English for mariners teacher 39 s book

English for Mariners
Guidance Notes for Teachers



Tony Grice

English for Mariners
Guidance Notes for Teachers

Published by
Arbeitsbereich Linguistik, wwu Münster
LdV-Project lcctv
2009


Published by
Westfọlische Wilhelms-Universitọt Mỹnster
Arbeitsbereich Linguistik
Hỹfferstraòe 27, 48149 Mỹnster

Copyright â 2009 Tony Grice, lcctv Project Consortium
Some rights reserved.
This work is released under the Creative Commons “by-sa” license, version 3.0.
See for full text.
This work has been funded with support from the European
Commission within the Leonardo da Vinci Innovation Transfer
Project Language Competence Certification Tools for the Vocations (lcctv). See for more information. This publication reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information contained therein.
Typeset by Johannes Schwall and Prinzipalsatz Typographie Münster
Printed in Germany by diedruckerei.de, Neustadt a. d. Aisch

Contents
Introduction

9

Level 1

11

Unit 1
1A Ship handling . . . . . . .
1 Introduction . . . . . . .
2 Vocabulary . . . . . . . .
3 Structures . . . . . . . .
4 Reading . . . . . . . . .
1B Ship Handling in Seaspeak
1 Introduction . . . . . . .
2 Vocabulary . . . . . . . .
3 Listening . . . . . . . . .
4 Structures . . . . . . . .
5 Speaking . . . . . . . . .

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12
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16
18
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20
21
22

Unit 2
2A Emergencies . . . . . . .
1 Introduction . . . . . .
2 Vocabulary . . . . . . .
3 Reading . . . . . . . .
4 Structures . . . . . . .
5 Writing . . . . . . . . .
2B Emergencies in Seaspeak
1 Introduction . . . . . .
2 Listening . . . . . . . .
3 Structures . . . . . . .
4 Reading . . . . . . . .

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31

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33
34
36
36

Unit 3
3A Navigation . .
1 Introduction
2 Vocabulary .
3 Reading . .
4 Listening . .
5 Structures .
6 Writing . . .

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Contents

6

3B Navigation in Seaspeak
1 Introduction . . . . .
2 Vocabulary . . . . . .

3 Structures . . . . . .
4 Reading . . . . . . .
5 Listening . . . . . . .

EfM Guidance Notes

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37

37
38
39
40
40

Unit 4
4A Meteorology . . . . . . .
1 Introduction . . . . . .
2 Vocabulary . . . . . . .
3 Structures . . . . . . .
4 Reading . . . . . . . .
5 Writing . . . . . . . . .
4B Meteorology in Seaspeak
1 Introduction . . . . . .
2 Vocabulary . . . . . . .
3 Reading . . . . . . . .
4 Writing . . . . . . . . .
5 Listening . . . . . . . .

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42
42
43
43
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45

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46
46
47
48
48
49

Unit 5
5A Cargo Handling . . . . . . .
1 Introduction . . . . . . . .
2 Vocabulary . . . . . . . . .
3 Structures . . . . . . . . .
4 Reading . . . . . . . . . .
5 Writing . . . . . . . . . . .
5B Cargo Handling in Seaspeak
1 Introduction . . . . . . . .
2 Vocabulary . . . . . . . . .
3 Reading . . . . . . . . . .
4 Structures . . . . . . . . .
5 Writing . . . . . . . . . . .
6 Listening . . . . . . . . . .

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51

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59

Level 2

61

Unit 1
1A Ship handling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

62
62
62
62


Contents

EfM Guidance Notes

3 Vocabulary . . . . . . . .
4 Reading . . . . . . . . .
6 Writing . . . . . . . . . .
1B Shiphandling in Seaspeak .
1 Introduction . . . . . . .
2 Vocabulary . . . . . . . .
3 Speaking . . . . . . . . .

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63
65
66
67
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67
70

Unit 2
2A Emergencies . . . . . . .
1 Introduction . . . . . .
2 Speaking . . . . . . . .
3 Vocabulary . . . . . . .

4 Structures . . . . . . .
5 Reading . . . . . . . .
2B Emergencies in Seaspeak
1 Introduction . . . . . .
2 Listening . . . . . . . .
3 Vocabulary . . . . . . .
4 Reading . . . . . . . .

