English - Hueber · The Teacher’s Book therefore has a dual function. To provide background...
Transcript of English - Hueber · The Teacher’s Book therefore has a dual function. To provide background...
For ICAO compliance
John Kennedy
E n g l i s h
tEachEr’s book
contEnts
Unit titlE PagE
Introduction 4
1 Runwayincursion 8
2 Lost 18
3 Technology 28
4 Animals 38
5 Gravity 48
6 Health 58
7 Fire 68
8 Meteorology 78
9 Landings 88
10 Fuel 98
11 Pressure 108
12 Security 118
iii
introdUction
Thisbookhasbeenwrittentosupporttheteachingofthecoursebook,Aviation English.AirtrafficcontrollersandpilotswhoattendEnglishcourseshavethesamelanguageneedsasanyotherstudentswhowishtoimprovetheirEnglishforprofessionalpurposes.TheyarenotattendingEnglishcoursestolearnthetechnicalvocabularytheyneedfortheirjobs,butrathertoimprovetheirgeneralabilitytocommunicateonwork-relatedmattersinEnglish.
YoumayhavelimitedornoexperienceintheteachingofEnglishforcivilaviation.Ifso,thisTeacher’sBookhasbeenwrittentohelpyou.Therearecomprehensiveexplanationsfornon-specialistsoftheissuesandtheparticularsituationswhichairtrafficcontrollersandpilotshavetodealwith.Detailedteachingnotesarealsoprovidedforeachunit.TheTeacher’sBookthereforehasadualfunction.Toprovidebackgroundinformationandexplanationsonaviationcontextsandtoprovidesomesuggestionsastohowtoteachthematerialmosteffectively.
Language skills for pilots and controllers
Englishlanguagetrainingofpilotsandcontrollersfocusesalmostexclusivelyonimprovingtheirlisteningandspeakingskills.Effectiveverbalcommunicationisessentialtoensuringsafetyincivilaviation.Communicationsarevoiceonly,thatiscontrollersandpilotstalktoeachotheratadistance,throughradiotelephonycommunications.Theverbalmessageistheonlycommunicationtoolattheirdisposal(thoughbasicroutinemessagesaresometimesexchangedelectronically).
Acertaindegreeoffluencyisrequiredbecausecontrollershavetocommunicatewithseveralaircraftatthesametimeandtheycannotwaitforanunreasonablylongtimeforapilottopassamessage.Pilotsneedtoreceiveinformationandinstructionsingoodtimetoreactaccordingly.Theinteractionbetweenpilotsandcontrollersmustbeeffective,asbothpartiesneedtobeabletocheck,confirmandclarifywhenmisunderstandingsoccur.Controllersandpilotsrequiresufficientvocabularytobeabletocommunicateinboththeroutineandnon-routinesituationswhichmayoccurintheirjobs.Inaddition,controllersandpilotsneedtohaveagoodcommandofbasicgrammatical structuressothattheycancommunicateinformationinaformatwhichwillbeunderstoodbytheirinterlocutor.Andfinally,pronunciationneedstobesufficientlyclearandintelligibletotheinternationalaviationcommunity.
Thefivefeatureshighlightedabove(fluency,interaction,vocabulary,structureandpronunciation)arethecriteriawhichappearontheICAO(InternationalCivilAviationOrganization)languageproficiencyscale.Thesixthandfinalfeaturetobeassessedonthescale,whichisalsooffundamentalimportance,iscomprehension.Controllersandpilotsmustbeabletoclearlyunderstandtheirinterlocutorinroutineeverydaysituations,andwhereanunusualoranunexpectedsituationmightcauseconfusion,theymusthaveclarificationstrategiesavailable.
ThecommunicationskillsofbothcontrollersandpilotsareevaluatedaccordingtothisICAOscale,withsixdifferentdescriptorsforeachofthesixfeaturesmentionedabove.Thelevelsaredefinedasfollows:
Level6 ExpertLevel5 ExtendedLevel4 OperationalLevels1–3Non-operational
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Controllersandpilotslearntocommunicateinwhatistermedstandard phraseologyduringtheirbasictraining,andtheyputitintopracticeonadailybasis.Thisphraseologyissufficienttocommunicateatleast95%ofwhatpilotsandcontrollersneedtosay.Itconsistsofsimpleclearmessagesdesignedforroutinesituations.Thereisanabsenceofgrammar,prepositions,complexity,wordsthataredifficulttopronounce,wordswithambiguousmeanings,etc.Themanualonstandardphraseologycanbesimplymemorized.Throughrepetitiononadailybasis,controllersandpilotscanbecomehighlyproficientintheiruseofphraseology.TheycanuseandunderstandphraseologywithoutnecessarilybeingabletospeakorunderstandEnglish.
Theproblemisthatagoodknowledgeofphraseology,whichisappropriateforexchangingexpectedroutinemessages,isnotsufficienttodealwithanon-routinesituation.Anon-routinesituationmayalsobeanemergencysituation,orhavethepotentialtodevelopintoanemergencysituation.
Theonlywaythatpilotsandcontrollerscanbesuretobeabletocommunicateinanon-routinesituationisiftheybothhaveasufficientlevelofproficiencyinacommonlanguage.Fortheinternationalaviationcommunity,thislanguageisEnglish.Duetothisneedtocommunicateinunexpectedsituations,ICAOnowrequiresallcontrollersandpilotstodemonstrateaminimumoflevel4ontheirsix-pointlanguageproficiencyratingscale.Thedescriptorsoflevel4measuretheabilitytocommunicateinwhattheICAOtermsplain language,inordertomakeaclearcontrastwiththephraseologysuitableforroutinesituations.
