULKER = container/ bulk-carrier – комбинированное судно, предназначенное для транспортировки нефтепродуктов, сырой нефти, навалочных грузов и руды

container carrier - контейнеровоз

crude oil tanker - танкер для перевозки сырой нефти

cruise liner круизный лайнер

double-decker, tweendecker -двухпалубное судно

dredger - драгер ,устричное судно 

dry cargo ship сухогруз

feeder фидер

ice-breaker ледокол

liner лайнер

ferry паром

fishing vessel рыбодобывающее судно

general cargo vessel судно для перевозки генеральных грузов

heavy-lift ship тяжеловоз

LAS –carrier= lighters aboard ship-carrier- лихтеровоз

LPG / LNG carrier газовоз

Navy ship военно-морское судно

merchant ship торговое судно

multi-purpose ship многоцелевое судно

off-shore vessel оффшорное судно

OBO ship = oil/ bulk/ore-carrier – нефтерудовоз, балктанкер

passenger ship пассажирское судно

PROBO ship= prouct/oil/bulk/ore-carrier – судно, предназначенное для транспортировки нефтепродуктов, сырой нефти, навалочных грузов и руды

product tanker танкер-продуктовоз

reefer рифер

research vessel исследовательское судно

ro-ro ро-ро

salvage tug спасательный буксир

supply vessel судно-снабженец

tanker танкер

timber carrier лесовоз

tug буксир

vehicle carrier автомобилевоз

Text 1. Commercial vessels

Commercial vessels or merchant ships can be divided into three broad categories: cargo ships, passenger ships, and special-purpose ships. Cargo ships transport dry and liquid cargo. Dry cargo can be transported in bulk by bulk carriers, packed directly onto a general cargo ship in break-bulk, packed in shipping containers as aboard a container ship, or driven aboard as in roll-on roll-off ships. Liquid cargo is generally carried in bulk aboard tankers, such as oil tankers, chemical tankers and LNG tankers.

Passenger ships range in size from small river ferries to giant cruise ships. This type of vessel includes ferries, which move passengers and vehicles on short trips; ocean liners, which carry passengers on one-way trips; and cruise ships, which typically transport passengers on round-trip voyages promoting leisure activities onboard and in the ports they visit.

Special-purpose vessels are not used for transport but are designed to perform other specific tasks. Examples include tugboats, pilot boats, rescue boats, cable ships, research vessels, survey vessels, and ice breakers.

Most commercial vessels have full hull-forms to maximize cargo capacity. Hulls are usually made of steel, although aluminum can be used on faster craft, and fibreglass on the smallest service vessels. Commercial vessels generally have a crew headed by a captain, with deck officers and marine engineers on larger vessels. Special-purpose vessels often have specialized crew if necessary, for example scientists aboard research vessels. Commercial vessels are typically powered by a single propeller driven by a diesel engine. Vessels which operate at the higher end of the speed spectrum may use pump-jet engines or sometimes gas turbine engines.

Exercise 1. Answer the questions:

1. How can merchant ships be divided?

2. What do cargo ships transport?

3. How can dry cargo (liguid) be transported?

4. What do passenger ships include?

5. What do the passenger ships serve for?

6. What special purpose vessels do you know?

7. What can you tell about the hull of commercial vessels?

Exercise 2. Choose the terms under the line below for each of the following definitions:

a) tanker; b) container ship; c) bulker; d) dry cargo ship; e) gas carrier; f) Ro-Ro vessel.

1) A ship intended for the carriage of liquefied gas in bulk is _________.

2) A ship intended for the carriage of different cargoes except for liquid bulk cargo is _________.

3) A ship intended for the carriage of goods in containers of the international standard is _________.

4) A cargo ship intended for transportation of various vehicles on all decks is _________.

5) A ship intended for the carriage of liquid cargoes is _________.

6) A ship designed to carry dry bulk cargo in its holds is _________.

Exercise 3. Translate into English the words in bold type:

1. OBO ships can перевозить both dry and liquid грузы.

2. Универсальные суда can carry практически любые types of cargo.

3. Тяжеловесные грузовые суда with стрелами or cranes can handle single lifts over 500 tons and they do not require посторонней помощи.

4. Containers can be быстро спущены на воду с кормы судна.

5. Some of много-целевые суда are also предназначены to carry rolled vehicles or heavy/bulky cargoes.

6. На борту LO-LO (lift-on/lift-off) vessels обработка груза is effected by derricks or cranes through грузовые люки.

7. On board RO-RO (roll-on/roll-off) vessels the cargo заезжает board and rolled off.

8. On board FO-FO (float-on/float off) vessels dock lift cargo метод погрузки is used, that is плавучие грузовые средства (e.g. barges) are floated into cargo spaces (usually large трюма).

9. Каботажные суда are designed to sail in a certain area or at a certain distance from the port, суда неограниченного морского плавания can sail to any area of the World Ocean.

10. A liner has установленные dates of отправления и прибытия, fixed ports of call between her home port and местом прибытия.

Exercise 4. Translate from Russian into English:

1. Грузовые суда бывают двух основных типов - сухогрузные и наливные. 2. Сухогрузные суда могут быть универсальными и специализированными, т.е. предназначенными для перевозки определенных грузов. 3. Универсальные сухогрузы предназначены для перевозки генеральных грузов. 4. Специализированных судов довольно много. 5. Это - контейнеровозы, накатные суда (или суда типа Ro-Ro), перевозящие колесную технику или трейлеры; рефрижераторные суда, суда для перевозки навалочных грузов (балкеры); лесовозы, которые, как и контейнеровозы, часть груза везут на верхней палубе. 6. Многоцелевые суда обеспечивают перегрузку разными способами, например крановым и доковым. 7. Универсальные суда предназначены для перевозки любых различных грузов, в том числе опасных, рефрижераторных, контейнеров. 8. Наливные суда - это танкеры, предназначенные для нефти или нефтепродуктов. 9. Сжиженные газы перевозятся в газовозах при очень низкой температуре (ниже -160°С).

10. Существуют комбинированные суда, которые в одном направлении везут, например, нефть, а в другом - руду. 11. Паромы предназначены для перевозки транспортных средств и пассажиров.

Text 2. Fishing vessels

Fishing vessels are a subset of commercial vessels, but generally small in size and often subject to different regulations and classification. They are distinguished by several criteria: the type of fish they catch, the fishing method used, geographical origin, and technical features such as rigging.

Commercial fishermen harvest many aquatic species, from tuna, cod, and salmon to shrimp, krill, lobster, clams, squid and crab, in various fisheries for these species.