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79

Unit 3
3A Navigation . . . . . . .
1 Introduction . . . . .

2 Vocabulary . . . . . .
3 Structures . . . . . .
5 Reading . . . . . . .
3B Navigation in Seaspeak
1 Introduction . . . . .
2 Vocabulary . . . . . .
3 Structures . . . . . .
4 Speaking . . . . . . .
5 Reading . . . . . . .
6 Listening . . . . . . .

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85

Unit 4
4A Meteorology .
1 Introduction
2 Vocabulary .
3 Structures .
4 Writing . . .
5 Reading . .
6 Listening . .

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89
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Contents

8

4B Meteorology in Seaspeak
1 Introduction . . . . . .
2 Vocabulary . . . . . . .
3 Structures . . . . . . .
4 Listening . . . . . . . .
5 Reading . . . . . . . .

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EfM Guidance Notes

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93
93
93
93
94
95

Unit 5
5A Dockside and Cargo Handling
1 Introduction . . . . . . . . .
2 Vocabulary . . . . . . . . . .
3 Structures . . . . . . . . . .
4 Reading . . . . . . . . . . .
5 Speaking . . . . . . . . . . .
6 Writing . . . . . . . . . . . .
7 Listening . . . . . . . . . . .
5B Dockside and Cargo Handling
1 Introduction . . . . . . . . .
2 Vocabulary . . . . . . . . . .
3 Structures . . . . . . . . . .
4 Listening . . . . . . . . . . .
5 Speaking . . . . . . . . . . .
6 Reading . . . . . . . . . . .

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96
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100
101
101
101
102
104
105
105


Introduction
This book is a supplement volume to English for Mariners, a two-level language course
book for Maritime English which has been developed within the eu-funded Leonardo
da Vinci Project Language Competence Certification Tools for the Vocations (lcctv).
Language teachers in vocational education often do not have in-depth knowledge of
their students’ professional field. The aim of this book is to provide support for English

language teachers using English for Mariners in the form of glossaries and background
maritime information, which can be found either as “General Notes” at the beginning
of units, or in grey boxes throughout the book. Furthermore, answers to the exercises
as well as transcripts of the sound recordings used in the listening exercises are given.
Suggestions for introductory or follow-up activities have been added occasionally.
The book follows the two-level structure of English for Mariners, which is explained
in more detail in the introduction to the course book.



Level 1


12

Level 1, Unit 1A

Level 1, Unit 1A – Ship handling

Ship handling

EfM Guidance Notes

General Notes
This unit presents some key basic vocabulary related to parts of ships, places and
positions in ships and words of rank and onboard tasks. It addresses some uses of the
present tense in the context of ship handling and seamanship. This structural theme
is continued throughout the unit and past tenses do not feature.

1 Introduction

Exercise 1. Answers:
1) b (tanker)
Note: How the wind affects a ship when it hits sideways depends on the shape
of the ship. Ships with their main superstructure amidships will turn away from
the wind and ships with the main superstructure aft, such as tankers, will turn
towards the wind. A ‘beam wind’ like this causes a ship to make ‘leeway’. In other
words, she is blown sideways off her course.
2) c (propellers)
Note: The force from a propeller is the ‘axial thrust’. Transverse thrust is the sideways force that is also made by the action of the propeller as it turns.
3) a (bow up, stern down)
Note: lift it and lower it
4) c (surging)
Note: Yawing is the effect of waves and wind to move the bow slightly off course
to one side and then to the opposite side. Heaving is when the entire ship lifts
vertically and drops down.
5) a (waves from abeam)
Note: Roll is the action of a ship as it goes port up, starboard down and vice versa.