Aviation Englishfocusesonplainlanguagethroughout.Abrieflookatthecontentspageandthetopicsincludedinthebookwillgiveyouanideaastowhattopicsyourstudentsneedtobeabletotalkabout.
Inmanyotherprofessions,studentshavetheopportunitytouseandindeeddeveloptheirEnglishatworkeveryday.Ifoneconsidersthatphraseologyis‘notreallyEnglish’,andthatneithercontrollersnorpilotsdealwithnon-routinesituationsregularly(norwouldwewantthemto),thenwecanseethatpilotsandcontrollersdonotcommunicateinplainEnglishonadailybasis.ThistogetherwiththepotentiallyseriousconsequencesofanymisunderstandingwhichmightoccurwhentheydoneedtouseplainEnglish,providetwoimportantjustificationsforEnglishlanguagetrainingforcontrollersandpilots.
ManycontrollersandpilotsneedtheopportunitytoimproveandpractisetheirEnglishinalanguageclassroom,guidedbyateacher,andtheyneedsuitablematerialstoaidthemindoingso.
The aviation English teacher
ThefirstandmostimportantpointtomakeisthatanaviationEnglishteachercannotandisnotexpectedtobeanexpertinaviation.Ofcourse,ithelpstohaveageneralknowledgeofhowairports,aircraftandairlinesoperate,aswellashavingsomeideaastowhatthejobsofairtrafficcontrollerandpilotinvolve.Assumingyouhaveflownbeforeasapassenger,thenyouwillalreadyhavesomeideasbeforemeetingyourstudents.
Studentswillwanttolearnaboutanddiscusssituationswhicharerelevanttotheirjobs,buttheyareunlikelytoaskyouanyquestionsofatechnicalnature.Theyknowwheretheycanfindtheanswersthemselvestosuchtechnicalquestions.Indeedyouwillprobablyfindthatyoucanaskyourstudentsquestionsabouttheirwork,abouttheproceduresfollowedandaboutwhythingsaredoneinaparticularway.They,asexpertsintheirownfield,willbeabletoprovideanswerswhichyou,asanexpertEnglishteacher,canhelpthemformulateinEnglish.Theymayderivesomesatisfactionfromthefactthattheyareteachingyoujustasyouareteachingthem.
PerhapsthemostimportantattributeyouneedtobecomeaneffectiveaviationEnglishteacherisanenthusiasmforandageneralinterestinaviation.This,coupledwithadesiretolearnmore,islikelytobeappreciatedbyyourstudents.
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introdUction
Components of the Aviation English Teacher’s Book
Eachunitbeginswithatwo-pageintroductiontotheunittopic.Theintroductionhasbeenwrittenfortheteacherwhohaslittleornoknowledgeofcivilaviationandexplainskeytermswhichappearintheunit.ItisagoodideatoreadtheintroductionbeforeyoulookatthematerialtobetaughtintheStudent’sBook.TheintroductionalsofeaturesthesectionFor fun…whichpresentsajokerelevanttotheunittopicthatyoucouldsharewithyourstudents.
DetailedteachingnotesarethenprovidedfortheactivitiestobefoundintheStudent’sBook,aswellasanswerkeysandlisteningscripts.
Theteachingnotesincludesuggestedwarmers,extensionactivities,suggestionsastoalternativewaystosetupcertainactivitiesandsomegeneraladviceandteachingtips.
Attheendofeachunitthereisaone-pagephotocopiableactivitywhichyoucoulduseifyouhavesufficienttimeavailable.
Organization of the Aviation English Student’s Book
Section1ofeachunitintroducesthethemeoftheunit,usuallythroughareadingtextandaseparatepresentationofthebasicvocabularyneededtotalkaboutthetopic.Section2containsadetailedlisteningactivity.Aswellascomprehensionactivities,languagefunctionsandpronunciationskillsarealsotaught(notethatthesesometimesappearinSections1and3aswell).ThemainfocusofSection3isanon-routinesituation(orincident),inwhichstudentslistentothecommunicationbetweenpilot(s)andcontroller(s)tofindouthowthesituationdevelopsandhowitisfinallyresolved.Finally,Section4containsactivitieswhichpractisethelanguagefunctionsandthevocabularytaughtintheunit.Theseactivitiescanbesetashomework.
General advice for using the Aviation English Student’s Book
Letyourstudentsspeak!Thesubjectstobefoundinthebookwillarousetheirinterestandtherearefrequentopportunities,builtintothestructureofeachunit,forthemtoexpresstheirviewsonparticularissues,ortorole-playcertainsituations.Allowstudentstotakefulladvantageofsuchactivities.Speakingisoffundamentalimportanceforbothpilotsandcontrollers.
Makefulluseofallthelisteningcomprehensionactivities.Practisingandimprovingcomprehensionistheothermaingoalforyourstudents,andiftheirlisteningcomprehensiondevelops,improvedspeakingskillsusuallyfollow.
Supporttheeffortsofyourstudentstospeakbydrawingtheirattentiontothevocabularyandthelanguagefunctionscontainedineachunit.Bereadytosupplyyourstudentswithadditionallanguageasandwhentheyrequireit.
Actasaninterestedinterlocutorinclassdiscussions.Ifyoudon’tunderstandsomething,tellyourstudents,asthisgivesthemthechancetoexplaininEnglish.
Aviation English,whiledesignedtobetaughtinorderfromUnit1toUnit12,isquiteflexible.Itwillworkequallywellifyouleaveoutcertainunitsorchangetheorderinwhichyouapproachthem.Ifyouareusingthisbookforashortcourse,andyouknowthatitwon’tbepossibletocompleteallthematerial,youcouldaskstudentstochoosetheunitswhichlookmostinterestingtothem.
