English For Mariners PDF

English for Mariners
Guidance Notes for Teachers

Tony Grice
English for Mariners

Guidance Notes for Teachers
Published by
Arbeitsbereich Linguistik, wwu Münster
LdV-Project lcctv
2009
Published by
Westfälische Wilhelms-Universität Münster
Arbeitsbereich Linguistik
Hüfferstraße 27, 48149 Münster
http://santana.uni-muenster.de
Copyright © 2009 Tony Grice, lcctv Project Consortium
Some rights reserved.

This work is released under the Creative Commons “by-sa” license, version 3.0.
See http://creativecommons.org/licenses/by-sa/3.0/ for full text.
This work has been funded with support from the European
Commission within the Leonardo da Vinci Innovation Transfer
Project Language Competence Certification Tools for the Voca-
tions (lcctv). See http://lcctv.uni-muenster.de for more infor-
mation. This publication reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Typeset by Johannes Schwall and Prinzipalsatz Typographie Münster

Printed in Germany by diedruckerei.de, Neustadt a. d. Aisch
Contents
Introduction 9
Level 1 11
Unit 1 12
1A Ship handling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1B Ship Handling in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
5 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 2 23
2A Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
4 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
5 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2B Emergencies in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit 3 31
3A Navigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
4 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
5 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
6 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
6 Contents EfM Guidance Notes
3B Navigation in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
5 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 4 42
4A Meteorology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
5 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4B Meteorology in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
3 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
5 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Unit 5 51
5A Cargo Handling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
5 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
5B Cargo Handling in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . 57
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
3 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
4 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
6 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Level 2 61
Unit 1 62
1A Ship handling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
2 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
EfM Guidance Notes Contents 7
3 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
6 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
1B Shiphandling in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
3 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Unit 2 71
2A Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
2 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
3 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
4 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
5 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
2B Emergencies in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
2 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
3 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Unit 3 80
3A Navigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
3B Navigation in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
4 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
5 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
6 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Unit 4 89
4A Meteorology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
4 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
5 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
6 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
8 Contents EfM Guidance Notes
4B Meteorology in Seaspeak . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
4 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
5 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Unit 5 96
5A Dockside and Cargo Handling . . . . . . . . . . . . . . . . . . . . . . . . . 96
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
5 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
6 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
7 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
5B Dockside and Cargo Handling . . . . . . . . . . . . . . . . . . . . . . . . . 101
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
3 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
4 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
5 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
6 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Introduction
This book is a supplement volume to English for Mariners, a two-level language course
book for Maritime English which has been developed within the eu-funded Leonardo
da Vinci Project Language Competence Certification Tools for the Vocations (lcctv).
Language teachers in vocational education often do not have in-depth knowledge of
their students’ professional field. The aim of this book is to provide support for English
language teachers using English for Mariners in the form of glossaries and background
maritime information, which can be found either as “General Notes” at the beginning
of units, or in grey boxes throughout the book. Furthermore, answers to the exercises
as well as transcripts of the sound recordings used in the listening exercises are given.
Suggestions for introductory or follow-up activities have been added occasionally.
The book follows the two-level structure of English for Mariners, which is explained
in more detail in the introduction to the course book.
Level 1
12 Level 1, Unit 1A – Ship handling EfM Guidance Notes
Level 1, Unit 1A Ship handling
General Notes
This unit presents some key basic vocabulary related to parts of ships, places and
positions in ships and words of rank and onboard tasks. It addresses some uses of the
present tense in the context of ship handling and seamanship. This structural theme
is continued throughout the unit and past tenses do not feature.
1 Introduction
Exercise 1. Answers:
1) b (tanker)
Note: How the wind affects a ship when it hits sideways depends on the shape
of the ship. Ships with their main superstructure amidships will turn away from
the wind and ships with the main superstructure aft, such as tankers, will turn
towards the wind. A ‘beam wind’ like this causes a ship to make ‘leeway’. In other
words, she is blown sideways off her course.
2) c (propellers)
Note: The force from a propeller is the ‘axial thrust’. Transverse thrust is the side-
ways force that is also made by the action of the propeller as it turns.
3) a (bow up, stern down)
Note: lift it and lower it
4) c (surging)
Note: Yawing is the effect of waves and wind to move the bow slightly off course
to one side and then to the opposite side. Heaving is when the entire ship lifts
vertically and drops down.
5) a (waves from abeam)
Note: Roll is the action of a ship as it goes port up, starboard down and vice versa.
2 Vocabulary
Parts of a ship
Exercise 2.
Introductory activity: Ask students to:

1) identify the type of ship in the picture (it is a container ship)
2) describe the work that the container ship does
3) name other types of vessels
EfM Guidance Notes Level 1, Unit 1A – Ship handling 13
Answers
a) stern c) propeller e) davit g) container
b) rudder d) keel f) bows h) bridge
Follow-up activity: Ask students to name other parts of the ship in the picture
including: portholes / sidescuttles, companionway, poop deck, radar, funnel / stack,
superstructure, hull
Exercise 3. Answers
1) ‘Port side’ is the left hand side of a ship facing forward.
2) ‘Starboard side’ is the right hand side of a ship facing forward. The starboard side
is the side shown in the picture.
3) ‘Dead astern’ is directly to the rear of the ship.
4) ‘Abaft’ is towards the rear of the ship.
5) ‘After end’ is an alternative to ‘stern’.
6) The ‘forward end’ is the ‘bows’.
Other useful vocabulary (places/positions):
Abeam At right angles to the ship but not on the ship

Aboard On the ship
Above deck On the deck but not over it
Abreast By the side of the ship
Aft Toward the stern
Ahead In a forward direction
Alee Away from the direction of the wind
Aloft Above the deck
Amidships Towards the centre of the ship
Astern In the rear of the ship
Below Under the deck
Dead ahead Directly ahead
Fore-and-aft In a line parallel to the ship
Headway The forward motion of the ship
Inboard Inside the ship
Lee The side away from the wind
Leeward The direction away from the wind
Leeway The sideways movement of the boat caused by either wind or current.
Midship Mid way between bow and stern
Overboard Over the side of the ship
Stem The forward most part of the bow
Exercise 4. Answers
bows → point that is most forward
stern → the rear
port side → left side
starboard side → right side
aft → towards the rear
forward → towards the front
hull → body of a ship
keel → a projection below the hull
bridge → command station
hatch way → opening in the deck
galley → kitchen
windlass → machine to move heavy things
quarters → living area
Exercise 5.
Note: This exercise gets students to build sentences. As a follow on activity ask
them to use any of the vocabulary that has appeared in the unit so far in short
sentences of their own construction. Exercise 4 presents possibilities for doing this
for the weaker students. For example: ‘The bows are the point of the ship which is
most forward.
Answers
1) The windlass is aft of the bridge.
2) Crews quarters are on the port side.
3) Help me out in the galley please.
4) Go through the hatch way and onto the deck.
5) Report to the bridge now.
6) We paint and scrape the hull of this ship.
7) The propeller is broken.
8) The keel hit the rocks.
9) Clean the ship from the bows to the stern.
10) There is a hole in the starboard side of the hull.
People on board
Exercise 6.
Introductory activity: Ask students to name ranks and jobs on board ship. Ask
about the differences between non-military (merchant) navies and military navies
including names of ranks, equivalences of ranks and differences in work.
Answers
Master → the captain of a ship
Second Engineer → supervises engine department
Purser → officer in charge of accounts
Third Officer → safety officer who does the 8-12 watch
Marine Oiler → helps maintain engines
Ordinary Seaman → learner
Electrician → technical expert
Cook → sailor responsible for food
Note: Ships are generally organised into three departments (Deck, Engineering
and Stewards). The full range of ranks is provided here. Though not all ships will
have all these positions and some ships will have more than those listed here.
Deck department • Fourth Engineer / Third assistant en-

Officers: gineer
• Master • Fifth engineer / Junior engineer
• Chief Officer / Chief mate Unlicensed mariners:
• Second Officer • Oiler
• Third Officer • Greaser
• Boatswain • Wiper
Unlicensed mariners: • Utilityman
• Able seaman • Machinist
• Ordinary seaman • Tankerman
Engineering department Steward’s department
Officers: • Chief steward
• Chief engineer • Chief Cook
• Second Engineer /First assistant engi- • Stewards assistant
neer (On a cargo ship all three of these
• Third Engineer / second assistant en- jobs are usually done by unlicensed
gineer mariners)
Exercise 7. Answers
1) Deck department: 1, 4, 5, 7
2) Engineering department: 2, 6, 8
3) Stewards department: 3, 9
Exercise 9. Answers
a→ Master
b→ Purser
c→ Ordinary Seaman
d→ Second Engineer
e→ Third Officer
f → Marine Oiler
g→ Electrician
h→ Cook
Follow-up activity: Use the texts in the speech bubbles as models and elicit from
students similar sentences which describe the work of other mariners not in the
list. Ask students to explain the difference between an unlicensed mariner and an
officer. Ask students to explain the difference between an Ordinary Seaman and
an Able seaman (An Able Seaman is a sailor with at least two years experience.)
Ask students about their own career history so far. Ask about their professional
aims and ambitions.
3 Structures
Present Tenses
Note: Ensure that students understand the terms Simple Present and Present Con-
tinuous. Exercise 10 helps students identify the two present tense structures. Exer-
cise 11 helps students identify the usage of the two present tense structures.
Exercise 10. Answers

1) I am travelling at three knots. – Present Continuous
2) We sail from Dover to Calais every day – Simple Present
3) The second Engineer supervises the engine room – Simple Present
4) We’re leaving harbour now – Present Continuous

1) facts that are true at any time: sentence 2
2) things that are happening now: sentence 3
3) repeated actions: sentence 2
4) things that happen for a limited time: sentence 4

1) Crews of ships are in departments. The deck department has responsibility for
ship handling and general maintenance. The engineering department deals with
propulsion. The stewards department handles supplies and living quarters.
2) This seaman is cleaning the decks at the moment. He is getting more and more
experience.
3) The chief cook is not available right now. He is working in the kitchen. Today he
is supervising a new seaman.

1) We are navigating by the stars.
2) I am not standing watch tonight.
3) I am planning the route.
4) We avoid collisions by navigating safely.
5) We are not arriving but leaving our berth.
6) Wind tide and swell affect a ship’s movement.

We are leaving → port now
I plan → each route very carefully
The deck hand is → helping the cook
Everyone → stands watch
I am making fast → to a buoy
The ship → is sinking
My job is to → maintain the engines
Follow-up activity: Obviously the next step in the process of mastering these two
tenses is for students to write and / or speak sentences of their own construction.
Supply a list of verbs and perhaps other prompts for students to practice doing
this with. The following is a list of verbs that occur in this unit which are relevant
to ship handling/seamanship.
• (to) drop anchor • (to) paint
• (to) make fast • (to) scrape
• (to) enter • (to) hit
• (to) handle • (to) work
• (to) travel • (to) stand watch
• (to) move • (to) come on board
• (to) propel • (to) lash
Note: More advanced students could practice constructing present tense questions.
4 Reading
Exercise 16. Text 1
Introductory activity: Write the following important vocabulary on the board

and elicit definitions:
• to be at anchor • head (forward) as in: ‘head line’
• pilot • stern
• to ground • mooring buoy
Answers
1) a) single
b) to raise: to weigh
c) to go towards: proceed
d) rope/cable: line
e) to tie up: to lash + to make fast
2) c
3) d
Exercise 17. Text 2
Note: Ask students to list the range of onboard tasks of an Ordinary Seaman. Then
read the text. After having read the text they can check back and find things that
are either not mentioned in their list or things in their list which are not mentioned
in the text.
Answers
1) undocking
2) chipping / scraping / painting
3) interior
4) multiple berthing areas
5) promotion
EfM Guidance Notes Level 1, Unit 1B – Ship Handling in Seaspeak 19
Level 1, Unit 1B Ship Handling in Seaspeak
1 Introduction
Exercise 1. Answers
1) c
2) c
Note: On sailing ships a seaman goes hand-over-hand when he goes up the mast.
The expression also means ‘rapidly’ as in: ‘we are coming up with the ship ahead
hand-over-hand’.
3) b
Note: An effect known as the propeller walk kicks the stern of a vessel to port or
starboard depending on the type of propeller.
4) Ultra Large Bulk Carrier
5) C = astern, B = on the port beam
2 Vocabulary
Standard wheel and engine orders
Exercise 2.
Note: Wheel orders are given by the Officer of the Watch to the helmsman. The
normal procedure is for the helmsman to repeat the order. All wheel orders are
held until a new order is received. The helmsman reports immediately if the vessel
does not respond (answer the wheel).
Exercise 3. Answers
‘Full ahead both’ → Maximum speed for two engines
‘Dead slow astern’ → Reverse very slowly
‘Stand by engine’ → Get ready
‘Bow thrust half to port’ → Move the ship’s head to port on 50 % power
‘Midships’ → Hold rudder in the fore and aft position.
‘Ease to twenty’ → Reduce the amount of rudder to 20°
‘Steady as she goes’ → Stay on the heading given earlier
20 Level 1, Unit 1B – Ship Handling in Seaspeak EfM Guidance Notes
Note: Other examples of wheel orders:

• ‘Port five’: Hold five degrees of port rudder
• ‘Port ten’: Hold ten degrees of port rudder
• ‘Hard-a-port’: Hold rudder fully over to port
• ‘Starboard five’: Hold five degrees of starboard rudder
• ‘Starboard ten’: Hold ten degrees of starboard rudder
• ‘Hard-a-starboard’: Hold rudder fully over to starboard
• ‘Ease to five’: Reduce amount of rudder to five degrees and hold
• ‘Ease to ten’: Reduce amount of rudder to ten degrees and hold
• ‘Steady’: Reduce swing as fast as possible
Exercise 4. Audio script (and answers):

1) Port steer zero two five 5) Ease to five
2) Hold two five degrees of rudder 6) Port steer one eight two
3) Port engines full ahead 7) Hard-a-port
4) Full ahead both
3 Listening
SMCP Message markers
Note: An important feature of the Standard Marine Communication Phrases is

the use of message markers. These are single words that come at the beginning
of a message that explain the purpose of the next bit of speech. There are eight
message markers in total (listed in exercise 5).
Exercise 5. Answers
1) Instruction 6) Request
2) Instruction / Advice 7) Answer
3) Warning / Information 8) Intention
4) Warning / Information 9) Request
5) Warning / Information 10) Instruction / Advice
Exercise 6. Answers (for audio script see below)
1) gives permission: number 2
2) talks about future action: number 4
3) gives geographical position: number 1
4) gives an order: number 3
EfM Guidance Notes Level 1, Unit 1B – Ship Handling in Seaspeak 21
Exercise 7. Audio script (including answers)
Transmission Number 1:
Answer: bearing zero – nine – five degrees true from Cape Marcel distance two
decimal six miles.
Answer: It is permitted to enter the fairway.
Stand by on vhf channel two.
Intention: I will drop anchor.
4 Structures
Note: Note that when the Officer of the Watch (OoW) requires a course to be
steered, the direction is given by stating each numeral separately (including zero).
For example: ‘starboard steer zero-eight-two’ and ‘port steer three zero five’.
Exercise 8. Answers
Wheel orders
OoW: Steer starboard five.
Helmsman: Steering starboard five,sir
OoW: Hard-a-port.
OoW: Easy to one - five and steady as she goes.
Helmsman: Steady on one - five sir.
OoW: Keep the buoy on the port side.
Helmsman: Keeping buoy on port side sir.
Engine orders
OoW: Stand by engine room.
Engineer: Engine room standing by, sir.
OoW: Slow astern.
Engineer: Astern slow, sir.
OoW: Stop engines.
Engineer: Stop engines, sir.
OoW: Dead slow ahead.
Engineer: Dead slow ahead, sir.
OoW: Full ahead.
22 Level 1, Unit 1B – Ship Handling in Seaspeak EfM Guidance Notes
5 Speaking
Exercise 9.
An initial call is the start of a communication (a).
Exercise 10.
Correct response is 2.
Exercise 11. Model answer:
Student a: Marseille Port Control, Marseille Port Control, Marseille Port Control,
This is container ship Sandpiper dl 1763 on Channel 4, over.
Student b: Sandpiper, This is Marseille Port Control. Go ahead, Over.
Student a: Marseille Port Control this is Sandpiper. Information: My eta is 10.15,
over.
Student b: Sandpiper, this is Marseille Port Control, Question: what is your cargo?
Over.
Student a: Marseille Port Control, this is sandpiper. Answer: we have one thousand
five hundred containers on board. There is no dangerous cargo, over.
EfM Guidance Notes Level 1, Unit 2A – Emergencies 23
Level 1, Unit 2A Emergencies
General Notes
There are three levels of emergency and they are announced by different call signs:
Mayday (repeated three times) is used for ‘grave and imminent danger to life or vessel’.
Pan-pan (repeated three times) is for ‘an emergency on board but no immediate danger
to anyone’s life or to the vessel’. Sécurité (repeated three times) is the least urgent and
it is used for ‘important safety information’. The emergency VHF channel is almost
always Channel 16.
Introductory activity: Invite students to:

