teachers book chapter1
TRANSCRIPT
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For ICAO compliance
John Kennedy
E n g l i s h
tEachErs book
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contEnts
Unit titlE PagE
Introduction 4
1 Runwayincursion 8
2 Lost 18
3 Technology 28
4 Animals 38
5 Gravity 48
6 Health 58
7 Fire 68
8 Meteorology 78
9 Landings 88
10 Fuel 98
11 Pressure 108
12 Security 118
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introdUction
Thisbookhasbeenwrittentosupporttheteachingothecoursebook,Aviation
English.AirtraccontrollersandpilotswhoattendEnglishcourseshavethe
samelanguageneedsasanyotherstudentswhowishtoimprovetheirEnglishor
proessionalpurposes.TheyarenotattendingEnglishcoursestolearnthetechnical
vocabularytheyneedortheirjobs,butrathertoimprovetheirgeneralabilityto
communicateonwork-relatedmattersinEnglish.
YoumayhavelimitedornoexperienceintheteachingoEnglishorcivilaviation.
Iso,thisTeachersBookhasbeenwrittentohelpyou.Therearecomprehensive
explanationsornon-specialistsotheissuesandtheparticularsituationswhich
airtraccontrollersandpilotshavetodealwith.Detailedteachingnotesarealso
providedoreachunit.TheTeachersBookthereorehasadualunction.Toprovide
backgroundinormationandexplanationsonaviationcontextsandtoprovidesome
suggestionsastohowtoteachthematerialmosteectively.
Language skills or pilots and controllersEnglishlanguagetrainingopilotsandcontrollersocusesalmostexclusivelyon
improvingtheirlisteningandspeakingskills.Eectiveverbalcommunicationis
essentialtoensuringsaetyincivilaviation.Communicationsarevoiceonly,that
iscontrollersandpilotstalktoeachotheratadistance,throughradiotelephony
communications.Theverbalmessageistheonlycommunicationtoolattheirdisposal
(thoughbasicroutinemessagesaresometimesexchangedelectronically).
Acertaindegreeofuencyisrequiredbecausecontrollershavetocommunicate
withseveralaircratatthesametimeandtheycannotwaitoranunreasonablylong
timeorapilottopassamessage.Pilotsneedtoreceiveinormationandinstructions
ingoodtimetoreactaccordingly.Theinteractionbetweenpilotsandcontrollers
mustbeeective,asbothpartiesneedtobeabletocheck,conrmandclariywhen
misunderstandingsoccur.Controllersandpilotsrequiresucientvocabularytobe
abletocommunicateinboththeroutineandnon-routinesituationswhichmayoccur
intheirjobs.Inaddition,controllersandpilotsneedtohaveagoodcommando
basicgrammatical structuressothattheycancommunicateinormationinaormat
whichwillbeunderstoodbytheirinterlocutor.Andnally,pronunciationneedstobe
sucientlyclearandintelligibletotheinternationalaviationcommunity.
Theveeatureshighlightedabove(fuency,interaction,vocabulary,structureand
pronunciation)arethecriteriawhichappearontheICAO(InternationalCivilAviation
Organization)languageprociencyscale.Thesixthandnaleaturetobeassessed
onthescale,whichisalsooundamentalimportance,iscomprehension.Controllers
andpilotsmustbeabletoclearlyunderstandtheirinterlocutorinroutineeveryday
situations,andwhereanunusualoranunexpectedsituationmightcauseconusion,
theymusthaveclaricationstrategiesavailable.
ThecommunicationskillsobothcontrollersandpilotsareevaluatedaccordingtothisICAOscale,withsixdierentdescriptorsoreachothesixeaturesmentioned
above.Thelevelsaredenedasollows:
Level6 Expert
Level5 Extended
Level4 Operational
Levels13Non-operational
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Controllersandpilotslearntocommunicateinwhatistermedstandard phraseologyduring
theirbasictraining,andtheyputitintopracticeonadailybasis.Thisphraseologyissucient
tocommunicateatleast95%owhatpilotsandcontrollersneedtosay.Itconsistsosimple
clearmessagesdesignedorroutinesituations.Thereisanabsenceogrammar,prepositions,
complexity,wordsthatarediculttopronounce,wordswithambiguousmeanings,etc.The
manualonstandardphraseologycanbesimplymemorized.Throughrepetitiononadailybasis,
controllersandpilotscanbecomehighlyprocientintheiruseophraseology.Theycanuse
andunderstandphraseologywithoutnecessarilybeingabletospeakorunderstandEnglish.
Theproblemisthatagoodknowledgeophraseology,whichisappropriateorexchanging
expectedroutinemessages,isnotsucienttodealwithanon-routinesituation.Anon-
routinesituationmayalsobeanemergencysituation,orhavethepotentialtodevelopintoan
emergencysituation.