Don’tforgetthatalthoughyourstudentsallworkincivilaviation,theymayhaveverydifferentknowledge,experiencesandideastoshare.Bereadytoexploitthisintheclassroombyencouragingstudentstoshareexperiencesandtoexplaintechnicalmatterstoeachother.
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introdUction
Recommended web sites
Thereareliterallythousandsofwebsitesprovidingusefulandinterestinginformationoncivilaviation.Thefollowingareasmallselectionwhichmightbeofinteresttoyoushouldyouwishtofurtherdevelopyourknowledgeofcivilaviation.
Youmightalsoconsiderrecommendingoneormoreofthesewebsitestoyourstudents,fortheirowngeneralinterest,andalsotoencouragethemtoreadandtolistentomoreaviationEnglishoutsidetheclassroom.
Studentsmayalreadybefamiliarwithsomeofthesesites,ortheymayhavetheirownfavourites,whichtheycanthenrecommendtoyouandtoeachother.
AsinanyotherEnglishlanguagecourse,themorethingsyouencourageyourstudentstodousingEnglishoutsidetheclassroom,thebetter!
www.liveatc.net/feedindex.php?type=all
LiveATC.net:Thisisanexcellentsiteifyouwishtolistentosomerealairtrafficcontrolfromdifferentlocationsaroundtheworld.Youcanchooseyourgeographicalareaatthetopofthepageandthelocationswhicharemarkedingreenareaccessible.Mostofwhatyoulistentointhiswayisentirelyroutine,butthesitealsocollectsparticularlyinterestingsegmentswhere‘somethinghappened’,thoughyouneedtojoinuptolistentothese.
www.pprune.com
The Professional Pilots Rumour Network:Thissiteisaninterestingexchangeofnewsandviews.Asitsnamesuggests,it’sasiteforpilots,butanyoneconcernedwithaviationwillfindmanyinterestingtopicsandstoriestoreadabout.
www.virtualskies.arc.nasa.gov
Virtual Skies:Thissiteisanexcellentresourcefortheteacherwhoisnewtotheworldofaviation.Itisaneducationalsite,setupbyNASAeducation,designedforschoolsandfeaturingmanyofthesubjectareasincludedinthiscoursebook.Technicalexplanationsarecleartofollowandinterestinginteractiveactivitiesareincluded.
www.ntsb.gov/ntsb/query.asp
NTSB Aviation Accident Database & Synopses:TheNTSB(NationalTransportationSafetyBoard)isthebodywhichinvestigatesallaviationaccidentsintheUS.TheyalsoinvestigateaccidentsabroadwhenaUSregisteredaircraftisinvolved,orwhentheirexpertiseiscalledupon.Youcanusetheirextensivedatabasetoresearchaparticularaccidentoratypeofaccident.Thereisalsoasectiondealingwithincidents.
www.faa.gov
FAA (Federal Aviation Administration):TheFAAisthecivilaviationauthorityoftheUS.Theirwebsiteisextremelycomprehensiveandcontainsinterestingandofficialinformationandstatisticsonawiderangeofsafetyissues,amongstotherthings.Thissiteisworthbrowsingorvisitingwhenyouhaveaparticularsubjecttoresearch.
www.pilotfriend.com
Pilot resources and aviation weather for general aviation:Thisheadingonthehomepageissomewhatmisleadingasthesitecontainsinformationonmanyissues.Amongstothers,it’sworthlookingattheflightsafetysection,theaviationhistorysectionandthesectiononaviationhumour.
www.atwonline.com
ATW (Air Transport World) Daily News:Thisisanexcellentsiteforkeepinguptodatewiththelatestaviationnews.Youmightwishtoregisterforfreedailynewsupdatestoyouremailaddress.Youcanadviseyourstudentstodolikewise.
www.aopa.org/pilot/never_again
AOPA (Aircraft Owners and Pilots Association) Online:Thisisanotherverycomprehensivewebsiteandthetitlereflectsitscontent.Youmaywishtobrowsethissitetoseewhatcouldinterestyouoryourstudents.Theaddressabovewilltakeyoudirectlytoanextensiveseriesofpilotstories,eachentitled‘Neveragain’.Thesestoriesareallaboutanerrorofjudgementonthepartofaprivatepilot,whichcouldhavebeenfatalandthepilotsexplainwhattheylearnedfromtheseexperiences.
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rUnWaY incUrsion�
Unit 1: rUnWaY incUrsion
sUbjEct backgroUnd:
airPorts and rUnWaYs
Introduction
Thefirstairportsweresimplygrassfields(airfields)butasaircraftbecameheavier,pavedrunwaysweredeveloped.Thisalsomeantthatairplanescouldlandandtakeoffinallweatherconditions.Overtheyearsairportshavebecomebiggerandbusierwithelaborateterminal buildingstoimprovepassengercomfortandofferretailservices.Theworld’sbiggestairportisnowconsideredtobeAtlanta,withHeathrowairportgenerallyrecognizedastheworld’sbiggestinternationalairport,thoughitfacesseriouscompetitionfromCharlesdeGaulle(Paris),FrankfurtandSchipol(Amsterdam).Noteveryoneagreesonthe‘biggest’though,asanairport’ssizecanbemeasuredintermsofthenumberofmovements(landingsandtakeoffs)thatoccurinayear,thenumberofpassengersthatpassthrough,thenumberofrunwaysavailableoreventhesurfaceareaoccupied.TheairportfeaturedinSection2oftheunit,JFK(NewYork),isanotheroftheworld’sbiggestandmostfamous.
