IMO - Model Course - 2nd+draft

MODEL C O U R S E 3.
17
MARITIME ENGLISH
20XX Edition
Published by the
INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
www.imo.org
Third edition, 20XX
Printed in the United Kingdom by XXXXXX
IMO PUBLICATION
Sales number: TA317E
ISBN:XXXXXXXXXXXXX
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 course is gratefully acknowledged by ISF and updating
the first edition of this course is gratefully acknowledged by the International Maritime Training
Trust (IMTT).
Revising the second edition of this course is gratefully acknowledged by the XXXXXX under the
guidance of the International Maritime Lecturers Association (IMLA).
IMO wishes to express its appreciation to the ISF, the IMTT and the IMLA.
Copyright © International Maritime Organization 20XX
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.
Contents
Page
Contents ............................................................................................................................................. 1
Foreword ............................................................................................................................................ 1
Introduction ....................................................................................................................................... 2
Purpose of IMO model courses ................................................................................................... 2
Structure of IMO model course for Maritime English ................................................................. 2
Use of IMO model course for Maritime English .......................................................................... 4
Lesson plans ................................................................................................................................ 5
Presentation ................................................................................................................................ 5
Implementation .......................................................................................................................... 5
Training and the STCW Convention, 1978, as amended ............................................................... 6
Responsibilities of Administrations.............................................................................................. 7
Bibliography ....................................................................................................................................... 8
Core section 1 General Maritime English (GME) ............................................................................... 23
Part 1‐A: Course framework ...................................................................................................... 23
Aims ................................................................................................................................... 23
Objectives .......................................................................................................................... 23
Syllabus content ................................................................................................................. 24
Syllabus structure ............................................................................................................... 24
Syllabus methodology ......................................................................................................... 25
Entry levels ......................................................................................................................... 25
Course intake limitations ................................................................................................... 27
Trainer’s experience ............................................................................................................ 27
Equipment needed ............................................................................................................. 27

Part 1‐B: Course outline............................................................................................................. 29
Elementary Level ................................................................................................................ 29
Intermediate Level ............................................................................................................. 36
Part 1‐C: Detailed teaching syllabus .......................................................................................... 45
Introduction ....................................................................................................................... 45
Core Section 2 Specialized Maritime English (SME)........................................................................... 99
Part 2‐A: Specialized Maritime English for officers in charge of a navigational watch on ships of
500 gross tonnage or more ........................................................................................................ 99
Subpart A: Course framework............................................................................................. 99
Subpart B: Course outline ................................................................................................. 102
Subpart C: Detailed teaching syllabus ............................................................................... 104
Part 2‐B: Specialized Maritime English for officers in charge of an engineering watch in a
manned engine‐room or designated duty engineers in a periodically unmanned engine‐room117
Subpart A: Course framework........................................................................................... 117
Part 2‐C: Specialized Maritime English for electro‐technical officers (ETO) .............................. 131
Part 2‐D: Specialized Maritime English for ratings forming part of a navigational watch ......... 151
Part 2‐E: Specialized Maritime English for GMDSS radio operators .......................................... 158

Part 2‐F: Specialized Maritime English for personnel providing direct service to passengers in
passenger spaces on passenger ships ...................................................................................... 165
Instructor manual .......................................................................................................................... 172
Appendix A Summary of references to English language requirements fromtheInternational

ConventiononStandardsofTraining, Certification and Watchkeeping for Seafarers, 1978, as amended
....................................................................................................................................................... 264
Appendix B Example of a lesson plan ............................................................................................ 268
Appendix C Notes on assessment ................................................................................................... 271
Guidance on the Implementation of Model Courses..................................................................... 273

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.
Koji Sekimizu
Secretary-General
1
Introduction
Purpose of IMO model courses
The purpose of the IMO model courses is to assist maritime training institutes and their
teaching staff in organizing 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 instructor 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 and recommendations of the STCW Convention,
1978, as amended, 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 for Maritime English, colleges and training institutions
should note that this course more than fulfills the competences regarding English language
contained in the STCW Convention, 1978, as amended. 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 a guideline 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.
Structure of IMO model course for Maritime English
There are two sections in the IMO model course for Maritime English: Core section 1,
General Maritime English (GME), and Core section 2, Specialized Maritime English
(SME), both of which contain a number of detailed teaching syllabi.
GME means that first stage of Maritime English instruction could be general. The word
general here is not the word general in general English, but “salted” or “marinated” English in
2
general metaphorically. It attaches great importance to the language itself, namely its
pronunciation, intonation, vocabulary items, grammatical structures and discoursal
organizations. The overall purpose of GME instruction is to teach the language for the
language and sometimes literature perhaps through the application of maritime scenarios.
GME section contained in this model course is designed for trainees who have an
elementary and lower intermediate or intermediate level of English. 1
SME means that the second stage of the 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 are realized. The overall purpose of SME instruction is to
achieve the communication competences of maritime specific duties through the application of
English language. SME section contained in this model course consists of six parts as per the
different seafarer ranks or duties whose communication competences regarding English
language are clearly required or recommended in the STCW Convention, 1978, as amended,
as follows:
 Part 2-A: Specialized Maritime English for officers in charge of a navigational watch
on ships of 500 gross tonnage or more
 Part 2-B: Specialized 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-C: Specialized Maritime English for electro-technical officers (ETO)
 Part 2-D: Specialized Maritime English for ratings forming part of a navigational
watch
 Part 2-E: Specialized Maritime English for GMDSS radio operators
 Part 2-F: Specialized Maritime English for personnel providing direct service to
passengers in passenger spaces on passenger ships
The relation between GME and SME is one of the gradation and preparation: GME leading
into SME, the former being the preparation for the latter. Therefore, Core section 1 is
intended to prepare trainees for entry to Core section 2. However, it is possible for
trainees to enter directly to Core section 2 without following Core section 1, provided that
they can satisfy the entry requirements.
1
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,
3
as amended. (See part A for definitions.)
This system allows trainees to enter the course at a point that suits their level of English. It is
recommended that instructors carry out a pre-course appraisal in order to assess the
existing language level 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 C o r e section 1 of the course.
Use of IMO model course for Maritime English
To use this model course, 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 syllabus 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 reduce the emphasis on, items dealing with knowledge or skills already
attained by the trainees. He or she 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 levels of English required
for entry to either section of the model English 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 the English model course.
Suggestions for integrating English teaching and the teaching of technical subjects are given
at the end of the Instructor manual.
Adjustment of the course objectives, scope and content may also be necessary if in your
maritime academy the trainees completing the course are to undertake duties involving
English language communication that differ from the course objectives specified in the 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 will not be appropriate for each training situation. Instructors should therefore
review the time allocations and reduce or otherwise adjust the number of hours required to
achieve each specific learning objective.
4
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 syllabus. The
detailed syllabus contains specific references to the textbooks and teaching material
proposed for use in the course. An example of a lesson plan is shown in appendix B.
However, experienced Maritime English instructors who find that very few adjustments are
necessary to the learning objectives of the detailed syllabi may prefer to base their lesson
plans entirely on the units of the detailed 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
which can be adapted to suit the particular language learning needs of each group of
trainees. 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, by testing and evaluating the
trainees’ performance and achievements, that each trainee has attained each specific
learning objective or training outcome. Each syllabus is laid out in 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:
 properly qualified instructors of English
 properly qualified instructors of maritime technical subject
 support staff
 rooms and other spaces
 common teaching facilities and equipment
 English language course books that have a communicative aim
 maritime technical papers, manuals, reports and publications
5
 other maritime reference material and teaching aids as indicated in the Bibliography.
The key to successful implementation of this course is an understanding of the aims and
principles of communicative teaching and learning processes, combined with thorough
preparation. The Instructor manual has been designed specifically to assist instructors prepare
themselves for all aspects concerned with the implementation of the model course in Maritime
English. The IMO booklet entitled Guidance on the Implementation of IMO Model Courses,
which deals with this aspect in a more general context, is included as an appendix to this
course.
Training and the STCW Convention, 1978, as amended
The standards of competence that have to be met by seafarers are defined in part A of the
STCW Code of the I n t e r n a t i o n a l C o n v e n t i o n o n Standards of Training,
Certification and Watchkeeping for Seafarers, 1978, as amended. This IMO model course
has been developed to cover the competences in the STCW Convention, 1978, as
amended. It sets out the education and training to achieve those standards set out in the
STCW Code, which are summarized here in appendix A.
Part A for Core section 1 and subpart A for Core section 2 provide the frameworks for the
course and explain the aims, objectives and organization of both syllabi along with notes
on the suggested teaching facilities and equipment. The list of course books, textbooks and
useful teaching aids recommended for this course is provided in the Bibliography following
this Introduction.
Part B for Core section 1 and subpart B for Core section 2 provide the outlines of the
constituent units of both sections of the course. 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 standard of competence
defined in the STCW Code than that a strict timetable is followed. Depending on their
experience and ability, some students will naturally take longer to become proficient in
some areas of language than in others.
Part C for Core section 1 and subpart C for Core section 2 give the detailed teaching
syllabus. This is based on the knowledge of English language and the maritime specific
purposes that trainees require in order to be able to communicate in the ways specified in
the STCW Code. It is written as a series of learning objectives, in other words what the
trainee is expected to be able to do as a result of the teaching and training. Each of the
objectives c o n s i s t i n g o f a n u m b e r o f knowledge, understanding and proficiency
(KUPs) are correspondingly defined as a number of required performances in
each area of English language competences. Precise textbook references, recommended
teaching aids and references to the Standard Marine Communication Phrases are included
to assist the instructor in designing lessons.
6
The Convention defines the minimum standards to be maintained in part A of the STCW
Code. Mandatory provisions concerning Training and Assessment are given in section A-I/6
of the STCW Code. These provisions cover: qualification of instructors; supervisors as
assessors; in-service training; assessment of competence; and training and assessment
within an institution. The corresponding part B of the STCW Code contains non-mandatory
guidance on training and assessment.
The criteria for evaluating competence in Table A-II/1, Table A-II/4, Table A-III/1, Table A-III/6,
and Table 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 - entitled as Assessment, Examination and
Certification of Seafarers (3.12) explains the use of various methods for demonstrating
competence and criteria for evaluating competence as tabulated in the STCW Code.
Appendix C in this model course contains supplementary notes specific to the assessment
of competence in 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.
7
Bibliography
All of the materials which are coded below appear in the Detailed Teaching Syllabi contained
in Core section 1 and Core section 2. The items in each category are listed in the order that
they appear in the Detailed Teaching Syllabi.
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 part D: Instructor manual).
It is also understood that many of the publications and videos listed below are already
available in many training establishments around the world and are widely used by the
industry. However, a number of alternative books, videos and computer-based products
produced by companies such as Videotel (UK), Maritime Training Services (USA), Marlins
(UK), Walport, Seamanship International (UK), Seagull (Norway), MarineSoft (Germany),
International Business Solutions (Greece) etc. may also be equally suitable.
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)
R 2 International Convention on Standards of Training, Certification and Watchkeeping for
Seafarers (STCW Convention, as amended (IMO Sales No. IB938E)
R 3 International Safety Management Code (ISM Code) and Revised Guidelines on
Implementation of the ISM Code (IMO Sales No.: IA117E)
R4 The International Ship and Port Facility Security Code (ISPS Code), 2003 Edition (IMO
Sales No.: I116E)
R 5 International Convention for the Safety of Life at Sea (SOLAS), Consolidated Edition,
2004 (IMO Sales No. ID110E)
R 6 International Conference on Revision of the International Regulations for Preventing
Collisions At Sea, 1972 (COLREG 1972), 2003 edition (IMO Sales No IB904E)
R 7 Code Of Safe Practice for Cargo Stowage and Securing, 2003 edition (IMO Sales No.
IA292E )
R8 Life-Saving Appliances Code 2003 Edition. International Life-Saving Appliance Code
and Testing and Evaluation of Life-Saving Appliances, 1997/2003 (IMO Sales No.: IC982E)
R 9 International Maritime Dangerous Goods Code (IMDG Code), 2008 edition (IMO Sales
No. IG200E)
R 10 MARPOL Consolidated Edition, 2006 edition (IMO Sales No. IC520E) or MARPOL on
8
CD ISBN 9789280170139
R 11 International Convention on Load Lines and its 1988 Protocol, 1966 (including 2003
and 2004 Amendments) (IMO Sales No. IB701E)
R 12 Search and Rescue (SAR) Convention, 2006 edition (IMO Sales No IB955E)
R 13 MARPOL Consolidated Edition 2011 (IMO Sales No.ID520E)
R 14 Athens Convention on Passengers & Luggage, 2003 edition (IMO Sales No. IA436E)
R15 Helen Spencer-Oatey, Culturally Speaking, Culture, Communication and Politeness
Theory, Continuum International Publishing Group，2000.
R16 The Nicos J.Vardinoyannis, Seafarers’ Handbook, the Seamen’s Church Institute.
R17 Klaas Van Dokkum, Ship Knowledge, Ship Design, Construction and Operation, 7th
edition, Dokmar Maritme Publishers B.V.,2011.
R18 Guide to Maritime Security and ISPS Code, 2012 Edition (IMO Sales No.
IA116E)
R19 IMO Model Course 3.19 Ship Security Officer, 2012 Edition (IMO Sales No. TA319E)
R20 IHOWWNWS-SC
R21 Imarsat’s “SafetyNET Users’ Handbook”
R22 MODEL COURSE 1.25
R23 Radio Regulations (RR), as amended
R24 Recommendation ITU-T R seriesR9
R25 SMC
Textbooks (T)
T1 Nisbet, Kutz, Logie Marlins Study Pack 1. Edinburgh, Marlins, 1997 (ISBN
0 9531748 0 8)
T2 Murphy, R. Essential Grammar In Use. 1st ed. Cambridge, Cambridge University
Press, 1990 (ISBN 0 521 35770 5)
T3 Kluijven, van, P. The International Maritime Language Programme. An English Course
for Students at Maritime Colleges and for on-board training: Presentations, Texts, Tasks
and Projects (2nd ed.). – SMCP included. CD-ROM Alkmaar, Alk & Heijnen Publishers,
2005
T4 Blakey, T.N. English For Maritime Studies. 2nd ed. Hemel Hempstead, Prentice Hall
International (UK) Ltd, 1987 (ISBN 0 13 281379 3) (out of print)
T5 Logie, Vivers, Nisbet Marlins Study Pack 2. Edinburgh, Marlins, 1998 (ISBN
09531748 1 6)
T6 Murphy, R. English Grammar in Use. 2nd ed. Cambridge, Cambridge University
Press, 1995 (ISBN 0 521 43680 X)
T7 Dokkum, van, K. Ship Knowledge. 2nd edition. Enkhiuzen, Dokmar, 2005 (ISBN
90-806330-6-2)
T8 Saidjashev, D. Safety Marine Vocabulary 1, Riga, LAPA Ltd, 1999
T9 Pritchard, B. Maritime English 1. Udine, Del Bianco Editore, 1999, (ISBN 953 0 30303 3)
T10 Katarzynska, B. Ship’s Correspondence. Gdynia, Gdyinia, Fundacja Rozwoju
Akademii Morskiej, 2004, ISBN 83 87438 53
T11 Katarzynska, B. Notes on Ships, Ports and Cargo. Gdynia, Fundacja RozwojuWyzszej
9
Szkoly Morskiej, 2005, ISBN 83 87438 29 4
T12 Cengiz Demir. Maritime English. Kocaeli, Kocaeli Universitesi, 2003 (ISBN 975 288
434 2)
T13 Spinčić, A., Pritchard, B., English Textbook for Marine Engineers 2, Rijeka,
Rijeka College of Maritime Studies, 1999
T14 Spinčić A, English Textbook for Marine Engineers 1, Rijeka, Faculty of Maritime
Studies, 2002
T15 Cengiz Demir & Behçet İlhan. English for Marine Engineering Studies, Kocaeli, Kocaeli
Universitesi, 2004
T16 Utley, D. The Culture Pack. York, York Associates, 2002 (ISBN 1:90099111X)
T17 Akber Ayub.(2010). Marine Diesel Engines. Taylor & Francis Group.USA.
T18 T.K. Grover.(2007).Basic Marine Engineering. Anmol Publications Pvt.Ltd.. India.
T19 Maido Saarlas.(1986).Steam and Gas Turbines for Marine Propulsion Second Edition.
Naval institute Press. Annapolis, Maryland, USA.
T20 J.H. Milton and R.M. Leach.(1980). Marine Steam Boilers(Fourth Edition).
Butterworths, London, UK.
T21 D.A. Taylor,etc.(1980). Introduction to Marine Engineering. Butterworths, London, UK.
T22 Klaas Van Dokkum. (2011). Ship Knowledge. Dokmar Maritime Publishers B.V. The
Netherlands.
T23 IMO.(2010). STCW Code
T24 IMO.Port State Control - Procedures for Port State Control
Teaching aids
English
A1. MAN, XXX Main Engine Manual

A2. MAN, XXX MAIN_ENGINE_SPARE_PARTS
A3. Aalborg Industries Ltd, XXX Marine boiler Manual
A4. XXX Ship Engine Room Arrangement
A5. IMO MARPOL Convention
A6. IMO SOLAS Convention
A7. IMO LOADLINE Convention
A8. IMO STCW Convention
A9. Engine Log Book
Websites
The following websites may be useful references for planning Maritime English courses. The
websites marked * are referenced in the Teaching aids section of the model course syllabi.
10
Maritime English websites
* MarEng Intermediate and MarEng Advanced – http://mareng.utu.fi/download

The International Maritime English Conference (IMEC) – http://home.wxs.nl/~kluijven
General English Language teaching websites

The Council of Europe ‘Common European Framework’ levels http://www.coe.int/T/DG4/
linguistic/CADRE_EN.asp
The International English Language Testing System (IELTS)

http://www.ielts.org
The 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
English Live
http://englishlive.co.uk
* ESL Café – http://www.eslcafe.com/
IATEFL
(International Association of Teachers of English as a Foreign Language)
http://www.iatefl.org
Internet TESL Journal

http://iteslj.org
International Maritime English Conference (IMEC)
http://www.imla.co/imec/
* Learn English – http://www.learnenglish.de/culture/introductions_and_greetings.htm
Links for ESL teachers

http://www.hio.ft.hanze.nl/thar/links_te.htm
11
MarEng Intermediate and MarEng Advanced - http://mareng.utu.fi/download
* OneStopEnglish – http://www.onestopenglish.com
TESOL Teachers of English to Speakers of Other Languages http://www.tesol.org
The Purdue Online Writing Lab

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

http://www.uefap.com/
English Language Resource Website

http://www.eapstudy.com/
Marine websites
* Australian Maritime Safety Authority – http://www.amsa.gov.au
Australian Government Bureau of Meteorology-http://www.bom.gov.au/index.php
* The Marine Accident Investigation Branch http://www.maib.detr.gov.uk
The Marine Society

http://www.marine-society.org
* 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
* Wikipedia – http://en.wikipedia.org/wiki/Main_Page
World Shipping Register – http://e-ships.net/ports.htm
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
12
National Weather Service
http://www.weather.gov/
Sample of a deck log book

http://veteransinfo.tripod.com/hammer.pdf
http://ecdis.com/home.aspx.html.
http://en.wikipedia.org/wiki/Automatic_Identification_System.html.
http://en.wikipedia.org/wiki/Computer_network
http://en.wikipedia.org/wiki/ECDIS.html.
http://en.wikipedia.org/wiki/Echo_sounder
http://en.wikipedia.org/wiki/EPIRB
http://en.wikipedia.org/wiki/Frequency_changer
http://en.wikipedia.org/wiki/Global_Positioning_System.html.
http://en.wikipedia.org/wiki/GMDSS
http://en.wikipedia.org/wiki/Gyrocompass
http://en.wikipedia.org/wiki/Inmarsat
http://en.wikipedia.org/wiki/Integrated_bridge_system#Integrated_bridge_systems
http://en.wikipedia.org/wiki/Marine_VHF
http://en.wikipedia.org/wiki/Microsoft_Office
http://en.wikipedia.org/wiki/Navtex
http://en.wikipedia.org/wiki/Operating_system
http://en.wikipedia.org/wiki/Power_electronics
http://en.wikipedia.org/wiki/Power_supply#High-voltage_power_supply
http://en.wikipedia.org/wiki/Programmable_logic_controller
13
http://en.wikipedia.org/wiki/Public_address.html
http://en.wikipedia.org/wiki/Radar.html.
http://en.wikipedia.org/wiki/SART
http://en.wikipedia.org/wiki/Self-steering_gear
http://en.wikipedia.org/wiki/Sound-powered_telephone.html.
http://en.wikipedia.org/wiki/Speed_log
http://en.wikipedia.org/wiki/Viscometer
http://en.wikipedia.org/wiki/Voyage_Data_Recorder.html.
http://www.alibaba.com/product-
gs/422396142/Marine_Telephone_Exchange_equipment_Exchange.html.
Publications (P)
P1 Swindells, N.S.(ed) Glossary of Maritime Technology Terms. London, Institute of

Marine Engineers, 1997 (ISBN 0907206905)
P2 International Shipping Federation, On Board Training Record Book for Deck Cadets.
Edition 2.1. London, Marisec, 1999
P3 International Shipping Federation, On Board Training Record Book for Engineer
Cadets. Edition 2.1. London, Marisec, 2000
P4 Bridge Procedures Guide. 4th ed. London, Marisec, 2007
P5 International Chamber of Shipping, Guide to Helicopter/Ship Operations. 3rd ed.
London, Witherby & Co. Ltd., 1989
P6 Managing Risk in Shipping – A Practical Guide. London, The Nautical Institute & UK
P&I Club, 1999 (ISBN 1 870077 48 2)
P7 Guidelines on the Application of the IMO International Safety Management (ISM)
Code. 3rd ed. London, International Chamber of Shipping, International Shipping Federation,
1996
P8 International Chamber of Shipping, International Shipping Federation, Assessment
and Development of Safe Management Systems. 1st ed. London, Marisec, 1997
P9 ILO/IMO/WHO International Medical Guide For Ships (IMGS). 2nd ed. Geneva, World
Health Organisation, 1988 (ISBN 92 4 154231 4)
P10 International Chamber of Shipping, International Shipping Federation, Pirates and
Armed Robbers. 4th ed. London, Marisec, 2004
P11 International Chamber of Shipping, Drug Trafficking & Drug Abuse: Guidelines for
Owners and Masters On Recognition and Detection. 2nd ed. London, Witherby & Co. Ltd.,
1994
14
P12 International Chamber of Shipping, Garbage Management Plans. 1st ed. London,
Marisec, 1998
P13 International Chamber of Shipping, Shipping and the Environment: A Code of Practice.
3rd ed. London, Marisec, 1999
P14 Admiralty charts; Admiralty sailing directions; Admiralty tidal tables; other publications,
UKHO
P15 Capt. Fred Weeks, MA (Exon.), FNI, Extra Master Lt. Alan Glover, MNI, Master Mariner,
Peter Strevens, MA,FIL, Edward Johnson, B.Ed.(Cantab.),MA, Seaspeak Training Manual,
Essential English for International Maritime Use，Pergamon Press, 1984
Graham D. Lee, William G.Williamson, Handbook for Marine Radio Communication, 5th
edition, Informa, 2009.
P16 H.Westra, English for Seafarers, Education-Stam Technische Boeken, 1984.
P17 Helen Spencer-Oatey, Culturally Speaking, Culture, Communication and Politeness
P18 Hsu Shiao-Ming, Master’s Report, 2nd edition 中华民国船长工会，1984.
P19 International Chamber of Shipping, Bridge Procedure Guide, 4th edition, Marisec
Publications, 2007
P20 John Guy, Effective Writing for the Maritime Industry, Fairplay Publications Ltd.,
1994.(p101-148)
P21 Klaas Van Dokkum, Ship Knowledge, Ship Design, Construction and Operation, 7th
P22 Lieutenant-commander R.M. Frampton, R.N., F.N.I., F.R.Met.S., etc, Meteorology for
Seafarers, 2nd edition, Brown, Son &Ferguson Ltd, 1997
P23 Sid Stapleton, Emergencies at Sea, Hearst Marine Books, 1991.
P24 Steve &Linda Dashew, Mariner’s Weather Handbook, 1st edition, Beowulf. Inc., 1999
P25 The Nicos J.Vardinoyannis, Seafarers’ Handbook, the Seamen’s Church Institute.
P26 The Ship's Atlas,13th edition, Shipping Guides Ltd,2009 .
P27 Tony Grice, English for the Maritime Industry, Idris Education, 2012.
P28 Joseph Ahlstrom, Vessel Security Officer. First Edition, 2006, Cornell Maritime Press,
Inc., US (ISBN 0870335707)
P29 Wayne K. Talley, Maritime Safety, Security and Piracy. 2008, published by Information
Law. (ISBN 1843117673)
P30 John C. Payne, Piracy Today: Fighting Villainy on the High Seas, 2010, published by
Sheridan House. (ISBN 157409291X)
P31 US Government Accountability Office, Maritime Security: Varied Actions Taken to
Enhance Cruise Ship Security, But Some Concern Remain: Ga-10-400, 2013 published by
Bibliogov. (ISBN 128720516X)
P32 Alan Bole, Bill Dineley & Alan Wall. Radar and ARPA Manual(second edition). Great
Britain. 2005.
P33 Alexandr Yakimchuk. Ship automation：for marine engineers and ETOs. Witherby
Seamanship International, 2012.
P34 Andy Norris. Integrated Bridge Systems Vol 1: Radar and AIS. The Nautical Institute.
2008.
P35 Anthony F. Molland. The Maritime Engineering Reference Book: A Guide to Ship
15
Design, Construction and Operation. Butterworth-Heinemann. 2008.
P36 AutoChief C20 Instruction Manual, Kongsberg Corp., Norway.
P37 Ayub, Akber. Marine Engineering. Taylor & Francis Ltd, 2008.
P38 C L Wadhwa. Electrical power systems. New Age Science, 2009.
P39 Charlie Wing. Boatowner’s illustrated electrical handbook. The McGraw-Hill Companies.
2006.
P40 D. A. Taylor. Introduction to marine engineering. Butterworths, 1983.
P41 Dennis T. Hall. Practical Marine Electrical Knowledge (Second Edition). Witherby & Co
Ltd, 1999.
P42 Edwin R. Sherman. Advanced Marine Electrics and Electronics Troubleshooting. The
McGraw-Hill Companies. 2007.
P43 G. D. Lees and W. G. Williamson. Handbook for Marine Radio Communication. LLP
Limited. 1996.
P44 H. D. McGeorge. Marine Electrical Equipment and Practice (Second Edition).
Butterworth-Heinemann Ltd, 1993.
P45 John C. Payne. The Marine Electrical and Electronics Bible (Third Edition). Sheridan
House Inc. 2007.
P46 Kenneth C. Laudon, Kenneth Rosenblatt, David Langley. Microsoft Windows XP.
McGraw-Hill/Irwin, 2002.
P47 Leonard L. Grigsby. Electric power generation, transmission, and distribution. CRC
Press, 2007.
P48 Marine Automation System K-Chief 600 Instruction Manual, Kongsberg Corp., Norway.
P49 Mohd. Abdus Salam. Fundamentals of power systems. Alpha Science International Ltd.
2009.
P50 Mukund R. Patel. Shipboard Electrical Power Systems. CRC Press. 2012.
P51 Nigel Calder. Boatowner’s Mechanical and Electrical Manual. The McGraw-Hill
companies. 2005.
P52 Robert J. Sweet. GPS for Mariners. America. 2003.
P53 S. C. Tripathy. Electrical power system. Alpha Science International Ltd, 2013.
P54 Sarah E. Hutchinson, Glen J. Coulthard. Microsoft office. McGraw-Hill/Irwin, 2002.
P55 T. K. Grover. Basic marine engineering. Anmol Publications PVT. LTD. 2007.
P56 Thomas Robertazzi. Basics of Computer Networking. Springer New York, 2012.
IMO Model Courses (M)
M 1 1.01 Tanker Familiarization

M 2 1.20 Fire Prevention and Basic Fire Fighting
M 3 3.06 Survey of Life Saving Appliances and Arrangements
M 4 1.13 Elementary First Aid
M 5 3.03 Survey of Machinery Installations
M 6 1.14 Medical First Aid
M 7 1.19 Personal Survival Techniques
M 8 1.21 Personal Safety and Social Responsibility
16
M9 7.04 Engineer Officer In Charge Of A Watch
M 10 7.03 Officer In Charge Of A Navigational Watch
M 11 3.19 ISPS – Ship Security Officer
M12 1.21 Personal Safety & Social responsibilities,2000 Edition
M13 1.22 Ship Simulator and Bridge Teamwork, 2002
M14 1.25 General Operator’s Certificate for GMDSS, 2004
M15 1.27 Operational Use of ECDIS, 2012 Edition
M16 1.28 Crowd Management & Passenger Safety Training, 2000 Edition
M17 1.30 Leadership & Teamwork, 2014 Edition
Suggested video cassettes/computer based training (V)1
V1 Videotel 593 Shipboard Familiarization (www.videotel.co.uk)

