M3024 ‘SECOND EDITION > AMERICAN LANGUAGE COURSE \ eT wa NAVIGATE L \COMMUNICATE™ ENGLISH LANGUAGE SKILLS FOR Communication Language Activities Defense Language Institute English Language CenterERMC Preface English Language Skills for Communication: Language Activities is intended for use by aircrews and air traffic controllers in the Specialized English phase of the American Language Course (ALC), It is designed to be used in conjunction with its companion textbook, English Language Skills for Communication: Resources. The American Language Course (ALC) is an intensive language training program that provides students with English language skills to enable them to pursue technical or professional training at various schools sponsored by the Department of Defense (DOD) of the United States of America. ©2004 by Defense Language Institute English Language Center and its licensor. Notice of Rights: All right reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. NOTE — This publication is used at DLIELC for specialized English language training purposes only. Where deviation from local publications occurs (for g Instructions), those publications will take precedence. On the cover Air Traffic Controller First Class Marcella Klauser communicates with an aircraft while on duty inside the control tower at Naval Air Station Joint Reserve Base Willow Grove, Pennsylvania, (U.S. Navy photograph by Journalist Thitd Class David P. Coleman) Second Edition, December 2004 Second printing, January 2007Notes GENERAL ‘The Aviate, Navigate, Communicate (ANC) Course is part of a nine-week specialized English language training program for aircrews and air traffic controllers. The course consists of the following two-week instructional blocks: English Language Skills for Communication English Language Skills for Aviation English Language Skills for Navigation SPECIFIC English Language Skills for Communication serves a two-fold purpose: 1) to teach the standard radio communication phraseology used in the United States, and 2) to promote a higher level of English language proficiency among international military personnel attending flight training in this country. It requires the use of two books; the first, Resources, presents a variety of short reading texts, while the second, Language Activities, provides a wide range of language activities correlated to the individual resources. Activities can be selected which best meet the language learning needs of the students and which best correspond to their levels of aviation expertise. English Language Skills for Communication is divided into three parts. Getting Started provides an overview of course objectives and requirements, in addition to a general introduction to the air traffic control sequence and pilot/controller communication. The language activities that correspond to these resources target pronunciation, introductory vocabulary, standard formats for verbalizing numerical data, listening comprehension of heading/altitude changes, listening comprehension of Automatic Terminal Information Service (ATIS) broadcasts, and basic document literacy of selected Flight Information Publications (FLIPS). Getting Started materials are followed by Phraseology Practice for each segment of atypical IFR flight. This component offers progressive and systematic practice in the use of the standardized phraseology. Aspects of the various segments of an IFR flight, are discussed in the resource texts. The primary purpose of the corresponding language activities is to teach operational fluency of the routine phraseology. A secondary benefit results from the inclusion of non-routine situations and the associated pilot/controller communications. Even though the specific non-routine situations an individual student may encounter can only be the subject of speculation, these dialogs provide further listening comprehension practice and introduce additional terminology. Listening comprehension is further developed through authentic radio transmissions which provide a realistic picture of the language students will encounter at following training. English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIES lt‘The final portion of the course, Pulling It All Together, allows students to synthesize what they have learned by scripting and performing radio calls for a simulated mission. Other issues addressed include speaking while task saturated and the development of debriefing language functions. English Language Skills for Communication contains the following course material for two weeks of training: Communication Resources book Communication Language Activities book Instructor Handbook and Audio Scripts ANC Glossary Audio recordings (12 compact dises) Interactive multimedia instruction (2 programs) Videotape (1) Flight Information Publication (FLIP) documents 9, Ancillary materials (transparencies, activity cards, dictation scripts, etc.) 10. Language ‘Task Assessment forms ex Aree Reference material used in the development of this course has been taken from the following: Joint Handout HO-09, Student Guide: Voice Communication, 12th Flying ‘Training Wing, Randolph AFB; 7:38 Operations Inflight Guide; Naval Air Training Command’s Student Guide: Voice Communications, CNAT P-806 (REV.11-92) PAT and Flight Training Instruction TH-57, Helicopter Advanced Phase CNATRA P-457 new (08- 93) PAT; Communication (a U.S. Navy computer-assisted instruction package); U.S. Air Force video 7-37 IFR Radio Calls; FAA Aeronautical Information Manual (AIM); FAA Order 7110.65, Air Traffic Control; and various DOD Flight Information Publications (FLIPs). ‘The course is suitable for both experienced and undergraduate pilot trainees who wish to practice the standard formats and commonly accepted terminology used when flying within U.S. airspace. Air traffic controllers and navigators will find the material provided here useful for their language training as well. The material in the books lends itself to self-guided study; answer keys for most language activities are provided. It is, however, recommended that international students practice oral activities with a native English- speaking instructor in order to promote proper pronunciation and delivery of radio calls. Produced By Specialized Curriculum Defense Language Institute English Language Center Development Team ESL Specialists: ‘Subject Matter Experts: Chit, Specialized Curriculum: Judith Gerke Harry Fluhrer Robert L. Chatham Phylis Santleben Lt. Col. Henry Fortinborry, USAF (Ret) ‘Angel BishopPetty Lt.