Etb317e (Me) PDF

ELECTRONI
CEDI
TION
This electronic edition is licensed to

Sekolah Tinggi Ilmu Pelayaran Jakarta
for 1 copy.
© International Maritime Organization
Model course 3.17
MARITIME ENGLISH
2015 EDITION
electronic edition
Licensed to Sekolah Tinggi Ilmu Pelayaran Jakarta for 1 copy. © IMO

Print edition (ISBN 978-92-801-1622-9) published in 2015 by the
INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
www.imo.org
Electronic edition 2015
IMO PUBLICATION
Sales number: ETB317E
ACKNOWLEDGEMENTS
This model course in Maritime English was initially developed for IMO by
the International Shipping Federation (ISF) of London.
The assistance of Marlins in producing the first (1999) and second (2009) editions of this course is
gratefully acknowledged by ISF and by the International Maritime Training Trust (IMTT) respectively.
IMO wishes to express its sincere appreciation to the International Maritime Lecturers’ Association (IMLA) for its
offer to revise and update IMO model course 3.17 – Maritime English – pursuant to the
2010 Manila Amendments, and to Shanghai Maritime University of China
for its generous financial support and valuable expert assistance for
the completion of the revision.
Copyright © International Maritime Organization 2015
All rights reserved.

No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
without prior permission in writing from the
International Maritime Organization.
Reproduction and/or translation rights may be available for this title.

For further details please contact IMO Publishing at [email protected].

Contents
Page
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose of the model courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Structure of IMO model course for Maritime English. . . . . . . . . . . . . . . . . . . . . . . . . . 1
Use of IMO model course for Maritime English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lesson plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Training and the STCW Convention, 1978, as amended . . . . . . . . . . . . . . . . . . . . . . . 4
Responsibilities of Administrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
IMO references (R). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Textbooks (T). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Publications (P). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
IMO Model Courses (M). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Teaching aids. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Video/Computer Based Training (V) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Recommended reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
CORE SECTION 1: GENERAL MARITIME ENGLISH (GME). . . . . . . . . . . . . . . . . . . . . 21

Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Syllabus content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Syllabus structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Syllabus methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Entry levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Course intake limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Trainer’s experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Equipment needed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Part B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Elementary level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Intermediate Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
MODEL COURSE 3.17 MARITIME ENGLISH iii

Page
CORE SECTION 2: SPECIALISED MARITIME ENGLISH (SME) . . . . . . . . . . . . . . . . . . 73

Part 2.1: Specialised Maritime English for officers in charge of a navigational
watch on ships of 500 gross tonnage or more. . . . . . . . . . . . . . . . . . . . . . . 75
Part 2.1-A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Entry levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Part 2.1-B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Part 2.1-C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Part 2.2: Specialised Maritime English for officers in charge of an engineering
watch in a manned engine-room or designated duty engineers in a
periodically unmanned engine-room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Entry levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Part 2.3: Specialised Maritime English for Electro-Technical Officers (ETO). . . . 91
Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Entry levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
iv MODEL COURSE 3.17 MARITIME ENGLISH

Page

Part 2.4: Specialised Maritime English for GMDSS radio operators. . . . . . . . . . . . 97
Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Entry levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Part 2.5: Specialised Maritime English for personnel providing direct service
to passengers in passenger spaces on passenger ships . . . . . . . . . . . . . . . 102
Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Entry levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

MODEL COURSE 3.17 MARITIME ENGLISH v

Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Appendix A: Summary of references to English language requirements from the
International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers, 1978, as amended. . . . . . . . . . . . . . . . . . . . . 191
STCW Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Part A: Mandatory standards regarding provisions of the
annex to the Convention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Table A-II/1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Navigation at the operational level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Table A-II/4 Navigation at the support level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Table A-III/1 Marine engineering at the operational level. . . . . . . . . . . . . . . . . . . . . . . 193
Table A-III/6 Electrical, electronic and control engineering at the operational level . . . 193
Table A-IV/2 Radio communications at the operational level. . . . . . . . . . . . . . . . . . . . 194
Section A-V/2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mandatory minimum requirements for the training and qualification of masters,
officers, ratings and other personnel on passenger ships. . . . . . . . . . . . . . . . . . . . . . . 194
Part B: Recommended guidance regarding provisions of the STCW Convention

and its annex. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Chapter II Guidance regarding the master and the deck department. . . . . . . . . . . . . . 194
Chapter IV. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Guidance regarding radio communication and radio personnel. . . . . . . . . . . . . . . . . . 194
Chapter VI Guidance regarding emergency, occupational safety,
medical care and survival functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Appendix B.1: Example of a lesson plan for GME. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Appendix B.2: Example of a lesson plan for SME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Notes on lesson plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Part E: Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Assessment tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Recommendations for the assessment of competence in English. . . . . . . . . . . . . . . . . 207
Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 209
vi MODEL COURSE 3.17 MARITIME ENGLISH

Foreword
Since its inception the International Maritime Organization (IMO) has recognized the importance of human
resources to the development of the maritime industry and has given the highest priority to assisting developing
countries in enhancing their maritime training capabilities through the provision or improvement of maritime
training facilities at national and regional levels. IMO has also responded to the needs of developing countries
for postgraduate training for senior personnel in administrations, ports, shipping companies and maritime
training institutes by establishing the World Maritime University in Malmö, Sweden, in 1983.
Following the adoption of the International Convention on Standards of Training, Certification and Watchkeeping
for Seafarers, 1978 (STCW), a number of IMO Member Governments had suggested that IMO should develop
model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer
of information and skills regarding new developments in maritime technology. IMO training advisers and
consultants also subsequently determined from their visits to training establishments in developing countries
that the provision of model courses could help instructors improve the quality of their existing courses and
enhance their implementation of the associated Conference and IMO Assembly resolutions.
In addition, it was appreciated that a comprehensive set of short model courses in various fields of maritime
training would supplement the instruction provided by maritime academies and allow administrators and
technical specialists already employed in maritime administrations, ports and shipping companies to improve
their knowledge and skills in certain specialized fields. With the generous assistance of the Government
of Norway, IMO developed model courses in response to these generally identified needs and now keeps
them updated through a regular revision process taking into account any amendments to the requirements
prescribed in IMO instruments and any technological developments in the field.
These model courses may be used by any training institution and, when the requisite financing is available,
the Organization is prepared to assist developing countries in implementing any course.
K. SEKIMIZU
Secretary-General
MODEL COURSE 3.17 MARITIME ENGLISHvii

Introduction
Purpose of the model courses
The purpose of the IMO model course is to assist maritime training institutes and their teaching staff in
organising and introducing new training courses or in enhancing, updating or supplementing existing training
material where the quality and effectiveness of the training courses may thereby be improved.
It is not the intention of the model course programme to present instructors with a rigid “teaching package”
which they are expected to “follow blindly”. Nor is it the intention to substitute audiovisual or “programmed”
material for the instructor’s presence. As in all training endeavours, the knowledge, skills and dedication of
the instructors are the key components in the transfer of knowledge and skills to those being trained through
IMO model course material.
Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably
from country to country, the model course material has been designed to identify the basic entry requirements
and the trainee target group in universally applicable terms. In order to meet the requirements of the STCW
Convention, 1978, as amended, and the minimum standards in the STCW Code both the language and the
maritime content of this model course are clearly set out, along with the levels of language knowledge and
the duties of maritime-specific roles.
In reference to the IMO model course on Maritime English, training institutions and academies should note
that this course more than fulfils the competences regarding English language contained in the STCW Code.
Today, trainers of English for Specific Purposes hold that a broad understanding of English is required in order
to meet specific objectives. This rationale underpins the IMO model course for Maritime English; however,
Administrations may decide to adopt an alternative approach. The course is intended to provide guidance to
assist Administrations in developing their own training programmes to achieve the standards of competency
for English language set out in the STCW Convention, 1978, as amended.
The English language level of trainees is likely to vary considerably from region to region; therefore, due to this
variation, careful consideration is required when allocating the number of classroom hours needed to achieve
the competencies stated in the STCW Conventions and Codes.
Noting the wide range of seafarers working in different capacities on board ships, the relevant sections from
this model course may be selected to suit the individuals’ needs as per their related duties on board.
Structure of IMO model course for Maritime English

There are two sections in the revised IMO model course on Maritime English: Core section 1: General Maritime
English (GME), and Core section 2: Specialised Maritime English (SME), which contain a number of detailed
teaching syllabi.
GME means that the first stage of Maritime English instruction could be general. The word “general” here is
not the word “general” in general English, but metaphorically “salted” or “marinated” English in the general
maritime context. It attaches great importance to the language itself, namely its pronunciation, intonation,
vocabulary items, grammatical structures and discoursal organisations. The overall purpose of GME instruction
is to teach the language for the language’s sake through the application, for example, of maritime scenarios.
The GME section contained in this model course is designed for trainees who have an elementary and lower
intermediate or intermediate level of English.*
SME means that the second stage of Maritime English instruction could be maritime-specific. It reduces the
central position of the language into a position as a medium: a way by which maritime specific purposes
*
In this model course, the terms ‘elementary’, ‘lower intermediate’ and ‘intermediate’ refer to language levels exclusively and do not
refer to standards of seamanship nor to any term used in the STCW Convention, 1978, as amended.
MODEL COURSE 3.17 Maritime english 1

Maritime English
are realised. The overall purpose of SME instruction is to achieve the effective communication competences
of specific maritime duties through the application of the English language. The SME section contained in
this model course consists of five parts as per the different seafarer ranks or duties whose communication
competences regarding the English language are clearly required in the STCW Convention, 1978, as amended,
as follows:
–– Part 2.1: Specialised Maritime English for officers in charge of a navigational watch on ships of
500 gross tonnage or more
–– Part 2.2: Specialised Maritime English for officers in charge of an engineering watch in a manned
engine-room or designated duty engineers in a periodically unmanned engine-room
–– Part 2.3: Specialised Maritime English for Electro-Technical Officers (ETO)
–– Part 2.4: Specialised Maritime English for GMDSS radio operators
–– Part 2.5: Specialised Maritime English for personnel providing direct service to passengers in
passenger spaces on passenger ships.
The relationship between GME and SME is one of gradation and preparation, with GME leading into SME; the
former being the preparation for the latter. Therefore, Core section 1 is intended to prepare trainees for entry
into Core section 2. However, it is possible for trainees to enter directly into Core section 2 without following
Core section 1, provided that they can demonstrate their competence and satisfy the entry requirements.
This arrangement allows trainees to enter the course at a point that suits their level of English competence. In
this respect, it is strongly recommended that instructors carry out a pre-course appraisal in order to assess the
relevant competences and needs of each trainee.
The definitions of these language levels and the basic entry requirements for the trainee target groups are
given in part A of Core section 1 of this model course.
Use of IMO model course for Maritime English

The instructor should review the course outlines and detailed teaching syllabi, taking into account the
information provided under the entry levels specified in the course frameworks. The actual level of the trainees’
knowledge, skills and prior education both in English and in technical subjects should be kept in mind during
this review. The instructor needs to identify any areas within the detailed syllabi which may cause difficulties
because of differences between the actual trainee entry level and that described by the course designer.
To compensate for such differences, the instructor is expected to delete from the course, or to reduce the
emphasis on, items dealing with the knowledge or skills already attained by the trainees. The instructor should
also identify any academic knowledge, skills or language training which the trainees may not have acquired.
By analysing the detailed teaching syllabus in each section and the level of English required for entry to any
section of this model course, the instructor can design appropriate materials to bridge any gap between the
trainees’ existing knowledge and the course content. This may require the instructor to design a pre-entry
course if necessary or, alternatively, to insert elements of technical or linguistic knowledge required to support
the practical English language communication activities at appropriate points within this model course.
Suggestions for integrating English teaching and the teaching of technical subjects are given towards the end
of the Instructor manual.
In addition, adjusting the course objectives, scope and content given may also be necessary if, in a maritime
academy, the trainees completing the course are to undertake duties involving English language communication
which differs from the objectives specified in this model course.
Within the course outline the course designers have indicated their assessment of the time that should be
allotted to each learning area. However, it must be appreciated that these allocations may not be appropriate
for each training situation. Instructors should, therefore, review the time allocations and reduce, or otherwise
adjust, the number of teaching hours required to achieve each specific learning objective.
2 MODEL COURSE 3.17 Maritime english

Introduction
Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the
instructor should draw up lesson plans based on the detailed teaching syllabus. The detailed teaching syllabus
contains specific references to the textbooks and teaching material proposed for use in the course; examples
of GME and SME lesson plans are given in appendix B. However, experienced Maritime English instructors
who find that very few adjustments are necessary to the learning objectives of the detailed teaching syllabi
may prefer to base their lesson plans entirely on the units of the detailed teaching syllabi, adding key words or
other reminders to assist with the presentation or practice of the material.
Presentation
This model course requires the instructor to adopt the Communicative Approach to teaching, along with
content-based instruction and task-based learning, etc. which can be adapted to suit the particular language
learning needs of each group of trainees. The Instructor manual provides explanations and suggestions for
practical, communicative classroom activities to assist the instructor to implement this model course effectively.
It is crucial that the language input and communication skills or maritime specific contents in each unit of
the detailed syllabi are presented properly, practised thoroughly and revised regularly until the instructor
is satisfied that each trainee has attained each specific learning objective or training outcome. This can be
ensured by testing and evaluating the trainee’s performance and achievements. Each syllabus is laid out in a
learning objective format and each objective specifies a required performance or what the trainee must be
able to do as the learning or training outcome.
Implementation
For the course to run smoothly and to be effective, considerable attention must be paid to the availability and
use of:
–– qualified instructors of the English language
–– qualified instructors of maritime technical subjects
–– support staff
–– rooms and other spaces conducive to learning
–– common teaching facilities and equipment
–– English language training/learning resources consistent with the Communicative Approach
–– authentic maritime technical papers, manuals, reports and publications, and
–– other maritime reference material and teaching aids as indicated in the Bibliography below.
The key to successful implementation of this model course in Maritime English is an understanding of the
aims and principles of communicative teaching and learning processes, combined with thorough preparation.
The Instructor manual has thus been designed specifically to assist instructors in preparing themselves for all
aspects concerned with its implementation.
The material listed in the course framework has been used to structure the detailed teaching syllabus, which
has been written in learning objective format in which the objective describes what the trainee must do to
demonstrate that knowledge has been transferred. All the objectives are understood to be prefixed by the
words: “The expected learning outcome is that the trainee ...”.
In order to assist the instructor, references are shown against the learning objectives to indicate key textbooks,
maritime publications, additional technical material, video material and other teaching aids that the instructor
may wish to use when preparing course material.

Maritime English
The following codes are used to categorise the teaching materials cited in the Bibliography for this model course:
–– Textbooks (indicated by T)
–– Teaching aids (indicated by A)
–– Publications (indicated by P)
–– IMO references (indicated by R)
–– IMO model courses (indicated by M)
–– Video material (indicated by V)
The abbreviations used are:

–– Appdx. appendix
–– Ch. chapter
–– Un. unit
–– Ex. exercise
–– p page
–– Pt. part
The following are examples of the use of references:

–– T1 Un. 15 refers to unit 15 of the textbook, Marlins Study Pack 1.
–– R1 A1/6 refers to section A1/6 in IMO reference, Standard Marine Communication Phrases.
Training and the STCW Convention, 1978, as amended

This model course has been developed to cover the competences related to the English language in the STCW
Convention, 1978, as amended. It sets out the education and training means to achieve the standards set out
in the STCW Code, the relevant items of which are summarised here in appendix A.
Part A for Core section 1 and for Core section 2 provides the course framework and explains the aims,
objectives and organisation of each detailed teaching syllabus along with notes on the suggested teaching
facilities and equipment. The list of course publications, textbooks and useful teaching aids recommended for
this course is provided in the Bibliography following this introduction.
Part B for Core section 1 and for Core section 2 provides the outlines of the constituent units. Although some
guidance regarding timing is suggested, no detailed timetable is provided. From the teaching and learning
point of view, it is more important that the trainee achieves the minimum standards of competence defined
in the STCW Code rather than following a strict timetable. Depending on their experience and ability, some
students are likely to take longer than others to become proficient.
Part C for Core section 1 and for Core section 2 gives the detailed teaching syllabus. This is based on the
knowledge of English language and the maritime specific purposes that trainees are required to have in order to
communicate effectively in the ways specified in the STCW Code. It is designed as a series of learning objectives
that the trainee is expected to demonstrate as a result of the teaching and training. Each of the objectives
consists of a number of KUPs (Knowledge, Understanding and Proficiency) which are correspondingly defined
as a number of required performances in each area of the English language competences required. Precise
textbook references, recommended teaching aids and references to the Standard Marine Communication
Phrases (SMCP) are included to assist the instructor in designing lessons.
Part A of the STCW Code, which contains mandatory provisions, defines the minimum standards in section
A-1/6 concerning Training and Assessment. These cover the qualification of instructors, supervisors and
assessors; in-service training; assessment of competence; and training and assessment within an institution.
Part B of the STCW Code contains recommendatory guidance on training and assessment.

Introduction
The criteria for evaluating competence in tables A-II/1, A-III/1, A-III/6 and A-IV/2 of the STCW Code are to be
used in the assessment of the competences listed in the table. A separate IMO model course – Assessment,
Examination and Certification of Seafarers (3.12) – explains the use of various methods for demonstrating
competence and the criteria for evaluating competence as tabulated in the STCW Code. Part E of this model
course contains supplementary notes specific to the assessment of competence in the English language.
Responsibilities of Administrations
Administrations should ensure that colleges and training institutions have written programmes in place which
will ensure that training courses meet the standards of competence required by the STCW Convention, 1978,
as amended.
Bibliography
All the materials coded below appear in the detailed teaching syllabi contained in Core section 1 and Core
section 2 of this document.
These materials were selected primarily because the authors had access to them and were able to review their
availability and suitability for learning Maritime English. The majority of textbooks and the resources listed
in the ‘recommended reading’ section have been identified because they promote communicative learning.
If alternative textbooks are used, it is important that appropriate communicative methodology is used to
implement the material (see Instructor manual).
It is also understood that the publications and videos listed below are widely available in Maritime Education
and Training establishments around the world as well as within the maritime industry.
The items in each category are listed in order of appearance in the detailed teaching syllabi.
IMO references (R)

R1 IMO Standard Marine Communication Phrases, 2002 (IMO SMCP 2001), (IMO Sales No.: IA987E)
and IMO SMCP on CD-ROM 2004 – Standard Marine Communication Phrases – A pronunciation
guide. London, IMO, 2004 (IMO Sales No.: D987E)
R2 International Convention on Standards of Training, Certification and Watchkeeping for Seafarers

(STCW Convention), 1978, as amended, 2011 Edition (IMO Sales No.: IC938E)
R3 International Ship and Port Facility Security Code (ISPS Code) Revised Guidelines on Guide to Maritime
Security and ISPS Code, 2012 Edition (IMO Sales No.: IA116E)
R4 International Safety Management Code (ISM Code) and Revised Guidelines on ISM Code and
Guidelines, 2014 Edition (IMO Sales No.: IC117E)
R5 International Life-Saving Appliances Code and Testing and Evaluation of Life‑Saving Appliances,
1997/2003, 2010 Edition (IMO Sales No.: ID982E)
R6 International Convention for the Safety of Life at Sea (SOLAS), Consolidated Edition, 2014 Edition
(IMO Sales No.: IF110E)
R7 International Conference on Revision of the International Regulations for Preventing Collisions At Sea,
1972 (COLREG 1972), 2003 Edition (IMO Sales No.: IB904E)
R8 Code of Safe Practice for Cargo Stowage and Securing, 2011 Edition (IMO Sales No.: IB292E)
R9 International Convention for the Prevention of Pollution From Ships, Consolidated Edition, 2011 Edition
(IMO Sales No.: ID520E)
R10 International Maritime Dangerous Goods Code (IMDG Code), 2014 Edition (IMO Sales No.: II200E)
R11 International Convention on Load Lines, 2005 Edition (IMO Sales No.: IB701E)

Maritime English
R12 Search and Rescue (SAR) Convention, 2006 Edition (IMO Sales No.: IB955E)
R13 Athens Convention on Passengers and Luggage, 2003 Edition (IMO Sales No.: IA436E)
R14 Port State Control – Procedures for Port State Control, 2012 Edition (IMO Sales No.: IB650E)
R15 Ballast Water Management Convention and the Guidelines for its Implementation, 2004 Edition
(IMO Sales No.: I620M)
R16 GMDSS Manual, 2013 Edition (IMO Sales No.: IF970E)
R17 International Aeronautical and Maritime Search and Rescue Manual, Volume 3, 2013 Edition
(IMO Sales No.: IH962E)
R18 International Aeronautical and Maritime Search and Rescue Manual, Volume 2, 2013 Edition
(IMO Sales No.: IH961E)
Textbooks (T)
T1 Nisbet A., Kutz A. W. and Logie C., English for Seafarers Study Pack 1. (Edinburgh, Marlins, 1997)
(ISBN 0953174808)
T2 Murphy R., Essential Grammar In Use. 3rd Edition (Cambridge, Cambridge University Press, 2007)

(ISBN 9780521675802)
T3 Van Kluijven P. C., The International Maritime Language Programme. An English Course for Students
at Maritime Colleges and for On-board Training: CD-ROM Presentations, Texts, Tasks and Projects –
SMCP included. 3rd Edition (Alkmaar, Alk and Heijnen Publishers, 2007) (ISBN 9789059610064)
T4 Pritchard B., Maritime English 1. (Udine, Del Bianco Editore, 1999) (ISBN 9530303033)
T5 Blakey T.N., English For Maritime Studies. 2nd Edition (Hemel Hempstead, Prentice Hall International
(UK) Ltd., 1987) (ISBN 0132813793)
T6 Spinčić A., English Textbook for Marine Engineers I. (Rijeka, Faculty of Maritime Studies, University of
Rijeka, 2002)
T7 Dokkum V.K., Ship Knowledge. 7th Edition (Dokmar Maritime Publishers B.V., 2011)
(ISBN 9789071500183)
T8 Saidjashev D., Safety Marine Vocabulary I. (Riga, LAPA Ltd, 1999)
T9 Katarzynska B., Ship’s Correspondence. (Gdynia, Fundacja Rozwoju Akademii Morskiej, 2004)
(ISBN 838743853)
T10 Murphy R., English Grammar In Use. 4th Edition (Cambridge, Cambridge University Press, 2012) (ISBN

9780521189392)
T11 Demir C., Maritime English. (Kocaeli, Kocaeli Universitesi, 2003) (ISBN 9752884342)
T12 Grice T., English for the Maritime Industry – A Language Course Book for Seafarers. (CPI Group (UK)
Ltd, 2012) (ISBN 9780957454705)
T13 Spinčić A. and Pritchard B., English Textbook for Marine Engineers 2. (Rijeka, Faculty of Maritime
Studies, University of Rijeka, 2009)
T14 Katarzynska B., Notes on Ships, Ports and Cargo. (Gdynia, Fundacja Rozwoju Wyzszej Szkoly
Morskiej, 2005) (ISBN 8387438294)
T15 Demir C., and İlhan B., English for Marine Engineering Studies. (Kocaeli, Kocaeli Universitesi, 2004)

Introduction
T16 Logie C., Vivers E., and Nisbet A., English for Seafarers Study Pack 2. (Edinburgh, Marlins, 1998)
(ISBN 0953174816)
T17 Jin Y., Marine Signals and Radiotelephony. (China Communications Press, 2003) (ISBN 71140475584)
T18 Grice T., English for Mariners. (Arbeitsbereich Linguistik, Westfälische Wilhelms-Universität Münster,
LCCTV Project, 2009)
T19 Utley D., The Culture Pack. (York, York Associates, 2002) (ISBN 90099111X)
Publications (P)
P1 On Board Training Record Book for Deck Cadets, 3rd Edition (London, Marisec, International Shipping
Federation, 2012)
P2 On Board Training Record Book for Engineer Cadets, 3rd Edition (London, Marisec, International
Shipping Federation, 2013)
P3 Bridge Procedures Guide, 4th Edition (London, Marisec, International Chamber of Shipping, 2007)
P4 Companion to Ships and the Sea, 2nd Edition (I .C. B. Dear and Peter Kemp. Oxford University
Press, 2005) (ISBN 9780199205684)
P5 Grover T. K., Basic Marine Engineering. (Anmol Publications PVT. Ltd, 2007)
P6 Swindells N.S., Glossary of Maritime Technology Terms. (London, Institute of Marine Engineers, 1997)
(ISBN 0907206905)
P7 Guidelines on the Application of the IMO International Safety Management (ISM) Code, 3rd Edition
(London, International Chamber of Shipping, 1996)
P8 Assessment and Development of Safe Management Systems, 1st Edition (London, Marisec, International
Chamber of Shipping, International Shipping Federation, 1997)
P9 Managing Risk in Shipping – A Practical Guide (London, The Nautical Institute, UK P&I Club, 1999)
(ISBN 1870077482)
P10 Pirates and Armed Robbers, 4th Edition (London, Marisec, International Chamber of Shipping,
International Shipping Federation, 2004)
P11 Garbage Management Plans, 1st Edition (London, Marisec, International Chamber of Shipping, 1998)
P12 The Nicos J. Vardinoyannis Seafarers’ Handbook. (The Seamen’s Church Institute of New York and
New Jersey, 1999)
P13 Admiralty Charts, Admiralty Sailing Directions, Admiralty Tidal Tables and other publications (United
Kingdom Hydrographic Office)
P14 Frampton R.M., Burgess C.R. and Uttridge P.A., Meteorology for Seafarers, 2nd Edition (Brown, Son
and Ferguson Ltd., 1997)
P15 Dashew S. and Dashew L., Mariner’s Weather Handbook, 1st Edition (Beowulf Inc., 1999)
P16 Weeks F., Glover A., Strevens P., et al., Seaspeak Training Manual, Essential English for International
Maritime Use (Pergamon Press, 1984)
P17 Spencer-Oatey H., Culturally Speaking, Culture, Communication and Politeness Theory (Continuum
International Publishing Group, 2000)
P18 Guy J., Effective Writing for the Maritime Industry (Fairplay Publications Ltd., 1994)
P19 Shiao-Ming H., Master’s Report, 2nd Edition,1984

Maritime English
P20 The Ship’s Atlas, 13th Edition (Shipping Guides Ltd., 2009)
P21 Stapleton S., Emergencies at Sea, Hearst Marine Books, 1991
P22 Graham D. L., William G. W., Handbook for Marine Radio Communication, 5th Edition (Informa, 2009)
P23 George H. and Grant H., Tug Use Offshore, in Bay and Rivers, the Towmaster’s Manual, 1st Edition
(Nautical Institute, 2006) (ISBN 1870077741)
P24 Hensen H., Tug Use in Port, A Practical Guide, 2nd Edition (Nautical Institute, 2003 ) (ISBN 1870077393)
P25 Derret D.R., Ship Stability for Masters and Mates, 5th Edition (Elsevier Ltd, 1999) (ISBN 0750641010)
P26 Ship Operations and Management (Institute of Chartered Shipbrokers, 2009/2010) (ISBN 9871905331741)
P27 Anwar N., NAVIGATION-Advanced Mates/Masters. (Witherbys Seamanship International Ltd., 2008)
(ISBN 1905331150)
P28 Van Dokkum K., The COLREGS Guide, 2nd Edition (Enkhiuzen, Dokmar, 2007) (ISBN 9789071500046)
P29 Jones S., Maritime Security (Nautical Institute, 2006) (ISBN 187007775X)
P30 Lloyd’s MIU Handbook of Maritime Security (Taylor and Francis Group, 2009) (ISBN 9781420054804)
P31 Babicz J., Encyclopedia of Ship Technology. (Gdansk, 2008) (ISBN 9788392515548)
P32 Bist D.S., Safety and Security at Sea: A Guide to Safer Voyages (Butterworth-Heinemann, 2000)
(ISBN 0750647744)
P33 Kuo C., Safety Management and its Maritime Application (Nautical Institute, 2007) (ISBN 1870077830)
P34 Pedersen S.B., Mooring – Do it safely, Seahealth Denmark, 2013 (ISBN 9788792084286)
P35 MGN 324(M+F) – Radio: Operational Guidance on the Use of VHF Radio and Automatic Identification
Systems (AIS) at Sea
P36 Chart No.1 United States of America, Nautical Chart Symbols Abbreviations and Terms, 10th Edition
(National Oceanic and Atmospheric Administration, 1997)
P37 Observing handbook No.1 – Marine Surface Weather Observations. (National Oceanic and
Atmospheric Administration)
P38 Ayub A., Marine Diesel Engines. (USA, Taylor and Francis Group, 2010)
P39 Saarlas M., Steam and Gas Turbines for Marine Propulsion, 2nd Edition (Annapolis, Maryland, USA,
Naval Institute Press, 1986)
P40 Milton J.H., and Leach R.M., Marine Steam Boilers, 4th Edition (London, UK, Butterworths, 1980)
P41 Taylor D.A., Introduction to Marine Engineering. (London, UK, Butterworths, 1980)
P42 International Cooperation on Marine Engineering Systems, Institute of Marine Engineers (IMarE),
Conference on Operational Aspects of Propulsion Shafting Systems. Operational aspects of propulsion
shafting systems. (London, Institute of Marine Engineers (IMarE), 1979)
P43 McGeorge H.D., Marine auxiliary machinery. (Oxford: Butterworth-Heinemann, 1995)
P44 Norris A., Operation of Machinery in Motorships: Main Diesels, Boilers and Auxiliary Plant. (London,
Institute of Marine Engineers, 1981)
P45 Anthony F. M., and Turnock S.R., Marine Rudders and Control Surfaces: Principles, Data, Design and
Applications. (London, Elsevier/Butterworth-Heinemann, 2007)

Introduction
P46 Hayler W. B., and Keever J. M., American merchant seaman’s manual: for seamen by seamen.
(Centreville, Cornell Maritime Press, 2003)
P47 Kuo B.C., Automatic control systems. (London, Prentice-Hall, 1987)
P48 Nise N. S., Control systems engineering. (Hoboken, NJ: John Wiley, 2004)
P49 Chevron, Marine Lubrication: Stem to Stern, 2008
P50 Richard W. J., The Handbook of Fluid Dynamics. (Springer Science and Business Media, 1998)
P51 The Running and Maintenance of Marine Machinery. (Institute of Marine Engineers, London, 1992)
P52 Guide for survey based on preventative maintenance techniques. (American Bureau of Shipping (ABS),
New York, 1987)
P53 Crawford J., Marine and offshore pumping and piping systems. (Butterworths, Boston, 1981)
P54 Wildi T., Electrical machines, drives and power systems. (Upper Saddle River, NJ: Prentice-Hall, 2002)
P55 Rutherford D., Ship safety personnel: role and duties: a survey and guide for ships’ safety officials and
for safety managers and ship operators. (London, C. Griffin, 1982)
P56 Pedro D. L. F., Operational readiness of float-free arrangements for liferaft and EPIRB: analysis of
implications on safety training standards and procedures. (World Maritime University, 2008)
P57 Yukl G. A., Leadership in Organizations. (Harlow: Pearson, 2013)
P58 Mitchell P., Management for seafarers. (London, Videotel Marine International, 1997)
P59 Draffin N., Bunker fuel for marine engines: a technical introduction. (Adderbury, Petrospot Ltd., 2011)
P60 Draffin N., An introduction to bunker operations. (Adderbury, Petrospot Ltd., 2010)
P61 Kees K., Diesel Engines I and II. (Target Global Energy Training, The Netherlands. 2008)
P62 Borstlap R. and Katen, H., Ships’ Electrical Systems. (Dokmar Maritime Publishers B.V.
The Netherlands, 2011)
P63 Bole A., Dineley B. and Wall A., Radar and ARPA Manual, 2nd Edition (Great Britain, 2005)
P64 Yakimchuk A., Ship Automation: For Marine Engineers and ETOs. (Wither by Seamanship
International, 2012)
P65 Norris A., Integrated Bridge Systems Vol. 1: Radar and AIS. (Nautical Institute, 2008)
P66 Anthony F. M., The Maritime Engineering Reference Book: A Guide to Ship Design, Construction and
Operation. (Butterworth-Heinemann, 2008)
P67 Auto Chief C20 Instruction Manual. (Kongsberg Corp., Norway)
P68 Akber A., Marine Engineering. (Taylor and Francis Ltd, 2008)
P69 Wadhwa C. L., Electrical power systems. (New Age Science, 2009)
P70 Wing C., Boatowner’s illustrated electrical handbook. (McGraw-Hill Companies, 2006)
P71 Hall D.T., Practical Marine Electrical Knowledge, 2nd Edition (Witherby and Co Ltd, 1999)
P72 Sherman E.R., Advanced Marine Electrics and Electronics Troubleshooting. (McGraw-Hill
Companies, 2007)
P73 McGeorge H. D., Marine Electrical Equipment and Practice, 2nd Edition
(Butterworth-Heinemann Ltd, 1993)

Maritime English
P74 Payne J. C., The Marine Electrical and Electronics Bible, 3rd Edition (Sheridan House Inc. 2007)
P75 Grigsby L. L., Electric Power Generation, Transmission, and Distribution. (CRC Press, 2007)
P76 Marine Automation System K-Chief 600 Instruction Manual (Kongsberg Corp., Norway)
P77 Abdus S. M., Fundamentals of Power Systems. (Alpha Science International Ltd. 2009)
P78 Patel R. M., Shipboard Electrical Power Systems. (CRC Press, 2012)
P79 Calder N., Boatowner’s Mechanical and Electrical Manual. (McGraw-Hill Companies, 2005)
P80 Katen H. and Borstlap R., Ships’ Electrical Systems. (Dokmar Maritime Publishers B.V. 2011)
P81 Sweet R., GPS for Mariners. (America, 2003)
P82 Tripathy S. C., Electrical power system. (Alpha Science International Ltd, 2013)
P83 Robertazzi T., Basics of Computer Networking. (New York, Springer, 2012)
P84 SafetyNET Users’ Handbook. (Maritime Safety Services Inmarsat Global Ltd., 2013)
P85 Radio Regulations (RR), as amended, Art.33. (International Telecommunication Union)
IMO Model Courses (M)

M1 1.01 Basic Training for Oil and Chemical Tanker Cargo Operations
M2 3.06 Survey of Life Saving Appliances and Arrangements
M3 1.20 Fire Prevention and Basic Fire Fighting
M4 1.13 Elementary First Aid
M5 3.03 Survey of Machinery Installations
M6 1.19 Personal Survival Techniques
M7 3.19 Ship Security Officer
M8 1.21 Personal Safety and Social Responsibility
M9 7.04 Officer In Charge Of An Engineering Watch
M10 7.03 Officer in Charge of a Navigational Watch
M11 1.22 Ship Simulator and Bridge Teamwork
M12 1.25 General Operator’s Certificate for GMDSS
M13 1.27 Operational Use of ECDIS
M14 1.28 Crowd Management and Passenger Safety Training
M15 1.30 Leadership and Teamwork
Teaching aids
Special aids for SME
A1 Section of a paper chart
A2 Section of a routeing chart
A3 Set of nautical publications

Introduction
A4 Ship's main engine manual
A5 Ship's main engine spare parts list
A6 Ship's marine boiler manual
A7 Ship's engine room arrangement
A8 Engine log book
A9 Map showing the operational NAVAREAs
A10 Webpages of WMO marine broadcast system
Websites
The following websites may be useful references for planning Maritime English courses.
General English Language teaching and testing websites

Council of Europe's Common European Framework of Reference (CEFR)
http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp
International English Language Testing System (IELTS)

http://www.ielts.org
Educational Testing Service (ETS)

http://ets.org
BBC World Service (Learning English section)

http://www.bbc.co.uk/worldwide
ELT Journal
http://www3.oup.co.uk/eltj
English Club
http://www.englishclub.com
ESL Café (International Association of Teachers of English as a Foreign Language)

http://www.iatefl.org
Internet TESL Journal

http://iteslj.org
Learn English
http://www.learnenglish.de/culture/introductions_and_greetings.htm
OneStopEnglish
http://www.onestopenglish.com
TESOL Teachers of English to Speakers of Other Languages

http://www.tesol.org
Purdue Online Writing Lab

http://owl.english.purdue.edu/owl
Using English for Academic Purposes

http://www.uefap.com/
General English Learning

http://www.tolearnenglish.com/

Maritime English
British Council
http://www.britishcouncil.org/
http://iteslj.org/games/
http://www.manythings.org/vocabulary/
http://a4esl.org/
http://www.eslgamesworld.com/members/games/vocabulary/
http://iteslj.org/Techniques/Koprowski-RecylingVocabulary.html
http://www.eslprintables.com/vocabulary_worksheets/
In this corpus of MARS reports more than 300 concordance lines were listed by the freely available KWIC
Concordance software.
http://www.nautinst.org/en/forums/mars/search-all-mars-reports.cfm
Janis M. Harmon, Elizabeth Buckelew-Martin and Karen D. Wood (2010) The Cognitive Vocabulary
Approach to Word Learning
http://hpisd-literacy-assessment.wikispaces.com/file/view/CogVocab.pdf
Maritime English websites

IMLA's International Maritime English Conference (IMEC)
http://www.imla.co/imec/
MarEng Intermediate and MarEng Advanced

http://mareng.utu.fi/
Center for Maritime and Professional Training at Massachusetts Maritime Academy

http://www.maritime.edu/index.cfm?pg=545
The Dictionary of English Nautical Language: A comprehensive nautical dictionary, complete with usage,
examples suggesting good seamanship, images of ships and gear and a nautical blog
http://www.seatalk.info/
International Maritime Lecturers' Association (IMLA), established in 1977; has NGO consultancy status
within IMO; also has three special interest groups one of which is the International Maritime English
Conference (IMLA-IMEC)
http://www.imla.co/
Global Maritime Education and Training Association (GlobalMET), established in 1996 as the Association of
Maritime Education and Training in Asia Pacific; has NGO consultancy status within IMO
http://www.globalmet.org/Services/Service_Main.aspx
International Association of Maritime Universities (IAMU) established in 1999; has NGO consultancy status
within IMO
http://iamu-edu.org/
Intermar: an EU project designed to facilitate the reciprocal understanding and learning of languages through
intercomprehension in a maritime context
http://www.intermar.ax/
A leading brand in training solutions for the shipping industry

http://www.marlins.co.uk/
An independent Maritime English consultant, based in Western Australia

http://www.maritimeenglishonline.com/index.html

Introduction
Useful Maritime English Learning Website

http://www.pfri.uniri.hr/~bopri/
http://www2.kaiyodai.ac.jp/~takagi/mei/english/index.html
Marine Training Services and Nautilus Education Systems

http://www.mmts.com/Merchant
Marlins English Language Tests

http://www.marlinstests.co.uk
TOMEC (Test of Maritime English Competence) TUMSAT Maritime English Initiative

http://www2.kaiyodai.ac.jp/~takagi/mei/english/tomec/tomec.html
MarTEL (Maritime Test of English Language)

http://tests.maritime-tests.org/;
http://www.martel.pro.
Ingles maritime
www.inglesmaritimo.com
MarineSoft, Rostock
www.marinesoft.de
TUMSAT Maritime English Initiative – Comprehensive Maritime English teaching material (for deck and
marine engineering students) on CD-ROM. Tokyo University of Marine Science and Technology
http://www.kaiyodai.ac.jp/English/index.html
Ship's Business in English. 2nd ed.: English in Shipping online version

www.pfri.hr/~bopri
MarEng Learning Tool – MarEng. (2008)

http://mareng.utu.fi/ (+CD)
MS Marine Language – Training Course; MS Marine Language (SMCP Training Tool). Rostock-London:
MarineSoft; Videotel (CD);
www.marinesoft.de
SMCP – Navigation and Cargo Handling – Part 2 CBT#146. Seagull (2005)

http://www.seagull.no/seagullweb/products
IMETS (International ME Testing System). Plymouth Univerity

http://www.maycoll.co.uk/imets/imets-developers.htm
Safe Sailing CD-ROM – SMCP Training for Seafarers. Cambridge UP

http://www.cambridge.org/other_files/Flash_apps/safesailing/safesailingv6.htm
SeaTALK Project: establishing a harmonised framework for Maritime English Education and Training, where
a standard approach to teaching, learning and assessment of qualifications throughout Europe is established
for each type and rank of seafarers. (2013-2015)
http://www.seatalk.pro/
Maritime websites
Australian Maritime Safety Authority
http://www.amsa.gov.au
Australian Government Bureau of Meteorology

http://www.bom.gov.au/index.php

Maritime English
Marine Accident Investigation Branch

http://www.maib.detr.gov.uk
Marine Society
http://www.marine-society.org
Maritime related web page

http://www.shiptalk.com/
Nautical Institute ('MARS' reports)

http://www.nautinst.org/mars/index.htm
Online Nautical Dictionaries

http://www.termisti.refer.org/nauterm/dicten.htm
UK Maritime and Coastguard Agency

http://www.mcga.gov.uk
US Coastguard
http://www.uscg.mil
Guidelines for Keeping the Deck Log Book

http://cirm.am.szczecin.pl/download/Log_Book_Entries.pdf
Japanese Meteorological Agency

http://www.jma.go.jp/jma/indexe.html
National Weather Service

http://www.weather.gov/
Teaching Effectiveness Program, University of Oregon

http://medsci.indiana.edu/m620/reserves/def_assess.pdf
Video/Computer Based Training (V)

V1 Videotel 593 Shipboard Familiarization
V2 Videotel 525 Understanding English On Board Ship Part 1
V3 Videotel 557 Personal Safety In The Galley
V4 Videotel 644 Man Overboard – Rescue Procedure (2000)
V5 Videotel 526 Understanding English On Board Ship Part 2
V6 Videotel 674 Basic Fire Fighting
V7 Videotel 509 Fire Party Operations
V8 Videotel 638 Bridge Resource Management – Emergency Procedures
V9 Videotel 597 Who Needs It? Personal Protective Equipment
V10 Videotel 510 Setting A Course For Health
V11 Videotel 555 Personal Safety On Deck
V12 Videotel 556 Personal Safety In The Engine Room
V13 Videotel 770 Basic Terms Of Maintenance
V14 Videotel 552 Shipboard Maintenance and Painting Systems Series: Part 2

Introduction
V15 Videotel 438 Setting Up Machine Tools

V16 S&P Marine Shipboard ISM Code Safety Training Course. Simplified Consultants Crew Training
Manual and Corresponding Video. Singapore (2000)
V17 Marlins Risk Assessment, Glasgow, (2006)
V18 Videotel 743 Wind, Waves And Storms – Coping With Hazardous Weather
V19 Videotel 639 Navigational Charts and Associated Publications
V20 Videotel 681 Personal Survival Series: Part 4: Survival
V21 Videotel 400 Fuel Oil Supply Systems: Part One
V22 Videotel 442 Principles of Lubrication and General Application
V23 Videotel 612 Communication
V24 Videotel 611 Motivating Individuals
V25 Videotel 634 Working Together
V26 Videotel 497 Bridge Watchkeeping
V27 Marlins Environmental Awareness, Glasgow, (2006)
V28 Videotel 794 Prevention and Reactions to Marine Oil Spills – The Seafarer’s Role
V29 Videotel 603 Basic Instincts – Passenger Mustering and Crowd Management
V30 Videotel 706 Holding Effective Drills
V31 Videotel 665 Ship’s Electrical Systems – Safety and Maintenance
V32 Videotel 773 Troubleshooting Centrifugal Pumps
V33 MarEng Plus http://mareng.utu.fi/
V34 Murrell S. Safe sailing, CD-ROM, training for seafarers
V35 UK P&I Club-NewsLink’s IMO SMCP
Recommended reading
Language and methodology
Bhatia V. K., Analysing Genre: Language use in professional settings. (London, Longman, 1993) (ISBN 0582085241)
Brown D., Principles of Language Learning and Teaching. (New Jersey, Prentice Hall, 1994) (ISBN 0131919660)
Cabré M. T., Terminology – Theory, methods and applications. (Amsterdam, John Benjamins Publ, 1999)
(ISBN 9027216347)
Carter R., Vocabulary – Applied linguistic perspectives, 2nd Edition (London, Routledge, 1998) (ISBN 0415168635)
Cunningsworth A., Choosing your Coursebook. (Oxford, Macmillan Heinemann) (ISBN 0435240587)
Doff A., Teach English Teacher's Workbook. (Cambridge, Cambridge University Press, 1988) (ISBN 0521348633)
Dudeney G. and Hockly N., How To Teach English With Technology. (Pearson Longman, 2007)
(ISBN 9781405847735)
Edge J., Essentials of English Language Teaching. (London, Longman, 1993)(ISBN 0582025656)
Gower R., Phillips D., Walters S., Teaching Practice Handbook. (Oxford, Heinemann, 1983) (ISBN 0435289950)

Maritime English
Grellet F., Developing Reading Skills. (Cambridge, Cambridge University Press 1992) (ISBN 0521283647)
Harmer J., How To Teach English. (Harlow, Longman, 1998) (ISBN 0582297966)
Harmer J., The Practice of English Language Teaching, 2nd Edition (London, Longman, 1991) (ISBN 0582046564)
Heaton J. B., Writing English Language Tests. (New York, Addison Wesley Longman, 1988) (ISBN 0582002370)
Hedge T., Writing. (Oxford, Oxford University Press, 1999) (ISBN 0194370984)
Hewings M., Pronunciation Tasks Student's Book. (Cambridge, Cambridge University Press, 1993)
(ISBN 052138611X)
Hewings M., Pronunciation Tasks cassettes. (Cambridge, Cambridge University Press, 1993) (ISBN 0521384532)
Hofstede G., Exploring Culture. (US, Intercultural Press, 2002) (ISBN 10:1877864900)
Jackson H. and Amvela Z., Words, Meaning and Vocabulary. (London, Continuum, 2000) (ISBN 0826460968)
Lewis M., The Lexical Approach (Hove: LTP, 1993)
Nation I. S. P., Teaching and Learning Vocabulary. (New York: Heinle and Heinle, 1990)
Nunan D., Designing Tasks for the Communicative Classroom. (Cambridge, Cambridge University Press, 1989)
(ISBN 0521379156)
Nunan D., The Learner-Centred Curriculum. (Cambridge, Cambridge University Press, 1988) (ISBN 0521358434)
Scrivener J., Learning Teaching. (Oxford, Macmillan Heinemann, 1994) (ISBN 0435240897)
Seligson P., Helping Students To Speak. (London, Richmond Publishing, 1997) (ISBN 8429449264)
Swales J.M., Genre Analysis. (Cambridge, Cambridge University Press, 1990) (ISBN 0521338131)
Swan M., Practical English Usage. 2nd Edition (Oxford, Oxford University Press, 1995) (ISBN 019431197X)
Tanner R. and Green C., Tasks for Teacher Education. Coursebook. (London, Longman, 1998) (ISBN 0582316634)
Underhill N., Testing Spoken Language. (Cambridge, Cambridge University Press, 1987) (ISBN 0521312760)
Urr P., A Course In Language Teaching. (Cambridge, Cambridge University Press, 1996) (ISBN 0521449944)
Urr P., Teaching Listening Comprehension. (Cambridge, Cambridge University Press, 1984) (ISBN 0521287812)
van Ek J. A. and Trim J. L. M., Council of Europe Waystage 1990. (Cambridge, Cambridge University Press, 1998)
(ISBN 0521567076)
van Ek J. A. and Trim J. L. M., Council of Europe Threshold 1990. (Cambridge, Cambridge University Press, 1998)
(ISBN 0521567068)
Weir C., Communicative Language Testing. (Hemel Hempstead, Prentice-Hall/Macmillan, 1990)
(ISBN 0131552848)
Maritime references
Baudu H., Ship Handling. (Dokmar Maritime Publishers BV, Enkhuizen, The Netherlands, 2012)
(ISBN 9789071500275)
Canadian Coast Guard, SAR Seamanship Reference Manual. (Ottawa, Fisheries and Oceans Operations
Canada, Canadian Coast Guard, 2000) (ISBN 0660183528)
Ferguson A., Seamanship Notes. (London, Seamanship International, 2004) (ISBN 0953437965)
Fisher D. and Muirhead P., Practical Teaching Skills for Maritime Instructors. (Malmö, World Maritime University
Publications, 2013) (ISBN 9197337226)

Introduction
Hill C., Maritime Law. (London, Lloyd's of London Press Ltd. 1995) (ISBN 1850448884)
Kahveci E., Lane T. and Sampson H., Transnational Seafarer Communities. (Cardiff University, 2002)
(ISBN 1900174170)
Lane A. D., Obando-Rojas B., Wu B. and Tasiran A., Crewing the International Merchant Fleet. (Lloyd's Register
– Fairplay Ltd, 2002)
Maclachlan M., The Shipmaster's Business Companion. (London, Nautical Institute, 1996) (ISBN 870077458)
Mosenthal B., The Skipper's Pocketbook. 2nd Edition (Arundel, Fernhurst Books, 2001) (ISBN 1898660786)
S&P Marine Consultants, Shipboard ISM Code Safety Training Course. (Simplified Crew Training Manual and
Corresponding Video. Singapore, 2000)
Sampson H., Authority and Accidents: The role of power relations and social interaction in accidents and
incidents at sea. (Seaways pp.4-7, 2003)
Sampson H., Choosing the Right Blend of Crew. (Proceedings of LSM Manning and Training in India,
21–22 November, 2000)
Sampson H., Transnational drifters or Hyperspace dwellers: an exploration of the lives of Filipino seafarers
aboard and ashore. (Ethnic and Racial Studies, Vol. 26 (2) pp.253-277, 2003) (ISSN 01419870)
Sampson H. and Zhao M., Multilingual crews: communication and the operation of ships. (World Englishes,
Vol. 22 (1) pp.31-43, 2003) (ISSN 08832919)
Schmitt N., Vocabulary in Language Teaching. (Cambridge, Cambridge University Press, 2000)
Maritime English Resources

Abis G. and Davies S., Get on Board. (Torino: Il capitello, 2005)
Augustyniak-Klimczuk A. and Mastalerz K., English Basics for Marine Engineering Students. (Szczecin:
Wydawnictwo Naukowe Akanemii Morskiej, 2010)
Buczkowska W., English across Marine Engineering. (Gdańsk, Fundacja promocji Przemysłu Okre˛towego i
Gospodarki Morskiej, 2003) (ISBN 8391948803)
Buczkowska W., MarEngine English Underway. (Enkhuizen: Dokmar Maritime Publishers BV, 2014)
Cengiz D., Maritime English. (Ysmit: University of Kocaeli, Karamürsel, 2003)
Cengiz D. and Behcet I., English for Marine Engineering Students. (Kocaeli; University of Kocaeli,
Karamürsel, 2004)
Cole, C. W. and Trenkner, P. (2012). The STCW Manila Amendments and their impact on Maritime English.
Constanta Maritime University's Annals, Year XIII, 17th Issue, 239-244. Constanta, Romania: Nautica Publishing
House, Constanta Maritime University. ISSN 1582‑3601
Cole, C. W. and Trenkner, P. (2009). The Yardstick for Maritime English STCW assessment purposes. IAMU
Journal, 6 (1), 13-28. Tokyo: IAMU. ISSN 1302-678X
Cole, C. W., Pritchard, B., and Trenkner, P. (2007). Maritime English instruction – ensuring instructors'
competence. IBÉRICA, Journal of the European Association of Languages for Specific Purposes (pp. 123-147).
Spain: AELFE.
Dela Rosa J. and Rowena, English for Maritime Students. (Manila: St. Faustima Press, 2001)
Deleva D., 25 Tests on Maritime English. (Varna: Slavena Publishing House Ltd., 2000)
Deleva D., 25 Tests on Maritime English with answers. (Slavena, 2000)

Maritime English
Deleva D., English for Deck Officers. (Varna: Slavena Publishing House Ltd., 2000)
Demydenko N., Introductory Maritime English Course, Students Book, Part 1. (Kyiv State Maritime
Academy, 2010)
Gechevska D. and Gechevski P. An Introduction to Maritime English. Intermediate second revised Edition.
(IK “Steno” 2004)
GMDSS (CBT#21. Seagull AS,2005)
Herrera Arnaiz M., Use of English for Maritime Students. (Editorial Círculo Rojo, University of the Basque, 2014)
(ISBN: 9788490764398)
Ivasyuk N. et al. Ship's correspondence. (Feniks, Odessa: Odessa National Maritime Academy, 2012)
Jin Y. and Xie J., Maritime English: Reading and Writing. (Beijing: People Communication Press, 2011)
(ISBN: 9787114088636)
Maritime English, Pilot on the Bridge (CBT#40. Seagull AS, 2005)
Maritime English (CBT#22. Seagull AS, 2005)
Maritime English – Introduction (CBT#147. Seagull AS, 2005)
Marlins Test of Spoken English (TOSE) (Glasgow: Marlins, 2003)
MERCATOR Simulateur de la VHF Marine, Version 1.02 (Editions Mercator, 2009)
Monastyrskaya O., Doroshenko L., Professional English in Navigation. (Odessa: Odessa National Maritime
Academy Publishing Centre, 2006)
Murrell S. and Peter N. Safe Sailing: SMCP training for seafarers. (Cambridge University Press (+audio CD),
ver. 1 – 2009; ver. 2 – 2011)
PEL/VTS Proficiency English Learning (PEL), (NNVO, National Dutch, VTS Training Foundation, 2008)
Pérez J. M. D., Inglés náutico normalizado para las comunicaciones marítimas [Versión Kindle]. (Marge
Books, 2013)
Petkova V. and Toncheva S., Correspondence and Communications in Shipping.

3rd Edition (Varna: Steno 2000, 2002)
Pritchard B., Maritime English 1. (Zagreb, Školska knjiga, 1995) (ISBN 9530303033) new version availabe on
www.pfri.hr/~bopri.
Pritchard B., A Survey of Maritime English Teaching Materials – A report on current state of the art.
(Tokyo, IAMU, 2004) (ISSN 13496484)
Ruan W., Maritime English: Listening and Speaking. (Beijing: People Communication Press, 2011)
(ISBN: 9787114092763)
Sacchi M., An English Course for marine engineers. (Bakar: Nautical School Bakar, 2000)
Schmidt G., GMDSS und Telekommunikation an Bord. (Institut für Schiffsbetrieb, Seeverkehr und Simulation
(ISSUS), der Hochschule für Angewandte Wissenschaften Hamburg, 2005)
SECMA Tool, Sistema para el Estudio de las Comunicaciones Maritimas – tool for learning SMCP (ESM, centro
Jovellanos, Simulare, Univesidade de Coruna, 2012)
Sloj V. and Sudhir K., Maritime English (CD#22) (NewsLink Services Ltd., CBT Seagull AS, NewsLink
Services Ltd., 2006)

Introduction
Slufarska-Miaczynska, E. and Tamilin, Z., Navigating with English Grammar. (Akademia Morska w Szczecinie,
Szczecin, Poland, 2010) (ISBN 9788389901446)
SMCP – Distress Urgency and Safety – Part 1 CBT#145. (Seagull, 2005)
SMCP – Navigation and Cargo Work – CBT#146. (Seagull, 2005)
Spinčić A., English Textbook for Marine Engineers I. (Rijeka: Faculty of Maritime Studies, University of
Rijeka, 2002)
Spinčić A., and Pritchard B., English Textbook for Marine Engineers 2. (Rijeka: Faculty of Maritime Studies,
University of Rijeka, 2009)
Subira T., Comunicaciones Maritimas En Ingles, 3rd Edition. ((Varios-Deportes) De Tapa Blanda Tapa Blanda
– 1 Ene 2009. Omega, 2009)
Svistelnik V. N. and Pomiguev G. P., Teach Yourself Maritime English – Angliyskiy bez prepodavatelya dlya
moryakov. (Sankt Peterburg: Specialnaya Literatura (+audio), 2003)
Trenkner P., IMO-Standard Marine Communication Phrases Audio Course for Upgrading VTS Operators.
(Ingenieurhochschule für Seefahrt Warnemunde/Wustrow (+audio), 2003)
Trenkner P., Hartung R. and Struschka B., (2003) Standardised (IMO-SMCP) Safety-related Maritime Radio
Communication in Dialogues (Tasks) – Aufgaben 1, Loesungen 2. (Rostock: Ingenieurhochschule für Seefahrt
Warnemunde/Wustrow (software))
Velez C. R., Ed. D., Maritime English. (Quezon City: Great Books Trading, Sikatuna Village 2003)
Maritime English Assessments

–– Marlins Test of Spoken English http://www.marlins.co.uk/maritime-english
–– ISF Marlins English Language Test for Seafarers www.marlinstests.co.uk
–– MarineSoft TOME (Test of Maritime English) www.marinesoft.de
–– TOMEC (Test of Maritime English Competence)
–– TUMSAT Maritime English Initiative http://www2.kaiyodai.ac.jp/~takagi/mei/english/tomec/
tomec.html
–– Murrell S. and Nagliati P., Safe Sailing CD-ROM - SMCP Training for Seafarers, Cambridge UP
http://www.cambridge.org/other_files/Flash_apps/safesailing/safesailingv6.htm
–– IMETS (International ME Testing System) http://www.maycoll.co.uk/imets
–– MarTEL Test suite (http://tests.maritime-tests.org/; http://www.martel.pro)
For more information on the theoretical and practical issues in assessment and testing in Maritime English
see the IMEC Proceedings database on the IMLA-IMEC website at http://www.imla.co/imec/.

Core Section 1:
General Maritime English (GME)

Part A: Course Framework
Aims
Core section 1 of this model course provides a guide for instructors responsible for teaching General Maritime
English at the elementary to intermediate language levels (see definitions under 'Entry levels', below). It is
intended to prepare the trainees for eventual progress into Core section 2, Specialised Maritime English (SME).
Provided that the material is properly taught according to the principles of communicative methodology,
which are explained in the Instructor manual of this model course, trainees who successfully complete all
aspects of Core section 1 will be adequately prepared to proceed to Core section 2. Trainees may not have
to undergo the training in Core section 1 if their language level is at lower intermediate level to allow them to
enter Core section 2.
This course may be modified to suit the needs of the particular learning environment, for example by selecting
only parts of the syllabus for remedial teaching purposes.
Instructors who intend either to select from, or to omit Core section 1, should note that it includes material
from table A-II/4 of the STCW Code (see appendix A of this model course) which is not repeated in Core
section 2.
Objectives
The objectives of Core section 1 of this model course are to:
–– develop the trainees' ability to use English to the intermediate language level;
–– teach GME, as recommended in the English language guidelines of part B‑VI/1 of the STCW Code;
–– improve the trainees' competence in English language to the level required to progress to Core
section 2 of this model course;
–– prepare trainees for developing the Knowledge, Understanding and Proficiency (KUP) in the
English language required by the STCW Code;
–– give the trainees wide-ranging opportunities to practise communicating in English for both
maritime and general purposes at the elementary to intermediate language levels, and
–– provide instructors with a suggested framework for introducing selected topics from the Standard
Marine Communication Phrases (SMCP), as required by the STCW Code.*
Syllabus content
The linguistic content for Core section 1 follows a multi-syllabus approach that integrates the three areas of
language input (grammar, vocabulary and phonology) with practice of the four language communication skills
(listening, speaking, reading and writing). The part of phonology is contained only in the first 18 units of the
elementary language level. In the remaining units at intermediate language level, phonology is integrated into
the part of listening and speaking. The rationale behind the organisation of each language area is explained in
the Instructor manual of this course.
The maritime content for Core section 1 includes generalised maritime topics, most of which will be relevant
to all trainees; however, the instructor may want to adapt, extend or supplement the maritime topics to suit
the particular needs of the trainees.
*
Not all SMCP are included in this model course. Instructors will need to identify the sections of SMCP that are relevant to their
trainees and then cross-refer to both core sections of this model course. If the required phrases are not included in this model course,
the instructor will need to decide where and how best to teach the required SMCP, either by supplementing the syllabi in this model
course, which will increase the time required to teach the course, or by teaching the phrases in a separate course.

Maritime English
Instructors are reminded that this model course is primarily an English language training course coupled
with the basic knowledge and communication skills for maritime purposes and that full training in technical
subjects must also be provided. Trainees will benefit most from their English language training if the teaching of
technical subjects also includes an element of English. (Some suggestions for integrating English and technical
maritime subjects are provided in the Instructor manual.)
Syllabus structure
Core section 1 consists of 35 units of content which are divided into two levels, level one as elementary and
level two as intermediate. Each level consists of three parts. At the end of each part there is a review unit to
allow trainees the opportunity to revise and consolidate their learning to date. Instructors may also want to
conduct assessments of the trainees' progress at these points.
In Core section 1, each of the first 18 units of the 35 units consists of five areas covering language input and
communication skills, and the remaining 17, four. These areas are presented separately on the syllabus for ease
of reference; however, it is very important that they are not taught separately. The Instructor manual offers
many practical techniques for integrating the various language areas.
In order for trainees to reach the required levels of competence, it is the instructor's responsibility to ensure
that trainees are proficient in all of the language input areas in every unit. Instructors are also required to select
the particular language communication skills that are relevant to the trainees and to give sufficient practice to
ensure genuine competence in the particular use of English. In particular, instructors should ensure that their
trainees become confident, fluent and accurate in speaking as this is a critical skill required by the industry.
Syllabus methodology
The methodology of this model course is based on the principles of the Communicative Approach and other
methods to language teaching which instructors are encouraged to adapt for their trainees' particular needs. This
approach meets the requirements of the STCW Convention, 1978, as amended, in that it promotes practical,
communicative competence in English. Instructors who have little or no experience of the Communicative
Approach and other methods are strongly advised to familiarise themselves with the Instructor manual prior
to implementing the syllabus.
Entry levels
The following descriptions of English language levels provide a broad definition of levels of proficiency
in English.
–– Beginner
Knows virtually no English and cannot understand spoken or written English.
–– False beginner
Knows a few words or phrases of English. May be able to string together a very basic question
or sentence using a very narrow range of English but has extreme difficulty making him/herself
understood. Fails to understand natural spoken or written English adequately.
–– Elementary
Able to use English for very basic, everyday needs but without sustained fluency and with many
errors. Has a limited understanding of spoken English, requires a lot of rephrasing, repetition and
simplification of language.
–– Lower intermediate
Can communicate satisfactorily about everyday topics with a restricted range of language. Able
to understand native speaker English talking at a measured pace with some rephrasing and
repetition. Comprehension is likely to fail under pressure.
–– Intermediate
At ease communicating about everyday topics and more abstract concepts. Makes some
mistakes but is usually able to correct major errors which prevent him/her being understood.
Able to understand the essence of native speaker's English but may misunderstand detail.