Theonlywaythatpilotsandcontrollerscanbesuretobeabletocommunicateinanon-routine
situationisitheybothhaveasucientleveloprociencyinacommonlanguage.Forthe
internationalaviationcommunity,thislanguageisEnglish.Duetothisneedtocommunicatein
unexpectedsituations,ICAOnowrequiresallcontrollersandpilotstodemonstrateaminimum
olevel4ontheirsix-pointlanguageprociencyratingscale.Thedescriptorsolevel4measure
theabilitytocommunicateinwhattheICAOtermsplain language,inordertomakeaclear
contrastwiththephraseologysuitableorroutinesituations.
Aviation Englishocusesonplainlanguagethroughout.Abrielookatthecontentspageandthetopicsincludedinthebookwillgiveyouanideaastowhattopicsyourstudentsneedtobe
abletotalkabout.
Inmanyotherproessions,studentshavetheopportunitytouseandindeeddeveloptheir
Englishatworkeveryday.IoneconsidersthatphraseologyisnotreallyEnglish,andthat
neithercontrollersnorpilotsdealwithnon-routinesituationsregularly(norwouldwewantthem
to),thenwecanseethatpilotsandcontrollersdonotcommunicateinplainEnglishonadaily
basis.Thistogetherwiththepotentiallyseriousconsequencesoanymisunderstandingwhich
mightoccurwhentheydoneedtouseplainEnglish,providetwoimportantjusticationsor
Englishlanguagetrainingorcontrollersandpilots.
ManycontrollersandpilotsneedtheopportunitytoimproveandpractisetheirEnglishina
languageclassroom,guidedbyateacher,andtheyneedsuitablematerialstoaidthemin
doingso.
The aviation English teacher
TherstandmostimportantpointtomakeisthatanaviationEnglishteachercannotandisnot
expectedtobeanexpertinaviation.Ocourse,ithelpstohaveageneralknowledgeohow
airports,aircratandairlinesoperate,aswellashavingsomeideaastowhatthejobsoair
traccontrollerandpilotinvolve.Assumingyouhavefownbeoreasapassenger,thenyouwill
alreadyhavesomeideasbeoremeetingyourstudents.
Studentswillwanttolearnaboutanddiscusssituationswhicharerelevanttotheirjobs,butthey
areunlikelytoaskyouanyquestionsoatechnicalnature.Theyknowwheretheycanndthe
answersthemselvestosuchtechnicalquestions.Indeedyouwillprobablyndthatyoucanask
yourstudentsquestionsabouttheirwork,abouttheproceduresollowedandaboutwhythings
aredoneinaparticularway.They,asexpertsintheirowneld,willbeabletoprovideanswers
whichyou,asanexpertEnglishteacher,canhelpthemormulateinEnglish.Theymayderive
somesatisactionromtheactthattheyareteachingyoujustasyouareteachingthem.
PerhapsthemostimportantattributeyouneedtobecomeaneectiveaviationEnglishteacher
isanenthusiasmorandageneralinterestinaviation.This,coupledwithadesiretolearnmore,
islikelytobeappreciatedbyyourstudents.
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Recommended web sites
Thereareliterallythousandsowebsitesprovidinguseulandinterestinginormationoncivil
aviation.Theollowingareasmallselectionwhichmightbeointeresttoyoushouldyouwish
tourtherdevelopyourknowledgeocivilaviation.
Youmightalsoconsiderrecommendingoneormoreothesewebsitestoyourstudents,or
theirowngeneralinterest,andalsotoencouragethemtoreadandtolistentomoreaviation
Englishoutsidetheclassroom.
Studentsmayalreadybeamiliarwithsomeothesesites,ortheymayhavetheirown
avourites,whichtheycanthenrecommendtoyouandtoeachother.
AsinanyotherEnglishlanguagecourse,themorethingsyouencourageyourstudentstodo
usingEnglishoutsidetheclassroom,thebetter!
www.liveatc.net/feedindex.php?type=all
LiveATC.net:Thisisanexcellentsiteiyouwishto
listentosomerealairtraccontrolromdierent
locationsaroundtheworld.Youcanchooseyour
geographicalareaatthetopothepageandthe
locationswhicharemarkedingreenareaccessible.
Mostowhatyoulistentointhiswayisentirely
routine,butthesitealsocollectsparticularly
interestingsegmentswheresomethinghappened,
thoughyouneedtojoinuptolistentothese.
www.pprune.com
The Professional Pilots Rumour Network:Thissite
isaninterestingexchangeonewsandviews.As
itsnamesuggests,itsasiteorpilots,butanyone
concernedwithaviationwillndmanyinteresting
topicsandstoriestoreadabout.
www.virtualskies.arc.nasa.gov
Virtual Skies:Thissiteisanexcellentresourceor
theteacherwhoisnewtotheworldoaviation.It
isaneducationalsite,setupbyNASAeducation,
designedorschoolsandeaturingmanyo
thesubjectareasincludedinthiscoursebook.
