Chapter 1.

ANCHORING
1. Read the following text and try to guess the meaning of the new words and phrases from the
context

Ships may anchor either in the open roadstead or in the inner harbour. To bring the ship to anchor, it
is necessary to slacken speed and stop the engine at the proper time. Both anchors must be ready to let go.
The ship may ride to one or two anchors. If there is a strong wind, it is necessary to bring her head up into
the wind. In case there is a strong tidal stream or current the ship should be stem on to the current. When the
ship is near her intended place, she is given a little sternway with the engine (if there is no wind or current)
and one anchor is dropped, then the anchor chain is paid out, and, if necessary, the other anchor is let go.
When the chain is “brought up”, that is when the vessel has come to rest in water, the brake is set as tight as
possible.
The scope of chain to be paid out depends on many factors, such as the size of the ship, the weather
and tide conditions, the quality of the holding ground. It is the captain or the officer of the watch (OOW)
who must determine how much of chain is to be paid out in each case. Usually, a length of chain equal to
about five times the depth of water is sufficient.
When the ship has been anchored, the watch officer takes the anchorage bearings. He also sees that
the soundings are taken at the anchorage and enters into the log book both the bearings and soundings. Then
he marks the ship’s position on the chart.
When the vessel is at anchor at night one or more men are posted on anchor watch. It is their duty
under the officer of the watch to see to the security of the ship, to see that there is sufficient room for the
vessel to swing with the tide without striking another vessel.

2. Role-play the following dialogues and then work out and perform dialogues of your own.

2.1. Dialogue 1

P = Pilot; C = Captain

P: In an hour’s time we will approach the port. As it’s ebb time now we shall have to wait for the tide in the
outer roadstead. The depths in the entrance to port are not sufficient for our draft.
C: How long shall we wait for the tide?
P: We will have to wait until sunset.
C: Shall we have to anchor or may we make fast to the mooring buoys there?
P: There are no mooring buoys there; we’ll have to anchor half a mile off-shore.
C: What landmarks will we have there for the anchorage?
P: There is a conspicuous water tower on the coast, which should be kept on bearing 36º and the lighthouse
at the port entrance, which should bear 78º.
C. What are the depths at the anchorage?
P: The bottom is quite even; there are no rocks or shoals.
C: What is the nature of the ground there?
P: There is good holding ground; soft mud with few patches of sand.
C: Is there enough room at the anchorage for swinging?
P: Oh, there is plenty of room for several ships.

2.2.Dialogue 2.

P: In half an hour we shall be at the anchorage, It’s time to notify the engine room and to get the anchors
ready.
C: That’s right. Which anchor are we going to use?
P: We’ll use the starboard anchor.
C: How much chain shall we need?
P: I think four shackles will do.
C: All right. I’ve ordered a deck-hand to start taking soundings.
P: That’s very good. You see that red tower over there? We must steer for that tower till the port lighthouse
opens to southward.
C: Well, what then?
P: Then we must alter the course 40º to starboard and steer for the lighthouse till we are a mile off-shore.
That is our berth.
C: Oh. I see. The depths are beginning to decrease.

2.3.Dialogue 3.

P: Soon we’ll be underway and proceed into port.

C: Fine! I have already given orders to stand by to weigh anchor. We have just got a radiogram from our
agent. He has arranged to berth the ship at Berth No.7.
P: Very good, Sir. This is a very convenient berth.
C: How shall we proceed from here?
P: We shall steer for the port lighthouse, keeping in the green sector of the light till we come to the entrance.
Then we shall keep two red leading lights in line till we pass through the entrance. After that we shall keep
the bright light ashore in line with the molehead light. This will bring us straight to the wharf.
C: All right, that’s clear. Shall we heave the anchor up?

3. VOCABULARY
Words and expressions

Road/roadstead = radă
Berth = dană
To pay out = a fila (parîmă, lanţ)
Tidal stream = curent de maree
Current = curent

To let go/cast/drop anchor = a mola, a fundarisi

Anchor is clear of the bottom = ancora s-a smuls de fund
Foul anchor = ancoră angajată/agăţată
Dragging anchor = ancoră care derapează
Dredging anchor = ancoră care grapează
Ebb = reflux
To approach = a se apropia
Off-shore = la larg de coastă
Landmark = reper costier
Anchorage = ancoraj
Bearing = relevment
Entrance = intrare
To shelter = a adăposti
High land = mal, coastă înaltă
Bottom = fund
Ground = fund
Good-holding ground= care ţine bine
(Un)tenable ground = care ţine/nu ţine
Deck-hand = marinar de punte
To steer for = a guverna pe
To heave up = a vira, a recupera
To bring the ship to anchor = a aduce nava la ancoraj
To slacken speed = a reduce viteza
To ride/lie/be at anchor = a sta la ancoră
The ship rides to one anchor = nava are o singură ancoră fundarisită
To bring the ship’s head up into the wind = a aduce prova in vînt
To bring up = a ancora
To drop anchor = a fundarisi ancora
To be stem on to the current = a sta cu prova în vînt
To give a ship the sternway with the engine = a deplasa nava înapoi folosind maşina
To swing at anchor = a gira la ancoră
To weigh anchor = a vira, a ridica ancora
To keep in line = a menţine un aliniament
To alter the course = a schimba de drum
To take bearings on = a lua relevmente la
To make fast = a volta, a se lega la
Mooring buoy = baliză de amarare
Landmark = reper costier
Conspicuous – vizibil
Even bottom = fund nivelat, fără asperităţi
Shoals = banc de nisip
Soft mud = mîl moale
Patches of sand = întinsură, porţiuni de nisip
Clay = argilă, argilos (despre natura fundului)
Shell= scoică, fund de scoici
Chalk = calcar, fund calcaros
To avoid a swept…m wreck = a evita o epavă la o adîncime de…m

4. Reading comprehension.
4.1. Read the text again and answer the following questions:

1. Where may ships anchor?

2. Should only one anchor be ready when anchoring?
3. May the ships ride to one anchor only?
4. How is the ship’s head brought up in a strong wind?
5. How is the ship brought up if there is a strong current?
6. Are both anchors let go at the same time?
7. Who is to determine how much of chain should be paid out?
8. What length of chain is usually sufficient?
9. What bearings should the watch officer take after anchoring?
10. What information should he enter into the log book?
11. Where should the ship’s position be marked?
12. Why should a ship have sufficient room at the anchorage?

4.2. Read the dialogues again and answer the following questions.
4.2.1. Dialogue 1.

1. When should they approach the port according to the pilot?

2. Why did they have to wait for the tide?
3. Till what time did they have to wait?
4. What did the pilot say about the mooring buoys?
5. What did the pilot say about the landmarks?
6. On what bearing should they keep the water tower?
7. What did the pilot say about the nature of the ground?
8. Was there enough room for swinging?

4.2.2. Dialogue 2.

1.Which anchor were they going to use?

2.How many shackles of chain were needed?
3.Who did the captain tell to take soundings?
4.For what landmark was the captain to steer?
5.Till what moment was he to steer for the water tower?
6.How many degrees was he to alter the course when the lighthouse opened?
7.How far off-shore was that anchorage?
4.2.3.Dialogue 3.

1. When were they going to get underway/

2. What orders had the captain given?
3. What did he say about a radiogramme?
4. At which berth did the agent arrange for the ship to berth?
5. Was that berth convenient?

5.Standard Marine Communication Phrases (SMCP)

5.1. Going to anchor

Is/are the anchor(s) ready for dropping? = Este/sunt ancorele gata pentru fundarisire?
We are going to an anchorage = Ne îndreptăm spre un loc de ancoraj
Have (port/starboard/both) anchor(s) ready. = Pregătiţi ancora/ancorele din babord/tribord/ambele.
We will drop ( port/starboard/both) anchor(s) = Vom lăsa (fundarisi) ancora/ancorele din
babord/tribord/ambele
Put…shackles in the water = Lăsaţi ..chei de lanţ în apă
Put …shackles in the pipe. = Lăsaţi …chei de lanţ in nară
Put …shackles on deck = Lăsaţi…chei de lanţ pe punte.
Walk back (port/starboard/both) anchor(s) one/one and a half shackle(s) = Filaţi ancora/ancorele din
babord/tribord/ambele o cheie/ o cheie de lanţ şi jumătate.
We will let go ( port/starboard/both) anchor(s)…shackle(s) and dredge it/them = Vom mola (fundarisi)
ancora/ancorele din babord/tribord/ambele/cu..chei(e) de lanţ şi o/le vom grapa.
Drop port/starboard/both) anchor(s) = Funda ancora/ancorele/ din babord/tribord ambele.
Pay out the cable(s) = Fila lanţul/lanţurile de ancoră
Check the cable (s) = Controleaza lanţul/lanţurile de ancoră
Hold on (port/starboard/both cable(s) = Ţine lanţul/lanţurile de ancoră/din babord/tribord/ambele.
How is the cable leading? = Cum întinde lanţul o nava?
The cable (s) is/are leading (ahead/astern/to port/to starboard/round the bow up and down) = Lanţul/lanţurile
de ancora întind(e)/înainte/înapoi/spre stînga/dreapta/ dublînd prova/ la pic.
Is/are the anchor(s) holding? = Ţin(e) ancora/ancorele?
Are you brought up? = Eşti ancorat/oprit prin ancorare?
Switch on anchor light(s) = Aprindeţi lumina/luminile de ancoraj
Switch off anchor light(s) = Stingeţi lumina/luminile de ancoraj
Hoist anchor ball = Arboraţi bula neagră
Lower anchor ball = Coborîţi bula neagra
Check the anchor position by bearings = Verificaţi pozitia de ancoraj cu relevmente

5.2. Leaving the anchorage

How much cable is out? = Cît lanţ de ancoră este deasupra ancorei?
Stand by to heave up = Pregătiţi-vă pentru virat
Put the windlass in gear = Cuplati vinciul de ancoră.
Heave up the ( port/starboard/both) cable(s) = Viraţi lanţul/lanţurile din babord/tribord/ambele
How much weight is on the cable? = Cît este de solicitat/virat lanţul de ancoră?
Much weight is on the cable= Lanţul de ancoră este solicitat (virat) mult
Too much weight is on the cable = Lanţul de ancoră este solicitat (virat) prea mult.
No weight is on the cable = Lanţul de ancoră nu este solicitat (virat).
Stop heaving = Opriţi virarea
How many shackles are left to come in ? = Cîte chei de lanţ mai sunt de adus la post?
There is a turn in the cable(s) = Lanţul/lanţurile prezintă o răsucire
Anchor(s) aweigh/clear of the bottom = Ancora/ancorele s-a/s-au desprins de fund
Anchor(s) is/are clear of the water = Ancora/ancorele este/sunt liberă/libere/a/au ieşit din apă
Anchor(s) is/are home = Ancora/ancorele este/sunt la post
Anchor(s) is/are foul = Ancora/ancorele este/sunt/agăţate/prinsă/prinse
Anchor(s) secured = S-a/s-au asigurat ancora/ancorele la post
6. SMCP in context.

Role -play the following anchoring scenario, then imagine and role-play an anchoring scenario of
your own.

The “Pastoria” is approaching the anchorage. The Chief Officer is making preparations for a standing moor.
He is on the forecastle head with the carpenter, Grey and other hands.

Chief Officer: Take the covers off the spurling gates and unplug them, Chippy.
Carpenter: Yes, Sir.
Chief officer: Grey, take the lashings from the cables and ease back the compressors.
Grey: Lashings off. Compressors eased back, Sir.
Chief Officer: Chippy! Put the gipsy of the port anchor in gear and lower the anchor out of the hawse-pipe.
Carpenter: Yes, Sir…Anchor clear of the hawse-pipe, Sir.
Chief Officer: Good. Same for the starboard anchor now.
Carpenter: Yes, Sir. Starboard anchor clear of the hawse-pipe, Sir.

We are all ready now to make a standing moor. The ship is travelling against the tide towards her intended
anchorage. On the bridge the Captain is watching the situation closely. He says to the helmsman:

Captain: You see that white tower one point to starboard, Jenkins?
Jenkins: Yes, Sir.
Captain: Steer for it.
Jenkins: Yes, Sir
Captain: Very well. Stop her.
3rd.Officer: Stop her, Sir…Engine stopped, Sir.

Now that the way is off the ship, she is taken away by the tide and begins to come astern. As she does so, the
Chief Officer on the forecastle head waits for the Captain’s signal before giving orders.

Chief Officer: Let go port anchor.

Carpenter: Let go port, Sir.
Chief Officer: One shackle…two…three. Check her. Four…five…six shackles, Sir.

Six shackles of cable have been veered. This now lies in a straight line on the sea bed. The “Pastoria” has
been brought up and the starboard anchor is now let go underfoot.

Chief Officer: Let go starboard anchor.

Carpenter; Let go starboard, Sir.

On the bridge, the Captain will ease the strain on the port anchor by going ahead.

Captain: Dead slow ahead.

3rd Officer: Dead slow ahead , Sir.
Captain: Keep the white tower ahead, Jenkins.
Jenkins: Ay, ay, Sir.

As the ship begins to move forward, the Chief Officer says:

Chief Officer: Heave in the port cable, Chippy. Grey, slack out the starboard cable, easy.
Carpenter: Heave in port cable.
Grey: Slack out starboard cable.
Chief Officer: Two…three shackles. Avast heaving. That’s enough. Make all fast.
Grey and Carpenter: Ay ,ay, Sir. Make all fast.
6.1. Standard Phrases used in the text above:

A standing moor = Ancorare cu două ancore cu maşina oprită.

Spurling gates = nări de ancoră
To unplug = A degaja (nările de ancoră)
To take the lashings from = A dezarma (lanţurile)
To ease back the compressors = A slăbi stopele
To put the gipsy/windlass in gear = A cupla vinciul de ancoră
Hawse-pipe = Manşon al nării de ancoră
One point to starboard = Un cart la dreapta
Now that the way is off the ship = Acum, pentru că nava a fost stopată
Six shackles have been veered = S-au filat şase chei de lanţ
To ease the strain on the port/starboard anchor = A reduce solicitarea ancorei babord/tribord
Avast heaving = Stop virarea
Make all fast = Volta peste tot

7. Read and study the following excerpts from the Pilot Book related to anchoring. Notice how the
vocabulary is used and then discuss what information you can derive from these excerpts. Have in
mind the quality and the nature of the holding ground, location of anchorages, recommendations and
warnings.

3.21

There is anchorage about 2 miles S of the harbour entrance in depths from 5.5 m to 7.3m, stiff blue
clay. This anchorage is considerably sheltered and the sea is kept down by The Owers (50 40N, 040W),
which acts as a natural breakwater during W and WSW winds.
Small craft awaiting the tide to enter the harbour can anchor nearer the entrance E or W of the
leading line according to the wind.

3.48

There is anchorage off Shoreham harbour in any convenient depth from 4m, sand over clay and
chalk, about 3 cables off the entrance to 9m, sand and shingle with patches of chalk, 2 miles offshore.
The pilots consider the best holding ground, sand and gravel over chalk and clay, is 1 ¼ miles off
the entrance, in a depth of 7m, with High Lighthouse bearing 000.

3.84

Good anchorage, in offshore or E winds, can be found in a depth of 7.5m in Seaford Road, 1 ¼
miles ESE of the breakwater head, with Beachy Head Old Lighthouse in line with the foot of Seaford Cliff,
bearing 109, and Seaford church, bearing 055.
This anchorage is clear of the track of cross-channel ferries to and from Newhaven, and provides
good shelter with winds from E by S, through N, to WNW.

4.17

Anchorage off Folkstone harbour is much exposed and is only used by vessels waiting for the tide
to enter harbour. The best holding ground is in depth from 12m to 18m, clay and sand.
A good berth is with Copt Point in line with Folkstone Breakwater Light, bearing 025, the latter
distant 2 cables.
Vessels anchored 7 cables S of the breakwater have reported dragging their anchors over
apparently rocky bottom.

4.40
 Vessels whose draft permits, proposing to anchor in Outer harbour, must do so within the
anchorage area indicated on the chart, which lies parallel with, and between 2 and 3 ½ cables NW of
Southern Breakwater. The area has been dredged to a depth of 6.5m.
The W and N corners of the anchorage area are marked by C and D Light-buoys (special) and
buoys (special) mark the NW limit.
The area of Outer Harbour NW of the dredged anchorage area is reserved for yachts and pleasure
craft. The E limit of this anchorage is marked by three buoys (special0.
The holding ground in the anchorage area is fairly good, but caution is advisable during strong
winds. Strong gales between SW and W raise considerable scend at about HW, which renders berths
alongside Prince of Wales Pier and Easter Arm untenable.In east gales smooth water may be found under the
lee of eastern Arm.
Foul area. It is dangerous to navigate or anchor within the foul area in the NE corner of Outer
Harbour, indicated on the chart, between Pier “B” and Castle Jetty.

