CAMBRIDGE aceite] mane a _Flightpath _ AVIATION ENGLISH FOR PILOTS AND ATCOs ——————, "See 7 STUDENT’S BOOK Peel eget syFliahtoat AVIATION ENGLISH FOR PILOTS AND ATCOs fs STUDENT’S BOOK Philip Shawcross CAMBRIDGE UNIVERSITY PRESS.CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Tokyo, Mexico City Cambridge University Press ‘The Edinburgh Building, Cambridge CB2 SRU, UK [Link]. ong Information on this titie: [Link]/9780521178716 © Cambridge University Press 2014 This publication is in copyright. Subject to. Statutory exception and to the provisions of relevant collective licensing agreements, No reproduction of any part may take place without the written permission of Cambridge University Press. First published 2011 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Liprary 9780521178716 Student's Book with Audio CDs and DVD 9780521178709 Teacher's Book Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, ‘or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work Is correct at the time of first printing but Cambridge University Press does not guarantee the acouracy of such information thereafter.In aviation, language is inseparable from safety. Contributing to the enhancement of safety is the ultimate objective of Flightpath. So, this course is less about Jearning English than about learning how to perform communicative tasks in English effectivaly in nor-routine and unexpected operational situations. Fiightpath is intended to assist pilots and Air Traffic Controller Officers in reaching and rraintaining @ robust ICAO Operational Level 4, keeping in mind that language proficiency is soon eroded over time and considerably reduced in stressful situations, Ithas been written not only for initial training, but also with a view to recurrent training, proficiency enhancement and life-long earning, which | believe is the only realistic and responsible perspective from which this sefety- ccritical language proficiency should be viewed The lightpath Student's Book, with its audio and video material is part of a comprenensive suite _ of materials. It is supported by a website at [Link]/elt/flightpath/ which contains an ‘extensive aviation glossary end additional articles, case studies and classroom resources. The ‘accompanying Teacher's Book is designed for teachers at all levels of experience. Equal attention has ‘been given in the book's activities to the noods of pilots, Air Traffic Control Officers, and mixed classes. ICAO Standard Phraseology is the comerstone of radiotelephony. Standard phraseology, then, is widely used in Flighipath for reasons of contextual authenticity and to allow students to practise the transition between phraseology and plain language. However, the object of this book is not phraseology, but plain language in an operational context. | am extremely grateful to Airbus, Air New Zealand, Eurocontrol, the Flight Safety Foundation, ICAO, Jeppesen and NATS for their kind permission to use their publications, internet and video media, which make up such a significant part of the content of this book. They have enabled a Dook to be produced which I trust is not only consistently relevant for the language skills required by professional ‘light crews and controllers, but whose content is of intrinsic value to them. Jam deeply indebted to Elizabeth Mathews, all the other members of the ICAO PRICESG (Proficiency Reguirements in Common English Study Group) and to the Air Navigetion Bureau as @ whole for their ‘seminal work in developing an intemational framework of English language proficiency for pilots and controllers which will make the skies a safer place, | would alsa like to thank all those distinguished subject matter experts whose remarks and ‘Suggestions have cortriouted so much to making this a better book. Moreover, my sincere thanks go ‘out to Caroline Thiriau and Keith Sands, et Cambridge University Press and freelance editors Will Capel ‘and Ben Gardiner whose friencly advice, expertise and support have been invaluable. Finally, | dedicate Fiightpath to my wife, Jackie, who made it all possible. Philip ShawerossCece read Inteoduetion Language content “Types of RT communication situations Examples of ‘miscommunication Managing communication © Standard ohraseclogy and o'ain language + Misunderstanding '» Readback + Communication errors: Omitted or incorrect eal eign Types of transmission ‘© Requesting clarification and making, requests + Saying wry unable + Easly contused words + Word endings + Intertogetive words and + Using glossary definitions + American and British Engish phrases Abbreviations ‘A: Hazards on the ground 2 Airport markings and signs | + Communication errors: failure to | * Location and movement * Aiport layout and areas acknowlodge corecty (X1C0s) |» Apnaoet and numerals Ground: + Ground equipment '¢ Confirming and claritying 7A movements Tunarcund incidents + Requesting contimation + Abbreviations page a7 ‘+ Startup and pust-back + Describing the seriousness of 2 | * Physical characteristics ” pvp: approval situation (colour, shape, size) DS tho | * Het spots + Giving inetrutions and resoNing | « Inert vocabulary eke probloms + Word endings nee | + Dotaies tax instructions + Hancling turnaround incidents 3 + Tunerouna ~ Communication erors:falure to | » ang: eurent actions and + Ramp safety acknowledge correctly (olets) functions in word groups Communication | + jlanding incidents imoWing | + Reporting oromaies + Expressing comalonce ‘on the ground enginegting, ambulance, * Describing what you can see, heat | * Ground equipment vocebulery | page 29 scout