Technicalexplanationsarecleartoollowand
interestinginteractiveactivitiesareincluded.
www.ntsb.gov/ntsb/query.asp
NTSB Aviation Accident Database & Synopses:
TheNTSB(NationalTransportationSaetyBoard)is
thebodywhichinvestigatesallaviationaccidents
intheUS.Theyalsoinvestigateaccidentsabroad
whenaUSregisteredaircratisinvolved,orwhentheirexpertiseiscalledupon.Youcanuse
theirextensivedatabasetoresearchaparticular
accidentoratypeoaccident.Thereisalsoa
sectiondealingwithincidents.
www.faa.gov
FAA (Federal Aviation Administration):TheFAA
isthecivilaviationauthorityotheUS.Theirweb
siteisextremelycomprehensiveandcontains
interestingandocialinormationandstatistics
onawiderangeosaetyissues,amongstother
things.Thissiteisworthbrowsingorvisitingwhen
youhaveaparticularsubjecttoresearch.
www.pilotfriend.com
Pilot resources and aviation weather for general
aviation:Thisheadingonthehomepageis
somewhatmisleadingasthesitecontains
inormationonmanyissues.Amongstothers,
itsworthlookingatthefightsaetysection,the
aviationhistorysectionandthesectiononaviation
humour.
www.atwonline.com
ATW (Air Transport World) Daily News:Thisisan
excellentsiteorkeepinguptodatewiththelatest
aviationnews.Youmightwishtoregisterorree
dailynewsupdatestoyouremailaddress.Youcan
adviseyourstudentstodolikewise.
www.aopa.org/pilot/never_again
AOPA (Aircraft Owners and Pilots Association)
Online:Thisisanotherverycomprehensiveweb
siteandthetitlerefectsitscontent.Youmaywish
tobrowsethissitetoseewhatcouldinterestyou
oryourstudents.Theaddressabovewilltakeyou
directlytoanextensiveseriesopilotstories,each
entitledNeveragain.Thesestoriesareallaboutanerrorojudgementonthepartoaprivatepilot,
whichcouldhavebeenatalandthepilotsexplain
whattheylearnedromtheseexperiences.
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rUnWaY incUrsion
Unit 1: rUnWaY incUrsion
sUbjEct backgroUnd:
airPorts and rUnWaYs
Introduction
Thefrstairportsweresimplygrassfelds(airfelds)butas
aircratbecameheavier,pavedrunwaysweredeveloped.
Thisalsomeantthatairplanescouldlandandtakeoinall
weatherconditions.Overtheyearsairportshavebecome
biggerandbusierwithelaborateterminal buildingsto
improvepassengercomortandoerretailservices.The
worldsbiggestairportisnowconsideredtobeAtlanta,
withHeathrowairportgenerallyrecognizedastheworlds
biggestinternationalairport,thoughitacesserious
competitionromCharlesdeGaulle(Paris),Frankurt
andSchipol(Amsterdam).Noteveryoneagreesonthe
biggestthough,asanairportssizecanbemeasuredin
termsothenumberomovements(landingsandtake
os)thatoccurinayear,thenumberopassengersthat
passthrough,thenumberorunwaysavailableoreventhesuraceareaoccupied.TheairporteaturedinSection2o
theunit,JFK(NewYork),isanotherotheworldsbiggest
andmostamous.
Airportsaresometimesreerredtoasaerodromes,though
thistermisconsideredold-ashionedandotenimplies
asmallairport.Thetermairstripisusedwhennotmuch
morethanasmallbasicrunwayisprovided(otenusedby
themilitary).
Whentalkingaboutairports,bigisnotalwaysbeautiul.
Inrecentyearstherehasbeenconsiderablecontroversy
concerningtheenvironmentalimpactoincreasingtrafcat
largeairports(seeUnit10).Noisepollutionisaparticularly
controversialissue,andexpandingexistingairportsor
buildingnewonesisbecomingincreasinglydifcultin
manypartsotheworld.
Organization
Airportsaredividedintolandsideandairsideareas.
Airsideareasarewheretheairplanescanbeound.
Theseincluderunwaysandtaxiways,aswellasstands,
whereaircratareparkedorprovidingdirectaccessto
theterminalbuildingthroughanair bridgeorjetway.The
airsideareaalsoincludestheapron,whereseveralaircrat
mayparkatadistanceromtheterminalbuilding(busesthentakepassengerstoandromtheaircrat).
Accesstoallairsideareasissubjecttotightsecurity
controls.Landsideareas,ontheotherhand,whichinclude
shops,restaurants,carparksandcheck-inareas,aremore
accessibletothegeneralpublic.
