@® Aviation [ENGLISH Lae ae a ee mae) acd Ae Cian® Aviation ERG7LIGH For ICAO compliance Henry Emery & Andy Roberts with Ruth Goodman and Louis Harrison FA MACMILLANDea haD ition a), This course Is for aviation professionals ~ particularly pilots and air-tratfic controllers — who wish to re (operational) as measured by the ICAO Language Profile descriptors ch and maintain level 4 (see pages vi and vi). The course aims to increase confidence in communication and develops t e very specific skills described in the ICAO level 4 language profile, These are the skills needed to succeed in any Level 4 assessment and also to function effectively and safely in an aviation environment This course does not aim to teach the phraseology thet aviation professionals need but its included to provide a context for the plain English needed for communication between pilots and ait-tratfic controllers, and between pilots and pilots. The main focus is on the language needed to communicate in non-routine and / or emergency situations during flight operations, The Student's Book contains the material for the course in the form of reading and listening texts. The main purpose of this is to present new vocabulary and to provide a context for the exercises and language functions, There are lots of pairwork and group-work activities for speaking practice for the benefit of students using the course in a classroom situation. ‘The course is intended both for independent study and for classroom use. The CD-ROM suppor and pronunciation exercise participate, and all the audio files from the Student's Book. The Té Book contains extra support and ideas that can be used to supplement the student's book with interactive language , simulations in which the student can acher’s the material contained in this Student's BookUDENT'S BOOK Each of the 12 units in the Student's Book is divided into four two-page sections. Section 1 is based on a reading text and provides an introduction to the main theme of the unit Section 2 is based on a listening text or texts and provides sustained listening and pronunciation practice work. Section 3 is based on an emergency or non-routine flight operation scenario. It always contains a listening text or texts involving a radio telephony exchange with a mixture of phraseology and plain English, Section 4 is an extension section which includes further practice, consolidation and extension of language taught within the unit. The interactive CD-ROM complements the material in the Student's Book by providing interactive simulations, detailed pronunciation and extra listening, The CD-ROM material is split into 12 units which match those of the Student's Book. It has two sections, Section 1 contains further practice on pronunciation and listening, Section 2 contains animated interactive sequences in which students are encouraged to use the language taught in the corresponding unit of the book. Students can compare their own speech with model responses and take the role of characters in the animation, We hope that you enjoy using Aviation English. Henry Emery Andy Roberts4 Language development Topic sks Pronunciation Functions Voeabulary vat 4 1 Avoiding Reading and vocabulary Zeking foriniomaion Gonmunicaon RUNWAY maconmuneaton | = INCURSION “5 Aiport layout Listening and speaking ICAO alphabet Prepositions Pages s ea s 3 Ground operations Lstonng andapeaking Numbers —Descrbngaactons ‘Verbs describing ard postion actions and postion 4 Language development wnt 2 1 AoroesthePactic Reading and vocabulary Expining abbreviations _ Navigation COsne 2 Finding fight NASAC Listening and speaking Past tense Coordinates Page 16 ‘endings 3 Lost Listening end speaking Confiming an Topographical disconming fd 4 Lenguage develope wnt 3 1 Datalink Reading and vocabulary Expressing purpose Gormunicalons TECHNOLOGY a Page 24 2 Flight control systems: Listening and speaking Ji and p/ ‘Saying things Safety another way 3 instumentblackouk Listing and peaking Sentence Ging instructions sess 4 Language developmen wnat & 1 Wife onthe ground Roading and vocabulary Expressing necessity Secury measures IMALS 7 au 2 Animals on the loose Listening and speaking Word endings Expressing preferer ee Explaining unknown words 3 Bid sho Listening and speaking Senlenes Saying itentons sess 2 4 Language development wit 5 1 Utraht Reading and vocabulary Expianng pow Vanoeuving an GRAVITY something works rere Page 40 2 Airrace Listening and speaking ‘Comparing and ‘Aerobatics; Units of criteating measurement 3 Hydra Listening and speaking Tonisess Expressing cificuly ad ofering hep 4 Language development [unit 6 1 temo a doctor Reading and vocabulary Expressing cause Medical emer | HEALTH on board? and effect Page 48 2 Stressed? Listening and speaking Making suggestions Symptoms of stress ariemonis 3 Medical emergency Listening and speaking Giving and asking for updates Palnwork, pages 104-112 Recordings, pages 113-128Topic ‘Skills Pronunciation Functions Vocabulary ] UNIT 7 7 Fire ik Reading and vocabulary ‘Obligation, prohibtion Collections elated FIRE and permission tofre Page 56 2 Simoke jumper Listening and speaking ‘Orders and requests Verbs for describing fres 8 On-board fre Listening ane speaking Wand i Identiying and ecttical problems responding o problems, 4 Language development unit 8 + Mieroburs Reading and vocabulary Changing the svength METEOROLOGY a coal Page 64 2 Airport cstption Listening and speaking sus and corsoquences: Weather words Fepeatng information 3. Stormy approach Listening and speaking i A Ms) Warnings 4 Language development UNIT 9 1 Touchdown Reading and speaking Deseribing sensory Landing gear and LANDINGS = impressions braking Page 72 2 Lating down a VIP Listening and speaking | Consonant Describing -D postion Verbs of movement clusters 2 and movement 3 Undercariage Listening and speaking esoivng misunderstanding 4 Language development unit 10 1 Aviation and global ‘Reading and speaking Suggesting solutions Prefixes FUEL warring to problems Page 80 2 Gimli glider Listening and speaking Information Fucl eolecations groups 3 Fuslicing Listening and speaking Long and short Expressing expectation 4. Language development uNIT 11 1 Blast Reading and speaking Expressing ime and Action verbs PRESSURE ation Page 88 2 Damage Listening and speaking | Diphihengs Summarizing Types ofdamage | 3 Emergency descent Listening and speaking Contrasive Expressing | sess consequences 4 Language development UNIT 12 1 Airrage Reading and speaking Focusing on actions Gonfict and resin SECURITY “7 Scppicious passengers Listing and speaking fon, sion, Expressing possbilly | Stange Behaviour ; Page 96 ion endings and probebiliy 3 Unlawfulineference Listening and speaking information Reporting ‘groups and sess 4 Language development r Paiwork, pages 104-112 Recordings, pages 113-128Cee mas Level Pronunciation + accent ili Structure Relevant grammatiel sructrs end ortonce pars ae termined by language tunctns appropiate ask Vocabulary Expert Extended Operational Pronunciation, stress, rhythm, ‘and intonation, though possibly influenced by the first language or regional variation, almost never interfere with ease of understanding, Pronunciation, stress, rhythm, {and intonation, though influenced by the frst language or regional variation, rarely interfere with ease of understanding Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation but only sometimes interfere with ease of understanding, Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation and frequently interfere with ease of understanding, Both basic and complex ‘grammatical structures ‘and sentence pattems are ‘consistently well controlled. Basic grammatical structures and sentence pattems are consistently well controlled. Complex structures are attempted but with leors which sometimes interfere, with meaning, Basic grammatical structures and sentence patterns are used creatively and are usually ‘well controlled. Errors may ‘occur, particularly in unusual or unexpected circumstances, but rarely interfere with meaning. Basic grammatical structures and sentence pattems associated with predictable situations are not always well controlled, Errors frequently interfere with meaning, Vocabulary range and accuracy are sufficient to communicate effectively on a wide varioty of {familiar and unfamiliar topics, Vocabulary is idiomatic, nuanced, and sensitive to register Vocabulary range and accuracy are sufficient to communicate effectively ‘on common, concrete, and work- related topics. Paraphrases consistently and successfull. Vocabulary is sometines idiomatic. Vocabulary range and accuracy are usually sufficient to communicate ‘effectively on common, concrete, and work-related topics. Can often paraphrase successfully when lacking vocabulary in unusual ‘or unexpected circumstances. Vocabulary range and accuracy are often sufficient fo communicate on ‘common, concrete, oF work-related topics but range is limited and the word choice often inappropriate. Is often unable to paraphrase successfully when lacking vocabulary Elementary Pronunciation, stress, rhythm, and intonation are heavily influenced by the first language or regional variation and usually interfere with ease of understanding, Shows only limited control of a few ‘simple memorized grammatical structures and sentence patterns. Limited vocabulary range consisting only of isolated words and memorized phrases. Pre- Elementary 1 Performs ata level below the Elementary level Performs at a evel below the Elementary level Performs at a level below the Elementary level viICAO RATIN vas Fluency Comprehension Interactions ‘Able to speak at length with a natural effortless flaw. Varies speech flow for stylistic effect, e.g. to emphasize ‘a point. Uses appropriate discourse markers and connectors spontaneously. ‘Able to speak at length with relative ease on familiar topics, but may not vary speech flow as a stylistic device, Can make use of appropriate discourse markers or connectors. Produces stretches of language at an appropriate tempo. There ‘may be occasional loss of fluency Cn transition from rehearsed or formulaic speech to spontaneous interaction, but this does not prevent effective communication. Can make limited use of discourse markers or connectors. Fillers are not distracting Produces stretches of language, ‘but phrasing and pausing are often inappropriate. Hesitations or slowness in language processing may prevent effective communication. Filers are sometimes distracting Comprehension is consistently accurate in nearly all contexts and includes comprehension of linguistic and cultural subtleties. Comprehension is accurate on common, concrete, and work-related topics and mostly accurate when the speaker is confronted with a linguistic or situational complication or an unexpected turn of events, Is able to comprehend a range Of speech varieties (dialect and / or accent) or registers, Comprehension is mostly accurate (on common, concrete, and work- related topics when the accent or variety used is sufficiently intelligible for an intemational community of users. When the speaker is confronted with a linguistic or situational complication or an unexpected turn of events, ‘comprehension may be slower or require clatification strategies. Comprehension is often accurate on common, concrete, and work related topics when the accent or variety Used is sufficiently intelligible for an international community of users. May fell to understand a linguistic or situational turn of events Interacts with ease in nearly all situations. Is sensitive to verbal and ‘non-verbal cues, and responds to them appropriately. Responses are immediate, appropriate, and informative Manages the speaker /istener relationship effectively. Responses are usually immediat appropriate, and informative. Initiates and maintains exchanges even when dealing with an unexpected turn of events. Deals adequately with apparent misunderstandings by checking, confirming, or clarifying. Responses are sometimes immediate, appropriate, and