firemen, tow vehicles | and feo! + Perception: deserting whist | ets. + Asking for clatication you think is happening + "We're now at takeott? + Responding to proviems + Having something done * Managing 2 tre emergency | Managing 2 departure + Pronuncetion: verbs encing + Soordinatng actions ining: + states ond changed statos a * Runway confusion * Call sgne ~ Safety vocabulary and + Tho causes of runway + Roactack syeonyms Runway incursions + Communication ertors: faire to | # Modal vars Incursions ‘© Incident precursors . seek confirmation * Teking noves page 39 + Texing best practice + Deoting with gored messages | + Describing evens in the past a pv: '* ICAO recommencations for '* Reporting past actions: ‘> Pronunciation, phrasing end tenon | OSHC RE herlons | + Fo paseo ah engage | Mey io diverted t citona| ear Low-visibiity cporations Sterile cockpit Distrectere Stuational arenes Sus PART A REVIEW (nits 2-4) pags 60 PART B: Enroute 5 * Enifonmiental phenomena | + Communicating weather > enofinenal phenomena 2 ot reports information + Adjostves for aperbing Environmental | + METAR, TAF and ATIS. + Communication errors: Expectation ‘environmental conditions threats: '* Weather radar bias (1) (© Met abbreviations page 53 1 Effects on Mgnt paths + Corectng + Coanginé conditions How, | + wearer + Deserdrg 2 sient pan $ Same wores sed indent Volcanic ash ‘+ Responding to weather + Reading back and confirming ways vai conaitons, + Glartyng and rephrasing | « totais + icing 5 Using codeo/numeical sources |» Stozs anc inonaton Volcanic ash elouds Handling abnortal conditions in fight ‘Saying why you are unable to do somothing Word recognition and context Paraphrasing sserbing consequenceseee ee Leve! bust situations ATG abbreviations Causes of level bust Reasons for communication breakdown ‘+ Memorisation + Recommendations for pilots and controllers for avoiding level busts: + Negotiating level changes ete aki necceard Reporting incidents Communication eirors: reedback and hearback errors, + Distinguishing call signs, frequencees and settings Identifying causes Managing separation and level changes: eeu ‘Vero forms: active and passive in the past; Use of infinitive and present partic'ple + Prepositions + Failte + Word stress and intonation Deseribing incidonts ‘+ Homophones. ‘+ Enunciation, intonation and phrasing Conditionals, US Airways Flight 1549 ETOPS diversion at night Cardinal points Decision making role plays Decision making and the language barier © The effects of stress * Managing abnormal situations tees Incident and action reporting Expressing uncertainty Communication errors: faiture to question instructions + Dealing with a lack of language proficiency + Asking about and expressing feasiuiliy and intention Use of simple past and present continuous Phrasing, pronunciation and fuency Stessed syllables Useful phrases for dealing with a lack of language proficiency Cause and effect: asking for reasons and explaining why ‘Approach and landing + Consequences of a technical failure + Right crew discussions + Electrical failure during Communication errors: failure to request clarification ‘* Announcing a change * Self-correcting PART ‘+ Expectation * Correcting erroneous expectations | * Should ‘+ Runway friction coefficients | + Asking about avalability * Giving advice using shoule ‘+ Runway excursions ‘+ Communication errors: uncorectec | * Wil: tuture, Intention and * Stabilised aporcach erroneous readback Undertaking + Loss of situational awareness | * Exoressing concern + Relaying information using + Approach hazards + Desonbing precautions reported speech * Landmarks, terrain and + Expressing urgency + Describing position obstacles + Relaying information + Distance + Jeppesen approach chart + On short tna + Goround + ATC technical failures + Summarising ‘+ Descibing technical + Aircraft system failures + Suggesting action conditions + Talking about consequences + Phrasal verbs (1) + Conjunctions and function words Douists and checklists VOR DME procedures, Grew end Team Resource Management + ATC functions + Threat and error management + ALAR + Problem solving present ‘+ Announcing an avoided problem + Communication errors: Expectation bias (2) + Reporting » previous ‘communication ‘+ Describing procedures (eens approach Asking and answering abcut + Using context to distinguish + Monitoring a situation ‘consequences and reasons between similar words + ILS maifunction . ‘voiding action * Saying unable Phrasal verbs (2) ToAS + Announcing a compulsory action Present perfect tense Visual References + Announcing a (nearly) completed Stil and yet Landing hazeras action having an effect on the Summavising Expressing preferences Reported speech Phrasing, stress and intonation Glossary page 191 «The author and publishers would particularly like to thank the following aviation and language professionals who reviewed draft and final material for Fiightpath to ensure that it reflects both industry best practice and ICAO Level 4. Biian Day served as a Technical Orficer in the Secretariat of the Intemational Civil | _Avietion Organisation (/CAO) until January 2007. As the Secretary of the PRICE Study Group that formulated the proposed provisions for aviation English proficiency for air treffic controllers and pilots, Brian was responsible for ensuring their operational sufficiency, linguistic legitimacy, eese of regulation and general acceptability to the international aviation community. Jeremy Mell occupies the post of Deputy Counsellor for Sustainable Development and Transportation at the Embassy of France