4.58

No vessel shall anchor in the approach to the E or W entrance to the harbour in such a position as
to obstruct the free passage of any other vessel through either of these entrances.
No vessels without the permission of the Harbour Master are allowed to anchor in the fairway.
Vessels shall moor or anchor in accordance with the direction of the Harbour Master, and when
any such vessels have been moored or anchored, they shall not be moved therefrom without the permission
of the Harbour Master except in case of emergency.

4.84

Holding ground is not good in parts of The Downs, particularly S of Goodwin Fork Light-buoy
(5113,2N, 127.2E). The best anchor berth on the W side of the charted anchorage for large vessels is in a
depth of 12.5m, with South Foreland lighthouse in line with the beacon on the HW line in Oldstairs Bay,
bearing 208, and Deal Castle bearing 290.
There is good anchorage farther S, in a depth of 12.5m, with Walmer Castle (5112N, 124E)
bearing about 295, distant 11 cables.
With NE winds it is better to anchor in Trinity Bay, in a depth of 21m, with Deal Castle bearing
280, distant 3 ¼ miles.
Vessels drawing up to 5m can anchor in The Small Downs, as indicated on the chart, 1 1/4miles
NE of Deal Pier. This anchorage is better for small vessels than that in The Downs, as it is more sheltered
and the holding ground is better.
Care must be taken to avoid a swept 4.4m wreck, in the SE part of the anchorage area and a 2.6m
shoal, 4 cables N of the wreck. This shoal forms part of a small sandwave area extending S from the S end of
Brake.

5.23

The recommended outer anchorage is within a circle radius 5 cables, centered 12 cables W of Jetee
Nord Light, in depths from 10m to 16m (33 to 53ft), sand and shell, bad holding ground. The anchorage is
exposed to winds from SW, through N, to NE. the sea rises very rapidly and vessels should only anchor here
in fine weather.
The best anchorage is reported to be on the edge of the above area in a depth of 10m (3.3ft), with
Jetee Sud light-tower bearing 085, distant 7 cables.
The mooring of fishing gear within 1000m of Jetee Sud Light-tower is prohibited and anchoring in
this area is not advised.

5.40

There is anchorage for vessels awaiting the tide to enter harbour in depth from 7m to 9m (23ft to
30ft), mud, off the entrance. This anchorage is only tenable in calm weather, or during winds from between
SE and S.
3.21

There is anchorage about 2 miles S of the harbour entrance in depths from 5.5 m to 7.3m, stiff blue
clay. This anchorage is considerably sheltered and the sea is kept down by The Owers (50 40N, 040W),
which acts as a natural breakwater during W and WSW winds.
Small craft awaiting the tide to enter the harbour can anchor nearer the entrance E or W of the
leading line according to the wind.

3.48

There is anchorage off Shoreham harbour in any convenient depth from 4m, sand over clay and
chalk, about 3 cables off the entrance to 9m, sand and shingle with patches of chalk, 2 miles offshore.
The pilots consider the best holding ground, sand and gravel over chalk and clay, is 1 ¼ miles off
the entrance, in a depth of 7m, with High Lighthouse bearing 000.

3.84
Good anchorage, in offshore or E winds, can be found in a depth of 7.5m in Seaford Road, 1 ¼
miles ESE of the breakwater head, with Beachy Head Old Lighthouse in line with the foot of Seaford Cliff,
bearing 109, and Seaford Church, bearing 055.
This anchorage is clear of the track of cross-channel ferries to and from Newhaven, and provides
good shelter with winds from E by S, through N, to WNW.

4.17

Anchorage off Folkstone harbour is much exposed and is only used by vessels waiting for the tide
to enter harbour. The best holding ground is in depth from 12m to 18m, clay and sand.
A good berth is with Copt Point in line with Folkstone Breakwater Light, bearing 025, the latter
distant 2 cables.
Vessels anchored 7 cables S of the breakwater have reported dragging their anchors over
apparently rocky bottom.

4.40

Vessels whose draft permits, proposing to anchor in Outer harbour, must do so within the
anchorage area indicated on the chart, which lies parallel with, and between 2 and 3 ½ cables NW of
Southern Breakwater. The area has been dredged to a depth of 6.5m.
The W and N corners of the anchorage area are marked by C and D Light-buoys (special) and
buoys (special) mark the NW limit.
The area of Outer Harbour NW of the dredged anchorage area is reserved for yachts and pleasure
craft. The E limit of this anchorage is marked by three buoys (special0.
The holding ground in the anchorage area is fairly good, but caution is advisable during strong
winds. Strong gales between SW and W raise considerable scend at about HW, which renders berths
alongside Prince of Wales Pier and Easter Arm untenable .In east gales smooth water may be found under the
lee of eastern Arm.
Foul area. It is dangerous to navigate or anchor within the foul area in the NE corner of Outer
Harbour, indicated on the chart, between Pier “B” and Castle Jetty.

4.58

No vessel shall anchor in the approach to the E or W entrance to the harbour in such a position as
to obstruct the free passage of any other vessel through either of these entrances.
No vessels without the permission of the Harbour Master are allowed to anchor in the fairway.
Vessels shall moor or anchor in accordance with the direction of the Harbour Master, and when
any such vessels have been moored or anchored, they shall not be moved there from without the permission
of the Harbour Master except in case of emergency.
4.84

Holding ground is not good in parts of The Downs, particularly S of Goodwin Fork Light-buoy
(5113,2N, 127.2E). The best anchor berth on the W side of the charted anchorage for large vessels is in a
depth of 12.5m, with south foreland lighthouse in line with the beacon on the HW line in Oldstairs Bay,
bearing 208, and Deal Castle bearing 290.
There is good anchorage farther S, in a depth of 12.5m, with Walmer Castle (5112N, 124E)
bearing about 295, distant 11 cables.
With NE winds it is better to anchor in Trinity Bay, in a depth of 21m, with Deal Castle bearing
280, distant 3 ¼ miles.
Vessels drawing up to 5m can anchor in The small Downs, as indicated on the chart, 1 1/4miles NE
of Deal Pier. This anchorage is better for small vessels than that in The Downs, as it is more sheltered and the
holding ground is better.
Care must be taken to avoid a swept 4.4m wreck, in the SE part of the anchorage area and a 2.6m
shoal, 4 cables N of the wreck. This shoal forms part of a small sandwave area extending S from the S end of
Brake.

5.40

There is anchorage for vessels awaiting the tide to enter harbour in depths from 7m to 9m (23ft to
30ft), mud, off the entrance. This anchorage is only tenable in calm weather, or during winds from between
SE and S.

5.76

This area lies within a radius of about 1 ¼ miles of D1 light-buoy, with depths from 6m to 12m.
The bottom is sand and shingle or sand and shells; the holding ground is good.
The anchorage is exposed to winds from W, through N to NE. In bad weather from the W, the
swell runs round Point d’Ailly and breaks on the beach. In bad weather from between NW and NE, the sea is
very high at the entrance to the harbour during the out-going tidal stream, and the swell is felt in avant-port.
Prohibited area. Anchoring and fishing are prohibited in the triangular area, indicated on the chart,
extending 5 cables from the harbour entrance.

8. GRAMMAR : FUTURE

8.1. Will
8.1.1. Form

will + infinitive without to

contractions : ‘ll= will ; won’t = will not
We use will with all persons. We can also use shall instead of will with I and We eg. I/We shall work ( but in
every day speech, we normally use contractions I’ll and We’ll.)

8.1.2. Use

8.1.2.1. We can use will to predict the future

e.g.. Tomorrow will be another cold day in all parts of the country.
In the future, machines will do many of the jobs that people do today.
Who do you think will win the football match on Sunday?
We won’t arrive home before midnight tonight.
When we predict the future, we often use will with the following verbs and expressions:

Think expect believe be sure be afraid hope

e.g. I expect they’ll be here at around 10 o’clock tomorrow morning.

 I’m sure you’ll enjoy the film if you go and see it.

We also se will in this way with adverbs of probability, e.g. probably, perhaps, certainly

e.g. Martin will probably phone us this evening.

Perhaps I’ll see you tomorrow.

8.1.2.2. We also use will when we decide to do something at the moment of speaking.

e.g. “Would you like something to drink?” “ Oh., thank you. I’ll have some orange juice.”
“There’s someone at the door.” “ Is there? Oh, I’ll see who it is.”
“I’m going out shopping.” “Oh, are you? I’ll come with you, then. I need to get some things myself.
”
8.2. Going to

8.2.1. Form

be+going to+infinitive

e.g. I am going to work

Are you going to work?
I am not going to work.

8.2.2. Use

Sentences with going to connect the future and the present

8.2.2.1. We use going to to talk about something in the future which we can see as a result of something in the
present.

e.g. Look at those black clouds in the sky. It’s going to rain. Those people are going to get wet.
Hurry up! It’s getting late. You’re going to miss your train.
Look out! That ladder is going to fall!

For this reason, sentences with going to are often about the near future.

8.2.2.2. We also use going to to talk about what we intend to do in the future. We use going to when we have
already decided to do something.

e.g. “Why have you moved all the furniture out of this room?” “I’m going to clean the carpet”
“Lynne has just sold her car.” “ Is she going to buy a new one?

8.3. Will and Going to

8.3.1.We use both will and going to in predictions about the future, but there is a difference:
We use will to talk about what we think or believe will happen in the future.

e.g. That boat doesn’t look very safe. It’ll sink in that heavy sea.
Don’t climb that tree. You’ll fall and hurt yourself.

We use going to to talk about something in the future which we can see as a result of something in the
present.

e.g. Look at that boat! It’s going to sink.

Look out! You’re going to fall!
 8.3.2. We use both will and going to to talk about what we intend to do, but there is a difference here:
We use will when we decide to do something at the moment of speaking.

e.g. ‘Oh dear! I’ve spilt some wine on my jacket”. “Don’t worry. I’ll clean it for you.’
What shall I do tomorrow? I know! I’ll paint the kitchen.

We use going to when we have already decided to do something.

e.g. ‘Why have you moved all the furniture out of this room?’ I’m going to clean the carpet.’
‘Why are you putting on those old clothes?’ ‘I’m going to paint the kitchen.

8.4. Present continuous for the future

We use the present continuous to talk about something that we have already arranged or planned to do
in the future.

e.g. ‘What are you doing on Saturday evening?’ ‘I’m meeting Sarah’
‘Sarah is taking an exam on Monday.’
‘We’re visiting some friends in Scotland next weekend.’

When we use the present continuous in this way, we often give the future time (e.g. on Saturday evening,
on Monday, this afternoon, next weekend)

8.4.1. Present continuous and going to

8.4.1.1. When we talk about things we have already arranged to do or planned to do in the future, we can use
the present continuous or going to.

e.g. I’m having lunch with Lynne tomorrow.

I’m going to have lunch with Lynne tomorrow.

8.4.1.2. When we make predictions about the future, we can use going to (or will), but not the present
continuous.

e.g. It’s going to rain tomorrow. (It’s raining tomorrow is not possible)

8.5. Present simple for the future

We use the present simple to talk about future events which are part of a fixed timetable or fixed programme.

e.g. ‘What time does the tennis start tomorrow? ‘At 6.15’.
Next summer the school holidays begin on July 25th and end on September 10th.
The film starts at 7.10 and finishes at 9.00.
What time does your plane leave tomorrow?
We use the present simple in this way when we think of something in the future as a fact, or as an arrangement
or plan which cannot change.

8.5.1. Present simple for the future after when, if, etc.

We use the present simple to refer to the future in clauses of time and condition after when while, as soon as,
after, before, until, if, unless, as/so long as and provided/providing (that).

Will/won’t present simple

I’ll buy a newspaper when I go out.

We won’t go out until it stops raining.
 We’ll go to the beach if the weather is nice.
I’ll go to the party provided you go too.

8.6. Future continuous: will be+…-ing

8.6.1. Form

will be+…ing

I/you/he/she/it/we/you/they will be working (affirmative)

I/you/he/she/it/we/you/they will not be working(negative)
Will I/you/he/she/it/we/you/they be working ?(interrogative)

This form is sometimes called the ‘future progressive’

CONTRACTIONS: ‘ll =will ; won’t = will not

We can use shall instead of will with I and We e.g. I/We shall be working(but , in every day speech , we
normally use the contractions I’ll and We’ll). The negative of shall is shall not (contraction: shan’t).

8.6.2. Use

8.6.2.1. We use will be+…-ing to talk about something which will be in progress at a time in the future.

e.g. I’ll be having dinner at 7.00.

Don’t phone me at 8.00. I’ll be doing my homework then.
What will you be doing this time next week?

8.6.2.2. We also use will be+…-ing to talk about things in the future which are already planned, or which are
part of a regular routine.

e.g. I’ll be driving into town later on. Do you want a lift?
‘Would you like me to give peter a message for you?’ ‘Oh, I don’t want to trouble you.’
‘it’s no trouble, really. I’ll be seeing Peter tomorrow anyway.’

We often use will be+…-ing as a polite way of asking about someone’s plans, especially when we want
someone to do something for us.

e.g. ‘Will you be going out this morning?’ ‘Yes, why?’ ‘Oh, could you get me a newspaper?’
Will you be using your camera at the weekend? I wondered if I could borrow it.

When we use will be+…-ing form in this way, it often suggests that we do not want to change the other
person’s plans.

8.7. Future perfect: will have+past participle

8.7.1. Form
will have + past participle

I/you/he/she/it/we/you/they will have finished/gone (affirmative)

I/you/he/she/it/we/you/they will not have finished/gone (negative)

Will I/you/he/she/it/we/you/they have finished/gone? (interrogative)

CONTRACTIONS: ‘ll = will ; won’t = will not

We can use shall instead of will with I and We e.g. I/we shall have finished ( but, in everyday speech, we
normally use the contractions I’ll and we’ll). The negative of shall is shall not ( contraction: shan’t),
8.7.2. Use

We can use will have + past participle to talk about something that will be completed by (not later than) a
certain time in the future. When we use this structure, we think of a future time and look back from that future
time to say that something will be completed.

e.g. I’ll have finished dinner by 8.00.

I’ll have worked here for a year next September.

8.8. Future in the past: was/were going to

We can use was/were going to + infinitive to say that something was planned for the future at a past time.

e.g. They were going to get married, but in the end they changed their minds

Note that when we use this structure, it often means that the planned future action did not happen.
e.g. I was going to stay at home last night, but I decided to go out instead.
We were going to eat at the Italian restaurant, but it was full, so we ate somewhere else.
 Chapter 2.
Mooring

Objectives: After studying the topic in the course book and seminar the students should be able to: recognise
and use correctly the words and expressions related to mooring; translate a text on mooring giving the correct
Romanian equivalents to the words and expressions related to the topic in question; construct a dialogue
between the master of the ship and the pilot about the conditions of mooring.

1. Read the following text and try to make out the new words and expressions from the context

Ships make fast to a wharf either alongside or stern to. When approaching a berth ships must proceed
at slow speed. On deck, heaving lines and mooring ropes, as well we fenders, should be ready for use. The
anchors must be ready to let go.
At an appropriate distance from the berth the engine is stopped and the ship’s headway is used to
bring her alongside the wharf. This headway should be just enough to keep the ship moving ahead without
losing steerage way.
If a ship has too much headway, it should be stopped by backing the ship with the engine or by
letting the anchor go. As a matter of fact, only the off-shore anchor is dropped and then a heaving line is
passed ashore. A head-rope, a bow spring and two breast lines are run out from the ship and secured to
bollards ashore.
Working on these lines, as well as on the stern rope and stern spring which are also run out in due time,
the ship is hove into her berth and made fast.
After the ship is secured in her berth, rat-guards should be placed on all the lines. For permanent
moorings wire ropes are preferred to ordinary fiber ropes.
All the mooring lines should be constantly watched, as the change of weather or rise and fall of tide
can make the lines either too taut or too slack and this will necessitate from time to time veering them in or
out. In stormy weather the ships secured in their berths usually have to double up fore and aft.

2. Role-play the following dialogues and then work out and perform dialogues of your own.

2.1.Dialogue 1

C: Is taking a tug compulsory here?

P: No, it is not compulsory, but it is advisable, and I shall tell you why. There are several strong currents in
the harbour and as there is a lot of traffic now, it is pretty difficult to manoeuvre in congested waters.
C: Will the tug take us only into the port or will she bring the ship alongside the wharf?
P: Yes, the tug will work the ship into her berth.
C: At what berth shall we moor?
P: We shall moor at berth No. 17
C: We will need a 15 ton crane to discharge heavy-lifts.
P: Your agent must have been informed about it as there is a 15ton crane at the berth.
C: That’s good. Which side shall we make a landing?
P: We will make a starboard side landing.