informative. Can initiate and maintain ‘exchanges with reasonable ease on familiar topics and in predictable situations. Generally inadequate ‘when dealing with an unexpected turn of events. Can produce very short, isolated, memorized utterances with frequent pausing and a distracting use of iets to search for expressions and to articulate less familiar words. Comprehension is limited to isolated, memorized phrases when they are carefully and slowly articulated Response time is slow, and often inappropriate. Interaction is limited 10 simple routine exchanges, Performs at a level below the Elementary level Performs at a level below the Elementary level Performs at a level below the Elementary levelUae See Ae ee eee Section one - Avoiding miscommunication Work in pairs, Discuss the questions below. Ask each other questions to get more deta Have you ever worked wih someone whose English you didnt understand? DoW an sored mman err fecaranveeien tects orpclets apace New Sorte a Fad the article about a report tom a National Aviation Safety investigation on tower-plot communications Check which of your ideas fom activity 1 are includ co truck radi the A pilot reads ‘Amainey ahead’ says the controle? m5 ‘turn vgn a6 S208 He tone ‘eed or tomate song shat of he ana 86 ors strong int waitin, iking he captain asks ‘may we Si vor thinking ME capt : real a request. The ruck de Cantor geste response tld POMS he mae unt geo , drives : has received his clearance Short. The captain understands ‘oh ‘onto the runway. ‘sure’, and crosses the runway. ‘A event report showed that ‘example, wien analysed, contains eight ‘The report made the follwing miscommunication sa factor in over 70% separate pieces of information, or eight recommendation fo further improvements of operational errors. The report examined opportunities fr miscommunication: in ATC communications: ulin ol miecargiess 3890, Ground, give way tothe second ‘Keep instructions short 1 Requests from the pilot that the Dornier inbound, then taxi uay 32 eft, «Listen to what a pilot reads back. controller repeat the instructions intersection departure at Gui, via cuter, ‘Speak slowly 2 Misunderstandings by the pilot that Challe, ul ‘+ When talking to pilots / controllers result in incorrect readacks ' ‘who don't speak native English, break 3 Feallure of the controller to recognize 20k of Honey in English can up the message into its inividual ‘cause confusion bath because of hooree eeaes mmispronunciation and misunderstanding. wort Oy JO I DOLE, 4 Either the controler or the pilot tut bo much eny im Engish can algo ve 7 ASK when nt sure about apiece of confusing the call sign information a cangerus thing Any oma language, jess te ful call son when giving seve cts nota possi) peat lan res can cse ; Gleonmuncatm eadown Tenet miaadegs Mens, aunsuetin tad beck imoottas teary othe siento quot cn ower o**Waarconpee cre instructions. The following instruction, for understand. "0 B | RUNWAY INCURSION3° Underline the correct information. Functional English — Asking for 1 Inthe first incident, the maintenance truck driver information ichoard /menderstoad ne conor 2: inte second nade he catan mahea/ | inundersoed te coral 1 Use the verbs in the box to complete the questions from an Aviation Authority survey. | 3. Inthe third incident, the pot / the controle / both ea oat aoa Aas the plot ana the controler misunderstood the ‘ther person 4. 30% of operational errors involve / do not involve Survey miscommunication. 7 5 The main cause of misunderstanding is instructions +) When you start to learn English that are unclear / vary complicated. 6 The safest way to communicate is using simple asanere| piteenet eee English /natural, fluent English 4) Workin pairs. Discuss the questions. 3 How you ty 0 improve your English utside class? 1 What additional recommendation would you add to oe the reports? 2. How could each of the three incidents described at 4 Whatlanguage wairing youhad alteady? the start ofthe article be avoided? Seba ra Me a a ee ae > 8 What you find most ficult about miscommunication has caused a runway incursion Paar - Communicati hocabulary = C: Seon 6 Howotten _ you use English in your work? jp Tryto remember what verbs are used before the folowing nouns in the article. Then look back atthe text to check. SEE RESET nein: , 1m ‘a request give you? 2 clearance 39 response 8 Why you studying English? ar a message Be a mistake oF an insbuction 9 What ovel of English you be happy wit? Te. ‘callsign 8g. an instruction 10. What level of English you have for your job? 2 Workin pairs. Interview each other using the questionnaire, Speaking — English in aviation 5) Workin al groups. How far do you agree or cisagre withthe statements botow? Why! Wy not? 1. AFtench ATC speaking to a French pilot at a French airport doesn't need to know English 2 Its impossible to understand Americans ~ they don't speak plain English. 3. Pilots have been flying safely for years ~ they don't need to learn English, 4 F/T phraseology is enough to communicate with. 5 Allpilots and ATCs working with international traffic should have ICAO level 5. RUNWAY INCURSION | 9Section two - Airport layout fork in pairs. You are going to complete a map of JFK Airport. Student A look at the map on this page. Student B look at the map on p 107. Den look at each other's maps. ‘Student A Find out from Student B where the folowing buildings and features are. Mark them on your map. * the airport administration offices ‘+ customs offices ‘= the national weather service ‘= the postal service offices + ahelipad Describe the position ofthe buildings and features that Student B asks for. The prepositions in the box will be useful inthe centre of in behing tot next ‘opposite tothe north of parallel to fon the opposite sido of > &, we 10 RUNWAY INCURSION 2 @ 01,02,03 Listen to an ATC describing three hotspots’ at JFK. Which three areas (A-E) on diagram in 1 does she mention? 3 @01,02,03 Listen again and match each problem with one of the areas in activity 2 1. Outbound aircraft can easily cross a runway if they miss the taxiway. You can't see the runway you are taxiing to. Inbound traffic must turn right to avoid conflict You can have a long taxi f you turn left 4 Describe an airport you know, including the taxi cults for arriving and departing traffic. Are there any hotspots? Pronunciation -The ICAO alphabet 1. @ 04 Listen and write the letters in the correct column in the table according to their sess pattern, The first one has been done for you Chars a eee 00 00 00000 a 2 @ 04 Listen again and repe: 3. Work in pairs. Add the missing letters of the ICAO alphabet to the table, el the following iter ms for your partner to write down, * the town where you were born * your full name * your addressVocabulary ~ Prepositions Below is a controllers report of an incident in area C of the aerodrome. Complete the report with the missing prepositions, to at ahoad on towards into onto across Controller’s report (QE433 landed (1) runway 22R in marginal weather conditions. The crew were issued instructions to taxi (2) the runway (3) the apron on K and B (4) KA They taxied © K, but missed the sign and the runway holding position markings for 13R, and went © the active runway and (7) kA (on the oppasite side, At the same time, a 747 was taxiing (8) position on runway 13R @ the intersection with 8, the crew missed the arrow pointing right. It continued straight (19) nd taxied (11) the terminal (on A, QE433 finally came nose-to-nose with the outbound 747, Speaking — Sketching out an airport from via along 11 Work in pairs, Look at the aerodrome information. Design an aerodrome layout including runway and taxiway configuration and the taxi circuit. Mark these positions on your diagram: The holding position(s) in case of trattic conflict, Where ATC issue take-off clearance Where ATC issue clearance to taxi to apron Where ATC issue parking information 2 Compare your ideas with another pair, Where ATC issue runway-in-use information and taxi clearance Crane Prevailing wind: 230 Se eae Coreen UC Dae uteuta daca Ce) Ce PcG12 Caras 1. What is a runway incursion? 2 What can cause a runway incursion? ‘3 What can the aviation industry do to reduce the: ‘number of runway incursions? 2 @ 05 Listen to a dialogue between a tower controller and a pilot. Underline the correct word to complete the summary of the incident. In marginal / good weather conditions, an inbound outbound aircraft takes the incorrect taxiway and moves onto an active / inactive runway. Another aircraft lands /takes offin front ofthe aircraft, The tower controllortlls the crew to turn left/ stop. In the ‘end the plane follows / clears the runway. 3-05 Listen again and mark on the diagram: 1. The route the tower controller expects the plane to take. 2 The route the plane actually takes, 3. The position where the plane stops to wait for further instructions. 4 The position where the tower thinks the plane has stopped to wait for further instructions. RUNWAY INCURSION Pronunciation — Numbers 1 @ 06 Listen to the call signs. Correct any mistakes, 1 FREE 396 ageo2 cz310 Lage, Hys57 Mao 2 Work in pairs. Practise saying call signs. Student A, go to p 104, Student B, go to p 107. Vocabulary — Verbs describing actions and position Put these ground manoeuvres in the correet colurn ‘according to their speed in routine operations. ‘stand movesround approach turn push back head wait’ rollfortakeoft taxi queue touch down exit face no movement slow fast stand wove AroundFunctional English — Describing actions and position Look at these extracts from the dialogue, a 1'm facing Kilo. We are approaching Charlie on Kilo, There's somebody taking off! There ae signs showing the runways, Complete the description of the picture with the verbs from the Vocabulary section in the correct form, 1. There's a 767-200 touching down on runway 27R, 2 An A330 is turning let. Syne the far end of the same runway. 4 two aircraft towards the apron. 5 ASeab 340 — south. It __to cross runway 27L. 8 Onunway 27L a B777-300__ for take-off 7 An Embraer ERU-145, Into position. 8 Aller the Embraer, _ three more aircraft - {to depart on runway 271, 9 Afew service vehicles around on the apron. 10 Seven aircraft____at the gates. 11 Atruck —_ 747-400. 12 AnIL-96 its gate. Speaking 1. Work in pairs to complete your pictures of an airfield. Student A look at this page. Student B go to p 107. 4 2. Workin pairs. Discuss the questions ‘What factors increase the possibilty of hotspots? What can be done to reduce hotspots? ‘Are hotspots becoming more or less of a problem? Which airports have the most / fewest hotspots? RUNWAY INCURSION | 1314 Section four - Language development Question forms Functional English 1. Rearrange the words to make questions. 1 you / aviation / start / career / your f when / dd / in? 2. of aspect / your / do / most / you / job / enjoy / what? have / which / worked / you fat f airports? 4 hours / week / average / how /on / work J many / @/ you / usually do? 5 you did / problem / in / experience / when / last / English / communication / a? fe | you / attend / courses? how / to do / training / often / 7. language / much / will/ training / have / you / year / this / how? 8 long / did / how / to / your / do / job / train | you? 2 Answer the questions using full sentences. sxample T started my career in aviation five years ago. Describing actions and position 3. Look atthe diagram and complete the description of what the planes mentioned are doing, 1 Runa, ts gate, 2 CA193 the apron, an aircraft on runway 27, two aircraft at the gates. 