Part A: Course Framework
–– Upper intermediate
Confident in using a wide range of language to express him/herself accurately and fluently in
all but the most demanding situations. Makes some minor mistakes but these do not generally
prevent him/her being understood. Experiences occasional problems of comprehension but
these can usually be overcome with a little help.
–– Advanced
Near native-speaker proficiency in all aspects of communication. Has no difficulty with
comprehension and can express abstract concepts accurately and fluently. Able to resolve any
problem of comprehension effectively.
Trainees admitted to Core section 1 must be at elementary language level at least. This means that they must
be able to:
–– read and write using the Roman script,
–– demonstrate familiarity with the English sound/spelling system,
–– hold short, simple conversations concerning familiar topics in 'the here and now',
–– provide basic, personal information with minimum prompting,
–– understand simple instructions on familiar topics, and
–– respond to simple questions on familiar topics.
Trainees admitted to Core section 1 should also understand and be able to use the following English structures
with reasonable accuracy:
–– subject pronouns and object pronouns,
–– possessives,
–– the Present Simple in the positive, negative and question form (of basic, regular verbs),
–– 'wh' question words,
–– basic irregular verbs (be, have, do, etc.),
–– modal verb can,
–– word order (subject-verb-object),
–– articles a/an and the,
–– common nouns,
–– regular, plural noun forms,
–– common adjectives,
–– basic conjunctions, and
–– cardinal numbers.
Course intake limitations

Class size should be limited to not more than twenty-four in order to allow the instructor to give adequate
attention to individual trainees. Larger numbers may be admitted if additional instructors and tutorial periods
are provided to support trainees on an individual basis.
Trainer's experience
Section A-1/6 of the STCW Code states that “…instructors, supervisors and assessors are appropriately
qualified for the particular types and levels of training or assessment of competence of seafarers either on
board or ashore, as required under the Convention.” The instructor should be a qualified teacher of English
language who has the pedagogical skills for language teaching and has sufficient ability in the Communicative
Approach, content-based instruction and task-based learning, etc. to English language teaching and has a
broad understanding of maritime subjects.

Maritime English
The Instructor manual provides guidance for instructors in the application of communicative teaching
methodology to Maritime English.
Equipment needed
As a minimum basic requirement for English teaching, the classroom should be equipped with a good quality
whiteboard; a supply of good quality whiteboard markers; a CD or DVD player with speakers suited to the
size of the room and a reliable power supply.
The instructor will also require access to photocopying facilities, paper and a supply of authentic English
language maritime resources (see Teaching aids in the Bibliography).
The following items are useful but would be recommended: a video recorder; a projector; a computer
with internet access for sourcing and preparing materials; a printer. Use of a language laboratory is also
recommended.

Part B: Course Outline
Elementary level
The tables that follow list the competencies and areas of knowledge, understanding and proficiency, together
with the estimated total hours required for lectures and practical exercises. Teaching staff should note that
timings are suggestions only and should be adapted to suit individual groups of trainees depending on their
experience, ability, equipment and staff available for training.
Competence: use English in written and oral form in general maritime communications
Course outline Approximate time (hours)

(based on trainees’ needs)
Knowledge, understanding and proficiency Classroom hours Self-study hours
1 Ask for and give personal data
1.1 Grammar: revise Present Simple; pronouns
1.2 Vocabulary: adjectives of nationality
1.3 Phonology: introduction to rising and falling intonation 8 2
1.4 Listening and speaking: greeting and providing personal data relevant
to seafarers
1.5 Reading and writing: greetings on board
2 Describe crew roles and routines
2.1 Grammar: Present Simple (question and negative forms; third person
singular); prepositions of time
2.2 Vocabulary: basic verbs; numerical information; alphabet; job titles
and responsibilities 10 2
2.3 Phonology: pronunciation of large numbers
2.4 Listening and speaking: identifying crew roles on board
2.5 Reading and writing: describing job requirements in written form
3 Name types of vessel, cabins and accommodation; make and

confirm accommodation reservations
3.1 Grammar: there is/are; articles; prepositions of place; possessives
3.2 Vocabulary: types of vessel, cabins and accommodation; facilities
on board
10 2
3.3 Phonology: word stress (i)
3.4 Listening and speaking: naming locations on board and explaining
major functional parts of a vessel
3.5 Reading and writing: locating parts of a ship and describing
their functions
4 Identify the location and purpose of safety equipment
4.1 Grammar: prepositions of place
4.2 Vocabulary: safety equipment
5 2
4.3 Phonology: word stress (ii)
4.4 Listening and speaking: describing the purpose of a safety device
4.5 Reading and writing: describing the functions of safety equipment

Maritime English

5 Discuss navigational routes and geographic locations; comprehend
standard helm orders; use numerical information for engineering
5.1 Grammar: prepositional phrases of geographic location and
distance; it
5.2 Vocabulary: compass points; longitude and latitude; distances on
land and at sea; standard helm orders; numerical information for
engineering 8 2
5.3 Phonology: introduction to sentence stress
5.4 Listening and speaking: understanding and communicating helm
orders when steering the ship
5.5 Reading and writing: naming navigational routes and geographic
locations
6 Name positions on board; give directions on board and ashore

6.1 Grammar: introduction to the imperative form; question forms;
prepositional phrases
6.2 Vocabulary: positions on board; vessel directions; common nouns 10 2
6.3 Phonology: linking sounds (consonant/vowel)
6.4 Listening and speaking: giving directions on board and ashore
6.5 Reading and writing: comprehending positions and writing directions
Review 1
–– Understand and use the grammar, vocabulary and phonology taught
in Units 1-6 2 2
–– Successfully carry out tasks using combinations of the communication
skills practised in Units 1-6
7 Describe working as a team on board
7.1 Grammar: gerunds
7.2 Vocabulary: adverbs of degree; adverbs of frequency; markers of time
7.3 Phonology: use of intonation and pitch to express attitude 8 2
7.4 Listening and speaking: role-playing a toolbox talk and discussing
cooperation
7.5 Reading and writing: reading checklists and writing notices regarding
safety procedures on board
8 Describe routine operations on board; describe watchkeeping
duties; understand standard engine orders
8.1 Grammar: Present Continuous; contrast between Present Simple and
Present Continuous
8.2 Vocabulary: verbs describing routine operations on board; phrases
connected with watchkeeping duties; standard engine orders 8 2
8.3 Phonology: contracted sounds (is/has)
8.4 Listening and speaking: understanding orders from the bridge
8.5 Reading and writing: describing routine operations, describing
watchkeeping duties, understanding standard engine orders


9 Discuss food on board; order meals; report damage to food cargoes
9.1 Grammar: some and any; would like
9.2 Vocabulary: food and drink; adjectives indicating preferences; basic
galley equipment; cooking utensils
8 2
9.3 Phonology: revision of intonation and pitch, word and sentence stress,
linking sounds, contracted sounds
9.4 Listening and speaking: talking about cooking and food on board
9.5 Reading and writing: describing personal preferences in food
10 Understand commands in emergency situations on board
10.1 Grammar: demonstrative adjectives; imperatives; must
10.2 Vocabulary: types of emergency; emergency and life-saving
equipment; verbs describing emergency situations; introduction
to SMCP message markers: instructions, questions and answers;
SMCP for distress messages 10 2
10.3 Phonology: contractions in connected speech
10.4 Listening and speaking: giving emergency alerts
10.5 Reading and writing: dealing with emergency situations on board by
receiving or sending commands
11 Check supplies, cargo number and safety, passenger information;
provide quantities, weights and prices; discuss cargo handling
procedures; report damage to cargoes
11.1 Grammar: countable and uncountable nouns; quantifiers
11.2 Vocabulary: prices; types of cargo, container and cargo handling gear;
SMCP for cargo handling; phrases describing cargo damage; words 10 2
and phrases for passenger information
11.3 Phonology: past tense and past participle endings (-ed)
11.4 Listening and speaking: exchanging cargo and passenger information
11.5 Reading and writing: processing cargo, safety and passenger
information
12 Compare vessel details; deal with health and safety on board
12.1 Grammar: comparative and superlative adjectives; infinitive of
purpose; for + -ing
12.2 Vocabulary: nouns and adjectives relating to vessel specifications;
diseases and injuries; parts of human body
10 2
12.3 Phonology: sentence rhythm and stress
12.4 Listening and speaking: understanding and discussing how to keep
healthy on board and how to prevent epidemics
12.5 Reading and writing: comparing vessel details; health and safety
on board

Maritime English

Review 2
–– Understand and use the grammar, phonology, and vocabulary taught
in Units 7-12 2 2
skills practised in Units 7‑12
13 Describe visitors on board; describe seafarer training and education
13.1 Grammar: two uses of like
13.2 Vocabulary: adjectives describing physical appearance and
personality; articles of Personal Protective Equipment (PPE) and types
of clothing; words and phrases for seafarer training and education
8 2
13.3 Phonology: unstressed syllables; the weak vowel sound (the schwa)
13.4 Listening and speaking: talking about the history of seafarer training
and education in brief
13.5 Reading and writing: describing the history of seafarer training and
education in brief
14 Describe weather conditions; understand weather forecasts
14.1 Grammar: it; going to
14.2 Vocabulary: months and seasons; adjectives describing weather
conditions; compass references; lights, buoys, shapes and fog signals;
SMCP for briefing on weather information; SMCP message markers
(information and warnings) 10 2
14.3 Phonology: groups of consonant sounds; rising and falling intonation
14.4 Listening and speaking: understanding tide, climate and weather
at sea
14.5 Reading and writing: reporting weather conditions
15 Report events from past voyages; describe main engine and
propulsion
15.1 Grammar: Past Simple (positive form); review of regular and irregular
verb forms
15.2 Vocabulary: verbs relating to ship voyages; vocabulary of safety,
navigation and pilotage; repairs; words and phrases for main engine
and propulsion systems 15 2
15.3 Phonology: reduction and merging of sounds in connected speech
15.4 Listening and speaking: recalling past voyages and lessons from
marine accidents; understanding general information about the
function of engines and propulsion systems
15.5 Reading and writing: narrating a past voyage or marine accident;
describing the functions of engines and propulsion systems
16 Report details of incidents at sea
16.1 Grammar: Past Simple (questions and negatives); question words
16.2 Vocabulary: types of incident; verbs describing accidents; SMCP
message markers (information, warnings and requests); SMCP
distress communications for collision and grounding; SMCP urgency
communications for engine and cargo 20 2
16.3 Phonology: use of pitch and intonation for expressing degrees
of certainty
16.4 Listening and speaking: sending efficient distress communications
16.5 Reading and writing: reporting incidents at sea and on board; dealing
with distress and urgency messages


17 Request for medical assistance
17.1 Grammar: conjunctions
17.2 Vocabulary: articles of protective clothing; parts of the body; verbs
describing injury; items used in basic First Aid; SMCP for urgency
communication: medical assistance request; International Code of 15 2
Signals
17.3 Phonology: rhythm and contrastive stress
17.4 Listening and speaking: requesting medical assistance
17.5 Reading and writing: reporting injury and medical assistance at sea
18 Check task completion in routine operations; VHF communication
regarding bunkering, distress and urgency messages using SMCP
18.1 Grammar: Present Perfect; regular and irregular verb forms
18.2 Vocabulary: verbs relating to bunkering, maintenance and safety
procedures; terms connected with engine types; fuel oil system; tools
18 2
18.3 Phonology: revision of elision, the weak vowel sound, contracted and
merging sounds in connected speech
18.4 Listening and speaking: simulating VHF communication
18.5 Reading and writing: identifying VHF communications regarding
distress, urgency, safety and bunkering operations
Review 3
–– Understand and use the grammar, vocabulary and phonology taught
in Units 13-18 2 2
–– Successfully carry out tasks with combinations of the communicative

Maritime English
Intermediate Level

19 Produce external written and spoken communications to request
and give advice
19.1 Grammar: sentence analysis; the definite article the; modal verb
should 15 2
19.2 Vocabulary: telex abbreviations; SMCP message markers
19.3 Listening and speaking: requesting and giving useful verbal advice
19.4 Reading and writing: requesting advice
20 Understand VHF instructions and give explanations; practise VHF
exchange procedures
20.1 Grammar: Past Continuous; contrast between Past Simple and Past
Continuous; introduction to reported speech
20.2 Vocabulary: review of verbs describing onboard activities; the
readability code for VHF transmissions; phrases for each stage of a 15 2
VHF exchange procedure
20.3 Listening and speaking: illustrating the VHF communication
procedure
20.4 Reading and writing: explaining instructions and dealing with VHF
exchange procedures
21 Discuss work based planning on board
21.1 Grammar: will; revision of contrast between will and going to and
Present Continuous
21.2 Vocabulary: indicators of time 10 2
21.3 Listening and speaking: talking about future work schedules
21.4 Reading and writing: email communications regarding future
work plans
22 Demonstrate an understanding of the relevance of English language
requirements in the STCW Convention, 1978, as amended, to
all seafarers
22.1 Grammar: Present Simple and Continuous; adverbs of frequency
22.2 Vocabulary: stative verbs; phrases for giving opinions, agreeing and
10 2
disagreeing; terminology describing competences from the STCW
Convention, 1978, as amended
22.3 Listening and speaking: discussing the use of English language in the
shipping industry
22.4 Reading and writing: briefing on the STCW Convention
23 Describe anchoring, mooring operations and berthing and
unberthing procedures; describe stages in preparing for sea and for
arrival in port
23.1 Grammar: imperative form for giving orders
23.2 Vocabulary: phrases for anchoring and mooring operations
10 2
23.3 Listening and speaking: understanding anchoring orders and mooring
orders; describing berthing and unberthing procedures, and stages of
departure and arrival
23.4 Reading and writing: safety instructions for anchoring and mooring
operations


24 Describe procedures at international ports; demonstrate
understanding of the safety practices in ports; describe incidents
that occur on shore and on board; write reports of incidents
on board
24.1 Grammar: defining relative clauses; relative pronouns; prepositions in
relative clauses; Past Simple and Past Continuous 10 2
24.2 Vocabulary: compound words; vocabulary of helicopter /
ship operations
24.3 Listening and speaking: comparing port customs clearance differences
in different countries
24.4 Reading and writing: reporting incidents on board
Review 4
–– Understand and use the grammar and vocabulary taught in Units 19-24
2 2
25 Discuss aspects of safety and risk in the workplace; give warnings
and advice concerning safe working practice on board; describe
maintenance and repair work
25.1 Grammar: verb + -ing / verb + to; conjunctions + -ing; modal verbs
must, have to, should, ought to and had better
25.2 Vocabulary: phrases for giving orders, advice and warnings; idioms; 10 2
main engine parts; repairs
25.3 Listening and speaking: taking actions to avoid potential risks at work
25.4 Reading and writing: describing aspects of safety and risk in
the workplace; issuing warnings or advice on safety; reporting
maintenance and repairs
26 Describe meteorological conditions; give navigational warnings;
report damage caused by bad weather at sea; describe procedures
for survival at sea
26.1 Grammar: Present Perfect and Past Simple; adverbs of time yet,
already, just, still and always
26.2 Vocabulary: verbs and connectives describing cause and effect, and
15 3
sea conditions; verbs describing the movement of a vessel; life-saving
equipment on ships; equipment in survival craft
26.3 Listening and speaking: talking about the relationship between
meteorology and ship safety
26.4 Reading and writing: reporting meteorological conditions, damage
caused by adverse weather, and survival procedures at sea
27 Describe how machinery operates; correctly interpret operating
manuals; describe an onboard procedure
27.1 Grammar: Present Simple Passive and Past Simple Passive
27.2 Vocabulary: idioms; conjunctions first, then, next, finally; main
components of auxiliary machinery; navigational aids 15 3
27.3 Listening and speaking: talking about machinery used for
27.4 Reading and writing: describing machinery operations using operation
manuals, and written procedures found on board

Maritime English

28 Describe and explain global security in shipping
28.1 Grammar: Present Continuous
28.2 Vocabulary: verbs and adverbs for describing change; transforming

verb + adverb into adjective + noun; phrases for giving presentations;
vocabulary relating to ship and port security 10 2
28.3 Listening and speaking: discussing security measures on board
28.4 Reading and writing: understanding and explaining global security

concerns in shipping; presenting a current security related issue
affecting seafarers
29 Comprehend and respond to written and oral communications;
discuss problems on board and suggest appropriate solutions
in speech and writing; understand and produce samples of
ship's correspondence and survey reports; describe mechanical
breakdowns and repairs; notify appropriate parties of repairs
29.1 Grammar: articles a, an and the; the zero article; noun + preposition
29.2 Vocabulary: adjectives for categorising types of mechanical

breakdowns; verbs for describing repair techniques; types of onboard 15 3
documentation; partial synonyms; formal and informal phrases for
discussing work related problems
29.3 Listening and speaking: dealing with routine surveys; reporting

problems on board such as mechanical breakdowns
29.4 Reading and writing: reporting problems including mechanical

breakdowns and repairs with appropriate solutions or suggestions;
dealing with ship's correspondence and survey reports
Review 5
2 2
30 Comprehend and participate in radio and internet communications;
clarify misunderstandings in communication; take and deliver
messages accurately
30.1 Grammar: question tags
30.2 Vocabulary: phrases for telephoning; standard phrases for radio

20 3
communication
30.3 Listening and speaking: using Voice Over IP online applications to

send messages
30.4 Reading and writing: participating in radio communication; noting

messages accurately


31 Report recent events; describe the principles of watchkeeping
and safety precautions to be observed during a watch; simulate
handing over watch; predict likelihood of events occurring; produce
written records
31.1 Grammar: Present Perfect Continuous and Present Perfect Simple;

adverbials of time since and for; modal verbs of certainty may, might
and could
31.2 Vocabulary: idioms; uses of get; adverbs of certainty; phrases for

15 3
expressing degrees of certainty; understand and use vocabulary
associated with COLREGs
31.3 Listening and speaking: reporting recent events, discussing

watchkeeping principles and safety precautions; simulating handing
over a watch
31.4 Reading and writing: writing a simple report of recent events, reading
over a watch
32 Describe changes in shipping, ship design and technology
32.1 Grammar: Present Perfect Passive; used to
32.2 Vocabulary: verbs with suffixes; verbs connected with construction

and development; equipment for handling, securing and stowing
cargoes; words and phrases for describing the characteristics
15 3
of stability
32.3 Listening and speaking: talking about changes in shipping, ship design
and technology, cargo handling procedures
32.4 Reading and writing: describing changes in shipping, ship design and
technology, cargo handling procedures
33 Give warnings about the potential problems of marine pollution;
talk about regulations regarding marine protection; describe
pollution avoidance procedures
33.1 Grammar: zero and first conditional clauses
33.2 Vocabulary: conjunctions if, unless, provided that, as long as 20 3

in conditional sentences; partial synonyms connected with
pollution control
33.3 Listening and speaking: talking about marine pollution and protection
33.4 Reading and writing: reading and reporting on marine pollution issues

Maritime English

34 Evaluate different perspectives on a problem and recommend
appropriate action; describe emergency response procedures; give
instructions to passengers in the event of an emergency
34.1 Grammar: second conditional clauses
34.2 Vocabulary: modal verbs would, could and might in conditional

sentences; conjunctions suppose, imagine, what if in conditional
18 3
sentences
34.3 Listening and speaking: instructing passengers and crew members

to evacuate
34.4 Reading and writing: read about emergency response procedures;

describe procedures for evacuation of passengers and crew members
in writing
35 Describe possible causes of events; establish and explain reasons
for breakdowns or faults
35.1 Grammar: relative pronouns; non-defining relative clauses
35.2 Vocabulary: modal verbs may, might and could for deduction; words
15 3
for describing mechanical breakdowns
35.3 Listening and speaking: talking about the causes of events and ways
of reducing errors arising from human factors
35.4 Reading and writing: analysing and reporting the causes of events
Review 6
2 2
–– Successfully carry out tasks using combinations of the communicative
TOTAL 441 91
Note: Teaching staff should note that this outline provides suggestions only regarding the sequence of
maritime topics, the length of time allocated to each learning objective and the amount of time suggested for
self-study. These factors may be adapted by instructors to suit individual groups of trainees, depending on their
previous experience of learning English, their individual learning needs, their ability to communicate and their
knowledge of technical areas. The use of video/computer based training material is optional but will increase
the time suggested for each unit.

Part C: Detailed Teaching Syllabus
Knowledge, understanding and proficiency Primary Supplementary

resources resources
1 Required performance
Ask for and give personal data T1 Un. 1
1.1 Grammar: revise Present Simple; pronouns
.1 conjugate verbs be, do, have in positive, negative and question T2 Un. 1, 2, 5, 6, 7 T3 p 405
forms
.2 recognise and use Present Simple short forms orally and T2 Appdx. 4
in writing
.3 understand and use pronouns I, me, my, mine, etc. T2 Un. 59–62
1.2 Vocabulary: adjectives of nationality
.1 pronounce and write adjectives corresponding to country Flashcards/
names world map
1.3 Phonology: introduction to rising and falling intonation T16 Un. 14, 15
.1 repeat rising intonation in model wh questions
.2 repeat falling intonation in model yes/no questions and
confirmation replies
.3 recognise intonation in questions
1.4 Listening and speaking: greeting and providing personal data relevant
to seafarers
.1 talk about nationality, age, marital status, birth and other T1 Un. 13
personal information relevant to seafarers
.2 exchange personal information orally T16 Un. 1
1.5 Reading and writing: greetings on board
.1 scan read a letter and identify each person’s character and T1 Un. 13 P2 and P3
personalities
.2 find out personal information based on authentic identity T1 Un. 1
documents
.3 note personal information about partners
.4 fill out a ‘particulars of cadet’ form clearly and accurately with
personal information
Describe crew roles and routines T1 Un. 2
2.1 Grammar: Present Simple (question and negative forms; third person
singular); prepositions of time
.1 use Present Simple question, third person and negative forms T2 Un. 6, 7; Appdx.
correctly to describe routine activities on board 3.4; Un. 40, 41
.2 select appropriate prepositions or phrases relating to time T2 Un. 91

Maritime English

resources resources
2.2 Vocabulary: basic verbs; numerical information; alphabet; job titles MarEng Un. 9
and responsibilities
.1 use common verbs to describe work routines
.2 refer to 24 hour clock orally and in writing T5 p 176
.3 memorise and use the international maritime alphabet for T3 p 27 R1 Pt. I/2
noting and giving vessel call signs T4 p 311
MarEng
Intermediate
Un. 8 (Radio
Conventions, Ex. A,
B, E)
MarEng Advanced
Radio
Communication,
Un. 1
.4 recognise different job titles and match with the corresponding
scope of responsibilities
.5 correctly report tank levels
2.3 Phonology: pronunciation of large numbers T16 Un. 14
.1 pronounce large numbers correctly
.2 note large numbers from peer dictation
2.4 Listening and speaking: identifying crew roles on board
.1 brainstorm and note down ideas about crew members’ roles; T16 Un. 2, Un. 8
compare list with verbal description of actual crew roles
.2 note down ships’ call signs correctly by listening
.3 dictate messages using time and the international maritime
alphabet
.4 describe key responsibilities of all crew members
2.5 Reading and writing: describing job requirements in written form
.1 read through a passage and check the key responsibilities of all T5 p 51–52
crew members
.2 read through a passage and describe the work of the deck T3 p 196
department T5 p 55
.3 scan a reading passage to identify ships’ call signs
.4 identify errors when comparing numbers and times in writing
3
Required performance
Name types of vessel, cabins and accommodation; make and
T1 Un. 3
confirm accommodation reservations
3.1 Grammar: there is/are; articles; prepositions of place; possessives
.1 use there is/are to describe places on board T2 Un. 37 Pictures of different
types of vessel
.2 use singular and plural forms of regular and irregular nouns T2 Un. 66 M1
orally and in writing
.3 use a, an and the correctly orally and in writing T2 Un. 65
.4 use prepositions of place to describe various places on board T5 p 23; 53–55
.5 use ‘s to indicate possession T2 Un. 58


resources resources
3.2 Vocabulary: types of vessel, cabins and accommodation; facilities
on board
.1 identify various types of ship from pictures and descriptions T7 p 45–47; 50–56 Pictures of different
P4 p 519 types of vessel
T3 p 62–67 MarEng
Intermediate
Un. 4
.2 label a diagram showing places on a vessel T3 p 81–82 MarEng Advanced
Vessel Types
T5 p 40–44
T4 p 362–366
3.3 Phonology: word stress (i) T16 Un. 1
.1 understand the concept of word stress
.2 count the number of syllables in words
.3 identify the main (stressed) syllable in words
.4 pronounce places on board using correct word stress patterns
3.4 Listening and speaking: naming locations on board and explaining T16 Un. 2
major functional parts of a vessel
.1 talk about locations on board using a vessel diagram
.2 describe the major functional parts of a vessel
.3 exchange information about vessels orally
3.5 Reading and writing: locating parts of a ship and describing their T16 Un. 2
functions
.1 skim a text and name different types of vessel and T3 p 62–67
accommodation
.2 read the sketch of the general arrangement plan of a vessel T3 p 81–82
.3 describe a vessel in written form T3 p 81–82 Pictures of vessels
4
Identify the location and purpose of safety equipment
T1 Un. 4
T2 Un. 106, 107
4.1 Grammar: prepositions of place
.1 describe the position of equipment on board using appropriate T5 p 82–83
prepositions
4.2 Vocabulary: safety equipment
.1 identify and name life-saving appliances T5 p 163–164; 167 T7 p 346–352
(pictures)
.2 give examples of occasions when each item of life-saving T8 p 7; 59; 62–63 T4 p 269
equipment is required M2 T7 p 353–359
Pictures of
life-saving
appliances

Maritime English

resources resources
4.3 Phonology: word stress (ii) T16 Un. 3
.1 recognise and repeat common word stress patterns accurately
from spoken models
.2 recognise that word stress patterns change according to parts of
speech
.3 note word stress patterns when recording new vocabulary items
.4 use a dictionary to check word stress patterns
.5 pronounce the names of life-saving equipment using correct
word stress patterns
4.4 Listening and speaking: describing the purpose of a safety device T16 Un. 4
.1 name the types and kinds of safety device on board P1 and P2
(ship’s particulars)
.2 demonstrate the function of main safety devices
.3 describe the position of items on board orally
4.5 Reading and writing: describing the functions of safety equipment
.1 name different types of life-saving equipment based on a T7 p 352–358
written text
.2 identify the position of life-saving equipment by reading T1 Un. 4
descriptions
.3 explain the function of life-saving equipment by reading
descriptions
.4 describe the position of items on board in writing
Discuss navigational routes and geographic locations; comprehend
T1 Un. 5
standard helm orders; use numerical information for engineering
5.1 Grammar: prepositional phrases of geographic location and
distance; it
.1 select appropriate prepositional phrase to describe location of T2 Un. 108 Geographical maps/
countries and towns atlases
.2 use it as a subject pronoun
5.2 Vocabulary: compass points; longitude and latitude; distances on T4 p 180–181
land and at sea; standard helm orders; numerical information for
engineering
.1 give the longitude and latitude of international cities/ports using T4 p 106
maps/charts
.2 describe the geographic relationship of one place to another R1 A2/1 p 57
Standard wheel
orders
.3 give approximate distances between points on land and at sea T4 p 152–154
using maps and charts
.4 repeat helm orders clearly, accurately and fluently T8 p 44 MarEng
Intermediate
Un. 5, Ex. 7
.5 understand and pronounce mathematical signs and expressions T6 p 75–77
used in engineering correctly


resources resources
5.3 Phonology: introduction to sentence stress T16 Un. 3
.1 use main sentence stress to emphasise degrees of preference
.2 identify key words in short commands
.3 put stress on key words in short commands
5.4 Listening and speaking: understanding and communicating helm
orders when steering the ship
–– understand the standard wheel orders R1
R1
–– role-play the standard wheel orders
T18 p 14–28;
–– practise the standard procedure of repetition, execution, report 45–63; 100–112;
and acknowledgement 130–143
–– identify the differences between orders to be steered by a T3 p 22–23
wheel angle and orders to be steered by a compass course V33 Un. 10
5.5 Reading and writing: naming navigational routes and geographic
locations
.1 identify Aids to Navigation from nautical charts by reading R1
descriptions
A2/1 p 57
.2 identify ship's positions from information on a nautical chart T3 p 198
.3 write a description of ports in a country
Name positions on board; give directions on board and ashore T1 Un. 6
6.1 Grammar: introduction to the imperative form; question forms; T2 Un. 109, 110
prepositional phrases
.1 use the imperative form for giving directions
.2 ask for directions using yes/no and wh question forms
.3 use a variety of prepositional phrases for indicating directions
6.2 Vocabulary: positions on board; vessel directions; common nouns
.1 identify parts of a vessel from diagrams T7 p 8–23 MarEng
Intermediate
Un. 4
Diagrams showing
outline of a vessel
.2 name positions on board from diagrams T4 p 8–11 MarEng
Intermediate
Un. 5, Ex. 4
.3 describe vessel directions in relation to objects and landmarks T5 p 23; 53–55 Diagrams/charts
showing ships'
positions
.4 refer to features of ports T5 p 98–100
6.3 Phonology: linking sounds (consonant /vowel) T16 Un. 9; Un. 8
.1 demonstrate ability to link word-final consonants to initial
vowels in connected speech
.2 practise vowel–consonant linking in given phrases

Maritime English

resources resources
6.4 Listening and speaking: giving directions on board and ashore T16 Un. 8
.1 describe a route ashore (on land)
.2 describe the way to an assigned place on board
.3 ask for and give clear directions
6.5 Reading and writing: comprehending positions and writing directions
.1 identify places on board by reading a written text T1 Un. 3
.2 comprehend written descriptions of parts of a vessel T1 Un. 5
.3 write directions clearly and accurately T4 p 5
Review 1 T1 Review 1
Describe working as a team on board T1 Un. 7
7.1 Grammar: gerunds
.1 use the structures like + noun and like + -ing and understand T10 Un. 117.A
the differences between them
7.2 Vocabulary: adverbs of degree; adverbs of frequency; markers of time
.1 use adverbs of degree to describe the importance of the task
.2 use adverbs of frequency to describe scheduling of tasks T10 Un. 110
.3 use markers of time to state when tasks need to be carried out
7.3 Phonology: use of intonation and pitch to express attitude T16 Un. 14
.1 use rising intonation and high pitch with adjectives expressing
personal opinions
.2 use falling intonation and low pitch with adjectives expressing
personal preference
7.4 Listening and speaking: role-playing a toolbox talk and discussing T7 Un. 7
cooperation
.1 describe the purpose of a toolbox talk and the importance of
teamwork
.2 role-play a toolbox talk
7.5 Reading and writing: reading checklists and writing notices regarding
safety procedures on board
.1 scan read checklists to identify your tasks Safety checklists
.2 write notices to give instructions of tasks
Describe routine operations on board; describe watchkeeping T1 Un. 8
duties; understand standard engine orders
8.1 Grammar: Present Continuous; contrast between Present Simple and
Present Continuous
.1 use the Present Continuous form to describe activities currently T2 Un. 3 Visual material
in progress showing onboard
activities
.2 use the correct spelling with regular and irregular continuous T2 Appdx. 2, 3
verb forms
.3 understand the differences in form and meaning between the T2 Un. 8
Present Continuous (for activities in progress) and the Present
Simple (for routine activities)


resources resources
8.2 Vocabulary: verbs describing routine operations on board; phrases
connected with watchkeeping duties; standard engine orders
.1 revise common verbs to describe work routines from Unit 2
.2 describe activities taking place from pictures / video / audio T11 p 38
prompts
.3 use phrases for describing watchkeeping duties correctly
.4 repeat standard engine orders accurately, clearly and fluently R1 A2/2 p 59
Standard engine
orders
8.3 Phonology: contracted sounds (is/has)
.1 distinguish between is and has correctly in connected speech
by listening to sentence context
.2 use the contracted form of is and has in connected speech
8.4 Listening and speaking: understanding orders from the bridge
.1 identify orders from the bridge
.2 carry out orders from the bridge
.3 exchange information about current and routine situations T11 p 37–38
8.5 Reading and writing: describing routine operations; describing
watchkeeping duties; understanding standard engine orders
.1 note down activities that crew members are engaged in T12 p 38 R1
.2 demonstrate understanding of watchkeeping duties by reading a T13 p 145–147
text and answering questions correctly
.3 read descriptions about current and routine situations
.4 use standard engine orders to communicate instructions in role
play
Discuss food on board; order meals; report damage to food cargoes T1 Un. 9
9.1 Grammar: some and any; would like
.1 use some and any to describe supplies T2 Un. 76
.2 use some and any to order food and drinks
.3 use would like to offer and order food and drinks T2 Un. 34
9.2 Vocabulary: food and drink; adjectives indicating preferences; basic
galley equipment; cooking utensils
.1 name items of food and drink Pictures of: food;
food packaging;
galley equipment
.2 express personal taste using adjectives of opinion
.3 identify, name and describe the purpose of basic galley
equipment and cooking utensils
.4 identify and name different types of packaging of food cargo

Maritime English

resources resources
9.3 Phonology: revision of intonation and pitch, word and sentence stress,
linking sounds, and contracted sounds
.1 practise intonation and pitch from Units 1–8
.2 practise rising and falling intonation introduced in Units 1–8
.3 practise word and sentence stress from Units 1–8
.4 practise linking sounds from Units 1–8
.5 practise contracted sounds from Units 1-8
.6 monitor own performance by listening to a recording of own
voice
9.4 Listening and speaking: talking about cooking and food on board T1 Un. 9
.1 describe how to make food nutritious and tasty T16 Un. 5 www.exploratorium.
edu/cooking
.2 order food from a menu
.3 understand informal conversations in a messroom and café T9 p 190, 196, 198,
200, 201, 207, 210
9.5 Reading and writing: describing personal preferences in food
.1 read menu T1 Un. 9 Example of a café
menu
.2 list personal preferences in food
Understand commands in emergency situations on board T1 Un. 10
10.1 Grammar: demonstrative adjectives; imperatives; must
.1 understand the difference in meaning between this, that, these T2 Un. 68 R1 A1/1.1.11
and those p 26 Person
overboard (for
examples of
imperative form)
.2 use the imperative form correctly for giving urgent commands V4
.3 use must to express obligation and must not to express T2 Un. 27.1 R1 A1/1.1.10 p 23
prohibition in appropriate circumstances


resources resources
10.2 Vocabulary: types of emergency; emergency and life-saving T8 p 7–9; 36; 27–28; M2
equipment; verbs describing emergency situations; introduction to 60–61
SMCP message markers: instructions, questions and answers; SMCP
for distress messages
.1 name different types of emergency situation on board T5 p 96–100 MarEng
Intermediate
Un. 8; Radio
Conventions Ex. F
.2 know and correctly pronounce the names of emergency R1 A1/6 p 41–42 MarEng Advanced,
equipment Message markers Radio Conventions,
Un. 1 Ex. F
.3 use correct verbs and tenses to describe what happens in T4 p 265–268
emergency situations
.4 use SMCP message markers correctly to precede instructions, R1 A1.1.1 p 23 fire, V4
questions and answers in simulated external communications explosion
A1/1.1.10 p 26
abandoning vessel
A1.1.11 p 26
person overboard
.5 demonstrate understanding of the meaning and use of
the vocabulary in SMCP for simulated external distress
communications regarding fire / explosion / abandoning vessel /
person overboard
10.3 Phonology: contractions in connected speech T16 Un. 5
.1 recognise and identify contractions and reductions of future
forms in spoken English
.2 use contractions of future forms fluently in connected speech
.3 recognise contracted auxiliary verbs in the Present Perfect
when listening to spoken models of connected speech
.4 pronounce contracted auxiliary verbs in the Present Perfect in
connected speech
10.4 Listening and speaking: giving emergency alerts T3 p 50
.1 give effective emergency orders verbally
.3 correctly identify message types when listening to a selection of
instructions, questions and answers which use SMCP
.4 understand short oral commands in simulated emergency
situations
.5 react to simulated emergency situations with single spoken
commands which are clear and accurate
10.5 Reading and writing: dealing with emergency situations on board by
receiving or sending commands
.1 read samples of messages sent in distress procedures T9 p 110–112
.2 read and understand written instructions for carrying out T1 Un. 10 Company
general emergency procedures management system
documentation
.3 describe the stages for a general emergency procedure T3 p 318

P4 p 86–88; 92
(emergency
checklists)

Maritime English

resources resources
Check supplies, cargo number and safety, passenger information; T1 Un.11
provide quantities, weights and prices; discuss cargo handling
procedures; report damage to cargoes
11.1 Grammar: countable and uncountable nouns; quantifiers
.1 categorise countable and uncountable nouns T2 Un. 67, 68
.2 enquire about quantities of goods using how much and T2 Un. 77
how many
.3 give information about quantities of various goods using the T2 Un. 85, 86
quantifiers too much/many, (not) enough
11.2 Vocabulary: prices; types of cargo, container and cargo handling T4 p 31–52 T7 p 45–47; 50–56
gear; SMCP for cargo handling; phrases describing cargo damage;
words and phrases for passenger information
.1 exchange information about prices of various goods and T4 p 111–128 MarEng Advanced
cargoes in major currencies Vessel Types; Cargo
Space, Ex. 2–4
.2 revise types of cargo ship and passenger ship T5 p 89
.3 categorise cargoes and list appropriate containers R1 B3/1.1.1 p 97 T12 p 93–99
.4 name types of cargo handling gear and match with relevant T14 p 136–139; 143
cargoes
.5 understand and use tonnage measurements to describe ships’
volumes
.6 understand and use the vocabulary of measurements relating to
loading capacities and quantities in SMCP
.7 know and pronounce correctly words and phrases to describe
different types of cargo damage
.8 practise giving passenger information clearly and concisely in a
range of scenarios
11.3 Phonology: past tense and past participle endings (‑ed) T16 Un. 6
.1 recognise the different pronunciation of three -ed verb endings
(/t/, /d/, /id/)
.2 distinguish between the pronunciation of -ed endings when
speaking
.3 distinguish between the different pronunciations of -ed verb
endings in past participles
.4 pronounce past participles correctly in connected speech
.5 evaluate own pronunciation of -ed verb endings in past
participles by listening to a recording of own voice
11.4 Listening and speaking: exchanging cargo and passenger information T18 Un. 5
.1 listen to and talk about cargo-related messages
.2 send passengers’ information to relevant officers
.3 use SMCP relating to loading capacities and quantities to
exchange cargo details in simulated onboard communication
.4 talk about price of goods in the context of shopping for and T10 p 49, 170
ordering goods
.5 exchange information to complete a store’s requisition form


resources resources
11.5 Reading and writing: processing cargo, safety and passenger T3 p 347–358
information
.1 comprehend requests for numerical information relating to T14 p 260, 262,
quantities, capacities and measurements 251, 283
.2 read and dictate a variety of numerical information correctly
.3 comprehend instructions for packing and stowing cargoes from T14 p 149–175
written texts
.4 comprehend nature of damage caused to cargoes from T9 (select from
authentic texts examples of reports)
p 175–237
.5 write down measurements and quantities given by another
person
.6 write a report on damage to cargo correctly and efficiently
Compare vessel details; deal with health and safety on board T1 Un. 12
12.1 Grammar: comparative and superlative adjectives; infinitive of
purpose; for + -ing
.1 use comparative and superlative adjectives to compare vessels T2 Un. 85, 87, 88
and cargoes
.2 use the structures to + infinitive and for + -ing to explain the T10 Un. 64
equipment used for specific tasks
12.2 Vocabulary: nouns and adjectives relating to vessel specifications;
diseases and injuries; parts of human body
.1 give ship’s dimensions using appropriate nouns and adjectives T3 p 88–89 Pictures of main
equipment used on
board
.2 describe selected equipment in terms of shape and dimensions T7 p 214–223; 234 T15 p 17; 20;
60;150–151
.3 name different parts of the body and describe the symptoms of Company
common illnesses management system
documentation
12.3 Phonology: sentence rhythm and stress T16 Un. 14
.1 identify content words in spoken sentences
.2 stress content words in single phrases
.3 show awareness of rhythm patterns in English by repeating
model sentences correctly
.4 practise using rhythm and sentence stress in conversation
.5 practise main stress in given statements
12.4 Listening and speaking: understanding and discussing how to keep T1 Un. 17
healthy on board and how to prevent epidemics
.1 talk about keeping healthy on board
.2 exchange ideas on how to prevent epidemics

Maritime English

resources resources
12.5 Reading and writing: comparing vessel details; health and safety
on board
.1 comprehend a written text about ships’ systems and equipment T4 p 22–29 MarEng
Intermediate
Un. 10, Ex. 3, 4
.2 identify electrical equipment from written descriptions T7 p 311
.3 write a description of a vessel T3 p 97
.4 report on health and safety conditions on board P2 and P3
(ship’s particulars)
Describe people on board; describe seafarer training and education
13.1 Grammar: two uses of like
.1 use the structure what does … look like? to ask for physical T1 Un. 13
descriptions
.2 use the structure what is … like? to ask for subjective
descriptions
13.2 Vocabulary: adjectives describing physical appearance and T2 Un. 85
personality; articles of Personal Protective Equipment (PPE) and types
of clothing; words and phrases for seafarer training and education
.1 use a wide range of adjectives to describe various people’s
physical appearances
.2 use modifiers and adjectives to give opinions about various T8 p 23–25
people’s personalities
.3 name various articles of PPE, clothing for work and leisure
.4 name different types of training and education for seafarers
.5 name and describe the overall function of some professional
organisations, training institutions and shipping regulations
13.3 Phonology: unstressed syllables; the weak vowel sound (the schwa) T16 Un. 8
.1 identify the strong and weak syllables in word stress patterns
.2 produce the weak vowel sound (the schwa) correctly in single
words
.3 identify the weak vowel sound in spoken models of single
words
.4 evaluate own pronunciation of the weak vowel sound by
listening to a recording of own voice
13.4 Listening and speaking: describe members of crew and ship visitors; T16 Un. 12
talking about the history of seafarer training and education in brief
.1 talk about one’s own training and education
.2 exchange information about training and education that may be
helpful to maritime training
.3 describe visitors on board
.4 accurately describe PPE and clothing


resources resources
13.5 Reading and writing: describing the history of seafarer training and
education in brief
.1 identify a visitor on board from written descriptions Pictures/
photographs of
well-known people
.2 read and discuss the impact of the parts of the STCW R2
Convention, 1978, as amended, pertaining to seafarer training
.3 write a detailed description comparing two or more individuals
.4 write a brief on a specific training programme
Describe weather conditions; understand weather forecasts

14.1 Grammar: it; going to T1 Un. 14
.1 use it to describe weather conditions T2 Un. 26
.2 use the structure going to + verb to describe future events that T10 Un. 23
are planned or certain
.3 demonstrate an understanding of the difference in meaning
between going to and will
14.2 Vocabulary: months and seasons; adjectives describing weather
conditions; compass references; lights, buoys, shapes and fog signals;
SMCP for briefing on weather information; SMCP message markers
(information and warnings)
.1 know and pronounce the names of months and seasons T4 p 76–85 MarEng Advanced
correctly Radio Conventions,
Un. 1, Ex. F
.2 use various adjectives to describe a wide range of weather T3 p 323–335 T3 p 311–314
patterns
COLREGs
.3 use abbreviations of compass points in written note form R1 B1/1.5 T15 p 171–172
Briefing on MarEng
meteorological Intermediate
conditions Un. 6; reading
Satellite weather
map from
newspaper
.4 explain the meaning of various lights, buoys, shapes and fog R1 A1/3.1.1
signals and give examples of occasions when they are used Winds, storms,
tropical storms, sea
state
A1/3.1.2 Restricted
visibility
.5 use SMCP to provide weather information in onboard
communications
.6 use SMCP message markers during simulated external
communications for giving information and warnings regarding
meteorological information

Maritime English

resources resources
14.3 Phonology: groups of consonant sounds; rising and falling intonation T16 p 10
.1 pronounce groups of word-final consonant sounds clearly,
without inserting extra vowel sounds
.2 distinguish between rising intonation question tags for checking
information and falling intonation for eliciting agreement
.3 use rising and falling intonation on question tags appropriately
in connected speech
.4 pronounce groups of consonant sounds at the beginning and
in the middle of words clearly, without inserting extra vowel
sounds
.5 assess own pronunciation by checking a recording of own voice
14.4 Listening and speaking: understanding the tide, climate and weather T3 p 331–336
at sea
.1 listen to tide reports T18 Un. 4
.2 talk about damage to ship caused by bad weather
.3 exchange information on current and anticipated weather in T14 p 52-55
different areas
14.5 Reading and writing: reporting weather conditions
.1 read and comprehend a written text regarding meteorological T3 p 310–311
elements
.2 describe weather conditions based on a selection of MarEng
meteorological information Intermediate
Un. 7
.3 correctly interpret and explain symbolic data from satellite T4 p 167 Samples of English
charts/weather maps language weather
forecasts from
radio/TV and
newspapers
.4 write down temperatures and wind directions correctly when MarEng Un. 7
listening to spoken weather forecasts
15
Report events from past voyages; describe main engine and
T1 Un. 15
propulsion
15.1 Grammar: Past Simple (positive form); review of regular and irregular
verb forms
.1 manipulate Past Simple regular verb changes correctly orally T13 p 159–160
and in writing
.2 memorise Past Simple forms of key irregular verbs with
attention to spelling changes
.3 use Past Simple irregular verb forms correctly orally and in
writing
.4 use the Past Simple in sustained oral and written narrative when
describing past events


resources resources
15.2 Vocabulary: verbs relating to ship voyages; vocabulary of safety, T3 p 180
navigation and pilotage, repairs; words and phrases for main engine
and propulsion systems
.1 use regular and irregular verbs connected with sea travel T13 p 149–152 Nautical Institute
and cargo operations to describe the ports of call on a ship's ‘Marine Accident
passage Reporting Scheme’
(MARS) reports
(from internet)
.2 use verbs connected with general repairs and maintenance to T9 p 263; 268 MarEng
describe a breakdown and repairs Intermediate
Un. 6, Ex. 1–3
.3 use vocabulary of safety, navigation and pilotage to describe T9 p 40–41; 63–64
a ship's voyage (revise terminology connected with routes,
directions, dates, weather and sea conditions)
.4 use words and phrases of main engine and propulsion
.5 name and recognise nouns and verbs relating to main engine
and propulsion
.6 use words to describe malfunctioning of the machineries
15.3 Phonology: reduction and merging of sounds in connected speech T16 Un. 7
.1 recognise the features of reduction in connected speech
(linking, elision, assimilation) from spoken examples
.2 produce models of reduction correctly in controlled speaking
practice
.3 demonstrate ability to merge word-final sounds when followed
by the same initial sounds in connected speech
.4 recognise that certain sounds can change as a result of merging
in connected speech
15.4 Listening and speaking: recalling past voyages and lessons from T3 p 140–143
marine accidents; understanding general information about the
function of engines and propulsion systems
.1 tell stories of a past voyage
.2 illustrate briefly the functions of engines and lubrication
.3 explain events that occurred during a sea passage orally from
prompts
.4 describe the functions of engines and propulsion systems
15.5 Reading and writing: narrating a past voyage or marine accident;
describing the functions of engines and propulsion systems
.1 comprehend stages of a sea passage, based on samples of T4 p 110 Examples of sea
passage plans and charts charts and log
records
.2 read and interpret log book entries T1 Un. 15 Nautical Institute
.3 complete uncompleted short reports T1 Un. 15
.4 write notes about key details of specific past events by listening T4 p 352–353 ‘Marine Accident
to spoken accounts Reporting Scheme’
(MARS) reports
(from internet)
.5 write a report of events that occurred during a sea passage T9 p 167
.6 describe the functions of engines and propulsion systems in
written form

Maritime English

resources resources
Report details of incidents at sea T1 Un. 16
16.1 Grammar: Past Simple (questions and negatives); question words
.1 revise the Past Simple form of regular and irregular verbs in T2 Un. 11
speech and writing
.2 manipulate the negative and question forms of the Past Simple T2 Un. 43
correctly in speech and writing
.3 use a variety of wh questions with the Past Simple in speech T2 Un. 45, 46, 47
16.2 Vocabulary: types of incident; verbs describing accidents; SMCP
message markers (information, warnings and requests); SMCP
distress communications for collision and grounding; SMCP urgency
communications for engine and cargo
.1 name and understand the nature of various types of incidents R1 Pt. III MarEng Advanced
at sea 1.1.3 (collision) Radio Conventions
1.1.4 (grounding) Un. 1; Un. 3
2.1.1 (engines and
equipment)
2.1.2 (cargo)
.2 use a variety of key verbs for explaining the details of different
incidents at sea
.3 revise SMCP message markers for giving information and
warnings
.4 use SMCP message markers for issuing requests
.5 demonstrate understanding of the meaning and use of the R1 A1/2.1 p 30
vocabulary in SMCP for distress communications regarding Technical failure
collision and grounding
.6 demonstrate understanding of the meaning and use of the
vocabulary in SMCP for urgency communications regarding
technical failure and cargo problems
16.3 Phonology: use of pitch and intonation for expressing degrees of T16 Un. 4
certainty
.1 demonstrate understanding of how a speaker’s intended
meaning can be emphasised by the degree of pitch height
.2 use a range of pitch to add emphasis to phrases indicating
uncertainty
16.4 Listening and speaking: sending efficient distress communications T16 Un. 4
.1 give safety warnings and alerts
.2 make Mayday calls
.3 ask for and provide information on the details of an incident T9 p 52; 64; 75;
at sea 221; 275


resources resources
16.5 Reading and writing: reporting incidents at sea and on board; dealing
with distress and urgency messages
.1 read and comprehend the details of a formal report of an T9 p 253–254 Samples of
incident at sea completed incident
reports
.2 identify appropriate types of VHF communication, based on T3 p 13 MarEng
descriptions of incidents at sea Intermediate
Un. 8
.3 use SMCP and message markers during simulated external R1 A1/1.1.4
distress and urgency communications for giving information (grounding)
and warnings regarding collision and grounding or issuing
requests regarding technical failure and cargo problems
4 expand written notes into a formal report giving details of an R1 A1/2.1.2 (cargo)
incident at sea
.5 write notes about the details of incidents at sea by listening to
spoken accounts
17
Request for medical assistance
T1 Un. 17
17.1 Grammar: conjunctions
.1 demonstrate understanding of the meaning of basic T2 Un. 97
conjunctions by using them to combine sentences appropriately
.2 write simple sentences using conjunctions to link ideas
17.2 Vocabulary: articles of protective clothing; parts of the body; verbs T5 p 161–162 V9
describing injury; items used in basic First Aid; SMCP for urgency MarEng Advanced
communication; medical assistance request; International Code Radio Medical
of Signals
.1 name all types of protective clothing used at sea T8 p 46, 47, 52 Pictures of
protective clothing
.2 name parts of the body T4 p 330–332 A First Aid box and
contents
.3 use verbs describing injuries that affect particular parts of the M4 http://www.
body themeter.net/
nautical_e.htm
.4 name and state the purpose of items used in basic First Aid R1 A1/1.3 p 29 http://www.
treatment Medical assistance boatsafe.com/
nauticalknowhow/
flags.htm
.5 use SMCP for requesting medical assistance with appropriate T4 p 325
urgency message marker
.6 use standard phrases from the International Code of Signals to
describe medical problems
17.3 Phonology: rhythm and contrastive stress T16 Un.14
.1 demonstrate awareness of how rhythm is created by stress
patterns in English
.2 demonstrate understanding of how contrastive stress can
change the emphasis of a phrase and communicate the
speaker’s intended meaning
.3 use contrastive stress effectively to change the emphasis of
given phrases

Maritime English

resources resources
17.4 Listening and speaking: requesting medical assistance
.1 get First Aid on board V10
.2 request for medical assistance V11
V12
.3 speak about possible physical injury at sea
.4 identify type of injury from spoken description of physical
symptoms
17.5 Reading and writing: reporting injury and medical assistance at sea
.1 read and comprehend texts regarding medical emergencies T12 p 57
.2 identify the causes, prevention and treatment of common T1 Un. 17
injuries on board from written reports or texts
.3 write basic reports of the causes of minor accidents on board T9 p 66–69
.4 listen to description of injury and complete a written report T9 p 44, 47, 275
accurately
.5 use SMCP, message markers and phrases from the International
Code of Signals during simulated external urgency
communications requesting medical assistance
18
Check task completion in routine operations; VHF communication
T1 Un. 18
regarding bunkering, distress and urgency messages using SMCP
18.1 Grammar: Present Perfect; regular and irregular verb forms
.1 memorise the past participle forms of known key irregular verbs T2 Un. 24B
with attention to pronunciation and spelling
.2 manipulate the Present Perfect correctly in speech and writing T2 Appdx. 1 and 2
.3 demonstrate understanding of the specific use of the Present
Perfect to describe recent actions by using the tense in speech
and writing
.4 use the question form of the Present Perfect to check T10 Un.7, 8
completion of operational procedures
.5 use the positive and negative forms of the Present Perfect
to give information about activities at different stages of
completion
18.2 Vocabulary: verbs relating to bunkering, maintenance and safety
procedures; terms connected with engine types; fuel oil system; tools
.1 revise verbs relating to operational procedures V11 MarEng Advanced
M5 Engine Room
.2 use an appropriate range of verbs to describe maintenance V12 Diagrams of engine
duties in various departments types
V13
.3 use nouns and verbs to describe the stages involved in T7 p 238–239 T3 p 132
bunkering procedures
.4 identify types of engine T4 p 42–44 T12 p 49–52
.5 describe the fuel oil system T15 p 202–206
.6 name hand and machine tools


resources resources
18.3 Phonology: revision of elision, the weak vowel sound, contracted and T16 Un. 12
merging sounds in connected speech
.1 revise elision in connected speech and produce models of
elision correctly in controlled speaking practice
.2 identify main sentence (tonic) stress in functional phrases
.3 revise the weak vowel sound in connected speech
.4 revise contracted sounds in connected speech
.5 revise merging sounds in connected speech
.6 evaluate selected aspects of own pronunciation by listening to a
recording of own voice
18.4 Listening and speaking: simulating VHF communication T16 Un. 6
.1 compare normal speech with VHF protocol
.2 identify some VHF recordings T15 p 53–56
.3 check stages of completion of a variety of tasks from spoken
information
.4 talk about the recent activities with partners
18.5 Reading and writing: identifying VHF communications regarding
distress, urgency, safety and bunkering operations
.1 read message concerning VHF communications regarding T20 p 175–178
distress, urgency and safety T3 p 12–19
.2 simulate urgency procedures T9 p 114–115
.3 refer to a checklist to describe stages of completion in a routine T3 152 T7 p 240
procedure
.4 simulate VHF communication regarding bunkering operations T15 p 53–56
19
Produce external written and spoken communications to request T1 Un. 19 MarEng
and give advice Advanced
Engine Room
19.1 Grammar: sentence analysis; the definite article the; modal
verb should
.1 distinguish between content and structure words
.2 demonstrate understanding of the use of the definite article by T2 Un. 70
inserting it into an abbreviated text
.3 use the definite article, the, correctly in speech and writing
.4 use should (not) to give advice and personal opinions
19.2 Vocabulary: telex abbreviations; SMCP message markers T9 p 289–312
.1 use common telex abbreviations in place of full word forms T3 p 25; 29-41; 46
.2 revise SMCP message markers T4 p 318 Samples of telexes/
R1 A1/16 p 41–42 emails
Message markers
19.3 Listening and speaking: requesting and giving useful verbal advice
.1 ask for and give advice in a range of on board scenarios
.2 identify an electronic message on air
.3 use SMCP to achieve a more effective VHF communication T4 p 319; 326–329

Maritime English

resources resources
19.4 Reading and writing: requesting advice
.1 show familiarity with telex and email writing conventions by T4 p 158–159; 180 Samples of telexes
identifying the location of key information within a telex and emails
.2 read and comprehend abbreviated telex message T3 p 50–58
.3 demonstrate comprehension of abbreviated telex messages by T9 p 69; 71; 72;
transferring telexes into full written form 75–78
.4 demonstrate knowledge of abbreviations by transferring full
messages into telex form
Understand VHF instructions and give explanations; practise VHF T1 Un. 20
exchange procedures
20.1 Grammar: Past Continuous; contrast between Past Simple and Past
Continuous; introduction to reported speech
.1 use the Past Continuous correctly in speech and writing to T2 Un. 13, 14 MarEng
describe repeated or continuous actions in the past Intermediate Un. 8,
Radio Conventions
.2 use the Past Continuous correctly in speech and writing to T9 p 69, 75, 78
describe ongoing activities in the past which were interrupted
by another event
.3 understand the differences in form and meaning between the
Past Simple and Past Continuous
.4 use say and tell correctly in reported speech T2 Un. 50
20.2 Vocabulary: review of verbs describing onboard activities; the MarEng Advanced
readability code for VHF transmissions; phrases for each stage of a Radio
VHF exchange procedure Communication
.1 describe routine onboard tasks orally and in writing using verbs
and nouns previously learned
.2 use the Past Continuous with appropriate verbs with reported T3 p 22–23
speech to explain a problem that occurred in the past
.3 memorise and use the readability code for checking and T4 p 304–306
reporting radio reception
.4 revise phrases for each stage of a VHF exchange procedure: R1 6 General
making contact; agreeing a working channel and switching p 6 Standard
over; exchanging messages; terminating the exchange organisational
phrases
20.3 Listening and speaking: illustrating the VHF communication
procedure
.1 simulate VHF communication Recorded
simulation of VHF
communications
with varying
degrees of distortion
.2 compare real recordings with examples of VHF communication
.3 explain the reasons for and consequences of poor VHF MarEng Advanced
communication VTS in practice


resources resources
20.4 Reading and writing: explaining instructions and dealing with VHF
exchange procedures
. 1 read the text about the VHF exchange procedure MarEng Advanced
Radio
Communication
.2 read and comprehend ship reporting systems
.3 write down the details of required action from a VHF T3 p 50–54
communication
Discuss work based planning on board
21.1 Grammar: will; revision of contrast between will, going to and Present
Continuous
.1 use will to predict future events T2 Un. 27
.2 use will to discuss likely events in the future T2 Un. 28
.3 recognise and use the short forms of will and will not in speech
and informal writing
.4 demonstrate understanding of the difference in meaning T10 Un. 23
between will, going to and Present Continuous
21.2 Vocabulary: indicators of time
.1 use adverbial phrases to refer to future points in time
21.3 Listening and speaking: talking about future work schedules T16 Un. 12
.1 listen to a work briefing on board
.2 talk about preparation for PSC inspection
21.4 Reading and writing: email communications regarding future
work plans
.1 read emails from vessel agent regarding future plans Samples of agents’
emails /
.2 write an email to confirm future plans
22 Required performance T16 Un. 1
Demonstrate an understanding of the relevance of English language
requirements in the STCW Convention, 1978, as amended, to
all seafarers
22.1 Grammar: Present Simple and Continuous; adverbs of frequency T10 Un. 3, 4
.1 understand the differences in form and meaning between T1 Un. 8
the Present Simple and Present Continuous when used for
describing current events
.2 use appropriate present tenses fluently and accurately to T15 p 19–20
describe current events
.3 select appropriate adverbs of frequency and position them
correctly in sentences