In Washington, DC. His previous posts hed been in aviation English and human factors training in France (ENAC, Toulouse) as well as in training, management and international consultancy. Jeremy wes a PRICESG member, has participated in aviation working groups focusing ‘on communications at ICAO and Eurocontro!, and has a doctorate in language sciences applied to aeronautical telecommunications (University of Toulouse). Adrian Enright has @ background in air traffic contro} and has been instrumental in developing language proficiency tests for air traffic control since 1988. A founder member of ICAO’s PRICE Study Group, Adrian was involved in formulating the provisions that now cefine the ICAO language proficiency requirements for ait traffic controllers and pilots. Adrian was the Project Leader for Eurocontrol’s ELPAC test (English Language Proficiency for Aeronautical Communication). Sergey Meinichenko Is Deputy Ditector for Testing ard International Co-operation at the CompLang Avietion Training Centro in Moscow, 2 member of the Board of ICAEA, and a member of the Flight Safety Foundaticn, He is author of several books on radic communications, editor-in-chief of the Russian edition of AeroSafety World and developer of the TELLCAP® Test of English Language Level for Controllers and Pilots. In the past, he has worked as a senior interpreter at the Moscow ATC Centre, as @ radio operator for several Russian airlines, end was a consultant to the ICAO PRICE Study Group. TW martin Reade is an airline Captain with over 25 years’ experience flying around Europe. He currently fies the Aitbus A320 series for EasyJet. He is also a Modern Languages graduate of Aston University and has experience of Teaching English as a Foreign lis torare:. Michel Trémaud has over 40 years’ experience in aviation, in flying, engineering, fight operations, ‘light safety and management roles. He has been involved for over 15 years in contributing to avjation English proficiency efforts, primarily for Airbus. He is the author of numerous ‘light operations guidelines, procedures and articles. He is author of the Flight Safety Foundation Approach end Landing Accident Reduction Briefing Notes. Karsten Theil wes ICAO Regional Director, Europe and North Atlantic from 2004 until 2010. He was originally trained and licensed as an air traffic controlier, and his area of expertise is air nevigation. He served as the Representative of Denmark on the Council of ICAO from 1995 to 1998, At ICAO's Eleventh Air Navigetion Conference in 2003 he was elected Chairman of Committee A. He served as Chairman of the North Atlantic Systems Planning Group (NAT SPG) from 1994 to 1995 and was Chairman of the European Air Navigation Planning Group (EANPG) from 2000 until his appointment as ICAO Regional Director, in 2004. He retired in 2010.nguage and ommunication in aviation ‘COMMUNICATION FUNCTIONS * Stancard phraseology and plain language + Types of transmission * Misunderstanding + Requesting clarification end making requests * Roadback + Saying why unable * Communication errors: omitted or incorrect eall sign SSS SS ‘4 When controllers and pilots better understand that language Is an imperfect medium and is easily misinterpreted, they will be careful in their use of both standardised phraseology and plain language ~ and the airways will be safer because of it. Brian Day What is the difference between standard phraseology and plain language? | © Describe situations from your operational experience in whieh you had to use plain language. © Why do you think that Brian Day, an ex-controller, says that language Is ‘an imperfect medium’?UNIT 4. LANGUAGE AND COMMUNICATION IN AVIATION EUG N UIE MU ATUL Bd 2 O44 Listen to ten ATC (Air Traffic Control) and pilot transmissions. Are they in standard phraseology or plain language? Plot Request tax’ for departure to Montreal. Standard phrasecloay ATCO What is the condition of your injured passenger? Plain language (0.02 Listen again and decide which transmissions itis possible to respond to in standard phraseology. IF it is not possible, explain why. ©1,03 Listen again and respond appropriately to, each transmission. Pilot Request taxi for departure to Montreal. (ATCO) Taxi to holding point Bravo 3 Runway 27 Right via Delta. Hold short of Runway 27 Right. ATCO What is the condition of your injurea passenger? A(Pllot) He appears to be concussed and have severe bruising. The cabin crew are administering first id, but he requires urgent medical attention. 3a Look at the six different ways In which misunderstanding can occur. For each one, give an example. * vocabulary confusion * incorrect or imprecise English * a reactack error + a garbled message + non-standard phraseology # incorrect pronunciation b ©4102 Listen to six transmissions. Match the transmissions (1-6) to the reasons (a-f) why each one has been, or could be, misunderstood. a yecabulary confusion d incorrect or imprecise use of grammar b areadback ertor 1 @ a garbled message ¢ non-standard phraseology f incorrect pronunciation © (@402 Listen again and respond to each R/T exchange, removing the misunderstanding, ATCO —_Delta 357, descend to altitude 9,000 feet, QNH 1017. Pliot_—_Descend to altitude 5,000 feet, Delta 357. A(ATCO) Delta 257, negative: descend to altitude niner thousand feet. | say again, altitude niner thousand feet. © In pairs, describe a situation from your operational experience in which language wes an obstacle in communicating effectively. Explain why. © How can cases of misunderstanding like these affect safety?UNIT 4 LANGUAGE AND COMMUNICATION