V2 Videotel 525 Understanding English On Board Ship Part 1
V3 Videotel 557 Personal Safety In The Galley
V4 Videotel 526 Understanding English On Board Ship Part 2
V5 Videotel 674 Basic Fire Fighting
V6 Videotel 509 Fire Party Operations
V7 Videotel 597 Who Needs It? Personal Protective Equipment
V8 Videotel 510 Setting A Course For Health
V9 Videotel 555 Personal Safety On Deck
V10 Videotel 556 Personal Safety In The Engine Room
V11 Videotel 770 Basic Terms Of Maintenance
V12 Videotel 552 Shipboard Maintenance & Painting Systems Series: Part 2
V13 Videotel 438 Setting Up Machine Tools
V14 Videotel 588 Good Bunkering Practice Edition 2
V15 Seagull 40 Maritime English – Pilot on the Bridge, Horten, Norway (seagull@sgull.
com)
V16 Videotel 954 Safe Mooring Practice
V17 S&P Marine Shipboard ISM Code Safety Training Course. Simplified Consultants
Crew Training Manual and Corresponding Video. Singapore (2000)
V18 The Nautical Institute Managing Risk in Shipping – A Practical Guide.
London (1999) & P&I Club
V19 Videotel 506 Operation and Maintenance of Hatch Covers
V20 Videotel 701 Safe Hot Work Procedures
V21 Videotel 750 Death In Minutes – Rescue Techniques From Confined Spaces
V22 Marlins Oily Water Separators, Glasgow (2007) (www.marlins.co.uk)
V23 Videotel 743 Wind, Waves And Storms – Coping With Hazardous Weather
V24 Videotel 639 Navigational Charts and Associated Publications
V25 Videotel 681 Personal Survival Series: Part 4: Survival
V26 Videotel 661 Ship Handling In Head Seas
V27 Videotel 400 Fuel Oil Supply Systems: Part One
V28 Videotel 442 Principles of Lubrication and General Application
17
V29 Marlins ISPS Crew Awareness, Glasgow, 2005
V30 Videotel 9947 Danger! Drugs On Board
V31 Videotel 484 Security At Sea
V32 Videotel 612 Communication
V33 Videotel 475 Servicing A Motor And Starter
V34 Videotel 611 Motivating Individuals
V35 Videotel 634 Working Together
V36 UK P&I Club No Room for Errors. UK P&I Club, Harris & Harris
V37 Videotel 929 Crew Resource Management – Engine Room
V38 Videotel 610 Teamwork
V39 Videotel 497 Bridge Watchkeeping
V40 Videotel 801 Rule Of The Road
1
1
The video material referred to in this model course is intended to provide suggestions for topics for
extra language practice only. It may be substituted by similar material produced by other organizations such
as the P & I Clubs, product manufacturers and so on.
V41 Marlins Accident Investigation, Glasgow, 2006
V42 Videotel 713 Expecting The Unexpected
V43 Videotel 622 Seven Steps To Ship Stability Part 1
V44 Marlins Environmental Awareness, Glasgow, 2006
V45 Videotel 794 Prevention & Reactions to Marine Oil Spills – The Seafarer’s Role
V46 Videotel 755 Fighting Pollution
V47 Videotel 603 Basic Instincts – Passenger Mustering & Crowd Management
V48 Videotel 706 Holding Effective Drills
V49 Videotel 574 Search and Rescue: Co-ordination
V50 Videotel 665 Ship’s Electrical Systems – Safety & Maintenance
V51 Videotel 773 Troubleshooting Centrifugal Pumps
V52 Videotel 666 Electrical Distribution
V53 Videotel 638 Bridge Resource Management – Emergency Procedures.
V54 Marlins Risk Assessment, Glasgow, 2006
V55 Videotel 704 Helicopter Operations at Sea (Edition 2)
V56 Videotel 644 Man Overboard – Rescue Procedure, 2000
Suggested video/computer based training
MarineSoft SMCP Training Tool. Rostock, 2004

MarineSoft FlexiMod: English for Mariners – CD-ROM. Rostock, 2005
(www.marinesoft.de)
Marlins Lifeboat Training, Glasgow, 2007
NewsLink NewsLink’s IMO Summary. (Email: infotainment@
newslinkservices.com)
Seagull AS Maritime English. CBT#22, Horten, Norway, Maritime
Education Seagull
Seagull AS Maritime Communication, CBT#21, Horten, Norway,
Maritime Education Seagull
18
Seamanship International Ltd Navigation Advanced Mates/Masters, 2006 (www.
witherbyseamanship.com)
Seamanship International Ltd Chemical Tankers A Pocket Safety Guide, 2005
Seamanship International Ltd Oil Tankers A Pocket Safety Guide, Lanarkshire, 2005
Seamanship International Ltd Practice of Passage Planning, Lanarkshire, 2005
Seamanship International Ltd Principles of Passage Planning, 2005
Seamanship International Ltd LNG Operational Practice, 2005
UK P & I Club Cargo Matters (www.ukpandi.com/ukpandi/infopool.nsf/
HTML/LP_Init_Videos)
UK P & I Club Taking Care Series
UK P & I Club No Room For Errors
Videotel 640 Bridge Resource Management – Working with VTS
Videotel 254 Cargo Firefighting on Liquefied gas Carriers
Videotel 9001 MEETS – STCW for Deck Cadets
Videotel 9002 MEETS – STCW for Engineering Cadets
Recommended reading: language and methodology
Bhatia, V.K. Analysing Genre: Language use in professional settings. London, Longman,
1993 (ISBN 0 582 08524 1)
Brown, D. (ed) Principles of Language Learning and Teaching. New Jersey, Prentice Hall,
1994 (ISBN 0 13 191966 0)
Cabré, M.T. Terminology – Theory, methods and applications. Amsterdam, John Benjamins
Publ., 1999 (ISBN 90 272 1634 7 Eur.)
Carter, R. Vocabulary – Applied linguistic perspectives. 2nd ed. London, Routledge, 1998
(ISBN 0 415 16863 5)
Cunningsworth, A. Choosing your Coursebook. Oxford, Macmillan Heinemann (ISBN 0 435
24058 7)
Doff, A. Teach English Teacher’s Workbook. Cambridge, Cambridge University Press, 1988
(ISBN 0 521 348633)
Dudeney, G. & Hockly, N., How To Teach English With Technology. Pearson Longman. 2007
(ISBN 978 1 4058 4773 5)
van Ek, J.A & Trim, J.L.M. Council of Europe Waystage 1990. Cambridge, Cambridge
University Press, 1998 (ISBN 0 521 56707 6)
van Ek, J.A. & Trim, J.L.M. Council of Europe Threshold 1990. Cambridge, Cambridge
Edge, J. Essentials of English Language Teaching. London, Longman, 1993 (ISBN 0 582
02565 6)
Gower, R., Phillips, D., Walters, S. Teaching Practice Handbook. Oxford, Heinemann, 1983
19
(ISBN 0 435 28995 0)
Grellet, F. Developing Reading Skills. Cambridge, Cambridge University Press 1992 (ISBN
0 521 28364 7)
Harmer, J. How To Teach English. Harlow, Longman, 1998 (ISBN 0582 29796 6)
Harmer, J. The Practice of English Language Teaching. 2nd ed. London, Longman, 1991
(ISBN 0582 046564)
Heaton, J. B., Writing English Language Tests. New York, Addison Wesley Longman, 1988
(ISBN 0 582 00237 0)
Hedge, T. Writing. Oxford, Oxford University Press, 1999 (ISBN 0 19 437098 4)
Hewings, M. Pronunciation Tasks Student’s Book. Cambridge, Cambridge University Press,
1993 (ISBN 0 521 38611X)
Hewings, M. Pronunciation Tasks cassettes. Cambridge, Cambridge University Press, 1993

(ISBN 0 521 38453 2)
Hofstede, G. Exploring Culture. US, Intercultural Press, 2002 (ISBN 10:1877864900) Jackson,
H. & Ze Amvela. Words, Meaning and Vocabulary. London, Continuum, 2000 (ISBN
0 8264 6096 8) (ISBN 0 521 66938 3)
Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge, Cambridge
Nunan, D. The Learner-Centred Curriculum. Cambridge, Cambridge University Press, 1988
(ISBN 0 521 35843 4)
Scrivener, J. Learning Teaching. Oxford, Macmillan Heinemann, 1994 (ISBN 0 435240897)
Seligson, P. Helping Students To Speak. London, Richmond Publishing, 1997 (ISBN 84 294
4926 4)
Swales, J.M. Genre Analysis Cambridge, Cambridge University Press, 1990 (ISBN 0 521
33813 1)
Swan M. Practical English Usage. 2nd ed. Oxford, Oxford University Press, 1995 (ISBN 0 19
431197 X)
Tanner, R., Green, C. Tasks for Teacher Education. Coursebook. London, Longman, 1998
(ISBN 0 582 31663 4)
Underhill, N. Testing Spoken Language. Cambridge, Cambridge University Press, 1987
(ISBN 0 521 312760)
Urr, P. A Course In Language Teaching. Cambridge, Cambridge University Press, 1996 (ISBN
0 521 449944)
Urr, P. Teaching Listening Comprehension. Cambridge, Cambridge University Press, 1984
(ISBN 0 521 28781 2)
Weir, C. Communicative Language Testing. Hemel Hempstead, Prentice Hall/Macmillan,
20
1990 (ISBN 0 131 552848)
Recommended reading: maritime references
Buczkowska, W. English across Marine Engineering, Gdańsk, Fundacja promocji Przemysłu

Okrętowego i Gospodarki Morskiej 2003 (ISBN 83-919488-0-3)
Canadian Coast Guard, SAR Seamanship Reference Manual. Ottawa, Fisheries and
Oceans
Operations Canada, Canadian Coast Guard, 2000 (ISBN 0 660 18352 8)
Cole, C. & Trenkner, P. Developing Training and Watchkeeping Standards: The Maritime
English Competence Yardstick in the Revised STCW Context, in The Proceedings of the
International Maritime English Conference IMEC20, Shanghai – http://home.kpn.nl/ kluij016
Ferguson, A. Seamanship Notes. London, Seamanship International, 2004 (ISBN 0 95343
796 5)
Hill, C. Maritime Law. London, Lloyd’s of London Press Ltd. 1995 (ISBN 1 85044 888 4)
Fisher, D. & Muirhead, P. Practical Teaching Skills for Maritime Instructors. Malmő, World
Maritime University Publications, 2001 (ISBN 91 973372 2 6) FlexiMod:
English for Mariners (Textbook). Rostock, MarineSoft. 2005
Maclachlan, M. The Shipmaster’s Business Companion. London, The Nautical Institute,
1996 (ISBN 870077 45 8)
Mosenthal, B. The Skipper’s Pocketbook. (2nd ed.). Arundel, Fernhurst Books, 2001 (ISBN
1 898660 78 6)
Pritchard, B. Maritime English 1. Zagreb, Školska knjiga, 1995 (ISBN 953 0 30303 3) Schmitt,
N. Vocabulary in Language Teaching. Cambridge, Cambridge University Press,
2000
Pritchard, B. A Survey of Maritime English Teaching Materials – A report on current state of
the art. Tokyo, IAMU, 2004 (ISSN 1349 6484)
S&P Marine Consultants, Shipboard ISM Code Safety Training Course. Simplified Crew
Training Manual and Corresponding Video. Singapore, 2000
Spinčić, A., Luzer J., English in Marine Engineering Communication , Rijeka, Adamic, 1999
Yongxing, J. Marine Signals and Radiotelephony. China Communication Press, 2003 (ISBN
7 114 047558 4)
Kahveci, E., Lane, T., Sampson, H. ‘Transnational Seafarer Communities’, SIRC: Cardiff
University, March, 2002(ISBN 1-900174-17-0).
21
Lane, A. D., Obando-Rojas, B., Wu, B., Tasiran, A. ‘Crewing the International Merchant
Fleet’, Lloyd's Register - Fairplay Ltd,2002.
Linda D.Williams, Navigational Aids.
Sampson, H. ‘Authority and Accidents: The role of power relations and social interaction in
accidents and incidents at sea’ Seaways pp4-7, 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) pp253-277, 2003,
(ISSN 0141 9870).
Sampson, H., Zhao, M. ‘Multilingual crews: communication and the operation of ships’,
World Englishes, Vol 22 (1) pp31-43, 2003 (ISSN 0883 2919).
22
Core section 1 General Maritime English (GME)
Part 1‐A: Course framework
Aims
Core section 1 of the IMO Maritime English model course provides a guide for instructors
responsible for teaching English at elementary to intermediate language level (see
definitions under ‘Entry levels’, below).1 It is intended to prepare trainees at GME with
language level of elementary and intermediate for entry into Core section 2, SME.
Provided that the material is properly taught according to the principles of communicative
methodology, which are explained in the Instructor Manual in part D of this model course,
trainees who complete all aspects of Core section 1 successfully will be adequately prepared
to proceed to Core section 2 of this model course. Trainees do not have to undergo the
training in Core section 1 if their language level is high enough to allow them to enter Core
section 2.
Administrations may choose to modify this course 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 the IMO Maritime English model course are to:
● develop trainees’ ability to use English to intermediate language level (equivalent
to the Council of Europe Common European Framework for Languages level B1)
● to teach general maritime English, as recommended in the English language
guidelines of part B-VI/1 of the STCW Code
● improve trainees’ competence in English to the level required to progress to Core
section 2 of this model course
1
The terms ‘elementary’ and ‘lower intermediate’ language level do not refer to standards of seamanship nor to
any term used in the STCW Convention, 1978, as amended.
23
● prepare trainees for developing the general knowledge, understanding and
proficiency in English required by the STCW Code
● give students wide-ranging opportunities to practise communicating in English for

both maritime and general purposes at elementary to intermediate language level
● provide instructors with a suggested framework for introducing selected topics

from the Standard Marine Communication Phrases (SMCP), as required by the
STCW Code.2
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 pronunciation) with practice of
the four language communication skills (listening, speaking, reading and writing). The
rationale behind the organization of each language area is explained in the Instructor manual
of this course.
The maritime content for Core section 1 includes generalized 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.3
Instructors are reminded that this model course is primarily an English language training
course 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 36 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 (i.e. after every 7 units), 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.
2
More SMCP are included in Core section 2 than in Core section 1, however, 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.
24
3
Some topics in Core section 1 are more relevant to officers in charge of a navigational watch than to engineer
officers, reflecting the higher proportion of references to English for officers in charge of a navigational watch in
the STCW Code.
In Core section 1, each of the 36 units consists of 4 areas covering language input and
language communication skills. 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 in part D 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 practical 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 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 are strongly advised to
familiarize themselves with the Instructor m a n u a l in part D prior to implementing the
syllabus.
Entry levels
The following descriptions of English language levels provide a broad definition of levels of
proficiency in English.4
● Beginner
Knows virtually no English and cannot understand spoken or written English.
4
Definitions are adapted from J.B. Heaton, ‘Writing English Language Tests’; J.A. van Ek and J.L.M. Trim,
‘Waystage’ and ‘Threshold’; J. Harmer, ‘How To Teach English’; and the Bell School’s criteria.
25
● 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 any major errors which prevent
him being understood. Able to understand the essence of native speaker English
but may misunderstand detail.
● Upper Intermediate
Confident in using a wide range of language to express himself accurately and
fluently in all but the most demanding situations. Makes some minor mistakes but
these do not generally prevent him 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 problems 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
● respond to simple questions on familiar topics.
26
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 tense 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
● cardinal numbers.
Course intake limitations
Course intake should be limited to not more than twenty trainees to allow the instructor to
monitor and give proper attention to each trainee, in accordance with the principles of the
Communicative Approach described in the Instructor manual (part D of this model course).
Trainer’s experience
Ideally, the instructor will be a qualified teacher of English language who has been trained in
the Communicative Approach to English language teaching and who has a broad
understanding of maritime subjects.
The Instructor manual this model course 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
27
with a good quality whiteboard; a supply of good quality whiteboard markers; a CD 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 in this
model course).
The following items are useful but not essential: a video recorder; a projector; a language
laboratory; a computer with internet access for sourcing and preparing materials; a printer.
28
Part 1‐B: Course outline
Elementary Level
Competence: Use English in written and oral form in general maritime

communications
Course Outline Approximate time (hours)
Self-study
Knowledge, understanding and proficiency Classroom hours
practice hours
1 Ask for and give personal data

1.1 Grammar: revise Present Simple; pronouns
1.2 Vocabulary: adjectives of nationality
1.3 Phonology: question intonation
1.4 Communication Skills: listening, speaking, writing 12 4
2 Describe crew roles and routines

2.1 Grammar: Present Simple (question and negative
form; third person singular); prepositions of time
2.2 Vocabulary: basic verbs; numerical information;
alphabet
2.3 Phonology: word stress
2.4 Communication Skills: listening, speaking, reading,
writing 15 4
3 Name types of vessel; describe parts of a vessel

3.1 Grammar: there is/are; articles; prepositions of
place; possessives
3.2 Vocabulary: types of vessel; parts of a vessel
writing 14 4
29
Self-study
practice hours
4 Describe the location and purpose of safety
equipment
4.1 Grammar: prepositions of place
4.2 Vocabulary: safety equipment 10
4
4.4 Communication Skills: listening, speaking,
writing
5 Discuss navigational routes and geographic locations;
understand 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 4
14
latitude; distances on land and at sea; standard
helm orders; numerical information for
engineering
5.3 Phonology: large numbers
writing
6 Name positions on board; ask for and 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
6.3 Phonology: introduction to rising and falling
intonation
writing 16 4
Review 1
• Understand and use the grammar, vocabulary and
phonology taught in Lessons 1–6
• Successfully carry out tasks using combinations
of the communication skills practised in
Lessons 1–6 8 4
7 Express personal likes and dislikes; discuss leisure time

on board
7.1 Grammar: gerunds; adverbs of degree; adverbs of
frequency
7.2 Vocabulary: leisure activities; adjectives of
opinion 11 4
7.3 Phonology: introduction to sentence stress
7.4 Communication Skills: reading, speaking,
writing
30
Self-study
practice hours
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 11 4
8.2 Vocabulary: verbs describing routine operations on
board; phrases connected with watchkeeping duties;
standard engine orders
8.3 Phonology: revision of word and sentence stress;
revision of rising and falling intonation
8.4 Communication Skills: listening, speaking, writing,
reading
9 Express personal preferences; 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
9.3 Phonology: expressing attitude through intonation 10 4
and pitch
writing
10 Understand commands in emergency situations on

board
10.1 Grammar: demonstrative adjectives; imperatives;
must
10.2 Vocabulary: types of emergency; emergency &
life-saving equipment; introduction to SMCP 18 4
message markers: instructions, questions &
answers
10.3 Phonology: sentence stress
writing
31
11 Check supplies; provide quantities, weights and prices;
discuss cargo handling procedures; report damage to
cargoes
11.1 Grammar: countable and uncountable nouns;
quantifiers
16
11.2 Vocabulary: prices; types of cargo, container and 4
cargo handling gear; SMCP for cargo handling;
phrases describing cargo damage
11.3 Phonology: linking sounds (consonant/vowel)
writing
Self-study
practice hours
12 Compare vessel details; describe equipment

12.1 Grammar: comparative and superlative adjectives;
infinitive of purpose; for + -ing
12.2 Vocabulary: nouns and adjectives describing
vessel specifications; work related equipment;
verbs describing mechanical operations 16 4
(introduction to multi-word verbs)
12.3 Phonology: revise intonation and pitch; sentence
stress; linking sounds
writing
Review 2
phonology taught in Lessons 7–12 8 4
• Successfully carry out tasks using combinations of
the communication skills practised in Lessons 7–12
32
Self-study
practice hours
13 Describe visitors on board
13.1 Grammar: two uses of like
13.2 Vocabulary: adjectives describing physical
appearance and personality; PPE and types of
10 4
clothing
13.3 Phonology: contracted sounds (is/has)
writing
14 Describe weather conditions; understand 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; 17 4
SMCP for briefing on weather information; SMCP
message markers (information & warnings)
14.3 Phonology: revises weak forms in connected speech
writing
15 Report events from past voyages

15.1 Grammar: Past Simple tense (positive form); review
of regular & irregular verb forms
15.2 Vocabulary: verbs relating to sea voyages;
vocabulary of safety, navigation and pilotage;
repairs 23 4
15.3 Phonology: past tense endings (-ed)
writing
33
Self-study
practice hours
16 Report incidents that occurred at sea; simulate VHF
communications for distress and urgency messages
16.1 Grammar: Past Simple (questions and negatives);
question words
16.2 Vocabulary: types of incident; verbs describing
accidents; SMCP message markers (information, 27 4
warnings & requests); SMCP distress
communications for collision and grounding; SMCP
urgency communications for engine and cargo
16.3 Phonology: revision of linking sounds (consonant/
vowel)
16.4 Communication Skills: listening, reading, speaking,
writing
17 Explain personal injuries at sea; request 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 urgency communication: requesting 22 4
medical assistance; International Code of Signals
writing
18 Check task completion in routine operations; VHF

communications regarding bunkering
18.1 Grammar: Present Perfect tense; regular and
irregular verb forms
18.2 Vocabulary: verbs relating to maintenance and 24 4
safety procedures; terms connected with engine
types; bunkering and fuel oil system; tools
18.3 Phonology: past participle endings
writing
34
Review 3
• Understand and use the grammar, vocabulary
and
8 4
• Successfully carry out tasks using combinations
of the communication skills practised in Lessons 13–18
Knowledge, understanding and proficiency

Classroom hours Self-study
practice hours
19 Produce external written and spoken communications
to request and give advice
19.1 Grammar: sentence analysis; the definite article
the; modal verb should
19.2 Vocabulary: telex abbreviations; SMCP message 23 4
markers
19.3 Phonology: sentence rhythm and stress
writing
20 Understand instructions and give explanations; practise

VHF exchange procedures
20.1 Grammar: Past Continuous tense; contrast
between Past Simple and Past Continuous tenses;
introduction to reported speech
20.2 Vocabulary: review of verbs describing onboard
26 4
activities; the readability code for VHF
transmissions; phrases for each stage of a VHF
exchange procedure
writing
21 Discuss future events; negotiate future plans

21.1 Grammar: will ; revision of contrast between will
and going to
21.2 Vocabulary: indicators of time
14 4
21.3 Phonology: rhythm and sentence stress
writing
35
Intermediate Level
Competence: Use English in written and oral form in general maritime

communications
22 Demonstrate an understanding of the relevance of

English requirements in the STCW Convention, 1978, as
amended, to all seafarers; indicate awareness of and
preference for language learning techniques; assess
own language learning needs
22.1 Grammar: Present Simple and Continuous; adverbs
of frequency
22.2 Vocabulary: stative verbs; phrases for giving
opinions, agreeing and disagreeing; terminology
describing competences from the STCW
Convention, 1978, as amended
writing
14 4
23 Discuss and confirm travel arrangements for joining

ship; make and confirm accommodation reservations;
describe berthing and unberthing procedures; describes
stages in preparing for sea and for arrival in port
23.1 Grammar: Present Continuous; going to and will
23.2 Vocabulary: phrases for greeting and introducing
people; nouns connected with planning
23.3 Phonology: word stress; contractions in connected 14 4
speech
writing
36
Knowledge, understanding and proficiency Classroom hours Self-study
practice hours
24 Describe procedures at international airports;
demonstrate understanding of the cultural norms of
different nationalities; describe incidents that occur on
shore and on board; write reports of incidents on board;
write a Note of Protest
24.1 Grammar: defining relative clauses; relative
pronouns; prepositions in relative clauses; Past 14 4
Simple and Past Continuous
24.2 Vocabulary: compound words; vocabulary of
helicopter/ship operations
24.3 Phonology: word stress tendencies
24.4 Communication Skills: listening, speaking reading,
writing
Review 4
the communication skills practised in Lessons 19–24 8 4
37
practice hours
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: conjunctions before, after, when &
while; phrases for giving orders, advice and
warnings; idioms; main engine parts; verbs for
describing repairs
writing
15 4
26 Describe meteorological conditions; interpret synoptic

charts and meteorological information; 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; sea conditions; verbs describing the
movement of a vessel; life-saving equipment on
ships; equipment in survival craft
26.3 Phonology: reduction in connected speech
writing
20 5
38
27 Explain stages in processes; 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; sequencing adverbs first, then,
next, finally; main components of auxiliary
machinery; navigational aids
27.3 Phonology: -ed endings
27.4 Communication Skills: listening, speaking,
reading, writing
20 5
28 Describe and explain global trends in shipping; give a

presentation on the current status of seafaring locally;
describe measures for ensuring vessel security
28.1 Grammar: Present Continuous
28.2 Vocabulary: verbs and adverbs for describing 15 4
change; transforming verb + adverb into adjective +
noun; phrases for giving presentations; vocabulary
relating to ship and port security
28.3 Phonology: merging sounds in connected speech
writing
39
29 Comprehend and respond to written and oral
communications; analyse 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; 20 5
noun + preposition
29.2 Vocabulary: adjectives for categorizing types of
mechanical breakdown; verbs for describing repair
techniques; types of onboard documentation; partial
synonyms; formal and informal phrases for
discussing work related problems
29.3 Phonology: unstressed syllables; the weak vowel
sound (the schwa)
writing
40
practice hours
30 Demonstrate awareness of how cross-cultural
issues can affect team work at sea; describe
expected standards of work and behaviour at sea
of time ever, never, before, for, since, recently, so far,
ago, once
30.2 Vocabulary: adjectives and phrases connected with
aptitude; forming opposites with prefixes and 15 5
suffixes; adjectives and nouns connected with
maritime folk lore
30.3 Phonology: contractions in connected speech
writing
Review 5
10 5
• Successfully carry out tasks using
combinations of the communication skills
practised in Lessons 25–30
31 Comprehend and participate in communications by

VHF radio and telephone; clarify misunderstandings in
communication; take and deliver messages accurately
31.1 Grammar: question tags
31.2 Vocabulary: phrases for telephoning; standard 27 5
phrases for VHF
31.3 Phonology: groups of consonant sounds; rising and
falling intonation
writing
41
32 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
32.1 Grammar: Present Perfect Continuous and Present
Perfect Simple; adverbs of time since and for; modal
verbs of certainty may, might and could
32.2 Vocabulary: idioms; uses of get; adverbs of
certainty; phrases for expressing degrees of
20 5
certainty; understands and uses vocabulary
associated with COLREGs accurately
32.3 Phonology: use of pitch and intonation for
expressing certainty
writing
33 Describe changes in shipping, ship design and

technology; outline cargo handling procedures; explain
measures for ensuring trim and stability
33.1 Grammar: Present Perfect Passive; used to
33.2 Vocabulary: forming verbs with suffixes; verbs 20 5
connected with construction and development;
equipment for handling, securing and stowing
cargoes; words and phrases for describing the
characteristics of stability
33.3 Phonology: revision of elision, the weak vowel
sound and merging sounds in connected speech
writing
42
practice hours
34 Give warnings about the potential problems of marine
pollution; explain MARPOL regulations regarding
marine protection; describe pollution avoidance
procedures
34.1 Grammar: Zero and first conditional sentences
34.2 Vocabulary: conjunctions if, unless, provided that,
as long as in conditional sentences; partial
synonyms connected with pollution control;
statistics
34.3 Phonology: groups of consonant sounds 24 5
writing
35 Speculate about hypothetical situations; evaluate

different perspectives on a problem and recommend
appropriate action; describe emergency response
procedures; give instructions to passengers in the
event of an emergency
35.1 Grammar: second conditional sentences
35.2 Vocabulary: modal verbs would, could and might in
conditional sentences; conjunctions suppose,
imagine, what if in conditional sentences 24 5
35.3 Phonology: rhythm and contrastive stress
writing
43
practice hours
36 Deduce possible causes of events; establish and
explain reasons for break downs or faults
36.1 Grammar: relative pronouns; non-defining relative
clauses
36.2 Vocabulary: modal verbs may, might and could for
deduction; words for describing mechanical
breakdowns
36.3 Phonology: rising and falling intonation 20 5
writing
Review 6
the communication skills practised in Lessons 31–36 10 5
TOTAL 745 180
Final Review and Assessment
Note: Teaching staff should note that this outline provides suggestions only regarding the sequence of maritime topics, the length of time
allocated to each 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/CBT material is optional but will increase the time suggested for each unit.
44
Part 1‐C: Detailed teaching syllabus
Introduction
The material listed in the course framework has been used to structure the detailed teaching
syllabus that follows. The detailed teaching syllabus 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 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 which the instructor may wish to use when preparing course
material.
The following codes are used to categorize the teaching materials cited in the Bibliography
for this model course:
● Textbooks (indicated by T)
● Teaching aids (indicated by A)
● IMO references (indicated by R)
● IMO model courses (indicated by M)
● Video material (indicated by V)
The abbreviations used are:

