IMO TA317E-2009 MARITIME ENGLISH.pdf

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1、 Mo d e l Co u r s e 3.17MARITIME ENGLISH2009 EditionPublished by theINTERNATIONAL MARITIME ORGANIZATION4 Albert Embankment, London SE1 7SRwww.imo.orgSecond edition, 2009Printed in the United Kingdom by CPI Books Limited, Reading RG1 8EXIMO PUBLICATIONSales number: TA317EISBN 978-92-801-1502-4ACKNOW

2、LEDGEMENTSThis model course in Maritime English was developed for IMO bythe International Shipping Federation (ISF) of London.The assistance of Marlins in producing the course is gratefully acknowledged by ISF and updating the course is gratefully acknowledged by the International Maritime Training

3、Trust (IMTT).IMO wishes to express its appreciation to the ISF and the IMTT.Copyright International Maritime Organization 2009All rights reserved.No part of this publication may be reproduced,stored in a retrieval system or transmitted in any formor by any means without prior permission in writingfr

4、om the International Maritime Organization.iiiContentsPageForeword vIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose of IMO model courses . 1Structure of IMO model course for Maritime English. 1Use of IMO mo

5、del course for Maritime English 2Lesson plans 2Presentation 3Implementation . 3Training and the STCW Convention, 1978, as amended . 3Responsibilities of Administrations 4Bibliography 5Core section 1Part A: Course framework . 15Aims . 15Objectives 15Syllabus content . 16Syllabus structure 16Syllabus

6、methodology . 17Entry levels 17Course intake limitations . 18Trainers experience . 19Equipment needed 19Core section 1Part B: Course outline 21 Core section 1Part C: Detailed teaching syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Core section 2Part A: Cou

7、rse framework . 51 Aims . 51Objectives 51Syllabus content . 52Syllabus structure 52Syllabus methodology . 53Entry levels 53Course intake limitations . 54Trainers experience . 54Equipment needed 54MARITIME ENGLISHCore section 2Part B: Course outline 55Core section 2Part C: Detailed teaching syllabus

8、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Core sections 1 and 2Part D: Instructor manual 91Detailed contents . 91Introduction . 93Principles of the Communicative Approach 96Learning Styles 99Classroom Management 101Input and lesson planning 101Stages of lesson

9、s . 103Task Based Learning 104Active Learning . 105Pair and group work . 106Using the internet . 112Teaching the three language systems: . 112Teaching grammar 112Teaching vocabulary . 119Teaching pronunciation 129Teaching the four communication skills: 138Teaching listening . 139Teaching reading . 1

10、46Teaching speaking 154Teaching writing 166Integrating maritime topics 177Appendix A: Summary of references to English language requirements from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as amended . 181Appendix B: Example of a lesson

11、 plan and notes 185Appendix C: Notes on assessment 187Guidance on the Implementation of Model Courses . 189ivForewordSince its inception the International Maritime Organization (IMO) has recognized the importance of human resources to the development of the maritime industry and has given the highes

12、t priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior person

13、nel in administrations, ports, shipping companies and maritime training institutes by establishing the world Maritime University in Malm, Sweden, in 1983.Following the adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978 (STCW), a numb

14、er of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding new developments in maritime technology. IMO training advisers and consultants also s

15、ubsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their implementation of the associated Conference and IMO Assembly resolutions.In addition,

16、 it was appreciated that a comprehensive set of short model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to

17、improve their knowledge and skills in certain specialized fields. With the generous assistance of the Government of Norway, IMO developed model courses in response to these generally identified needs and now keeps them updated through a regular revision process taking into account any amendments to

18、the requirements prescribed in IMO instruments and any technological developments in the field.These model courses may be used by any training institution and, when the requisite financing is available, the Organization is prepared to assist developing countries in implementing any course.E. E. MITR

19、OPOULOSSecretary-GeneralvIntroductionPurpose of IMO model coursesThe purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses or in enhancing, updating or supplementing existing training material where the

20、quality and effectiveness of the training courses may thereby be improved.It is not the intention of the model course programme to present instructors with a rigid “teaching package” which they are expected to “follow blindly”. Nor is it the intention to substitute audiovisual or “programmed” materi

21、al for the instructors presence. As in all training endeavours, the knowledge, skills and dedication of the instructor are the key components in the transfer of knowledge and skills to those being trained through IMO model course material.Because educational systems and the cultural backgrounds of t

22、rainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and the trainee target group in universally applicable terms. In order to meet the requirements and recommendations of the STCW Convention, 197

23、8, as amended, both the language and the maritime content of this model course are clearly set out, along with the levels of language knowledge and language communication skills.In reference to the IMO model course for Maritime English, colleges and training institutions should note that this course

24、 more than fulfils the competences regarding English language contained in the STCW Convention, 1978, as amended. Today, trainers of English for Specific Purposes hold that a broad understanding of English is required in order to meet specific objectives. This rationale underpins the IMO model cours

25、e for Maritime English, however, administrations may decide to adopt an alternative approach. The course is intended to provide a guideline to assist administrations develop their own training programmes to achieve the standards for English set out in the STCW Convention, 1978, as amended.Structure