1) give examples of ways of communicating a distress message (SOS, Morse Code,
Semaphore, bells, whistles, code names etc.)
2) define an ‘emergency’ at sea
3) give examples of emergencies (personal experiences etc)
1 Introduction
Exercise 1. Introduction quiz: Answers
1) Channel 16 (one six)
2) red
3) Pan-pan, pan-pan, pan-pan
4) b
5) c (A mayday call has absolute priority over all other transmissions and is not
addressed to a particular station.)
2 Vocabulary
Marine emergencies
Exercise 2.
Note: To include: man overboard, fire on board, collisions with other vessels and
with static objects like jetties, illness and disease on board, piracy, leaking, sinking,
damage done by weather, attacks by animals / fish etc.
24 Level 1, Unit 2A – Emergencies EfM Guidance Notes
Exercise 3.
to capsize → turn over
to collide → smash together
to sink → go under
to swamp → fill with water
to settle → go down slowly
to drift → go without power
to disappear → cannot be seen
Exercise 4.
1) past 2) present continuous 3) present
Exercise 5.
Present Present continuous Past
capsize (is/are) capsizing capsized
collide (is/are) colliding collided
sinking (is/are) sinking sank
swamp (is/are) swamping swamped
settle (is/are) settling settled
drift (is/are) drifting drifted
disappear (is/are) disappearing disappeared
Exercise 6.
1) We are drifting in heavy seas. Please send assistance.
2) The sea is swamping our yacht
3) We collided with a tanker but there is no damage.
4) Both vessels are sinking now.
5) Yesterday the yacht Western Rose capsized off the coast of southern Portugal.
3 Reading
Note: The aim of this reading exercise is to acquaint students with short messages
(2-3 sentence-long) for comprehension, analysis and vocabulary. All the messages
are adapted from authentic material so they are examples of reports which an
Officer of the Watch might have to read and understand.
Introductory activity: Students read all seven reports without doing the exercises.
They underline the words they don’t initially understand and make guesses about
the meanings of those words from the contexts.
Vocabulary note: The opposite of to capsize is ‘to right’.

Exercise 7. Answers
1) distress 2) urgent 3) safety
Exercise 8. Answers
1) 2 3) 3 5) 1 7) 2 9) 3
2) 3 4) 1 6) 2 8) 1 10) 1
Exercise 9. Answers
1) run over = b 6) swamped = b 12) overturns = c
2) outrun = c 7) to ship = c 13) the cargo = c
3) drift = a 8) settle = a 14) tow = a
4) response = c 9) undergoing = b 15) to right = a
5) to die = lose (their) 10) blaze = c 16) c
lives (to lose life) 11) compartment = b 17) b
4 Structures
Introductory activity: Point out different ways of giving orders:
1) The use of the smcp phrase marker ‘Instruction’
2) Must + infinitive (no ‘to’)
3) Stop + verb + ing
4) Avoid + verb + ing
5) Do not + infinitive (no ‘to’) for negative commands
6) Must not + infinitive (no ‘to’) for negative commands
7) Verb of command (infinitive) e.g. Do / Use / Change / Proceed / Enter
8) Polite orders (use of ‘please’, ‘you may’, ‘you have permission to . . . ’)

1) must 4) Use 7) Stop
2) Do 5) permission 8) Instruction
3) may 6) not 9) avoid
• Do not make unnecessary transmissions
• Request: send assistance immediately
• Stop transmitting on this channel
• Please avoid putting life in danger
• You have permission to come alongside
• Please repeat your distress message
• You must always respond to distress calls
Follow-up activity: Give students a topic word to use in order to construct orders
as in the examples e. g.: topic word – ‘the fairway’ (lane used for passageway in a
harbour) Students construct: ‘You must enter the fairway’/‘Stop using the fairway’
etc. Suggested topic words: berth/harbour/new course
5 Writing
Attacks by pirates
Introductory activity: students practice turning information that is given in note

form into full sentences. For example: Attacked vessel: tanker (report no.1), can
be written as: ‘the attacked vessel is a tanker’.
Students do the same with the following: Location: Malacca Straits; (The location
is the Malacca Straits); Crime: attempted hijacking (The crime is attempted hijack-
ing); Details of attackers: 10 men in 2 speed boats (The attackers are ten men in
two speed boats)
Model answers:
Summary No. 2:
Persons in small, fast boats attempt to hijack a pleasure cruiser. The location of the
attempted hijacking is fifty miles off the Somali coast.
Summary No. 3:
10 men in 2 speed boats steal a cargo from a barge under tow. The location is 08° 49'
n – 076° 13' e
EfM Guidance Notes Level 1, Unit 2B – Emergencies in Seaspeak 27
Level 1, Unit 2B Emergencies in Seaspeak
1 Introduction
1) Radio reception is measured on a scale of 1–5. 5 is loud and clear or ‘Lima Charlie’.
The numbers describe reception of signal in the following ways:
5 loud (your signal is strong)
4 good (your signal is good)
3 weak (it is difficult to hear you)
2 very weak (it is very difficult to hear you)
1 nothing heard
2) They are all devices for transmitting distress signals. epirb = emergency position-
indicating radio beacons, elt = emergency locator transmitter (used by aircraft),
pfd = personal flotation device
3) a (see Reading text)
4) c
5) Man overboard = O
2 Listening
Introductory activity: Ask students: What are the most important pieces of in-
formation that must be given in an emergency call? Ask also in what order these
things should be given.
Exercise 2.
Written in the correct order, the message is:
1) Pan-pan, Pan-pan, Pan-pan. (pronounced [pA:n])
2) All stations, all stations, all stations.
3) This is 30312, mother of Pearl, Mother of Pearl, Mother of Pearl.
4) My position is 37° 11.3' n 76° 10.2' w.
5) Steering failure. Drifting at 2 knots towards the shore.
6) Require an urgent tow.
7) Over.
Follow-up activity: students read aloud the message then construct their own
similar distress messages based on material in this unit.
28 Level 1, Unit 2B – Emergencies in Seaspeak EfM Guidance Notes
Audio script:
Emergency call part one:
Captain of Sirius: May day, May day, May day. All stations, all sta-
tions, all stations. This is Sirius, Sirius, Sirius. May
day. Over.
Westkapelle coast guard: Hello Sirius. This is Westkapelle Coast Guard.
Channel one six. Question: What is the nature of
your emergency? Over.
Captain of Sirius: Westkapelle, this is fishing vessel Sirius. We are
taking on water very fast and we have got dead
batteries. Request immediate assistance. Over.
Westkapelle coast guard: Fishing vessel Sirius. This is Westkapelle Nether-
lands coast guard. Question: What is your posi-
tion? Over.
Captain of Sirius: Hello Westkapelle. We are in the Wadden Sea,
about twenty kilometres North West of Harlingen.
Over.
Emergency call part two:
Westkapelle coast guard: Thank you Sirius. Confirm: twenty kilometres
North West of Harlingen. Over.
Captain of Sirius: Affirmative Westkapelle. Over.
Westkapelle coast guard: Sirius, this is Westkapelle coast guard. Question:
How many are on board? Over.
Captain of Sirius: Westkapelle. Answer: Crew of three. Over.
Westkapelle coast guard: Sirius. This is Westkapelle coastguard. We are com-
ing to your assistance. Standby on channel one six.
Over.
Captain of Sirius: Westkapelle. I’m standing by on channel one six.
Exercise 3. Answers
1) fishing boat
2) vessel is sinking + dead batteries
3) Wadden Sea, about twenty kilometres North West of Harlingen
Exercise 4. Answers
• Confirm
• Affirmative/Over
• Roger/standby
• standing by
Exercise 5. Answers
emergency call record
Emergency call received from: fishing boat Sirius
Call made to: Westkappelle coastguard
On channel: 16
Emergency type: u danger to life or vessel
j no immediate danger to life or vessel
Location: 20 km NW Harlingen
Number of people on board: 3
Summary of emergency: taking on water/dead batteries
3 Structures
Exercise 6. Answer
Mayday Ocean Princess. This is Duke Leopold, Romeo Foxtrot one-four. Received
Mayday. My speed is six knots and my eta (or: Echo Tango Alpha) is nine three three.
Over
Exercise 7. Answer
All stations, all stations, all stations. This is Ocean Princess, Alpha Hotel Romeo one
niner. My position/location is: two two four degrees North, one two three degrees West.
Cancel my distress alert of Monday one six June fourteen hundred hours. This is Ocean
Princess, Alpha Hotel Romeo one niner. Out.
4 Reading
Exercise 8. What not to say – Language of cb radio:
• Handle = name/call sign
• Ten-four = acknowledged/ok
• Smokey bear = police
• Put the hammer down = go faster
1) a) phrase
b) sea farers
c) dispatcher
d) comply
e) transmission
2) A: Big Daddy, Big Daddy, Big Daddy. How do you read me? Over.
B: This is Big Daddy. I read you five. Go ahead. Over.
Background: Meanings of words commonly used in vhf transmissions
acknowledge Confirm that you have received my message and will comply.
affirmative – negative Yes/Correct - No/Incorrect.
all after/all before Everything that you (I) transmitted after . . . (Keyword).
Everything that you (I) transmitted before . . . (Keyword).
correct (that is correct) What you have transmitted is correct.
correction An error has been made in this transmission. It will continue with
the last word (group) correctly transmitted. An error has been made in this
transmission. Correct version is . . . That which follows is a correct version
in answer to your request for verification.
wrong Your last transmission was incorrect. The correct version is . . .
disregard this transmission – out This transmission is an error. Disre-
gard it. This pro-word shall not be used to cancel any message that has
already been completely transmitted and for which receipt or acknowledge-
ment has been received.
do not answer – out Station(s) called are not to answer this call, acknowledge
this message, or otherwise to transmit in connection with this transmission.
silence – silence – silence Cease all transmissions on this net immediately.
Will be maintained until lifted.
silence lifted Silence is lifted. The net is free for traffic.
fetch I wish to speak on the radio to that person.
speaking Requested person is now using the radio himself.
figures Numerals or numbers will follow. (This pro-word is not used with the
call signs, time definitions, grid references, bearings, distances, etc., espe-
cially in fixed-form reports.)
through me I am in contact with the station you are calling; I can act as a relay
station.
message passed to Your message has been passed to . . .
roger so far? Have you received this part of my message satisfactorily?
wilco I have received your message, understand it, and will comply. (To be used
only by the addressee.) roger and wilco are never used together.
unknown station The identity of the station calling or with whom I am at-
tempting to establish communication is unknown.
verify Verify entire message (or portions indicated) with the originator and
send correct version. To be used only at discretion of or by the addressee to
which the questioned message was directed.
EfM Guidance Notes Level 1, Unit 3A – Navigation 31
Level 1, Unit 3A Navigation
General Notes
Background information: Marine navigation is literally the moving of a vessel from
one place to another (the word ‘navigation’ comes from Latin: navis = ship, agere =
move). All navigation, whether it is done by reading the stars or by GPS, involves
locating the navigator’s position by using the known locations of other things.
An essential tool in navigation is the nautical chart which, unlike conventional maps,
gives information about: water depth, the nature of the seabed, hazards to shipping,
the location of landmarks visible from the sea, man-made navigational aids such as
buoys and lighthouses, details about coastline, hazards to shipping – both natural
and man-made, information about tides and currents and details about harbours and
bridges. Nautical charts are marked with lines of latitude (north — south) and lines of
longitude (east -– west). These are expressed in degrees, minutes and seconds. Mostly
positions are given with respect to latitude and longitude. These are given, latitude
first and look like this: 49°30'02" n, 123°30'30" w.
Modern navigation techniques use positioning provided by satellites. Otherwise it
is done by plotting lines of position and direction (expressed as ‘bearings’). A navigator
draws two lines of position and his position is where the two lines intersect.
1 Introduction
Introductory activity: The quiz can be done as a class activity. Scoring on it is
unimportant as its main purpose is to introduce the subject of marine navigation
and should ideally generate ideas for other questions. Ask what experience stu-
dents have of navigation, how much of their course is spent on navigation and
what they find difficult about it. Then, having answered the questions, students
can write questions of their own for the others to answer. This could be done in
small teams.