IN AVIATION Ee ee pairs. identify the word which is incorrect in the \ces below. Then propose a more appropriate Mele ‘and explain the alference in meaning the two words. Sometimes I won't catch the numbers in a frequency change, the name of a fix or off route waypoints because they might be pronounced The cabin crew have reported an unruly pessenger in the after cabin. APE ‘The smoke fumes being sucked into the air fond tioning system could pose a threat to the | ‘ifferently. Pessongors’ socuriy. quoted in United States Airine Transport Pilot We have an elderly passenger who has suffered | international Flight Language Experiences - @ stroke. Request Information about the nearest | Report 2: word meaning and pronunciation a? (National Technical Information Service) All strangers will have 10 fill in immigration | cards. ‘Which aspects of language have you found We hiave three passengers suffering from create the most obstacles to a complete ‘severe concussion and bruises, and will request | understanding? ‘an ambulance when we reach the stand. 6 The Antonoy 124 made a herdly landing and may have some damage to the gear and tyes. T Nummer 2 engine ingested some birds during climdout, Engine performance seems OH, out we ere controlling the indications. B'm waiting for sonie vegetarian meat trays to be celivered by catering; then welll be ready to cepart. ©4.02 Listen to ten transmissions, Each transmission contains a word whieh Is pronounced Incorrectly. Gross out the word you hear, and circle the word which is intended. Aauite /G@ED 2lovse/lose —S services / surfaces 4 wheel / well S array / orea Giect/feed 7 ridge /rich 8 ice / eyes. 9 watching / washing 10 heat / hit '©1.04 Listen to ten sentences anc choose the correct ending for the words (1-10). Choose (-) if the word has no added ending. 1 lift s/ed/ ing/ 6 clear s/ed/ ing / ly /- 2 disconnect s/ed/ ing/- T slow s/ ed / ing /ly/- 3 service s/ed/ ing/- 8 check s/ed/ing/- 4 clear s/ed/ ing/— 9 cisconnect s/ed/ ing /- S tum s/ed/ing/ 10 reduce 8/ ed / ing / - @ ©1404 Listen again and practise saying the sentences,UNIT 1. LANGUAGE AND COMMUNICATION IN AVIATION eres Tespond appropriataly. Pay attention to pronunciation, clarity and delivery. ATCO —_Descend to Flight Level 130. A (Plat) Descending to Flight Level 130.* “NOTE: Some States have preferred to omit to In such clearances to avoid confusion with two and too but ICAO has not supported this decision. Pilots > p47 | ATCOs > pa57 RorCaMin {o give insiructions and information or make requests. Request clarification if necessary. ATCO Air France 475, report ready for + In your experience, do pilots and contrcliers pushbaok. always monitor reactoack? Pilot Reaay for pushback, Air France 475. ~ a = Pilot Malaysian 261, request ILS approach Runway 31 Left. ATCO [alaysran 261, cleared ILS approach Runway 31 Left © 8108 Listen to eight controiler-pilot communications in which there is either no teadback or an incorrect readback. For each communication, give a correct readback. ATCO —Aovoilot 238, cieared to land Runway 26 Right, wind 220 degrees, six knots. A (Pilot) Cleared Runway 26 Right, six knots, Aeroflot 238, ATCO Guliair 4752, tum left heading 290, intercept LS 26 Left. Pilot Tum left heading 250, intercept ILS 26 Loft Guitair 4752. A(ATCO) Gulicir 4752, nexative. Turn left heading 290, | say again 290, intercept LS 20 Left. © ©3.05 Listen to eight ATCO Instructions, clearances, and approvals. For each transmission, read back or 6 Lack of a readback or an incorrect readback, not challenged by the alr traffic controller, resulted in confusion events and runway incursions, Michel Trémaud, Erasing Confusion in Flight Safety Foundation AeroSafety World, May 2010 ‘+ In what ways does goed readback discipline reinforce aviation safety and avoid confusion? ‘Omitting the call sign or using an Incorrect call sign jeopardises an effective readback/hearback. Flight Safety Foundation ALAR Briefing Note 2.3: Pilot-Controller Communication + What outcomes could an omitied or incorrect call sign have? Give examples. ‘+ What is the difference between readoack and hearnack? 10UNIT 4. LANGUAGE AND COMMUNICATION IN AVIATION TULL cccoh UMM eho Fe ©4107 Listen to eight transmissions and match them to the pictures (2-n). LASS b ©4.07 Listen again and identify the type of transmission. Mark each transmission Instruction, Request or Information, 4 Instruction 5 2 6 3 T 4 8 © Look at the transmissions (4-6) below. Are they in standard phraseology or plain language? 4 Request departure information 2 Expect start-up time at 19:38 due traffic 3 Which is the latest ATIS information? 4 Maintain 3,000 feet until glide path interception © Taxting to holding point Runway 17 Lett 6 What sert of assistance co you require on arrival? d (©1.08 Work in pairs. Listen to 42 transmissions and match them to the task types (at) below. Some of the transmissions are in standard pheseology, some in plain language. a giving, emending anc cancelling instructions 7 acknowledging and reading back asking for clarification or more precise information ¢ giving information * @ requesting action/ permission f asking about needs, preferences, readiness, reasons and feasibility 5 In pairs, prepare transmissions between a controller and a pilot using the six task types in Exercise 74. Then perform them for the class. a4UNIT 1 LANGUAGE AND COMMUNICATION IN AVIATION [Ets 89 In pairs, clarify these ambiguous rene ree statements in plain Englisn Pee ae any 1. We're having trouble stabilising, 2 It's very bumpy up 3 We're showing a drop in hydraulic pressure. 