Air Trafc Control(ATC)isusuallyprovidedromacontrol
towersituatedon-site.AtmajorairportsATCisseparated
intoground control(responsibleoraircratandall
othervehiclesusingtheapronandtaxiways)andtower
control(responsibleoraircratlandingandtakingoon
therunways).Approach controlhandlesaircratwhich
havejusttakenoorareabouttoland.En-routetrafcis
controlledatanareacontrolcentre,whichcanbesituated
anywhere,astheaircratareonlyvisibleonacontrollers
radarscreen.
Runways
Smallairportsmayhaveonlyonerunwaybutmostmajor
airportshaveseveral.Whenanewairportisbuiltoran
existingoneexpanded,runway layoutisoprimaryconcern.Runwaysneedtobelaidouttomakeoptimum
useotheprevailingwindsbecauseaircratneedtotake
oandlanddirectlyintothewindipossible.Crosswinds
canbeadangeroushazard.Assumingthattheairport
willbebusy,thelayoutshouldalsobeefcient,ideally
allowingrunwaystobeusedsimultaneously.Aurther
importantconsiderationisthewayinwhichlocalresident
communitieswillbedisturbedbynoise.Attheendo
Section2intheunit,studentsaregiventheopportunityto
designtheirownairportlayout.
Thethreemainrunwayconfgurationsareparallelrunways,
open-Vrunways(theydivergebutdonotintersect,when
viewedoverheadtheshapeisaV),andintersecting
runways.Thelattertwotypesarerelevantinlocations
wherethedirectionotheprevailingwindchanges.
Runwaysarelabelleddependingontheirdirectionrelative
tothemagneticcompass(tothenearest10,withthe
zeroleto).Thisnumberisclearlyindicatedattheend
oeachrunway.Iarunwayislabelled09atitsstarting
point(runway threshold)becauseitrunsdueeast
(90),thenitwillbelabelled27attheotherendwhichis
therunwaythresholdshouldthepilotneedtolandina
westerlydirection(270).Inthisway,whenawindreverses
direction,landingsandtakeosollowsuit.Allrunwaysare
thusdesignatedbytwonumbersthedierencebetween
whichis18.Forexample,onrunway13-31pilotscaneither
landortakeowithaheadingo130or310.
Atinternationalairportsallrunwaysmusthaveground
markingsandstandardized lightingaccordingtoagreed
internationalstandards.Thethresholdanddirection
oarunwayshouldbeclearlymarkedaswellasthe
touchdown zoneanddistance markersatvariouspoints
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forfun
toshowapilothowmuchrunwayislet.Thecentrelineshouldalsobeclearlyvisible
aswellastherunway exitsleadingtotaxiways.Standardizedlightingisasollows:
Greenthreshold lightsmarkthebeginningoarunway.
Redlightsmarktheendoarunway.
Whiteoryellowlightsmarktheedgesoarunway.
Bluelightsindicatetaxiways.
Runway incursions
Peopleotenthinkthatyouaresaeonceyouhavelandedontherunwayandthe
pilothasslowedtheaircratdown.Inactmostaccidentshappenontheground
andnotintheair.Theworldsworstevercivilaviationdisaster(disregardingterrorist
attacks)wastheaccidentatTenerieairportin1977whentwoBoeing747scollided
onarunwaykilling583people.Astrafcincreasesatmajorairports,sodotherisks
ocollisionsontheground.
Arunway incursionistheunauthorizedentryontoarunwaybyanaircrat,a
vehicle,apersonoranobject.Insuchsituationsthereisaseriousdangertoany
airplanewhichmaybetakingoorlanding.Aclearillustrationothisistheincident
inSection3otheunit.Arunwayincursionmightbecausedbyanoperationalerror
onthepartoanairtrafccontroller,apilotdeviatingromissuedinstructionsorbythedriveroanairportvehicle.
Miscommunicationcanbethecauseorakeycontributingactorinarunway
incursion,asseeninthereadingtextinSection1.Problemswiththelightingor
markingsorunwaysortaxiways,orjustageneraldisorientationorailuretoseea
situationcorrectlyareotherpotentialactors.
Whenarunwayincursionoccurs,thereisotenmorethanoneactoratwork.In
2001atMilansLinateairport,anMD-87collidedinogontherunwaywithaCessna
corporatejetkilling118people.Thepilotsothecorporatejetwereunamiliarwith
theairportandwronglyollowedtheinstructionstheyweregiven,theairtrafc
controllersondutyailedtopickupclearsignsthattheywereonthewrongcourse
andthoughtherewasaground radar warning systemavailableatthisrequently
ogboundairport(whichwouldhavealertedallsidestotheproblem)ithadnotyetbeeninstalled(ithasnow).
When a pilot gets nervous ...
Beech Baron:Uh,ATC,veriyyouwantmetotaxiinrontothe747.
ATC:Yeah,itsOK.Hesnothungry.