1) 360
2) equator
3) lines of longitude/meridians
4) three
5) 1) ne (north east)
2) ese (east southeast)
3) se (south east)
4) wnw (west northwest)
5) nw (northwest)
32 Level 1, Unit 3A – Navigation EfM Guidance Notes
2 Vocabulary
Nautical charts, symbols and signals
Exercise 2.
A few common symbols are selected from the key of the average nautical chart.
There are many different symbols and symbols can have slight differences (e.g.
light buoys vary according to colour, size, shape and type of light and symbols vary
accordingly). A very useful aid here would be a nautical chart or sections from
nautical charts which students can talk about – describing them and explaining
implications for shipping.
Answers
light buoy
anchorage
visible wreck
wreck under water
oil rig
Obstn obstruction
foul sea bed
danger
rock
Exercise 3.
Note: Students should study the chart. Get them to identify water depths and the
three different ways water depth is shown on this chart (tones of blue, contours
and spot values). The questions are not difficult – what would be demanding is
how to answer them and the exercise will demand students can use structures
such as ‘South West of . . . ’ etc.
Answers
1) You must not enter the ‘prohibited area’ in the north west of the chart. (Consider
other ways of saying ‘prohibited’ e.g. forbidden, banned, restricted, illegal)
2) Bombs are found in the area of sea marked ‘unexploded ordnance’ (UO). UO are
unexploded bombs, bullets, naval mines etc.
3) Along the south coast of Columbas Island (Note rocks and spot values)
4) There is an unspecified obstruction east of the light vessel and lying between
contour 20 and 10 (fathoms) south west of Columbas Island
5) The tower on the east side of Columbas Island
6) North and south of Columbas Island lie two visible wrecks
7) In the south west corner of the chart
8) There are underwater rocks all long the south coast of Columbas Island.
9) 10 and 20 metre contours circle Columbas Island.
Exercise 4.
Note: This exercise gives further practice in transferring information on a chart
into English.
Answers
1) true (the following topographic features are also necessary to know: peninsula,
bay, point, cove, shoreline, island, cliffs, shoals, lake, estuary, river mouth, reef,
spit, bar – add your own to this list)
2) false – spot values are given
3) true
4) false – inland waters include: lakes, rivers, floodplains, reservoirs, wetlands and
inland saline systems
5) true – The expression means the sea around a country’s coast.
Exercise 5.
Note: This exercise practises use of some common phrases and how they collocate.
Answers
1) 1 short flash 5) a dangerous obstruction
2) South Southwest 6) is missing
3) proceed with caution 7) wide berth
4) not in operation
3 Reading
Note: Here are four authentic navigational warnings which are constantly being
issued to mariners by maritime authorities such as coast guards and port authori-
ties. The language of navigational warnings is invariably sparse and in note form
with abbreviations commonly used.
Exercise 7. Answers
• Notice A • Notice C
1) a 1) a) rcvd
2) c b) nav
3) b c) lts
d) req
• Notice B 2) b
1) a 3) a
2) a 4) c
3) a 5) a
4) b • Notice D
1) a
2) c
3) b
4 Listening
Chart work
Exercise 8.
Note: Navigation has its own specialist vocabulary and the phrases and words
provided in this exercise are associated with ‘manual’ navigation techniques and
although most navigation is done by gps nowadays mariners, more traditional
methods of plotting courses are still central to mariners’ training.
Ask students if any is prepared to explain in English how to plot a course and find
a position. Further information is usefully provided in online tutorials such as:
www.sailingissues.com.
Answers
intended course → direction you want to go
fix → intersection of 2 Lines of Position
dead reckoning → using course and speed to estimate present position
prime meridian → 0 degrees longitude
bearing → compass reading
course made good → direction actually travelled
drift → movement because of currents/wind etc
intersection → where two Lines of Position meet
cardinal points → North South East West
Exercise 9.
a) The intended course is line A–D.
b) Take a fix to find the start position ‘A’.
c) Use Lines of Position BC and AC to make a dead reckoning of present position.
d) Your position is the intersection of BC and AC.
e) B–C is the drift caused by tide.
f) A–C is course made good
g) A–D is a bearing of 0 degrees.
Exercise 10.
Note: To do this exercise students listen to instructions and plot a course. They
will need paper, a pen, and a ruler.
Audio Script:
In the centre of your page write the letter A. This is your start point.
The scale of your map is 1 cm = 1 NM. Now draw a line of position from A at
a bearing of 70° for 6 nautical miles. Mark this point B.
Change course at point B. Your course is now 30° for a distance of 5 nautical
miles to point C. There is drift so your course made good is 5 Nautical miles
on a bearing of 10°. Write D to show your position.
Answer
D
Course made good C
Bearing
30 degrees
B
6 NM
A
Bearing
70 degrees
1 cm = 1 NM
5 Structures
Simple Past
Exercise 11.
Verbs in order of appearance in the text: left, set (course), travelled, dropped, drifted,
returned, steered, changed, headed, sighted, saw, knew, took on, continued, reached,
headed
Follow on activity: After students have read the text and studied the table of rules
for making simple past tense verbs (13) get them to check back to the list they have
compiled in exercise 11 and match the verbs with the rules.
Exercise 12.
regular irregular
Simple Present Simple Past Simple Present Simple Past
fix fixed is was/were
intersect intersected make made
travel travelled give gave
head headed take took
plot plotted
drift drifted
change changed
drop dropped
reach reached
sight sighted
Exercise 14.
1) were 3) intersected 5) gave
2) headed 4) changed 6) plotted
6 Writing
Note: The two diagrams show that the Jade Star was driven off course by Gale
Force winds and that eventually the vessel hit rocks.

At 15.25 utc the Jade Star headed on an intended course on a bearing of 290 degrees.
However a gale force 8 wind caused the vessel to drift off course. The vessel’s course
made good was in fact 270 degrees. At 16.00 the Jade Star was in collision with rocks.
EfM Guidance Notes Level 1, Unit 3B – Navigation in Seaspeak 37
Level 1, Unit 3B Navigation in Seaspeak
General Notes
Background Information: The exercises in this unit focus on expressing measure-
ment within the context of basic nautical navigation: position, bearings, speed, time
and distance.
Positions are expressed in degrees and minutes of latitude and longitude. Latitude
is the position north or south of the equator and longitude is position east or west of
Greenwich. For example: ‘my position is 15 degrees 34 minutes North, 061 degrees 29
minutes West.’ When a position is related to a clearly defined object on a chart, the
bearing is expressed in degrees from true north from the charted mark. For exam-
ple: ‘my position is bearing 137 degrees from Red Star lighthouse distance 1.5 nauti-
cal miles/kilometres.’ Bearings are also given relative to vessels such as: ‘pilot boat is
bearing 215 degrees from you.’ Bearings are expressed relative to the vessel’s port or
starboard bow. For example: ‘Buoy 080 degrees on your port bow.’ When distances
are given, their unit of measurement should be made clear (kilometres/nautical miles)
and time is expressed by a 24 hour utc notation.
1 Introduction
Note: Assessing signal strength is often done with numbers such as ‘5 x 5’ meaning
five out of five for clarity and volume. Other terms include: ‘loud and clear’ or
‘Lima and Charlie’. For example: ‘X-ray Charlie Two-One, This is Alpha Bravo
One-Two, radio check, over.’ Alpha Bravo One two This is X-ray Charlie Two-one.
I read you five by five, Over.

1) Zulu
2) second (Example: ‘warning. Dangerous wreck in position 15 degrees 34 minutes
North 061 degrees 29 minutes West.’)
3) distance – cables, speed – knots, bearings – minutes
4) Collision Regulations - International ‘rules of the road’ for avoiding collision at
sea
5) go ahead I have received your initial call; continue with the rest of
your message.
out This is the end of my transmission and no answer is ex-
pected.
over This is the end of my transmission and a response is neces-
sary
radio check What is my signal strength?
i read you 5 by 5 I can hear you clearly.
38 Level 1, Unit 3B – Navigation in Seaspeak EfM Guidance Notes
2 Vocabulary
Background information: Numbers are included in the nato phonetic alpha-
bet in order to standardise their pronunciation. This is because pronunciation of
numbers as well as the alphabet varies throughout the world according to first
language and dialect. In addition, when speaking, numbers are given in separate
digits: ‘One-five-zero’ for 150, ‘Two decimal five’ or ‘Two point five’ for 2.5. How-
ever, when wheel orders are given the full number is spoken (‘sixteen for 16 etc.).
The full list of digits is given here:
0) ze ro ["zi:ro] 4) fow er ["foU@] 8) ait [eIt]
1) wun [w2n] 5) fife [faIf ] 9) nin er ["naIn@]
2) too [tu:] 6) six [siks]
3) tree [tri:] 7) sev en ["seven]
Introductory activity: Write down a few numbers and discuss with students dif-
ferent ways of speaking them. Ask why and when clarity of numbers is very impor-
tant for safety at sea. Ask for suggestions of when numbers are used. Ask if anyone
knows of situations when numbers have been either incorrectly given or when
they have not been understood and whether this caused problems or dangers.
Exercise 2. Answers
150 → One five zero
1.50 → One decimal five
1500 → Fifteen Hundred
15 → Wun-fiver
15.0 → Wun-fiver decimal zero
Exercise 3. Answers
1 → quantity
2 → size
3 → speed
4 → bearing
5 → Call sign
6 → time
7 → position
8 → distance
Follow-up activity: Move on to explore the language of mathematics – simple

sums and formulae that may need to be expressed in words: 10 5 × 3 = 6 (Ten
symbols (–, +, ×,
º
divided by five multiplied by three equals six) as well as fractions and mathematical
etc)
Exercise 4. Answers
Caller: Responding vessel:
Name: mv Suraya Name: mt Royal Star
Call sign: hrgv-5 Call sign: dgf-4
Type of vessel: Motor vessel (m/v) Type of vessel: Tanker
Description: Red hull
Course: 226 degrees
Speed: 16 knots
3 Structures
Background information – Corrections and repetitions in smcps: If part of a
message is considered very important then it is repeated. The word ‘repeat’ is spo-
ken followed by the important part of the message. For example: ‘Do not approach
– repeat – do not approach.’
When a message is not properly heard, then the words: ‘Say again (please)’ are said.
The part that needs to be repeated is indicated by ‘all after . . . ’. For example: ‘Say
again please, all after “position”. ’ When a mistake is made in a message the word
‘mistake’ is spoken followed by the word ‘correction’ and then the corrected part
of the message. For example: ‘My speed is one two knots - mistake. Correction,
my speed is one five knots.’
Exercise 5.
Ensure that students know the words ‘repeat’ and ‘correction’. Once the definitions of
these words are established, students will need to study the three sentences and work
out from the context which phrase/word fits in each gap.
Answers
1) repeat 2) correction 3) say again
Exercise 6.
1) Do not overtake repeat do not overtake.
2) Turn to starboard and pass astern, mistake. Correction: turn to port.
3) c/v Passing Wind change course to two three zero repeat change course to two
three zero, Over.
4) My position is North 69°24', West 133° mistake. Correction West 132°.
5) Understood time now is 02:58 utc please say again all after ‘utc’.
Exercise 7.
1) Please say again all after location.
2) My eta is one four zero four five utc, mistake. Correction my eta is one two four
five utc.
3) Give a wide berth. Repeat give a wide berth.
4 Reading
COLREGS (collision regulations)
Background: colregs are laid down by maritime authorities such as the imo.
They are the traffic rules of the sea. Here are some examples:
• Power driven vessels must keep out of the way of sailing vessels but a sailing ves-
sel must not impede a power driven vessel navigating within a narrow channel
or traffic lane.
• If sailing through a channel, keep to the starboard side.
• If crossing a narrow channel, you must do so as nearly as possible at right angles.
Ask students what colregs they know, what colregs are frequently broken and
how colregs compare with the rules and regulations of driving.
Exercise 8. Answers
1) Be advised 5) everything after the word ‘position’
2) now 6) two miles/165 degrees
3) eg39 7) a
4) say again 8) impede
5 Listening
Note: Sudden changes that can present dangers to shipping: dredging, new
uncharted wreck, oil discharged from other ships, cargo fallen over the side,
buoy/warning lights failure, vessels breaking colregs etc.
Exercise 10.
Audio script: [single voice]
Cherbourg Traffic Control: Sécurité, Sécurité Sécurité. All stations, all stations,
all stations. This is Cherbourg Traffic Control with traffic information. A group
of white boxes is reported in position 7 miles South East of Echo Charlie Two.
Advice: Give a wide berth. For all information please contact Cherbourg Traffic
listening on channel 16.From Cherbourg Traffic. Out.
Answers
• A group of white boxes
• South East of ec2
• Give a wide berth
Exercise 11.
Audio script: [single voice]
Jersey Radio: Now, here is a navigational warning. Jersey, south-west of South
Xavier – Black Rock beacon not in operation. Replaced by red buoy, flash red
1.5 seconds. Position: 1-6-0 degrees by 0.1 mile from Elisabeth Castle Break-
water head. That’s the end of this broadcast. This is Jersey Radio listening on
channel 16.
Answers
1) Black Rock beacon 3) South west of South Xavier
2) red 4) Channel 16
Background: Letter Code Word Pronunciation

A Alfa ["ælfA] alfah
B Bravo ["brAvo] bravo
C Charlie ["tSA:li] or ["SA:li] tchahli (or chahli)
D Delta ["deltA] deltah
E Echo ["eko] eko
F Foxtrot ["fOkstrOt] foxtrott
G Golf [g2lf ] golf
H Hotel [ho:"tel] hotèll
I India ["indi;A] india
J Juliett ["dZu:li;et] djouliètt
K Kilo ["ki:lo] kilo
L Lima ["li:mA] limah
M Mike [maIk] maïk
N November [no"vemb@] novèmmber
O Oscar ["OskA] osskar
P Papa [p@"pA] pahpah
Q Quebec [ke"bek] kébèk
R Romeo ["ro:mi;o] romio
S Sierra [si"erA] sièrrah
T Tango ["tæNgo] tanggo
U Uniform ["ju:nifO:m] or ["u:nifO:m] youniform (or ouniform)
V Victor ["viktA] viktar
W Whiskey ["wiski] ouisski
X X-ray ["eksreI] èkssré
Y Yankee ["jæNki] yangki
Z Zulu ["zu:lu:] zoulou
42 Level 1, Unit 4A – Meteorology EfM Guidance Notes
Level 1, Unit 4A Meteorology
General Notes
Background information: There are a number of scales and sets of words that have
been standardised for the purposes of describing weather conditions and making
forecasts. The most frequently used one is the Beaufort Scale. This describes wind
speed, wave height and sea conditions.
The Beaufort Scale
Beaufort Wind Speed
wind scale (knots) Wind descriptive terms Sea descriptive terms
0 0 Calm Calm (glassy)
1 2 Light air Calm (rippled)
2 5 Light breeze Smooth (wavelets)
3 9 Gentle breeze Slight
4 13 Moderate breeze Slight – moderate
5 19 Fresh breeze Moderate
6 24 Strong breeze Rough
7 30 Near gale Rough – very rough
8 37 Gale Very rough – high
9 44 Severe gale High
10 52 Storm Very high
11 60 Violent storm Very high
12 Above 60 Hurricane Phenomenal
Time periods and speed of movement of pressure systems in weather forecasting

also have a frequently used set of words:
Imminent expected within 6 hours
Soon expected within 6 to 12 hours
Later expected in more than 12 hours
Slowly Moving slower than 15 knots
Steadily Moving between 15 and 25 knots
Quickly Moving between 25 and 35 knots
Rapidly Moving between 35 and 45 knots
Very Rapidly Moving faster than 45 knots
Other important vocabulary for describing wind

Direction: Direction wind is blowing from.
Wind becoming cyclonic: Rapid change in direction, usually associated with frontal
system.
Veering: Wind direction changing in a clockwise direction – S to SW to W etc.
Backing: Wind direction changing in an anti-clockwise direction – E to NE to N etc.
EfM Guidance Notes Level 1, Unit 4A – Meteorology 43
1 Introduction
1) b (Precipitation is the falling to earth of any form of water. This includes: rain,
snow, hail, sleet or mist)
2) b (The Plimsoll line is the loading line on the hull of ships. The Douglas Sea Scale
describes height of waves and swell. The Fujita Scale rates tornado intensity.)
3) a (An anti-cyclone is when descending air over a high pressure area takes a spi-
ralling motion – clockwise in the northern hemisphere and anticlockwise in the
southern hemisphere. A depression is an area of low pressure and a front is the
boundary between air masses.)
4) Typhoon
5) b
2 Vocabulary
Exercise 2. Answers
1) calm 2) gale 3) icing 4) fog
Other useful vocabulary: The following words are frequently used preceded by
it is . . . or it’s . . . :
• breezy • snowy • hot
• clear • stormy • scorching
• cloudy (partly cloudy) • sunny
Other Weather Terms
• damp • windy
• hail
• dry
For temperature • hurricane
• foggy
• freezing • lightning
• humid
• cold • snow flurries
• rainy
• chilly • sunshine
• showery
• warm • thunder
Exercise 3. Answers
• Zero force: 1 • Freezing conditions: 3 • Gale force winds: 2
• Heavy swell: 2 • Fair weather: 1 • Flat calm: 1
• Poor visibility: 4 • Low cloud: 4 • Sub zero temperatures: 3
• Sea spray: 2 • High seas: 2 • Dense mist: 4
Exercise 4. Answers
a) Thunder storm: 4 e) Easterly gale: 3
b) Moderately thick fog: 1 f) Clear sky: 2
c) Freezing drizzle: 6 g) Squalls: 7
d) Heavy snow shower: 5
Exercise 5. Answers
1) moderately thick fog 5) clear sky
2) heavy snow shower 6) freezing drizzle
3) thunder storm 7) westerly gale
4) squalls
Exercise 6. Answers and audio listening script
1) Strong south easterly winds.
2) Severe gale 9, perhaps storm 10 later.
3) Heavy rain or squally showers.
4) Moderate or poor visibility.
5) Stratus with a low cloud base below 200 metres.
6) Sea traffic can’t move because of thick fog.
3 Structures
Forecasting
Note: Predictions and the future can be expressed in a number of ways. The most
common auxiliary verbs are: shall, should, will and would. It is also possible to use
can, may and must in similar ways. To expect/are expected is also commonly used
in making weather predictions.
Exercise 7. Answers
The following sentences are forecasts: 1, 3, 4, 5, 7
Exercise 8. Answers
1) will 5) will
2) expected 6) expected
3) going/going 7) going
4) will
Exercise 9. Answers
1) Pressure is expected to increase.
2) Open sea will become rough.
3) The weather is going to be fair.
4) The wind is expected to be variable
5) The tornado will bring heavy rain and strong winds
4 Reading
Background: The standard met office gale warning contains the following infor-
mation in this order:
• Sea area affected
• Date and time of warning
• Direction of wind
• Wind strength
• Predicted weather
Example: ‘Viking 08 March 2009 at 2159. Southerly storm force 10 now decreased
severe gale force 9, veering southwesterly and decreasing gale force 8 soon.’

