- •Collision
- •I Look through the slides with key words,listen to their pronunciation and translation :
- •II Read the key expressions to the topic,listen to their translation,try to remember them.
- •III Study the definition
- •IV Study the expressions with the key words,guess their meanings,listen to their translation into native language.
- •V Rearrange the following words into sentences,check your answers with the keys below.
- •VI Study the extended version of key words and word combinations in two Dozes: Doze 1 and Doze 2
- •VII Work through the word families(clusters)with the topical words:
- •VIII Match the term (verb, noun) with the right definition.
- •IX Check-questions
- •X Read the following words and expressions to Text 1. Try to guess their meanings listen to their translation.
- •XVI Make as many sentences as possible using the following verbs or give as exact example from the text as possible with the following words and expressions.
- •XVII Read Case Study 3 very attentively
- •In the 2nd variant of the text choose the correct grammar from, (tense and voice) for the verbs in the brackets.
- •XVIII Transform the following affirmative sentences from the text into negative ones or vice versa.
- •XIX Show the condition of proper professional actions of (master,watchkeeper) or Describe the necessary modality of the following actions( their insistency)
- •XX Play the dialogues
- •Indicating working vhf channel Agree/disagree working vhf channel
- •Collision Part II
- •XXI. Study the key words and expressions from Doze 3 and Doze 4
XVI Make as many sentences as possible using the following verbs or give as exact example from the text as possible with the following words and expressions.
give-way vessel,
constrained by her draught,
to change course to port,
voyage plan,
to close sb/sth,
to extablish VHF contact,
to clarify one’s intentions,
to avoid collision,
to misunderstand the VHF request,
to slow down
XVII Read Case Study 3 very attentively
A ship at night was steaming in a traffic separation scheme,at high speed in high density traffic. The experienced master had just joined the ship the previous day but had never sailed with the junior officer who took over the evening watch. The master was therefore unaware of the watchkeeper’s competence or confidence on the bridge.
The weather and visibility were good and a lookout was on the bridge. The watchkeeper had to monitor the ship’s position and make a number of alterations of course for small ships. He mistook a slow-moving coastal ship being overtaken as a crossing vessel, altered course and ran the ship aground at full speed.
The inexperienced junior officer was overwhelmed by the amount of navigational duties he had to cope with and he lost his situational awareness. He appeared to have little understanding of the COLREGS and was not confident enough to call the master.
The master did not ensure that the watchkeeper was supported in a busy navigational area and he did not carry out a proper assessment on the watchkeeper before he was left to do the watch on his own. This is also not an isolated example,and it is often found that the master apparently does not consider it necessary to provide support to junior watchkeepers in busy waters.
In the 2nd variant of the text choose the correct grammar from, (tense and voice) for the verbs in the brackets.
A ship at night (steam) in a traffic separation scheme,at high speed in high density traffic. The experienced master just (join) the ship the previous day but never (sail) with the junior officer who (take over) the evening watch. The master therefore(to be unaware) of the watchkeeper’s competence or confidence on the bridge.
The weather and visibility were good and a lookout was on the bridge. The watchkeeper had to monitor the ship’s position and make a number of alterations of course for small ships. He (mistake) a slow-moving coastal ship being overtaken as a crossing vessel, (alter) course and the (run aground) ship at full speed.
The inexperienced junior officer (to be overwhelmed)by the amount of navigational duties he had to cope with and he (to lose) his situational awareness. He (to appear) to have little understanding of the COLREGS and was not confident enough to call the master.
The master (not ensure) that the watchkeeper (to support) in a busy navigational area and he ( not carry out)a proper assessment on the watchkeeper before he (to be left) to do the watch on his own. This is also not an isolated example,and it is often found that the master apparently (not consider) it necessary to provide support to junior watchkeepers in busy waters.