4 We're having a smi 5 There's nothing in 6 We've got three greens. 7 Give way to the trivle seven, 8 Perform a 360. 9 Ill get back to you 40 Is that clear? Sometimes the phraseology “Say again" should be understood as a request for clarification rather than repetition. 5 here }ooth ride. ICAO Doc. 9835 Manual on the Implementation of ICAO sight Language Proficiency Requirements, 4.5.3c 2" edition, 2010 * What is the difference between repetition and clarification? ‘+ What else, apart from the words used, do you listen for ina transmission? Pilot We are stil helo up at our stand, b Compare your suggestions with the ATCO. Say agzin. rest of the class. 103 (@4.09 Listen to ten Pilot We have a mechanical probiem and are unable to push back for the moment. ‘communications. Explain why each | Suggest plain English phrases you can use to clarity a ‘one could be misunderstood. statement. LANGUAGE FOCUS: Asking questions Do/Does Are/Is Have/Has Say Confirm Report What? What sort/type? Which? Who? Whose? Why? When? How much? How many? How far? How long? How often? Do you have any indication of weather? Does the radar show any adverse weather? Are you ready? 4s the cabin secure? Have you get any dangerous goods? Hes Runway 24R been reopened? Say headings Confirm position over MSA Report airborne What is tie problem? What do you mean? What sort of TCAS advisory did you have? Which runway is in use? Who issued the clearance? Whose call sign is Specdbird’? Why dic you discontinue the approach? / Report reason for going arcund When do you exoact to reach CAM? / Report ETO CAM How much fuel trave you got? / Report endurance How many passengers are (Urere) on board? / Report oassengers on board How far are you trom the thrasnold? / Report distance ‘rom threshcld How long do you require to turn around? (time) How long is the runway? (distance) / Advise runway length How often have you had that advisory? NOTE: In R/T, report, advise, say vill usually De used Instead of plain English questions. Plain English may be used in situations requiring longer explanations b @£69 Listen again the Language Focus 12 and ask a question to clarify the original message using words and phrases from box.© ERS CSET take wens to ask anc answer questions ATCO cue Pilot cue Passengers on board 238 UNIT 1. LANGUAGE AND COMMUNICATION IN AVIATION ATCO How many passengers are there / do you have on boarc? Pilot —_There are / We have 238 passengers on board. LANGUAGE FOCUS: Making requests Roquest higher level Say again Can we expedite our departure? Will you hold? {ha Which of the requests in the Language Focus box are in standard phraseology? When would you say the others? ‘May 1 amend cur fight pian? Would you confirm cur ETD? Have an ambulance standing by. Could you stand by ten minutes? b (©40 Listen to ten situations and make an appropriate request to solve the problem. Situation - On opproach, after an inflight turnbeck, you are Just over your maximum landing welght. A(Pilot) We need the longer runway, Request emergency services standing by. Request instructions to dump three tonnes of fuel. 422 Complete the table. Match the abbreviations and acronyms to the explanations (1-22), AIRPROK CAS ATS. RVR EGPWS ETOPS, IF LS ine LDA MSA RYSM. 1 the combination [5 the rules by 9 ICAO provision of localiser and which the vertical permitting twine Hlidestope separation engine aircraft to between aircraft fly more then 60 can be reduced minutes trom @ diversion airfield 2 distance over 6 the situationin [40 the altitude below which runway AIRPROK | which two aircraft which aircraft markings and come dangerously must not descend lights ate visible close in the terminal area 3 tho length of 7 the point et which [21 the automated runay which ean + | the first segment system to actually be used of an instrument provide updated during touchdown approach begins aerodrome and and landing meteorological information 4 airbome system | 8 aircraft system [12 the unit of designed to avoic designed to wam measurement aircraft colisions crew of aircraft used for approaching, barometric terrain settings in North America a3UNIT 1 LANGUAGE AND COMMUNICATION IN AVIATION > (@ 1.41 Listen to these abbreviations and identify the order in which you hear them. ACARS AL ace ASI ERS ETA as INS 1 IRS: OAT © Identify the abbreviations in Exercise 42b, cd @L42 Listen again and repeat the abbreviations. © What abbreviations can you see on this chart? Say what they mean. SF JEPPESEN AOMORI, JAPAN RSW) iis utenti VOR 7 Ruy 24 ws) Hag us ea a aatre |coumnen] ney |aerzer 680" = vf | ie [eel BER Vee ela Pree ete ction emerepet (srt ae Se et hcl tote Veen ie fo) rae ere eRe Tema sae al Ry LO wenanon Smt iL Co je : 13 Look at the words (a-l) below, which you may encounter in an operational environment. Match them to the definitions (4-42), 4 period of team work ‘a holding point 2 discontinuing an approach and performing a circuit for b flare anew approach 3 heading issued to en aircraft for the purpose of © go-round providing navigational guidance ° 4 trajectory followed by the crew at a given gradient d ort (typically 3% during approach 5 rotating the nose of the aircraft to cause touchdown e drizdle 6 narrow piece of paper or carcboard, or electronic equivalent, f flameout containing information about a fight for the ATCO 7 assigned deperture time frame £ vector 8 fine rain h shift place where aircraft stop before lining up on the runway it paving 10 parts of the apron, taxiways and runways which are in j strip ‘concrete or bitumen 11 loss of engine combustion k glide path 12 