5 ELA67 runway 27L. 6 The A330 position 7 Three aircraft for take-off on runway 27R, 8 e433 an intersection, 9 Anaircratt A. RUNWAY INCURSION4. Read this report ofthe incident shown in 3. Complete it with the words from the box. ‘came nose-te-nose continued straight ahead taxied along landed on taxi from carried on towards taxiing into went across Incident report (QE433 (1) __ runway 27L in fog. The tower issued instructions to (2) the runway to the apron on C and A via H. tt (3) _C, but at the intersection with H, the ‘crew missed the arrow pointing lett, and (4) ‘They then missed the sign for runway O9L, and (5) the active runway and onto B on the opposite side. At the same time, an AS30 was (6) ______ position on runway 27. QE438 (7) the terminal and @) with an outbound 747 on B. Vocabulary - Communication 11 Complete each sentence with a verb related to communi correct form 1. When the pilot r m__me. the instruction, {realized 2 Controllers should k ____ their instructions st 3. Hold short ofthe runway and w___ for furthe 4 Pilots can m____ complex instructions, so it's b them up. ‘The truck driver thought the tower had i__ crass the runway, 6 Whenr to an ATC trafic call-out, the pilot shoulel i his call sign 7. Ita controler m ‘a word, the pilot may not understand, 8 Itapilotg fan incorrect readback,r __ the instruction. clearance to Parts of an airport 2. Rearrange these letters to make features of an airport, 1 tootpsh ‘a point in an airport where there is danger of runway incursions. 2 awaxity 2 road that planes take to get to and from the runway 3. worar 2 symbol that shows you which way to go 4 stabl cenet a barrier that protects an area from the force of jet engines. 5 naggise letters, numbers and symbols that are positioned around an airport to show pilots where they are and which way to go 6 menavept krimsang lines and letters painted on the ground 7 nittercosent ‘a place where two runways, roads, etc. cross 8 altremin the main building at an airport RUNWAY INCURSION | 1516 Section one — Across the Pacific Australia =e New Zealand at particular pr ocean”? Work in pairs. Look at the map and photograph. ns could a pio Of this type of aircraft have on a long fight across an M the words below with the definitions a-t is able to fly without stopping ‘a map used for planning and marking a route © onthe way; on the line that your journey follows da piece of equipment that shows your direction you are traveling to 9 a position in spe ally on a fight p (0 use mathematics to find out something the longest time an aircraft line at an airoratt follows the pilots Read the text about the flight on the opposite page. L ute on the map, Lost4. Complete the pilot's flight plan. Read the text again and answer the questions. Flight plan a al etree fugit on Cakiand, Caforia uci pestmarion Australia 1 pone © (2) ——— a sraureprucntTme | (2) ————— ‘cmuisnsreeD eee a non co Paco Solo flight to SS . NorfolkIsland ~~ SESE In 1978, pilot Jay E. Prochnow ‘was a long and dangerous missi He planned his fight well. He ‘was working for an aieraft sales ‘Altera stopover in Hawai, departed Pago Pago at 0500, and ‘company in Oakland, California, | he completed the second leg of with 15 hours of daylight in front ‘An experienced civil and military | the journey on schedule, and ‘of him, he could make visual pilot, Prochnow was given the arrived on the Samoan island of | contact withthe fixes and his task of delivering a Cessna 188 | ‘Pago Pago without incident. The _| destination below him, single-handed from Oakland, pilot rested for one day before he ‘Using the NDBs, Prochnow to Australia, Because the fight | began the third eg ofthe trip, and | navigated successfully tothe fx of ‘covered thousands of miles over | he spent his time on the island —_| the island of Ono-I-Lau, almost ‘open ocean, the aircraft was preparing forthe long and tring | directly en route. Now his task fitted with extra fuel tanks forthe | flight ahead. The charts showed | was oily the remaining 850 nm journey. Apart from chartsand | distance of almost 1,5001nmto | of empty ocean to Norfolk Island compass, the only navigation | Norfolk Island. Prochnow ‘with no navigation aids a all ‘equipment he had wasan ADF_—_| calculated a flying time of 15 Now he flew by compass alone. for picking up the HF signals of | hours minimum, erusing at 110 kt | A few hours later he came into NDBs scattered across the tiny _| in good VFR conditions with a _| range of the Norfolk NDB, and he F islands of the Pacific Ocean. At | light wind. He decided to cary _| followed the heading indicated by 3 the time, this crossing was along | maximum fueland he filled the | the ADE. As he approached the ‘trip even for big ets, For a single- | tanks to give a total endurance of | ETA he looked carefully for the engine aircraft with one crew, this | 22 hours. island, but it wasn’t in sight. ‘Work in pairs, What tis can you think of for pilots planning to fly long-distance in a light aircraft? Make a list. Then compare with the other pairs. Functional English - Explaining abbreviations 1. Here are some common expressions for asking or saying what abbreviations mean. Do you know what these abbreviations stand for? What does NDB stand for? It stands for_ 5 ae What does ADF mean? What is VER short for? 2 Work in pairs, You are going to practise saying and explaining abbreviations. Student A go to p 104. Student B go to p 107. Lost | 17Section two - Finding Flight N45AC ey eer aT Trey) 3k atthe pictures of what hap Prochnaw story. Put ou peeee ee 5 ened next in the nem in the correct order. 2 @ 07,08,09 Listen and check your answers. 3 @ 07,08,09 Listen again and circle the correct answer. 1. Prochnow contacted ‘a other aircraft in the area b Auckland ATC for help, 2 Acommercial jet madk ‘a. radio contact b na 3 Both aircraft flew towards the sun to establish their a heading b position. aptain Votte tried to establish Prochnow’s exact position using Prochnow’s| a radio sign: © transponder. 4 5 They established the co-ordinates for a Prochnow Norfolk Island, 18) Lost ere Vocabulary ~ Co-ordinates 1 3 Listen again and complete the co-ordinates, Vette Turn towards the sun and report your heading Prochnew Wilco. My heading Is (1) Vette _NASAC. Sunset on Norfolk Island is 0730 zulu. That means you are (2) ‘and (3) of Norfolk Island. Vette ordinates are (4) ‘rom Norfolk Island, © 10 Listen and repeat these directions and co-ordinates, north south east west south-east north-west south-west north 27a 56°E30°S 170° 21E Work in pairs. Student A look at the next page, Student B look at p 108Sv gutta ‘ iscommunication pact oe if 0 ther questions to get more details. you didnt understand? ween controllers and picts? Note down your ideas. 2 Re ston Aviation Safety Investigation on tower-piot communications ch ur ideas from activity 1 ae included. or grou es) Peas cares, Sies_—_ssnler eae, Egutt “P as i qonccwobeet te runway Et idle weg fe s mo — le te OS Sou ba aot pon ; — vc in ane wd W hiddeu attache (ah ote He gD peasows by pu reustgiowns recent re miscommu of operator four areas ¢ 1. Requests from the pilot that the controller repeat the instructions 2. Misunderstandings by the plot that result in incorrect readbacks 3 Failure ofthe controller to recognize Incorrect readbacks 4 Either the controller or the pilot confusing the call sign Several factors increased the possibilty cof communication breakdown. The most important was the complexty ofthe instructions. The folowing instruction, for 8 | RUNWAY INCURSION | Bald short - ohh - Anaeem f Aweul sues " 2 Crreucsind) a whet, 1 Phe kuspirte Rens J, contains eight nation, or eight ‘munication 3890, Ground, give way fo the second Dornier inbound, then taxi runway 32 lft, intersection departure at Gut, ia outer, ha ie, Gut A lack of fluency in English can cause confusion both because of ‘mispronunciation and misunderstanding But foo much fluency in English can also be a dangerous ting! Any idiomatic language inappropriate plain English can cause rmisunderstandings. Also, instructions spoken too quickly can be very dificult to understand. ou ee et el ~The report made the following ‘acommendations for futher improvements, in ATC communications: Keep instructions short Listen to what a pilot reads back Speak slowly ‘When talking to pilots / controllers who don’t speak native English, break up the message into its individual ‘words by using short pauses Ask when not sure about a piece of information. ‘© Include the ful cll sign when giving ‘an instruction or reading back ‘© Wait for complete aircraft Identification following instructionsSection two - Flight control systems 11 Match the aircraft with the flight control systems, 1 fly-by-wire 2 mechanical 3. hydromechanical 2 Wotk in pairs. Discuss the questions What are the main differences between the systems above? 1 2 Which of the system experience of? Ira pilot has nen he takes final decision on controlling the aircrat. When the flight control system is completely automatic, the pilot's is reduced, 3. The points that a pilot cannot go past which are part ofthe flight control system are called Nny does Jean wat pinion about two plan What two aircraft are they talking Mehmet mentio and Colombia? Which plane does Mehmet think 26 | TECHNOLOGY5 @ 15 Liston again and underiine the correct information. Both aircraft use mechanical fly-by-wire / inteligent flight control systems. The Airbus gives final control tothe flight control system / pilot / fist oficer ‘tthe Habsheim airshow, the computer didn't allow the pilot to pull up /land correctly /retract the air brakes, In Columbia, a computer could have stopped the pilot ving too quickiy / keeping the speed brakes on / climbing, Functional English — Saying things another way 1. @ 15 Listen again and complete these sentences from the conversation. 1. Sorry Mehmet - can you just “thy-by- wire eas 7 2 limnot _______ mean by ‘an override function’ 3 In ______ the Airous computer doesn't allow pilots to do any thing dangerous. 4 So onan Airbus the computer has ultimate contro} 5 Can ‘an example? 6 And there are protections to prevent overspeed. it stops the pilot from going faster than is sate. 7 Toput ‘sometimes the aircraft should allow manual control 2 Work in pairs. Take turns to explain how to use @ communication system or gadget that you use regularly. \When your partner is speaking, ask for explanations as often as possible, Try to use language from 1. Vocabulary ~ Safety @ 15 Complete the expressions with the verbs from the box, then listen again and check. reduce stop do allow prevent Increase timit make 1 ‘anything dangerous 6 the plot's capabilty 2 salety 7 manual contol 3 the pt climbing 8 the pull-up capability 4 overspeed 9 an accident 5 it safer Pronunciation — /b /and /p / 1 @ 16 Listen to eight words. Write A or B, according to the word you hear. A 8 A 8B + ought port 5 lab lap 2 bat pat 6 peg beg 2 tp tap <7 stable staple 4 bet pat 8 ot pit 2 © 16 Listen again and repeat the words. 3. Take turns to read one word from each line. The person listening must say if they hear A or B. 4. Now practise these sentences. 1 Boeing and Airbus should use the best of both systems. 2. There are protections to stop overspeed. Speaking Work in groups, Discuss the questions. 1 Inyour opinion, is fly-by-wie safer than a conventional mechanical contro system? 2 Inffty years’ time, how do you think fight control systems will be different? TECHNOLOGY | 2728 Section three — Instrument blackout 1 Match the words to the picture. Writ upper ECAM (electronic centralized aircraft monitor) display 2 lower ECAM display 3 autopilot radio management panel (RMP) primary fight display (PFD) 6 secondary flight display speed, altitude and attitude display Work in groups. Explain the function of each item. Match the two halves of the sentences, 1 Let's reboot fare down, 2 We've lo power back. 3. OK, lets get the system back online 4 We have a system d. this out 5. The systemis the system, 6 Allthe fight displays f going again. 7 Let's check 9 isout. 8 The upper ECAM display h the autopilot. 