1) a) true b) true c) false d) false
2) a) false b) false c) true d) true
3) a) false b) true c) false d) false
4) a) true b) false c) false d) false
5 Writing
1) When the wind strength is between one and three the sea is like a mirror. There
may be light ripples on the surface but without foam crests.
2) A Force 11 is a violent storm. Waves are exceptionally high and the sea is covered
with long white patches of foam. The edges of the wave crests are blown into froth
and visibility is usually very poor.

1) force 6
2) strong breeze
3) yes
4) large
5) foam crests
6) reduced
Exercise 15. Model answer

A force six is a strong breeze. Larger waves begin to form and there is spray. Everywhere
there are white foam crests on the waves.
46 Level 1, Unit 4B – Meteorology in Seaspeak EfM Guidance Notes
Level 1, Unit 4B Meteorology in Seaspeak
General Notes
Background: Weather forecasts for shipping and gale warnings have a strict format
when they are broadcast on general wave bands.
General weather information is almost always presented in the following order:
• Time
• Date
• List of relevant sea areas
• General synopsis
• Area forecasts
Example: “And now the shipping forecast issued by the Met Office at 11.30 on Tuesday
11 December 2007.
There are warnings of gales in Sole, Shannon, Rockall, Malin, Hebrides, Bailey, Fair
Isle, Faeroes and South East Iceland.
The general synopsis at 0600: High Iberia 1033 expected London 1035 by 0600
tomorrow. Developing Atlantic low moving very rapidly northeast, expected 250 miles
west of Sole 987 by same time.”
Area weather forecasts are in the following order:
• Name of sea area
• Wind speed
• Wind direction
• Sea state
• Precipitation
• Visibility
Example: “Viking, North Utsire, South Utsire, Forties. Variable 3 or 4, becoming south
5 to 7, perhaps gale 8 later in Viking. Moderate or rough, occasionally very rough in
Viking. Fair. Good.”
1 Introduction
1) b
2) storm
3) ‘anti-clockwise’ (British English) or ‘counter-clockwise’ (American English)
4) red
5) a cold front developing
EfM Guidance Notes Level 1, Unit 4B – Meteorology in Seaspeak 47
2 Vocabulary
Exercise 2. The following symbols are used on weather maps:
Numbers and measurements
Exercise 4. Answers
180 degrees → wind direction
75 knots → wind speed
23 degrees Celsius → air temperature
1004.2 millibars → pressure
16 km → visibility
5 oktas → cloud cover
Exercise 5. Answers
• One hundred and eighty
• seventy five
• twenty three
• one thousand and four point two
• sixteen
• five
Exercise 6. Answers
1) wind direction 4) pressure
2) wind speed 5) temperature
3) visibility
3 Reading
Exercise 7. Answers
1) location – east northern section/Denmark Strait/metarea vi
2) time – 0800
3) wind direction – North easterly/180 degrees
4) wind speed – Variable 3 or 4/Gale 9
5) sea state – rough
6) weather – squally showers
7) visibility – Good/Moderate or poor
Exercise 8. Answers
1) No. The message is introduced by Sécurité meaning ‘warning’.
2) a
3) c
4) a
5) b
6) c
7) c
4 Writing
Exercise 9. Answers
1) twenty two point five
2) oh five thirty hours
3) seventeenth of May two thousand and six
4) fifteen point two (twenty) five/three (thirty) one point two zero
5) one three seven degrees/one hundred and thirty seven degrees
6) two point four/two decimal four
7) minus seven degrees
8) nine eight zero/nine hundred and eighty
5 Listening
Note: Met offices frequently contact ships to get information about the weather
at specific locations. There is also a voluntary scheme whereby sea farers send
weather updates to the Met Office. This information is used in building up an
accurate picture of the weather in each sea area as well as helping to identify and
track weather movements.
Exercise 10.
Audio Script:
(1) The Trafalgar shipping forecast at 2400 on Tuesday the 11th of December
North easterly 4 or 5, Moderate or rough, Showers, Good.
(2) Synopsis at 0800 on 23rd March. Cromarty. Variable 3 or 4, becoming
south 5 to 7. Slight or moderate, occasionally rough. Fair. Good.
Answers
weather record 1
Location: Trafalgar
Time: 2400
Date: 11th December
Wind direction: north easterly
Wind speed: 4 or 5
Sea State: moderate or rough
Weather: showers
Visibility: good
weather record 2
Location: Cormarty
Time: 08.00
Date: 23/3
Wind direction: becoming south
Wind speed: 3–4 becoming 5–7
Sea State: slight or moderate occasionally rough
Weather: fair
Visibility: good
Exercise 11. Audio script
[Voice 1 is Officer of the watch, Voice 2 is Met Officer]

Voice 1: Atlantic Weather Centre. This is Morning Sky. How do you read?
Over.
Voice 2: Morning Sky. This is Atlantic Weather Centre. I read fair. Go ahead.
Over.
Voice 1: Question: Are ice bergs expected in metarea ii? Over.
Voice 2: Morning Sky. Response: Affirmative. Ice warning. Icebergs re-
ported in Eastern North Atlantic metarea ii. Over.
Voice 1: Thank you Atlantic Weather Centre. Understood. Icebergs in
metarea ii. Question: What wind direction and force is expected
in metarea ii? Over.
Voice 2: [growing static] Morning Sky. Information: Wind in metarea ii
expected from South West, force Beaufort six. Over.
Voice 1: Atlantic weather Centre. Say again. Over.
Voice 2: Morning Sky. I say again. Wind from South West, force six. Ac-
knowledge. Over.
Voice 1: Atlantic Weather Centre. Understood. South Westerly winds, force
six. Thank you. Nothing more. Out.
Answers
1) a
2) b
3) a
4) c
5) a
6) b
EfM Guidance Notes Level 1, Unit 5A – Cargo Handling 51
Level 1, Unit 5A Cargo Handling
General Notes
There are many types of cargo ship. Some of them, like roll-on roll-off ferries, oil
tankers and car transporters, are designed for specific tasks. Other cargo vessels in-
clude:
• Bulk carriers
• Container ships (carrying standardized size containers)
• Reefer ships (with refrigerated cargo holds)
• Heavy lift vessels
• Tankers
• lng carriers (liquefied, natural gas)
• Coasters (ships with shallow hulls)
• fpso units (Floating Production, Storage and Offloading vessel)
Most dry cargo is carried by container ships. Containers are a standard size and
they are piled up on the decks of container vessels so that there is no waste of space.
Cargoes are of various categories. They are classified as either dry goods, liquids or
‘general’.
The imo classes dangerous (hazardous) cargo on a list ranging from 1–9 to include
explosives, gases, flammable liquids, oxidising substances, toxic and infectious sub-
stances, radioactive substances and corrosives.
1 Introduction
1) c 4) c
2) b 5) c
3) a
2 Vocabulary
Exercise 2.
Introductory activity: Ask students to name, describe and define the various
types of cargo vessels in use.
Ask students to describe the process of loading and unloading and anything they
know about cargo maintenance. Frequently mariners are involved in these opera-
tions for which there is sometimes extra pay. Ask about this.
Answers
1) The two pictures show: (left side) container ship, (right side) barge
2) containers (dry) (left side) and bulk cargo (right side) e.g. grain and building
material
52 Level 1, Unit 5A – Cargo Handling EfM Guidance Notes
Exercise 3. Answers
1) a
2) c
3) a
4) a
5) b (note that ‘dock’ is used as an alternative for ‘quay’ + ‘dockside’)
6) c
7) a
8) b
9) c
10) b
Exercise 4. Answers
1) hatch 6) stevedore
2) fork lift truck 7) hold
3) pallet 8) crane
4) quay 9) sack
5) bill of lading 10) warehouse
Exercise 5. Answers
1) broken = damaged 4) what is inside = the contents
2) hole = split 5) temperature recorder = thermometer
3) at the time of = during 6) working = operational
Exercise 6.
Note: Introduce students to possibly new vocabulary before they do this exercise.
They will need to know the following words:
• Operation – operational
• Damaged (adjective) – damage (noun) – to damage (verb)
• Sign – signal
Ask students to generate sentences which contain the words above to be sure they
can distinguish adjective from noun and use them correctly.
Answers
Captain: Is all equipment operational?
Deck hand: It will operate in five minutes, Captain.
Captain: Is it damaged?
Deck hand: There’s no sign of anything wrong.
Captain: Switch on the automatic temperature control.
3 Structures
Comparatives/superlatives
Background:
1) Rules for forming comparatives
a) Add ‘-er’ to the ends of single syllable adjectives.
Examples: fast – faster
This vessel is faster than that one.
b) For two syllable adjectives ending in ‘-y’ change the y to ‘-ier’
Examples: happy – happier
The ship is a happier place now.
c) With adjectives of two or more syllables add the word ‘more’.
Examples: difficult - more difficult
A mariner’s job is more difficult than almost all others.
2) Rules for forming superlatives
a) Put ‘the’ before one syllable adjectives and ‘-est’ to the end of the adjective.
Examples: cheap – the cheapest
What is the cheapest way to transport this cargo?
b) For adjectives of two or more syllables put the words ‘the most’ before the
adjective.
Examples: difficult – the most difficult
I think a mariner’s job is the most difficult in the world.
c) For two syllable adjectives ending in ‘-y’ put ‘the’ before the adjective and
change the ‘y’ to ‘iest’.
Example: happy – the happiest
This is the happiest man I know.
3) Important exceptions
a) Good (adjective) – better – the best
Example: This ship is better than that one.
b) Bad – worse – the worst
Example: I thought the last voyage was bad but this one is worse.
Exercise 7. Answers
1) less 3) more dangerous
2) good 4) worse, (the) worst
Exercise 8. Answers
Comparatives: 2, 3, 5
Superlatives: 1, 4
Exercise 9. Answers
1) harder than
2) better than
3) colder than

1) highest 4) best
2) worst 5) most dangerous
3) fastest
1) easier
2) most dangerous/more dangerous
3) least/less
4 Reading
Exercise 12.
Pre-reading discussion: This is a good opportunity for vocabulary and dictionary
work. Students have to think of and search for names for cargoes.
Answers
1) Examples of dry cargo include: grain, steel products, timber and coal
2) Examples of dangerous (hazardous) cargo include: gases, poisons such as insecti-
cides and radioactive waste
3) Examples of perishable cargo include: most types of food and medicines
4) Examples of fragile cargo include: glass articles, scientific devices, electronic ma-
terials and ceramics
Exercise 13. The correct order of the sentences is:

1) Lorries take sacks of cocoa beans to the quay.
2) Stevedores then load the sacks on pallets.
3) The ship’s crane lifts the first group of pallets and transfers them into the ship’s
cargo hold.
4) Stevedores on the quay put more pallets of cocoa beans in the empty space.
5) When the ship arrives at its destination crew and stevedores offload the cargo.
6) The ship’s crane transfers the cargo from the ship’s hold to the dock.
7) Stevedores use forklift trucks to remove the pallets from the quayside to a ware-
house.
Background information: In some countries stevedores demand higher than av-

erage pay. Because this means that cargo handling costs are very high, steps have
been taken by shipping companies and port authorities to rationalise the process
of loading, unloading and storing cargo. Changes have included the spread of con-
tainerization which makes mechanised handling of bulk goods easier and cheaper.
In many ports computers and robotics are used in the process.
Handling cargo is often part of a mariner’s routine – especially for those on Ro-
Ro vessels and mariners working in harbours, on rivers and canals. Mariners are
trained in cargo handling procedures and they learn how stowage of its cargo
affects the stability of a ship.
In some places and under some conditions the work of unloading and loading
is done by mariners; not by stevedores. It is normal practice to pay the mariners
extra for doing this.
5 Writing
Exercise 14.
1) false (the goods are going from the UK)
2) false (the Consignee is the receiver)
3) true (ac generators)
4) false (the goods are ‘prepaid’ – already paid for)
5) false (the sum is the value of the goods)
Exercise 15.
Note: This exercise could be done by students working in pairs. One reads the
information text and gives the information to their partner as if speaking on the
telephone.
shipping instructions
Exporter/shipper Xanadu, 121 Rue Des Brasseurs,
Gilly, Belgium
Booking number BJ19200A
Country of final destination Morocco
Country of origin of goods Japan
Consignee Andou Motors, Route de Rabat,
Ain Sbaa, Casablanca
Description of goods Tractor engines
Quantity 15
Gross weight (total) 4,500 kilos
Volume (m3 ) 45 m3
Ocean freight payable at: PREPAID
value 375,000 euros
EfM Guidance Notes Level 1, Unit 5B – Cargo Handling in Seaspeak 57
Level 1, Unit 5B Cargo Handling in Seaspeak
1 Introduction
1) b
2) c
3) a
Note: The imdg (International Maritime Dangerous Goods) code is an interna-
tional code for transporting dangerous goods by sea. The code covers matters
such as packing, use of containers and stowage (storing). It also gives information
about separation of incompatible substances.
4) c
Note: bundling means to put pieces of cargo together to make one manageable
unit that can be easily handled by a fork life truck.
5) b
Note: dunnage is material placed among cargo to separate it and protect it from
damage.
2 Vocabulary
Exercise 2. Answers
Perishable → Has a short life
Toxic → Poisonous
Household → For domestic use
Expandable → Increases in size
Explosive → Unstable
Inflammable → Burns easily
Livestock → Farm animals
Fragile → Easily broken or damaged
Additional vocabulary: adjectives to describe cargo