-Col. Doug Jones, USAF (Ret) Glenn Pfitzenmaler Photos courtesy U.S. Air Force, Navy, Marine Corps, and Army iv English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIESTable of Contents = Getting Started 1 Language Objectives and Course Requirements (1.4) Icebreaker: Discussion Questions ...... (1.2) Dictation Relay ‘The Critical Role of Pronunciation (2.4) Focus on Pronunciation .. 5 A Sequential Overview of Pilot/Controller Interface (8.1) Vocabulary Development: IFR Air Traffic Control Sequence.......se0e13 (8.2) Listening Comprehension/Training Video: I-37 IFR Radio Callls 1017 The Military Airfield and Flight Line (41) Vocabulary Development. (42) Listening to ATIS.... The Importance of Effective Radio Communications (61) Prereading Vocabulary: Determining Meaning from Context. (62) Verbalizing Numerical Data : (63) Listen and Respond: Heading and Altitude Changes... 05 Glossary Resources for ATC Phraseology (6:1) Information Gap Reading: Standardized Words and Phrases. (62) Listen, Copy, and Match Overview of Interactive Multimedia Instruction No activity pages are included in this text. IER Supplement: Airport/Facility Directory (B41) Audio Listening Guide. (82) Listen Up! Look It Up!.. Al FLIP (Terminal) Approach Booklets (8:1) FLIP Literacy: Working with Approach Plates 45 English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIES@ Phraseology Practice 10 Wi 12 13 14 15 Developing Operational Fluency in Radio Communication No activities are included for this resource. Route Clearances (11.1) Phraseology Practice: Routine Route Clearances .. i (11.2) Listening Comprehension: Non-Routine Route Clearances .r.0cnenne59 (11.3) Listening: Authentic Calls. (11.4) Role Play: “Readback Correct!”. 69 Taxi (12.1) Receiving Directions: Listening for Taxi Instructions ...... Td (122) Phraseology Practice: Routine Taxi ee ones TT (12.3) Listening Comprehension: Non-Routine Taxi 83 (124) Listening: Authentic Calls.. oat (125) Speaking and Analyzing: Sequencing Radio Call... ; a Takeoff (184) Phraseology Practice: Routine Takeoff. (132) Phraseology Practice: Runway Holding Instructions (18.8) Listening Comprehension: Non-Routine Takeoff. 101 (134) Listening: Authentic Calls ...m i : (188) Role Play: There’s No Room For Error! 109 Departure (141) Phraseology Practice: Routine Departure. ut (14.2) Listening Comprehension: Non-Routine Departure. AAS (14.3) Listening: Authentic Calls. Hl : 121 (144) Role Play: Analyzing and Sequencing Radio Calls Enroute (15.1) Phraseology Practice: Routine Enroute Check- (15.2) Listening to Traffic Advisories: Focus on the Clock System. 137 (15.3) Listening Comprehension: Non-Routine Enroute... 141 (15.4) Listening: Authentic Calls.......n0:nnnnnnnnnnnnnnenmnnnennenene LT 133 vi English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIES16 17 18 Enroute to Arrival (16.1) Phraseology Practice: Routine Frequency Changes... (162) Phraseology Practice: Routine Descent Requests.. soe 49 153 (16.3) Listening Comprehension: Non-Routine Enroute to Arrival. 159 (18.4) Listening: Authentic Calls ....0nnnenee soon A 65 Approach to Landing (171) Phraseology Practice: Routine Calls to Approach and Tower.....0.nu0-167 (17.2) Listening Comprehension: The Ground Controlled Approach ‘Taxi to Parking (18.1) Phraseology Practice: Routine Taxi to Parkin; sensed TS (18.2) Listening Comprehension: Non-Routine Taxi to Parking. 183 (18.3) Listening: Authentic Calls. @ Pulling It All Together 19 20 21 @ Answer Key. Simulated Mission Evaluation (19.1) Flight Planning Your Sortie ee ssnseseeeee LBQ (19.2) Chair Flying Your Sortie... Saeed (19.3) Debriefing Your Sortie.. 195 Speaking While Task Saturated (or Collaterally Tasked) (20.1) Creating a Task Saturated Environment .. 201 Cultural Barriers to Communication (21.4) Discussion Questions: Non- Verbal Cues & Conversational Styles (21.2) Word Connotations and Euphemisms hy 2205 (21.3) Everyday Abbreviations and Acronyms... 209 Engiish Language Skills for COMMUNICATION: LANGUAGE ACTIVITIES viActivity 1.1 Resource: Language Objectives and Course Requirements Icebreaker: Discussion Questions Language Objective You will practice oral proficiency skills by discussing topics related to radio communici and your professional experience in this area. Share your insights Discuss the following questions with a partner. Be prepared to share your insights with the entire class. 1. What languages are used for radio communications in your country? Do your aviation authorities require that radio communications be conducted in English? Explain. 2. Do aviation personnel in your country receive formal training in radio communications? Explain. 3. Have you ever experienced a pilot/controller misunderstanding when communicating over the radio? What happened? 4, In your opinion, does being a successful military pilot require proficiency in radio communications? Why? Based on your own experience, what are the root causes of most radio comm misunderstandings? 5, What language goals do you hope to achieve in this course? English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIES — 1AC-130E aircraft flies over the Cape Hatteras Lighthouse on the North Carolina coast. 2 English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIESActivity 1.2 Resource: Language Objectives and Course Requirements Dictation Relay Language Objective De] Working as a team, you will use your reading, speaking, listening, and writing abilities to accurately and quickly transcribe a short text related to radio communication, Materials. Dictation texts. Seven texts are available in the Instructor Handbook and in the mobile storage units. Procedure o ‘The class will be divided into two (or three) teams, preferably equal in both number and linguistic ability. In odd-numbered classes, the extra individual will be appointed timekeeper. Each team should designate a “runner” and a “scribe.” Make sure the scribe has a piece of paper and something to write with, When the timekeeper says “GO.” the runner from each group will go out into the hallway where a short reading passage will be posted. (One copy of the passage will be posted for each team.) The runner will go to the text, memorize as much as possible, then return to his teammates and recite the text portion. The scribe will then write down the dictated text, Other members of the team should pay close attention and help the scribe write down what was