2.2.Dialogue 2

C: So, where are we going to berth?

P: Do you see. Sir, a vacant place between the two big tankers tied up stern to?
C: Do you mean those two big tankers over there with streamlined funnels?
P: Yes, that’s what I mean, and that’s where we should now steer for.
C: There isn’t too much space there anyhow, but still enough to get the ship moored alongside. What is the
depth alongside the berth?
P: The depth is five fathoms, Sir.
C: Is the bottom even there?
P: No, there must be a little hump some 30 yards from the wharf, as the bottom was recently dredged.
C: Which side shall we go alongside?
P: We will go along starboard side.
C: Shall we drop an anchor?
P: Yes, Sir. We shall drop the port anchor.

2.3.Dialogue 3

P: The ship has too much headway. Sir, I think it’s time to back her.
C: Slow astern! Helm a-port! You Know, she swings her bow to starboard on backing.
P: I see, Now, Sir, give her a little swing to port. Steady so! Is your port anchor ready?
C: The port anchor is ready. Stand by the port anchor.
P: Let go the port anchor, Sir.
C: Let go the port anchor! Veer out the cable handsomly! Send on shore the bow spring
P: That’s right, Sir. We must get the bow in first.
C: Yes, now we can heave the ship alongside.
P: I think, Sir, you must now steer the stern a little off the pier.
C: Good. I think I’ll start heaving the bow alongside with the bow lines.

3. Vocabulary
Words and phrases

To make fast = A se lega la cheu

To moor = A se lega, a acosta, a amara, a afurca
Wharf = Cheu, debarcader
Fender = Apărătoare, tranchet
To let go = A mola, a fundarisi (ancora)
Steerage way = Viteză de guvernare, capacitate de a mai mentine drumul
Head rope/line = Parîmă de legare prova
Bow spring/backspring forward = Spring prova
Breast line = Traversă
To heave, hove, hove = A aduce nava într-o pozitie, a trage
Taut = Întins
Slack = Slăbit
To veer in/out = A vira
To make fast alongside = A acosta/lega cu bordul
To make fast stern to = A acosta/lega cu pupa
To get moored = A acosta, a se lega
To get berthed/tied up = A aduce nava la cheu
To bring the ship alongside the quay/to work the ship into her berth = A aduce nava la cheu
To make a starboard/port landing/to get alongside starboard/port side to = A acosta (a se lega) cu
tribordul/babordul
To run out a line = A da o legătură
It is advisable = Este recomandabil
To swing the bow to starboard/port = A gira, a aduce prova la dreapta/stinga
To sheer the stern from the quay = A abate pupa de la cheu
To double up fore and aft = A da dublin la prova si pupa.

4.Reading Comprehension
4.1. Read the text again and answer the following questions:

1.How do ships make fast to a wharf?

2.At what speed should a ship approach the berth?
3.What should be made ready for use on deck?
4.What is the ship’s headway used for in this case?
5.What should be done if the ship has too much headway?
6.When the ship has approached the berth what line is passed ashore first?
7.What other ropes are run put from the ship and secured to the bollards ashore?
8.How is the ship hove into her berth?
9.Where are rat-guards placed?
10.Why should the mooring lines be constantly watched?
11.Why should we veer in the ropes from time to time?
12.When should we veer them out?
13.In what weather should we double up the lines?
14.How should the lines be watched if the weather is changeable?

4.2.Read the dialogues again and answer the following questions:

4.2.1. Dialogue 1

1.What did the pilot say about the taking a tug?

2.Why was taking a tug advisable?
3.Was there a heavy traffic in the port?
4.What did the pilot say about manoeuvering in congested waters?
5.How far was the tug to take that ship?
6.What did the captain need a crane for?
7.Was there any crane at the berth?
8.Was the ship to be berthed port side to?

4.2.2. Dialogue 2

1.Where did the pilot show a vacant place for the ship?
2.What did the captain say about it?
3.Why did he ask the pilot about the depths?
4.Was the bottom even alongside that berth?
5.Which side was the ship going to berth?

4.2.3. Dialogue 3

1. What did the pilot say about the ship’s headway?

2. How did the captain stop her headway?
3. Why did he command “Helm-a-port” when going astern?
4. Which anchor did the captain order to let go?
5. Which rope did he order to be sent ashore first?

5. Standard Marine Communication Phrases

5.1. Berthing

We will berth port/starboard side alongside = Vom acosta cu bordul babord/tribord

We will moor to (a ) buoy(s) ahead and astern = Ne vom lega la (o) geamandură/geamanduri în prova si in
pupa.
We will moor alongside = Vom acosta cu bordul
We will moor to dolphins = Ne vom lega la piloţi
Send out…(head/stern/breast) lines = Daţi parîme…prova/pupa/traversa
Send out…spring(s) forward/aft = Daţi…spring(uri) prova/pupa
We will use…shore (head/stern/breast) lines/wires = Vom folosi… parîme/sîrme/prova/pupa/traverse de la
mol (cheu)
Do you have tension winches? = Avetţ vinciuri de ţntindere?
Have heaving lines ready forward and aft = Pregătiţi bandule la prova şi pupa
Send a (heaving/head/stern/breast) line ashore = Daţi o parîmă/bandulă/prova/pupa/traversa la cheu
Have a messenger line ready = Pregătîti o parămă intermediară
Use the centre/panama lead forward/aft = Folosiţi nara centrală/panama din prova/pupa
Use the bow lead = Folosiţi nara din centru
Use the port/starboard quarter lead = Folosiţi nara din pupa babord./tribord.
Heave on…line(s)/spring(s) = Viraţi parîma/parîmele/springul/springurile
Pick up the slack on the…line(s)/spring(s) = Luaţi din banda parimei/parimelor/springului/springurilor
Heave away = Viraţi
Stop heaving = Stop virarea
Slack away…line(s)/spring(s) = Filaţi parîma/parîmele/springul/springurile
Stop slacking…line(s)/spring(s) = Stop filarea parîmei/parîmelor/springului/springurilor
Hold on… line(s)/spring(s)= Ţine parîma/parîmele/springul/springurile
Heave in easy = Vira uşor
Heave alongside = Tragetî pe parîme de-a lungul cheiului
Keep lines tight = Ţine parîmele întinse
Do not break the lines = Nu rupe parîmele
Report the forward/aft distance to… = Raporteaza distanţa prova/pupa la…
We have to move…metres ahead/astern = Trebuie sa ne deplasăm…metri in prova/pupa
We are in position = Suntem in pozitie

5.2. Unberthing

Is/are the engine(s) ready? = Este/sunt motorul/motoarele gata?

How long does it take to have the engine(s) ready? = Ciî durează pregătirea motorului/motoarelor?
It takes…minutes (to have the engines) ready) = Durează…minute pentru pregătirea motorului/motoarelor
Are you ready to get underway? = Sunteţi gata de marş?
Prepare to let go = Pregătiţi de molat
Single up…line(s) and…springs forward and aft = Reduceţi parîme/parîmele…şi springul/springurile…
prova si pupa.
Slack away (head/stern/breast) line = Filaţi parîma/prova/pupa/traversa
Slack away (forward/aft) spring = Fila springul prova/pupa
Heave on (head/stern) line = Vira parîma prova/pupa
Heave on (head/stern) spring = Vira springul prova/pupa
Let go everything forward/aft = Mola toate parîmele la prova/pupa
Let go (head/stern) line = Mola parîma.prova/pupa
Let go towing line = Mola parîma de remorcaj
Let go spring = Mola springul
Keep someone forward to stand by the anchor = Tineţi pe cineva în prova să pregătească ancora

5.3.Vocabulary in context

CO = Chief Officer; B = Boatswain; C = Captain; H = Helmsman; 3 rd O= Third Officer

The “Pastoria” is coming up the river on the flood tide. Her berth is on her starboard side, and six
cables ahead. The Chief Officer is on the forecastle and is giving the boatswain orders.

CO: Anchors are clear. Got the heaving lines, fenders and mooring ropes ready, boatswain?
B : Yes, Sir.
CO: The Captain is going to take her round, now.

The next thing, after seeing that the equipment is ready, is to turn the ship round and stem the tide. We are
now a little way past our berth and Captain Jones is doing this.

C: Hard-a-starboard.Stop her. Full ahead.

H: Hard-a-starboard ,Sir.
3rd O: Full ahead, Sir.
C: Midship. Stop her.Full astern.
H: Midship
3rd O: Full astern, Sir.
C: Stop her. Port a bit.
3rd O: Stop her, Sir.
H: Port a bit.

The “Pastoria” was turned around by this manoeuvre. Now she is stemming the tide.
C: Slow ahead. Steady as you go.
3rd O: Slow ahead, Sir.
H: Steady as you go, Sir.

The ship is now approaching the berth against the tide, and Captain Jones has given us a slight cant towards
it. On the forecastle, the chief officer says:

CO: Heaving line ready? Bend on the head rope. Now pay her out.

The shore party makes her head rope fast.

C: Stop her.
3rd O: Stop her, Sir.

Now the weight comes on the head rope and the ship is dropping alongside. On the stern of the “Pastoria” the
Second Officer is in charge. He says:

C: Make fast your stern rope.

Stern rope, breast ropes and spring are now led ashore and made fast. On the bridge, the captain says:

C: Ring “Finished with the engine”, Third.

3rd O: Finished with the engines, Sir.
C: Very good. Helmsman, finished with the wheel.
H: Finished with the wheel, Sir.

5.3.1.Vocabulary and expressions

To come up the river = A naviga în amonte

Flood tide = Perioadă de flux
Berth = Dană
To stem the tide = A naviga contra mareei
To give a slight cant = A aduce uşor
Heaving line = Bandulă
To bend on = A lega
To pay out = A fila
Shore party = Echipa de la cheu
Now the weight comes on the head rope = Acum parîma prova fiind solicitată…
The ship is dropping alongside = Nava vine prea repede la cheu
Make fast your stern rope = Voltaţi parîma pupa
Let ashore = Daţi (parîmele) la cheu

6. Grammar : Modal verbs-General

The ‘modal auxiliary verbs’ or ‘modal verbs’ are can, could, may, might, will, would, shall, should, ought to,
must, need and dare.

6.1.Use

We use modal verbs to talk about, for example, possibility, willingness, ability, obligation, certainty
and permission.

e.g. It might rain. (possibility)

Will you help me? (willingness)
Can she swim? (ability)
You must be home by 11 o’clock. (obligation)
You haven’t eaten all day. You must be hungry. (certainty)
 May I borrow your car? (permission)

6.1.2.Form

6.1.2.1.We form the affirmative by putting the modal verb between the subject and the full verb.

I can swim
We should go now.

Modal verbs take the same form in all persons. There is no-s ending in the third person singular.

She can swim.

He should go now.

After all modal verbs (except ought) we use the infinitive without to e.g. swim, go etc.
After ought we use to + infinitive e.g. to swim, to go etc.

6.1.2.2.We form the negative by putting n’t/not after the modal verb.

e.g. She can’t swim

We should’t go.
It might not rain.

We form questions by inverting the subject and the modal verb. Compare:

e.g. She can swim.- Can she swim?

We should go – Should we go?

Note that we do not use do in questions and negatives.

6.1.2.3.We can use the structure modal verb+be+…-ing

e.g. It’s getting late. We really must be going now.

6.1.2.4.We sometimes use expressions such as be able to, be allowed to and have to instead of modal verbs.
These expressions give us certain meanings and forms which are not possible with modal verbs.

e.g. I’d like to be able to play the piano.(Can has no infinitive)

She had to go to the doctor’s yesterday. (Must is not used to talk about the past)

6.1.2.5.When we talk about the past, we can use modal verb + have = past participle. We use this structure to
talk about things that possibly happened or things that did not happen.

e.g. ‘Peter is late.’ ‘He may have missed his train’( Perhaps he missed/has missed his train)
‘I feel really tired today. I should have gone to bed earlier last night.( But I did not go to bed very
early last night.)

6.2. Ability:can. Could, be able to

6.2.1. Can
We use can to talk about ability. The negative of can is cannot(can’t)

e.g. Can you swim?

He can play the guitar
I can’t open this bottle.
Can you meet me tomorrow evening?
We can use be able to instead of can e.g. Are you able to swim? (but can is more common)

6.2.2. Could and was/were able to

6.2.2.1.We can use could to say that someone had the general ability to do something in the past.
e.g. I could swim when I was 4 years old.
My sister could talk when she was 15 months old.
We also use was/were able to with this meaning.
e.g. I was able to swim when I was 4 years old.

6.2.2.2.But when we want to say that someone had the ability to do something, and that they did it in a
particular situation, we must use was/were able to (could is not possible)
e.g. Even though I’d hurt my led, I was able to swim back to the boat.
The manager wasn’t in the office for very long, but we were able to speak to him for a few minutes.

We can use managed to (+ infinitive) or succeeded in (+ -ing form) instead of was/were able to in this
meaning.
e.g. Even though I’d hurt my leg, I managed to swim back to the boat/ I succeeded in swimming back
to the boat.
We normally use managed to or succeeded in when the action was difficult to do.

6.2.2.3.There is an exception with the verbs of perception see, hear, smell, taste, feel, and some verbs of
thinking e.g. understand, remember. We use could with these verbs when we actually did these things in
particular situations.
e.g. We could see a man in the garden.
I could hear a noise outside my bedroom door

6.2.2.4.We use could not (couldn’t) for both general ability and particular situations.

e.g. My grandmother couldn’t dance.

He tried very hard, but he couldn’t swim back to the boat.

6.2.3. Could have…

We use could have + past participle to say that someone had the ability or the opportunity to do
something in the past but did not do it.
e.g.You could have helped me. Why didn’t you?
I could have gone to China on holiday last year, but I decided not to.

6.2.4. Expressing ability in other forms:be able to

Can has no infinitive, -ing form or participles. So, when necessary. we make these forms with be able to.

e.g. I’d like to be able to play the piano.

In the future, people will be able to live on other planets.
She enjoys being able to speak foreign languages.
I’ve been able to drive since I was 18.

6.3. Permission: can, could, may, might, be allowed to

6.3.1. Asking for permission

e.g. Can I borrow your dictionary?

Could I ask you a personal question?
May I make a suggestion?
Could is less direct and more polite than can hare. May is more formal than can and could, but can and could
are more common.
We can also use might to ask for permission in a less direct, more formal style.

Might I make a suggestion?

6.3.2. Giving permission

When we give permission, we use can or may 9but not could or might)

e.g. ‘Can I use your pen for a moment?’ ‘Yes, of course you can.’
You can borrow my camera if you want to.
‘Could I make a suggestion?’ ‘Of course you may.’

6.3..3. Talking about permission

When we talk about things that are already permitted or not permitted (e.g. when there is a law or a rule), we
use can(‘t) or be (not) allowed.

e.g.You can’t smoke/aren’t allowed to smoke in this room.

You can/are allowed to get married in Britain when you are 16.(That’s the law)
The children normally go to bed at 9 o’clock, but they can stay up/are allowed to stay up
later on Saturdays. (Their parents have decided this.)

6.3.4. Could and was/were allowed to

6.3.4.1.We use could to say that we had general permission to do something in the past.
e.g. When I was 18, I could borrow my parents’ car whenever I wanted to.
When I was 18, I was allowed to borrow my parents’ car whenever I wanted to.

6.3.4.2.But when we want to say that someone had permission to do something and they did it in a particular
past situation, we must use was/were allowed to (could is not possible)

e.g. I was allowed to borrow my parents’ car last night.( Not: I could borrow…)

6.4. Obligation and necessity (1); must, have to, have got to

6.4.1. Must and have to

6.4.1.1.We use both must and have to to express obligation or necessity, but there is sometimes a difference
between them:
We normally use must when the authority comes from the speaker. You must be home by 10 o’clock. (I
insist). I’ve got a terrible pain in my back. I must go and see the doctor. (I think it is necessary). You must
drive carefully. (I insist).
We normally use have to when the authority comes from outside the speaker. I have to be home by 10
o’clock.(My parents insist) I have to go and see the doctor at 9.00 tomorrow morning. (I have got an
appointment.) you have to drive on the left in Britain.(That is the law)

6.4.1.2.We only use must (+infinitive) to talk about the present and the future. When we talk about past
obligation or necessity, we use had to.

e.g. I had to work late yesterday.

6.4.1.3.Must has no infinitive, -ing form or participles. So, when necessary, we make these forms with have
to.
e.g. I’ll have to work late tomorrow.
He hates having to get up early.
 She’s had to work hard all her life.
Note that in questions and negatives with have to we use do/does in the present simple and did in the
past simple.
e.g. What time do you have to start work?
We don’t have to hurry. We’ve got plenty of time.
Did you have to walk home last night?

6.4.2.Have got to

We often use have got to instead of have to to talk about obligation and necessity. Have got to is more
informal.

e.g. I have to hurry. I’ve got to hurry.