form of delaying action by performing a 360° turn 1 slot *UNIT 4 LANGUAGE AND COMMUNICATION IN AVIATION Pence Les i4a Look at the pairs of words and identify which are weitten with American spelling ene which with atest Biitish spelling G6 When we experience problems, its Boe centre not that this has necessarily caused me an et to make a wrong tum or do something ° sled al oe incorrectly; the problem that | feel it has Soa pasta caused is the communication and the 6 programme program deciphering of what it is exactly that they 7 stabiliser stabilizer ‘want us to do takes a litte bit of time Bye tire and puts us behind the aircratt.19 5 quoted In United States Alrtine Transport Pilot © Look atthe pars of terms (1-10) below. Foreacn | home ule om ins Te pair, identify which is the American English and ‘ ; Report 2: word meaning and pronunciation “ake adel reeled (National Technical information Service) Ahandott American handover British Scethenetarh este rca + Describe any personal oxperionces in which 3 hold stack ‘communication caused you to be ‘behind 4 airplane ireraft the aircraft’. 5 Jetway F airbridge '* Why is It better not to De ‘behind the aircraft’? 6 hPa inte Tramp apron 9 clear the runway vacate the runway B visibliy: statute miles _visitility: kilometres 10 cisembark deplane © What other differences do you know between American and British English? d_ Why do you think that Tax! into position and hold and Descend Level two ten are not part of approved ICAO phraseology? (Se 64.42 Listen to the same transmissions spoken by six different people from different parts of the ‘world. Can you identify which countries or regions they are from? b In your operational experience, which accents have caused you the most problems? ia ees Preparation eae 16a Look at the transmissions (110). Are they in standard phreseoioxy, nonstandard phreseolagy or | & 1¢aQ standardized phraseology as : shall be used in all situations for 1 Cleared straightin ILS approach Runway 27 which it has been specified. Only when 2 Ae you going around? standardized phraseology cannot serve 3 Line up. Be ready for immediate departure ‘an intended purpose, plain language 4 Regional 748, line up in turn. 5 There is a dog on the runway. 6 Tax! Into position and hold. ICAO Annex 10, Volume I, [Link] 7 Taxi to holding position 8 We have a hydraulic leak 9 Extend downwind, you are Number 2. Number 4 is the 737 on three-mile final. 10 There is standing water on Runway 19. shall be used. 5 5 Describe a situation in which you have needed to switch from standard phraseclogy to plain language,UNIT 1. LANGUAGE AND COMMUNICATION IN AVIATION b Look at the transmissions (1-8), which explain why you are unable to comply with an instruction or a request, and complete them with the words in the box. minimum tumnoff direct failure blind IMC heavy vieibity, 4 Unable to climb FL 370: we are too heavy 2 We cannot expedite our ceparture: we seem to have a pneumatic 3 Unable reduce cur speed. We are already at our_____ clean speed. 4 Unable to route you to Calgery. The runways are closed due to low . 5 1am uneble to cleer you _____ Madras: there are military exercises in the airspace. 6 Negative contact: we are in 7 We cannot exit by the first we are making a flaps-up landing. 8 I'm unable to tell you the aircraft type ahead of you: | have a__ spot on my screen. Communication 170 (aaa Liston to ten pilot requests Respond saying you are unable and why. Development of proficiency in fluency Pilot Request Taxiway Echo. and interaction will be dependent on: ATCO —_Unabie. There IS work in progress along | « clearly identifying the impacts of j the taxiway. “code switching" between standard » @[Link] EXIEEDusten to ten controler requests. phraseology and plain language Respond saying you are unable and why. + identifying appropriate and effective ATCO —_Adjust speed to cross Bologna at 28. checking mechanisms ... 5 5 Pilot ——_Unable. We are already at our minimum operating speed, 8 CDURSENEEY ENTE tare urns wo Give an example of a checking mechanism. ask questions to check understanding. '* Why are checking mechanisms important. Dr Jeremy Mell, ICAO Journal, Volume 59 ATCO There Is a chance of hailstorms beyond in communication? Abbotsford. Pilot D0 you mean there may be hail? / So we could encounter nail on our route? Debriefing 49 Debrief Exercises 17 and 18 with the class. Discuss those aspects which you found most challenging, tage etd ‘1 Complete the progress chack for this unit. Assess your proficiency in these areas. (=I need more work an this, 5 = | feel confident in this area) I can see how language can be misunderstood. dae, ae I can reeegnise different communication tasks in redictelephony. 462.845 I can cistinguish between standard phraseology and piain language. 1 2 3 4 5 I can give instructions end make readbacks 423465 I can correct erroneous readbacks. cs | can request clarification and make requests fluently. 