Maritime English

resources resources
22.2 Vocabulary: stative verbs; phrases for giving opinions, agreeing and T10 Un. 4
disagreeing; terminology describing competences from the STCW
Convention, 1978, as amended
.1 understand the meaning, form and use of stative verbs
.2 differentiate between active and stative verbs
.3 demonstrate awareness of occasions when stative verbs can be
used in the continuous form
.4 use phrases for giving opinions, agreeing and disagreeing in R2 including
conversation definitions, p 5
.5 use the terms relating to function and competence from
the STCW Convention, 1978, as amended, to describe the
responsibilities of seafarers
22.3 Listening and speaking: discussing the use of English language in the T16 Un. 12
shipping industry
.1 listen to and talk briefly about Maritime English history MarEng Advanced
Port State Control,
Ex. 11
.2 talk about the facilitating role of Maritime English in the
shipping industry
.3 exchange opinions on various approaches to language learning
by comparing different skills and strategies
.4 discuss the impact of the parts in the STCW Convention, 1978,
as amended concerning English language requirements for
seafarers
.5 brainstorm the circumstances in which seafarers need to be R2
able to use English
22.4 Reading and writing: briefing on the STCW Convention
.1 read those parts in the STCW Convention, 1978, as amended R2 P2 and P3
that pertain to English language requirements for seafarers
.2 scan articles about language learning and find information T16 Un. 1
.3 write an individual study plan for improving specific aspects of
English and review the aims and progress at regular intervals
23
Required performance T16 Un. 2
Describe anchoring, mooring operations and berthing and

unberthing procedures; describe stages in preparing for sea and for
arrival in port
23.1 Grammar: imperative form for giving orders
.1 revise the imperative form correctly for giving anchoring and
mooring orders
23.2 Vocabulary: phrases for anchoring and mooring operations
.1 use SMCP correctly for anchoring and mooring R1


resources resources
23.3 Listening and speaking: understanding anchoring orders and mooring T16 Un. 2
orders; describing berthing and unberthing procedures, and stages of
departure and arrival
.1 listen to spoken orders for anchoring
.2 listen to spoken orders for mooring
.3 role play on board communications for anchoring and mooring
.4 describe preparing for sea by using a checklist to confirm P3 p 70 checklist
completion of procedures
.5 describe preparing ship for arrival in port by using a checklist to P3 p 71 checklist
confirm completion of necessary procedures
.6 role-play conversation between Master and Port Control before MarEng
vessel arrives in port Intermediate
Un. 5
23.4 Reading and writing: safety instructions for anchoring and mooring
operations
.1 read and comprehend anchoring, berthing and unberthing T3 p 218
procedures
.2 read safety instructions regarding anchoring and mooring Ship Safety
operations Management
System
.3 make notes regarding anchoring and mooring operations in log Deck and engine
books log books
24
Describe procedures at international ports; demonstrate
T16 Un. 3
understanding of the safety practices in ports; describe incidents
that occur on shore and at sea; write reports of incidents on board
24.1 Grammar: defining relative clauses; relative pronouns; prepositions in
relative clauses; Past Simple and Past Continuous
.1 use the relative pronouns who, whose, that, which and where T2 Un. 101
correctly in defining relative clauses
.2 omit the relative pronoun when it is the object of the verb in T10 Un. 92, 93, 94
defining relative clauses
.3 position prepositions correctly in relative clauses
.4 understand the differences in meaning and form between the T10 Un. 5, 6
Past Simple and Continuous
.5 use the Past Simple and Continuous appropriately when
describing a sequences of events in the past
24.2 Vocabulary: compound words; vocabulary of helicopter/ship
operations
.1 use items from a lexical group of compound words connected T5 p 145–147 V15
with travel in speech and writing
.2 use compound words relating to technical objects and
processes
.3 use compound numbers to identify specific technical nouns T5 p 151–152
and processes
.4 use vocabulary of helicopter/ship operations correctly T8 p 18–20

Maritime English

resources resources
24.3 Listening and speaking: comparing port customs clearance T 18 Un. 1
procedures in different countries
.1 describe differences between customs clearance procedures in
different ports
.2 elaborate on the differences
24.4 Reading and writing: reporting incidents on board
.1 skim a long article for general understanding of incidents and Magazine or news
accidents on board articles
.2 read articles about a sea protest and study samples of original T9 p 319
documents T3 p 356
.3 summarise the key points of a long text T9 p 42, 43, 51, 52, Magazine or news
64, 69, 71, 72, 75, articles; Samples of
221, 275 log books
.4 record key details of routine events in log books T9 p 167

.5 write a detailed report of an incident in an acceptable style and T3 p 391
format
Discuss aspects of safety and risk in the workplace; give warnings

and advice concerning safe working practice on board; describe
maintenance and repair work
25.1 Grammar: verb + -ing / verb + to; conjunctions + -ing; modal verbs T16 Un. 4
must, have to, should, ought to and had better
.1 select either the gerund or the infinitive form correctly when T10 Un. 53, 54,
one verb follows another 56, 57
.2 demonstrate understanding of the difference in meaning T10 Un. 28, 31, 32,
between gerund and infinitive patterns when a verb can be 33, 34, 35
followed by either form
.3 use the -ing form after conjunctions when giving instructions
.4 change the position of the clause containing the conjunction,
according to the required emphasis
.5 select appropriate modal verbs to express obligation and to T5 p 158–160
give advice (must, have to, should, ought to and had better) and
demonstrate understanding of the differences in meaning
25.2 Vocabulary: phrases for giving orders, advice and warnings; idioms; T7 p 234–239
main engine parts; repairs
.1 select an appropriate conjunction (before, after, when or while) T3 p 132–137; 140
to link two clauses in sentences giving instructions
.2 use appropriate phrases with correct grammar construction T15 p 16–33; 40–48
to simulate giving orders, advice and warnings regarding safe
practice at sea
.3 demonstrate understanding that idioms do not have literal T3 p 180
translations
.4 identify and name parts of main engine machinery correctly
.5 use verbs for describing repairs accurately T7 p 262–283
M5


resources resources
25.3 Listening and speaking: taking actions to avoid potential risks at work T3 p 338
.1 talk about some potential risks on board MarEng Advanced
Engine Room
.2 talk about possible actions to avoid risks at an early stage P6
Pictures/diagrams of
engine machinery/
work areas on
board and tools for
labelling
.3 discuss aspects of safety on deck and in the engine room and Sample of a T7 p 118–119
brainstorm areas of risk company Safety R4
Management
System policy based
on the IMO’s ISM
Code
25.4 Reading and writing: describing aspects of safety and risk in T7 p 262–283
the workplace; issuing warnings or advice on safety; reporting
.1 read a sample of a company SMS policy document and note P7 R4
specific information on safety measures for different activities P8
.2 read extracts from Code of Safe Working Practices T5 p 172–173
.3 write a notice warning against risks and giving reminders of safe T5 p 144–145;
practices on board 150–151
.4 make a written plan of routine maintenance activities in
note form
.5 use process writing techniques to produce a piece of written T9 p 153–154; 163,
work in collaboration with partners 164
.6 write a full description of the safety measures to be taken during
a specific operation
26
Describe meteorological conditions; give navigational warnings;

report damage caused by bad weather at sea; describe procedures
for survival at sea
26.1 Grammar: Present Perfect and Past Simple; adverbs of time yet, T16 Un. 5
already, just, still and always
.1 differentiate correctly between the form and meaning of the T2 Un. 20
Present Perfect and Past Simple
.2 use the Present Perfect and Past Simple fluently and accurately
when describing recent and past events
.3 distinguish between the meaning of various adverbs of T10 Un. 7, 8
time frequently used with the Present Perfect and use them
appropriately

Maritime English

resources resources
26.2 Vocabulary: verbs and connectives describing cause and effect, and
sea conditions; verbs describing the movement of a vessel; life-saving
equipment on ships; equipment in survival craft
.1 use a range of verbs and connectives in sentences describing T5 p 116–119
cause and effect/effects and causes
.2 define the characteristics of various sea and tidal conditions T13 p 64–65 Pictures/diagrams
of life-saving
.3 define the terms used to describe the movement of a ship from T3 p 313–316
equipment on ships
diagrams
and of equipment in
.4 identify, name and explain the function of life-saving equipment M2 survival craft
on ships
.5 identify, name and explain the function of the equipment in
survival craft
26.3 Listening and speaking: talking about the relationship between T3 p 331–340
meteorology and ship safety
.1 find out ways to obtain necessary weather forecast R5
.2 discuss how meteorology influences ship safety T4 p 76–85;
.3 note down detailed information about meteorological 161–167; 224–230
conditions from a listening text
26.4 Reading and writing: reporting meteorological conditions, damage
caused by adverse weather, and survival procedures at sea
.1 read and describe weather conditions based on a selection of T5 p 112–113
meteorological information
.2 scan articles and identify all the elements referred to as “the T3 p 311–312 Selected realia:
weather” synoptic charts, tide
tables, tidal stream
.3 study the weather map of a hurricane and describe the weather T12 p 43
and current atlases
in written form
.4 describe correct procedures for survival at sea
.5 write a report of an incident that occurred during bad weather
at sea
27
Describe how machinery operates; correctly interpret operating
T16 Un. 6
manuals; describe an onboard procedure
27.1 Grammar: Present Simple Passive and Past Simple Passive
.1 demonstrate understanding of the difference in form and T2 Un. 21
meaning between the active and the passive voice in the
Present Simple
.2 use the passive voice in the Present Simple correctly
meaning between the active and the passive voice in the Past
Simple
.4 use the passive voice in the Past Simple correctly T10 Un. 43
.5 recognise which verbs cannot be used in the passive voice


resources resources
27.2 Vocabulary: idioms; conjunctions first, then, next, finally; main P1
components of auxiliary machinery; navigational aids
.1 identify some common idioms in a written text and infer their T3 p 169–175
meanings from the context
.2 use conjunctions to describe a sequence of events correctly T15 p 94–126
.3 use marine engineering terms to identify and describe the main T4 p 217–223 Pictures/diagrams of
components of auxiliary machinery marine engines and
auxiliary machinery
.4 identify and describe the main navigational aids T11 p 75–85 Pictures/diagrams of
navigational aids
27.3 Listening and speaking: talking about machinery used for
.1 name and describe the main purpose of the machinery in the
workshop
.2 talk about the consequences of poor machinery maintenance T3 148–168
.3 describe engine safety and hazards including safe use and
operation of electrical equipment
27.4 Reading and writing: describing machinery operations using operation T15 p 34–39; 49–69
manuals and written procedures found on board Engineering
operational manuals
and diagrams
.1 write down some procedures for machinery maintenance MarEng Advanced
Cargo Handling;
.2 read engineering manuals to check operating instructions for T7 p 240–243
Engine Room
engines and systems
Describe and explain global security in shipping T16 Un. 7
28.1 Grammar: Present Continuous
.1 use the Present Continuous fluently and accurately to describe T10 Un. 1
current situations
.2 use the Present Continuous to describe trends and changes
taking place

Maritime English

resources resources
28.2 Vocabulary: verbs and adverbs for describing change; transforming
verb + adverb into adjective + noun; phrases for giving presentations;
vocabulary relating to ship and port security
.1 understand and use a range of verbs for describing different MarEng
changes in trends Advanced
Port Operations:
listening Ex. 2 and 3
.2 understand and use a range of adverbs for describing the speed, MarEng Advanced
time-scale and degree of changes in trends Port Operations;
Presentations
T7 p 119–120
.3 demonstrate understanding of the collocation patterns of verbs ISPS Crew
and adverbs for describing change, in writing Awareness
.4 transform verb + adverb into adjective + noun for describing Internet resources:
changes, in writing IMO; UK MCGA;
USCG, etc.
.5 learn a range of phrases for each stage of a public talk or
presentation
.6 learn and understand vocabulary connected with ship and port R3
security M11
28.3 Listening and speaking: discussing security measures on board
.1 listen to a description of security breach/piracy attack T16
.2 discuss preventative security measures on board
.3 give an oral presentation on a current security issue affecting MarEng
seafarers Advanced
Port Operations:
listening
28.4 Reading and writing: understanding and explaining global security Shipping magazine
concerns in shipping; presenting a current security related issue articles/ conference
affecting seafarers reports
.1 skim a selection of news articles/reports regarding security at T5 p 172–173 Newspaper articles
sea to summarise in
English
.2 write a memo describing measures for ensuring vessel security P10
Comprehend and respond to written and oral communications; T16 Un. 8
discuss problems on board and suggest appropriate solutions
in speech and writing; understand and produce samples of
ship’s correspondence and survey reports; describe mechanical
breakdowns and repairs; notify appropriate parties of repairs
29.1 Grammar: articles a, an and the; the zero article; noun + preposition T2 Un. 65
.1 demonstrate understanding of the difference in meaning T10 Un. 72–78
between a, an and the
.2 demonstrate understanding of the different uses of the by using
it correctly in practice exercises, writing and speech
.3 demonstrate understanding of when the is not used (the zero T5 p 19–20
article) by omitting it in practice exercises, writing and speech
.4 use the pattern noun + preposition when discussing problems T10 Un. 129
(causes of / reasons for / solutions to / problems with, etc.)


resources resources
29.2 Vocabulary: adjectives for categorising types of mechanical T5 p 148
breakdowns; verbs for describing repair techniques; types of onboard MarEng Advanced
documentation; partial synonyms; formal and informal phrases for Cargo Handling;
discussing work related problems engine problems;
Engine Room
(Part 1 Operating
Procedures); Bill of
Lading
.1 describe common mechanical breakdowns by referring to T13 p 149–152 Manufacturers’
visuals and/or a description of symptoms equipment manuals
.2 describe repair techniques using technical verbs
.3 identify, name and describe the function of various types of
written documentation commonly found on board
.4 identify words that have similar meanings (partial synonyms) Samples of notes,
emails and formal
.5 demonstrate understanding of the differences in connotation
letters
and collocation between partial synonyms
.6 differentiate between formal and informal language registers by MarEng
using appropriate phrases for discussing problems Intermediate
Un. 13
29.3 Listening and speaking: dealing with routine surveys; reporting
problems on board such as mechanical breakdowns
.1 name some routine surveys on board
.2 discuss the way to deal with surveys
.3 advise ship’s agents of repairs in simple, clear and appropriate
English
.4 report accidents associated with oil transfer and ballast
operations
29.4 Reading and writing: reporting problems including mechanical
breakdowns and repairs with appropriate solutions or suggestions,
dealing with ship’s correspondence and survey reports
.1 propose solutions to a range of problems outlined in authentic T3 p 384–386 MarEng
written communications to a vessel (faxes, emails, memos, Advanced Cargo
telexes, etc.) Handling; engine
problems
.2 understand the nature and purpose of different types of reading T9 (select different
skill and demonstrate the ability to read authentic texts by types of document)
scanning, skimming and reading for detail
.3 analyse the differences in form and style between written notes T3 p 384–386 MarEng
and formal writing Advanced Cargo
Handling; engine
problems
.4 simulate advising ship’s agents of repairs using a style and Samples of notes,
register appropriate to the text type telexes, emails and
formal letters

Maritime English

resources resources
Comprehend and participate in radio and internet communications;
T16 Un. 10
clarify misunderstandings in communication; take and deliver
messages accurately
30.1 Grammar: question tags
.1 demonstrate understanding of the form and purpose of question T2 Un. 44–49
tags in speech
.2 recognise that the meaning of a question tag depends on the
intonation used
.3 use the correct auxiliary verbs to form question tags for positive
and negative statements
30.2 Vocabulary: phrases for telephoning; standard phrases for radio Internet resources
communication e.g. http://www.
englishclub.com
.1 use a range of phrases in simulated practice of different stages
of a telephone conversation http://www.eslcafe.
.2 use appropriate phrases for clarifying meaning and dealing com; http://www.
with misunderstandings in simulated practice of telephone onestopenglish.com
conversations
.3 demonstrate awareness of language register by responding MarEng Advanced
appropriately to incoming telephone calls Vessel Types;
Cargo Space, Ex.
5,6,7
.4 revise and use standard radio phrases for communication in R16 General p 6 MarEng
simulated practice Advanced VTS in
practice; Radio
Communication
30.3 Listening and speaking: using Voice Over IP online applications to T16 Un. 10
send messages
.1 apply Voice Over IP online applications
.2 respond verbally to live internet messages
.3 discuss strategies for communicating by radio / phone and
demonstrate ability to cope with breakdowns in communication
.4 simulate complete telephone and radio conversations and Audio or video
exchange detailed information accurately training material
presented by a
native speaker
30.4 Reading and writing: participating in radio communication; noting Operating
messages accurately instructions for
hand-held receivers
.1 read through a passage to learn about communication at sea by T5 p 187 MarEng Advanced
radio VTS; Radio
Communication
.2 read notes from a simulated telephone conversation T20 p 170–181
.3 write accurate notes from a simulated telephone conversation


resources resources
Report recent events; describe the principles of watchkeeping and T16 Un. 11
safety precautions to be observed during a watch; simulate handing
over a watch; predict likelihood of events occurring; produce
written records
31.1 Grammar: Present Perfect Continuous and Present Perfect Simple; T2 Un. 19
adverbials of time since and for; modal verbs of certainty may, might
and could
.1 use Present Perfect Continuous to emphasise the duration of
unfinished or recently finished events
.2 revise stative verbs that are not used in the continuous form T10 Un. 29, 30
Appdx. 4.2
.3 distinguish between the meaning and form of Present Perfect
Continuous and Present Perfect
.4 differentiate between the use and meaning of since and for to
describe the duration of an event
.5 use may, might and could in positive and negative forms to T5 p 170–171
express uncertainty about present or future situations
31.2 Vocabulary: idioms; uses of get; adverbs of certainty; phrases for
expressing degrees of certainty; vocabulary associated with COLREGs
.1 understand the most common uses of get and replace get with T2 Un. 56
appropriate alternative vocabulary in formal communication
.2 use a range of adverbs of certainty to make predictions T10 Un. 43.4
.3 use a range of phrases to express varying degrees of certainty T5 p 170–171
and uncertainty
.4 understand and use vocabulary associated with COLREGs T8 p 15–16
.5 understand and use vocabulary associated with engine alarms
31.3 Listening and speaking: reporting recent events, discussing T16 Un. 11
over a watch
.1 describe handing over a watch
.2 discuss factors that may cause an unsuccessful handover
.3 talk about safety precautions in watchkeeping
31.4 Reading and writing: writing a simple report of recent events, reading Company
watchkeeping principles and safety precautions; simulating handing management system
over a watch documentation
.1 summarise the events of a watch after reading entries in T11 p 37–41 M10
completed log records in detail
.2 simulate handing over a watch using checklists and write T13 p 145–149;
information correctly in a format suitable for log record keeping
153–156; 157–160
.3 identify the causes and possible consequences of several T9 p 244–256
problematic situations, based on written reports Sample of
completed log
record books
Sample of an
incident report form

Maritime English

resources resources
Describe changes in shipping, ship design and technology T16 Un. 12
32.1 Grammar: Present Perfect Passive; used to
meaning between the active and the passive voice in Present
Perfect
.2 use the passive voice in Present Perfect to describe changes that T10 Un. 18
have been made or events that have taken place
.3 revise verbs that cannot be used in the passive voice
.4 use used to to ask about and describe activities that happened
regularly in the past
32.2 Vocabulary: verbs with suffixes; verbs connected with construction MarEng
and development; equipment for handling, securing and stowing Intermediate
cargoes; words and phrases for describing the characteristics Un. 3 General
of stability arrangement plans
.1 demonstrate understanding of the meaning of common suffixes Cargo securing
manuals
.2 describe the construction of vessels, buildings or the
development of an area using appropriate verbs
.3 apply knowledge of the general rules regarding suffixes to T7 p 199–202 Pictures of securing
transform parts of speech in controlled writing exercises and lashing
equipment
.4 use the suffix -ise to transfer adjectives and nouns into passive T4 p 118–138 M10
verb forms connected with construction and development
.5 type of equipment used for handling, securing and stowing T11 p 93–99
cargoes
.6 use words and phrases appropriate for describing the T14 p 149–181 M9
characteristics of stability
32.3 Listening and speaking: talking about changes in shipping, ship design
and technology, cargo handling procedures
.1 discuss the reasons of trimming in cargo handling
.2 sum up the principles of rebalancing in stowage
32.4 Reading and writing: describing changes in shipping, ship design and Pilot books
technology, cargo handling procedures
.1 categorise and explain the changes in shipping, ship design and T7 p 80–91 Sample of a guide
ship operation over the last few decades based on information to port entry
gathered from reading texts
.2 scan the passage and outline the general stages in loading and MarEng Advanced
unloading cargo Cargo Handling;
Bill of Lading
.3 read the basic cargo handling documentation T3 p 354–356 M10

.4 outline the general stages in loading and unloading cargo T3 p 241–243
.5 correctly draft samples of cargo handling documentation T9 p 136–143

.6 identify IMDG labels
.7 identify basic signals for operation of equipment including
winches, windlasses, cranes and hoists


resources resources
Give warnings about the potential problems of marine pollution; T16 Un.13
talk about regulations regarding marine protection; describe
pollution avoidance procedures
33.1 Grammar: zero and first conditional clauses
.1 demonstrate understanding of the meaning and form of the zero T2 Un. 99
conditional T10 Un. 38
.2 use the zero conditional to describe facts
.3 demonstrate understanding of the meaning and form of the first
conditional
.4 use the first conditional to give warnings and to make
predictions
.5 change the position of the if clause, according to the emphasis
33.2 Vocabulary: conjunctions if, unless, provided that, as long as in T10 Un. 115
conditional sentences; partial synonyms connected with pollution
control
.1 demonstrate understanding of the differences in connotation
and collocation between if, unless, provided that and as long as
in conditional sentences
.2 use if, unless, provided that and as long as appropriately in
conditional sentences
.3 identify words connected with pollution control that have
similar meanings (partial synonyms)
.4 demonstrate understanding of differences in connotation and
collocation between partial synonyms
33.3 Listening and speaking: talking about marine pollution and protection
.1 discuss marine pollution caused by waste generated on board
.2 exchange ideas on how to avoid marine pollution R9 Website case
studies of pollution
.3 exchange information about controlling oil spills on board R9
at sea
.4 pronounce long numbers, percentages, decimals, sums of
money and other statistical information correctly
33.4 Reading and writing: reading and reporting on marine pollution issues
.1 identify and explain the causes and consequences of marine T16 Un. 13 P11
pollution in writing
.2 read and summarise the regulations introduced by MARPOL to T7 p 124–139
control marine pollution
.3 prepare and deliver a presentation on onboard systems for T9 p 171
preventing and minimising pollution at sea
Evaluate different perspectives on a problem and recommend T16 Un. 14
appropriate action; describe emergency response procedures; give
instructions to passengers in the event of an emergency
34.1 Grammar: second conditional clauses
.1 demonstrate understanding of the meaning and form of the T10 Un. 39
second conditional sentence structure
.2 use the second conditional to discuss hypothetical situations T13 p 108–109

Maritime English

resources resources
34.2 Vocabulary: modal verbs would, could and might in conditional
sentences; conjunctions suppose, imagine, what if in conditional
sentences
.1 use would, could and might appropriately in conditional T10 Appdx. 4
sentences
.2 use the conjunctions suppose, imagine and what if T5 p 171
appropriately in the if clause of conditional sentences
34.3 Listening and speaking: instructing passengers and crew members to
evacuate
.1 explain the evacuation procedure correctly and calmly T16 Un. 14
.2 explain the need for individual awareness of safety on board T3 p 338
.3 describe response procedures and alarm signals for a range of T11 p 187–198 R6
maritime emergency situations
34.4 Reading and writing: read about emergency response procedures; Company SMS
describe procedures for the evacuation of passengers and crew documentation
members in writing
.1 read texts about organising shipboard drills, such as fire fighting T13 p 165–177 MarEng
and abandon ship drills, etc. Intermediate Boat
Drill, Un.11, Ex. 1–4
.2 identify the emergency duties from the Muster List
.3 give a balanced account of a complex situation, summarising Safety onboard – T7 p 330–353
the different perspectives of all parties involved general activities
Describe possible causes of events; establish and explain reasons
for breakdowns or faults
35.1 Grammar: relative pronouns; non-defining relative clauses
.1 revise relative pronouns in relative clauses
.2 demonstrate understanding of the differences in form T5 p 84–85
and meaning between defining and non-defining (‘extra
information’) relative clauses
.3 use non-defining relative clauses to give additional information T5 p 100–102
about a person or an object
35.2 Vocabulary: modal verbs may, might and could for deduction; words T13 p 149–152
for describing mechanical breakdowns
.1 use may, might and could in positive and negative forms to
deduce the reasons for situations that occurred in the past
.2 revise words and phrases for describing mechanical
breakdowns
35.3 Listening and speaking: talking about the causes of events and ways
of reducing errors arising from human factors
.1 talk about experiences of dealing with breakdowns, engine R6
failure and other accidents
.2 discuss how to reduce the influence of human factors in R2
accidents


resources resources
35.4 Reading and writing: analysing and reporting the causes of events
.1 describe possible causes of unusual events from a limited M5 Operation manuals
amount of information
.2 work out causes of machine failure by reading an operation T5 p 152 Ship’s technical
manual drawings
.3 state possible sources of error based on inaccurate readings T5 p 148–150, 210
from electronic navigational aids
.4 write a plan for repairing an electrical or a mechanical fault V32
Note: The terms ‘simulate’ and ‘simulated’ used in the context of this model course syllabus relate to the
English language teaching term meaning ‘role play’ (see Instructor manual), not necessarily to the use of
simulator technology.

Core Section 2:
Specialised Maritime English (SME)

Part 2.1: Specialised Maritime English for officers in charge of a navigational
watch on ships of 500 gross tonnage or more
Part 2.1-A: Course Framework

Aims
Part 2.1 of this model course provides a guide for instructors responsible for teaching Specialised Maritime
English for officers in charge of a navigational watch on ships of 500 gross tonnage or more at operational
level to meet the mandatory minimum requirements for the knowledge, understanding and proficiency in
table A-II/1 of the STCW Code.
This course may be modified to suit the needs of the particular learning environment, for example, by selecting
Objectives
Part 2.1, Core section 2 of this model course covers the requirements set out in chapter II, section A-II/1 of the
STCW Convention, 1978, as amended. The functional element of the section provides the detailed guideline
to support the training outcomes related to navigation at the Operational Level.
The objectives of this part are to:

–– develop trainees’ ability to use Specialised Maritime English to facilitate effective communication
according to their duties and responsibilities;
–– ensure that trainees possess the knowledge, understanding and proficiency in English as set out
in the STCW Code;
–– provide the instructor with other suggested topics to accomplish routine and emergency
communication orally or in written form according to their duties and responsibilities; and
–– promote the language skills for continuing independent learning at sea.
This includes:
–– using English in written and oral form to use charts and other nautical publications;
–– using English in written and oral form to understand meteorological information and messages
concerning ship’s safety and operations;
–– using English in written and oral form to communicate with other ships, coast stations and VTS
centres; and
–– using English in written and oral form to perform the officer’s duties with a multi-lingual crew.
Syllabus content
The content of the syllabus includes all the requirements in the STCW Code regarding the tasks that seafarers
are expected to be able to carry out in English. As it aims to accomplish effective communication, the contents
not only cover all the requirements of the STCW Convention, 1978, as amended but also provide other
practical topics for further Specialised Maritime English practice. The instructor should select and adapt the
topics to suit the needs of the trainees.
Instructors are reminded that this model course is primarily an English language training course and that
full training in technical subjects must be provided separately. Trainees will benefit most from their English
language training if the teaching of technical subjects also includes an element of English. (Suggestions for
integrating English and technical maritime subjects are provided in the Instructor manual.)

Maritime English
Syllabus structure
The syllabus is structured into two areas. Area one is “use English in written and oral form” and area two
is “use IMO SMCP”. Area one consists of 5 units relating to ship officer’s competence and area two gives a
brief introduction about how to use the IMO SMCP. Compared with Core section 1, Core section 2 is more
competence-based. Therefore, it is of necessity to establish a task-oriented layout. There are 5 units in area
one that cover the knowledge, understanding and proficiency in the English language required by the STCW
Code. Area two emphasises the appropriate use of IMO SMCP. As for the useful phrases provided in the
SMCP, they should be adopted during the whole learning process at the instructor’s discretion.
In order for trainees to reach the required levels of competence, it is the instructor’s responsibility to ensure
that trainees are given sufficient time and appropriate practice to become proficient in the use of English for
the specific purposes stated here.
Entry levels
It is suggested that trainees admitted to this section have at least a lower intermediate level of English. Those
who have not completed Core section 1 must demonstrate that they understand and are able to use all the
items of grammar, vocabulary and phonology outlined in the syllabus of Core section 1. They should also
demonstrate that they are able to carry out the tasks in the parts of ‘listening and speaking’, and ‘reading and
writing’ set in Core section 1 with reasonable fluency and accuracy.

Trainer’s experience
Section A-1/6 of the STCW Code states that “…instructors, supervisors and assessors are appropriately qualified
for the particular types and levels of training or assessment of competence of seafarers either on board or
ashore, as required under the Convention.” The instructor should be a qualified teacher of English language
who has the pedagogical skills for language teaching and has sufficient ability in the Communicative Approach,
see Core section 1, part A, Syllabus methodology, content-based instruction and task-based learning, etc. and
has an adequate understanding of marine navigational subjects.
Where possible, it is recommended that a technical subject matter expert collaborates with the Maritime
English teacher.
Equipment needed
size of the room, a voice recorder and a reliable power supply.
with Internet access for sourcing and preparing materials; a printer. Use of a language laboratory is also
recommended.
In this part, it is recommended to provide some onboard facilities or mock-ups for building the marine scenario
on board ships.
Finally, the use of a ship simulator for certain segments of the course will enhance the overall effectiveness of
the teaching and learning process.

Part 2.1-B: Course Outline
COMPETENCE: USE ENGLISH IN WRITTEN AND ORAL FORM AND USE THE IMO STANDARD MARINE
COMMUNICATION PHRASES
1 Use English in written and oral form to 85 54
1.1 Use charts and other nautical publications 10 5
1.2
Understand meteorological information and messages concerning 10 5
ship’s safety and operation
1.3
Communicate with other ships, coast stations and VTS centres
.1
Routine communication 10 5
.2
Emergency communication 5 5
1.4
Perform the officer’s duties
.1
Keep a log and other voyage records 5 3
.2
Identify and describe ship’s type, structure and equipment 5 3
.3
Demonstrate the basic communications regarding cargo 5 3
handling in port
.4
Give a brief introduction to IMO Conventions and Port State 5 3
Control
.5
Explain the operation basics of navigational aids 5 3
.6
Request ship repairs and maintenance for navigational 5 3
equipment
.7
Demonstrate the basic communications regarding Emergency 5 3
Responses on ships
.8
Keep ship’s correspondence 5 3
.9
Read relevant chapters and excerpts of maritime publications 5
1.5
Communicate with a multi-lingual crew
.1
Establish communication and demonstrate the ability to 5 5
communicate in routine and face-to-face situations on board
ship
.2
Demonstrate the ability to communicate with other crew 5 5
members, especially multi-lingual and multi-ethnic crew
2
Understand and use IMO Standard Marine Communication Phrases 5 2
Total 90 56
Note: Instructors should note that the hours for lectures and exercises are suggestions only as regards sequence
and length of time allocated to each objective. These factors may be adapted by instructors to suit individual
groups of trainees depending on their experience, ability, equipment and staff available for training.

Part 2.1-C: Detailed Teaching Syllabus
COMPETENCE: USE ENGLISH IN WRITTEN AND ORAL FORM AND USE THE IMO IMO Reference
STANDARD MARINE COMMUNICATION PHRASES
TRAINING OUTCOMES: STCW Code table A-II/1
Demonstrates a knowledge and understanding of:
1 Using English in written and oral form
2 Using IMO Standard Marine Communication Phrases
COMPETENCE: USE ENGLISH IN WRITTEN AND ORAL FORM AND USE THE IMO References
Use English in written and oral form to:
1.1 Use charts and other nautical publications (10 hours)
–– explain symbols and abbreviations on a chart especially navigational P13
marks, obstructions, contours, soundings, bottom nature, traffic lanes and A1
separation zones, etc.
–– develop and practise a glossary of the key items with definitions relating to P3 p 59–60
information given on a chart A1
–– explain the title, explanatory notes including warnings given on a chart P20 p 1–11
–– create a dialogue to prepare the ship with an appropriate routeing chart by T12 p 19–24, p 25–30
using given information A2
–– explain how to select standard charts by areas or routes with a given P27 p 15–60
chart catalogue
–– discuss in pairs or group, information from nautical publications such as P27 p 100–133
Sailing Directions, Ocean Passage for the World, Mariner’s Handbook, A3
Almanac, Tide Table, List of Lights and Fog Signals, List of Radio Signals,
Notices to Mariners, radio navigational warnings and Guide to Port Entry, etc.
–– interpret corrections of charts and publications by Notices to Mariners, T3 p 267–370
worldwide and nationwide
–– compile a glossary of the terms and abbreviations used in ECDIS
–– explain the functional basics of electronic charts
1.2 Understand meteorological information and messages concerning ship’s safety and
operation (10 hours)
–– obtain accurate meteorological information from Sailing Directions, Ocean R1, A2, A3
Passage for the World, routeing charts, Mariner’s Handbook
–– obtain the climatological information from routeing charts and Sailing P14 p 3–7; p 21–24;
Directions for route planning p 26–29; p 49–85, A2, A3
–– interpret key meteorological symbols and abbreviations P14 p 110–123
–– interpret information from a given title on a weather chart P15 p 26, p 32
–– note the weather bulletin from a given sample P15 p 35-38, p 43–46
–– render to a colleague the basic meteorological information from selected radio P15 p 66, p 194–199,
navigational warnings p 396–416, T3 p 311–316
T2 p 43–48, P31 p 40–42
–– brainstorm with colleagues the actions to be taken on board due to P36, P37
meteorological warnings received from weather services

1.3 Communicate with other ships, coast stations and VTS centres
.1 Routine communication (10 hours) T17 p 109–136
–– explain the standard abbreviations and commonly used service codes R1
P3 p 66–67, p 78–85
–– interpret AIS data and draft a short AIS safety related message by using a P22 p 133–139
given sample
–– practise the International Phonetic Alphabet using written terms and P27 p 357–368
sound samples
–– use the message markers in routine radio communication P3 p 65
–– apply the standard routine communication procedures by using P16 p 24–34
different scenarios
–– create dialogues with VTS centres using the Ship Movement Reporting P21 p 175–208
System MAREP and local Ship Reporting Systems P27 p 350–356
P27 p 157–165
–– create VHF communication with other ships to avoid collisions with pilot P28 p 60–67
stations while entering port, and with VTS centres for arrival, departure, P35
transit, report, etc.
–– demonstrate the ability to give commands to assist tugs and related T12 p 40, p 120–124
personnel during berthing and unberthing procedures
.2 Emergency communication (5 hours) T17 p 153–162
–– apply the correct procedure for transmitting a distress alert/call P27 p 347–349
–– create distress messages based on different scenarios in written and P27 p 370–377
oral form
–– simulate acknowledgement of distress messages
–– listen to orally simulated emergency situations and practise the given
scenarios with colleagues
–– simulate on-scene communication between different parties involved
in SAR
–– demonstrate Urgency and Safety communications and practise the given
scenarios with colleagues
–– scan the navigational warnings/NAVTEX
–– demonstrate procedures for transmitting distress calls on radio
using GMDSS
1.4 Perform the officer’s duties
.1 Keep a log and other voyage records (5 hours)
–– explain the requirements to keep a proper log and other voyage records R8
on board P17 p 73–95
–– summarise the types of information to be properly recorded according to
the company’s Safety Management requirements
–– develop a glossary to keep a log on routine scenarios such as ocean P3 p 43
passages and coastal navigation P18 p 101–148
–– develop a glossary to record incidents, accidents and other abnormal
situations on board
–– develop a glossary to record performance checks and tests of
navigational systems
–– scan and draft logs and records by using given scenarios

Maritime English
.2 Identify and describe ship’s type, structure and equipment (5 hours)
–– identify and describe different kinds of ship T7 p 50–79
–– identify the principal structural members of a ship and the proper names T7 p 144–179
for the various parts
–– brainstorm new developments and innovations in shipping, ship design and P25 p17–26, T3 p 62-80
marine technology
–– summarise the main functions of major deck machinery T12 p 1–6, P25 p 13–17
–– identify the fire fighting and lifesaving equipment on board ship T3 p 98–103, P31
–– outline the general arrangement of safety equipment and practise how to P25 p 27–33, P31, P34
report and record its working condition
–– brainstorm the correct procedures for routine safety operations and
emergency response onboard through pictures or videos
–– understand the general arrangement, repair list, survey report and other
related documents
.3 Demonstrate the basic communications regarding cargo handling in port
(5 hours)
–– name the port/ship cargo handling facilities R9, R10
T12 p 85–90
–– give clear instructions and orders, request corrective action and give P25 p 379, p 389–394
arguments
–– give correct orders regarding improper packaging, marking, handling P25 p 99–112
techniques, dunnage and securing arrangements
–– use the SMCP for cargo handling procedures and reporting incidents
related to cargo damage
–– understand items, inserts and appropriate remarks in cargo documents T3 p 348–366
–– understand the term “dangerous and hazardous substances” P32 p 144–151
–– simulate in a dialogue effective communication between ship and T12 p 85–90
terminal personnel
–– demonstrate the understanding of regulations related to carriage of cargo
–– simulate how to take the necessary equipment/fittings and measures to
adjust the trim and stability of a vessel under different loading conditions
–– simulate how to give orders for the appropriate securing and lashing of
cargo in different loading situations
.4 Give a brief introduction to IMO Conventions and Port State Control (5 hours)
–– read extracts from IMO instruments R2, R3, R6, R5, R8, R9
–– study a specific accident scenario and point out the violation of regulations P27 p 1–10
of IMO conventions
–– explain and understand the background, main purposes and procedures of T12 p 61–66
Port State Control
–– understand the items of a PSC checklist and related non-conformities P32 p 215–22
–– simulate appropriate communication with the PSCO
.5 Explain the operation basics of navigational aids (5 hours)
–– identify the name and basic working principles of navigational aids P3 p 46–67
–– read the extracts from operator manuals for navigational aids on the bridge P27 p 12–14
P30 p 215–229
–– identify and note down the status regarding navigational aids P32 p 87–104
T12 p 31–36

.6 Request ship repairs and maintenance for navigational equipment (5 hours)
–– give clear oral and written instructions on operations, maintenance, safety T7 p 314–337
guards and repair work
–– initiate and maintain a conversation about the condition and operation
–– comprehend written technical texts and manuals
–– use the SMCP for briefing on navigational aids and equipment status
–– write a report on major malfunctions
.7 Demonstrate the basic communications regarding Emergency Responses on
ships (5 hours)
–– illustrate in oral and written form the emergency situations and alarm R1
signals on board P3 p 44–45
P21 p 11–174
P28 p 185–208
–– brainstorm the appropriate action to be taken in given emergency situations T12 p 49–54
–– give an announcement in public concerning emergency situations on T12 p 67–72
board ship
–– simulate appropriate communication with passengers concerning safety
matters
–– brainstorm the consequences of marine pollution and explain the P29 p 175–183
importance for a shipboard oil spill contingency plan
–– report on the use of safety equipment considering different scenarios
including fire, abandoning ship and survival at sea
–– report the location and condition of safety equipment T12 p 55–60
–– use the SMCP in drills and distress messages involving fire, explosion,
grounding, pollution, piracy, armed attack SAR operations and
communication with a helicopter
–– apply message markers connected with the corresponding SMCP
–– describe physical symptoms and types of injuries
–– comprehend radio medical advice
–– understand basic information regarding medical assistance for ships
–– draft a basic report concerning incidents on board ship
.8 Keep ship’s correspondence (5 hours)
–– comprehend the main information from samples of ship’s correspondence T18 p 2.1–2.11
p 4.1–4.12, p 6.1–6.9
–– write a witness statement or report T18, p 9.1–9.3, p 10.1–10.6
.9 Read relevant chapters and excerpts of maritime publications (5 hours)
Read publications of:
–– pollution-prevention requirements
–– seaworthiness of the ship
–– preventing, controlling and fighting fires on board
–– life-saving appliances
–– monitoring compliance with legislative requirements
–– personnel and ship safety
–– study a sample of a damage report and identify the key elements

Maritime English
1.5 Communicate appropriately with a multi-lingual crew
.1 Establish communication and demonstrate the ability to communicate in M11
routine and face-to-face situations on board ship (5 hours)
–– describe and compare orally events, places, processes (e.g. ports, voyages,
weather conditions)
–– exchange information orally giving opinions, and agree or disagree giving
points of view
–– understand orders, ask for and give relevant information
–– conduct appropriate VHF communication to avoid collisions
–– simulate internal communication between crew members during berthing T3 p 215–217
and unberthing operations T12 p 79–84
.2 Demonstrate the ability to communicate with other crew members, especially P12 p187, p241–285
multi-lingual and multi-ethnic crews (5 hours)
–– demonstrate the knowledge and ability to apply social conventions and
awareness of cultural aspects and language diversities appropriately
–– compare the basic philosophy of at least two cultures; e.g. religions, habits,
politeness, do’s and don’ts, etc.
–– identify the language problems that can arise and endanger effective
communication on board ship
–– identify the social responsibilities of crew members and illustrate the P32 p119–13
challenges involved
–– listen to orders and messages spoken by non-native English speaking
persons and identify the basic information
–– write down tips on how to improve working relationships on board P33 p187–204
–– discuss in groups the expected standards of work and behaviour at sea
Understand and use IMO Standard Marine Communication Phrases (SMCP) R1
(5 hours) T17
–– describe the background and purpose of the IMO SMCP
–– demonstrate the use of the IMO SMCP
–– explain the structure of the IMO SMCP
–– brainstorm the major advantages and limitations of the IMO SMCP

Part 2.2: Specialised Maritime English for officers in charge of an engineering
watch in a manned engine-room or designated duty engineers in a
periodically unmanned engine-room

Aims
English for officers in charge of an engineering watch in a manned engine-room or designated duty engineers in
a periodically unmanned engine-room at the operational level to meet the mandatory minimum requirements
for the knowledge, understanding and proficiency in table A-III/1 of the STCW Code.
Objectives
Part 2.2, Core section 2 of this model course covers the requirements set out in chapter III, section A-III/1
of the STCW Convention, 1978, as amended. The functional element of the section provides the detailed
guideline to support the training outcomes related to engineering at the Operational Level.

–– enable trainees to have an adequate knowledge of the English language related to marine
engineering;
communication orally or in written form according to their duties and responsibilities;
–– develop trainees’ ability to use engineering publications written in English and perform the
engineer’s duties;
in the STCW Code;
–– give trainees wide-ranging opportunities to practise communication in English for both maritime
and general purposes; and
–– promote the language skills essential for continuing independent learning at sea.
Syllabus content
The marine engineering syllabus content for this part includes all the requirements in the STCW Code regarding
the tasks that marine engineers are expected to be able to carry out in the English language.
integrating English and maritime subjects are provided in the Instructor manual.)

Maritime English
Syllabus structure
This part consists of 12 units of content which are divided into two areas. The first area mainly emphasises
the knowledge of the English language to enable the officer to use engineering publications. The second area
mainly focuses on the English language to enable the officer to perform engineering duties.
that trainees are given sufficient time and appropriate practice to become proficient in both reading and
writing in SME regarding marine engineering.
Entry levels

has an adequate understanding of marine engineering subjects.
English teacher.
Equipment needed
recommended.
on board passenger ships.

Competence: use English in written and oral form

1 Adequate knowledge of the English language to use engineering 93 50
publications
1.1
Use publications of main and auxiliary machinery and associated 57 29
control systems
1.2
Use publications of fuel, lubrication, bilge, ballast and other pumping 6 3
systems and associated control systems
Use publications of electrical, electronic and control systems
1.3 9 4
Use publications of hand tools, machine tools and measuring
1.4 3 2
instruments for fabrication and repair on board
Use publications of pollution-prevention requirements
1.5 3 2
Use publications of seaworthiness of the ship
1.6 3 2
1.7
Use publications of preventing, controlling and fighting fires on board 3 2
Use publications of life-saving appliances
1.8 3 2
Use publications of monitoring compliance with legislative
1.9 3 2
requirements
Use publications of personnel and ship safety
1.10 3 2
2 Adequate knowledge of the English language to perform 12 6
engineering duties
2.1
Use internal communication systems 3 2
2.2
Maintain a safe engineering watch 9 4
Total 105 56

COMPETENCE: USE ENGLISH IN WRITTEN AND ORAL FORM IMO Reference
TRAINING OUTCOMES: STCW Code table A-III/1
1 Adequate knowledge of the English language to use engineering publications
2 Adequate knowledge of the English language to perform engineering duties

Adequate knowledge of the English language to use engineering publications
Use publications regarding main and auxiliary machinery and associated
1.1
control systems
.1 Marine diesel engines, marine steam turbine and marine gas turbine (9 hours)
–– read and use the terminology of engine construction P 5 (Ch. 4, p 54–119)
–– describe the working parts of marine engines P38 (Ch. 3, p 31–80),
P38 (Ch. 2, p 7–30),
P39 (Ch. 2, p 5–10),
P41 (Ch.2, 3, p 9–67)
–– obtain and interpret the maintenance and repair information from the A4
manufacturer’s instruction book
–– write the maintenance/repair records and spare parts application form A5
.2 Marine boiler (6 hours)
–– read and use the terminology of marine boiler construction and boiler type P40 (Ch. 2, p 18–59)
–– describe the major function of a marine boiler P41 (Ch. 4, p 68–94)
–– describe the working principle of different types of marine boiler
–– obtain and interpret the maintenance and repair information from the A6
–– write the maintenance/repair records and spare parts application form
.3 Shafting installations, including propeller (3 hours)
–– read and use the terminology of shafting installations, including propeller P41 (Ch. 11, p 193–202),
P42 (p 1–137)
–– describe the arrangement of a shafting system using a drawing
.4 Other auxiliaries, including air compressor, purifier, fresh water generator, heat
exchanger, refrigeration, air-conditioning and ventilation systems (18 hours)
–– read and use the terminology and abbreviations of the different types of P41 (Ch.7, 9, p 130–146, p
pump, air compressor, purifier, fresh water generator, heat exchanger, 173–192)
refrigeration, air-conditioning and ventilation systems
–– describe their working principles
–– obtain and interpret the maintenance and repair information from the P43 (Ch. 1, p1–40; Ch. 2,
manufacturer’s instruction book p 40–77; Ch. 4, p 112–138;
Ch. 11–12, p 333–391)
–– write the maintenance/repair records and spare parts application form P44 (Ch. 2, p 4–21)


.5 Steering gear (3 hours)
–– read and use the terminology and abbreviations of the construction and P41 (Ch. 12, p 203–222)
working principles of steering gear P44 (Ch. 9, p 286–313)
P45 (Ch. 5, p 69–192)
P46 (Ch. 9, p 9–1~9–12)
–– obtain and interpret the maintenance and repair information from the P51 (Ch. 9, p 306–324)
–– write the maintenance or repair records and spare parts application form
.6 Automatic control systems (6 hours)
–– read and use the terminology and abbreviations of the marine automatic P47 (Ch. 3, p 65–115)
control system
–– describe the working principle of basic control strategies P48 (Ch.1, p 2–34); Ch. 13,
p 786–846)
–– obtain and interpret the maintenance and repair information from the
–– write the maintenance/repair records and spare parts application form P51 (Ch. 7, p 231–255)
.7 Fluid flow and characteristics of lubricating oil, fuel oil and cooling systems
(3 hours)
–– read and use the terminology and abbreviations in the diagram of P49 (p 3–18)
lubricating oil, fuel oil and cooling systems
.8 Deck machinery (6 hours)
–– read and use the terminology and abbreviations of marine deck machinery T7 (Ch. Ch. Ch. 9, p1
including mooring winch, windlass and cargo crane 96–216)
P43 (Ch.Ch. 13, p 392–417),
P51 (Ch.Ch. 3, p105–156;
–– obtain and interpret the maintenance and repair information from the Ch. 5–7, p 178–255)
1.2 Use publications regarding fuel, lubrication, bilge, ballast and other pumping systems
and associated control systems
.1 Pumps and piping systems, including control systems (3 hours)
–– read and use the terminology and abbreviations in the diagram of bilge, P41 (Ch. Ch. 6, P 108–129)
ballast and other pumping systems and associated control systems P43 (Ch. Ch. 5, p
139–175) P51 (Ch. Ch. 10,
p 332–394)
–– obtain and interpret the maintenance and repair information from the P53 (Ch. Ch. 2-6, p 4–102)
manufacturer’s instruction book R15
.2 Oily-water separators (3 hours)
–– read and use the terminology and abbreviations in the structure of P41 (Ch.7, p 140–142)
oily-water separator P43 (Ch.3, p 78–111)
–– describe the working principle of an oily-water separator

Maritime English

1.3 Use publications regarding electrical, electronic and control systems
.1 Electrical system (3 hours)
–– read and use the terminology and abbreviations of electrical equipment: P62 (Ch. 2, p 10–14)
generator and distribution systems P62 (Ch. 6, p 40–46)
P51(Ch. 5–6, p 178–228)
–– read and use the terminology of electrical motors including starting
P62 (Ch. 14, p 92–100)
methods
–– read and use the terminology of high-voltage installations
–– describe the preparing, starting, paralleling and changing over of generators
.2 Electronic system (3 hours)
–– read and use the terminology and abbreviations of electronic equipment P41 (Ch. 14, p 270–288)
P51 (Ch. 7, p 231–255)
–– obtain and interpret the functions, characteristics and features of control
P54 (Ch. 22-23, p 541–629)
systems for machinery items from the manufacturer’s instruction bo
P62 (Ch. 19, 138–156)
.3 Control systems (3 hours)
–– read and use the terminology of and abbreviation for electronic equipme P62 (Ch. Ch. Ch. 19,
p 138–156)
–– describe the various automatic control methodologies and characteristics
1.4 Use publications regarding hand tools, machine tools and measuring instruments for
fabrication and repair on board (3 hours)
–– read and use the terminology and abbreviations of fabrication and repairs T7 (Ch. Ch. Ch. 14,
on board including materials, hand tools, machine tools and measuring p 316–337)
instruments P41 (Ch.16, p 316–330)
–– describe the processes used for fabrication and repair
1.5 Use publications regarding pollution prevention requirements (3 hours)
–– read and use the terminology of and abbreviations for pollution prevention T7 (Ch. Ch. Ch. 6,
from ships in the marine environment p 124–130)
–– describe the precautions to be taken to prevent pollution from ships in the
marine environment
–– obtain and interpret the requirements from anti-pollution publications R9
1.6 Use publications regarding seaworthiness of the ship (3 hours)
–– read and use the terminology and abbreviations of seaworthiness of the ship T7 (Ch. Ch. Ch. 16, p
including stability, trim, watertight integrity and ship construction 364–376), R6
–– describe the measures to be taken to ensure the seaworthiness of the ship R11
1.7 Use publications regarding preventing, controlling and fighting fires on board
(3 hours)
–– read and use the terminology of and abbreviations for preventing, controlling P43 (Ch. Ch. Ch. 14,
and fighting fires on board p 418–457)
–– describe the procedures of preventing, controlling and fighting fires on board R6
–– describe how to use the fire fighting equipment on board
–– report a fire incident/accident


1.8 Use publications regarding life-saving appliances (3 hours)
–– read and use the terminology of and abbreviations for life-saving appliances P56 (Ch.Ch. 3, p 52–74)
on board
–– describe the procedure to launch the life boat and life raft R6
–– describe how to maintain the life-saving appliances R2
–– obtain and interpret the requirements for life-saving appliances from
related publications
1.9 Use publications regarding monitoring compliance with legislative requirements
(3 hours)
–– read and use the terminology of and abbreviations for legislative requirements T7 (Ch. Ch. Ch. 6,
p 116–123), R2, R9, R6
–– comprehend the legislative requirements regarding maritime safety, security
and pollution prevention
1.10 Use publications regarding personnel and ship safety (3 hours)
–– recognise and demonstrate the use of symbols and abbreviations on board P55 (Ch.1, p 1–5; Ch. 5–6,
regarding safety p 30–40), R6, R11
–– read and use the terminology of safety of personnel and the ship
–– describe the procedures and safe working practices designed to safeguard
personnel and the ship
–– brainstorm what kind of measures should be taken to avoid accidents
Adequate knowledge of the English language to perform engineering duties
2.1
Use internal communication systems (3 hours)
–– demonstrate the use of internal communication systems
–– describe and explain the major functions of the internal
communication systems
–– simulate effective communication by using the internal
2.2
Maintain a safe engineering watch
.1
English language associated with taking over and handing over a watch (1 hour)
–– describe and explain what preparation work should be done when taking R2 (Ch. VIII, Pt. 4-2), A8
over and accepting a watch
–– demonstrate the procedure of taking over and accepting a watch
.2 English language associated with keeping a watch and handing over a watch
(1 hour)
–– describe and explain what work should be done during watch keeping R2 (Ch. VIII, Pt. 4-2), A8
–– brainstorm how to maintain a safe watch
–– simulate handing over a watch
.3 English language associated with maintenance of the machinery space logs
and the significance of the readings taken (1 hour)
–– use the proper words and phrases to keep an Engine Log Book R2 (Ch. VIII, Pt. 4-2), A8
–– explain the importance of the machinery space logs and the significance of
the readings taken
.4 English language of safety and emergency procedures (2 hours)
–– read and use the terminology and abbreviations of safety and P56 (Ch. 3, p 52–74)
emergency procedures
–– describe and explain the safety and emergency procedures on board

Maritime English

.5 English language of application of leadership and team working skills (1 hour)
–– brainstorm the importance of leadership and team working skills P57 (Ch.1–2, p 1–88), P58
(Pt. 4)
.6 English language associated with Port State Control (2 hours)
–– read and use the terminology of PSC inspections R14
–– describe and explain the preparation work for PSC inspections
–– role play a PSC inspection on board
.7 English language associated with bunkering operation (1 hour)
–– read and use the terminology of bunkering operations P59 (Ch. 11–13, p 85–97),
P60 (Ch. 9–16, p 49–130)
–– describe and explain the bunkering procedure
–– role play a bunkering operation
–– write the bunkering application form

Part 2.3: Specialised Maritime English for Electro-Technical Officers (ETO)
Aims
English for Electro-Technical Officers to meet the mandatory minimum requirements for the knowledge,
understanding and proficiency in table A-III/6 of the STCW Code.
The content of this part more than fulfils the English language requirements of the STCW Code. Provided that
the material is properly taught, trainees who complete all relevant aspects of the syllabus successfully will
arrive at the levels of competence in the English language set out in the STCW Code.
Instructors who intend to select from, or adapt the syllabus in this part, should be sure to retain the elements
that pertain to part A of the STCW Code.
Objectives
–– enable trainees to have an adequate knowledge of the English language related to an ETO’s
responsibilities;
–– develop the trainees’ ability to use engineering publications written in English and perform the
ETO’s duties;
–– ensure that trainees possess the knowledge, understanding and proficiency in the English
language as set out in the STCW Code;
–– give trainees wide-ranging opportunities to practise communication in English for both maritime
and general purposes; and
Syllabus content
The syllabus content for this part includes all the requirements in the STCW Code regarding the tasks that
marine Electro-Technical Officers are expected to be able to carry out in the English language.
integrating English and technical maritime subjects are provided in the Instructor manual.)
Syllabus structure
The syllabus structure consists of 11 units of content which are divided into two areas. The first area mainly
emphasises the knowledge of the English language to enable the officer to use engineering publications. The
second area mainly focuses on the English language to enable the officer to perform engineering duties.

Maritime English
writing in SME regarding marine electrical, electronic and control engineering.
Entry levels
items of grammar, vocabulary, and phonology outlined in the syllabus of Core section 1. They should also

has an adequate understanding of marine electronic and electrical subjects.
English teacher.
Equipment needed
whiteboard; a supply of good quality whiteboard markers. When making use of audiovisual materials, it
should be ensured that appropriate equipment is available such as a CD or DVD player with speakers suited
to the size of the room, a voice recorder and a reliable power supply.
The following items are useful but would be recommended: a video recorder; a projector; a computer with
internet access for sourcing and preparing materials; a printer. Use of language laboratory is also recommended.

Competence: use English in written and oral form

1 Adequate knowledge of the English language to use engineering 48 25
publications
1.1
Use publications of mechanical engineering systems 2 1
1.2
Use publications of electrical and electronic control systems 10 5
1.3
Use publications of generators and distribution systems 9 5
Use publications of automation and control systems of main
1.4 12 6
propulsion and auxiliary machinery
Use publications of computers and computer networks on ships
1.5 2 1
Use publications of bridge navigational equipment and
1.6 13 7
2 Adequate knowledge of the English language to perform the 56 29
officer’s duties
Use English in written and oral form to describe electrical and
2.1 12 6
electronic control systems
Use English in written and oral form to describe generators and
2.2 10 5
distribution systems
Use English in written and oral form to describe automation and
2.3 15 8
control systems of main propulsion and auxiliary machinery
2.4
Use English in written and oral form to describe computers and 3 2
computer networks on ships
Use English in written and oral form to describe bridge navigational
2.5 16 8
equipment and communication systems
Total 104 54

TRAINING OUTCOMES: STCW Code, table A-III/6
1 The English language to use engineering publications
2 The English language to perform the officer’s duties

Adequate knowledge of the English language to use engineering publications
1.1 Use publications regarding mechanical engineering systems (2 hours)
Describe the following using the correct terminology: T3
–– prime movers, including main propulsion plant P5 p 15–25 and p 171–175
–– engine-room auxiliary machinery T3, P66 p 418–439
–– steering systems T6, P66 p 446; 448
–– cargo handling systems P68
–– deck machinery T6, P68
–– hotel systems P41
Use publications regarding electrical and electronic control systems (10 hours)
1.2
Describe the following using the correct terminology:
–– electro-technology and electrical machinery theory P78 p 55–59
–– electrical measuring instruments and tools P79 p 116–121
–– AC motor P78 p 105–107
P79 p 306–307
–– AC frequency converter
P78 p 241–244
–– electronics and power electronics P79 p 308–309
–– drive and control of deck machinery P41 p 179–186
–– electric drive and control of steering gear P66 p 448–452
–– electrical drives technology P66 p 375; 377
–– electrical materials technology P74
–– electro-hydraulic and electro-pneumatic control systems P71, P73
Use publications regarding generators and distribution systems
1.3
Describe the following using the correct terminology:
AC generators (2 hours)
.1 P79 p 290–294
P78 p 235–249
P74 p 286–287
DC generators (1 hour)
.2 P79 p 305
P80
Switchboards (1 hour)
.3 P74 p 269
Ship power system (3 hours)
.4 P80 p 82, P77, P71 p 69
P71 p 69, P71 p 69, P75
Ship high-voltage power system (2 hours)
.5


1.4
Use publications regarding the automation and control systems of main propulsion
and auxiliary machinery (12 hours)
Describe the following systems using the correct terminology:
–– read the terminology of automation, automatic control systems and P66 p 462–465
technology
–– develop a glossary of the terminology of effect laws of regulators P66 p 465-469
–– list the terminology of programmable logic controllers
–– read the terminology of fuel oil viscosity automatic control system T3
–– express the terminology of the automatic control of an auxiliary boiler P66 p 470–473
–– interpret the terminology of the automatic control of a purifier P41 p 153–158
–– note down the terminology of common types of sensor P74 p 248–253
–– explain the terminology of the fire detecting method and detectors P74 p 428–430
–– list the terminology of the main engine remote control system P67, P76, P64
–– develop a glossary of the terminology of instrumentation, alarm and P74 p 247–257
monitoring systems
1.5
Use publications regarding computers and computer networks on ships (2 hours)
–– read the terminology of configuration of a commercial computer system P74 p 433–435
–– read the terminology of a computer operation system
–– read and use the terminology of word and sheet processing software
–– read a glossary of the terminology of computer network and communication P83
protocols
–– list the terminology of the security of a ship's computer network P83
1.6
Use publications regarding bridge navigation equipment and ship communication
systems (13 hours)
–– an Integrated Bridge System
–– compositions of Radar P63, P65 p 1–13
–– Global Positioning System P22 p 360–361, P81
–– Automatic Identification System P64 p 37–41
–– Voyage Data Recorder
–– marine gyrocompass P74 p 410–411
–– echo sounder P74 p 416–419
–– marine speed log P74 p 411–413
–– ECDIS
–– GMDSS P22 p 37–41
–– Inmarsat system P22 p 143–148
–– marine VHF system
–– compositions of the NAVTEX system P22 p 372–373
–– EPIRB P22 p 58–60
–– SART P65 p 80–81
–– marine telephone exchanger
–– compositions of a sound-powered telephone
–– compositions of a public address system

Maritime English

Adequate knowledge of the English language for the purpose of maintenance and
repair of electrical and electronic equipment
2.1
Use English in written and oral form to understand electrical and electronic
and control systems (12 hours)
–– interpret the maintenance and repair of an AC motor P70 p 124–125
P72 p 95–97; 100–101
P78 p 105–109
P79 p 308–309
P79 p 309–315
2.2
Use English in written and oral form to describe generators and distribution
systems (10 hours)
–– maintenance and repair of AC and DC generators P79 p 290–294
P79 p 294–305
–– keep a detailed record of the maintenance and repair of switchboards
P78 p 203–206
T15
P78 p 94–97
T15
P78 p 189–191
–– interpret the maintenance of a ship power system
–– demonstrate the detection of electric malfunction, location of faults and P72 p 67; 87; 93; 128
measures to prevent damage P78 p 193
Use English in written and oral form to describe automation and the control
2.3
systems of the main propulsion and auxiliary machinery (15 hours)
–– dictate the detection of faults of a main engine remote control system P66 p 463–465
P66 p 465–467
T15
P66 p 470–473
P41 p 153–158
P74 p 248–253
P74 p 428–430
P67
–– recognise the functions of alarm and monitoring systems P76
P74 p 247–257
2.4
Use English in written and oral form to describe some trouble shooting P74 p 433–435
scenarios on computer hardware, operating system and computer networks on P83
ships (3 hours) P83
2.5
Use English in written and oral form to describe some trouble shooting T18
scenarios on bridge navigation equipment and ship communication systems P65 p 55–57
(16 hours) P22 p 360–361
P65 p 67–68
P74 p 410–411
P74 p 416–419
P74 p 411–413
P22 p 37–41
P22 p 143–148
P22 p 372–373
P22 p 58–60
P65 p 80–81

Part 2.4: Specialised Maritime English for GMDSS radio operators

Aims
English for GMDSS radio operators to meet the mandatory minimum requirements for the knowledge,
understanding and proficiency in English language set out in section A-IV/2 of the STCW Code.
Objectives
–– develop trainees’ ability to use English effectively when using the GMDSS;
in the STCW Code;
–– provide instructors with a suggested framework for introducing selected topics from the SMCP,
as required by the STCW Convention, 1978, as amended;
–– give trainees wide-ranging opportunities to practise communication in English for maritime
search and rescue purposes; and
Syllabus content
The syllabus content includes all the requirements set out in the STCW Code regarding the tasks General
GMDSS Operators are expected to handle in English. Since the maritime content aims to cover all the
requirements on General GMDSS Operators of the STCW Convention, 1978, as amended, the instructor may
need to select and adapt the topics suiting the needs of the trainees.
Syllabus structure
writing in SME regarding marine engineering.
This syllabus consists of 3 units according to the requirements of the English language for General GMDSS
Operators set out in the STCW Convention, 1978, as amended. These topics are essential parts of the work for
General GMDSS Operators on board ships and are organised in the order of priority.
Entry levels

Maritime English

has an adequate understanding of GMDSS.
English teacher.
The Instructor manual of this model course provides guidance for instructors in the application of communicative
teaching methodology to Maritime English.
Equipment needed
language maritime resources (see Teaching aids in the Bibliography in this model course).
recommended.
on board ships.