Do you have to go? Have you got to go?

We normally use have to, not have got to, for things that happen repeatedly, especially when we use one-
word adverbs of frequency e.g. always, often. Compare:

e.g. I always have to work late on Wednesday evenings I’ve got to work late this evening.
Do you often have to get up early? Have you got to get up early tomorrow?
We use got mostly in the present. To talk about the past, we normally use had to, not had got to.

e.g. I had to work late last night.

6.5. Obligation and necessity (2): mustn’t, don’t have to, don’t need to, haven’t got to, needn’t

6.5.1.Compare mustn’t and don’t have to

Annie has got a bad cold.” You mustn’t get up today.”

Sally is on holiday. “I don’t have to get up today.”
We use mustn’t when there is an obligation not to do something.

e.g. You mustn’t get up today.(=Do not get up.)

You mustn’t wash that sweater. It has to be dry-cleaned(=Do not wash it.)

We use don’t have to when it is not necessary to do something.

e.g. I don’t have to get up today. (=It is not necessary to get up)
You don’t have to wash that shirt. It isn’t dirty.(=It is not necessary to wash it.)
6.5.2.We can also use don’t need to, haven’t got to or needn’t to to say that it is not necessary to do
something.

e.g. I don’t need to get up today.

I haven’t got to get up today.
I needn’t get up today
Note that we often use needn’t when the speaker gives someone permission not to do something.

e.g. You needn’t pay me back the money until next week. (= I give you permission not to pay me back
the money until then.)

6.6. Needn’t have and didn’t need to

6.6.1.Needn’t have + past participle says that someone did something, but it was not necessary- it was a
waste of time.

e.g. I needn’t have made so much food for the party. Nobody was very hungry. (= it was not necessary
to make so much food, but I did,)
 I needn’t have told Kate what happened. She already knew. (=It was not necessary to tell Kate, but I
did)

6.6.2.Didn’t need to + infinitive says that something was not necessary (but it does not say if someone did it
or not).

e.g. She needn’t have waited. (=It was not necessary to wait, but she did.)
She didn’t need to wait.(=It was not necessary to wait: we don’t know if she did or not.)
They needn’t have worried. (=It was not necessary to worry, but they did.)
They didn’t need to worry.(=It was not necessary to worry; we don’t know if they did or not)

6.6.3.When we use didn’t need to, it often means that someone did not do something (because it was not
necessary).

e.g. I didn’t need to unlock the door because it was already unlocked.
I didn’t need to write to you so I phoned you instead.

But we can also use didn’t need to (with stress on need) when something was not necessary, but
someone did it.

e.g. I didn’t need to write to you, but I wrote to you anyway.

6.7. Obligation and advice: should, ought to, had better, be supposed to, shall

6.7.1.Should and ought to

6.7.1.1.We can use both Should and ought to talk about obligation and duty, to ask for and give advice, and ,
in general, to say what is right or good.

e.g. You should learn to swim/You ought to learn to swim.

You shouldn’t tell lies./You oughtn’t to tell lies.
What do you think I should do?/What do you think I ought to do?

Should and ought to are very similar in meaning, but we often prefer ought to to talk about authority
which comes from outside the speaker e.g. from laws or rules
Note that after should, we use the infinitive without to e.g. learn, tell, but after ought we use
to+infinitive e.g. to learn, to tell.

6.7.1.2.We use should have/ought to have + past participle to say that someone did the wrong thing in the
past.

e.g. I should have posted this letter yesterday, but I forgot. (I did not post it)
I am really tired this morning. I should’t have stayed up so late last night.(I stayed up late)
Haven’t you finished your homework yet? You ought to have done it last night. (You did not do it)

6.7.2Had better

Had better+ infinitive without to expresses a strong recommendation in a particular situation.

e.g. I’m going to an interview tomorrow. I’d better iron my shirt.

It’s going to be cold tonight. We’d better turn on the heating.

We always use had not have with better in this structure, but the meaning is present or future, not past
We form the negative with had better not.
e.g. Wed better not be late.

Had better often suggests a kind of threat or warning, and is stronger than should or ought to.
 6.7.3.Be + supposed to

We can use supposed to to talk about what people are expected to do because of an arrangement, a rule,
or a duty.

e.g. You’re supposed to start work at 8.00 every morning.

I’m supposed to see Maria this afternoon.

We use not supposed to to express prohibitions.

e.g. You know you’re not supposed to eat in the classroom.

There is often a difference between what is supposed to happen and what really happens.

e.g. I’m supposed to see Maria this afternoon, but I’m not going to have enough time.
Put those sweets away! You know you’re not supposed to eat in the classroom.
He was supposed to phone me yesterday, but he didn’t.

6.7.4.Shall

We can use shall I? When we want to know someone’s opinion, or when we want advice or
instructions.
e.g. I’ve missed my last bus. What shall I do ?
I’m not sure what to do. Shall I apply for the job or not?
How long shall I cook this spaghetti?

6.8.. Possibility: may, might, could

6.8.1. Present and future possibility
6.8.1.1.We use may, might and could to talk about present or future possibility.

e.g. “There’s someone at the door.” ‘It may be Sarah.” (=perhaps it is Sarah)
We aren’t sure what we are going to do tomorrow. We might go to the beach.(=Perhaps we will
go to the beach.)
“Where’s Simon?” “He could be in the living room.” (=Perhaps he is in the living room.)

Might is normally a little less sure than may. Could is normally less sure than may or might.

+ + + may + + might + could

6.8.1.2.We use the negatives may not and might not (mightn’t) with this meaning, but not could not.

e.g. Simon may not be in the living room(=Perhaps he is not in the living room.)
We might not go to the beach. (=Perhaps we will not go to the beach.)

6.8.1.3.Note the form: may/might/could + be + …-ing

E.g. They may be having dinner at the moment. (Perhaps they are having dinner.)

6.8.2. Possibility in the past

6.8.2.1.We can use may/might/could + have+past participle to talk about possibility in the past

e.g. “Where was sally last night?” “I think she may have been at the cinema.”(=I think perhaps she
was at the cinema.)
“Peter is late.” “He might have missed his train.”(=Perhaps he missed/has missed his train.)
“I can’t find my wallet anywhere.” “You could have left it at home.” (Perhaps you left/have
left it at home.)
“She walked straight past me without saying hello.” “She might not have seen
you.”(=perhaps she didn’t see you.)
6.8.2.2.We also use could and might (but not may) with have + past participle to say that something was
possible in the past but did not happen

e.g. “I forgot to lock my car last night.” “ You were very lucky. Someone could have stolen it”
“You were stupid to try to climb that tree. You might have killed yourself.”

6.9.Deduction: must, can’t

6.9.1.Must, can’t
6.9.1.1.We use must in deductions to say that we are sure about something.

E.g. It’s not very warm and you’re not wearing a coat. You must be cold. (= I am sure that you are
cold.)
Mrs Woods must know London very well. She has lived there all her life. (=I am sure that she
knows London very well.)

6.9.1.2.We use can’t (not mustn’t) as the negative of must in this meaning. We use can’t in deductions to say
that something is impossible.

e.g. Peter was here a moment ago, so he can’t be far away. (=It is impossible that he is far away.)
Annie can’t be asleep. There’s a light on in her bedroom. (=It is impossible that she is
asleep)

6.9.1.3.Note the form: must/can’t + be + …-ing

e.g. You’ve been working hard all day. You must be feeling tired. ( I am sure that you are feeling
tired.)
Simon has bought two tickets for the concert, so he can’t be going on his own. (=It is impossible
that he is going on his own.)

6.9.1.4.We also use can in questions about possibility.

e.g. The telephone is ringing. Who can that be?

Sally is late. Where can she be?
6.9.2. Must have…and can’t have…
6.9.2.1.We use must/can’t + have+ past participle for deductions about the past.

e.g. Those shoes you bought are very nice. They must have been expensive. (=I am sure that they
were expensive.)
You can’t /couldn’t have been at the swimming pool yesterday! The swimming pool was
closed all day yesterday! (=It is impossible that you were at the swimming pool!)

6.9.2.2.We use can have… and could have…in questions about past possibility.

e.g. Where can they have gone ?

Sally is very late. What could have happened to her?

6.10. Requests: can, could, may, will, would

6.101.Asking for something

We can ask for things with can, could and may.

e.g. Can I have a glass of water, please?
Could I have the bill please?
May I have some more coffee?
Could is less direct and more polite than can here: may is more formal than can/could.
6.10.2.Asking for permission

We also use can, could and may to ask for permission.

e.g. Can I borrow your dictionary?
Could I ask you a personal question?
May I have a look at your newspaper?

6.10.3.Asking someone to do something

6.10.3.1. We often use can you? (=are you able to?) to ask someone to do something for us.
e.g. Can you post this letter for me?
Can you switch on the light, please?
We use could as a less definite, more polite form of can in this meaning.
e.g. Could you pass me the newspaper please?
Could you give me some advice?

6.10.3.2.We also use will you? (=are you willing to?)to ask someone to do something.
e.g. Will you switch on the light, please?
We use would as a less definite, more polite form of will in this meaning.
e.g. Would you pass this letter for me?
‘The phone is ringing.’ ‘Would you answer it?’

6.10.3.3. We also use would with the verb mind 9=’object to’ or ‘dislike’) to make polite requests.
e.g. Would you mind switching on the light?

6.10..3.4. We sometimes make requests by using would like as a polite way of saying what we
want.
e.g. I’d like a glass of water, please.
I’d like to ask you a personal question.

6.11. Offers: will, shall, can, could, would

6.11..1. We use will to say that we are willing to do something or to offer to do something.
e.g. I’ll help you with your suitcase.
I’ll lend you my bicycle if you want.
Are you hungry? I’ll make you something to eat.
We also use will you? In offers and invitations.
e.g. What will you have to drink?
Will you have dinner with us?

6.11.2. We use shall I? (=do you want me to?) to offer to do something for someone.
e.g. Shall I help you?
Shall I open the door for you?
Shall I post this letter for you?

6.11.3. We also use can/could(=’ability’) to offer to do something for someone.

e.g. I can post this letter for you.
I could lend you some money if you want.
Sometimes when we use can or could to ‘ask for permission’, we are really offering to do
Something.
e.g. Can I make you something to eat?
Could I carry that bag for you?
In these uses, could is less direct and more polite than can.

6.11.4.We also use would with verbs such as like, prefer and rather to make polite offers and
invitations.
e.g. Would you like to go to a party on Saturday?
 Would you like me to help you?
Would you prefer to stay in or go out this evening?

6.12. Suggestions: shall, let’s, why don’t we, how/what about, can, could

6.12.1.We use shall we? To ask for and make suggestions.

e.g. Where shall we go?
What time shall we leave?
Shall we stay at home?
Shall we play tennis tomorrow?

6.12.2. We can also make suggestions in these ways:

6.12.2.1.
e.g. Let’s watch TV.
Let’s go for a swim.

6.12.2.2.Why don’t we(+infinitive without to)?

e.g. Why don’t we go for a swim?
Why don’t we play tennis?

6.12.2.3. How/What about (+-ing form/noun)?

e.g. How about playing tennis/a game of tennis?

6.12.3. We use can and could to suggest possible actions.

e.g. We can watch TV if you like.
We could go to the cinema tomorrow.
In this use, could is less direct and more polite than can.

6.13. Habits: used to, will, would

6.13.1. Used to
6.13.1.1. Use.
We use used to + infinitive to talk about past habits which are now finished.
e.g. Robert used to play football when he was younger, but he stopped playing 20 years ago.(=Robert played
football regularly in the past, but he does not play now.)
Kate used to go swimming a lot, but she never goes swimming now.
When I was a child, I used to suck my thumb.
We also use used to for past states and situations which are no longer true.
e.g. Robert used to be very slim when he was younger.
I used to live in London, but I moved in 1980.
We only use used to to talk about the past. When we talk about present habits or present states, we use the
present simple.
e.g. Robert never plays football now.
Kate goes sailing quite often nowadays.
I live in Manchester.
Robert is quite fat.
We do not use used to to say how long something happened.
e.g. I worked in Rome for six months.

6.13.1.2. Form
Used to + infinitive takes the same form in all persons.
I/You/He/She/It/We/You/They used to play football.
live in London.
be very slim.
The negative of used to is normally didn’t use to (=did not use to)
I didn’t use to live in London.
You didn’t use to like classical music.
We also use never used to e.g. You never used to like classical music.
We normally form questions with did…use to…?
e.g. Where did you use to live?
Did you use to like classical music?

6.13.2. Will and Would

6.13.2.1. we can use will to talk about someone’s typical behaviour or characteristic habits.
e.g. Simon loves music. He’ll sit for hours listening to his stereo.
Kate is very kind. She’ll always help people if she can.
We use would with the same meaning to talk about the past.
e.g. When I was a child my father would sometimes take me fishing.
My grandmother was very absent-minded. She would often buy something and then leave the shop
without it.
Will and Would are not stressed in this use.

6.13..2.2. If will or would are stressed (‘), it suggests criticism.

e.g. He `will slam the door when he comes in. It really makes me angry.
‘She borrowed my camera without asking.’ ‘She `would do a thing like that. She’s always borrowing
things without asking.’

6.13.2.3. Used to and would

When we talk about past habits, we can use used to or would.
e.g. When we were children, we used to/would play Cowboys and Indians together.
When I was a child, my elder brother used to/would take me to the cinema every Saturday morning.
When we talk about past states, we can use used to, but not would.
e.g. My grandfather used to be a policeman.
I used to have a moustache, but I shaved it off.

7. Grammar Practice

1. Complete the sentences using can or could where possible. If can or could is not possible, use a
form of be able to.
Examples:
He has been living in France for 6 months. He can speak French very well now.
I’ll be able to go shopping later today.

1. When Robert was younger he---run quite fast.

2. Look! You---see the mountains from this window.
3. Kate---dance really well when she was a young girl.
4. How long have you---play the guitar?
5. Look! I---lift this chair with one hand!
6. I’m sorry, but I won’t---come to the party on Saturday.

2. Complete the sentences using could or was/were able to .Sometimes either form is possible.
Example:
Simon could/was able to read music when he was 7.

1. We---put out the fire before much damage was done.

2. My daughter---walk when she was only 11 months old.
3. I---finish all the work you wanted me to do yesterday.
4. ‘---(you) speak French before you went to live in Paris?’ ’I---(not) speak it very well.’
5. They were talking quite loudly. I---hear everything they said.

3. Robert Wells is 52 years old. Sometimes he feels that he has wasted his life.
Read about Robert. Replace the words in italics with could have…as in the example.
Example:
 When Robert was 26 he had the chance to get married, but he decided not to.
When Robert was 26 he could have got married, but he decided not to.

1. Robert had the ability to go to university, but he didn’t want to go.

2. He had the intelligence to pass his final exams at school, but he didn’t take them.
3. A lot of people thought he had the ability to be a professional footballer when he was younger, but he
didn’t try.
4. He had the opportunity to start his own business once, but he didn’t want to
5. He had the chance to emigrate to Australia a few years ago, but he decided not to.

4. Complete the sentences using could or was/were allowed to

Example: I was allowed to see him for a few moments yesterday.

1. Andrew---leave school early yesterday because he wasn’t feeling well.

2. Until the 19th century, people---travel freely between most countries without a passport.
3. Sue’s children---watch the film on TV last night.
4. Her son has to wear a uniform in his new school, but in his old school he---wear whatever he liked.

5. ( I ) Mrs Woods isn’t very well. The doctor is speaking to her, Complete what the doctor says using
must and the verbs drink, take, stay and continue. Use each verb only once.

Doctor: Well, Mrs Woods, your temperature is a little high, so you----in bed for the next few days. You can
eat whatever you like, but you---plenty of liquids. And I’ll give you some medicine. You---it three times a
day after meals. And you ---to take it for the next ten days.

(ii) Now Mrs Woods is wxplaining the doctor’s instructions to Mr Woods. Complete what Mrs
Woods says using have to and the verbs drink, take, stay and continue.Use each verb only once.

Mrs Woods: The doctor gave me some medicine. I---it three times a day after meals. And I---to take it for
the next ten days. I’m not allowed to get up at the moment. I---in bed for the next few days. Oh, and I’m
allowed to eat whatever I like, but I---plenty of liquids.

6. Complete the sentences using must or a form of have to. Sometimes two answers are possible.
Example: I couldn’t go to the party last night because I had to babysit for my sister.
I have to/must get up early tomorrow morning.

1. You---get a visa to visit the United states.

2. Annie will---do her homework tomorrow.
3. It’s getting very late. We---go now.
4. I---stay in bed yesterday because I wasn;t very well,
5. Mr Mason---wear glasses since he was a child.
6. I don’t like---work at weekends.