2 Vocabulary
Parts of a ship
Exercise 2.
Introductory activity: Ask students to:
1) identify the type of ship in the picture (it is a container ship)
2) describe the work that the container ship does
3) name other types of vessels


EfM Guidance Notes

Answers

a) stern
b) rudder

Level 1, Unit 1A – Ship handling

c) propeller
d) keel

e) davit
f) bows

13

g) container
h) bridge

Follow-up activity: Ask students to name other parts of the ship in the picture
including: portholes / sidescuttles, companionway, poop deck, radar, funnel / stack,
superstructure, hull
Exercise 3. Answers
1) ‘Port side’ is the left hand side of a ship facing forward.
2) ‘Starboard side’ is the right hand side of a ship facing forward. The starboard side
is the side shown in the picture.
3) ‘Dead astern’ is directly to the rear of the ship.
4) ‘Abaft’ is towards the rear of the ship.
5) ‘After end’ is an alternative to ‘stern’.
6) The ‘forward end’ is the ‘bows’.
Other useful vocabulary (places/positions):
Abeam
Aboard

Above deck
Abreast
Aft
Ahead
Alee
Aloft
Amidships
Astern
Below
Dead ahead
Fore-and-aft
Headway
Inboard
Lee
Leeward
Leeway
Midship
Overboard
Stem

At right angles to the ship but not on the ship
On the ship
On the deck but not over it
By the side of the ship
Toward the stern
In a forward direction
Away from the direction of the wind
Above the deck
Towards the centre of the ship
In the rear of the ship

Under the deck
Directly ahead
In a line parallel to the ship
The forward motion of the ship
Inside the ship
The side away from the wind
The direction away from the wind
The sideways movement of the boat caused by either wind or current.
Mid way between bow and stern
Over the side of the ship
The forward most part of the bow


Level 1, Unit 1A – Ship handling

14

EfM Guidance Notes

Exercise 4. Answers
bows
→
stern
→
port side
→
starboard side →
aft
→
forward

→
hull
→
keel
→
bridge
→
hatch way
→
galley
→
windlass
→
quarters
→

point that is most forward
the rear
left side
right side
towards the rear
towards the front
body of a ship
a projection below the hull
command station
opening in the deck
kitchen
machine to move heavy things
living area

Exercise 5.
Note: This exercise gets students to build sentences. As a follow on activity ask
them to use any of the vocabulary that has appeared in the unit so far in short
sentences of their own construction. Exercise 4 presents possibilities for doing this
for the weaker students. For example: ‘The bows are the point of the ship which is
most forward.
Answers
1) The windlass is aft of the bridge.
2) Crews quarters are on the port side.
3) Help me out in the galley please.
4) Go through the hatch way and onto the deck.
5) Report to the bridge now.
6) We paint and scrape the hull of this ship.
7) The propeller is broken.
8) The keel hit the rocks.
9) Clean the ship from the bows to the stern.
10) There is a hole in the starboard side of the hull.

People on board
Exercise 6.
Introductory activity: Ask students to name ranks and jobs on board ship. Ask
about the differences between non-military (merchant) navies and military navies
including names of ranks, equivalences of ranks and differences in work.


EfM Guidance Notes

Level 1, Unit 1A – Ship handling

Answers

Master
→
Second Engineer →
Purser
→
Third Officer
→
Marine Oiler
→
Ordinary Seaman →
Electrician
→
Cook
→

the captain of a ship
supervises engine department
officer in charge of accounts
safety officer who does the 8-12 watch
helps maintain engines
learner
technical expert
sailor responsible for food

Note: Ships are generally organised into three departments (Deck, Engineering
and Stewards). The full range of ranks is provided here. Though not all ships will
have all these positions and some ships will have more than those listed here.
• Fourth Engineer / Third assistant engineer
• Fifth engineer / Junior engineer

Deck department
Officers:
• Master
• Chief Officer / Chief mate
• Second Officer
• Third Officer
• Boatswain
Unlicensed mariners:
• Able seaman
• Ordinary seaman

Unlicensed mariners:
• Oiler
• Greaser
• Wiper
• Utilityman
• Machinist
• Tankerman

Engineering department
Officers:
• Chief engineer
• Second Engineer /First assistant engineer
• Third Engineer / second assistant engineer

Steward’s department
• Chief steward
• Chief Cook
• Stewards assistant
(On a cargo ship all three of these

jobs are usually done by unlicensed
mariners)

Exercise 7. Answers
1) Deck department: 1, 4, 5, 7
2) Engineering department: 2, 6, 8
3) Stewards department: 3, 9

15


Level 1, Unit 1A – Ship handling

16

EfM Guidance Notes

Exercise 9. Answers
a→
b→
c→
d→
e→
f →
g→
h→

Master
Purser
Ordinary Seaman

Second Engineer
Third Officer
Marine Oiler
Electrician
Cook

Follow-up activity: Use the texts in the speech bubbles as models and elicit from
students similar sentences which describe the work of other mariners not in the
list. Ask students to explain the difference between an unlicensed mariner and an
officer. Ask students to explain the difference between an Ordinary Seaman and
an Able seaman (An Able Seaman is a sailor with at least two years experience.)
Ask students about their own career history so far. Ask about their professional
aims and ambitions.