Competence: transmit and receive information using GMDSS subsystems and equipment and fulfilling the
functional requirements of GMDSS

1 The English language, both written and spoken, for the 28 14
communication of information relevant to safety of life at sea
1.1
Use Maritime Safety Information and special services 8 4
1.2
Read GMDSS operational instructions and communication 12 6
publications
Role play communication based on distress, urgency or safety
1.3 8 4
scenarios
Total 28 14

COMPETENCE: TRANSMIT AND RECEIVE INFORMATION USING GMDSS IMO Reference
SUBSYSTEMS AND EQUIPMENT AND FULFILLING THE FUNCTIONAL
REQUIREMENTS OF GMDSS
TRAINING OUTCOMES: STCW Code, table A-IV/2
1 The English language, both written and spoken, for the communication of
information relevant to safety of life at sea

1
The English language, both written and spoken, for the communication of

information relevant to the safety of life at sea
1.1 Use Maritime Safety Information and special services (8 hours)
–– read NAVTEX messages including meteorological and navigational warnings, A9
etc. to become familiar with special terms and message patterns and extract
important information from Enhanced Group Calling (EGC) messages by
scan reading
–– read EGC messages including meteorological warnings and navigational A9, A10
warnings, etc. to become familiar with special word message patterns and
scan read to identify the key information in the EGC message
–– understand Maritime Safety Information (MSI) broadcasts on VHF/ MF/
HF radio
–– draft special service text messages to obtain special services from relevant P84
coastal special stations (for example MEDICO)
–– demonstrate communication with coastal special service stations (for example R3
meteorological stations) to obtain special services
1.2 Read GMDSS operational instructions and communication publications (12 hours)
–– scan read the relevant List of Radio Signals and/or ITU References to obtain M12, R16
the specific information


1.3 Role play communication based on distress, urgency or safety scenarios (8 hours)
–– render the correct Calling Procedures for transmitting a distress P27 p 347–349
alert/call/message
–– create distress messages based on different scenarios in written and oral form P27 p 370–37
–– simulate a distress communication with colleagues on given scenarios
between two or more vessels
–– create correct acknowledgements of given distress messages P85
–– create a distress call by a station, not itself in distress, based on a R1 p 32–3
given scenario
–– simulate the cancellation of a given false distress alert/call R1 p 29
–– demonstrate distress/urgency/safety traffic with relevant simulated parties, e.g. R1 p 56
RCC, SAR unit, and information provider, etc.
–– listen to simulated emergency communications on VHF with background
noise and record the information in writing
–– simulate urgency and safety communications based on given scenarios R3 p 2–24, p 2–26
applying the correct Calling Procedures

Part 2.5: Specialised Maritime English for personnel providing direct service to
passengers in passenger spaces on passenger ships
Aims
English for personnel providing direct service to passengers in passenger spaces on passenger ships, to meet
the mandatory minimum requirements for the knowledge, understanding and proficiency in English language
set out in section A-V/2 of the STCW Code.
This course may be modified to suit the needs of the particular trainees’ learning environment.
Objectives
–– develop the trainees’ ability to use Specialised Maritime English to establish effective
communication according to their duties and responsibilities;
in the STCW Code;
–– provide the instructor with other suggested topics to train the trainees for routine and emergency
communications;
–– promote the language skills for continuing independent learning at sea; and
–– prepare trainees to develop the English language skills that may be used in crowd management
and crisis management scenarios.
Syllabus content
The syllabus content includes all the requirements in the STCW Code regarding the specific tasks that
personnel, depending on their duties, may be required to perform in an emergency. This communication may
be carried out in English. As it aims to accomplish effective communication, the contents not only cover all the
requirements of the STCW Convention, 1978, as amended, but also provide other practical topics for further
Specialised Maritime English practice. The instructor should select and adapt the units to suit the needs of the
trainees.
Syllabus structure
This syllabus is competency-based and task-oriented, and emphasises the appropriate usage of the IMO SMCP
and other essential phrases, instructions and procedures for personnel providing direct services to passengers
on passenger ships. It consists of 4 units. Unit 1 considers instructions on board ship; the trainees should
have the ability to communicate with and lead the passengers, giving appropriate instructions in different
situations. Unit 2 simulates the various drills on board ship; the trainees should simulate different patterns of
drill procedures under various emergency situations. Unit 3 concerns human behaviour in emergencies. In
Unit 4, trainees practise communications, related to crowd and crisis management in an emergency.
that trainees are given sufficient time and appropriate practice to ensure genuine competence in the use of
English for the sake of the safety of the passengers.

Entry levels
It is suggested that trainees admitted to this section have at least an elementary level of English. Those who
have not completed Core section 1 must demonstrate that they understand and are able to use all the items of
grammar, vocabulary and phonology outlined in the syllabus of Core section 1. They should also demonstrate
that they are able to carry out the tasks in the parts of ‘listening and speaking’, and ‘reading and writing’ set in
Core section 1 with reasonable fluency and accuracy.
Since these personnel will provide direct services to passengers, their English skills, particularly speaking and
listening, should be emphasised. Ensure the trainees have attained an appropriate level of competency in
General Maritime English as in Core section 1, before entering into the specific knowledge background required
for personnel providing direct services to passengers on passenger ships as contained in Core section 2.

has an adequate understanding of marine subjects, especially relating to the service work undertaken on
passenger ships.
English teacher.
The Instructor manual of this model course provides guidance for instructors in the application of communicative
teaching methodology to Maritime English.
Equipment needed
language maritime resources (see Teaching aids in the Bibliography in this model course).
The following items are recommended: a video recorder; a projector; a computer with internet access for
sourcing and preparing materials; a printer. Use of a language laboratory is also recommended.
In this part, it is also recommended to provide some onboard facilities or mock-ups for building the marine
scenario on board passenger ships.

Competence: ability to communicate with passengers during an emergency

1 The likelihood that the ability to use elementary English vocabulary 42 20
for basic instructions can provide a means of communicating with
a passenger in need of assistance whether or not the passenger and
crew member share a common language
1.1
Give instructions on board ship 8 5
Role play the various drills on board ship
1.2 15 5
Discuss human behaviour in emergencies
1.3 10 5
Practise the communication related to crowd and crisis management
1.4 9 5
in an emergency
Total 42 20

COMPETENCE: ABILITY TO COMMUNICATE WITH PASSENGERS DURING AN IMO Reference
EMERGENCY
TRAINING OUTCOMES: STCW Code, table A-V/2
1 The likelihood that the ability to use elementary English vocabulary for basic
instructions can provide a means of communicating with a passenger in need
of assistance whether or not the passenger and crew member share a common
language
COMPETENCE: ABILITY TO COMMUNICATE WITH PASSENGERS DURING AN IMO Reference

EMERGENCY
1
The likelihood that the ability to use elementary English vocabulary for basic
instructions can provide a means of communicating with a passenger in need
of assistance whether or not the passenger and crew member share a common
language
1.1 Give instructions to passengers (8 hours)
–– recognise the safety symbols and signage on board R1, R5, R13
–– introduce the life-saving and fire-fighting appliances to passengers T18 p 30-43, p 114–128
T3 p 25–43
V33 Un. 11 Ex.1–3
–– role play giving instructions to passengers in emergency situations V34 B2/1.1–1.4, B4/1.1–1.2,
B4/3.1–3.2
Role play the various drills on board ship (15 hours)
1.2
–– identify the potential dangers and explain the needs for drills to passengers R1, R13
–– role play the procedures in emergency T3 p 56–61
V33 Un. 11 Ex.1
–– broadcast the emergency announcements for guidance V33 Un. 11 Ex.1
–– role play the use of standard SMCP orders for evacuation and boat drills via V34 B4/2.1–2.6
the public address system
1.3
Discuss human behaviour in emergencies (10 hours)
–– inform passengers about the emergency situation
–– direct the passengers and other personnel to their muster stations
–– reassure passengers in panic
Practise the communication related to crowd and crisis management in an
1.4 M14, V29
emergency (9 hours)
–– deliver clear and concise decisions in an emergency
–– communicate information with and feedback from passengers and other
personnel
–– give clear reassuring orders
–– practise communication in mustering procedures

Part D: Instructor Manual
Detailed Contents
Page
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Background to the Communicative Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Principles of the Communicative Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Language for communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
The role of students and teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Learning styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Learning English through English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Learning by doing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Real life communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Classroom management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Input and lesson planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Stages of lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Task Based Learning (TBL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Active learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Pair and group work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Managing group work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Monitoring work in progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Dealing with different levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Feedback and correcting group work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Teaching the three language systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Teaching grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Presentation techniques: explaining meaning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Presentation techniques: focusing on form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Correcting errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Teaching vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Approaches to Vocabulary Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Key issues in vocabulary teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Strategies and tasks in learning vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Presenting new vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Practising new vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Revising vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Extending vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Testing vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Recording vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Detailed Contents
Page
Teaching pronunciation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Teaching English sounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Connected speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Word stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Teaching English sounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Intonation and pitch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Teaching the four communication skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Adapting tasks and supplementing material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
The receptive skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Teaching listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Pre-listening tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
While-listening tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Post-listening tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Teaching reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Pre-reading activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
While-reading activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Reading for detailed comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Post-reading activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Teaching speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Developing accuracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Standard Marine Communication Phrases (SMCP). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Promoting fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Integrating writing into teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Controlled writing: sequence level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Controlled writing: paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Guided process writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Content-Based Instruction (CBI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Models of CBI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Strategies and tasks in CBI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Content Based Instruction – Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Twinning activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Teaching and learning with modern facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Maritime English Teaching aided by marine simulators . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Computer Aided Language Learning (CALL) in Maritime English education . . . . . . . . . . . . . 187
Web-based Maritime English teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Introduction
Model course 3.17, Maritime English, is designed to help trainees develop their communicative competence
in English to a level that will enable them to satisfy the competences relating to English language set out in the
STCW Code. The concept that underpins the specific requirements of the STCW Code is that seafarers are
required to be competent in using English for professional purposes (see appendix A of this model course).
To help instructors achieve this aim, the authors have selected the Communicative Approach as the principal
means of instruction and student learning in combination at times with other approaches such as Content
Based Instruction, Task Based Learning and Lexical Approach. For effective language teaching and learning
to take place, instructors need an understanding of the Communicative Approach methodology in order to
be able to create tasks appropriate to their students’ learning needs, to develop the trainees’ communicative
competence and to implement a syllabus that meets the requirements defined by the STCW Code.
This Instructor manual gives Maritime English teachers an introduction to the principles, terminology and
techniques of the contemporary Communicative Approach to language teaching. It:
–– gives a brief outline of the background to the Communicative Approach
–– includes classroom management guidance
–– presents the rationale behind each ‘strand’ of the multi-syllabus structure used in this model
course
–– gives clear instructions for a range of tasks for teaching grammar, vocabulary and pronunciation
–– gives clear instructions for a range of tasks for teaching listening, speaking, reading and writing
–– incorporates ideas for adapting authentic texts for language learning
–– gives guidance on using the internet and multimedia resources
–– suggests Content Based Instruction and ‘twinning’ as a way of integrating the teaching of English
and technical maritime subjects.
Although this manual cannot substitute effective teacher training, it can help instructors who have varying
degrees of experience. Those who are already familiar with communicative teaching may wish to ‘dip in’ to
selected parts of the manual to find new teaching activities. Instructors who have little or no knowledge of
communicative teaching are advised to pay particular attention to the sections ‘Principles of the Communicative
Approach’ and ‘Classroom management’ and to refer regularly to the manual when planning lessons.
Note: All instructors should be aware that although this model course promotes communicative learning, it
does not prescribe any single teaching method; each teaching situation being unique. As a result, instructors
need to trust their own knowledge of the students and the local environment along with assessing the
students’ needs and discovering what might work best for the trainees and themselves when implementing
the communicative aims of the course.
Background to the Communicative Approach

Communicative English teaching has been evolving since the 1970s and its principles are now widely accepted
as the basis for teaching both general and specific English. Contemporary teacher training programmes and
the most widely used course books are founded on the principles of communicative language teaching.
Prior to the 1970s, language education theorists, psychologists and researchers sought to devise a method
for teaching foreign languages that would guarantee successful learning. Several methods were developed,
some of which became the established mode of thinking for several years. During the 1960s and 1970s,
the Audiolingual method became popular, its legacy being the widespread use of language laboratories
worldwide. Central to the techniques of Audiolingualism was the behaviourist belief that, via the ‘stimulus and
response’ concept, learners could be trained to speak English correctly by first listening and then responding

Maritime English
to units of language presented in carefully graded sequence. Although aspects of Audiolingualism have been
carried through to the Communicative Approach, it is now recognised that teaching needs to incorporate
a broader and more realistic view of language use and language learning, views which have emerged from
research into second language acquisition.
This research has exposed the limitations of the Audiolingual method; however, it is important to recognise
why this method gained currency during the 1960s and 1970s. Audiolingualism itself was a reaction to the
traditional practice of foreign language teaching which was based on techniques for teaching the ancient
classic languages of Latin and Greek. Since students of these languages were required to read rather than
speak, learning was traditionally based on analysing and memorising structure for the purposes of translation.
This system was known as the Grammar Translation method, and although it may have worked well for
classics scholars, it cannot cater adequately for those who need to be able to speak in foreign languages today.
Many other methods emerged from the 1960s onwards, among them Situational Language Teaching, The
Silent Way, Suggestopedia and the Natural Approach. Each attempted to pinpoint ‘the right way’ to teach
languages and although each method has merits and has furthered the debate, none can be said to provide
the definitive solution.
For the Maritime English instructor’s use, it is worthwhile contrasting the principal advantages of the
Communicative Approach to teaching a foreign language against traditional language learning methods,
as analysed by David Nunan. The summary below was developed for General English teaching purposes;
however, the similarities with Maritime English teaching are clear:
Traditional Approaches Communicative Approach

1 Focus on learning: Focus on communication
Focus is on language as a structured system of
grammatical patterns
2
How language items are selected: Based on what language items the learner needs to know in
Based on linguistic criteria alone order to get things done
3
How language items are sequenced: The emphasis is on content, meaning, relevance and interest
This is determined on linguistic grounds
4
Degree of coverage: The aim is to cover only what the learner needs and sees
The aim is to cover the ‘whole picture’ of language as important
structure by systematic, linear progression
5
View of language: A variety of language is accepted, and determined by the
A unified entity with fixed grammatical patterns character of particular communicative contexts
and a core of basic words
6 Type of language used: Genuine, everyday language is emphasised
Tends to be formal and bookish
7 What is regarded as a criterion of success: Aim is to have students communicate effectively and in a
Aim is to have students produce formally correct manner appropriate to the context they are working in
sentences
8 Which language skills are emphasised: Spoken interactions are regarded as at least as important as
Reading and writing reading and writing
9
Teacher/student roles: Is student-centred
Tends to be teacher-centred
10 ttitude to errors:
A Partially correct and incomplete utterances are seen
Incorrect utterances are seen as deviations from the as important steps in the learning process rather than
norms of standard language just ‘wrong’
11
Similarity/dissimilarity to natural language learning: Resembles the natural language learning process in that the
Reverses the natural language process by content of the utterance is emphasised rather than the form
concentrating on the form of utterances rather than
on the content
(adapted from Quinn 1984: 61–64)

Thus, the beliefs behind the Communicative Approach are that:

–– learners learn a language through using it in order to communicate
–– authentic and meaningful communication should be the goal of classroom activities
–– spoken fluency is an important dimension of communication
–– communication involves the integration of different language skills
–– learning is a process of creative construction and involves trial and error.
However, it is an approach rather than a method. Today, educationalists are no longer concerned with the
search for a single method which provides a formula for teaching language. Modern instructors recognise that
there are no hard and fast rules dictating how to teach but that they can select from the best of many methods.
The field of research into language learning and teaching is constantly evolving. New areas of interest in
language teaching continue to emerge in response to globalisation and the international role of English. Since
the late 1990s, we have seen the development of many different areas including: the Lexical Approach;
learner training; changes in Task Based Learning; e-learning; distance learning; an increase in English for
Specific Purposes; and more. Many of these areas will draw on elements of the Communicative Approach: it
has become a defining methodology on which to build and adapt.
With this range of approaches available, instructors need to be clear about the aims of their particular courses
and the needs of their particular group of learners so that they can make informed choices about which
techniques best suit their circumstances. The Communicative Approach is not all encompassing, and does not
meet the needs of every class in every country, but it can provide a solid base to help instructors develop their
own style of effective teaching. Maritime English comes under the category of English for Specific Purposes
and as such, the Communicative Approach will yield the best results if combined with task or content based
teaching and learning.
Principles of the Communicative Approach

For seafarers to be able to communicate effectively, they need to be able to use and understand English in a
range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of
language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and
writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears
and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer
can demonstrate the ability to do this, he/she proves his/her communicative competence in English.
The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops
communicative competence. ‘Being able to use English’ can be done more at elementary levels and
intermediate levels in this model course: introducing communication practice at an early stage helps students
to become confident in their ability to use English. By actively communicating in English from the beginning,
students develop their communication skills and strategies and confidence, as well as knowledge of the
language itself. ‘Being able to understand’ should be more emphasised for ‘Specialised Maritime English’ for
the purpose of meeting the amended STCW competence of seafarers in terms of Maritime English, derived
from related practices and operations on board.
The underlying practice of the Communicative Approach is based on:

–– language as a practical tool of communication
–– student-centred teaching
–– English taught through English
–– students learning by active involvement
–– learning tasks reflecting real life communication.
Each of these principles will now be expanded in the sections that follow.

Maritime English
Language for communication

Language can be divided into two broad categories for teaching purposes: competences and skills.
Language competences cover:

–– vocabulary
–– grammar
–– phonology
–– listening and speaking
–– reading and writing.
and the first three systems form the majority of the input about language, or the new material that students are
taught. (See ‘Input and lesson planning’ section for further explanation.)
In this model course, language competences are achieved mainly by Core section 1, especially in respect
of the grammar. The input is based on a ‘common core’ of language needed by all learners, regardless of
their profession. Incorporated along with this common core input is the maritime input, i.e. the fundamental
terminologies and phrases that seafarers require for communication. The majority of input is related to the
context of seafaring, both in General Maritime English (GME) and Specialised Maritime English (SME).
Language skills refer to the four communication skills:

–– listening
–– speaking
–– reading
–– writing.
Learners need to be competent in each of these skill areas in order to combine and utilise language systems
effectively. This model course integrates practice of language systems with practice of the communication
skills. The skills activities are adapted from authentic maritime situations with a choice of supplementary
maritime topics provided in the SME sections of the syllabus of Core section 2.
Suggestions for teaching each area of the language systems and each communication skill are given later in
this Instructor manual.
Successful communication requires more than the ability to integrate language systems and skills, however.
The students also need to understand how social contexts and specific situations influence the choice of
language and the type of communication. For example, they need to be able to recognise which register of
language (i.e. language use according to field or subject matter, mode and tenor) is appropriate in a given
social context, e.g. formal, neutral or informal, and which genre (i.e. functional type of text, such as reports,
operating instructions, expressing opinion, etc.) best suits the purpose of communication. They also need to
know the conventions for using the language in specific situations (e.g. when using specific communication
devices) and, as importantly, they should know some strategies for coping with misunderstandings in the event
that communication breaks down. Teaching, then, needs to reflect genuine use of language so that the student
is equipped for communicating in ‘the real world’.
The role of students and teachers

In the Audiolingual and Grammar Translation methods described earlier, students were seen as the passive
recipients of knowledge passed on to them via the teacher. The Communicative Approach, however, is a
student-centred approach that encourages active learning via student involvement. Students are encouraged
to think about and experiment with language, with the teacher providing guidance, supervision and
encouragement.

This holistic view of learners as individuals has been developed in recent years by the trend of learner
training. It is increasingly accepted that while teachers can direct and facilitate learning, students themselves
have ultimate responsibility for their own progress. Research has shown that people who learn languages
successfully have a well-developed appreciation of their own learning styles and preferences that enables
them to build on their strengths and improve their weaknesses. Teachers can assist students to become aware
of their personal learning by encouraging students to reflect upon their own progress on a regular basis.
Techniques for learner training are incorporated throughout this manual, along with ideas for teaching.
The main ways in which a trainer can hope to encourage this kind of independence and develop the learner’s
approach to learning are:
–– involving the student in the planning of the course
–– raising awareness of personal goals
–– encouraging self-correction and assessment
–– organising learning (for example in a portfolio)
–– showing students techniques for recording new language.
This student-centred, reflective approach may not be the educational norm in some cultures. Indeed, some of
the techniques and methodology that a teacher uses could seem alien to a seafarer from a specific educational
background. In these instances, the trainer should take care to explain the reasoning behind the method and
the way in which it is intended to benefit the learner. However, if students need to communicate independently
as seafarers in an international environment, then they require appropriate training.
Successful teaching is based on the instructor understanding and responding to a trainee’s needs which means
that s/he must take an interest in the group as individuals.
On-going needs analysis can help the instructor decide the focus of the teaching for the purpose of identifying:
–– what professional tasks the trainees are required to be carried out in English
–– how much language the trainees can actively use already
–– the extent of the trainees’ passive knowledge of the language systems of English
–– the strengths and weaknesses of individual trainees.
For many students, an individual learning plan (ILP) is essential to measure their progress as, depending on
the individual’s educational and cultural background, formal tests may not be something they are used to.
The experience of many well-informed teachers shows that formal assessment often tests little more than
the learner’s ability to do tests, rather than their overall progress. An ILP usually takes the form of a folder or
portfolio, with extensive diary style space for records.
The production of an ILP for each student may sound like an intimidating amount of work but the drawing
up of such a plan need not be produced by the teacher alone; in fact much of the responsibility of such a
plan is the student’s. An ILP should contain the learner’s long-term goals in terms of items to be learned and
communicative abilities the learner wishes to achieve. It should have space to record the achievement of
targets and dates for meeting them and any developments in the ILP. The goals of the ILP should be cross-
referenced to any core syllabus and any results of assessments included with a portfolio of work. Other goals
that the learner wishes to achieve, both personal and professional, can be included.
Much of this depends on motivation: if the instructor shows that s/he is actively interested in the trainees as
individuals, they will respond well, contributing to a good rapport and a productive learning atmosphere. If
student motivation is a problem, it may be helpful to explain the rationale behind the activities and to emphasise
that for learning to take place, individuals need to be prepared to work with, and support, each other.

Maritime English
Learning styles
People’s learning styles are mostly influenced by their character, but also by their educational experiences,
culture and the society they live in. Students learn better and more quickly when the teacher uses methods
which match their preferred learning styles. The benefits in classroom terms are quite obvious; the students
are less likely to be bored and the student-teacher relationship is enhanced.
There are different ways of looking at learning styles but there are basically four modalities:
Visual learning style: these students often recognise words by sight, use lists to organise information and
recall information by remembering how they have seen it set out. It is useful for these learners to have wall
displays and the security of having their books and records open in front of them.
Auditory learning style: learners with this style solve problems by talking about them and use rhythm and
sound as memory aids. They like the teacher to provide verbal instructions and enjoy dialogues, discussions
and plays.
Kinaesthetic learning style: these students learn best when they are involved or active and may not enjoy
sitting still for long periods. Activities which involve getting up and going around the room (or even out of it)
benefit them as they use movement as a memory aid.
Tactile learning style: learners with this style use writing as a memory aid and benefit from hands-on activities
like projects and presentations.
Another approach offers a different perspective to consider when looking at individual students’ learning
styles. It divides people into these two groups:
Field-independent: Students who can easily separate important details from a complex or confusing
background. They tend to rely on themselves and their own thought-system when solving problems.
They are not so skilled in interpersonal relationships.
Field-dependent: Students who find it more difficult to see the parts in a complex whole. They rely
on others’ ideas when solving problems and are good at interpersonal relationships.
The easiest way for a teacher to learn the various learning styles within a group is to try to incorporate a variety
of activities in lessons and to observe the results and ask for feedback from students. It is possible by means of
a questionnaire about a student’s preferences, educational history and past educational successes and failures
to determine a reasonably accurate idea of their learning style. This is a subject that many educationalists have
studied in great detail so it is probably best to use an existing questionnaire from a reputable source. There
are a number of questionnaires and tests in books for language teachers designed to help discover students’
learning styles. It is also useful for teachers to reflect on their own learning preferences from time to time and
whether they are relevant in the student-centred context.
Learning English through English

Like people who ‘pick up’ languages when they live overseas, students can also ‘pick up’ a certain amount of
language in the class, given the right conditions. This process of second language acquisition occurs when
students have consistent exposure to English that is just a little above their own level. Even though students
may not understand every word that the teacher says, they can often be helped to guess the meaning if the
context is made clear to them through the use of pictures, diagrams and gestures, for example. Clear language
context is a very important part of communicative teaching as it helps students develop the skills they need
for understanding language in real-life situations.
Instructors who teach English through English establish an English-speaking environment in the class. Instead
of using the students’ first language to talk about English, they explain in English. The teacher’s language is
simplified to suit the students’ level and clear situational contexts are created to demonstrate meaning using
combinations of pictures, drawings, diagrams and gesture. Although translation can be a quick and useful way
for a teacher to provide a brief explanation or check understanding, over-use of the students’ first language
(sometimes referred to as the L1) does not give them the chance to acquire English nor to develop important
‘discovery’ strategies.
The more English that students are exposed to, the more familiar they will become with it, and the more likely
they are to learn to ‘think in English’. This is especially important if the students have limited access to English

outside the class. Instructors can maximise the trainees’ exposure to the language by using English for the
majority of communication in the class and by encouraging the trainees to speak English as much as possible.
Even with beginners, translation should be used only when the teacher judges it to be necessary, not as the
main means of instruction.
The language classroom presents many opportunities for interacting in English. Consider the following
patterns of classroom interaction:
–– teacher to student communication: greeting students; social conversation; checking the register
and homework; giving instructions; explaining a language point; asking questions; assisting
individuals with problems; concept checking; etc.
–– student to teacher communication: greetings; asking for help and explanations; answering
questions; presenting information; expressing ideas and opinions; discussing individual work;
social conversation; etc.
–– student to student communication: social conversation; working out and checking answers;
checking understanding; asking for help; exchanging information; group work; pair work; peer
correction; project work; reacting to someone’s opinion; etc.
This list shows that English can be used frequently during lessons, even when the subject of discussion is
something other than the language itself.
Learning by doing
Student to student communication in English is an important part of communicative learning. Like other courses
that use the Communicative Approach, this model course promotes the use of tasks that require the students
to use English in order to achieve a result. For example, students may have to complete a table by finding out
information from their partner, or they may be asked to find a solution to a problem by working together in
groups. The key feature of this type of learning is that students need to use language for realistic functions (e.g.
asking; discussing; negotiating) and for realistic purposes (e.g. finding out information; exchanging opinions;
problem solving). While actively using English for tasks, students can acquire language from each other and
also practise communicating in a social context.
Language tasks can be used at any stage of a lesson for one or all of the following purposes:
–– for diagnostic purposes to let the instructor hear what areas trainees need help with
–– to let trainees practise new language in a semi-controlled way
–– to revise new or existing language freely
–– to give practice in one or more of the communication skills
–– to create as natural a context as possible (see the section below on Task-based learning).
This manual gives suggestions for many different types of language tasks, many of which are based on the
concept of the ‘information gap’.
Real life communication

Information gap tasks replicate ‘real life’ communication which is usually based on the need to exchange
information of any kind. For example, the Captain of a vessel may give an instruction to the Chief Engineer;
the Second Officer may request a report from the Coast Guard; a seafarer may read a personal letter. In
each of these examples, people are exchanging information for a specific reason. This exchange can be
imitated in the language class by creating a context for students to share information that they have been
given by speaking to one or more people. This type of activity may involve pairs, groups, or the whole
class exchanging information simultaneously; suggestions on how to set up these activities are given in the
‘Classroom management’ section below.

Maritime English
Classroom management
Input and lesson planning
Input is the term used to describe new information that teachers select and present to students. Grammar,
vocabulary and phonology are the three language systems that make up the ‘building blocks’ of English that
students need, so equal attention should be paid to each area. In Core section 1 of this model course, the three
systems should be integrated during teaching, as they are in the recommended textbooks in the Bibliography.
(The example of a lesson plan in appendix B illustrates how the three language areas can be integrated in one
lesson.) The grammar input in the syllabi is therefore in graded sequence, complemented by the vocabulary
and phonology input. For the Specialised Maritime English (SME) in Core section 2, there would be more
knowledge and information inputs on maritime subjects, with the aim to fulfil the requirements of STCW Code
upon the Maritime English competency of seafarers.
Learning is not a linear process, however. Not only do all students need frequent practice of new language,
they also need regular revision in order to retain new language. However, the instructor will need to adjust
the amount and frequency of revision according to the trainees’ ability to retain new information successfully.
It is only through frequent practice that new language will become part of a student’s active language store.
Limiting the amount of new input is essential, regardless of the topic. Presenting language step-by-step in small
‘chunks’ or sections (often called meaningful input) is more effective than overloading students with a lot
of new material all at once. If the whole lesson is devoted entirely to teaching new language, it is extremely
unlikely that the students will actually learn anything. The teacher should break down the syllabus into weekly
sections and plan the approximate amount of input for each day.
During lesson planning, teachers need to estimate roughly how much time will be needed for revising
language previously taught, for teaching new input, and for practice. Bear in mind that during an input lesson,
students need time to:
–– tune in to the context of new language they are asked to learn
–– work out the meaning of the item(s)
–– hear how new language sounds
–– see how new language is formed
–– try out the new language by manipulating it in controlled speaking and writing practice
–– explore different ways for linking the new item(s) into their existing language knowledge base
–– practise using the new item(s) in meaningful communication
–– revise other, related language items
–– familiarise themselves with related operations on board.
The amount of time spent on input will be determined by the aims of the lesson and the knowledge of the
students. If the aim of a lesson is to consolidate the Past Simple which has already been presented, there
will be little new grammar input as the class would need to concentrate on practising the grammar from the
previous lesson. In this lesson, the teacher may, for example, include pronunciation input of irregular past verb
forms and/or vocabulary input of new verbs, both of which would reinforce the main language point. The
pronunciation and vocabulary practice could then be combined with a variety of communication activities.
It may seem that this system takes a lot of time and that students could be exposed to a lot more language
during the lesson. However, teachers should never equate the ability to repeat a word, phrase or structure with
the ability to use the structure independently. Students need time to assimilate language, to make mistakes,
to re-learn and, above all, to practise. To some extent, the pace of the classes will be determined by the
students’ rate of learning and the teacher needs to consider this when planning lessons. It is better to plan a
variety of interesting activities that give thorough practice of one language point than to present a string of
new items superficially.

Stages of lessons
The format of lessons should be varied according to the language level and learning needs of the class,
meaning that input can be introduced at any stage. The Presentation, Practice, Production (PPP) model
described below provides a framework for lessons where the aim is to present a key grammar point. It is
especially useful at elementary level when students need a lot of controlled language input as well as plenty
opportunity to consolidate, practise and revise new language.
–– Presentation: Having selected the language point to be taught the teacher should start by
introducing a context for the new language that will focus the students’ attention on when, how
and why the language is used. Techniques for creating contexts are outlined in the ‘Teaching
grammar’ section, for example by showing visual images, by personalising the topic or by using
model texts. The teacher should first present the new language item in context, to show how it
would be used naturally, giving the students the chance to hear it a few times and checking that
they understand its meaning.
–– Practice: The practice stage can be sub-divided into two steps: controlled and semi-controlled
practice. During controlled practice exercises, the students should focus on saying and writing the
new item without any distracting difficulties. This ensures that they know how to manipulate the
structure correctly. Exercises can then become a little more challenging during semi-controlled
practice, requiring the students to use the new language within a wider context. It is important
that the teacher checks that the students are using the new language accurately during both
these steps. It may be necessary for the teacher to go back to the presentation stage to clear up
any problems of understanding or use.
–– Production: If the students have understood the presentation stage and successfully completed
the practice tasks, they should be able to integrate the new language item in communication
activities that involve free speech and writing. The students’ attention should now be on
completing the task, not on the language itself. The teacher should not interrupt or correct the
students while they are working as it is important for them to develop fluency and confidence
by expressing themselves freely at this stage. Correction of the most important errors can take
place after the activity during feedback time (see ‘Feedback and correcting group work’ below).
The Engage, Study, Activate (E.S.A.) model is an alternative model for lesson planning which is similar to
the PPP pattern. It is probably more useful at intermediate levels where trainees have a lot of language at
their disposal that they need to practise while refining their communication skills. It is also appropriate for the
study of vocabulary and phonology systems as new language can be studied in the context of a reading or a
listening text. The sequence of stages can be varied according to the needs of the class and the aims of the
lesson, for example:
–– Engage: At this stage, the teacher focuses the students’ attention on the topic in order to prepare
them for either the study or activate stage. This may involve eliciting general information about
the subject matter by stimulating discussion, asking for opinions, checking facts or pooling
background knowledge together. As well as generating interest in the topic, this interaction also
gives the teacher the chance to check the students’ existing knowledge of language that they
need to know for the lesson. New material is not actively taught at this stage.
–– Activate: At the ‘activate’ stage, students are involved in completing a task relating to the topic.
If they have not yet studied the specific language input point of the lesson (often called the
target language), students cannot be expected to produce it accurately at this stage. Instead, the
focus should be for the students to develop an aspect of their communication skills or to revise
language previously learned. It is also an opportunity for the teacher to assess the students’
strengths and weaknesses and to determine the amount or type of language that students need
to learn, revise or correct.
–– Study: During this stage, the teacher and students will work on a particular aspect of language
either for revision or for language input. As with the ‘practice’ stage described in the PPP model,
students will need a variety of controlled and semi-controlled practice exercises. The ‘study’
stage can come at any point of the lesson (e.g. Study, Engage, Activate or Engage, Activate,
Study) and individual stages can also be repeated with a different focus (e.g. Engage, Activate,
Study, Activate, Study).

Maritime English
Whatever sequence is followed, it is important that students understand what is expected of them at each
stage of the lesson. Adult students usually appreciate having a clear idea of what they are learning and why.
By briefly explaining the aims of each stage of the lesson, the teacher involves the class in monitoring their
own learning progress.
Task Based Learning (TBL)

TBL sprung from some teachers’ dissatisfaction with the PPP approach to lesson planning and most introductions
to the methodology begin by expressing this discontent. Proponents of TBL believe that in PPP lessons, a
student simply demonstrates his or her use of new language and therefore does nothing meaningful with it.
The consequence of not using the new language in a meaningful way is that the student will not remember the
language adequately. TBL therefore offers an alternative for language teachers using less unnatural contexts.
In TBL lessons, the teacher does not pre-determine what language will be studied, neither is it dictated by
a course book. The lesson is based around the completion of a task and the language studied is governed
by what emerges from the students’ needs as the students complete it. Often the task could be a problem-
solving activity, replicating a workplace-style scenario. It is a strong communicative approach and very
student-centred, where students spend a lot of time working together to complete the task. Therefore, the TBL
approach is highly appropriate for SME teaching. The task stage is designed to activate useful language and its
sub-planning stage is intended to give the student an opportunity to improve on his or her use of the language.
The TBL lesson cycle follows these three stages:
Pre-task: The teacher introduces the topic and gives the students clear instructions on what they will have to
do at the task stage. During this preparatory stage the teacher can elicit the students’ knowledge of language
that may be useful for the task. This stage can also often include playing a recording of people doing the task
to provide a clear model of what is expected of the class. The students take notes and prepare for the task.
Task: The students complete the task in pairs or groups using the linguistic means they possess as the teacher
monitors and takes notes of what students may need help with in the final practice stage. Still in groups, the
students prepare a short oral or written report to present to the class on what happened during their task. They
also have time to practise what they are going to say. Throughout, the teacher is available for the students to
ask any relevant language questions. Students then report back to the class. At this stage the teacher may give
the students some quick feedback on the content. The teacher may also play a recording of others doing the
same task for the students to compare.
Analysis and practice: The teacher then highlights relevant parts from the recording for the students to analyse.
Students may be asked to observe interesting features within this. The teacher can also highlight the language
that the students used during the report phase for analysis. This could be an area of language which emerged
during the task and report phases that requires further practice and consolidation. Finally, the students do
practice activities on these areas of language.
Task-based learning has some clear advantages:

–– in all three stages they must use all their language resources rather than just practising one
pre-selected item
–– a natural context is developed from the students’ experiences with the language that is
personalised and relevant to them
–– the students will have a much more varied exposure to language with TBL; they will be exposed
to a whole range of lexical phrases, collocations and patterns as well as language forms
–– the language explored arises from the students’ needs rather than a decision made by the
teacher or the course book
–– it is a strong communicative approach where students spend a lot of time communicating
–– it is enjoyable and motivating.

Active learning
In a student-centred approach to teaching, the teacher stimulates frequent learner participation in order to:
–– assess how much students already know
–– stimulate interest in a topic
–– increase opportunities to interact in English
–– recycle language previously taught
–– give both strong and weak students the chance to speak in class
–– encourage independent thinking by helping students to work out ‘rules’ for themselves.
The last item above is known as inductive learning, which leads students to identify patterns in language
by analysing examples of the target structure. The students should be pushed to formulate their own theories
and guided to the right answer by the teacher, as far as they are able. The teacher must gauge the reaction of
the class during inductive learning and be prepared to intervene quickly if students are becoming confused.
Students who become accustomed to thinking independently like this in the class will be better equipped to
do the same outside the class.
The opposite technique is deductive learning, a more traditional method whereby the teacher presents both
rules and explanations to the students. It is possible to combine inductive and deductive methods, for example
by first asking students to pick out language patterns from a sample and to try to define the rule and then by
confirming and explaining the structure clearly. The combination of both techniques promotes independent
thinking with the reassurance of teacher support.
The technique of guiding students towards answers can be used at any stage of a lesson, for any aspect of
language learning or practice. This process of drawing on the students’ existing knowledge as a basis for
language work is called eliciting, an essential means of involving the class in student-centred learning. The
teacher elicits information by asking specific questions aimed at drawing out relevant ideas and examples from
the students themselves. Successful eliciting necessitates giving students enough time to answer but not so
long that they become frustrated by the process.
In every class some students are more inclined to speak out than others; however, because students are quiet
it does not mean that they lack ideas. When eliciting answers from the class, the teacher should at times direct
the questions at the students who do not volunteer information and encourage them to contribute. The teacher
should judge when it is appropriate to spend time eliciting information: sometimes it is quicker and easier for
the teacher to clarify a point and move on.
Inductive learning and eliciting techniques are ways of involving the class using ‘student to teacher’ interaction.
At the practice and production stages of lessons, however, the teacher needs to increase the amount of student
participation so that everyone has a chance to speak. ‘Student-to-student’ interaction can be a part of every
lesson through the use of pair and group work.
Pair and group work

Pair and group work came to prominence with communicative methodologies in the 1970s. Before then,
lesson time in foreign language classes largely consisted of the teacher talking to (or at) the students. In a large
class it was apparent that the learner hardly got a chance to practise the language. Teacher Talking Time (TTT)
became undesirable and ways were devised to reduce it, or even stamp it out and train the students to
constantly perform in the language they were learning. Group work was introduced into EFL techniques
to deal with a particular problem and made it possible for the teacher to devote more time to the students’
oral production, which before had not been a priority of the English classroom. Through group work, less
confident students get the chance to put their knowledge of new language into practice in a non-threatening
environment, away from the critical ear of the teacher. Instead of being dependent on the teacher, students
get used to learning from and helping each other. Meanwhile, the teacher is left free to monitor progress and
give help, advice and encouragement where and when it is needed. Pair and group work maximises student
participation and Student Talking Time (STT) in communicative activities.

Maritime English
For pair and group work to be successful, students need to understand the value of co‑operative learning.
Students who share the same first language often do not like speaking a foreign language in front of their peers
for various reasons: shyness, embarrassment, fear of making mistakes or personality differences may cause
group work to fail. Some students may consider group work to be unproductive or uncontrolled, especially
if they are not accustomed to it. With repeated encouragement, students can come to accept that speaking
English to their peers is a normal and necessary part of active learning. This may require the teacher to
demonstrate a positive attitude towards co-operative learning, explaining that time spent in pair and group
work increases the opportunity for students to actively practise their English. Seafarers spend large parts of
their working life in teamwork situations, e.g. on the bridge and in the engine room, where teamwork involving
effective communication is essential in carrying out the operational tasks required.
Each student possesses different knowledge and a different style of learning: by working with other people
at a similar level, individuals can learn from each other’s mistakes and benefit from each other’s insights.
Varying the pair and group arrangements will let the teacher see which students work well together and
which students have specific learning needs. (If at first some members of the group seem too uncomfortable
to volunteer opinions, give the students a couple of minutes preparation time to write down their responses
individually before the whole group exchanges their ideas.) Students can come to enjoy and benefit from
this style of studying when they realise that it is controlled, that the teacher is discreetly paying attention to
each group as they work and that they will be required to report back with the results of their discussions.
This method does not suit the aims of every stage of the lesson, however: planning a mix of quiet, individual
study as well as interactive work should cater for the learning styles of all students. Group work can include a
follow-up stage in which students are asked to reflect on what was achieved by the group, in terms of the task
set and the language used to carry out the activity satisfactorily.
Circle games are a great way to encourage the whole class to work together and offer a welcome break in
the working dynamic. If the game clearly recycles a specific vocabulary or grammar point, their value can be
made clear to those learners who find collaborative activities alien. These games are ideal for those with a
kinaesthetic learning style. These are a few tried and tested games.
Present perfect musical chairs: This is based on the party game; however, adult learners also respond well to
it and it appeals to kinaesthetic learners. The class sits in a circle with one less chair than learners so that one
person is standing. This student asks the group a yes/no question beginning “Have you ever?”. If the individual
student’s answer to the question is “yes” s/he must stand up and sit in another chair. The point of the game is
not to be permanently left standing in the centre, and therefore it can become quite competitive.
Conditional chain game: This game is useful for revising and practising structures in the first conditional. The
teacher begins with a sentence, for example “If it’s sunny on Saturday, I’ll go to the beach.” The next person in
the circle must use the end of the previous sentence to begin their own sentence. E.g. “If I go to the beach, I’ll
buy an ice cream”. The next person could say, “If I buy an ice cream, I’ll start to put on weight”, etc.
Out!: This can be used to recycle an area of recently learned vocabulary. The class stands in a circle and the
teacher introduces the topic. For example, an elementary class is revising types of life-saving equipment. The
first student names a type of life-saving equipment, the next student names a different one and the game goes
round the circle, each student saying their word in turn. If someone repeats a word which another student has
said, the group says “out!” and that student sits down and leaves the game. The person left standing at the
end is the winner.
Managing group work

Managing group work can be tricky and teachers may, understandably, feel threatened by the prospect of
‘losing control’ of their class. However, students will not learn to develop their socio-linguistic competence if
they are not permitted a degree of freedom in the classroom. Teenage and adult learners tend to respond well
when they are given responsibility for directing their own work, and group work can bring a dynamic appeal
to the classroom. There are many factors to consider when managing groups: giving instructions; arranging
groups; monitoring work in progress; dealing with different levels; and handling feedback and correction.

Each of these factors will be expanded in the sections that follow.

Giving instructions is crucial to group work: teachers who are not familiar with organising interactive tasks
may underestimate the challenge of making sure that instructions are both clear and understood. It can
be very demoralising for everyone if group work fails. It is worthwhile taking a few moments to check that
everyone knows what the task involves rather than students wasting time wondering what to do. If teachers
adhere to this checklist, not only will they ensure that their instructions are understood, their students will feel
more secure and confident in tackling tasks, both on their own and as a group.
–– Be clear about the aims and the timing of each stage of group tasks. During planning, break
down the activity into logical steps and prepare a simple instruction for each step. Prior to the
lesson, test the instructions by reading them aloud: if the wording is ambiguous, change it.
–– Make sure that the language used for giving instructions is not above the students’ language
level: use short, simple sentences.
–– Give oral instructions before dividing the class into groups: students cannot concentrate on
listening if they are moving around or speaking to their partners.
–– Before starting the activity, check that students understand by asking individuals to translate into
their own language.
–– Do a sample answer in front of the class to demonstrate what is required.
–– For complex tasks or with elementary groups, demonstrate the activity in front of the class with
one of the more able students.
–– For longer tasks or with large groups, write reminders on the board so that the students do not
have to keep asking what to do.
Concept checking questions, of the kind prescribed in the Teaching grammar section, can be effective
in clearing up potential misunderstandings. This is especially effective for lower level learners, who take
confidence from demonstrating that they have understood instructions
Arranging groups can be done in different ways, depending on the layout of the class and the furniture.
If left to form their own groups, it is likely that the students will gravitate towards the same people every
time. Encourage students to mix by choosing different techniques for grouping, for example by allocating a
number between one and four to each student then grouping them by number. To communicate properly,
students need to be able to see each other so encourage them to move into circles or to sit round a desk. If it
is inconvenient to move the classroom furniture, have the students move their chairs into groups instead or, if
writing is not required, ask them to stand up and move into groups. Limit the size of groups as it is difficult for
more than ten people to contribute at once: experiment with combinations ranging from three to eight people
for different types of activity.
Monitoring work in progress
While students are working, it is important to monitor their work discreetly, without interfering. At this stage,
teacher talking time should be minimal to allow maximum student talking time. The teacher should move
quietly around the room or sit behind each group in turn, listening carefully to students’ discussions, taking
notes of main errors or language points that need to be covered and checking that all students are interacting
and using English to do the task. Although students may at first be distracted by the teacher’s presence,
they will soon become familiar with the procedure and will realise that they should not ask for help unless
absolutely necessary during these activities. If the task involves more than one stage, the teacher should make
sure that the groups keep to the time allocated for each task; however, if the teacher judges that allowing
further time would benefit the students (e.g. if they have made a particularly slow start to the task), then it can
be advantageous to be flexible.
A certain amount of tact and sensitivity is required when monitoring group work. The teacher may have to
decide whether to intervene to bring an enthusiastic discussion on to a more linguistically beneficial path, or
to stay in the background to allow the students to make their own discoveries about the language and the best
way to learn it.

Maritime English
Dealing with different levels

There is inevitably a range of ability in every class so the student-centred teacher should be aware of the
different levels and be prepared to make arrangements that cater for all needs. At lower levels, it should
be remembered that the difficulties of difference in level are usually much more prominent. From time to
time, students should work in mixed ability groups as this reflects ‘real life’ working conditions and gives
less able students the opportunity to learn from the stronger members of the group. However, students who
are confident in their abilities often tend to dominate weaker students, so it is often more advisable to group
students by ability. In the event that groups with a higher level of English finish before weaker students, the
teacher could decide to give them extra tasks to encourage more self-correction.
The stronger students will also need supplementary activities to keep them focused while others finish the
task, for example:
–– students check their answers together and then with members of another group
–– students swap their written work with a partner, checking each other’s work; this could be a
general check on aspects such as punctuation, vocabulary use, tenses, etc. or a specific check
directed by the teacher
–– the teacher provides a follow-on task which builds on the original activity; this could be in the
form of a skills-based activity which will need to be checked as well, or a few short language
based exercises that can be completed quickly in the class.
Groups of weak students also need to be monitored. They may become discouraged if they perceive that
other students are constantly waiting for them or feel pressurised by not having the time they need to complete
an activity. If this is the case, it may be necessary to adapt tasks for the lower levels by preparing variations of
the task at two different levels with appropriate instructions for each task. Appoint a group ‘secretary’ to read
out the instructions and explain the task to the group. Alternatively, keep the instructions the same but grade
the material so that weak students have easier tasks to do.
Most of these techniques can also apply to pair work as much as group work. There are two types of pair
work: open pairs and closed pairs. Open pair work is when the whole class listens while two students
demonstrate a model e.g.:
Student A: How long have you worked at sea?
Student B: Six years
Student B: How long have you worked at sea?
Student C: Twenty years
Student C: How long have you worked…? Etc.
Selecting students from different parts of the room for open pair work makes students more likely to pay
attention in the class. Closed pair work is when every student is allocated a partner and the whole class works
together at the same time. Like group activities, closed pair work provides the chance for increasing language
practice within the class time. Pair work is generally easier and faster to set up than group work and can be
used for virtually any type of practice. Often, all it requires is for one student to turn to a partner. Trying out
various combinations of pairs will prevent the predictability of always working with the same partner. Students
can turn round and work with the person sitting behind them; move and work with someone at the opposite
side of the room; or can be allocated a partner by the instructor.
Feedback and correcting group work
Feedback takes place when the teacher (and possibly the students) comments on students’ work, giving an
analysis of strong points and areas for improvement. Feedback is usually carried out at the end of an activity
and is especially important after the production stage when students have been working independently of the
teacher. For fluency-based group work (see ‘Promoting fluency’ in the ‘Teaching speaking’ section), it is better
to save correction of errors for the feedback session rather than interrupt students during the activity. Regular

follow-up of production tasks will get students into the habit of reflecting on their work and will help make
them aware of their own errors. However, it is important to use feedback time positively so that students do
not feel continually criticised for their efforts. Give students a sense of their own progress by giving praise for
good work and reminding them of what they have learned.
The traditional method of error correction is when the teacher points out and corrects the students’ mistakes
as they arise, with the expectation that students will learn directly from this process (see ‘Correcting errors’ in
the ‘Teaching grammar’ section). This puts the students in a passive role, however, and may inhibit them from
speaking for fear of failure. Also, if students are not encouraged to think about and self-correct their mistakes,
it is unlikely that they will retain the right answer for very long, especially if there are many corrections.
Mistakes are a natural part of language learning, so feedback on fluency-based tasks should focus on the most
important problem areas rather than every single error. Many ‘incorrect’ utterances arise because students
have not yet learned a particular rule: these should only be explained if necessary rather than treated as
mistakes for correction.
These suggestions for feedback reinforce the inductive learning approach and contribute to co-operative study.
The techniques are aimed at helping students revise language they should know by means of self-correction.
–– Teacher-led feedback: To tackle a persistent language problem that occurs among the majority
of students’ work, note down a variety of examples of the error heard during group work then
write them on the board once the group work is over. Correct the first example and check that
the class understands the correction. Then elicit corrections for each of the subsequent examples,
asking different students to make the necessary changes on the board. (Do not attribute the
errors to any particular students; this technique makes the class collectively responsible for the
errors without embarrassing individuals by identifying their weaknesses in front of others.) More
confident students often enjoy the personal challenge of correcting their own errors in a very
open way and will often admit to them.
–– Oral feedback from groups: If the aim of pair or group work is to provide answers to a task, tell
each group to elect a representative to report their comments to the class. Allow a few minutes
for students to prepare for this by checking their final answers after finishing the task. One group
representative should start by reporting their answers while the others listen and compare their
answers. If the other groups have any differences, they should take it in turn to present their ideas
to the class, discussing which versions are correct. The teacher may have to intervene to correct
any problems that the trainees are unable to resolve themselves.
–– Written feedback from groups: An alternative to oral feedback is to appoint group ‘secretaries’
to write the answers on the board. (If space allows, two or more secretaries can write on the
board at the same time.) Instead of writing from their notes, the other group members should
dictate to the secretaries, checking that no errors are written. Once all the groups have written
up their answers, the teacher can draw attention to any differences and can ask the class to try
to correct any major problems.
–– ‘Identifying errors’ feedback: To make feedback more positive, write a variety of phrases on the
board which are taken from students’ work, some correct and some containing errors. Put the
students into groups and ask them to read the phrases carefully and to identify those containing
errors. Then ask them to try to correct the errors. This can take the form of a competition, with
the group correctly identifying/correcting the most errors being the winner.
–– X-file: Encourage your students to keep a file in their course records of their recurring errors with
a suitable correction. Check this from time to time and point out if they are repeatedly making
the same mistakes.

Maritime English
Teaching the three language systems

Teaching grammar
Traditional approaches to teaching attached great importance to the learning and application of grammar rules.
Students were required to memorise structures by drilling and had to translate complex structures into their
first language. Grammar is still considered important in contemporary teaching and some of these techniques
are still used. However, the focus has changed from ‘knowing about grammar’ to understanding the meaning
as well as the form of grammar items, in order to be able to use the structure in communication. In this way,
students develop a ‘global’ sense of context along with the ability to manipulate the structure in detail.
The textbooks recommended for this model course have a carefully graded grammar component which forms
the basis for the input of language systems. Structures are presented in stages to give students enough time to
learn, practise and consolidate what they have learned. For example, lots of practice is given with the Present
Perfect Simple tense before the students are introduced to the Present Perfect Continuous tense so as to avoid
confusion between the meaning, use and form.
In the syllabus of Core section 1 of this model course, students’ knowledge of and skills in grammar are
accentuated and the learning objectives regarding grammar often incorporate a language function to help
students recognise the communicative purpose of the target language, while for the Core section 2 such
knowledge and skills, objectives and functions are subject to the teachers’ discretion on seafarers’ competency
in Maritime English.
A language function describes the purpose of language, for example agreeing and disagreeing; giving
instructions; giving advice; etc. It is useful to use functions for introducing students to new language because
this creates a realistic context for communication. It is easier for students to grasp the meaning of an abstract
structure if it is presented to them within a clear and familiar setting.
This is especially important if English structure is conceptually different to the students’ first language. Lower
level students especially need time to assimilate language gradually and so can benefit from learning one
functional aspect of a tense at a time.
However, for students who have reached the intermediate stage and have learned the main structures of
English, it is useful for them to examine the various functions that apply to a single tense in order to deepen
their understanding (e.g. showing how the Present Continuous is used for describing events that are in process
at the moment of speaking; for describing ongoing current situations; and for referring to planned future
events). It is now widely accepted that some structural forms, in isolation, carry less meaning than traditional
approaches to grammar.
The activities suggested here correspond to the presentation and practice stages described in the PPP model
above. Tasks appropriate to the production stage can be adapted from the ‘Promoting Fluency’ part of the
‘Teaching speaking’ section and the ‘Guided Process Writing’ section.
Presentation techniques: explaining meaning

As explained in the section ‘Stages of lessons’ earlier, the presentation should engage the students by focusing
their attention on the situational context or language function first. One technique is to present students with
a text that contains the new language. The text may be specially written as a model for presenting the new
structure, or may be a more authentic text in which the new structure appears incidentally. In model texts,
the language surrounding the new structure is generally simplified with the distracting elements of ‘real’
communication removed, making them suitable for elementary level students. Authentic texts which present
the new item in a more natural context are more appropriate for intermediate students.
The students should be clear about the meaning before they are asked to focus on the form explicitly
(see below).
–– Using dialogues: Dialogues are useful for presenting new language in that they are a simple way
of showing how the target structure is introduced and responded to. Two speakers are adequate
for presentation dialogues: any more is likely to confuse the students. Establish or elicit the

background situation first by showing the students a picture relating to the dialogue (see ‘Using
visuals’ below) or by explaining who the characters are, where they are and why they are talking,
without revealing too much of the content. If the dialogue is pre-recorded, follow the procedure
for ‘Using listening texts’ below. If not, act out or read out the dialogue, changing voice to
indicate the different characters speaking. Follow this with concept questions (see below) that
relate to the context before going on to highlight the target structure.
–– Using listening texts: Select a short recorded listening text that contains the target structure.
First, do a pre- and a gist-listening activity to familiarise the students with the topic and the
content of the text (see ‘Teaching listening’ section). Then focus the students’ attention on the
new input by asking the students to listen carefully to that part of the listening text (e.g. by
adapting an exercise from the ‘Listening for specific information’ section). Pause the recording
after the new item and model it by repeating it or by writing it on the board followed by some
concept questions (see below). N.B: Ensure the students are listening while the recording is
playing and not reading the text.
–– Using reading texts: Adapt the listening procedure described above, using comprehension
questions that focus on the section containing the model structure.
–– Using visuals: It is a good idea to build up a resource bank of visual materials: draw pictures,
or ask students to draw them; cut them out of magazines, copy symbols from signs and posters
or display the visuals directly from books. Visuals do not have to be restricted to present tenses:
indicate the time of day and the date above the pictures to adapt the context to the past or future.
Cartoon strips or picture sequences are good for modelling a new structure in the context of
a narrative. Action pictures can be used to present the language of description or to comment
on what people are doing (useful for presenting continuous tenses). Single item pictures and
everyday objects (often called realia) are useful for teaching comparatives and superlatives
as well as adjectives, among other structures. Teach passive forms or conjunctions through
diagrams or technical illustrations. Drawing figures, even if they are very basic, is one of the
most versatile techniques when building up or eliciting a situation that concerns the character(s),
manipulating the situation to practise the target language or function.
–– The internet: This is the richest and quickest source of pictures and photographs. Most search
engines have an ‘Images’ option. Simply use this tool as you would if you were searching for
information on the web; choose the picture you require from those available and copy and
paste into the programme you are using. If possible the language trainer could use an Overhead
Projector to show the images, or even take a portable device into the classroom and project the
pictures onto a screen. PowerPoint and Prezi are ideal for this purpose but other programmes
can also work well.
–– Personalisation: Create a context for the new language either by asking students about their own
experiences of, or knowledge about, a specific topic. For example, introduce the structure ‘Have
you ever been to…?’ by using it to ask the students which countries they have been to. They do
not need to know the complete structure to understand the question at this stage. Alternatively,
the teacher’s own experiences, whether true or imaginary, may be used as the introductory
context.
–– Concept checking: After introducing the new structure to the students, it is vital to check that
they have understood the idea that the structure communicates by asking a series of concept
questions (or ‘check questions’). These questions require only simple answers that can be easily
found in the context. It is not necessary for the students to produce the full correct form at this
stage. For example, the teacher introduces the Past Simple by showing the class a mock ship’s
schedule with yesterday’s date and a picture of a crew loading cargo with the time above it.
The teacher now wants to check that the students have grasped the idea that this event is a
completed action that took place in the past.

Maritime English
Teacher: When did the ship arrive?