7.Choose the correct form.

Example: You’ve been late for work twice this week. You mustn’t/needn’t be late again.
(The right choice here is mustn’t)

1. You mustn’t/ don’t have to open the door before the train stops. You could fall out.
2. We mustn’t/ don’t have to hurry. We’ve got plenty of time.
3. We mustn’t/ haven’t got to make any noise going into the house. It’s very late and everybody is
asleep.
4. You mustn’t/needn’t tell Nicki about the party. I’ve already told her.
5. You mustn’t/don’t need to phone the station about the time of the trains. I’ve got a timetable.
6. I mustn’t/haven’t got to go now. I can stay a bit longer if you want me to.

8.Complete these sentences using the modal verbs in the box. Sometimes two answers are possible.
Must mustn’t can can’t needn’t

Examples: You needn’t go any longer. You can go now.

We mustn’t make a noise. We must be quiet.
You must move your car. You can’t/mustn’t park here.

1. You mustn’t leave the door unlocked. You—lock it.

2. You can only smoke in the canteen. You---smoke in this room.
3. We needn’t do the washing up now. We---do it tomorrow.
4. We can stay a bit longer. We---go now.
5. You can’t keep on using my tennis shoes. You---buy your own.
6. You can keep those magazines. You---give them back to me.

9. Complete the sentences using needn’t have where possible. If needn’t have is not possible, use didn’t need
to.
Examples: ‘Did you water the garden?’ ‘Yes, but I needn’t have done (do) it. Just after I’d finished it started to
rain!
I didn’t need to wake (wake) her up because she was awake before me.

1. She ---(get up) early last Saturday, so she stayed in bed until 10 o’clock.
2. I didn’t wear my coat when I went out. I---(wear) it. It wasn’t cold.
3. He was very anxious before the exam, but he---(worry). It wasn’t as difficult as he’d expected.
4. She---(pay) the man, but she gave him some money anyway.
5. She---(pay) the man, so she didn’t give him any money.
6. Thank you very much for the flowers, but you really---(buy) them for me.
10. Complete the advice using should or ought to; find the advice for the problems
Example: 1. ‘I’ve lost my credit card.’
‘You should report it to the credit card company immediately.’
‘You ought to report it to the credit card company immediately.’
PROBLEMS ADVICE
1. ‘I’ve lost my credit card.’ ‘I think you/sell it’
2. ‘I can’t wake up in the mornings.’ ‘ Perhaps you/look for another job.’
3.’I,m bored with my job.’ ‘ Don’t you think you/apologize to them?’
4. ‘I’ve got a terrible headache.’ ‘Perhaps you/buy a new alarm clock!’
5. ‘I was very rude to my parents.’ ‘ You/report it to the credit card company
immediately.’
6. ‘My car keeps on breaking down.’ ‘ Perhaps you/take some aspirin.’

11. Make sentences using shoul(dn’t)…should(n’t) have…or ought(n’t) to have…and the words in
brackets.
Example: My car is always dirty. (I/clean/it more often.)
I should clean it more often./I ought to clean it more often.

1. You think your friend works too hard. You tell him/her:
(You/not work/so hard) (You/relax/more)
2. Your friend overslept this morning and was late for work. His boss said to him.
(You/buy/an alarm clock!)
3. Kate didn’t feel well yesterday, but she went to work and now she feels really terrible.
( She/not go/to work yesterday). (She/stay/in bed).
4. Mr Woods walked straight out into the road without looking. He was nearly killed by a bus.
( He/not walk/into the road without looking.) (He/look/first.)

12. Complete the sentences using had better and the verbs in the box.
Example: The phone is ringing. You’d better answer it.

Park stay hurry answer put out be not leave

 1. This knife is very sharp. You ---careful when you use it.
2. Oh no! Look! There’s a ‘No Parking’Sign here. We---somewhere else.
3. You’re not very well. I think you---in bed today.
4. We’re late.We---
5. There’s a lot of crime in this area. We---any doors or windows unlocked.
6. The plane is just going to take off. You---that cigarette.

13. Complete the sentences using the correct form of be + supposed to and the verbs in the box.
Example: I’m on diet, so I’m not supposed to eat cream cakes.

Arrive not eat go not open not park have

1. What are you doing with your birthday presents? You---them until your birthday!
2. I---to work yesterday, but I couldn’t because I was ill in bed.
3. You---your car here at any time.
4. We---in Manchester at 6 o’clock this morning, but our plane was delayed.
5. Peter---a one-hour lunch break, but he sometimes takes a bit longer.

14. Complete each question using shall I and the most suitable verb in the box.
Example: How much money shall I get from the bank?

Paint invite get tell put

1. Who---to my prty, do you think?

2. Where---all these dirty plates and glasses?
3. What do you think?---my parents what has happened?
4. What colour---my bedroom? Have you got any ideas?

15. Rephrase these sentences using the modal verbs in brackets.

Examples: Perhaps she is ill (may). She may be ill.
Perhaps they went out. (might)They might have gone out.

1. Perhaps you’re right. (could)

2. Perhaps she’ll win the race. (might)
3. Perhaps she forgot about the meeting. (may)
4. Perhaps they were asleep. (might)
5. Perhaps he doesn’t know the address.(may)
6. Perhaps they left early. (could)
7. Perhaps he isn’t coming now.(might)
8. Perhaps I’ll see you tomorrow. (may)
9. Perhaps they’re going on holiday. (could)
10. Perhaps she didn’t catch the bus.(may)

16. Complete the sentences using can or could and the verbs in the box. Use each verb only once.

Grow be make reach live survive cross

Example: Tigers can be dangerous.

1. Elephants---for up to 70 years.
2. Temperatures near the South Pole---minus 43 degrees centigrade.
3. A hundred years ago ships---the Atlantic in 10 days.
4. Camels---for up to 17 weeks in the desert without water.
5. Dinosaurs---up to 5 metres long.
6. Anyone---mistakes.
 17.Complete the sentences using should or ought to and the correct form of the verbs in the box.
Use each verb only once.

pass be win not take sell arrive receive

Example: I’ve only got &15, but that should/ought to be enough. We won’t need to buy very much.

1. You---my letter first thing in the morning. I posted it earlier today.

2. I was surprised Liverpool lost the football match. They ---easily.
3. I---my car easily. I only want & 950 for it and it’s in very good condition.
4. Andrew---the exams last week. He worked very hard for them.
5. ‘How long will it take to drive to the park?’ ‘Well, it---long. It isn’t very far.’
6. I’m still waiting for the 7 o’clock bus. It---half an hour ago.

18. Answer the questions in A using must or can’t, give a reason from B
Example: 1. They can’t be Greek. They’re speaking Italian.

A B

1. Are they Greek? It’s very cold in here.

2. Is he ill? He’s too young.
3. Is the heating on? She’s just passed her driving test.
4. Are they asleep? They’re speaking Italian.
5. Is she happy? Their bedroom lights are off.
6. Is he a doctor? He’s got a high temperature.

19. Rephrase the sentences using the correct form of the words in brackets.
Examples: I’m sure she is in bed. (must) She must be in bed.
We’ll probably arrive before 11 o’clock. (should) We should arrive before 11 o’clock.
Perhaps he was ill.(may) He may have been ill.
It’s impossible that they missed the plane. (can’t) They can’t have missed the plane.

1. Perhaps she’ll phone later, (might)

2. I’ll probably be at home. (could)
3. Perhaps they went home.(could)
4. It’s impossible that he’s telling the truth. (can’t)
5. I’m sure you’ve heard the news. (must)
6. Perhaps I won’t go out this evening. (may)
7. It’s impossible that she saw us. (can’t)
8. I’m sure the bus has left. (must)
9. Perhaps he didn’t apply for the job. (might)
10. She’ll probably be here soon. (ought to)

20. Peter and Sally are trying to decide what to do this evening.
Complete the conversation using the words in the box. Use some words more than once.

Why don’t we Let’s shall we How about could

PETER: So, what shall we do this evening?

SALLY: Well, we haven’t got much money.---staying in and watching TV?
PETER: Oh, no! I’m fed up with watching TV.
SALLY: ---go out for a drink, then. We can afford one drink each.
PETER: All right.Where---go?
SALLY: ---go to The Tropical Bar? They have really good music there.
PETER: Yes, but the drinks are very expensive.
 SALLY: That’s true. Well, we---go to the pub on the coner.
PETER: Yes. They have very good videos.---go there.
SALLY: I thought you said you were fed up with watching TV!

21. Put one verb in each sentence into the used to form and the other verb into the present simple.
Examples: When Margot first became a doctor, she used to work (work) in a small hospital in
Brighton, but now she works (work) in a large hospital in London.

1. Robert---(be) interested in football, but he (not/be) very interested in it any more.

2. Nowadays Kate---(never/go) dancing, but she---(go) a lot before she was married.
3. That shop---(be) a grocer’s when I was a child. Now it---(be) a supermarket.
4. Britain---(have) military service, but it---(not/have)it any more.
5. France---(be) a republic now, but it---(be) a monarchy.
6. ‘---(you/like) history when you were at school?’ ‘ No, I didn’t, but now I---(find) it quite interesting.

22. Complete the sentences using will or would and one of the verbs in the box.
Example: Robert has got a very bad memory. He’ll often forget (often) where he’s parked his car.

Carry on spend lend go throw forget

1. Kate is very generous. She---(always) you money if you need it.

2. Ken’s grandfather was very mean. He---(never) anything away if he could use it again.
3. Mr Woods is a real chatterbox! He---talking fir hours and hours if you give him a chance.
4. When Simon was a child, he---(often) hours just looking out of the window.
5. ‘I’m always tired these days.’ ‘Well. You---to bed so late every night, it isn’t surprising!’

23. Which of these sentences can be completed with either used to or would? Which of them can
only be completed with used to?
Examples: When Robert was younger, he used to/would go running every morning.

1. When Andrew was a small baby he---cry a lot.

2. When I was little, I---be afraid of the dark.
3. When we were children, we---visit my grandmother every Sunday afternoon.
4. When Mrs Woods was younger, she---play tennis every weekend.
5. Years ago I---have a motorbike.
6. There---be quite a lot of cinemas in the town, but now there aren’t any.

8.Grammar Practice Answer key

1.
1. could; 2. Can; 3. Could; 4. Been able to; 5. Can; 6. Be able to.

2.
1. were able to; 2.could/was able to; 3. Was able to; 4. Could/Were you able to, couldn’t/wasn’t
able to; 5. Could/was able to

3.
1. Robert could have gone; 2.He could have passed; 3. He could have been; 4.He could have
started; 5. He could have emigrated.

4.
1. was allowed to; 2. Could/were allowed to; 3. Were allowed to; 4. Could/was allowed to

5.
(i) 1. Must stay; 2. Must drink; 3.must take; 4. Must continue
(ii) 1. Have to take; 2. Have to continue; 3. Have to stay; 4. Have to drink
 6.
1. must/have to; 2. Have to; 3. Must/have to; 4. Had to; 5. Has had to; 6. Having to

7.
1. mustn’t; 2. Don’t have to; 3. Mustn’t; 4. Needn’t; 5. Don’t need to; 6. Haven’t got to

8.
1.must; 2.can’t/mustn’t;3. Can; 4.needn’t; 5.must; 6. Needn’t

9.
1. didn’t need to get up; 2. Didn’t need to wear; 3. Needn’t have worried; 4. Needn’t have paid; 5
didn’t need to pay; 6. I think you should/ought to sell it.

10.
1.You should/ought to report it to the credit card company;2.Perhaps you should/ought to buy a
new alarm clock!; 3.Perhaps you should/ought to look for another job; 4. Don’t you think you
should/ought apologize to them?; 6. I think you should/ought to sell it

11.
1.You shouldn’t /oughtn’t to work so hard; 2. You should/ought to have bought/buy an alarm clock; 3. She
shouldn’t/oughtn’t to have gone to work yesterday. She should/ought to have stayed in bed.;4.He
shouldn’t/oughtn’t to have walked into the road without looking. He should/ought have looked first.

12.
1.had better be;2. Had better park; 3. Had better stay; 4. Had better hurry; 5. Had better not leave;6. Had better
put out.

13.
1.are not supposed to open; 2.was supposed to go; 3. Are not supposed to park; 4. Were supposed
to arrive; 5. Is supposed to have.

14.
1.shall I invite?; 2. Shall I put?; 3. Shall I tell?; 4. Shall I paint?

15.
1.You could be right; 2.she might win the race; 3.she may have forgotten about the meeting;4. They might have
been asleep; 5. He may not know the address;6. They could have left early.7. He might not be coming; 8. I may
see you tomorrow; 9.They could be going on holiday; 10.She may not have caught the bus.

16.
1. can live; 2.can reach;3. Could cross; 4. Can survive; 5. Could grow; 6. Can make.
17.
1.should receive; 2.should have won; 3,should sell; 4. Should have passed; 5.shouldn’t take; 6.
Should have arrived.
Note: In all sentences should can be replaced by ought to

18.
1.They can’t be Greek. They speak Italian; 2. He must be ill. He’s got a high temperature; 3. The
heating can’t be on. It’s very cold in here; 4. They must be asleep. Their bedroom lights are off. 5.
She must be happy. She’s just pass her driving test. 6. He can’t be a doctor. He’s too young.

19.
1.She might phone later; 2.I should be at home by 6 o’clock; 3. They could have gone home; 4. He can’t be
telling the truth. 5. You must have heard the news; 6. I may not go out this evening; 7. She can’t have seen us;
8. The bus must have left; 9.He might not have applied for the job; 10. She ought to be here soon
 20.
1.How about; 2. Let’s; 3. Shall we; 4.Why don’t we; 5. Could; 6. Let’s

21.
1.used to be, is not; 2.never goes, used to go; 3. Used to be, is; 4. Used to have, doesn’t have; 5. Is, used to be;
6. Did you use to like, find.
22.
1.will always lend; 2.would never throw; 3. Will carry on; 4.would often spend; 5.will go
23.
1.used to/would; 2.used to; 3. Used to/would. 4. Used to/would; 5. Used to; 6. Used to

9. Progress Test-Modal verbs

1. Review of permission and obligation

Choose the most suitable answer-A, B or C
1. It isn’t cold outside. You…wear a coat.
A mustn’t B can C needn’t
2. You …keep out of that room. It’s private.
A don’t have to B mustn’t C must
3. You… fall asleep when you drive a car.
A mustn’t B needn’t C must
4.I’m going to retire soon. Then I won’t…work any more.
A. must B have to C can
5.You …vote in Britain until you are 18.
A have to B can C aren’t allowed to
6. You…wear a uniform in the army.
A can B have to C mustn’t
7.Tomorrow is a holiday. We…go to work.
A don’t have to B aren’t allowed to C have to
7. You …ride a bicycle on a motorway in Britain.
A must B don’t have to C can’t

2.Review of possibility, probability and deduction

Choose the correct answer-A, B or C.

1. It…a lovely day tomorrow.

A can be B could be C must be
2. I’m getting fat, I think I…eating the wrong kind of food.
A must be B can’t be C can be
3. I’m not sure, but I…Sue in town last night.
A can see B must have seen C may have seen
4. Mike…driving to London tomorrow. He can’t drive!
A might be B can’t be C must be
5. My letter…yesterday, but it didn’t.
A must have arrived B may arrive C should have arrived
6. I can hear footsteps in the flat upstairs, so there …someone there.
A must be B might be C can’t be
7. We’re very busy tomorrow so we…time to visit you. We aren’t sure.
A could not have B might not have C ought to have
8. That girl…20 years old. She looks about 12!
A may be B must be C can’t be

8.Progress Test-answer key

1. 1.C 2.C 3.A 4.B 5.C 6.B 7.A 8.C

2. 1.B 2A 3C 4B 5C 6 A 7 B 8 C
 Chapter 3.

TOWING

1. Read the text and try to guess the meaning of the new words and expressions from the context.

Ships may need towing in a number of cases. When in port, tugs may be required to take ships to or
from their berths. Sometimes it may be necessary to shift the ship from one berth to another and the port tug
is usually ordered to do this job.
It may also happen that the ship will need dry docking for cleaning the bottom and repairs to the
hull. A tug-boat will then be required to manoeuvre the ship into the dock.
A ship may become disabled at sea and in this case she will need some other vessel or a tug to tow
her to the nearest port.
Big ships require big tow-lines. Most modern vessels are provided with steel wire tow-lines of
sufficient length. It is advisable to use wire hawsers connected with a good length of manila rope, as this will
afford the necessary elasticity to tow-line.
The towing and towed vessels communicate with each other to coordinate their actions. Usually they
signal with the International Code, using single letter signals.
It should be added here that ships communicate with each other and with shore in a number of ways:
by radio, by flags, by light and sound signals and by semaphore. The International Convention adopted a
uniform system of International Code Signals, which is widely used by all the countries. In this system a
single letter or combination of letters signifies a whole sentence.
When the ship receives these signals the watch officer translates them into letters (or their
combination) and find their meaning in the code book, where they are grouped in a certain order.
Single-letter signals are used to denote urgent or very common messages. For instance, signal “G”
means: “I require a pilot”. As it was mentioned above, they also have a special meaning when used between
towing and towed vessels. For example, the same signal “G” in this case means: “ Cast off the towing
hawser”; the signal “A” signifies: “The towing hawser is fast,” etc.