Airportsaresometimesreferredtoasaerodromes,thoughthistermisconsideredold-fashionedandoftenimpliesasmallairport.Thetermairstripisusedwhennotmuchmorethanasmallbasicrunwayisprovided(oftenusedbythemilitary).
Whentalkingaboutairports,‘big’isnotalwaysbeautiful.Inrecentyearstherehasbeenconsiderablecontroversyconcerningtheenvironmentalimpactofincreasingtrafficatlargeairports(seeUnit10).Noisepollutionisaparticularlycontroversialissue,andexpandingexistingairportsorbuildingnewonesisbecomingincreasinglydifficultinmanypartsoftheworld.
Organization
Airportsaredividedintolandsideandairsideareas.
Airsideareasarewheretheairplanescanbefound.Theseincluderunwaysandtaxiways,aswellasstands,whereaircraftareparkedforprovidingdirectaccesstotheterminalbuildingthroughanair bridgeorjetway.Theairsideareaalsoincludestheapron,whereseveralaircraftmayparkatadistancefromtheterminalbuilding(busesthentakepassengerstoandfromtheaircraft).
Accesstoallairsideareasissubjecttotightsecuritycontrols.Landsideareas,ontheotherhand,whichincludeshops,restaurants,carparksandcheck-inareas,aremoreaccessibletothegeneralpublic.
Air Traffic Control(ATC)isusuallyprovidedfromacontroltowersituatedon-site.AtmajorairportsATCisseparatedintoground control(responsibleforaircraftandallothervehiclesusingtheapronandtaxiways)andtower control(responsibleforaircraftlandingandtakingoffontherunways).Approach controlhandlesaircraftwhichhavejusttakenofforareabouttoland.En-routetrafficiscontrolledatanareacontrolcentre,whichcanbesituatedanywhere,astheaircraftareonlyvisibleonacontroller’sradarscreen.
Runways
Smallairportsmayhaveonlyonerunwaybutmostmajorairportshaveseveral.Whenanewairportisbuiltoranexistingoneexpanded,runway layoutisofprimaryconcern.Runwaysneedtobelaidouttomakeoptimumuseoftheprevailingwindsbecauseaircraftneedtotakeoffandlanddirectlyintothewindifpossible.Crosswindscanbeadangeroushazard.Assumingthattheairportwillbebusy,thelayoutshouldalsobeefficient,ideallyallowingrunwaystobeusedsimultaneously.Afurtherimportantconsiderationisthewayinwhichlocalresidentcommunitieswillbedisturbedbynoise.AttheendofSection2intheunit,studentsaregiventheopportunitytodesigntheirownairportlayout.
Thethreemainrunwayconfigurationsareparallelrunways,open-Vrunways(theydivergebutdonotintersect,whenviewedoverheadtheshapeisa‘V’),andintersectingrunways.Thelattertwotypesarerelevantinlocationswherethedirectionoftheprevailingwindchanges.
Runwaysarelabelleddependingontheirdirectionrelativetothemagneticcompass(tothenearest10°,withthezeroleftoff).Thisnumberisclearlyindicatedattheendofeachrunway.Ifarunwayislabelled09atitsstartingpoint(runway threshold)becauseitrunsdueeast(90°),thenitwillbelabelled27attheotherendwhichistherunwaythresholdshouldthepilotneedtolandinawesterlydirection(270°).Inthisway,whenawindreversesdirection,landingsandtakeoffsfollowsuit.Allrunwaysarethusdesignatedbytwonumbersthedifferencebetweenwhichis18.Forexample,onrunway13-31pilotscaneitherlandortakeoffwithaheadingof130°or310°.
Atinternationalairportsallrunwaysmusthaveground markingsandstandardized lightingaccordingtoagreedinternationalstandards.Thethresholdanddirectionofarunwayshouldbeclearlymarkedaswellasthetouchdown zoneanddistance markersatvariouspoints
rUnWaY incUrsion �
for fun
toshowapilothowmuchrunwayisleft.Thecentrelineshouldalsobeclearlyvisibleaswellastherunway exitsleadingtotaxiways.Standardizedlightingisasfollows:
• Greenthreshold lightsmarkthebeginningofarunway.• Redlightsmarktheendofarunway.• Whiteoryellowlightsmarktheedgesofarunway.• Bluelightsindicatetaxiways.
Runway incursions
Peopleoftenthinkthatyouaresafeonceyouhavelandedontherunwayandthepilothasslowedtheaircraftdown.Infactmostaccidentshappenonthegroundandnotintheair.Theworld’sworstevercivilaviationdisaster(disregardingterroristattacks)wastheaccidentatTenerifeairportin1977whentwoBoeing747scollidedonarunwaykilling583people.Astrafficincreasesatmajorairports,sodotherisksofcollisionsontheground.
Arunway incursionistheunauthorizedentryontoarunwaybyanaircraft,avehicle,apersonoranobject.Insuchsituationsthereisaseriousdangertoanyairplanewhichmaybetakingofforlanding.AclearillustrationofthisistheincidentinSection3oftheunit.Arunwayincursionmightbecausedbyanoperationalerroronthepartofanairtrafficcontroller,apilotdeviatingfromissuedinstructionsorbythedriverofanairportvehicle.
Miscommunicationcanbethecauseorakeycontributingfactorinarunwayincursion,asseeninthereadingtextinSection1.Problemswiththelightingormarkingsofrunwaysortaxiways,orjustageneraldisorientationorfailuretoseeasituationcorrectlyareotherpotentialfactors.