• broken • unknown • crushed • infected
• missing • damaged • full • mouldy
• rusty • spilling • slack • wet
• renailed • operational • empty • damp
• loose • labelled • partly broken • below normal
• illegible • torn • (partly) eaten • critical
• false • deformed by rats/worms.
58 Level 1, Unit 5B – Cargo Handling in Seaspeak EfM Guidance Notes
Exercise 3. Answers
Perishable: Bananas, Frozen fish, Eggs, Sugar cane, Medical supplies
Toxic: Nuclear waste, Gasoline
Household: Fine art, Washing machines, Carpets
Inflammable: Gasoline, Cylinders of oxygen
Fragile: Ceramics, Washing machines, Fine art
Livestock: Race horses
3 Reading
Background: Small glossary of Import/Export
Pro forma invoice: an invoice or request for payment sent in advance of goods
supplied
Certificate of origin: a document that shows where goods come from
Customs: people who collect government taxes or duty on imported goods
Freight: cargo
Letter of credit: a letter from a bank authorising a person to draw money from
another bank
Shipping agent: a person acting for or representing a ship or ships at a port
Waybill: list of goods and shipping instructions; bill of lading
Exercise 4. Answers
1) Panama 5) Colombo Sri Lanka
2) 20,000 tonnes 6) 2 days
3) cargo is not dangerous 7) Iraq
4) 3,098 tons of rice 8) 13th October 2008
Exercise 5. Answers
The following statements are true: 3, 4, 5
4 Structures
Exercise 6. Answers
1) Highly toxic material. Handle with care.
2) Always wipe down work surfaces after use.
3) Fragile goods – store upright.
4) Radioactive material – Danger of contamination.
5) Beware! This waste is hazardous to health.
6) Use extreme caution – highly dangerous
7) Take care when operating fork lift truck
EfM Guidance Notes Level 1, Unit 5B – Cargo Handling in Seaspeak 59
5 Writing
Background information: The un has drawn up classification system for danger-
ous goods. Each classification is associated with a warning symbol. For reference,
see http://www.unece.org/trans/danger/publi/adr/adr_e.html
In addition, there is a set of national and international standards for warning labels
which give instructions to handlers. Some of these warning labels can be seen in
Exercise 8.
Exercise 8. Answers
1) No smoking/Do not smoke
2) Warning: Corrosive liquid/Beware: Corrosive liquids (category 8 imo Hazardous
cargo)
3) Keep frozen
4) Wear eye masks/goggles/eye protection
5) Danger of death/Very dangerous/Beware/Look out!
6) Wear boots/protective footwear
7) Environmental hazard, take care
8) Warning: Flammable liquid/Beware: Flammable liquids (category 3 imo Hazardous
cargo)
6 Listening
Exercise 9. Discussion
A coast guard would require the following information: Name of cargo, un hazardous
goods classification number and cargo size
vhf radio transmission:
s.t.: An Jiang this is Suez transit. Question: are you carrying dangerous cargo?
Over.
a.j.: Suez Transit, this is An Jiang. Answer: Yes I am carrying hazardous cargo.
Over.
s.t.: An Jiang, this is Suez Transit. Understood: You are carrying hazardous
cargo. Question: what is the category of your hazardous cargo? Over.
a.j.: Suez Transit, this is An Jiang. Stand by for one minute.
s.t.: This is Suez Transport standing by.
a.j.: This is An Jiang. Answer: hazardous cargo. It is UN class two point three.
I repeat: hazardous cargo is UN class two point one. Over.
s.t.: An Jiang, this is Suez Transit. What is the hazardous cargo? Over.
a.j.: Suez transit, this is An Jiang. Answer: hazardous cargo is Ammonia. Over.
60 Level 1, Unit 5B – Cargo Handling in Seaspeak EfM Guidance Notes
Background information: In vhf communication, when the answer to a question

is either ‘Yes’ or ‘No’, say: ‘Yes / No ....’ followed by the appropriate phrase in full.
When responding to a question but the information is not immediately available,
say: ‘Stand by ...’ followed by the time it will take to supply the information and
when the information is not available, say: ‘No information’
Answers
communication record
Ship’s name: An Jiang
Name of hazardous cargo: Ammonia
Hazardous cargo classification: UN class 2.3

vhf radio transmission:
Captain: Port Pollution Control, this is Evening Star. Warning: I am carrying
inflammable goods. Over.
Port: mt Evening Star, this is port Pollution Control. Question: What is
the un class of the goods? Over.
Captain: This is mt Evening Star. Response: The un class of the goods is class
three. Over.
Port: Evening Star this is Port Pollution Control. Question: what problems
do you have with your cargo? Over.
Captain: This is Evening Star. Response: Liquid is spilling from one container.
Request: Stand by absorbent materials. Over.
Port: This is Port Pollution Control. Response: Absorbent materials stand-
ing by. Over.
Captain: Port Pollution Control, this is mt Evening Star. Request: Stand by
fire extinguishers. Over.
Port: Evening Star, this is Port Pollution Control. Response: Standing by
emergency fire extinguishers. Over.
Answers
1) True statements: b, c and e
2) a) Inflammable goods
b) Class 3
c) Liquid
d) Absorbent materials and fire extinguisher
Exercise 12.
Answers are in the Students’ Book.
Level 2
Level 2, Unit 1A Ship handling
General Notes
Ship handling involves the following general topics:
• Getting underway, safety practices, piloting, manoeuvring in difficult situations,
avoidance of hazards
• Navigation and international maritime law
• Watchstanding
• Operation of deck equipment, anchors and cables
• Ropework and line handling
A floating ship is affected in many ways by the movements of air and water around it
and by its own mass. All these things need to be considered and taken into account
by ship handlers when stopping and starting a vessel.
1 Introduction
Exercise 1. Introduction Quiz: Answers
1) Dead water is water that consists of two or more layers of different levels of salinity.
A less dense layer of fresh water sits on top of sea water. The effect is to slow vessels
right down. The explorer Nansen experienced it and wrote: (the ship was) ‘held
back, as if by some mysterious force, and she did not always answer the helm. We
made loops in our course, turned sometimes right around, tried all sorts of antics
to get clear of it, but to very little purpose.’
2) a
3) c Note: The purpose of the Baltic moor is to hold the vessel just off the quay and
is used when mooring at the quayside would be likely to cause damage.
4) a Note: Squat makes the ship sink deeper in the water than normal and slows the
vessel. The faster the ship moves through shallow water, the greater the effect of
squat.
5) A ship in a channel is affected by the sides of the channel. Water rushing past the
ship on the landward side exerts less force than water on the opposite or open
water side and the ship is sucked towards the bank. It happens mostly at the stern
of a ship when passing through a narrow channel.
2 Structures
Vocabulary note: (to) belay: to secure a rope by winding on a pin or cleat
Exercise 2. Answers
1) The ship is docked by the First Officer
2) The ship was docked by the First Officer
3) The ship has been docked by the First Officer
Exercise 3. Answers
1) Watch is stood by all the officers on board.
2) An hour ago the ship was manoeuvred into position
3) Our position was given by the navigator at 8 o’clock.
4) The crew are organised into departments
5) It has been stowed in lockers
Exercise 4. Answers
1) The pilot can be contacted by vhf.
2) The island is always given a wide berth.
3) The decks are regularly cleaned by Deck Hands.
4) Clear instructions have been given to the crew.
5) Dangerous cargo was carried by all the ships.
6) The signal to leave harbour was received at 03.15
7) Morse code has been used by mariners for many years.
8) The warning buoys are shown by the chart.
9) A storm warning has been issued by the Met Office
10) The ship was towed into harbour by a tugboat.
3 Vocabulary
There are a number of online glossaries and dictionaries dedicated to nautical
vocabulary. Here are three:
• http://www.marinewaypoints.com
• http://en.wikipedia.org/wiki/Glossary_of_nautical_terms
• http://www.punaridge.org
Exercise 5.
Note: This short exercise introduces students to the specialist vocabulary of
mariners and the three words presented (amidships, astern and abaft) are words
that can be explained by reference to their parts, i.e.: mid- in midships, -stern in
astern and -aft in abaft. These give clues about their meanings (if not known) and
illustrate a method of deconstructing new vocabulary.
Answers
1) a
2) c
3) a
Exercise 6.
Introductory activity: Ask students to name any parts of the ship in the picture
that they already know and check these against the words in the list – there are
alternative words in some cases:
• funnel / stack / chimney • bridge / command centre
• propeller / screw • ensign / flag
• railings / hand rails • scuttles / port holes
Answers to Exercise 6:
• Funnel: 6 • Railings: 11 • Hawsehole: 14
• Propeller: 9 • After deck: 10 • Scuttles: 3
• Bow: 1 • Bulwark: 2 • Foredeck: 4
• Bridge: 5 • Ensign: 8 • Keel: 12
• Stern: 7 • Anchor: 13
Exercise 7.
Introductory activity: Ask students to explain the functions of various ship parts.
Give them some examples of definitions and ask them to form definitions from
their explanations.
Examples of definitions:
‘Bilge: bottom part of the hull’ / ‘The bilge is the bottom part of the hull’
‘Cable: heavy rope or chain for mooring a ship’
‘Companionway: stairs from upper deck of ship to lower deck’
‘Wardroom: quarters for ship’s officers’
‘Davit: device for hoisting and lowering a boat’
‘Gangway: either of the sides of the upper deck of a ship’
‘Gunwale: upper edge of the side of a ship’
Ask students to give definitions of the words and explain them and put them into
sentences for writing practice.
1) bow 4) ensign 7) keel
2) anchor 5) hawsehole 8) bulwark
3) afterdeck 6) railings
4 Reading
Exercise 8. First text
Note: Though this is a highly technical piece of language, it is not difficult to

understand if carefully read. Ask students to put into words the following three
items that appear in the text: ‘–’ (as in ‘0–12 kts’), ‘rpm’ (revolutions per minute)
and ‘>’.
Ask students to identify the passive tense used in the extract (‘-is controlled by-‘).
Highlight the following vocabulary:
• Shaft (Rotating rod) • Thrust (forward movement)
• Spin (Turn very fast) • Pitch (slant / angle)
• Forward / backward • Blade (flat part of the propeller that
• Rotate (Turn) pushes against the water)
1) b
2) c
3) b
Exercise 9. Second text
Key vocabulary to highlight:

• Steering system
• (to) disengage: to disconnect e.g. gears and gearing
• manual: not automatic / by hand or human intervention in some way
• (to vs. a) list: lean to one side
Note:
• There are 5 other motions experienced by a boat at anchor. They are: swaying,
heaving, rolling, pitching and yawing.
• Yawing and swaying are movements created by the wind.
• Pitching and heaving are ship’s movements created by waves.
• While at anchor a ship may pull against the cable and this will cause surging.
1) One hour out of Port Canaveral, Florida / One hour from Port Canaveral.
2) The Second Officer
3) The Second Officer turned the steering wheel to part and starboard
4) Flying objects
5) None
6 Writing
The passenger ship Lassie has two inward turning controllable pitch propellers with
a single rudder. On 26th June the vessel was heading for the port of St Helier. She
proceeded at full ahead manoeuvring speed of 7 knots towards the harbour entrance.
At 1200 she entered the inner harbour making for her allocated berth. Lassie stopped
in the inner harbour where she was met by two tugs. One tug was positioned on the
port quarter to hold the stern up against the fresh southerly breeze that was blowing.
The second tug pushed the bow towards the quay.

The tugs pushed the vessel towards her berth and her speed of approach suddenly
increased as she came into the lee of the harbour wall. The piloted tried unsuccessfully
to reduce the speed of approach. The tow line from the tug on the port quarter parted
and the vessel drifted onto the pier head.
Damage to Lassie was limited to indentations on her starboard bow, bent pulpit
railings and superficial damage to paintwork. Structural damage was caused to the
pier head and two small vessels moored close by. There were no injuries.
EfM Guidance Notes Level 2, Unit 1B – Shiphandling in Seaspeak 67
Level 2, Unit 1B Shiphandling in Seaspeak
1 Introduction
Exercise 1. Introduction Quiz: Answers
1) Anchor coming home is the action of drawing the anchor towards the ship.
2) b Note: Midships is roughly equidistant from the bow and stern.
3) c Note: Leeward is the direction away from the wind.
4) Windward is towards/into the wind. It is the opposite of leeward (see above).
5) c
2 Vocabulary
Exercise 2. Nautical abbreviations
Background: The following is a list of abbreviations that are in common use but
not included in the list on the students’ page. Many of the abbreviations appear in
other parts of English for Mariners (Level 2):
AIS: Automatic identification system ISF: International Shipping Federation
BC: Code of Safe Practice for Solid Bulk Lat: Latitude
Cargoes
CAD: Computer assisted design LBS: Lifeboat stations
CEN: European Committee for Standardis- LOP: Line of position
ation
CES: Coast earth station LOR: Letter of readiness
CESMA: Confederation of European Union LOS: Line of sight/Law of the Sea
Shipmasters Associations
CG: Coast guard LP: Liquid petroleum/low pressure
CTU: Cargo transport unit MCA: Maritime and Coastguard Agency
DLat: Difference in latitude MDO: Marine diesel oil
DP: Dynamic positioning NCOB: No cargo on board
DR: Dead reckoning OBO: Ore/bulk/oil carrier
DSV: Diving Support Vessel OMBO: One man Bridge Operation
Dwt: Deadweight tonnes OOD: Officer of the deck
ECS: Electronic chart system OSV: Offshore Support Vessel
ENC: Electronic navigation chart RCC: Rescue coordination centre
EPFS: Electronic Position Fixing System Ro-Ro: Roll on/roll off
ETD: Estimated time of departure SAC: Special area of conservation
FCO: Financed, constructed and operated SAR: Search and rescue
FO: Fuel oil SAS: Safety at sea
FPSO: Floating production, storage and of- SPM: Single point mooring
floading system
GLA: General Lighthouse Authority ULBC: Ultra large bulk carrier
Glonass: Global navigation satellite system ULCC: Ultra large crude carrier
GMDSS: Global maritime distress and safety VLBC: Very large bulk carrier
system
GMT: Greenwich Mean Time VLCC: Very large crude carrier
GPS: Global positioning system VP: Vapour pressure
GRP: Glass Reinforced Plastic VPP: Variable pitch propeller
GT: Gross tonnage WL: Water line
HP: High pressure WMO: World Meteorological Organisation
IFSMA: International Federation of Ship Mas- WT: Watertight
ters’ Associations
IGC Code: International Code for the Construc-
tion and Equipment of Ships carrying
Liquefied Gases
68 Level 2, Unit 1B – Shiphandling in Seaspeak EfM Guidance Notes
Background (continued):
Hints on using vhf radiotelephone:
• Take special care with pronunciation
• Keep speed of speech constant
• Keep the rhythm of ordinary conversation
• Avoid making sounds like “er. . . ” and “um. . . ”.
• Repeat words if necessary
• Use utc (gmt) for giving times
• When giving dates + time use a six figure group eg: 120542 (12th day of the
month, time = 05.42)
• Give vessel speeds in knot
• Use nato phonetic alphabet for letters (see below for full list; for pronunciation
see also the tables on page 38 and 41.)
A Alpha H Hotel O Oscar V Victor
B Bravo I India P Papa W Whiskey
C Charlie J Juliet Q Quebec X X-ray
D Delta K Kilo R Romeo Y Yankee
E Echo L Lima S Sierra Z Zulu
F Foxtrot M Mike T Tango . decimal
G Golf N November U Uniform . stop
Exercise 3. Expressing on board procedures: Answers

1) The Chief Officer is the Officer of the Watch now.
2) We are a tanker with 15 persons on board.
3) Serious damage has been done to the port side.
4) We have dangerous goods, solid cargoes and containers on board and our esti-
mated time of arrival is 03.45
5) For your information, there are two designated persons remaining on board. The
engineer is aft doing planned maintenance on the auxiliary engine.
Exercise 4. Expressing time: Answers

1) 00.45 2) 03.45 3) 15.20 utc
Exercise 5. Answers
1) zero six one degrees twenty nine minutes West
2) zero nine five degrees / One-two decimal fife kilometres (n.b. pronunciation of
five)
3) Echo Bravo-wun-two (n.b. pronunciation of one)
4) Charlie fiver delta is wun-tree-zero degrees (n.b. pronunciation of three)
EfM Guidance Notes Level 2, Unit 1B – Shiphandling in Seaspeak 69

1) C-U-T (Co-ordinated Universal Time)
2) D-G-P-S (Differential Global Positioning System)
3) E-P-I-R-B (Electronic Position Indicator Radio Beacon)
4) L-O-P (Line of position)
5) P-F-B (Personal floatation device)
Exercise 8. Answers
b&c
Exercise 9. Transmissions: Audio Script and Answers
1) This is Port George coastguard. Stand by on VHF Channel nine. Over.