3 Structures
Present Tenses
Note: Ensure that students understand the terms Simple Present and Present Continuous. Exercise 10 helps students identify the two present tense structures. Exercise 11 helps students identify the usage of the two present tense structures.
Exercise 10. Answers
1)
2)
3)
4)

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

Exercise 11. Answers
1)

2)
3)
4)

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


Level 1, Unit 1A – Ship handling

EfM Guidance Notes

Exercise 12. Answers
1) Crews of ships are in departments. The deck department has responsibility for
ship handling and general maintenance. The engineering department deals with
propulsion. The stewards department handles supplies and living quarters.
2) This seaman is cleaning the decks at the moment. He is getting more and more
experience.
3) The chief cook is not available right now. He is working in the kitchen. Today he
is supervising a new seaman.
Exercise 13. Answers
1)
2)
3)
4)
5)
6)

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

Exercise 14. Answers
We are leaving
I plan
The deck hand is
Everyone
I am making fast
The ship
My job is to

→
→
→
→
→
→
→

port now
each route very carefully
helping the cook
stands watch
to a buoy
is sinking

maintain the engines

Follow-up activity: Obviously the next step in the process of mastering these two
tenses is for students to write and / or speak sentences of their own construction.
Supply a list of verbs and perhaps other prompts for students to practice doing
this with. The following is a list of verbs that occur in this unit which are relevant
to ship handling/seamanship.
•
•
•
•
•
•
•

(to) drop anchor
(to) make fast
(to) enter
(to) handle
(to) travel
(to) move
(to) propel

•
•
•
•
•
•
•

(to) paint
(to) scrape
(to) hit
(to) work
(to) stand watch
(to) come on board
(to) lash

Note: More advanced students could practice constructing present tense questions.

17


Level 1, Unit 1A – Ship handling

18

EfM Guidance Notes

4 Reading
Exercise 16. Text 1
Introductory activity: Write the following important vocabulary on the board
and elicit definitions:
• to be at anchor
• head (forward) as in: ‘head line’
• pilot
• stern
• to ground
• mooring buoy

Answers
1) a)
b)
c)
d)
e)
2) c
3) d

single
to raise: to weigh
to go towards: proceed
rope/cable: line
to tie up: to lash + to make fast

Exercise 17. Text 2
Note: Ask students to list the range of onboard tasks of an Ordinary Seaman. Then
read the text. After having read the text they can check back and find things that
are either not mentioned in their list or things in their list which are not mentioned
in the text.
Answers
1)
2)
3)
4)
5)

undocking
chipping / scraping / painting
interior

multiple berthing areas
promotion


EfM Guidance Notes

Level 1, Unit 1B

Level 1, Unit 1B – Ship Handling in Seaspeak

Ship Handling in Seaspeak

1 Introduction
Exercise 1. Answers
1) c
2) c
Note: On sailing ships a seaman goes hand-over-hand when he goes up the mast.
The expression also means ‘rapidly’ as in: ‘we are coming up with the ship ahead
hand-over-hand’.
3) b
Note: An effect known as the propeller walk kicks the stern of a vessel to port or
starboard depending on the type of propeller.
4) Ultra Large Bulk Carrier
5) C = astern, B = on the port beam

2 Vocabulary
Standard wheel and engine orders
Exercise 2.
Note: Wheel orders are given by the Officer of the Watch to the helmsman. The
normal procedure is for the helmsman to repeat the order. All wheel orders are

held until a new order is received. The helmsman reports immediately if the vessel
does not respond (answer the wheel).
Exercise 3. Answers
‘Full ahead both’
→
‘Dead slow astern’
→
‘Stand by engine’
→
‘Bow thrust half to port’ →
‘Midships’
→
‘Ease to twenty’
→
‘Steady as she goes’
→