Modern commercial fishermen use many methods. One is fishing by nets, such as purse seine, beach seine, lift nets, gillnets, or entangling nets. Another is trawling, including bottom trawl. Hooks and lines are used in methods like long-line fishing and hand-line fishing). Another method is the use of fishing trap.

Fishing boats are generally small, often little more than 30 metres (98 ft)) but up to 100 metres (330 ft) for a large tuna or whaling ship. They feature holds large enough to keep a good-sized catch. The fish can then simply be stored on ice. Aboard a fish processing vessel, they can be made ready for market and sold more quickly once the ship makes port.

The simplest fishing boats have a small cabin with a saloon, a deck designed to accommodate fishing, and fishing equipment such as nets and lines. Trawlers have additional gear such as winches and arms. Other devices are used, such as a rear ramp on a stern-trawler, and a skiff on a tuna seiner.

Notes to the text:

Subset- подгруппа; подкласс

Rigging- такелаж, снаряжение, оснащение

species ['spiːʃiːz] вид

tuna ['tjuːnə] / тунец (рыба)

cod [kɔd] треска

salmon ['sæmən] лосось; сёмга

shrimp [ʃrɪmp] креветка

krill криль (вид морского рачка)

lobster ['lɔbstə] омар

clam [klæm] 1. 1) двустворчатый моллюск (Bivalvia) 2) раковина двустворчатого моллюска

purse seine кошельковый невод

beach seine закидной невод

gill net жаберная сеть

entangling net жаберная [объячеивающая] сеть

bottom trawl донный трал

long-line fishing ярусный лов

hand-line fishing лов на поддёв

trap fishing лов ставным неводом

whaling ship 1 китобойное судно

Exercise 6. Answer the questions:

1. By what criteria are fishing vessels distinguished?

2. What aquatic species do you know?

3. What are the main methods of fishing?

4. What is the size of fishing boats?

5. What is the design of smallest fishing boats?

Grammar exercises:

Оборот there is / there are характерно использовать для определения местоположения предметов или если в предложении не используется глагола.

Структура предложения следующая: there is/are + существительное + обстоятельство места. Переводить предложения с there is/are желательно с обстоятельства места.

There is используется только для существительных единственного числа:

• There is a cat in the garden – кот (находится) в саду;

• There is a beach down here – Здесь (есть) пляж;

• There is a new club near the college – Около колледжа (находится) новый клуб;

There are используется для существительных множественного числа:

• There are twenty students in the class – в классе (есть) двадцать студентов;

• There are four girls and two boys in her family – в её семье (имеются) 4 девочки и 2 мальчика;

• There are three hospitals in town – в городе (находится) три больницы;

Для ясности, предложение there is/are лучше переводить с обстоятельства места.

Для того чтобы составить вопросительное предложение, глагол to be необходимо поставить перед словом there.  Is there a train to Moscow? – Есть ли поезд до Москвы?

• Is there a good restaurant in the street? – На этой лице хороший ресторан?

• Are there a lot of children in the pool? – В бассейне много детей?

• Are there thirty or thirty one days in this month? – В этом месяце тридцать или тридцать один день?

Отрицательное предложение с оборотом there is/there are может быть образовано двумя способами.

Во-первых, с помощью отрицательной частицы not, которую нужно поставить после глагола to be. В разговорной речи обычно используется сокращенная отрицательная форма:

в настоящем времени there isn’t или there aren’t.

в прошедшем времени there wasn’t или there weren’t.

В отрицательном предложении перед исчисляемыми существительными в единственном числе ставится неопределенный артикль, а перед существительными во множественном числе и перед неисчисляемыми существительными – местоимение any.

There isn’t an air bag in my car.

В моей машине нет (ни одной) подушки безопасности.

There weren’t any messages for me yesterday.

Вчера для меня не было (никаких) сообщений.

Во-вторых, отрицание может быть выражено с помощью местоимения no. Оно ставится перед существительным и является его определением:

There’s no milk in this store.

В этом магазине нет молока.

There are no trains to Moscow today.

Сегодня нет поездов на Москву.

Exercise 1. Complete as more sentences as possible using the table

a)

There

is are

a book many ships two note-books a picture many cadets a teacher many boys a map ten sailors

on the table on the wall in the port on the desks in the room on the ship

b)

Is Are

there

a book many ships two note-books a picture many cadets a teacher many boys a map ten sailors

on the table? on the wall? in the port? on the desks? in the room? on the ship?

c)

There

is are

no

a book many ships two note-books a picture many cadets a teacher many boys a map ten sailors

on the table on the wall in the port on the desks in the room on the ship

Exercise 2. Translate the sentences from English into Russian

1.There are many cabins on the ship.

2. There is heavy traffic in the area and visibility is good.

3. There is a winch on the deck.

4.There is a brush on the table.

5.There is a navigational warning about heavy sea.

6.There is no need to continue at a full speed in reduced visibility.

7.How many decks are there on the ship?

8.There is pollution from the damaged fuel tank.

9. On the chart there is a warning of shoal waters.

10.There is man overboard.

11.There are two radars on me bridge.

12. What is there in the superstructure?

13. There is a lot of work for the officers.

14. There are manuals for the machinery in the Chief Engineer’s cabin.

15. There is new equipment in containers.

16.There is too much cargo on the stern.

16. How many containers are there on the deck?

17. There are new office messages on the table.

18. There is a small fishing boat ahead of us.

20 There is not an emergency anchor onboard our ship.

21. There are strong currents in that area.

22. What dangers are there?

Exercise 3. Read and translate. The Captain describes the MV Transitor in detail. Pay attention to there is / there are.

On the MV Transitor there are five decks. The engine room is below the first deck. There are three rooms on the first deck: the galley, the laundry and the storeroom. Above the laundry there is a hospital. It is on the second deck next to the ratings' messroom. To the right of the ratings' messroom is an office. There are no cabins on this deck but there are cabins on the third deck. There is one cabin for the Pilot and one for the Chief Officer. Between them is the officers' messroom. There is a cabin for the Master on the fourth deck between the radio room and the Chief Engineer's cabin. The radio room is to the left of the Master's cabin. The bridge is on the fifth deck.

Exercise 4. Write sentences using there is or there are.