22414 5 I can say why | am unable to comply. deo a 4B) I can check to make sure I have understood information. Ap 2uSn aes 2 Choose three areas of communication from this unit which you are less confident in. ‘Make plans for improving your skills in these three areas, 16UNIT 2 Ground movements COMMUNICATION FUNCTIONS ‘+ Communication errors: failure to * Describing the seriousness of a situation acknowledge correctly (ATCOs) * Giving instuctions and resolving problems + Confirming and clarifying + Detailed taxi instructions +» Requesting confirmation * Handling turnaround incidents A typical day at any busy aerodrome anywhere in the world: dozens, sometimes hundreds, of vehicles and aircraft transit active runways every hour. For the most part, all of them get where they are going without incident. Occasionally, however, someone makes a mistake. Perhaps It Is a pilot who Is arriving at an unfamiliar field (Or maybe it is a poorly-trained vehicle driver who takes a short cut across a seemingly inactive runway. Or possibly it is a busy ait traffic controller who momentarily forget particular aircraft. Any one of these mistakes could result in a runway incursion ~ 2 serious compromise to aerodrome safety that could easily result in a catastrophic collision and loss of life. Dr Assad Kotaito, tho former President of ICAO, ICAO Runway Incursion video Apart from aiteraft, what other vehicles move around the airport? © What makes an airport such @ potentially dangerous place? = What examples of mistakes made by pilets, drivers and controllers heve you encountered?UNIT 2 GROUND MOVEMENTS esas Label these signs and markings from International airports with the definitions below, What Is the difference botwoon a marking and a sign? runway holding position sign outbound destination sign taxiway ending marking noentry sign runway exit sign ILS critical area sign runway centreline marking xi location sign armas PN 77, OE » How far do alrport signs vary from country to country? In what way can these variations create difficulties? O4.45 Listen to eight ATCO transmissions to pilots. Mark the order in which you hear the markings end signs referred to in Exercise 2a. In pairs, look at the airport chart on page 19 and brainstorm as many different airport areas, buildings and equipment as you can Aiport at ~[ nrpor bitaings [Aivpor eauipment | apron hangar | alidestope antenna | b Describe what these arees, buildings and equipment are used for. Which are mos! ‘and controllers to be familiar with? portant for pilots © Match these airport facilities, services and equipment to their short definitions. ‘L apron 2 service which provides flight craw with fight data 2blastferces b place where taxiways or runways cross each other 3 deicing gantry ¢ part of aerodrome security which prevents intrusions 4 eispaten ee parking position 5 engineering © open area in front of terminal or hanger 6 intersection + part of ILS equipment 7 localizer service which keeps runways available in winter 8 perimeter fence h barriers used to protect people, vehicles etc. trom engine thrust 9 snow clearance i department in charge of aircraft maintenance 10 stand J used in cold conditions to spray aircraft 18UNIT 2 GROUND MOVEMENTS Runway incursion Hot Spots CCongro| Tewor Pes Taxivay D adjacent to Terminal 8, gates 34 and 35, Terminal C, Bev fates 77 and 78 not s016= slble by Tower 4.46 Look at tho chart based on Kansas City International Airport and decide if the information you hnear Is True (1) or False (F). ee a ee eee ee Words of location and movement are used constantly in aviation language. Match the words in the box to their opposites in the table. _ LANGUAGE FOCUS: Location and movement outfrom ouigeing into from under along Inbound foward fer behind off right across near aft on, ahead ‘out of baok to ‘outbound incoming, over left to 19UNIT 2 GROUND MOVEMENTS > Complete the sentences using the words from Exercise Sa, 4 They are lining up on __ Runway 09. 2 There is an A340 stopped ____of us on Taxiway C8. 3 All____flignts will be landing on Runway 19 Rignt. 4 The 8787 is taxiing from Terminal A __ Runway 01 Left via Taxiway B. 5 The B744 is backtracking _ Runway 01 R. 6 18 3268 is taxling _—to the apron; they have an electrical problem. 7 You cen't see Gate 38 from where you ere. It's on the ___side of the terminal, 8 I can see the green navigation light on the ing tip. 9 Cross __ Runway 011 Right on Charite to reach the Maintenance Centre. e Take tums to tell our partner your present postion and ‘where you wish to go. Your partner will use the Kansas Cty International Airport chart and give you progressive tax! instructions. Request and obtain permission to cross ecive runways. Take notes and tead back instructions, A (Pitot) We are at Terminal C and request detailed taxi instructions to Runway 27. (ATCO) Taxi via Juliet to Taxiway Charli. Cross Fextrot and Echo. / Hold short of Runway 01 Right ~ 19 Left. Requesi cross runway. / After crossing Rumway O1 Right - 19 Let, taxi straight ahead on Charlie to holding point Charlie 2. Hold short of Runway 27. Cr sac Le La Oe Couto aero © 147 Listen to 12 pilot and controller transmissions and give a Sian hibeheheaad definite response to each message. 66 The term roger is often misused, for example: MeO: Bale balda postion A controller says, roger to acknowledge a message Bravo 2. Hold short Runway 28. requiring a definite answer (e.€. a positive confirmation A (Pilot) Taxi to holding position or correction, such as acknowledging a pilot's Bravo 2. Hold short statement that an altitude or airspeed restriction Runway 28. cannot be met). 9 Flight Safety Foundation ALAR Briefing Note 2.3: Plot- Controller Communication A correct use of roger could be: Pilot Cannot reduce speed below 200 knots, ATCO Roger. Continue present speed. Expect radar Vectoring. Will advise. ‘Say in your own words why and when roger can be dangerous. Tala au Rea 2 4.9 Listen to and repeat these alphanumeric references, call signs anc values. 1.124.325 MHz 4 245° 7 1,200 fom 10 29.98 [Link] 2 1009 he 5 Condor 1438 8 Mach 0.79 11409 tonnes: 3 P/N 46729178 6 342 knots 9 3* slope 12 ETD 17:68 20See SRD UV EMENES » Say them again without listening to the recording. © What does each one refer to? 124.325 MHz is a radiio frequency. 