said, Spelling and punctuation accuracy count, so pay close attention. When this initial information has been written down by the scribe, the runner will go back out in the hallway to read and memorize more of the passage. Again, the runner will return to the scribe and dictate, Continued on next page = > > English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 3After two minutes (or any other appropriate interval), roles are changed so that all team members will have the opportunity to both dictate and write. ‘The procedures explained above are then continued The first team to accurately transcribe the dictation passage wins. Although one team will finish first, all teams should be allowed to finish the transcription in its entirety. Both the time for completion and textual precision should be considered in declaring the winner, 4 English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIESActivity 2.1 aT Resource: The Critical Role of Pronunciation ‘| C) } Focus on Pronunciation Language Objective You will practice and master the correct pronunciation of Key aviation words and phrases, specifically those used in pilot/ controller radio communication. Pronunciation of regular past tense verbs and vowel lengthening of stressed syllables will be specifically addressed, & Materials ‘Audio recording, English Language Skills for Communication: Getting Started Targeted Pronunciation sheets Diagnosing your pronunciation weaknesses By the end of this two-week course, you must be able to correctly pronounce the key words and phrases listed on the following page. During your first week of Communication training, you will meet with your instructor so that he or she can listen to and evaluate your pronunciation of these items. Words which are mispronounced will be listed on your Targeted Pronunciation sheet. Other pronunciation errors will also be noted. ‘The first audio recording that accompanies this activity allows you to listen to and repeat the phrases on the pronunciation checklist. Other recordings provide pronunciation models for: the phonetic alphabet the three pronounced forms of the regular past tense stressed syllables common aviation acronyms ‘As you work toward your pronunciation goals, don’t forget to take advantage of appropriate resources at the DLI Learning Center. English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 8Pronunciation checklist (ere ‘TRACK? abort takeoff advise intentions affirmative altimeter three zero zero seven amended clearance Approach Control approaching decision height approved as requested at pilot’s discretion beyond runway threshold locked transmission caution wake turbulence ceiling eight hundred overcast check current NOTAMS before flying. check your altitude immediately clearance available cleared for takeoff climb and maintain contact Ground on one two one point seven descend and maintain do not acknowledge further transmissions ‘emergency landing execute a missed approach expect four thousand one zero minutes after departure expedite climb five hundred scattered flight level two seven zero flight planned route + Alight progress strip fly present heading gear down and locked gusts to twenty-five knots hold short of runway one ILS approach jet route f Junction VORTAC landing roll Laughlin is below minimums leaving niner thousand, correction, eight thousand maintain situational awareness ‘minimum descent altitude monitor guard negative on final ‘ordnance loading area passing five hundred for five thousand proceed via taxiway Charlie published in FLIP documents radar contact Randolph Clearance Delivery readback correct ready for takeoff ready to copy request off frequency say again Sheppard Tower, wilco slightly above glidepath squawk three six two one stand by for further instructions switching to Departure taxi into position and hold taxi to transient parking then as filed three thousand broken traffic advisory traffic three o'clock six miles transponder setting turn left heading two seven zero verify altitude readouts, vvia radar vectors Victor seventy-seven Visibility four miles ‘well right of course when clear of the active when established on the localizet wind calm wind shear alerts your last transmission was garbled + Note the wo pronunciations of “route” 6 English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIESPronouncing the phonetic alphabet TRACKS In addition to correctly pronouncing these words, you must be able to recite them from memory when given only the letters of the alphabet. The following chart provides standard International Civil Aviation Organization (ICAO) pronunciation. Take note of the American English pronunciation differences for Oscar, Papa, and Victor. Alpha / AL tah Bravo / BRAH veh Charlie / CHAR tee Delta / Det tah Echo /£0K oh Foxtrot / FOKs trot Golf / cour Hotel / ho TELL Thdia /1N dee ah Saliet / sew tee ett Kilo /KeE ion Lima /Lee man Mike / mie November / noh VEM ber Oscar / 08s kah # Papa / pan pats #? Quebec / keh BECK Romeo / ROW mee oh Sierra / see AIR rah Tango / TANG go Uniform / you nos foren Victor / vik tant Whiskey / wiss key X-ray / EKs ray Yankee / YANG key Zxiw/ 200 t00 + Native speakers of American English will usually pronounce the second syllable of Oscar and Victor with an /f sound, OSS-ker, VIK-ter. + Native speakers of American English will usually place the stress on the first syllable, PAH pab, English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 7A guide to pronouncing the past tense Non-native speakers frequently have difficulty mastering the pronunciation of regular past. tense English verbs. This chart highlights the three different ways that the ~ed past tense marking is pronounced. Perhaps the most common problem is the addition of an extra syllable when it is not needed. For example, some non-native speakers of English may pronounce the past tense of observed as observ-ed. eee a TRACK 4 TRACKS Track /d/ /t/ /1d/ {no extra syllable) (no extra syllable) (an extra syllable) after the after the after the following following following sounds voiced sounds * voiceless sounds * b,g,j,1.m, £, k, p,s, ch, sh dat n, ng, th, 1, ¥,z and all vowel sounds bombed briefed amended logged laughed ¢£ sound) grounded disengaged (; sound) banked guided propelled squawked overloaded jammed critiqued (k sound) collided hydroplaned pumped landed pranged grasped intercepted bathed missed ejected hovered bounced (s sound) diverted received ditched estimated buzzed reached