Whenarunwayincursionoccurs,thereisoftenmorethanonefactoratwork.In2001atMilan’sLinateairport,anMD-87collidedinfogontherunwaywithaCessnacorporatejetkilling118people.Thepilotsofthecorporatejetwereunfamiliarwiththeairportandwronglyfollowedtheinstructionstheyweregiven,theairtrafficcontrollersondutyfailedtopickupclearsignsthattheywereonthewrongcourseandthoughtherewasaground radar warning systemavailableatthisfrequentlyfogboundairport(whichwouldhavealertedallsidestotheproblem)ithadnotyetbeeninstalled(ithasnow).
When a pilot gets nervous ...
Beech Baron:Uh,ATC,verifyyouwantmetotaxiinfrontofthe747.
ATC:Yeah,it’sOK.He’snothungry.
A Beech Baron is a small aircraft, usually with four seats, a 747 was, until very recently, the largest passenger aircraft. The initial instruction from air traffic control was quite normal. Taxiing behind a 747 could be very dangerous due to the jet blast from its engines.
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1 Asairtrafficincreasesandairportsbecomemorecongested,groundoperationsatinternationalairportsarebecomingmorecomplexandthisisanincreasingareaofdifficultyforpilotsandairtrafficcontrollers(thoughthelatterareatleastfamiliarwiththeirairport).Aswellastryingtotaxiaroundanunfamiliarairport,apilotmayalsohavesomedifficultiescommunicatingwiththelocalcontrollers.
Studentsshouldhavesomeinterestingideastoshareonthetwodiscussionquestions.But,withregardtoQuestion2,theywillprobablyalsopointoutthatmiscommunicationcanbeanissuebetweennativespeakersofthesamelanguage.Iftheydon’tmentionthis,youmightliketopromptthemtodoso.
2 Notetheexampleofthemaintenancetruckatthebeginningofthearticle.StandardICAO(InternationalCivilAviationOrganization)phraseologyisnowpass your messageratherthango ahead,toeliminatethepossibilityofsuchadangerousmisunderstanding.
3 Askstudentstocheckanswersinpairs.
1 misunderstood2 misheard3 boththepilotandthecontroller4 donotinvolve5 verycomplicated6 simpleEnglish
4 (Suggestedanswers)
1 Speakclearly/usestandardICAOphraseologyatalltimes/bereadytorephraseifapilothasn’tunderstood
2 Situation1:thecontrollershouldhavesaidpass your message;Situation2:couldbeavoidedwithamorecompletemessagesuchashold short of runway 26;Situation3:couldbesolvedbyreplacingthepronounsheandwewiththecallsignoftheaircraftconcerned.
Vocabulary – Communication1 make2 receive3 give4 readback5 realize6 repeat7 confuse8 give
section one - avoiding miscommunication
Thissectiondealswiththeimportantareaofmiscommunicationbetweenpilotsandcontrollers.Itintroduceskeyvocabularywhichrelatestotheroutinemessagesexchangedbetweenpilotsandcontrollersforaircraftmanoeuvringontheground.ItteachesthelanguagefunctionofaskingforinformationandprovidesstudentswithanopportunitytotalkabouttheimportanceofEnglishintheirprofessionallives.
Unit 1
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Functional English – Asking for information
1 Beforestudentsbeginthisactivity,youcouldreviewhowquestionsareformedinthefollowingtenses:
Presentsimple:(do / does)+subject+verb,e.g.Do you fly?Presentcontinuous:(am / is / are)+subject+verb(-ingform),e.g.Are you flying?Pastsimple:did+subject+verb,e.g.Did you fly?Presentperfectsimple:(has / have)+subject+verb(pastparticiple),e.g.Have you flown?Presentperfectcontinuous:(has / have)+subject+been+verb(-ingform),e.g.Have you been flying?Future:will+subject+verb,e.g.Will you fly?
Youcouldalsoreviewformingquestionswithquestionwords,e.g.how, what, when, how much / often / long.
Makesurethestudentsknowthatsomeverbswillbeusedtwice.ForQuestion3,willratherthandocanbeusedifstudentswanttotalkaboutfutureintentions.
1 did 2 have 3 do/will 4 have 5 do 6 do 7 does 8 are 9 will 10 must
2 Thisisaninterestingintroductoryactivityatthebeginningofthecourse,particularlyifthestudentsdon’tknoweachotherwell.Eveniftheydo,it’sarelaxedwayofdiscussingsomeimportantissues.Iftimeallows,studentscouldchangepartnersseveraltimes,conductingseveralinterviews.Forfeedback,youcanchooseparticularstudentsandasktheirpeerstotellyouoneortwointerestingthingsaboutthem.
Speaking – English in aviation(Suggestedanswers)
1 Probablydisagree:mostFrenchairportshaveinternationalflights.Eveninanairportwithnoscheduledinternationalflights,anaircraftmayneedtodivertinanemergency,andclearcommunicationsinEnglishwillbevital.SomearguethatthereshouldbeapolicywherebyFrenchcontrollersspeakEnglishtotheFrenchpilotssothatforeignpilotsinthevicinitycanunderstand.
2 Possiblyagree:Americansaresometimescriticizedfornotmakingenoughefforttoadjusttheirrateofspeech,tousestandardizedexpressionsortomoderatetheirregionalaccentsinordertobeeasilyunderstoodbytheinternationalaviationcommunity.
3 Probablydisagree:underICAOregulationsonlyapilotwhonevercrossesinternationalbordersispermittedtoflywithoutEnglishlanguagecertification.