A Beech Baron is a small aircrat, usually with our seats, a 747 was, until very
recently, the largest passenger aircrat. The initial instruction rom air trafc
control was quite normal. Taxiing behind a 747 could be very dangerous due
to the jet blast rom its engines.
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1 Asairtrafcincreasesandairportsbecomemorecongested,groundoperationsatinternationalairportsarebecomingmorecomplexandthisisanincreasingareao
difcultyorpilotsandairtrafccontrollers(thoughthelatterareatleastamiliarwiththeir
airport).Aswellastryingtotaxiaroundanunamiliarairport,apilotmayalsohavesome
difcultiescommunicatingwiththelocalcontrollers.
Studentsshouldhavesomeinterestingideastoshareonthetwodiscussionquestions.
But,withregardtoQuestion2,theywillprobablyalsopointoutthatmiscommunication
canbeanissuebetweennativespeakersothesamelanguage.Itheydontmention
this,youmightliketopromptthemtodoso.
2 Notetheexampleothemaintenancetruckatthebeginningothearticle.StandardICAO(InternationalCivilAviationOrganization)phraseologyisnowpass your messagerather
thango ahead,toeliminatethepossibilityosuchadangerousmisunderstanding.
3 Askstudentstocheckanswersinpairs.
1 misunderstood
2 misheard
3 boththepilotandthecontroller
4 donotinvolve
5 verycomplicated
6 simpleEnglish
4 (Suggestedanswers)
1 Speakclearly/usestandardICAOphraseologyatalltimes/bereadytorephraseia
pilothasntunderstood
2 Situation1:thecontrollershouldhavesaidpass your message;Situation2:couldbe
avoidedwithamorecompletemessagesuchashold short of runway 26;Situation3:
couldbesolvedbyreplacingthepronounsheandwewiththecallsignotheaircrat
concerned.
Vocabulary Communication
1 make
2 receive
3 give
4 readback
5 realize
6 repeat
7 conuse
8 give
se e -avdg mmmu
Thissectiondealswiththeimportantareaomiscommunicationbetween
pilotsandcontrollers.Itintroduceskeyvocabularywhichrelatestotheroutine
messagesexchangedbetweenpilotsandcontrollersoraircratmanoeuvring
ontheground.Itteachesthelanguageunctionoaskingorinormationand
providesstudentswithanopportunitytotalkabouttheimportanceoEnglishin
theirproessionallives.
Unit 1
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Functional English Asking for information
1 Beorestudentsbeginthisactivity,youcouldreviewhowquestionsareormedintheollowingtenses:
Presentsimple:(do / does)+subject+verb,e.g.Do you fy?
Presentcontinuous:(am / is / are)+subject+verb(-ingorm),e.g.Are you fying?
Pastsimple:did+subject+verb,e.g.Did you fy?
Presentperectsimple:(has / have)+subject+verb(pastparticiple),e.g.Have you fown?
Presentperectcontinuous:(has / have)+subject+been+verb(-ingorm),e.g.Have you been fying?
Future:will+subject+verb,e.g.Will you fy?
Youcouldalsoreviewormingquestionswithquestionwords,e.g.how, what, when, how much / oten / long.
Makesurethestudentsknowthatsomeverbswillbeusedtwice.ForQuestion3,willratherthandocanbe
usedistudentswanttotalkaboututureintentions.
1 did
2 have
3 do/will
4 have
5 do
6 do
7 does
8 are
9 will
10 must
2 Thisisaninterestingintroductoryactivityatthebeginningothecourse,particularlyithestudentsdontknoweachotherwell.Evenitheydo,itsarelaxedwayodiscussingsomeimportantissues.Itimeallows,
studentscouldchangepartnersseveraltimes,conductingseveralinterviews.Foreedback,youcanchoose
particularstudentsandasktheirpeerstotellyouoneortwointerestingthingsaboutthem.
Speaking English in aviation
(Suggestedanswers)
1 Probablydisagree:mostFrenchairportshaveinternationalfights.Eveninanairportwithnoscheduled
internationalfights,anaircratmayneedtodivertinanemergency,andclearcommunicationsinEnglishwill
bevital.SomearguethatthereshouldbeapolicywherebyFrenchcontrollersspeakEnglishtotheFrench
pilotssothatoreignpilotsinthevicinitycanunderstand.
2 Possiblyagree:Americansaresometimescriticizedornotmakingenougheorttoadjusttheirrate
ospeech,tousestandardizedexpressionsortomoderatetheirregionalaccentsinordertobeeasily
understoodbytheinternationalaviationcommunity.
3 Probablydisagree:underICAOregulationsonlyapilotwhonevercrossesinternationalbordersispermitted
tofywithoutEnglishlanguagecertication.
