SYLLABUS

Programme : D.IV PEMBENTUKAN N/ T

Subject : General Maritime English (GME)
Semester : II
Credit : Theory : ; Practice :
Competence : USE ENGLISH IN WRITTEN AND ORAL FORM IN GENERAL MARITIME COMMUNICATIONS

Topic Time Allocation

Basic Competence Learning Activity/ Indicator Assessment Reference
T P

9. Discuss food on 9.1. Grammar: some  Completing sentences 1. use some and any to describe Quiz T1 Un 1
and any; would like supplies
board; order by using some and any 2. use some and any to order food T2 Un. 1,2,5,6,7
meals; report to describe supplies and drinks T2 Appdx 4
damage to food  Making questions using 3. use would like to offer and order T2 Un 59-62
cargoes food and drinks
some or any Internet
Written test
 Making sentences using
would like to order food
Task
and drinks

9.2. Vocabulary: food  find name of food 1. name items of food and drinks
and drinks; adjectives 2. express personal taste using
indicating  repeat expression of adjectives of opinion
preferences; basic personal taste 3. identify, name and describe the
galley equipment; purpose of basic galley equipment
cooking utensils
 make list of galley and cooking utensils
equipment and cooking 4. identify and name different types of
utensils packaging of food cargo
 match picture and name
of packaging
9.3. Phonology: 1. practise intonation and pitch
revision of intonation from Units 1–8
and pitch, word and 2. practise rising and falling
sentence stress, intonation introduced in unit 1-8
linking sounds, and 3. practise word and sentence
contracted sounds stress from Units 1–8
4. practise linking sounds from
Units 1–8
5. practise contracted sounds from
Units 1-8
6. monitor own performance by
listening to a recording of own
voice
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Basic Competence Learning Activity/ Indicator Assessment Reference
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9.4. Listening and  complete a conversation 1. describe how to make food

speaking: talking nutritious and tasty
about cooking and of ordering food 2. order food from a menu
food on board  illustrate some menu 3. understand informal
conversations in a messroom
using dialogue and café
9.5. Reading and  Identify food from a 1. read menu
writing: describing 2. list personal preferences in
personal preferences menu
food
in food  Make a list of food
preference
10. Understand 10.1. Grammar:  Completing phrases 1. understand the difference in meaning
demonstrative between this, that, these and those
commands in adjectives; using this, that, these and 2. use the imperative form correctly for
emergency imperatives; must those giving urgent commands
situations on  Completing imperatives 3. use must to express obligation and
 Completing obligation and must not to express prohibition in
board
appropriate circumstances
10.2. Vocabulary:  Match picture and 1. name different types of emergency
types of emergency; situations on board
emergency and life- emergency situation 2. know and correctly pronounce the
saving equipment;  Match picture and name names of emergency equipment
verbs describing 3. use correct verbs and tenses to
emergency situations;
of emergency describe what happens in emergency
introduction to SMCP equipment situations
message markers:  Listen and repeat names 4. use SMCP message markers
instructions, correctly to precede instructions,
questions and
of emergency questions and answers in simulated
answers; SMCP for equipments external communications
distress messages  Identify message 5. demonstrate understanding of the
meaning and use of the vocabulary in
marker SMCP for simulated external distress
 Listen to SMCP communications regarding fire /
recording about SMCP explosion / abandoning a ship
message marker

10.3. Phonology:  Listening to a 1. recognise and identify contractions

contractions in
connected speech conversation talking
about planning
 Pronouncing the words
related to connected
speech
and reductions of future forms in
spoken English
2. use contractions of future forms
fluently in connected speech
3. recognise contracted auxiliary verbs
in the Present Perfect when listening
to spoken models of connected
speech
4. pronounce contracted auxiliary verbs
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Basic Competence Learning Activity/ Indicator Assessment Reference
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in the Present Perfect in connected

10.4. Listening and  Giving orders verbally
speaking: giving
emergency alerts  Listening and
identifying message
 Having role play about
emergency situation
speech
1. give effective emergency orders
verbally
2. 10.4.2. correctly identify message
types when listening to a selection
of instructions, questions and
answers which use SMCP
3. 10.4.3. understand short oral
commands in simulated emergency
situations
4. react to simulated emergency
situations with single spoken
commands which are clear and
accurate

10.4.4
10.5. Reading and  Reading activities 1. 10.5.1. read samples of
writing: dealing with messages sent in distress
emergency situations related to distress procedures
on board by receiving procedures 2. 10.5.2. read and
or sending understand written
commands
 writing and sending instructions for carrying out
commands general emergency
procedures
3. 10.5.3. describe the stages
for a general emergency
procedure