aborted. advised ¢z sound) published corrected taxied pushed violated + The easiest way to demonstrate the difference between voiced and voiceless sounds is by placing your hhand on your throat, When a voiced sound is made, you will fee a slight vibration. There will be no ‘Vibration when voiceless sounds are made. 8 English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIESSyllable stress and vowel lengthening Bua TRACK 7 ‘The key to correct pronunciation of any multi-syllable word is making the vowel of the stressed syllable louder, longer, and clearer than the others. As you listen and repeat these aviation terms, pay particular attention to the stressed vowels ( < ). acknéwledge acknowledge the call affirmative That's affirmative. airspeed indicator airspeed indicator Alternate «aaj, airfield alternate airfield altimeter sétting altimeter setting aménded cléarance amended clearance appréach procédures approach procedures available available now cléarance delivery Clearance Delivery cléarance requést clearance on request departure contrél Departure Control detérmine dirgction determine wind direction elevation ‘field elevation emérgency procédure emergency procedure éngine féilure engine failure English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIES 9&xpedite radio : expedite your climb failure ( radio failure fiftéen , minutes stirface \ in fifteen minutes surface winds : fréquency survéillance : frequency change ridar surveillance radar : bumidity ‘ high humidity témperature 7 contré] ( immédiately temperature control land immediately ‘ triffic ( in6perative advisory ( fnstrument traffic advisory ‘ inoperative instrument ¢ traffic ( maintdin contréller ( Airspeed air traffic controller ( maintain airspeed ( transient ( négative aircraft niimbers transient aircraft negative numbers ( parallel ( riinways visibility is zero { parallel rumvays ( wéather radar minimums cGntact weather minimuans radar contact ‘ 10 English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIESPronouncing common aviation acronyms TRACK 8 Acronyms are abbreviations which are spoken as words rather than letter by letter. As you listen and repeat, make note of the stressed vowels (“)) in those acronyms which have more than one syllable. The following list includes the most common acronyms used at various aviation follow-on training sites. Full definitions of these terms can be found in your ANC Glossary. ATIS — Automatic Terminal Information Service Listen to ATIS before calling for taxi. AWACS — airbome warning and control system You will be controlled by AWACS in the working area CAVU — ceiling and visibility unlimited The destination weather is CAVU. CHUM — chart updating manual (used as a verb) CHUM the low level route before you fly it. CONUS — continental United States (Note the two pronunciations of CONUS”) This flight will originate in CONUS. DNIF (duh-NIFF) — duty not including flying Tell the scheduler that I'm DNIF. EWO — electronics warfare officer The EWO will give the mission brief. FLIP — Flight Information Publication Check the FLIP for destination airfield information. FOD — foreign object damage The engine failed because of FOD. GLOC (IEE-lock) — gravity-induced loss of consciousness This accident was caused by GLOC. English Language Shils for COMMUNICATION: LANGUAGE ACTIVITIES 11HEFOE — hydraulics, electrical, fuel, oxygen, engine Use HEFOE to signal your problem. HUD — head-up display Airspeed and altitude are shown on the HUD. 1CAO — International Civil Aviation Organization File an ICAO flight plan to leave the States. MOA — miilitary operations area We will be working in the Talon MOA. NATOPS — Naval Air Training and Operating Procedures Standardization Check NATOPS for normal operating limits. NORDO — no radio The NORDO aircraft will land first. NOTAM — notice to airmen Check the NOTAMs before filing a flight plan. PUREP — pilot (weather) report Taco 21, request a PIREP. ‘SID — standard instrument departure We will depart using a SID. ‘TACAN — Tactical Air Navigation (a navigational aid) Dial in the San Antonio TACAN. USAF — United States Air Fores He attended USAF pilot training. WOXOF — visibility zero, ceiling zero, sky obscured by fog The weather at Dallas is WOXOF. 12 English Language Stils or COMMUNICATION: LANGUAGE ACTIVITIESActivity 3.1 Resource: A Sequential Overview of Pilot/Controller Interface Vocabulary Development: IFR Air Traffic Control Sequence Language Objective ‘You will practice and deronsirate your understanding of key terminology related to the IFR air traffic control sequence. %4 Technical Focus This activity reviews the order in which air traffic controllers are contacted during a typical IFR cross-country flight. Part 1 — Sequence of ATC contacts Determine the correct sequence of ATC contacts during a typical cross-country flight. Approach Control Air Route Traffic Control Center(s) Ground Control (destination airport) Tower (departure airport) Clearance Delivery Departure Control ‘Tower (destination airport) Ground Controt (departure airport) English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 13Part 2 — Fill in the blank Use the following terms to complete the sentences below. 2 » active runway enroute handoff clearance frequency sortie A) is a flying mission by one aircraft from takeoff to landing An ATC authorizes a pilot to fly a specified route. Only Tower can give an aircraft permission to enter a(n) for takeoff purposes. The numerical designation of a specific radio signal is known as a(n) During the phase of flight, the pilot communicates with one or more Center controllers, Aq) is the procedure used for transferring control of a flight from one controller to another, “ English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIESPart 3 — Synonyms Replace the underlined words and phrases in the sentences below with a synonymous term from the following list. amend hold sequence discrete jurisdiction taxi file read back 1, Within the air traffic control system, specific areas on the ground and in the air fall under the authority of different air traffic controllers. 2. Itis much easier for pilots to predict what they will hear from air traffic controllers when they understand the order in which calls are made. 3. In the military, a pilot will submit his flight plan at either Base Operations or Squadron Operations. 4, Occasionally, ATC must make changes to the pilot's flight planned route. 