4 Probablydisagree:R/Tphraseologyisonlysucientinroutinesituations.
5 Probablyagree:level4,toberetestedaterthreeyears,istheminimumrequiredlevel.Foryoungercontrollers
andpilots,level5,toberetestedatersixyears,orevenlevel6,certicationorlie,mightbedesirableand
realisticaims.
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se w - ap lyu
ThissectiondealswiththedicultiesorpilotsintaxiingaroundJFKInternational
AirportinNewYork,withadescriptionosomeparticularareasotheairport
whichcauseproblems.Thestudentslistentoacontrollertalkingaboutthese
problemareas.Thesectionalsointroducesprepositions.
1 BeoreopeningtheStudentsBook,askstudentsabouttheworldsbusiestairportsandwhethertheyhaveeverfownintothem(iyouareteachingpilots),oritheyhavepassed
throughaspassengers.Youmightthenaskthemaboutanyexperiencesorknowledge
theymayhaveotheJFKAirport(e.g.How many runways are there? How busy is it?).
Thenaskthemtoopentheirbooksandexplainthetask.
Aswellasprovidingpracticeindescribingpositionsanduseoprepositions,this
activityamiliarizesstudentswiththeairportdiagraminpreparationorthelistening
comprehensiontask.
2 01, 02, 03 Askstudentswhathotspotsmean.Inthiscontext,hotspotsareareasoanairportwherethereisariskopilotsbecomingconusedwhentaxiingandadanger
thattheywilltakeawrongturning.Havestudentslookatthevepossiblehotspotsbeore
listening.
1 D 2 E 3 C
Unit 1
OurrsthotspotistaxiwayEasweapproachromtaxiwayCenroutetorunway22R.The
signageisconusing,andablastenceblockstheviewotheendotherunway.Aircrattaxiing
to22RviaC,otenturntoosoonandendupontaxiwayE.Thiscanmeanaverylongtaxi
behind22R.
01 Listening script
AsecondproblemareaistaxiwayZcrossingrunway13R/31L.Arightturnisrequiredwhen
crossing13RtotaxiwayZontheoppositeside.Therearetwotaxilinesleadingacross.Iyou
ollowthewrongone,youcouldendupwithaconfictwitharrivaltraconrunway13R.Inthis
situation,adviseATCimmediatelyandgetotherunwayasquicklyaspossible.
02 Listening script
AthirdareaoconcernisusingJuliettotransitionromAtoBsouth-eastbound.Aircrat
outboundromKandKKmaysometimesbeissuedtheinstructionTaxiletA.AtJ,transitionto
B.ItsveryimportantnottomisstheturnontoB,becauseJleadsacrossrunway22R.
03 Listening script
3 01, 02, 03 Studentsmayneedtolistenathirdtimeitheyarehavingdiculty,oryoucouldchoosetoreerthemtothelisteningscript.
1 C 2 D 3 E 4 D 5 E
4 Fortraineeswhodonothavemuchrst-handexperience,thisactivitycouldbesetasahomeworktask.Theycouldspeaktotheirinstructorsormoreexperiencedcolleagues
andreportbackonwhattheysaidtotheclass.Controllerswhoworkinen-routecentres
ratherthanairportsmayneedtodothesamething.
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Pronunciation The ICAO alphabet
1 04 Istudentsareunamiliarwiththeconceptowordstressinpronunciation,youcoulddemonstratewherethe
stressliesonQuebec(secondsyllable).
Youcouldeitheraskstudentstolistentotheotherletters
andcompletethetableortopredictwherethestresslies
beorelistening.
Vocabulary Prepositions
Studentscouldreerbacktotheoriginalairportdiagramor
aullerpicture.Youmightneedtoexplainthattaxi towards
meansin the direction ofwhereastaxi toisaninstructionto
go to that point.Notethatrunway holding position markings
reerstoplaceswhereanaircratmuststopbeorereceiving
permissionromthetowertocrossarunway.Anactive runway
isarunwaywhichisinuseatthattimeorlandingsortake-os
orboth.
1 on
2 rom
3 to
4 via
5 along
6 across
7 onto
8 into
9 At
10 aheadon
11 towards
Speaking Sketching out an airport
1 / 2 Thisactivityprovidesstudentswithreepractice.With1,100movementsperday,thiswillbeaverybusyairport.
IFR/VFRimpliesthatlightaircrat(VFRtrafc)aswellas
passengerjets(IFRtrafc)willbeusingtheairport.See
theintroductorynotestoUnit2oraullexplanation.
Studentsmayaskadditionalquestions,e.g.How much
land is available? How many runways are planned? What
are the environmental constraints?Suggestthatthey
shouldtrytobeascosteective,spaceefcientand
environmentallyriendlyaspossible.
Youcoulddothisactivityingroupsratherthaninpairs
iyouthinksomeoyourstudentsmaystrugglewithit.
Alternatively,studentswhoarestillhavingproblemscould
describeanexistingairporttheyknowwell.Preparation
couldalsobesetasahomeworkactivity.