Maximum speed for two engines
Reverse very slowly
Get ready
Move the ship’s head to port on 50 % power
Hold rudder in the fore and aft position.
Reduce the amount of rudder to 20°
Stay on the heading given earlier

19


Level 1, Unit 1B – Ship Handling in Seaspeak

20

EfM Guidance Notes

Note: Other examples of wheel orders:
• ‘Port five’: Hold five degrees of port rudder
• ‘Port ten’: Hold ten degrees of port rudder
• ‘Hard-a-port’: Hold rudder fully over to port
• ‘Starboard five’: Hold five degrees of starboard rudder
• ‘Starboard ten’: Hold ten degrees of starboard rudder
• ‘Hard-a-starboard’: Hold rudder fully over to starboard
• ‘Ease to five’: Reduce amount of rudder to five degrees and hold
• ‘Ease to ten’: Reduce amount of rudder to ten degrees and hold
• ‘Steady’: Reduce swing as fast as possible
Exercise 4. Audio script (and answers):
1)
2)
3)
4)

Port steer zero two five
Hold two five degrees of rudder
Port engines full ahead
Full ahead both

5) Ease to five
6) Port steer one eight two
7) Hard-a-port

3 Listening

SMCP Message markers
Note: An important feature of the Standard Marine Communication Phrases is
the use of message markers. These are single words that come at the beginning
of a message that explain the purpose of the next bit of speech. There are eight
message markers in total (listed in exercise 5).
Exercise 5. Answers
1) Instruction
2) Instruction / Advice
3) Warning / Information
4) Warning / Information
5) Warning / Information

6) Request
7) Answer
8) Intention
9) Request
10) Instruction / Advice

Exercise 6. Answers (for audio script see below)
1)
2)
3)
4)

gives permission: number 2
talks about future action: number 4
gives geographical position: number 1
gives an order: number 3

EfM Guidance Notes

Level 1, Unit 1B – Ship Handling in Seaspeak

Exercise 7. Audio script (including answers)
Transmission Number 1:
Answer: bearing zero – nine – five degrees true from Cape Marcel distance two
decimal six miles.
Transmission Number 2:
Answer: It is permitted to enter the fairway.
Transmission Number 3:
Stand by on vhf channel two.
Transmission Number 4:
Intention: I will drop anchor.

4 Structures
Note: Note that when the Officer of the Watch (OoW) requires a course to be
steered, the direction is given by stating each numeral separately (including zero).
For example: ‘starboard steer zero-eight-two’ and ‘port steer three zero five’.
Exercise 8. Answers
Wheel orders
OoW:
Helmsman:
OoW:
OoW:
Helmsman:
OoW:
Helmsman:

Steer starboard five.

Steering starboard five,sir
Hard-a-port.
Easy to one - five and steady as she goes.
Steady on one - five sir.
Keep the buoy on the port side.
Keeping buoy on port side sir.

Engine orders
OoW:
Engineer:
OoW:
Engineer:
OoW:
Engineer:
OoW:
Engineer:
OoW:

Stand by engine room.
Engine room standing by, sir.
Slow astern.
Astern slow, sir.
Stop engines.
Stop engines, sir.
Dead slow ahead.
Dead slow ahead, sir.
Full ahead.

21

22

Level 1, Unit 1B – Ship Handling in Seaspeak

EfM Guidance Notes

5 Speaking
Exercise 9.
An initial call is the start of a communication (a).
Exercise 10.
Correct response is 2.
Exercise 11. Model answer:
Student a: Marseille Port Control, Marseille Port Control, Marseille Port Control,
This is container ship Sandpiper dl 1763 on Channel 4, over.
Student b: Sandpiper, This is Marseille Port Control. Go ahead, Over.
Student a: Marseille Port Control this is Sandpiper. Information: My eta is 10.15,
over.
Student b: Sandpiper, this is Marseille Port Control, Question: what is your cargo?
Over.
Student a: Marseille Port Control, this is sandpiper. Answer: we have one thousand
five hundred containers on board. There is no dangerous cargo, over.