Students: Yesterday.
Teacher: Have they finished loading?
Students: Yes.
Teacher: Are they going to load the cargo? today?
Students: No, that was yesterday.
Teacher: What time did they finish?
Students: 0800 hours.
These questions focus the students’ attention on a concrete example of the conceptual use of the Past Simple
without abstract explanations.
–– Gestures: If used consistently, gestures can reinforce the context of new structures. For example,
to differentiate between tenses, point back over your shoulder to indicate the past, point to the
ground to indicate the present and point ahead to indicate the future.
–– Time lines: A time line is a visual representation of time drawn on the board, like a scale with
‘past’ and ‘future’ at either end and ‘present’ in the centre. Students can see how English tenses
are used if events are marked at particular points on the time line.
For example, to demonstrate the Past Perfect:
March April now

George left the ship David joined the ship
When David joined the ship, George had already left
Presentation techniques: focusing on form

After this ‘lead in’ and initial listening, reading or discussion relating to the meaning of the new input, highlight
the form of the new structure. The aim of this part of the presentation is to familiarise the students with the
form, spelling and sounds and to give strictly controlled practice in producing the target structure accurately.
After the presentation, the students will be ready for some less controlled practice of the structure (see below).
–– Eliciting the form: After explaining and checking the meaning of the new structure, elicit it orally
from the class to focus their attention on the constituent parts. It is likely that the students will
need help to recall the new language and they will not be totally accurate at first. Give assistance
by indicating the number of words on your fingers or with blank spaces on the board, one for
each word. Use this activity to draw attention to the construction of the new language.
–– Drilling: Drills are mechanical exercises that give students the chance to hear and repeat the
new language, producing it ‘safely’ without fear of making grammatical mistakes. Various types
of drill are described in the ‘Developing accuracy’ part of the ‘Teaching speaking’ section. The
underlying principle of drilling is that students repeat a word, phrase or sentence after a stimulus,
usually a prompt from the teacher. Monitoring the drills allows the teacher to focus on tricky
aspects of the new structure such as pronunciation, word order, etc. (See also the ‘Teaching
pronunciation’ section). While drilling is important at this stage, it should not continue for more
than a minute or two.
–– Memorisation: If a short dialogue has been used for the initial presentation, allocate the
speakers’ roles to pairs of students and have them practise reading the dialogue aloud a couple
of times. Give the students a couple of minutes to try to memorise the dialogue then rub it off the
board, leaving lines to symbolise each individual word; now ask them to try to recall it, paying

particular attention to the new structure. (If this is too demanding or the dialogue is too long,
rub out parts of it in stages instead of deleting it completely, and ask the students to reproduce
the sentences after each deletion, until all that remain are the blank lines.) After this, ask the
class to try rewriting the dialogue again on the board, calling on different students in turn, and
encouraging suggestions from the whole class.
–– Writing the form: Since people absorb new information in different ways, it is equally important
to present the structure in writing as it is to introduce it verbally. In the initial presentation, the
written form normally comes after the students have been exposed to the new structure verbally.
If the presentation is being done for remedial purposes, write a gap-fill version of the new
structure on the board then ask the students to complete the exact structure, referring to any text
used. As an alternative to gap-filling, try mixing up the constituent words and asking the students
to put them in the correct order; providing the first letters of each word only, or just indicating
the number of words in the structure.
Practice
Once the meaning, use and form of the new structure are clearly established in the students’ minds, they
should be ready to practise and consolidate it through guided speaking and writing exercises.
These suggestions are for controlled practice exercises (see the earlier section, ‘Stages of lessons’).
–– Prompts: Expand on the original presentation example by introducing new vocabulary using the
same structure. To use the context from ‘Concept checking’ above, the teacher may choose to
modify the original example, ‘The crew loaded the cargo at 0800’ by varying the subject and
verb to produce ‘The Master checked the cargo at 1000’. Give the students a series of prompts
in the form of pictures, verbal hints or written notes to elicit more variations of the structure.
–– Substitution tables: This is a more structured version of the ‘Prompts’ task above. Write the
presentation example on the board and draw columns to separate each part of speech. Write a
list of three or four different options under the parts of speech to be focused on. This provides a
framework for the students to create different versions of the original pattern by choosing from
the options in the substitution table.
–– Semi-controlled writing from prompts: Follow on from the oral ‘Prompts’ activity above by
giving the class a series of pictures or notes that continue from the original presentation text/
dialogue or that create a new situation. Ask the students to work in pairs, adapt the original
model text by using the prompts, taking care to include the target structure correctly. (See
‘Guided dialogues’ in the ‘Developing accuracy’ part of the ‘Teaching Speaking’ section.)
–– Dictation tasks: Several ideas for dictation are provided in the ‘Developing accuracy’ part of the
‘Teaching speaking’ section.
–– Information gap tasks: Some of the tasks described in the ‘Practising new vocabulary’ section
can be adapted for grammar practice, particularly ‘Describe and draw’, ‘Interpret and write’,
‘Spot the difference’ and ‘Jigsaw procedures’, so long as the visual material elicits sufficient use
of the target language.
–– Interviews: Semi-structured pair interviews are a good way of personalising practice of the
new language. Give the class a series of question prompts: Person A in each pair should
prepare questions to ask his partner while Person B anticipates the questions and prepares his/
her responses. The interviews can be done in closed pairs or as a whole class activity, with
each person aiming to interview/be interviewed by as many people as possible. Encourage the
students to improvise from notes only to avoid simply reading from prepared text. (See also ‘Class
surveys’ and ‘Checklists’ in the ‘Developing accuracy’ part of the ‘Teaching speaking’ section.)
–– Jumbled sentences: To practise word order, prepare a few sentences containing the target
language and either write the words for each sentence in a random sequence on the board or
write individual words on separate pieces of card. Ask the students to try to put the words in the
correct sequence. (Different colours can be used to highlight different parts of speech.)

Maritime English
–– Parallel writing: Students read a model text such as a short diary entry/a postcard/a note/a
telephone message containing the target structure to be practised. They write a similar text of
their own, keeping as close to the pattern of the original text as possible.
–– Twenty questions: To practise question forms, write down the name of a person who is well
known to the students. Then tell the students that they have a limit of twenty questions to work
out who the person is by asking you questions to which you can only answer ‘yes’ or ‘no’. (This
can be adapted for identifying an object or place, discovering the solution to a problem, etc.)
–– Grammatical games: Adapt the rules of popular board games such as chess, ‘snakes and
ladders’, draughts, ‘Monopoly’, etc. by preparing a stack of cards with a grammar question and
the corresponding answer written on each card. The cards should be placed face down in front
of the players who should select one to ask their opponent. If the person answers correctly, he
or she ‘wins’ a move on the board, if they answer incorrectly, s/he misses a turn.
–– Websites: A large number of websites now exist aimed at students of English and most of these
feature practice exercises for grammar. They often contain games and quizzes, which are an
interactive way for students to engage with grammar, as well as serving as a sort of online
grammar book. See Bibliography for a list of the recommended sites.
It is important to monitor the students’ ability to use the target language correctly during the presentation and
controlled practice stages before proceeding to the production stage. If the students are either not entirely
clear about the meaning of the new structure or are experiencing difficulties in saying and writing it correctly,
it will be necessary to re-present the item or give more controlled practice to clear up the problem.
Ideas for semi-controlled activities and production activities can be found in the ‘Developing fluency’ part
of the ‘Teaching speaking’ section, the ‘Post listening tasks’ section and the ‘Guided process writing’ section.
Correcting errors
It is important to correct errors that relate to the new structure during the presentation and practice stages.
However, this needs to be handled sensitively; the teacher can help the students to realise that errors are a
natural part of language learning. It is also beneficial for students to get into the habit of analysing the reasons
for some of their mistakes which may be due to L1 interference (i.e. the students are trying to transfer patterns
from their first language into English); ‘false friends’ (cognate words that mislead because they appear to
be similar to words in other languages but have different meanings, for example ‘sympatice’ in Italian and
‘sympathetic’ in English) or hypothesis testing when students apply a rule that they have already learned to a
new structure incorrectly (‘I goed there yesterday’).
–– ‘False friends’ warning: Have a ‘warning’ list of the most common first language and English
cognates or false friends on the wall as a reminder to students about the differences. Put the
words in the context of sentences and encourage students to memorise them.
–– Colour coded sentences: To help students with recurring problems of English word order, write
a few examples of one construction on the board, using different colours for different parts of
speech. Show the students the position of the target item in relation to other parts of speech, for
example the adjective before the noun. Use the same colours consistently to represent separate
parts of speech and colour code new vocabulary as well, if the technique helps the students.
–– Coloured blocks: Cuisenaire rods or coloured pieces of card representing the various parts of
speech can be used for this kind of correction, as they are moveable and can be manipulated
to represent the correct word order. The learner can make a mental connection between each
colour and a unit of language; black could represent nouns; blue verbs; red, because they are
small, prepositions, etc. These blocks can be manipulated to represent the structure of real
sentences.
–– Self correction: If a student’s error seems to be a ‘slip of the tongue’, encourage self-correction by
echoing the mistake, drawing attention to the error by exaggerating it with a surprised expression
and questioning intonation.

–– Silent correction: Instead of immediately correcting a student’s error, repeat it slowly, ‘counting
off’ each word on your fingers, shaking your head when reaching the error and indicating that
the student should self-correct.
–– Peer correction: If a student makes a mistake and is uncertain how to correct it, ask another
student to try instead. (This works best if there is a good, co-operative atmosphere in the class.
Do not try this if it is likely to embarrass or humiliate.)
Teaching vocabulary
Vocabulary is the most obvious feature that distinguishes any specialised use of language from general English.
While it is crucial to teach specialist maritime vocabulary, this needs to be balanced with other areas of
language systems and skills practice. In this third edition of IMO model course 3.17, seafarers’ competence in
English language communication is treated as a well-measured balance between General Maritime English
(GME) and Specialised Maritime English (SME), as per Core section 1 and Core section 2, respectively.
The vocabulary of GME consists of a lexical mix ranging from elementary to intermediate level of English for
General Purposes (EGP) and for General Maritime purposes. SME, however, retains some relevant elements
of GME but also requires some higher level vocabulary items, in particular the maritime-related terminology
required for the IMO certificates of competency for the operational and management levels.
This in particular refers to the vocabulary requirements for officers in charge of a navigational watch, officers in
charge of an engineering watch, Electro-Technical Officers, GMDSS radio operators, and personnel providing
direct service to passengers in passenger spaces on passenger ships.
Teachers are advised to supplement the core textbook material with extra vocabulary relevant to their students’
specific areas of work or study.
Approaches to Vocabulary Teaching
The approaches to teaching Maritime English vocabulary within this model course follow the same approaches
as those applied in English for General Purposes (EGP) and English for Specific Purposes (ESP). In the traditional,
Grammar-Translation Method, vocabulary was learned in isolation, using lists of words in any two languages
to learn and memorise by repetition, a technique mainly used to prepare the learner for translating.
The Direct Method presupposes that the acquisition of a second language follows the same process as when
acquiring a first language. It emphasises learning through demonstrating objects, drawings and pictures, where
vocabulary teaching was mainly done through drills and the pronunciation of simple vocabulary items.
In the Audiolingual Method, learning was based on the behaviourist stimulus-response approach. The
main aim was to enable learners to have an adequate knowledge of particular structures in order to utter
grammatically correct sentences. Therefore only simple and familiar words were introduced and vocabulary
was considered of secondary importance.
In the 1980s, the traditional approach to language teaching was challenged and largely replaced by the
Communicative Approach (CA). This means that the grammar-translation and direct method gave way to
language-in-use, with the focus centred on the learner. Nevertheless, translation and the need for dealing with
instances of first language interference, have not disappeared altogether. There are frequent occasions, even
today, when translating a lexical item, especially when it comes to “difficult words” of specific terminology,
yields better results in comprehension and acquisition, and is more economical.
With the introduction of the Communicative Approach, vocabulary instruction focuses on natural occurring
discourse, which requires words should always be learned in context (focusing on word meaning and function)
rather than in isolated word lists. This approach calls for the introduction of a lexical syllabus based on the
natural and authentic use of language.
The Natural Approach, an outgrowth of CA, is grounded in comprehensibility, i.e. the ability to recognise the
meaning of key elements in the utterance. Therefore, learning the language will only succeed if vocabulary is
comprehended.

Maritime English
A major breakthrough in teaching vocabulary came about in the 1990s with the emergence of the Lexical
Approach. The word lexis applies to all vocabulary, not just single words but also items such as multi-word
verbs, collocations and fixed and semi-fixed expressions. The principles of this methodology have been
around since Michael Lewis published ‘The Lexical Approach’ in 1993. Traditional Grammar Translation
methods emphasised the importance of structures into which individual words could be inserted to produce
meaningful sentences. The lexical approach reverses this view and says that native speakers carry around in
their vocabulary thousands of units called lexical chunks. These are prefabricated items of speech that, more
so than grammar, form the backbone of the language we use.
The basic principle of the Lexical Approach, then, is: “Language is grammaticalised lexis, not lexicalised
grammar” (Lewis, 1993). Lewis (1997) especially insists on the importance of learning word combinations,
multi-word lexical units and lexical associations, and suggests the following taxonomy of lexical items:
–– words (e.g. pen, book, ship, derrick)
–– polywords (e.g. by the way, upside down)
–– collocations or word partnerships (heavy weather, heavy seas, heavy wind, heavy cloud,
heavy rain)
–– institutionalised utterances (If I were you, Would you like a …, That’ll do, etc.)
–– sentence frames and heads (In this paper we explore …; Firstly …; Secondly …; Finally…)
The lines below, already used in the paragraph above, provide an example. Look especially at the highlighted
words.
/The basic principles of/ the Lexical Approach have /been around/ since Michael Lewis published

‘The Lexical Approach’ /in 1993/. /It seems, however, that/ many trainers do not /have a clear idea
of/ what the Lexical Approach actually /looks like/in practice/.
All of the highlighted words can be seen as lexical chunks. If you accept this principle, then the rational
implication is that we should spend more time helping learners develop their supply of lexical chunks, and
less time on grammatical structures and translation. The Lexical Approach demonstrates that in most cases a
word for word translation won’t help. If the trainer has knowledge of a learner’s first language, he or she can
juxtapose English and native language expressions and help learners realise this important point.
Statistical research into vocabulary use has provided useful insights into the studies of word frequencies and
their bearing on word use and vocabulary teaching. This research resulted in the notion of word lists such as:
‘core vocabulary’ (the number of words important for the leaners to know); ‘basic English’ – a simplified subset
of regular English (Ogden 1930); General Service List of English words (West, 1953); and ‘minimum technical
vocabulary’ (Nation 1990), all of them useful in making decisions in both general and specialised vocabulary
teaching. Such lists, especially the last one, can prove very important in deciding on the size of vocabulary
for a Maritime English course.
With the development of computer-aided research, vocabulary teaching and learning has changed dramatically
within the last two decades. Corpus-based studies provide us with huge amounts of information about how
words are used in real contexts. Using professional general English language corpora (e.g. the 100 million
word British National Corpus, or the 650 million word Collins COBUILD Bank of English), we can search for
and generate thousands of concordance lines with any maritime term as ‘key-word-in-context’ (KWIC). These
KWIC lines provide us with syntactic, semantic and extra linguistic information about a word, its grammatical
use, collocations, phrases, meanings, etc. In addition, freely available web-based software applications make
it possible for teachers and learners to create their own tailor-made corpora, consisting of selected specialised
maritime-related texts in order to retrieve vocabulary information for teaching purposes, for example to study
and generate numerous vocabulary tasks and activities for learners based on ‘real world’ usage. Once created,
these corpora can provide contextual information on word relationships, such as collocations. Furthermore,
such corpora can generate language chunks that enable learners to achieve native-like fluency, especially in
maritime-related conversation (e.g. VHF conversations, communication exchanges at sea and in port including
a ship’s arrival in port, safety at sea, security, port state control, shipping business, etc.).

ship decided that the safest course was to alter ‘courses’ ‘hard-a-port’ and pass the bulker starboard-to st
rly heading placed the bulker across the intended ‘courses’ of the container ship. * During the occurrence so
ss the channel and partly obstructed the intended ‘courses’ of the container vessel. * The container vessel t
pilotage techniques by attending radar simulator ‘courses’ . The report recommended that: The Department of T
re approaching on reciprocal or nearly reciprocal ‘courses’ . The reasons for the such actions are the misunde
e ship data could include call sign, name, speed, ‘course’ , bearing, distance, and type of manoeuvre intende
, the pilot ordered “dead slow ahead” and altered ‘course’ to starboard, to bring the ship on to fixed green
hen 13 miles south by east of Termination Island, ‘course’ was altered from 122° to 090° . Late on 29 Septemb
eed of 15.7 knots and steering 304o (G) to make a ‘course’ of 302o (T). On the bridge, keeping watch, were t
which to determine if the vessel was on collision ‘course’ . After a while, the skipper saw a ship very close
of the collision. 3. The fishing vessel was on a ‘course’ of east-south-east and making between 2 and 2.5 k
determine if an echo was approaching on collision ‘course’ , and three DGPS sets. 6. The skipper saw a large
n the vicinity. Steering was by autopilot and th ‘course’ was set 1850. Her speed was about 8 knots. Ilona
there was traffic in the immediate vicinity. The ‘course’ was set at 0080 and her speed was about 8 knots.
his starboard bow. He therefore planned to alter ‘course’ to starboard when the vessels ahead had closed to
The example of a short extract of concordance lines above, taken randomly from a maritime-related corpus
(Nautical Institute’s MARS Reports), shows the key-word ‘course’ as used in real life texts. These are best used
for vocabulary practising and recycling with learners of SME (Specialised Maritime English, cf. Core section 2).
Within corpus based studies, the instructor’s role is to prepare concordance lines for learners to search.
Using the example above, learners could search for: typical collocates (adjective + course: intended course,
reciprocal courses; noun + course: collision course; verb + course: alter course, make a course, set course);
word expressions and chunks (across the course of a ship; alter course hard-a-port; be on a course of; alter
course to starboard; be on a collision course; approach on a course of); rare cases of plural form (courses), etc.
The lines above also show the word ‘course’ as a homograph (line 4 – simulator course) thus requiring learners
to infer different meanings of the word ‘course’. The text of each concordance line can be extended to obtain
full sentences or paragraphs and so provides an opportunity for content study.
Most recently, heavy focus has been placed on the cognitive approach to learning vocabulary. This puts the
learner in the foreground, and calls for a measured balance between the incidental and explicit teaching of
vocabulary. The Cognitive Vocabulary Approach (CVA) is grounded in “what we know about vocabulary and
comprehension and focuses on explicit instruction of not only new word meanings but also on a meta-cognitive
direction intended to help students develop independent word learning strategies that will serve them well
in subsequent encounters with unfamiliar words”. In this approach the teacher’s role becomes increasingly
important in facilitating incidental learning, i.e. helping the process of independent vocabulary learning (e.g.
learners guessing word meaning in context). On the other hand, explicit teaching is also encouraged (e.g.
the learning of word pairs or sets, teaching groups of words together and cross-association, teaching the
underlying meaning of a word, teaching word families instead of individual words, teaching word formation,
presenting sequences of words together, word collocations, fixed phrases, idioms, etc.).
Key issues in vocabulary teaching
Issues concerning the teaching of vocabulary are broadly the same, regardless of whether the vocabulary is
general or specialised. Some of the key questions in vocabulary teaching are:
–– How much vocabulary is needed for the learners’ purposes? (quantity of items, frequencies, rate
of new words per lesson, etc.)
–– Which words need to be taught? This is the pragmatic and sociolinguistic aspect (words in
context, restricted vocabulary for safety purposes, such as SMCP words appropriate to maritime-
related situations)

Maritime English
–– Which parts of the vocabulary items’ form are to be taught? (pronunciation, spelling, grammatical
form or all of these?)
–– Which aspects of the word meaning do the students need to know? (denotation, connotation?)
–– What typology will help learners to understand and retain the vocabulary? (word formation,
word families, lexical sets, word associations, multiword units?)
–– What is the ‘grammatical behaviour’ of the words to be taught? (textual and discourse aspects of
word use); (cf. the Lexical Approach, Lewis 1993)
–– What approach to teaching vocabulary will work best for the learners? (explicit vs incidental
learning by exposure, dictionary uses, use of corpora in vocabulary acquisition, etc.)
–– What task types will best help the learners? (receptive such as identifying words, selecting,
matching, sorting, ranking and sequencing; and productive such as completion, cloze, gap fills,
multiple choice tests, word games); (cf. CEFR, Schmitt 2000)
–– Which aspects of vocabulary learning and teaching are required? (presenting new vocabulary,
practising and remembering vocabulary, production of learned words)
–– How best to help learners organise words in their minds? (the mental lexicon)
–– How to link words to the learners’ existing knowledge? (the cognitive aspect of learning)
–– How to integrate vocabulary and the four communicative skills, according to the learners’ needs?
(reading, listening, speaking, writing)
–– How to assess and test vocabulary?
Crucial to the success of a teaching sequence is whether a lesson or a whole course is the selection of items
to focus on (Thornbury 2002). When selecting new words for teaching, it is useful to bear the following issues
in mind:
–– Limit the number of new words to be taught in one lesson. Research has shown that seven new
words is the maximum number that the average learner can deal with in one lesson. Encourage
students to take responsibility for which words they want to actively record and try to use as part
of their vocabulary.
–– Consider the frequency of the new words to be taught. Give priority to teaching words that are
widely used and which students are likely to need to know (i.e. high frequency items). At lower
levels especially, these are more useful than rare words that have limited use.
–– Choose appropriate words for the students. If the class is made up of engineers, they will need
to know more verbs to describe mechanical faults than navigational terms, for example. Consult
with maritime trainers from other departments to ensure that you are selecting appropriate
vocabulary for your classes.
–– Take care when grading new words according to their difficulty and frequency. Vocabulary
items that the teacher considers difficult or unusual may be essential to all seafarers. On the
other hand, do not attempt to compensate for this by insisting that all students should know all
maritime terms. When selecting maritime vocabulary for different levels, check with a colleague
that you are covering items that correspond with the students’ content knowledge in other
subject areas (see the section ‘Integrating maritime topics’).
–– Present words in lexical groups. Students will find it easier to remember and record vocabulary
items which are all connected with one topic, rather than random words relating to totally
different subjects. These form lexical sets and lexical associations.
When selecting vocabulary for Maritime English teaching, it is important for the instructor to be aware of the
size and typology of the vocabulary used in General Maritime English (Core section 1) as compared to

Specialised Maritime English (Core section 2). The typology of vocabulary for teaching purposes is today
based on word frequency research. This yields four categories of vocabulary:
–– 1st level: high frequency words – the 2,000 most frequent words in English (80% of running
words of academic texts and newspapers; 90% of conversation and novels); all functional words
(176 word families); and the majority of content words (e.g. the, a, is, in, out, between, common,
late, heavy, especially). These are not technical words.
–– 2nd level: academic vocabulary – a specialised extension of 1st level words (8.5 % of academic
texts; 4% of newspapers). The 2nd level is also termed ‘sub-technical’ or ‘semi-technical’
vocabulary in technical texts, consisting of items that are more closely related to high frequency
words than to technical vocabulary (e.g. situation, part, time, position, support, forms, describe).
2nd level items are minimally related to a technical register.
–– 3rd level: technical vocabulary – 5% of the running words in specialised texts – words frequent
in and related to specialised text or subject area but low in frequency or not occurring in other
fields (bow, stern, heave up, steer, port side, shaft generator, cove, ridge, Stella Polaris, Bellatrix,
relative bearing, Great Circle Sailing)
–– 4th level: low frequency words – thousands of words covering around 5% of the running words
in texts (abandon ship, Cargocaire system, full container load); they are specific to a technical
register in Maritime English.
If applied to maritime-related texts, the above typology can become a useful tool in selecting the minimum
vocabulary for any IMO COC level. On the basis of word frequency the vocabulary of Maritime English can
be categorised as follows:
(i) a very limited number (up to 5–7%) of strictly technical/nautical terms, whose central lexical
meaning (i.e. the word used in isolation, outside the context) is restricted to maritime use only
and thus ‘unambiguous’ by nature (e.g. some terms referring to ship design and construction,
general seamanship, cargo work, ship handling, etc. fore-and-aft, halyard, starboard, bow,
rudder, stevedore)
(ii) numerous semi-specific items (usually semi-technical words), often highly polysemous, which
are disambiguated in the maritime context only, e.g. some verbs, descriptive adjectives and basic
concept nouns or semi-lexical nouns (heave, haul, steer; clear, bound; line, set, position, time,
situation)
(iii) function words (e.g. auxiliary verbs) and semi-lexical items (let, make, provide, set, get).
(iv) an unlimited number of very productive multi-word lexical units consisting of the words of
general vocabulary having specific meaning in the maritime context and setting: compounds
(shipping forecast, deep-sea trade, close-quarters situation, vessel traffic service, muster station,
master station, land earth station, assistant engineer, finger pier, blue water, beat up) and verbal
phrases (heave in, heave on, heave up, heave to, heave away).
Furthermore, Maritime English instructors can run texts of their own choice (according to the needs of a
target group or target syllabus) and obtain the categories of vocabulary to focus their teaching on, e.g. VHF
conversations, communications in emergency situations, master-boarding party exchanges, master-agent
exchanges, etc.
Teaching vocabulary is not just a case of having the students write or repeat lists of isolated words. Knowing
a word, therefore, means knowing how to use it.
As for Maritime English, this includes such vocabulary knowledge as:

a) terms used in Maritime English only
b) General English words acquiring a new (technical, specialised) meaning
c) word families (e.g. inflections, derivations), morphology

Maritime English
d) multi-word lexical units (MWU) in Maritime English:

a. compounds
b. collocations
c. verbal phrases
d. idioms, phrases
e) Maritime English vocabulary across semantic relations (lexical sets held by the relationship of
synonymy, antonymy, hyponymy; polysemy and homonymy/homography)
f) word or term associations; clustering around maritime-related topics or maritime situations
g) words with a high degree of recurrence/frequency in Maritime English
h) fixed expressions in Maritime English
i) metaphoric use in Maritime English
j) terms belonging to a particular maritime register (field subject-matter)
k) lexical elements of speech acts in Maritime English (e.g. VHF conversations, etc.)
l) lexical elements of maritime discourse
m) archaisms in Maritime English
n) function words in Maritime English text and discourse
o) areal distribution of words (words and word forms used in the UK, US, etc., e.g. cargo ship
vs freighter)
The student needs to:
–– understand the context of the new item
–– recognise how the word can change form depending on the part of speech
–– be aware of the prefixes and suffixes used with the root word to change the part of speech, make
opposites, etc.
–– know which other words collocate or ‘go with’ the new word
–– differentiate between ‘specialist’ and ‘general’ meanings of words which can be used in
several contexts
–– know about the frequency of the vocabulary in specific maritime-related language situations
–– be aware of the register and genre of the word (e.g. formal/neutral/casual; maritime/general)
–– be able to remember and reproduce the word when needed.
The last point refers to the difference between passive and active vocabulary. Passive vocabulary means
the language items ‘stored’ in a student’s memory: although they may recognise the word when reading or
listening, they cannot recall or produce it automatically in their own communications. The number of words in
a student’s active vocabulary will be less than the number in their passive vocabulary store. Active vocabulary
means that the student knows the word (according to the points above) and can use it freely and appropriately
in their speech and writing. When words are encountered for the first time, they usually go into the ‘passive
store’, unless they make a very deliberate effort to learn and actively use the new word. Regular exposure
to words that have been taught in previous classes is essential for ensuring that passive vocabulary becomes
active. In other words, revision is a crucial part of learning and time must be spent doing this.
The techniques for presenting new words for the first time are different to the techniques for revising passive
vocabulary. When planning how to teach new words, the teacher must beware of the differences between
teaching and testing: the presentation of new input requires teaching, whereas revision may involve some
testing. For example, if the aim is to pre-teach completely new words in preparation for listening or reading, a
labelling exercise would not be appropriate as the students would not understand the new words. Instead, the
teacher would need to present the new words to the students, establishing the meaning clearly.
Suggestions for presenting new vocabulary to students are given in the following paragraphs.

Strategies and tasks in learning vocabulary

Students should be encouraged to use a range of vocabulary learning strategies to help them deduce the
meaning of new words without the assistance of an instructor and learn and use new words. Strategies for
vocabulary learning may include:
.1 determination strategies:
–– analysing any non-linguistic clues available, e.g. pictures, gestures, etc.
–– guessing the word’s meaning from the context
–– using a dictionary (preferably monolingual, followed by a bilingual dictionary)
–– analysing the lexical structure (e.g. word formation, collocations, compounding, phrasal
verbs, idioms, lexical chunks)
–– memorising word lists and their translations
.2 social strategies:
–– interacting with other people to improve language learning
–– looking for a synonym, paraphrase, or L1 translation of new word
–– practising new words with a study group
.3 mnemonics (memory strategies), relating new words to previously acquired knowledge
–– exploring semantic fields or mind-maps
–– using the keyword method
–– associating a new word with synonyms, hyponyms and antonyms which are already known
.4 cognitive strategies:
–– connecting with other words by association, comparison, classification
–– transforming the topic and informing about the words to be learned (examining word
meanings, linking the word to existing knowledge)
–– predicting, inferring, drawing conclusions
–– keeping a vocabulary notebook
–– visualising the new word; drawing it and using the learner’s creativity
–– organising words in the mind.
Vocabulary teaching strategies include explicit and implicit vocabulary instruction. Explicit vocabulary
teaching strategies involve: pre-teaching new words; repeated exposure to words; the keyword method; word
maps; word form analysis (root and part of words); synonyms and antonyms; paraphrase definition; providing
examples and non-examples; etc.
Implicit vocabulary teaching strategies are applied in incidental learning; i.e. spontaneous learning in
extensive communicative language use. Vocabulary learning then occurs as a subconscious activity as a
by-product of reading and listening. The word meaning is inferred from the way a word is used in a text.
The learners (reader) may also use textual and extra-textual clues to arrive at the meanings of words. The
clues include other words in a sentence or paragraph, captions, tables, graphs, illustrations and titles, etc. to
determine the meanings of unfamiliar words. Plenty of tasks and ideas for teaching, practising and adapting
vocabulary teaching tasks, especially vocabulary games, can be found on websites such as: http://www.
manythings.org/e/vocabulary.html; TESL Journal (http://iteslj.org/games/); etc.
Suggestions for presenting new vocabulary to students are given in the paragraphs that follow.
Presenting new vocabulary
It is best to try to teach new words in English as translations often do not have a direct parallel in other
languages and this can be confusing for beginners. Persistent translation hinders the ability to ‘think in English’
and does not give students much chance to develop an understanding of English collocations.

Maritime English
The following suggestions are alternatives to translation. Using a combination of these techniques should
ensure that students with different learning styles are all catered for.
–– Contextualisation: It is important to create a clear context when teaching vocabulary, not only
to explain its meaning but also to demonstrate how a word is typically used (see ‘Presentation’
in ‘Stages of lessons’ above). Students need to be exposed to new words in context, hearing
them said and seeing them in writing before they can be expected to use the words themselves.
–– Guessing meaning from context: Before explaining the meaning of a new word to the
class, encourage students to make ‘an educated guess’ about the approximate meaning by
themselves from ‘clues’ in the surrounding text. ‘Clues’ include words which ‘go with’ the
target word (collocations); the position of the word in the sentence; any prefixes or suffixes;
and punctuation. Thinking about this type of contextual information should help guide students
towards understanding the function of the word (e.g. describing/linking/defining) and its possible
meaning. This is an inductive process, often described as inferring meaning from context, an
important strategy in the skills of reading and listening. For example: The job involved some
welding, so he put on his goggles to protect his eyes. The learner may never have seen the word
‘goggles’ before, but would probably be able to guess the meaning form the context.
–– Visual representation: This is effective when teaching vocabulary of specific objects as the
student can see exactly what is being referred to. Studies show that we retain more information
from a visual stimulus than an aural stimulus. Use diagrams, pictures, drawings, slides and posters
saying each new item a few times before asking the students to repeat it. If visuals are difficult
to find, the teacher or an artistic student may be able to sketch the new item on the board. It is
a good idea to share materials with other instructors, building up a pool of useful resources that
everyone can access.
–– Realia: This is the name given to ‘real’ items used for teaching purposes. If it is possible to bring
samples of realia into the class, then they can be exploited for different purposes. For example,
use tools, safety equipment, etc. to demonstrate verbs, adjectives and adverbs as well as the
nouns associated with specific procedures.
–– Gesture and mime: Often the quickest and most simple way to communicate meaning visually
is to demonstrate using your hands. Many teachers use this technique to explain words such as
verbs of routine action, adjectives of physical description, and so on.
–– Oral explanations: For words which cannot be represented visually, give verbal definitions, for
example by paraphrasing; giving synonyms (while making sure that students realise that two
words seldom have exactly the same meaning or form); giving opposite meanings; showing
how the word ‘fits’ on a scale; or by describing characteristics of the word such as its function,
appearance, location, etc.
–– Monolingual dictionaries: Higher level students should be encouraged to use English–English

reference books such as dictionaries, glossaries and thesauruses to discover the various meanings
of new items in English. (Special learners’ dictionaries are now available for students of English.)
–– Functional chunks drill: Borrowing from Lexical Approaches to teaching, the teacher prepares a
number of functional phrases or ‘chunks’ (not single words), presents the meaning of the phrases
in context and drills how to say them. This takes place before the learners have seen the lexis
written. For example, phrases that your learners may need to use in meetings for functions such
as: interrupting, accepting interruptions, making a suggestion, returning to the subject, etc.

–– Ordering procedures, scripts and scenarios: Describing procedures and processes often
includes a lot of verb + noun collocations. This activity features regularly in Lexical Approach
to vocabulary teaching. Present the class with a list of stages in any procedure, which contains
collocations; for example the sending of an email. This procedure begins with switch on the
computer, enter the recipient’s address and many more examples until send the message finishes
the process. These are presented in the wrong order and by working in groups the learners put
them in the correct order. This is a deductive activity because by putting them in order the
students can try to discover the meaning of any unfamiliar lexis.
Practising new vocabulary
The presentation of new vocabulary should be followed up immediately with controlled practice. This should
not involve asking students to ‘make sentences with new words’ on their own as this is not an activity which
native speakers would do and can be daunting for the students. Controlled practice should let the students
use the new words for communicative purposes within clear contexts. This allows the teacher to check the
students’ understanding of the new items and help the learners consolidate the meaning of the new word,
making it more likely that it will enter their active vocabulary store, in the short-term at least.
The following information gap activities can be adapted for practising maritime vocabulary as well as general
vocabulary. (For the activities which refer to pictures, visual material can be adapted from diagrams in technical
manuals or textbooks that depict an onboard procedure, a mechanical process, a part of the vessel, a routine
operation, etc., e.g. technical journals such as The Motor Ship, Marine Engineers Review, etc.)
–– Describe and draw: Students work in pairs. Student A in each pair is given a plan, diagram or
picture which relates to the given vocabulary items. Student A describes the diagram to Student
B who listens and tries to draw the diagram from the description. As with all information gap
activities, remind Student A not to show their picture to their partner and, similarly, Student B
should not reveal their drawing until the end of the task. Each pair should compare drawings at
the end of the task. As a follow-up activity, the class could produce a model description of the
drawing together. This activity is useful for practising vocabulary items, for revising prepositions
of place and for practising negotiating skills.
–– Interpret and write: Students write a description based on visual information, for example a
map, chart, graph, diagram, table, plan or sketch. At the end of the activity, the students compare
their descriptions.
–– Spot the difference: Prepare two versions of a picture or diagram with about ten slight differences
between them. Copy the pictures and hand them out to each pair of students, telling them not to
reveal the pictures. Each student then describes their version of the picture to their partner, with
the aim of discovering all the differences.
–– Odd one out: Show the students sets of individual words or pictures that appear to be lexically
related. In each group, include one word that does not ‘belong’ to the topic. For example, in the
group tanker, ro-ro, reefer, lifeboat and bulk carrier, ‘lifeboat’ would be the odd one out because
it is not a type of cargo vessel. It is the students’ task to identify which word does not fit and say
why.
–– Jigsaw procedures: The teacher gives each student in a large group a different picture that shows
a stage in a procedure. Each student then mingles with the others in the group, describing (but
not revealing) their pictures. By listening to each other’s descriptions, the students should be able
to put the stages in the correct sequence. This activity can be done with sentences instead of
pictures as an alternative.
–– Crosswords/word grids: The simplest version of this is for the teacher to devise a word puzzle
that tests the students’ memory of vocabulary: students read the clues then fill in the relevant
answers on the crossword or grid. Alternatively, the teacher can prepare the finished version of
two puzzles without clues, split the class in half and ask the students to devise their own clues
for each word. The students then swap their clues and a blank version of the puzzle and try
to do each other’s. This activity encourages students to think about definitions of words they
have learned.

Maritime English
–– Half a crossword: The teacher devises a crossword (this is more effective if all answers are
from the same lexical set) and makes two copies of the blank formation. On one copy, half of
the answers are written in the boxes. On the other copy, the remaining answers are filled in.
Students work in pairs and take it in turns to describe the words in their own crossword. Their
partner guesses and completes their own version until all the squares are full.
–– Semantic grids: The teacher prepares a grid: along the top are words belonging to a lexical set,
e.g. types of weather. Down the side are collocates, e.g. adjectives describing types of weather.
The students collaborate to decide which words collocate (e.g. light rain; light wind but not light
fog)
Dictation: There are several suggestions for dictation in the ‘Developing accuracy’ section of ‘Teaching
speaking’ that can be adapted for vocabulary practice. Try varying the seating arrangements for these
activities, for example: put pairs ‘back-to-back’ to mimic the conditions of a radio or telephone conversation;
make students sit far apart (e.g. on other sides of a table) so that they have to concentrate on listening to and
watching their partner, ignoring the surrounding noise; or try a group dictation where each member of the
group has a sentence from a short paragraph which s/he reads out in turn while everyone writes.
Revising vocabulary
The teacher can incorporate word recall activities into different types of lessons to help students maintain their
word base. Various eliciting techniques can help learners pool their combined knowledge while word games
and puzzles can also be adapted for vocabulary revision and are useful as ‘fillers’, ‘warmers’ or for when a
quick activity is needed to inject some life into a tired class.
–– Brainstorming: This task can help remind students of words they have learned connected
with a specific topic. A typical brainstorming activity would involve all members of a group
spontaneously thinking of as many words, phrases or ideas that they associate with a specific
topic as possible. The brainstorming session should be quick and quite intense with individuals
encouraged both to listen to other members of the group and to contribute the ideas that
occur to them. One person should be responsible for noting down everyone’s suggestions. If
brainstorming is done as a whole class, one or more people can write the class’ contributions on
the board. This can work well as a pre-listening or pre-reading activity. Students can then listen
to check how many of their words are included in the text.
–– Writing mind maps: This extends the association activity into a more organised, visual plan.
Working in pairs or individually, students write the topic word in the centre of a page and
then list associated words into categories scattered around the page. (It may help to provide
categories to guide the students.)
–– Eliciting questions: This technique can be used to remind students of vocabulary which has
been previously taught. Revise vocabulary by asking questions such as ‘what is the opposite
of …?’; ‘try to change this verb into an adverb’; ‘how can you change this word to a feminine
form?’; ‘can you think of another word for …?’; ‘can you think of some more words connected
with this one?’; etc.
–– Word definition bingo: Adapt the numbers game ‘Bingo’ for vocabulary by writing the words
that you want the students to revise randomly on the board (you will need a minimum of 15
words). Tell the students to choose about 6 words from the board and to write their selection in
their notebooks. Explain that students should listen while you read out definitions of the words
on the board. If they hear a definition that corresponds to one of the words they have chosen
and written down, they should circle it in their books. As soon as they have circled all of their
words, they should shout out ‘Bingo!’ and the winner is the person who does so first. Check
the winner’s answers by having him/her repeat the words aloud and ask the rest of the class to
provide a corresponding definition.
–– Pictionary: If enough games boards, counters and die are available, this can be played as a team
board game or, alternatively, just in groups. Prepare by writing a large selection of words that
students need to revise on to a sheet of paper, copying it for each group, cutting up each sheet

into separate words and put one set face down in front of each group. Each group should be split
into two teams who will play against each other. Team A starts timing for one minute while one
person from Team B takes the first word from the pile and tells his/her team what part of speech
the word is (e.g. noun, verb, adverb, etc.), without reading out the word itself. The student then
starts to draw the word as quickly as possible while their team-mates watch and try to guess the
word from the drawings. The person drawing is not allowed to speak but should stop as soon as
someone in their team guesses correctly. If they guess within one minute, they can have another
turn, if not, Team A continues with the second word in the pile. The winning team is the one
with the highest number of words at the end.
–– Call My Bluff: Students prepare a vocabulary quiz challenge for the rest of the class in groups.
Each group should choose the same number of words from a selection that they have learned
over a few weeks. They should create three definitions for each word, all of which seem plausible
but only one of which is actually correct. Each group should then take turns to announce their
word to the class and read out all three of their definitions. The other groups should listen and
decide which definition they think is correct. Teams can score points for correct answers.
–– Crosswords: As a revision alternative to the exercise on crosswords (see ‘Practising new
vocabulary’ above), ask the students to select their own choice of words from their notebooks
and create their own puzzles with their own clues. The puzzles can be circulated around for
others to do.
–– Taboo: This is a revision activity where the teacher prepares a number of cards featuring a key
word that the students have recently learned. The card also lists five more words useful to the
definition or description of the key word; however, the students cannot mention any of these
words in their description. One student talks about the key word without using any of the words
on the card and the others must guess what the key word is. The class can be put into teams to
make this a competitive game.
–– Lexical (or grammar) auction: The teacher prepares a list of sentences and questions, some of
which contain mistakes, some of which are correct. The mistakes should preferably be ones
which class members frequently make. The teacher prepares some fake money and distributes
it to the students in pairs or small groups. The students then gamble on whether the sentences
are wrong or not, winning and losing money as they go. The group with the most money at the
end is the winner.
–– Word games puzzles and quizzes: A wide range of games can be used to help students
practise, recycle and produce words at all levels of language learning. Under the game theory
“the structural elements of a game exist as rules, turns, collaboration and competition, where
winning, or fun, is modelled as numerical payoff”. They are useful because they encourage
interaction and are fun for all learners irrespective of their age and education level. Games are
an important and increasingly popular means of building vocabulary.
Most L1 language word games transfer comfortably to L2 language classroom. One problem with word games,
however, is that they deal with words in isolation. In addition to classroom games (e.g. word clap, categories,
noughts and crosses, coffeepot, back to board, pictionary, word snap, word race, spelling race) the majority
of games are now computer-based and available on the web. Games are also played using mobile devices.
Gaming tasks and ‘apps’ may take many forms but some of the most popular ones are:
analogy games, antonym games, compound games, context games, hangman, homophone games,
idiom games, matching games, prefix/ suffix games, root word games, synonymy games, word play
games, wordshake games, spelloween, word definition games, word web games, word association
games/word spiders, word pairs games, word drop games, word find/search games, vocabulary games
with pictures, vocabulary word lists, cloze, crossword games, jumbled words games, taboo, memory,
memory challenge, last one standing, pictionary, outburst, concentration, scrambled letters, Q&A,
categories, etc.
For examples and more information on vocabulary games, puzzles and quizzes see relevant websites
mentioned in General English language teaching and testing websites.

Maritime English
Extending vocabulary
Rather than treating vocabulary as a list of unconnected items, the teacher should encourage the learners to
think of words in semantic groups and to look for common structural patterns. This will help students to make
connections between words, increasing their chances of inferring the meaning from context more successfully.
By comparing and contrasting meanings, students will also see how particular vocabulary can have different
meanings in specialist and general contexts (e.g. the word ‘cabin’ could mean accommodation in a ship; a
small wooden house in the mountains; or the part of an airplane where the pilots sit). Learners of English often
assume that one word has one meaning; this approach will encourage them to appreciate that one word can
have many different applications. At higher levels, students will also need to be aware of the connotations that
words have and should be helped to think about the differences in meanings between words.
Monolingual dictionaries (both General English and Maritime English) should be used with various types of
word research activities to extend the students’ understanding of words which have more than one meaning,
have more than one part (i.e. multi-word verbs and compound words) or have idiomatic uses.
–– Word families: Help students understand the concept of word derivation, inflection and
conversion by showing them how one word can be modified with prefixes and suffixes to
form other parts of speech, for example sign/signal/signify/significant; act/action/activate/acting;
note/notice/notify/notification; etc. (This exercise can be integrated with pronunciation work on
changing word stress. See the ‘Word stress’ section in ‘Teaching pronunciation’.)
–– Prefixes: Provide students with a list of adjectives and a list of common prefixes (e.g. il-, im-, in-,
un-, ir- and dis-). Ask the students to form the negative or opposite meaning of the adjectives by
matching each word with the appropriate prefix. This activity can also be adapted for suffixes.
–– Understanding connotation: Provide students with a list of words of the same part of speech
that fall into the same semantic field, for example the adjectives ‘dirty’, ‘grimy’, ‘soiled’, ‘filthy’,
‘unclean’ and ‘polluted’. Students first use monolingual dictionaries to check the connotations
and the degree of formality for each word and then use the words for a sentence completion or
multiple choice exercise.
–– Matching collocations: Provide students with two columns of words: one column containing
semantically related words (e.g. nouns for types of weather) and the other containing several
possible collocations (e.g. adjectives describing types of weather). The students should collaborate
and try to match the correct collocations (e.g. light rain; light wind but not light fog). They should
then check the answers in a monolingual maritime dictionary then use the words in a controlled
writing activity. The collocations task is also called a semantic grid. Another example would be a
grid with a column with types of marine document, e.g. ‘Sea Protest’, ‘Bill of Lading’, ‘Oil Record
Book’, etc. and a row of verbs such as ‘make’, ‘note’, ‘lodge’, ‘note’, ‘enter’, ‘state’, ‘fill in’, etc.
–– Phrasal verbs: Present the students with a list of near synonyms for a range of phrasal verbs that
use the same main verb, for example ‘get on’, ‘get off’, ‘get in’, ‘get out’, ‘get by’, ‘get over’, ‘get
away’, ‘get through’, etc. Ask the students to try to match the synonyms and the phrasal verbs
then to use monolingual dictionaries to confirm their answers. Alternatively, give students a long
text and ask them to scan it in order to locate as many examples of phrasal verbs that use the
same main verb (see ‘Scan reading’ in the ‘Teaching reading’ section). Encourage them to try to
work out the meaning of the different words from context before checking the meanings in their
dictionaries (see the ‘Presenting new vocabulary’ section above). Follow this up with a sentence
completion activity.
–– Phrasal verbs: Since these lexical items do not exist in the vast majority of languages, it is
important that students are made aware of their frequency and various peculiarities: same verb +
particle can have a number of meanings (e.g. heave on, heave away (in line-handling operations),
heave to (in manoeuvring the ship in heavy weather), heave up (when speaking of the anchor),
etc. Meanings can be extremely idiomatic or quite clear in context; more phrasal verbs are
intransitive than single word verbs; some can be and often are in common usage, separable
by an object, e.g. take your shoes off (verb + object + particle). Teachers are responsible for
making the learner aware of these factors when presenting them with phrasal verbs, and should
encourage the students to consider this when recording vocabulary (see Recording vocabulary
section below).

Testing vocabulary
Assessment of vocabulary is necessary because words are the building blocks of language and the basic units
of meaning from which larger structures such as sentences are formed. Testing is a reliable means of knowing
how effective teaching of vocabulary has been and provides feedback to the learner as to her/his achievement
and to the instructor as to the success of the learning process. In terms of this course, three types of test are
applied: placement tests (to estimate how many words the test takers already know), progress tests (these test
serve the diagnostic purpose for the instructor to plan further tasks) and, probably the most frequently applied,
achievement tests (to examine how well the learners have mastered the vocabulary and the vocabulary skills
they have been taught).
The key issues in testing vocabulary are:

–– Why test vocabulary?
–– What vocabulary to test?
–– How to test vocabulary recognition/reception and production abilities?
–– How to measure and score test achievement?
Testing is a necessary part of revising and can be carried out informally, allowing the teacher to see where and
why students are making mistakes. Many of the vocabulary exercises in the recommended resources in the
detailed teaching syllabus can be adapted for informal testing purposes.
Here is a list of widely used types of vocabulary tests:

–– Gap-fill exercise/Cloze test: This is perhaps the most common technique for testing; the students
are required to complete a sentence or paragraph with key words (which may be provided out
of context for the students to choose from). They test the ability to produce a word rather than
simply recognise it. One of the best known tests of this type is the cloze test (a test in which gaps
are regularly spaced, e.g. every seventh word). A cloze test can be selective (open) cloze test
where specifically targeted words, preferably content words, are deleted.
–– Multiple choice gap-fills: A variation on the above, these can be a useful way of testing the
students’ knowledge of the form of a word, for example its collocation; the part of speech; its
spelling (e.g. with homophones such as their and there) or words which are often confused (such
as do and make for speakers of Romance languages). When preparing multiple choice questions,
it is important that each option is plausible but only one is correct.
–– Labelling visuals: Copy a diagram or picture that clearly shows different parts. Either provide the
students with a random list of words that they have to match to the corresponding part of the
diagram or ask them to name each part by themselves. This is especially effective for testing and
revision of technical terms.
–– Matching: This is a similar activity: prepare two columns of separate words and ask students to
match words from each column, for example to make compound words, to make new words by
adding affixes, or to identify appropriate collocations.
–– True or false exercises: These can be used to test students’ understanding of meaning, for
example by giving definitions of a selection of words, only some of which are correct.
–– Pelmanism: This is a game which can be used to test the learners’ memory of any number of
types of lexical items, e.g. verb + noun collocations, antonyms, prefixes/suffixes. As an example
of how this activity can be used to review prefixes: the teacher prepares a pack of cards where
half of the cards feature an adjective and half of the cards a corresponding prefix. The aim is to
match the adjective with a corresponding prefix. Students work in pairs and are given a set of
cards each. They take turns to turn over one card from their pile. The person who turns over the
matching card wins the two cards. If there is no match, the cards are returned to the bottom of
the pile. The winner is the one who has most cards at the end of the game.

Maritime English
Recording vocabulary
Recording vocabulary is the way that trainees revise and consolidate new language learned. Recording
vocabulary and lexical items is one of the most important topics in the increasingly popular subject of learner
training. The way that students’ record vocabulary in their notebooks can influence how well they learn new
words: often, students do not pay special attention to vocabulary, mixing it up with the rest of the work they
record in their notebooks. If students need to be able to refer to vocabulary for specific purposes, they need a
clear system for categorising words and phrases that will make sense to them later. It is worthwhile spending
time discussing ways to record words effectively.
Trainees should learn different ways of recording vocabulary. Some suggestions are given in C. Logie, E. Vivers
and A. Nisbet, English for Seafarers Study Pack 2 (see Bibliography, T16).
Instructors should help students to consider which way best suits the student’s own learning style (e.g. by using
notes, illustrations, tables, lists, model sentences, personalised definitions, etc.). Translation to the students’ first
language is not encouraged; even at lower levels, seafarers should be encouraged to think about vocabulary
items in English in order to promote their understanding of English as a seafaring language worldwide.
Students should be made aware that a simple direct translation of a word is not always adequate. There are a
number of reasons for this: there may not be an exact equivalent or the word may not even exist in their first
language; the closest equivalent in their language may be used quite differently and could even be a different
part of speech; the word may also collocate quite differently in their language and have different cultural
connotations.
Unit 22 of reference T16 in the Bibliography of this course could be adapted for elementary level learners by
demonstrating the various techniques shown and asking students to try each of them out.
Students often copy the way that the teacher writes vocabulary on the board, so it is important to present
a clear visual record. Try to reserve one section of the board for new words only and leave the words on
the board until the end of the lesson to act as a record of input for the students. It is also useful to write the
phonetic script for each new word when noting new vocabulary, provide or elicit a sample sentence that
shows the word in context, encourage the students to identify the part of speech and note this too. At the end
of the lesson, the students can be asked to transfer key words learned in the lesson on to a poster on a wall in
the class creating a semi-permanent record of what was taught on previous occasions. These posters should
reflect the methods of recording vocabulary preferred by all of the students. The poster can then be used as
the basis for a vocabulary review after a few lessons. Similarly, the students can be asked to contribute to a
vocabulary store by writing sample sentences using new words from the lesson on pieces of paper that are
then stored in a box (or simply an envelope tacked onto the wall). This is a great source of vocabulary items for
recycling in warmer activities. Some websites for English students offer a downloadable vocabulary calendar
or diary (see the Bibliography for recommended sites).
Word building tables: These are best done on some whiteboards or computers by pairs of students since there
is a lot of guess work, errors and correction (so a written sheet is often messy). If using a computer, the student
opens a blank document and draws a grid of 4 columns and roughly 10 rows and heads each column with
verb, noun, adjective and opposite adjective. The teacher provides a number of words, which the learner has
seen before, one for each row. The learner puts each word in its own row under the correct part of speech
column and tries to use suffixes to complete the row: the purpose of the opposite adjective column is not to
think of antonyms but to use negative prefixes. The shifting word stress patterns can also be recorded on each
word.
Teaching pronunciation
Maritime English instructors often work with monolingual groups of students. As the instructors are familiar with
and comprehend their learners’ pronunciation in English, there can be a tendency to neglect pronunciation
work in Maritime English teaching. However, this is not representative of the real world in shipping. It is
essential to recognise that in multi-national crews, seafarers’ spoken English must be comprehensible to other
nationalities. Similarly, seafarers who have an awareness of pronunciation will be better able to deal with the
range of accents they encounter.

Deviations from both segmental and supra-segmental aspects of pronunciation can, and do, lead to
communication failure in Maritime English, particularly when radio is used for communications on board,
from ship-to-ship and from ship-to-shore/shore-to-ship.
Today, so many varieties of English are spoken worldwide that there is no single model of pronunciation and
it is certainly not necessary to aspire to speak ‘the Queen’s English’. There are more people now speaking
English as their second language than there are native speakers. We also have to remember that there are a
range of ‘Englishes’, i.e. accepted variations of English with particular accents and linguistic styles, e.g. Indian
English, Sri Lankan English, Malaysian English, Australian English; this is a very pertinent discussion area in EFL
in this era of global communications.
Much of the spoken English that seafarers encounter is informal and is spoken in a range of international
and regional accents. An accent forms part of the speaker’s identity and is acceptable so long as it does not
prevent the speaker being understood. When two non-native speakers experience a breakdown in their verbal
communication when using English, it is often due to inaccurate use of one of the three systems (grammar,
vocabulary and pronunciation). In around 90% of those occasions it is because they do not understand
each other’s (often idiosyncratic) pronunciation. Pronunciation practice should therefore be a regular and
frequent part of study. Whenever possible, students should practise listening to English spoken with a range of
accents: audio material can be sourced from the internet. Students also need practice both in recognising and
producing the common characteristics of informal speech so that they can understand and be understood by
people from different countries.
The main elements of English pronunciation that students commonly need to practise are outlined here,
with some suggestions for presentation and practice. Teachers will need to select the areas that are of most
importance to the nationality of the group in order to minimise first language interference with English.
Pronunciation should be relevant to, and integrated with, the teaching of grammar, vocabulary and language
skills, rather than treated as an isolated subject. It is important to recycle aspects of pronunciation regularly
to keep students focused on the accuracy of their spoken English and to give them a basis for analysing
their own weaknesses. The activities described below are accuracy based and can be incorporated into the
‘presentation’ or ‘study’ part of a lesson (see ‘Stages of lessons’). Taking this approach, pronunciation should
be taught in small ‘chunks’ set in the context of the language that is being used in the class. It is more useful
to demonstrate examples, giving visual support and lots of meaningful examples that can be applied in ‘real’
communication than to overload students with theory about phonological systems.
Concentrate on one aspect of pronunciation at a time, introducing new concepts through varied recognition
exercises that sensitise students to the particular element of pronunciation, and then move on to productive
exercises. Language laboratories are very useful for practising pronunciation but it is not essential to have
one. All of the exercise types described below can be done in a class with a single tape recorder, although
it is useful if students can have access to a recording device to record their own voices and check their
pronunciation. (A suggestion for self-assessment of spoken accuracy is provided in the ‘Promoting fluency’ part
of the ‘Teaching speaking’ section.) Drilling is important for introducing new aspects of pronunciation and for
raising awareness of problem areas (see ‘Developing accuracy in the ‘Teaching speaking’ section); however,
this does not mean that all pronunciation work has to be confined to teacher-led drilling or repetitious lab
work. These exercises can also be adapted for interactive pair and group work.
Teaching English sounds

The teaching of phonemes is important for helping students pronounce well and understand English sound-
spelling rules. Traditionally, however, this area has been the focus, to the exclusion of other aspects of
pronunciation. Teaching and practising sounds must also be balanced with the aspects of pronunciation
that convey meaning (i.e. the ‘suprasegmental’ or ‘prosodic’ elements: intonation, stress, rhythm and pitch,
described in the relevant sections below.) The advice is to work on selected sounds that particular students
find most difficult as part of the wider pronunciation programme. The tasks described below are designed to
practise specific sounds, useful for controlled practice, as a step towards meaningful, realistic communication.

Maritime English
–– Modelling sounds: When demonstrating English sounds, try to show students visually how the
sound is formed rather than using complex or abstract terminology. Use mirrors so that students
can see the position of their mouths, lips, tongue and teeth; tell them to hold paper in front of
their mouths to demonstrate aspirated sounds like ‘p’ and ‘k’; get them to feel the difference
between voiced and unvoiced consonant sounds by touching their throats; arrange pairs to work
face-to-face to monitor each other’s pronunciation during drills; and draw diagrams of speech
organs if it helps students to see how sounds are formed. Concentrate on consonant sounds,
as these can cause more confusion if mispronounced than vowel sounds which tend to vary
according to people’s accents.
–– Counting sounds: Play a recording of a few short phrases that each contains the target sound.
Ask students to count the number of times they hear the target sound in each phrase then let
them check their answers against the transscript.
–– Phonetic symbols: There are arguments for and against using phonemic transcription: while it is
useful for focusing learners’ attention on sounds without the distraction of spelling, speakers of
languages which do not use the Roman alphabet may find it confusing, especially at low levels.
However, it can be a useful tool for learner autonomy – when using a dictionary for self-study,
a learner can immediately see the correct pronunciation of the word. The teacher can introduce
symbols gradually, selecting those that represent key sounds, such as the schwa (the weak vowel
sound) and sounds that students have problems with. If using phonetic symbols, it is important
to be consistent: point to the symbols on a chart while drilling new words; use the symbols for
‘silent correction’ of student errors; write the schwa symbol on the board where it occurs in key
vocabulary; write the symbols above columns of minimal pairs (see exercise below); encourage
students to notice the transcriptions in dictionaries and to record the phonemic spelling of new
words in their vocabulary books.
–– Literal dictation: Since students often find it difficult to hear their own pronunciation mistakes,
try the technique of asking them to dictate to you, telling them that you will write what they say,
exactly as you hear it. For example, if students have problems differentiating between ‘s’ and
voiced and unvoiced ‘th’, you might write ‘Ze sird officer said “Don’t srow zose sings overboard.”
When they see what their errors are, they should be able to start correcting themselves. It is best
to focus on one or two specific sounds during this activity and to make sure that several students
contribute so that individuals do not feel embarrassed by their errors.
–– Tongue twisters: These may not seem like serious learning tasks but they have the advantage of
providing amusing practice that helps students practise and memorise certain sounds.
–– Chain drills: This requires each student in turn to contribute a vocabulary item that includes
the target sound. Start off a sentence then go round the class, each student repeating what the
previous person said then adding their own item so that you build up a long list together.
–– Minimal pairs: Give ‘ear training’ to help students distinguish between pairs of sounds that they
find difficult. Start by asking them to look at two columns of words which vary by one phoneme
only (e.g. ‘right/light’; ‘deep/dip’). They should then listen to a recording and circle which word
in each pair is said. After drilling the words in each column, students can then work in pairs,
choosing one word for their partner to identify. This works well if there is distance between the
partners to make them concentrate on looking at their partner’s mouth as well as listening. A
possible follow up activity is producing sentences using words from each column, which can
then be used as drilling material.
–– Picture prompts: After the students have had practice repeating minimal pairs, give further
practice by holding up pictures that illustrate words containing the target structure (e.g. rock/
lock; pilot/pirate) for students to produce without hearing a model. (Note: This only works with
nouns which are already known to the students.)

–– Mini dialogues: Construct some short dialogues that give intensive practice of the key sounds
that you want to practise and try to include words from one lexical group (e.g. to practise the
difference between ‘sh’ and ‘ch’ devise a dialogue based on ordering food supplies from a ship’s
chandler: chocolate, fresh fruit, chicken, etc.). Use a listening task from the ‘While-listening
tasks’ section that requires the students to focus on the target words (e.g. noting down which
food supplies are in stock). Although such dialogues sound artificial, if used occasionally, they
are useful for focusing on accuracy. Students can then be asked to construct their own mini
dialogues, incorporating some words or phrases from a selection that you provide.
–– Echo technique: This works on the principle that we all have an inner ear, the ability to mimic
any comprehensible utterance internally, regardless of whether or not we know how to produce
the sound. This is very useful for conquering difficult consonant clusters or vowel sounds. Using
the example of the vowel sound in it/ think/ship, the stages of this activity are: the teacher
repeats the target sound in, for example, a minimal pair, e.g. it/eat, 4 or 5 times; the students
listen carefully, watching how the teacher forms the sounds; the learners echo the teacher’s voice
internally in silence as the teacher continues to mouth the words; the teacher asks the class to
speak and a drill of the sounds begins, often with notable success.
–– Hear/Say cards: A revision activity for recently taught vocabulary which requires the students
to produce the words accurately. The teacher produces three cards for each group (one card
each) which feature a grid divided into two columns headed ‘hear’ and ‘say’. In each row of the
grid there is a word in the ‘hear’ and ‘say’ columns. Student A says a word in the ‘say’ column,
this word appears in Student B’s ‘hear’ column and on hearing the word he or she must look
directly at the word in the opposite column (‘say’ column). Student B says this word which in
turn appears in Student A’s ‘hear’ column and so the game continues until they return to the
original word. The preparation of this activity may sound laborious but with the three cards in
front, it is actually very quick and easy.
Connected speech
Learners often complain that they find native speakers difficult to understand because they speak too quickly.
This statement often reflects the fact that students are not accustomed to listening to native speakers and that
they have difficulty identifying word boundaries in connected speech. Since English is a stress timed language,
structure words are usually weakened while content words take prominence. Listening activities that focus
on gist will help (see ‘Gist listening tasks’) while stress and intonation exercises will train students to pick out
prominent words. In addition, students also need to recognise and then practise a range of English weak forms.
–– Linking: Introduce students to the concept of linking by visually linking words on the board, by
drawing an arch above the connecting letters in colour, starting with examples of consonant to
vowel links, e.g. ‘The ship is old and unsafe’ before progressing to linking vowel sounds. Drill
the phrases, encouraging students to make them sound as ‘smooth’ as possible. Ask students to
identify more examples of this type of linking in other phrases. When students are comfortable
with this, remind them to think about linking before they do dictation activities (see ‘Developing
accuracy’ in the ‘Teaching speaking’) and to practise listening to themselves and each other
critically.
–– Contractions: Practising contracted forms of verbs and auxiliary verbs is not ‘bad English’ but
a feature of fluent speech that will help students to sound natural. Introduce contractions at an
early stage (e.g. ‘My name’s Ivan, I’ve got two children, they’re both boys’) and include them
when teaching grammar, especially tenses. To raise awareness of contractions, ask students to
highlight the full forms in a dialogue and practise the dialogue in pairs using contracted forms.
–– The schwa: Many vowel sounds are shortened in connected speech but the schwa, or the weak
vowel sound, is the most common English vowel sound so students should be encouraged to
practise it from the start. When introducing new vocabulary, draw attention to it regularly and
include it in drill practice. Once students are familiar with the sound, ask them to find examples
of it in lexical groups, for example English ports, places on board, types of equipment, etc. Keep
reminding them of this sound when presenting new language.