26、of IMO model course for Maritime EnglishThere are two sections in the IMO model course for Maritime English: Core section 1 and Core section 2, both of which contain a separate syllabus. This system allows trainees to enter the course at a point that suits their level of English. It is recommended t

27、hat instructors carry out a pre-course appraisal in order to assess the existing language level of each trainee. The syllabus in Core section 1 is designed for trainees who have an elementary or lower intermediate level of English while the syllabus in Core section 2 is designed for trainees who hav

28、e a lower intermediate or intermediate level of English.1The definitions of these language levels and the basic entry requirements for the trainee target groups are given in part A of both sections of the course. 1In this model course, the terms elementary, lower intermediate and intermediate refer

29、to language levels exclusively and do not refer to standards of seamanship nor to any term used in the STCW Convention, 1978, as amended. (See part A for definitions.)1MARITIME ENGLISHCore section 1 is intended to prepare trainees for entry to Core section 2. However, it is possible for trainees to

30、enter directly to Core section 2 without following Core section 1, provided that they can satisfy the entry requirements. Use of IMO model course for Maritime EnglishTo use this model course, the instructor should review the Course outlines and Detailed teaching syllabi, taking into account the info

31、rmation provided under the entry levels specified in the Course frameworks. The actual level of the trainees knowledge, skills and prior education both in English and in technical subjects should be kept in mind during this review. The instructor needs to identify any areas within the detailed sylla

32、bus which may cause difficulties because of differences between the actual trainee entry level and that described by the course designer. To compensate for such differences, the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills alread

33、y attained by the trainees. He or she should also identify any academic knowledge, skills or language training which the trainees may not have acquired.By analysing the detailed teaching syllabus in each section and the levels of English required for entry to either section of the model English cour

34、se, the instructor can design appropriate materials to bridge any gap between the trainees existing knowledge and the course content. This may require the instructor to design a pre-entry course if necessary or, alternatively, to insert elements of technical or linguistic knowledge required to suppo

35、rt the practical English language communication activities at appropriate points within the English model course. Suggestions for integrating English teaching and the teaching of technical subjects are given at the end of the Instructor manual in part D.Adjustment of the course objectives, scope and

36、 content may also be necessary if in your maritime academy the trainees completing the course are to undertake duties involving English language communication that differ from the course objectives specified in the model course.Within the Course outline the course designers have indicated their asse

37、ssment of the time that should be allotted to each learning area. However, it must be appreciated that these allocations will not be appropriate for each training situation. Instructors should therefore review the time allocations and reduce or otherwise adjust the number of hours required to achiev

38、e each specific learning objective.Lesson plansHaving adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific references to the textbooks and t

39、eaching material proposed for use in the course. An example of a lesson plan is shown in appendix B. However, experienced maritime English instructors who find that very few adjustments are necessary to the learning objectives of the detailed syllabi may prefer to base their lesson plans entirely on

40、 the units of the detailed syllabi, adding key words or other reminders to assist with the presentation or practice of the material.2INTRODUCTIONPresentationThis model course requires the instructor to adopt the Communicative Approach to teaching which can be adapted to suit the particular language

41、learning needs of each group of trainees. Part D, the Instructor manual, provides explanations and suggestions for practical, communicative classroom activities to assist the instructor to implement this model course effectively. It is crucial that the language input and communication skills in each

42、 unit of the detailed syllabi are presented properly, practised thoroughly and revised regularly until the instructor is satisfied, by testing and evaluating the trainees performance and achievements, that each trainee has attained each specific learning objective or training outcome. Each syllabus

43、is laid out in learning objective format and each objective specifies a required performance or, what the trainee must be able to do as the learning or training outcome. ImplementationFor the course to run smoothly and to be effective, considerable attention must be paid to the availability and use

44、of:properly qualified instructors of Englishsupport staffrooms and other spacesequipment English language course books that have a communicative aimtechnical papers, manuals, reports and nautical publicationsother maritime reference material and teaching aids as indicated in the Bibliography.The key

45、 to successful implementation of this course is an understanding of the aims and principles of communicative teaching and learning processes, combined with thorough preparation. The Instructor manual in part D has been designed specifically to assist instructors prepare themselves for all aspects co

46、ncerned with the implementation of the model course in Maritime English. The IMO booklet entitled Guidance on the Implementation of IMO Model Courses, which deals with this aspect in a more general context, is included as an appendix to this course.Training and the STCW Convention, 1978, as amendedT

47、he standards of competence that have to be met by seafarers are defined in part A of the STCW Code of the Standards of Training, Certification and Watchkeeping for Seafarers Convention, 1978, as amended. This IMO model course has been developed to cover the competences in the STCW Convention, 1978,

48、as amended. It sets out the education and training to achieve those standards set out in the STCW Code, which are summarized here in appendix A.Part A for both Core section 1 and Core section 2 provides the frameworks for the course and explains the aims, objectives and organization of both syllabi

49、along with notes on the suggested teaching facilities and equipment. The list of course books, textbooks and useful 3MARITIME ENGLISHteaching aids recommended for this course is provided in the Bibliography following this Introduction.Part B for both Core section 1 and Core section 2 provides an outline of the constituent units of both sections of the course. Although some guidance regarding timing is suggested, no detailed timetable is provided. From the teaching and