Appdx. appendix
Ch. chapter
Ex. exercise
p page
Pt. part
The following are examples of the use of references:
T1 Ch. 15 refers to chapter 15 of the textbook, Marlins Study Pack 1.
R1 A1/6 refers to section A1/6 in IMO publication, Standard Marine Communication

Phrases.
45
Knowledge, understanding and proficiency Textbooks Teaching aids
1 Required performance
Ask for and give personal data T1
Ch. 1
Grammar: revise Present Simple; pronouns
1.1
.1 conjugate verbs be, do, have in positive, negative T2 T3
and question form Ch. 1, 2, 5, 14 p 405
.2 recognize and uses Present Simple short forms orally T2
and in writing Appdx. 3.1, 3.2
.3 understand and use pronouns I, me, my, mine etc. T2
Ch. 56
Vocabulary: adjectives of nationality
1.2 .1 pronounce and write adjectives corresponding to Flashcards/

country names world map
Phonology: question intonation
1.3 .1 recognize intonation in questions

Communication Skills: listening, speaking,
writing
1.4
.1 understand key questions in listening P2 and P3
.2 exchange personal information orally
.3 note personal information about partner
.4 fill out a ‘particulars of cadet’ form clearly and
accurately with personal information
Describe crew roles and routines T1
Ch. 2
2.1 Grammar: Present Simple (question and negative

form; third person singular); prepositions of time
.1 use Present Simple question, third person and
negative forms correctly to describe routine activities
on board
.2 select appropriate prepositions for phrases relating to
time
46
2.2 Vocabulary: basic verbs; numerical information; T2 MarEng Unit 9
alphabet Ch. 6 & 7; R1
Appdx. 3.4; Ch. 40
.1 use common verbs to describe work routines Pt. I/2
& 41
.2 refer to 24 hour clock orally and in writing T9
p 311
.3 memorize and use the international maritime
MarEng –
alphabet for noting and giving vessel call signs
T2 Intermediate; Unit
Ch. 91 8 (Radio
T4 Conventions, Ex.
.1 understand the concept of word stress p 176 A, B, E)
.2 pronounce months of the year with correct stress T3
MarEng –
Communication Skills: listening, speaking, reading, p 27
2.4 Advanced, Radio
writing Communication,
T4
Unit 1
.1 note ships’ call signs correctly from speech p 47–48 MarEng –
Advanced, Radio
.2 identify errors when comparing numbers and times in Conventions, Unit
writing and speech 1, Ex. B
Company
.3 dictate messages using times and the international management
maritime alphabet system
documentation
.4 read a text to check the key responsibilities of all R2
crew members P2 and P3
.5 describe key responsibilities of all crew members
T3
p 196
Name types of vessel; describe parts of a vessel T14
p 19-22
T1 MarEng –
Ch. 3 Advanced: The
Engine Room; Part
1 (the Marine
Engineer; the
Engine Dept)
47
3.1 Grammar: there is/are; articles; prepositions of

place; possessives
.1 use there is/are to describe places on board T2 Pictures of
Ch. 31 different types of
vessel
.2 use singular and plural forms of regular and irregular T2 M1
nouns orally and in writing Ch. 60
.3 use a, an and the correctly orally and in writing T2
Ch. 63
.4 use prepositions of place to describe various places T4
on board p 23; 53–55
.5 use ’s to indicate possession T2
Ch. 58
3.2 Vocabulary: types of vessel; parts of a vessel
.1 identify various types of ship from pictures and T7 Pictures of
descriptions p 45–47; p 50–56 different types of
vessel
T3
p 62–67 MarEng
Intermediate, Unit 4
.2 label a diagram showing places on a vessel T3 MarEng Advanced,
p 81–82 Vessel Types
T4 T9
p 40–4 p 362–366

.1 pronounce places on board using correct word
stress patterns
V1
48
3.4 Communication Skills: listening, speaking, reading, T14 Adapt relevant
writing p 9–18 sections from M 1
.1 describe a vessel in speech and writing Pictures of vessels
T3
.2 identify types of vessel by reading descriptions p 72–75
.3 exchange information about vessels orally Samples
of general
.4 sketch the general arrangement plan of a vessel by arrange
listening to an oral description ment plans
T1
T7
Describe the location and purpose of safety Ch. 4
p 346–352
equipment T2
(pictures)
Ch. 96
4.1 Grammar: prepositions of place T4
.1 describe position of equipment on board using p 82–83
appropriate prepositions
4.2 Vocabulary: safety equipment T4

p 163–4 p 167
.1 identify and name life-saving appliances
.2 give examples of occasions when each item of life-

saving equipment is required
T9
4.3 T8
Phonology: word stress p 269
p 7; 59; 62–63
.1 pronounce the names of life-saving equipment using
correct word stress patterns Pictures of life
M3
saving appliances
P2 and P3
4.4 Communication Skills: listening, speaking, writing (ship’s particulars)
.1 use a checklist to identify items of life-saving
equipment
.2 identify items mentioned in oral commands
.3 describe the position of items on board orally and in
writing
49
Geographical
T1
Discuss navigational routes and geographic maps / atlases
Ch. 5
locations; understand helm orders; use numerical
5.1 Grammar: prepositional phrases of geographic

location and distance; it
T2
.1 select appropriate prepositional phrase to describe
Ch. 33.2
location of countries and towns
.2 use it as a subject pronoun
T4
5.2 Vocabulary: compass points; longitude and latitude;
p 180–181
distances on land and at sea; helm orders; numerical
T4
.1 give the longitude and latitude of international cities
p 106
using maps/charts
R1 A2/1 p 57 MarEng –
.2 describe the geographic relationship of one place to Intermediate; Unit
Standard wheel
another 5, Ex. 7
orders
.3 give approximate distances between points on land T9
and at sea using maps and charts p 152–154
.4 repeat helm orders clearly, accurately and fluently T8
p 44
.5 understands and pronounces correctly mathematical
signs & expressions used in engineering
T14
p 75–77
5.3 Phonology: large numbers
.1 pronounce large numbers correctly
.2 note large numbers from peer dictation
50
Communication Skills: listening, speaking, reading,

5.4 writing MarEng –
Advanced: Cargo
.1 follow a spoken description of a ship’s route Handling; listening
.2 write a description of places in a country Atlas / nautical
.3 describe ships’ positions from information on a chart; pilot’s books
nautical chart MarEng –
.4 identify aids to navigation from nautical charts Advanced, Radio
Conventions, Unit
.5 demonstrate understanding of helm orders by 1, Ex. D
explaining their meanings and indicating the correct
actions
R1 MarEng –
.6 carry out dialogue between pilot and helmsman Intermediate; Unit
A2/1 p 57
accurately correctly 8 Radio
Standard wheel
orders Conventions ExD
.7 demonstrate understanding of numerical information
by exchanging and noting down information
T10 MarEng –
p 50–51 Intermediate; Unit
6 Required performance 8 (Radio
Conventions, ExB)
Name positions on board; ask for and give directions
on board and ashore T14 MarEng –
p 77–78 Advanced: Cargo
6.1 Grammar: introduction to the imperative form; Handling; listening
question forms; prepositional phrases
.1 use the imperative form for giving directions
T1
.2 ask for directions using yes/no and wh question
Ch. 6 MarEng –
forms
Intermediate; Unit 4
.3 use a variety of prepositional phrases for indicating T2
directions MarEng –
Ch. 94, 95 & 97
6.2 Intermediate; Unit
Vocabulary: positions on board; vessel directions;
T7 5; Ex. 4
common nouns
p 8–23 Diagrams showing
.1 identify parts of a vessel from diagrams
outline of a vessel
.2 name positions on board from diagrams T9
p 8–11 Diagrams / charts
.3 describe vessel directions in relation to objects and
showing ships’
landmarks
T4 positions
.4 refer to features of towns p 23; p 53–55
T4
p 98–100
51
6.3 Phonology: introduction to rising and falling intonation

.1 repeat rising intonation in model wh questions
.2 repeat fall in model yes/no questions and
confirmation replies
writing
.1 identify places on board by listening to descriptions
.2 ask for and gives clear directions
.3 follow and supplies directions by interpreting basic
maps
.4 write directions clearly and accurately T9
.5 comprehend written description of parts of a vessel p5
Express personal likes and dislikes; discuss leisure T1
time on board Ch. 7
7.1 Grammar: gerunds; adverbs of degree; adverbs of
frequency
.1 use the structures like + noun and like + -ing and T2
understand the differences between them Ch. 47
.2 use adverbs of degree to express personal opinions
.3 use adverbs of frequency to describe activities on T2
board Ch. 88.1, 88.2
7.2 Vocabulary: leisure activities; adjectives of opinion
.1 describe preferences regarding films, sport and other
recreational activities
7.3 Phonology: introduction to sentence stress
.1 use main sentence stress to emphasize degrees of
preference
T1
Review 1
T1
Ch. 8
52
7.4 Communication Skills: reading, speaking, writing
.1 infer meaning from an incomplete written text
.2 ask and answer questions about frequency of
activities
.3 write a description of routine leisure activities on
board
Review 1
T2
Required performance Visual material
8 Ch. 3 & 4 showing onboard
Describe routine operations on board; describe T2 activities
watchkeeping duties; understand standard engine
App. 4.3
orders
T2 Ch. 8
8.1 Grammar: Present Continuous; contrast

between Present Simple and Present Continuous
.1 use the Present Continuous form to describe
activities currently in progress
.2 use the correct spelling with regular and irregular

continuous verb forms
.3 understand the differences in form and meaning

between the Present Continuous tense (for activities
in progress) and the Present Simple tense (for routine
activities)
53
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 prompts
.3 use phrases for describing watchkeeping duties

correctly
.4 repeat standard engine orders accurately, clearly and
T12
fluently
p 38
8.3
Phonology: revision of word and sentence stress;
revision of rising and falling intonation
.1 practise word and sentence stress learned in Units R1
1–7. A2/2 p 59
.2 practise rising and falling intonation introduced in Standard engine
Units 1–7. orders
.3 monitor own performance by listening to a recording

of own voice
8.4 Communication Skills: listening, speaking, writing,

reading
.1 note which activities crew members are engaged in
by listening to / watching a description of events in
process
.2 exchange information about current and routine
situations
.3 write a description of activities in action
.4 demonstrate understanding of standard engine
orders by explaining their meanings and indicating the
correct actions
V2
.5 demonstrate understanding of watchkeeping duties T12
(volume down)
by reading a text and answering questions correctly. p 37–38 or
MarEng –
T13
Advanced: The
p 145–147 Engine Room;
Part1
(watchkeeping)
54
Express personal preferences; discuss food on T1
board; order meals; report damage to food cargoes Ch. 9
9.1 Grammar: some / any; would like
.1 use some and any to describe supplies T2
Ch. 70
.2 use some and any to order food & drink
.3 use would like to offer and order food and drink T2
Ch. 30
9.2 Vocabulary: food and drink; adjectives indicating
preferences; galley terms
.1 know the names of items of food and drink Pictures of: food;
food packaging;
.2 express personal taste using adjectives of opinion
galley equipment
.3 identify, name and describe the purpose of basic
galley equipment V3
.4 identify and name different types of packaging of
food cargo
9.3
Phonology: express attitude through intonation and
pitch
.1 use rising intonation and high pitch with adjectives
expressing personal preference
.2 use falling intonation and low pitch with adjectives
expressing personal dislike
writing
.1 understand informal conversations in a messroom T10 Example of a café
and café p 190, 196, 198, menu
.2 use conversational phrases appropriate to meal times 200, 201, 207, 210
.3 orders food from a menu

.4 understand damage caused to cargoes of food by
reading examples of ships’ correspondence
T1
Ch. 10
55
10 Required performance T2 R1
Ch. 68 A1/1.1.11 p 26
Understand commands in emergency situations on
Person overboard
board
(for examples of
10.1 Grammar: demonstrative adjectives; imperatives; must imperative form)
.1 understand the difference in meaning between this, T2
that, these and those Ch. 27.1 V 56
R1
.2 use the imperative form correctly for giving urgent
A1/1.1.10 p 23
commands
Abandoning vessel
.3 use must to express obligation and must not to
express prohibition in appropriate circumstances
10.2 Vocabulary: types of emergency; emergency & life- T8 M3

saving equipment; verbs describing emergency p 7–9; 36; 27–28;
situations; introduction to SMCP message markers: 60–61
instructions, questions & answers; SMCP for distress
messages
.1 name different types of emergency situations on board T4 MarEng –
p 96–100 Intermediate; Unit
.2 know and correctly pronounces the names of
emergency equipment 8; Radio
Conventions Ex. F
.3 use correct verbs and tenses to describe what or
happens in emergency situations R1 A1/6 p 41–42 MarEng –
.4 use SMCP message markers correctly to precede Message markers Advanced, Radio
instructions, questions and answers in simulated Conventions, Unit
external communications T9 p 265–268 1 Ex. F
.5 demonstrate understanding of the meaning and use
R1 A1.1.1 p 23 fire, V 56
of the vocabulary in SMCP for simulated external
explosion
distress communications regarding fire / explosion /
A1/1.1.10 p 26
abandon ship
abandoning vessel
A1.1.11 p 26
10.3 Phonology: sentence stress Person overboard
.1 identify key words in short commands
.2 put stress on key words in short commands
MarEng –
Advanced, Radio
Communication Skills: listening, speaking, reading, R1
10.4 Conventions, Unit 1
writing A1/6 p 41–42 M2
.1 correctly identify message types when listening to a Message markers
R1 V4
selection of instructions, questions and answers
which use SMCP A1.1.1 p 23 fire, V5
explosion
.2 understand short oral commands in simulated V6
A1/1.1.10 p 26
emergency situations abandoning vessel V 53
56
.3 reacts to simulated emergency situations with single MarEng –

spoken commands which are clear and accurate Intermediate; Unit 8;
Radio Conventions
.4 understand structure of distress messages
MarEng –
.5 use SMCP for simulated external distress Intermediate; Unit
communications regarding fire / explosion / abandon R2
A-VI/1 11 Ex. 1–4
ship
Company
.6 read and understand written instructions for T9 p 263–264; management
carrying out general emergency procedures 313–321 system
.7 describe the stages for a general emergency procedure documentation
orally and in writing
T3
p 318
11 Required performance P4
T1 p 86–88, p 92
Check supplies; provide quantities, weights and (emergency
Ch. 11
prices; discuss cargo handling procedures; report checklists)
damage to cargoes
11.1 Grammar: countable and uncountable nouns;
quantifiers
T2 T7
.1 categorize countable and uncountable nouns p 45–47; p 50–56
Ch. 61 & 62
T2
.2 enquire about quantities of goods using how much
Ch. 77
and how many
T2
.3 give information about quantities of various goods Ch. 85 & 86
using the quantifiers too much/many, (not) enough
11.2 Vocabulary: prices; types of cargo, container and
cargo handling gear; SMCP for cargo handling;
phrases describing cargo damage T9
.1 exchange information about prices of various goods p 31–52
and cargoes in major currencies
T9
.2 revise types of cargo ship
p 111–128
.3 categorize cargoes and lists appropriate containers
.4 name types of cargo handling gear and matches with
relevant cargoes T4
.5 understand and use tonnage measurements to p 89
describe ships’ volumes
57
.6 understand and use the vocabulary of

measurements relating to loading capacities and R1
quantities in SMCP
B3/1.1.1 p 97
.7 know and correctly pronounce words and phrases to
describe different types of cargo damage T11
11.3 Phonology: linking sounds (consonant / vowel) p 136–139; 143
.1 demonstrate ability to link word final consonants to
initial vowels in connected speech
.2 practise vowel-consonant linking in given phrases

writing
.1 comprehend requests for numerical information
relating to quantities, capacities and measurements
.2 correctly write down measurements and quantities
MarEng –
given by another person T11 Advanced; Vessel
.3 read and dictate a variety of numerical information p 260; 262; 251; Types; Cargo
correctly 283 Space, Ex. 2–4
.4 talk about price of goods in the contexts of
shopping for and ordering goods T12
p 93–99
.5 exchange information to complete a stores
requisition form T10
.6 use SMCP relating to loading capacities and p 49; 170
quantities to exchange cargo details in simulated
onboard communication MarEng –
R1
B3/1.1.1 p 97 Advanced; Cargo
Space
.7 correctly comprehend instructions for packing and Loading capacities
stowing cargoes from written texts and quantities
.8 correctly comprehend nature of damage caused to T11

cargoes from authentic texts p 149–175
.9 writes report on damage to cargo correctly and
fluently T10
(select from
examples of
reports) p 175–237
58
T1
Compare vessel details; describe equipment
Ch. 12
12.1 Grammar: comparative and superlative adjectives;

infinitive of purpose; for + -ing
T2
.1 use comparative and superlative adjectives to
compare vessels and cargoes Ch. 81, 82 & 84
.2 use the structures to + infinitive and for + -ing to

explain the equipment used for specific tasks
12.2 Vocabulary: nouns and adjectives relating to vessel
specifications; deck/bridge/engine room equipment;
verbs describing mechanical operations
(introduction to multi-word verbs)
T3
.1 give ship’s dimensions using appropriate nouns and
adjectives p 88–89;
T12
.2 name main equipment on deck / on the bridge / in
the engine room p 49–61; 72–73
T7
.3 describe selected equipment in terms of shape and
dimensions p 214–223; 234
T4 Pictures of main
.4 use appropriate verbs to explain mechanical
p 7–11 equipment used on
operations (including common multi-word verbs such
board
as switch on, start up, close down, etc.)
T7
p 26–30; p 43-47
T15
12.3 Phonology: revise intonation and pitch; sentence p 17; 20; 60;
stress; linking sounds 150–151;
.1 practise intonation and pitch from Units 1–11 P4
.2 practise sentence stress from Units 1–11 (Familiarization
with bridge
.3 practise linking sounds from Units 1–11
equipment
.4 monitor own performance by listening to a recording checklist) p 69
of own voice
Company
management
system
documentation
59
R1
12.4 Communication Skills: listening, speaking, reading, T9
writing B1/1.3 p 68
p 361–366 Briefing on
.1 write vessel specifications accurately in numerical navigational aids
form from an oral exchange of information and equipment
.2 identify equipment from spoken descriptions status
.3 ask about and explains function and operation of MarEng –

T9
main equipment used by all levels on board Intermediate; Unit
p 22–29 10, Ex. 3 & 4
.4 correctly comprehend written text about ships’
systems and equipment T3 R1
p 97 B1/1.9 p 70
.5 write a description of a vessel
Briefing on
13
Required performance operation of main
engine & auxiliary
Describe visitors on board
equipment
P2 and P3
13.1 Grammar: two uses of like
(ship’s particulars)
.1 use the structure what does … look like? to ask for
physical descriptions
.2 use the structure what is … like? to ask for T1
subjective descriptions Ch.13
13.2
Vocabulary: adjectives describing physical
appearance and personality; articles of PPE and
clothing T2
.1 use a wide range of adjectives to describe various Ch. 43.2
people’s physical appearances
.2 use modifiers and adjectives to give opinions about
various people’s personalities
.3 name various articles of PPE, clothing for work and
casual wear
Phonology: contracted sounds (is / has) T8
13.3 p 23–25
.1 correctly distinguish between is and has in
connected speech by listening to sentence context
.2 use the contracted form of is and has in connected

speech
13.4
writing
60
.1 identify a visitor on board from oral and written
descriptions
.2 give a full spoken description of someone Pictures /
.3 write a detailed description comparing two or more photographs of
people well-known people
.4 accurately describe Personal Protective Equipment

and clothing
Describe weather conditions; understand forecasts
14.1 Grammar: it; going to

T1
.1 use it to describe to describe weather conditions
Ch. 14
.2 use the structure going to + verb to describe future
events that are planned or certain T2
Ch. 33.3
.3 demonstrate an understanding of the difference in
meaning between going to/will T2
Ch. 22 & 23
14.2 Vocabulary: months and seasons; adjectives
describing weather conditions; compass references;
lights, buoys, shapes and fog signals; SMCP for T9
briefing on weather information; SMCP message p 76–85
markers (information & warnings) T3
p 323–335
.1 know and pronounces the names of months and
COLREGS
seasons correctly
T3
.2 use various adjectives to describe a wide range of p 227–235
weather patterns Or: MarEng –
T9 Advanced, Radio
.3 use abbreviations of compass points in written note
p 295–302 Conventions, Unit
form
1 Ex. F
R1
.4 explain the meaning of various lights, buoys, shapes
B1/1.5
and fog signals and gives examples of occasions T3
Briefing on
when they are used p 311–314
meteorological
.5 use SMCP to provide weather information in conditions
T15
onboard communications R1 p 171–172
A1/3.1.1
.6 use SMCP message markers during simulated
Winds, storms, MarEng –
external communications for giving information and
tropical storms, Intermediate; Unit
warnings regarding meteorological information
sea state 6; reading
A1/3.1.2
Restricted visibility Satellite weather
map from
newspaper
61
14.3 Phonology: revises weak forms in connected

speech
.1 practise contracted sounds in conversation
.2 practise linking sounds in conversation

of own voice

writing
.1 write down temperatures and wind directions MarEng Unit 7 Samples of English
correctly when listening to spoken weather language weather
forecasts forecasts from
T11
radio/TV and
.2 exchange information on current and anticipated p 52–55
newspapers
weather in different areas
.3 correctly interpret and explain symbolic data from T9 MarEng –

satellite charts/weather maps p 167 Intermediate;
Unit 7
.4 exchange information orally from telex
T4
.5 simulate external radio communication regarding p 108–113 MarEng –
meteorological warnings using message markers from Advanced,
SMCP Weather
Review 2 Tide tables, tidal

streams & current
15 Required performance atlases
Report events from past voyages T1
Review 2
15.1 Grammar: Past Simple tense (positive form); review
of regular and irregular verb forms
.1 manipulate Past Simple regular verb changes T1

correctly orally and in writing Ch. 15
.2 memorize Past Simple forms of key irregular verbs
with attention to spelling changes
.3 use Past Simple irregular verb forms correctly orally T13

and in writing
p 159–160
62
.4 use the Past Simple tense in sustained oral
and written narrative when describing past
events
15.2 Vocabulary: verbs relating to sea voyages;

vocabulary of safety, navigation and pilotage, T3 Nautical Institute
repairs p 180 ‘Marine Accident
Reporting Scheme’
.1 use regular and irregular verbs connected with sea T13 MARS reports
travel and cargo operations to describe the ports of
p 149–152 (from internet)
call on a ship’s passage
.2 use verbs connected with general repairs and
maintenance to describe a breakdown and repairs
.3 use vocabulary of safety, navigation and pilotage to
describe a ship’s voyage (revises terminology
connected with sea routes, directions, dates, weather
and sea conditions)
15.3 Phonology: past tense endings (-ed) T10 MarEng –
.1 recognize the different pronunciation of three –ed p 263; 268; Intermediate; Unit
verb endings (/t/, /d/, /id/) 6; Ex. 1–3
T10 Examples of sea
.2 distinguish between the pronunciation of –ed p 40–41; 63–64 charts and log
endings when speaking T10 records
15.4 p 22–28; 159; 218; Nautical Institute
221; 223 ‘Marine Accident
writing
Reporting Scheme’
.1 describe stages of a sea passage orally, based on T9 reports (from
samples of passage plans and sea charts p 352–353 internet)
.2 explain events that occurred during a sea passage MarEng –
orally, from prompts T10 Advanced: The
p 167 Engine Room;
.3 write notes about key details of specific past events Part 3
by listening to spoken accounts
T13
.4 correctly interpret written reports of voyages p 157–58
.5 write a report of events that occurred during a sea

passage
63
16 Required performance T1
Ch. 16
Report details of incidents at sea; simulate VHF
communications for distress and urgency messages
16.1 Grammar: Past Simple (questions and negatives);

question words T2
Ch. 10
.1 revise the Past Simple form of regular and irregular
verbs in speech and writing
T2
.2 manipulate the negative form of the Past Simple Ch. 42
correctly in speech and writing
.3 manipulate the question form of the Past Simple
tense correctly in speech and writing
.4 use a variety of wh questions with the Past Simple in

speech
16.2 Vocabulary: types of incident; verbs describing R1 Pt. III

accidents; SMCP message markers (information, 1.1.3 (collision)
warnings & requests); SMCP distress MarEng –
1.1.4 (grounding)
communications for collision and grounding; SMCP Advanced, Radio
urgency communications for engine and cargo 2.1.1 (engines & Conventions Unit1;
equipment) Unit 3
.1 name and understands the nature of various types of
2.1.2 (cargo)
incident at sea
R1
.2 use a variety of key verbs for explaining the details
A1/2.1 p 30
of different incidents at sea
Technical failure
.3 revise SMCP message markers for giving information
and warnings
.4 use SMCP message markers for issuing requests
.5 demonstrates understanding of the meaning and use
of the vocabulary in SMCP for distress
communications regarding 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
64
T12
16.3 Phonology: revision of linking sounds (consonant / T10
p 42–47
vowel) p 52; 64; 75; 221;
.1 revise linking word-final consonant sounds with initial 275 Samples of
vowel sounds completed incident
reports
.2 practise linking in Past Simple wh questions
Communication Skills: listening, reading, speaking, MarEng –
writing Intermediate; Unit
16.4 .1 ask for and provides information about the details of 13, written report
an incident at sea
MarEng –
Intermediate; Unit 8
.2 read and comprehend the details of a formal report of
R1
an incident at sea MarEng –
A1/1.1.3 (collision)
.3 write notes about the details of incidents at sea by Advanced: The
A1/1.1.4
listening to spoken accounts Engine Room; Part
(grounding)
3; Radio
.4 expand written notes into a formal report giving A1/2.1.1 (engines
Communication
details of an incident at sea & equipment)
.5 identify appropriate types of VHF communications, A1/2.1.2 (cargo)
based on descriptions of incidents at sea T8
.6 use SMCP and message markers during simulated p 12–19; 25;
external distress communications for giving 28-31; 50s
information and warnings regarding collision and T9
grounding p 304–306;
.7 use SMCP and message markers during simulated 313–329
external urgency communications for issuing requests
regarding technical failure and cargo problems
Explain personal injuries at sea; request medical T1
assistance
Ch. 17
17.1 Grammar: conjunctions
.1 demonstrate understanding of the meaning of basic T2
conjunctions by using them to combine sentences
Ch. 103
appropriately
.2 write simple sentences using conjunctions to link
ideas
65
Vocabulary: articles of protective clothing; parts of T4 V7

17.2
the body; verbs describing injury; items used in p 161–162
basic First Aid; SMCP for urgency communication: MarEng Advanced,
requesting medical assistance; International Code of Radio Medical
T8
Signals Pictures of
p 46; 47; 52
.1 name all types of protective clothing used at sea protective clothing
T9
.2 names parts of the body A First Aid box and
p 330–332
contents
.3 use verbs describing injuries that affect particular M4
parts of the body http://www.
R1 themeter.net/
.4 name and state the purpose of items used in basic A1/1.3 p 29 nautical_e.htm
First Aid treatment
Medical assistance or: http://www.
.5 use SMCP for requesting medical assistance with boatsafe.com/
T9 nauticalknowhow/
appropriate urgency message marker
p 325 flags.htm
.6 use standard phrases from the International Code of V8
Signals to describe medical problems V9
17.3 Communication Skills: listening, speaking, reading, V 10
writing
T10
.1 identify type of injury from spoken description of p 44; 47; 275;
physical symptoms
T10
.2 identify the causes, prevention and treatment of p 66–69
common injuries on board from written reports or
texts
.3 listen to description of injury and completes written
report accurately
.4 write basic reports of the causes of minor accidents
on board
.5 use SMCP, message markers and phrases from the
International Code of Signals during simulated
external urgency communications requesting medical
assistance
66
Check task completion in routine operations; VHF T1

communications regarding bunkering Ch. 18
18.1 Grammar: Present Perfect tense; regular and

irregular verb forms
.1 memorize the past participle forms of known key T2

irregular verbs with attention to pronunciation and Ch. 15
spelling
.2 manipulate the Present Perfect tense correctly in T2

speech and writing Appdx. 1 & 2
.3 demonstrate understanding of the specific use of the

Present Perfect tense to describe recent actions by
using the tense in speech and writing
.4 use the question form of the Present Perfect tense to

check completion of operational procedures
.5 use the positive and negative forms of the Present