2. Role-play the following dialogues and then work out and perform dialogues of your own.
2.1. Dialogue 1

C = Captain ; A = Agent

C: I shall require a tug tomorrow to take my ship to another berth.

A: At what time are you going to shift?
C: We’ll be ready to start at about 5 p.m.
A: Shall I order the tug for 5 p.m.?
C: Yes, that’s what I was going to ask of you. So, please order the tug to be here by 5 p.m. tomorrow.
A: Well, the time is set then. Shall I also order the tug beforehand to take you out of port?
C: Yes, kindly make preliminary arrangements with the tug company for Friday this week. I am leaving your
port on this day.
A: What time shall I order the tug for you?
C: I cannot tell you the exact time as yet, I think I’ll let you know the exact time on Wednesday.
A: Good, that’s settled then. I would advise you to take two tugs, because there is a strong current in the
entrance and the port tugs are not very powerful.
C: How much do they charge for towage?
A: They charge 15 pounds for each tug to take the ship out of port.
C: All right. I’ll take your advice. Thank you. So, please order two tugs for Friday.

2.2.Dialogue 2.

C = Captain ; P = Pilot

C: Look over there. What's the matter with that ship? They have hoisted the Code Flag. Obviously they are
going to signal something to us. Hoist the answering pendant.
P: Oh, it's rather far away. I can't see so far as that. Let me take my binoculars. Well, now I see the ship quite
clearly. Yes, you are right, they have hoisted the International Code flag. If i am not mistaken, that's a
Norwegian ship, and the ship is obviously aground.
C: How do you know that the ship is aground?
P: There is a small shoal in that vicinity and they must have run aground. Yes, that's it. Do you see three
black balls one over the other?
C: Oh, yes, now I see the balls too. You are right. But how on earth could they have run against that shoal!
So far as I remember the chart, there's but one shoal in that area, and it is well off the usual track.
P: I think we'll soon learn about it. See, they hoisted two other flags below the Code Flag.
C: I can see the flags but I can't distinguish them, I am afraid. I must take my binoculars too.
P: To my mind, that's a two letter signal "CB2"
C: Yes, there is no doubt about that any moor. I can clearly see the flags now. These are the flags "CB" and
pennant 2. Let me see the cod book. This group means "I am aground. I require immediate assistance."
P: So they ask you to help them. What are you going to do about that?
C: We'll hoist now the group "DN" meaning "I am coming to your assistance."
P: Shall we alter the course right away?
C: Yes, certainly. (To the helmsman). Port 5! Steer for that ship on our port bow.

2.3.Dialogue 3

C: Unfortunately, I cannot understand them. Evidently they are speaking Norwegian. You told me you know
the Norwegian language, didn’t you? Now, can you act as an interpreter?
P: I’ll try to.
C: Take this megaphone. Ask them what’s the matter with their ship?
P: The captain says that their engine was disabled and they were drifted to that shoal.
C: I see. Ask them please, what they want us to do.
P: They ask you to tow them off the ground and then to tow them to Rotterdam. They say they are not very
deep in the ground and the hull is not damaged.
C: All right, tell them we’ll manoeuvre our ship now so as to come as close as possible with our stern to their
ship. It will take us about an hour or so before rigging the bridle from our ship’s quarter.
P: Well, I’ve told them as you said. The captain says that meanwhile they are preparing the towing hawser at
their stern. The captain wonders how you are going to pick the towing line up.
C: Tell him that we’ll try to pass a heaving line from our stern. In case the distance won’t allow us to do so,
they will have to lower the boat to run the hawser to our stern.
P: The Norwegian captain thanks you for your arrangements. He wants to know also in what manner you
will signal him while towing off.
C: We’ll use single-letter signals in the usual way, that is either by flags or by sounding on the ship’s whistle.
P: The captain says it’s all right and wants me to tell you that they will give us a tow-line from the port
quarter.
C: Well, everything is fixed the, and I begin to manoeuvre.

2.4. Dialogue 4

C: Now that the ship is refloated we’ll have to make arrangements for towing her. I’ll signal them that I am
casting off the tow-line. Can you get into touch with them through your radio telephone?
P: Yes, certainly I can. What should I tell them?
C: Tell them we are manoeuvering now to come up to her bow. They will have to pass a towing hawser from
their starboard bow. Let them to stand by to pick up our heaving line.
P: I’ve told them everything you said. They are ready to pick up your heaving line.
C: (in a while). So we got them in tow at last. Ask them if everything is ready for towing.
P: They say all is ready for toeing and the towing hawser is fast.
C: That’s all right. Now tell them I commence towing and from now we shall communicate by flag signals.

2.5. Dialogue 5.

C: Do you see those little tug-boats steaming over there at full speed ahead? To my mind, these are the two
tugs which must take us into the port to our berthing place, aren’t they/
P: Yes, Sir, you are right. These are the tugs we are waiting for. The tugs are fitted with radio-telephone and I
am trying now to get into touch with them. Ah, here they are at last. Hello! Mr Thomson? Hello! Glad to
hear you Mr Thomson. It’s Worthington speaking. I am speaking from aboard the Romania ship “Ovidius.”
How will you take her along? I see. Wait a moment. (Turning to the captain). The tug’s captain says, Sir, he
would like to make some arrangements with you as to towing.
C: Well, I am at his disposal. Ask him please, in what manner are they going to take the ship along. I mean
whether they will tow alongside my vessel or pull with a towing hawser.
P: I think, Sir, they will do both. But let me ask the tug’s captain, anyhow. Oh, yes, the tug’s captain says that
one of the tugs will tow with a hawser, whilst the other one will tow alongside your vessel.
C: Right on! So what arrangements do they want me to make?
P: They say that both tugs will come to us from leeward. The first tug will come along our bow as close as
possible. The tug captain asks you to get the towing hawser ready on the forecastle on the starboard bow.
C: How are they going to pick up the towing hawser?
P: They want you to send them a heaving line as soon as the tug is within reach. Then they will haul the
hawser in.
C: Good. Tell them I’ll have the hawser and a heaving line ready on our starboard bow. What about the other
tug?
P: The second tug will come from leeward too. She will come on our starboard quarter. She will make fast
alongside with her own hawsers, but they want a heaving line to be passed on to them when they come
within reach.
C: All right. Tell them I’ll arrange everything as they want. Ask them how they want me to signal. I propose
to signal with the ship’s whistle. Will it suit them?
P: Yes, Sir. They say it will suit them all right.
C: Very well then. Do they want me to do anything else?
P: Well, they say all the rest will be settled in the course of towing. There’s one more thing which they would
like to advise you.
C: What’s that?
P: There’s a pretty heavy swell now and the wind blows in gusts. So they recommend you to use the best
ropes and watch them properly because of possible jerks.
C: Oh, many thanks. We always do that in weather like this.

3. Vocabulary and expressions

to require = a necesita, a avea nevoie
to tow = a remorca
to shift = a schimba dana
bottom = fund, opera vie
tow-line = parîmă de remorcaj, remorcă
beforehand = din timp
to settle = a stabili, a aranja, a rezolva
to charge = a percepe o taxă
to shorten = a scurta
spare = de schimb, de rezerva
port quarter = pupa babord
the ship is disabled = nava este avariată
to take in tow = a lua la remorca
to rig the bridle = a pregăti un dispozitiv de remorcaj
to haul = a trage, a vira o parîmă
hawser = garlin de lagare, remorcaj
swell = hulă
gusts = rafale de vînt

4. Standard Marine Communication Phrases Related to Towing

We will use…tug(s) = noi vom folosi…remorcher(e)

Stand by to make fast tug(s) = pregătiţi-vă să voltaţi remorca/remorcile
Make…tug(s) fast = voltaţi ..remorca/remorcile
Make…tug(s) fast forward = voltaţi… remorca/remorcile în prova
Make…tug(s) fast on the port bow = voltaţi…remorca/remorcile în prova-bobord
Make tug(s) fast on the starboard bow = voltaţi…remorca/remorcile în prova-tribord
Make…tug(s) fast aft = voltati…remorca/remorcile în pupa.
Make…tug(s) fast on the port quarter = voltaţi…remorca/remorcile în pupa babord.
Make…tug(s) fast on the starboard quarter = voltaţi …remorca/remorcile în pupa tribord.
The forward tug will make fast alongside on the port side = remorcherul prova se va lega în bordul babord.
The forward tug will make fast alongside on the starboard side = remorcherul din prova se va laga in bordul
tribord.
The aft tug(s) will make fast alongside on the port side = remorcherul/remorcherele pupa se va/vor lega în
bordul babord.
The aft tug(s) will make fast alongside on the starboard side = remorcherul/remorcherele se va/vor lega în
bordul tribord.
Make…tug(s) fast on each quarter = voltaţi… remorca în fiecare prova
Make…tug(s) fast on each quarter = voltaţi… remorca/remorcile în fiecare pupa.
The tug(s) will pull = remorcherul/remorcherele va/vor trage
The tug(s) will push = remorcherul/remorcherele va/vor împinge
Use the towing lines of the vessel = folosiţi parîmele de remorcaj ale navei.
Use the towing lines of the tug(s) = folosiţi parîmele de remorcaj ale remorcherului/remorcherelor
Use the centre/panama lead = folosiţi nara centrala panama.
Use the fairlead on the port side = folosiţi turnichetul din babord.
Use the fairlead on the starboard side = folosiţi turnichetul din tribord.
Use the fairlead amidships = folosiţi turnichetul de la cuplul maistru.
Use the fairlead on the port bow = folosiţi turnichetul din prova babord.
Use the fairlead on the starboard bow = folosiţi turnichetul din prova tribord.
Use the fairlead on the port quarter = folosiţi turnichetul din pupa babord.
Use the fairlead on the starboard quarter = folosiţi turnichetul din pupa tribord.
Send two towing lines to the tug = daţi parîme de remorcaj la remorcher.
Send a heaving line to the tug = daţi o bandulă la remorcher.
Lower the towing line to the tug = coborîţi parîma de remorcaj la remorcher
Lower the towing line…metre(s) from the water = coborîţi parîma de remorcaj…deasupra apei
Slack away the towing line = filaţi remorca
Make fast the towing line = voltaţi remorca
Put/do not put the eye of the towing line on the bitts = puneţi/nu puneţi gaşa parîmei de remorcaj pe binte
Keep well clear of the towing line(s) = păstraţi distanţă mare de parîma/parîmele de remorcaj
Stand by to let go the tug(s) = fiţi pregătiţi să molaţi remorca/remorcile
Let go the tug(s) = molaţi remorca/remorcile
The towing line has broken = remorca s-a rupt

5. Reading comprehension
5.1. Read the text again and answer the following questions:

1. What may a tug be required for when in port?

2. Whose assistance is required to take a ship into the dock?
3. What may a ship need if she becomes disabled at sea?
4. What do we call the ropes with which a vessel is towed?
5. What tow-lines are most modern ships provided with?
6. What combination of hawsers is recommended for towing and why/
7. Why should the towing and towed vessels communicate with each other?
8. What code system do they usually use?
9. In what ways do ships communicate with each other and with shore stations/
10. What does a single letter or combination of letters signify in the International Code?
11. What two meanings does the signal “G” have?

5.2. Read the dialogues again and answer the following questions:
5.2.1. Dialogue 1

1. Why did the captain require a tug?

2. Who was to order that tug-boat?
3. What arrangements was the agent to make with the tug company?
4. When was the captain going to leave port?
5. Could he give the agent the exact hour of departure?
6. How many tugs did the agent advise the captain to order and why?
7. Did the captain take his advice?

5.2.2. Dialogue 2

1. What did the captain notice on the other ship?

2. What did he order the signalman to do?
3. What did the pilot think about that ship?
4. Was he right in thinking that she was aground?
5. What do the two black balls one over the other mean?
6. Were there many shoals in that area?
7. Was that shoal near the usual track?
8. What two-letter signal did the ship hoist?
9. What was the meaning of that signal?
10. Was the captain going to help that ship?
11. What signal did he order to hoist?
12. How many degrees did the ship alter her course?

5.2.3. Dialogue 3

1. What language was spoken on board the ship in distress?

8. Who did the captain ask to act as an interpreter?
9. What was the matter with the Norwegian ship?
10. What did the Norwegians ask the captain to do for them?
11. How far did they ask him to tow their vessel?
12. How was the captain going to approach that ship?
13. How long would it take the ship to rig the bridle?
14. Where were the Norwegians preparing the towing hawser?
15. Whose boat was to run the hawser to the ship’s stern?
16. Was the Norwegian captain satisfied with the arrangements?

5.2.4.Dialogue 4

1.What did the captain say about the Norwegian ship?

2.What arrangements was he going to make about that ship?
3.Where was the Norwegian ship to make fast the towing hawser?

5.2.5. Dialogue 5

1. How did the pilot communicate with the tugs?

2. In what manner were the two tugs to tow the ship?
3. Which side were they coming from?
4. What did the tug’s master advise the captain to do?

6. Read the text below on towing preparations and state the main stages in taking a disabled vessel in
tow.

6.1.Preparations for towing

Once the master has decided that he requires the assistance of a towing ship, he should
immediately begin to plan the possible methods of making the towing connection. The nature and
the extent of the damage to the distressed ship will be relevant in deciding whether she should be
towed from the bow or the stern to minimise further damage while under tow.
 Early communications should be established with the towing ship to exchange information and to decide
what preparations should be made on the ship to be towed. This may include preparing the insurance/towing
wire for use or breaking the anchor cable on deck or having proper shackles and chain available for use with
a towing bracket.
When deciding upon the towing arrangement, it should be noted that the greatest stresses occur when the
inertia of the disabled ship is being overcome and, later, during her tendency to yaw. It is at these times that
the tow line is most likely to part. I order to minimise the risk of parting the tow line, the highest possible
resilience should be incorporated. One possible means of achieving this may be by lowering the ship’s
anchor and cable a little way and connecting the tow line directly to the cable with the anchor still attached.
If the towing-ship is an ocean-going tug, the tugmaster is most likely to prefer to have his own towing
pendant attached to the distressed vessel. If time allows, the tugmaster will incorporate into his towline a
length of chain where the connection leads through the fairlead of the ship to be towed.
Consideration should be given to the means for transferring the towing hawsers between the two ships.
On ships with steam winches, but where steam pressure cannot be raised, it may be possible to use
compressed air. Helicopters with a lift capacity of 2-3 tonnes have on occasions been used to facilitate the
connecting of tow lines.In appropriate circumstances use can be made of rocket lines/line throwing guns to
pass an initial light line, to be followed by successive lines increasing size. Another method is for the tug to
tow a lifebuoy with a messenger across the bows of the disabled ship which can then be grappled by the
disabled ship.
The fairlead or chock to be used should be chosen carefully as not only does it have to be of strong
construction to take the load imposed upon it, but it should also provide a smooth guide for the tow line in
various directions. Roller fairleads are usually unsatisfactory because of their unsatisfactory radius. Fixed
fairleads/chocks with the largest possible radius of curvature are preferable.

6.2.Connecting the Tow.

Radio communication should be maintained during the connecting up operation, preferably

between the bow and the towing ship and ample manpower should be standing by forward.
Initial connection between the ships will normally be made by passing a light line such as a heaving line,
and using this to take on board a messenger, which in turn will be used to pass a wire between the ships.
Should it prove impossible to lift the tug’s towing gear on board due to lack of steam or high freeboard, or
for other reasons, it may be practical to lower the anchor and several shackles of cable so that the towing line
may be connected directly to the cable.
It should be borne in mind that, especially in difficult conditions, the towing ship may be in a hazardeous
position , and also that it will take some time to make a connection. Furthermore, a wire of 70mm diameter
would need a lift of about 10 tones to raise it on board.
The tow line may be secured on board the disabled ship in one of several ways, for example by either
turning up on two or more sets of bitts or securing in a towing bracket or a chain stopper.
When the anchor cable is used, precautions should be taken to prevent the cable from running out.
Claws, pawls or other mechanical means may be employed.
If the assisting ship is positioned astern, the after mooring winches and mooring wires can be set up to
form a bridle using a suitable shackle. The render load of the winch brakes can vary considerably depending
on the type and condition of the brake linings fitted. If possible, therefore, the winches should be left in gear
with steam and brakes on during the tow. It should be remembered that the rendered load of powered winch
reel brakes is normally 60% of the minimum breaking load (MBL) of the wire designed to be fitted to the
particular winch, rather than a specific tonnage figure, when the pull comes from the first layer on the drum.
If two small tugs are available, it is most important that they are connected to the same end of a large
disabled ship either forward or aft. Putting one tug at each end will only swing the disabled ship and will not
decrease the drift speed-it may in some circumstances increase it.