Maritime English
–– Strong vs weak structure words: After practising giving prominence to content words (see
‘Expanding a text’ and ‘Sentence stress and intonation’ below), focus students’ attention on
the way that unstressed structure words such as conjunctions and prepositions ‘fade into the
background’, for example, in the middle of sentences. Illustrate this by writing the weak structure
words faintly on the board with the stressed content words in bold (e.g. ‘Salt and pepper’;
‘How do you do?’). Contrast this by showing examples of strong structure words, for example
when they appear at the end of sentences (e.g. ‘Where are you going to?’) or are deliberately
emphasised (e.g. ‘Where are you going to?’). Keep reminding the students of these differences
during ongoing grammar work.
–– Elision: Introduce students to elision by showing how certain letters sound as if they ‘disappear’
from the beginning of weak structure words in connected speech, for example ‘h’ (e.g. ‘What’s
(h)er name?’; ‘Why’s (h)e late?’) and remind them of the effect of linking. Then show how, in
some words, weak syllables also seem to disappear (e.g. ‘February’, ‘reference’, ‘correct’, etc.).
Mark examples of elision on a dialogue for students to practise before they start to identify
examples themselves.
–– Assimilation: This is similar to elision and refers to how a sound at the end of a word takes on
the quality of the sound at the beginning of the next word because of the place in the mouth
where certain sounds are made: She’s a good girl (goog girl); He’s a good boy (goob boy); I only
use white paper (whipe paper). Sometimes the sound at the end of the first word changes to a
completely different sound: we can go now (cang go); Green Park (greem park); He arrives on
Monday (om Monday). Even if the teacher decides that assimilation and elision do not need to
be practised, it is important that the learners are aware of when they occur and that they are a
common feature of natural English pronunciation which they need to recognise.
–– Shadow reading: This activity uses a short text and combines listening and pronunciation
practice. The teacher reads the text aloud pausing clearly at full stops. The students follow,
marking the stressed words in each sentence. The teacher reads the text a second time and the
students mark for linking. Lexical chunks which provide good examples of linking or problematic
pronunciation can then be drilled. Students practise these aspects of pronunciation by reading
the text to themselves before the teacher reads the text aloud again, and they listen. Then the
students read the text with the teacher and they have to start and finish at the same time as the
teacher, who reads the text at normal speed. This works well after some exposure to the rules of
pronunciation, e.g. connected speech, stress and intonation.
Word stress
This can present problems to learners because, in contrast to syllable timed languages, syllables do not have
equal stress in English. Teaching the stress patterns of new words is as important as teaching the constituent
sounds since errors of word stress are potentially more confusing than errors of sound. Further, although the
rules of English word stress are complex, it is best to introduce them gradually and in context.
–– Counting syllables: Students need to know about syllables in order to work on word stress. Start
by asking them to count the number of syllables in words they already know. Give them visual
support by saying a word slowly and counting each syllable on your fingers then encourage
them to do the same with other words. (When introducing new vocabulary, however, make
sure you first model the word at the right speed to let the class hear the correct pronunciation.)
–– Marking stress patterns: Indicate strong and weak stress visually by drawing large and small
squares, triangles or circles above the stressed and unstressed syllables. It is best to avoid
underlining or using capital letters to indicate stress as this could interfere with writing. Do this
regularly and be consistent with the system you use, encouraging students to work out the word
stress patterns of new words they encounter, using the same system to record vocabulary in their
books.
–– Matching stress patterns: Draw a range of word stress patterns on the board and present the
class with a corresponding range of words they have recently learned. Ask the students to match
the words with the stress patterns. Use this technique to help them work out some tendencies of
word stress patterns; for example compound nouns, two syllable nouns and two syllable verbs.

–– Back chaining: Students can identify stress patterns by counting back from the last syllable in a
word, e.g. the second last syllable in nouns ending sion or the third last in nouns ending ity.
If a learner has difficulty with a particular word, break it down into single syllables and starting
with the last, drill the student with each one until they are producing the whole word.
–– Strong vs weak syllables: To emphasise the difference between strong and weak syllables, say
the stressed syllables loudly and whisper the weak syllables then ask the students to drill in
this way.
–– Dictionaries: Encourage students to consult a good dictionary to check the stress patterns of new
words. If possible, give one dictionary to each group and ask them to use it during vocabulary
or accuracy-based speaking activities (see relevant sections above).
–– Dictionary search: This is to encourage the use of monolingual dictionaries.
Prepare a list of questions and write each question on a separate piece of paper. Each question
should require the answer to be found in a monolingual dictionary. Put the class into two
teams and give them both a shuffled set of questions. Questions could be as follows: Give two
definitions for the word ‘port’; is the word ‘sail’ a verb, noun or both?; How do you write the
word ‘engine’ in phonetics? Each team works together to answer each question. When they
have the answer they check with the teacher at the front of the class, and move on to the next
question. The first team to answer all questions correctly is the winner.
Teaching English sounds
English is a stress timed language, like Russian, German and Arabic, not a syllable timed language like French,
Spanish, Italian, Greek and Swahili. This means that, in English, prominence falls on content words (e.g. verbs,
nouns and adjectives) which convey the main information. Structure words (e.g. articles, auxiliary verbs,
prepositions) ‘fit in’ to the rhythm of the sentence and are not usually emphasised. It is important to practise
English sentence stress and rhythm with speakers of both stress timed and syllable timed languages.
–– Beating rhythm: Choose a well-known song, limerick, rhyme or chant and demonstrate its
rhythm by clicking your fingers or clapping to the beat. Write up the words on the board and
elicit where the ‘beat’ or stress falls from the class. Try choral drilling the rhyme a few times,
encouraging the students to exaggerate the stress more and more each time. Show how the
‘loud’ words are content words and the ‘quiet’ words are structure words. This will also help
prepare students for practising weak forms in connected speech (see above).
–– 1 2 3: Across the board write 1 2 3 with lots of space between and ask the students to repeat the
numbers while you clap a rhythm. Then add the article ‘a’ before each number so that it reads a1
a2 a3 and ask the students to read this giving the numbers the same rhythm as before. Add the
conjunction ‘and’ so that it reads a1 and a2 and a3. Again ask them to read the line giving the
numbers the same regular rhythm. Finally add the pronoun ‘then’ so that the line reads a1 and
then a2 and then a3 and ask them again to read the line giving the numbers the same regular
rhythm. This is a fun and challenging activity which encourages the learner to give as little stress
as possible to non-content words which ‘fit between’ the ‘beat’ of the stressed words.
–– Reducing a text: To help students see the difference between content and structure words, give
them a text made up of a few sentences and ask them to ‘strip’ it to its content words. This task
should demonstrate how the meaning is ‘carried’ on the content words. Demonstrate by reading
the complete text aloud, giving extra emphasis to the content words.
–– Expanding a text: This activity is the reverse of ‘reducing a text’. Write an example of a short
telex style message made up of content words on the board (e.g. ‘Arrival delayed – engine
problem’). Elicit structure words for expanding the sentence (e.g. ‘Our arrival is delayed due to
an engine problem’ or ‘The ship’s arrival will be delayed because of an engine problem’) then
read out the different suggestions showing how the sentence stress remains on the content
words, regardless of the structure words. Create some more ‘telex’ messages or make up some
short ‘news headlines’ for students to expand. They should practise beating the rhythm when
they read the expanded versions aloud.

Maritime English
–– Moving stress: Show students how sentence stress changes depending on what the speaker
wants to emphasise, for example when a sentence is repeated with new information added (e.g.
‘Our arrival will be delayed due to more engine problems’); to correct someone (‘Our arrival
will be delayed due to engine problems’); or to insist on something (‘Our arrival will be delayed
…’); etc. This can be demonstrated via a dialogue in which two people are disagreeing strongly,
each determined to make their point or via a radio communication with interference where one
person mistakes the message and has to be corrected.
–– Identifying thought groups: People do not speak in complete sentences; they speak in phrases
or ‘thought groups’. Thought groups are the equivalent of punctuation in speech and indicate the
natural breaks between phrases. One word usually carries the main stress in each thought group.
Train students to become aware of thought groups and to identify main stress by preparing
a transcript of a short listening text with these features marked on it for students to follow
while they listen. (English language news broadcasts provide a good source of material as the
newsreaders are trained to emphasise key words.) Discuss how the use of stress conveys the
speaker’s intended meaning. Students are likely to need a lot of exposure to this type of training
before they can be expected to mark thought groups and stress independently.
–– One sentence, many meanings: Prepare a selection of sentences that could have many different
meanings, depending on the way they are said, and write the first one on the board, for example
‘This tanker was registered in Liberia’. Show how the meaning of the sentence can change
depending on where the stress is placed, for example ‘This tanker…’ (meaning ‘not that other
tanker’); ‘This tanker…’ (meaning ‘not this ro-ro’); ‘This tanker was…’ (reinforcing the fact); ‘This
tanker was registered…’ (implying that it was not built there); ‘this tanker was registered in
Liberia’ (meaning ‘not in any other place’).
–– Make yourself heard: Position pairs of students at opposite ends of the classroom and give
each student several messages or warnings to call out to their partner on the other side of the
room, for example ‘The Captain wants to speak to you’. Explain to the students that they will
have to identify and give strong emphasis to the important words in their message in order to
make themselves heard above the noise of other students. (Add to the background noise by
playing the cassette recorder deliberately loudly.) Encourage students to check that they have
understood and to correct each other if necessary. If you have access to an appropriate outdoor
space, this activity could be adapted for teams of three students relaying messages to each other
over distance.
Intonation and pitch
English speech depends heavily on intonation (i.e. the movement of the voice) to express meaning. Intonation
conveys attitude, focuses the listener on key words and marks the grammatical boundaries in speech. Since
intonation patterns vary from country to country and from language to language, students need practice in
identifying how, when and why intonation is used in English. If students are left to transfer intonation patterns
from their first language to English, they risk giving out the wrong signals to listeners. This can quickly lead to
cross-cultural misunderstandings.
Some non-native speakers have a tendency to speak in more of a monotone in English than they would in
their first language, possibly because they are concentrating on the content rather than the sound of what they
are saying. Speaking without much intonation and variation in pitch can, quite literally, become monotonous
for listeners who may quickly ‘switch off’ and miss the message. Students need to be aware of the cultural
differences that pitch communicates (i.e. the highs and lows of the voice), for example in English a wide pitch
range usually conveys a strong feeling, while speaking in a constant low pitch might indicate boredom or a
lack of interest.
As well as practising voice movement (i.e. intonation), students also need to practise varying the pitch of their
voices. Together, pitch and intonation indicate the speaker’s mood and intention and can change the entire
meaning of what is said to the extent that listeners more often remember the tone of voice rather than the
precise words they hear. Sarcasm, for example, is partly indicated by pitch and intonation, not by the actual
choice of words.

One of the easiest ways to demonstrate stress and intonation is by using your own body to emphasise the
patterns. You can easily show difference in intonation by using your hand and body to follow the rising and
falling patterns as you repeat the phrase to your students. Although this may seem over-emphasised, it is
a useful way to illustrate the concept of intonation to students whose first language may be comparatively
monotone.
–– Sentence stress and intonation: Use the activities ‘One sentence, many meanings’ and
‘Identifying thought groups’ above to show how intonation ‘peaks’ on the stressed syllable of the
word that carries the main stress. Show how intonation is not fixed, but changes according to
which words the speaker wants the listener to hear. Include intonation when teaching functional
phrases (e.g. for contradicting, disagreeing, giving orders, etc.).
–– Rising and falling intonation: Use a single sentence with a question tag to contrast rising
intonation (indicating surprise or uncertainty) with falling intonation (implying confirmation,
statement of fact or a conclusion). For example, ‘You’re the Chief Officer, aren’t you?’ with a rise
on the question tag indicates that the speaker is not sure of the person’s rank. Read or play a
selection of sentences to the class and ask them to decide if the speaker is sure or unsure. Show
that the greater the pitch range on the rise, the more surprised or uncertain the speaker sounds
then drill the sentences on a scale of certainty.
–– Hear the difference: Introduce students to the concept of pitch by reading aloud a short text
without any change in pitch. Then read the same text again using intonation to give emphasis
and ask the class which version they found easiest to listen to. Alternatively, sing a verse of
well-known song to the class on one note (this is surprisingly hard to do!) then ask the students
what was wrong with your version of the song, whether they would find it easy to listen to much
music like this and why.
–– Variations of ‘oh’: To sensitise students to the way that pitch conveys attitude, prepare a few
short dialogues between two people. In each dialogue, the first speaker should be making
a suggestion or telling some news to which the second speaker answers ‘oh’ or ‘oh really’.
Make sure that the second speaker’s pitch and intonation changes in each dialogue to indicate
differing degrees of interest, from complete disinterest (a low pitched ‘oh’ with no intonation)
to exaggerated enthusiasm (rise-fall intonation with a very wide pitch range). Draw a scale from
‘totally uninterested’, through ‘quite interested’, to ‘extremely interested’, on the board and,
for each dialogue, ask the students to mark the approximate position of the second speaker’s
response on the scale.
–– Elastic band drill: Demonstrate variations in pitch range by stretching an elastic band increasingly
wider to illustrate increased height of pitch in a phrase several times.
–– Tracing pitch and intonation: Write some sentences on the board and read them aloud with
an exaggerated intonation pattern and a wide range of pitch. Show the shape of the intonation
and the range of pitch by drawing a line or arrow above or through the text. The peak of the
line should correspond with the prominence in sentence stress. Do some more examples and
then provide some more sentences with the intonation patterns drawn in but do not provide the
spoken model. Ask the students to practise saying the sentences with the appropriate intonation,
encouraging them to exaggerate. Next, give the class a short recorded dialogue that includes a
range of pitch and intonation. Ask the students to listen to the recording and draw the intonation
patterns above the text, using the same system. Some people find this task easier than others,
especially if they are musical. Do not force your students to do it if they find drawing lines
difficult: it is more important that they are aware of the effect of pitch and intonation and can
use it when speaking.
–– Which mood?: Provide the class with a range of exclamations then ask them to listen either to
a recording or to you reading each one, making sure that the tone of voice clearly indicates the
mood (in a couple of examples the tone should contradict the actual message). They should
judge the attitude of the speaker based on the way the sentences are said, not on the words
alone. For example, ‘Oh, that’s just great’ (falling intonation and low pitch indicating sarcasm/

Maritime English
depression); ‘really?’ (rising intonation with a very wide pitch range indicating extreme surprise);
‘Don’t do that!’ (high pitched indicating fear, panic, alarm), etc. If students are doing this for the
first time, give them more guidance by providing pictures or simple drawings of people with
different expressions and ask them to match an expression with each exclamation. Alternatively,
create a written multiple choice questionnaire as a task.
–– Different voices: As a follow up to the ‘Which mood?’ activity, ask students to experiment with
different ways to say the same exclamations by varying their pitch and intonation. This can be
made more amusing by writing (or drawing) various moods on to separate pieces of paper for
each group, mixing them up and giving them out to the groups. Students should choose one and
say the exclamation accordingly while the group decides on the speaker’s attitude.
Teaching the four communication skills

Listening, speaking, reading and writing are the four communication skills. Although people do not usually
need to think about how they use these skills when communicating in their first language, research into the
way adults learn foreign languages shows that learners do not automatically transfer the skills they use from
their first language to the new language. It is important to teach ways of listening, speaking, reading and
writing in addition to teaching structure, vocabulary and phonology.
The four skills can be divided into two groups: receptive skills (listening and reading) and productive skills
(speaking and writing). Each of the four skills can then be broken down into a series of sub-skills that students
need to understand and practise. The sub-skills of listening and reading are quite similar, as are the sub-skills
involved in speaking and writing. This model course gives practice in all four skills in order that students are
able to fulfil the competences regarding English language proficiency in the STCW Code (see appendix A).
‘Real’ communication usually involves two or more skills, for example telephoning requires the ability to
listen, to speak, possibly to write (e.g. taking notes) and maybe also to read (e.g. reading information out loud).
Consequently, the training exercises in the recommended textbooks combine integrated skills (i.e. using more
than one skill to perform a task) and language practice.
Adapting tasks and supplementing material

The four skills should be used according to various requirements in the syllabi of GME and SME which are
reflected in tasks to be completed. While the four skills are required for both GME and SME, listening and
reading are more weighted in GME, speaking and writing in SME.
The teaching aids referred to in the model course syllabus are necessary for giving further authentic practice
of the communication skills. Use maritime realia such as reports, memos, letters, telexes, emails, newspapers,
videos, internet and magazine articles or recordings of VHF communications to supplement the core syllabi.
Suitable tasks can be created by adapting the suggestions for skills practice provided in the rest of this section.
Texts that may appear to be above the language level of the students can still be a useful source of material,
provided that the task itself is at a level that the learners can achieve. Alternatively, texts can be simplified
(summarised, paraphrased or shortened) although this requires more preparation on the teacher’s part and
may result in a loss of authenticity.
The receptive skills

For every listening and reading text that is presented to a class, there should be three accompanying activities: a
preparatory task, a focus task and a follow-up task. These are usually referred to as pre-listening/pre-reading;
while-listening/while reading and post-listening/post-reading tasks, respectively. Following this pattern will
ensure that the students are prepared for the topic of the text, that they have a clear reason for listening to or
reading the text and that they have something to do with the information that they discover.
This pattern replicates the way that native speakers deal with authentic written and aural communication; for
example, if we turn on the radio to listen to a broadcast, the announcer tells us the name of the programme
and a little about the content so that we are informed about the topic before listening. If we choose to listen
to the programme, there is usually a reason for doing so: for pleasure or personal interest, for information, for
confirmation of something we already know. We may want to listen for one specific piece of information then

turn off the radio, or we may listen to the whole programme with varying degrees of concentration. After the
programme, we may decide to tell someone else about what we heard, discuss it or perhaps even write about
it. This example demonstrates how the listener or reader is engaged throughout the listening/reading process,
reinforcing the fact that the receptive skills should not be treated as passive skills.
Teaching listening
Seafarers need practice in listening to many different types of communication, including, for example,
formal and informal ‘face-to-face’ conversations; conversations including more than two people; VHF radio
communications; telephone conversations; presentations; travel announcements; and radio reports. Teachers
can make use of a range of ‘real’ sources of spoken English in the classroom from international radio stations,
TV, movies, training videos, songs, even foreign visitors. Students should also be encouraged to exploit these
sources to do their own listening practice outside the class.
If students’ experience of listening practice is always limited to the same voice, they will not be prepared
for the international world of seafaring which requires them to be able to understand non-native speakers
of English from many countries. CDs (or cassettes), video/ DVD, podcast, mp3, radio, the internet are
important sources of listening practice that provide variety from the teacher’s voice. Some audio CDs, for
example, use professional actors who speak English with a wide range of foreign accents in a variety of
maritime related situations (British English is used as a model for pronunciation exercises). It is important,
therefore, to maintain a variety of accents throughout listening activities in class and in the listening materials
you recommend to your students for their own self-study. (see Bibliography for recommended websites with
international accents).
Video/DVD is also a useful source for listening practice that catches students’ imaginations, if used carefully.
All of the exercises below can be adapted for use with videos and further exercises can be created if the sound
is turned down and students are asked to describe or re-tell what they see (this technique can also be used for
videos/DVDs in languages other than English).
Podcasting is the name given to the publishing of audio files via the internet, designed to be downloaded and
listened to on a personal computer or copied on to disc. Podcasting has now become popular as an alternative
way of providing ‘radio’ style listening material. The idea that a podcast can be produced by just about anyone
with access to the internet has generated a lot of interest in educational circles. In ELT, the appeal is not only
in providing additional listening input for students, but that students themselves can become involved in
recording and producing the podcast. If you and your students have the necessary IT skills you may wish to
produce you own podcast. If not you may wish to consider exploiting these resources: authentic Podcasts
that are not aimed at ELT students can often be a rich source of listening materials. Most of these will only be
suitable for use with higher level students, but others, such as www.sushiradio.com are made by non-native
speakers of English making them ideal for use with classes. Podcasts produced by teachers, often for their
own classes, are usually aimed at helping students learn by producing listening content that is not available
elsewhere. Try www.englishcaster.com for teacher-produced podcasts. For examples of authentic listening
material, try the ‘listen again’ feature of BBC radio on the BBC website www.bbc.co.uk.
While language laboratories can provide useful practice for pronunciation and listening both for the whole
class and for individual students, successful listening practice can also take place in the class using a good
quality CD player with original CD/cassette. As with all technology, it is important to be comfortable handling
the cassette/CD player and the CDs or cassettes to be used in class. Before playing a listening text to the
class, it is important to listen to the material in advance to become familiar with the length and content of the
recording, to be aware of potential comprehension difficulties and to be ready to start at the right place. Most
CD players nowadays make it possible to start at an exact point or to return to a particular place on the CD. If
you use cassettes, these are best used with a cassette player with a counter.
Before starting the listening exercise, it is important to contextualise the listening material by giving the students
an idea of what they will hear and clear instructions for the listening task (see ‘Pre-listening tasks’ below). Do
not speak while the CD/cassette is playing or stop and start the recording to give instructions, explain or
translate, as this is very disruptive and does not foster good listening skills. Do not ask students to memorise,
repeat, translate or write down long chunks of what they hear: these are unnatural activities that do not reflect
the way we listen in ‘real life’.

Maritime English
Many students panic when they hear English that is above their level, often assuming that if they cannot
understand each word then they will not be able to understand anything at all. Students who are tense
about listening will put up psychological barriers that prevent them from understanding as much as they
should. Reassure students by telling them that it is not necessary for them to understand every word and
demonstrate this by using the ‘Gist listening’ tasks below. Give support by explaining key words and phrases
from the listening text before listening (this is called pre-teaching vocabulary) or by asking students to guess
the meanings of key phrases in advance. You can also build up students’ confidence by giving them listening
tasks that they will be able to do in order to prove that they can understand at least part of what they hear. Play
the listening text two or three times, pausing in between to allow students to check their answers and confer
about what they understood. (It is generally not advisable to play it more than three or four times as students
may become bored and frustrated.)
Pre-listening tasks
At this stage, the aim is to engage the learners’ interest in the topic and introduce them to the context of the
listening text. A good pre-listening task will create an expectation of what they will hear and will motivate the
students to listen.
Many of the suggestions below are for prediction activities which utilise eliciting techniques to draw out the
students’ ideas on the topic. They will generate the language and vocabulary that students will expect to hear
on any given subject.
–– Brainstorming ideas: Write the theme of the listening text on the board (e.g. ‘emergency on
board’) then ask the students to think of as many situations connected with the theme as possible
(e.g. types of emergency or places where emergencies may occur on board). The activity should
be timed and students can either write directly on the board or on one piece of paper per group
(see ‘Revising vocabulary’ section).
–– Open discussion: If the listening text is about a subject that the students have direct experience
of or opinions about, invite individuals to contribute to a brief, whole class discussion on the
topic. Use the discussion to check whether students already know any key vocabulary that is
relevant to the topic but do not let the discussion flounder or digress away from the topic.
–– Interviews: If the class is too large for an open discussion or the students are too shy to speak
English in front of the whole class, students can interview each other either in pairs or in groups
about their own experiences. As a pre-listening task, the interview questions should correspond
with the subject of the listening text, prepared either by the teacher then photocopied or written
on the board, or prepared by the students themselves.
–– Find someone who…: This is a type of whole class or group survey. Give students a list of up to
six prompts which they will use to form yes/no questions relating to the subject of the listening
text. Once they have prepared their questions, the students circulate around the class, asking
various students their questions. If they get the response, ‘no’, they should move on and ask the
same question to another student. If they get the response ‘yes’, they should ask a follow-up
question of their own and note down the name of the student and his answer. The aim of the
activity is for each student to try to find a different person who can respond ‘yes’ to each of his/
her questions.
–– How much do you know about…?: This activity is useful for factual texts, for example those
explaining a technical maritime subject that the students have learned about in another class
(see ‘Integrating maritime topics’). It involves the students in planning their own version of the
while-listening task while activating their knowledge of the subject. Introduce the topic of the
listening text then ask the students to work in pairs or small groups and to note down how much
they already know about the subject in three categories: 1) I am certain that…; 2) I think that…;
3) I would like to find out… After a few minutes, ask the groups to report their ideas to the class
as a whole. (In this example, Column 3 acts as the focus for the while-listening task; see the
exercise ‘Listen and discover’ in ‘Listening for specific information’ below).

–– Guessing the situation: Show the students a picture that illustrates the conversation that
the students are about to hear. Ask the students to imagine who the speakers are, what the
relationship between them might be and the subject of the conversation. Later, during the first
while-listening task, they should listen to check how accurate their ideas were.
While-listening tasks
Students will usually need to listen to a text twice or maybe three times. The first listening task should give
them a general understanding of the topic. This is called listening for gist. Once the general meaning is clear
to the students, they can practice listening for specific information, usually during the second listening.
Listening for gist means understanding the general meaning of a listening text without having to understand
every detail. All of the pre-listening activities described above could lead into gist listening activities by asking
the students to listen to confirm whether any of the topics they discussed are mentioned in the listening.
Students should have a focused task to do while they are listening and should not be asked to ‘just listen’ as
this may pressurise them into thinking that they need to understand everything that is said. Gist listening tasks
should focus on a limited number of key points that help to define the context and the global message. It is
important that at this stage the task does not require students to listen for minor details.
Some suggestions for gist listening tasks are given below:
–– How many speakers?: Select or prepare a recorded dialogue between three or four different
speakers, making sure that the voices can be easily distinguished. Before playing the dialogue,
ask the students just to listen and count the number of speakers they hear.
–– Identifying the purpose of the conversation: Give students a choice of functions such as asking
for help/requesting information/giving instructions/giving warnings. Students listen and identify
which function summarises the purpose of the conversation.
–– Understanding the context: Vary the exercise above by presenting the students with a few
pictures, each showing a different activity or situation (e.g. pictures of bunkering/loading/
mooring/discharging). Only one of the pictures should represent the main topic of the dialogue,
however. The students have to listen and select the picture that corresponds to the topic of
the text.
–– Understanding attitudes: Students can be asked to determine the attitude of the speakers by
choosing from sketches showing a range of expressions. This encourages them to listen to the
tone and pitch of the speakers’ voices, as well as the words themselves (see also ‘Which mood?’
in ‘Intonation and pitch’ in the ‘Teaching pronunciation’ section).
–– Listen and identify: Give the students a range of pictures of people, places or objects, one of
which is referred to in a recorded dialogue. Ask the students to listen and identify which person,
place or object is being discussed.
–– Listen and put in sequence: As a pre-listening task, present the students with a list of the key
points that are mentioned in the dialogue and discuss a likely sequence. While-listening, the
students should number each point according to the sequence in which it is mentioned.
–– One-sided dialogues: Select or record a ‘question and answer’ type dialogue in which only
one part of the conversation is heard, for example in a telephone conversation or VHF radio
exchange. (Alternatively, use a complete dialogue and be ready to turn down the volume for
one of the speakers.) Prepare a choice of responses for each gap in the dialogue and give this to
the students who should listen and choose the best response from the multiple choice. It is best
to play the one-sided dialogue all the way through first to give the students an idea of what to
expect, so that students are prepared to note their responses during the second listening.
–– Graded reading with audio recording: Traditionally graded readers could be purchased with
accompanying CDs or cassettes. This source is especially good for students with little or no
access to the internet, which is becoming the most common way for a student to supplement his
or her listening activities. However, students should be encouraged to listen to the accompanying
material without reading the actual text at the same time. Reading while listening is not the best
practice for improving listening skills.

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Listening for specific information helps students to focus on the detail of the text. This type of practice is
necessary for accurate understanding of maritime communications, such as VHF radio communications.
Some suggestions for listening for specific information are given below and further ideas for practising listening
and speaking using SMCP are included in the ‘Developing accuracy’ part of the ‘Teaching speaking’ section.
–– True/false statements: Select a listening text and prepare a list of statements relating to the topic,
some true and some false. The students must have time to read the statements before listening.
While listening, they should decide whether each statement is true or false.
–– Gap-fill: Prepare a written text such as a list, memo, fax, note or telex that corresponds to a
recorded text and blank out some of the information in the written text. The students should
listen and complete the gaps in the written text with the missing information. Because this
activity requires a high level of accuracy, it is important that the written task does not contain
too many gaps so that the students have enough material to listen to.
–– Listen and correct: This is similar to the true/false activity above. Prepare a realistic written text
(e.g. a letter, list or notes) that relates to a recorded text. Include several errors in the written text
and tell the students the number of mistakes but not what they are. After reading the text, they
should listen carefully twice, first to identify and then to correct the written mistakes.
–– Listen then predict: Choose or prepare a recorded dialogue that contains language that the
students have already learned. Pause the cassette at suitable points during the dialogue and ask
the students to predict what might be said or what could happen next. (There must be enough
‘clues’ in the text to stimulate discussion of different options.) Once the students have thought
of a few predictions, ask them to compare their responses as you play the next section of
the dialogue.
–– Listen and follow: If a nautical chart is available, prepare or select a pre-recorded conversation
between navigators on the bridge about the ship’s route (see Marlins Study Pack 1 Units 5 and
15). While the students listen, they should trace the route or mark the places that are discussed
during the dialogue. This situation could be adapted to include warnings or other information
about the sea area on the chart.
–– Listening for data: Select a recording which contains a lot of statistical data and prepare a pie
chart, line or bar graph that relates to the topic. Tell the students to fill in the graph or chart with
the statistical information from the listening text.
–– Listen and complete: For listening texts which give a lot of factual information, prepare a chart,
table, list or diagram containing part of the information from the recording. After checking that
the students understand the format, ask them to listen to the recording and fill in the remainder
of chart.
–– Listen and discover: To follow on from the pre-listening task ‘How much do you know about…?’,
students should first listen and compare the recording with their notes in the first two columns.
During the second listening, they should concentrate on extracting the information that they
wanted to find out in the third column.
–– Listening for specific items: Before listening, give the students questions which relate to specific
details of the text, for example times, dates, numbers, names, places, etc. Students listen only for
this information, ignoring anything irrelevant to the questions. As a variation, different students
can be asked to listen for different information, comparing their answers at the end.
–– Taking messages: When listening to recordings of telephone conversations, give students
the outline of a message memo and ask them to note down essential information from the
conversation such as the time, the speaker’s name and the message in brief.
–– Taking notes from a talk: When students are ready to listen to longer recordings and have had
practice of note taking, prepare them by discussing the topic in advance. As a class, prepare a
list of sub-topics that you anticipate hearing about and ask the students to note them down. First,

students should practise listening for gist by identifying the sub-topics in the talk. Then, they
should listen again and try to note one piece of information about each of the sub-topics. After
this, they should compare their answers and discuss which pieces of supporting information are
most significant. (Remind the students that they should be practising taking notes, not taking
dictation of everything the speaker says.)
–– Recorded dictation: This is a whole class group activity and requires a short listening extract.
One student is given control of the CD player; if using a cassette, it should be ready at the start of
the extract with the counter at ‘0’. Another student should be at the board with a marker and this
person will write down the extract word for word but the whole class is responsible for checking
what is written to ensure it is correct. The class also tells the student with the tape recorder when
to play, stop, rewind, repeat, etc. When the whole class is satisfied that the extract on the board
is correct, the teacher gives them a transcript of the recording and they listen through once more
to compare it with their version. Any differences can usually be explained by particular features
of pronunciation which the teacher can pick out and then practise with the class.
Although it is invaluable to have access to pre-recorded audio material, listening can also be practised
during speaking activities for pairs and groups. Reinforce the listening element with ‘blind’ activities which
reproduce the conditions of listening to someone who cannot be seen, for example in telephone calls or radio
conversations:
–– Back-to-back pair-work: Select a speaking activity from the ‘Teaching speaking’ section. Position
the students with their chairs facing in opposite directions so that they cannot see each other
while they carry out the task. Although students may feel uncomfortable at first, explain that this
encourages them to listen carefully to each other.
–– Hidden announcements: To replicate the effect of listening to broadcast or public announcements,
prepare one student to give an ‘announcement’ out of sight of the class or group. (If it is not
possible to screen off the student, have him/her stand behind a group or turn his/her back to the
group.) This technique can be used with several of the listening activities suggested above. To
deliberately distort the tone of the speaker’s voice, have him/her cup his/her hand in front of his/
her mouth or speak through a paper cone.
–– Students’ recordings: Motivate students to work on their spoken accuracy and pronunciation
by telling them that they are going to record and listen to messages for other students. Include
preparation of the message as the basis of a group language task then tell each group to record
its message on to a cassette, using either the lab or a tape recorder. Prepare one of the listening
activities above and tell the groups to swap cassettes and carry out the activity. If it is not
possible for each group to listen to a recording simultaneously, play each group’s recording one
by one for the whole class to work on.
Post-listening tasks
The information gathered from a listening task can provide a focus for language work or can lead into more
productive skills work. Summarising and reproducing the content of the listening text in various ways can form
the basis of several realistic activities:
–– Reconstruction: Select a narrative text which has a clear sequence of events. For lower level
students, give guidance by showing them pictures representing each stage in the sequence.
Play the cassette a couple of times and then ask the students to work in pairs or small groups
to try to reconstruct it in their own words. It is not important for students to reproduce the text
exactly but to reproduce the gist of the text. Groups can compare their versions of the text before
listening again. (See also ‘Dictogloss’ in the Guided process writing’ section.)
–– Split pair reconstruction: Split the class into two groups, A and B. Group A leaves the room
while Group B listens to a short text, each student noting down the key points. Each member
of Group A then pairs up with someone from Group B. In his/her own words, each Student B
explains what the text is about while his/her partner listens and takes notes. The whole class then
listens to the text again, comparing their notes for accuracy. This can be repeated with a different

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text, this time sending Group B outside. (If it is inconvenient to send half the class outside, use
two cassette players with different listening texts simultaneously in different parts of the class,
one for each group. This way, both Student A and Student B have the chance to re-tell what they
heard.)
–– Reporting: Before playing the listening text, tell the students to imagine that they are present in
the same place as the speakers, listening to what is said as if at a meeting, for example. Give
the students a detailed while-listening task that focuses them on the main points. After this, ask
the students to produce a realistic written summary of what was said, for example minutes of
the meeting, a report or a letter. The report may be in brief note form or more formal style and
should be in their own words. (This is useful for practising reported speech.)
–– Simulated problem-solving: Choose or create a conversation that focuses on an unresolved
problem on board and give the students a detailed ‘while-listening’ comprehension task to make
sure that they understand the details of the problem. After listening, they can work in groups,
taking on the roles of the people in the conversation and continue the discussion themselves in
order to reach a solution that is acceptable to everyone.
–– Replying to a recording: Give students an extension activity to reflect ‘real life’ communication
that often requires us to act on information we receive. Create follow-up tasks which utilise
the details that students have noted during listening for gist or listening for specific information
activities, such as finding out more information on the topic; writing a letter, memo or telex
about the content; passing on the information they heard in a VHF communication; making a
phone call; etc. These activities require the student to integrate the four communication skills.
More ideas for integrated skills activities can be found in the ‘Teaching reading’, ‘Teaching speaking’ and
‘Teaching writing’ sections.
Teaching reading
Many of the principles of teaching listening also apply to teaching reading:
–– students need a reason for reading that should reflect the type and purpose of the text
–– different types of task should be used at different stages of reading
–– students should practise the various sub-skills of reading for comprehension: skim reading to get
the general idea (similar to listening for gist); scan reading to look for a specific aspect within the
text; intensive reading for detailed understanding; extensive reading to practise dealing with
long texts
–– reading tasks should also focus on organisation of information within the text in order to aid
students’ comprehension
–– reading texts should interest the students and motivate them to read
–– students should have exposure to a variety of reading texts, some of which should be examples
of genuine marine communications (e.g. telexes, memos, notes, letters, reports, newspaper
articles, fleet standing instructions, manuals, checklists, maritime business correspondence,
schedules, plans, log books, etc.)
–– where authentic texts are used, tasks need to be graded according to the students’ level.
Pre-reading activities
All of the suggestions given in the ‘Pre-listening tasks’ section can be adapted for reading texts. Here are some
additional suggestions specifically for reading:
Predicting the subject from the surrounding information: Give copies of a newspaper/magazine article or a
report to the class and tell the students to cover up the main text at this stage. (Alternatively, make a photocopy
of just the supporting information.) Tell the students to examine the features of the text such as the title/any
sub-titles, pictures, diagrams or photographs and the layout and encourage them to guess what the subject and
general content could be. Reveal the main text during the while-reading activity and ask students to compare
their predictions with the content.

–– Pairs text prediction: Put a photograph on the board and tell the class it accompanies a text
they are going to read. In pairs the students imagine what they think the forthcoming text could
be about. Invite one pair to come to the board and write two key words which they think
could be connected to the text. Give the students two minutes to explain why they chose these
words. Then repeat the process: a different pair suggests another two words followed by more
discussion. Repeat this process a number of times and each pair will build up a detailed idea of
what the text could be about before they read and compare. This activity effectively recycles
your learners’ vocabulary on the subject as well as stimulating interest in the text.
–– Choosing a personal text: Give pairs of students a section of an English language newspaper
or magazine and ask them to choose a text that they want to read by scan reading the contents
page, titles and pictures but without reading the actual text. Before they read, they should explain
to another pair why the surrounding information led them to choose that particular text. Follow
this up with a second pre-reading activity that focuses on the content, for example ‘How much
do you know about the topic?’ (see ‘Pre-listening tasks’ section).
–– Ordering pictures: For narrative texts, tell students what the topic is then give each group a
series of pictures representing different stages in the narrative. The students should try to arrange
the pictures in a logical sequence, comparing their answers before reading to confirm whether
they decided on the correct sequence.
–– Ordering summary sentences: Write individual sentences from a summary of a reading text on
to separate pieces of paper. Put students into groups and give each person in each group a single
sentence. The students should read all the sentences then try to arrange them into a logical order.
To make this task more active, tell students not to show their sentence to anyone but to walk
around the room exchanging sentences verbally to other members of their group. The aim is for
the members of each group to line up in the order of the sentence sequence. When all groups
are finished, they can compare their summaries by taking it in turns to read their sentences
aloud. After discussing the summary, the class can then proceed to read the entire text.
While-reading activities
The skill of reading can be divided into its sub-skills of skim reading, scan reading and reading for detailed
comprehension. These are described in more detail below and suggestions for activities to develop these
sub-skills follow.
Skim reading is a very important skill to develop as it trains students to read through a text quickly in order
to get the general meaning. Students need to get into the habit of moving their eyes quickly along the text,
reading whole phrases rather than separate words.
If students stop at every new word they encounter then their reading will slow down considerably. To avoid
this, students need to practise ignoring words that they do not know, concentrating instead on understanding
the gist of the text. This in turn requires them to practise the technique of guessing the meaning of new
words from context (see ‘Presenting new vocabulary’). Students should also be discouraged from trying to
translate the text into their own language, whether mentally or explicitly as this does not promote the ability
to ‘understand in English’.
To develop speed in skim reading and scan reading, give students a time limit in which to do some of the tasks
suggested below.
–– Ignoring unknown words: This task will help students read quickly without being distracted
or overwhelmed by the amount of new vocabulary. Demonstrate first that it is possible to
understand the gist of a text even when some words are unknown by showing the students
a short text which contains some unfamiliar vocabulary. Cover up or blank out the unknown
vocabulary and ask the students to read the text quickly and then to say what it is about. Tell
the students to repeat the task with another text that has no words removed and that when they
see an unknown word, they should ask themselves ‘Can I understand enough of the general
meaning without knowing this word?’. If the answer is ‘yes’, they should carry on reading, if ‘no’
they should circle the unknown word and continue skim reading the rest of the text. If, by the
end of the text, they still feel that their general understanding of the text depends on some of the
unknown words, they may look the meanings up in a dictionary.

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–– Forbidden dictionaries: Give the students a text that will interest them but which is a little
above their current level of English. Set some simple questions (possibly multiple choice) that
refer to the function and/or the general message of the text. Then tell the students that they must
try to find the answers to the questions by reading the text as quickly as possible, ignoring any
unknown words. Explain that they are not permitted to use their dictionaries and that they have
a time limit of a minute, for example to finish the task.
–– Skim reading for confirmation: Set a pre-reading task that involves brainstorming or predicting
a topic contained in the text (see ‘Pre-listening tasks’ and ‘Pre-reading activities’ sections). Then
give the class a time limit to skim read the text in order to find out if any of their ideas are
contained in the text.
–– Predicting the topic: As a pre-reading task, give the students the title of the text and/or a picture
or diagram that accompanies it then present a list of topics that could feasibly be mentioned in
the text, some made up and some true. Ask the students to discuss which of the topics they think
are likely to be included in the text then to skim read the whole text quickly to find out which of
the topics are actually mentioned.
–– Matching: Give the students several short texts with the headlines or titles removed. Present the
headlines or titles separately then ask the class to skim read the texts and match each one with
an appropriate headline or title as quickly as possible.
–– Missing text: To prove to students that it is possible to understand the gist of a text without
having to read and understand every sentence, hand out copies of a newspaper text or report in
which the second half of each paragraph has been blanked out, leaving only the first sentence
in each paragraph. Ask the students to skim read the text quickly and to answer some simple
multiple choice questions based on the information that they have read.
–– Highlighting topic sentences: Demonstrate that in a narrative text such as a report, the most
important information comes in the opening lines of each paragraph. Then, give students practice
identifying the main idea of each paragraph by asking them to skim read a text, highlighting the
topic sentence in each paragraph.
–– Timed comprehension: To follow on from the pre-reading activity, ‘Choosing a personal text’,
give the class about two minutes to ‘skim’ their eyes over the text quickly in order to find out
what it is about. Stop them after the time is up, ask them to cover the text and give them another
minute or so to work with their partner, noting down the things they remember about the text. If
this is too unstructured for a low level class, give a framework of questions to guide them. Repeat
the process once more and ask the students to add more to their notes.
–– Relay comprehension: Select several texts of roughly the same length and level concerned with
different topics that will appeal to the students. Give one text to each pair, along with a blank
piece of paper. Follow the procedure for the first stage of the ‘Timed comprehension’ activity
above but make sure that the students write their notes on the blank paper. Instead of reading
the same article twice, ask the students to pass the text and their notes to another pair. Each pair
then has a time limit to read the second text. When time is up, they should check the points
noted by the first pair and add their own notes to the list. Continue to pass the texts and notes
around the class in this way until each pair has read each text. This procedure should generate
discussion about the main points of the text, showing how much can be understood from a
quick reading.
–– Understanding text purpose: Introduce your students to the functions of different types of
text: narrative (describing the chronology of a series of events); descriptive; discursive (putting
forward an argument); speculative (predicting outcomes); classifying (separating and discussing
information in different categories); comparative; or instructional. Explain these terms then show
the students excerpts from a range of texts that represent these functions. Ask the students to
skim read the samples of texts and determine what their overall function is. (This task is most
suitable for learners at intermediate language level or above. Students may find these concepts
quite abstract at first so take care to choose texts that have a single, clear purpose. Once they
are able to identify these functions, move on to more complex texts that contain more than
one function.)

Wall Quiz: Write a list of questions based on a selection of newspaper articles and distribute the quiz to teams
of 2–3 students. Pin up the articles around the room and ask students to walk around the room trying to find
the answers. The winning team of this lively, competitive activity is the first to find all the answers.
Scan reading is different from skim reading in that students are not required to understand the text, just to
find particular pieces of information within the text. This type of skill is needed when looking for a particular
reference in a lot of material, for example in an index or a manual. Train the students to scan read by moving
their eyes over the text in unconventional ways, from bottom to top, right to left, searching quickly for the
information they require instead of reading the information in the order that it is written in.
–– First language word search: To demonstrate how people do this naturally, give the students a
reference text such as a dictionary, index, directory or manual written in their first language.
Select one significant word or piece of information from a page of the text and ask the students
to locate this word only, as quickly as possible. Do this a few times with different words then
explain that they have been practising the technique of ignoring 99% of text in order to find the
1% that they need.
–– Reading data: Before progressing to English texts, give the students a page which contains a
lot of numerical data, such as a graph, spread sheet, timetable or log book. Again, name some
specific pieces of data and tell the students to search for the data by scan reading the material
you gave them. Show how, when they know what to look for, the information should ‘jump out’
of the page, and explain that they need to transfer this scan reading sub-skill to English texts.
–– Count the words: Another training exercise for scan reading is to ask students to circle one
particular key word every time they see it in the text. Again, set a time limit and emphasise that
the aim is just to find the word, not to ‘read’ the text.
–– Find it first: Give the class specific questions to answer from the text instead of specific words
to look for. Make sure that all the answers are identifiable single items such as statistics, dates,
places or names. This task can work well as a class race to see which group or pair can find the
answers first.
Reading for detailed comprehension
As well as finding specific information within a text by skim reading and scan reading, students also need to
develop the ability to understand texts in detail. It can be quite daunting for learners to attempt to read a long
text in English so it helps to start with a general reading activity to familiarise students with the topic of the text
before proceeding to detailed reading tasks (see ‘Pre-reading activities’ and ‘While reading activities’ sections).
Traditional reading comprehension tasks consist mainly of questions relating to the content of the text in the
form of yes/no questions; true/false questions; multiple choice questions; gap-fill sentences. While these
types of exercise are useful, they do not in themselves promote understanding of the structure of a text.
Detailed comprehension requires the ability to understand the text as a whole, as well as the ability to extract
information at sentence level. This means being able to identify the type of the text (factual, descriptive,
discursive, etc.) and how the writer’s intention shapes the organisation of information within the text. In
other words, for students to understand a text in detail, they need to be trained to recognise and understand
elements of discourse that give a text its overall shape and meaning. For example, they should recognise the
way that paragraphs represent the logical development of ideas and the use of discourse markers (such as
the connectors however, but, on the other hand, etc.) to express the relationship of ideas within sentences,
between sentences and between paragraphs.
Many of the ideas below are designed to help students develop a detailed understanding of how meaning is
communicated in written texts. These activities also provide a useful starting point for developing writing skills.
–– Jumbled paragraphs: Choose a suitable text and make one copy for each group in the class.
Cut each text in the same way into several sections (of one or more paragraphs) and give one
set to each group. (Mix up the paragraphs before handing out.) Ask the students to put the
sections in the correct sequence. This activity draws students’ attention to the organisation of
information within the text. This activity can also be done on screen if the class has access to

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personal computers. This way is very quick and easy for the teacher to prepare and the only IT
skill required of the learner is the ability to click and drag chunks of text around the page to put
it into the correct order.
–– Jigsaw reading: Each group/pair of students reads a separate piece of text about the same
subject. (When used as a listening exercise, this can involve groups of students in separate
rooms listening to different recordings on the same topic.) Groups/pairs are then mixed and a
spokesperson has to orally relay the information read to members of other groups. A discussion
can then follow about the differences in the text or students can answer questions about the
information they have heard from their classmates. Answers can be checked by distributing all
the listening and reading texts to each student.
–– Selecting key sentences: Blank out the topic sentences of each paragraph of a text then copy the
text for the class. Either write all the topic sentences on the board or write them on slips of paper
for each group then ask the students to decide which paragraph each topic sentence belongs to.
–– Multiple choice topic sentences: Blank out the topic sentence of each paragraph then provide
three or four multiple choice options for the blank space in each paragraph, one of which is the
original sentence. Students should try to guess which sentence is correct by close reading of the
context. (Make sure that the ‘distracter’ options are in keeping with the text but are not logically
correct.)
–– Paragraph summary matching: Prepare copies of a text with a number for each paragraph.
On the board write a single summary sentence for each paragraph and label each summary
sentence with a letter of the alphabet. Ask the students to match the summary sentences on the
board with the paragraphs in the text.
–– Jumbled phrases: Take the most important paragraph of a text (usually the introductory or the
concluding one) and divide it into phrases (not necessarily whole sentences). Mix up the phrases
and ask the students to decide which order the phrases come in. This will help students to focus
on cohesion within paragraphs.
–– Predicting phrases: Select two paragraphs of a narrative text and write the first phrase of the
first paragraph on an overhead projector or on the board. Encourage the class to suggest what
the next phrase could be by focusing on connector words. (Do not expect students to provide
verbatim answers: the aim is to encourage logical suggestions.) Reveal the next phrase and
discuss how close the students’ prediction was. Continue to the end of the second paragraph.
–– Dummy sentences: Rewrite a short text, inserting a false sentence into each paragraph. The false
sentences should at first glance seem feasible but should contain one or more mistakes which
mean that they do not logically ‘fit’ into the paragraphs. Copy the text and ask the students to
identify which sentence does not belong in each paragraph.
–– Choosing connectors: Connectors (also called conjunctions or ‘link words’) convey important
information about the relation of phrases and sentences within a text; however, they are often
overlooked. Blank out all the connectors within a paragraph and write them at random on the
board. Ask the students to fill the gaps in the text with an appropriate connector. Show how the
meaning of a sentence can be totally changed by using different connectors, for example ‘The
hoist broke and/so/but/because/consequently I didn’t repair it).
–– Table completion: As an alternative to comprehension questions, give students a table to fill in
with pieces of information from different parts of the text. This exercise works well with factual
texts, with texts which compare two or more items, systems or methods and with texts which
refer to classifications of different objects. It also gives students a clear framework for practising
note taking skills.
–– Understanding text organisation: This exercise follows on from the task ‘Understanding text
purpose’ in the ‘Skim reading’ section. Once students are familiar with the range of different text
types, choose one type of text and show students how it is organised by analysing the purpose
of the different sections within it. First, number the sections then write a brief note on the board

for each numbered section to define the writer’s intention. Elicit ideas from the students as you
go through the text until you build up an outline of the whole text. The organising framework
for a narrative text such as an accident report (e.g. MARS reports published on-line by the
Nautical Institute or MAIB reports: see Bibliography) might be: 1) Provide factual details: time
and place of accident; name of person(s) involved; name of person reporting. 2) Establish context:
activities taking place at time of accident. 3) Describe sequence of events: what caused the
accident to happen. 4) Describe result: what happened after the accident. 5) Provide conclusion:
recommendations for further action. Next, give students another text and ask them to work
together in small groups to build up a similar framework, comparing their ideas at the end. (For
a post-reading activity, see ‘Writing from frameworks’ in the ‘Guided process writing’ section.)
–– Separating fact and opinion: It is important to be able to distinguish between subjective opinions
and objective facts in texts such as reports, minutes, proposals, letters and other such documents.
Ask students to identify the key points of the text (using one of the suggestions above) then ask
the students to work together to determine whether each point is a ‘fact’ or an ‘opinion’.
–– Comparing different accounts of one event: It is sometimes necessary to compare different
reports of one event in order to understand the whole picture or to contrast different points of
view (e.g. incident reports, letters of complaint, etc.). Practise by dividing the class in two and
giving each a different newspaper report of the same event. The students should note the key
details described in their news report then compare their notes with a partner from the other
half of the class. While exchanging information, they should listen for any information that they
have in common. After the exchange they should swap reports and read them in order to check
any differences between the two accounts. This can open up discussion of the way that ‘facts’
are often reported differently.
–– Spot the difference: A variation on this theme is to contrast a spoken and a written account of
an event. Prepare two texts relating to the same event but with some differences between them.
Students should listen to the spoken account and note the main points. Then they should read
the second text, underlining points which are the same and circling points which are different.
–– Data interpretation: For texts that contain a lot of factual data, students can develop their
reading for detail skills by finding then interpreting specific information. The task could require
them to produce a chart, graph or diagram that represents the information in the text.
–– Internet information search: Direct the students to a search engine and set them a series of
questions on a specific subject. By focusing on the key words in each question the students
should be able to search the available websites and find answers to the questions.
–– Text transfer: This exercise can be done with almost any type of realistic text to reflect the
way that we often have to transfer the information that we read into a different written form.
Give the students a factual text and a note taking exercise that requires them to note down key
information. Then ask them to transfer the key information to another form, either expanding,
summarising or paraphrasing the original. For example, starting with a formal letter, they can
extract the most important details then transfer the message into telex form by shortening it and
using abbreviations. Conversely, they may start by reading short log book entries and expanding
these into a full written report.
–– Draw the procedure: Instead of transferring information in writing, ask the students to
read a description of a procedure (e.g. a safety drill or instructions for using equipment) and
then illustrate the stages, for example in poster format. This exercise could be incorporated
into a problem-solving role play in which groups are required to find a way to present complex
information clearly to a mixed nationality crew.
–– Multiple choice summaries: Prepare three different summaries for a text, two of which contain
information that is included in but not central to the text and one which summarises the main
points. Give the text to the students and ask them to decide which is the best summary for the
text, giving their reasons for the choice.

Maritime English
–– Write the summary: Give the students a report minus its summary. Ask them to read the report
in detail and decide which key points should be included in the summary. They can then work
together, producing summaries to compare with each other.
–– Punctuating a passage: Although this is not a natural activity, it can help to develop students’
understanding of structure and text cohesion. Prepare a text without any punctuation and
ask the students to read it and decide where to insert appropriate punctuation (the amount of
punctuation and degree of accuracy can be varied according to the students’ language level).
They should discuss their answers and various possibilities before comparing their work with
the original.
Post-reading activities
Many of the activities described above require the students to produce a piece of work in response to the text.
The work produced can then be used as a springboard for post-reading activities that move into other skills
areas (see ‘Teaching listening’, ‘Teaching speaking’ and ‘Teaching writing’ sections). Many of the ideas in the
‘Reading for detailed comprehension’ section contain suggestions for how to extend the reading task and most
of the suggestions in the ‘Post-listening tasks’ section can also be adapted for post-reading work.
Teaching speaking
In traditional grammar-centred language lessons, speaking was not treated as a priority as it was assumed
that students would automatically be able to produce the language they were taught. However, students and
teachers worldwide often complain that after several years of studying a foreign language they are only able to
speak it ‘a little’ although they may remember grammar rules very well. This probably reflects the lack of time
spent practising speaking skills rather than weakness on the students’ or teacher’s part.
Traditional speaking activities include reading aloud, rote learning and drilling of set dialogues for the purpose
of memorising a particular language point (e.g. the Audiolingual Method) with students often singled out to
recite in front of the class. Although these techniques can still be seen in communicative classes, teachers need
to recognise their place and limitations. Tasks based on memorisation and repetition are useful for developing
spoken accuracy but will not develop the full range of speaking sub-skills necessary for ‘real life’ interaction.
In addition to producing English sentences which are accurate and intelligible, oral communication also
requires us:
–– to be able to listen
–– to have the confidence to participate
–– to use a ‘register’ of language appropriate to the circumstances
–– to know when and how to take turns in conversation
–– to be able to ‘think on our feet’, selecting our words in response to the situation
–– to be able to check and negotiate meaning with other speakers
–– to be able to paraphrase our own and others’ words
–– to possess strategies for dealing with breakdowns or misunderstandings in communication
–– to be aware of different cultural norms for opening, sustaining and closing a conversation.
These are complex sub-skills which demand a lot of the learner. Regular practice of speaking in class is
essential for building up these skills (see ‘Learning English through English’ in the section ‘Principles of the
Communicative Approach’).

Developing accuracy
Accuracy focused tasks are usually controlled tasks that require students to produce language correctly, the
emphasis being on minimising error rather than on spontaneous speaking. Although accuracy tasks are not
authentic communication tasks, they play a crucial role in consolidating new language for students. They are
necessary for giving students the confidence they need to use language that they have just acquired as well
as for ensuring that they are able to produce new forms correctly (see ‘Practice’ in the ‘Teaching grammar’
section). Use controlled and semi-controlled accuracy exercises to encourage shy students to speak, leading
on to tasks that build fluency. Students of every level can benefit from controlled accuracy exercises that draw
attention to specific areas of difficulty or common errors.
The following tasks can be adapted for practising any new language, such as vocabulary items, a structure,
functional phrases or pronunciation. Many of these suggestions are based on the concept of classroom drilling
(See ‘Presentation techniques: focusing on form’ in the ‘Teaching grammar’ section) but can also be adapted
for individual students who need extra practice by using a language lab or a tape recorder at home.
The first six suggestions are designed for controlled practice whereas the final six suggestions are suitable
for semi-controlled practice to give extra practice once students have mastered the form. Some ideas are
included for dictation work which involve all students and replicate the need for clear communication. The
writer needs to listen closely and check what he hears, while the speaker needs to concentrate on accuracy
of pronunciation and correcting any written errors at the end of the task.
All of these activities can be adapted for practice of the IMO Standard Marine Communication Phrases (SMCP).
Extra suggestions for practising SMCP are given in the next section.
–– Back chaining drills: Long sentences and multi-syllable words can be difficult for students to
repeat correctly. It helps to break down the item into its constituent parts and drill them separately
in reverse order and then link the sections together. For example, if your class has difficulty
drilling the SMCP ‘What kind of assistance do you require?’, try drilling sections of the phrase in
isolation, building up to the complete phrase like this: ‘require’; ‘do you require’; ‘what kind of’;
‘assistance’; ‘what kind of assistance’; ‘what kind of assistance do you require?’ It is important
to make sure that the section breaks represent the phrasing of natural speech (see ‘Identifying
thought groups’ in the ‘Rhythm and sentence stress’ part of the ‘Teaching pronunciation’ section).
–– Choral drills: This is a traditional type of drill when all students repeat a model together. The
model is either spoken by the teacher or played on a cassette. As with all drills, it is important
to maintain a good, quick pace and not to let the drills continue too long: if too much choral
drilling is done, students’ concentration is likely to lapse. Give the same, clear signal each time
you want the class to respond (either a verbal command or a physical gesture) and check that
everyone in the group is speaking.
–– Split class drills: To keep choral drilling lively and interesting, divide the class into halves or
groups and indicate which group should repeat after the cue. With regular drilling you can
experiment with different groupings, for example by row, rank, age, place of name in the
alphabet, etc. It is also possible to have groups take different parts in drilling a dialogue together.
–– Individual drills: Single out individuals in the class to repeat what you say either by pointing
or by calling their names. This keeps students’ attention focused, especially if the item drilled
changes a little each time. It is a good idea to intersperse choral drills with some individual drills
so that you can check on weak students’ performance. It is not necessary for students to stand
up to speak: as well as slowing down the class and contributing to a formal atmosphere, this is
likely to make individuals feel exposed and nervous with a higher chance that they will make
mistakes. If an individual student is having difficulty drilling a particular item, do not force him/
her to repeat it over and over again in front of the class as this is likely to demoralise him/her.
Make a note of the problem and, at an appropriate moment, suggest that he should focus on
improving this point by doing extra practice alone (but be sure to follow up his progress).

Maritime English
–– Open and closed pair drills: (See ‘Pair and group work’ in the ‘Classroom management’ section.)
After demonstrating a short exchange or dialogue, choose different students to practise it a few
times in open pairs while the others listen. (With question and answer drills, let the first student
choose someone else to ask.) Once the whole class understands what to do, ask them to practise
the exchange with a partner in closed pairs. If more practice is needed, tell the students to stand
up and mingle, practising the exchange with as many different people as possible.
–– Contrasting drills: To make group and pair drilling more interesting, split the class into large
groups and assign opposite characteristics to each group, for example loud/quiet; angry/happy;
tired/lively; quick/slow; etc. The students should drill the model with intonation and pitch that
conveys the assigned characteristic of their group (see ‘Intonation and pitch’ in the ‘Teaching
pronunciation’ section.)
–– Substitution drills: When students have had sufficient practice with the original item, give them
some more varied practice by replacing a word or part of the sentence with an alternative. Give
the students a prompt and ask them to supply their own alternative word or choose from a
substitution table (see ‘Substitution tables’ in the ‘Practice’ part of the ‘Teaching grammar’ section).
–– Class surveys/Group questionnaires: This technique is useful for giving semi-controlled practice
of tenses, question forms or vocabulary items that have already been modelled and drilled. Split
the class into groups and ask each group to prepare a questionnaire that incorporates the new
items. For example, if the Present Perfect question form has been taught and drilled, students
should prepare a questionnaire repeating this structure with a range of verbs (e.g. ‘Have you ever
been to India?’, ‘Have you sailed on a tanker?’, ‘Have you ever put out a fire on board?’). You
may want to write a selection of verbs on the board in their infinitive form to give the students
some choice. Once students have completed their questions, they should either interview
someone from another group or they should ask their questions to as many people as possible,
noting the individual replies. After interviewing, the students should have time to summarise the
information they gathered in the form of a report.
–– Checklist simulation: Checklists for monitoring onboard procedures can provide a realistic way
to practise new language such as tenses or technical vocabulary. If an authentic checklist is not
available, prepare a sample one yourself. First, drill any new vocabulary with the class then put
students into pairs and set up a simple simulation based on questions and answers concerning
the checklist. For example, Person A could decide which of the activities on the checklist he
has completed and which still remain to be done. Person B then questions him/her to find out
how much he has achieved so far. This would give intensive practice of the Present Perfect and
Past Simple tenses in the context of checking work that has been done to date. This could be
extended into a simple written or oral report at the end of the exchange.
–– Vanishing dialogue: Write a dialogue on the board or on an OHT and drill it with the class. Then
rub off one line and ask the class to repeat the whole dialogue again. Keep removing sections
of the dialogue until only the opening and end remain and the students can say the dialogue
from memory. (See ‘Memorisation’ in the ‘Presentation techniques: focusing on form’ part of the
‘Teaching grammar’ section.)
–– Guided dialogues: Once students have drilled a dialogue and are familiar with its structure, write
the outline of the dialogue in diagram form on the board (use SMCP dialogues for example). This
will provide students with a framework for creating their own dialogues using their own words
while revising the structure or phrases they have just practised.
–– Wall dictation: Traditionally, the teacher dictated while students wrote in silence but there are
other student-led variations which focus students’ attention on the accuracy of their spoken
English. For this activity, prepare a short text and stick a few copies on to one wall of the
classroom. Put the students into pairs and ask each Student A to sit at opposite ends of the
room. Each Student B must go to the wall, read a section of the text, memorise it, run back to
his partner and dictate it to him/her. While Student A writes, Student B returns to the text to
memorise the next phrase and so on. The winners are the pair who complete the dictation first
with the least errors. (To make sure that each partner gets a chance to dictate, tell the pairs to
swap over when they reach a designated point on the text.)