Perfect tense to give information about activities at
different stages of completion
18.2 Vocabulary: verbs relating to maintenance and safety

procedures; terms connected with engine types;
bunkering and fuel oil system; tools
.1 revise verbs relating to operational procedures V 11 MarEng –

Advanced: The
.2 use an appropriate range of verbs to describe M5 Engine Room
maintenance duties in various departments V 12
.3 use nouns and verbs to describe the stages involved Diagrams of engine
V 13
in bunkering procedures types
T7
.4 correctly identify types of engine p 238–239 T3
.5 correctly describe the fuel oil system T9 p 132
p 42–44
.6 name hand and machine tools T12
T15
p 49–52
p 202–206
67
18.3 Phonology: pronunciation of past participles
.1 repeat model pronunciation of past participles with

reasonable accuracy
.2 use the correct pronunciation of past participles in

speech
T10 V2
18.4 Communication Skills: listening, reading,
speaking, writing p 235, 268, 269,
279, 280 V 14
.1 exchange information about recent activities with
partner
T3 Company SMS
.2 check stages of completion of a variety of tasks from p 152 documentation
spoken information
.3 refer to a checklist to describe stages of completion T15 T7
in a routine procedure p 53–56 p 240
.4 simulate VHF communication regarding bunkering
operationsi
19 Required performance T1 MarEng –

Produce external written and spoken Ch. 19 Advanced: The
communications to request and give advice Engine Room
19.1 Grammar: sentence analysis; the definite article;

modal verb should T2
.1 distinguish between content and structure words Ch. 64
.2 demonstrate understanding of the use of the definite

T2
article by inserting it into an abbreviated text
Ch. 28
.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 T10
.1 use common telex abbreviations in place of full word p 289–312
forms
T3
.2 revise SMCP message markers p 46
T9
p 318
68
19.3 Phonology: sentence rhythm and stress T3 MarEng –

p 25; 29–41 Intermediate; Unit
.1 identify content words in spoken sentences 10, Ex. 6
R1
.2 stress content words in single phrases A1/6 p 41–42 Samples of
.3 show awareness of rhythm patterns in English by Message markers
telexes / eMails
repeating model sentences correctly

writing
Samples of telexes
.1 show familiarity with telex and email writing and emails
T9
conventions by identifying the location of key
information within a telex p 158–159; p 180; Samples of
business memos,
.2 demonstrate comprehension of abbreviated telex R1 emails and letters
messages by transferring telexes into full written form A1/6.1 p 43 of request
.3 demonstrate knowledge of abbreviations by T10 MarEng –
transferring full messages into telex form p 69; 71; 72;75–78 Intermediate: Unit
8, Radio
.4 identify the request in a written text and supplies T3 Conventions
appropriate advice in writing p 50–58
MarEng –
.5 simulate VHF communication using SMCP and T9 Advanced, Radio
message markers p 319; 326–329 Communication
T1
Understand instructions and give explanations;
practise VHF exchange procedures Ch. 20
20.1 Grammar: Past Continuous tense; contrast between

Past Simple and Past Continuous tenses; MarEng –
introduction to reported speech Intermediate; Unit
T2 8, Radio
.1 use the Past Continuous tense correctly in speech Conventions
and writing to describe repeated or continuous Ch. 12 & 13
actions in the past
.2 use the Past Continuous tense correctly in speech T10
and writing to describe ongoing activities in the past p 69; 75; 78
which were interrupted by another event
.3 understand the differences in form and meaning
between the Past Simple and Past Continuous
tenses
69
.4 use say and tell correctly in reported speech
20.2 Vocabulary: review of verbs describing onboard

activities; the readability code for VHF transmissions; T2 MarEng – Advanced,
Ch. 49 Radio
phrases for stages of a VHF exchange procedure Communication
.1 describe routine onboard tasks orally and in writing
using verbs and nouns previously learned
.2 use the Past Continuous tense with appropriate verbs

with reported speech to explain a problem that
occurred in the past
.3 memorize and use the readability code for checking
and reporting radio reception
R1
.4 revise phrases for each stage of a VHF exchange General 6 p 6
procedure: making contact; agreeing a working
Standard
channel and switching over; exchanging messages;
organisational
terminating the exchange
phrases
20.3 Phonology: revises rhythm and sentence stress
.1 practise using rhythm and sentence stress in
T9
conversation
p 304–306
T3
of own voice
p 22–23
writing
.1 explain the reasons for and consequences of a
miscommunication onboard MarEng –
T3 Advanced; VTS in
.2 comprehend the topic of a VHF communication from practice
an initial listening p 50–54
.3 accurately write down the details of required action MarEng –

from a VHF communication Advanced, Radio
Communication
.4 accurately report the message from a VHF
R1
communication in speech Recorded
General 6 p 6 simulations of VHF
.5 accurately report the general content of a short Standard communications with
conversation in writing organisational varying degrees of
distortion
phrases
.6 simulates a VHF exchange procedure using the
readability code and appropriate phrases for each
stage.
70
Discuss future events; negotiate future plans T1
Ch. 21
21.1 Grammar: will; revision of contrast between will and

going to
.1 use will to predict future events
.2 use will to discuss likely events in the future T2
.3 recognize and use the short forms of will and Ch. 23
will not in speech and informal writing T2
.4 demonstrate understanding of the difference in Ch. 22
meaning between will and going to
21.2 Vocabulary: indicators of time
.1 use adverbial phrases to refer to future points in time
21.3 Phonology: sentence stress
.1 revise identifying main sentence stress by listening
to single statements
.2 practise main stress in given statements
.3 evaluate own performance of sentence stress by
listening to a recording of own voice
Communication Skills: listening, reading, speaking,
21.4 writing
T3
.1 describe personal plans for the future and predicts p 384–385
likely events in speech
T10 Samples of
.2 negotiate a social arrangement that incorporates the p 9–17; 77; 267 business planning
wishes of everyone in a group material (diaries/
T1 meeting agendas/
.3 plan a course of action based on reading information
from a variety of authentic business correspondence schedules/
timetables)
.4 write a formal letter describing a proposed plan of
action Role play cards
.5 debate the best course of action in a simulated
formal meeting
Review 3
Review 3
71
Demonstrate an understanding of the relevance of T5
English requirements in the STCW Convention, 1978, Ch. 1
as amended, to all seafarers; indicate awareness of
and preference for language learning techniques;
assess own language learning needs
22.1 Grammar: Present Simple and Continuous; adverbs of

frequency
.1 understand the differences in form and meaning T6
between the Present Simple and Present Continuous Ch. 3
tenses when used for describing current events
.2 use appropriate present tenses fluently and
accurately to describe current events
.3 select appropriate adverbs of frequency and positions
them correctly in sentences
22.2 Vocabulary: stative verbs; phrases for giving opinions, T6

agreeing and disagreeing; terminology describing Ch. 4
competences from the STCW Convention, 1978, as
amended
.1 understand the meaning, form and use of stative
verbs
.2 differentiate between active/stative verbs
.3 demonstrates awareness of occasions when stative
verbs can be used in the continuous form
.4 usephrases for giving opinions, agreeing and R2 including
disagreeing in conversation definitions, p 5
.5 use the terms relating to function, level and
competence from the STCW Convention, 1978, as
amended, to describe the responsibilities of crew
members
22.3 Phonology: Word stress MarEng-Advanced;

.1 count the number of syllables in words Port State Control,
.2 identify the main (stressed) syllable in words Ex. 11
.3 recognize and repeat common word stress
patterns accurately from spoken models
72
.4 recognize that word stress patterns change
according to parts of speech
.5 use a dictionary to check word stress patterns
.6 note word stress patterns when recording new
vocabulary items
22.4
writing P2 and P3
R2
.1 read and discuss the impact of the parts in the
STCW Convention, 1978, as amended that pertain to
English language requirements for seafarers
.2 brainstorm the circumstances in which seafarers
need to be able to use English
.3 exchange opinions on various approaches to
language learning by comparing different study skills
and learning strategies
.4 assess personal strengths and weaknesses in terms of
language learning and describes personal attitude
towards learning English
.5 select a method for recording vocabulary by trying a
range of techniques
.6 write a personal study plan for improving specific
aspects of English and reviews the aims and progress
at regular intervals
Discuss and confirm travel arrangements for joining T5 Ch. 2
ship; make and confirm accommodation reservations;
describe stages in preparing for sea and for arrival in
port
23.1 Grammar: Present Continuous; going to and will T2 Ch. 21
.1 use the Present Continuous tense to describe T6 Ch. 19, 20, 21,
scheduled future arrangements 22 & 23
.2 use going to to describe fixed future plans or

intentions
.3 use will to predict future events
.4 use will for spontaneous offers and for plans made at
the moment of speaking
73
.5 select appropriate future forms in speech and writing

.6 use contracted future forms where appropriate in
speech and writing
23.2 Vocabulary: phrases for greeting and introducing T6
people; nouns connected with planning Appdx. 3.2 & 3.3
Internet English
.1 use phrases for greeting and introducing people
learning resources
appropriately in a range of formal and informal
T10 pp 20–21 e.g. http://www.
situations
learnenglish.de/
.2 identify, name and describe different types of culture/
planning document using a range of nouns introductions_and
greetings.htm
23.3 Phonology: word stress; contractions in connected
speech
.1 note the word stress pattern of new vocabulary items
.2 recognize and identify contractions and reductions of T16
future forms in spoken English
.3 use contractions of future forms fluently in connected
speech
writing
.1 demonstrate awareness of language register by using
appropriate expressions to greet visitors on board
.2 simulate making, confirming and changing hotel

reservations in person, by phone and in writing1
.3 scan-read a travel itinerary for specific information
.4 note changes of travel plan by listening for specific Samples of travel
information information (bus/
train/ferry
.5 analysea complex situation regarding altered travel timetables; flight
arrangements and works out an alternative plan based schedules etc.)
on available information
.6 explain the situation to another person and gives
details of the revised arrangements
.7 simulates preparing for sea by using a checklist to
Company
confirm completion of procedures
management
system
documentation
P4 p 70 checklist
P4 p 71 checklist
74
.8 simulate preparing ship for arrival in port by using a

checklist to confirm completion of necessary
procedures
.9 role-play conversation between Master and Port MarEng-
Control before vessel arrives in port Intermediate; Unit 5
T5 Ch. 3
Describe procedures at international airports;
demonstrate understanding of the cultural norms of
different nationalities; describe incidents that occur MarEng-
on shore and at sea; write reports of incidents on Intermediate; Unit
board; write Note of Protest 5
24.1 Grammar: defining relative clauses; relative pronouns;
V16
prepositions in relative clauses; Past Simple and Past
Continuous
T2 Ch. 106 & 107
.1 use the relative pronouns who, whose, that, which
and where correctly in defining relative clauses
T6 Ch. 91, 92 & 93
.2 omit the relative pronoun when it is the object of the
verb in defining relative clauses
T6 Ch. 6
.3 position prepositions correctly in relative clauses
.4 understand the differences in meaning and form
between the Past Simple and Continuous tenses
.5 use the Past Simple and Continuous tenses
appropriately when describing a sequences of events
in the past
24.2 Vocabulary: compound words; vocabulary of
helicopter/ship operations
V55
.1 use items from a lexical group of compound words
connected with travel in speech and writing T4 p 145–147
.2 use compound words relating to technical objects

and processes
.3 use compound numbers to identify specific technical
nouns and processes T4 p 151–152
.4 use vocabulary of helicopter/ship operations correctly

T8 p 18–20
75
24.3 Phonology: word stress tendencies

.1 recognize word stress tendencies in two syllable and
compound words
.2 apply word stress tendencies to two syllable and
compound words with reasonable accuracy

writing
.1 describe procedures for arrival, departure and
transfers at international airports
.2 demonstrate understanding of the cultural norms of

different nationality groups, and recognizes differences
in types of non-verbal communication
.3 skim-read a long article for general understanding
.4 demonstrates understanding of summarizing skills by
summarizing the key points of a long text in writing
.5 give a verbal account of an incident witnessed in Internet resources:

person T10 p 42; 43; 51; Wikipedia: airport
52; 64; 69; 71; 72; check-in
.6 records key details of routine events in log books 75; 221; 275 T16
.7 write a detailed report of an incident in an acceptable
style and format
T10 p 167
25 Required performance Magazine or news

Discuss aspects of safety and risk in the workplace; articles Samples of
T3 p 391
give warnings and advice concerning safe working log books
practice on board; describe maintenance and repair
work
25.1 Grammar: verb + -ing/verb + to; conjunctions + -ing; T5 Ch. 4

modal verbs must, have to, should, ought to and had
better
.1 select either the gerund or the infinitive form correctly
when one verb follows another
T6 Ch. 52, 55, 56
.2 demonstrate understanding of the difference in & 57
meaning between gerund and infinitive patterns when
a verb can be followed by either form
T6 Ch. 31, 32, 33,
34 & 35
T2 Ch. 93
76
.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 give advice (must, have to, should, ought to
and had better) and demonstrates understanding of
the differences in meaning
25.2 Vocabulary: conjunctions before, after, when & while; T4 p 158–160
phrases for giving orders, advice and warnings;
idioms; main engine parts; repairs
.1 select an appropriate conjunction (before, after, when
or while) to link two clauses in sentences giving
instructions
.2 use appropriate phrases with correct grammar T7 p 234–239
construction to simulate giving orders, advice and
warnings regarding safe practice at sea
.3 demonstrate understanding that idioms do not have T3 p 132–137; p
literal translations 140
.4 identify and names parts of main engine machinery

correctly T15 p 16–33;
40–48
.5 use verbs for describing repairs accurately
25.3 Phonology: word stress T3 p 180 T7 p 262-283
.1 discover and marks the word stress patterns of new
items of vocabulary correctly
MarEng-Advanced:
.2 pronounce new words with the correct stress The Engine Room
in drilling and in connected speech
.3 evaluates own pronunciation of word stress by M5 P1
Pictures/diagrams
of engine
machinery and
tools for labelling
77

25.4 writing
.1 discuss aspects of safety on deck and in the engine Sample of a T7 p 118–119
room and brainstorms areas of risk company Safety
.2 note specific information correctly by listening to a Management R4
description of hazards in the workplace System policy
based on the
.3 read a sample of a company SMS policy document IMO’s ISM Code
and notes specific information on safety measures for
different activities
.4 write a notice warning against risks and giving
Company
reminders of safe practice on board
P7/P8 management
.5 explain which materials, equipment and tools are system
required for routine maintenance and repair tasks documentation
.6 make a written plan of routine maintenance activities T4 p 161–162 V17
in note form
.7 use process writing techniques to produce a piece of T4 p 144–145 and
written work in collaboration with colleagues p 150–151 R3
.8 write a full description of the safety measures to be

V54
taken during a specific operation
T10 p 153–154;
26 Required performance Describe meteorological P6
163; 164
conditions; interpret synoptic charts and
meteorological information; give navigational
warnings; report damage caused by bad weather at
sea; describe procedures for survival at sea T5 Ch. 5
of time yet, already, just, still and always
.1 differentiate correctly between the form and meaning
of the Present Perfect and Past Simple tenses
T2 Ch. 18 & 19
.2 use the Present Perfect and Past Simple tenses
fluently and accurately when describing recent and
past events
.3 distinguish between the meaning of various adverbs of
time frequently used with the Present Perfect tense
and uses them appropriately
T6 Ch. 7, 8
78
26.2 Vocabulary: verbs and connectives describing cause T4 p 116–119

and effect; sea conditions; verbs describing the
movement of a vessel; life-saving equipment on
ships; equipment in survival craft T13 p 64–65
.1 use a range of verbs and connectives in sentences

describing cause and effect/effects and causes
.2 define the characteristics of various sea and tidal
conditions
.3 define the terms used to describe the movement of a

ship from diagrams T3 p 313–316
.4 identify, name and explain the function of life

saving equipment on ships M3
.5 identify, name and explain the function of the

equipment in survival craft
26.3 Phonology: reduction in connected speech
.1 recognise the features of reduction in connected
R8
speech (linking, elision, assimilation) from spoken
examples
Pictures/diagrams
.2 produce models of reduction correctly in controlled
T9 p 76–85; of life-saving
speaking practice
equipment on ships
161–167; 224–230
26.4 Communication Skills: listening, speaking, reading, and of equipment
writing in survival craft
.1 describe weather conditions based on a

selection of meteorological information
.2 note detailed information about meteorological V23
conditions from a listening text T3 p 323–335
.3 correctly interpret written reports of incident during Selected realia:

heavy weather synoptic charts,
tide tables, tidal
.4 identify and describes navigational hazards by stream & current
interpreting synoptic charts T10 p 52; 60; 61;
atlases, radio
62; 64; 78; 159;
navigation
223
.5 describe procedures for updating charts correctly warnings, weather
faxes
.6 explain actions to be taken for boarding and while on
board a survival craft
V24
V25
M7
79
.7 describe correct procedures for survival at sea in R5

speech and in writing
.8 write a report of an incident that occurred during
heavy weather at sea
Review 1
27 Required performance T5 Review 1

Explain stages in processes; describe how machinery
operates; correctly interpret operating manuals;
describe an onboard procedure T5 Ch. 6
27.1 Grammar: Present Simple Passive and Past Simple

Passive
.1 demonstrate understanding of the difference in form
and meaning between the active and the passive voice
in the Present Simple tense T2 Ch. 20
.2 use the passive voice in the Present Simple tense

correctly
and meaning between the active and the passive voice
in the Past Simple tense T6 Ch. 41
.4 use the passive voice in the Past Simple tense
correctly
.5 recognize which verbs cannot be used in the passive
voice
27.2 Vocabulary: idioms; sequencing adverbs first, then,
next, finally; main components of auxiliary machinery; P1
navigational aids
.1 identify some common idioms in a written text and T3 p 169–175
infers their meaning from the context Pictures/diagrams
of marine engines
.2 use adverbs to describe a sequence of events and auxiliary
correctly T15 p 94–126 machinery
.3 use general marine engineering terms to identify and
describe the main components of auxiliary machinery T9 p 217–223
.4 identify and describe the main navigational aids Pictures/diagrams
T12 p 75–85 of navigational aids
80
27.3 Phonology: -ed endings

.1 distinguish between the different pronunciations of
-ed verb endings in past participles
.2 pronounce past participles correctly in connected
speech
.3 evaluate own pronunciation of -ed verb endings in
past participles by listening to a recording of own
voice

writing
.1 describe the sequence of stages in production and

transportation of a cargo after listening/reading for gist
Engineering
operational
.2 read engineering manuals to check operating manuals and
instructions for engines and systems diagrams
.3 explain the operating principles of marine power
plants and systems (fuel oil system, lubrication,
cooling)
T7 p 240–243 MarEng-Advanced:
.4 describe the stages involved in a specific onboard Cargo Handling;
procedure (e.g. monitoring engine performance; The Engine Room
preparing for start-up and shut-down of engines; T3 p 148–168
determining ship’s position; manoeuvring procedures,
checking compass error)
Manufacturers’
T15 p 34–39; videos for the
49–69 M5 operation of
Manufacturers’ specific machinery
manuals for
V27
navigational
equipment
V28
81
Describe and explain global trends in shipping; give a
presentation on a current issue affecting seafarers MarEng-Advanced:
locally; describe measures for ensuring vessel T5 Port Operations;
security listening Ex. 2
28.1 Ch. 7 and 3
Grammar: Present Continuous
MarEng-Advanced:
.1 use the Present Continuous tense fluently and Port Operations;
accurately to describe current situations Presentations T7 p
T6 Ch. 1.5
119–120
.2 use the Present Continuous tense to describe trends
and changes taking place ISPS Crew
Awareness
28.2 Vocabulary: verbs and adverbs for describing change;
transforming verb + adverb into adjective + noun;
phrases for giving presentations; vocabulary relating Internet resources:
to ship and port security Wikipedia; IMO;
IMO ISPS Code UK MCGA; USCG;
.1 understand and use a range of verbs for describing
M11 etc.
different changes in trends
.2 understand and use a range of adverbs for
describing the speed, time-scale and degree of
changes in trends
.3 demonstrate understanding of the collocation
patterns of verbs and adverbs for describing change,
in writing
.4 transform verb + adverb into adjective + noun for
describing changes, in writing
.5 learn a range of phrases for each stage of a public
talk or presentation
.6 learn and understands vocabulary connected with
ship and port security
28.3 Phonology: merging sounds in connected speech
.1 demonstrate ability to merge word-final sounds when
followed by the same initial sounds in connected
speech
.2 recognize that certain sounds can change as a result
of merging in connected speech
82

28.4
writing
.1 skim-read a selection of news articles/reports for gist

in order to identify current trends in shipping
.2 write a description of social trends locally based on
group discussion or analysis of local newspaper
reports
.3 predict the content and sequence of key points on a

general seafaring issue before listening to a spoken
presentation Shipping magazine
articles /
.4 listen to the introduction of the presentation to conference reports
confirm the sequence of topics
.5 listen to the complete presentation for specific
information
Local newspaper
.6 write a memo describing measures for ensuring articles to
vessel security summarise in
.7 prepare an oral presentation and practises by English V29
recording own voice and using a checklist to evaluate
own performance
.8 gives an oral presentation on a current issue affecting
seafarers locally P10
T5
29 Ch. 8
Required performance
Comprehend and respond to written and oral
communications; analyse problems on board and
suggest appropriate solutions in speech and writing;
understand and produce samples of ship’s
correspondence and survey reports; describe T2 Ch. 67
mechanical breakdowns and repairs; notify
appropriate parties of repairs
29.1 Grammar: articles a, an and the; the zero article;

T6 Ch. 71, 72, 73,
noun + preposition
74, 75, 76 & 77
.1 demonstrate understanding of the difference in
meaning between a, an and the
83
.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 article) by omitting it in practice exercises,
writing and speech
T4 p 19–20
.4 use the pattern noun + preposition when discussing
problems (causes of/reasons for/ solutions to/problems
with etc.)
29.2 T6 Ch. 128
Vocabulary: adjectives for categorizing types of
mechanical breakdown; verbs for describing repair
techniques; types of onboard documentation; partial
synonyms; formal and informal phrases for
discussing work related problems
.1 describe the most common mechanical breakdowns

by referring to visuals and/or a description of
symptoms
.2 describe repair techniques using technical verbs
.3 identify, name and describe the function of various T13 p 149–152
types of written documentation commonly found on
board T4 p 148 MarEng-
Advanced: Cargo
.4 identify words that have similar meanings (partial Handling; engine
synonyms) problems; The
Engine Room (Part
.5 demonstrate understanding of the differences in 1; Operating
connotation and collocation between partial synonyms Procedures); Bill of
Lading
.6 differentiate between formal and informal language
registers by using appropriate phrases for discussing Manufacturers’
problems equipment
manuals
29.3 Phonology: unstressed syllables; the weak vowel
sound (the schwa)
.1 identify the strong and weak syllables in word stress
patterns
Samples of notes,
e-mails & formal
letters
MarEng-
Intermediate;
Unit 13
84
.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
29.4
writing
.1 understand the nature and purpose of different types T10 V32
of reading sub-skill and demonstrates ability to read (select different
authentic texts by scanning, skimming and reading for types of document)
detail
.2 propose solutions to a range of problems outlined in T3 p 384–386 MarEng-Advanced:
authentic written communications to a vessel (faxes, Cargo Handling;
e-mails, memos, telexes etc.) engine problems
.3 analys the differences in form and style between Samples of notes,
written notes and formal writing telexes, e-mails
and formal letters
.4 simulate advising ship’s agents of repairs in writing
using a style and register appropriate to the text type
30 Required performance T3 p 348–353
Demonstrate awareness of how cross-cultural issues

can affect team work at sea; describe expected
standards of work and behaviour
30.1 Grammar: Present Perfect and Past Simple; adverbs T5

of time ever, never, before, for, since, recently, so far,
ago, once Ch. 9
.1 revise uses of the Present Perfect tense
.2 use the Present Perfect tense question form to
enquire about the duration of events
T6 Ch. 11, 12, 13
.3 combine Present Perfect and Past Simple tenses to
& 14
describe recent or past events
.4 distinguish between various adverbs of time
frequently used with the Present Perfect and the Past
Simple tenses
85
.5 use contractions of auxiliary verbs in the Present
Perfect tense when speaking
30.2 Vocabulary: adjectives and phrases connected with

aptitude; forming opposites with prefixes and
suffixes; adjectives and nouns connected with
maritime folk lore
.1 use a range of adjectives and functional phrases to
describe levels of aptitude and ability
.2 demonstrate understanding of the meaning of

common prefixes
.3 apply knowledge of the general rules regarding

prefixes and suffixes to make adjectives with opposite
meanings
.4 recognize that some adjectives cannot be Sample of a
transformed using prefixes or suffixes company personal
appraisal form
.5 use a range of adjectives and nouns to describe
maritime folk lore/personal beliefs. Company
management
30.3 Phonology: contractions in connected speech system
documentation
.1 recognize contracted auxiliary verbs in the Present
Perfect tense when listening to spoken models of
connected speech
.2 pronounce contracted auxiliary verbs in the Present
Perfect in connected speech T5
p 15.1
writing
.1 complete a sample of a company appraisal form by
listening to a discussion of an individual seafarer’s
performance
.2 exchange opinions on a problem concerning the
attitude and aptitude of a crew member, based on an
authentic written text
.3 write a formal reference concerning the attitude/
aptitude of a seafarer
Sample of a V34
company personal
appraisal form
T10 p 172–173 V35
M8
86
.4 describe expected standards of work and behaviour T16 Internet resources

at sea, discusses the pressures that face seafarers e.g. http://www.
and suggests solutions jobweb.com;
http://jobsearch.
.5 write a comparative description of cross-cultural T5 Ch.15, about.com
issues affecting crews p 15.1–15.4
.6 compare maritime beliefs from different countries in T10 p 79–82
speech or writing
.7 compare styles of resumés between countries; T3 p 385–386
prepares a written resumé for job application
Comprehend and participate in communications by
VHF radio and telephone; clarify misunderstandings T5 Ch. 10
in communication; take and deliver messages
accurately
31.1 Grammar: question tags
.1 demonstrate understanding of the form and purpose
of question tags in speech T2 Ch. 38
.2 recognize 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 T6 Ch. 51
31.2 Vocabulary: phrases for telephoning; standard
phrases for VHF
.1 use a range of phrases in simulated practice of
R1 6 General p 6 MarEng-Advanced;
different stages of a telephone conversation
Vessel Types;
.2 use appropriate phrases for clarifying meaning and Cargo Space, Ex.
dealing with misunderstandings in simulated practice 5,6,7
of telephone conversations
MarEng-Advanced;
.3 demonstrate awareness of language register by VTS in practice;
responding appropriately to incoming telephone calls Radio
Communication
.4 revise and use standard VHF phrases for
communication in simulated practice
87
31.3 Phonology: groups of consonant sounds; rising and

falling intonation
.1 pronounce groups of word-final consonant sounds
clearly, without inserting extra vowel sounds
.2 distinguish between rising intonation on question tags
for checking information and falling intonation for
eliciting agreement
.3 use rising and falling intonation on question tags
appropriately in connected speech
writing
Operating
.1 understand the purpose and technique of different instructions for
types of listening sub-skill and demonstrates ability to hand-held
listen to authentic speech for gist, for specific receivers
information and for detailed understanding
.2 discuss strategies for communicating by radio/
phone and demonstrates ability to cope with
breakdowns in communication
.3 describe the purpose of and conventions for MarEng-Advanced;

communicating by VHF for exchange procedures, Vessel Types;
broadcast procedures and distress & safety Cargo Space,
communications Ex. 5,6,7
.4 simulate a range of VHF communications involving MarEng-Advanced,
each type of procedure VTS; Radio
Communication
.5 simulate complete telephone and radio conversations
and exchanges detailed information accurately
.6 write accurate notes from simulated telephone Audio or video
conversation training
material
.7 record details of simulated onboard communications presented by a
native speaker
Company
Review 2 management
T3 p 12–59 system
documentation
T5 Review 2
88
32
Required performance
T5 Ch. 11
Report recent events; describe the principles of
watchkeeping and safety precautions to be observed
during a watch; simulate handing over a watch;
predict likelihood of events occurring; produce
written records
32.1 Grammar: Present Perfect Continuous and Present
Perfect Simple; adverbs of time since and for; modal
T6 Ch. 9 & 10
verbs of certainty may, might and could
.1 use the Present Perfect Continuous tense to
emphasize the duration of unfinished/recently finished
events
.2 revise stative verbs that are not used in the
continuous form
6 Ch. 29 & 30
.3 distinguish between the meaning and form of the Appdx. 4.2
Present Perfect Continuous and the Present Perfect
tenses
.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 express uncertainty about present or future
T T4 p 170–171
situations
32.2 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 can
replace get with appropriate alternative vocabulary in T2 Ch. 51
formal communication
.2 use a range of adverbs of certainty to make
predictions T6 Ch. 43.4
.3 use a range of phrases to express varying degrees of
certainty and uncertainty
T4 p 170–171
.4 understand and use vocabulary associated with
COLREGS accurately
T8 p 15–16
89
32.3 Phonology: use of pitch and intonation for expressing

degrees of certainty
.1 demonstrate understanding of how a speaker’s R2 Ch. VIII
intended meaning can be emphasized by the degree
of pitch height
.2 use a range of pitch to add emphasis to phrases R6
indicating uncertainty
Company
32.4 Communication Skills: listening, speaking, reading, T12 p 37–41 management
writing system
documentation
.1 describe the principles of watchkeeping and safety T13 p 145–149;
precautions to be observed during a watch, both at 153–156; 157–160 P2 and P3
sea and in port
.2 note specific details after listening to a dialogue T10 p 246–256;
between officers handing over the watch 263 M9
.3 summarize the events of a watch orally after reading Sample of

entries in completed log records in detail completed log M10
record books
.4 simulate handing over a watch using checklists and Sample of an
writes information correctly in a format suitable for log P4 Pt. 3.1, 3.2 &
incident report
record keeping B12
form
.5 analyse the causes and possible consequences of
several problem situations, based on written reports V39
.6 write an incident report giving full details of a problem

on board MarEng-
Intermediate;
Unit 10, Ex. 2 and
Unit 13
Internet resources:
Nautical Institute
Marine Accident
Reporting Scheme
(‘MARS’) reports
V22
90
33 Required performance T5 Ch. 12