11. Check supplies, 11.1.Grammar:  Identify countable and 1. 11.1.1. categorise

countable and uncountable from countable and uncountable
cargo number and uncountable nouns; nouns
pictures
safety, passenger quantifiers  Making questions using 2. 11.1.2. enquire about
information; how much/many quantities of goods using
provide quantities,  Matching between how much and how many
picture and suitable 3. 11.1.3. give information
weights and prices; quantifier about quantities of various
discuss cargo goods using the quantifiers
handling too much / many, (not)
enough
procedures; report
damage to cargoes
11.2. Vocabulary; 1. Pair work about prices 11.2.1. exchange information about
prices, types of cargo, prices of various goods and cargoes
container and cargo of goods in major currencies
handling gear; SMCP 2. Reading activities 11.2.2. revise types of cargo ship
for cargo handling; and passenger ship
 Topic Time Allocation
Basic Competence Learning Activity/ Indicator Assessment Reference
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phrases describing related to types of cargo 11.2.3. categorise cargoes and list
cargo damage; words appropriate containers
and phrases for and cargo handling 11.2.4. name types of cargo
passanger 3. Matching pictures of handling gear and match with
information measurement of ship relevant cargoes
11.2.5. understand and use tonnage
4. Demonstrate giving measurements to describe ships'
information based on volumes
scenarios 11.2.6. practise giving passenger
information clearly and concisely in
a range of scenarios
11.3. Phonology: past 1. Listening and repeating 1. 11.3.1. recognise the different
tense and past pronunciation of three -ed verb
participial endings (- the -ed verbs ending endings (/t/, /d/, /id/)
ed) 2. Listening and writing 2. 11.3.2. distinguish between the
the -ed verbs ending pronunciation of -ed endings when
speaking
3. Recording the -ed verbs 3. 11.3.3. distinguish between the
ending different pronunciations of '-ed verb
4. Pair work, exchanging endings in past participles
4. 11.3.4. pronounce past participles
information in correctly in connected speech
completing a store's 5. 11.2.1. evaluate own pronunciation of
requisition form -ed verb endings in past participles
5. Pair work, reading and by listening to a recording of own
dictating while other writing voice
quatities 6. 11.2.1. exchange information to
complete a store's requisition form
7. 11.2.1. comprehend requests for
numerical information relating to
quantities, capacities and
measurements
8. 11.2.1. read and dictate a variety of
numerical information correctly
9. 11.2.1. write down measurements
and quantities given by another
person
12. Compare vessel Grammar:  Describing nouns using 1. use comparative and
comparative and superlative adjectives to
details; deal with superlative adjective (positive, compare vessels and cargoes
health and safety adjectives; infinitive of comparative and 2. use the structures to + infinitive
on board purpose; for + -ing superlative) and for + -ing to explain the
equipment used for specific
 Completing sentences tasks
using structures to +
infinitive and for + -ing to
explain the equipment used
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Basic Competence Learning Activity/ Indicator Assessment Reference
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for specific tasks

Vocabulary: nouns 1. identifing ship's
and adjectives dimensions using
relating to vessel appropriate nouns and
specifications; adjectives from picture
diseases and injuries; or replika
parts of human body 2. describing selected
equipment in terms of
shape and dimensions
3. distinguishing parts of
the body
4. describing the
symptoms of common
illnesses
1. give ship's dimensions using
appropriate nouns and
adjectives
2. describe selected equipment in
terms of shape and dimensions
3. name different parts of the body
and describe the symptoms of
common illnesses

Phonology: sentence 1. listening and indicating 1. identify content words in spoken

rhythm and stress content words sentences
2. reproducing stress 2. stress content words in single
content words in single phrases
phrases 3. show awareness of rhythm
3. repeating model patterns in English by repeating
sentences correctly to model sentences correctly
shown 4. practise using rhythm and
awareness of rhythm sentence stress in conversation
patterns 5. practise main stress in given
4. roleplaying using statemen
rhythm and sentence
stress
5. reproducing main stress
in given statemen
Listening and  Listening to a 1. talk about keeping healthy on
speaking: board
understanding and conversation and 2. exchange ideas on how to
discussing how to reproducing prevent epidemics
keep healthy on
board and how to
 Discussing about
prevent epidemics preventing
epidemics