5. To ensure that precise communication has taken place, Clearance Delivery may ask a pilot to repeat his clearance. 6. Pilots contact each controller by tuning to a separate frequency. 7. Ground Control acts as a traffic cop by directing aircraft as they move along the airport's surface. 8. Tower may instruct the pilot to taxi into takeoff position and wait, English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIES 18bees eT An air traffic controller logs flight information onto a flight progress strip. 16 English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIESActivity 3.2 Resource: A Sequential Overview of Pilot/Controller interface Listening Comprehension/Training Video: T-37 IFR Radio Calls Language Objective ‘You will practice and develop your listening comprehension of a military flight training video. The language used in this video is typical of that used by instructors at follow-on training, M4 Technical Focus This video presents the majority of radio calls a pilot will make during a cross-country or out-and-back fight. It follows the segments of fight as presented in this textbook. & Materials USAF training video, 7-37 IFR Radio Calls Getting the big picture 1.37 IFR Radio Calls provides a general introduction to the majority of radio communications encountered during a military cross-country or out-and-back flight. The video was produced specifically for undergraduate pilot training (UPT) students with no formal training in radio communications. The video features a cross-country sortic starting from Randolph AFB near San Antonio, Texas, and ending at Dyess AFB near Abilene, Texas. The calls are explained by an Air Force instructor pilot who guides you through every segment of the flight. Throughout the video, he makes supplementary recommendations for techniques to facilitate cockpit management. While watching the video, pay particular attention to the use of phraseology. Also notice how clearly the pilot makes her calls and that the delivery of her speech equals that of the controllers in terms of clarity, brevity, and enunciation. The delivery of these calls should serve as an example of the way your own calls should be made. English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 17Before you listen Work with a partner and write down some radio calls (or standard phrases) that you ‘would expect to hear during communication with the following ATC facilities. Practice delivering these out loud as your instructor critiques your pronunciation, You can then ‘compare both the content and delivery of your calls with the calls actually made by the pilot and controllers in the video. Clearance Delivery Ground Control (departure airfield) Tower (departure airfield) Departure Control Center Approach Control Tower (destination airfield) Ground Control (destination airfield) 18 English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIESActivity 4.1 Resource: The Military Airfield and Flight Line Vocabulary Development: The Military Airfield and Flight Line Language Objective ‘You will demonstrate your understanding of key airfield terminology by listening and responding to oral questions. %4 Technical Focus This activity focuses on facilities typically found at military airfields. & Materials ‘Questions in the Jnstructor Handbook Airfield diagram (see following page); this diagram is also available on transparency IVE GOTT and RUN THAT BY ME AGAIN cards Which will it be? ‘You will hear oral questions which review airfield terminology from Resource 4, Listen carefully Run that as your instructor reads each i question, If you understand by me again and can answer the question, hold up your “I've gor it” card. If you need the instructor to repeat the question, raise your “Run that by me again” card. Do not respond verbally until instructed to do so. Refer to the airfield diagram on the following page as the questions are read. English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIES 1920 English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIESActivity 4.2 Resource: The Military Airfield and Flight Line Listening to ATIS Language Objective You will examine the content of an ATIS (Automatic Terminal Information Service) broadcast and review related terminology. Listening for essential data will be practiced to gain proficiency in acquiring necessary weather information. This activity will include extensive practice in listening for numbers. % Technical Focus ATIS is the continuous broadcast of recorded non-control information in selected terminal areas. It provides aircrews with departure and arrival information, specifically cei visibility, temperature, dew point, wind direction and speed, and altimeter setting. & Materials Audio recording, English Language Skills for Communication: Getting Started NOTE: For DLI students in San Antonio, ATIS is available by telephone any time day or night by calling 822-7995. The current San Antonio ATIS is generated by computer using a synthesized voice. “Taxi, information Bravo” Automatic ‘Terminal Information Service — better known simply as ATIS — is a recording of information played continuously on a specified frequency which gives aircrews information about weather and airport operation conditions. An ATIS recording contains routine, but essential information that every aircrew departing or arriving at an airfield needs to know. ATIS broadcasts are updated at least once per hour and identified by a letter of the phonetic alphabet. Aircrews must tell Ground Control that they have obtained the most current ATIS before the aircraft can taxi out. This is done by stating the identifying letter of the ATIS report in the initial call (for example, Information Alpha, Information Bravo, etc.). Likewise, before arrival, crews must notify Approach Control that the current ATIS has been received, English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIES 21‘The following list shows items that are typically included in an ATIS report: » airport name = information code = time «sky condition / ceiling = visibility = obstruction to visibility = temperature = dew point = wind direction / speed « altimeter = density altitude = Instrument approach in use = runway(s) in use = NOTAMs Omission of an item indicates it is not a factor for flying at that time. In particular, the items in an ATIS will vary according to weather. For example, it is explained in the Aeronautical Information Manual (also in FAA Order 7110.65, Air Traffic Control) that “the absence of a sky