9 We've got 1 failure TECHNOLOGY ae 1 Listen to a conver fan Air entences, tion from the flight deck ‘A319. Choose a, b or c to complete the There is a problem with the: a fuel system . electrical system © pressurization system, ‘The pilots solve the problem by: reading instructions on the ECAM s: breading instructions in the manual © getting help from maintenance on the ground. The pilots decide to: ‘a continue their origina © land immediately enter a holding pattern flight plan1 Why What 3. Why don't ATC resp ant the pilots see? the problem? is with? What ist blank laptop soreen battery tine (add detail) fine (add detail) yes (add detail) agree ‘Answer the questions, then listen again and check. uipment on the fight deck fails? o the mayday call? acy are the instructions? 5 How many instructions do the crew follow to so fork in pairs, Discuss the questions uipment at work do you have the most procedure when it Situation 1 B battery? cables? | switched on? L Complete the senten isten and check rom the dialogue. 1 Centre and them what's happening 2 the system 3 read the instruction Check it you delete it 4 What's the instruction? 5 First contact ATC so they know our situation, 1 @ 18 Listen to the first sentence again. Notice how the words that carry the main meaning have the most stress, Dne of you has a technical problem. ks at a troubleshooting guide on the ss you instructions over the phone. n the unit, and add as mar Work in pairs A colleague Internet, and gi Use exp details as you can. Situation 2 B ‘other person can't hear you overracko | tne (add detail) instruction tne 3 { (add detail) instruction fine 4 (add deta) | instruction 7 agree TECHNOLOGY | 29Section four - Language development Functional English - Expressing purpose 11 Match the beginnings and endings of the sentences. 1 Repeat the message stowly so that i 2 We had to dump some of our fuel in order to 3 Controlers and pilots use Datalink to 4 Investigations are carried out fr the purpose of 5. Research is being done with the aim of 6 A Datalink trial was done with a view to 7 The traning schools raising money withthe objective of They/re working on the old plane with the intention of 9 They switched off the fuel pumps so that 10 We went ta the conference for the purpose of Saying things another way 2 Rearrange the words to make sentences. 1 is do /mean / of | order / out fradar that / the / you? 2 clarity 11m {me /let / say /to/ trying f what 8 ‘unlawful interference do / mean / what / you? 6 an could /me explanation / give / you? 7 sure that /not /'m J understand 8 an/ give can/ example / me / you? 9 allow / computer / doesn't / ty i 10 another / have /it/ problem / put / serious /t0 / way J we /a Giving instructions 3. Match the verbs 1-10 with the words or phrases 2 aan emergency 2 contact, b again 3 declare © theECAM 49 the instructions 5 follow going 6 keep f descent 7 lock 9 ATC 8 request engine 1 9 shut down the cabin door 10 try | acomplete check 30 | TECHNOLOGY restoring itto tying condition having all aircraft use this technology in the near ha discovering ways to reduce aircraft noise. learning about the latest technologies, ‘expanding its student capacity land safely the engine didn't catch fire. avoiding similar incidents in the future. Ican understand, ‘communicate with each ther. / could / explain | just means / what / you? basically / continue / need / so / heading /to/ with / you / your / current, ‘manually / other / pilot / the / the /10 / words| | | Vocabulary - Communications 1 Complete the sentences with the words in the box. speak sequence voice understand text words send routine transmissions congestion ‘communications select pre-formatted responses give message repetition missed deliver Itis easier to itectly 10 a pilot rather than write @ Datalink allows pilots and ATCs to text messages for ‘communications. The problem with transmissions is that the speaker may be difficult to Datalink allows users to create messages using their own Datalink has the potential to make safe and fast and fo reduce Con the frequency, Datalink users just need to from a list of text messages. Datalink systems. messages between pilots and controllers. Itcan take time to match messages to when messages get out of if controllers Clear trafic instructions, it reduces the need for Using a Datalink system could help with the problem of voice Vocabulary from the unit 2 Complete the sentences with the verbs from the unit. afford allow avoid have help need permit required 1. Datalink exists to tomake communications more efficient. 2 Maintenance staf will to conform to the new safety requirements whether they lke itor not 3. Air traffic controllers and pilots are to undergo a mecical check-up every two years, 4 The officials told the airtine that they to improve their current safety record immediately, 5 Commercial plots are told to flying through miitary-controlled airspace 6 The airports agency simply can't to buy a second police service unit, 7. The on-board CCTV cameras the pilots to see if there is a problem in the cabin without leaving the cockpit, 8 The recent regulations all passengers to carry two items of hand luggage. 3. Complete the text with the verbs in the box. Use your dictionary to help you. adjusted allows developed display eliminate employ features focus needed rolieson simplifies utilizes ‘Aglass cockpit is an acraft cockpit that (1) electronic instrument displays 2 relatively recently, glass cockpits ‘are highly sought-after upgrades from traditional cockpits. Where a traditional cockpit (3) ‘numerous mechanical gauges to (4) information, a glass cockpit (5) several ‘computer displays that can be (6) to display tight information as (7) This (8) aircraft operation and navigation and (9) pilots to (10) ‘only on the most pertinent information. They are also highly popular with airline companies as they usually «ay the need to (12) a flight engineer. TECHNOLOGY | 31aes ANIMALS Section one - Wildlife on the ground | 1. Match the stories A-D withthe subjects. Which one is about an animal ‘Terbeha renenoied Mecsas sent by smugglers in Thailand. 5 Sete a Airport officials found the snakes, sadhana ‘worth about $75,000, in plastic 4 damaging an airfiel tyne aye handlers heard 2. Work in groups. Discuss the questions below bsthiy sociidss The banded rat snake is an expensive meal in some Asian countries Do you know of any other incidents involving wildlife loose in airports? Tell the group. What isthe most common problem involving wildlife at ground level at an airport you know? 3. Scan the report below to find what the following figures refer to, “mile the aircraft's distance from O'Hare 2 50 | i 33,000,000 Animals in the flight path Pepe Adnietton | so go wound patna yon er © preparing to land at OtLace 2quartermilefrom Oae withthe Imran ron aborted hs landing gear down when ty were lanelings after pilot spotted coyotes wamed. The pilot ofa fight anding ‘near the runway. The flights, operated ih Sra eee Unitedand American aitines, needed grass margins and seer eon ia fuss heres at Hare ne asmuchas50)b cancause ations damage ait In Octobe 205 4 IS passenger Beechcraft 900 wurboprop hica coyote on tke at he Ogteraben, aor, The noe gear lapsed ante Dline sided oop was declare toa ess according to FAs recone FAs epots of planes ing wilde wen up four times fom 1744 8 150 {© 7.136 in 2005 because thee are mr figs, more wide near apors aa 32 PATH ANIMALS IN THE FLIGHT B Cargo workers found 2,400 snakes bound for Hong Kong A Rabbits are damaging the runway ata Scottish airport. and aitport authorities ae ‘worried that the animals could make it dangerous for planes to land. Thousands of rabbits are ling in tunnels beneath the airfield and holes have appeared on the runway’ new surface. Fight crews chased a kangaroo after it escaped at Salt Lake City International Airport. Crews were unloading the kang when it broke out ofits cage and hopped across the concourse. During the chase, the kangaroo scratched an airport worker and ‘nipped up and hurt is nose. D American Airlines banned some dogs fom its planes after a pit bull terrier escaped from its cage. The crew of the Boeing 757 heard sounds from the carga hold then the plane's backup radio and some navigational equipment stopped ‘working. When ground crew opened the cargo hold doors, they found the dog h ‘damaged the holds bulkhead and door and chewed through wires as thick asa garden hose, ‘more report from pos. Inthe same period, 172 people were injured and dled in such incidents, which resulted $233 million in losses oyotes know how Ive in the urban environment, and while fewer covotes trapped, more are coming closer Wo ct to bunt rabbits and birds. The coyotes can be detected by sensors and CCTV a then often need scaring away by airport security workers in cars, But the best wap to keep coyotes away s to make sure tl the airports perimeter fences are secute so they can't dig under them. Aieplanes struck wildlife 66,392 times in USA from 1990 t0 2005, More than oF those incidents involved birds Strikes involving other animals were: house cats —11 198; alligators ~144 Read the text again and decide ifthe sentences are true or false. Write Tor F. Plots were warned about the animals 15 minutes betore landing at O'Hare. ‘A Beecheratt 1900 arriving at Ogdensburg airport collided with a coyote. Wildlife strikes went up 80% between 1990 and 2005. Airport workers drive at coyotes to scare them away. Wildlife svikes in the USA included some pets. Vocabulary ~ Security measures Maich the words with the features a-h, perimeter fence CCTV camera ‘grass margin bird scarer security worker bird of prey poison Functional English — Expressing necessity 1. Look back atthe text and complete these sentences. 1. The fights around. 2 The coyotes ... often away by airport workers in cars, We use need + to verb to say when itis necessary to do something. We can use need + verb -ing to talk about how to improve or fix something without saying who will do it 2. Workin pairs. Look at the vocabulary in the pictures. and explain why each thing is necessary. Use the language from 1 3 Work in groups, Discuss the questions. 1. What do pilots and ATCs need to do to prevent bird or animal strikes? 2. How could the airport you know best improve its prevention of wildlife strkes? ANIMALS IN THE FLIGHT PATH 33two - Animals on the loose forktit ruck 4 cage hinge 6 cargonet 2 Workin pairs. Discuss the questions 1. What animals are most often transported by air? 2 What problems can animals cause on cargo aircraft? 3 Listen tothe conversation betwoen pilot and ground crew, and answer the questions. 1 Whats the problem? 2 What happens in the end? 4 @ 19 Liston again and underine the correct information 1 The flight is inbound / outbound. 2 The cages are in he fore /aft hold. 3. The ground crew loading / loading on the ani 4 The plane is due to take off/ push back at 1305. 5. The pilot wants the ground crew to have a look /go back in the hold /lock and hinge / floor of the cage broke. The pilot wants to call secur 34 ANIMALS IN THE FLIGHT PATHFunctional English - Expressing preferences 1. Workin paits. Ty to complete these sentences from the dialogue. fa miss our slot. 21 know whats going on in there before make any decisions. 3. Thisis what! do. at put themselves in danger. 51 get some help with ths. 2 @ 20 Listen again and check, then listen again and repeat the sentences. Notice haw tois pronounced 3 Complete the sentences with the words in the box. like me to repeat prefer not todo tke to cut prefer people to speak like to give want to work ‘drather work want us to clean prefer to be wants to do WW for our national airing someday, aid long-haul fights, if possible 3rd based abroad. 4 Do you the windshield? sid down the number of hours work 6 We wouldn't advice until wo knew your position. 71 slowly and clearly 8 Nobody else but | enjoy them. 9 Would you 10 | work for a large airline, but | for a smaller one. night fights, that information? 