Describe changes in shipping, ship design and
technology; outline cargo handling procedures;
explain measures for ensuring trim and stability
33.1 Grammar: Present Perfect Passive; used to T6 Ch. 42.3
and meaning between the active and the passive voice MarEng-
in the Present Perfect tense Intermediate,
.2 use the passive voice in the Present Perfect tense to Unit 3
describe changes that have been made or events that General
have taken place T6 Ch. 18 arrangement plans
.3 revise verbs that cannot be used in the passive voice Cargo securing
manuals
.4 use used to ask about and describe activities that
happened regularly in the past
33.2 Vocabulary: forming verbs with suffixes; verbs
connected with construction and development; cargo Pictures of
handling gear; equipment for securing and lashing securing and
cargoes; words and phrases for describing the lashing equipment
characteristics of stability
M10
.1 demonstrate understanding of the meaning of
common suffixes
.2 describe the construction of vessels, buildings or the
development of an area using appropriate verbs T7 p 199–202
.3 apply knowledge of the general rules regarding
suffixes to transform parts of speech in controlled
writing exercises T9 p 118–138
.4 use the suffix -ize to transfer adjectives and nouns M9

into passive verb forms connected with construction
and development
.5 type of equipment used for handling, securing and
stowing cargoes T12 p 93–99
.6 use words and phrases appropriate for describing the
characteristics of stability T11 p 149–181
91
Phonology: revision of elision, the weak vowel sound

33.3 and merging sounds in connected speech
.1 revise elision in connected speech and produces T7 p 80–91
models of elision correctly in controlled speaking
practice
.2 identify main sentence (tonic) stress in functional
phrases T9 p 99–110
.3 revise the weak vowel sound in connected speech
Pilot books
.4 revise merging sounds in connected speech
T11 p 73–111
.5 evaluate selected aspects of own pronunciation by
Sample of a guide
to port entry
writing
.1 categorize and explains the changes in shipping, ship T3 p 241–245 MarEng-
design and ship operation over the last few decades Advanced; Port
based on information gathered from reading and Operations
listening texts T3 p 354–355 Internet resources:
.2 describe the features of specific ports and their cargo e.g. http://e-ships.
handling facilities T10 p 136–143 net/ports.htm;
websites of
seaports
.3 explain the theories/factors affecting trim and stability T3 p 376–377
and the measures necessary to preserve trim and MarEng-Advanced:
stability using diagrams Cargo Handling,
R1 B3/1 p 97–106 Bill of Lading
.4 outline the general stages in loading and unloading Cargo handling
cargo M10
.5 demonstrate understanding of purpose and
conventions for cargo handling documentation M9
.6 correctly draft samples of cargo handling R1 B1/2 p 72 Trim,
documentation list and stability R7
.7 simulate checking procedures required in preparation
for loading and unloading cargoes Sample of a
.8 describe precautions for stowing and securing completed cargo
cargoes plan and checklists
for loading and
unloading
92
34 Required performance Give warnings about the

potential problems of marine pollution; explain T5 Ch. 13
MARPOL regulations regarding marine protection;
describe pollution avoidance procedures
34.1 Grammar: Zero and first conditional sentences
.1 demonstrate understanding of the meaning and form
of the zero conditional T2 Ch. 105
.2 use the zero conditional to describe facts
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
34.2 Vocabulary: conjunctions if, unless, provided that, as
long as in conditional sentences; partial synonyms
connected with pollution control; statistics
.1 demonstrate understanding of the differences in
connotation and collocation between if, unless, T6 Ch. 114
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
.5 pronounce long numbers, percentages, decimals,
sums of money and other statistical information
correctly
34.3 Phonology: groups of consonant sounds
.1 pronounce groups of consonant sounds at the

beginning and in the middle of words clearly, without
inserting extra vowel sounds
.2 assess own pronunciation by checking a recording of
own voice
93

writing
IMO video Safer
.1 note down statistical information correctly from peer Shipping and
dictation Cleaner Oceans
.2 identify and explain the causes and consequences of V44

marine pollution T7
.3 read and summarize the regulations introduced by p 120–125; 131 P12

MARPOL to control marine pollution
.4 describe the purpose and operation of anti-pollution R10 V45
equipment and the action required for controlling oil
spills on board Website case
.5 prepare and deliver a presentation on onboard systems T10 studies of pollution
for preventing and minimizing pollution at sea p 171 at sea
.6 explain the procedures for a shipboard oil spill

contingency plan
T7 p 250
Speculate about hypothetical situations; evaluate
different perspectives on a problem and recommend
appropriate action; describe emergency response T5 Ch. 14
procedures; give instructions to passengers in the
event of an emergency
35.1 Grammar: second conditional sentences

of the second conditional sentence structure
.2 use the second conditional to discuss hypothetical
situations
T6 Ch. 37 & 38
T13 p 108–109
94
35.2 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 T6 Appdx. 4
conditional sentences
.2 use the conjunctions suppose, imagine and what if T4 p 171
appropriately in the if clause of conditional sentences
35.3 Phonology: rhythm and contrastive stress
.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
35.4 Communication Skills: listening, speaking, reading, Company SMS
writing documentation
.1 exchange opinions on personal responses to various T7 p 330–353
hypothetical situations
.2 describe response procedures and alarm signals for a T12 p 187–198 R5
range of maritime emergency situations
.3 describe the organization of shipboard drills, T13 p 165–177 MarEng-
including fire and abandon ship drills Intermediate; Boat
Drill, Unit 11
.4 issue instructions to passengers in simulated Ex. 1–4
emergency situations
R1 B2/1 p 73 V47
.5 give a balanced account of a complex situation,
accurately summarizing the different perspectives of
all parties involved Safety onboard- V48
general activities V53
Deduce possible causes of events; establish and
explain reasons for breakdowns or faults T3 p 20–21; 30;
56–59
Grammar: relative pronouns; non-defining relative
36.1
clauses
.1 revise relative pronouns in relative clauses
95
.2 demonstrate understanding of the differences in form

and meaning between defining and non-defining
(‘extra information’) relative clauses T5 Ch. 15
.3 use non-defining relative clauses to give additional
information about a person or object
36.2 Vocabulary: modal verbs may, might and could for

deduction; words for describing mechanical T6 Ch. 94 & 95
breakdowns
T4 p 84–85
.1 use may, might and could in positive and negative
forms to deduce the reasons for situations that
occurred in the past
T4 p 100–102
.2 revises words and phrases for describing mechanical
breakdowns
T13 p 149–152
36.3 Phonology: rising and falling intonation
.1 recognize that rising intonation tends to convey
‘openness’ (indicating a question, uncertainty or an
incomplete statement)
.2 recognize that falling intonation tends to convey
‘closure’ (indicating statements of fact, certainty,
completion)
.3 use rising and falling intonation appropriately to
reinforce intended message

writing
.1 deduce possible causes of unusual events from a
limited amount of information
.2 analyse causes of machine wear by reading an
operating manual
.3 describe how to test and detect faults in electrical
equipment/machinery
M5 Operating manuals
T4 p 152 Ship’s technical

drawings
Samples of fault
charts
96
.4 state possible sources of error based on inaccurate T4 p 148–150 and V50

readings from electronic navigational aids p 210
.5 describe processes for repairing equipment based on M5
detailed reading of operating manuals/ship’s technical
drawings, including relevant safety precautions
.6 write a plan for repairing an electrical/mechanical V51
fault
Review 6
T5 Review 3
1
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 in part D), not necessarily to the use of
97
simulator technology.
98
Core Section 2 Specialized Maritime English (SME)
Part 2‐A: Specialized Maritime English for officers in charge of a
navigational watch on ships of 500 gross tonnage or more
Subpart A: Course framework
Aims
Core section 2-A of the IMO Maritime English model course provides a guide for instructors
responsible for teaching Specialized Maritime English to meet the mandatory minimum
requirement for the: knowledge, understanding and proficiency in Table A-II/1 of STCW Code.
environment.
Objectives
This syllabus covers the requirements of the STCW Convention 1978, as amended Chapter II,
Section A-II/1. This functional element provides the detailed knowledge to support the training
outcomes related to Navigation at the Operational Level.
This section provides the background knowledge to support:
 develop trainees’ ability to use Specialized Maritime English to establish effective
communication according to their duties and responsibilities;
 ensure that trainees possess the knowledge, understanding and proficiency in English
set out in the STCW Code;
 provide 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 practical language competence for continuing independent learning at sea.
This includes topics such as:
 Use English in written and oral form to use charts and other nautical publications; and
 Use English in written and oral form to understand meteorological information and
messages concerning ship's safety and operation
99
 Use English in written and oral form to communicate with other ships, coast stations
and VTS centres
 Use English in written and oral form to perform the officer's duties with a multi-lingual
crew
Syllabus content
This Core section 2-A 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 Specialized
Maritime English practice. The instructor could select and adopt the topics to suit the needs of
the trainees.
course 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 maritime subjects are
provided in the Instructor manual.)
Syllabus structure
Core section 2-A is divided into two parts. Part one is English language and Part two is How
to Use IMO SMCP. Part one consists of 13 units and Part two consists of 3 units. Comparing
with the core section 1, the core section 2 is more competency-based. Therefore, it is of
necessity to establish a task-oriented layout. The first 4 units of part one cover the knowledge,
understanding and proficiency in English language of the STCW Code and the others
involving suggested practical topics. Part two is especially emphasis on the appropriate usage
of IMO SMCP.
responsibility to ensure that trainees are given sufficient time and appropriate practice to
ensure genuine competence in the use of English language.
Entry levels
Trainees admitted to this section are suggested to have a lower intermediate standard of
English at least. Trainees 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 prove that they can carry out
the tasks in the ‘Communication skills’ sections of part C of Core section 1 with
reasonable fluency and accuracy.
100
Communicative Approach described in the Instructor manual.
the Communicative Approach to English language teaching and who has a good
The Instructor manual of this model course provides guidance for instructors in the application
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 player
with speakers suited to the size of the room and a reliable power supply.
model course).
The following items are useful but not essential: a video recorder; a projector; a computer
with internet access for sourcing and preparing materials; a printer.
In this section, it is essential to provide some onboard facilities or mockups for building the
marine navigational scenario.
101
Subpart B: Course outline
Introduction
The table that follows lists the competences and areas of knowledge, understanding and
proficiency, together with the estimated total hours required for classroom teaching and self-
study work. Instructors should note that timings are suggestions only and should be adapted
to suit individual groups of trainees, depending on their knowledge and experience of both
English and technical subjects, their ability, the equipment, resources and staff available for
training.
practice hours
Competence: Use the IMO Standard Marine Communication Phrases and use English in Written and Oral Form
1.1 English language 200 50
1.1.1 Use English in written and oral form to use

20 4
charts and other nautical publications
1.1.2 Use English in written and oral form to understand

meteorological information and messages concerning ship's 20 4
safety and operation
1.1.3 Use English in written and oral form to

communicate with other ships, coast stations and VTS 30 10
centres
1.1.4 Use English in written and oral form to perform

20 5
the officer's duties with a multi-lingual crew
1.1.5 Use English in written form to keep a log and

15 3
other voyage records
1.1.6 Use English in a written and oral form to identify and

15 3
describe ship’s type, structure and equipment
1.1.7 Use English in written and oral form for cargo

10 2
handling work in port
1.1.8 Brief introduction of IMO Conventions and

10 3
international regulations
1.1.9 Brief introduction of basic engineering and electronic 10 2
102
knowledge
1.1.10 Brief introduction of navigational aids 10 3
1.1.11 Use English in written and oral form for Ship repairs
10 3
and maintenance for onboard equipment
1.1.12 Brief introduction of Emergency responses 20 6
1.1.13 Ship correspondences 10 2
1.2 How to USE IMO Standard Marine Communication

30 10
Phrases (SMCP)
1.2.1 General 5 2
1.2.2 External communication phrases 15 3
1.2.3 On-board communication phrases 10 5
total 230 60
Implementation
Instructors are advised to familiarize themselves with the Instructor manual of this model
course, prior to implementing this syllabus. The Instructor manual provides numerous, clear
suggestions for ways to plan and implement the material included in the syllabus, according to
the communicative aims of the course.
103
Subpart C: Detailed teaching syllabus
Introduction
is that the trainee ...................’.
material.
The following codes are used to categorize the teaching materials cited in the Bibliography
for this model course:
Appdx. Appendix
Ch. Chapter
Ex. Exercise
p page
Pt. part

T2 Ch. 10 refers to Chapter 10 of the textbook, Marlins Study Pack 2.

Phrases.
104
COMPETENCE: Use the IMO Standard Marine IMO Reference
Communication Phrases and use English in Written and
Oral Form
TRAINING OUTCOMES: STCW Code
Table A-II/1
Demonstrates a knowledge and understanding of:
1.1 ENGLISH LANGUAGE
1.2 USE IMO STANDARD MARINE COMMUNICATION PHRASES
COMPETENCE: Use the IMO Standard Marine Communication Reference
Phrases and use English in Written and Oral Form
1.1 ENGLISH LANGUAGE
1.1.1 Use English in written and oral form to use charts and other nautical B1
publications
- recognize and demonstrate the use of symbols and abbreviations on a chart B2 p59-60
especially navigational marks, obstructions, costal contours, sounding,
bottom nature, traffic lanes and separation zones etc. B13 p1-11
-develop and memorize a glossary of the key vocabulary items with

definitions relating to information given on a chart such as the tidal
information, compass rose and current
-summarize and brief information from the title, explanatory notes including
warning given on a charts
-simulate preparing the ship with the appropriate routeing chart by necessary
procedures
-describe procedures for selecting standard charts by areas or routes with a

given chart catalogue
-Summarize and brief the information from nautical publications including

sailing directions, ocean passage for the world, mariner handbook, almanac,
tide table, list for lights and fog signals, list of radio signals, notices to
mariners, radio navigational warnings and guide to port entry etc. through
pair work or group work.
-demonstrate the procedure for correction of charts and publications by

Notices to Mariners, worldwide and national.
-develop and memorize a glossary of the terms and abbreviations used in

ECDIS system
-demonstrate the understanding of the basic knowledge of electronic chart
-read the IMO documents relating to ECDIS and rehearsal the carriage
105
requirement and backup arrangement for ECDIS
-read the operator’s manual of ECDIS system and illustrate the navigational
functions and operational procedure
1.1.2 Use English in written and oral form to understand meteorological R1

information and messages concerning ship's safety and operation
-demonstrating the ability to obtain the accurate meteorological information W1
from sailing directions, ocean passage for the world, routeing chart, mariner
handbook. W3
-summarize and brief the climatologically information from routeing charts and W4
sailing directions for route planning
B3 (p3-7
-correctly interpret those key meteorological symbols and abbreviations p21-24,
-correctly interpret information from the title given on a weather chart p26-29 p35-
39, p49-85
-note the weather bulletin and the contents of each its sections from a sample p110-123)
of written report
B4 (p26,
-record the meteorological information from a sample of radio navigational p32, p35-
warnings
38, p43-46,
-demonstrate how to identify the weather systems and forecast the weather p66, p194-
conditions from a given weather facsimile chart including surface analysis 199, p396-
(AS), surface forecast (FS), upper-air analysis (AU), upper-air forecast (FU), 416)
wave analysis (AW), wave forecast (FW), etc.
-read the messages received from weather routeing service which have warns
of adverse conditions and need to be paid attention to and brainstorm the
actions can be taken onboard ship accordingly with colleagues
1.1.3 Use English in written and oral form to communicate with other ships, R1
coast stations and VTS centres
.1 Routine communication B2(p66-67 p78-
85)
-recognize the standard abbreviations and commonly used service code;
identify the signal flags and Morse codes
B15
-read and interpret the AIS text and discuss how to use the information
p133-139
provided by AIS system
-simulate how to use the International Phonetic Alphabet and practice on

various maritime scenarios with colleagues
-demonstrate how to use the appropriate and correct message markers

during routine communication
-simulate the standard routine communication procedure of using VHF,

HF/MF, Inmarsat and etc. under different maritime scenarios by listening and
speaking practices
-role play VHF communication with other ships for collision avoidance /with
pilot stations while entering port/with VTS centers for arrival, departure,
106
transmit report and etc.
.2 Emergency communication B2
p65
-illustrate the procedure and message types for transmission and
acknowledgement of a Distress alert B5 (p34-24)
-construct a distress alert based on different accident scenarios in written and
B14
oral form
P175-208
-simulate correct and appropriate responses to the Distress alert for
acknowledge by written and oral form
-listen to the oral commands and response in simulated emergency situations

and practice given scenarios with colleagues
–demonstrate the different stages for search and rescue operation and role
play the on-scene communication between different parties involved in each
stage of the operation.
-demonstrate the procedures and message types for Urgency and Safety
communications and practice given maritime scenarios with colleagues
-read the Maritime Safety Information (MSI) and note the major information
involved
-demonstrate procedures for making telephony distress calls, sending a

Distress alert , Distress priority message etc.by GMDSS satellite system
1.1.4 Use English in written and oral form to perform the officer's duties with a R6
multi-lingual crew
.1 Establish communication Demonstrate the ability to listen and B6(p73-95 p187)
communicate internally (within the ship) in routine, face-to-face
situations
-Orally narrate, describe and compare events, places, processes (e.g. ports,
voyages, weather conditions) and communicate about events in the future
-demonstrate the ability to exchange information orally, give opinions and support
points of view (e.g. vessels, ship positions, course of action, current and routine
situations)
-demonstrate the ability to understand orders, ask for and give relevant information
(e.g. directions, procedures)
-illustrate onboard incidents, maintenance, general repairs and breakdowns,

reasons for and consequences of miscommunication on board (e.g. MARS
reports)
.2 Demonstrate the ability to communicate with other crew, especially B7(p241-285)

multilingual and multiethnic crews
-demonstrate the knowledge and ability to apply social conventions and

awareness of cultural aspects and language diversity appropriately
107
-demonstrate the proper teamwork procedures in bridge
-listen to the dialogues or read the articles concerning the communication

between multi-lingual crew and summarize the basic philosophy of multi-
culture, religions, hobbits, typical politeness, do's and don'ts, etc
-listen to the dialogues or read the articles and summarize language barriers
for the effective communication between individuals and teams within the ship
-outline the social responsibilities of crews and illustrate the challenges and
measures to fulfill their responsibilities.
-brainstorm how qualities of leadership and personality types transfer to team

work at sea
-demonstrate the understanding of communication with crews from different

non-English speaking countries such as the helm orders, engine orders and
other instructions.
-write down notes on how to maintain a good human and working

relationships aboard a ship including dealing with conflicts
-point out how cross-culture issues can affect team work at sea by relevant
video materials
-group work on listing the expected standards of work and behavior at sea
-exchange opinions on a problem concerning the attitude and aptitude of a

crew members
1.1.5 Use English in written form to keep a log and other voyage records W2
-brief the requirements from national, international and industrial practice to
keep a proper log and other voyage records onboard W5
-illustrate the proper type and information shall be properly recoded refer to B2(p43)
company’s Safety Management requirement
B8(p101-148)
-recite the proper words and phrases used to keep a log under routine
scenarios such as ocean passages, coastal navigation, in port or anchorage
and after fire and life drills.
-recite the proper words and phrases used to record incidents and accidents
happened onboard and other abnormal situations.
-recite the proper words and phrases used to record performance checks and
tests to navigation systems
-read the samples of log and records under different scenarios and write a log
or record according to given situations
1.1.6 Use English in a written and oral form to identify and describe ship’s B9(p50-79 p144-
type, structure and equipment 179)
-identify and describe different kinds of ship
-identify the principal structural members of a ship and the proper names for the
108
various parts through diagrams
-brainstorm the new development and innovations in shipping, ship design and
marine technology
-talk about the main functions of major deck machinery(e.g. anchoring

equipment, mooring winches, cranes etc.)
-identify fire fighting and life saving equipments onboard ship and talk about its
main functions
-outline the general arrangement of safety equipment of safety and practice how
to report and record its working condition
-brainstorm the correct procedures for routine operation and emergency

response onboard ship through pictures or video materials
-demonstrate the ability to understand the general arrangement, repair list,

survey report and other related diagrams and documents.
1.1.7 Use English in written and oral form for cargo handling work in port R7
-name out the port/ship cargo handling facilities and equipment;
R9
-outline the general stages in cargo handling work
B10（p85-90）
-demonstrate the ability to give clear instructions and requirements, request
corrective actions and give arguments (e.g. cargo handling, stowage, securing, trim,
stability)
-identify and name out the types of packaging, receptacles and marking; give
opinions on improper packaging, handling techniques, dunnage and securing
arrangement
-use the SMCP for cargo handling procedures and reporting incidents related to
cargo damage; write a damage report
-brief the key elements in the stowage plan according to the sample of stowage
plane
-read the cargo documents/manifests, brief the information related the cargo
documents/manifests and practice identifying and inserting appropriate remarks in
cargo documents
-demonstrate how to establish and maintain effective communications and improve

working relationship between ship and terminal personnel
-express orally or in written form the numerical information correctly during routine
cargo operations such as loading, discharging and supply operations
-demonstrate knowledge and understanding of written requirements and

manuals for carriage of cargo such as IMDG Code, IMSBC Code, MARPOL
73/78 Annex III and V
- simulate how to take the necessary equipment/fittings and measures to adjust

trim and stability of vessel under different loading conditions by appropriate
109
words and expressions
-simulate how to give orders for appropriate securing and lashing of cargo under
different situations
1.1.8 Brief introduction of IMO Conventions and international regulations

-read articles about history/functions/structures/objectives/application of IMO
Conventions and give a oral presentation about current hot topics related to
conventions
-demonstrate knowledge of basic content, application and purpose of STCW

conventions and discuss the duties/responsibilities of seafarers during watchkeeping
according to STCW conventions
R2
-give comment on COLREGs; explain and support reasons for actions taken;
discuss the necessary and appropriate actions could be taken according to COLREG
under head-on/crossing/overtaking situation; demonstrate the knowledge of various
lights, buoys, shapes and fog signals
-read regulations extractions of SOLAS regarding navigation safety R6
such as requirements for life saving and fire-fighting appliances and GMDSS system
and give opinions about current issues under discussion.
-read regulations extractions of MAROPL regarding marine environmental protection

and give warning of potential problems of marine pollution and brief related pollution R5
avoidance procedures
R8
-read regulations extractions of ISPS Code regard security of ship and port facilities
such as security levels, ship security plan , best management practices and give
opinions on actions could be taken by seafarers onboard ship
R10
-read regulations extractions of MLC 2006 regarding working and resting hours,
seafarer’s wages and repatriation etc. and give opinions on what actions shall be
taken to improve welfare and working conditions for seafarers
-construct a specific accident scenario and point out/note down the violation of
regulations of IMO conventions R4
1.1.9 Brief introduction of basic engineering and electronic knowledge B9(p236-261

-identify the name and abbreviations of main machines and equipment in engine
room p286-313）
-demonstrate the ability to understand the standard engine orders by brief their B11 p29-59
meanings and indicating the correct actions
-identify the name and abbreviations of main electronic equipment onboard ship
-read the text on maintenance requirements for specific engine room equipment,
deck machinery or electrical systems and point out the key elements
1.1.10 Brief introduction of navigational aids B2p46-67

-identify the name and basic working principle of navigational aids such as
RADAR, Compass, GPS, ECDIS, VDR.
110
-read the extractions of operating manuals for navigational aids in bridge and
outline the major functions
-demonstrate the ability to identify and note down the equipment status involving
faults and errors for navigational aids in bridge
1.1.11 Use English in written and oral form for Ship repairs and maintenance for B9(p314-
onboard equipment 337
-give clear oral and written instructions on operations, maintenance, safety
procedures and repair works for
-demonstrate the ability to initiate and maintain a conversation about the condition
and operation of equipment
-correctly comprehend written technical texts and manuals about a ship’s systems
and equipment
-demonstrate the knowledge and ability to use the SMCP for briefs on navigational
aids and equipment status
-demonstrate the ability to write a report about major malfunctions
1.1.12 Brief introduction of Emergency responses R1

.1 General
B2(p44-45)
-illustrate in oral and written form the types of emergency situations and alarm
signals on board and at sea and the stages of emergency procedures B14 p11-174
-construct different emergency situation and simulate appropriate action can be
taken
.2 Emergency situations involving marine accidents and incidents,

maritime pollution, anti-piracy and etc.
-brainstorm the consequences of marine pollution and the outline the procedures for
a shipboard oil spill contingency plan
-brief and note down the types of emergency situations and alarm signals both on
board and at sea and the stages of emergency response procedures
-identify the organization of shipboard drills and simulate to report on the use of
safety equipment considering different scenarios including fire, abandon ship and
survival at sea
-demonstrate the ability to report the location and condition of safety equipment and
simulate to take appropriate procedures for survival at sea by means of survival craft
-confidently use the SMCP in drills and distress messages involving fire, explosion,
grounding, pollution, SAR operations, communication with a helicopter, armed
attack/piracy
-demonstrate knowledge of the content, application and purpose of MARPOL

regulations to control marine pollution
-demonstrate the ability to deliver a presentation on anti-pollution equipment for
111
preventing and minimizing oil spills/overflows on board
.3 Emergency situations involving medical assistances
-simulate correct first aid treatment for a range of medical emergencies under
different situations and exchange opinions on personal responses to various
hypothetical situations
-demonstrate the knowledge and use of the SMCP and appropriate urgency markers
-demonstrate the language knowledge and ability to describe physical symptoms and
types of injuries
-comprehend radio medical advice correctly
-read the texts in the Medical Guide and identify those key elements such as causes,
prevention and treatment.
-demonstrate ability to write a basic report concerning incidents
1.1.13 Ship correspondences B12

-Comprehend and brief the main contents from samples of shipping
correspondence under different situations p2.1-2.11, p4.1-
4.12,p6.1-6.9,p9.1-
-Demonstrate the ability to write witness statements and reports as well as
9.3
faxes, e-mails and memos
p10.1-10.6,p11.1-
11.11
1.2 How to USE IMO STANDARD MARINE COMMUNICATION PHRASES (SMCP) R1

.1 General
-understand the purpose and the basic structure of IMO SMCP
-demonstrate the use of spelling, message markers, responses,

distress/urgency/safety signals, standard organizational phrases, corrections,
readiness, repetition, numbers, positions, bearings, courses, distances, speed,
time, geographical names
.2 External communication phrases
-simulate distress communications with given standard phrases under different

scenarios such as search and rescue communications, man overboard,
requesting medical assistance
-simulate urgency communications involving vessel, aircraft or other vehicle with

given standard phrases under different scenarios.
-simulate safety communications with given standard phrases for warnings

involving meteorological and hydrological conditions as well as navigational
warnings involving environmental protection communications
-simulate pilotage communication with given standard phrases for pilot request,
embarking/disembarking pilot, tug assistance.
112
-simulate special communication with given words and phrases for specific
scenarios such as helicopter operations and ice breaker operations
-role play VTS communication with given standard phrases for designated
scenarios such as acquiring and providing data for a traffic image, providing VTS
services and establishing communication with emergency services and allied
services
.3 On-board communication phrases
-simulate the communication with operative shiphandling phrases under different

scenarios such as entering/leaving port, dropping anchor, handover of
watchkeeping responsibility.
-simulate the communication with standard phrases regarding safety on board

under different scenarios such as general activities, all kinds of drills, accidents
and search and rescue
-simulate the communication with cargo and cargo handling phrases for cargo
handling procedure and cargo care
Total: 230 hrs
References
Marine websites
W1 Australian Government Bureau of Meteorology
http://www.bom.gov.au/index.php
W2 Guidelines for keeping the Deck Log Book
http://cirm.am.szczecin.pl/download/Log_Book_Entries.pdf
W3 Japanese meteorological agency
http://www.jma.go.jp/jma/indexe.html
W4 National Weather Service
http://www.weather.gov/
W5 Sample of a deck log book
http://veteransinfo.tripod.com/hammer.pdf
W6 Maritime English Website
MarEng Intermediate and MarEng Advanced http://mareng.utu.fi/download
International Maritime English Conference (IMEC)