Answer: c
2) [with large amounts of static] My present speed is fourteen knots – mistake.
Correction, my present speed is twelve, one-two knots.
Answer: a
3) Question: Is it permitted to anchor in anchorage b1? Answer: c
4) Question: What are your intentions? Answer: b
5) Do you understand the standing orders? Over. Answer: a
Exercise 10. Message markers

Note: Messages in smcps usually feature message markers. These are words placed
at the beginning of a sentence which identify the purpose of the message. There
are eight in common use. These are listed in the Speaking section.
Explain to students that smcps avoid the use of: may, might, should and could, and
wherever possible can. These are replaced by message markers.
Answers:
1) Request: Is it permitted to leave my berth?
2) Request: Am I permitted to drop anchor?
3) Question / Request: Do I have permission to use the shallow draft fairway?
4) Intention: I will enter the fairway
5) Advice: anchor east of buoy c5
70 Level 2, Unit 1B – Shiphandling in Seaspeak EfM Guidance Notes
3 Speaking
instruction Do not leave the harbour.
advice Navigate with caution.
warning Unknown objects in your area.
information mv ocean king will overtake to the west of you.
question Do you have any list?
answer No, I do not require assistance.
request I require assistance immediately.
intention I will increase speed.
Level 2, Unit 2A Emergencies
General Notes
This unit presents vocabulary and phrasing which is key to marine communication in
emergency situations. The exercises in the unit provide practice in the use of clear and
unambiguous language which is obviously essential for vhf radio communication.
1 Introduction
Exercise 1. Introduction quiz
1) Five blasts on a horn are used to signal ‘dangerous situation’.
Note: Some other examples include 1 short blast for overtaking, 3 short blasts for
moving astern (reversing), 1 long blast if blind to other vessels (e.g. bend in a
river).
2) All of these situations
3) Stay on board for as long as possible unless the vessel is sinking fast. It is easier to
locate a vessel than a life raft.
4) Close them – same as in a house fire
5) Victims of hypothermia should be immersed in a hot bath for 10 minutes.
2 Speaking
Background (signalling marine emergencies): Many people think that SOS
means ‘Save Our Ship’. It is not true – as an international distress call sign ‘SOS’
evolved from the use of ‘SOE’ by Germany. SOE indicated a general enquiry call
and SOS was adopted as a universal distress signal by the rest of the world in 1906.
Other distress call signs included ‘CQD’ which was used by the Marconi com-
pany and used by ships equipped with wireless transmitters. ‘XXX’ has also been
used as an ‘urgent’ signal and ‘MEDICO’ is used when seeking medical advice.
‘MAYDAY’ is now in common use throughout the world. It corresponds to the
French ‘M’aidez’ (help me). The modern call sign for ‘urgent’ is PAN (repeated
three times). This corresponds to the French panne (‘accident’). Also in use for
indicating safety information is the word ‘SÉCURITÉ’ which corresponds to the
French word for ‘safety’.
Exercise 2. Answers:
The following signals are distress signals:
a) Red star flares
b) Morse code S-O-S three dots, three dashes, three dots
c) Flag signal Oscar – man overboard – three dashes in Morse code
e) Day marks – black square over black ball
f) code flags ‘November’ & ‘Charlie’
g) black square over black ball
j) code flag ‘Victor’ – I require assistance
k) wave arms
Note: The following are not distress signals:
d) is semaphore for ‘e’ or ‘5’
h) is Morse Code one dash four dots
i) is day mark black ball over black ball: ‘unable to manoeuvre’
l) is signal flag Juliet: ‘on fire – keep clear!’
Follow-up activities: Students could consider other non-marine methods of sig-

nalling warnings and distress. This could include how product packaging indicates
warnings, what sounds, colours lights and shapes are used to signal alarm. Stu-
dents could also discuss how to signal to aircraft without the use of vhf radio etc
– using fire, flashing mirrors etc.
A discussion on the subject of how the invention of radio has changed the work
of mariners could also be fruitful.
Ask who knows Morse code and semaphore and whether or not these are still
considered essential parts of mariners’ training.
3 Vocabulary
Introductory activity: Ask students to study the list of verbs. Identify those that
they know and provide explanations, examples and definitions of their own with-
out referring to the right hand column of the table. Note how ‘weigh’ has a very
specific nautical use (‘to weigh anchor’ means ‘to raise the anchor’). All the other
verbs in the list have uses in other areas of life.
Exercise 3. Answers
(to) keep clear → stay away
(to) stall → lose power
(to) to get underway → to start
(to) jettison → throw overboard
(to) weigh → raise
(to) stow → organise and store equipment/cargo

(to) break down → stop working
(to) collide → crash into
(to) explode → blow up
(to) make fast → tie a line to
(to) stand by → wait
Follow up activity: Ask students to put the verbs in the table into the past tense.
Note, (1) how the tense of phrasal verbs is altered, (2) that some of the verbs in
the list are regular but that there are also irregular ones (kept clear, got underway,
broke down, made fast, stood by)
Past tense of verbs in the table:
• kept clear • jettisoned • broke down • made fast
• stalled • weighed • collided • stood by
• got underway • stowed • exploded
Exercise 4. Answers
1) stand by 3) stall 5) make fast 7) jettison
2) weigh 4) stow 6) keep clear 8) get underway
Follow up activity: Students write their own sentences using the verbs in the table.
Other useful English verbs in regular use by mariners:
• (to) abandon • (to) oblige (must)
• (to) avoid • (to) shift (move something heavy)
• (to) break • (to) leak
• (to) clear (move away from) • (to) imperil (put into danger)
• (to) damage • (to) pollute
• (to) log (record) • (to) consign
• (to) deviate • (to) release (allow cargo to be collected)
• (to) embark • (to) salvage
• (to) exceed • (to) scrape the bottom (clean the hull)
• (to) ground • (to) secure (make safe)
• (to) knock (hit) • (to) shuttle (move containers from one
• (to) lay up (wait / idle) place to another)
• (to) leave off (not include) • (to) slam (impact of water on the bows)
• (to) load • (to) stage (put a container in place)
• (to) loop (travel and return to the same • (to) strip
point) • (to) substitute (replace)
• (to) make good (repair) • (to) terminate
• (to) mis-stow (stow wrongly) over-stow • (to) tow
(too much) • (to) warp (use cables and ropes to ma-
• (to) miss noeuvre ship)
Exercise 5. Answers
1) of 4) in 7) on
2) to 5) from 8) in
3) with 6) with 9) at
4 Structures
Background: These exercises are for revision. Students should be able to recognise
past, present and future constructions along with phrases such as one hour ago
and yesterday which provide clues as to the time.
Exercise 6. Answers
1) past 2) present 3) future
Follow up activity: students turn these other example (present tense) sentences
into future and past:
• We jettison the cargo now.
• We search for the missing crew.
• I am looking out for obstacles ahead.
Exercise 7. Answers
1) broke down 5) exploded
2) searched / called off 6) keep
3) changed / grounded 7) require
4) are standing / to improve 8) are
Exercise 8. Answers
1) will anchor 5) weighed got underway
2) spot 6) anchored
3) will collide 7) kept
4) will require
5 Reading
Background: this article is based on a real event. Ask students if any of them know
anything about the Ice Prince. Other famous wrecks in recent years include (with
dates of sinking):
• The Titanic (15 April 1912) • The Belgrano (2 May 1982)
• The Wilhelm Gustloff (30 January 1945) • The Andrea Doria (25 July 1956)
• The Lusitania (7 May, 1915) • The General Slocum (15 June 1904)
• The Illinois (18 March 1917) • The Torrey Canyon (18 March 1967)
Project suggestion: students research these famous shipwrecks and make a pre-
sentation to the class.
Introductory activity: students read the first section of the text. This is an
information-heavy part. Study how the information is arranged and expressed.
Make sure all students understand the details of the emergency. Students then
study the information in the box ‘To compose a distress message’. Discuss ways of
providing information for number 5 (Explain the nature of the distress).

Mayday, Mayday, Mayday, (Pan-pan, Pan-pan, Pan-pan)
Calling UK coastguards
This is Ice Prince, Ice Prince, Ice Prince
I am a six thousand tonne cargo ship with a crew of twenty
My cargo has shifted. I have a forty degree list. Engines have broken down and I am
drifting in heavy seas.
Present position is 38 kilometres south of Portland Bill.
Request urgent assistance. Over.
1) a 4) c
2) b 5) c
3) a 6) c
1) en route 8) search light
2) timber 9) salvor
3) shifts 10) winch off
4) lists 11) visible
5) fail 12) disappears
6) drifts 13) prevailing
7) non-essential
Level 2, Unit 2B Emergencies in Seaspeak
1 Introduction
1) c
2) Push To Talk
3) Over means ‘over to you’; out means you are ending the transmission. It is mean-
ingless for the two to go together. A completed conversation is indicated by ‘out’.
The words ‘Roger Wilco’ are also not recommended (movies and Citizen’s Band
radio only).
4) If you hear a distress message from a vessel and it is not answered, then you must
answer. If you are reasonably sure that the distressed vessel is not in your vicinity,
you should wait a short time for others to acknowledge.
5) Alpha – Eight – Juliet – Tango – Four, Victor – Echo – Three – Kilo – X-ray – Peter,
Mike – Sierra – Oscar – Hotel - Nine
Note to 1): In the International Code of Signals the following codes are used:
ae: I am abandoning my vessel
cb: I require immediate assistance
cb6: I require immediate assistance – vessel is on fire
dx: I am sinking
hw: Collision
cp: I am proceeding to your assistance
ed: Your distress signals are understood
el: Repeat the distress position
2 Listening
Exercise 2.
3. Nature of the emergency
2. Location of ship
4. Number of crew and passengers
1. Identification of vessel
Exercise 3.
Note: the international radiotelephony spelling alphabet (a.k.a. nato Phonetic
Alphabet) is used in the message. For the complete set of letters see the tables on
pages 38, 41, and 68.
6. require immediate assistance

4. fire and explosion in engine room
7. over
2. this is wanderer mike mike victor romeo, wanderer mike mike victor
romeo, wanderer mike mike victor romeo,
1. mayday, mayday, mayday,
5. fifteen persons on board
3. i am 5 kilometres south of black rock
Exercise 4. Answers
Pan-pan, Pan-pan, Pan-pan.
Calling St. John’s coastguard, St. John’s coastguard, St. John’s coastguard
This is Del Boy, Del Boy, Del Boy
My mmsi is 233997899
I am 5 nm East of Bonavista
I have collided with floating obstacle. I am taking on water.
Over
Exercise 5. Audio scripts (1–3)
pan-pan medico, pan-pan medico, pan-pan medico this is toby jug, toby
jug, toby jug
i am at position latitude 27°. 34's, longitude 153°24'e
we have one passenger isolated with suspected infectious disease
over
mayday, mayday, mayday,

this is lucky girl, lucky girl, lucky girl
position: 54 25 north 016 33 west
my boat is on fire and sinking
i require immediate assistance
4 people on board
we are taking a lifeboat
over
sécurité, sécurité, sécurité,

this is mv bai ling, bai ling, bai ling,
large red container spotted at 1030 utc in position 52.02 north 003.36
west
vessels keep sharp lookout and report
out
Answers
1) picture c 2) picture b 3) picture a
Exercise 6. Answers
1) message 3 3) message 2 5) message 2 7) message 3
2) message 3 4) message 1 6) message 2 8) message 3
pan pan, pan pan, pan pan,
hello all stations, hello all stations, hello all stations
this is evelyn rose, evelyn rose, evelyn rose
a 40-foot sloop with a white hull and grey mast
i have been in a collision with a submerged obstacle and require
assistance of a tug
my position is: 180 degrees, one mile from buoy number 1
standing by on channel 16
Answer
record of distress message

Message broadcast to: All stations
Received from (vessel id): Evelyn Rose 40 foot sloop white hull/grey mast
Position: 180° 1 mile from buoy no. 1
Nature of emergency: collision
Request for: tug
VHF Channel: Channel 16
3 Vocabulary
Exercise 8. Answers
Toxic: a substance that is poisonous
Flammable: something that can burn
Destructive: something that causes damage
Explosive: material that can blow up
Lethal: something that can kill
Illegal: an action that is against the law
Exercise 9. Answers
1) toxic 4) Flammable
2) the law 5) lethal
3) explode 6) destroy
4 Reading
1) a
2) b
3) a

1) false
2) true
3) true
4) false
5) false
6) false

1) c
2) c
3) a

1) sécurité
2) log
3) I repeat
4) proceed with caution
5) Out
Level 2, Unit 3A Navigation
1 Introduction
Exercise 1. Introduction quiz
Note: colregs stands for ‘Convention on the International Regulations for Pre-
venting Collisions at Sea’
Answers
1) A vessel in a narrow channel must keep as near to the outer limit of the channel
or fairway on her starboard side.
2) When vessels meet head on they should both alter course to starboard so that
each passes the other to port
3) A masthead light is white.
4) Sidelights: green on starboard side, red light on port side.
5) Five lights in total: (i) a masthead light forward; (ii) a second masthead light abaft
of and higher than the forward one; (iii) two sidelights; and (iv) a sternlight.
2 Vocabulary
Introductory activity: display a nautical chart and elicit observations from stu-
dents about the general features of nautical charts: what they show, how they are
used, how they differ from land maps.
Ask students to explain the meanings and use on a nautical chart of:
• compass rose • contours • colours
• scale • key
Exercise 2.
Introductory activity: Students first study the chart symbols and name them.
Answers
a) pipe (submerged danger / underwater installations / man-made features)
b) lagoons (inland water / coastal features)
c) dangerous rock – depth not certain (submerged dangers)
d) cable (submerged danger / man made features / underwater installations)
e) wreck below water (submerged dangers)
f) cliff (coastal features)
g) oil rig with safety zone (visible obstruction)
h) buoys (one pillar, one conical)
i) floating light (warning lights)
j) wreck above water (visible obstructions)
k) landmark (man-made features)
l) light house (man-made features)
m) pier or jetty (man-made features)
Follow-up activity: Students contribute other features found on nautical charts

and draw the appropriate symbol. This can easily be adapted into a quiz. Individ-
uals or teams think of a feature, opponent(s) must draw it. Or: draw a feature,
opponent(s) must identify it.
Exercise 3. Answers
1) visible 3) onshore 5) coastal
2) submerged 4) warning 6) offshore
Exercise 4.
Introductory activity: use the chart to elicit discussion in the following ways:
• Ask students to give a general description of the land and sea which is depicted
on the chart.
• Ask students to indicate any dangers to shipping.
• Ask students to name coastal features and objects (to revise vocabulary in exer-
cise a and b.)
• Ask students to describe, without using co-ordinates, the location of various
objects and features on the chart.
Answers
1) harbour 4) Point
2) Isle 5) Cove
3) Straits
Exercise 5. Answers
1) b 4) b
2) a 5) a
3) a
3 Structures
Exercise 6. Answers
1) on 4) off
2) between 5) in
3) across 6) opposite
Exercise 7. Answers
1) The radio mast at Port Lucien is a visible landmark.
2) Submerged rocks at Grey Cove are dangerous to vessels.
3) There are warning buoys/is a warning buoy off Snake Head Cape.
4) Be advised that the warning buoy east of Belle Isle is not in operation.
5) The radio mast is visible offshore.
5 Reading
Exercise 9.
Extra resources: any navigation warnings (there are plenty on the Internet)
Introductory activity: Ask students: (i) what are navigation warnings and who
issues them? (ii) What languages are used to write/speak navigation warnings?
Navigation warning number 1