1.storeroom / first deck:

2.three rooms / first deck:

3.messroom / second deck:

4.two cabins / fourth deck:

5.galley / first deck:

6.two cabins / third deck:

Unit 4. Life - saving equipment

1) 2) 3)

4) 5) 6)

7) 8) 9)

10) 11)

Words to be remembered:

life jacket спасательный жилет

fire hose пожарный шланг; пожарный рукав

eye-rinse station  установка для экстренного промывания глаз 

fire extinguisher огнетушитель

a life boat спасательная шлюпка/лодка

immersion suit -Гидрокостюм

fire alarm пожарная сигнализация

breathing apparatus дыхательный аппарат

first aid box аптечка

life raft спасательный плот

life buoy 1) спасательный буй 2) спасательный круг

emergency telephone телефон экстренной связи

muster station  назначенное судовым расписанием место, место сбора (по тревоге)

Exercise 1. The fire extinguisher or the fire alarm? Listen and circle the words you hear

1. I see smoke. Get the fire alarm / fire extinguisher.

2. Lifeboat drill is at 0900. Bring your emergency suit / immersion suit.

3. There are five life jackets / life rafts.

4. Meet in front of the muster station / eye rinse station.

5. There’s a problem in the engine room. Where’s the operations manual / safety manual?

6. What’s that noise? It’s the smoke alarm / fire alarm!

7. Launch the life buoys / life boats!

8. Are the headphones / telephones working?

Exercise 2. Location of safety equipment. Read and translate the sentences

1. The emergency telephones is on the wall.

2. The breathing apparatus is in the cupboard.

3. The First Aid box is under the table.

4. The fire extinguisher is in front of the chart table.

5. The immersion suit is behind the door.

6. The life buoy is near the gate.

7. The life jacket is on the chair.

Exercise 3. Safety equipment on the vessel. The Captain wants to check that the rating knows the location of the safety equipment. Does the rating know where everything is? Tick (+) when you hear the word (T 7.4).

1. Fire alarm (+)

2. Fire extinguisher ( )

3. First Aid equipment ( )

4. Life jacket ( )

5. Life buoys ( )

6. Life boats ( )

Exercise 4. On your vessel. Where is the safety equipment on your vessel? Write complete sentences.

1. Where is your life jacket? ________________________________________

2. Where is your muster station? _____________________________________

3. Where is your immersion suit? ____________________________________

4. Where is your life boat station? ____________________________________

5. Where are the fire alarms? _______________________________________

Exercise 5. Your safety equipment checklist. Ask a study partner where the safety equipment is on board your vessel. Use the checklist below. Tick (+) each item your partner describes.

Example: Where is the eye rinse station? It’s next to the pump-room.

Safety equipment checklist

• Eye rinse station

• Life raft

• Breathing apparatus

• First Aid box

• Fire extinguisher

Text 1. Personal life-saving appliances

All standard life-saving equipment on board any vessel can be divided into two main groups: personal life-saving appliances and survival craft. Many vessels also carry rescue boats but the later have limited purposes and therefore can be considered as a separate group.

Personal life-saving appliances include life-jackets, immersion or survival suits, thermal protective aids and life-buoys.

Life-jacket. There must be at least one approved life-jacket for every person on board. It is kept ready for use in a box specially provided for this purpose either in a cabin or on the boat deck or near the muster station. Additional life-jackets must also be stored elsewhere, e.g. on the navigating bridge for the persons on watch there. Life-jackets can be either rigid or inflatable.

The neck and the chest pieces of rigid life-jackets are made these days from rigid-foam blocks covered with coated fabric. The materials of rigid life-jackets must be resistant to wetting, washing, cleaning agents, oil and oil products. They must also be rot-proof, salt-water and aging resistant, hard to ignite and resistant to microorganisms.

The outside surfaces of life-jackets are usually dyed orange or luminous red. Life-jackets are usually fitted with straps for fixing them to the human body, while their above-water parts have retro-reflective strips for easier detection of a person in the water in darkness. The life-jackets are also equipped with signal whistles and lights working from chemical batteries when water gets inside them.

The inflatable life-jackets must meet most basic requirements for rigid life-jackets regarding the stability and strength of the material, the buoyancy and distance of the mouth above the water, the ability to turn, the fitting with required accessories, etc. Such a life-jacket must inflate automatically upon immersion and must be fitted with a device which permits inflation by a single movement of the hand, and be capable of being inflated by mouth (mouth-inflation valve).

Survival suit. The survival suit protects the wearer in distress against hypothermia. It covers the entire body including head, hands and feet and leaves only the face uncovered. The gloves are firmly fastened to the suit and have at least three fingers.

The survival suit is made from closed-cell neoprene or from plastic-coated fabric with thermally-insulating material applied on the inside and a reserve of buoyancy. Depending on the type, it is worn either with or without a life-jacket. A watertight zip fastens the suit. The way the hood seals against the face, ensures that the angle of vision of at least 120 degrees remains.

The survival suit allows the wearer:

• to climb up or down vertical ladders

• to carry out the tasks involved in abandoning the ship

• to jump into the water from a low height

• to swim a short distance and board the survival craft

• to remain in water at 0 degree centigrade for at least 6 hours without suffering from hypothermia.

A survival suit with adequate inherent buoyancy and intended to be worn without a life-jacket is equipped with an approved light and a signal whistle.

If the survival suit has to be worn with an approved life-jacket, that life-jacket has to be worn over the suit. The life-jacket can be donned by a person wearing such a suit without outside help. With this type of a survival suit the life-jacket instead of it is equipped with an approved light.

The survival suit is provided with a connecting line to allow several persons floating in the water to link up or fasten onto a floating object. It is also fitted with approved retro-reflective material.

Thermal protective aids. Cargo and passenger vessels are equipped with approved thermal protective aids. For every life-boat or life-raft there are thermal protective aids for three people or ten per cent of the approved number of persons whichever is the greater.

Thermal protective aids protect wearers in open life-boats against getting soaked and against hypothermia.

The thermal protective aid consists of a waterproof, sack-shaped covering with closed sleeves, hood and zip-fastener. The material is a coated waterproof foil with a low specific thermal conductivity (удельная теплопроводимость), reinforced to increase resistance to tearing (прочность на разрыв).

Thermal protective aids

• are worn on top of the clothing

• cover the entire body except for the face

• can without outside help be unpacked and put on in a survival craft

• can be removed in not more than 2 minutes in the water if they impede the wearer’s swimming

• are effective and easy to handle over a temperature range from -30 degrees to +20 degrees centigrade.