4 Use these expressions to make true sentences about your current job. Then work in pairs to talk about what you have writen, I don't want to | wouldnt ke to Vd rater | want someone to Id preter to Vd.ike to Vd ike my employers 10 Pronunciation ~ Word endings @ 21 Liston and repeat the sentences, starting with the last word, Notice how the end of one word seems to join the beginning of the next 1. This is going to make us late 2 We've got a problem in the hold. 3. What do you think we should do? Functional English — Explaining unknown words 1 Here are examples from the dialogues when people explain what words mean The thing that holds the door onto the cage is broken We've got a cargo net for catching him. Hore are some more ways to describe an object. What thing are they describing? I's made of steel. its something for moving large quantities of goods I's used to transport goods overseas. This is something that helps companies operate worlwide. 2. Work in pairs. You are going to practise describing words. Student A, go to p 104, Student B, go to p 109, ANIMALS IN THE FLIGHT PATH | 35Section three - Bird strike uss what kinds of damage bird st 20 Listen to the recording and decide ifthe sentences are true or false, Wi Jane is hit by four birds, !a8e8 Power on engines two and three. € through the windshield clearly after the strike The pilot has dificulty turning left 1 4 3 Listen again and answer the questions. 1 Atwhat height does th plane stike the bir board! How much fuel is 1d immediately? plot intnd 10 take next? 1 tonto a sect fhe calogue again and complete these sitke! 6 one 4 jane tas 5 it 26 again and underline the sessed syabes 4. Workin pars. Practise he section of alogue, until you can dot wthout ooking at your 36 | ANIMALS IN THE FLIGHT PATHFunctional English — Saying intentions 1. ® 24 Listen to @ section of the recording again and complete the dialogue, c ‘S27H. Say (1) — PNF What are we (2) to do? Go around to the lett? PF Yes, | don't(3) to land with this much fuel on board. Turn left, dump fusl and get back down. PNF We're (4) make a left orbit ofthe airfield. S27. © 27H. Can you make right turns? PNF Negative, sir Right turns wil be very hard. I'd (5) totum jet, T __S27H, Understand you are unable to make right tus, Turn left at your (6) PNF Turning lett, heading 340. S27H. PF OK, we need to dump fuel as soon as possible. PNF We (7) to dump fue! to landing weight. S27H, 2. Complete the sentences with the words in the box. ‘g0ingto are going not planning planto yougoing toask 1 We to maintain 5.000 f. 2 intend contol to chase the geese off the runway, 31 have maintenance check the wings: 4 We arent dump fuel unt we're nearer the airport 5 Im to inform the passengers yet. 6 Are to activate emergency services? Speaking Work in pairs. Student A, you are the pilot of WindAlr 87. Student B, you are the ATC. Spend a few minutes thinking about what you are ‘going to say, then act out the dialogue. Then change roles. arc {Wain bas poss Tefight path Pitot Declare bird strike. Invent details ® . Fite coming from engine. rears Declare emergency? =e Go around to right left State fuel. Not land with | ~~ somuch. Dump. Sy A (OK, Dump and continue | right / left turn to runway TOC CRTSection four - Language development Functional English — Expressing necessity 1. Underline the correct form of the verb. 1 The cabin needs to clean / cleaning, 2 The controller needs fo get/ getting in contact with someone in the next sector The undercarriage of the Boeing 747 needs fo repair f repairing We need to change / changing the current radio frequency. The aircraft will need fo refuel! refueling on arrival at JFK, 6 Our technician needs fo come | coming and fix the radar. The landing gear needs fo check/ checking for any damage, The emergency services need to park / parking near the end of the runway, The windshield needs to replace / replacing as it has a big crack init 0 The trainee needs fo spend spending some time working in a different sector this week Expressing preferences 2. Express your preferences about the following things using the word in brackets, 1. work nights or days? (preter) 'd prefer to work days because 2 travel on an Airbus A3BO or an a Boeing 787 Dreamliner? (rather) 3. make voice transmissions or send text messages? (prefer) ‘work in a team or alone? (lke) ‘speak English or your own language at work? (wan!) 6 tly long distances or short distances? (rather) pilot a plane with or without passengers? (prefer) regular hours or shits? (nat want) deal with an unruly passenger or a sick passenger? (not ike) travel frst class or economy class? (rather) Explaining unknown words 3 Complete descriptions 1-10 with words from the box, and match each one to an object a4. remade “used made of something for something that thething usedfor usedtoareuseduseto 1 It's a strong synthetic fibre and foam, ‘a. control column 2 Its steering the plane flight stip 3 ts record fight data headsets 4 its helps controllers detect and track objects, 4d. Iifejacket 5 They of glass. © overhead locker 6 Its detecting a possible fre 1 radar 7 Its that cabin crew use to serve food and drinks 9 radio et to store luggage. h_ smoke alarm 9 I's what we communicate with air traffic controllers. trolley 10. They to help pilots and controllers to hear and speak easily windshield 38 | ANIMALS IN THE FLIGHT PATHSaying intentions and expectations 4 Rearrange the words to create sentences expressing intentions or expectations Vocal 1 Com bird poli 1 2 3 4 5 6 7 8 9 10 Vocabulary from the unit 2 Rear 1 range the letters to find the synonyms of words from the unit. elksrt tohit dejjnru hurt acellops tofall raelt towam ehlo crack beknor out of order aaddegm broken egiinnost intake accdehrst scraped rtbeu punctured assist / communication / Datalink Jin / intended Js / pilots / to airspace / clear / controller / plans / the / the / to aim / before / dump / fuel / landing / some / to / we 1300 / estimate fat / ETA / hours /1/ our ‘about / an | expect /hour /in /land | to / we ‘a/delay / going /'m /inform / of / passengers / to to /take / slot /off next / we're / available / in the / hoping ailne /an / company / every / has /intention [investigation /of/ starting /the at / depart / expected {fight / hours Js / 1800 {to / 245 attendants / flight / go / intend Jon / strike / the / to / tomorrow bulary — Security measures plete the sentences with the words from the box. scarer CCTV cameras metal detectors perimeter fence poison ice unit security worker sensor snifferdog traps A is used in airports to detect illegal items in people's luggage Every person boarding a flight must walk through A isa piece of equipment that reacts to physical changes such as heat, ight or movement, are sometimes used for catching animals near a runway A 's ob is to protect a building and / or its surroundings. A is a structure made of wire that surrounds an airport for securiy are placed around an airport to monitor what is happening, A ' Ole is to frighten birds from the aerodrome airspace. is often used to kill animals or birds found near a runway. Some airports have their own to deal with any crimes on location, ANIMALS IN THE FLIGHT PATH | 39UNIT 5 eee! Section one - Ultralight 1. Discuss in pairs. What's the smallest aircraft you have: * flown? flown in? © seen? | 2 Wine Lacie i Bor ofthe BENUELCHT Gomes How many blades does it have? How is it powered? How fast can it ly? How ist controlled? Do you n | 7 How long a | 3 Read the an The GEN: Hg isthe smallest co-axial right and performed a wide turn, He one-man helicopter in the world. It then straightened up and alternated sith handlebar) is equipped with miniature engines pitching up and down. Sensibly there of 125 cc (8 HP) and two rotors, each _were no steep dives, but a controlled with two blades. It can fly up to a descent tojust above the ground, After maximum altitude of 3,000 m at atop _a further series of flight manoeuvres, speed of 90 kmh (59 mph) for up to he hovered above the runway before 30 minutes. The rotors have a length throttling back and sinking gently to ‘of only 4m (118 inches),sono parking the ground. problems, | Because it falls into the ultralight The pilot controls the pitch, roll category, you don’t need to be a and yaw of the craft by means of licensed pilot to fly this machine. a handlebar, using weight-shift to Training is not a lengthy process, but change direction. Pushing the throttle you will need several sets of spare controls elimb. As you add rpm, the rotor blades. One pilot said that when fixed-pitch blades provide more he was teaching himself to fly he went lift. To move forward, you pull the through four sets of blades before handlebar toward you. You turn left he learned to control the helicopter cr right by flicking a yaw switch with without tipping over. your left thumb, which changes the rotation of the two upper blades. There are no worldwide standard definitions for ultralight aircraft. So | first saw the GEN-H4 flying at make sure you check the regulations the Newham Air Show, and it was in your own country before you buy. impressive in action. The pilot The GEN-Hg comesin kt form and can climbed to about 100 ft, rolled to the be assembled in 4o hours. e tplaneonthy yew 40, GRAVITYFunctional English - Explaining how something works. 1. Try to remember the missing words in these sentences from the article, then look back and check. 1 The pilot controls the pitch, roll and yaw of the craft a handlebar, \eight-shit to change direction, 2 the throtie controls climb. 3. Youtum left or right yaw switch with your left thumb, 2. Complete these sentences about basic control of a fixedewing aircraft using the words in the box. adjust by means ot by means ef bymoving by raising changes controls lowering move moving pushing turns Cockpit controls the control surfaces rods, ples and pulleys. 2 the control yoke left or right roll 3. You control the rudder pedals, 4 You the pitch the control column backwards or forwards. the left-hand pedal the aircraft to the right 6 Thepilot the pitch ofthe aircraft or the elevators, Vocabulary - Manoeuvring an aircraft 11 Work in pairs. Look at each of the bold words in the text (pitch, roll, ete.) ‘and use your hands to demonstrate them. 2. Take turns to-answer the questions about the GEN-H4. Listen to your partner's answers and say if you agree. What do you do by increasing the revs? How do you turn left? \What happens when you throttle back? How do you roll right? \What happens if you shift your weight too quickly when taking off? How do you adjust the pitch ofthe aircraft? What do you do by keeping the throttle open and not shiting your weight? 8 How do you land? 3. Tell your partner about the most unusual aircraft you've ever flown, or the most unusual vehicle you've ever driven or ridden in. How were its controls unusual? Speaking youps. Discuss the questions. Work in small g 1 What are the regulations for ulrlights in your country? Is itlegal to fly a GENHA? 2. Should pilots have to be qualified before they are allowed to use ultalights? 3 Whatare the advantages and disadvantages of fixed wing aircraft compared to rotary wing aircraft? 4. Would you like to fly a GEN H4? Why / Why not? CraaaicgSection two - Air race k in small groups. Discuss the questions, 1 What do you know about the Red Bull 2 How are the racing airerataitferent ventional aircrat 3 Describe the most amazing aerobatic manoeuvres you have seen (not necessarily in 2 @ 25 Listen to a radio interview with Brazilian world champion pilot Thiago Silva Gorbera. Number the manoeuvres 1-8 in the arder he describes them, 3. © 25 Listen again and write the names of the manoeuvres he describes next to the pictures. words you need are in the box (two words are not needed). inside hall barrel full outside death tall Cubs 4 @ 25 Listen again and answer the questions. Which is more important in an air race ~ speed or manoeuvres? What plane is Thiago tying? 4 How much does Thiago’s plane weigh? How many degrees do the contro! surfaces 4 ‘What happened to Thiago in the 2007 race? How is Thiago feeling about tod flect as @ minimum? 