condition or ceiling and/or visibility on ATIS indicates a sky condition or ceiling of 5,000 feet or above and visibility of 5 miles or more.” A remark may be made on the broadcast, “The weather is better than five thousand and five,” or the existing weather may be broadcast. Key words and phrases Before listening to the ATIS recordings, make sure you understand the following terms. = broken (BKN) » ceiling = dew point « fog = gusts haze NOTAMs (notices to airmen) overcast (OVC) scattered (SCT) Zulu (time) 22 English Language Stils for COMMUNICATION: LANGUAGE ACTIVITIES© LISTEN AND READ TRACK 9 The following is an example of a typical ATIS broadcast: San Antonio International. Information Mike. One seven five two Zulu. Weather, Measured ceiling two thousand eight hundred overcast. Visibility eight. Temperature seven five. Dew point six four. Wind one seven zero at seven. Altimeter’s two niner seven six. Expect ILS runway one two right. Landing runways one two right and one two left. VFR arrivals contact San Antonio Approach on one two seven point one. Advise on contact you have Mike. ‘An ATIS broadcast will generally include more information than the pilot will actively listen for. Obviously, departing aircrews have already briefed the mission and know the pertinent information, so departing pilots will generally monitor ATIS and simply write down the altimeter setting and the current code (Alpha, Bravo, Charlie, etc.). Ar airerafi, however, will listen to ATIS to verify that forecast weather conditions have not changed in ways that would affect the approach. © LISTEN AND WRITE You will hear six ATIS recordings. For each broadcast, listen for the information listed in the charts, As noted above, you may not typically need to copy all of this information when actually flying; however, it is included here to give you listening practice. ei cae Cee) TRACK 10 fanaa Airport name Grissom AFB, Indiana San Antonio International Information code ‘Sky condition / ceiling Visibility / Obstruction to visibility _ ‘Temperature Dew point Wind direction / speed Altimeter English Language Skil for COMMUNICATION: LANGUAGE ACTIVITIES 28Airport name Information code | Sky condition / ceiling Visibility / Obstruction to visibility Wind direction / speed Altimeter Peet erent TRACK 14 ca Airport name Patrick AFB, Florida North Isiand NAS, California Information code ‘Sky condition / ceiling Visibility / Obstruction to visibility Temperature Dew point Wind direction / speed Altimeter 24 English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIESActivity 5.1 Resource: The Importance of Effective Radio Communications * Prereading Vocabulary: Determining Meaning from Context Language Objective Before reading Resource 5, you will practice determining the meaning of key words used in the text by examining the context in which they appear. Becoming proficient in this time-saving strategy wil increase your reading speed by eliminating the need for constant dictionary reference, M4 Technical Focus. This activity highlights the need for effective, standardized radio communication between pilots and controllers. Read the short texts, paying particular attention to the underlined terms. Then answer the questions by using context clues to determine the meaning of the words. Don’t use a dictionary. Radio communications are a critical link in the air traffic control system. Safety of air tratfic management depends on adequate communication between pilots and controlters. While itis true that flight operations are becoming increasingly computerized and automated, reliance on clear, concise, unambiguous human speech via radio communication remains of foremost importance in the field of aviation. a. network b. separation c. connection 2. Ifa statement is unambiguous, it is a. unpredictable b. unmistakable ©. wrong English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 25In order to achieve ideal understanding, a system of standardized radio communication phraseology and procedures has been created by the Federal Aviation Administration (FAA) and the International Civil Aviation Organization (ICAO). Pilots and controllers must carefully learn this phraseology and strictly adhere to it when communicating over the radio. 3. Phraseology refers to__. a. a chosen set of words b. an aviation organization c. radio transmission 4. In this context, adhere to means to a. ignore b. comply with ©. communicate Why is there such an avid insistence on the use of standard ATC phraseology? 5. In this sentence, avid has the meaning of " a. confusing or unclear b. unmotivated and careless €. strong or intense Research has shown that numerous factors can adversely affect radio communication for native speakers . ..so imagine how these obstacles are compounded for non-native speakers who must confront fast talkers, regional dialects, and reduced syllables, 6. A-synonym for factor is_. a. word b. thing cc. permit 26 English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIES7. If something is affected adversely, it is affected in a way. a. positive b. negative c. neutral 8. An obstacle is something which __ a. makes a situation difficult b. reduces miscommunication c. corrects something that is wrong Itis apparent that radio communications must operate within an extremely inhospitable operational environment. Even though there have been tremendous advances in general avionics, factors such as outside noise interference and the condition of the radio equipment itself offen have adverse effects on the quality of a transmission. 9. An inhospitable environment is one that is a. difficult or unfavorable b. professional and standardized ¢, related to aviation Its not unusual for pilots to key their microphone and accidentally step on the transmission of another pilot or controller. This wastes more time on the ATC voice channel as repeated attempts to communicate are made. 10. If you step on another person’s call, you it a, repeat b. interrupt ¢. wansmit Turn the page to complete the activity ~ > ~ English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIES 27For the majority of radio calls, the established phrases and formats will meet your communication requirements and ensure clear, concise transmissions. Disciplined adherence to the standard Keeps plloveontroller communication short, simple, and predictable — and, most of all, promotes safety. 