Life-buoy. All cargo and passenger vessels are equipped with life-buoys which help to keep a person in the water afloat. The life-buoys are made of solid cork or foamed plastic. An approved life-buoy shall be capable of floating in fresh water for at least 24 hours with the weight of about 15 kg suspended from it. Every life-buoy shall have an outer diameter of not less than 400mm and shall be painted a highly visible colour.

At least one of each side must be fitted with a life-line not less than 15 fathoms in length and a self-igniting light must be attached by 4 metres of good line to each of half the number of life-buoys carried.

Both passenger and cargo vessels must carry a life-buoy on each side of the navigating bridge in such a way that they can be promptly released to drop clear of the ship’s side. Such life-buoys must have attached to them self-igniting lights and self-activating smoke signals.

As to using a life-buoy, the easiest way to enter it in the water is to depress the nearest edge. The far side will then rise and drop over the head.

Notes to the text:

life-saving equipment - аварийно-спасательное оборудование

survival craft спасательное судно

rescue boat спасательная шлюпка

survival suit спасательный гидрокомбинезон

thermal protective aid термозащитное средство

inflatable надувной

rigid foam жёсткий пенопласт

coated fabric материал с плёночным покрытием

rot-proof негниющий, стойкий против гниения, гнилостойкий

dye окрашивать, подкрашивать

luminous светящийся

accessories аксессуары, принадлежности, приспособления

hypothermia гипотермия

neoprene неопрен

hood капюшон

inherent присущий; неотъемлемый

impede мешать, препятствовать; затруднять; осложнять

cork пробка, поплавок

Exercise 6. Answer the following questions

1.What are the main groups of life-saving equipment?

2. What do personal life-saving appliances include?

3. Where is life jacket kept?

4. What types of life jacket do you know?

5. What is rigid life jacket made from?

6. What are the lifejackets fitted with?

7. What are the most basic requirements for inflatable life-jacket?

8. How does the survival suit protect the wearer?

9. What is survival suit made from?

10. What does the survival suit allow the wearer?

11. What are cargo and passenger vessels equipped with?

12. What can you tell about life-bouy?

Exercise 7. Find the equivalents

Life saving equipment Navigating bridge Boat deck Strap Reflective strip Gloves Zip Vertical ladder Signal whistle Fresh water

Пресная вода спасательные средства сигнальный свисток шлюпочная палуба трап молния (застёжка) ремень, ремешок перчатки отражательная направляющая лента навигационный мостик

Exercise 8. Complete the text below with the appropriate words:

*tackled *enforced *carry *sprayed *extinguished *confined *smothered *breaks *out *equipped

Types of fire

The regulations of the SOLAS Convention are 1.__________ by means of surveys and

certificates. Before leaving the port the ship must be fully 2.__________ for firefighting,

communication with shore or other ships and must 3.__________ enough lifeboats

to accommodate all persons aboard. Various types of fire are 4.__________ with

different types of fire extinguishers or fixed fire systems. Oil fires must be 5.__________

with froth or foam. Engine fires are 6. .__________ with foam, too. If the fire

7.__________ it must be 8.__________ first and then 9.__________.

Exercise 9. Supply the suitable adjectives:

*climbing *double *floating *closable *oceangoing *rubber *identical *inflatable

*suitable

Liferafts

The most 1.__________ rescue device known today is the 2.__________ liferaft. The

3.__________ raft is lashed on board by means of a slip hook. A release line extends

from the casing (valise). It must always be fastened on board the ship and it also acts as a

painter.

The equipment is not 4.__________ in all types of liferafts, but for 5.__________ ships

the requirements are: inflatable 6.__________ floor, quoit with line, lighting with saltwater

activated battery, bag with repair kit, bellows with bag, special 7.__________

knife, instructions, sea anchor, paddles, carbon dioxide cylinder, rainwater collector with

water tap, 8.__________ entrance, 9.__________ ladders at entrances, emergency

kit, etc.

Exercise 10. Supply the correct form of the verbs in brackets:

Fire-fighting procedure

There are three basic steps in (fight) 1.__________ fires on board or any fire: Locate!Confine! Extinguish! In case of a fire on board you (determine) 2.__________ the following points:

l. Where the fire (be) 3.__________? Not necessarily where the smoke (come from) 4.__________.

2. What (burn) 5.__________?

3. What (be) 6.__________ the extent of the fire?

4. What other combustibles (be) 7.__________ in the vicinity?

5. What vents and other channels there (be) 8.__________ that (facilitate) 9.__________the spreading of the fire?

6. What is the best means to:

a. (prevent) 10._________ the spread of the fire,

b. (put out) 11._________ the fire,

c. (avoid) 12._________ affecting the stability and buoyancy of the ship.

Exercise 11. Supply the right preposition:

Solas convention - regulation 10 (Distress Messages)

a.) The master 1._____ a ship 2._____ sea, 3._____ receiving a signal 4._____ any

source that a ship or aircraft or survival craft thereof is 5._____ distress, is bound to proceed with all speed 6._____ the assistance of the persons 7._____ distress

informing them if possible that he is doing so Mayday received. I am coming 8._____your assistance). If he is unable or 9._____ the special circumstances 10._____ the case, considers it unreasonable or unnecessary proceed 11._____ their assistance, he must enter 12._____ the logbook the reason 13._____ failing to proceed 14._____the assistance 15._____ the persons 16._____ distress.

b.) The master 1._____ a ship 2._____ distress, after consultation, so far as may be

possible, 3._____ the masters of the ships which answer his call 4._____ assistance

has the right to requisition such one or more 5._____ those ships as he considers best able to render assistance, and it shall be the duty of the master or masters 6._____ the ship or ships requisitioned to comply 7._____ the requisition, therefore continuing to proceed 8._____ all speed 9._____ the assistance 10._____ persons 11._____ distress.

Grammar exercises:

The Possessive Case (Притяжательный падеж)

1. Притяжательный падеж одушевленных существительных единственного числа образуется путем прибавления к основе окончания 's (т.е. апострофа и буквы s), которое произносится как [s], [z] или [iz], т.е. как окончание множественного числа существительных (см. выше правила чтения):

• the student's bag - сумка студента

2. Притяжательный падеж имен существительных во множественном числе образуется добавлением апострофа:

• the students' bags - сумки студентов

Если существительное во множественном числе не имеет окончания -s, то притяжательный падеж образуется, как и в единственном числе, путем прибавления -'s:

• the children's room - комната детей

3. Притяжательный падеж сложных существительных образуют прибавляя окончание 's к последнему существительному:

• my mother-in-law's house - дом моей свекрови

• Peter-the-First's reign - царствование Петра Первого

4. Когда два лица и более являются обладателями одного и того же предмета, окончание притяжательного падежа прибавляется к последнему существительному:

• Peter and John's book - книга Питера и Джона

5. Когда указывается принадлежность предмета не лицу, а предмету , то употребляется или конструкция с предлогом of:

• the walls of the town - стены города

• the legs of the table - ножки стола

или два существительных в общем падеже ставят рядом, причем первое используется в качестве определения ко второму:

• coffee table - журнальный столик

• tennis ground - теннисный корт

6. Если при существительном имеются другие определения, то существительное в притяжательном падеже ставится перед ними:

• the student's new dictionary - новый словарь студента

• Kate's best dress - лучшее платье Кати

7. Существительные house, office, shop зачастую опускаются после существительных в притяжательном падеже, если они выполняют функцию обстоятельства места:

• I dined at my friend's (house). - Я обедал у друга (у него дома).