Points to note: The warning is one sentence and the meaning of new vocabulary
can be inferred from the context.
Answers
1) b
2) c
3) a
4) c
5) b
Points to note: Two paragraphs. Each has a different role. Noteworthy vocabulary
includes: daylight hours, channel blocked shapes, exceed, work in progress and straits.
Answers
1) b
2) b
3) c
4) a
5) c
Points to note: Use of abbreviations: navwarn. There are three paragraphs. Two
paragraphs are lettered. There are two separate pieces of information in the warn-
ing. Noteworthy vocabulary includes: masts and sails.
Answers
1) c
2) b
3) c
4) a
5) a
Level 2, Unit 3B Navigation in Seaspeak
1 Introduction
1) a
2) Longitude lines converge at the poles and the distance between them changes
relative to your position on the earth.
3) Gerard Kremer Mercator was a sixteenth century Flemish scholar. In 1569 he
invented the projection which made him famous – a way of depicting the world
which took account of the fact that the world is round.
4) On nautical charts, the top of the chart is always true north. A well known method
to create such a chart is called the Mercator Projection after
5) c
2 Vocabulary
Introductory activity: students explain how to calculate position. Teacher follows
students’ instructions exactly on board. When instructions are unclear the task is
passed to a different student.
Exercise 2. Answers
1) bearing 5) parallel
2) prime meridian 6) scale
3) dead reckoning 7) track made good
4) co-ordinates 8) sounding
Exercise 4. Labelled diagram
Track
Angle Track made

of drift good
Bearing
3 Structures
Introductory activities:
1) Teacher draws the following geometrical shapes to elicit names:
• Circle • Right angle
• Square • Circumference of a circle
• Triangle • Radius of a circle
• Ellipse • Diameter of a circle
2) Identify the following mathematical operations (noun/verb) (plus symbol):
• Multiplication/to multiply • Addition/to add
• Division/to divide • Subtraction/to subtract
3) Instruct students to construct definitions from the words above, for example:
‘Triangle: a three sided figure/a shape with three sides’
Exercise 5. Answers
a) 5 c) 4 e) 6 g) 7
b) 2 d) 1 f) 3
Exercise 6. Answers
1) multiply/by 3) by/equals 5) to/as/by
2) by/to 4) point
Exercise 7. Answers
1) b
2) a) 10
b) 10 × 8 (or 80)
c) 11.42
3) a
4) c
5) c
4 Speaking
Introductory activity: Write a formula on the board. Invite students to speak the
formula. Write what they say and invite the class to correct it. For example:
250 25.5
112.75
2
“Two hundred and fifty minus twenty five point five divided by two equals one
hundred and twelve point seven five.” (with variations)
5 Reading
1) false 3) false 5) true 7) false
2) true 4) false 6) false 8) false
6 Listening
Suggested procedure:
1) Explain that students are going to listen to two exchanges
2) Play both audio recordings to students
3) After first listening ask basic comprehension questions for audio one:
• What is the name of the vessel?
• What is the vessel’s captain doing?
• What is the subject of the exchanges?
4) Revise the smcp message markers. There are 8 in general use: Instruction, Ad-
vice, Warning, Information, Question, Answer, Request, Intention. Students
listen a second time to the recording. They listen for message markers and
make a note of them.
5) Students listen again and complete exercises.
First exchange [Ship’s captain to pilot station]

Merlin: Orca Pilot, Orca Pilot. This is Merlin, Merlin. Good evening.
Over.
Pilot station: Merlin. This is Orca Pilot. Good evening to you. Over.
Merlin: Orca Pilot. Information: My present position is 15 miles from
Orca Light vessel. eta Pilot station: one hour and 15 minutes.
Over.
Pilot station: This is Orca Pilot. Understood. eta Pilot Station is 19.45. Ques-
tion: What is your gross tonnage and maximum draught? Over.
Merlin: Orca Pilot. Gross tonnage is 4-8-3-9. Maximum draught 5 point
5 metres. Over.
Pilot station: Merlin, this is Orca Pilot. Say again. Over.
Merlin: Orca Pilot, this is Merlin. I say again: Gross tonnage is four-eight-
three-nine. Maximum draught is five point five metres. Over.
Pilot station: Thank you, Captain. And please call me back three miles before
Orca One Light vessel. Over.
Merlin: Orca Pilot, this is Merlin. Understood, Sir. I will call you back
three miles before Orca One Light vesel. Final call. Out.
Second exchange [Continuing from above]

Merlin: Orca Pilot, Orca Pilot, This is Merlin, Merlin. Good evening.
Over.
Pilot station: Merlin, this is Orca Pilot. Go ahead. Over.
Merlin: Orca Pilot. Information: Present position is three miles from
Orca Light Vessel One. Over.
Pilot station: Merlin, Understood. You are three miles from Orca Light vessel
one. Question: do you have boarding equipment in place? Over.
Merlin: Orca Pilot, affirmative. Pilot ladder is on port side. Pilot ladder is
30 centimetres above water. And, for information, my position
is close to Buoy No. 1.
Pilot station: Merlin, this is Orca Pilot. Information: pilot boat is approaching.
Is it visible to you? Over.
Merlin: Orca Pilot. Affirmative. I have the vessel on my screen. It is six
miles from us. Over.
Pilot station: Merlin. Yes, that is correct. Request: Could you take one passen-
ger pilot up to Gortonstown? Over.
Merlin: Orca Pilot. Affirmative. I confirm: one passenger pilot to Gor-
tonstown. Over.
Pilot station: Merlin, thank you very much indeed, Captain. Stand by on vhf
channel 0h-eight.
Merlin: Roger Orca Pilot, zero eight. Standing by.
Exercise 14. Answer

True: c
record of call
Name of vessel: Merlin

Present position: eta pilot station:
15 miles Orca Light vessel 19.45
Vessel details:
Gross tonnage: 4839 Maximum draught: 5.5 metres
Exercise 16. Answer

True: b

record of call
Present Position: vhf channel:

3 miles from Orca light vessel/close to buoy 08
number 1
Boarding equipment in place: u Yes j No
Equipment details:
pilot ladder on port side, 30 cm above water
Follow-up activity: Students use the list of message markers to write a single
sentence message which is framed by each of the markers. For example:
• instruction: Do not cross the fairway.
• advice: Give a wide berth to the vessel approaching.
• warning: Obstruction in the fairway.
• question: What is your maximum draft?
• answer: My maximum draft is zero seven metres.
• request: I require two tugs.
• intention: I will reduce speed.
Exercise 18.
Suggested procedure: Students read and study the transcript. Students list mes-
sage markers in the transcript. Ask students to explain:
• What is a ‘signal check’?
• What are co-ordinates
• and how are they given? How is a massage ended?
Answers
White Fox (Captain): Point Lucien Coast guard. This is White Fox vc 4228 on chan-
nel 16. Over.
Coast Guard: White Fox vc 4228, this is Point Lucien Coast guard. Go ahead
on channel 26. Over.
White Fox (Captain): Point Lucien Coast guard. This is White Fox on channel 26.
Request: please give signal check: one, two, three, four. How
do you read? Over.
Coast Guard: White Fox. This is Point Lucien coast guard. Response: I read
you five. Question: what is your position? Over.
Continued on next page . . .
White Fox (Captain): Point Lucien coast guard. This is White Fox. Information: My
position is: latitude: fifty degrees, twenty two minutes north.
Longitude: 0h-three-nine degrees fifteen minutes west. Over.
Coast Guard: White Fox. Question: what is your speed and eta? Over.
White Fox (Captain): Point Lucien. This is White Fox. Information: my speed is
two knots. eta is eighteen thirty utc. Over.
Coast Guard: Thank you captain. Your position is five-0h degrees, two min-
utes north, oh three nine degrees, fifteen minutes west. Re-
quest: Say again speed and eta. Over.
White Fox (Captain): Point Lucien. This is White Fox. I say again: speed is two
knots. eta is eighteen thirty utc. Over.
Coast Guard: White Fox. This is point Lucien coast guard. Thank you cap-
tain. Nothing more. Out.
Level 2, Unit 4A Meteorology
1 Introduction
1) The eye
2) b When an iceberg melts, it makes a fizzing sound. This is caused by the popping of
compressed air bubbles trapped in the iceberg. The bubbles come from air trapped
in snow layers that later become glacial ice.
3) Fresh water
4) Haze is a reduction in visibility due to dust or smoke in the air. Mist is caused by
droplets of water in the air. Mist can lead to fog; haze cannot.
5) Thunder is caused by lightning bolts. Lightning bolts are extremely hot and when
they suddenly warm the air, the air expands instantly and sends out a vibration or
shock wave we hear as an explosion.
2 Vocabulary
Exercise 2. Answers
1) f 4) e
2) c 5) a
3) b 6) d
Exercise 3. Answers
to develop → to progress and grow
to become → will be
to reach → to get to a point
to veer → turn in a counter clockwise direction
to gust → wind suddenly rushes
to dissipate → to break up and disappear
to continue → to go on
to back → turn clockwise
to strengthen → to get stronger
to peak → to get to the highest point
Exercise 4. Answers
1) increasing, becoming 5) developing
2) veering 6) continue
3) will reach 7) expected
4) gusting 8) peak
3 Structures
Exercise 5. Answers
1) later
2) at first
3) occasional
4) over
5) currently
6) last
7) then
8) by
4 Writing
Exercise 6. Answers
gale warning
Location: Viking
Wind: present: cyclonic north 7 future: severe gale 9
Visibility: moderate or good
Weather: showers
Seas: rough or very rough occasionally high at first
5 Reading
Exercise 7. Answers
1) true
2) false
3) true
4) false
5) false
6) true
Exercise 8. Answers
1) remote
2) long range
3) hazards
4) format
5) precipitation
6 Listening
Audio script
[Voice of radio announcer reading weather report]
This bulletin is issued by the National weather centre, Miami, Florida at 0400
hours Friday September the 28th
Tropical Storm Lorenzo:
The centre of the tropical storm Lorenzo is located near latitude two zero
decimal six degrees north; longitude nine seven decimal five degrees west or
about four five kilometres South-Southwest of Tuxpan Mexico.
Lorenzo is moving toward the west. The centre of Lorenzo made landfall about
six five kilometres South-South East of Tuxpan Mexico.
Maximum winds are near one hundred kilometres per hour with higher gusts.
Rapid weakening is forecast today as Lorenzo proceeds inland. The system is
expected to become a tropical depression later today and dissipate by early
tomorrow.
Tropical storm force winds extend outward up to seven five kilometres from
the centre.
Storm surge flooding along with large and dangerous battering waves is ex-
pected to the north of where the centre has made landfall. Tide levels should
return to normal later today or tonight.
The next bulletin will be issued at oh seven hundred hours.
Exercise 9.
1) false 2) false 3) true
Exercise 10.
Mexico
Tuxpan
(4)
(2)
(1)
(3)
Exercise 11.
1) . . . 20.6 degrees north; longitude 97.5 degrees west
2) . . . hundred kilometres per hour
3) . . . become a tropical depression
4) . . . dangerous battering waves
5) The next bulletin will be issued at 0700 hours.
Level 2, Unit 4B Meteorology in Seaspeak
1 Introduction
1) Answer is cd which stands for ‘clouds’. The other abbreviations are types of clouds:
cu is cumulus, cc is cirrocumulus cs is cirrostratus
2) Answer is ‘Absolute zero’. Absolute zero is a theoretical temperature which cannot
be reached by any means.
3) An anemometer is an instrument for determining the speed of the wind.
4) A Cold Front is the line between advancing cold air at the rear of a depression
and the warm sector. It is bad news because it brings bad weather such as squalls.
5) The Doldrums are the equatorial oceanic regions. The doldrums typically are areas
of calm and light variable winds, accompanied by heavy rains and thunderstorms.
2 Vocabulary
Exercise 2. Answers
hail → Frozen droplets of water produced by thunderstorms
tornado → Violent wind storm
Storm surge → Large wave
blizzard → Snow with very strong wind
cyclone → Circulation of air around low pressure
drizzle → Fine rain
monsoon → Seasonal wind
dew → Morning water droplets
squall → Sudden sharp increase in wind
Warm front → Boundary between warn and cold air
Exercise 3. Answers
1) The violent column of air makes a tornado extremely dangerous.
2) Every morning a heavy dew lies on the deck.
3) A sudden unexpected squall overturned the yacht.
4) As the warm front moves, storms form on the cold edge.
5) Expect a blizzard: low temperatures, strong winds and heavy snow.
6) High winds push on the surface of the sea and create a storm surge.
3 Structures
Exercise 4. Answers
1) e 3) a 5) b
2) d 4) f 6) c
4 Listening
• Ship name and call sign • Size and shape of iceberg
• Iceberg position • Sea ice thickness
• Time of sighting • Iceberg dimensions
• Method of detection (Visual, Radar, or • Iceberg speed and direction
Both) • Water temperature