Reading and writing: 1. classifying a written 1. comprehend a written text

comparing vessel text about ships' about ships' systems and
details; health and systems and equipment equipment
safety on board 2. recognizing electrical 2. identify electrical equipment
equipment from written from written descriptions
descriptions 3. write a description of a vessel
3. composing a 4. report on health and safety
description of a vessel conditions on board
 Topic Time Allocation
Basic Competence Learning Activity/ Indicator Assessment Reference
T P

4. designing report on
health and safety
conditions on board
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e

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e
p
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a
lt
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13. Describe Grammar: two uses 1. Classifying the 1. use the structure what does …
of like structure what does … look like? to ask for physical
people on look like? to ask for descriptions
board; physical descriptions 2. use the structure what is …
describe 2. distinguishing the like? to ask for subjective
seafarer structure what is … descriptions
like? to ask for
training subjective descriptions
and
education
Vocabulary: 1. interpreting a wide 1. use a wide range of adjectives
adjectives describing range of adjectives to to describe people’s physical
physical appearance describe various appearances
and personality; people's physical 2. use modifiers and adjectives to
articles of Personal appearances give opinions about various
Protective Equipment 2. implementing modifiers people's personalities
(PPE) and clothing; and adjectives to give 3. name various articles of PPE,
words and phrases opinions about various clothing for work and leisure
for seafarer training people's personalities 4. name different types of training
and education 3. identifying various and education for seafarers
 Topic
Basic Competence Learning Activity/
articles of PPE, clothing 5.
for work and leisure
4. identifying different
types of training and
education for seafarers
5. distinguishing and
describing the overall
function of some
professional
organisations, training
institutions and shipping
regulations
Phonology: 1. recognizing the strong 1.
unstressed syllables; and weak syllables in
the weak vowel word stress patterns 2.
sound (the schwa) 2. demonstrating the weak
vowel sound (the
schwa) correctly in 3.
single words
3. indicating the weak
vowel sound in spoken 4.
models of single words
4. comparing own
pronunciation of the
weak vowel sound by
listening to a recording
of own voice
Listening and 1. Discussing one's own 1.
speaking: talking training and education
about the history of 2. Ilustrating visitors on 2.
seafarer education board
and training in brief 3. Describing PPE and
clothing 3.
4.
Reading and writing: 1. Recognizing a visitor on 1.
describing the history board from written
of seafarer education descriptions 2.
and training in brief 2. reading and discussing
the impact of the parts
of the STCW
Convention, 1978, as 3.
amended, pertaining to
seafarer training
3. Developing a detailed 4.
Time Allocation
Indicator Assessment Reference
T P
name and describe the overall
function of some professional
organisations, training
institutions and shipping
regulations
identify the strong and weak
syllables in word stress patterns
produce the weak vowel sound
(the schwa) correctly in single
words
identify the weak vowel sound
in spoken models of single
words
evaluate own pronunciation of
the weak vowel sound by
listening to a recording of own
voice
talk about one's own training
and education
exchange information about
training and education that may
be helpful to maritime training
describe visitors on board
accurately describe PPE and
clothing
identify a visitor on board from
written descriptions
read and discuss the impact of
the parts of the STCW
Convention, 1978, as amended,
pertaining to seafarer training
write a detailed description
comparing two or more
individuals
write a brief on a specific
 Topic
Basic Competence Learning Activity/
description comparing
two or more individuals
4. Constructing a brief on
a specific training
program
14. Describe Grammar: it; going to 1. Defining” it “to describe 1.
weather conditions
weather 2. Distinguishing the 2.
conditions; structure going to +
understand verb to describe future
events that are planned 3.
weather
or certain
forecasts 3. Modifying the difference
in meaning between 4.
going to and will
4. stating and producing
the names of months 5.
and seasons correctly
5. modifying various
adjectives to describe a 6.
wide range of weather
patterns
6. applying abbreviations
of compass points in
written note form
Phonology: groups of 1. Producing groups of 1.
consonant sounds; word-final consonant
rising and falling sounds clearly, without
intonation inserting extra vowel
sounds 2.
2. Classifying between
rising intonation on
question tags for
checking information
and falling intonation for 3.
eliciting agreement
3. Applying rising and
falling intonation on 4.
question tags
appropriately in
connected speech
4. Producing groups of
consonant sounds at 5.
the beginning and in the
middle of words clearly,
without inserting extra 6.
vowel sounds
Time Allocation
Indicator Assessment Reference
T P
training program
use it to describe weather
conditions
use the structure going to +
verb to describe future events
that are planned or certain
demonstrate an understanding
of the difference in meaning
between going to and will
know and pronounce the names
of months and seasons
correctly
use various adjectives to
describe a wide range of
weather patterns
use abbreviations of compass
points in written note form
pronounce groups of word-final
consonant sounds clearly,
without inserting extra vowel
sounds
distinguish between rising
intonation on question tags for
checking information and falling
intonation for eliciting
agreement
use rising and falling intonation
on question tags appropriately
in connected speech
pronounce groups of consonant
sounds at the beginning and in
the middle of words clearly,
without inserting extra vowel
sounds
assess own pronunciation by
checking a recording of own
voice
talk about damage to ship
caused by bad weather
 Topic Time Allocation
Basic Competence Learning Activity/ Indicator Assessment Reference
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5. Finding errors of own