8. Кроме одушевленных существительных притяжательный падеж имеют:

существительные, обозначающие время и расстояние: second, minute, hour, day, night, week, month, year, fortnight:

• a month's leave - месячный отпуск

существительные, являющиеся названиями стран, городов, а также слова: country, city, ship, world, nature, earth:

• Moscow's theatres are the best in the world. - Театры Москвы лучшие в мире.

9. Если имя собственное оканчивается на -s, обычно добавляется 's:

• Denis's ['denisiz] new book - новая книга Дениса

• Charles's ['t∫a:lziz] wife - жена Чарльза

Но если имя является старинным, иностранным или классическим, к нему в притяжательном падеже добавляется только апостроф, который и при отсутствии 's звучит как [iz]:

• Dickens' novel ['dikinsiz] - роман Диккенса

• Socrates' ['sokrэtisiz] ideas - идеи Сократа

10. Притяжательный падеж употребляется с неодушевленными существительными в некоторых устойчивых словосочетаниях:

• for order's sake - порядка ради

• at a stone's throw - в двух шагах

• for all acquaintance's sake - ради старого знакомства

Exercise 1. Write the titles using either of or a possessive form (with ‘s or s’)

1. the mistake/the sailor___________________________________________

2. the bottom/the boat________________________________________________

3. the middle/the night________________________________________________

4. the man/the car____________________________________________________

5. the money/the pirates­­­­­­­­_____________________________________________

Exercise .2. Rewrite the sentences by using (‘s):

Example :

а) the sister of Jane — Jane's sister

б) the order of the captain — the captain's order

в) the dog of my brother — my brother's dog

1. The father of James. 2. The clothes of the boys. 3. The coat of the boy. 4. The club of the women. 5. The fur of the fox. 6. The shop of the Jones Brothers. 7. The orders of the Commander-in-Chief. 8. The name of the ship. 9. The name of my sister-in-law. 10. The poem by Pushkin. 11. The park of St. James. 12. The poems by Lermontov and Pushkin. 13. The hats of ladies. 14. The toys of my children. 15. The music by Chaikovsky. 16. The population of the world. 17. The instructions of the harbour master. 18. The ca­bins of the sailors.

Exercise .3. Rewrite the sentences by using (‘s):

Example :

The parents of all the other boys were invited too.— All the other boys' parents were invited too.

1. At midnight the clock of the ship will be put one hour ahead. 2. He has done the work of a whole day. 3. It was the cabin of the captain. 4. The order of the captain was to abandon the ship.5. What is the name of your friend? 6. The stories by Leacock are well-known in our country.

Exercise 4. Translate into English using possessive case

1. Отход судна назначен на 8 часов 2. Население мира растет очень быстро. 3. Отметьте местоположение судна на карте. 4. Его младшую сестру зовут Аня. 5. Приказ капитана должен быть выполнен. 6. После рейса он получил двухнедельный отпуск. 7. Об этом со­общалось во вчерашней газете. 8. Мы считаем, что повреждение груза произошло по вине команды. 9. Больше всего он любил музыку Чайковского. 10. Друг Владимира работает на пассажирском судне. 11. Мы прошли расстояние в 3 мили, но так и не обнару­жили никого из пострадавших во время кораблекрушения. 12. Секретарь мистера Брауна сообщила мне название вашего судна.

Unit 5. Navigational routes. Geographic position

Exercise 1. Look at the places on the map. Listen to the cassette. The Captain talks about the Baltic route with the Chief Officer. Complete the route on the map.

Words to be remembered:

geographic position- географическое положение

route -путь, маршрут

chart – карта

latitude – широта

longitude - долгота

nautical mile - морская миля

north - север

east – восток

west - запад

south - юг

Exercise 2. Read the information in the chart. Listen to the cassette again.

Circle the correct distance.

Passage Plan
From	To	Distance (N miles = nautical miles)
Riga Tallinn St Petersburg Helsinki Oulu Sundsvall Stockholm	Tallinn St Petersburg Helsinki Oulu Sundsvall Stockholm Copenhagen	291 / 219 N miles 171 / 187 N miles 171 / 191 N miles 285 / 582 N miles 219 / 290 N miles 227 / 327 N miles 427 / 477 N miles

Exercise 3. Look at the map. Which countries are the cities in?

Exercise 4. Listen to the cassette. Complete the chart.

	City, Country	Latitude	Longitude
1 2 3 4 5 6 7 8	Santiago, Chile Quito, Ecuador Rio de Janeiro, Brazil Buenos Aires, Argentina Lima, Peru , Bogota, Colombia Caracas, Venezuela La Paz, Bolivia	33°S °S °S °S °N °N °S	70°w °w °w °w °w °w °w

It's approximately. . .

We can ask about distances between places like this:

How many kilometres / miles is it from ... to ... ?

How far is it from ... to ... ?

Exercise 4. Look at the examples below. What does the word approximately mean?

London ________351.2km _______________Paris

It's approximately 350 km from London to Paris.

Moscow________ 1819km ______________Berlin

It's approximately 1800 km from Moscow to Berlin.

Hong Kong _____1149km____________ Manila

It's approximately 1150 km from Hong Kong to Manila.

Exercise 5. Look at the map and the distance key in Exercise 5. Answer the questions about the distances between cities in South America. Use It's approximately…

1.How many kilometres is it from Rio de Janeiro to Caracas?

2.How many kilometres is it from Lima to Quito?

3.How many kilometres is it from Buenos Aires to Santiago?

4.How many kilometres is it from Quito to Bogota?

5.How many kilometres is it from Caracas to Bogota?

Exercise 6. Look at the map of South America again. Work with a study partner.Ask and answer questions about the distances between the cities.