[vhf radio transmission with low level interference]
Seagull OoW: Halifax Coastguard Halifax Coastguard this is Seagull calling
on channel 16. Over.
Coastguard: Seagull this is Halifax Coastguard. Go ahead. Over.
Seagull OoW: Halifax Coastguard. I have iceberg report. Over.
Coastguard: Seagull, this is Halifax coastguard. Go ahead. Over.
Seagull OoW: Halifax coastguard. Information: 3 ice bergs at 1530 UTC posi-
tion: 5112 north 5710 west. Wind South West 15 knots. Over.
Coastguard: Seagull, question: how did you observe the icebergs? Over.
Seagull OoW: Halifax coastguard. Answer: visual observation of icebergs.
Over.
Coastguard: Seagull. Request: please describe icebergs – size and shape.
Over.
Seagull OoW: Halifax coastguard, Answer: all small domed bergs approxi-
mately 10 metres high and 20 metres long. Over.
Coastguard: Roger, Seagull. Information received. Thank you Sir.
Exercise 7. Answer
Correct iceberg report (corrections underlined):
iceberg report
Source of information: Seagull
Time of sighting: 1530 UTC
Position: 5112/5710
Method of observation: visual
Number and shape: 3 domed
size 10 x 20 m
movement: south westerly
5 Reading
Exercise 8. Answers
1) ‘pan pan’
2) Name of hurricane
3) 17.3 s 116.3 e
4) 8 knots
5) west southwest
6) a) centred
b) decimal
c) maximum
d) phenomenal
e) swell
7) a and c are true.
96 Level 2, Unit 5A – Dockside and Cargo Handling EfM Guidance Notes
Level 2, Unit 5A Dockside and Cargo Handling
General Notes
Background information:
In 2007, there were 34,882 vessels with a gross tonnage of over one thousand tons
carrying the great majority of the world’s trade. These ships come in many different
shapes and sizes and are often custom built for specific tasks such as tugboats, cable
ships and survey vessels. Among the most common types are bulk carriers which
carry dry cargo, tankers which carry liquid cargo and container ships which transport
goods in standard sized containers.
Ships pay high charges for using docks so fast loading and unloading is often a
priority. Stevedores are employed at most ports to man cranes and move cargo to and
from ships and warehouses on the quayside, however loading and unloading is also
done by mariners, sometimes being paid extra for this work.
A very important aspect of loading a ship is the trim – load must be distributed so
that the ship is stable and stress on the hull is minimised. When cargoes are loaded
codes and guidelines have to be applied and officers need knowledge of cargoes and
ballasting.
1 Introduction
1) Cold water is denser than warm water and provides more buoyancy.
2) A load line indicates the maximum safe draft of a ship and is painted amidships
on each side of the hull.
3) The letters on the Load line marks have the following meanings:
tf: Tropical Fresh water
wna: Winter North Atlantic
In addition:
f: Fresh water
t: Tropical seawater
s: Summer temperate sea water
w: Winter temperate sea water
4) Fresh water is less dense than sea water. Sea water gives most buoyancy.
5) Samuel Plimsoll (1824–1898) was a British politician and social reformer who
invented the plimsoll line that indicates the limit to which a ship may be loaded.
EfM Guidance Notes Level 2, Unit 5A – Dockside and Cargo Handling 97
2 Vocabulary
Introductory activity: Ask students about any experience they have of docks and
the formalities and documentation that go with cargo. Ask about dock charges,
dangers in cargo handling and storing. Discuss the list of words and ask students
to give their own definitions first before the matching exercise.
Exercise 2. Answers
stack → pile of cargo
hazard → danger
ventilation → circulation of air
wharfage → charges for using a dock
stability → the ability of a ship to stay upright
tonnage → amount of water displaced by a ship
ballast → water used on a ship as a counter balance
trim → distribution of a cargo
stowage → act of packing and storing
Exercise 3.
Note: This is an exercise to exploit the vocabulary in a (above) by converting the
words into other grammatical forms.
Answers
1) trimmed 3) tonnage 5) hazardous 7) ballast
2) stowed 4) wharf 6) Stack 8) ventilated
3 Structures
Introductory activity: Write on the board the sentence:
The ship must be unloaded five o’ clock.

Ask students to complete the sentence. Ask what kind of word would fit in the
space (preposition). Identify the parts of the sentence (which is the subject/noun,
which is an adjective). Ask how different prepositions can change the meaning of
the sentence, i.e.: at/by/before/after/for.
Exercise 4. Answers
1) The inspector is interested in the contents
2) The captain is careful with the cargo
3) The owner is angry about the damage
4) The purser is busy with the documents
Exercise 5. Answers
1) for 3) from 5) of 7) with 9) by / at
2) of 4) in 6) at 8) about 10) to
4 Reading
Background: The imo classifies hazardous cargoes in the following way:
Class 1: Explosives
Class 2: Gases: Compressed, Liquefied or Dissolved under Pressure
Class 3: Flammable Liquids
Class 4: Flammable Solids or Substances
Class 5: Oxidizing Substances (agents) and Organic Peroxides
Class 6: Toxic and infectious Substances
Class 7: Radioactive Substances
Class 8: Corrosives
Class 9: Miscellaneous dangerous substances and articles
Introductory activity: Invite students to explain anything they know about trans-
porting and stowing hazardous goods, the kinds of restrictions placed on ships,
the dangers of discharging ballast, accidents involving cargoes, dangers from the
weather etc. ask if they have any experience of transporting the goods in the table
in Exercise 6 and about the dangers associated with them.
Exercise 6. Answers
• Ammonium nitrate is associated with dust, fire and explosions
• Timber is associated with: collapse of loads and unsafe lashings (binding with ropes)
• Coal is associated with collapse of loads, falls, dust and toxic gases
• LPG is associated with fire and toxic gases
• Containers are associated with collapse of loads, falls and unsafe lashings
Exercise 7.
In their discussion students should mention: avoidance of hazards to mariners, steve-
dores, the environment and other vessels and the importance of correct trim to ensure
ship stability and reduced stress on the hull. Students should be able to give examples
and anecdotes and observations drawn from personal experience and other accounts.
Exercise 8. Answers
1) roll 3) to liquefy 5) exposed
2) improve 4) toxic
Exercise 9. Answers
• Paragraph a: 2 • Paragraph b: 3 • Paragraph c: 1
EfM Guidance Notes Level 2, Unit 5A – Dockside and Cargo Handling 99
5 Speaking
On board communication

Questions Responses
“Is the floating crane available?” “No, it is not ready yet.”
“What is the capacity of the sling?” “It can take a load of one thousand five hun-
dred kg.”
“Are the hatch covers unlocked?” “Yes, they are all open.”
“Is there any damage?” “The rubber seals are broken.”
“What is the imo class of these goods?” “It’s four point three.”
cargo damage report
Cargo name: Acrolein imo classification: 6.1

Quantity: Weight: Location:
25 drums 2,500 kg hold number 3
Details of damage:
Broken containers? Yes u No j
Spillage? Yes u No j
Number of containers damaged: 3
6 Writing
Exercise 12. Model answers
• We have 3826 drums of diesel fuel on board.
• We are transporting 223 tons of diesel fuel.
• We have a cargo of 1300 pallets of clothing.
• On board are 223 tons of clothing.
• There are 1500 boxes containing miscellaneous supplies.
• The 1500 boxes of miscellaneous supplies weigh 320 tons.
7 Listening
Note: Students need to practice speaking numbers. Common problems include
long numbers (hundreds of thousands), decimal places, fractions and mathemati-
cal operations (division/divide, multiplication/multiply, addition/add etc.)

1) Three thousand plus/add six hundred and fifty five point five plus/add nine hun-
dred and five.
2) Five hundred and fifty five cubic centimeters minus twenty five point one seven
five cubic centimeters.
3) Four thousand litres times/multiplied by eighty eight

[natural speaking speed]
• Five thousand boxes of marine repair parts weighing a total of two hundred
and seventy tons.
• Six thousand five hundred crates of aircraft parts. Their weight is eighty
seven point five tons.
• Eleven thousand six hundred and twenty eight cases of steel plate that
weighs one thousand and fifty tons.
• Three hundred barrels of beer with a total weight of two hundred and sixty
six tons.
Answers
below deck cargo
Amount Commodity Weight (tons)

5000 boxes marine repair parts 270
6,500 boxes aircraft parts 87.5
11,628 cases steel plate 1,050
300 barrels beer 266
EfM Guidance Notes Level 2, Unit 5B – Dockside and Cargo Handling in Seasp. 101
Level 2, Unit 5B Dockside and Cargo Handling
in Seaspeak
General Notes
Background information:
General cargo ships are prone to accidents and great importance is attached to load-
ing cargo in such a way that a vessel is kept on an even keel. To do this a vessel is
trimmed – that is, the weight of the cargo is evenly distributed about the ship. Apart
from distributing the weight of cargo, a vessel takes on ballast. This is water added to
the ballast tanks. Ballast increases propeller immersion and improves steering, trim
and draft. It is taken on in the coastal waters of one place and discharged when the
cargo is unloaded. Ballast water contains a variety of biological material and poses a
danger to public health and the environment.
Merchant ships are described in terms of their tonnage. Their deadweight is the
weight in tons of the cargo, stores and fuel when she is down to her loading marks.
Many cargo ships have derricks which are basically cranes for handling cargo.
1 Introduction
1) s.w.l. = Safe Working Load
2) Marpol = Marine Pollution, 73 = the year 1973
3) s.o.p.e.p. = Shipboard Oil Pollution Emergency Plan
4) m.g.n. = Marine Guidance Notes
5) ah is a hospital ship.
The other abbreviations: akf = Refrigerated cargo ship, lkr = Ro-Ro Cargo ship,
akl = Light Cargo Ship
2 Vocabulary
Exercise 2. Answers
to let go → to set free
to stand by → to be ready
to stand clear → to get back
to get underway → to start moving
to heave in → to pull
to slack away → to release now
to tie off → to make (a rope or line) fast
to batten down → to make secure
to heave to → to come to a stop
to make fast → to tie up
102 Level 2, Unit 5B – Dockside and Cargo Handling in Seasp. EfM Guidance Notes
Exercise 3. Answers
a) Buoy line e) Bitts
b) Head line f) Forward spring
c) Breast line g) Centre lead
d) Bollard h) Windlass
Exercise 4. Answers
1) windlass 5) batten down
2) forward spring 6) bollard
3) bitts 7) breast line
4) Heave to
Other useful dockside vocabulary:

Panama lead: same as centre lead
Roller fairlead: A device to guide a line, rope or cable around an object or to stop
it from moving
Capstan: Equipment for hoisting weights. It is a vertical spool-shaped cylin-
der that is turned by hand or machine
Cleat: a fitting with two projecting horns for fastening ropes
Fender: cushion between a vessel and a dock
Mooring: a line or chain by which a vessel is secured in place at a quay
Pier: structure extending into the water for use as a landing place
Pile: a column of timber, steel, or concrete in the ground
Winch: a machine for pulling. It coils rope, cables or chains on a drum
3 Structures
Note: The aim of this section is to draw attention to the verb structures in onboard
communication which takes the form of orders and questions from one person and
responses from another. It would be useful to point out to students that typically
there is a shortening of sentences especially in the responses. The result of this
is that responses look similar to written notes e.g.: Standing by, sir instead of the
grammatically correct: I am standing by, sir.
Exercise 5. Answers
1) stand by, standing by
2) let go,letting go
3) bring up, bringing up
4) heave up, heaving up
Exercise 6. Answers
1) I am . . . (e.g.: I am letting go both anchors.)
2) the ship
3) Bringing her up, sir.
4) slowly and carefully
Note that in nautical language easy can also mean ‘stop’. Other important verbs
include: to pay out – ‘to ease out a line’, heave to – ‘to stop the vessel’, haul in – ‘to
pull in’.
Exercise 7. Answers
1) O.o.W. How much cable is out?
2) A.S.: One shackle is out, sir.
3) O.o.W: Stand by for heaving up.
4) A.S. Standing by, sir.
5) O.o.W. Put the windlass in gear.
6) A.S. Putting the windlass in gear sir.
7) O.o.W. Is the windlass in gear?
8) A.S. Windlass is in gear sir.
9) O.o.W. Heave up port cable.
10) A.S. Heaving up port cable.
Exercise 8. Answers
1) Yes, the derricks are operational.
2) Switching on hold ventilation.
3) Switching off the hold lights.
4) Closing the cargo port to number two hold.
5) The hatches are not battened down yet.
Exercise 9. Answers
1) Straighten the hold ladder.
2) When will the winch motors be operational?
3) Stow the cargo in the reefer hold.
4) Check the containers for damage.
5) What weight is on the cable?
6) Stop heaving in.
7) Are the anchors clear of the water?
104 Level 2, Unit 5B – Dockside and Cargo Handling in Seasp. EfM Guidance Notes
4 Listening
Exercise 10.
Note: Use of ballast and distribution of cargo for the purposes of getting stability
is explained in ‘Background Information’ (above).

Dialogue:
Bridge: Report on ship stability, over.
Officer 2: Yes sir. She is on an even keel but present stability is poor. List is
12 degrees to port, over.
Bridge: Transfer ballast to tank number three to correct the list, over.
Officer 2: Transferring ballast to tank number three, out. [fade out]
[3 beats]
Officer 2: Hello bridge.
Bridge: Go ahead, over.
Officer 2: Transfer of ballast is complete, over.
Bridge: Thank you. List is now five degrees to port. You must restow deck
cargo in number one hold, over.
Officer 2: Yes sir, understood. We must restow deck cargo in number one
hold, out.
Answers
1) ship stability
2) 12 degrees
3) to port
4) a) transfer ballast, b) restow cargo

1) Report on
2) even keel
3) Transfer
4) restow
5 Speaking
St Martin’s Port Authority – Vessel details
Deadweight of vessel: Number of holds in vessel 3

11800 metric tonnes
Length of vessel: 140 m Total number of containers: 701
Width of vessel: 22 m Nationality of vessel: Maltese
Port facilities
Name of recommended wharf: South End pier

Cranes available? u Yes j No
Crane size: 125 tonnes
Reach of cranes: 45 m
Availability and type of fork lift trucks: yes - for cargo holds
6 Reading
Background information: A ship’s manifest is a list of a vessel’s cargo. A copy of
the manifest is kept safely on board in the event the vessel is destroyed or in the
event of a search by customs etc. Normally passengers are also included on the
manifest.

1) cars and fish
2) frozen fish (a reefer is a refrigerated container)
3) the person / company the cargo is sent to
4) Vancouver (Canada) to Liverpool (U.K.)
5) Mrs. Poole

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English for Mariners

Guidance Notes for Teachers

English for Mariners

Copyright © 2009 Tony Grice, lcctv Project Consortium

Some rights reserved.

Typeset by Johannes Schwall and Prinzipalsatz Typographie Münster

Introductory activity: Ask students to:

Other useful vocabulary (places/positions):

Abeam At right angles to the ship but not on the ship

Deck department • Fourth Engineer / Third assistant en-

Exercise 10. Answers

Exercise 11. Answers

Exercise 12. Answers

Exercise 13. Answers

Exercise 14. Answers

Introductory activity: Write the following important vocabulary on the board

Exercise 17. Text 2

Standard wheel and engine orders

Note: Other examples of wheel orders:

Exercise 4. Audio script (and answers):

Note: An important feature of the Standard Marine Communication Phrases is

Exercise 7. Audio script (including answers)

Introductory activity: Invite students to:

Vocabulary note: The opposite of to capsize is ‘to right’.

Exercise 11. Answers

Introductory activity: students practice turning information that is given in note

Background: Meanings of words commonly used in vhf transmissions

Exercise 1. Introduction quiz: Answers

wreck under water

foul sea bed

Exercise 16. Model answer:

Exercise 1. Introduction quiz: Answers

Follow-up activity: Move on to explore the language of mathematics – simple

Background: Letter Code Word Pronunciation

Time periods and speed of movement of pressure systems in weather forecasting

Other important vocabulary for describing wind

Exercise 11. Answers

Exercise 14. Answers

Exercise 15. Model answer

Numbers and measurements

Exercise 11. Audio script

[Voice 1 is Officer of the watch, Voice 2 is Met Officer]

Exercise 10. Answers

Exercise 13. The correct order of the sentences is:

Background information: In some countries stevedores demand higher than av-

Additional vocabulary: adjectives to describe cargo

Background information: In vhf communication, when the answer to a question

Exercise 11. Audio script

Note: Though this is a highly technical piece of language, it is not difficult to

Exercise 9. Second text

Key vocabulary to highlight:

Exercise 14. Model answer:

Exercise 3. Expressing on board procedures: Answers

Exercise 4. Expressing time: Answers

Exercise 6. Audio script

1) This is Port George coastguard. Stand by on VHF Channel nine. Over.

Exercise 10. Message markers

Follow-up activities: Students could consider other non-marine methods of sig-

(to) stow → organise and store equipment/cargo

Exercise 10. Model answer

6. require immediate assistance

Exercise 5. Audio scripts (1–3)

mayday, mayday, mayday,