42 GRAVITYVocabulary — Units of measurement specifications Extra 3008 11 @ 26 Work in pairs. Discuss how you say these units hore a ae ‘of measurement. Then listen and repeat length a fom off km fim kt height os on om tb kg HP mim weight (unladen) 2. @ 27 Listen and complete the table with the wg ste specifications of Thiago’ aircraft. grating 7 engine 3. @ 28 Discuss with your partner how fo say these aa shesd VRE numbers in plain English. Then listen and repeat eis esi limb rate eae roll rate 3 6501 range Speaking You are going to exchange information about two more racing planes. Student A go to p 105. Student B go to p 109. Functional English - Comparing and contrasting 11 Workin pairs. Discuss what the missing word is in each sentence 1 The CAP 232 is longer the MX2, 2 The Extra 300s is, longest 3 The CAP 232is a heavier than the MX2, 4 The MX2is the powerful 5 The Extra 300s's range isnt as great the Mx2's, 2. Write two sentences comparing the racing planes using each of the adjectives in the box. heavy powerful tall ta 3. Work in pairs. Discuss the questions. Thy to use expressions from 1 1 Inyour opinion, what plane has revolutionized air travel? How is / was it different from other planes? 2. What is your favaurite type of plane? Why? 3 What is your favourite airport? Why? GRAVITY | 4344 Section three - Hydraulic loss 11 Work in small groups, Discuss the questions. 1 What problems can hydraulic failure cause for: a. aitbome aircratt? b_ airtraffic control? Is hydraulic failure common? Why / Wry not? Do you know of any incidents or accidents related to hydraulic problems? Make a list ofthe parts of an aircraft that can be affected by hydraulic failure 2 © 29 Listen tothe first part of a conversation between a pilot and an approach controller Does the pilot mention any ofthe parts you listed? 3 Underline the corr words to complete the controller's summary of the situatio Executive 86 has (1) no /low pressure in their hydraulic system. Itis dificult for the crew to control the (2) yaw / bank and the pitch of the aircraft. They can only make (3) small/big uns and they are using (4) asymmetrical thrust /the control surfaces to turn. They would like to try and fly (6) west /eastof the airpor for a (6) short/long final 4 @ 30 Tick (¥) the thin 8 yOu think will happen. Add two mare. Then listen and check your answers. The crew wil. execute a missed approach be forced to aitch the aircraft ina field ‘adopt landing configuration to control speed and height ‘The controller will. give the crew vectors to the runway ‘ask the pilot to switch frequency to the tower cont 5. @ 31 Listen tothe final exchange between the pilot and the controler What happened to Executive 56 in the end? GRAVITYFunctional English — Expressing difficulty and offering help ® 32 Work in pairs, Try to remember some of the words and expressions that complete the sentences from the conversation, Then listen and complete the sentences. 1 Were controling the attitude. 2 Its establish level flight 3 dustttell me and for you 4 Were keep it straight and level 5 emergency assistance at the far end of the runway? 6 line you up with the end of the runway right now? 7 We'e really follow a heading 8 Is you need? Pronunciation Tonic stress 1. @ 32 In Unit 3 we looked at how the words that carry most meaning in a sentence are stressed. In ‘addition, the word that the speaker thinks is the most important carries even stronger emphasis than the others, Listen to how the intonation rises on the word attitude in the sentence. Were having rxbl cooing toe 2. @ 22 Work in pairs. In sentences 2-8 of Functional English discuss which word or part of a word you think shoul carry the most svess, anda. Then listen to the sentences again 3. © 32 Listen and repeat the sentences. Then, with a partner, practise saying the sentences, concentrating on making your intonation rise on the most important word. Listen carefully and give feedback on your partner’ pronunciation. Speaking — Helping a pilot in difficulty 1. Work in pairs. For each station, decide what things the plot having cificty with, and what help the ar trafic controler could offer. Then roleplay the situations, using expressions from the unit pilot having difficulty with help offered by ATC 1. Aight aircraft has landed in ‘marginal weather and skidded off the runway onto the field 2 Ahelicopter has total hydraulic failure. 2. Change partners and roleplay the situations again, GRAVITY | 45Section four - Language development 11 Underline the corre A pilot is able to steer a plane by moa of by fight controls, Controllers are able to observe the progress ofa fight through / with the use of dar. The second level in the Airbus A380 is accessed by the way of by way ofa curving set of stairs. Pilots keep unwanted passengers out of the cockpit by / with the use of lacking the door. The Boeing 747 is powered by way of! by four engines. With the help of By an escape chute, passengers and crew are able to evacuate the aircraft quickly. Flight safety is maintained through / using regular maintenance checks. ‘Aerodrome controllers are able to see aircraft clearly by way of with the helo of binoculars. You climb and descend using / through the throttle controls, 10 The pre: ft wings is reduced through by means of de-icing chemicals. small —> smaller easy —> easier important —> more important far —> farther /furthe 2 Change adjectives 1-10 to comparatives. bad 6 short quick 7 windy 3 fast ® serious 4 good 9 t 5 busy 10. urgent 3 Complete the sentences using the words in the box. Not all the words are needed. certhan "more" mostimporiant_much heavier "”powerul ae Steel is than aluminium, 2 The Airbus Aa20 is as the Boeing 747 An Aious A320 is Concorde, French ATCs are as controllers in Germany The function ofan air traffic controler isto ensure the safe separation of air trafic. The Airbus A320 can am passengers as the Booing 747. jumbo jt is able to fly alight aircraft ptain Emery flew miles than Captain Robert st yoar. 4 Complete the sentences by putting the adjective in the comparative form. Heathrow is much pusy) than London's other airports 2. They are making the airport (big) to accommodate increased traf Air travel was a lot (expensive) a few years ago, 4 Airtatfic control systems are getting (safe) all the time, 5 Modern planes are (uel efficient) than planes thirty years ago. 6 The flight was (long) than usual because there was a strong headiwind. 46 | GRAVITYSection four - Language development Functional English - Explaining how something works 1. Underline the correct optio 1 Apilotis able to steer a plane by means of by fight controls, Controliers are able to observe the progress ofa fight through | with the use of rade. The second level in the Airbus A380 Is accessed by the way of] by way of a curving set of stairs, Pilots keep unwanted passengers out of the cockpit by/ with the use of locking the door. ‘The Boeing 747 is powered by way of by four engines, With the help of By an escape chute, passengers and orew are able to evacuate the airratt quickly Flight safety is maintained through / using regular maintenance checks. Aerodrome controllers are able to see aircraft clearly by way of! withthe help of binoculars, You climb and descend using through the throttle control, ‘The presence of ice on aifcraft wings is reduced through / by means of de ing chemicals. paring and contrasting small —> smaller easy —> easier important —> more important far —> farther / further 2. Change adjectives 1-10 ta comparatives. 1 bad 6 short 2 quick 7 windy 3 fast 8 serious 4 good 9 tal 5 busy 10. urgent 3. Complete the sentences using the words in the box. Not all the words are needed. abit alotmore as good asmany farther than fewer Tonger than more mostimportant much heavier powerful as 1. Steel is than aluminium, 2 The Airbus A320 is as the Bosing 747, 3. An Albus A380 is Concorde, 4. French ATCs are a8 controllers in Germany, 5 The function of an air tratfic controller is to ensure the safe separation of air tratfic 6 The Airbus A320 can carry passengers as the Bosing 747. 7 Ajumbo jet is able to tly a light aircraft 8 Captain Emery flew miles than Captain Roberts last year 4 Complete the sentences by putting the adjective in the comparative form. 1. Heathrow is much (busy) than London's ather airports 2. They ate making the airport (big) to accommodate increased trttic, 3 Airtravel was a lot (expensive) a few years ago. 4. Air trafic control systems are getting (safe) all the time. 5 Modern planes are (fuel-efficient) than planes thirty years ago. 6 Theflight was (long) than usual because there was a strong headwind, 46 GRAVITYExpressing difficulty and offering assistance 5 Rearrange the words to make complete sentences. having /'m fis plot / saying / the / wouble understanding / what background / because / ficult /hear its / noise /of | the /to/ you control / fighting / plane | the J to / we're air/in increase / keep J struggling / wih /the /they' / to /trattic / up assistance J you / emergency / lke J would ? anything /is [need {else / there / you? and /for | get/'l/it !need / me / tell / what / you / you Vocabulary - Manoeuvring an aircraft 11 Match the beginnings with the endings to make sentences. forward on the stick the helipad before landing. the throttle controls to climb. pitched up into a circle. several hundred feet. tipping over. by rotating 360°. 180° to a nose-down, lose attitude, alot of taining and skil 1 The pilot flew inside a loop and 2 He did a full oll 8 And then they yaw 4 They lost control and started to 5 Acrobatic manoeuvres involve q 6 You start a dive by pushing 7 They increased power and climbed 8 He eventually learnt to control the helicopter without 9 Ina GEN-H4 you twist 10 The helicopter hovered above Vocabulary from the unit 2 Rearrange the letters in the words from the unit to complete the definitions. An aeroplane is a defixeginw aircraft ‘Aolicopter is an example of aorrty-igwn aircraft. ‘A gahn-edgilris a simple aircraft with no engine that you lie underneath and control by shifting your weight A lergid isa light plane with no engine. ‘Awto ekrtu or tug is a vehicle used to taxi aireratt If something is aegikin, liquid or gas is coming out of it through a hole. GRAVITY | 47 —rae) HEAL bandage defibrilator___EpiPen plaster Insulin pen splint 2. Match each of the events or injures with medical equipment that treats it a severe allergic reaction pisode 1 4 alimb fracture a severe astima attack us head injury a heart attack 6 3. Road the article, Match the sections A-E to events 1-7. ‘Some sections may match more than Label the first-aid kit with the words from the box. a innater we event . Qa Is there a doctor on board? A 48 ‘You're midway through a routine fight, when suddenly a passenger collapses clutching his chest and strugaing to breathe. This is one of the situations that cabin crew are trained to deal with, and aircraft are equipped for. So what are some of the mest common medical cemergencies? This event ~a heart attack isthe leading cause of in-ighe death, and the leading medical cause of diversions. ‘Medical kits include aspirin and a vasodilator spray to keep the blood flowing when there is chest pain. In case of eardiac arrest, cabin crew are HEALTH PR, while many airlines brillators to restart, trained to give now also carry de the heart, Cardiae monitors are used increasingly so that data can be transmitted to medical advisors on the ground, ‘large number of diversions are caused by injuries to passengers. tems falling from the ovethead storage bins are a ‘common cause of head injury, while ‘unexpected turbulence can easily result in broken bones, First kits are ‘equipped with splints and bandages to stabilize imbs, a well as plasters for © Asthma is @ common condition daca E Most medical kits contain glucose aa be life-threatening, especially whent sufferers inhaler i in the baggage tl In addition to oxygen, bronchodito and adrenaline are kept in order ‘open up the airways. Dangerous breathing problems can also result from severe alleric reaction, which worries airlines 80 ruich that some no longer serve peanuts, Most carry EpiPens, as wel antihistamine and adrenaline to pre anaphylactic shock glucagon injections to teat passengd soho sufler hypoglycaemic episodes The disruption of regular eating hail can lead to a dangerous drop in bool sugar level4 Read the article again and answer the questions, What event causes most deaths on board planes? What are the two main causes of injury? ‘When can asthma be especially dangerous on fights? ‘What have some airlines done to prevent dangerous allergic reactions? Why do diabetics sometimes have problems when flying? 