How far is it from. . .?

Rio de Janeiro______________? __________ Bogota.

Lima ____________________?___________ La Paz.

Buenos Aires______________? __________ Caracas.

Caracas __________________? __________ Lima.

La Paz ___________________? ___________ Rio de Janeiro.

Exercise 7. Look at the map of South America again. Where are the countries? Complete the sentences. ( north, south, east or west)

Where is Chile? Where is Peru? Where is Venezuela? Where is Bolivia? Where is Colombia? Where is Argentina? Where is…? Where is Ecuador? Where is Brazil? Where is ….?

It is to the south of Peru. It's to the ……of Chile. It's to the…… of Colombia. It's to the west of…….. It's to the north of……… It's to the east of ……….. It's to the west of Argentina. It's to the east of Argentina and to the south of Brazil.

Exercise 8. Talk about your country

Work with a study partner. Ask and answer the questions.

What are the major cities in your country?

What is the capital city?

What city/town/village do you live in?

How many kilometres is your city/town/village from the capital?

What cities/towns are to the north of the capital?

to the south of the capital?

to the east of the capital?

to the west of the capital?

Exercise 9. Read and translate

I’m from Spain. I’m Spanish. I live in Madrid. Madrid is the capital city. It is a big city. The population of Madrid is 4,5 million. It is in the centre of the country.

Another big city in Spain is Barcelona. Barcelona is the port on the Mediterranian sea. It has a big shipping industry. Barcelona is to the east of Madrid.

There are many towns around Barcelona. My favourite town is Sitges. It is also on the sea to the south of Barcelona. It has many good retaurants.

Exercise 10. Write about places in your country.

Standard Wheel Orders

Команда

Значение

Midships – прямо руль 1.2. Port five Руль лево пять Port ten Руль лево десять Port fifteen Руль лево пятнадцать Port twenty Руль лево двадцать Port twenty-five Руль лево двадцать пять Hard-a-port Руль лево на борт Starboard five Руль право пять Starboard ten Руль право десять Starboard fifteen Руль право пятнадцать Starboard twenty Руль право двадцать Starboard twenty-five Руль право двадцать пять. Hard-a-starboard Руль право на борт Ease to five Держать лево/право пять Ease to ten Держать лево/право десять Ease to fifteen Держать лево/право пятна­дцать Ease to twenty Держать лево/право двадцать

Руль привести в диаметральную плоскость Руль положить на 5° влево. Руль положить на 10° влево. Руль положить на 15° влево. Руль положить на 20° влево. Руль положить на 25° влево. Руль положить влево до предела. Руль положить на 5° вправо. Руль положить на 10° вправо. Руль положить на 15° вправо. Руль положить на 20° вправо. 1.12. Руль положить на 25° вправо. Руль положить вправо до пре­дела. Отвести руль до положения 5° лево/ право. Отвести руль до положения 10° лево/ право. Отвести руль до положения 15° лево/ право. Отвести руль до положения 20° лево/ право.

Exercise.11. Choose correct variant

1.Port five	a)руль положить на 5 влево b) руль положить на 5 вправо c) отвести руль до положения 5 лево/ право
Starboard ten	a) руль положить на 10 влево b) руль положить на 10 вправо c) отвести руль до положения 10 лево/ право
Ease to fifteen	a)руль положить на 15 влево b) руль положить на 15 вправо c) отвести руль до положения 15 лево/ право
Steady	a)прямо руль b) Одерживай c)так держать

Exercise.12. Find correct order

Отвести руль в диаметральную плоскость и перекладкой в противоположную сторону погасить инерцию поворота. Руль положить вправо до предела

a)Steady as she goes b)Steady c)Midships a) Hard-a-port b) Hard –a-starboard c)Finished with the wheel

Exercise.13. Translate into Russian

1. Steady as she goes

2. Keep the beacon on port side

3. Report if she does not answer the wheel

4. Finished with the wheel

Exercise.14. Translate into English

1. Прямо руль

2. Руль положить на 25 влево

3. Руль положить влево до предела

4. Руль положить вправо до предела

5. Держать лево/ право двадцать

6. Одерживай

7. Держать буй справа

8. От руля отойти

Exercise.15. Complete the dialogue

Вахтенный помощник капитана: Рулевой: Рулевой: Вахтенный помощник капитана:	Port, steer one eight two ___________________ ___________________ Steady on one eight two
Вахтенный помощник капитана: Рулевой: Рулевой: Вахтенный помощник капитана:	Steer on Bravo mark _________________ _________________ Steady on Bravo mark

Exercise 16. Match the orders (left ) with the meanings (right).

‘Full ahead both’ ‘Dead slow astern’ ‘Stand by engine’ ‘Bow thrust half to port’ ‘Midships’ ‘Ease to twenty’ ‘Steady as she goes’

Stay on the heading given earlier Hold rudder in the fore and a position Reduce the amount of rudder to 20° Reverse very slowly Maximum speed for two engines Get ready Move the ship’s head to port on 50% power

Exercise 17. Listen to the orders and write them in the spaces:

Example: Emergency full astern

a)_______________________________________________

b)___________________________________________________

c)__________________________________________________

d)__________________________________________________

e)__________________________________________________

f)__________________________________________________

g)___________________________________________________

Exercise 18. Choose the correct words in the brackets to complete these wheel and engine orders.

Wheel orders

OoW Steer starboard five.

Helmsman (To steer/Steering/Steered) starboard five sir.

OoW Hard- (to/the/a) -port.

OoW (Reduce/Easy/Lower) to one-five and steady as she goes.

Helmsman Steady (to/on/by) one-five sir.

OoW Keep the buoy on the port side.

Helmsman (Keep/Kept/Keeping) buoy on port side sir.

Engine orders

OoW Stand (to/by/on) engine room.

Engineer Engine room standing (to/by/on), sir.

OoW (Slow astern/Reverse slowly/Go backwards).

Engineer (Going slowly backwards/Astern slow/Slowly astern), sir.

OoW Stop engines.

Engineer (Engines stopping/Stop engines/I stop the engines), sir.

OoW (Dead/Very/Really) slow ahead.

Engineer (Going/Dead/Very) slow (forwards/ahead/in front), sir.

OoW (Full ahead/Maximum speed/Top speed).