pronunciation by
checking a recording of
own voice
6. Discussing damage to
ship caused by bad
weather
Reading and writing: 1. reading and answering 1. read and comprehend a written
reporting weather questions based on text regarding meteorological
conditions written text regarding elements
meteorological 2. describe weather conditions
elements based on a selection of
2. illustrating weather meteorological information
conditions based on a 3. correctly interpret and explain
selection of symbolic data from satellite
meteorological charts / weather maps
information 4. write down temperatures and
3. Describing symbolic wind directions correctly when
data from satellite listening to spoken weather
charts / weather maps forecasts
correctly
4. listening to spoken
weather forecasts for
dstinguishing
temperatures and wind
directions correctly
15. Report Grammar: Past 1. Constructing Past 1. manipulate Past Simple regular
Simple (positive Simple regular verb verb changes correctly orally
events form); review of changes correctly orally and in writing
from past regular and irregular and in writing 2. memorize Past Simple forms of
voyages; verb forms 2. Identifying Past Simple key irregular verbs with
describe forms of key irregular attention to spelling changes
verbs with attention to 3. use Past Simple irregular verb
main spelling changes forms correctly orally and in
engine and 3. Applying Past Simple writing
propulsion irregular verb forms 4. use the Past Simple in
correctly orally and in sustained oral and written
writing narrative when describing past
4. Demonstrate the Past events
Simple in sustained oral
and written narrative
when describing past
events
Vocabulary: verbs 1. describing the ports of 1. use regular and irregular verbs
relating to ship call on a ship's passage connected with sea travel and
voyages; vocabulary by applying regular and cargo operations to describe
of safety, navigation irregular verbs the ports of call on a ship's
 Topic
Basic Competence Learning Activity/
and pilotage, repairs; connected with sea
travel and cargo 2.
operations
2. describing a breakdown
and repairs, using verbs
connected with general 3.
repairs and
maintenance
3. appliying vocabulary of
safety, navigation and
pilotage to describe a
ship's voyage (revise
terminology connected
with routes, directions,
dates, weather and sea
conditions)
Phonology: reduction 1. identifying the features 1.
and merging of of reduction in
sounds in connected connected speech
speech (linking, elision,
assimilation) from 2.
spoken examples
2. applying models of
reduction correctly in 3.
controlled speaking
practice
3. showing the ability to
merge word-final 4.
sounds when followed
by the same initial
sounds in connected
speech
4. identifying certain
sounds can change as
a result of merging in
connected speech
Listening and 1. reporting a past voyage 1.
speaking: recalling story orally 2.
past voyage and 2. illustrating events that
lessons from marine occurred during a sea
accidents; passage orally from
understanding prompts
general information
about the function of
engines and
propulsion
Time Allocation
Indicator Assessment Reference
T P
passage
use verbs connected with
general repairs and
maintenance to describe a
breakdown and repairs
use vocabulary of safety,
navigation and pilotage to
describe a ship's voyage (revise
terminology connected with
routes, directions, dates,
weather and sea conditions)
recognise the features of
reduction in connected speech
(linking, elision, assimilation)
from spoken examples
produce models of reduction
correctly in controlled speaking
practice
demonstrate ability to merge
word-final sounds when
followed by the same initial
sounds in connected speech
recognise that certain sounds
can change as a result of
merging in connected speech
tell stories of a past voyage
explain events that occurred
during a sea passage orally
from prompts
 Topic Time Allocation
Basic Competence Learning Activity/ Indicator Assessment Reference
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Reading and writing: 1. Discovering stages of a 1. comprehend stages of a sea