Allocateeachpairorsmallgroupsometimetopresent
theirplanstotheclass.Theirpresentationshouldprompt
urtherquestionsandprovideuseulcommunicative
practice.
oO Oo Ooo oOo
H
Z,A
R,J
N,S
Quebec
Romeo
Zulu
November
Hotel
Juliet
Sierra
Alpha
04 Listening script
2/3 04 StudentspractisesayingtheICAOalphabet.Notethattheseletterswerechosentobeperectly
comprehensibleevenwithaneutralstresspattern,which
isthewaytheyareotenpronouncedinpractice.
4 Thisactivityprovidesurtherpracticeoalltheletters.Encouragestudentstomaintainthecorrectstresspatterns
duringthisactivity.
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se hee - gud pe
Thissectiondealswithanincidentrelatingtoadangerousrunwayincursionby
apilotwhowasconfusedanddidnotcorrectlyfollowhistaxiinginstructions.As
wellasfurthercomprehensionpractice,theactivitiespresentandpracticethe
vocabularyandlanguagefunctionfordescribingactionsandposition.
1 Runwayincursionsareoneofthekeysafetyissuesatmanyairports.Arisingincidenceofrunwayincursionsalertsexpertstotheriskofaseriousaccident.Studentsarelikelyto
beawareoftheseriousnessoftheproblem.Nevertheless,someoftheirstoriesmaybe
humorous,involving,forexample,theappearanceofunusualanimals.
1 Anincidentwhereanaircraft,apersonoravehiclemistakenlygoesontoarunway
thathasbeenassignedforthelandingortake-offofanaircraft.
2 (Suggestedanswers):miscommunication,animals,pilot/controllererror,construction
work,unauthorizedpersonnel,lackofvisibility.
3 (Suggestedanswers):improvecommunicationasinrecommendationsfromSection1,
improvesecurityandmaintainperimeterfencestopreventunauthorizedpersonnelor
animalsfromentering.
2 05 Tellthestudentsthatthislisteningisanexampleofcommunicationproblemsduringarunwayincursion.
Youcouldaskstudentstoreadthesummaryandpredictorspeculateonthelikely
answers.Atthesametimetheyshouldaskyouaboutanyvocabularyintheparagraph
whichisunclear.Askthemiftheythinkthatrunwayincursionsaremorelikelytooccur
inmarginalweatherconditions.Althoughitseasiertotakeawrongturninginconditions
oflowvisibility,ingoodweatherconditionstheremightbeatendencytobecome
complacent.
marginal,inbound,active,takesoff,stop,clears
Unit 1
C = Controller, P = Pilot
C MC798,sayyourposition.P WereclearoftherunwayonerNbyB,MC798.
C MC798,thankyou.TaxitotherampviataxiwaysNandT.Reportcrossingrunway16.
P Roger.N,Tandreportcrossing16,MC798. MC798isonNbytherunwayshereer
wecantseemuchbecauseitssofoggy.AreweclearedtocrossstraightaheadonN?
C MC798,crossrunway16.JointaxiwayNTontheoppositeside.
P NTontheoppositeside.WereapproachingKilohereohTheressomebodytaking
off!
C MC798,youshouldntbenearK.Holdyourposition!
P Tower,thisisMC798.Weareonarunway.ImcurrentlylookingtotherightatK.Weare
on23Rattheintersectionof16.WedidnotconnectonN.WearebyK.Kistoourright.
Wereonanactiverunway.MC798.
C MC798,23Risnotanactiverunway.
P ErImsorry.Maam.Wereon23Land16andIamfacingK.Imlookingoutthe
windowandIcanseeasignthatsays23Ltomyrightandthereisasignsaying16to
myleftandayellowsignsayingKtomyrightandanothersigntomyleft.
C MC798.Justgostraightahead.Tellmewhenyougettothenextsignplease.
P OK,wereon23L.WeareapproachingKnow.
TWR MC798.Roger.TurnrightatKandmakeaslightleftturnontotaxiwayC.Holdshortof
runway23R.
P WereonKandwereclearoftherunway.WereapproachingConK.
05 Listening script
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3 05 Atertheycorrectlymarkwhathappenedonthediagram,youcouldaskhowthisincidentcouldhave
beenavoided.Studentsmaychoosetocriticizethe
controller,thepilotorboth.Inthisparticularlistening
itseemsthatlightingandrunwaymarkingswerenot
uptotherequiredstandard,sostudentsmayalsotalk
abouttheresponsibilityotheairportauthorities.I
theyseemparticularlyinterestedinthedefcienciesin
communication,youmightdirectthemtothelisteningscriptorurtheranalysisanddiscussion.