113
http://www.imla.co/imec/
IMO references
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 STCW including 2010 Manila Amendments, 2011 Edition (IMO Sales

No.IC938E)
R3 International Safety Management Code(ISM CODE) and Revised

Guidelines on Implementation of the ISM Code (IMO Sales No.IA117E)
R4 The International Ship and Port Facility Security Code (ISPS Code), 2003
edition, (IMO Sales No.K116E)
R5 International Convention for The Safety of Life at Sea (SOLAS),

consolidated edition, 2009(IMO Sales No.I175E)
R6 International Conference on Revision of The International Regulations for

Preventing Collisions at Sea, 1972(COLREG 1972), 2003 edition (IMO
Sales No.IB904E)
R7 Cargo Stowage and Securing (CSS) Code, 2011 edition, (IMO Sales
No.IB292E)
R8 Life-Saving Appliances inc LSA Code, 2010 Edition (IMO Sales No. ID982E)
R9 International Maritime Dangerous Goods Code (IMDG Code), 2012 edition

(IMO Sales No.II200E)
R10 MARPOL Consolidated Edition, 2011 (IMO Sales No.ID520E)
R11 Convention on Load Lines (LL), 2005 edition (IMO Sales No. IB701E)
R12 Search and Rescue (SAR) Convention, 2006 edition (IMO Sales
No.IB955E)
R13 Athens Convention on Passengers & Luggage, 2003 edition (IMO Sales
No. IA436E)
Model Course (M)
M1 1.21 Personal Safety & Social responsibilities, 2000 Edition
M2 1.22 Ship Simulator and Bridge Teamwork, 2002
114
M3 1.25 General Operator’s Certificate for GMDSS, 2004
M4 1.27 Operational Use of ECDIS, 2012 Edition
M5 1.28 Crowd Management & Passenger Safety Training, 2000 Ed
M6 1.30 Leadership & Teamwork, 2014 Edition
M7 3.19 Ship Security Officer, 2012 Edition
M8 7.03 Officer in charge of a Navigational Watch, 2014
Publications
B1 Admiralty charts; Admiralty sailing directions; Admiralty tidal tables; other publications,
UKHO
B2 International Chamber of Shipping, Bridge Procedure Guide, 4th edition, Marisec

Publications, 2007
B3 Lieutenant-commander R.M. Frampton, R.N., F.N.I., F.R.Met.S., etc, Meteorology for

Seafarers, 2nd edition, Brown, Son &Ferguson Ltd, 1997
B4 Steve &Linda Dashew, Mariner’s Weather Handbook, 1st edition, Beowulf. Inc., 1999
B5 Capt. Fred Weeks, MA (Exon.), FNI, Extra Master Lt. Alan Glover, MNI, Master Mariner,
Peter Strevens, MA,FIL, Edward Johnson, B.Ed.(Cantab.),MA, Seaspeak Training
Manual, Essential English for International Maritime Use，Pergamon Press, 1984
B6 Helen Spencer-Oatey, Culturally Speaking, Culture, Communication and Politeness

B7 The Nicos J.Vardinoyannis, Seafarers’ Handbook, the Seamen’s Church Institute.
B8 John Guy, Effective Writing for the Maritime Industry, Fairplay Publications Ltd.,
1994.(p101-148)
B9 Klaas Van Dokkum, Ship Knowledge, Ship Design, Construction and Operation, 7th
B10 Tony Grice, English for the Maritime Industry, Idris Education, 2012.
B11 H.Westra, English for Seafarers, Education-Stam Technische Boeken, 1984.
B12 Hsu Shiao-Ming, Master’s Report, 2nd edition 中华民国船长工会，
1984.
B 13 The Ship's Atlas,13th edition, Shipping Guides Ltd,2009 .
115
B14 Sid Stapleton, Emergencies at Sea, Hearst Marine Books, 1991.
B15 Graham D. Lee, William G.Williamson, Handbook for Marine Radio Communication, 5th
edition, Informa, 2009.
Suggested reading materials
S1 Kahveci, E., Lane, T., Sampson, H. ‘Transnational Seafarer Communities’, SIRC: Cardiff
University, March, 2002(ISBN 1-900174-17-0).
S2 Lane, A. D., Obando-Rojas, B., Wu, B., Tasiran, A. ‘Crewing the International Merchant
Fleet’, Lloyd's Register - Fairplay Ltd,2002.
S3 Linda D.Williams, Navigational Aids.
S4 Sampson, H. ‘Authority and Accidents: The role of power relations and social interaction
in accidents and incidents at sea’ Seaways pp4-7, 2003.
S5 Sampson, H. ‘Choosing the Right Blend of Crew’, Proceedings of LSM Manning and
Training in India, 21-22 November, 2000.
S6 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) pp253-277,
2003, (ISSN 0141 9870).
S7 Sampson, H., Zhao, M. ‘Multilingual crews: communication and the operation of ships’,
World Englishes, Vol 22 (1) pp31-43, 2003 (ISSN 0883 2919).
116
Part 2‐B: Specialized 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
This section provides a guide for instructors responsible for teaching Specialized 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.
environment, for example, by selecting only parts of the syllabus for remedial teaching
purposes.
Objectives
The objectives of this section are to:

 enable trainees to master the English knowledge related to marine engineering;
 develop trainees’ ability to use engineering publications written in English and perform
engineer duties;
language set out in the STCW Code;
 give students wide-ranging opportunities to practice communication in English for both
maritime and general purposes; and
 promote the study skills essential for continuing independent learning at sea.
Syllabus content
The marine engineering content for this section includes all the requirements in the STCW
Code regarding the tasks that marine engineers are expected to be able to carry out in English
language.
Instructors are reminded that this model course has combined both English teaching and
marine engineering training. Trainees will benefit most from this combination course.
117
Syllabus structure
This section consists of 12 units of content which are divided into two parts. The first part
mainly emphasizes on the knowledge of the English language to enable the officer to use
engineering publications. The second part mainly focuses on the English language to enable
the officer to perform engineering duties.
responsibility to ensure that trainees are proficient in both English reading and English writing.
It is vital that trainees are given sufficient time and appropriate practice to ensure genuine
competence in the use of marine engineering English.
Entry levels
outlined in the syllabus of core section 1. They should also prove that they can carry out the
tasks in the ‘Communication skills’ sections of part C of Core section 1 with reasonable
fluency and accuracy.
Communicative Approach described in the Instructor manual (part D of this model course).
understanding of the knowledge of marine engineering subjects.
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 player with
speakers suited to the size of the room and a reliable power supply.
118
model course).
The following items are useful but not essential: a video recorder; a projector; a computer with
internet access for sourcing and preparing materials; a printer.
marine engineering scenario.
119
Introduction
training.
practice hours
Competence: Use English in Written and Oral Form
1.1 Adequate knowledge of the English language to

93 45
enable the officer to use engineering publications
1.1.1 Adequate knowledge of the English language to

enable the officer to use engineering publications on
57 30
main and auxiliary machinery and associated control
systems

enable the officer to use engineering publications of bilge,
6 3
ballast and other pumping systems and associated control
systems

enable the officer to use engineering publications of 9 5
electrical, electronic and control systems
1.1.4 English language of use of hand tools, machine

tools and measuring instruments for fabrication and 3 1
repair on board
1.1.5 English language of pollution-prevention

3 1
requirements
1.1.6 English language of seaworthiness of the ship 3 1
1.1.7 English language of Prevent, control and fight

3 1
fires on board
1.1.8 English language of life-saving appliances 3 1
120
1.1.9 English language of monitor compliance with
3 1
legislative requirements
1.1.10 English language of safety of personnel and ship 3 1

12 6
enable the officer to perform engineering duties
1.2.1 English language of Use internal communication

3 1
systems
1.2.2 English language of Maintain a safe engineering

9 5
watch
total 105 51
Implementation
121
Introduction
material.
The following codes are used to categorize the teaching materials cited in the Bibliography for
this model course:
Appdx. Appendix
Ch. Chapter
Ex. Exercise
p page
Pt. part


Phrases.
122
COMPETENCE: Use English in Written and Oral Form IMO Reference
Table A-III/1
1.1 Adequate knowledge of the English language to enable the officer
to use engineering publications
to perform engineering duties
Required performance:
1.1 Adequate knowledge of the English language to enable the officer to use engineering
publications(93 hours)
Knowledge, understanding and proficiency References
1.1.1 Adequate knowledge of the English

language to enable the officer to use
engineering publications on main and auxiliary
machinery and associated control systems (57
hours)
.1 marine diesel engines, marine steam turbine and ‐ T1(Chapter 3, p31-80), T2(Chapter 4, p54-119),
marine gas turbine(9 hours) T3(Chapter2,p5-10), T5(Chapter 2&3 ,p9-67),
A1
‐ Read and write the terminology of engine
construction
‐ Illustrate in English the working principle of marine ‐ T1(Chapter 2, p7-30), T3(Chapter2,p5-10),
engines T5(Chapter 2&3, p9-67)
‐ Obtain and interpret the maintenance and repair

information from manufacturer’s instruction book ‐ A1,A2
‐ Write the maintenance /repair records and spare
parts application form
‐ T1 (Chapter 6, p187), A2
.2 marine boiler (6 hours)
‐ Read and write the terminology of marine boiler ‐ T4(Chapter2 ,p18-59), T5(Chapter 4, p68-94)
construction and boiler type
‐ Illustrate in English the major function of marine
123
boiler ‐ T5(Chapter 4, p68-94)
‐ Illustrate in English the working principle of different
types of marine boiler
‐ Obtain and interpret the maintenance and repair ‐ T5(Chapter 4, p68-94)
information from manufacturer’s instruction book ‐ A3
‐ Write the maintenance /repair records and spare ‐ A3
parts application form A3
.3 shafting installations, including propeller (3

hours)
‐ Read and write the terminology of shafting

installations, including propeller ‐ T5( Chapter 11, p193-202)
‐ Illustrate in English the arrangement of shafting ‐ A4
system
.4 other auxiliaries, including air compressor,
purifier, fresh water generator, heat exchanger,
refrigeration, air-conditioning and ventilation ‐ T5( Chapter 7&9, p130-146, p173-192)
systems(18 hours)
‐ Read and write the terminology and abbreviation of

the different types of pumps, air compressor,
purifier, fresh water generator, heat exchanger,
refrigeration, air-conditioning and ventilation
systems, their construction and working principle
‐ Illustrate in English their working principle
information from manufacturer’s instruction book
.5 steering gear (3 hours)
‐ Read and write the terminology and abbreviation of T5( Chapter 12, p203-222)
the construction and working principle of steering
gear
.6 automatic control systems (6 hours)

the marine automatic control system
‐ Illustrate in English their working principle of basic
control methods
.7 fluid flow and characteristics of lubricating oil,

fuel oil and cooling systems (3 hours)
124
‐ Read and write the terminology and abbreviation in
the diagram of lubricating oil, fuel oil and cooling
systems
.8 deck machinery (6 hours)

marine deck machinery including mooring winch,
Windlass and cargo crane.

engineering publications of bilge, ballast and
other pumping systems and associated control
systems (6 hours)
.1 pumps and piping systems, including control

systems (3 hours)
‐ Read and write the terminology and abbreviation in T5 (Chapter 6, P108-129)

the diagram of bilge, ballast and other pumping
systems and associated control systems
.2 Oily-water separators (3 hours) T5 ( Chapter 7, P140-142)
‐ Read and write the terminology and abbreviation in

the structure of oily-water separator
‐ Illustrate in English the working principle of oily-
water separator
engineering publications of electrical,
electronic and control systems (9 hours)
.1 Electrical system (3 hours)
- Read and write the terminology and abbreviation of

125
electrical equipment: generator and distribution T5(Chapter 14, p245-269)
systems
- Read and write the terminology of electrical motors

including starting methodologies
- Read and write the terminology of high-voltage

installations
- Illustrate in English on preparing, starting,

paralleling and changing over generators
.2 Electronic system (3 hours) T5(Chapter 15, p270-288)

electronic equipment:
- Obtain and interpret the functions, characteristics

and features of control systems for machinery items
from manufacturer’s instruction book
.3 Control systems: (3 hours)
‐ Read and write the terminology and abbreviation of T5(Chapter 15, p288-315)
electronic equipment:
‐ Illustrate in English on various automatic control
methodologies and characteristics
1.1.4 English language of use of hand tools, T6 (Chapter 14, p316-337), T5(Chapter 16, p316-
machine tools and measuring instruments for 330)
fabrication and repair on board (3 hours)
.1 materials used in construction and repair of

ships and equipment (3 hours)

fabrication and repair on board including materials,
hand tools, machine tools and measuring
instruments.
‐ Illustrate in English on processes used for
fabrication and repair
1.1.5 English language of pollution-prevention
requirements (3 hours)
- Read and write the terminology and abbreviation

of prevention of pollution of the marine T6 (Chapter6 p124-130)
environment
A5
-Illustrate in English the precautions to be taken to
prevent pollution of the marine environment.
- Obtain and interpret the requirements from anti-

pollution publications
1.1.6 English language of seaworthiness of the
126
ship (3 hours) T6(Chapter7, p142-179), T6(Chapter16, p364-
376),
seaworthiness of the ship including stability, trim, A6，A7
watertight integrity, ship construction
‐ Illustrate in English what kind of measures should

taken to ensure the seaworthiness of the ship
1.1.7 English language of Prevent, control and
fight fires on board (3 hours)

prevent, control and fight fires on board A6
- Illustrate in English the procedure of prevent,

control and fight fires on board
‐ Know how to use the firefighting equipment

onboard to put out the fire.
1.1.8 English language of life-saving appliances
(3 hours)

life-saving appliances on board A6, A8
- Illustrate in English the procedure to launch the life

boat and life raft.
‐ Know how to maintain the life-saving appliances

‐ Obtain and interpret the requirements for life-
saving appliances from related publications
1.1.9 English language of Monitor compliance T6 (Chapter6 p116-123)
with legislative requirements (3 hours)
A1，A5，A6
- Read and write the terminology and abbreviation
of legislative requirements
- Illustrate in English the legislative requirements
‐ Know how to gain the latest legislative

requirements
‐
1.1.10 English language of safety of personnel
and ship (3 hours)
‐ recognize and demonstrate the use of symbols

and abbreviation onboard regarding safety
‐ Read and write the terminology of safety of
personnel and ship
- Illustrate in English the safety of personnel and
ship
‐ Know what kind of measures should taken to avoid

any accident
127
1.2 Adequate knowledge of the English language to enable the officer to perform engineering duties
(12 hours)
1.2.1 English language of Use internal

communication systems (3 hours)
‐ Demonstrates the use of internal communication

systems
‐ Illustrate in English about the major function of
internal communication systems
‐ Illustrate how to communicate efficiently in English
when using internal communication systems
1.2.2 English language of Maintain a safe Textbooks:T7 (Chapter VIII, Part 4-2)
engineering watch (9 hours)
Teaching aids: A9
.1 English language associated with taking over and
accepting a watch(1 hour)
‐ Illustrate in English about what preparation work

should do when taking over and accepting a watch
‐ Demonstrate the procedure of taking over and
accepting a watch
Textbooks:T7 (Chapter VIII, Part 4-2)
.2 English language associated with undertaken a
watch (0.5 hour) Teaching aids: A9

should do when undertaken a watch
‐ Demonstrate how to undertake a watch efficiently
.3 English language associated with maintenance of
the machinery space logs and the significance of Teaching aids: A9
the readings taken (1 hours)
‐ Illustrate and demonstrate the proper words and

phrases used to keep a log Engine log book
‐ Illustrate the importance of the machinery space
logs and the significance of the readings taken
.4 English language associated with handing over a
watch (0.5 hour) Teaching aids: A9

should do when handing over a watch
.5 English language of Safety and emergency

procedures; (2 hours)

Safety and emergency procedures
‐ Illustrate in English about Safety and emergency
procedures onboard
128
.6 English language of application of leadership and
team working skills (1 hour)
‐ Illustrate in English about the importance of

leadership and team working skills
‐ Write the leadership application form
Textbooks: T8
.7 English language associated with Port State
Control (2 hours)
‐ Read and write the terminology of PSC inspection

‐ Illustrate in English about the preparation should be
done before PSC inspection
.8 English language associated with bunker
operation ( 1 hour)
‐ Read and write the terminology of bunker operation

‐ Illustrate in English about the bunker process
‐ Write the bunker application form
References
Textbook (English)
T1. Akber Ayub.(2010). Marine Diesel Engines. Taylor & Francis Group.USA.
T2. T.K. Grover.(2007).Basic Marine Engineering. Anmol Publications Pvt.Ltd.. India.
T3. Maido Saarlas.(1986).Steam and Gas Turbines for Marine Propulsion Second Edition. Naval
institute Press. Annapolis, Maryland, USA.
T4. J.H. Milton and R.M. Leach.(1980). Marine Steam Boilers(Fourth Edition). Butterworths, London,
UK.
T5. D.A. Taylor,etc.(1980). Introduction to Marine Engineering. Butterworths, London, UK.
T6. Klaas Van Dokkum. (2011). Ship Knowledge. Dokmar Maritime Publishers B.V. The Netherlands.
T7. IMO.(2010). STCW Code
T8.IMO.Port State Control - Procedures for Port State Control
Teaching Aids( English)
A1. MAN, XXX Main Engine Manual
A2. MAN, XXX MAIN_ENGINE_SPARE_PARTS
A3. Aalborg Industries Ltd, XXX Marine boiler Manual
A4. XXX Ship Engine Room Arrangement

129
A5. IMO MARPOL Convention
A6. IMO SOLAS Convention
A7. IMO LOADLINE Convention
A8. IMO STCW Convention
A9. Engine Log Book
130
Part 2‐C: Specialized Maritime English for electro‐technical officers (ETO)
Aims
This part of the model course provides a guide for instructors responsible for teaching
Specialized Maritime English for electro-technical officers.
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 possess the levels of competence in English language set out
in the STCW Code.
environment, for example, by selecting only parts of the syllabus for remedial teaching
purposes.
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
The objectives of this part are to:

 enable trainees to master the knowledge of the English language related to ETO’s
responsibility;
 develop trainees’ ability to use engineering publications written in English and
perform ETO’s duties;
 ensure that trainees possess the knowledge, understanding and proficiency in
English language set out in the STCW Code;
 give students wide-ranging opportunities to practice communication in English
language for both maritime and general purposes; and
 promote the study skills essential for continuing independent learning at sea.
Syllabus content
The contents 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 English language.
131
element of English.
Syllabus structure
This part consists of 11 units of content which are divided into two parts. The first part mainly
emphasizes on the knowledge of the English language to enable the officer to use engineering
publications. The second part mainly focuses on the English language to enable the officer to
perform engineering duties.
responsibility to ensure that trainees are proficient in both English reading and English writing.
It is vital that trainees are given sufficient time and appropriate practice to ensure genuine
competence in the use of marine electrical, electronic and control engineering English.
Entry levels
tasks in the ‘Communication skills’ sections of part C of core section 1 with reasonable
The Instructor manual provides guidance for instructors in the application of communicative
teaching methodology to maritime English.
Equipment needed
132
model course).
marine electrical, electronic and control engineering scenario.
133
Introduction
training.
practice hours
Competence: Use English in Written and Oral Form

96 48
enable the officer to use engineering publications
1.1.1 English language of mechanical engineering

4 2
systems
1.1.2 English language of electrical and electronic and

20 10
control systems
1.1.3 English language of generators and

18 9
distribution systems
1.1.4 English language of automation and control

24 12
systems of main propulsion and auxiliary machinery
1.1.5 English language of computers and

4 2
computer networks on ships
1.1.6 English language of bridge navigation

26 13
equipment and ship communication systems

112 56
enable the officer to perform the officer’s duties

understand electrical and electronic and control 24 12
systems

20 10
understand generators and distribution systems

understand automation and control systems of main 30 15
propulsion and auxiliary machinery
134
understand computers and computer networks on 6 3
ships

understand bridge navigation equipment and ship 32 16
communication systems
TOTAL 208 104
Implementation
135
Introduction
material.
this model course:
Appdx. Appendix
Ch. Chapter
Ex. Exercise
p page
Pt. part


Phrases.
136
COMPETENCE: Use English in Written and Oral Form IMO Reference
Table A-III/6
TRAINING OUTCOMES:

to use engineering publications
to perform the officer’s duties
1.1 Adequate knowledge of the English language to enable the officer to use engineering
publications(96 hours)
1.1.1 English language of mechanical engineering

systems
‐ read and write the terminology of prime movers,

including main propulsion plant T. K. Grover. Basic marine engineering. Anmol
Publications PVT. LTD. 2007.
p 15-25 and p 171-175
‐ read and write the terminology of engine-room auxiliary

machinery
Anthony F. Molland. The Maritime Engineering
Reference Book: A Guide to Ship Design,
Construction and Operation. Butterworth-
Heinemann. 2008.
P 418-439
‐ read and write the terminology of steering systems
Heinemann. 2008.
P 446; 448
‐ read and write the terminology of cargo handling systems
‐ read and write the terminology of deck machinery Ayub, Akber. Marine Engineering. Taylor &
‐ read and write the terminology of hotel systems Francis Ltd, 2008.
D.A.Taylor. Introduction to marine engineering.
137
Butterworths, 1983.
1.1.2 English language of electrical and electronic and

control systems
‐ read and write the terminology of electro-technology and

electrical machines theory Mukund R. Patel. Shipboard Electrical Power
Systems. CRC Press. 2012.
‐ read and write the terminology of electrical measuring p 55-59

instruments and tools
‐ read and write the terminology of AC motor construction Nigel Calder. Boatowner’s Mechanical and
Electrical Manual. The McGraw-Hill companies.
2005.
p 116-121
‐ read and write the terminology of starting and control of

AC motor Mukund R. Patel. Shipboard Electrical Power
p 105-107
‐ read and write the terminology of AC motor protection Nigel Calder. Boatowner’s Mechanical and
2005.
p 306-307
‐ read and write the terminology of AC frequency converter

‐ read and write the terminology of electronics and power Mukund R. Patel. Shipboard Electrical Power
electronics Systems. CRC Press. 2012.
‐ read and write the terminology of drive and control of
p 241-244
deck machinery
‐ read and write the terminology of electric drive and Nigel Calder. Boatowner’s Mechanical and
control of steering gear Electrical Manual. The McGraw-Hill companies.
2005.
p 308-309
‐ read and write the terminology of electrical drives http://en.wikipedia.org/wiki/Frequency_changer

technology
D. A. Taylor. Introduction to marine engineering.

Butterworths, 1983.
138
p 179-186
‐ read and write the terminology of electrical materials Anthony F. Molland. The Maritime Engineering
technology Reference Book: A Guide to Ship Design,
‐ Construction and Operation. Butterworth-
‐ read and write the terminology of electro-hydraulic and Heinemann. 2008.
electro-pneumatic control systems
p 448-452

Heinemann. 2008.
p 375; 377
John C. Payne. The Marine Electrical and

Electronics Bible (Third Edition). Sheridan House
Inc. 2007.
Dennis T. Hall. Practical Marine Electrical

Knowledge (Second Edition). Witherby & Co Ltd,
1999.
H. D. McGeorge. Marine Electrical Equipment

and Practice (Second Edition). Butterworth-
Heinemann Ltd, 1993.
1.1.3 English language of generators and distribution

systems
.1 AC generators
Nigel Calder. Boatowner’s Mechanical and
‐ read and write the terminology of the working principle of Electrical Manual. The McGraw-Hill companies.
AC generators 2005.
p 290-294

‐ read and write the terminology of AC generators Electronics Bible (Third Edition). Sheridan House
construction Inc. 2007.
p 280-281
‐ read and write the terminology of AC generators

protection Mukund R. Patel. Shipboard Electrical Power
p 235-249

Inc. 2007.
139
p 286-287
.2 DC generators
‐ read and write the terminology of the working principle of Nigel Calder. Boatowner’s Mechanical and
DC generators Electrical Manual. The McGraw-Hill companies.
‐ read and write the terminology of DC generators 2005.
construction
‐ read and write the terminology of DC generators p 305
protection
.3 switchboards
‐ read and write the terminology of switchboards

construction
‐ read and write the terminology of switchboards
classifications John C. Payne. The Marine Electrical and
.4 ship power system Electronics Bible (Third Edition). Sheridan House
Inc. 2007.
‐ read and write the terminology of ship power system
components p 269
‐ read and write the terminology of parallel running of
generators
S. C. Tripathy. Electrical power system. Alpha

‐ read and write the terminology of load sharing of Science International Ltd, 2013.
generators
‐ read and write the terminology of changing over Mohd. Abdus Salam. Fundamentals of power
generators systems. Alpha Science International Ltd. 2009.
‐ read and write the terminology of functions of ship power
system
‐ read and write the terminology of ship power system

protection Dennis T. Hall. Practical Marine Electrical
‐ read and write the terminology of automatic control of Knowledge (Second Edition). Witherby & Co Ltd,
ship power system 1999.
.5 ship high-voltage power system
‐ read and write the terminology of high-voltage C L Wadhwa. Electrical power systems. New Age
technology Science, 2009.
‐ read and write the terminology of ship electrical
propulsion
‐ read and write the terminology of hazards and Leonard L. Grigsby. Electric power generation,
precautions of high-voltage power systems transmission, and distribution. CRC Press, 2007.
http://en.wikipedia.org/wiki/Power_supply#High-
voltage_power_supply
1.1.4 English language of automation and control

systems of main propulsion and auxiliary machinery
‐ read and write the terminology of automation, automatic Reference Book: A Guide to Ship Design,
control systems and technology Construction and Operation. Butterworth-
140
Heinemann. 2008.
p 462-465
‐ read and write the terminology of effect laws of

regulators
Heinemann. 2008.
p 465-469
‐ read and write the terminology of programmable logic
controllers
‐ read and write the terminology of fuel oil viscosity
automatic control system http://en.wikipedia.org/wiki/Programmable_logic_
‐ read and write the terminology of automatic control of controller
auxiliary boiler
‐ read and write the terminology of automatic control of Anthony F. Molland. The Maritime Engineering
purifier Reference Book: A Guide to Ship Design,
Heinemann. 2008.
p 470-473
‐ read and write the terminology of common types of
sensors
Butterworths, 1983.
p 153-158
‐ read and write the terminology of fire detecting method John C. Payne. The Marine Electrical and
and detectors Electronics Bible (Third Edition). Sheridan House
Inc. 2007.
p 248-253
‐ read and write the terminology of main engine remote John C. Payne. The Marine Electrical and
control system Electronics Bible (Third Edition). Sheridan House
Inc. 2007.
p 428-430
AutoChief C20 Instruction Manual, Kongsberg

Corp., Norway.
Marine Automation System K-Chief 600

Instruction Manual, Kongsberg Corp., Norway.
‐ read and write the terminology of instrumentation, alarm Alexandr Yakimchuk. Ship automation ： for
141
and monitoring systems marine engineers and ETOs. Witherby
Seamanship International, 2012.

Inc. 2007.
p 247-257
1.1.5 English language of computers and computer

networks on ships
‐ read and write the terminology of configuration of

commercial computer system John C. Payne. The Marine Electrical and
Inc. 2007.
p 433-435
‐ read and write the terminology of Windows operation

system http://en.wikipedia.org/wiki/Operating_system
Kenneth C. Laudon, Kenneth Rosenblatt, David

Langley. Microsoft Windows XP. McGraw-
Hill/Irwin, 2002.
‐ read and write the terminology of Microsoft Office

software http://en.wikipedia.org/wiki/Microsoft_Office
Sarah E. Hutchinson, Glen J. Coulthard.