–– Split pair dictation: Prepare two versions of a text, blanking out alternate sentences on each
one. Copy the texts and distribute them to pairs of students, explaining that between them, they
have the complete text. They should start to read the text aloud, Student A writing down what
his/her partner says in order to fill the gaps then dictating the next sentence from his/her version
for Student B to write down. Once each pair has the complete text, they should check their
versions and analyse any errors they made.
–– ‘Thinking’ dictation: With students in pairs, give Person A a short text that either contains
errors or omissions relating to a specific language point (grammar, vocabulary or spelling). While
dictating the text to his/her partner, Person A must identify the errors/omissions and correct the
text as he dictates it to his/her partner. While writing, Person B should think carefully about the
content and underline any parts which he thinks may not be correct. At the end of the task,
pairs should re-assess the accuracy of Person B’s text both for content and spelling, making
improvements as necessary.
–– Student-led dictation: Tell students to research a particular aspect of their job specialism and to
write a short paragraph describing it (e.g. a technical procedure, an aspect of safety management,
operational instructions, etc.). Mark each student’s work, ask them to rewrite it correctly then
practise reading it aloud at home. Put the students into small groups, explaining that each student
will take turns dictating his/her paragraph while the others write. Each person should start by
introducing any technical words which may not be known to the other students. When the
dictation is finished, the group should compare their versions and discuss why they may have
made mistakes. (See ‘From research to writing’ in the ‘Guided process writing’ section.)
–– Pair race dictation: Introduce an element of competition with this activity. Prepare dozens of
sentences on separate slips of paper and put them into a box on a table in the centre of the
room. Each partner in each pair should take it in turns to pick a sentence out of the box, return
to their partner and dictate it. At the end of the time limit, ask each pair to count the number
of sentences they have managed to write down. The pairs with the highest number should read
out their sentences one by one. The winning pair is the one which has the highest number of
sentences correctly written down.
–– Chain dictation: The teacher prepares a short text of two or three sentences. Students sit in a
semi-circle and the teacher gives a student at one end a board pen. The student selected for this
role should not have any difficulty with writing. The teacher dictates a short chunk of the text to
the student at the opposite end of the line. He or she tells this information to the student next to
them who in turn passes it on to the person next to them. When the information finally reaches
the student with the board pen they write what they heard on the boards. While this information
is passing round the line, the teacher dictates the next part of the text which travels around the
group in the same way. Repeat the process until the group has constructed a version of the
original text on the board. If possible, play music in the room quite loudly so that the students
can only listen to one person at a time and in multi-lingual groups prevent students with the
same native language from sitting together.
–– Banana dictation: An amusing name for a great activity. A simple dictation but the teacher
substitutes words from the text with the word ‘banana’ (or another strange word that does not
appear in the text). The students write down the words they hear, as in a regular dictation
but when they hear the word ‘banana’, they leave a gap. So, the teacher could read, ‘Captain
Smith has banana instructions to the engineer’ and the student would write ‘Captain Smith has
instructions to the engineer’. When the text is complete the student is faced with a gap fill
exercise to complete. This activity can be used for practice with lexis or a grammatical structure.
–– Shouting dictation: this is a variance on student-led dictation where the students are put into
pairs. Each pair stands at opposite ends of the room from each other. They have to relay a
message for their partner to put in writing. As the dictating partner tries to make themselves
heard by shouting over their classmates, it becomes difficult to decipher the message therefore
the partner receiving the message has to concentrate and focus on what their partner is saying.

Maritime English
Standard Marine Communication Phrases (SMCP)

With their emphasis on accuracy, the activities described above are especially useful for giving practice in
Standard Marine Communication Phrases which rely on clear communication. In order for students to retain
the phrases, it is necessary to spend regular time revising short sections. The training manual titled ‘Seaspeak’
is based on the Standard Marine Navigation Vocabulary now superseded by SMCP. However, it provides
another good source of training exercises which could be adapted for SMCP.
–– SMCP comprehension activities: Record a selection of dialogues on cassette that use SMCP
and prepare a comprehension task from the ‘Teaching Listening’ section (e.g. multiple choice
responses; true/false questions; gap-fill dialogues; matching SMCP questions and responses;
jigsaw dialogues; dummy sentences; spot the errors; or predicting the response). If these activities
are treated as group tasks, students will integrate listening and speaking skills.
–– SMCP message markers: Record a selection of individual SMCP messages on to a cassette. Ask
the class to listen and decide what the appropriate message marker would be for each one.
–– Students’ recordings: Ask students to make their own recordings at home, using a language lab
or taking turns to use the tape recorder in class. Put students in pairs and have them record a
short dialogue, choosing their own questions and responses from memory. They should then
compare their recording with the original text and discuss if they are satisfied with their work.
If not, they should close their books and re-record the dialogue until they are satisfied with
it. Use the students’ cassettes for further drilling, comprehension and dictation activities (see
suggestions for dictation tasks above). Listening to their own recordings will increase student
motivation by personalising the SMCP text.
–– Taking notes: Have two students read an SMCP dialogue to the rest of the class. Give the other
students a ‘while-listening’ task that requires them to note down important information from
the dialogue in an authentic form. (As an alternative to reading aloud, play the students’ own
dialogues on cassette: see the exercise ‘Students’ recordings’ above.)
–– Transferring messages to SMCP: Start by giving the students a few messages in ‘general’ written
or spoken English that relate to either external or on board communication topics. Together,
practise transferring the messages into the correct SMCP form. This could lead to further revision
of VHF procedures and/or revision of appropriate SMCP responses.
–– Drilling SMCP with recording device: Make your own recording of a short section of the
Standard Marine Communication Phrases that contains a question and response sequence. Take
care not to include too many phrases: eight phrases is probably enough for one session if they
are to be properly learned and practised. Create a context for presenting the phrases to your
students (see ‘Presentation Techniques’ in the ‘Teaching grammar’ section and the ‘Pre-listening
tasks’ section) then, once the class understands the meaning of each phrase, drill them in turn,
using some of the techniques described in the ‘Developing accuracy’ section above. Once the
class is familiar with the phrases, rub them off the board and play the questions only, pausing
the cassette after each question so that the students have time to supply the correct answers.
Encourage peer and self-correction when errors arise. If a language lab is available, students can
record their own voices, checking whether their responses are correct and monitoring their own
pronunciation.
–– Half dialogues: Write out one person’s part of a dialogue containing SMCP and give it to the
students. Ask them to work with a partner to complete the dialogue using appropriate phrases.
After checking their answers, they should then practise the dialogue together. Alternatively,
adapt this exercise by recording one half of the dialogue on to cassette and asking the students
to respond after each prompt (see ‘One-sided dialogues’ in the ‘Listening for gist’ section).
–– SMCP dialogue prompts: Once the students have had time to learn and memorise a section
of SMCP, select some short dialogues that they are familiar with. Write a prompt in the form
of just one or two words for each line of dialogue on the board (see ‘Prompts’ in the ‘Practice’
part of the ‘Teaching grammar’ section). Put the students in pairs and ask them to reconstruct

the dialogue without looking it up in their books. The pairs should compare their answers and
discuss any changes in content. Encourage pairs of students to learn the dialogues and to act
them out in small groups in the class.
–– Random choice communications: This exercise will help with revision of a range of short
question and answer phrases relating to a section of the SMCP document. Put students in
groups, give them some blank pieces of paper and ask each student to write just one phrase on
each piece of paper. The groups should fold the papers and mix them up then one person in
each group should choose one at random and read it out to the others in the group. The other
students should try to respond with an appropriate phrase as quickly as possible.
–– Collaborative dialogues: After studying and practising a range of SMCP related to a particular
section (e.g. ‘Cargo handling procedure: loading and unloading’), write the titles of the relevant
sub-sections on pieces of paper, put them into a container and mix them up (e.g. ‘loading
capacities and quantities’; ‘port cargo handling gear and equipment’; ‘preparing to load’;
‘preparing to unload’; etc.). Ask one of the students to choose a piece of paper at random and
read out the topic then ask the class to construct an appropriate dialogue on the board, using the
phrases they have learned. To encourage a collaborative atmosphere, ask different students to
write each line of the dialogue and do not intervene unless the task becomes too difficult. (See
also the exercise ‘Dialogue building’ in the ‘Promoting fluency’ section below.)
–– Guided SMCP role plays: Prepare a guided dialogue using SMCP (see ‘Developing accuracy’
section above) and also some simple role cards to vary the information contained in the dialogue
(see suggestions for role play in the ‘Promoting fluency’ section below). Once the class has
completed and practised the guided dialogue, hand out the role play cards to pairs of students
and ask them to try the dialogue again but using the new information they have on their cards.
It is more authentic if students are seated so that they cannot see each other (see the exercise
‘Guided telephoning’ in the ‘Promoting fluency’ section below).
–– Free SMCP role plays: Prepare a range of situations on board a vessel that would require seafarers
to use SMCP. To make the situations more realistic, present each one differently in an authentic
message format that requires action (e.g. a telex, an urgent weather warning recorded on tape,
an incoming VHF communication, a problem reported by a crew member, an order from
the Captain, etc.). The students should work in pairs, improvising a suitable dialogue in quick
response to each situation using appropriate SMCP. They should not write down the dialogues
until the end of the activity. After writing down their dialogues, the pairs should form groups,
exchanging their work and discussing the reasons for any differences between their ideas.
Promoting fluency
Conversation classes and open discussions are notoriously difficult to handle because students may lack the
necessary language to express what they want to say; the conversation may be dominated by strong students;
the topic may not motivate the students to contribute much; or students may feel embarrassed to voice their
personal opinions in English. The result is that the teacher often has to intervene or ends up taking control of
the discussion, which defeats the aim of developing student speaking skills. At any language level, it is better
to plan speaking activities in advance: students respond better and will feel more confident when they are
linguistically and psychologically prepared for a structured activity.
Rehearsal stages will highlight any language problems which the student is likely to encounter during fluency
practice and help build up confidence. Remember that this type of activity could be outside your learner’s
educational experiences so not only could you encounter the uncertainty caused by unfamiliarity but also
resistance due to the learner not appreciating the value of practising fluency in the classroom. Problems of
confidence are also helped if the subject of any conversation is familiar to the learner. By connecting the
topic to a learner’s area of expertise in the maritime industry, the teacher can ensure that the learners feel
themselves on solid ground and gain the authority to speak out (see section on Task Based Learning).

Maritime English
The speaking activities described here are designed to develop fluency as well as accuracy. They can be used
at the ‘production’, ‘engage’ or ‘activate’ stage of a class, depending on the needs of the students and the
aims of the lesson (see ‘Stages of lessons’ in the ‘Classroom management’ section). Some are based on the
information gap concept of exchanging information, others rely on the students to use English for problem-
solving, task completion or discussion. The purpose of each activity is to develop ‘natural’ speech so students
will not be judged on grammatical correctness alone but on their ability to make their point successfully. If
your class feels inhibited about doing fluency activities, tell them that the emphasis is on communicating
fluently and that mistakes are to be expected when speaking spontaneously. Remind them that they should try
to correct themselves if possible but should try not to let mistakes interrupt their speaking.
–– Describe and draw: (See ‘Practising new vocabulary’ section)
–– Spot the difference: (See ‘Practising new vocabulary’ section)
–– Story building: Prepare a sequence of simple pictures that illustrate an event and put them on the
board or an OHP. Reveal the pictures to the class one at a time, eliciting an oral description from
the class for each picture until they have described the whole episode. Leave the pictures on
display and put the students into small groups, asking them to reproduce the narrative together,
in writing. They should use one piece of paper per group, each person taking a turn to write
down the consensus description of each picture. (See also ‘Reconstruction’ in the ‘Post- listening
tasks’ section.)
–– Picture story: Prepare a sequence of simple pictures that illustrate an event, copy one set for
each group, mix them and hand out the sets of pictures – one per team member. Each student
keeps their picture hidden from their teammates. One by one, they take turns to describe what
they can see in their picture to the rest of the group. After everyone has had the opportunity to
describe, the team must decide which order the pictures should be in to tell a complete story
(still without looking at each other’s pictures). For lower levels, time could be allocated for
preparing notes and key vocabulary before speaking.
–– Encourage the students to listen carefully and report back to see which groups had similar ideas.
(Try the ‘Jigsaw procedures’ activity in the ‘Practising new vocabulary’ section as a variation on
this task.)
–– Dialogue building: Write the opening line of a dialogue on the board (e.g. a line from an SMCP
conversation) and elicit appropriate responses from the students by asking what they think should
come next. Wait until they have offered several suggestions, choose the best one and ask a
student to write it on the board. Continue to build up a dialogue together based on the students’
own suggestions. Encourage students to feel responsible for creating a good model by getting
them to correct any mistakes themselves as they occur. At the end, the students will have a good
model dialogue that they have produced themselves which they can then practise in pairs.
–– Internet chat rooms: Communicating live in an online chat room differs from emailing since
the information is received immediately as it is being typed and requires a quick reply. It can be
made into a speaking exercise for students if they work together to discuss quickly what responses
to write in the chatroom. The dialogue evolves spontaneously like a written conversation and,
using short forms, can be more like speech than writing. The students will find this activity very
enjoyable and when finished you have an onscreen record of the learner’s language, which can
now be analysed by the authors with or without teacher guidance. The conversation could also
be printed and worked with on the page, lending itself well to peer correction activities.
–– Guided telephoning: After drilling specific phrases used for making and answering telephone
calls, put students into pairs, Student A acting as the caller and Student B as the person answering.
To simulate the conditions of a phone call when the speakers cannot see each other, ask the
pairs to turn their chairs back-to-back so that they face opposite ways. Then follow the same
procedure for ‘Guided dialogues’ in the ‘Developing accuracy’ section.

–– Reconstructing a phone call: Divide the class into pairs, Student A acts as the caller and
Student B as the person answering. Give each Student A a written message of a telephone
conversation and give Student B a blank phone message form. Explain that Student A has to pass
on the message to Student B in a simulated telephone call. During the conversation, Student B
should fill out the details of the message on his/her form and, at the end, should compare his/her
message with Student A’s original message.
–– The right register: This can form the basis for a group discussion activity on the importance of
using the right social register in English. It can also lead into some controlled practice of useful
functional phrases. Prepare a multiple choice quiz: each question should describe a different
communication situation that seafarers might come across (e.g. giving orders to crew; socialising;
speaking to an agent; taking orders from the Captain; dealing with passengers; etc.). Prepare a
choice of four responses for each question, each expressing the same message in a different
way (e.g. one rude, one appropriate, one too formal and one which might be a direct translation
from the students’ first language). The students should discuss which answer they think is most
appropriate and give reasons for their decisions. This will also help them to consider the issues in
communicating with people from other cultures where norms vary regarding how direct/indirect
you can be when addressing colleagues of different positions.
–– Communication strategies: This is another activity which focuses on cross-cultural issues.
Prepare a set of situations or short dialogues that each involves a communication problem (e.g.
‘You are a Second Officer. An English pilot comes aboard your vessel and gives you orders but
he speaks very quickly and you find his/her accent difficult to understand. He seems irritated
when you ask him/her to repeat him/her self. What do you do?’). Copy one set for each group,
cut each situation up so that there is only one on each piece of paper and put them into an
envelope or face down in front of each group. (Do not supply any answers.) Each member of
the group should select one situation at random and read it aloud to the others. Together, they
should discuss what the problem is, why it occurred and different ways to deal with the situation.
Everyone should try to offer a solution and then the group should try to agree on one solution
which is acceptable to all members.
–– Problem-solving simulations: Prepare a description of a difficult situation on board a vessel
which includes several different problems. Write the situation on the board and then divide the
class into groups. The task is for each group to discuss all aspects of the situation and come
up with a solution within a limited time period. One person in each group should write the
key points of the solution on to a poster-sized piece of paper which they should display on the
wall. The groups should walk around and read each other’s solutions, comparing them and
questioning other groups about their decisions.
–– Functional expressions: All simulation and role play activities create a context where expressions
for particular functions are especially useful. For example, discussion activities could require
giving opinions, agreeing and disagreeing, making and accepting interruptions. Learners will
find fluency practice easier if they have a store of this language to draw upon. Although the
purpose of fluency practice is fluency itself, students will find more reason to be involved if they
see a connection between the activity and the language they are using within it (see section on
pre-teaching vocabulary).
–– Role play: A role play differs from a simulation in that, in a role play, students are required to
respond to a situation, speaking from the point of view of another person. Students usually
respond well to the opportunity to ‘be someone else’ for a while, especially if they get promoted
to higher ranks or positions of authority! This activity can also be designed to take account of
strong and weak students by varying the complexity of information and the instructions that you
give them. SMCP dialogues can be adapted into role plays by copying key information on to
role play cards (see Bibliography and details of ‘International Maritime Language Programme’
for examples). If you want to set up your own role play, start by devising a problem situation
(as for a simulation). Work out how many characters will be involved in the situation according
to the number of students per group (a maximum of six is usually enough) and plan how each

Maritime English
character will react to the situation, what he will want to achieve and what his/her motives are.
(Including an element of conflict between some of the characters, such as differences of opinion,
strong personal beliefs or an ulterior motive will help generate discussion.) Write the specific
information for each character on to separate pieces of card. Explain the situation to the class,
divide them into groups, hand out the role cards and give the class a few minutes to read their
own cards, think about the situation and plan what they will say. (It is possible to write easier
roles for the weaker students and vice versa.) Give the students a time limit for the whole activity
then ask them to start by introducing themselves to the group and saying what they think about
the situation. Encourage them to respond to each other’s ideas, exchange opinions, debate,
argue, agree and disagree but do not try to intervene in the discussion. If the class responds well,
ask each group in turn to re-enact their role play for the rest of the class.
–– Free role play: Instead of preparing role cards for students, involve them in creating their own
information for a role play, based on an authentic text. Choose a standard form that could be
used as a discussion point between two people such as a job appraisal form, a checklist, an
auditor’s questionnaire, an order form, etc. Explain the context for the role play to the class (e.g.
an auditor is speaking to an engineer and making notes on the form). Divide the class in half
and allocate one role to each half (e.g. the auditor and the engineer). Together, students should
brainstorm the questions or comments they would make in response to the text. Once they
have decided what information they may need to provide during the role play, pair off students
from each half of the class and ask them to improvise their own role play conversation without
referring to their notes.
–– Debates: Informal debating occurs during many conversations and it is important that seafarers
can contribute their ideas freely when required. Debating activities help students practise the
functions of giving opinions, agreeing and disagreeing and responding to what other people say
while reinforcing the need for tolerance of ideas which may be different to our own. Prepare
a few statements which could be considered controversial. Divide the class in half and give a
time limit for the task: one half should brainstorm reasons for agreeing with the statements and
the other half reasons for disagreeing with the statements. At the end of the time limit, group
two pairs of students from each half and ask them to exchange their opinions without referring
to their notes.
–– Talks and presentations: This is a demanding activity that involves a lot of preparation so give
students plenty of time to research, plan and rehearse their talks (see ‘Technical presentations’
in the ‘Integrating maritime topics’ section). At the preparation stage, include discussion of what
makes a good presentation and remind students that, in order to sound natural and to keep
their audience’s interest, they should use notes and look at the audience instead of reading from
a script. Give controlled practice to help students memorise some useful functional phrases.
Encourage students to practise by recording themselves and assessing a partner’s performance
(see ‘Self-assessing spoken accuracy’ below). When the students are ready, arrange to video or
tape record each student speaking to the whole class, if possible. Give the students a while-
listening activity to do (see ‘Teaching Listening’ section) and encourage comments and questions
after the presentations. Mark each student according to his/her spoken accuracy (pronunciation,
grammar, vocabulary), choice of register and fluency. If possible, give individual feedback by
talking to each student about the strengths and weaknesses of his/her presentation.
–– Self-assessing spoken accuracy: To help students monitor their own speaking abilities and revise
language work, give each student a copy of a checklist for grading fluency. The list could either
focus on the structures, phrases, vocabulary and aspects of pronunciation that the students have
studied to date or could focus on just one of these areas. Supply a four or five point scale that
can apply to each language area, allowing the student to grade different aspects of his/her own
performance, for example: ‘I am very pleased with this: I performed to the best of my ability and
did not make any major errors’; ‘I am satisfied with this: although I made some mistakes, I know
I can correct them’; ‘I am not very satisfied with this: I made too many mistakes that I need to
work on’; ‘I am not at all satisfied with this: I need to revise and practise much more’. Before

grading a student’s spoken work, ask him/her to prepare by assessing his/her own performance,
using the checklist while listening to a recording of his/her own work. Help students to use the
checklist to prepare an achievable programme of self-study.
–– Just a minute: This is an activity best organised as a competitive game. It is only useful once
your class is aware of the benefits of free fluency practice. Organise your class into two equal
groups, trying to allocate students with a variety of abilities to each group. One student is given a
topic to talk about and he or she must try to do so for sixty seconds without hesitation, repetition
or deviation from the subject. If they hesitate, repeat or deviate after, for example 35 seconds,
the topic is passed over to the other group for the remaining 25 seconds. Should this speaker
break one of the rules after 20 seconds then the remaining 5 seconds is given back to the other
team. The team who finishes the minute receives the point. The beauty of this activity is that all
importance is placed on fluency and mistakes with language are irrelevant to completing the
game. This activity can be adapted for lower levels by giving them time to prepare ideas about
the topic in their groups before the timed speaking starts.
–– Alibi: Create an on board or on shore workplace scenario, in which something has gone
wrong, e.g. an engineering repair has not been carried out correctly. Two students are given
the role of engineers or suspects and are sent out of the room to create and rehearse an alibi
clearing them both of responsibility. While they are out of the room, the rest of the group act as
superintendents or investigators and prepare a series of questions designed to find out if the two
are responsible or not. One of the suspects comes back into class to face questions. Then the
other suspect, without notes and without hearing their partner’s answers, returns to class to face
the same questions. If their answers are not sufficiently similar they are caught out and deemed
responsible. The language used is not focused more on fluency than on accuracy and as there
is quite a lot of preparation time, it can be used with lower levels provided your class is familiar
with the context and language required.
–– World’s greatest: One student stands in front of the class and claims to be the world’s greatest
expert on a specific subject of their choice. They must talk about this subject for a minute,
before taking questions from the rest of the class. The activity is intended to build confidence
and fluency, not to pick up every mistake made: if the task can be made into a fun activity,
the students will appreciate the value of a purely fluency-based activity. This works best with
confident students.
–– Mini-talks: This activity is designed to be diagnostic and give students freer speaking practice
in the form of mini-talks in small groups; it works ideally with a small class. The teacher then
focuses on accuracy in a follow-up activity and feedback sheet in the next class. One student in
the group chooses a topic and talks for 3 to 4 minutes – students B, C and D then ask questions
about the content, the teacher notes down problematic language. The next day the teacher
revises, corrects or teaches the main lexical items and phrases that the students had difficulty
with and feeds in any new items that would improve the task. The students re-tell their improved
version to a new group: at the end the teacher gives out an individual feedback sheet which
focuses both on problematic as well as good use of language and pronunciation.
Teaching writing
There are many similarities between the productive skills of speaking and writing. As with speaking, it was
traditionally assumed that students would automatically be able to produce good written English after being
taught about language structure. Much of the writing that students did in class tended to be in the form of
exercises that required the student to produce correct structures at the level of single sentences. While helpful
for consolidating grammar and vocabulary, these restricted practice exercises did not in themselves mean that
students learnt how to write well in English. Extensive writing practice was traditionally given in the form of
essays on a set topic done outside the class.

Maritime English
While it is important for students to have the opportunity to write discursively, the lack of guidance in free
essay writing makes the task difficult for the student to produce and difficult for the teacher to grade. Moreover,
essay writing alone does not prepare students for the range of different text types they need to produce in the
world of work. Both these examples show that, traditionally, the primary concern regarding writing was the
accuracy of the finished product. This form-focused or ‘bottom up’ approach to writing can be described as
controlled writing or product writing.
Product writing tasks, like accuracy focused speaking tasks, are necessary for helping students to manipulate
and practise the structures they learn. However, communicating in writing involves more than producing a
string of English sentences which are grammatically accurate.
Effective written communication in ‘real life’ requires us to:
–– be able to read effectively
–– choose an appropriate means of response
–– plan the content of our response before writing it
–– have a clear idea of the purpose of the text we are writing
–– organise our thoughts in a logical, linear sequence, in keeping with the rhetorical pattern of
English
–– signal the organisation of information by using paragraphs and cohesive markers
–– use a layout appropriate to the type of text
–– use an appropriate register of language
–– draft, check, edit and revise our own writing (both at sentence level and at discourse level).
In other words, classroom instruction needs to take account not only of the written product but also of
the processes involved in writing. Writing should not be given as solitary practice of grammar exercises or
reserved for exclusively for homework. If students are to be able to produce the range of written work that is
expected of them as officers, they will need guided practice in each of the sub-skills outlined above. Process
writing provides a way of doing this by means of classroom activities which take a global or ‘top down’
approach to writing. This requires ongoing input, supervision, support, revision and regular feedback, as with
the teaching of any communication skill.
There are suggestions below both for product writing to help students focus on accuracy and process writing
which stress the communicative value of writing. (Note: It is a basic requirement for these exercises that
students are able to read, understand and write the Roman script.)
Integrating writing into teaching
Writing, like other skill areas, can be taught from an early stage, so long as the tasks are graded according
to the level of the group. Introduce concepts in ‘manageable chunks’, using the PPP or E.S.A. model as a
framework (see ‘Stages of lessons’ in the ‘Classroom management’ section) and selecting from the suggestions
below. Whatever the stage of the lesson, writing should be integrated with other skills and language work. In
reality, writing is often done in response to reading, listening or speaking. Responses can include a wide range
of text types such as messages, invitations, requests, instructions, notes, memos, minutes, etc. For example,
authentic practice can be given if students are asked first to read a telex, letter or memo for comprehension,
then to study the particular features of the text and finally to write an appropriate reply using a process writing
task. If you have a wide range of abilities in your class, it may be necessary to give different writing tasks to
groups at different levels.
It is important to monitor all students during writing tasks, giving discreet support to each person in turn so that
you are aware of how each person is developing. This type of immediate feedback is valuable for individuals
and is also less time-consuming than marking after the lesson. Some work will, however, need to be marked in
full. Grading students’ work can be de-motivating if its sole purpose is to correct mistakes. It is very important
to give praise for students’ development and to acknowledge the communicative quality of their work. Tell

students what you are looking for when you mark and give marks for different aspects on different occasions,
according to the aim of the task (e.g. communication of message, organisational structure, grammar and
vocabulary, punctuation and spelling, handwriting, layout, register, etc.). Use a consistent marking scheme
with codes to categorise the type of error, rather than correcting all the errors for each student. This will
encourage students to check, analyse and learn from their own errors, rather than passively accepting your
corrections.
Since most writing is now done on computer, students are often much more comfortable writing this way.
Writing on computer has other advantages since the student can correct all their mistakes and finish with a
product, which is free of unsightly teacher’s correction marks and without having to rewrite the whole piece.
A number of websites (see Bibliography for recommended sites) have online writing programmes, which are
graded according to level and offer a wide variety of topics. It is still useful to do writing work of this kind in
class time with teacher supervision since students eager to impress may simply cut and paste information from
a website.
Controlled writing: sequence level
Analytical reading tasks are a good starting point for many of the guided writing tasks suggested below (see
‘Reading for detailed comprehension’ in the ‘Teaching Reading’ section). Focus on the features of written
English that show students how meaning is organised within and between sentences, such as conjunctions,
cohesive devices and paragraphs. Integrate this study with guided process writing practice to help students use
these features in their own texts (see next section).
Many problems in writing arise when students try to translate directly from their first language into English. The
following activities are product-oriented tasks that focus on accuracy. Their aim is to help students deal with
the mechanics of writing, mainly at word and sentence level. Wherever possible, controlled activities should
be set in meaningful contexts using examples from a variety of authentic texts. It is better to focus on the
cohesive devices that appear in a range of authentic texts than to devise your own texts for practising specific
structures. This will expose your students to the specific requirements of different types of writing in English.
–– Punctuation: After studying the meaning and use of the various elements of punctuation, provide
students with a text in which some but not all of the punctuation is wrong. Tell the students the
number of errors and challenge them to identify where the mistakes are and to correct them.
Next, give them a text which contains no punctuation and ask the students to insert punctuation
appropriately, comparing and discussing their answers at the end.
–– Spelling: Identify some of the main problems that your students have with spelling and adapt
the punctuation activity above to focus on spelling errors. Another idea is to record samples of
students’ own written errors and to write them in numbered sequence on the board, mixed up
with sentences that are completely correct. Ask the students to work in groups, ‘repairing’ the
sentences that they think contain mistakes. Turn this into a competition to see which groups can
identify and are able to correct all the errors.
–– Handwriting: If your students have minor problems using the Roman script, such as mixing up
capital letters and small letters, photocopy sections of some students’ work, making sure that
the names are removed. Give these samples out to groups of students and ask them to circle the
errors of handwriting then to copy out the sections of text accurately.
–– Characteristics of spoken and written English: To raise students’ awareness of the differences
between speech and writing, record a spoken message in natural speech and then give out the
transcript of the message (the message could be, for example, a senior officer giving instructions
to all ratings). Prepare a second, more formal version of the same message in writing (e.g. a
memo to all crew) and copy both the transcript and the written version. Ask the students to
listen to the recording while reading the transcript and then to compare the transcript with the
written text. Elicit a list of the contrasting characteristics of the two texts. (The features of the
spoken message should include idioms, colloquialisms, multi-word verbs, contractions, fillers,
hesitations, unfinished sentences, question tags and spontaneous ‘add on’ phrases while the
written text may use more formal vocabulary, full forms, complete sentences, the passive voice,
more nouns, and possibly special functional phrases.)

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–– Matching phrases: Select a semi-formal written text and extract a few phrases, transferring them
into informal, spoken English. Give the full written text to the students to read for comprehension,
then give out the list of informal phrases. Ask the students to read the text again and match the
informal phrases with their equivalents in the formal text. Follow this up with study of word
collocation and discussion of register.
–– Substituting phrases: To follow on from ‘Matching phrases’ above, prepare another semi-formal
text but include in the text several phrases that clearly represent spoken English (see
‘Characteristics of spoken and written English’ above). Ask the students to read the text and
identify the phrases that are inappropriate in the context of written English. When you have
checked their answers, ask them to rewrite the text in pairs, substituting the spoken language
with appropriate neutral phrases.
–– Functional phrases for writing: To show students how certain phrases are used in different
types of writing, present them with two or three samples of one type of text, such as a formal
letter, a memo or a telex. Discuss the purpose of the texts and their level of formality then ask
the students to identify phrases that match specific functions such as introducing the topic,
reminding, requesting, instructing, advising, thanking, signing off, etc. Focus on and give practice
of any special linguistic features in the phrases such as collocation or grammatical structure.
Next, provide another text in which similar functional phrases have been blanked out and ask
the students to complete it without referring to their notes.
–– Topic sentences: Most kinds of formal writing, which is organised into paragraphs, use topic
sentences which direct the reader to the general purpose of the paragraph. These are a feature
of written discourse and can be easily practised. Simply give the students a text which has had
the topic sentences removed and write the missing lines on the board. The students have to read
the text and match each sentence with the appropriate paragraph.
–– Multiple choice conjunctions/collocations: Design a multiple choice task for conjunctions or
collocations by taking an authentic text and blanking out some of the target items, giving each
blank space a number. On the board, write three or four options for each numbered space then
give out one copy of the text to each group. Ask the students to work together to discuss and
choose the correct option for each blank.
–– Finishing sentences: Follow on work with conjunctions/collocations by preparing a short
authentic text as follows: for conjunctions, blank out the phrase that comes after the target
words; for collocations, blank out half of the collocation and the subsequent phrase. Write the
phrases at random on the board (or copy and cut them up for each group) then give the students
a copy of the blanked out text. Ask the students to fill the blanks in the text with the phrases
from the board and then to check their answers together. For further practice with collocations,
adapt the ‘Jigsaw reading’ task in the ‘Reading for detailed comprehension’ section by splitting
the text up in sections that end in a phrase, not a complete sentence. Ask students to reconstruct
the text by analysing which sections logically follow on from each other, writing the complete
text out in full.
–– Analysing reference systems: After reading a text for comprehension, ask students to circle
examples of pronouns (‘this’, ‘that’, ‘he’, ‘his’, ‘their’, ‘those’, etc.) in the opening paragraphs.
Demonstrate how the pronouns refer back to the original subject by drawing connecting arrows,
showing how this creates ‘links’ throughout the text. Ask the students to continue this task in
pairs, drawing arrows that link the pronouns with the original reference. Next, give the students
a paragraph to read in which the subject is repeated in every sentence with no pronouns used to
replace nouns or phrases. Ask students to tell you why the paragraph seems unnatural then ask
them to rewrite the paragraph using pronouns where necessary. (This activity can be adapted to
highlight other examples of cohesive devices.)
–– Linking sentences with relative pronouns: Students at lower language levels often have difficulty
in combining sentences. Once they have learned about and had controlled practice with relative
pronouns, ask them to combine separate sentences that relate to the same topic. For example,

the two sentences ‘A windlass is a piece of deck machinery. It is used for raising and lowering the
anchor’ can be combined into one: ‘A windlass is a piece of deck machinery which/that is used
for raising and lowering the anchor.’ Next, ask them to write a brief description of the tools or
equipment used at sea for someone who has no experience of seafaring. They should name the
objects and describe the function of each one. This activity can also be used to revise specialist
vocabulary: first, the students should write some definitions of technical terms without naming
the term itself (e.g. ‘This is a type of machine that is used for …’), then they should read out their
definitions to their group members who should try to guess the object or name the term.
–– Sentence combining: Once students have had practice with a range of cohesive devices, take
a short, factual paragraph and rewrite it as a list of full sentences without any conjunctions or
reference links. Write each sentence in a list on the board in the order in which they appear in
the text. Then ask the students to combine the sentences using the cohesive devices they have
studied to produce the original text.
–– Cause and effect conjunctions: Prepare some sentences that use conjunctions to describe cause
and effect. Split the sentences in half and either write them randomly on the board in two
columns or write each half on to a separate piece of paper and give a full set to each group. Ask
the students to match the halves in order to make complete sentences. Next, give the students
just one half of several more sentences and ask them to complete the sentences with their own
ideas, using a suitable conjunction.
–– Describing cause and effect: Follow on from the above activity by giving some freer writing that
requires accurate use of cause and effect conjunctions. Select an authentic text that describes
a series of cause and effect actions, for example relating to marine protection or safety. Write a
table on the board containing two columns: one labelled ‘cause’ and the other labelled ‘effect’.
Fill in the ‘effects’ column with examples from the text and, as a pre-reading task, ask the
students to guess what the possible causes could be. Then ask the students to fill in the rest of
the table by identifying each cause in the text. After this, give the students a simple flow chart
or series of pictures that show how a succession of minor hazards can escalate into a major
disaster (e.g. how fires can start on board). Ask the students to write a paragraph describing the
dangers using the language of cause and effect. (This could be made realistic if set in the context
of warning seafarers or passengers about safety issues.)
–– Breaking down long sentences: While some students have problems connecting sentences,
others have difficulty in writing sentences which are clear and simple. This may be due to
first language influence: some cultures favour complex sentences with several embedded
clauses. In today’s international business English, however, it is important to be clear, concise
and unambiguous. To demonstrate this, prepare two short texts that say the same message in
different ways: one composed of long, formal sentences with dependant clauses and the other
composed of shorter, clearer sentences in a ‘neutral’ style. Show the students half of both texts
and discuss the differences between the language, asking which version they find easier to
understand. Give the remainder of the long text to the students to read then ask for suggestions
for rewriting it using short sentences. Write their ideas on the board then, if this goes well, ask
the students to continue the rewriting in small groups. At the end of the task, the students can
compare their ideas with the remainder of the short version of the text.
–– Self-assessing written accuracy: Explain the marking scheme that you use to your students (see
‘Grading students’ work’ in the ‘Integrating writing into teaching’ section above) and give them
a reference page of notes with examples of how to use correction symbols. Students may not be
accustomed to marking their own work so give practice by providing them with a model of poor
writing and ask them to categorise the types of errors and then to correct the errors. Encourage
the students to get into the habit of evaluating the accuracy of their own and others’ work. Ask
students to identify their own weak areas and suggest ways they can improve individually. For
example, if spelling is a problem, suggest they make a note of key words they frequently misspell
and, after writing, check spellings they are unsure of in a good dictionary.

Maritime English
–– Cut and paste lexical chunks: Students research a subject online and cut and paste lexical
chunks they think might be useful into their own piece. This requires the learner to demonstrate
their understanding of how the item is used by incorporating it into a sentence of their own.
Controlled writing: paragraphs
Because different languages have different ways of communicating meaning in the written form, students need
to be aware of what is acceptable in English discourse. Paragraphing is a key skill because it represents the
logical development of ideas within a text. A typical English paragraph starts with a general topic sentence
which is expanded upon by each successive sentence, giving supporting examples and illustrations of the
main point. This structure characterises the linear logic of English discourse. Texts which include digression,
superfluous detail and lengthy subordinated clauses may be incoherent to the native English reader. At
advanced level, it may be useful to do some contrastive analysis of the organisation of information between
English texts and texts written in the students’ first language.
It is recommended that, before progressing to writing tasks, you familiarise students with paragraphing through
reading. The section ‘Reading for detailed comprehension’ contains several exercises which will help students
develop awareness of English paragraph conventions through analysis of reading texts (see the exercises
‘Selecting key sentences’; ‘Multiple choice topic sentences’; ‘Paragraph summary matching’; ‘Jumbled phrases’;
‘Dummy sentences’; ‘Understanding text organisation’.)
–– Defining paragraphs in run-on texts: Prepare a run-on text in which the paragraphs follow on
from each other without visual breaks. Ask the students to read the text in pairs and to identify
where the paragraph breaks should occur. After this, they should compare their answers with
another pair and explain the reasons for their decisions.
–– Continuing paragraphs: Select a text based on a topic that the students have some knowledge
of. Prepare the text by blanking out the supporting sentences in each paragraph, leaving only
the topic sentences. Ask the students to read each of the topic sentences and then to work in
small groups, discussing what the supporting information could be in each paragraph. Next, they
should work together to try to complete the paragraphs, comparing their versions at the end.
–– From facts to paragraphs: Prepare a list of single sentence statements about a topic that the
students have some knowledge of. The sentences should be factual: some generalised and some
containing detail. Write the sentences on the board at random and ask the students to work
in small groups, deciding which of the sentences would be appropriate for topic sentences.
Next, the students should sequence the topic sentences to make an outline framework for
a factual text. After this, they should decide which of the remaining statements to insert as
supporting statements and finally, they should work together to produce a short text based on
their framework of topic sentences.
Guided process writing
Students should realise that even competent writers do not produce a ‘perfect’ piece of writing first time
and that the process of writing involves various stages of planning, drafting, revising, editing, checking and
improving. The process writing activities described below will help students of any level develop both fluency
and accuracy in writing by focusing on each of these stages. The exercises are designed to be collaborative,
providing support for students and raising awareness of their own development.
Even though these are guided exercises, the writing can still be authentic and communicative. Students should
have a reason to write and should receive regular feedback on their work. It may not always be possible for
the teacher to grade each student’s work, so some of the ideas here suggest that students read and mark
each other’s work (see the task ‘Self-assessing written accuracy’ in the ‘Controlled writing’ section above).
Exchanging texts in the class helps students become accustomed to writing for different people, as they will
have to professionally. Try to vary the ‘audience’ that reads your students’ work by finding out if it would be
possible for your students to write to students from other classes. Your students may even be able to write
some of their writing tasks from other subject areas in English, if other lecturers agree. This is especially
valuable if the task requires the students to read and/or research technical texts in English.

The tasks below start with awareness-raising suggestions for learner training, ideas for analysing text types,
activities for each of the stages in process writing and finally some suggestions for collaborative writing
activities.
–– Good writers: Introduce students to the processes of writing by asking them to describe the
stages that professional writers such as journalists go through before publishing their final work
(i.e. discussion, research, planning, drafting, editing, revising, proofreading, etc.). Explain to the
students that, in order to improve their written English, they also need to practise each of these
stages. To make students reflect on the way that they usually approach writing tasks, devise
a questionnaire based on statements that a ‘good writer’ might make, for example ‘I use a
dictionary to check my spelling after I have written something’; ‘I keep a list of special phrases
for formal writing that I can refer to’; ‘I like to have someone check my writing before I submit
it’; etc. Students should work in pairs, discuss their answers together and decide whether they
‘always’, ‘sometimes’, ‘rarely’ or ‘never’ do the same themselves for each statement.
–– Students’ diaries: Encourage students to keep a written record of their own progress in English.
They can either write it in their own time or you can schedule short, regular writing sessions
during class time. Explain that as this is a personal project, they can choose what to write, the
format and whether they want to show you their diaries. If they do decide to show you, make
it clear that you will comment mainly on the ideas and only give suggestions for improving the
accuracy.
–– Analysing layout: Give the class a model of an authentic type of text in which the English layout
conventions are different to that of the students’ first language, such as a business letter. Give the
students a few minutes to look at features of the text and to skim read it then ask them to cover it
up. On the board, sketch the content of the text in block outline, each block in the same position
as the section it represents in the text (i.e. the company name, the date, the sender’s address,
the greeting, the sign off, etc.). Ask the class to identify the features of the text and discuss how
it differs from conventions in the students’ culture.
–– Comparing text types: Familiarise students with the range of texts that they might be expected
to produce as seafarers by giving them authentic samples (e.g. a technical report, a telex, a letter,
an email). Write prompts on the board to focus their attention on features of the texts such as the
length, layout, special vocabulary, purpose, intended reader, register of language, etc. and ask
them to make notes to compare the characteristics of each text. Tell the students to keep these
texts as models for future writing work.
–– Jigsaw dictation: Follow on from the ‘Analysing layout’ task above by copying another short
text for each group, cutting up the constituent parts and mixing them up. Distribute the parts of
the text between the members of each group, telling them not to show their piece of the text to
anyone else. Then ask them to take it in turns to describe the part they have by identifying its
function (e.g. the concluding paragraph of text, the greeting, the date, etc). Everyone in the group
should listen carefully to find out who has the first part of the text. When they have agreed who
has the first part, that person should read it aloud while the others write it down. The group
members should continue like this, deciding the right order and dictating the pieces of the text
to the group until they have produced the complete text.
–– Planning content: Before students start drafting a piece of written work, encourage them to get
into the habit of planning the content first. Divide the class into groups and give each group a
single sheet of paper, telling them that they have a limited period of a few minutes to brainstorm
all their ideas on the topic (see ‘Brainstorming’ in the ‘Revising vocabulary’ section). They should
then consider which of the ideas are most relevant for inclusion in the text. At the next stage of
the planning process, the students should transfer these ideas on to a mind map (see ‘Revising
vocabulary’ section). When producing the mind map, the students should write the main ideas
in the centre of a new sheet of paper with related points connecting to each main point. (The
related points should consist of supporting detail and examples.)

Maritime English
–– Organising ideas for writing: After planning their ideas, encourage students to take time to
discuss and decide a logical sequence for the main ideas and to prepare an outline framework
before they start drafting. Demonstrate this on the board by showing the suggested layout of
a specific text type with a note of the main point for each paragraph and a brief list of the
supporting details for each paragraph, also in note form. Ask the class to do the same for their
own work and then discuss the development of ideas with them before drafting starts. (They
may need to reconsider parts of their plan at this stage.)
–– Drafting: Once the outline has been agreed, tell the class to work in groups, expanding the
notes on the outline framework into complete paragraphs. Only one person in the group should
write at any one time, taking suggestions from other group members. When one paragraph is
complete, a different person should take over the writing. During this process of team writing,
students should work together to find the right words, scribbling out and revising as they proceed,
all the time keeping to the agreed outline. Reassure them that drafts do not have to be tidy as
every change represents an improvement to the writing and inform them that they may have to
make several drafts. Once the whole group is satisfied with their final draft, it should be checked
for accuracy (see ‘Self-assessing written accuracy’ in the ‘Controlled writing’ section above) then
neatly written out or typed and handed to another group for comment.
–– Editing others’ work: When students have produced their final drafts, ask them to read each
other’s work and comment on it. Encourage them to edit the work by providing them with
checklists, varying the questions according to the features that the students have been studying
and practising (e.g. layout, paragraphing, essential vs non-essential information, register,
vocabulary, functional phrases, grammar, spelling, handwriting, etc.). Tell students not to make
changes on the original texts but to make their comments on a separate piece of paper to
return to the writers. (Remind students to be careful how they criticise and to give due praise
to the writers as well.) When each group receives its edited work, they should discuss which
comments they want to incorporate in their finished version.
–– Conferencing: This is a technique for giving ongoing support to individual students during the
writing process rather than waiting until they have finished before commenting on their work.
Once students have completed the planning stage of a writing task, aim to have regular, brief
consultations with each student in turn by sitting with individuals and asking them to describe
their work in progress. Do not dictate exactly what students should write but help them to assess
their own work, giving feedback and suggesting improvements if necessary.
–– Using students’ ideas for writing: Introduce a specific maritime topic that your students are
knowledgeable about (e.g. types of engine) and elicit detailed information from the class about
various aspects of the topic, noting their ideas on the board. Next, present the class with a
simulation concerning the topic (e.g. the breakdown of an engine while at sea) and give them the
task of writing a specific text in order to deal with the situation (e.g. a telex ordering replacement
parts for the engine). Tell the students to use a process writing approach and to incorporate any
relevant information from the board.
–– Dictogloss: Read aloud or play part of a speech or presentation while the students note down
the key points. Put the students into small groups and ask them to compare their notes and to try
to reconstruct the text together (see ‘Reconstruction’ in the ‘Post-listening tasks’ section). Explain
that the aim is not for them to reproduce the exact text but to aim for a similar text that is written
in accurate English and contains the main points. Once they have done this, they can compare
their versions between groups and with the original. (If students find this activity difficult, give
them detailed comprehension questions that follow the sequence of the recording. The answers
to the questions will provide them with a basis for reconstructing the text.)
–– Writing from frameworks: Once students have had practice with analysing text organisation
(see ‘Understanding text organisation’ in the ‘Reading for detailed comprehension’ section),
present them with the outline details of a type of text that they are familiar with. Discuss the
topic with the whole class then ask the students to work in small groups to write their version of
the text, using a process writing approach.

–– From diagrams to text: This activity builds on reading activities which require students to
transfer information from factual texts into tables or diagrams (see ‘Text transfer’ in the ‘Reading
for detailed comprehension’ section). Once students are familiar with the organisation of texts
which classify different types of information, give them a selection of graphs, diagrams or charts
showing information in different categories or classifications. Ask the students to discuss the
diagrams then to write their interpretation of the data in full, using the outline of the model text
as a guide.
–– Incident/accident reports: After studying the type of information, language and format of a
typical incident report, provide students with a series of simple pictures that show the stages
of an accident or incident at sea. (Or, alternatively, start with a speaking task, mixing up the
pictures and asking the students to decide on a logical sequence of events themselves.) Each
group should then follow the process writing stages to produce a report that describes what
happened, providing all the required details. (This activity also gives practice with chronological
sequencing, and conjunctions of cause and effect.)
–– Simulation in writing: Create a simulation by preparing a written instruction to hand out to
groups in the form of a memo from a ship manager to a Master. The memo should present the
Master with a problem that makes it necessary for him/her to communicate with a third party in
writing. After the students have read the memo, tell them to discuss the Master’s reaction, what
he will need to say and what written format he will use. They should then imagine that they are
writing the Master’s response, planning, drafting and checking their communication together
before comparing it with other groups’ work.
–– From research to writing: Once students have had sufficient practice with reading and note
taking skills plus all the stages of process writing, give them research based writing tasks to do,
either independently or in pairs. Researching is an important part of writing, both for professional
and academic purposes. Find out from other instructors what topics your students are currently
studying in other subject areas. Alternatively, consult with another instructor about an appropriate
research topic for your class. Set your students the task of writing an explanation of how a specific
process or system works and ask students to think of various sources of information available to
them (text books, manuals, journals, reports, other teachers, other students, seafarers, etc.). Tell
the class that they will need to take notes of their findings and ask them to prepare their work
following the stages of process writing that they have practised in groups.
–– Predictive text messages: All of your learners probably send text messages and many of them
will use the predictive text function on their phone. Present your learners with a text in which
you have deliberately included typical mistakes which a phone would make because words
share the same button combinations e.g. ‘home’ instead of ‘good’ or ‘if’ instead of ‘he’ (include
as many as possible). The students have to use their mobiles to research each word in the text
to correct all the errors. A very unusual activity in that it uses something which is rarely thought
of as a teaching resource.
–– Lone brainstorm: Ask your students a general, open-ended question on a familiar topic and
give them a few minutes to write down as much as possible on the subject. Tell them not to
worry about spelling, grammar or neatness; rather, they should just let loose and write as much
as possible. Do not explain the purpose of the exercise. When the time is up, explain how
brainstorming is one method to overcome the problem of not knowing what to write and come
up with ideas. Facilitate a class discussion about why it is sometimes hard to decide what to
write and encourage students to share their own experiences and solutions. The teacher can
give advice on how to improve what the student has produced and set a homework task based
around the ideas expressed in the brainstorming activity.
–– Online writing courses: Writing courses for English language learners exist on the internet.
Students communicate with their teacher and their international peers using discussion forums.
Students give each other feedback of the content of their work, while their teacher helps them
with their language problems. These courses are arranged in two ways, for classes and for

Maritime English
independent learners. Courses for classes can also be arranged in two ways, either with an
English-speaking teacher acting as tutor, or with the students’ local teacher taking responsibility
for his or her own class. Individual self-study students are taken care of by a tutor assigned by the
website, either privately or as part of an international class. (See Bibliography for a recommended
online course.)
Content-Based Instruction (CBI)

The Communicative Approach can be considered the principal approach for both English for General Purposes
(EGP) and English for Specific Purposes (ESP). As Maritime English is also a sub-type of ESP, the Communicative
Approach can also be adopted in the entire learning and teaching process. This, of course, does not eliminate
any other approach or method that the Maritime English language teacher finds useful in order to meet the
requirements of a specific course. While GME equally benefits from EGP and ESP methodology, SME is largely
marked by ESP methodology.
Traditionally, Maritime English follows an ESP approach, i.e. the learners’ attention is focused on the linguistic
peculiarities of professional communication in the maritime industry (ship design, seamanship, shipping, ports,
maritime law, etc.). This includes lexical features (vocabulary, esp. terminology of maritime communication),
grammar (phonology, structure, semantics), discourse (language-in-context, e.g. relationships between
linguistic forms, such as types of texts, etc., the extralinguistic world in the maritime industry), and pragmatic
features (language-in-use, e.g. speech acts in VHF radio communication such as opening and closing signals,
turn-taking signals, repair signals, etc.). These linguistic features of Maritime English as a sub-type of ESP are
described in Work Package 2.2 of the PROFS Project.
Language has often been perceived as one of the main barriers to success in school and at work and this is
also true in the maritime industry. Many seafarers and cadets lack access to comprehensible input in English
although English language skills and effective communication are critical competencies in the maritime
industry. In recent times, a trend has emerged in language teaching whereby teachers integrate the acquisition
of content on the one hand and development of language competence on the other.
One means of achieving this is by teaching content (e.g. electronic navigation, marine engineering, distress radio
communications) in English, using language strategies and techniques that make the content comprehensible
to the second language learner. In other words, the teaching of content and language is integrated. Using
this approach, students are able to increase their proficiency levels in the English language. It is now widely
accepted that a second language can be learned effectively as the medium of instruction, not the object. Thus,
language and content are intertwined and cannot be isolated one from another.
Content-based instruction (CBI) is an effective method of combining language and content learning
(subject matter). The content provides a ‘’cognitive and motivational basis for language learning by making it
captivating and interesting to learners’’. In addition, CBI enables integration of all language skills within the
subject matter by elevating the engagement of ESP learners. It applies equally to acquiring knowledge about
language systems (vocabulary, structure, discourse, pragmatics), developing various language skills through
CBI tasks, and self-assessment in order to compare the degree of skills adopted and the expected outcomes.
In fact, CBI has become increasingly popular as a means of developing linguistic competence. It builds on the
principles of communicative language teaching where learners are immersed in real and meaningful interactive
communication. In the CBI approach “students simultaneously acquire subject matter expertise and greater
proficiency in English”. CBI heavily relies on “the integration of particular content with language teaching
aims ... the concurrent teaching of academic subject matter and second language skills”. The instructor uses
concepts from the regular curriculum as a vehicle for language learning. The principal assumption underneath
CBI is that learners will learn a second or foreign language more successfully when they use the language
as a means of acquiring information (not as a language of tuition) and thus be more motivated. Furthermore,
learners learn best when they are given language in meaningful, contextualised and more interesting forms.
To sum up, content-based instruction is intended to foster the integration of language and content, where
language is viewed as a ‘’medium for learning content” and content is viewed as a ‘’resource for learning and
improving language”.

In explaining the rationale (advantages) for adopting the CBI approach Grabe and Stoller (1997) emphasise
the following:
–– students are exposed to a considerable amount of language while learning content; this incidental
language should be comprehensible, linked to their immediate prior learning and relevant to
their needs
–– CBI supports contextualised learning; students are taught useful language that is embedded
within relevant discourse contexts rather than as isolated language fragments
–– the use of coherently developed content sources allows students to call on their own prior
knowledge to learn additional language and content material
–– students are exposed to complex information and are involved in demanding activities which
can lead to intrinsic motivation
–– CBI lends itself well to strategy instruction and practice, as theme units naturally require and
recycle important strategies across varying content and learning tasks
–– CBI allows greater flexibility and adaptability to be built into the curriculum and activity sequences
–– CBI lends itself to student-centred classroom activities.
However, the CBI approach has often been criticised and there are certain issues and problems which still
need to be solved. The key difficulties and issues are:
–– “what content” and “how much content” best supports language learning?
–– content may serve as the medium for language instruction but greater emphasis is placed on the
acquisition of language skills than the academic or cognitive skills associated with the content
being taught
–– CBI is more a philosophy than a methodology
–– since language is partly learned incidentally and because CBI is not explicitly focused on
language learning, some students may feel that they are not improving their language skills and
find it much easier and quicker to use their mother tongue
–– teachers may lack training in CBI and available instruction material. CBI mainly uses authentic
materials and tasks which often require much adaptation for language-teaching purposes
–– collaboration between language teacher and the subject matter teacher is imperative but not
always possible
–– there can be problems assessing subject matter and language skills within the educational (or
Maritime Education and Training) system
–– a tendency for an English language teacher to teach subject content and a subject instructor
teaching language.
CBI has proved to be a valid approach on all levels of learning and all stages of instruction, with good results in
ESP for tertiary students (post-secondary and academic level), which makes it very useful in teaching Maritime
English.
Although elements of CBI have had a long tradition in foreign and second language learning, the true CBI
approach, as an initial attempt to integrate teaching of content and language, started in US and Canada in
the late 1980s. Further integration occurred under the name of Content and Language Integrated Learning
(CLIL) as a specific European version of CBI. CLIL, an umbrella term for all types of CBI, represents any kind
of language learning in dual-focused educational contexts in which a target language is also used for teaching
students non-linguistic content. This can be conducted by the Maritime English teacher using maritime-related
curricular content or the subject teacher using English as the language of instruction. CLIL is broader than CBI
in that it is not limited to ESP and tertiary education. Giving the advantages of CLIL, Coyle (2007) claims that it
can: raise teacher and learner expectations; develop learners’ risk-taking and problem-solving skills; increase

Maritime English
vocabulary learning skills and grammatical awareness; motivate and encourage student independence; take
students beyond ‘reductive’ foreign language topics; encourage linguistic spontaneity (talk) if students are
enabled to learn through the language rather than in the language; develop study skills and concentration by
learning how to learn through the foreign language.
Finally, immersion can be regarded as the supreme form of integrating content and language instruction. The
principal difference between content-based instruction and immersion lies in the fact that while content-based
instruction belongs to a language course, since it is taught within classes on the target language, immersion
belongs to a course of non-linguistic disciplines.
Models of CBI
According to Brinton, Snow and Wesche (1989) the three most common models for CBI are:
–– Theme-based Courses (TB)
–– Adjunct/Linked Courses (AL)
–– Sheltered subject matter instruction (SSM)
The theme-based course is usually found in ESL and EFL contexts. It is often an ESL course with a content
orientation (rather than focus), the goal of which is second language competence within specific topic areas.
Sometimes it is specially designed for ESP classes only (e.g. Maritime English for nautical or engineering
students) and not for immersion teaching. The instruction is structured around a set of professional topics or
themes that follow each other in the same order as the themes in the key subjects/disciplines of the academic
or diploma courses. In the theme-based course, the language instructor is responsible for both language and
content, but students are evaluated primarily on their second language skills. In the learning and teaching
process, special attention is paid to the integration of reading, speaking, listening and writing for professional
purposes. This model is best suited to teaching Maritime English because thematically organised maritime-
based materials in English are easier to remember and learn. Practically, most Maritime English course books
are of the theme based type. The ESP or Maritime English instructor’s role is to design suitable communicative
approach tasks using theme based materials. Sometimes the theme based course is team taught with a content
specialist. Some authors argue that “practically all instruction is theme-based”.
The adjunct-model is a linked content and ESL course with two separate instructors. Its goal is both mastery
of content material and the introduction to academic discourse with the aim of developing transferable skills.
In this twinning system of teaching, the language instructor is responsible for language while the content
instructor is responsible for content. Students are evaluated on their second language skills in the language
class and on content mastery in CBI. The aim of such classes is to prepare students for the ‘’mainstream’’
classes. This can prove valuable as a preparatory language course before attending subsequent academic and
diploma Maritime Education and Training programmes or for specialised STCW courses. Adjunct classes place
emphasis on acquiring specific target (maritime) vocabulary and communicative skills to familiarise students
with listening, note taking, skimming and scanning texts.
The sheltered course is a content course the goal of which is the mastery of content material with only
incidental language learning. The instructor (either an EFL/ESL specialist alone or in teamwork with a content
specialist) is responsible for both language and content but students are evaluated primarily on their content
mastery. These courses are usually taught at universities in English language contexts and are therefore less
suitable for Maritime English teaching. This is called ‘’sheltered’’ because learners are given special assistance
to help them understand regular classes.
Learning strategies in content-based learning and instruction are also shared with the Communicative
Approach:
–– CBI results in better content and language learning
–– the approach increases student motivation
–– natural language acquisition occurs in context: natural language is never divorced from meaning;
it is connected to real life

–– coherently presented information (thematically organised) is easier to remember

–– the emphasis is on relevant, meaningful content
–– CBI provides for cognitive engagement
–– CBI promotes cognitive processes (problem-solving, reflection, making inferences, deeper
processing)
–– CBI promotes thinking skills:
–– problem-solving skills
–– information gathering skills (absorbing, questioning)
–– organising skills (categorising, comparing, representing)
–– analysing skills (identifying main ideas, identifying attributes and components, identifying
relationships, patterns)
–– generating skills (inferring, predicting, estimating)
–– CBI integration of language and content in instruction respects functional language (dependence
of meaning upon context)
–– CBI promotes co-operative learning
–– CBI encourages group and teamwork.
The above CBI strategies are equally valid for Maritime English learning and teaching. The ME teacher/instructor
is highly recommended to master the two approaches (the Communicative Approach and CBI) and engage in
combining them for Maritime English teaching and learning purposes.
Strategies and tasks in CBI

The CBI approach should be combined or integrated with the Communicative Approach as the two approaches
share many activities, tasks and skills, e.g.:
–– activities and tasks: portfolios, performance activities, written essays, oral/written reports,
interviews, role-playing, hands-on activities, poster making, questionnaires, data gathering,
information management activities, final project, etc.
–– skills: problem solving, content area skills, content comprehension, critical thinking, language
use communication skills, attitudes, skimming, scanning, gist, key-sentence, key-word, etc.
For more information on strategies and tasks in CBI see Things to Do with Content-based Material by T.N.
Robb. (www.kyoto-su.ac.jp/~trobb/activtypes.html).
The CBI approach was largely applied in Work Package 7 of the METNET Project: Design of Maritime English
back-up material for use at MET institutions in countries where English is not the official language. Here is an
extract on devising the Maritime English syllabus for the special target group (ex-Masters, Chief Engineers and
navigating and engineer officers coming ashore to take up managerial duties in ports, shipping companies,
agencies, maritime administrations, etc.). This is produced in WP 7 of the METNET Project (www.wmu.se).