1009 hPa is an atmospheric pressure or altimeter setting. % ©4149 Listen to ten transmissions. Each one contains alphanumeric information. Cheek that what you hear agrees with the data below. Correct any data that is incorrect. 1 Austral 283 / 15 5 757 / Runway 17 9 A390 / 49 2 RWY 25 / DL 27 6 BHQ/ 18/M 40 China Eastern 295 / $19 / L 3 Avianca 537 / 45 7 AA TST 4 socond / 14 8 35 / Thei 687 ATCO Avianca 357, slot time 45 A Correction: Avianca 537, slot time 45. © ©4.49 Listen again and request confirmation for each transmission. ATCO Air Austral 283, expect departure at time 15. Start up at your discretion. Pilot Confirm deperture 15, Austral 283. LANGUAGE FOCUS: Adverbs ‘Adverbs allow yourto give clearer and more presise information about a situation and so imorove situational awareness. ‘The servicing cart only silghtly scratched the fuselage. The mechanics will check, but we should not be delayed. A fligot attendant was severely corcussed when we braked hard. We will he returning to the gate. ‘Adverbs qualify: 4. adjectives: very hot, quite late, rather deteyed, slightly demaged, particularly dangerous 2 vetbs: landing shortly, taxi slowly, stop immediately, proceed with caution 3 other adveros: very frequent, quite well. Many adverbs end in -y: quickly, gradually, accidentally. carefully, completely Adverbs can be used to make meaning stronger: very, extremely, severely, badly Or to make meaning weaker: slightly, a little, hardly, searcoly NOTE: Some adverbs are amongst the most commonly used words in English: very, well, quite, only, often, always, never, now, almost, nearly, hard, soon, stil, just, yet, straight away, too, as soon as possible, a lot. Se Complete the sentences using the adverbs in the box. sovorsly almost alittle very seon only just hard 4 Taxi with caution, as the airport is vary _ congested. 2 Boarding is __ completed. We should be ready to push back in five minutes. 3 The ground crews are working very ____ to make sure we get away on time. 4 Some of the passengers were late arriving at the gate: we'll need __ more time. 5 We have __ closed the coors and are ready to depart. 6 When tho servicing truck reversed into the RH engine, tt _____ damaged the cowling. 7 There is ___ ne container waiting to be loaded. 8 Can you vacate your stand as __@s possible? 24UNIT 2 GROUND MOVEMENTS +) ©1420 Listen and repeat. Pay special attention to phrasing and stress. 1 Tax! with caution // 08 the airport is very congested. 2 Boercing is almost completed. // We should be ready to push back in fve minutes. 10 EURERERSS FES SETEMICEEER) take tums to clarify information. Say whether the situetions are more (+) or less (-) serious. Use the correct phrasing and stress. A(ATCO) The fight is celayed. B (Pilot) How much is it delayed? Al-) Its slightly /a ittle / hardly delayed. B (Pilot) The nose gear is camaged. A(ATCO) How badly is it dameged? Are you able to continue texi? B(+) Ibis severely/bacly/very camaged. Pr EXEMEECISYEE Toe tums to ask for and give clarleation, Your partner will describe a situation encountered on the apron or taxiways. Ask your partner to clarify the situation by fev1ng you more information A (Pilot) Turk Air 450, we've got 2 20-minute delay for startup. / Our startup is deleyed 20 minutes. (ATCO) Whats causing the celay? / What's tne cause of the delay? / Why [s there a delay? / Why are you deleyea? a The airbrige at Gate 23 |s unserviceable and the passengers will have to hoard oy the : aprer. 42a Work in pairs. What do these abbreviations mean? a are dure OF jus bFoD © AID h VHF Kk RVR ¢ NOB f GPU i ero | VOR b ©4.22 Listen and mark the order you hear the abbreviations in Exercise 42a. Then practise saying them. © BRREIENSEEY EMU eed Edd Take turns to read the abbreviations and acronyms on your page to your partner. Ask your partner what they mean and discuss what they reter to. 5 rt-up approval and taxi instructions 139 ©4.22 Listen to eight pilot requests for startup and identify the call signs and destinations of their aircratt, 22UNIT 2 GROUND MOVEMENTS » ©4122 Listen again and give start-up approvals and departure information to each flight using the date fm the table below. Approval SID _| Trersponder code Approval SID_| Transponder code Bexpect4s [1s | 5023 SDiscretion | 4R | 3564 BAnoroved | 2 | 4077 6 Approved 3q_| 2317 PS Discretion [ar | 5662 7 Expect 1 hour | 2w | 5062 Bstetupiz2 [3H | 7oaa Bstatup5s [te | 2425 Thai 236, Gate 24, request stert-up for New Deihi. {ATCO) Thai 236, exoect startup at time 45, clearance to New Delhi, one Sierra departure, savawk 5023. 2 Listen again and explain why start-up approval cannot be given at the moment. Use the data In table below. departures / on hold / thunderstorm / 5 Eivor in Fight plan / ETD Wranemitted in fosal ovetnead time “7 United 8767-200ER / blcckng aoron / expect | 6 Delay n departures / airline / wil 45 min. advise [5 Denar runway closed / emergency landing | 7 VIP tight expected / departures on Fold / q expect 35 4 Computer failure / switching to back-up / 8 RVR 300 m / traffic slowed down / d-hour expect 30-minute delay delay Pilot —Thai 236, Gate 24, reyuesi siertup for New Delhi. A(ATCO) Thai 236, sorry, al departures on hold duo thunderstorm overhead. prec s In pairs, brainstorm words to describe objects, situations and events at the airport. 2 eS aa ee closed blue large rectangular | dark rubber congested _| black wide square heary lass | ©1123 Liston to communications about cight airport situations and match thom to the correct pictures below.