Microsoft office. McGraw-Hill/Irwin, 2002.
‐ read and write the terminology of computer network and http://en.wikipedia.org/wiki/Computer_network

communication protocols
‐ read and write the terminology of security of ship Thomas Robertazzi. Basics of Computer
computer network Networking. Springer New York, 2012.
1.1.6 English language of bridge navigation equipment

and ship communication systems
http://en.wikipedia.org/wiki/Integrated_bridge_sys
‐ read and write the terminology of integrated bridge tem#Integrated_bridge_systems
system
‐ read and write the terminology of compositions of Radar Alan Bole, Bill Dineley & Alan Wall. Radar and
system ARPA Manual(second edition). Great Britain.
2005.
Andy Norris. Integrated Bridge Systems Vol 1:

Radar and AIS. The Nautical Institute. 2008.
p 1-13
G. D. Lees and W. G. Williamson. Handbook for

Marine Radio Communication. LLP Limited.
142
1996.
p 360-361
‐ read and write the terminology of global positioning Robert J. Sweet. GPS for Mariners. America.
system 2003.
http://en.wikipedia.org/wiki/Global_Positioning_Sy
stem.html.
‐ read and write the terminology of automatic identification Andy Norris. Integrated Bridge Systems Vol 1:
system Radar and AIS. The Nautical Institute. 2008.
p 37-41
http://en.wikipedia.org/wiki/Automatic_Identificatio
n_System.html.
‐ read and write the terminology of voyage data recorder http://en.wikipedia.org/wiki/Voyage_Data_Record

‐ read and write the terminology of marine gyrocompass er.html.
‐ read and write the terminology of echo sounder
‐ read and write the terminology of marine speed log http://en.wikipedia.org/wiki/Gyrocompass
‐ read and write the terminology of ECDIS
‐ read and write the terminology of compositions of http://en.wikipedia.org/wiki/Echo_sounder

GMDSS
‐ read and write the terminology of Inmarsat system
‐ read and write the terminology of marine VHF system
‐ read and write the terminology of compositions of
NAVTEX system http://ecdis.com/home.aspx.html.
‐ read and write the terminology of EPIRB
‐ read and write the terminology of SART http://en.wikipedia.org/wiki/ECDIS.html.
‐ read and write the terminology of marine telephone
exchanger http://en.wikipedia.org/wiki/GMDSS
‐ read and write the terminology of compositions of sound-
powered telephone
‐ read and write the terminology of compositions of public
address system http://en.wikipedia.org/wiki/Marine_VHF
gs/422396142/Marine_Telephone_Exchange_eq
uipment_Exchange.html.
143
http://en.wikipedia.org/wiki/Sound-
powered_telephone.html.
http://en.wikipedia.org/wiki/Public_address.html.
1.2 Adequate knowledge of the English language to enable the officer to perform the
officer’s duties (112 hours)

understand electrical and electronic and control
systems
‐ demonstrate the use of electrical measuring Charlie Wing. Boatowner’s illustrated electrical
instruments and tools handbook. The McGraw-Hill Companies. 2006.
p 124-125
Edwin R. Sherman. Advanced Marine Electrics and

Electronics Troubleshooting. The McGraw-Hill
Companies. 2007.
p 95-97; 100-101
‐ simulate the working principle of AC motor

Mukund R. Patel. Shipboard Electrical Power
p 105-109
‐ demonstrate the operation of AC motor starting and

control Nigel Calder. Boatowner’s Mechanical and
2005.
p 308-309

‐ obtain and interpret the maintenance and repair of AC Electrical Manual. The McGraw-Hill companies.
motor 2005.
p 309-315
‐ demonstrate the drive and control of deck machinery

‐ demonstrate the drive and control of steering gear http://en.wikipedia.org/wiki/Self-steering_gear

understand generators and distribution systems
‐ simulate the working principle of AC and DC Electrical Manual. The McGraw-Hill companies.
144
generators 2005.
p 290-294

‐ obtain and interpret the maintenance and repair of AC Electrical Manual. The McGraw-Hill companies.
and DC generators 2005.
p 294-305

‐ obtain and interpret the maintenance and repair of Systems. CRC Press. 2012.
switchboards
p 203-206
‐ demonstrate the operation of paralleling generators Mukund R. Patel. Shipboard Electrical Power
‐ demonstrate the operation of load sharing of Systems. CRC Press. 2012.
generators
p 94-97

‐ demonstrate the operation of changing over
generators p 189-191
‐ demonstrate the functions of ship power system

Edwin R. Sherman. Advanced Marine Electrics and
Electronics Troubleshooting. The McGraw-Hill
Companies. 2007.
‐ obtain and interpret the maintenance of ship power p 67; 87; 93; 128
system
‐ simulate the working principle of automatic control of
ship power system

‐ demonstrate the detection of electric malfunction, Systems. CRC Press. 2012.p 193
location of faults and measures to prevent damage
‐ discuss hazards and precautions of high-voltage

power systems
understand automation and control systems of main
propulsion and auxiliary machinery
‐ demonstrate the composition of automatic control Anthony F. Molland. The Maritime Engineering
systems Reference Book: A Guide to Ship Design,
Heinemann. 2008.
145
p 463-465
‐ discuss the features of different effect laws of Anthony F. Molland. The Maritime Engineering
regulators Reference Book: A Guide to Ship Design,
Heinemann. 2008.
p 465-467
‐ simulate the working principle of fuel oil viscosity

automatic control system Anthony F. Molland. The Maritime Engineering
‐ demonstrate the operation of fuel oil viscosity Reference Book: A Guide to Ship Design,
automatic control system Construction and Operation. Butterworth-
‐ simulate the working principle of automatic control of Heinemann. 2008.
auxiliary boiler
‐ demonstrate the operation of automatic control of p 470-473
auxiliary boiler
‐ simulate the working principle of automatic control of

purifier
‐ demonstrate the operation of automatic control of
Butterworths, 1983.
purifier
‐ discuss the principle of common types of sensors p 153-158
‐ discuss the principle of fire detecting method and

detectors John C. Payne. The Marine Electrical and
Inc. 2007.
p 248-253
‐ demonstrate the functions of main engine remote

control system John C. Payne. The Marine Electrical and
‐ demonstrate the detection of faults of main engine Electronics Bible (Third Edition). Sheridan House
remote control system Inc. 2007.
‐ demonstrate the functions of alarm and monitoring
systems p 428-430
AutoChief C20 Instruction Manual, Kongsberg

Corp., Norway.
Marine Automation System K-Chief 600 Instruction

Manual, Kongsberg Corp., Norway.

Inc. 2007.
146
p 247-257

understand computers and computer networks on
ships
‐ demonstrate the use of commercial computer system John C. Payne. The Marine Electrical and
Inc. 2007.
p 433-435
‐ demonstrate the operation of Windows operation

system http://en.wikipedia.org/wiki/Operating_system
‐ demonstrate the use of Microsoft Office software
Sarah E. Hutchinson, Glen J. Coulthard. Microsoft

office. McGraw-Hill/Irwin, 2002.
‐ draw the layout of computer network
‐ discuss measures of increasing security of ship Thomas Robertazzi. Basics of Computer
computer network Networking. Springer New York, 2012.

understand bridge navigation equipment and ship
communication systems http://en.wikipedia.org/wiki/Integrated_bridge_syste
m#Integrated_bridge_systems
‐ demonstrate the compositions of integrated bridge
system Andy Norris. Integrated Bridge Systems Vol 1:
‐ demonstrate the functions of integrated bridge system Radar and AIS. The Nautical Institute. 2008.
‐ demonstrate the use of Radar system
p 55-57
‐ demonstrate the functions of global positioning G. D. Lees and W. G. Williamson. Handbook for
system Marine Radio Communication. LLP Limited. 1996.
p 360-361
Andy Norris. Integrated Bridge Systems Vol 1:

‐ demonstrate the functions of automatic identification Radar and AIS. The Nautical Institute. 2008.
system
p 67-68
http://en.wikipedia.org/wiki/Voyage_Data_Recorder.
html.
‐ demonstrate the functions of voyage data recorder
‐ simulate the working principle of marine gyrocompass
Inc. 2007.
p 410-411
147
‐ simulate the working principle of echo sounder John C. Payne. The Marine Electrical and
Inc. 2007.
‐ simulate the working principle of marine speed log
p 416-419
‐ demonstrate the functions of ECDIS John C. Payne. The Marine Electrical and
‐ simulate the principle of GMDSS Electronics Bible (Third Edition). Sheridan House
Inc. 2007.
p 411-413
‐ demonstrate the functions of Inmarsat system

Marine Radio Communication. LLP Limited. 1996.
‐ demonstrate the functions of NAVTEX system p 37-41

p 143-148
‐ demonstrate the functions of EPIRB G. D. Lees and W. G. Williamson. Handbook for

p 372-373
‐ demonstrate the functions of SART G. D. Lees and W. G. Williamson. Handbook for

p 58-60
‐ demonstrate the compositions of marine telephone

exchanger
‐ Andy Norris. Integrated Bridge Systems Vol 1:
‐ simulate the working principle of sound-powered Radar and AIS. The Nautical Institute. 2008.
telephone
‐ demonstrate the compositions of public address p 80-81
system
gs/422396142/Marine_Telephone_Exchange_equip
ment_Exchange.html.
http://en.wikipedia.org/wiki/Sound-
powered_telephone.html.
http://en.wikipedia.org/wiki/Public_address.html.
148
References
Alan Bole, Bill Dineley & Alan Wall. Radar and ARPA Manual(second edition). Great Britain. 2005.
Alexandr Yakimchuk. Ship automation：for marine engineers and ETOs. Witherby Seamanship International,
2012.
Andy Norris. Integrated Bridge Systems Vol 1: Radar and AIS. The Nautical Institute. 2008.
Anthony F. Molland. The Maritime Engineering Reference Book: A Guide to Ship Design, Construction and
Operation. Butterworth-Heinemann. 2008.
AutoChief C20 Instruction Manual, Kongsberg Corp., Norway.
Ayub, Akber. Marine Engineering. Taylor & Francis Ltd, 2008.
C L Wadhwa. Electrical power systems. New Age Science, 2009.
Charlie Wing. Boatowner’s illustrated electrical handbook. The McGraw-Hill Companies. 2006.
D. A. Taylor. Introduction to marine engineering. Butterworths, 1983.
Dennis T. Hall. Practical Marine Electrical Knowledge (Second Edition). Witherby & Co Ltd, 1999.
Edwin R. Sherman. Advanced Marine Electrics and Electronics Troubleshooting. The McGraw-Hill Companies.
2007.
G. D. Lees and W. G. Williamson. Handbook for Marine Radio Communication. LLP Limited. 1996.
H. D. McGeorge. Marine Electrical Equipment and Practice (Second Edition). Butterworth-Heinemann Ltd, 1993.
http://ecdis.com/home.aspx.html.
http://en.wikipedia.org/wiki/Automatic_Identification_System.html.
http://en.wikipedia.org/wiki/Echo_sounder
http://en.wikipedia.org/wiki/Frequency_changer
http://en.wikipedia.org/wiki/Global_Positioning_System.html.
http://en.wikipedia.org/wiki/GMDSS
http://en.wikipedia.org/wiki/Gyrocompass
http://en.wikipedia.org/wiki/Integrated_bridge_system#Integrated_bridge_systems
http://en.wikipedia.org/wiki/Marine_VHF
149
http://en.wikipedia.org/wiki/Operating_system
http://en.wikipedia.org/wiki/Power_supply#High-voltage_power_supply
http://en.wikipedia.org/wiki/Programmable_logic_controller
http://en.wikipedia.org/wiki/Public_address.html
http://en.wikipedia.org/wiki/Self-steering_gear
http://en.wikipedia.org/wiki/Sound-powered_telephone.html.
http://en.wikipedia.org/wiki/Voyage_Data_Recorder.html.
http://www.alibaba.com/product-gs/422396142/Marine_Telephone_Exchange_equipment_Exchange.html.
John C. Payne. The Marine Electrical and Electronics Bible (Third Edition). Sheridan House Inc. 2007.
Kenneth C. Laudon, Kenneth Rosenblatt, David Langley. Microsoft Windows XP. McGraw-Hill/Irwin, 2002.
Leonard L. Grigsby. Electric power generation, transmission, and distribution. CRC Press, 2007.
Marine Automation System K-Chief 600 Instruction Manual, Kongsberg Corp., Norway.
Mohd. Abdus Salam. Fundamentals of power systems. Alpha Science International Ltd. 2009.
Mukund R. Patel. Shipboard Electrical Power Systems. CRC Press. 2012.
Nigel Calder. Boatowner’s Mechanical and Electrical Manual. The McGraw-Hill companies. 2005.
Robert J. Sweet. GPS for Mariners. America. 2003.
S. C. Tripathy. Electrical power system. Alpha Science International Ltd, 2013.
Sarah E. Hutchinson, Glen J. Coulthard. Microsoft office. McGraw-Hill/Irwin, 2002.
T. K. Grover. Basic marine engineering. Anmol Publications PVT. LTD. 2007.
Thomas Robertazzi. Basics of Computer Networking. Springer New York, 2012.
150
Part 2‐D: Specialized Maritime English for ratings forming part of a
navigational watch
Aims
Specialized Maritime English for ratings forming part of a navigational watch to meet the
mandatory minimum requirement for the knowledge, understanding and proficiency in the
English language in table A-II/4 of the STCW Code.
environment.
Objectives
This syllabus covers the requirements of the STCW Convention 1978, as amended. This
functional element provides the detailed knowledge to support the training outcomes related to
navigation at the operational level.

 provide instructor with other suggested topics to train the trainees for the routine and
emergency communication orally or in written form; and
Syllabus content
This part includes all the requirements in the STCW Code regarding the tasks that ratings
forming part of a navigational watch 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
151
Specialized Maritime English practice. The instructor could select and adapt the topics to suit
the needs of the trainees.
Syllabus structure
This part is also more competency-based and task-oriented, which is especially emphasis on
the appropriate usage of IMO SMCP for ratings forming part of a navigational watch.
ensure genuine competence in the use of English.
Entry levels
Trainees admitted to this part are suggested to have an elementary level of English at least.
Trainees 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 prove that they can carry out the tasks in the
‘Communication skills’ sections of part C of Core section 1 with reasonable fluency and
accuracy.
Communicative Approach described in the Instructor manual of this model course.
152
Equipment needed
model course).
marine navigational scenario.
153
Introduction
training.
practice hours
Competence: Steer the ship and comply with helm orders in the English language
1.1 Helm orders in the English language 35 16
1.1.1 Standard wheel orders 5 2
1. 1.2 Standard engine orders 5 2
1. 1.3 Useful phrases for ratings on watch 5 2
1. 1.4 Useful phrases for ship repairs and maintenances 5 4
1. 1.5 Useful phrases for emergency situations 10 4
1. 1.6 Use English orally to perform duties with a multi- 5 2

lingual crew
total 35 16
Implementation
154
Introduction
material.
this model course:
Appdx. Appendix
Ch. Chapter
Ex. Exercise
p page
Pt. part


Phrases.
155
COMPETENCE 1 Steer the ship and also comply with IMO Reference
helm orders in the English language
Table A-II/4
1.1 HELM ORDERS IN THE ENGLISH LANGUAGE
1.1.1 Standard wheel orders R1
- practice the standard procedure of repetition, execution, report and

acknowledgement
- identify the differences between orders to be steered by a wheel angle and

orders to be steered by compass course, especially the course should be
stated followed by each numeral being said separately
- express orally the meaning of standard wheel orders
- play role with the use of standard wheel orders
1.1.2 Standard engine orders R1
- practice the standard procedure of repetition, execution, report and

acknowledgement
- express orally the meaning of standard engine orders including for vessels
fitted with twin propellers and bow thrusters
- play role with the use of standard engine orders including for vessels fitted
with twin propellers and bow thrusters
1.1.3 Useful phrases for ratings on watch R1
- repeat the phrases used for gangway watch
- simulate the phrases used for cargo watch including crane operation
- play role with the phases used for routine safety watch and hand over
- simulate a scenario to make use of phrases for ship security
- practice the phases used for picking-up pilot
1.1.4 Useful phrases for ship repairs and maintenances R1
156
-name out of the words and phrases for main safety equipments onboard R4 p314-337
-identify the names of words and phrases for riggings, tools and materials
1.1.5 Useful phrases for emergency situations R1
-play role with the use of words and phrases for emergency situations such as
firefighting, lifesaving, anti-piracy and etc.
1.1.6 Use English orally to perform duties with a multi-lingual crew R2 p73-95 p187）
-express orally to exchange information R3(p241-285)
-identify the difference among the basic philosophy of multi-culture, religions,

hobbits, typical politeness, do's and don'ts, etc
-express the expected standards of work and behavior at sea
References

Sales No.D987E)
R2 Helen Spencer-Oatey, Culturally Speaking, Culture, Communication and Politeness

R3 The Nicos J.Vardinoyannis, Seafarers’ Handbook, the Seamen’s Church Institute.
R4 Klaas Van Dokkum, Ship Knowledge, Ship Design, Construction and Operation, 7th
157
Part 2‐E: Specialized Maritime English for GMDSS radio operators
Aims
Specialized Maritime English for GMDSS radio operators to meet the mandatory minimum
requirement for the knowledge, understanding and proficiency in English language in the
STCW Code.
environment, for example by selecting only parts of the syllabus for remedial teaching
purposes.
Objectives
● develop trainees’ ability to use English effectively in GMDSS relevant communication;
● ensure that trainees possess the knowledge, understanding and proficiency in

English language set out in the STCW Code;
● provide instructors with a suggested framework for introducing selected topics from
the Standard Marine Communication Phrases (SMCP), as required by the STCW
Convention, 1978, as amended;
● give students wide-ranging opportunities to practice communication in English

language for maritime search and rescue purposes; and
● promote the study skills essential for continuing independent learning at sea.
Syllabus content
The content of this part includes all the requirements set out in the STCW Code regarding the
tasks that General GMDSS Operators are expected to be able to carry out in English language.
Because the maritime content aims to cover all the requirements on General GMDSS
Operators of the STCW Convention, 1978, as amended, the instructor will need to select and
adapt the topics to suit the needs of the trainees.
158
course and that full training in technical subjects must also be provided in advance. Trainees
will benefit most from their English language training if the teaching of technical subjects also
includes an element of English.
Syllabus structure
This part consists of 4 topics according to the requirements of English language on General
GMDSS Operators set out in the STCW Convention, 1978, as amended. These topics are
essential parts for General GMDSS Operators on board ships and are organized in the order
of importance priority.
The topic one deals with the distress, urgent and safety communication based on the given
dangerous situation, which aims to promote the ability of communication in English for General
GMDSS Operators through by simulating the real communication situation. The topic two
provide a guide of understanding Maritime Safety Information (MSI). The main types of MSI
will be shown to the trainees to ensure the trainees are familiar with the pattern of the
message and the key words. In topic three, the main tool materials of GMDSS will be provided
to the trainees, and user instructions of each book will be introduced by the teachers and read
by the trainees. The topic four is about the routine communication between ship and shore,
and also ship to ship. The basic information exchanging procedures will be used in the
simulation.
Entry levels
tasks in the ‘Communication skills’ sections of part C of core section 1 with reasonable
understanding of GMDSS basic knowledge.
159
of communicative teaching methodology to Specialized Maritime English.
Equipment needed
authentic English language maritime resources.
marine GMDSS communication scenario.
160
Introduction
training.
practice hours
Competence: Transmit and receive information using GMDSS subsystems and equipment and fulfilling
the functional requirements of GMDSS
1.1 the English language, both written and spoken, for

the communication of information relevant to safety of life 32 16
at sea
1.1.1 Carry out the correspondence communication

8 4
based on the given distress, urgency or safety situation,
1. 1.2 Use Maritime Safety Information and special

8 4
services
1. 1.3 Read GMDSS tool materials 12 6
1. 1.4 Illustrate routine communication procedure 4 2
total 32 16
Implementation
161
Introduction
material.
this model course:
Appdx. Appendix
Ch. Chapter
Ex. Exercise
p page
Pt. part


Phrases.
162
COMPETENCE 1 Transmit and receive information using GMDSS IMO Reference
subsystems and equipment and fulfilling the functional
requirements of GMDSS
Table A-IV/2
1.1 the English language, both written and spoken, for the communication of information
relevant to safety of life at sea
1.1.1 Carry out the corresponding communication based on the given

distress, urgency or safety situation
Radio Regulations (RR), as
- simulate Oral and written distress/urgent/safety alert without nature amended Art.33
- simulate Oral and written distress/urgent/safety alert with nature SMCP P56
- simulate distress/urgent/safety traffic with relevant parties, for example SMCP P.32-39 85
RCC, rescue unite, and information provider, etc.
Radio Regulations (RR), as
- simulate Distress relay call amended Art.32
- simulate Distress acknowledge call SMCP P.29
- simulate the cessation of distress/urgent/safety traffic
- simulate the withdrawing of a false distress alert
1.1.2 Use Maritime Safety Information and special services
- read NAVTEX message including metrological warning and navigational MODEL COURSE 1.25
warning, etc. to familiar with special words and message patterns. p.254
- read EGC message including metrological warning and navigational IHOWWNWS-SC

warning, etc. to be familiar with special words message patterns.
- listen to the MSI broadcast on VHF/MF/HF radio telephone.
- compile special service text message used to obtain special services from
relevant coastal special service providers. Imarsat’s SafetyNET Users’
Handbook p13-17
- demonstrate the communication with coastal special service providers to
get special services
163
1.1.3 Read GMDSS tool materials
- read Admiralty List of Radio Signals MODEL COURSE 1.25 p.9
- read IMO and ITU References
1.1.4 Illustrate routine communication procedure
- illustrate Ship to Ship communication Recommendation ITU-T R

seriesR9 Art.32+33
- illustrate Ship to shore or subscriber
SMCP 66
References
IMO/ITU/Reference
IHOWWNWS-SC
Imarsat’s “SafetyNET Users’ Handbook”
MODEL COURSE 1.25
Radio Regulations (RR), as amended
Recommendation ITU-T R seriesR9
SMC
164
Part 2‐F: Specialized Maritime English for personnel providing direct service
to passengers in passenger spaces on passenger ships
Aims
Specialized Maritime English for personnel providing direct service to passengers in
passenger spaces on passenger ships to meet the mandatory minimum requirement for the
knowledge, understanding and proficiency in English language set out in Section A-V/2 of the
STCW Code.
environment.
Objectives

 provide instructor with other suggested topics to train the trainees for the routine and
emergency communication orally or in written form; and
Syllabus content
This part includes all the requirements in the STCW Code regarding the tasks that ratings 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 Specialized Maritime English practice. The
instructor could select and adapt the topics to suit the needs of the trainees.
165
Syllabus structure
This part is also more competency-based and task-oriented, which is especially emphasis on
the appropriate usage of IMO SMCP and other significant phrases, instructions and
procedures for seafarers work on the passenger ships.
ensure genuine competence in the use of English.
Entry levels
outlined in the syllabus of core section 1. They should also prove that they can carry out
the tasks in the ‘Communication skills’ sections of part C of Core section 1 with
reasonable fluency and accuracy.
Communicative Approach described in the Instructor manual of this model course.
Equipment needed
166
model course).
marine scenario on board passenger ships.
167
Introduction
training.
Implementation
Required performance Classroom hours Self-study
practice hours
1.1.1 Give instructions on board ship 15 5
1.1.2 Simulate the various drills on board ship 15 5
1.1.3 Speculate the situations concerning medical treatment 10 5
1.1.4 Evaluate different emergencies to carry out

15 5
coordinating search and rescue procedures and operations
total 55 20
168
Introduction
material.
this model course:
Appdx. Appendix
Ch. Chapter
Ex. Exercise
p page
Pt. part


Phrases.
169
Communication: Ability to communicate with passengers IMO Reference
during an emergency
Section A-V/2
1.1 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
Required performance References
1.1.1 Give instructions on board ship R1
- express the meaning of the posted symbols orally R2
- introduce the names and usage of life-saving and fire-fighting appliances R4

to passengers
- play role with the use of instruction orders given to passengers concerning
different situations
1.1.2 Simulate the various drills on board ship R1
- identify the real and potential dangers and determine the patterns of drills R4
- simulate the procedures in emergency
- play role with the use of standard SMCP orders for evacuation and boat
drills via PA system
1.1.3 Speculate the situations concerning medical treatment R1
- identify common injuries on board ship and R4
- name out the various first-aid medicines and devices
- play roles to give correct medical treatment
- simulate a scenario to undergo communication between ship and helicopter
1.4 Evaluate different emergencies to carry out coordinating search and R1

rescue procedures and operations
R3
- name out the devices used for sending distress signals and
R4
- express the usage of these devises while following the instruction manual
170
posted nearby
- identify various situations to undergo correlated patterns of search and rescue
- simulate the coordinating communications with other ships and helicopters
References