6.3.Commencing Towing

Before commencing the tow continuous radio communication should be established between
the ships. No action should be taken in regard to navigation or engine manoeuvres by either
master without first informing the other.
Usually a tug may more easily turn a disabled ship head to weather by initially towing ahead in
order to gain way on the ship. However, this headway should not exceed about 1 knot for maximum
 effect. Indeed, speeds in excess of this may hinder the tug. Alternatively, a tug may attempt to turn a
disabled ship into the weather by towing directly into the weather. A tug of lesser power may manage to
turn a ship by making use of the ‘weather vane’ effect, i.e. by holding the bow and letting the stern drift
downwind. When a master is not certain which method will be most effective it may be wise to tow
directly into the wind at first. If this is not successful, the turn into the weather can be attempted by
first gaining headway.
It may well be easier to turn a ship stern to wind rather than head to wind. However, once turned stern to
wind, towing may be difficult due to the tendency of the ship to sheer; nevertheless the direction of drift
can be significantly influenced.
If it is advisable, the ship’s steering gear, properly used in conjunction with the tug, will also
help the manoeuvre and assist the tow to steady on the required course.
If the disabled ship’s steering gear cannot be used, the rudder should, where possible, be secured
amidships. Securing the rudder, as well as assisting towing, will minimise any damage that could be
caused by the rudder slamming in heavy seas. When a disabled ship is towed ahead with an unsecured
rudder may well slipstream amidships and be no problem, but if engines are being used, the propeller
race can cause the rudder to assume a hard over position with consequent steering difficulties. If the
ship is to be towed astern, a secure rudder in the amidships position may well be necessary to the
success of the venture. A rudder which is not secured will probably move to a hard over position as the
ship gathers sternway and thus make it extremely difficult to control the ship.
Where it is advisable to secure the propeller to avoid engine damage, this can usually be done
by engaging the turning gear, although this may be more successful on a motor ship than a turbine ship.
If the ship has suffered loss of steering, use of the ship’s engines may assist the tug in getting
the tow under way by altering the ship’s heading with respect to the weather. In order to achieve an
optimum towing speed when the disabled ship cannot steer, it should be noted that most ships have the
least tendency to yaw when heading directly into the wind, although some VLCCs and ULCCs may
settle best on a heading 20º or 30ºoff the wind.
Ship’s engines should not be used except as advised by the tug.

6.4.Terms used in the text above

bracket = brachet, guşeu
yaw = ambardee, a da ambardee
resilience = rezilienţă, elasticitate
towing pendant = parîmă de remorcare
towing hawser = garlin de remorcare
rocket line = bandulă de rachetă
line throwing gun = aruncător de bandulă (pistol, puşcă, tun)
to grapple = a arunca gheara/carligul de abordaj
roller fairlead = ureche de ghidare cu turnichet
claw = gheară, clinchet
pawl = castaneta, clinchet
bridle = labă de gîscă ‘legătură’
drum = tambur de vinci
slam = lovitură de val “ciocan”
heavy sea = mare foarte agitată

7.Grammar: Verb + ing form or infinitive:introduction

7.1. We often use one verb after another verb.

e.g. I enjoy running.
I hope to run in the marathon next month.
After some verbs e.g. enjoy, the second verb is the –ing form e.g. running. After other verbs e.g. hope, the
second verb is to infinitive e.g. to run.
7.1.2. After some verbs e.g. start we can use the –ing form or the to infinitive, without much difference of
meaning.
e.g. Look. It’s started raining/to rain again.
But after some other verbs e.g. stop, we can use the –ing form or the to infinitive with a big difference of
meaning.
 e.g. I’m a vegetarian. I stopped eating meat 5 years ago.(=I ate meat up to 5 years ago, then I stopped.)
After I’d been working for 3 hours, I stopped to eat lunch.)
7.1.3. After modal verbs such as can, must, should and some other verbs, we use the infinitive without to e.g.
play, eat.
e.g. I can play the guitar.
You must eat something.

7.2. Verb + ing form

7.2.1. If these verbs are followed by another verb, the second verb is normally the –ing form.

admit enjoy imagine practise

avoid fancy involve put off
consider Feel like(=want) keep on(=continue) risk
delay finish mind stand(=bear)
deny give up(=stop) miss suggest
dislike can’t help (=can’t postpone
avoid)

e.g. He admitted breaking the window.

I enjoy getting up early in the summer.
Have you finished doing your homework?
They suggested meeting at two o’clock.
Note the negative: not + ing form
e.g. He admitted not paying for the ticket.
After mind we can also use an if-clause e,g, Would you mind if I closed the window?
After some of the above verbs, we can also use a that-clause.
e.g. He admitted (that) he’d broken the window.
They suggested (that) we met at two o’clock.

7.2.2. We use do + the/some/etc + ing form to talk , for example, about jobs.
e.g. You do the cooking. I’ll do the washing up.
We’re going to do some shopping this afternoon.
(Note that the –ing form here is used as a noun, and like any other noun can have the, some, etc. in front of
it.)

7.2.3. We can use go and come with the –ing form, especially to talk about sports and free time activities.
e.g. I’d like to go swimming tomorrow.

7.3. Verb + to infinitive

If these verbs are followed by another verb, the second verb is normally the to infinitive.

afford fail pretend

agree help promise
appear hope refuse
arrange Learn(how) seem
ask manage threaten
attempt Mean (=intend) want
decide offer wish
expect prepare

e.g. I can’t afford to go on holiday this summer.

The policeman asked to see my driving licence.
She decided to stay at home last night.
My brother expects to find a job soon.
He’s going to learn to drive.
Note the negative: not to + infinitive.
e.g. You promised not to tell anyone.
She seemed not to notice me.

After help we can use the infinitive with or without to.

e.g. I’ll help(to) carry your bags.
Note also that after can’t help (=’can’t avoid’) we use an-ing form e.g. I can’t help thinking we’ve made a
mistake.
After some of the above verbs, we can also use a that-clause.
e.g. She decided (that) she would stay at home last night.
My brother expects (that) he’ll find a job soon.
After some of the above verbs we can use an object+to infinitive, e.g. He asked me to help him.

7.4. Verb + question word + to infinitive

7.4.1. After some verbs we can use a question word eg. What, how, where (but not why) + to infinitive
e.g. I don’t know what to say.
Do you know how to play chess?
We can’t decide what to buy Sue for her birthday.
I’ll explain what to do later on.
7.4.2. We often use this structure with an object + question word + to infinitive.
e.g. I’ll show you how to play chess.
Somebody told me where to buy a ticket.

7.5. Verb + object + to infinitive

7.5.1. After the verbs below, we normally use an object (e.g. Sue, me, you) before the to infinitive.
Force get(=persuade) invite order persuade remind teach (how) tell warn

e.g. We invited Sue to have dinner with us.

She persuaded me to go to the party.
He warned you not to be late again.
Note that after these verbs in the passive, we can use the to infinitive without an object e.g. Sue was invited
to have dinner with us.
7.5.2. We can also use an object + to infinitive after these verbs:

Ask expect help mean(intend) want

e.g. He asked me to help him.

I didn’t expect Maria to write to me.
I don’t want you to go.
After help we can use an object + the infinitive with or without to.
e.g. I’ll help you (to) carry your bags.
After these verbs, we can also use the to infinitive without an object e.g. I expect to see Simon tomorrow.
Note that after want, we cannot use a that-clause. For example, we cannot say I don’t want that you go.
7.5.3. After the verbs advise, allow, encourage, permit and recommend, we can use an-ing form, or an object
+ to infinitive. Compare:

verb + -ing form verb + object + to infinitive

I wouldn’t advise going there. I wouldn’t advise you to go there.

They don’t allow fishing here. They don’t allow people to fish here.

7.6. Verb + ing form or to infinitive (1)

7.6.1. After the verbs below, we can use the –ing form or the to infinitive normally without much difference of
meaning.
begin continue can’t bear hate like love prefer start
e.g. He began looking/to look for a job 6 months ago.
I like swimming/to swim in the sea.
She prefers working/to work at night.
7.6.2. Like
7.6.2.1. In British English, we often use like +-ing form to say that we ‘enjoy’ something.
e.g. I like going to the cinema. (= I enjoy it.)
We use like + to infinitive to say that we choose to do something because we think it is a good idea.
e.g. I like to go to the dentist’s for a check-up every 6 months. (=I think it is a good thing to do, although I
may not enjoy it.)
7.6.2.2. After would like, would love, would hate and would prefer, we use the to infinitive.
‘Would you like to go out this evening?’ ‘I’d prefer to stay at home.’
‘We’d love to see you at the weekend.
7.6.2.3. Compare like and would like:
e.g. Do you like cooking? (= Do you enjoy cooking, generally?)
Would you like to cook the dinner this evening? (= Do you want to cook the dinner this evening?)
7.6.2.3. Prefer
Note these structures:
Prefer + =ing form + to + -ing form
e.g. I prefer playing football to watching it.
would prefer + to infinitive + rather than + infinitive without to
e.g. I would prefer to drive home tonight rather than wait until tomorrow.

7.7. Verb + ing form or to infinitive (2)

After the verbs below we can use the –ing form or the to infinitive with a different meaning.

Remember forget try stop go on regret

7.7.1. Remember/forget doing and remember/forget to do

We use remember/forget + ing form when we remember or forget something after we do it.
e.g. I remember going to the 1972 Olympics. ( I went there and now I remember this)

We use remember/forget + to infinitive when we remember or forget something before we have to do it.
e.g. I remembered to go to the chemist’s for you. Here’s your medicine.
( I remembered, then I went there.)
Don’t forget to give me the money.
7.7.2. Try doing and try to do
We use try + -ing form to mean ‘make an experiment’- do something and see what happens.
e.g. ‘The car won’t start.’ ‘Why don’t we try pushing it?
We use try + to infinitive to mean ‘make an effort’-see if you can do something.
I tried to push the car up the hill, but I couldn’t move it.
7.7.3. Stop doing and stop to do.
We use stop + ing form to say what we do before we stop.
I’m a vegetarian. I stopped eating meat 5 years ago. (= I ate meat up to 5 years ago, then I stopped.)
We use stop + to infinitive to say why we stop.
e.g. After I’d been working for three hours, I stopped to eat lunch. (=I stopped in order to eat lunch.)
7.7.4. Go on doing and go on to do
We use go on +ing form to talk about something that continues.
e.g. She went on talking about her holiday all evening.(= She continued talking…)
We use go on + to infinitive to talk about a change to something different.
e.g. She spoke about her son, then she went on to talk about her daughter.
7.7.5. Regret doing and regret to do
We use regret + - ing form to say we regret something that we have already done.
e.g. I regret saying that he was an idiot. (I said that he was an idiot)
We use regret + to infinitive to say we regret something that we have to do now.
e.g. I regret to say that I won’t be able to come to the meeting on Monday.
Note that regret + to infinitive is rather formal.
 Chapter 4

TAKING A PILOT ABOARD

1. Read the text and try to guess the new words and expressions from the context.

To call for a pilot, the ship either sends a radiogram beforehand or hoists the signal when she
approaches the pilot-station. A pilot may board the ship either near the pilot station or in the offing.
When the pilot launch is nearing the ship the pilot is asked which side he wants the ladder to be
rigged. If the wind is fresh or strong, the pilot is usually taken aboard from the lee side.
To hold the launch against the sea, a boat rope is put over and fenders are shipped on the side where
the launch makes fast.
The OOW meets the pilot and shows him to the bridge. Then the pilot manoeuvres the ship into the
harbour to her berthing place. Sometimes the pilot takes the ship only into the harbour and the port pilot
boards the ship to manoeuvre her to the berth. He also sees to the mooring of the vessel.
Although the pilot is consulted as to what course should be steered and practically it is he who conns
the ship to her place, yet the responsibility for the safety of the vessel lies with the captain.

2. Role-play the following dialogues and then work out and perform dialogues of your own.

2.1. Dialogue 1

WO = Watch Officer; P = Pilot; C = Captain

WO: Motor-boat, ahoy! Come alongside from starboard.

P: Put over the boat rope! Rig the pilot ladder!
WO: The ladder is fast. You may climb up. Shall we take your launch in tow?
P: No, you needn’t. Please hoist aboard the searchlight equipment.
WO: All right, Sir. Will you kindly come along to the bridge?
C: How far will you pilot the ship?
P: I will take her only up to the port entrance.
C: Who will take the ship further on?
P: At the entrance to the port, another pilot will board the ship. He will relieve me and manoeuvre her into
the port. He will take the ship to her berth.
C: Shall we take a tug to enter the port and to make a landing?
P: Yes, taking a tug is compulsory for such big ships as yours.
C: Thank you. Are you ready to take her up?
P: Yes, I am ready.

2.2. Dialogue 2

WO: Please meet the Captain, Mr Brown.

C: How do you do, Sir.
P: How do you do! Pleased to meet you, Sir.
C: How far will you pilot the ship?
P: I shall take her only up to the ort entrance.
C: Who will take the ship further on?
P: At the entrance to the port, another pilot will board the ship. He will relieve me and manoeuvre her into
the port. He will take the ship to her berth.
C: Shall we take a tug to enter the port and to make a landing?
P: Yes, taking a tug is compulsory for such large ship as yours.
C: Thank you. Are you ready to take her up?
P: Yes, I am ready.
 2.3.Dialogue 3

P: How many propellers has your ship?

CM: She is a single-screw ship.
P: What is her maximum speed?
CM: Her maximum speed is 20 knots.
P: How many knots are we running now?
CM: We are running about 17 knots.
P: What is the draft of your ship?
CM: Her draft is 5.95 metres fore and 6.00 metres aft.
P: How is her head now?
CM: Her head is 158ºnow.
P: How does she answer the helm?
CM: She answers the helm all right.
P: Does the ship sheer too much?
CM: No, she sheers a little when there is a heavy swell or a strong wind.
P: What propulsion machinery have you got on your ship?
WO: We have a 2000 h.p. Diesel.
P: How many revolutions does she do?
WO: She does 118 r.p.m.
P: How long will it take to get the engine ready?
WO: It will take one and a half hours to get the engine ready.
P: That’s good. We must get underway in two hours.

2.4. Dialogue 4.

P: We are approaching the entrance point. Will you give me the chart for this channel?
WO: Yes, sir. Here you are.
P: Thank you. I wanted to show you how we can get into port. Do you see that sunken rock the one nearer to
the coast?
WO: But the rock is hardly a cable from the sea buoy you were searching for?
P: That’s right. You see the depths are very irregular around that rock. So, we must keep at least half a cable
southward of that buoy. Do you follow me?
WO: Yes, I do.
P: Now, do you see those two lights on the chart? Well, as soon as we are past that buoy, we must keep these
lights in line till we cross the other leading line. do you follow me?
WO: Yes, certainly, I do. The first leading line will take us through this passage and the depths here are pretty
irregular.
P: That’s what I was going to tell you. So switch on the echo sounder and keep it working continuously till
we are out of this passage.
WO: Very well, I’ll switch it on as soon as we approach the passage. We have still about half an hour before
we reach there. Can you show me our berthing place on the plan?
P: Get the port plan ready. We must enter the port through this channel, leaving this molehead to starboard.
Then we must proceed to the right-hand corner of the inner harbour. Our berthing place will be exactly
abreast of that point.
WO: Thank you very much. Now we are just nearing that passage.

