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Олена Зіміна (Одеса, Україна)

Every student has heard or read about distance learning - how іt is revolutionizing his studies, how a world of English can be accessed through communication at distance, how the modern education has become super-efficient by the informational exchange.

Considering the case of accessibility and the range of possibilities available, it’s surprising that more studies are not exploiting this potential.

Initially it can be two speakers - teacher and student linked together who could communicate amongst themselves.

Then as now, a set of information exchange allows for data to be split into “blocks” to be routed via a complete task code to its final destination. The idea is to take any number of different tasks to reach their destination - every student can get his own task for familiarization and carrying out. Thus every teacher can always be sure that the main problem of process - studying of a cadet - is performed to him.

Distance learning is progressing along this path. By creating individual area of tests and tasks and connecting themselves up, teachers and students are able to share their results.

As a natural progression, distance learning is commencing to be used in spreading possibilities - how to make optimum conditions for the process of studying.

Today distance learning works like this: you need to supply every cadet separately or the whole group together with basic knowledge in Maritime English. In such a case you act as a “giver” of tasks - not forgetting to explain their main purposes and final results. Next, from time to time, you need to get in touch what success every individual has just achieved. Besides, you ought to be a supervising organizer who will provide this service. It means that every link you make with your partner, personally or by electronic highway, will always bring to success. Certain contact needs to be purchased and installed to actually get onto the permanent exchange of information. The next best source of success is the tasks themselves - how many interesting achievements are made by the teacher in composing such items based on programs of your establishment. And surely it is compulsory to use recommendations and requirements given by the International Maritime Organization.

To achieve success your scope of services should be ranging from complete teacher’s management including initiation, organization, coordination and its controlling part to just cadet’s management of his own work.

This is the most talked about and promising aspect in learning of Maritime English. This is where the much-mooted various situations, moving usage of Maritime Glossary, self-assessment questions and grammar tasks are suggested for carrying out..

It doesn’t matter if such tasks are common or rather definite embracing the whole grammar or lexical theme , or any narrow topic - only one main thing should be considered - how to attract the attention of every cadet to carrying out these tasks. This in their turn can vary from elementary to intermediate ones.

For an obvious purpose they should - in the first instance - be dedicated to GRAMMAR - basic structural part of any language.

For example:

Task One - choose the right variant proving your knowledge of English Tenses:

  1. Our captain is very busy at the moment. He….entries into the log-book.

A - makes; B - has been making; C - is making; D - has just made.

Remark very much to the point is not in complicating such tasks but primarily in cadet’s understanding of structure of the English language and the use of definite skills by means of similar tests.

Task Two – complete the spaces with suitable Modal Verbs or their equivalents:

1. As our vessel was quite able to withstand huge waves we…not…look for shelter.

Task Three – finish the sentence using the rule”Adverbial Clause of Time and Condition”:

1. The pilot will be taken aboard after…

Task Four - open the bracket and use the right form of the verb. Ask the question.

1. The vessel ran aground because the Chief mate….. (to alter) the course too late. Why?

Task Five - change the following sentences into the Passive Voice:

1. The captain is signing the Letter of Protest now.

Task Six - Complex Object, Complex Subject - make up sentences and translate them:

1. The crewmen, darkness, their vessel, before, wanted, the port of destination, to reach.

2. Unreliable, to be, the light-buoy, said, is.

As everybody can reproach with their groundlessness, I’d like to object that such training exercises make some appreciable progress from one item to another and further. Only one main condition should be followed as a rule - any student tries not to loose his will.

Task Seven - make the sentence Indirect:

1. The captain said,”Watch Officer, be careful! Our ship can find fast ice along these coasts.”

To modify cadet’s knowledge of Maritime Glossary, as well tasks and tests should be dwelled on various versions:

Task One - choose the correct variant:

1. What light is the most conspicuous?

A. a flashing light; B. an isophase light; C. a fixed light; D. an occulting light

2 - Where is Bridge Procedure Guide used?

A. It is intended for cadets of Navigation Department.

B. It is intended for crew members.

C. It is intended for those who desire to master their knowledge in English.

Task Two - find the appropriate command:

-Heave in the forward spring!

Потравить прижимной! -Make fast fore and aft!

-Slack away the breast line!

Task Three - fill in the blanks with proper words:

Text 1. The passage planning for the---------------of the voyage did not consider the ---------of the shallower water downwind of which the vessel was to travel.

The combination of strong south- westerly conditions, producing ---------- and shallower water, almost certainly caused the large wave encountered by the vessel. Given the prevailing-----------this was predictable.

Text 2. Webbing or synthetic lashings have become more prevalent for -------------- deck cargoes in recent years, but are not-----------in the IMO Code of Practice.

They are quick and easy to use, they do not ----------.They are, however, Vulnerable to---------------and are not----------------for really heavy - duty work.

Regular and close inspection of the webbing material should be carried out, and -----------replaced.

Consideration should also be given using additional, alternative types lashing to -------------the webbing lashings during winter or if-------------is predicted.

Text 3. Due to the low value of the timber cargo, plastic wrappings or---------------were not used on this vessel. The use of---------------would have assisted in reducing the amount water--------------in the timber and consequent reduction in stability. It might also have reduced the possibility of packages being broken or -------------as a result of wave impact or heavy rolling.

Text 4. The hatch covers were of---------------painted steel. This is not an------------ effective-------------coating, and when wet it has a particularly low coefficient of friction. One of the easiest methods to help prevent movement of a deck cargo, is to ensure that hatch tops are painted with a---------------.This reduces the effective loading on the lashing arrangement and reduces the possibility of----.

(final leg, beam seas, lashing failure, distorted, worn lashings, smooth, protective coverings, supplement, mentioned, easy to store, possible effect, weather and sea conditions, abrasion, suitable , absorption, non-slip, securing, heavy weather, tarpaulins, high fiction coating ).

Self-assessment task—How can you operate bridge checklists?

Task Four - choose the best answer or right order and mark the letter with a tick. Translate the text.

Preparation for Sea

1. The passage plan for the intended voyage should be prepared. It is necessary…

a. to ensure that the ship can be navigated safely between ports

b. to support the bridge team

c. to check appropriate equipment

2. The preparation of the navigation part for the intended voyage includes…

a. studying of sailing area

b. preparation, selection and correction of ship publications

c. preliminary plotting and passage planning

3. It is prohibited to go to sea in case…

a. disappearing or breakage of the main gyro compass , log

b. absence or breakage of sextant and barometer

c. breakage of engine telegraph

4. Has the following equipment been checked and found ready for use?

a. clocks

b. electronic navigational position fixing systems

c. echo sounder

d. speed distance recorder

e. gyro / magnetic compass and repeaters

f. bridge movement book course and engine movement recorder

g. anchors

h. radars

5. Has the following equipment been tested, synchronized and found ready?

a. thruster controls and indicators if fitted

b. bridge to engine room / mooring station communications

c. navigation and signal lights

d. bridge and engine room telegraphs including

e. rpm. indicators

f. emergency engine stops

g. controllable pitch propeller controls and indicators if fitted

h. communication facilities

i. portable radios

Such tasks can be composed ad infinitum.

But only effective manning, practical supervision by experts - teachers, computerized control, planned organizing, information area and distance monitoring can lead to successful destination.

Зіміна Олена Олексіївна

викладач вищої категорії, методист.