11. A format is a(n) __. incorrect use of words b._ structured arrangement or pattern Cc. piece of radio equipment 12. Concise has the same meaning as a. important b. questionable ©. brief 28 English Language Skil for COMMUNICATION: LANGUAGE ACTIVITIES 7Activity 5.2 Resource: The Importance of Effective Radio Communications Verbalizing Numerical Data Language Objective You will use standard formats to correctly verbalize times, temperatures, squawks, runway numbers, call signs, altimeter settings, radio frequencies, airways, jet routes, altitudes, flight levels, headings, wind directions, and airspeeds. Technical Focus To ensure accurate, unambiguous communication between aircrews and controllers, numerical data Is spoken using standard formats. This activity focuses on the prescribed formats which are used when issuing, relaying, or reading back numerical information. How do you say that? Numerical information is both fundamental and essential to the majority of radio transmissions you will hear and make. In addition to perfectly clear pronunciation of numbers, you must know the proper formats which are used when verbalizing altitudes, airspeeds, headings, squawks, altimeter settings, etc. Failure to adhere to these standard formats can result in ambiguous, potentially dangerous miscommunication. ‘After reviewing the chart on the next page, practice verbalizing these numbers by orally reading the radio calls on page 31 NOTE — To assist you in learning these standard formats, the pilot/controller dialogs included in this textbook spell out all numbers. English Language Skils for COMMUNICATION: LANGUAGE ACTIVITIES 28ATs VArA ea ia rN TIME: State each separate digit YSAOZ sacnenene ON thee four Zero Zulu ‘lw or oca The first two digits indicate hour; last two digits indicate minutes. TENPERATURE | State each separate digit. ve _ six five SQUAWK State each separate digit 2557. son tO five five Sever : RUNWAY I more than one digit, state each | 15C... cone five center separately : CALL SIGN Staie each separate cigit Teaco 21... “Taco two one ALTINITER State each separate dist, 30.07 nseninen thT@@ 2010 Zer0 Seven ( SETTING (Tre wort penis ote when sinter sense spot) : er ios embers tec cocoate ; FREqUENcy | When a radio frequency contains 2 decimal point, the decimal point ( is spoken as “point. ( AIRWAY / State two-digit designations vie. sone Vitor twelve ¢ JETROUTE ‘as one number. For three-digit | J533. five thirty-three ( ‘designations, pronounce the frst : digit separately. ( ALTITUDE / Up to but not including 18,000 feet | 42,000. ‘one two thousand 6 FLIGHT LEVEL | MSL, state the separate digits of || 12,500... one two thousand five hundred ( the thousands plus the hundreds if appropriate. (Note: This format also applies to celing heights and ( upper wind levels.) At and above 18,000 feet MSL] FL 190 suum fight level one niner zero ( (FL 180), state the words “tight | FL270 fight level two seven zero 7 level followed by the separate ( digits ofthe fight level. ( DIRECTIONS _| State each separate cigit. (heading) 100 beading one zero zero « —haading (xnd direction) 220. wind two two zero ; = wind rection ( AIRSPEED State the soparate digits of the | 250 Kn ..u.nun Wo five 20r0 knots ‘speed followed by the word 190 knots. cone niner zara knots é “Knots” Controllers may omit the 7 ‘word *knots" when using speed ( adjustment procedures, e.g “"Reduce/increase speed to two five zero.” 30 English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES :Oral practice Read the following sentences aloud, correctly verbalizing the numbers. 1. Laughlin is IFR, wind calm, visibility 4 miles, ceiling 800 overcast, 25,000 scattered, temperature 65, altimeter 30.07, taxi to runway 31 center. 2. Dred 06, Hangover Ground, cleared to Nellis airport as filed. On departure turn right heading 160, climb and maintain 3,000, expect flight level 230 10 minutes after departure. Departure frequency will be 298.0, squawk 2235. 3. Rocky 56, Dover Clearance Delivery, cleared to Reno airport as filed, except change route to read V565 Kilpatrick, V177 Jonesboro, V212 Jasmine. 4, Del Rio Departure, Lifter 43, 1,300 climbing to 12,000. 5. On departure climb and maintain FL 230, Pensacola Departure Control frequency will be 125.35 or 372.0, squawk 3746. Read back. 6. Vega 01, climb and maintain 5,500, turn left heading 125. 7. Navy 8W543, maintain 5,000, turn right heading 070. You can expect vectors for an ASR to runway 34 at Dyess. 8. Del Rio Departure, Taurus 97 is at 220 knots. 9. Fang 95, wind 330 at 8, cleared to land, runway 34, English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 31An air traffic controller updates the status board in the Carrier Air Traffic Control Center (CATCC) aboard the nuclear powered aircraft carrier USS Enterprise. The personnel assigned to the CATCC monitor and direct aircraft within 50 miles of the aircraft carrier. ( 32 English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIESActivity 5.3 i Resource: The Importance of Effective Radio Communications { Listen and Respond: Heading and Altitude Changes Language Objective You will demonstrate your ability to listen selectively for your call sign, comprehend both heading and altitude changes issued by controllers, and respond immediately and appropriately with clear pronunciation. In addition, you will be asked to say your current heading and altitude, % Technical Focus Air traffic controllers issue heading and altitude changes to provide navigation guidance ‘and to maintain required aircraft seperation. This activity focuses on the standard phrases and formats used when issuing and responding to these directives. o Materials Audio recording, English Language Skills for Communication: Getting Started Receiving heading and altitude changes TRACK 16 ATC instructions regarding heading and altitude are fundamental to pilot/controller communication. This activity will give you practice responding to these directives clearly, accurately, and promptly, To accomplish this activity, you will be assigned one of the five call signs listed on the following page. You must listen selectively and respond only to your call sign. Before playing the recording, study the dialog grids on pages 35 and 36 to review the proper phraseology and formats. English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIES 38You will be given one of the following call signs. Take note of the heading and altitude at which you will begin this activity, AIRCRAFT INTIAL INTIAL CALL SIGN HEADING ALTITUDE Cheetah 12 360 000 Taco 21 165 5,000 