4 Probablydisagree:R/Tphraseologyisonlysufficientinroutinesituations.
5 Probablyagree:level4,toberetestedafterthreeyears,istheminimumrequiredlevel.Foryoungercontrollersandpilots,level5,toberetestedaftersixyears,orevenlevel6,certificationforlife,mightbedesirableandrealisticaims.
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section two - airport layout
ThissectiondealswiththedifficultiesforpilotsintaxiingaroundJFKInternationalAirportinNewYork,withadescriptionofsomeparticularareasoftheairportwhichcauseproblems.Thestudentslistentoacontrollertalkingabouttheseproblemareas.Thesectionalsointroducesprepositions.
1 BeforeopeningtheStudent’sBook,askstudentsabouttheworld’sbusiestairportsandwhethertheyhaveeverflownintothem(ifyouareteachingpilots),oriftheyhavepassedthroughaspassengers.YoumightthenaskthemaboutanyexperiencesorknowledgetheymayhaveoftheJFKAirport(e.g.How many runways are there? How busy is it?).Thenaskthemtoopentheirbooksandexplainthetask.
Aswellasprovidingpracticeindescribingpositionsanduseofprepositions,thisactivityfamiliarizesstudentswiththeairportdiagraminpreparationforthelisteningcomprehensiontask.
2 01, 02, 03 Askstudentswhathotspotsmean.Inthiscontext,hotspotsareareasofanairportwherethereisariskofpilotsbecomingconfusedwhentaxiingandadangerthattheywilltakeawrongturning.Havestudentslookatthefivepossiblehotspotsbeforelistening.
1 D 2 E 3 C
Unit 1
OurfirsthotspotistaxiwayEasweapproachfromtaxiwayCenroutetorunway22R.Thesignageisconfusing,andablastfenceblockstheviewoftheendoftherunway.Aircrafttaxiingto22RviaC,oftenturntoosoonandendupontaxiwayE.Thiscanmeanaverylongtaxibehind22R.
01 Listening script
AsecondproblemareaistaxiwayZcrossingrunway13R/31L.Arightturnisrequiredwhencrossing13RtotaxiwayZontheoppositeside.Therearetwotaxilinesleadingacross.Ifyoufollowthewrongone,youcouldendupwithaconflictwitharrivaltrafficonrunway13R.Inthissituation,adviseATCimmediatelyandgetofftherunwayasquicklyaspossible.
02 Listening script
AthirdareaofconcernisusingJuliettotransitionfromAtoBsouth-eastbound.AircraftoutboundfromKandKKmaysometimesbeissuedtheinstruction‘TaxileftA.AtJ,transitiontoB.’It’sveryimportantnottomisstheturnontoB,becauseJleadsacrossrunway22R.
03 Listening script
3 01, 02, 03 Studentsmayneedtolistenathirdtimeiftheyarehavingdifficulty,oryoucouldchoosetoreferthemtothelisteningscript.
1 C 2 D 3 E 4 D 5 E
4 Fortraineeswhodonothavemuchfirst-handexperience,thisactivitycouldbesetasahomeworktask.Theycouldspeaktotheirinstructorsormoreexperiencedcolleaguesandreportbackonwhattheysaidtotheclass.Controllerswhoworkinen-routecentresratherthanairportsmayneedtodothesamething.
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Pronunciation – The ICAO alphabet
1 04 Ifstudentsareunfamiliarwiththeconceptofwordstressinpronunciation,youcoulddemonstratewherethestressliesonQuebec(secondsyllable).
Youcouldeitheraskstudentstolistentotheotherlettersandcompletethetableortopredictwherethestressliesbeforelistening.
Vocabulary – PrepositionsStudentscouldreferbacktotheoriginalairportdiagramforafullerpicture.Youmightneedtoexplainthattaxi towardsmeansin the direction ofwhereastaxi toisaninstructionto go to that point.Notethatrunway holding position markingsreferstoplaceswhereanaircraftmuststopbeforereceivingpermissionfromthetowertocrossarunway.Anactive runwayisarunwaywhichisinuseatthattimeforlandingsortake-offsorboth.
1 on 2 from 3 to 4 via 5 along 6 across 7 onto 8 into 9 At10 aheadon11 towards
Speaking – Sketching out an airport
1 / 2 Thisactivityprovidesstudentswithfreepractice.With1,100movementsperday,thiswillbeaverybusyairport.IFR/VFRimpliesthatlightaircraft(VFRtraffic)aswellaspassengerjets(IFRtraffic)willbeusingtheairport.SeetheintroductorynotestoUnit2forafullexplanation.
Studentsmayaskadditionalquestions,e.g.How much land is available? How many runways are planned? What are the environmental constraints?Suggestthattheyshouldtrytobeascosteffective,spaceefficientandenvironmentallyfriendlyaspossible.
Youcoulddothisactivityingroupsratherthaninpairsifyouthinksomeofyourstudentsmaystrugglewithit.Alternatively,studentswhoarestillhavingproblemscoulddescribeanexistingairporttheyknowwell.Preparationcouldalsobesetasahomeworkactivity.
Allocateeachpairorsmallgroupsometimetopresenttheirplanstotheclass.Theirpresentationshouldpromptfurtherquestionsandprovideusefulcommunicativepractice.
oO Oo Ooo oOo
H Z,A R,J N,S
QuebecRomeoZuluNovemberHotelJulietSierraAlpha
04 Listening script
2/3 04 StudentspractisesayingtheICAOalphabet.Notethattheseletterswerechosentobeperfectlycomprehensibleevenwithaneutralstresspattern,whichisthewaytheyareoftenpronouncedinpractice.