5. Work in pairs. Discuss the questions. 1. Have you received training to deal with medical emergencies? What were the most important things you learned? 2. Have you ever witnessed a medical emergency in your job? What happened? Functional English - Expressing cause and effect ‘Try to remember the words and expressions from the article, then look back to check 1 Thisis the of in-flight death, 2. Alarge number of diversions are injuries to passengers, 3. Unexpected turbulence can easily broken bones. 4 Dangerous breathing problems can also sovere allergic reaction 5. The disruption of regular eating habits can ‘a dangerous drop in blood sugar levels, Vocabulary ~ Medical emergencies Match the words in bold in the text with a definition below. the tubes in the body that we breathe through a sudden attack of an illness 2a ‘a box containing emergency medical supplies the arms and legs 5 ‘a machine for checking how well the heart is working ‘a sudden and extremely dangerous allergic reaction the sudden stopping of the heart a small measure of medicine for putting into the body through aneedie Speaking — Saving the life of your airline 11 Read the situation ‘You work for a small airiine which has had to make a record ‘number of diversions due to medical emergencies in the past year. As a result, itis in serious financial trouble, and it must avoid any more diversions. It has offered a prize for the best suggestions to help it achieve this. Work in pairs. Think of five inexpensive measures itcan take to achieve this. Write down your ideas a five action points. Be creative! 2. Share your ideas with the group, Vote on the five ‘most original HEALTH | 49Section two — Stressed? 1 Matchthe adjectives with their definitions. 1 rundown a extremely ted 2 stressed b abit depressed 3. overworked © feeling under pressure 4 exhausted d__ anxious about something 5 worried fe having to work more than you 6 iritabie are able to 7 down {unable to concentrate 8 unfocused unhealthy because of too ite sleep and too much work h easily annoyed 2 Choose three of the adjectives. Tell your part time your work made you feel lke that. er about thel cause someone stress in their ie 3 Make a list of things that can 4 @ 33 Listen to part of a workshop on ‘Dealing with stress, ‘and tick (V) the reasons you listed that are mentioned. 5 @ 33 Liston again and note down the ways for dealing wil stress that people suggest 6 Work in pairs. Discuss the questions 1. Does stress often affect people in your job? Why / Why 2 What tells you that a colleague is becoming stressed? 3 What can an employer do to reduce stress in its empl Functional English — Making suggestions and giving advice 1 @ 33 Work in pairs. Try and remember the words and expressions from the workshop, ‘Then listen again and check 1 identity the sources of stress. 2 Some experts keeping a diary 3 You ‘ty and take holidays from work regularly 4 think to talk to friend about your problems and feelings. 5 you {get professional help on how to deal with it 6 Forme, the dealing with stress is to make sure you exercise, eat and sleep well 7. And if you cant sleep at al, wel, then. see your doctor. 8 is to try and make mare time for those things you enjoy. ot fa stressed friend or colleague to try some stress-reducing techniques 2. Complete these sentences giving advice about minimizing the effects of jet lag using the words in the box. advise canhelp _maywant shouldn't suggest suggest try and 1 You take a nap when you artive. zal you drink plenty of water before, during and after the fight, E take a melatonin supplement when you arrive 4 You to keep to your home schedule on a shor trip. 51 scheduling important meetings to times that correspond to waking times at home. 6 7 Avoid light at times when it would be dark at home. I would You fo avoid heavy meals at a time when you would have a light meal at home. 50 | HEALTHPronunciation - Consonant clusters 1 1 @ 934 Words beginning with more than one consonant can cause misunderstandings. Listen and repeat these words from the workshop, stress pressure spending flaps flight breakdown specific plans. 2 @ 35 Rearrange the words to form sentences, Then listen and check your answers. Practise saying the sentences with the recording 1. stil we're / to get slot /a / struggling 2 light brake / the / blinking /is. 3. enough! drive / on / to fis / runway [the / dry ? 4 need / are / frozen / and / flaps / freeing / the 5 the /wipe / grease / the /1'l/ glass / off 6 tried /10/ Ive / the / fixed / twice / trouble 7. threat / country / throughout /of / there's / strikes / a /the | Speaking - Giving advice 1 Work with a partner who does the same job as you. As an experienced worker, you have been asked to Prepare a short talk on ‘Minimizing stress’ for people just starting their career. Identify the times when they can expect to feel stressed, and prepare a number of tips to help them deal with this, 2. Form small groups. Give your tak to the group. HEALTH | 54 sol llSection three — Medical emergency @ 36 Listen to the dialogue and answer the questions, 1 Who do the flight crew contact and speak to? 2. Why do they speak to these people? 3. What activity caused the passenger’ ilhess? 36 Listen again and underline the correct information. The sick passenger is Belgian / Egyptia The fight is on its way fo / departing from Egypt The sick passenger is about 19/29 years old. ‘The sick passenger is sitting atthe front / back ofthe p He has been on holiday /@ business rip for five / ten days. The fight’ planned destination is France / somewhere on the Red Sea ‘The fight has been airborne for 50 / 1S minutes, ‘The medical advisor tells the captain to return fo the airport / desce’ immediately g eV OH AON= \What aro the passenger's symptoms? Listen again and tick (¥) the symptoms you hear trouble breathing shaking very pale in great pain coughing blood sweating 1 vomiting losing consciousness Functional English — Giving and asking for updates 1. @ 57 The crew update the medical advisor withthe latest news of the situation, ‘Work in pairs. Ty to remember the missing words, then listen and check. We moved the other passengers away’ removed his seat belt? We found anything else eaten or drunk anything? 1 looked in his hand luggage. 2. Discuss the questions. 1 What tense is used in these sentences. 2. How is it formed? 3 Complete the dialogue using the expressions in the box Wve already done has{allen ‘Scut haven'ttaken ityet ‘lost hasn't stopped yet _'s just regained Captain Alaptop (1) ‘on an elderly female passenger. She (2) her head very badly. She (3) jousness Medical advisor Has the bleeding stopped? Captain No, it (4) Medical advisor You need to put a bandage on i We (5) that. Its stil Bleeding though How's her pulse? Captain We (6) ‘Ah—she (7) consciousness. Medical advisor That's good. You can give her oxygen if necessary. 52) HEALTHPronunciation ~ Intonation of lists 1 @ 38 Listen to the sentence from the dialogue and notice the intonation, po , a He's having difficulty breathing, he’s shaking badly and his eyes are shut 2. Draw an arrow 71 or 1 to show where the intonation rises and falls inthe following lists. Nausea, dizziness, losing consciousness and sweating. 2. She's trembling, coughing and crying, Lie the passenger down, put him in recovery position and call MedLink. 3 @ 39 Listen and check your answers, then listen and repeat. Speaking 1. Work in pairs. For each of the medical problems below, share your knowledge to write a list of three symptoms you would expect someone to have. Then, write a lst of actions that should be taken to help the person, 2. Change partners. Roleplay the situations, inventing details where necessary. Take turns to be the captain and the medical advisor. | severe allergic reaction symptoms Pilot Identify yourself and state problem _ HEALTH | 53Section four - Language development Functional English - Expressing cause and effect 1. Complete sentences 1-10 with the prepositions from the box. from in by of to 1 Anepileptic ft is caused a sudden burst of excess electrical activity in the brain 2. Excessive alcohol consumption isthe leading cause —aierage. 3. Poor judgement by the pilot almost resulted = fatal incident. Several fights have been diverted as a result storms For controllers and pilots, lack of sleep can lead errors. Aviation accidents are often caused human error. Better training or flight crew resulted __ fewer passenger fatalities The leading cause flight delays is poor air traffic management. Better fight safely has resulted __ improvements in technology. Making suggestions and giving advice 2 Underline the correct option 1 You won't be able to board the plane, sir. Please try fo calm down | calming down. You should take / taking a thick coat and a hat, because Moscow is cold! She was advised to go / going to passport control immediately. Due to the reported severe turbulence, they suggested 10 follow | folowing a revised flight path. To avoid deep vein thrombosis, it can help to walk / walking around the cabin during the fight The passenger had a very bad headache, so the fight attendant suggested take / taking an aspirin. Is a good idea fo go/ going through the passenger's belongings to see if they are taking any medication. ‘A good way of stabilize / stabilizing a broken limb is to use a splint. ‘You may want to move / moving the patient to the rear ofthe plane, away from the other passengers. Try giving /to give the passenger an aspirin - that may relieve his chest pain. Giving and asking for updates 3. Rearrange the words to make complete sentences, stopped /he / yet /has f vomiting ? 2 any / began / have / idea / symptoms / the / when / you ? and {blood / fallen /has / pre sure /he /his | looks / pale / very 4 already /10/I've/ MedLink / spoken 5 into /Ive /just/ recovery / passenger / position / put the / the 6 yet / bleeding the / stopped / hasn't 7 and {cut /has / head /his / immediately / needs / passenger / the / weating 8 has / consciousness / the / regained / just / passenger 54) HEALTH—— Vocabulary - Medical emergencies 11 Match the emergencies 1-7 with their synonyms a-g. 1 an allergic reaction broken bone 2 adiabetic episode b_ eatly labour 3 airrage © hypoglycaemic episode 4. an asthma attack cardiac arrest 5 afracture © an agitated or violent passenger 6 promature childbirth breathing problems 7 aheart attack 9. anaphylactic shock 2. Complete the sentences with an item from each box. ‘give openup stabilize inject struggling go restart, fairways labour mb CPR breathe insulin heart Inthe case of a broken leg, the frst thing to do is Stabilize the im 1 2 Women in ate pregnancy are discouraged from flying in case they into 3. Diabetics have to themselves with to control their blood sugar levels. 4. Cabin crew are trained to In case of a heart attack. 5 A dafibrilator can be used to the itt stops beating. 6 Asthma sufferers can carry an inhaler to the if they have an attack. 7 An oxygen mask will help a passenger who is _ to 3. Complete the sentences 1-10 with the words from the box. ‘adrenaline antihistamine aspirin bandage CPR defibrillator EpiPen inhaler plaster splint 1 An) is a long thin piece of cloth that you wrap around an injured part of your body. 2 Cabin crew are tained to give incase of cardiac arrest. A(n) sa plece of metal, plastic, or wood that is put next to a broken bone in order to hold iin place. {thin piece of cloth or plastic that sticks to your skin to cover a cutis called a(n) 5 An) Is often used by asthma sufferers. 6 is a drug that cures minor pain or that is used to improve the blood flow: when a patient complains of chest pain. 7 eee are administered using an ccan be used to prevent anaphylactic shock. 