Hook 02 025 7,000 Pogo 11 260 4,000 Tweet 15 195 6,000 Responding to “say heading” and “say altitude” Most of the ATC instructions issued on this recording will be either heading or altitude changes. On occasion, however, you will be asked by the controller to “say heading” ot “say altitude.” Be prepared to respond to these requests using standard phrases and formats. The typical response to the instruction “say heading” should be your call sign and the last assigned heading, Exampue: Controller: Tweet one five, say beading. Pilot: Tweet one five, zero two zero. The response to the instruction “say altitude” should be your call sign, the word “devel” and the last assigned altitude, Exams: Controller: Tweet one five, say altitude. Pilot: ‘Tweet one five, level one two thousand, Controller: Pogo one one, say altitude. Pilot: Pogo one one, level flight level two three zero. 34 English Language Skills for COMMUNICATION: LANGUAGE ACTIVITIESHeading Changes Typical exchange PILOT CONTROLLER ® Controller calls: — aircraft call sign — tum instructions: right or left — heading instructions @ Pilot reads back: — aircraft call sign — direction of turn — heading Sample phraseology PILOT CONTROLLER © Controller calls: — Tweet one one = tum left — heading one five zero @ Pilot reads back: ~ Tweet one one ~ left = (to) one five zer0 English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 35Altitude Changes Typical exchange PILOT CONTROLLER © Controller calls: ~ aircraft call siga ~ directive to ctimb or descend followed by altitude instructions @ Pilot reads back: — aircraft call sign ~ current altitude — new altitude Sample phraseology PILOT CONTROLLER @ Controller calts: = Cheetah one two — climb and maintain flight level ‘two one zero ® Pilot reads back: — Cheetah one two = leaving one seven thousand ~ for flight level two one zero NOTE — Altitudes of 18,000 MSL and above are referred to as flight levels. 36 Engish Language Stil for COMMUNICATION: LANGUAGE ACTIVITIES (Activity 6.1 Resource: Glossary Resources for ATC Phraseology Information Gap Reading: Standardized Words and Phrases Language Objective Working with a partner, you will review common radio phrases by completing two partial forms of the same tox! from which key words have been deleted. This activity requires meticulously clear pronunciation as you read your version of the text over a two-way radio, In addition, you will be required to properly formulate questions and use other clarification strategies to obtain and verify information. 4 Technical Focus This activity underscores the need for pilots and controllers to be fully acquainted with the phraseology used in aviation radio communications. & Materials Information gap reading: Standardized Words and Phrases, Forms A and B {available in the Instructor Handbook) Two-way radios Collaborate and complete For this activity, you and a partner will be placed in separate locations and asked to communicate over two-way radios to complete a text. You will each receive the same text (titled Standardized Words and Phrases), but different pieces of information have been deleted from the two forms, Your task will be to read the text aloud and dictate the information to each other. The student with Form A will begin. As you listen to your partner read, write the missing information in the blanks on your handout sheet. Your partner must do the same. It may be necessary to ask questions and verify information. Use a combination of general English questions and statements in addition to appropriate radio phraseology (see next page) in order to accurately complete the text and verify your work. English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 37Phonetic Alphabet (aoe ‘What did you say? Ifyou don't understand Ididn’t hear the last word. what your partner is I didn’t understand what you just said. saying, ask him to provide the information using the What word did you say after____? phonetic alphabet. Say that again, How was that again? Tdidn’t get that. Could you repeat it for me? Would you repeat that again? I didn’t catch that, Run that by me again. Could you please spell for me? Did you say: 2 Ea Go ahead, How do you hear me? / How do you read me? Loud and clear. You are unreadable / broken / garbled. Say again. I say again, Correction. Roger. Speak slower. That is correct. Verify. Words twice Negative. Affirmative. NOTE — Regardless of whether it’s a single word or an entire phrase, be persistent in getting precisely the information you need. Practicing good communication skills here in the classroom will serve you well when you later need to obtain exact and detailed information from your instructor pilot (IP) or from ATC while in flight. You'll want to practice both asking simple questions as well as rephrasing your original question whenever you don’t get the answer you require. 38 English Language Skil for COMMUNICATION: LANGUAGE ACTIVITIES Alpha Bravo Charlie Delta Echo Foxtrot Golf Hotel India Juliet Kilo Lima Mike November Oscar Papa Quebec Romeo Sierra ‘Tango Uniform Victor Whisky X-ray Yankee ZuluActivity 6.2 Resource: Glossary Resources for ATC Phraseology Listen, Copy, and Match Language Objective You will demonstrate your listening comprehension by accurately transcribing common radio calls. You will then examine these calls by considering the flight context in which they would be heard. % Technical Focus This activity presents terms and phrases from the Pilot/Controller Glossary Don’t deviate from the standard The Pilot/Controller Glossary contains words and phrases which must not be “rephrased” during radio communications, They are phrases that signal vital information and must be used as stated in the glossary. In 1977, the worst accident in aviation history occurred, due in large part to non-standard phraseology. Miscommunications culminated in one pilot’s use of the phrase “at takeoff,” which was misinterpreted by Tower to mean that his aircraft was ready for takeoff when he was actually beginning takeoff. The following exercise is designed to make you aware of how the selected glossary terms might be used in the context of various portions of a flight. Directions: 1. Listen to the radio calls spoken by your instructor. vy Copy the calls exactly as delivered on the lines provided. 3, Using the grid, identify with a check mark (v) the ATC facility (or facilities) that would make (or receive) the call. English Language Skis for COMMUNICATION: LANGUAGE ACTIVITIES 39