Vocabulary Verbs describing actionsand position
Notethatpush backisthefrstmovementanaircratusually
makesaterstartingengines.Wecansaycolloquiallythatthe
aircratorpilotpushesbackorthattheaircratispushedback
(byatugortruck).Thelatterismoretechnicallycorrectasthis
iswhatactuallyhappens(mostaircratcannotreverseunder
theirownpower).
Roll for take offmeansthattheaircratisacceleratingdown
therunwaytogenerateenoughspeedtotakeosaely.
Airline
Terminal
Ramp
23L23R16
34
05R
05L
T
N N
B
N
4
3
2
1
C K
K
Pronunciation Numbers
1 06 Iyouareteachingcontrollers,askthemitheyhaveanycallsignconusionstoriestotell.Thengetthe
studentstocompletetheactivity.
2 AQ629
3 correct
4 LN588
5 HY5571
6 JM422
1 FR396
2 AQ629
3 CZ310
4 LN588
5 HY5571
6 JM422
06 Listening script
no movement slow fast
wait approach rollortake-o
queue turn touchdown
ace pushback
head
taxi
exit
Functional English Describing actionsand position
Beorestudentsbeginthisactivity,reviewtheormationand
usesothepresentcontinuoustense:
Form:(am / is / are)+-ingormotheverb
Usage:theprincipalandmostimportantuseinpilot
controllerdialoguesistotalkaboutsomethingwhichis
happeningatthemomentospeaking
Itwouldbeagoodideaalsotocontrasttheusageothe
presentcontinuousandthepresentsimpletense.Ask
studentsitheirlanguagecontainsasimilarcontrastinthe
useopresenttenses(manylanguagesdont).
3 sexiting
4 Thereare,heading 5 isacing,swaiting
6 isrolling
7 istaxiing
8 thereare,waiting
9 aremoving
10 arestanding
11 ispushingback
12 isapproaching
Speaking
1 Thisactivityroundsotheunitandallowsstudentstheopportunitytopractisewhattheyhavelearnedinthis
section.
2 ForQuestion1studentsmightmentionpoorgroundmarkingandlighting,obstructiontoviews,e.g.buildings
andincreasedtrafc.
2 Thisactivityprovidesadditionalpracticewithcallsigns.
Studentsmaybekeentopracticeurtherwiththeirpartner,dictatingcallsignsotheirownchoosing.
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17
1 Readthetext.Onesentenceismissingineachotheparagraphs.Markthepositionwhereitshouldbeinserted.
Baggage handler saved by his mobile phone
In December 2005, a 55-year-old baggage
handler was trapped in the hold o
an Airbus A330 at Dublin airport. The
aircrat, with 325 passengers on board,
had pushed back and begun taxiing
towards the runway. The aircrat was
bound or Los Angeles. Luckily the
baggage handler was able to use his
mobile phone to call his company
representative who then alerted the air
trac controllers. The cargo hold door
was opened and the baggage handlerreleased.
The incident occurred because the
baggage handler, who was the leader o
the team loading baggage or that fight,
had entered the hold at the last minute
to move some baggage. Not realizing that
he was still inside, one o his colleagues
shut the cargo hold door and gave the
thumbs up signal that the fight was
ready to depart. The aircrat was cleared
to push back and commence taxiing. It
was only when the engines powered up
that the baggage handler realized he was
trapped.
The baggage handler was not injured
though he was in a state o shock. It was
thanks to the act that he was carrying his
mobile phone that he was able to raise the
alarm and save himsel rom the traumatic
ordeal o a transatlantic fight. In it, they
recommended that procedures relating to
last-minute adjustments or removals o
items rom the hold be tightened up.
While this incident was unusual, it was
not the rst time that it has happened. In
March 2005, a trapped baggage handler
few or almost two hours rom Chicago
to Philadelphia in the cargo hold. In 2001,
another trapped baggage handler few all
the way rom Dallas to Puerto Vallarta,
a three-hour fight. In both cases the
men tried to escape beore take-o by
banging on the cargo door. They were not
as ortunate as the man involved in the
incident at Dublin airport.
Paragraph1:Theyimmediatelyinormedthepilotswhoreturnedtothestand.
Paragraph2:Duringpushbackthelightsinthecargoholdremainedon.
Paragraph3:ThenalreportonthisincidentwasissuedbyinvestigatorsinApril2007.
Paragraph4:Insomecasestheproblemhasnotbeendiscovereduntilaplanehaslanded.
2 Workinpairs.Discusstheollowingquestions.
1 Doyouthinkthetwobaggagehandlersmentionedinthelastparagraphsurvivedtheirfights?2 WouldtheDublinairportbaggagehandlerhavebeenabletosurviveitheaircrathadtakeno?3 Iabaggagehandlercansurvive,whatmightthepersonsphysicalconditionbeonarrival?4 Howcansuchincidentsbeprevented?
Unit 1
PhotocoPiablE
activitY
aviation English tEachErs book
MacmillanPublishersLimited2008