3. VOCABULARY
Words and Phrases

to call for = a cere, a necesita, a reclama

to board = a urca la bord, a (se) ambarca
in the offing = la, în larg, la dapărtare de coastă
launch = şalupă, barcă cu motor
pilot ladder = scara pilotului
lee side = bordul de sub vînt
to manoeuvre = a manevră
berthing place = loc de acostare
mooring = legare la cheu, acostare
to conn = a dirija, a pilota
boat rope = barbetă
OOW (Oficer of the watch) = ofiţer de cart
to hoist = a ridica
tug (boat) = remorcher
compulsory = obligatoriu
single-screw ship = nava cu o singura elice
twin-screw ship = nava cu doua elice
draft (draught) = pescaj
fore = în faţă, la prova
aft = in spate, la pupa
to sheer = a devia de la drum, a ambarda
searchlight = proiector
compulsory = obligatoriu
sunken rock = stîncă scufundată
leading lights = lumini de aliniament
echo sounder = sondă ultrason
abreast of = la travers de
to take aboard = a lua la bord, a ambarca
the responsibility lies with = responsabilitatea ramîne asupra
to make fast = a se lega, a lua volta
to get underway = a porni in marş
to put over the rope = a da barbetă
to steer the course = a guverna pe un drum
to make a landing = a veni pe, a ateriza
we are now running 15 knots = facem 15 noduri
to hold launch against the sea = a menţine şalupa acostată contracarînd efectul valurilor

4. Reading Comprehension.
4.1. Read the text again and answer the following questions.

1. What should a ship do to call for a pilot?

2. What signal flag does a ship hoist to call for a pilot?
3. Where may a pilot board the ship?
4. Which side does the pilot launch usually come along in fair weather?
5. From which side is the pilot usually taken aboard in bad weather?
6. On which side is the pilot-boat sheltered from the wind, on the lee side or on the weather side?
7. What rope does the pilot launch use to make fast to the ship?
8. What kind of ladder does the pilot use to make fast to the ship?
9. Who usually meets the pilot aboard a ship?
10. Who conns the ship with the pilot aboard?
11. Who is responsible for the ship’s safety in this case?
4.2. Read the dialogues again and answer the questions.
4.2.1.2. Dialogues 1, 2.

1. Which side did the watch officer order the launch to come along?
2. What equipment did the pilot ask to take aboard?

4.2.3.4. Dialogues 3,4.

1. What speed was the ship running?

2. Was she a single-screw ship/
3. What was her draft?
4. How was her head at the time?
5. What did the pilot want to know about her propulsion machinery?
6. When was the ship to get underway?

4.2.5. Dialogue 5.

1.What was the pilot searching for with the binoculars?

2.Why didn’t the first chart suit him?
3.What kind of chart did he want?
4.What did he want to find on that chart?
5.At what distance was the sunken rock from the sea buoy?
6.What did the watch officer say about the depths in the passage?
7.How long was the ship to keep the echo sounder working?
8.When did the watch officer promise to switch on the echo sounder?

5. Standard Marine Communication Phrases related to Pilotage

5.1. Propulsion system

Is the engine a diesel or a turbine? = Este motorul diesel sau cu aburi
The engine is a diesel/a turbine = Motorul este diesel/cu aburi
Is the engine-room manned or is the engine on bridge control? = Este sala maşinilor deservită de personal
sau se controleaza maşina din comanda de navigatie?
The engine-room is manned/is on bridge control = Sala maşinilor este deservită de personal/este controlată
din comanda de navigaţie
How long does it take to change the engine from ahead to astern? = Cît durează manevra de punere de
punere a maşinii de la înainte la înapoi?
It takes...minutes to change the engine (from ahead to astern) = Manevra de punere a maşinii de la înainte la
înapoi durează…minute.
How long does it take to start the engine from stopped? = Cît durează pornirea maşinii din pozitia stopat?
It takes…minutes to start the engine from stopped = Pornirea maşinii din poziţia stopat dureaza…secunde
Is extra power available in emergency? = In caz de urgenţă, există mijloace suplimentare de alimentare cu
energie electrică?
Yes/No, extra power is/is not available = Da/nu există mijloace suplimentare de alimentare cu energie
electrica.
Do you have a controllable or fixed pitch propeller? = Aveti elice normala sau cu pas variabil?
We have a controllable/fixed pitch propeller = Avem elice cu pas variabil/elice normala
Do you have a right-hand or left-hand propeller? = Aveţi elice cu rotire spre dreapta sau spre stînga?
We have a right-hand/left hand propeller = Avem elice cu rotire spre dreapta/stînga
Do you have a single propeller or twin propellers? =Aveţi o singură elice sau două?
We have a single propeller/twin propellers = Avem o elice/doua elice
Do you have a bow thruster or stern thruster? = Aveţi propulsor prova sau pupa?
We have a bow/stern thruster/No, we have no thrusters = Avem un propulsor prova/pupa/nu, noi nu avem
propulsoare.
What is the maximum manoeuvring power ahead/astern? = Puterea maximă de manevră înainte/înapoi este…
kilowati.
What are the maximum revolutions ahead/astern? = Care este numărul maxim de rotaţii înainte/înapoi?
The maximum revolutions ahead/astern are = Numărul maxim de rotaţii înainte/înapoi este…
Do the twin propellers turn inward or outward when going ahead? = Cum se rotesc cele doua elice la
manevra înainte, spre interior sau spre exterior?
The twin peopellers turn inward/outward when going ahead = Cele două elice se rotesc spre interior/spre
exterior la manevra înainte
.
5.2. Embarking/disembarking pilot
Stand by pilot ladder = Pregătiţi scara pilotului
Rig the pilot ladder on port side/starboard side…metres above water = Coborîţi scara pilotului în
babord/tribord…metri deasupra apei.
You must rig another pilot ladder = Trebuie să coborîţi altă scară a pilotului.
The pilot ladder is unsafe = Scara pilotului nu este sigură
What is wrong with the pilot ladder? = Ce nu este in regulă cu scara pilotului?
The pilot ladder has broken/loose spreaders = Scara pilotului are distanţierele rupte/desprinse
Rig the accommodation ladder in combination with the pilot ladder = Coborîţi schela în combinaţie cu scara
pilotului
Put lights on at the pilot ladder = Aprindeţi lumina la scara pilotului
Man ropes are required.not required = Se solicită/ nu se solicită parîme “ţin-te bine’
Have a heaving line ready at the pilot ladder = Pregătiţi o bandula la scara pilotului
Correct the list of the vessel = Corectaţi înclinarea navei
Make a lee on your port side/starboard side = Faceţi adăpost în babaord/tribord
Make a boarding speed of…knots = Viteza de abordare (a pilotului) de..noduri
Stop engine(s) until pilot boat is clear = Opriţi motoarele pînă se îndepărtează pilotina.
Put helm hard to port/starboard = Puneţi cîrma banda stînga/dreapta
Alter course to…(cardinal point)-the pilot boat cannot clear the vessel = Schimbaţi de drum (punct cardinal
indicat)- pilotina nu se poate îndepărta de navă
Embarkation is not possible = Ambarcarea pilotului nu este posibilă
Boarding arrangements do not comply with SOLAS-Regulation = Aranjamentele de urcare la bord a pilotului
nu sunt în conformitate cu prevederile SOLAS
Vessel is not suited for the pilot ladder = Nava nu este potrivită pentru scara pilotului

6. Read the following excerpts from the Pilot Book related to pilotage and discuss the information you
can derive from these excerpts i.e. pilot stations, pilotage requirements, pilot request-notification
period , boarding arrangements etc.

2.63
Wandelaar Pilot Station which provides pilots for Flushing (Vlissingen) is established off the S
side of Akkaert Bank, near the E end of the E-going traffic lane; pilots for Nieuwpoort, Oostende and
Zeebrugge may also be obtained there.
The pilot vessel cruises in the vicinity of A1 Light-buoy (5122N, 243E)

3.24
Pilotage is compulsory for merchant vessels. The estimated time of arrival should be passed
through any coast radio station, 12 hours in advance.
During SW winds vessels should stand boldly in to embark the pilot, as the sea rapidly subsides as
the harbour is approached.
The usual signals should be made. ‘The pilot vessel Jumna is fitted with VHF.’

3.50
Trinity House pilots are stationed at Shoreham.
Pilotage is compulsory for all foreign-going merchant vessels, for coastal trading vessels of over
1500grt and for passenger vessels.
The pilot station is situated 4 cables ENE of the head of East Breakwater.
Pilots board up to 2 miles off the harbour entrance from up to 4 hours before HW until tidal
conditions after HW make entry unsafe.
ETA should be signalled 12 hours in advance to Shoreham Pilots: the signal should state the vessel’s
maximum draft.
The pilot boat is painted black with white upperworks. It is fitted with VHF

3.86

Pilotage is compulsory for merchant vessels, with certain exceptions.

Pilots do not cruise off the port, but ships requiring a pilot should call Newhaven Radio or make the
usual signals, when a pilot will come off in a motor boat.
 Pilots normally board S to SW of the breakwater. In severe weather the pilot-boat keeps station
100m from the breakwater and guides vessels in with VHF or lamp.

4.10
The embarkation and landing of pilots for vessels bound to or from all ports in the London Pilotage
District is normally carried out by launches from a position about 1 ½ miles SW of Folkstone Breakwater
Light (5105N, 112E) but farther off in bad weather.
Folkstone Pilot Station is situated close W of the root of the breakwater.
The station is equipped with radar.
The pilot launches have black hulls and white wheel-houses, and display the pilot flag by day and
exhibit pilot lights at night.
When embarking or disembarking a pilot from these launches, headway should be maintained.
The pilot station and launches are equipped with VHF.
2.63
Wandelaar Pilot Station which provides pilots for Flushing (Vlissingen) is established off the S
side of Akkaert Bank, near the E end of the E-going traffic lane; pilots for Nieuwpoort, Oostende and
Zeebrugge may also be obtained there.
The pilot vessel cruises in the vicinity of A1 Light-buoy (5122N, 243E)

3.24
Pilotage is compulsory for merchant vessels. The estimated time of arrival should be passed
through any coast radio station, 12 hours in advance.
During SW winds vessels should stand boldly in to embark the pilot, as the sea rapidly subsides as
the harbour is approached.
The usual signals should be made. ‘The pilot vessel Jumna is fitted with VHF.’

3.50
Trinity House pilots are stationed at Shoreham.
Pilotage is compulsory for all foreign-going merchant vessels, for coastal trading vessels of over
1500grt and for passenger vessels.
The pilot station is situated 4 cables ENE of the head of East Breakwater.
Pilots board up to 2 miles off the harbour entrance from up to 4 hours before HW until tidal
conditions after HW make entry unsafe.
ETA should be signalled 12 hours in advance to Shoreham Pilots: the signal should state the vessel’s
maximum draft.
The pilot boat is painted black with white upperworks. It is fitted with VHF

3.86

Pilotage is compulsory for merchant vessels, with certain exceptions.

Pilots do not cruise off the port, but ships requiring a pilot should call Newhaven Radio or make the
usual signals, when a pilot will come off in a motor boat.
Pilots normally board S to SW of the breakwater. In severe weather the pilot-boat keeps station
100m from the breakwater and guides vessels in with VHF or lamp.

4.10
The embarkation and landing of pilots for vessels bound to or from all ports in the London Pilotage
District is normally carried out by launches from a position about 1 ½ miles SW of Folkstone Breakwater
Light (5105N, 112E) but farther off in bad weather.
Folkstone Pilot Station is situated close W of the root of the breakwater.
The station is equipped with radar.
The pilot launches have black hulls and white wheel-houses, and display the pilot flag by day and
exhibit pilot lights at night.
When embarking or disembarking a pilot from these launches, headway should be maintained.
The pilot station and launches are equipped with VHF.
7. Grammar.Infinitive and Gerund (II)

7.1.Be used to + -ing form and used to + infinitive

7.1.1.Compare:
We use be used to + ing form to mean ‘be accustomed to’.
I’m used to driving my new car now, but I found it very strange at first.(= I’m accustomed to driving the car
now, it is no longer strange to me.)
We use used to + infinitive to talk about past habits which are now finished.
I used to drive a Mercedes, but now I drive a Citroen. (=I drove a Mercedes regularly in the past, but I do
not drive a Mercedes now.)

7.1.2. We can use get (= become) used to + = ing form, e.g. I’ve got used to driving my new car.

7.1.3.After be/get used to we can also use a noun phrase e.g . English food, my new computer
He isn’t used to English food.
I haven’t got used to my new computer yet.

7.2. Need + ing form or to infinitive

7.2.1. After the full verb need we can use the to infinitive.
I’m tired. I need to get some sleep.
We’ve got plenty of time. We don’t need to hurry.
7.2.2. After the full verb need, we can also use the –ing form in a passive meaning.
My car needs servicing.
These trousers need cleaning.
After need, we can also use to be+past participle in the same passive meaning.
My car needs to be serviced.
These trousers need to be cleaned.

7.3. Infinitive without to

7.3.1. We use the infinitive without to after modal verbs e.g. can, must, should
I can speak Italian.
We must go now.
Exception: after the modal verb ought, we use the to infinitive, e.g. You ought to be careful.
7.3.2. We use the infinitive without to after let’s (=let us) and why don’t we/you…? to make suggestions.
‘What shall we do this afternoon?’ ‘Let’s go to the cinema.’
Why don’t we have a party next Saturday?
Why don’t we apply for the job?
We also use the infinitive without to after would rather and had better.
‘Would you like to go out this evening?’ ‘I’d rather stay at home.’
I think it’s going to rain. You’d better take an umbrella with you when you go out.

73.3. After the verbs let (=allow) and make (=force or cause), we use an object e.g. their children, me, us +
infinitive without to
They let their children stay up late at weekends. (=allow their children to stay up)
Will you let me use your camera? (=allow me to use)
You can’t make us go if we don’t want to. (=force us to go0
The film made me cry.(=caused me to cry)

7.4. Preposition + ing form

7.4.1. When there is a verb after a preposition (e.g. in, of, about, before, after), it is always in the –ing form.
Are you interested in playing tennis tomorrow?
I’m thinking of changing my job.
How about going to the cinema this evening?
7.4.2. To
Sometimes to is part of the infinitive verb form.
We’ve decided to go on holiday next month.
Would you like to eat now or later?
Sometimes to is a preposition.
She’s traveling to Greece tomorrow.
We’re looking forward to the party.
Carlos isn’t used to English food.
If you can put a noun after to, it is a preposition. If to is a preposition, we use the –ing form of verbs after it.
I’m looking forward to going to the party.
Carlos isn’t used to eating English food.

7.5. Person + -ing form

7.5.1. In informal English, we normally use an object form e.g. me, you, Simon + -ing form.
Do you mind me asking you a question?
They were angry about Simon arriving late.
In formal English, we can use a possessive e.g. my, your, Simon’s+-ing form instead.
Do you mind my asking you a question?
They were angry about Simon’s arriving late.

7.5.2. After verbs such as see, hear and feel, we normally use the object form (not the possessive) + -ing.
You saw me arriving.

7.6. –ing form and to infinitive as subjects

7.6.1. We can use the –ing form as a subject
Smoking is a terrible habit.
Knowing how to drive is useful.
Playing tennis in England isn’t expensive.

7.6.2. We can also use the to infinitive as subject (e.g To know how to drive is useful) but this is unusual.
When we use the to infinitive as a subject, it is more usual to begin the sentence with it (as a ‘preparatory
subject’)
It is useful to know how to drive.
It isn’t expensive to play tennis in England.

7.7. To infinitive of purpose

7.7.1. We can use a to infinitive to talk about a person’s purpose-why someone does something
I’m going out to do some shopping.
She’s saving up to buy a motor bike.
I went to a restaurant to have some lunch.
In a more formal style, we use in order to or so as to.
I went to Paris in order to learn French.
We left early so as to have plenty of time.
7.7.2. In negative sentences, we normally use in order not to or so as not to .
We left early so as not to be late/We left early in order not to be late.

7.8.Noun/pronoun/adjective+to infinitive
7.8.1.Noun/pronoun+to infinitive
We can use the to infinitive after some nouns and pronouns (often to say what is to be done with them)
I’ve got some letters to write.
We need some scissors to cut the paper.
Would you like something to read?
We can also use this structure with adjective + noun +to infinitive.
That’s an impossible question to answer.

7.8.2. Adjective + to infinitive

7.8.2.1. We can use the to infinitive after a number of adjectives.
I’m very pleased to see you.
I was disappointed to hear that you didn’t pass the exam.
He’ll be surprised to get your letter.
It isn’t easy to learn a foreign language.
7.8.2.2.We can use the structure of (someone) + to infinitive after adjectives such as these:
Nice Kind Generous Polite Good mean
silly careless clever Wrong stupid

It’s kind of you to help me.

It was stupid of me to say that.
7.8.2.3. We can use the structure for + object + to infinitive after adjectives such as these:
Easy Important Essential (un)usual
common normal Rare (un) necessary

It won’t be easy for us to get tickets for the concert now.

It’s important for everyone to be here on time.
We can also use this structure after some nouns and verbs.
It was a mistake for me to come here.
We can also use this structure after some nouns and verbs.
It was a mistake for me to come here.
I’m waiting for my sister to phone me.

7.9. See someone doing and see someone do

After the verbs see, hear, feel, watch, listen and notice we can use an object + …-ing or the infinitive without
to.
We saw Peter leaving. We saw Peter leave.
I heard them going out. I heard them go out.
There is always a difference in meaning.
We use the..-ing form when we se, hear, etc only part of an action in progress.
As I drove past the park, I saw some people playing football.(=They were in the middle of playing)
We use the infinitive without to when we see, hear etc. the whole action from beginning to end.
Last week, I went to London and saw England play Brazil in the big football match. (=I saw the whole
game)