Grammar exercises:

Exercise 1. Look at the ordinal numbers

Number	word	ordinal	word
1 2 3 4 5 6 7 8 9 10 21 32	one two three four five six seven eight nine ten twenty-one thirty-two	1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 21st 32nd	first second third fourth fifth sixth seventh eighth ninth tenth twenty-first thirty-second

Exercise 1.Read and write the following cardinal numerals.

a) 3; 13; 30; 4; 14; 40; 5; 15; 50; 2; 12; 20; 8; 18; 80.

b) 21; 82; 35; 44; 33; 55; 96; 67; 79, 41; 53; 22.

c) 143; 258; 414; 331; 972; 205; 101; 557; 999; 313.

d) 1,582; 7,111; 3,013; 5,612; 2,003; 9,444; 4040.

e) 15,500; 57,837; 45,971; 92,017; 65,331; 11,443.

f) 235,142; 978.218; 106,008; 321,103; 627,344; 552,331.

g) 1,352,846; 4,125,963; 35,756,394; 257,382,761.

Exercise 2. Form, read and write ordinal numerals from the following.

a) 7; 4; 8; 9; 5; 12; 3; 2; 1; 13; 15; 11; 10.

b) 20; 21; 30; 32; 40; 43; 50; 54; 60; 75; 80; 98.

c) 100; 120; 125; 200; 230; 231; 300; 450; 563; 892.

Exercise 3.Read and write the following dates.

17/XII. 1812; 22/IV. 1990; 9/V. 1945; 23/11. 1928; 12/IV. 1961; 27/X. 1977; 30/XI. 1982.

Exercise 4.Answer the following questions.

1. How much is 17 plus 19? 2. How much is 25 plus 32? 3, How much is 120 plus 205? 4. How much is 13 minus 4? 5. How much is 200 minus 45? 6. How much is 7 multiplied by 8? 7. How much is 42 divided by 6?

Exercise 5. Listen to the cassette. Circle the phrase you hear.

1.2^nd Officer or 3^rd Officer

2. 4^th Engineer or 4 engineers

3. 3 ships or 2 ships

4. 3^rd Officer or Radio Officer

5. 3^rd Assistant Engineer or 1^st Assistant Engineer

Exercise 6. Write the numbers

1.Eleven _____ eleventh ___

2. fifteen ___ fifteenth ___

3. twenty ___ twentieth___

4. twenty-three ____ twenty –third ___

5. thirty ___ thirtieth ___

Exercise 7. Read the numbers

291 187 2170 3,290

two hundred and ninety-one one hundred and eighty-seven two thousand, one hundred and seventy thirty-three thousand, two hundred and ninety

Repeat the numbers.

350 1820 1150 223 455 1968 7600 9334

Plus - плюс

Minus - минус

to add - складывать, прибавлять

to subtract = to do subtraction- вычитать

to equal - равняться

to bе equal - быть равным

Addition and Subtraction

5 + 7 = 12 ­ five plus seven equals twelve

66 + 13 = 79 ­ sixty-­six plus thirteen is equal to seventy-­nine

а + b = с ­ а plus b is equal to с

15 ­- 6 = 9 ­ fifteen minus six equals nine

81 ­- 33 = 48 ­ eighty-­one minus thirty­-three is equal to forty­-eight

с ­- b = а ­ с minus b equals а

­

multiplication - умножение

to multiply - умножать

multiplied bу - умноженное на

once - один раз

twice - дважды, два раза

three times - три раза

four times - четыре раза

division - деление

to divide - делить

divided bу -деленное на

Multiplication and Division

1 х 1 = 1 ­ once one is one

2 х 2 = 4 ­ twice two is four

3 х 3 = 9 ­ three times three equals nine

4 х 4 = 16 ­ four times four is equal to sixteen

12 х 10 = 120 ­ twelve multiplied bу ten (bу) is equal to оnе hundred and twenty

A x b = аb

35 : 7 = 5 ­ thirty-­five divided bу seven equals five

1000 : 25 = 40 ­ оnе thousand divided bу twenty-five is equal to forty

d: b = с

fractions - дроби

decimal fractions - десятичные дроби

common fractions - простые дроби

numerator - числитель

denominator - знаменатель

nought - нуль

zero - нуль

О - нуль

point – точка

Соmmоn and Decimal Fractions

point seven

0.7 nought ­point seven 0.002 zero point two zeros two

zero роint seven 1.1 ­ оnе point оnе

5.36 ­ five point three six

оnе half (а half) ­ ­65.57 ­ sixty­ five point five seven

­ оnе third (а third)

two sevenths

3 ­ three and а half

5 ­ ­ five and а seventh

6­ ­ six and five sevenths

Exercise 8.Read and write out in words the following common and decimal fractions.

a) 1/7; 1/5; 1/9; 1/3; 1/12; 1/15; 1/25; 3/8; 2/5; 4/7; 9/23; 3/4; 5/9; 1 3/40; 1 3/5; 2 5/7; 5 1/3; 4 1/6.

b) 3.5; 2.34; 12.3; 52.51; 0.1; 0,25; 0,302,132.054; 5.37; 6.4.

Unit 6. Free time

What types of film do you like?

Types of film:

Comedy –комедия

western - вестерн (ковбойский фильм или роман)

horror - ужас

action - боевик

science fiction film - научно-фантастический фильм

romance film - романтический фильм

war film - военный фильм, фильм о войне

musical film - музыкальный фильм

Exercise 1. Match the words with the pictures.

Exercise 2. Look at the pictures. Who likes westerns?

Edy Baljeet Dan

Yeah, they’re OK.

Westerns are good No, They’re not, they’ re awful!

Good, OK and awful are adjectives. Adjectives are words which describe things.

Exercise 3. Listen to the cassette. Two seafarers talk about films.

science fiction western romance horror

war action musical comedy

Now read the dialogue. What type of film does the Helmsman like?

Helmsman: What time do you finish your watch this afternoon?

2nd Officer: At 1600.

Helmsman: OK, let's watch a movie.

2nd Officer: Yeah, OK. What do you want to watch?

Helmsman: Well...Captain Landucci wants everyone to watch a safety video.

2nd Officer: What? I'd prefer to watch a comedy. I'm in the mood for a good laugh.

Helmsman: Uh huh, some comedies are OK, but I really like action movies!

2nd Officer: No way! They're awful! Those Rambo movies are really bad!

Helmsman: OK, let's watch the safety film first, then choose a good video.

2nd Officer: Yeah, I'm sure there's a new horror film that's very good.

Helmsman: Well, anything except musicals - they're terrible! OK, see you at four o'clock.

2nd Officer: OK, see you.