4 Thisactivityprovidesfurtherpracticeofalltheletters.Encouragestudentstomaintainthecorrectstresspatternsduringthisactivity.
rUnWaY incUrsion14
section three - ground operations
Thissectiondealswithanincidentrelatingtoadangerousrunwayincursionbyapilotwhowasconfusedanddidnotcorrectlyfollowhistaxiinginstructions.Aswellasfurthercomprehensionpractice,theactivitiespresentandpracticethevocabularyandlanguagefunctionfordescribingactionsandposition.
1 Runwayincursionsareoneofthekeysafetyissuesatmanyairports.Arisingincidenceofrunwayincursionsalertsexpertstotheriskofaseriousaccident.Studentsarelikelytobeawareoftheseriousnessoftheproblem.Nevertheless,someoftheirstoriesmaybehumorous,involving,forexample,theappearanceofunusualanimals.
1 Anincidentwhereanaircraft,apersonoravehiclemistakenlygoesontoarunwaythathasbeenassignedforthelandingortake-offofanaircraft.
2 (Suggestedanswers):miscommunication,animals,pilot/controllererror,constructionwork,unauthorizedpersonnel,lackofvisibility.
3 (Suggestedanswers):improvecommunicationasinrecommendationsfromSection1,improvesecurityandmaintainperimeterfencestopreventunauthorizedpersonneloranimalsfromentering.
2 05 Tellthestudentsthatthislisteningisanexampleofcommunicationproblemsduringarunwayincursion.
Youcouldaskstudentstoreadthesummaryandpredictorspeculateonthelikelyanswers.Atthesametimetheyshouldaskyouaboutanyvocabularyintheparagraphwhichisunclear.Askthemiftheythinkthatrunwayincursionsaremorelikelytooccurinmarginalweatherconditions.Althoughit’seasiertotakeawrongturninginconditionsoflowvisibility,ingoodweatherconditionstheremightbeatendencytobecomecomplacent.
marginal,inbound,active,takesoff,stop,clears
Unit 1
C = Controller, P = PilotC MC798,sayyourposition.P We’reclearoftherunwayon…er…NbyB,MC798.C MC798,thankyou.TaxitotherampviataxiwaysNandT.Reportcrossingrunway16.P Roger.N,Tandreportcrossing16,MC798. MC798isonNbytherunwayshere…er
…wecan’tseemuchbecauseit’ssofoggy.AreweclearedtocrossstraightaheadonN?C MC798,crossrunway16.JointaxiwayNTontheoppositeside.P NTontheoppositeside.We’reapproachingKilohere…oh…There’ssomebodytaking
off!C MC798,youshouldn’tbenearK.Holdyourposition!P Tower,thisisMC798.Weareonarunway.I’mcurrentlylookingtotherightatK.Weare
on23Rattheintersectionof16.WedidnotconnectonN.WearebyK.Kistoourright.We’reonanactiverunway.MC798.
C MC798,23Risnotanactiverunway.P Er…I’msorry.Ma’am.We’reon23Land16andIamfacingK.I’mlookingoutthe
windowandIcanseeasignthatsays‘23L’tomyrightandthereisasignsaying‘16’tomyleftandayellowsignsaying‘K’tomyrightandanothersigntomyleft.
C MC798.Justgostraightahead.Tellmewhenyougettothenextsignplease.P OK,we’reon23L.WeareapproachingKnow.TWR MC798.Roger.TurnrightatKandmakeaslightleftturnontotaxiwayC.Holdshortof
runway23R.P We’reonKandwe’reclearoftherunway.We’reapproachingConK.
05 Listening script
rUnWaY incUrsion 15
3 05 Aftertheycorrectlymarkwhathappenedonthediagram,youcouldaskhowthisincidentcouldhavebeenavoided.Studentsmaychoosetocriticizethecontroller,thepilotorboth.Inthisparticularlisteningitseemsthatlightingandrunwaymarkingswerenotuptotherequiredstandard,sostudentsmayalsotalkabouttheresponsibilityoftheairportauthorities.Iftheyseemparticularlyinterestedinthedeficienciesincommunication,youmightdirectthemtothelisteningscriptforfurtheranalysisanddiscussion.
Vocabulary – Verbs describing actions and positionNotethatpush backisthefirstmovementanaircraftusuallymakesafterstartingengines.Wecansaycolloquiallythattheaircraftorpilotpushesbackorthattheaircraftispushedback(byatugortruck).Thelatterismoretechnicallycorrectasthisiswhatactuallyhappens(mostaircraftcannotreverseundertheirownpower).
Roll for take offmeansthattheaircraftisacceleratingdowntherunwaytogenerateenoughspeedtotakeoffsafely.
AirlineTerminalRamp
23L23R16
34
05R
05L
T
N N
B
N
4
3
2
1
C K
K
Pronunciation – Numbers
1 06 Ifyouareteachingcontrollers,askthemiftheyhaveanycallsignconfusionstoriestotell.Thengetthestudentstocompletetheactivity.
2 AQ6293 correct4 LN5885 HY55716 JM422
1 FR3962 AQ6293 CZ3104 LN5885 HY55716 JM422
06 Listening script
no movement slow fast
wait approach rollfortake-offqueue turn touchdownface pushback head taxi
exit
Functional English – Describing actions and positionBeforestudentsbeginthisactivity,reviewtheformationandusesofthepresentcontinuoustense:
Form:(am / is / are)+-ingformoftheverb
Usage:theprincipalandmostimportantuseinpilot–controllerdialoguesistotalkaboutsomethingwhichishappeningatthemomentofspeaking
Itwouldbeagoodideaalsotocontrasttheusageofthepresentcontinuousandthepresentsimpletense.Askstudentsiftheirlanguagecontainsasimilarcontrastintheuseofpresenttenses(manylanguagesdon’t).