8 An) is a machine that gives an electric shock to a patient to restore: normal heart rhythm, Pre56 1. Work in pairs. Discuss the questions Section one - Fire risk 1 What do you think is the most common cause of fires on board planes? 2 What inci 3 2_ You are going to read dangero Aviation Authority, Read th in which inci 1 was fre started by metal touching metal? 2. did someone try to illegally ship explosive powder? did the mover e aircraft cause a fire he hold did an explosion in 8 did a passenger 2 On artving atthe destination, one passengers bag had smoke coming out fit, A check by the aifine reveaied that € cigarette lighter had ignited and burned some of the clothing, ‘An aircraft crashed due to a flammable liquid — possibly perfume — leaking in a passengers stowed baggage. Anigition source set ight tothe liquid, causing an explosion, A courier dvr anived at a freight-forwarder's premises and asked to pick up a large orate which contained ‘an explosive material inthe form of a black powder. The owner knew it was prohibited, and was already in trouble with the police for collating a briefoase full of freworks from the airport two ays earlier Ry bday FIRE stories, and match each i id leakage cause a dangerous chemi 5 was afire discovered after landing? ta fre? sse 2 plane to crash? Ady, a ents caused by fre have you heard about? nat wraining have you received for deal with fires? reports from the Australian ident witha story. Writ Federal police were called to a baggage carousel at an international airport check an unclaimed bag, An inspection ofthe contents revealed a fre extinguisher and a packet of sandwiches, Iwas finally discovered that a passenger had aocidentaly taken a tax divers bag {om the car and didn’t natice that he checked in an adltonal bag, A shipper consigned a well battery, undeclared as dangerous goods, Before consignment he emptied the acid ‘ut ofthe batter. But he also placed ‘a brake cable inthe same package. (On arval of the aircraft, smoke from the package set off a smoke detector because the brake cable had caused a short circuit of the terminals Ina cargo hangar, a container ignited. (ne item of cargo inthe container was an orygen generator, undeclared as «dangerous goods. These devices produce ‘oxygen by chemical reaction, which creates significant heat suitcase. Investigation revealed ‘Quantity of matches hac ignited vibration inthe hod3. Decide if the sentences are true or false. Write Tor F. Then read the text again to check Inincident A, the cigarette lighter caught fire first, Inincident B, a spark may have set the perfume alight. In incident C, the courier driver had fireworks in his truck In incident D, the passenger was a taxi driver. In incident E, the shipper hadn't taken any precautions, In incident F, heat from the aircraft ignited oxygen. In incident G, the goods were incorrectly loaded in the hold. In incident H, ground staff immediately knew the cause of the fire. Vocabulary — collocations related to fire "Match a word on the left with a word on the right to make collocations from the incident reports, 1 cigarette a circuit 2 fire reaction 3. corrosive © liquid 4 ignition extinguisher 5 chemical © solids 6 smoke 1 lighter 7 flammable g source 8 dangerous h material 9 explosive i goods 40. short | detector Functional English — Obligation, prohibition and permission 11 @ 01 Listen to.a spokeswoman from the Australian CAA commenting on the dangerous goods reports. Inderline the correct information Many / Not many passengers fly with dangerous ‘goods by mistake. 2. Cortectly-declared goods cause hardly any / most fires, 3. Airport stat should possibly be better trained in dealing with fies / dangerous goods. 2 ®t Listen again and complete the sentences. 1. Most passengers know what they and bering ito an airport. 2 I's obvious that you bring anything explasive on board 3. Although some people sil try, even when they know its 4 The owner ofthe black power knew he wasnt transpor it without declaring it as dangerous goods. 5 You declare dangerous goods or you are 6 Its dificult to understand, for example, how someone chemical solutions and corrosive solids on board. Speaking \Work in pairs. You are going to roleplay a customs official explaining rules about prohibited goods to a passenger. Student A look at p 105. Student B look at p 108. FIRE | 57aad Section two - Smoke-jumper | 1) Below are some words and phrases for describing fires, Put each one into the correct column, ‘spread contain afre extinguish a tire fonfire ignite put outa fire ! goout bun spray fire-retardant liquid cmouleee catch fire explode start continue stop set something on fire | 2 Workin pats. Look athe pictues. Tel he sy. Us he worden oxoee 3 Work in pairs. Look at the photographs ! the aerial fire se ervice in action at the top of the page. Discuss the questions, 1 Inwhat type of environment would they be neet 2 How de ey tackle fires ftom the air and on the grou ® 02 Listen to a radio feature about an aerial fire service What are the jobs of the three people Who talk to the radio pri 58 | FIRE5 @ 02 Listen again and undortine the correct information, 1. This aerial fire service operates in Mongolia / Siberia, 2. Wild fires are usually caused by natural phenomena / human activity. 3. Wild fires start because the forest is dry / people are careless. 4 Summer /Autumnis the busiest time of year 5 Inorder to make a safe drop, the pilot sometimes has to make two or three circuits / must keep upwind of the fire, 6 For the smoke-jumper. extinguishing the fire / finding a way out of the forests the most dificult thing, Functional English - Orders and requests 1 @ 03 Complete the sentences from the radio feature, then listen and check. your full kit 4 us how fires are caused? for inspection 5 ‘about your work on the ground? yourworktous? «Jumpers, talk! ready ... drop zone! 2 Work in pairs. Discuss the questions. 4. Which sentences sound polite? Why? 2. Would you use similar expressions and intonation in your language to make a polite request? 3. @ 03 Listen again and repeat the sentences. 4. We often use getin place of verbs of mavernent in orders. Make the folowing polite requests into orders with get Could you exit the runway, please? Get off the runway! Would you bring me some water, please? Could you mave away from the aircraft, please? Could you leave the aircraft as quickly as possible? Can you find a fire extinguisher, please? \Would you put on your mask, please? 5 Work in groups. One student make a series of orders and polite requests in the same way. Other students obey polite requests, but not orders: Speaking Work in pairs. Discuss the questions, 1 Do you have an aerial firefighting service in your country? Why / Why not? 2. Would you like to work in aerial firefighting operations? Why / Why not? FIRE | 5960 Section three - On-board fire 1 Compete the sentences with the verbs below. come loose _setolf reset overheated trips short-circuit overloaded 1 The fan has — there's smoke coming from it 2 If anyone smokes inthe toilet, it will the smoke detector. 3. This outlet is 80 We need to unplug a couple of things, 4 Some wiring has and needs securing in place. 5 Water has got into the wires and caused the system to 6 Ifthe circuit-breaker you need to it 2 Work in small groups. When a fire is discovered during a fight, i it more important to fight the fire or land the plane? Why? 3 @ 04,0506 Listen to intra-cockpit and radio-telephony communications from a 8747 in the cruise phase of flight. Tick (¥) the things that the crew do. put on their oxygen masks inform ai trafic contro! about the problem investigate the cause ofthe fire try to extinguish the fre make an announcement fo passengers initiate an emergency descent 4 04,05,06 Listen again and answer the questions. How do the crew first realize there is a problem? What does the pilot think the cause could be? Where is the smell coming from? How do they deal with the passengers who feel uncomfortable? 5 What two possible causes does the cabin crew manager mention? 6 What equipment does the cabin crew manager put on before investigating again? Pronunciation — /\/ and /r/ 1. @ 07 Listen to six words, Write A or B, according 3 Work in pairs, Take turns to read one word from ead tothe word you hear. line. The person listening must say i they hear A orl A 5 4. Now practise these sentences 1 tight light eae 1 Therght ight broken, ae eae 2. Werhad a fight when the fight land havi do NOeae 3. Thetlame came ram the ar fame, eee 4 The pot ying took a wrong tun ee emai 5 Theyil ransport the load by road 6 Allsystems must be upgraded or replaced 2 @ 07 Listen again and repeat the words. 7 Iwas glad to arrive alive. Fle the report onthe fre FIREFunctional English — Identifying and responding to problems Complete the extracts from the dialogue with the words below. Then listen and check, 1 @ os happened ilty what overated Vilask problem where's tipped PF) was that? Ths isn ight \ PNE What's (2) 2 F PF Tivee circu breakers have (3) They‘ showing a (4) 4 PNF (5) the problem? PF none of the washrooms. Maybe the fan (6) PNF (7) the cabin crew manager o look int i PF 8) and reset he ckcultbreakers 2 B06 wouble why smoke's haveto cant inllating ec 1M get beck there. PNE (2) not? cme) too heavy. PNF Avo the passengers OK? c People are starting to have (4) PNF We (5) 0 down, PF 6) an emergency de A Speakin: i Peery, Say there is a B 5 the two dialogues in the Functional English section, Complete the boxes with the appropriate statement. The first one has been done for you. kK Say what the problem is, Announce action (x2) a : Request clarification Say theres problem a —_ Request fur clrification Give more information 2. Work in pairs. Use the prompts to make dialogues based on the flow chart pattern. Invent your own details. ‘There is a smell of burning plastic in the galley The floor in business class feels hot ‘There are sparks under the instrument panel. ‘There is smoke coming from a bag in an overhead locker FIRE | 61Section four - Language development Functional English — Obligation, prohibition and permission 11 Complete the sentences with the words and phrases in the box, In some cases, more than one answer is possible. breaking the law can andcan't haveto illegal let mustn't notallowed permitted prohibited required 1 itis to.smoke in the washroom. 2 Passengers are not tocenter the cockpit at any time. 3 You are to leave your seat during take-off and landing, 4 Carrying anything explosive onto a plane is The cabin crew inform passengers of safely procedures in the event of an accident at the boginning of every flight. 6 All passengers flying to and from the US are to carry a machine-readable passport 7 The man was not ‘on board because he appeared to be carrying suspicious goods in his hand lugg 8 itis tofly a plane without a license. 9 Hand luggage to be taken int the cabin contain any dangerous or flammable items, 10 Flight regulations clearly state what passengers bring onto a plane, 2. Rearrange the words to make orders. lr /t0 Functional English — Orders and requests 1 immediately / fasten / passengers f seatbelts /tell/ the / 2. dont / hot (tits / so / touch / very 3. tell/ severe / we / passenger / MedLink / have / and / burns / call / them / a / with 4 about / and / contact | emergency / problem / services / tell / the / the / them 5 engine / down / two / number / shut 6 aerodrome / inform / nearest of | pilot /the the 7 ftom / passengers / stop / the / the / using / washroom 8 as/as/ get /of /out/ plane / possible / quickly /the 3. Make the following orders into polite requests. use the verbs in brackets. Get me some water! (bring) 2 Quick! Geta fre extinguisher! (ind) 3 Get ofthe runway! (ext) 4 Get your seatbelts on! (fasten) 5. Get on your masks! (outen) 6 Get ATC on the radiol (conta 7 Find the checkist for fel (look fy 8 Tellme more! (aive) 9 Don't bother the pitt! (

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