Words to be remembered:

To go to the beach – ходить на пляж

To play cards- играть в карты

To watch movies – смотреть фильмы

To play football – играть в футбол

swimming- плаванье

to play chess – играть в шахматы

to eat in restaurants – кушать в ресторанах

to go to bars – ходить в бары

to fish – ловить рыбу

to read books- читать книги

shopping - осуществление покупок, шопинг (посещение магазина или магазинов потребителями с целью приобретения товаров)

to repair cars – ремонтировать машины

to watch TV – смотреть тв

to listen to music – слушать музыку

We use these words to say how much we like or dislike something:

I really like I like I don't like I really don't like

playing football. playing football. playing football. playing football

Exercise 4. Listen to the cassette. Repeat the sentences.

I really like playing football.

I like playing chess.

I don't like swimming.

I really don't like shopping.

What do you like doing in your free time? Write sentences about yourself.

I really like…………………….

I like ………………………………

I don’t like………………………

I really don’t like ………………

Exercise 5. Ask a study partner what he likes

-What do you like doing?

-I like fishing but I really don’t like swimming! And you?

- Oh, I like swimming but I don’t like reading books.

Exercise 6. Read and translate the text 1 Free Time

Most people have hobbies and interests which they prefer doing in their free time. As for me, I don’t get much free time, especially on weekdays. However, at weekends I try to do the activities I like most of all. They are skating, bowling, dancing, swimming, reading, listening to music and going out with my friends. Ice-skating is something that I have taken up recently and I quite enjoy it. Swimming is my all time favourite activity. For bowling and dancing I need a company. Sometimes me and my friends go to the nearest disco and dance there. The ground floor has bowling alleys, so we can combine these two activities. When I have spare time I love reading books, especially romantic novels and detective stories. When I want something relaxing, I listen to music. My favourite band at the moment is Linkin Park. Occasionally I go for a walk with my best friends. We chat about everything, and sometime we even gossip about other classmates. I plan my weekends in advance. If I don’t have my own plans my friends usually offer me something exciting. Speaking of hobbies, I’d like to tell you about my collection of coins. I collect coins from all over the world. My father often travels and he brings me many different coins. My other hobby is collecting soft toys. I already have more than 50 items. They occupy a special place in my room and my heart. I know that British teenagers have many other leisure activities, such as playing football, horse-riding, taking care of pets, going hiking or to theme parks, and else.

Text 2 Leisure Time

Leisure is one’s enjoyment due to ease and freedom from restriction. There are many magazines and sections of newspapers dedicated to leisure. Sometimes it can be difficult and overwhelming to figure out what to do to bring some leisure into one’s life, but it is best to take a step back and to remember that leisure is a subjective term. Certain people find leisure in listening to music, while others find leisure in fishing, but it is important to remember that leisure is open to everyone. Sometimes people dismiss leisure and relaxation as a form of laziness, but leisure is an important part of everyday life. Leisure is crucial to one’s life because it allows the individual to de-stress, to calm down from the day, from work, studying and taking care of others. Leisure activities also allow people to bond with each other, over a meal at a restaurant or through a good conversation. Leisure activities may also be productive in visible ways. Some people enjoy reading, writing, creating music or cooking. Another great form of productive leisure is exercise. Exercise can be both enjoyable and beneficial to one’s health. Exercise is not necessarily the first thought that comes to mind when thinking about online free leisure, but physical activity can be done in many places and in many ways and can help to relieve stress. Leisure is the free time to do whatever one chooses. It is up to the individual to take advantage of every bit of leisure. You can do what you desire. The word leisure comes from the Latin word “licere”, meaning “to be permitted”, and appeared in the early fourteenth century. The notions of leisure and leisure time are thought to have emerged in Victorian Britain in the late nineteenth century, late in the Industrial Revolution.

Notes to the text:

leisure time  свободное время 

to allow разрешать, позволять

beneficial полезный

crucial решающий, важный

to be dedicated to быть посвященным чему-то

to desire желать

due to ease благодаря простоте

enjoyable приятный

overwhelming огромный, сильный

restriction ограничение

Exercise 7.Find the English equivalents in the text.

•отдохнуть от дня;

•многие статьи посвящены свободному времяпрепровождению;

•важно помнить, что…;

•позволить человеку;

•полезный для здоровья;

•это понятие появилось в 14 веке.

Exercise 8. Answer the following questions.

1. What does the word “leisure” come from?

2. Is leisure very important in our life? Why? Why not?

3. How do you spend your leisure time?

4. What kind of productive activity is the most significant?

Grammar exercises:

Present Continuous Tense

Affirmative	I	Am	working
	He, she, it	Is
	We, you , they	are
Negative	I	Am not	working
	He, she, it	Is not/ isn’t
	We, you , they	Are not/ aren’t
Interrogative	Am	I	working
	Is	He, she, it
	are	We, you , they

Случаи употребления Present Continuous

Случаи употребления	Примеры
1. Длительное действие, которое происходит в момент речи.	The cat is playing with its tail – Кошка играет со своим хвостом. (сейчас, в данный момент)
2. Длительное действие продолжается сейчас, но не обязательно в момент речи.	I'm looking for a book the Codex Leicester – Я ищу книгу «Лестерский кодекс». (человек ищет книгу, но не в момент речи)   Present Continuous показывает то, что в настоящий период времени человек ищет эту книгу, но обычно (вообще) он этим не занимается. В данном случае не употребляется Present Simple, так как значение такого предложения было бы иным.   I often buy history books – Я часто покупаю исторические книги. (Present Simple выражает действие, которое происходит обычно, вообще. В данном случае подразумевается, что человек обычно покупает исторические книги).
3. Выражение действия в будущем, когда речь идет о намерении или заранее намеченном действии.	We are going to the cinema tonight – Сегодня вечером мы идем в кино. My sister is leaving tomorrow at five – Моя сестра уезжает завтра в пять.
4. Со словами always (всегда),constantly (постоянно) и т.д. Present Continuous выражает действие, которое повторяется снова и снова.Обычно в таких предложениях говорящий выражает нетерпение, неодобрение.	He is always interrupting me – Он вечно перебивает меня. Why are you always complaining? – Почему ты всегда жалуешься?
5. Present Continuous используется, чтобы показать изменение ситуации.	Your English is improving – Твой английский улучшается. More and more people are leaving the villages – Все больше и больше людей покидают деревни.
6. Глагол to go в Present Continuous + инфинитив образует оборот to be going to, который имеет значение собираюсь, намерен.	I am going to invite him – Я собираюсь пригласить его. Mary is going to stay there – Мария собирается остаться там.