Sales No.D987E)
R2 Life-Saving Appliances inc LSA Code, 2010 Edition (IMO Sales No. ID982E)
R3 Search and Rescue (SAR) Convention, 2006 edition (IMO Sales No.IB955E)
R4 Athens Convention on Passengers & Luggage, 2003 edition (IMO Sales No.
IA436E)
171
Instructor manual
Detailed contents
Page
Introduction............................................................................................................................. 174
Background to the Communicative Approach................................................................... 175
Principles of the Communicative Approach ............................................................................. 177
Language for communication ........................................................................................... 178
The role of students and teachers .................................................................................... 179
Learning styles .................................................................................................................. 180
Learning English through English ....................................................................................... 181
Learning by doing.............................................................................................................. 182
Real life communication ................................................................................................... 182
Classroom management .......................................................................................................... 183
Input and lesson planning ................................................................................................. 183
Stages of lessons............................................................................................................... 185
Task Based Learning (TBL) ................................................................................................. 186
Active learning ......................................................................................................................... 187
Pair and group work ......................................................................................................... 188
Using the internet ............................................................................................................. 194
Teaching the three language systems ...................................................................................... 195
Teaching grammar ............................................................................................................ 195
Teaching vocabulary.......................................................................................................... 201
Teaching pronunciation ..................................................................................................... 212
172
Teaching the four communication skills ................................................................................... 221
Adapting tasks and supplementing material ..................................................................... 222
The receptive skills ........................................................................................................... 222
Teaching listening.............................................................................................................. 223
Teaching reading ............................................................................................................... 230
Teaching speaking ............................................................................................................. 238
Teaching writing ................................................................................................................ 250
Integrating maritime topics ..................................................................................................... 261
173
Introduction
This model course in 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 need 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 principle methodology of this model course although other approaches such as
content based instruction are also relevant. 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
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 ‘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 want to ‘dip in’ to selected parts of the manual to find some 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 course promotes communicative learning, it
does not prescribe a single teaching method. Because each teaching situation is unique, the
instructor needs to trust his or her own knowledge of the students and the local
environment. He or she should aim to discover what works best for the trainees as well as
174
for themselves in 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 the teaching of 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 ’70s, 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 to
units of language presented in carefully graded sequence. Although aspects of Audiolingualism
have been carried through to the Communicative Approach, it is now recognized 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 recognize why this method gained currency during the 1960s and ’70s. 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. Because
students of these languages were required to read rather than speak, learning was
traditionally based on analysing and memorizing 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 (2001:26–28). 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 is on language as a structured system of Focus on communication
grammatical patterns
175
2. How language items are selected:
Based on linguistic criteria alone Based on what language items the learner needs to
know in order to get things done
3. How language items are sequenced:
This is determined on linguistic grounds The emphasis is on content, meaning, relevance and
interest
4. Degree of coverage:
The aim is to cover the ‘whole picture’ of The aim is to cover only what the learner needs and
language structure by systematic, linear sees as important.
progression
5. View of language:
A unified entity with fixed grammatical patterns A variety of language is accepted, and determined
and a core of basic words by the character of particular communicative
contexts
6. Type of language used:
Tends to be formal and bookish Genuine, everyday language is emphasized
7. What is regarded as a criterion of success:
Aim is to have students produce formally correct Aim is to have students communicate effectively
sentences and in a manner appropriate to the context they are
working in
8. Which language skills are emphasized:
Reading and writing Spoken interactions are regarded as at least as
important as reading and writing
9. Teacher/student roles:
Tends to be teacher-centred Is student-centred
10. Attitude to errors:
Incorrect utterances are seen as deviations from Partially correct and incomplete utterances are seen
the norms of standard language as important steps in the learning process rather
than just ‘wrong’
11. Similarity/dissimilarity to natural language
learning:
Reverses the natural language process by Resembles the natural language learning process in
concentrating on the form of utterances rather that the content of the utterance is emphasized
than on the content rather than the form
(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 recognize that there are no hard and fast rules dictating how
to teach but that they can select from the best of many methods.
176
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 globalization 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 best results if combined with content-based
learning and teaching.
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. This can be done even at elementary levels:
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.
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.
177
Language for communication
Language can be divided into two broad categories for teaching purposes: systems and
skills.
Language systems cover:
– vocabulary
– grammar
– phonology.
and this is what forms 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, 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 terminology and phrases that seafarers require for communication.
The majority of input is related to the context of seafaring.
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 utilize
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 ‘Maritime
Focus’ 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 student also needs 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 recognize 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.
using the telephone, writing a telex) 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’.
178
The role of students and teachers
In the Audio-lingual 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
● organizing 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 trainees’

needs which means that he or she must take an interest in the group as individuals.
Ongoing 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 carry out in English
– how much language the trainees can actively use already
– the extent of 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 his or her
179
progress as, depending on the individual’s educational and cultural background, formal tests
may not be something that they are used to. The experience of most 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 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. Any 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 he or she is actively
interested in the trainees as individuals, trainees 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 emphasize that for learning to
take place, individuals need to be prepared to work with and support each other.
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 recognize words by sight, use lists to organize
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 your individual
students’ learning styles. It divides people into these two groups:
180
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 (see Bibliography for recommended publications and
websites). It may also be useful for a teacher to learn a little about his or her own learning
preferences to prevent us from teaching as we like to be taught or as we have been taught
in the past.
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 the 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 maximize 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.
181
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 task, many of which are
based on the concept of an 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
182
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.
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. Although these three systems are listed separately in each unit of the detailed
teaching syllabi of this model course for ease of reference, they 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 of this model course is in graded sequence,
complemented by the vocabulary and phonology input.
Learning is not a linear process, however. Not only does every student need frequent
practice of new language, they also need regular revision in order to retain new language.
The syllabi in this model course contain three review units and revision material can be found
in the recommended textbooks. 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 entire 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,1 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
183
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.
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 tense
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.
1
See appendix B for a sample of a lesson plan and notes on writing lesson plans.
184
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 personalizing 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
185
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).
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
186
spend a lot of time working together to complete the task. 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 personalized 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
187
– 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 point 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 do not have 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
188
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 stamp it out and train the students to actually 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.
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, where teamwork is essential to effectively carry out navigational and general
ship’s operations.
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 are too shy to volunteer their ideas, give the
groups 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 realize 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 which was used to carry out the activity satisfactorily.
Circle games are a great way to encourage the whole class to work together and they 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/
189
no question beginning ‘Have you ever?’. If the individual student’s answer to the question is
yes he or she 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 organizing
interactive tasks may underestimate the challenge of making sure that instructions are both
clear and understood. It can be very demoralizing 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
190
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 realize 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.
191
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 pressurized by not having
the time they need to complete an activity. If this is a problem, it may be necessary to adapt
tasks for the lower levels. In this case, prepare 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
192
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 very important to use
feedback time positively so that students do not feel continually criticized 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 your students’ work, note down a variety of examples of the
error that you hear 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
193
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, 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.
Using the internet
In the following sections on teaching the three language systems and the four skills, we
frequently look at the internet and how it can be used by teachers of English as a tool for
their own development and as a resource for classroom teaching. The internet has a lot to
offer the teacher. There are authentic resources and materials, places where you can find
prepared lesson plans, worksheets and practical ideas. The sheer extent of the internet
means the teacher has the ability to adapt suggested lesson plans to specific students'
needs and interests. Students respond better when they feel involved and engaged in the
subject and since most internet material is current and up to date, it helps motivate students
further.
Teachers can also design lessons where the students actively use the internet in class time.
Many of our learners enjoy using this dynamic medium in their own free time and its use in
class can promote decision-making and learner independence. We should always remember
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 the clear aims and preparation of a conventional
lesson. Check that the computers are working properly and that any sites your students may
need to access are still available and have the content you expect. If you are teaching an
‘internet class’ you need to be flexible – an alternative task/activity may be necessary in the
case of technological problems.. 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 needed.
194
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 memorize 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 syllabi of this model course, the learning objectives regarding grammar often
incorporate a language function to help students recognize the communicative purpose of
the target language.
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 (e.g. in
Unit 4 of Core section 2, the student is expected to ‘select appropriate modal verbs’ for the
language function of ‘expressing obligation and giving advice; in Unit 18 of Core section 1,
the student is expected to ‘use the question form of the Present Perfect tense’ for the
function of checking completion of operational procedures). 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.
For students who have reached the intermediate stage and have learned the main structures
of English, however, it is useful 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 thought (such as the Present Perfect Simple and Continuous tenses or ‘will’ and
‘going to’ for the future) and are quite interchangeable if taken from a meaningful context.
195
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 just read out the
dialogue, changing your 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 listening text that contains the target
structure. First, do a pre- and a gist-listening activity to familiarize 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 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 cassette 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 material: if
you do not want to draw your own pictures, 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
196
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 as you can build up or elicit a situation that
concerns the character(s), manipulating the situation to practise the target
language or function.
– The internet: This is now the richest and quickest source of pictures and
photographs. Most search engines have an ‘Images’ option (google.com is
excellent for this purpose)., 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 laptop
computer into the classroom and project the pictures onto a screen. Microsoft
PowerPoint is ideal for this purpose but any desk top publishing programme can
work very well.
– Personalization: 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 don’t need to know the complete structure
to understand the question at this stage. Alternatively, use your own experiences
as the introductory context.
– Concept checking: After introducing the new structure to the students, it is vital to
check that the students 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.
– Teacher: When did the ship arrive?

– Students: Yesterday.
– Teacher: Have they finished loading?
– Students: Yes.
– Teacher: Are the crew going to load the cargo today?
– Students: No, it 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 present and point
197
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
George left the ship David joined the ship
When David joined the ship, George had already left now
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 familiarize 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 that 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.
– Memorization:
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 memorize the dialogue then rub it off the board, leaving lines to symbolize each
individual word, and 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 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.
198
– Writing the form: Because 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 that you want to focus on. This provides a framework for the students to
create different versions of the original pattern, 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 personalizing
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
199
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 to 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.)
– 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, he or she misses a turn.
– Websites: A large number of websites now exist aimed at students of English and
most of these feature lots of 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 realize 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
200
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 memorize 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 your 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 you think that a student’s error is a ‘slip of the tongue’, encourage
him/her to correct him/herself by echoing his/her 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 you
reach the error and indicating that the student should correct it him/herself.
– Peer correction: If a student makes a mistake and is uncertain how to correct
him/herself, 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 anyone.)
Teaching vocabulary
Specialist vocabulary is one of the main differences between teaching English for General
Purposes and English for Specific Purposes. While it is crucial to teach specialist maritime
vocabulary, this needs to be balanced with other areas of language systems and skills
practice. The main textbooks for this model course include some common maritime
vocabulary in addition to ‘core’ vocabulary of general English. Recommendations for
specialist vocabulary are also incorporated into the model course syllabus, with references
to other texts where appropriate, including the glossary of maritime terms in the appendix.
Teachers are advised to supplement the core textbook material with extra vocabulary
relevant to their students’ specific areas of work or study.
201
The Lexical Approach and Vocabulary Teaching
In recent years the traditional approach to language teaching has been challenged further
by the growing influence 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 his book ‘The Lexical Approach’ in 1993.
Traditional grammar translation methods emphasized 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 pre-fabricated items of speech which,
more than grammar, form the back bone 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)
– institutionalized 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…)
Look at the lines below, already used in the paragraph above, especially look at the words
highlighted.
/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, which I have pre-prepared in my
vocabulary and simply draw upon to construct my speaking and writing. 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 L1, he or she can juxtapose
English and native language expressions and help learners realize this important point.
The issues concerned with teaching vocabulary are broadly the same, regardless of whether
the vocabulary is general or specific.
When selecting new words for teaching it is useful to bear the following issues in mind:
202
– 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 your students to take responsibility for which words
they want to actively record and try to use as part of their vocabulary
– Give priority for teaching words that are widely used and which your 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 words which are appropriate for your students. If your 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 (see the section ‘Integrating maritime topics’).
– 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 your 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 than random words relating
to totally different subjects. These form lexical sets and lexical associations.
Teaching vocabulary is not just a case of having the students write or repeat lists of isolated
words. ‘Knowing’ a word is like being able to ‘use’ grammar.
The student needs to:

– understand the context of the new item
– recognize 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 (e.g. formal/neutral/casual; the maritime/general)
– be aware of register and genre of the word
– be able to remember and reproduce the word when it is needed.
The last point refers to the difference between passive and active vocabulary. Passive
vocabulary means the language items that the student has ‘stored’ in his/her memory:
although he may recognize the word when reading or listening, he cannot recall or produce
it automatically in his/her own communications. The number of words in a student’s active
vocabulary will be less than the number in his/her 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 his/her speech and writing. When words are encountered
for the first time, they usually go into the ‘passive store’, unless the student makes a very
deliberate effort to learn and actively use the new word.
203
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: 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 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 very 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 collocation.
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.
– Contextualization: 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
204
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 realize 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 vocabulary teaching. Present the class with a list of
stages in any procedure, which contain collocations. Let’s use the example of
sending an e-mail; 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 helps the learner consolidate the meaning of the new word, making it
205
more likely that it will enter his/her 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
his/her picture to his/her partner and, similarly, Student B should not reveal his/her
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 some 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
his/her version of the picture to his/her 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, life boat and bulk carrier,
‘life boat’ 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
class 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.
– Half a crossword: The teacher devises a crossword (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 second copy, the
other remaining answers are filled in. Students work in pairs and take it in turns to
206
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 group dictation where each member of the group has
a sentence from a short paragraph which 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 organized,
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
207
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. He then starts to draw the word as quickly as possible while his/her
team-mates watch and try to guess the word from his/her drawings. The person
drawing is not allowed to speak but should stop as soon as someone in his/her
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.
208
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 aeroplane 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 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 the 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
209
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 the 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
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 Marlins Study Packs can be adapted for informal testing purposes.
– Gap-fill exercise: 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)
– 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
210
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.
Recording vocabulary
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 categorizing words and phrases that will make sense to them later. It is worthwhile
spending time discussing ways to record words effectively.
Unit 1 of the syllabus in Core section 2 of this model course requires the trainee to focus on
different ways of recording vocabulary and to consider which way best suits his/her own
learning style (e.g. by using notes, illustrations, tables, lists, model sentences, personalized
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, 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 1 of the syllabus in Core section 2 of this model 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
211
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 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
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. In 2005 there were an estimated 350 million students of English in China alone.
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 don’t 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 recognizing 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
minimize first language interference with English.
Pronunciation should be relevant to and integrated with the teaching of grammar, vocabulary
212
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 sensitize 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 tape recorder 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 focused on 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.) Work on selected sounds that your particular students find most difficult as
part of your wider pronunciation programme. The tasks described below are designed to
practise specific sounds, useful for controlled practice, as a step towards meaningful,
realistic communication.
– 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 tapescript.
213
– 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: Because 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
memorize 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 his/her 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 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
214
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 be 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 of you 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. Because 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 to this, students also need to recognize 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.
215
– 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.
– 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 emphasized (e.g. ‘Where are you going to?’). Keep reminding 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 don’t need to
be practised, it is important that learners are aware of when they occur as they are
a common feature of natural English pronunciation which they need to recognize.
– 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. 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
216
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 because errors of word stress are potentially
more confusing than errors of sound. Because 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 that first you
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 them to match the words with the stress patterns. Use this technique to help
students 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 emphasize the difference between strong and weak
syllables, say the stressed syllables very loudly and whisper the weak syllables
then ask 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.
217
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.
Rhythm and sentence stress
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 emphasized. 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. The 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.
– Moving stress: Show students how sentence stress changes depending on what
the speaker wants to emphasize, for example, when a sentence is repeated with
218
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 emphasize 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 his/her 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. Because 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 lead to
cross-cultural misunderstandings quite quickly.
Some non-native speakers have a tendency to speak in more of a monotone in English than
219
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 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
emphasize 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-emphasized, 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 sensitize 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
220
‘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 dialogue that
includes a range of pitch and intonation. Ask students to listen to the dialogue on
cassette 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/
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 if you write (or draw) various
moods on to separate pieces of paper for each group, mix them up and give them
out to 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.
221
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 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, e-mails, newspaper and magazine articles or recordings of VHF
communications to supplement the core syllabi (see also ‘Integrating maritime topics’).
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 (summarized, 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
222
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, 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
223
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 contextualize 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 memorize, 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’.
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.)
Prelistening 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 utilize 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,
224
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.
Whilelistening tasks
Students will usually need to listen to a text two 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
225
task to do while they are listening and should not be asked to ‘just listen’ as this may
pressurize 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 summarizes 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, as, 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
226
reading the actual text at the same time. Reading while listening is not the best
practice for improving listening skills.
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 the 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
227
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 tell 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
228
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.
Postlistening tasks
The information gathered from a listening task can provide a focus for language work or can
lead into more productive skills work. Summarizing 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 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.
229
– 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 utilize 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 tasks 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.
Prereading 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
230
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 suggest 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.
Whilereading 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
231
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.
– 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.
232
– 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
233
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, spreadsheet, 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 recognize and understand elements of discourse that give a text its
overall shape and meaning. For example, they should recognize 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
234
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 organization of information within the text.
This activity can also be done on screen if the class has access to 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.
235
– 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 organization: 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 organized 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
organizing 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),
for example, 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
236
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 web sites 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, summarizing 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.
– 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.
Postreading 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
237
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 memorizing 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 recognize their
place and limitations. Tasks based on memorization 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’).
238
Developing accuracy
Accuracy focused tasks are usually controlled tasks that require students to produce
language correctly, the emphasis being on minimizing 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
239
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 demoralize 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).
– 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 summarize the
information they gathered in the form of a report.
– Checklist simulation: Checklists for monitoring onboard procedures can provide
240
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 ‘Memorization’
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, memorize it, run back to his partner and dictate
it to him/her. While Student A writes, Student B returns to the text to memorize 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
241
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 stand 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.
Standard Marine Communication Phrases (SMCP)2
242
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 personalizing 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 onboard
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.
2
These tasks are suggestions only for practice of SMCP. Teachers will need to establish their own ways of
presenting and teaching the SMCP material and for testing students’ factual knowledge.
Drilling SMCP with cassette: 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
243
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
memorize 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 onto 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 onboard 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
244
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).
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
245
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 team-mates. 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 others’ 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
e-mailing 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
246
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; socializing; 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
onboard 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 others’ solutions, comparing them and
questioning other groups about their decisions.
– Functional expressions: All simulation and roleplay 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
247
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 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 roleplay: 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 roleplay 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 roleplay, pair
off students from each half of the class and ask them to improvise their own
roleplay 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 memorize some useful functional
phrases. Encourage students to practise by recording themselves and assessing
248
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 organized as a competitive game. It is only
useful once your class are aware of the benefits of free fluency practice. Organize
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 onboard 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.
249
– 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.
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
250
– have a clear idea of the purpose of the text we are writing
– organize our thoughts in a logical, linear sequence, in keeping with the rhetorical
pattern of English
– signal the organization 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
251
aspects on different occasions, according to the aim of the task (e.g. communication of
message, organizational structure, grammar and vocabulary, punctuation and spelling,
handwriting, layout, register etc.). Use a consistent marking scheme with codes to categorize
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: sentence 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
organized 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
252
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.)
– 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 organized 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.
253
– 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.
254
– 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 categorize 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.
– 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
255
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 characterizes 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 organization
of information between English texts and texts written in the students’ first language.
It is recommended that, before progressing to writing tasks, you familiarize 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 organization’.)
– 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 generalized 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.
256
Guided process writing
Students should realize 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 student’s 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 (see ‘Integrating maritime topics’ for more suggestions). 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 th at professional writers such as journalists go through before
publishing their final work (i.e. discussion, research, planning, drafting, editing,
revising, proof reading, 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
257
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: Familiarize 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 e-mail). 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.)
– Organizing 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
258
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 criticize 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
organization (see ‘Understanding text organization’ 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
259
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 organization 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
260
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 home work 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 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.)
Integrating maritime topics
English instructors at maritime establishments should not feel that they are ‘teaching in a
vacuum’ with no connection to the teaching in other departments. Ideally, this model course
will be supplemented with content-based input from the syllabi of other departments. This
will ensure that the English that students learn at college incorporates technical subjects as
a context for studying language. English teaching should also support the type of
communication skills that students need for other subject areas (e.g. report writing, note
taking, pronunciation of SMCP, listening for detailed comprehension, skim reading, etc.) as
well as those skills that they will need at sea. The suggestions given below emphasize the
importance of collaboration between staff of various disciplines. Most of the activities
promote task-based learning of technical subjects through the medium of English, an
approach that should be encouraged at all levels throughout the cadets’ training.
Cross-curriculum links (‘twinning’)

It is vital that English instructors who have limited knowledge of 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. 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
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 links between departments.
– Instructor observation: Ask Heads of Department for regular, time-tabled
261
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 Heads of Department
if it is possible for English instructors to co-teach with technical instructors in order
to integrate content and language learning. Students will benefit from seeing the
relevance of English to 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). 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 your college has a training ship, take any opportunity to go
on board and to sail with the cadets where 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 cassette recordings of conversations and
communication on board and use this for language work in the form of dialogues
and listening practice (you may need to edit and record the material to improve the
quality of the recording).
– 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 guide, keeping the original documents to copy for
subsequent use.
– 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.
notetaking skills). Before the speaker comes, give the students a while-listening
task and make sure they are clear about what to do as you will not be able 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
262
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 your 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 that they know the
correct answers). The students should write each question on a separate piece of
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 his/her 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. You can also
award points for correcting language errors.)
– 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 video recorded and ask the teaching students to evaluate their own
performances. This activity could work as a simulation for an on board training
situation.
263
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
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
264
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
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
.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
265
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 familiarization 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
266
and communicate messages relevant to ship or port facility security.
267
Appendix B Example of a lesson plan
COURSE: Maritime English: Core section 1 LESSON NUMBER: DATE:

TRAINING AREA: 14 Describe weather conditions SIZE OF GROUP: 16 DURATION: 60 minutes
LANGUAGE LEVEL OF GROUP: Elementary
Main element Stages Instructor guidelines / notes Time Textbooks / Language
Specific learning objective (in Activities (and type of interaction)i (mins) materials / sub-skills
teaching sequence, with teaching practised
memory keys) aids
14.2 Vocabulary: months and Lead in
seasons; adjectives - elicit today’s date in full English
describing weather Present / revise (ss. → T. / all) - Ask ss. which months are 10 calendar Speaking:
conditions - elicit names of months & seasons hottest/coldest/ wettest etc accuracy
.1 knows and pronounces the - drill word stress/pronunciation if necessary
names of months and Controlled practice (s. → s.) - Revise functional phrases for
seasons correctly - ss. ask each other which months & seasons stating preferences quickly 5 Speaking:
.2 uses various adjectives to they like best/least and why - Start with open pairs, Flash-cards fluency
describe a wide range of Present / revise (ss. → T. / T.→ ss.) change to closed pairs showing
weather patterns - elicit description of today’s weather 15 symbols of
- present structure it’s + adj. then elicit more - check ss. know it’s rainy/ different
14.1 Grammar: it examples using flashcards of weather windy/foggy/misty/ cloudy/ types of
.1 uses it to describe weather symbols sunny/stormy/icy; it’s hot/ weather Speaking:
conditions - ss. drill structure with flash-cards cold/ freezing accuracy
- present and drill the phrase What’s the - focus on contracted sounds
14.3 Phonology: revises weak weather like? then elicit question and what’s and it’s
forms in connected response exchanges using flash-cards
speech Controlled practice (s. → s.) - revise usually T1 Speaking:
.1 practises contracted sounds - write prompts of months & seasons on board - ss. ask and answer What’s 10 p 14.2–14.3 accuracy &
in conversation - ss. describe typical weather in different the weather usually like in …?, fluency
months/seasons/places It’s usually rainy and cold in 2 versions of
Less controlled practice (s. → s. / all) October etc. newspaper Reading for
- split pair exchange: give different gap-fill 20 report with detail /
weather reports to pairs - demonstrate task first alternate listening for
APPENDIX B
- ss. complete the gaps by asking and - monitor pronunciation of new blank spaces detail /
answering about weather in different places vocabulary & use of speaking /
- answer check and feedback contracted form writing notes
i
Abbreviations for types of classroom interaction:
268
ss. → T. = students speaking to teacher
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
269
Notes on lesson plans
1. This sample of a lesson plan is 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 this example lesson plan shows, 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 Part D of 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.
270
Appendix C Notes on assessment
Assessment of English language ability can take place for various reasons:
– to establish a trainee’s level of ability for the purpose of placing him in the right
class (proficiency testing)
– to monitor trainee progress during the course (progress testing)
– to provide feedback on the course (course evaluation)
– to assess whether trainees are able to satisfy the required levels of competence
set out in the syllabus (final assessment)
Progress testing does not necessarily have to follow formal test procedures. It can be
carried out by means of continuous assessment of each trainee’s classwork and homework.
If continual assessment is carried out, the instructor should ensure that he or she assesses
all aspects of each trainee’s ability and keeps 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 three review units that are
incorporated in the syllabus of both Core section 1 and Core section 2. Whichever means
is chosen for progress testing, trainees should be provided with sufficiently detailed
feedback of their performance to enable them to identify the specific areas that they need
to improve. Feedback should ideally be accompanied with praise 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 the course in order to indicate whether
the trainee has attained the goals of the course.
Instructors who plan to carry out assessment of competence in English are recommended
to follow IMO model course No. 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 IMO model course No. 3.12 on Assessment, Examination and Certification
of Seafarers that will be of particular relevance to 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
15 The Assessment Process
16 Develop Performance Improvement Plan
271
The following appendices from IMO model course No. 3.12 on Assessment, Examination
and Certification of Seafarers are also relevant if adapted to the context of English Language
Training:
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 No. 3.12 on
Assessment, Examination and Certification of Seafarers apply equally to the assessment of
English language competence. When devising tests of English language competence,
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 (Part D of this model course). It
is important the trainees are familiar with the type of task that they will be assessed
on prior to the assessment.
● Tests of English language competence should aim to assess the trainee’s
communicative competence. This will involve assessing the ability to combine
knowledge of areas of English language with the various language communication
skills 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 in this model course. Many
of the more general books also contain chapters on assessment. The bibliography
also includes details of websites specializing in language assessment including
some which contain samples of scoring schemes for assessing communicative
competence in English.
272
Guidance on the Implementation of Model Courses
Contents
Page
Part 1: Preparation ............................................................................................ 274
Part 2: Notes on teaching technique ................................................................. 279
Part 3: Curriculum development ........................................................................ 281
Annex A1 ‐ Preparation checklist ....................................................................... 284
Annex A2 ‐ Example of a Model Course syllabus in a subject area ..................... 287
Annex A3 ‐ Example of a lesson plan for annex A .............................................. 292
273
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 is 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 presents 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
274
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.
.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
275
course.
.2 Such a person is often termed a “course co-ordinator” 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
● machinery and related equipment in workshops
● equipment and materials in other spaces (e.g. for demonstrating fire fighting,
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 Audio-visual aids

Audio-visual 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 illustration scan 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.
276
.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 testrun 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 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
277
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.
278
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 audio-visual material should be indexed at the correct point in the lecture with an
appropriate allowance of time. The audio-visual 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).
279
2.4 People are all different, and they behave and react in different ways. An important
function of a lecturer 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 audio-visual 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.
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
280
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,
281
traditionally, there have always been an “examination syllabus” and a “teaching
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.
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 lecturer
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
282
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
judgments of the examiner. Objective testing or evaluation provides a sound base
on which to make reliable judgments concerning the levels of understanding and
knowledge achieved, thus allowing an effective evaluation to be made of the progress
of trainees in a course.
283
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
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

5 Objective
6 Entry
standard
7 Preparatory
course
8 Course
certificate
9 Participant
numbers
10 Staffing
Co-ordinator
Lecturers
Instructors
284
Technicians
Other
285
Annex A1 - Preparation checklist (continued)
204
MARITIME ENGLISH
Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply
11 Facilities
a) Rooms
Lab
Workshop
Other
Calss
b) Equipment
Lab
Workshop
Other
12 AVA
Equipment
and Materials
OHP
Slide
Cine
Video
13 IMO Reference
14 Textbooks
15 Bibliography
286
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)
287
Course outline
Total hours for
Total hours for each subject area
Knowledge, understanding and proficiency of required
each topic
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
288
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:
● IMO references (indicated by R), and
will provide valuable information to instructors.
Explanation of information contained in the syllabus tables

The information on each table is systemtically 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.
289
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 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 specification of shipbuilding steels are laid down by classification
societies
– state that shipbuilding steel is tested and graded by classification 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 text books (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.
290
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
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP

CONSTRUCTION, TRIM AND STABILITY
Textbooks: T11, T12, T35, T58, T69
Teaching aids: A1, A4, V5, V6, V7
1.1 Shipbuilding materials (3 hours) R1
– states that steels are alloys of iron, with properties dependent upon the type and
amounts of alloying materials used
– 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 super structures in the event of fire
– describes the special precautions against corrosion that are needed where aluminium alloy is
connected to steelwork
291
210
Annex A3 ‐ Example of a lesson plan for annex A
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
Main element Teaching Textbook IMO A/V aid Instructor Lecture Time
Specific training outcome in teaching sequence, with method reference guidelines notes (minutes)
memory keys
1.1 Shipbuilding materials (3 hours)
States that steels are alloys of iron, with properties Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
dependent upon the type and amounts of alloying A-II/2 by the
materials used lecturer
States that the specifications of shipbuilding steels are Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 20
laid down by classification societies A-II/2 by the
lecturer
Explains that mild steel, graded A to E, is used for most Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
parts of the ship A-II/2 by the
lecturer
States why higher tensile steel may be used in areas of Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10
high stress, such as the sheer strake A-II/2 by the
lecturer
Explains that use of higher tensile steel in place of mild Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15
steel results in a saving of weight for the same strength A-II/2 by the
lecturer
292

IMO - Model Course - 2nd+draft

Uploaded by

Copyright:

Available Formats

IMO - Model Course - 2nd+draft

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IMO - Model Course - 2nd+draft

Uploaded by

Copyright:

Available Formats

MODEL C O U R S E 3.

Printed in the United Kingdom by XXXXXX

Sales number: TA317E

All rights reserved.

Purpose of IMO model courses ................................................................................................... 2

Structure of IMO model course for Maritime English ................................................................. 2

Use of IMO model course for Maritime English .......................................................................... 4

Lesson plans ................................................................................................................................ 5

Training and the STCW Convention, 1978, as amended ............................................................... 6

Core section 1 General Maritime English (GME) ............................................................................... 23

Part 1‐A: Course framework ...................................................................................................... 23

Syllabus content ................................................................................................................. 24

Syllabus structure ............................................................................................................... 24

Syllabus methodology ......................................................................................................... 25

Entry levels ......................................................................................................................... 25

Course intake limitations ................................................................................................... 27

Trainer’s experience ............................................................................................................ 27

Equipment needed ............................................................................................................. 27

Elementary Level ................................................................................................................ 29

Intermediate Level ............................................................................................................. 36

Part 1‐C: Detailed teaching syllabus .......................................................................................... 45

Core Section 2 Specialized Maritime English (SME)........................................................................... 99

Subpart A: Course framework............................................................................................. 99

Subpart B: Course outline ................................................................................................. 102

Subpart C: Detailed teaching syllabus ............................................................................... 104

Subpart A: Course framework........................................................................................... 117

Subpart B: Course outline ................................................................................................. 120

Subpart C: Detailed teaching syllabus ............................................................................... 122

Subpart A: Course framework........................................................................................... 131

Subpart B: Course outline ................................................................................................. 134

Subpart C: Detailed teaching syllabus ............................................................................... 136

Subpart A: Course framework........................................................................................... 151

Subpart B: Course outline ................................................................................................. 154

Subpart C: Detailed teaching syllabus ............................................................................... 155

Subpart A: Course framework........................................................................................... 158

Subpart B: Course outline ................................................................................................. 161

Subpart C: Detailed teaching syllabus ............................................................................... 162

Subpart A: Course framework........................................................................................... 165

Subpart B: Course outline ................................................................................................. 168

Subpart C: Detailed teaching syllabus ............................................................................... 169

Instructor manual .......................................................................................................................... 172

Appendix A Summary of references to English language requirements fromtheInternational

Appendix B Example of a lesson plan ............................................................................................ 268

Appendix C Notes on assessment ................................................................................................... 271

Guidance on the Implementation of Model Courses..................................................................... 273

Following the adoption of the International Convention on Standards of Training, Certification

Purpose of IMO model courses

Structure of IMO model course for Maritime English

 Part 2-B: Specialized Maritime English for officers in charge of an engineering

 Part 2-C: Specialized Maritime English for electro-technical officers (ETO)

 Part 2-E: Specialized Maritime English for GMDSS radio operators

Use of IMO model course for Maritime English

 properly qualified instructors of English

 properly qualified instructors of maritime technical subject

 rooms and other spaces

 common teaching facilities and equipment

 English language course books that have a communicative aim

 maritime technical papers, manuals, reports and publications