EfM Guidance Notes

Level 1, Unit 2A

Level 1, Unit 2A – Emergencies

Emergencies

General Notes
There are three levels of emergency and they are announced by different call signs:
Mayday (repeated three times) is used for ‘grave and imminent danger to life or vessel’.
Pan-pan (repeated three times) is for ‘an emergency on board but no immediate danger
to anyone’s life or to the vessel’. Sécurité (repeated three times) is the least urgent and
it is used for ‘important safety information’. The emergency VHF channel is almost
always Channel 16.
Introductory activity: Invite students to:
1) give examples of ways of communicating a distress message (SOS, Morse Code,
Semaphore, bells, whistles, code names etc.)
2) define an ‘emergency’ at sea
3) give examples of emergencies (personal experiences etc)

1 Introduction
Exercise 1. Introduction quiz: Answers
1)
2)
3)
4)
5)

Channel 16 (one six)
red
Pan-pan, pan-pan, pan-pan
b
c (A mayday call has absolute priority over all other transmissions and is not
addressed to a particular station.)

2 Vocabulary
Marine emergencies
Exercise 2.
Note: To include: man overboard, fire on board, collisions with other vessels and
with static objects like jetties, illness and disease on board, piracy, leaking, sinking,
damage done by weather, attacks by animals / fish etc.

23


Level 1, Unit 2A – Emergencies

24

EfM Guidance Notes

Exercise 3.
to capsize →
to collide →
to sink
→
to swamp →
to settle
→
to drift
→
to disappear →
Exercise 4.
1) past
Exercise 5.

Present
capsize
collide
sinking
swamp
settle
drift
disappear

turn over
smash together
go under
fill with water
go down slowly
go without power
cannot be seen
2) present continuous

Present continuous

Past

(is/are) capsizing
(is/are) colliding
(is/are) sinking
(is/are) swamping
(is/are) settling
(is/are) drifting
(is/are) disappearing

capsized
collided
sank
swamped
settled
drifted
disappeared

3) present

Exercise 6.
1)
2)
3)
4)
5)

We are drifting in heavy seas. Please send assistance.
The sea is swamping our yacht
We collided with a tanker but there is no damage.
Both vessels are sinking now.
Yesterday the yacht Western Rose capsized off the coast of southern Portugal.

3 Reading
Note: The aim of this reading exercise is to acquaint students with short messages
(2-3 sentence-long) for comprehension, analysis and vocabulary. All the messages
are adapted from authentic material so they are examples of reports which an
Officer of the Watch might have to read and understand.
Introductory activity: Students read all seven reports without doing the exercises.
They underline the words they don’t initially understand and make guesses about

the meanings of those words from the contexts.
Vocabulary note: The opposite of to capsize is ‘to right’.


EfM Guidance Notes

Exercise 7. Answers
1) distress
Exercise 8. Answers
1) 2
3) 3
2) 3
4) 1
Exercise 9. Answers
1) run over = b
2) outrun = c
3) drift = a
4) response = c
5) to die = lose (their)
lives (to lose life)

Level 1, Unit 2A – Emergencies

2) urgent
5) 1
6) 2
6) swamped = b
7) to ship = c
8) settle = a
9) undergoing = b

10) blaze = c
11) compartment = b

25

3) safety
7) 2
8) 1

9) 3
10) 1
12) overturns = c
13) the cargo = c
14) tow = a
15) to right = a
16) c
17) b

4 Structures
Introductory activity: Point out different ways of giving orders:
1)
2)
3)
4)
5)
6)
7)
8)

The use of the smcp phrase marker ‘Instruction’

Must + infinitive (no ‘to’)
Stop + verb + ing
Avoid + verb + ing
Do not + infinitive (no ‘to’) for negative commands
Must not + infinitive (no ‘to’) for negative commands
Verb of command (infinitive) e.g. Do / Use / Change / Proceed / Enter
Polite orders (use of ‘please’, ‘you may’, ‘you have permission to . . . ’)

Exercise 11. Answers
1) must
2) Do
3) may

4) Use
5) permission
6) not

Exercise 12. Answers
• Do not make unnecessary transmissions
• Request: send assistance immediately
• Stop transmitting on this channel
• Please avoid putting life in danger
• You have permission to come alongside
• Please repeat your distress message
• You must always respond to distress calls

7) Stop
8) Instruction
9) avoid