Maritime English
Unit Overview The learner is informed, in brief, of the subject matter, the tasks involved and of the nature of the
final project. The specific skills required are also named.
Task 1 The topic is introduced. To do this a text may be scanned and/or the learners may share their knowledge
and experience. Key vocabulary items can be discussed for meaning in groups.
Task 2 Get introductory information by reading (e.g. scanning). Transfer the textual information to graphic form.
Oral brainstorming on specific aspects of the topic may also take place, e.g. identifying pros and cons.
Clarify terms; find definitions.

Task 3 Get the main idea or collect background information by preliminary discussion in groups, further
reading, take notes, report to the group and share information.
Task 4 Listen to a lecture or view a tape for topical vocabulary and concepts in a specific context.
Note different solutions to a problem.
Observe case studies.
Listen to a description of processes.

Task 5 Get in-depth information, summarise and evaluate.
Draft a questionnaire. Use survey and question strategies to get the main idea.
Task 6 Consolidate information about the topic by making notes (from memory). Turn key sentences into
questions. Compare in groups and discuss differences.
Final Project Design and present a poster.
Create a public awareness campaign (e.g. on aspects of Marine Pollution).
Write a report/article/essay.
Organise a debate.
Design, present and defend a practical solution to a problem (e.g. on aspects of Port Operations).
Prepare and perform a role play on a controversial issue and report on the outcome in writing (e.g. on
aspects of Shipping Operations).
Produce a questionnaire, distribute it, collect responses and write a report.
The approach exemplified above shows that the Maritime English syllabus is based on the following
characteristics:
a) it is centred on the content of a subject
b) it is based on the use of authentic language materials
c) it is built up according to students’ linguistic and learning needs
d) teaching is focused on meaning/ themes.
In other words, the content represents the organising principle and the language structures: the vocabulary
and functions suit the content and should be compatible with it.
Content Based Instruction – Conclusion

CBI is worth introducing across the Maritime Education and Training (MET) curriculum but can be both
challenging and demanding for the Maritime English instructor and the learners. It can also be very stimulating
and rewarding. Since it is collaborative in nature, the Maritime English teacher should not hesitate to involve
other teachers/instructors within a particular MET programme, especially subject teachers (twinning). The
Maritime English instructor should try to involve their students/learners and have them help decide which topics
and what subjects the lessons are based around and gather information and learning materials. The role of the
Maritime English or ESP teacher should be to integrate CBI and the Communicative Approach in the learning
and teaching process, by engaging students in gathering authentic materials that provide comprehensible input
for the students, and by designing appropriate tasks and activities with the communicative effect strongly
in mind.

Therefore, the question as to whether in the Maritime English courses we should do away with the traditional
language-focused ESP teaching in favour of totally replacing it with integrated ESP learning, is a false one. The
language teacher should never take up the role of the content teacher in teaching subject matter. However,
Maritime English or ESP teachers can achieve the best learning results if they focus on the English language
as used in specific maritime contexts, combining CBI with the Communicative Approach, the prevailing
approach to language learning and teaching today. This also applies to teaching and learning English in specific
maritime contexts. The degree of integration of CBI within EGP and ESP (Maritime English) will be decided by
the students’ needs and the section of IMO model course 3.17 to be used (GME or SME). While the integration
will be of a somewhat lower degree in the General Maritime English syllabus, CBI and CLIL should be highly
integrated in the ESP language-focused syllabus concerning Specialised Maritime English.
Twinning activities
It is vital that English instructors who have limited knowledge of the technical aspects of seafaring are
given real opportunities to liaise with staff from other departments in order to increase their understanding.
Technical instructors will also benefit from improving their knowledge of English. Following a CBI approach,
collaboration between departments should be ongoing and will require formal approval, co-ordination and
review to be effective.
–– Cross-departmental meetings: When planning the curricula for a new term, ask the Heads of
Department to arrange a meeting with the aim of linking the English teaching syllabus into other
subject areas. Heads of Department should check the degree of overlap between syllabi to make
sure that the English syllabus complements the content of other subjects. Regular sessions should
be built in to the timetable for instructor observation and cross-curriculum teaching (see below).
English teachers should be designated to collaborate with instructors from other departments in
order to maintain departmental links.
–– Instructor observation: Ask the Heads of Department for regular, timetabled sessions when
English instructors and technical instructors can observe each other’s classes. This will help both
parties understand what students are required to learn and be able to do in other areas.
–– Cross-curriculum teaching: In addition to observation, ask the Heads of Department if it is
possible for English instructors to co-teach with technical instructors in order to integrate content
and language learning. Argue that the students will benefit from seeing the relevance of English
in their vocational training. This scheme has the added advantage of improving English teachers’
technical understanding while improving technical teachers’ language skills. There may also be
scope for English instructors to demonstrate the value of interactive, student-centred teaching
methods to other teachers
–– Sharing materials: Instructors of English should consult with the technical instructors who they
are designated to work with to assess which technical material could be adapted for language
teaching. For example, English instructors will be able to adapt diagrams, drawings and data for
reading, writing and speaking work (see the relevant sections above). The technical instructors
may also be able to include English language resources in their teaching. English teachers may
need to reinforce that they are not responsible for teaching the content but for teaching the
language needed to understand the content. Thus the same material can be exploited by the
English teacher and the technical teacher in different ways, for different purposes.
–– Assessing tasks: English teachers should also find out how technical subject teachers prepare
students for the practical skills they will need at sea. If students are required to do tasks that
include an element of communication, the English lecturer should use these tasks as a context
for teaching language and practising communication skills and strategies. In this way, the English
teacher will be sure of using authentic tasks as well as authentic material.
–– Onboard research: If the institution has a training ship, take the opportunity to go on board
and sail with the cadets if possible. Find out what types of situation regularly occur and the
conditions that seafarers work and communicate in. This experience can be used to create
classroom contexts for simulation, role play and presentation. Take notes and recordings of
conversations and communication on board and use this for language work in the form of

Maritime English
dialogues and listening practice Note that it may be necessary to edit and record the material to
improve the quality of the recording. Consider also the legal implications of recording on board.
–– Sourcing realia: Ask the Head of Department to contact local ship owners, managers and agents
to request samples of authentic materials and documents and permission to use them for training
purposes. Use these texts as the basis for the tasks suggested in this model course, keeping the
original documents to copy for subsequent use and updating them when applicable.
–– Guest lecturers: Invite another English speaking member of staff, visitors or seafarers on leave
to give a short talk to your class about a specific aspect of seafaring. Prepare your students in
advance by practising listening sub-skills (e.g. note taking skills). Before the speaker comes, give
the students a while-listening task and make sure they are clear about what to do as it will not
be possible to interrupt the speaker. Follow up with a post-listening task involving writing (e.g.
a report), speaking (e.g. a simulation based on the topic), reading (e.g. researching more on the
topic) or a combination of the three. If technical teachers are unable to assist with this activity,
try setting up exchanges between other English lecturers.
–– Technical quizzes: Every week or so, prepare the students to test each other on topics that
they have studied in other subject areas. Find out what they have been studying and assign a
different topic to each group which should devise a set number of questions on their topic in
English, making sure they know the correct answers. The students should write each question
on a separate card with the answer written on the back. Pool all the questions and arrange a
competition between groups: members of different groups should choose a card at random and
read it out to the class. The first person to answer correctly is awarded a point for their group. In
addition to giving points for the correct answers, give and deduct points for aspects of English
pronunciation, grammar or vocabulary, according to what the students have been practising.
Awarding points for correcting language errors may be stimulating.
–– Technical presentations: On a regular basis, ask pairs or groups of students to give presentations
to the class in English about a topic they have learned about in other subject areas. This will give
them the chance to consolidate their learning from other departments and to revise technical
terminology in English. Make it a condition that students should also prepare visual aids to assist
their presentations, such as drawings, diagrams or notes on large sheets of paper, the board or
on an overhead projector. (See ‘Developing fluency’ in the ‘Teaching speaking’ section for ideas
on presentations.) Encourage other students to ask questions or to take notes and prepare short
reports about the presentation afterwards.
–– Ask the experts: Give a group or pair of students a particular technical area to research before the
session (see ‘From research to writing’ in the process writing section): the researching students
may make notes if they want to but need not write a formal report at this stage. Meanwhile, tell
the other students to brainstorm as many questions as possible on the topic. On the appointed
day, the ‘expert’ students should attempt to answer the other students’ questions. Prepare the
class in advance by practising functional phrases and strategies for handling difficult questions,
interrupting, correcting, changing the subject, etc. If possible, ask a technical subject instructor
to attend, not to answer the questions directly, but to correct any misinformation or to resolve
disputes about the answers. Finally, ask the students to write an account based on what they
have discussed.
–– Peer teaching: Arrange for groups of students to ‘teach’ groups of cadets in the year below them
about an aspect of a technical subject in English, under supervision. This could take the form of
a presentation using visual aids, a discussion, a practical demonstration, etc. and will provide a
genuinely communicative situation that should motivate all students. Make sure that the more
senior students have sufficient time to practise and that they are well prepared. The more junior
students will need to have any specialist vocabulary pre-taught. Observe the students teaching
and give feedback about their performance (for language and for content). If possible, arrange to
have the sessions recorded and ask the teaching students to evaluate their own performances.
This activity could work as a simulation for an on board training situation.

Teaching and learning with modern facilities

Maritime English Teaching aided by marine simulators
Maritime officers and engineer need to communicate with each other in English in order to execute various
operation and management tasks smoothly on board especially when they are in the bridge and engine room.
Marine simulators can provide a unique function in Maritime English teaching because they can create an
authentic nautical environment with various scenarios and circumstances that replicate actual ship operations
in the simulated configuration of a ship’s bridge/engine room. Simulator training can provide an interactive
approach to Maritime English learning which stimulates students’ interest and enthusiasm in Maritime English
as a whole. Globally, maritime simulators are increasingly used in the teaching and training of Maritime
English.
Role play can be used successfully as a teaching technique in simulator-aided Maritime English teaching.
The teaching and training process consists of preparation, task assignment, practical training and debriefing,
as follows:
–– Preparation: Specify teaching objectives and tasks. All teaching activities should encompass
and support the stated training objectives and desired learning outcomes. Preparation includes
selection of teaching and training scenarios, the readiness of teaching and learning materials,
booking simulators, monitoring systems, identifying communication tools to be used and other
necessary facilities
–– Task assignment: Depending on the teaching requirements, students are divided into groups
of a size determined by the planned scenarios. The students should then be briefed about the
specification of the mission and target. Each student should be assigned with a “role” in the
group and such roles should be reported to the teacher responsible.
–– Practical training: Members of each training group get in position and execute the simulation
process, using only English language to communicate. The teacher may join the process
personally and should supervise the whole process. Recording the simulation using audio or
video is extremely useful. It should be noted that this teaching and training method depends
highly on the professional nautical knowledge and competency of the teachers. In many
occasions, such training can be practised as a ‘twinning’ activity, concurrently with professional
maritime courses.
–– Debriefing: The teacher should offer each student a comprehensive assessment for their use
of professional language and coordination during the simulation, focusing upon important
vocabulary, phrases, expressions, summarising or replaying their performance during the
simulation training and encouraging students to identify and correct their own linguistic errors.
Computer Aided Language Learning (CALL) in Maritime English education
In communicative Maritime English teaching, teachers used to aim to develop students’ listening skills using a
tape recorder, audio CD or video for listening practice and develop speaking skills through activities such as
group discussion, questioning and answering and brainstorming. These conventional communicative activities
are generally accepted by most trainers and have a good effect on English language learning. However, since
the arrival of new technologies, these activities if used in isolation may now limit students’ way of thinking
about Maritime English. Communicative classroom activities may also limit the type and extent of interaction
between students and trainers in the classroom due to the restricted time available.
In some regions, students have very limited opportunities to practise English as a working language out of
the classroom. Additionally, some Maritime English instructors have no seagoing experience. In both these
circumstances, Computer Aided Language Learning (CALL) can provide a good Maritime English learning
environment for both students and trainers, enhancing language learning through technology.
CALL puts a strong emphasis on student-centred materials that allow learners to work on their own. Such
materials may be structured or unstructured, but they normally embody two important features: interactive
learning and individualised learning. CALL is essentially a tool that helps teachers to facilitate the language
learning process. It can be used to reinforce what has already been learned in the classroom or as a remedial
tool to help learners who require additional support.

Maritime English
It should be also noted that the value and potential for Maritime English CALL has been recognised by maritime
training providers and many CALL software programmes have been developed accordingly in recent years,
for example training software produced by Videotel, Marlins, Seagull, MTS, MarineSoft, IDESS Interactive,
MARTEL, etc. These pieces of software provide materials to support distance learning and blended learning
for both seafarers and students of maritime institutes.
Here is an example for the practical application of CALL. Trainers can download or record listening exercises
into a computer file and edit it appropriately so as to meet different requirements of students. Meanwhile, the
students can have their own exercises based on the audio files, according to their language level. This method
can also incorporate speaking skills practice.
For reading and writing practice, software such as 3D, Photoshop and Powerpoint can be also used by
both teachers and students to explain and illustrate abstract concepts involved in maritime subjects such as
navigation, ship construction, marine meteorology, thereby also facilitating language learning and increasing
the interest of students. A picture or a simple animation is more useful than one hundred words in class. Taking
marine meteorology as example, a simple animation produced by 3D authoring software can easily show
how the front influences the future weather phenomenon (e.g. rain, thunder, fog). This can help to reduce
the difficulties of teaching as well as increasing student interest and improving their potential for e-learning in
the future.
To apply CALL to Maritime English teaching, trainers are advised that:

–– For the design and practice of Maritime English courses based on CALL, the trainer should pay
attention to the integration of language form and content. This will help students recognise the
different functions of language used in real communication.
–– Trainers should consider how CALL can be used to redistribute the number of hours available for
teaching and learning. Using CALL, students can prepare for class at home, learning key points
then use classroom ‘contact time’ for practise, revision and support. Feedback from students
will help determine where adjustments of time are further required.
–– As with any resource, trainers need to select and prepare CALL materials and activities carefully
as the contents of some software packages will not be compatible with the Maritime English
course. Parts of the software can be used as teaching material in class or as an assignment.
For example, there are now many kinds of software available to teach road regulations at sea.
Trainers can divide students into several groups and establish different road situations for each
group, using the software. Every group can prepare a presentation about the specific situation
and then all members can communicate with each other about collision avoidance regulations
and further actions to be taken. Adopting this Content Based Instruction approach, students can
improve their English language but also acquire more terminology about road regulation.
–– The trainer, who is going to use CALL for Maritime English teaching, should have basic computer
knowledge, proficiency in English language and basic knowledge of maritime subject areas to
enable him/her to adapt CALL materials according to the needs of the student group.
Moreover, it is important for the trainer using CALL to develop resources based on a good understanding
of the relationship between the Communicative Approach, Content Based Instruction and English for
Specific Purposes.
Web-based Maritime English teaching
The Autonomous learning theory is of the view that learning is an active process of constructing internal
mental representation. Information is not simply unidirectional input from outside to inside, but a two-way
interaction between the learners’ new information and original knowledge and experience. It is a process
of interaction between learners and the learning environment. This concept requires a student to change
from a passive recipient of external stimulation and indoctrination of knowledge, to an active constructor of
knowledge. The contemporary theory of language acquisition holds that learning is the first task of foreign
language study rather than teaching. Teachers can provide help, advise and instruct but only the learner can
decide whether to learn or not. Thus creating a favourable English learning environment, motivating students’

learning interest and giving students choices in the learning process, are the key steps to autonomous learning.
Web-based learning reflects and satisfies these conditions of autonomous learning in respect of Maritime
English.
The development of computer multimedia and web technologies has injected strong powers into Maritime
English teaching. Image intuitive interaction environments, audiovisual and a variety of comprehensive sensory
stimulations, as well as an abundance of fresh, real language materials, have greatly increased the effectiveness
of language teaching and for many students provide an excellent learning environment for Maritime English
autonomous learning. In addition, the web also offers autonomous learning tools for learners to communicate
and interact conveniently with its unrestricted access in terms of time and space.
Web-based resources are infinite and include language learning systems, language testing systems, learning
repositories, etc. The first two are most probably incorporated in the computer aided software, while learning
repository (corpus) deserves more discussion. A Corpus is a huge language material library collected for
language study and preserved in electronic form with properties of virtuality, openness, interactivity and
diversity. The value of web-based corpora is obvious, presenting learners with a vivid and lively learning
environment which can draw their attention and help deepen their memory. Since a web-based corpus is
taken from real context, it can stimulate a learner’s interest by combining shared contexts, text display (some
have audio and/or video) and web interaction. When the learner uses a web-based corpus directly online, its
contents can help them solve various language problems and understand all kinds of language phenomena.
In this kind of discovery learning, learners transfer from passive recipients to autonomous explorers. With
the expansion of corpora, the improvement of the function and the popularisation of computer-like devices
and network technology, autonomous learning, aided by web-based corpora, will gain in significance within
Maritime English learning and teaching.
The internet provides a wide range of online electronic dictionaries, for instance the Online Powerword
and some electronic dictionaries from BBS, for students to access references easily. They are useful tools for
students to correct pronunciation, improve the convenience of word queries and expand their professional
vocabularies. To improve listening and speaking abilities in Maritime English, the space provides many
alternatives such as general English radio (VOA, BBC, etc.), professional and multimedia data (maritime-
related audios and videos, such as MP3, podcasts and videos taken by seafarers on board, etc.). The internet
also includes various maritime-related international organisations’ websites, shipping companys’ websites,
personal websites, for reading and translation of Maritime English. In addition, students can use social media
such as Twitter, Facebook, QQ, Blogs, Webchat and other social networking tools for discussing, exchanging
and learning.
The internet can also offer teachers of Maritime English many tools for their own self-development as well
as a resource for classroom teaching. There are authentic resources and materials, sites with prepared lesson
plans, worksheets and practical ideas (see Bibliography). The extent of the internet means the teacher has the
ability to adapt suggested lesson plans to specific student needs and interests. Trainees respond better when
they feel involved and engaged in the subject and since most internet material is current and up to date, this
helps motivate the students further.
Teachers can also design lessons where students actively use the internet in class time. Many learners enjoy
using this dynamic medium in their own free time and its use in class can promote decision-making and
learner independence. It should always be remembered that internet lessons do not prepare themselves, so it
is wrong to believe that using it in lessons is an easy option. In fact, it calls for clear learning outcomes and the
preparation of a conventional lesson. Check that the computers are working properly and that any sites the
students may need to access are still available and have the content expected. If teaching an ‘online class’ be
flexible: an alternative task/activity may be necessary in the event of technological problems.
Finally, it is important to remember that whatever the resources and material being used, it is the teacher, not
the computer, who does the teaching and therefore the same class management skills are required as in a
communicative lesson. Thus, the learning aspect in this specific context should be guided by the teacher even
though Maritime English teaching and learning in general is best developed in the direction of personalised,
autonomous learning.

Appendix A:
Summary of references to English language requirements from the
International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers, 1978, as amended

STCW Code
Part A: Mandatory standards regarding provisions of the annex to the Convention
Table A-II/1 Navigation at the operational level
Competence
Use the IMO Standard Marine Communication Phrases and use English in written and oral form.
Knowledge, understanding and proficiency
English language
Adequate knowledge of the English language to enable the officer to use charts and other nautical publications, to
understand meteorological information and messages concerning ship’s safety and operation, to communicate
with other ships, coast stations and VTS centres and to perform the officer’s duties also with a multilingual
crew, including the ability to use and understand the IMO Standard Marine Communication Phrases (IMO
SMCP).
Criteria for evaluating competence
English language navigational publications and messages relevant to the safety of the ship are correctly
interpreted or drafted.
Communications are clear and understood
Table A-II/4 Navigation at the support level

Competence
Steer the ship and comply with helm orders in the English language
Helm orders
Communications are clear and concise at all times and orders are acknowledged in a seamanlike manner.
Table A-III/1 Marine engineering at the operational level

Competence
Use English in written and oral form
Adequate knowledge of the English language to enable the officer to use engineering publications and to
perform engineering duties.
English language publications relevant to engineering duties are correctly interpreted
Table A-III/6 Electrical, electronic and control engineering at the operational level
Competence
Use English in written and oral form

Maritime English

Adequate knowledge of the English language to enable the officer to use engineering publications and to
perform engineering duties.
English language publications relevant to engineering duties are correctly interpreted
Table A-IV/2 Radio communications at the operational level

In addition to the Radio Regulations, a knowledge of…
.6 the English language, both written and spoken, for the communication of information relevant to
safety of life at sea.
English language messages relevant to the safety of the ship and persons on board and protection of the
marine environment are correctly handled.
Section A-V/2 Mandatory minimum requirements for the training and qualification of masters,
officers, ratings and other personnel on passenger ships
Safety training for personnel providing direct service to passengers in passenger spaces
Communication
.1 Ability to communicate with passengers during an emergency, taking into account:
.1.2 the likelihood that an ability to use an elementary English vocabulary for basic instructions
can provide a means of communicating with a passenger in need of assistance whether or
not the passenger and crew member share a common language.
Part B: Recommended guidance regarding provisions of the STCW Convention and

its annex
Chapter II Guidance regarding the master and the deck department
Section B-II/4
Guidance regarding the training and certification of ratings forming part of a navigational watch
1 In addition to the requirements stated in table A-II/4 of this Code, Parties are encouraged, for safety
reasons, to include the following subjects in the training of ratings forming part of a navigational watch:
.3 an understanding of wheel orders given by pilots in English
Chapter IV Guidance regarding radio communication and radio personnel

Section B-IV/2
Guidance regarding training and certification of GMDSS radio operators
TRAINING RELATED TO THE FIRST-CLASS RADIO ELECTRONIC CERTIFICATE
Miscellaneous
14 Knowledge of and/or training in:

.1 the English language, both written and spoken, for the satisfactory exchange of communications
relevant to the safety of life at sea.

TRAINING RELATED TO THE GENERAL OPERATOR’S CERTIFICATE

Miscellaneous
36 Knowledge of, and/or training in:
.1 the English language, both written and spoken, for the satisfactory exchange of communications
relevant to the safety of life at sea.
Chapter VI Guidance regarding emergency, occupational safety, medical care and survival
functions
Section B-VI/1
Guidance regarding mandatory requirements for safety familiarisation and basic training and
instruction for all seafarers
Personal Safety and Social Responsibilities
6 Administrations should bear in mind the significance of communication and language skills in
maintaining safety of life and property at sea and in preventing marine pollution. Given the international
character of the maritime industry, the reliance on voice communications from ship-to-ship and ship-to-shore,
the increasing use of multinational crews, and the concern that crew members should be able to communicate
with passengers in an emergency, adoption of a common language for maritime communications would
promote safe practice by reducing the risk of human error in communicating essential information.
7 Although not universal, by common practice English is rapidly becoming the standard language
of communication for maritime safety purposes, partly as a result of the use of the IMO Standard Marine
Communication Phrases.
8 Administrations should consider the benefits of ensuring that seafarers have an ability to use at least
an elementary English vocabulary, with an emphasis on nautical terms and situations.
Section B-VI/5
Guidance regarding training and certification for ship security officers
2 On completion of training, a ship security officer should have adequate knowledge of the English
language to correctly interpret and communicate messages relevant to ship or port facility security.

Appendix B.1:
Example of a lesson plan for GME

Appendix B.1: Example of a lesson plan for GME
COURSE: Maritime English: GME LESSON NUMBER: SIZE OF GROUP: 16 DATE:
TRAINING AREA: 14 Describe weather conditions DURATION: 60 minutes
LANGUAGE LEVEL OF GROUP: Elementary
Vocabulary: months and

14.2 Lead in –– Ask ss. which months 10 English calendar Speaking:
seasons; adjectives describing are hottest/ coldest/
–– elicit today’s date in full 5 Flash-cards showing accuracy
weather conditions wettest etc.
symbols of different
Present / revise (ss. → T. / all) –– Revise functional phrases 15 types of weather Speaking:
know and pronounce the
.1 for stating preferences
–– elicit names of months and seasons 10 fluency
names of months and quickly T1
seasons correctly –– drill word stress/ pronunciation if
necessary –– Start with open pairs, 20 p 14.2–14.3 Speaking:
use various adjectives to
.2 change to closed pairs
2 versions of accuracy
describe a wide range of Controlled practice (s. → s.)
–– check ss. know it’s
weather patterns newspaper report
rainy/ windy/foggy/misty/ Speaking: accuracy
MODEL COURSE 3.17 Maritime english

–– ss. ask each other which months with alternate blank
and seasons they like best/ least and cloudy/ sunny/stormy/icy; and fluency
spaces from BBC
Grammar: it
14.1 why it’s hot/ cold/ freezing shipping forecast Reading for detail /
–– focus on contracted (podcast) listening for detail
use it to describe weather
.1 Present / revise (ss. → T. / T.→ ss.)
conditions sounds what’s and it’s / speaking / writing
–– elicit description of today’s weather notes
–– revise usually
Phonology:
14.3 –– present structure it’s + adj.
then elicit more examples using –– ss. ask and answer What’s
pronounce groups of
.1 flashcards of weather symbols the weather usually like in
word-final consonant …?, It’s usually rainy and
–– ss. drill structure with flash-cards cold in October etc.
sounds clearly, without
inserting extra vowel –– present and drill the phrase What’s –– demonstrate task first
sounds the weather like? then elicit
question and response exchanges –– work in closed pairs

Listening and Speaking: tide,
14.4 using flash-cards
climate and weather at sea
Controlled practice (s. → s.)
listen to tide reports
.1 –– write prompts of months and
seasons on board
–– ss. describe typical weather in
different months/ seasons/ places
199
COURSE: Maritime English: GME (cont.) LESSON NUMBER: SIZE OF GROUP: 16 DATE:
200
TRAINING AREA: 14 Describe weather conditions DURATION: 60 minutes
LANGUAGE LEVEL OF GROUP: Elementary

Main element Stages Instructor guidelines / notes Time Textbooks / Language sub-skills
Maritime English
(mins) materials / teaching practised

Specific learning objective (in teaching Activities (and type of interaction)i aids
sequence, with memory keys)
Less controlled practice (s. → s. / all)
–– split pair exchange: give different
gap-fill weather reports to pairs
–– ss. complete the gaps by listening
to a recording
–– ask and answer about time and
height of high tide and low tide in
different places
–– answer check and feedback
Abbreviations for types of classroom interaction:

ss. = students
ss. → T. = students speaking to teachers.
s. → s. = students speaking to each other, in pairs or in groups
T. → ss. = teacher speaking to students, as a whole class
all = whole class and teacher in free interaction

Appendix B.2:
Example of a lesson plan for SME

Appendix B.2: Example of a lesson plan for SME
Subject area: 1.3 Communicate with other ships, coast stations and VTS centres Lesson Number: 1
Duration: 5 hours 15 minutes (7x45 min classes)
Training area: 1.3.1 Routine communication
Main element Teaching Textbook IMO reference Video/ Instructor Time (minutes)
method Computer manual
Specific training outcome (in teaching sequence) based training
1.3.1 Routine communication (5 hours)
explain the standard abbreviations and commonly used Needs based R1, P3 STCW II/2, V2, V33 20
service codes A-II/2
interpret AIS data and draft a short AIS safety related Needs based P22 STCW II/2, V2, V33 25
message from a given sample A-II/2

practise the International Phonetic Alphabet using written Needs based P3 STCW II/2, V2, V33 45
terms and sound samples A-II/2
use the message markers in routine radio communication Needs based P16 STCW II/2, V2, V33 45
A-II/2
apply standard routine communication procedure using Needs based P21, P27 STCW II/2, V2, V33 45
different scenarios A-II/2
create dialogues with VTS centres using the Ship Movement Needs based P28, P35 STCW II/2, V2, V33 45
Reporting System MAREP and local Ship Reporting Systems A-II/2
create VHF communication with other ships to avoid Needs based P28, P35 STCW II/2, V2, V33 45
collisions; with pilot stations while entering port; with VTS A-II/2
centres for arrival, departure, transit, report, etc.
demonstrate the ability to give commands to assist tugs and Needs based T12 STCW II/2, V5 T12 p 40, p 45

related personnel during berthing and unberthing A-II/2 120-124
203
Maritime English
Notes on lesson plans

.1 These sample lesson plans are intended to demonstrate the type of information that an instructor
would need to have considered before teaching. Instructors who have not had much experience
in teaching English using an integrated and communicative approach are advised to devise
similar lesson plans in preparation for teaching.
.2 The lesson plan is primarily a guide to help structure the content, activities and timing of each
stage of the lesson. Instructors should, however, be prepared to adapt the lesson plan during the
course of the lesson to meet the needs of the class.
.3 Instructors who are unaccustomed to preparing lesson plans should pay particular attention to
the times they allocate to each stage of the lesson. This should include time for explaining tasks,
setting up student pairs or groups and carrying out feedback. To gain experience in anticipating
the length of time required for different activities, it is useful to compare the times indicated on
the lesson plan with the actual length of time taken for each stage of the lesson.
.4 Lesson plans may also be adapted to include notes on the particular needs of the class, areas for
revision, and homework tasks.
.5 As these example lesson plans show, the instructors should feel free to incorporate specific
learning objectives from the model course syllabi in a sequence which suits the learning needs of
the class and provides a logical progression of language input and practice. (See the ‘Classroom
management’ section in the Instructor manual in this model course.) Instructors should keep
records of the specific learning objectives covered in each lesson to ensure that all aspects of
the syllabi are taught.

Part E: Evaluation
Notes on assessment
Learning and teaching Maritime English builds on the same objectives and the methodology as English for
General Purposes (EGP) and English for Specific Purposes (ESP). Assessment is “the process of gathering and
discussing information from multiple and diverse sources in order to develop a deep understanding of what
learners know, understand, and can do with their knowledge as a result of their educational experiences”.
While original STCW-78 Convention focused almost entirely on knowledge, the emphasis of the 1995
amendments shifted to practical skills and competence, underpinned by theoretical knowledge. The 2010
amendments continued to emphasise competence rather than sea service or period of training. So, as far
as Maritime Education and Training (MET) is concerned, in the current context the ultimate goal is the
assessment of STCW-based language competency, frequently referred to in the STCW Code as “effective
communication”. Thus, the IMO STCW Convention requires the Maritime English learning and teaching
process to be competence-oriented. Competence is achieved, for example, through content-based learning
while applying the Communicative Approach as the main methodology.
The assessment of English language ability can take place for various purposes:
–– establishing a trainee’s level of ability (proficiency testing)
–– monitoring a trainee’s progress during a course (progress testing)
–– providing feedback on the course (course evaluation)
–– assessing whether trainees are able to satisfy the required levels of competence set out in the
syllabus (final assessment)
There are two main categories of assessment: formative and summative assessment. Formative assessment is
often done at the beginning or during a course or programme of studies (proficiency and progress testing). It
provides the opportunity for immediate evidence of a learner’s learning status in a particular course or at a
particular point in a course programme and could contribute to needs analysis. The initial assessment can
identify the trainees’ level of English proficiency and would help tailor the course to their needs.
Summative assessment is comprehensive in nature. It is used to check the level of learning at the end of a
programme. Course goals and objectives often reflect the cumulative nature of the learning that takes place in
a programme. Summative assessment such as course evaluation or final assessment is conducted at the end of
the programme to ensure that students have met the programme goals and objectives, including the learning
outcomes.
In contrast to assessment, which is a participatory and iterative process, testing is of a more instantaneous
nature. It can be equally valid and applicable both in formative and summative assessment, although it is
mainly used in the latter.
Progress assessment does not necessarily have to follow formal test procedures. It can be carried out by
continuously assessing each trainee’s classwork and homework. If continual assessment is carried out,
instructors should ensure that they assess all aspects of each trainee’s ability and keep a written record of
each individual’s performance. If more formal results are required, progress testing should be carried out at
regular intervals during the course, for example during the six review units that are incorporated in the syllabus
of General Maritime English. Whatever means is chosen for progress testing, trainees should be provided
with sufficiently detailed performance feedback to enable them to identify the specific areas that they need
to improve. Feedback should ideally be accompanied with encouragement and constructive suggestions for
improvement. This will be more beneficial than simply giving the students a grade or rank.
Final assessment testing takes place at the end of a course in order to indicate whether the trainee has
attained the goals and achieved the learning outcomes.

Maritime English
In specific purpose testing, in this case Maritime English, the test content and test methods are derived from a
particular language use context. However, this also includes testing the learner’s competence in dealing with
general language use situations. Therefore, testing for maritime purposes lies on a continuum between general
purpose tests and those for highly specialised contexts.
Generally speaking, testing is a problem solving task which:
–– consistently provides accurate measures of precisely the abilities in which we are interested
–– has a beneficial effect on teaching
–– is economical in terms of time and cost.
These criteria are generally measured against a scale consisting of bands or levels. The Common European
Framework of References for Languages (see Bibliography) highlights the need for standardisation of scales
across educational systems and sectors in order to arrive at a common set of levels. The assessment criteria
relevant for Maritime English, and consequently for this model course, are set out in the Yardstick for Maritime
English STCW assessment purposes (see Bibliography).
Finally, the assessment criteria should reflect outcomes of the four communicative skills; particularly speaking
and writing. Thus, for example, an assessor should be aware that upon taking the final speaking test, an
officer of the navigational watch should prove to be a communicatively competent seafarer. This means
demonstrating competence not only in general English speaking skills but also the ability to use specific skills
when speaking English in various maritime contexts, i.e.:
–– the specific rules of voiced maritime communications (move, turns, exchanges, conversations,
regulations)
–– specific, technically marked Maritime English vocabulary (terms related to ships, navigation,
seafaring, etc.)
–– the Standard Marine Communication Phrases (SMCP), etc.
Assessment tasks
The most common techniques for testing, including Maritime English tests, are:
–– multiple choice questions
–– short answers based on short items or short texts
–– short answers based on longer, written texts/on audio texts such as orally narrated conversations
or lectures, often referred to as comprehension questions; these are applied most widely in
testing both language knowledge and the four communication skills
–– ‘Yes/No’ and ‘True/False’ items
–– gap filling items (often applied in vocabulary, grammar and reading skills tests)
–– essay and guided writing (e.g. a letter, a report, a narrative recounting an event)
–– identifying the correct picture, video or audio clip to match an oral description (often used in
speaking tests)
–– summarising the content of a text
–– explaining concepts contained in a text
–– expressing opinions about information contained in a text
–– combinations of the above (listening multiple choice; listening then speaking; reading multiple
choice; reading then speaking; listening then writing).
How to effectively test knowledge and communication skills is the key issue in the contemporary teaching
of Maritime English. It is of equal importance to all the stakeholders: the test-taker (seafarers qualifying for a

Part E: Evaluation
STCW certificate of competence), maritime administrations, shipping industry (ship owners, ship operators, oil
companies, crewing agents, etc.) and MET institutions.
Examples of assessment and testing can be found in almost any Maritime English teaching material, e.g.:
–– General Maritime English textbooks, some with accompanying CDs
–– Maritime English courses specially designed for the three IMO STCW levels (many course books
exist for both international and national use, authored by experienced Maritime English teachers,
with some offered online)
–– CDs or software applications containing assessment sections, assessment and testing tasks in
Maritime English courses
–– dedicated computer-based tests (CBT) on Maritime English.
For a full list of teaching resources that include the assessment of Maritime English, refer to Maritime English
Assessment in the Bibliography section.
Instructors who plan to carry out assessment of competence in English are recommended to follow IMO
model course 3.12, on Assessment, Examination and Certification of Seafarers, in order to gain detailed
understanding and practice of assessment methodology and techniques with specific reference to the standards
of competence set out in the STCW Convention, as amended. The sections of this model course of particular
relevance to the instructors involved in assessing English language competence are:
.8 Requirements in Training and Assessing
.9 Approving Training, Assessment and Records
.10 Competence-Based Standards
.11 Developing Written Tests
.12 Invigilation of tests
.13 Scoring Tests
.14 Oral and Practical Tests
.17 The Assessment Process
.18 Develop Performance Improvement Plan
The following appendices from IMO model course 3.12 are also relevant if adapted to the context of Maritime
English language training and assessment:
Appendix F (Generates different types of questions for testing)
Appendix H (Produces a scoring scheme for an essay-type question)
Appendix I (Draws up a test specification and a scoring scheme for a practical test)
Recommendations for the assessment of competence in English

The principles of performance-based testing described in IMO model course 3.12 on Assessment, Examination
and Certification of Seafarers apply equally to the assessment of English language competence. When devising
appropriate tests, assessors should bear the following points in mind:
–– In order to assess English language competence, tests should be based on the specific learning
objectives set out in the detailed syllabi of the model course.
–– Types of performance-based tasks for testing can be adapted from the suggestions for teaching
tasks listed in the Instructor manual. It is important the trainees are familiar with the type of task
prior to the assessment.

Maritime English
–– Tests of English language competence should aim to assess the trainee’s communicative
competence. This will involve assessing the ability to combine knowledge areas of English
language with the various language communication skills involved in order to carry out a range
of specific tasks. Assessment should not test the trainee’s knowledge of separate language areas
alone.
There are references to several books on English language testing in the Recommended Reading section of
the Bibliography. Many of the more general books also contain chapters on assessment. The Bibliography also
includes the details of websites specialising in language assessment, including some which contain samples of
scoring schemes for assessing communicative competence in English.

Guidance on the
implementation of
IMO model courses

Contents
Page
Part 1 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Part 2 Notes on teaching techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Part 3 Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Annex A1 Preparation checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Annex A2 Example of a model course syllabus in a subject area. . . . . . . . . . . . . . . . . . . . . . . . . 223
Annex A3 Example of a lesson plan for annex A2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
MODEL COURSE 3.17 MARITIME ENGLISH 211

Part 1: Preparation
1 Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.
1.2 Although the IMO model course “package” has been made as comprehensive as possible, it is
nonetheless vital that sufficient time and resources are devoted to preparation. Preparation not only involves
matters concerning administration or organization, but also includes the preparation of any course notes,
drawings, sketches, overhead transparencies, etc., which may be necessary.
2 General considerations
2.1 The course “package” should be studied carefully; in particular, the course syllabus and associated
material must be attentively and thoroughly studied. This is vital if a clear understanding is to be obtained of
what is required, in terms of resources necessary to successfully implement the course.
2.2 A “checklist”, such as that set out in annex A1, should be used throughout all stages of preparation to
ensure that all necessary actions and activities are being carried out in good time and in an effective manner.
The checklist allows the status of the preparation procedures to be monitored, and helps in identifying the
remedial actions necessary to meet deadlines. It will be necessary to hold meetings of all those concerned in
presenting the course from time to time in order to assess the status of the preparation and “troubleshoot” any
difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and
their views received on the particular parts they are to present. A study of the syllabus will determine whether
the incoming trainees need preparatory work to meet the entry standard. The detailed teaching syllabus is
constructed in “training outcome” format. Each specific outcome states precisely what the trainee must do to
show that the outcome has been achieved. An example of a model course syllabus is given in annex A2. Part
3 deals with curriculum development and explains how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve
these outcomes. A sample lesson plan for one of the areas of the sample syllabus is provided in annex A3.
2.5 It is important that the staff who present the course convey, to the person in charge of the course, their
assessment of the course as it progresses.
3 Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it needs any adjustment in order
to meet additional local or national requirements (see Part 3).
3.2 Course objective

.1 The course objective, as stated in the course material, should be very carefully considered so
that its meaning is fully understood. Does the course objective require expansion to encompass
any additional task that national or local requirements will impose upon those who successfully
complete the course? Conversely, are there elements included which are not validated by
national industry requirements?
.2 It is important that any subsequent assessment made of the course should include a review of
the course objectives.
3.3 Entry standards

.1 If the entry standard will not be met by your intended trainee intake, those entering the course
should first be required to complete an upgrading course to raise them to the stated entry level.
Alternatively, those parts of the course affected could be augmented by inserting course material
which will cover the knowledge required.

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.2 If the entry standard will be exceeded by your planned trainee intake, you may wish to abridge
or omit those parts of the course the teaching of which would be unnecessary, or which could
be dealt with as revision.
.3 Study the course material with the above questions in mind and with a view to assessing whether
or not it will be necessary for the trainees to carry out preparatory work prior to joining the
course. Preparatory material for the trainees can range from refresher notes, selected topics from
textbooks and reading of selected technical papers, through to formal courses of instruction.
It may be necessary to use a combination of preparatory work and the model course material
in modified form. It must be emphasized that where the model course material involves an
international requirement, such as a regulation of the International Convention on Standards
of Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard must not
be relaxed; in many instances, the intention of the Convention is to require review, revision or
increased depth of knowledge by candidates undergoing training for higher certificates.
3.4 Course certificate, diploma or document

Where a certificate, diploma or document is to be issued to trainees who successfully complete the course,
ensure that this is available and properly worded and that the industry and all authorities concerned are fully
aware of its purpose and intent.
3.5 Course intake limitations

.1 The course designers have recommended limitations regarding the numbers of trainees who
may participate in the course. As far as possible, these limitations should not be exceeded;
otherwise, the quality of the course will be diluted.
.2 It may be necessary to make arrangements for accommodating the trainees and providing facilities
for food and transportation. These aspects must be considered at an early stage of the preparations.
3.6 Staff requirements

.1 It is important that an experienced person, preferably someone with experience in course and
curriculum development, is given the responsibility of implementing the course.
.2 Such a person is often termed a “course coordinator” or “course director”. Other staff, such
as lecturers, instructors, laboratory technicians, workshop instructors, etc., will be needed to
implement the course effectively. Staff involved in presenting the course will need to be properly
briefed about the course work they will be dealing with, and a system must be set up for
checking the material they may be required to prepare. To do this, it will be essential to make
a thorough study of the syllabus and apportion the parts of the course work according to the
abilities of the staff called upon to present the work.
.3 The person responsible for implementing the course should consider monitoring the quality
of teaching in such areas as variety and form of approach, relationship with trainees, and
communicative and interactive skills; where necessary, this person should also provide
appropriate counselling and support.
3.7 Teaching facilities and equipment

.1 Rooms and other services
It is important to make reservations as soon as is practicable for the use of lecture rooms,
laboratories, workshops and other spaces.
.2 Equipment
Arrangements must be made at an early stage for the use of equipment needed in the spaces
mentioned in 3.7.1 to support and carry through the work of the course. For example:
–– blackboards and writing materials
–– apparatus in laboratories for any associated demonstrations and experiments

214 MODEL COURSE 3.17 MARITIME ENGLISH

Guidance on the implementation of IMO model courses
–– machinery and related equipment in workshops

–– equipment and materials in other spaces (e.g. for demonstrating firefighting, personal
survival, etc.)
3.8 Teaching aids

Any training aids specified as being essential to the course should be constructed, or checked for availability
and working order.
3.9 Audiovisual aids

Audiovisual aids (AVA) may be recommended in order to reinforce the learning process in some parts of the
course. Such recommendations will be identified in Part A of the model course. The following points should
be borne in mind:
.1 Overhead projectors
Check through any illustrations provided in the course for producing overhead projector (OHP)
transparencies, and arrange them in order of presentation. To produce transparencies, a supply
of transparency sheets is required; the illustrations can be transferred to these via photocopying.
Alternatively, transparencies can be produced by writing or drawing on the sheet. Coloured pens
are useful for emphasizing salient points. Ensure that spare projector lamps (bulbs) are available.
.2 Slide projectors
If you order slides indicated in the course framework, check through them and arrange them
in order of presentation. Slides are usually produced from photographic negatives. If further
slides are considered necessary and cannot be produced locally, OHP transparencies should be
resorted to.
.3 Cine projector
If films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm, sound,
etc.). The films must be test-run to ensure there are no breakages.
.4 Video equipment
It is essential to check the type of video tape to be used. The two types commonly used are
VHS and Betamax. Although special machines exist which can play either format, the majority
of machines play only one or the other type. Note that VHS and Betamax are not compatible;
the correct machine type is required to match the tape. Check also that the TV raster format used
in the tapes (i.e. number of lines, frames/second, scanning order, etc.) is appropriate to the TV
equipment available. (Specialist advice may have to be sought on this aspect.) All video tapes
should be test-run prior to their use on the course.
.5 Computer equipment
If computer-based aids are used, check their compatibility with the projector and the available
software.
.6 General note
The electricity supply must be checked for correct voltage, and every precaution must be taken
to ensure that the equipment operates properly and safely. It is important to use a proper screen
which is correctly positioned; it may be necessary to exclude daylight in some cases. A check
must be made to ensure that appropriate screens or blinds are available. All material to be
presented should be test-run to eliminate any possible troubles, arranged in the correct sequence
in which it is to be shown, and properly identified and cross-referenced in the course timetable
and lesson plans.
3.10 IMO references

The content of the course, and therefore its standard, reflects the requirements of all the relevant IMO
international conventions and the provisions of other instruments as indicated in the model course. The
relevant publications can be obtained from the Publication Service of IMO, and should be available, at least to

Maritime English
those involved in presenting the course, if the indicated extracts are not included in a compendium supplied
with the course.
3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. It is essential that these books are
available to each student taking the course. If supplies of textbooks are limited, a copy should be loaned to
each student, who will return it at the end of the course. Again, some courses are provided with a compendium
which includes all or part of the training material required to support the course.
3.12 Bibliography
Any useful supplementary source material is identified by the course designers and listed in the model course.
This list should be supplied to the participants so that they are aware where additional information can be
obtained, and at least two copies of each book or publication should be available for reference in the training
institute library.
3.13 Timetable
If a timetable is provided in a model course, it is for guidance only. It may only take one or two presentations
of the course to achieve an optimal timetable. However, even then it must be borne in mind that any timetable
is subject to variation, depending on the general needs of the trainees in any one class and the availability of
instructors and equipment.


Part 2: Notes on teaching technique
1 Preparation
1.1 Identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training area to be presented.
1.4 Identify the equipment which will be needed, together with support staff necessary for its operation.
1.5 It is essential to use a “lesson plan”, which can provide a simplified format for coordinating lecture
notes and supporting activities. The lesson plan breaks the material down into identifiable steps, making use of
brief statements, possibly with keywords added, and indicating suitable allocations of time for each step. The
use of audiovisual material should be indexed at the correct point in the lecture with an appropriate allowance
of time. The audiovisual material should be test-run prior to its being used in the lecture. An example of a
lesson plan is shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby relatively straight forward to
assess each trainee’s grasp of the subject matter presented during the lecture. Such assessment may take
the form of further discussion, oral questions, written tests or selection-type tests, such as multiple-choice
questions, based on the objectives used in the syllabus. Selection-type tests and short-answer tests can provide
an objective assessment independent of any bias on the part of the assessor. For certification purposes,
assessors should be appropriately qualified for the particular type of training or assessment.
REMEMBER – POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OF A GROUP
1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the equipment and
apparatus are ready for use and that any support staff are also prepared and ready. In particular, check that all
blackboards are clean and that a supply of writing and cleaning materials is readily available.
2 Delivery
2.1 Always face the people you are talking to; never talk with your back to the group.
2.2 Talk clearly and sufficiently loudly to reach everyone.
2.3 Maintain eye contact with the whole group as a way of securing their interest and maintaining it (i.e.
do not look continuously at one particular person, nor at a point in space).
2.4 People are all different, and they behave and react in different ways. An important function of an
instructor is to maintain interest and interaction between members of a group.
2.5 Some points or statements are more important than others and should therefore be emphasized. To
ensure that such points or statements are remembered, they must be restated a number of times, preferably in
different words.
2.6 If a blackboard is to be used, any writing on it must be clear and large enough for everyone to see.
Use colour to emphasize important points, particularly in sketches.
2.7 It is only possible to maintain a high level of interest for a relatively short period of time; therefore,
break the lecture up into different periods of activity to keep interest at its highest level. Speaking, writing,
sketching, use of audiovisual material, questions, and discussions can all be used to accomplish this. When a
group is writing or sketching, walk amongst the group, looking at their work, and provide comment or advice
to individual members of the group when necessary.
2.8 When holding a discussion, do not allow individual members of the group to monopolize the activity,
but ensure that all members have a chance to express opinions or ideas.

Maritime English
2.9 If addressing questions to a group, do not ask them collectively; otherwise, the same person may reply
each time. Instead, address the questions to individuals in turn, so that everyone is invited to participate.
2.10 It is important to be guided by the syllabus content and not to be tempted to introduce material which
may be too advanced, or may contribute little to the course objective. There is often competition between
instructors to achieve a level which is too advanced. Also, instructors often strongly resist attempts to reduce
the level to that required by a syllabus.
2.11 Finally, effective preparation makes a major contribution to the success of a lecture. Things often
go wrong; preparedness and good planning will contribute to putting things right. Poor teaching cannot
be improved by good accommodation or advanced equipment, but good teaching can overcome any
disadvantages that poor accommodation and lack of equipment can present.


Part 3: Curriculum development
1 Curriculum
The dictionary defines curriculum as a “regular course of study”, while syllabus is defined as “a concise
statement of the subjects forming a course of study”. Thus, in general terms, a curriculum is simply a course,
while a syllabus can be thought of as a list (traditionally, a “list of things to be taught”).
2 Course content
The subjects which are needed to form a training course, and the precise skills and depth of knowledge
required in the various subjects, can only be determined through an in-depth assessment of the job functions
which the course participants are to be trained to perform (job analysis). This analysis determines the training
needs, hence the purpose of the course (course objective). After ascertaining this, it is possible to define the
scope of the course.
(Note: Determination of whether or not the course objective has been achieved may quite possibly entail
assessment, over a period of time, of the “on-the-job performance” of those completing the course. However,
the detailed learning objectives are quite specific and immediately assessable.)
3 Job analysis
A job analysis can only be properly carried out by a group whose members are representative of the
organizations and bodies involved in the area of work to be covered by the course. The validation of results,
via review with persons currently employed in the job concerned, is essential if undertraining and overtraining
are to be avoided.
4 Course plan
Following definition of the course objective and scope, a course plan or outline can be drawn up. The
potential students for the course (the trainee target group) must then be identified, the entry standard to the
course decided and the prerequisites defined.
5 Syllabus
The final step in the process is the preparation of the detailed syllabus with associated timescales; the
identification of those parts of textbooks and technical papers which cover the training areas to a sufficient
degree to meet, but not exceed, each learning objective; and the drawing up of a bibliography of additional
material for supplementary reading.
6 Syllabus content
The material contained in a syllabus is not static; technology is continuously undergoing change and there must
therefore be a means for reviewing course material in order to eliminate what is redundant and introduce new
material reflecting current practice. As defined above, a syllabus can be thought of as a list and, traditionally,
there have always been an “examination syllabus” and a “teaching syllabus”; these indicate, respectively, the
subject matter contained in an examination paper, and the subject matter a teacher is to use in preparing
lessons or lectures.
7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the “depth” of
knowledge required. A syllabus is usually constructed as a series of “training outcomes” to help resolve this
difficulty.
7.2 Thus, curriculum development makes use of training outcomes to ensure that a common minimum
level and breadth of attainment is achieved by all the trainees following the same course, irrespective of the
training institution (i.e. teaching/lecturing staff).
7.3 Training outcomes are trainee-oriented, in that they describe an end result which is to be achieved by
the trainee as a result of a learning process.

Maritime English
7.4 In many cases, the learning process is linked to a skill or work activity and, to demonstrate properly
the attainment of the objective, the trainee response may have to be based on practical application or use, or
on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure achievement of a specific
learning step, also provides a framework for the teacher or instructor upon which lessons or lectures can be
constructed.
7.6 A training outcome is specific and describes precisely what a trainee must do to demonstrate his
knowledge, understanding or skill as an end product of a learning process.
7.7 The learning process is the “knowledge acquisition” or “skill development” that takes place during
a course. The outcome of the process is an acquired “knowledge”, “understanding”, “skill”; but these terms
alone are not sufficiently precise for describing a training outcome.
7.8 Verbs, such as “calculates”, “defines”, “explains”, “lists”, “solves” and “states”, must be used when
constructing a specific training outcome, so as to define precisely what the trainee will be enabled to do.
7.9 In the IMO model course project, the aim is to provide a series of model courses to assist instructors
in developing countries to enhance or update the maritime training they provide, and to allow a common
minimum standard to be achieved throughout the world. The use of training outcomes is a tangible way of
achieving this desired aim.
7.10 As an example, a syllabus in training-outcome format for the subject of ship construction appears in
annex A2. This is a standard way of structuring this kind of syllabus. Although, in this case, an outcome for
each area has been identified – and could be used in an assessment procedure – this stage is often dropped
to obtain a more compact syllabus structure.
8 Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of equal importance is
the fact that such an achievement can be measured OBJECTIVELY through an evaluation which will not be
influenced by the personal opinions and judgements of the examiner. Objective testing or evaluation provides
a sound base on which to make reliable judgements concerning the levels of understanding and knowledge
achieved, thus allowing an effective evaluation to be made of the progress of trainees in a course.


Annex A1 – Preparation checklist
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
MODEL COURSE 3.17 MARITIME ENGLISH

6 Entry
standard
7 Preparatory
course
8 Course
certificate
9 Participant
numbers

10 Staffing:
Coordinator
Lecturers
Instructors
Technicians
Other
221

Annex A1 – Preparation checklist (continued)
222
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
Maritime English
11 Facilities
a) Rooms
Lab
Workshop
Other
Class
b) Equipment
Lab
Workshop
Other
12 AVA
Equipment
and Materials
OHP
Slide
Cine
Video

13 IMO Reference
14 Textbooks
15 Bibliography

Annex A2 – Example of a model course syllabus in a subject area

Subject area: Ship construction
Prerequisite: Have a broad understanding of shipyard practice
General aims: Have knowledge of materials used in shipbuilding, specification of shipbuilding steel and
process of approval
Textbooks: No specific textbook has been used to construct the syllabus, but the instructor would be
assisted in preparation of lecture notes by referring to suitable books on ship construction,
such as Ship Construction by Eyres (T12) and Merchant Ship Construction by Taylor (T58)

Maritime English
Course outline
Knowledge, understanding and proficiency Total hours for Total hours for
each topic each subject area
of Required
performance
Competence :
3.1 Control trim, stability and stress
3.1.1 Fundamental principles of ship construction, trim and stability
.1 Shipbuilding materials 3
.2 Welding 3
.3 Bulkheads 4
.4 Watertight and weathertight doors 3
.5 Corrosion and its prevention 4
.6 Surveys and dry-docking 2
.7 Stability 83 102


Part C3: Detailed Teaching Syllabus

Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The objective, therefore, describes
what the trainee must do to demonstrate that the specified knowledge or skill has been transferred.
Thus each training outcome is supported by a number of related performance elements in which the trainee
is required to be proficient. The teaching syllabus shows the Required performance expected of the trainee in
the tables that follow.
In order to assist the instructor, references are shown to indicate IMO references and publications, textbooks
and teaching aids that instructors may wish to use in preparing and presenting their lessons.
The material listed in the course framework has been used to structure the detailed training syllabus; in
particular:
–– Teaching aids (indicated by A)
–– IMO references (indicated by R), and
–– Textbooks (indicated by T)
will provide valuable information to instructors.
Explanation of information contained in the syllabus tables

The information on each table is systematically organized in the following way. The line at the head of the
table describes the FUNCTION with which the training is concerned. A function means a group of tasks,
duties and responsibilities as specified in the STCW Code. It describes related activities which make up a
professional discipline or traditional departmental responsibility on board.
The header of the first column denotes the COMPETENCE concerned. Each function comprises a number of
COMPETENCES. Each competence is uniquely and consistently numbered on this model course.
In this function the competence is Control Trim, Stability and Stress. It is numbered 3.1, that is the first
competence in Function 3. The term “competence” should be understood as the application of knowledge,
understanding, proficiency, skills, experience for an individual to perform a task, duty or responsibility on
board in a safe, efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the areas of knowledge,
understanding and proficiency in which the trainee must be able to demonstrate knowledge and understanding.
Each COMPETENCE comprises a number of training outcomes. For example, the above competence comprises
three training outcomes. The first is concerned with FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION,
TRIM AND STABILITY. Each training outcome is uniquely and consistently numbered in this model course.
That concerned with fundamental principles of ship construction, trim and stability is uniquely numbered
3.1.1. For clarity, training outcomes are printed in black type on grey, for example TRAINING OUTCOME.
Finally, each training outcome embodies a variable number of Required performances – as evidence of
competence. The instruction, training and learning should lead to the trainee meeting the specified Required
performance. For the training outcome concerned with the fundamental principles of ship construction, trim
and stability there are three areas of performance. These are:
3.1.1.1 Shipbuilding materials
3.1.1.2 Welding
3.1.1.3 Bulkheads
Following each numbered area of Required performance there is a list of activities that the trainee should
complete and which collectively specify the standard of competence that the trainee must meet. These are
for the guidance of teachers and instructors in designing lessons, lectures, tests and exercises for use in the

Maritime English
teaching process. For example, under the topic 3.1.1.1, to meet the Required performance, the trainee should
be able to:
–– state that steels are alloys of iron, with properties dependent upon the type and amount of
alloying materials used
–– state that the specifi cation of shipbuilding steels are laid down by classification societies
–– state that shipbuilding steel is tested and graded by classifi cation society surveyors who stamp
it with approved marks
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax), videos (Vx) and
textbooks (Tx) relevant to the training outcome and Required performances are placed immediately following
the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of Required performances listed in the
Tables. The Syllabus Tables are organized to match with the competence in the STCW Code, table A-II/2.
Lessons and teaching should follow college practices. It is not necessary, for example, for shipbuilding materials
to be studied before stability. What is necessary is that all of the material is covered and that teaching is
effective to allow trainees to meet the standard of the Required performance.


FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR

PERSONS ON BOARD AT THE MANAGEMENT LEVEL
COMPETENCE 3.1 Control trim, stability and stress IMO reference
Competence :
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP
CONSTRUCTION, TRIM AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: A1, A4, V5, V6, V7
Required performance:
1.1 Shipbuilding materials (3 hours)
–– states that steels are alloys of iron, with properties dependent upon the type
and amounts of alloying materials used
R1
–– states that the specifications of shipbuilding steels are laid down by
classification societies
–– states that shipbuilding steel is tested and graded by classification surveyors,
who stamp it with approved marks
–– explains that mild steel, graded A – E, is used for most parts of the ship
–– states why higher tensile steel may be used in areas of high stress, such as the
sheer strake
–– explains that the use of higher tensile steel in place of mild steel results in
saving of weight for the same strength
–– explains what is meant by:
–– tensile strength
–– ductility
–– hardness
–– toughness
–– defines strain as extension divided by original length
–– sketches a stress-strain curve for mild steel
–– explains
–– yield point
–– ultimate tensile stress
–– modulus of elasticity
–– explains that toughness is related to the tendency to brittle fracture
–– explains that stress fracture may be initiated by a small crack or notch in a
plate
–– states that cold conditions increase the chances of brittle fracture
–– states why mild steel is unsuitable for the very low temperatures involved in
the containment of liquefied gases
–– lists examples where castings or forgings are used in ship construction
–– explains the advantages of the use of aluminium alloys in the construction of
superstructures
–– states that aluminium alloys are tested and graded by classification society
surveyors
–– explains how strength is preserved in aluminium superstructures in the event
of fire
–– describes the special precautions against corrosion that are needed where
aluminium alloy is connected to steelwork

Annex A3 – Example of a lesson plan for annex A2
228
Subject area: 3.1 Control trim, stability and stress Lesson Number: 1 Duration : 3 hours
Training Area: 3.1.1 Fundamental principles of ship construction, trim and stability
Maritime English
Main element Teaching Textbook IMO A/V aid Instructor Lecture Time
Specific training outcome in teaching method reference guidelines notes (minutes)
sequence, with memory keys
1.1 Shipbuilding materials (3 hours)
States that steels are alloys of iron, with Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
properties dependent upon the type and A-II/2 by the
amounts of alloying materials used lecturer
States that the specifications of shipbuilding Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 20
steels are laid down by classification A-II/2 by the
societies lecturer
Explains that mild steel, graded A to E, is Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
used for most parts of the ship A-II/2 by the
lecturer
States why higher tensile steel may be used Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
in areas of high stress, such as the sheer A-II/2 by the
strake lecturer
Explains that use of higher tensile steel in Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
place of mild steel results in a saving of A-II/2 by the
weight for the same strength lecturer


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CORE SECTION 1: GENERAL MARITIME ENGLISH (GME). . . . . . . . . . . . . . . . . . . . . 21

Part B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

MODEL COURSE 3.17 MARITIME ENGLISH iii

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CORE SECTION 2: SPECIALISED MARITIME ENGLISH (SME) . . . . . . . . . . . . . . . . . . 73

Part 2.1-B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Part 2.2-B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

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Part 2.3-B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Part 2.4-B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Part 2.5-B: Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

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Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Part B: Recommended guidance regarding provisions of the STCW Convention

Appendix B.1: Example of a lesson plan for GME. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Part E: Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 209

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Structure of IMO model course for Maritime English

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Use of IMO model course for Maritime English

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–– qualified instructors of the English language

–– qualified instructors of maritime technical subjects

–– rooms and other spaces conducive to learning

–– common teaching facilities and equipment

–– English language training/learning resources consistent with the Communicative Approach

–– authentic maritime technical papers, manuals, reports and publications, and

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The abbreviations used are:

The following are examples of the use of references:

Training and the STCW Convention, 1978, as amended

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IMO references (R)

R2 International Convention on Standards of Training, Certification and Watchkeeping for Seafarers

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R16 GMDSS Manual, 2013 Edition (IMO Sales No.: IF970E)

T2 Murphy R., Essential Grammar In Use. 3rd Edition (Cambridge, Cambridge University Press, 2007)

T8 Saidjashev D., Safety Marine Vocabulary I. (Riga, LAPA Ltd, 1999)

T10 Murphy R., English Grammar In Use. 4th Edition (Cambridge, Cambridge University Press, 2012) (ISBN

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