3 ’sexiting 4 Thereare,heading 5 isfacing,’swaiting 6 isrolling 7 istaxiing 8 thereare,waiting 9 aremoving10 arestanding11 ispushingback12 isapproaching
Speaking
1 Thisactivityroundsofftheunitandallowsstudentstheopportunitytopractisewhattheyhavelearnedinthissection.
2 ForQuestion1studentsmightmentionpoorgroundmarkingandlighting,obstructiontoviews,e.g.buildingsandincreasedtraffic.
2 Thisactivityprovidesadditionalpracticewithcallsigns.Studentsmaybekeentopracticefurtherwiththeirpartner,dictatingcallsignsoftheirownchoosing.
Unit 1
rUnWaY incUrsion16
section four - language development
Functional English – Question forms
1 1 Whendidyoustartyourcareerinaviation?2 Whataspectofyourjobdoyouenjoymost/mostenjoy?3 Whichairportshaveyouworkedat?4 Howmanyhoursaweekdoyouusuallyworkon
average?5 Whendidyoulastexperienceacommunication
probleminEnglish?6 Howoftendoyouhavetoattendtrainingcourses?7 Howmuchlanguagetrainingwillyouhavethisyear?8 Howlongdidyoutraintodoyourjob?
2 Students’ownanswers.
Describing actions and position
3 1 istaxiingtowards2 isexiting3 Thereis,takingoff4 Thereare,standing5 isexiting6 istaxiinginto7 arequeuing8 isapproaching9 istaxiingalong
4 1 landedon2 taxifrom3 taxiedalong4 continuedstraightahead5 wentacross6 taxiinginto7 carriedontowards8 camenose-to-nose
Vocabulary – Communication
1 1 readback/repeated,misunderstood2 keep3 wait4 misunderstand5 issued6 responding,include7 mispronounces8 gives,repeat
Parts of an airport
2 1 hotspot2 taxiway3 arrow4 blastfence5 signage6 pavementmarkings7 intersection8 terminal
PhotocoPiablE activitY
Thistextisatrueaccountofanincidentwhereabaggagehandlerwastrappedinthecargohold,butwasrescuedbeforeatransatlanticflighttookoff.Acomprehensionactivityfollowsthetextandthenadiscussionactivity.
1 Onesentencehasbeenremovedfromeachofthefourparagraphs.Studentshavetocorrectlyinsertthesesentences.
Key
Paragraphs1,2,3:penultimatesentenceParagraph4:secondsentence
2 1 Thelastparagraphisdeliberatelyvague.Thetwobaggagehandlerswhowerenotrescuedintimesurvived.Allowstudentstodiscussthequestionsfullybeforetellingthemthis.
2 Itispossibletosurviveasthecargohold,whichoftencarriespets,ispressurized.
3 (Suggestedanswers):shock,exposuretocold
4Suchincidentsarerarebuttheyshouldnothappenatall.Letthestudentsexplaintheirideastotheclassforasystemthatensuresthisisthecase.
Unit 1
PhotocoPiablE activitY
17
1 Readthetext.Onesentenceismissingineachoftheparagraphs.Markthepositionwhereitshouldbeinserted.
Baggage handler saved by his mobile phoneIn December 2005, a 55-year-old baggage handler was trapped in the hold of an Airbus A330 at Dublin airport. The aircraft, with 325 passengers on board, had pushed back and begun taxiing towards the runway. The aircraft was bound for Los Angeles. Luckily the baggage handler was able to use his mobile phone to call his company representative who then alerted the air traffic controllers. The cargo hold door was opened and the baggage handler released.
The incident occurred because the baggage handler, who was the leader of the team loading baggage for that flight, had entered the hold at the last minute to move some baggage. Not realizing that he was still inside, one of his colleagues shut the cargo hold door and gave the ‘thumbs up’ signal that the flight was ready to depart. The aircraft was cleared to push back and commence taxiing. It was only when the engines powered up
that the baggage handler realized he was trapped.
The baggage handler was not injured though he was in a state of shock. It was thanks to the fact that he was carrying his mobile phone that he was able to raise the alarm and save himself from the traumatic ordeal of a transatlantic flight. In it, they recommended that procedures relating to last-minute adjustments or removals of items from the hold be tightened up.
While this incident was unusual, it was not the first time that it has happened. In March 2005, a trapped baggage handler flew for almost two hours from Chicago to Philadelphia in the cargo hold. In 2001, another trapped baggage handler flew all the way from Dallas to Puerto Vallarta, a three-hour flight. In both cases the men tried to escape before take-off by banging on the cargo door. They were not as fortunate as the man involved in the incident at Dublin airport.
Paragraph1:Theyimmediatelyinformedthepilotswhoreturnedtothestand.Paragraph2:Duringpushbackthelightsinthecargoholdremainedon.Paragraph3:ThefinalreportonthisincidentwasissuedbyinvestigatorsinApril2007.Paragraph4:Insomecasestheproblemhasnotbeendiscovereduntilaplanehaslanded.
2 Workinpairs.Discussthefollowingquestions.
1 Doyouthinkthetwobaggagehandlersmentionedinthelastparagraphsurvivedtheirflights?2 WouldtheDublinairportbaggagehandlerhavebeenabletosurviveiftheaircrafthadtakenoff?3 Ifabaggagehandlercansurvive,whatmighttheperson’sphysicalconditionbeonarrival?4 Howcansuchincidentsbeprevented?
Unit 1
PhotocoPiablE activitY
aviation English tEachEr’s book©MacmillanPublishersLimited2008