narrating past voyage sea passage, based on passage, based on samples of
or marine accident; samples of passage passage plans and charts
describing the plans and charts. 2. read and interpret log book
functions of engines 2. Reading and entries
and propulsion interpreting log book 3. complete uncompleted short
systems entries reports
3. Finding errors in 4. write notes about key details of
complete short reports specific past events by listening
4. Composing notes about to spoken accounts
key details of specific 5. write a report of events that
past events by listening occurred during a sea passage
to spoken accounts
5. Developing a report of
events that occurred
during a sea passage
16. Report Grammar: Past 1. Critisezing the Past 1. revise the Past Simple form of
Simple (questions Simple form of regular regular and irregular verbs in
details of and negatives); and irregular verbs in speech and writing
incidents question words speech and writing 2. manipulate the negative and
at sea 2. Modifying the negative question forms of the Past
and question forms of Simple correctly in speech and
the Past Simple writing
correctly in speech and 3. use a variety of Wh questions
writing with the Past Simple in speech
3. Integrating a variety of 4. name and understand the
Wh- questions with the nature of various types of
Past Simple in speech incidents at sea
4. Identifying and 5. use a variety of key verbs for
classifying the nature of explaining the details of
various types of different incidents at sea
incidents at sea 6. demonstrate understanding of
5. Modifying a variety of the meaning and use of the
key verbs for explaining vocabulary in SMCP for
the details of different urgency communications
incidents at sea regarding technical failure and
6. Ilustrating the cargo problems
understanding of the 7. use SMCP and message
meaning and use of the markers during simulated
vocabulary in SMCP for external distress and urgency
urgency communications for giving
communications information and warnings
regarding technical regarding collision and
failure and cargo grounding or issuing requests
problems regarding technical failure and
7. Proritizing SMCP and cargo problems
message markers
 Topic Time Allocation
Basic Competence Learning Activity/ Indicator Assessment Reference
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during simulated
external distress and
urgency
communications for
giving information and
warnings regarding
collision and grounding
or issuing requests
regarding technical
failure and cargo
problems
17. Request for 17.1 Grammar:  Listening to the explanation of 1. demonstrate understanding of the Quiz T1 Un 17
the meaning of basic meaning of basic conjunctions by
medical assistance conjunctions using them to combine sentences T2 Un. 97
conjunctions
appropriately Written Test
 Writing simple sentences by 2. write simple sentences using
using conjunctions conjunctions to link ideas

17.2 Vocabulary:  Mentioning types of protective 1. name all types of protective clothing T5 p 161 – 162
articles of protective clothing used at sea, parts of used at sea
clothing; parts of the 2. name parts of the body T8 p 46,47,52
body, protective clothing
body; verbs 3. use verbs describing injuries that T4 p 330 – 332
describing injury;  Looking at articles related to affect particular parts of the body M4
items used in basic personal injuries 4. name and state the purpose of items
R1 A1/1.3 p 29 Medical
First Aid; SMCP for used in basic First Aid treatment
Assistance
urgency  Describing names and
communication; T4 p 325
functions of First Aids
medical assistance
request; International
Code of Signals

17.3 Phonology:  Listening to the explanation of
rhythm and how rhythm is created by
contrastive stress stress patterns in English and
how contrastive stress can
change the emphasis of a
phrase and communicate the
speaker's intended meaning
 Practicing how rhythm is
created by stress patterns in
English and how contrastive
stress can change the
emphasis of a phrase and
1. demonstrate awareness of how T16 Un.14
rhythm is created by stress patterns
in English
2. demonstrate understanding of how
contrastive stress can change the
emphasis of a phrase and
communicate the speaker's intended
meaning
3. use contrastive stress effectively to
change the emphasis of given
 Topic Time Allocation
Basic Competence Learning Activity/ Indicator Assessment Reference
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communicate the speaker's phrases

intended meaning

17.4 Listening and  Watching and listening to the 1. get First Aid on board V10
speaking: requesting CD about requesting medical 2. request for medical assistance
medical assistance 3. speak about possible physical injury V11
assistance
 Practicing dialogue about at sea V12
requesting medical assistance 4. identify type of injury from spoken
 Identifying type of injury from description of physical symptoms
spoken description of physical
symptoms

17.5 Reading and  Interpreting texts regarding
writing: reporting medical emergencies
injury and medical
 Reading the causes,
assistance at sea prevention and treatment of
common injuries on board from
written reports or texts
 Applying basic reports of the
causes of minor accidents on
board
 listening to description of injury
and complete a written report
accurately
1. read and comprehend texts T12 p 57
regarding medical emergencies
2. identify the causes, prevention and T1 Un.17
treatment of common injuries on T9 p 66 – 69
board from written reports or texts T9 p 44, 47, 275
3. write basic reports of the causes of
minor accidents on board
4. listen to description of injury and
complete a written report accurately